Tag: Boosting Brain Power

Curious David

Curious David Redux: Brain Boosting or Bloated Claims?

on April 17, 2018

Please forgive any duplication of earlier blog posts as I continue my mastery of the differences between WordPress.com and WordPress.org and winnow my writings of the past 10 years before grouping them  into e-books. I am attempting to make sure that the pieces are still germane and that there are no dead links.

Curious David Redux:
For Christmas nephew Alex gave me some “brain challenging” puzzles.  For a very short while I was able to fool him (and myself!) about my mental acumen by solving two of them in a few minutes. Then my beloved, intellectually curious grand nieces and grand nephews (ages 5 through 8) exposed me and put my achievements into context. They quickly took apart the remaining two puzzles which I had avoided because I thought that they were too difficult for me!  I  still haven’t figured out how to put the puzzles back together!

Later that evening grand nephew Cole invited me to play a board game “Brain Games for Kids.” I had reason to heed the warning on the box!

 

My mind was indeed blown away as he outperformed me very quickly — answering all questions correctly and gleefully (but kindly) correcting me when I failed to know the answers.

Putting his success into context, 1) he probably had memorized all the questions and answers and 2) he is quite precocious. Still, the children taught me a number of lessons and raised a number of questions for me to ponder. Are these additional signs of changes in my aging brain?  Should I stop comparing myself to those younger than I? Are there brain fitness strategies they use which could inform me? Are there deleterious effects of their constant use of of iPads and cell phones? Is this why I focus much of my research time on the topics of brain health and aging?

In an earlier blog piece I summarized five preliminary conclusions I had reached as a result of my immersing myself with my research students  investigating the claims of brain fitness training companies. I hope to continue that research in the Fall and to build upon what I learned at a Brain Health Virtual Summit. (I also am looking forward to participating in the 2018 SharpBrains Brain Health Virtual Summit.)

  1. “Brain Training” and brain health products is a huge, lucrative and growing industry with very expensive market research reports! Alas, I did not have the $7,150 to purchase such a report. Click this link to read the abstract.
  2. There exist a number of excellent, current, well-written and understandable science-based guides to maintaining cognitive fitness and brain health (e.g. Click this link to see an example of this Harvard Medical School paper).
  3. There exist excellent scholarly reviews of the efficacy (and validity of claims made) of “brain fitness” programs. The best such review is by Daniel J. Simons et al. which can be found here: (Click this link to see it in full).

              Among the authors’ important conclusions and advice most germane to this blog piece (and the next series i am contemplating writing) are the following:

“Consumers should also consider the comparative costs and benefits of engaging in a brain-training regimen. Time spent using brain-training software could be allocated to other activities or even other forms of “brain training” (e.g., physical exercise) that might have broader benefits for health and well-being. That time might also be spent on learning things that are likely to improve your performance at school (e.g., reading; developing knowledge and skills in math, science, or the arts), on the job (e.g., updating your knowledge of content and standards in your profession), or in activities that are otherwise enjoyable. If an intervention has minimal benefits, using it means you have lost the opportunity to do something else. If you find using brain-training software enjoyable, you should factor that enjoyment into your decision to use it, but you should weigh it against other things you might do instead that would also be enjoyable, beneficial, and/or less expensive.

When evaluating the marketing claims of brain-training companies or media reports of brain-training studies, consider whether they are supported by peer-reviewed, scientific evidence from studies conducted by researchers independent of the company. As we have seen, many brain-training companies cite a large number of papers, but not all of those directly tested the effectiveness of a brain-training program against an appropriate control condition. Moreover, many of the studies tested groups of people who might not be like you. It is not clear that results from studies of people with schizophrenia will generalize to people without schizophrenia, or that benefits found in studies of college students will generalize to older adults. Finally, just because an advertisement appears in a trusted medium (e.g., National Public Radio) or is promoted by a trusted organization (e.g., AARP) does not mean that its claims are justified. Consumers should view such advertising claims with skepticism.”

