Perception of effort in Exercise Science: Definition,measurement and perspectives

Perception of effort, also known as perceived exertion or sense of effort, can be described as a cognitive feeling of work associated with voluntary actions. The aim of the present review is to provide an overview of what is perception of effort in Exercise Science. Due to the addition of sensations other than effort in its definition, the neurophysiology of perceived exertion remains poorly understood. As humans have the ability to dissociate effort from other sensations related to physical exercise, the need to use a narrower definition is emphasised. Consequently, a definition and some brief guidelines for its measurement are provided. Finally, an overview of the models present in the literature aiming to explain its neurophysiology, and some perspectives for future research are offered.     

Comment on “The Educational Relevance of Research in Cognitive Neuroscience”

Byrnes and Fox present a sophisticated approach to the development of useful relations between cognitive neuroscience and education. Their approach, which is similar to approaches advocated by other educational psychologists, emphasizes the importance of findings in cognitive neuroscience to the building of educationally useful models of learning. In contrast to that defensible approach is a popular but simplistic approach that tries to relate the results of individual cognitive neuroscience studies directly to the improvement of teaching. The advantages of the sophisticated approach presented by Byrnes and Fox are discussed and supported for their important roles in the development of productive relations between cognitive neuroscience and education.     

On the Relevance of Research Findings in Cognitive Neuroscience to Educational Practice

In their target article, Byrnes and Fox (1998) argue that many of the recent findings from the field of cognitive neuroscience have particular importance for education. In our commentary, we lend support to their contention by reporting on some of our work that has potential relevance to the proposed interface between cognitive neuroscience and education. Specifically, we discuss the findings from several studies investigating the neuropsychology of intellectual giftedness, and sex differences in the brain, each of which suggest a unique functional organization that differentiates gifted from average ability adolescents, as well as males from females. We further propose that the translation of cognitive neuroscience findings into specialized classroom instructional methods which capitalize on the plasticity of the brain, as well as the apparent individual differences in its functional organization, may be the most significant challenge facing those in the front-lines of educational practice.     

Inside Out: Head-Based Ontologies,Vision, and Temporality in the First Neuroturn

Since the early 1800s, mainstream Western discourses that entwined racializing and ableizing discourses have involved, among other things, particular notions of temporality and ways of privileging scopic regimes that presume surface-depth relations mediated by a theory of time and materiality. In this essay, Bernadette Baker analyzes the link between the production of visual surface-depth relations, the theorization of time, and the conception of matter in a high profile movement that today has been discredited. She takes as her case an instance of the first neuroturn (nineteenth century), specifically the physiognomy and phrenology in a textbook-style volume written by F. J. Gall. Translated and published in 1835, Gall's treatise discusses morality and the brain in relation to the shape of the head. The reconstitution of entitlement emerges through Gall's treatise via unexpected epistemological alliances that mark a shift in the architecture of medical perception and that build a bridge from the spirit to the flesh. While relatively humble in tone, Gall's content draws upon empirical and metaphysical reference points that have, in turn, become major legacies for the second neuroturn, education, and other social sciences to deal with. This essay thus examines pivotal horizons in the Gallian approach that, while discredited now as a pseudoscientific fad, raise many difficult questions that expose the link between seemingly oppositional political and intellectual commitments.     

句法加工的fMRI研究

句法加工是语言理解中的重要环节,句法加工的脑机制问题是心理语言学和认知神经科学的重要研究内容。功能性磁共振成像（functional magnetic resonance imaging,简称fMRI）的出现为研究语言加工提供了一种新的信息资源,它能对句子中不同位置发生的大量语义分析操作进行检测,为研究语言的脑机制提供证据。详细阐述了如何运用fMRI来研究各种句法加工,并对当前的句法加工研究及fMRI技术进行了评价。     

前瞻记忆的生理机制研究综述

从认知神经科学研究、神经心理学研究以及年老相关差异研究三个方面对前瞻记忆的生理机制研究进行综述。大部分研究表明,前瞻记忆的生理基础和前额叶以及丘脑、颞叶的功能有关。文章还对今后研究方向做了展望。     

神经精神分析学的兴起与展望

神经精神分析学是一个在整合神经科学与精神分析学的基础上而形成的新兴的跨学科研究领域.神经精神分析学运用神经科学的方法与成果,试图检验、修正、扩展、完善弗洛伊德精神分析学,来实现对人类深层心理的动态研究.作为通过整合神经科学与精神分析学来理解大脑与心灵运动的神经精神分析学正处于起步发展的阶段,其所涉及的核心议题主要集中在意识问题、情绪问题、睡眠与梦问题这三大领域.神经精神分析学既是一个新兴的交叉学科,也是一场学术运动.神经精神分析学体现了科学精神与人文精神的融合统一,在总体上符合时代发展的必然趋势,具有积极的启示意义.     

语言和意识关系的认知神经科学新解

按照传统心理学的观点,只有人类才有思维和意识活动,因为思维是意识的核心,而意识必须以语言为中介。认知神经科学对失语症患者的研究发现,意识和思维并不完全依赖于语言,语言缺失只对扩展的意识产生影响,而对核心意识未造成损害。即使没有语言的参与,失语症患者仍然能够产生某种有表象的、非言语的意识活动。认知神经科学的研究向传统的心理学观点提出挑战:意识活动既统一又相对独立,并非只有人类才有意识,意识并非仅以语言为基础,并非脑的所有活动都与意识有关,很多脑活动都是无意识的。     

Naturalism and Educational Administration: New directions

Abstract

The purpose of this paper is to outline some new developments in a mature research program that sees administrative theory as cohering with natural science and uses a coherence theory of epistemic justification to shape the content and structure of administrative theory. Three main developments are discussed. First, the paper shows how to deal with the evaluation of theories (of, say, leadership) where there is a demand that a theory needs to be context relevant, but also comprehensive. The solution is to allow context to determine the scope of comprehensiveness. Second, the paper develops an argument structure employing a coherentist epistemology for how ethical claims can be incorporated into administrative theories. Finally, the paper, drawing on research in neuroscience, argues for the relevance of emotion in rational decision-making. Contrary to the belief that emotion compromises rationality, the paper argues that it is essential for rationality.     

Inter-disciplinarity in sport sciences: The neuroscience example*

Abstract

Sport science is a relatively recent domain of research born from the interactions of different disciplines related to sport. According to the European College of sport science (http://sport-science.org): “scientific excellence in sport science is based on disciplinary competence embedded in the understanding that its essence lies in its multi- and interdisciplinary character”. In this respect, the scientific domain of neuroscience has been developed within such a framework. Influenced by the apparent homogeneity of this scientific domain, the present paper reviews three important research topics in sport from a neuroscientific perspective. These topics concern the relationship between mind and motor action, the effects of cognition on motor performance, and the study of certain mental states (such as the “flow” effect, see below) and motor control issues to understand, for example, the neural substrates of the vertical squat jump. Based on the few extensive examples shown in this review, we argue that by adopting an interdisciplinary paradigm, sport science can emulate neuroscience in becoming a mono-discipline.