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<a href="http://www.brain-mind-magazine.org/">Brain-Mind Magazine</a><br>
Vol. 2, No. 1, 2013<br>
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Table of Contexts<br>
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<a
href="http://www.brain-mind-magazine.org/read.php?file=Cover-V2-N1.pdf#view">Front
Cover</a>
0 <br>
<br>
<a
href="http://www.brain-mind-magazine.org/read.php?file=BMM-V2-N1-a1-SelfBiology-a.pdf#view">Understanding
the Self Biologically</a><img
src="cid:part4.00060407.06050001@cse.msu.edu"
alt="banner" style="float:left;margin:0 5px 0 0;"
height="100" width="100">
1 - 3<br>
by <em>Yi Zheng </em>and<em> Gonzalo Munevar </em><br>
<strong>Abstract: </strong>In Total Recall the hero
discovers that his good-guy self is just implanted
memories. His body used to be occupied by another,
vicious self, whose allies want back. This fantasy
gains some plausibility from the traditional
conception of the self as a collection of
experiences kept in memory --- a unified conscious
self that makes our experiences feel ours. Great
fiction, bad neuroscience. There is no central brain
structure that corresponds to that self, and some
scientists have concluded that the self is an
illusion. The notion that the self tags our
experiences as ours seems to be wrong. And the idea
that the self is a collection of remembered
experiences turns out to be false. We propose
instead a revolutionary biological conception of the
self: The brain has evolved to constitute a self
that is mostly unconscious and distributive, which
does away with the paradoxes, explains all the
seemingly contradictory experimental results, and
opens up new avenues of research in neuroscience. <br>
<strong>Index terms: </strong>Self, evolution,
neuroscience, distributive, brain-imaging <br>
<br>
<a
href="http://www.brain-mind-magazine.org/read.php?file=BMM-V2-N1-a2-Slogans-a.pdf#view">Turn
Slogans into “Science”?</a><img
src="cid:part6.00050709.03070502@cse.msu.edu"
alt="banner" style="float:left;margin:0 5px 0 0;"
height="100" width="100">
4 - 7<br>
by <em>D. W. Mabaho </em><br>
<strong>Abstract: </strong>Juyang Weng’s two
letters to Obama amount to a lack and misuse of
neuroscience knowledge, impoverishment and confusion
in logic, as well as tailoring and misreading of
historical facts. It is an example of ideological
slogans disguised under the term “science”. <br>
<strong>Index terms: </strong>brain-mind, checks of
government power, history <br>
<br>
<a
href="http://www.brain-mind-magazine.org/read.php?file=BMM-V2-N1-a3-CountryBrain-a.pdf#view">Every
Country should Self-Organize like a Brain:
Rebuttal to D. W. Mabaho</a><img
src="cid:part8.00070209.06010702@cse.msu.edu"
alt="banner" style="float:left;margin:0 5px 0 0;"
height="100" width="100">
8 - 11<br>
by <em>Juyang Weng </em><br>
<strong>Abstract: </strong>I would like to thank D.
W. Mabaho for raising many questions, which enable
me to reply more comprehensively. I am more
convinced that every country should self-organize
like a brain. This is not an ideology, since the
brain's self-organization is highly holistic. <br>
<strong>Index terms: </strong>history,
checks-and-balances, self-organization <br>
<br>
<a
href="http://www.brain-mind-magazine.org/read.php?file=BMM-V2-N1-a4-MilgramRichard-a.pdf#view">Private
Data: A Huge Problem with Education Research</a><img
src="cid:part10.05090805.08000308@cse.msu.edu"
alt="banner" style="float:left;margin:0 5px 0 0;"
height="100" width="100">
12 - 13<br>
by <em>R. James Milgram </em><br>
<strong>Abstract: </strong>A very influential paper
on improving math outcomes was published in 2008.
The authors refused to divulge their data claiming
that agreements with the schools and FERPA rules
prevented it. It
turns out that this is not true. When, by other
means, we found the identities of the schools,
serious problems with the conclusions of the article
were quickly revealed. The 2008 paper was far from
unique in this respect. There are many papers that
have had huge influences on K-12 mathematics
curricula, and could not be independently verified
because the authors refused to reveal their data. In
this article we describe how we were able to find
the real data, and point out the legal constraints
that should make it very difficult for authors of
such papers to withhold their data in the future. <br>
<strong>Index terms: </strong>Evaluation of
publication, mathematical education <br>
<br>
<a
href="http://www.brain-mind-magazine.org/read.php?file=BMM-V2-N1-a5-BoalerJo-a.pdf#view">Standing
Up to Academic Bullying: and Those Who Block the
Path to Improvements in Education</a><img
src="cid:part12.07000201.03030901@cse.msu.edu"
alt="banner" style="float:left;margin:0 5px 0 0;"
height="100" width="100">
14 - 15<br>
by <em>Jo Boaler </em><br>
<strong>Abstract: </strong>Honest academic debate
lies at the core of good scholarship. But what
happens when, under the guise of academic freedom,
people distort the truth in order to promote their
position and discredit someone’s evidence? <br>
<strong>Index terms: </strong>Evaluation of
publication, mathematical education <br>
<br>
<a
href="http://www.brain-mind-magazine.org/read.php?file=BMM-V2-N1-a6-SolgiMojtaba-a.pdf#view">When
a Reviewer's Comments Became Longer than the
Submitted Paper</a><img
src="cid:part14.07020602.01010605@cse.msu.edu"
alt="banner" style="float:left;margin:0 5px 0 0;"
height="100" width="100">
16 - 17<br>
by <em>Mojtaba Solgi </em><br>
<strong>Abstract: </strong>The debate over the pros
and cons of the so-called scholarly peer review of
journals is as old as itself. In this short essay, I
wish not to take a side, but to simply tell a story.
The story is of how a recently published paper [1]
was first hammered by the reviewers as vague,
incomprehensible and worthy of rejection, and later
praised as “unorthodox” and worthy of the attention
of the research community. <br>
<strong>Index terms: </strong>Peer review, research
evaluation, perceptual learning, transfer <br>
<br>
<a
href="http://www.brain-mind-magazine.org/read.php?file=BMM-V2-N1-a7-Brain3Bitter-a.pdf#view">Brain
Stories 3: Bitter Science</a><img
src="cid:part16.00040504.05020203@cse.msu.edu"
alt="banner" style="float:left;margin:0 5px 0 0;"
height="100" width="100">
18 - 21<br>
by <em>Brian N. Huang </em><br>
<strong>Abstract: </strong>Like the rest of this
series, this is a true story. The developmental
program for scientific research --- scientific
policies and bylaws --- seems to be immature for
upholding justice. The human race is paying dearly
for this immaturity using taxpayer dollars. However,
I do not mean to discourage bright young people from
taking a career in scientific research. <br>
<strong>Index terms: </strong>Checks and balances,
scientific policies, bylaws, shortsightedness,
discrimination, injustice <br>
<br>
<a
href="http://www.brain-mind-magazine.org/read.php?file=BMM-V2-N1-a8-Letter3Ideology-a.pdf#view">The
3rd Open Letter to the US President Obama: Why
Government Ideologies Block Knowledge?</a><img
src="cid:part18.01050908.03020103@cse.msu.edu"
alt="banner" style="float:left;margin:0 5px 0 0;"
height="100" width="100">
22 - 24<br>
by <em>Juyang Weng </em><br>
<strong>Abstract: </strong>Ideologies are
attractive to many constituents who are not aware of
the limitations of each ideology. Although the US
Constitution was designed for checks-and-balances of
power, the most basic problem in the US is still the
lack of checks-and-balances of power. Only after US
governmental officials and politicians acquire
knowledge about how the brain works can they enable
the US to overcome the fundamental limitations of
its Constitution. Many current major problems in the
US cannot be solved without a holistic approach
suggested by known theoretical understanding about
how our own brains work. <br>
<strong>Index terms: </strong>US interest, science
of brain and mind, domestic and foreign policies <br>
<br>
<a
href="http://www.brain-mind-magazine.org/read.php?file=CoverBack-2013-03-14.pdf#view">Back
cover</a>
25 <br>
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June 2012</td>
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<a href="http://www.brain-mind-institute.org/">the
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<pre class="moz-signature" cols="72">--
--
Juyang (John) Weng, Professor
Department of Computer Science and Engineering
MSU Cognitive Science Program and MSU Neuroscience Program
428 S Shaw Ln Rm 3115
Michigan State University
East Lansing, MI 48824 USA
Tel: 517-353-4388
Fax: 517-432-1061
Email: <a class="moz-txt-link-abbreviated" href="mailto:weng@cse.msu.edu">weng@cse.msu.edu</a>
URL: <a class="moz-txt-link-freetext" href="http://www.cse.msu.edu/~weng/">http://www.cse.msu.edu/~weng/</a>
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