The beautiful mind interviewed

Thanks to Mind Hacks for this post about John Nash.

http://www.mindhacks.com/blog/2009/12/john_nash_a_beautif.html

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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iPost: Encephalon brain blog carnival # 79

http://www.mindhacks.com/blog/2009/12/encephalon_79_ends_t.html

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More research on cerebellum and mental timing

Tadashi Yamazaki1, 3 and Shigeru Tanaka2  (1)  Laboratory for Motor Learning Control, RIKEN Brain Science Institute, 2-1 Hirosawa, Wako Saitama, 351-0198, Japan (2)  Laboratory for Visual Neurocomputing, RIKEN Brain Science Institute, 2-1 Hirosawa, Wako Saitama, 351-0198, Japan (3)  Present address: Strategic Planning Unit, RIKEN BSI-TOYOTA Collaboration Center, RIKEN Brain Science Institute, 2-1 Hirosawa, Wako Saitama,351-0198, Japan Received: 30 June 2008  Accepted:7 May 2009  Published online: 5 June 2009 Abstract  A long-standing question in neuroscience is how the brain controls movement that requires precisely timed muscle activations. Studies using Pavlovian delay eyeblink conditioning provide good insight into this question. In delay eyeblink conditioning, which is believed to involve the cerebellum, a subject learns an interstimulus interval (ISI) between the onsets of a conditioned stimulus (CS) such as a tone and an unconditioned stimulus such as an airpuff to the eye. After a conditioning phase, the subject's eyes automatically close or blink when the ISI time has passed after CS onset. This timing information is thought to be represented in some way in the cerebellum. Several computational models of the cerebellum have been proposed to explain the mechanisms of time representation, and they commonly point to the granular layer network. This article will review these computational models and discuss the possible computational power of the cerebellum. Keywords  Cerebellum - Time - Delay eyeblink conditioning - Neural network models - Recurrent network - Granular layer Shigeru Tanaka Email: shigeru@riken.jp

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Strengthen memories as you sleep

From. BPS blog

http://bps-research-digest.blogspot.com/2009/12/scientists-find-way-to-strengthen.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+BpsResearchDigest+%28BPS+Research+Digest%29&utm_content=Bloglines

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Research byte: Ga (auditory sound processing) and cognitive development: Auditory scaffolding hypothosis

I ran across this very interest article in one of my favorite journals for short and concise up-to-date summaries of contemporary cognitive research.  Given the apparent role of temporal and serial processing in mental timing behavior (IQ Brain Clock), it reinforces the notion that auditory processing (Ga) is a primary and important cognitive mechanism for intellectual and cognitive growth.....according to these authors, vis-a-vis providing a bootstrap or scaffolding mechanism for the development of critical cognitive functions.

Conway,C.  Pisoni, D., & Kronenberger, W. (2009). The Importance of Sound for Cognitive Sequencing Abilities: The Auditory Scaffolding Hypothesis.  Current Directions in Psychological Science, 18(5), 275-179 (click here to view) 

ABSTRACT

Sound is inherently a temporal and sequential signal. Experience with sound therefore may help bootstrap— that is, provide a kind of ‘‘scaffolding’’ for—the development of general cognitive abilities related to representing temporal or sequential patterns. Accordingly, the absence of sound early in development may result in disturbances to these sequencing skills. In support of this hypothesis, we present two types of findings. First, normalhearing adults do best on sequencing tasks when the sense of hearing, rather than sight, can be used. Second, recent findings suggest that deaf children have disturbances on exactly these same kinds of tasks that involve learning and manipulation of serial-order information. We suggest that sound provides an ‘‘auditory scaffolding’’ for time and serial-order behavior, possibly mediated through neural connections between the temporal and frontal lobes of the brain. Under conditions of auditory deprivation, auditory scaffolding is absent, resulting in neural reorganization and a disturbance to cognitive sequencing abilities.

