Evidence map›Paper›PMID 34552439›Full record

ArticleJournal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience2021

Reading the Brain: An Interdisciplinary First-Year Seminar on the Intersection of Neuroscience, Literature, and Popular Culture.

Kevin D Wilson, Temma F Berg

Abstract read
PubMed Full text at PMC
In one paragraph

Article in Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Moving Closer to the Way Neuroscience Education Was before the COVID-19 Pandemic.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2021
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Kevin D WilsonDepartment of Psychology and Program in Neuroscience, Gettysburg College, Gettysburg, PA 17325.
Temma F BergDepartment of English, Program in Women, Gender, and Sexuality Studies, and Program in Jewish Studies, Gettysburg College, Gettysburg, PA 17325.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Topics related to the brain are becoming increasingly common in cultural products such as literature and film. Media representations of the brain and mind therefore provide an interesting method for introducing first-year college students to the field of neuroscience. In this article, we describe an interdisciplinary first-year seminar that we implemented at Gettysburg College, co-taught by a cognitive neuroscientist (KDW) and a literary scholar (TFB). The course explores a number of themes, such as memory, autism, and neuroaesthetics, as well as the relationship between brain and mind, using novels, short stories, film, and theater. The success of the course highlights the benefits of using non-technical sources to introduce students to scientific concepts as well as the value of teaching collaboratively across disciplinary boundaries.

Indexed as

and mathematics (STEM)cognitive neuroscienceco-teachingengineeringhumanitiesneurocultureneuroscience educationpedagogysciencetechnology

Identifiers

PMID34552439
PMCPMC8437370

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.