Given many of us are start­ing to pre­pare New Year Res­o­lu­tions, let’s revisit one of Sharp­Brains’ most popular-ever arti­cles that can help us all refine our Brain Fit­ness Res­o­lu­tions…

The Ten Habits of Highly Effec­tive Brains

1. Learn what is the “It” in “Use It or Lose It”. A basic under­stand­ing will serve you well to appre­ci­ate your brain’s beauty as a liv­ing and constantly-developing dense for­est with bil­lions of neu­rons and synapses.
2. Take care of your nutri­tion. Did you know that Read the rest of this entry »

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 »

Since 2006, as part of the research sup­port­ing The Sharp­Brains Guide to Brain Fit­ness and Sharp­Brains’ mar­ket reports, we have inter­viewed dozens of leading-edge sci­en­tists and experts. Below are some of our favorite quotes and inter­views — you can read the full inter­view notes by click­ing on the links:

Con­ver­sa­tions in 2010

“…putting good evi­dence to work in prac­tice requires more than pub­lish­ing good research. I’d say that sci­en­tific evi­dence is directly rel­e­vant to per­haps 15% of clin­i­cal deci­sions…we require tech­nolo­gies that trans­late emer­gent knowl­edge into prac­tice.” - Dr. John Docherty, Adjunct Pro­fes­sor of Psy­chi­a­try at Weill Med­ical Col­lege, and for­mer Branch Chief at NIMH. Full Inter­view Notes.

“We should be think­ing about the brain through its whole life­time…We need to break the silos, to aggre­gate knowl­edge, to help advance our knowl­edge of the brain 50 years in 5 years.” — Patrick Dono­hue, founder of the Sarah Jane Brain Project. Full Inter­view Notes.

Con­ver­sa­tions in 2009

	“My dream in all of this is to have stan­dard­ized and cred­i­ble tools to train the 5–6 main neu­rocog­ni­tive domains for cogni tive health and per­for­mance through life, cou­pled with the right assess­ments to iden­tify one’s indi­vid ual needs and mea sure progress” — Dr. Michael Merzenich, Emer­i­tus Pro­fes­sor at UCSF, and pio­neer in brain plas­tic­ity research. Full Inter­view Notes.
	“We have an oppor­tu­nity to make major progress in Brain Health in the XXI cen­tury, sim­i­lar to what hap­pened with Car­diovascular Health in the XX, and tech­nol­ogy will play a cru­cial role.” — Dr. William E. Reich­man, Pres­i­dent and CEO of Bay­crest. Full Inter­view Notes.
	“Growth only really comes at the point of resis­tance, but that is the moment that we tend to stop. Because it hurts…pushing our lim­its is a mus­cle that can be cul­ti­vated like any other–incrementally” — Joshua Wait­zkin, chess cham­pion and author of The Art of Learn­ing. Full Inter­view Notes.
	“The cor­re­la­tion between iden­ti­cal twins reared apart gives an over­es­ti­mate of her­i­tabil­ity because the envi­ron­ments of iden tical twins reared apart are often highly sim­i­lar. But the main con­tra­dic­tion of her­i­tabil­ity esti­mates lies in the fact that adop­tion pro­duces a huge effect on IQ” –Dr. Richard Nis­bett, Pro­fes­sor at Uni­ver­sity of Michi­gan and author of Intel­li­gence and How to Get It: Why Schools and Cul­tures Count. Full Inter­view Notes.

For more, please visit our Neu­ro­science Inter­view Series.

Do you ever have days when you wake up and every­thing seems wrong with the world? Hope­fully for most of these types of days are not the norm but the excep­tion. How­ever, there are some peo­ple who see every­thing as ‘half-empty’ instead of ‘half-full. Using cutting-edge psy­cho­log­i­cal research, I am inter­ested in find­ing out if it really matters–Does it mat­ter if we see the glass as half-empty?

