Search

In Keiser's words, "each work depicts, in a knowingly ridiculous manner, a natural philosopher digging into brain matter in the hope of exposing the mechanisms that make the mind tick" (pp. 143-144). Keiser's focus is not on how the nerves and various brain structures appear during a dissection, which is straightforward and verifiable. Locke did not partake in the kinds of fictions Willis, Cavendish, and others were promoting about the nerve spirits. [Extracted from the article]

Children with listening difficulties, but normal audiometry, may be diagnosed with APD. The diagnosis is typically based on poor performance on tests of perception of both non-speech and speech stimuli. However, non-speech test results correlate only weakly with evaluations of speech-in-noise processing, cognitive skills, and caregiver evaluations of listening ability. The interpretation of speech test results is confounded by the involvement of language processing mechanisms. Overall, listening ability is associated more with higher-level, cognitive and analytic processing than with lower-level sensory processing. Current diagnosis of a child with APD, rather than another problem (e.g. language impairment, LI), is determined more by the referral route than by the symptoms. Co-occurrence with other learning problems suggests that APD may be a symptom of a more varied neurodevelopmental disorder. Alternately, APD has been proposed as a cause of language-based disorders, but there is no one-to-one mapping between listening and language among individuals. Screening for APD may be most appropriately based on a well-validated, caregiver questionnaire that captures the fundamental problem of listening difficulties and identifies areas for further assessment and management. This approach has proved successful for LI, and may in future serve as a metric to help assess other, objective testing methods. Foreword Auditory processing disorder (APD) has a long (> 30 years) and controversial history. The controversies concern absolutely fundamental issues: the definition of APD, its neural basis, test validity and standardization, differentiation from other disorders, and even whether it exists as an independent disorder (Jerger, 2009). To evaluate and interpret the scientific evidence on APD, and to advise the audiology profession, the British Society of Audiology (BSA) established a Special Interest Group (BSA SIG) on APD in 2003. That group has recently published two key documents, a 'Position Statement' and a 'Management Overview' (BSA, 2011, a,b. See www.thebsa.org.uk 'Procedures and Publications'). In formulating the new position statement, it became clear to the group that several significant differences were developing between their interpretation of the evidence concerning APD and that of the American Academy of Audiology (AAA), as stated in their recently published 'Guidelines for the diagnosis, treatment and management of children and adults with central auditory processing disorder' (AAA, 2010). To address these differences, and borrowing from British Parliamentary procedure, the BSA SIG decided to develop a 'white paper', a discussion document that could then receive an international set of commentaries from other research groups working on APD. An approach was made to the editor of the International Journal of Audiology who agreed to this suggestion. This paper, and the associated commentaries that follow, are the result. [ABSTRACT FROM AUTHOR]

In this commentary, stemming from Freud’s conflictual interest in psychic phenomena, I examine current views of telepathy as reflected in controversial parapsychological research and theories of nonlocal mind. I hope to inspire readers’ curiosity about the possible existence of telepathic communication by proposing clinical examples and raising the feasibility of the impact of the therapist’s own predisposition and belief system. Finally I speculate about how findings from parapsychology research in combination with findings from neuroscience and quantum theory might influence the evolution of psychoanalytically based practice methods in the future. [ABSTRACT FROM AUTHOR]

Arnold H. Modell has been engaged in an ongoing effort to advance psychoanalysis as well as to integrate psychoanalytic theory and relevant domains of science, particularly neuroscience, with psychoanalytic practice. He has been articulating a biology and construction of meaning and the role of metaphor as he attempts to understand the relationship between mind and brain. Modell strives to understanding how 'matter becomes imagination,' as well as the relationship between the first-person psychological unconscious and the third-person neurophysiological unconscious. The latter, according to Modell, is interpreted by a personal 'autobiographical self' and given meaning. This discussion of Modell's theories will include historical and contemporary attempts to understand how 'matter becomes imagination.' Although there is a growing neuroscience research base for articulating the reverse, i. e., 'how imagination becomes matter,' the present author will focus on the project Modell h as placed before himself and his audience. The role of consciousness in the brain-mind interface, mirror neuron systems and intersubjectivity will be discussed. Clinically, the role of trauma's effects on memory and metaphor as well as the defensive functions of non-relatedness and counter-dependency will be examined within the wider context of the very rich and subjectively meaningful journey of matter becoming imagination. [ABSTRACT FROM AUTHOR]

After the Chicago class culminates, a number of our students go on to complete the psychoanalysis minor, which requires a capstone paper that can deal with theoretical issues in psychoanalysis or relate psychoanalysis to the subjects of their majors, such as literature, psychology/neuroscience, or their own independently designed majors. We include three representative papers. [ABSTRACT FROM AUTHOR]

