It may be more than coincidence that the NYU Center for Data Science (CDS) chose to hold its Fifth Anniversary Celebration during Brain Awareness Week. The event, held in a well-appointed room at Vanderbilt Hall in New York City, opened with speeches by New York University’s new Vice Provost of Research Staci Grossman Bloom and new CDS Director Julia Kempe that focused on the importance of data science as a vital multi-disciplinary field and the enormous growth of the center in just five years.
A neuroscience curriculum for high school students has found a home on The Franklin Institute’s new website dedicated to the brain. Educators looking to generate excitement about brain science with an eye towards the field’s societal implications can now access the expertly reviewed—and free—resource.
The curriculum, developed jointly by the University of Pennsylvania’s Center for Neuroscience & Society and The Franklin Institute, is a cohesive blueprint of instructional material designed around teenagers’ everyday decisions as they enter adulthood. The website describes the units as roughly two-week-long sections that can be offered as a semester-long course or as stand-alone components that can be incorporated into existing courses. Continue reading
At the end of the day, computers and brains share at least one trait. On a very basic level, both use electrical currents to send messages and commands to accomplish certain tasks. Understanding exactly how that process works within our brain and how it relates to computers may be key for researchers and doctors when it comes to helping various types of patients.
Eric H. Chudler, Ph.D., is back with another BrainWorks video to help educate children on how our brains and computers can talk to each other and why this is an important area of research. Chudler, the executive director for the Center for Neurotechnology at the University of Washington, won a Northwest Emmy Award last year for his BrainWorks video “Exercise and the Brain,” and this new video in the series, “Brain-Computer Interface,” is just as informative and entertaining.
Guest blog by Moheb Costandi.
Rapid technological advances are improving not only our understanding of how the brain works, but also our ability to manipulate it and make inferences about peoples’ behavior.
Such advances should ultimately be of huge benefit to society. They also raise various concerns, regarding privacy and identity in particular; and in a month’s time, some of the world’s leading bioethicists will convene in San Diego for the Annual Meeting of the International Neuroethics Society (INS) to discuss these issues.
People are hungry for data about video games and the brain. One of our most popular stories, still consistently in the Top 10, is a longreads Cerebrum essay from back in 2009, “Video Games Affect the Brain—for Better and Worse.” Writer Douglas Gentile, Ph.D., concludes:
With the exception of educational games, most video games’ effects on brain and behavior are unintentional on the part of both the designers and the players. Nonetheless, research suggests that the effects are real. Video games are neither good nor bad. Rather, they are a powerful form of entertainment that does what good entertainment is supposed to do—it influences us.
In 2012, we followed up with a news story on research targeting more specific areas of cognition that might be affected by playing video games: