SharpBrains » Professional Development

Update: 15 FAQs on Neuroplasticity and Brain Fitness

Alvaro Fernandez — Sun, 18 Oct 2009 20:32:09 +0000

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

We recently run an online survey among subscribers of our monthly eNewsletter, and over 500 people said we have helped them make better personal or professional decisions on how to maintain and improve brain fitness. Most gave very illuminating examples, which we are reading and enjoying as we speak.

Respondents also had many good questions to ask, so I have selected 15 common ones, paraphrased/ synthesized them below, and answered them by linking to our most relevant posts and resources. I hope you enjoy the FAQ session.

Q: I teach a brain fitness class at my library/ senior center/ school, using much of your info. Can you share some of your presentations?
A: Yes, we have just decided to share, using a Creative Commons Attribution No Derivatives License, the full presentation of my recent book talk at New York Public Library. As long as you give credit to SharpBrains and don’t modify it, you are free to use the presentation you can see and download HERE. The talk was videotaped, and will be available online soon, so please keep tuned.

Q: What exactly does neuroplasticity mean, and why is it so important for education and health?
A: Start by reading how learning changes your brain.

Q. Is this only relevant for older adults? Can I also apply it in the workplace (I am 47)
A. I strongly suspect you do have a human brain, so you may benefit from these Ten Habits of Highly Effective Brains. Further, HR departments would do well to start paying more attention to Cognitive Fitness and the Mature Workforce trends.

Q. I read so many conflicting things I don’t know where to start.
A. You are not alone. We should all be aware that It is Not Only Cars That Deserve Good Maintenance: Brain Care 101.

Q. How can my organization deliver brain fitness activities as a community service?
A. These articles will provide good guidelines and ideas: Retooling Use It or Lose It , and Public Libraries: Community-Based Health Clubs for the Brain.

Q. Everyone seems obsessed with brain games. What about meditation?
A. Check out Yes, You Can Build Willpower, and Mindfulness Meditation in Schools.

Q. Are software-based cognitive interventions effective?
A. As a category, it certainly seems so, as long as we ask the right questions, For Whom, For What?. For example, did you see this Science paper on how Cognitive Training Can Influence Dopamine System?.

Q. What about the trade-off between time invested vs benefits realized.
A. Efficiency and replicability of cognitive and brain-based outcomes seem to be, in fact, the strongest points of structured cognitive interventions. They seem to maximize the Cognitive Value of your Mental Workout.

Q. It sometimes looks like the whole field came out of nowhere, due to Nintendo Brain Age’s success, so we can’t be talking about something serious.
A: Nintendo did indeed create consumer awareness (for a product with little evidence) but “brain training” has solid roots in neuropsychology and cognitive neuroscience, as you can read in our interview with Elkhonon Goldberg.

Q. What about neurofeedback?
A. After years of much clinical use and little solid evidence, several important trials have been published in 2009, showing how neurofeedback can help diagnose and treat ADHD patients.

Q. How can one improve memory?
A. Well, the answer deserves a whole book, but we can offer some Tips to Improve Memory including Sleep, Practice and Testing.

Q. How can I choose one among the number of products making memory and brain claims?
A. We suggest you use this Evaluation checklist, and consider reading our consumer guide/ book.

Q. Any general tips for educators and lifelong learners?
A. Indeed, here you have these 10 Brain Tips to Teach and Learn.

Q. How can I keep track of all the new trends, companies and products? Our health system/ insurer/ senior community/ venture firm/ company needs to make good decisions.
A. Well, that’s why we publish market research, such as the one summarized in this Infographic: State of the Market 2009 and also recently launched a professional Network for Brain Fitness Innovation. You can also Save the Date for the upcoming SharpBrains Summit.

Q: Thank you for all the information you provide…but what I want more of is… brain teasers!
A. Understood. We will make sure to offer more, but you can try, right now, these Top 50 Brain Teasers and continue with more recent puzzles and brain games.

Why we need to Retool Use it or lose it

Alvaro Fernandez — Fri, 04 Sep 2009 19:01:17 +0000

The July/ August 2009 issue of The Journal on Active Aging includes my article Why We Need to Retool “Use It Or Lose It”

An excerpt:

“By now you have probably heard about brain plasticity, the lifelong capacity of the brain to change and rewire itself in response to the stimulation of learning and experience. The latest scientific research shows that specific lifestyles and actions can improve the health and level of functioning of our brains, no matter our age.

Of particular importance to maintaining cognitive functioning through life are the hippocampus (deep inside the brain, part of what is called the limbic system), which plays a role in learning and memory; and the frontal lobes (behind your forehead), which are key to maintaining decision-making and autonomy. Is there a way to physically protect these parts of the aging brain? Yes. But the right answer is far from “do one more crossword puzzle” or “do more X” (whatever X is). The key is to add significantly different activities to ensure a flow of novelty, variety and challenge, combining physical and mental exercise while not ignoring factors such as stress management and balanced nutrition.

We need, in other words, to retool our understanding and practice of “Use it or lose it.” We must focus on the importance of getting out of our physical and mental routines and activities to get the benefits of real exercise—physical and mental.”

Continue reading Why We Need to Retool “Use It Or Lose It”

Agenda: ASA Brain Health Day, Powered by SharpBrains

Alvaro Fernandez — Thu, 30 Jul 2009 22:13:39 +0000

The American Society on Aging and SharpBrains have partnered to co-produce a professional development day for professionals in the field of aging. The day is themed “New Tools, New Partnerships”, and will take place on Friday, September 11th, 2009, during ASA’s West Coast Conference on Aging, in the Oakland Marriot City Center, Oakland, CA.

“Given aging population trends, it is clear that we need more and better trained aging professionals, and that brain health needs to be a major component in that training. We are pleased to partner with SharpBrains to offer the latest thinking, best practices, and resources, to our members,” said Carole Anderson, Vice President of Education.

“The growing interest in brain health and fitness among consumers and professionals alike needs to be accompanied by high-quality educational initiatives to help separate reality from hope from hype. We are honored to partner with the American Society on Aging in this important endeavor,” said Alvaro Fernandez, CEO & co-founder of SharpBrains and co-author of The SharpBrains Guide to Brain Fitness.

Description and How to Register
Since 2006, healthy aging pioneers have been actively evaluating and implementing an expanding menu of stimulating brain health programs. The American Society on Aging and SharpBrains have partnered to introduce aging professionals to the best practices in a variety of community-based and residential settings, discuss emerging trends that will affect your work in years to come, and offer you resources to understand and navigate through the growing array of options.

Participants will receive a complimentary and signed copy of the book The SharpBrains Guide to Brain Fitness (May 2009, $24.95).

Learning objectives are:

- Understand the complementary value the four main lifestyle pillars for lifelong brain health and why “mental exercise”, beyond simple “mental activity”, is one of them.
- Identify the best mix of brain health practices and technologies by discussing real world case studies in a variety of settings: adult education, independent living, assisted living.
- Discuss the opportunities and challenges of building innovative partnerships between a non-profit organizations and a for-profit companies.
- Explore emerging trends in research, public health, lifelong learning, and technology, to ensure that health and aging professionals are well equipped for years to come.

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When and where: Friday, September 11th, 2009, at the Oakland Marriott City Center.

Registration fees for SharpBrains clients and readers are $150 (official fees are $180) . Fee is for the full day session and includes up to six hours of CEU credits plus book and materials.

You can Register HERE, using Partner Organization Code: WCSB.

The Program
9:00 – 10:30 am Keynote- The SharpBrains Guide to Brain Fitness

This session will provide an overview of the most recent research, guidelines and resources to “Use It and Improve It”, summarizing the main findings and topics from the book The SharpBrains Guide to Brain Fitness. It will debunk 10 brain fitness myths; discuss how the brain works and the 4 pillars of brain maintenance; explain the difference between mental exercise and mental activity and identify research-based ways to exercise our brains; and review what 21 brain fitness software packages do – and what they don’t do. Finally, the session will discuss emerging trends to ensure that health and aging professionals are well equipped for years to come.

- Alvaro Fernandez, SharpBrains

11:00 to 12:00 noon Bringing Brain Fitness to the Community Center

Science continues to highlight the importance of staying active mentally as well as physically; people of all ages and situations face the challenge of learning what brain exercise is, how it can help them, and how to incorporate it into their busy lives. The Peninsula Jewish Community Center (PJCC) has formed a unique partnership with vibrantBrains, a pioneering gym for brain exercise, to explore new ways to bring brain fitness into the community on top of its existing fitness and educational activities.

- Jane Post, Peninsula Jewish Community Center; Lisa Schoonerman, vibrantBrains

1:30 to 2:30 pm Latest Technologies and Brain Health: Value and Limitations

Four innovative practitioners will share their first-hand experience implementing computerized cognitive training programs in different settings: adult education classes, independent living, and assisted living. They will discuss the Pros and Cons of technology programs provided by Dakim, Posit Science and CogniFit, helping the audience explore how technology can enhance existing brain health and wellness programs and how this trend will affect their work in the future.

- James Arp, Belmont Village; Kari Olsen, Front Porch; Shellie Sullivan, Lakeview Village; Teri Barr, Oakland Unified School District

2:30 to 3:15 pm Engaging the Community to Integrate Brain Health Research into Lifelong Learning

OLLI @Berkeley has developed a membership team to investigate how to integrate neuroscience discoveries into their lifelong learning curriculum and ongoing community activities. If older adults are told that, in addition to exercise, nutrition, among other things, mental stimulation is required that is novel, challenging and varied—how can lifelong learning centers and adults themselves judge what that is and how to integrate those understandings our activities and lives?. Susan Hoffman will share the methodology and insights of working with the community as well as with a wide range of experts and scientists, and discuss what might be possible in a variety of institutional settings such as yours.

- Susah Hoffman, OLLI@Berkeley

3:30 to 4.30 pm San Francisco Alzheimer’s Education & Prevention Taskforce: Getting Ready for the Future

The San Francisco Mayor’s office, in partnership with the Department of Aging & Adult Services recently convened an expert panel and committees to create a strategic plan for addressing the needs of San Franciscans with memory loss and dementia through the year 2020. Learn about the process, findings and recommendations on how the city of San Francisco plans to address education and prevention of dementia now and in the future.

- Elizabeth Edgerly, Alzheimer’s Association; Bill Haskells, Department of Aging & Adult Services

4:30 pm What We Have Learned, What is Next

What are some of the priorities and challenges for the next 12 months for the field at large, and for everyone involved? This interactive session will help us summarize the key highlights from the whole day, identify emerging assumptions, themes, and priorities, and discuss collaborative next steps.

- Carole Anderson, American Society on Aging; Alvaro Fernandez, SharpBrains

Speaker Bios
Alvaro Fernandez is co-founder and CEO of SharpBrains, a leading market research firm that tracks the market and research for cognitive assessments, training, and games. A member of the World Economic Forum’s Global Agenda Councils, he has been quoted in The New York Times, The Wall Street Journal, USA Today, and more, and recently co-authored the book The SharpBrains Guide to Brain Fitness: 18 Interviews with Scientists, Practical Advice, and Product Reviews, to Keep Your Brain Sharp. Alvaro received masters’ degrees in education and business from Stanford University, and teaches at UC-Berkeley Osher Lifelong Learning Institute.Jane Post is the Associate Executive Director at the Peninsula Jewish Community Center. With a background that started in summer youth camping and transitioned into Community Center group work, the Illinois native moved to the Bay Area in 1979 to begin her thriving career with the Peninsula Jewish Community Center (PJCC) in Foster City. Serving in positions ranging from Youth Director to Senior Adult Director, Ms. Post has enjoyed over 30 successful years with the PJCC and today is the Center’s Associate Executive Director. She holds a Master’s degree in Social Work from the University of Southern California.

Lisa Schoonerman is a co-founder at vibrantBrains. Lisa held a variety of technical and editorial positions with the Thomson Corporation in the Legal Publishing division (now ThomsonReuters), beginning in Rochester, NY and then coming to San Francisco to work for what was then Bancroft Whitney. Lisa’s work for Thomson included a 3-year assignment in the UK, where she was Editorial Director of the group providing content for Westlaw UK, the first international application of the Westlaw database.

James Arp works as the West Regional Director for Activity and Memory Programs for Belmont Village, where he was involved in a pilot program using computerized cognitive training. James has also worked as an Administrator for several Intermediate Care Facilities for the Developmentally Disabled and in Guardianship, and has a Bachelor of Science Degree in Psychology and Communication Disorders.

Kari Olson, Chief Information Officer of Front Porch, leads all technology initiatives for Front Porch and its partners. Kari is also the President of the Front Porch Center for Technology Innovation and Wellbeing whose mission is to explore innovative uses of technology to empower individuals to live well, especially in their later years. Kari is actively involved in the Center for Aging Services Technologies where she serves as a commissioner, steering committee member and task group chair for Boomer Technology Needs Research and co-chair of the Provider Needs Research Workgroup. Kari speaks regularly around the country on technology for aging services. Kari holds a BA in economics from University of California, Los Angeles and has completed graduate course work in education at California State University, Los Angeles.

Teri Barr administers the brain fitness classes for older adults at Oakland Unified School District. She has a BFA from the Art Institute of Chicago and a MSPE from the University of Illinois. In Illinois, she designed and implemented wellness classes in Community College, University and Hospital settings. Since moving to California, she has worked for OACE (Oakland Adult and Career Education) in the Older Adult Program. She started research for brain health classes in 2006 and began the program at OACE in 2007.

Shellie Sullivan is the Volunteer Coordinator at Lakeview Village, a faith-based, nonprofit retirement community in Lenexa for 800 seniors offering active living and supported options. Ms. Sullivan coordinated and supported the cognitive training portion of the Physical & Cognitive Training Study in which Lakeview participated under the supervision of Dr. Art Kramer, from the University of Illinois. She administered all of the cognitive pre- and post-assessments to Lakeview Village residents and community volunteers and guided participants using cognitive training software throughout the entire study. Ms. Sullivan is a graduate from The Ohio State University with a degree in Communications.

Susan E. Hoffman is the director of the Osher Lifelong Learning Institute within the Vice Provost’s Office for Teaching and Learning at UC Berkeley. For the past fifteen years she has worked at UC and CSU campuses launching new interdisciplinary and international programs. Before then, she served as the Executive Director of the California Confederation of the Arts, representing California artists, art educators and arts organizations in Sacramento and Washington for a decade. Her creative work includes being a writer and filmmaker. Her faculty appointments have been in creative writing, theatre and political philosophy.

Elizabeth Edgerly, Ph.D., is the Chief Program Officer for the Alzheimer’s Association and national spokesperson for the Association’s Maintain Your Brain program. She oversees the many programs of the Association for patients, families and health care professionals. In addition, she staffs the Medical Scientific Advisory Council of the Alzheimer’s Association – Northern California. She received her Ph.D. in clinical psychology at the State University of New York and specialized in geropsychology and neuropsychology. Dr. Edgerly joined the Alzheimer’s Association after completing a fellowship in clinical geropsychology at the Palo Alto VA Hospital.

How to Register

Registration fees for SharpBrains clients and readers are $150 (official fees are $180) . Fee is for the full day session and includes up to six hours of CEU credits plus book and materials.

You can Register HERE, using Partner Organization Code: WCSB. Â Â

About the American Society on Aging

Founded in 1954, the American Society on Aging is an association of diverse individuals bound by a common goal: to support the commitment and enhance the knowledge and skills of those who seek to improve the quality of life of older adults and their families. The membership of ASA is a multidisciplinary array of professionals who are concerned with the physical, emotional, social, economic and spiritual aspects of aging. They range from practitioners, educators, administrators, policymakers, business people, researchers, students, and more. For more information, visit http://www.asaging.org/

About SharpBrains

SharpBrains is a market research & publishing firm devoted to helping organizations, professionals and consumers navigate the brain fitness and cognitive health field. The company was co-founded by executive Alvaro Fernandez, member of the Global Agenda Councils initiative run by the World Economic Forum, and neuroscientist Dr. Elkhonon Goldberg, internationally renowned for his clinical work, research, and writing. SharpBrains recently released the The SharpBrains Guide to Brain Fitness: 18 Interviews with Scientists, Practical Advice, and Product Reviews, to Keep Your Brain Sharp (May 2009; $24.95). For more information, visit www.sharpbrains.com/

News: ASA Brain Health Day, powered by SharpBrains

Alvaro Fernandez — Wed, 22 Jul 2009 18:37:34 +0000

IÂ am very excited to pre-announce a collaboration with the American Society on Aging (ASA) to co-produce a Brain Health event, themed “New Tools, New Partnerships”, to take place in Oakland, CA, on September 11th.

Registration will be open next week so we will issue the formal announcement and provide links then ($150 for the whole day, which includes a signed copy of The SharpBrains Guide to Brain Fitness), but here you have the agenda & speakers in case you want to pencil in the date.

Context: Since 2006, healthy aging pioneers have been actively evaluating and implementing an expanding menu of stimulating brain health programs. The American Society on Aging and SharpBrains have partnered to introduce aging professionals to the best practices in a variety of community-based and residential settings, discuss emerging trends that will affect your work in years to come, and offer you resources to understand and navigate through the growing array of options. Participants will receive a complimentary and signed copy of the book The SharpBrains Guide to Brain Fitness (May 2009, $24.95).

