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By LISA SANDERS, M.D. “I feel very pain,” the 62-year-old mumbled incoherently as he sat in a wheelchair. He had said almost nothing since arriving at the office of Dr. Joel Geerling, a neurologist at Beth Israel Deaconess Medical Center in Boston. A year ago, he was fine, explained the patient’s sister. He was married, working as an auto mechanic, happy, normal. Then, six or seven months ago, he became forgetful. Little things at first — he couldn’t think of the right word, remember people’s names. But then big things — like forgetting who he was talking to on the phone or how to drive to places he had known for decades. That was fall 2014. By that Christmas, walking became difficult. He fell frequently. He had trouble feeding himself. He slept most of the day and night. Over the course of this illness, he lost almost everything. He was fired from his job; his wife left him. He didn’t even have his car anymore: His daughter took the keys after an accident. He had always been friendly and talkative, but now he was withdrawn and nearly wordless. In a few months, the man went from being completely independent to requiring round-the-clock care. This daughter tried to take care of him, but recently she had to hire someone; she couldn’t miss any more college classes. The patient first saw his regular doctor, but she couldn’t figure out what was wrong and sent him to a neurologist. When the specialist was stumped, she sent the patient to Geerling, a neurologist who focused on dementia and other cognitive diseases. In the exam room, the patient slumped in the wheelchair and held his head tipped back so that he was looking straight at the doctor above him, giving him a childlike appearance. When Geerling examined him, he found out why. The patient could not make his eyes move up. When he tried to walk, his feet remained on the ground — as if there were a magnet holding them down — giving him an odd, shuffling, gliding gait. He was unable to count down from 10 and didn’t know where he lived. © 2017 The New York Times Company

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23509 - Posted: 04.19.2017

By Simon Makin When the now-famous neurological patient Henry Molaison had his brain’s hippocampus surgically sectioned to treat seizures in 1953, science’s understanding of memory inadvertently received perhaps its biggest boost ever. Molaison lost the ability to form new memories of events, and his recollection of anything that had happened during the preceding year was severely impaired. Other types of memory such as learning physical skills were unaffected, suggesting the hippocampus specifically handles the recall of events—known as “episodic” memories. Further research on other patients with hippocampal damage confirmed recent memories are more impaired than distant ones. It appears the hippocampus provides temporary storage for new information whereas other areas may handle long-term memory. Events that we are later able to remember appear to be channeled for more permanent storage in the cortex (the outer layers of the brain responsible for higher functions such as planning and problem-solving). In the cortex these memories form gradually, becoming integrated with related information to build lasting knowledge about ourselves and the world. Episodic memories that are intended for long-term storage accumulate to form the “autobiographical” memory that is so essential for our sense of identity. Neuroscientists know a lot about how short-term memories are formed in the brain but the processes underlying long-term storage are still not well understood. © 2017 Scientific American,

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23485 - Posted: 04.13.2017

Ed Yong 12:00 PM ET Science Octopuses have three hearts, parrot-like beaks, venomous bites, and eight semi-autonomous arms that can taste the world. They squirt ink, contort through the tiniest of spaces, and melt into the world by changing both color and texture. They are incredibly intelligent, capable of wielding tools, solving problems, and sabotaging equipment. As Sy Montgomery once wrote, “no sci-fi alien is so startlingly strange” as an octopus. But their disarming otherness doesn’t end with their bodies. Their genes are also really weird. A team of scientists led by Joshua Rosenthal at the Marine Biological Laboratory and Eli Eisenberg at Tel Aviv University have shown that octopuses and their relatives—the cephalopods—practice a type of genetic alteration called RNA editing that’s very rare in the rest of the animal kingdom. They use it to fine-tune the information encoded by their genes without altering the genes themselves. And they do so extensively, to a far greater degree than any other animal group. “They presented this work at a recent conference, and it was a big surprise to everyone,” says Kazuka Nishikura from the Wistar Institute. “I study RNA editing in mice and humans, where it’s very restricted. The situation is very different here. I wonder if it has to do with their extremely developed brains.” It certainly seems that way. Rosenthal and Eisenberg found that RNA editing is especially rife in the neurons of cephalopods. They use it to re-code genes that are important for their nervous systems—the genes that, as Rosenthal says, “make a nerve cell a nerve cell.” And only the intelligent coleoid cephalopods—octopuses, squid, and cuttlefish—do so. The relatively dumber nautiluses do not. “Humans don’t have this. Monkeys don’t. Nothing has this except the coleoids,” says Rosenthal.

Related chapters from BN8e: Chapter 17: Learning and Memory; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 23463 - Posted: 04.07.2017

By James Gallagher Health and science reporter, What really happens when we make and store memories has been unravelled in a discovery that surprised even the scientists who made it. The US and Japanese team found that the brain "doubles up" by simultaneously making two memories of events. One is for the here-and-now and the other for a lifetime, they found. It had been thought that all memories start as a short-term memory and are then slowly converted into a long-term one. Experts said the findings were surprising, but also beautiful and convincing. 'Significant advance' Two parts of the brain are heavily involved in remembering our personal experiences. The hippocampus is the place for short-term memories while the cortex is home to long-term memories. This idea became famous after the case of Henry Molaison in the 1950s. His hippocampus was damaged during epilepsy surgery and he was no longer able to make new memories, but his ones from before the operation were still there. So the prevailing idea was that memories are formed in the hippocampus and then moved to the cortex where they are "banked". The team at the Riken-MIT Center for Neural Circuit Genetics have done something mind-bogglingly advanced to show this is not the case. The experiments had to be performed on mice, but are thought to apply to human brains too. They involved watching specific memories form as a cluster of connected brain cells in reaction to a shock. Researchers then used light beamed into the brain to control the activity of individual neurons - they could literally switch memories on or off. The results, published in the journal Science, showed that memories were formed simultaneously in the hippocampus and the cortex. Prof Susumu Tonegawa, the director of the research centre, said: "This was surprising." He told the BBC News website: "This is contrary to the popular hypothesis that has been held for decades. Copyright © 2017

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23460 - Posted: 04.07.2017

By CHRISTOPHER MELE You were sure you left the keys right there on the counter, and now they are nowhere to be found. Where could they be? Misplacing objects is an everyday occurrence, but finding them can be like going on a treasure hunt without a map. Here are some recommendations from experts to help you recover what is lost. (Consider printing this out and putting it someplace you can easily find it.) Stay calm and search on One of the biggest mistakes people make is becoming panicked or angry, which leads to frantic, unfocused searching, said Michael Solomon, who wrote the book “How to Find Lost Objects.” One of the axioms of his book is: “There are no missing objects. Only unsystematic searchers.” Look for the item where it’s supposed to be. Sometimes objects undergo “domestic drift” in which they were left wherever they were last used, Mr. Solomon said. “Objects are apt to wander,” he wrote in his book. “I have found, though, that they tend to travel no more than 18 inches from their original location.” Be disciplined in your search A common trap is forgetting where you have already searched, Corbin A. Cunningham, a Ph.D. student at the Department of Psychological and Brain Sciences at Johns Hopkins University, said in an email. “Go from one room to another, and only move on if you think you have searched everywhere in that room,” he wrote. Once you have thoroughly searched an area and ruled it out, don’t waste time returning to it. © 2017 The New York Times Company

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23440 - Posted: 04.03.2017

By C. CLAIBORNE RAY Q. When four of us shared memories of our very young lives, not one of us could recall events before the age of 4 or possibly 3. Is this common? A. Yes. For adults, remembering events only after age 3½ or 4 is typical, studies have found. The phenomenon was named childhood amnesia by Freud and identified late in the 19th century by the pioneering French researcher Victor Henri and his wife, Catherine. The Henris published a questionnaire on early memories in 1895, and the results from 123 people were published in 1897. Most of the participants’ earliest memories came from when they were 2 to 4 years old; the average was age 3. Very few participants recalled events from the first year of life. Many subsequent studies found similar results. Several theories have been offered to explain the timing of laying down permanent memories. One widely studied idea relates the formation of children’s earliest memories to when they start talking about past events with their mothers, suggesting a link between memories and the age of language acquisition. More recent studies, in 2010 and 2014, found discrepancies in the accuracy of young children’s estimates of when things had occurred in their lives. Another 2014 study found a progressive loss of recall as a child ages, with 5-, 6- and 7-year-olds remembering 60 percent or more of some early-life events that were discussed at age 3, while 8- and 9-year-olds remembered only 40 percent of these events. © 2017 The New York Times Company

Related chapters from BN8e: Chapter 17: Learning and Memory; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 13: Memory, Learning, and Development
Link ID: 23412 - Posted: 03.28.2017

By Jason G. Goldman In the summer of 2015 University of Oxford zoologists Antone Martinho III and Alex Kacelnik began quite the cute experiment—one involving ducklings and blindfolds. They wanted to see how the baby birds imprinted on their mothers depending on which eye was available. Why? Because birds lack a part of the brain humans take for granted. Suspended between the left and right hemispheres of our brains sits the corpus callosum, a thick bundle of nerves. It acts as an information bridge, allowing the left and right sides to rapidly communicate and act as a coherent whole. Although the hemispheres of a bird's brain are not entirely separated, the animals do not enjoy the benefits of this pathway. This quirk of avian neuroanatomy sets up a natural experiment. “I was in St. James's Park in London, and I saw some ducklings with their parents in the lake,” Martinho says. “It occurred to me that we could look at the instantaneous transfer of information through imprinting.” The researchers covered one eye of each of 64 ducklings and then presented a fake red or blue adult duck. This colored duck became “Mom,” and the ducklings followed it around. But when some of the ducklings' blindfolds were swapped so they could see out of only the other eye, they did not seem to recognize their “parent” anymore. Instead the ducklings in this situation showed equal affinity for both the red and blue ducks. It took three hours before any preferences began to emerge. Meanwhile ducklings with eyes that were each imprinted to a different duck did not show any parental preferences when allowed to use both eyes at once. The study was recently published in the journal Animal Behaviour. © 2017 Scientific American

Related chapters from BN8e: Chapter 17: Learning and Memory; Chapter 10: Vision: From Eye to Brain
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 7: Vision: From Eye to Brain
Link ID: 23401 - Posted: 03.24.2017

By David Wiegand I just did something great for my brain and you can do the same, when the documentary “My Love Affair With the Brain: The Life and Science of Dr. Marian Diamond” airs on KQED on Wednesday, March 22. According to the UC Berkeley professor emerita, the five things that contribute to the continued development of the brain at any age are: diet, exercise, newness, challenge and love. You can check off three of those elements for the day by watching the film by Catherine Ryan and Gary Weimberg. No matter how smart you are, even about anatomy and neuroscience, you will find newness in the information about the miraculous human brain, how it works, and how it keeps on working no matter how old you are. That’s one of the fundamentals of modern neuroscience, of which Diamond is one of the founders. You will also be challenged to consider your own brain, to consider how Diamond’s favorite expression — “use it or lose it” — applies to your brain and your life. You will be challenged to consider what Diamond means when she says brain plasticity (its ability to keep developing by forming new connections between its cells) makes us “the masters of our own minds. We literally create our own masterpiece.” Before Diamond and her colleagues proved otherwise, the prevailing thought was that brains developed according to a genetically determined pattern, hit a high point and then essentially began to deteriorate. Bushwa: A brain can grow — i.e., learn — at any age, and you can teach an old dog new tricks. © 2017 Hearst Corporation

Related chapters from BN8e: Chapter 1: Biological Psychology: Scope and Outlook; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 1: An Introduction to Brain and Behavior; Chapter 13: Memory, Learning, and Development
Link ID: 23392 - Posted: 03.23.2017

By Mo Costandi This map of London shows how many other streets are connected to each street, with blue representing simple streets with few connecting streets and red representing complex streets with many connecting streets. Credit: Joao Pinelo Silva The brain contains a built-in GPS that relies on memories of past navigation experiences to simulate future ones. But how does it represent new environments in order to determine how to navigate them successfully? And what happens in the brain when we enter a new space, or use satellite navigation (SatNav) technology to help us find our way around? Research published Tuesday in Nature Communications reveals two distinct brain regions that cooperate to simulate the topology of one’s environment and plan future paths through it when one is actively navigating. In addition, the research suggests both regions become inactive when people follow SatNav instructions instead of using their spatial memories. In a previous study researchers at University College London took participants on a guided tour through the streets of London’s Soho district and then used functional magnetic resonance imaging (fMRI) to scan their brains as they watched 10 different simulations of navigating those streets. Some of the movies required them to decide at intersections which way would be the shortest path to a predetermined destination; others came with instructions about which way to go at each junction. © 2017 Scientific American,

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23391 - Posted: 03.22.2017

Ian Sample Science editor Researchers have overcome one of the major stumbling blocks in artificial intelligence with a program that can learn one task after another using skills it acquires on the way. Developed by Google’s AI company, DeepMind, the program has taken on a range of different tasks and performed almost as well as a human. Crucially, and uniquely, the AI does not forget how it solved past problems, and uses the knowledge to tackle new ones. The AI is not capable of the general intelligence that humans draw on when they are faced with new challenges; its use of past lessons is more limited. But the work shows a way around a problem that had to be solved if researchers are ever to build so-called artificial general intelligence (AGI) machines that match human intelligence. “If we’re going to have computer programs that are more intelligent and more useful, then they will have to have this ability to learn sequentially,” said James Kirkpatrick at DeepMind. The ability to remember old skills and apply them to new tasks comes naturally to humans. A regular rollerblader might find ice skating a breeze because one skill helps the other. But recreating this ability in computers has proved a huge challenge for AI researchers. AI programs are typically one trick ponies that excel at one task, and one task only.

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23360 - Posted: 03.15.2017

There is widespread interest among teachers in the use of neuroscientific research findings in educational practice. However, there are also misconceptions and myths that are supposedly based on sound neuroscience that are prevalent in our schools. We wish to draw attention to this problem by focusing on an educational practice supposedly based on neuroscience that lacks sufficient evidence and so we believe should not be promoted or supported. Generally known as “learning styles”, it is the belief that individuals can benefit from receiving information in their preferred format, based on a self-report questionnaire. This belief has much intuitive appeal because individuals are better at some things than others and ultimately there may be a brain basis for these differences. Learning styles promises to optimise education by tailoring materials to match the individual’s preferred mode of sensory information processing. There are, however, a number of problems with the learning styles approach. First, there is no coherent framework of preferred learning styles. Usually, individuals are categorised into one of three preferred styles of auditory, visual or kinesthetic learners based on self-reports. One study found that there were more than 70 different models of learning styles including among others, “left v right brain,” “holistic v serialists,” “verbalisers v visualisers” and so on. The second problem is that categorising individuals can lead to the assumption of fixed or rigid learning style, which can impair motivation to apply oneself or adapt. Finally, and most damning, is that there have been systematic studies of the effectiveness of learning styles that have consistently found either no evidence or very weak evidence to support the hypothesis that matching or “meshing” material in the appropriate format to an individual’s learning style is selectively more effective for educational attainment. Students will improve if they think about how they learn but not because material is matched to their supposed learning style.

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23352 - Posted: 03.14.2017

Mo Costandi To many of us, having to memorize a long list of items feels like a chore. But for others, it is more like a sport. Every year, hundreds of these ‘memory athletes’ compete with one another in the World Memory Championships, memorising hundreds of words, numbers, or other pieces of information within minutes. The current world champion is Alex Mullen, who beat his competitors by memorizing a string of more than 550 digits in under 5 minutes. You may think that such prodigious mental feats are linked to having an unusual brain, or to being extraordinarily clever. But they are not. New research published in the journal Neuron shows that you, too, can be a super memorizer with just six weeks of intensive mnemonic training, and also reveals the long-lasting changes to brain structure and function that occur as a result of such training. The Homer Simpson effect: forgetting to remember Read more Martin Dresler of Radboud University in the Netherlands and his colleagues recruited 23 memory athletes, all of whom are currently in the top 50 of the memory sports world rankings, and a group of control participants, who had no previous experience of memory training, and who were carefully selected to match the group of champions in age, sex, and IQ. © 2017 Guardian News and Media Limited

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23333 - Posted: 03.09.2017

Laura Spinney The misinformation was swiftly corrected, but some historical myths have proved difficult to erase. Since at least 2010, for example, an online community has shared the apparently unshakeable recollection of Nelson Mandela dying in prison in the 1980s, despite the fact that he lived until 2013, leaving prison in 1990 and going on to serve as South Africa's first black president. Memory is notoriously fallible, but some experts worry that a new phenomenon is emerging. “Memories are shared among groups in novel ways through sites such as Facebook and Instagram, blurring the line between individual and collective memories,” says psychologist Daniel Schacter, who studies memory at Harvard University in Cambridge, Massachusetts. “The development of Internet-based misinformation, such as recently well-publicized fake news sites, has the potential to distort individual and collective memories in disturbing ways.” Collective memories form the basis of history, and people's understanding of history shapes how they think about the future. The fictitious terrorist attacks, for example, were cited to justify a travel ban on the citizens of seven “countries of concern”. Although history has frequently been interpreted for political ends, psychologists are now investigating the fundamental processes by which collective memories form, to understand what makes them vulnerable to distortion. They show that social networks powerfully shape memory, and that people need little prompting to conform to a majority recollection — even if it is wrong. Not all the findings are gloomy, however. Research is pointing to ways of dislodging false memories or preventing them from forming in the first place. © 2017 Macmillan Publishers Limited,

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23324 - Posted: 03.07.2017

By Victoria Sayo Turner When you want to learn something new, you practice. Once you get the hang of it, you can hopefully do what you learned—whether it’s parallel parking or standing backflips—on the next day, and the next. If not, you fall back to stage one and practice some more. But your brain may have a shortcut that helps you lock in learning. Instead of practicing until you’re decent at something and then taking a siesta, practicing just a little longer could be the fast track to solidifying a skill. “Overlearning” is the process of rehearsing a skill even after you no longer improve. Even though you seem to have already learned the skill, you continue to practice at that same level of difficulty. A recent study suggests that this extra practice could be a handy way to lock in your hard-earned skills. In the experiment, participants were asked to look at a screen and say when they saw a stripe pattern. Then two images were flashed one after the other. The images were noisy, like static on an old TV, and only one contained a hard-to-see stripe pattern. It took about twenty minutes of practice for people to usually recognize the image with stripes in it. The participants then continued to practice for another twenty minutes for the overlearning portion. Next, the participants took a break before spending another twenty minutes learning a similar “competitor” task where the stripes were oriented at a new angle. Under normal circumstances, this second task would compete with the first and actually overwrite that skill, meaning people should now be able to detect the second pattern but no longer see the first. The researchers wanted to see if overlearning could prevent the first skill from disappearing. © 2017 Scientific American

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23293 - Posted: 03.01.2017

Rae Ellen Bichell Initially, Clint Perry wanted to make a vending machine for bumblebees. He wanted to understand how they solve problems. Perry, a cognitive biologist at Queen Mary University of London, is interested in testing the limits of animal intelligence. "I want to know: How does the brain do stuff? How does it make decisions? How does it keep memory?" says Perry. And how big does a brain need to be in order to do all of those things? He decided to test this on bumblebees by presenting the insects with a puzzle that they'd likely never encounter in the wild. He didn't end up building that vending machine, but he did put bees through a similar scenario. Perry and his colleagues wrote Thursday in the journal Science that, despite bees' miniature brains, they can solve new problems quickly just by observing a demonstration. This suggests that bees, which are important crop pollinators, could in time adapt to new food sources if their environment changed. As we have reported on The Salt before, bee populations around the world have declined in recent years. Scientists think a changing environment is at least partly responsible. Perry and colleagues built a platform with a porous ball sitting at the center of it. If a bee went up to the ball, it would find that it could access a reward, sugar water. One by one, bumblebees walked onto the platform, explored a bit, and then slurped up the sugar water in the middle. "Essentially, the first experiment was: Can bees learn to roll a ball?" says Perry. © 2017 npr

