Artykuły w czasopismach: „Neuroscience”

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Touboul, Jonathan. "Neurosciences mathématiques / Mathematical neuroscience". L’annuaire du Collège de France, nr 116 (15.06.2018): 656–57. http://dx.doi.org/10.4000/annuaire-cdf.13476.

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Touboul, Jonathan. "Neurosciences mathématiques / Mathematical neuroscience". L’annuaire du Collège de France, nr 117 (1.09.2019): 641–42. http://dx.doi.org/10.4000/annuaire-cdf.14773.

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Monetti, Stefano. "Il dibattito epistemologico sulle neuroscienze". PARADIGMI, nr 3 (listopad 2009): 179–93. http://dx.doi.org/10.3280/para2009-003013.

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- Two fundamental approaches are considered in this paper: materialistic reductionism and neurophenomenology. According to reductionism, the neurosciences can ascertain the reliability of psychological cognition by investigating the material do- main. Neurophenomenology, instead, recurs to an integrated and complex approach, which combines philosophical, psychological and neurological knowledge. This essay critically analyses these approaches, and tries to define their respective philosophical genealogy.Key words: Epistemology, Mind/body problem, Neurophenomenology, Neuroscience, Psychoanalysis, Reductionism.Parole chiave: Epistemologia, Neurofenomenologia, Neuroscienze, Psicoanalisi, Relazione mente/corpo, Riduzionismo

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MAEDA, MINORU. "Neurosurgery in Neuroscience, Neurosciene in Neurosurgery". Juntendo Medical Journal 52, nr 2 (2006): 182–96. http://dx.doi.org/10.14789/pjmj.52.182.

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He, Xiaohua, James La Rose i Niu Zhang. "Integrated Neuroscience Program: An Alternative Approach to Teaching Neurosciences to Chiropractic Students". Journal of Chiropractic Education 23, nr 2 (1.10.2009): 134–46. http://dx.doi.org/10.7899/1042-5055-23.2.134.

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Purpose: Most chiropractic colleges do not offer independent neuroscience courses because of an already crowded curriculum. The Palmer College of Chiropractic Florida has developed and implemented an integrated neuroscience program that incorporates neurosciences into different courses. The goals of the program have been to bring neurosciences to students, excite students about the interrelationship of neuroscience and chiropractic, improve students' understanding of neuroscience, and help the students understand the mechanisms underpinning the chiropractic practice. This study provides a descriptive analysis on how the integrated neuroscience program is taught via students' attitudes toward neuroscience and the comparison of students' perceptions of neuroscience content knowledge at different points in the program. Methods: A questionnaire consisting of 58 questions regarding the neuroscience courses was conducted among 339 students. The questionnaire was developed by faculty members who were involved in teaching neuroscience and administered in the classroom by faculty members who were not involved in the study. Results: Student perceptions of their neuroscience knowledge, self-confidence, learning strategies, and knowledge application increased considerably through the quarters, especially among the 2nd-year students. Conclusions: The integrated neuroscience program achieved several of its goals, including an increase in students' confidence, positive attitude, ability to learn, and perception of neuroscience content knowledge. The authors believe that such gains can expand student ability to interpret clinical cases and inspire students to become excited about chiropractic research. The survey provides valuable information for teaching faculty to make the course content more relevant to chiropractic students.

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Lazar, J. Wayne, Paul Eling, Stanley Finger i Dalius Jatužis. "International Society for the History of the Neurosciences 24th Meeting in Vilnius, 2019". Vilnius University Proceedings, nr 5 (11.07.2019): 1–53. http://dx.doi.org/10.15388/ishn.2019.

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Mission of the International Society for the History of the Neurosciences (ISHN) 24th Meeting in Vilnius, 2019 is to improve communication between individuals and groups interested in the history of neuroscience, promote research in the history of neuroscience in Lithuania and worldwide, promote education and stimulate interest for the history of neuroscience.

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Kweldju, Siusana. "EDUCATIONAL NEUROSCIENCE FOR SECOND LANGUAGE CLASSROOMS". J-ELLiT (Journal of English Language, Literature, and Teaching) 3, nr 2 (31.12.2019): 1. http://dx.doi.org/10.17977/um046v3i2p1-9.

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Today’s classrooms, including second language classrooms, are created to be more engaging, effective and empowering for learners to develop their knowledge, interests and experiences. One effort is to consider how the brain learns in the classroom; what the brain is able to do, and what is not. Educational neuroscience is a transdisciplinary convergence of neurosciences to translate neuroscience research into classroom practice, including how a second language is learned. Therefore, every teacher, including second language teachers should know about neuroscience. Educational neuroscience is a wide field which still remains open for further investigation. Exploring the latest findings from neuroscience research, this paper proposes seven second language classroom principles. The principles are developed mostly based on research on declarative memory, instead of univcrsal grammar, which is developed based on mentalistic philosophy.

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Dulhanty, Louise. "BANN shines a light on innovative practice". British Journal of Neuroscience Nursing 18, nr 6 (2.12.2022): 284. http://dx.doi.org/10.12968/bjnn.2022.18.6.284.

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The British Association of Neuroscience Nurses (BANN) is driven in supporting the development of roles within Neuroscience Nursing. The second article in this series highlights the fantastic career of Louise Dulhanty, a Neurovascular Consultant Nurse at the Manchester Centre for Clinical Neurosciences.

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Zardo, Andressa Loise, Tânia Maria Rechia Schroeder i Claudia Barcelos de Moura Abreu. "Teacher’s work in neuroscience and education research". Concilium 23, nr 2 (10.02.2023): 307–17. http://dx.doi.org/10.53660/clm-793-23a48.

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The technologies used in medicine allowed the nervous system to no longer be configured as a mystery, allowing researchers to think about learning from the cerebral point of view. Methodologically supported by a literature review, in this study we aimed to investigate the main findings in the literature to propose an analysis of the challenges in integrating education with the neuroscience knowledge and the teacher's work in educational neuroscience research. Educational neuroscience has been abundantly explored in the field of education and has become a frequent object of study for teachers. We can perceive that most publications about neurosciences and learning are located in journals in the health or psychology area. We understand that teachers are also in a position to make propositions for pedagogical practice based on neurosciences, using doctors and psychologists support, since the opposite has been happening for years. We concluded that, in the educational context, teachers would be the most suitable professionals to think about the practice in order to constitute protagonist subjects and not mere executors of pedagogical suggestions suggested by other professionals.

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Zayas-Fundora, Emmanuel, i Emmanuel Cesar Vázquez-Ortiz. "Visibility of Latin American scientific production on cognitive neurosciences". Data & Metadata 1 (15.12.2022): 24. http://dx.doi.org/10.56294/dm202262.

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Introduction: cognitive neuroscience is the convergence of two disciplines, neuroscience and cognitive psychology, which have provided information on the material bases of the cognitive and emotional processes of human behavior. There are currently few records of bibliometric studies on Latin American scientific production in cognitive neuroscience in SCOPUS. Objective: to describe the behavior of the Latin American scientific production on cognitive neuroscience in SCOPUS in the years 2012 to 2022. Methods: a bibliometric, observational, descriptive, cross-sectional study was carried out on the behavior of the scientific production in Latin America on cognitive neuroscience in SCOPUS. A search was made of the data offered by Scimago Journal & Country Rank on the publications, from the “Neurosciences” area, “Latin America” region and “Cognitive Neurosciences” category. It used the descriptive statistic. Results: a total of 3717 documents were published. 2022 was highlighted as the year with the largest number of published documents (514). A total of 55,107 appointments were made in this period, with the highest number of appointments being made in 2016 (9,225). A total of 10,538 self-citations were made and citations per document reached their highest values in 2015 (3,685). Brazil prevailed with an h index of 98. Conclusions: the Latin American scientific production in SCOPUS on cognitive neurosciences, during the 10 years studied, was high and growing, which predicts great results in this branch for years to come and is satisfactory considering the thousands of questions that arise every day and concern this area of knowledge.

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Chaly, Vadim A. "Philosophy and Neurosciences: Perspectives for Interaction". RUDN Journal of Philosophy 27, nr 4 (15.12.2023): 835–47. http://dx.doi.org/10.22363/2313-2302-2023-27-4-835-847.

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The study analyzes modern reductivist and antireductivist approaches to understanding the interaction between philosophy and neuroscience. It analyzes the content and grounds for using the concepts of neuroscience and neurosciences, philosophy of neuroscience, and neurophilosophy. The milestones in the development of neuroreductivism, from Patricia Churchland’s arguments in support of intertheoretic reduction through Francis Crick’s eliminativism to John Bickle’s ruthless reductionism, are described. The ontological, methodological, and epistemic grounds for the reduction to neurosciences of other ways of representing mind and body are analyzed. Drawing on the post-Wittgensteinian paradigm of the philosophy of neuroscience of Max Bennett, Peter Hacker, and Andrew Reynolds, the semantic problems that arise in the neurosciences when epistemic reduction is attempted are described and derive from the inability to eliminate the basic metaphorical level of meaning-making and transmission rooted in everyday language and its figures, among which metaphors are fundamental. The descriptivist approach to the language of neurosciences is contrasted with neurorevisionism, an attempt to “correct” established ways of conceptualizing consciousness and corporeality, akin to earlier revisionisms, particularly physicalism, and forced to deal with similar problems. Reduction - the operation of the “return,” itself understood metaphorically - and antireduction, which resists scientific revisionism and “returns” understanding to the level of everyday language and philosophy to descriptive work, is presented as a circular hermeneutical movement necessary for scientific and philosophical understanding, but not leading to disciplinary hegemony or the “victory” of either side. The study concludes with a sketch of the publications included in the rubric.

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Poznanski, Roman. "Journal of Multiscale Neuroscience". Journal of Multiscale Neuroscience 1, nr 1 (28.05.2022): 01–02. http://dx.doi.org/10.56280/1532077030.

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Kim, So Rin, i Carlos Zalaquett. "An Exploratory Study of Prevalence and Predictors of Neuromyths Among Potential Mental Health Counselors". Journal of Mental Health Counseling 41, nr 2 (1.03.2019): 173–87. http://dx.doi.org/10.17744/mehc.41.2.06.

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Current neuroscience research demonstrates that counseling changes the mind and the brain. Several clinical mental health counseling (CMHC) programs are infusing neuroscience information into their curriculum. Learning about potential students' knowledge and attitudes about neuroscience could help guide these efforts. This study investigated general neuroscience knowledge, attitudes toward neuroscience, presence of neuromyths, and intention to apply neuroscien-tific knowledge among undergraduate students in the helping professions. Participants included 125 undergraduates enrolled in rehabilitation counseling, psychology, or education programs. Descriptive statistics and hierarchical regression analysis revealed the existence of neuromyths and high intention to apply correct and incorrect neuroscience knowledge. General knowledge was significantly associated with more neuromyths, but additional learning reduced neuromyths. Practical implications to improve the teaching of neuroscience to students in helping professions and to guide infusion of neuroscience in CMHC programs are discussed.

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Geoghegan, Kate, December R. Payne, Matthew A. Myers, Samuel Hall, Ahmad Elmansouri, William J. C. Parton, Charlotte H. Harrison i in. "The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education". Neuroscientist 25, nr 3 (21.07.2018): 271–80. http://dx.doi.org/10.1177/1073858418788000.

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Undergraduates often perceive neuroscience to be a challenging discipline. As the scope of neuroscience continues to expand, it is important to provide undergraduates with sufficient opportunities to develop their knowledge and skills with the aim of encouraging the future generation of basic and clinical neuroscientists. Through our experience of developing the National Undergraduate Neuroanatomy Competition (NUNC), we have accrued an extensive volume of performance data and subjective insight into the delivery of undergraduate neuroanatomy education, which has the potential to inform how to better engage students within this field. More broadly, our group has implemented a technology enhanced learning platform alongside a peer-assisted teaching program. These achieve the dual purpose of compensating for the reduction in dedicated neuroanatomy teaching hours and encouraging undergraduates to develop an interest in the neurosciences. Here, we consider how improving the learning experience at an undergraduate level encourages further engagement in the neurosciences and the importance of this within the wider neuroscience community.

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Sunidhi, Sunidhi. "Evidence of Pain Neuroscience Education on Musculoskeletal Disorders: An Updated Review". Bioscience Biotechnology Research Communications 16, nr 1 (25.03.2023): 01–05. http://dx.doi.org/10.21786/bbrc/16.1.1.

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Pain neuroscience education ( PNE) is a new concept which helps the patients to modulate their pain perception and experiences. The concept has shown effectiveness, comparable to other pain-relieving modalities including manual therapies.The objective of the current review is to explore the mechanism on which pain neurosciences work and various methodologies to implement pain neuroscience education. The current literature of pain neurosciences education has ben reviewed and the evidences synthesised to explore the above objectives. Pain neuroscience education takes into account the complexity of a pain experience and aids patients in redefining pain by educating them on the various neurophysiological, neurobiological, social, and physical factors that may be present in their particular pain experience. The main objective of PNE is to assist individuals in rethinking their chronic pain. The mechanism through which PNE works is reframing the way we think about pain. It is important to accept that in chronic pain, pain is not a direct measure of tissue damage and more chronic the pain it becomes less reliable gauge for tissue damage. It is also important to note that pain is influences by physical, psychological and social factors According to research, pain neuroscience education is a successful therapy technique for a number of chronic pain subtypes, including whiplash-related pain, neck pain in teenagers, and pain from lumbar surgery, complicated regional pain syndrome, and low back pain. PNE has advantages for participants from early adolescence to old persons. Pain Neuroscience Education is an effective method of managing pain and may be used by the physiotherapist to manage the patients with musculoskeletal conditions Chronic musculoskeletal pain is very common complaint and research shows that pain neuroscience education is effective in pain management and physiotherapists should utilize the concept in patients as it improves patient engagement in health care.

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Castro, L. C. "Affective Neuroscience: A Crucial Role in Psychiatry". European Psychiatry 24, S1 (styczeń 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71130-7.

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Background:Neuroscience has been a growing revolutionary field of scientific knowledge. The increasing recognition of the importance of emotional processes and subjective experience in several aspects of human behaviour parallel the growing amount of research in the field of affective neuroscience. Affective neuroscience studies the brain mechanisms subjacent to emotional behaviour.Aim:To discuss the relevance of affective neuroscience research in social and biological sciences, namely within psychiatric and psychological researches.Methods:Review of the literature. MEDLINE and PubMed databases searches for peer-reviewed studies, published between 1994 and 2008, using combinations of the Medline Subject Heading terms affective neuroscience, emotions, affective sciences and psychiatry, psychology, biological sciences, social sciences.Results:Several studies addresses brain functions and how emotions relate to genetics, learning, primary motivations, stress response and human behaviour. Some actual areas of research within affective neuroscience include: emotional learning, affective behaviour, emotional empathy, psychosomatic medicine, functional and structural biomarkers, emotional disorders and stress response, among others.Discussion:In Psychiatry, affective neurosciences find application in understanding the neurobiology of mood disorders, the neural control of interpersonal and social behaviour and the emotional systems that underlie psychopathology. Affective neuroscience reflects the integration of knowledge across disciplines allowing a broader understanding of human functioning. The field of affective neuroscience is an exciting field of future psychiatric research and it provides an investigational framework for studying psychiatric morbidity.

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Bezlepkin, Evgeny A., i Alina S. Zaykova. "Neurophilosophy, Philosophy of Neuroscience, and Philosophy of Artificial Intelligence: The Problem of Distinguishing". Russian Journal of Philosophical Sciences 64, nr 1 (2.06.2021): 71–87. http://dx.doi.org/10.30727/0235-1188-2021-64-1-71-87.

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Neurophilosophy is understood as different areas of philosophy, for example, the philosophy of neuroscience, the philosophy of artificial intelligence, or eliminative materialism. This excessive interpretation of the term is due to the fact that the understanding of the subject area of this discipline is still incomplete. For example, one of the earliest definitions of neurophilosophy given by P.S. Churchland stated reduction of psychology to neurosciences. In modern views, the idea of neurophilosophy as an attempt to justify eliminative materialism is outdated and does not correspond to reality. The article analyzes the terms “philosophy of neuroscience,” “neurophilosophy,” and “philosophy of artificial intelligence” and also offers a variant of their differentiation. The authors focus on the common and different features, using the example of G.M. Edelman's theory of consciousness and the concept of connectionism for weak artificial intelligence. It is concluded that integral use of the term “neurophilosophy” should be abandoned. As a result, the term “neurophilosophy” should be understood as a direction in philosophy of the early 21st century, applying neuroscientific concepts to solve traditional philosophical problems, while the philosophy of specific neurosciences can be considered primarily as a field in the philosophy of science that formulates and solves problems of specific neurosciences as well as of the entire neuroscientific direction. The philosophy of artificial intelligence is an area in philosophy that answers the question of what non-biological intelligence is and what makes it possible; in other words, it is a philosophical and methodological basis for the study of non-biological intelligence. In the formation of neurosciences and their scientific and philosophical basis, we are still at the first methodological stage of the analysis and differentiation of hypotheses. After some time, there will emerge a philosophy of neuroscience, as the basis of all existing neuroscientific theories, and then this term will acquire greater significance.

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Minen, Mia, Sangida Akter, Mariana Espinosa-Polanco i Raddy Ramos. "Education Research: Bridging the Undergraduate Neurosciences With Clinical Neurology". Neurology: Education 1, nr 1 (wrzesień 2022): e200005. http://dx.doi.org/10.1212/ne9.0000000000200005.

