I just read a very inter­est­ing arti­cle in Newsweek: Exec­u­tive Func­tions: The School Skill That May Mat­ter More Than IQ. A few quotes:

- “But recent advances in psy­chol­ogy and brain sci­ence are now sug­gest­ing that a child’s abil­ity to inhibit dis­tract­ing thoughts and stay focused may be a fun­da­men­tal cog­ni­tive skill, one that plays a big part in aca­d­e­mic suc­cess from preschool on. Indeed, this and closely related skills may be more impor­tant than tra­di­tional IQ in pre­dict­ing a child’s school performance.”

- “EF (exec­u­tive func­tions) com­prises not only effort­ful con­trol and cog­ni­tive focus but also work­ing mem­ory and men­tal flex­i­bil­ity the abil­ity to adjust to change, to think out­side the box.”

- “When the teacher holds up a cir­cle they clap, with a tri­an­gle they hop, and so forth. The kids are taught to talk them­selves through the men­tal exer­cise: “OK, now clap.” “Twirl now.” This has been shown to flex and enhance the brain’s abil­ity to switch gears, to sup­press one piece of infor­ma­tion and sub in a new one. It takes dis­ci­pline; it’s the ele­men­tary school equiv­a­lent of say­ing “I really need stop think­ing about next week’s vaca­tion and focus on this report.”

The main points: exec­u­tive func­tions are cru­cial for suc­cess in life, AND they can be trained. I couldn’t agree more with the arti­cle in that cog­ni­tive train­ing should be part of the edu­ca­tion cur­ricu­lum and receive more research dol­lars to deter­mine exactly how to best do so.

I read another very inter­est­ing arti­cle on Alzheimer’s Dis­ease. Which may look like a com­pletely dif­fer­ent topic than the one above…but please bear with me. Read the rest of this entry »

I wrote this arti­cle for the March/ April edi­tion of the pub­li­ca­tion Aging Today, pub­lished by the Amer­i­can Soci­ety on Aging, and received per­mis­sion to repro­duce it here.

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In recent years, most pro­fes­sion­als in aging have become aware of the grow­ing sci­en­tific evi­dence show­ing that human brains retain the abil­ity to gen­er­ate neu­rons and change over a life­time, dis­cov­er­ies that have bro­ken the sci­en­tific par­a­digm preva­lent dur­ing the 20th cen­tury. Fur­ther­more, neu­roimag­ing and cog­ni­tive train­ing stud­ies are show­ing how well-directed exer­cise presents peo­ple major oppor­tu­ni­ties for healthy brain aging.

How can peo­ple use emerg­ing tech­nolo­gies to keep their brains healthy and pro­duc­tive as long as pos­si­ble? An emerg­ing mar­ket for brain health– $225 mil­lion mar­ket in 2007, in the United States alone, of which con­sumers account for $80 million–is try­ing to address that ques­tion in a way that com­ple­ments other impor­tant more tra­di­tional pil­lars (and multi-billion indus­tries) of brain health, such as phys­i­cal exer­cise, bal­anced diet, stress man­age­ment (stress has been shown to actu­ally kill neu­rons and reduce the rate of cre­ation of new ones) and over­all men­tal stim­u­la­tion and life­long learning.

2007 AN ACTIVE YEAR

A series of impor­tant events took place in 2007, a sem­i­nal year for the brain health field, begin­ning in Jan­u­ary when many main­stream media pub­li­ca­tions, such as Time Mag­a­zine and CBS News, started to pub­lish major sto­ries on neu­ro­plas­tic­ity and brain exer­cise. This media cov­er­age fol­lowed the pub­li­ca­tion of the long-awaited results from national clin­i­cal tri­als show­ing that sig­nif­i­cant per­cent­ages of the par­tic­i­pants age 65 and older who trained for five weeks improved their mem­ory, rea­son­ing and information-processing speed. Find­ings from the Advanced Cog­ni­tive Train­ing for Inde­pen­dent and Vital Elderly (ACTIVE) Study appeared in the Jour­nal of the Amer­i­can Med­ical Asso­ci­a­tion (Dec. 20, 2006) and revealed that even after five years, par­tic­i­pants in the ACTIVE computer-based pro­gram showed less of a decline in information-processing skills than those in a con­trol group that received no cog­ni­tive training.

Read the rest of this entry »

A recent sci­en­tific study is being wel­comed as a land­mark that shows how fluid intel­li­gence can be improved through train­ing. I inter­viewed one of the researchers recently (Can Intel­li­gence Be Trained? Mar­tin Buschkuehl shows how), and con­trib­u­tor Dr. Pas­cale Mich­e­lon adds her own take with the great arti­cle that fol­lows. Enjoy!

