Here you have the Feb­ru­ary edi­tion of our monthly newslet­ter cov­er­ing cog­ni­tive health and brain fit­ness top­ics. Please remem­ber that you can sub­scribe to receive this Newslet­ter by email, sim­ply by sub­mit­ting your email at the top of this page.

Cog­ni­tive train­ing (or struc­tured men­tal exer­cise) def­i­nitely seems to work — as long as we define prop­erly what “work” means, don’t expect magic cures, and help nav­i­gate options. Please keep reading…

Inter­view: Bay­crest

Inter­view with Baycrest’s CEO Dr. William Reich­man: Dis­cussing the recent Cen­tre for Brain Fit­ness at Bay­crest, Dr. Reich­man sug­gests that “we have an oppor­tu­nity to make major progress in Brain Health in the XXI cen­tury, sim­i­lar to what hap­pened with Car­dio­vas­cu­lar Health in the XXth, and tech­nol­ogy will play a cru­cial role.” A major obsta­cle? We need a con­sen­sus on “widely accepted stan­dards for out­come measures”.

Does It Work?

Does cog­ni­tive train­ing work? (For Whom? For What?): The grow­ing field of cog­ni­tive train­ing (one of the tools for brain fit­ness) can appear very con­fus­ing as the media keeps report­ing con­tra­dic­tory claims. These claims are often based on press releases, with­out a deeper under­stand­ing of the sci­en­tific evi­dence. Dr. Pas­cale Mich­e­lon, Sharp­Brains’ Research Man­ager for Edu­ca­tional Ini­tia­tives, ana­lyzes a cou­ple of recent stud­ies, clar­i­fy­ing what they mean — and what they don’t mean.

It Works, and It Doesn’t Work: the IMPACT study (a major, multi-site study on the Posit Sci­ence audi­tory pro­gram) will be pub­lished at the Jour­nal of the Amer­i­can Geri­atrics Soci­ety in April. Results sup­port that cog­ni­tive train­ing works — but doesn’t sup­port the grandiose “brain age” claims we see too often.

Cog­ni­tive Train­ing can Influ­ence Brain Bio­chem­istry: Dr. David Rabiner dis­cusses a recent sci­en­tific study that “shows that brain bio­chem­istry can be mod­i­fied by expe­ri­ence”, and that com­put­er­ized cog­ni­tive train­ing (Cogmed work­ing mem­ory train­ing) can pro­vide that experience.

The Big Picture

Mak­ing Healthy Choices — Pri­mare Care and Pre­ven­tion: a panel at the recent World Eco­nomic Forum explored why “New mar­kets and indus­tries are aris­ing sil­ver indus­tries such as finan­cial ser­vices, health, hous­ing and hos­pi­tal­ity geared to senior cit­i­zens. Longevity needs to be linked to health includ­ing cog­ni­tive health and lifestyle choices play a major role in health.”

Enrich your envi­ron­ment now and ben­e­fit your future off­spring: Dr. Robert Syl­wester reports that “all sorts of long held-beliefs about our brain and cog­ni­tion are being re– exam­ined by cog­ni­tive neu­ro­sci­en­tists” because of fas­ci­nat­ing stud­ies such as the one he reviews (with mice): “The study’s find­ings seemed to sug­gest that acquired char­ac­ter­is­tics can be genet­i­cally transmitted…long-term ben­e­fits accrue from a stim­u­lat­ing early envi­ron­ment that encour­ages curios­ity and exploration.”

Man­ag­ing Emotions

From Dis­tress to De-Stress: help­ing anx­ious, wor­ried kids: In a detailed 2-part arti­cle, (Part 1, Part 2), Dr. Jerome Schultz pro­vides great tips on how to help chil­dren learn to self-regulate emo­tions, adding that “Teach­ers, occu­pa­tional ther­a­pists, phys­i­cal edu­ca­tion teach­ers and par­ents need to actu­ally teach chil­dren (of all ages) how to get them­selves into a phys­i­cal state of being relaxed. This doesn’t hap­pen auto­mat­i­cally. If it did, there wouldn’t be so many adult yoga classes!”

Lie to Me, Paul Ekman and Biofeed­back: You may have watched the new series Lie To Me, with Tim Roth, based on the work of Paul Ekman. The intro­duc­tion to the sec­ond episode shows why what are called “lie detec­tors” are noth­ing but biofeed­back sys­tems that mea­sure phys­i­o­log­i­cal anxiety.

