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Journal articles on the topic 'Neuroscience'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Touboul, Jonathan. "Neurosciences mathématiques / Mathematical neuroscience." L’annuaire du Collège de France, no. 116 (June 15, 2018): 656–57. http://dx.doi.org/10.4000/annuaire-cdf.13476.

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2

Touboul, Jonathan. "Neurosciences mathématiques / Mathematical neuroscience." L’annuaire du Collège de France, no. 117 (September 1, 2019): 641–42. http://dx.doi.org/10.4000/annuaire-cdf.14773.

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3

Monetti, Stefano. "Il dibattito epistemologico sulle neuroscienze." PARADIGMI, no. 3 (November 2009): 179–93. http://dx.doi.org/10.3280/para2009-003013.

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- Two fundamental approaches are considered in this paper: materialistic reductionism and neurophenomenology. According to reductionism, the neurosciences can ascertain the reliability of psychological cognition by investigating the material do- main. Neurophenomenology, instead, recurs to an integrated and complex approach, which combines philosophical, psychological and neurological knowledge. This essay critically analyses these approaches, and tries to define their respective philosophical genealogy.Key words: Epistemology, Mind/body problem, Neurophenomenology, Neuroscience, Psychoanalysi

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4

MAEDA, MINORU. "Neurosurgery in Neuroscience, Neurosciene in Neurosurgery." Juntendo Medical Journal 52, no. 2 (2006): 182–96. http://dx.doi.org/10.14789/pjmj.52.182.

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5

He, Xiaohua, James La Rose, and Niu Zhang. "Integrated Neuroscience Program: An Alternative Approach to Teaching Neurosciences to Chiropractic Students." Journal of Chiropractic Education 23, no. 2 (2009): 134–46. http://dx.doi.org/10.7899/1042-5055-23.2.134.

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Purpose: Most chiropractic colleges do not offer independent neuroscience courses because of an already crowded curriculum. The Palmer College of Chiropractic Florida has developed and implemented an integrated neuroscience program that incorporates neurosciences into different courses. The goals of the program have been to bring neurosciences to students, excite students about the interrelationship of neuroscience and chiropractic, improve students' understanding of neuroscience, and help the students understand the mechanisms underpinning the chiropractic practice. This study provides a desc

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6

Lazar, J. Wayne, Paul Eling, Stanley Finger, and Dalius Jatužis. "International Society for the History of the Neurosciences 24th Meeting in Vilnius, 2019." Vilnius University Proceedings, no. 5 (July 11, 2019): 1–53. http://dx.doi.org/10.15388/ishn.2019.

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Mission of the International Society for the History of the Neurosciences (ISHN) 24th Meeting in Vilnius, 2019 is to improve communication between individuals and groups interested in the history of neuroscience, promote research in the history of neuroscience in Lithuania and worldwide, promote education and stimulate interest for the history of neuroscience.

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7

Dulhanty, Louise. "BANN shines a light on innovative practice." British Journal of Neuroscience Nursing 18, no. 6 (2022): 284. http://dx.doi.org/10.12968/bjnn.2022.18.6.284.

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The British Association of Neuroscience Nurses (BANN) is driven in supporting the development of roles within Neuroscience Nursing. The second article in this series highlights the fantastic career of Louise Dulhanty, a Neurovascular Consultant Nurse at the Manchester Centre for Clinical Neurosciences.

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8

Kweldju, Siusana. "EDUCATIONAL NEUROSCIENCE FOR SECOND LANGUAGE CLASSROOMS." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (2019): 1. http://dx.doi.org/10.17977/um046v3i2p1-9.

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Today’s classrooms, including second language classrooms, are created to be more engaging, effective and empowering for learners to develop their knowledge, interests and experiences. One effort is to consider how the brain learns in the classroom; what the brain is able to do, and what is not. Educational neuroscience is a transdisciplinary convergence of neurosciences to translate neuroscience research into classroom practice, including how a second language is learned. Therefore, every teacher, including second language teachers should know about neuroscience. Educational neuroscience is a

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Zardo, Andressa Loise, Tânia Maria Rechia Schroeder, and Claudia Barcelos de Moura Abreu. "Teacher’s work in neuroscience and education research." Concilium 23, no. 2 (2023): 307–17. http://dx.doi.org/10.53660/clm-793-23a48.

