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After Phrenology
The computer analogy of the mind has been as widely adopted in contemporary cognitive neuroscience as was the analogy of the brain as a collection of organs in phrenology. Just as the phrenologist would insist that each organ must have its particular function, so contemporary cognitive neuroscience is committed to the notion that each brain region must have its fundamental computation. InAfter Phrenology, Michael Anderson argues that to achieve a fully post-phrenological science of the brain, we need to reassess this commitment and devise an alternate, neuroscientifically grounded taxonomy of mental function. Anderson contends that the cognitive roles played by each region of the brain are highly various, reflecting different neural partnerships established under different circumstances. He proposes quantifying the functional properties of neural assemblies in terms of their dispositional tendencies rather than their computational or information-processing operations. Exploring larger-scale issues, and drawing on evidence from embodied cognition, Anderson develops a picture of thinking rooted in the exploitation and extension of our early-evolving capacity for iterated interaction with the world. He argues that the multidimensional approach to the brain he describes offers a much better fit for these findings, and a more promising road toward a unified science of minded organisms.
eBook
White matter plasticity in healthy older adults: The effects of aerobic exercise
White matter deterioration is associated with cognitive impairment in healthy aging and Alzheimer's disease. It is critical to identify interventions that can slow down white matter deterioration. So far, clinical trials have failed to demonstrate the benefits of aerobic exercise on the adult white matter using diffusion Magnetic Resonance Imaging. Here, we report the effects of a 6-month aerobic walking and dance interventions (clinical trial NCT01472744) on white matter integrity in healthy older adults (n = 180, 60–79 years) measured by changes in the ratio of calibrated T1- to T2-weighted images (T1w/T2w). Specifically, the aerobic walking and social dance interventions resulted in positive changes in the T1w/T2w signal in late-myelinating regions, as compared to widespread decreases in the T1w/T2w signal in the active control. Notably, in the aerobic walking group, positive change in the T1w/T2w signal correlated with improved episodic memory performance. Lastly, intervention-induced increases in cardiorespiratory fitness did not correlate with change in the T1w/T2w signal. Together, our findings suggest that white matter regions that are vulnerable to aging retain some degree of plasticity that can be induced by aerobic exercise training. In addition, we provided evidence that the T1w/T2w signal may be a useful and broadly accessible measure for studying short-term within-person plasticity and deterioration in the adult human white matter.
Journal Article
Putting brain training to the test
A no trainer?
Although the public spends millions of pounds per year on various 'brain training' programs, the efficacy and performance of these training regimes remain unclear. In a collaboration with the BBC science series
Bang Goes The Theory
, Adrian Owen and colleagues conducted a six-week trial of various online training regimes. And although they observed improvements on the specific tasks used for training, the authors concluded that any improvements failed to transfer to other untrained cognitive tasks.
Millions of pounds per year are spent on various 'brain-training' programs; however, the efficacy and performance of these training regimes is still unclear. In collaboration with the BBC, a six-week online study of brain training was conducted. Although improvements were observed in the specific tasks used for training, in the authors' view there was no evidence that these improvements transferred to other untrained cognitive tasks.
‘Brain training’, or the goal of improved cognitive function through the regular use of computerized tests, is a multimillion-pound industry
1
, yet in our view scientific evidence to support its efficacy is lacking. Modest effects have been reported in some studies of older individuals
2
,
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and preschool children
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, and video-game players outperform non-players on some tests of visual attention
5
. However, the widely held belief that commercially available computerized brain-training programs improve general cognitive function in the wider population in our opinion lacks empirical support. The central question is not whether performance on cognitive tests can be improved by training, but rather, whether those benefits transfer to other untrained tasks or lead to any general improvement in the level of cognitive functioning. Here we report the results of a six-week online study in which 11,430 participants trained several times each week on cognitive tasks designed to improve reasoning, memory, planning, visuospatial skills and attention. Although improvements were observed in every one of the cognitive tasks that were trained, no evidence was found for transfer effects to untrained tasks, even when those tasks were cognitively closely related.
Journal Article
Reactivation of latent working memories with transcranial magnetic stimulation
The ability to hold information in working memory is fundamental for cognition. Contrary to the long-standing view that working memory depends on sustained, elevated activity, we present evidence suggesting that humans can hold information in working memory via \"activity-silent\" synaptic mechanisms. Using multivariate pattern analyses to decode brain activity patterns, we found that the active representation of an item in working memory drops to baseline when attention shifts away. A targeted pulse of transcranial magnetic stimulation produced a brief reemergence of the item in concurrently measured brain activity. This reactivation effect occurred and influenced memory performance only when the item was potentially relevant later in the trial, which suggests that the representation is dynamic and modifiable via cognitive control. The results support a synaptic theory of working memory.
Journal Article
The aging brain : functional adaptation across adulthood
\"Brain aging has long been seen as a process of deterioration and decline. Today, this view been challenged with research showing that not all cognitive processes decline with age, that some improve over the course of adulthood, and those that improve can often compensate for those that decline. Chapters in this multidisciplinary volume examine the neural mechanisms underlying changes in the aging brain, changes in learning and memory, risk and protective factors, and the assessment and prevention of cognitive decline\"--Provided by publisher.
Book
Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement
Classroom-based physical activity (PA) is gaining attention in terms of its potential to enhance children's cognitive functions, but it remains unclear as to which specific modality of PA affects cognitive functions most. The aim of the study was to examine the effects of qualitatively different PA breaks on children's cognitive outcomes. Children (N = 142) aged between 7 and 9 years were allocated to a 20-week classroom-based PA program, with either high physical exertion and high cognitive engagement (combo group), high physical exertion and low cognitive engagement (aerobic group), or low physical exertion and high cognitive engagement (cognition group). Executive functions (updating, inhibition, shifting) and academic achievement (mathematics, spelling, reading) were measured pre- and post-intervention. Results showed that the combo group profited the most displaying enhanced shifting and mathematic performance. The cognition group profited only in terms of enhanced mathematic performance, whereas the aerobic group remained unaffected. These results suggest that the inclusion of cognitively engaging PA breaks seem to be a promising way to enhance school children's cognitive functions.
Journal Article