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Tero Toivanen

First Evidence That Musical Training Affects Brain Development In Young Children - 0 views

www.sciencedaily.com/...060920093024.htm

music brain development young children brain development memory IQ Suzuki method MEG

shared by Tero Toivanen on 21 Jun 09 - Cached
  • The findings, published today (20 September 2006) in the online edition of the journal Brain [1], show that not only do the brains of musically-trained children respond to music in a different way to those of the untrained children, but also that the training improves their memory as well. After one year the musically trained children performed better in a memory test that is correlated with general intelligence skills such as literacy, verbal memory, visiospatial processing, mathematics and IQ.
  • Researchers have found the first evidence that young children who take music lessons show different brain development and improved memory over the course of a year compared to children who do not receive musical training.
  • While previous studies have shown that older children given music lessons had greater improvements in IQ scores than children given drama lessons, this is the first study to identify these effects in brain-based measurements in young children.
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  • The researchers chose children being trained by the Suzuki method for several reasons: it ensured the children were all trained in the same way, were not selected for training according to their initial musical talent and had similar support from their families. In addition, because there was no early training in reading music, the Suzuki method provided the researchers with a good model of how training in auditory, sensory and motor activities induces changes in the cortex of the brain.
  • Analysis of the MEG responses showed that across all children, larger responses were seen to the violin tones than to the white noise, indicating that more cortical resources were put to processing meaningful sounds. In addition, the time that it took for the brain to respond to the sounds (the latency of certain MEG components) decreased over the year. This means that as children matured, the electrical conduction between neurons in their brains worked faster.
  • Of most interest, the Suzuki children showed a greater change over the year in response to violin tones in an MEG component (N250m) related to attention and sound discrimination than did the children not taking music lessons.
  • Analysis of the music tasks showed greater improvement over the year in melody, harmony and rhythm processing in the children studying music compared to those not studying music. General memory capacity also improved more in the children studying music than in those not studying music.
  • The finding of very rapid maturation of the N250m component to violin sounds in children taking music lessons fits with their large improvement on the memory test. It suggests that musical training is having an effect on how the brain gets wired for general cognitive functioning related to memory and attention.
  • It is clear that music is good for children's cognitive development and that music should be part of the pre-school and primary school curriculum.
  • Tero Toivanen on 21 Jun 09
     
    Researchers have found the first evidence that young children who take music lessons show different brain development and improved memory over the course of a year compared to children who do not receive musical training.
Tero Toivanen

Memory Improved 20% by Nature Walk « PsyBlog - 0 views

www.spring.org.uk/...improved-20-by-nature-walk.php

psyblog Memory Improved Nature Walk

shared by Tero Toivanen on 23 May 09 - Cached
  • Marc G. Berman and colleagues at the University of Michigan wanted to test the effect of a walk’s scenery on cognitive function (Berman, Jonides & Kaplan, 2008; PDF).
  • In the first of two studies participants were given a 35 minute task involving repeating loads of random numbers back to the experimenter, but in reverse order.
  • The results showed that people’s performance on the test improved by almost 20% after wandering amongst the trees. By comparison those subjected to a busy street did not reliably improve on the test.
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  • In the second study participants weren’t even allowed to leave the lab but instead some stared at pictures of natural scenes while others looked at urban environments. The improvements weren’t quite as impressive as the first study, but, once again, the trees and fields beat the roads and lampposts.
  • These results replicated a previous study by Berto (2005) who found that just viewing pictures of natural scenes had a restorative effect on cognitive function.
  • So just as we might have predicted nature is a kind of natural cognitive enhancer, helping our brain let off steam so it can cruise back up to full functioning.
  • When our minds need refreshing and if natural scenery is accessible, we should take the opportunity. If not then just looking at pictures of nature is a reasonable second best.
  • Tero Toivanen on 23 May 09
     
    New study finds that short-term memory is improved 20% by walking in nature, or even just by looking at an image of a natural scene.
Tero Toivanen

