The Imperative of Cultivating Healthy Adolescent Sleep Habits

• July 8, 2010 by Bill Jenkins, Ph.D.

As dedicated parents and teachers, when we talk to adolescents, we tend to focus our coaching on coping with the big dangers like drugs, alcohol and sex. We talk a lot about the imperative of developing good eating and study habits. But when was the last time you talked to the teen in your life about sleep? Research has shown us that our young people’s sleep habits are suffering, creating negative ripples across their waking lives. Quite simply, we need to become better "sleep coaches."

Like breathing or eating, sleep is a physiological necessity. As sleeping and waking habits change during our adolescent years, youngsters begin to experience the effects of lost sleep. Even losing less than an hour a night on a regular basis can result in serious problems. In their 1998 study, "Sleep Schedules and Daytime Functioning in Adolescents", Amy Wolfson and Mary Carskadon examined the correlations between sleep/wake habits, student characteristics and daytime functioning (mood, performance and behavior). Their study of 3,120 students uncovered concerning trends:

• Forty-five percent of tenth to twelfth graders go to bed after midnight on school nights, and 90% go to bed later than that on weekends.
• On weekends, 10- to 15-year-olds get 30 to 60 minutes more sleep; by age 18, that difference goes up to over 2 hours.
• Reductions in sleep time were directly attributable to later bedtimes paired with no change to wake-up time.
• Students getting C’s, D’s and F’s got, on average, 25 minutes less sleep and went to bed 40 minutes later than their counterparts getting A’s and B’s.

See Wolfson and Carskadon’s paper for complete data, but on the whole, adolescents in their studies overall did not get enough sleep, which directly correlated with reduced capacities during the day.

So we know that these important minutes of sleep are being lost, but what are the neurological outcomes? In his 1999 study, "The Consequences of Insufficient Sleep for Adolescents," Ronald Dahl describes five effects that can create negative ripples across an adolescent’s life, such as: 1) sleepiness, 2) tiredness 3) mood, attention, and behavior, 4) impact of emotional and behavioral problems, and 5) bi-directional effects.

• Sleepiness: While highly stimulating activities can stave off sleepiness, a sleepy brain drops into sleep mode during periods of low stimulation. For a sleep-deprived adolescent, activities like reading, driving and classroom learning can be prime dozing times.
• Tiredness and decreased motivation: When we're tired, we find it difficult to initiate and follow through on tasks, especially those that we might find boring. Our motivation and ability to focus on future goals drops; we become less able to engage in activities like reading or studying.
• Emotional variability: Sleep-deprived brains experience a greater range of emotions. Adolescents who haven’t had enough sleep are more likely to experience more extremes of responses like anger, aggression, frustration, sadness and impatience.
• Attention and performance: Youngsters working with a lack of sleep experienced mental lapses in attention during simple tasks, as well as reduced abilities to perform more complex, multifaceted tasks.

So what can we do to change this trend and coach our young people to have healthier sleep habits? If knowledge is power, we can give them the facts. We can actively teach the importance of sleep and the science of circadian rhythms and our innate connection to natural cycles. We can inform our students about the importance of good, healthy sleep, and help them understand some of the real, serious consequences like those above. For some resources, check out this Circadian Rhythms Fact Sheet from the National Institute of General Medical Sciences or these five ideas for better sleep written specifically for teenagers.

Finally, as parents, we can create quiet, comforting evening environments and rituals in our homes to move our families from the fast pace of the day to a slower, protected, unpressured environment where sleep can come. For hints and tips, check out Sleep Rituals: Training The Body And The Mind by Dr. Michael Breus (from the Huffington Post, January 2010).

Are the teens in your life getting enough sleep?  Share your observations on the Scientific Learning Facebook page.

Categories: Brain Fitness, Family Focus, Reading & Learning

Tags: academic problems, attention, behavior, cognitive skills, health and well being, high school learning, sleep, struggling students, teacher effectiveness

What is the School Improvement Grant?

• June 29, 2010 by Joseph Noble, Ph.D

What is the School Improvement Grant?

“School Improvement Grants…are used to improve student achievement in Title I schools identified for improvement, corrective action, or restructuring so as to enable those schools to make adequate yearly progress (AYP) and exit improvement status.” 
(www.ed.gov/programs/sif/index.html)

How much money is available?  

