Any­one who knows me knows that my favorite pas­time is nap­ping. In Col­lege, I would come back to my dorm room, and like clock­work, would take a nap. My best friend in Eng­land, who got quite a kick out of my pas­sion for nap­ping, once tried to per­suade me to drink a cup of tea after lunch instead of tak­ing my cus­tom­ary nap. I really tried, but I soon gave in to my nap crav­ings. Some­times I feel like I really need to re-charge my brain batteries.

Well, now sci­ence is on my side. I just love this new study, which was pre­sented by Matthew Walker, assis­tant pro­fes­sor at UC Berke­ley, at the annual meet­ing of the Amer­i­can Asso­ci­a­tion of the Advance­ment of Sci­ence (AAAS) con­fer­ence in San Diego this past Sun­day (Feb. 2010).

Walker and his col­leagues Bryce A. Man­der and Sangeetha San­thanam split up a batch of 39 healthy young adults into two groups. One group napped, the other did not.

At noon, both groups took a learn­ing task thought to recruit the hip­pocam­pus. The hip­pocam­pus is a region of the brain known to play an impor­tant role in the for­ma­tion of new mem­o­ries. Over the past few years, var­i­ous researchers have found that fact-based mem­o­ries are tem­porar­ily stored in the hip­pocam­pus before other regions of the brain can oper­ate on the con­tent, espe­cially the regions of the brain respon­si­ble for higher-order rea­son­ing and think­ing.  At this point in the exper­i­ment, both groups showed sim­i­lar lev­els of performance.

Then, at 2pm, the nap group took a 90-minute nap while the no-nap group stayed awake, pre­sum­ably watch­ing the nap group enjoy­ing their nap. After nap-time both groups then took more learn­ing tests. The nap­pers did bet­ter on the tasks than those who stayed awake, demon­strat­ing their higher capac­ity to learn. Read the rest of this entry »

Learn­ing & the Brain is a con­fer­ence that gets marked on my cal­en­dar annu­ally because I always return home hav­ing either been exposed to new infor­ma­tion, or with a new per­spec­tive on an old topic. Last month’s con­fer­ence in Cam­bridge, MA, themed Using Emo­tions Research to Enhance Learn­ing & Achieve­ment, was no excep­tion. As with pre­vi­ous con­fer­ences, in addi­tion to the many keynote ses­sions, I focused on the adult learn­ing strand, since so much of my time is spent pro­vid­ing pro­fes­sional devel­op­ment for, and col­lab­o­rat­ing with adults. Here are five con­fer­ence cues as they relate to education.

1. CHALLENGE YOURSELF WITH NEW LEARNING

Aaron Nel­son stated that our mem­ory starts to decline between ages twenty-five and thirty, or to phrase it a bit more pos­i­tively, Sam Wang says our mem­ory peaks around age thirty. On the other end of the age spec­trum, accord­ing to Ken Kosik, there is unequiv­o­cal evi­dence that edu­ca­tion pro­tects against Alzheimer’s. Both Nel­son and Kosik men­tioned the the­ory of cog­ni­tive reserve, which trans­lates roughly to the more we learn, the more con­nec­tions we cre­ate, and there­fore the greater the neu­ronal buffer we have to draw upon as we age.

Elkhonon Gold­berg, at last April’s con­fer­ence, stated that “as one ages, the domain of the novel shrinks, and the domain of what is known grows”. He cau­tioned the audi­ence to beware of being on men­tal autopi­lot. Thus, the goal is not to sim­ply get bet­ter at doing more of the same. The type of learn­ing that makes a dif­fer­ence con­sists specif­i­cally of new, novel chal­lenges. The result of such engage­ment is that Read the rest of this entry »

Here you 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 Events

Brain Health Pro­mo­tion by the Amer­i­can Soci­ety on Aging: You may be inter­ested in the excel­lent agenda the Amer­i­can Soci­ety on Aging has put together for health pro­fes­sion­als, from Sep­tem­ber 2-5th in San Fran­cisco, devot­ing a full day to Brain Health. Alvaro will par­tic­i­pate in 3 of the ses­sions, includ­ing giv­ing a keynote on the Future of Brain Health.

Can Google Kill Neu­rons and Rewire Your Whole Brain?: The Atlantic Monthly pub­lished an arti­cle titled Is Google Mak­ing Us Stu­pid, which basi­cally blamed Google for lit­er­ally rewiring our brains into more stu­pid brains (not being able to pay atten­tion, read deep books…). We are not very impressed by the super­fi­cial treat­ment given to this very impor­tant topic.

Mobile Brain Train­ing, Sci­en­tific Learn­ing, and More News: Overview of cog­ni­tive health and fit­ness news, includ­ing recent research on how phys­i­cal exer­cise can help diag­nosed Alzheimer’s patients, the new Mac ver­sion of Posit Science’s audi­tory pro­cess­ing train­ing pro­gram, and more.