Let me sleep on it: Creative problem solving enhanced by REM sleep - 0 views

www.physorg.com/news163700544.html

REM sleep problem solving brain neuropsychology

shared by Tero Toivanen on 09 Jun 09 - Cached
  • "Participants grouped by REM sleep, non-REM sleep and quiet rest were indistinguishable on measures of memory," said Cai. "Although the quiet rest and non-REM sleep groups received the same prior exposure to the task, they displayed no improvement on the RAT test. Strikingly, however, the REM sleep group improved by almost 40 percent over their morning performances."
  • The study by Sara Mednick, PhD, assistant professor of psychiatry at UC San Diego and the VA San Diego Healthcare System, and first author Denise Cai, graduate student in the UC San Diego Department of Psychology, shows that REM directly enhances creative processing more than any other sleep or wake state. Their findings will be published in the June 8th online edition of the Proceedings of the National Academy of Sciences (PNAS).
  • Tero Toivanen on 09 Jun 09
     
    "Participants grouped by REM sleep, non-REM sleep and quiet rest were indistinguishable on measures of memory," said Cai. "Although the quiet rest and non-REM sleep groups received the same prior exposure to the task, they displayed no improvement on the RAT test. Strikingly, however, the REM sleep group improved by almost 40 percent over their morning performances."
Tero Toivanen

Mnemonics and memory improvement / Pegging and memory - 0 views

buildyourmemory.com/pegging.php

Mnemonics memory memory improvement pegging

shared by Tero Toivanen on 25 Jun 09 - Cached
  • Tero Toivanen on 25 Jun 09
     
    The system of pegging that I will be outlining over the course of the next few pages, is one of the most important techniques that has so far been developed in the field of Mnemonics, since the discipline was first practised during the time of the ancient Greeks.
Tero Toivanen

Naps, Learning and REM : The Frontal Cortex - 0 views

scienceblogs.com/...naps_learning_and_rem.php

brain learning REM productivity memory

shared by Tero Toivanen on 03 Jul 09 - Cached
  • Taking a nap without REM sleep also led to slightly better results. But a nap that included REM sleep resulted in nearly a 40 percent improvement over the pre-nap performance.
  • The study, published June 8 in The Proceedings of the National Academy of Sciences, found that those who had REM sleep took longer naps than those who napped without REM, but there was no correlation between total sleep time and improved performance. Only REM sleep helped.
  • Numerous studies have now demonstrated that REM sleep is an essential part of the learning process. Before you can know something, you have to dream about it.
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  • The breakthrough came in 1972, when psychologist Jonathan Winson came up with a simple theory: The rabbit brain exhibited the same pattern of activity when it was scared and when it was dreaming because it was dreaming about being scared. The theta rhythm of sleep was just the sound of the mind processing information, sorting through the day's experiences and looking for any new knowledge that might be important for future survival. They were learning while dreaming, solving problems in their sleep.
  • Wilson began his experiment by training rats to run through mazes. While a rat was running through one of these labyrinths, Wilson measured clusters of neurons in the hippocampus with multiple electrodes surgically implanted in its brain. As he'd hypothesized, Wilson found that each maze produced its own pattern of neural firing. To figure out how dreams relate to experience, Wilson recorded input from these same electrodes while the rats were sleeping. The results were astonishing. Of the 45 rat dreams recorded by Wilson, 20 contained an exact replica of the maze they had run earlier that day. The REM sleep was recapitulating experience, allowing the animals to consolidate memory and learn new things. Wilson's lab has since extended these results, demonstrating that "temporally structured replay" occurs in both the hippocampus and visual cortex.
  • Tero Toivanen on 03 Jul 09
     
    Taking a nap without REM sleep also led to slightly better results. But a nap that included REM sleep resulted in nearly a 40 percent improvement over the pre-nap performance
Tero Toivanen

Cognitive Daily: A quick eye-exercise can improve your performance on memory tests (but... - 0 views

scienceblogs.com/...ick_eye-exercise_can_impro.php

memory memorization eye movement

shared by Tero Toivanen on 23 May 09 - Cached
  • If you're taking a test of rote memorization, like words from a list, move your eyes from side to side for about 30 seconds before you start.
  • It may be that this quick activity helps facilitate interaction between the brain hemispheres.
  • any activity that encourages communication between the hemispheres is likely to increase recall.
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  • people who have poorer interactions between the hemispheres should benefit more than others. Who has less interactions between hemispheres? People who are strongly right-handed.
  • Strongly right-handed students remembered significantly more words if they moved their eyes compared to keeping their eyes still. Non-strongly-right-handed students (including left-handers) remembered the same number of words regardless of whether they moved their eyes before the test.
  • strongly right-handed students had significantly fewer false alarms after they moved their eyes back and forth. But for non-strongly-right-handed people, the reverse occurred; moving their eyes caused them to falsely remember more words. So overall, while the eye-saccade exercise helped right-handers, for lefties and for those who didn't have a strongly dominant hand, the exercise actually harmed their performance.
  • You might think that only side-to-side movement would improve performance, but Lyle's team found that moving your eyes up and down caused the same effect.
  • researchers say that other studies have shown that any eye movements increase bilateral activity in the frontal eye field, so it's still possible that hemispheric connectivity can explain the improved performance after eye movements.
  • So why doesn't the exercise work the same way for left-handers? Left handers (and ambidextrous individuals) already have a high level of hemispheric connectivity. Lyle's team speculates that there might be such a thing as too much connectivity, which results in a decrease in performance.
  • Tero Toivanen on 23 May 09
     
