Memory Systems of the Brain
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Rhythms of the Brain
Rhythms of the Brain György Buzsáki OXFORD UNIVERSITY PRESS Rhythms of the Brain This page intentionally left blank Rhythms of the Brain György Buzsáki 1 2006 3 Oxford University Press, Inc., publishes works that further Oxford University’s objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright © 2006 by Oxford University Press, Inc. Published by Oxford University Press, Inc. 198 Madison Avenue, New York, New York 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Buzsáki, G. Rhythms of the brain / György Buzsáki. p. cm. Includes bibliographical references and index. ISBN-13 978-0-19-530106-9 ISBN 0-19-530106-4 1. Brain—Physiology. 2. Oscillations. 3. Biological rhythms. [DNLM: 1. Brain—physiology. 2. Cortical Synchronization. 3. Periodicity. WL 300 B992r 2006] I. Title. QP376.B88 2006 612.8'2—dc22 2006003082 987654321 Printed in the United States of America on acid-free paper To my loved ones. This page intentionally left blank Prelude If the brain were simple enough for us to understand it, we would be too sim- ple to understand it. -
Disorders of Volition Are Characterized by an Impairment Related to the Implementation of Decisions
1 Toward a Science of Volition Wolfgang Prinz, Daniel Dennett, and Natalie Sebanz This book aims at improving our understanding of the processes supporting volun- tary action by looking at conditions in which the will is impaired or even breaks down. We use this introductory chapter to prepare the ground for contributions by philoso- phers, psychologists, neuroscientists, and psychiatrists that tackle the experience of acting intentionally, the ability to make decisions and implement one’s goals, and the many ways in which the experience and the exertion of willful behavior can be dis- turbed. In the first part of this introduction, we describe the status of the will as we see it in present and past thinking. In the second part of the chapter, we provide an overview of the contributions in this book. 1.1 Studying the Will When trying to decipher the forbidding complexity of the mind/brain, the standard simplifying assumption is that it is an “input–output system” in which perception goes in and (control of) action eventually comes out. We experimenters then work from the outside in, first getting control and understanding of the peripheral input systems, and postponing difficult questions about the center, which is shrouded in fog and mystery. This makes sense but risks distorting our vision of the whole, since we seldom if ever find ways of even posing questions about the requirements for the more central components that must eventually get transformed into the highest levels of outbound or “inside-out” traffic. This potential for distortion is exacerbated by two further sources of distraction: introspection and the demands of free will. -
Behavioral Neuroscience Uab Graduate Handbook
Behavioral Neuroscience Ph.D. Program Policies, Guidelines, & Procedures Student Handbook 2021-2022 University of Alabama at Birmingham Table of Contents Mission Statement __________________________________________ 3 History of the Program _______________________________________ 3 Policies and Procedures ______________________________________ 4 Overview of Student Career ___________________________________ 5 Typical Courses ____________________________________________ 5 Progress Reports ___________________________________________ 6 2nd Year Research Project __________________________________ 7 Qualifying Examination _______________________________________ 8 Dissertation ________________________________________________ 10 Behavioral Neuroscience Student Checklist _______________________ 13 Master’s Degree ____________________________________________ 15 Policies Regarding Adequate Progress __________________________ 16 Policies on Remunerated Activities _____________________________ 16 Vacation, Leave, Holiday Guidelines ____________________________ 17 Degree Requirements and Associated Procedures ________________ 18 2 BEHAVIORAL NEUROSCIENCE PROGRAM Mission Statement and History of the Program Mission Statement Behavioral neuroscience is represented by scientists with interests in the physiological and neural substrates of behavior. The mission of the Behavioral Neuroscience Ph.D. program is to produce outstanding young scientists capable of pursuing independent research careers in the field of behavioral neuroscience by providing graduate -
The Creation of Neuroscience
