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 »

I was sent these links to a free online crossword puzzle game and sudoko. While we often talk about the excellent computer-based brain fitness programs available, puzzles can still be good mental exercise … they are just not a complete workout for your whole brain.

Word games like crossword puzzles and SCRABBLE® exercise your lexical recall (memory for words that name things), attention, memory, and pattern recognition. They can help maintain your vocabulary and avoid the frustrating tip-of-the-tongue phenomenon that all of us experience from time to time. Sudoko is not a mathematics game in that you don’t actually manipulate the numbers as mathematical entities, but it is a pattern recognition game using symbols (numbers). A very legitimate reason to play casual games is that they can be social and fun – which is good for reducing stress.

The drawbacks to puzzles and games is that they are hard to calibrate to ensure increasing challenge, and they generally only exercise a limited number of brain functions.

So by all means, do puzzles if you enjoy them! But be sure to push yourself to keep finding harder ones that fall just short of frustrating you. Also, just as you cross train your voluntary muscles, be sure to cross train your mental muscles by balancing your workout with other types of mental work (motor coordination, auditory, working memory, planning, etc.). The computerized programs make it easier for you in the sense that they are individually calibrated for you to employ novelty, variety, challenge, and practice to exercise your brain more thoroughly in each session.

Further reading on language production, comprehension, and goofs:

• Language Production and Perception
• Wernicke’s Area: an area of the brain where the temporal and parietal lobes meet that is used in understanding and comprehending spoken language
• Broca’s Area: an area in the frontal lobe of the brain that is involved in language processing, speech production and comprehension
• The Language Production Group at the Max Planck Institute for Psycholinguistics