Technorati Tags: psychology, language, Ga, auditory processing, temporal processing, serial processing, brain clock, mental timing, IQ brain clock, school psychology, educational psychology, cognitive abilities, intelligence, IQ, auditory scaffolding hypothesis, neuroscience, neuropsychology

iBlogging mobile post: Aging training and the brain lit review

Cindy Lustig1 , Priti Shah2, Rachael Seidler3 and Patricia A. Reuter-Lorenz1 (1)  Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI 48109-1043, USA (2)  Departments of Psychology and Combined Program in Education and Psychology, University of Michigan, Ann Arbor, USA (3)  Department of Psychology and School of Kinesiology, University of Michigan, Ann Arbor, USA Received: 12 June 2009  Accepted:12 October 2009  Published online: 30 October 2009 Abstract  As the population ages, the need for effective methods to maintain or even improve older adults' cognitive performance becomes increasingly pressing. Here we provide a brief review of the major intervention approaches that have been the focus of past research with healthy older adults (strategy training, multi-modal interventions, cardiovascular exercise, and process-based training), and new approaches that incorporate neuroimaging. As outcome measures, neuroimaging data on intervention-related changes in volume, structural integrity; and functional activation can provide important insights into the nature and duration of an intervention's effects. Perhaps even more intriguingly, several recent studies have used neuroimaging data as a guide to identify core cognitive processes that can be trained in one task with effective transfer to other tasks that share the same underlying processes. Although many open questions remain, this research has greatly increased our understanding of how to promote successful aging of cognition and the brain. Keywords  Training - fmri - Healthy aging - Brain - Neuroimaging - Cardiovascular - Cognitive intervention Cindy Lustig Email: clustig@umich.edu Fulltext Preview (Small, Large)

Neuropsychology Review, Vol. 19, Issue 4 - New Issue Alert

Monday, November 30 Dear Valued Customer, We are pleased to deliver your requested table of contents alert for Neuropsychology Review. Volume 19 Number 4 is now available on SpringerLink Register for Springer's email services providing you with info on the latest books in your field. ... More! Important News! Health & Behavior Reading Room Are you a frequent visitor yet? Enter the Reading Room today! In this issue: Preface Decline and Compensation in Aging Brain and Cognition: Promises and Constraints Author(s) Naftali Raz DOI 10.1007/s11065-009-9122-1 Online since November 20, 2009 Page 411 - 414 Review Cerebral White Matter Integrity and Cognitive Aging: Contributions from Diffusion Tensor Imaging Author(s) David J. Madden, Ilana J. Bennett & Allen W. Song DOI 10.1007/s11065-009-9113-2 Online since August 25, 2009 Page 415 - 435 Review Beta-Amyloid Deposition and the Aging Brain Author(s) Karen M. Rodrigue, Kristen M. Kennedy & Denise C. Park DOI 10.1007/s11065-009-9118-x Online since November 12, 2009 Page 436 - 450 Review The Impact of Genetic Research on our Understanding of Normal Cognitive Ageing: 1995 to 2009 Author(s) Antony Payton DOI 10.1007/s11065-009-9116-z Online since September 19, 2009 Page 451 - 477 Review Aging and Spatial Navigation: What Do We Know and Where Do We Go? Author(s) Scott D. Moffat DOI 10.1007/s11065-009-9120-3 Online since November 20, 2009 Page 478 - 489 Review Implicit Learning in Aging: Extant Patterns and New Directions Author(s) Anna Rieckmann & Lars Bäckman DOI 10.1007/s11065-009-9117-y Online since October 09, 2009 Page 490 - 503 Review Aging, Training, and the Brain: A Review and Future Directions Author(s) Cindy Lustig, Priti Shah, Rachael Seidler & Patricia A. Reuter-Lorenz DOI 10.1007/s11065-009-9119-9 Online since October 30, 2009 Page 504 - 522 EDITORIAL POSTSCRIPT Cognitive Aging Research: An Exciting Time for a Maturing Field Author(s) Molly V. Wagster DOI 10.1007/s11065-009-9121-2 Online since November 22, 2009 Page 523 - 525 Request a free sample copy If you are not a current subscriber to the journal, click here to read a free sample copy online. Subscribers to a Springer publication are entitled to read the full-text articles online in SpringerLink. For registration information please contact your librarian or send us an e-mail: In the Americas: springerlink-ny@springer.com In all other countries: springerlink@springer.com Alert information

Encephalon brain blog carnival # 78

Happy turkey day from the blogmaster

iBlogging mobile: Use of fmri evidence in capital punishment case

Click link for story. Not an Atkins MR case but interesting
development of brain scan and expert testimony to attempt to establish
brain-based psychopathology diagnosis for defendant.

http://blogs.sciencemag.org/scienceinsider/2009/11/fmri-evidence-u.html

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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20th Annual Butters-Kaplan West Coast Neuropsychology Conference - SAVE THE DATE]