Learning objectives:

- Understand the complementary value the four main lifestyle pillars for lifelong brain health and why “mental exercise”, beyond simple “mental activity”, is one of them.
- Identify the best mix of brain health practices and technologies by discussing real world case studies in a variety of settings: adult education, independent living, assisted living.
- Discuss the opportunities and challenges of building innovative partnerships between a non-profit organizations and a for-profit companies.
- Explore emerging trends in research, public health, lifelong learning, and technology, to ensure that health and aging professionals are well equipped for years to come.

Agenda:

9:00 – 10:30 am Keynote- The SharpBrains Guide to Brain Fitness

Alvaro Fernandez, SharpBrains

11:00 to 12:00 noon Bringing Brain Fitness to the Community Center

Deborah Pinsky, Peninsula Jewish Community Center; Lisa Schoonerman, vibrantBrains

1:30 to 2:30 pm Latest Technologies and Brain Health: Value and Limitations

James Arp, Belmont Village; Kari Olsen, Front Porch; Shellie Sullivan, Lakeview Village; Teri Barr, Oakland Unified School District

2:30 to 3:15 pm Engaging the Community to Integrate Brain Health Research into Lifelong Learning

Susah Hoffman, OLLI@Berkeley

3:30 to 4.30 pm San Francisco Alzheimer’s Education & Prevention Taskforce: Getting Ready for the Future

Elizabeth Edgerly, Alzheimer’s Association; Bill Haskells, Department of Aging & Adult Services

4:30 pm What We Have Learned, What is Next

Carole Anderson, American Society on Aging; Alvaro Fernandez, SharpBrains

Some Bios (again, registration and all info will be ready by Monday)

Debunking 10 Brain Training/ Cognitive Health Myths

Alvaro Fernandez — Sat, 20 Jun 2009 17:52:14 +0000

Think about this: How can anyone take care of his or her brain when every week brings a new barrage of articles and studies which seem to contradict each other?

Do supplements improve memory? Do you need both physical and mental exercise –or is one of them enough? Which brain training approach, if any, is worth one’s time and money?

We tried to address these questions, and many others, in our recent book, The SharpBrains Guide to Brain Fitness (182 pages, $24.95), that we presented at Games for Health Conference last week. The book is the result of over two years of extensive research including more than a hundred interviews with scientists, professionals and consumers, and a deep review of the scientific literature, led by neuropsychologist Elkhonon Goldberg and myself with the help of cognitive scientist Pascale Michelon. As we wrote in the Introduction, what we wanted to do first of all was to debunks these 10 myths on brain health and brain training:

Myth 1. Genes determine the fate of our brains.
Facts: Lifelong neuroplasticity allows our lifestyles and actions to play a meaningful role in how our brains physically evolve, especially given longer life expectancy.

Myth 2. Aging means automatic decline.
Facts: There is nothing inherently fixed in the precise trajectory of how brain functions evolve as we age.

Myth 3. Medication is the main hope for cognitive enhancement.
Facts: Non-invasive interventions can have comparable and more durable effects, side effect-free.

Myth 4. We will soon have a Magic Pill or General Solution to solve all our cognitive challenges.
Facts: A multi-pronged approach is recommended, centered around nutrition, stress management, and both physical and mental exercise.

Myth 5. There is only one “it” in “Use It or Lose it”.
Facts: The brain is composed of a number of specialized units. Our life and productivity depend on a variety of brain functions, not just one.

Myth 6. All brain activities or exercises are equal.
Facts: Varied and targeted exercises are the necessary ingredients in brain training so that a wide range of brain functions can be stimulated.

Myth 7. There is only one way to train your brain.
Facts: Brain functions can be impacted in a number of ways: through meditation, cognitive therapy, cognitive training.

Myth 8. We all have something called “Brain Age”.
Facts: Brain age is a fiction. No two individuals have the same brain or expression of brain functions.

Myth 9. That “brain age” can be reversed by 10, 20, 30 years.
Facts: Brain training can improve specific brain functions, but, with research available today, cannot be said to roll back one’s “brain age” by a number of years.

Myth 10. All human brains need the same brain training.
Facts: As in physical fitness, users must ask themselves: What functions do I need to improve on? In what timeframe? What is my budget?

Do you have other myths in mind you would likeÂ us to address?

We have started to receive great feedback from the healthcare community, such as this email from a neurosurgeon in Texas:

“I really like the book, it is comprehensive without being too technical. I have recommended it to several patients. There are some other books that I expected would be greeted with enthusiasm, but were too complex for most of my patients. I think this book is right in the sweet spot”.

And this great book review by an Internist Physician and Robert Wood Johnson Foundation Fellow, titled Is Your Brain A Couch Potato?:

“…a short, sweet, entertaining read of a complex topic, with timely (written in 1/09) reviews of 21 top technology products, as well as informed and expert predictions of where this burgeoning brain-fitness field is headed. More importantly, after you read it, you’ll have a good, detailed sense of where you, personally, can act to improve your own couch-potato brain – and how to keep it fit and flexible your whole life. The SharpBrains Guide To Brain Fitness reminds of us all why books (and not just googling a topic) can be well worth your time and money. Two Stethoscopes Up – check it out. life.”

—Doc Gurley, book review for SFGate.com (06/08/09)

The book:Â The SharpBrains Guide to Brain Fitness (available via Amazon.com Here, review copies available upon request).

Description: While most of us have heard the phrase “use it or lose it,” very few understand what “it” means, or how to properly “use it” in order to maintain brain function and fitness. The SharpBrains Guide to Brain Fitness is an invaluable guide that helps readers navigate growing brain research and identify the lifestyle factors and products that contribute to brain health and fitness. By gathering insights from eighteen of the world’s top scientists and offering tools and detailed descriptions of over twenty products, this book is an essential guide to the field of brain fitness, neuroplasticity and cognitive health. An accessible and thought-provoking read, The SharpBrains Guide to Brain Fitness educates lifelong learners and professionals in healthcare, education, business, etc., on emerging trends and forecasts of what the future will hold.

Products Reviewed (we reviewed scientific studies published before January 2009, when the manuscript text was closed):

- Overall brain maintenance: Brain Age series (Nintendo), BrainWare Safari (Learning Enhancement Corporation), FitBrains.com (Vivity Labs), Happy-Neuron.com (Scientific Brain Training), Lumosity.com (Lumos Labs), MindFit (CogniFit), (m)Power (Dakim)

- Targeted brain workout: Classic and InSight (Posit Science), Working Memory Training JM and RM (Cogmed), DriveFit (CogniFit), Earobics (Houghton Mifflin), Fast ForWord (Scientific Learning), IntelliGym (Applied Cognitive Engineering), Vision Restpration Therapy (NovaVision)

- Emotional self-regulation: emWave PC and Personal Stress Reliever (HeartMath), Journey to the Wild Divine (Wild Divine), RESPeRATE (InterCure), StressEraser (Helicor)

References on Cognitive Health/ Brain Fitness

Alvaro Fernandez — Sat, 06 Jun 2009 19:24:20 +0000

This is a partial list of the literature we reviewed during the research phase of our new book, The SharpBrains Guide to Brain Fitness.Â We know many friends of SharpBrains are researchers, healthcare professionals, graduate/ Ph.D. students, who want have direct access to the references (perhaps PubMed should promote itself as a never ending source of mental stimulation?), so here you have this list, organized by relevant chapter. Please note that the list below appears in the book – whose manuscript we had to close in January 2009.

Introduction

• Basak, C. et al. (2008). Can training in a real-time strategy video game attenuate cognitive decline in older adults? Psychology and Aging.
• Begley, S. (2007). Train your mind, change your brain: How a new science reveals our extraordinary potential to transform ourselves. Ballantine Books.
• DeKosky, S. T., et al. (2008). Ginkgo biloba for prevention of dementia: a randomized controlled trial. Journal of the American Medical Association, 300, 2253-2262.
• Doidge, N. (2007). The Brain that changes itself: Stories of personal triumph from the frontiers of brain science. Viking Adult.

