Comments on: Cognitive Neuroscience and Education Today http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/ Brain Fitness and Cognitive Health news Fri, 05 Dec 2008 08:21:30 +0000 http://wordpress.org/?v=2.0.5 by: » Cognitive Neuroscience and ADD/ADHD Today   « Brain Fitness Revolution at SharpBrains      http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-1508 Sun, 31 Dec 2006 02:51:38 +0000 http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-1508 [...] Some days ago we mentioned attention deficits and executive functions, as part of a review of Cognitive Neuroscience and Education. Let me explore that in more depth now, having just met a number of very interesting researchers, doctors and experts at CHADD conference, and witnessed the first baby steps of a coming revolution. [...] [...] Some days ago we mentioned attention deficits and executive functions, as part of a review of Cognitive Neuroscience and Education. Let me explore that in more depth now, having just met a number of very interesting researchers, doctors and experts at CHADD conference, and witnessed the first baby steps of a coming revolution. [...]

]]> by: » What do successful Traders and Students have in common   « Brain Fitness Revolution at SharpBrains      http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-704 Sun, 10 Dec 2006 20:47:29 +0000 http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-704 [...] - Cognitive Neuroscience and Education Today [...] [...] - Cognitive Neuroscience and Education Today [...]

]]> by: Working Memory Training and RoboMemo: interview with Dr. Torkel Klingberg « SharpBrains: Your Window into the Brain Fitness Revolution http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-381 Thu, 09 Nov 2006 20:28:31 +0000 http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-381 [...] A search for “Torkel Klingberg” in PubMed returns 26 papers published in peer-reviewed publications such as the Journal of the American Acadademy of Children and Adolescent Psychiatry, the Journal of Cognitive Neuroscience and Nature Neuroscience. We are happy to launch our Neuroscientist Interview Series with an interview with Dr. Torkel Klingberg. Alvaro Fernandez (AF): Welcome. Can you let us know where you work, and what your Lab does? Dr. Torkel Klingberg (TK): I have a professorship at Karolinska Institute, and lead the Developmental Cognitive Neuroscience Lab, part of the Stockholm Brain Institute. The lab is addressing the questions of development and plasticity of working memory. We do that through several techniques, such as fMRI, diffusion tensor imaging to look at myelination of white matter in the brain, neural network models of working memory and behavioral studies. In addition, I am a scientific advisor for Cogmed, the company that developed and commercializes RoboMemo. AF: What studies have you published so far? What studies are in the pipeline, and will be published soon? TK: You can find a complete list, and the studies themselves, at the lab homepage. Among our studies are three studies on the effect of working memory training: Klingberg et al. 2002, 2005 and Olesen et al. 2004. We have recently submitted two papers on the effect of training in combination with medication, and the effect of training on school performance. AF: What are the highlights of your research so far? TK: Our paper from 2004 in Nature Neuroscience, on the effect of working memory training on brain activity, and the 2005 randomized, controlled clinical trial that showed the impact of working memory training specifically in kids with ADD/ ADHD, have caught most public attention, including references in Scientific American. My other research concerns the neural basis for development and plasticity of cognitive functions during childhood, in particular development of attention and working memory. In short, I’d say that we have shown that working memory can be improved by training and that such training helps people with attention deficits and it also improves reasoning ability overall. AF: What are the effects in every-day life for a child with attention deficits? TK: When looking at the 1,200 children who have trained in Cogmed’s Stockholm Clinic since start, the most common effects are sustained attention, better impulse control and improved learning ability. Parents often report that their children perform better in school and are able to keep up a coherent conversation more easily after training. Being able to hold back impulses, such as anger outbursts, and keeping better track of one’s things are other every-day life benefits. AF: How are you making the program available? TK: All rights are with Cogmed, who is making this available in Sweden and starting to offer this to selected clinics in the US this year. The program is called RoboMemo Working Memory Training Program. AF: What do you expect that we will learn over the next 5 years in the field of Brain Fitness Programs and cognitive training? TK: I think that we are seeing the beginning of a new era of computerized training for a wide range of applications. Our studies has mostly been aimed at individuals with marked problems of inattention, but there is a wider zone concerning what you define as attention problems, and we will see how RoboMemo can help a larger part of the population in improving cognitive function. AF: What will you talk about at CHADD? TK: I will present the data from our published studies on ADHD, as well as some new data from independent researchers in US universities that confirm our findings concerning the effect of working memory training. AF: You are writing a book, correct? what is it about? TK: The book is a popular science book about working memory, in the lab and in daily life. It will be out in March in Sweden and we are currently looking for a US