Current educational issues in the clinical neurosciences.

PubMed

Desbiens, R; Elleker, M G; Goldsand, G; Hugenholtz, H; Puddester, D; Toyota, B; Findlay, J M

2001-11-01

Canadian training in the clinical neurosciences, neurology and neurosurgery, faces significant challenges. New balances are being set by residents, their associations and the Royal College of Physicians and Surgeons of Canada between clinical service, education and personal time. The nature of hospital-provided medical service has changed significantly over the past decade, impacting importantly on resident training. Finally, future manpower needs are of concern, especially in the field of neurosurgery, where it appears that soon more specialists will be trained than can be absorbed into the Canadian health care system. A special symposium on current challenges in clinical neuroscience training was held at the Canadian Congress of Neurological Sciences in June 2000. Representatives from the Canadian Association of Interns and Residents, the Royal College of Physicians and Surgeons of Canada and English and French neurology and neurosurgery training programs made presentations, which are summarized in this report. Residency training has become less service-oriented, and this trend will continue. In order to manage the increasingly sophisticated hospital services of neurology and neurosurgery, resident-alternatives in the form of physician "moonlighters" or more permanent hospital-based clinicians or "hospitalists" will be necessary in order to operate major neuroclinical units. Health authorities and hospitals will need to recognize and assume this responsibility. As clinical experience diminishes during residency training, inevitably so will the concept of the fully competent "generalist" at the end of specialty training. Additional subspecialty training is being increasingly sought by graduates, particularly in neurosurgery. Training in neurology and neurosurgery, as in all medical specialties, has changed significantly in recent years and continues to change. Programs and hospitals need to adapt to these changes in order to ensure the production of fully qualified specialists in neurology and neurosurgery and the provision of optimal care to patients in clinical teaching units.

The Use of a Small Private Online Course to Allow Educators to Share Teaching Resources Across Diverse Sites: The Future of Psychiatric Case Conferences?

PubMed Central

Lockhart, Billy J.; Capurso, Noah A.; Chase, Isaiah; Arbuckle, Melissa R.; Travis, Michael J.; Eisen, Jane

2017-01-01

Objective The authors sought to demonstrate the feasibility of integrating small private online course (SPOC) technology with flipped classroom techniques in order to improve neuroscience education across diverse training sites. Methods Post-graduate medical educators used SPOC web conferencing software and video technology to implement an integrated case conference and in-depth neuroscience discussion. Results Ten psychiatry training programs from across the USA and from two international sites took part in the conference. Feedback from participants was largely positive. Conclusion This pilot demonstrated the feasibility of such a program and provided a diverse audience with the opportunity to engage in an interactive learning experience with expert faculty discussants. This may be a useful model for programs with limited local expertise to expand their teaching efforts in a wide range of topics. PMID:26620806

Attitudes toward neuroscience education among psychiatry residents and fellows.

PubMed

Fung, Lawrence K; Akil, Mayada; Widge, Alik; Roberts, Laura Weiss; Etkin, Amit

2014-04-01

The purpose of this study is to assess the attitudes of psychiatry trainees toward neuroscience education in psychiatry residency and subsequent training in order to inform neuroscience education approaches in the future. This online survey was designed to capture demographic information, self-assessed neuroscience knowledge, attitudes toward neuroscience education, preferences in learning modalities, and interest in specific neuroscience topics. Volunteers were identified through the American Psychiatric Association, which invited 2,563 psychiatry trainees among their members. Four hundred thirty-six trainees completed the survey. Nearly all agreed that there is a need for more neuroscience education in psychiatry residency training (94%) and that neuroscience education could help destigmatize mental illness (91%). Nearly all (94%) expressed interest in attending a 3-day course on neuroscience. Many neuroscience topics and modes of learning were viewed favorably by participants. Residents in their first 2 years of training expressed attitudes similar to those of more advanced residents and fellows. Some differences were found based on the level of interest in a future academic role. This web-based study demonstrates that psychiatry residents see neuroscience education as important in their training and worthy of greater attention. Our results suggest potential opportunities for advancing neuroscience education.

Oh What FUN We've Had! Reflections on the Past and a Look to the Future.

PubMed

Dickinson, Shelly D

2012-01-01

In 2011 FUN celebrated 20 years of training tomorrow's neuroscientists today. Over the past two decades we've become an international organization of members dedicated to excellence in teaching and research at the undergraduate level. FUN has enacted its mission through our flagship journal JUNE, student travel awards, faculty awards, education workshops, and regional conferences. More recent initiatives include the equipment loan program, department/program consulting service, the honor society Nu Rho Psi, and neuroscience study abroad opportunities. FUN is poised to continue enhancing undergraduate neuroscience education and research over the next 20 years.

Internet-based brain training games, citizen scientists, and big data: ethical issues in unprecedented virtual territories.

PubMed

Purcell, Ryan H; Rommelfanger, Karen S

2015-04-22

Internet brain training programs, where consumers serve as both subjects and funders of the research, represent the closest engagement many individuals have with neuroscience. Safeguards are needed to protect participants' privacy and the evolving scientific enterprise of big data. Copyright © 2015 Elsevier Inc. All rights reserved.

Promoting Bedside Nurse-Led Research Through a Dedicated Neuroscience Nursing Research Fellowship.

PubMed

Stutzman, Sonja; Olson, DaiWai; Supnet, Charlene; Harper, Caryn; Brown-Cleere, Shelley; McCulley, Becky; Goldberg, Mark

2016-12-01

We hypothesized that nurses would benefit from the fellowship model traditionally used to engage physicians in clinical research. The Neuroscience Nursing Research Center (NNRC) fellowship program was created as a model for engaging nurses at all levels of clinical practice to become active in clinical research. The NNRC was established in 2013 as a novel approach to promote bedside nurses as primary investigators in clinical research. The NNRC developed 4 pathways to nursing research success: research fellowship, student-nurse internship, didactic training, and research consultation. Fellows have enrolled more than 900 participants in 14 studies. Nurses have presented more than 20 abstracts at 12 conferences and submitted 11 manuscripts for publication. The NNRC has provided research training to more than 150 nurses. The NNRC program is successful in engaging nurses in research. It shows promise to continue to develop nursing research that is applicable to clinicians and thus improve patient care.

[Neuropathology in the neurosciences. A system in transition].

PubMed

Seitelberger, F

1993-08-01

Neuropathology (Np) is a full member of the neurosciences. As a basic neuroscience it is directed to the behaviour of nervous tissues under pathogenic conditions. The theoretical and methodical core of Np concerns the morphological features of pathological disorders and processes of the nervous system. The goal of Np data presentation is an objective description of the structural changes; their time course as processes, and if possible their causal constellations. Complementary to this analytical task is that of reconstructing the pathological process and at a higher level the conception of pathomorphological entities, e.g. as syndromes. Clinical Np is an alliance of Np with neurology, psychiatry and neurosurgery for representing the structural basis of diseases and the role of morphology in diagnosis and clinical management. Prerequisite for the proper functioning of Np is an integration with these other specialist fields. The clinical neuropathologist therefore has to be in certain respects also a neurologist. The same is true of the alliances of Np with other neurosciences, which is already reflected in recent neuropathological methodology. Detailed training programs are necessary for clinical Np, covering all aspects of its medical and social implications. Enough options should be offered for horizontal flexibility of curricula, futherance of secondary special training and support of good unconventional approaches by junior scientists.

GAME--Gym Activities for Mind's Efficiency

ERIC Educational Resources Information Center

Rocha Ferreira, Cristina

2016-01-01

GAME results from the exhaustion of doing the same activities, dealing with unmotivated students and not getting the desired results academically. Thus, I initiated a process of research and training in areas such as Positive Psychology, Neurosciences and Neurolinguistic Programming, which allowed to design an Evidence-Based Intervention. Students…

Attitudes toward neuroscience education in psychiatry: a national multi-stakeholder survey.

PubMed

Fung, Lawrence K; Akil, Mayada; Widge, Alik; Roberts, Laura Weiss; Etkin, Amit

2015-04-01

The objective of this study is to assess the attitudes of chairs of psychiatry departments, psychiatrists, and psychiatry trainees toward neuroscience education in residency programs and beyond in order to inform future neuroscience education approaches. This multi-stakeholder survey captured data on demographics, self-assessments of neuroscience knowledge, attitudes toward neuroscience education, preferences in learning modalities, and interests in specific neuroscience topics. In 2012, the authors distributed the surveys: by paper to 133 US psychiatry department chairs and electronically through the American Psychiatric Association to 3,563 of its members (1,000 psychiatrists and 2,563 trainees). The response rates for the chair, psychiatrist, and trainee surveys were 53, 9, and 18 %, respectively. A large majority of respondents agreed with the need for more neuroscience education in general and with respect to their own training. Most respondents believed that neuroscience will help destigmatize mental illness and begin producing new treatments or personalized medicines in 5-10 years. Only a small proportion of trainees and psychiatrists, however, reported a strong knowledge base in neuroscience. Respondents also reported broad enthusiasm for transdiagnostic topics in neuroscience (such as emotion regulation and attention/cognition) and description at the level of neural circuits. This study demonstrates the opportunity and enthusiasm for teaching more neuroscience in psychiatry among a broad range of stakeholder groups. A high level of interest was also found for transdiagnostic topics and approaches. We suggest that a transdiagnostic framework may be an effective way to deliver neuroscience education to the psychiatric community and illustrate this through a case example, drawing the similarity between this neuroscience approach and problem-based formulations familiar to clinicians.

Integrated neuroscience program: an alternative approach to teaching neurosciences to chiropractic students.

PubMed

He, Xiaohua; La Rose, James; Zhang, Niu

2009-01-01

Most chiropractic colleges do not offer independent neuroscience courses because of an already crowded curriculum. The Palmer College of Chiropractic Florida has developed and implemented an integrated neuroscience program that incorporates neurosciences into different courses. The goals of the program have been to bring neurosciences to students, excite students about the interrelationship of neuroscience and chiropractic, improve students' understanding of neuroscience, and help the students understand the mechanisms underpinning the chiropractic practice. This study provides a descriptive analysis on how the integrated neuroscience program is taught via students' attitudes toward neuroscience and the comparison of students' perceptions of neuroscience content knowledge at different points in the program. A questionnaire consisting of 58 questions regarding the neuroscience courses was conducted among 339 students. The questionnaire was developed by faculty members who were involved in teaching neuroscience and administered in the classroom by faculty members who were not involved in the study. Student perceptions of their neuroscience knowledge, self-confidence, learning strategies, and knowledge application increased considerably through the quarters, especially among the 2nd-year students. The integrated neuroscience program achieved several of its goals, including an increase in students' confidence, positive attitude, ability to learn, and perception of neuroscience content knowledge. The authors believe that such gains can expand student ability to interpret clinical cases and inspire students to become excited about chiropractic research. The survey provides valuable information for teaching faculty to make the course content more relevant to chiropractic students.

Managing Stigma Effectively: What Social Psychology and Social Neuroscience Can Teach Us

PubMed Central

Griffith, James L.; Kohrt, Brandon A.

2016-01-01

Psychiatric education is confronted with three barriers to managing stigma associated with mental health treatment. First, there are limited evidence-based practices for stigma reduction, and interventions to deal with stigma against mental health care providers are especially lacking. Second, there is a scarcity of training models for mental health professionals on how to reduce stigma in clinical services. Third, there is a lack of conceptual models for neuroscience approaches to stigma reduction, which are a requirement for high-tier competency in the ACGME Milestones for Psychiatry. The George Washington University (GWU) psychiatry residency program has developed an eight-week course on managing stigma that is based on social psychology and social neuroscience research. The course draws upon social neuroscience research demonstrating that stigma is a normal function of normal brains resulting from evolutionary processes in human group behavior. Based on these processes, stigma can be categorized according to different threats that include peril stigma, disruption stigma, empathy fatigue, moral stigma, and courtesy stigma. Grounded in social neuroscience mechanisms, residents are taught to develop interventions to manage stigma. Case examples illustrate application to common clinical challenges: (1) helping patients anticipate and manage stigma encountered in the family, community, or workplace; (2) ameliorating internalized stigma among patients; (3) conducting effective treatment from a stigmatized position due to prejudice from medical colleagues or patients’ family members; and (4) facilitating patient treatment plans when stigma precludes engagement with mental health professionals. This curriculum addresses the need for educating trainees to manage stigma in clinical settings. Future studies are needed to evaluate changes in clinical practices and patient outcomes as a result of social neuroscience-based training on managing stigma. PMID:26162463

Managing Stigma Effectively: What Social Psychology and Social Neuroscience Can Teach Us.

PubMed

Griffith, James L; Kohrt, Brandon A

2016-04-01

Psychiatric education is confronted with three barriers to managing stigma associated with mental health treatment. First, there are limited evidence-based practices for stigma reduction, and interventions to deal with stigma against mental health care providers are especially lacking. Second, there is a scarcity of training models for mental health professionals on how to reduce stigma in clinical services. Third, there is a lack of conceptual models for neuroscience approaches to stigma reduction, which are a requirement for high-tier competency in the ACGME Milestones for Psychiatry. The George Washington University (GWU) psychiatry residency program has developed an eight-week course on managing stigma that is based on social psychology and social neuroscience research. The course draws upon social neuroscience research demonstrating that stigma is a normal function of normal brains resulting from evolutionary processes in human group behavior. Based on these processes, stigma can be categorized according to different threats that include peril stigma, disruption stigma, empathy fatigue, moral stigma, and courtesy stigma. Grounded in social neuroscience mechanisms, residents are taught to develop interventions to manage stigma. Case examples illustrate application to common clinical challenges: (1) helping patients anticipate and manage stigma encountered in the family, community, or workplace; (2) ameliorating internalized stigma among patients; (3) conducting effective treatment from a stigmatized position due to prejudice from medical colleagues or patients' family members; and (4) facilitating patient treatment plans when stigma precludes engagement with mental health professionals. This curriculum addresses the need for educating trainees to manage stigma in clinical settings. Future studies are needed to evaluate changes in clinical practices and patient outcomes as a result of social neuroscience-based training on managing stigma.

A Series of Computational Neuroscience Labs Increases Comfort with MATLAB.

PubMed

Nichols, David F

2015-01-01

Computational simulations allow for a low-cost, reliable means to demonstrate complex and often times inaccessible concepts to undergraduates. However, students without prior computer programming training may find working with code-based simulations to be intimidating and distracting. A series of computational neuroscience labs involving the Hodgkin-Huxley equations, an Integrate-and-Fire model, and a Hopfield Memory network were used in an undergraduate neuroscience laboratory component of an introductory level course. Using short focused surveys before and after each lab, student comfort levels were shown to increase drastically from a majority of students being uncomfortable or with neutral feelings about working in the MATLAB environment to a vast majority of students being comfortable working in the environment. Though change was reported within each lab, a series of labs was necessary in order to establish a lasting high level of comfort. Comfort working with code is important as a first step in acquiring computational skills that are required to address many questions within neuroscience.

A Series of Computational Neuroscience Labs Increases Comfort with MATLAB

PubMed Central

Nichols, David F.

2015-01-01

Computational simulations allow for a low-cost, reliable means to demonstrate complex and often times inaccessible concepts to undergraduates. However, students without prior computer programming training may find working with code-based simulations to be intimidating and distracting. A series of computational neuroscience labs involving the Hodgkin-Huxley equations, an Integrate-and-Fire model, and a Hopfield Memory network were used in an undergraduate neuroscience laboratory component of an introductory level course. Using short focused surveys before and after each lab, student comfort levels were shown to increase drastically from a majority of students being uncomfortable or with neutral feelings about working in the MATLAB environment to a vast majority of students being comfortable working in the environment. Though change was reported within each lab, a series of labs was necessary in order to establish a lasting high level of comfort. Comfort working with code is important as a first step in acquiring computational skills that are required to address many questions within neuroscience. PMID:26557798

Psychobiology and Neuroscience at the Florida State University: a history.

PubMed

Rashotte, Michael E; Smith, James C

2005-10-15

In the 1950s, young faculty in Psychology and Physiology/Biology at the newly established Florida State University recognized common interests in the study of sensory systems. They spontaneously formed one of this country's earliest interdisciplinary research cohorts in the emerging field of "psychobiology". In the 1960s, this group established a formal graduate program in Psychobiology, acquired resources for building a new laboratory and for supporting pre- and post-doctoral students, and began the expansion of faculty and research focuses that continues to this day. In 1991, FSU's Psychobiology Program was re-branded as a Program in Neuroscience that awards a doctoral degree. It now encompasses faculty and students from four academic departments in the Colleges of Arts and Sciences, Human Sciences, and Medicine. This paper traces some main developments in our 50-year history of these research and training efforts.

The role of neurocritical care: a brief report on the survey results of neurosciences and critical care specialists.

PubMed

Markandaya, Manjunath; Thomas, Katherine P; Jahromi, Babak; Koenig, Mathew; Lockwood, Alan H; Nyquist, Paul A; Mirski, Marek; Geocadin, Romergryko; Ziai, Wendy C

2012-02-01

Neurocritical care is a new subspecialty field in medicine that intersects with many of the neuroscience and critical care specialties, and continues to evolve in its scope of practice and practitioners. The objective of this study was to assess the perceived need for and roles of neurocritical care intensivists and neurointensive care units among physicians involved with intensive care and the neurosciences. An online survey of physicians practicing critical care medicine, and neurology was performed during the 2008 Leapfrog initiative to formally recognize neurocritical care training. The survey closed in July 2009 and achieved a 13% response rate (980/7524 physicians surveyed). Survey respondents (mostly from North America) included 362 (41.4%) neurologists, 164 (18.8%) internists, 104 (11.9%) pediatric intensivists, 82 (9.4%) anesthesiologists, and 162 (18.5%) from other specialties. Over 70% of respondents reported that the availability of neurocritical care units staffed with neurointensivists would improve the quality of care of critically ill neurological/neurosurgical patients. Neurologists were reported as the most appropriate specialty for training in neurointensive care by 53.3%, and 57% of respondents responded positively that neurology residency programs should offer a separate training track for those interested in neurocritical care. Broad level of support exists among the survey respondents (mostly neurologists and intensivists) for the establishment of neurological critical care units. Since neurology remains the predominant career path from which to draw neurointensivists, there may be a role for more comprehensive neurointensive care training within neurology residencies or an alternative training track for interested residents.

Teaching with Big Data: Report from the 2016 Society for Neuroscience Teaching Workshop

PubMed Central

Grisham, William; Brumberg, Joshua C.; Gilbert, Terri; Lanyon, Linda; Williams, Robert W.; Olivo, Richard

2017-01-01

As part of a series of workshops on teaching neuroscience at the Society for Neuroscience annual meetings, William Grisham and Richard Olivo organized the 2016 workshop on “Teaching Neuroscience with Big Data.” This article presents a summary of that workshop. Speakers provided overviews of open datasets that could be used in teaching undergraduate courses. These included resources that already appear in educational settings, including the Allen Brain Atlas (presented by Joshua Brumberg and Terri Gilbert), and the Mouse Brain Library and GeneNetwork (presented by Robert Williams). Other resources, such as NeuroData (presented by William R. Gray Roncal), and OpenFMRI, NeuroVault, and Neurosynth (presented by Russell Poldrack) have not been broadly utilized by the neuroscience education community but offer obvious potential. Finally, William Grisham discussed the iNeuro Project, an NSF-sponsored effort to develop the necessary curriculum for preparing students to handle Big Data. Linda Lanyon further elaborated on the current state and challenges in educating students to deal with Big Data and described some training resources provided by the International Neuroinformatics Coordinating Facility. Neuroinformatics is a subfield of neuroscience that deals with data utilizing analytical tools and computational models. The feasibility of offering neuroinformatics programs at primarily undergraduate institutions was also discussed. PMID:29371844

Teaching with Big Data: Report from the 2016 Society for Neuroscience Teaching Workshop.

PubMed

Grisham, William; Brumberg, Joshua C; Gilbert, Terri; Lanyon, Linda; Williams, Robert W; Olivo, Richard

2017-01-01

As part of a series of workshops on teaching neuroscience at the Society for Neuroscience annual meetings, William Grisham and Richard Olivo organized the 2016 workshop on "Teaching Neuroscience with Big Data." This article presents a summary of that workshop. Speakers provided overviews of open datasets that could be used in teaching undergraduate courses. These included resources that already appear in educational settings, including the Allen Brain Atlas (presented by Joshua Brumberg and Terri Gilbert), and the Mouse Brain Library and GeneNetwork (presented by Robert Williams). Other resources, such as NeuroData (presented by William R. Gray Roncal), and OpenFMRI, NeuroVault, and Neurosynth (presented by Russell Poldrack) have not been broadly utilized by the neuroscience education community but offer obvious potential. Finally, William Grisham discussed the iNeuro Project, an NSF-sponsored effort to develop the necessary curriculum for preparing students to handle Big Data. Linda Lanyon further elaborated on the current state and challenges in educating students to deal with Big Data and described some training resources provided by the International Neuroinformatics Coordinating Facility. Neuroinformatics is a subfield of neuroscience that deals with data utilizing analytical tools and computational models. The feasibility of offering neuroinformatics programs at primarily undergraduate institutions was also discussed.

Writing to Learn: An Evaluation of the Calibrated Peer Review™ Program in Two Neuroscience Courses

PubMed Central

Prichard, J. Roxanne

2005-01-01

Although the majority of scientific information is communicated in written form, and peer review is the primary process by which it is validated, undergraduate students may receive little direct training in science writing or peer review. Here, I describe the use of Calibrated Peer Review™ (CPR), a free, web-based writing and peer review program designed to alleviate instructor workload, in two undergraduate neuroscience courses: an upper- level sensation and perception course (41 students, three assignments) and an introductory neuroscience course (50 students; two assignments). Using CPR online, students reviewed primary research articles on assigned ‘hot’ topics, wrote short essays in response to specific guiding questions, reviewed standard ‘calibration’ essays, and provided anonymous quantitative and qualitative peer reviews. An automated grading system calculated the final scores based on a student’s essay quality (as determined by the average of three peer reviews) and his or her accuracy in evaluating 1) three standard calibration essays, 2) three anonymous peer reviews, and 3) his or her self review. Thus, students were assessed not only on their skill at constructing logical, evidence-based arguments, but also on their ability to accurately evaluate their peers’ writing. According to both student self-reports and instructor observation, students’ writing and peer review skills improved over the course of the semester. Student evaluation of the CPR program was mixed; while some students felt like the peer review process enhanced their understanding of the material and improved their writing, others felt as though the process was biased and required too much time. Despite student critiques of the program, I still recommend the CPR program as an excellent and free resource for incorporating more writing, peer review, and critical thinking into an undergraduate neuroscience curriculum. PMID:23493247

From student to steward: the Interdisciplinary Program in Neuroscience at Georgetown University as a case study in professional development during doctoral training.

PubMed

Ullrich, Lauren; Dumanis, Sonya B; Evans, Tanya M; Jeannotte, Alexis M; Leonard, Carrie; Rozzi, Summer J; Taylor, Caitlin M; Gale, Karen; Kanwal, Jagmeet S; Maguire-Zeiss, Kathleen A; Wolfe, Barry B; Forcelli, Patrick A

2014-01-01

A key facet of professional development is the formation of professional identity. At its most basic level, professional identity for a scientist centers on mastery of a discipline and the development of research skills during doctoral training. To develop a broader understanding of professional identity in the context of doctoral training, the Carnegie Initiative on the Doctorate (CID) ran a multi-institutional study from 2001 to 2005. A key outcome of the CID was the development of the concept of 'stewards of the discipline'. The Interdisciplinary Program in Neuroscience (IPN) at Georgetown University participated in CID from 2003 to 2005. Here, we describe the IPN and highlight the programmatic developments resulting from participation in the CID. In particular, we emphasize programmatic activities that are designed to promote professional skills in parallel with scientific development. We describe activities in the domains of leadership, communication, teaching, public outreach, ethics, collaboration, and mentorship. Finally, we provide data that demonstrate that traditional metrics of academic success are not adversely affected by the inclusion of professional development activities in the curricula. By incorporating these seven 'professional development' activities into the required coursework and dissertation research experience, the IPN motivates students to become stewards of the discipline.

Building sustainable neuroscience capacity in Africa: the role of non-profit organisations.

PubMed

Karikari, Thomas K; Cobham, Ansa E; Ndams, Iliya S

2016-02-01

While advances in neuroscience are helping to improve many aspects of human life, inequalities exist in this field between Africa and more scientifically-advanced continents. Many African countries lack the infrastructure and appropriately-trained scientists for neuroscience education and research. Addressing these challenges would require the development of innovative approaches to help improve scientific competence for neuroscience across the continent. In recent years, science-based non-profit organisations (NPOs) have been supporting the African neuroscience community to build state-of-the-art scientific capacity for sustainable education and research. Some of these contributions have included: the establishment of training courses and workshops to introduce African scientists to powerful-yet-cost-effective experimental model systems; research infrastructural support and assistance to establish research institutes. Other contributions have come in the form of the promotion of scientific networking, public engagement and advocacy for improved neuroscience funding. Here, we discuss the contributions of NPOs to the development of neuroscience in Africa.

Written pain neuroscience education in fibromyalgia: a multicenter randomized controlled trial.

PubMed

van Ittersum, Miriam W; van Wilgen, C Paul; van der Schans, Cees P; Lambrecht, Luc; Groothoff, Johan W; Nijs, Jo

2014-11-01

Mounting evidence supports the use of face-to-face pain neuroscience education for the treatment of chronic pain patients. This study aimed at examining whether written education about pain neuroscience improves illness perceptions, catastrophizing, and health status in patients with fibromyalgia. A double-blind, multicenter randomized controlled clinical trial with 6-month follow-up was conducted. Patients with FM (n = 114) that consented to participate were randomly allocated to receive either written pain neuroscience education or written relaxation training. Written pain neuroscience education comprised of a booklet with pain neuroscience education plus a telephone call to clarify any difficulties; the relaxation group received a booklet with relaxation education and a telephone call. The revised illness perception questionnaire, Pain Catastrophizing Scale, and fibromyalgia impact questionnaire were used as outcome measures. Both patients and assessors were blinded. Repeated-measures analyses with last observation carried forward principle were performed. Cohen's d effect sizes (ES) were calculated for all within-group changes and between-group differences. The results reveal that written pain neuroscience education does not change the impact of FM on daily life, catastrophizing, or perceived symptoms of patients with FM. Compared with written relaxation training, written pain neuroscience education improved beliefs in a chronic timeline of FM (P = 0.03; ES = 0.50), but it does not impact upon other domains of illness perceptions. Compared with written relaxation training, written pain neuroscience education slightly improved illness perceptions of patients with FM, but it did not impart clinically meaningful effects on pain, catastrophizing, or the impact of FM on daily life. Face-to-face sessions of pain neuroscience education are required to change inappropriate cognitions and perceived health in patients with FM. © 2013 World Institute of Pain.

75 FR 54638 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-08

....gov . Name of Committee: Emerging Technologies and Training Neurosciences Integrated Review Group... . Name of Committee: Emerging Technologies and Training Neurosciences Integrated Review Group, Molecular... Integrated Review Group, Genetic Variation and Evolution Study Section. Date: October 14-15, 2010. Time: 8:30...

Integrating neuroscience in the training of psychiatrists: a patient-centered didactic curriculum based on adult learning principles.

PubMed

Ross, David A; Rohrbaugh, Robert

2014-04-01

The authors describe the development and implementation of a new adult psychiatry residency didactic curriculum based on adult learning principles and an integrative, patient-centered approach that includes a progressive 4-year neuroscience curriculum. The authors describe the process of conducting a needs assessment, engaging stakeholders and developing guiding principles for the new curriculum. The curriculum was evaluated using qualitative measures, a resident survey, course evaluations, and a pilot version of a specialized assessment tool. Feedback from the resident survey and from course evaluations was positive, and residents indicated interest in receiving additional training in neuroscience. Residents self-reported not incorporating neuroscience into formulation and treatment planning as often as other perspectives. They also reported that neuroscience was reinforced less by clinical faculty than other perspectives. Performance on the curriculum assessment corroborated that clinical application of neuroscience may benefit from additional reinforcement. Residents responded well to the design and content of the new didactic curriculum. The neuroscience component appears to have achieved its primary objective of enhancing attitudes to the field. Continued work including enhancing the culture of neuroscience at the clinical sites may be required to achieve broader behavioral goals.

The neurosciences research program at MIT and the beginning of the modern field of neuroscience.

PubMed

Adelman, George

2010-01-15

The interdisciplinary field, "neuroscience," began at MIT in 1962 with the founding of the Neurosciences Research Program (NRP) by Francis O. Schmitt and a group of US and international scientists - physical, biological, medical, and behavioral - interested in understanding the brain basis of behavior and mind. They organized and held specialist meetings of basic topics in neuroscience, and the journal and book publications over the next 20 years, based on these meetings, helped establish the new field.

Effectiveness of suicide prevention gatekeeper-training for university administrative staff in Japan.

PubMed

Hashimoto, Naoki; Suzuki, Yuriko; Kato, Takahiro A; Fujisawa, Daisuke; Sato, Ryoko; Aoyama-Uehara, Kumi; Fukasawa, Maiko; Asakura, Satoshi; Kusumi, Ichiro; Otsuka, Kotaro

2016-01-01

Suicide is a leading cause of death among Japanese college and university students. Gatekeeper-training programs have been shown to improve detection and referral of individuals who are at risk of suicide by training non-mental-health professional persons. However, no studies have investigated the effectiveness of such programs in university settings in Japan. The aim of this study was to investigate the effectiveness of the gatekeeper-training program for administrative staff in Japanese universities. We developed a 2.5-h gatekeeper-training program based on the Mental Health First Aid program, which was originally developed for the general public. Seventy-six administrative staff at Hokkaido University participated in the program. Competence and confidence in managing suicide intervention, behavioral intention as a gatekeeper and attitude while handling suicidal students were measured by a self-reported questionnaire before, immediately after and a month after the program. We found a significant improvement in competence in the management of suicidal students. We also found improvements in confidence in management of suicidal students and behavioral intention as a gatekeeper after training, though questionnaires for those secondary outcomes were not validated. These improvements continued for a month. About 95% of the participants rated the program as useful or very useful and one-third of the participants had one or more chances to utilize their skills within a month. The current results suggest the positive effects of the training program in university settings in Japan. Future evaluation that includes comparison with standard didactic trainings and an assessment of long-term effectiveness are warranted. © 2015 The Authors. Psychiatry and Clinical Neurosciences © 2015 Japanese Society of Psychiatry and Neurology.

Neuroethics: a modern context for ethics in neuroscience

PubMed Central

Illes, Judy; Bird, Stephanie J.

2006-01-01

Neuroethics, a recently modernized field at the intersection of bioethics and neuroscience, is founded on centuries of discussion of the ethical issues associated with mind and behavior. Broadly defined, neuroethics is concerned with ethical, legal and social policy implications of neuroscience, and with aspects of neuroscience research itself. Advances in neuroscience increasingly challenge long-held views of the self and the individual's relationship to society. Neuroscience also has led to innovations in clinical medicine that have not only therapeutic but also non-therapeutic dimensions that extend well beyond previously charted boundaries. The exponential increase in cross-disciplinary research, the commercialization of cognitive neuroscience, the impetus for training in ethics, and the increased attention being paid to public understanding of science all illuminate the important role of neuroethics in neuroscience. PMID:16859760

Choosing Psychiatry as a Career: Motivators and Deterrents at a Critical Decision-Making Juncture

PubMed Central

Wiesenfeld, Lesley; Abbey, Susan; Takahashi, Sue Glover; Abrahams, Caroline

2014-01-01

Objective To examine factors influencing the choice of psychiatry as a career between residency program application and ranking decision making. Methods: Using an online questionnaire, applicants to the largest Canadian psychiatry residency program were surveyed about the impact of various factors on their ultimate decision to enter psychiatry residency training. Results: Applicants reported that patient-related stigma was a motivator in considering psychiatry as a career, but that negative comments from colleagues, friends, and family about choosing psychiatry was a deterrent. Training program length, limited treatments, and insufficient clerkship exposure were noted as deterrents to choosing psychiatry, though future job prospects, the growing role of neuroscience, and diagnostic complexity positively influenced choosing psychiatry as a specialty. Research and elective time away opportunities were deemed relatively unimportant to ranking decisions, compared with more highly weighted factors, such as program flexibility, emphasis on psychotherapy, service– training balance, and training program location. Most applicants also reported continuing to fine tune ranking decisions between the application and ranking submission deadline. Conclusions: Stigma, exposure to psychiatry, diagnostic complexity, and an encouraging job market were highlighted as positive influences on the choice to enter psychiatry residency. Interview and information days represent opportunities for continued targeted recruitment activity for psychiatry residency programs. PMID:25161070

Program Director Survey: Attitudes Regarding Child Neurology Training and Testing.

PubMed

Valencia, Ignacio; Feist, Terri B; Gilbert, Donald L

2016-04-01

As a result of major clinical and scientific advances and changes in clinical practice, the role of adult neurology training for Child Neurology and Neurodevelopmental Disability (NDD) certification has become controversial. The most recently approved requirements for board eligibility for child neurology and neurodevelopmental disability residents still include 12 months in adult neurology rotations. The objective of this study was to assess United States child neurology and neurodevelopmental disability residency program directors' opinions regarding optimal residency training. The authors developed an 18-item questionnaire and contacted all 80 child neurology and neurodevelopmental disability program directors via e-mail, using SurveyMonkey. A total of 44 program directors responded (55%), representing programs that train 78 categorical and 94 total resident positions, approximately 70% of those filled in the match. Respondents identified multiple areas where child neurology residents need more training, including genetics and neuromuscular disease. A substantial majority (73%) believed child neurology and neurodevelopmental disability residents need less than 12 adult neurology training months; however, most (75%) also believed adult hospital service and man-power needs (55%) and finances (34%) would pose barriers to reducing adult neurology. Most (70%) believed reductions in adult neurology training should be program flexible. A majority believed the written initial certification examination should be modified with more child neurology and fewer basic neuroscience questions. Nearly all (91%) felt the views of child neurology and neurodevelopmental disability program directors are under-represented within the Accreditation Council for Graduate Medical Education Residency Review Committee. The requirement for 12 adult neurology months for Child Neurology and Neurodevelopmental Disability certification is not consistent with the views of the majority of program directors, who favor more training in subspecialized fields of child neurology. Copyright © 2016 Elsevier Inc. All rights reserved.

Embedding a Recovery Orientation into Neuroscience Research: Involving People with a Lived Experience in Research Activity.

PubMed

Stratford, Anthony; Brophy, Lisa; Castle, David; Harvey, Carol; Robertson, Joanne; Corlett, Philip; Davidson, Larry; Everall, Ian

2016-03-01

This paper highlights the importance and value of involving people with a lived experience of mental ill health and recovery in neuroscience research activity. In this era of recovery oriented service delivery, involving people with the lived experience of mental illness in neuroscience research extends beyond their participation as "subjects". The recovery paradigm reconceptualises people with the lived experience of mental ill health as experts by experience. To support this contribution, local policies and procedures, recovery-oriented training for neuroscience researchers, and dialogue about the practical applications of neuroscience research, are required.

Undergraduate Neuroscience Education: Blueprints for the 21st Century

PubMed Central

Wiertelak, Eric P.; Ramirez, Julio J.

2008-01-01

Paralleling the explosive growth of neuroscientific knowledge over the last two decades, numerous institutions from liberal arts colleges to research universities have either implemented or begun exploring the possibility of implementing undergraduate programs in neuroscience. In 1995, Faculty for Undergraduate Neuroscience (FUN) partnered with Project Kaleidoscope (PKAL) to offer a workshop exploring how undergraduate neuroscience education should proceed. Four blueprints were created to provide direction to the burgeoning interest in developing programs in undergraduate neuroscience education: 1) Neuroscience nested in psychology; 2) Neuroscience nested in biology; 3) Neuroscience as a minor; and 4) Neuroscience as a major. In 2005, FUN again partnered with PKAL to revisit the blueprints in order to align the blueprints with modern pedagogical philosophy and technology. The original four blueprints were modified and updated. One particularly exciting outgrowth of the 2005 workshop was the introduction of a fifth curricular blueprint that strongly emphasizes the integration of the humanities and social sciences into neuroscience: Neuroscience Studies. Because of the interdisciplinary nature of neuroscience, an education in neuroscience will prepare the next generation of students to think critically, synthetically, and creatively as they confront the problems facing humanity in the 21st century. PMID:23493318

76 FR 4928 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-27

..., and Cognitive Neuroscience. Date: February 28-March 1, 2011. Time: 8 a.m. to 5 p.m. Agenda: To review... personal privacy. Name of Committee: Emerging Technologies and Training Neurosciences Integrated Review...

Teaching About the Brain and Reaching the Community: Undergraduates in the Pipeline Neuroscience Program at the University of Pennsylvania

PubMed Central

Edlow, Brian L.; Hamilton, Karen; Hamilton, Roy H.

2007-01-01

This article provides an overview of the University of Pennsylvania School of Medicine’s Pipeline Neuroscience Program, a multi-tiered mentorship and education program for Philadelphia high school students in which University of Pennsylvania undergraduates are integrally involved. The Pipeline Neuroscience Program provides mentorship and education for students at all levels. High school students are taught by undergraduates, who learn from medical students who, in turn, are guided by neurology residents and fellows. Throughout a semester-long course, undergraduates receive instruction in neuroanatomy, neuroscience, and clinical neurology as part of the Pipeline’s case-based curriculum. During weekly classes, undergraduates make the transition from students to community educators by integrating their new knowledge into lesson plans that they teach to small groups of medically and academically underrepresented Philadelphia high school students. The Pipeline program thus achieves the dual goals of educating undergraduates about neuroscience and providing them with an opportunity to perform community service. PMID:23493190

Neuroscience in middle schools: a professional development and resource program that models inquiry-based strategies and engages teachers in classroom implementation.

PubMed

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J; Dubinsky, Janet M

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to "inquiry-based" teaching versus "lecture-based teaching." Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities.

Neuroscience in Middle Schools: A Professional Development and Resource Program That Models Inquiry-based Strategies and Engages Teachers in Classroom Implementation

PubMed Central

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J.

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5–8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite students about science, improve their understanding of neuroscience, and foster partnerships between scientists and educators. The program includes BrainU, a teacher professional development institute; Explain Your Brain Assembly and Exhibit Stations, multimedia large-group presentation and hands-on activities designed to stimulate student thinking about the brain; Class Activities, in-depth inquiry-based investigations; and Brain Trunks, materials and resources related to class activities. Formal evaluation of the program indicated that teacher neuroscience knowledge, self-confidence, and use of inquiry-based strategies and neuroscience in their classrooms have increased. Participating teachers increased the time spent teaching neuroscience and devoted more time to “inquiry-based” teaching versus “lecture-based teaching.” Teachers appreciated in-depth discussions of pedagogy and science and opportunities for collegial interactions with world-class researchers. Student interest in the brain and in science increased. Since attending BrainU, participating teachers have reported increased enthusiasm about teaching and have become local neuroscience experts within their school communities. PMID:17012205

Diversity of Graduates from Bachelor’s, Master’s and Doctoral Degree Neuroscience Programs in the United States

PubMed Central

Ramos, Raddy L.; Alviña, Karina; Martinez, Luis R.

2017-01-01

The demography of United States graduates from science, technology, engineering, and math (STEM) degree programs is well-understood; however, data particularly describing the gender and ethnic diversity of graduates of neuroscience programs has not been analyzed, limiting our knowledge of specific areas where diversity and fair representation are lacking. Using over 30 years of data from the National Center for Education Statistics, we documented the demography of neuroscience graduates from bachelor’s, master’s, and doctoral degree programs. Recent graduation trends indicate greater numbers of female graduates from bachelor’s and graduate degree programs. White (non-Hispanic) males and females represent the largest group of graduates while Asian/Pacific Islanders represent the largest non-White group of graduates. Although the number of underrepresented minorities graduating from neuroscience degree programs at every level has increased in recent years, they still lag compared to White (non-Hispanic) and Asian/Pacific Islanders. These data provide valuable information that can be used to promote greater diversity among neuroscience graduates by higher education faculty and administrators and federal funding agencies. PMID:29371835

Diversity of Graduates from Bachelor's, Master's and Doctoral Degree Neuroscience Programs in the United States.

PubMed

Ramos, Raddy L; Alviña, Karina; Martinez, Luis R

2017-01-01

The demography of United States graduates from science, technology, engineering, and math (STEM) degree programs is well-understood; however, data particularly describing the gender and ethnic diversity of graduates of neuroscience programs has not been analyzed, limiting our knowledge of specific areas where diversity and fair representation are lacking. Using over 30 years of data from the National Center for Education Statistics, we documented the demography of neuroscience graduates from bachelor's, master's, and doctoral degree programs. Recent graduation trends indicate greater numbers of female graduates from bachelor's and graduate degree programs. White (non-Hispanic) males and females represent the largest group of graduates while Asian/Pacific Islanders represent the largest non-White group of graduates. Although the number of underrepresented minorities graduating from neuroscience degree programs at every level has increased in recent years, they still lag compared to White (non-Hispanic) and Asian/Pacific Islanders. These data provide valuable information that can be used to promote greater diversity among neuroscience graduates by higher education faculty and administrators and federal funding agencies.

75 FR 54893 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-09

... 7850, Bethesda, MD 20892. 301-435-3009. [email protected] . Name of Committee: Molecular, Cellular and Developmental Neuroscience Integrated Review Group, Molecular Neuropharmacology and Signaling... . Name of Committee: Emerging Technologies and Training Neurosciences Integrated Review Group, Molecular...

77 FR 3277 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-23

... Training Neurosciences Integrated Review Group; Molecular Neurogenetics Study Section. Date: February 16-17..., [email protected] . Name of Committee: Vascular and Hematology Integrated Review Group; Molecular and...- 1213, [email protected] . Name of Committee: Molecular, Cellular and Developmental Neuroscience...

Brains Rule!: a model program for developing professional stewardship among neuroscientists.

PubMed

Zardetto-Smith, Andrea M; Mu, Keli; Carruth, Laura L; Frantz, Kyle J

2006-01-01

Brains Rule! Neuroscience Expositions, funded through a National Institute on Drug Abuse Science Education Drug Abuse Partnership Award, has developed a successful model for informal neuroscience education. Each Exposition is a "reverse science fair" in which neuroscientists present short neuroscience teaching modules to students. This study focuses on results of assessments conducted with neuroscientist presenters during Expositions at two sites, Atlanta, Georgia and Corpus Christi, Texas. The effects of participating in the Expositions on presenters' perceptions of their own presentation and communication skills were evaluated, as was the potential for increased active participation by neuroscientists in future outreach programs. In four of the five Expositions studied, pre- versus post-event surveys demonstrated significant changes in presenters' perceptions of their own abilities to explain neuroscience concepts to children. Over the course of an Exposition, presenters learned to fit their approaches to conveying neuroscience concepts to fifth through eighth graders and learned to link information they presented about the brain and nervous system to children's past experiences to improve comprehension. The present data suggest that Brains Rule! Neuroscience Expositions are effective in improving communication and teaching skills among neuroscience professionals and contribute to professional stewardship by increasing motivation to participate in future informal education programs.

Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths

PubMed Central

Macdonald, Kelly; Germine, Laura; Anderson, Alida; Christodoulou, Joanna; McGrath, Lauren M.

2017-01-01

Neuromyths are misconceptions about brain research and its application to education and learning. Previous research has shown that these myths may be quite pervasive among educators, but less is known about how these rates compare to the general public or to individuals who have more exposure to neuroscience. This study is the first to use a large sample from the United States to compare the prevalence and predictors of neuromyths among educators, the general public, and individuals with high neuroscience exposure. Neuromyth survey responses and demographics were gathered via an online survey hosted at TestMyBrain.org. We compared performance among the three groups of interest: educators (N = 598), high neuroscience exposure (N = 234), and the general public (N = 3,045) and analyzed predictors of individual differences in neuromyths performance. In an exploratory factor analysis, we found that a core group of 7 “classic” neuromyths factored together (items related to learning styles, dyslexia, the Mozart effect, the impact of sugar on attention, right-brain/left-brain learners, and using 10% of the brain). The general public endorsed the greatest number of neuromyths (M = 68%), with significantly fewer endorsed by educators (M = 56%), and still fewer endorsed by the high neuroscience exposure group (M = 46%). The two most commonly endorsed neuromyths across all groups were related to learning styles and dyslexia. More accurate performance on neuromyths was predicted by age (being younger), education (having a graduate degree), exposure to neuroscience courses, and exposure to peer-reviewed science. These findings suggest that training in education and neuroscience can help reduce but does not eliminate belief in neuromyths. We discuss the possible underlying roots of the most prevalent neuromyths and implications for classroom practice. These empirical results can be useful for developing comprehensive training modules for educators that target general misconceptions about the brain and learning. PMID:28848461

Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths.

PubMed

Macdonald, Kelly; Germine, Laura; Anderson, Alida; Christodoulou, Joanna; McGrath, Lauren M

2017-01-01

Neuromyths are misconceptions about brain research and its application to education and learning. Previous research has shown that these myths may be quite pervasive among educators, but less is known about how these rates compare to the general public or to individuals who have more exposure to neuroscience. This study is the first to use a large sample from the United States to compare the prevalence and predictors of neuromyths among educators, the general public, and individuals with high neuroscience exposure. Neuromyth survey responses and demographics were gathered via an online survey hosted at TestMyBrain.org. We compared performance among the three groups of interest: educators ( N = 598), high neuroscience exposure ( N = 234), and the general public ( N = 3,045) and analyzed predictors of individual differences in neuromyths performance. In an exploratory factor analysis, we found that a core group of 7 "classic" neuromyths factored together (items related to learning styles, dyslexia, the Mozart effect, the impact of sugar on attention, right-brain/left-brain learners, and using 10% of the brain). The general public endorsed the greatest number of neuromyths ( M = 68%), with significantly fewer endorsed by educators ( M = 56%), and still fewer endorsed by the high neuroscience exposure group ( M = 46%). The two most commonly endorsed neuromyths across all groups were related to learning styles and dyslexia. More accurate performance on neuromyths was predicted by age (being younger), education (having a graduate degree), exposure to neuroscience courses, and exposure to peer-reviewed science. These findings suggest that training in education and neuroscience can help reduce but does not eliminate belief in neuromyths. We discuss the possible underlying roots of the most prevalent neuromyths and implications for classroom practice. These empirical results can be useful for developing comprehensive training modules for educators that target general misconceptions about the brain and learning.

Leaders and followers: quantifying consistency in spatio-temporal propagation patterns

NASA Astrophysics Data System (ADS)

Kreuz, Thomas; Satuvuori, Eero; Pofahl, Martin; Mulansky, Mario

2017-04-01

Repetitive spatio-temporal propagation patterns are encountered in fields as wide-ranging as climatology, social communication and network science. In neuroscience, perfectly consistent repetitions of the same global propagation pattern are called a synfire pattern. For any recording of sequences of discrete events (in neuroscience terminology: sets of spike trains) the questions arise how closely it resembles such a synfire pattern and which are the spike trains that lead/follow. Here we address these questions and introduce an algorithm built on two new indicators, termed SPIKE-order and spike train order, that define the synfire indicator value, which allows to sort multiple spike trains from leader to follower and to quantify the consistency of the temporal leader-follower relationships for both the original and the optimized sorting. We demonstrate our new approach using artificially generated datasets before we apply it to analyze the consistency of propagation patterns in two real datasets from neuroscience (giant depolarized potentials in mice slices) and climatology (El Niño sea surface temperature recordings). The new algorithm is distinguished by conceptual and practical simplicity, low computational cost, as well as flexibility and universality.

Neuroscience and humanistic psychiatry: a residency curriculum.

PubMed

Griffith, James L

2014-04-01

Psychiatry residencies with a commitment to humanism commonly prioritize training in psychotherapy, cultural psychiatry, mental health policy, promotion of human rights, and similar areas reliant upon dialogue and collaborative therapeutic relationships. The advent of neuroscience as a defining paradigm for psychiatry has challenged residencies with a humanistic focus due to common perceptions that it would entail constriction of psychiatric practice to diagnostic and psychopharmacology roles. The author describes a neuroscience curriculum that has taught psychopharmacology effectively, while also advancing effectiveness of language-based and relationship-based therapeutics. In 2000, the George Washington University psychiatry residency initiated a neuroscience curriculum consisting of (1) a foundational postgraduate year 2 seminar teaching cognitive and social neuroscience and its integration into clinical psychopharmacology, (2) advanced seminars that utilized a neuroscience perspective in teaching specific psychotherapeutic skill sets, and (3) case-based teaching in outpatient clinical supervisions that incorporated a neuroscience perspective into traditional psychotherapy supervisions. Curricular assessment was conducted by (1) RRC reaccreditation site visit feedback, (2) examining career trajectories of residency graduates, (3) comparing PRITE exam Somatic Treatments subscale scores for 2010-2012 residents with pre-implementation residents, and (4) postresidency survey assessment by 2010-2012 graduates. The 2011 RRC site visit report recommended a "notable practice" citation for "innovative neurosciences curriculum." Three of twenty 2010-2012 graduates entered neuroscience research fellowships, as compared to none before the new curriculum. PRITE Somatic Treatments subscale scores improved from the 23rd percentile to the 62nd percentile in pre- to post-implementation of curriculum (p < .001). Recent graduates rated effectiveness of clinical psychopharmacology training as 8.6 on ten-point Likert scale. From multiple vantage points of assessment, these outcome results support effectiveness of this neuroscience curriculum for a residency committed to humanistic psychiatry as its primary mission. As a naturalistic study, further examination of its methods in pretest and posttest assessments and a multisite comparison is warranted.

Best Practices: The Neuroscience Program at Central Michigan University

PubMed Central

Dunbar, Gary L.

2015-01-01

The original design of our program at Central Michigan University (CMU) and its evolving curriculum were directly influenced by Faculty for Undergraduate (FUN) workshops at Davidson College, Oberlin College, Trinity College, and Macalester College. The course content, laboratory exercises, and pedagogy used were informed by excellent articles in the Journal of Undergraduate Neuroscience Education (JUNE) and presentations at these FUN workshops and meetings over the years. Like the program at Baldwin-Wallace College, which was a previous winner of the Undergraduate Neuroscience Program of the Year Award, as selected by the Committee on Neuroscience Departments and Programs (CNDP) of the Society for Neuroscience (SfN, our program stresses the importance of inquiry-based, hands-on research experience for our undergraduates and utilizes a peer-mentoring system. A distinct advantage that is employed at CMU is the use of graduate student mentors, which allows us to expand our peer-mentorship to distinct research teams that are focused on a specific research project. Developing our program was not easy. The present manuscript reviews the long and arduous journey (including ways in which we navigated some difficult internal political issues) we made to build a strong program. Hopefully, this description may prove helpful for other evolving programs, in terms of avoiding certain pitfalls and overcoming obstacles, as well as selecting practices that have proven to be successful at our institution. PMID:26240523

77 FR 52042 - Center For Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-28

... and Training Neurosciences Integrated Review; Group; Molecular Neurogenetics Study Section. [email protected] . Name of Committee: Integrative, Functional and Cognitive Neuroscience Integrated Review Group; Neurobiology of Learning and Memory Study Section. Date: September 28, 2012. Time: 8 a.m. to 6 p...

Neuroscience in Middle Schools: A Professional Development and Resource Program that Models Inquiry-Based Strategies and Engages Teachers in Classroom Implementation

ERIC Educational Resources Information Center

MacNabb, Carrie; Schmitt, Lee; Michlin, Michael; Harris, Ilene; Thomas, Larry; Chittendon, David; Ebner, Timothy J.; Dubinsky, Janet M.

2006-01-01

The Department of Neuroscience at the University of Minnesota and the Science Museum of Minnesota have developed and implemented a successful program for middle school (grades 5-8) science teachers and their students, called Brain Science on the Move. The overall goals have been to bring neuroscience education to underserved schools, excite…

Psychiatry as a Clinical Neuroscience Discipline

PubMed Central

Insel, Thomas R.; Quirion, Remi

2006-01-01

One of the fundamental insights emerging from contemporary neuroscience is that mental illnesses are brain disorders. In contrast to classic neurological illnesses that involve discrete brain lesions, mental disorders need to be addressed as disorders of distributed brain systems with symptoms forged by developmental and social experiences. While genomics will be important for revealing risk, and cellular neuroscience should provide targets for novel treatments for these disorders, it is most likely that the tools of systems neuroscience will yield the biomarkers needed to revolutionize psychiatric diagnosis and treatment. This essay considers the discoveries that will be necessary over the next two decades to translate the promise of modern neuroscience into strategies for prevention and cures of mental disorders. To deliver on this spectacular new potential, clinical neuroscience must be integrated into the discipline of psychiatry, thereby transforming current psychiatric training, tools, and practices. PMID:16264165

Genetic and Diagnostic Biomarker Development in ASD Toddlers Using Resting State Functional MRI

DTIC Science & Technology

2015-09-01

8217 resting state networks in autism spectrum conditions. Soc Cogn Affect Neurosci . 2013;8(6):694- 701. 32. Washington SD, Gordon EM, Brar J, et al...plan of actions needed to achieve goals and milestones and we trained a new Neuroscience graduate student, Megan Kirchgessner, in my lab on fMRI...and milestone successfully as seen in the Report above. In addition, Dr. Courchesne recruited a Neuroscience graduate student, Megan Kirchgessner, to

78 FR 55086 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-09

...: Emerging Technologies and Training Neurosciences Integrated Review Group; Bioengineering of Neuroscience, Vision and Low Vision Technologies Study Section. Date: October 3-4, 2013. Time: 8:00 a.m. to 11:00 a.m... . Name of Committee: Bioengineering Sciences & Technologies Integrated Review Group; Biomaterials and...

Annual Historical Report Calendar Year 1993

DTIC Science & Technology

1994-04-01

Physical Training, 16. PRICE CODE Military Performance, Military Nutrition , Military Psychology. 17. SECURITY CLASSIFICATION 18. SECURITY CLASSIFICATION 19... Nutrition Division . . . . . . . . . . 97 Military Performance & Neuroscience Division . 115 Occupational Medicine Division ........ .130 Occupational...Directorate, Dr. James A. Vogel, Director. The Directorate incorporates the Military Nutrition Division, the Military Performance and Neuroscience Division

Neuroscience in Nigeria: the past, the present and the future.

PubMed

Balogun, Wasiu Gbolahan; Cobham, Ansa Emmanuel; Amin, Abdulbasit

2018-04-01

The science of the brain and nervous system cuts across almost all aspects of human life and is one of the fastest growing scientific fields worldwide. This necessitates the demand for pragmatic investment by all nations to ensure improved education and quality of research in Neurosciences. Although obvious efforts are being made in advancing the field in developed societies, there is limited data addressing the state of neuroscience in sub-Saharan Africa. Here, we review the state of neuroscience development in Nigeria, Africa's most populous country and its largest economy, critically evaluating the history, the current situation and future projections. This review specifically addresses trends in clinical and basic neuroscience research and education. We conclude by highlighting potentially helpful strategies that will catalyse development in neuroscience education and research in Nigeria, among which are an increase in research funding, provision of tools and equipment for training and research, and upgrading of the infrastructure at hand.

A low-cost programmable pulse generator for physiology and behavior

PubMed Central

Sanders, Joshua I.; Kepecs, Adam

2014-01-01

Precisely timed experimental manipulations of the brain and its sensory environment are often employed to reveal principles of brain function. While complex and reliable pulse trains for temporal stimulus control can be generated with commercial instruments, contemporary options remain expensive and proprietary. We have developed Pulse Pal, an open source device that allows users to create and trigger software-defined trains of voltage pulses with high temporal precision. Here we describe Pulse Pal’s circuitry and firmware, and characterize its precision and reliability. In addition, we supply online documentation with instructions for assembling, testing and installing Pulse Pal. While the device can be operated as a stand-alone instrument, we also provide application programming interfaces in several programming languages. As an inexpensive, flexible and open solution for temporal control, we anticipate that Pulse Pal will be used to address a wide range of instrumentation timing challenges in neuroscience research. PMID:25566051

A proposed solution to integrating cognitive-affective neuroscience and neuropsychiatry in psychiatry residency training: The time is now.

PubMed

Torous, John; Stern, Adam P; Padmanabhan, Jaya L; Keshavan, Matcheri S; Perez, David L

2015-10-01

Despite increasing recognition of the importance of a strong neuroscience and neuropsychiatry education in the training of psychiatry residents, achieving this competency has proven challenging. In this perspective article, we selectively discuss the current state of these educational efforts and outline how using brain-symptom relationships from a systems-level neural circuit approach in clinical formulations may help residents value, understand, and apply cognitive-affective neuroscience based principles towards the care of psychiatric patients. To demonstrate the utility of this model, we present a case of major depressive disorder and discuss suspected abnormal neural circuits and therapeutic implications. A clinical neural systems-level, symptom-based approach to conceptualize mental illness can complement and expand residents' existing psychiatric knowledge. Copyright © 2015 Elsevier B.V. All rights reserved.

The Challenge of an Interdisciplinary Curriculum: A Cultural Analysis of a Doctoral-Degree Program in Neuroscience

ERIC Educational Resources Information Center

Holley, Karri

2009-01-01

Drawing on data collected through 45 interviews with faculty, doctoral students, and administrators affiliated with an interdisciplinary neuroscience program, I examine the structure of the interdisciplinary graduate curriculum. The data presented here highlight the challenge of such programs. I review the purpose, organization, and content of the…

A Changing Tide: What the New ‘Foundations of Behavior’ Section of the 2015 Medical College Admissions Test® Might Mean for Undergraduate Neuroscience Programs

PubMed Central

Roxanne Prichard, J.

2015-01-01

Each year over 50,000 college students and alumni take the Medical College Admissions Test® (MCAT) and apply for admissions to medical school. After an extensive review process, the MCAT has undergone a major revision in form and content in order to better reflect the competencies medical students will need to be successful in their training and practice. Starting in April 2015, for the first time since the test’s inception, the MCAT will include social and behavioral sciences content. The new section of the MCAT exam titled “The Psychological, Social and Biological Foundations of Behavior” will test pre-health competencies that combine content knowledge with scientific inquiry and reasoning skills. Anticipating growing interest in curriculum related to the new competency based content on the exam, the AAMC (Association of American Medical Colleges) established the Pre-health Collection within MedEdPORTAL’s iCollaborative, a free repository of teaching resources. This online space gives faculty members the opportunity to share access to instructional resources in order to prepare or revise courses to include pre-health competencies. As a result of the increased content related to mind-body connections, undergraduate pre-medical students will be more likely to enroll in neuroscience courses to learn these competencies, or declare neuroscience majors, as the typical neuroscience major course requirements now meet most of the suggested pre-requisite competencies for medical school. PMID:25838809

Army Maneuver Center of Excellence

DTIC Science & Technology

2012-10-18

agreements throughout DoD DARPA, JIEDDO, DHS, FAA, DoE, NSA , NASA, SMDC, etc. Strategic Partnerships Benefit the Army Materiel Enterprise External... Neuroscience Network Sciences Hierarchical Computing Extreme Energy Science Autonomous Systems Technology Emerging Sciences Meso-scale (grain...scales • Improvements in Soldier-system overall performance → operational neuroscience and advanced simulation and training technologies

Cognitive Training for Impaired Neural Systems in Neuropsychiatric Illness

PubMed Central

Vinogradov, Sophia; Fisher, Melissa; de Villers-Sidani, Etienne

2012-01-01

Neuropsychiatric illnesses are associated with dysfunction in distributed prefrontal neural systems that underlie perception, cognition, social interactions, emotion regulation, and motivation. The high degree of learning-dependent plasticity in these networks—combined with the availability of advanced computerized technology—suggests that we should be able to engineer very specific training programs that drive meaningful and enduring improvements in impaired neural systems relevant to neuropsychiatric illness. However, cognitive training approaches for mental and addictive disorders must take into account possible inherent limitations in the underlying brain ‘learning machinery' due to pathophysiology, must grapple with the presence of complex overlearned maladaptive patterns of neural functioning, and must find a way to ally with developmental and psychosocial factors that influence response to illness and to treatment. In this review, we briefly examine the current state of knowledge from studies of cognitive remediation in psychiatry and we highlight open questions. We then present a systems neuroscience rationale for successful cognitive training for neuropsychiatric illnesses, one that emphasizes the distributed nature of neural assemblies that support cognitive and affective processing, as well as their plasticity. It is based on the notion that, during successful learning, the brain represents the relevant perceptual and cognitive/affective inputs and action outputs with disproportionately larger and more coordinated populations of neurons that are distributed (and that are interacting) across multiple levels of processing and throughout multiple brain regions. This approach allows us to address limitations found in earlier research and to introduce important principles for the design and evaluation of the next generation of cognitive training for impaired neural systems. We summarize work to date using such neuroscience-informed methods and indicate some of the exciting future directions of this field. PMID:22048465

Neuroscience study abroad: developing a short-term summer course.

PubMed

Ruscio, Michael G; Korey, Christopher

2012-01-01

Collaborative and international scientific efforts continue to be of increasing importance in the development of successful educational and research programs. The goal of our study abroad program, Neuroscience Seminar in Germany, is to bring this fact to light for undergraduates and make them aware of the global opportunities that exist in the neurosciences and related biological sciences. Here we discuss our experience of conducting a four-week summer study abroad course in collaboration with two universities associated with the German Graduate Schools of Neuroscience: Munich Center for Neurosciences - Ludwig-Maximilians-Universität (MCN-LMU) and Charité - Universitätsmedizin, Berlin (a joint institution of the Freie Universität and the Humboldt-Universität). This course combined the historical foundations of neuroscience in Germany with current research programs at these two prominent German research universities. Two weeks were spent at each location and faculty members from the participating universities provided seminars, laboratory exercises, demonstrations and tours. Students were presented with background reading and lecture material prior to the seminars and activities. Additionally, they were responsible for leading seminar-style class discussions through brief presentations and submitting written critical analyses of primary research papers associated with the laboratory exercises. These assignments provided a means to assess learning outcomes, coupled with course evaluations. Overall, this experience may serve as a template for those interested in study abroad course development and research opportunities in the neurosciences.

Medical School Research Pipeline: Medical Student Research Experience in Psychiatry

ERIC Educational Resources Information Center

Balon, Richard; Heninger, George; Belitsky, Richard

2006-01-01

Objective: The authors discuss the importance of introducing research training in psychiatry and neurosciences to medical students. Methods: A review of existing models of research training in psychiatry with focus on those providing research training to medical students is presented. Results: Two research-training models for medical students that…

Psychosocial Care for Adult and Child Survivors of the 2004 Tsunami Disaster in India

PubMed Central

Becker, Susan M.

2006-01-01

The tsunami disaster in South Asia affected the mental health of thousands of survivors, but psychological aspects of rehabilitation are frequently overlooked in public health initiatives. From January to March 2005, teams from the National Institute of Mental Health and Neurosciences in Bangalore, India, traveled to south India and implemented a “train the trainer” community-based mental health program of psychosocial care to facilitate the recovery of child and adult survivors. Psychosocial care has applications to natural and man-made disasters in developing countries. PMID:16809599

78 FR 4421 - National Institute on Drug Abuse; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-22

...: National Institutes of Health, Neuroscience Center, 6001 Executive Boulevard, Rockville, MD 20852... contract proposals. Place: National Institutes of Health, Neuroscience Center, 6001 Executive Boulevard... Federal Domestic Assistance Program Nos.: 93.279, Drug Abuse and Addiction Research Programs, National...

77 FR 63843 - National Institute on Drug Abuse; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-17

...: To review and evaluate grant applications. Place: National Institutes of Health, Neuroscience Center... of Health, Neuroscience Center, 6001 Executive Boulevard, Rockville, MD 20852, (Telephone Conference... Federal Domestic Assistance Program Nos.: 93.279, Drug Abuse and Addiction Research Programs, National...

76 FR 24893 - National Institute on Drug Abuse; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-03

... applications. Place: National Institutes of Health, Neuroscience Center, 6001 Executive Boulevard, Conference... developments in the drug abuse field. Place: National Institutes of Health, Neuroscience Center, 6001 Executive... Federal Domestic Assistance Program Nos.: 93.279, Drug Abuse and Addiction Research Programs, National...

Mentoring undergraduate students in neuroscience research: a model system at baldwin-wallace college.

PubMed

Mickley, G Andrew; Kenmuir, Cynthia; Remmers-Roeber, Dawn

2003-01-01

As neuroscience research and discovery undergoes phenomenal growth worldwide, undergraduate students are seeking complete laboratory experiences that go beyond the classic classroom curriculum and provide mentoring in all aspects of science. Stock, in-class, laboratory experiences with known outcomes are less desirable than discovery-based projects in which students become full partners with faculty in the design, conduct and documentation of experiments that find their way into the peer-reviewed literature. The challenges of providing such experiences in the context of a primarily undergraduate institution (PUI) can be daunting. Faculty teaching loads are high, and student time is spread over a variety of courses and co-curricular activities. In this context, undergraduates are often reluctant, or ill equipped, to take individual initiative to generate and perform empirical studies. They are more likely to become involved in a sustained, faculty-initiated research program. This paper describes such a program at Baldwin-Wallace College. Students frequently start their laboratory activities in the freshman or sophomore year and enter into a system of faculty and peer mentoring that leads them to experience all aspects of the research enterprise. Students begin with learning basic laboratory tasks and may eventually achieve the status of "Senior Laboratory Associate" (SLA). SLAs become involved in laboratory management, training of less-experienced students, manuscript preparation, and grant proposal writing. The system described here provides a structured, but encouraging, community in which talented undergraduates can develop and mature as they are mentored in the context of a modern neuroscience laboratory. Retention is very good - as most students continue their work in the laboratory for 2-3 years. Student self-reports regarding their growth and satisfaction with the experiences in the laboratory have been excellent and our neuroscience students' acceptance rate in graduate, medical and veterinary schools has been well above the College average. The system also fosters faculty productivity and satisfaction in the context of the typical challenges of conducting research at a PUI.

Creating Cross-disciplinary Courses.

PubMed

Reynolds, Elaine R

2012-01-01

Because of its focus on the biological underpinnings of action and behavior, neuroscience intersects with many fields of human endeavor. Some of these cross-disciplinary intersections have been long standing, while others, such as neurotheology or neuroeconomics, are more recently formed fields. Many undergraduate institutions have sought to include cross-disciplinary courses in their curriculum because this style of pedagogy is often seen as applicable to real world problems. However, it can be difficult for faculty with specialized training within their discipline to expand beyond their own fields to offer cross-disciplinary courses. I have been creating a series of multi- or cross-disciplinary courses and have found some strategies that have helped me successfully teach these classes. I will discuss general strategies and tools in developing these types of courses including: 1) creating mixed experience classrooms of students and contributing faculty 2) finding the right tools that will allow you to teach to a mixed population without prerequisites 3) examining the topic using multiple disciplinary perspectives 4) feeding off student experience and interest 5) assessing the impact of these courses on student outcomes and your neuroscience program. This last tool in particular is important in establishing the validity of this type of teaching for neuroscience students and the general student population.

Creating Cross-disciplinary Courses

PubMed Central

Reynolds, Elaine R.

2012-01-01

Because of its focus on the biological underpinnings of action and behavior, neuroscience intersects with many fields of human endeavor. Some of these cross-disciplinary intersections have been long standing, while others, such as neurotheology or neuroeconomics, are more recently formed fields. Many undergraduate institutions have sought to include cross-disciplinary courses in their curriculum because this style of pedagogy is often seen as applicable to real world problems. However, it can be difficult for faculty with specialized training within their discipline to expand beyond their own fields to offer cross-disciplinary courses. I have been creating a series of multi- or cross-disciplinary courses and have found some strategies that have helped me successfully teach these classes. I will discuss general strategies and tools in developing these types of courses including: 1) creating mixed experience classrooms of students and contributing faculty 2) finding the right tools that will allow you to teach to a mixed population without prerequisites 3) examining the topic using multiple disciplinary perspectives 4) feeding off student experience and interest 5) assessing the impact of these courses on student outcomes and your neuroscience program. This last tool in particular is important in establishing the validity of this type of teaching for neuroscience students and the general student population. PMID:23494491

Brains Rule!: A Model Program for Developing Professional Stewardship among Neuroscientists

ERIC Educational Resources Information Center

Zardetto-Smith, Andrea M.; Mu, Keli; Carruth, Laura L.; Frantz, Kyle J.

2006-01-01

Brains Rule! Neuroscience Expositions, funded through a National Institute on Drug Abuse Science Education Drug Abuse Partnership Award, has developed a successful model for informal neuroscience education. Each Exposition is a "reverse science fair" in which neuroscientists present short neuroscience teaching modules to students. This…

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Test and Evaluation Development Guide

DTIC Science & Technology

2014-11-01

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Test and Evaluation Development Guide Craig...Self-initiated sensemaking ........................................................................................... 19 Feature Vector Format: Tasks...The Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS) Program aimed to build computational cognitive

Developing Mentoring Competency: Does a One Session Training Workshop Have Impact?

PubMed

Lau, Chloe; Ford, Jennifer; Van Lieshout, Ryan J; Saperson, Karen; McConnell, Meghan; McCabe, Randi

2016-06-01

Mentorship remains vital to the career development, research productivity, and professional advancement of healthcare professionals in all disciplines of academic medicine. Recent studies describe mentor training initiatives aimed at increasing mentoring competency through multisession training curricula. Although the published results of these programs are promising, they require the following: (1) substantial financial resources from the institution, and (2) continuous participation and time commitment from faculty, which may reduce participation and effectiveness. A single, half-day of evidence-based mentor training would represent a more cost-effective and accessible option for educating mentors. The present study investigates the impact of a half-day interactive mentor training workshop on mentoring competency in faculty, staff, and trainees of the Department of Psychiatry and Behavioural Neurosciences at McMaster University. Overall, participants' self-reported mentoring competency mean scores were significantly higher post-workshop compared to pre-workshop ratings [mean = 4.48 vs. 5.02 pre- and post-workshop, respectively; F(1, 31) = 18.386, P < 0.001, η p2 = 0.37]. Survey respondents gave positive feedback and reported greater understanding of mentorship and specific mentoring changes they planned to apply after attending the workshop. Academic and healthcare institutions may use this framework to guide the development of a half-day mentoring workshop into their education programs.

Neuroscience Study Abroad: Developing a Short-Term Summer Course

PubMed Central

Ruscio, Michael G.; Korey, Christopher

2012-01-01

Collaborative and international scientific efforts continue to be of increasing importance in the development of successful educational and research programs. The goal of our study abroad program, Neuroscience Seminar in Germany, is to bring this fact to light for undergraduates and make them aware of the global opportunities that exist in the neurosciences and related biological sciences. Here we discuss our experience of conducting a four-week summer study abroad course in collaboration with two universities associated with the German Graduate Schools of Neuroscience: Munich Center for Neurosciences – Ludwig-Maximilians-Universität (MCN-LMU) and Charité – Universitätsmedizin, Berlin (a joint institution of the Freie Universität and the Humboldt-Universität). This course combined the historical foundations of neuroscience in Germany with current research programs at these two prominent German research universities. Two weeks were spent at each location and faculty members from the participating universities provided seminars, laboratory exercises, demonstrations and tours. Students were presented with background reading and lecture material prior to the seminars and activities. Additionally, they were responsible for leading seminar-style class discussions through brief presentations and submitting written critical analyses of primary research papers associated with the laboratory exercises. These assignments provided a means to assess learning outcomes, coupled with course evaluations. Overall, this experience may serve as a template for those interested in study abroad course development and research opportunities in the neurosciences. PMID:23493243

Concepts for Developing and Utilizing Crowdsourcing for Neurotechnology Advancement

DTIC Science & Technology

2013-05-01

understanding of brain function and related neuroimaging tools, which is mostly limited to highly trained neuroscientists and engineers who wish to...Included are some programmatic suggestions, as well as exemplar applications to fit this end goal. 15. SUBJECT TERMS modular, EEG, neuroscience ... neuroscience -related problems among professionals in other fields, such as engineering and computer science, utilizing this approach to inspire true

Women in neuroscience (WIN): the first twenty years.

PubMed

Haak, Laurel L

2002-03-01

Women in Neuroscience (WIN) is an international organization whose major goal is to promote the professional advancement of women neuroscientists. To this end, WIN facilitates contacts and communication among women working in neuroscience, and organizes appropriate activities at the annual Society for Neuroscience (SfN) meeting. WIN was created in 1980, when despite major changes and advances in 'equal opportunities', women were still not achieving a proportionate level of success in the subdiscipline of neurosciences. In 1980, women made up 40 to 50% of entering classes in medical schools or graduate programs, but often comprised only 5 to 15% of leadership in respective organizations. Although there had been women elected to serve as SfN presidents, council, and committee members, women were under-represented in other positions of the Society, such as symposium and session chairs. There was an even lesser degree of representation in leadership positions at universities and medical schools in terms of full professorships, chairs, and program directors, as well as on editorial boards, advisory boards, and councils. Over the years, WIN has worked with success toward increasing the participation of women in neuroscience.

Cultivation of an Interdisciplinary, Research-Based Neuroscience Minor at Hope College

PubMed Central

Chase, Leah A.; Stewart, Joanne; Barney, Christopher C.

2006-01-01

Hope College is an undergraduate liberal arts college with an enrollment of approximately 3,000 students. In the spring of 2005, we began to offer an interdisciplinary neuroscience minor program that is open to all students. The objective of this program is to introduce students to the field of neuroscience, and to do so in such a way as to broaden students’ disciplinary perspectives, enhance communication and quantitative skills, and increase higher-level reasoning skills by encouraging collaboration among students who have different disciplinary backgrounds. This is a research-based program that culminates in a one-year capstone research course. Here we present the story of the program development at Hope College, including a description of our newly developed curriculum, our initial assessment data, and the lessons we have learned in developing this program. PMID:23493857

Contemplative Neuroscience as an Approach to Volitional Consciousness

NASA Astrophysics Data System (ADS)

Thompson, Evan

This chapter presents a methodological approach to volitional consciousness for cognitive neuroscience based on studying the voluntary self-generation and self-regulation of mental states in meditation. Called contemplative neuroscience, this approach views attention, awareness, and emotion regulation as flexible and trainable skills, and works with experimental participants who have undergone training in contemplative practices designed to hone these skills. Drawing from research on the dynamical neural correlates of contemplative mental states and theories of large-scale neural coordination dynamics, I argue for the importance of global system causation in brain activity and present an "interventionist" approach to intentional causation.

Connecting Neuroscience, Cognitive, and Educational Theories and Research to Practice: A Review of Mathematics Intervention Programs

ERIC Educational Resources Information Center

Kroeger, Lori A.; Brown, Rhonda Douglas; O'Brien, Beth A.

2012-01-01

Research Findings: This article describes major theories and research on math cognition across the fields of neuroscience, cognitive psychology, and education and connects these literatures to intervention practices. Commercially available math intervention programs were identified and evaluated using the following questions: (a) Did neuroscience…

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience.

PubMed

Deal, Alex L; Erickson, Kristen J; Bilsky, Edward J; Hillman, Susan J; Burman, Michael A

2014-01-01

The University of New England's Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students' academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we've organized our themes in a "Grow-up, Grow-out" approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students' skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we're having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general.

An Algebra-Based Introductory Computational Neuroscience Course with Lab.

PubMed

Fink, Christian G

2017-01-01

A course in computational neuroscience has been developed at Ohio Wesleyan University which requires no previous experience with calculus or computer programming, and which exposes students to theoretical models of neural information processing and techniques for analyzing neural data. The exploration of theoretical models of neural processes is conducted in the classroom portion of the course, while data analysis techniques are covered in lab. Students learn to program in MATLAB and are offered the opportunity to conclude the course with a final project in which they explore a topic of their choice within computational neuroscience. Results from a questionnaire administered at the beginning and end of the course indicate significant gains in student facility with core concepts in computational neuroscience, as well as with analysis techniques applied to neural data.

Integrative Physical and Cognitive Training Development to Better Meet Airman Mission Requirements

DTIC Science & Technology

2015-07-26

Warfighter Interface Division Applied Neuroscience Branch Wright-Patterson AFB OH 45433 711 HPW/RHCP 11. SPONSOR/MONITOR’S REPORT NUMBER(S...Interface Division) and Erica Johnson (AFRL, Applied Neuroscience Branch) for their contributions in technical development and manuscript editing that...Liston C. Hobson J. Stickgold, R. Cognitive flexibility across the sleep–wake cycle: REM-sleep enhancement of anagram problem solving. Cogn Brain

Advancing Neuroscience Research in Africa: Invertebrate Species to the Rescue.

PubMed

Balogun, Wasiu Gbolahan; Cobham, Ansa Emmanuel; Amin, Abdulbasit; Seeni, Azman

2018-03-15

Neuroscience research and training in many African countries are difficult due to funding and infrastructure deficit. This has resulted in few neuroscientists within Africa. However, invertebrates such as Drosophila and Caenorhabditis elegans could provide the perfect answer to these difficulties. These organisms are cheap, easy to handle and offer a comparable advantage over vertebrates in neuroscience research modeling because they have a simple nervous system and exhibit well-defined behaviors. Studies using invertebrates have helped to understand neurosciences and the complexes associated with it. If Africa wants to catch up with the rest of the world in neuroscience research, it needs to employ this innovative cost-effective approach in its research. To improve invertebrate neuroscience within the Africa continent, the authors advocated the establishment of invertebrate research centers either at regional or national level across Africa. Finally, there is also a need to provide public funding to consolidate the gains that have been made by not-for-profit international organizations over the years. Copyright © 2018 IBRO. Published by Elsevier Ltd. All rights reserved.

Education Research: Neurology training reassessed

PubMed Central

Maas, Matthew B.; Coleman, Mary; Jozefowicz, Ralph; Engstrom, John

2012-01-01

Objective: To assess the strengths and weaknesses of neurology resident education using survey methodology. Methods: A 27-question survey was sent to all neurology residents completing residency training in the United States in 2011. Results: Of eligible respondents, 49.8% of residents returned the survey. Most residents believed previously instituted duty hour restrictions had a positive impact on resident quality of life without impacting patient care. Most residents rated their faculty and clinical didactics favorably. However, many residents reported suboptimal preparation in basic neuroscience and practice management issues. Most residents (71%) noted that the Residency In-service Training Examination (RITE) assisted in self-study. A minority of residents (14%) reported that the RITE scores were used for reasons other than self-study. The vast majority (86%) of residents will enter fellowship training following residency and were satisfied with the fellowship offers they received. Conclusions: Graduating residents had largely favorable neurology training experiences. Several common deficiencies include education in basic neuroscience and clinical practice management. Importantly, prior changes to duty hours did not negatively affect the resident perception of neurology residency training. PMID:23091077

Education research: neurology training reassessed. The 2011 American Academy of Neurology Resident Survey results.

PubMed

Johnson, Nicholas E; Maas, Matthew B; Coleman, Mary; Jozefowicz, Ralph; Engstrom, John

2012-10-23

To assess the strengths and weaknesses of neurology resident education using survey methodology. A 27-question survey was sent to all neurology residents completing residency training in the United States in 2011. Of eligible respondents, 49.8% of residents returned the survey. Most residents believed previously instituted duty hour restrictions had a positive impact on resident quality of life without impacting patient care. Most residents rated their faculty and clinical didactics favorably. However, many residents reported suboptimal preparation in basic neuroscience and practice management issues. Most residents (71%) noted that the Residency In-service Training Examination (RITE) assisted in self-study. A minority of residents (14%) reported that the RITE scores were used for reasons other than self-study. The vast majority (86%) of residents will enter fellowship training following residency and were satisfied with the fellowship offers they received. Graduating residents had largely favorable neurology training experiences. Several common deficiencies include education in basic neuroscience and clinical practice management. Importantly, prior changes to duty hours did not negatively affect the resident perception of neurology residency training.

Learning to Thrive: Building Diverse Scientists' Access to Community and Resources through the BRAINS Program

ERIC Educational Resources Information Center

Margherio, Cara; Horner-Devine, M. Claire; Mizumori, Sheri J. Y.; Yen, Joyce W.

2016-01-01

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health-funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD,…

Volunteerism is Key to Offering Successful Neuroscience Outreach with Limited Resources

PubMed Central

Pearce, Amy R.; Srivatsan, Malathi

2011-01-01

As sponsors of a university Society for Neuroscience (SfN) organization, we and our student members are committed to neuroscience outreach but with limited resources, it is not feasible for us to host a week-long program during National Brain Awareness Week (BAW). Hence, we decided on a half-day program wherein attendees are provided with information about the workings of the nervous system and current research in the field in a fun and interactive environment. Our volunteers — mostly undergraduate students — select hands-on activities, gather required materials, and actively engage participants of all ages. We coined the event Brain Awareness Day (BAD) and organize the annual program on a budget between $100–$300. PMID:23494170

Adolescent Neurocognitive Development, Self-Regulation, and School-Based Drug Use Prevention

PubMed Central

Herzog, Thaddeus A.; Black, David S.; Zaman, Adnin; Riggs, Nathaniel R.; Sussman, Steve

2014-01-01

Adolescence is marked by several key development-related changes, including neurocognitive changes. Cognitive abilities associated with self-regulation are not fully developed until late adolescence or early adulthood whereas tendencies to take risks and seek thrilling and novel experience seem to increase significantly throughout this phase, resulting in a discrepancy between increased susceptibility to poor regulation and lower ability to exercise self-control. Increased vulnerability to drug use initiation, maintenance, and dependence during adolescence may be explained based on this imbalance in the self-regulation system. In this paper, we highlight the relevance of schools as a setting for delivering adolescent drug use prevention programs that are based on recent findings from neuroscience concerning adolescent brain development. We discuss evidence from school-based as well as laboratory research that suggests that suitable training may improve adolescents’ executive brain functions that underlie self-regulation abilities and, as a result, help prevent drug use and abuse. We note that considerable further research is needed in order (1) to determine that self-regulation training has effects at the neurocognitive level and (2) to effectively incorporate self-regulation training based on neuropsychological models into school-based programming. PMID:23408284

Adolescent neurocognitive development, self-regulation, and school-based drug use prevention.

PubMed

Pokhrel, Pallav; Herzog, Thaddeus A; Black, David S; Zaman, Adnin; Riggs, Nathaniel R; Sussman, Steve

2013-06-01

Adolescence is marked by several key development-related changes, including neurocognitive changes. Cognitive abilities associated with self-regulation are not fully developed until late adolescence or early adulthood whereas tendencies to take risks and seek thrilling and novel experience seem to increase significantly throughout this phase, resulting in a discrepancy between increased susceptibility to poor regulation and lower ability to exercise self-control. Increased vulnerability to drug use initiation, maintenance, and dependence during adolescence may be explained based on this imbalance in the self-regulation system. In this paper, we highlight the relevance of schools as a setting for delivering adolescent drug use prevention programs that are based on recent findings from neuroscience concerning adolescent brain development. We discuss evidence from school-based as well as laboratory research that suggests that suitable training may improve adolescents' executive brain functions that underlie self-regulation abilities and, as a result, help prevent drug use and abuse. We note that considerable further research is needed in order (1) to determine that self-regulation training has effects at the neurocognitive level and (2) to effectively incorporate self-regulation training based on neuropsychological models into school-based programming.

K-12 Neuroscience Education Outreach Program: Interactive Activities for Educating Students about Neuroscience

PubMed Central

Deal, Alex L.; Erickson, Kristen J.; Bilsky, Edward J.; Hillman, Susan J.; Burman, Michael A.

2014-01-01

The University of New England’s Center for Excellence in the Neurosciences has developed a successful and growing K-12 outreach program that incorporates undergraduate and graduate/professional students. The program has several goals, including raising awareness about fundamental issues in neuroscience, supplementing science education in area schools and enhancing undergraduate and graduate/professional students’ academic knowledge and skill set. The outreach curriculum is centered on core neuroscience themes including: Brain Safety, Neuroanatomy, Drugs of Abuse and Addiction, Neurological and Psychiatric Disorders, and Cognition and Brain Function. For each theme, lesson plans were developed based upon interactive, small-group activities. Additionally, we’ve organized our themes in a “Grow-up, Grow-out” approach. Grow-up refers to returning to a common theme, increasing in complexity as we revisit students from early elementary through high school. Grow-out refers to integrating other scientific fields into our lessons, such as the chemistry of addiction, the physics of brain injury and neuronal imaging. One of the more successful components of our program is our innovative team-based model of curriculum design. By creating a team of undergraduate, graduate/professional students and faculty, we create a unique multi-level mentoring opportunity that appears to be successful in enhancing undergraduate students’ skills and knowledge. Preliminary assessments suggest that undergraduates believe they are enhancing their content knowledge and professional skills through our program. Additionally, we’re having a significant, short-term impact on K-12 interest in science. Overall, our program appears to be enhancing the academic experience of our undergraduates and exciting K-12 students about the brain and science in general. PMID:25565921

Assessing Development of an Interdisciplinary Perspective in an Undergraduate Neuroscience Course

PubMed Central

Crisp, Kevin M.; Muir, Gary M.

2012-01-01

Neuroscience is an intrinsically interdisciplinary (ID) field yet little has been published regarding assessment of ID learning in undergraduate neuroscience students. This study attempted to empirically assess the development of an interdisciplinary perspective in 25 undergraduate neuroscience students in a neuroscience program core course. Data were collected using two simple assessment instruments: 1) written responses to the open-ended question “What is neuroscience?” and 2) a term-discipline relevance survey in which students indicated all disciplinary perspectives to which terms (such as electrode, taste, dx/dt) were relevant. Comparison of student responses early in the course (week 1 or 5) and at the end of the course (week 15) showed evidence of development of an interdisciplinary perspective, with students using significantly more integrative terms in their responses and demonstrating an increased awareness of the complexity of the field of neuroscience. PMID:23504673

Cultivating Mind Fitness through Mindfulness Training: Applied Neuroscience

ERIC Educational Resources Information Center

Heydenfeldt, Jo Ann; Herkenhoff, Linda; Coe, Mary

2011-01-01

Mindfulness reduces distress, promotes optimal health, improves attentional control, mental agility, emotional intelligence, and situational awareness. Stress management and cognitive performance in Marines who spent more hours practicing Mindfulness Based Mind Fitness Training were superior to those soldiers who practiced fewer hours. Students…

Deep Belief Networks Learn Context Dependent Behavior

DTIC Science & Technology

2014-03-26

cortical mechanisms for goal- directed behavior. J Cogn Neurosci 17: 1115–1129. 13. Koene RA, Hasselmo ME (2005) An integrate-and-fire model of prefrontal... Neuroscience and Neural Technology, Boston University, Boston, Massachusetts, United States of America, 2 Center of Excellence for Learning in Education...America, 4 Department of Psychology and Graduate Program for Neuroscience , Boston University, Boston, Massachusetts, United States of America Abstract With

Modelling Effects on Grid Cells of Sensory Input During Self-motion

DTIC Science & Technology

2016-04-20

input during self-motion Florian Raudies, James R. Hinman and Michael E. Hasselmo Center for Systems Neuroscience , Centre for Memory and Brain...Department of Psychological and Brain Sciences and Graduate Program for Neuroscience , Boston University, 2 Cummington Mall, Boston, MA 02215, USA Visual...Psychological and Brain Sciences and the Centre for Computational Neuroscience and Neural Technology before taking his current position as a Research

Neurofibromatosis Specialists

MedlinePlus

... Arkansas Arkansas Children’s Hospital Neuroscience Center • Little Rock, AR Arizona Mayo Clinic Arizona Clinical Genomics • Phoenix, AZ ... IL Arkansas Children’s Hospital Neuroscience Center • Little Rock, AR Boston Children’s Hospital Multidisciplinary Neurofibromatosis Program • Boston, MA ...

The professional practice and training of neurology in the Asian and Oceanian Region: A cross-sectional survey by the Asian and Oceanian Association of Neurology (AOAN).

PubMed

Roxas, Artemio; Mehndiratta, Man Mohan; Bornstein, Natan; Macdonell, Richard; Lim, Kheng Seang; Ng, Ping-Wing; Dashzeveg, Shuren; Mizusawa, Hidehiro; Esmatullah, Hamed; Wu, Shey Lin; Chen, Christopher; Kurniawan, Mohammad; Rha, Joung-Ho; Wasay, Mohammad; Poungvarin, Niphon; Gunatilake, Saman; Thang, Nguyen Huy

2017-11-15

To survey AOAN member countries regarding their organizational structure, postgraduate neurology training program, and resources for neurological care provision. A cross-sectional survey using a 36-item questionnaire was conducted among country representatives to AOAN from August 2015 to August 2016. A total of 18/20 AOAN member countries participated in the survey. All the countries have organized association with regular meetings, election of officers and neurology training program. In 9/18 countries, professionals other than neurologists were eligible for affiliation. In 11/18 countries, prior Internal medicine training (or equivalent postgraduate housemanship) is prerequisite to neurology program. Recertification examination is not a practice, but submission of CME is required in 7/18 countries to maintain membership. 12/18 countries publish peer-reviewed journals with at least 1 issue per year. Subspecialty training is offered in 14/18 countries. The ratio of neurologist to population ranges from 1:14,000 to as low as 1:32 million with 9/18 having <1 neurologist per 100,000 population. 6/18 countries have at least 1 specialized center solely for neurological diseases. In government-funded hospitals, the lag time to be seen by a neurologist and/or obtain neuroimaging scan ranges from 1day to 3months. All except one country have several medical- and lay- advocacy or support groups for different neurological conditions. The data generated can be used for benchmarking to improve neurological care, training, collaborative work and research in the field of neurosciences among the AOAN member countries. The paper presented several strategies used by the different organizations to increase their number of neurologists and improve the quality of training. Sharing of best practices, academic networking, exchange programs and use of telemedicine have been suggested. Copyright © 2017 Elsevier B.V. All rights reserved.

Neuroscience and Global Learning

PubMed Central

Ruscio, Michael G.; Korey, Chris; Birck, Anette

2015-01-01

Traditional study abroad experiences take a variety of forms with most incorporating extensive cultural emersion and a focus on global learning skills. Here we ask the question: Can this type of experience co-exist with a quality scientific experience and continued progression through a typically rigorous undergraduate neuroscience curriculum? What are the potential costs and benefits of this approach? How do we increase student awareness of study abroad opportunities and inspire them to participate? We outline programs that have done this with some success and point out ways to cultivate this approach for future programs. These programs represent a variety of approaches in both their duration and role in a given curriculum. We discuss a one-week first year seminar program in Berlin, a summer study abroad course in Munich and Berlin, semester experiences and other options offered through the Danish Institute for Study Abroad in Copenhagen. Each of these experiences offers opportunities for interfacing global learning with neuroscience. PMID:26240528

Bridging the Gap: establishing the necessary infrastructure and knowledge for teaching and research in neuroscience in Africa.

PubMed

Yusuf, Sadiq; Baden, Tom; Prieto-Godino, Lucia L

2014-06-01

Advances in neuroscience research over the last few decades have increased our understanding of how individual neurons acquire their specific properties and assemble into complex circuits, and how these circuits are affected in disease. One of the important motives driving neuroscience research is the development of new scientific techniques and interdisciplinary cooperation. Compared to developed countries, many countries on the African continent are confronted with poor facilities, lack of funding or career development programs for neuroscientists, all of which deter young scientists from taking up neuroscience as a career choice. This article highlights some steps that are being taken to promote neuroscience education and research in Africa.

The role of neuroscience within psychology: A call for inclusiveness over exclusiveness.

PubMed

Schwartz, Seth J; Lilienfeld, Scott O; Meca, Alan; Sauvigné, Katheryn C

2016-01-01

In the present article, we appraise the increasingly prominent role of neuroscience within psychology and offer cautions and recommendations regarding the future of psychology as a field. We contend that the conflict between eliminative reductionism (the belief that the neural level of analysis will eventually render the psychological level of analysis superfluous) and emergent properties (the assumption that higher-order mental functions are not directly reducible to neural processes) is critical if we are to identify the optimal role for neuroscience within psychology. We argue for an interdisciplinary future for psychology in which the considerable strengths of neuroscience complement and extend the strengths of other subfields of psychology. For this goal to be achieved, a balance must be struck between an increasing focus on neuroscience and the continued importance of other areas of psychology. We discuss the implications of the growing prominence of neuroscience for the broader profession of psychology, especially with respect to funding agency priorities, hiring practices in psychology departments, methodological rigor, and the training of future generations of students. We conclude with recommendations for advancing psychology as both a social science and a natural science. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Using invertebrate model organisms for neuroscience research and training: an opportunity for Africa.

PubMed

Balogun, Wasiu Gbolahan; Cobham, Ansa Emmanuel; Amin, Abdulbasit; Seeni, Azman

2018-05-24

Africa is faced with an increasing underrepresentation of her research progress in many fields of science including neuroscience. This underrepresentation stems from the very low investments directed towards research by African governments as these are thought to be high-priced. Scientists and researchers within the continent are left to compete highly for the very limited research grants or choose to fund research from their personal purse. Therefore, presenting a need for all possible strategies to make science and research approaches more affordable in Africa. This paper presents one of such strategy, which advocates the use of invertebrate animal models for neuroscience research in place of the commonly used vertebrate models. Invertebrates are cheaper, more available and easy to handle options and their use is on the rise, even in the developed societies of the world. Here, we investigate the current state of invertebrate neuroscience research in Africa looking at countries and institutions conducting neuroscience research with invertebrates and their publication output. We discuss the factors which impede invertebrate neuroscience research in Africa like lack of research infrastructure and adequate expert scientists and conclude by suggesting solutions to these challenges.

Neuroscience-related research in Ghana: a systematic evaluation of direction and capacity.

PubMed

Quansah, Emmanuel; Karikari, Thomas K

2016-02-01

Neurological and neuropsychiatric diseases account for considerable healthcare, economic and social burdens in Ghana. In order to effectively address these burdens, appropriately-trained scientists who conduct high-impact neuroscience research will be needed. Additionally, research directions should be aligned with national research priorities. However, to provide information about current neuroscience research productivity and direction, the existing capacity and focus need to be identified. This would allow opportunities for collaborative research and training to be properly explored and developmental interventions to be better targeted. In this study, we sought to evaluate the existing capacity and direction of neuroscience-related research in Ghana. To do this, we examined publications reporting research investigations authored by scientists affiliated with Ghanaian institutions in specific areas of neuroscience over the last two decades (1995-2015). 127 articles that met our inclusion criteria were systematically evaluated in terms of research foci, annual publication trends and author affiliations. The most actively-researched areas identified include neurocognitive impairments in non-nervous system disorders, depression and suicide, epilepsy and seizures, neurological impact of substance misuse, and neurological disorders. These studies were mostly hospital and community-based surveys. About 60% of these articles were published in the last seven years, suggesting a recent increase in research productivity. However, data on experimental and clinical research outcomes were particularly lacking. We suggest that future investigations should focus on the following specific areas where information was lacking: large-scale disease epidemiology, effectiveness of diagnostic platforms and therapeutic treatments, and the genetic, genomic and molecular bases of diseases.

The International Max Planck Research Schools for Molecular Biology and Neurosciences in Gttingen (Germany) as Examples for Joint Doctoral Training by a German University and Its Non-University Partners

ERIC Educational Resources Information Center

Burkhardt, Steffen; Neher, Erwin

2008-01-01

New concepts of higher education have recently been implemented through the MSc/PhD programmes in Molecular Biology and Neurosciences in the International Max Planck Research Schools, due to close cooperation between the University of Gttingen, three Max Planck Institutes and the German Primate Centre. The novel measures include a three stage…

Instructional Methods for Neuroscience in Nurse Anesthesia Graduate Programs: A Survey of Educational Programs

DTIC Science & Technology

1999-10-01

Instructional Methods 4 December 5, 1998). Taught simultaneously with the Human Anatomy course, the neuroscience courses clinically orient the students...drama. His medical writings showed penetrating and often accurate observations on human anatomy , including the nervous system. He established the...Pathophysiology, Advanced Anesthesia Courses, Pharmacology and Human Anatomy . Research Question # 2 The second research question was What are the

Mining Videos for Features that Drive Attention

DTIC Science & Technology

2015-04-01

Psychology & Neuroscience Graduate Program, University of Southern California, 3641 Watt Way, HNB 10, Los Angeles, CA 90089, USA e-mail: itti@usc.edu...challenging question in neuroscience . Since the onset of visual experience, a human or animal begins to form a subjective percept which, depending on...been added based on neuroscience discoveries of mechanisms of vision in the brain as well as useful features based on computer vision. Figure14.1 illus

Notes on the Recent History of Neuroscience in Africa

PubMed Central

Russell, Vivienne A.

2017-01-01

Neuroscience began with neuroanatomy and neurosurgery in Egypt more than 5000 years ago. Knowledge grew over time and specialized neurosurgery centers were established in north Africa in the eleventh century. However, it was not until the twentieth century that neuroscience research became established in sub-Saharan Africa. In most African countries, clinical research focused on understanding the rationale and improving treatment of epilepsy, infections, nutritional neuropathies, stroke and tumors. Significant advances were made. In the twenty-first century, African knowledge expanded to include all branches of neuroscience, contributing to genetic, biochemical and inflammatory determinants of brain disorders. A major focus of basic neuroscience research has been, and is, investigation of plant extracts, drugs and stress in animal models, providing insight and identifying potential novel therapies. A significant event in the history of African neuroscience was the founding of the Society of Neuroscientists of Africa (SONA) in 1993. The International Brain Research Organization (IBRO) supported SONA conferences, as well as workshops and neuroscience training schools in Africa. Thanks to their investment, as well as that of funding agencies, such as the National Institutes of Health (NIH), International Society for Neurochemistry (ISN), World Federation of Neurosurgical Societies (WFNS), World Federation of Neurology (WFN) and the International League Against Epilepsy (ILAE), neuroscience research is well-established in Africa today. However, in order to continue to develop, African neuroscience needs continued international support and African neuroscientists need to engage in policy and decision-making to persuade governments to fund studies that address the unique regional needs in Africa. PMID:29163069

Evidence for Intensive Aphasia Therapy: Consideration of Theories From Neuroscience and Cognitive Psychology.

PubMed

Dignam, Jade K; Rodriguez, Amy D; Copland, David A

2016-03-01

Treatment intensity is a critical component to the delivery of speech-language pathology and rehabilitation services. Within aphasia rehabilitation, however, insufficient evidence currently exists to guide clinical decision making with respect to the optimal treatment intensity. This review considers perspectives from 2 key bodies of research, the neuroscience and cognitive psychology literature, with respect to the scheduling of aphasia rehabilitation services. Neuroscience research suggests that intensive training is a key element of rehabilitation and is necessary to achieve functional and neurologic changes after a stroke occurs. In contrast, the cognitive psychology literature suggests that optimal long-term learning is achieved when training is provided in a distributed or nonintensive schedule. These perspectives are evaluated and discussed with respect to the current evidence for treatment intensity in aphasia rehabilitation. In addition, directions for future research are identified, including study design, methods of defining and measuring treatment intensity, and selection of outcome measures in aphasia rehabilitation. Copyright © 2016 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

Views on Careers in Clinical Neurosciences Among Neurosurgeons and Neurologists in China.

PubMed

Lukas, Rimas V; Ma, Chao; Chen, Jingcao; Dong, Hongmei; Li, Jinxin; Wang, Zefen; Jiang, Ivy; Fu, Kai; Satnarayan, Samita; Albert, Dara V F; Sherer, Renslow

2017-02-01

China has a large and aging population. The need for physicians with training in clinical neurosciences will grow. There is little known regarding the factors that lead physicians in China to pursue careers in clinical neurosciences. The objective of this study was to garner a clearer understanding of factors that influence physicians to pursue careers in neurosurgery and neurology in China. We surveyed attendees at a national neuroscience conference on the factors that influence their pursuit of careers in clinical neurosciences. Responses were quantified on a Likert scale. One-way analysis of variance was used to compare different groups of respondents. Factors associated with the intellectual elements of the specialties were rated most highly. Differences were noted between respondents, with trainees rating lifestyle-related factors more highly compared with attending physicians. The intellectual challenges are important factors for physicians in China influencing the pursuit of careers in the clinical neurosciences. This finding echoes results found elsewhere in the world. However, differences with trainees elsewhere in the world emerge when evaluating additional factors influencing trainees pursuing careers in the clinical neurosciences. Trainees in China rate educational experiences and mentorship more highly, whereas U.S. trainees rate altruistic goals more highly. This study provides a clearer understanding of factors influencing career choice among clinical neuroscientists in China. Copyright © 2016 Elsevier Inc. All rights reserved.

Cephalopod biology and care, a COST FA1301 (CephsInAction) training school: anaesthesia and scientific procedures.

PubMed

Lopes, Vanessa M; Sampaio, Eduardo; Roumbedakis, Katina; Tanaka, Nobuaki K; Carulla, Lucía; Gambús, Guillermo; Woo, Theodosia; Martins, Catarina P P; Penicaud, Virginie; Gibbings, Colette; Eberle, Jessica; Tedesco, Perla; Fernández, Isabel; Rodríguez-González, Tania; Imperadore, Pamela; Ponte, Giovanna; Fiorito, Graziano

2017-09-01

Cephalopods are the sole invertebrates included in the list of regulated species following the Directive 2010/63/EU. According to the Directive, achieving competence through adequate training is a requisite for people having a role in the different functions (article 23) as such carrying out procedures on animals, designing procedures and projects, taking care of animals, killing animals. Cephalopod Biology and Care Training Program is specifically designed to comply with the requirements of the "working document on the development of a common education and training framework to fulfil the requirements under the Directive 2010/63/EU". The training event occurred at the ICM-CSIC in Barcelona (Spain) where people coming from Europe, America and Asia were instructed on how to cope with regulations for the use of cephalopod molluscs for scientific purposes. The training encompasses discussion on the guidelines for the use and care of animals and their welfare with particular reference to procedures that may be of interest for neuroscience. Intensive discussion has been carried out during the training sessions with focus on behavioural studies and paradigms, welfare assessment, levels of severity of scientific procedures, animal care, handling, transport, individual identification and marking, substance administration, anaesthesia, analgesia and humane killing.

Introductory life science mathematics and quantitative neuroscience courses.

PubMed

Duffus, Dwight; Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses.

Translational research in NeuroAIDS: a neuroimmune pharmacology-related course.

PubMed

Brown, Amanda; Shiramizu, Bruce; Nath, Avindra; Wojna, Valerie

2011-03-01

Neuroimmune pharmacology (NIP) can be considered a multidisciplinary science where areas of neuroscience, immunology, and pharmacology intersect in neurological disorders. The R25 training program titled "Translational Research in NeuroAIDS and Mental Health (TR-NAMH): An innovative mentoring program to promote diversity in NeuroAIDS Research (R25 MH080661)" at the Johns Hopkins University is a web-based interactive course with the goal to improve the capacity of high quality research by developing mentoring programs for (1) doctoral and postdoctoral candidates and junior faculty from racial and ethnic minorities and (2) non-minority individuals at the same levels, whose research focuses on NeuroAIDS disparity issues such as HIV-associated neurocognitive disorders (HAND). This web-based interactive course overcomes the limitations of traditional education such as access to expert faculty and financial burden of scientists from racial and ethnic minority groups in the field of NeuroAIDS research and NIP and identifies rich nurturing environments for investigators to support their careers. The TR-NAMH program identifies a cadre of talented students and investigators eager to commit to innovative educational and training sessions in NeuroAIDS and NIP. The interplay between NIP changes precipitated by HIV infection in the brain makes the study of HAND an outstanding way to integrate important concepts from these two fields. The course includes activities besides those related to didactic learning such as research training and long-term mentoring; hence, the newly learned topics in NIP are continually reinforced and implemented in real-time experiences. We describe how NIP is integrated in the TR-NAMH program in the context of HAND.

Publications of the Space Physiology and Countermeasures Program, Neuroscience Discipline: 1980-1990

NASA Technical Reports Server (NTRS)

Dickson, Katherine J.; Wallace-Robinson, Janice; Powers, Janet V.; Hess, Elizabeth

1992-01-01

A 10-year cumulative bibliography of publications resulting from research supported by the neuroscience discipline of the space physiology and countermeasures program of NASA's Life Sciences Division is provided. Primary subjects included in this bibliography are space motion sickness; vestibular performance, posture, and motor coordination; vestibular physiology; central and peripheral nervous system physiology; and general performance and methodologies. General physiology references are also included.

Translational Neuroscience as a Tool for Intervention Development in the Context of High-Adversity Families

PubMed Central

Fisher, Philip A.

2017-01-01

The use of theory-driven models to develop and evaluate family-based intervention programs has a long history in psychology. Some of the first evidence-based parenting programs to address child problem behavior, developed in the 1970s, were grounded in causal models derived from longitudinal developmental research. The same translational strategies can also be applied to designing programs that leverage emerging scientific knowledge about the effects of early adverse experiences on neurobiological systems to reduce risk and promote well-being. By specifying not only behavioral targets but also affected underlying neural systems, interventions can become more precise and efficient. This chapter describes the development of a program of research focusing on an intervention for young children in foster care. The intervention emerged from social learning theory research and employs a translational neuroscience approach. The conceptual model guiding the research, which incorporates behavioral domains as well as stress-regulatory neural systems, is described. Finally, future directions for translational neuroscience in family-based intervention research are considered. PMID:27589501

Neuroscience: viable applications in education?

PubMed

Devonshire, Ian M; Dommett, Eleanor J

2010-08-01

As a relatively young science, neuroscience is still finding its feet in potential collaborations with other disciplines. One such discipline is education, with the field of neuroeducation being on the horizon since the 1960s. However, although its achievements are now growing, the partnership has not been as successful as first hopes suggested it should be. Here the authors discuss the theoretical barriers and potential solutions to this, which have been suggested previously, with particular focus on levels of research in neuroscience and their applicability to education. Moreover, they propose that these theoretical barriers are driven and maintained by practical barriers surrounding common language and research literacy. They propose that by overcoming these practical barriers through appropriate training and shared experience, neuroeducation can reach its full potential.

Neurocritical care education during neurology residency: AAN survey of US program directors.

PubMed

Sheth, K N; Drogan, O; Manno, E; Geocadin, R G; Ziai, W

2012-05-29

Limited information is available regarding the current state of neurocritical care education for neurology residents. The goal of our survey was to assess the need and current state of neurocritical care training for neurology residents. A survey instrument was developed and, with the support of the American Academy of Neurology, distributed to residency program directors of 132 accredited neurology programs in the United States in 2011. A response rate of 74% (98 of 132) was achieved. A dedicated neuroscience intensive care unit (neuro-ICU) existed in 64%. Fifty-six percent of residency programs offer a dedicated rotation in the neuro-ICU, lasting 4 weeks on average. Where available, the neuro-ICU rotation was required in the vast majority (91%) of programs. Neurology residents' exposure to the fundamental principles of neurocritical care was obtained through a variety of mechanisms. Of program directors, 37% indicated that residents would be interested in performing away rotations in a neuro-ICU. From 2005 to 2010, the number of programs sending at least one resident into a neuro-ICU fellowship increased from 14% to 35%. Despite the expansion of neurocritical care, large proportions of US neurology residents have limited exposure to a neuro-ICU and neurointensivists. Formal training in the principles of neurocritical care may be highly variable. The results of this survey suggest a charge to address the variability of resident education and to develop standardized curricula in neurocritical care for neurology residents.

Introductory Life Science Mathematics and Quantitative Neuroscience Courses

PubMed Central

Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an upper-division course in computational neuroscience. We provide a description of each course, detailed syllabi, examples of content, and a brief discussion of the main issues encountered in developing and offering the courses. PMID:20810971

77 FR 35411 - National Institute on Drug Abuse-Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-13

..., Neuroscience Center, 6001 Executive Boulevard, Rockville, MD 20852, (Telephone Conference Call). Contact Person.... Agenda: To review and evaluate contract proposals. Place: National Institutes of Health, Neuroscience....nih.gov . (Catalogue of Federal Domestic Assistance Program Nos.: 93.279, Drug Abuse and Addiction...

Training the Brain: Practical Applications of Neural Plasticity From the Intersection of Cognitive Neuroscience, Developmental Psychology, and Prevention Science

PubMed Central

Bryck, Richard L.; Fisher, Philip A.

2012-01-01

Prior researchers have shown that the brain has a remarkable ability for adapting to environmental changes. The positive effects of such neural plasticity include enhanced functioning in specific cognitive domains and shifts in cortical representation following naturally occurring cases of sensory deprivation; however, maladaptive changes in brain function and development owing to early developmental adversity and stress have also been well documented. Researchers examining enriched rearing environments in animals have revealed the potential for inducing positive brain plasticity effects and have helped to popularize methods for training the brain to reverse early brain deficits or to boost normal cognitive functioning. In this paper, two classes of empirically based methods of brain training in children are reviewed and critiqued: laboratory-based, mental process training paradigms and ecological interventions based upon neurocognitive conceptual models. Given the susceptibility of executive function disruption, special attention is paid to training programs that emphasize executive function enhancement. In addition, a third approach to brain training, aimed at tapping into compensatory processes, is postulated. Study results showing the effectiveness of this strategy in the field of neurorehabilitation and in terms of naturally occurring compensatory processing in human aging lend credence to the potential of this approach. PMID:21787037

Training the brain: practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention science.

PubMed

Bryck, Richard L; Fisher, Philip A

2012-01-01

Prior researchers have shown that the brain has a remarkable ability for adapting to environmental changes. The positive effects of such neural plasticity include enhanced functioning in specific cognitive domains and shifts in cortical representation following naturally occurring cases of sensory deprivation; however, maladaptive changes in brain function and development owing to early developmental adversity and stress have also been well documented. Researchers examining enriched rearing environments in animals have revealed the potential for inducing positive brain plasticity effects and have helped to popularize methods for training the brain to reverse early brain deficits or to boost normal cognitive functioning. In this article, two classes of empirically based methods of brain training in children are reviewed and critiqued: laboratory-based, mental process training paradigms and ecological interventions based upon neurocognitive conceptual models. Given the susceptibility of executive function disruption, special attention is paid to training programs that emphasize executive function enhancement. In addition, a third approach to brain training, aimed at tapping into compensatory processes, is postulated. Study results showing the effectiveness of this strategy in the field of neurorehabilitation and in terms of naturally occurring compensatory processing in human aging lend credence to the potential of this approach. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Integrating Neuroscience Knowledge and Neuropsychiatric Skills Into Psychiatry: The Way Forward.

PubMed

Schildkrout, Barbara; Benjamin, Sheldon; Lauterbach, Margo D

2016-05-01

Increasing the integration of neuroscience knowledge and neuropsychiatric skills into general psychiatric practice would facilitate expanded approaches to diagnosis, formulation, and treatment while positioning practitioners to utilize findings from emerging brain research. There is growing consensus that the field of psychiatry would benefit from more familiarity with neuroscience and neuropsychiatry. Yet there remain numerous factors impeding the integration of these domains of knowledge into general psychiatry.The authors make recommendations to move the field forward, focusing on the need for advocacy by psychiatry and medical organizations and changes in psychiatry education at all levels. For individual psychiatrists, the recommendations target obstacles to attaining expanded neuroscience and neuropsychiatry education and barriers stemming from widely held, often unspoken beliefs. For the system of psychiatric care, recommendations address the conceptual and physical separation of psychiatry from medicine, overemphasis on the Diagnostic and Statistical Manual of Mental Disorders and on psychopharmacology, and different systems in medicine and psychiatry for handling reimbursement and patient records. For psychiatry residency training, recommendations focus on expanding neuroscience/neuropsychiatry faculty and integrating neuroscience education throughout the curriculum.Psychiatry traditionally concerns itself with helping individuals construct meaningful life narratives. Brain function is one of the fundamental determinants of individuality. It is now possible for psychiatrists to integrate knowledge of neuroscience into understanding the whole person by asking, What person has this brain? How does this brain make this person unique? How does this brain make this disorder unique? What treatment will help this disorder in this person with this brain?

The law and neuroscience.

PubMed

Gazzaniga, Michael S

2008-11-06

Some of the implications for law of recent discoveries in neuroscience are considered in a new program established by the MacArthur Foundation. A group of neuroscientists, lawyers, philosophers, and jurists are examining issues in criminal law and, in particular, problems in responsibility and prediction and problems in legal decision making.

“Writing in Neuroscience”: A Course Designed for Neuroscience Undergraduate Students

PubMed Central

Adams, Joyce

2011-01-01

Although neuroscience students may learn to write in a generic fashion through university writing courses, they receive little training in writing in their field. Here I describe a course that was created at the request of a Neuroscience Department with the intent to teach neuroscience students how to write well in their discipline. I explain the purpose for creating the “Writing in Neuroscience” course and offer a brief overview of the course curriculum, including pertinent pedagogical outcomes for such a course. I describe in depth the major assignment for the course, the literature review, and provide examples of paper titles that students wrote to fulfill the assignment. I briefly describe other relevant course assignments. I evaluate the course and include an overview of who should teach such a course, what support might be helpful, and what can be learned from formative assessment of the course. Using these insights can help others determine whether such a course is a good fit for them. PMID:23626493

Neuroscience Literacy: "Brain Tells" as Signals of Brain Dysfunction Affecting Daily Life.

PubMed

Royeen, Charlotte B; Brašić, James R; Dvorak, Leah; Provoziak-O'Brien, Casey; Sethi, Chetna; Ahmad, S Omar

2016-01-01

The structures and circuits of the central and the peripheral nervous systems provide the basis for thinking, speaking, experiencing sensations, and performing perceptual and motor activities in daily life. Healthy people experience normal functioning without giving brain functions a second thought, while dysfunction of the neural circuits may lead to marked impairments in cognition, communication, sensory awareness, and performing perceptual and motor tasks. Neuroscience literacy provides the knowledge to associate the deficits observed in patients with the underlying deficits in the structures and circuits of the nervous system. The purpose of this paper is to begin the conversation in this area via a neuroscience literacy model of "Brain Tells," defined as stereotypical or observable behaviors often associated with brain dysfunction. Occupational therapists and other allied health professionals should be alert for the signs of "Brain Tells" that may be early warning signs of brain pathology. We also suggest that neuroscience literacy be emphasized in training provided to public safety workers, teachers, caregivers, and health care professionals at all levels.

78 FR 54259 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-03

... . Name of Committee: Genes, Genomes, and Genetics Integrated Review Group; Molecular Genetics B Study... . Name of Committee: Emerging Technologies and Training Neurosciences Integrated Review Group; Molecular...

Teaching laboratory neuroscience at bowdoin: the laboratory instructor perspective.

PubMed

Hauptman, Stephen; Curtis, Nancy

2009-01-01

Bowdoin College is a small liberal arts college that offers a comprehensive Neuroscience major. The laboratory experience is an integral part of the major, and many students progress through three stages. A core course offers a survey of concepts and techniques. Four upper-level courses function to give students more intensive laboratory research experience in neurophysiology, molecular neurobiology, social behavior, and learning and memory. Finally, many majors choose to work in the individual research labs of the Neuroscience faculty. We, as laboratory instructors, are vital to the process, and are actively involved in all aspects of the lab-based courses. We provide student instruction in state of the art techniques in neuroscience research. By sharing laboratory teaching responsibilities with course professors, we help to prepare students for careers in laboratory neuroscience and also support and facilitate faculty research programs.

Neurocritical care education during neurology residency

PubMed Central

Drogan, O.; Manno, E.; Geocadin, R.G.; Ziai, W.

2012-01-01

Objective: Limited information is available regarding the current state of neurocritical care education for neurology residents. The goal of our survey was to assess the need and current state of neurocritical care training for neurology residents. Methods: A survey instrument was developed and, with the support of the American Academy of Neurology, distributed to residency program directors of 132 accredited neurology programs in the United States in 2011. Results: A response rate of 74% (98 of 132) was achieved. A dedicated neuroscience intensive care unit (neuro-ICU) existed in 64%. Fifty-six percent of residency programs offer a dedicated rotation in the neuro-ICU, lasting 4 weeks on average. Where available, the neuro-ICU rotation was required in the vast majority (91%) of programs. Neurology residents' exposure to the fundamental principles of neurocritical care was obtained through a variety of mechanisms. Of program directors, 37% indicated that residents would be interested in performing away rotations in a neuro-ICU. From 2005 to 2010, the number of programs sending at least one resident into a neuro-ICU fellowship increased from 14% to 35%. Conclusions: Despite the expansion of neurocritical care, large proportions of US neurology residents have limited exposure to a neuro-ICU and neurointensivists. Formal training in the principles of neurocritical care may be highly variable. The results of this survey suggest a charge to address the variability of resident education and to develop standardized curricula in neurocritical care for neurology residents. PMID:22573636

The University of Ibadan/Grass Foundation Workshop in Neuroscience Teaching

PubMed Central

Dzakpasu, Rhonda; Johnson, Bruce R.; Olopade, James O.

