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Just How Cognitive Is “Cognitive Enhancement”? On the Significance of Emotions in University Students’ Experiences with Study Drugs
American Journal of Bioethics Neuroscience 4 (1):4-12 (2013)
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Citations of this work
Not Just “Study Drugs” for the Rich: Stimulants as Moral Tools for Creating Opportunities for Socially Disadvantaged Students.Keisha Shantel Ray - 2016 - American Journal of Bioethics 16 (6):29-38.
Moral and social reasons to acknowledge the use of cognitive enhancers in competitive-selective contexts.Mirko D. Garasic & Andrea Lavazza - 2016 - BMC Medical Ethics 17 (1):1-12.
Neuroenhancement, Coercion, and Neo-Luddism.Alexandre Erler - 2020 - In Nicole A. Vincent, Thomas Nadelhoffer & Allan McCay (eds.), Neurointerventions and the Law: Regulating Human Mental Capacity. Oxford University Press, Usa. pp. 375-405.
Academic Doping: Institutional Policies Regarding Nonmedical use of Prescription Stimulants in U.S. Higher Education.Ross Aikins, Xiaoxue Zhang & Sean Esteban McCabe - 2017 - Journal of Academic Ethics 15 (3):229-243.
References found in this work
Descartes’ error: Emotion, rationality and the human brain.Antonio Damasio - 1994 - New York: Putnam 352.
The Man of Reason: "Male" and "Female" in Western Philosophy.Genevieve Lloyd, Joan Kelly & Judith Hicks Stiehm - 1986 - Ethics 96 (3):652-654.
Towards responsible use of cognitive-enhancing drugs by the healthy.Henry Greely, Barbara Sahakian, John Harris, Ronald Kessler, Gazzaniga C., Campbell Michael, Farah Philip & J. Martha - 2008 - Nature 456:702-705.
Deflating the Neuroenhancement Bubble.Jayne C. Lucke, Stephanie Bell, Brad Partridge & Wayne D. Hall - 2011 - American Journal of Bioethics Neuroscience 2 (4):38-43.
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