Register Today 20th Annual Butters-Kaplan West Coast Neuropsychology Conference Advances in Pediatric Neuropsychology: From Toddlers Through School-Aged Children March 25-28, 2010 Dear Colleague, As most of you have probably heard, the neuropsychology community suffered a deep loss with the passing of Dr. Edith Kaplan on September 3, 2009, at the age of 85. At the 20th anniversary of the West Coast Neuropsychology Conference, we will honor the life and works of Edith as part of a program on child neuropsychology that she and I were in the middle of organizing when Edith succumbed to complications related to heart surgery. The internationally renowned speakers at the 2010 conference will present their latest findings on the assessment and remediation of cognitive and behavioral impairments in pre-school and school-aged children. The speakers will (a) emphasize practical tools that clinicians and educators can use to provide comprehensive assessments and remediation strategies for children with neurocognitive deficits; and (b) highlight the role that Edith's work played in their particular line of research. This year's conference will also feature a pre-conference workshop on a new set of assessment tools – the Advanced Clinical Solutions for the WAIS-IV and WMS-IV – which provides new subtests, demographic-corrected norms, and effort measures designed for patients between the ages of 16 and 89. Thus, the preconference workshop on Thursday evening will be in the area of adolescent and adult neuropsychology, and the main conference from Friday to Sunday will be in the area of child neuropsychology. The program is intended for neuropsychologists, clinical psychologists, school psychologists, speech therapists, learning specialists, educators, psychiatrists, neurologists, and other interested health professionals. I cordially invite you to join us for this exciting and informative program and look forward to hosting you in San Diego, America's finest city. Sincerely, Dean C. Delis, PhD Conference Director This activity has been approved for AMA PRA Category 1 Credit™. For more information and to register online, visit http://cme.ucsd.edu/neuro UC San Diego School of Medicine Continuing Medical Education 9500 Gilman Drive, MC0617, La Jolla, CA 92093-0617 Phone: (858) 534-3940 • Toll-Free: (888) 229-OCME (6263) • Fax: (858) 534-7672 E-mail: ocme@ucsd.edu • Website: http://cme.ucsd.edu For technical comments or questions, contact the webmaster. Copyright 2010, University of California, San Diego. All rights reserved.

Book info from SHARP BRAINS: The Brain Advantage

http://www.sharpbrains.com/blog/2009/11/22/the-brain-advantage-train-your-autopilot-and-how-to-turn-it-off/

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Personal tidbit: Main office of blogmaster

Just a personal note. I work primarily out of my home office--this is
it. You can never have enough screens! My other offices are coffee
shops. Life has blessed the blogmaster.

New Developmental Cognitive Neuroscience journal

http://www.elsevier.com/wps/find/L05_426.cws_home/main

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Neurobiology of language conf in Chicago

Click link for conference info

http://www.nlc2009.angularis.org/

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Sharp Brains summit invitation

http://www.sharpbrains.com/blog/2009/11/10/invitation-to-sharpbrains-summit-technology-for-cognitive-health-and-performance/

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Follow-up to brain "time stamp" reseach

I previously made a brief post about interesting research done in primates that suggested that the brain uses a "time stamp" method to keep track of the time of events.  I've now located a copy of the research article published in PNAS (National Academy of Sciences) and now provide a link to those who really want to read the actual (but very technical) research report.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, neuroscience, mental timing, IQ brain clock, brain clock, brain time stamp, temporal processing

More on cognitive neuroenhancement issues

Thanks to BIOETHICS FORUM for this post

http://www.thehastingscenter.org/Bioethicsforum/Post.aspx?id=4046

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Brain injury conferences

Thanks to BI BLOG for this conference list

http://braininjury.blogs.com/braininjury/2009/11/november-brain-injury-conferences.html

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Time managment

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Brief history of neuroscience

Thanks to MOUSE TRAP for the link

http://the-mouse-trap.com/2009/10/29/a-brief-history-of-neuroscience/

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Meditation and attention

Thanks to MIND BLOG for this post. I've often wondered if some of the
improved cognitive functioning found after using one of the various
brain fitness programs isn't due to the program(s) resulting in
subjects getting "focused in a zone" much like meditation.

http://mindblog.dericbownds.net/2009/10/meditation-training-can-enhance.html

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Cup(s) of Joe good for your brain?

Thanks to SHARP BRAINS for making ne feel good about my love for coffee

http://www.sharpbrains.com/blog/2009/10/24/does-coffee-boost-brain-cognitive-functions-over-time/

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Time of the essence

Interesting post at MIND HACKS

http://www.mindhacks.com/blog/2009/10/time_is_of_the_essen.html

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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ResearchBytes 10-23-09: Rhythm production and reading/dyslexia

Articles that caught my eye during my weekly search of a wide range of professional literature.