2017-01-01

The University of Ibadan/Grass Foundation Workshop in Neuroscience Teaching (March 31st to April 2nd, 2017) in Ibadan, Nigeria was sponsored by the Grass Foundation as a “proof of principle” outreach program for young neuroscience faculty at Nigerian universities with limited educational and research resources. The workshop’s goal was to introduce low cost equipment for student lab exercises and computational tutorials that could enhance the teaching and research capabilities of local neuroscience educators. Participant assessment of the workshop’s activities was very positive and suggested that similar workshops for other faculty from institutions with limited resources could have a great impact on the quality of both the undergraduate and faculty experience. PMID:29371853

Development of a Neuroscience-oriented “Methods” Course for Graduate Students of Pharmacology and Toxicology

PubMed Central

Witt-Enderby, Paula A.; Johnson, David A.; Anderson, Carl A.; Bricker, J. Douglas; Davis, Vicki L.; Firestine, Steven M.; Meng, Wilson S.

2006-01-01

To provide graduate students in pharmacology/toxicology exposure to, and cross-training in, a variety of relevant laboratory skills, the Duquesne University School of Pharmacy developed a “methods” course as part of the core curriculum. Because some of the participating departmental faculty are neuroscientists, this course often applied cutting-edge techniques to neuroscience-based systems, including experiments with brain G protein–coupled receptors. Techniques covered by the course include animal handling and behavioral testing, bacterial and mammalian cell culture, enzyme-linked immunosorbent assay, western blotting, receptor binding of radioligands, plasmid DNA amplification and purification, reverse transcriptase-polymerase chain reaction, gel electrophoresis, and UV-visible and fluorescence spectroscopy. The course also encompasses research aspects such as experimental design and record keeping, statistical analysis, and scientific writing. Students were evaluated via laboratory reports and examinations, and students in turn evaluated the course using a detailed exit survey. This course introduces the graduate student to many more techniques and approaches than can be provided by the traditional graduate “rotation” format alone and should serve as a template for graduate programs in many basic research disciplines. PMID:17012209

Translational Research in NeuroAIDS: A Neuroimmune Pharmacology-Related Course

PubMed Central

Brown, Amanda; Shiramizu, Bruce; Nath, Avindra; Wojna, Valerie

2010-01-01

Neuroimmune pharmacology (NIP) can be considered a multidisciplinary science where areas of neuroscience, immunology, and pharmacology intersect in neurological disorders. The R25 training program titled “Translational Research in NeuroAIDS and Mental Health (TR-NAMH): An innovative mentoring program to promote diversity in NeuroAIDS Research (R25 MH080661)” at the Johns Hopkins University is a web-based interactive course with the goal to improve the capacity of high quality research by developing mentoring programs for (1) doctoral and postdoctoral candidates and junior faculty from racial and ethnic minorities and (2) non-minority individuals at the same levels, whose research focuses on NeuroAIDS disparity issues such as HIV-associated neurocognitive disorders (HAND). This web-based interactive course overcomes the limitations of traditional education such as access to expert faculty and financial burden of scientists from racial and ethnic minority groups in the field of NeuroAIDS research and NIP and identifies rich nurturing environments for investigators to support their careers. The TR-NAMH program identifies a cadre of talented students and investigators eager to commit to innovative educational and training sessions in NeuroAIDS and NIP. The interplay between NIP changes precipitated by HIV infection in the brain makes the study of HAND an outstanding way to integrate important concepts from these two fields. The course includes activities besides those related to didactic learning such as research training and long-term mentoring; hence, the newly learned topics in NIP are continually reinforced and implemented in real-time experiences. We describe how NIP is integrated in the TR-NAMH program in the context of HAND. PMID:20496178

Efficacy of a modern neuroscience approach versus usual care evidence-based physiotherapy on pain, disability and brain characteristics in chronic spinal pain patients: protocol of a randomized clinical trial

PubMed Central

2014-01-01

Background Among the multiple conservative modalities, physiotherapy is a commonly utilized treatment modality in managing chronic non-specific spinal pain. Despite the scientific progresses with regard to pain and motor control neuroscience, treatment of chronic spinal pain (CSP) often tends to stick to a peripheral biomechanical model, without targeting brain mechanisms. With a view to enhance clinical efficacy of existing physiotherapeutic treatments for CSP, the development of clinical strategies targeted at ‘training the brain’ is to be pursued. Promising proof-of-principle results have been reported for the effectiveness of a modern neuroscience approach to CSP when compared to usual care, but confirmation is required in a larger, multi-center trial with appropriate evidence-based control intervention and long-term follow-up. The aim of this study is to assess the effectiveness of a modern neuroscience approach, compared to usual care evidence-based physiotherapy, for reducing pain and improving functioning in patients with CSP. A secondary objective entails examining the effectiveness of the modern neuroscience approach versus usual care physiotherapy for normalizing brain gray matter in patients with CSP. Methods/Design The study is a multi-center, triple-blind, two-arm (1:1) randomized clinical trial with 1-year follow-up. 120 CSP patients will be randomly allocated to either the experimental (receiving pain neuroscience education followed by cognition-targeted motor control training) or the control group (receiving usual care physiotherapy), each comprising of 3 months treatment. The main outcome measures are pain (including symptoms and indices of central sensitization) and self-reported disability. Secondary outcome measures include brain gray matter structure, motor control, muscle properties, and psychosocial correlates. Clinical assessment and brain imaging will be performed at baseline, post-treatment and at 1-year follow-up. Web-based questionnaires will be completed at baseline, after the first 3 treatment sessions, post-treatment, and at 6 and 12-months follow-up. Discussion Findings may provide empirical evidence on: (1) the effectiveness of a modern neuroscience approach to CSP for reducing pain and improving functioning, (2) the effectiveness of a modern neuroscience approach for normalizing brain gray matter in CSP patients, and (3) factors associated with therapy success. Hence, this trial might contribute towards refining guidelines for good clinical practice and might be used as a basis for health authorities’ recommendations. Trial registration ClinicalTrials.gov Identifier: NCT02098005. PMID:24885889

NRH Neuroscience Research Center

DTIC Science & Technology

2005-06-01

Gait Educationtf E Advanced gait 20-Patient * Community mobility Patient Assessmentt 21-Family/ caregiver ~( Formal assessment) 22-Staff Home Evaluation...interventions used. client diagnostic groups, which are termed practice patterns. Time for formal assessments, home evaluation, and work site The practice...18. Visual training 19. Sensory training Gait Education Interventions: 20. Patient 21. Family/ Caregiver Advanced Gait 22. Staff 23. Prescription

Brief Training with Co-Speech Gesture Lends a Hand to Word Learning in a Foreign Language

ERIC Educational Resources Information Center

Kelly, Spencer D.; McDevitt, Tara; Esch, Megan

2009-01-01

Recent research in psychology and neuroscience has demonstrated that co-speech gestures are semantically integrated with speech during language comprehension and development. The present study explored whether gestures also play a role in language learning in adults. In Experiment 1, we exposed adults to a brief training session presenting novel…

Clinical neuropsychology in South Korea.

PubMed

Kim, Myung-Sun; Chey, Jeanyung

2016-11-01

Clinical neuropsychology in South Korea, albeit its relatively short history, has advanced dramatically. We review a brief history and current status of clinical neuropsychology in South Korea. The history, the educational pathway, the training pathway, the certification process, and careers in clinical neuropsychology in South Korea are reviewed. We have reviewed the neuropsychological services, including assessment and treatment, research on neurological and psychiatric populations, and neuropsychology education and the requirements related to education, training, and board examinations of those providing neuropsychological services in South Korea. We also describe how the Korean Society for Neuropsychology Research, the first and only meeting for neuropsychologists in the country established in 1999, has played a major role in how clinical neuropsychology is practiced and developed as a professional field in South Korea. Clinical neuropsychology in South Korea has achieved major progress over just a quarter of a century, and its future is promising in light of the increasing demand for neuropsychological services and advances in neuroscience in the country. Challenges that the community of clinical neuropsychologists are currently facing in South Korea, including formalizing neuropsychological curriculum and training programs and developing advanced credentialing procedures, are discussed.

All the Vice Chancellor's Neuroscientists: Unity to Achieve Success in Solving Malaysia's Diseases via Upgrading Clinical Services and Neuroscience Research.

PubMed

Abdullah, Jafri Malin

2013-05-01

President Obama of the United States of America announced this April the Brain Research Through Advancing Innovative Neurotechnologies (BRAIN for short) investment, while Professor Henry Markram's team based in the European Union will spend over a billion euros on the Human Brain Project, breaking through the unknowns in the fifth science of the decade: Neuroscience. Malaysia's growth in the same field needs to be augmented, and thus the Universiti Sains Malaysia's vision is to excel in the field of clinical brain sciences, mind sciences and neurosciences. This will naturally bring up the level of research in the country simultaneously. Thus, a center was recently established to coordinate this venture. The four-year Integrated Neuroscience Program established recently will be a sustainable source of neuroscientists for the country. We hope to establish ourselves by 2020 as a global university with neurosciences research as an important flagship.

Real-time development of data acquisition and analysis software for hands-on physiology education in neuroscience: G-PRIME.

PubMed

Lott, Gus K; Johnson, Bruce R; Bonow, Robert H; Land, Bruce R; Hoy, Ronald R

2009-01-01

We report on the real-time creation of an application for hands-on neurophysiology in an advanced undergraduate teaching laboratory. Enabled by the rapid software development tools included in the Matlab technical computing environment (The Mathworks, Natick, MA), a team, consisting of a neurophysiology educator and a biophysicist trained as an electrical engineer, interfaced to a course of approximately 15 students from engineering and biology backgrounds. The result is the powerful freeware data acquisition and analysis environment, "g-PRIME." The software was developed from week to week in response to curriculum demands, and student feedback. The program evolved from a simple software oscilloscope, enabling RC circuit analysis, to a suite of tools supporting analysis of neuronal excitability and synaptic transmission analysis in invertebrate model systems. The program has subsequently expanded in application to university courses, research, and high school projects in the US and abroad as free courseware.

National Neuroscience: Ethics, Legal and Social Issues Conference (3rd) (NELSI-3) Held in Fairfax, Virginia on February 25, 2011. Ethical Issues in the Use of Neuroscience and Neurotechnology in National Defense

DTIC Science & Technology

2011-09-15

bioethics literature on national security issues is surprisingly spares, the implications of neuroscience for national security are of increasing...in part by reviewing recent reports from the U.S. National Academies. Prof. Jonathan H. Marks, MA, BCL (OXON.), Associate Professor of Bioethics ...Humanities and Law at the Pennsylvania State University, and Director of the Bioethics and Medical Humanities Program on the main campus at University

Teacher Perceptions of NeuroEducation: A Mixed Methods Survey of Teachers in the United States

ERIC Educational Resources Information Center

Serpati, Lauren; Loughan, Ashlee R.

2012-01-01

Pickering and Howard-Jones (2007) reported educators' enthusiasm for NeuroEducation from a sample of teachers attending neuroscience professional development courses. Their results revealed teachers: (1) are enthusiastic about the role of neuroscience in education; (2) believe an understanding of the brain for educational program development is…

Systematic Interviewing Microskills and Neuroscience: Developing Bridges between the Fields of Communication and Counseling Psychology

ERIC Educational Resources Information Center

Ivey, Allen E.; Daniels, Thomas

2016-01-01

Originating in 1966-68, Microcounseling was the first video-based listening program and its purposes and methods overlap with the communications field. This article presents history, research, and present applications in multiple fields nationally and internationally. Recent neuroscience and neurobiology research is presented with the important…

High-Impact, Self-Motivated Training Within an Enriched Environment With Single Animal Tracking Dose-Dependently Promotes Motor Skill Acquisition and Functional Recovery.

PubMed

Starkey, Michelle L; Bleul, Christiane; Kasper, Hansjörg; Mosberger, Alice C; Zörner, Björn; Giger, Stefan; Gullo, Miriam; Buschmann, Frank; Schwab, Martin E

2014-07-01

Functional recovery following central nervous system injuries is strongly influenced by rehabilitative training. In the clinical setting, the intensity of training and the level of motivation for a particular task are known to play important roles. With increasing neuroscience studies investigating the effects of training and rehabilitation, it is important to understand how the amount and type of training of individuals influences outcome. However, little is known about the influence of spontaneous "self-training" during daily life as it is often uncontrolled, not recorded, and mostly disregarded. Here, we investigated the effects of the intensity of self-training on motor skill acquisition in normal, intact rats and on the recovery of functional motor behavior following spinal cord injury in adult rats. We used a custom-designed small animal tracking system, "RatTrack," to continuously record the activity of multiple rats, simultaneously in a complex Natural Habitat-enriched environment. Naïve, adult rats performed high-intensity, self-motivated motor training, which resulted in them out-performing rats that were conventionally housed and trained on skilled movement tasks, for example, skilled prehension (grasping) and ladder walking. Following spinal cord injury the amount of self-training was correlated with improved functional recovery. These data suggest that high-impact, self-motivated training leads to superior skill acquisition and functional recovery than conventional training paradigms. These findings have important implications for the design of animal studies investigating rehabilitation and for the planning of human rehabilitation programs. © The Author(s) 2014.

Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

PubMed Central

Margherio, Cara; Horner-Devine, M. Claire; Mizumori, Sheri J. Y.; Yen, Joyce W.

2016-01-01

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences. PMID:27587858

How neuroscience is taught to North American dental students: results of the Basic Science Survey Series.

PubMed

Gould, Douglas J; Clarkson, Mackenzie J; Hutchins, Bob; Lambert, H Wayne

2014-03-01

The purpose of this study was to determine how North American dental students are taught neuroscience during their preclinical dental education. This survey represents one part of a larger research project, the Basic Science Survey Series for Dentistry, which covers all of the biomedical science coursework required of preclinical students in North American dental schools. Members of the Section on Anatomical Sciences of the American Dental Education Association assembled, distributed, and analyzed the neuroscience survey, which had a 98.5 percent response from course directors of the sixty-seven North American dental schools. The eighteen-item instrument collected demographic data on the course directors, information on the content in each course, and information on how neuroscience content is presented. Findings indicate that 1) most neuroscience instruction is conducted by non-dental school faculty members; 2) large content variability exists between programs; and 3) an increase in didactic instruction, integrated curricula, and use of computer-aided instruction is occurring. It is anticipated that the information derived from the survey will help guide neuroscience curricula in dental schools and aid in identifying appropriate content.

An automated system for positive reinforcement training of group-housed macaque monkeys at breeding and research facilities.

PubMed

Tulip, Jennifer; Zimmermann, Jonas B; Farningham, David; Jackson, Andrew

2017-06-15

Behavioural training through positive reinforcement techniques is a well-recognised refinement to laboratory animal welfare. Behavioural neuroscience research requires subjects to be trained to perform repetitions of specific behaviours for food/fluid reward. Some animals fail to perform at a sufficient level, limiting the amount of data that can be collected and increasing the number of animals required for each study. We have implemented automated positive reinforcement training systems (comprising a button press task with variable levels of difficulty using LED cues and a fluid reward) at the breeding facility and research facility, to compare performance across these different settings, to pre-screen animals for selection and refine training protocols. Animals learned 1- and 4-choice button tasks within weeks of home enclosure training, with some inter-individual differences. High performance levels (∼200-300 trials per 60min session at ∼80% correct) were obtained without food or fluid restriction. Moreover, training quickly transferred to a laboratory version of the task. Animals that acquired the task at the breeding facility subsequently performed better both in early home enclosure sessions upon arrival at the research facility, and also in laboratory sessions. Automated systems at the breeding facility may be used to pre-screen animals for suitability for behavioural neuroscience research. In combination with conventional training, both the breeding and research facility systems facilitate acquisition and transference of learning. Automated systems have the potential to refine training protocols and minimise requirements for food/fluid control. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Music training for the development of auditory skills.

PubMed

Kraus, Nina; Chandrasekaran, Bharath

2010-08-01

The effects of music training in relation to brain plasticity have caused excitement, evident from the popularity of books on this topic among scientists and the general public. Neuroscience research has shown that music training leads to changes throughout the auditory system that prime musicians for listening challenges beyond music processing. This effect of music training suggests that, akin to physical exercise and its impact on body fitness, music is a resource that tones the brain for auditory fitness. Therefore, the role of music in shaping individual development deserves consideration.

Strategy for Engaging the Society for Neuroscience in Science Education

ERIC Educational Resources Information Center

Cameron, William E.; McNerney, Colleen D.

2006-01-01

The Society for Neuroscience (SfN) has more than 37,000 members and constitutes one of the largest single-theme scientific societies in the United States. Although many of its members are engaged in various activities that support their local science education programs, historically the society has not played a major role in shaping the national…

Contemplative Practices and Mental Training: Prospects for American Education

PubMed Central

2012-01-01

Drawing upon research in neuroscience, cognitive science, developmental psychology and education, as well as scholarship from contemplative traditions concerning the cultivation of positive development, we highlight a set of mental skills and socio-emotional dispositions that we believe are central to the aims of education in the 21st century. These include self-regulatory skills associated with emotion and attention, self-representations, and prosocial dispositions such as empathy and compassion. These positive qualities and dispositions can be strengthened through systematic contemplative practice. Such practice induces plastic changes in brain function and structure, supporting prosocial behavior and academic success in young people. These putative beneficial consequences call for focused programmatic research to better characterize which forms and frequencies of practice are most efficacious for which types of children and adolescents. Results from such research may help refine training programs to maximize their effectiveness at different ages and to document the changes in neural function and structure that might be induced. PMID:22905038

How to gain evidence in neurorehabilitation: a personal view.

PubMed

Luft, Andreas R

2012-12-01

Neurorehabilitation is an emerging field driven by developments in neuroscience and biomedical engineering. Most patients that require neurorehabilitation have had a stroke, but other diseases of the brain, spinal cord, or nerves can also be alleviated. Modern therapies in neurorehabilitation focus on reducing impairment and improving function in daily life. As compared with acute care medicine, the clinical evidence for most neurorehabilitative treatments (modern or conventional) is sparse. Clinical trials support constraint-induced movement therapy for the arm and aerobic treadmill training for walking, both high-intensity interventions requiring therapist time (i.e., cost) and patient motivation. Promising approaches for the future include robotic training, telerehabilitation at the patient’s home, and supportive therapies that promote motivation and compliance. It is argued that a better understanding of the neuroscience of recovery together with results from small-scale and well-focused clinical experiments are necessary to design optimal interventions for specific target groups of patients.

Buildings, Beauty, and the Brain: A Neuroscience of Architectural Experience.

PubMed

Coburn, Alex; Vartanian, Oshin; Chatterjee, Anjan

2017-09-01

A burgeoning interest in the intersection of neuroscience and architecture promises to offer biologically inspired insights into the design of spaces. The goal of such interdisciplinary approaches to architecture is to motivate construction of environments that would contribute to peoples' flourishing in behavior, health, and well-being. We suggest that this nascent field of neuroarchitecture is at a pivotal point in which neuroscience and architecture are poised to extend to a neuroscience of architecture. In such a research program, architectural experiences themselves are the target of neuroscientific inquiry. Here, we draw lessons from recent developments in neuroaesthetics to suggest how neuroarchitecture might mature into an experimental science. We review the extant literature and offer an initial framework from which to contextualize such research. Finally, we outline theoretical and technical challenges that lie ahead.

Guest editorial: From neuroscience to neuro-rehabilitation: transferring basic neuroscientific principles from laboratory to bedside.

PubMed

Koenig, Alexander; Luft, Andreas; Cajigas, Iahn

2013-01-21

Several new approaches for treatment of Central Nervous System (CNS) disorders are currently under investigation, including the use of rehabilitation training strategies, which are often combined with electrical and/or pharmacological modulation of spinal locomotor circuitries. While these approaches show great promise in the laboratory setting, there still exists a large gap in knowledge on how to transfer these treatments to daily clinical use. This thematic series presents a cross section of cutting edge approaches with the goal of transferring basic neuroscience principles from the laboratory to the proverbial "bedside".

Air-to-Air and Air-to-Ground Attack Strategies in Trained Birds of Prey

DTIC Science & Technology

2014-09-30

Neurosci .  5,  231-­‐239.   Ghose   K.,   Horiuchi   T.   K.,   Krishnaprasad   P.   S.,   and   Moss...Trends   Cogn .  Sci.  4,  99-­‐107.   Shaffer   D.  M.,   Krauchunas   S.  M.,   Eddy  M.,   and  McBeath  M.   K...freely  flying  honeybees.  Visual   Neurosci .  4,  379-­‐386.         44Distribution A: Approved for public

All the Vice Chancellor’s Neuroscientists: Unity to Achieve Success in Solving Malaysia’s Diseases via Upgrading Clinical Services and Neuroscience Research

PubMed Central

Abdullah, Jafri Malin

2013-01-01

President Obama of the United States of America announced this April the Brain Research Through Advancing Innovative Neurotechnologies (BRAIN for short) investment, while Professor Henry Markram’s team based in the European Union will spend over a billion euros on the Human Brain Project, breaking through the unknowns in the fifth science of the decade: Neuroscience. Malaysia's growth in the same field needs to be augmented, and thus the Universiti Sains Malaysia’s vision is to excel in the field of clinical brain sciences, mind sciences and neurosciences. This will naturally bring up the level of research in the country simultaneously. Thus, a center was recently established to coordinate this venture. The four-year Integrated Neuroscience Program established recently will be a sustainable source of neuroscientists for the country. We hope to establish ourselves by 2020 as a global university with neurosciences research as an important flagship. PMID:23966818

Changes in nucleus accumbens and neostriatal c-Fos and DARPP-32 immunoreactivity during different stages of food-reinforced instrumental training.

PubMed

Segovia, Kristen N; Correa, Merce; Lennington, Jessica B; Conover, Joanne C; Salamone, John D

2012-04-01

Nucleus accumbens is involved in several aspects of instrumental behavior, motivation and learning. Recent studies showed that dopamine (DA) release in the accumbens shell was significantly increased on the first day of training on a fixed ratio (FR) 5 schedule (i.e. the transition from FR1 to FR5) compared with those rats that continued FR1 training, even though the rats on their first day of FR5 training received less food reinforcement than rats continuing on the FR1 schedule. Additionally, the second day of FR5 responding was marked by a significant increase in DA release in accumbens core. The present studies employed immunohistochemical methods to characterize the changes in cellular markers of accumbens and neostriatal neural activity that occur during various stages of food-reinforced FR5 training. c-Fos and DARPP-32 immunoreactivity in accumbens shell was significantly increased on the first day of FR5 training, while core c-Fos and DARPP-32 expression showed large increases on the second day of FR5 training. Additional studies showed that c-Fos and DARPP-32 expression in neostriatum increased after more extensive training. Double-labeling studies with immunofluorescence methods indicated that increases in accumbens c-Fos and DARPP-32 expression were primarily seen in substance-P-positive neurons. These increases in accumbens c-Fos and DARPP-32 immunoreactivity seen during the initial phases of FR training may reflect several factors, including novelty, learning, stress or the presentation of a work-related challenge to the organism. Moreover, it appears that the separate subregions of the striatal complex are differentially activated at distinct phases of instrumental training. © 2012 The Authors. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Adapting Social Neuroscience Measures for Schizophrenia Clinical Trials, Part 1: Ferrying Paradigms Across Perilous Waters

PubMed Central

Green, Michael F.

2013-01-01

Social cognitive impairment is prominent in schizophrenia, and it is closely related to functional outcome. Partly for these reasons, it has rapidly become a target for both training and psychopharmacological interventions. However, there is a paucity of reliable and valid social cognitive endpoints that can be used to evaluate treatment response in clinical trials. Also, clinical studies in schizophrenia have benefited rather little from the surge of activity and knowledge in nonclinical social neuroscience. The National Institute of Mental Health-sponsored study, “Social Cognition and Functioning in Schizophrenia” (SCAF), attempted to address this translational challenge by selecting paradigms from social neuroscience that could be adapted for use in schizophrenia. The project also evaluated the psychometric properties and external validity of the tasks to determine their suitability for multisite clinical trials. This first article in the theme section presents the goals, conceptual background, and rationale for the SCAF project. PMID:24072811

The role of selective attention on academic foundations: a cognitive neuroscience perspective.

PubMed

Stevens, Courtney; Bavelier, Daphne

2012-02-15

To the extent that selective attention skills are relevant for academic foundations and amenable to training, they represent an important focus for the field of education. Here, drawing on research on the neurobiology of attention, we review hypothesized links between selective attention and processing across three domains important to early academic skills. First, we provide a brief review of the neural bases of selective attention, emphasizing the effects of selective attention on neural processing, as well as the neural systems important to deploying selective attention and managing response conflict. Second, we examine the developmental time course of selective attention. It is argued that developmental differences in selective attention are related to the neural systems important for deploying selective attention and managing response conflict. In contrast, once effectively deployed, selective attention acts through very similar neural mechanisms across ages. In the third section, we relate the processes of selective attention to three domains important to academic foundations: language, literacy, and mathematics. Fourth, drawing on recent literatures on the effects of video-game play and mind-brain training on selective attention, we discuss the possibility of training selective attention. The final section examines the application of these principles to educationally-focused attention-training programs for children. Copyright © 2011 Elsevier Ltd. All rights reserved.

The role of selective attention on academic foundations: A cognitive neuroscience perspective

PubMed Central

Stevens, Courtney; Bavelier, Daphne

2011-01-01

To the extent that selective attention skills are relevant for academic foundations and amenable to training, they represent an important focus for the field of education. Here, drawing on research on the neurobiology of attention, we review hypothesized links between selective attention and processing across three domains important to early academic skills. First, we provide a brief review of the neural bases of selective attention, emphasizing the effects of selective attention on neural processing, as well as the neural systems important to deploying selective attention and managing response conflict. Second, we examine the developmental time course of selective attention. It is argued that developmental differences in selective attention are related to the neural systems important for deploying selective attention and managing response conflict. In contrast, once effectively deployed, selective attention acts through very similar neural mechanisms across ages. In the third section, we relate the processes of selective attention to three domains important to academic foundations: language, literacy, and mathematics. Fourth, drawing on recent literatures on the effects of video-game play and mind-brain training on selective attention, we discuss the possibility of training selective attention. The final section examines the application of these principles to educationally-focused attention-training programs for children. PMID:22682909

Designing Interventions Informed by Scientific Knowledge About Effects of Early Adversity: A Translational Neuroscience Agenda for Next Generation Addictions Research

PubMed Central

Fisher, Philip A.; Berkman, Elliot T.

2015-01-01

In spite of extensive scientific knowledge about the neurobiological systems and neural pathways underlying addictions, only limited progress has been made to reduce the population-level incidence of addictions by using prevention and treatment programs. In this area of research the translation of basic neuroscience of causal mechanisms to effective interventions has not been fully realized. In this article we describe how an understanding of the effects of early adverse experiences on brain and biological development may provide new opportunities to achieve impact at scale with respect to reduction of addictions. We propose four categories of new knowledge that translational neuroscience investigations of addictions should incorporate to be successful. We then describe a translational neuroscience-informed smoking cessation intervention based on this model. PMID:26985399

[Sex- and gender-sensitive research in epidemiology and medicine: how can this be achieved? Aims and first results of the network "Sex-/Gender-Sensitive Research in Epidemiology, Neurosciences and Genetics/Cancer Research"].

PubMed

Jahn, I; Gansefort, D; Kindler-Röhrborn, A; Pfleiderer, B

2014-09-01

It is considered general knowledge among physicians and epidemiologists that biological and social aspects associated with being male or female have a strong influence on health and disease. Integrating these aspects into research is necessary to counteract the problems--including ethical problems--resulting from a different evidence basis for men and women. From January 2011 to June 2014 the Federal Ministry of Education and Research supported the network "Sex-/Gender-Sensitive Research in Epidemiology, Neuroscience and Genetics/Cancer Research" with three subprojects, which aimed to promote gender-sensitive research practices. The concepts and results are presented in this article. The subproject gathered data (literature analyses, questionnaires) and offered programs for young scientists. Experiences and results were collected and generalized, for instance, in the form of definitions of terms. 50 young scientists have taken part in the training program, identifying associations and barriers in sex-/gender-sensitive research. Among others, a working definition for "sex-/gender-sensitive research" was developed, as well as definitions for the terms "sex-specific" (for biological characteristics that are specific to men or women) and "sex-/gender-dependent" or "sex-/gender-associated" (for biological and social factors, for which the extent of occurrence differs between the sexes). The concepts realized by the network are well suited to stimulate further development and discussions. The definition of terms is an important base for a productive and high-yielding interdisciplinary collaboration.

Audiovisual synchrony enhances BOLD responses in a brain network including multisensory STS while also enhancing target-detection performance for both modalities

PubMed Central

Marchant, Jennifer L; Ruff, Christian C; Driver, Jon

2012-01-01

The brain seeks to combine related inputs from different senses (e.g., hearing and vision), via multisensory integration. Temporal information can indicate whether stimuli in different senses are related or not. A recent human fMRI study (Noesselt et al. [2007]: J Neurosci 27:11431–11441) used auditory and visual trains of beeps and flashes with erratic timing, manipulating whether auditory and visual trains were synchronous or unrelated in temporal pattern. A region of superior temporal sulcus (STS) showed higher BOLD signal for the synchronous condition. But this could not be related to performance, and it remained unclear if the erratic, unpredictable nature of the stimulus trains was important. Here we compared synchronous audiovisual trains to asynchronous trains, while using a behavioral task requiring detection of higher-intensity target events in either modality. We further varied whether the stimulus trains had predictable temporal pattern or not. Synchrony (versus lag) between auditory and visual trains enhanced behavioral sensitivity (d') to intensity targets in either modality, regardless of predictable versus unpredictable patterning. The analogous contrast in fMRI revealed BOLD increases in several brain areas, including the left STS region reported by Noesselt et al. [2007: J Neurosci 27:11431–11441]. The synchrony effect on BOLD here correlated with the subject-by-subject impact on performance. Predictability of temporal pattern did not affect target detection performance or STS activity, but did lead to an interaction with audiovisual synchrony for BOLD in inferior parietal cortex. PMID:21953980

Neuroscience discipline science plan

NASA Technical Reports Server (NTRS)

1991-01-01

Over the past two decades, NASA's efforts in the neurosciences have developed into a program of research directed at understanding the acute changes that occur in the neurovestibular and sensorimotor systems during short-duration space missions. However, the proposed extended-duration flights of up to 28 days on the Shuttle orbiter and 6 months on Space Station Freedom, a lunar outpost, and Mars missions of perhaps 1-3 years in space, make it imperative that NASA's Life Sciences Division begin to concentrate research in the neurosciences on the chronic effects of exposure to microgravity on the nervous system. Major areas of research will be directed at understanding (1) central processing, (2) motor systems, (3) cognitive/spatial orientation, and (4) sensory receptors. The purpose of the Discipline Science Plan is to provide a conceptual strategy for NASA's Life Sciences Division research and development activities in the comprehensive area of neurosciences. It covers the significant research areas critical to NASA's programmatic requirements for the Extended-Duration Orbiter, Space Station Freedom, and exploration mission science activities. These science activities include ground-based and flight; basic, applied, and operational; and animal and human research and development. This document summarizes the current status of the program, outlines available knowledge, establishes goals and objectives, identifies science priorities, and defines critical questions in the subdiscipline areas of nervous system function. It contains a general plan that will be used by NASA Headquarters Program Offices and the field centers to review and plan basic, applied, and operational intramural and extramural research and development activities in this area.

77 FR 35418 - National Institute on Drug Abuse; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-13

... Health, Neuroscience Center, 6001 Executive Boulevard, Rockville, MD 20852, (Telephone Conference Call... of Federal Domestic Assistance Program Nos.: 93.279, Drug Abuse and Addiction Research Programs...

A toolbox for the fast information analysis of multiple-site LFP, EEG and spike train recordings

PubMed Central

Magri, Cesare; Whittingstall, Kevin; Singh, Vanessa; Logothetis, Nikos K; Panzeri, Stefano

2009-01-01

Background Information theory is an increasingly popular framework for studying how the brain encodes sensory information. Despite its widespread use for the analysis of spike trains of single neurons and of small neural populations, its application to the analysis of other types of neurophysiological signals (EEGs, LFPs, BOLD) has remained relatively limited so far. This is due to the limited-sampling bias which affects calculation of information, to the complexity of the techniques to eliminate the bias, and to the lack of publicly available fast routines for the information analysis of multi-dimensional responses. Results Here we introduce a new C- and Matlab-based information theoretic toolbox, specifically developed for neuroscience data. This toolbox implements a novel computationally-optimized algorithm for estimating many of the main information theoretic quantities and bias correction techniques used in neuroscience applications. We illustrate and test the toolbox in several ways. First, we verify that these algorithms provide accurate and unbiased estimates of the information carried by analog brain signals (i.e. LFPs, EEGs, or BOLD) even when using limited amounts of experimental data. This test is important since existing algorithms were so far tested primarily on spike trains. Second, we apply the toolbox to the analysis of EEGs recorded from a subject watching natural movies, and we characterize the electrodes locations, frequencies and signal features carrying the most visual information. Third, we explain how the toolbox can be used to break down the information carried by different features of the neural signal into distinct components reflecting different ways in which correlations between parts of the neural signal contribute to coding. We illustrate this breakdown by analyzing LFPs recorded from primary visual cortex during presentation of naturalistic movies. Conclusion The new toolbox presented here implements fast and data-robust computations of the most relevant quantities used in information theoretic analysis of neural data. The toolbox can be easily used within Matlab, the environment used by most neuroscience laboratories for the acquisition, preprocessing and plotting of neural data. It can therefore significantly enlarge the domain of application of information theory to neuroscience, and lead to new discoveries about the neural code. PMID:19607698

A toolbox for the fast information analysis of multiple-site LFP, EEG and spike train recordings.

PubMed

Magri, Cesare; Whittingstall, Kevin; Singh, Vanessa; Logothetis, Nikos K; Panzeri, Stefano

2009-07-16

Information theory is an increasingly popular framework for studying how the brain encodes sensory information. Despite its widespread use for the analysis of spike trains of single neurons and of small neural populations, its application to the analysis of other types of neurophysiological signals (EEGs, LFPs, BOLD) has remained relatively limited so far. This is due to the limited-sampling bias which affects calculation of information, to the complexity of the techniques to eliminate the bias, and to the lack of publicly available fast routines for the information analysis of multi-dimensional responses. Here we introduce a new C- and Matlab-based information theoretic toolbox, specifically developed for neuroscience data. This toolbox implements a novel computationally-optimized algorithm for estimating many of the main information theoretic quantities and bias correction techniques used in neuroscience applications. We illustrate and test the toolbox in several ways. First, we verify that these algorithms provide accurate and unbiased estimates of the information carried by analog brain signals (i.e. LFPs, EEGs, or BOLD) even when using limited amounts of experimental data. This test is important since existing algorithms were so far tested primarily on spike trains. Second, we apply the toolbox to the analysis of EEGs recorded from a subject watching natural movies, and we characterize the electrodes locations, frequencies and signal features carrying the most visual information. Third, we explain how the toolbox can be used to break down the information carried by different features of the neural signal into distinct components reflecting different ways in which correlations between parts of the neural signal contribute to coding. We illustrate this breakdown by analyzing LFPs recorded from primary visual cortex during presentation of naturalistic movies. The new toolbox presented here implements fast and data-robust computations of the most relevant quantities used in information theoretic analysis of neural data. The toolbox can be easily used within Matlab, the environment used by most neuroscience laboratories for the acquisition, preprocessing and plotting of neural data. It can therefore significantly enlarge the domain of application of information theory to neuroscience, and lead to new discoveries about the neural code.

The Minority Fellowship Program: a 30-year legacy of training psychologists of color.

PubMed

Jones, James M; Austin-Dailey, Andrew T

2009-10-01

This article traces the development and growth of the American Psychological Association (APA) Minority Fellowship Program (MFP) from is inception in 1974 to 2007. The original influences of Black psychiatrists in creating the Center for Minority Group Mental Health at the National Institute of Mental Health are described, and the initial structure and strategy of MFP is outlined. The dramatic growth in the number of MFP Fellows (82%), the average size of Fellowship stipends (810%), and the total stipend dollars (1,560%) reflects expansion of the programs in substance abuse research, treatment and prevention, neuroscience and human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS), as well as mental health service and research. The influence of the MFP on the APA and departments of psychology are described, including the role the MFP played in the establishment of the Office, Board, and Committee of Ethnic Minority Affairs. Some of the accomplishments and leadership roles MFP alumni have played are described. The article concludes with a discussion of the current status of MFP and projections for the future. Copyright 2009 APA, all rights reserved.

The exploration of meditation in the neuroscience of attention and consciousness.

PubMed

Raffone, Antonino; Srinivasan, Narayanan

2010-02-01

Many recent behavioral and neuroscientific studies have revealed the importance of investigating meditation states and traits to achieve an increased understanding of cognitive and affective neuroplasticity, attention and self-awareness, as well as for their increasingly recognized clinical relevance. The investigation of states and traits related to meditation has especially pronounced implications for the neuroscience of attention, consciousness, self-awareness, empathy and theory of mind. In this article we present the main features of meditation-based mental training and characterize the current scientific approach to meditation states and traits with special reference to attention and consciousness, in light of the articles contributed to this issue.

The effectiveness of a staff education program on the use of continuous EEG with patients in neuroscience intensive care units.

PubMed

Seiler, Lisa; Fields, Jennifer; Peach, Elizabeth; Zwerin, Suzanne; Savage, Christine

2012-04-01

Approximately a third of patients in neuroscience intensive care units (ICUs) experience subclinical seizures and, as a result, are at higher risk for poor outcomes. The use of continuous electroencephalography (cEEG) monitoring can help nurses detect seizure activity and initiate early prevention. Nurse competency in the use of cEEG is important to facilitate effective bedside monitoring. The objective of this study was to evaluate the effectiveness of a staff educational program aimed at improving the knowledge of nurses in the use of cEEG monitoring in adults. A quasi-experimental pretest/posttest 1-group design was utilized. Neuroscience ICU registered nurses, whose experience ranged from 2 months to 24 years, participated in the study. Participants completed a pretest on seizure knowledge and the use of cEEG monitoring. Participants received a 4-hour educational session on the use of cEEG monitoring. Immediately after the program and again 1 month later, they completed a posttest. Test scores improved significantly from pretest to the first posttest (t = -15.093, p < .001). Although there was a slight decline in the mean score from the posttest to the 1-month follow-up, posttest scores were significantly better than the pretest score (t = -12.42, df = 44, p < .001). Whereas years of experience correlated positively to the pretest score, after the intervention, no such correlation was evident. The results demonstrated that an educational program improved the competency of nurses in the use of cEEG with adult patients in a neuroscience ICU and that this knowledge was sustained over time. Further research is needed to demonstrate the effectiveness of this intervention in other settings.

Musical training as an alternative and effective method for neuro-education and neuro-rehabilitation

PubMed Central

François, Clément; Grau-Sánchez, Jennifer; Duarte, Esther; Rodriguez-Fornells, Antoni

2015-01-01

In the last decade, important advances in the field of cognitive science, psychology, and neuroscience have largely contributed to improve our knowledge on brain functioning. More recently, a line of research has been developed that aims at using musical training and practice as alternative tools for boosting specific perceptual, motor, cognitive, and emotional skills both in healthy population and in neurologic patients. These findings are of great hope for a better treatment of language-based learning disorders or motor impairment in chronic non-communicative diseases. In the first part of this review, we highlight several studies showing that learning to play a musical instrument can induce substantial neuroplastic changes in cortical and subcortical regions of motor, auditory and speech processing networks in healthy population. In a second part, we provide an overview of the evidence showing that musical training can be an alternative, low-cost and effective method for the treatment of language-based learning impaired populations. We then report results of the few studies showing that training with musical instruments can have positive effects on motor, emotional, and cognitive deficits observed in patients with non-communicable diseases such as stroke or Parkinson Disease. Despite inherent differences between musical training in educational and rehabilitation contexts, these results favor the idea that the structural, multimodal, and emotional properties of musical training can play an important role in developing new, creative and cost-effective intervention programs for education and rehabilitation in the next future. PMID:25972820

Musical training as an alternative and effective method for neuro-education and neuro-rehabilitation.

PubMed

François, Clément; Grau-Sánchez, Jennifer; Duarte, Esther; Rodriguez-Fornells, Antoni

2015-01-01

In the last decade, important advances in the field of cognitive science, psychology, and neuroscience have largely contributed to improve our knowledge on brain functioning. More recently, a line of research has been developed that aims at using musical training and practice as alternative tools for boosting specific perceptual, motor, cognitive, and emotional skills both in healthy population and in neurologic patients. These findings are of great hope for a better treatment of language-based learning disorders or motor impairment in chronic non-communicative diseases. In the first part of this review, we highlight several studies showing that learning to play a musical instrument can induce substantial neuroplastic changes in cortical and subcortical regions of motor, auditory and speech processing networks in healthy population. In a second part, we provide an overview of the evidence showing that musical training can be an alternative, low-cost and effective method for the treatment of language-based learning impaired populations. We then report results of the few studies showing that training with musical instruments can have positive effects on motor, emotional, and cognitive deficits observed in patients with non-communicable diseases such as stroke or Parkinson Disease. Despite inherent differences between musical training in educational and rehabilitation contexts, these results favor the idea that the structural, multimodal, and emotional properties of musical training can play an important role in developing new, creative and cost-effective intervention programs for education and rehabilitation in the next future.

76 FR 15329 - National Institute on Drug Abuse; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-21

.... Place: National Institutes of Health, Neuroscience Center, 6001 Executive Boulevard, Rockville, MD 20852... of Federal Domestic Assistance Program Nos.: 93.279, Drug Abuse and Addiction Research Programs...

Meeting the Challenge of Instructor Shortages: A Blended Teaching and Learning Model for a Neuroscience Course in a Doctor of Physical Therapy Program.

PubMed

Ge, Weiqing

2018-01-01

Physical therapy workforce shortages are expected to increase for all 50 states through 2030. There is a recognized nationwide unprecedented shortage of well-prepared physical therapy instructors. One practical solution can be to share instructors among Doctor of Physical Therapy (DPT) programs using a blended teaching and learning model. The purpose of this project was to evaluate the effectiveness of a blended teaching and learning model for a neuroscience course in a DPT program. Faculty members from two DPT programs collaborated to develop, implement, and evaluate a blended teaching and learning model. The Blackboard Learning Management System (LMS) was available at both institutions and chosen as the learning platform. The design of this research study was retrospective nonexperimental observational. The overall feedback from the students was positive. Most students (91.6%) strongly agreed or agreed that the content of the course was appropriate for learning neuroscience. The students taking this blended course performed slightly better than the students taking the traditional course, though there was no significant difference (p=0.06). The results support the use of a blended teaching and learning model to meet faculty shortage challenges. Future research with a larger sample size is necessary.

Striatal dopamine depletion in rats produces variable effects on contingency detection: task-related influences.

PubMed

Braun, Stephanie; Hauber, Wolfgang

2012-02-01

Dopamine (DA) depletion of the posterior dorsomedial striatum (pDMS) can impair the capability of rats to detect changes in the causal efficacy of actions. Here we sought to characterize in more detail the effects of pDMS DA depletions on contingency detection as a function of different contingency degradation training protocols. In experiment 1, sham controls and rats with pDMS DA depletions received limited contingency degradation training (4 days) that involved an invariable and high degree of degradation to one of two contingencies controlling instrumental choice behaviour. The results demonstrated that lesioned rats were insensitive to contingency manipulations both during contingency degradation training and in the subsequent extinction test. Experiment 2 further indicated that rats with pDMS DA depletion subjected to extended contingency degradation training (12 days) became sensitive to contingency manipulations during the training phase but not in the subsequent extinction test. In experiment 3, an extended but more complex contingency degradation training protocol (12 days) was used that involved a gradual shift from a low to an intermediate and a high degree of contingency degradation rather than a high and invariable degree of contingency degradation as in experiments 1 and 2. Notably, lesioned rats were sensitive to contingency manipulations both during the contingency degradation training phase and in the subsequent extinction test. Thus, pDMS DA depletions can impair the capability to detect changes in the causal efficacy of actions; however, the occurrence and pattern of impairments depend on the contingency degradation training protocol being used. © 2012 The Authors. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

National Institute of Neurological Disorders and Stroke Common Data Element Project - approach and methods.

PubMed

Grinnon, Stacie T; Miller, Kristy; Marler, John R; Lu, Yun; Stout, Alexandra; Odenkirchen, Joanne; Kunitz, Selma

2012-06-01

In neuroscience clinical research studies, much time and effort are devoted to deciding what data to collect and developing data collection forms and data management systems to capture the data. Many investigators receiving funding from National Institute of Neurological Disorders and Stroke (NINDS), the National Institutes of Health (NIH), are required to share their data once their studies are complete, but the multitude of data definitions and formats make it extremely difficult to aggregate data or perform meta-analyses across studies. In an effort to assist investigators and accelerate data sharing in neuroscience clinical research, the NINDS has embarked upon the Common Data Element (CDE) Project. The data standards developed through the NINDS CDE Project enable clinical investigators to systematically collect data and should facilitate study start-up and data aggregation across the research community. The NINDS CDE Team has taken a systematic, iterative approach to develop the critical core and the disease-specific CDEs. The CDE development process provides a mechanism for community involvement and buy-in, offers a structure for decision making, and includes a technical support team. Upon conclusion of the development process, the CDEs and accompanying tools are available on the Project Web site - http://www.commondataelements.ninds.nih.gov/. The Web site currently includes the critical core (aka general) CDEs that are applicable to all clinical research studies regardless of therapeutic area as well as several disease-specific CDEs. Additional disease-specific CDEs will be added to the Web site once they are developed and vetted over the next 12 months. The CDEs will continue to evolve and will improve only if clinical researchers use and offer feedback about their experience with them. Thus, the NINDS program staff strongly encourages its clinical research grantees to use the CDEs and is expanding its efforts to educate the neuroscience research community about the CDEs and to train research teams to incorporate them into their studies. Version 1.0 of a set of CDEs has been published, but publication is not the end of the development process. All CDEs will be evaluated and revised at least annually to ensure that they reflect current clinical research practices in neuroscience.

Do neurosurgeons need Neuroanesthesiologists? Should every neurosurgical case be done by a Neuroanesthesiologist?

PubMed Central

Ghaly, Ramsis F.

2014-01-01

Neuroscience is exponentially growing and accompanied with everyday innovations and intriguing developments. There are new branches of science that are being developed within neuroscience. For instance, the fields of computer interface nanotechnology, molecular biology, ultra cellular, and gene therapy. The neuroscience programs have been established nationwide and worldwide. There is strong belief that better patient care is obtained through high volume and specialty physicians and hospitals. In fact, there are new subspecialties that already developed from within the specialty itself. Neuroanesthesia is one of the specialties that has contributed tremendously over the years to neuroscience yet it remained non-accredited and supported. In fact, there is a discouraging trend to pursue advocating the necessity of neurosurgery cases to be done by neuroanesthesiologists. It is one of the specialties that is lagging behind compared with other specialties and subspecialties in neuroscience. There is an ongoing debate within the neuroanesthesia society about the role of neuroanesthesiologists in neurosurgery. The author, being a neurosurgeon, neuroanesthesiologist, and neurointensivist, is presenting the topic, the views and expressing his opinion. PMID:24949219

Relationships, environment, and the brain: how emerging research is changing what we know about the impact of families on human development.

PubMed

Patterson, Jo Ellen; Vakili, Susanna

2014-03-01

Recent research is providing family therapists with new information about the complex interaction between an individual's biological makeup and his/her social and physical environment. Family and social relationships, particularly during sensitive periods early in life, can affect a child's biological foundation. Additionally, stress during the early years can have a lasting effect on an individual's physical and mental health and contribute to the onset of severe mental illness. Community programs have been developed to intervene early with families who have an at-risk child to prevent or minimize the onset of mental illness including providing partnerships with at-risk mothers of infants to shape attachment relationships. Programs are also developing individual and family interventions to prevent the onset of psychosis. Practicing family therapists can incorporate emerging neuroscience and early intervention research and leverage the growing base of community programs to enhance the effectiveness and sustainability of mental health outcomes for clients. Additionally, family therapy education programs should broaden student training to incorporate the growing body of information about how family relationships affect individual mental health development. © 2013 FPI, Inc.

Annual Historical Report Calendar Year 1992

DTIC Science & Technology

1993-04-01

Environmental Stress, Exercise Physiology, Physical Training, 16. PRICE CODE Military Performance, Military Nutrition , Military Psychology. 17. SECURITY...63 Occupational Health & Performance Directorate . . . 84 Military Nutrition Division ........ ........... 87 Military Performance...Military Nutrition Division, the Military Performance and Neuroscience Division, the Occupational Medicine Division, and the Occupational Physiology

Funding Undergraduate Neuroscience Education: CCLI Yesterday and Today

PubMed Central

Pruitt, Nancy L.; Small, Jeanne R.; Woodin, Terry

2006-01-01

For over 20 years, the Division of Undergraduate Education (DUE) at the National Science Foundation (NSF) has been supporting undergraduate curricula in the sciences, including neuroscience. NSF’s priorities in undergraduate education, however, have evolved during that period, and the competition for grants has increased. This history and overview of the current Course, Curriculum and Laboratory Improvement program (CCLI) illustrates the changing philosophy of DUE with regard to its curricular programs. It is hoped that understanding the current emphasis on assessing the outcomes of curricular changes and disseminating their results will help interested science faculty write better proposals and compete more effectively for funds. PMID:23493497

Neuroscience-informed psychoeducation for addiction medicine: A neurocognitive perspective

PubMed Central

Ekhtiari, Hamed; Rezapour, Tara; Aupperle, Robin L.; Paulus, Martin P.

2018-01-01

Psychoeducation (PE) is defined as an intervention with systematic, structured, and didactic knowledge transfer for an illness and its treatment, integrating emotional and motivational aspects to enable patients to cope with the illness and to improve its treatment adherence and efficacy. PE is considered an important component of treatment in both medical and psychiatric disorders, especially for mental health disorders associated with lack of insight, such as alcohol and substance use disorders (ASUDs). New advancements in neuroscience have shed light on how various aspects of ASUDs may relate to neural processes. However, the actual impact of neuroscience in the real-life clinical practice of addiction medicine is minimal. In this chapter, we provide a perspective on how PE in addiction medicine can be informed by neuroscience in two dimensions: content (knowledge we transfer in PE) and structure (methods we use to deliver PE). The content of conventional PE targets knowledge about etiology of illness, treatment process, adverse effects of prescribed medications, coping strategies, family education, and life skill training. Adding neuroscience evidence to the content of PE could be helpful in communicating not only the impact of drug use but also the beneficial impact of various treatments (i.e., on brain function), thus enhancing motivation for compliance and further destigmatizing their symptoms. PE can also be optimized in its “structure” by implicitly and explicitly engaging different neurocognitive processes, including salience/attention, memory, and self-awareness. There are many interactions between these two dimensions, structure and content, in the delivery of neuroscience-informed psychoeducation (NIPE). We explore these interactions in the development of a cartoon-based NIPE to promote brain recovery during addiction treatment as a part of the brain awareness for addiction recovery initiative. PMID:29054291

Lacking quality in research: Is behavioral neuroscience affected more than other areas of biomedical science?

PubMed

Bespalov, Anton; Steckler, Thomas

2018-04-15

There are many reasons why novel therapeutics fail in clinical trials but these failures are often attributed to lacking quality of preclinical data. These problems are not limited to any specific therapeutic area, academic or industrial research and are due in large part to several generic factors influencing research quality (e.g., related to definition of pre-specified endpoints, principles of study design and analysis, biased reporting, and lack of proper training). Yet, neuroscience drug discovery is often said to be affected more than the other fields. Within neuroscience, behavioral studies are the most blamed for being poorly designed, underpowered and mis-reported and there are indeed several factors that may be rather unique for behavioral research, such as a multitude of environmental conditions that are difficult to control and that are often not reported, ethical concerns about in vivo research and the pressure to reduce animal numbers, contributing to under-powered studies, and the complexity of study design and analysis, creating too much room for post hoc data massaging and selective reporting. Also, the blood-brain barrier as a frequently neglected complicating factor has to be considered in CNS research. The importance of these factors is increasingly recognized and urgent efforts are needed to demonstrate that behavioral methods of preclinical neuroscience research deliver results that can be as robust as with the non-behavioral methods Until this goal is achieved, behavioral neuroscience and neuroscience in general may be losing young talent, CNS drug discovery may lack the needed investment and this field may indeed be amongst the most affected by the current preclinical data quality crisis. Copyright © 2017 Elsevier B.V. All rights reserved.

Neuroscience-informed psychoeducation for addiction medicine: A neurocognitive perspective.

PubMed

Ekhtiari, Hamed; Rezapour, Tara; Aupperle, Robin L; Paulus, Martin P

2017-01-01

Psychoeducation (PE) is defined as an intervention with systematic, structured, and didactic knowledge transfer for an illness and its treatment, integrating emotional and motivational aspects to enable patients to cope with the illness and to improve its treatment adherence and efficacy. PE is considered an important component of treatment in both medical and psychiatric disorders, especially for mental health disorders associated with lack of insight, such as alcohol and substance use disorders (ASUDs). New advancements in neuroscience have shed light on how various aspects of ASUDs may relate to neural processes. However, the actual impact of neuroscience in the real-life clinical practice of addiction medicine is minimal. In this chapter, we provide a perspective on how PE in addiction medicine can be informed by neuroscience in two dimensions: content (knowledge we transfer in PE) and structure (methods we use to deliver PE). The content of conventional PE targets knowledge about etiology of illness, treatment process, adverse effects of prescribed medications, coping strategies, family education, and life skill training. Adding neuroscience evidence to the content of PE could be helpful in communicating not only the impact of drug use but also the beneficial impact of various treatments (i.e., on brain function), thus enhancing motivation for compliance and further destigmatizing their symptoms. PE can also be optimized in its "structure" by implicitly and explicitly engaging different neurocognitive processes, including salience/attention, memory, and self-awareness. There are many interactions between these two dimensions, structure and content, in the delivery of neuroscience-informed psychoeducation (NIPE). We explore these interactions in the development of a cartoon-based NIPE to promote brain recovery during addiction treatment as a part of the brain awareness for addiction recovery initiative. © 2017 Elsevier B.V. All rights reserved.

Teaching Evidence-Based Approaches to Suicide Risk Assessment and Prevention that Enhance Psychiatric Training

PubMed Central

Zisook, Sidney; Anzia, Joan; Atri, Ashutosh; Baroni, Argelinda; Clayton, Paula; Haller, Ellen; Lomax, Jim; Mann, J. John; Oquendo, Maria A.; Pato, Michele; Perez-Rodriguez, M. Mercedes; Prabhakar, Deepak; Sen, Srijan; Thrall, Grace; Yaseen, Zimri S.

2012-01-01

This report describes one in a series of National Institute of Health (NIH) supported conferences aimed at enhancing the ability of leaders of psychiatry residency training to teach research literacy and produce both clinician-scholars and physician-scientists in their home programs. Most psychiatry training directors would not consider themselves research scholars or even well-schooled in evidence based practice. Yet they are the front line educators to prepare tomorrow’s psychiatrists to keep up with, critically evaluate, and in some cases actually participate in the discovery of new and emerging psychiatric knowledge. This annual conference is meant to help psychiatry training directors become more enthusiastic, knowledgeable and pedagogically prepared to create research-friendly environments at their home institutions, so that more trainees will, in turn, become research literate, practice evidence-based psychiatry, and enter research fellowships and careers. The overall design of each year’s meeting is a series of plenary sessions introducing participants to new information pertaining to the core theme of that year’s meeting, integrated with highly interactive small group teaching sessions designed to consolidate knowledge and provide pragmatic teaching tools appropriate for residents at various levels of training. The theme of each meeting, selected to be a compelling and contemporary clinical problem, serves as a vehicle to capture training directors’ attention while teaching relevant brain science, research literacy and effective pedagogy. This report describes the content and assessment of the 2011 annual pre-meeting, “Evidence-based Approaches to Suicide Risk Assessment and Prevention: Insights from the Neurosciences and Behavioral Sciences for use in Psychiatry Residency Training.” PMID:22995449

PySpike-A Python library for analyzing spike train synchrony

NASA Astrophysics Data System (ADS)

Mulansky, Mario; Kreuz, Thomas

Understanding how the brain functions is one of the biggest challenges of our time. The analysis of experimentally recorded neural firing patterns (spike trains) plays a crucial role in addressing this problem. Here, the PySpike library is introduced, a Python package for spike train analysis providing parameter-free and time-scale independent measures of spike train synchrony. It allows to compute similarity and dissimilarity profiles, averaged values and distance matrices. Although mainly focusing on neuroscience, PySpike can also be applied in other contexts like climate research or social sciences. The package is available as Open Source on Github and PyPI.

Consumers Favor "Right Brain" Training: The Dangerous Lure of Neuromarketing

ERIC Educational Resources Information Center

Lindell, Annukka K.; Kidd, Evan

2013-01-01

Over the past decade the "neuro"marketing of educational products has become increasingly common. Researchers have however expressed concern about the misapplication of neuroscience to education marketing, fearing that consumers may be deceived into investing in apparently "brain-based" products under the misapprehension that…

75 FR 26261 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-11

... Committee: Emerging Technologies and Training Neurosciences Integrated Review Group; Molecular Neurogenetics...; Biobehavioral Regulation, Learning and Ethology. Date: June 4, 2010. Time: 9 a.m. to 10 a.m. Agenda: To review... Panel; ARRA: Biobehavioral Regulation, Learning and Ethology Competitive Revisions. Date: June 4, 2010...