News

Brain Games for Baby Boomers: round-up of other recent news, cov­er­ing the effects of gam­ing, cog­ni­tive train­ing for dri­ving skills, and brain fit­ness classes.

Neu­rocog­ni­tive assess­ments and sports con­cus­sions: a new study and a new resource to under­stand and address the 1.6 to 3.8 mil­lion cases of sports-related con­cus­sions that occur annu­ally in the United States.

Brain Teaser

How will you, your orga­ni­za­tion, your neigh­bors, par­tic­i­pate in Brain Aware­ness Week, March 16th-22nd, orga­nized by the Dana Foun­da­tion with the par­tic­i­pa­tion of thou­sands of out­reach part­ners, includ­ing Sharp­Brains? You can find event ideas, excel­lent resources (yes, includ­ing puz­zles), and a cal­en­dar of events, Here.

Have a great month of March!

The grow­ing field of cog­ni­tive train­ing (one of the tools for brain fit­ness) can appear very con­fus­ing as the media keeps report­ing con­tra­dic­tory claims. These claims are often based on press releases, with­out a deeper eval­u­a­tion of the sci­en­tific evidence.

Let’s take a cou­ple of recent exam­ples, in suc­ces­sive days:

“It doesn’t work!” type of head­line:
Reuters (Feb. 10, 2009)  For­mal brain exer­cise won’t help healthy seniors: research“
Healthy older peo­ple shouldn’t bother spend­ing money on com­puter games and web­sites promis­ing to ward off men­tal decline, the author of a review of sci­en­tific evi­dence for the ben­e­fits of these “brain exer­cise” pro­grams says.

It works! type of head­line:
Sci­enceDaily (Feb. 11, 2009)  “Com­puter Exer­cises Improve Mem­ory And Atten­tion, Study Sug­gests“
Accord­ing to the researchers, par­tic­i­pants who used the Brain Fit­ness Pro­gram also scored as well as those ten years younger, on aver­age, on mem­ory and atten­tion tests for which they did not train.

So, does struc­tured brain exer­cise / cog­ni­tive train­ing work or not?

The prob­lem may in fact reside in ask­ing this very ques­tion in the first place, as Alvaro pointed out a while ago in his arti­cle Alzheimer’s Dis­ease: too seri­ous to play with head­lines.

We need a more nuanced set of questions.

Why? Because:
1. Cog­ni­tion is made of sev­eral dif­fer­ent abil­i­ties (work­ing mem­ory, atten­tion, exec­u­tive func­tions such as decision-making, etc)
2. Avail­able train­ing pro­grams do not all train the same abil­i­ties
3. Users of train­ing pro­grams do not all have the same needs or goals
4. We need to dif­fer­en­ti­ate between enhanc­ing cog­ni­tive func­tions and delay­ing the onset of cog­ni­tive deficits such as Alzheimer’s.

Let’s illus­trate these points, by Read the rest of this entry »

In April 2008, Bay­crest, a lead­ing research insti­tute focused on aging and brain func­tion, received $10-million from the Ontario Gov­ern­ment to cre­ate a ground­break­ing Cen­tre for Brain Fit­ness. Its stated goal was to “develop and com­mer­cial­ize a range of prod­ucts designed to improve the brain health of aging Ontar­i­ans and oth­ers around the world”.

“Our gov­ern­ment is proud to sup­port Bay­crest and its invalu­able work, which is already lead­ing to the dis­cov­ery of impor­tant new tools and approaches to treat­ing brain dis­eases asso­ci­ated with aging,” said Min­is­ter of Research and Inno­va­tion, John Wilkinson.

We have Baycrest’s CEO with us today, to explore why Ontario and Bay­crest chose to become pio­neers in this area, and dis­cuss some of the main oppor­tu­ni­ties, and chal­lenges. Dr. William E. Reich­man is Pres­i­dent and CEO of Bay­crest. Dr. Reich­man, an internationally-known expert in geri­atric men­tal health and demen­tia, is also Pro­fes­sor of Psy­chi­a­try on the Fac­ulty of Med­i­cine at the Uni­ver­sity of Toronto.

Alvaro Fer­nan­dez: Bill, thank you for your time. Let me start by ask­ing, given that you just spoke at the recent Con­sumer Elec­tronic Show, what do you make of the grow­ing brain fit­ness field?

