Cog­ni­tive train­ing and stress man­age­ment, Mind­Fit and Freeze-Framer (or emWave): two com­ple­men­tary sides of Brain Fitness.

Research shows that adults can and should take care of their brains, both for short-term and long-term ben­e­fits. Through brain exer­cise we can improve our over­all cog­ni­tive func­tion right now—making quick deci­sions, stay­ing calm and focused under pres­sure, and mul­ti­task­ing effec­tively. Over time, we may not reduce our brain age, but we can build up a cog­ni­tive reserve to buffer against age-related cog­ni­tive decline or other pro­gres­sive dis­eases. Short term and long term, we all want to lead pro­duc­tive, suc­cess­ful lives.

Any good brain fit­ness pro­gram must pro­vide you a vari­ety of new chal­lenges over time. While recre­ational activ­i­ties like bridge, sudoku, and cross­word puz­zles can work our brain, only a com­pre­hen­sive tool based in sci­en­tific research, like Mind­Fit, can work your men­tal mus­cles sys­tem­at­i­cally through a com­pletely indi­vid­u­al­ized train­ing reg­i­men for Read the rest of this entry »

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

Read the rest of this entry »

Wel­come to the Feb­ru­ary 19, 2007 edi­tion of brain fitness.

Today we want to high­light an excel­lent Inter­view with Aaron Beck on the His­tory of Cog­ni­tive Ther­apy sub­mit­ted by the Beck Insti­tute. Dr. Beck was 83 when he gave this inter­view. To the ques­tion “Do you have a view about age­ing?”, he responds “I can only speak for myself. I know that prac­ti­cally all my col­leagues from med­ical school days who are still around have retired. That is not some­thing that I think about. It is no more on my hori­zon now than it was when we first met a quar­ter of a cen­tury ago. I keep look­ing ahead.” He also says “I have always liked to unify dif­fer­ent fields. Given my back­ground in neu­rol­ogy I do not see a con­flict between neu­rol­ogy and psy­chol­ogy. But if you look at the train­ing of con­tem­po­rary psy­chi­a­trists, for exam­ple, the two domains are totally dis­tinct. If psy­chi­a­try is to sur­vive as a dis­ci­pline, a merg­ing of the con­cepts of neu­rol­ogy and psy­chol­ogy will need to occur.” Read the rest of this entry »

Jonah Lehrer dis­sects and builds on a New York Times arti­cle on the edu­ca­tion Achieve­ment gap. Quotes from Jonah’s post:

• “most of the research sug­gests that the “achieve­ment gap” has real neu­ro­log­i­cal roots, which are caused by dis­tinct home envi­ron­ments: Hart and Ris­ley showed that lan­guage expo­sure in early child­hood cor­re­lated strongly with I.Q. and aca­d­e­mic suc­cess later on in a child’s life.”
• “This is really impor­tant research, but I can’t help but think that part of the equa­tion is miss­ing. While Paul Tough, author of the Times arti­cle, focuses on gaps in envi­ron­men­tal enrich­ment — poor kids are exposed to fewer words, have less stim­u­lat­ing con­ver­sa­tions, etc. — he ignores what might be an even more potent vari­able: stress.”
• “Gould’s work implies that the symp­toms of poverty are not sim­ply states of mind; they actu­ally warp the mind. Because neu­rons are designed to reflect their cir­cum­stances, not to rise above them, the monot­o­nous stress of liv­ing in a slum lit­er­ally lim­its the brain.”

Dave writes How to edu­cate those who seem une­d­u­ca­ble, build­ing on Jonah’s post and link­ing to “research by Angela Duck­worth and Mar­tin Selig­man show­ing that self-discipline is more impor­tant than high IQ in stu­dent achieve­ment.”

I agree that the impor­tance of stress man­age­ment and self-discipline (or emo­tional self-regulation) are often over­looked, which is pre­cisely why we are focus­ing there. You can read a Tech­nol­ogy & Learn­ing mag­a­zine arti­cle on Biofeed­back for Emo­tional Man­age­ment and Peak Per­for­mance, and a post on Cog­ni­tive Neu­ro­science and Edu­ca­tion Today, where we mentioned:

(new pro­grams help address) Anx­i­ety and stress: not only test anx­i­ety, but over­all high-levels of anx­i­ety that inhibit learn­ing and higher-order think­ing: a pro­gram already used in many schools, and with promis­ing research results, is the Insti­tute of HeartMath’s Freeze-Framer. Read How stress and anx­i­ety may affect Learn­ing Readi­ness, and Why chronic stress is some­thing to avoid.

Good night,

Alvaro