4. Many cognitive training studies and brain training companies overpromise results, cite the same methodologically faulty studies, cite studies funded by their organization,  ignore best practice experimental designs (see point 2 above), and fail to take into consideration placebo effects (Here is a simple, well-designed,  study indicating how EXPECTATIONS may cause the outcome attributed to cognitive training.)

5. Many helpful insights into memory loss can be gleaned from literature such as Lisa Genova’s Still Alice and from individuals sharing first-hand experiences such as in the beautiful bogging in Sally Remembers.

 

— Still curious at age almost 69,

David

Curious David

Linking in to Brain Health: 5 Brain Enriching Resources

on March 16, 2018


As I continue my investigations and writing about brain health and brain training, I am interested in “vetting” resources that I think are best evidence-based, rich in fact, and readable. Here are five current favorite resource links.

  1. Harvard Medical School Guide to Cognitive Fitness
  2. Alzheimer’s Association Articles
  3. Dr. Michelle Braun’s insights (also visit her Psychology Today blogs and her web page): 
  4. A recent Oprah wellness presentation
  5. National Institute of Health/ Aging Resources
AgingApp Generation

Brain Boosting or Bloated Claims? Promising Research or Wishful Thinking? Part 1

on March 14, 2018

At Christmas time one of my nephews gave me some brain challenging puzzles. For a few minutes I was able to fool him (and myself!) by being able to solve two of them in a few minutes. Then my beloved, intellectually curious grand nieces and nephews (ages 5 through 8)  proceeded to provide a context for my achievements by taking apart the remaining two puzzles which I had recognized as too difficult for me! Alas, they then lost interest and I still haven’t figured out how to put the puzzles back together!

Later I was invited by one to play a board game “Brain Games for Kids.” My mind was indeed blown away as he outperformed me very quickly. My solace was that he probably had memorized all questions and answers. Also, he had earlier shown me (on “his” computer which he had “built”) a school project he had on his Google-drive account.

Are these additional signs of effects on my aging brain? I must confess I find more of my research time focused on the topics of brain health and aging.

In an earlier blog piece I summarized five preliminary conclusions I had reached as a result of my immersing myself with my research students  investigating the claims of brain fitness training companies. I hope to continue that research in the Fall and to build upon what I learned at a Brain Health Virtual Summit.

  1. “Brain Training” and brain health products is a huge, lucrative and growing industry with very expensive market research reports! Alas, I did not have the $7,150 to purchase such a report. Click this link to read the abstract.
  2. There exist a number of excellent, current, well-written and understandable science-based guides to maintaining cognitive fitness and brain health (e.g. Click this link to see an example of this Harvard Medical School paper).
  3. There exist excellent scholarly reviews of the efficacy (and validity of claims made) of “brain fitness” programs. The best such review is by Daniel J. Simons et al. which can be found here: (Click this link to see it in full).

              Among the authors’ important conclusions and advice most germane to this blog piece (and the next series i am contemplating writing) are the following:

“Consumers should also consider the comparative costs and benefits of engaging in a brain-training regimen. Time spent using brain-training software could be allocated to other activities or even other forms of “brain training” (e.g., physical exercise) that might have broader benefits for health and well-being. That time might also be spent on learning things that are likely to improve your performance at school (e.g., reading; developing knowledge and skills in math, science, or the arts), on the job (e.g., updating your knowledge of content and standards in your profession), or in activities that are otherwise enjoyable. If an intervention has minimal benefits, using it means you have lost the opportunity to do something else. If you find using brain-training software enjoyable, you should factor that enjoyment into your decision to use it, but you should weigh it against other things you might do instead that would also be enjoyable, beneficial, and/or less expensive.