publisher. AF: Dr. Klingberg, thanks for your time. TK: My pleasure. ————————————– (SharpBrains is actively providing strategic and business development support to Cogmed for its expansion in the US and Japan). You may also be interested in the following posts - Interview with Prof. David Rabiner on Cognitive Training and ADD/ ADHD - Neuroplasticity and brain exercise - Cognitive Neuroscience and Education, today [...] [...] A search for "Torkel Klingberg" in PubMed returns 26 papers published in peer-reviewed publications such as the Journal of the American Acadademy of Children and Adolescent Psychiatry, the Journal of Cognitive Neuroscience and Nature Neuroscience. We are happy to launch our Neuroscientist Interview Series with an interview with Dr. Torkel Klingberg. Alvaro Fernandez (AF): Welcome. Can you let us know where you work, and what your Lab does? Dr. Torkel Klingberg (TK): I have a professorship at Karolinska Institute, and lead the Developmental Cognitive Neuroscience Lab, part of the Stockholm Brain Institute. The lab is addressing the questions of development and plasticity of working memory. We do that through several techniques, such as fMRI, diffusion tensor imaging to look at myelination of white matter in the brain, neural network models of working memory and behavioral studies. In addition, I am a scientific advisor for Cogmed, the company that developed and commercializes RoboMemo. AF: What studies have you published so far? What studies are in the pipeline, and will be published soon? TK: You can find a complete list, and the studies themselves, at the lab homepage. Among our studies are three studies on the effect of working memory training: Klingberg et al. 2002, 2005 and Olesen et al. 2004. We have recently submitted two papers on the effect of training in combination with medication, and the effect of training on school performance. AF: What are the highlights of your research so far? TK: Our paper from 2004 in Nature Neuroscience, on the effect of working memory training on brain activity, and the 2005 randomized, controlled clinical trial that showed the impact of working memory training specifically in kids with ADD/ ADHD, have caught most public attention, including references in Scientific American. My other research concerns the neural basis for development and plasticity of cognitive functions during childhood, in particular development of attention and working memory. In short, I'd say that we have shown that working memory can be improved by training and that such training helps people with attention deficits and it also improves reasoning ability overall. AF: What are the effects in every-day life for a child with attention deficits? TK: When looking at the 1,200 children who have trained in Cogmed's Stockholm Clinic since start, the most common effects are sustained attention, better impulse control and improved learning ability. Parents often report that their children perform better in school and are able to keep up a coherent conversation more easily after training. Being able to hold back impulses, such as anger outbursts, and keeping better track of one's things are other every-day life benefits. AF: How are you making the program available? TK: All rights are with Cogmed, who is making this available in Sweden and starting to offer this to selected clinics in the US this year. The program is called RoboMemo Working Memory Training Program. AF: What do you expect that we will learn over the next 5 years in the field of Brain Fitness Programs and cognitive training? TK: I think that we are seeing the beginning of a new era of computerized training for a wide range of applications. Our studies has mostly been aimed at individuals with marked problems of inattention, but there is a wider zone concerning what you define as attention problems, and we will see how RoboMemo can help a larger part of the population in improving cognitive function. AF: What will you talk about at CHADD? TK: I will present the data from our published studies on ADHD, as well as some new data from independent researchers in US universities that confirm our findings concerning the effect of working memory training. AF: You are writing a book, correct? what is it about? TK: The book is a popular science book about working memory, in the lab and in daily life. It will be out in March in Sweden and we are currently looking for a US publisher. AF: Dr. Klingberg, thanks for your time. TK: My pleasure. -------------------------------------- (SharpBrains is actively providing strategic and business development support to Cogmed for its expansion in the US and Japan). You may also be interested in the following posts - Interview with Prof. David Rabiner on Cognitive Training and ADD/ ADHD - Neuroplasticity and brain exercise - Cognitive Neuroscience and Education, today [...]

]]> by: Alvaro http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-302 Mon, 23 Oct 2006 17:43:09 +0000 http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-302 Hi Elona, please let me know what you think. Now, there are 2 different concepts here: 1) learning "strategies", 2) training and expanding cognitive skills/ mental muscles. Both are important and complementary. What is new is that those computer programs are designed to train and expand specific cognitive skills/ mental muscles in ways that learning "coping strategies" can not accomplish. Regards Hi Elona, please let me know what you think. Now, there are 2 different concepts here: 1) learning "strategies", 2) training and expanding cognitive skills/ mental muscles. Both are important and complementary.

What is new is that those computer programs are designed to train and expand specific cognitive skills/ mental muscles in ways that learning "coping strategies" can not accomplish.

