Over the last few weeks I have been read­ing Rec­ol­lec­tions of My Life, the impres­sive auto­bi­og­ra­phy by San­ti­ago Ramon y Cajal (1852–1934), one the founders of mod­ern neu­ro­science. The book com­bines a very lively win­dow into his child­hood, life and per­sonal reflec­tions, with a pretty tech­ni­cal descrip­tions at times of his main con­tri­bu­tions to neuroscience.

I wanted to under­stand his views bet­ter because, on the one hand, he is often pre­sented as one of the first pro­po­nents of the No New Neu­rons (in the adult brain) dogma now refuted,  but on the other hand he said things like “Every man can, of he so desires, become the sculp­tor of his own brain”, thereby empha­siz­ing what we now call adult neu­ro­plas­tic­ity (the abil­ity of the brain to rewire itself through experience).

Let me share some of the quotes I have enjoyed the most:

*** (on his traits of char­ac­ter): “a pro­found belief in the sov­er­eign will; faith in work; the con­vic­tion that a per­se­ver­ing and delib­er­ate effort is capa­ble of mould­ing and orga­niz­ing every­thing, from the mus­cle to the brain, mak­ing up the defi­cien­cies of nature and even over­com­ing the mis­chances of character-the most dif­fi­cult thing in life.”

- Com­ment:  very clear belief in neuroplasticity-which he couldn’t prove in his life­time given lack of the tech­ni­cal resources and accu­mu­lated knowl­edge avail­able today.

*** “…I am a fer­vent adept of the reli­gion of facts. It has been said innu­mer­able times, and I have also repeated it, that “facts remain and the­o­ries pass away…To observe with­out think­ing is as dan­ger­ous as to think with­out observ­ing. The­ory is our best intel­lec­tual tool; a tool, like all oth­ers, liable to be notched and to rust, requir­ing con­tin­ual repairs and replace­ments, but with­out which it would be almost impos­si­ble to make a deep hol­low in the mar­ble block of reality”

- Com­ment: a  beau­ti­ful dis­play of the sci­en­tific mindset.

*** (after a first dis­il­lu­sion­ment) “I con­soled myself then in the way that I have always been in the habit of doing…namely by bathing my soul in nature…For one who is capa­ble of appre­ci­at­ing its enchant­ment, the coun­try is the sov­er­eign soother of emo­tions, the unre­place­able com­mu­ta­tor of thoughts.”

- Com­ment: I was sur­prised by the lyri­cal nature of sev­eral pas­sages in his auto­bi­og­ra­phy, like this one. When Howard Gart­ner talks of a “nat­u­ral­is­tic intel­li­gence”, he may well be think­ing of atti­tudes like Cajal’s. Which makes much sense, given the quote above on the value of “facts”.

Read the rest of this entry »

Here you have the twice-a-month newslet­ter with our most pop­u­lar blog posts. Please remem­ber that you can sub­scribe to receive this Newslet­ter by email, sim­ply by sub­mit­ting your email at the top of this page.

Major Impli­ca­tions from Brain Research

Should Social-Emotional Learn­ing Be Part of Aca­d­e­mic Cur­ricu­lum?: It is clear by now that our brains are more than cog­ni­tive machines. For exam­ple, emo­tions can either enhance or inhibit our abil­ity to learn. Daniel Gole­man explores the impli­ca­tions of “new stud­ies that reveal how teach­ing kids to be emo­tion­ally and socially com­pe­tent boost their aca­d­e­mic achieve­ment.” Brought to you in part­ner­ship with Greater Good Magazine.

Retain older work­ers beyond retire­ment: Busi­ness­Week cov­ers a best prac­tice in a topic of grow­ing impor­tance: how large com­pa­nies, such as Amer­i­can Express, can retain older work­ers in pro­duc­tive ways beyond a set arbi­trary retire­ment age. As Dr. Art Kramer told us recently, “as a soci­ety, it is a mas­sive waste of tal­ent not to ensure older adults remain active and productive.”

Brain­Tech and Sus­tain­able Brains: Build­ing on a recent quote by John Doerr about clean tech­nol­ogy trends, we won­der… “If Energy is the mother of all markets…who would be the father of all mar­kets?” The Human Brain, perhaps?

Health and Research

What You Can do to Improve Mem­ory (and Why It Dete­ri­o­rates in Old Age): Is there any­thing we can do besides “exer­cise like crazy, eat healthy foods that you don’t like all that much, pop your statin pills, and take up yoga?” Yes: focus, focus, focus, sug­gests Dr. Bill Klemm.

News and Events

Cog­ni­tive Health News August 2008: This is a roundup of recent brain health news and our com­men­tary, includ­ing the grow­ing adop­tion of Dakim and Nin­tendo prod­ucts, the cog­ni­tive impact of videogames, and the cog­ni­tive dimen­sion of the obe­sity crisis.

Exer­cise your brain at these events: Alvaro will present the main find­ings from our mar­ket research at mul­ti­ple con­fer­ences in the US, Canada and Dubai dur­ing the rest of  the year.

Where does the “Feel­ing of Know­ing” comes from?: Dr. Gin­ger Camp­bell shares some insights from her recent inter­view with neu­rol­o­gist Robert Bur­ton (author of On Being Cer­tain: Believ­ing You Are Right Even When You’re Not).“While it might be true that one can learn to become more aware of the emo­tional sig­nals com­ing from ones body, Dr. Bur­ton argues that “gut feel­ings” or intu­ition should not be assumed to be true with­out testing.”

Resources for Brain Health Across the Lifes­pan: Lau­rie Bar­tels shares a list of inter­views, video, arti­cles, and books that go hand-in-hand with the brain-related top­ics we cover.

Brain teaser

Can you use men­tal self rota­tion to read a map?: please check out this teaser by Dr. Pas­cale Mich­e­lon, one of our favorites so far.

We hope you have enjoyed this newslet­ter. We encour­age you to stay tuned for our Sep­tem­ber edi­tions, since great con­tent is com­ing. We will soon pub­lish an inter­view with Lee Woodruff, co-author of the book In An Instant: A Family’s Jour­ney of Love and Heal­ing, and dis­cuss the spec­tac­u­lar cog­ni­tive recov­ery of her hus­band, ABC reporter Bob Woodruff, who expe­ri­enced a trau­matic brain injury in Iraq in 2006. We will also inter­view Dr. Mike Pos­ner, emi­nent cog­ni­tive neu­ro­sci­en­tist, to explore recent find­ings on atten­tion and atten­tion train­ing and their implications.

Here you have a roundup of inter­est­ing recent news on cog­ni­tive health top­ics and my commentary:

1) Play­ing Video Games Offers Learn­ing Across Life Span, Say Studies

2) Men­tal Floss at Mil­i­tary Offi­cer Magazine

3) Brain Train­ing dom­i­nates ’08 Euro sales (CVG Online)

4) Dakim’s [m]Power Adopted by 150 Senior Liv­ing Com­mu­ni­ties … (Busi­ness Wire)

5) Clumsy kids more likely to become obese adults: study (CBC)

——————-
1) There were a few inter­est­ing research papers pre­sented at the last  Amer­i­can Psy­cho­log­i­cal Asso­ci­a­tion con­ven­tions around the theme:

Play­ing Video Games Offers Learn­ing Across Life Span, Say Stud­ies
–Skills Trans­fer to Class­room, Sur­gi­cal Pro­ce­dures, Sci­en­tific Think­ing (press release).

Prob­a­bly the most inter­est­ing study was that of 303 laparo­scopic sur­geons, which “showed that sur­geons who played video games requir­ing spa­tial skills and hand dex­ter­ity and then per­formed a drill test­ing these skills were sig­nif­i­cantly faster at Read the rest of this entry »

Wel­come to the 186th edi­tion of the Car­ni­val of Edu­ca­tion, the weekly vir­tual gath­er­ing of dozens of blog­gers to dis­cuss all things education.

Q: Why do you say this edi­tion is “brain-based”?
A: Because the Q&A frame we are using is inspired by how Chris at Ouroboros recently hosted Encephalon Brain and Mind blog car­ni­val. (Is clas­sic Greek mak­ing a comeback?).