Bill Reich­man: it looks like a clas­sic exam­ple of a very promis­ing but still early stage field – a lot of oppor­tu­nity and enthu­si­asm, but also a lot of prod­uct claims that are not backed by solid research. Think about the phys­i­cal fit­ness anal­ogy: even today, after decades of progress, you still see peo­ple buy­ing research-based prod­ucts such as tread­mills but also all types of ran­dom machines they see on TV and have not been sub­ject to any val­i­da­tion. Sim­i­larly, con­sumers today do not know what to make of grow­ing brain fit­ness claims. As another speaker pointed out, for the indus­try to ful­fill its promise, it will need to be care­ful with research and claims, not to end up like the nutraceu­ti­cals category.

By the way, let me rec­og­nize that the work you are doing with Sharp­Brains reports and your web­site is very impor­tant to offer qual­ity information.

Thank you. Let’s step back for a moment. Tak­ing a, say, 10 years view, what is the main oppor­tu­nity that technology-based brain fit­ness can offer to society?

First of all, let me say that I think we have an oppor­tu­nity to make major progress in Brain Health in the XXI cen­tury, sim­i­lar to what hap­pened with Car­dio­vas­cu­lar Health in the XX, and tech­nol­ogy will play a cru­cial role.

Given the rapid advances we are wit­ness­ing today in the research and tech­nol­ogy are­nas, I feel con­fi­dent in say­ing that in less than 10 years we will have both valid and reli­able assess­ments of cog­ni­tive func­tions, that will be used both by Read the rest of this entry »

I wanted to alert you to a very inter­est­ing find­ing pub­lished in a recent issue of Sci­ence, one of the world’s lead­ing sci­en­tific journals.

The study was led by Dr. Torkel Kling­berg and his col­leagues from the Karolin­ska Insti­tute in Swe­den. The goal was to learn whether Work­ing Mem­ory Train­ing is asso­ci­ated with changes in brain bio­chem­istry, thus sug­gest­ing a mech­a­nism by which train­ing may lead to enhanced work­ing mem­ory capac­ity and a reduc­tion in atten­tion prob­lems. Thus, although Work­ing Mem­ory Train­ing has pre­vi­ously shown promis­ing results as a treat­ment for work­ing mem­ory and atten­tion dif­fi­cul­ties, this was a basic sci­ence study rather than a treat­ment study.

The major find­ing was that increased work­ing mem­ory capac­ity fol­low­ing train­ing was asso­ci­ated with changes in brain bio­chem­istry. Specif­i­cally, the researchers found changes in the den­sity and bind­ing poten­tial of cor­ti­cal D1 dopamine recep­tors in brain regions that are acti­vated dur­ing work­ing mem­ory tasks.

Results from this study sug­gest a bio­log­i­cal basis for the improve­ment in work­ing mem­ory capac­ity and reduc­tions i Read the rest of this entry »

Last week, in this article’s first part, we dis­cussed the impor­tance of actu­ally teach­ing chil­dren how to get them­selves into a phys­i­cal state of being relaxed, explored sev­eral sug­ges­tions I hope you found useful.

Let’s con­tinue.

Teach­ers can help stu­dent over­come stress by teach­ing them to iden­tify the imped­i­ments they might encounter in doing a cer­tain task.

The teacher can ask:

What’s going to get in the way of you doing this work?
He or she may have to jump-start the stu­dents think­ing by sug­gest­ing such things as:
– com­pet­ing events (fam­ily activ­i­ties, friends call, IM-ing, new video game, etc.)
– lack of ade­quate place to study
– inad­e­quate prior prepa­ra­tion or skills
– a neg­a­tive atti­tude (this is not nec­es­sary, I can’t do math, I’ll never need to know this, etc).
– health fac­tors (I’m sick; I’m tired)

Con­versely, teach­ers have to teach stu­dents to iden­tify the enhancers; What’s going to make it more likely that you will do this, and do this well?
(exam­ples)
– I have con­fi­dence in my abil­ity
– I feel com­pe­tent in this skill
– I am com­mit­ted to learn­ing this because: I have the nec­es­sary resources to com­plete this task, such as mate­ri­als, sources of infor­ma­tion, peo­ple sup­ports; par­ents, tutor, other kids

Teach­ers can turn dis­tress into de-stress by using the Lan­guage of Success

The key is to de-emphasize PRAISE and empha­size SELF-APPRAISAL.