Introductory Life Science Mathematics and Quantitative Neuroscience Courses

ERIC Educational Resources Information Center

Duffus, Dwight; Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an…

Age-Matched Comparison of Elite and Non-elite Military Performers during Free Living and Intense Operational Stress

DTIC Science & Technology

2009-04-08

military domain, Morgan et al. (2007) examined heart rate variability ( HRV ) as a predictor of performance during extreme military training. These scientists...the HRV analyses were performed during classroom phases of training, just prior to the stressful field exercises. These observations, then, may not...defense: fear/ anxiety and defensive distance. Neurosci Biobehav Rev, 28(3), 285-305. 21. Taylor MK, Sausen KP, Mujica-Parodi LR, et al: Neurophysiologic

From Cognitive Science to School Practice: Building the Bridge

ERIC Educational Resources Information Center

Singer, Mihaela

2003-01-01

The paper is focused on recent researches in neuroscience and developmental psychology regarding mathematical abilities of infants. A model that tries to explain these findings is developed. The model underlies the mental operations that could be systematically trained to generate efficient school learning. The model is built from a cognitive…

78 FR 31954 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-28

....gov . Name of Committee: Genes, Genomes, and Genetics Integrated Review Group; Molecular Genetics A..., Molecular and Integrative Reproduction Study Section. Date: June 20, 2013. Time: 8:00 a.m. to 6:00 p.m...: Emerging Technologies and Training Neurosciences Integrated Review Group; Molecular Neurogenetics Study...

Neuroscientists’ Classroom Visits Positively Impact Student Attitudes

PubMed Central

Fitzakerley, Janet L.; Michlin, Michael L.; Paton, John; Dubinsky, Janet M.

2013-01-01

The primary recommendation of the 2010 President’s Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists’ visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners’ perceptions of their own potential to learn. Teacher and student surveys were administered in 4th-6th grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students’ interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to primary school students’ attitudes toward science and learning. PMID:24358325

Neuroscientists' classroom visits positively impact student attitudes.

PubMed

Fitzakerley, Janet L; Michlin, Michael L; Paton, John; Dubinsky, Janet M

2013-01-01

The primary recommendation of the 2010 President's Council of Advisors on Science and Technology report on K-12 education was to inspire more students so that they are motivated to study science. Scientists' visits to classrooms are intended to inspire learners and increase their interest in science, but verifications of this impact are largely qualitative. Our primary goal was to evaluate the impact of a longstanding Brain Awareness classroom visit program focused on increasing learners understanding of their own brains. Educational psychologists have established that neuroscience training sessions can improve academic performance and shift attitudes of students from a fixed mindset to a growth mindset. Our secondary goal was to determine whether short interactive Brain Awareness scientist-in-the-classroom sessions could similarly alter learners' perceptions of their own potential to learn. Teacher and student surveys were administered in 4(th)-6(th) grade classrooms throughout Minnesota either before or after one-hour Brain Awareness sessions that engaged students in activities related to brain function. Teachers rated the Brain Awareness program as very valuable and said that the visits stimulated students' interest in the brain and in science. Student surveys probed general attitudes towards science and their knowledge of neuroscience concepts (particularly the ability of the brain to change). Significant favorable improvements were found on 10 of 18 survey statements. Factor analyses of 4805 responses demonstrated that Brain Awareness presentations increased positive attitudes toward science and improved agreement with statements related to growth mindset. Overall effect sizes were small, consistent with the short length of the presentations. Thus, the impact of Brain Awareness presentations was positive and proportional to the efforts expended, demonstrating that short, scientist-in-the-classroom visits can make a positive contribution to primary school students' attitudes toward science and learning.

Python for large-scale electrophysiology.

PubMed

Spacek, Martin; Blanche, Tim; Swindale, Nicholas

2008-01-01

Electrophysiology is increasingly moving towards highly parallel recording techniques which generate large data sets. We record extracellularly in vivo in cat and rat visual cortex with 54-channel silicon polytrodes, under time-locked visual stimulation, from localized neuronal populations within a cortical column. To help deal with the complexity of generating and analysing these data, we used the Python programming language to develop three software projects: one for temporally precise visual stimulus generation ("dimstim"); one for electrophysiological waveform visualization and spike sorting ("spyke"); and one for spike train and stimulus analysis ("neuropy"). All three are open source and available for download (http://swindale.ecc.ubc.ca/code). The requirements and solutions for these projects differed greatly, yet we found Python to be well suited for all three. Here we present our software as a showcase of the extensive capabilities of Python in neuroscience.

A Laboratory Exercise for a College-Level, Introductory Neuroscience Course Demonstrating Effects of Housing Environment on Anxiety and Psychostimulant Sensitivity

PubMed Central

Pritchard, Laurel M.; Van Kempen, Tracey A.; Williams, Heather; Zimmerberg, Betty

2008-01-01

In this paper we describe a lab exercise developed for the Introduction to Neuroscience course at Williams College. One of a series of five labs, this exercise demonstrated several key principles of behavioral neuroscience. In this lab, students explored the effects of post-weaning housing environment on anxiety-like behavior and psychostimulant sensitivity in rodents. The exercise was intended to emphasize the importance and utility of animal models in neuroscience research and to give students hands-on experience with behavioral neuroscience research techniques. Students tested rats reared in social isolation or environmental enrichment for anxiety-like behaviors on the elevated plus maze, and for spontaneous and amphetamine-induced locomotor activity in the open field. They were then asked to analyze pooled class data and prepare a short lab report. Overall, student performance was excellent. This exercise emerged as a class favorite on course evaluations. Interestingly, the first time this exercise was conducted, the effects of environmental enrichment on anxiety-like behaviors and psychostimulant sensitivity were not consistent with those published in previous studies. Key methodological issues that may account for this discrepancy and contribute to successful implementation by other programs are discussed. PMID:23493884

76 FR 30178 - Submission for OMB review; Comment Request; Process Evaluation of the NIH Roadmap Epigenomics...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-24

... identify areas for program improvement and lessons learned that might be useful to other research programs..., NSC--Neuroscience Center, 5229, 6001 Executive Blvd., Rockville, MD, 20852, or call non-toll-free...

Brain awareness week and beyond: encouraging the next generation.

PubMed

McNerney, Colleen D; Chang, Eun-Joo; Spitzer, Nicholas C

2009-01-01

The field of neuroscience is generating increased public appetite for information about exciting brain research and discoveries. As stewards of the discipline, together with FUN and others, the Society for Neuroscience (SfN) embraces public outreach and education as essential to its mission of promoting understanding of the brain and nervous system. The Society looks to its members, particularly the younger generation of neuroscientists, to inspire, inform and engage citizens of all ages, and most importantly our youth, in this important endeavor. Here we review SfN programs and resources that support public outreach efforts to inform, educate and tell the story of neuroscience. We describe the important role the Brain Awareness campaign has played in achieving this goal and highlight opportunities for FUN members and students to contribute to this growing effort. We discuss specific programs that provide additional opportunities for neuroscientists to get involved with K-12 teachers and students in ways that inspire youth to pursue further studies and possible careers in science. We draw attention to SfN resources that support outreach to broader audiences. Through ongoing partnerships such as that between SfN and FUN, the neuroscience community is well positioned to pursue novel approaches and resources, including harnessing the power of the Internet. These efforts will increase science literacy among our citizens and garner more robust support for scientific research.

Improved functional status by comprehensive physical and psychosocial approach through right insula activation in poststroke vascular dementia.

PubMed

Tanaka, Naofumi; Meguro, Kenichi; Ishikawa, Hiroyasu; Yamaguchi, Satoshi

2013-10-01

The aim is to investigate the effect of a comprehensive physical and psychosocial approach on functional outcome and cerebral glucose metabolism in poststroke vascular dementia (PSVaD). Ten PSVaD patients participated in the study. They were diagnosed according to the National Institute of Neurological Disorders and Stroke and Association Internationale pour la Recherché et l'Enseignement en Neurosciences (NINDS-AIREN) criteria and needed physical assistance in sit-to-stand transfer activities. Six were enrolled in a comprehensive program consisted of an individualized task-specific exercise regimen of transfer training and a psychosocial intervention program. The other 4 patients participated in the control group. The programs were undertaken over a period of 2 months. Outcomes were the scores on the Mini-Mental State Examination and the Functional Independence Measure (FIM), and on cerebral glucose metabolism determined by (18)F-fluorodeoxyglucose positron emission tomography performed before and at the end of the program. The score on the transfer mobility subscale of the FIM increased at the end of the program in all patients who received the comprehensive program. Regional glucose metabolism was increased in the right insular cortex at the end of the combined program. Control patients showed no change in FIM score or regional cerebral metabolism. A combined approach may be associated with an increase in glucose metabolism of the right insula cortex in PSVaD patients.

A program for undergraduate research into the mechanisms of sensory coding and memory decay

DOE Office of Scientific and Technical Information (OSTI.GOV)

Calin-Jageman, R J

This is the final technical report for this DOE project, entitltled "A program for undergraduate research into the mechanisms of sensory coding and memory decay". The report summarizes progress on the three research aims: 1) to identify phyisological and genetic correlates of long-term habituation, 2) to understand mechanisms of olfactory coding, and 3) to foster a world-class undergraduate neuroscience program. Progress on the first aim has enabled comparison of learning-regulated transcripts across closely related learning paradigms and species, and results suggest that only a small core of transcripts serve truly general roles in long-term memory. Progress on the second aimmore » has enabled testing of several mutant phenotypes for olfactory behaviors, and results show that responses are not fully consistent with the combinitoral coding hypothesis. Finally, 14 undergraduate students participated in this research, the neuroscience program attracted extramural funding, and we completed a successful summer program to enhance transitions for community-college students into 4-year colleges to persue STEM fields.« less

A proposal for undergraduate students' inclusion in brain awareness week: promoting interest in curricular neuroscience components.

PubMed

Martins, Alexandre; Mello-Carpes, Pâmela Billig

2014-01-01

Brain Awareness Week (BAW) is a global campaign aimed at raising awareness of neuroscience and the progress and benefits of brain research. Our proposal was to include undergraduate physiology students in the organization and presentation of BAW activities. In this sense, we proposed the BAW as a neurophysiology teaching strategy. BAW 2013 occurred between March 11-17, and physiology students in the Nursing, Pharmacy and Physiotherapy programs of our university were involved in the organization of and participation in the activities. To evaluate student perceptions of their participation, a questionnaire was used to establish whether their involvement increased their interest in physiology/neuroscience. Our results indicated that this strategy was successful and increased the students' interest in neuroscience and physiology. In addition a survey of undergraduate and graduate students participating in BAW established their interest in the various activities available. The attention and reaction time workshop and the neuroanatomy workshop were the most popular of the eight activities available.

A train of electrical pulses applied to the primary auditory cortex evokes a conditioned response in guinea pigs.

PubMed

Okuda, Yuji; Shikata, Hiroshi; Song, Wen-Jie

2011-09-01

As a step to develop auditory prosthesis by cortical stimulation, we tested whether a single train of pulses applied to the primary auditory cortex could elicit classically conditioned behavior in guinea pigs. Animals were trained using a tone as the conditioned stimulus and an electrical shock to the right eyelid as the unconditioned stimulus. After conditioning, a train of 11 pulses applied to the left AI induced the conditioned eye-blink response. Cortical stimulation induced no response after extinction. Our results support the feasibility of auditory prosthesis by electrical stimulation of the cortex. Copyright © 2011 Elsevier Ireland Ltd and the Japan Neuroscience Society. All rights reserved.

Developing Tests of Visual Dependency

NASA Technical Reports Server (NTRS)

Kindrat, Alexandra N.

2011-01-01

Astronauts develop neural adaptive responses to microgravity during space flight. Consequently these adaptive responses cause maladaptive disturbances in balance and gait function when astronauts return to Earth and are re-exposed to gravity. Current research in the Neuroscience Laboratories at NASA-JSC is focused on understanding how exposure to space flight produces post-flight disturbances in balance and gait control and developing training programs designed to facilitate the rapid recovery of functional mobility after space flight. In concert with these disturbances, astronauts also often report an increase in their visual dependency during space flight. To better understand this phenomenon, studies were conducted with specially designed training programs focusing on visual dependency with the aim to understand and enhance subjects ability to rapidly adapt to novel sensory situations. The Rod and Frame test (RFT) was used first to assess an individual s visual dependency, using a variety of testing techniques. Once assessed, subjects were asked to perform two novel tasks under transformation (both the Pegboard and Cube Construction tasks). Results indicate that head position cues and initial visual test conditions had no effect on an individual s visual dependency scores. Subjects were also able to adapt to the manual tasks after several trials. Individual visual dependency correlated with ability to adapt manual to a novel visual distortion only for the cube task. Subjects with higher visual dependency showed decreased ability to adapt to this task. Ultimately, it was revealed that the RFT may serve as an effective prediction tool to produce individualized adaptability training prescriptions that target the specific sensory profile of each crewmember.

Cortical oscillatory activity and the induction of plasticity in the human motor cortex.

PubMed

McAllister, Suzanne M; Rothwell, John C; Ridding, Michael C

2011-05-01

Repetitive transcranial magnetic stimulation paradigms such as continuous theta burst stimulation (cTBS) induce long-term potentiation- and long-term depression-like plasticity in the human motor cortex. However, responses to cTBS are highly variable and may depend on the activity of the cortex at the time of stimulation. We investigated whether power in different electroencephalogram (EEG) frequency bands predicted the response to subsequent cTBS, and conversely whether cTBS had after-effects on the EEG. cTBS may utilize similar mechanisms of plasticity to motor learning; thus, we conducted a parallel set of experiments to test whether ongoing electroencephalography could predict performance of a visuomotor training task, and whether training itself had effects on the EEG. Motor evoked potentials (MEPs) provided an index of cortical excitability pre- and post-intervention. The EEG was recorded over the motor cortex pre- and post-intervention, and power spectra were computed. cTBS reduced MEP amplitudes; however, baseline power in the delta, theta, alpha or beta frequencies did not predict responses to cTBS or learning of the visuomotor training task. cTBS had no effect on delta, theta, alpha or beta power. In contrast, there was an increase in alpha power following visuomotor training that was positively correlated with changes in MEP amplitude post-training. The results suggest that the EEG is not a useful state-marker for predicting responses to plasticity-inducing paradigms. The correlation between alpha power and changes in corticospinal excitability following visuomotor training requires further investigation, but may be related to disengagement of the somatosensory system important for motor memory consolidation. © 2011 The Authors. European Journal of Neuroscience © 2011 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

New Theory and Algorithms for Scalable Data Fusion

DTIC Science & Technology

2013-07-14

neural spike train data analysis: state-of-the-art and future challenges. Nature Neuroscience , 7(5), May 2004. [11] T. Cai, W. Liu, and X. Luo. A...in which the goal is to predict users’ preferences for items (such as movies or music ) based on their and other users’ ratings of related items. The

This Is Your Brain on Psychology: Wireless Electroencephalography Technology in a University Classroom

ERIC Educational Resources Information Center

Stewart, Peter C.

2015-01-01

With the burgeoning influence of cognitive neuroscience in the field of psychology, it is important to train, or at least expose, undergraduate psychology students to the discipline's methods. Unfortunately, many instructors are limited in their ability to provide such tangible experiences due to resource limitations. However, recent advances in…

Mindfulness and Compassion in Human Development: Introduction to the Special Section

ERIC Educational Resources Information Center

Roeser, Robert W.; Eccles, Jacquelynne S.

2015-01-01

Research on contemplative practices (e.g., mindfulness or compassion training) is growing rapidly in the clinical, health and neuro-sciences, but almost none of this research takes an explicitly developmental life span perspective. At present, we know rather little about the naturalistic development of mindfulness or compassion in children and…

Development of a Neuroscience-Oriented "Methods" Course for Graduate Students of Pharmacology and Toxicology

ERIC Educational Resources Information Center

Surratt, Christopher K.; Witt-Enderby, Paula A.; Johnson, David A.; Anderson, Carl A.; Bricker, J. Douglas; Davis, Vicki L.; Firestine, Steven M.; Meng, Wilson S.

2006-01-01

To provide graduate students in pharmacology/toxicology exposure to, and cross-training in, a variety of relevant laboratory skills, the Duquesne University School of Pharmacy developed a "methods" course as part of the core curriculum. Because some of the participating departmental faculty are neuroscientists, this course often applied…

Signal or noise: brain network interactions underlying the experience and training of mindfulness.

PubMed

Mooneyham, Benjamin W; Mrazek, Michael D; Mrazek, Alissa J; Schooler, Jonathan W

2016-04-01

A broad set of brain regions has been associated with the experience and training of mindfulness. Many of these regions lie within key intrinsic brain networks, including the executive control, salience, and default networks. In this paper, we review the existing literature on the cognitive neuroscience of mindfulness through the lens of network science. We describe the characteristics of the intrinsic brain networks implicated in mindfulness and summarize the relevant findings pertaining to changes in functional connectivity (FC) within and between these networks. Convergence across these findings suggests that mindfulness may be associated with increased FC between two regions within the default network: the posterior cingulate cortex and the ventromedial prefrontal cortex. Additionally, extensive meditation experience may be associated with increased FC between the insula and the dorsolateral prefrontal cortex. However, little consensus has emerged within the existing literature owing to the diversity of operational definitions of mindfulness, neuroimaging methods, and network characterizations. We describe several challenges to develop a coherent cognitive neuroscience of mindfulness and to provide detailed recommendations for future research. © 2016 New York Academy of Sciences.

A four-part working bibliography of neuroethics: part 1: overview and reviews--defining and describing the field and its practices.

PubMed

Buniak, Liana; Darragh, Martina; Giordano, James

2014-05-16

Neuroethics entails investigations of neurocognitive mechanisms of morality and ethics; and studies and address of the ethical issues spawned by the use of neuroscience and its technologies to investigate cognition, emotion and actions. These two principal emphases, or what have been called "traditions" of neuroethics both mirror traditional bioethical discussions (such as debates about the safety of technological and pharmaceutical advances and ethical implications of new scientific and technological discoveries), and engage discourse about neuroscientific investigations of (proto-moral and moral) cognition, emotions and behaviors, and what such findings may mean for human beliefs and conduct - from the individual to the political levels.Given the growth, range, and rapid maturation of the field of neuroethics we provide an iterative, four-part document that affords a repository of international papers, books, and chapters that address the field in overview, and present discussion(s) of more particular aspects and topics of neuroethics. This first installment lists reviews and overviews of the discipline, and broad summaries of basic developments and issues of the field. To systematically survey the neuroethics literature, searches were performed by accessing 11 databases, 8 additional literature depositories, and 4 individual journal searches using indexing language for National Library of Medicine (NLM) Medical Subject Heading databases. Searches and assurance against overlapping coverage were conducted using the RefWorks citation management program. Overview, review and reflections upon the history and multicultural perspectives of neuroethics were obtained and relevant listings from international journals, books, and book chapters are provided. Part I will be followed by three installments that will address a): the neuroscience of morality and ethics, including discussions of free will, and personal autonomy; b) "second tradition neuroethics", to include specific ethical issues in neuroscience; clinical neuroethics; and c) neuroethics education/training; neuroethics and society; neuroethics and law; neuroethics and policy; and international neuroethics.

A four-part working bibliography of neuroethics: part 1: overview and reviews – defining and describing the field and its practices

PubMed Central

2014-01-01

Background Neuroethics entails investigations of neurocognitive mechanisms of morality and ethics; and studies and address of the ethical issues spawned by the use of neuroscience and its technologies to investigate cognition, emotion and actions. These two principal emphases, or what have been called “traditions” of neuroethics both mirror traditional bioethical discussions (such as debates about the safety of technological and pharmaceutical advances and ethical implications of new scientific and technological discoveries), and engage discourse about neuroscientific investigations of (proto-moral and moral) cognition, emotions and behaviors, and what such findings may mean for human beliefs and conduct - from the individual to the political levels. Given the growth, range, and rapid maturation of the field of neuroethics we provide an iterative, four-part document that affords a repository of international papers, books, and chapters that address the field in overview, and present discussion(s) of more particular aspects and topics of neuroethics. This first installment lists reviews and overviews of the discipline, and broad summaries of basic developments and issues of the field. Methods To systematically survey the neuroethics literature, searches were performed by accessing 11 databases, 8 additional literature depositories, and 4 individual journal searches using indexing language for National Library of Medicine (NLM) Medical Subject Heading databases. Searches and assurance against overlapping coverage were conducted using the RefWorks citation management program. Results Overview, review and reflections upon the history and multicultural perspectives of neuroethics were obtained and relevant listings from international journals, books, and book chapters are provided. Part I will be followed by three installments that will address a): the neuroscience of morality and ethics, including discussions of free will, and personal autonomy; b) “second tradition neuroethics”, to include specific ethical issues in neuroscience; clinical neuroethics; and c) neuroethics education/training; neuroethics and society; neuroethics and law; neuroethics and policy; and international neuroethics. PMID:24885037

Brain-Compatible Learning: Principles and Applications in Athletic Training

PubMed Central

2003-01-01

Objective: To discuss the principles of brain-compatible learning research and provide insights into how this research may be applied in athletic training education to benefit the profession. Background: In the past decade, new brain-imaging techniques have allowed us to observe the brain while it is learning. The field of neuroscience has produced a body of empirical data that provides a new understanding of how we learn. This body of data has implications in education, although the direct study of these implications is in its infancy. Description: An overview of how the brain learns at a cellular level is provided, followed by a discussion of the principles of brain-compatible learning. Applications of these principles and implications for the field of athletic training education are also offered. Application: Many educational-reform fads have garnered attention in the past. Brain-compatible learning will not likely be one of those, as its origin is in neuroscience, not education. Brain-compatible learning is not an educational-reform movement. It does not prescribe how to run your classroom or offer specific techniques to use. Rather, it provides empirical data about how the brain learns and suggests guidelines to be considered while preparing lessons for your students. These guidelines may be incorporated into every educational setting, with every type of curriculum and every age group. The field of athletic training lends itself well to many of the basic principles of brain-compatible learning. PMID:16558681

Learning to Thrive: Building Diverse Scientists' Access to Community and Resources through the BRAINS Program.

PubMed

Margherio, Cara; Horner-Devine, M Claire; Mizumori, Sheri J Y; Yen, Joyce W

2016-01-01

Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health-funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants' career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences. © 2016 C. Margherio et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

LSVT LOUD and LSVT BIG: Behavioral Treatment Programs for Speech and Body Movement in Parkinson Disease

PubMed Central

Fox, Cynthia; Ebersbach, Georg; Ramig, Lorraine; Sapir, Shimon

2012-01-01

Recent advances in neuroscience have suggested that exercise-based behavioral treatments may improve function and possibly slow progression of motor symptoms in individuals with Parkinson disease (PD). The LSVT (Lee Silverman Voice Treatment) Programs for individuals with PD have been developed and researched over the past 20 years beginning with a focus on the speech motor system (LSVT LOUD) and more recently have been extended to address limb motor systems (LSVT BIG). The unique aspects of the LSVT Programs include the combination of (a) an exclusive target on increasing amplitude (loudness in the speech motor system; bigger movements in the limb motor system), (b) a focus on sensory recalibration to help patients recognize that movements with increased amplitude are within normal limits, even if they feel “too loud” or “too big,” and (c) training self-cueing and attention to action to facilitate long-term maintenance of treatment outcomes. In addition, the intensive mode of delivery is consistent with principles that drive activity-dependent neuroplasticity and motor learning. The purpose of this paper is to provide an integrative discussion of the LSVT Programs including the rationale for their fundamentals, a summary of efficacy data, and a discussion of limitations and future directions for research. PMID:22530161

Incorporating modern neuroscience findings to improve brain-computer interfaces: tracking auditory attention.

PubMed

Wronkiewicz, Mark; Larson, Eric; Lee, Adrian Kc

2016-10-01

Brain-computer interface (BCI) technology allows users to generate actions based solely on their brain signals. However, current non-invasive BCIs generally classify brain activity recorded from surface electroencephalography (EEG) electrodes, which can hinder the application of findings from modern neuroscience research. In this study, we use source imaging-a neuroimaging technique that projects EEG signals onto the surface of the brain-in a BCI classification framework. This allowed us to incorporate prior research from functional neuroimaging to target activity from a cortical region involved in auditory attention. Classifiers trained to detect attention switches performed better with source imaging projections than with EEG sensor signals. Within source imaging, including subject-specific anatomical MRI information (instead of using a generic head model) further improved classification performance. This source-based strategy also reduced accuracy variability across three dimensionality reduction techniques-a major design choice in most BCIs. Our work shows that source imaging provides clear quantitative and qualitative advantages to BCIs and highlights the value of incorporating modern neuroscience knowledge and methods into BCI systems.

Can the use of humor in psychotherapy be taught?

PubMed

Valentine, Lisa; Gabbard, Glen O

2014-02-01

Despite an abundance of literature detailing the potential benefits of the use of humor in therapy, humor is rarely taught to psychiatric residents as a method of therapeutic intervention. This communication attempts to explain how current understanding of attachment theory and neuroscience may assist psychiatric faculty and supervisors in their teaching of humorous therapeutic interventions. This article reviews and synthesizes the extant literature on the use of humor, as well as recent work in neuroscience, attachment theory, and mentalization. Humor can be conceptualized as an instance of implicit relational knowing and may thus contribute significantly to the therapeutic action of psychotherapy as a subcategory of "moments of meeting" between therapist and patient. However, training residents to use humor in psychotherapy requires more individualized attention in supervision and classroom seminars. Factors such as individual proclivities for humorous repartee, mentalizing capacity, and an authentic interest in adding humor to the session may be necessary to incorporate spontaneous humor into one's technique. New findings from the areas of attachment theory, neuroscience, and right-hemisphere learning are providing potential opportunities for sophisticated teaching of the use of humor in psychotherapy.

International telemedicine consultations for neurodevelopmental disabilities.

PubMed

Pearl, Phillip L; Sable, Craig; Evans, Sarah; Knight, Joseph; Cunningham, Parker; Lotrecchiano, Gaetano R; Gropman, Andrea; Stuart, Sheela; Glass, Penny; Conway, Anne; Ramadan, Issam; Paiva, Tania; Batshaw, Mark L; Packer, Roger J

2014-06-01

A telemedicine program was developed between the Children's National Medical Center (CNMC) in Washington, DC, and the Sheikh Khalifa Bin Zayed Foundation in the United Arab Emirates (UAE). A needs assessment and a curriculum of on-site training conferences were devised preparatory to an ongoing telemedicine consultation program for children with neurodevelopmental disabilities in the underserved eastern region of the UAE. Weekly telemedicine consultations are provided by a multidisciplinary faculty. Patients are presented in the UAE with their therapists and families. Real-time (video over Internet protocol; average connection, 768 kilobits/s) telemedicine conferences are held weekly following previews of medical records. A full consultation report follows each telemedicine session. Between February 29, 2012 and June 26, 2013, 48 weekly 1-h live interactive telemedicine consultations were conducted on 48 patients (28 males, 20 females; age range, 8 months-22 years; median age, 5.4 years). The primary diagnoses were cerebral palsy, neurogenetic disorders, autism, neuromuscular disorders, congenital anomalies, global developmental delay, systemic disease, and epilepsy. Common comorbidities were cognitive impairment, communication disorders, and behavioral disorders. Specific recommendations included imaging and DNA studies, antiseizure management, spasticity management including botulinum toxin protocols, and specific therapy modalities including taping techniques, customized body vests, and speech/language and behavioral therapy. Improved outcomes reported were in clinician satisfaction, achievement of therapy goals for patients, and requests for ongoing sessions. Weekly telemedicine sessions coupled with triannual training conferences were successfully implemented in a clinical program dedicated to patients with neurodevelopmental disabilities by the Center for Neuroscience at CNMC and the UAE government. International consultations in neurodevelopmental disabilities utilizing telemedicine services offer a reliable and productive method for joint clinical programs.

Ephus: Multipurpose Data Acquisition Software for Neuroscience Experiments

PubMed Central

Suter, Benjamin A.; O'Connor, Timothy; Iyer, Vijay; Petreanu, Leopoldo T.; Hooks, Bryan M.; Kiritani, Taro; Svoboda, Karel; Shepherd, Gordon M. G.

2010-01-01

Physiological measurements in neuroscience experiments often involve complex stimulus paradigms and multiple data channels. Ephus (http://www.ephus.org) is an open-source software package designed for general-purpose data acquisition and instrument control. Ephus operates as a collection of modular programs, including an ephys program for standard whole-cell recording with single or multiple electrodes in typical electrophysiological experiments, and a mapper program for synaptic circuit mapping experiments involving laser scanning photostimulation based on glutamate uncaging or channelrhodopsin-2 excitation. Custom user functions allow user-extensibility at multiple levels, including on-line analysis and closed-loop experiments, where experimental parameters can be changed based on recently acquired data, such as during in vivo behavioral experiments. Ephus is compatible with a variety of data acquisition and imaging hardware. This paper describes the main features and modules of Ephus and their use in representative experimental applications. PMID:21960959

Effect of Pain Neuroscience Education Combined With Cognition-Targeted Motor Control Training on Chronic Spinal Pain: A Randomized Clinical Trial.

PubMed

Malfliet, Anneleen; Kregel, Jeroen; Coppieters, Iris; De Pauw, Robby; Meeus, Mira; Roussel, Nathalie; Cagnie, Barbara; Danneels, Lieven; Nijs, Jo

2018-04-16

Effective treatments for chronic spinal pain are essential to reduce the related high personal and socioeconomic costs. To compare pain neuroscience education combined with cognition-targeted motor control training with current best-evidence physiotherapy for reducing pain and improving functionality, gray matter morphologic features, and pain cognitions in individuals with chronic spinal pain. Multicenter randomized clinical trial conducted from January 1, 2014, to January 30, 2017, among 120 patients with chronic nonspecific spinal pain in 2 outpatient hospitals with follow-up at 3, 6, and 12 months. Participants were randomized into an experimental group (combined pain neuroscience education and cognition-targeted motor control training) and a control group (combining education on back and neck pain and general exercise therapy). Primary outcomes were pain (pressure pain thresholds, numeric rating scale, and central sensitization inventory) and function (pain disability index and mental health and physical health). There were 22 men and 38 women in the experimental group (mean [SD] age, 39.9 [12.0] years) and 25 men and 35 women in the control group (mean [SD] age, 40.5 [12.9] years). Participants in the experimental group experienced reduced pain (small to medium effect sizes): higher pressure pain thresholds at primary test site at 3 months (estimated marginal [EM] mean, 0.971; 95% CI, -0.028 to 1.970) and reduced central sensitization inventory scores at 6 months (EM mean, -5.684; 95% CI, -10.589 to -0.780) and 12 months (EM mean, -6.053; 95% CI, -10.781 to -1.324). They also experienced improved function (small to medium effect sizes): significant and clinically relevant reduction of disability at 3 months (EM mean, -5.113; 95% CI, -9.994 to -0.232), 6 months (EM mean, -6.351; 95% CI, -11.153 to -1.550), and 12 months (EM mean, -5.779; 95% CI, -10.340 to -1.217); better mental health at 6 months (EM mean, 36.496; 95% CI, 7.998-64.995); and better physical health at 3 months (EM mean, 39.263; 95% CI, 9.644-66.882), 6 months (EM mean, 53.007; 95% CI, 23.805-82.209), and 12 months (EM mean, 32.208; 95% CI, 2.402-62.014). Pain neuroscience education combined with cognition-targeted motor control training appears to be more effective than current best-evidence physiotherapy for improving pain, symptoms of central sensitization, disability, mental and physical functioning, and pain cognitions in individuals with chronic spinal pain. Significant clinical improvements without detectable changes in brain gray matter morphologic features calls into question the relevance of brain gray matter alterations in this population. clinicaltrials.gov Identifier: NCT02098005.

Python for Large-Scale Electrophysiology

PubMed Central

Spacek, Martin; Blanche, Tim; Swindale, Nicholas

2008-01-01

Electrophysiology is increasingly moving towards highly parallel recording techniques which generate large data sets. We record extracellularly in vivo in cat and rat visual cortex with 54-channel silicon polytrodes, under time-locked visual stimulation, from localized neuronal populations within a cortical column. To help deal with the complexity of generating and analysing these data, we used the Python programming language to develop three software projects: one for temporally precise visual stimulus generation (“dimstim”); one for electrophysiological waveform visualization and spike sorting (“spyke”); and one for spike train and stimulus analysis (“neuropy”). All three are open source and available for download (http://swindale.ecc.ubc.ca/code). The requirements and solutions for these projects differed greatly, yet we found Python to be well suited for all three. Here we present our software as a showcase of the extensive capabilities of Python in neuroscience. PMID:19198646

Evaluation and treatment of sex addiction.

PubMed

Rosenberg, Kenneth Paul; Carnes, Patrick; O'Connor, Suzanne

2014-01-01

There have been several diagnostic labels for persistent, excessive sexual behaviors, often referred in the popular media as sex addiction. Two related diagnoses, Internet addictive disorder and hypersexual disorder, were considered for, but not included in the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders. However, most clinicians, even those trained in sexual disorders or addiction medicine, have little to no training in treating sexual compulsivity and cybersex addiction. The authors present the historical context, proposed diagnostic criteria, evaluation protocols, comorbid disorders, speculations about the neuroscience, and treatment recommendations.

Long coats, short coats and no coats: chaplaincy presents to psychiatry at the University of Texas MD Anderson Cancer Center, a report.

PubMed

Stouter, David K; Wallace, AnneMarie; Duffy, James; Rashid, Anis; Valentine, Alan

2012-03-01

When Chaplaincy and Psychiatry examine their own methodologies, do they work to reduce age-old barriers, thereby involving each other to promote holistic patient care? Chaplaincy trains in self-awareness and pastoral care specializing in religion, spirituality, grief and loss; while Psychiatry trains in medicine, neurology, and the behavioral neurosciences. Relationships across disciplines with common interests are vital. Ongoing dialogue between these professions will enhance the shared goals of coping and healing in the communities they serve.

Factors that impact medical student and house-staff career interest in brain related specialties.

PubMed

Kamour, Abdulbaset H; Han, Dong Y; Mannino, David M; Hessler, Amy B; Kedar, Sachin

2016-10-15

There is a national shortage of physicians in brain related specialties (neurology, neurosurgery and psychiatry), with fewer students training in these specialties. This study explored socio-economic and experiential factors that determined medical trainees' interest in brain related specialties. Medical students and house-staff at a state university medical school completed a 46-item questionnaire sent as an anonymous email survey. Survey response rate was 22% (n=258). Eighty-eight (34.1%) trainees were interested in brain related specialties. Prior neuroscience experience (29.6%) and effective medical school neuroscience courses (23.9%) were identified as important by those interested in brain related specialties, while "neurophobia" was reported by 30% of those not interested. Multivariate regression model showed that effective college neuroscience course increased the likelihood for interest in brain related specialties (OR=2.28, 95% CI 1.22, 4.28). Factors which decreased the likelihood included parent's possessing professional degree (OR=0.37, 95% CI 0.17, 0.80), personal annual income>$50,000 (OR=0.40, 0.18, 0.87) and current debt level≥$100,000 (OR=0.33, 0.17, 0.64). The proportion of trainees interested in brain related specialties decreased from 51.7% (1st year medical students) to 27% (4th year students) and 25.3% among house-staff (χ(2) test of trend p=0.001). Socioeconomic (current personal debt and annual income) and experiential factors (college neuroscience course) influence a medical trainee's interest in brain related specialties. Career guidance and improved, better and early exposure to neurosciences may help mitigate trend for decreased interest in brain related specialties. Copyright © 2016 Elsevier B.V. All rights reserved.

Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities in Children Grades 2-4

ERIC Educational Resources Information Center

Avtzon, Sarah Abitbol

2012-01-01

Working memory, executive functions, and cognitive processes associated with specific academic areas, are empirically identified as being the core underlying cognitive deficits in students with specific learning disabilities. Using Hebb's theory of neuroplasticity and the principle of automaticity as theoretical bases, this experimental study…

Neuroscience, Music Education and the Pre-Service Primary (Elementary) Generalist Teacher

ERIC Educational Resources Information Center

Collins, Anita

2014-01-01

For three decades, research on training in music education for pre-service primary (elementary) generalist teachers has consistently highlighted four main issues that limit its effectiveness: 1) the influence of past experiences; 2) a lack of confidence 3) a lack of musical competence and 4) limited time to address these issues in teacher…

Neuroanatomy Education: The Impact on Perceptions, Attitudes, and Knowledge of an Intensive Course on General Practice Residents

ERIC Educational Resources Information Center

Arantes, Mavilde; Barbosa, Joselina Maria; Ferreira, Maria Amélia

2017-01-01

General practitioners are responsible for the management of an increasing number of patients with neurological illness, and thus a solid education in neurosciences is a necessary component of their training. This study examines the effects of an intensive clinical neuroanatomy course on twenty general practice residents' perceptions, attitudes,…

Dance and the brain: a review.

PubMed

Karpati, Falisha J; Giacosa, Chiara; Foster, Nicholas E V; Penhune, Virginia B; Hyde, Krista L

2015-03-01

Dance is a universal form of human expression that offers a rich source for scientific study. Dance provides a unique opportunity to investigate brain plasticity and its interaction with behavior. Several studies have investigated the behavioral correlates of dance, but less is known about the brain basis of dance. Studies on dance observation suggest that long- and short-term dance training affect brain activity in the action observation and simulation networks. Despite methodological challenges, the feasibility of conducting neuroimaging while dancing has been demonstrated, and several brain regions have been implicated in dance execution. Preliminary work from our laboratory suggests that long-term dance training changes both gray and white matter structure. This article provides a critical summary of work investigating the neural correlates of dance. It covers functional neuroimaging studies of dance observation and performance as well as structural neuroimaging studies of expert dancers. To stimulate ongoing dialogue between dance and science, future directions in dance and brain research as well as implications are discussed. Research on the neuroscience of dance will lead to a better understanding of brain-behavior relationships and brain plasticity in experts and nonexperts and can be applied to the development of dance-based therapy programs. © 2014 New York Academy of Sciences.

Fear Extinction as a Model for Translational Neuroscience: Ten Years of Progress

PubMed Central

Milad, Mohammed R.; Quirk, Gregory J.

2016-01-01

The psychology of extinction has been studied for decades. Approximately 10 years ago, however, there began a concerted effort to understand the neural circuits of extinction of fear conditioning, in both animals and humans. Progress during this period has been facilitated by an unusual degree of coordination between rodent and human researchers examining fear extinction. This successful research program could serve as a model for translational research in other areas of behavioral neuroscience. Here we review the major advances and highlight new approaches to understanding and exploiting fear extinction. PMID:22129456

Brain donation for schizophrenia research: gift, consent, and meaning

PubMed Central

Boyes, M; Ward, P

2003-01-01

The Neuroscience Institute of Schizophrenia and Allied Disorders's (NISAD) "Gift of Hope" Tissue Donor Program is a volunteer programme for people who wish to donate their brain when they die for neuroscience research into schizophrenia. Organ donation for purposes of research differs from transplant donation in a number of ways, most notably the absence of a single recipient. Within a particular community, however, (people with schizophrenia and their carers) the single recipient is replaced by a sense of shared experience and preventing suffering in others. Donors have an investment in the research. PMID:12796437

Importance of the left auditory areas in chord discrimination in music experts as demonstrated by MEG.

PubMed

Tervaniemi, Mari; Sannemann, Christian; Noyranen, Maiju; Salonen, Johanna; Pihko, Elina

2011-08-01

The brain basis behind musical competence in its various forms is not yet known. To determine the pattern of hemispheric lateralization during sound-change discrimination, we recorded the magnetic counterpart of the electrical mismatch negativity (MMNm) responses in professional musicians, musical participants (with high scores in the musicality tests but without professional training in music) and non-musicians. While watching a silenced video, they were presented with short sounds with frequency and duration deviants and C major chords with C minor chords as deviants. MMNm to chord deviants was stronger in both musicians and musical participants than in non-musicians, particularly in their left hemisphere. No group differences were obtained in the MMNm strength in the right hemisphere in any of the conditions or in the left hemisphere in the case of frequency or duration deviants. Thus, in addition to professional training in music, musical aptitude (combined with lower-level musical training) is also reflected in brain functioning related to sound discrimination. The present magnetoencephalographic evidence therefore indicates that the sound discrimination abilities may be differentially distributed in the brain in musically competent and naïve participants, especially in a musical context established by chord stimuli: the higher forms of musical competence engage both auditory cortices in an integrative manner. © 2011 The Authors. European Journal of Neuroscience © 2011 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Neuropsychology in India.

PubMed

Kumar, J Keshav; Sadasivan, Akila

2016-11-01

This is an invited paper for a special issue with the objective to provide information on neuropsychology in India. Information was gathered from a literature search and personal communication with professionals working in the field of neuropsychology. Neuropsychology as a specialization started in India approximately 40 years ago. The early years witnessed the use of Western tools for assessing patients with organic brain damage. Subsequent years saw the development of indigenous tools for use with the vast majority of the Indian population and also a few Western tests adapted to suit the needs of the unique Indian clientele. The starting of the Neuropsychology unit at the National Institute of Mental Health and Neurosciences (NIMHANS) in Bangalore in 1975 resulted in changing of the course of training and practice of Neuropsychology. The field of assessments has witnessed indigenous tests being developed, while rehabilitation programs have brought about a decline in cognitive deficits in several clinical conditions. Currently, work within the field of neuropsychology has focused on child, geriatric, acquired brain injury, and forensic populations with a development of unique rehabilitations to suit needs of several clinical conditions. However, there are very few neuropsychologists in the country, and only one nodal training center, which limits the availability of training to the large population of the country. Despite the shortcomings, the field of neuropsychology has received much attention in the recent years with the number of referrals and professionals increasing.

Cognitive neuroscience. Unlearning implicit social biases during sleep.

PubMed

Hu, Xiaoqing; Antony, James W; Creery, Jessica D; Vargas, Iliana M; Bodenhausen, Galen V; Paller, Ken A

2015-05-29

Although people may endorse egalitarianism and tolerance, social biases can remain operative and drive harmful actions in an unconscious manner. Here, we investigated training to reduce implicit racial and gender bias. Forty participants processed counterstereotype information paired with one sound for each type of bias. Biases were reduced immediately after training. During subsequent slow-wave sleep, one sound was unobtrusively presented to each participant, repeatedly, to reactivate one type of training. Corresponding bias reductions were fortified in comparison with the social bias not externally reactivated during sleep. This advantage remained 1 week later, the magnitude of which was associated with time in slow-wave and rapid-eye-movement sleep after training. We conclude that memory reactivation during sleep enhances counterstereotype training and that maintaining a bias reduction is sleep-dependent. Copyright © 2015, American Association for the Advancement of Science.

Rehabilitation of arm function after stroke. Literature review.

PubMed

Oujamaa, L; Relave, I; Froger, J; Mottet, D; Pelissier, J-Y

2009-04-01

In the recent literature we can find many articles dealing with upper extremity rehabilitation in stroke patients. New techniques, still under evaluation, are becoming the practical applications for the concept of post-stroke brain plasticity. This literature review focuses on controlled randomized studies, reviews and meta-analyses published in the English language from 2004 to 2008. The research was conducted in MEDLINE with the following keywords: "upper limb", "stroke", "rehabilitation". We reviewed 66 studies. The main therapeutic strategies are: activation of the ipsilesional motor cortex, inhibition of the contralesional motor cortex and modulation of the sensory afferents. Keeping a cortical representation of the upper limb distal extremity could prevent the learned non-use phenomenon. The modulation of sensory afferents is then proposed: distal cutaneous electrostimulation, anesthesia of the healthy limb, mirror therapy, virtual reality. Intensifying the rehabilitation care means increasing the total hours of rehabilitation dedicated to the paretic limb (proprioceptive stimulation and repetitive movements). This specific rehabilitation is facilitated by robot-aided therapy in the active-assisted mode, neuromuscular electrostimulation and bilateral task training. Intensifying the rehabilitation training program significantly improves the arm function outcome when performed during subacute stroke rehabilitation (< six months). Ipsilesional neurostimulation as well as mental practice optimize the effect of repetitive gestures for slight motor impairments. Contralesional neurostimulation or anesthesia of the healthy hand both improve the paretic hand's dexterity via a decrease of the transcallosal inhibition. This pathophysiological mechanism could also explain the positive impact of constraint-induced movement therapy (CI therapy) in an environmental setting for chronic stroke patients. To ensure a positive functional outcome, stroke rehabilitation programs are based on task-oriented repetitive training. This literature review shows that exercising the hemiparetic hand and wrist is essential in all stages of a stroke rehabilitation program. New data stemming from neurosciences suggest that ipsilesional corticospinal excitability should be a priority.

77 FR 73666 - Center for Scientific Review; Notice of Closed Meetings

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2012-12-11

... Emphasis Panel; Integrative, Functional, and Cognitive Neuroscience Member Conflicts: Hearing and [email protected] . (Catalogue of Federal Domestic Assistance Program Nos. 93.306, Comparative Medicine; 93...

76 FR 56771 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-14

... Committee: Center for Scientific Review Special Emphasis Panel, Molecular Neuroscience. Date: October 6....gov . (Catalogue of Federal Domestic Assistance Program Nos. 93.306, Comparative Medicine; 93.333...

Encoding, training and retrieval in ferroelectric tunnel junctions

NASA Astrophysics Data System (ADS)

Xu, Hanni; Xia, Yidong; Xu, Bo; Yin, Jiang; Yuan, Guoliang; Liu, Zhiguo

2016-05-01

Ferroelectric tunnel junctions (FTJs) are quantum nanostructures that have great potential in the hardware basis for future neuromorphic applications. Among recently proposed possibilities, the artificial cognition has high hopes, where encoding, training, memory solidification and retrieval constitute a whole chain that is inseparable. However, it is yet envisioned but experimentally unconfirmed. The poor retention or short-term store of tunneling electroresistance, in particular the intermediate states, is still a key challenge in FTJs. Here we report the encoding, training and retrieval in BaTiO3 FTJs, emulating the key features of information processing in terms of cognitive neuroscience. This is implemented and exemplified through processing characters. Using training inputs that are validated by the evolution of both barrier profile and domain configuration, accurate recalling of encoded characters in the retrieval stage is demonstrated.

The future of psychiatry as clinical neuroscience.

PubMed

Reynolds, Charles F; Lewis, David A; Detre, Thomas; Schatzberg, Alan F; Kupfer, David J

2009-04-01

Psychiatry includes the assessment, treatment, and prevention of complex brain disorders, such as depression, bipolar disorder, anxiety disorders, schizophrenia, developmental disorders (e.g., autism), and neurodegenerative disorders (e.g., Alzheimer dementia). Its core mission is to prevent and alleviate the distress and impairment caused by these disorders, which account for a substantial part of the global burden of illness-related disability. Psychiatry is grounded in clinical neuroscience. Its core mission, now and in the future, is best served within this context because advances in assessment, treatment, and prevention of brain disorders are likely to originate from studies of etiology and pathophysiology based in clinical and translational neuroscience. To ensure its broad public health relevance in the future, psychiatry must also bridge science and service, ensuring that those who need the benefits of its science are also its beneficiaries. To do so effectively, psychiatry as clinical neuroscience must strengthen its partnerships with the disciplines of public health (including epidemiology), community and behavioral health science, and health economics.The authors present a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis of psychiatry and identify strategies for strengthening its future and increasing its relevance to public health and the rest of medicine. These strategies encompass new approaches to strengthening the relationship between psychiatry and neurology, financing psychiatry's mission, emphasizing early and sustained multidisciplinary training (research and clinical), bolstering the academic infrastructure, and reorganizing and refinancing mental health services both for preventive intervention and cost-effective chronic disease management.

The need for calcium imaging in nonhuman primates: New motor neuroscience and brain-machine interfaces.

PubMed

O'Shea, Daniel J; Trautmann, Eric; Chandrasekaran, Chandramouli; Stavisky, Sergey; Kao, Jonathan C; Sahani, Maneesh; Ryu, Stephen; Deisseroth, Karl; Shenoy, Krishna V

2017-01-01

A central goal of neuroscience is to understand how populations of neurons coordinate and cooperate in order to give rise to perception, cognition, and action. Nonhuman primates (NHPs) are an attractive model with which to understand these mechanisms in humans, primarily due to the strong homology of their brains and the cognitively sophisticated behaviors they can be trained to perform. Using electrode recordings, the activity of one to a few hundred individual neurons may be measured electrically, which has enabled many scientific findings and the development of brain-machine interfaces. Despite these successes, electrophysiology samples sparsely from neural populations and provides little information about the genetic identity and spatial micro-organization of recorded neurons. These limitations have spurred the development of all-optical methods for neural circuit interrogation. Fluorescent calcium signals serve as a reporter of neuronal responses, and when combined with post-mortem optical clearing techniques such as CLARITY, provide dense recordings of neuronal populations, spatially organized and annotated with genetic and anatomical information. Here, we advocate that this methodology, which has been of tremendous utility in smaller animal models, can and should be developed for use with NHPs. We review here several of the key opportunities and challenges for calcium-based optical imaging in NHPs. We focus on motor neuroscience and brain-machine interface design as representative domains of opportunity within the larger field of NHP neuroscience. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

The Future of Psychiatry as Clinical Neuroscience

PubMed Central

Reynolds, Charles F.; Lewis, David A.; Detre, Thomas; Schatzberg, Alan F.; Kupfer, David J.

2009-01-01

Psychiatry includes the assessment, treatment, and prevention of complex brain disorders, such as depression, bipolar disorder, anxiety disorders, schizophrenia, developmental disorders (e.g., autism), and neurodegenerative disorders (e.g., Alzheimer dementia). Its core mission is to prevent and alleviate the distress and impairment caused by these disorders, which account for a substantial part of the global burden of illness-related disability. Psychiatry is grounded in clinical neuroscience. Its core mission, now and in the future, is best served within this context because advances in assessment, treatment, and prevention of brain disorders are likely to originate from studies of etiology and pathophysiology based in clinical and translational neuroscience. To ensure its broad public health relevance in the future, psychiatry must also bridge science and service, ensuring that those who need the benefits of its science are also its beneficiaries. To do so effectively, psychiatry as clinical neuroscience must strengthen its partnerships with the disciplines of public health (including epidemiology), community and behavioral health science, and health economics. The authors present a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis of psychiatry and identify strategies for strengthening its future and increasing its relevance to public health and the rest of medicine. These strategies encompass new approaches to strengthening the relationship between psychiatry and neurology, financing psychiatry’s mission, emphasizing early and sustained multidisciplinary training (research and clinical), bolstering the academic infrastructure, and reorganizing and refinancing mental health services both for preventive intervention and cost-effective chronic disease management. PMID:19318776

Promoting Healthy Child Development via a Two-Generation Translational Neuroscience Framework: The Filming Interactions to Nurture Development Video Coaching Program.

PubMed

Fisher, Philip A; Frenkel, Tahl I; Noll, Laura K; Berry, Melanie; Yockelson, Melissa

2016-12-01

In this article, we focus on applying methods of translational neuroscience to two-generation, family-based interventions. In recent years, a small but growing body of evidence has documented the reversibility of some of the neurobiological effects of early adversity in the context of environmental early interventions. Some of these interventions are now being implemented at scale, which may help reduce disparities in the face of early life stress. Further progress may occur by extending these efforts to two-generation models that target caregivers' capabilities to improve children's outcomes. In this article, we describe the content and processes of the Filming Interactions to Nurture Development (FIND) video coaching intervention. We also discuss the two-generation, translational neuroscience framework on which FIND is based, and how similar approaches can be developed and scaled to mitigate the effects of adversity.

Promoting Healthy Child Development via a Two-Generation Translational Neuroscience Framework: The Filming Interactions to Nurture Development Video Coaching Program

PubMed Central

Fisher, Philip A.; Frenkel, Tahl I.; Noll, Laura K.; Berry, Melanie; Yockelson, Melissa

2017-01-01

In this article, we focus on applying methods of translational neuroscience to two-generation, family-based interventions. In recent years, a small but growing body of evidence has documented the reversibility of some of the neurobiological effects of early adversity in the context of environmental early interventions. Some of these interventions are now being implemented at scale, which may help reduce disparities in the face of early life stress. Further progress may occur by extending these efforts to two-generation models that target caregivers’ capabilities to improve children’s outcomes. In this article, we describe the content and processes of the Filming Interactions to Nurture Development (FIND) video coaching intervention. We also discuss the two-generation, translational neuroscience framework on which FIND is based, and how similar approaches can be developed and scaled to mitigate the effects of adversity. PMID:28936231

Online Teaching Tool Simplifies Faculty Use of Multimedia and Improves Student Interest and Knowledge in Science

PubMed Central

Walsh, John P.; Chih-Yuan Sun, Jerry; Riconscente, Michelle

2011-01-01

Digital technologies can improve student interest and knowledge in science. However, researching the vast number of websites devoted to science education and integrating them into undergraduate curricula is time-consuming. We developed an Adobe ColdFusion– and Adobe Flash–based system for simplifying the construction, use, and delivery of electronic educational materials in science. The Online Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based online interface, which reduced the need for programming skills and the time for curriculum development. The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. Students had unlimited online access to encourage user-centered exploration. We found the OMTT was rapidly adapted by multiple professors, and its use by undergraduate students was consistent with the interpretation that the OMTT improved performance on exams and increased interest in the field of neuroscience. PMID:21885826

Online teaching tool simplifies faculty use of multimedia and improves student interest and knowledge in science.

PubMed

Walsh, John P; Chih-Yuan Sun, Jerry; Riconscente, Michelle

2011-01-01

Digital technologies can improve student interest and knowledge in science. However, researching the vast number of websites devoted to science education and integrating them into undergraduate curricula is time-consuming. We developed an Adobe ColdFusion- and Adobe Flash-based system for simplifying the construction, use, and delivery of electronic educational materials in science. The Online Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based online interface, which reduced the need for programming skills and the time for curriculum development. The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. Students had unlimited online access to encourage user-centered exploration. We found the OMTT was rapidly adapted by multiple professors, and its use by undergraduate students was consistent with the interpretation that the OMTT improved performance on exams and increased interest in the field of neuroscience.

Superior Long-Term Synaptic Memory Induced by Combining Dual Pharmacological Activation of PKA and ERK with an Enhanced Training Protocol

ERIC Educational Resources Information Center

Liu, Rong-Yu; Neveu, Curtis; Smolen, Paul; Cleary, Leonard J.; Byrne, John H.

2017-01-01

Developing treatment strategies to enhance memory is an important goal of neuroscience research. Activation of multiple biochemical signaling cascades, such as the protein kinase A (PKA) and extracellular signal-regulated kinase (ERK) pathways, is necessary to induce long-term synaptic facilitation (LTF), a correlate of long-term memory (LTM).…

Characterizing Mystery Cell Lines: Student-driven Research Projects in an Undergraduate Neuroscience Laboratory Course.

PubMed

Lemons, Michele L

2012-01-01

Inquiry-based projects promote discovery and retention of key concepts, increase student engagement, and stimulate interest in research. Described here are a series of lab exercises within an undergraduate upper level neuroscience course that train students to design, execute and analyze their own hypothesis-driven research project. Prior to developing their own projects, students learn several research techniques including aseptic cell culture, cell line maintenance, immunocytochemistry and fluorescent microscopy. Working in groups, students choose how to use these techniques to characterize and identify a "mystery" cell line. Each lab group is given a unique cell line with either a neural, astrocyte, or Schwann cell origin. Working together, students plan and execute experiments to determine the cellular origin and other unique characteristics of their mystery cell line. Students generate testable hypotheses, design interpretable experiments, generate and analyze data, and report their findings in both oral and written formats. Students receive instructor and peer feedback throughout the entire project. In summary, these labs train students the process of scientific research. This series of lab exercises received very strong positive feedback from the students. Reflections on student feedback and plans for future improvements are discussed.

Characterizing Mystery Cell Lines: Student-driven Research Projects in an Undergraduate Neuroscience Laboratory Course

PubMed Central

Lemons, Michele L.

2012-01-01

Inquiry-based projects promote discovery and retention of key concepts, increase student engagement, and stimulate interest in research. Described here are a series of lab exercises within an undergraduate upper level neuroscience course that train students to design, execute and analyze their own hypothesis-driven research project. Prior to developing their own projects, students learn several research techniques including aseptic cell culture, cell line maintenance, immunocytochemistry and fluorescent microscopy. Working in groups, students choose how to use these techniques to characterize and identify a “mystery” cell line. Each lab group is given a unique cell line with either a neural, astrocyte, or Schwann cell origin. Working together, students plan and execute experiments to determine the cellular origin and other unique characteristics of their mystery cell line. Students generate testable hypotheses, design interpretable experiments, generate and analyze data, and report their findings in both oral and written formats. Students receive instructor and peer feedback throughout the entire project. In summary, these labs train students the process of scientific research. This series of lab exercises received very strong positive feedback from the students. Reflections on student feedback and plans for future improvements are discussed. PMID:23504583

76 FR 78672 - National Institute on Drug Abuse; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-19

..., Neuroscience Center, 6001 Executive Boulevard, Rockville, MD 20852 (Telephone Conference Call). Contact Person... Addiction Research Programs, National Institutes of Health, HHS) Dated: December 13, 2011. Jennifer S...

76 FR 7571 - National Institute on Drug Abuse; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-10

..., Neuroscience Center, 6001 Executive Boulevard, Rockville, MD 20852, (Telephone Conference Call). Contact Person....: 93.279, Drug Abuse and Addiction Research Programs, National Institutes of Health, HHS) Dated...

[From brain imaging to good teaching? implicating from neuroscience for research on learning and instruction].

PubMed

Stubenrauch, Christa; Krinzinger, Helga; Konrad, Kerstin

2014-07-01

Psychiatric disorders in childhood and adolescence, in particular attention deficit disorder or specific learning disorders like developmental dyslexia and developmental dyscalculia, affect academic performance and learning at school. Recent advances in neuroscientific research have incited an intensive debate both in the general public and in the field of educational and instructional science as well as to whether and to what extent these new findings in the field of neuroscience might be of importance for school-related learning and instruction. In this review, we first summarize neuroscientific findings related to the development of attention, working memory and executive functions in typically developing children and then evaluate their relevance for school-related learning. We present an overview of neuroimaging studies of specific learning disabilities such as developmental dyslexia and developmental dyscalculia, and critically discuss their practical implications for educational and teaching practice, teacher training, early diagnosis as well as prevention and disorder-specific therapy. We conclude that the new interdisciplinary field of neuroeducation cannot be expected to provide direct innovative educational applications (e.g., teaching methods). Rather, the future potential of neuroscience lies in creating a deeper understanding of the underlying cognitive mechanisms and pathomechanisms of learning processes and learning disorders.

Study protocol: Münster tinnitus randomized controlled clinical trial-2013 based on tailor-made notched music training (TMNMT).

PubMed

Pantev, Christo; Rudack, Claudia; Stein, Alwina; Wunderlich, Robert; Engell, Alva; Lau, Pia; Wollbrink, Andreas; Shaykevich, Alex

2014-03-02

Tinnitus is a result of hyper-activity/hyper-synchrony of auditory neurons coding the tinnitus frequency, which has developed to synchronous mass activity owing the lack of inhibition. We assume that removal of exactly these frequency components from an auditory stimulus will cause the brain to reorganize around tonotopic regions coding the tinnitus frequency. Based on this assumption a novel treatment for tonal tinnitus - tailor-made notched music training (TMNMT) (Proc Natl Acad Sci USA 107:1207-1210, 2010; Ann N Y Acad Sci 1252:253-258, 2012; Frontiers Syst Neurosci 6:50, 2012) has been introduced and will be tested in this clinical trial on a large number of tinnitus patients. A randomized controlled trial (RCT) in parallel group design will be performed in a double-blinded manner. The choice of the intervention we are going to apply is based on two "proof of concept" studies in humans (Proc Natl Acad Sci USA 107:1207-1210, 2010; Ann N Y Acad Sci 1252:253-258, 2012; Frontiers Syst Neurosci 6:50, 2012; PloS One 6(9):e24685, 2011) and on a recent animal study (Front Syst Neurosci 7:21, 2013).The RCT includes 100 participants with chronic, tonal tinnitus who listened to tailor-made notched music (TMNM) for two hours a day for three months. The effect of TMNMT is assessed by the tinnitus handicap questionnaire and visual analogue scales (VAS) measuring perceived tinnitus loudness, distress and handicap. This is the first randomized controlled trial applying TMNMT on a larger number of patients with tonal tinnitus. Our data will verify more securely and reliably the effectiveness of this kind of completely non-invasive and low-cost treatment approach on tonal tinnitus. Current Controlled Trials ISRCTN04840953.

Bad Questions: An Essay Involving Item Response Theory

ERIC Educational Resources Information Center

Thissen, David

2016-01-01

David Thissen, a professor in the Department of Psychology and Neuroscience, Quantitative Program at the University of North Carolina, has consulted and served on technical advisory committees for assessment programs that use item response theory (IRT) over the past couple decades. He has come to the conclusion that there are usually two purposes…

Can We Learn to Treat One Another Better? A Test of a Social Intelligence Curriculum

PubMed Central

Gallardo, Carmen Ecija; Velasco, Lilian

2015-01-01

This paper reports on the first test of the value of an online curriculum in social intelligence (SI). Built from current social and cognitive neuroscience research findings, the 50 session SI program was administered, with facilitation in Spanish by classroom instructors, to 207 students from Universidad Rey Juan Carlos in Madrid as part of their undergraduate classes. All materials were translated into Castilian Spanish, including outcome measures of SI that have been used in prior studies to provide valid estimates of two key components of social intelligence: 1) Sensitivity to others and 2) confidence in one’s capacity to manage social situations. Pre- and Posttest were administered to participants in the SI training, and also to 87 students in similar classes who did not receive the program who served as the control group. Gender and emotional intelligence levels at pretest also were examined as potential individual differences that might affect the impact of the program on study outcomes. Repeated measures ANOVAs on study outcomes revealed significant increases, from pre to post, in most measures of social intelligence for program participants in comparison to controls, with no effects of gender or age on program effectiveness. Prior scores on emotional intelligence were not a prerequisite for learning from the program. Some findings suggest ways the program may be improved to have stronger effects. Nonetheless, the findings indicate that the SI program tested here shows considerable promise as a means to increase the willingness of young adults to take the perspective of others and enhance their efficacy for initiating and sustaining positive social connections. PMID:26076133

Computer Science Research Funding: How Much Is Too Little?

DTIC Science & Technology

2009-06-01

Bioinformatics Parallel computing Computational biology Principles of programming Computational neuroscience Real-time and embedded systems Scientific...National Security Agency ( NSA ) • Missile Defense Agency (MDA) and others The various research programs have been coordinated through the DDR&E...DOD funding included only DARPA and OSD programs. FY07 and FY08 PBR funding included DARPA, NSA , some of the Services’ basic and applied research

National strategy for suicide prevention in Japan: impact of a national fund on progress of developing systems for suicide prevention and implementing initiatives among local authorities.

PubMed

Nakanishi, Miharu; Yamauchi, Takashi; Takeshima, Tadashi

2015-01-01

In Japan, the Cabinet Office released the 'General Principles of Suicide Prevention Policy' in 2007 and suggested nine initiatives. In 2009, a national fund was launched to help prefectures (the administrative divisions of Japan) and local authorities implement five categories of suicide-prevention programs. This paper examines the impact of the national fund on the establishment of the systems for suicide prevention and the implementation of these initiatives among local authorities. The present study included 1385 local authorities (79.5%) from all 47 prefectures that responded to the cross-sectional questionnaire survey. Improved suicide-prevention systems and the implementation of nine initiatives in April 2013 were observed among 265 local authorities (19.1%) that implemented 'Training of community service providers' and 'Public awareness campaigns'; 178 local authorities (12.9%) that implemented 'Face-to-face counseling', 'Training of community service providers' and 'Public awareness campaigns'; and 324 local authorities (23.4%) that implemented 'Trauma-informed policies and practices'. There was no significant difference in suicide-prevention systems and the implementation of nine initiatives between 203 local authorities (14.7%) that implemented only 'Public awareness campaigns' and 231 local authorities (16.7%) that did not implement any suicide-prevention programs. The results of our study suggest that the national fund promoted the establishment of community systems for suicide prevention and helped implement initiatives among local authorities. The national suicide-prevention strategy in Japan should explore a standard package of programs to guide community suicide-prevention efforts with a sustained workforce among local authorities. © 2014 The Authors. Psychiatry and Clinical Neurosciences © 2014 Japanese Society of Psychiatry and Neurology.

75 FR 57971 - National Institute of Neurological Disorders and Stroke; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-23

..., MD 20892-9529, 301-496-9223. (Catalogue of Federal Domestic Assistance Program Nos. 93.853, Clinical Research Related to Neurological Disorders; 93.854, Biological Basis Research in the Neurosciences...

A scalable neuroinformatics data flow for electrophysiological signals using MapReduce.

PubMed

Jayapandian, Catherine; Wei, Annan; Ramesh, Priya; Zonjy, Bilal; Lhatoo, Samden D; Loparo, Kenneth; Zhang, Guo-Qiang; Sahoo, Satya S

2015-01-01

Data-driven neuroscience research is providing new insights in progression of neurological disorders and supporting the development of improved treatment approaches. However, the volume, velocity, and variety of neuroscience data generated from sophisticated recording instruments and acquisition methods have exacerbated the limited scalability of existing neuroinformatics tools. This makes it difficult for neuroscience researchers to effectively leverage the growing multi-modal neuroscience data to advance research in serious neurological disorders, such as epilepsy. We describe the development of the Cloudwave data flow that uses new data partitioning techniques to store and analyze electrophysiological signal in distributed computing infrastructure. The Cloudwave data flow uses MapReduce parallel programming algorithm to implement an integrated signal data processing pipeline that scales with large volume of data generated at high velocity. Using an epilepsy domain ontology together with an epilepsy focused extensible data representation format called Cloudwave Signal Format (CSF), the data flow addresses the challenge of data heterogeneity and is interoperable with existing neuroinformatics data representation formats, such as HDF5. The scalability of the Cloudwave data flow is evaluated using a 30-node cluster installed with the open source Hadoop software stack. The results demonstrate that the Cloudwave data flow can process increasing volume of signal data by leveraging Hadoop Data Nodes to reduce the total data processing time. The Cloudwave data flow is a template for developing highly scalable neuroscience data processing pipelines using MapReduce algorithms to support a variety of user applications.

A scalable neuroinformatics data flow for electrophysiological signals using MapReduce

PubMed Central

Jayapandian, Catherine; Wei, Annan; Ramesh, Priya; Zonjy, Bilal; Lhatoo, Samden D.; Loparo, Kenneth; Zhang, Guo-Qiang; Sahoo, Satya S.

2015-01-01

Data-driven neuroscience research is providing new insights in progression of neurological disorders and supporting the development of improved treatment approaches. However, the volume, velocity, and variety of neuroscience data generated from sophisticated recording instruments and acquisition methods have exacerbated the limited scalability of existing neuroinformatics tools. This makes it difficult for neuroscience researchers to effectively leverage the growing multi-modal neuroscience data to advance research in serious neurological disorders, such as epilepsy. We describe the development of the Cloudwave data flow that uses new data partitioning techniques to store and analyze electrophysiological signal in distributed computing infrastructure. The Cloudwave data flow uses MapReduce parallel programming algorithm to implement an integrated signal data processing pipeline that scales with large volume of data generated at high velocity. Using an epilepsy domain ontology together with an epilepsy focused extensible data representation format called Cloudwave Signal Format (CSF), the data flow addresses the challenge of data heterogeneity and is interoperable with existing neuroinformatics data representation formats, such as HDF5. The scalability of the Cloudwave data flow is evaluated using a 30-node cluster installed with the open source Hadoop software stack. The results demonstrate that the Cloudwave data flow can process increasing volume of signal data by leveraging Hadoop Data Nodes to reduce the total data processing time. The Cloudwave data flow is a template for developing highly scalable neuroscience data processing pipelines using MapReduce algorithms to support a variety of user applications. PMID:25852536

Training in Methods in Computational Neuroscience

DTIC Science & Technology

1992-08-29

in Tritonia. Roger Traub Models with realistic neurons , with an emphasis on large-scale modeling of epileptic phenomena in hippocampus. Rodolpho...Cell Model Plan: 1) Convert some of my simulations from NEURON to GENESIS (and thus learn GENESIS). 2) Develop a realistic inhibtory model . 3) Further...General Hospital, MA Course Project: Membrane Properties of a Neostriatal Neuron and Dopamine Modulation The purpose of my project was to model the

Training in Methods in Computational Neuroscience

DTIC Science & Technology

1989-11-14

inferior colliculus served as inputs to a sheet of 100 cells within the medial geniculate body where combination sensitivity is first observed. Inputs from...course is for advanced graduate students and postdoctoral fellows in neurobiology , physics, electrical engineering, computer science and psychology...Research Code 1142BI 800 N. Quincy St Arlington, VA 22217-5000 Paul Adams Department of Neurobiology SUNY, Stony Brook Graduate Biology Building 576

Adaptive optimal training of animal behavior

NASA Astrophysics Data System (ADS)

Bak, Ji Hyun; Choi, Jung Yoon; Akrami, Athena; Witten, Ilana; Pillow, Jonathan

Neuroscience experiments often require training animals to perform tasks designed to elicit various sensory, cognitive, and motor behaviors. Training typically involves a series of gradual adjustments of stimulus conditions and rewards in order to bring about learning. However, training protocols are usually hand-designed, and often require weeks or months to achieve a desired level of task performance. Here we combine ideas from reinforcement learning and adaptive optimal experimental design to formulate methods for efficient training of animal behavior. Our work addresses two intriguing problems at once: first, it seeks to infer the learning rules underlying an animal's behavioral changes during training; second, it seeks to exploit these rules to select stimuli that will maximize the rate of learning toward a desired objective. We develop and test these methods using data collected from rats during training on a two-interval sensory discrimination task. We show that we can accurately infer the parameters of a learning algorithm that describes how the animal's internal model of the task evolves over the course of training. We also demonstrate by simulation that our method can provide a substantial speedup over standard training methods.

The Neuroscience of Self-Efficacy: Vertically Integrated Leisure Theory and Its Implications for Theory-Based Programming

ERIC Educational Resources Information Center

Stone, Garrett Anderson

2018-01-01

The purpose of this paper is to explain and establish a link between social-psychological and biological explanations of self-efficacy theory. Specifically, the paper uses a hypothetical rock climbing program to illustrate how a practitioner could enhance the four sources of self-efficacious beliefs (enactive attainment, vicarious experience,…

Translational Neuroscience as a Tool for Intervention Development in the Context of High-Adversity Families

ERIC Educational Resources Information Center

Rutherford, Helena J. V.; Mayes, Linda C.; Fisher, Philip A.

2016-01-01

The use of theory-driven models to develop and evaluate family-based intervention programs has a long history in psychology. Some of the first evidence-based parenting programs to address child problem behavior, developed in the 1970s, were grounded in causal models derived from longitudinal developmental research. The same translational…

Improvements to a Neuroscience Graduate Program Derived from an Analysis of Previous Studies of Quality in Graduate Education

DTIC Science & Technology

1998-05-01

money. With the cost of tuition having increased by five percent the last two years, ( Gose , 1997) the financing ofa graduate education can be an area...Maher B. (1995). Research-Doctorate Programs in the United States: Continuity and Change. Washington, D.C.: National Research Council. 102 103 Gose , B

A Science-Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children

ERIC Educational Resources Information Center

Center on the Developing Child at Harvard University, 2007

2007-01-01

This report combines neuroscience, child development research, and program evaluation data to better inform policymakers' decisions about investing in and supporting existing early childhood programs. Core child development concepts highlight the importance of early experiences on the development of brain architecture and, in turn, future…

Assessing the Effectiveness of Neurofeedback Training in the Context of Clinical and Social Neuroscience

PubMed Central

Orndorff-Plunkett, Franklin; Singh, Fiza

2017-01-01

Social neuroscience benefits from the experimental manipulation of neuronal activity. One possible manipulation, neurofeedback, is an operant conditioning-based technique in which individuals sense, interact with, and manage their own physiological and mental states. Neurofeedback has been applied to a wide variety of psychiatric illnesses, as well as to treat sub-clinical symptoms, and even to enhance performance in healthy populations. Despite growing interest, there persists a level of distrust and/or bias in the medical and research communities in the USA toward neurofeedback and other functional interventions. As a result, neurofeedback has been largely ignored, or disregarded within social neuroscience. We propose a systematic, empirically-based approach for assessing the effectiveness, and utility of neurofeedback. To that end, we use the term perturbative physiologic plasticity to suggest that biological systems function as an integrated whole that can be perturbed and guided, either directly or indirectly, into different physiological states. When the intention is to normalize the system, e.g., via neurofeedback, we describe it as self-directed neuroplasticity, whose outcome is persistent functional, structural, and behavioral changes. We argue that changes in physiological, neuropsychological, behavioral, interpersonal, and societal functioning following neurofeedback can serve as objective indices and as the metrics necessary for assessing levels of efficacy. In this chapter, we examine the effects of neurofeedback on functional connectivity in a few clinical disorders as case studies for this approach. We believe this broader perspective will open new avenues of investigation, especially within social neuroscience, to further elucidate the mechanisms and effectiveness of these types of interventions, and their relevance to basic research. PMID:28783134

Assessing the Effectiveness of Neurofeedback Training in the Context of Clinical and Social Neuroscience.

PubMed

Orndorff-Plunkett, Franklin; Singh, Fiza; Aragón, Oriana R; Pineda, Jaime A

2017-08-07

Social neuroscience benefits from the experimental manipulation of neuronal activity. One possible manipulation, neurofeedback, is an operant conditioning-based technique in which individuals sense, interact with, and manage their own physiological and mental states. Neurofeedback has been applied to a wide variety of psychiatric illnesses, as well as to treat sub-clinical symptoms, and even to enhance performance in healthy populations. Despite growing interest, there persists a level of distrust and/or bias in the medical and research communities in the USA toward neurofeedback and other functional interventions. As a result, neurofeedback has been largely ignored, or disregarded within social neuroscience. We propose a systematic, empirically-based approach for assessing the effectiveness, and utility of neurofeedback. To that end, we use the term perturbative physiologic plasticity to suggest that biological systems function as an integrated whole that can be perturbed and guided, either directly or indirectly, into different physiological states. When the intention is to normalize the system, e.g., via neurofeedback, we describe it as self-directed neuroplasticity, whose outcome is persistent functional, structural, and behavioral changes. We argue that changes in physiological, neuropsychological, behavioral, interpersonal, and societal functioning following neurofeedback can serve as objective indices and as the metrics necessary for assessing levels of efficacy. In this chapter, we examine the effects of neurofeedback on functional connectivity in a few clinical disorders as case studies for this approach. We believe this broader perspective will open new avenues of investigation, especially within social neuroscience, to further elucidate the mechanisms and effectiveness of these types of interventions, and their relevance to basic research.

To authorize the Secretary of Defense to establish a fellowship program regarding neuroscience.

THOMAS, 111th Congress

Rep. Sestak, Joe [D-PA-7

2009-03-16

House - 05/22/2009 Referred to the Subcommittee on Terrorism, Unconventional Threats and Capabilities. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

76 FR 14979 - National Institute of Neurological Disorders and Stroke; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-18

... a new mechanistic finding and the lessons learned in current drug development programs. A panel will... Research in the Neurosciences, National Institutes of Health, HHS) Dated: March 11, 2011. Jennifer S...

75 FR 13557 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-22

...: Molecular and Cellular Neuroscience. Date: April 1, 2010. Time: 1 p.m. to 4 p.m. Agenda: To review and... . (Catalogue of Federal Domestic Assistance Program Nos. 93.306, Comparative Medicine; 93.333, Clinical...

Neuropsychiatry: Where Are We And Where Do We Go From Here?

PubMed Central

Sachdev, Perminder S.; Mohan, Adith

2013-01-01

Introduction: Neuropsychiatry has generally been regarded as a hybrid discipline that lies in the borderland between the disciplines of psychiatry and neurology. There is much debate on its current and future identity and status as a discipline. Materials and Methods: Taking a historical perspective, the future of neuropsychiatry is placed within the context of recent developments in clinical neuroscience. Results: The authors argue that with the maturation of the discipline, it must define its own identity that is not dependent entirely upon the parent disciplines. The requirements for this are the claiming of neuropsychiatric territory, a strong training agenda, an emphasis on treatments that are uniquely neuropsychiatric, and a bold embrace of new developments in clinical neuroscience. Conclusion: The exponential growth in neuroscientific knowledge places neuropsychiatry in an excellent position to carve out a strong identity. It is imperative that the leaders of the discipline seize the moment. PMID:23678234

Trends in Programming Languages for Neuroscience Simulations

PubMed Central

Davison, Andrew P.; Hines, Michael L.; Muller, Eilif

2009-01-01

Neuroscience simulators allow scientists to express models in terms of biological concepts, without having to concern themselves with low-level computational details of their implementation. The expressiveness, power and ease-of-use of the simulator interface is critical in efficiently and accurately translating ideas into a working simulation. We review long-term trends in the development of programmable simulator interfaces, and examine the benefits of moving from proprietary, domain-specific languages to modern dynamic general-purpose languages, in particular Python, which provide neuroscientists with an interactive and expressive simulation development environment and easy access to state-of-the-art general-purpose tools for scientific computing. PMID:20198154

Trends in programming languages for neuroscience simulations.

PubMed

Davison, Andrew P; Hines, Michael L; Muller, Eilif

2009-01-01

Neuroscience simulators allow scientists to express models in terms of biological concepts, without having to concern themselves with low-level computational details of their implementation. The expressiveness, power and ease-of-use of the simulator interface is critical in efficiently and accurately translating ideas into a working simulation. We review long-term trends in the development of programmable simulator interfaces, and examine the benefits of moving from proprietary, domain-specific languages to modern dynamic general-purpose languages, in particular Python, which provide neuroscientists with an interactive and expressive simulation development environment and easy access to state-of-the-art general-purpose tools for scientific computing.

Standards of Scientific Conduct: Disciplinary differences

PubMed Central

Kalichman, Michael; Sweet, Monica; Plemmons, Dena

2014-01-01

Teaching of responsible conduct of research is largely predicated on the assumption that there are accepted standards of conduct that can be taught. However there is little evidence of consensus in the scientific community about such standards, at least for the practices of authorship, collaboration, and data management. To assess whether such differences in standards are based on disciplinary differences, a survey, described previously, addressing standards, practices, and perceptions about teaching and learning was distributed in November 2010 to U.S. faculty from 50 graduate programs for the biomedical disciplines of microbiology, neuroscience, nursing, and psychology. Despite evidence of statistically significant differences across the four disciplines, actual differences were quite small. Stricter measures of effect size indicated practically significant disciplinary differences for fewer than 10% of the questions. This suggests that the variation in individual standards of practice within each discipline is at least as great as variation due to differences among disciplines. Therefore, the need for discipline-specific training may not be as important as sometimes thought. PMID:25256408

Straight talk with... Ricardo Dolmetsch. Interview by Elie Dolgin.

PubMed

Dolmetsch, Ricardo

2013-11-01

Neuroscience, in recent years, has started to look like a graveyard for drug development, with many large pharmaceutical companies either eliminating their brain disorder programs or cutting back heavily on such research. Novartis seemed to have made exactly this kind of drastic change two years ago when the company announced plans to shutter its neuroscience operations at its global headquarters in Basel, Switzerland. But the company made it known then that its intention was to ultimately set up a new neuroscience division at the company's US base in Cambridge, Massachusetts. The US site was initially picked to take advantage of the local academic strength in the field of psychiatric genetics. Now, it seems that Novartis is also looking to add stem cell technologies to the mix with the appointment in August of Ricardo Dolmetsch as the company's global head of neurosciences-the first new hire for the company's reincarnated division. As a professor at California's Stanford University School of Medicine for the past ten years, Dolmetsch made his name using induced pluripotent stem (iPS) cells to study a rare form of autism known as Timothy syndrome. Elie Dolgin met with Dolmetsch at the Novartis Institutes for BioMedical Research in the Technology Square area of Cambridge to discuss how he plans to succeed where so many others have failed.

The SpikerBox: A Low Cost, Open-Source BioAmplifier for Increasing Public Participation in Neuroscience Inquiry

PubMed Central

Marzullo, Timothy C.; Gage, Gregory J.

2012-01-01

Although people are generally interested in how the brain functions, neuroscience education for the public is hampered by a lack of low cost and engaging teaching materials. To address this, we developed an open-source tool, the SpikerBox, which is appropriate for use in middle/high school educational programs and by amateurs. This device can be used in easy experiments in which students insert sewing pins into the leg of a cockroach, or other invertebrate, to amplify and listen to the electrical activity of neurons. With the cockroach leg preparation, students can hear and see (using a smartphone oscilloscope app we have developed) the dramatic changes in activity caused by touching the mechanosensitive barbs. Students can also experiment with other manipulations such as temperature, drugs, and microstimulation that affect the neural activity. We include teaching guides and other resources in the supplemental materials. These hands-on lessons with the SpikerBox have proven to be effective in teaching basic neuroscience. PMID:22470415

Exploring the Experiences of African American Women in an Undergraduate Summer Research Program Designed to Address the Underrepresentation of Women and Minorities in Neuroscience: A Qualitative Analysis

ERIC Educational Resources Information Center

Reid, Ericka L.

2010-01-01

African American women compose a critical proportion of the potential science, technology, engineering, and mathematics (STEM) workforce of the future, yet are disproportionately represented and largely underutilized. While various programs and initiatives have been designed and implemented to target women and underrepresented minorities, the…

Individual Differences in Cerebral Cortical Activity During Stress: Understanding and Intervention to Enhance Shooting Performance

DTIC Science & Technology

2009-04-30

successfully raised physiological and 15. SUBJECT TERMS brain, cognitive neuroscience, EEG , neurofeedback , competition, stress, neuroendocrine, shooting...efficacy of the Neurofeedback training to elevate frontal EEG asymmetry (F4 minus F3 alpha power) in an attempt to enhance emotion regulation. The...observed a remarkable increase or synchrony of EEG alpha power (i.e., low-alpha) across the general scalp topography for both groups ( neurofeedback

Defense Science Board 2006 Summer Study on 21st Century Strategic Technology Vectors, Volume 2: Critical Capabilities and Enabling Technologies

DTIC Science & Technology

2007-02-01

neurosciences , 12 I CH APT ER 2 particularly those analytic elements that create models to assist in understanding individual and...precision geo-location 10. Cause-effect models (environment, infrastructure, socio-cultural, DIME, PMESII) 11. Storytelling , gisting and advanced...sources/TRL 5 Storytelling , gisting and advanced visualization)/TRL 2-5 High fidelity, socio-culturally relevant immersive games, training and mission

75 FR 13134 - Center for Scientific Review; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-18

...: Cellular and Molecular Neuroscience. Date: March 29, 2010. Time: 2:30 p.m. to 4 p.m. Agenda: To review and... Federal Domestic Assistance Program Nos. 93.306, Comparative Medicine; 93.333, Clinical Research, 93.306...

77 FR 43099 - Center for Scientific Review; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-23

...: Cellular and Molecular Neuroscience. Date: August 2, 2012. Time: 11:00 a.m. to 1:00 p.m. Agenda: To review.... (Catalogue of Federal Domestic Assistance Program Nos. 93.306, Comparative Medicine; 93.333, Clinical...

[Education and training in neurology: update].

PubMed

Yanagisawa, Nobuo

2010-11-01

Progress in basic neurosciences and advances in technology in the last decades have contributed to clarification of neural mechanisms in behavior or cognition in health and disease. They have elaborated diagnosis and treatment of nervous diseases remarkably. Needs in neurologists in both primary and specific medical services are rapidly increasing, with aging society and progresses in medical care in Japan. Attraction of neurology for students and junior residents is a great concern of Japanese Society of Neurology. In the undergraduate education, recent achievement in basic neurosciences including neurogenetics, molecular cytology, physio-pathology and imaging technique should be taught comprehensively. In the early postgraduate course for two years, neurology is either elective or obligatory depending on the curriculum of training institutions. Work at the stroke care unit is strongly recommended in the course of emergency service, which is mandatory. Experiences in acute infectious diseases, in various stages of neurodegenerative diseases, in collaboration with other specialist doctors for systemic diseases including metabolic or collagen diseases, in collaboration with other medical personnel in care of dementia are all included in advanced stages of postgraduate education before board examination. In summary, studies for practical services as well as clinical researches, teaching of symptoms and signs based on neural functions, and socio-economical issues for chronic nervous diseases in aged society are important in the education in neurology.

Neuroscience and Values: A Case Study Illustrating Developments in Policy, Training and Research in the UK and Internationally**

PubMed Central

Fulford, K. W. M

2011-01-01

In the current climate of dramatic advances in the neurosciences, it has been widely assumed that the diagnosis of mental disorder is a matter exclusively for value-free science. Starting from a detailed case history, this paper describes how, to the contrary, values come into the diagnosis of mental disorders, directly through the criteria at the heart of psychiatry’s most scientifically grounded classification, the American Psychiatric Association’s DSM (Diagnostic and Statistical Manual). Various possible interpretations of the prominence of values in psychiatric diagnosis are outlined. Drawing on work in the Oxford analytic tradition of philosophy, it is shown that, properly understood, the prominence of psychiatric diagnostic values reflects the necessary engagement of psychiatry with the diversity of individual human values. This interpretation opens up psychiatric diagnostic assessment to the resources of a new skills-based approach to working with complex and conflicting values (also derived from analytic philosophy) called ‘values-based practice.’ Developments in values-based practice in training, policy and research in mental health are briefly outlined. The paper concludes with an indication of how the integration of values-based with evidence-based approaches provides the basis for psychiatric practice in the twenty-first century that is both science-based and person-centred. PMID:21694963

Managing orthopedics and neurosciences costs through standard treatment protocols.

PubMed

McGinnity, E S; Pluth, T E

1994-06-01

High-cost, high-volume specialty programs such as orthopedics and neurosciences find themselves in a position of evaluating the costs and in some cases the appropriateness of medical practices in response to payer scrutiny and provider selection processes. Orthopedics and neurosciences programs are at a stage of development analogous to that of cardiovascular care several years ago. Many of the same trends have come into play, such as payer "carve-outs" for orthopedic services, payer selection of centers of excellence based on cost and quality, reduction of Medicare reimbursement, greater use of high-cost technology, the decline of profitability due to "older, sicker, and tougher" patients, and the recent emergence of national orthopedic specialty networks oriented to national contracts for care. In an era in which payers demand value on both sides of the cost-plus-quality equation, programs are challenged to maximize the return on a patient population rife with "no-win" situations. In the orthopedic service line these include a high proportion of Medicare patients and chronic conditions such as workers' compensation medical back cases or repetitive motion injuries, which can be elusive to diagnose and expensive to treat. Many hospitals continue to lose money on joint replacement surgeries, the largest-volume orthopedic inpatient service, primarily because of the high Medicare population and the cost of implants. Neuroservices, while still relatively well reimbursed, face a rising proportion of Medicare payments as patients live longer and develop chronic, degenerative conditions. Inpatient days are decreasing due to payer pressures to limit hospital stays and to shift inpatient care to outpatient services. Some hospitals "have lost interest in (the orthopedic) service line during the last five years because of recent trends in orthopedic-related inpatient volume and payment." But by managing costs strategically, both the neurosciences and orthopedics service lines can provide substantial revenue as well as the opportunity to achieve a "center of excellence" competitive position in a managed care environment. This Special Report outlines the process and advantages of managing costs and quality of care strategically, that is, in a manner which helps these programs meet internal cost and clinical goals while responding to market situations. The hospital, physicians, and patients all benefit as costs are reduced, quality is enhanced, and the service line's competitive position is strengthened.

Training the emotional brain: improving affective control through emotional working memory training.

PubMed

Schweizer, Susanne; Grahn, Jessica; Hampshire, Adam; Mobbs, Dean; Dalgleish, Tim

2013-03-20

Affective cognitive control capacity (e.g., the ability to regulate emotions or manipulate emotional material in the service of task goals) is associated with professional and interpersonal success. Impoverished affective control, by contrast, characterizes many neuropsychiatric disorders. Insights from neuroscience indicate that affective cognitive control relies on the same frontoparietal neural circuitry as working memory (WM) tasks, which suggests that systematic WM training, performed in an emotional context, has the potential to augment affective control. Here we show, using behavioral and fMRI measures, that 20 d of training on a novel emotional WM protocol successfully enhanced the efficiency of this frontoparietal demand network. Critically, compared with placebo training, emotional WM training also accrued transfer benefits to a "gold standard" measure of affective cognitive control-emotion regulation. These emotion regulation gains were associated with greater activity in the targeted frontoparietal demand network along with other brain regions implicated in affective control, notably the subgenual anterior cingulate cortex. The results have important implications for the utility of WM training in clinical, prevention, and occupational settings.

S & T for National Security

DTIC Science & Technology

2009-05-01

basic-science surprises, and informed observers of neuroscience believe that remarkable developments will occur in that field during the next few...programs in the three military departments and all of the defense agencies, including DNA, ARPA, and NSA . Additional de jure responsibilities included

Inter-rater and test–retest reliability of quality assessments by novice student raters using the Jadad and Newcastle–Ottawa Scales

PubMed Central

Oremus, Carolina; Hall, Geoffrey B C; McKinnon, Margaret C

2012-01-01

Introduction Quality assessment of included studies is an important component of systematic reviews. Objective The authors investigated inter-rater and test–retest reliability for quality assessments conducted by inexperienced student raters. Design Student raters received a training session on quality assessment using the Jadad Scale for randomised controlled trials and the Newcastle–Ottawa Scale (NOS) for observational studies. Raters were randomly assigned into five pairs and they each independently rated the quality of 13–20 articles. These articles were drawn from a pool of 78 papers examining cognitive impairment following electroconvulsive therapy to treat major depressive disorder. The articles were randomly distributed to the raters. Two months later, each rater re-assessed the quality of half of their assigned articles. Setting McMaster Integrative Neuroscience Discovery and Study Program. Participants 10 students taking McMaster Integrative Neuroscience Discovery and Study Program courses. Main outcome measures The authors measured inter-rater reliability using κ and the intraclass correlation coefficient type 2,1 or ICC(2,1). The authors measured test–retest reliability using ICC(2,1). Results Inter-rater reliability varied by scale question. For the six-item Jadad Scale, question-specific κs ranged from 0.13 (95% CI −0.11 to 0.37) to 0.56 (95% CI 0.29 to 0.83). The ranges were −0.14 (95% CI −0.28 to 0.00) to 0.39 (95% CI −0.02 to 0.81) for the NOS cohort and −0.20 (95% CI −0.49 to 0.09) to 1.00 (95% CI 1.00 to 1.00) for the NOS case–control. For overall scores on the six-item Jadad Scale, ICC(2,1)s for inter-rater and test–retest reliability (accounting for systematic differences between raters) were 0.32 (95% CI 0.08 to 0.52) and 0.55 (95% CI 0.41 to 0.67), respectively. Corresponding ICC(2,1)s for the NOS cohort were −0.19 (95% CI −0.67 to 0.35) and 0.62 (95% CI 0.25 to 0.83), and for the NOS case–control, the ICC(2,1)s were 0.46 (95% CI −0.13 to 0.92) and 0.83 (95% CI 0.48 to 0.95). Conclusions Inter-rater reliability was generally poor to fair and test–retest reliability was fair to excellent. A pilot rating phase following rater training may be one way to improve agreement. PMID:22855629

Inter-rater and test-retest reliability of quality assessments by novice student raters using the Jadad and Newcastle-Ottawa Scales.

PubMed

Oremus, Mark; Oremus, Carolina; Hall, Geoffrey B C; McKinnon, Margaret C

2012-01-01

Quality assessment of included studies is an important component of systematic reviews. The authors investigated inter-rater and test-retest reliability for quality assessments conducted by inexperienced student raters. Student raters received a training session on quality assessment using the Jadad Scale for randomised controlled trials and the Newcastle-Ottawa Scale (NOS) for observational studies. Raters were randomly assigned into five pairs and they each independently rated the quality of 13-20 articles. These articles were drawn from a pool of 78 papers examining cognitive impairment following electroconvulsive therapy to treat major depressive disorder. The articles were randomly distributed to the raters. Two months later, each rater re-assessed the quality of half of their assigned articles. McMaster Integrative Neuroscience Discovery and Study Program. 10 students taking McMaster Integrative Neuroscience Discovery and Study Program courses. The authors measured inter-rater reliability using κ and the intraclass correlation coefficient type 2,1 or ICC(2,1). The authors measured test-retest reliability using ICC(2,1). Inter-rater reliability varied by scale question. For the six-item Jadad Scale, question-specific κs ranged from 0.13 (95% CI -0.11 to 0.37) to 0.56 (95% CI 0.29 to 0.83). The ranges were -0.14 (95% CI -0.28 to 0.00) to 0.39 (95% CI -0.02 to 0.81) for the NOS cohort and -0.20 (95% CI -0.49 to 0.09) to 1.00 (95% CI 1.00 to 1.00) for the NOS case-control. For overall scores on the six-item Jadad Scale, ICC(2,1)s for inter-rater and test-retest reliability (accounting for systematic differences between raters) were 0.32 (95% CI 0.08 to 0.52) and 0.55 (95% CI 0.41 to 0.67), respectively. Corresponding ICC(2,1)s for the NOS cohort were -0.19 (95% CI -0.67 to 0.35) and 0.62 (95% CI 0.25 to 0.83), and for the NOS case-control, the ICC(2,1)s were 0.46 (95% CI -0.13 to 0.92) and 0.83 (95% CI 0.48 to 0.95). Inter-rater reliability was generally poor to fair and test-retest reliability was fair to excellent. A pilot rating phase following rater training may be one way to improve agreement.

Instructional Methods for Neuroscience in Nurse Anesthesia Graduate Programs: A Survey of Educational Programs

DTIC Science & Technology

1999-10-01

Sciences A. Anatomy, physiology and pathophysiology 1. Cardiovascular a. Arrhythmias b. Ischemic heart disease/angina c. Myocardial infarction d...Hypertension e. Congestive Heart Failure f. Shock Instructional Methods 66 g. Valvular Heart disease h. Cardiomyopathy i. Peripheral vascular disease j...Pulmonary artery pressure monitoring Instructional Methods 71 3. Precordial/esophageal stethoscope /Doppler 4. Respiratory monitoring a. Apnea monitor b

A conversation with Paul Greengard. Interview by Eric J Nestler.

PubMed

Greengard, Paul

2013-01-01

Paul Greengard was born in New York City in 1925. After completing high school, he served three years in the US Navy during World War II and then completed his bachelor's degree at Hamilton College where he majored in physics and mathematics. He obtained a PhD in biophysics from Johns Hopkins University in 1953 and pursued postdoctoral training with Wilhelm Feldberg at the National Institute for Medical Research in England. After eight years as head of biochemistry at Geigy, and sabbaticals at Albert Einstein College of Medicine and Vanderbilt University, he joined the Yale University faculty as a full professor of pharmacology in 1968. While he was at Yale, Greengard's laboratory performed groundbreaking research, which demonstrated a role for cyclic nucleotides, protein kinases and protein phosphatases, and their protein substrates in the regulation of synaptic transmission. In 1983, Greengard moved to The Rockefeller University, where he has since served as the Vincent Astor Professor and Head of the Laboratory of Molecular and Cellular Neuroscience. Greengard's paradigm-shifting research has continued at Rockefeller and has informed our understanding and possible treatment of a host of brain disorders, including schizophrenia, Alzheimer's disease, Parkinson's disease, and depression. He is the author of more than 950 research articles and reviews. Greengard has received numerous awards and honors, including the Nobel Prize in Physiology or Medicine in 2000, the Metropolitan Life Foundation Award for Medical Research, The National Academy of Sciences Award in Neuroscience, the Ralph W. Gerard Prize in Neuroscience for the Society for Neuroscience, and the Karolinska Institutet's Bicentennial Gold Medal. He is a member of the US National Academy of Sciences and the Institute of Medicine of the National Academies. The following interview was conducted on May 29, 2012.

Unique Genetic Loci Identified for Emotional Behavior in Control and Chronic Stress Conditions

DTIC Science & Technology

2014-10-21

Barcelona , Spain *Correspondence: Ryan Jankord, Applied Neuroscience, 711th Human Performance Wing, Air Force Research Laboratory, Bldg. 840, 2510 Fifth St...heritability of behavioral traits measured in FC and EPM testing Broad-sense (H2) and narrow-sense (h2) heritability of expres- sion levels in the recombinant...Effect containing significant and/or suggestive peaks. Abbreviations in legend: Fear Conditioning ( FC ), elevated plus maze, (EPM), freezing to training

Brain training: hype or hope?

PubMed

van Heugten, Caroline M; Ponds, Rudolf W H M; Kessels, Roy P C

2016-10-01

Brain training is topical yet controversial. Effects are often limited to trained tasks; and near and far effects to untrained tasks or everyday life measures are often small or lacking altogether. More recent approaches use evidence from cognitive neuroscience on neuroplasticity, resulting in novel cognitive interventions. This special issue encompasses the state of the art of these interventions. Two systematic reviews and nine experimental studies in a variety of patient groups or healthy participants are included, the results of which mostly confirm earlier findings: effects on trained tasks are consistently reported, but generalisation in terms of functional outcome is limited and little evidence is found of long-term effects. In general, the studies show promising, yet challenging training effects on cognition in healthy persons and patients with cognitive deficits. As such, they may be seen as positive "proof of principle" studies, highlighting that cognitive enhancement is possible. The field of brain training, however, is in urgent need of larger and more thoroughly designed studies. These future studies should also include outcome measures on daily functioning, self-efficacy and quality of life in addition to neuropsychological tests or tasks related to cognitive functioning.

Speech comprehension training and auditory and cognitive processing in older adults.

PubMed

Pichora-Fuller, M Kathleen; Levitt, Harry

2012-12-01

To provide a brief history of speech comprehension training systems and an overview of research on auditory and cognitive aging as background to recommendations for future directions for rehabilitation. Two distinct domains were reviewed: one concerning technological and the other concerning psychological aspects of training. Historical trends and advances in these 2 domains were interrelated to highlight converging trends and directions for future practice. Over the last century, technological advances have influenced both the design of hearing aids and training systems. Initially, training focused on children and those with severe loss for whom amplification was insufficient. Now the focus has shifted to older adults with relatively little loss but difficulties listening in noise. Evidence of brain plasticity from auditory and cognitive neuroscience provides new insights into how to facilitate perceptual (re-)learning by older adults. There is a new imperative to complement training to increase bottom-up processing of the signal with more ecologically valid training to boost top-down information processing based on knowledge of language and the world. Advances in digital technologies enable the development of increasingly sophisticated training systems incorporating complex meaningful materials such as music, audiovisual interactive displays, and conversation.

Indestructible plastic: the neuroscience of the new aging brain.

PubMed

Holman, Constance; de Villers-Sidani, Etienne

2014-01-01

In recent years, research on experience-dependent plasticity has provided valuable insight on adaptation to environmental input across the lifespan, and advances in understanding the minute cellular changes underlying the brain's capacity for self-reorganization have opened exciting new possibilities for treating illness and injury. Ongoing work in this line of inquiry has also come to deeply influence another field: cognitive neuroscience of the normal aging. This complex process, once considered inevitable or beyond the reach of treatment, has been transformed into an arena of intense investigation and strategic intervention. However, important questions remain about this characterization of the aging brain, and the assumptions it makes about the social, cultural, and biological space occupied by cognition in the older individual and body. The following paper will provide a critical examination of the move from basic experiments on the neurophysiology of experience-dependent plasticity to the growing market for (and public conception of) cognitive aging as a medicalized space for intervention by neuroscience-backed technologies. Entangled with changing concepts of normality, pathology, and self-preservation, we will argue that this new understanding, led by personalized cognitive training strategies, is approaching a point where interdisciplinary research is crucial to provide a holistic and nuanced understanding of the aging process. This new outlook will allow us to move forward in a space where our knowledge, like our new conception of the brain, is never static.

Indestructible plastic: the neuroscience of the new aging brain

PubMed Central

Holman, Constance; de Villers-Sidani, Etienne

2014-01-01

In recent years, research on experience-dependent plasticity has provided valuable insight on adaptation to environmental input across the lifespan, and advances in understanding the minute cellular changes underlying the brain’s capacity for self-reorganization have opened exciting new possibilities for treating illness and injury. Ongoing work in this line of inquiry has also come to deeply influence another field: cognitive neuroscience of the normal aging. This complex process, once considered inevitable or beyond the reach of treatment, has been transformed into an arena of intense investigation and strategic intervention. However, important questions remain about this characterization of the aging brain, and the assumptions it makes about the social, cultural, and biological space occupied by cognition in the older individual and body. The following paper will provide a critical examination of the move from basic experiments on the neurophysiology of experience-dependent plasticity to the growing market for (and public conception of) cognitive aging as a medicalized space for intervention by neuroscience-backed technologies. Entangled with changing concepts of normality, pathology, and self-preservation, we will argue that this new understanding, led by personalized cognitive training strategies, is approaching a point where interdisciplinary research is crucial to provide a holistic and nuanced understanding of the aging process. This new outlook will allow us to move forward in a space where our knowledge, like our new conception of the brain, is never static. PMID:24782746

Link between cognitive neuroscience and education: the case of clinical assessment of developmental dyscalculia.

PubMed

Rubinsten, Orly

2015-01-01

In recent years, cognitive neuroscience research has identified several biological and cognitive features of number processing deficits that may now make it possible to diagnose mental or educational impairments in arithmetic, even earlier and more precisely than is possible using traditional assessment tools. We provide two sets of recommendations for improving cognitive assessment tools, using the important case of mathematics as an example. (1) neurocognitive tests would benefit substantially from incorporating assessments (based on findings from cognitive neuroscience) that entail systematic manipulation of fundamental aspects of number processing. Tests that focus on evaluating networks of core neurocognitive deficits have considerable potential to lead to more precise diagnosis and to provide the basis for designing specific intervention programs tailored to the deficits exhibited by the individual child. (2) implicit knowledge, derived from inspection of variables that are irrelevant to the task at hand, can also provide a useful assessment tool. Implicit knowledge is powerful and plays an important role in human development, especially in cases of psychiatric or neurological deficiencies (such as math learning disabilities or math anxiety).

nSTAT: Open-Source Neural Spike Train Analysis Toolbox for Matlab

PubMed Central

Cajigas, I.; Malik, W.Q.; Brown, E.N.

2012-01-01

Over the last decade there has been a tremendous advance in the analytical tools available to neuroscientists to understand and model neural function. In particular, the point process - Generalized Linear Model (PPGLM) framework has been applied successfully to problems ranging from neuro-endocrine physiology to neural decoding. However, the lack of freely distributed software implementations of published PP-GLM algorithms together with problem-specific modifications required for their use, limit wide application of these techniques. In an effort to make existing PP-GLM methods more accessible to the neuroscience community, we have developed nSTAT – an open source neural spike train analysis toolbox for Matlab®. By adopting an Object-Oriented Programming (OOP) approach, nSTAT allows users to easily manipulate data by performing operations on objects that have an intuitive connection to the experiment (spike trains, covariates, etc.), rather than by dealing with data in vector/matrix form. The algorithms implemented within nSTAT address a number of common problems including computation of peri-stimulus time histograms, quantification of the temporal response properties of neurons, and characterization of neural plasticity within and across trials. nSTAT provides a starting point for exploratory data analysis, allows for simple and systematic building and testing of point process models, and for decoding of stimulus variables based on point process models of neural function. By providing an open-source toolbox, we hope to establish a platform that can be easily used, modified, and extended by the scientific community to address limitations of current techniques and to extend available techniques to more complex problems. PMID:22981419

Empathy in Psychoanalysis and Medical Education - what can we learn from each other?

PubMed

Löffler-Stastka, Henriette; Datz, Felicitas; Parth, Karoline; Preusche, Ingrid; Bukowski, Xenia; Seidman, Charles

2017-05-02

Several research areas, including medical education (ME), focus on empathy as an important topic in interpersonal relationships. This focus is central to the use of communication skills related to empathy and even more crucial to provide information in a way that makes patients feel more involved in the treatment process. Psychoanalysis (PA) provides its initial concept of empathy based on affective aspects including findings from neuroscience and brain research. Enhancing cooperation between ME and PA can help to integrate both aspects of empathy into a longitudinal training program. The condition of psychoanalytic empathy definitions is the understanding of unconscious processes. It is important to primarily attend especially the dominant affects towards the patient before interpreting his or her behaviour, since in explaining the emerging affects, the analyst has to empathize with the patient to understand the (unconscious) reasons for its behaviour. A strong consideration of nonverbal communication, clinical perceptions, intuitive interaction, contagion-like processes and their implementation and empowerment in medical and therapeutic curricula is one way of beneficially using interdisciplinary approaches to yield empathy in clinical interaction. Established methods of PA, like training of containment, reflective functioning, affective holding and giving meaningful interpretations in accordance with countertransferential and transferential aspects may help to put a focus on the clinican-patient-interaction and the preservation of the physicians' (mental) health. In consequence of the discussion of various training methods that take the theoretical and practical concepts of empathy into account, we aim for an implementation of the named methods in the medical curricula.

Decreasing Neuroscience Anxiety in an Introductory Neuroscience Course: An Analysis Using Data from a Modified Science Anxiety Scale

PubMed Central

Birkett, Melissa; Shelton, Kerisa

2011-01-01

To determine whether participation in a neuroscience course reduced neuroscience anxiety, a modified version of the Science Anxiety Scale was administered to students at the beginning and end of an introductory course. Neuroscience anxiety scores were significantly reduced at the end of the course and correlated with higher final grades. Reduced neuroscience anxiety did not correlate with reduced science anxiety, suggesting that neuroscience anxiety is a distinct subtype of anxiety. PMID:23626491

The Identification of Fatigue Resistant and Fatigue Susceptible Individuals

DTIC Science & Technology

2008-05-01

presented. The first training day consisted of the instructor teaching the participants, while the second day was more repetition in order for the...do exactly the same task-work but teams fight in a common war (and in a common geography ) and can elect to coordinate with each other. We are also...Behavioral Neuroscience , 119(3), 694- 707. Chee, M. W. L, & Choo, W. C. (2004). Functional Imaging of Working Memory after 24 Hours of Total Sleep

Differential involvement of the basolateral amygdala and orbitofrontal cortex in the formation of sensory-specific associations in conditioned flavor preference and magazine approach paradigms.

PubMed

Scarlet, Janina; Delamater, Andrew R; Campese, Vincent; Fein, Matthew; Wheeler, Daniel S

2012-06-01

Four experiments examined the roles of the basolateral amygdala and orbitofrontal cortex in the formation of sensory-specific associations in conditioned flavor preference and conditioned magazine approach paradigms using unconditioned stimulus (US) devaluation and selective Pavlovian-instrumental transfer procedures in Long Evans rats. Experiment 1 found that pre-training amygdala and orbitofrontal cortex lesions had no detectable effect on the formation or flexible use of sensory-specific flavor-nutrient associations in a US devaluation task, where flavor cues were paired either simultaneously or sequentially with nutrient rewards in water-deprived subjects. In Experiment 2, pre-training amygdala and orbitofrontal cortex lesions both attenuated outcome-specific Pavlovian-instrumental transfer. Experiment 3 indicated that amygdala lesions have no effect on the formation of sensory-specific flavor-nutrient associations in a US devaluation task in food-deprived subjects. Finally, Experiment 4 demonstrated that the outcomes used in Experiment 3 were sufficiently motivationally significant to support conditioned flavor preference. These findings suggest that, although both orbitofrontal cortex and amygdala lesions attenuate the acquisition of sensory-specific associations in magazine approach conditioning, neither lesion reduces the ability to appropriately respond to a flavor cue that was paired with a devalued outcome. © 2012 The Authors. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Applied neuroanatomy elective to reinforce and promote engagement with neurosensory pathways using interactive and artistic activities.

PubMed

Dao, Vinh; Yeh, Pon-Hsiu; Vogel, Kristine S; Moore, Charleen M

2015-01-01

One in six Americans is currently affected by neurologic disease. As the United States population ages, the number of neurologic complaints is expected to increase. Thus, there is a pressing need for more neurologists as well as more neurology training in other specialties. Often interest in neurology begins during medical school, so improving education in medical neural courses is a critical step toward producing more neurologists and better neurology training in other specialists. To this end, a novel applied neuroanatomy elective was designed at the University of Texas Health Science Center at San Antonio (UTHSCSA) to complement the traditional first-year medical neuroscience course and promote engagement and deep learning of the material with a focus on neurosensory pathways. The elective covered four neurosensory modalities (proprioception/balance, vision, auditory, and taste/olfaction) over four sessions, each with a short classroom component and a much longer activity component. At each session, students reviewed the neurosensory pathways through structured presentations and then applied them to preplanned interactive activities, many of which allowed students to utilize their artistic talents. Students were required to complete subjective pre-course and post-course surveys and reflections. The survey results and positive student comments suggest that the elective was a valuable tool when used in parallel with the traditional medical neuroscience course in promoting engagement and reinforcement of the neurosensory material. © 2014 American Association of Anatomists.

Neuroscience, Play and Early Childhood Education: Connections, Implications and Assessment

ERIC Educational Resources Information Center

Rushton, Stephen; Juola-Rushton, Anne; Larkin, Elizabeth

2010-01-01

Paralleling the works of Cambourne's Conditions of Literacy Learning ("The Reading Teacher, 54"(4), 414-429, 2001), Copple and Bredekamp's ("Developmentally appropriate practice in early childhood programs serving children from birth though age." National Association for the Education of Young Children, Washington, 2009)…

The Retention of Tacit Knowledge in Higher Learning Administration

ERIC Educational Resources Information Center

Muniz, Andrew Everardo

2013-01-01

Higher education institutions (HEIs) could be among organizations without effective programs for preserving tacit knowledge (TK) when knowledge workers retire, quit, take a leave of absence, or are terminated. The theoretical underpinnings of this study were neuroscience related to brain learning physiology, transformational leadership theory,…

A resilience intervention involving mindfulness training for transplant patients and their caregivers.

PubMed

Stonnington, Cynthia M; Darby, Betty; Santucci, Angela; Mulligan, Pamela; Pathuis, Patricia; Cuc, Andrea; Hentz, Joseph G; Zhang, Nan; Mulligan, David; Sood, Amit

2016-11-01

Solid organ and stem cell transplant patients and their caregivers report a substantial level of distress. Mindfulness-based stress reduction has been shown to alleviate distress associated with transplant, but there is limited experience in this population with other mindfulness-based interventions, or with combined transplant patient and caregiver interventions. We evaluated a novel, 6-week mindfulness-based resilience training (MBRT) class for transplant patients and their caregivers that incorporates mindfulness practice, yoga, and neuroscience of stress and resilience. Thirty-one heart, liver, kidney/pancreas, and stem cell transplant patients and 18 caregivers at Mayo Clinic in Arizona participated. Measures of stress, resilience, depression, anxiety, health-related quality of life, positive and negative affect, and sleep were completed at baseline, 6 weeks, and 3 months postintervention. At 6 weeks and 3 months, patients demonstrated significant (P<.005) improvements from baseline in measures of perceived stress, depression, anxiety, and negative affect. Quality-of-life mental component (P=.006) and positive affect (P=.02) also improved at follow-up. Most participants adhered to the program, were satisfied with class length and frequency, and reported improved well-being as a result of the class. MBRT holds promise as an intervention to enhance resilience and manage stress for transplant patients and their caregivers. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Psychology and neuroscience: How close are we to an integrative perspective? Reply to Staats (2016) and Tryon (2016).

PubMed

Schwartz, Seth J; Lilienfeld, Scott O; Meca, Alan; Sauvigné, Katheryn C

2016-12-01

This article responds to commentaries written by Warren Tryon (2016) and Arthur Staats (2016) concerning Schwartz, Lilienfeld, Meca, and Sauvigné (2016). In this reply, we reiterate our key thesis-that psychology, and the problems it addresses, are likely best approached from multiple levels of analysis. Unlike Tryon, we are not convinced that neural networks and computational neuroscience provide a single template through which all of psychology can be integrated. We are in agreement with Staats that attempts to reduce psychological phenomena to neural events alone are likely to be misleading and unproductive. One important example where such reductionism has been alive and well is addiction, where prominent biomedical models have defined addiction as a "brain disease." Our reply article concludes by arguing that a multilevel approach to psychology is essential in guiding hiring practices, funding agency priorities, and training students. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Cognitive neuroscience in forensic science: understanding and utilizing the human element

PubMed Central

Dror, Itiel E.

2015-01-01

The human element plays a critical role in forensic science. It is not limited only to issues relating to forensic decision-making, such as bias, but also relates to most aspects of forensic work (some of which even take place before a crime is ever committed or long after the verification of the forensic conclusion). In this paper, I explicate many aspects of forensic work that involve the human element and therefore show the relevance (and potential contribution) of cognitive neuroscience to forensic science. The 10 aspects covered in this paper are proactive forensic science, selection during recruitment, training, crime scene investigation, forensic decision-making, verification and conflict resolution, reporting, the role of the forensic examiner, presentation in court and judicial decisions. As the forensic community is taking on the challenges introduced by the realization that the human element is critical for forensic work, new opportunities emerge that allow for considerable improvement and enhancement of the forensic science endeavour. PMID:26101281

The neuroscience of observing consciousness & mirror neurons in therapeutic hypnosis.

PubMed

Rossi, Ernest L; Rossi, Kathryn L

2006-04-01

Neuroscience documents the activity of "mirror neurons" in the human brain as a mechanism whereby we experience empathy and recognize the intentions of others by observing their behavior and automatically matching their brain activity. This neural basis of empathy finds support in research on dysfunctions in the mirror systems of humans with autism and fMRI research on normal subjects designed to assess intentionality, emotions, and complex cognition. Such empathy research now appears to be consistent with the historical and research literature on hypnotic induction, rapport, and many of the classical phenomena of suggestion. A preliminary outline of how mirror neurons may function as a rapport zone mediating between observing consciousness, the gene expression/protein synthesis cycle, and brain plasticity in therapeutic hypnosis and psychosomatic medicine is proposed. Brain plasticity is generalized in the theory, research, and practice of utilizing mirror neurons as an explanatory framework in developing and training new skill sets for facilitating an activity-dependent approach to creative problem solving, mind-body healing, and rehabilitation with therapeutic hypnosis.

Improving Executive Function and its Neurobiological Mechanisms through a Mindfulness-Based Intervention: Advances within the Field of Developmental Neuroscience.

PubMed

Tang, Yi-Yuan; Yang, Lizhu; Leve, Leslie D; Harold, Gordon T

2012-12-01

Poor executive function (EF) has been associated with a host of short- and long-term problems across the lifespan, including elevated rates of attention deficit hyperactivity disorder, depression, drug abuse, and antisocial behavior. Mindfulness-based interventions that focus on increasing awareness of one's thoughts, emotions, and actions have been shown to improve specific aspects of EF, including attention, cognitive control, and emotion regulation. In this article, we apply a developmental neuroscience perspective to review research relevant to one specific mindfulness-based intervention, Integrative Body-Mind Training (IBMT). Randomized controlled trials of IBMT indicate improvements in specific EF components, and uniquely highlight the role of neural circuitry specific to the anterior cingulate cortex (ACC) and the autonomic nervous system (ANS) as two brain-based mechanisms that underlie IBMT-related improvements. The relevance of improving specific dimensions of EF through short-term IBMT to prevent a cascade of risk behaviors for children and adolescents is described and future research directions are proposed.

Cognitive neuroscience in forensic science: understanding and utilizing the human element.

PubMed

Dror, Itiel E

2015-08-05

The human element plays a critical role in forensic science. It is not limited only to issues relating to forensic decision-making, such as bias, but also relates to most aspects of forensic work (some of which even take place before a crime is ever committed or long after the verification of the forensic conclusion). In this paper, I explicate many aspects of forensic work that involve the human element and therefore show the relevance (and potential contribution) of cognitive neuroscience to forensic science. The 10 aspects covered in this paper are proactive forensic science, selection during recruitment, training, crime scene investigation, forensic decision-making, verification and conflict resolution, reporting, the role of the forensic examiner, presentation in court and judicial decisions. As the forensic community is taking on the challenges introduced by the realization that the human element is critical for forensic work, new opportunities emerge that allow for considerable improvement and enhancement of the forensic science endeavour. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

Social neuroscience: undoing the schism between neurology and psychiatry.

