Impact Of Neuroscience Research Articles

Brave New World: Navigating New Paradigms in the Educational Landscape for the Evolving Learner in a Rapidly Changing Era

This literature review explores the significant transformations in the educational landscape prompted by technological advancements and changing learner profiles in the digital era. The review examines the evolution of learner profiles, highlighting the shift towards multisensory learning, digital fluency, and a preference for interactive, personalized learning experiences. It delves into integrating innovative technologies such as virtual reality (VR), augmented reality (AR), and blockchain in education and discusses their implications for teaching and learning. The review also considers the impact of neuroscience on educational practices, emphasizing the importance of understanding brain functioning and neuroplasticity in developing effective teaching strategies. The unprecedented shift to online and blended learning models, accelerated by the COVID-19 pandemic, is analyzed for its long-term effects on educational delivery and pedagogy. Additionally, the review addresses the growing emphasis on interdisciplinary learning, sustainability, mental health, and well-being within educational curricula. The implications of these transformative trends for educators, policymakers, and learners are discussed, highlighting the need for adaptive and responsive approaches to education in the face of rapid technological and societal changes. The review concludes with reflections on the future trajectory of education, anticipating continued technical integration, evolving pedagogical theories, and an increased focus on preparing learners for global challenges and lifelong learning.

Student Evaluation of a Learning Community Model Adapted to Student and Curriculum Needs.

The Neuroscience Learning Community (LC) that Stonehill introduced to its curriculum grew out of the Great Recession of 2008 and the need for our students to gain hands-on, high-impact learning experiences, despite limited resources. This learning model was first reported in 2013, and since then it has undergone changes that were necessary due to the number of credits and amount of time required for that model. Curriculum changes are common, and Stonehill College changed its credit requirements for LCs to meet students' needs. As a result, the new Neuroscience LC model that we describe here reduced credit hours while leveraging new faculty expertise, collaborations, and new community partnerships. This paper reports student evaluations of an LC model adapted to demand fewer credits and less time, but to retain the community-based learning aspect and to increase faculty collaboration, while maintaining a high standard of learning fundamental neuroscience topics. Evaluations suggest that students valued the updated Neuroscience LC because it helped them understand neuroscience concepts and the impact of neuroscience in our world.

Psychiatry is essential for now but might eventually disappear (although this is unlikely to happen any time soon).

Objective:To provide an overview of specific aspects of historical and possible future trajectories of psychiatry.Conclusions:Psychiatric treatments alleviate suffering, promote physical health, and are associated with increased longevity. As the biological underpinnings of mental illnesses are slowly uncovered, they generally cease to be primarily part of psychiatry (e.g. epilepsy, anti-NMDA receptor encephalitis). If this process continues, the biological basis of all symptom-based ‘mental illnesses’ might be described, and psychiatry absorbed into neurology and other disciplines. This will be a positive development if it provides better treatment for mental illness and psychiatric symptoms in other conditions, which is psychiatry’s sole concern. Psychiatry’s own survival as a distinct discipline is irrelevant if other disciplines can do the job better, possibly in collaboration. Given the tiny impact of neuroscience on psychiatry to date, the disappearance of psychiatry is unlikely to occur anytime soon, if ever. It is possible that human psychological functioning and psychiatric suffering are sufficiently complex and changeable as to defy complete, fine-grained, neuroscientific explanation. This would leave a role for psychiatry indefinitely, treating the immensely disabling, biologically unexplained clusters of symptoms that we currently call ‘mental illnesses’, increasingly in collaboration with, or absorbed within, other disciplines in medicine.

Revitalization Education in Problem Areas as a Tool for the Implementation of Social Welfare

Achieving social well-being in problem areas requires social and economic activation, which is made possible by a change in the attitudes and behavior of the area’s inhabitants. In this systematic review article, the author points out that in order for current public interventions for people at risk in problem areas to be effective, the use of available research by neurobiologists is required. To this end, the author: (1) made a synthetic characterization of problem areas in the world, with particular emphasis on social challenges; (2) reviewed both the available research written by neuroscientists and their subsequent conclusions, which may contribute to better explanations of the social consequences of transformation; (3) on this basis, the author formulated conclusions and recommendations for decision makers. In addition, a review of available research by neuroscientists will help to understand why efforts so far targeting marginalized social groups have been ineffective or insufficient. Revitalization education is defined as all the processes and interactions that aim to change the attitudes and behaviors of people, in particular children and adolescents, in order to contribute to the integration and inclusion of people at risk of social exclusion, and thus improve their well-being. Revitalization education should be directed at people who are caught up in a negative loop of social patterns. Since their fate is shaped by the influence of parents and teachers, the method used for reconstructing positive life patterns towards prodevelopment skills and competences should also be directed at these groups. The article discusses: social problems of marginalized areas; the impact of neuroscience on economic decision making; and recommendations formulated for educational activities.