Dellatolas, G., Watier, L., LeNormand, M. T., Lubart, T., & ChevrieMuller, C. (2009). Rhythm Reproduction in Kindergarten, Reading Performance at Second Grade, and Developmental Dyslexia Theories. Archives of Clinical Neuropsychology, 24(6), 555-563.

Temporal processing deficit could be associated with a specific difficulty in learning to read. In 1951, Stambak provided preliminary evidence that children with dyslexia performed less well than good readers in reproduction of 21 rhythmic patterns. Stambak's task was administered to 1,028 French children aged 5–6 years. The score distribution (from 0 to 21) was quasi-normal, with some children failing completely and other performing perfectly. In second grade, reading was assessed in 695 of these children. Kindergarten variables explained 26% of the variance of the reading score at second grade. The Stambak score was strongly and linearly related to reading performance in second grade, after partialling out performance on other tasks (oral repetition, attention, and visuo-spatial tasks) and socio-cultural level. Findings are discussed in relation to perceptual, cerebellar, intermodal, and attention-related theories of developmental dyslexia. It is concluded that simple rhythm reproduction tasks in kindergarten are predictive of later reading performance.

Technorati Tags: psychology, educational psychology, school psychology, special education, neuropsychology, neuroscience, rhythm, rhythm production, dyslexia, mental timing, IQ Brain Clock

More on neural enhancement

Thanks to PTJ blog

http://gaggio.blogspirit.com/archive/2009/10/20/tweaking-your-neurons.html

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Brain blog carnival: Encephalon 77

http://www.mindhacks.com/blog/2009/10/encephalon_77_teams_.html

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Time Doc Bytes: Two new exciting brain-based brain clock research studies

Two very interesting research studies reported this past week.

The first used a rare procedure (implanting electrodes in Broca's area of the brain) provides useful information on brain mechanisms involved in the speed, timing and sequence of language behaviors.

The second, based on research with primates, is very intriguing as it suggest the use of a "brain stamp" mechanism for keeping time of events.   Interestingly, and consistent with considerable research posted at this blog before, the focus was on certain brain regions/mechanisms (prefrontal cortex; straitum; dopamine), and implications were mentioned for Parkinson's disease treatment.

Technorati Tags: pscyhology, educational psychology, school psychology, developmental psychology, cognition, intelligence, brain clock, mental timing, temporal processing, IQ Brain Clock, prefrontal cortex, language, Brocas area

Personal post: Life is GRAND in MN!!!!!!!!!!!!!!!!!

It does not get any better.  I may die a happy blogmaster. 

Click here for explanation.

Technorati Tags: Minnesota, Vikings, Twins

Personal choice and ethical/moral issues in self-cognitive enhancement

Interesting topic (personal choice, ethics, and moral issues in self-cognitive enhacement) discussed in a new Neuroethics article (Automony and coercion in academic "cognitive enhancement" using methlphenidate:  Perspective of key stakeholders)

Abstract

There is mounting evidence that methylphenidate (MPH; Ritalin) is being used by healthy college students to improve concentration, alertness, and academic performance. One of the key concerns associated with such use of pharmaceuticals is the degree of freedom individuals have to engage in or abstain from cognitive enhancement (CE). From a pragmatic perspective, careful examination of the ethics of acts and contexts in which they arise includes considering coercion and social pressures to enhance cognition. We were interested in understanding how university students, parents of university students, and healthcare providers viewed autonomy and coercion in CE using MPH. We found that perspectives converged on the belief that CE is a matter of personal and individual choice. Perspectives also converged on the existence of tremendous social pressures to perform and succeed. Parents emphasized personal responsibility and accountability for CE choices, and expressed feelings of worry, sadness and fear about CE. Students emphasized the importance of personal integrity in CE, expressed tolerance for personal choices of others, and highlighted the challenge that CE poses to maintaining one’s personal integrity. Healthcare providers emphasized the health consequences of CE. These results illustrate: (1) the importance of understanding how context is viewed in relation to perspectives on autonomous choice; (2) the limitations of individualistic libertarian approaches that do not consider social context; and (3) the ethical implications of public health interventions in a value-laden debate where perspectives diverge.

Technorati Tags: psychology, neuropsychology, neurotechnology, neurosicence, neurology, cognition, intelligence, brain fitness, cognitive enhancement