In these engaging tales describing the growth of knowledge about the brain—from the early Egyptians and Greeks to the Dark Ages and the Renaissance to the present time—Gross attempts to answer the question of how the discipline of neuroscience evolved into its modern incarnation through the twists and turns of history. Charles G. Gross is an experimental neuroscientist who specializes in brain mechanisms in vision. He is also fascinated by the history of his field. In these tales describing the growth of knowledge about the brain from the early Egyptians and Greeks to the present time, he attempts to answer the question of how the discipline of neuroscience evolved into its modern incarnation through the twists and turns of history. The first essay tells the story of the visual cortex, from the first written mention of the brain by the Egyptians, to the philosophical and physiological studies by the Greeks, to the Dark Ages and the Renaissance, and finally, to the modern work of Hubel and Wiesel. The second essay focuses on Leonardo da Vinci's beautiful anatomical work on the brain and the eye: was Leonardo drawing the body observed, the body remembered, the body read about, or his own dissections? The third essay derives from the question of whether there can be a solely theoretical biology or biologist; it highlights the work of Emanuel Swedenborg, the eighteenth-century Swedish mystic who was two hundred years ahead of his time. The fourth essay entails a mystery: how did the largely ignored brain structure called the "hippocampus minor" come to be, and why was it so important in the controversies that swirled about Darwin's theories? The final essay describes the discovery of the visual functions of the temporal and parietal lobes. The author traces both developments to nineteenth-century observations of the effect of temporal and parietal lesions in monkeys—observations that were forgotten and subsequently rediscovered.

The brain ... There is no other part of the human anatomy that is so intriguing. How does it develop and function and why does it sometimes, tragically, degenerate? The answers are complex. In Discovering the Brain, science writer Sandra Ackerman cuts through the complexity to bring this vital topic to the public. The 1990s were declared the "Decade of the Brain" by former President Bush, and the neuroscience community responded with a host of new investigations and conferences. Discovering the Brain is based on the Institute of Medicine conference, Decade of the Brain: Frontiers in Neuroscience and Brain Research. Discovering the Brain is a "field guide" to the brainâ€"an easy-to-read discussion of the brain's physical structure and where functions such as language and music appreciation lie. Ackerman examines: How electrical and chemical signals are conveyed in the brain. The mechanisms by which we see, hear, think, and pay attentionâ€"and how a "gut feeling" actually originates in the brain. Learning and memory retention, including parallels to computer memory and what they might tell us about our own mental capacity. Development of the brain throughout the life span, with a look at the aging brain. Ackerman provides an enlightening chapter on the connection between the brain's physical condition and various mental disorders and notes what progress can realistically be made toward the prevention and treatment of stroke and other ailments. Finally, she explores the potential for major advances during the "Decade of the Brain," with a look at medical imaging techniquesâ€"what various technologies can and cannot tell usâ€"and how the public and private sectors can contribute to continued advances in neuroscience. This highly readable volume will provide the public and policymakersâ€"and many scientists as wellâ€"with a helpful guide to understanding the many discoveries that are sure to be announced throughout the "Decade of the Brain."

Brain research is much in the news, but what is its relevance in the classroom? Are there ways to take what brain researchers are discovering about learning and memory and apply it to the situations that educators face every day? Practicing teacher and author Marilee Sprenger tells how to do just that in this book. Sprenger has spent years studying neurological research and training other educators in brain compatible teaching methods. This background, combined with her long career as a classroom teacher, has given her priceless knowledge of what works in a multitude of classroom situations. Current brain research is as amazing as it can be confusing. This book discusses in plain terms the structure, function, and development of the human brain. The author describes the five "memory lanes"--semantic, episodic, procedural, automatic, and emotional--and tells how they function in learning and memory. She offers dozens of practical suggestions for teaching and assessing in brain-compatible ways. Bridging the gap between theory and practice, the book offers valid, usable, "What you can do on Monday" ideas to incorporate into the classroom. This is an approach to brain research that educators at all levels can apply in their daily work.