Q: As edu­ca­tors, what inspires us to do what we do?
A: Tracy sug­gests, “Hope for the future”.

Q: And what may hap­pen in the future?
A: Eric pro­poses that the field can learn much about how ath­letes train their minds and bod­ies to max­i­mize performance.

Q: What should not hap­pen in the future?
A: Dave hopes we stop the Text­book Insan­ity, killing trees to cre­ate books not every­one uses.

Q: What comes first, sub­ject or learner?
A: Bogu­sia has “switched sides”. She now cen­ters her teach­ing around her stu­dents, to make sure they appre­ci­ate the beauty of the subject.

Q: How do you know if some­thing is devel­op­men­tally appro­pri­ate?
Read the rest of this entry »

As promised in my pre­vi­ous post on Neu­ro­ge­n­e­sis and Brain Plas­tic­ity in Adult Brains, I will now list some inter­views, video, arti­cles, and books that go hand-in-hand with these fas­ci­nat­ing top­ics we are dis­cussing. Please com­ment below if you have favorite addi­tional resources!

NEUROGENESIS

MIT news – Picower researcher finds neu­ron growth in adult brain

Soci­ety for Neu­ro­science brain brief – Adult Neu­ro­ge­n­e­sis

BRAIN PLASTICITY

Neu­ro­science for Kids – Brain Plas­tic­ity: What Is It?

Soci­ety for Neu­ro­science brain brief – Brain Plas­tic­ity, Lan­guage Pro­cess­ing and Reading

Brain Sci­ence Pod­cast – Gin­ger Camp­bell inter­view with Nor­man Doidge, MD, Read the rest of this entry »

Busi­ness­Week cov­ers a best prac­tice in a topic of grow­ing impor­tance: how large com­pa­nies can retain older work­ers in pro­duc­tive ways beyond a set arbi­trary retire­ment age.

Issue: Retir­ing Employ­ees, Lost Knowl­edge (Busi­ness Week)
A pilot pro­gram at Amer­i­can Express gives soon-to-be retirees less work and more time to pass along their exper­tise to younger generations

- “Before long, the group made an impor­tant dis­cov­ery: Not only would a huge num­ber of employ­ees become eli­gi­ble for retire­ment in the next five to 10 years, the com­pany had done lit­tle to retain the wealth of insti­tu­tional knowl­edge they would be tak­ing with them. From the intri­ca­cies of key client rela­tion­ships to main­frame com­puter lan­guages no longer being taught in school, many expe­ri­enced work­ers pos­sessed crit­i­cal know-how that, if lost, would be costly—if not impossible—for the com­pany to replace.”

- “These para­me­ters helped shape the Amer­i­can Express phased-retirement pro­gram, an ini­tia­tive launched in pilot mode dur­ing Read the rest of this entry »

Here are the dates and loca­tions of some upcom­ing events where I will be pre­sent­ing. Please intro­duce your­self if you are attending!

» Sep­tem­ber 4-5th, San Fran­cisco, CA: sev­eral Brain Health Pro­mo­tion ses­sions, at the Amer­i­can Soci­ety on Aging conference.

» Octo­ber 9th, Van­cou­ver, Canada: Exer­cis­ing Our Brains 101 and Nav­i­gat­ing The Brain Fit­ness Maze, at the British Colum­bia Seniors Liv­ing Asso­ci­a­tion annual conference.

» Octo­ber 11th, San Jose, CA: The Sci­ence and Prac­tice of Brain Fit­ness, at San Jose State University’s Osher Life­long Learn­ing Insti­tute. (Infor­ma­tion here).

» Octo­ber 23rd, Pocatello, Idaho: Cog­ni­tive and Emo­tional Train­ing for Healthy Aging, at the Idaho Con­fer­ence on Health Care. (Infor­ma­tion here).

» Novem­ber 1st, Berke­ley, CA: The Sci­ence and Prac­tice of Brain Fit­ness, at UC-Berkeley’s Osher Life­long Learn­ing Insti­tute. (Infor­ma­tion here).

» Novem­ber 7-9th, Dubai: Global Agenda Coun­cils Inau­gural Sum­mit in Dubai, orga­nized by the World Eco­nomic Forum. (Infor­ma­tion here).

