A personal journey into the world of the brain: Shaping the Mind

Size: px

Start display at page:

Download "A personal journey into the world of the brain: Shaping the Mind"

Randall Edwards
6 years ago
Views:

1 A personal journey into the world of the brain: Shaping the Mind The Woman Who Changed Her Brain Barbara Arrowsmith-Young

2 Illustration courtesy of John H. Morrison, Mt. Sinai School of Medicine. (Credit: Image courtesy of Yale University)

5 Neuroplasticity The brain's ability to change both its physical structure and its functional organization, to form new neural connections throughout life

6 The Pre-Neuroplastic Paradigm Brain s anatomy is fixed and unchangeable Brain is hard-wired Brain function can not be altered if damaged or limited

7 Foundational Concepts Alexander Luria: Identification of Function Mark Rosenzweig: Stimulation of Function

8 Neuroplasticity The work of Professor Mark R. Rosenzweig University of California, Berkley Stimulated (Enriched) rats improved performance on mazes (better learners) increased levels of neurotransmitters more glia cells enlarged capillaries (better blood supply) more dendrite branching (more synaptic connections) No Special Stimulation Toys for Stimulation (Enriched)

9 Unique Cognitive Profile Every individual has a unique learning profile due to his or her combination of cognitive strengths and deficits Cognitive deficits combine to create various academic and social learning problems Arrowsmith works with 19 cognitive areas Students receive a specific program of cognitive exercises to meet their learning needs the Arrowsmith Cognitive Profile Questionnaire is available on

10 Brain is a Functional System Brain Activity while Reading Out Loud (Lassen et. al. 1978) Example of a Functional system (neural network) as postulated by A. R. Luria

11 Neuromyth Fact We only use 10% of our brain - We use all parts of our brain in different functional combinations over the course of the day - If there is a problem in any area it will impact our functioning

12 Object Recognition Strength Weakness landmarks visual imagery can t find things* miss details *Refrigerator dysfunction

13 Face Recognition Strength Photographic memory for faces Notices if detail has changed: hair, weight; sees resemblances Weakness Unable to recognize face out of context Misses details; can t pick person out of a crowd

Symbol Recognition Strength Weakness Photographic memory for text Easily learns visual symbol patterns: math formulae; chemical equations; spelling

14 Symbol Recognition Strength Weakness Photographic memory for text Easily learns visual symbol patterns: math formulae; chemical equations; spelling Poor word recognition; misreads; reading speed slow Poor speller; difficulty learning visual symbol patterns Brain s Letterbox or Visual Word Form Area

16 Effects of the Arrowsmith Program on Academic Performance Pre-Post Mean Differences on WJ-III Achievement Variables Reading Cluster Subtest Mean (SS) Letter Word Pre Identification Post Reading Pre Fluency Post Passage Pre Comprehension Post Word Pre Attack Post Mathematics Writing Receptive Language Calculation Math Fluency Quantitative Concepts Spellings Writing Fluency Writing Samples Understanding Directions Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post t P 5.57 < < < < < < < < < < <.001 N=15 students Mean Age = 9.3; SD = 1.36 Effects of the Arrowsmith Program on Academic Performance: A Pilot Study Hanna A. Kubas, Jessica A. Carmichael, Kim R. Fitzer, James B. Hale, Brain Gain Lab, University of Calgary Canadian Psychological Convention, Vancouver June 2014 Significant Improvements in Broad Reading Mathematics Writing Receptive Language Strengthening cognitive/ neuropsychological functions presumed to underlie academic achievement deficits improves reading, mathematics, and writing by targeting the cause (i.e., cognitive deficit) rather than the symptoms (i.e., achievement deficit).

18 Effects of the Arrowsmith Program on Cognition Pre-Post Mean Differences on WJ-III Cognitive Variables CHC Factors Subtests Mean (SS) t P Auditory Processing Fluid Reasoning Processing Speed Short-Term Memory Phonemic Awareness Working Memory Sound Blending Concept Formation Visual Matching Decision Speed Numbers Reversed Memory for Words Incomplete Words Auditory Working Memory N=15 students Mean Age = 9.3; SD = 1.36 Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post < < < < < < < <.001 Significant Improvements in Auditory Processing Fluid Reasoning Processing Speed Short-Term Memory Phonemic Awareness Working Memory Children showed significant improvement across cognitive domains A Brain-Based Intervention Program That Changes Cognition: Implications for Academic Achievement. Kim R. Fitzer, Hanna A. Kubas., Jessica A. Carmichael, James B. Hale, Brain Gain Lab, University of Calgary; Howard Eaton, Eaton Educational Group American Psychological Convention, Washington, D.C. August 2014

19 UBC Dr. Boyd Brain Behaviour Lab Imaging Research SIU Dr. Rose -Center for Integrated Research in Cognitive & Neural Science

20 Some Additional Areas Auditory Memory Number Sense/Quantity Blindness Motor Plans necessary for writing Non-verbal Thinking

23 Strength Skilled at reading subtle nuances in social cues Good at social navigation planning, anticipating outcomes, modifying plan midcourse based on feedback to realign with desired goal or change goal as situation requires Good negotiator Surveys widely before acting; considers all relevant information before planning a course of action Weakness Socially awkward, misreads social cues, misapplies social rules can not appropriately generalize Poor at social navigation trouble planning a course of action, can not anticipate outcomes, can not read changing cues in interaction and so can not use these cues to modify behaviour; does not learn from one s social errors so can not self-correct Premature Closure/Leaps Before Looking: Takes an action before actively surveying all the relevant information

24 Cognitive Mismatch Occurs when the demand of a task is not compatible with the person s cognitive profile of strengths and weaknesses.