We are on the cusp of a new rev­o­lu­tion in intel­li­gence that affects every aspect of our lives from work and rela­tion­ships, to our child­hood, edu­ca­tion, and old age. Work­ing Mem­ory, the abil­ity to remem­ber and men­tally process infor­ma­tion, is so impor­tant that with­out it we could not func­tion as a soci­ety or as indi­vid­u­als. One way to visu­alise work­ing mem­ory is as the brain’s “Post-it Note”: we make men­tal scrib­bles of bits of infor­ma­tion we need to remem­ber and work with. For exam­ple, we use work­ing mem­ory to remem­ber direc­tions while dri­ving or someone’s name and phone num­ber. With­out it, we would be lit­er­ally lost; we wouldn’t know how to get to that impor­tant meet­ing and would for­get impor­tant con­tacts. Work­ing mem­ory is crit­i­cal for many activ­i­ties Read the rest of this entry »

Cour­tesy of the Uni­ver­sity of Cal­i­for­nia, Davis, Cen­ter for Neuroscience

What should every­one learn about the brain?

At the national level, the Amer­i­can Asso­ci­a­tion for the Advance­ment of Sci­ence (AAAS) describes what adults should know in its sem­i­nal work Sci­ence for All Americans.[1] AAAS also rec­om­mends learn­ing goals for K-12 stu­dents in its Bench­marks for Sci­ence Literacy[2,3], and Atlas of Sci­ence Literacy[4,5], and the National Research Coun­cil (NRC) offers a sim­i­lar set of goals in its National Sci­ence Edu­ca­tion Standards.[6] States and school dis­tricts use the AAAS and NRC rec­om­men­da­tions as a basis for the design of their own stan­dards, which then inform the devel­op­ment of cur­ricu­lum and assess­ment mate­ri­als (those com­mer­cially devel­oped as well as those devel­oped with grant funds). In addi­tion, the neu­ro­science com­mu­nity has devel­oped its own set of core con­cepts that K-12 stu­dents and the gen­eral pub­lic should know about the brain and ner­vous sys­tem and has cor­re­lated those con­cepts to the national standards.[7]

Between the AAAS and NRC rec­om­men­da­tions, there are some areas of broad con­sen­sus on what stu­dents should know. Accord­ing to AAAS’s Bench­marks and Atlas, for exam­ple, stu­dents in the ele­men­tary to mid­dle school grades should under­stand the fol­low­ing ideas:

• The brain enables human beings to think and sends mes­sages to other body parts to help them work properly.
• The brain gets sig­nals from all parts of the body telling it what is hap­pen­ing in each part. The brain also sends sig­nals to parts of the body to influ­ence what they do.
• Inter­ac­tions among the senses, nerves, and brain make pos­si­ble the learn­ing that enables human beings to pre­dict, ana­lyze, and respond to changes in their environments.[8]

The National Research Council’s Stan­dards offers very sim­i­lar con­cepts in Read the rest of this entry »

Bilin­gual­ism Asso­ci­ated With Brain Reor­ga­ni­za­tion Involv­ing Bet­ter Effi­ciency in Exec­u­tive Func­tions, Research Finds (Sci­ence News)

“Find­ings are very impor­tant because they show an unknown aspect of bilin­gual­ism, which goes beyond lin­guis­tic advan­tages, and they also show bilin­guals are more effec­tive in respond­ing to cer­tain stim­uli,” explains researcher Cesar Avila, who ensures the research shows that bilin­gual­ism does not only have effects on the brain at a lin­guis­tic level, but that it also works dif­fer­ently, empha­siz­ing the impor­tance of intro­duc­ing lan­guages at an early age because it gen­er­ates cog­ni­tive benefits.