The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era

In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).

Neuroscientific, Neuropsychological, and Psychological Evidence Comparably Impact Legal Decision Making: Implications for Experts and Legal Practitioners

ABSTRACTNeuroscientific evidence is assuming an increasingly prominent role in criminal law, where it has considerable potential for affecting legal decision making. Our understanding of this effect is currently limited. Research initially suggested a significant impact of neuroscience on lay and legal decision making, but subsequent investigations have failed to replicate or extend these findings. The current study investigated the impact of several types of evidence in a novel criminal-sentencing paradigm that surveyed community participants (N = 896) using Amazon Mechanical Turk. No significant differences among neuroscientific, neuropsychological, and psychological evidence conditions—with or without images—were observed on mock jurors’ impressions of the evidence, sentencing decisions, or opinions of violence risk, recidivism, or culpability. These results suggest that our current understanding of the differential impact of neuroscientific and neuroimaging evidence on legal decision making may be oversimplified. An accurate understanding of this effect is imperative for researchers, practitioners, and legal professionals working with neuroscientific evidence as its prevalence continues to grow in legal decision making.

Impact of Neuroscience in Middle School Science Education

Impact of Neuroscience in Middle School Science Education

Criminal law, neuroscience, and voluntary acts

The intersection between law and neuroscience is fertile ground for a variety of issues that implicate both scientific and philosophical questions. In the context of the criminal law, the most fertile ground for inquiry is the interplay between states of mind and judgments of culpability. In their interesting and provocative article, ‘What does neuroscience tell us about criminal responsibility?’,1 Uri Maoz and Gideon Yaffe consider the degree to which neuroscientific research bears on the question of criminal responsibility. Their article is a thorough and informative account of just how neuroscience can contribute to a better understanding of responsibility for action. Maoz and Yaffe are clear about the possible impact of neuroscience on law. They believe that ‘[p]otentially, a neuroscientific result could show that a class of people, or, perhaps, even, an individual person, fails to meet, or succeeds in meeting, one of the necessary conditions of criminal responsibility’. (123) The reason they believe this is, among other things, their claim that ‘criminal behavior . . . has its source in the brain.’ (123)This licenses the conclusion that ‘the neural basis of capacities underlying criminal responsibilitymight shed new light on the standardswe apply for individuals having or lacking criminal responsibility.’ (123) I thinkMaoz and Yaffe are taking up an extremely important and fundamental issue. But I am not convinced they frame their undertaking in the most perspicuous manner. The problem, I will argue, is that they conflate two dimensions of human agency that are distinct and irreducible.

The impact of neuroscience on society: cognitive enhancement in neuropsychiatric disorders and in healthy people.

In addition to causing distress and disability to the individual, neuropsychiatric disorders are also extremely expensive to society and governments. These disorders are both common and debilitating and impact on cognition, functionality and wellbeing. Cognitive enhancing drugs, such as cholinesterase inhibitors and methylphenidate, are used to treat cognitive dysfunction in Alzheimer's disease and attention deficit hyperactivity disorder, respectively. Other cognitive enhancers include specific computerized cognitive training and devices. An example of a novel form of cognitive enhancement using the technological advancement of a game on an iPad that also acts to increase motivation is presented. Cognitive enhancing drugs, such as methylphenidate and modafinil, which were developed as treatments, are increasingly being used by healthy people. Modafinil not only affects ‘cold’ cognition, but also improves ‘hot’ cognition, such as emotion recognition and task-related motivation. The lifestyle use of ‘smart drugs' raises both safety concerns as well as ethical issues, including coercion and increasing disparity in society. As a society, we need to consider which forms of cognitive enhancement (e.g. pharmacological, exercise, lifelong learning) are acceptable and for which groups (e.g. military, doctors) under what conditions (e.g. war, shift work) and by what methods we would wish to improve and flourish.