PubMed

Ibáñez, Agustín; García, Adolfo M; Esteves, Sol; Yoris, Adrián; Muñoz, Edinson; Reynaldo, Lucila; Pietto, Marcos Luis; Adolfi, Federico; Manes, Facundo

2018-02-01

Multiple disorders once jointly conceived as "nervous diseases" became segregated by the distinct institutional traditions forged in neurology and psychiatry. As a result, each field specialized in the study and treatment of a subset of such conditions. Here we propose new avenues for interdisciplinary interaction through a triangulation of both fields with social neuroscience. To this end, we review evidence from five relevant domains (facial emotion recognition, empathy, theory of mind, moral cognition, and social context assessment), highlighting their common disturbances across neurological and psychiatric conditions and discussing their multiple pathophysiological mechanisms. Our proposal is anchored in multidimensional evidence, including behavioral, neurocognitive, and genetic findings. From a clinical perspective, this work paves the way for dimensional and transdiagnostic approaches, new pharmacological treatments, and educational innovations rooted in a combined neuropsychiatric training. Research-wise, it fosters new models of the social brain and a novel platform to explore the interplay of cognitive and social functions. Finally, we identify new challenges for this synergistic framework.

Neuro-critical care: a valuable placement during foundation and early neurosurgical training.

PubMed

Dyson, Edward W; Kolias, Angelos G; Burnstein, Rowan M; Hutchinson, Peter J A; Garnett, Matthew R; Menon, David K; Trivedi, Rikin A

2014-10-01

Neurosciences critical care units (NCCUs) present a unique opportunity to junior trainees in neurosurgery as well as foundation trainees looking to gain experience in the management of critically ill patients with neurological conditions. Placements in NCCUs are undertaken in the early years of neurosurgical training or during neurosciences themed foundation programmes. We sought to quantify the educational benefits of such placements from the trainee perspective. Thirty-two trainees who had undertaken placements at Foundation Year 2 (FY2) to Specialty Trainee Year 3 (ST3) level between August 2009 and April 2013 were invited to take part in an online questionnaire survey. Competence in individual skills was self-rated on a ranked scale from one (never observed) to five (performed unsupervised) both before and after the placement. Trainees were also asked a series of questions pertaining to their ability to manage common neurosurgical conditions, as well as the perceived educational rigour of their placement. Twenty-three responses were received. Eighteen responses were from FY2s and seven were from ST1-3 level trainees. Following their placements, 100% of respondents felt better equipped to deal with neurosurgical and neurological emergencies and cranial trauma. Most felt better equipped to manage hydrocephalus (95.7%), polytrauma patients (95.7%), spontaneous intracranial haemorrhage (91.3%) and spinal trauma (82.6%). Significant increases were seen in experience in all practical skills assessed. These included central venous catheterisation (p < 0.001), intracranial pressure (ICP) bolt insertion (p < 0.001), ICP bolt removal (p < 0.001), external ventricular drain (EVD) insertion (p = 0.001) and tapping of EVD for cerebrospinal fluid sample (p < 0.001). Our results clearly demonstrate the educational benefits of NCCU placements in the early stages of a neurosurgical training programme as well as in the Foundation Programme. This supports the incorporation of a four- to six-month NCCU rotation in early years training as educationally valuable.

What Can Neuroscience Bring to Education?

ERIC Educational Resources Information Center

Ferrari, Michel

2011-01-01

Educational neuroscience promises to incorporate emerging insights from neuroscience into education, and is an exiting renovation of cognitive science in education. But unlike cognitive neuroscience--which aims to explain how the mind is embodied--educational neuroscience necessarily incorporates values that reflect the kind of citizen and the…

Behavioural evidence for separate mechanisms of audiovisual temporal binding as a function of leading sensory modality.

PubMed

Cecere, Roberto; Gross, Joachim; Thut, Gregor

2016-06-01

The ability to integrate auditory and visual information is critical for effective perception and interaction with the environment, and is thought to be abnormal in some clinical populations. Several studies have investigated the time window over which audiovisual events are integrated, also called the temporal binding window, and revealed asymmetries depending on the order of audiovisual input (i.e. the leading sense). When judging audiovisual simultaneity, the binding window appears narrower and non-malleable for auditory-leading stimulus pairs and wider and trainable for visual-leading pairs. Here we specifically examined the level of independence of binding mechanisms when auditory-before-visual vs. visual-before-auditory input is bound. Three groups of healthy participants practiced audiovisual simultaneity detection with feedback, selectively training on auditory-leading stimulus pairs (group 1), visual-leading stimulus pairs (group 2) or both (group 3). Subsequently, we tested for learning transfer (crossover) from trained stimulus pairs to non-trained pairs with opposite audiovisual input. Our data confirmed the known asymmetry in size and trainability for auditory-visual vs. visual-auditory binding windows. More importantly, practicing one type of audiovisual integration (e.g. auditory-visual) did not affect the other type (e.g. visual-auditory), even if trainable by within-condition practice. Together, these results provide crucial evidence that audiovisual temporal binding for auditory-leading vs. visual-leading stimulus pairs are independent, possibly tapping into different circuits for audiovisual integration due to engagement of different multisensory sampling mechanisms depending on leading sense. Our results have implications for informing the study of multisensory interactions in healthy participants and clinical populations with dysfunctional multisensory integration. © 2016 The Authors. European Journal of Neuroscience published by Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Productivity and career paths of previous recipients of Society for Academic Emergency Medicine research grant awards.

PubMed

Young, Kelly D

2008-06-01

The objective was to assess productivity of previous recipients of Society for Academic Emergency Medicine (SAEM) grant awards. All previous recipients of SAEM Research Training Grants, Neuroscience Research Awards, Scholarly Sabbatical Awards, and Emergency Medical Services (EMS) Research Fellowship awards funded through 2004 were identified through SAEM's records and surveyed. Award categories assessed were those still offered by SAEM at the time of the survey and therefore excluded the Geriatric Research Award. The 2005-2006 SAEM Grants Committee developed a survey using previous publications assessing productivity of training grants and fellowship awards and refined it through consensus review and limited pilot testing. We assessed measures of academic productivity (numbers of publications and additional grants awarded), commitment to an academic career, satisfaction with the SAEM award, and basic demographic information. Overall response rate was 70%; usable data were returned by all seven Research Training Grant awardees, both Neuroscience awardees, four of five Scholarly Sabbatical awardees, and six of 14 EMS Research Fellowship awardees. Of those who gave demographic information, 78% (14/18) were male and 94% (16/17) were non-Hispanic white. All the respondents remained in academics, and 14 of 19 felt that they will definitely be in academics 5 years from the time of the survey. They have a median of 1.8 original research publications per year since the end of their grant period, and 74% (14/19) have received subsequent federal funding. All found the SAEM award to be helpful or very helpful to their careers. Previous recipients of the SAEM grant awards show evidence of academic productivity in the form of subsequent grant funding and research publications, and the majority remain committed to and satisfied with their academic research careers.

Neurosciences

MedlinePlus

... this page: //medlineplus.gov/ency/article/007456.htm Neurosciences To use the sharing features on this page, please enable JavaScript. Neurosciences (or clinical neurosciences) refers to the branch of ...

75 FR 10292 - National Institute of Mental Health; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-05

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Institute of Mental... of Mental Health, NIH, Neuroscience Center/Room 6138/MSC 9608, 6001 Executive Boulevard, Bethesda, MD... Committee: National Institute of Mental Health Special Emphasis Panel, P30 Centers Program For Research on...

Rejoinder to Commentaries by Ackerman, Ho, and Wainer on "Bad Questions"

ERIC Educational Resources Information Center

Thissen, David

2016-01-01

David Thissen is a professor in the Department of Psychology & Neuroscience, Quantitative Program at the University of North Carolina. His research interests include psychological testing, measurement, and item response theory. Here Thissen expresses his gratitude to Howard Wainer for his illuminating discussion of the oral presentation upon…

Brief Report: Theatre as Therapy for Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Corbett, Blythe A.; Gunther, Joan R.; Comins, Dan; Price, Jenifer; Ryan, Niles; Simon, David; Schupp, Clayton W.; Rios, Taylor

2011-01-01

The pilot investigation evaluated a theatrical intervention program, Social Emotional NeuroScience Endocrinology (SENSE) Theatre, designed to improve socioemotional functioning and reduce stress in children with autism spectrum disorder (ASD). Eight children with ASD were paired with typically developing peers that served as expert models.…

78 FR 59040 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-25

..., [email protected] . Name of Committee: Molecular, Cellular and Developmental Neuroscience Integrated... Scientific Review Special Emphasis Panel, RFA Panel: Molecular Probes. Date: October 18, 2013. Time: 8:00 a.m... Assistance Program Nos. 93.306, Comparative Medicine; 93.333, Clinical Research, 93.306, 93.333, 93.337, 93...

76 FR 57066 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-15

... personal privacy. Name of Committee: Molecular, Cellular and Developmental Neuroscience Integrated Review, Group, Cellular and Molecular Biology of Glia Study Section. Date: October 14, 2011. Time: 8 a.m. to 7... Domestic Assistance Program Nos. 93.306, Comparative Medicine; 93.333, Clinical Research, 93.306, 93.333...

78 FR 53463 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-29

...: Molecular, Cellular and Developmental Neuroscience Integrated Review Group; Neurotransporters, Receptors... Discovery and Molecular Pharmacology Study Section. Date: September 30, 2013. Time: 8:00 a.m. to 6:00 p.m....nih.gov . (Catalogue of Federal Domestic Assistance Program Nos. 93.306, Comparative Medicine; 93.333...

Brain-Compatible Learning: Fad or Foundation?

ERIC Educational Resources Information Center

Wolfe, Patricia

2006-01-01

This article discusses the potentially important implications of neuroscience or brain research, the newest "breakthrough" in education, for educators and the importance of sorting out claims on brain-based programs. It is obvious that brain research is not the elusive silver bullet that will answer all education problems. However, the new…

The neuroscience information framework: a data and knowledge environment for neuroscience.

PubMed

Gardner, Daniel; Akil, Huda; Ascoli, Giorgio A; Bowden, Douglas M; Bug, William; Donohue, Duncan E; Goldberg, David H; Grafstein, Bernice; Grethe, Jeffrey S; Gupta, Amarnath; Halavi, Maryam; Kennedy, David N; Marenco, Luis; Martone, Maryann E; Miller, Perry L; Müller, Hans-Michael; Robert, Adrian; Shepherd, Gordon M; Sternberg, Paul W; Van Essen, David C; Williams, Robert W

2008-09-01

With support from the Institutes and Centers forming the NIH Blueprint for Neuroscience Research, we have designed and implemented a new initiative for integrating access to and use of Web-based neuroscience resources: the Neuroscience Information Framework. The Framework arises from the expressed need of the neuroscience community for neuroinformatic tools and resources to aid scientific inquiry, builds upon prior development of neuroinformatics by the Human Brain Project and others, and directly derives from the Society for Neuroscience's Neuroscience Database Gateway. Partnered with the Society, its Neuroinformatics Committee, and volunteer consultant-collaborators, our multi-site consortium has developed: (1) a comprehensive, dynamic, inventory of Web-accessible neuroscience resources, (2) an extended and integrated terminology describing resources and contents, and (3) a framework accepting and aiding concept-based queries. Evolving instantiations of the Framework may be viewed at http://nif.nih.gov , http://neurogateway.org , and other sites as they come on line.

Extending the seductive allure of neuroscience explanations effect to popular articles about educational topics.

PubMed

Im, Soo-Hyun; Varma, Keisha; Varma, Sashank

2017-12-01

The seductive allure of neuroscience explanations (SANE) is the finding that people overweight psychological arguments when framed in terms of neuroscience findings. This study extended this finding to arguments concerning the application of psychological findings to educational topics. Participants (n = 320) were recruited from the general public, specifically among English-speaking Amazon Mechanical Turk workers residing in the United States. We developed eight articles that orthogonally varied two processes (learning vs. development) with two disciplines (cognitive vs. affective psychology). We increased neuroscience framing across four levels: psychological finding alone, with an extraneous neuroscience finding (verbal), with an extraneous neuroscience finding (verbal) and graph, and with an extraneous neuroscience finding (verbal) and brain image. Participants were randomly assigned to one level of neuroscience framing and rated the credibility of each article's argument. Seductive allure of neuroscience explanations effects were not ubiquitous. Extraneous verbal neuroscience framings, either alone or accompanied by graphs, did not influence the credibility of the application of psychological findings to educational topics. However, there was a SANE effect when educational articles were accompanied by both extraneous verbal neuroscience findings and brain images. This effect persisted even after controlling for individual differences in familiarity with education, attitude towards psychology, and knowledge of neuroscience. The results suggest that there is a SANE effect for articles about educational topics among the general public when they are accompanied by both extraneous verbal neuroscience findings and brain images. © 2017 The British Psychological Society.

What is important in transdisciplinary pain neuroscience education? A qualitative study.

PubMed

Wijma, Amarins J; Speksnijder, Caroline M; Crom-Ottens, Astrid F; Knulst-Verlaan, J M Corine; Keizer, Doeke; Nijs, Jo; van Wilgen, C Paul

2017-05-19

The main focus of Pain Neuroscience Education is around changing patients' pain perceptions and minimizing further medical care. Even though Pain Neuroscience Education has been studied extensively, the experiences of patients regarding the Pain Neuroscience Education process remain to be explored. Therefore, the aim of this study was to explore the experiences in patients with non-specific chronic pain. Fifteen patients with non-specific chronic pain from a transdisciplinary treatment centre were in-depth interviewed. Data collection and analysis were performed according to Grounded Theory. Five interacting topics emerged: (1) "the pre-Pain Neuroscience Education phase", involving the primary needs to provide Pain Neuroscience Education, with subthemes containing (a) "a broad intake" and (b) "the healthcare professionals"; (2) "a comprehensible Pain Neuroscience Education" containing (a) "understandable explanation" and (b) "interaction between the physiotherapist and psychologist"; (3) "outcomes of Pain Neuroscience Education" including (a) "awareness", b) "finding peace of mind", and (c) "fewer symptoms"; 4) "scepticism" containing (a) "doubt towards the diagnosis and Pain Neuroscience Education", (b) "disagreement with the diagnosis and Pain Neuroscience Education", and (c) "Pain Neuroscience Education can be confronting". This is the first study providing insight into the constructs contributing to the Pain Neuroscience Education experience of patients with non-specific chronic pain. The results reveal the importance of the therapeutic alliance between the patient and caregiver, taking time, listening, providing a clear explanation, and the possible outcomes when doing so. The findings from this study can be used to facilitate healthcare professionals in providing Pain Neuroscience Education to patients with non-specific chronic pain. Implications for Rehabilitation An extensive biopsychosocial patient centred intake is crucial prior to providing Pain Neuroscience Education. Repetitions of Pain Neuroscience Education, in different forms (verbal and written information, examples, drawings, etc.) help patients to understand the theory of neurophysiology. Pain Neuroscience Education induces insight into the patient's complaints, improved coping with complaints, improved self-control, and induces in some cases peace of mind. Healthcare professionals providing Pain Neuroscience Education should be aware of the possible confronting nature of the contributing factors.

Robustness and versatility of a nonlinear interdependence method for directional coupling detection from spike trains.

PubMed

Malvestio, Irene; Kreuz, Thomas; Andrzejak, Ralph G

2017-08-01

The detection of directional couplings between dynamics based on measured spike trains is a crucial problem in the understanding of many different systems. In particular, in neuroscience it is important to assess the connectivity between neurons. One of the approaches that can estimate directional coupling from the analysis of point processes is the nonlinear interdependence measure L. Although its efficacy has already been demonstrated, it still needs to be tested under more challenging and realistic conditions prior to an application to real data. Thus, in this paper we use the Hindmarsh-Rose model system to test the method in the presence of noise and for different spiking regimes. We also examine the influence of different parameters and spike train distances. Our results show that the measure L is versatile and robust to various types of noise, and thus suitable for application to experimental data.

Robustness and versatility of a nonlinear interdependence method for directional coupling detection from spike trains

NASA Astrophysics Data System (ADS)

Malvestio, Irene; Kreuz, Thomas; Andrzejak, Ralph G.

2017-08-01

The detection of directional couplings between dynamics based on measured spike trains is a crucial problem in the understanding of many different systems. In particular, in neuroscience it is important to assess the connectivity between neurons. One of the approaches that can estimate directional coupling from the analysis of point processes is the nonlinear interdependence measure L . Although its efficacy has already been demonstrated, it still needs to be tested under more challenging and realistic conditions prior to an application to real data. Thus, in this paper we use the Hindmarsh-Rose model system to test the method in the presence of noise and for different spiking regimes. We also examine the influence of different parameters and spike train distances. Our results show that the measure L is versatile and robust to various types of noise, and thus suitable for application to experimental data.

Advancing the understanding of progression in multiple sclerosis: an interview with Shibeshih Belachew.

PubMed

Belachew, Shibeshih

2018-02-01

Shibeshih Belachew speaks to Laura Dormer, Commissioning Editor: Dr Shibeshih Belachew, MD, PhD, is a Senior Medical Director for Multiple Sclerosis (MS) Disease Area in Global Product Development Medical Affairs at Roche (Basel, Switzerland). Prior to joining Roche in January 2016, he was Director of MS Franchise and Head of Medical Director's office for Biogen Region Europe and Canada. Previously at Biogen he also served as a Director in Global Neurology for the natalizumab program in Cambridge (MA, USA). Prior to joining industry, he was a Clinical Professor of Neurology at the University of Liège in Belgium. Shibeshih completed neurology postgraduate training at the University of Liège and has a PhD in Biomedical Science in the field of Developmental Neurobiology. Shibeshih has been a post-doctoral fellow in the Laboratory of Cellular and Synaptic Neurophysiology at the National Institutes of Health (Bethesda, MD, USA) and later at the Center for Neuroscience Research of Children's National Medical Center in Washington DC. He is a member of the Belgian Neurological Society.

The Relationship between Parameters of Long-Latency Evoked Potentials in a Multisensory Design.

PubMed

Hernández, Oscar H; García-Martínez, Rolando; Monteón, Victor

2016-10-01

In previous papers, we have shown that parameters of the omitted stimulus potential (OSP), which occurs at the end of a train of sensory stimuli, strongly depend on the modality. A train of stimuli also produces long-latency evoked potentials (LLEP) at the beginning of the train. This study is an extension of the OSP research, and it tested the relationship between parameters (ie, rate of rise, amplitude, and peak latency) of the P2 waves when trains of auditory, visual, or somatosensory stimuli were applied. The dynamics of the first 3 potentials in the train, related to habituation, were also studied. Twenty healthy young college volunteers participated in the study. As in the OSP, the P2 was faster and higher for auditory than for visual or somatosensory stimuli. The first P2 was swifter and higher than the second and the third potentials. The strength of habituation depends on the sensory modality and the parameter used. All these findings support the view that many long-latency brain potentials could share neural mechanisms related to wave generation. © EEG and Clinical Neuroscience Society (ECNS) 2015.

Haptic, Virtual Interaction and Motor Imagery: Entertainment Tools and Psychophysiological Testing

PubMed Central

Invitto, Sara; Faggiano, Chiara; Sammarco, Silvia; De Luca, Valerio; De Paolis, Lucio T.

2016-01-01

In this work, the perception of affordances was analysed in terms of cognitive neuroscience during an interactive experience in a virtual reality environment. In particular, we chose a virtual reality scenario based on the Leap Motion controller: this sensor device captures the movements of the user’s hand and fingers, which are reproduced on a computer screen by the proper software applications. For our experiment, we employed a sample of 10 subjects matched by age and sex and chosen among university students. The subjects took part in motor imagery training and immersive affordance condition (a virtual training with Leap Motion and a haptic training with real objects). After each training sessions the subject performed a recognition task, in order to investigate event-related potential (ERP) components. The results revealed significant differences in the attentional components during the Leap Motion training. During Leap Motion session, latencies increased in the occipital lobes, which are entrusted to visual sensory; in contrast, latencies decreased in the frontal lobe, where the brain is mainly activated for attention and action planning. PMID:26999151

Haptic, Virtual Interaction and Motor Imagery: Entertainment Tools and Psychophysiological Testing.

PubMed

Invitto, Sara; Faggiano, Chiara; Sammarco, Silvia; De Luca, Valerio; De Paolis, Lucio T

2016-03-18

In this work, the perception of affordances was analysed in terms of cognitive neuroscience during an interactive experience in a virtual reality environment. In particular, we chose a virtual reality scenario based on the Leap Motion controller: this sensor device captures the movements of the user's hand and fingers, which are reproduced on a computer screen by the proper software applications. For our experiment, we employed a sample of 10 subjects matched by age and sex and chosen among university students. The subjects took part in motor imagery training and immersive affordance condition (a virtual training with Leap Motion and a haptic training with real objects). After each training sessions the subject performed a recognition task, in order to investigate event-related potential (ERP) components. The results revealed significant differences in the attentional components during the Leap Motion training. During Leap Motion session, latencies increased in the occipital lobes, which are entrusted to visual sensory; in contrast, latencies decreased in the frontal lobe, where the brain is mainly activated for attention and action planning.

Neurological Basis and Potential Modification of Emotional Intelligence through Affective/Behavioral Training

DTIC Science & Technology

2012-10-01

Yurgelun-Todd DA, Killgore WD. Fear-related activity in the prefrontal cortex increases with age during adolescence: a preliminary fMRI study . Neurosci...associated with altered brain activation during visual perception of high-calorie foods: An fMRI study . Abstract presented at the 25th Annual Meeting of the...Fereira MD, Nasello AG, Savoia M, et al. Police officers under attack: resilience implications of an fMRI study . J Psychiatr Res 2011; 45:727–734. 22

The attentive brain: insights from developmental cognitive neuroscience.

PubMed

Amso, Dima; Scerif, Gaia

2015-10-01

Visual attention functions as a filter to select environmental information for learning and memory, making it the first step in the eventual cascade of thought and action systems. Here, we review studies of typical and atypical visual attention development and explain how they offer insights into the mechanisms of adult visual attention. We detail interactions between visual processing and visual attention, as well as the contribution of visual attention to memory. Finally, we discuss genetic mechanisms underlying attention disorders and how attention may be modified by training.

Neuroscience curriculum changes and outcomes: medical university of South Carolina, 2006 to 2010.

PubMed

Holden, Kenton R; Cooper, S Lewis; Wong, Jeffrey G

2012-07-01

To develop future neurologists and translational neuroscientists, we created a neurosciences pathway throughout our medical school curriculum that included early exposure to clinical neurosciences decision-making and added variety to the choices of later clinical neurosciences experiences. Our curricular innovation had 3 parts: (1) integrating basic neurosciences content into an explicit clinical context in a College of Medicine (COM) first year of medical school; (2) expanding pathophysiological principles related to neurosciences in COM second year of medical school; and (3) creating a variety of 3-week clinical neurosciences selectives in COM third year of medical school and 4-week electives/externships for interested learners in COM fourth year of medical school. These new changes were evaluated (1) by comparing national standardized examinations including Neurology Subject examination scores for students choosing clinical neurosciences selectives; (2) by student satisfaction Graduate Questionnaires; and (3) by the total number of our graduates matching in US neurosciences disciplines. Students taking neuroscience selectives demonstrated a nonsignificant trend toward higher Step 2 Clinical Knowledge scores. The students' Neurology Subject examination scores were comparable with those scores reported nationally for other US COM third year of medical school students on 4-week rotations. Student-reported satisfaction in clinical neurology teaching improved from 43.9% (before) to 81.8% (after). The percentage of students matching into clinical neuroscience disciplines rose from 2% (before) to 6% (after). Our neurosciences curricular innovation increased graduating student satisfaction scores, had a mild positive impact on Step 2 Clinical Knowledge scores, and increased the number of students choosing careers in the clinical neurosciences. This model may be a consideration for other medical schools who wish to integrate neurosciences teaching throughout their curriculum.

A survey of the neuroscience resource landscape: perspectives from the neuroscience information framework.

PubMed

Cachat, Jonathan; Bandrowski, Anita; Grethe, Jeffery S; Gupta, Amarnath; Astakhov, Vadim; Imam, Fahim; Larson, Stephen D; Martone, Maryann E

2012-01-01

The number of available neuroscience resources (databases, tools, materials, and networks) available via the Web continues to expand, particularly in light of newly implemented data sharing policies required by funding agencies and journals. However, the nature of dense, multifaceted neuroscience data and the design of classic search engine systems make efficient, reliable, and relevant discovery of such resources a significant challenge. This challenge is especially pertinent for online databases, whose dynamic content is largely opaque to contemporary search engines. The Neuroscience Information Framework was initiated to address this problem of finding and utilizing neuroscience-relevant resources. Since its first production release in 2008, NIF has been surveying the resource landscape for the neurosciences, identifying relevant resources and working to make them easily discoverable by the neuroscience community. In this chapter, we provide a survey of the resource landscape for neuroscience: what types of resources are available, how many there are, what they contain, and most importantly, ways in which these resources can be utilized by the research community to advance neuroscience research. Copyright © 2012 Elsevier Inc. All rights reserved.

Wikipedia neuroscience stub editing in an introductory undergraduate neuroscience course.

PubMed

Burdo, Joseph R

2012-01-01

In response to the Society for Neuroscience initiative to help improve the neuroscience related content in Wikipedia, I implemented Wikipedia article construction and revision in my Introduction to Neuroscience course at Boston College as a writing intensive and neuroscience related outreach activity. My students worked in small groups to revise neuroscience "stubs" of their choice, many of which had little or no useful content. The exercise resulted in the successful development of well-written Wikipedia neuroscience articles, and was received well by my students, receiving positive marks in our course evaluations. Much of the student guidance and assessment was done by student peer groups as well as other Wikipedia editors outside of our course, reducing the instructor involvement to below that of a typical term paper.

Can Neuroscience Contribute to Practical Ethics? A Critical Review and Discussion of the Methodological and Translational Challenges of the Neuroscience of Ethics.

PubMed

Racine, Eric; Dubljević, Veljko; Jox, Ralf J; Baertschi, Bernard; Christensen, Julia F; Farisco, Michele; Jotterand, Fabrice; Kahane, Guy; Müller, Sabine

2017-06-01

Neuroethics is an interdisciplinary field that arose in response to novel ethical challenges posed by advances in neuroscience. Historically, neuroethics has provided an opportunity to synergize different disciplines, notably proposing a two-way dialogue between an 'ethics of neuroscience' and a 'neuroscience of ethics'. However, questions surface as to whether a 'neuroscience of ethics' is a useful and unified branch of research and whether it can actually inform or lead to theoretical insights and transferable practical knowledge to help resolve ethical questions. In this article, we examine why the neuroscience of ethics is a promising area of research and summarize what we have learned so far regarding its most promising goals and contributions. We then review some of the key methodological challenges which may have hindered the use of results generated thus far by the neuroscience of ethics. Strategies are suggested to address these challenges and improve the quality of research and increase neuroscience's usefulness for applied ethics and society at large. Finally, we reflect on potential outcomes of a neuroscience of ethics and discuss the different strategies that could be used to support knowledge transfer to help different stakeholders integrate knowledge from the neuroscience of ethics. © 2017 John Wiley & Sons Ltd.

Career Transitions for Faculty Members committed to Undergraduate Neuroscience Education.

PubMed

Dunbar, Gary L

2015-01-01

This article highlights some of the critical issues that were discussed during a breakout session on career transitions at the 2014 Faculty for Undergraduate Neuroscience (FUN) Workshop at Ithaca College on Undergraduate Neuroscience Education: Challenges and Solutions in Creating and Sustaining Programs. Topics included: (1) transitioning from graduate school or a postdoc position to an assistant professor position; (2) preparing for promotion and tenure decisions; (3) balancing teaching, research, and service during a career in academics; (4) exploring alternative career options, including moving to another institution, taking on an administrative position, and working in industry; and (5) deciding when and how to retire. Much of the discussion focused on special challenges that women and minorities face in the academic environment. Participants offered valuable insights and suggestions for helping new faculty members prepare for reappointment, promotion, and tenure decisions, including utilizing networking connections within FUN for letters of support and collaborative opportunities. These networking opportunities were also valued by participants who were in rather unique positions, such as transitioning from a purely administrative role back to a regular faculty position or handling the extra burden of being a chair or program director with essentially the same research and grant-writing expectations of a regular faculty member. The session proved to be enlightening for most participants and though several questions and concerns remained unanswered, several ideas and insights were shared by the participants and a sense of empathy for the unique circumstances many of the participants were experiencing provided an atmosphere of comradery and support that often emanates from these FUN workshop sessions.

Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

PubMed Central

Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

PubMed

Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

Toward an Integration of Deep Learning and Neuroscience

PubMed Central

Marblestone, Adam H.; Wayne, Greg; Kording, Konrad P.

2016-01-01

Neuroscience has focused on the detailed implementation of computation, studying neural codes, dynamics and circuits. In machine learning, however, artificial neural networks tend to eschew precisely designed codes, dynamics or circuits in favor of brute force optimization of a cost function, often using simple and relatively uniform initial architectures. Two recent developments have emerged within machine learning that create an opportunity to connect these seemingly divergent perspectives. First, structured architectures are used, including dedicated systems for attention, recursion and various forms of short- and long-term memory storage. Second, cost functions and training procedures have become more complex and are varied across layers and over time. Here we think about the brain in terms of these ideas. We hypothesize that (1) the brain optimizes cost functions, (2) the cost functions are diverse and differ across brain locations and over development, and (3) optimization operates within a pre-structured architecture matched to the computational problems posed by behavior. In support of these hypotheses, we argue that a range of implementations of credit assignment through multiple layers of neurons are compatible with our current knowledge of neural circuitry, and that the brain's specialized systems can be interpreted as enabling efficient optimization for specific problem classes. Such a heterogeneously optimized system, enabled by a series of interacting cost functions, serves to make learning data-efficient and precisely targeted to the needs of the organism. We suggest directions by which neuroscience could seek to refine and test these hypotheses. PMID:27683554

Training based on mirror visual feedback influences transcallosal communication.

PubMed

Avanzino, Laura; Raffo, Alessia; Pelosin, Elisa; Ogliastro, Carla; Marchese, Roberta; Ruggeri, Piero; Abbruzzese, Giovanni

2014-08-01

Mirror visual feedback (MVF) therapy has been demonstrated to be successful in neurorehabilitation, probably inducing neuroplasticity changes in the primary motor cortex (M1). However, it is not known whether MVF training influences the hemispheric balance between the M1s. This topic is of extreme relevance when MVF training is applied to stroke rehabilitation, as the competitive interaction between the two hemispheres induces abnormal interhemispheric inhibition (IHI) that weakens motor function in stroke patients. In the present study, we evaluated, in a group of healthy subjects, the effect of motor training and MVF training on the excitability of the two M1s and the IHI between M1s. The IHI from the 'active' M1 to the opposite M1 (where 'active' means the M1 contralateral to the moving hand in the motor training and the M1 of the seen hand in the MVF training) increased, after training, in both the experimental conditions. Only after motor training did we observe an increase in the excitability of the active M1. Our findings show that training based on MVF may influence the excitability of the transcallosal pathway and support its use in disorders where abnormal IHI is a potential target, such as stroke, where an imbalance between the affected and unaffected M1s has been documented. © 2014 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Customizing microarrays for neuroscience drug discovery.

PubMed

Girgenti, Matthew J; Newton, Samuel S

2007-08-01

Microarray-based gene profiling has become the centerpiece of gene expression studies in the biological sciences. The ability to now interrogate the entire genome using a single chip demonstrates the progress in technology and instrumentation that has been made over the last two decades. Although this unbiased approach provides researchers with an immense quantity of data, obtaining meaningful insight is not possible without intensive data analysis and processing. Custom developed arrays have emerged as a viable and attractive alternative that can take advantage of this robust technology and tailor it to suit the needs and requirements of individual investigations. The ability to simplify data analysis, reduce noise and carefully optimize experimental conditions makes it a suitable tool that can be effectively utilized in neuroscience drug discovery efforts. Furthermore, incorporating recent advancements in fine focusing gene profiling to include specific cellular phenotypes can help resolve the complex cellular heterogeneity of the brain. This review surveys the use of microarray technology in neuroscience paying special attention to customized arrays and their potential in drug discovery. Novel applications of microarrays and ancillary techniques, such as laser microdissection, FAC sorting and RNA amplification, have also been discussed. The notion that a hypothesis-driven approach can be integrated into drug development programs is highlighted.

Experiencing your brain: neurofeedback as a new bridge between neuroscience and phenomenology

PubMed Central

Bagdasaryan, Juliana; Quyen, Michel Le Van

2013-01-01

Neurophenomenology is a scientific research program aimed to combine neuroscience with phenomenology in order to study human experience. Nevertheless, despite several explicit implementations, the integration of first-person data into the experimental protocols of cognitive neuroscience still faces a number of epistemological and methodological challenges. Notably, the difficulties to simultaneously acquire phenomenological and neuroscientific data have limited its implementation into research projects. In our paper, we propose that neurofeedback paradigms, in which subjects learn to self-regulate their own neural activity, may offer a pragmatic way to integrate first-person and third-person descriptions. Here, information from first- and third-person perspectives is braided together in the iterative causal closed loop, creating experimental situations in which they reciprocally constrain each other. In real-time, the subject is not only actively involved in the process of data acquisition, but also assisted to directly influence the neural data through conscious experience. Thus, neurofeedback may help to gain a deeper phenomenological-physiological understanding of downward causations whereby conscious activities have direct causal effects on neuronal patterns. We discuss possible mechanisms that could mediate such effects and indicate a number of directions for future research. PMID:24187537

Character, School Leadership, and the Brain: Learning How To Integrate Knowledge with Behavioral Change.

ERIC Educational Resources Information Center

Calabrese, Raymond L.; Roberts, Brian

2002-01-01

Asserts that character is at the core of leadership, and that character development requires behavioral change as well as knowledge acquisition. Discusses how incorporating behavioral change into administrator preparation programs requires faculty to consider recent findings in neuroscience on how the brain learns, and the incorporation of these…

The Brain-Targeted Teaching Model for 21st-Century Schools

ERIC Educational Resources Information Center

Hardiman, Mariale

2012-01-01

"The Brain-Targeted Teaching Model for 21st-Century Schools" serves as a bridge between research and practice by providing a cohesive, proven, and usable model of effective instruction. Compatible with other professional development programs, this model shows how to apply relevant research from educational and cognitive neuroscience to classroom…

Differentiating the Neural Response to Intervention in Children with Developmental Dyslexia

ERIC Educational Resources Information Center

Odegard, Timothy N.; Ring, Jeremiah; Smith, Stephanie; Biggan, John; Black, Jeff

2008-01-01

Developmental dyslexia is associated with functional abnormalities within reading areas of the brain. For some children diagnosed with dyslexia, phonologically based remediation programs appear to rehabilitate brain function in key reading areas (Shaywitz et al., Biological Psychiatry 55: 101-110, 2004; Simos et al., Neuroscience 58: 1203-1213,…

Neuroscience in the Capital: Linking Brain Research and Federal Early Childhood Programs and Policies

ERIC Educational Resources Information Center

Sripada, Kam

2012-01-01

Research Findings: Each year the federal government disburses billions of dollars to support young children, with a particular focus on assisting families facing hardships. Policies for children revolve around several fundamental themes, including the promotion of physical health and high-quality environments, intellectual and language skills,…

Closing the Gap between Knowledge and Behavior: Turning Education into Action

ERIC Educational Resources Information Center

Journal of Financial Counseling and Planning, 2006

2006-01-01

In August 2005, the National Endowment for Financial Education® (NEFE®) hosted a groundbreaking event, bringing educators from a variety of disciplines together to explore how to make financial literacy programs more effective. This was the first symposium ever to combine financial educators with leaders from other fields--neuroscience, change…

An Australian Brain Bank: a critical investment with a high return!

PubMed Central

Garrick, T.; Dedova, I.; Hunt, C.; Miller, R.; Sundqvist, N.; Harper, C.

2012-01-01

Research into neuropsychiatric disorders, including alcohol-related problems, is limited in part by the lack of appropriate animal models. However, the development of new technologies in pathology and molecular biology means that many more questions can be addressed using appropriately stored human brain tissues. The New South Wales Tissue Resource Centre (TRC) in the University of Sydney (Australia) is a human brain bank that can provide tissues to the neuroscience research community studying alcohol-related brain disorders, schizophrenia, depression and bipolar disorders. Carefully standardised operational protocols and integrated information systems means that the TRC can provide high quality, accurately characterised, tissues for research. A recent initiative, the pre-mortem donor program called “Using our Brains”, encourages individuals without neuropsychiatric illness to register as control donors, a critical group for all research. Community support for this program is strong with over 2,000 people registering their interest. Discussed herein are the protocols pertaining to this multifaceted facility and the benefits of investment, both scientific and financial, to neuroscience researchers and the community at large. PMID:18543078

An Australian Brain Bank: a critical investment with a high return!

PubMed

Sheedy, D; Garrick, T; Dedova, I; Hunt, C; Miller, R; Sundqvist, N; Harper, C

2008-09-01

Research into neuropsychiatric disorders, including alcohol-related problems, is limited in part by the lack of appropriate animal models. However, the development of new technologies in pathology and molecular biology means that many more questions can be addressed using appropriately stored human brain tissues. The New South Wales Tissue Resource Centre (TRC) in the University of Sydney (Australia) is a human brain bank that can provide tissues to the neuroscience research community studying alcohol-related brain disorders, schizophrenia, depression and bipolar disorders. Carefully standardised operational protocols and integrated information systems means that the TRC can provide high quality, accurately characterised, tissues for research. A recent initiative, the pre-mortem donor program called "Using our Brains", encourages individuals without neuropsychiatric illness to register as control donors, a critical group for all research. Community support for this program is strong with over 2,000 people registering their interest. Discussed herein are the protocols pertaining to this multifaceted facility and the benefits of investment, both scientific and financial, to neuroscience researchers and the community at large.

Applications of neuroscience in criminal law: legal and methodological issues.

PubMed

Meixner, John B

2015-01-01

The use of neuroscience in criminal law applications is an increasingly discussed topic among legal and psychological scholars. Over the past 5 years, several prominent federal criminal cases have referenced neuroscience studies and made admissibility determinations regarding neuroscience evidence. Despite this growth, the field is exceptionally young, and no one knows for sure how significant of a contribution neuroscience will make to criminal law. This article focuses on three major subfields: (1) neuroscience-based credibility assessment, which seeks to detect lies or knowledge associated with a crime; (2) application of neuroscience to aid in assessments of brain capacity for culpability, especially among adolescents; and (3) neuroscience-based prediction of future recidivism. The article briefly reviews these fields as applied to criminal law and makes recommendations for future research, calling for the increased use of individual-level data and increased realism in laboratory studies.

The Neuroscience Information Framework: A Data and Knowledge Environment for Neuroscience

PubMed Central

Akil, Huda; Ascoli, Giorgio A.; Bowden, Douglas M.; Bug, William; Donohue, Duncan E.; Goldberg, David H.; Grafstein, Bernice; Grethe, Jeffrey S.; Gupta, Amarnath; Halavi, Maryam; Kennedy, David N.; Marenco, Luis; Martone, Maryann E.; Miller, Perry L.; Müller, Hans-Michael; Robert, Adrian; Shepherd, Gordon M.; Sternberg, Paul W.; Van Essen, David C.; Williams, Robert W.

2009-01-01

With support from the Institutes and Centers forming the NIH Blueprint for Neuroscience Research, we have designed and implemented a new initiative for integrating access to and use of Web-based neuroscience resources: the Neuroscience Information Framework. The Framework arises from the expressed need of the neuroscience community for neuroinformatic tools and resources to aid scientific inquiry, builds upon prior development of neuroinformatics by the Human Brain Project and others, and directly derives from the Society for Neuroscience’s Neuroscience Database Gateway. Partnered with the Society, its Neuroinformatics Committee, and volunteer consultant-collaborators, our multi-site consortium has developed: (1) a comprehensive, dynamic, inventory of Web-accessible neuroscience resources, (2) an extended and integrated terminology describing resources and contents, and (3) a framework accepting and aiding concept-based queries. Evolving instantiations of the Framework may be viewed at http://nif.nih.gov, http://neurogateway.org, and other sites as they come on line. PMID:18946742

Brain plasticity and functional losses in the aged: scientific bases for a novel intervention.

PubMed

Mahncke, Henry W; Bronstone, Amy; Merzenich, Michael M

2006-01-01

Aging is associated with progressive losses in function across multiple systems, including sensation, cognition, memory, motor control, and affect. The traditional view has been that functional decline in aging is unavoidable because it is a direct consequence of brain machinery wearing down over time. In recent years, an alternative perspective has emerged, which elaborates on this traditional view of age-related functional decline. This new viewpoint--based upon decades of research in neuroscience, experimental psychology, and other related fields--argues that as people age, brain plasticity processes with negative consequences begin to dominate brain functioning. Four core factors--reduced schedules of brain activity, noisy processing, weakened neuromodulatory control, and negative learning--interact to create a self-reinforcing downward spiral of degraded brain function in older adults. This downward spiral might begin from reduced brain activity due to behavioral change, from a loss in brain function driven by aging brain machinery, or more likely from both. In aggregate, these interrelated factors promote plastic changes in the brain that result in age-related functional decline. This new viewpoint on the root causes of functional decline immediately suggests a remedial approach. Studies of adult brain plasticity have shown that substantial improvement in function and/or recovery from losses in sensation, cognition, memory, motor control, and affect should be possible, using appropriately designed behavioral training paradigms. Driving brain plasticity with positive outcomes requires engaging older adults in demanding sensory, cognitive, and motor activities on an intensive basis, in a behavioral context designed to re-engage and strengthen the neuromodulatory systems that control learning in adults, with the goal of increasing the fidelity, reliability, and power of cortical representations. Such a training program would serve a substantial unmet need in aging adults. Current treatments directed at age-related functional losses are limited in important ways. Pharmacological therapies can target only a limited number of the many changes believed to underlie functional decline. Behavioral approaches focus on teaching specific strategies to aid higher order cognitive functions, and do not usually aspire to fundamentally change brain function. A brain-plasticity-based training program would potentially be applicable to all aging adults with the promise of improving their operational capabilities. We have constructed such a brain-plasticity-based training program and conducted an initial randomized controlled pilot study to evaluate the feasibility of its use by older adults. A main objective of this initial study was to estimate the effect size on standardized neuropsychological measures of memory. We found that older adults could learn the training program quickly, and could use it entirely unsupervised for the majority of the time required. Pre- and posttesting documented a significant improvement in memory within the training group (effect size 0.41, p<0.0005), with no significant within-group changes in a time-matched computer using active control group, or in a no-contact control group. Thus, a brain-plasticity-based intervention targeting normal age-related cognitive decline may potentially offer benefit to a broad population of older adults.

The influence of Dr. Hsiang-Tung Chang on neuroscience in Union of Soviet Socialist Republics.

PubMed

Jiang, Chun

2012-10-25

As one of the founders of Chinese neuroscience, Dr. Hsiang-Tung Chang's return to China has a profound impact on neuroscience in China. As many people expected, this action also may have influenced the development of neuroscience in other Eastern countries. Therefore, Dr. Chang's move may have changed the history of neuroscience in a greater area than China.

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post-degree survey.

PubMed

Richardson-Hatcher, April; MacPherson, Brian; Gould, Douglas; Brueckner-Collins, Jennifer

2018-03-26

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12-credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty-supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert-style and open-ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching-faculty responsibilities, adequately prepared them for teaching-related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

75 FR 52009 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-24

[email protected] . Name of Committee: Integrative, Functional and Cognitive Neuroscience Integrated Review... Cognitive Neuroscience Integrated Review Group; Sensorimotor Integration Study Section. Date: October 5...: Integrative, Functional and Cognitive Neuroscience Integrated Review Group; Cognitive Neuroscience Study...

The Muscle Sensor for on-site neuroscience lectures to pave the way for a better understanding of brain-machine-interface research.

PubMed

Koizumi, Amane; Nagata, Osamu; Togawa, Morio; Sazi, Toshiyuki

2014-01-01

Neuroscience is an expanding field of science to investigate enigmas of brain and human body function. However, the majority of the public have never had the chance to learn the basics of neuroscience and new knowledge from advanced neuroscience research through hands-on experience. Here, we report that we produced the Muscle Sensor, a simplified electromyography, to promote educational understanding in neuroscience. The Muscle Sensor can detect myoelectric potentials which are filtered and processed as 3-V pulse signals to shine a light bulb and emit beep sounds. With this educational tool, we delivered "On-Site Neuroscience Lectures" in Japanese junior-high schools to facilitate hands-on experience of neuroscientific electrophysiology and to connect their text-book knowledge to advanced neuroscience researches. On-site neuroscience lectures with the Muscle Sensor pave the way for a better understanding of the basics of neuroscience and the latest topics such as how brain-machine-interface technology could help patients with disabilities such as spinal cord injuries. Copyright © 2013 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

Physiological, Molecular and Genetic Mechanisms of Long-Term Habituation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Calin-Jageman, Robert J

Work funded on this grant has explored the mechanisms of long-term habituation, a ubiquitous form of learning that plays a key role in basic cognitive functioning. Specifically, behavioral, physiological, and molecular mechanisms of habituation have been explored using a simple model system, the tail-elicited siphon-withdrawal reflex (T-SWR) in the marine mollusk Aplysia californica. Substantial progress has been made on the first and third aims, providing some fundamental insights into the mechanisms by which memories are stored. We have characterized the physiological correlates of short- and long-term habituation. We found that short-term habituation is accompanied by a robust sensory adaptation, whereasmore » long-term habituation is accompanied by alterations in sensory and interneuron synaptic efficacy. Thus, our data indicates memories can be shifted between different sites in a neural network as they are consolidated from short to long term. At the molecular level, we have accomplished microarray analysis comparing gene expression in both habituated and control ganglia. We have identified a network of putatively regulated transcripts that seems particularly targeted towards synaptic changes (e.g. SNAP25, calmodulin) . We are now beginning additional work to confirm regulation of these transcripts and build a more detailed understanding of the cascade of molecular events leading to the permanent storage of long-term memories. On the third aim, we have fostered a nascent neuroscience program via a variety of successful initiatives. We have funded over 11 undergraduate neuroscience scholars, several of whom have been recognized at national and regional levels for their research. We have also conducted a pioneering summer research program for community college students which is helping enhance access of underrepresented groups to life science careers. Despite minimal progress on the second aim, this project has provided a) novel insight into the network mechanisms by which short-term memories are permanently stored, and b) a strong foundation for continued growth of an excellent undergraduate neuroscience program.« less

Developmental performance of 5-year-old Bulgarian children-An example of translational neuroscience in practice.

PubMed

Yordanova, Ralitsa; Ivanov, Ivan

2018-04-25

Developmental testing is essential for early recognition of the various developmental impairments. The tools used should be composed of items that are age specific, adapted, and standardized for the population they are applied to. The achievements of neurosciences, medicine, psychology, pedagogy, etc. are applied in the elaboration of a comprehensive examination tool that should screen all major areas of development. The key age of 5 years permits identification of almost all major developmental disabilities leaving time for therapeutic intervention before school entrance. The aim of the research is to evaluate the developmental performance of 5-year-old Bulgarian children using the approach of translation neuroscience. A comprehensive test program was developed composed of 89 items grouped in the following domains: fine and gross motor development, coordination and balance, central motor neuron disturbances, language development and articulation, perception, attention and behavior, visual acuity, and strabismus. The overall sample comprises 434 children of mean age 63.5 months (SD-3.7). Male to female ratio is 1:1.02. From this group, 390 children are between 60 and 71 months of age. The children are examined in 51 kindergartens in 21 villages and 18 cities randomly chosen in southern Bulgaria. Eight children were excluded from the final analysis because they fulfilled less than 50% of the test items (7 children did not cooperate and 1 child was with autistic spectrum disorder). The items with abnormal response in less than 5% of the children are 43. The items with abnormal response in 6% to 35% of the children are 37. The items with high abnormal response (more than 35%) rate are only 9. The test is an example of a translational approach in neuroscience. On one hand, it is based on the results of several sciences studying growth and development from different perspective. On the other hand, the results from the present research may be implemented in other fields of child development-education, psychology, speech and language therapy, and intervention programs. © 2018 John Wiley & Sons, Ltd.

From Cognitive to Educational Neuroscience

ERIC Educational Resources Information Center

Dündar, Sefa; Ayvaz, Ülkü

2016-01-01

In recent years, several theoretical discussions as to the relationship between neuroscience and education have been held. Researchers have started to have cooperation over neuroscience and the interdisciplinary researches in which education is included. It was found that there were interactions between cognitive neuroscience and educational…

An evaluation of post-registration neuroscience focused education and neuroscience nurses' perceived educational needs.

PubMed

Braine, Mary E; Cook, Neal

2015-11-01

People with complex neurological conditions require co-ordinated care provided by nurses educated in meeting service needs, understanding the pathophysiological processes of disease and the preparation to care for those with complex needs. However, evidence suggests that neuroscience specific education provision is largely unregulated and set outside of a cohesive professional development context. Furthermore, it largely seems to only address the induction phase into working within neurosciences. To evaluate the nature of post-registration neuroscience focused education across Europe and neuroscience nurses' perceived educational needs. Post qualifying nurses working in the field of neurosciences were invited to complete a self-reported 29-item on-line questionnaire that contained closed and open-ended questions exploring professional background, clinical and educational experience, educational opportunities available to them and their perspectives on their educational needs. 154 participants from fourteen countries across Europe completed the survey. 75% (n=110) of respondents had undertaken neuroscience focused education with the most accessible education opportunities found to be conferences 77% (n=96) and study days 69% (n=86). Overall, 52.6% of courses were multidisciplinary in nature, and 47.4% were exclusively nursing. Most identified that their courses were funded by their employer (57%, n=63) or partly funded by their employer. Results illustrate a significant variance across Europe, highlighting the need for more effective communication between neuroscience nurses across Europe. Implications for future education provision, recruitment/retention, and funding are discussed, resulting in recommendations for the future of neuroscience nursing. This study, the largest of its kind to survey neuroscience nurses, illustrates the absence of a cohesive career development pathway for neuroscience nurses in Europe. Nurses need quality assured specialist education to deliver high quality appropriate healthcare. Copyright © 2015 Elsevier Ltd. All rights reserved.

Optical Coherence Tomography: Basic Concepts and Applications in Neuroscience Research

PubMed Central

2017-01-01

Optical coherence tomography is a micrometer-scale imaging modality that permits label-free, cross-sectional imaging of biological tissue microstructure using tissue backscattering properties. After its invention in the 1990s, OCT is now being widely used in several branches of neuroscience as well as other fields of biomedical science. This review study reports an overview of OCT's applications in several branches or subbranches of neuroscience such as neuroimaging, neurology, neurosurgery, neuropathology, and neuroembryology. This study has briefly summarized the recent applications of OCT in neuroscience research, including a comparison, and provides a discussion of the remaining challenges and opportunities in addition to future directions. The chief aim of the review study is to draw the attention of a broad neuroscience community in order to maximize the applications of OCT in other branches of neuroscience too, and the study may also serve as a benchmark for future OCT-based neuroscience research. Despite some limitations, OCT proves to be a useful imaging tool in both basic and clinical neuroscience research. PMID:29214158

Neuroscience and the soul: competing explanations for the human experience.

PubMed

Preston, Jesse Lee; Ritter, Ryan S; Hepler, Justin

2013-04-01

The development of fMRI techniques has generated a boom of neuroscience research across the psychological sciences, and revealed neural correlates for many psychological phenomena seen as central to the human experience (e.g., morality, agency). Meanwhile, the rise of neuroscience has reignited old debates over mind-body dualism and the soul. While some scientists use neuroscience to bolster a material account of consciousness, others point to unexplained neural phenomena to defend dualism and a spiritual perspective on the mind. In two experiments we examine how exposure to neuroscience research impacts belief in the soul. We find that belief in soul decreases when neuroscience provides strong mechanistic explanations for mind. But when explanatory gaps in neuroscience research are emphasized, belief in soul is enhanced, suggesting that physical and metaphysical explanations may be used reflexively as alternative theories for mind. Implications for the future of belief in soul and neuroscience research are discussed. Copyright © 2012 Elsevier B.V. All rights reserved.

[The Biology of Learning].

PubMed

Campo-Cabal, Gerardo

2012-01-01

The effort to relate mental and biological functioning has fluctuated between two doctrines: 1) an attempt to explain mental functioning as a collective property of the brain and 2) as one relatied to other mental processes associated with specific regions of the brain. The article reviews the main theories developed over the last 200 years: phrenology, the psuedo study of the brain, mass action, cellular connectionism and distributed processing among others. In addition, approaches have emerged in recent years that allows for an understanding of the biological determinants and individual differences in complex mental processes through what is called cognitive neuroscience. Knowing the definition of neuroscience, the learning of memory, the ways in which learning occurs, the principles of the neural basis of memory and learning and its effects on brain function, among other things, allows us the basic understanding of the processes of memory and learning and is an important requirement to address the best manner to commit to the of training future specialists in Psychiatry. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Peter Mark Roget: physician, scientist, systematist; his thesaurus and his impact on 19th-century neuroscience.

PubMed

Kruger, Lawrence; Finger, Stanley

2013-01-01

Peter Mark Roget (1779-1869) is best known for his Thesaurus, a project completed late in his long life. He trained as a physician, practiced medicine, and was interested in many branches of science. Much of his life was dedicated to the systematization of knowledge and identifying relationships. Although not an experimentalist in the modern sense of the word, he contributed to "neuroscience" in journal and encyclopaedia articles, as well as in books and lectures. He wrote extensively on comparative physiology, sensory systems, phrenology, optics, and various disorders affecting the nervous system. He viewed his two-volume Bridgewater Treatise of 1834 as his most significant achievement, turning to physiology and comparative anatomy to argue that God's existence can be seen in how living forms and their components are designed. Roget was active in many scholarly organizations, most notably the Royal Society of London, where he served for more than two decades as its secretary before "retiring" to pursue his Thesaurus. © 2013 Elsevier B.V. All rights reserved.

Constructing Inexpensive, Flexible, and Versatile Microdialysis Probes in an Undergraduate Microdialysis Research Lab

PubMed Central

Steffes, Sally; Sandstrom, Michael

2008-01-01

Several challenges await new assistant professors setting up a neuroscience lab, and obtaining sufficient research help is typically a top priority. A secondary, but no less daunting, challenge is juggling accuracy and reliability with costs and limited start-up funds. These concerns are particularly crucial for those engaging technically sophisticated measurements, such as microdialysis. We have developed straightforward procedures that our undergraduate students have utilized to successfully construct high-quality, low-cost microdialysis probes. Students mastering the various steps involved have also gained valuable insight into their use, troubleshooting, and the implications of data obtained from these constructed probes. These procedures are explained here to foster increased use in neuroscience labs that involve undergraduates, along with pointers about teaching the technique to newcomers. Students who master the techniques can pass them on to new students easily. These procedures train students in the overall research technique of microdialysis more thoroughly than when manufactured probes are used, they save money, and will eventually save the principal investigator time when students develop independence with troubleshooting and repairs. PMID:23493044

Can Neuroscience Construct a Literate Gendered Culture?

ERIC Educational Resources Information Center

Whitehead, David

2011-01-01

The construction of boys as a gendered culture is not usually associated with neuroscience. Exceptions are publications and presentations by consultants on boys' education who adopt a "brain-based" perspective. From a neuroscience perspective, my analysis indicates the selective use of primary neuroscience research to construct and perpetuate…

Scientific and Pragmatic Challenges for Bridging Education and Neuroscience

ERIC Educational Resources Information Center

Varma, Sashank; McCandliss, Bruce D.; Schwartz, Daniel L.

2008-01-01

Educational neuroscience is an emerging effort to integrate neuroscience methods, particularly functional neuroimaging, with behavioral methods to address issues of learning and instruction. This article consolidates common concerns about connecting education and neuroscience. One set of concerns is scientific: in-principle differences in methods,…

78 FR 11898 - National Institute of Neurological Disorders and Stroke; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-20

... Neurological Disorders and Stroke; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory... Disorders and Stroke Special Emphasis Panel; Specialized Neuroscience Research Program (SNRP). Date: April 2... Disorders and Stroke Special Emphasis Panel; Wellstone Review. Date: April 10-11, 2013. Time: 8:00 a.m. to 6...

A Theoretically and Ethically Grounded Approach to Mindfulness Practices in the Primary Grades

ERIC Educational Resources Information Center

Moreno, Amanda J.

2017-01-01

As mindfulness practices become more widely implemented in schools, they are attracting both keen interest and strong criticism. It is important that mindfulness-based programs adhere to sound child development principles, be aligned with the neuroscience of stress, be integrated in a holistic manner by teachers throughout the school day, and…

The Mind Research Network - Mental Illness Neuroscience Discovery Grant

DOE Office of Scientific and Technical Information (OSTI.GOV)

Roberts, J.; Calhoun, V.

The scientific and technological programs of the Mind Research Network (MRN), reflect DOE missions in basic science and associated instrumentation, computational modeling, and experimental techniques. MRN's technical goals over the course of this project have been to develop and apply integrated, multi-modality functional imaging techniques derived from a decade of DOE-support research and technology development.

Connecting the Present to the Past: Furthering the Research on Bilingual Education and Bilingualism

ERIC Educational Resources Information Center

Baker, Doris Luft; Basaraba, Deni Lee; Polanco, Paul

2016-01-01

The authors of this chapter review empirical studies that have been conducted in bilingual education to propose a future research agenda that incorporates the most recent evidence on the effectiveness of bilingual programs, advances in neuroscience, and the body of evidence of the benefits of being bilingual and biliterate. They first describe the…

78 FR 45252 - National Institute on Drug Abuse; Notice of Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-26

... U.S.C. App.), notice is hereby given of a meeting of the National Advisory Council on Drug Abuse... on Drug Abuse. Date: September 4, 2013. Closed: 8:30 AM to 10:30 AM. Agenda: To review and evaluate... program developments in the drug abuse field. Place: National Institutes of Health, Neuroscience Center...

The Neuroscience of Art: A Research Program for the Next Decade?

ERIC Educational Resources Information Center

Changeux, Jean Pierre

2011-01-01

Works of art can be viewed as elements of a human-specific nonverbal communication system, distinct from language. First, the cognitive abilities and skills required for art creation and perception are built from a cascade of events driven by a "genetic envelope". Essential for the understanding of artistic creation is its epigenetic variability.…

Creativity and improvisation as therapeutic tools within music therapy.

PubMed

Tomaino, Concetta M

2013-11-01

The neuroscience of creativity and music improvisation is a fascinating topic and one with strong implications for clinical music therapy. Music therapists are trained to use musical improvisation as a means to bring their clients into deeper therapeutic relationship as well as free up any inhibitions or limitations that may block recovery. Could recent fMRI studies of jazz musicians showing areas of brain activation during music improvisation provide a new framework to understand underlying mechanisms at work with neurologically impaired individuals? © 2013 New York Academy of Sciences.

Successive and discrete spaced conditioning in active avoidance learning in young and aged zebrafish.

PubMed

Yang, Peng; Kajiwara, Riki; Tonoki, Ayako; Itoh, Motoyuki

2018-05-01

We designed an automated device to study active avoidance learning abilities of zebrafish. Open source tools were used for the device control, statistical computing, and graphic outputs of data. Using the system, we developed active avoidance tests to examine the effects of trial spacing and aging on learning. Seven-month-old fish showed stronger avoidance behavior as measured by color preference index with discrete spaced training as compared to successive spaced training. Fifteen-month-old fish showed a similar trend, but with reduced cognitive abilities compared with 7-month-old fish. Further, in 7-month-old fish, an increase in learning ability during trials was observed with discrete, but not successive, spaced training. In contrast, 15-month-old fish did not show increase in learning ability during trials. Therefore, these data suggest that discrete spacing is more effective for learning than successive spacing, with the zebrafish active avoidance paradigm, and that the time course analysis of active avoidance using discrete spaced training is useful to detect age-related learning impairment. Copyright © 2017 Elsevier Ireland Ltd and Japan Neuroscience Society. All rights reserved.

Positive trends in neurosurgery enrollment and attrition: analysis of the 2000-2009 female neurosurgery resident cohort.

PubMed

Renfrow, Jaclyn J; Rodriguez, Analiz; Liu, Ann; Pilitsis, Julie G; Samadani, Uzma; Ganju, Aruna; Germano, Isabelle M; Benzil, Deborah L; Wolfe, Stacey Quintero

2016-03-01

Women compose a minority of neurosurgery residents, averaging just over 10% of matched applicants per year during this decade. A recent review by Lynch et al. raises the concern that women may be at a higher risk than men for attrition, based on analysis of a cohort matched between 1990 and 1999. This manuscript aims to characterize the trends in enrollment, attrition, and postattrition careers for women who matched in neurosurgery between 2000 and 2009. Databases from the American Association of Neurological Surgeons (AANS) and the American Board of Neurological Surgery (ABNS) were analyzed for all residents who matched into neurosurgery during the years 2000-2009. Residents were sorted by female gender, matched against graduation records, and if graduation was not reported from neurosurgery residency programs, an Internet search was used to determine the residents' alternative path. The primary outcome was to determine the number of women residents who did not complete neurosurgery training programs during 2000-2009. Secondary outcomes included the total number of women who matched into neurosurgery per year, year in training in which attrition occurred, and alternative career paths that these women chose to pursue. Women comprised 240 of 1992 (12%) matched neurosurgery residents during 2000-2009. Among female residents there was a 17% attrition rate, compared with a 5.3% male attrition rate, with an overall attrition rate of 6.7%. The majority who left the field did so within the first 3 years of neurosurgical training and stayed in medicine--pursuing anesthesia, neurology, and radiology. Although the percentage of women entering neurosurgical residency has continued to increase, this number is still disproportionate to the overall number of women in medicine. The female attrition rate in neurosurgery in the 2000-2009 cohort is comparable to that of the other surgical specialties, but for neurosurgery, there is disparity between the male and female attrition rates. Women who left the field tended to stay within medicine and usually pursued a neuroscience-related career. Given the need for talented women to pursue neurosurgery and the increasing numbers of women matching annually, the recruitment and retention of women in neurosurgery should be benchmarked and assessed.

The practical and principled problems with educational neuroscience.

PubMed

Bowers, Jeffrey S

2016-10-01

The core claim of educational neuroscience is that neuroscience can improve teaching in the classroom. Many strong claims are made about the successes and the promise of this new discipline. By contrast, I show that there are no current examples of neuroscience motivating new and effective teaching methods, and argue that neuroscience is unlikely to improve teaching in the future. The reasons are twofold. First, in practice, it is easier to characterize the cognitive capacities of children on the basis of behavioral measures than on the basis of brain measures. As a consequence, neuroscience rarely offers insights into instruction above and beyond psychology. Second, in principle, the theoretical motivations underpinning educational neuroscience are misguided, and this makes it difficult to design or assess new teaching methods on the basis of neuroscience. Regarding the design of instruction, it is widely assumed that remedial instruction should target the underlying deficits associated with learning disorders, and neuroscience is used to characterize the deficit. However, the most effective forms of instruction may often rely on developing compensatory (nonimpaired) skills. Neuroscience cannot determine whether instruction should target impaired or nonimpaired skills. More importantly, regarding the assessment of instruction, the only relevant issue is whether the child learns, as reflected in behavior. Evidence that the brain changed in response to instruction is irrelevant. At the same time, an important goal for neuroscience is to characterize how the brain changes in response to learning, and this includes learning in the classroom. Neuroscientists cannot help educators, but educators can help neuroscientists. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Brainlab: A Python Toolkit to Aid in the Design, Simulation, and Analysis of Spiking Neural Networks with the NeoCortical Simulator.

PubMed

Drewes, Rich; Zou, Quan; Goodman, Philip H

2009-01-01

Neuroscience modeling experiments often involve multiple complex neural network and cell model variants, complex input stimuli and input protocols, followed by complex data analysis. Coordinating all this complexity becomes a central difficulty for the experimenter. The Python programming language, along with its extensive library packages, has emerged as a leading "glue" tool for managing all sorts of complex programmatic tasks. This paper describes a toolkit called Brainlab, written in Python, that leverages Python's strengths for the task of managing the general complexity of neuroscience modeling experiments. Brainlab was also designed to overcome the major difficulties of working with the NCS (NeoCortical Simulator) environment in particular. Brainlab is an integrated model-building, experimentation, and data analysis environment for the powerful parallel spiking neural network simulator system NCS.

Brainlab: A Python Toolkit to Aid in the Design, Simulation, and Analysis of Spiking Neural Networks with the NeoCortical Simulator

PubMed Central

Drewes, Rich; Zou, Quan; Goodman, Philip H.

2008-01-01

Neuroscience modeling experiments often involve multiple complex neural network and cell model variants, complex input stimuli and input protocols, followed by complex data analysis. Coordinating all this complexity becomes a central difficulty for the experimenter. The Python programming language, along with its extensive library packages, has emerged as a leading “glue” tool for managing all sorts of complex programmatic tasks. This paper describes a toolkit called Brainlab, written in Python, that leverages Python's strengths for the task of managing the general complexity of neuroscience modeling experiments. Brainlab was also designed to overcome the major difficulties of working with the NCS (NeoCortical Simulator) environment in particular. Brainlab is an integrated model-building, experimentation, and data analysis environment for the powerful parallel spiking neural network simulator system NCS. PMID:19506707

Within-subject mediation analysis for experimental data in cognitive psychology and neuroscience.

PubMed

Vuorre, Matti; Bolger, Niall

2017-12-15

Statistical mediation allows researchers to investigate potential causal effects of experimental manipulations through intervening variables. It is a powerful tool for assessing the presence and strength of postulated causal mechanisms. Although mediation is used in certain areas of psychology, it is rarely applied in cognitive psychology and neuroscience. One reason for the scarcity of applications is that these areas of psychology commonly employ within-subjects designs, and mediation models for within-subjects data are considerably more complicated than for between-subjects data. Here, we draw attention to the importance and ubiquity of mediational hypotheses in within-subjects designs, and we present a general and flexible software package for conducting Bayesian within-subjects mediation analyses in the R programming environment. We use experimental data from cognitive psychology to illustrate the benefits of within-subject mediation for theory testing and comparison.

Tools of the trade: theory and method in mindfulness neuroscience.

PubMed

Tang, Yi-Yuan; Posner, Michael I

2013-01-01

Mindfulness neuroscience is an emerging research field that investigates the underlying mechanisms of different mindfulness practices, different stages and different states of practice as well as different effects of practice over the lifespan. Mindfulness neuroscience research integrates theory and methods from eastern contemplative traditions, western psychology and neuroscience, and from neuroimaging techniques, physiological measures and behavioral tests. We here review several key theoretical and methodological challenges in the empirical study of mindfulness neuroscience and provide suggestions for overcoming these challenges.

Re-membering the body: applications of computational neuroscience to the top-down control of regeneration of limbs and other complex organs.

PubMed

Pezzulo, G; Levin, M

2015-12-01

A major goal of regenerative medicine and bioengineering is the regeneration of complex organs, such as limbs, and the capability to create artificial constructs (so-called biobots) with defined morphologies and robust self-repair capabilities. Developmental biology presents remarkable examples of systems that self-assemble and regenerate complex structures toward their correct shape despite significant perturbations. A fundamental challenge is to translate progress in molecular genetics into control of large-scale organismal anatomy, and the field is still searching for an appropriate theoretical paradigm for facilitating control of pattern homeostasis. However, computational neuroscience provides many examples in which cell networks - brains - store memories (e.g., of geometric configurations, rules, and patterns) and coordinate their activity towards proximal and distant goals. In this Perspective, we propose that programming large-scale morphogenesis requires exploiting the information processing by which cellular structures work toward specific shapes. In non-neural cells, as in the brain, bioelectric signaling implements information processing, decision-making, and memory in regulating pattern and its remodeling. Thus, approaches used in computational neuroscience to understand goal-seeking neural systems offer a toolbox of techniques to model and control regenerative pattern formation. Here, we review recent data on developmental bioelectricity as a regulator of patterning, and propose that target morphology could be encoded within tissues as a kind of memory, using the same molecular mechanisms and algorithms so successfully exploited by the brain. We highlight the next steps of an unconventional research program, which may allow top-down control of growth and form for numerous applications in regenerative medicine and synthetic bioengineering.

Highlights from the 2013 Science of Placebo thematic workshop

PubMed Central

Annoni, Marco

2013-01-01

In the last 30 years, a converging series of laboratory experiments, clinical trials, and neurocognitive studies have identified several key mechanisms of placebo effects. These studies suggest not only that placebo responses may be ubiquitous across research and clinical settings, but also that they can significantly modulate symptoms across a wide spectrum of highly prevalent conditions such as acute pain, chronic pain, anxiety, depression, Parkinson’s disease, and nausea, just to name a few. In order to inform the medical community about the most recent advances in the field of placebo studies, a thematic workshop entitled “The Science of Placebo” was held at the Beth Israel Deaconesses Medical Center (BIDMC), Harvard Medical School, in Boston (MA), on the 19–20 of June 2013. The workshop, sponsored by The Robert Wood Johnson Foundation, was organised by the Program in Placebo Studies and the Therapeutic Encounter, a Harvard-wide network of researchers dedicated to the study of the placebo phenomenon hosted by the BIDMC. The event was structured as a series of four public lectures, each delivered by a leading investigator in the field of placebo studies. The four keynote speakers were Fabrizio Benedetti, professor of neurophysiology and human physiology at the University of Turin Medical School and at the National Institute of Neuroscience in Italy; Tor Wager, director of the Cognitive and Affective Control Laboratory and associate professor of psychology and neuroscience at the University of Colorado; Predrag Petrovic, psychiatrist and researcher in the Department of Clinical Neuroscience at the Karolinska Institute in Stockholm; and Ted Kaptchuk, director of the Program in Placebo Studies and associate professor of medicine at Harvard Medical School. PMID:24019848

Constructivist developmental theory is needed in developmental neuroscience

NASA Astrophysics Data System (ADS)

Arsalidou, Marie; Pascual-Leone, Juan

2016-12-01

Neuroscience techniques provide an open window previously unavailable to the origin of thoughts and actions in children. Developmental cognitive neuroscience is booming, and knowledge from human brain mapping is finding its way into education and pediatric practice. Promises of application in developmental cognitive neuroscience rests however on better theory-guided data interpretation. Massive amounts of neuroimaging data from children are being processed, yet published studies often do not frame their work within developmental models—in detriment, we believe, to progress in this field. Here we describe some core challenges in interpreting the data from developmental cognitive neuroscience, and advocate the use of constructivist developmental theories of human cognition with a neuroscience interpretation.

Multi-Tasking and Choice of Training Data Influencing Parietal ERP Expression and Single-Trial Detection-Relevance for Neuroscience and Clinical Applications.

PubMed

Kirchner, Elsa A; Kim, Su Kyoung

2018-01-01

Event-related potentials (ERPs) are often used in brain-computer interfaces (BCIs) for communication or system control for enhancing or regaining control for motor-disabled persons. Especially results from single-trial EEG classification approaches for BCIs support correlations between single-trial ERP detection performance and ERP expression. Hence, BCIs can be considered as a paradigm shift contributing to new methods with strong influence on both neuroscience and clinical applications. Here, we investigate the relevance of the choice of training data and classifier transfer for the interpretability of results from single-trial ERP detection. In our experiments, subjects performed a visual-motor oddball task with motor-task relevant infrequent ( targets ), motor-task irrelevant infrequent ( deviants ), and motor-task irrelevant frequent ( standards ) stimuli. Under dual-task condition, a secondary senso-motor task was performed, compared to the simple-task condition. For evaluation, average ERP analysis and single-trial detection analysis with different numbers of electrodes were performed. Further, classifier transfer was investigated between simple and dual task. Parietal positive ERPs evoked by target stimuli (but not by deviants) were expressed stronger under dual-task condition, which is discussed as an increase of task emphasis and brain processes involved in task coordination and change of task set. Highest classification performance was found for targets irrespective whether all 62, 6 or 2 parietal electrodes were used. Further, higher detection performance of targets compared to standards was achieved under dual-task compared to simple-task condition in case of training on data from 2 parietal electrodes corresponding to results of ERP average analysis. Classifier transfer between tasks improves classification performance in case that training took place on more varying examples (from dual task). In summary, we showed that P300 and overlaying parietal positive ERPs can successfully be detected while subjects are performing additional ongoing motor activity. This supports single-trial detection of ERPs evoked by target events to, e.g., infer a patient's attentional state during therapeutic intervention.

Multi-Tasking and Choice of Training Data Influencing Parietal ERP Expression and Single-Trial Detection—Relevance for Neuroscience and Clinical Applications

PubMed Central

Kirchner, Elsa A.; Kim, Su Kyoung

2018-01-01

Event-related potentials (ERPs) are often used in brain-computer interfaces (BCIs) for communication or system control for enhancing or regaining control for motor-disabled persons. Especially results from single-trial EEG classification approaches for BCIs support correlations between single-trial ERP detection performance and ERP expression. Hence, BCIs can be considered as a paradigm shift contributing to new methods with strong influence on both neuroscience and clinical applications. Here, we investigate the relevance of the choice of training data and classifier transfer for the interpretability of results from single-trial ERP detection. In our experiments, subjects performed a visual-motor oddball task with motor-task relevant infrequent (targets), motor-task irrelevant infrequent (deviants), and motor-task irrelevant frequent (standards) stimuli. Under dual-task condition, a secondary senso-motor task was performed, compared to the simple-task condition. For evaluation, average ERP analysis and single-trial detection analysis with different numbers of electrodes were performed. Further, classifier transfer was investigated between simple and dual task. Parietal positive ERPs evoked by target stimuli (but not by deviants) were expressed stronger under dual-task condition, which is discussed as an increase of task emphasis and brain processes involved in task coordination and change of task set. Highest classification performance was found for targets irrespective whether all 62, 6 or 2 parietal electrodes were used. Further, higher detection performance of targets compared to standards was achieved under dual-task compared to simple-task condition in case of training on data from 2 parietal electrodes corresponding to results of ERP average analysis. Classifier transfer between tasks improves classification performance in case that training took place on more varying examples (from dual task). In summary, we showed that P300 and overlaying parietal positive ERPs can successfully be detected while subjects are performing additional ongoing motor activity. This supports single-trial detection of ERPs evoked by target events to, e.g., infer a patient's attentional state during therapeutic intervention. PMID:29636660

Can the Differences between Education and Neuroscience Be Overcome by Mind, Brain, and Education?

ERIC Educational Resources Information Center

Samuels, Boba M.

2009-01-01

The new field of Mind, Brain, and Education (MBE)--sometimes called educational neuroscience--is posited as a mediator between neuroscience and education. Several foundational concerns, however, can be raised about this emerging field. The differences between neuroscience and education are many, including differences in their histories,…

For the law, neuroscience changes nothing and everything.

PubMed Central

Greene, Joshua; Cohen, Jonathan

2004-01-01

The rapidly growing field of cognitive neuroscience holds the promise of explaining the operations of the mind in terms of the physical operations of the brain. Some suggest that our emerging understanding of the physical causes of human (mis)behaviour will have a transformative effect on the law. Others argue that new neuroscience will provide only new details and that existing legal doctrine can accommodate whatever new information neuroscience will provide. We argue that neuroscience will probably have a transformative effect on the law, despite the fact that existing legal doctrine can, in principle, accommodate whatever neuroscience will tell us. New neuroscience will change the law, not by undermining its current assumptions, but by transforming people's moral intuitions about free will and responsibility. This change in moral outlook will result not from the discovery of crucial new facts or clever new arguments, but from a new appreciation of old arguments, bolstered by vivid new illustrations provided by cognitive neuroscience. We foresee, and recommend, a shift away from punishment aimed at retribution in favour of a more progressive, consequentialist approach to the criminal law. PMID:15590618

Seven Pervasive Statistical Flaws in Cognitive Training Interventions

PubMed Central

Moreau, David; Kirk, Ian J.; Waldie, Karen E.

2016-01-01

The prospect of enhancing cognition is undoubtedly among the most exciting research questions currently bridging psychology, neuroscience, and evidence-based medicine. Yet, convincing claims in this line of work stem from designs that are prone to several shortcomings, thus threatening the credibility of training-induced cognitive enhancement. Here, we present seven pervasive statistical flaws in intervention designs: (i) lack of power; (ii) sampling error; (iii) continuous variable splits; (iv) erroneous interpretations of correlated gain scores; (v) single transfer assessments; (vi) multiple comparisons; and (vii) publication bias. Each flaw is illustrated with a Monte Carlo simulation to present its underlying mechanisms, gauge its magnitude, and discuss potential remedies. Although not restricted to training studies, these flaws are typically exacerbated in such designs, due to ubiquitous practices in data collection or data analysis. The article reviews these practices, so as to avoid common pitfalls when designing or analyzing an intervention. More generally, it is also intended as a reference for anyone interested in evaluating claims of cognitive enhancement. PMID:27148010

The effect of acute swim stress and training in the water maze on hippocampal synaptic activity as well as plasticity in the dentate gyrus of freely moving rats: revisiting swim-induced LTP reinforcement.

PubMed

Tabassum, Heena; Frey, Julietta U

2013-12-01

Hippocampal long-term potentiation (LTP) is a cellular model of learning and memory. An early form of LTP (E-LTP) can be reinforced into its late form (L-LTP) by various behavioral interactions within a specific time window ("behavioral LTP-reinforcement"). Depending on the type and procedure used, various studies have shown that stress differentially affects synaptic plasticity. Under low stress, such as novelty detection or mild foot shocks, E-LTP can be transformed into L-LTP in the rat dentate gyrus (DG). A reinforcing effect of a 2-min swim, however, has only been shown in (Korz and Frey (2003) J Neurosci 23:7281-7287; Korz and Frey (2005) J Neurosci 25:7393-7400; Ahmed et al. (2006) J Neurosci 26:3951-3958; Sajikumar et al., (2007) J Physiol 584.2:389-400) so far. We have reinvestigated these studies using the same as well as an improved recording technique which allowed the recording of field excitatory postsynaptic potentials (fEPSP) and the population spike amplitude (PSA) at their places of generation in freely moving rats. We show that acute swim stress led to a long-term depression (LTD) in baseline values of PSA and partially fEPSP. In contrast to earlier studies a LTP-reinforcement by swimming could never be reproduced. Our results indicate that 2-min swim stress influenced synaptic potentials as well as E-LTP negatively. Copyright © 2013 Wiley Periodicals, Inc.

Neural Networks for Computer Vision: A Framework for Specifications of a General Purpose Vision System

NASA Astrophysics Data System (ADS)

Skrzypek, Josef; Mesrobian, Edmond; Gungner, David J.

1989-03-01

The development of autonomous land vehicles (ALV) capable of operating in an unconstrained environment has proven to be a formidable research effort. The unpredictability of events in such an environment calls for the design of a robust perceptual system, an impossible task requiring the programming of a system bases on the expectation of future, unconstrained events. Hence, the need for a "general purpose" machine vision system that is capable of perceiving and understanding images in an unconstrained environment in real-time. The research undertaken at the UCLA Machine Perception Laboratory addresses this need by focusing on two specific issues: 1) the long term goals for machine vision research as a joint effort between the neurosciences and computer science; and 2) a framework for evaluating progress in machine vision. In the past, vision research has been carried out independently within different fields including neurosciences, psychology, computer science, and electrical engineering. Our interdisciplinary approach to vision research is based on the rigorous combination of computational neuroscience, as derived from neurophysiology and neuropsychology, with computer science and electrical engineering. The primary motivation behind our approach is that the human visual system is the only existing example of a "general purpose" vision system and using a neurally based computing substrate, it can complete all necessary visual tasks in real-time.

Collective Computation of Neural Network

DTIC Science & Technology

1990-03-15

Sciences, Beijing ABSTRACT Computational neuroscience is a new branch of neuroscience originating from current research on the theory of computer...scientists working in artificial intelligence engineering and neuroscience . The paper introduces the collective computational properties of model neural...vision research. On this basis, the authors analyzed the significance of the Hopfield model. Key phrases: Computational Neuroscience , Neural Network, Model

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Challenge Problem Walkthrough

DTIC Science & Technology

2014-11-01

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Challenge Problem Walkthrough Kevin Burns...4. TITLE AND SUBTITLE Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 1 Challenge Problem Walkthrough...Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS) Phase 1 challenge problem. The pages include screen shots

From Faculty for Undergraduate Neuroscience: Encouraging Innovation in Undergraduate Neuroscience Education by Supporting Student Research and Faculty Development

ERIC Educational Resources Information Center

Hardwick, Jean C.; Kerchner, Michael; Lom, Barbara; Ramirez, Julio J.; Wiertelak, Eric P.

2006-01-01

This article features the organization Faculty for Undergraduate Neuroscience. FUN was established by a group of neuroscientists dedicated to innovation and excellence in undergraduate neuroscience education and research. In the years since its inception, FUN has grown into a dynamic organization making a significant impact on the quality of…

Theory and methods in cultural neuroscience

PubMed Central

Hariri, Ahmad R.; Harada, Tokiko; Mano, Yoko; Sadato, Norihiro; Parrish, Todd B.; Iidaka, Tetsuya

2010-01-01

Cultural neuroscience is an emerging research discipline that investigates cultural variation in psychological, neural and genomic processes as a means of articulating the bidirectional relationship of these processes and their emergent properties. Research in cultural neuroscience integrates theory and methods from anthropology, cultural psychology, neuroscience and neurogenetics. Here, we review a set of core theoretical and methodological challenges facing researchers when planning and conducting cultural neuroscience studies, and provide suggestions for overcoming these challenges. In particular, we focus on the problems of defining culture and culturally appropriate experimental tasks, comparing neuroimaging data acquired from different populations and scanner sites and identifying functional genetic polymorphisms relevant to culture. Implications of cultural neuroscience research for addressing current issues in population health disparities are discussed. PMID:20592044

Helping the Most Vulnerable Infants, Toddlers, and Their Families. Pathways to Early School Success. Issue Brief No. 1

ERIC Educational Resources Information Center

Knitzer, Jane; Lefkowitz, Jill

2006-01-01

Compelling evidence from neuroscience about how early relationships and experience influence the architecture of the brain, and in turn early school success, has led to increasing policy and practice attention to implementing child development and family support programs like Early Head Start for infants and toddlers. But, there is also a group of…

Late postacute neurologic rehabilitation: neuroscience, engineering, and clinical programs.

PubMed

Bach-y-Rita, Paul

2003-08-01

This lecture highlights my career in rehabilitation research. My principal efforts in rehabilitation have been to study (1) mechanisms of brain plasticity related to reorganization of the brain and recovery of function; (2) late postacute rehabilitation; (3) sensory substitution; and (4) rehabilitation engineering. A principal goal has been to aid in the development of a strong scientific base in rehabilitation.

Interactions between attention and visual short-term memory (VSTM): what can be learnt from individual and developmental differences?

PubMed

Astle, Duncan E; Scerif, Gaia

2011-05-01

An ever increasing amount of research in the fields of developmental psychology and adult cognitive neuroscience explores attentional control as a driver of visual short-term and working memory capacity limits ("VSTM" and "VWM", respectively). However, these literatures have thus far been disparate: they use different measures or different labels, and the constructs of interest often appear to be quite distinct. In the current review, we attempt to bridge these gaps across disciplines and explore the extent to which these two literatures might support one another. In order to do this, we explore five principal questions of interest to members of both communities: (1) To what extent are measures of VSTM, VWM and attentional control commensurate across the developmental and adult literatures? (2) To what extent do individual differences in attentional control account for why some children, just like some adults, show poorer VSTM and VWM capacity than others? (3) Can developmental improvements in VSTM and VWM capacity also be explained by differences in attentional control? (4) What novel insights can be gained by studying the developmental cognitive neuroscience of attention and VSTM and VWM? (5) Can visual short-term and working memory capacity be modulated by training and, if so, how can training effects inform the relationships between attention and VSTM? Throughout, we evaluate the central thesis that variability in attentional control, both between individuals and over development, is a driver of variability in VSTM and VWM capacity. Copyright © 2011. Published by Elsevier Ltd.

Answering the big questions in neuroscience: DoD's experimental research wing takes on massive, high-risk projects.

PubMed

Mertz, Leslie

2012-01-01

When the Defense Advanced Research Projects Agency (DARPA) asks research questions, it goes big. This is, after all, the same agency that put together teams of scientists and engineers to find a way to connect the worlds computers and, in doing so, developed the precursor to the Internet. DARPA, the experimental research wing of the U.S. Department of Defense, funds the types of research queries that scientists and engineers dream of tackling. Unlike a traditional granting agency that conservatively metes out its funding and only to projects with a good chance of success, DARPA puts its money on massive, multi-institutional projects that have no guarantees, but have enormous potential. In the 1990s, DARPA began its biological and medical science research to improve the safety, health, and well being of military personnel, according to DARPA program manager and Army Colonel Geoffrey Ling, Ph.D., M.D. More recently, DARPA has entered the realm of neuroscience and neurotechnology. Its focus with these projects is on its prime customer, the U.S. Department of Defense, but Ling acknowledged that technologies developed in its programs "certainly have potential to cascade into civilian uses."

Infusing Motor Learning Research Into Neurorehabilitation Practice: A Historical Perspective With Case Exemplar From the Accelerated Skill Acquisition Program

PubMed Central

Winstein, Carolee; Lewthwaite, Rebecca; Blanton, Sarah R.; Wolf, Lois B.; Wishart, Laurie

2016-01-01

This special interest article provides a historical framework with a contemporary case example that traces the infusion of the science of motor learning into neurorehabilitation practice. The revolution in neuroscience provided the first evidence for learning-dependent neuroplasticity and presaged the role of motor learning as critical for restorative therapies after stroke. The scientific underpinnings of motor learning have continued to evolve from a dominance of cognitive or information processing perspectives to a blend with neural science and contemporary social-cognitive psychological science. Furthermore, advances in the science of behavior change have contributed insights into influences on sustainable and generalizable gains in motor skills and associated behaviors, including physical activity and other recovery-promoting habits. For neurorehabilitation, these insights have tremendous relevance for the therapist–patient interactions and relationships. We describe a principle-based intervention for neurorehabilitation termed the Accelerated Skill Acquisition Program that we developed. This approach emphasizes integration from a broad set of scientific lines of inquiry including the contemporary fields of motor learning, neuroscience, and the psychological science of behavior change. Three overlapping essential elements—skill acquisition, impairment mitigation, and motivational enhancements—are integrated. PMID:24828523

Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers

PubMed Central

Dekker, Sanne; Lee, Nikki C.; Howard-Jones, Paul; Jolles, Jelle

2012-01-01

The OECD’s Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called “neuromyths” are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education. PMID:23087664

Neuroscience education in addition to trigger point dry needling for the management of patients with mechanical chronic low back pain: A preliminary clinical trial.

PubMed

Téllez-García, Mario; de-la-Llave-Rincón, Ana I; Salom-Moreno, Jaime; Palacios-Ceña, Maria; Ortega-Santiago, Ricardo; Fernández-de-Las-Peñas, César

2015-07-01

The objective of the current study was to determine the short-term effects of trigger point dry needling (TrP-DN) alone or combined with neuroscience education on pain, disability, kinesiophobia and widespread pressure sensitivity in patients with mechanical low back pain (LBP). Twelve patients with LBP were randomly assigned to receive either TrP-DN (TrP-DN) or TrP-DN plus neuroscience education (TrP-DN + EDU). Pain intensity (Numerical Pain Rating Scale, 0-10), disability (Roland-Morris Disability Questionnaire-RMQ-, Oswestry Low Back Pain Disability Index-ODI), kinesiophobia (Tampa Scale of Kinesiophobia-TSK), and pressure pain thresholds (PPT) over the C5-C6 zygapophyseal joint, transverse process of L3 vertebra, second metacarpal, and tibialis anterior muscle were collected at baseline and 1-week after the intervention. Patients treated with TrP-DN + EDU experienced a significantly greater reduction of kinesiophobia (P = 0.008) and greater increases in PPT over the transverse process of L3 (P = 0.049) than those patients treated only with TrP-DN. Both groups experienced similar decreases in pain, ODI and RMQ, and similar increases in PPT over the C5/C6 joint, second metacarpal, and tibialis anterior after the intervention (all, P > 0.05). The results suggest that TrP-DN was effective for improving pain, disability, kinesiophobia and widespread pressure sensitivity in patients with mechanical LBP at short-term. The inclusion of a neuroscience educational program resulted in a greater improvement in kinesiophobia. Copyright © 2014 Elsevier Ltd. All rights reserved.

Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers.

PubMed

Dekker, Sanne; Lee, Nikki C; Howard-Jones, Paul; Jolles, Jelle

2012-01-01

The OECD's Brain and Learning project (2002) emphasized that many misconceptions about the brain exist among professionals in the field of education. Though these so-called "neuromyths" are loosely based on scientific facts, they may have adverse effects on educational practice. The present study investigated the prevalence and predictors of neuromyths among teachers in selected regions in the United Kingdom and the Netherlands. A large observational survey design was used to assess general knowledge of the brain and neuromyths. The sample comprised 242 primary and secondary school teachers who were interested in the neuroscience of learning. It would be of concern if neuromyths were found in this sample, as these teachers may want to use these incorrect interpretations of neuroscience findings in their teaching practice. Participants completed an online survey containing 32 statements about the brain and its influence on learning, of which 15 were neuromyths. Additional data was collected regarding background variables (e.g., age, sex, school type). Results showed that on average, teachers believed 49% of the neuromyths, particularly myths related to commercialized educational programs. Around 70% of the general knowledge statements were answered correctly. Teachers who read popular science magazines achieved higher scores on general knowledge questions. More general knowledge also predicted an increased belief in neuromyths. These findings suggest that teachers who are enthusiastic about the possible application of neuroscience findings in the classroom find it difficult to distinguish pseudoscience from scientific facts. Possessing greater general knowledge about the brain does not appear to protect teachers from believing in neuromyths. This demonstrates the need for enhanced interdisciplinary communication to reduce such misunderstandings in the future and establish a successful collaboration between neuroscience and education.

An essential memory trace found.

PubMed

Thompson, Richard F

2013-10-01

I argue here that we have succeeded in localizing an essential memory trace for a basic form of associative learning and memory--classical conditioning of discrete responses learned with an aversive stimulus--to the anterior interpositus nucleus of the cerebellum. We first identified the entire essential circuit, using eyelid conditioning as the model system, and used reversible inactivation, during training, of critical structures and pathways to localize definitively the essential memory trace. In recognition of the 30th anniversary of Behavioral Neuroscience, I highlight 1 paper (Tracy, Thompson, Krupa, & Thompson, 1998) that was particularly significant for the progress of this research program. In this review, I present definitive evidence that the essential memory trace for eyelid conditioning is localized to the cerebellum and to no other part of the essential circuit, using electrical stimulation of the pontine nuclei-mossy fibers projecting to the cerebellum as the conditional stimulus (CS; it proved to be a supernormal stimulus resulting in much faster learning than with any peripheral CS) and using an electrical stimulus to the output of the cerebellum as a test, which did not change. Pontine patterns of projection to the cerebellum were confirmed with retrograde labeling techniques. 2013 APA, all rights reserved

Standards of scientific conduct: are there any?

PubMed

Kalichman, Michael; Sweet, Monica; Plemmons, Dena

2014-12-01

The practice of research is full of ethical challenges, many of which might be addressed through the teaching of responsible conduct of research (RCR). Although such training is increasingly required, there is no clear consensus about either the goals or content of an RCR curriculum. The present study was designed to assess community standards in three domains of research practice: authorship, collaboration, and data management. A survey, developed through advice from content matter experts, focus groups, and interviews, was distributed in November 2010 to U.S. faculty from 50 graduate programs for each of four different disciplines: microbiology, neuroscience, nursing, and psychology. The survey addressed practices and perceived standards, as well as perceptions about teaching and learning. Over 1,300 responses (response rate of 21 %) yielded statistically significant differences in responses to nearly all questions. However the magnitude of these differences was typically small, leaving little reason to argue for community consensus on standards. For nearly all questions asked, the clear finding was that there was nothing approaching consensus. These results may be useful not so much to teach what the standards are, but to increase student awareness of the diversity of those standards in reported practice.

Standards of Scientific Conduct: Are there any?

PubMed Central

Kalichman, Michael; Sweet, Monica; Plemmons, Dena

2014-01-01

The practice of research is full of ethical challenges, many of which might be addressed through the teaching of responsible conduct of research (RCR). Although such training is increasingly required, there is no clear consensus about either the goals or content of an RCR curriculum. The present study was designed to assess community standards in three domains of research practice: authorship, collaboration, and data management. A survey, developed through advice from content matter experts, focus groups, and interviews, was distributed in November 2010 to U.S. faculty from 50 graduate programs for each of four different disciplines: microbiology, neuroscience, nursing, and psychology. The survey addressed practices and perceived standards, as well as perceptions about teaching and learning. Over 1,300 responses (response rate of 21%) yielded statistically significant differences in responses to nearly all questions. However the magnitude of these differences was typically small, leaving little reason to argue for community consensus on standards. For nearly all questions asked, the clear finding was that there was nothing approaching consensus. These results may be useful not so much to teach what the standards are, but to increase student awareness of the diversity of those standards in reported practice. PMID:24337932

Functional consequences of experience-dependent plasticity on tactile perception following perceptual learning.

PubMed

Trzcinski, Natalie K; Gomez-Ramirez, Manuel; Hsiao, Steven S

2016-09-01

Continuous training enhances perceptual discrimination and promotes neural changes in areas encoding the experienced stimuli. This type of experience-dependent plasticity has been demonstrated in several sensory and motor systems. Particularly, non-human primates trained to detect consecutive tactile bar indentations across multiple digits showed expanded excitatory receptive fields (RFs) in somatosensory cortex. However, the perceptual implications of these anatomical changes remain undetermined. Here, we trained human participants for 9 days on a tactile task that promoted expansion of multi-digit RFs. Participants were required to detect consecutive indentations of bar stimuli spanning multiple digits. Throughout the training regime we tracked participants' discrimination thresholds on spatial (grating orientation) and temporal tasks on the trained and untrained hands in separate sessions. We hypothesized that training on the multi-digit task would decrease perceptual thresholds on tasks that require stimulus processing across multiple digits, while also increasing thresholds on tasks requiring discrimination on single digits. We observed an increase in orientation thresholds on a single digit. Importantly, this effect was selective for the stimulus orientation and hand used during multi-digit training. We also found that temporal acuity between digits improved across trained digits, suggesting that discriminating the temporal order of multi-digit stimuli can transfer to temporal discrimination of other tactile stimuli. These results suggest that experience-dependent plasticity following perceptual learning improves and interferes with tactile abilities in manners predictive of the task and stimulus features used during training. © 2016 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Analytic programming with FMRI data: a quick-start guide for statisticians using R.

PubMed

Eloyan, Ani; Li, Shanshan; Muschelli, John; Pekar, Jim J; Mostofsky, Stewart H; Caffo, Brian S

2014-01-01

Functional magnetic resonance imaging (fMRI) is a thriving field that plays an important role in medical imaging analysis, biological and neuroscience research and practice. This manuscript gives a didactic introduction to the statistical analysis of fMRI data using the R project, along with the relevant R code. The goal is to give statisticians who would like to pursue research in this area a quick tutorial for programming with fMRI data. References of relevant packages and papers are provided for those interested in more advanced analysis.

Teacher education professionals as partners in health science outreach.

PubMed

Houtz, Lynne E; Kosoko-Lasaki, Omofolasade; Zardetto-Smith, Andrea M; Mu, Keli; Royeen, Charlotte B

2004-01-01

Medical school and other health science outreach programs to educate and recruit precollege students always have relied on successful collaborative efforts. Creighton University shares the value, significance, and strategies of involving teacher education professionals in several of its current outreach programs, including HPPI, Brains Rule! Neuroscience Expositions, and HHMI Build a Human Project. The education department partner serves as an essential team member in the development, implementation, assessment, and dissemination of these projects to promote science and mathematics achievement and interest in medical careers. Specific examples and mistakes to avoid are included.

History of neurosciences at the School of Medical Sciences, Universiti Sains Malaysia.

PubMed

Idris, Badrisyah; Sayuti, Sani; Abdullah, Jafri Malin

2007-02-01

Universiti Sains Malaysia is the only institution in Malaysia which incorporates all fields of the neurosciences under one roof. The integration of basic and clinical neurosciences has made it possible for this institution to become an excellent academic and research centre. This article describes the history, academic contributions and scientific progress of neurosciences at Universiti Sains Malaysia.

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 2 Challenge Problem Walkthrough

DTIC Science & Technology

2014-11-01

Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Phase 2 Challenge Problem Walkthrough Kevin Burns...neuroscience Architectures for Understanding Sensemaking (ICArUS) Phase 2 challenge problem. The pages include screen shots from the tutorial that...Burns, K., Fine, M., Bonaceto, C., & Oertel, C. (2014). Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS

Superfluous neuroscience information makes explanations of psychological phenomena more appealing.

PubMed

Fernandez-Duque, Diego; Evans, Jessica; Christian, Colton; Hodges, Sara D

2015-05-01

Does the presence of irrelevant neuroscience information make explanations of psychological phenomena more appealing? Do fMRI pictures further increase that allure? To help answer these questions, 385 college students in four experiments read brief descriptions of psychological phenomena, each one accompanied by an explanation of varying quality (good vs. circular) and followed by superfluous information of various types. Ancillary measures assessed participants' analytical thinking, beliefs on dualism and free will, and admiration for different sciences. In Experiment 1, superfluous neuroscience information increased the judged quality of the argument for both good and bad explanations, whereas accompanying fMRI pictures had no impact above and beyond the neuroscience text, suggesting a bias that is conceptual rather than pictorial. Superfluous neuroscience information was more alluring than social science information (Experiment 2) and more alluring than information from prestigious "hard sciences" (Experiments 3 and 4). Analytical thinking did not protect against the neuroscience bias, nor did a belief in dualism or free will. We conclude that the "allure of neuroscience" bias is conceptual, specific to neuroscience, and not easily accounted for by the prestige of the discipline. It may stem from the lay belief that the brain is the best explanans for mental phenomena.

Using Neuroplasticity-Based Auditory Training to Improve Verbal Memory in Schizophrenia

PubMed Central

Fisher, Melissa; Holland, Christine; Merzenich, Michael M.; Vinogradov, Sophia

2009-01-01

Objective Impaired verbal memory in schizophrenia is a key rate-limiting factor for functional outcome, does not respond to currently available medications, and shows only modest improvement after conventional behavioral remediation. The authors investigated an innovative approach to the remediation of verbal memory in schizophrenia, based on principles derived from the basic neuroscience of learning-induced neuroplasticity. The authors report interim findings in this ongoing study. Method Fifty-five clinically stable schizophrenia subjects were randomly assigned to either 50 hours of computerized auditory training or a control condition using computer games. Those receiving auditory training engaged in daily computerized exercises that placed implicit, increasing demands on auditory perception through progressively more difficult auditory-verbal working memory and verbal learning tasks. Results Relative to the control group, subjects who received active training showed significant gains in global cognition, verbal working memory, and verbal learning and memory. They also showed reliable and significant improvement in auditory psychophysical performance; this improvement was significantly correlated with gains in verbal working memory and global cognition. Conclusions Intensive training in early auditory processes and auditory-verbal learning results in substantial gains in verbal cognitive processes relevant to psychosocial functioning in schizophrenia. These gains may be due to a training method that addresses the early perceptual impairments in the illness, that exploits intact mechanisms of repetitive practice in schizophrenia, and that uses an intensive, adaptive training approach. PMID:19448187

THE CRIMINAL PSYCHOPATH: HISTORY, NEUROSCIENCE, TREATMENT, AND ECONOMICS

PubMed Central

Kiehl, Kent A.; Hoffman, Morris B.

2014-01-01

The manuscript surveys the history of psychopathic personality, from its origins in psychiatric folklore to its modern assessment in the forensic arena. Individuals with psychopathic personality, or psychopaths, have a disproportionate impact on the criminal justice system. Psychopaths are twenty to twenty-five times more likely than non-psychopaths to be in prison, four to eight times more likely to violently recidivate compared to non-psychopaths, and are resistant to most forms of treatment. This article presents the most current clinical efforts and neuroscience research in the field of psychopathy. Given psychopathy’s enormous impact on society in general and on the criminal justice system in particular, there are significant benefits to increasing awareness of the condition. This review also highlights a recent, compelling and cost-effective treatment program that has shown a significant reduction in violent recidivism in youth on a putative trajectory to psychopathic personality. PMID:24944437

Goal-based dictator game

NASA Astrophysics Data System (ADS)

Zaibidi, Nerda Zura; Ibrahim, Adyda; Abidin, Norhaslinda Zainal

2014-12-01

A considerable number of studies have been conducted to study fairness issues using two-player game. Dictator Game is one of the two-player games that receive much attention. In this paper, we develop an evolutionary approach to the Dictator Game by using Goal programming to build a model of human decision-making for cooperation. The model is formulated based on the theories of cognitive neuroscience that is capable in capturing a more realistic fairness concerns between players in the games. We show that fairness will evolve by taking into account players' aspirations and preferences explicitly in terms of profit and fairness concerns. The model is then simulated to investigate any possible effective strategy for people in economics to deal with fairness coalition. Parallels are drawn between the approach and concepts of human decision making from the field of cognitive neuroscience and psychology. The proposed model is also able to help decision makers to plan or enhance the effective strategies for business purposes.

Invertebrate neuroscience and CephsInAction at the Mediterranean Society for Neuroscience Meeting Cagliari 2015.

PubMed

Holden-Dye, Lindy; Fiorito, Graziano; Ponte, Giovanna

2015-12-01

Invertebrate neuroscience, and in particular cephalopod research, is well represented in the Mediterranean region. Therefore, the recent meeting of the Mediterranean Society for Neuroscience in Santa Margherita di Pula, Sardinia (12-15 June 2015) provided an excellent opportunity for invertebrate contributions. Furthermore, the Chair of an EU COST Action for cephalopod research (FA1301; www.cephsinaction.org ), Giovanna Ponte, together with Graziano Fiorito from the Stazione Zoologica, Naples, aligned a meeting of research groups working in the field of cephalopod neurophysiology from across Europe to coincide with the neuroscience meeting. This provided an exciting forum for exchange of ideas. Here we provide brief highlights of both events and an explanation of the activities of the COST Action for the broader invertebrate neuroscience community.

Reflections on 50 Years of Neuroscience Nursing: Publication Trends in Neurotrauma.

PubMed

McNett, Molly; Keiser, Megan; Douglas, Heather; McNair, Norma D

2018-04-01

In 2018, the American Association of Neuroscience Nurses will celebrate its 50th anniversary as the premier member organization for neuroscience nurses. In recent decades, one of the highest rated member benefits has been the ability for members to join special focus groups (SFGs). The SFGs were initiated to allow an avenue for information sharing and communication for neuroscience nurses in a variety of subspecialties. In this anniversary edition, the neurotrauma SFG presents a review of trends in the publication of articles in the Journal of Neuroscience Nursing related to neurotrauma. Findings from this article illustrate how these publications have impacted the nursing care of patients who have sustained traumatic injuries of the central and peripheral nervous system and the integral role of neuroscience nurses throughout the decades.

Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths.

PubMed

Im, Soo-Hyun; Cho, Joo-Yun; Dubinsky, Janet M; Varma, Sashank

2018-01-01

Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy.

Targeted training of the decision rule benefits rule-guided behavior in Parkinson's disease.

PubMed

Ell, Shawn W

2013-12-01

The impact of Parkinson's disease (PD) on rule-guided behavior has received considerable attention in cognitive neuroscience. The majority of research has used PD as a model of dysfunction in frontostriatal networks, but very few attempts have been made to investigate the possibility of adapting common experimental techniques in an effort to identify the conditions that are most likely to facilitate successful performance. The present study investigated a targeted training paradigm designed to facilitate rule learning and application using rule-based categorization as a model task. Participants received targeted training in which there was no selective-attention demand (i.e., stimuli varied along a single, relevant dimension) or nontargeted training in which there was selective-attention demand (i.e., stimuli varied along a relevant dimension as well as an irrelevant dimension). Following training, all participants were tested on a rule-based task with selective-attention demand. During the test phase, PD patients who received targeted training performed similarly to control participants and outperformed patients who did not receive targeted training. As a preliminary test of the generalizability of the benefit of targeted training, a subset of the PD patients were tested on the Wisconsin card sorting task (WCST). PD patients who received targeted training outperformed PD patients who did not receive targeted training on several WCST performance measures. These data further characterize the contribution of frontostriatal circuitry to rule-guided behavior. Importantly, these data also suggest that PD patient impairment, on selective-attention-demanding tasks of rule-guided behavior, is not inevitable and highlight the potential benefit of targeted training.

Promises, promises for neuroscience and law.

PubMed

Buckholtz, Joshua W; Faigman, David L

2014-09-22

Stunning technical advances in the ability to image the human brain have provoked excited speculation about the application of neuroscience to other fields. The 'promise' of neuroscience for law has been touted with particular enthusiasm. Here, we contend that this promise elides fundamental conceptual issues that limit the usefulness of neuroscience for law. Recommendations for overcoming these challenges are offered. Copyright © 2014 Elsevier Ltd. All rights reserved.

Psychiatric specialty training in Greece.

PubMed

Margariti, M; Kontaxakis, V; Ploumpidis, D

2017-01-01

The reform and development of psychiatric services require, in addition to financial resources, reserves in specialized human resources. The role of psychiatrists in this process, and at reducing the consequences of mental morbidity is evident. Psychiatrists are required to play a multifaceted role as clinicians, as experts in multidisciplinary team environments and as advisors in the recognition of public needs in mental health issues, as teachers and mentors for students and other health professionals, as researchers in order to enrich our knowledge in the scientific field of psychiatry, and as public health specialists in the development of the mental health services system. This multifaceted role requires the continuous education of modern psychiatrists, but above all a broad, substantial and comprehensive training regime in the initial stage of their professional career, that is to say during specialization. Training in Psychiatry, as indeed has happened in all other medical specialties, has evolved considerably in recent decades, both in the content of education due to scientific advances in the fields of neurobiology, cognitive neuroscience, genetics, psychopharmacology, epidemiology and psychiatric nosology, and also because of advances in the educational process itself. Simple apprenticeship next to an experienced clinician, despite its importance in the clinical training of young psychiatrists, is no longer sufficient to meet the increased demands of the modern role of psychiatrists, resulting in the creation of educational programs defined by setting and pursuing minimum, though comprehensive educational objectives. This development has created the global need to develop organizations intended to supervise training programs. These organizations have various forms worldwide. In the European Union, the competent supervising body for medical specialties is the UEMS (European Union of Medical Specialities) and particularly in the case of the psychiatric specialty, the European Board of Psychiatry. In the US, the supervising bodies are the Accreditation Council on Graduate Medical Education (ACGME) and the American Board of Psychiatry and Neurology, in the United Kingdom the Royal College of Psychiatrists, in Canada the Royal College of Physicians and Surgeons, etc. In our country, the debate on the need to reform the institutional framework for Psychiatric training has been underway since the mid-90s, with initiatives especially by the Hellenic Psychiatric Association, aiming to raise awareness and concern among psychiatrists while responding to requests from competent central bodies of the state, as well as establishing Panhellenic training programs for psychiatric trainees and continuing education programs. But what is the situation of the educational map in the country today, what would be the objectives, and how might we proceed? These questions we will try to answer in an effort initiated by Hellenic Psychiatric Association (HPA) and the journal "Psychiatriki" with the publication of thematic articles starting by presenting in the next issue of "Psychiatriki"a comparative study of the training in the specialty of psychiatry at two distinct periods of time (2000 and 2014). These time-frames are of great importance, since the first is a period that in retrospect can be considered as wealthier yet missing robust priorities, while the second, at the peak of the economic crisis, constitutes a difficult environment with limited resources. Already in the year 2000, psychiatric residency training in our country had major difficulties due to its outdated framework and its fragmentation. All areas in which training is assessed (clinical experience, theoretical training and training in psychotherapy exhibited inadequacies and limited convergence with European golden standards, in the absence of a plan and the implementation of a national education curriculum. Certain university clinics constituted an important exception, though the bulk of the country's future psychiatrists were lagging behind in educational opportunities. Fifteen years later and under the weight of the consequences of the financial crisis, the institutional framework has not yet changed, and the overall situation seems to have worsened dramatically. Nevertheless, there are positive aspects to be evaluated, reinforced, and utilized in order to minimize the adverse effects of the economic crisis and lay sound foundations for the future. Preparations of a national framework is imperative today more than ever and initiatives to amend the legislation on medical specialties as far as it concerns the field of Psychiatry, could benefit from the evidence, from the willingness of the trainers and trainees concerned, as well as from the elaborated proposals of the Hellenic Psychiatric Association (HPA).

C-130J Breathing Resistance Study

DTIC Science & Technology

2016-05-01

Neuroscience Branch Applied Neuroscience Branch Warfighter Interface Division //signed// WILLIAM E. RUSSELL Chief, Warfighter Interface...PERFORMING ORGANIZATION Applied Neuroscience Branch Aerospace Physiology & Performance Section Wright-Patterson AFB, OH 45433-7951 REPORT NUMBER 9

A dedicated scholarly research program in an adult and pediatric neurology residency program.

PubMed

Robbins, Matthew S; Haut, Sheryl R; Lipton, Richard B; Milstein, Mark J; Ocava, Lenore C; Ballaban-Gil, Karen; Moshé, Solomon L; Mehler, Mark F

2017-04-04

To describe and assess the effectiveness of a formal scholarly activity program for a highly integrated adult and pediatric neurology residency program. Starting in 2011, all graduating residents were required to complete at least one form of scholarly activity broadly defined to include peer-reviewed publications or presentations at scientific meetings of formally mentored projects. The scholarly activity program was administered by the associate residency training director and included an expanded journal club, guided mentorship, a required grand rounds platform presentation, and annual awards for the most scholarly and seminal research findings. We compared scholarly output and mentorship for residents graduating within a 5-year period following program initiation (2011-2015) and during the preceding 5-year preprogram baseline period (2005-2009). Participation in scholarship increased from the preprogram baseline (24 of 53 graduating residents, 45.3%) to the postprogram period (47 of 57 graduating residents, 82.1%, p < 0.0001). Total scholarly output more than doubled from 49 activities preprogram (0.92/resident) to 139 postprogram (2.44/resident, p = 0.0002). The proportions of resident participation increased for case reports (20.8% vs 66.7%, p < 0.0001) and clinical research (17.0% vs 38.6%, p = 0.012), but were similar for laboratory research and topical reviews. The mean activities per resident increased for published abstracts (0.15 ± 0.41 to 1.26 ± 1.41, p < 0.0001), manuscripts (0.75 ± 1.37 to 1.00 ± 1.40, p = 0.36), and book chapters (0.02 ± 0.14 to 0.18 ± 0.60, p = 0.07). Rates of resident participation as first authors increased from 30.2% to 71.9% ( p < 0.0001). The number of individual faculty mentors increased from 36 (preprogram) to 44 (postprogram). Our multifaceted program, designed to enhance resident and faculty engagement in scholarship, was associated with increased academic output and an expanded mentorship pool. The program was particularly effective at encouraging presentations at scientific meetings. Longitudinal analysis will determine whether such a program portfolio inspires an increase in academic careers involving neuroscience-oriented research. © 2017 American Academy of Neurology.

A dedicated scholarly research program in an adult and pediatric neurology residency program

PubMed Central

Haut, Sheryl R.; Lipton, Richard B.; Milstein, Mark J.; Ocava, Lenore C.; Ballaban-Gil, Karen; Moshé, Solomon L.; Mehler, Mark F.

2017-01-01

Objective: To describe and assess the effectiveness of a formal scholarly activity program for a highly integrated adult and pediatric neurology residency program. Methods: Starting in 2011, all graduating residents were required to complete at least one form of scholarly activity broadly defined to include peer-reviewed publications or presentations at scientific meetings of formally mentored projects. The scholarly activity program was administered by the associate residency training director and included an expanded journal club, guided mentorship, a required grand rounds platform presentation, and annual awards for the most scholarly and seminal research findings. We compared scholarly output and mentorship for residents graduating within a 5-year period following program initiation (2011–2015) and during the preceding 5-year preprogram baseline period (2005–2009). Results: Participation in scholarship increased from the preprogram baseline (24 of 53 graduating residents, 45.3%) to the postprogram period (47 of 57 graduating residents, 82.1%, p < 0.0001). Total scholarly output more than doubled from 49 activities preprogram (0.92/resident) to 139 postprogram (2.44/resident, p = 0.0002). The proportions of resident participation increased for case reports (20.8% vs 66.7%, p < 0.0001) and clinical research (17.0% vs 38.6%, p = 0.012), but were similar for laboratory research and topical reviews. The mean activities per resident increased for published abstracts (0.15 ± 0.41 to 1.26 ± 1.41, p < 0.0001), manuscripts (0.75 ± 1.37 to 1.00 ± 1.40, p = 0.36), and book chapters (0.02 ± 0.14 to 0.18 ± 0.60, p = 0.07). Rates of resident participation as first authors increased from 30.2% to 71.9% (p < 0.0001). The number of individual faculty mentors increased from 36 (preprogram) to 44 (postprogram). Conclusions: Our multifaceted program, designed to enhance resident and faculty engagement in scholarship, was associated with increased academic output and an expanded mentorship pool. The program was particularly effective at encouraging presentations at scientific meetings. Longitudinal analysis will determine whether such a program portfolio inspires an increase in academic careers involving neuroscience-oriented research. PMID:28228565

Power-up: A Reanalysis of 'Power Failure' in Neuroscience Using Mixture Modeling

PubMed Central

Wood, John

2017-01-01

Recently, evidence for endemically low statistical power has cast neuroscience findings into doubt. If low statistical power plagues neuroscience, then this reduces confidence in the reported effects. However, if statistical power is not uniformly low, then such blanket mistrust might not be warranted. Here, we provide a different perspective on this issue, analyzing data from an influential study reporting a median power of 21% across 49 meta-analyses (Button et al., 2013). We demonstrate, using Gaussian mixture modeling, that the sample of 730 studies included in that analysis comprises several subcomponents so the use of a single summary statistic is insufficient to characterize the nature of the distribution. We find that statistical power is extremely low for studies included in meta-analyses that reported a null result and that it varies substantially across subfields of neuroscience, with particularly low power in candidate gene association studies. Therefore, whereas power in neuroscience remains a critical issue, the notion that studies are systematically underpowered is not the full story: low power is far from a universal problem. SIGNIFICANCE STATEMENT Recently, researchers across the biomedical and psychological sciences have become concerned with the reliability of results. One marker for reliability is statistical power: the probability of finding a statistically significant result given that the effect exists. Previous evidence suggests that statistical power is low across the field of neuroscience. Our results present a more comprehensive picture of statistical power in neuroscience: on average, studies are indeed underpowered—some very seriously so—but many studies show acceptable or even exemplary statistical power. We show that this heterogeneity in statistical power is common across most subfields in neuroscience. This new, more nuanced picture of statistical power in neuroscience could affect not only scientific understanding, but potentially policy and funding decisions for neuroscience research. PMID:28706080

Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths

PubMed Central

Cho, Joo-Yun; Dubinsky, Janet M.

2018-01-01

Educators are increasingly interested in applying neuroscience findings to improve educational practice. However, their understanding of the brain often lags behind their enthusiasm for the brain. We propose that educational psychology can serve as a bridge between basic research in neuroscience and psychology on one hand and educational practice on the other. We evaluated whether taking an educational psychology course is associated with increased neuroscience literacy and reduced belief in neuromyths in a sample of South Korean pre-service teachers. The results showed that taking an educational psychology course was associated with the increased neuroscience literacy, but there was no impact on belief in neuromyths. We consider the implications of these and other findings of the study for redesigning educational psychology courses and textbooks for improving neuroscience literacy. PMID:29401508

Neurogaming Technology Meets Neuroscience Education: A Cost-Effective, Scalable, and Highly Portable Undergraduate Teaching Laboratory for Neuroscience

PubMed Central

de Wit, Bianca; Badcock, Nicholas A.; Grootswagers, Tijl; Hardwick, Katherine; Teichmann, Lina; Wehrman, Jordan; Williams, Mark; Kaplan, David Michael

2017-01-01

Active research-driven approaches that successfully incorporate new technology are known to catalyze student learning. Yet achieving these objectives in neuroscience education is especially challenging due to the prohibitive costs and technical demands of research-grade equipment. Here we describe a method that circumvents these factors by leveraging consumer EEG-based neurogaming technology to create an affordable, scalable, and highly portable teaching laboratory for undergraduate courses in neuroscience. This laboratory is designed to give students hands-on research experience, consolidate their understanding of key neuroscience concepts, and provide a unique real-time window into the working brain. Survey results demonstrate that students found the lab sessions engaging. Students also reported the labs enhanced their knowledge about EEG, their course material, and neuroscience research in general. PMID:28690430

Cognitive flexibility modulates maturation and music-training-related changes in neural sound discrimination.

