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Brains and Bodies work together!

By Amy Price PhD

Your brain care how your body lives. Maybe it is time to redecorate from the inside out!

New research on cognition that shows transfer of training and increase in quality of life  can be very successful when individual differences are professionally assessed and programs targeted to individuals.  This is why one size fits all ‘brain training’ shows limited success. The brain requires novelty and positively graded accomplishment to reach full potential. [1-4].  

Brain age related deficits are noticed primarily in the prefrontal and parietal cortical regions  which tend to shrink as individuals age with men exhibiting more extensive shrinkage than women [5]. These areas are crucial for planning and for connecting input from other brain areas. The areas of shrinkage initially demonstrate increased regional activation. This may be a time sensitive window where neuroplasticity growth factors can be leveraged to best advantage. Combining several strands of behavioral and neuro-imaging evidence, the argument can be made that functional plasticity has the capacity to alter the course of cognitive aging. Losses in regional brain integrity may drive functional reorganization through changes in processing strategies and domain specific cognitive training.

These same deficits can be present in brain injured persons but the route to successful training would take a different though just as effective path.

Factors such as cognitive training, regular exercise, nutrition enrichment and  positive relationships can increase Cortical thickness . These findings were first published on animal studies but are also noted in human studies [5-10].  A combination targeted personalized brain and physical training produces specific volume changes in white and grey matter [9]

Physical exercise boosts the brain’s rate of neurogenesis throughout life, while mental exercise increases the rate at which those new brain cells survive and make functional connections into existing neural networks.[7-10] Both physical exercise and the challenge from mental exercise increase the secretion of nerve growth factor, which helps neurons grow and stay healthy.[8-10] This makes sense if we think of how exercise helps to clean out the sludge and provide oxygen so the body can make more effective use of tissues needed for regeneration and repair.  In fact scientists are now finding compounds that can increase our stem cells within the body and even then are finding that targeted solutions are needed for optimum stem cell growth health and production [14]

Nyberg found that although older brains exhibit less plasticity than do young brains overall, the benefits of training—particularly domain-specific training—can be substantial and durable [13]. Studies are showing these gains to be of 5 years + More- over, the training benefits were found to be similar to the amount of decline anticipated over 7–14 years [3, 12, and 13].

References

1.            Posner, M., & Rothbart M. Educating the human brain. Washington, DC US: American Psychological Association.; 2007:189-208. doi:10.1037/11519-009

2.            Jaeggi SM, Buschkuehl M, Jonides J, Perrig WJ. Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences of the United States of America. 2008;105(19):6829-33. Available at: http://www.ncbi.nlm.nih.gov/pubmed/18443283

3.            Willis SL, Tennstedt SL, Marsiske M, et al. Long-term effects of cognitive training on everyday functional outcomes in older adults. JAMA : the journal of the American Medical Association. 2006;296(23):2805-14. Available at: http://www.ncbi.nlm.nih.gov/pubmed/17179457

4.            Gordon E, Arns M, Paul RH. Research Report THE INTEGRATE MODEL OF EMOTION, THINKING AND SELF REGULATION: AN APPLICATION TO THE “PARADOX OF AGING”. Thinking. 2008;7(3):367-404.

5.         Greenwood PM. Functional plasticity in cognitive aging: review and hypothesis. Neuropsychology. 2007;21(6):657-73. http://www.ncbi.nlm.nih.gov/pubmed/17983277

6.            Joseph J, Cole G, Head E, Ingram D. Mark P. Mattson, Sic L. Chan and Wenzhen Duan. Physiological Reviews. 2009:637-672.

7.            Kramer AF, Bherer L, Colcombe SJ, Dong W, Greenough WT. Environmental influences on cognitive and brain plasticity during aging. The journals of gerontology. Series A, Biological sciences and medical sciences. 2004;59(9):M940-57.: http://www.ncbi.nlm.nih.gov/pubmed/15472160.

8.            Kramer, AF; Erickson KI, Colcombe SJ (2006). “Exercise, cognition, and the aging brain”. J Appl Physiol 101 (4): 1237–42. doi:10.1152/japplphysiol.00500.2006.

9.             Valenzuela MJ, Sachdev P, Wen W, Chen X, Brodaty H. Lifespan mental activity predicts diminished rate of hippocampal atrophy. PloS one. 2008;3(7):e2598. Available at: http://www.ncbi.nlm.nih.gov/pubmed/18612379.