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The technologies used in medicine allowed the nervous system to no longer be configured as a mystery, allowing researchers to think about learning from the cerebral point of view. Methodologically supported by a literature review, in this study we aimed to investigate the main findings in the literature to propose an analysis of the challenges in integrating education with the neuroscience knowledge and the teacher's work in educational neuroscience research. Educational neuroscience has been abundantly explored in the field of education and has become a frequent object of study for teachers.

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10

Zayas-Fundora, Emmanuel, and Emmanuel Cesar Vázquez-Ortiz. "Visibility of Latin American scientific production on cognitive neurosciences." Data & Metadata 1 (December 15, 2022): 24. http://dx.doi.org/10.56294/dm202262.

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Introduction: cognitive neuroscience is the convergence of two disciplines, neuroscience and cognitive psychology, which have provided information on the material bases of the cognitive and emotional processes of human behavior. There are currently few records of bibliometric studies on Latin American scientific production in cognitive neuroscience in SCOPUS. Objective: to describe the behavior of the Latin American scientific production on cognitive neuroscience in SCOPUS in the years 2012 to 2022. Methods: a bibliometric, observational, descriptive, cross-sectional study was carried out on t

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11

Chaly, Vadim A. "Philosophy and Neurosciences: Perspectives for Interaction." RUDN Journal of Philosophy 27, no. 4 (2023): 835–47. http://dx.doi.org/10.22363/2313-2302-2023-27-4-835-847.

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The study analyzes modern reductivist and antireductivist approaches to understanding the interaction between philosophy and neuroscience. It analyzes the content and grounds for using the concepts of neuroscience and neurosciences, philosophy of neuroscience, and neurophilosophy. The milestones in the development of neuroreductivism, from Patricia Churchland’s arguments in support of intertheoretic reduction through Francis Crick’s eliminativism to John Bickle’s ruthless reductionism, are described. The ontological, methodological, and epistemic grounds for the reduction to neurosciences of o

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12

Poznanski, Roman. "Journal of Multiscale Neuroscience." Journal of Multiscale Neuroscience 1, no. 1 (2022): 01–02. http://dx.doi.org/10.56280/1532077030.

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13

Kim, So Rin, and Carlos Zalaquett. "An Exploratory Study of Prevalence and Predictors of Neuromyths Among Potential Mental Health Counselors." Journal of Mental Health Counseling 41, no. 2 (2019): 173–87. http://dx.doi.org/10.17744/mehc.41.2.06.

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Current neuroscience research demonstrates that counseling changes the mind and the brain. Several clinical mental health counseling (CMHC) programs are infusing neuroscience information into their curriculum. Learning about potential students' knowledge and attitudes about neuroscience could help guide these efforts. This study investigated general neuroscience knowledge, attitudes toward neuroscience, presence of neuromyths, and intention to apply neuroscien-tific knowledge among undergraduate students in the helping professions. Participants included 125 undergraduates enrolled in rehabilit

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14

Geoghegan, Kate, December R. Payne, Matthew A. Myers, et al. "The National Undergraduate Neuroanatomy Competition: Lessons Learned from Partnering with Students to Innovate Undergraduate Neuroanatomy Education." Neuroscientist 25, no. 3 (2018): 271–80. http://dx.doi.org/10.1177/1073858418788000.

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Undergraduates often perceive neuroscience to be a challenging discipline. As the scope of neuroscience continues to expand, it is important to provide undergraduates with sufficient opportunities to develop their knowledge and skills with the aim of encouraging the future generation of basic and clinical neuroscientists. Through our experience of developing the National Undergraduate Neuroanatomy Competition (NUNC), we have accrued an extensive volume of performance data and subjective insight into the delivery of undergraduate neuroanatomy education, which has the potential to inform how to

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15

Minen, Mia, Sangida Akter, Mariana Espinosa-Polanco, and Raddy Ramos. "Education Research: Bridging the Undergraduate Neurosciences With Clinical Neurology." Neurology: Education 1, no. 1 (2022): e200005. http://dx.doi.org/10.1212/ne9.0000000000200005.