PubMed

Saarikivi, Katri; Putkinen, Vesa; Tervaniemi, Mari; Huotilainen, Minna

2016-07-01

Previous research has demonstrated that musicians show superior neural sound discrimination when compared to non-musicians, and that these changes emerge with accumulation of training. Our aim was to investigate whether individual differences in executive functions predict training-related changes in neural sound discrimination. We measured event-related potentials induced by sound changes coupled with tests for executive functions in musically trained and non-trained children aged 9-11 years and 13-15 years. High performance in a set-shifting task, indexing cognitive flexibility, was linked to enhanced maturation of neural sound discrimination in both musically trained and non-trained children. Specifically, well-performing musically trained children already showed large mismatch negativity (MMN) responses at a young age as well as at an older age, indicating accurate sound discrimination. In contrast, the musically trained low-performing children still showed an increase in MMN amplitude with age, suggesting that they were behind their high-performing peers in the development of sound discrimination. In the non-trained group, in turn, only the high-performing children showed evidence of an age-related increase in MMN amplitude, and the low-performing children showed a small MMN with no age-related change. These latter results suggest an advantage in MMN development also for high-performing non-trained individuals. For the P3a amplitude, there was an age-related increase only in the children who performed well in the set-shifting task, irrespective of music training, indicating enhanced attention-related processes in these children. Thus, the current study provides the first evidence that, in children, cognitive flexibility may influence age-related and training-related plasticity of neural sound discrimination. © 2016 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Applied Neuroscience at the AFRL 711th Human Performance Wing

DTIC Science & Technology

2010-09-01

Support teaming and collaboration research performed by RHCPT 25 History of Applied Neuroscience Research First EEG studies of workload at AFRL...First to classify mental workload based on integrated EEG /ECG 26 First successful real- time workload classification Measured EEG workload in...complex tasks Closed-loop adaptive aiding based on EEG /ECG History of Applied Neuroscience Research 27 Current Applied Neuroscience Research • Mix of in

NeuroPigPen: A Scalable Toolkit for Processing Electrophysiological Signal Data in Neuroscience Applications Using Apache Pig.

PubMed

Sahoo, Satya S; Wei, Annan; Valdez, Joshua; Wang, Li; Zonjy, Bilal; Tatsuoka, Curtis; Loparo, Kenneth A; Lhatoo, Samden D

2016-01-01

The recent advances in neurological imaging and sensing technologies have led to rapid increase in the volume, rate of data generation, and variety of neuroscience data. This "neuroscience Big data" represents a significant opportunity for the biomedical research community to design experiments using data with greater timescale, large number of attributes, and statistically significant data size. The results from these new data-driven research techniques can advance our understanding of complex neurological disorders, help model long-term effects of brain injuries, and provide new insights into dynamics of brain networks. However, many existing neuroinformatics data processing and analysis tools were not built to manage large volume of data, which makes it difficult for researchers to effectively leverage this available data to advance their research. We introduce a new toolkit called NeuroPigPen that was developed using Apache Hadoop and Pig data flow language to address the challenges posed by large-scale electrophysiological signal data. NeuroPigPen is a modular toolkit that can process large volumes of electrophysiological signal data, such as Electroencephalogram (EEG), Electrocardiogram (ECG), and blood oxygen levels (SpO2), using a new distributed storage model called Cloudwave Signal Format (CSF) that supports easy partitioning and storage of signal data on commodity hardware. NeuroPigPen was developed with three design principles: (a) Scalability-the ability to efficiently process increasing volumes of data; (b) Adaptability-the toolkit can be deployed across different computing configurations; and (c) Ease of programming-the toolkit can be easily used to compose multi-step data processing pipelines using high-level programming constructs. The NeuroPigPen toolkit was evaluated using 750 GB of electrophysiological signal data over a variety of Hadoop cluster configurations ranging from 3 to 30 Data nodes. The evaluation results demonstrate that the toolkit is highly scalable and adaptable, which makes it suitable for use in neuroscience applications as a scalable data processing toolkit. As part of the ongoing extension of NeuroPigPen, we are developing new modules to support statistical functions to analyze signal data for brain connectivity research. In addition, the toolkit is being extended to allow integration with scientific workflow systems. NeuroPigPen is released under BSD license at: https://sites.google.com/a/case.edu/neuropigpen/.

After p Values: The New Statistics for Undergraduate Neuroscience Education.

PubMed

Calin-Jageman, Robert J

2017-01-01

Statistical inference is a methodological cornerstone for neuroscience education. For many years this has meant inculcating neuroscience majors into null hypothesis significance testing with p values. There is increasing concern, however, about the pervasive misuse of p values. It is time to start planning statistics curricula for neuroscience majors that replaces or de-emphasizes p values. One promising alternative approach is what Cumming has dubbed the "New Statistics", an approach that emphasizes effect sizes, confidence intervals, meta-analysis, and open science. I give an example of the New Statistics in action and describe some of the key benefits of adopting this approach in neuroscience education.

Human computer confluence applied in healthcare and rehabilitation.

PubMed

Viaud-Delmon, Isabelle; Gaggioli, Andrea; Ferscha, Alois; Dunne, Stephen

2012-01-01

Human computer confluence (HCC) is an ambitious research program studying how the emerging symbiotic relation between humans and computing devices can enable radically new forms of sensing, perception, interaction, and understanding. It is an interdisciplinary field, bringing together researches from horizons as various as pervasive computing, bio-signals processing, neuroscience, electronics, robotics, virtual & augmented reality, and provides an amazing potential for applications in medicine and rehabilitation.

Non-Invasive Cell-Based Therapy for Traumatic Optic Neuropathy

DTIC Science & Technology

2014-10-01

Functional Changes in an Animal Model of Retinitis Pigmentosa . Vis Neurosci, 2013: 1-13. Bin Lu, Catherine W. Morgans, Sergey Girman, Jing Luo, Jiagang...human retinal progenitor cells for treatment of retinitis pigmentosa 2013, ARVO, A0106. Benjamin Bakondi; YuChun Tsai; Bin Lu; Sergey...degeneration. Pending NEI (R24) Wang (PI) Preclinical program for Treating Retinitis Pigmentosa by Neural Progenitor Cells   18

Helping the Most Vulnerable Infants, Toddlers, and Their Families: Executive Summary. Pathways to Early School Success. Issue Brief No. 1

ERIC Educational Resources Information Center

Knitzer, Jane; Lefkowitz, Jill

2006-01-01

Compelling evidence from neuroscience about how early relationships and experience influence the architecture of the brain, and in turn early school success, has led to increasing policy and practice attention to implementing child development and family support programs like Early Head Start for infants and toddlers. But, there is also a group of…

Effects of Stress and Nicotine on Cognitive Function in Male and Female Rats

DTIC Science & Technology

2016-05-20

abnormal psychology 109:188-97 84. Shih RA, Glass TA, Bandeen-Roche K, Carlson MC, Bolla KI, et al. 2006. Environmental lead exposure and cognitive...submitted to the Faculty of the Medical and Clinical Psychology Graduate Program Uniformed Services University of the Health Sciences In partial...Molecular & Cell Biology -Neuroscience Departmental -Cli.nical Psychology -Environmental Health Sciences -Medical Psychology -Medical Zoology

NRH Neuroscience Research Center

DTIC Science & Technology

2008-06-01

embolism , falls, pneumonia, and mental disorders. Patient variables included age, gender, race, payer source, type and side of stroke, stoke location...Effects of an Oral Anabolic Steroid and Conjugated Linoleic Acid • Mean lean body mass (LBM) increased by 4% in arms and 2% in total body while fat ...Subacute Rehabilitation Programs for Medicare Beneficiiaries with Hip Fracture .: Medical Care. 43 (September) No. 9, 892-901. • DeJong, Gebern (2005

Neurodata Without Borders: Creating a Common Data Format for Neurophysiology.

PubMed

Teeters, Jeffery L; Godfrey, Keith; Young, Rob; Dang, Chinh; Friedsam, Claudia; Wark, Barry; Asari, Hiroki; Peron, Simon; Li, Nuo; Peyrache, Adrien; Denisov, Gennady; Siegle, Joshua H; Olsen, Shawn R; Martin, Christopher; Chun, Miyoung; Tripathy, Shreejoy; Blanche, Timothy J; Harris, Kenneth; Buzsáki, György; Koch, Christof; Meister, Markus; Svoboda, Karel; Sommer, Friedrich T

2015-11-18

The Neurodata Without Borders (NWB) initiative promotes data standardization in neuroscience to increase research reproducibility and opportunities. In the first NWB pilot project, neurophysiologists and software developers produced a common data format for recordings and metadata of cellular electrophysiology and optical imaging experiments. The format specification, application programming interfaces, and sample datasets have been released. Copyright © 2015 Elsevier Inc. All rights reserved.

What Are the Parts of the Nervous System?

MedlinePlus

... Research Information Find a Study Resources and Publications Neuroscience Condition Information NICHD Research Information Find a Study ... functions does the nervous system control? Why study neuroscience? What are the areas of neuroscience? NICHD Research ...

And the Winner Is: Inviting Hollywood into the Neuroscience Classroom

PubMed Central

Wiertelak, Eric P.

2002-01-01

Both short excerpts from, and full-length presentation of feature films have been used with success in undergraduate instruction. Studies of such use of films has revealed that incorporation of film viewing within courses can promote both content mastery and the development of critical thinking skills. This article discusses and provides examples of successful use of two methods that may be used to incorporate a variety of full-length feature films into neuroscience instruction. One, the “neuro-cinema” pairs the presentation of a film featuring extensive neuroscience content with primary literature reading assignments, group discussion and writing exercises. The second, a neuroscience film series, features group discussion of movies of perhaps more limited relevance to neuroscience. An additional goal of this article is provide the reader with initial resources for the selection of potential film titles for use in neuroscience education. Three extensive tables are included to provide a wide range of title suggestions appropriate for use in activities such as the neuro-cinema, the neuroscience film series, or for more limited use as short “clips” in classroom instruction. PMID:23493171

The Selective Allure of Neuroscientific Explanations

PubMed Central

Scurich, Nicholas; Shniderman, Adam

2014-01-01

Some claim that recent advances in neuroscience will revolutionize the way we think about human nature and legal culpability. Empirical support for this proposition is mixed. Two highly-cited empirical studies found that irrelevant neuroscientific explanations and neuroimages were highly persuasive to laypersons. However, attempts to replicate these effects have largely been unsuccessful. Two separate experiments tested the hypothesis that neuroscience is susceptible to motivated reasoning, which refers to the tendency to selectively credit or discredit information in a manner that reinforces preexisting beliefs. Participants read a newspaper article about a cutting-edge neuroscience study. Consistent with the hypothesis, participants deemed the hypothetical study sound and the neuroscience persuasive when the outcome of the study was congruent with their prior beliefs, but gave the identical study and neuroscience negative evaluations when it frustrated their beliefs. Neuroscience, it appears, is subject to the same sort of cognitive dynamics as other types of scientific evidence. These findings qualify claims that neuroscience will play a qualitatively different role in the way in which it shapes people’s beliefs and informs issues of social policy. PMID:25207921

Community-based, Experiential Learning for Second Year Neuroscience Undergraduates

PubMed Central

Yu, Heather J.; Ramos-Goyette, Sharon; McCoy, John G.; Tirrell, Michael E.

2013-01-01

Service learning is becoming a keystone of the undergraduate learning experience. At Stonehill College, we implemented a service learning course, called a Learning Community, in Neuroscience. This course was created to complement the basic research available to Stonehill Neuroscience majors with experience in a more applied and “clinical” setting. The Neuroscience Learning Community is designed to promote a deep understanding of Neuroscience by combining traditional classroom instruction with clinical perspectives and real-life experiences. This Neuroscience Learning Community helps students translate abstract concepts within the context of neurodevelopment by providing students with contextual experience in a real-life, unscripted setting. The experiential learning outside of the classroom enabled students to participate in informed discussions in the classroom, especially with regard to neurodevelopmental disorders. We believe that all students taking this course gain an understanding of the importance of basic and applied Neuroscience as it relates to the individual and the community. Students also have used this concrete, learning-by-doing experience to make informed decisions about career paths and choice of major. PMID:24319392

A Guerilla Guide to Common Problems in ‘Neurostatistics’: Essential Statistical Topics in Neuroscience

PubMed Central

Smith, Paul F.

2017-01-01

Effective inferential statistical analysis is essential for high quality studies in neuroscience. However, recently, neuroscience has been criticised for the poor use of experimental design and statistical analysis. Many of the statistical issues confronting neuroscience are similar to other areas of biology; however, there are some that occur more regularly in neuroscience studies. This review attempts to provide a succinct overview of some of the major issues that arise commonly in the analyses of neuroscience data. These include: the non-normal distribution of the data; inequality of variance between groups; extensive correlation in data for repeated measurements across time or space; excessive multiple testing; inadequate statistical power due to small sample sizes; pseudo-replication; and an over-emphasis on binary conclusions about statistical significance as opposed to effect sizes. Statistical analysis should be viewed as just another neuroscience tool, which is critical to the final outcome of the study. Therefore, it needs to be done well and it is a good idea to be proactive and seek help early, preferably before the study even begins. PMID:29371855

A Guerilla Guide to Common Problems in 'Neurostatistics': Essential Statistical Topics in Neuroscience.

PubMed

Smith, Paul F

2017-01-01

Effective inferential statistical analysis is essential for high quality studies in neuroscience. However, recently, neuroscience has been criticised for the poor use of experimental design and statistical analysis. Many of the statistical issues confronting neuroscience are similar to other areas of biology; however, there are some that occur more regularly in neuroscience studies. This review attempts to provide a succinct overview of some of the major issues that arise commonly in the analyses of neuroscience data. These include: the non-normal distribution of the data; inequality of variance between groups; extensive correlation in data for repeated measurements across time or space; excessive multiple testing; inadequate statistical power due to small sample sizes; pseudo-replication; and an over-emphasis on binary conclusions about statistical significance as opposed to effect sizes. Statistical analysis should be viewed as just another neuroscience tool, which is critical to the final outcome of the study. Therefore, it needs to be done well and it is a good idea to be proactive and seek help early, preferably before the study even begins.

The selective allure of neuroscientific explanations.

PubMed

Scurich, Nicholas; Shniderman, Adam

2014-01-01

Some claim that recent advances in neuroscience will revolutionize the way we think about human nature and legal culpability. Empirical support for this proposition is mixed. Two highly-cited empirical studies found that irrelevant neuroscientific explanations and neuroimages were highly persuasive to laypersons. However, attempts to replicate these effects have largely been unsuccessful. Two separate experiments tested the hypothesis that neuroscience is susceptible to motivated reasoning, which refers to the tendency to selectively credit or discredit information in a manner that reinforces preexisting beliefs. Participants read a newspaper article about a cutting-edge neuroscience study. Consistent with the hypothesis, participants deemed the hypothetical study sound and the neuroscience persuasive when the outcome of the study was congruent with their prior beliefs, but gave the identical study and neuroscience negative evaluations when it frustrated their beliefs. Neuroscience, it appears, is subject to the same sort of cognitive dynamics as other types of scientific evidence. These findings qualify claims that neuroscience will play a qualitatively different role in the way in which it shapes people's beliefs and informs issues of social policy.

Upward Spirals of Positive Emotions Counter Downward Spirals of Negativity: Insights from the Broaden-and-Build Theory and Affective Neuroscience on The Treatment of Emotion Dysfunctions and Deficits in Psychopathology

PubMed Central

Garland, Eric L.; Fredrickson, Barbara; Kring, Ann M.; Johnson, David P.; Meyer, Piper S.; Penn, David L.

2010-01-01

This review integrates Fredrickson’s broaden-and-build theory of positive emotions with advances in affective neuroscience regarding plasticity in the neural circuitry of emotions to inform the treatment of emotion deficits within psychopathology. We first present a body of research showing that positive emotions broaden cognition and behavioral repertoires, and in so doing, build durable biopsychosocial resources that support coping and flourishing mental health. Next, by explicating the processes through which momentary experiences of emotions may accrue into self-perpetuating emotional systems, the current review proposes an underlying architecture of state-trait interactions that engenders lasting affective dispositions. This theoretical framework is then used to elucidate the cognitive-emotional mechanisms underpinning three disorders of affect regulation, depression, anxiety, and schizophrenia. In turn, two mind training interventions, mindfulness and loving-kindness meditation, are highlighted as means of generating positive emotions that may counter the negative affective processes implicated in these disorders. We conclude with the proposition that positive emotions may exert a countervailing force on the dysphoric, fearful, or anhedonic states characteristic of persons with psychopathology typified by emotional dysfunctions. PMID:20363063

Reflections on empathy in medical education: What can we learn from social neurosciences?

PubMed

Preusche, Ingrid; Lamm, Claus

2016-03-01

The role of empathy in human social interaction has been examined in several research fields, including medical education (ME) and social neuroscience (SN). SN yields insights into empathy based on neurobiological processes, and such information may also be relevant to ME. In this reflection article, the authors first critically review current definitions and concepts of empathy in ME and link them to recent SN findings. In the light of recent evidence from SN, research in ME regarding the positive and negative effects of empathy for physicians and patients is discussed, as well as the question whether (future) physicians differ from the general population with regard to empathic skills. Commonly used SN paradigms and ME approaches to assess empathy are contrasted, a joint approach is advocated, and implications for further interdisciplinary studies are outlined. Finally, the authors delineate the contribution of SN to the question of whether empathy is teachable, and argue that SN findings represent a potential for new ME training approaches. In conclusion, the authors discuss how the incorporation of perspectives on empathy from different research areas would benefit ME, and suggest the translation and integration of such findings into ME research approaches.

A computational model that predicts behavioral sensitivity to intracortical microstimulation

PubMed Central

Kim, Sungshin; Callier, Thierri; Bensmaia, Sliman J.

2016-01-01

Objective Intracortical microstimulation (ICMS) is a powerful tool to investigate the neural mechanisms of perception and can be used to restore sensation for patients who have lost it. While sensitivity to ICMS has previously been characterized, no systematic framework has been developed to summarize the detectability of individual ICMS pulse trains or the discriminability of pairs of pulse trains. Approach We develop a simple simulation that describes the responses of a population of neurons to a train of electrical pulses delivered through a microelectrode. We then perform an ideal observer analysis on the simulated population responses to predict the behavioral performance of non-human primates in ICMS detection and discrimination tasks. Main results Our computational model can predict behavioral performance across a wide range of stimulation conditions with high accuracy (R2 = 0.97) and generalizes to novel ICMS pulse trains that were not used to fit its parameters. Furthermore, the model provides a theoretical basis for the finding that amplitude discrimination based on ICMS violates Weber's law. Significance The model can be used to characterize the sensitivity to ICMS across the range of perceptible and safe stimulation regimes. As such, it will be a useful tool for both neuroscience and neuroprosthetics. PMID:27977419

A computational model that predicts behavioral sensitivity to intracortical microstimulation.

PubMed

Kim, Sungshin; Callier, Thierri; Bensmaia, Sliman J

2017-02-01

Intracortical microstimulation (ICMS) is a powerful tool to investigate the neural mechanisms of perception and can be used to restore sensation for patients who have lost it. While sensitivity to ICMS has previously been characterized, no systematic framework has been developed to summarize the detectability of individual ICMS pulse trains or the discriminability of pairs of pulse trains. We develop a simple simulation that describes the responses of a population of neurons to a train of electrical pulses delivered through a microelectrode. We then perform an ideal observer analysis on the simulated population responses to predict the behavioral performance of non-human primates in ICMS detection and discrimination tasks. Our computational model can predict behavioral performance across a wide range of stimulation conditions with high accuracy (R 2  = 0.97) and generalizes to novel ICMS pulse trains that were not used to fit its parameters. Furthermore, the model provides a theoretical basis for the finding that amplitude discrimination based on ICMS violates Weber's law. The model can be used to characterize the sensitivity to ICMS across the range of perceptible and safe stimulation regimes. As such, it will be a useful tool for both neuroscience and neuroprosthetics.

Music playing and memory trace: evidence from event-related potentials.

PubMed

Kamiyama, Keiko; Katahira, Kentaro; Abla, Dilshat; Hori, Koji; Okanoya, Kazuo

2010-08-01

We examined the relationship between motor practice and auditory memory for sound sequences to evaluate the hypothesis that practice involving physical performance might enhance auditory memory. Participants learned two unfamiliar sound sequences using different training methods. Under the key-press condition, they learned a melody while pressing a key during auditory input. Under the no-key-press condition, they listened to another melody without any key pressing. The two melodies were presented alternately, and all participants were trained in both methods. Participants were instructed to pay attention under both conditions. After training, they listened to the two melodies again without pressing keys, and ERPs were recorded. During the ERP recordings, 10% of the tones in these melodies deviated from the originals. The grand-average ERPs showed that the amplitude of mismatch negativity (MMN) elicited by deviant stimuli was larger under the key-press condition than under the no-key-press condition. This effect appeared only in the high absolute pitch group, which included those with a pronounced ability to identify a note without external reference. This result suggests that the effect of training with key pressing was mediated by individual musical skills. Copyright 2010 Elsevier Ireland Ltd and the Japan Neuroscience Society. All rights reserved.

A computational model that predicts behavioral sensitivity to intracortical microstimulation

NASA Astrophysics Data System (ADS)

Kim, Sungshin; Callier, Thierri; Bensmaia, Sliman J.

2017-02-01

Objective. Intracortical microstimulation (ICMS) is a powerful tool to investigate the neural mechanisms of perception and can be used to restore sensation for patients who have lost it. While sensitivity to ICMS has previously been characterized, no systematic framework has been developed to summarize the detectability of individual ICMS pulse trains or the discriminability of pairs of pulse trains. Approach. We develop a simple simulation that describes the responses of a population of neurons to a train of electrical pulses delivered through a microelectrode. We then perform an ideal observer analysis on the simulated population responses to predict the behavioral performance of non-human primates in ICMS detection and discrimination tasks. Main results. Our computational model can predict behavioral performance across a wide range of stimulation conditions with high accuracy (R 2 = 0.97) and generalizes to novel ICMS pulse trains that were not used to fit its parameters. Furthermore, the model provides a theoretical basis for the finding that amplitude discrimination based on ICMS violates Weber’s law. Significance. The model can be used to characterize the sensitivity to ICMS across the range of perceptible and safe stimulation regimes. As such, it will be a useful tool for both neuroscience and neuroprosthetics.

77 FR 28886 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-16

..., Functional and Cognitive Neuroscience Integrated Review Group; Sensorimotor Integration Study Section. Date... and Developmental Neuroscience Integrated Review Group; Neural Oxidative Metabolism and Death Study...: Molecular, Cellular and Developmental Neuroscience Integrated Review Group; Neurodifferentiation, Plasticity...

An Integrated Neuroscience and Engineering Approach to Classifying Human Brain-States

DTIC Science & Technology

2015-12-22

AFRL-AFOSR-VA-TR-2016-0037 An Integrated Neuroscience and Engineering Approach to Classifying Human Brain-States Adrian Lee UNIVERSITY OF WASHINGTON...to 14-09-2015 4. TITLE AND SUBTITLE An Integrated Neuroscience and Engineering Approach to Classifying Human Brain- States 5a.  CONTRACT NUMBER 5b...specific cognitive states remains elusive, owing perhaps to limited crosstalk between the fields of neuroscience and engineering. Here, we report a

Swiss national MD-PhD-program: an outcome analysis.

PubMed

Kuehnle, Katrin; Winkler, David T; Meier-Abt, Peter J

2009-09-19

This study aims at a first evaluation of the outcome of the Swiss national MD-PhD program during the last 16 years. One hundred and twenty six former and current students in the Swiss national MD-PhD program were surveyed via a Web-based questionnaire in September 2007. Twenty-four questions assessed information regarding participant demographics, information on the PhD thesis and publication activity, current positions and research activity, as well as participant's opinions, attitudes and career goals. Eighty questionnaires were received from 126 MD-PhD students and graduates (63.5% response rate). The responders consisted of present students (36%), former graduates (56%), and dropouts (8%). The percentage of women in the program was 23%, and the average duration of the program was 4.2 +/- 1.4 years. Research interests were predominantly in the fields of neuroscience, immunology, molecular biology and cancer research. A considerable portion of the MD-PhD graduates had an excellent publication record stemming from their PhD research work, and 89% were planning to continue a research-orientated career. Over 50% of those MD-PhD graduates completing their thesis before 2002 had already reached an assistant or full professor position at the time of the survey. Nearly all participants considered the MD-PhD training helpful to their career and high quality standards were assigned to the acquired practical and intellectual skills. However, criticism was expressed concerning the general mentoring and the career related mentoring. Moreover, general mentoring and career related mentoring were significantly less well perceived in research groups employing more than seven PhD students at the same time. The MD-PhD students and graduates surveyed were satisfied with their education and most of them continued a research-orientated career. Regarding the overall positive evaluation, this study supports the view that MD-PhD graduates are well qualified for a successful career in academic medicine.

Neuroanatomy education: The impact on perceptions, attitudes, and knowledge of an intensive course on general practice residents.

PubMed

Arantes, Mavilde; Barbosa, Joselina Maria; Ferreira, Maria Amélia

2017-09-01

General practitioners are responsible for the management of an increasing number of patients with neurological illness, and thus a solid education in neurosciences is a necessary component of their training. This study examines the effects of an intensive clinical neuroanatomy course on twenty general practice residents' perceptions, attitudes, and knowledge. A knowledge test was completed by the participants and by a control group at four different time points. The participants were asked to answer a questionnaire about their reasons for signing up for the course and their attitudes and perceptions toward the course experience. Experimental and control groups demonstrated identical mean baseline test scores. The experimental group significantly increased its test scores (plus 49.0% correct answers, a mean improvement of 120%) relative to controls after the educational intervention. There were no differences among scores from the evaluated time points after the educational intervention in the experimental group. In the control group, there were likewise no significant differences between the four evaluated time points. Most participants indicated that they signed up for the course to update/acquire knowledge and skills in the field of neurosciences, and also because they had difficulty in diagnosing and managing patients with neurological diseases. Participants' attitudes and perceptions toward the course experience were very positive. Most of the participants (n = 17; 85%) rated the course as "extremely useful," and 3 (15%) rated it as "very useful." This study provides evidence demonstrating the potential positive effect of neurosciences education to general practice residents. Anat Sci Educ 10: 465-474. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Aphasia therapy on a neuroscience basis

PubMed Central

Pulvermüller, Friedemann; Berthier, Marcelo L.

2008-01-01

Background Brain research has documented that the cortical mechanisms for language and action are tightly interwoven and, concurrently, new approaches to language therapy in neurological patients are being developed that implement language training in the context of relevant linguistic and non-linguistic actions, therefore taking advantage of the mutual connections of language and action systems in the brain. A further well-known neuroscience principle is that learning at the neuronal level is driven by correlation; consequently, new approaches to language therapy emphasise massed practice in a short time, thus maximising therapy quantity and frequency and, therefore, correlation at the behavioural and neuronal levels. Learned non-use of unsuccessful actions plays a major role in the chronification of neurological deficits, and behavioural approaches to therapy have therefore employed shaping and other learning techniques to counteract such non-use. Aims Advances in theoretical and experimental neuroscience have important implications for clinical practice. We exemplify this in the domain of aphasia rehabilitation. Main Contribution Whereas classical wisdom had been that aphasia cannot be significantly improved at a chronic stage, we here review evidence that one type of intensive language-action therapy (ILAT)—constraint-induced aphasia therapy—led to significant improvement of language performance in patients with chronic aphasia. We discuss perspectives for further improving speech-language therapy, including drug treatment that may be particularly fruitful when applied in conjunction with behavioural treatment. In a final section we highlight intensive and rapid therapy studies in chronic aphasia as a unique tool for exploring the cortical reorganisation of language. Conclusions We conclude that intensive language action therapy is an efficient tool for improving language functions even at chronic stages of aphasia. Therapy studies using this technique can open new perspectives for research into the plasticity of human language circuits. PMID:18923644

The integration of brain dissection within the medical neuroscience laboratory enhances learning.

PubMed

Rae, Guenevere; Cork, R John; Karpinski, Aryn C; Swartz, William J

2016-11-01

The purpose of this study was to design a one-hour brain dissection protocol for a medical neuroscience course and evaluate the short and long-term effects of its implementation on medical students. First-year medical students (n = 166) participated in a brain dissection activity that included dissection of the basal nuclei and associated deep brain structures. Short-term retention was assessed by administering identical pre- and post-activity tests involving identification of brain structures. Following the brain dissection, the students' posttest scores were significantly higher (68.8% ± 17.8%; mean percent score ± SD) than their pretest scores (35.8% ± 20.0%) (P ≤ 0.0001). Long-term retention was evaluated by conducting an identical assessment five months after completion of the course. Students who participated in the dissection activity (n = 80) had significantly higher scores (46.6% ± 23.8%) than the students who did not participate in the dissection activity (n = 85) (38.1% ± 23.9%) (P ≤ 0.05). In addition to the long-term retention assessment, the NBME ® Subject Examination scores of students who participated in the dissection activity were significantly higher than the students who did not participate in the dissection activity (P ≤ 0.01). Results suggest that this succinct brain dissection activity may be a practical addition to an undergraduate medical neuroscience course for increasing the effectiveness of neuroanatomy training. This effect may have long-term benefits on knowledge retention and may be correlated with higher performance levels on standardized subject examinations. Anat Sci Educ 9: 565-574. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

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From brain to neuro: the brain research association and the making of British neuroscience, 1965-1996.

PubMed

Abi-Rached, Joelle M

2012-01-01

This article explores the short history of "neuroscience" as a discipline in its own right as opposed to the much longer past of the brain sciences. It focuses on one historical moment, the formation of the first British "neuroscience" society, the Brain Research Association (BRA), renamed in 1996 to the British Neuroscience Association (BNA). It outlines the new thinking brought about by this new science of brain, mind, and behavior, it sketches the beginnings of the BRA and the institutionalization of neuroscience in the British context, and it further explores the ambiguous relation the association had towards some of the ethical, social, and political implications of this new area of research.

Towards a synergy framework across neuroscience and robotics: Lessons learned and open questions. Reply to comments on: "Hand synergies: Integration of robotics and neuroscience for understanding the control of biological and artificial hands"

NASA Astrophysics Data System (ADS)

Santello, Marco; Bianchi, Matteo; Gabiccini, Marco; Ricciardi, Emiliano; Salvietti, Gionata; Prattichizzo, Domenico; Ernst, Marc; Moscatelli, Alessandro; Jorntell, Henrik; Kappers, Astrid M. L.; Kyriakopoulos, Kostas; Schaeffer, Alin Abu; Castellini, Claudio; Bicchi, Antonio

2016-07-01

We would like to thank all commentators for their insightful commentaries. Thanks to their diverse and complementary expertise in neuroscience and robotics, the commentators have provided us with the opportunity to further discuss state-of-the-art and gaps in the integration of neuroscience and robotics reviewed in our article. We organized our reply in two sections that capture the main points of all commentaries [1-9]: (1) Advantages and limitations of the synergy approach in neuroscience and robotics, and (2) Learning and role of sensory feedback in biological and robotics synergies.

34 CFR 642.1 - Training Program for Federal TRIO Programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... these regulations as the Training Program—provides Federal financial assistance to train the staff and... 34 Education 3 2010-07-01 2010-07-01 false Training Program for Federal TRIO Programs. 642.1... POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TRAINING PROGRAM FOR FEDERAL TRIO PROGRAMS General § 642.1...

Fitting neuron models to spike trains.

PubMed

Rossant, Cyrille; Goodman, Dan F M; Fontaine, Bertrand; Platkiewicz, Jonathan; Magnusson, Anna K; Brette, Romain

2011-01-01

Computational modeling is increasingly used to understand the function of neural circuits in systems neuroscience. These studies require models of individual neurons with realistic input-output properties. Recently, it was found that spiking models can accurately predict the precisely timed spike trains produced by cortical neurons in response to somatically injected currents, if properly fitted. This requires fitting techniques that are efficient and flexible enough to easily test different candidate models. We present a generic solution, based on the Brian simulator (a neural network simulator in Python), which allows the user to define and fit arbitrary neuron models to electrophysiological recordings. It relies on vectorization and parallel computing techniques to achieve efficiency. We demonstrate its use on neural recordings in the barrel cortex and in the auditory brainstem, and confirm that simple adaptive spiking models can accurately predict the response of cortical neurons. Finally, we show how a complex multicompartmental model can be reduced to a simple effective spiking model.

Behavioral assessment of sensitivity to intracortical microstimulation of primate somatosensory cortex.

PubMed

Kim, Sungshin; Callier, Thierri; Tabot, Gregg A; Gaunt, Robert A; Tenore, Francesco V; Bensmaia, Sliman J

2015-12-08

Intracortical microstimulation (ICMS) is a powerful tool to investigate the functional role of neural circuits and may provide a means to restore sensation for patients for whom peripheral stimulation is not an option. In a series of psychophysical experiments with nonhuman primates, we investigate how stimulation parameters affect behavioral sensitivity to ICMS. Specifically, we deliver ICMS to primary somatosensory cortex through chronically implanted electrode arrays across a wide range of stimulation regimes. First, we investigate how the detectability of ICMS depends on stimulation parameters, including pulse width, frequency, amplitude, and pulse train duration. Then, we characterize the degree to which ICMS pulse trains that differ in amplitude lead to discriminable percepts across the range of perceptible and safe amplitudes. We also investigate how discriminability of pulse amplitude is modulated by other stimulation parameters-namely, frequency and duration. Perceptual judgments obtained across these various conditions will inform the design of stimulation regimes for neuroscience and neuroengineering applications.

Tractor Trailer Driver's Training Programs. Performance Report.

ERIC Educational Resources Information Center

New Hampshire Vocational Technical Coll., Nashua.

This document describes a project to develop a 320-hour tractor trailer driver training program and a 20-hour commercial driver licensing upgrade training program. Of 34 graduates from the training program, 28 secured employment in the trucking industry. From August 1989 to June 1990, 725 students were trained in the upgrade training program with…

Mapping of Indian neuroscience research: a scientometric analysis of research output during 1999-2008.

PubMed

Bala, Adarsh; Gupta, B M

2010-01-01

This study analyses the research output in India in neurosciences during the period 1999-2008 and the analyses included research growth, rank, global publications' share, citation impact, share of international collaborative papers and major collaborative partner countries and patterns of research communication in most productive journals. It also analyses the characteristics of most productive institutions, authors and high-cited papers. The publication output and impact of India is also compared with China, Brazil and South Korea. Scopus Citation database was used for retrieving the publications' output of India and other countries in neurosciences during 1999-2008. India's global publications' share in neurosciences during the study period was 0.99% (with 4503 papers) and it ranked 21 st among the top 26 countries in neurosciences. The average annual publication growth rate was 11.37%, shared 17.34% of international collaborative papers and the average citation per paper was 4.21. India was far behind China, Brazil and South Korea in terms of publication output, citation quality and share of international collaborative papers in neurosciences. India is far behind in terms of publication output, citation quality and share of international collaborative papers in neurosciences when compared to other countries with an emerging economy. There is an urgent need to substantially increase the research activities in the field of neurosciences in India.

A physiological perspective on the neuroscience of eating.

PubMed

Geary, Nori

2014-09-01

I present the thesis that 'being physiological,' i.e., analyzing eating under conditions that do not perturb, or minimally perturb, the organism's endogenous processes, should be a central goal of the neuroscience of eating. I describe my understanding of 'being physiological' based on [i] the central neural-network heuristic of CNS function that traces back to Cajal and Sherrington, [ii] research on one of the simpler problems in the neuroscience of eating, identification of endocrine signals that control eating. In this context I consider natural meals, physiological doses and ranges, and antagonist studies. Several examples involve CCK. Next I describe my view of the cutting edge in the molecular neuroscience of eating as it has evolved from the discovery of leptin signaling through the application of optogenetic and pharmacogenetic methods. Finally I describe some novel approaches that may advance the neuroscience of eating in the foreseeable future. I conclude that [i] the neuroscience of eating may soon be able to discern 'physiological' function in the operation of CNS networks mediating eating, [ii] the neuroscience of eating should capitalize on methods developed in other areas of neuroscience, e.g., improved methods to record and manipulate CNS function in behaving animals, identification of canonical regional circuits, use of population electrophysiology, etc., and [iii] subjective aspects of eating are crucial aspects of eating science, but remain beyond mechanistic understanding. Copyright © 2014 Elsevier Inc. All rights reserved.

Neuromarketing and consumer neuroscience: contributions to neurology.

PubMed

Javor, Andrija; Koller, Monika; Lee, Nick; Chamberlain, Laura; Ransmayr, Gerhard

2013-02-06

'Neuromarketing' is a term that has often been used in the media in recent years. These public discussions have generally centered around potential ethical aspects and the public fear of negative consequences for society in general, and consumers in particular. However, positive contributions to the scientific discourse from developing a biological model that tries to explain context-situated human behavior such as consumption have often been neglected. We argue for a differentiated terminology, naming commercial applications of neuroscientific methods 'neuromarketing' and scientific ones 'consumer neuroscience'. While marketing scholars have eagerly integrated neuroscientific evidence into their theoretical framework, neurology has only recently started to draw its attention to the results of consumer neuroscience. In this paper we address key research topics of consumer neuroscience that we think are of interest for neurologists; namely the reward system, trust and ethical issues. We argue that there are overlapping research topics in neurology and consumer neuroscience where both sides can profit from collaboration. Further, neurologists joining the public discussion of ethical issues surrounding neuromarketing and consumer neuroscience could contribute standards and experience gained in clinical research. We identify the following areas where consumer neuroscience could contribute to the field of neurology:First, studies using game paradigms could help to gain further insights into the underlying pathophysiology of pathological gambling in Parkinson's disease, frontotemporal dementia, epilepsy, and Huntington's disease.Second, we identify compulsive buying as a common interest in neurology and consumer neuroscience. Paradigms commonly used in consumer neuroscience could be applied to patients suffering from Parkinson's disease and frontotemporal dementia to advance knowledge of this important behavioral symptom.Third, trust research in the medical context lacks empirical behavioral and neuroscientific evidence. Neurologists entering this field of research could profit from the extensive knowledge of the biological foundation of trust that scientists in economically-orientated neurosciences have gained.Fourth, neurologists could contribute significantly to the ethical debate about invasive methods in neuromarketing and consumer neuroscience. Further, neurologists should investigate biological and behavioral reactions of neurological patients to marketing and advertising measures, as they could show special consumer vulnerability and be subject to target marketing.

76 FR 55400 - Center for Scientific Review; Notice of Closed Meetings

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State-of-the-science on prevention of elder abuse and lessons learned from child abuse and domestic violence prevention: Toward a conceptual framework for research

PubMed Central

Teresi, Jeanne A.; Burnes, David; Skowron, Elizabeth A.; Dutton, Mary Ann; Mosqueda, Laura; Lachs, Mark S.; Pillemer, Karl

2017-01-01

The goal of this review is to discuss the state-of-the-science in elder abuse prevention. Findings from evidence-based programs to reduce elder abuse are discussed, drawing from findings and insights from evidence-based programs for child maltreatment and domestic/ intimate partner violence. A conceptual measurement model for the study of elder abuse is presented, and linked to possible measures of risk factors and outcomes. Advances in neuroscience in child maltreatment and novel measurement strategies for outcome assessment are presented. PMID:27676289

State of the science on prevention of elder abuse and lessons learned from child abuse and domestic violence prevention: Toward a conceptual framework for research.

PubMed

Teresi, Jeanne A; Burnes, David; Skowron, Elizabeth A; Dutton, Mary Ann; Mosqueda, Laura; Lachs, Mark S; Pillemer, Karl

2016-01-01

The goal of this review is to discuss the state of the science in elder abuse prevention. Findings from evidence-based programs to reduce elder abuse are discussed, drawing from findings and insights from evidence-based programs for child maltreatment and domestic/intimate partner violence. A conceptual measurement model for the study of elder abuse is presented and linked to possible measures of risk factors and outcomes. Advances in neuroscience in child maltreatment and novel measurement strategies for outcome assessment are presented.

Power-up: A Reanalysis of 'Power Failure' in Neuroscience Using Mixture Modeling.

PubMed

Nord, Camilla L; Valton, Vincent; Wood, John; Roiser, Jonathan P

2017-08-23

Recently, evidence for endemically low statistical power has cast neuroscience findings into doubt. If low statistical power plagues neuroscience, then this reduces confidence in the reported effects. However, if statistical power is not uniformly low, then such blanket mistrust might not be warranted. Here, we provide a different perspective on this issue, analyzing data from an influential study reporting a median power of 21% across 49 meta-analyses (Button et al., 2013). We demonstrate, using Gaussian mixture modeling, that the sample of 730 studies included in that analysis comprises several subcomponents so the use of a single summary statistic is insufficient to characterize the nature of the distribution. We find that statistical power is extremely low for studies included in meta-analyses that reported a null result and that it varies substantially across subfields of neuroscience, with particularly low power in candidate gene association studies. Therefore, whereas power in neuroscience remains a critical issue, the notion that studies are systematically underpowered is not the full story: low power is far from a universal problem. SIGNIFICANCE STATEMENT Recently, researchers across the biomedical and psychological sciences have become concerned with the reliability of results. One marker for reliability is statistical power: the probability of finding a statistically significant result given that the effect exists. Previous evidence suggests that statistical power is low across the field of neuroscience. Our results present a more comprehensive picture of statistical power in neuroscience: on average, studies are indeed underpowered-some very seriously so-but many studies show acceptable or even exemplary statistical power. We show that this heterogeneity in statistical power is common across most subfields in neuroscience. This new, more nuanced picture of statistical power in neuroscience could affect not only scientific understanding, but potentially policy and funding decisions for neuroscience research. Copyright © 2017 Nord, Valton et al.

Details for Manuscript Number: SSM-D-09-00651 R2 “Contemporary neuroscience in the media”

PubMed Central

Racine, Eric; Waldman, Sarah; Rosenberg, Jarett; Illes, Judy

2010-01-01

Technological innovations in neuroscience have opened new windows to the understanding of brain function and the neuronal underpinnings of brain activity in neuropsychiatric disorders and social behavior. Public interest and support for neuroscience research through initiatives like the Decade of the Brain project and increasingly diverse brain-related initiatives have created new interfaces between neuroscience and society. Against this backdrop of dynamic innovation, we set out to examine how different features of neuroscience are depicted in print media. We used the ‘guided news’ function of the LexisNexis Academic database with keyword searches to find news articles published between 1995 and 2004 in major U.S. and U.K. English-language news sources. We performed searches on headlines, lead paragraphs, and body terms to maximize search yields. All articles were coded for overall tone of coverage, details on reported studies, presence of ethical, legal, and social discussion as well as the emerging interpretations of neuroscience – in the form of neuro-essentialism, neuro-realism, and neuro-policy. We found that print media coverage of the use of neurotechnology for diagnosis or therapy in neuropsychiatric disorders was generally optimistic. We also found that, even within articles that were identified as research reports, many did not provide details about research studies. We also gained additional insights into the previously identified phenomena of neuro-essentialism, neuro-realism, and neuro-policy showing some profound impacts of neuroscience on personal identity and policy-making. Our results highlight the implications of transfer of neuroscience knowledge to society given the substantial and authoritative weight ascribed to neuroscience knowledge in defining who we are. We also discuss the impact of these findings on neuroscience and on the respective contributions of the social sciences and the biological sciences in contemporary psychiatry and mental health policy. PMID:20609506

Phenotype-dependent Ca(2+) dynamics in single boutons of various anatomically identified GABAergic interneurons in the rat hippocampus.

PubMed

Lőrincz, Tibor; Kisfali, Máté; Lendvai, Balázs; Sylvester Vizi, Elek

2016-02-01

Interneurons (INs) of the hippocampus exert versatile inhibition on pyramidal cells by silencing the network at different oscillation frequencies. Although IN discharge can phase-lock to various rhythms in the hippocampus, under high-frequency axon firing, the boutons may not be able to follow the fast activity. Here, we studied Ca(2+) responses to action potentials (APs) in single boutons using combined two-photon microscopy and patch clamp electrophysiology in three types of INs: non-fast-spiking (NFS) neurons showing cannabinoid 1 receptor labelling and dendrite targeting, fast-spiking partially parvalbumin-positive cells synapsing with dendrites (DFS), and parvalbumin-positive cells with perisomatic innervation (PFS). The increase in [Ca(2+) ]i from AP trains was substantially higher in NFS boutons than in DFS or PFS boutons. The decay of bouton Ca(2+) responses was markedly faster in DFS and PFS cells compared with NFS neurons. The bouton-to-bouton variability of AP-evoked Ca(2+) transients in the same axon was surprisingly low in each cell type. Importantly, local responses were saturated after shorter trains of APs in NFS cells than in PFS cells. This feature of fast-spiking neurons might allow them to follow higher-frequency gamma oscillations for a longer time than NFS cells. The function of NFS boutons may better support asynchronous GABA release. In conclusion, we demonstrate several neuron-specific Ca(2+) transients in boutons of NFS, PFS and DFS neurons, which may serve differential functions in hippocampal networks. © 2015 The Authors. European Journal of Neuroscience published by Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Slow angled-descent forepaw grasping (SLAG): an innate behavioral task for identification of individual experimental mice possessing functional vision.

PubMed

Gil-Pagés, Macarena; Stiles, Robert J; Parks, Christopher A; Neier, Steven C; Radulovic, Maja; Oliveros, Alfredo; Ferrer, Alejandro; Reed, Brendan K; Wilton, Katelynn M; Schrum, Adam G

2013-08-23

There is significant interest in the generation of improved assays to clearly identify experimental mice possessing functional vision, a property that could qualify mice for inclusion in behavioral and neuroscience studies. Widely employed current methods rely on mouse responses to visual cues in assays of reflexes, depth perception, or cognitive memory. However, commonly assessed mouse reflexes can sometimes be ambiguous in their expression, while depth perception assays are sometimes confounded by variation in anxiety responses and exploratory conduct. Furthermore, in situations where experimental groups vary in their cognitive memory capacity, memory assays may not be ideal for assessing differences in vision. We have optimized a non-invasive behavioral assay that relies on an untrained, innate response to identify individual experimental mice possessing functional vision: slow angled-descent forepaw grasping (SLAG). First, we verified that SLAG performance depends on vision and not olfaction. Next, all members of an age-ranged cohort of 158 C57BL/6 mice (57 wild-type, 101 knockout, age range 44-241 days) were assessed for functional vision using the SLAG test without training or conditioning. Subjecting the population to a second innate behavioral test, Dark Chamber preference, corroborated that the functional vision assessment of SLAG was valid. We propose that the SLAG assay is immediately useful to quickly and clearly identify experimental mice possessing functional vision. SLAG is based on a behavioral readout with a significant innate component with no requirement for training. This will facilitate the selection of mice of known sighted status in vision-dependent experiments that focus on other types of behavior, neuroscience, and/or cognitive memory.

Technology, expertise and social cognition in human evolution.

PubMed

Stout, Dietrich; Passingham, Richard; Frith, Christopher; Apel, Jan; Chaminade, Thierry

2011-04-01

Paleolithic stone tools provide concrete evidence of major developments in human behavioural and cognitive evolution. Of particular interest are evolving cognitive mechanisms implied by the cultural transmission of increasingly complex prehistoric technologies, hypothetically including motor resonance, causal reasoning and mentalizing. To test the relevance of these mechanisms to specific Paleolithic technologies, we conducted a functional magnetic resonance imaging study of Naïve, Trained and Expert subjects observing two toolmaking methods of differing complexity and antiquity: the simple 'Oldowan' method documented by the earliest tools 2.5 million years ago; and the more complex 'Acheulean' method used to produce refined tools 0.5 million years ago. Subjects observed 20-s video clips of an expert demonstrator, followed by behavioural tasks designed to maintain attention. Results show that observational understanding of Acheulean toolmaking involves increased demands for the recognition of abstract technological intentions. Across subject groups, Acheulean compared with Oldowan toolmaking was associated with activation of left anterior intraparietal and inferior frontal sulci, indicating the relevance of resonance mechanisms. Between groups, Naïve subjects relied on bottom-up kinematic simulation in the premotor cortex to reconstruct unfamiliar intentions, and Experts employed a combination of familiarity-based sensorimotor matching in the posterior parietal cortex and top-down mentalizing involving the medial prefrontal cortex. While no specific differences between toolmaking technologies were found for Trained subjects, both produced frontal activation relative to Control, suggesting focused engagement with toolmaking stimuli. These findings support motor resonance hypotheses for the evolutionary origins of human social cognition and cumulative culture, directly linking these hypotheses with archaeologically observable behaviours in prehistory. © 2011 The Authors. European Journal of Neuroscience © 2011 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Slow angled-descent forepaw grasping (SLAG): an innate behavioral task for identification of individual experimental mice possessing functional vision

PubMed Central

2013-01-01

Background There is significant interest in the generation of improved assays to clearly identify experimental mice possessing functional vision, a property that could qualify mice for inclusion in behavioral and neuroscience studies. Widely employed current methods rely on mouse responses to visual cues in assays of reflexes, depth perception, or cognitive memory. However, commonly assessed mouse reflexes can sometimes be ambiguous in their expression, while depth perception assays are sometimes confounded by variation in anxiety responses and exploratory conduct. Furthermore, in situations where experimental groups vary in their cognitive memory capacity, memory assays may not be ideal for assessing differences in vision. Results We have optimized a non-invasive behavioral assay that relies on an untrained, innate response to identify individual experimental mice possessing functional vision: slow angled-descent forepaw grasping (SLAG). First, we verified that SLAG performance depends on vision and not olfaction. Next, all members of an age-ranged cohort of 158 C57BL/6 mice (57 wild-type, 101 knockout, age range 44–241 days) were assessed for functional vision using the SLAG test without training or conditioning. Subjecting the population to a second innate behavioral test, Dark Chamber preference, corroborated that the functional vision assessment of SLAG was valid. Conclusions We propose that the SLAG assay is immediately useful to quickly and clearly identify experimental mice possessing functional vision. SLAG is based on a behavioral readout with a significant innate component with no requirement for training. This will facilitate the selection of mice of known sighted status in vision-dependent experiments that focus on other types of behavior, neuroscience, and/or cognitive memory. PMID:23971729

Inactivation of the central nucleus of the amygdala reduces the effect of punishment on cocaine self-administration in rats.

PubMed

Xue, YueQiang; Steketee, Jeffery D; Sun, WenLin

2012-03-01

Continued cocaine use despite the negative consequences is a hallmark of cocaine addiction. One such consequence is punishment, which is often used by society to curb cocaine use. Unfortunately, we know little about the mechanism involved in regulation by punishment of cocaine use. The fact that cocaine addicts continue to use cocaine despite potentially severe punishment suggests that the mechanism may be impaired. Such impairment is expected to critically contribute to compulsive cocaine use. This study was aimed at testing the hypothesis that the central nucleus of the amygdala (CeN) plays a critical role in such regulation. To this end, rats were trained to press a lever to self-administer cocaine under a chained schedule: a response on one lever (cocaine-seeking lever) led to access to the other lever (cocaine-taking lever), on which a response was reinforced by cocaine and cues. Thereafter, responses on the seeking lever were punished by footshock with a probability of 0.5. Cocaine self-administration (SA) was significantly suppressed by punishment in an intensity-dependent manner. Interestingly, rats trained with daily 6-h (extended access) but not 2-h (limited access) sessions showed resistance to the lower intensity of punishment. Inactivation of the CeN induced a robust anti-punishment effect in both groups. These data provided evidence that the CeN is a critical neural substrate involved in regulation by punishment of cocaine SA. Rats with a history of extended cocaine SA appeared to be less sensitive to punishment. The decreased sensitivity could result from the neuroplastic changes induced by extended cocaine SA in the CeN. © 2012 The Authors. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Integrating Brain Science into Health Studies: An Interdisciplinary Course in Contemplative Neuroscience and Yoga

PubMed Central

Wolfe, Uta; Moran, Amy

2017-01-01

As neuroscience knowledge grows in its scope of societal applications so does the need to educate a wider audience on how to critically evaluate its research findings. Efforts at finding teaching approaches that are interdisciplinary, accessible and highly applicable to student experience are thus ongoing. The article describes an interdisciplinary undergraduate health course that combines the academic study of contemplative neuroscience with contemplative practice, specifically yoga. The class aims to reach a diverse mix of students by teaching applicable, health-relevant neuroscience material while directly connecting it to first-hand experience. Outcomes indicate success on these goals: The course attracted a wide range of students, including nearly 50% non-science majors. On a pre/post test, students showed large increases in their knowledge of neuroscience. Students’ ratings of the course overall, of increases in positive feelings about its field, and of their progress on specific course objectives were highly positive. Finally, students in their written work applied neuroscience course content to their personal and professional lives. Such results indicate that this approach could serve as a model for the interdisciplinary, accessible and applied integration of relevant neuroscience material into the undergraduate health curriculum. PMID:29371845

The NIF DISCO Framework: Facilitating Automated Integration of Neuroscience Content on the Web

PubMed Central

Marenco, Luis; Wang, Rixin; Shepherd, Gordon M.; Miller, Perry L.

2013-01-01

This paper describes the capabilities of DISCO, an extensible approach that supports integrative Web-based information dissemination. DISCO is a component of the Neuroscience Information Framework (NIF), an NIH Neuroscience Blueprint initiative that facilitates integrated access to diverse neuroscience resources via the Internet. DISCO facilitates the automated maintenance of several distinct capabilities using a collection of files 1) that are maintained locally by the developers of participating neuroscience resources and 2) that are “harvested” on a regular basis by a central DISCO server. This approach allows central NIF capabilities to be updated as each resource’s content changes over time. DISCO currently supports the following capabilities: 1) resource descriptions, 2) “LinkOut” to a resource’s data items from NCBI Entrez resources such as PubMed, 3) Web-based interoperation with a resource, 4) sharing a resource’s lexicon and ontology, 5) sharing a resource’s database schema, and 6) participation by the resource in neuroscience-related RSS news dissemination. The developers of a resource are free to choose which DISCO capabilities their resource will participate in. Although DISCO is used by NIF to facilitate neuroscience data integration, its capabilities have general applicability to other areas of research. PMID:20387131

The NIF DISCO Framework: facilitating automated integration of neuroscience content on the web.

PubMed

Marenco, Luis; Wang, Rixin; Shepherd, Gordon M; Miller, Perry L

2010-06-01

This paper describes the capabilities of DISCO, an extensible approach that supports integrative Web-based information dissemination. DISCO is a component of the Neuroscience Information Framework (NIF), an NIH Neuroscience Blueprint initiative that facilitates integrated access to diverse neuroscience resources via the Internet. DISCO facilitates the automated maintenance of several distinct capabilities using a collection of files 1) that are maintained locally by the developers of participating neuroscience resources and 2) that are "harvested" on a regular basis by a central DISCO server. This approach allows central NIF capabilities to be updated as each resource's content changes over time. DISCO currently supports the following capabilities: 1) resource descriptions, 2) "LinkOut" to a resource's data items from NCBI Entrez resources such as PubMed, 3) Web-based interoperation with a resource, 4) sharing a resource's lexicon and ontology, 5) sharing a resource's database schema, and 6) participation by the resource in neuroscience-related RSS news dissemination. The developers of a resource are free to choose which DISCO capabilities their resource will participate in. Although DISCO is used by NIF to facilitate neuroscience data integration, its capabilities have general applicability to other areas of research.

Application to graduate psychology programs by undergraduate students of color: the impact of a research training program.

PubMed

Hall, Gordon C Nagayama; Allard, Carolyn B

2009-07-01

The top 86 students were selected from a pool of approximately 400 applicants to a summer clinical psychology research training program for undergraduate students of color. Forty-three of the students were randomly assigned to 1 of 2 clinical psychology research training programs, and 43 were randomly assigned to a control condition without training. The multicultural version of the training program emphasized the cultural context of psychology in all areas of training, whereas cultural context was de-emphasized in the monocultural version of the program. Although the cultural content of the 2 training programs was effectively manipulated as indicated by a fidelity check by an outside expert, there were no significant differences between the effects of the 2 programs on the outcomes measured in this study. The primary differences in this study were between students who did versus those who did not participate in a training program. Sixty-five percent of the students who completed the multicultural training program applied to graduate schools in psychology, compared with 47% of those who completed the monocultural training program, and 31% of those in the control group. Participation in summer research training programs also increased self-perceptions of multicultural competence.

Changes in communication skills of clinical residents through psychiatric training.

PubMed

Yutani, Motoki; Takahashi, Megumi; Miyaoka, Hitoshi

2011-10-01

The objective of this study was to clarify whether the communication skills (CS) of clinical residents change before and after psychiatric training and, if so, what factors are related to the change. The 44 clinical residents who agreed to participate in this study were provided with an originally developed self-accomplished questionnaire survey on CS (communication skills questionnaire [CSQ]) and a generally used questionnaire on self-esteem, anxiety, and depressive mood considered to be related to CS at the start and end of a 2-month psychiatric training session. Statistical analysis was conducted for the 34 residents who completed both questionnaires. The CSQ score (t[32]: -2.17, P < 0.05) and assertive CS score, a subfactor of the CSQ (t[32]: -2.74, P < 0.01), were improved after the training. The cooperative CS score also tended to increase after the training. The amounts of change in total CS score and cooperative CS score, which increased after the training, correlated positively with self-esteem and negatively with anxiety and depressive tendency. The amount of change in assertive CS score showed a weakly positive correlation with self-esteem. The results suggested that CS, including assertive CS and cooperative CS, were improved by the psychiatric training. Increasing self-esteem and reducing the tendency toward depression and anxiety are considered to be useful for further improving CS. © 2011 The Authors. Psychiatry and Clinical Neurosciences © 2011 Japanese Society of Psychiatry and Neurology.