This paper analyses the development of UNESCO's Mahatma Gandhi Institute on Education for Peace and Sustainable Development (MGIEP), examining its record from global, national and institutional perspectives. The global perspective encompasses challenges to UNESCO's attempts to articulate a distinctive, humanistic vision in competition with other multilateral bodies. The national perspective relates to India, which hosts MGIEP, provides the bulk of its funding and exerts significant influence over its governance. Consideration is also given to the relationship between MGIEP's work and Mahatma Gandhi's ideas. Finally, the institutional perspective relates both to the author's own experience with MGIEP, and to information gained through interviews with others involved with the institute. It is argued that MGIEP's story illuminates challenges to attempts, within India and internationally, to sustain a humanistic vision of education in the face of powerful countervailing interests. [ABSTRACT FROM AUTHOR]

Presents several books on neuroscience. "Opium," by Salar Abdoh; "Forgotten Lunatics of the Great War," by Peter Barham; "The Rise of Mental Health Nursing: A History of Psychiatric Care in Dutch Asylums, 1890-1920," by Geertje Boschma; "The History of Tropical Neurology: Nutritional Disorders," by George W. Bruyn and Charles M. Poser.

In this paper, the authors try to understand the concepts of tribe and tribalism and their effect on our professional identities as child psychotherapists. Firstly, we will define these concepts and retrospectively go through the history and way that child psychotherapy developed and became a profession in its own right. Hearing about the trauma of war and the schisms within the profession between the different groups/tribes (Kleinians and Post Kleinians, Independents and Anna Freudians) motivated us to explore the defensive mechanisms that still keep us, as a profession, apart and divided. We have employed in this paper psychoanalytic and group analytic thinking, as well as some anthropological and neuroscientific perspectives, which all offer us some in-depth ideas about the processes involved and the ways that the different groups of thought within the profession are still kept apart. We will also look beyond these tribal states of mind, suggesting ways of collaborating and debating, to further enrich our theories and clinical practice. [ABSTRACT FROM AUTHOR]

The potential to collect brain data more directly, with higher resolution, and in greater amounts has heightened worries about mental and brain privacy. In order to manage the risks to individuals posed by these privacy challenges, some have suggested codifying new privacy rights, including a right to "mental privacy." In this paper, we consider these arguments and conclude that while neurotechnologies do raise significant privacy concerns, such concerns are—at least for now—no different from those raised by other well-understood data collection technologies, such as gene sequencing tools and online surveillance. To better understand the privacy stakes of brain data, we suggest the use of a conceptual framework from information ethics, Helen Nissenbaum's "contextual integrity" theory. To illustrate the importance of context, we examine neurotechnologies and the information flows they produce in three familiar contexts—healthcare and medical research, criminal justice, and consumer marketing. We argue that by emphasizing what is distinct about brain privacy issues, rather than what they share with other data privacy concerns, risks weakening broader efforts to enact more robust privacy law and policy. [ABSTRACT FROM AUTHOR]

Focuses on the commentaries on Alexander the Great. Opportunity of authors to respond to the comments; Rules for the contributors; Solicitation of papers on controversial topics in the history of neuroscience.

The article introduces neuroscience methods in HRD through a study that highlights the role of reflection in developing leaders. Despite increased attention on neuroscience discoveries and its methodologies in the social sciences, there is limited research among HRD scholars that incorporates neuroscience approaches. Relatedly, HRD practitioners and scholars often view reflection as a critical element for developing human resources and leaders. Yet, there is a dearth of research that focuses on the impact of reflection in the brain and the underlying neurocognitive mechanisms that support it. The purpose of this paper is to neurobiologically examine how individual or collective reflection impacts leaders' frontal lobe brain activities during challenging situations, incorporating electroencephalography (EEG) as a method. The paper concludes with suggestions for future research and practical implications. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Art Therapy is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A review of the article "Why Is Paper-and-Pencil Multiplication Difficult for Many People?" by Robert Speiser, Matthew H. Schneps, Amanda Heffner-Wong, Jaimie L. Miller, and Gerhard Sonnert, that appeared in December 2012 issue of the journal "The Journal of Mathematical Behavior", is presented.

Copyright of Tapuya: Latin American Science, Technology & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For example, motivation theory and its cognate expectancy-value theory continue to be taught in teacher education, even though their rational cognitivist foundations are philosophically shaky, and their shared representational notion of the mind is incompatible with what is now known about the learning brain. Furthermore, the central claim of motivation theory that children need to be motivated in order to learn is educationally problematic, not least because it incorporates a deficit model of the child as learner. This paper provides a philosophical and educational critique of motivation and expectancy-value theories and begins to sketch out an alternative dynamic systems (complexity-theory) approach, which argues that value is deeply embedded in the learning process, not only in the value students may or may not attach to their learning, but also neurobiologically. In opposition to motivation and its notion of the learner this paper argues that every student is equipped with a brain that is value-orientated towards learning and will learn, when nested in suitably affordant learning environments. In place of expectancy-value, we argue for value-embedded learning (VEL), which provides a non-reductive and biologically plausible account of how value and emotional salience are dynamically interwoven in the learning process. [ABSTRACT FROM AUTHOR]

In this reply essay, I engage in dialogue with the authors of the eight papers submitted in response to my paper, "Phantom Penis: Extrapolating Neuroscience and Employing Imagination for Trans Male Sexual Embodiment." I deeply appreciate the respondents' contributions: a panoply of academic and professional perspectives to this discussion of the potential of phantom penis for transgender men's embodiment and sexuality. Lehman points us to the ironic proliferation and regulation of penises in visual culture. Gherovici, Charlap, Harris, and Weil delve into psychoanalysis and philosophy, engaging concepts of mind, body, gender, sexuality, phallus, desire, affect, and subjectivity, extrapolated to trans phantom experience. Medical and neuroscientific perspectives are represented by Hontscharuk, Alba, and Schechter, by McGeoch and Ramachandran, and by Case, who all ground the discussion in bodily tissue and neural circuitry. The phenomenon of trans phantom penis is based in the physiology, psychically embodied, and culturally mediated. In an attempt to address bodily comfort and sexual pleasure for trans men, my paper pursues three phantoms: phantom penis presence, phantom penile erogenous sensation, and volitional phantom penis. [ABSTRACT FROM AUTHOR]

The interest to connect results of neuroscientific research to educational contexts has increasingly grown in recent years. Actors from neuroscience and education show the explicit intention to approach each other. Still, issues and debates exist in the relation between them. This paper aims to bring to the fore one such specific issue that is not only relevant to be mindful of, but also raises questions of an organisational and pedagogical nature. The issue concerns the possible occurrences of conceptual confusion on the bridge from neuroscience to education. I present this paper as a thought experiment that hopes to make public not only the respective issue, but also some of its related questions, such as 'neuroprofessionalisation' and 'relevant knowledge for educational actors'. In doing so, I attempt to make the issue and its questions a concern of ours, and invite readers to join in a collective and vivid conversation about it. [ABSTRACT FROM AUTHOR]

Solicits contributions to the 'Journal of the History of the Neurosciences.' Possible subjects.

Creating a map style from scratch is challenging. Cartographers may find inspirations from artistic paintings and transfer their style to maps. However, the reference painting and the extracted style elements may not fit well with the content and function of maps, resulting in undesirable or even frustrating map stylization. The question of how to choose appropriate paintings as inspirations and utilize their essential visual elements to stylize maps remains unanswered. As neuroscience has developed, an increasing number of neural mechanisms underlying visual perception have been discovered, deepening our understanding of artistic styles and their adaptation to maps. In this paper, we draw connections between visual neurons and style elements of both artistic paintings and maps by examining seven neural mechanisms (i.e. central-peripheral vision, color-to-contour adhesion, double-opponent effects, visual filling-in, orientation selectivity, latency variation, and what-where separation) that are typical of artistic paintings. We also demonstrate that these mechanisms are transferable to maps. We then create a cartographic style syntactics to generally indicate how and to what degree these mechanisms can be reflected in four cartographic stylistic criteria (i.e. identification, expressiveness, aesthetic appeal and emotional impact). Our work contributes to the integration of principles from neuroscience with cartographic design to deepen our understanding of map perception and to facilitate map style transfer. [ABSTRACT FROM AUTHOR]

