SharpBrains

After about age 50, most people begin to experience a decline in memory capability. Why is that? One obvious answer is that the small arteries of the brain begin to clog up, often as a result of a lifetime of eating the wrong things and a lack of exercise. If that lifetime has been stressful, many neurons may have been killed by stress hormones. Given the most recent scientific literature, reviewed in my book Thank You, Brain, For All You Remember. What You Forgot Was My Fault, dead neurons can’t be replaced, except in the hippocampus, which is fortunate for memory because the hippocampus is essential for making certain kinds of memories permanent. Another cause is incipient Alzheimer’s disease; autopsies show that many people have the lesions of the disease but have never shown symptoms, presumably because a lifetime of exceptional mental activity has built up a “cognitive reserve.”

So is there anything you can do about it besides exercise like crazy, eat healthy foods that you don’t like all that much, pop your statin pills, and take up yoga?

Yes. In short: focus, focus, focus.

Changing thinking styles can help. Research shows that Continue Reading »

Here you are have the bi-monthly update with our 10 most Popular blog posts. (Also, remember that you can subscribe to receive our RSS feed, or to our newsletter, at the top of this page, if you want to receive this digest by email).

The Neuron, The Brain, and Thinking Smarter

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Neuroscientists at Columbia University Medical Center (see our previous interview with Yaakov Stern on the Cognitive Reserve) have asked for help in recruiting volunteers for an exciting clinical trial. If you are based in New York City, and between the ages of 60 and 75, please consider joining this study.

More information below:

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Use it or Lose it?

Train your Brain! Healthy adults between the ages of 60 and 75 living in NYC are invited to join a study of mental fitness training. Qualified individuals will play a scientifically-based video game in our laboratory, and will be tested to determine the effects on attention, memory, and cognitive performance.

You will earn up to $600 plus transportation costs if you complete the 3-month program.

This exciting study is being performed by the Cognitive Neuroscience Division of the Sergievsky Center at Columbia University Medical Center.

If interested, contact us today: Continue Reading »

Some of the blog carnivals, and other post collections, we have contributed to this week. Enjoy these collections of posts on a variety of topics, where we have added a cognitive neuroscience perspective.

Favorites:

• Blogging on the Brain (neuroscience)
• Mendel's Garden (genetics)
• Medicine 2.0 
• COTC (business)
• Non-Profit Leadership
• Family Life

Other good ones are Continue Reading »

Brandon Keim writes a nice post on The Future Science of Altruism at Wired Science Blog, based on an interview with Jordan Grafman, chief of cognitive neuroscience at the National Institute of Neurological Disorders and Stroke.

Brandon provides good context saying that "Scientists, said Grafman, are understanding how our brains are shaped by culture and environment, and a mechanism of these changes may involve fluctuation in our genes themselves, which we're only beginning to understand". (more on this in our post Richard Dawkins and Alfred Nobel: beyond nature and nurture).

And gives us some very nice quotes from Dr. Grafman, including

• "One of the ways we differentiate ourselves from other species is that we have a sense of future. We don’t have to have immediate gratification.... But how far can we go into the future? How much of our brain is aimed at doing that? [...]"
• "Other great apes have a frontal lobe, fairly well developed, but not nearly as well developed as our own. If you believe in Darwin and evolution, you argue that the area grew, and the neural architecture had to change in some way to accommodate the abilities associated with that behavior. There’s no doubt that didn’t occur overnight; probably a slow change, and it was one of the last areas of the brain to develop as well. It’s very recent evolutionary development that humans took full advantage of. What in the future? What in the brains can change?"
• "The issue becomes --- do we teach this? Train people to do this? Children tend to be selfish, and have to be taught to share."

