temp_copy

What makes humans smart?  This was the primary question posed in the final Journal Club of the Spring 2013 semester.  Led by Riley Zeller-Townson, the club discussed Han et al. (2013), a paper that discusses the enhancement of learning in mice after grafting human glial progenitor cells into their brains. Riley began by explaining the paper and the work leading up to it. Most of the roles of glial cells involve supporting and protecting neurons, such as synaptic plasticity, myelination, and maintaining the blood-brain barrier (Barres, 2003). This study focuses on one subtype of glia, called astrocytes, cells that provide nutrients to neurons (Tsacopoulos et al, 1996). Neurons (shown on left) possess both axons and dendrites and are shaped differently than glial cells ( Source ).  The glial cell shown on the right is an astrocyte, which is more “star” shaped due to its many branched processes (Han et al 2013). While people generally think of neurons as being the important ...

The Neuroethics Journal Club videos are now available on YouTube. Watch each discussion to learn about a variety of neuroethics issues, from treatments for pedophilia to neural plasticity in mice. For each video, one presenter introduced the journal topic and opened discussion to the audience.  Neuroethics Journal Club : The Sexed Brain The Sexed Brain: Between Science and Ideology Catherine Vidal, Neuroethics, 2012  Abstract : Despite tremendous advances in neuroscience, the topic “brain, sex and gender” remains a matter of misleading interpretations, that go well beyond the bounds of science. In the 19th century, the difference in brain sizes was a major argument to explain the hierarchy between men and women, and was supposed to reflect innate differences in mental capacity. Nowadays, our understanding of the human brain has progressed dramatically with the demonstration of cerebral plasticity. The new brain imaging techniques have revealed the role of the environme...

The media gets a bad rap for oversimplifying, misrepresenting, and even sensationalizing stories. Stories about science are no exception . But it is also no secret that the scientists themselves are under all sorts of pressures to oversimplify, misrepresent, and even sensationalize the science. But sometimes even good science and good reporting can lead to inaccuracies in “translation” that may look like (intentional) oversimplification, misrepresentation, or even sensationalization, when in fact these inaccuracies are due to honest, understandable, and avoidable misunderstandings. One of the sources of this honest misunderstanding comes from cognitive neuroscience’s usage of everyday mental terms. Often the scientists’ usage of mental terms differ in important respects from the everyday understanding of these mental terms, and the particular idiosyncratic (from the everyday-use point of view) ways in which the scientists are employing the terms aren’t always made explicit.[1] For an...