This essay honors the creative work of Sanae Kawai and her collaborators who produced a remarkable documentary film called Ripples of Physis. Viewers are invited to witness the ancient Japanese art and craft of karakami as practiced by the Senda family. For over four-hundred years, they have continued making paper by hand, imprinted with wood block patterns born of the interplay between the elemental world and human hands inspired by the power and mystery of the Infinite. The slow pacing of the film conveys a sense of the eternal as does the resonant sound produced by contemporary composer Fred Frith. As a result, viewers become part of a reverberating system. Theories of emergence as well as contemporary ideas from neuroscience are offered as guiding principles for understanding the film and for analytic practice. Psychoanalytic and Jungian understandings of the unconscious are differentiated from the procedural nonconscious, which is imagined as a scaffold for the emergence of forces from both the personal and collective levels activated through environmental interchange. Intersubjectivity and inner-subjectivity are discussed along with what can be a Jungian contribution to psychoanalytic thinking by considering interobjectivity, intuitively understood as "moments of meeting" at the fundamental archetypal level. The film, in itself, has a quiet healing presence that goes far beyond words and is a testament to the value and profound meaning of Jungian amplification through art and craft. [ABSTRACT FROM AUTHOR]

Questions about how empathy should be conceptualized have long been a preoccupation of the field of empathy research. There are numerous definitions of empathy that have been proposed and that often overlap with other concepts such as sympathy and compassion. This makes communication between research groups or across disciplines difficult. Many researchers seem to see the diversity of definitions as a problem rather than a form of benign pluralism. Within this debate about conceptualization, researchers sometimes suggest that more neuroscientific evidence will make the problem go away – that uncovering the processes underlying empathy will thereby also sort out conceptual difficulties. In this paper, I challenge this assumption by examining how neuroscientists studying empathy use concepts in practice – both in the development of their measures and in the interpretation of their data. I argue that this neuroscientific literature demonstrates that continuity and stability comes from the use of certain established measures, while progress comes from expansion upon those measures and the flexibility of stated concepts. We do not 'find' empathy through increased neuroscientific evidence but we do get closer to understanding empathic processes, flexibly understood. [ABSTRACT FROM AUTHOR]

The paper analyzes the leading journals in neurosciences using quantifiable research assessment measures (RAM), highlights the similarities and differences in alternative RAM, shows that several RAM capture similar performance characteristics of highly cited journals, and shows that some other RAM have low correlations with each other, and hence add significant informational value. Alternative RAM are discussed for the Thomson Reuters ISI Web of Science database (hereafter ISI). The RAM that are calculated annually or updated daily include the classic 2-year impact factor (2YIF), 5-year impact factor, immediacy (or zero-year impact factor), Eigenfactor score, article influence score, C3PO (citation performance per paper online), h-index, Zinfluence, PI-BETA (papers ignored by even the authors), 2-year and historical self-citation threshold approval ratings, impact factor inflation, and cited article influence (CAI). The RAM are analyzed for 26 highly cited journals in the ISI category of neurosciences. The paper finds that the Eigenfactor score and PI-BETA are not highly correlated with the other RAM scores, so that they convey additional information regarding journal rankings, that article influence is highly correlated with some existing RAM, so that it has little informative incremental value, and that CAI has additional informational value to that of article influence. Harmonic mean rankings of the 13 RAM criteria for the 26 highly cited journals are also presented. Emphasizing the 2YIF of a journal to the exclusion of other informative RAM criteria is shown to lead to a distorted evaluation of journal performance and influence, especially given the informative value of several other RAM. [ABSTRACT FROM AUTHOR]

John Cacioppo passed away in 2018, leaving a legacy of profound methodological, theoretical, and inferential contributions to social neuroscience. This paper serves as an introduction to the nine articles that comprise this special issue in honor of John Cacioppo's work in social neuroscience. Although he made many contributions to psychology, here we briefly review four milestones in Cacioppo's career that had important implications specifically for the development of social neuroscience today: (1) an early research focus on cardiovascular and facial EMG measurement, (2) the training of others, (3) the importance of sound inference, and (4) the definition of social neuroscience. In sum, we argue that John Cacioppo envisioned social neuroscience as having multiple levels of explanation and requiring multiple kinds of physiological evidence. It is not all just the brain! [ABSTRACT FROM AUTHOR]

In this paper I offer a discussion of Daniel Posner's paper, "Moving Together Along the Spectrum," in which he shares research demonstrating that atypical movement and interactive asynchrony is at the heart of autism. In emphasizing "movement blindness," Posner shows autism to be a relational and embodied phenomenon, one that is open to engagement and even therapeutic change in that register. In critiquing Posner's assertions I analyze the strengths and limitations of a movement approach to autism, identifying areas of agreement and ways in which our approaches diverge. I also challenge Posner's bold statement that one-person models of autism continue to predominate despite the influences of infant research and neuroscience. Referencing Mahler, Tustin, Greenspan, and others, I suggest that accounting for autism is more nuanced and complex than Posner asserts. [ABSTRACT FROM AUTHOR]

