Many adults with ADHD do not obtain their diag­no­sis until adult­hood and have strug­gled with dif­fi­cul­ties related to undi­ag­nosed ADHD for their entire lives. As doc­u­mented in recent stud­ies, this includes ele­vated rates of depres­sion, anx­i­ety dis­or­ders, sub­stance use, work dif­fi­cul­ties and inter­per­sonal problems.

As with chil­dren and ado­les­cents, med­ica­tion treat­ment for adults with ADHD can be quite help­ful, espe­cially for reduc­ing core ADHD symp­toms of inat­ten­tion and hyperactivity/impulsivity.  How­ever, Read the rest of this entry »

Good brief arti­cle at New Sci­en­tist, Maker of cog­ni­tive train­ing game seeks FDA approval:

- “Imag­ine walk­ing away from a doctor’s office with a pre­scrip­tion to play a video game. Brain Plas­tic­ity, the devel­oper of a cog­ni­tive train­ing game, has begun talks with the Food and Drug Admin­is­tra­tion (FDA) to mar­ket the game as a ther­a­peu­tic drug.”

- “Brain Plas­tic­ity has been fine-tuning a game to help peo­ple with schiz­o­phre­nia improve the deficits in atten­tion and mem­ory that are often asso­ci­ated with the disorder.”

An excel­lent arti­cle by the Dana Foun­da­tion clar­i­fies what the “Real Deficit in Atten­tion Deficit/Hyperactivity Dis­or­der” is. Thank you to John from our Sharp­Brains’ group in LinkedIn for point­ing it out.

Among other things, this arti­cle shows you that atten­tion is more com­plex than you prob­a­bly thought: Read the rest of this entry »

What is work­ing mem­ory, and why it mat­ters? Can we multi-task as good as we seem to assume? What should we all know about how our brains work, and why?

We hope you enjoy this August eNewslet­ter, fea­tur­ing six dis­tin­guished con­trib­u­tors who answer those ques­tions, and more. Please remem­ber that you can sub­scribe to receive this free Brain Fit­ness eNewslet­ter by email, using the box in the right column.

Know Thy­self

Why work­ing mem­ory mat­ters in the knowl­edge age: As Dr. Tracy Alloway points out, one way to visu­al­ize work­ing mem­ory is as the brain’s “Post-it Notes” — we make men­tal scrib­bles of bits of infor­ma­tion we need to remem­ber and work with. With­out enough work­ing mem­ory we can­not func­tion as a soci­ety or as indi­vid­u­als. Learn more by par­tic­i­pat­ing in this study launched by Dr. Alloway’s team in con­junc­tion with the British Sci­ence Festival.

What should every­one learn about the brain?: Dr. Jo Ellen Rose­man and Mary Kop­pel from the Amer­i­can Asso­ci­a­tion for the Advance­ment of Sci­ence (AAAS) dis­cuss recent rec­om­men­da­tions on what all stu­dents should know. Not just the basics of brain struc­ture and func­tion, but also a good under­stand­ing of men­tal health—such as the mind/body rela­tion­ship, fac­tors that shape behav­ior, ways of cop­ing with men­tal dis­tress, and the diag­no­sis and treat­ment of men­tal disorders.

News

Pool­ing data to accel­er­ate Alzheimer’s research: A good arti­cle in the New York Times presents the rea­sons behind grow­ing research of how to detect Alzheimer’s Dis­ease. A pilot study shows how com­put­er­ized cog­ni­tive train­ing may help reduce falls among elderly. Amazon.com rec­om­mends The Sharp­Brains Guide to Brain Fit­ness in a thought-provoking mix.

Beyond News

Needed: fund­ing for inno­v­a­tive research on slow­ing cog­ni­tive decline via cog­ni­tive train­ing: Sharp­Brains reader and UK researcher Nick Almond shares a note debunk­ing the so-called BBC brain train­ing exper­i­ment  and out­lin­ing the type of research he and col­leagues at Leeds Uni­ver­sity deem necessary.

