Social Neuroscience: a new journal.

The University of Chicago, Chicago, IL, USA.
Social neuroscience (Impact Factor: 2.87). 03/2006; 1(1):1-4.
Source: PubMed
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    ABSTRACT: Although neuroscience has much to offer education, in recent years its potentials have been somewhat obscured by a climate of unrealistic expectations. Now the "neuromyths" that were prevalent have been decisively dismissed by neuroscientists, a more accurate assessment may be possible. Neuroscience uses a range of research methods including animal and lesion studies, but much contemporary research now uses one or other form of brain imaging. Each of these methods has its own limitations, and the requirements of research design, necessary to produce robust data, impose further restrictions. Moreover, these methodological limitations are bound up with, and sometimes both obscure and magnify, various conceptual limitations. The "mereological fallacy" is an ever-present danger, as are problems of reductionism, reification and unsupported normativity. Despite these limitations, cognitive neuroscientists have made striking progress with respect to the basic skills underpinning abilities such as reading and number. Social and affective neuroscientists have similarly identified neural systems involved in aspects of emotion and social cognition, and shown their possible relevance to various educational tasks, although their work has yet to be widely taken up. It seems that progress in applying neuroscience will be slow, and will continue to be bound up with other knowledge and events. It may be associated with the emergence of a new sub-discipline of educational neuroscience, the development of more effectively targeted evaluations and interventions, greater appreciation of the socio-emotional aspects of education, the possible emergence of new neuromyths, and increased use of in-situ neural testing in the classroom.
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    ABSTRACT: Conduct disorder is a childhood behaviour disorder that is characterized by persistent aggressive or antisocial behaviour that disrupts the child's environment and impairs his or her functioning. A proportion of children with conduct disorder have psychopathic traits. Psychopathic traits consist of a callous-unemotional component and an impulsive-antisocial component, which are associated with two core impairments. The first is a reduced empathic response to the distress of other individuals, which primarily reflects reduced amygdala responsiveness to distress cues; the second is deficits in decision making and in reinforcement learning, which reflects dysfunction in the ventromedial prefrontal cortex and striatum. Genetic and prenatal factors contribute to the abnormal development of these neural systems, and social-environmental variables that affect motivation influence the probability that antisocial behaviour will be subsequently displayed.
    Nature Reviews Neuroscience 10/2013; 14(11). DOI:10.1038/nrn3577
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    ABSTRACT: En los últimos años se ha realizado un creciente número de estudios que tratan de explicar las bases neurobiológicas del comportamiento político, lo que algunos autores han dado en llamar neuropolítica. En este artículo se repasan de manera breve varios aspectos de la relación entre cerebro y política: la política como creación colectiva, sus requisitos neurobiológicos, las bases cerebrales del deseo de poder, la personalidad del líder, la actitud del ciudadano ante la ideología o ante los políticos y las posibles diferencias fisiológicas entre progresistas y conservadores. Como suele suceder en las disciplinas de reciente aparición, el conocimiento actual es escaso, y muchas de las conclusiones son preliminares, pero las nuevas técnicas de neurofisiología y neuroimagen funcional auguran un futuro prometedor.
    Neurologia Suplementos 01/2009;

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