When evaluating the marketing claims of brain-training companies or media reports of brain-training studies, consider whether they are supported by peer-reviewed, scientific evidence from studies conducted by researchers independent of the company. As we have seen, many brain-training companies cite a large number of papers, but not all of those directly tested the effectiveness of a brain-training program against an appropriate control condition. Moreover, many of the studies tested groups of people who might not be like you. It is not clear that results from studies of people with schizophrenia will generalize to people without schizophrenia, or that benefits found in studies of college students will generalize to older adults. Finally, just because an advertisement appears in a trusted medium (e.g., National Public Radio) or is promoted by a trusted organization (e.g., AARP) does not mean that its claims are justified. Consumers should view such advertising claims with skepticism.”

4. Many cognitive training studies and brain training companies overpromise results, cite the same methodologically faulty studies, cite studies funded by their organization,  ignore best practice experimental designs (see point 2 above), and fail to take into consideration placebo effects (Here is a simple, well-designed,  study indicating how EXPECTATIONS may cause the outcome attributed to cognitive training.)

5. Many helpful insights into memory loss can be gleaned from literature such as Lisa Genova’s Still Alice and from individuals sharing first-hand experiences such as in the beautiful bogging in Sally Remembers.

Over the next few months I plan to focus my writing on expanding upon these points by examining recent claims. I shall take a look at products such as that pictured below that claim their products are backed by “clinical trials.” I actually still have the energy, motivation and developed cognitive skills to find, to read, to reflect upon and to evaluate such claims.

Can you train your brain to drive longer into your golden years? Such was the headline that appeared in my LinkedIn feed today that caught my interest. So I hunted down the original article (rather than trust that which was summarized) AND I contacted the author of the article asking her what she thought of the claims being made for her study.

Stay tuned…

— Still curious at age almost 69,

David

fake news

Thoughts on “Fake News”

on January 26, 2018

I recently finished reading Michael Miller’s book My Social Media for Seniors. There are some interesting lessons there that merit a much wider audience.

Several of the earlier chapters deal with separating fact from fiction online and developing an ability to distinguish among “fake news,” biased news, conspiracy theories, propaganda, opinions, unsubstantiated advertising claims, satire, and outright lies. I must confess I have become incredibly gun-shy about writing satirical blog-pieces (though I have a number of them in mind).

I readily admit that I have my own “biases” or cognitive filters that have been shaped by my schooling by my family, my formal education (Oberlin College, The Ohio State University) and my occupation as a Professor of Psychology at Carroll. I listen to NPR; I read the New Yorker and the New York Times. But I also make a conscious effort to be exposed to perspectives different from mine and to think about them, before categorically rejecting them.

Miller’s book identifies interesting Pew Research Center survey research about the most-trusted news outlets. i find their “Trust-to-distrust” ratios an interesting metric and it is of interest to see how judgments of trustworthiness differ among certain self-identified groups. You can find that research here.

Here is their full report: Political polarization.

Miller offers sound advice in how to tell “real news” from “fake news” and some useful suggestions.

  1. Consider the source.
  2. Verify the source with multiple sources.
  3. Check rumors with Snopes: Here is the link.
  4. Check with Mediabiascheck.com. Here is the link.
  5. READ the article carefully and deeply before sharing it. Too often we skim and forward.
  6. Remove any false news we inadvertently have spread by failing to heed # 5 above.

The author also offers some wise suggestions about “posting etiquette” which alas, too many who post ignore.

Feedback to this post is welcome.

 

 

AgingCurious David

Sharpening My Brain

on December 5, 2017

I’m looking forward later today to (virtually) participating in the 2017 SharpBrains Virtual Summit.  As I await its starting, I am flooded by emails from brain fitness companies. Lumosity claims to have “…adapted age-old-techniques of Mindfulness training into a series of easy-to-learn courses and activities.” I’ll learn more about that on Thursday from a Summit presentation. BrainHQ from Posit Science shares with me their latest claims. A new blog piece is published by Smartbrainaging.

I now am a subscriber to a number of very science-based brain health resources coming from Harvard Medical School and UC Berkeley,  I also now monitor National Institute of Aging clinical trial research. There are some intriguing ongoing randomized trials investigating cognitive, dietary and behavioral interventions (such as exercise programs) for mild cognitive impairment such as these.