Long-term effects of neu­ro­feed­back treat­ment for ADHD: Dr. David Rabiner reviews the 6-month follow-up of a sci­en­tific study on whether neu­ro­feed­back can help kids with atten­tion deficits, find­ing that ben­e­fits indeed remained 6 months after treat­ment had ended. Given, how­ever, that only around 50% of chil­dren showed ben­e­fits, it is impor­tant to regard this tool as part of a mul­ti­modal treat­ment program.

Brain Teaser

Test your atten­tional focus and multi-tasking: How often do you read a doc­u­ment while talk­ing on the phone with a client? Or think about your prob­lems at work while help­ing your child with his home­work? Human atten­tion is lim­ited, and we need to man­age it well, as shown in this teaser pre­pared by Dr. Pas­cale Mich­e­lon.

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Have a great Sep­tem­ber. And, should you hap­pen to be in Barcelona, Spain, on Sep­tem­ber 14th, make sure to attend Alvaro Fer­nan­dez talk there titled “How and Why Dig­i­tal Tech­nol­ogy Will Trans­form Edu­ca­tion, Train­ing and Brain Health”.

Neu­ro­feed­back — also known as EEG Biofeed­back — is an approach for treat­ing ADHD in which indi­vid­u­als are pro­vided real-time feed­back on their brain­wave pat­terns and taught to pro­duce and main­tain pat­terns con­sis­tent with a focused, atten­tive state. This is often done by col­lect­ing brain­wave, i.e., EEG, data from indi­vid­u­als as they focus on stim­uli pre­sented on a com­puter screen. Their abil­ity to con­trol the stim­uli, for exam­ple, keep­ing the ‘smile on a smi­ley face’, is con­tin­gent on main­tain­ing the brain­wave pat­tern being trained.

Neu­ro­feed­back sup­port­ers believe that learn­ing this dur­ing train­ing gen­er­al­izes to real world sit­u­a­tions and results in improved atten­tion and reduced hyperactive/impulsive behav­ior. Although a num­ber of neu­ro­feed­back stud­ies have yielded promis­ing results it remains some­what con­tro­ver­sial with some researchers argu­ing that lim­i­ta­tions of these stud­ies pre­clude firm con­clu­sions about the effec­tive­ness of neu­ro­feed­back from being drawn.

Last year I reviewed a par­tic­u­larly well-conducted study of neu­ro­feed­back treat­ment for ADHD — see my review here. The study was con­ducted in Ger­many and began with 94 chil­dren aged 8 to 12. All had been care­fully diag­nosed with ADHD and over 90% had never received med­ica­tion treat­ment. About 80% were boys.

Chil­dren were ran­domly assigned to receive either 36 ses­sions of neu­ro­feed­back train­ing or 36 ses­sions of com­put­er­ized atten­tion train­ing. The com­put­er­ized atten­tion train­ing task was intended to serve as the con­trol inter­ven­tion and pro­vided equal amounts of time work­ing on a demand­ing cog­ni­tive task under the super­vi­sion of an adult; the inclu­sion of this con­trol con­di­tion is a real strength of the study.

The main find­ings were as fol­lows: Read the rest of this entry »

This is a par­tial list of the lit­er­a­ture we reviewed dur­ing the research phase of our new book, The Sharp­Brains Guide to Brain Fit­ness.  We know many friends of Sharp­Brains are researchers, health­care pro­fes­sion­als, graduate/ Ph.D. stu­dents, who want have direct access to the ref­er­ences (per­haps PubMed should pro­mote itself as a never end­ing source of men­tal stim­u­la­tion?), so here you have this list, orga­nized by rel­e­vant chap­ter. Please note that the list below appears in the book — whose man­u­script we had to close in Jan­u­ary 2009.

