|
The specialists
of the International Center for Researches and Education "Areopagit"
are at the completion stage of development of the computer program that “make”
a student learn.
This
program is based on the research of Dr. Igor Smirnov “Semantic Stimuli Response
Measurements Technology”, or SSRM Tek, a software-based mind reader that
supposedly tests a subject's involuntary response to subliminal messages.
The program
creates an idea in recipients’ mind about an urge to learn, to think and to develop
their own abilities. If the program will be connected with a networking
self-spreading module (like a virus), it is going to be installed on hundreds
of thousands of PCs around the world for several months. Besides, the program can define a language of
the user and automatically use the corresponding - English, French, Chinese,
Spanish, German, Russian or Arabic. A Neurosemantic
Theory of Concrete Noun Representation Based on the Underlying Brain
CodesThis article describes the discovery of a set of biologically-driven
semantic dimensions underlying the neural representation of concrete
nouns, and then demonstrates how a resulting theory of noun
representation can be used to identify simple thoughts through their
fMRI patterns. We use factor analysis of fMRI brain imaging data to
reveal the biological representation of individual concrete nouns like
apple, in the absence of any pictorial stimuli. From this analysis
emerge three main semantic factors underpinning the neural
representation of nouns naming physical objects, which we label
manipulation, shelter, and eating. Each factor is neurally represented
in 3–4 different brain locations that correspond to a cortical network
that co-activates in non-linguistic tasks, such as tool use pantomime
for the manipulation factor. Several converging methods, such as the use
of behavioral ratings of word meaning and text corpus characteristics,
provide independent evidence of the centrality of these factors to the
representations. The factors are then used with machine learning
classifier techniques to show that the fMRI-measured brain
representation of an individual concrete noun like apple can be
identified with good accuracy from among 60 candidate words, using only
the fMRI activity in the 16 locations associated with these factors. To
further demonstrate the generativity of the proposed account, a
theory-based model is developed to predict the brain activation patterns
for words to which the algorithm has not been previously exposed. The
methods, findings, and theory constitute a new approach of using brain
activity for understanding how object concepts are represented in the
mind.from PLoS ONE
Intelligence Mapped in the Brain
A new map of the brain shows that most key aspects of
intelligence are handled in specific spots, while processing speed is
distributed throughout the noggin.
Researchers used brain scans to map the mental regions involved
in the cognitive work done while taking IQ tests, which remain the most
widely-used intelligence tests in the world.
The scans helped examine each of four cognitive
indexes of the Wechsler Adult Intelligence Scale (WAIS) in 241
neurological
patients who had suffered from strokes, tumor, resection and trauma. The
study
found some overlap in brain regions that might suggest future revisions
for the
IQ test, and suggested that brain scans could even help predict IQ
scores.
An IQ
score
on the WAIS test is composed of four indices of intelligence, each
consisting
of several subtests, which together produce a full-scale IQ score. The
four
indices are verbal comprehension, perceptual organization (visual and
spatial
processing), working memory (similar to short-term memory) and
processing
speed. The researchers correlated the location of brain injuries with
scores on
each of the four WAIS indices.
"The first question we asked was if there are any parts
of the brain that are critically important for these indices or if they
are
very distributed, with intelligence processed globally in a way that
can't be
mapped," said Ralph Adolphs, a neuroscientist at Caltech in Pasadena,
Calif.
With the exception of processing speed, which appears to
draw on neurons scattered throughout the brain, the lesion mapping
showed that
the other three cognitive indices really do depend on specific brain
regions.
The magnetic resonance imaging (MRI) and computerized
tomography (CT) brain scans of patients also turned up some surprises.
Overlap
between brain regions responsible for verbal comprehension and working
memory
suggest that they represent the same type of intelligence on the WAIS
test,
even though the test currently considers them separate measures of
cognitive
ability .
Such details could help with future revisions of the WAIS
test, so that its sections are grouped more based on brain mapping
results
rather than what is observed in behavior. And future brain scans could
even predict
IQ
scores of brain-damaged patients, as well as possibly healthy
people,
Adolphs noted.
The brain maps from this study might also help clinicians
home in on likely areas of brain damage.
"It wouldn't be sufficient to be diagnostic, but it
would provide information that clinicians could definitely use about
what parts
of the brain are dysfunctional," Adolphs said.
http://www.livescience.com/health/090311-brain-scan-iq.html
Quantum
Information Research at NIST: Goals and Vision
 |
Physicists
Dietrich Leibfried and David Wineland lead NIST's quantum computing
research using trapped ions.
©Geoffrey Wheeler |
America’s
future prosperity and security may rely in part on the exotic properties
of some of the smallest articles in nature. Research on quantum information
(QI) seeks to control and exploit these properties for scientific and
societal benefits. This remarkable field combines physics, information
science, and mathematics in an effort to design nanotechnologies that
may accomplish feats considered impossible with today’s technology.