I am looking forward to opportunities to interact at the summit with some of these CEO’s, entrepreneurs, and fellow investigators and to continue those relationships over the next few years.

My student research team has now spend a semester investigating brain fitness research claims. We are in the process of reflecting on what we have learned. Here are a few preliminary thoughts which will be expanded into a book.

 

  1. “Brain Training” is a huge and growing industry with very expensive market research reports! Like this one:
  2. There exist a number of excellent, current, science-based guides to maintaining cognitive fitness and brain health (e.g. this one).
  3. There exist excellent scholarly reviews of the efficacy of “brain fitness” programs (e.g. this one).
  4. Many cognitive training studies and brain training companies overpromise results, cite the same methodologically faulty studies, ignore best practice experimental designs (see point 2 above), and fail to take into consideration placebo effects (See this study.)
  5. Many helpful insights into memory loss can be gleaned from literature such as Lisa Genova’s Still Alice and other like works (Such as these).

Time to log into the summit. To paraphrase the proverb, all work and no play makes David a dull boy.

Agingbook writing with studentsbrain fitness trainingCarroll University USACurious David

Brain Fitness Training: Fact vs. Fiction

on October 26, 2017

 

There is much interest today in using technology to improve one’s brain power,  one’s health, and one’s well-being. Take a moment to conduct an online search on the topics of “brain fitness for seniors,” “brain fitness games,” “brain fitness apps, “and “brain training.” You’ll  be overwhelmed with the number of results. Unfortunately the social media and advertising claims are far removed from the science upon which legitimate claims can be made. How can one decide which claims are “snake oil,” which represent vaporware, and which are based upon  well-done research? Which programs are merely entertainment? Which make false or unverifiable claims? Which claims are patently wrong? Are there some vaild brain training interventions that are appropriate and proven effective for special populations? How can one protect or improve one’s brain heath?

In part because a number of Carroll alumni have been actively involved in research involving aging and memory (e.g. Michelle Braun, John DenBoer and Mark Klinger), and in part because I am approaching the age of 70, I’ve taken an increased interest in memory research.  I’ve always been fascinated by the too much-neglected research of Harvard’s Ellen Langer exploring concepts of mindfulness and mindlessness. I found especially fascinating her book Counterclockwise, though I am still skeptical about its implications for age reversal. [There IS empirical evidence (needful of replication and extension) that subjective perceptions of age can be affected by the mere process of measuring variables related to aging].

A day doesn’t pass when I am not flooded with emails about  “brain fitness training opportunities” that I am implored to explore.  Brain U Online gives me a friendly reminder of the availability of a brain training session invitation.  Blinkist suggests that I read a synopsis of the book Brain Maker: The Power of Gut Microbes to Heal and Protect your Brain for Life.  I am alerted that Episode #4 (of 10) “Six ‘Brain Hacks’ to Enrich Your Brain” from a gohibrow.com course awaits my viewing.  An interesting NPR story invites me to explore the brain-enhancing benefits of bilingual education. I receive an invitation to take an AARP approved  (and United Health Care supported) “Life Reimagined”  free online course on “Brain Power: How to Improve Your Brain Health” taught by Wendy Suzuki, Ph.D.  Posit Science urges me to become a “Smart Cookie” by joining their “…unique braining program … which unlike others… is backed by more than 100 published scientific papers”… I think that I’ll send them all  a copy of the recent review of brain training  research  n Psychological Science in the Public Interest (here is the link).

How does one separate the wheat from the chaff of these claims? Which avenues are promising and which are merely advertising promises? Will I really get smarter with five-minute lessons delivered to my inbox every morning? Do I want to? Would I be well-served by following my heart and attempting to (re) learn long forgotten Spanish? Would I be better served by exercising more? Learning how to play an instrument? Should I become involved in creating an Elder hostel educational experiences? So many questions. What fun to begin systematically answering them with talented students, data, and critical thinking.

Meet my Fall  2017 Carroll University student research seminar team. Jeff, Alexis, Sami, Abbey, Antonio, Nathan, Alex, Alex, and Ricky.