Intro­duc­tion

Basak, C. et al. (2008). Can train­ing in a real-time strat­egy video game atten­u­ate cog­ni­tive decline in older adults? Psy­chol­ogy and Aging.
Beg­ley, S. (2007). Train your mind, change your brain: How a new sci­ence reveals our extra­or­di­nary poten­tial to trans­form our­selves. Bal­lan­tine Books.
DeKosky, S. T., et al. (2008). Ginkgo biloba for pre­ven­tion of demen­tia: a ran­dom­ized con­trolled trial. Jour­nal of the Amer­i­can Med­ical Asso­ci­a­tion, 300, 2253–2262.
Doidge, N. (2007). The Brain that changes itself: Sto­ries of per­sonal tri­umph from the fron­tiers of brain sci­ence. Viking Adult.

Chap­ter 1. The Brain and Brain Fit­ness 101

Bunge, S. A., & Wright, S. B. (2007). Neu­rode­vel­op­men­tal changes in work­ing mem­ory and cog­ni­tive con­trol. Cur­rent Opin­ion In Neu­ro­bi­ol­ogy, 17(2), 243–50.
Dama­sio, A. (1995). Descartes error: Emo­tion, rea­son, and the human brain. Pen­guin Press.
David Kolb, D. (1983). Expe­ri­en­tial learn­ing: Expe­ri­ence as the source of learn­ing and devel­op­ment. FT Press.
Dra­gan­ski, B., Gaser, C., Kem­per­mann, G., Kuhn, H. G., Win­kler, J., Buchel, C., & May A. (2006). Tem­po­ral and spa­tial dynam­ics of brain struc­ture changes dur­ing exten­sive learn­ing. The Jour­nal of Neu­ro­science, 261231, 6314–6317.
Gage, F. H., Kem­per­mann, G., & Song, H. (2007). Adult Neu­ro­ge­n­e­sis. Cold Spring Har­bor Lab­o­ra­tory Press, NY.
Gard­ner, H. (1983). Frames of Mind: The the­ory of mul­ti­ple intel­li­gences. New York: Basic Books.
Gaser, C. & Schlaug, G. (2003). Brain struc­tures dif­fer between musi­cians and non-musicians. The Jour­nal of Neu­ro­science, 23, 9240–9245. Read the rest of this entry »

Games for Health and Sharp­Brains have part­nered to bring you the first Cog­ni­tive Health Track in a Games for Health Con­fer­ence, June 11-12th in Boston. If you are inter­ested, in attend­ing the con­fer­ence, you can learn more and reg­is­ter Here.

To get a 15% off reg­is­tra­tion fees ($379), you can use dis­count code: sharp09, when you reg­is­ter Here.

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Cog­ni­tive Health Track, Pow­ered by SharpBrains

Thurs­day, June 11th

10.20 (50m) Bird’s Eye View of Cog­ni­tive Health Inno­va­tion
Speaker(s): Alvaro Fer­nan­dez, SharpBrains

Sci­en­tific, tech­no­log­i­cal and demo­graphic trends have con­verged to cre­ate a new $265m mar­ket in the US alone: seri­ous games, soft­ware and online appli­ca­tions that can help peo­ple of all ages assess and train cog­ni­tive abil­i­ties. Alvaro Fer­nan­dez will pro­vide a Bird’s Eye View of the sci­ence, mar­ket seg­ments and trends, com­pet­i­tive land­scape, and main chal­lenges ahead, based on The State of the Brain Fit­ness Soft­ware Mar­ket 2009 report released in May, which included Research Exec­u­tive Briefs pre­pared by 12 lead­ing sci­en­tists and a sur­vey of 2,000+ decision-makers and early adopters.

61% of respon­dents to the sur­vey Strongly Agreed with the state­ment “Address­ing cog­ni­tive and brain health should be a health­care pri­or­ity.” But, 65% Agreed/Strongly Agreed with “I don’t really know what to expect from prod­ucts mak­ing brain claims.” In this ses­sion, Alvaro will pub­licly unveil the new book The Sharp­Brains Guide to Brain Fit­ness: 18 Inter­views with Sci­en­tists, Prac­ti­cal Advice, and Prod­uct Reviews, To Keep Your Brain Sharp, co-authored by neu­ropsy­chol­o­gist Dr. Elkhonon Gold­berg and him­self, aimed at help­ing con­sumers and pro­fes­sion­als under­stand and nav­i­gate this grow­ing field.