Neuroscience provides a new lens through which to study information systems (IS). These NeuroIS studies investigate the neurophysiological effects related to the design, use, and impact of IS. A major advantage of this new methodology is its ability to examine human behavior at the underlying neurophysiological level, which was not possible before, and to reduce self-reporting bias in behavior research. Previous studies that have revisited important IS concepts such as trust and distrust have challenged and extended our knowledge. An increasing number of neuroscience studies in IS have given researchers, editors, reviewers, and readers new challenges in terms of determining what makes a good NeuroIS study. While earlier papers focused on how to apply specific methods (e.g., functional magnetic resonance imaging), this paper takes an IS perspective in deriving six phases for conducting NeuroIS research and offers five guidelines for planning and evaluating NeuroIS studies: to advance IS research, to apply the standards of neuroscience, to justify the choice of a neuroscience strategy of inquiry, to map IS concepts to bio-data, and to relate the experimental setting to IS-authentic situations. The guidelines provide guidance for authors, reviewers, and readers of NeuroIS studies, and thus help to capitalize on the potential of neuroscience in IS research. [ABSTRACT FROM AUTHOR]

Mechanisms of attention are a prime target for investigating the plasticity of the adult brain, as these core mechanisms act at the intersection of top-down and bottom-up processing, and the wide variety of methods used in attention research can be utilized to elucidate the mechanisms of plasticity. This special issue ofCognitive Neurosciencepresents three new empirical papers and a discussion paper with peer commentaries. In the first article, Voelker, Sheese, and colleagues investigate the influence of genetic variation on the effectiveness of attention training. Della Libera and colleagues then present a study investigating how individual differences in personality traits affect the acquisition of reward-based attention biases. In the final empirical paper, Hopfinger and colleagues present a transcranial stimulation study investigating the influence of different oscillatory stimulations on the efficiency of attentional reorienting. Finally, Voelker, Piscopo, and colleagues present a discussion paper in which they suggest that successful training of attention is linked to changes in the underlying white matter. The papers in this special issue present a sampling of the range of issues and methodologies being brought to bear to further our understanding of the malleability of the mechanisms of attention and of the plasticity of the brain. [ABSTRACT FROM PUBLISHER]

The direct-to-consumer (DTC) neurotechnology market, which includes some brain-computer interfaces, neurostimulation devices, virtual reality systems, wearables, and smartphone apps is rapidly growing. Given this technology's intimate relationship with the brain, a number of ethical dimensions must be addressed so that the technology can achieve the goal of contributing to human flourishing. This paper identifies safety, transparency, privacy, epistemic appropriateness, existential authenticity, just distribution, and oversight as such dimensions. After an initial exploration of the relevant ethical foundations for DTC neurotechnologies, this paper lays out each dimension and uses examples to justify its inclusion. [ABSTRACT FROM AUTHOR]

Coupling "know thyself" with anatomical illustrations produced a spatialized understanding of the self, providing preconditions for "brainhood," the view that "we are our brains." To picture oneself, whether in anatomical illustrations or neuroimaging, is to know thyself. This paper traces the historical development of the conflation of self-image and self-knowledge. First, I explore the Renaissance development of linear perspective. Second, I look at how the soul becomes spatialized in psychology as a science of the soul and its relationship to anatomical dissection. Third, I investigate the innovation of anatomical illustration and how it intersects with Renaissance visual culture. Finally, I show how these varied developments manifest "know thyself" in anatomical illustrations and its significance for how we see ourselves. I conclude that, according to the ideology of the neuro, we still "know thyself" through pictures of the body, but with neuroimaging as the new anatomical illustration. [ABSTRACT FROM AUTHOR]

Comments on the key goals and objectives of the "Network: Computation in Neural Systems" periodical in Great Britain in 2005. Historical background on the periodical; Assessment of the field of computational neuroscience; Implications for studies of neural systems.

In a previous paper, I argued that neuroscience and psychology could in principle undermine libertarian free will by providing support for a subset of what I called “statements of local determination.” I also argued that Libet-style experiments have not so far supported statements of that sort. In a commentary to the paper, Adina Roskies and Eddy Nahmias accept the claim about Libet-style experiments, but reject the claim about the possibilities of neuroscience. Here, I explain why I still disagree with their conclusion, despite being sympathetic to a lot of what they say in support of it. [ABSTRACT FROM PUBLISHER]