Teach­ers can encour­age self-evaluation by Read the rest of this entry »

A cou­ple of very well curated col­lec­tions of recent blog posts:

Encephalon #64: hosted by Neu­r­o­critic, cov­er­ing neu­ro­science and psy­chol­ogy. Please make sure to visit when you have some time to spare…because you will quickly become addicted to the qual­ity con­tent and superb presentation.

It’s Grand Rounds, What Do You Think? GOSH!: hosted by Kim at Emergi­Blog, with an inter­dis­ci­pli­nary, “Napoleon Dyna­mite”, frame. Doesn’t seem to make sense? well, pay a visit.

Hiroshi Komiyama, Pres­i­dent of the Uni­ver­sity of Tokyo and Chair­per­son of the Global Agenda Coun­cil on the Chal­lenges of Geron­tol­ogy I am a mem­ber of, just pro­vided coun­cil mem­bers with a brief update of his par­tic­i­pa­tion in the recent World Eco­nomic Forum.

Part of the pro­ceed­ings are pub­lic — you may enjoy read­ing this panel write-up of the ses­sion Health­care under Stress:

- “Japan has the world’s old­est pop­u­la­tion. Health and longevity cre­ate wealth and, thus, “health begets wealth”. It is doc­u­mented that nations that develop a five-year life expectancy advan­tage also cre­ate a larger GDP. A healthy child­hood and adult­hood con­tribute to a more pro­duc­tive old age. New mar­kets and indus­tries are aris­ing – “sil­ver indus­tries” such as finan­cial ser­vices, health, hous­ing and hos­pi­tal­ity geared to senior cit­i­zens. Longevity needs to be linked to health – includ­ing cog­ni­tive health – and lifestyle choices play a major role in health.”

- “The pub­lic health focus is shift­ing from infec­tions to car­dio­vas­cu­lar dis­eases. Com­plex new mod­els are nec­es­sary to develop bet­ter responses and improved health – with the pri­mary empha­sis on “really good pri­mary health­care” and pre­ven­tion – to lower costs. Pre­ven­tion increases the healthy years of a person’s life. The chal­lenge is cre­at­ing the incen­tive for pre­ven­tion: how can peo­ple be encour­aged to make healthy choices? Mobi­lized pop­u­la­tions can drive the change. Fin­land has an 80% lower inci­dence of heart dis­ease than 30 years ago due to such incentives.”

Full write-up: Health­care under Stress

Related arti­cles:

- The Future of the Aging Soci­ety: Bur­den or Human Capital?

- Update: Global Con­sor­tium for Neu­rocog­ni­tive Fit­ness Innovation

Eric Jensen alerted me to a research study pub­lished in the Feb­ru­ary 4th Jour­nal of Neu­ro­science — Trans­gen­er­a­tional Res­cue of a Genetic Defect in Long-Term Poten­ti­a­tion and Mem­ory For­ma­tion by Juve­nile Enrich­ment. We both had the same ini­tial WOW! feel­ing that we had expe­ri­enced when we first read about the dis­cov­ery of mir­ror neu­rons a decade+ ago.

The study’s find­ings seemed to sug­gest that acquired char­ac­ter­is­tics can be genet­i­cally trans­mit­ted, a Lamar­ck­i­nan belief that had long been dis­carded by biol­o­gists. This seemed improb­a­ble, so we decided to check out what the sci­en­tific com­mu­nity thought. It’s the kind of research that edu­ca­tors cer­tainly need to under­stand because the poten­tial edu­ca­tional impli­ca­tions are pro­found, no mat­ter how this par­tic­u­lar study sorts out.

I’ve thus appended the fol­low­ing infor­ma­tion below: (1) the abstract and ref­er­ence of the orig­i­nal sttudy, (2) a link to a non-technical report in the cur­rent issue of New Sci­en­tist, (3) a link to a non– tech­ni­cal expla­na­tion of the research in Med­ical News Today, and (4) a link to a recent extended non-technical New Sci­en­tist arti­cle on the issue of non-genetic inher­i­tance. Eric will post his com­men­tary on the research in the March edi­tion of his Brighter Brain Bul­letin newsletter.

THE STUDY:

To put it sim­ply: The researchers stud­ied long-term poten­ti­a­tion (LTP), in which longer and more robust synap­tic acti­va­tion occurs. LTP is the basic mech­a­nism for learn­ing and mem­ory formation.