Mar­ket Analysis

Top 10 Brain Health Pre­dic­tions: In an emerg­ing mar­ket, like brain health and train­ing, it is dif­fi­cult to make pre­cise pro­jec­tions. Here we point out a num­ber of trends that exec­u­tives, con­sumers, pub­lic pol­icy mak­ers, and the media should watch closely in the com­ing years. Your feed­back is very wel­come…we will give a com­pli­men­tary copy of our mar­ket report to the per­son who pro­vides the most insight­ful addi­tional pre­dic­tion by August 10th.

Cog­ni­tive Health Pio­neers: Thank You! The qual­ity and vari­ety of our client list brings up the cross-sector demand for qual­ity infor­ma­tion in the emerg­ing brain fitness/ cog­ni­tive health cat­e­gory. And it helps us pri­or­i­tize efforts and cov­er­age of mar­ket and research news and trends.

Research Analy­sis

Encephalon blog car­ni­val: Brain & Mind Research: We hosted Encephalon´s 50th edi­tion, where you will find a selec­tion of superb blog posts on all things Brain and Mind. Exam­ples? you may enjoy Face­book Ate My Psy­chi­a­trist or per­haps the Com­pul­sive Col­lect­ing of Toy Bul­lets and Tele­vi­sions.

Atten­tion Deficits At Work: Dr. Pas­cale Mich­e­lon pro­vides an in-depth overview of a recent study by Ron de Graaf and col­leagues, in which they found that an aver­age of 3.5% of work­ers (in ten coun­tries) meet the cri­te­ria for adult ADHD, In the US, the per­cent­age increased to 4.5%. This has clear effects on productivity.

Edu­ca­tion and Learning

Learn­ing & the Brain: Resources for Edu­ca­tors: Edu­ca­tor Lau­rie Bar­tels reviews her favorite brain resources for teach­ing and learn­ing: books, con­fer­ences, and websites.

Brain Teasers

Top 25 Brain and Mind Haikus. Yours?: Read­ers have con­tributed a good num­ber of haikus on brain-related top­ics. You can fol­low the link to check out our Favorite 7, and many other fun ones…which ones do you like the most?

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 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).

News and Events

Exer­cise your brain in the Cog­ni­tive Age: The New York Times pub­lished two thought-provoking arti­cles on brain and cog­ni­tive fit­ness, one of them fea­tur­ing SharpBrains.

Read the rest of this entry »

Dr. Robert Syl­wester is an edu­ca­tor of edu­ca­tors, hav­ing received mul­ti­ple awards dur­ing his long career as a mas­ter com­mu­ni­ca­tor of the impli­ca­tions of brain sci­ence research for edu­ca­tion and learn­ing. He is the author of sev­eral books and many jour­nal arti­cles, and mem­ber of our Sci­en­tific Advi­sory Board. His most recent book is The Ado­les­cent Brain: Reach­ing for Auton­omy (Cor­win Press, 2007). He is an Emer­i­tus Pro­fes­sor of Edu­ca­tion at the Uni­ver­sity of Oregon.

I am hon­ored to inter­view him today.

Alvaro Fer­nan­dez: Let’s start with that eter­nal source of debate. What do we know about the respec­tive roles of genes and our envi­ron­ment in brain devel­op­ment?

Robert Syl­wester: Genetic and envi­ron­men­tal fac­tors both con­tribute to brain mat­u­ra­tion. Genet­ics prob­a­bly play a stronger role in the early years, and the envi­ron­ment plays a stronger role in later years. Still the mother’s (envi­ron­men­tal) use of drugs dur­ing the preg­nancy could affect the genet­ics of fetal brain devel­op­ment, and some adult ill­nesses, such as Huntington’s Dis­ease, are genet­i­cally triggered.

Nature and nur­ture both require the sig­nif­i­cant con­tri­bu­tions of the other in most devel­op­men­tal and main­te­nance func­tions. We typ­i­cally think of envi­ron­men­tal fac­tors as things that hap­pen to us, over which we have lit­tle control.

Can’t our own deci­sions have an effect in our own brain devel­op­ment? For exam­ple, what if I choose a career in invest­ment bank­ing, vs. one in jour­nal­ism or teaching?

We make our own career deci­sions in life, and most of us make a com­bi­na­tion of good and bad deci­sions, which influ­ence our brain’s maturation.

My father was very unusual in his career tra­jec­tory in that he worked at one place through­out his entire adult life, and died three months after he retired at 91. I’ve always thought that it’s a good idea to make a change every ten years or so and do some­thing dif­fer­ent either within the same orga­ni­za­tion or to move to another one.

