Today we would like to ask for your opinions on the emerging Brain Fitness field, your interests and needs. We would really appreciate if you can devote 5-minutes to complete this online survey. As a token of appreciation, we will give you a discount of 10% on all stress management and brain workout products offered in our main website, valid for a month after you complete the survey.
Thanks!
Meditation may fine-tune control over attention
“Everyday experience and psychology research both indicate that paying close attention to one thing can keep you from noticing something else… a new study from the University of Wisconsin-Madison suggests that attention does not have a fixed capacity – and that it can be improved by directed mental training, such as meditation.”
Related posts:
Brain knows when to really pay attention
“WASHINGTON – Spot a bear in the woods, and a different part of your brain will yell “pay attention” than if you were studying bears at the zoo. …“
Several recent stories on brain training and SharpBrains:
1) New brain games may improve mind fitness by Kevin Kosterman (U of Wisconsin Oshkosh’s Advance-Titan)
“Anytime we learn, we are training, changing, our brain,” Fernandez said. “The three key core elements for effective brain exercise are novelty, variety and constant challenge, similar to increasing the level in machines we find in gyms.”
2) “Training the Brain as possible as Training the Body”, جريدة النهار by Hanadi El Diri (Annahar, one of the most prestigious papers in the Middle East. The text is in Arabic.)
3) “Train your brain” by Mark Muckenfuss (The Press-Enterprise in Riverside and San Bernardino)
“We cannot promise to people you will only keep getting better until you are 200 years old. But I think people still underestimate how flexible the brain really is.”
The SmartBrains [sic] program combines mental exercises with a stress reduction program. Too much stress, says Fernandez, has been shown to be damaging not only to performance, but to the brain itself.
With all of the available programs for stimulating the brain, he says, it is important to shop carefully. A critical element, he says, is how clients or participants are evaluated.“Make sure they have a credible assessment that helps you find your strengths and weaknesses and that they have programs that address (those areas),” he says. “Assessments that give you 50 (as an age-equivalent grade) and a week later you’re 32, that’s not a valuable assessment.”
Alvaro and I had the good fortune to attend a great conference last week called Learning & The Brain: Enhancing Cognition and Emotions for Learning. It was a wonderful 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.
Using dramatic new imaging techniques, such as fMRIs, PET, and SPECT, neuroscientists are gaining valuable information about learning. This pioneering knowledge is leading not only to new pedagogies, but also to new medications, brain enhancement technologies, and therapies…. The Conference creates an interdisciplinary forum — a meeting place for neuroscientists, educators, psychologists, clinicians, and parents — to examine these new research findings with respect to their applicability in the classroom and clinical practice.
Take-aways
The sessions were broken into several subtopics:
ENHANCING THE BRAIN, COGNITION & EDUCATION
Topics included: neuroethics, school readiness, “back to basics” versus “discovery learning”, functional neuroimaging, the Six Developmental Pathways of physical, cognitive, language, social, ethical, and psychological skills
Speakers included: Michael S. Gazzaniga, Ph.D., Kurt W. Fischer, Ph.D., John D.E. Gabrieli, Ph.D., Linda Darling-Hammond, Ed.D., Daniel L. Schwartz, Ph.D., Jeb Schenck, Ph.D., Ross A. Thompson, Ph.D., Fay E. Brown, Ph.D., and Mariale M. Hardiman, Ed.D.
MOOD, LEARNING & GENDER DIFFERENCES
Topics included: chronic stress, bipolar disorder, ADHD, autism, learning disabilities, sex differences in learning, and creativity
Speakers included: Robert M. Sapolsky, Ph.D., Kay Redfield Jamison, Ph.D., Stephen P. Hinshaw, Ph.D., Bryna Siegel, Ph.D., Kiki D. Chang, M.D., Michael Gurian, M.A., Sam Goldstein, Ph.D., Lawrence H. Diller, M.D., and Terence A. Ketter, M.D.
ENHANCING MEMORY AND EMOTIONS
Topics included: mirror neurons, stress, anxiety, emotions, pharmacologic manipulations of memory, emotional events, sex differences, and “brain-considerate” learning environments, social functioning, decision making, motivation, achievement, positive-emotion refocusing
Speakers included: Kenneth A.Wesson, Ph.D., Kenneth S. Kosik, M.D., Daniel J. Siegel, M.D., Larry Cahill, Ph.D., Mary Fowler, M.A., Rollin McCraty, Ph.D., Mary Helen Immordino-Yang, Ed.D., Ed.M., and Robert Sylwester, Ed.D.
NEUROSCIENCE, LANGUAGE & READING
Topics included: reading disorders, dyslexia, assessment, instructional strategies, the achievement gap, and integration of visual, auditory, and language information
Speakers included: Brian A.Wandell, Ph.D., Connie Juel, Ph.D., and Steven G. Feifer, Ed.D., NCSP.
THE ARTS, MUSIC & COGNITION
Topics included: artistic process versus art content, effects of music on cognitive performance, and the generalizability of of artistic abilities to cognitive abilities
Speakers included: James S. Catterall, Ph.D. and Frances H. Rauscher, Ph.D.
Conference Co-Sponsors:
Further Reading
Save the Date! April 28-30, 2007 is the next conference, Learning & The Brain – Molding Minds: How to Shape the Developing Brain for Learning & Achievement, in Cambridge, Mass. We will post more information about this conference shortly.
Continuing with the theme of a Week of Science sponsored by Just Science, we will highlight some of the key points in: Appelhans BM, Luecken LJ. Heart Rate Variability as an Index of Regulated Emotional Responding. Review of General Psychology. 2006;10:229–240.
Defining Heart Rate Variability
Effective emotional regulation depends on being able to flexibly adjust your physiological response to a changing environment.
“… heart rate variability (HRV) is a measure of the continuous interplay between sympathetic and parasympathetic influences on heart rate that yields information about autonomic flexibility and thereby represents the capacity for regulated emotional responding.”
“HRV reflects the degree to which cardiac activity can be modulated to meet changing situational demands.”
The sympathetic (SNS) and parasympathetic (PNS) branches of the autonomic nervous system (ANS) antagonistically influence the lengths of time between consecutive heartbeats. Faster heart rates, which can be due to increased SNS and/or lower PNS activity, correspond to a shorter interbeat interval while slower heart rates have a longer interbeat interval, which can be attributed to increased PNS and/or decreased SNS activity.
The frequency-based HRV analyses are based on the fact that the variations in heart rate produced by SNS and PNS activity occur at different speeds, or frequencies. SNS is slow acting and mediated by norepinephrine while PNS influence is fast acting and mediated by acetylcholine.
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. Continue Reading
