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Neuroscience Research (neuroscience + research)
Selected AbstractsFunctional Magnetic Resonance Imaging in Conscious Animals: A New Tool in Behavioural Neuroscience ResearchJOURNAL OF NEUROENDOCRINOLOGY, Issue 5 2006C. F. Ferris First page of article [source] Learning as Problem Design Versus Problem Solving: Making the Connection Between Cognitive Neuroscience Research and Educational PracticeMIND, BRAIN, AND EDUCATION, Issue 2 2008Jason L. Ablin ABSTRACT, How can current findings in neuroscience help educators identify particular cognitive strengths in students? In this commentary on Immordino-Yang's research regarding Nico and Brooke, I make 3 primary assertions: (a) the cognitive science community needs to develop an accessible language and mode of communicating applicable research to educators, (b) educators need proper professional development in order to understand and relate current research findings to practice in the classroom, and (c) the specific research on Nico and Brooke clearly suggests that educators need to rethink the classroom as a place not of problem solving but rather problem design in order to further understand and use the cognitive strengths of each individual student. [source] Computer-based morphometry of brainINTERNATIONAL JOURNAL OF IMAGING SYSTEMS AND TECHNOLOGY, Issue 2 2010Bang-Bon Koo Abstract Over the past decade, the importance of probing the anatomy of the brain has reemerged as an important field of neuroscience. In combination with functional imaging techniques, the rapid advancement of neuroimaging techniques,such as magnetic resonance imaging,and their growing applicability in studying brain morphometry has led to great advances in neuroscience research. Considering the requirements of the diverse technologies,from image processing to statistics,in performing morphometry of the brain, it is critical to have an overall understanding of this subject. The major objective of this review is to provide a practical introduction to this field. The review starts by covering basic concepts and techniques that are commonly used in morphometry of structural magnetic resonance imaging and then extends to further technical perspectives. © 2010 Wiley Periodicals, Inc. Int J Imaging Syst Technol, 20, 117,125, 2010 [source] Implications to ethics education of recent neuroscience research on emotionsJOURNAL OF LEADERSHIP STUDIES, Issue 3 2007Richard H. Mccuen As it is currently taught, instruction in engineering ethics centers on cognitive learning even to the extent of suppressing the involvement of emotions in ethical decision making. The common belief is that emotional involvement will increase the likelihood of poor judgment. Recent neuroscience research with positron emission tomography and functional magnetic resonance imaging indicates that emotions actually play a significant role in ethical decision making. It then follows that emotions should be part of ethics education: That is, discussions of ethics should not be limited to cognitive thought. Instruction to improve emotional maturity must be accompanied by teaching of cognitive subject matter if long-term learning is to occur. Emotions influence the solution of ethical problems as they affect the accuracy of the problem assessment and the accuracy, intensity, and duration of an emotive response. Specific emotions that relate to ethical decisions are listed. A theory of emotive learning is presented, and its application to the teaching of engineering ethics is discussed. Strategies for emotive learning are also presented. [source] How Many Brains Does It Take to Build a New Light: Knowledge Management Challenges of a Transdisciplinary ProjectMIND, BRAIN, AND EDUCATION, Issue 1 2009Bruno Della Chiesa ABSTRACT, The Organization for Economic Cooperation and Development's (OECD) Center for Educational Research and Innovation (CERI) carried out the Learning Sciences and Brain Research project (1999,2007) to investigate how neuroscience research can inform education policy and practice. This transdisciplinary project brought many challenges. Within the political community, participation in the project varied, with some countries resisting approval of the project altogether, in the beginning. In the neuroscientific community, participants struggled to represent their knowledge in a way that would be meaningful and relevant to educators. Within the educational community, response to the project varied, with many educational researchers resisting it for fear that neuroscience research might make their work obsolete. Achieving dialogue among these communities was even more challenging. One clear obstacle was that participants had difficulty recognizing tacit knowledge in their own field and making this knowledge explicit for partners in other fields. This article analyzes these challenges through a knowledge management framework. [source] Educational Neuroscience: Defining a New Discipline for the Study of Mental RepresentationsMIND, BRAIN, AND EDUCATION, Issue 3 2007Dénes Sz ABSTRACT, Is educational neuroscience a "bridge too far"? Here, we argue against this negative assessment. We suggest that one major reason for skepticism within the educational community has been the inadequate definition of the potential role and use of neuroscience research in education. Here, we offer a provisional definition for the emerging discipline of educational neuroscience as the study of the development of mental