In recent years, neuroscience and brain-based approaches to education have started to feature prominently in the rationale for radical educational reform, both in terms of policy and practice. Revelations about what way the brain works, it seems, is a common point of interest for neuroscience and education alike. Out of these common interests there are now entire disciplines in their own right, such as 'mind, brain and education' and 'neuroeducation', which are collaborative disciplines formed at the boundaries of common points of interest between the brain sciences in general and education. This paper seeks to examine the credibility of the science inherent in this collaboration, with a particular example found in the guise of the Revised Northern Ireland Curriculum, devised and implemented from 2003 onwards by the Council for the Curriculum, Examinations and Assessment (CCEA). The paper will also invoke a philosophical notion known as the mereological fallacy, to offer a conceptual critique of the curricular changes in Northern Ireland. [ABSTRACT FROM AUTHOR]

The paper considers various problems concerned with the Moore–Penrose inverse of a sum of two matrices. By establishing several original results and by combining various facts known in the literature, the article reveals a number of emerging features of the inverse. The investigations shed also a spotlight on different proving approaches useful to cope with the problems in question. Rather than focusing exclusively on the main topic, the considerations endeavour to place it in a wider context, linking it with different matrix notions, facts, and tools, as well as indicating areas of its applications originating from, e.g. computational methods, physics, statistics, discriminant analysis, or neuroscience. [ABSTRACT FROM AUTHOR]

In this paper, we propose that an increasingly regarded theoretical framework in neuroscience—the predictive processing framework—can help to advance an understanding of the foundations of critical thinking as well as provide a mechanistic hypothesis for how education may increase a learner's subsequent use of critical thinking outside of an educational context. We begin by identifying a lacuna in the understanding of critical thinking: a causal account of the internal triggers to think critically. We then introduce the predictive processing framework to address this lacuna, and unpack the implications of this framework for understanding the deployment of critical thinking skills in situ, in the real world. [ABSTRACT FROM AUTHOR]

Developments in cognitive neuroscience and brain imaging technologies make it possible to interface directly with the human brain using sensors. Brain activity during the navigation of built space is influenced by user perception and cognition in interaction with visual stimuli. This paper has a fourfold aim: (a) to elucidate the concept of design evaluation for human well-being; (b) to investigate the principal available methodologies for non-invasive human neurological response monitoring; (c) to explain the visual simulator specification used for virtual environments; (d) to review systematically the existing literature that employed empirical methodology for the integration of an immersive visual virtual system with biometric data collection used in architecture design evaluation for pre- or post-occupancy. The paper concludes with considerations for implementing a comprehensive approach that uses biometric response as a method of design evaluation for future research. [ABSTRACT FROM AUTHOR]

With the ever-increasing number of available language technology products, there is also a need to evaluate them objectively. Unsubstantiated beliefs about what language technology can and cannot do inside or outside the language classroom often influence decisions about the choice of language technology to be used. The declarative/procedural model, which makes a clear distinction between the declarative and procedural memory systems, can help to provide an objective, neuroscience-informed evaluation of language technology. The central argument in this paper is that language technology caters predominantly to the declarative memory system. This system is very effective in forming explicit metalinguistic knowledge but does not lead to automatic production or procedural ability. For technology to promote procedural ability, it should instead cater to the procedural memory, which involves the implicit neurofunctional computational system. This paper provides a language technology evaluation flowchart to help professionals evaluate the language technology products they will use and gauge their expectations of those products more realistically. It also provides a list of factors to be taken into account in maximizing the benefits of technology. [ABSTRACT FROM AUTHOR]

The organizational sciences are entering a confidence crisis where a growing number of scholars recognize our science is imperfect and our knowledge base is potentially flawed. One contributing factor that scholars have identified is the peer-review process; issues such as QRPs, positive outcome biases and publication bias are, in part, a product of the traditional peer-review process and contribute to the questionable credibility of our science. The current paper focuses on the results-blind review as a solution to improve the existing system because it has received little attention yet fits well with the nature of our discipline (e.g., not entirely grant-funded, field-research oriented). Using a mixed-methods approach, we surveyed 203 editorial board members to understand the scientific community’s reactions to the results-blind review initiative and readiness to implement change. Our results suggest that there are noted advantages of the results-blind review process and the scientific community is open to the initiative in our field. However, our data also suggest that there may be some hesitations about the initiative, particularly with implementing a new review process. Based on the results, we offer actionable recommendations for authors, reviewers, and editors regarding the results-blind review. [ABSTRACT FROM AUTHOR]

Slotnick (this issue) proposes that the earliest ERP C1 component, evoked by visual stimuli, may be affected by attention if certain experimental parameters are used. My opinion on this paper is that some results of previous papers are forced to appear significant even though they were not. This commentary focuses on Slotnick’s description of my cited papers and clarifies that there were not in fact any significant C1 attention effects present. Even though the C1 was often numerically larger in the attended condition, the statistical tests of these effects were far from significance. [ABSTRACT FROM AUTHOR]

This paper reflects on how the issue of climate change and the general state of our planet is, among other causes, a main factor in the paralyzing divisions ailing Western societies. This situation, while unsettling to democracies, is promoting a kind of education in and through fear and I question if education can succeed under these circumstances without becoming indoctrination. This paper does not try to diminish the urgency and the importance of current environmental problems but rather expands today´s perspectives and incorporates research in more constructive ways of thinking and doing. I use scientific contributions in climatology, evolution, environmental conservation, economics, and neuroscience to bring new light to today's investigations about the human and the non-human world. Finally, I propose Deep Ecology's principles of deep questioning, deep experience and deep commitment, as a guide for new educational and ecological practices. [ABSTRACT FROM AUTHOR]

Chronic pain is a global problem, with a prevalence of 35–50%. This multifactorial condition is influenced by biological, psychological, and social factors. We assessed the efficacy of pain neuroscience education (PNE) on psychoemotional and cognitive variables in individuals with chronic musculoskeletal pain. We searched the PubMed, PEDro, Scopus, Web of Science, and CINHAL databases. We included randomised controlled trials conducted in adults with chronic musculoskeletal pain undergoing with PNE. The authors of these papers evaluated hypervigilance, attitudes and beliefs, knowledge of pain, and/or anxiety. We assessed risk of bias by using the ROB 2.0 tool. We performed a GRADE analysis to determine the quality of the evidence. We have reported the results using descriptive statistics and narrative synthesis. We included 10 articles that had implemented PNE. There were moderate to high effect sizes for the variables anxiety and knowledge of neurophysiology of pain and a moderate effect size for hypervigilance. Heterogeneity in the diagnosis of the participants, interventions, and follow-up periods did not allow us to perform a meta-analysis. The results suggest that there are benefits of PNE alone or in combination with another therapeutic modality. However, more research is required. [ABSTRACT FROM AUTHOR]

The purpose of this paper was first to gain an in-depth understanding of the barriers and facilitators to implementing the BPS model and pain neuroscience education in the current Lebanese physical therapy health care approach and explore its acceptability. A qualitative semi-structured interview using purposive sampling was conducted with eight Lebanese physical therapists practising in different governorates. The transcribed text from the interviews was analyzed using inductive thematic analysis. Two topics were generated and constructed by the researchers: (1) "barriers to the implementation of pain neuroscience education, with subthemes including (a) "current health care approach," (b) "basic curriculum and continuing education," (c) "patients' barriers"; (2) "facilitators to the implementation of pain neuroscience education," with subthemes containing (a) "interest in the BPS model, (b) "therapeutic alliance," and (c) "motivation for future training on BPS approach." The analysis of the results showed that Lebanese physical therapists currently hold a strong biomedical view of chronic pain, assessment, and treatment. However, despite the presence of barriers and challenges, they are aware and open to consider the implementation and future training about the BPS model and pain neuroscience education in their approach. The exploration of potential barriers and facilitators to the bio-psychosocial model and pain neuroscience education implementation may provide an opportunity for better development and design of a culturally sensitive pain neuroscience education material for Arab-speaking and Lebanese physical therapists. The exploration of barriers and facilitators to the implementation of pain neuroscience education will help to improve pain education and ensure better clinical pain management. The most important barriers were the dominant characteristic of the Lebanese physical therapist's health approach, which is focused on a biomechanically oriented model, and their lack of knowledge to approach chronic pain from a biopsychosocial perspective. [ABSTRACT FROM AUTHOR]

Translations of summary In their paper 'The case for neuropsychoanalysis' Yovell, Solms, and Fotopoulou (2015) respond to our critique of neuropsychoanalysis (Blass & Carmeli, 2007), setting forth evidence and arguments which, they claim, demonstrate why neuroscience is relevant and important for psychoanalysis and hence why dialogue between the fields is necessary. In the present paper we carefully examine their evidence and arguments and demonstrate how and why their claim is completely mistaken. In fact, Yovell, Solms, and Fotopoulou's paper only confirms our position on the irrelevance and harmfulness to psychoanalysis of the contemporary neuroscientific trend. We show how this trend perverts the essential nature of psychoanalysis and of how it is practiced. The clinical impact and its detrimental nature is highlighted by discussion of clinical material presented by Yovell et al (2015). In the light of this we argue that the debate over neuropsychoanalysis should be of interest to all psychoanalysts, not only those concerned with biology or interdisciplinary dialogue. [ABSTRACT FROM AUTHOR]

The aim of this paper is to reconstruct and critically assess the evidential relationship between neuroscience and educational practice. To do this, I reconstruct a standard way in which evidence from neuroscience is used to support recommendations about educational practice, that is, testing pedagogical interventions using neuroimaging methods, and discuss and critically assess the inference behind this approach. I argue that this inference rests on problematic assumptions, and, therefore, that neuroimaging intervention studies have no special evidential status for basing educational practice. I conclude arguing that these limitations could be resolved by integrating evidence from neurocognitive and educational science. [ABSTRACT FROM AUTHOR]

The present paper discusses the application of organizational neuroscience in management research in Africa. In so doing, the paper draws from the field of neuroscience, organizational neuroscience, and cultural neuroscience to explore the extent to which topics, such as corruption, tribal identity, and nepotism could be analyzed through the lens of organizational neuroscience. The paper's implications for further research and management practice are discussed. [ABSTRACT FROM AUTHOR]

This paper provides an introduction to the phenomena of phantom sensations. We recall the events that first led us to survey transsexual men about phantom penises and review some of our recent work in related areas as a primer to contextualizing the neuroscience underpinning Chris Straayer's exploration of phantom penises. As we discuss, phantom phenomena have long been situated in the borderlands between psychiatry and neurology. With a consideration for subjective experience, which we argue is vital to scientific research, Straayer expands these spaces to incorporate trans theory, psychoanalysis, and cognitive psychology, thus advancing our understandings of what it is to be human. [ABSTRACT FROM AUTHOR]

In this paper we begin to explore how knowledges being generated in bioscience might be brought into productive articulation with the Sociology of Education, considering the potential for emerging transdisciplinary, 'biosocial' approaches to enable new ways of researching and understanding pressing educational issues. In this paper, as in our current research, we take learning as our focus. Our work brings together collaborators from across fields: sociology of education; molecular biology and biochemistry; cognitive neuroscience; fMRI imaging; and EEG. Through the paper we explore the generative potential of an encounter between life sciences and sociology of education. Through consideration of the conceptual and methodological elements of our 'Synchrony in Learning' research and engagement with our pilot experimental approach, our research is suggesting that our central concept, learning, is undergoing metamorphosis, challenging us to understand learning as a phenomenon produced through the intra-action of a multiplicity of forces and processes. [ABSTRACT FROM AUTHOR]

Supportive psychotherapy (SP) continues to be an indispensible psychotherapeutic approach for a range of mental health diagnoses, taught to and practiced by psychiatrists and other mental health professionals. However, confusion abounds when attempting to delineate the boundaries of its intervention strategies, its theoretical foundation, processes of change, and distinct efficacy as compared with other approaches—and even its definition. The primary aims of this paper are three-fold: (1) to review the theoretical foundations of SP, (2) to advance a clearer identity for SP and (3) most importantly, to incorporate contemporary theoretical approaches to inform the practice of SP. The paper argues for a re-visioning of SP, in order that it may endure as a viable and distinct psychotherapeutic approach, in both modern-day practice and research contexts. Such re-visioning includes the incorporation of contemporary relational theory and findings from neuroscience. [ABSTRACT FROM AUTHOR]

The papers in this special issue make important contributions to a longstanding debate about how we should conceive of and explain mental phenomena. In other words, they make a case about the best philosophical paradigm for cognitive science. The two main competing approaches, hotly debated for several decades, are representationalism and enactivism. However, recent developments in disciplines such as machine learning and computational neuroscience have fostered a proliferation of intermediate approaches, leading to the emergence of completely new positions, in particular the Predictive Processing approach. Here, we will consider the different approaches discussed in this volume. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Psychoanalysis is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In a recent paper, I developed and introduced embodied Rilkean sport-specific knowledge into the current sports knowledge philosophical debate. The existence of embodied Rilkean sport-specific knowledge was proven using neuroscience. Specifically, I used plasticity, or the body's precise and individualized neuromuscular adaptations to sport-specific movements, to show that the Rilkean embodiment process takes place. In this paper, I will draw on the recent work, using the plasticity concept to prove the existence of embodied Rilkean sport-specific perception. I use the phenomenological tradition to provide a description of how some of an athlete's mental processes are embodied (brain and peripheral neuromuscular structures) and extended to what she does in and to her environment. Finally, this paper addresses the current perceptual learning philosophical debate. It shows that embodied Rilkean sport-specific perception plays a generative and preservative epistemic role and that it supports cognitive penetrability, or the idea that knowledge affects how we see the world. [ABSTRACT FROM AUTHOR]