Regards

]]> by: Paul Cheyrou-lagrèze http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-301 Mon, 23 Oct 2006 17:33:26 +0000 http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-301 Hi,I did answer in my blog, but here's an answer in English language : Seen in the documentary: http://www.wissenvomlernen.de/ that was broadcasted in that http://www.arte.tv/fr/histoire-societe/mon-ecole-et-moi/613834,CmC=972546.html Scientifics Papers should be available in :Center for Educational Research and Innovation (CERI Evidence-based Policy Research in Education). http://www.oecd.org/department/0,2688,en_2649_35845581_1_1_1_1_1,00.html Anyway the stress control thing was giving "stress handling lessons" to students using EEG device so that they monitor themselves their stress level (seems like the EEG neurofeedback used at http://www.idealu.com/anxiety/index.html but using a sort of ear clip monitoring heat, heartbeat, etc...Teachers were sensibilized with some studies and experiments on the subject so that they seriously try to reduce stress in class. Very alike the "learning ambiance" Montessori thought that was a pillar for learning. Hi,I did answer in my blog, but here's an answer in English language :
Seen in the documentary: http://www.wissenvomlernen.de/ that was broadcasted in that http://www.arte.tv/fr/histoire-societe/mon-ecole-et-moi/613834,CmC=972546.html

Scientifics Papers should be available in :Center for Educational Research and Innovation (CERI Evidence-based Policy Research in Education).
http://www.oecd.org/department/0,2688,en_2649_35845581_1_1_1_1_1,00.html

Anyway the stress control thing was giving "stress handling lessons" to students using EEG device so that they monitor themselves their stress level (seems like the EEG neurofeedback used at http://www.idealu.com/anxiety/index.html but using a sort of ear clip monitoring heat, heartbeat, etc...Teachers were sensibilized with some studies and experiments on the subject so that they seriously try to reduce stress in class. Very alike the "learning ambiance" Montessori thought that was a pillar for learning.

]]> by: Alvaro http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-300 Mon, 23 Oct 2006 17:28:29 +0000 http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-300 The author of the French blog above (first comment) mentioned some stress and anxiety management programs being used now in Germany. We asked him for information about those programs-and thanked him for his article. See his answer below (in French in his site). The author of the French blog above (first comment) mentioned some stress and anxiety management programs being used now in Germany. We asked him for information about those programs-and thanked him for his article.

See his answer below (in French in his site).

]]> by: Encephalon, issue 9 « Migrations http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-299 Mon, 23 Oct 2006 02:25:34 +0000 http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-299 [...] SharpBrains discusses topics in cognitive neuroscience and education. Commenting on a paper in the American Educator, this post reviews some neuroscience research findings that are being useful it today’s schools. (selected by the Neurophilosopher) [...] [...] SharpBrains discusses topics in cognitive neuroscience and education. Commenting on a paper in the American Educator, this post reviews some neuroscience research findings that are being useful it today's schools. (selected by the Neurophilosopher) [...]

]]> by: Elona http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-298 Sat, 21 Oct 2006 01:42:08 +0000 http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-298 An absolutely great resource. Thanks for pointing me towards your article. Later this weekend I will take the time to read it thoroughly and pass it on to the other special ed/special needs teachers at my school. I'm particularly interested in the working memory deficits article. Many of my students have this problem and although I have taught them strategies to try to compensate for memory problems in my learning strategies class, I'm always looking for new strategies to share. Thanks. :) An absolutely great resource. Thanks for pointing me towards your article. Later this weekend I will take the time to read it thoroughly and pass it on to the other special ed/special needs teachers at my school. I'm particularly interested in the working memory deficits article. Many of my students have this problem and although I have taught them strategies to try to compensate for memory problems in my learning strategies class, I'm always looking for new strategies to share. Thanks. :)

]]> by: Un Neurone dans la toile » Blog Archive » Neurosciences et éducation, plus de fictions que de faits ? http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-297 Fri, 20 Oct 2006 20:32:32 +0000 http://www.sharpbrains.com/blog/2006/10/19/cognitive-neuroscience-and-education-today/#comment-297 [...] Je partage plutôt l’avis de Cognitive Neuroscience and Education, today de Alvaro Fernandez mets en avant la pédagogie neuroscientifique et les entrainements cognitifs basé sur des résultats clinique (”Brain Fitness”). [...] [...] Je partage plutôt l'avis de Cognitive Neuroscience and Education, today de Alvaro Fernandez mets en avant la pédagogie neuroscientifique et les entrainements cognitifs basé sur des résultats clinique ("Brain Fitness"). [...]

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