Our latest Report on Progress is a clear and accessible review of the field of neuroeconomics. “Understanding Human Decision-Making: Neuroeconomics” is by Dana Alliance member Paul Glimcher, Ph.D. Glimcher embodies the Alliance’s commitment to sharing brain science information and discoveries with all—science-curious, science-committed, and even intrigued sports fans.
In an essay for Cerebrum in 2004, neuroethicist Jonathan Moreno described how the US Defense Advanced Research Projects Agency (DARPA) was supporting projects aimed at using neuroscience to improve US military prospects. This month, Moreno, a professor at University of Pennsylvania and a member of the former US bioethics commission, wrote for The Neuroethics Blog on “neurosecurity”—its history and current strategy and the need for neuroethicists to weigh in on it.
In 2004’s “DARPA on Your Mind” he stepped through a series of research areas, spelling out some of the ethical questions attached to tinkering with the brain:
What a (incremental) difference seven years make. In 2009, when we wrote about Dana Alliance member David Holtzman’s work, the headline was “Could Sleep Disorders Contribute to Alzheimer’s?” This month, Scientific American describes the work he and colleagues at Washington University School of Medicine in St. Louis are doing using the headline “Why Sleep Disorders May Precede Parkinson’s and Alzheimer’s.” We’ve gone from “maybe take a look” to “what’s the mechanism” on evidence for a link between sleep troubles and risk for neurodegenerative disorders has come.
Scientific American’s Simon Makin calls the Holtzman lab’s 2009 discovery the “best evidence for a causal relationship” From our story:
Researchers Susana Martinez-Conde and Stephen L. Macknik and journalist Devin Powell recently ran an informal survey of scientists who had made an effort to popularize their research. You can guess the tenor of their results by the headline they ran under in Scientific American: “Scientists Should Speak Out More.” That story is behind a paywall, but an anecdotal list that goes with it, “How Scientists Can Engage the Public without Risking Their Careers,” is free to read.
We interviewed Martinez-Conde in 2014 on her outreach, including her talks featuring magicians and illusions and starting the annual “Best Illusion of the Year” contest. On the question of why do outreach now, she said:
In 2010, we invited Michaela Labriole, then a science instructor at the New York Hall of Science, to share ways to promote brain-science literacy in schools. Firstly, she writes in her essay for Cerebrum, why limit learning about the brain to science classes?
Teachers can utilize the strong connection between neuroscience and other subject areas to boost scientific literacy. Some students find certain topics in neuroscience, such as neurotransmitters, very abstract. By tying in other subject areas, especially through hands-on techniques, educators can improve student understanding. They can easily turn neurons into an art project by using pipe cleaners and other materials to model different structures, or into an exercise in physical education by asking students to use their arms as axons and dendrites to pass a ball that serves as a neurotransmitter…
Students routinely learn that they must wear bicycle helmets, stay away from drugs, and eat properly, but they are not always taught how helmets, drugs, and nutrition can affect brain function. By making clearer connections to material already being taught, educators can increase students’ understanding of the brain. For older students, presenting brain scans from people who have used drugs or suffered brain trauma make the brain-health connection more evident. For younger students, creating brain hats can help illustrate both the importance of protecting the brain and fundamental ideas such as cortical localization of function. This basic concept states that while some structures may have roles that overlap, and some structures may do multiple jobs, in general there is a division of labor in the brain. Understanding this basic idea primes students for deeper exploration of neuroanatomy. There are many brain-hat templates available on the Internet; educators can create paper hats that students label with the various parts or functions of the brain. For young learners, one could simply put a picture of an eye in the back of the brain hat rather than use words like occipital lobe or visual-processing center. By having students label the hats this way and then wear them, an educator can ask students to consider what would happen if they fell off their bikes and hit their heads in different areas.