Ref­er­ence: Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Per­rig, W. J. (2008). Improv­ing Fluid Intel­li­gence With Train­ing on Work­ing Mem­ory. Pro­ceed­ings of the National Acad­emy of Sci­ences of the United States of Amer­ica, 105(19), 6829–6833

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What is intelligence?

Intel­li­gence is a con­cept dif­fi­cult to define as it seems to cover many dif­fer­ent types of abilities.

One def­i­n­i­tion dis­so­ci­ates between crys­tal­lized intel­li­gence or abil­i­ties and fluid intel­li­gence. Crys­tal­lized intel­li­gence refers to the knowl­edge acquired through­out life such as vocab­u­lary. Fluid intel­li­gence is the abil­ity that allows us to adapt to new sit­u­a­tions or problems.

Read the rest of this entry »

Round-up of inter­est­ing recent news on cog­ni­tive health and fit­ness: the field is in motion.

1) Bay­crest cre­ates Cen­tre for Brain Fit­ness with $10-million Invest­ment from Ontario Gov­ern­ment (Canada NewsWire)

2) Cog­ni­tive tests are the best way to select med­ical stu­dents (EurekAlert)

3) High blood pres­sure hard on the aging brain (Reuters)

4) Alzheimer’s tests ben­e­fi­cial for seniors (Atlanta-Journal Constitutional)

5) Dementia-Dreading Baby Boomers Spur Race to Invent Brain Games (Bloomberg)

6) Viv­ity Labs launches Fit Brains brain-training game site (VentureBeat) 

7) Depres­sion and Alzheimer’s (NHS Choices)

For selected quotes and com­ments, Read the rest of this entry »

I find via Mind­Hacks that NYT Mag­a­zine has pub­lished a great arti­cle titled The Gre­gar­i­ous Brain, sub­ti­tled “Williams syn­drome — a genetic acci­dent that causes cog­ni­tive deficits-”. The writer, David Dobbs, does an spec­tac­u­lar job at explain­ing that syn­drome in the con­text of what cog­ni­tive skills are and how they evolved. Some sam­ple quotes:

• “In the view of two of Bellugi’s fre­quent col­lab­o­ra­tors, Albert Gal­aburda, a Har­vard Med­ical School pro­fes­sor of neu­rol­ogy and neu­ro­science, and Allan Reiss, a neu­ro­sci­en­tist at the Stan­ford School of Med­i­cine, Nicki’s learned facil­ity at sports talk illus­trates a cen­tral les­son of Williams and, for that mat­ter, mod­ern genet­ics: genes (or their absence) do not hard-wire peo­ple for cer­tain behav­iors. There is no gene for under­stand­ing cal­cu­lus. But genes do shape behav­ior and per­son­al­ity, and they do so by cre­at­ing brain struc­tures and func­tions that favor cer­tain abil­i­ties and appetites more than others.”
• “…This doesn’t mean that spe­cific behav­iors are hard-wired. M.I.T. math majors aren’t born doing cal­cu­lus, and peo­ple with Williams don’t enter life telling sto­ries. As Allan Reiss put it: “It’s not just ‘genes make brain make behav­ior.’ You have envi­ron­ment and expe­ri­ence too. By envi­ron­ment, Reiss means less the atmos­phere of a home or a school than the end­less string of chal­lenges and oppor­tu­ni­ties that life presents any per­son start­ing at birth.”
• (Talk­ing about when our ances­tors started to live in larger groups) “But the big­ger groups imposed a new brain load: the mem­bers had to be smart enough to bal­ance their indi­vid­ual needs with those of the pack. This meant coop­er­at­ing and exer­cis­ing some indi­vid­ual restraint. It also required Read the rest of this entry »

Dana Press kindly sent us a cou­ple of books. One of them, The Dana Guide to Brain Health: A Prac­ti­cal Fam­ily Ref­er­ence From Med­ical Experts, is our topic today.

We are impressed by what Dana is doing to insert neu­ro­science find­ings and impli­ca­tions into the pub­lic discourse.

No big sur­prise then, to find out so much qual­ity con­tent inside a 700-page one-of-a-kind guide, some of it, inci­den­tally, pro­vided by Dr. Gold­berg, our Chief Sci­en­tific Advisor.

The guide is really 4 books inside a com­mon bind­ing. Priced at a rea­son­able level, and with superb in-depth text and images in all rel­e­vant areas, the book can be used as a 1) Brain 101 tuto­r­ial, 2) brief sum­mary of the basics of Brain Care and Well­ness, 3) descrip­tion of the stages of brain devel­op­ment, 4) ref­er­ence guide for around 70 brain-related con­di­tions. In my per­sonal opin­ion, every neu­ro­science, med­ical and psy­chol­ogy stu­dent, clin­i­cian and researcher should have this book in their hands to keep abreast of many recent devel­op­ments, and also be exposed to pro­fes­sional devel­op­ment courses based on it. Many fam­i­lies and indi­vid­u­als inter­ested in the brain should con­sider buy­ing it too.

