Origins of Behavioral Neuroscience
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Teacher Training: Learning to Be Instigators of Thought™ Through a Process Aligned with Inspired Teaching's Educational Phil
Transforming education through innovation teacher training Teacher Training: Learning to be Instigators of Thought™ Through a process aligned with Inspired Teaching’s educational philosophy – which engages participants intellectually, physically, and emotionally - Inspired Teaching trains teachers to design and implement rigorous, student-centered lessons and activities that meet student needs and academic standards, including the Common Core State Standards. Like the teaching process itself, our teacher training is complex and allows for customization to meet the specific needs of each teacher. This audience-sensitivity creates a permanent shift in teachers’ thinking about their jobs and is one of the key reasons our process is so effective. Inspired Teaching’s Five Step Process for Teacher Education Each teacher navigates the following process: Step 1. Analyze and deepen my understanding of the ways I learn through a rigorous examination of the teaching and learning process, including my including my own experiences as a child and adult learner. Step 2. Articulate and defend my philosophy of teaching and learning , including what I believe about children. Challenge myself to listen to and consider other points of view and to find room in my philosophy for an appreciation of children's natural curiosity and innate desire to learn. Step 3. Make the connection to classroom practice , analyzing my current instructional strategies and whether they support my philosophy, so that I can explore and develop new ways to make sure what I do in the classroom matches my philosophy of teaching and learning. Step 4. Build the skills of effective teachers , including active listening, asking questions that will spark students' intellect and imaginations, observing to assess for student understanding, and communicating effectively. -
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. -
The Baseline Structure of the Enteric Nervous System and Its Role in Parkinson’S Disease
life Review The Baseline Structure of the Enteric Nervous System and Its Role in Parkinson’s Disease Gianfranco Natale 1,2,* , Larisa Ryskalin 1 , Gabriele Morucci 1 , Gloria Lazzeri 1, Alessandro Frati 3,4 and Francesco Fornai 1,4 1 Department of Translational Research and New Technologies in Medicine and Surgery, University of Pisa, 56126 Pisa, Italy; [email protected] (L.R.); [email protected] (G.M.); [email protected] (G.L.); [email protected] (F.F.) 2 Museum of Human Anatomy “Filippo Civinini”, University of Pisa, 56126 Pisa, Italy 3 Neurosurgery Division, Human Neurosciences Department, Sapienza University of Rome, 00135 Rome, Italy; [email protected] 4 Istituto di Ricovero e Cura a Carattere Scientifico (I.R.C.C.S.) Neuromed, 86077 Pozzilli, Italy * Correspondence: [email protected] Abstract: The gastrointestinal (GI) tract is provided with a peculiar nervous network, known as the enteric nervous system (ENS), which is dedicated to the fine control of digestive functions. This forms a complex network, which includes several types of neurons, as well as glial cells. Despite extensive studies, a comprehensive classification of these neurons is still lacking. The complexity of ENS is magnified by a multiple control of the central nervous system, and bidirectional communication between various central nervous areas and the gut occurs. This lends substance to the complexity of the microbiota–gut–brain axis, which represents the network governing homeostasis through nervous, endocrine, immune, and metabolic pathways. The present manuscript is dedicated to Citation: Natale, G.; Ryskalin, L.; identifying various neuronal cytotypes belonging to ENS in baseline conditions. -
NEUROSCIENCE Neuroscience the Science of the Brain
InformatIon sheet NEUROSCIENCE Neuroscience The science of the brain “ Everything you think, everything you Neuroscientists study the nervous system. They do, everything you feel, comes from apply a wide range of scientific disciplines: anatomy, biochemistry, computer science, pharmacology, that 2kg of ugly grey matter inside physiology, psychology, and zoology. It’s all about your skull, and if you start from that understanding how the brain and nervous system work, premise, it’s hard not to be curious and it’s one of the fastest growing areas of science. about how that even begins to be The University of Otago is the only New Zealand possible.” university to offer an undergraduate degree in neuroscience. As an interdisciplinary programme, it is Irene Ballagh Neuroscience Graduate taught by staff from a large number