Chapter 13. Memory, Learning, and Development

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By CATHERINE SAINT LOUIS More than 50 children in 23 states have had mysterious episodes of paralysis to their arms or legs, according to data gathered by the Centers for Disease Control and Prevention. The cause is not known, although some doctors suspect the cases may be linked to infection with enterovirus 68, a respiratory virus that has sickened thousands of children in recent months. Concerned by a cluster of cases in Colorado, the C.D.C. last month asked doctors and state health officials nationwide to begin compiling detailed reports about cases of unusual limb weakness in children. Experts convened by the agency plan next week to release interim guidelines on managing the condition. That so many children have had full or partial paralysis in a short period is unusual, but officials said that the cases seemed to be extremely rare. “At the moment, it looks like whatever the chances are of getting this syndrome are less than one in a million,” said Mark A. Pallansch, the director of the division of viral diseases at the C.D.C. Some of the affected children have lost the use of a leg or an arm, and are having physical therapy to keep their muscles conditioned. Others have sustained more extensive damage and require help breathing. Marie, who asked to be identified by her middle name to protect her family’s privacy, said her 4-year-old son used to climb jungle gyms. But in late September, after the whole family had been sick with a respiratory illness, he started having trouble climbing onto the couch. He walked into Boston Children’s Hospital the day he was admitted. But soon his neck grew so weak, it “flopped completely back like he was a newborn,” Marie said. Typically, the time from when weakness begins until it reaches its worst is one to three days. But for her son, eight mornings in a row, he awoke with a "brand new deficit" until he had some degree of weakness in each limb and had trouble breathing. He was eventually transferred to a Spaulding rehabilitation center, where he is now. © 2014 The New York Times Company

Keyword: Movement Disorders; Aggression
Link ID: 20259 - Posted: 10.29.2014

By Virginia Morell Human fetuses are clever students, able to distinguish male from female voices and the voices of their mothers from those of strangers between 32 and 39 weeks after conception. Now, researchers have demonstrated that the embryos of the superb fairy-wren (Malurus cyaneus, pictured), an Australian songbird, also learn to discriminate among the calls they hear. The scientists played 1-minute recordings to 43 fairy-wren eggs collected from nests in the wild. The eggs were between days 9 and 13 of a 13- to 14-day incubation period. The sounds included white noise, a contact call of a winter wren, or a female fairy-wren’s incubation call. Those embryos that listened to the fairy-wrens’ incubation calls and the contact calls of the winter wrens lowered their heart rates, a sign that they were learning to discriminate between the calls of a different species and those of their own kind, the researchers report online today in the Proceedings of the Royal Society B. (None showed this response to the white noise.) Thus, even before hatching, these small birds’ brains are engaged in tasks requiring attention, learning, and possibly memory—the first time embryonic learning has been seen outside humans, the scientists say. The behavior is key because fairy-wren embryos must learn a password from their mothers’ incubation calls; otherwise, they’re less successful at soliciting food from their parents after hatching. © 2014 American Association for the Advancement of Science.

Keyword: Language; Aggression
Link ID: 20254 - Posted: 10.29.2014

By Paula Span First, an acknowledgment: Insomnia bites. S. Bliss, a reader from Albuquerque, comments that even taking Ativan, he or she awakens at 4:30 a.m., can’t get back to sleep and suffers “a state of sleep deprivation and eventually a kind of walking exhaustion.” Molly from San Diego bemoans “confusion, anxiety, exhaustion, depression, loss of appetite, frankly a loss of will to go on,” all consequences of her sleeplessness. She memorably adds, “Give me Ambien or give me death.” Marciacornute reports that she’s turned to vodka (prompting another reader to wonder if Medicare will cover booze). After several rounds of similar laments here (and not only here; insomnia is prevalent among older adults), I found the results of a study by University of Chicago researchers particularly striking. What if people who report sleep problems are actually getting enough hours of sleep, overall? What if they’re not getting significantly less sleep than people who don’t complain of insomnia? Maybe there’s something else going on. It has always been difficult to ascertain how much people sleep; survey questions are unreliable (how can you tell when you’ve dozed off?), and wiring people with electrodes creates such an abnormal situation that the results may bear little resemblance to ordinary nightlife. Enter the actigraph, a wrist-motion monitor. “The machines have gotten better, smaller, less clunky and more reliable,” said Linda Waite, a sociologist and a co-author of the study. By having 727 older adults across the United States (average age: almost 72) wear actigraphs for three full days, Dr. Waite and her colleagues could tell when subjects were asleep and when they weren’t. Then they could compare their reported insomnia to their actual sleep patterns. Overall, in this random sample, taken from an ongoing national study of older adults, people didn’t appear sleep-deprived. They fell asleep at 10:27 p.m. on average, and awakened at 6:22 a.m. After subtracting wakeful periods during the night, they slept an average seven and a quarter hours. But averages don’t tell us much, so let’s look more closely at their reported insomnia. “What was surprising to us is that there’s very little association between people’s specific sleep problems and what the actigraph shows,” Dr. Waite said. © 2014 The New York Times Company

Keyword: Sleep; Aggression
Link ID: 20250 - Posted: 10.28.2014

By Eric Niiler Has our reliance on iPhones and other instant-info devices harmed our memories? Michael Kahana, a University of Pennsylvania psychology professor who studies memory, says maybe: “We don’t know what the long-lasting impact of this technology will be on our brains and our ability to recall.” Kahana, 45, who has spent the past 20 years looking at how the brain creates memories, is leading an ambitious four-year Pentagon project to build a prosthetic memory device that can be implanted into human brains to help veterans with traumatic brain injuries. He spoke by telephone with The Post about what we can do to preserve or improve memory. Practicing the use of your memory is helpful. The other thing which I find helpful is sleep, which I don’t get enough of. As a general principle, skills that one continues to practice are skills that one will maintain in the face of age-related changes in cognition. [As for all those brain games available], I am not aware of any convincing data that mental exercises have a more general effect other than maintaining the skills for those exercises. I think the jury is out on that. If you practice doing crossword puzzles, you will preserve your ability to do crossword puzzles. If you practice any other cognitive skill, you will get better at that as well. Michael Kahana once could name every student in a class of 100. Now, says the University of Pennsylvania psychology professor who studies memory, “I find it too difficult even with a class of 20.” (From Michael Kahana)

Keyword: Learning & Memory
Link ID: 20249 - Posted: 10.28.2014

By PAM BELLUCK Science edged closer on Sunday to showing that an antioxidant in chocolate appears to improve some memory skills that people lose with age. In a small study in the journal Nature Neuroscience, healthy people, ages 50 to 69, who drank a mixture high in antioxidants called cocoa flavanols for three months performed better on a memory test than people who drank a low-flavanol mixture. On average, the improvement of high-flavanol drinkers meant they performed like people two to three decades younger on the study’s memory task, said Dr. Scott A. Small, a neurologist at Columbia University Medical Center and the study’s senior author. They performed about 25 percent better than the low-flavanol group. “An exciting result,” said Craig Stark, a neurobiologist at the University of California, Irvine, who was not involved in the research. “It’s an initial study, and I sort of view this as the opening salvo.” He added, “And look, it’s chocolate. Who’s going to complain about chocolate?” The findings support recent research linking flavanols, especially epicatechin, to improved blood circulation, heart health and memory in mice, snails and humans. But experts said the new study, although involving only 37 participants and partly funded by Mars Inc., the chocolate company, goes further and was a well-controlled, randomized trial led by experienced researchers. Besides improvements on the memory test — a pattern recognition test involving the kind of skill used in remembering where you parked the car or recalling the face of someone you just met — researchers found increased function in an area of the brain’s hippocampus called the dentate gyrus, which has been linked to this type of memory. © 2014 The New York Times Company

Keyword: Learning & Memory
Link ID: 20246 - Posted: 10.27.2014

By Gary Stix Scott Small, a professor of neurology at Columbia University’s College of Physicians and Surgeons, researches Alzheimer’s, but he also studies the memory loss that occurs during the normal aging process. Research on the commonplace “senior moments” focuses on the hippocampus, an area of the brain involved with formation of new memories. In particular, one area of the hippocampus, the dentate gyrus, which helps distinguish one object from another, has lured researchers on age-related memory problems. In a study by Small and colleagues published Oct. 26 in Nature Neuroscience, naturally occurring chemicals in cocoa increased dentate gyrus blood flow. Psychological testing showed that the pattern recognition abilities of a typical 60-year-old on a high dose of the cocoa phytochemicals in the 37-person study matched those of a 30-or 40-year old after three months. The study received support from the food company Mars, but Small cautions against going out to gorge on Snickers Bars, as most of the beneficial chemicals, or flavanols, are removed when processing cocoa. An edited transcript of an interview with Small follows: Can you explain what you found in your study? The main motive of the study was to causally establish an anatomical source of age-related memory loss. A number of labs have shown in the last 10 years that there’s one area of the brain called the dentate gyrus that is linked to the aging process. But no one has tested that concept. Until now the observations have been correlational. There is decreased function in that region and, to prove causation, we were trying to see if we could reverse that. © 2014 Scientific American