Given the focus of our blog-brain fit­ness for healthy individuals-, we par­tic­u­larly enjoyed the sec­tions Read the rest of this entry »

You have prob­a­bly heard about cog­ni­tive abil­i­ties or cog­ni­tion. What is cog­ni­tion? Cog­ni­tion has to do with how a per­son under­stands and acts in the world. It is a set of abil­i­ties, skills or processes that are part of nearly every human action.

Cog­ni­tive abil­i­ties are the brain-based skills we need to carry out any task from the sim­plest to the most com­plex. They have more to do with the mech­a­nisms of how we learn, remem­ber, problem-solve, and pay atten­tion rather than with any actual knowl­edge. Any task can be bro­ken down into the dif­fer­ent cog­ni­tive skills or func­tions needed to com­plete that task suc­cess­fully. For instance, answer­ing the tele­phone involves at least: per­cep­tion (hear­ing the ring tone), deci­sion tak­ing (answer­ing or not), motor skill (lift­ing the receiver), lan­guage skills (talk­ing and under­stand­ing lan­guage), social skills (inter­pret­ing tone of voice and inter­act­ing prop­erly with another human being).

The fields of neu­ropsy­chol­ogy, cog­ni­tive psy­chol­ogy, and thus cog­ni­tive train­ing are based on the frame­work that cog­ni­tion con­sists of dif­fer­ent men­tal func­tions or cog­ni­tive abil­i­ties which are based on spe­cific con­stel­la­tions of brain struc­tures. For instance mem­ory skills rely mainly on parts of the tem­po­ral lobes (next to the tem­ples) and parts of the frontal lobes (behind the forehead).

In the table below, you can browse through the main brain func­tions involved in cog­ni­tion. You will also find brain teasers that will help you chal­lenge all the cog­ni­tive abil­i­ties described: Learn and have fun!

COGNITIVE ABILITIES ARE MENTAL SKILLS

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COGNITIVE ABILITIES CAN IMPROVE IF EXERCISED

With age, some cog­ni­tive abil­i­ties decline, espe­cially the exec­u­tive func­tions. In addi­tion, cog­ni­tive abil­i­ties that are not used reg­u­larly tend to dimin­ish over time. This may hap­pen at any age but is mostly observed in older age. For­tu­nately, these skills can also be improved at any age with reg­u­lar practice.

Fur­ther rel­e­vant and use­ful resources:

- An inter­view with Yaakov Stern, explain­ing what cog­ni­tive reserve is and how cog­ni­tive abil­i­ties can be improved through life­time experiences.

- Short posts on what can boost cog­ni­tive abilities:

• • • • How learn­ing can change your brain
      • Does cof­fee boost cog­ni­tive func­tions over time?
      • Fit­ter bod­ies = fit­ter brains. True at all ages?
      • Are men­tally stim­u­lat­ing activ­i­ties good or bad for the brain?
      • Does cog­ni­tive train­ing work?
      • Nutri­tion and supplements

Dr. Elkhonon Gold­berg is a clin­i­cal pro­fes­sor of neu­rol­ogy at New York Uni­ver­sity School of Med­i­cine, and author of over 50 peer-reviewed papers. His areas of exper­tise include exec­u­tive func­tions, mem­ory, atten­tion deficit dis­or­der, demen­tia, trau­matic brain injury, and oth­ers. Dr. Gold­berg was a stu­dent and close asso­ciate of the great neu­ropsy­chol­o­gist Alexan­der Luria. His book The Exec­u­tive Brain: Frontal Lobes and the Civ­i­lized Mind (Oxford Uni­ver­sity Press, 2001) has received crit­i­cal acclaim and has been pub­lished in 12 lan­guages. His recent book The Wis­dom Para­dox: How Your Mind Can Grow Stronger As Your Brain Grows Older (Gotham Books, Pen­guin, 2005) offers an inno­v­a­tive under­stand­ing of cog­ni­tive aging and what can be done to fore­stall cog­ni­tive decline. It has been, or is in the process of being, pub­lished in 13 languages.

We are for­tu­nate that Dr. Gold­berg is Sharp­Brains Co-Founder and Chief Sci­en­tific Advi­sor. His book The Wis­dom Para­dox inspired me to embark in this path, and has been a key sound­ing board in the devel­op­ment of what we are doing.

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Key take-aways

- “Use It and Get More of It” reflects real­ity bet­ter than “Use It or Lose It”.

- Let’s demys­tify cog­ni­tion and the brain. Every­one needs to have a basic under­stand­ing of the brain-and how to cul­ti­vate it.

- Well-directed men­tal exer­cise is a must for cog­ni­tive enhance­ment and healthy aging.
Read the rest of this entry »