QI researchers are already generating “unbreakable” codes
for ultra-secure encryption. They may someday build quantum computers
that can solve problems in seconds that today’s best supercomputers
could not solve in years. QI has the potential to expand and strengthen
the U.S. economy and security in the 21st century just as transistors
and lasers did in the 20th century.
Nations around
the world are investing heavily in QI research in recognition of the
economic and security implications. A significant part of the U.S.
effort is based at the National Institute of Standards and Technology
(NIST), which has the largest internal QI research program of any federal
agency.
NIST laboratories
routinely develop the measurement and standards infrastructure needed
to promote innovation in emerging fields that may transform the future.
Few fields need this support as much as QI, which involves entirely
new concepts of information processing as well as complex hardware
for precision control of individual atoms, very small quantities of
light, and electrical currents 1 billion times weaker than those in
light bulbs. As the nation’s measurement experts, NIST researchers
long have had world-class capabilities in precision measurement and
control of atoms, light, and other quantum systems. NIST, therefore,
has the world-class skills and facilities needed to advance QI through
technology demonstrations, development of new methods and tests for
evaluating QI system components, and related scientific discoveries.
NIST first became
involved in quantum information science in the early 1990s when physicist
David Wineland and colleagues realized that engineering of exotic quantum
states could lead to a significantly more precise atomic clock. A few
years later, Wineland demonstrated the first quantum logic operation,
a pioneering step toward a future quantum computer using ions (electrically
charged atoms) to process information. In 1999, the NIST Physics Laboratory
launched a broader Quantum Information Program, joined shortly thereafter
by NIST’s Information Technology Laboratory and Electronics and
Electrical Engineering Laboratory. This interdisciplinary
program, featuring strong collaborations among physicists, electrical
engineers, mathematicians, and computer scientists, has established
NIST as one of the premier QI programs in the world. Participants include
Wineland, a NIST Fellow and Presidential Rank Award winner; physicist
William D. Phillips, a 1997 Nobel Prize winner in physics; mathematician
Emanuel Knill, a leading QI theorist; and physicist Sae Woo Nam, winner
of a Presidential Early Career Award for Scientists and Engineers.
A total of nine technical divisions within three different laboratories
at NIST’s Gaithersburg and Boulder campuses are involved.
NIST’s work
in ion-trap quantum computing is widely recognized as one of the most
advanced QI efforts in the world. Scientists building the NIST quantum
communications testbed set a record in 2004 for the fastest system
for distributing quantum cryptographic “keys,” codes for
encrypting messages that, due to the peculiarities of quantum physics,
cannot be intercepted without detection. Other NIST research with single
photon sources and detectors, and computing with neutral atoms and “artificial
atoms,” are also among the leading efforts worldwide. For instance,
prospects for practical quantum communications have been improved by
NIST’s recent demonstration of a device that detects single photons
with 88 percent efficiency, a QI record.
There is strong
synergy between NIST’s core mission work on measurement and standards
and the QI research program. For instance, NIST scientists gained much
of their expertise in quantum systems from decades of work developing
atomic clocks. NIST’s ultra-precise atomic fountain clock—the
world’s most accurate device for measuring time—is based
on the precise manipulation and measurement of two quantum energy levels
in the cesium atom. This clock would neither gain nor lose one second
in 60 million years (as of March 2005), an accuracy level that is continually
being improved. NIST quantum computing research is producing new techniques
that may lead to even more accurate atomic clocks in the future.
Ultimately, NIST
measurements, tests, and technologies for quantum information science
are helping U.S. industry develop new information technologies in an
effort to ensure U.S. technological leadership and strengthen national
security. The United States may have the lead in this field for now—based
in part on NIST’s contributions—but competition from Europe,
Japan, Australia, and developing countries such as China is strong
and growing. http://www.nist.gov/public_affairs/quantum/quantum_info_index.html
Knowledge
of the facts doesn't help
in
understanding of their reasoning
Teaching at Tech:
Learning and Scientific Reasoning
by
William Kennedy, director, Center for Teaching, Learning and Faculty
Development
The ability to reason scientifically is surely one of the essential outcomes of
any STEM educational program. Wrestling with open-ended, ambiguous and messy
real-world challenges is closely related to a student's ability to think
critically and reason comfortably and competently within the broad constraints
of scientific inquiry. STEM educators across the K-16 spectrum have long
acknowledged and have become increasingly vocal in suggesting that the
development of a student's scientific reasoning skills is every bit as important
as providing that student with content knowledge in the sciences. Learning how
to do science is just as important as appreciating some of the fruits of
others' scientific inquiries.
Professor Lei Bao and a large team of collaborators from the Department of
Physics at Ohio State University recently compared the educational programs of
Chinese and US students to examine the development of scientific reasoning and
content knowledge in K-12 programs.* Neither China nor US K-12 systems
emphasize scientific reasoning. In China, K-12 curricular design is heavily
influenced by the need to prepare students for the college admission exams that
occur at the end of 12th grade. To comply with the exam requirements, all
Chinese schools strictly adhere to a national standard in all course work.
Chinese students start studying physics in the eighth grade and continue
through the 12th grade. These physics courses are algebra-based and focus
largely on conceptual development.
In the US, K-12 exposure to physics is highly variable. Only one in three US
students enroll in a two-semester physics course, while the rest only
occasionally encounter physical science in the context of general science
courses.
Ohio State researchers used a variety of quantitative assessment instruments to
compare US and Chinese students' conceptual understanding in physics and
general scientific reasoning.
Assessment instruments measured students' abilities, including proportional
reasoning, deductive and inductive reasoning, control of variables, probability
reasoning, correlational reasoning and hypothesis evaluation. Researchers
assessed content knowledge, as well.
The physics content exams showed that US students exhibit a broad range of
content knowledge levels in the medium score range (25-75 percent), while
Chinese students' scores were more narrowly distributed, peaking at 90 percent.
Similar distributions were seen in tests of content knowledge in electricity
and magnetism. It appears five years of exposure to the physical sciences results
in markedly more consistent and higher achievement in content knowledge.
However, on measures of the ability to employ scientific reasoning, an entirely
different picture emerges. Test performance of US and Chinese students on
Lawson's Classroom Test of Scientific Reasoning were nearly identical. These
findings are consistent with other research that suggests current education and
assessment in the STEM disciplines "often emphasize factual recall over
deep understanding of science reasoning."*
What should be done? Bao and colleagues suggest that it is, specifically,
inquiry-based science instruction that promotes the kind of scientific
reasoning ability we need. They conclude, "It seems that it is not what we
teach, but rather how we teach, that makes a difference in student learning of
higher-order abilities in science reasoning."*
They call for the development and implementation of a more balanced approach to
science education that emphasizes content acquisition and incorporates a
healthy dose of inquiry-based learning.
* Learning and Scientific Reasoning Science, 30 Jan.
2009, Vol. 323, p. 586-587
People do indeed
make optimal decisions -
but only when
their unconscious brain makes the choice
Alex Pouget, associate professor of brain and
cognitive sciences at the University of Rochester, has shown that people do
indeed make optimal decisions-but only when their unconscious brain makes the
choice.
At the risk of sounding pedantic, people did not make
the decisions (monkeys did), and there was nary a mention of conscious vs.
unconscious processing in the paper.
"A lot of the early work in
this field was on conscious decision making, but most of the decisions you make
aren't based on conscious reasoning," says Pouget. "You don't
consciously decide to stop at a red light or steer around an obstacle in the
road. Once we started looking at the decisions our brains make without our
knowledge, we found that they almost always reach the right decision, given the
information they had to work with."
Pouget says that Kahneman's
approach was to tell a subject that there was a certain percent chance that one
of two choices in a test was "right." This meant a person had to
consciously compute the percentages to get a right answer-something few people
could do accurately.
"We've been developing and strengthening this hypothesis for
years-how the brain represents probability distributions," says Pouget.
"We knew the results of this kind of test fit perfectly with our ideas,
but we had to devise a way to see the neurons in action. We wanted to see if,
in fact, humans are really good decision makers after all, just not quite so
good at doing it consciously. Kahneman explicitly told his subjects what the
chances were, but we let people's unconscious mind work it out. It's weird, but
people rarely make optimal decisions when they are told the percentages up
front."
Copyright 2008 Elsevier Inc.. All rights reserved.
Neuron, Volume 60, Issue 6, 1142-1152, 26
December 2008
Previous ArticleTable of ContentsNext Article
Weizmann Institute research shows our brain's sense centers are
continuously active. In the absence of a stimulus, however, their electrical
activity remains in 'screen saver' mode.
Even when
our eyes are closed, the visual centers in our brain are humming with activity.
Weizmann Institute scientists and others have shown in the last few years that
the magnitude of sense-related activity in a brain that's disengaged from
seeing, touching, etc., is quite similar to that of one exposed to a stimulus.
New research at the Institute has now revealed details of that activity,
explaining why, even though our sense centers are working, we don't experience
sights or sounds when there's nothing coming in through our sensory organs.
The
previous studies of Prof. Rafael Malach and research student Yuval Nir of the
Neurobiology Department used functional magnetic resonance imaging (fMRI) to
measure brain activity in active and resting states. But fMRI is an indirect
measurement of brain activity; it can't catch the nuances of the pulses of
electricity that characterize neuron activity.
Together
with Prof. Itzhak Fried of the University of California at Los Angeles and a
team at the EEG unit of the Tel Aviv Sourasky Medical Center, the researchers found
a unique source of direct measurement of electrical activity in the brain: data
collected from epilepsy patients who underwent extensive testing, including
measurement of neuronal pulses in various parts of their brain, in the course
of diagnosis and treatment.
An
analysis of this data showed conclusively that electrical activity does,
indeed, take place even in the absence of stimuli. But the nature of the
electrical activity differs if a person is experiencing a sensory event or
undergoing its absence. In results that appeared recently in Nature
Neuroscience, the scientists showed that during rest, brain activity consists
of extremely slow fluctuations, as opposed to the short, quick bursts that
typify a response associated with a sensory percept. This difference appears to
be the reason we don't experience hallucinations or hear voices that aren't
there during rest. The resting oscillations appear to be strongest when we
sense nothing at all - during dream-free sleep.
The slow
fluctuation pattern can be compared to a computer screen-saver. Though its
function is still unclear, the researchers have a number of hypotheses. One
possibility is that neurons, like certain philosophers, must 'think' in order
to be. Survival, therefore, is dependant on a constant state of activity.
Another suggestion is that the minimal level of activity enables a quick start
when a stimulus eventually presents itself, something like a getaway car with
the engine running. Nir: 'In the old approach, the senses are 'turned on' by
the switch of an outside stimulus. This is giving way to a new paradigm in
which the brain is constantly active, and stimuli change and shape that
activity.'
Malach:
'The use of clinical data enabled us to solve a riddle of basic science in a
way that would have been impossible with conventional methods. These findings
could, in the future, become the basis of advanced diagnostic techniques.' Such
techniques might not necessarily require the cooperation of the patient,
allowing them to be used, for instance on people in a coma or on young
children.
Prof.
Rafael Malach's research is supported by the Nella and Leon Benoziyo Center for
Neurological Diseases; the Carl and Micaela Einhorn-Dominic Brain Research
Institute; Ms. Vera Benedek, Israel; Benjamin and Seema Pulier Charitable
Foundation, Inc.; and Ms. Mary Helen Rowen, New York, NY. Prof. Malach is the
incumbent of the Barbara and Morris Levinson Professorial Chair in Brain
Research.
For the scientific paper, please see: http://www.nature.com/neuro/journal/v11/n9/full/nn.2177.html
Social
skills, extracurricular activities in high school pay off later in life
3/25/09
Phil
Ciciora, News Editor
217-333-2177;pciciora@illinois.edu
CHAMPAIGN,
Ill. - It turns out that being voted "Most likely to succeed" in high school
might actually be a good predictor of one's financial and educational success
later in life.
According to a University of Illinois professor who studies the sociology of
education, high school sophomores who were rated by their teachers as having
good social skills and work habits, and who participated in extracurricular
activities in high school, made more money and completed higher levels of
education 10 years later than their classmates who had similar standardized
test scores but were less socially adroit and participated in fewer
extracurricular activities.
Christy
Lleras, a professor of human and community development, says that "soft skills"
such as sociability, punctuality, conscientiousness and an ability to get along
well with others, along with participation in extracurricular activities, are
better predictors of earnings and higher educational achievement later in life
than having good grades and high standardized test scores.
"That's not to say that academic achievement in high school doesn't matter - it
does," Lleras said. "But if we only look at standardized test scores, we're
only considering part of the equation for success as an adult in a global
marketplace. Academic achievement is part of the story, but it's not the whole
story. You've got to have the social skills and work habits to back those
achievements up."
With the generational shift from a manufacturing-based economy to a service-
and information-based one, employers value workers who can not only boast about
their GPAs and SAT scores, but are also able to get along well with the public
and co-workers, Lleras said.
"I think we've known this intuitively for a long time that employers are
looking for something beyond cognitive skills," Lleras said. "Leadership now is
not an individual thing, it's how well you get along in a team and get people
organized."
But thanks to the strict accountability measures of the No Child Left Behind
law, struggling schools are increasingly cutting the extracurricular programs
and activities that foster soft skills in order to focus almost exclusively on
achieving adequate yearly progress on state-mandated standardized tests, Lleras
said.
Consequently, low-achieving schools are put in a bind: Measure up, or lose
funding. Either way, it's a zero-sum game for students, Lleras said.
"There's this pervasive idea that if we just teach and test the basic skills,
students are going to do much better in school and in life," she said. "It
would be great if we could just snap our fingers and tomorrow everyone could
read, write and do math at grade-level. But an obsession with testing and
routinized thinking doesn't foster the non-cognitive soft skills that pay off
as an adult."
Inadequate funding for education also has meant that many schools are not able
to reduce class sizes or hire more qualified teachers, two important factors
for "creating the academic and social environment that foster these kinds of
soft skills in schools," Lleras said.
"In addition to testing, what high-performing schools do really well is provide
the kinds of opportunities through extracurricular activities, rigorous course
work and
high-quality teachers that help create good citizens and good workers and
foster the kinds of work habits, behaviors and attitudes that we know employers
value," she said.
If high-stakes testing is the only remedy for low-performing schools, Lleras
said, "then we may fail to help those students develop the soft skills they
need to successfully complete higher levels of education and secure a better
job in the labor market."
Ironically, the original version of the No Child Left Behind law had a
behavioral component.
"NCLB did have this notion that there are other things going on in education
besides testing, but it was grossly underfunded and targeted drug, alcohol,
tobacco and violence prevention activities," she said.
Lleras sees access to high-performing schools not only as an educational issue,
but also as a social justice issue. In the course of her research, she
discovered that participation in fine arts programs was associated with
"significantly higher earnings" for African-American and Hispanic students 10
years later, yet those students often attended schools with fewer opportunities
for fine arts participation. The same measure had little effect on the earning
power of white students.
If we care about those low-achieving schools and their effect on students, it's
imperative for schools and educators to go beyond No Child Left Behind, which
is "only about testing," Lleras said.
"Most of our students don't go on to college, and our young adults today are
entering a workforce that's very different from what it was 30 years ago,"
Lleras said. "It's a very tenuous, volatile market, especially for workers with
a high school education or less, and our schools are failing students by not
providing enough opportunities to develop the skills, habits and knowledge we
know employers are going to reward."
So what can parents take away from her research?
"I think that incentives are very important, particularly for adolescents,"
Lleras said. "Teens need to see that their efforts in high school matter and
will eventually pay off. This gives parents evidence they can use to talk to
their kids about the importance of working hard, getting along with others and
participating in extracurricular activities."
Editor's note: To contact Christy Lleras, call 217-265-5412;
e-mail clleras@illinois.edu.
Work puplished here.
Clickstream
Data Yields High - Resolution Maps of Science
What I
find interesting about the resulting map is how obviously integrated all of the
discreet topics are with each other. Does it look this way in our
schools?
Over the
course of 2007 and 2008, we collected nearly 1 billion user interactions
recorded by the scholarly web portals of some of the most significant
publishers, aggregators and institutional consortia. The resulting reference
data set covers a significant part of world-wide use of scholarly web portals
in 2006, and provides a balanced coverage of the humanities, social sciences, and
natural sciences. A journal clickstream model, i.e. a first-order Markov chain,
was extracted from the sequences of user interactions in the logs. The
clickstream model was validated by comparing it to the Getty Research
Institute's Architecture and Art Thesaurus. The resulting model was visualized
as a journal network that outlines the relationships between various scientific
domains and clarifies the connection of the social sciences and humanities to
the natural sciences.
PLoS ONE: Clickstream Data Yields
High-Resolution Maps of Science
Here's the
link to the map...
Groups share information in
workplace, but not the "right" information
WASHINGTON
- From the operating room to the executive board room, the benefits of working
in teams have long been touted. But a new analysis of 22 years of applied
psychological research shows that teams tend to discuss information they
already know and that "talkier" teams are less effective.
"We're
seeing a widespread trend toward a more virtual and globalized world and this
is transforming the way people in the workplace communicate," said the
article's lead author, Jessica Mesmer-Magnus, PhD, of the University of North
Carolina Wilmington. "We need to better understand how teams will perform
in this new setting and, to do that, we need to look at how they've worked in
the past."
Mesmer-Magnus
and Leslie DeChurch, PhD, an organizational psychologist at the University of
Central Florida, analyzed research on information sharing in the workplace,
consisting of studies of approximately 4,800 groups and more than 17,000
people. Their findings are reported in the March issue of the Journal of
Applied Psychology, which is published by the American Psychological
Association.
Their
analysis showed that teams that spent time sharing new information performed
better overall in their tasks. But they also found that most teams spent their
time discussing information that was already known by the rest of the group.
Groups whose members talked more openly during meetings were on better terms
with one another but that did not necessarily mean they performed better.
"What
this suggests is that teams who talk more amongst themselves aren't necessarily
sharing useful information. Therefore, they're not actually coming to a better
result. Rather, it's more important what the teams are talking about, than how
much they are talking," said Mesmer-Magnus.
The
researchers also found that teams communicate better when they engage in tasks
where they are instructed to come up with a correct, or best, answer rather
than a consensual solution. For example, teams were more effective when
selecting candidates for a job opening or solving a crime when they had been
encouraged to share their unique insights and to work to determine the best
solution rather than a quicker consensual one. And although team members are
often chosen because of their diverse professional and personal backgrounds, teams
tended to share more information when the team was composed of members of
similar backgrounds, according to the analysis. "This highlights the
conundrum surrounding team tasks," said Mesmer-Magnus. "There's a
separation in what teams actually do and what they should do in order to be
effective."
The
authors say their findings show group productivity can be enhanced by:
- Structuring team discussions
- Promoting a cooperative team environment
- Highlighting
team members' skills and knowledge
- Focusing on
communicating new and unique information
"Teams
do have a distinct advantage over individuals in the work setting," said
Mesmer-Magnus. "But leaders should be aware of how to effectively maximize
their team's potential with effective communication."
Could
Sudoku be a balm for anxious people?
A new
study suggests that intellectually demanding challenges like crossword puzzles
or chess may be more successful at keeping worry-prone people from worrying
than supposedly relaxing pastimes like watching TV or shopping.
Contrary to theories that "as things get harder, anxious people fall
apart, this suggests it's the opposite way around," said UC Berkeley
psychologist Sonia Bishop, lead researcher on the study published online this
week by Nature Neuroscience.
The study showed that anxious people performed just as well as others when
facing tasks that demanded concentration, but they took more time than others
to complete tasks that were easier, Bishop said.
Their slower response time to challenges not requiring full attention was
accompanied by reduced blood flow to the prefrontal cortex, which serves as the
brain's CEO in thinking, planning and active memory.
The study indicated that anxious individuals have a weakened ability to block
out distractions and that they might benefit from mindfulness training, which
often uses meditation and stress-reduction exercises to help increase one's
awareness and focus.
"With some very popular therapies like mindfulness training, people aren't
sure why they work," Bishop said. "This perhaps gives us a rationale
for why they do."
The results also challenge another explanation for why anxious people face
day-to-day problems in concentration and work-related cognitive function,
Bishop said. It has been argued that the "fight or flight" response
center of the brain, the amygdala, overreacts to threat-related stimuli in
anxious people, thus playing a central role in undermining concentration. But
the new study suggests that attention-focusing ability in such individuals is
impaired even when the amygdala is not extra-active, and thus their
difficulties with concentration may be determined by a different mechanism, she
said.
The study consisted of simple letter-recognition tests given to 17 volunteers,
ages 19 to 48, while blood flow to a section in the front of the brain called
the dorsolateral prefrontal cortex was measured by magnetic resonance imaging.
The volunteers, seven female and 10 male, were from Cambridge, England, where
Bishop did research at the University of Cambridge before becoming an assistant
professor at Berkeley in July.
The results were scored according to the difficulty of the tests, including the
distraction level of extraneous elements, and correlated to the volunteers'
degree of anxiety. Surveys indicate that nearly a fifth of U.S. adults suffer
from one or more anxiety disorders in a given year, Bishop noted in the study,
titled "Trait anxiety and impoverished prefrontal control of
attention."
Nature
Neuroscience
Exercise
Increases Brain Growth Factor And Receptors, Prevents Stem Cell Drop In Middle
Age
ScienceDaily (Nov. 27, 2008) - A new study confirms that
exercise can reverse the age-related decline in the production of neural stem
cells in the hippocampus of the mouse brain, and suggests that this happens
because exercise restores a brain chemical which promotes the production and
maturation of new stem cells. Neural stem cells and progenitor cells differentiate
into a variety of mature nerve cells which have different functions, a process
called neurogenesis. There is evidence that when fewer new stem or progenitor
cells are produced in the hippocampus, it can result in impairment of the
learning and memory functions. The hippocampus plays an important role in
memory and learning. The study was carried out by researchers at the National
Cheng Kung University Medical College in Taiwan.
Rise
in corticosterone or fall in nerve growth factor?
The
researchers built on earlier studies that found that the production of stem
cells in the area of the hippocampus known as the dentate gyrus drops off
dramatically by the time mice are middle age and that exercise can slow that
trend. In the current study, the researchers wanted to track these changes in
mice over time, and find out why they happen. One hypothesis the researchers
investigated is that the age-related decline in neurogenesis is tied to a rise
in corticosterone in middle age. Elevation of corticosterone has been
associated with a drop in the production of new stem cells in the hippocampus.
The second hypothesis is that nerve growth factors -- which encourage new
neural cell growth but which decrease with age -- account for the drop in
neurogenesis. Specifically, the study looked at whether a decrease in
brain-derived neurotrophic growth factor leads to a decline in new neural stem
cells.
Variables
studied
The
researchers trained young (3 months), adult (7 months), early middle-aged (9
months), middle-aged (13 months) and old (24 months) mice to run a treadmill
for up to one hour a day. The study tracked neurogenesis, age, exercise, serum
corticosterone levels and brain-derived neurotrophic factor (BDNF) and its
receptor TrkB levels in the hippocampus. The researchers focused on middle age
as a critical stage for the decline of neurogenesis in the mice. As expected,
the study found that neurogenesis drops off sharply in middle-aged mice. For
example, the number of neural progenitor and mitotic (dividing) cells in the
hippocampus of middle-aged mice was only 5% of that observed in the young mice.
