|
| ||
|
|
||
Brain Science (brain + science)
Selected AbstractsThe Secret History of Emotion: From Aristotle's Rhetoric to Modern Brain Science , By Daniel M. GrossTHE HISTORIAN, Issue 3 2008Tad Brennan No abstract is available for this article. [source] The effect of spatial cues on infants' responses in the AB task, with and without a hidden objectDEVELOPMENTAL SCIENCE, Issue 4 2001Andrew Bremner The errors made by infants in the AB task were taken by Piaget as an indication of an inability to update their representations of the spatial location of a hidden object. This paper presents an experiment designed to further investigate the role of spatial representations in the production of the error. The introduction of strong visual cues to spatial location was found to reduce the traditional A-not-B search error. However, it also increased perseveration when a ,lids-only' analogue of the AB task was used, in which infants are simply cued to pick up lids rather than encouraged to search for a hidden object. These results present a challenge to the dynamic systems account of the error given by Smith, Thelen, Titzer and McLin (Psychological Review, 106 (1999), 235,260), and indicate that the traditional A-not-B search error arises from a difficulty in updating representations of the spatial location of hidden objects. The relation of these results to Munakata's PDP model (Developmental Science, 1 (1998), 161,211) and Thelen, Schöner, Scheier and Smith's (Behavioural and Brain Sciences, 24 (2001), 1--86) most recent dynamic systems model of the A-not-B error is also discussed. [source] BUILDING A DATA-MINING GRID FOR MULTIPLE HUMAN BRAIN DATA ANALYSISCOMPUTATIONAL INTELLIGENCE, Issue 2 2005Ning Zhong E-science is about global collaboration in key areas of science such as cognitive science and brain science, and the next generation of infrastructure such as the Wisdom Web and Knowledge Grids. As a case study, we investigate human multiperception mechanism by cooperatively using various psychological experiments, physiological measurements, and data mining techniques for developing artificial systems which match human ability in specific aspects. In particular, we observe fMRI (functional magnetic resonance imaging) and EEG (electroencephalogram) brain activations from the viewpoint of peculiarity oriented mining and propose a way of peculiarity oriented mining for knowledge discovery in multiple human brain data. Based on such experience and needs, we concentrate on the architectural aspect of a brain-informatics portal from the perspective of the Wisdom Web and Knowledge Grids. We describe how to build a data-mining grid on the Wisdom Web for multiaspect human brain data analysis. The proposed methodology attempts to change the perspective of cognitive scientists from a single type of experimental data analysis toward a holistic view at a long-term, global field of vision. [source] Neuroscience instrumentation and distributed analysis of brain activity data: a case for eScience on global GridsCONCURRENCY AND COMPUTATION: PRACTICE & EXPERIENCE, Issue 15 2005Rajkumar Buyya Abstract The distribution of knowledge (by scientists) and data sources (advanced scientific instruments), and the need for large-scale computational resources for analyzing massive scientific data are two major problems commonly observed in scientific disciplines. Two popular scientific disciplines of this nature are brain science and high-energy physics. The analysis of brain-activity data gathered from the MEG (magnetoencephalography) instrument is an important research topic in medical science since it helps doctors in identifying symptoms of diseases. The data needs to be analyzed exhaustively to efficiently diagnose and analyze brain functions and requires access to large-scale computational resources. The potential platform for solving such resource intensive applications is the Grid. This paper presents the design and development of MEG data analysis system by leveraging Grid technologies, primarily Nimrod-G, Gridbus, and Globus. It describes the composition of the neuroscience (brain-activity analysis) application as parameter-sweep application and its on-demand deployment on global Grids for distributed execution. The results of economic-based scheduling of analysis jobs for three different optimizations scenarios on the world-wide Grid testbed resources are presented along with their graphical visualization. Copyright © 2005 John Wiley & Sons, Ltd. [source] THE INTERNATIONAL DIMENSIONS OF NEUROETHICSDEVELOPING WORLD BIOETHICS, Issue 2 2009SOFIA LOMBERA ABSTRACT Neuroethics, in its modern form, investigates the impact of brain science in four basic dimensions: the self, social policy, practice and discourse. In this study, we analyzed a set of 461 peer-reviewed articles with neuroethics content, published by authors from 32 countries. We analyzed the data for: (1) trends in the development of international neuroethics over time, and (2) how challenges at the intersection of ethics and neuroscience are viewed in countries that are considered developed by International Monetary Fund (IMF) standards, and in those that are developing. Our results demonstrate a steady increase in global participation in neuroethics from 1989 to 2005, characterized by an increase in numbers of articles published specifically on neuroethics, journals publishing these articles, and countries contributing to the literature. The focus from all countries was on the practice of brain science and the amelioration of neurological disease. Indicators of technology creation and diffusion in developing countries were specifically correlated with increases in publications concerning policy implications of brain science. Neuroethics is an international endeavor and, as such, should be sensitive to the impact that context has on acceptance and use of technological innovation. [source] Avoiding potential misuses of addiction brain scienceADDICTION, Issue 11 2006WAYNE HALL First page of article [source] The Credentials of Brain-Based LearningJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2004Andrew Davis This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the ,authority' about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the nature of learning is limited in principle. Finally the paper explores the potential of brain science to illuminate specific learning disabilities. [source] From ,soup physiology' to normal brain scienceTHE JOURNAL OF PHYSIOLOGY, Issue 1 2005imir Krnjevi No abstract is available for this article. [source] Neuroscience, education and special educationBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2004Usha Goswami The discipline of neuroscience draws from the fields of neurology, psychology, physiology and biology, but is best understood in the wider world as ,brain science'. Of particular interest for education is the development of techniques for ,imaging' the brain as it performs different cognitive functions. Cognitive neuroimaging has already led to advances in understanding some of the basic functions involved in learning and raised implications for education and special education in particular. For example, neuroimaging has enabled scientists to study the very complex processes underpinning speech and language, thinking and reasoning, reading and mathematics. In this article, Professor Usha Goswami of the University of Cambridge Faculty of Education first reviews basic information on brain development. She provides a brief introduction to the tools used in neuroimaging then considers recent findings from neuroscience that seem relevant to educational questions. Professor Goswami uses this review to suggest particular ways in which neuroscience research could inform special education. In its closing sections, this article provides authoritative perspectives on some of the ,neuromyths' that seem to have taken root in the popular imagination and argues for increased dialogue, in the future, between the disciplines of neuroscience and education. [source] | ||||||||||||||||