Related chapters from BN8e: Chapter 17: Learning and Memory; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23278 - Posted: 02.24.2017

by Linda Rodriguez McRobbie If you ask Jill Price to remember any day of her life, she can come up with an answer in a heartbeat. What was she doing on 29 August 1980? “It was a Friday, I went to Palm Springs with my friends, twins, Nina and Michelle, and their family for Labour Day weekend,” she says. “And before we went to Palm Springs, we went to get them bikini waxes. They were screaming through the whole thing.” Price was 14 years and eight months old. What about the third time she drove a car? “The third time I drove a car was January 10 1981. Saturday. Teen Auto. That’s where we used to get our driving lessons from.” She was 15 years and two weeks old. The first time she heard the Rick Springfield song Jessie’s Girl? “March 7 1981.” She was driving in a car with her mother, who was yelling at her. She was 16 years and two months old. Price was born on 30 December 1965 in New York City. Her first clear memories start from around the age of 18 months. Back then, she lived with her parents in an apartment across the street from Roosevelt Hospital in Midtown Manhattan. She remembers the screaming ambulances and traffic, how she used to love climbing on the living room couch and staring out of the window down 9th Avenue. When she was five years and three months old, her family – her father, a talent agent with William Morris who counted Ray Charles among his clients; her mother, a former variety show dancer, and her baby brother – moved to South Orange, New Jersey. They lived in a three-storey, red brick colonial house with a big backyard and huge trees, the kind of place people left the city for. Jill loved it.

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23201 - Posted: 02.08.2017

Diana Steele Generations of gurus have exhorted, “Live in the moment!” For Lonni Sue Johnson, that’s all she can do. In 2007, viral encephalitis destroyed Johnson’s hippocampus. Without that crucial brain structure, Johnson lost most of her memories of the past and can’t form new ones. She literally lives in the present. In The Perpetual Now, science journalist Michael Lemonick describes Johnson’s world and tells the story of her life before her illness, in which she was an illustrator (she produced many New Yorker covers), private pilot and accomplished amateur violist. Johnson can’t remember biographical details of her own life, recall anything about history or remember anything new. But remarkably, she can converse expertly about making art and she creates elaborately illustrated word-search puzzles. She still plays viola with expertise and expression and, though she will never remember that she has seen it before, she can even learn new music. Neuroscientists are curious about Johnson’s brain in part because her education and expertise before her illness contrast sharply with that of the most famous amnesiac known to science, Henry Molaison. Lemonick interweaves the story of “Patient H.M.,” as he was known, with Johnson’s biography. Molaison had experienced seizures since childhood and held menial jobs until surgery in his 20s destroyed his hippo-campus. At the time, in the 1950s, Molaison’s subsequent amnesia came as a surprise, prompting a 50-year study of his brain that provided a fundamental understanding of the central role of the hippocampus in forming conscious memories. © Society for Science & the Public 2000 - 2016.

