WALTER A. ROSENBLITH Footnotes to the Recent History of Neuroscience: Personal Reflections and Microstories The workshop upon which this volume is based offered me an opportunity to renew contact fairly painlessly with workers in the brain sciences, not just as a participant/observer but maybe as what might be called a teller of microstories. I had originally become curious about the brain by way of my wife's senior thesis, in which she attempted to relate electroencephalography to certain aspects of human behavior. As a then-budding physicist and communications engineer, I had barely heard about brain waves, nor had I studied physiology in a systematic way. My work on noise dealt with the effects of certain acoustical stimuli on biological structures and entire organisms. This was the period immediately after World War II when many scientists and engineers who had done applied work in the war effort were trying to find their way among the challenging new fields that were opening up. Francis Crick, among others, has described such a search taking place in the cafes of the "other" Cambridge, the one on the Cam. At that time the brain sciences, in his opinion, offered much less promise than molecular biology. However, he was sufficiently attracted by what they might eventually have to offer to keep an eye on them, and several decades later his work turned toward the brain.

The evolution of the human brain and cognitive ability is one of the central themes of physical/biological anthropology. This book discusses the emergence of human cognition at a conceptual level, describing it as a process of long adaptive stasis interrupted by short periods of cognitive advance. These advances were not linear and directed, but were acquired indirectly as part of changing human behaviors, in other words through the process of exaptation (acquisition of a function for which it was not originally selected). Based on studies of the modem human brain, certain prerequisites were needed for the development of the early brain and associated cognitive advances. This book documents the energy and nutrient constraints of the modern brain, highlighting the significant role of long-chain polyunsaturated fatty acids (LC-PUFA) in brain development and maintenance. Crawford provides further emphasis for the role of essential fatty acids, in particular DHA, in brain development, by discussing the evolution of the eye and neural systems. This is an ideal book for Graduate students, post docs, research scientists in Physical/Biological Anthropology, Human Biology, Archaeology, Nutrition, Cognitive Science, Neurosciences. It is also an excellent selection for a grad student discussion seminar.

What are humans? What makes us who we are? Many think that we are just complicated machines, or animals that are different from machines only by being conscious. In Are We Bodies or Souls? Richard Swinburne comes to the defence of the soul and presents new philosophical arguments that are supported by modern neuroscience. When scientific advances enable neuroscientists to transplant a part of brain into a new body, he reasons, no matter how much we can find out about their brain activity or conscious experiences we will never know whether the resulting person is the same as before or somebody entirely new. Swinburne thus argues that we are immaterial souls sustained in existence by our brains. Sensations, thoughts, and intentions are conscious events in our souls that cause events in our brains. While scientists might discover some of the laws of nature that determine conscious events and brain events, each person's soul is an individual thing and this is what ultimately makes us who we are.

Reading is an integral part of life in today’s information-driven societies. Since the pioneering work of Dejerine on “word blindness” in brain-lesioned patients, the literature has increased exponentially, from neuropsychological case reports to mechanistic accounts of word processing at the behavioural, neurofunctional and computational levels, tapping into diverse aspects of visual word processing. These studies have revealed some exciting findings about visual word processing, including how the brain learns to read, how changes in literacy impact upon word processing strategies, and whether word processing mechanisms vary across different alphabetic, logographic or artificial writing systems. Other studies have attempted to characterise typical and atypical word processes in special populations in order to explain why dyslexic brains struggle with words, how multilingualism changes the way our brains see words, and what the exact developmental signatures are that would shape the acquisition of reading skills. Exciting new insights have also emerged from recent studies that have investigated word stimuli at the system/network level, by looking for instance, at how the reading system interacts with other cognitive systems in a context-dependent fashion, how visual language stimuli are integrated into the speech processing streams, how both left and right hemispheres cooperate and interact during word processing, and what the exact contributions of subcortical and cerebellar regions to reading are. The contributions to this Research Topic highlight the latest findings regarding the different issues mentioned above, particularly how these findings can explain or model the different processes, mechanisms, pathways or cognitive strategies by which the human brain sees words. The introductory editorial, summarising the contributions included here, highlights how varieties of behavioural tests and neuroimaging techniques can be used to investigate word processing mechanisms across different alphabetic and logographic writing systems.

There are many books about philosophy, but Who Am I? And If So How Many? is different from the rest. Never before has anyone introduced readers so expertly and, at the same time, so light-heartedly and elegantly to the big philosophical questions. Drawing on neuroscience, psychology, history, and even pop culture, Richard David Precht deftly elucidates the questions at the heart of human existence: What is truth? Does life have meaning? Why should I be good? and presents them in concise, witty, and engaging prose. The result is an exhilarating journey through the history of philosophy and a lucid introduction to current research on the brain. Who Am I? And If So, How Many? is a wonderfully accessible introduction to philosophy. The book is a kaleidoscope of philosophical problems, anecdotal information, neurological and biological science, and psychological research. The books is divided into three parts: 1) What Can I Know? focuses on the brain and the nature and scope of human knowledge, starting with questions posed by Kant, Descartes, Nietzsche, Freud, and others. 2) What Should I Do? deals with human morals and ethics, using neurological and sociological research to explain why we empathize with others and are compelled to act morally. Discusses the morality of euthanasia, abortion, cloning, and other controversial topics. 3) What Can I Hope For? centers around the most important questions in life: What is happiness and why do we fall in love? Is there a God and how can we prove God's existence? What is freedom? What is the purpose of life?

Do you want more out of life? In Your Faithful Brain, Dr. Matheson introduces several powerful brain capacities that can be harnessed through an active relationship with God. You can take advantage of these capacities by developing a “faithful brain”. Using more than four hundred recent neuroscientific references, Dr. Matheson makes the case for the life and teaching of Jesus as your optimal path to brain health and fitness. Dr. Matheson explains how to handle anxiety, depression, and trauma and move toward Jesus’ promise of “life to the full”. You will experience hope and joy and peace as you grow beyond your circumstances. Thought-provoking and exciting, Your Faithful Brain aligns neuroscience with the Biblical narrative of redemption. Faith and neuroscience belong together, because your spiritual and physical lives must be integrated to optimize health and longevity.

This book studies strategic goals of advanced extra-terrestrial civilisations, and the implications they have for planet Earth. The theoretical framework is based on logical arguments and statistical considerations. The book explains various empirically and statistically confirmed phenomena for which science has currently no convincing explanation. These phenomena include the existence of religious beliefs, the existence of dreams, the existence of the mental disorder schizophrenia, the statistical evidence for some parapsychological phenomena, and the fact that the human brain capacity decreased since the human civilisation emerged from hunter-gatherers. The theory can be outlined as follows. A technologically highly advanced civilisation settled Earth millions of years ago and has installed its computational infrastructure under the surface of the Earth. The members of the civilisation have uploaded their minds to computers and live in a virtual reality. Their technological infrastructure includes facilities for detecting and manipulating electromagnetic signals at arbitrary position on Earth. They used intelligent programs for directing evolution on Earth, and are now in the process of developing methods for rewiring the human brain. This is done with the goal of controlling human thought processes and to prevent humans from becoming a threat for other civilisations. The first chapter proves the hypothesis with statistical and logical arguments. Putative implications for physics are derived, and creativity and mental illnesses are re-examined in the context of the developed theory. The book then provides a reinterpretation of human history. The last chapter illustrates the developed theory with some channelling reports.

Zusammenfassung: "This book facilitates a dynamic approach to learning by taking us on a journey of not only the brain's anatomy, but also how it works at a cellular level, and very importantly, how the brain develops. The reader learns about how a brain is 'built' by mother nature, and what makes it 'tick'." --Rudi Coetzer, Honorary Professor at Bangor University and Swansea University, UK and Clinical Director with Brainkind How to Build a Human Brain takes a developmental approach to understanding brain structure and function. It guides readers through the evolution of the human brain, from its cellular building blocks, up to hind brain structures and functions, and through to neocortex and associated functions. In doing so, it enables students to develop a comprehensive knowledge of the relationship between brain networks and functions, neural underpinnings of functional problems seen after neuropathology, and neuroanatomy. Written in an engaging style, each chapter follows a blueprint format with subsections on issues like 'damage and repair' and 'faulty wiring' as the brain is 'built' across the course of the book. The author includes illustrative case studies and entertaining fast fact boxes to highlight the real-word relevance of each brain structure being examined. This textbook offers an accessible reference for students of neuroscience, cognitive neuroscience, neuropsychology, and biological psychology. Lynne Barker is Associate Professor in Cognitive Neuroscience at Sheffield Hallam University, UK where she also serves as Neurocognitive Theme Lead for the Centre for Behavioural Science and Applied Psychology and is a co-locator at The Advanced Wellbeing Research Centre. Her research focuses on technological innovation and new diagnostic techniques, biomarkers and interventions in concussion, stroke, traumatic brain injury and movement disorder conditions. She is currently leading a team investigating the microbiome in relation to neuropathological conditions and her team was a shortlisted winner of the 2023 Longitude Prize on Dementia.