FY 2009 School Improvement Grant appropriation: $546 million

American Recovery and Reinvestment Act: $3 billion

Total: $3.546 billion

Who is eligible to apply? 

Formula grant to states, which make sub-grants to school districts.

What is the timing of the grant? 

Application available: December 3, 2009

Application deadline (for states): February 8, 2010

Awarding and disbursement of School Improvement Grant funds 

“FY 2009 school improvement funds are available for obligation by SEAs and LEAs through September 30, 2011. In its application for these funds, an SEA may request a waiver of the period of availability to permit the SEA and its LEAs to obligate the funds through September 30, 2013.”   (www.ed.gov/programs/sif/applicant.html, click on “Application” link and go to page i)

Amount of LEA awards

LEA subgrants can range from $50,000 to $2 million. 

(www.ed.gov/programs/sif/faqs.doc  and www.ed.gov/programs/sif/guidance20100120.doc)

School Improvement Grant Requirements

“The secretary would require states to identify three tiers of schools:

• Tier I - The lowest-achieving five percent of Title I schools in improvement, corrective action, or restructuring in a state, or the five lowest-performing Title I schools, whichever number is greater.
• Tier II – Equally low-achieving secondary schools that are eligible for, but do not receive, Title I funds. The secretary proposes targeting some of these extremely low-achieving high schools and their feeder middle schools….
• Tier III – The remaining Title I schools in improvement, corrective action or restructuring that are not Tier I schools in the state.

[Recent legislation has allowed SEAs to use School Improvement Funds to serve “newly eligible” schools: certain low-achieving schools that are not Title I schools in improvement, corrective action, or restructuring.  For more information, go to: www.ed.gov/programs/sif/guidance20100120.doc, pages 11-12.]

In its application to the state, each school district would be required to demonstrate its commitment to raising student achievement by implementing, in each Tier I and Tier II school, one of the following rigorous interventions:

• Turnaround Model – This would include among other actions, replacing the principal and at least 50 percent of the school’s staff, adopting a new governance structure and implementing a new or revised instructional program.
• Restart Model – School districts would close failing schools and reopen them under the management of a charter school operator, a charter management organization or an educational management organization selected through a rigorous review process. A restart school would be required to admit, within the grades it serves, any former student who wishes to attend.
• School Closure – The district would close a failing school and enroll the students who attended that school in other high-achieving schools in the district.
• Transformational Model – Districts would address four specific areas: 1) developing teacher and school leader effectiveness, which includes replacing the principal who led the school prior to commencement of the transformational model, 2) implementing comprehensive instructional reform strategies, 3) extending learning and teacher planning time and creating community-oriented schools, and 4) providing operating flexibility and sustained support.

Districts should choose the strategy that works best for each school. To ensure districts are choosing a variety of strategies, any district with nine or more schools in school improvement will not be allowed to use any single strategy in more than half of its schools.”   (http://www.ed.gov/news/pressreleases/2009/08/08262009.html)

How do Fast ForWord® and Reading Assistant™ products fit with the School Improvement Grant?

Improve student achievement

To date, students in almost 6,000 schools have achieved gains in language or reading skills with the Fast ForWord products. Numerous independent studies as well as detailed research and outcomes data consistently confirm the effectiveness of the products. After using the Fast ForWord and Reading Assistant products, students have shown gains in achievement on a variety of standardized tests and state assessments. For example, Fast ForWord participants in Everett Publics Schools in Everett, Massachusetts, made significant gains in reading achievement following Fast ForWord product use during the 2007-2008 school year. Sixty-six percent of the students improved their MCAS Reading score in 2008 with an average improvement of 4.6 points. Scientific Learning has over 200 school based effectiveness and case reports documenting the substantial gains in achievement made by students after using the Fast ForWord and Reading Assistant products.