Keyword: Learning & Memory
Link ID: 20245 - Posted: 10.27.2014

By Neuroskeptic A new paper threatens to turn the world of autism neuroscience upside down. Its title is Anatomical Abnormalities in Autism?, and it claims that, well, there aren’t very many. Published in Cerebral Cortex by Israeli researchers Shlomi Haar and colleagues, the new research reports that there are virtually no differences in brain anatomy between people with autism and those without. What makes Haar et al.’s essentially negative claims so powerful is that their study had a huge sample size: they included structural MRI scans from 539 people diagnosed with high-functioning autism spectrum disorder (ASD) and 573 controls. This makes the paper an order of magnitude bigger than a typical structural MRI anatomy study in this field. The age range was 6 to 35. The scans came from the public Autism Brain Imaging Data Exchange (ABIDE) database, a data sharing initiative which pools scans from 18 different neuroimaging centers. Haar et al. examined the neuroanatomy of the cases and controls using the popular FreeSurfer software package. What did they find? Well… not much. First off, the ASD group had no differences in overall brain size (intracranial volume). Nor were there any group differences in the volumes of most brain areas; the only significant finding here was an increased ventricle volume in the ASD group, but even this had a small effect size (d = 0.34). Enlarged ventricles is not specific to ASD by any means – the same thing has been reported in schizophrenia, dementia, and many other brain disorders.

Keyword: Autism; Aggression
Link ID: 20243 - Posted: 10.27.2014

by Neurobonkers A paper published in Nature Reviews Neuroscience last week addressed the prevalence of neuromyths among educators. The paper has been widely reported, but the lion's share of the coverage glossed over the impact that neuromyths have had in the real world. Your first thought after reading the neuromyths in the table below — which were widely believed by teachers — may well be, "so what?" It is true that some of the false beliefs are relatively harmless. For example, encouraging children to drink a little more water might perhaps result in the consumption of less sugary drinks. This may do little if anything to reduce hyperactivity but could encourage a more nutritious diet which might have impacts on problems such as Type II diabetes. So, what's the harm? The paper addressed a number of areas where neuromyths have had real world impacts on educators and policymakers, which may have resulted negatively on the provision of education. The graph above, reprinted in the Nature Reviews Neuroscience, paper has been included as empirical data in educational policy documents to provide evidence for an "allegedly scientific argument for withdrawing public funding of university education." The problem? The data is made up. The graph is in fact a model that is based on the false assumption that investment before the age of three will have many times the benefit of investment made in education later in life. The myth of three — the belief that there is a critical window to educate children before the age of three, after which point the trajectory is fixed — is one of the most persistent neuromyths. Viewed on another level, while some might say investment in early education can never be a bad thing, how about the implication that the potential of a child is fixed at such an early point in their life, when in reality their journey has just begun. © Copyright 2014, The Big Think, Inc

Keyword: Development of the Brain; Aggression
Link ID: 20239 - Posted: 10.25.2014

By CLIVE THOMPSON “You just crashed a little bit,” Adam Gazzaley said. It was true: I’d slammed my rocket-powered surfboard into an icy riverbank. This was at Gazzaley’s San Francisco lab, in a nook cluttered with multicolored skullcaps and wires that hooked up to an E.E.G. machine. The video game I was playing wasn’t the sort typically pitched at kids or even middle-aged, Gen X gamers. Indeed, its intended users include people over 60 — because the game might just help fend off the mental decline that accompanies aging. It was awfully hard to play, even for my Call of Duty-toughened brain. Project: Evo, as the game is called, was designed to tax several mental abilities at once. As I maneuvered the surfboard down winding river pathways, I was supposed to avoid hitting the sides, which required what Gazzaley said was “visual-motor tracking.” But I also had to watch out for targets: I was tasked with tapping the screen whenever a red fish jumped out of the water. The game increased in difficulty as I improved, making the river twistier and obliging me to remember turns I’d taken. (These were “working-memory challenges.”) Soon the targets became more confusing — I was trying to tap blue birds and green fish, but the game faked me out by mixing in green birds and blue fish. This was testing my “selective attention,” or how quickly I could assess a situation and react to it. The company behind Project: Evo is now seeking approval from the Food and Drug Administration for the game. If it gets that government stamp, it might become a sort of cognitive Lipitor or Viagra, a game that your doctor can prescribe for your aging mind. After only two minutes of play, I was making all manner of mistakes, stabbing frantically at the wrong fish as the game sped up. “It’s hard,” Gazzaley said, smiling broadly as he took back the iPad I was playing on. “It’s meant to really push it.” “Brain training” games like Project: Evo have become big business, with Americans spending an estimated $1.3 billion a year on them. They are also a source of controversy. © 2014 The New York Times Company