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There is a significant shortage of neurologists in the United States, and this shortage is projected to worsen considerably. With the growth of undergraduate neuroscience majors, there may be opportunities to engage and motivate undergraduate students interested in the neurosciences toward clinical neurology. We surveyed undergraduate neuroscience faculty to better understand their curricular goals, existing interaction with neurologists, and their desire for additional connections with clinical neurologists and clinical neurology researchers. We invited 523 undergraduate neuroscience faculty

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16

Bogdan, Patrut. "BRAIN JOURNAL - Riassunti in italiano." Brain Journal 1, no. 2 (2010): 217–22. https://doi.org/10.5281/zenodo.1036534.

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BRAIN. Broad Research in Artificial Intelligence and Neuroscience CERVELLO. Ampia ricerca in Intelligenza Artificiale e Neuroscienze Volume 1, Numero 2 Gennaio 2010: Tanti Auguri! www.brain.edusoft.ro Direttore Responsabile: Bogdan Patrut

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Sunidhi, Sunidhi. "Evidence of Pain Neuroscience Education on Musculoskeletal Disorders: An Updated Review." Bioscience Biotechnology Research Communications 16, no. 1 (2023): 01–05. http://dx.doi.org/10.21786/bbrc/16.1.1.

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Pain neuroscience education ( PNE) is a new concept which helps the patients to modulate their pain perception and experiences. The concept has shown effectiveness, comparable to other pain-relieving modalities including manual therapies.The objective of the current review is to explore the mechanism on which pain neurosciences work and various methodologies to implement pain neuroscience education. The current literature of pain neurosciences education has ben reviewed and the evidences synthesised to explore the above objectives. Pain neuroscience education takes into account the complexity

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18

Castro, L. C. "Affective Neuroscience: A Crucial Role in Psychiatry." European Psychiatry 24, S1 (2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71130-7.

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Background:Neuroscience has been a growing revolutionary field of scientific knowledge. The increasing recognition of the importance of emotional processes and subjective experience in several aspects of human behaviour parallel the growing amount of research in the field of affective neuroscience. Affective neuroscience studies the brain mechanisms subjacent to emotional behaviour.Aim:To discuss the relevance of affective neuroscience research in social and biological sciences, namely within psychiatric and psychological researches.Methods:Review of the literature. MEDLINE and PubMed database

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19

Bezlepkin, Evgeny A., and Alina S. Zaykova. "Neurophilosophy, Philosophy of Neuroscience, and Philosophy of Artificial Intelligence: The Problem of Distinguishing." Russian Journal of Philosophical Sciences 64, no. 1 (2021): 71–87. http://dx.doi.org/10.30727/0235-1188-2021-64-1-71-87.

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Neurophilosophy is understood as different areas of philosophy, for example, the philosophy of neuroscience, the philosophy of artificial intelligence, or eliminative materialism. This excessive interpretation of the term is due to the fact that the understanding of the subject area of this discipline is still incomplete. For example, one of the earliest definitions of neurophilosophy given by P.S. Churchland stated reduction of psychology to neurosciences. In modern views, the idea of neurophilosophy as an attempt to justify eliminative materialism is outdated and does not correspond to reali

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20

Bogdan, Patrut. "BRAIN Journal - Riassunti in italiano." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 1, no. 3 (2010): 112–14. https://doi.org/10.5281/zenodo.1036516.

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Riassunti in italiano BRAIN. Broad Research in Artificial Intelligence and Neuroscience CERVELLO. Ampia ricerca in Intelligenza Artificiale e Neuroscienze Volume 1, Numero 3 Luglio 2010: Tanti Auguri! www.brain.edusoft.ro Direttore Responsabile: Bogdan Patrut

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21

Bogdan, Patrut. "BRAIN JOURNAL - Des résumés en français." Brain Journal 1, no. 2 (2010): 187–92. https://doi.org/10.5281/zenodo.1036589.

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BRAIN. Broad Research in Artificial Intelligence and Neuroscience CERVEAU. Recherche large en intelligence artificielle et neurosciences Volume 1, Numéro 2 April 2010: «Joyeuses Pâques 2010! » www.brain.edusoft.ro Sous la direction de: Bogdan Pătruţ

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22

Bogdan, Pătruţ. "BRAIN JOURNAL - Des résumés en français." Brain Journal 1, no. 3 (2010): 94–97. https://doi.org/10.5281/zenodo.1036676.

