Chapter 17. Learning and Memory

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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 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 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

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; Aggression
Link ID: 20199 - Posted: 10.13.2014

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; Aggression
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 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; Aggression
Link ID: 20161 - Posted: 10.04.2014

|By Daisy Yuhas Do we live in a holographic universe? How green is your coffee? And could drinking too much water actually kill you? Before you click those links you might consider how your knowledge-hungry brain is preparing for the answers. A new study from the University of California, Davis, suggests that when our curiosity is piqued, changes in the brain ready us to learn not only about the subject at hand, but incidental information, too. Neuroscientist Charan Ranganath and his fellow researchers asked 19 participants to review more than 100 questions, rating each in terms of how curious they were about the answer. Next, each subject revisited 112 of the questions—half of which strongly intrigued them whereas the rest they found uninteresting—while the researchers scanned their brain activity using functional magnetic resonance imaging (fMRI). During the scanning session participants would view a question then wait 14 seconds and view a photograph of a face totally unrelated to the trivia before seeing the answer. Afterward the researchers tested participants to see how well they could recall and retain both the trivia answers and the faces they had seen. Ranganath and his colleagues discovered that greater interest in a question would predict not only better memory for the answer but also for the unrelated face that had preceded it. A follow-up test one day later found the same results—people could better remember a face if it had been preceded by an intriguing question. Somehow curiosity could prepare the brain for learning and long-term memory more broadly. The findings are somewhat reminiscent of the work of U.C. Irvine neuroscientist James McGaugh, who has found that emotional arousal can bolster certain memories. But, as the researchers reveal in the October 2 Neuron, curiosity involves very different pathways. © 2014 Scientific American

Keyword: Learning & Memory; Aggression
Link ID: 20159 - Posted: 10.04.2014

By John Bohannon The victim peers across the courtroom, points at a man sitting next to a defense lawyer, and confidently says, "That's him!" Such moments have a powerful sway on jurors who decide the fate of thousands of people every day in criminal cases. But how reliable is eyewitness testimony? A new report concludes that the use of eyewitness accounts need tighter control, and among its recommendations is a call for a more scientific approach to how eyewitnesses identify suspects during the classic police lineup. For decades, researchers have been trying to nail down what influences eyewitness testimony and how much confidence to place in it. After a year of sifting through the scientific evidence, a committee of psychologists and criminologists organized by the U.S. National Research Council (NRC) has now gingerly weighed in. "This is a serious issue with major implications for our justice system," says committee member Elizabeth Phelps, a psychologist at New York University in New York City. Their 2 October report, Identifying the Culprit: Assessing Eyewitness Identification, is likely to change the way that criminal cases are prosecuted, says Elizabeth Loftus, a psychologist at the University of California, Irvine, who was an external reviewer of the report. As Loftus puts it, "just because someone says something confidently doesn't mean it's true." Jurors can't help but find an eyewitness’s confidence compelling, even though experiments have shown that a person's confidence in their own memory is sometimes undiminished even in the face of evidence that their memory of an event is false. © 2014 American Association for the Advancement of Science.

Keyword: Learning & Memory
Link ID: 20157 - Posted: 10.04.2014

Helen Thomson You'll have heard of Pavlov's dogs, conditioned to expect food at the sound of a bell. You might not have heard that a scarier experiment – arguably one of psychology's most unethical – was once performed on a baby. In it, a 9-month-old, at first unfazed by the presence of animals, was conditioned to feel fear at the sight of a rat. The infant was presented with the animal as someone struck a metal pole with a hammer above his head. This was repeated until he cried at merely the sight of any furry object – animate or inanimate. The "Little Albert" experiment, performed in 1919 by John Watson of Johns Hopkins University Hospital in Baltimore, Maryland, was the first to show that a human could be classically conditioned. The fate of Albert B has intrigued researchers ever since. Hall Beck at the Appalachian State University in Boone, North Carolina, has been one of the most tenacious researchers on the case. Watson's papers stated that Albert B was the son of a wet nurse who worked at the hospital. Beck spent seven years exploring potential candidates and used facial analysis to conclude in 2009 that Little Albert was Douglas Merritte, son of hospital employee Arvilla. Douglas was born on the same day as Albert and several other points tallied with Watson's notes. Tragically, medical records showed that Douglas had severe neurological problems and died at an early age of hydrocephalus, or water on the brain. According to his records, this seems to have resulted in vision problems, so much so that at times he was considered blind. © Copyright Reed Business Information Ltd.

Keyword: Emotions; Aggression
Link ID: 20156 - Posted: 10.04.2014

Wild marmosets in the Brazilian forest can learn quite successfully from video demonstrations featuring other marmosets, Austrian scientists have reported, showing not only that marmosets are even better learners than previously known, but that video can be used successfully in experiments in the wild. Tina Gunhold, a cognitive biologist at the University of Vienna, had worked with a population of marmoset monkeys in a bit of Brazilian forest before this particular experiment. The forest is not wilderness. It lies near some apartment complexes, and the marmosets are somewhat used to human beings. But the monkeys are wild, and each extended family group has its own foraging territory. Dr. Gunhold and her colleagues reported in the journal Biology Letters this month that they had tested 12 family groups, setting up a series of video monitors, each with a kind of complicated box that they called an “artificial fruit.” All the boxes contained food. Six of the monitors showed just an unchanging image of a marmoset near a similar box. Three of them showed a marmoset opening the box by pulling a drawer, and three others a marmoset lifting a lid to get at the food. Marmosets are very territorial and would not tolerate a strange individual on their turf, but the image of a strange marmoset on video didn’t seem to bother them. Individual marmosets “differed in their reactions to the video,” Dr. Gunhold said. “Some were more shy, some more bold. The younger ones were more attracted to the video, perhaps because of greater curiosity.” © 2014 The New York Times Company

Keyword: Learning & Memory; Aggression
Link ID: 20138 - Posted: 09.30.2014

By David Z. Hambrick, Fernanda Ferreira, and John M. Henderson A decade ago, Magnus Carlsen, who at the time was only 13 years old, created a sensation in the chess world when he defeated former world champion Anatoly Karpov at a chess tournament in Reykjavik, Iceland, and the next day played then-top-rated Garry Kasparov—who is widely regarded as the best chess player of all time—to a draw. Carlsen’s subsequent rise to chess stardom was meteoric: grandmaster status later in 2004; a share of first place in the Norwegian Chess Championship in 2006; youngest player ever to reach World No. 1 in 2010; and highest-rated player in history in 2012. What explains this sort of spectacular success? What makes someone rise to the top in music, games, sports, business, or science? This question is the subject of one of psychology’s oldest debates. In the late 1800s, Francis Galton—founder of the scientific study of intelligence and a cousin of Charles Darwin—analyzed the genealogical records of hundreds of scholars, artists, musicians, and other professionals and found that greatness tends to run in families. For example, he counted more than 20 eminent musicians in the Bach family. (Johann Sebastian was just the most famous.) Galton concluded that experts are “born.” Nearly half a century later, the behaviorist John Watson countered that experts are “made” when he famously guaranteed that he could take any infant at random and “train him to become any type of specialist [he] might select—doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents.” One player needed 22 times more deliberate practice than another player to become a master. © 2014 The Slate Group LLC.

Keyword: Learning & Memory
Link ID: 20136 - Posted: 09.30.2014

by Elijah Wolfson @elijahwolfson The class was the most difficult of the fall 2013 semester, and J.D. Leadam had missed all but one lecture. His grandfather’s health had worsened, and he left San Jose State, where he was studying for a degree in business, to return home to Los Angeles to help out. Before he knew it, midterm exams had almost arrived. At this point, Leadam had, for a while, been playing around with transcranial direct-current stimulation, or tDCS, an experimental treatment for all sorts of health issues that, at its most basic, involves running a very weak electric current through the brain. When he first came across tDCS, Leadam was immediately intrigued but thought, “There’s no way I’m gonna put electrodes on my head. It’s just not going to happen.” After extensive research, though, he changed his mind. He looked into buying a device online, but there wasn’t much available — just one extremely expensive machine and then a bare-bones $40 device that didn’t even have a switch. So he dug around online and figured he could build one himself. He bought all the pieces he needed and put it together. He tried it a few times, but didn’t notice much, so he put it aside. But now, with the test looming, he picked it back up. The professor had written a book, and Leadam knew all the information he’d be tested on was written in its pages. “But I’m an auditory learner,” he said, “so I knew it wouldn’t work to just read it.” He strapped on the device, turned it on and read the chapters. “Nothing,” he thought. But when he got to the classroom and put pen to paper, he had a revelation. “I could remember concepts down to the exact paragraphs in the textbook,” Leadam said. “I actually ended up getting an A on the test. I couldn’t believe it.”

Keyword: Learning & Memory
Link ID: 20130 - Posted: 09.29.2014

By Dick Miller, CBC News Dan Campbell felt the bullets whiz past his head. The tracer rounds zipped between his legs. It was his first firefight as a Canadian soldier in Afghanistan. "I was completely frightened and scared like I’d never been before in my life,” he says. As the attack continued, the sights, sounds and smells started to form memories inside his brain. The fear he felt released the hormone norepinephrine, and in the complex chemistry of the brain, the memories of the battle became associated with the fear. 'I think one day, hopefully in the not-too-distant future, we will be able to delete a memory.'- Dr. Sheena Josselyn, senior scientist, Hospital For Sick Children Research Institute Six years later, a sight or sound such as a firecracker or car backfiring can remind him of that night in 2008. The fear comes back and he relives rather than remembers the moments. "It can be hard. Physically, you know, there’s the tapping foot, my heart beating,” he says. Like so many soldiers and victims of assault or people who have experienced horrific accidents, Campbell was diagnosed with post traumatic stress disorder. Now a newspaper reporter in Yellowknife, Campbell thinks one day he may get therapy. But for now he is working on his own to control the fear and anger the memories bring. © CBC 2014

Keyword: Stress; Aggression
Link ID: 20111 - Posted: 09.24.2014

By Melissa Dahl Recently, I was visiting my family in Seattle, and we were doing that thing families do: retelling old stories. As we talked, a common theme emerged. My brother hardly remembered anything from our childhood, even the stories in which he was the star player. (That time he fell down the basement steps and needed stitches in the ER? Nope. That panicky afternoon when we all thought he’d disappeared, only to discover he’d been hiding in his room, and then fell asleep? Nothing.) “Boys never remember anything,” my mom huffed. She’s right. Researchers are finding some preliminary evidence that women are indeed better at recalling memories, especially autobiographical ones. Girls and women tend to recall these memories faster and with more specific details, and some studies have demonstrated that these memories tend to be more accurate, too, when compared to those of boys and men. And there’s an explanation for this: It could come down to the way parents talk to their daughters, as compared to their sons, when the children are developing memory skills. To understand this apparent gender divide in recalling memories, it helps to start with early childhood—specifically, ages 2 to 6. Whether you knew it or not, during these years, you learned how to form memories, and researchers believe this happens mostly through conversations with others, primarily our parents. These conversations teach us how to tell our own stories, essentially; when a mother asks her child for more details about something that happened that day in school, for example, she is implicitly communicating that these extra details are essential parts to the story. © 2014 The Slate Group LLC

Keyword: Learning & Memory; Aggression
Link ID: 20100 - Posted: 09.22.2014