» Novem­ber 17th, New York City: The Emerg­ing Brain Fit­ness Field: Research and Impli­ca­tions, at New York Pub­lic Library.

» Decem­ber 5th, San Anto­nio, Texas: The Emerg­ing Brain Fit­ness Field: Overview of Research and Tools, at the Inter­na­tional Coun­cil on Active Aging con­fer­ence. (Infor­ma­tion here).

As always, I will share the main take-aways via this blog. I hope to meet some of you down the road!

There were a few inter­est­ing research papers pre­sented at the last  Amer­i­can Psy­cho­log­i­cal Asso­ci­a­tion con­ven­tions around the theme:

Play­ing Video Games Offers Learn­ing Across Life Span, Say Stud­ies
– Skills Trans­fer to Class­room, Sur­gi­cal Pro­ce­dures, Sci­en­tific Think­ing (press release).

Prob­a­bly the most inter­est­ing study was that of 303 laparo­scopic sur­geons, which “showed that sur­geons who played video games requir­ing spa­tial skills and hand dex­ter­ity and then per­formed a drill test­ing these skills were sig­nif­i­cantly faster at their first attempt and across all 10 tri­als than the sur­geons who did not the play video games first.”

The note goes fur­ther to explain the impli­ca­tions from this research:

“The big pic­ture is that there are sev­eral dimen­sions on which games have effects, includ­ing the amount they are played, the con­tent of each game, what you have to pay atten­tion to on the screen, and how you con­trol the motions,” said Gen­tile. “This means that games are not “good’ or bad,’ but are pow­er­ful edu­ca­tional tools and have many effects we might not have expected they could.”

Very thought­ful quote. Please note a few ele­ments about Read the rest of this entry »

I apol­o­gize for the long delay in get­ting back to this col­umn but I have a good excuse. We just recently had a baby, and boy, that takes care right there of the phys­i­cal exer­cise need. Between car­ry­ing the baby upstairs and down­stairs, run­ning to get the baby, get­ting out of the bed and pick­ing the baby up and putting the baby down a cou­ple of times a night no you need not worry about get­ting your daily exer­cise dose in…Now, the major­ity of the answers to my post on the brain virtues of phys­i­cal exer­cise sug­gests that most peo­ple think that the brain ben­e­fits of phys­i­cal exer­cise are mostly to be under­stood as com­ple­men­tary effects of a healthy life style.

Is this cor­rect? In my post today I will attempt to answer this question.

First, while gen­er­ally health­ier peo­ple seem to have health­ier brains, the phys­i­cal exer­cise effect on the brain seems to be inde­pen­dent of other things. One of the most impor­tant devel­op­ment in neu­ro­science was when the offi­cial dogma claim­ing that there was no neu­ro­ge­n­e­sis (pro­duc­tion of new brain cells) in the adult brain was top­pled. Now we know that the brain is “plas­tic” mean­ing that, under the right cir­cum­stances, the brain can change Read the rest of this entry »

Schools are begin­ning to offer an increas­ing num­ber of courses in social and emo­tional intel­li­gence, teach­ing stu­dents how to bet­ter under­stand their own emo­tions and the emo­tions of others.

It sounds warm and fuzzy, but it’s a trend backed up by hard data. Today, new stud­ies reveal that teach­ing kids to be emo­tion­ally and socially com­pe­tent boosts their aca­d­e­mic achieve­ment. More pre­cisely, when schools offer stu­dents pro­grams in social and emo­tional learn­ing, their achieve­ment scores gain around 11 per­cent­age points.

That’s what I heard at a forum held last Decem­ber by the Col­lab­o­ra­tive for Aca­d­e­mic, Social, and Emo­tional Learn­ing (CASEL). (Dis­clo­sure: I’m a co-founder of CASEL.) Roger Weiss­berg, the organization’s direc­tor, gave a pre­view of a mas­sive study run by researchers at Loy­ola Uni­ver­sity and the Uni­ver­sity of Illi­nois, which ana­lyzed eval­u­a­tions of more than 233,000 stu­dents across the country.

Social-emotional learn­ing, they dis­cov­ered, helps stu­dents Read the rest of this entry »