More evidence that exercise keeps the brain fit

The NY Times picked up on new research that offers good news for older individuals hoping to stave off mental decline. Here at Be Amazing Learning, we work more frequently with children and young adults than seniors, but the same concepts of neuroplasticity are at play early and late in life.

The multi-year study, performed at the University of Waterloo in Ontario and published in the Archives of Internal Medicine, showed that subjects who engaged in even modest exercise (walking around the block, gardening, cleaning) maintained cognitive function when compared to sedentary subjects.

That exercise can help the brain is not a particularly new concept (we have previously posted on the topic), but what the study showed (according to Professor Laura Middleton, the study’s lead author) that “vigorous exercise isn’t necessary to protect your mind. I think that’s exciting. It might inspire people who would be intimidated about the idea of quote-unquote exercising to just get up and move.”

Another study identified in the Times article indicates that even lifting weights (as opposed to aerobic exercise) can be an effective intervention. That study, published in Neurobiology of Aging, indicated that “light-duty weight training changes how well older women think and how blood flows within their brains.”

So the latest research indicates that exercise of any kind and any intensity can help stave off mental decline. So let’s get out there!

Studying Japanese yields clues for kids with dyslexia learning English

The Wall Street Journal reports on recent research into the use of character-based languages such as the Japanese language kanji.

Learners with dyslexia struggle with the association between letters and sounds in English (a language in which words are comprised of groups of sounds that readers decode). However, character-based languages, where the characters represent complete words or ideas, are mastered through memorization, a skill that many students with dyslexia have mastered to compensate for their decoding struggles.

One study featured in the WSJ article looked at fMRI brain scans of dyslexic students and discovered that they use the same area of the brain to read English as do readers of kanji, a character-based Japanese language. This is different from the area of the brain used by typically developing English readers (and readers of kana, another Japanese language in which characters represent sounds instead of words or ideas).

As the article notes, we don’t cure dyslexia by teaching students in a character-based language. But it does offer some insight into how these kids’ brains are working differently and how teachers might be able to deliver reading-based content more effectively.

We have a link to a fantastic dyslexia study on our Web site. The study, performed at Stanford, is very consistent with the findings discussed in the WSJ article, as it supports the idea that students with dyslexia tend to make reading a more visual task, while typically developing readers integrate auditory processing as well.