Archive for the ‘Learning Science’ Category

If memory can be improved, maybe IQ can too

Thursday, July 15th, 2010

Simple Memory Test Predicts Intelligence

 A recent article at livescience.com makes the case that IQ is not fixed because it is highly correlated to working memory, which is a learning skill that can be improved, often dramatically.  Working memory is a way of temporarily storing information used for some mental task.

This correlation exists because a major key to intelligence may be the ability to juggle multiple thoughts or memories at one time.

If the results of the study hold for the population at large, “I could predict an individual’s overall intellectual ability essentially with 79-percent accuracy if you tell me what their working memory capacity is,” said study researcher Steven Luck of the University of California, Davis.

The logic is sound.  And it also partially explains this IQ chart.  A school district used a standard IQ test to measure the impact of Fast ForWord software on an entire class of kids over a ten year period — five years of no progress before, then four years of dramatic gain after.   To read more on this study, click here.

Here is a link to the article:

http://www.livescience.com/culture/memory-test-intelligence-100525.html

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Is ADD a Condition or a Symptom?

Tuesday, June 1st, 2010

There was an interesting article in the New York Times today about the controversial Quotient machine that uses an exercise based on a repetitive boring task as a way of measuring focus.  Clinicians are using this equipment to measure the impact of a drug while they are still in the office to avoid the normal dose and drug experimentation. 

The article, titled “Seeking an Objective Test for Attention Disorder,” points out that finding a bio-marker is the Holy Grail of ADD and ADHD science.  It pokes fun at the current ADD testing which most heavily relies on parent feedback.  But the article also has a cynical tone towards the Quotient test as it is no narrow.

We think the real question here is — is ADD or ADHD a condition or a symptom of a learning or other issue?  We think ADD and ADHD are best thought of as symptoms, like a high temperature is a sign of sickness.

And so while measuring the level of inattentiveness may be useful –thermometers are useful — it doesn’t really help define causes. 

In our world of auditory processing disorder and language deficits, inattentiveness is common.  Children drift off in class because the world is coming at them too quickly.  Sure, the teacher will observe ADD in this case, but in this case, were there is CAPD there are interventions like Fast ForWord software can help.  For ADD due to auditory processing disorder drugs are not the best choice.  

Therefore we believe the concept of an ADD or ADHD biomarker is scary.  It may help clinicians move off the idea that the first interventions should be focused on the causes.  Here is the New York Times article.         

http://www.nytimes.com/2010/06/01/health/01attention.html?ref=todayspaper

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New Gemm video challenges NY Times Rosie O’Donnell Story

Friday, May 7th, 2010

The NY Times article about Rosie O’Donnell and her son who is diagnosed with auditory processing disorder has created a lot of chatter in our world of learning.  The theme of the article is that auditory processing disorders need to be coped with, worked around, that they stay with you for life.

Then how do you explain this video?

http://www.youtube.com/watch?v=9a8aqiKb0xw

This a child who came to Gemm Learning with APD, auditory processing disorder.  While it is a compelling video, it is not at all unusual for us.  For Blaise, his APD is gone and he is going from strength to strength.  His brain was changed by Fast ForWord.

The quote in the Rosie O’Donnell story that got me was this one:

“It definitely affected his whole world,” she said of her son. “Not just learning. It cuts them off from society, from interactions.”

Such a bleak picture, particularly as a life sentence that needs constant vigilance as learning needs change as a student ages.  But Dr Norman Doidge, now famous (again, in our circles!) author of The Brain That Changes Itself has his own quote:

“Brian plasticity is the single most important scientific discovery of the last 50 years.”

In other words we now know with a certainty, that learning patterns and pathways are NOT hard wired like a computer.   They are more like muscle, that can be changed and strengthened. 

Ironically, auditory processing is not only not fixed, it is actually one of the brain function where there has been the most scientific progress, mostly because it can be isolated and will respond to sound-based exercise like Fast ForWord.  In Blaise’s case the changes Fast ForWord made have been life changing. 

