Have you already read The SharpBrains Guide to Brain Fitness?

Let’s see…

1. Pick the only part of your body that does not contain fat:

a. Arm
b. Thigh
c. Brain
d. None

Answer: d) Fats are also present in the brain: in neurons’ membranes to keep them flexible. These fats are the omega 3 and omega 6 fatty acids molecules. (Page 32 of the book)

2. Pick the only food product that doesn’t contain Omega-3 fatty acids

a. Tuna
b. Walnut
c. Kiwi
d. Jelly Beans

Answer: d) Fatty acids can be found in cold-water fish (such as mackerel, herring, salmon, and tuna), kiwi, and walnuts. (Page 33)

3. Pick the only food product that doesn’t contain antioxidants

a. Olive oil
b. Milk
c. Nuts
d. Berries

Answer: b) Antioxidants can be found in vegetable oils, nuts, green leafy vegetables (e.g., spinach), citrus fruit, and berries. (Page 33)

4. Chronic Stress cannot:

a. Prevent you from being creative
b. Kill brain cells
c. Prevent you from sleeping
d. Kill liver cells

Answer: d) Prolonged exposure to adrenal steroid hormones like cortisol, which is released into the blood stream when we are stressed, can lead to cell death and block the formation of new neurons. (Page 35)

5. What type of physical exercise is the best for your brain health?

a. Weight lifting
b. Aerobic exercises
c. Flexibility exercises Read the rest of this entry »

Working memory (WM) is the cognitive system responsible for the temporary storage and manipulation of information and plays an important role in both learning and focusing attention. Considerable research has documented that many children and adults with ADHD have WM deficits and that this contributes to difficulties associated with the disorder. For an excellent introduction to the role of WM deficits in ADHD, click here.

A simple example illustrates the importance of WM for particular academic tasks. Try adding 3 and 9 in your head. That was probably easy for you. Now trying adding 33 and 99. That was probably more difficult. Finally, try adding 333 and 999. This is quite challenging for most adults even though each calculation required is trivially easy. The challenge occurred because you need to store information – the sum of 3+9 in the one’s column and then ten’s column – as you process the remaining part of the problem, i.e., 3+9 in the hundred’s column, and this taxed your WM. If your WM capacity was exceeded, you could not complete the problem successfully.

This simple problem also illustrates the difference between short-term memory (STM) and WM. Short-term memory simply involves retaining information in mind for short periods of time, e.g., remembering that the problem you need to solve is 333+999. Working memory, in contrast, involves mentally manipulating – or ‘working’ with – retained information and comes into play in a wide range of learning activities. For example, to answer questions about a science chapter, a child not only has to correctly retain factual information but must mentally work with that information to answer questions about it. Thus, when a child’s WM capacity is low relative to peers, academic performance is likely to be compromised in multiple areas.

Because WM deficits play an important role in the struggles experienced by many individuals with ADHD, it is important to consider how different interventions address this aspect of the disorder. In this study, the authors were interested in comparing the impact of Working Memory Training and stimulant medication treatment on the WM performance of children diagnosed with ADHD.

Participants were 25 8-11 year-old children with ADHD (21 boy and 4 girls) who were being treated with stimulant medication. Children’s memory performance was assessed on 4 occasions using the Automated Working Memory Assessment (AWMA), a computerized test that measures verbal short-term memory, verbal working memory, visuo-spatial short-term memory, and visuo-spatial working memory.

At time 1, the assessment was conducted when children had been off medication for at least 24 hours. The second assessment occurred an average of 5 months later and when children were on medication. The third assessment occurred after children had completed 5 weeks of Cogmed Working Memory Training using the standard training protocol (see below). The final assessment occurred approximately 6 months after training had ended. This design enabled the researchers to make the following comparisons:

- WM performance on medication vs. off medication (T1 vs T2)
- WM performance on medication vs. after training (T2 vs. T3)
- WM performance immediately after training ended vs. 6 months following training (T3 vs. T4)

This final comparison provided information on whether any benefits provided by the training had endured.

In addition to measuring STM and WM at each time point, measures of IQ were collected at times 1, 2, and 3.

- Working Memory Training -

WM training was conducted using the standard Cogmed training protocol with each child completing 20-25 training sessions within a 25 day period. The training requires the storage and manipulation of sequences of verbal, e.g., repeating back a sequence of digits in reverse order, and/or visuo-spatial information, e.g., recalling the location of objects on different portions of the computer screen.

