News Archives

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Separating the Bad from the Good in Neuroimmunology

Dana grantee Michael Dustin describes new imaging techniques to study behavior of T cells in real time in mouse models of meningitis and multiple sclerosis.

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The Neuroscience of Aesthetics

How does the brain process, respond to, and create art? Scientists and artists recently spent two days in Baltimore talking about how to start answering such questions.

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Stress and the Brain: What Makes Some of Us More Vulnerable Than Others?

Report from FENS Forum of Neuroscience

Researchers point to variations in genes and in environment to try to explain our differing reactions to stress. A report from the FENS biannual meeting.

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Treatment for Adult-onset Pompe Disease Tried in First U.S. Patient

A surprise diagnosis led to a Florida woman's being the first patient in the United States to receive a new drug meant to stem the progressive muscle weakness of Pompe disease.

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A Glimpse of Stem Cells in the Living Human Brain

Q&A with Mirjana Maletic-Savatic, M.D., Ph.D.

Dana grantee Mirjana Maletic-Savatic discusses the method she and her team are pioneering to track neurogenesis–the growth of new neurons–in the living human brain.

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Shifting Paradigms for Intensive Care of Severe Brain Injury

Q&A with Stephan A. Mayer, M.D.

An Interview with Stephan A. Mayer, whose lab is pioneering a new approach to tracking brain function in patients with critical neurological injuries.

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Progress Report 2010: Parkinson’s Disease

Researchers are rethinking their approaches to studying Parkinson’s disease in hopes that a paradigm shift may inform new therapeutic targets and strategies

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Alzheimer’s and Dementia in Minority Populations

Q&A with Patrick A. Griffith, M.D.

Patrick A. Griffith offers a comprehensive look at Alzheimer’s disease and dementia in minority populations.

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Six Good Reasons for Advocating the Importance of Arts in School

Keynote address by Jerome Kagan at the conference "Neuroeducation: Learning, Arts, and the Brain"

The argument for arts and music in the curriculum does not have to be sentimental, but can rest on pragmatic grounds, argues Jerome Kagan, emeritus professor of psychology at Harvard and a pioneer in the field of developmental psychology.