The Creation of Neuroscience The Society for Neuroscience and the Quest for Disciplinary Unity 1969-1995 Introduction rom the molecular biology of a single neuron to the breathtakingly complex circuitry of the entire human nervous system, our understanding of the brain and how it works has undergone radical F changes over the past century. These advances have brought us tantalizingly closer to genu- inely mechanistic and scientifically rigorous explanations of how the brain’s roughly 100 billion neurons, interacting through trillions of synaptic connections, function both as single units and as larger ensem- bles. The professional field of neuroscience, in keeping pace with these important scientific develop- ments, has dramatically reshaped the organization of biological sciences across the globe over the last 50 years. Much like physics during its dominant era in the 1950s and 1960s, neuroscience has become the leading scientific discipline with regard to funding, numbers of scientists, and numbers of trainees. Furthermore, neuroscience as fact, explanation, and myth has just as dramatically redrawn our cultural landscape and redefined how Western popular culture understands who we are as individuals. In the 1950s, especially in the United States, Freud and his successors stood at the center of all cultural expla- nations for psychological suffering. In the new millennium, we perceive such suffering as erupting no longer from a repressed unconscious but, instead, from a pathophysiology rooted in and caused by brain abnormalities and dysfunctions. Indeed, the normal as well as the pathological have become thoroughly neurobiological in the last several decades. In the process, entirely new vistas have opened up in fields ranging from neuroeconomics and neurophilosophy to consumer products, as exemplified by an entire line of soft drinks advertised as offering “neuro” benefits. -
How Big Is Human Memory, Or on Being Just Useful Enough
Downloaded from learnmem.cshlp.org on September 29, 2021 - Published by Cold Spring Harbor Laboratory Press REVIEW Yadin Dudai How Big Is Human Memory, Department of Neur0bi010gy or On Being Just Useful Enough The Weizmann Institute of Science Reh0v0t 76100 Israel We are, in many respects, what we remember. But how much do we do? So far, science has provided only a very partial answer to this riddle. The magical number seven, plus or minus two, seems to constrain the capacity of our immediate memory (Miller 1956). But surely its constraints dissipate when memories settle in long-term stores. Yet how big are these stores? If we combine all of our factual knowledge and personal reminiscence, childhood scenes and memories of the past day, intimate experiences and professional expertisemhow many items are there, that, combined together, mold us into unique individuals? The answer is not simple, and neither is the question. For example, what is an item in long-term memory? And how can we measure it, being sure that we unveil memory capacity and not merely the occasional ability to tap it? Such theoretical and practical difficulties, no doubt, have contributed to the fact that the capacity of human memory is still an enigma. Yet, despite the inherent and undeniable complexities, the issue deserves to be retrieved, once in a while, from the oblivions of the collective memory of the scientific community. (For a selection of earlier discussions of the size of human long-term memory, see Galton 1879; Landauer 1986; Crovitz et al. 1991.) Folk Psychology and When confronted with the issue, many tend to provide an intuitive Early Views estimate of the size of their memory, based either on belief or introspection or both. -
Cognitive Neuroscience 1
Cognitive Neuroscience 1 Capstone Cognitive Neuroscience Concentrators will additionally take either a seminar course or an independent research course to serve as their capstone experience. Cognitive neuroscience is the study of higher cognitive functions in humans and their underlying neural bases. It is an integrative area of Additional requirements for Sc.B. study drawing primarily from cognitive science, psychology, neuroscience, In line with university expectations, the Sc.B. requirements include a and linguistics. There are two broad directions that can be taken in greater number of courses and especially science courses. The definition this concentration - one is behavioral/experimental and the other is of “science” is flexible. A good number of these courses will be outside of computational/modeling. In both, the goal is to understand the nature of CLPS, but several CLPS courses might fit into a coherent package as well. cognition from a neural perspective. The standard concentration for the In addition, the Sc.B. degree also requires a lab course to provide these Sc.B. degree requires courses on the foundations, systems level, and students with in-depth exposure to research methods in a particular area integrative aspects of cognitive neuroscience as well as laboratory and of the science of the mind. elective courses that fit within a particular theme or category such as general cognition, perception, language development or computational/ Honors Requirement modeling. Concentrators must also complete a senior seminar course or An acceptable upper level Research Methods, for example CLPS 1900 or an independent research course. Students may also participate in the an acceptable Laboratory course (see below) will serve as a requirement work of the Brown Institute for Brain Science, an interdisciplinary program for admission to the Honors program in Cognitive Neuroscience. -
Joan Y. Chiao
JOAN Y. CHIAO Department of Psychology Northwestern University 2029 Sheridan Rd, Evanston, IL 60208 Email: [email protected] Phone: 847.467.0481 ACADEMIC POSITIONS 2006-present Assistant Professor, Department of Psychology, Northwestern University Affiliated Faculty, Neuroscience Institute (NUIN) Affiliated Faculty, Cognitive Science Program Affiliated Faculty, Asian American Studies Program Affiliated Faculty, Cognitive Neurology and Alzheimer’s Disease Center Affiliated Faculty, Multidisciplinary Program in Educational Science Affiliated Faculty, Technology and Social Behavior Program Faculty Associate, Institute for Policy Research EDUCATION Ph.D. Harvard University in Psychology, 2001-2006 B.S. Stanford University in Symbolic Systems with Honors, 1996-2000 RESEARCH INTERESTS • Social affective and cultural neuroscience • Race and its influence on perception, cognition and emotion • Psychological and neural mechanisms underlying social status and dominance • Integration of psychology and neuroscience research to public policy and population health issues HONORS, AWARDS and FELLOWSHIPS 2011 Association for Psychological Science Rising Star Award 2011 NIMH Early Career International Travel Award 2006-07 Japan Society for the Promotion of Science Research Fellow 2003-06 National Science Foundation Graduate Research Fellowship 2005 John Merck Summer Institute: Biology of Developmental Disabilities Allport Travel Funds, Harvard George W. Goethals Teaching Prizes, Harvard Cognitive Neuroscience Society Graduate Student Presenter Award -
Procedural and Declarative Knowledge an Evolutionary Perspective
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DSpace at Open Universiteit Nederland Procedural and Declarative Knowledge An Evolutionary Perspective Timon ten Berge Ren´e van Hezewijk Vrije Universiteit Utrecht University Abstract. It appears that there are resemblances in the organization of memory and the visual system, although the functions of these faculties differ considerably. In this article, the principles behind this organization are discussed. One important principle regards the distinction between declarative and procedural knowledge, between knowing that and knowing how. Declarative knowledge is considered here not as an alternative kind of knowledge, as is usually the case in theories of memory, but as part of procedural knowledge. In our view this leads to another approach with respect to the distinction. Declarative knowledge has occupied more attention in (cognitive) psychological research than can be justified on the basis of the importance of procedural knowledge for behavior. We also discuss the question whether there are other brain faculties that reflect the same organizational characteristics. We conclude with some speculations about the consequent role of consciousness in such a tentative model. KEY WORDS: declarative knowledge, evolutionary psychology, memory, procedural knowledge, vision Introduction: Modularity in the Human Brain Traditionally, cognitive psychology has viewed the human mind as a general information-processing device. On this view, a human being is born with a set of general reasoning capacities that can be used when confronted with any problem. A growing number of researchers are supporting a view of the human brain as an organized collection of specialized modules, each with its own domain-specific knowledge and responses. -
Social Neuroscience and Psychopathology: Identifying the Relationship Between Neural Function, Social Cognition, and Social Beha
Hooker, C.I. (2014). Social Neuroscience and Psychopathology, Chapter to appear in Social Neuroscience: Mind, Brain, and Society Social Neuroscience and Psychopathology: Identifying the relationship between neural function, social cognition, and social behavior Christine I. Hooker, Ph.D. ***************************** Learning Goals: 1. Identify main categories of social and emotional processing and primary neural regions supporting each process. 2. Identify main methodological challenges of research on the neural basis of social behavior in psychopathology and strategies for addressing these challenges. 3. Identify how research in the three social processes discussed in detail – social learning, self-regulation, and theory of mind – inform our understanding of psychopathology. Summary Points: 1. Several psychiatric disorders, such as schizophrenia and autism, are characterized by social functioning deficits, but there are few interventions that effectively address social problems. 2. Treatment development is hindered by research challenges that limit knowledge about the neural systems that support social behavior, how those neural systems and associated social behaviors are compromised in psychopathology, and how the social environment influences neural function, social behavior, and symptoms of psychopathology. 3. These research challenges can be addressed by tailoring experimental design to optimize sensitivity of both neural and social measures as well as reduce confounds associated with psychopathology. 4. Investigations on the neural mechanisms of social learning, self-regulation, and Theory of Mind provide examples of methodological approaches that can inform our understanding of psychopathology. 5. High-levels of neuroticism, which is a vulnerability for anxiety disorders, is related to hypersensitivity of the amygdala during social fear learning. 6. High-levels of social anhedonia, which is a vulnerability for schizophrenia- spectrum disorders, is related to reduced lateral prefrontal cortex (LPFC) activity 1 Hooker, C.I. -
Cognitive Dissonance Theory Has Been Reformulated by Some Authors Since the Original Statement (Festinger, 1957) Ap- Peared in T
