The Har­vard Busi­ness Review just pub­lished (thanks Cather­ine!) this arti­cle on cog­ni­tive fit­ness, by Rod­er­ick Gilkey and Clint Kilts. We are happy to see the grow­ing inter­est on how to main­tain healthy and pro­duc­tive brains, from a broad­en­ing num­ber of quar­ters. With­out hav­ing yet fully read the article…it seems to pro­vide a rea­son­able intro­duc­tion to brain sci­ence, yet could have more beef regard­ing assess­ment, train­ing and rec­om­men­da­tions. In such an emerg­ing field, though, going one step at a time makes sense. What really mat­ters is thet fact itself that it was published.

Today we inter­view Dr. Arthur Lavin, Asso­ciate Clin­i­cal Pro­fes­sor of Pedi­atrics at Case West­ern School of Med­i­cine, pedi­a­tri­cian in pri­vate prac­tice, and one of the first providers of Cogmed Work­ing Mem­ory Train­ing in the US (the pro­gram whose research we dis­cussed with Dr. Torkel Kling­berg and Dr. Bradley Gib­son). Dr. Lavin has a long stand­ing inter­est in technology-as evi­denced by Microsoft’s recog­ni­tion of his paper­less office– and in brain research and applications-he trained with esteemed Mel Levine from All Kinds of Minds-.

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Key take-aways:

- Schools today are not yet in a posi­tion to effec­tively help kids with cog­ni­tive issues deal with increas­ing cog­ni­tive demands.

- Work­ing Mem­ory is a cog­ni­tive skill fun­da­men­tal to plan­ning, sequenc­ing, and exe­cut­ing school-related work.

- Work­ing Mem­ory can be trained, as evi­denced by Dr. Lavin’s work, based on Cogmed Work­ing Mem­ory Train­ing, with kids who have atten­tion deficits.

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Con­text on cog­ni­tive fit­ness and schools

AF (Alvaro Fer­nan­dez): Dr. Lavin, thanks for being with us. It is not very com­mon for a pedi­a­tri­cian to have such an active inter­est in brain research and cog­ni­tive fit­ness. Can you explain the source of your interest?

AL (Arthur Lavin): Through­out my life I have been fas­ci­nated by how the mind works. Both from the research point of view and the prac­ti­cal one: how can sci­en­tists’ increas­ing knowl­edge improve kids’ lives? We now live in an truly excit­ing era in which solid sci­en­tific progress in neu­ro­science is at last cre­at­ing oppor­tu­ni­ties to improve people’s actual cog­ni­tive func­tion. The progress Cogmed has achieved in cre­at­ing a pro­gram that can make great dif­fer­ences in the lives of chil­dren with atten­tion deficits is one of the most excit­ing recent devel­op­ments. My col­league Ms. Susan Glaser and I recently pub­lished two books: Who’s Boss: Mov­ing Fam­i­lies from Con­flict to Col­lab­o­ra­tion (Col­lab­o­ra­tion Press, 2006) and Baby & Tod­dler Sleep Solu­tions for Dum­mies (Wiley, 2007), so I not only see myself as a pedi­a­tri­cian but also an edu­ca­tor. I see par­ents in real need of guid­ance and sup­port. They usu­ally are both very skep­ti­cal, since Read the rest of this entry »

Tom alerts us (thanks!) of a fun book review in the New York Times today, by Abi­gail Zuger, titled The Brain: Mal­leable, Capa­ble, Vul­ner­a­ble, on the book The Brain That Changes Itself (Viking, $24.95) by psy­chi­a­trist Nor­man Doidge. Some quotes:

• “In book­stores, the sci­ence aisle gen­er­ally lies well away from the self-help sec­tion, with hard real­ity on one set of shelves and wish­ful think­ing on the other. But Nor­man Doidge’s fas­ci­nat­ing syn­op­sis of the cur­rent rev­o­lu­tion in neu­ro­science strad­dles this gap: the age-old dis­tinc­tion between the brain and the mind is crum­bling fast as the power of pos­i­tive think­ing finally gains sci­en­tific credibility.”
• “So it is for­giv­able that Dr. Doidge, a Cana­dian psy­chi­a­trist and award-winning sci­ence writer, recounts the accom­plish­ments of the “neu­ro­plas­ti­cians,”  as he calls the neu­ro­sci­en­tists involved in these new stud­ies, with breath­less rev­er­ence. Their work is indeed mind-bending, miracle-making, reality-busting stuff, with impli­ca­tions, as Dr. Doidge notes, not only for indi­vid­ual patients with neu­ro­logic dis­ease but for all human beings, not to men­tion human cul­ture, human learn­ing and human history.”
• “Research into the mal­leabil­ity of the nor­mal brain has been no less amaz­ing. Sub­jects who learn to play a sequence of notes on the piano develop char­ac­ter­is­tic changes in the brain’s elec­tric activ­ity; when other sub­jects sit in front of a piano and just think about play­ing the same notes, the same changes occur. It is the vir­tual made real, a solid quan­tifi­ca­tion of the power of thought.”
• “The new sci­ence of the brain may still be in its infancy, but already, as Dr. Doidge makes quite clear, the sci­en­tific minds are leap­ing ahead.”

Here you have some of our inter­views with a few “sci­en­tific minds” that have, for years, been “leap­ing ahead” beyond “pos­i­tive think­ing” into “pos­i­tive training”:

• Dr. Elkhonon Gold­berg on Brain Fit­ness Pro­grams and Cog­ni­tive Train­ing. Dr. Gold­berg is a neu­ropsy­chol­o­gist and clin­i­cal pro­fes­sor of neu­rol­ogy at New York Uni­ver­sity School of Med­i­cine. He was a stu­dent and close asso­ciate of the great neu­ropsy­chol­o­gist Alexan­der Luria, and has writ­ten The Exec­u­tive Brain and The Wis­dom Paradox.
• On Cog­ni­tive Sim­u­la­tions for Bas­ket­ball Game-Intelligence: Inter­view with Prof. Daniel Gopher. Dr. Gopher is Pro­fes­sor of Cog­ni­tive Psy­chol­ogy and Human Fac­tors Engi­neer­ing at Tech­nion, Israel’s Insti­tute of Sci­ence, and sci­en­tific advi­sor for Intel­li­Gym.
• Mem­ory train­ing and atten­tion deficits: inter­view with Pro­fes­sor Bradley Gib­son, Asso­ciate Pro­fes­sor in the Depart­ment of Psy­chol­ogy at Uni­ver­sity of Notre Dame, and Direc­tor of the Per­cep­tion and Atten­tion Lab there
• On Work­ing Mem­ory Train­ing and RoboMemo: Inter­view with Dr. Torkel Kling­berg, pro­fes­sor at Karolin­ska Insti­tute, and direc­tor of the Devel­op­men­tal Cog­ni­tive Neu­ro­science Lab, part of the Stock­holm Brain Insti­tute. He is also the sci­en­tific advi­sor for Cogmed Work­ing Mem­ory Train­ing pro­gram (RoboMemo).
• An ape can do this. Can we not? with Dr. James Zull, Pro­fes­sor of Biol­ogy and Bio­chem­istry at Case West­ern Uni­ver­sity, and author of The Art of Chang­ing the Brain.

And a cou­ple of related blog posts:

• Can Thoughts and Action Change Our Brains?
• Books on neu­ro­plas­tic­ity and mem­ory training

Notre Dame Pro­fes­sor Bradley Gib­son, whom we inter­viewed a few months ago (see below) pre­sented the results from his study recently at the Soci­ety for Research in Child Devel­op­ment (SRCD):

Uni­ver­sity of Notre Dame Pro­fes­sor and Research Team are First in U.S. to Val­i­date Break­through Study on the Effec­tive­ness of Work­ing Mem­ory Train­ing in Improv­ing Atten­tion Deficits in Chil­dren (pdf)

• “Dr. Bradley Gib­son, asso­ciate pro­fes­sor of psy­chol­ogy at the Uni­ver­sity of Notre Dame, and his col­leagues (Gib­son, Seroczyn­ski, Gon­doli, Braungart-Rieker, & Grundy, 2007)  will share new find­ings from the first U.S. study on the effec­tive­ness of Cogmed Work­ing Mem­ory Train­ing for improv­ing atten­tion abil­i­ties in chil­dren with ADHD. The study val­i­dates pre­vi­ous research from Sweden’s Karolin­ska Insti­tute which revealed a fun­da­men­tal break­through in the way atten­tion prob­lems are proac­tively treated. Gib­son will unveil the results of the U.S. study dur­ing the Soci­ety for Research in Child Devel­op­ment (SRCD) bi-annual con­fer­ence in Boston. Cogmed is a pio­neer in neu­rotech­nol­ogy and a devel­oper of software-based work­ing mem­ory train­ing products.”