Help Title I schools identified for improvement, corrective action, or restructuring so as to enable those schools to make adequate yearly progress (AYP) and exit improvement status  

With a background of over 30 years of neuroscience research and over 10 years of school site studies of effectiveness, Scientific Learning’s products have been shown to be proven intervention strategies for all schools, including those that are the lowest performing. The Fast ForWord Language and Fast ForWord Literacy series, with their cutting edge, neuroscience designed adaptivity and acoustically modified and enhanced sound, have been used successfully by students in low-performing schools in order to improve their cognitive, oral language, and reading skills. And both software series provide intensive support in a short period of time, from 4-16 weeks, depending on the scientifically validated protocol used.

Four Models of turning around schools:  

• Turnaround model: Implementing a new or revised instructional program – Fast ForWord and Reading Assistant fit well as part of a new or revised instructional program to use neuroscience based and proven learning techniques to turn around schools identified for improvement, corrective action, or restructuring.
• ReStart Model: Schools closed and re-starting will need scientifically based and proven educational tools like Fast ForWord and Reading Assistant in order to start anew and provide their struggling students with the cognitive, oral language, and reading skills that they need to succeed in all subject areas.
• School  Closure: Schools assimilating struggling students from closed schools will find that they need intervention products like Fast ForWord and Reading Assistant in order to help these students achieve grade level proficiency and assure that the school achieves or continues to achieve AYP.
• Transformational Model: Implementing comprehensive instructional reform strategies – Fast ForWord and Reading Assistant fit well as part of or as a supplement to any comprehensive instructional reform strategy, and indeed, the effects of the products are comprehensive, affecting student performance in all subject areas. Extending learning...time - Scientific Learning’s software can be implemented easily during extended hours.

Categories: Education Funding, Grants, and Stimulus, Fast ForWord®, Reading Assistant™, Scientific Learning® Research

Tags: academic problems, academic success, achievement gap, ayp, below grade level, cognitive skills, elementary learning, elementary school learning, high school learning, improving reading skills, increased test scores, intervention, Massachusetts, MCAS, oral language skills, response to intervention tier i, response to intervention tier ii, rti tier i, rti tier ii, school leader effectiveness, struggling readers, struggling students, teacher effectiveness, title i

Sleep: An Essential Ingredient for Memory Function

• June 3, 2010 by Bill Jenkins, Ph.D.

We all know the old Ben Franklin quote, "Early to bed, early to rise, makes a man healthy, wealthy and wise." While I have not yet investigated the "wealthy" claim, Franklin was spot-on in the "healthy and wise" department; research has shown sleep to be a key contributor to optimal health and brain function.

Before we address sleep, here is a quick primer on some concepts regarding memory:

• Short-term memory, also known as "working memory," refers to memories that we use or refer to before discarding them or transferring them to long-term memory.
• Long-term memory refers to anything that happened more than a few minutes ago and breaks down into further categorizations, such as implicit/explicit and others. (See Posit Science, "Types of Memory" for a description of the different categories of memories.)
• Sleep benefits two specific forms of long-term memory: declarative (those memories that we can call up on-demand, such as facts and events) as well as procedural (those memories that are skills developed through repeated practice, such as playing the piano, keyboarding or wielding a tennis racquet).

How does the brain process information to turn it into memories? Memorization breaks down into three distinct stages:

• Stabilization, during which new data develops a resistance to interference from other information and “becomes” a memory.
• Consolidation, where memories are moved to structures in the brain where they become more permanent.
• Reconsolidation, whereby memories are strengthened, refined and modified for long-term storage as they are recalled and re-used.

Sleep plays a significant roll in the consolidation and re-consolidation stages of memory. Physiologically, slow-wave sleep (SWS) supports consolidation, while rapid eye movement (REM) sleep is more associated with reconsolidation processes.

From a purely practical standpoint, it boils down to this: a good memory requires a good night’s sleep. To keep one’s memory working, eight hours a night is a smart guideline. As for truly optimal memory function, the short daytime nap of sixty or ninety minutes—or even the five or ten minute cat nap—has been demonstrated to improve memory and recall.

For more reading, see:

• The memory function of sleep.  Diekelmann and Born.
• Memory Consolidation and reconsolidation: what is the role of sleep? (PDF) Stickgold and Walker.

 

Categories: Brain Research, Reading & Learning

Tags: cognitive skills, health and well being, memory, processing, sleep

Can Scientific Learning Products Improve School Test Scores?

