Commentary, History, Teaching, and Public Awareness

Banishing “Black/White Thinking”: A Trio of Teaching Tricks

Richard T. Born
eNeuro 27 November 2019, 6 (6) ENEURO.0456-19.2019; https://doi.org/10.1523/ENEURO.0456-19.2019

Article Information

DOI 
https://doi.org/10.1523/ENEURO.0456-19.2019
PubMed 
31776176
Published By 
Society for Neuroscience
History 
  • Received October 31, 2019
  • Revision received November 19, 2019
  • Accepted November 24, 2019
  • Published online November 27, 2019.
Copyright & Usage 
Copyright © 2019 Born This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International license, which permits unrestricted use, distribution and reproduction in any medium provided that the original work is properly attributed.

Author Information

  1. Richard T. Born
  1. Department of Neurobiology, Harvard Medical School, Boston, Massachusetts 02115
  1. Correspondence should be addressed to Richard T. Born at Richard_born{at}hms.harvard.edu.
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Author contributions

  1. Author contributions: R.T.B. wrote the paper.

Disclosures

  • The author declares no competing financial interests.

  • This work was supported National Institutes of Health Grants T32-EY-007110 and EY-11379 to R.T.B.

Funding

  • HHS | NIH | National Eye Institute (NEI)

    T32 EY007110; EY11379

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Article usage: November 2019 to March 2025

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Total145145221032
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eneuro: 6 (6)
eNeuro
Vol. 6, Issue 6
November/December 2019
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Banishing “Black/White Thinking”: A Trio of Teaching Tricks
Richard T. Born
eNeuro 27 November 2019, 6 (6) ENEURO.0456-19.2019; DOI: 10.1523/ENEURO.0456-19.2019
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