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There is a significant shortage of neurologists in the United States, and this shortage is projected to worsen considerably. With the growth of undergraduate neuroscience majors, there may be opportunities to engage and motivate undergraduate students interested in the neurosciences toward clinical neurology. We surveyed undergraduate neuroscience faculty to better understand their curricular goals, existing interaction with neurologists, and their desire for additional connections with clinical neurologists and clinical neurology researchers. We invited 523 undergraduate neuroscience faculty (members of Faculty for Undergraduate Neuroscience) to complete an online survey assessing their research areas, courses taught, existing professional networks, and interest in developing connections in clinical neurology/neurology research. We had 140 of the 523 neuroscience faculty (26.8%) complete the survey. Of the 140 respondents, most respondents (93.6%, 131/140) stated their courses included a discussion about neurologic conditions, yet only 4% (6/139) stated addressing the shortage of neurologists in the country. Few reported they were able to partake in professional development opportunities for shadowing neurologists, neurosurgeons, or similar specialists prior to teaching neuroscience courses (19%, 26/140). Understanding neuroscience faculty's perspectives on how to bridge undergraduate neuroscience programs and the field of neurology is critical. This way, we can identify potential gaps and make recommendations for how to improve the neurology pipeline.

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Stiliadi, Stella. "Neuroscience Contribution in Educational Leadership. Challenges and Perspectives". Technium Education and Humanities 7 (5.02.2024): 42–53. http://dx.doi.org/10.47577/teh.v7i.10328.

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Education is founded upon the instruction process and its outcomes, commonly called learning outcomes. The underlying foundation of this entire process is the brain. Neuroscience encompasses the study of brain function, including the intricate processes involved in human learning. It also investigates the factors that contribute to variations in learning abilities among individuals. Therefore, it is unsurprising that individuals engaged in educational science are highly interested in integrating the discoveries of neurosciences with educational theories of learning. Neuroscientific research has been conducted for approximately three decades. However, there has been a growing interest in integrating neuroscience and education in recent years. This is evident from the numerous articles published in books and scientific journals that explore the relationship between these two fields. Additionally, the integration of neuroscience into educational leadership presents both opportunities and challenges. Educational neuroscience posits that insights from neuroscience can enhance teaching in the classroom. However, there are practical and principled issues associated with educational neuroscience, which need to be addressed. Neuroscience is revealing to educational leadership that it is a social process, with the human brain being a social organ interacting with others in social contexts. Incorporating neuroscience into educational leadership has the potential to increase its effectiveness, but contradictory studies address the critical nature of this integration. The application of advances in psychology, behavioral economics, and cognitive neuroscience to study school leaders’ decision-making processes is a tantalizing area. Finally, it is essential that neuroscientific data and interpretations are rooted in education to be embraced by the education profession.

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Cooper, Brian. "King's Health Partners Neurosciences: First Annual Neuroscience Nursing Conference 2018". British Journal of Neuroscience Nursing 14, nr 4 (2.08.2018): 179–81. http://dx.doi.org/10.12968/bjnn.2018.14.4.179.

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Trist, David G., i Alan Bye. "Editorial overview: Neurosciences: Clinical pharmacology today in neuroscience drug discovery". Current Opinion in Pharmacology 14 (luty 2014): v—vi. http://dx.doi.org/10.1016/j.coph.2013.11.007.

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Wade, Matthew. "Risky disciplining: On interdisciplinarity between sociology and cognitive neuroscience in the governing of morality". European Journal of Social Theory 23, nr 1 (27.05.2019): 72–92. http://dx.doi.org/10.1177/1368431018810330.

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The neuroscience of morality presents novel approaches in exploring the cognitive and affective underpinnings of moral conduct, and is steadily accumulating influence within discursive frames of biocitizenship. Many claims are infused with varieties of neuro-actuarialism in governing morally risky subjects, with implications that other fields should observe closely. Sociologists and other social scientists, however, have typically been reluctant to interject their expertise. However, a resurgent sociology of morality offers the means by which closer engagement may be realized. In encouraging this interdisciplinarity, a brief outline of recent developments in the neuroscience of morality is provided. Some interdisciplinary collaborations are then explored, which weave together novel methodological affordances from the neurosciences with conceptual models from sociological inquiry. A brief overview of ‘neuroliberalism’ follows, to concretize the growing appeal and practical application of the psy- and neurosciences in governing moral conduct. Finally, some tentative ‘provocations’ are offered, towards fostering moralities that, ultimately, we can live with.

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Strle, Toma, i Olga Markič. "Looping effects of neurolaw, and the precarious marriage between neuroscience and the law". Balkan Journal of Philosophy 10, nr 1 (2018): 17–26. http://dx.doi.org/10.5840/bjp20181013.