• June 2, 2010 by Norene Wiesen

When making a buying decision about educational software for a school or district, one of the most important questions to ask is whether the product is effective.  Administrators considering the Fast ForWord® and Reading Assistant™ products want to know: Do they help students learn and succeed?  Do they improve school test scores?  Are they evidence-based?

The answer to all of these questions is yes.  Scientific Learning products have been proven to improve language, reading, and cognitive skills as well as to improve school test scores on state assessments and other standardized tests for schools that follow the prescribed protocols.  Our Scientifically Based Research page is your starting point for exploring the 200+ studies that have evaluated the effectiveness of the programs and that serve as evidence of improved learning outcomes.

On average, students see a 1-2 year improvement in reading level on school test scores in as little as 8-12 weeks.  English language learners, struggling readers, and special education students have all been positively impacted.  So have students performing at grade level and above.

Here are just a few examples:

Dallas Independent School District, TX (View PDF)

• Four year longitudinal study
• Fast ForWord participants significantly improved their reading achievement scores on the TAKS state assessment and maintained their improved reading skills
• Average decrease in the achievement gap for the 544 Fast ForWord participants was 25%

St. Mary Parish Public School System, LA (View PDF)

• After using Fast ForWord products, percent of Centerville, LA, 4th graders scoring proficient on state assessments exceeds state average
• Marked improvement in 4th grade Math, Science, and Social Studies test scores, highlights the impact of Fast Forword products on improving cognitive and foundational skills

Bridges Academy, Winter Springs, FL (View PDF)

• A private school serving students with learning disabilities with a goal of improving reading skills
• Case study on 2nd through 10th graders to evaluate the effects of adding Reading Assistant software to their existing Fast ForWord implementation
• Reading Assistant and Fast ForWord products are used concurrently and students are assessed before and after use
• In an average of three months, the students at the school improve their grade equivalent test scores by an average of one year and three months on the Basic Skills Composite, which combines the Word Identification and Word Attack subtests

The benefits of Scientific Learning products go beyond improving state assessment scores.  Researchers have measured improvements in self-esteem, communication skills such as vocabulary and pronunciation, improvements in listening and understanding, and stronger memory for things like phone numbers and event sequences.  Review our scientifically based research for detailed information.

Categories: English Language Learners, Fast ForWord®, Reading & Learning, Reading Assistant™, Scientific Learning® Research, Special Education

Tags: academic problems, academic success, achievement gap, brain training, child reading development, cognitive skills, elementary learning, elementary school learning, Florida, high school learning, improve test scores, improving reading skills, increased test scores, intervention, language learning, learning disabilities, literacy, Louisiana, math, memory, reading intervention, science, self-esteem, social studies, struggling readers, TAKS, Texas, vocabulary

Brain Research, Learning & Literacy: Webinar with Dr. Bill Jenkins

• May 28, 2010 by Norene Wiesen

In this pre-recorded webinar, "Addressing Literacy Through Neuroscience," Dr. Bill Jenkins discusses brain development and plasticity, takes us on a tour of the parts of the brain involved in language processing, and reviews some recent research findings on language impairment. 

You will learn about the strong correlation between auditory processing and language development, the importance of timing in our perception of speech, and more.

Be sure to take advantage of this unusual opportunity to learn from an expert about what happens in the brain when we learn language, how oral language skills influence learning, and what we can do to help children learn better.

Categories: Brain Research, Fast ForWord®, Scientific Learning® Research

Tags: adaptivity, attention, brain plasticity, brain training, cognitive skills, crosstraining, early learning, frequency, how children learn, innovation, intensity, intervention, language learning, learning environment, literacy, memory, motivating students, processing, processing rate, reading intervention, sequencing, technology in education

How to Motivate Students: The Psychology of Success

• May 7, 2010 by Bill Jenkins, Ph.D.

In my last post, we looked at the differences between the fixed and growth mindsets described by Carol S. Dweck in her research and latest book, Mindset: The New Psychology of Success.  In this post, we’ll look at a bit of the neurobiology at work as it relates to mindset.