The
researchers also found that exercise significantly slows down the loss of new
nerve cells in the middle-aged mice. They found that production of neural stem
cells improved by approximately 200% compared to the middle-aged mice that did
not exercise. In addition, the survival of new nerve cells increased by 170%
and growth by 190% compared to the sedentary middle-aged mice. Exercise also
significantly enhanced stem cell production and maturation in the young mice.
In fact, exercise produced a stronger effect in younger mice compared to the
older mice.
How
does this happen?
Based on
these results, it appears that nerve growth factor has more to do with these
findings than the corticosterone:
- The
middle-aged exercisers had more brain-derived neurotrophic factor and its
receptor, TrkB, compared to the middle-aged mice that did not exercise.
This suggests that exercise promotes the production of brain-derived
neurotrophic factor which, in turn, promotes differentiation and survival
of new brain cells in the hippocampus.
- Exercise did
not change the basal level of serum corticosterone in middle-aged mice.
This suggests that the reduction of neurogenesis during aging is not due
to the drop in corticosterone levels.
Read at ScienceDaily
Research by Rice psychologist identifies area of brain key to choosing
words
New
research by a Rice University psychologist clearly identifies the parts of the
brain involved in the process of choosing appropriate words during speech. The
study, published in the current issue of the Proceedings of the National
Academy of Sciences, could help researchers better understand the speech
problems that stroke patients experience. When speaking, a person must select
one word from a competing set of words. For example, if the speaker wants to
mention a specific animal, he has to single out "dog" from "cat,"
"horse" and other possibilities. If he wants to describe someone's
temperament, he has to choose whether "happy," "sad,"
"ecstatic" or some other adjective is more appropriate. Tatiana
Schnur, assistant professor of psychology at Rice, wanted to determine whether
one particular part of the brain, the left inferior frontal gyrus (LIFG), is
necessary for resolving the competition for choosing the correct word. She and
her colleagues compared brain images from 16 healthy volunteers and 12
volunteers who suffer from aphasia, an acquired language disorder as a result
of stroke. People who have aphasia frequently experience difficulty with
speech. The researchers found that while two parts of the brain, the LIFG and
the left temporal cortex, respond to increased conflict among words competing
for selection during speech, only the LIFG is necessary to resolve the
competition for successful word production. The LIFG includes Broca's area,
named after the 19th-century French scientist Paul Pierre Broca. It is
responsible for aspects of speech production, language processing and language
comprehension. The study covered two experiments where people name a series of
images and conflict between words increases as more images are named. In the
first experiment, healthy speakers' brain activations were measured using
functional magnetic resonance imaging. The second experiment mapped performance
deficits to lesion locations in participants with aphasia. By looking at direct
parallels between the healthy and aphasic volunteers, Schnur and colleagues
coupled location in the brain with specific speech processes. The research
found that the ability of aphasic speakers "to resolve competition that
arises in the course of language processing appears to depend on the integrity
of the LIFG." This result could open an exciting line of research, as
damage to this mechanism may explain the hesitant, nonfluent speech exhibited
by those described as Broca's aphasics. The study, "Localizing
Interference During Naming: Convergent Neuroimaging and Neuropsychological
Evidence for the Function of Broca's Area," was funded by the National
Institutes of Health.
Evidence
Appears To Show How And Where Brain's Frontal Lobe Works
ScienceDaily (Mar.
3, 2009) - A new study of stroke victims has produced evidence that the frontal
lobe of the human brain controls decision-making along a continuum from
abstract to concrete, from front to back.
Lead
author David Badre, assistant professor of cognitive and linguistic sciences at
Brown University since 2007, conducted the study at the University of
California-Berkeley as a postdoctoral fellow.
Abstract
actions can be controlled at an abstract level, such as deciding to make a
sandwich, or at more concrete and specific levels, such as choosing a sequence
of movements that make the sandwich.
The
scientific data supports preexisting theories that abstract decisions about
action take place in the front of the frontal lobe, the back portion controls
the capacity for concrete decisions, and the progression from front to back
forms a gradient from abstract to concrete.
The study
is among the first to show that specific areas of the frontal cortex are needed
for different levels of abstract decision.
The
finding, detailed March 1 in the journal Nature Neuroscience,
represents a huge leap in comprehending how the brain supports higher level
cognition and intelligent behavior. It could lead to advances in everything
from the treatment of strokes to understanding how humans develop thought. "It
is among the strongest evidence to date for a systemic organization of the
frontal cortex," Badre said.
The
frontal cortex of brain has been long known to affect the internal control of
behavior. It controls the capacity to plan, reason, conduct higher-level
thinking and connect what we know about the world to how we behave.
Badre and
his collaborators at Berkeley came to their conclusion by studying stroke
victims who suffered damage to different parts of the frontal lobe. The
patients all suffered a stroke at least six months prior to testing. All were
screened with an MRI or CT scan to determine where any lesions existed in the
brain post-stroke.
