Journal Guide

Topics in Cognitive Science (topiCS) is an innovative new journal that covers all areas of cognitive science including cognitive modeling, cognitive neuroscience, cognitive anthropology, and cognitive science and philosophy. topiCS aims to provide a forum for:.

Translational Neurodegeneration is a open access, peer-reviewed journal that covers research, therapeutics and education for all aspects of neurodegenerative diseases. It aims to provide an forum for international researchers and practitioners to discuss all areas of neurodegenerative diseases including epidemiology, etiology, pathogenesis, diagnosis, management and prevention, as well as their molecular, biochemical and physiological aspects. Our goal is to close the gap between basic research and clinical work in neurodegeneration.Topics of interest include but are not limited to the following areas of neurodegenerative diseases: Epidemiology and pathogenesisResearch into diagnosis and preventionResearch into the diease pathogenesis Development of new drugs and cell therapyDrug delivery RehabilitationBy offering a high-visibility forum for new insights and discussions, Translational Neurodegeneration aims to create a novel interface between the fields of basic medical research, translational research and clinical research into Parkinson's disease and movement disorders, Alzheimer's disease and other dementias, motor neuron disease, and other related neurodegenerative diseases. It offers the opportunity for basis scientists, clinicians and physician-scientists to publish their research and clinical trials in a journal which is applicable to their specific field.

For more information, go to http://www.cell.com/trends/cognitive-sciences

Trends in Neuroscience and Education aims to bridge the gap between our increasing basic cognitive and neuroscience understanding of learning and the application of this knowledge in educational settings. It provides a forum for original translational research on using systems neuroscience findings to improve educational outcome, as well as for reviews on basic and applied research as relevant to education, project reports, best practice examples, and opinions regarding evidence based educational policies and related subjects.Just as 200 years ago, medicine was little more than a mixture of bits of knowledge, fads and plain quackery without a basic grounding in a scientific understanding of the body, and just as in the middle of the nineteenth century, Hermann von Helmholtz, Ernst Wilhelm von Brücke, Emil Du Bois-Reymond and a few others got together and drew up a scheme for what medicine should be (i.e., applied natural science), we believe that this can be taken as a model for what should happen in the field of education. In many countries, education is merely the field of ideology, even though we know that how children learn is not a question of left or right political orientation.Contrary to the skeptics (who claim that "brain science […] is not ready to relate neuronal processes to classroom outcomes", Cf. Hirsh-Pasek K, Bruer JT, 2007), we believe that we know today more about the neuroscience of learning than Helmholtz et al. back then knew about the body. In fact, from our perspective very little was known, as cellular pathology, microbiology and pharmacology hardly existed as domains of scientific investigation, let alone as tools for physicians. But the very idea - medicine is applied science - caught on and led to unprecedented and dramatic improvements in medicine.In our view, this is precisely what we must do in order to make progress in education. "You claim all learning is taking place in the brain. If that's so, which type of preschool is most effective?" - From a medical perspective, it is obvious that a neuroscientist cannot answer such questions occasionally posed by educators or educational policy makers. But it is just as clear that the answers will come from research informed by developmental cognitive neuroscience. Trends in Neuroscience and Education will foster activities on the translational research that is needed.Neuroscience is to education what biology is to medicine and physics is to architecture. Biochemistry is not enough to cure a patient, and physics is not enough to build a bridge. But you cannot perform great work, neither in medicine nor in architecture, against the laws of physics or biology. And in fact, they will inform you about many constraints and rule out a great many of projects right from the start as failures.

Visual Cognition publishes new empirical research that increases theoretical understanding of human visual cognition. Studies may be concerned with any aspect of visual cognition such as object, face, and scene recognition; visual attention and search; short-term and long-term visual memory; visual word recognition and reading; eye movement control and active vision; and visual imagery. The journal is devoted to research at the interface of visual perception and cognition and does not typically publish papers in areas of perception or psychophysics that are covered by the many publication outlets for those topics. The typical study will use behavioral methods, but reports clearly motivated by theoretical issues in visual cognition that use alternative populations or methods such as neuroimaging (e.g., fMRI, ERP, MEG) or modeling (computational or mathematical) are also encouraged.Articles take two forms. Full Articles typically involve multiple experiments and a relatively in-depth discussion of the theoretical implications of the work. There are no length restrictions though authors should strive for brevity. Brief Articles report new and unexpected empirical findings of broad interest and will be favored for novelty of approach or method. Manuscripts submitted as Brief Articles will receive a simple accept or reject disposition in the shortest possible time, and when accepted will receive priority for publication. Brief Articles have a maximum of 3000 words including abstract, notes, captions, and appendices, but excluding bibliography. The bibliography for a Brief Article should not exceed 30 references, and figures and tables should be used sparingly. A word count should be included on the title page.Peer Review IntegrityAll published research articles in this journal have undergone rigorous peer review, based on initial editor screening and refereeing by independent expert referees.Special IssuesIssues devoted to a single topic are regularly published in this journal. These are sent free to subscribers in that year, and are also available to purchase separately as books for non-subscribers. Click on the titles below for more information, and to order.Eye Guidance in Natural ScenesGuest Editor: Benjamin TatlerVol 17, Issues 6/7 (September 2009) Hardback 978-1-84872-715-1BindingGuest Editors: James R. Brockmole and Steven FranconeriVol 17, Issues 1/2 (February 2009) Hardback 978-1-84169-865-6Attentional CaptureGuest Editors: Bradley S. Gibson, Charles Folk, Jan Theeuwes, and Alan KingstoneVol 16, Issues 2/3 (April 2008) Hardback 978-1-84169-849-6Visual Search and AttentionGuest Editors: Hermann Muller and Joseph KrummenacherVol 14, Issues 4/5/6/7 (September 2006) Hardback 978-1-84169-806-9 Related LinksBrowse books in Visual Cognition, Visual Perception and Cognitive Psychology. View forthcoming conferences in Cognitive Psychology.Disclaimer Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in its publications. However, Taylor & Francis and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether expressed or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis.