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Mothers may influence the mood and behaviour of their babies through their breast milk, researchers say. There's growing evidence that mother's milk doesn't just affect the growth of a baby's body "but also areas of their brain that shape their motivations, their emotions, and therefore their behavioural activity," says Katie Hinde, an assistant professor of human evolutionary biology at Harvard University. In a paper published in the journal Evolution, Medicine and Public Health, Hinde and two other researchers propose a way in which the composition of breast milk could influence a baby's brain and behaviour. If food is scarce or there are a lot of predators around, it may be better for a mother to have a baby that is calmer and focuses on growing rather than one that is very active and playful, Hinde told CBC Radio's Quirks & Quarks in an interview that airs Saturday. It may be possible to influence a baby's activity level by changing the composition of the milk to affect the bacteria in the infant's gut, she added. Breast milk contains a lot of sugars that infants can't digest, but that feed bacteria that live in human intestines. Those bacteria don't just help digest food, said Hinde. "They can release chemical signals that travel to the infant's brain and shape neurodevelopment." ©2015 CBC/Radio-Canada

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 12: Sex: Evolutionary, Hormonal, and Neural Bases
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 8: Hormones and Sex
Link ID: 20813 - Posted: 04.18.2015

by Beth Mole Small doses of lead may have big impacts on reading and math scores, scientists report April 7 in Environmental Health. Researchers looked at third grade test scores and levels of lead in blood samples from 58,650 students in Chicago public schools. As little as 2 micrograms of lead per deciliter of blood was associated with lower reading and math scores. The Centers for Disease Control and Prevention recommends that anything above 5 micrograms per deciliter is of concern. The researchers estimate that childhood lead levels at or above 5 micrograms per deciliter of blood accounted for as many as 25 percent of the children in the study failing reading and math standardized tests. The findings confirm that lead exposure, even at low doses, is associated with poor school performance. © Society for Science & the Public 2000 - 2015

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 4: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 4: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology
Link ID: 20809 - Posted: 04.18.2015

Cory Turner To survive, we humans need to be able to do a handful of things: breathe, of course. And drink and eat. Those are obvious. We're going to focus now on a less obvious — but no less vital — human function: learning. Because new research out today in the journal Science sheds light on the very building blocks of learning. Imagine an 11-month-old sitting in a high chair opposite a small stage where you might expect, say, a puppet show. Except this is a lab at Johns Hopkins University. Instead of a puppeteer, a researcher is rolling a red and blue striped ball down a ramp, toward a little wall at the bottom. Even babies seem to know the ball can't go through that wall, though not necessarily because they learned it. It's what some scientists call core knowledge — something, they say, we're born with. "Some pieces of knowledge are so fundamental in guiding regular, everyday interactions with the environment, navigating through space, reaching out and picking up an object, avoiding an oncoming object — those things are so fundamental to survival that they're really selected for by evolution," says Lisa Feigenson, a professor of psychological and brain sciences at Hopkins and one of the researchers behind this study. Which explains why the baby seems genuinely surprised when the ball rolls down the ramp and does go through the wall — thanks to some sleight of hand by the researchers: © 2015 NPR

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 20756 - Posted: 04.04.2015

Sara Reardon A new study finds that children's cognitive skills are linked to family income. The stress of growing up poor can hurt a child’s brain development starting before birth, research suggests — and even very small differences in income can have major effects on the brain. Researchers have long suspected that children’s behaviour and cognitive abilities are linked to their socioeconomic status, particularly for those who are very poor. The reasons have never been clear, although stressful home environments, poor nutrition, exposure to industrial chemicals such as lead and lack of access to good education are often cited as possible factors. In the largest study of its kind, published on 30 March in Nature Neuroscience1, a team led by neuroscientists Kimberly Noble from Columbia University in New York City and Elizabeth Sowell from Children's Hospital Los Angeles, California, looked into the biological underpinnings of these effects. They imaged the brains of 1,099 children, adolescents and young adults in several US cities. Because people with lower incomes in the United States are more likely to be from minority ethnic groups, the team mapped each child’s genetic ancestry and then adjusted the calculations so that the effects of poverty would not be skewed by the small differences in brain structure between ethnic groups. The brains of children from the lowest income bracket — less than US$25,000 — had up to 6% less surface area than did those of children from families making more than US$150,000, the researchers found. In children from the poorest families, income disparities of a few thousand dollars were associated with major differences in brain structure, particularly in areas associated with language and decision-making skills. Children's scores on tests measuring cognitive skills, such as reading and memory ability, also declined with parental income. © 2015 Nature Publishing Group,

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 12: Sex: Evolutionary, Hormonal, and Neural Bases
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 8: Hormones and Sex
Link ID: 20741 - Posted: 03.31.2015

Hannah Devlin, science correspondent Scientists have raised the alert about an antibiotic routinely prescribed for chest infections, after linking it to an increased risk of epilepsy and cerebral palsy in children whose mothers took the drug during pregnancy. Children of mothers who had taken macrolide antibiotics were found to be almost twice as likely to be affected by the conditions, prompting scientists to call for a review of their use during pregnancy. The study authors urged pregnant women not to stop taking prescribed antibiotics, however. The potential adverse effects are rare and, as yet, unproven, while infections during pregnancy are a well-established cause of health problems in babies. Professor Ruth Gilbert, a clinical epidemiologist who led the research at University College London, said: “The main message is for medicines regulators and whether they need to issue a warning about these drugs. For women, if you’ve got a bacterial infection, it’s more important to get on and treat it.” The study tracked the children of nearly 65,000 women who had been prescribed a variety of antibiotics for illnesses during pregnancy, including chest and throat infections and cystitis. There was no evidence that most antibiotics (including penicillin, which made up 67% of prescriptions), led to an increased risk of the baby developing cerebral palsy or epilepsy. However, when the antibiotics were compared head-to-head, the potential adverse effect of macrolide drugs emerged. Around 10 in 1,000 children whose mothers were given the drug had developed the conditions by the age of seven, compared to 6 in 1,000 children, for those who had other types of antibiotic. © 2015 Guardian News and Media Limited

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 3: Neurophysiology: The Generation, Transmission, and Integration of Neural Signals
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 3: Neurophysiology: The Generation, Transmission, and Integration of Neural Signals
Link ID: 20723 - Posted: 03.26.2015

Michaeleen Doucleff Malaria is one of the oldest scourges of mankind. Yet it's been a mystery how the deadliest form of the disease kills children. One doctor in Michigan has dedicated her life to figuring that out. Now she and her team report their findings in this week's issue of the New England Journal of Medicine. The key to solving the mystery was looking inside the brain. Most of the time malaria causes a bad fever and body aches. But in rare cases — often in children — the parasite gets stuck in the capillaries of the brain. The child has a seizure, goes into a coma and can die. This all happens in only two or three days, says Dr. Terrie Taylor of Michigan State University. "These are bright, happy children who are suddenly felled by a disease that quickly renders them unconscious. And quickly kills them. It's a catastrophe." The sudden death of a child devastates not just the family but the whole community, Taylor says: "Imagine the ripple effects on their friends and their siblings. Suddenly their friends are gone. Just gone." Since 1986, Taylor has been treating children with severe malaria at Queen Elizabeth Central Hospital in Blantyre, Malawi. Seeing so many families deal with these huge losses, year after year, made Taylor focus her career on one goal: Figuring out why some children die from cerebral malaria but others soon recover. © 2015 NPR

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 20702 - Posted: 03.19.2015

A long-term study has pointed to a link between breastfeeding and intelligence. The research in Brazil traced nearly 3,500 babies, from all walks of life, and found those who had been breastfed for longer went on to score higher on IQ tests as adults. Experts say the results, while not conclusive, appear to back current advice that babies should be exclusively breastfed for six months. But they say mothers should still have a choice about whether or not to do it. Regarding the findings - published in The Lancet Global Health - they stress there are many different factors other than breastfeeding that could have an impact on intelligence, although the researchers did try to rule out the main confounders, such as mother's education, family income and birth weight. Dr Bernardo Lessa Horta, from the Federal University of Pelotas in Brazil, said his study offers a unique insight because in the population he studied, breastfeeding was evenly distributed across social class - not something just practised by the rich and educated. Most of the babies, irrespective of social class, were breastfed - some for less than a month and others for more than a year. Those who were breastfed for longer scored higher on measures of intelligence as adults. They were also more likely to earn a higher wage and to have completed more schooling. Dr Horta believes breast milk may offer an advantage because it is a good source of long-chain saturated fatty acids which are essential for brain development. But experts say the study findings cannot confirm this and that much more research is needed to explore any possible link between breastfeeding and intelligence. © 2015 BBC.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 1: Biological Psychology: Scope and Outlook
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 1: An Introduction to Brain and Behavior
Link ID: 20699 - Posted: 03.19.2015

|By Daisy Yuhas The brain is a hotbed of electrical activity. Scientists have long known that brain cells communicate via electrical missives, created by charged atoms and molecules called ions as they travel across the membranes of those cells. But a new study suggests that in the days and weeks that lead up to a brain forming in an embryo or fetus, altering the electrical properties of these cells can dramatically change how the ensuing brain develops. Researchers at Tufts University and the University of Minnesota have investigated how the difference in charge on either side of a resting cell’s membrane—its electrical potential—helps build the brain. In previous work Tufts University developmental biologist Michael Levin found that patterns of electrical potentials in the earliest stages of an embryo’s development can direct how an animal’s body grows, and that manipulating those potentials can cause a creature to sprout extra limbs, tails or functioning eyes. Now, Levin’s group has investigated how these potentials shape the brain. Working with frog embryos the researchers first used dyes to see the patterns of electrical potentials that precede brain development. They noticed that before the development of a normal brain the cells lining the neural tube, a structure that eventually becomes the brain and spinal cord, have extreme differences in ionic charge within and outside the membrane that houses the cells. In other words, these cells are extremely polarized. © 2015 Scientific American

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 20684 - Posted: 03.12.2015

Children who attend school in heavy traffic areas may show slower cognitive development and lower memory test scores, Spanish researchers have found. About 21,000 premature deaths are attributed to air pollution in Canada each year, according to the Canadian Medical Association. The detrimental effects of air pollution on cardiovascular health and on the lungs are well documented and now researchers are looking at its effects on the brain. To that end, Dr. Jordi Sunyer and his colleagues from the Centre for Research in Environmental Epidemiology in Barcelona measured three aspects of memory and attentiveness in more than 2,700 primary school children every three months over 12 months. "What was surprising for us is among our children, we see very robust, consistent effects," Sunyer said Tuesday from Rome. The associations between slower cognitive development and higher levels of air pollutants remained after the researchers took factors such as parents’ education, commuting time, smoking in the home and green spaces at school into account. The researchers measured air pollutants from traffic twice, in the school courtyard and inside the classroom for schools with high and low traffic-related air pollution. Pollutants from burning fossil fuels, carbon, nitrogen dioxide and ultrafine particles were measured. For example, working memory improved 7.4 per cent among children in highly polluted schools compared with 11.5 per cent among those in less polluted schools. ©2015 CBC/Radio-Canada.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 4: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 4: The Chemistry of Behavior: Neurotransmitters and Neuropharmacology
Link ID: 20650 - Posted: 03.04.2015

By Elizabeth Pennisi Last week, researchers expanded the size of the mouse brain by giving rodents a piece of human DNA. Now another team has topped that feat, pinpointing a human gene that not only grows the mouse brain but also gives it the distinctive folds found in primate brains. The work suggests that scientists are finally beginning to unravel some of the evolutionary steps that boosted the cognitive powers of our species. “This study represents a major milestone in our understanding of the developmental emergence of human uniqueness,” says Victor Borrell Franco, a neurobiologist at the Institute of Neurosciences in Alicante, Spain, who was not involved with the work. The new study began when Wieland Huttner, a developmental neurobiologist at the Max Planck Institute of Molecular Cell Biology and Genetics in Dresden, Germany, and his colleagues started closely examining aborted human fetal tissue and embryonic mice. “We specifically wanted to figure out which genes are active during the development of the cortex, the part of the brain that is greatly expanded in humans and other primates compared to rodents,” says Marta Florio, the Huttner graduate student who carried out the main part of the work. That was harder than it sounded. Building a cortex requires several kinds of starting cells, or stem cells. The stem cells divide and sometimes specialize into other types of “intermediate” stem cells that in turn divide and form the neurons that make up brain tissue. To learn what genes are active in the two species, the team first had to develop a way to separate out the various types of cortical stem cells. © 2015 American Association for the Advancement of Science

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 20628 - Posted: 02.27.2015

By DENISE GRADY Faced with mounting evidence that general anesthesia may impair brain development in babies and young children, experts said Wednesday that more research is greatly needed and that when planning surgery for a child, parents and doctors should consider how urgently it is required, particularly in children younger than 3 years. In the United States each year, about a million children younger than 4 have surgery with general anesthesia, according to the Food and Drug Administration. So far, the threat is only a potential one; there is no proof that children have been harmed. The concern is based on two types of research. Experiments in young monkeys and other animals have shown that commonly used anesthetics and sedatives can kill brain cells, diminish learning and memory and cause behavior problems. And studies in children have found an association between learning problems and multiple exposures to anesthesia early in life — though not single exposures. But monkeys are not humans, and association does not prove cause and effect. Research now underway is expected to be more definitive, but results will not be available for several years. Anesthesiologists and surgeons are struggling with how — and sometimes whether — to explain a theoretical hazard to parents who are already worried about the real risks of their child’s medical problem and the surgery needed to correct it. If there is a problem with anesthesia, in many cases it may be unavoidable because there are no substitute drugs. The last thing doctors want to do is frighten parents for no reason or prompt them to delay or cancel an operation that their child needs. “On the one hand, we don’t want to overstate the risk, because we don’t know what the risk is, if there is a risk,” said Dr. Randall P. Flick, a pediatric anesthesiologist and director of Mayo Clinic Children’s Center in Rochester, Minn., who has conducted some of the studies in children suggesting a link to learning problems. “On the other hand, we want to make people aware of the risk because we feel we have a duty to do so.” © 2015 The New York Times Compan

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 14: Biological Rhythms, Sleep, and Dreaming
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 10: Biological Rhythms and Sleep
Link ID: 20624 - Posted: 02.26.2015

By Emily Underwood Infants born prematurely are more than twice as likely to have difficulty hearing and processing words than those carried to full-term, likely because brain regions that process sounds aren’t sufficiently developed at the time of delivery. Now, an unusual study with 40 preemies suggests that recreating a womblike environment with recordings of a mother's heartbeat and voice could potentially correct these deficits. "This is the kind of study where you think ‘Yes, I can believe these results,’ " because they fit well with what scientists know about fetal brain development, says cognitive scientist Karin Stromswold of Rutgers University, New Brunswick, in New Jersey. A fetus starts to hear at about 24 weeks of gestation, as neurons migrate to—and form connections in—the auditory cortex, a brain region that processes sound, Stromswold explains. Once the auditory cortex starts to function, a fetus normally hears mostly low-frequency sounds—its mother’s heartbeat, for example, and the melody and rhythm of her voice. Higher frequency tones made outside of the mother's body, such as consonants, are largely drowned out. Researchers believe that this introduction to the melody and rhythm of speech, prior to hearing individual words, may be a key part of early language acquisition that gets disrupted when a baby is born too soon. In addition to being bombarded with the bright lights, chemical smells, and shrill sounds of a hospital’s intensive care unit, preemies are largely deprived of the sensations they'd get in the womb, such as their mother's heartbeat and voice, says Amir Lahav, a neuroscientist at Harvard Medical School in Boston. Although mothers are sometimes allowed to hold premature newborns for short periods of time, the infants are often considered too fragile to leave their temperature- and humidity-controlled incubators, he says. Preemies often have their eyes covered to block out light, and previous studies have shown that reducing overall levels of high-frequency noise in a neonatal intensive care unit—by lowering the number of incubators in a unit, for example, or giving preemies earplugs—can improve premature babies' outcomes. Few studies have actively simulated a womblike environment, however, he says. © 2015 American Association for the Advancement of Science.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 12: Sex: Evolutionary, Hormonal, and Neural Bases
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 8: Hormones and Sex
Link ID: 20608 - Posted: 02.24.2015

By Elizabeth Pennisi Researchers have increased the size of mouse brains by giving the rodents a piece of human DNA that controls gene activity. The work provides some of the strongest genetic evidence yet for how the human intellect surpassed those of all other apes. "[The DNA] could easily be a huge component in how the human brain expanded," says Mary Ann Raghanti, a biological anthropologist at Kent State University in Ohio, who was not involved with the work. "It opens up a whole world of possibilities about brain evolution." For centuries, biologists have wondered what made humans human. Once the human and chimp genomes were deciphered about a decade ago, they realized they could now begin to pinpoint the molecular underpinnings of our big brain, bipedalism, varied diet, and other traits that have made our species so successful. By 2008, almost two dozen computerized comparisons of human and ape genomes had come up with hundreds of pieces of DNA that might be important. But rarely have researchers taken the next steps to try to prove that a piece of DNA really made a difference in human evolution. "You could imagine [their roles], but they were just sort of 'just so' stories,” says Greg Wray, an evolutionary biologist at Duke University in Durham, North Carolina. Wray is particularly interested in DNA segments called enhancers, which control the activity of genes nearby. He and Duke graduate student Lomax Boyd scanned the genomic databases and combed the scientific literature for enhancers that were different between humans and chimps and that were near genes that play a role in the brain. Out of more than 100 candidates, they and Duke developmental neurobiologist Debra Silver tested a half-dozen. They first inserted each enhancer into embryonic mice to learn whether it really did turn genes on. Then for HARE5, the most active enhancer in an area of the brain called the cortex, they made minigenes containing either the chimp or human version of the enhancer linked to a “reporter” gene that caused the developing mouse embryo to turn blue wherever the enhancer turned the gene on. Embryos’ developing brains turned blue sooner and over a broader expanse if they carried the human version of the enhancer, Silver, Wray, and their colleagues report online today in Current Biology. © 2015 American Association for the Advancement of Science

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 20598 - Posted: 02.21.2015

by Sarah Zielinski No one would be shocked to find play behavior in a mammal species. Humans love to play — as do our cats and dogs. It’s not such a leap to believe that, say, a red kangaroo would engage in mock fights. But somehow that behavior seems unlikely in animals other than mammals. It shouldn’t, though. Researchers have documented play behavior in an astonishing range of animals, from insects to birds to mammals. The purpose of such activities isn’t always clear — and not all scientists are convinced that play even exists — but play may help creatures establish social bonds or learn new skills. Here are five non-mammals you may be surprised to find hard at play: Crocodilians Alligators and crocodiles might seem more interested in lurking near the water and chomping on their latest meal, but these frightening reptiles engage in play, Vladimir Dinets of the University of Tennessee in Knoxville reports in the February Animal Behavior and Cognition. Dinets combined 3,000 hours of observations of wild and captive crocodilians with published reports and information gathered from other people who work with the animals. He found examples of all three types of play: Locomotor play: This is movement without any apparent reason or stimulus. Young, captive American alligators, for instance, have been spotted sliding down slopes of water over and over. And a 2.5-meter-long crocodile was seen surfing the waves near a beach in Australia. Object play: Animals like toys, too. A Cuban crocodile at a Miami zoo picked up and pushed around flowers floating in its pool for several days of observation. And like a cat playing with a mouse, a Nile crocodile was photographed as it repeatedly threw a dead hippo into the air. Object play is recognized as so important to crocodilian life “that many zoo caretakers now provide various objects as toys for crocodilians as part of habitat enrichment programs,” Dinets notes. © Society for Science & the Public 2000 - 2015.

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 20597 - Posted: 02.21.2015

Alison Abbott Fabienne never found out why she went into labour three months too early. But on a quiet afternoon in June 2007, she was hit by accelerating contractions and was rushed to the nearest hospital in rural Switzerland, near Lausanne. When her son, Hugo, was born at 26 weeks of gestation rather than the typical 40, he weighed just 950 grams and was immediately placed in intensive care. Three days later, doctors told Fabienne that ultrasound pictures of Hugo's brain indicated that he had had a severe haemorrhage from his immature blood vessels. “I just exploded into tears,” she says. Both she and her husband understood that the prognosis for Hugo was grim: he had a very high risk of cerebral palsy, a neurological condition that can lead to a life of severe disability. The couple agreed that they did not want to subject their child to that. “We immediately told the doctors that we did not want fierce medical intervention to keep him alive — and saw the relief on the doctors' faces,” recalls Fabienne, who requested that her surname not be used. That night was the most tortured of her life. The next day, however, before any change had been made to Hugo's treatment, his doctors proposed a new option to confirm the diagnosis: a brain scan using magnetic resonance imaging (MRI). This technique, which had been newly adapted for premature babies, would allow the doctors to predict the risk of cerebral palsy more accurately than with ultrasound alone, which has a high false-positive rate. Hugo's MRI scan showed that the damage caused by the brain haemorrhage was limited, and his risk of severe cerebral palsy was likely to be relatively low. So just 24 hours after their decision to let his life end, Hugo's parents did an about-turn. They agreed that the doctors should try to save him. © 2015 Nature Publishing Group

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 20555 - Posted: 02.05.2015

By Amanda Baker While we all may vary on just how much time we like spending with other people, humans are overall very social beings. Scientists have already found this to be reflected in our health and well-being – with social isolation being associated with more depression, worse health, and a shorter life. Looking even deeper, they find evidence of our social nature reflected in the very structure of our brains. Just thinking through your daily interactions with your friends or siblings probably gives you dozens of examples of times when it was important to interpret or predict the feelings and behaviors of other people. Our brains agree. Over time parts of our brains have been developed specifically for those tasks, but apparently not all social interaction was created equally. When researchers study the brains of people trying to predict the thoughts and feelings of others, they can actually see a difference in the brain activity depending on whether that person is trying to understand a friend versus a stranger. Even at the level of blood flowing through your brain, you treat people you know well differently than people you don’t. These social interactions also extend into another important area of the brain: the nucleus accumbens. This structure is key in the reward system of the brain, with activity being associated with things that leave you feeling good. Curious if this could have a direct connection with behavior, one group of scientists studied a very current part of our behavior as modern social beings: Facebook use. © 2015 Scientific American

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 20554 - Posted: 02.05.2015

By Eliot Marshall In perhaps the most famous study of childhood neglect, researchers have closely tracked the progress, or lack of it, in children who lived as infants in Romania’s bleak orphanages and are now teenagers. A new analysis now shows that these children, who display a variety of behavioral and cognitive problems, have less white matter in their brains than do a group of comparable children in local families. The affected brain regions include nerve bundles that support attention, general cognition, and emotion processing. The work suggests that sensory deprivation early in life can have dramatic anatomical impacts on the brain and may help explain the previously documented long-term negative affects on behavior. But there’s some potential good news: A small group of children who were taken out of orphanages and moved into foster homes at age 2 appeared to bounce back, at least in brain structure. “This is an exciting and important study,” says Harvard Medical School psychiatric researcher Martin Teicher, who directs the developmental biopsychiatry research program at McLean Hospital in Belmont, Massachusetts. The “crucial question” of whether children can recover from the setbacks of early adversity had not been answered before, he adds. The work is based on MRI scans and other measures taken in Romania by researchers at the Bucharest Early Intervention Project (BEIP). The group, headed by neurologist Charles Nelson of Harvard Medical School, was spurred to action by the collapse of Romania’s Nicolae Ceauceșcu regime in 1989, which had shunted tens of thousands of unwanted children into state-run orphanages. Nelson says that caretakers in the orphanages worked in factorylike shifts; children might see as many as 17 different caretakers in a week. Infants rarely enjoyed the one-on-one interactions that are considered essential to normal development. © 2015 American Association for the Advancement of Science

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 20524 - Posted: 01.27.2015

By Elizabeth Pennisi In the animal kingdom, humans are known for our big brains. But not all brains are created equal, and now we have new clues as to why that is. Researchers have uncovered eight genetic variations that help determine the size of key brain regions. These variants may represent “the genetic essence of humanity,” says Stephan Sanders, a geneticist and pediatrician at the University of California, San Francisco, who was not involved in the study. These results are among the first to come out of the ENIGMA (Enhancing Neuro Imaging Genetics through Meta-Analysis) collaboration, involving some 300 scientists from 33 countries. They contributed MRI scans of more than 30,000 people, along with genetic and other information, most of which had been collected for other reasons. “This paper represents a herculean effort,” Sanders says. Only by pooling their efforts could the researchers track down subtle genetic influences on brain size that would have eluded discovery in smaller studies. “We were surprised we found anything at all,” says Paul Thompson, a neuroscientist at the University of Southern California in Los Angeles. But in the end, “we were able to identify hot points in the genome that help build the brain.” For the analyses, Thompson and his colleagues looked for single-letter (nucleotide base) changes in DNA that correspond to the sizes of key brain regions. One region, the hippocampus, stores memories and helps one learn. Another, called the caudate nucleus, makes it possible to ride a bike, play an instrument, or drive a car without really thinking about it. A third is the putamen, which is involved in running, walking, and moving the body as well as in motivation. The researchers did not try to examine the neocortex, the part of the brain that helps us think and is proportionally much bigger in humans than in other animals. The neocortex has crevices on its surface that look so different from one individual to the next that it’s really hard to measure consistently across labs. © 2015 American Association for the Advancement of Science

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 1: Biological Psychology: Scope and Outlook
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 1: An Introduction to Brain and Behavior
Link ID: 20509 - Posted: 01.22.2015

By Anna North The idea that poverty can change the brain has gotten significant attention recently, and not just from those lay readers (a minority, according to recent research) who spend a lot of time thinking about neuroscience. Policy makers and others have begun to apply neuroscientific principles to their thinking about poverty — and some say this could end up harming poor people rather than helping. At The Conversation, the sociologist Susan Sered takes issue with “news reports with headlines like this one: ‘Can Brain Science Help Lift People Out Of Poverty?’” She’s referring to a June story by Rachel Zimmerman at WBUR, about a nonprofit called Crittenton Women’s Union that aims to use neuroscience to help get people out of poverty. Elisabeth Babcock, Crittenton’s chief executive, tells Ms. Zimmerman: “What the new brain science says is that the stresses created by living in poverty often work against us, make it harder for our brains to find the best solutions to our problems. This is a part of the reason why poverty is so ‘sticky.’” And, she adds: “If we’ve been raised in poverty under all this stress, our executive functioning wiring, the actual neurology of our brains, is built differently than if we’re not raised in poverty. It is built to react quickly to danger and threats and not built as much to plan or execute strategies for how we want things to be in the future because the future is so uncertain and planning is so pointless that this wiring isn’t as called for.” Dr. Sered, however, says that applying neuroscience to problems like poverty can sometimes lead to trouble: “Studies showing that trauma and poverty change people’s brains can too easily be read as scientific proof that poor people (albeit through no fault of their own) have inferior brains or that women who have been raped are now brain-damaged.” © 2014 The New York Times Company

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 1: Biological Psychology: Scope and Outlook
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 1: An Introduction to Brain and Behavior
Link ID: 20358 - Posted: 11.25.2014

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

Related chapters from BP7e: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 20239 - Posted: 10.25.2014