Essays on great figures and important issues, advances and blind alleys—from trepanation to the discovery of grandmother cells—in the history of brain sciences. Neuroscientist Charles Gross has been interested in the history of his field since his days as an undergraduate. A Hole in the Head is the second collection of essays in which he illuminates the study of the brain with fascinating episodes from the past. This volume's tales range from the history of trepanation (drilling a hole in the skull) to neurosurgery as painted by Hieronymus Bosch to the discovery that bats navigate using echolocation. The emphasis is on blind alleys and errors as well as triumphs and discoveries, with ancient practices connected to recent developments and controversies. Gross first reaches back into the beginnings of neuroscience, then takes up the interaction of art and neuroscience, exploring, among other things, Rembrandt's “Anatomy Lesson” paintings, and finally, examines discoveries by scientists whose work was scorned in their own time but proven correct in later eras.

Featuring contributions from world-leading researchers, this book explores the relationship between visual perception and memory. It bridges the traditionally separate fields of vision science and recognition memory and deals with an interdisciplinary set of perspectives combining research in psychology, neuroscience, and artificial intelligence. The book makes new connections between the wealth of research from each respective field, developing the idea that visuospatial memory is our best memory system. This volume traverses topics grounded in both empirical study and real-world applications, including working (short-term) memory, long-term memory, the neuroscience of memory, development of memory over the lifespan, autobiographical memories, false memories, and eyewitness testimony. It argues that an increased knowledge of how visuospatial memory works can lead to an improved understanding of the basic features of memory, as well as providing strategies for memory improvement. The book features cutting edge visual memory research, where converging methods in psychophysics, cognitive neuroscience, and computational modeling have been propelling the field forward. Visual Memory is an essential read for all students and researchers of memory and visual perception. It will also be useful for researchers and students in related fields including human-computer interaction, data visualization, cognitive science, and cognitive enhancement.

A scientist's exploration of the working of memory begins with a story by Borges about a man who could not forget. Imagine the astonishment felt by neuroscientist Rodrigo Quian Quiroga when he found a fantastically precise interpretation of his research findings in a story written by the great Argentinian fabulist Jorge Luis Borges fifty years earlier. Quian Quiroga studies the workings of the brain—in particular how memory works—one of the most complex and elusive mysteries of science. He and his fellow neuroscientists have at their disposal sophisticated imaging equipment and access to information not available just twenty years ago. And yet Borges seemed to have imagined the gist of Quian Quiroga's discoveries decades before he made them. The title character of Borges's "Funes the Memorious" remembers everything in excruciatingly particular detail but is unable to grasp abstract ideas. Quian Quiroga found neurons in the human brain that respond to abstract concepts but ignore particular details, and, spurred by the way Borges imagined the consequences of remembering every detail but being incapable of abstraction, he began a search for the origins of Funes. Borges's widow, María Kodama, gave him access to her husband's personal library, and Borges's books led Quian Quiroga to reread earlier thinkers in philosophy and psychology. He found that just as Borges had perhaps dreamed the results of Quian Quiroga's discoveries, other thinkers—William James, Gustav Spiller, John Stuart Mill—had perhaps also dreamed a story like "Funes." With Borges and Memory, Quian Quiroga has given us a fascinating and accessible story about the workings of the brain that the great creator of Funes would appreciate.

Memory and the Computational Brain offers a provocative argument that goes to the heart of neuroscience, proposing that the field can and should benefit from the recent advances of cognitive science and the development of information theory over the course of the last several decades. A provocative argument that impacts across the fields of linguistics, cognitive science, and neuroscience, suggesting new perspectives on learning mechanisms in the brain Proposes that the field of neuroscience can and should benefit from the recent advances of cognitive science and the development of information theory Suggests that the architecture of the brain is structured precisely for learning and for memory, and integrates the concept of an addressable read/write memory mechanism into the foundations of neuroscience Based on lectures in the prestigious Blackwell-Maryland Lectures in Language and Cognition, and now significantly reworked and expanded to make it ideal for students and faculty