It’s just as good for orga­ni­za­tions to have some staff turnover as it is for staff to move to new chal­lenges. The time to leave one posi­tion for another is while you and your employer are Read the rest of this entry »

Con­text: Last Feb­ru­ary we had the chance to attend a great con­fer­ence on how brain research is influ­enc­ing edu­ca­tion. Highly rec­om­mended. Car­o­line wrote our impres­sions, sum­ma­rized as “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”. See some of our take-aways below.

Announce­ment: the 2008 edi­tion of this con­fer­ence, titled Using Brain Research to Enhance Learn­ing, Atten­tion & Mem­ory For Edu­ca­tors, Par­ents and Clin­i­cians, will take place in San Fran­cisco, on Feb­ru­ary 7-9th, 2008. The orga­niz­ers have kindly invited me to deliver a lec­ture on Inter­ven­tions to Sharpen Minds, as part of the Brain Plas­tic­ity & Atten­tion track. I will pro­vide an overview of the sci­ence behind computer-based cog­ni­tive train­ing inter­ven­tions and dis­cuss a num­ber of research-based pro­grams that are being used today. Let me know if you are plan­ning to attend!

Reg­is­tra­tion fees: the gen­eral reg­is­tra­tion fees are $495 per per­son, if you reg­is­ter before Jan­u­ary 25th, 2008.

Spe­cial Dis­count for Sharp­Brains read­ers: you can reg­is­ter for $450 before that date,  mak­ing sure to write
SharpBrains1 in the com­ments sec­tion of How did you hear about the con­fer­ence? in this Reg­is­tra­tion Page.

To learn more about the con­fer­ence: Read the rest of this entry »

Brain Fit­ness doesn’t require the use of expen­sive equip­ment. Your brain is enough. Today we are hon­ored to inter­view Dr. Judith Beck on how cog­ni­tive tech­niques can be applied to develop a num­ber of impor­tant men­tal skills. The lat­est appli­ca­tion of these?. Los­ing weight.

Dr. Judith Beck is the Direc­tor of the Beck Insti­tute for Cog­ni­tive Ther­apy and Research, Clin­i­cal Asso­ciate Pro­fes­sor of Psy­chol­ogy in Psy­chi­a­try at the Uni­ver­sity of Penn­syl­va­nia, and author of Cog­ni­tive Ther­apy: Basics and Beyond. Her most recent book is The Beck Diet Solu­tion: Train Your Brain to Think Like a Thin Per­son.

Dr. Beck, thanks for your time. What does the Beck Insti­tute do?

We have 3 main activ­i­ties. One, we train prac­ti­tion­ers and researchers through a vari­ety of train­ing pro­grams. Two, we pro­vide clin­i­cal care. Three, we are involved in research on cog­ni­tive therapy.

Please explain cog­ni­tive ther­apy in a few sentences

Cog­ni­tive ther­apy, as devel­oped by my father Aaron Beck, is a com­pre­hen­sive sys­tem of psy­chother­apy, based on the idea that the way peo­ple per­ceive their expe­ri­ence influ­ences their emo­tional, behav­ioral, and phys­i­o­log­i­cal responses. Part of what we do is to help peo­ple solve the prob­lems they are fac­ing today. We also teach them cog­ni­tive and behav­ioral skills to mod­ify their dys­func­tional think­ing and actions.

I under­stand that cog­ni­tive ther­apy has been tested for many years in a vari­ety of clin­i­cal appli­ca­tions. What moti­vated you to bring those tech­niques to the weight-loss field by writ­ing The Beck Diet Solution?

Since the begin­ning, I have pri­mar­ily Read the rest of this entry »

Great March 19th issue of Newsweek Mag­a­zine, announc­ing the hir­ing of sci­ence writer Sharon Beg­ley, who leads the cover story on The Evo­lu­tion Revolution. You will find:

• The New Sci­ence of Human Evo­lu­tion: “The new sci­ence of the brain and DNA is rewrit­ing the his­tory of human origins”.
• Live Talk: Sharon Beg­ley on the new sci­ence of evolution
• Think Thin To Get Thin by Judith Beck (daugh­ter of Aaron Beck, the founder of cog­ni­tive ther­apy, apply­ing CT tech­niques to weight loss).
• Com­pas­sion Fatigue Hits Vet Care­givers: “For thou­sands who treat vet­er­ans suf­fer­ing from post­trau­matic stress dis­or­der (PTSD), ‘com­pas­sion fatigue’ is a very real problem“ 
• “The lit­er­ary land­scape that shaped the baby boomers”

Talk­ing about DNA, my wife and I just ordered our par­tic­i­pa­tion kit from National Geo­graphic: The Geno­graphic Project to learn more about our ori­gins. Looks like a very wor­thy project. She, from Russ­ian and Ger­man recent ances­tors; me, born in Spain’s Basque Coun­try. We will see what we find out!