Japanese Psychological Research 1980, Vol.22, No.1, 32-41 ATTRIBUTION OF PERSONAL RESPONSIBILITY AND DISSONANCE REDUCTION HARUKI SAKAI AND KIYOSHI ANDOW 1 University of Tokyo The relationship between personal responsibility and dissonance reduction was investigated in a situation where an individual had to undergo a negative consequence caused by an agent beyond his control, i.e., by chance. Eighty participants received either strong or weak electric shock, depending on the oddness or evenness of spots of a die thrown either by the experimenter (Ex- perimenter-Caused condition) or by the participant himself (Participant- Caused condition). It was found that participants in the Participant-Caused condition evaluated electric shocks less painful, estimated their heart rates to be less faster, and perceived the experimenter more intelligent and favorable than participants in the Experimenter-Caused condition. These results were interpreted as lending support to the newly reformulated dissonance theory. Cognitive dissonance theory has been tion may be observed only to the degree reformulated by some authors since the that the individual sees himself as re- original statement (Festinger, 1957) ap- sponsible for bringing cognitions into an peared in the late 1950s. Brehm and inconsistent relationship (p. 10). Cohen (1962) stated that dissonance was These reformulations cited above clearly aroused only when an individual was concerned with the necessary conditions bound by a behavioral commitment to for dissonance arousal, and it may be said, one of the inconsistent cognitions. Aron- as Greenwald and Ronis (1978) pointed son (1968) stressed that the self concept or out, that dissonance theory has evolved some other firmly held expectancy must along a direction of convergence with be involved for dissonance to be aroused ideas from the tradition of self theory. -
CBC IDEAS Sales Catalog (AZ Listing by Episode Title. Prices Include
CBC IDEAS Sales Catalog (A-Z listing by episode title. Prices include taxes and shipping within Canada) Catalog is updated at the end of each month. For current month’s listings, please visit: http://www.cbc.ca/ideas/schedule/ Transcript = readable, printed transcript CD = titles are available on CD, with some exceptions due to copyright = book 104 Pall Mall (2011) CD $18 foremost public intellectuals, Jean The Academic-Industrial Ever since it was founded in 1836, Bethke Elshtain is the Laura Complex London's exclusive Reform Club Spelman Rockefeller Professor of (1982) Transcript $14.00, 2 has been a place where Social and Political Ethics, Divinity hours progressive people meet to School, The University of Chicago. Industries fund academic research discuss radical politics. There's In addition to her many award- and professors develop sideline also a considerable Canadian winning books, Professor Elshtain businesses. This blurring of the connection. IDEAS host Paul writes and lectures widely on dividing line between universities Kennedy takes a guided tour. themes of democracy, ethical and the real world has important dilemmas, religion and politics and implications. Jill Eisen, producer. 1893 and the Idea of Frontier international relations. The 2013 (1993) $14.00, 2 hours Milton K. Wong Lecture is Acadian Women One hundred years ago, the presented by the Laurier (1988) Transcript $14.00, 2 historian Frederick Jackson Turner Institution, UBC Continuing hours declared that the closing of the Studies and the Iona Pacific Inter- Acadians are among the least- frontier meant the end of an era for religious Centre in partnership with known of Canadians. -
Predicting Work Volition from Proactive Personality Trait Among University Students Üniversite Öğrencilerinin Proaktif Kişil
Kastamonu Üniversitesi Kastamonu University Kastamonu Eğitim Dergisi Kastamonu Education Journal Ocak 2018 Cilt:26 Sayı:1 January 2018 Volume:26 Issue:1 Kastamonu - TÜRKİYE Kastamonu - TURKEY Predicting Work Volition From Proactive Personality Trait Among University Students Üniversite Öğrencilerinin Proaktif Kişiliklerinin Çalışma İradesi Algısındaki Yordayıcı Rolü Hilal BÜYÜKGÖZEa aHacettepe Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Ankara, Türkiye. Özet Abstract Bu araştırmada, üniversite öğrencilerinin çalışma iradesi düzeylerinin The current study aimed to elaborate on how work volition of university proaktif kişilik özellikleri ile ilişkisi ve proaktif kişiliğin çalışma iradesindeki students associated with proactive personality trait, and to what extent açıklama gücü belirlenmeye çalışılmıştır. Katılımcılar, 242’si kadın ve 110’u proactive personality predicted work volition. Participants consisted of erkek olmak üzere 352 üniversite öğrencisinden oluşmaktadır. Bulgular, erkek 352 university students including 242 females and 110 males. Findings katılımcıların kadınlara göre daha yüksek çalışma iradesine sahip olduğunu demonstrated that male university students had stronger work volition göstermiştir. Katılımcıların çalışma iradesi ve proaktif kişilik özelliği ile orta perceptions than female students. Further, a positive, moderate level düzeyde ve aynı yönlü bir ilişki olduğu belirlenirken, kariyer engeli algısı relationship between work volition and proactive personality was explored, ile proaktif kişilik arasında