The
scientists recruited 11 patients - seven men and four women, ranging from age
45 to 73. A 12th patient was recruited but could not perform any of the tests
involved.
Researchers
gave the patients four different tests that ultimately required selecting a
finger-press response. For example, the first test would show a color such as
red, which required an index finger push. Blue would trigger the middle finger.
The test would then become more difficult by adding more alternate finger
presses.
Patients
faced greater challenges in selecting a response as subsequent, progressive
tests became more complex, with more abstract options.
Badre and
colleagues found that damage at a given location affected more abstract
decisions but left intact the capacity for more concrete decisions. "If there
is damage in a given spot, it will affect all higher (decision-making)
functions but not lower functions," Badre said.
The
National Institutes of Health, Veterans Administration Research Service and a
National Research Service Award supported the research.
Nature Neuroscience.
November 14, 2008
Unhappy
People Watch TV, Happy People Read/Socialize
Study:
Channeling Unhappiness, In Good and Bad Economic Times
COLLEGE
PARK, Md. - A new study by sociologists at the University of Maryland concludes
that unhappy people watch more TV, while people who describe themselves as
"very happy" spend more time reading and socializing. The study
appears in the December issue of the journal Social Indicators Research.
Analyzing
30-years worth of national data from time use studies and a continuing series
of social attitude surveys, the Maryland researchers report that spending time
watching television may contribute to viewers' happiness in the moment, with
less positive effects in the long run.
"TV
doesn't really seem to satisfy people over the long haul the way that social
involvement or reading a newspaper does," says University of Maryland
sociologist John P. Robinson, the study co-author and a pioneer in time use
studies. "It's more passive and may provide escape - especially when the
news is as depressing as the economy itself. The data suggest to us that the TV
habit may offer short-run pleasure at the expense of long-term malaise."
TV
VIEWING DURING A FINANCIAL CRISIS
Based on
data from time use surveys, Robinson projects that TV viewing might increase
significantly as the economy worsens in the next few months and years.
"Through
good and bad economic times, our diary studies, have consistently found that
work is the major activity correlate of higher TV viewing hours," Robinson
says. "As people have progressively more time on their hands, viewing
hours increase."
But
Robinson cautions that some of that extra time also might be spent sleeping.
"As working and viewing hours increase, so do sleep hours," he says.
"Sleep could be the second major beneficiary of job loss or reduced
working hours."
STUDY
FINDINGS AND DATA
In their
new study, Robinson and his co-author, University of Maryland sociologist
Steven Martin, set out to learn more about the activities that contributed to
happiness in people's lives. They analyzed two sets of data spanning nearly 30
years (1975-2006) gathered from nearly 30,000 adults:
- A series of
time use studies that asked people to fill out diaries for a 24-hour period and
to indicate how pleasurable they found each activity;
- General
Social Survey attitude studies, which Robinson calls the premier national
source for monitoring changes in public attitudes - in-depth surveys that over
the years consistently asked subjects how happy they feel, how they spend their
time, among a number of other questions.
UNHAPPY
PEOPLE VIEW SIGNIFICANTLY MORE
Robinson
and Martin found that the two sets of data largely coincided for most
activities - with the exception of television.
From the
General Social Survey, the researchers found that self-described very happy
people were more socially active, attended more religious services, voted more
and read more newspapers. By contrast, unhappy people watched significantly
more television in their spare time.
According
to the study's findings, unhappy people watch an estimated 20 percent more
television than very happy people, after taking into account their education,
income, age and marital status - as well as other demographic predictors of
both viewing and happiness.
UNHAPPY
PEOPLE ARE HAPPY WITH TV
Data from
time diaries told a somewhat different story. Responding in "real
time," much closer to daily events, survey respondents tended to rate
television viewing more highly as a daily activity.
"What
viewers seem to be saying is that while TV in general is a waste of time and
not particularly enjoyable, 'the shows I saw tonight were pretty good,' "
Robinson says.
The data
also suggested to Robinson and Martin that TV viewing is "easy."
Viewers don't have to go anywhere, dress up, find company, plan ahead, expend
energy, do any work or spend money in order to view. Combine these advantages
with the immediate gratification offered by television, and you can understand
why Americans spend more than half their free time as TV viewers, the
researchers say.
Unhappy
people were also more likely to feel that they have unwanted extra time on
their hands (51 percent) compared to very happy people (19 percent) and to feel
rushed for time (35 percent vs. 23 percent). Having too much time and no clear
way to fill it was the bigger burden of the two.
AN
ADDICT'S FIX
Martin
likens the short, temporary pleasure of television to addiction:
"Addictive activities produce momentary pleasure and long-term misery and
regret," he says. "People most vulnerable to addiction tend to be
socially or personally disadvantaged. For this kind of person, TV can become a
kind of opiate in a way. It's habitual, and tuning in can be an easy way of
tuning out."
Social Indicators Research.
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