Keyword: Alzheimers; Aggression
Link ID: 20238 - Posted: 10.23.2014

By Emily Underwood Aging baby boomers and seniors would be better off going for a hike than sitting down in front of one of the many video games designed to aid the brain, a group of nearly 70 researchers asserted this week in a critique of some of the claims made by the brain-training industry. With yearly subscriptions running as much as $120, an expanding panoply of commercial brain games promises to improve memory, processing speed, and problem-solving, and even, in some cases, to stave off Alzheimer’s disease. Many companies, such as Lumosity and Cogmed, describe their games as backed by solid scientific evidence and prominently note that neuroscientists at top universities and research centers helped design the programs. But the cited research is often “only tangentially related to the scientific claims of the company, and to the games they sell,” according to the statement released Monday by the Stanford Center on Longevity in Palo Alto, California, and the Max Planck Institute for Human Development in Berlin. Although the letter, whose signatories include many researchers outside those two organizations, doesn’t point to specific bad actors, it concludes that there is “little evidence that playing brain games improves underlying broad cognitive abilities, or that it enables one to better navigate a complex realm of everyday life.” A similar statement of concern was published in 2008 with a smaller number of signatories, says Ulman Lindenberger of the Max Planck Institute for Human Development, who helped organize both letters. Although Lindenberger says there was no particular trigger for the current statement, he calls it the “expression of a growing collective concern among a large number of cognitive psychologists and neuroscientists who study human cognitive aging.” © 2014 American Association for the Advancement of Science

Keyword: Alzheimers; Aggression
Link ID: 20237 - Posted: 10.23.2014

By PAUL VITELLO Most adults do not remember anything before the age of 3 or 4, a gap that researchers had chalked up to the vagaries of the still-developing infant brain. By some accounts, the infant brain was just not equipped to remember much. Textbooks referred to the deficiency as infant amnesia. Carolyn Rovee-Collier, a developmental psychologist at Rutgers University who died on Oct. 2 at 72, challenged the theory, showing in a series of papers in the early 1980s that babies remember plenty. A 3-month-old can recall what he or she learned yesterday, she found, and a 9-month-old can remember a game for as long as a month and a half. She cited experiments suggesting that memory processes in adults and infants are virtually the same, and argued that infant memories were never lost. They just become increasingly harder to retrieve as the child grows, learns language and loses touch with the visual triggers that had kept those memories sharp — a view from between the bars of a crib, say, or the view of the floor as a crawler, not a toddler, sees it. Not all of Dr. Rovee-Collier’s theories won over the psychology establishment, which still uses the infant amnesia concept to explain why people do not remember life as a baby. But her insights about an infant’s short-term memory and ability to learn have been widely accepted, and have helped recast scientific thinking about the infant mind over the past 30 years. Since the first of her 200 papers was published, infant cognitive studies has undergone a boom in university programs around the country. It was a field that had been largely unexplored in any systematic way by the giants of psychological theory. Freud and Jean Piaget never directly addressed the subject of infant memory. William James, considered the father of American psychology, once hazarded a guess that the human baby’s mind was a place of “blooming, buzzing confusion.” © 2014 The New York Times Company