Chapter 1. The Brain and Brain Fitness 101

• Bunge, S. A., & Wright, S. B. (2007). Neurodevelopmental changes in working memory and cognitive control. Current Opinion In Neurobiology, 17(2), 243-50.
• Damasio, A. (1995). Descartes’ error: Emotion, reason, and the human brain. Penguin Press.
• David Kolb, D. (1983). Experiential learning: Experience as the source of learning and development. FT Press.
• Draganski, B., Gaser, C., Kempermann, G., Kuhn, H. G., Winkler, J., Buchel, C., & May A. (2006). Temporal and spatial dynamics of brain structure changes during extensive learning. The Journal of Neuroscience, 261231, 6314-6317.
• Gage, F. H., Kempermann, G., & Song, H. (2007). Adult Neurogenesis. Cold Spring Harbor Laboratory Press, NY.
• Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic Books.
• Gaser, C. & Schlaug, G. (2003). Brain structures differ between musicians and non-musicians. The Journal of Neuroscience, 23, 9240-9245.
• Jensen, E. (2006). Enriching the brain: How to maximize every learner’s potential. Jossey-Bass.
• Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., DahlstrÃ¶m, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005). Computerized Training of Working Memory in Children With ADHDA Randomized, Controlled Trial. J American Academy of Child and Adolescent Psychiatry, 44(2), 177-186.
• Maguire, E. A., Woollett, K., & Spiers, H. J. (2006). London taxi drivers and bus drivers: A structural MRI and neuropsychological analysis. Hippocampus, 16, 1091-1101.
• Mechelli, A., Crinion, J. T., Noppeney, U. , O’Doherty, J., Ashburner, J., Frackowiak, R. S., & Price, C. J. (2004). Structural plasticity in the bilingual brain. Nature, 431, 757.
• Parsons, L. M. (2001). Exploring the functional neuroanatomy of music performance, perception, and comprehension. Annals Of The New York Academy Of Sciences, 930, 211-31.
• Roenker, D., Cissell, G., Ball, K., Wadley, V., & Edwards, J. (2003). Speed of processing and driving simulator training result in improved driving performance. Human Factors, 45, 218-233.
• Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2005) The development of executive attention: contributions to the emergence of self-regulation. Developmental Neuropsychology, 28, 573-594.
• Rueda, M. R., Rothbart, M. K.., Saccamanno, L., & Posner, M. I. (2005) Training,maturation and genetic influences on the development of executive attention. Proceedings of the National Academy of Sciences, 102, 14931-14936.
• Stern, Y. (2002). What is cognitive reserve? Theory and research application of the reserve concept. Journal of Int. Neuropsych. Soc., 8, 448-460.
• Sylwester, R. (2007). The adolescent brain: Reaching for autonomy. Corwin Press.
• Tang, Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., et al. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences, 104(43), 17152-17156.
• Woodruff, L., & Woodruff, B. (2007). In an instant: A Family‘s journey of love and healing. Random House.
• Zull, J. E. (2002). The art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Stylus Publishing.

Chapter 2. The 4 Pillars of Brain Maintenance

• Ball, K., Berch, D. B., Helmers, K. F., Jobe, J. B., Leveck, M. D., Marsiske, M., Morris, J. N., Rebok, G. W., Smith, D. M., Tennstedt, S. L., Unverzagt, F. W., & Willis, S. L. (2002). Effects of cognitive training interventions with older adults. Journal of the American Medical Association, 288, 2271-2281.
• Basak, C. et al. (2008). Can training in a real-time strategy video game attenuate cognitive decline in older adults? Psychology and Aging.
• Brooks, J. O., Friedman, L., Pearman, A. M., Gray, C., & Yesavage, J. A. (1999). Mnemonic training in older adults: Effect of age, length of training, and type of cognitive pretraining. International Psychogeriatrics, 11, 75-84.
• Burns, N. R., Bryan J., Nettelbeck T. (2006). Ginkgo biloba: no robust effect on cognitive abilities or mood in healthy young or older adults. Human Psychopharmacology, 21(1), 27-37.
• Colcombe, S., & Kramer, A. F. (2003). Fitness effects on the cognitive function of older adults: A Meta-Analytic study. Psychological Science, 14 (2) , 125–130.
• DeKosky, S. T., et al. (2008). Ginkgo biloba for prevention of dementia: a randomized controlled trial. Journal of the American Medical Association, 300, 2253-2262.
• Derwinger, A., Neely, A. S., Persson, M., Hill, R. D., & Backman, L. (2003). Remembering numbers in old age: Mnemonic training versus self-generated strategy training. Aging Neuropsychology and Cognition, 10, 202-214.
• Elsabagh, S., Hartley, D. E., Ali, O., Williamson, E. M., & File, S. E. (2005). Differential cognitive effects of Ginkgo biloba after acute and chronic treatment in healthy young volunteers. Psychopharmacology, 179(2), 437-46
• Eriksson, P. S., Perfilieva, E., Bjork-Eriksson, T., Alborn, A. N., Norborg, C., Peterson, D., & Gage, F. H. (1998). Neurogenesis in the adult human hippocampus. Nature Medicine, 4(11): 1313-1317, 1998.
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• Gage, F. H., Kempermann, G., & Song, H. (2007). Adult Neurogenesis. Cold Spring Harbor Laboratory Press, NY.
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• Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience 9 (1), 58-65.
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• McCraty, R., Barrios-Choplin, B., Rozman, D., Atkinson, M., & Watkins, A. D. (1998). The impact of a new emotional self-management program on stress, emotions, heart rate variability, DHEA and cortisol. Integr. Physiol. Behav. Sci., 33(2), 151-70.
• Nair, K. S., Rizza, R. A., O’Brien, P., Dhatariya, K., Short, K. R., Nehra, A., Vittone, J. L., et al. (2006). DHEA in elderly women and DHEA or testosterone in elderly men. The New England Journal of Medicine, 355(16), 1647-59.
• Piscitelli, S. C, Burstein, A. H., Chaitt, D., Alfaro, R. M., Falloon, J. (2001). Indinavir concentrations and St John’s wort. Lancet, 357, 1210.
• Roenker, D., Cissell, G., Ball, K., Wadley, V., & Edwards, J. (2003). Speed of processing and driving simulator training result in improved driving performance. Human Factors, 45, 218-233.
• Sapolsky, R. M. (2004). Why zebras don’t get ulcers. Owl Books.
• Scarmeas, N., Levy, G., Tang, M. X., Manly, J., & Stern, Y. (2001). Influence of leisure activity on the incidence of Alzheimer’s disease. Neurology, 57, 2236-2242.
• Snowdon, D. A., Ostwald, S. K., Kane, R. L., & Keenan, N. L. (1989). Years of life with good and poor mental and physical function in the elderly. Journal of Clinical Epidemiology, 42, 1055-1066.
• Solomon, P. R, Adams, F., Silver, A., Zimmer, J., & DeVeaux, R. (2002). Ginkgo for memory enhancement: a randomized controlled trial. JAMA, 288(7), 835-40.
• Stern, Y. (2002). What is cognitive reserve? Theory and research application of the reserve concept. Journal of Int. Neuropsych. Soc., 8, 448-460.
• Verhaeghen, P., Marcoen, A., & Goosens, L. (1992). Improving memory performance in the aged through mnemonic training: A meta-analytic study. Psychology and Aging, 7, 242-251.
• Willis, S. L., Tennstedt, S. L., Marsiske, M., Ball, K., Elias, J., Koepke, K. M., Morris, J. N., Rebok, G. W. Unverzagt, F. W. Stoddard, A. M., & Wright, E. (2006). Long-term effects of cognitive training on everyday functional outcomes in older adults. Journal of the American Medical Association, 296(23), 2805-2814.
• Wilson, R.S., Bennett, D.A., Bienias, J.L., Aggarwal, N.T., Mendes de Leon, C.F., Morris, M.C., Schneider, J. A., & Evans, D. A. (2002). Cognitive activity and incident AD in a population-based sample of older persons. Neurology, 59, 1910-1914.
• Zelinski et al. (on-going). The IMPACT Study: A randomized controlled trial of a brain plasticity-based training program for age-related decline.
• Zelinski, E. M., & Burnight, K. P. (1997). Sixteen-year longitudinal and time lag changes in memory and cognition in older adults. Psychology and Aging, 12(3), 503-513.
• Zull, J. E. (2002). The Art of changing the brain: Enriching the practice of teaching by exploring the biology of learning. Stylus Publishing: Sterling, VA.