    Several studies have confirmed this bizarre proposition: If you're taking a test of rote memorization, like words from a list, move your eyes from side to side for about 30 seconds before you start.
Tero Toivanen

Use It or Lose It: The Principles of Brain Plasticity - 3 views

articles.mercola.com/...brain-plasticity.aspx

brain plasticity research learning neurons memory Use It or Lose It Brain Gym nutrition

shared by Tero Toivanen on 09 Dec 12 - No Cached
  • You probably haven't realizd it, but as you acquire an ability – for example, the ability to read – you have actually created a system in the brain that does not exist, that's not in place, in the non-reader. It [the ability; the brain system that controls the ability] actually evolves in you as it has been acquired through experience or learning.
  • "There are some very useful exercises at www.BrainHQ.com that are free, and using them can give a person a better understanding of how exercising your brain can drive it in a rejuvenating direction. Using exercises at BrainHQ, most people, of any age, can drive sharp improvements in brain speed and accuracy, and thereby rewire the brain so that it again represents information in detail," he says.
  • Children operating in the 10th to 20th percentile of academic performance are commonly able to improve their scores to the middle or average level with 20-30 hours of intensive computer-based training. "That's a big difference for the child," he says. "It carries most children who are near the bottom of the class, on the average, to be somewhere in the middle or above average in the class. And that gives struggling children a chance to really succeed and in many cases excel in school."
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  • Careful controlled studies in seniors have also been reported in scientific journals. After 40 hours of computer-based training, the average improvement in cognitive performance across the board was 14 years. On average, if you were 70 years old when you underwent the training after 40 hours of brain training, your cognitive abilities operated like that of a 56-year old. Equally strong or even greater effects were seen in 40 to 50 year olds using the program. Individuals who worked on the BrainHQ exercises at home did just as well as those who completed training in a clinic or research center.
  • Ideally, it would be wise to invest at least 20 minutes a day. But no more than five to seven minutes is to be spent on a specific task. When you spend longer amounts of time on a task, the benefits weaken. According to Dr. Merzenich, the primary benefits occur in the first five or six minutes of the task.
  • Find ways to engage yourself in new learning
  • "When it matters to you, you are going to drive changes in your brain," he explains. "That's something always to keep in mind. If what you're doing seems senseless, meaningless, if it does not matter to you, then you're gaining less from it."
  • Get 15-30 minutes of physical exercise each day,
  • Spend about five minutes every day working on the refinement of a specific, small domain of your physical body.
  • You can typically improve yourself to the highest practical or possible level in anywhere between five to a dozen brief sessions of seven or eight minutes each. Again, having a sense of purpose is crucial.
  • Stay socially engaged.
  • Practice "mindfulness,"
  • Foods have an immense impact on your brain, and eating whole foods as described in my nutrition plan will best support your mental and physical health.
  • The medical literature is also showing that coconut oil can be of particular benefit for brain health, and anecdotal evidence suggests it could be very beneficial in the treatment of Alzheimer's disease.
  • Optimize your vitamin D levels
  • Take a high-quality animal-based omega-3 fat.
  • Avoid processed foods and sugars, especially fructose
  • Avoid grains
  • Avoid artificial sweeteners
  • Avoid soy
  • Men who ate tofu at least twice weekly had more cognitive impairment, compared with those who rarely or never ate the soybean curd, and their cognitive test results were about equivalent to what they would have been if they were five years older than their current age.
  • Tero Toivanen on 09 Dec 12
     
    "It was once thought that any brain function lost was irretrievable. Today, research into what's referred to as "brain plasticity" has proven that this is not the case. On the contrary, your brain continues to make new neurons throughout life in response to mental activity."
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