Jour­nal Ref­er­ence: G. Garbin, A. San­juan, C. Forn, J.C. Bus­ta­mante, A. Rodriguez-Pujadas, V. Bel­loch, M. Her­nan­dez, A. Costa, C. Ávila. Bridg­ing lan­guage and atten­tion: Brain basis of the impact of bilin­gual­ism on cog­ni­tive con­trol. Neu­roIm­age, 2010; DOI: 10.1016/j.neuroimage.2010.05.078

This study sup­ports another one we com­mented on a few years ago on how Bilin­gual brains stay sharp longer:

“In short: learn­ing and speak­ing a for­eign lan­guage pro­vides con­stant brain exer­cise to the frontal lobes, the area of the brain right behind your fore­head that focuses our atten­tion, helps us ignore dis­trac­tions, and make decisions.”

Next Tues­day, Novem­ber 3rd: I’ll be pre­sent­ing the Sharp­Brains Guide to a business/ entre­pre­neur­ial audi­ence at the San Fran­cisco Chap­ter of the Asso­ci­a­tion for Cor­po­rate Growth (you can reg­is­ter online).

Descrip­tion: While most of us have heard the phrase “use it or lose it,” very few under­stand what “it” means, or how to prop­erly “use it” in order to improve brain func­tion and fit­ness. This talk will pro­vide an overview of the most recent research, guide­lines and resources to “Use It and Improve It”, sum­ma­riz­ing the main find­ings and top­ics from the new book The Sharp­Brains Guide to Brain Fit­ness. We will debunk 10 com­mon brain fit­ness myths; dis­cuss how the brain works and the 4 pil­lars of brain main­te­nance; explain the dif­fer­ence between men­tal exer­cise and men­tal activ­ity and iden­tify prac­ti­cal ways to inte­grate this research into our work and lives for max­i­mum brain health and performance.

To order book: Here. (has been among Amazon.com’s Top 10 Pre­ven­tive Med­i­cine books basi­cally since publication!)

Over the last few weeks I have given a cou­ple of AARP-sponsored talks, both in Eng­lish and in Span­ish (this was my first Span­ish pre­sen­ta­tion on a topic I mostly dis­cuss in Eng­lish, so I did get some extra brain points by try­ing to trans­late “neu­ro­plas­tic­ity” and “hip­pocam­pus” on the fly), and had a great cou­ple of meet­ings with AARP staff to explore col­lab­o­ra­tions. AARP can obvi­ously play a major role in how ratio­nally this whole cat­e­gory of “brain fit­ness” evolves.

Here you have a cou­ple of my favorite recent media interviews:

4-minute Video inter­view on the Gilbert Guide:
Book Reveals Secrets Once Only Known to Scientists

30-minute radio inter­view on WMBR (MIT cam­pus radio sta­tion):
Par­a­digm Shifts: Brain Fit­ness (mine is the sec­ond inter­view, starts around the middle)

Finally, a grow­ing num­ber of blog­gers are review­ing the book. This is what they say:

• Brain Fit­ness for Coach­ing and Lead­er­ship (Ed Batista at Stan­ford Busi­ness School)
• Is Your Brain a Couch Potato (Doc Gur­ley at SF Gate)
• Essen­tial ref­er­ence for brain fit­ness, cog­ni­tive health, neu­ro­plas­tic­ity (High­light Health)
• Fit­brains learn how to learn (Dr. Larry McCleary)
• Learn about cog­ni­tive func­tion­ing (Teen Health 411)
• A great ded­i­ca­tion: to your Unique Brain, and Unique Mind (Play with your mind)
• Very valu­able inter­views (Nucleus Learning)
• Author­i­ta­tive research and per­spec­tive (Green­stein Institute)

You can order The Sharp­Brains Guide to Brain Fit­ness here.

Here you have the Octo­ber edi­tion of our monthly newslet­ter cov­er­ing cog­ni­tive health and brain fit­ness topics.

We recently run an online sur­vey among sub­scribers of our monthly eNewslet­ter, and over 500 peo­ple said we have helped them make bet­ter per­sonal or pro­fes­sional deci­sions on how to main­tain and improve brain fit­ness. Respon­dents also had many good ques­tions to ask, so I have selected 15 com­mon ones, paraphrased/ syn­the­sized them below, and answered them by link­ing to our most rel­e­vant posts and resources. I hope you enjoy the FAQ session.

