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PubMedDate not supplied

The historical development of neuroscience in physical rehabilitation.

Neuroscience and occupational therapy in physical rehabilitation have developed along parallel tracks. As physicians began to study the neural bases of motor control, they also began to reconsider the sequelae of "hopeless" diagnoses as conditions that they could influence. This change in some physicians' understanding of the neural mechanisms of motor control influenced other clinicians' ideas about patient care. Early work on treatment of patients with cerebral palsy and polio led to improvements in treatment approaches used to facilitate motor skill and functional motor ability in patients with upper motor neuron disorders. From the 1950s to the present, therapists have refined their treatment techniques as knowledge from neuroscience has become available. A few therapists, who are gradually increasing in number, have turned to the laboratory to study basic neuroscience problems that affect clinical treatment. This article describes the development of neuroscience research and neurorehabilitation theories and indicates common themes.

History, 18th Century↗
PubMed2000

A survey of neuroscience courses for predoctoral dental students.

Course directors of the seventeen neuroscience courses offered in U.S. dental schools were surveyed. Information was obtained about the course organization, topics covered, and the amount of didactic and nondidactic instruction for sixteen neuroscience courses, which included four courses that combined medical and dental student instruction. The courses averaged 51.4 contact hours with a range of 11 to 110 hours. Approximately 75 percent of time was for didactic instruction. Most courses emphasized neuroanatomy, electrochemical cell signaling, and the somatic sensory system, including specific lectures on pain sensation. The majority of courses also included several lectures on topics dealing with motor control and the limbic and the autonomic systems, whereas limited time was allocated to topics concerned with higher cortical functions. The nondidactic instruction typically included neuroanatomy laboratories and group discussions of the relation between lesions of sensory and motor pathways and neurological signs. The establishment of guidelines for neuroscience could encourage dental schools to provide a strong basic science foundation in neuroscience.

Curriculum↗
PubMed2002

Evidence based care in the neurosciences.

We examine the relevance of Evidence Based Care (EBC) to the field of clinical neurosciences, with particular emphasis on feasible methods of implementing EBC in clinical practice. By using pre-appraised EBC summaries, busy clinicians can move toward EBC without engaging in the laborious process of searching and critically appraising the literature. After reviewing the neurological content, accessibility and ease of use of current sources of EBC summaries, we find them substantially lacking in coverage of the neurosciences, and therefore of limited use to clinicians in this field. We emphasize a particular type of EBC summary, the critically appraised topic, and comment on its usefulness and limitations as a tool to assist clinical decision-making in the neurosciences. Finally, we propose that a collection of easily accessible, good quality, peer reviewed critically appraised topics, covering a breadth of relevant topics, is a reasonable way of moving toward EBC in the clinical neurosciences.

Evidence-Based Medicine↗
PubMed1987

The impact of the NINCDS on the neurosciences: an essay written for the centennial of the NIH.

This essay, written as a contribution to the June 1987 participation by the NINCDS in the celebration of the centennial of the NIH (dated from the founding of the Hygienic Laboratory at Staten Island in 1887), discusses the impact of the NINDB/NINCDS on the neurosciences. Contrasts are drawn with the status of basic and clinical neurosciences in the late 19th century and prior to 1950, when the NINDB was established. This impact has involved its role as advocate and focal point for the support of research and research training in the neurosciences; the training of research and academic personnel and the funding of research projects, both significant factors in the postwar proliferation of methods and technologies; and the catalyzing of the steady progress in scientific knowledge, as reflected in examples from various facets of the programs of the neurological institute, in a continuum from the very basic and fundamental to the very clinical and pathological neurosciences.

Cerebrovascular Disorders↗
PubMed2006

First-Person Neuroscience: a new methodological approach for linking mental and neuronal states.

Though the brain and its neuronal states have been investigated extensively, the neural correlates of mental states remain to be determined. Since mental states are experienced in first-person perspective and neuronal states are observed in third-person perspective, a special method must be developed for linking both states and their respective perspectives. We suggest that such method is provided by First-Person Neuroscience. What is First-Person Neuroscience? We define First-Person Neuroscience as investigation of neuronal states under guidance of and on orientation to mental states. An empirical example of such methodological approach is demonstrated by an fMRI study on emotions. It is shown that third- and first-person analysis of data yield different results. First-person analysis reveals neural activity in cortical midline structures during subjective emotional experience. Based on these and other results neural processing in cortical midline structures is hypothesized to be crucially involved in generating mental states. Such direct linkage between first- and third-person approaches to analysis of neural data allows insight into the "point of view from within the brain", that is what we call the First-Brain Perspective. In conclusion, First-Person Neuroscience and First-Brain Perspective provide valuable methodological tools for revealing the neuronal correlate of mental states.

Journal Article↗
PubMed2001

On the marriage of cognition and neuroscience.

This paper summarizes five major themes of discussion stemming from a recent workshop at the University of Toronto. The focus of the workshop was whether the phenomenology of cognition has a direct translation to the biological processes of the brain. The study of this translation is the goal of cognitive neuroscience. The themes were: (1) the influence of context on the understanding of brain function, in which regional activity may have different functional relevance depending on activity in the rest of the brain; (2) the merger of anatomy and function, emphasizing how interfacing at the systems level can have the potential to aid in the understanding of how anatomy constrains function; (3) the development of mathematical measures that take advantage of organizing principles of the nervous system; (4) the observation that the relation between "top-down" and "bottom-up" both neurally and conceptually could be better appreciated through a more principled mathematical approach; and (5) a central role for large-scale neural modeling to bridge basic neurophysiology and anatomy. Despite the consensus on these themes, there are several challenges for the field. Significant obstacles arise from the multidisciplinary nature of cognitive neuroscience, in which terms do not mean the same thing across disciplines (e.g., networks and systems). The imprecision of explanations for cognitive neuroscience data was also seen as a significant problem, suggesting that more principled attempts at explicit model specifications and prediction will be necessary for the field to develop.

Animals↗
PubMed2006

A short history of neurosciences in Austria.

Based on internal medicine and psychiatry and in close connection with pathology, the neurosciences in Austria began to develop in the 18(th) century, e.g. with the description of inflammation of the central nervous system by J. P. Franck (1745-1823) and the "phrenology" by F. J. Gall (1745-1823). Under the influence of the great pathologist C. Rokitansky (1804-1878), the tripode of the Vienna neurology - L. Türck (1810-1868), as initiator, Th. v. Meynert (1833-1892) the activator, and H. Obersteiner (1847-1922) as the founder of the Vienna Neurological Institute, presented basic contributions to the morphology and pathology of the nervous system. At the end of the 19(th) and in the early 20(th) century, they were followed by important publications by S. Fred (aphasia), C. Redlich (tabes dorsalis), F. Sträussler (CNS syphilis), A. Spitzer (fiber anatomy of the brain), P. Schilder (diffuse sclerosis), R. Barany (Nobel price for physiology and medicine 1914), J. Wagner v. Jauregg (Nobel price for medicine, 1927), O. Loewi (Nobel Price for Physiology and Medicine together with Sir H. Dale, 1936), A. Schüller (histiocytosis X), C. v. Economo (encephalitis lethargica and cytoarchitectonics of the human cerebral cortex), E. Pollak (Wilson disease), E. Gamper (mesencephalic subject), J. Gerstmann (Gerstmann-Sträussler-Scheinker syndrome and Gerstmann parietal syndrome), H. Hoff with L. Schönbauer (brain tumors and surgery), and others. Major research institutions were the departments of psychiatry I and II at the University of Vienna School of Medicine (foundation 1870), unification 1911, separation into departments of neurology, psychiatry and neuropsychiatry of children and adolescents in 1971), the Obersteiner Institute in Vienna (foundation 1882, separation 1993), the university departments at Graz and Innsbruck, both founded in 1891, and other laboratories, where renouned clinicans and neuroscientists, like O. Marburg, H. Hoff, O. Pötzl, O. Kauders, F. Seitelberger, H. Tschabitscher, K. Weingarten, H. Reisner,W. Birkmayer, H. Petsche, F. Gerstenbrand, H. Bernheimer, H. W. Heiss, H. Lassmann, W. Poewe, L. Deecke, and many of their associates produced important contributions to wide areas of modern neurosciences. Important for the future are the foundation of the Institute of Brain Research at Vienna Medical University and of the Austrian Society of Neurology which will give further impact for the future progress of neuroscience research in Austria and its integration into the international science community.