In their 2008 study, "Motivation to do Well Enhances Responses to Errors and Self-Monitoring", Bengtsson, Lau and Passingham discuss how humans are unique in the animal world in that only we have the ability to reflect on our own performance.

Their research studied how self-motivation affects tasks that use working memory. They looked at how the members of each of two groups performed on a memory task. The first group was told that their cognitive abilities were actually being measured and that these abilities were related to intelligence. The other group was simply told that by participating, they were helping the researchers to develop an effective test.

Their results showed that the first group was substantially more motivated to do well than members of the second. In addition, MRIs of subjects showed that activity across multiple areas of the brain in the motivated group was extensive when making errors. Simply put, Bengtsson, Lau and Passingham’s experiment demonstrated that when one is motivated to succeed, making errors is perceived as being "in conflict with one’s ideals for oneself." From the student’s point of view making errors is something they can accept since they believe that they can learn from experience and improve their abilities. This feedback when errors occur does not align with their perception of themselves as good learners, however, so they will consistently strive to be more successful.

This small piece of information offers a great insight for us as educators. As we work with students, we can help them understand the goals and reasons behind a learning experience as well as the content or skills that represent the focus of the lesson. The more we do this, the more we can literally stimulate their brains on a neurobiological level to optimize each student’s internal learning environment.

Categories: Brain Research, Reading & Learning

Tags: academic success, cognitive skills, intelligence, learning environment, memory, motivating students, teacher impact

Brain Fitness Is Not A Game

• April 30, 2010 by Terri Zezula

A recent study on brain video games is causing discussions worldwide on the benefits of brain training and programs developed to improve brain functioning. The study, published in Nature and summarized on Nature News, titled “No Gain From Brain Training,” was conducted with adults, average age 39, who practiced a series of online tasks for a minimum of ten minutes a day, three times a week, for six weeks.

These tasks, focused on reasoning, planning and problem-solving abilities, were tests and not exercises intended to improve cognitive skills. While the outcome of the study brings the concept of brain training to the forefront of online discussion sites, it’s important to note that the clarification of brain video games, brain training programs and brain fitness programs and the origins of the research behind the development of these products are critical to the discussions. 

What differentiates the Scientific Learning products from those advertised as “brain video games” or “brain training programs” is the science: decades of research into how students learn preceded the development of our products. For more than 30 years, neuroscientists at Scientific Learning have studied the way the brain learns.

The expertise and collaboration of Drs. Michael Merzenich, William Jenkins, Paula Tallal, and Steven Miller, the founders of Scientific Learning, along with several other cognitive neuroscientists, resulted in the development of a research-based series of products. The Fast ForWord® software is based on the science of how the brain learns and retains information. It utilizes the principles of neuroscience and learning to exercise and develop the brain's processing efficiency, essential for academic learning and reading success.

Brain plasticity research demonstrates that completing learning tasks in a frequent, intense timeframe accelerates learning. Just as exercise promotes physical fitness, exercising our brain improves brain fitness in four critical areas: memory, attention, processing and sequencing.

In addition, the research is recognized and supported by other scientists in peer reviews from Stanford University, Cornell University, UCSF Medical Center & Rutgers University, and many other top Universities, including a recent study by Dr. Nadine Gaab of Children’s Hospital Boston ((Gaab, N., Gabrieli, J.D.E., Deutsch, G.K., Tallal, P., & Temple, E. (2007). Neural correlates of rapid auditory processing are disrupted in children with developmental dyslexia and ameliorated with training: An fMRI study. Restorative Neurology and Neuroscience, 25, 295-310.)).

Finding the right product to improve cognitive skills can be overwhelming for the consumer. Numerous articles and research studies can be found online that address the interest and concern in this popular field of learning and brain development. In fact, a Google search on “brain video games” resulted in more than 32million hits! Members of the education community, parents and teachers alike, who are looking for programs for their students, should be cognizant of the importance of scientific research.

If a product is touted as “research-based,” what are the origins, extent and validity of that research? Are the products intended to test or improve cognitive skills? According to Dr. William Jenkins, Scientific Learning's Chief Scientific Officer, “a program that is designed to improve cognitive, reading or language skills and build brain fitness is adaptive to the student’s abilities; critical tasks are practiced at an appropriate frequency and intensity; multiple skills are cross-trained at the same time for lasting improvement; and rewards are built into the program for maximum motivation as the student progresses.”

In the study referenced above, “No Gain From Brain Training,” researchers believe that none of the groups who participated in the study boosted their performance on tests measuring general cognitive abilities such as memory, reasoning and learning. Participants in the study were volunteers who were viewers of a popular BBC game show, “Bang Goes the Theory.” The study required the participants to complete tasks for only 10 minutes a day, 3 times a week.

While the study concluded that there is no evidence of “any generalized improvements in cognitive function following brain training in a large sample of healthy adults,” it is a study that leads to more questions than answers. Were the tasks measures of current cognitive skills or were they designed to build upon these skills? The study leads the reader to conclude that these were tests of cognitive ability, not exercises to improve skills. So the conclusion that the programs did not improve cognitive function is baffling. Were the tasks adaptive, motivating, and practiced with intensity and frequency? Was there cross-training on multiple tasks to build cognitive skills? How comprehensive is a study conducted on participants who complete tasks for only a few minutes a week?

Based on the intensive studies done on proven brain training or brain fitness products already on the market that follow the basic principles of clinical trial studies (i.e Posit Science, a brain fitness program for adults), this study is not a strong indicator of the results that can be realized with a true research-based program. Whether programs are defined as brain training or brain video games or tasks designed to test cognitive skills, they don’t necessarily have the intensive scientific research that is the foundation of a proven brain fitness program.

Categories: Brain Fitness, Brain Research, Fast ForWord®, Scientific Learning® Research

Tags: academic success, accelerated learning, adaptivity, attention, brain plasticity, brain training, cognitive skills, crosstraining, frequency, how adults learn, intensity, learning through play, memory, motivating students, processing, processing rate, sequencing, technology in education

Announcing Our Spring Webinar Series--Register today!

• April 27, 2010 by Denise Ruvalcaba

It’s almost here!  I’m happy to announce Scientific Learning’s Spring Webinar Series 2010 featuring five must-hear presentations by experienced, committed educators. 

Register for one or all five of the webinars and stimulate your own brain while you absorb ideas and techniques that you can use with your own students.

1) Building Brain Fitness for Struggling Students to Succeed

Presenter: Dr. Deborah Kolonay, Superintendent at Penn Trafford SD
Date & Time: Wednesday, May 12 at 10:00am Pacific

2) Teaching Fluency:  The Neglected Goal of the Reading Program

Presenter: Timothy Rasinski, Ph.D.
Date & Time: Wednesday, May 19 at 11:00am Pacific

3) Moving Students to Proficiency

Presenters: Dr. Mark Keen & Cindy Keever at Westfield Washington SD
Date & Time: Wednesday, May, 25 at 10:30am Pacific

4) Autism:  Support and Interventions

Presenter: Ann Osterling
Date & Time: Thursday, May 27 at 10:00am Pacific

5) Autism:  What is the Latest Research?

Presenter: Ann Osterling
Date & Time: Tuesday, June 15 at 10:00am Pacific

For a fuller description of each session, please visit our webinars page.  And be sure to follow @scilearn on Twitter for updates as the webinar dates approach!

Categories: Brain Fitness, Brain Research, Education Trends, Fast ForWord®, Reading & Learning, Reading Assistant™, Special Education

Tags: academic problems, academic success, autism, behavior, below grade level, child reading development, cognitive skills, fluency, high school learning, how children learn, Indiana, intervention, learning to read, literacy, Pennsylvania, phonics, reading intervention, struggling readers, technology in education, increased test scores, webinar

Lifelong Learning and the Plastic Brain

• April 23, 2010 by Sherrelle Walker, M.A.

Remember the old saying, "You can’t teach an old dog new tricks?"  Well, we are actually finding out that you CAN teach an old dog new tricks. Decades of research tell us that the brain has the capacity to continually grow and re-wire itself. 

The ability of the brain to change itself is termed brain plasticity or neuroplasticity. A good question is "how do we translate this knowledge of neuroplasticity into success for all learners?"

