Contributions To Neuroscience Research Articles

THE DEVELOPMENT OF THE SENSES AND DIGITAL TECHNOLOGY: A REFLECTION BASED ON THE STEINERIAN VIEW AND NEUROSCIENCE

The objective of this article is to share the notion about the development of the senses and their role in human cognition according to the Steinerian phenomenological view and the contribution of neuroscience to its understanding. The methodology used is bibliographical, and part of the theoretical framework was that researched in the master's dissertation whose excerpt constitutes the article, added to some authors with whom a new dialogue was established in the expansion and continuation of the study. The result that emerges is a reflection on the effects observed by neuroscience in this development due to the intense use of digital technologies with children and young people both in education and in leisure. The conclusion is that some effects can be harmful and it becomes necessary to rethink a return to face-to-face education and leisure in nature and in social contact between people, as well as the use of drawing, artistic procedures and playfulness in education.

NEUROSCIENCE AND LATE LITERACY: NEW INSIGHTS FOR PEDAGOGICAL PRACTICES

This research investigated the intersection between neuroscience and late literacy, focusing on how neuroscientific advances can inform and improve pedagogical practices in this context. The central problem analyzed was how neuroscience knowledge can be applied to improve literacy processes in young people and adults. The overall objective was to examine the contributions of neuroscience to the development of effective strategies for late literacy, considering the neurological specificities of this population. The methodology used was a systematic literature review, with a qualitative approach, analyzing recent publications in cognitive neuroscience, youth and adult education, and literacy methodologies. The results indicated that understanding the neural mechanisms involved in learning to read and write in adults can support more efficient pedagogical practices. Insights on neural plasticity, phonological processing, and memory strategies specific to late learners stood out. The research highlighted the importance of multisensory and contextualized approaches, considering the previous experiences of the students. The final considerations pointed to the need for greater integration between neuroscience and education in the training of literacy teachers, as well as the development of methodologies adapted to the neurocognitive particularities of young people and adults in the process of learning to read and write. Longitudinal studies were recommended to evaluate the long-term effectiveness of neuroscience-based interventions in late literacy.

Approche historique du trouble déficit de l’attention hyperactivité et de sa prise en charge

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder affecting 5% of children and nearly 3% of adults. This frequent disorder, often associated with comorbidities, is part of a developmental trajectory from childhood to adulthood, and can have repercussions in various areas of individual functioning. We present a non-exhaustive narrative review, focusing on the evolution of the concept of ADHD and its management in children and adolescents. On the 18th century, the first European clinical descriptions, by Melchior A. Wiekard and Cornelius A. Kloekhof and later Alexander Crichton, focus on attention deficit using the term of “attentio volubilis”. A century later, Désiré Magloire Bourneville introduced the concept of “mental instability”; he formalized his models of education and advocated the creation of “special classes” in ordinary schools. By the beginning of the 20th century, Alfred Binet writes “Le portrait de l’instable” (The portrait of the unstable) and already highlights the value of positive reinforcement in the school context. Then, Georges Still, a pediatrician, described the syndrome of “loss of moral control”, in children with no impairment of “general intelligence”, with no identifiable somatic cause; which he associated with “Minimal Brain Damage” referring to minor brain lesions. This theory is taken up in studies on Van Economo-Cruchet encephalitis, which in its hyperkinetic form is similar to ADHD as we know it today. American psychiatrist Charles Bradley publishes his first study on the administration of benzedrine sulfate. Bradley supports a multi-factorial model of behavioural disorders and insists on a global management strategy, combining a psychological and a biological dimension. In 1963, Conners and Eisenberg published the first article on the effect of methylphenidate on children's behaviour and learning. Efficacity of treatements on ADHD symptoms both attested of the neurological underpinnings of this behavioral disorder. Then, two theoretical currents evolved: a neuroanatomical and neurobiological approach on the one hand, and a psychoanalytical current on the other. Polemics about the recognition of the disorder and its causality emerged, contributing to poor identification, delayed access to diagnosis and specific care in France. Wood et al., published a preliminary study on the evolution of “Minimal Brain Dysfunction” in adulthood, representing the beginnings of the developmental perspective of ADHD. Over the last forty years, the contribution of neuroscience (cognition, imaging, electrophysiology, genetics, epigenetics, etc.) has enabled us to develop integrative theoretical models of understanding that describe the complexity of the disorder: a multi-path model was proposed by Sonuga-Barke and Fairchild in 2012. Taken together, these empirical data aim to establish a model for understanding ADHD, and neuroscientists agree that multimodal approaches and “big data” analyses that integrate genetic, imaging and phenotypic data are particularly important for advancing a comprehensive model of understanding, and also for approaching the clinical heterogeneity of this disorder. The international classifications are first clinical categorizations based on predominantly behavioral criteria – initially focusing on inattention (DSM 3), then reintegrating hyperactivity (DSM-3R) introducing the term “attention deficit hyperactivity disorder”, defining ADHD subtypes: inattentive, impulsive/hyperactive, combined (DSM 4). This neuroscientific research has enabled classifications to evolve from a categorical approach to a dimensional and neurodevelopmental approach (DSM-5 and CIM 11), positioning ADHD within a model of etiological understanding. Nowadays, ADHD is the subject of an international consensus statement. The publication of the French 2023–2027 National Strategy for Neurodevelopmental Disorders demonstrates the public authorities’ commitment to this disorder. 2024 is the founding year of the French ADHD Society. Federating scientific investigations based on big data will allow us to improve our understanding of this disorder, improve treatments, understand specific clinical features and their specific trajectories, promote early intervention. ADHD has been identified for centuries, under a variety of names, and has been the subject of theoretical and societal controversy at various times. It is definitely not a contemporary disorder; the future looks promising for the benefit of patients.