Academic Medical Centers↗
PubMed1991

The neurosciences and neurosurgery.

Enhancing the time-honored bonds between the neurosciences and neurosurgery is essential. The basic neurosciences are the foundation upon which fundamental scientific training and clinical research depend. Together these form the resource essential to improving the public health. Both now face severe restraints in the support systems available to them, limited degrees of reciprocity, and uncertain human resources. It is critical that the neurosurgical and neuroscience communities renew and enhance their joint commitment and trust so that both can more effectively work together to secure resources appropriate to maintaining the cutting edge on behalf of the public health.

Cost Allocation↗
PubMed2006

Behavioral neuroscience, exploration, and K.C. Montgomery's legacy.

Exploration is a key animal and human behavior. Kay C. Montgomery (1921-1956) has made an important contribution to behavioral neuroscience of exploration, as well as motivation and learning. His works have many important applications to current experimental models of stress, fear and memory, continuing to influence research in this field. This paper, dedicated to the 85th anniversary of Montgomery's birth, and 50 years since his tragic death, summarizes Montgomery's contribution to behavioral neuroscience, and discusses its current importance for further progress in this field. It is aimed at neuroscientists with strong interests in both theory of animal exploration and motivation, and the history of behavioral neuroscience.

Adult↗
PubMed2005

Telemedicine and neurosciences.

It is well known that in most countries there is a perennial shortage of specialists in neurosciences. The available neurologists and neurosurgeons are clustered in the metropolitan, urban areas. Those living in suburban and rural areas may have limited or no access to neurological care. Concurrently, there has been an unprecedented growth in information and communication technology (ICT). In this article, the author will demonstrate how the practice of neurosciences will change, with increasing use of telemedicine and ICT. In addition to presenting the author's personal experience, the literature on telemedicine in neurosciences is reviewed.

Adolescent↗
PubMed2007

History of neurosciences at the School of Medical Sciences, Universiti Sains Malaysia.

Universiti Sains Malaysia is the only institution in Malaysia which incorporates all fields of the neurosciences under one roof. The integration of basic and clinical neurosciences has made it possible for this institution to become an excellent academic and research centre. This article describes the history, academic contributions and scientific progress of neurosciences at Universiti Sains Malaysia.

Education, Medical↗
PubMed2004

Motivation concepts in behavioral neuroscience.

Concepts of motivation are vital to progress in behavioral neuroscience. Motivational concepts help us to understand what limbic brain systems are chiefly evolved to do, i.e., to mediate psychological processes that guide real behavior. This article evaluates some major motivation concepts that have historic importance or have influenced the interpretation of behavioral neuroscience research. These concepts include homeostasis, setpoints and settling points, intervening variables, hydraulic drives, drive reduction, appetitive and consummatory behavior, opponent processes, hedonic reactions, incentive motivation, drive centers, dedicated drive neurons (and drive neuropeptides and receptors), neural hierarchies, and new concepts from affective neuroscience such as allostasis, cognitive incentives, and reward 'liking' versus 'wanting'.

Animals↗
PubMed2006

Bridges over troubled waters: education and cognitive neuroscience.

Recently there has been growing interest in and debate about the relation between cognitive neuroscience and education. Our goal is to advance the debate beyond both recitation of potentially education-related cognitive neuroscience findings and the claim that a bridge between fields is chimerical. In an attempt to begin a dialogue about mechanisms among students, educators, researchers and practitioner-scientists, we propose that multiple bridges can be built to make connections between education and cognitive neuroscience, including teacher training, researcher training and collaboration. These bridges--concrete mechanisms that can advance the study of mind, brain and education--will benefit both educators and cognitive neuroscientists, who will gain new perspectives for posing and answering crucial questions about the learning brain.