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In the following article we first present the growing trend of incorporating neuroscience into the law, and the growing acceptance of and trust in neuroscience’s mechanistic and reductionistic explanations of the human mind. We then present and discuss some studies that show how nudging peoples’ beliefs about matters related to human agency (such as free will, decision-making, or self-control) towards a more deterministic, mechanistic and/or reductionistic conception, exerts an influence on their very actions, mentality, and brain processes. We suggest that the neuroscientific view of the human mind exerts an influence on the very cognitive phenomena neuroscience falsely believes to be studying objectively. This holds especially when we consider the systematic integration of neuroscience into the public domain, such as the law. For, such an integration acts as a reinforcement of the public’s and legal decision-makers’ endorsement of and trust in neuroscience’s view of human nature that further changes how people think and act. Such looping effects of neurolaw are probably inevitable. Accordingly, we should be aware of the scope of neuroscientific explanations and be careful not to overstate neuroscientific evidence and findings in legal contexts.

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Leisman, Gerry. "Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School”". Brain Sciences 13, nr 1 (24.12.2022): 40. http://dx.doi.org/10.3390/brainsci13010040.

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There have been numerous detractors and supporters relating to attempts to merge the neurosciences and the knowledge base of related contributing disciplines with the field of education. Some have argued that this is a “bridge too far”. The predominant view is that the relationship between neuroscience and the classroom has been neither significantly examined, nor applied. What is needed is a specially trained class of professionals whose role it would be to guide the introduction of cognitive neuroscience into educational practice in a sensible and ethical manner. Neuroeducators would play a pivotal role in assessing the quality of evidence purporting to be relevant to education, assessing who is best placed to employ newly developed knowledge, as well as with what safeguards, in addition to investigating how to deal with unexpected consequences of implemented research findings. This special issue of the “The Brain Goes to School” aims to provide support for the development of training programs that truly integrate curriculum design and classroom instruction with the developmental cognitive neurosciences.

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Papageorgiou, Ismini E. "Neuroscience Scaffolded by Informatics: A Raging Interdisciplinary Field". Symmetry 15, nr 1 (4.01.2023): 153. http://dx.doi.org/10.3390/sym15010153.

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Following breakthrough achievements in molecular neurosciences, the current decade witnesses a trend toward interdisciplinary and multimodal development. Supplementation of neurosciences with tools from computer science solidifies previous knowledge and sets the ground for new research on “big data” and new hypothesis-free experimental models. In this Special Issue, we set the focus on informatics-supported interdisciplinary neuroscience accomplishments symmetrically combining wet-lab and clinical routines. Video-tracking and automated mitosis detection in vitro, the macromolecular modeling of kinesin motion, and the unsupervised classification of the brain’s macrophage activation status share a common denominator: they are energized by machine and deep learning. Essential clinical neuroscience questions such as the estimated risk of brain aneurysm rupture and the surgical outcome of facial nerve transplantation are addressed in this issue as well. Precise and rapid evaluation of complex clinical data by deep learning and data mining dives deep to reveal symmetrical and asymmetrical features beyond the abilities of human perception or the limits of linear algebraic modeling. This editorial opts to motivate researchers from the wet lab, computer science, and clinical environments to join forces in reshaping scientific platforms, share and converge high-quality data on public platforms, and use informatics to facilitate interdisciplinary information exchange.

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Casini, Silvia. "Beyond the Neuro-Realism Fallacy". Nuncius 32, nr 2 (2017): 440–71. http://dx.doi.org/10.1163/18253911-03202005.

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This article examines visual practices inside the laboratory and in the arts, highlighting a problem of reductionism in the transformation from data to images and in the visual incarnation of the neuro-realism fallacy, that is the extreme images of brain scan. Neurosciences are not inherently reductionist. John R. Mallard’s work around data visualisation problems in the development of biomedical imaging shows how scientists themselves can be attentive to the construction of visual practices and their meaning. If neuro-realism is a fallacy within the neurosciences, are art-neuroscience collaborative projects reproducing this fallacy at visual level? The article analysis how neuroscience-art projects can enable us (or not) to foster and maintain a stereoscopic vision in the way in which we approach the conundrum of what it is like to be both a biological organism made up of molecules, neurons, cells, and an entity equipped with intentionality, desires, thoughts, values.

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Kholmogorova, A. B., i O. V. Rychkova. "40 years of Bio-Psycho-Social model: what’s new?" Social Psychology and Society 8, nr 4 (2017): 8–31. http://dx.doi.org/10.17759/sps.2017080402.

