The COBRE Center for Neuromodulation (CCN) at Butler Hospital: Clinical-Translational Research in Human Brain Stimulation
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M.S. and Ph.D. Sequences in Neuroscience and Physiology
Neuroscience and Physiology are distinct but overlapping disciplines. • M.S. and Ph.D. students take three core Whereas Neuroscience investigates courses in neuroscience, physiology and neural substrates of behavior, Physiology biostatistics, and elective courses in more studies multiple functions. However, specific areas of these fields, as well as in M.S. and Ph.D. both seek to understand at an integrated related fields, such as cellular and level across molecules, cells, tissues, molecular biology, behavior, chemistry Sequences in whole organism, and environment. and psychology The workings of our brain and body • The curriculum provides a canonical Neuroscience and define us. When problems occur, results conceptual foundation for students can be devastating. According to the pursuing master’s and doctoral research in Physiology National Institutes of Health, neurological neuroscience and physiology and heart disease are two of the largest world health concerns and more than 50 • Our sequences provide a “cohort” million people in this country endure experience for new students, by offering a School of Biological some problem with the nervous system. cohesive curriculum for those students interested in pursuing graduate study in Sciences Our graduate sequences in Neuroscience neuroscience and physiology. and Physiology provide an exciting and Illinois State University challenging academic environment by combining research excellence with a strong commitment to education. We offer a comprehensive curriculum to graduate students interested in Neuroscience and Physiology. Both M.S. For more information, contact Dr. Paul A. and Ph.D. programs are also tightly Garris ([email protected]) or visit integrated into laboratory research. bio.illinoisstate.edu/graduate and goo.gl/9YTs4X Byron Heidenreich, Ph.D. -
Welcome to the New Open Access Neurosci
Editorial Welcome to the New Open Access NeuroSci Lucilla Parnetti 1,* , Jonathon Reay 2, Giuseppina Martella 3 , Rosario Francesco Donato 4 , Maurizio Memo 5, Ruth Morona 6, Frank Schubert 7 and Ana Adan 8,9 1 Centro Disturbi della Memoria, Laboratorio di Neurochimica Clinica, Clinica Neurologica, Università di Perugia, 06132 Perugia, Italy 2 Department of Psychology, Teesside University, Victoria, Victoria Rd, Middlesbrough TS3 6DR, UK; [email protected] 3 Laboratory of Neurophysiology and Plasticity, Fondazione Santa Lucia, and University of Rome Tor Vergata, 00143 Rome, Italy; [email protected] 4 Department of Experimental Medicine, University of Perugia, 06132 Perugia, Italy; [email protected] 5 Department of Molecular and Translational Medicine, University of Brescia, 25123 Brescia, Italy; [email protected] 6 Department of Cell Biology, School of Biology, University Complutense of Madrid, Av. Jose Antonio Novais 12, 28040 Madrid, Spain; [email protected] 7 School of Biological Sciences, University of Portsmouth, Hampshire PO1 2DY, UK; [email protected] 8 Department of Clinical Psychology and Psychobiology, University of Barcelona, 08035 Barcelona, Spain; [email protected] 9 Institute of Neurosciences, University of Barcelona, 08035 Barcelona, Spain * Correspondence: [email protected] Received: 6 August 2020; Accepted: 17 August 2020; Published: 3 September 2020 Message from Editor-in-Chief: Prof. Dr. Lucilla Parnetti With sincere satisfaction and pride, I present to you the new journal, NeuroSci, for which I am pleased to serve as editor-in-chief. To date, the world of neurology has been rapidly advancing, NeuroSci is a cross-disciplinary, open-access journal that offers an opportunity for presentation of novel data in the field of neurology and covers a broad spectrum of areas including neuroanatomy, neurophysiology, neuropharmacology, clinical research and clinical trials, molecular and cellular neuroscience, neuropsychology, cognitive and behavioral neuroscience, and computational neuroscience. -
Course Syllabus Psychology 267 Clinical Neuroscience Larry Wichlinski Spring Term, 2016
