scholarly journals A brief history of the British Neuroscience Association

2018 ◽  
Vol 2 ◽  
pp. 239821281879924
Author(s):  
Steven P. Rose ◽  
Yvonne S. Allen ◽  
Ian M. Varndell
Keyword(s):  
Life Science ◽  
Brain Research ◽  
Discussion Group ◽  
Professional Society ◽  
Research Association ◽  
Neuroscience Research ◽  
History Of ◽  
Key Events ◽  
The Brain

As the British Neuroscience Association commemorates 50 years of existence in 2018, this article recalls its founding as a discussion group, its establishment as the Brain Research Association, its transition to a professional society encompassing all aspects of neuroscience research, both clinical and non-clinical, and its re-branding as the British Neuroscience Association in the late 1990s. Neuroscience as a branch of life science has expanded hugely in the last 25 years and the British Neuroscience Association has adapted, frequently working with partner societies, to serve as an interdisciplinary hub for professionals working in this exciting and crucial field. The authors have attempted to highlight some key events in the Association’s history and acknowledge the contributions made by many people over half a century.

Preface

Development ◽  
1991 ◽  
Vol 113 (Supplement_2) ◽  
pp. NP-NP
Author(s):  
Hugh Perry ◽  
Andrew Lumsden ◽  
Roger Keynes ◽  
Nigel Holder ◽  
Dennis Bray
Keyword(s):  
Developmental Biology ◽  
Nervous System ◽  
Annual Meeting ◽  
Cell Biology ◽  
Common Ground ◽  
Brain Research ◽  
British Society ◽  
Research Association ◽  
Scientific Society ◽  
The Brain

In recent years, the British Society for Cell Biology (BSCB) and the British Society for Developmental Biology (BSDB), have held their Annual Meetings conjointly, an arrangement that has brought many benefits in terms of increased numbers of participants and shared interests. Topics each year have been selected independently by the two societies and have not in general been coordinated, although there is enough common ground to make most talks accessible to all. In the 1991 Annual Meeting, however, the societies moved a step closer by choosing the same topic for the two main symposia - the proceedings of which are customarily published as Supplements to Development and The Journal of Cell Science. In conjunction with a third scientific society - the Brain Research Association (BRA) - it was decided to focus on the development of the nervous system, with special emphasis on its cellular basis.

Brain-Based Learning

2011 ◽  
pp. 292-322 ◽  
Author(s):  
Kathleen Cercone
Keyword(s):  
Online Learning ◽  
Adult Students ◽  
Brain Research ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Thematic Instruction ◽  
Integrated Thematic Instruction ◽  
Neuroscience Research ◽  
Brain Based Learning ◽  
The Brain

Neuroscience research that explains how the brain learns is a dynamic field. Since the 1990s, there has been explosive growth in information about the neurophysiology of learning. A discussion of the neuroanatomy that is necessary to understand this research is presented first. Following the discussion of anatomy and physiology, current brain research is described, with particular focus on its implications for teaching adult students in an online environment. In addition, two instructional design theories (Gardner’s multiple intelligence and Kovalik’s integrated thematic instruction) that have a basis in neuroscience are examined. Recommendations founded on brain-based research, with a focus on adult education, follow, including specific activities such as crossed-lateral movement patterns and detailed online activities that can be incorporated into an online learning environment or a distance learning class (and face-to-face classroom) for adults. Comprehensive recommendations and guidelines for online learning design have been provided as suggestions for making maximum use of the brain-based principles discussed in this chapter.

Brief Remembrance of Things Past and Hopes for Things to Come

PMLA ◽  
1984 ◽  
Vol 99 (3) ◽  
pp. 322-325 ◽  
Author(s):  
George Winchester Stone
Keyword(s):  
Annual Meeting ◽  
Professional Society ◽  
National Council ◽  
Research Association ◽  
College English ◽  
Special Groups ◽  
Anniversary Issue ◽  
History Of ◽  
To Come ◽  
The Way

We're short on charter members, this year, who can speak of the debates waged and principles established when the original forty men gathered in Hamilton Hall at Columbia College to set this learned and professional society afoot. But twenty-five years ago, on the occasion of our diamond jubilee, I wrote up a history of the MLA for the special anniversary issue of PMLA, relying heavily on a work by my predecessor, William Riley Parker. No need to repeat here the contents of that sixteen-page, double-column essay. No need to remind a present reader (as Chaucer used to say in almost any of his delightful exercises in occupatio) of the long record the MLA has in stimulating and helping other humanistic societies along the way or of its long-standing umbrellalike policy of providing hospitality at annual meetings for any number of special groups and interests, from the Milton and Melville societies to the National Council of Teachers of English, the College English Association, and the Modern Humanities Research Association. Now, I believe, it provides local habitation to some eighty-four such. To witness at any annual meeting these days six thousand humanistic scholars and teachers busying themselves for three days with their scholarly concerns is to sense the pulse beats (a little frantic to be sure) of a healthy and civilized activity in a troublesome world.

Brain-Based Learning

2011 ◽  
pp. 453-474 ◽  
Author(s):  
Kathleen Cercone
Keyword(s):  
Online Learning ◽  
Adult Students ◽  
Brain Research ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Thematic Instruction ◽  
Integrated Thematic Instruction ◽  
Neuroscience Research ◽  
Brain Based Learning ◽  
The Brain

Neuroscience research that explains how the brain learns is a dynamic field. Since the 1990s, there has been explosive growth in information about the neurophysiology of learning. A discussion of the neuroanatomy that is necessary to understand this research is presented first. Following the discussion of anatomy and physiology, current brain research is described, with particular focus on its implications for teaching adult students in an online environment. In addition, two instructional design theories (Gardner’s multiple intelligence and Kovalik’s integrated thematic instruction) that have a basis in neuroscience are examined. Recommendations founded on brain-based research, with a focus on adult education, follow, including specific activities such as crossed-lateral movement patterns and detailed online activities that can be incorporated into an online learning environment or a distance learning class (and face-to-face classroom) for adults. Comprehensive recommendations and guidelines for online learning design have been provided as suggestions for making maximum use of the brain-based principles discussed in this chapter.

scholarly journals Retraining of drug reward, music cues and state-dependent recall in music therapy

2017 ◽  
Vol 9 (1) ◽  
pp. 8 ◽  
Author(s):  
Jörg Fachner
Keyword(s):  
Brain Research ◽  
Emotional Responses ◽  
Music Appreciation ◽  
Drug Induced ◽  
State Dependent ◽  
History Of ◽  
Integrate State ◽  
Brain Reward ◽  
Music And Emotion ◽  
The Brain

Brain research revealed that pleasant music appreciation is processed in same brain reward areas as euphoriant drugs. This indicates a similarity in processing intensity of emotions in the brain. These insights shed a new light on how music and emotion are linked in the brain. However, patients, with a history of drug-induced euphoria, may experience a state-dependent recall induced from certain individually perceived cues, which have been experienced together with drugs, as memory traces are stored as conditioned secondary rewards in drug memory. Music’s state-dependent cognition processes seem to be recalled (and thereby also the drug action) when listening to music without being under the influence. These learning processes have to be focused and transformed in therapy by offering new ways of learning to recognize, retrain and integrate state-specific emotional responses to preferred music to rebalance emotion and experiencing reward.

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