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Bio-Psycho-Social Model, proposed by George Engel in 1977, was recognized as a turning point in the praxis of medical diagnosis and treatments. Bio-Psycho-Social Model should be seen in a historical context as bucking against the trend of biological reductionism. Social Neuroscience has been formed ten years. Social neuroscience aims to investigate the biological systems that underlie people’s thoughts, feelings and actions in light of the social context in which they operate. Social neuroscience has captured the interest of anthropologists, psychiatrists, psychologists, and experts in other disciplines, as well as the general public who more and more draw upon the insights and methods of social neuroscience to explain, predict and change social behavior. An analysis of the current situation in neurosciences shows that new methods of instrumental brain research do not exclude biological reductionism. The authors qualify the situation in modern studies of social neuroscience as a methodological crisis associated with the prevalence of reductionist approaches that ignore the uniqueness of the human psyche. He substantiates the heuristic provisions of the cultural and historical development of Vygotsky’s psyche theory to overcome any contradictions

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BOUET, ROMAIN, i KENNETH KNOBLAUCH. "Perceptual classification of chromatic modulation". Visual Neuroscience 22, nr 1 (styczeń 2005): 117. http://dx.doi.org/10.1017/s0952523805221144.

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(article appeared in Visual Neuroscience (2004), 21, 283–289Due to a production error, the second author affiliation is incorrectly cited. It should have read as follows:INSERM U371, Cerveau et Vision, IFR 19, Institut Fédératif des Neurosciences, Université Claude Bernard Lyon I, Bron France

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Herrmann-Pillath, Carsten. "From dual systems to dual function: rethinking methodological foundations of behavioural economics". Economics and Philosophy 35, nr 3 (24.01.2019): 403–22. http://dx.doi.org/10.1017/s0266267118000378.

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AbstractBuilding on an overview of dual systems theories in behavioural economics, the paper presents a methodological assessment in terms of the mechanistic explanations framework that has gained prominence in philosophy of the neurosciences. I conclude that they fail to meet the standards of causal explanations and I suggest an alternative ‘dual functions’ view based on Marr’s methodology of computational neuroscience. Recent psychological and neuroscience research undermines the case for a categorization of brain processes in terms of properties such as relative speed. I defend an interpretation of dualities as functional, without assigning them to specific neurophysiological structures.

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Carrasco, Melisa, Carl E. Stafstrom, Aylin Tekes, Charla Parkinson i Frances J. Northington. "The Johns Hopkins Neurosciences Intensive Care Nursery Tenth Anniversary (2009-2019): A Historical Reflection and Vision for the Future". Child Neurology Open 7 (1.01.2020): 2329048X2090776. http://dx.doi.org/10.1177/2329048x20907761.

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Since 2009, the Neurosciences Intensive Care Nursery at Johns Hopkins Children’s Center has provided a multidisciplinary approach toward the care of newborns with neurological disorders. The program’s cornerstone is an interdisciplinary approach that involves the primary neonatology team plus experts from more than 10 specialties who convene at a weekly team conference at which newborns with neurological problems are discussed in detail. This interdisciplinary approach fosters in-depth discussion of clinical issues to optimize the management of neonates with neurological problems as well as the opportunity to generate research ideas and provide education about neonatal neuroscience at all levels (faculty, nurses, and trainees). The purpose of this article is to provide a 10-year reflection of our Neurosciences Intensive Care Nursery with a view toward expanding efforts in the 3 areas of our mission: clinical care, research, and education. We hope that our experience will enhance the spread of neonatal neuroscience education, care, and research as widely as possible.

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Helmuth, L. "NEUROSCIENCE: Tips for Neuroscience Neophytes". Science 290, nr 5492 (27.10.2000): 699. http://dx.doi.org/10.1126/science.290.5492.699.

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Varón Sandoval, Alexander, i Lizeth Carolina Zapata Castillo. "A theoretical approach to neuroscience technologies’ contributions to administration in the digital transformation context". Cuadernos de Administración 37, nr 69 (21.06.2021): e4010691. http://dx.doi.org/10.25100/cdea.v37i69.10691.

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This paper intends to make an approximation to the contributions of neuroscience technologies to administration in a digital transformation context, which will be done through a bibliographic search and document analysis based on a review of databases and the collection of those sources considered most relevant to the topic at hand concerning some of the most critical dimensions in this area, such as human resources, leadership, decision-making, and digital business ecosystems. Likewise, it seeks to make a theoretical reflection on the use of neurosciences as a management tool of relevance to organizations. Among the main findings is that applying neuroscience techniques and the traditional ones can improve critical processes within organizations.

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Beltrão, Monique Ferreira Monteiro, i Ângela Mathylde Soares. "Some Contributions of Neuroscience at School, through the Continuing Teacher Training Offered". International Journal of Advanced Engineering Research and Science 10, nr 3 (2023): 024–43. http://dx.doi.org/10.22161/ijaers.103.4.

