Javascript must be enabled to continue!
How far neuroscience is from understanding brains
View through CrossRef
The cellular biology of brains is relatively well-understood, but neuroscientists have not yet generated a theory explaining how brains work. Explanations of how neurons collectively operate to produce what brains can do are tentative and incomplete. Without prior assumptions about the brain mechanisms, I attempt here to identify major obstacles to progress in neuroscientific understanding of brains and central nervous systems. Most of the obstacles to our understanding are conceptual. Neuroscience lacks concepts and models rooted in experimental results explaining how neurons interact at all scales. The cerebral cortex is thought to control awake activities, which contrasts with recent experimental results. There is ambiguity distinguishing task-related brain activities from spontaneous activities and organized intrinsic activities. Brains are regarded as driven by external and internal stimuli in contrast to their considerable autonomy. Experimental results are explained by sensory inputs, behavior, and psychological concepts. Time and space are regarded as mutually independent variables for spiking, post-synaptic events, and other measured variables, in contrast to experimental results. Dynamical systems theory and models describing evolution of variables with time as the independent variable are insufficient to account for central nervous system activities. Spatial dynamics may be a practical solution. The general hypothesis that measurements of changes in fundamental brain variables, action potentials, transmitter releases, post-synaptic transmembrane currents, etc., propagating in central nervous systems reveal how they work, carries no additional assumptions. Combinations of current techniques could reveal many aspects of spatial dynamics of spiking, post-synaptic processing, and plasticity in insects and rodents to start with. But problems defining baseline and reference conditions hinder interpretations of the results. Furthermore, the facts that pooling and averaging of data destroy their underlying dynamics imply that single-trial designs and statistics are necessary.
Title: How far neuroscience is from understanding brains
Description:
The cellular biology of brains is relatively well-understood, but neuroscientists have not yet generated a theory explaining how brains work.
Explanations of how neurons collectively operate to produce what brains can do are tentative and incomplete.
Without prior assumptions about the brain mechanisms, I attempt here to identify major obstacles to progress in neuroscientific understanding of brains and central nervous systems.
Most of the obstacles to our understanding are conceptual.
Neuroscience lacks concepts and models rooted in experimental results explaining how neurons interact at all scales.
The cerebral cortex is thought to control awake activities, which contrasts with recent experimental results.
There is ambiguity distinguishing task-related brain activities from spontaneous activities and organized intrinsic activities.
Brains are regarded as driven by external and internal stimuli in contrast to their considerable autonomy.
Experimental results are explained by sensory inputs, behavior, and psychological concepts.
Time and space are regarded as mutually independent variables for spiking, post-synaptic events, and other measured variables, in contrast to experimental results.
Dynamical systems theory and models describing evolution of variables with time as the independent variable are insufficient to account for central nervous system activities.
Spatial dynamics may be a practical solution.
The general hypothesis that measurements of changes in fundamental brain variables, action potentials, transmitter releases, post-synaptic transmembrane currents, etc.
, propagating in central nervous systems reveal how they work, carries no additional assumptions.
Combinations of current techniques could reveal many aspects of spatial dynamics of spiking, post-synaptic processing, and plasticity in insects and rodents to start with.
But problems defining baseline and reference conditions hinder interpretations of the results.
Furthermore, the facts that pooling and averaging of data destroy their underlying dynamics imply that single-trial designs and statistics are necessary.
Related Results
A Comparison of Three Neuroscience Curriculum Models in an Osteopathic Medical School
A Comparison of Three Neuroscience Curriculum Models in an Osteopathic Medical School
Objective
Neuroscience has enjoyed tremendous growth over the past 20 years, including a substantial increase in the number of neuroscience departments, program...
Neuroscience Research and Education in Nepal: Exploring Major Fields and Progress
Neuroscience Research and Education in Nepal: Exploring Major Fields and Progress
Abstract
Neuroscience in Nepal is a developing discipline facing many challenges but showing gradual progress. Traditionally, clinical neuroscience areas such as ...
NeuroStudies: A Model of an Interdisciplinary Neuroscience Studies Minor
NeuroStudies: A Model of an Interdisciplinary Neuroscience Studies Minor
With nationwide demand for neuroscience programs increasing, faculty and administrators at a public institution with a liberal artscurriculum sought to develop a distinctive progra...
African Neuroscience on the Global Stage: Nigeria as a Model
African Neuroscience on the Global Stage: Nigeria as a Model
Several challenges contribute to Africa’s trailing position in the global production of knowledge. Decades of focused work through international and local programmes have thus far ...
Performing Brains on Screen
Performing Brains on Screen
<i>Performing Brains on Screen</i> deals with film enactments and representations of the belief that human beings are essentially their brains, a belief that embodies o...
Social cognitive network neuroscience
Social cognitive network neuroscience
AbstractOver the past three decades, research from the field of social neuroscience has identified a constellation of brain regions that relate to social cognition. Although these ...
Brains, Neuroscience, and Animalism: On the Implications of Thinking Brains
Brains, Neuroscience, and Animalism: On the Implications of Thinking Brains
AbstractThe neuroscience revolution has led many scientists to posit “expansive” or “thinking” brains that instantiate rich psychological properties. As a result, some scientists n...
Where Is Educational Neuroscience?
Where Is Educational Neuroscience?
Educational neuroscience is a relatively new field. Where is it in relation to other research domains, such as education research, the psychology of learning, and the neuroscience ...