Our inter­view with Notre Dame’s Bradley Gibson

• AF: Tell us about ADD/ ADHD and devel­op­ment tra­jec­to­ries.
• BG: There is a very insight­ful study by Wal­ter Mis­chel on pre-schoolers aged 4 and 5. Some of them had a Read the rest of this entry »

We hope you are enjoy­ing Brain Aware­ness Week this week and hope­fully think­ing a lit­tle more about your brain and brain fit­ness! Below you have the Brain Fit­ness Newslet­ter we sent a few days ago. You can sub­scribe to this monthly email update in the box on the the top of this page.

We have had another busy month behind us, and we’re look­ing for­ward to Brain Aware­ness Week March 12–18. Keep read­ing for the details (includ­ing a spe­cial offer in honor of Brain Aware­ness Week) …

I. Press Cov­er­age
II. Events
III. Pro­gram Reviews
IV. New Offer­ings
V. Web­site and Blog Sum­mary, includ­ing brain teasers
Read the rest of this entry »

Pro­fes­sor Bradley Gib­son is an Asso­ciate Pro­fes­sor in the Depart­ment of Psy­chol­ogy at Uni­ver­sity of Notre Dame, and Direc­tor of the Per­cep­tion and Atten­tion Lab there. He is a cog­ni­tive psy­chol­o­gist with research inter­ests in per­cep­tion, atten­tion, and visual cog­ni­tion. Gibson’s research has been pub­lished in a vari­ety of jour­nals, includ­ing Jour­nal of Exper­i­men­tal Psy­chol­ogy, Human Per­cep­tion and Per­for­mance, Psy­cho­log­i­cal Sci­ence, and Per­cep­tion & Psychophysics.

In 2006 he con­ducted the first inde­pen­dent repli­ca­tion study based on the Cogmed Work­ing Mem­ory Train­ing pro­gram we dis­cussed with Dr. Torkel Kling­berg.

A local news­pa­per intro­duced some pre­lim­i­nary results of the study Atten­tion, please: Mem­ory exer­cises reduce symp­toms of ADHD. Some quotes from the articles:

- “The com­puter game has been shown to reduce ADHD symp­toms in chil­dren in exper­i­ments con­ducted in Swe­den, where it was devel­oped, and more recently in a Granger school, where it was tested by psy­chol­o­gists from the Uni­ver­sity of Notre Dame.

- Fif­teen stu­dents at Dis­cov­ery Mid­dle School tried RoboMemo dur­ing a five-week period in Feb­ru­ary and March, said lead researcher Brad Gibson

- As a result of that expe­ri­ence, symp­toms of inat­ten­tion and hyper­ac­tiv­ity were both reduced, accord­ing to reports by teach­ers and par­ents, Gib­son said.

- Other tests found sig­nif­i­cant improve­ment in “work­ing mem­ory”, a short-term mem­ory func­tion that’s con­sid­ered key to focus­ing atten­tion and con­trol­ling impulses.

- RoboMemo’s effec­tive­ness is not as well estab­lished as med­ica­tions, and it’s a lot more work than pop­ping a pill.

- Gib­son said Notre Dame’s study is con­sid­ered pre­lim­i­nary because it involved a small num­ber of stu­dents. Another lim­i­ta­tion is that the study did not have a con­trol group of stu­dents receiv­ing a placebo treatment.

We feel for­tu­nate to inter­view Dr. Gib­son today.

Alvaro Fer­nan­dez (AF): Dr. Gib­son, thanks for being with us. Could you first tell us about your over­all research interests?

Dr. Bradley Gib­son (BG): Thanks for giv­ing me this oppor­tu­nity. My pri­mary research Read the rest of this entry »