1 Course Syllabus Psychology 267 Clinical Neuroscience Larry Wichlinski Spring Term, 2016 Office: Olin 123, Ext. 4377, e-mail: LWICHLIN Office Hours: Tuesday 1-3 p.m. Wed. 4a; Fri. 4a and by appointment Required Books: Pistorius, M. (2013). Ghost Boy. Nashville: Nelson Books. Introduction Welcome to Clinical Neuroscience! In this course we will examine the biological dimensions of disorders of the mind and brain. The goal is to gain a better understanding of the role that biological factors play when our brains and minds go awry. The format of this class will be a combination of lecture and discussion. The class is organized by brain disorder, but some themes recur throughout the course, as you will see. The bulk of the reading assignments are journal articles, most of them quite recently published. In addition, we will read selective websites and a contemporary book, Ghost Boy. Please have the assigned readings done by the time you get to class, if at all possible. Also, please have some form of the articles available during class time. Most of the journal articles are available via the Web of Knowledge through the library’s website. The few that are not available will be put on e-reserve for this course. I’ll let you know which articles fall in this category. I may add readings and/or substitute readings as this course unfolds. I will do my best to let you know of any changes in a timely fashion. Exams & Quizzes There will be two quizzes and two exams in this course. Quizzes will consist of multiple choice and short answer questions. -
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. -
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection
Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection This guide is for middle and high school students participating in AIMS Anatomy of the Human Brain and Sheep Brain Dissections. Programs will be presented by an AIMS Anatomy Specialist. In this activity students will become more familiar with the anatomical structures of the human brain by observing, studying, and examining human specimens. The primary focus is on the anatomy, function, and pathology. Those students participating in Sheep Brain Dissections will have the opportunity to dissect and compare anatomical structures. At the end of this document, you will find anatomical diagrams, vocabulary review, and pre/post tests for your students. The following topics will be covered: 1. The neurons and supporting cells of the nervous system 2. Organization of the nervous system (the central and peripheral nervous systems) 4. Protective coverings of the brain 5. Brain Anatomy, including cerebral hemispheres, cerebellum and brain stem 6. Spinal Cord Anatomy 7. Cranial and spinal nerves Objectives: The student will be able to: 1. Define the selected terms associated with the human brain and spinal cord; 2. Identify the protective structures of the brain; 3. Identify the four lobes of the brain; 4. Explain the correlation between brain surface area, structure and brain function. 5. Discuss common neurological disorders and treatments. 6. Describe the effects of drug and alcohol on the brain. 7. Correctly label a diagram of the human brain National Science Education -
GLOSSARY Glossary Adapted with Permission from R
GLOSSARY Glossary adapted with permission from R. Kalb (ed.) Multiple Sclerosis: The Questions You Have: The Answers You Need (5th ed.) New York: Demos Medical Publishing, 2012. This glossary is available in its entirety (as well as additional MS terms) online at nationalMSsociety.org/glossary. 106 | KNOWLEDGE IS POWER 106 | KNOWLEDGE IS POWER Americans with Disabilities Act Blood-brain barrier (ADA) A semi-permeable cell layer around The first comprehensive legislation blood vessels in the brain and spinal to prohibit discrimination on the cord that prevents large molecules, basis of disability. The ADA (passed immune cells, and potentially in 1990) guarantees full participation damaging substances and disease- in society to people with disabilities. causing organisms (e.g., viruses) from The four areas of social activity passing out of the blood stream into the covered by the ADA are employment; central nervous system (brain, spinal public services and accommodations; cord and optic nerves). A break in the transportation; and communications blood-brain barrier may underlie the Autoimmune(e.g., telephone disease services). Centraldisease process nervous in system MS. A process in which the body’s immune The part of the nervous system that system causes illness by mistakenly includes the brain, optic nerves, and attacking healthy cells, organs or tissues Cerebrospinalspinal cord. fluid (CSF) in the body that are essential for good health. In multiple sclerosis, the specific antigen — or target — that the immune A watery, colorless, clear fluid that cells are sensitized to attack remains bathes and protects the brain and unknown, which is why MS is considered spinal cord. -
Social Cognitive Neuroscience
