Mismatch negativity (MMN) is the electrophysiological change-detection response of the brain. MMN is stimulated when there is any discernible change to a repetitive sequence of sound, occurring even in the absence of attention. MMN is an automatic response and causes an involuntary attentional shift, representing a function which is of vital significance. A parallel response can also be detected in the other sensory modalities- visual, somatosensory, and olfactory. MMN occurs in different species, and across the different developmental stages, from infancy to old age. Importantly, the MMN response is affected in different cognitive brain disorders, providing an index to the severity of the disorder and consequently, a guide to the effectiveness of different treatments. MMN has become extremely popular around the world for investigating a wide range of clinical populations. It is a versatile tool for studying perception, memory, and learning functions in both the healthy and dysfunctional brain. Furthermore, being elicited irrespective of attention, it is ideal for investigating inattentive participants, such as sleeping infants or patients in a coma, whose cognitive processes are otherwise hard to access. Written by pioneers and leading authorities in the subject, this book provides an introduction to MMN and its contribution within different clinical fields: developmental disorders, neurological disorders, psychiatric disorders, and aging.

For many college students, studying the hard sciences seems out of the question. Students and professors alike collude in the prejudice that physics and molecular biology, mathematics and engineering are elite disciplines restricted to a small number with innate talent. Gregory Light and Marina Micari reject this bias, arguing, based on their own transformative experiences, that environment is just as critical to academic success in the sciences as individual ability. Making Scientists lays the groundwork for a new paradigm of how scientific subjects can be taught at the college level, and how we can better cultivate scientists, engineers, and other STEM professionals. The authors invite us into Northwestern University's Gateway Science Workshop, where the seminar room is infused with a sense of discovery usually confined to the research lab. Conventional science instruction demands memorization of facts and formulas but provides scant opportunity for critical reflection and experimental conversation. Light and Micari stress conceptual engagement with ideas, practical problem-solving, peer mentoring, and--perhaps most important--initiation into a culture of cooperation, where students are encouraged to channel their energy into collaborative learning rather than competition with classmates. They illustrate the tangible benefits of treating students as apprentices--talented young people taking on the mental habits, perspectives, and wisdom of the scientific community, while contributing directly to its development. Rich in concrete advice and innovative thinking, Making Scientists is an invaluable guide for all who care about the future of science and technology.