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23189 - Posted: 02.06.2017

Homa Khaleeli The old saying, “If at first you don’t succeed: try, try again”, might need rewriting. Because, according to new research, even if you do succeed, you should still try, try again. “Overlearning”, scientists say, could be the key to remembering what you have learned. In a study of 183 volunteers, participants were asked to spot the orientation of a pattern in an image. It is a task that took eight 20-minute rounds of training to master. Some volunteers, however, were asked to carry on for a further 16 20-minute blocks to “overlearn” before being moved on to another task. When tested the next day, they had retained the ability better than those who had mastered it and then stopped learning. Primary school encourages pupils to wear slippers in class Read more The lead author of the paper, Takeo Watanabe, a professor of cognitive linguistic and psychological sciences, pointed out that: “If you do overlearning, you may be able to increase the chance that what you learn will not be gone.” But what other tricks can help us learn better? According to researchers at Bournemouth University, children who don’t wear shoes in the classroom not only learn, but behave better. Pupils feel more relaxed when they can kick their shoes off at the door says lead researcher Stephen Heppell, which means they are more engaged in lessons. © 2017 Guardian News and Media Limited

Related chapters from BN8e: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory, Learning, and Development
Link ID: 23173 - Posted: 02.01.2017

By SHERI FINK, STEVE EDER and MATTHEW GOLDSTEIN A group of brain performance centers backed by Betsy DeVos, the nominee for education secretary, promotes results that are nothing short of stunning: improvements reported by 91 percent of patients with depression, 90 percent with attention deficit disorder, 90 percent with anxiety. The treatment offered by Neurocore, a business in which Ms. DeVos and her husband, Dick, are the chief investors, consists of showing movies to patients and interrupting them when the viewers become distracted, in an effort to retrain their brains. With eight centers in Michigan and Florida and plans to expand, Neurocore says it has assessed about 10,000 people for health problems that often require medication. “Is it time for a mind makeover?” the company asks in its advertising. “All it takes is science.” But a review of Neurocore’s claims and interviews with medical experts suggest its conclusions are unproven and its methods questionable. Neurocore has not published its results in peer-reviewed medical literature. Its techniques — including mapping brain waves to diagnose problems and using neurofeedback, a form of biofeedback, to treat them — are not considered standards of care for the majority of the disorders it treats, including autism. Social workers, not doctors, perform assessments, and low-paid technicians with little training apply the methods to patients, including children with complex problems. In interviews, nearly a dozen child psychiatrists and psychologists with expertise in autism and attention deficit hyperactivity disorder, or A.D.H.D., expressed caution regarding some of Neurocore’s assertions, advertising and methods. “This causes real harm to children because it diverts attention, hope and resources,” said Dr. Matthew Siegel, a child psychiatrist at Maine Behavioral Healthcare and associate professor at Tufts School of Medicine, who co-wrote autism practice standards for the American Academy of Child and Adolescent Psychiatry. “If there were something out there that was uniquely powerful and wonderful, we’d all be using it.” © 2017 The New York Times Company

Related chapters from BN8e: Chapter 17: Learning and Memory; 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: 23171 - Posted: 01.31.2017

By Anil Ananthaswamy People with post-traumatic stress disorder often get flashbacks that can be triggered by an innocuous smell or sound. Now a study that linked unrelated memories and separated them again, suggests that one day we may be able to decouple memories and prevent flashbacks in people with PTSD. Individual memories are stored in groups of neurons – an idea first proposed by psychologist Donald Hebb in 1949. Only now are we developing sophisticated techniques for examining these ensembles of neurons. To see whether two independent memories can become linked, Kaoru Inokuchi at the University of Toyama in Japan, and colleagues used a standard method for creating memories in mice. When mice are exposed to pain, they can learn to link this with associated stimuli, a taste, for example. The team trained mice to form two separate fear memories. First, the mice learned to avoid the sugary taste of saccharine. Whenever they licked a bottle filled with saccharine solution, they were injected with lithium chloride, which induces nausea. Disconnecting memories A few days later, the same mice were taught to associate a tone with a mild electric shock. This caused the mice to freeze whenever they heard it, even if it wasn’t followed with a shock. They remembered the tone as a traumatic experience. © Copyright Reed Business Information Ltd.

Related chapters from BN8e: Chapter 17: Learning and Memory; Chapter 16: Psychopathology: Biological Basis of Behavior Disorders
Related chapters from MM:Chapter 13: Memory, Learning, and Development; Chapter 12: Psychopathology: The Biology of Behavioral Disorders
Link ID: 23156 - Posted: 01.27.2017