The UC Berkeley magazine Greater Good tries to answer that question with a series of articles on Gratitude. I especially enjoyed A Lesson in Thanks, described as Continue Reading »

Tom alerts us (thanks!) of a fun book review in the New York Times today, by Abigail Zuger, titled The Brain: Malleable, Capable, Vulnerable, on the book The Brain That Changes Itself (Viking, $24.95) by psychiatrist Norman Doidge. Some quotes:

• "In bookstores, the science aisle generally lies well away from the self-help section, with hard reality on one set of shelves and wishful thinking on the other. But Norman Doidge’s fascinating synopsis of the current revolution in neuroscience straddles this gap: the age-old distinction between the brain and the mind is crumbling fast as the power of positive thinking finally gains scientific credibility."
• "So it is forgivable that Dr. Doidge, a Canadian psychiatrist and award-winning science writer, recounts the accomplishments of the “neuroplasticians,” as he calls the neuroscientists involved in these new studies, with breathless reverence. Their work is indeed mind-bending, miracle-making, reality-busting stuff, with implications, as Dr. Doidge notes, not only for individual patients with neurologic disease but for all human beings, not to mention human culture, human learning and human history."
• "Research into the malleability of the normal brain has been no less amazing. Subjects who learn to play a sequence of notes on the piano develop characteristic changes in the brain’s electric activity; when other subjects sit in front of a piano and just think about playing the same notes, the same changes occur. It is the virtual made real, a solid quantification of the power of thought."
• "The new science of the brain may still be in its infancy, but already, as Dr. Doidge makes quite clear, the scientific minds are leaping ahead."

Here you have some of our interviews with a few "scientific minds" that have, for years, been "leaping ahead" beyond "positive thinking" into "positive training":

• Dr. Elkhonon Goldberg on Brain Fitness Programs and Cognitive Training. Dr. Goldberg is a neuropsychologist and clinical professor of neurology at New York University School of Medicine. He was a student and close associate of the great neuropsychologist Alexander Luria, and has written The Executive Brain and The Wisdom Paradox.
• On Cognitive Simulations for Basketball Game-Intelligence: Interview with Prof. Daniel Gopher. Dr. Gopher is Professor of Cognitive Psychology and Human Factors Engineering at Technion, Israel’s Institute of Science, and scientific advisor for IntelliGym.
• Memory training and attention deficits: interview with Professor Bradley Gibson, Associate Professor in the Department of Psychology at University of Notre Dame, and Director of the Perception and Attention Lab there
• On Working Memory Training and RoboMemo: Interview with Dr. Torkel Klingberg, professor at Karolinska Institute, and director of the Developmental Cognitive Neuroscience Lab, part of the Stockholm Brain Institute. He is also the scientific advisor for Cogmed Working Memory Training program (RoboMemo).
• An ape can do this. Can we not? with Dr. James Zull, Professor of Biology and Biochemistry at Case Western University, and author of The Art of Changing the Brain.

And a couple of related blog posts:

• Can Thoughts and Action Change Our Brains?
• Books on neuroplasticity and memory training

The great MIT OpenCourseWare initiative offers a lot of free materials on Brain and Cognitive Sciences. You can browse lecture notes, readings, and more on a variety of psychology and neuroscience courses.   

• "The human brain is the most complex, sophisticated, and powerful information-processing device known. To study its complexities, the Department of Brain and Cognitive Sciences at the Massachusetts Institute of Technology combines the experimental technologies of neurobiology, neuroscience, and psychology, with the theoretical power that comes from the fields of computational neuroscience and cognitive science."
• "The Department was founded by Hans-Lukas Teuber in 1964 as a Department of Psychology, with the then-radical vision that the study of brain and mind are inseparable. Today, at a time of increasing specialization and fragmentation, our goal remains to understand cognition- its processes, and its mechanisms at the level of molecules, neurons, networks of neurons, and cognitive modules. We are unique among neuroscience and cognitive science departments in our breadth, and in the scope of our ambition. We span a very large range of inquiry into the brain and mind, and our work bridges many different levels of analysis including molecular, cellular, systems, computational and cognitive approaches."