Chapter 3. Mental Exercise vs. Mental Activity

• American Society on Aging (2006). ASA-Metlife Foundation Attitudes and Awareness of Brain Health Poll.
• Basak, C. et al. (2008). Can training in a real-time strategy video game attenuate cognitive decline in older adults? Psychology and Aging.
• Beck, A. (1979). Cognitive therapy and the emotional disorders. Plume. • Beck, J. S. (1995). Cognitive Therapy: Basics and Beyond. Guilford Press.
• Beck, J. S. (2007). The Beck diet solution: Train your brain to think like a thin person. Oxmoor House.
• Ericsson, K. A., & Delaney, P. F. (1998). Working Memory and Expert Performance. In R. H. Logie & K. J. Gilhooly (Eds.), Working Memory and Thinking, pp. 93-114. Hillsdale, NJ: Erlbaum.
• Gaab, N, Gabrieli, J. D. E., Deutsch, G. K., & Temple, E. (2007). Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated with training: An fMRI study. Restorative Neurology and Neuroscience, 25, 295-310.
• Gopher, D., Weil, M., & Baraket, T. (1994). Transfer of skill from a computer game trainer to flight. Human Factors, 36, 387-405.
• Hambrick, D. Z., Sathouse, T. A., & Meinz, E. J. (1999). Predictors of crossword puzzle proficiency and moderators of age-cognition relations. Journal of Experimental Psychology: General, 128, 131-164.
• Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience 9 (1), 58-65.
• Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Perrig, W. J. (2008). Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences of the United States of America, 105(19), 6829-6833.
• Jobe, J. B., Smith, D. M., Ball, K., Tennstedt, S. L., Marsiske, M., Willis, S. L., Rebok, G. W., Morris, J. N., Helmers, K. F., Leveck, M. D., Kleinman, K. (2001). ACTIVE: A cognitive intervention trail to promote independence in older adults. Control Clinical Trials, 22(4), 453-479.
• Kawashima, R. (2005). Train your brain: 60 days to a better brain. Kumon Publishing North America.
• Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., DahlstrÃ¶m, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005). Computerized training of working memory in children with ADHDA randomized, controlled trial. J. American Academy of Child and Adolescent Psychiatry, 44(2), 177-186.
• Lavin, A., & Glaser, S. (2006). Who’s boss: Moving families from conflict to collaboration. Collaboration Press.
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• Davidson, R. J., Kabat-Zinn, J., Schumacher, J., Rosenkranz, M., Muller, D., Santorelli, S. F., Urbanowski, F., Harrington, A., Bonus, K. and Sheridan, J. F. (2003). Alterations in brain and immune function produced by mindfulness meditation. Psychosomatic Medicine, 65, 564-570.
• Newberg, A., D’Aquili, E., & Rause, V. (2001). Why God won’t go away: Brain science and the biology of belief. Ballantine Books.
• Newberg, A. & Waldman, M. R. (2006). Why we believe what we believe: Uncovering our biological need for meaning, spirituality, and truth. Free Press.
• Paquette, V., Levesque, J., Mensour, B., Leroux, J. M., Beaudoin, G., Bourgouin, P., et al. (2003). Effects of cognitive-behavioral therapy on the neural correlates of spider phobia. Neuroimage, 18, 401-409.
• Roenker, D., Cissell, G., Ball, K., Wadley, V., & Edwards, J. (2003). Speed of processing and driving simulator training result in improved driving performance. Human Factors, 45: 218-233.
• Scarmeas, N., Levy, G., Tang, M. X., Manly, J., & Stern, Y. (2001). Influence of leisure activity on the incidence of Alzheimer’s disease. Neurology, 57, 2236-2242.
• Stahre, L., TÃ¤rnell, B., HÃ¥kanson, C.-.E., & HÃ¤llstrÃ¶m, T. (2007). A randomized controlled trial of two weight-reducing short-term group treatment programs for obesity with an 18-month follow-up. International Journal of Behavioral Medicine, 14(1), 48-55
• Steenbarger, B, N. (2006). Enhancing Trader Performance: Proven Strategies From the Cutting Edge of Trading Psychology. Wiley.
• Steenbarger, B. N. (2003). The Psychology of Trading: Tools and Techniques for Minding the Markets. Wiley.
• Tang, Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., et al. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences, 104(43), 17152-17156.
• Temple, E., Deutsch, G. K., Poldrack, R. A., Miller, S. L., Tallal, P.,Merzenich, M. M., & Gabrieli, J. D. E. (2003). Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI. Proc. Natl. Acad. Sci. USA, 100, 2860-2865.
• Willis, S. L., Tennstedt, S. L., Marsiske, M., Ball, K., Elias, J., Koepke, K. M., Morris, J. N., Rebok, G. W. Unverzagt, F. W. Stoddard, A. M., & Wright, E. (2006). Long-term effects of cognitive training on everyday functional outcomes in older adults. Journal of the American Medical Association, 296(23), 2805-2814.
• Woodruff, L., & Woodruff, B. (2007). In an Instant: A Family’s journey of love and healing. Random House.
• Zelinski et al. (on-going). The IMPACT Study: A randomized controlled trial of a brain plasticity-based training program for age-related decline.

Chapter 4. Brain Training Software: Profiles, Evaluation Criteria and 21 Quick Picks

• Baril, L., Nicolas, L., Croisile, B., Crozier, P., Hessler, C., Sassolas, A., McCormick, J. B., & Trannoy, E. (2004). Immune response to Abetapeptides in peripheral blood from patients with Alzheimer’s disease and control subjects. Neurosci. Lett., 355(3), 226-30
• Gopher, D., Weil, M., & Bareket, T. (1994). Transfer of skill from a computer game trainer to flight. Human Factors, 36, 1-19.
• Kawashima, R. (2005).Train your brain: 60 days to a better brain. Kumon Publishing North America.
• Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., DahlstrÃ¶m, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005). Computerized training of working memory in children with ADHDA randomized, controlled trial. J. American Academy of Child and Adolescent Psychiatry, 44(2), 177-186.
• Mahncke, H. W., Connor, B. B., Appelman, J., Ahsanuddin, O. N., Hardy, J. L., Wood, R. A., Joyce, N. M., Boniske, T., Atkins, S. M., & Merzenich, M. M. (2006). Memory enhancement in healthy older adults using a brain plasticity-based training program: A randomized, controlled study. PNAS, 103(33), 12523-12528.
• Nussbaum, P. (2007). Your brain health lifestyle. Word Association.
• Small, G. (2005). The memory prescription: Dr. Gary Small’s 14-day plan to keep your brain and body young. Hyperion.
• Steenbarger, B, N. (2006). Enhancing trader performance: Proven strategies from the cutting edge of trading psychology. Wiley.

Chapter 5. A Growing Range of Applications

• Barkley, R. A. (1997). Attention-deficit/hyperactivity disorder, selfregulation, and time: Toward a more comprehensive theory. Journal of Developmental & Behavioral Pediatrics, 18(4), 271-279.
• Centers for Disease Control and Prevention and the Alzheimer’s Association. (2007). The Healthy Brain Initiative: A National Public Health Road Map to Maintaining Cognitive Health.
• Cicerone, K. D., Dahlberg, C., Kalmar, K., Langenbahn, D. M., Malec, J. F., Bergquist, T. F., Felicetti, T., Giacino, J. T., Harley, J. P., Harrington, D. E., Herzog, J., Kneipp, S., Laatsch, L., & Morse P. A. (2000). Evidencebased cognitive rehabilitation: recommendations for clinical practice. Arch. Phys. Med. Rehabil., 81, 1596-615.
• Cicerone, K. D., Dahlberg, C., Malec, J. F., Langenbahn, D. M., Felicetti, T., Kneipp, S., Ellmo, W., Kalmar, K., Giacino, J. T., Harley, J. P., Laatsch, L., Morse, P. A., & Catanese, J. (2005). Evidence-based cognitive rehabilitation: Updated review of the literature from 1998 through 2002. Arch. Phys. Med. Rehabil., 86, 1681-92.
• Goldstein, S., & Ingersoll, B. (1993). Controversial treatments for children with ADHD and impulse disorders. In L. F., Koziol C. E. Stout, and D. Ruben, (Eds.). Handbook of childhood impulse disorders and ADHD: Theory and practice. Charles C Thomas, Publisher, pp. 144-160
• Gopher, D., Weil, M., & Baraket, T. (1994). Transfer of skill from a computer game trainer to flight. Human Factors, 36, 387-405.
• Kasten, E., Wuest, S., Behrens-Bamann, W., & Sabel, B. A. (1998). Computer-based training for the treatment of partial blindness. Nature Medicine, 4, 1083–1087.
• Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., DahlstrÃ¶m, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005). Computerized training of working memory in children with ADHDA randomized, controlled trial. J. American Academy of Child and Adolescent Psychiatry, 44(2), 177-186.
• Mark Katz, M. (1997). On playing a poor hand well. W.W. Norton and Company.
• Olesen, P. J., Westerberg, H., & Klingberg, T. (2004). Increased prefrontal and parietal brain activity after training of working memory. Nature Neuroscience, 7(1), 75-79.
• Rabiner, D., & Coie, J. D. (2000). Early attention problems and children’s reading achievement: A longitudinal investigation. Journal of the American Academy of Child & Adolescent Psychiatry, 39(7), 859-867.
• Roenker, D., Cissell, G., Ball, K., Wadley, V., & Edwards, J. (2003). Speed of processing and driving simulator training result in improved driving performance. Human Factors, 45, 218-233.
• Shebilske, W. L., Volz, R. A., Gildea, K. M., Workman, J. W., Nanjanath, M., Cao, S,, & Whetzel, J. (2005). Revised Space Fortress: A validation study. Behavior Research Methods, 37, 591-601.
• Willis, S. L., Tennstedt, S. L., Marsiske, M., Ball, K., Elias, J., Koepke, K. M., Morris, J. N., Rebok, G. W. Unverzagt, F. W. Stoddard, A. M., & Wright, E. (2006). Long-term effects of cognitive training on everyday functional outcomes in older adults. Journal of the American Medical Association, 296(23), 2805-2814.