Difficulty level is calibrated on a trial by trial basis so the child is always working at a level that closely matches their performance. For example, if a child successfully recalled three digits in reverse order, on the next trial he had to recall four. When a trial was failed, the next trial was made easier by reducing the number of items to be recalled. This method of ‘adaptive training’ is thought to be a key element because it requires the child to ’stretch’ their WM capacity to move through the program.

- Results -

- Impact of Short-Term Memory and Working Memory -

Medication vs. no medication – When tested on medication, 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 »

Cognitive Training Can Alter Biochemistry Of The Brain (Science Daily)

- “Researchers at the Swedish medical university Karolinska Institutet have shown for the first time that the active training of the working memory brings about visible changes in the number of dopamine receptors in the human brain.”

- “”Brain biochemistry doesn’t just underpin our mental activity; our mental activity and thinking process can also affect the biochemistry,” says Professor Torkel Klingberg, who led the study.”

- “Changes in the number of dopamine receptors in a person doesn’t give us the key to poor memory,” says Professor Lars Farde, one of the researchers who took part in the study. “We also have to ask if the differences could have been caused by a lack of memory training or other environmental factors. Maybe we’ll be able to find new, more effective treatments that combine medication and cognitive training, in which case we’re in extremely interesting territory.”

Comment:  couldn’t agree more with “Maybe we’ll be able to find new, more effective treatments that combine medication and cognitive training, in which case we’re in extremely interesting territory.” This study adds a very important angle to the growing literature on working memory training, showing a more fundamental, structural impact, that once thought (such as the well-known effect that “cells that fire together wire together”). The computerized cognitive program used in the study was Cogmed working memory training.

More on Torkel Klingberg’s research:

- Article written by Torkel Klingberg on The Overflowing Brain & Information Overload

- His recent book, which was The SharpBrains Most Important Book of 2008: The Overflowing Brain: Information Overload and the Limits of Working Memory

- 2006 Interview with Dr. Klingberg: Working Memory Training and RoboMemo: Interview with Dr. Torkel Klingberg

A very promising cognitive training study was presented last week by Helena Westerberg at the annual meeting of the CNS: Cognitive Neuroscience Society held in San Francisco, and Dr. David Rabiner brings us the highlights.

- Alvaro

———————

The study was conducted with a general adult population, rather than adults diagnosed with ADHD, as was the case in previous published working memory training studies,

The study was a randomized, controlled trial of working memory training conducted with 55 younger (20-30 years old) and 45 older (60-70 years old) adults. Participants were randomly assigned to receive 5 weeks of active Cogmed Working Memory Training or a placebo training intervention. In the active training group, the difficulty of the working memory training tasks continually adjusted to match the individual’s performance. As a result, individuals were consistently challenged to perform at their highest possible level. In the placebo training group, the difficulty level remained constant across the training period such that improvements in working memory were not expected to occur.

Read the rest of this entry »

Today I have an announcement to make. You probably are seeing all the articles about Brain Fitness in the press and wondering, “What is this all about?”, “Can someone help me navigate through all the programs out there?”, “How is Brain Fitness relevant to me in my personal life or at work?”. Well…we are delivering a series of workshops to companies and organizations combining modules -including scientific overview, the industry trends and key players, fun team-building exercises- that can be tailored to each organization’s specific needs. Sessions last from 1 to 6 hours, depending on the group’s composition and agenda and are delivered either in person or via web conference.

We want to be able to reach more organizations, so please let us know of any ideas!

Some recent examples

1. Managing Stress for Peak Performance (we mentioned some notes on an Accenture session)

New and challenging situations – such as taking on new responsibilities– can trigger reactions in our brain and body that limit or even block our decision-making abilities. These reactions may also harm our long-term brain power and health. Although we cannot avoid change and stressful situations, we can learn how to manage our stress levels to ensure peak performance-even in tough moments. The latest neuroscience research proves that stress management is a trainable “mental muscle.” This is true for any high pressure profession, be it trading, sports, or simply modern life.

2. The Science of Brain Health and Brain Fitness (similar to what I will teach at UC Berkeley OLLI)

Neuroscientists have shown how the human brain retains neuroplasticity (the ability to rewire itself) and neurogenesis (the creation of new neurons) during its full lifetime, leading to a new understanding of Read the rest of this entry »