Keyword: Learning & Memory; Aggression
Link ID: 20233 - Posted: 10.23.2014

By Fergus Walsh Medical correspondent A paralysed man has been able to walk again after a pioneering therapy that involved transplanting cells from his nasal cavity into his spinal cord. Darek Fidyka, who was paralysed from the chest down in a knife attack in 2010, can now walk using a frame. The treatment, a world first, was carried out by surgeons in Poland in collaboration with scientists in London. Prof Wagih El Masri Consultant spinal injuries surgeon Details of the research are published in the journal Cell Transplantation. BBC One's Panorama programme had unique access to the project and spent a year charting the patient's rehabilitation. Darek Fidyka, 40, from Poland, was paralysed after being stabbed repeatedly in the back in the 2010 attack. He said walking again - with the support of a frame - was "an incredible feeling", adding: "When you can't feel almost half your body, you are helpless, but when it starts coming back it's like you were born again." He said what had been achieved was "more impressive than man walking on the moon". UK research team leader Prof Geoff Raisman: Paralysis treatment "has vast potential" The treatment used olfactory ensheathing cells (OECs) - specialist cells that form part of the sense of smell. OECs act as pathway cells that enable nerve fibres in the olfactory system to be continually renewed. In the first of two operations, surgeons removed one of the patient's olfactory bulbs and grew the cells in culture. Two weeks later they transplanted the OECs into the spinal cord, which had been cut through in the knife attack apart from a thin strip of scar tissue on the right. They had just a drop of material to work with - about 500,000 cells. About 100 micro-injections of OECs were made above and below the injury. BBC © 2014

Keyword: Regeneration; Aggression
Link ID: 20229 - Posted: 10.22.2014

By Paula Span Maybe it’s something else. That’s what you tell yourself, isn’t it, when an older person begins to lose her memory, repeat herself, see things that aren’t there, lose her way on streets she’s traveled for decades? Maybe it’s not dementia. And sometimes, thankfully, it is indeed some other problem, something that mimics the cognitive destruction of Alzheimer’s disease or another dementia — but, unlike them, is fixable. “It probably happens more often than people realize,” said Dr. P. Murali Doraiswamy, a neuroscientist at Duke University Medical Center. But, he added, it doesn’t happen nearly as often as family members hope. Several confounding cases have appeared at Duke: A woman who appeared to have Alzheimer’s actually was suffering the effects of alcoholism. Another patient’s symptoms resulted not from dementia but from chronic depression. Dr. Doraiswamy estimates that when doctors suspect Alzheimer’s, they’re right 50 to 60 percent of the time. (The accuracy of Alzheimer’s diagnoses, even in specialized medical centers, is more haphazard than you would hope.) Perhaps another 25 percent of patients actually have other types of dementia, like Lewy body or frontotemporal — scarcely happy news, but because these diseases have different trajectories and can be exacerbated by the wrong drugs, the distinction matters. The remaining 15 to 25 percent “usually have conditions that can be reversed or at least improved,” Dr. Doraiswamy said. © 2014 The New York Times Company

Keyword: Alzheimers
Link ID: 20227 - Posted: 10.22.2014

By Jane E. Brody Within a week of my grandsons’ first year in high school, getting enough sleep had already become an issue. Their concerned mother questioned whether lights out at midnight or 1 a.m. and awakening at 7 or 7:30 a.m. to get to school on time provided enough sleep for 14-year-olds to navigate a demanding school day. The boys, of course, said “yes,” especially since they could “catch up” by sleeping late on weekends. But the professional literature on the sleep needs of adolescents says otherwise. Few Americans these days get the hours of sleep optimal for their age, but experts agree that teenagers are more likely to fall short than anyone else. Researchers report that the average adolescent needs eight and a half to nine and a half hours of sleep each night. But in a poll taken in 2006 by the National Sleep Foundation, less than 20 percent reported getting that much rest on school nights. With the profusion of personal electronics, the current percentage is believed to be even worse. A study in Fairfax, Va., found that only 6 percent of children in the 10th grade and only 3 percent in the 12th grade get the recommended amount of sleep. Two in three teens were found to be severely sleep-deprived, losing two or more hours of sleep every night. The causes can be biological, behavioral or environmental. And the effect on the well-being of adolescents — on their health and academic potential — can be profound, according to a policy statement issued in August by the American Academy of Pediatrics. “Sleep is not optional. It’s a health imperative, like eating, breathing and physical activity,” Dr. Judith A. Owens, the statement’s lead author, said in an interview. “This is a huge issue for adolescents.” © 2014 The New York Times Company