10.          Ernst C, Olson AK, Pinel JP, Lam RW, Christie BR. Antidepressant effects of exercise: evidence for an adult-neurogenesis hypothesis? Journal of psychiatry & neuroscience : JPN. 2006;31(2):84-92. Available at: http://www.ncbi.nlm.nih.gov/pubmed/16575423

11.          Ball K, Edwards JD, Ross La. The impact of speed of processing training on cognitive and everyday functions. The journals of gerontology. Series B, Psychological sciences and social sciences. 2007;62 Spec No(I):19-31.  http://www.ncbi.nlm.nih.gov/pubmed/17565162.

12.          Willis, SL; SL Tennstedt, M Marsiske, et al. (2006). “Long-term effects of cognitive training on everyday functional outcomes in older adults”. JAMA 296: 2805–14. doi:10.1001/jama.296.23.2805.

13.          Nyberg, L. (2005). Cognitive training in healthy aging: A cognitive neuroscience perspective. In R. Cabeza, L. Nyberg, & D. Park (Eds.), Cognitive neuroscience of aging: Linking cognitive and cerebral aging. New York: Oxford University Press.

 14.         New Scientist http://www.newscientist.com/article/dn16383-drugs-unlock-the-bodys-own-stem-cell-cabinet.html}

Dr. Rohn Kessler

Children's Art and the Brain

In 2009, the psychologist Mike Posner wrote:

“If there were a surefire way to improve your brain, would you try it? Judging by the abundance of products, programs and pills that claim to offer “cognitive enhancement,” many people are lining up for just such quick brain fixes. Recent research offers a possibility with much better, science-based support: that focused training in any of the arts—such as music, dance or theater—strengthens the brain’s attention system, which in turn can improve cognition more generally.” http://dana.org/news/cerebrum/detail.aspx?id=23206

In 1971 the psychologist Abraham Maslow wrote: “Another conclusion I seem to be impelled toward, even though I am not sure of my facts, is that creative art education, or better said, Education–Through-Art, may be especially important not so much for turning out art or art products, as for turning out better people.”

In 38 years we have moved from intuitive speculation to a science-based vision for customizing and optimizing learning environments for children. What fascinates me is that Posner (neuroeducation) Maslow (humanistic) come from such different directions and perspectives but share a similar conclusion: exposure to an art form that fully engages a child’s attention can be highly rewarding.

Maslow believed in a new kind of education that would encourage a new kind of human being — “the process person, the creative person, the improvising person, the self-trusting, creative person, the autonomous person.” Posner’s research is showing that when we encourage young students to find an art form they love, that if they to pursue it with passion and focused attention, that “training in the arts likely yields cognitive benefits that go beyond “art for art’s sake.”

With parents and teachers complaining about the avalanche of ADHD children, the discovery of ways to train attention and strengthen attention networks is, I believe, of profound importance.

Specifically, Dr. Mike Posner has shown that repeated activation of the brain’s attention networks increases their efficiency. His focus is on the “executive attention network” which helps students control their emotions and choose among conflicting thoughts in order to focus on long-term goals. These executive attention skills are essential for social and academic success throughout childhood. Furthermore, empathy toward others, impulse control and the tendency not to cheat or lie are scientifically linked to aspects of executive attention.

Recall that Maslow, whose focus was on the creative process, believed that Education–Through-Art was important not for turning out art but for turning out what he called “better people.” Posner’s work shows that intensive training in music, art, dance and theatre not only improves the efficiency of the executive attention network and general cognition as measured by IQ but can also improve a child’s ability to empathize, control impulses and resist the temptation to lie or cheat — in other words, to become a better person.

Posner in 2009 sounds like Maslow when he writes:

“…exposure to the “right” art form can fully engage children’s attention and can be highly rewarding for them. They may get so involved in learning the art that they lose track of time or even “lose themselves” while practicing it. I believe that few other school subjects can produce such strong and sustained attention that is at once rewarding and motivating. That is why arts training is particularly appealing as a potential means for improving cognition. Other engaging subjects might be useful as well, but the arts may be unique in that so many children have a strong interest in them.”

These findings give parents and educators one more reason to encourage young children to find an art form they love and to pursue it with passion. Training in the arts yields cognitive benefits that go beyond “art for art’s sake.” The art form that children love and pursue with enthusiasm can lead to improvements in many brain functions and make them grow up to be “better people.”  I’ll be writing more about this in future blogs.

Of course, the challenge is the same today as it was in 1970s, 1950s and in decades and eras past: convincing policy makers, education wonks, politicians and parents about the huge potential value of arts education.

The good news is that some individuals, including brain scientists, are proactively engaged and not waiting and hoping for this to happen. For example, Dr. Evian Gordon has set up the Brain Revolution Project and advocates for BrainArt as one example of how “… to empower children around the world with insight into how their brain works and the means to train their brains with fun and creative games and activities.” http://brainrevolution.org/.

Dr. Rohn Kessler

By Ninah Kessler, LCSW

Successful Older Worker

As the population ages, especially if their portfolios don’t go up, we will see more Alzheimer’s disease in the workplace.  Because an employee with Alzheimer’s is likely to have poor judgment, it is not likely that they will ask for help. They may not realize there is a problem and may be afraid and embarrassed. The employer needs to respect the employee’s dignity and privacy, especially because they have to live with cognitive challenges.  You would not want to put a stumbling block before a blind person.

Dealing with Alzheimer’s on an individual level is best handled at regularly scheduled performance reviews where specific incidents that hinder the employee’s work can be reviewed.  The employer can then adopt a supportive stance and the suggestion that the employee might want to further explore things with their physician or EAP, keeping in mind that psychological stress, other health conditions, lack of adequate sleep or even poor nutrition can mimic Alzheimer’s.

If the employee offers to share his diagnosis, it is important for the employer to remember that a diagnosis of dementia does not wipe out the worker’s skills and experience.

Often employees with early stages of dementia can still be gainfully employed, possibly in a supportive work environment. They can still be dedicated, loyal and effective workers and their jobs can keep them effectively engaged which might act to slow the progression of dementia. While they are gainfully employed they can be strengthening the company, paying their taxes and contributing to the family income.

At Sparks of Genius Brain Optimization Center in Boca Raton we offer professional cognitive training strategies for workers with dementia. Many clients diagnosed with beginning stages of Alzheimer’s can to continue to be productive at work. Examples include:

¨      An accountant who still did the books with his wife quietly reviewing accounts before submission.

¨      A therapist who did supportive work in assisted living facilities with her husband handling the driving duties.

¨      A top notch event planner in a family owned business.

Of course we didn’t work with the country’s accomplished employee with dementia, President Ronald Reagan.  Because he had the support of trusted advisors orchestrated by his wife Nancy, he was possibly one of our most successful and definitely one of our most popular presidents.

Employees with dementia can be taught compensatory skills like writing down notes and appointments in an IPhone or personal organizer, making sure that there is a place for everything and not writing notes on scrapes of paper which can be misplaced.

On the macro level, employers need to take a look at cognitive fitness and brain optimization.  Just like the corporate world acknowledges physical wellness, cognitive wellness needs to be on the agenda.  And the two are not unrelated.

Physical exercise, a heart healthy diet, cognitive training, stress management, lifelong learning and pharmaceutical interventions have all been shown to have some effect on slowing the progression of dementia. Even rotating employees through different positions can sharpen their brains.

Employees need the help of corporations and corporations need to learn how they can benefit from employees who may have dementia.

By Ninah Kessler LCSW

Senior in the work place

Alzheimer’s disease is the most common form of dementia. It is progressive and degenerative. As we age the risk of Alzheimer’s disease increases.  While one person in eight has Alzheimer’s at age 65, almost half of those over 85 are affected.) With the graying of the American work force we will see an increase in Alzheimer’s disease and other dementias. Additionally 200,000 Americans with Alzheimer’s who are younger than 65.

 Alzheimer’s disease has reached epidemic proportions in the country and the problem will only grow as we live longer.  According to the Alzheimer’s association, 5.3 million people in the US have the disease and “the direct and indirect costs of Alzheimer’s and other dementias to Medicare, Medicaid and businesses amount to more than $148 billion each year.”

Memory loss is one of the first signs of Alzheimer’s. The general rule is that if you are concerned about memory loss, you probably don’t have it. You don’t have to worry if you lose your car keys, but watch out if you don’t know what your car keys are for. Employees can forget things for many reasons besides dementia including psychological stress, grief reactions, physical illness, sleep problems and dehydration. Some of these problems are easily correctible. An employer cannot tell if an employee has dementia, but certain things may heighten their suspicion.

 Here are some things an employer might want to look for:

1.   A consistent pattern of forgetting that cannot be explained by other causes. 

Short-term information is one of the first things to go in dementia.     Employees don’t remember things because it’s forgotten almost as soon as it’s said.  When an employee doesn’t show up for a meeting and you question him, he says, “What meeting?”

 2. Trouble with self-expression

The employee cannot find the right word, saying “the cold box in the kitchen” instead of the refrigerator

 3. Difficulties with orientation

The employee is late for out of the office meetings because he got lost on the way to a familiar location.  A sales rep will forget what shopping center he needs to go to.

4. Unpredictable mood changes

An outgoing employee becomes quieter and more moody. An employee becomes angry for no apparent reason.  Often people with dementia slip into their own worlds because the outside world is too challenging.  They respond from that world and it confuses others.  Mood changes can also be cause by depressions and anxiety, which can also accompany dementia.

5.   Difficulty learning new technologies or new procedures

As we age we have more trouble multitasking and learning new things but we make up for it with wisdom and resilience.  Seniors and those with dementia can learn new things but it takes them longer and they do better with spaced retrieval and errorless learning.  They have a better chance when things are explained one at a time with opportunities for practice. 

6.   Poor Judgment and difficulty with decision making. 

The employee may have difficulty making decisions or makes poor decisions. The cause of these poor decisions may be hard to pinpoint. Among other causes difficulty with decision making has been linked to “disproportionate, age-related decline in specific neural systems crucial for complex decision-making.” (Brain Anomalies and Poor Decision-making in Older Adults  http://dana.org/news/cerebrum/detail.aspx?id=23106)

 The symptoms of Alzheimer’s can vary from person to person, but there is likely to be a distinct change from what the person previously was like.

Brain and Success Development

By Amy Price PhD
Somewhere in the world there is a child’s brain waiting to be salvaged. You have the power in your hands to change a destiny. With a few simple strategies and a little funding there can be answers. We can build it…You can help! You are invited to attend an art and media exhibit dedicated to brain development

Friday October 9: 6:30 opening, 7:30 – presentation by Dr. Gordon on The Brain Revolution, Creativity and Why Brain Development should be a Human Right.

Saturday October 10: Open Exhibition all day (10 am – 8 pm)

Sunday October 11: Open Exhibition all day (10 am – 8 pm)

Dr. Evian Gordon on his Brain Art: ‘Whilst there is a great deal about the brain that we do not yet know, the essence of what we do already know can be used to understand our behavior, as well as our sense of authentic Self and ultimately even influence the direction of human cultural evolution…… throughout my academic life and the past years in the corporate sector, I have always had an art life – painting metaphors of the Brain and Self (with symbols that reflect core brain dynamics). Where the testability of brain science ends, I have immersed myself in nonconscious speculations within my BrainArt, as part of a Brain Science – Brain Art Continuum.’

80% of profits from Dr. Gordon’s Exhibition on ‘Brain Art and Self’ will go towards funding The Brain Revolution Project (the other 20% will go to support the Nour Foundation’s initiatives). The Brain Revolution project serves to empower children around the world with ideas and ways to train their brain for Self Mastery. The overall goal of the project is to contribute to Brain Development being a Human Right. Click here for more information on how to participate and directions

Other material by Dr Price can be seen at Traumatic Brain Injury Centers Remember “A mind is a terrible thing to lose” You can be an answer!

By Amy Price PhD            An alternate title is “What you see on the inside produces consequences on the outside”. Scriptures state this a couple of other ways “As an individual thinks in his/her heart so is their destiny” The prophets explained the Israelites initial inability to enter the land of promise by saying “They were like grasshoppers in their own sight and so they were the same in the eyes of others”.

Science bears this out. According to integrative neuroscientist Evian Gordon (2001, 2008) minimizing danger and maximizing reward is a significant principle in how the brain organizes and in so doing impacts our lives. If a situation leads to a reward response such as positive emotions, words, or activities the brain engages and approaches or engages. When a situation brings up negative emotions or punishment the brain sends out an avoid response and detaches.

Can you see where this principle would lead in marriages, the work place or learning? In one research study participants completed a paper maze that featured a mouse in the middle trying to reach a picture on the outside. Half of the group saw a piece of the cheese as the picture to reach while others saw a predator.

The effect on learning the maze was astounding those that had the cheese picture solved more problems more creatively than those with the predator picture. (Friedman and Foster, 2001). Other studies relate how people who specifically visualize and mentally practice winning have significant advantages over people who did not practice and in fact what they ‘thought” gave them a similar advantage to actually practicing (Logie and Denis ,1991)

Transferring this concept to the real we can ask these questions. How likely is someone who senses their credibility is undermined to be able to produce answers to complex problems or initiate creative solutions?

Performance reviews, constructive criticism, even unasked for advice can threaten status and cloud thinking. You can even threaten your own status by seeing yourself as hanging by your fingernails over a cliff or rehearsing failure. There are a series of steps you can take to change your mind and get it working for you from the inside out.

As an employer, parent, friend or marriage partner are you unknowingly causing threats to an individual’s status or is someone threatening yours? Watch this space for ways of enhancing status and changing your place in the workspace! For more articles on the brain Dr Price also reaches out to those in chronic pain

For ways to put these principles in action see this article http://empower2go.wordpress.com