Juve­nile mice placed into an enriched envi­ron­ment (EE) devel­oped enhanced LTP capa­bil­i­ties that they later trans­mit­ted to their own off­spring dur­ing embryo­ge­n­e­sis (rather than through later mater­nal instruc­tion), and these effects per­sisted even when the off­spring weren’t in an EE. The study con­cluded that a stim­u­lat­ing juve­nile envi­ron­ment can thus influ­ence the com­po­si­tion of sig­nal­ing net­works that influ­ence synap­tic plas­tic­ity and mem­ory for­ma­tion in the enriched mouse, and also in its future offspring.

The prob­lem with this research appears to be over whether the trans­mit­ted effects occurred via genetic changes or through some­thing else in the mother’s uter­ine envi­ron­ment. A female’s eggs develop early in life to be dis­trib­uted later, so it’s improb­a­ble that a female’s juve­nile expe­ri­ences would alter the DNA in her eggs. A more prob­a­ble expla­na­tion may be that any changes in the mother’s brain that occur via an EE are rep­re­sented as cur­rently ill– under­stood sig­nal­ing mol­e­cules that pass through the pla­cen­tal bar­rier into the embry­onic brain.

THE SIGNIFICANCE:

For edu­ca­tors, this research sim­ply adds to our own strong belief that long-term ben­e­fits accrue from a stim­u­lat­ing early envi­ron­ment that encour­ages curios­ity and explo­ration. The research builds on Read the rest of this entry »

Stronger Effort Needed To Pre­vent Men­tal, Emo­tional, And Behav­ioral Dis­or­ders in Young peo­ple, Experts Urge (Sci­ence Daily)

- “The fed­eral gov­ern­ment should make pre­vent­ing men­tal, emo­tional, and behav­ioral dis­or­ders and pro­mot­ing men­tal health in young peo­ple a national pri­or­ity, says a new report from the National Research Coun­cil and Insti­tute of Medicine.”

- “Research has shown that a num­ber of pro­grams are effec­tive at pre­vent­ing these prob­lems and pro­mot­ing men­tal health, the report says. Such pro­grams could be imple­mented more broadly, but cur­rently there is no clear fed­eral pres­ence to lead these efforts.  The White House should cre­ate an entity that can coor­di­nate agency ini­tia­tives in this area, set pub­lic goals for pre­ven­tion, and pro­vide needed research and fund­ing to achieve them, said the com­mit­tee that wrote the report.”

- “There is a sub­stan­tial gap between what is known about pre­vent­ing men­tal, emo­tional, and behav­ioral dis­or­ders and what is actu­ally being done,” said Ken­neth E. Warner, com­mit­tee chair and dean of the Uni­ver­sity of Michi­gan School of Pub­lic Health.”

The IMPACT study which we reported on in Decem­ber 2007, funded by Posit Sci­ence, con­ducted by the Mayo Clinic and USC Davis, has just announced pub­li­ca­tion at the Jour­nal of the Amer­i­can Geri­atrics Soci­ety. Ref­er­ence:

- Smith et al. A Cog­ni­tive Train­ing Pro­gram Designed Based on Prin­ci­ples of Brain Plas­tic­ity: Results from the Improve­ment in Mem­ory with Plasticity-based Adap­tive Cog­ni­tive Train­ing Study. Jour­nal of the Amer­i­can Geri­atrics Soci­ety, April 2009.

Com­puter Exer­cises Improve Mem­ory And Atten­tion, Study Sug­gests (Sci­ence Daily)

- “The Improve­ment in Mem­ory with Plasticity-based Adap­tive Cog­ni­tive Train­ing (IMPACT) study was funded by the Posit Sci­ence Cor­po­ra­tion, which owns the rights to the Brain Fit­ness Pro­gram, tested in the study.”

- “Of the 487 healthy adults over the age of 65 who par­tic­i­pated in a ran­dom­ized con­trolled trial, half used the Brain Fit­ness Pro­gram for 40 hours over the course of eight weeks. The Brain Fit­ness Pro­gram con­sists of six audio exer­cises done on a com­puter, and is intended to “retrain the brain to dis­crim­i­nate fine dis­tinc­tions in sound, and do it in a way that keeps the user engaged,” Zelin­ski explained.” The other half of par­tic­i­pants spent an equal amount of time learn­ing from edu­ca­tional DVDs fol­lowed by quizzes.

Com­ment: this is a very inter­est­ing study, in that it shows both that cog­ni­tive train­ing works, and that it doesn’t work.

What do I mean? Read the rest of this entry »