For the law, neuroscience changes nothing and everything

The rapidly growing field of cognitive neuroscience holds the promise of explaining the operations of the mind in terms of the physical operations of the brain. Some suggest that our emerging understanding of the physical causes of human (mis)behaviour will have a transformative effect on the law. Others argue that new neuroscience will provide only new details and that existing legal doctrine can accommodate whatever new information neuroscience will provide. We argue that neuroscience will probably have a transformative effect on the law, despite the fact that existing legal doctrine can, in principle, accommodate whatever neuroscience will tell us. New neuroscience will change the law, not by undermining its current assumptions, but by transforming people's moral intuitions about free will and responsibility. This change in moral outlook will result not from the discovery of crucial new facts or clever new arguments, but from a new appreciation of old arguments, bolstered by vivid new illustrations provided by cognitive neuroscience. We foresee, and recommend, a shift away from punishment aimed at retribution in favour of a more progressive, consequentialist approach to the criminal law.     

神经科学与百年诺贝尔奖

神经科学是21世纪生物科学的基本研究内容之一。诺贝尔医学有生理学奖是对生物科学领域中所取得突出成就的最高评价。在诺贝尔奖设立一百年周年之际,神经科学已在神经元、神经活动、信号转导、感觉和知觉、脑的高级功能和神经发育等研究水平上取得了巨大成果,并获得近近二十项诺贝尔奖。预测了今后神经科学可能取得的突破性进展,并分析了我国神经科学发展的现状和研究的立足点。     

Integrating recent advances in neuroscience into undergraduate neuroscience and physiology courses

Neuroscience has enjoyed tremendous growth over the past 20 years, including a substantial increase in the number of neuroscience departments, programs, and courses at the undergraduate level. To meet the need of new neuroscience courses, there has also been growth in the number of introductory neuroscience textbooks designed for undergraduates. However, textbooks typically trail current knowledge by five to ten years, especially in neuroscience where our understanding is increasing rapidly. Consequently, it is often important to supplement neuroscience and physiology textbooks with information about recent findings in neuroscience. To design supplementary educational material, it is essential first to identify the educational objectives of the program and the characteristics of the learners, which can differ dramatically between undergraduate and graduate or professional students. Four principles that may serve the selection and design of supplementary material for undergraduate neuroscience and physiology courses are that (1) material must be interesting to the undergraduates, (2) material should reinforce previously learned concepts, (3) students must be adequately prepared, and (4) the teacher and student must have sufficient appropriate resources.     

Gene-environment interactions in psychiatry: joining forces with neuroscience

Gene-environment interaction research in psychiatry is new, and is a natural ally of neuroscience. Mental disorders have known environmental causes, but there is heterogeneity in the response to each causal factor, which gene-environment findings attribute to genetic differences at the DNA sequence level. Such findings come from epidemiology, an ideal branch of science for showing that a gene-environment interactions exist in nature and affect a significant fraction of disease cases. The complementary discipline of epidemiology, experimental neuroscience, fuels gene-environment hypotheses and investigates underlying neural mechanisms. This article discusses opportunities and challenges in the collaboration between psychiatry, epidemiology and neuroscience in studying gene-environment interactions.     

Connecting neuroscience and law: anticipatory discourse and the role of sociotechnical imaginaries

In recent years, attempts have increasingly been made to connect neuroscience and law. Scientists and lawyers are imagining and actively fostering the realization of futures in which neuroscience will play a prominent role in the activity of courts. In this article I take these debates as my empirical object. I trace the emergence of neurolegal discourse, explore its focus on free will and lie detection, and show how expectations about the potential role neuroscience might play in the law are being embedded in new research programs and funding streams. In so doing, I analyze the role of particular “sociotechnical imaginaries” in stimulating, directing and restricting neurolegal discourse and highlight the ways in which new visions of law, science and scientists are produced in the process. Sociotechnical imaginaries are shown to be salient in structuring anticipatory discourse, and represent a key target for social scientific intervention in such debates.     

Neuroscience goes on a chip

Advances in microelectronics, microfluidics, polymers and microfabrication have enabled the creation of disposable lab-on-a-chips (LOCs) as the new tools for neuroscience research. The LOCs have been applied for a wide range of neurobiology studies, including cellular and molecular biochemical experimentations, morphological observations and electrophysiological investigations. The integration of miniaturised components leads to analytical instrumentations with unprecedented automation, speed of analysis, and flexibility. These features make LOCs capable enough to replace their bulky and expensive bench-top counterparts. LOCs can be useful for genomic, proteomic, epigenomic, peptidomic, connectomic and electrophysiological studies and also as effective tools for reductionist neuroscientists. Moreover, they can be applied at higher level studies such as developmental neurobiology and behavioural investigations. This work provides an in-depth review of LOC platforms for neuroscience research. First, we review the essential bench-top neuroscience instrumentation as per their functions and features. Next, we present LOC counterparts for those bench-top instrumentations. Finally, we offer perspectives on persistent challenges and our perception of opportunities based on LOC instrumentations in neuroscience research.     

社会认知神经科学的取向与研究进展

社会认知神经科学是社会心理学和认知神经科学相结合的新兴多学科研究领域,其强调在社会、认知与脑神经等三个层面的交互作用上去理解心理现象。前几年主要是对刻板印象、态度与态度改变、他人知觉、自我认知以及情绪与认知交互作用等方面进行了深入研究,其主要范式是应用认知神经科学的方法来验证社会心理学在这些范围内上的各种不同的理论观点,当前的研究主要集中在知觉和再认的社会标记、社会判断和归因、评价调节知觉和经验以及社会交互作用等传统的社会心理学方面,并取得了突破性进展。展望未来的研究,其将在系统准则研究发展的基础上,把当今的社会认知研究与认知神经科学在理论和方法论上整合起来,为揭示人类高级社会心理现象的神经基础,开辟一条崭新的研究道路。     

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.     

How neuroscience might advance the law

This essay discusses the strengths and limitations of the new, growing field of law and biology and suggests that advancements in neuroscience can help to bolster that field. It also briefly discusses some ways that neuroscience can help to improve the workings of law more generally.     

Linking neuroscience and psychoanalysis from a developmental perspective: Why and how?

This paper aims to develop the rational to support why and how we should link neuroscience and psychoanalysis. Many of these points are derived from child development and child psychiatry. Neuroscience investigates developmental questions in a different way than psychoanalysis, while psychoanalysis itself has shifted towards new developmental paradigms. The rapprochement between neuroscience and psychoanalysis allows a new understanding of some concepts, including embodiment of mind, consciousness and attachment. The “double reading” paradigm allows a better understanding of symptomatic configurations. Linking neuroscience and psychoanalysis may improve treatments and result in new experimental neuroscientific paradigms involving changing the research object, changing the state of the research object, and investigating the structural changes in the brain following psychotherapy. The last aim is to create an epistemology of the articulation between the theoretical frameworks through phenomenology, “complementarism” and neuropsychoanalysis. We argue that it is necessary for clinicians to be aware of the advancements in each field. This is not only an epistemological question; we assume that new findings in neuroscience will change the way psychoanalysts think and approach treatment of their patients. We hope the present research will contribute to change the way that neuroscientists think and will provide new options to their set of experimental paradigms.     

Selected effects and causal role functions in the brain: the case for an etiological approach to neuroscience

Despite the voluminous literature on biological functions produced over the last 40 years, few philosophers have studied the concept of function as it is used in neuroscience. Recently, Craver (forthcoming; also see Craver 2001) defended the causal role theory against the selected effects theory as the most appropriate theory of function for neuroscience. The following argues that though neuroscientists do study causal role functions, the scope of that theory is not as universal as claimed. Despite the strong prima facie superiority of the causal role theory, the selected effects theory (when properly developed) can handle many cases from neuroscience with equal facility. It argues this by presenting a new theory of function that generalizes the notion of a ‘selection process’ to include processes such as neural selection, antibody selection, and some forms of learning—that is, to include structures that have been differentially retained as well as those that have been differentially reproduced. This view, called the generalized selected effects theory of function, will be defended from criticism and distinguished from similar views in the literature.     

Kuhnian revolutions in neuroscience: the role of tool development

The terms “paradigm” and “paradigm shift” originated in “The Structure of Scientific Revolutions” by Thomas Kuhn. A paradigm can be defined as the generally accepted concepts and practices of a field, and a paradigm shift its replacement in a scientific revolution. A paradigm shift results from a crisis caused by anomalies in a paradigm that reduce its usefulness to a field. Claims of paradigm shifts and revolutions are made frequently in the neurosciences. In this article I will consider neuroscience paradigms, and the claim that new tools and techniques rather than crises have driven paradigm shifts. I will argue that tool development has played a minor role in neuroscience revolutions.     

‘Invertebrate Learning and Memory’ Edited by Randolf Menzel and Paul R. Benjamin: A review

In a new volume in the Handbooks of behavioural neuroscience series (series editor Joseph P. Huston), Randolf Menzel and Paul Benjamin have assembled an excellent and authoritative account of the importance, value and contribution of invertebrate models to the analysis of the molecular basis of learning and memory consolidation.     

Biochemistry of the Infarcted Heart

I am honored by the invitation to contribute to a volume in Neuroscience, dedicated to Professor Galoyan, whose accomplishments in the field of neuroscience and circulation have been unique. In his book, Dr. Galoyan has summarized the results of his discovery of cardioactive neurohormones. His discovery of biosynthesis of cytokines in the neurosecretory cells of the hypothalamus have opened a new page in immunology.     