of departments. Each teaches a separate “neuro” component – but the result is a coherent, integrated subject in its own right. YoUr PLaCe In the WorLD 0800 80 80 98 www.otago.ac.nz txt 866 [email protected] Why study neuroscience? You can read details about what several How will I study? neuroscience graduates are doing on our The brain is a final frontier… a last great website. Due to the interdisciplinary nature of the unknown. neuroscience programme, teaching styles vary between papers. Many first and second year Neuroscientists are its explorers. They try What papers do I take? papers are taught through a combination to understand how the brain functions, how First year of lectures and laboratory sessions, while it deals with injury or damage, and how it Essential first year papers provide third year papers will have group projects develops and changes over time. -
Immersive Virtual Reality Methods in Cognitive Neuroscience and Neuropsychology: Meeting the Criteria of the National Academy Of
Immersive virtual reality methods in cognitive neuroscience and neuropsychology: Meeting the criteria of the National Academy of Neuropsychology and American Academy of Clinical Neuropsychology Panagiotis Kourtesisa,b,c,d* and Sarah E. MacPhersone,f aNational Research Institute of Computer Science and Automation, INRIA, Rennes, France; bUniv Rennes, Rennes, France; cResearch Institute of Computer Science and Random Systems, IRISA, Rennes, France; dFrench National Centre for Scientific Research, CNRS, Rennes, France. eHuman Cognitive Neuroscience, Department of Psychology, University of Edinburgh, Edinburgh, UK; fDepartment of Psychology, University of Edinburgh, Edinburgh, UK; * Panagiotis Kourtesis, National Research Institute of Computer Science and Automation, INRIA, Rennes, France. Email: [email protected] Abstract Clinical tools involving immersive virtual reality (VR) may bring several advantages to cognitive neuroscience and neuropsychology. However, there are some technical and methodological pitfalls. The American Academy of Clinical Neuropsychology (AACN) and the National Academy of Neuropsychology (NAN) raised 8 key issues pertaining to Computerized Neuropsychological Assessment Devices. These issues pertain to: (1) the safety and effectivity; (2) the identity of the end-user; (3) the technical hardware and software features; (4) privacy and data security; (5) the psychometric properties; (6) examinee issues; (7) the use of reporting services; and (8) the reliability of the responses and results. The VR Everyday Assessment Lab (VR-EAL) is the first immersive VR neuropsychological battery with enhanced ecological validity for the assessment of everyday cognitive functions by offering a pleasant testing experience without inducing cybersickness. The VR-EAL meets the criteria of the NAN and AACN, addresses the methodological pitfalls, and brings advantages for neuropsychological testing. -
The Behavioral Neuroscientist and Comparative Psychologist
BUSINESS NAME The Behavioral Neuroscientist and Comparative Psychologist Division 6, American Volume 25, Issue 2 Fall/Winter, 2010 Psychological Association Editor A Message From Division 6 President Gordon Burghardt David J. Bucci, PhD Dartmouth College As incoming president of Division 6 I was not totally aware of what would be entailed. Now that I am in the thick of helping plan the APA convention program, facilitating the operation of our various Division President committees such as Membership, Fellows, Awards, Gordon Burghhardt, PhD Students, and others, I see that I, along with many other Div. 6 members, take for granted the ‗gift‘ we have as one of the oldest APA divisions and the sup- port and resources available to us from APA. None- theless, there are problems that we need to discuss both within and across the many APA Divisions. In Inside this issue: this and future newsletter essays I want to raise is- sues, present proposals, and try to elicit some feed- back and dialogue that can be discussed within our Message from 1, 4- division listserv [email protected] or through President 5 personal exchanges at [email protected]. In any event, vigorous conversations seem to be needed. Membership Crisis & the Scientific Imperative APA council, but only one seat due to our small Division 6 2-3 The Division Services office of APA is concerned membership. Still, our impact on the field, as Officers about the health of all divisions, as many APA mem- shown by articles and research blurbs in the APA bers are not affiliating with any division and those Monitor and the flagship American Psychologist, belie remaining in divisions are rapidly aging and member- our small numbers. -
Mind Maps in Service of the Mental Brain Activity