11.20 (30m) The Allstate-Posit Sci­ence Part­ner­ship: Cog­ni­tive Train­ing for Safer Dri­ving
Speaker(s): Tom War­den, All­state; Henry Mah­ncke, Posit Science

Evidence-based cog­ni­tive train­ing pro­grams have been avail­able in retire­ment com­mu­ni­ties for sev­eral years. Now, they are reach­ing a younger pop­u­la­tion includ­ing Boomers through inno­v­a­tive part­ner­ships, like insurers.

In Octo­ber 2008 auto insur­ance com­pany All­state and brain fit­ness soft­ware devel­oper Posit Sci­ence announced a research col­lab­o­ra­tion that could lead to “poten­tially the next big break­through in auto­mo­bile safety”. The pur­pose of this ses­sion is to review novel ways of get­ting the sci­ence of cog­ni­tive train­ing into the real world where it can help peo­ple. Rep­re­sen­ta­tives from All­state and Posit Sci­ence will dis­cuss why these part­ner­ships work for insur­ers, devel­op­ers, and end users. They will also pro­vide a thor­ough review of the eval­u­a­tion process a major part­ner goes through when select­ing a cog­ni­tive train­ing company.

12.00 (30m) What Con­sumers Buy and Why
Speaker(s): Lind­say Gask­ins, Mar­bles: The Brain Store

Launched in Octo­ber 2008, Mar­bles: The Brain Store is a retail store that Read the rest of this entry »

This is a press release that went through the wire ear­lier today. If you are inter­ested, in attend­ing the con­fer­ence, you can learn more and reg­is­ter Here

Note that below you can find 5 out of the 12 ses­sions — we will announce the full track tomor­row. To get a 15% off reg­is­tra­tion fees, you can use dis­count code: sharp09, when you register.

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The Games for Health Project, orga­niz­ers of the 5th Annual Games for Health Con­fer­ence, today announced its first Cog­ni­tive Health Track pow­ered by Sharp­Brains, a lead­ing mar­ket research com­pany focused on the brain fit­ness and the cog­ni­tive health market.

The Cog­ni­tive Health track builds upon pre­vi­ous year’s sam­pling of ses­sions look­ing at cog­ni­tive health and fit­ness, expand­ing to a full two-day track at The Games for Health Con­fer­ence, June 11–12, Boston, MA. The Con­fer­ence fea­tures the largest gath­er­ing of orga­ni­za­tions inter­ested in the inter­sec­tion between videogames, health and healthcare.

“There is already a very active cog­ni­tive health videogames indus­try and field of research,” said Ben Sawyer, co-founder of the Games for Health Con­fer­ence. “We part­nered with Sharp­Brains to bring their exper­tise in this field our con­fer­ence plan­ning. Together we have for the first time cre­ated a pow­er­ful set of ses­sions and a much needed con­ver­sa­tion with researchers, thought-leaders and indus­try pio­neers who will attend the event in June.”

The track fea­tures a dozen ses­sions cov­er­ing research find­ings and part­ner­ships, imple­men­ta­tion in insur­ance, con­sumer and clin­i­cal set­tings, and spe­cial ses­sions look­ing at inno­v­a­tive areas such as dri­ver safety, healthy aging, atten­tion deficits, stroke/traumatic brain injury, schiz­o­phre­nia and mul­ti­ple sclerosis.

“The con­ver­gence of inter­ac­tive media such as videogames with cog­ni­tive sci­ence opens the door to inno­v­a­tive and scal­able approaches to Read the rest of this entry »

Neu­ro­feed­back — also known as EEG Biofeed­back — is an approach for treat­ing ADHD in which indi­vid­u­als are pro­vided real-time feed­back on their brain­wave pat­terns and taught to alter their typ­i­cal EEG pat­tern to one that is con­sis­tent with a focused, atten­tive state. This is typ­i­cally done by col­lect­ing EEG data from indi­vid­u­als as they focus on stim­uli pre­sented on a com­puter screen. Their abil­ity to con­trol the stim­uli, for exam­ple, keep­ing the smile on a smi­ley face, is con­tin­gent on main­tain­ing the par­tic­u­lar EEG state being trained. Accord­ing to neu­ro­feed­back pro­po­nents, learn­ing how to do this dur­ing train­ing gen­er­al­izes to real world sit­u­a­tions and this results in improved atten­tion and reduced hyperactive/impulsive behavior.