名词和动词加工的认知神经机制

关于名词和动词加工的认知神经机制,神经心理学和脑功能成像研究得出两种不同的结果:前者主张名词和动词认知加工的神经机制专门化,两者的神经机制分离;后者认为名词和动词认知加工的神经机制不分离。对此,语言表征的神经生物学及语义联想学分别给出了不同的解释。     

Les neurosciences cognitives : une nouvelle “nouvelle science de l’esprit”?

It is a matter of considerable controversy whether cognitive neuroscience, thanks in large part to functional neuroimaging techniques, is in the process of becoming a new science of the brain and moving into the heart of cognitive science. What are the foundations of this new field ? How will neuroscience and cognitive science coexist in the future ? The paper will attempt to situate neuroimagery in the theoretical framework of fundamental neuroscience, and will show the extent to which cognitive neuroscience depends on it, as it depends on the rest of cognitive science, within which it stands as one research program among several. Should it lead, in a distant future, to a completed science of the brain’s functionalities, such a science would likely not replace cognitive psychology and allied disciplines. Instead, I envisage a form of strong complementarity between the two branches, exclusive of any form of reduction.     

Asian promise: the state and future of collaborations in neuroscience

As investment in science and technology continues to grow in Asia, countries such as China, Japan and Singapore are witnessing great improvements in their neuroscience research environments; this is reflected in the opening of new research institutions and in the influx of neuroscientists trained abroad. Collaborative projects between researchers in these countries and laboratories in the United States and Europe are not only helping to shape these institutions, they are also leading to a surge in high-quality publications in both basic and translational neuroscience, resulting in increasing international recognition. Nature Reviews Neuroscience asks four neuroscientists about their collaborative experiences and the impact that such collaborations are having on neuroscience research.     

Curriculum development and technology incorporation in teaching neuroscience to graduate students in a medical school environment

Today's neuroscience faculty member wears multiple hats and requires diverse skills to succeed in the competitive environment in which they find themselves. A common refrain from graduates is that there is a need for better training in the diverse, multiple skills that they will need to succeed in obtaining a faculty position and excelling in that position once it is obtained. Our university recently developed a new neuroscience graduate program that allowed us to create a curriculum and core courses de novo and that could be tailored to provide training in diverse skills used by everyday neuroscience faculty members. The current article details our rationale, design, and implementation of this new curriculum and its two major core courses. The genesis of the new curriculum also provided an opportune time to introduce and test new teaching technology in the two neuroscience core courses. The technology incorporated included on-line WebCT course sites, computer performance system, and the Tegrity system. Herein, we elaborate on our experiences with the use of this technology in the small class graduate course setting and provide insight on student feedback on the perceived effectiveness of the technology. The mechanisms and considerations that are needed for incorporation of such technology are also discussed. While no single curriculum or technology incorporation scheme will be applicable to all programs, it is hoped that our experiences in curriculum design and technology incorporation will be beneficial to other universities as they consider refining existing programs or beginning new ones.     

Functional near-infrared spectroscopy studies in children

Psychosomatic and developmental behavioral medicine in pediatrics has been the subject of significant recent attention, with infants, school-age children, and adolescents frequently presenting with psychosomatic, behavioral, and psychiatric symptoms. These may be a consequence of insecurity of attachment, reduced self-confidence, and peer -relationship conflicts during their developmental stages. Developmental cognitive neuroscience has revealed significant associations between specific brain lesions and particular cognitive dysfunctions. Thus, identifying the biological deficits underlying such cognitive dysfunction may provide new insights into therapeutic prospects for the management of those symptoms in children. Recent advances in noninvasive neuroimaging techniques, and especially functional near-infrared spectroscopy (NIRS), have contributed significant findings to the field of developmental cognitive neuroscience in pediatrics. We present here a comprehensive review of functional NIRS studies of children who have developed normally and of children with psychosomatic and behavioral disorders.     

From 'understanding the brain by creating the brain' towards manipulative neuroscience

Ten years have passed since the Japanese 'Century of the Brain' was promoted, and its most notable objective, the unique 'creating the brain' approach, has led us to apply a humanoid robot as a neuroscience tool. Here, we aim to understand the brain to the extent that we can make humanoid robots solve tasks typically solved by the human brain by essentially the same principles. I postulate that this 'Understanding the Brain by Creating the Brain' approach is the only way to fully understand neural mechanisms in a rigorous sense. Several humanoid robots and their demonstrations are introduced. A theory of cerebellar internal models and a systems biology model of cerebellar synaptic plasticity is discussed. Both models are experimentally supported, but the latter is more easily verifiable while the former is still controversial. I argue that the major reason for this difference is that essential information can be experimentally manipulated in molecular and cellular neuroscience while it cannot be manipulated at the system level. I propose a new experimental paradigm, manipulative neuroscience, to overcome this difficulty and allow us to prove cause-and-effect relationships even at the system level.