Posts Tagged ‘memory’

More evidence that exercise keeps the brain fit

July 27, 2011

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

July 11, 2011

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.


Brain Fitness Program for Traumatic Brain Injury

June 17, 2011

Today’s NY Times reports on a planned study of the effectiveness of Posit Science’s Brain Fitness Program on veterans who suffered traumatic brain injuries (TBI) in combat. Posit Science was founded by Dr. Michael Merzenich, whose research into neuroplasticity forms the basis for the Fast ForWord programs.

Dr. Merzenich’s core claim is that brain structure is always changing, based on what people do and what they pay attention to. By doing specific brain exercises that focus and refine attention, he says, you can adjust the underlying structure of your brain. It is well established that this happens when we learn a new skill, like dancing. The question is, Can the same processes be employed to correct for brain damage?

Psychologists and others observing the study range from the cautiously optimistic (quoted in the Times, Gary Abrams, director of neurorehabilitation at U.C.S.F. and head of the T.B.I. support clinic at the San Francisco VA Medical Center, says “It is theoretically reasonable, but will it actually work to help veterans?”) to the skeptical (also cited, in the Times, Dr. P. Murali Doraiswamy, a Duke University psychiatrist, is “not convinced that gains translate into long-term benefits that can be generalized to daily challenges like remembering where the car is parked”).

The study will involve 132 veterans suffering from TBI. They’ll undergo a battery of cognitive tests before the program, and again 3 and 6 months after the program.

The Times article also makes a critical point that we frequently make about the neuroplasticity-based programs (Fast ForWord and Cogmed) that we use with struggling learners: the programs are different because they address the underlying cognitive deficits, rather than compensatory strategies.

The impact of sleep on sustained attention

April 18, 2011

This weekend’s NY Times Magazine is all about health – everything from the toxicity of sugar to the question of whether cell phones cause cancer. One article that caught our eye (at least after a cup of morning coffee) asks “How little sleep can you get away with?

David Dinges, the head of the Sleep and Chronobiology Laboratory at the Hospital at the University of Pennsylvania has asked just this question, and the answer is: you should really try to get 8 hours. Dinges’ 2003 study assigned dozens of subjects to three different groups: some slept four hours, others six hours and others, for the lucky control group, eight hours — for two weeks in the lab. The study used a measure called psychomotor vigilance task, or PVT. PVT is a “tedious but simple if you’ve been sleeping well. It measures the sustained attention that is vital for pilots, truck drivers, astronauts. Attention is also key for focusing during long meetings; for reading a paragraph just once, instead of five times; for driving a car. It takes the equivalent of only a two-second lapse for a driver to veer into oncoming traffic.”

The results?

Those who had eight hours of sleep hardly had any attention lapses and no cognitive declines over the 14 days of the study. What was interesting was that those in the four- and six-hour groups had P.V.T. results that declined steadily with almost each passing day. Though the four-hour subjects performed far worse, the six-hour group also consistently fell off-task. By the sixth day, 25 percent of the six-hour group was falling asleep at the computer. And at the end of the study, they were lapsing fives times as much as they did the first day.

The six-hour subjects fared no better — steadily declining over the two weeks — on a test of working memory in which they had to remember numbers and symbols and substitute one for the other. The same was true for an addition-subtraction task that measures speed and accuracy. All told, by the end of two weeks, the six-hour sleepers were as impaired as those who, in another Dinges study, had been sleep-deprived for 24 hours straight — the cognitive equivalent of being legally drunk.

These results are particularly interesting in light of a study recently published in the journal SLEEP that indicated that loss of an hour of sleep per night among children with ADHD had a significant impact on their ability to remain focused and sustain attention From a Science Daily article summarizing the research: “The study suggests that even moderate reductions in sleep duration can affect neurobehavioral functioning, which may have a negative impact on the academic performance of children with ADHD.”

Results of multivariate analyses of variance show that after mean nightly sleep loss of about 55 minutes for six nights, the performance of children with ADHD on a neurobehavioral test deteriorated from the subclinical range to the clinical range of inattention on four of six measures, including omission errors (missed targets) and reaction time. Children with ADHD generally committed more omission errors than controls. Although the performance of children in the control group also deteriorated after mean nightly sleep loss of 34 minutes for six nights, it did not reach a clinical level of inattention on any of the six measures.

Reut Gruber, PhD, assistant professor in the department of psychiatry at McGill University and director of the Attention, Behavior and Sleep Laboratory at Douglas Mental Health University Institute in Montreal, Québec, quoted in the Science Daily article, has advice for parents:

“The reduction in sleep duration in our study was modest and similar to the sleep deprivation that might occur in daily life,” Gruber said. “Thus, even small changes in dinner time, computer time, or staying up to do homework could result in poorer neurobehavioral functioning the following day and affect sustained attention and vigilance, which are essential for optimal academic performance.”

“An important implication of the present study is that investments in programs that aim to decrease sleep deprivation may lead to improvements in neurobehavioral functioning and academic performance,” she said.

I don’t know about you, but we’re going to go take a nap.

Competing Memories

March 25, 2011

Does something like this ever happen to you?  From Yale psychologist Brice Kuhl, quoted in a NY Times article about memory:

“I park in a garage every day at work, and I park in a different space every day, depending on availability. And I very often walk to where I parked the day before. It’s not that I totally forgot where I parked, it’s just that I still remember yesterday’s spot.”

When the brain is cluttered with similar items (say a new password replacing an expired one, or a new phone number), we have difficulty recalling just one. Kuhl’s research (published in the Proceedings of the National Academy of Sciences) indicates that this difficulty is reflected in “more ambiguous” neural activation when engaged in competitive remembering as compared to “more robust” activation for non-competitive memories.

TED Talk: Dr. Michael Merzenich on Rewiring the Brain

March 23, 2011

Dr. Michael Merzenich is a pioneer in brain plasticity research. In this TED Talk, recorded in 2004, Dr. Merzenich describes impairments to the brain’s processing ability, and how we can train the brain back to normal processing:

We now have a large body of literature that demonstrates that the fundamental problem that occurs in the majority of children that have early language impairments, and that are going to struggle to learn to read, is that their language processor is created in a defective form. And the reason that it rises in a defective form is because early in the baby’s brain’s life the machine process is noisy. It’s that simple. It’s a signal to noise problem. Okay? And there are a lot of things that contribute to that. There are numerous inherited faults that could make the machine process noisier.

Every sound the child hears uncorrected is muffled. It’s degraded. The child’s native language is such a case is not English. It’s not Japanese. It’s muffled English. It’s degraded Japanese. It’s crap. And the brain specializes for it. It creates a representation of language crap. And then the child is stuck with it.

Now the crap doesn’t just happen in the ear. It can also happen in the brain. The brain itself can be noisy. It’s commonly noisy. There are many inherited faults that can make it noisier. And the native language for a child with such a brain is degraded. It’s not English. It’s noisy English. And that results in defective representations of sounds of words, not normal, a different strategy, by a machine that has different space constants. And you can look in the brain of such a child and record those time constants. They are about an order of magnitude longer, about 11 times longer in duration on average, than in a normal child. Space constants are about three times greater. Such a child will have memory and cognitive deficits in this domain. Of course they will. Because as a receiver of language, they are receiving it and representing it. And in information it’s representing crap. And they are going to have poor reading skills. Because reading is dependent upon the translation of word sounds into this orthographic or visual representational form. If you don’t have a brain representation of word sounds that translation makes no sense. And you are going to have corresponding abnormal neurology.

The point is is that you can train the brain out of this. A way to think about this is you can actually re-refine the processing capacity of the machinery by changing it. Changing it in detail. It takes about 30 hours on the average. And we’ve accomplished that in about 430,000 kids today. Actually about 15,000 children are being trained as we speak. And actually when you look at the impacts, the impacts are substantial.

Think of a classroom of children in the language arts. Think of the children on the slow side of the class. We have the potential to move most of those children to the middle or to the right side. In addition to accurate language training it also fixes memory and cognition speech fluency and speech production, And an important language dependent skill is enabled by this training — that is to say reading. And to a large extent it fixes the brain. You can look down in the brain of a child. in a variety of tasks that scientists have at Stanford, and MIT, and UCSF, and UCLA, and a number of other institutions. And children operating in various language behaviors, or in various reading behaviors, you see for the most extent, for most children, their neuronal responses, complexly abnormal before you start, are normalized by the training.

There’s some stuff about monkeys in the middle that went a little over our heads, but the talk is worth the 20 minute investment.

Learning to Read vs. Reading to Learn

March 1, 2011

Around 2nd or 3rd grade, students begin the transition from learning to read to reading to learn. In the process, they open their minds to a flood of critical information across disciplines. And to incorporate this new knowledge, students must have mastered the basics of reading and achieved automaticity.

At Scientific Learning’s Science of Learning blog, Terri Zezula addresses the criticality of automaticity for students to begin the transition to reading to learn:

In achieving automaticity, we free our brains – our working memories – from the details of the task, allowing us to use that brain power to do more, building on those sets of automatic skills. For our students, achieving automaticity  in reading is essential not only to their becoming effective readers, but becoming effective all-around learners. The majority of students make the shift from “learning to read” to “reading to learn” around second or third grade. At this stage, their reading skills have developed to a point of automaticity where they no longer need to use their working memory to facilitate the task of reading, and they can use that memory for things like interpretation, comprehension and creative thinking.