representations. We define mental representations in terms of neural activity in the brain. We argue that there is a fundamental difference between doing educational neuroscience and using neuroscience research results to inform education. While current neuroscience research results do not translate into direct classroom applications, educational neuroscience can expand our knowledge about learning, for example, by tracking the normative development of mental representations. We illustrate this briefly via mathematical educational neuroscience. Current capabilities and limitations of neuroscience research methods are also considered. [source] From the bench to the ,crib'-side: implications of scientific advances to paediatric neurogastroenterology and motilityNEUROGASTROENTEROLOGY & MOTILITY, Issue 4 2006D. K. Chitkara Abstract, Paediatric gastrointestinal motility disorders may present in the neonatal period as the result of a congenital insult that occurred during embryonic development or as a manifestation of an abnormal genetic background. Functional gastrointestinal and motility disorders may also be acquired and present during childhood as the first presentation of a condition that can persist or re-occur throughout adolescence and adulthood. These disorders can have a significant psychological and financial impact on the lives of the affected children and their families.1,2 Recently, enteric neuroscience research has advanced the understanding of the pathogenesis and treatment of uncommon congenital or developmental gastrointestinal motility disorders such as Hirschsprung disease and chronic intestinal pseudo-obstruction. In addition, research has contributed to improvements in the understanding of more prevalent functional gastrointestinal disorders in children, such as chronic constipation and functional abdominal pain syndromes. The purpose of this review is to highlight these advances with particular regard to the clinical impact they have in the understanding and management of disorders in the field of paediatric neurogastroenterology and motility. [source] Annotation: Understanding the development of psychopathyTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 8 2004Essi Viding Background:, Psychopaths are not only antisocial, but also have a callous and unemotional personality profile. This article selectively reviews evidence that psychopathic personality traits are an important factor in understanding and predicting the development of persistent antisocial conduct. Cognitive neuroscience research and more tentative genetic work on psychopathy will be discussed, especially as they relate to possible developmental trajectories to psychopathy. Results:, A personality-based approach has been successful in clarifying the conceptual boundaries of psychopathy and delineating a group of antisocial individuals with a distinct profile of offending and clear neurocognitive markers indicating problems in processing distress in others and punishment directed to oneself. These markers are also present in children with psychopathic tendencies, suggesting that psychopathy may be a developmental disorder. The neurocognitive profile relates to the callous and unemotional personality traits at the core of psychopathy and may index particular vulnerability to persistent antisocial conduct. Preliminary twin studies suggest that personality traits at the core of psychopathy are much more highly heritable than other personality traits. There are as yet no molecular genetic studies of psychopathy. Conclusions:, It is argued that an interdisciplinary approach that integrates cognitive neuroscience and genetics will enhance understanding of the development of psychopathy. [source] Novel microfluidic platform for culturing neurons: Culturing and biochemical analysis of neuronal componentsBIOTECHNOLOGY JOURNAL, Issue 11 2009Jeong Won Park Abstract Neurons, one of the most polarized types of cells, are typically composed of cell bodies (soma), dendrites, and axons. Many events such as electric signal transmission, axonal transport, and local protein synthesis occur in the axon, so that a method for isolating axons from somata and dendrites is required for systematically investigating these axonal events. Based on a previously developed neuron culture method for isolating and directing the growth of central nervous system axons without introducing neutrophins, we report three modified microfluidic platforms: (1) for performing biochemical analysis of the pure axonal fraction, (2) for culturing tissue explants, and (3) a design that allows high content assay on same group of cells. The key feature of these newly developed platforms is that the devices incorporate a number of microgrooves for isolating axons from the cell body. They utilize an open cellculture area, unlike the enclosed channels of the previous design. This design has extended the axonal channel so that a sufficient amount of pure axonal fraction can be obtained to perform biochemical analysis. The design also addresses the drawback of the previous neuron culture device, which was not adaptable for culturing thick neuronal tissues such as brain explants, neurospheres, and embryoid bodies, which are essential model tissues in neuroscience research. The design has an open cellculture area in the center and four enclosed channels around open area, and is suitable for multiple drug screening assays. [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] | |||||||||||||