<html>
  <head>

    <meta http-equiv="content-type" content="text/html; charset=ISO-8859-1">
  </head>
  <body bgcolor="#FFFFFF" text="#000000">
    <a href="http://www.brain-mind-magazine.org/">Brain-Mind Magazine</a><br>
    Vol. 2, No. 1, 2013<br>
    <br>
    Table of Contexts<br>
    <br>
    <meta http-equiv="content-type" content="text/html;
      charset=ISO-8859-1">
    <table align="center" border="0" cellpadding="2" width="968">
      <tbody>
        <tr>
          <td>
            <div id="material-container">
              <div id="material-after-title">
                <div id="contents">
                  <ul>
                    <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>
                  </ul>
                </div>
              </div>
            </div>
          </td>
        </tr>
        <tr>
          <td><img src="cid:part20.01080700.00030105@cse.msu.edu"
              alt="BMI-line-right" height="35" width="968"></td>
        </tr>
        <tr>
          <td>
            <table border="0" cellspacing="2" width="968">
              <tbody>
                <tr>
                  <td class="Blue-Bottom" width="30%">Established since
                    June 2012</td>
                  <td width="40%"><br>
                  </td>
                  <td width="30%">
                    <div class="Blue-Bottom" align="right">Published by
                      <a href="http://www.brain-mind-institute.org/">the
                        Brain-Mind Institute</a></div>
                  </td>
                </tr>
              </tbody>
            </table>
          </td>
        </tr>
      </tbody>
    </table>
    <br>
    <br>
    <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>
----------------------------------------------

</pre>
  </body>
</html>