Chapter 6. Ready for the Future?

• Whalen, C., Liden, L., Ingersoll, B., Dallaire, E., & Liden, S. (2006). Positive behavioral changes associated with the use of computerassisted instruction for young children. Journal of Speech and Language Pathology and Applied Behavior Analysis, 1(1), 11-25.
• Vance, D. E., Webb, N. M., Marceaux, J. C., Viamonte, S. M., Foote, A. W., & Ball, K. K. (2008). Mental stimulation, neural plasticity, and aging: directions for nursing research and practice. Journal of Neuroscience Nursing, 40(4), 241-9.

Chapter 7. Opening the Debate

• Ybarra, O., Burnstein, E., Winkielman, P., Keller, M. C., Manis, M., Chan, E., & Rodriguez, J. (2008). Mental exercising through simple socializing: Social interaction promotes general cognitive functioning. Personality and Social Psychology Bulletin, 34, 248-259.

For more information on the book, please visit The SharpBrains Guide to Brain Fitness.

Ever heard of the Longevity Dividend? Perhaps Gray is the New Gold

Kronos Longevity Research Institute — Thu, 28 May 2009 03:54:11 +0000

The Longevity Dividend is a theory that says we hope to intervene scientifically to slow the aging process, which will also delay the onset of age-related diseases. Delaying aging just seven years would slash rates of conditions like cancer, diabetes, Alzheimer’s disease and heart disease in half. That’s the longevity part.

The dividend comes from the social, economic, and health bonuses that would then be available to spend on schools, energy, jobs, infrastructure—trillions of dollars that today we spend on healthcare services. In fact, at the rate we’re going, by the year 2020 one out of every $5 spent in this country will be spent on healthcare. Obviously, something has to change.

Enter the Longevity Dividend. The Longevity Dividend doesn’t suggest that we live longer; instead, it calls for living better. The idea is that if we use science to increase healthspan, not lifespan. In other words, tomorrow’s 50-year-old would have the health profile of a 43-year-old.

It might sound like science fiction, but, in fact, it’s quite possible. We’re already doing it in some animal models using genetic and dietary interventions, techniques related to what scientists call “the biology of aging.”

Getting there in humans, however, means embracing an entirely new approach to our thinking about disease and aging, and how we conduct scientific research into the two.

Getting Scientists’ Attention

A group of eminent researchers first proposed the Longevity Dividend in a 2006 article published in The Scientist. The authors, S. Jay Olshansky, PhD, professor of epidemiology and biostatics at the University of Illinois in Chicago, Daniel P. Perry, executive director of the Alliance for Aging Research in Washington, DC, Richard A. Miller, MD, PhD, professor of pathology at the University of Michigan in Ann Arbor, and Robert N. Butler, MD, president and CEO of the International Longevity Center in New York, intended their essay to be a “general statement to scientists” about the need for a paradigm shift in the way we think about aging and disease.

The researchers also met with U.S. senators who served on the Senate committee that oversaw the budget for the National Institutes of Health (NIH). “We told them we believed that a new way was available to us to improve health in this century, but it was an approach that was fundamentally different from the approach we had been taking,” recalls Dr. Olshansky. Instead of focusing on individual diseases, the researchers said, significantly more funds should be shifted to research on the biology of aging so we could unravel the underlying pathophysiological processes that eventually result in cellular damage and lead to age-related diseases.

The scientists were successful—to a point. The fiscal year 2008 Labor/Health and Human Services Appropriations bill did include language acknowledging the importance of holistic research into the underpinnings of aging itself:

“The Committee commends the (National Institute on Aging [NIA]) for work it has done to improve understanding of the biological factors that regulate the processes of aging. These new discoveries have led many scientists to believe that it may become possible to postpone the onset of a wide range of fatal and disabling diseases, in a coordinated fashion, by retardation of the aging process. It is widely understood that chronic illness is a powerful driver of medical costs, which in the United States are expected to reach $16 billion annually by 2030. To alleviate this financial burden and to develop interventions that can extend health and longevity, the Committee urges the NIH to increase dramatically its annual investment in the biological basis of aging.”

Unfortunately, the NIA still received just 3.5 percent of the nearly $30 billion NIH budget in fiscal year 2008 (see table on below). Compare that to the National Cancer Institute, which received 16.1 percent of the funding, the largest slice of the pie. Yet if we spent more to unravel the cellular secrets of aging, contended Dr. Olshansky and his colleagues, we wouldn’t need to spend so much on cancer and other diseases of aging because fewer people would develop them.

To get this message across to clinicians as well as scientists, in July 2008 the researchers published another essay, this time in The British Medical Journal. “A New Model of Health Promotion and Disease Prevention for the 21st Century” contended that the effectiveness of medical research worldwide “will become limited unless there is an increased shift to understanding how aging affects health and vitality.”

For instance, the report noted, since most people have more than one chronic disease in the final third of their lives, curing any of the major fatal diseases would “have only a marginal effect on life expectancy and the overall length of healthy life.”

“We are ultimately talking about the best form of prevention you can have,” said Dr. Olshansky of work to understand the biology of aging. “And this ultimate method of prevention will carry with it significant bonuses or dividends. People will be healthier longer so there will be many opportunities to spend money on things other than healthcare.”

National Institutes of Health Appropriations: Fiscal Year 2008

Total:Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $29.46 billion
National Cancer InstituteÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $4.81 billion
National Institute of Allergy and Infectious DiseasesÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $4.56 billion
National Heart, Lung and Blood InstituteÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $2.92 billion
National Institute of General Medical Sciences Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $1.94 billion
National Institute of Diabetes and Digestive and Kidney DiseasesÂ Â $1.86 billion
National Institute of Neurological Disorders and StrokeÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $1.54 billion
National Institute of Mental HealthÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $1.40 billion
National Institute of Child Health and Human DevelopmentÂ Â Â Â Â Â Â Â Â Â Â $1.25 billion
National Center for Research ResourcesÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $1.15 billion
Office of the DirectorÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $1.11 billion
National Institute on AgingÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â $1.05 billion

–Â This is an excerpt from the Gray is the New Gold State of the Science Report:Â Optimism in Aging Research (free download Here) published by Kronos Longevity Research Institute. Kronos Longevity Research Institute (KLRI) is a not-for-profit, 501(c)(3) organization that conducts state-of-the-art clinical translational research on the prevention of age-related diseases and the extension of healthier human life.

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

- Global Consortium for Neurocognitive Fitness Innovation

Brain Fitness/ Training Report Finds Market Growth, Potential, and Confusion

Alvaro Fernandez — Tue, 05 May 2009 00:11:54 +0000

After many many months of mental stimulation, physical exercise and the certain need for stress management… we have just announced the release of the The State of the Brain Fitness Software Market 2009Â report, our second annual comprehensive market analysis of the US market for computerized cognitive assessment and training tools. In this report we estimate the size of the US brain fitness software market at $265M in 2008, up from $225M in 2007 (18% annual growth), and from $100m in 2005. Two segments fuelled the market growth from 2007 to 2008: consumers (grew from $80m to $95m) and healthcare & insurance providers (grew from $65m to $80m).

The 150-page report finds promising research and initiatives to drive significant growth, combined with increased consumer confusion given aggressive marketing claims and lack of education and standards. The report includes:
- The complete results of an exclusive January 2009 Survey with 2,000+ respondents
- A proprietary Market & Research Momentum Matrix to categorize 21 key vendors into four categories
- 10 Research Executive Briefs written by leading scientists at prominent research labs
- An analysis of the level of clinical validation per product and cognitive domain

Top 10 Highlights from theÂ report:

1) Consumers, seniors’ communities and insurance providers drove year on year sustained growth, from $225m in 2007 to $265m in 2008. Revenues may reach between $1 billion to $5 billion by 2015, depending on how important problems (Public Awareness, Navigating Claims, Research, Health Culture, Lack of Assessment) are addressed.

2) Increased interest and confusion: 61% of respondents Strongly Agree with the statement “Addressing cognitive and brain health should be a healthcare priority.” But, 65% Agree/Strongly Agree “I don’t really know what to expect from products making brain claims.”

3) Investment in R&D seeds future growth: Landmark investments by insurance providers and government-funded research institutes testing new brain fitness applications planted new seeds for future growth.

4) Becoming standard in residential facilities: Over 700 residential facilities – mostly Independent and Assisted Living facilities and CCRCs – have installed computerized cognitive training programs.

5) Customer satisfaction: Consumers seem more satisfied with computer-based products than paper-based options. But, satisfaction differs by product. When asked “I got real value for my money”, results were as follows: Lumosity.com (65% Agree), Puzzle Books (60%), Posit Science (52%), Nintendo (51%) agreed. Posit Science (53% Agree) and Lumosity.com (51%) do better than Puzzle Books (39%) and Nintendo (38%) at “I have seen the results I wanted.”

6) Assessments: Increasing adoption of computer-based cognitive assessments to baseline and track cognitive functions over time in military, sports, and clinical contexts. The Alzheimer’s Foundation of America now advocates for widespread cognitive screenings after 65-75.

7) Specific computerized cognitive training and videogames have been shown to improve brain functions, but the key questions are, “Which ones”, and “Who needs what when?”

Aggressive marketing claims are creating confusion and skepticism, resulting in a distracting controversy between two misleading extremes: (a) “buying product XYZ can rejuvenate your brain Y years” or (b) “those products don’t work; just do one more crossword puzzle.” The upcoming book The SharpBrains Guide to Brain Fitness aims to help consumers navigate these claims.

9) Developers can be classified into four groups, based on a proprietary Market and Research Momentum Matrix: SharpBrains finds 4 Leaders, 8 High Potentials, 3 Crosswords 2.0, and 6 Wait & See companies.

10) Increased differentiation: Leading companies are better defining their value proposition and distribution channels to reach specific segments such as retirement communities, schools, or healthcare providers.

Leading researchers prepared 10 Research Executive Briefs:
- Dr. Joshua Steinerman (Einstein-Monteï¬ore): Neuroprotection via cognitive activities
- Dr. Jerri Edwards (South Florida): Assessments of driving fitness
- Dr. Susanne Jaeggi and Dr. Martin Buschkuehl (Bern, Michigan): Working memory training and ï¬‚uid intelligence
- Dr. Torkel Klingberg (Karolinska): Working memory training, dopamine, and math
- Dr. Liz Zelinski (UC Davis): Auditory processing training
- Dr. David Vance (UAB): Speed-of-processing training
- Dr. Jerri Edwards (South Florida): Cognitive training for healthy aging
- Dr. Daphne Bavelier & Dr. Shawn Green (Rochester): Action videogames and attentional skills
- Dr. Arthur Kramer (Illinois): Strategy videogames and executive functions
- Dr. Yaakov Stern (Columbia): The cognitive reserve and neuroimaging
- Dr. David Rabiner (Duke): Objective assessments for ADHD

Table of Contents

Editorial
Executive Summary
Chapter 1. Bird’s-Eye View of the Growing Field
Chapter 2. Market Survey on Beliefs, Attitudes, Purchase Habits
Chapter 3. The Emerging Competitive Landscape
Chapter 4. The Science for Brain Fitness and Cognitive Health
Chapter 5. Consumers – Adopting Crosswords 2.0?
Chapter 6: Healthcare and Insurance Providers – A Culture of Cognitive Health
Chapter 7: K12 School Systems- Ready for Change?
Chapter 8: Military, Sports Teams, Companies – Brain-Performance Link
Chapter 9: Future Directions – Projections and Bottlenecks

Companies profiled include: Advanced Brain Technologies, Applied Cognitive Engineering, Brain Center America, Brain Resource, CNS Vital Signs, Cogmed, Cogstate, CogniFit, Cognitive Drug Research, Dakim, Houghton Mifflin, Learning Enhancement Corporation, LearningRx, Lumos Labs, Marbles: The Brain Store, Nintendo, NovaVision, Posit Science, Scientific Brain Training, Scientific Learning, TransAnalytics, vibrantBrains, Vigorous Mind, Vivity Labs.

More on the report by clicking on The State of the Brain Fitness Software Market 2009.

Alzheimer’s Early and Accurate Diagnosis: Normal Aging vs. Alzheimer’s Disease

Dr. Murali Doraiswamy — Wed, 29 Apr 2009 19:47:27 +0000

(Editor’s Note: I recently came across an excellent book and resource, The Alzheimer’s Action Plan: The Experts’ Guide to the Best Diagnosis and Treatment for Memory Problems, just released in paperback. Dr. Murali Doraiswamy, one of the authors and leading Alzheimer’s expert, kindly helped us create a 2-part article series to share with SharpBrains readers advice on a very important question, “How can we help the public at large to distinguish Alzheimer’s Disease from normal aging — so that an interest in early identification doesn’t translate into unneeded worries?” What follows is an excerpt from the book, pages 3-8).

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Jane, fifty-seven, managed a large sales force. She prided herself on being good at names, and introductions were easy for her—until last spring when she referred to Barbara as Betty at a meeting and had to correct herself. She started noticing that her memory wasn’t as dependable as it once was—she had to really try to remember names and dates. Her mother had developed Alzheimer’s in her late seventies, so Jane entertained a wide array of worries: Is this just aging? Is it because of menopause? Is it early Alzheimer’s? Did her coworkers or family notice her slips? Should she ask them? Should she see a doctor, and if so, which doctor? Would she really want to know if she was getting Alzheimer’s? Would she lose her job, health insurance, or friends if she did have Alzheimer’s?

As it turns out, Jane did not have Alzheimer’s. She consulted a doctor, who, in docspeak, told her that the passage of time (getting older) had taken a slight toll on her once-superquick memory. She was slowing down a little, and if she relaxed, the name or date or other bit of information she needed would come to her soon enough. She was still good at her job and home life. She had simply joined the ranks of the worried well.

Normal brain aging, beginning as early as the forties in some people, may include:

• Taking longer to learn or remember information
• Having difficulty paying attention or concentrating in the midst of distractions
• Forgetting such basics as an anniversary or the names of friends
• Needing more reminders or memory cues, such as prominent appointment calendars, reminder notes, a phone with a wellstocked speed dial

Although they may need some assistance, older people without a mental disorder retain their ability to do their errands, handle money, find their way to familiar areas, and behave appropriately.

How does this compare to a person with Alzheimer’s? When Alzheimer’s slows the brain’s machinery, people begin to lose their ability to

• remember recent events or conversations, yet they retain old memories. They may remember where they were born or their first job, but they won’t remember that they told you about both in some detail a few minutes earlier.
• plan, start, or organize tasks
• find the right words or name everyday things, such as a clock or a stove
• comprehend or follow even simple directions
• keep track of the time and where they are

The severity and the speed of the memory loss distinguishes aging from Alzheimer’s, yet the line between where normal aging ends and Alzheimer’s begins is as unclear as the memories of a person with Alzheimer’s. Even the changes that occur in the brain during Alzheimer’s are just a more severe version of the changes we see in the aging brain. Indeed, some scientists argue that Alzheimer’s is a form of accelerated but otherwise normal aging.

But to the family members of someone with Alzheimer’s, the differences between normal aging and Alzheimer’s are real and in their face. In contrast to their healthy older friends, people in the early stage of Alzheimer’s have more problems with shopping, handling money, or getting to familiar places. If someone has become a little uneasy driving and finds alternative routes to avoid major highways, that’s not a sign of Alzheimer’s. If a person avoids being alone in the car because he or she is getting lost, that could very well be Alzheimer’s.

Alzheimer’s is more than memory loss. People with the disease have trouble behaving appropriately. Even though they desperately want to appear like their normal selves, their brains aren’t up to it. Healthy individuals without Alzheimer’s or other forms of dementia still have that choice.

DEMENTIA VERSUS ALZHEIMER’S

Dementia is the broad general diagnosis given to a person whose thinking, particularly memory, is so impaired it affects day-to-day functioning. Not all dementia is due to Alzheimer’s, but everyone with Alzheimer’s has dementia. However, the term Alzheimer’s is often used incorrectly to refer to different types of dementia that impair memory and occur in older individuals. More than a hundred different disorders cause dementia, and their different symptoms depend on what parts of the brain they attack.

WHAT CHANGES IN ALZHEIMER’S?

Alzheimer’s is about change. If you are wondering if a family member has Alzheimer’s, think about how he has changed. It’s the decline that is telling. For example, your father may remember all sorts of interesting facts or stories, but when you think about it, you realize he’s actually become forgetful for him. Some people never knew the name of their senators, but a lobbyist forgetting a senator’s name could be a sign of serious memory loss. If your mother loves to read, has always forgotten the name of the author, and now finds the name slipping more often, she’s probably fine. If she is losing her interest in reading, she’s not.

Alzheimer’s is gradual, but not as gradual as normal aging. It comes on more slowly than some kinds of dementias. If you ask family members when they noticed the changes, they will have difficulty saying. If there is a sudden onset of memory loss or confusion, it is likely due to another cause, such as a stroke, medication side effects, or an infection that is disturbing the person’s thinking or mood. When these conditions are treated, memory sometimes improves as well.

Personality and mood shift as well in people with Alzheimer’s.We aren’t talking about normal changes in response to events or big decisions, such as retiring, falling in love, or losing a loved one.We mean, “Have you noticed how Dad is so sullen all the time?” or “What has gotten into Dad?” or “Why is he so irritable and suspicious?” Not all Alzheimer’s-induced mood and personality changes are for the worse. Some people become more accepting or spontaneous.

It’s not unusual for a person with Alzheimer’s to seem almost fine one day and do something quite out of character the next day. Symptoms seem to come and go. As the disease progresses, the variability continues, but the good days become less frequent and less good.

Eventually, Alzheimer’s can become quite intrusive. If a person doesn’t get proper help, Alzheimer’s can seem to undermine all aspects of life at work and at home.

WHAT DEFINES ALZHEIMER’S

To be diagnosed with the disease, there have to be signs that the person’s memory has declined along with one other cognitive or “thinking” function, such as language, sense of time, judgment, reasoning, or executive function, which includes the ability to plan, organize, and start or stay on task.The defining characteristics of Alzheimer’s are:

• A subtle onset followed by a slow decline in memory (not caused by reversible conditions such as thyroid imbalance)
• A slow decline in one other mental function, such as language
• Having problems in daily functioning as a result of the mental changes

These and other criteria are what doctors use to make a clinical diagnosis that someone has “probable Alzheimer’s.” If the person only partially meets these criteria, he or she has “possible Alzheimer’s.” A definitive diagnosis of Alzheimer’s is usually made only during an autopsy, by examining the brain tissue.

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DEMENTIA SCREENING INTERVIEW

If you are worried about whether your relative is developing Alzheimer’s, answer the following questions. Put a yes by the ones that describe a change that you’ve seen in your relative in the last several years, if you think the change is caused by thinking and memory problems. So if he has always had trouble remembering appointments but hasn’t gotten any worse, it’s not a yes. Or if he now has trouble with his financial affairs because he is losing his eyesight and is too stubborn to get someone to read him his financial documents, it’s not a yes, either (yes, it’s annoying; no it’s not necessarily dementia). Try to answer the questions quickly, without dwelling on the accuracy of your answers.

1. Problems with judgment (e.g., problems making decisions, bad financial decisions, problems with thinking)
2. Less interest in hobbies/activities
3. Repeats the same things over and over (questions, stories, or statements)
4. Trouble learning how to use a tool, appliance, or gadget (e.g., VCR, computer, microwave, remote control)
5. Forgets correct month or year
6. Trouble handling complicated financial affairs (e.g., balancing checkbook, income taxes, paying bills)
7. Trouble remembering appointments
8. Daily problems with thinking and/or memory

Scoring: If you put a yes next to none or just one, your relative probably does not have any kind of dementia. The questionnaire can’t rule out cases of very early dementia, nor is it perfect, so don’t hesitate to get help for your relative if he or she continues to worry you. If you answer yes to two or more, you do need to get your relative assessed promptly by a specialist.

Source: Adapted with permission from J. E. Galvin et al., “The AD8, a Brief Informant Interview to Detect Dementia,” Neurology 65 (2005): 559–64.

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Dr. Murali Doraiswamy is the Head of the Division of Biological Psychiatry at Duke University’s School of Medicine, and co-author of The Alzheimer’s Action Plan: The Experts’ Guide to the Best Diagnosis and Treatment for Memory Problems, just released in paperback. Next month he will share an additional excerpt from the book to introduce us to The Best Memory Tests, explaining the roles of theÂ Mini-Mental State Exam (MMSE), clock-drawing test, Language Skills, Delayed Recall Tests, DailyÂ Living, Depression, Computerized Neuropsychological Tests.

Brain Health News: Top Articles and Resources in March

Alvaro Fernandez — Sat, 28 Mar 2009 03:38:54 +0000

There’s such a flood of very significant research studies, educational resources and articles related to brain health, it’s hard to keep track – even for us!

Let me introduce and quote some of the top Brain Health Studies, Articles and Resources published in March:

1) Cognitive Decline Begins In Late 20s, Study Suggests (Science Daily)

- “These patterns suggest that some types of mental flexibility decrease relatively early in adulthood, but that how much knowledge one has, and the effectiveness of integrating it with one’s abilities, may increase throughout all of adulthood if there are no pathological diseases,” Salthouse said.

- However, Salthouse points out that there is a great deal of variance from person to person

2) Cerebrum 2009: Emerging Ideas in Brain Science – new book by the Dana Foundation that “explores the cutting edge of brain research and its implications in our everyday lives, in language understandable to the general reader.”

A couple of excellent chapters of direct relevance to everyone’s brain health are:
- Chapter 4: A Road Paved by Reason, by Elizabeth Norton Lasley

- Chapter 10: Neural Health: Is It Facilitated by Work Force Participation?, by Denise Park, Ph.D

3) Staying Sharp DVD Program: “Dr. Jordan Grafman, chief of the Cognitive Neuroscience Section at the National Institute of Neurological Disorders and Stroke outside of Washington, DC, and a member of the Dana Alliance for Brain Initiatives, is your guide as we cover what to expect from the aging brain and what we can do to ’stay sharp.’

For a free DVD of this program you can contact stayingsharp@dana.org. (they say free in their website, I don’t know if that includes shipping & handling)

4) Drivers to be tested on cognitive ability starting at age 75 (Japan Times)

The outline of a cognitive test that drivers aged 75 or over will be required to take from June when renewing their licenses was released Thursday…The test is intended to reduce the number of traffic accidents involving elderly drivers by measuring their cognitive level.

5) Physical Fitness Improves Spatial Memory, Increases Size Of Brain StructureÂ (Science Daily)

- “Now researchers have found that elderly adults who are more physically fit tend to have bigger hippocampi and better spatial memory than those who are less fit.”

6) Brain Trainers: A Workout for the Mind (Scientific American Mind)

“I recently tried out eight of the latest brain fitness programs, training with each for a week. The programs ranged widely in focus, quality and how fun they were to use. “Like physical exercise equipment, a brain exercise program doesn’t do you any good if you don’t use it,” says Andrew J. Carle, director of the Program in Assisted Living/Senior Housing Administration at George Mason University. And people tend not to use boring equipment. “I remember when NordicTrack was the biggest thing out there. Everyone ran out and bought one, and 90 percent of them ended up as a clothes rack in the back of your bedroom.”

The reporter used: Posit Science’s Brain Fitness Program Classic, HappyNeuron, Nintendo BrainAge, CogniFit’s MindFit/ CogniFit Personal Coach, Lumosity, MyBrainTrainer, BrainTwister, Cogmed Working Memory Training.

7) The Latest in Mental Health: Working Out at the ‘Brain Gym’ (Wall Street Journal)

- “Marshall Kahn, an 82-year-old family doctor in Fullerton, Calif., says he got such a boost from brain exercises he started doing at a “Nifty after Fifty” club that he decided to start seeing patients again part-time. “Doing all the mental exercise,” he says, “I realized I’ve still got it.”

Debate Over Drugs For ADHD Reignites (Washington Post)

- “New data from a large federal study have reignited a debate over the effectiveness of long-term drug treatment of children with hyperactivity or attention-deficit disorder, and have drawn accusations that some members of the research team have sought to play down evidence that medications do little good beyond 24 months.”

- “The study also indicated that long-term use of the drugs can stunt children’s growth.”

Adaptive training leads to sustained enhancement of poor working memory in children (Developmental Science)

Abstract: Working memory plays a crucial role in supporting learning, with poor progress in reading and mathematics characterizing children with low memory skills. This study investigated whether these problems can be overcome by a training program designed to boost working memory. Children with low working memory skills were assessed on measures of working memory, IQ and academic attainment before and after training on either adaptive or non-adaptive versions of the program. Adaptive training that taxed working memory to its limits was associated with substantial and sustained gains in working memory, with age-appropriate levels achieved by the majority of children. Mathematical ability also improved significantly 6 months following adaptive training. These findings indicate that common impairments in working memory and associated learning difficulties may be overcome with this behavioral treatment.

9) Brain cortex thinning linked to inherited depression (Los Angeles Times)

- “On average, people with a family history of depression appear to have brains that are 28% thinner in the right cortex — the outermost layer of the brain — than those with no known family history of the disease. That cortical thinning, said the researchers, is on a scale similar to that seen in patients with Alzheimer’s disease or schizophrenia.”