neurodudes

Jonathon Keats (no, not that one) has written a scorching review of neuro grad student Jonah Lehrer’s new book, Proust was a Neuroscientist.

I saw this somewhat more favorable review a few weeks in the NYT and was intrigued by the book. As an undergrad, I majored in cognitive science and English and, naturally, was fascinated by the cultural differences of academics in these disparate fields.

As in the Salon article, I also think attempts to unify the “two cultures” (ie. arts and sciences) are misguided. A work like Lehrer’s book (which I have not read) will need to work hard to “prove” its thesis and likely sound very forced. What can we really say about arts vs. sciences? For that matter, is it important to make value judgments on this topic? I’d say, no. We seem to have a natural urge to categorize our activities and then try to order them. Science is more worthwhile. Art is a more creative endeavor. Are these blanket generalizations productive?

But there is overlap between the two cultures and those regions seem more and more important to me. And I think neuroscience in particular has a lot to say here, too. If we know what makes good art good (in a scientific way), will we stop appreciating it or enjoying it? (This is similar to the idea that if someone told you free will was simply an illusion would the illusion be any less powerful than it is right now?) Often, the surprise of creative thought underlies the best science and the best art. Okay, there’s my attempt at a unification!

On a separate note, there certainly seems to be a hunger amongst the reading public for neuroscience books, despite our incomplete picture of how the brain works. For those frustrated with slow progress in research, maybe we should just go write a book.

In this paper at arXiv, Yin et al. report on an analysis of the abstracts from the SfN meetings from 2001 to 2006. It sounds like their analysis uncovered several interesting trends: Two they mention in their abstract are that 60% of authors appear in only one year’s abstracts over the studied period, and that systems neuroscience seems to be on the rise relative to cellular and molecular neuroscience.

-John O’Leary

Third Annual Computational Cognitive Neuroscience Conference. Program.

As Neurodudes readers know, Ed Boyden has been blogging here at Neurodudes for quite a while. But now he has his own blog over at the MIT Tech Review. (We hope he continues to post here too!)

Also, congrats are in order: Ed recently was chosen to be one of the first to be awarded the NIH New Innovator Award!

The concept that the brain holds maps of the surface of the body in the primary sensory and motor cortex is a fascinating but well known fact to the field of neuroscience since the early work of Wilder Penfield. What is less broadly appreciated is the concept of “peripersonal space”. A new book by Sandra and Matthew Blakeslee describes peripersonal space in the following way:

The maps that encode your physical body are connected directly, immediately, personally to a map of every point in that space and also map out your potential to perform actions in that space. Your self does not end where your flesh ends, but suffuses and blends with the world, including other beings. [...] Your brain also faithfully maps the space beyond your body when you enter it using tools. Take hold of a long stick and tap it on the ground. As far as your brain is concerned, your hand now extends to the tip of that stick. [...] Moreover, this annexed peripersonal space is not static, like an aura. It is elastic. [...] It morphs every time you put on or take off clothes, wear skis or scuba gear, or wield any tool. [...] When you eat with a knife and fork, your peripersonal space grows to envelop them. Brain cells that normally represent space no farther out than your fingertips expand their fields of awareness outward, along the length of each utensil, making them part of you.

What I appreciate about this, besides the stretchy comic book characters that it makes me think about, is that it provides a powerful perspective to begin piecing together a mass of disparate neuroscience data, which the Blakeslee’s capitalize on.

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If there’s one lesson to be learned from almost 60 years of AI research it’s almost certainly to be skeptical of anyone who says they have found THE ANSWER to producing human-level intelligence from computers. Even in the face of this, however, I am intrigued by a new company’s approach to developing Artifical General Intelligence (AGI), a term which is meant to indicate Strong AI rather than Weak AI. That’s probably because its founder, Ben Goertzel, manages to skillfully walk the tightrope between staying conservative about how much they can realistically accomplish and still managing to inspire hope that their methodology has the potential to get close to AGI.

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The supercomputer center in San Diego has created a cool site called SciVee for scientists to upload brief videos introducing/explaining their publications.

There is quite some variety in the style of these short lectures (even though there are only a few currently posted). Some give a list of the key findings of the publications and others doing a much better job of making their work more accessible by providing an introduction/context and avoiding technical jargon.

Workshop: Workshop on Mathematical Neuroscience. September 16-19, 2007. Centre de Recherches Mathématiques, Montréal, Canada.

Includes focus sessions on (1) audition and (2) parkinsonian tremor and deep brain stimulation.

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Workshop: Coherent behavior in neural networks. October 17th to October 20th, 2007. Mallorca, Spain.

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Science has a special online feature this week on behavioral science. One of the articles is a review by Paul Bloom and Deena Skolnick Weisberg (a fellow SymSys alum!) presents some interesting evidence about how dualistic ideas about mind/brain are present from an early age. They state:

Another consequence of people’s common-sense psychology is dualism, the belief that the mind is fundamentally different from the brain (5). This belief comes naturally to children. Preschool children will claim that the brain is responsible for some aspects of mental life, typically those involving deliberative mental work, such as solving math problems. But preschoolers will also claim that the brain is not involved in a host of other activities, such as pretending to be a kangaroo, loving one’s brother, or brushing one’s teeth (5, 17). Similarly, when told about a brain transplant from a boy to a pig, they believed that you would get a very smart pig, but one with pig beliefs and pig desires (18). For young children, then, much of mental life is not linked to the brain.

And,

For one thing, debates about the moral status of embryos, fetuses, stem cells, and nonhuman animals are sometimes framed in terms of whether or not these entities possess immaterial souls (20, 21). What’s more, certain proposals about the role of evidence from functional magnetic resonance imaging in criminal trials assume a strong form of dualism (22). It has been argued, for instance, that if one could show that a person’s brain is involved in an act, then the person himself or herself is not responsible, an excuse dubbed “my brain made me do it” (23).

The authors conclude that adult resistance to science is strongest in fields where scientific claims are contested by the society (that is, contested by non-science alternatives rather than by scientific uncertainty). They claim that this accounts for the difference in the United States (versus other countries with less vociferous advocacy of non-science) in the resistance to the central tenets of evolutionary biology and neuroscience.

I think this says something important about science education, namely that it should start earlier in life. And there’s no reason that neuroscience should be left as a “college-level” subject. I think modern neuroscience has progressed to the point where we can confidently teach some basics at a high-school or earlier stage. Judging from my own experiences, I think the desire to learn about neuroscience is certainly there in younger children.