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 »

Interested a good, non-technical, summary of the implications of recent brain science in our daily lives? Biologist John Medina offers that in his article below (as part of our Author Speaks Series) and in his new book: Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Enjoy!

(Note: John will be in the Bay Area on April 8 and 9th, speaking at Google and San Jose Rotary).

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Brain Rules

– By John Medina

Go ahead and multiply the number 8,388,628 x 2 in your head. Can you do it in a few seconds? There is a young man who can double that number 24 times in the space of a few seconds. He gets it right every time. There is a boy who can tell you the exact time of day at any moment, even in his sleep. There is a girl who can correctly determine the exact dimensions of an object 20 feet away. There is a child who at age 6 drew such lifelike and powerful pictures, she got her own show at a gallery on Madison Avenue. Yet none of these children could be taught to tie their shoes. Indeed, none of them have an IQ greater than 50.

The brain is an amazing thing.

Read the rest of this entry »

Stephanie West Allen kindly alerted us of her impressive new initiative and blog, in collaboration with Dr. Jeffrey M. Schwartz, titled Brains On Purpose™. They have partnered to bring a series of seminars on neuroscience and conflict resolution: Portland, Oregon, in November 2007, and San Francisco Bay Area in January 2008-so far.  Dr. Schwartz has previously participated in a similar and fruitful initiative on The Neuroscience of Leadership with David Rock. We wish them best luck in this exciting initiative.

Stephanie writes a great blog post on “What are you feeling?” “What am I feeling?” These questions are tools for brain taming, explaining how “A flurry of articles appeared this week (such as this one in Scientific American: “Name that feeling: You’ll feel better“) about the neuroscience research showing that labeling your feelings can quiet your brain and increase impulse control”

adding that…

“In our recent article “Lead Your Brain Instead Of Letting It Lead You,” we talk about the practice of making mental notes (first described by Jeff in his book Dear Patrick: Life is Tough – Here’s Some Good Advice). Developing your skill in making mental notes can bring relief when high conflict occurs.” and “The more skilled you get at labeling, the more quickly — no matter the situation — you can return to equanimity and composure.”

Check her post to learn more about the labeling technique. Developing mental notes can be a very powerful way to self-regulate behavior, not too different from cognitive therapy and emotional self-regulation techniques.

Exciting to see more scientists and practitioners bringing research into practice! As we have mentioned, Brain Fitness is something that applies to different ages and different purposes, and this is a great example for lawyers.