First, we need to understand what "learner" means. According to TheFreeDictionary.com, "learn" is defined as "to gain knowledge, information, comprehension, or skill."  Lifelong learning is described as learning in which a person of any age keeps the mind and body engaged by actively pursuing knowledge and experience. 

Dr. Michael Merzenich, a leader in the field of neuroplasticity research, claims that we can constantly change the structure of the brain and increase its capacity to learn. His research shows that if the brain is not challenged with new learning, the brain's function can gradually erode over time, leading to decreased memory and cognitive function. Collaborative experiments by Merzenich and William Jenkins, Ph.D showed the adult brain demonstrated change and adaptation in response to stimuli.¹

Lifelong learning is not confined to childhood and has extended beyond the traditional classroom environment. Learning takes place in Tai Chi classes for senior citizens or in sandboxes where children can create the future. Many community education programs include lifelong learning courses on a variety of topics, including photography and naturopathic medicine. These activities offer new opportunities for the learner to experience new things, learn new concepts and stimulate the brain in a new way, thus keeping the brain "plastic." 

Educators are learning that brain fitness for students is just as important as physical fitness. Adults, especially Baby Boomers, are embracing lifelong learning as way to keep the mind and body healthy. Some are even looking at voluntourism (combining volunteer work with vacationing) or educational travel (combining lectures, explorations and leisure time) as a way of pursuing lifelong learning.

So, try learning a new language or playing a new musical instrument, teach reading in Romania, or maybe even learn how to do magic. You really can teach an old dog new tricks and you should!

For more information on lifelong learning and neuroplasticity, refer to Norman Doidge's book, "The Brain That Changes Itself" or the video, The New Science of Learning: Brain Fitness for Kids. For more information on educational travel, visit http://www.learninglater.com/travel.php.

¹ Jenkins, W. M., Merzenich, M. M., & Recanzone, G. (1990). Neocortical representational dynamics in adult primates: Implications for neuropsychology. Neuropsychologia, 28(6), 573-84.

 

Categories: Brain Fitness, Brain Research, Reading & Learning

Tags: cognitive skills, how adults learn, how children learn, lifelong learning

What is Number Sense and How Does it Relate to Math Skills?

• April 20, 2010 by Bill Jenkins, Ph.D.

Let’s talk about the Approximate Number System, or just "the ANS." The ANS is the instinctive ability to nonverbally represent numbers. We constantly use this capability in every day decision making, such as choosing the shorter checkout line at the store or wanting to try a meal at a crowded restaurant. In these situations, our gut decisions are mathematically based. Evidence shows that many different species not only share this capacity, but use it to guide everyday behaviors such as foraging and judging time and distance.

So how does the ANS work in non-humans? Let’s do a little study of my two labs, Bella and Buddy. Both love to chase tennis balls, love to swim, and are highly competitive in the ball-chasing department. Buddy clearly exercises his ANS judgment routinely when I throw the ball into the water. If he and Bella approach the water’s edge at about the same time, they both jump in. On the other hand, if Bella beats him to the water by a significant distance, he recognizes instinctively that he can’t beat her to the ball in the water, so he’ll stop and wait until she brings it nearly to the shore. At that point, he jumps in and goes for the steal.

Why is the ANS important for math skills? It is believed that human mathematical competence comes from two representational systems. One is the "symbolic representations" that must be explicitly taught and are the basis for calculus and geometry. The other–the same one that Buddy uses above–is the older approximate number system. The evidence suggests that very young babies can use this ANS to make approximate number judgments, differentiating one item from two, two items from three and three items from greater than three. Further, a growing body of evidence indicates that individual differences in math achievement are related to variations in the acuity of an evolutionarily ancient, unlearned approximate number sense. Interestingly, evidence also suggests that this ANS may be subject to influence by early learning.

If you’d like to dig deeper into understanding the science of the ANS, I recommend reading Halberda and Feigernson’s 2008 study, "Developmental Change in the Acuity of the ’Number Sense’: The Approximate Number System in 3-, 4-, 5-, and 6-Year-Olds and Adults." For an overview, The New York Times published a write up on the article and even included a link to an interactive, online activity that demonstrates the ANS in action.

Categories: Brain Research, Reading & Learning

Tags: cognitive skills, decision making, early learning, Innate abilities, intelligence, math