PERIODICUM BIOLOGORUM UDC 57:61 VOL. 116, No 2, 213–217, 2014 CODEN PDBIAD ISSN 0031-5362 Forum Mind maps in service of the mental brain activity Summary ŽELJKA JOSIPOVIĆ JELIĆ 1 VIDA DEMARIN 3 Tony Buzan is the creator of the mind maps who based his mnemonic IVANA ŠOLJAN 2 techniques of brain mapping on the terms of awareness and wide brain 1Center for Medical Expertise functionality as well as on the ability of memorizing, reading and creativ- HR-10000 Zagreb, Tvrtkova 5 ity. He conceived the idea that regular practice improves brain functions but Croatia he also introduced radiant thinking and mental literacy. One of the last 2Zagreba~ka banka enormous neuroscience ventures is to clarify the brain complexity and mind HR-10000 Zagreb, Juri{i}eva 22 and to get a complete insight into the mental brain activity. ! e history of Croatia human thought and brain processes dates back in the antiquity and is marked by di" erent ways of looking on the duality of mental and physical 3Medical Director, Medical Centre Aviva HR-10000, Zagreb, Nemetova 2 processes. ! e interaction of mental and physical processes and functioning Croatia of individual results in behavior of the body being carved in the state of mind, and vice versa. Both stable mind - body relation and integrated func- tions of behavior and thinking are necessary for a healthy physiological func- Correspondence: tioning of a human being. @eljka Josipovi} Jeli} Specialist neuropsychiatrist ! e meaning and nature of concience and mind preoccupies as all. In Center for Medical Expertise the decade of brain (1990-2000) and the century of brain (2000-1000) HR-10000 Zagreb, Tvrtkova 5, Croatia numerous discussions were lead and new scienti# c directions formed (cogni- E-mail: zeljka.josipovic-jelic @si.t-com.hr tive science, chemistry of feelings, evolutionary psychology, neurobiology, neurology of consciousness, neurophysiology of memory, philosophy of science and mind etc.) in order to understand and scientifcally clarify the mysteries of mind. -
Understanding the Mental Status Examination with the Help of Videos
Understanding the Mental Status Examination with the help of videos Dr. Anvesh Roy Psychiatry Resident, University of Toronto Introduction • The mental status examination describes the sum total of the examiner’s observations and impressions of the psychiatric patient at the time of the interview. • Whereas the patient's history remains stable, the patient's mental status can change from day to day or hour to hour. • Even when a patient is mute, is incoherent, or refuses to answer questions, the clinician can obtain a wealth of information through careful observation. Outline for the Mental Status Examination • Appearance • Overt behavior • Attitude • Speech • Mood and affect • Thinking – a. Form – b. Content • Perceptions • Sensorium – a. Alertness – b. Orientation (person, place, time) – c. Concentration – d. Memory (immediate, recent, long term) – e. Calculations – f. Fund of knowledge – g. Abstract reasoning • Insight • Judgment Appearance • Examples of items in the appearance category include body type, posture, poise, clothes, grooming, hair, and nails. • Common terms used to describe appearance are healthy, sickly, ill at ease, looks older/younger than stated age, disheveled, childlike, and bizarre. • Signs of anxiety are noted: moist hands, perspiring forehead, tense posture and wide eyes. Appearance Example (from Psychosis video) • The pt. is a 23 y.o male who appears his age. There is poor grooming and personal hygiene evidenced by foul body odor and long unkempt hair. The pt. is wearing a worn T-Shirt with an odd symbol looking like a shield. This appears to be related to his delusions that he needs ‘antivirus’ protection from people who can access his mind. -
Can We Talk? How the Cognitive Neuroscience of Attention Emerged from Neurobiology and Psychology, 1980-2005
Can We Talk? How the Cognitive Neuroscience of Attention Emerged from Neurobiology and Psychology, 1980-2005 Abstract This study uses author co-citation analysis to trace prospectively the development of the cognitive neuroscience of attention between 1985 and 2005 from its precursor disciplines: cognitive psychology, single cell neurophysiology, neuropsychology, and evoked potential research. The author set consists of 28 authors highly active in attentional research in the mid-1980s. PFNETS are used to present the co-citation networks. Authors are clustered via the single-link clustering intrinsic to the PFNET algorithm. By the 1990 a distinct cognitive neuroscience specialty cluster emerges, dominated by authors engaged in brain imaging research. Introduction In 1986, Joseph LeDoux and William Hirst (1986) co-edited Mind and Brain: Dialogues in cognitive neuroscience. In the preface, they state: “Researchers in both the brain and cognitive sciences are attempting to understand the mind. Neuroscientists and cognitive psychologists should be natural allies, but tend to work in isolation of one another. Mind and Brain represents a pioneering attempt to bring these two fields closer together. The editors’ objective was to force scientists who are working on the same problem but from different perspectives to address each other.” (p. i) Since the publication of LeDoux and Hirst’s book, a new mind-brain science, cognitive neuroscience, had emerged from this initially forced dialogue. Cognitive neuroscience is now a vigorous, expanding, institutionalized discipline, with its own departments, centers, chairs, journals, and societies. The present study examines how cognitive neuroscience developed from those initial, forced exchanges. It will concentrate on one research area within cognitive neuroscience, research on attentional systems. -
Mitochondrial Alarmins Released by Degenerating Motor Axon Terminals
Mitochondrial alarmins released by degenerating PNAS PLUS motor axon terminals activate perisynaptic Schwann cells Elisa Duregottia, Samuele Negroa, Michele Scorzetoa, Irene Zornettaa, Bryan C. Dickinsonb,c,1, Christopher J. Changb,c, Cesare Montecuccoa,d,2, and Michela Rigonia,2 aDepartment of Biomedical Sciences, University of Padua, Padua 35131, Italy; bDepartment of Chemistry and Molecular and Cell Biology and cHoward Hughes Medical Institute, University of California, Berkeley, CA 94720; and dItalian National Research Council Institute of Neuroscience, Padua 35131, Italy Edited by Thomas C. Südhof, Stanford University School of Medicine, Stanford, CA, and approved December 22, 2014 (received for review September 5, 2014) An acute and highly reproducible motor axon terminal degeneration of nerve terminal degeneration (21). Indeed, these neurotoxins followed by complete regeneration is induced by some animal cause activation of the calcium-activated calpains that contribute to presynaptic neurotoxins, representing an appropriate and controlled cytoskeleton fragmentation (22). system to dissect the molecular mechanisms underlying degeneration Although clearly documented (4, 5, 20), the regeneration of and regeneration of peripheral nerve terminals. We have previously the motor axon terminals after presynaptic neurotoxins injection shown that nerve terminals exposed to spider or snake presynaptic is poorly known in its cellular and molecular aspects. Available neurotoxins degenerate as a result of calcium overload and mito- evidence indicates that, in general, regeneration of mechan- chondrial failure. Here we show that toxin-treated primary neurons ically damaged motor neuron terminals relies on all three cel- release signaling molecules derived from mitochondria: hydrogen lular components of the neuromuscular junction (NMJ): the peroxide, mitochondrial DNA, and cytochrome c. -
The Effects of Portal 2 and Lumosity on Cognitive and Noncognitive Skills
Computers & Education 80 (2015) 58e67 Contents lists available at ScienceDirect Computers & Education journal homepage: www.elsevier.com/locate/compedu The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills * Valerie J. Shute , Matthew Ventura, Fengfeng Ke Florida State University, College of Education, 1114 West Call Street, Tallahassee, FL 32306-4453, USA article info abstract Article history: In this study, we tested 77 undergraduates who were randomly assigned to play either a popular video Received 11 May 2014 game (Portal 2) or a popular brain training game (Lumosity) for 8 h. Before and after gameplay, par- Received in revised form ticipants completed a set of online tests related to problem solving, spatial skill, and persistence. Results 19 July 2014 revealed that participants who were assigned to play Portal 2 showed a statistically significant advantage Accepted 23 August 2014 over Lumosity on each of the three composite measuresdproblem solving, spatial skill, and persistence. Available online 30 August 2014 Portal 2 players also showed significant increases from pretest to posttest on specific small- and large- scale spatial tests while those in the Lumosity condition did not show any pretest to posttest differ- Keywords: Assessment ences on any measure. Results are discussed in terms of the positive impact video games can have on Persistence cognitive and noncognitive skills. Problem solving © 2014 Elsevier Ltd. All rights reserved. Spatial skills Videogames 1. Introduction Most children and young adults gravitate toward digital games. The Pew Internet and American Life Project surveyed 1102 youth be- tween the ages of 12 and 17 and found that 97%dboth males (99%) and females (94%)dplay some type of digital game (Lenhart et al., 2008).