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Cerebrum 2010

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Cerebrum

The Promise and the Reality of Stem-Cell Therapies for Neurodegenerative Diseases

Jonathan D. Glass, M.D., is leading a clinical trial testing the safety of using adult stem cells to treat patients with amyotrophic lateral sclerosis (ALS), a neurodegenerative disease that remains untreatable. This trial, along with others like it, is just the beginning of a time-intensive process necessary to determine whether the benefits of stem-cell treatments—if there prove to be any—outweigh the risks. See also Commentary on this article, by Vassilis E. Koliatsos, M.D., and Leyan Xu, M.D., Ph.D.

By: Jonathan D. Glass, M.D.

Cerebrum

Commentary on “The Promise and the Reality of Stem-Cell Therapies for Neurodegenerative Diseases”

Vassilis E. Koliatsos, M.D., and Leyan Xu, M.D., Ph.D., describe the research leading up to Dr. Jonathan Glass' clinical trial, which tests the safety of using stem cells to treat amyotrophic lateral sclerosis. See also Glass's article describing his research.

By: Vassilis E. Koliatsos, M.D., Leyan Xu, M.D., Ph.D.

Cerebrum

The Great Brain Books, Revisited

The Dana Foundation has updated its list of the top books about the brain--with your help.

By: Johanna Goldberg, M.S.L.I.S.

Cerebrum

The Diagnostic Dilemma

Why We Need to Change How We Diagnose Bipolar Disorder in Children

Bipolar disorder diagnosis has been rising dramatically in children for the past decade.In coming years, argues Daniel Dickstein, M.D., recognizing and diagnosing bipolar disorder in children should be based more on biological markers, such as brain structure and the use of neural circuits, than on the inconsistent diagnostic categories laid out in the Diagnostic and Statistical Manual of Mental Disorders.

By: Daniel Dickstein, M.D.

cartoon of fighting inside one’s head
Cerebrum

Long-Term Memories

The Good, the Bad, and the Ugly

Traumatic memories haunt the lives of people suffering from post-traumatic stress disorder, or PTSD, and other illnesses. Fortunately, recent research into the changeability of long-term memories may someday develop into treatments for such individuals. But before this can happen, researchers must determine just how effectively the fear associated with older memories—especially those involved in PTSD—can be reduced and for how long.

By: Cristina M. Alberini, Ph.D.

Cerebrum

The Default Network

Your Mind, on Its Own Time

Over the last 20 years, researchers have been interested in what the brain does during periods of supposed inactivity. They discovered that when someone appears to be doing nothing at all, a network of brain regions—named the default network—is hard at work, allowing for the rich inner lives inside our heads. Applying what is known about the default network to diseases like Alzheimer’s allows for new possibilities for diagnosis and evaluation of treatments.

By: Trey Hedden, Ph.D.

Cerebrum

Seizing an Opportunity

Broader Definitions of Epilepsy May Lead to Better Treatments

There is not just one type of epilepsy. While some forms of the disease are characterized by convulsive seizures, others involve seizures that are barely noticeable. Normal variations in hormones, such as estrogen and testosterone, can influence brain activity and therefore influence seizures. By considering the powerful interactions between the brain and the endocrine system, this influence of hormones on seizures can be understood and new treatment options can be considered.

By: Helen Scharfman, Ph.D.

baby held in mom's arms
Cerebrum

Fear in Love

Attachment, Abuse, and the Developing Brain

Dr. Regina Sullivan explains how her research with rat pups has led to greater understanding of the infant brain, and how negative early experiences can cause long-term genetic, brain, behavioral, and hormonal changes that can affect not only the abuse victim but also the victim’s descendants.

By: Regina Sullivan, Ph.D.,, Elizabeth Norton Lasley

Cerebrum

Promoting Brain-Science Literacy in the K-12 Classroom

There are many simple ways to incorporate neuroscience into the K-12 classroom, even when the subject is not explicitly part of the curriculum. Here, Michaela Labriole, a science instructor at the New York Hall of Science, provides tangible examples of how teachers can encourage brain-science literacy in students at a time when growing knowledge of the brain is shaping our understanding of how to best foster learning. A complementary article to "The Brain in Science Education: What Should Everyone Learn?"

By: Michaela Labriole

Cerebrum

The Brain in Science Education

What Should Everyone Learn?

Dr. Jo Ellen Roseman and Mary Koppal, from the American Academy for the Advancement of Science (AAAS), discuss how brain science fits into national classroom curricula. While recommendations from several national organizations include brain-related standards, what students actually learn in the classroom varies greatly from state to state. See also complementary article, "Promoting Brain-Science Literacy in the K-12 Classroom"

By: Jo Ellen Roseman, Ph.D., Mary Koppal

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