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MIT : Brain and Cognitive Sciences

MIT : Brain and Cognitive Sciences
MIT's Department of Brain and Cognitive Sciences stands at the nexus of neuroscience, biology and psychology. We combine these disciplines to study specific aspects of the brain and mind including: vision, movement systems, learning and memory, neural and cognitive development, language and reasoning. Working collaboratively, we apply our expertise, tools, and techniques to address and answer both fundamental and universal questions about how the brain and mind work.

http://bcs.mit.edu/

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What is cognitive load? Sharebar As far as I can tell, working memory (WM), the part of our brain that consciously processes information, dominates everything we do in terms of learning. Working memory can only hold 4-5 bits of information at one time and information in working memory lasts only around ten seconds. Computational Cognitive Science Lab - Research Research The basic goal of our research is understanding the computational and statistical foundations of human inductive inference, and using this understanding to develop both better accounts of human behavior and better automated systems for solving the challenging computational problems that people solve effortlessly in everyday life. We pursue this goal by analyzing human cognition in terms of optimal or "rational" solutions to computational problems. For inductive problems, this usually means developing models based on the principles of probability theory, and exploring how ideas from artificial intelligence, machine learning, and statistics (particularly Bayesian statistics) connect to human cognition.

Sleep and Anesthesia Interactions: A Pharmacological Appraisal Introduction The anesthetic state is characterized by alteration in level of consciousness, decreased responsiveness to external stimuli, amnesia, decreased muscle tone, and altered autonomic responsiveness. The degree to which each of these effects is achieved depends both on the anesthetic agent and its dose.

Two-year Master's course in Cognitive Science The Center for Mind/Brain Sciences (CIMeC) at the University of Trento offers a Master's course in Cognitive Science. The program is offered in English over four semesters and leads to the Master's degree in Cognitive Science (Laurea Magistrale). Students choose between two tracks: Each track offers a selection of specialized courses, to allow students to tailor their training to their academic interests. The Ageing Brain: Age-dependent changes in the electroencephalogram during propofol and sevoflurane general anaesthesia + Author Affiliations ↵*Corresponding authors. E-mail: patrickp@nmr.mgh.harvard.edu or enb@neurostat.mit.edu Accepted April 19, 2015. Education Neuroscience spans many disciplines. Its repertoire stretches from molecular biology and proteome research to systems neurobiology, cognitive neuroscience and clinical research. Successful research in neuroscience rests on a combination of differential concepts and methodical approaches. The major objective of the program is to offer to talented students a highly research-oriented training that will provide them with a broad overview over the most relevant fields of neuroscience, including basic neuroscience, clinical neuroscience, cognitive neuroscience and computational neuroscience.

Changes in the electroencephalogram during anaesthesia and their physiological basis Abstract The use of EEG monitors to assess the level of hypnosis during anaesthesia has become widespread. Anaesthetists, however, do not usually observe the raw EEG data: they generally pay attention only to the Bispectral Index (BIS™) and other indices calculated by EEG monitors. Memory formation during anaesthesia: plausibility of a neurophysiological basis Abstract As opposed to conscious, personally relevant (explicit) memories that we can recall at will, implicit (unconscious) memories are prototypical of ‘hidden’ memory; memories that exist, but that we do not know we possess. Nevertheless, our behaviour can be affected by these memories; in fact, these memories allow us to function in an ever-changing world. It is still unclear from behavioural studies whether similar memories can be formed during anaesthesia. Thus, a relevant question is whether implicit memory formation is a realistic possibility during anaesthesia, considering the underlying neurophysiology.

The Too Short Meeting I’m about to head off to a meeting that I’m sure will be too short. Too short as in not enough time to actually discuss, deliberate, and resolve conflicts within the many ideas that could be generated. Too short to allow people to feel heard. Too-short to explore nuances. Master's Programme in Cognitive Neuroscience - Master's in Cognitive Neuroscience How do our brains work? How do you perceive the outside world? How do you focus your attention on something in your environment? How do you manage when the environment is constantly changing? Neural correlates of consciousness - ScienceDirect Topics It is often assumed in the debate concerning the nature of consciousness that there are few relevant facts and therefore everybody is entitled to their own theory of consciousness. Nothing could be further from the truth. There is an immense amount of psychological, clinical, and neuroscientific data and observations that need to be accounted for. In particular, the contemporary focus on the neuronal basis of consciousness in the brain – rather than on eristic philosophical debates concerning exact definitions, whether true zombies can exist, or whether or not the Hard Problem can or cannot be solved – has given neuroscientists the tools to effectively attack this problem.

Mind, Brain, and Education The master's program in Mind, Brain, and Education is designed for students interested in connecting cognition, neuroscience, and educational practice, especially involving learning, teaching, and cognitive and emotional development. This intersection of biology and cognitive science with pedagogy has become a new focus in education and public policy in the current Age of Biology. Linked to the Harvard Initiative on Mind, Brain, and Behavior (MBB), the program is strongly interdisciplinary, including not only psychology, pedagogy, and neuroscience, but also philosophy, anthropology, linguistics, computer science, and other relevant disciplines. The program is designed to be completed in one academic year. Students may focus their work on cognitive neuroscience, learning and instruction, cognitive development, emotional development, learning disabilities, interventions with children, uses of technology for education, diversity in education, or a combination of these topics.

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