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BRAIN. Broad Research in Artificial Intelligence and Neuroscience CERVEAU. Recherche large en intelligence artificielle et neurosciences Volume 1, Numéro 3 Juillet 2010: «Un heureux été!! » www.brain.edusoft.ro Sous la direction de: Bogdan Pătruţ

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23

Stiliadi, Stella. "Neuroscience Contribution in Educational Leadership. Challenges and Perspectives." Technium Education and Humanities 7 (February 5, 2024): 42–53. http://dx.doi.org/10.47577/teh.v7i.10328.

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Education is founded upon the instruction process and its outcomes, commonly called learning outcomes. The underlying foundation of this entire process is the brain. Neuroscience encompasses the study of brain function, including the intricate processes involved in human learning. It also investigates the factors that contribute to variations in learning abilities among individuals. Therefore, it is unsurprising that individuals engaged in educational science are highly interested in integrating the discoveries of neurosciences with educational theories of learning. Neuroscientific research ha

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24

Cooper, Brian. "King's Health Partners Neurosciences: First Annual Neuroscience Nursing Conference 2018." British Journal of Neuroscience Nursing 14, no. 4 (2018): 179–81. http://dx.doi.org/10.12968/bjnn.2018.14.4.179.

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25

Trist, David G., and Alan Bye. "Editorial overview: Neurosciences: Clinical pharmacology today in neuroscience drug discovery." Current Opinion in Pharmacology 14 (February 2014): v—vi. http://dx.doi.org/10.1016/j.coph.2013.11.007.

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26

Wade, Matthew. "Risky disciplining: On interdisciplinarity between sociology and cognitive neuroscience in the governing of morality." European Journal of Social Theory 23, no. 1 (2019): 72–92. http://dx.doi.org/10.1177/1368431018810330.

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The neuroscience of morality presents novel approaches in exploring the cognitive and affective underpinnings of moral conduct, and is steadily accumulating influence within discursive frames of biocitizenship. Many claims are infused with varieties of neuro-actuarialism in governing morally risky subjects, with implications that other fields should observe closely. Sociologists and other social scientists, however, have typically been reluctant to interject their expertise. However, a resurgent sociology of morality offers the means by which closer engagement may be realized. In encouraging t

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27

Kholmogorova, A. B., and O. V. Rychkova. "40 years of Bio-Psycho-Social model: what’s new?" Social Psychology and Society 8, no. 4 (2017): 8–31. http://dx.doi.org/10.17759/sps.2017080402.

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Bio-Psycho-Social Model, proposed by George Engel in 1977, was recognized as a turning point in the praxis of medical diagnosis and treatments. Bio-Psycho-Social Model should be seen in a historical context as bucking against the trend of biological reductionism. Social Neuroscience has been formed ten years. Social neuroscience aims to investigate the biological systems that underlie people’s thoughts, feelings and actions in light of the social context in which they operate. Social neuroscience has captured the interest of anthropologists, psychiatrists, psychologists, and experts in other d

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28

Casini, Silvia. "Beyond the Neuro-Realism Fallacy." Nuncius 32, no. 2 (2017): 440–71. http://dx.doi.org/10.1163/18253911-03202005.

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This article examines visual practices inside the laboratory and in the arts, highlighting a problem of reductionism in the transformation from data to images and in the visual incarnation of the neuro-realism fallacy, that is the extreme images of brain scan. Neurosciences are not inherently reductionist. John R. Mallard’s work around data visualisation problems in the development of biomedical imaging shows how scientists themselves can be attentive to the construction of visual practices and their meaning. If neuro-realism is a fallacy within the neurosciences, are art-neuroscience collabor

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29

YUZER, Muhammed Emre, Büşra ZENCIRCI, and Zümrüt DOĞAN. "Different morphological imaging techniques possible for neuroscience." Neuro-Cell Molecular Research 1, no. 2 (2024): 47–52. https://doi.org/10.5281/zenodo.13623154.

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Brain morphology and function have underpinned the vast majority of scientific research since time immemorial. Study trends in this field have increased the demand for neurosciences, a multidisciplinary field. Although the anatomy and functions of the brain, which form the basis of neurosciences, have been studied frequently, they remain mysterious. Brain morphologic areas are prominent in many neurodegenerative diseases. In this study, our aim is to compare different morphological measurement methods in neuroscience using Horos and VolBrain applications from intracranial brain images obtained

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30

BOUET, ROMAIN, and KENNETH KNOBLAUCH. "Perceptual classification of chromatic modulation." Visual Neuroscience 22, no. 1 (2005): 117. http://dx.doi.org/10.1017/s0952523805221144.