Keyword: Sleep; Aggression
Link ID: 20224 - Posted: 10.21.2014

By Catherine Saint Louis KATY, Tex. — Like many parents of children with autism, Nicole Brown feared she might never find a dentist willing and able to care for her daughter, Camryn Cunningham, now a lanky 13-year-old who uses words sparingly. Finishing a basic cleaning was a colossal challenge, because Camryn was bewildered by the lights in her face and the odd noises from instruments like the saliva suctioner — not to mention how utterly unfamiliar everything was to a girl accustomed to routine. Sometimes she’d panic and bolt from the office. Then in May, Ms. Brown, 45, a juvenile supervision officer, found Dr. Amy Luedemann-Lazar, a pediatric dentist in this suburb of Houston. Unlike previous dentists, Dr. Luedemann-Lazar didn’t suggest that Camryn would need to be sedated or immobilized. Instead, she suggested weekly visits to help her learn to be cooperative, step by step, with lots of breaks so she wouldn’t be overwhelmed. Bribery helped. If she sat calmly for 10 seconds, her reward was listening to a snippet of a Beyoncé song on her sister’s iPod. This month, Camryn sat still in the chair, hands crossed on her lap, for no less than 25 minutes through an entire cleaning — her second ever — even as purple-gloved hands hovered near her face, holding a noisy tooth polisher. At the end, Dr. Luedemann-Lazar examined Camryn’s teeth and declared her cavity-free and ready to see an orthodontist. “It was like a breakthrough,” Ms. Brown said, adding, “Dr. Amy didn’t just turn her away.” Parents of children with special needs have long struggled to find dentists who will treat them. In a 2005 study, nearly three-fifths of 208 randomly chosen general dentists in Michigan said they would not provide care for children on the autism spectrum; two-thirds said the same for adults. But as more and more children receive diagnoses of autism spectrum disorder, more dentists and dental hygienists are recognizing that with accommodations, many of them can become cooperative patients. © 2014 The New York Times Company

Keyword: Autism
Link ID: 20222 - Posted: 10.21.2014

By Benedict Carey Sleep. Parents crave it, but children and especially teenagers, need it. When educators and policymakers debate the relationship between sleep schedules and school performance and — given the constraints of buses, sports and everything else that seem so much more important — what they should do about it, they miss an intimate biological fact: Sleep is learning, of a very specific kind. Scientists now argue that a primary purpose of sleep is learning consolidation, separating the signal from the noise and flagging what is most valuable. School schedules change slowly, if at all, and the burden of helping teenagers get the sleep they need is squarely on parents. Can we help our children learn to exploit sleep as a learning tool (while getting enough of it)? Absolutely. There is research suggesting that different kinds of sleep can aid different kinds of learning, and by teaching “sleep study skills,” we can let our teenagers enjoy the sense that they’re gaming the system. Start with the basics. Sleep isn’t merely rest or downtime; the brain comes out to play when head meets pillow. A full night’s sleep includes a large dose of several distinct brain states, including REM sleep – when the brain flares with activity and dreams – and the netherworld of deep sleep, when it whispers to itself in a language that is barely audible. Each of these states developed to handle one kind of job, so getting sleep isn’t just something you “should do” or need. It’s far more: It’s your best friend when you want to get really good at something you’ve been working on. So you want to remember your Spanish vocabulary (or “How I Met Your Mother” trivia or Red Sox batting averages)? © 2014 The New York Times Company

Keyword: Sleep; Aggression
Link ID: 20216 - Posted: 10.18.2014

by Flora Graham This glowing blue web of neurons is usually what researchers examine when searching for a cure for Parkinson's. But a new study, part-funded by Parkinson's UK, hones in on the tiny yellow dots. These are the connections between brain cells known as synapses, has discovered a killer that targets these links, potentially paving the way for new treatments. Soledad Galli at University College London and her colleagues have found that the death of synapses in mice may be due to malfunctioning proteins called Wnt proteins. "If we confirm that Wnt is involved in the early stages of Parkinson's, this throws up exciting possibilities, not just for new treatment targets, but also for new ways to identify people with Parkinson's early on in their condition," says Galli. Most patients currently depend on the drug levodopa, which is over 50 years old and can have severe side-effects, in addition to becoming less effective over time. Moreover, it only masks the symptoms: there is no cure for Parkinson's and no way to stop its progression. Journal reference: Nature Communications, DOI: 10.1038/ncomms5992 © Copyright Reed Business Information Ltd

