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PubMed2000

The Neuroscience Nurse Internship Program: the description.

This article describes the Neuroscience Nurse Internship Program (NNIP) and its implementation at the National Institutes of Health (NIH) Clinical Center in Bethesda, MD. The program, developed in 1988, is designed to prepare nurses to deliver care to persons with nervous system disorders. The program comprises 6 months of lecture and clinical instruction in the country's most well-known biomedical research center. In order to complete the program, nurse-interns must receive a passing grade of 90% or higher on all written tests and achieve satisfactory completion of all clinical assignments. NNIP is cosponsored by the NIH Clinical Center Nursing Department and the National Institute of Neurological Disorders and Stroke (NINDS). Nurses interested in NNIP may apply by submitting an application and a letter of interest to the Clinical Center Human Resources Department. Evaluation of the program is conducted on a regular basis and consists of both process and outcome assessments.

Curriculum↗
PubMed2001

Effect size: utility and application in neuroscience nursing.

Effect size is used in single studies to complement inferential statistical analysis. It also is used to compare and synthesize data across studies in meta-analysis. Effect size provides information about clinical importance of differences found in research observations. For researchers, effect size is useful in establishing support for the theoretical framework of a story and in planning for future research. Application of effect size to data in three studies about the effects of backrest position on ICP and CPP in brain-injured adults illustrates the utility of effect size analysis in neuroscience nursing research.

Bed Rest↗
PubMed1999

Levels and loops: the future of artificial intelligence and neuroscience.

In discussing artificial intelligence and neuroscience, I will focus on two themes. The first is the universality of cycles (or loops): sets of variables that affect each other in such a way that any feed-forward account of causality and control, while informative, is misleading. The second theme is based around the observation that a computer is an intrinsically dualistic entity, with its physical set-up designed so as not to interfere with its logical set-up, which executes the computation. The brain is different. When analysed empirically at several different levels (cellular, molecular), it appears that there is no satisfactory way to separate a physical brain model (or algorithm, or representation), from a physical implementational substrate. When program and implementation are inseparable and thus interfere with each other, a dualistic point-of-view is impossible. Forced by empiricism into a monistic perspective, the brain-mind appears as neither embodied by or embedded in physical reality, but rather as identical to physical reality. This perspective has implications for the future of science and society. I will approach these from a negative point-of-view, by critiquing some of our millennial culture's popular projected futures.

Artificial Intelligence↗
PubMed1999

The impact of molecular biology on neuroscience.

How our brains work is one of the major unsolved problems of biology. This paper describes some of the techniques of molecular biology that are already being used to study the brains of animals. Mainly as a result of the human genome project many new techniques will soon become available which could decisively influence the progress of neuroscience. I suggest that neuroscientists should tell molecular biologists what their difficulties are, in the hope that this will stimulate the production of useful new biological tools.

Animals↗
PubMed2001

Towards NeuroML: model description methods for collaborative modelling in neuroscience.

Biological nervous systems and the mechanisms underlying their operation exhibit astonishing complexity. Computational models of these systems have been correspondingly complex. As these models become ever more sophisticated, they become increasingly difficult to define, comprehend, manage and communicate. Consequently, for scientific understanding of biological nervous systems to progress, it is crucial for modellers to have software tools that support discussion, development and exchange of computational models. We describe methodologies that focus on these tasks, improving the ability of neuroscientists to engage in the modelling process. We report our findings on the requirements for these tools and discuss the use of declarative forms of model description--equivalent to object-oriented classes and database schema--which we call templates. We introduce NeuroML, a mark-up language for the neurosciences which is defined syntactically using templates, and its specific component intended as a common format for communication between modelling-related tools. Finally, we propose a template hierarchy for this modelling component of NeuroML, sufficient for describing models ranging in structural levels from neuron cell membranes to neural networks. These templates support both a framework for user-level interaction with models, and a high-performance framework for efficient simulation of the models.

Animals↗
PubMed2006

Human empathy through the lens of social neuroscience.

Empathy is the ability to experience and understand what others feel without confusion between oneself and others. Knowing what someone else is feeling plays a fundamental role in interpersonal interactions. In this paper, we articulate evidence from social psychology and cognitive neuroscience, and argue that empathy involves both emotion sharing (bottom-up information processing) and executive control to regulate and modulate this experience (top-down information processing), underpinned by specific and interacting neural systems. Furthermore, awareness of a distinction between the experiences of the self and others constitutes a crucial aspect of empathy. We discuss data from recent behavioral and functional neuroimaging studies with an emphasis on the perception of pain in others, and highlight the role of different neural mechanisms that underpin the experience of empathy, including emotion sharing, perspective taking, and emotion regulation.

Awareness↗
PubMed1998

Virtual environments in neuroscience.

Virtual environments (VE's) let users navigate and interact with computer-generated three-dimensional (3-D) environments in real time, allowing for the control of complex stimuli presentation. These VE's have attracted much attention in medicine, especially in remote or augmented surgery, and surgical training, which are critically dependent on hand-eye coordination. Recently, however, some research projects have begun to test the possibility of using VE's for the study and rehabilitation of human cognitive and functional activities. This paper highlights recent and ongoing research related to the applications of VE's in the neuroscience arena. In particular, it focuses on the American and European initiatives in this field, including a description of the European Commission (EC)-funded VREPAR projects. Finally, the paper provides a general introduction to virtual reality (VR), as it relates to its impact on cognitive and functional abilities.

Computer Systems↗
PubMed2003

Undoing trauma: contemporary neuroscience. A Jungian clinical perspective.

This paper uses insights from contemporary neuroscience and attachment theory to explore the profound dissociative defences associated with trauma. I discuss the effects of trauma on the emotional, intellectual and imaginative life of the individual and on the development of the self. Based on work with three patients with very different experiences of trauma, the paper offers clinical illustration of 'right brain to right brain' Jungian analysis. I argue that through repeated transference and countertransference experiences dissociative defences may be undone and change brought about.

Child↗
PubMed2005

Adult gaze influences infant attention and object processing: implications for cognitive neuroscience.

Infants follow others' gaze toward external objects from early in ontogeny, but whether they use others' gaze in processing information about objects remains unknown. In Experiment 1, 4-month-old infants viewed a video presentation of an adult gazing toward one of two objects. When presented with the same objects alone a second time, infants looked reliably less at the object to which the adult had directly gazed (cued object). This suggests that the uncued object was perceived as more novel than the object previously cued by the adult's gaze. In Experiment 2, adult gaze was not directed towards any object. In this control experiment, infants looked at both objects equally in the test phase. These findings show that adult eye gaze biases infant visual attention and information processing. Implications of the paradigm for cognitive neuroscience are presented and the results are discussed in terms of neural structures and change over ontogeny.

Adult↗
PubMed2005

Whither causal models in the neuroscience of ADHD?

In this paper we examine the current status of the science of ADHD from a theoretical point of view. While the field has reached the point at which a number of causal models have been proposed, it remains some distance away from demonstrating the viability of such models empirically. We identify a number of existing barriers and make proposals as to the best way for these to be overcome in future studies. These include the need to work across multiple levels of analysis in multidisciplinary teams; the need to recognize the existence of, and then model, causal heterogeneity; the need to integrate environmental and social processes into models of genetic and neurobiological influence; and the need to model developmental processes in a dynamic fashion. Such a model of science, although difficult to achieve, has the potential to provide the sort of framework for programmatic model-based research required if the power and sophistication of new neuroscience technologies are to be effectively exploited.

Attention Deficit Disorder with Hyperactivity↗
PubMed2006

Does neuroscience hold promise for the further development of behavior therapy? The case of emotional change after exposure in anxiety and depression.

Over the last few years, the integration of biological and psychological models has become increasingly important in clinical psychology. This paper presents a neurobiological framework for exploring how neuroscience research may be valuable in the context of new developments in behavior therapy. The importance of the cortical-subcortical circuitry of emotion processing for investigating the working mechanisms of exposure therapy is illustrated by current neuroimaging research. The implication is that during exposure therapy the focus of attention must be fully directed towards the emotional content of the threatening situation to facilitate prefrontal control over the amygdala and that new contextual information, of emotional salience, must be added to create inhibitory projections from the hippocampus. In addition, some possible mechanisms of action for different therapeutic approaches to both anxiety and depression and the role of neuroimaging techniques in predicting treatment outcome are discussed.

Behavior Therapy↗
PubMed2000

Neuroscience meeting draws crowds, gripes, loyalty.

Preparing for their 30th conference, neuroscientists contemplate how the field--and the annual meeting--has grown. With the Society for Neuroscience meeting routinely packing in about 25,000 people, some neuroscientists complain about long lines and related inconveniences. But others say that the best reason to go to the meeting is precisely because it's so huge and integrates the ever-growing number of subdisciplines in the field.

Animals↗
PubMed2000

Neuroscience: breaking down scientific barriers to the study of brain and mind.

In this month's essay, Eric R. Kandel and Larry R. Squire chronicle how brain research has migrated from the peripheries of biology and psychology to assume a central position within those disciplines. The multidiscipline of neuroscience that emerged from this process now ranges from genes to cognition, from molecules to minds.

Animals↗
PubMedDate not supplied

ModelDB: an environment for running and storing computational models and their results applied to neuroscience.

Research groups within the Human Brain Project are developing technologies to help organize and make accessible the vast quantities of information being accumulated in the neurosciences. The goal of this work is to provide systems that enable this complex information from many diverse sources to be synthesized into a coherent theory of nervous system function. Our initial approach to this problem has been to create several small databases. While addressing the issues of each individual database, we are also considering how each might be incorporated into an integrated cluster of databases. In this paper, we describe a pilot project in which we construct a database of computational models of neuronal function. This database allows models to be created and run and their results reviewed through a World Wide Web interface. Because models encapsulate knowledge in a formal manner about how neuronal systems function, we also discuss how this database forms a natural center for our initial attempts at creating a cluster of related databases. General issues of database development in the context of the Web are also discussed.

Brain↗
PubMed2005

The use of representation and formalism in a theoretical approach to integrative neuroscience.

In the light of existing physical theories, it is shown that representation in terms of functional interactions and formalism (S-Propagators) should satisfy three physical and six biological constraints. Consequences are summarized for neurohormonal field, developmental phase, aging phase, functional hierarchy, Principle of Auto-Associative stability (PAAS), self-organization and neural selection, Darwinian evolution, and the intelligence of movement. Abstraction and complexity of the proposed theories are discussed relatively to their advantages for integrative neuroscience.

Aging↗
PubMed2006

An integrative neuroscience model of "significance" processing.

The Gordon [37-40] framework of Integrative Neuroscience is used to develop a continuum model for understanding the central role of motivationally-determined "significance" in organizing human information processing. Significance is defined as the property which gives a stimulus relevance to our core motivation to minimize danger and maximize pleasure. Within this framework, the areas of cognition and emotion, theories of motivational arousal and orienting, and the current understanding of neural systems are brought together. The basis of integration is a temporal continuum in which significance processing extends from the most rapid millisecond time scale of automatic, nonconscious mechanisms to the time scale of seconds, in which memory is shaped, to the controlled and conscious mechanisms unfolding over minutes. Over this continuum, significant stimuli are associated with a spectrum of defensive (or consumptive) behaviors through to volitional regulatory behaviors for danger (versus pleasure) and associated brainstem, limbic, medial forebrain bundle and prefrontal circuits, all of which reflect a balance of excitatory (predominant at rapid time scales) to inhibitory mechanisms. Across the lifespan, the negative and positive outcomes of significance processing, coupled with constitutional and genetic factors, will contribute to plasticity, shaping individual adaptations and maladaptions in the balance of excitatory-inhibitory mechanisms.

Age Factors↗
PubMed2005

The neuroscience of mammalian associative learning.

Mammalian associative learning is organized into separate anatomically defined functional systems. We illustrate the organization of two of these systems, Pavlovian fear conditioning and Pavlovian eyeblink conditioning, by describing studies using mutant mice, brain stimulation and recording, brain lesions and direct pharmacological manipulations of specific brain regions. The amygdala serves as the neuroanatomical hub of the former, whereas the cerebellum is the hub of the latter. Pathways that carry information about signals for biologically important events arrive at these hubs by circuitry that depends on stimulus modality and complexity. Within the amygdala and cerebellum, neural plasticity occurs because of convergence of these stimuli and the biologically important information they predict. This neural plasticity is the physical basis of associative memory formation, and although the intracellular mechanisms of plasticity within these structures share some similarities, they differ significantly. The last Annual Review of Psychology article to specifically tackle the question of mammalian associative learning ( Lavond et al. 1993 ) persuasively argued that identifiable "essential" circuits encode memories formed during associative learning. The next dozen years saw breathtaking progress not only in detailing those essential circuits but also in identifying the essential processes occurring at the synapses (e.g., Bi & Poo 2001, Martinez & Derrick 1996 ) and within the neurons (e.g., Malinow & Malenka 2002, Murthy & De Camilli 2003 ) that make up those circuits. In this chapter, we describe the orientation that the neuroscience of learning has taken and review some of the progress made within that orientation.

Animals↗
PubMed2003

Technology in the teaching of neuroscience: enhanced student learning.

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

CD-ROM↗