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(article appeared in Visual Neuroscience (2004), 21, 283–289Due to a production error, the second author affiliation is incorrectly cited. It should have read as follows:INSERM U371, Cerveau et Vision, IFR 19, Institut Fédératif des Neurosciences, Université Claude Bernard Lyon I, Bron France

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31

Strle, Toma, and Olga Markič. "Looping effects of neurolaw, and the precarious marriage between neuroscience and the law." Balkan Journal of Philosophy 10, no. 1 (2018): 17–26. http://dx.doi.org/10.5840/bjp20181013.

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In the following article we first present the growing trend of incorporating neuroscience into the law, and the growing acceptance of and trust in neuroscience’s mechanistic and reductionistic explanations of the human mind. We then present and discuss some studies that show how nudging peoples’ beliefs about matters related to human agency (such as free will, decision-making, or self-control) towards a more deterministic, mechanistic and/or reductionistic conception, exerts an influence on their very actions, mentality, and brain processes. We suggest that the neuroscientific view of the huma

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32

Papageorgiou, Ismini E. "Neuroscience Scaffolded by Informatics: A Raging Interdisciplinary Field." Symmetry 15, no. 1 (2023): 153. http://dx.doi.org/10.3390/sym15010153.

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Following breakthrough achievements in molecular neurosciences, the current decade witnesses a trend toward interdisciplinary and multimodal development. Supplementation of neurosciences with tools from computer science solidifies previous knowledge and sets the ground for new research on “big data” and new hypothesis-free experimental models. In this Special Issue, we set the focus on informatics-supported interdisciplinary neuroscience accomplishments symmetrically combining wet-lab and clinical routines. Video-tracking and automated mitosis detection in vitro, the macromolecular modeling of

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33

Herrmann-Pillath, Carsten. "From dual systems to dual function: rethinking methodological foundations of behavioural economics." Economics and Philosophy 35, no. 3 (2019): 403–22. http://dx.doi.org/10.1017/s0266267118000378.

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AbstractBuilding on an overview of dual systems theories in behavioural economics, the paper presents a methodological assessment in terms of the mechanistic explanations framework that has gained prominence in philosophy of the neurosciences. I conclude that they fail to meet the standards of causal explanations and I suggest an alternative ‘dual functions’ view based on Marr’s methodology of computational neuroscience. Recent psychological and neuroscience research undermines the case for a categorization of brain processes in terms of properties such as relative speed. I defend an interpret

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Leisman, Gerry. "Neuroscience in Education: A Bridge Too Far or One That Has Yet to Be Built: Introduction to the “Brain Goes to School”." Brain Sciences 13, no. 1 (2022): 40. http://dx.doi.org/10.3390/brainsci13010040.

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There have been numerous detractors and supporters relating to attempts to merge the neurosciences and the knowledge base of related contributing disciplines with the field of education. Some have argued that this is a “bridge too far”. The predominant view is that the relationship between neuroscience and the classroom has been neither significantly examined, nor applied. What is needed is a specially trained class of professionals whose role it would be to guide the introduction of cognitive neuroscience into educational practice in a sensible and ethical manner. Neuroeducators would play a

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35

Carrasco, Melisa, Carl E. Stafstrom, Aylin Tekes, Charla Parkinson, and Frances J. Northington. "The Johns Hopkins Neurosciences Intensive Care Nursery Tenth Anniversary (2009-2019): A Historical Reflection and Vision for the Future." Child Neurology Open 7 (January 1, 2020): 2329048X2090776. http://dx.doi.org/10.1177/2329048x20907761.

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Since 2009, the Neurosciences Intensive Care Nursery at Johns Hopkins Children’s Center has provided a multidisciplinary approach toward the care of newborns with neurological disorders. The program’s cornerstone is an interdisciplinary approach that involves the primary neonatology team plus experts from more than 10 specialties who convene at a weekly team conference at which newborns with neurological problems are discussed in detail. This interdisciplinary approach fosters in-depth discussion of clinical issues to optimize the management of neonates with neurological problems as well as th

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36

Helmuth, L. "NEUROSCIENCE: Tips for Neuroscience Neophytes." Science 290, no. 5492 (2000): 699. http://dx.doi.org/10.1126/science.290.5492.699.