Neu­ro­feed­back treat­ment for ADHD has been con­tro­ver­sial in the field for many years and remains so today. Although a num­ber of pub­lished stud­ies have reported pos­i­tive results many promi­nent ADHD researchers believe that prob­lems with the design of these stud­ies pre­clude con­clud­ing that neu­ro­feed­back is an effec­tive treat­ment. These lim­i­ta­tions have included the absence of ran­dom assign­ment, the lack of appro­pri­ate con­trol groups, raters who are not ‘blind’ to children’s treat­ment sta­tus, and small sam­ples. For addi­tional back­ground, you can find a recent review I wrote on exist­ing research sup­port for neu­ro­feed­back treat­ment of ADHD — along with links to exten­sive reviews of sev­eral recently pub­lished stud­ies -: How Strong is the Research Sup­port for Neu­ro­feed­back in Atten­tion Deficits?

- Results from a New Study of Neurofeedback -

Recently, a study of neu­ro­feed­back treat­ment for ADHD was pub­lished that addresses sev­eral lim­i­ta­tions that have under­mined prior research [Gevensleben, et al., (2009). Is neu­ro­feed­back an effi­ca­cious treat­ment for ADHD? A ran­dom­ized con­trolled clin­i­cal trial. Jour­nal of Child Psy­chol­ogy and Psychiatry.]

The study was con­ducted in Ger­many and began with 102 chil­dren aged 8 to 12. All had been care­fully diag­nosed with ADHD and approx­i­mately over 90% had never received med­ica­tion treat­ment. About 80% were boys. Chil­dren were ran­domly assigned to Read the rest of this entry »

Wel­come to the Sep­tem­ber 17th edi­tion of the Car­ni­val of Human Resources, the vir­tual gath­er­ing, every other week, of blog­gers focused on Human Resources and Lead­er­ship topics.

Let’s imag­ine all par­tic­i­pants in a con­fer­ence room, con­duct­ing a lively Q&A brown-bag lunch discussion.

Q: Can you teach Lead­er­ship in a class­room?
- Wally: Not really. Nei­ther the per­son who aspires to become a leader nor HR depart­ments should see lead­er­ship devel­op­ment as an activ­ity to be out­sourced to a class­room set­ting. Lead­er­ship is a life­long appren­tice trade, led by the learner himself/ her­self. The most HR depart­ments can do is to archi­tect the right set of expe­ri­ences to enable/ accel­er­ate that development.

Q: Can you teach Social Intel­li­gence in a class­room?
- Jon: Accord­ing to a recent Har­vard Busi­ness Review arti­cle, not really. Daniel Gole­man and Richard Boy­atzis say that “our brains engage in an emo­tional tango, a dance of feel­ings”. And you learn Tango by, well, danc­ing Tango. Gole­man and Boy­atzis add that “Lead­ing effec­tively is about devel­op­ing a gen­uine inter­est in and tal­ent for fos­ter­ing pos­i­tive feel­ings in the peo­ple whose coop­er­a­tion and sup­port you need.”

Q: Can you pro­vide an exam­ple of apply­ing social intel­li­gence in the work­place, and train­ing on-the-job?
- Suzanne: Sure. Learn to appre­ci­ate your front line employ­ees. They are the ones who inter­act with cus­tomers every day — which some com­pa­nies seem to ignore at their peril.
- Denise: another one — What can you do when your team falls apart while you’re gone?.

Q: How can you gen­er­ate pos­i­tive feel­ings, when some­times we get stuck in bad news and con­stant quarter-by-quarter pres­sures?
- Anna: Adding much needed per­spec­tive. Please note: Read the rest of this entry »