We have begun developing answers to questions such as these and are in the process of writing a short book sharing our findings. What questions would you like us to answer? Stay tuned!

 

 

 

 

 

  

 

 

AppsCurious David

Building Student Research Teams

on September 19, 2017

 

Though I failed to get the crowd funding I sought last year (described in an earlier post) I am delighted to report that I have been blessed to have 10 very bright, eager to learn students in my Research Seminar. Without doubt  their research will  advance some of the accomplishments I hope to achieve before my leaving Carroll. Some of what I am incorporating into this seminar —e.g. giving students numerous opportunities to self-publish—  is described in several earlier blogs like this one and this reflection. As we enter our 2nd week of learning together I begun introducing students to technology learning tools (e.g. WordPress, Diigo, SurveyMonkey, and Skype) and my 68-year-old thinking about memory and aging. Thank you, Jane Hart, for your introducing me to these tools 11 years ago.

My student co-researchers are responsible for taking much of the initiative in making this course successful–and for teaching me. Below is a description of Abbey S.’s and Alex F.’s creation of a Facebook Messenger group for our research team. In the next few weeks we shall be Skyping with some Carroll alumni who are knowledgable about our research topic (“Brain Training”). Do let us know if you are interested in following us, supporting our efforts, or contributing to our learning.

Effectiveness of Facebook Messenger as a Communication Tool

By Abbey Schwoerer and Alex Fuhr

In our Psychology Research Seminar this semester, we were given the task of coming up with a user-friendly, easily accessible communication tool for the class to use. What we needed was a platform that could be accessed free of charge, and allowed us to send pictures, links, and word messages. We wanted to use a tool which was generally familiar to our classmates and translated easily to different technological devices.  Our final solution to this problem was to use Facebook Messenger or simply called “Messenger”.

What is Facebook Messenger?

Facebook Messenger is an instant messaging application of Facebook.  It allows the user to have a private conversation with other Facebook users.  To use Messenger, you must have a Facebook account on facebook.com. There is a newer feature which allows you to message other Facebook users without being their friend, although the other user will need to accept your request to chat with them.  You can create one-on-one chats, or chats with multiple members called “group chats”.  It is equivalent to texting, but without having to exchange phone numbers with others.  You can access Facebook Messenger through the Facebook website or as a downloadable application on your smart phone.

Why use Facebook Messenger over other communication tools?

This versatility of the tool is what drew us to use it for classroom purposes.  Unlike most team chat applications, Messenger is free to use; even so, it still provides the most important functions that most of the paid apps have.  Messenger allows you to send word messages, voice messages, pictures, videos, polls, plans, games, locations, payments, links, emoji’s and GIF’s. The interface looks a slight bit different depending on if you are using a computer or a phone, but each allow you to perform the same functions.  It also allows you to connect to other websites to share media from them to a conversation.  Some websites include the musical application Spotify, KAYAK travel planner, and The Wall Street Journal news website.

How do you use Facebook Messenger?

To use Messenger on your computer, log in to the Facebook website and on the blue bar at the top of the screen, towards the right-hand side you will see a black and white version of the picture above.  You can also access it on the left-hand side of the page.  Click on this and it will show you all recent conversations you have had on Messenger.  You can also start a new conversation by clicking the blue words which read “New Message”.  Once you click on a conversation, it will open a chat box on the lower right portion of your screen and you can continue or begin to converse with a friend.  Other than simply messaging, you can voice call and video chat with others.  To modify the chat, you can click on the gear button labeled “options”.  You can change the color of the chat, send files, and many other functions.  If you desire to search for a picture or an article within the chat, you must enter the application through the button on the left-hand side of your home page.  This will pull up your conversations in a different format.  On the left of the new screen will be your conversations and on the right, once you click on a conversation, will be the “Search in Conversation” option.  The class may need to use this once the conversation becomes larger and longer.

