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 »

Michael I. Posner is a prominent scientist in the field of cognitive neuroscience. He is currently an emeritus professor of neuroscience at the University of Oregon (Department of Psychology, Institute of Cognitive and Decision Sciences). In August 2008, the International Union of Psychological Science made him the first recipient of the Dogan Prize “in recognition of a contribution that represents a major advance in psychology by a scholar or team of scholars of high international reputation.”

Dr. Posner, many thanks for your time today. I really enjoyed the James Arthur Lecture monograph on Evolution and Development of Self-Regulation that you delivered last year. Could you provide a summary of the research you presented?

I would emphasize that we human beings can regulate our thoughts, emotions, and actions to a greater degree than other primates. For example, we can choose to pass up an immediate reward for a larger, delayed reward.

We can plan ahead, resist distractions, be goal-oriented. These human characteristics appear to depend upon what we often call “self-regulation.” What is exciting these days is that progress in neuroimaging and in genetics make it possible to think about self-regulation in terms of specific brain-based networks.

Can you explain what self-regulation is?

All parents have seen this in their kids. Parents can see the remarkable transformation as their children develop the ability to regulate emotions and to persist with goals in the face of distractions. That ability is usually labeled ‘‘self-regulation.’’

The other main area of your research is attention. Can you explain the brain-basis for what we usually call “attention”?

I have been interested in how the attention system develops in infancy and early childhood.

One of our major findings, thanks to neuroimaging, is that there is not one single “attention”, but three separate functions of attention with three separate underlying brain networks: alerting, orienting, and executive attention. Read the rest of this entry »

A few days ago we published the first and second installments of this Peace Among Primates series, by neuroscientist Robert Sapolsky. Today we publish the third and final one.

Peace Among Primates (Part 3)

Anyone who says peace is not part of human nature knows too little about primates, including ourselves.

–By Robert M. Sapolsky

Natural born killers?

Read the rest of this entry »

Interesting recent news:

For more on these news, and commentary: Read the rest of this entry »

A few days ago we published the first installment of this Peace Among Primates series, by neuroscientist Robert Sapolsky. Today we publish the second installment. Next Saturday, April 19th, you can come back and read the third and final part in the series.

Peace Among Primates (Part 2)

Anyone who says peace is not part of human nature knows too little about primates, including ourselves.

–By Robert M. Sapolsky

Left behind

In the early 1980s, “Forest Troop,” a group of savanna baboons I had been studying—virtually living with—for years, was going about its business in a national park in Kenya when a neighboring baboon group had a stroke of luck: Read the rest of this entry »

Here you have a few good recent blog carnivals (collections of selected blog posts around specific topics) 

- Tangled Bank: science-related posts across a variety of disciplines. 

- 2 editions of the Carnival of Education: this week and last one.

- HR carnival: because “human resources” have brains, too.

- Medicine 2.0: how web 2.0 can enhance the practice of medicine.

- Change of Shift: nursing topics.

- Gene Genie: human genetics.

Dr. Robert Sylwester is an educator of educators, having received multiple awards during his long career as a master communicator of the implications of brain science research for education and learning. He is the author of several books and many journal articles, and member of our Scientific Advisory Board. His most recent book is The Adolescent Brain: Reaching for Autonomy (Corwin Press, 2007). He is an Emeritus Professor of Education at the University of Oregon.

I am honored to interview him today.

Alvaro Fernandez: Let’s start with that eternal source of debate. What do we know about the respective roles of genes and our environment in brain development?

Robert Sylwester: Genetic and environmental factors both contribute to brain maturation. Genetics probably play a stronger role in the early years, and the environment plays a stronger role in later years. Still the mother’s (environmental) use of drugs during the pregnancy could affect the genetics of fetal brain development, and some adult illnesses, such as Huntington’s Disease, are genetically triggered.

Nature and nurture both require the significant contributions of the other in most developmental and maintenance functions. We typically think of environmental factors as things that happen to us, over which we have little control.

Can’t our own decisions have an effect in our own brain development? For example, what if I choose a career in investment banking, vs. one in journalism or teaching?

We make our own career decisions in life, and most of us make a combination of good and bad decisions, which influence our brain’s maturation.

