(Editor’s Note: we are pleased to bring you this article thanks to our collaboration with Greater Good Magazine.)

At a time when educators are preoccupied with standards, testing, and the bottom line, some researchers suggest the arts can boost students’ test scores; others aren’t convinced. Karin Evans asks, What are the arts good for?

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When poet and national endowment for the Arts Chairman Dana Gioia gave the 2007 Commencement Address at Stanford University, he used the occasion to deliver an impassioned argument for the value of the arts and arts education.

“Art is an irreplaceable way of understanding and expressing the world,” said Gioia. “There are some truths about life that can be expressed only as stories, or songs, or images. Art delights, instructs, consoles. It educates our emotions.”

For years, arts advocates like Gioia have been making similar pleas, stressing the intangible benefits of the arts at a time when many Americans are preoccupied with a market–driven culture of entertainment, and schools are consumed with meeting federal standards. Art brings joy, these advocates say, or it evokes our humanity, or, in the words of my 10–year–old daughter, “It cools kids down after all the other hard stuff they have to think about.”

Bolstering the case for the arts has become increasingly necessary in recent years, as school budget cuts and the move toward standardized testing have profoundly threatened the role of the arts in schools. Under the No Child Left Behind Act, passed in 2002, the federal government started assessing school districts by their students’ scores on reading and mathematics tests.

As a result, according to a study by the Center on Education Policy, school districts across the United States increased the time they devoted to tested subjects—reading/language arts and math—while cutting spending on non–tested subjects such as the visual arts and music. The more a school fell behind, by NCLB standards, the more time and money was devoted to those tested subjects, with less going to the arts. The National Education Association has reported that the cuts fall hardest on schools with high numbers of minority children.

And the situation is likely to worsen as state budgets get even tighter. Already, in a round of federal education cuts for 2006 and 2007, arts education nationally was slashed by $35 million. In 2008, the New York City Department of Education’s annual study of Read the rest of this entry »

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 »

As promised in my previous post (10 Brain Training Tips To Teach and Learn), here are some of the resources that inform my understanding of the brain: books, conferences, and websites.

BOOKS

There are a multitude of books about the brain. For educators, the best of these are books that demystify the language of neuroscience while providing information applicable to the teaching/learning process.

Among the more prolific or well-known authors of this type include Jeb Schenck, Robert Sylwester, Barbara Givens, Robert Marzano, Marilee Sprenger, and Eric Jensen.

I have found books Read the rest of this entry »

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

News and Analysis

Computerized Cognitive Assessments: opportunities and concerns: health companies and the military are starting to use new tools to assess brain functions in contexts that neither neuroimaging nor traditional neuropsychological testing can reach. This is a critical piece of the brain fitness puzzle that is worth keeping track of, full of opportunities, but also privacy concerns.

Cognitive Health News Roundup: recent news covering studies on mental training and DNA, on nutrition and the brain, and more. Read the rest of this entry »

Press release: Here 

– “Lumos Labs, developer of Lumosity.com, the leading web-based provider of scientifically-tested brain training games, today announced that it has raised $3 million of equity financing from Pequot Ventures, Norwest Venture Partners (NVP), and existing investors including Michael Dearing. The investor group brings expertise that will catalyze the ongoing development of Lumosity.com and support Lumos Labs’ mission to improve lives by enhancing brain fitness.

– “Lumos Labs is at the center of a booming interest in cognitive exercise and the emerging science about the remarkable plasticity of the brain, said Amish Jani of Pequot Ventures. Lumosity.com has seen tremendous demand from users and partners alike by leveraging the power of the web to deliver a unique platform for brain fitness.

Great news for the sector. The more tools available for leading mentally stimulating lives, the better we will all be.

Lumosity.com (click Here to get a sense of their games) provides a great user experience at a reasonable cost. From an investor’s perspective, we believe Lumos Labs is a very serious contender in the brain fitness space, and it has indeed been executing a very smart online strategy.

Now, I am not sure what “scientifically-tested brain training games” really means. While preparing our Brain Fitness Software Market Report we reviewed all published research on the efficacy behind different programs, and didn’t find any for Lumosity (which has some very interesting internal, but not published, data).

We gave Lumosity a score of 2 ouf of 10 in Clinical Validation (with Nintendo Brain Age getting a score of 1, and NovaVision, cleared by the FDA for use with stroke/ TBI patients, getting a 5).

Read the rest of this entry »

John Medina, Director of the Brain Center for Applied Learning Research at Seattle Pacific University, and author of Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School, wrote a great article for us on Brain Rules: science and practice, bringing brain research to daily life.

We enjoyed the book very much since it provides an excellent and engaging overview of recent brain research, so we are glad to see it reaching new corners. You may enjoy these 2 new resources:

1) A 52-minute video based on his Google talk on April 8th: click Here. Great discussion of the brain benefits of physical exercise and stress management.

2) An interview at Harvard Business Review, titled The Science of Thinking Smarter. I enjoyed some of the exchanges, such as this one (though I find the question a bit mystifying, are we assuming it is genes all that matter for leadership?):

Question: In the absence of genetic testing, do you see any merit in the sort of psychological testing some businesses use, such as the Myers-Briggs test?

The next Learning & the Brain conference edition is April 26-29, 2008, in Cambridge, MA. We recommend it highly for educators interested in learning more about latest brain research findings and implications for teaching. See Detailed program.

Description: Cognitive neuroscience has discovered that the brain is not ‘hardwired’ from birth, but holds a remarkable lifelong power to change—a phenomenon called ‘plasticity.’ Positive or negative environments, exercise, nurturance, learning, and other experiences continue to change the brain throughout life.

Read the rest of this entry »

Quick links to excellent resources:

1) FEATURE-Brain fitness seen as hot industry of the future (Reuters)

2) Learning & the Brain Conference for Educators and Clinicians. April 26-29, 2008. Cambridge, MA

3) Brain Health Across the Lifespan Seminar for Health & Aging Professionals. May 15th, 2008. San Francisco, CA

For more info, Read the rest of this entry »

We were very happy to discover that Scientific American Mind has highlighted SharpBrains in their June/July 2007 issue!

Here’s what they had to say:

“Everyone knows the importance of staying physically fit. But what about staying mentally fit? Research in the past several years has shown that mental “workouts” may improve memory, relieve stress and even help stave off Alzheimer’s. This new site is an online gym for the mind, offering a blog about the science of brain fitness and links to relevant research. It also sells “exercise” software and offers personal training.”

If you are here due to that introduction, we’d like to welcome you and show you around a bit. You might enjoy:

• The Neuroscience Interview Series in our brain health blog, in which we interview some of the leading neuroscientists in brain fitness, including:
  • Dr. Elkhonon Goldberg on Brain Fitness Programs and Cognitive Training,
  • Cognitive Simulations for Basketball Game-Intelligence: Interview with Prof. Daniel Gopher,
  • Working Memory Training and RoboMemo: Interview with Dr. Torkel Klingberg,
  • Memory training and attention deficits: interview with Notre Dame’s Bradley Gibson,
  • and an upcoming interview with Yaakov Stern, the leading researcher behind the Cognitive Reserve theory
• Our collection of Brain Teasers and Puzzles
• A selection of Hot Topics in Brain Health and Fitness
• Or, sign up for our free monthly brain fitness newsletter that keeps you up to date with the latest articles and events in brain fitness

But most of all, enjoy yourself, learn something new, and let us know what you think!