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Why would anyone want to be a neuroscientist?

Why would anyone want to be a neuroscientist?. The scientific study of the nervous system and its relationship to cognition and behaviour. Associative Learning Mechanisms. Classical Conditioning Discovered by Ivan Pavlov (1920s) Passive learning Operant Conditioning

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Why would anyone want to be a neuroscientist?

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  1. Why would anyone want to be a neuroscientist?

  2. The scientific study of the nervous system and its relationship to cognition and behaviour.

  3. Associative Learning Mechanisms • Classical Conditioning • Discovered by Ivan Pavlov (1920s) • Passive learning • Operant Conditioning • Discovered by B.F. Skinner (1960s) • Active learning

  4. Dispositional Episodic Procedural Generic Types of Memory Explicit (conscious) Implicit (unconscious)

  5. How is the Brain studied? • Case Studies • Gene Splicing • Imaging • PET • EEG (electrical current detection) • Transcranial Magnetic Stimulation (causes temporary disruption of a brain region) • MRI • fMRI • CAT

  6. How is learning and memory enabled? • Signal Transduction: • Inter-Neuron communication occurs via Neurotransmitters at the synaptic gap • Neural Plasticity: • Through experience, Neurons can change the way they function • Long Term Potentiation: • Cellular mechanism through which associations can be detected and recorded in the brain

  7. Maintenance Rehearsal Attention Encoding Stage Theory of Memory Sensory Memory Working Memory LTM Sensory Input Indefinite duration Retrieval

  8. The Latest Breakthrough • 07 May 2004, Science • Scientists Uncover How Brain Retrieves and Stores Older Memories

  9. Mozart Effect: Actual Conclusion “"there are correlational, historical, and anecdotal relationships between music cognition and cognitions pertaining to abstract operations such as mathematical or spatial reasoning," Media’s Conclusion - “listening to Mozart can make one smarter” Estrogen Aides Brain Activity, Tests Find Brain in the News, April 16, 1999 (vol. 6, No.7) Deep in the story one finds this telling paragraph,"Because of the way the imaging test was designed, the women did not show any noticeable difference in their conscious ability to recall the words, only at the more subtle level of cellular function. The researchers believe, however, that the brain activity does reflect improved memory." !!!! The “Mozart Effect” and other tragedies in science reporting

  10. WOMEN USE MORE OF BRAIN WHEN LISTENING, STUDY SAYS (LA Times, November 29, 2000) Study not published Showed differing patterns of brain images acquired from men and women listening to a reading of a John Grisham novel FADS: Brain-Based Learning Distorted neuroscience research to support a particular educational philosophy. “If only we could scan the brains of science writers when they are writing this kind of nonsense and compare it to the brain scans of neuroscientists when they have to read it! Now that might make an interesting story!”

  11. To what, or to whom, is actual neuroscience research on memory and learning applicable?

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