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This article seeks to investigate the contributions of neuroscience to the process of teaching and its relationship with the methodologies used in the classroom. this research discusses data obtained in the continuing education offered by the municipality of Vila Velha in Espírito Santo, which analyzes the teaching understanding of topics such as neurodidactics and neurosciences, and how this knowledge can contribute to practice in classroom. It also presents the data collected through training actions. Continued, as well as about the pedagogical practice and the methodologies used by participating teachers, thus analyzing the relationship between neurosciences and practice teacher. We seek to understand how active and pedagogical methodologies can be relate to neuroscientific knowledge and their contributions to the process of teaching and learning, also through bibliographic reviews. Starting from indicative data on the subject of Neuroscience in Education are evident from need for investment in the initial and continuing training of teachers, in order to that the teaching and learning process promoted in a collaborative perspective, in which teachers and students can interact. The research field was composed of regent teachers of the classes of the Municipal Education Network of Vila Velha/ES, UMEF Municipal Unit of Elementary Education Pedro Herkenhoff. The methodology used this study presents a qualitative approach applied by a random sample, consisting of teachers who attend the Municipal Education Network of Vila Velha/ES.

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Schreiber, Kayleen. "Neuroscience". Synthesis: A Digital Journal of Student Science Communication 1 (27.04.2017): 3. http://dx.doi.org/10.17077/2643-8410.1003.

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Deutch, Ariel Y. "Neuroscience". Journal of Clinical Psychiatry 60, nr 1 (15.01.1999): 59. http://dx.doi.org/10.4088/jcp.v60n0113c.

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Weiss, Rick. "Neuroscience". Science News 134, nr 23 (3.12.1988): 366. http://dx.doi.org/10.2307/3972759.

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Weiss, Rick. "Neuroscience". Science News 134, nr 22 (26.11.1988): 350. http://dx.doi.org/10.2307/3973098.

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Leiva-Cepas, Fernando. "Neuroscience". ACTUALIDAD MEDICA 102, nr 800 (30.04.2017): 45. http://dx.doi.org/10.15568/am.2017.800.cl01.

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Mirski, Marek A. "Neuroscience". Current Opinion in Critical Care 24, nr 2 (kwiecień 2018): 63–64. http://dx.doi.org/10.1097/mcc.0000000000000490.

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Hughes, Chris. "Neuroscience". Medicine & Science in Sports & Exercise 40, nr 7 (lipiec 2008): 1355. http://dx.doi.org/10.1249/01.mss.0000323657.97040.2c.

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Strobel, Gabrielle. "Neuroscience". Science News 144, nr 22 (27.11.1993): 367. http://dx.doi.org/10.2307/3977642.

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Kandel, Eric R., i Larry R. Squire. "Neuroscience". Annals of the New York Academy of Sciences 935, nr 1 (25.01.2006): 118–35. http://dx.doi.org/10.1111/j.1749-6632.2001.tb03477.x.

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Meldrum, B. "Neuroscience". Journal of Neurology, Neurosurgery & Psychiatry 49, nr 5 (1.05.1986): 608–9. http://dx.doi.org/10.1136/jnnp.49.5.608-a.

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Bleck, Thomas P. "Neuroscience". Current Opinion in Critical Care 2, nr 2 (kwiecień 1996): 89–91. http://dx.doi.org/10.1097/00075198-199604000-00001.

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&NA;. "Neuroscience". Current Opinion in Critical Care 3, nr 2 (kwiecień 1997): B50. http://dx.doi.org/10.1097/00075198-199704000-00014.

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Maas, Andrew I. R. "Neuroscience". Current Opinion in Critical Care 8, nr 2 (kwiecień 2002): 99–100. http://dx.doi.org/10.1097/00075198-200204000-00001.

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Robertson, Claudia S. "Neuroscience". Current Opinion in Critical Care 14, nr 2 (kwiecień 2008): 127–28. http://dx.doi.org/10.1097/mcc.0b013e3282f7006d.

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Edgar, David. "Neuroscience". Trends in Neurosciences 9 (styczeń 1986): 334–35. http://dx.doi.org/10.1016/0166-2236(86)90101-3.

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Tatman, A., I. Van Mourik, A. Warren, A. Williams, W. Whitehouse, D. G. Murdoch Eaton, M. Darowski i in. "Neuroscience". Intensive Care Medicine 22, S2 (czerwiec 1996): S160—S162. http://dx.doi.org/10.1007/bf03216373.

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Politansky, L., M. Orsi, L. Saligari, L. Cácercs, A. Fernández, L. Albano, Susan L. Bratton i in. "Neuroscience". Intensive Care Medicine 22, S2 (czerwiec 1996): S202—S206. http://dx.doi.org/10.1007/bf03216392.

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