Q: I teach a brain fit­ness class at my library/ senior center/ school, using much of your info. Can you share some of your pre­sen­ta­tions?
A: Yes, we have just decided to share, using a Cre­ative Com­mons Attri­bu­tion No Deriv­a­tives License, the full pre­sen­ta­tion of my recent book talk at New York Pub­lic Library (opens video in YouTube). As long as you give credit to Sharp­Brains and don’t mod­ify it, you are free to use the pre­sen­ta­tion you can view and down­load HERE.

Q: What exactly does neu­ro­plas­tic­ity mean, and why is it so impor­tant for edu­ca­tion and health?
A: Start by read­ing how learn­ing changes your brain.

Q. Is this only rel­e­vant for older adults? Can I also apply it in the work­place (I am 47)
A. I strongly sus­pect you do have a human brain, so you may ben­e­fit from these Ten Habits of Highly Effec­tive Brains. Fur­ther, HR depart­ments would do well to start pay­ing more atten­tion to Cog­ni­tive Fit­ness and the Mature Work­force trends.

Q. I read so many con­flict­ing things I don’t know where to start.
A. You are not alone. We should all be aware that It is Not Only Cars That Deserve Good Main­te­nance: Brain Care 101.

Q. How can my orga­ni­za­tion deliver brain fit­ness activ­i­ties as a com­mu­nity ser­vice?
A. These arti­cles will pro­vide good guide­lines and ideas: Retool­ing Use It or Lose It , and Pub­lic Libraries: Community-Based Health Clubs for the Brain.

Q. Every­one seems obsessed with brain games. What about med­i­ta­tion?
A. Check out Yes, You Can Build Willpower, and Mind­ful­ness Med­i­ta­tion in Schools.

Q. Are software-based cog­ni­tive inter­ven­tions effec­tive?
A. As a cat­e­gory, it cer­tainly seems so, as long as we ask the right ques­tions, For Whom, For What?. For exam­ple, did you see this Sci­ence paper on how Cog­ni­tive Train­ing Can Influ­ence Dopamine Sys­tem?.

Q. What about the trade-off between time invested vs ben­e­fits real­ized.
A. Effi­ciency and replic­a­bil­ity of cog­ni­tive and brain-based out­comes seem to be, in fact, the strongest points of struc­tured cog­ni­tive inter­ven­tions. They seem to max­i­mize the Cog­ni­tive Value of your Men­tal Work­out.

Q. It some­times looks like the whole field came out of nowhere, due to Nin­tendo Brain Age’s suc­cess, so we can’t be talk­ing about some­thing seri­ous.
A: Nin­tendo did indeed cre­ate con­sumer aware­ness (for a prod­uct with lit­tle evi­dence) but “brain train­ing” has solid roots in neu­ropsy­chol­ogy and cog­ni­tive neu­ro­science, as you can read in our inter­view with Elkhonon Gold­berg.

Q. What about neu­ro­feed­back?
A. After years of much clin­i­cal use and lit­tle solid evi­dence, sev­eral impor­tant tri­als have been pub­lished since 2009, show­ing how neu­ro­feed­back can help diag­nose and treat ADHD patients, for exam­ple.

Q. How can one improve mem­ory?
A. Well, the answer deserves a whole book, but we can offer some Tips to Improve Mem­ory includ­ing Sleep, Prac­tice and Test­ing.

Q. How can I choose one among the num­ber of prod­ucts mak­ing mem­ory and brain claims?
A. We sug­gest you use this Eval­u­a­tion check­list, and con­sider read­ing our con­sumer guide/ book.

Q. Any gen­eral tips for edu­ca­tors and life­long learn­ers?
A. Indeed, here you have these 10 Brain Tips to Teach and Learn.