Brain↗
PubMed2003

Investigating the cognitive neuroscience of social behavior.

Social cognitive neuroscience is a fledgling discipline that has already accrued an impressive body of data, but important questions remain regarding the theoretical constructs and methodological approaches that it utilizes. An overview of the papers in this special issue points to several key issues facing the field. We need a theoretical vocabulary that bridges three domains: our intuitive "folk" conceptions of other people, the explanations offered by social psychology, and the explanations offered by cognitive neuroscience. And we need a method that can extract common patterns across multiple studies, to complement strict hypothesis testing of individual studies. These issues can be addressed, in part, by giving theory and experiment equal time, and by fostering an interdisciplinary approach that includes neuroscience, psychology, philosophy, anthropology and allied disciplines.

Animals↗
PubMedDate not supplied

Technical evolutions of the French multipurpose instruments for Cognitive Neurosciences.

Since the first French flight in space in 1982, the CNES has developed a wide range of instruments, especially in the field of Neurosciences. The design of these instruments has considerably evolved from rather simple equipment up to much more sophisticated tools that are being specially tailored for these missions. Four major phases can be identified: -a simple adaptation of an echographe leading to the first neurosciences experiments (the ARAGATZ'88 mission), -the ILLUSIONS and VIMINAL instruments used during the ANTARES'92 and ALTAIR'93 missions, -the COGNILAB instrument developed for the CASSIOPEE'96 mission, to be re-used in 1997 and in 1999, -a preliminary design of the 1999 mission payload, including virtual reality concepts, in a modular design to adapt to the European COF. Aside from the evolution of scientific requirements, the experience gained during the flights led to progressive improvements in the different technical parts, including visual system, body restraint systems, accessories, such as a force feedback joystick, computer and software, etc. This paper describes the technical evolutions in the CNES Neurosciences program.

Cognition↗
PubMed2000

Social barriers to a theoretical neuroscience.

Social rather than scientific barriers are impeding neuroscience theory. There are plenty of experimental data and mathematical methods to develop a rigorous, mathematical theory in neuroscience. However, structural mathematical efforts are being suffocated by the requirement to produce numbers immediately. Also theoretical development is tied too closely to one experimental group. The social barriers can be addressed by: (1) judging theory by structural accuracy rather than numerical output; (2) recognizing mathematical theory (not just computational modeling) as a method for producing insight into neurobiological phenomena; (3) funding fundamental theoretical neuroscience and (4) recognizing theoretical neuroscientists as neuroscientists.

Attitude↗
PubMed1999

FENS 2000 - Federation of European Neuroscience Societies millennium meeting.

In two articles by Wolf Singer, published in TINS in 1994 and 1997, brief analyses were presented of the problems faced by the European neuroscience community in its attempt to provide a cohesive response to meet the challenge of the proclamation of the 'Decade of the Brain'. One of the most-important decisions was to promote a forum for European neuroscience that, among other activities, would hold bi-annual meetings, alternating with meetings of partner European neuroscience societies in the intervening year. The first fruit of this was the enormously successful meeting held in Berlin in June 1998. The next meeting, the FENS millennium meeting, will be held in Brighton, UK (24-28 June 2000).

Europe↗
PubMed2005

Early adversity and mechanisms of plasticity: integrating affective neuroscience with developmental approaches to psychopathology.

Interest in the effects of early adversity on children's development reflects contemporary emphases on early experience in the behavioral sciences and plasticity in the neurosciences. Over the past decade, powerful new tools and approaches for understanding the neural circuitry involved in emotion have become increasingly available. Yet, research in developmental psychopathology has not reaped the full benefits of affective neuroscience approaches and methods. Integration of affective neuroscience approaches can excavate developmental mechanisms, thereby advancing knowledge about the etiology, prevention, and treatment of mental health problems in children. Here, we consider two general principles that can guide understanding of plasticity in the neural circuitry of emotion systems and the development of psychopathology.

Affect↗