(Editor’s Note: we are pleased to bring you this arti­cle thanks to our col­lab­o­ra­tion with Greater Good Mag­a­zine.)

At a time when edu­ca­tors are pre­oc­cu­pied with stan­dards, test­ing, and the bot­tom line, some researchers sug­gest the arts can boost stu­dents’ test scores; oth­ers aren’t con­vinced. Karin Evans asks, What are the arts good for?

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When poet and national endow­ment for the Arts Chair­man Dana Gioia gave the 2007 Com­mence­ment Address at Stan­ford Uni­ver­sity, he used the occa­sion to deliver an impas­sioned argu­ment for the value of the arts and arts education.

“Art is an irre­place­able way of under­stand­ing and express­ing the world,” said Gioia. “There are some truths about life that can be expressed only as sto­ries, or songs, or images. Art delights, instructs, con­soles. It edu­cates our emotions.”

For years, arts advo­cates like Gioia have been mak­ing sim­i­lar pleas, stress­ing the intan­gi­ble ben­e­fits of the arts at a time when many Amer­i­cans are pre­oc­cu­pied with a market–driven cul­ture of enter­tain­ment, and schools are con­sumed with meet­ing fed­eral stan­dards. Art brings joy, these advo­cates say, or it evokes our human­ity, or, in the words of my 10–year–old daugh­ter, “It cools kids down after all the other hard stuff they have to think about.”

Bol­ster­ing the case for the arts has become increas­ingly nec­es­sary in recent years, as school bud­get cuts and the move toward stan­dard­ized test­ing have pro­foundly threat­ened the role of the arts in schools. Under the No Child Left Behind Act, passed in 2002, the fed­eral gov­ern­ment started assess­ing school dis­tricts by their stu­dents’ scores on read­ing and math­e­mat­ics tests.

As a result, accord­ing to a study by the Cen­ter on Edu­ca­tion Pol­icy, school dis­tricts across the United States increased the time they devoted to tested subjects—reading/language arts and math—while cut­ting spend­ing on non–tested sub­jects such as the visual arts and music. The more a school fell behind, by NCLB stan­dards, the more time and money was devoted to those tested sub­jects, with less going to the arts. The National Edu­ca­tion Asso­ci­a­tion has reported that the cuts fall hard­est on schools with high num­bers of minor­ity children.

And the sit­u­a­tion is likely to worsen as state bud­gets get even tighter. Already, in a round of fed­eral edu­ca­tion cuts for 2006 and 2007, arts edu­ca­tion nation­ally was slashed by $35 mil­lion. In 2008, the New York City Depart­ment of Education’s annual study of Read the rest of this entry »

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 »

As promised in my pre­vi­ous post (10 Brain Train­ing Tips To Teach and Learn), here are some of the resources that inform my under­stand­ing of the brain: books, con­fer­ences, and websites.

BOOKS

There are a mul­ti­tude of books about the brain. For edu­ca­tors, the best of these are books that demys­tify the lan­guage of neu­ro­science while pro­vid­ing infor­ma­tion applic­a­ble to the teaching/learning process.

Among the more pro­lific or well-known authors of this type include Jeb Schenck, Robert Syl­wester, Bar­bara Givens, Robert Marzano, Mar­ilee Sprenger, and Eric Jensen.

I have found books Read the rest of this entry »

Here you are have the twice-a-month newslet­ter with our most pop­u­lar blog posts. Please remem­ber that you can sub­scribe to receive this Newslet­ter by email, sim­ply by sub­mit­ting your email at the top of this page.

News and Analysis

Com­put­er­ized Cog­ni­tive Assess­ments: oppor­tu­ni­ties and con­cerns: health com­pa­nies and the mil­i­tary are start­ing to use new tools to assess brain func­tions in con­texts that nei­ther neu­roimag­ing nor tra­di­tional neu­ropsy­cho­log­i­cal test­ing can reach. This is a crit­i­cal piece of the brain fit­ness puz­zle that is worth keep­ing track of, full of oppor­tu­ni­ties, but also pri­vacy concerns.

Cog­ni­tive Health News Roundup: recent news cov­er­ing stud­ies on men­tal train­ing and DNA, on nutri­tion and the brain, and more. Read the rest of this entry »

Press release: Here

– “Lumos Labs, devel­oper of Lumosity.com, the lead­ing web-based provider of scientifically-tested brain train­ing games, today announced that it has raised $3 mil­lion of equity financ­ing from Pequot Ven­tures, Nor­west Ven­ture Part­ners (NVP), and exist­ing investors includ­ing Michael Dear­ing. The investor group brings exper­tise that will cat­alyze the ongo­ing devel­op­ment of Lumosity.com and sup­port Lumos Labs mis­sion to improve lives by enhanc­ing brain fitness.

– “Lumos Labs is at the cen­ter of a boom­ing inter­est in cog­ni­tive exer­cise and the emerg­ing sci­ence about the remark­able plas­tic­ity of the brain, said Amish Jani of Pequot Ven­tures. Lumosity.com has seen tremen­dous demand from users and part­ners alike by lever­ag­ing the power of the web to deliver a unique plat­form for brain fitness.

Great news for the sec­tor. The more tools avail­able for lead­ing men­tally stim­u­lat­ing lives, the bet­ter we will all be.

Lumosity.com (click Here to get a sense of their games) pro­vides a great user expe­ri­ence at a rea­son­able cost. From an investor’s per­spec­tive, we believe Lumos Labs is a very seri­ous con­tender in the brain fit­ness space, and it has indeed been exe­cut­ing a very smart online strategy.

Now, I am not sure what “scientifically-tested brain train­ing games” really means. While prepar­ing our Brain Fit­ness Soft­ware Mar­ket Report we reviewed all pub­lished research on the effi­cacy behind dif­fer­ent pro­grams, and didn’t find any for Lumos­ity (which has some very inter­est­ing inter­nal, but not pub­lished, data).

We gave Lumos­ity a score of 2 ouf of 10 in Clin­i­cal Val­i­da­tion (with Nin­tendo Brain Age get­ting a score of 1, and NovaV­i­sion, cleared by the FDA for use with stroke/ TBI patients, get­ting a 5).

Read the rest of this entry »

John Med­ina, Direc­tor of the Brain Cen­ter for Applied Learn­ing Research at Seat­tle Pacific Uni­ver­sity, and author of Brain Rules: 12 Prin­ci­ples for Sur­viv­ing and Thriv­ing at Work, Home, and School, wrote a great arti­cle for us on Brain Rules: sci­ence and prac­tice, bring­ing brain research to daily life.

We enjoyed the book very much since it pro­vides an excel­lent and engag­ing overview of recent brain research, so we are glad to see it reach­ing new cor­ners. You may enjoy these 2 new resources:

1) A 52-minute video based on his Google talk on April 8th: click Here. Great dis­cus­sion of the brain ben­e­fits of phys­i­cal exer­cise and stress management.

2) An inter­view at Har­vard Busi­ness Review, titled The Sci­ence of Think­ing Smarter. I enjoyed some of the exchanges, such as this one (though I find the ques­tion a bit mys­ti­fy­ing, are we assum­ing it is genes all that mat­ter for leadership?):

Ques­tion: In the absence of genetic test­ing, do you see any merit in the sort of psy­cho­log­i­cal test­ing some busi­nesses use, such as the Myers-Briggs test?

The next Learn­ing & the Brain con­fer­ence edi­tion is April 26–29, 2008, in Cam­bridge, MA. We rec­om­mend it highly for edu­ca­tors inter­ested in learn­ing more about lat­est brain research find­ings and impli­ca­tions for teach­ing. See Detailed pro­gram.

Descrip­tion: Cog­ni­tive neu­ro­science has dis­cov­ered that the brain is not ‘hard­wired’ from birth, but holds a remark­able life­long power to change—a phe­nom­e­non called ‘plas­tic­ity.’ Pos­i­tive or neg­a­tive envi­ron­ments, exer­cise, nur­tu­rance, learn­ing, and other expe­ri­ences con­tinue to change the brain through­out life.

Read the rest of this entry »

Quick links to excel­lent resources:

1) FEATURE-Brain fit­ness seen as hot indus­try of the future (Reuters)

2) Learn­ing & the Brain Con­fer­ence for Edu­ca­tors and Clin­i­cians. April 26–29, 2008. Cam­bridge, MA

3) Brain Health Across the Lifes­pan Sem­i­nar for Health & Aging Pro­fes­sion­als. May 15th, 2008. San Fran­cisco, CA

For more info, Read the rest of this entry »

We were very happy to dis­cover that Sci­en­tific Amer­i­can Mind has high­lighted Sharp­Brains in their June/July 2007 issue!

Here’s what they had to say:

“Every­one knows the impor­tance of stay­ing phys­i­cally fit. But what about stay­ing men­tally fit? Research in the past sev­eral years has shown that men­tal “work­outs” may improve mem­ory, relieve stress and even help stave off Alzheimer’s. This new site is an online gym for the mind, offer­ing a blog about the sci­ence of brain fit­ness and links to rel­e­vant research. It also sells “exer­cise” soft­ware and offers per­sonal training.”

If you are here due to that intro­duc­tion, we’d like to wel­come you and show you around a bit. You might enjoy:

• The Neu­ro­science Inter­view Series in our brain health blog, in which we inter­view some of the lead­ing neu­ro­sci­en­tists in brain fit­ness, including:
  • Dr. Elkhonon Gold­berg on Brain Fit­ness Pro­grams and Cog­ni­tive Train­ing,
  • Cog­ni­tive Sim­u­la­tions for Bas­ket­ball Game-Intelligence: Inter­view with Prof. Daniel Gopher,
  • Work­ing Mem­ory Train­ing and RoboMemo: Inter­view with Dr. Torkel Kling­berg,
  • Mem­ory train­ing and atten­tion deficits: inter­view with Notre Dame’s Bradley Gib­son,
  • and an upcom­ing inter­view with Yaakov Stern, the lead­ing researcher behind the Cog­ni­tive Reserve theory
• Our col­lec­tion of Brain Teasers and Puzzles
• A selec­tion of Hot Top­ics in Brain Health and Fitness
• Or, sign up for our free monthly brain fit­ness newslet­ter that keeps you up to date with the lat­est arti­cles and events in brain fitness

But most of all, enjoy your­self, learn some­thing new, and let us know what you think!