To use Messenger on your phone, you need to download the Messenger application.  It will look like the picture above.  You can see all your recent message conversations when you open the application.  Once you click on a conversation, you can perform the same actions as on the computer.  To create a new message, you will click on the square with a pencil in the upper right-hand corner.  If you allow it, the application will send you notifications when you get a new message.  A downfall of using Messenger on your phone is you cannot search for an item within your conversation.

In summary, the multitude of applications this tool provides makes it a viable medium for our communication needs in Research Seminar.  We have already begun to use software and it seems to be running smoothly.  We look forward to the new possibilities this communication tool will provide for us this semester!

AgingCognitive TrainingCurious David

Thanks for the Memories

on September 7, 2017

 

I’m looking forward to returning to the classroom this week.  I’m particularly excited about what we may be able to accomplish in my research seminar with the ten students enrolled. The first two weeks will be baseline assessments of my students’ research skills. Reading (the novel, Still Alice—-and watching the movie; published journal articles–exemplary and poor research; popularized science articles), writing (blog pieces with me; self-published books; grant proposals); review (statistics and experimental design–designing DOABLE studies for every design that I teach in my book), and much development of thinking skills

Here are some earlier blogs I wrote as my thoughts began to focus on the topic I want to pursue “Brain Fitness Training Programs. I hope to tap into the knowledge of several Carroll graduates who share these interests.

Can one teach this old dog new tricks?

Is my old brain fit to be tied?

We’ll even tackle Tom Brady’s just gone public cerebral work out!

Time to discuss my plans for the course with Leo as we go for our pre-bedtime walk.

 

 

 

 

 

 

 

 

Agingbrain fitnessBrainHDCurious DavidLumosity

Preview of Things to Come: “Brain Fitness” Research

on March 29, 2017

This morning I sandwiched in a bit of very preliminary background work for my Fall Semester Research Seminar (assuming I get the minimum enrollment!). I’ve been too busy today to see if I’ve got the students!

I asked Alison to document my efforts as we try out different cameras and different screen casting software. Later I interviewed her about her Carroll experiences. Stay tuned!

Curious David

What are you reading today? What have you learned today? (Part 1)

on September 27, 2016

101_0179

I’m proctoring my first two exams of the academic year (Statistics and Experimental Design) so I have a protected five hour block for reading and for writing. I’ll have another such window of opportunity while my wife is in the dentist’s office for an hour later today. My Ipad will accompany me there.

First I glance at my Twitter, LinkedIn, and Facebook accounts. Looks like it is time to refine my Twitter filters. Can it really be that I have created over 1500 Tweets??  Do I still want to follow Edward Snowden? Jane Hart? Time to winnow—or to destroy the evidence:) I’ll revisit whom and what I follow as my interests and needs change. I’ll have to refresh my memory on what I and my students have written about Twitter. I send myself a note about which articles I want to read in depth or to share.

I’ll seek some counsel from my student research team. They surprised me the other day by indicating that they found Twitter a useful tool that they would like to learn more about. I fire off an email to them and am pleased that three of them are already on-board awaiting assignments—at 8:15 a.m.

Team2016b

Simpson Research Team 2016-2017

I peruse my email accounts briefly trying to identify what most deserves or needs my attention. I quickly visually scan  the online version of the Waukesha Freeman with special attention to articles about Carroll; the Milwaukee Journal business section; and the Chronicle of Higher Education. I am delighted and impressed to see a draft stored on Google drive of an article written by one of my research assistants since we checked in this morning.  It compares Skype and Face Time as communication tools.  Well done, Alison! It was no accident that these students wrote their first book last year with only the slightest supervision from me. It will be interesting to see if they accept my challenge about advancing to the next level in developing their talent.

Time for a coffee break and a team meeting. We briefly meet between exams. I share with them a few projects that I would welcome their involvement in, and I share what I have learned today while exploring LinkedIn and Yammer. I learn so much FROM them. I grab several manuscripts dealing with “brain training” to read while I proctor exam # 2. Several Carroll alumni researchers share my interest in this topic and I want to keep up with them. Learning never ends.

 

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