ADULT ANXIETY AND ITS PSYCHOLOGICAL SEQUELS FROMCHILDHOOD: A dialog between cognitive therapies and neurosciences

Based on the continuous development of Cognitive Therapies, together with the contribution of Neuroscience, the aim of this research was to highlight the influence of the psychological impacts of the participants' childhoods on the development of anxious predispositions in their adult phases, as well as to identify the existence of possible psychological upheavals in relation to their caregivers or family nuclei, and possible negative experiences in school environments. The research methods were cross-sectional to obtain data, and the research was exploratory and descriptive, quantitative and qualitative, with simple random sampling of 260 participants aged between 25 and 45. By applying a thematic questionnaire about stressors experienced during childhood, as well as using the Hamilton Anxiety Scale (HAM-A), it was possible to verify that for each degree of anxiety, i.e. normal, mild, moderate and severe, there was an increasing number of childhood stressors. Participants with higher levels of anxiety therefore experienced more stressful situations in childhood than those with lower levels of anxiety. This highlights the importance of preserving functional human interactions in families and educational institutions for healthy psycho-emotional development in children and adults.

The contribution of neuroscience in evaluating human-robot collaboration: a multidimensional approach

Collaborative robots (cobots) are a recent introduction in the industrial sector and are designed to work on shared tasks with humans with the aim to provide physical and cognitive support. This has led to a growing interest in the study of factors affecting human-robot collaboration (HRC) with the idea of making cobots more responsive to the human psychophysiological state. Several studies have begun to investigate dimensions such as mental workload and stress of the individual interacting with a cobot using behavioural and neurophysiological metrics, leading to a fruitful convergence between the worlds of neuroscience and robotics. It is therefore discussed the utility of a multidisciplinary and multidimensional approach in the study of HRC. Relevant physiological, neurophysiological, behavioural, and subjective measures are presented, as well as the necessity of their integration in HRC research. It is also introduced the importance of considering in HRC individual differences in terms of cognitive and emotional functioning, and factors related to individual representations and interpersonal environment.

Applying Neuro-Informed Career-Focused Counselling: A Single Case Study Analysis

This article will present findings from a single case study analysis on the application of Informed Career-Focused Counselling proposed by Luke and Field (2007). A search of Google Scholar for academic sources on the application of neuroscience to career counselling returned few publications. The only publications with neuroscience and career counselling in the title included a book chapter by Luke and Field (2017) and an article by Dickinson, Miller, and Beeson (2021). There are further articles that reference neuroscience in career counselling; however overall, the contribution of neuroscience to career counselling remains limited. This article hopes to address this gap in the literature by exploring how theories from neuroscience can be applied in career counselling. In response to suggestions that career counselling requires further research and models to prove its effectiveness (Bernes, Bardick, & Orr, 2007; Guindon & Richmond, 2005). This article proposes that neuroscience may be a fruitful discipline to explore for this reason.