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37

Bravo, Luis. "The Paradigm Of Educational Neuroscience And The Learning Of The Written Language: Sixty Years After." Clinical Case Reports and Clinical Study 5, no. 2 (2021): 1–9. http://dx.doi.org/10.61148/2766-8614/jccrcs/084.

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The aim of this article is to present the author's experience regarding the contributions of neurosciences and cognitive psychology to research on the learning of written language from the perspective of the model of scientific paradigms, advanced by the philosopher Thomas Kuhn for the study of the history of science. The article describes the research and the progress made over the last 60 years in the field of cognitive psychology and educational neuroscience with respect to the learning of written language. The knowledge derived from educational neuroscience, based on neuroimaging, reveals

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38

Varón Sandoval, Alexander, and Lizeth Carolina Zapata Castillo. "A theoretical approach to neuroscience technologies’ contributions to administration in the digital transformation context." Cuadernos de Administración 37, no. 69 (2021): e4010691. http://dx.doi.org/10.25100/cdea.v37i69.10691.

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This paper intends to make an approximation to the contributions of neuroscience technologies to administration in a digital transformation context, which will be done through a bibliographic search and document analysis based on a review of databases and the collection of those sources considered most relevant to the topic at hand concerning some of the most critical dimensions in this area, such as human resources, leadership, decision-making, and digital business ecosystems. Likewise, it seeks to make a theoretical reflection on the use of neurosciences as a management tool of relevance to

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39

Craffert, Pieter. "Critical neuroscience as an interdisciplinary tool for the investigation of neuro-matters." Acta Academica: Critical views on society, culture and politics 46, no. 2 (2014): 107–25. https://doi.org/10.38140/aa.v46i2.1444.

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Due to the revolution in the neurosciences and the growth in neuroscientific research, there has been a steady increase of attention on neuro-matters in science, society and culture. The brain and neuroscientific research remain at the centre of public and academic attention worldwide. Critical Neuroscience is an interdisciplinary (or better, post-disciplinary) space for the systematic exploration of neuroscientific research and neuro-matters. It is argued that Critical Neuroscience, as a recent addition to neuroscientific research, has the potential to develop as a genuine human science for t

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40

Schreiber, Kayleen. "Neuroscience." Synthesis: A Digital Journal of Student Science Communication 1 (April 27, 2017): 3. http://dx.doi.org/10.17077/2643-8410.1003.

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Deutch, Ariel Y. "Neuroscience." Journal of Clinical Psychiatry 60, no. 1 (1999): 59. http://dx.doi.org/10.4088/jcp.v60n0113c.

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Weiss, Rick. "Neuroscience." Science News 134, no. 23 (1988): 366. http://dx.doi.org/10.2307/3972759.

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Weiss, Rick. "Neuroscience." Science News 134, no. 22 (1988): 350. http://dx.doi.org/10.2307/3973098.

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Leiva-Cepas, Fernando. "Neuroscience." ACTUALIDAD MEDICA 102, no. 800 (2017): 45. http://dx.doi.org/10.15568/am.2017.800.cl01.

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45

Mirski, Marek A. "Neuroscience." Current Opinion in Critical Care 24, no. 2 (2018): 63–64. http://dx.doi.org/10.1097/mcc.0000000000000490.

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Hughes, Chris. "Neuroscience." Medicine & Science in Sports & Exercise 40, no. 7 (2008): 1355. http://dx.doi.org/10.1249/01.mss.0000323657.97040.2c.

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Strobel, Gabrielle. "Neuroscience." Science News 144, no. 22 (1993): 367. http://dx.doi.org/10.2307/3977642.

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48

Kandel, Eric R., and Larry R. Squire. "Neuroscience." Annals of the New York Academy of Sciences 935, no. 1 (2006): 118–35. http://dx.doi.org/10.1111/j.1749-6632.2001.tb03477.x.

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49

Meldrum, B. "Neuroscience." Journal of Neurology, Neurosurgery & Psychiatry 49, no. 5 (1986): 608–9. http://dx.doi.org/10.1136/jnnp.49.5.608-a.

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Bleck, Thomas P. "Neuroscience." Current Opinion in Critical Care 2, no. 2 (1996): 89–91. http://dx.doi.org/10.1097/00075198-199604000-00001.

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