Probation and effective rehabilitation – an alternative to incarceration? Using neuroscience to facilitate rehabilitation methods

In recent years critiques of collective sentencing and imprisonment have gained importance. Alarming numbers of overcrowded prisons and extraordinary high rates of recidivism have drawn attention towards legal proceedings and the imposition of sanctions and sentences. Moreover, assessments of forensic psychologists appeared to be of rather less accuracy in terms of predicting the propensity of a perpetrator to reoffend. At the same time, the field of neuroscience has experienced significant progress in exploring our brains and the connection to our minds. More precisely, the research on correlations between specific brain functioning and appertaining human behaviour has remarkably advanced in recent years. Certain methods have been developed allowing for brain imagining and lie detection to a certain extent. For this reason, the field of ‘neurolaw’ has emerged with emphasis on the impact of neuroscience on law. Proponents of the latter suggest that neuroscience may serve as evidence to support solving questions of guilt and punishment and help to advance the forecast of future criminal behaviour. Especially in the light of emerging neuroscientific findings both legal and neuroscientific scholars have argued for a reform of the justice systems towards more individualized litigation and a greater focus on rehabilitation instead of incarceration.

The Impact of Neuroscience and Genetics on the Law: A Recent Italian Case

The use of genetic testing and neuroscientific evidence in legal trials raises several issues. Often their interpretation is controversial: the same evidence can be used to sustain both the prosecution’s and defense’s argument. A recent Italian case confirms such concerns and stresses other relevant related questions.

Neuroethics: The Ethical, Legal, and Societal Impact of Neuroscience

Advances in cognitive, affective, and social neuroscience raise a host of new questions concerning the ways in which neuroscience can and should be used. These advances also challenge our intuitions about the nature of humans as moral and spiritual beings. Neuroethics is the new field that grapples with these issues. The present article surveys a number of applications of neuroscience to such diverse arenas as marketing, criminal justice, the military, and worker productivity. The ethical, legal, and societal effects of these applications are discussed. Less practical, but perhaps ultimately more consequential, is the impact of neuroscience on our worldview and our understanding of the human person.

PL01-01 - The impact of neuroscience on a redefinition of mental disorder: A novel epistemology - The human brain project

Two disciplines are changing our views and approach to psychopathology. The first is genetics. The advent of complete genotyping of individuals at a reasonable cost coupled to the knowledge acquired by the Human Genome Project promise major insights into psychiatric pathogenesis. Human brain imaging developed over the last three decades now generates information in normal and diseased humans of structural and functional alterations with great sensitivity and accuracy. No longer are brain doctors exclusively dependent on post-mortem anatomy to obtain pathogenic insights. Imaging provides information about normal population variance in cerebral physiology and anatomy to associate with genetic variance in the same populations for comparison with diseased populations. In relation to psychopathology, the association of information about local anatomical pathology and pathophysiology with genetic abnormalities and variation is a radically new approach to understanding the symptoms of psychiatric diseases and the risks of acquiring them. I believe we are on a trajectory, facilitated by advances in biology and informatics, which will lead to a more objective, epistemologically valid nosology that will be of benefit to doctors, patients and those interested in how the brain is constructed and organised in health and disease. Those interested in contributing to this effort, which has the aim of modelling the human brain in silico to provide a realistic, biologically based, test bed for disease identification and therapeutic intervention should follow the progress of the HUMAN BRAIN PROJECT ( http://www.humanbrainproject.eu/index.html ), to be submitted for EU funding in 2012 by a group of scientists, informaticians and clinicians.

Towards an understanding of neuroscience for science educators

Advances in neuroscience have brought new insights to the development of cognitive functions. These data are of considerable interest to educators concerned with how students learn. This review documents some of the recent findings in neuroscience, which is richer in describing cognitive functions than affective aspects of learning. A brief overview is presented here of the techniques used to generate data from imaging and how these findings have the possibility to inform educators. There are implications for considering the impact of neuroscience at all levels of education – from the classroom teacher and practitioner to policy. This relatively new cross-disciplinary area of research implies a need for educators and scientists to engage with each other. What questions are emerging through such dialogues between educators and scientists are likely to shed light on, for example, reward, motivation, working memory, learning difficulties, bilingualism and child development. The sciences of learning are entering a new paradigm.

The Impact of Neuroscience on Music Education Advocacy and Philosophy

This content analysis examines how philosophy and advocacy articles published between 2005 and 2010 were influenced by current neuroscience research. The contents of twelve journals were explored, resulting in the inclusion of forty-five articles in this analysis. Recently, there has been a growing interest in neuroscientific research on music. Articles were coded for latent content and emerging themes to determine if this interest has begun to be expressed in philosophy and advocacy writings. The educational implications and issues of using neuroscientific findings are addressed, and recommendations are offered for using future research for advocacy purposes.

Neuroeducation – A Critical Overview of An Emerging Field

In the present article, we provide a critical overview of the emerging field of ‘neuroeducation’ also frequently referred to as ‘mind, brain and education’ or ‘educational neuroscience’. We describe the growing energy behind linking education and neuroscience in an effort to improve learning and instruction. We explore reasons behind such drives for interdisciplinary research. Reviewing some of the key advances in neuroscientific studies that have come to bear on neuroeducation, we discuss recent evidence on the brain circuits underlying reading, mathematical abilities as well as the potential to use neuroscience to design training programs of neurocognitive functions, such as working memory, that are expected to have effects on overall brain function. Throughout this review we describe how such research can enrich our understanding of the acquisition of academic skills. Furthermore, we discuss the potential for modern brain imaging methods to serve as diagnostic tools as well as measures of the effects of educational interventions. Throughout this discussion, we draw attention to limitations of the available evidence and propose future avenues for research. We also discuss the challenges that face this growing discipline. Specifically, we draw attention to unrealistic expectations for the immediate impact of neuroscience on education, methodological difficulties, and lack of interdisciplinary training, which results in poor communication between educators and neuroscientists. We point out that there should be bi-directional and reciprocal interactions between both disciplines of neuroscience and education, in which research originating from each of these traditions is considered to be compelling in its own right. While there are many obstacles that lie in the way of a productive field of neuroeducation, we contend that there is much reason to be optimistic and that the groundwork has been laid to advance this field in earnest.

DOES NEUROSCIENCE MATTER FOR EDUCATION?

In this review essay, Francis Schrag focuses on two recent anthologies dealing completely or in part with the role of neuroscience in learning and education: The Jossey‐Bass Reader on the Brain and Learning, edited by Jossey‐Bass Publishers, and New Philosophies of Learning, edited by Ruth Cigman and Andrew Davis. Schrag argues that philosophers of education do have a distinctive role in the conversation about neuroscience. He contends that the impact of neuroscience is likely to be substantial, though not in the way its advocates imagine. It has the potential to enhance education by way of interventions that successfully alter the fundamental neural mechanisms of learning, but neuroscience is unlikely to affect classroom teaching substantially.

The Impact of Neuroscience on Philosophy

In the last two decades, neuroscience has profoundly transformed how we understand learning, decision making, self, and social attachment. Consequently, traditional philosophical questions about mind and morality have been steered in new directions.

The Impact of Neuroscience on Health Law

Advances in neuroscience have implications for criminal law as well as civil and regulatory law, including health, disability, and benefit law. The role of the behavioral and brain sciences in health insurance claims, the mental health parity debate, and disability proceedings is examined.

Anthropological Challenges Raised by Neuroscience: Some Ethical Reflections

The Nobel Laureate Illya Prigogine compares the recent breakthroughs in human biology to the major changes that occurred when the Neolithic period succeeded the Paleolithic, 12,000 years ago. Although there is disagreement about the meaning of these changes, most opposing views recognize that a “major transformation” took place. Some interpret the recent breakthroughs in neuroscience as the first step toward “our posthuman future” whereas others see the consequences of these achievements as the end of humankind. Genomics and neuroscience are the main fields that, at this point, give rise to such a debate, some authors stating that neuroscience raises even greater anthropological and ethical challenges than does genomics. This article focuses on neuroscience. Its main object is to critically assess these diverging opinions on the impact of neuroscience and to determine whether both sides are not telling us something important about ourselves and how neuroscience could enlighten healthcare ethics.I acknowledge the help of Dr. Nancy Burbidge and Dr. Beatrice Godard in the preparation of this manuscript.