Keyword: Parkinsons; Aggression
Link ID: 20214 - Posted: 10.18.2014

2014 by Andy Coghlan Seeing is definitely believing when it comes to stem cell therapy. A blind man has recovered enough sight to ride his horse. A woman who could see no letters at all on a standard eye test chart can now read the letters on the top four lines. Others have recovered the ability to see colour. All have had injections of specialised retinal cells in their eyes to replace ones lost through age or disease. A trial in 18 people with degenerative eye conditions is being hailed as the most promising yet for a treatment based on human embryonic stem cells. "We've been hearing about their potential for more than a decade, but the results have always been in mice and rats, and no one has shown they're safe or effective in humans long term," says Robert Lanza of Advanced Cell Technology in Marlborough, Massachusetts, the company that carried out the stem cell intervention. "Now, we've shown both that they're safe and that there's a real chance these cells can help people." Ten years ago, the team at Advanced Cell Technology announced that it had successfully converted human embryonic stem cells into retinal pigment epithelial cells. These cells help keep the eyes' light-detecting rods and cones healthy. But when retinal pigment epithelial cells deteriorate, blindness can occur. This happens in age-related macular degeneration and Stargardt's macular dystrophy. In a bid to reverse this, Lanza's team injected retinal cells into one of each of the 18 participants' eyes, half of whom had age-related macular degeneration and half had Stargardt's. A year later, 10 people's eyes had improved, and the eyes of the others had stabilised. Untreated eyes had continued to deteriorate. © Copyright Reed Business Information Ltd.

Keyword: Vision; Aggression
Link ID: 20210 - Posted: 10.16.2014

By Josie Gurney-Read, Online Education Editor Myths about the brain and how it functions are being used to justify and promote teaching methods that are essentially “ineffective”, according to new research. The study, published today in Nature Reviews Neuroscience, began by presenting teachers in the UK, Turkey, Greece, China and the Netherlands, with seven myths about the brain and asked them whether they believed the myths to be true. According to the figures, over half of teachers in the UK, the Netherlands and China believe that children are less attentive after sugary drinks and snacks and over a quarter of teachers in the UK and Turkey believe that a pupil’s brain will shrink if they drink fewer than six to eight glasses of water a day. Furthermore, over 90 per cent of teachers in all countries believe that a student will learn better if they receive information in their preferred learning style – auditory, visual, kinaesthetic. This is despite the fact that there is "no convincing evidence to support this theory". Dr Paul Howard-Jones, author of the article from Bristol University’s Graduate School of Education, said that many teaching practices are “sold to teachers as based on neuroscience”. However, he added that, in many cases, these ideas have “no educational value and are often associated with poor practice in the classroom.” The prevalence of many of these “neuromyths” in different countries, could reflect the absence of any teacher training in neuroscience, the research concludes. Dr Howard-Jones warned that this could mean that many teachers are “ill-prepared to be critical of ideas and educational programmes that claim a neuroscientific basis.” © Copyright of Telegraph Media Group Limited 2014

Keyword: Learning & Memory
Link ID: 20207 - Posted: 10.16.2014

|By Jenni Laidman During the second and third trimester of pregnancy, the outer layer of the embryo's brain, the cortex, assembles itself into six distinct layers. But in autism, according to new research, this organization goes awry—marring parts of the brain associated with the abilities often impaired in the disorder, such as social skills and language development. Eric Courchesne, director of the Autism Center of Excellence at the University of California, San Diego, and his colleagues uncovered this developmental misstep in a small study that compared 11 brains of children with autism who died at ages two through 15 with 11 brains of kids who died without the diagnosis. The study employed a sophisticated genetic technique that looked for signatures of the activity of 25 genes in brain slices taken from the front of the brain—an area called the prefrontal cortex—as well as from the occipital cortex at the back of the brain and the temporal cortex near the temple. The researchers found disorganized patches, roughly a quarter of an inch across, in which gene expression indicated cells were not where they were supposed to be, amid the folds of tissue in the prefrontal cortex in 10 of 11 brains from children with autism. That part of the brain is associated with higher-order communication and social interactions. The team also found messy patches in the temporal cortices of autistic brains but no disorder at the back of the brain, which also matches typical symptom profiles. The patches appeared at seemingly random locations within the frontal and temporal cortices, which may help explain why symptoms can differ dramatically among individuals, says Rich Stoner, then at U.C. San Diego and the first author of the study, which appeared in the New England Journal of Medicine. © 2014 Scientific American

Keyword: Autism; Aggression
Link ID: 20205 - Posted: 10.14.2014