Alzheimer's Targeted Treatments: Focus on Amyloid and Inflammation.

Alzheimer's disease (AD) is the major cause of dementia that is now threatening the lives of billions of elderly people on the globe, and recent progress in the elucidation of the pathomechanism of AD is now opening venue to tackle the disease by developing and implementing "disease-modifying therapies" that directly act on the pathophysiology and slow down the progression of neurodegeneration. A recent example is the success of clinical trials of anti-amyloid b antibody drugs, whereas other therapeutic targets, e.g., inflammation and tau, are being actively investigated. In this dual perspective session, we plan to have speakers from leading pharmas in the field representing distinct investments in the AD space, which will be followed by the comment from scientific leadership of the Alzheimer's Association who will speak on behalf of all stakeholders. Neuroscientists participating in the Society for Neuroscience may be able to gain insights into the cutting edge of the therapeutic approaches to AD and neurodegenerative disorders, and discuss future contribution of neuroscience to this field.

Contributions of Neuroscience to Educational Praxis: A Systematic Review

Objectives: In education, neuroscience is an interdisciplinary research field. It seeks to improve educational practice by applying brain research findings. Additional findings from the scientific fields of education, psychology, and neurophysiology aim to enhance the learning process and improve educational practices. The application of neuroscience to education involves neuroscientific and psychological knowledge. Methods/Analysis: In this systematic literature review, the final studies included in the analysis table are decided by searching databases according to predefined inclusion criteria. The PRISMA approach was utilized to study the relationship between neuroscience and the educational process and to optimize the educational process based on the relevant data. Findings: The review's findings emphasize the significance of integrating neuroscience into educational praxis and challenges and raise ethical concerns regarding its implementation in educational contexts. Novelty /Improvement: The discipline of educational neuroscience is associated with education, research, and the cognitive neuroscience of learning. Neuroscience can serve as the basis for education in a similar direction that biology serves as the basis for medicine, meaning that each field retains its innovation but cannot contravene the rules of the other. This study examines the relationship between neuroscience and educational praxis as well as how the educational community might bridge this gap to include prospective findings from neuroscientific research. Doi: 10.28991/ESJ-2023-SIED2-012 Full Text: PDF

Impact of musical training in specialised centres on learning strategies, auditory discrimination and working memory in adolescents

AbstractThe aim of this study was to analyse whether specialised musical training influences auditory discrimination, working memory, learning strategies and academic performance. Sixty students (30 with at least four years of musical training and 30 without) of the same socioeconomic level were compared. Significant differences were found between students with and without musical training in terms of learning strategies, working memory and academic performance (p= <.05). This study shows the benefits of musical training offered at specialised centres, the development of students’ cognitive skills and the contributions of neuroscience to improving professional practice.

The contribution of neuroscience on ascertaining individual responsibility in anti-social and anti-legal behaviour

Lately, neuroscience studies on deviant and criminal behaviours have been intensified, with particular reference to the implications on the field of law and the criminal process. By analysing the origin of behaviour, these emerging sciences, would be able to identify possible biological or genetic causes that may have affected the will and awareness of anti-social and anti-law acts committed. It is obvious that the debate shifts to the 'question' of liability. The re-founding of the criminal law on a scientific basis, as the probative reconstruction of criminal facts is increasingly entrusted to the results of technical-scientific evidence, raises concerns regarding their relevance and reliability, while being used together with the traditionally known instruments. This study intends, therefore, to investigate both the results achieved so far by neuroscience for the explanation and interpretation of deviant (or criminal) conduct on scientific grounds, and to understand its possible contribution at a legal level, without any prejudice to the guarantees of a fair and free criminal trial for the individual and the principle of human free will. In any case, neuroscience has opened a window towards a new approach to the criminal law, since knowing man better and understanding his behaviour will inevitably lead to both an adaptation and a renewal of the law and its types.

Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review

The aim of the study was to analyze the effects of a Universal Design for Learning (UDL) training course on the competence development of teachers working in inclusive classrooms. This model provides a useful framework to address this issue, establishing evidence-based guidelines for creating learning environments that meet the needs of all learners. The move towards inclusive education requires teachers to reassess their pedagogical practices by considering the contributions of neuroscience and cognitive psychology to support effective teaching in heterogeneous classrooms. Consequently, teacher training should include, in its curricula, practices and evidence that support teachers to develop skills for working in inclusive contexts. The study aimed to answer the main research question, namely, how effective the UDL approach is in developing teachers’ skills. To answer this question, a systematic review was conducted in different databases allowing the extraction and the analysis of 12 studies. Results were organized around the four dimensions linked to the model of the European Profile of Inclusive Teacher (PIT). Outcomes of the review highlighted three main findings: 1. a UDL training course has significant effects on students’ diversity valuing skills; 2. the effectiveness of the course appears to be independent of its duration, delivery mode, and the type of teachers to whom it is addressed; 3. UDL training fosters the implementation of accessible lesson planning and implementation skills. Still uncertain or unexplored, however, are the effects on teachers’ areas of collaboration and reflective practice.

From the first studies of the unconscious mind to consumer neuroscience: A systematic literature review

Our brain has nearly 100 billion nerve cells, responsible for sensory perception and serving as a memory for all the information processed by the body. The brain is, therefore, the basis of cognition and emotions. This article aims to present the origins and the development timeline of neuromarketing from the first studies of the unconscious mind to the use of neurosciences techniques in the consumer behavior field. Therefore, the research method used in this paper is a systematic literature review based on a multidisciplinary theoretical exploration of events concerning the development of neuromarketing from 2010 to 2018. The paper theoretically proves that neuromarketing is the only field of research that induces the existence of unconscious, implicit, subliminal, and emotional processes that cannot be approached without the contribution of neurosciences. Still, its ethical nature limits its use and requires researchers to comply with specific regulations to protect consumers from possible risks of illegal exploitation. The results of this systematic literature review have shown that using neurosciences in marketing is crucial since it allows researchers to consider the unconscious and automatic elements in consumer decision-making.

Neuroeducation and Genetics.

Nowadays, more and more educators are turning to neuroscience to be able to discover how children's brains and cognitive development are shaped by their learning experiences. This article discusses the link between neuroeducation and genetics. Several learning disabilities arise from specific genetic characteristics. The contribution of neuroscience is remarkable as it helps to understand the working mechanisms and organization of the brain, from the nerve cell to the integrated nervous system, to bridge the organic bases of behavior with their potential applications. In addition, research in the field of neuroeducation combined with the contribution of information and communication technology (ICT) to the teaching and learning process makes learning more accessible and easier for students.

Corpo e alterità nella disabilità

The present contribution focuses on the human body from a special-pedagogy perspective. The 20th century witnessed a substantial reconsideration and revalorization of the human body due to psycho-motricity research (Le Boulch, 1971; LaPierre, 2001; Vayer,1992), to the contributions of neuroscience (Cambi, 2011; Rizzolatti, Sinigaglia, 2006), as well as to the study of brain-mind-body interconnections (Contini, 2006). The idea underlying all these investigations is that the human being should be recognized as a bio-psycho-socio-spiritual unit whereby the body is the subject which creates cognition by interacting with the world around. Within the realm of human disabilities, the old idea of a faulty human body (Zappaterra, 2010) has left room for a new conception whereby the human body contributes, in any way whatever, to the development of the self and the shaping of a person’s identity. The evolution towards this body-motricity-and-disability approach has been spurred by various studies on embodied cognition (Lakoff et al., 1999; Gomez Paloma, 2017; Shapiro, 2010; Varela et al., 2001) and on the continuous connections between body, action and knowledge which have enabled us to abandon the old linear/sequential view of the human body – now, the human body is what it is solely because it constantly relates to the others and the world around.

Interindividual differences in intergenerational sustainable behavior are associated with cortical thickness of the dorsomedial and dorsolateral prefrontal cortex

Intergenerational sustainability requires people of the present generation to make sacrifices today to benefit others of future generations (e.g. mitigating climate change, reducing public debt). Individuals vary greatly in their intergenerational sustainability, and the cognitive and neural sources of these interindividual differences are not yet well understood. We here combined neuroscientific and behavioral methods by assessing interindividual differences in cortical thickness and by using a common-pool resource paradigm with intergenerational contingencies. This enabled us to look for objective, stable, and trait-like neural markers of interindividual differences in consequential intergenerational behavior. We found that individuals behaving sustainably (vs. unsustainably) were marked by greater cortical thickness of the dorsomedial and dorsolateral prefrontal cortex. Given that these brain areas are involved in perspective-taking and self-control and supported by mediation analyses, we speculate that greater cortical thickness of these brain areas better enable individuals to take the perspective of future generations and to resist temptations to maximize personal benefits that incur costs for future generations. By meeting recent calls for the contribution of neuroscience to sustainability research, it is our hope that the present study advances the transdisciplinary understanding of interindividual differences in intergenerational sustainability.

Opportunities to Discuss Diversity-Related Topics in Neuroscience Courses.

Diversity is a foundational topic in psychology, and APA recommends that diversity is covered across the psychology curriculum. Neuroscience courses face challenges with incorporating diversity-related topics owing to the historical lack of neuroscience research that focuses on diversity and the restricted range of diversity-related topics that neuroscience is typically associated with (i.e., health and disability status). This may limit students' learning of neuroscience's contributions towards understanding diversity. We review some specific examples of diversity-related topics that can be incorporated into neuroscience courses. These examples have been selected to include topics across the three major content domains of neuroscience (cellular/molecular, neuroanatomy/systems, and cognitive/behavioral), as well as across multiple diversity-related topics. Neuroscience instructors can use these examples to incorporate greater coverage of diversity-related topics within their courses and/or as points of inspiration for their own curricular additions. Providing systematic coverage of diversity-related topics in neuroscience courses highlights the ways neuroscience advances our understanding of human diversity and contributes to the educational objectives of psychology and neuroscience programs.

Applied neuroscience in early childhood and high school education

Neuroeducation is a very complex practice that has allowed us to know how the human brain acts from its plasticity and wide synaptic connectivity, one of its important characteristics is that it acts cognitively and emotionally, strengthening the teaching-learning process from an early age. An analysis is made of the ideas that various authors have had in the application of neurosciences in the educational field. The objective of this work was to identify, through the interpretation of data, what was the contribution of neurosciences in children in initial and preparatory education of the Mathius Quintanilla Sierra Educational Unit, in the city of Portoviejo, as well as the methods, techniques and strategies used by teachers for the construction of knowledge. The methodology used was non-experimental, descriptive and explanatory, from which it was possible to analyze and understand the information raised by various authors from their professional and personal perspective.

Affective Neuroscience Contributions to the Treatment of Addiction: The Role of Social Instincts, Pleasure and SEEKING.

Addiction is an illness prevalent in the worldwide population that entails multiple health risks. Because of the nature of addictive disorders, users of drugs seldom look for treatment and when they do, availability can be difficult to access. Permanence in treatment and its outcomes vary from case to case. Most models work from a multidisciplinary approach that tackles several dimensions of addictive disorders. However, the different etiological factors claim for a personalized treatment to enhance opportunities for better results. Problems in relationships with others play an important role in the etiology and the recovery process of addiction. This paper focuses on the social-environmental causes of addiction based on an affective neuroscience approach that attempts to integrate the interplay between social instincts, pleasure, and the SEEKING system in addiction. To advance toward better treatment strategies, it is pertinent to understand the limitations of the current multidisciplinary models. Acknowledging the social nature of the human brain may help to identify the quality of different types of traumatic early life experiences in drug users and how to address them in what may become a neuropsychoanalytic treatment of addiction.

A Commentary on “Can Neuroscience Provide a New Foundation for the Rorschach Variables?” (Jimura et al., 2021)

A Commentary on “Can Neuroscience Provide a New Foundation for the Rorschach Variables?” (Jimura et al., 2021)

Thirty Years of Neuroscientific Investigation of Placebo and Nocebo: The Interesting, the Good, and the Bad.

Over the past 30 years there has been a surge of research on the placebo effect using a neuroscientific approach. The interesting aspects of this effort are related to the identification of several biological mechanisms of both the placebo and nocebo effects, the latter of which is defined as a negative placebo effect. Some important translational implications have emerged both in the setting of clinical trials and in routine medical practice. One of the principal contributions of neuroscience has been to draw the attention of the scientific and medical communities to the important role of psychobiological factors in therapeutic outcomes, be they drug related or not. Indeed, many biological mechanisms triggered by placebos and nocebos resemble those modulated by drugs, suggesting a possible interaction between psychological factors and drug action. Unfortunately, this new knowledge regarding placebos has the potential of being dangerously exploited by pseudoscience.