25 Harnessing Neuroplasticity Reduce Negative Factors Increase Positive Factors Chronic Stress Prolonged Anxiety Chronic Pain Sleep Deprivation Active Sustained Engagement Effortful Processing Novelty & Complexity Reward/Performance Feedback Exercise various factors can contribute to loss of synapses, shrinkage or retraction of dendrites (de-branching), and pruning of axons, thereby reducing communication in those areas (Kays et al., 2012)

26 Brain Health and Stress Stress chemicals impact cognitive functioning both in the short and long term: Short term - impacts concentration, thinking, processing, retaining and retrieving information Long term - chronic stress, prolonged anxiety, depression lead to negative brain changes which impact cognitive functioning. various factors can contribute to loss of synapses, shrinkage or retraction of dendrites (de-branching), and pruning of axons, thereby reducing communication in those areas (Kays et al., 2012, p. 119).

27 meditating (mindfulness-based stress reduction) 30 minutes a day for 8 weeks Demonstrated Meditation and the Brain increased gray-matter density in the hippocampus, known to be important for learning and memory increased gray-matter density in structures associated with self-awareness, compassion, emotion regulation, and introspection (regions associated with mental health) Conclusion: increases represent changes in brain structure that support improved mental functioning. Mediators do not experience cortical thinning in the brain associated with aging B.K. Hölzel et al., Psychiatry Research: Neuroimaging (2011) Harvard Medical School

Sleep and Learning Brain activity (awake): when learning a task while awake Brain activity (REM sleep): consolidation of learning during REM sleep Brain activation during sleep helps with the

28 Sleep and Learning Brain activity (awake): when learning a task while awake Brain activity (REM sleep): consolidation of learning during REM sleep Brain activation during sleep helps with the consolidation of what we have learnt while awake. The sleeping brain (bottom) reproduces similar neural activity to that recorded during wakefulness earlier in the day. Sleep is essential for the brain to learn effectively. Maquet et al. (2000) Nature Neuroscience

30 Choosing the Right Physical Exercise What: If it is good for your heart, it is great for your brain (e.g., Aerobic exercise such as running, power walking, swimming, cycling) Amount: 20 minutes of Aerobic exercise a day on a regular basis improves brain function and also acts as a "first aid kit" to damaged brain cells When: Exercising in the morning before going to work spikes brain activity and prepares you for the mental stresses of the day and also increases the retention of new information and promotes a better reaction to complex situations Hitting a wall or mentally exhausted? Doing a few jumping jacks might reboot your brain

31 Plasticity over the Lifespan Neurogenesis (the birth of new neurons) continues in at least one part of the brain in adulthood. This is in the hippocampus, an area with an important role in learning and memory. Structural and functional brain changes have been found as a result of stimulation/experience into old age. The brain s continuing plasticity suggests that it is well designed for lifelong learning and adaptation to new situations and experiences.

32 Sustained Brain Health To ensure the change in functioning is sustained in a positive direction and not just practice effect or short-term temporary wiring change we need to: Keep our brain actively engaged over our lifespan Integrate and use the cognitive gains resulting from mental training Reduce factors that lead to negative neuroplastic change Increase factors that lead to positive neuroplastic change This is Hebb s principle neurons that fire together wire together and the more they fire together, the stronger the connections If a network supporting a brain function is repeatedly stimulated through practice and training, it will become stronger, contributing to the optimization of that brain function (Fernandez, SharpBrains Guide to Brain Fitness2013)

34 Resources Arrowsmith Program Strengthening Learning Capacities Greater Good: The Science of a Meaningful Life Sharp Brains Mind & Its Potential Rick Hanson Newsletter

35 Resources To obtain further information about the Arrowsmith Program at Guelph Community Christian School, please contact: Mike Vanderboor, Principal Guelph Community Christian School 195 College Ave W Guelph, ON N1G 1S6 Telephone: (519) Facsimile: (519) info@guelphccs.ca website: Guelph Community Christian School is now offering both a Full Time and Part Time Arrowsmith Program.

36 Resources To Try the Arrowsmith Program Cognitive Profile Questionnaire: To Attend an Arrowsmith Program Professional Information Session or Webinar: To order The Woman Who Changed Her Brain: To watch Barbara Arrowsmith-Young s TEDx Talk The Woman Who Changed Her Brain ;

COGNITIVE ENHANCEMENT:

COGNITIVE ENHANCEMENT: Keeping Our Brains Fit and Healthy Debbie Gilmore Executive Director, Arrowsmith Program Established in Toronto, 1978 In over 100 public and private schools throughout Canada, USA,