Chapter 5 Social Cognitive Neuroscience M ATTHEW D . L IEBERMAN Who we are as humans has a lot to do with what happens have become leaders in the field, despite few having pub- between our ears. What happens between our ears has a lot lished social cognitive neuroscience findings at that point. to do with the social world we traverse, engage, and react There were introductory talks on social cognition and cog- to. The former has been the province of neuroscience and nitive neuroscience by Neil Macrae and Jonathan Cohen, the latter the province of social psychology for nearly a respectively, along with symposia on stereotyping (William century. Recently, scientists have begun to study the social Cunningham, Jennifer Eberhardt, Matthew Lieberman, mind by literally looking between the ears using the tools and Wendy Mendes), self - control (Todd Heatherton, Kevin of neuroscience. Social cognitive neuroscience uses the tools Ochsner, and Cary Savage), emotion (Ralph Adolphs, of neuroscience to study the mental mechanisms that cre- Turhan Canli, Elizabeth Phelps, and Stephanie Preston), ate, frame, regulate, and respond to our experience of the imitation and social relations (Alan Fiske, Marco Iacoboni, social world. On its worst days, social cognitive neurosci- David Perrett, and Andrew Whiten), and theory of mind ence is phrenological, cataloguing countless brain regions (Chris Ashwin, Josep Call, Vittorio Gallese, and Kevin involved in the vast array of social processes. On its best McCabe). If this meeting represented the first time that all days, social cognitive neuroscience enhances our under- of the ingredients of social cognitive neuroscience were standing of the social mind as well as any other method. -
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. -
Progress and Challenges in Probing the Human Brain
University of Pennsylvania ScholarlyCommons Neuroethics Publications Center for Neuroscience & Society 10-2015 Progress and Challenges in Probing the Human Brain Russell A. Poldrack Martha J. Farah University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/neuroethics_pubs Part of the Bioethics and Medical Ethics Commons, Neuroscience and Neurobiology Commons, and the Neurosciences Commons Recommended Citation Poldrack, R. A., & Farah, M. J. (2015). Progress and Challenges in Probing the Human Brain. Nature, 526 (7573), 371-379. http://dx.doi.org/10.1038/nature15692 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/neuroethics_pubs/136 For more information, please contact [email protected]. Progress and Challenges in Probing the Human Brain Abstract Perhaps one of the greatest scientific challenges is to understand the human brain. Here we review current methods in human neuroscience, highlighting the ways that they have been used to study the neural bases of the human mind. We begin with a consideration of different levels of description relevant to human neuroscience, from molecules to large-scale networks, and then review the methods that probe these levels and the ability of these methods to test hypotheses about causal mechanisms. Functional MRI is considered in particular detail, as it has been responsible for much of the recent growth of human neuroscience research. We briefly er view its inferential strengths and weaknesses and present examples of new analytic approaches that allow inferences beyond simple localization of psychological processes. Finally, we review the prospects for real-world applications and new scientific challenges for human neuroscience. -
Basic Brain Anatomy
Chapter 2 Basic Brain Anatomy Where this icon appears, visit The Brain http://go.jblearning.com/ManascoCWS to view the corresponding video. The average weight of an adult human brain is about 3 pounds. That is about the weight of a single small To understand how a part of the brain is disordered by cantaloupe or six grapefruits. If a human brain was damage or disease, speech-language pathologists must placed on a tray, it would look like a pretty unim- first know a few facts about the anatomy of the brain pressive mass of gray lumpy tissue (Luria, 1973). In in general and how a normal and healthy brain func- fact, for most of history the brain was thought to be tions. Readers can use the anatomy presented here as an utterly useless piece of flesh housed in the skull. a reference, review, and jumping off point to under- The Egyptians believed that the heart was the seat standing the consequences of damage to the structures of human intelligence, and as such, the brain was discussed. This chapter begins with the big picture promptly removed during mummification. In his and works down into the specifics of brain anatomy. essay On Sleep and Sleeplessness, Aristotle argued that the brain is a complex cooling mechanism for our bodies that works primarily to help cool and The Central Nervous condense water vapors rising in our bodies (Aristo- tle, republished 2011). He also established a strong System argument in this same essay for why infants should not drink wine. The basis for this argument was that The nervous system is divided into two major sec- infants already have Central nervous tions: the central nervous system and the peripheral too much moisture system The brain and nervous system. -