There is a fascinating new course titled A Clinical Approach to the Human Brain, Fall 2006, including Topics and Lecture Summaries such as

• "Neurogenesis: Teaching Old Dogs New Tricks. A surprising discovery in the last few years in neurobiology has been that neurons are born, neurogenesis, in the adult mammalian brain. Initially, this had been shown in animals and, more recently, in the humans hippocampus, the site of declarative memory formation. (See Greenough). Furthermore, the rate of neurogenesis in animals has been enhanced by experience, both physical activity and living in enriched environments (See Continue Reading »

We are very happy that Joaquin Fuster, one of our scientific advisors, has won the 2007 George A. Miller Prize in Cognitive Neuroscience.

The George A. Miller Prize in Cognitive Neuroscience was established in 1995 by the Cognitive Neuroscience Society and the James S. McDonnell Foundation to honor the career contributions of George A. Miller to cognitive neuroscience...The prize is awarded to the nominee whose career is characterized by distinguished and sustained scholarship and research at the cutting-edge of cognitive neuroscience. Extraordinary innovation and high impact on international scientific thinking should be a hallmark of the recipient’s work.

Dr. Joaquin Fuster is Professor of Psychiatry and Biobehavioral Sciences at the Neuropsychiatric Institute and Brain Research Institute of University of California at Los Angeles' School of Medicine. Fuster’s long research career has had wide-ranging implications for our understanding of the brain mechanisms of cognition.

The Neurocritic discusses Joaquin Fuster’s model of cognitive organization, Paul discusses Fuster’s work. Both are pretty technical. We will interview Dr. Fuster for our Neuroscience Interview Series during the summer to make his exciting research accessible to all readers.

You probably have seen the news about Bob Woodruff's own recovery and his articles now to raise awareness about the plight of Iraq veterans.

In the article "A Firsthand Report on the Wounds of War", we learn how

• "Woodruff, 45, is launching a multimedia campaign that includes appearances Tuesday with Oprah Winfrey and on "Good Morning America," and the release of a book (In an Instant) written with his wife, Lee, about their ordeal."
• "Woodruff's reporting packs an emotional punch because he is, quite simply, a man who cheated death. Never before had an anchor for an American broadcast network been injured in war. Woodruff instantly became a symbol of the dangers that journalists face in Iraq, and is trying to use his higher profile to illuminate the plight of soldiers who struggle with these injuries far from the spotlight."

This is not an isolated example but part of a larger, and growing, problem. The Discover Magazine article Continue Reading »

Alvaro and I had the good fortune to attend a great conference last week called Learning & The Brain: Enhancing Cognition and Emotions for Learning. It was a fascinating mix of neuroscientists and educators talking with and listening to each other. Some topics were meant to be applied today, but many were food for thought - insight on where science and education are headed and how they influence each other.

Using dramatic new imaging techniques, such as fMRIs, PET, and SPECT, neuroscientists are gaining valuable information about learning. This pioneering knowledge is leading not only to new pedagogies, but also to new medications, brain enhancement technologies, and therapies.... The Conference creates an interdisciplinary forum — a meeting place for neuroscientists, educators, psychologists, clinicians, and parents — to examine these new research findings with respect to their applicability in the classroom and clinical practice.

Take-aways

• Humans are a mixture of cognition and emotion, and both elements are essential to function and learn properly
• Educators and public policy makers need to learn more about the brain, how it grows, and how to cultivate it
• Students of all ages need to be both challenged and nurtured in order to succeed
• People learn differently - try to teach and learn through as many different modalities as possible (engage language, motor skills, artistic creation, social interaction, sensory input, etc.)
• While short-term stress can heighten your cognitive abilities, long term stress kills you — you need to find balance and release
• Test anxiety and subsequent poor test results can be improved with behavioral training with feedback based on heart rate variability
• Dr. Robert Sapolsky is a very very enlightening and fun speaker
• Allow time for rest and consolidation of learned material
• Emotional memories are easier to remember
• Conferences like these perform a real service in fostering dialogues between scientists and educators

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