Q. How can I keep track of all the new trends, com­pa­nies and prod­ucts? Our health system/ insurer/ senior community/ ven­ture firm/ com­pany needs to make good deci­sions.
A. Well, that’s why we pub­lish mar­ket research, such as the one sum­ma­rized in this Info­graphic: State of the Mar­ket 2009 and also recently launched a pro­fes­sional Net­work for Brain Fit­ness Inno­va­tion.

Q: Thank you for all the infor­ma­tion you provide…but what I want more of is… brain teasers!
A. Under­stood. We will make sure to offer more, but you can try, right now, these Top 50 Brain Teasers and con­tinue with more recent puz­zles and brain games.

Excel­lent arti­cle in the New York Times on learn­ing, self-regulation and exec­u­tive fuunctions:

The School Issue: Preschool: Can the Right Kinds of Play Teach Self-Control? (New York Times)

- “Over the last few years, a new buzz phrase has emerged among schol­ars and sci­en­tists who study early-childhood devel­op­ment, a phrase that sounds more as if it belongs in the board­room than the class­room: exec­u­tive func­tion. Orig­i­nally a neu­ro­science term, it refers to the abil­ity to think straight: to order your thoughts, to process infor­ma­tion in a coher­ent way, to hold rel­e­vant details in your short-term mem­ory, to avoid dis­trac­tions and men­tal traps and focus on the task in front of you. And recently, cog­ni­tive psy­chol­o­gists have come to believe that exec­u­tive func­tion, and specif­i­cally the skill of self-regulation, might hold the answers to some of the most vex­ing ques­tions in edu­ca­tion today.”

- “The abil­ity of young chil­dren to con­trol their emo­tional and cog­ni­tive impulses, it turns out, is a remark­ably strong indi­ca­tor of both short-term and long-term suc­cess, aca­d­e­mic and otherwise.”

A truly excel­lent arti­cle, highly rec­om­mended read­ing. The only aspect lack­ing is the absence of coverage/ analy­sis of training-based alter­na­tives to devel­op­ing self-regulation, such as med­i­ta­tion and com­put­er­ized cog­ni­tive train­ing, which can help address some of the issues raised in the arti­cle (lim­ited scal­a­bil­ity, dif­fi­culty in iso­lat­ing influ­en­tial vari­ables). We cov­ered this in-depth in our book inter­view with Michael Posner.

The July/ August 2009 issue of The Jour­nal on Active Aging includes my arti­cle Why We Need to Retool “Use It Or Lose It“

An excerpt:

“By now you have prob­a­bly heard about brain plas­tic­ity, the life­long capac­ity of the brain to change and rewire itself in response to the stim­u­la­tion of learn­ing and expe­ri­ence. The lat­est sci­en­tific research shows that spe­cific lifestyles and actions can improve the health and level of func­tion­ing of our brains, no mat­ter our age.

Of par­tic­u­lar impor­tance to main­tain­ing cog­ni­tive func­tion­ing through life are the hip­pocam­pus (deep inside the brain, part of what is called the lim­bic sys­tem), which plays a role in learn­ing and mem­ory; and the frontal lobes (behind your fore­head), which are key to main­tain­ing decision-making and auton­omy. Is there a way to phys­i­cally pro­tect these parts of the aging brain? Yes. But the right answer is far from “do one more cross­word puz­zle” or “do more X” (what­ever X is). The key is to add sig­nif­i­cantly dif­fer­ent activ­i­ties to ensure a flow of nov­elty, vari­ety and chal­lenge, com­bin­ing phys­i­cal and men­tal exer­cise while not ignor­ing fac­tors such as stress man­age­ment and bal­anced nutrition.

We need, in other words, to retool our under­stand­ing and prac­tice of “Use it or lose it.” We must focus on the impor­tance of get­ting out of our phys­i­cal and men­tal rou­tines and activ­i­ties to get the ben­e­fits of real exercise—physical and mental.”

Con­tinue read­ing Why We Need to Retool “Use It Or Lose It”