Modulation of Interhemispheric Inhibition Between Primary Motor Cortices Induced by Manual Motor Imitation: a Transcranial Magnetic Stimulation Study
brain sciences Article Modulation of Interhemispheric Inhibition between Primary Motor Cortices Induced by Manual Motor Imitation: A Transcranial Magnetic Stimulation Study Dongting Tian 1,*, Shin-ichi Izumi 1,2 and Eizaburo Suzuki 1,3 1 Department of Physical Medicine and Rehabilitation, Tohoku University Graduate School of Medicine, Sendai 980-8575, Japan; [email protected] (S.-i.I.); [email protected] (E.S.) 2 Department of Physical Medicine and Rehabilitation, Tohoku University Graduate School of Biomedical Engineering, Sendai 980-8575, Japan 3 Department of Physical Therapy, Yamagata Prefectural University of Health Sciences, 260 Kamiyanagi, Yamagata 990-2212, Japan * Correspondence: [email protected] Abstract: Imitation has been proven effective in motor development and neurorehabilitation. How- ever, the relationship between imitation and interhemispheric inhibition (IHI) remains unclear. Transcranial magnetic stimulation (TMS) can be used to investigate IHI. In this study, the modifica- tion effects of IHI resulting from mirror neuron system (MNS) activation during different imitations are addressed. We measured IHI between homologous primary motor cortex (M1) by analyzing the ipsilateral silent period (iSP) evoked by single-pulse focal TMS during imitation and analyzed the respective IHI modulation during and after different patterns of imitation. Our main results showed that throughout anatomical imitation, significant time-course changes of iSP duration through the Citation: Tian, D.; Izumi, S.-i.; experiment were observed in both directions. iSP duration declined from the pre-imitation time Suzuki, E. Modulation of Interhemispheric Inhibition between point to the post-imitation time point and did not return to baseline after 30 min rest. -
Methodological Dimensions of Transcranial Brain Stimulation with the Electrical Current in Human
Basic and Clinical August 2013, Volume 4, Number 3 Review Paper: Methodological Dimensions of Transcranial Brain Stimulation with the Electrical Current in Human Maryam Rostami1, 4, Mehrshad Golesorkhi1, 2, 5, Hamed Ekhtiari1, 2, 3* 1. Translational Neuroscience Program, Institute for Cognitive Science Studies, Tehran, Iran. 2. Neuroimaging and Analysis Group, Research Center for Molecular and Cellular Imaging, Tehran University for Medical Sciences, Tehran, Iran. 3. Iranian National Center for Addiction Studies, Tehran University for Medical Sciences, Tehran, Iran. 4. Department of Biomedical Engineering, Amirkabir University of Technology (Tehran Polytechnic), Tehran, Iran. 5. Department of Computer Science, School of Mathematics, Statistics and Computer Science, University of Tehran, Tehran, Iran. Article info: A B S T R A C T Received: 16 October 2012 Transcranial current stimulation (TCS) is a neuromodulation method in which the patient is First Revision: 10 February 2013 exposed to a mild electric current (direct or alternating) at 1-2 mA, resulting in an increase Accepted: 20 May 2013 or a decrease in the brain excitability. This modification in neural activities can be used as a method for functional human brain mapping with causal inferences. This method might Key Words: also facilitate the treatments of many neuropsychiatric disorders based on its inexpensive, Transcranial Electrical Stimulation (tES), simple, safe, noninvasive, painless, semi-focal excitatory and inhibitory effects. Given this, Transcranial Direct Current a comparison amongst different brain stimulation modalities has been made to determine Stimulation (tDCS), the potential advantages of the TCS method. In addition, considerable methodological Transcranial Alternating Current details on using TCS in basic and clinical neuroscience studies in human subjects have Stimulation (tACS), been introduced.