On the other hand, continues Zezula:

Imagine what learning becomes for the struggling student who does not develop this automaticity alongside his or her fellow students. As others begin to learn more and more from their reading, the struggling reader must engage their working memory in the challenge of getting through the letters and words of each sentence as opposed to using that valuable memory to glean meanings and assimilate information. As their reading skills lag, their overall ability to learn suffers.

A previous post here at Thoughts from Be Amazing Learning addressed the same phenomemon:

We hear from parents a lot that their child does just fine with the mechanics of reading (decoding, spelling, etc.), but struggles with comprehension. Reading comprehension is a difficult task, as it represents the synthesis of so many language and literacy skills, from phonemic awareness to sequencing and working memory. As such, it takes time and a lot of practice to develop reading comprehension skills.

It’s important to note, however, that while kids may be struggling with comprehension, the root cause of their struggle may be more foundational in nature. For example, a child may decode well, but if his brain is working overtime on decoding, there may just not be anything left when it comes time to comprehend what he’s just read. Comprehension requires things like a working memory that’s developed enough to remember the beginning of a sentence when you get to the end. Or the first sentence of a paragraph when you get to the last. But if we can get a child’s brain to process more efficiently, the mechanics of reading become easier, which frees up energy for more complex tasks like comprehension.

The good news is that we can help kids’ brains process more efficiently. Just like we exercise our bodies in the gym or on the track to build physical fitness, we can build brain fitness through targeted exercises that adapt to our abilities. If you have a child struggling with reading comprehension or other learning challenges, visit our Web site at or call (800) 792-4809 to learn how developing foundational cognitive skills can help your child successfully make the transition to reading to learn.

Moonwalking with Einstein

February 28, 2011

Last weekend’s NY Times Magazine featured an excerpt from journalist Joshua Foer’s new book Moonwalking with Einstein: The Art and Science of Remembering Everything. It’s the fascinating story of his quest to become the memory champion of the United States (add that to the list of things we didn’t know anything about).

As we’ve previously posted, there’s an important distinction between memory and memorization. Nonetheless, memorization techniques can give us clues about memory, particularly from an evolutionary standpoint. For example, Foer highlights a study that showed that expert memorizers have neither anatomically distinguishable brains nor above average levels of cognitive abilities. But what they do share is a higher level of activation in the area of the brain responsible for visual and spatial memory. Experts attribute this to the fact that our ancestors relied on visual spatial memory for survival (where’s the food? where are the predators?).

Foer’s journey to the title is interesting, at least in part because he really set out just to learn about memorization and ended up a champion. The Times article links to two resources for memorizing numbers and names. For more on Foer, check out this story by NPR’s All Things Considered.

Blueberries on the brain

February 9, 2011

The January 2011 issue of Scientific American Mind picks up some research we have been following about flavonoids, which research shows may improve memory, learning and general cognitive function:

Emerging research suggests that compounds in blueberries known as flavonoids may improve memory, learning and general cognitive function, including reasoning skills, decision making, verbal comprehension and numerical ability. In addition, studies comparing dietary habits with cognitive function in adults hint that consuming flavonoids may help slow the decline in mental facility that is often seen with aging and might even provide protection against disorders such as Alzheimer’s and Parkinson’s.

We have previously posted about the impact of flavonoids (which also occur in chocolate) on math skills. In the article we cited, study authors indicated flavonoids worked by increasing blood flow to the brain. This more recent article indicates that researchers believe flavonoids impact cognition by interacting with proteins that are integral to brain-cell structure and function.

Either way, we like the idea of good-tasting foods being good for the brain!

Computer-based program relieves ADHD symptoms in children

February 4, 2011

The research validating the effectiveness of Cogmed Working Memory Training at improving attention skills keeps rolling in. Science Daily recently highlighted research by psychologists from Ohio State University, published in the November/December 2010 issue of the Journal of Clinical Child & Adolescent Psychology:

Researchers found significant changes for students who completed the program in areas such as attention, ADHD symptoms, planning and organization, initiating tasks, and working memory.

The study asked parents and teachers to complete observational surveys before and after training, as well as in a 4-month post-training follow up:

Results showed that parents generally rated their children as improving on inattention, overall number of ADHD symptoms, working memory, planning and organization and in initiating tasks. These changes were evident both immediately after treatment and four months later.

One interesting aspect of this study is that unlike previous efficacy studies for Cogmed, this one included students who were on and off medication for their ADHD:

“Most kids with ADHD are on some kind of medication, so it helps to know how this intervention works in these cases,” said study co-author Steven Beck.

In this sample, 60 percent of the students were on medication. The results showed the program was equally effective regardless of whether they were on medication or not.

“Medication for ADHD does not help directly with working memory, and the training program does, so it can be useful,” Beck said.

Solid foundational and efficacy research is a common characteristic of the learning programs we offer. It’s great to see additional research that documents the success of Cogmed with an ever-larger population of struggling learners.

%d bloggers like this: