Chapter 13. Memory, Learning, and Development

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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; Development of the Brain
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; Learning & Memory
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; Apoptosis
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; Stem Cells
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; Development of the Brain
Link ID: 20205 - Posted: 10.14.2014

By JOSHUA A. KRISCH An old stucco house stands atop a grassy hill overlooking the Long Island Sound. Less than a mile down the road, the renowned Cold Spring Harbor Laboratory bustles with more than 600 researchers and technicians, regularly producing breakthroughs in genetics, cancer and neuroscience. But that old house, now a private residence on the outskirts of town, once held a facility whose very name evokes dark memories: the Eugenics Record Office. In its heyday, the office was the premier scientific enterprise at Cold Spring Harbor. There, bigoted scientists applied rudimentary genetics to singling out supposedly superior races and degrading minorities. By the mid-1920s, the office had become the center of the eugenics movement in America. Today, all that remains of it are files and photographs — reams of discredited research that once shaped anti-immigration laws, spurred forced-sterilization campaigns and barred refugees from entering Ellis Island. Now, historians and artists at New York University are bringing the eugenics office back into the public eye. “Haunted Files: The Eugenics Record Office,” a new exhibit at the university’s Asian/Pacific/American Institute, transports visitors to 1924, the height of the eugenics movement in the United States. Inside a dimly lit room, the sounds of an old typewriter click and clack, a teakettle whistles and papers shuffle. The office’s original file cabinets loom over reproduced desks and period knickknacks. Creaky cabinets slide open, and visitors are encouraged to thumb through copies of pseudoscientific papers. © 2014 The New York Times Company

Keyword: Genes & Behavior
Link ID: 20204 - Posted: 10.14.2014

By GINA KOLATA For the first time, and to the astonishment of many of their colleagues, researchers created what they call Alzheimer’s in a Dish — a petri dish with human brain cells that develop the telltale structures of Alzheimer’s disease. In doing so, they resolved a longstanding problem of how to study Alzheimer’s and search for drugs to treat it; the best they had until now were mice that developed an imperfect form of the disease. The key to their success, said the lead researcher, Rudolph E. Tanzi of Massachusetts General Hospital in Boston, was a suggestion by his colleague Doo Yeon Kim to grow human brain cells in a gel, where they formed networks as in an actual brain. They gave the neurons genes for Alzheimer’s disease. Within weeks they saw the hard Brillo-like clumps known as plaques and then the twisted spaghetti-like coils known as tangles — the defining features of Alzheimer’s disease. The work, which also offers strong support for an old idea about how the disease progresses, was published in Nature on Sunday. Leading researchers said it should have a big effect. “It is a giant step forward for the field,” said Dr. P. Murali Doraiswamy, an Alzheimer’s researcher at Duke University. “It could dramatically accelerate testing of new drug candidates.” Of course, a petri dish is not a brain, and the petri dish system lacks certain crucial components, like immune system cells, that appear to contribute to the devastation once Alzheimer’s gets started. But it allows researchers to quickly, cheaply and easily test drugs that might stop the process in the first place. The crucial step, of course, will be to see if drugs that work in this system stop Alzheimer’s in patients. © 2014 The New York Times Company

Keyword: Alzheimers
Link ID: 20203 - Posted: 10.13.2014

By David Leonhardt and Amanda Cox Like so many other parts of health care, childbirth has become a more medically intense experience over the last two decades. The use of drugs to induce labor has become far more common, as have cesarean sections. Today, about half of all births in this country are hastened either by drugs or surgery, double the share in 1990. Crucial to the change has been a widely held belief that once fetuses pass a certain set of thresholds — often 39 weeks of gestation and five and a half pounds in weight — they’re as healthy as they can get. More time in the womb doesn’t do them much good, according to this thinking. For parents and doctors, meanwhile, scheduling a birth, rather than waiting for its random arrival, is clearly more convenient. But a huge new set of data, based on every child born in Florida over an 11-year span, is calling into question some of the most basic assumptions of our medicalized approach to childbirth. The results also play into a larger issue: the growing sense among many doctors and other experts that Americans would actually be healthier if our health care system were sometimes less aggressive. The new data suggest that the thresholds to maximize a child’s health seem to be higher, which means that many fetuses might benefit by staying longer in the womb, where they typically add at least a quarter-pound per week. Seven-pound babies appear to be healthier than six-pound babies — and to fare better in school as they age. The same goes for eight-pound babies compared with seven-pound babies, and nine-pound babies compared with eight-pound babies. Weight, of course, may partly be an indicator of broader fetal health, but it seems to be a meaningful one: The chunkier the baby, the better it does on average, all the way up to almost 10 pounds. “Birth weight matters, and it matters for everyone,” says David N. Figlio, a Northwestern University professor and co-author of the study, which will soon be published in the American Economic Review, one of the field’s top journals. © 2014 The New York Times Company

Keyword: Development of the Brain; Intelligence
Link ID: 20201 - Posted: 10.13.2014

Ann Robinson Neuroscience research got a huge boost last week with news of Professor John O’Keefe’s Nobel prize for work on the “brain’s internal GPS system”. It is an exciting new part of the giant jigsaw puzzle of our brain and how it functions. But how does cutting-edge neuroscience research translate into practical advice about how to pass exams, remember names, tot up household bills and find where the hell you left the car in a crowded car park? O’Keefe’s prize was awarded jointly with Swedish husband and wife team Edvard and May-Britt Moser for their discovery of “place and grid cells” that allow rats to chart where they are. When rats run through a new environment, these cells show increased activity. The same activity happens much faster while the rats are asleep, as they replay the new route. We already knew that the part of the brain known as the hippocampus was involved in spatial awareness in birds and mammals, and this latest work on place cells sheds more light on how we know where we are and where we’re going. In 2000, researchers at University College London led by Dr Eleanor Maguire showed that London taxi drivers develop a pumped-up hippocampus after years of doing the knowledge and navigating the backstreets of the city. MRI scans showed that cabbies start off with bigger hippocampuses than average, and that the area gets bigger the longer they do the job. As driver David Cohen said at the time to BBC News: “I never noticed part of my brain growing – it makes you wonder what happened to the rest of it!” © 2014 Guardian News and Media Limited

Keyword: Learning & Memory; Alzheimers
Link ID: 20199 - Posted: 10.13.2014

For decades, scientists thought that neurons in the brain were born only during the early development period and could not be replenished. More recently, however, they discovered cells with the ability to divide and turn into new neurons in specific brain regions. The function of these neuroprogenitor cells remains an intense area of research. Scientists at the National Institutes of Health (NIH) report that newly formed brain cells in the mouse olfactory system — the area that processes smells — play a critical role in maintaining proper connections. The results were published in the October 8 issue of the Journal of Neuroscience. “This is a surprising new role for brain stem cells and changes the way we view them,” said Leonardo Belluscio, Ph.D., a scientist at NIH’s National Institute of Neurological Disorders and Stroke (NINDS) and lead author of the study. The olfactory bulb is located in the front of the brain and receives information directly from the nose about odors in the environment. Neurons in the olfactory bulb sort that information and relay the signals to the rest of the brain, at which point we become aware of the smells we are experiencing. Olfactory loss is often an early symptom in a variety of neurological disorders, including Alzheimer’s and Parkinson’s diseases. In a process known as neurogenesis, adult-born neuroprogenitor cells are generated in the subventricular zone deep in the brain and migrate to the olfactory bulb where they assume their final positions. Once in place, they form connections with existing cells and are incorporated into the circuitry.

Keyword: Chemical Senses (Smell & Taste); Stem Cells
Link ID: 20191 - Posted: 10.11.2014

by Andy Coghlan Ten years after the death of everyone's favourite Superman, Christopher Reeve, his son Matthew Reeve is pushing ahead with a spine-tingling clinical trial You're planning a large study of a paralysis treatment that has already helped four young men. What will it entail? This study will include 36 people with spinal cord injuries who will be treated with epidural stimulation – a technique in which a device is used to apply electrical current to the spinal cord. If we see the same results as we did in the first four, this therapy could have a profound impact on thousands of people living with paralysis. It has the potential to become as commonplace as the pacemaker is for cardiac patients. How well has the treatment worked for the four men who have already received it? Prior to epidural stimulation, they had all suffered chronic injuries caused by completely severed spinal cords. All four have seen dramatic improvements, including the ability to voluntarily move their toes, feet, ankles and legs, and even stand at times, when the device is on. One unexpected bonus has been the return of autonomic function, such as bladder and bowel control and sexual function. From a quality-of-life point of view, this is the biggest improvement. Also unexpectedly, these autonomic functions continue in all four men even when the device is switched off, although they still need it to stand, move their legs and do exercises. © Copyright Reed Business Information Ltd.

Keyword: Movement Disorders; Regeneration
Link ID: 20190 - Posted: 10.11.2014

by Laura Starecheski From the self-affirmations of Stuart Smalley on Saturday Night Live to countless videos on YouTube, saying nice things to your reflection in the mirror is a self-help trope that's been around for decades, and seems most often aimed at women. The practice, we're told, can help us like ourselves and our bodies more, and even make us more successful — allow us to chase our dreams! Impressed, but skeptical, I took this self-talk idea to one of the country's leading researchers on body image to see if it's actually part of clinical practice. David Sarwer is a psychologist and clinical director at the Center for Weight and Eating Disorders at the University of Pennsylvania. He says that, in fact, a mirror is one of the first tools he uses with some new patients. He stands them in front of a mirror and coaches them to use gentler, more neutral language as they evaluate their bodies. "Instead of saying, 'My abdomen is disgusting and grotesque,' " Sarwer explains, he'll prompt a patient to say, " 'My abdomen is round, my abdomen is big; it's bigger than I'd like it to be.' " The goal, he says, is to remove "negative and pejorative terms" from the patient's self-talk. The underlying notion is that it's not enough for a patient to lose physical weight — or gain it, as some women need to — if she doesn't also change the way her body looks in her mind's eye. This may sound weird. You're either a size 4 or a size 8, right? Not mentally, apparently. In a 2013 study from the Netherlands, scientists watched women with anorexia walk through doorways in a lab. The women, they noticed, turned their shoulders and squeezed sideways, even when they had plenty of room. © 2014 NPR

Keyword: Attention; Anorexia & Bulimia
Link ID: 20178 - Posted: 10.08.2014

|By Tori Rodriguez Imagining your tennis serve or mentally running through an upcoming speech might help you perform better, studies have shown, but the reasons why have been unclear. A common theory is that mental imagery activates some of the same neural pathways involved in the actual experience, and a recent study in Psychological Science lends support to that idea. Scientists at the University of Oslo conducted five experiments investigating whether eye pupils adjust to imagined light as they do to real light, in an attempt to see whether mental imagery can trigger automatic neural processes such as pupil dilation. Using infrared eye-tracking technology, they measured the diameter of participants' pupils as they viewed shapes of varying brightness and as they imagined the shapes they viewed or visualized a sunny sky or a dark room. In response to imagined light, pupils constricted 87 percent as much as they did during actual viewing, on average; in response to imagined darkness, pupils dilated to 56 percent of their size during real perception. Two other experiments ruled out the possibility that participants were able to adjust their pupil size at will or that pupils were changing in response to mental effort, which can cause dilation. The finding helps to explain why imagined rehearsals can improve your game. The mental picture activates and strengthens the very neural circuits—even subconscious ones that control automated processes like pupil dilation—that you will need to recruit when it is time to perform. © 2014 Scientific American

Keyword: Learning & Memory
Link ID: 20176 - Posted: 10.08.2014

By Sarah C. P. Williams If you sailed through school with high grades and perfect test scores, you probably did it with traits beyond sheer smarts. A new study of more than 6000 pairs of twins finds that academic achievement is influenced by genes affecting motivation, personality, confidence, and dozens of other traits, in addition to those that shape intelligence. The results may lead to new ways to improve childhood education. “I think this is going to end up being a really classic paper in the literature,” says psychologist Lee Thompson of Case Western Reserve University in Cleveland, Ohio, who has studied the genetics of cognitive skills and who was not involved in the work. “It’s a really firm foundation from which we can build on.” Researchers have previously shown that a person’s IQ is highly influenced by genetic factors, and have even identified certain genes that play a role. They’ve also shown that performance in school has genetic factors. But it’s been unclear whether the same genes that influence IQ also influence grades and test scores. In the new study, researchers at King’s College London turned to a cohort of more than 11,000 pairs of both identical and nonidentical twins born in the United Kingdom between 1994 and 1996. Rather than focus solely on IQ, as many previous studies had, the scientists analyzed 83 different traits, which had been reported on questionnaires that the twins, at age 16, and their parents filled out. The traits ranged from measures of health and overall happiness to ratings of how much each teen liked school and how hard they worked. © 2014 American Association for the Advancement of Science

Keyword: Genes & Behavior; Intelligence
Link ID: 20170 - Posted: 10.07.2014

By LAWRENCE K. ALTMAN A British-American scientist and a pair of Norwegian researchers were awarded this year’s Nobel Prize in Physiology or Medicine on Monday for discovering “an inner GPS in the brain” that enables virtually all creatures to navigate their surroundings. John O’Keefe, 75, a British-American scientist, will share the prize of $1.1 million with May-Britt Moser, 51, and Edvard I. Moser, 52, only the second married couple to win a Nobel in medicine, who will receive the other half. The three scientists’ discoveries “have solved a problem that has occupied philosophers and scientists for centuries — how does the brain create a map of the space surrounding us and how can we navigate our way through a complex environment?” said the Karolinska Institute in Sweden, which chooses the laureates. The positioning system they discovered helps us know where we are, find our way from place to place and store the information for the next time, said Goran K. Hansson, secretary of the Karolinska’s Nobel Committee. The researchers documented that certain cells are responsible for the higher cognitive function that steers the navigational system. Dr. O’Keefe began using neurophysiological methods in the late 1960s to study how the brain controls behavior and sense of direction. In 1971, he discovered the first component of the inner navigational system in rats. He identified nerve cells in the hippocampus region of the brain that were always activated when a rat was at a certain location. © 2014 The New York Times Company

Keyword: Learning & Memory
Link ID: 20169 - Posted: 10.07.2014

By Gretchen Vogel Research on how the brain knows where it is has bagged the 2014 Nobel Prize in Physiology or Medicine, the Nobel Committee has announced from Stockholm. One half of the prize goes to John O'Keefe, director of the Sainsbury Wellcome Centre in Neural Circuits and Behaviour at University College London. The other is for a husband-wife couple: May-Britt Moser, who is director of the Centre for Neural Computation in Trondheim, and Edvard Moser, director of the Kavli Institute for Systems Neuroscience in Trondheim. "In 1971, John O´Keefe discovered the first component of this positioning system," the Nobel Committee says in a statement that was just released. "He found that a type of nerve cell in an area of the brain called the hippocampus that was always activated when a rat was at a certain place in a room. Other nerve cells were activated when the rat was at other places. O´Keefe concluded that these “place cells” formed a map of the room." "More than three decades later, in 2005, May‐Britt and Edvard Moser discovered another key component of the brain’s positioning system," the statement goes on to explain. "They identified another type of nerve cell, which they called “grid cells”, that generate a coordinate system and allow for precise positioning and pathfinding. Their subsequent research showed how place and grid cells make it possible to determine position and to navigate." © 2014 American Association for the Advancement of Science

Keyword: Learning & Memory
Link ID: 20163 - Posted: 10.06.2014

Alison Abbott The fact that Edvard and May-Britt Moser have collaborated for 30 years — and been married for 28 — has done nothing to dull their passion for the brain. They talk about it at breakfast. They discuss its finer points at their morning lab meeting. And at a local restaurant on a recent summer evening, they are still deep into a back-and-forth about how their own brains know where they are and will guide them home. “Just to walk there, we have to understand where we are now, where we want to go, when to turn and when to stop,” says May-Britt. “It's incredible that we are not permanently lost.” If anyone knows how we navigate home, it is the Mosers. They shot to fame in 2005 with their discovery of grid cells deep in the brains of rats. These intriguing cells, which are also present in humans, work much like the Global Positioning System, allowing animals to understand their location. The Mosers have since carved out a niche studying how grid cells interact with other specialized neurons to form what may be a complete navigation system that tells animals where they are going and where they have been. Studies of grid cells could help to explain how memories are formed, and why recalling events so often involves re-envisioning a place, such as a room, street or landscape. While pursuing their studies, the two scientists have become a phenomenon. Tall and good-looking, they operate like a single brain in two athletic bodies in their generously funded lab in Trondheim, Norway — a remote corner of northern Europe just 350 kilometres south of the Arctic Circle. They publish together and receive prizes as a single unit — most recently, the Nobel Prize in Physiology or Medicine, which they won this week with their former supervisor, neuroscientist John O’Keefe at University College London. In 2007, while still only in their mid-40s, they won a competition by the Kavli Foundation of Oxnard, California, to build and direct one of only 17 Kavli Institutes around the world. The Mosers are now minor celebrities in their home country, and their institute has become a magnet for other big thinkers in neuroscience. “It is definitely intellectually stimulating to be around them,” says neurobiologist Nachum Ulanovsky from the Weizmann Institute of Science in Rehovot, Israel, who visited the Trondheim institute for the first time in September. © 2014 Nature Publishing Grou

Keyword: Learning & Memory
Link ID: 20162 - Posted: 10.06.2014

By ALINA TUGEND MANY workers now feel as if they’re doing the job of three people. They are on call 24 hours a day. They rush their children from tests to tournaments to tutoring. The stress is draining, both mentally and physically. At least that is the standard story about stress. It turns out, though, that many of the common beliefs about stress don’t necessarily give the complete picture. MISCONCEPTION NO. 1 Stress is usually caused by having too much work. While being overworked can be overwhelming, research increasingly shows that being underworked can be just as challenging. In essence, boredom is stressful. “We tend to think of stress in the original engineering way, that too much pressure or too much weight on a bridge causes it to collapse,” said Paul E. Spector, a professor of psychology at the University of South Florida. “It’s more complicated than that.” Professor Spector and others say too little to do — or underload, as he calls it — can cause many of the physical discomforts we associate with being overloaded, like muscle tension, stomachaches and headaches. A study published this year in the journal Experimental Brain Research found that measurements of people’s heart rates, hormonal levels and other factors while watching a boring movie — men hanging laundry — showed greater signs of stress than those watching a sad movie. “We tend to think of boredom as someone lazy, as a couch potato,” said James Danckert, a professor of neuroscience at the University of Waterloo in Ontario, Canada, and a co-author of the paper. “It’s actually when someone is motivated to engage with their environment and all attempts to do so fail. It’s aggressively dissatisfying.” © 2014 The New York Times Company

Keyword: Stress; Learning & Memory
Link ID: 20161 - Posted: 10.04.2014