My father was very unusual in his career trajectory in that he worked at one place throughout his entire adult life, and died three months after he retired at 91. I’ve always thought that it’s a good idea to make a change every ten years or so and do something different – either within the same organization or to move to another one.

It’s just as good for organizations to have some staff turnover as it is for staff to move to new challenges. The time to leave one position for another is while you and your employer are Read the rest of this entry »

Researchers at Yale University have just released a good paper showing the importance of both physical and mental exercise to maintain good memory (full text of research paper Single Enrichment Variables Reduce Aged-related Memory Decline in Female Mice).

Some quotes from the Science Daily release Exercise And Mental Stimulation Both Boost Mouse Memory Late In Life:

• “The results suggest that as we get old and maybe less able to exercise, cognitive stimulation can help to compensate. If the trend holds, write the authors, “These data may suggest that enrichment initiated at any age can significantly improve memory function. And exercise plus mental challenge in middle age — when many people start to notice subtle memory changes — may offer the strongest, most widespread benefits for memory function.”
• The authors note that exercise was central to memory reinforcement in all age groups. Says lead author Karyn Frick, PhD, “It is important for people of all ages to do 20 to 30 minutes of aerobic exercise several times a week. Keeping a healthy and active brain may prevent memory decline in old age, but only a longitudinal study that follows mice over time could confirm this possibility.”

We discussed this topic in more depth in my interview on Building Your Cognitive Reserve with Dr. Yaakov Stern and in the dialogue with Dr. Michael Merzenich that included featuring the pioneering work of Dr. Marian Diamond.

In short, if you want to protect and improve your memory, get ready to exercise both body and brain!

Very fun interview with Jack and Elaine LaLanne by Dave Bunnell: read it at Meet Fitness Legends Jack and Elaine LaLanne | ELDR.com. See some quotes:

• In 1936, Jack opened America’s first health club in Oakland, California, called the “Jack LaLanne Physical Culture Studio.”
• Through television shows, public appearances, and books—and by selling health-related products—they have been the most vocal and effective evangelists for preventive health the world has ever known.
• “Elaine works out,” Jack replies, “but I work out eight days a week. I spend an hour and a half in the gym, and then a half hour in the pool, and I change my routine every 30 days completely.”
• “You’ve got to go at it hard and work on different muscles,” he continues. “You know how you stay young, don’t you? You work your butt off. Anything you do in life that’s worthwhile, there’s a price to pay.”

Jack recently celebrated his 92nd birthday!

We all have to be very thankful for their life mission: a recent article from the Society for Neuroscience quotes:

“Everybody knows that exercise is good for your heart, but in recent years we’ve gathered compelling evidence that exercise is also good for your brain,” says Fred Gage, PhD, of the Salk Institute for Biological Studies. “We now know that exercise helps generate new brain cells, even in the aging brain.”

You can check other tips in Read the rest of this entry »

There has been an interesting discussion about the issues related to the aging of the legal profession. Stephanie introduced us to the article “the Graying Bar: let’s not forget the ethics” by David Giacalone.

In short: statistics about the increasing ratio of lawyers over 70 in active practice, on the one hand, and the general incidence of Alzheimer’s and other dementias, on the other, lead David to point out an increasing likelihood that some lawyers may be practicing in less than ideal conditions for their clients, beyond a reasonable “brain age”. The question then becomes: who and how can solve this problem, which is only going to grow given demographic trends?.

We are not legal experts, but would like to inform the debate by offering 10 considerations on healthy aging and job performance from a neuropsychological point of view, that apply to all occupations:

1- We should talk more about change than about decline, as Sharon Begley wrote recently in her great article on The Upside of Aging – WSJ.com (subscription required).

We discussed some of these effects with Dr. Elkhonon Goldberg, who wrote his great book The Wisdom Paradox precisely on this point, at The Executive Brain and How our Minds Can Grow Stronger.

2- Some skills improve as we age: In our “Exercising Our Brains” Classes, we typically explain how some areas typically improve as we age, such as self-regulation, emotional functioning and Wisdom (which means moving from Problem solving to Pattern recognition). As a lawyer accumulates more cases under his/ her belt, he or she develops an automatic “intuition” for solutions and strategies. As long as the enviroment doesn’t change too rapidly, this growing wisdom is very valuable.

3- …whereas, yes, others typically decline: Read the rest of this entry »