For more videos on Fast ForWord and learning and reading, click this link:

http://www.gemmlearning.com/video_testimonials_fast_forword.php

Here is a link to the original article.

http://well.blogs.nytimes.com/

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Rosie O’Donnell’s Child CAPD Article

Tuesday, April 27th, 2010

A strange article in the New York Times today about auditory processing. 

It was an article about Rosie O’Donnell’s son and his struggle with auditory processing disorder.  It does portray her as a wonderful advocate for her struggling child and apparently with good results, but to describe auditory processing in the headline as “little known” is just plain wrong. 

And for an article about learning in the Science section of the NY Times not to mention brain plasticity or any of the “new” (last 15 years!!)  interventions –Tomatis based listening programs, and Fast ForWord for instance —  is certainly puzzling. 

This article reminds firms like Gemm Learning that are trying to make neuroscience based interventions easy to use and mainstream that we are not there yet.  The idea that learning is not fixed, that the brain is plastic and capable of dramatic change if exercised appropriately, remains one the greatest discoveries and yet unknown scientific discoveries of the last 50 years.

Here’s a link to the article and video:

http://well.blogs.nytimes.com/

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Brain “games” exposed?

Wednesday, April 21st, 2010

A rash of new brain games to help reverse the effect of aging recenly attracted the attention of British scientists involved with a TV show called “Bang Goes The Theory.”   (Sounds like a fun idea that will find its way to the US one day, no doubt!)

The scientists had thousands of people do online brain games for 10 minutes a day three times a week, then after six weeks concluded the activity made no difference to their IQ.  Shocking!

This was a pointless exercise from the start — even if the “games” were legitimate, cognitive change cannot occur in that short a period or with that little intensity.  Nevertheless, Posit Science, the developers of the Brain Fitness Program (protocol: one hour, 4x a week for 10 weeks) felt compelled to defend their program!

This study was designed to fail of course, because it was done for a show that aims to “expose” scientific theories.  The shame in this is that brain plasticity is possibly the most important scientific discovery of the last 50 years and is now established science.  And yet it has yet to penetrate the public mainstream and so remains vulnerable to stunts like this.

Here is the article link:

http://www.msnbc.msn.com/id/36670031/ns/health-mental_health/

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BrainWare Safari Helps 58 Year Old

Saturday, April 17th, 2010

It never ceases to amaze me how plastic brains are at any age.  New pathways can be created throughout life that can have dramatic effects.

Here is a letter the folks at BrainWare Safari received recently from a 58 year old.

“I have always struggled with reading…all my life. When I see a sentence, it displays itself to me in short pieces which sometimes move backwards instead of forwards! I could never see an entire line of words. It’s been very frustrating and speed reading courses were of no help. In college I resigned myself to a major in chemistry because my math skills were strong and you did not read a lot in chemistry/science classes. 

At the age of 58, with an advanced degree in organic chemistry, I can, for the very first time, read entire sentences and lines on a page. How? I was given BrainWare Safari and decided to try the exercises to keep my brain sharp. Initially, I went through most of the exercises quickly. However, there were a few exercises that I found particularly difficult so I became equal to the challenge and kept working on them. It was at this time that I noticed a big change in my ability to read. I could see an entire line on a page at one time! This has changed my reading speed as well as my comprehension. The difference is absolutely amazing. Now I will always wonder how my life would be different today if I could have solved my reading problem in third or fourth grade instead of at age 58.”  Gail Langer

Adult dyslexia  is a major growth area for Gemm Learning mainly using Fast ForWord software as experiences like this become more pervasive.

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Fast ForWord Is Much More Than A Computer Game

Tuesday, April 6th, 2010

Galaxy Goal JugglingHere is a very relevant and practical comment from a Speech and Language Therapist (and a qualified Audiologist) on her experience of using Fast ForWord with people with auditory processing difficulties from our friends at Neuron Learning in the UK.

 It matches our experience at Gemm Learning of using Fast ForWord to improve auditory processing.

” Fast ForWord trainings were purposely developed to minimize novelty and amusement. That is a crucial aspect of the training. The goal is to train the auditory system with auditory stimuli that requires vigilance and attention, the same skills as are required when listening, reading and writing. A major fault in many “educational” computer programs overall, is that they are really eductainment, with so much novelty and lengthy reinforcements, that the child expects to be entertained, and this is what happens.I might add that I would do Fast ForWord with individuals through the teen years, and even into their twenties, but have recommended Brain Fitness to adults, usually ages 30 and older, WHEN their profile of APD and their functional needs warranted such. That is, I make careful clinical decisions about whom I recommend for Fast ForWord, which is applicable to adults, or when I recommend Brain Fitness. Many factors go into my recommendations for one or the other. Yet, I very much favor use of Fast ForWord training for even young adults, and particularly if they are still involved in an educational program (i.e, graduate school, medical school, career school, etc.).”

There are on-screen reinforcements, brief and cute, the trainee earns points, and ALL trainees should have a reinforcement program in which something is “earned” for having trained. This was part of the original research and is done so that the limbic system is involved, a major factor involved in learning, proven in research. All this is part of the training and the provider with whom you work will explain all.

It works well! I have put thousands through the training with great success. Our society has led children and adolescents to think that everything is “novel” and exciting, and while some of education is, the need for immediate reinforcement and novelty greatly impairs one’s ability to develop vigilance and attention. The fact that Fast ForWord does not offer such is one of its greatest strengths, yet with the right approach, even though there may be some tedium, the outcomes are worth it.

 

Good Advice

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Reading in the Brain by Dstanislas Ehaene

Saturday, March 20th, 2010

readinginthe brainThis new book by cognitive scientist, STANISLAS DEHAENE, is attracting a lot of attention.  Called ‘Reading in the Brain – The Science and Evolution of a Human Invention,’ it explains the phenomenon of literacy and its effects on the mind. 

A Barnes and Noble essay on the book gives a good intro:

How do we go from sounding out syllables, carefully parsing the phonetics of each word, to becoming fluent readers? And how does this incredibly complicated act become automatic, so that evn ths sntnce cn b quikly undrstd?

All very interesting.  We were also struck by the early question in hte book:  why does phonics work while the whole-language method does not?  Ane even more telling, with all the evidence that whole-language does not work, why is it still in so many schools?  It points to how little impact science is yet to have on educational practices in the US.  

Here’s a link to the review:

Reading in the Brain book review

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TV News: Fast ForWord Changes A Life

Monday, March 15th, 2010

Helps Child Get To Top Of Class

Here is a great TV news shows segment showing how Fast ForWord has helped a student improve his processing abilities to become top in his class!

Dr Martha Burns explains how the program works to improve memory, attention, processing speeds and sequencing skills.

The commentary shows the impact on APD (auditory processing disorder) related issues alongside other study aspects. The programs help children be confident socially as well as in the classroom, enjoy school and achieve good academic results.

Click on this link to see the video:

http://au.tv.yahoo.com/sunrise/video/-/18558693/

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Fascinating Brain Series on PBS

Monday, March 8th, 2010

charlieroseBrain Series on PBS

What a fascinating series of discussions by Charlie Rose with a series of senior neuroscientists and cognitive researchers about the wonders of the brain and brain plasticity

 #5 in Charlie Rose’s series on PBS is about early brain development.  So much happens in the first 3-5 years of life in terms of brain growth, that scientists are focusing on this period to help them understand learning in general.

One comment struck me.  One scientist was asked what she would like see in the future and she said she would like to see the education system just start to incorporate the potential of brain plasticity. 

I have no doubt that in 50 years or so schools will spend at least some part of each day on programs aimed at changing underlying learning skills.  But sadly now the entire day is devoted to teaching around learning disabilities despite all these scientific advances.

The good news for parents though is that while schools resist this science there is a cottage industry of neursoscience based tutoring alternatives for hime use.  Gemm Learning and Fast ForWord is at the forefront of this wave.

Here is a link to the Brain Series program:

http://www.charlierose.com/search/search/10764?text=brain+series

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