ADD
~~ A therapy technique called "Musical Attention Training
Program has
been touted as a beneficial treatment for Attention Deficit Disorder.
Researchers in Toronto have conducted a study which shows some promise
for this therapy when used with attention problems that are often
associated with brain injury. Knox, R. et al. (2003). Music
Therapy
Perspectives, Vol 21(2), 99-104.
~~ In recent years,
problems in the frontal lobe have been blamed for ADD. But new research
is now showing that there may be areas more strongly linked. A study at
Leiden, Netherlands (Leiden Univ) found that children with ADD have
more delay in "orienting to cues" rather than impaired decision making
(which was previously thought to be the culprit). Using new imaging
techniques, they have found that the children seem to have a problem in
a lower region of the brain, the attention system. This means that they
are slow to detect the source of new incoming stimuli or cannot
separate one source from another. Similar information is coming from
the University Clinic for Child & Adolescent Psychiatry in Essen
Germany. Their imaging study shows impaired function also in the limbic
system of ADD children in what they call "intercortical dialog".
Basically, problems with the left side which processes details and the
right side which specializes in global processing. A study at the
University of Denver, Dept. of Psychology is also showing that ADD
involves not only the frontal lobe, but other regions as well,
particularly the right parietal lobe.
~~ A study at the
University of Pittsbugh, School of Medicine, looked at highly
aggressive children diagnosed with ADD. Half the children were given a
placebo (sugar pill) and the other half were administered
methylphenidate (Ritalin). In their double-blind study, the Ritalin
group had significantly reduced their aggressive behavior.
~~ The University of
Kentucky Medical Center is defending testing accommodation for persons
with ADD. They state that test agencies have been unable to prove that
test validity for standardized tests at any level (even the state Bar
exam) is altered by accommodation for ADD.
ADHD
~~ Traditionally, researchers considered that the brains of
children with ADHD were just developing differently than the brains of
children without ADHD. But new MRI research show the condition
may actually be a brain delay, rather than just abnormal development.
Normally, a child's cortex thickens slowly up to around age 7, then
thins out. It turns out that the cortex of a brain with ADHD
doesn't reach its peak thickness until around age 10. This delay,
coupled with an early motor cortex maturity may explain some of the
symptoms of ADHD. Price, M (2008) Monitor on Psychology, Vol
39(2), pg 12.
~~ Young children with ADHD who later also develop conduct
disorders are at a greater risk for substance abuse and criminal
behavior. However, researchers have found that the parenting of
these children has a large effect on their outcome. Maternal
depression poses the greatest risk for these children and positive
parenting during the early years with these children offers significant
protection again these risk factors. Chronis, A. et al. (2007).
Developmental Psychology, Vol 43(1) 70-82
~~ For years we've associated problems in the prefrontal
cortex as one of the major contributors to ADHD. Researchers at
Queens College in NYC are arguing that model. They hypothesize
that the development of this area actually just correlates with the
reduction in ADHD symptoms as the person develops. They feel that
ADHD is due completely to noncortical dysfunction, develops very early
in the brain's life and remains constant throughout life despite the
fact that some symptoms may lessen with development. Haperin, J. &
Schulz, K. (2006). Psychological Bulletin, Vol 132(4), 560 - 581.
~~ A recent article by leading Harvard Medical School
experts summarizes the most up-to-date research and understanding of
ADHD(attention deficit / hyperactivity disorder):
The disorder affects about 10% of all children worldwide. About
one-half of the children with ADHD will continue to have some type of
impairment from it through adulthood. Genetic studies have shown
it to be highly heritable and while heredity seems to be the leading
cause, some pre-natal and even early childhood events can also be
linked to ADHD. From a molecular standpoint, research points to
catecholaminergic circuits and impaired transmission of the
neurotransmitter dopamine. Research in treatments has shown both
non-stimulant and long-acting traditional treatments such as
methylphenidate (Ritalin) to be safe and effective, especially when
coupled with behavioral interventions and treatment. Biederman,
J. & Faraone, S. (2005). Lancet. Vol 366(9481) 237-248.
~~ From Beijing, China we see an
interesting study looking at the different responses to the use of
methylphenidate (brand name, Ritalin) for ADHD and a very specific
gene. Some children respond well to Ritalin for inattention, some
for
impulsivity and some for both. What these researcher found is
that
those children who responded well to Ritalin for impulsivity were also
children who have a very specific version of the gene responsible for
norepinephrine transport. So the inattention and impulsivity
components to ADHD may come from separate genetic factors. Yang, L. et
al (2004). Journal of the American Academy of Child &
Adolescent
Psychiatry. Vol 43(9), 1154-1158.
~~ A
recent Greek study
looked at verbal memory and recall times for children with and without
ADHD. Their subjects were school children 7 - 11 years old.
They gave
them numbers and phrases to be learned for later recall. While
both
the children with ADHD and those without scored equally well on
accuracy when later tested, the ADHD children took a significantly
longer time to recall their answers and a much longer time to
articulate them. Kourakis, L. et al (2004).
DevelopmentalNeuropsychology. Vol 26(2), 565-570.
~~ More research out now on
the genetic component to
Attention Deficit Hyperactivity Disorder. Thought to be a genetic
event with many genes involved, UCLA researchers have found additional
evidence pointing to one of the culprit genes - named SNAP-25 (for
those biology enthusiasts - it's a mutation on the 3' end of an
untranslated region which encodes a synaptic vesicle docking
protein).
The gene most commonly is associated with paternal transmission.
(sorry Dads....hate to keep blaming you). Kustanovich, V. et. al
(2003). Molecular Psychiatry. Vol 8(3), 309-315.
~~ Diagnosing
pre-schoolers with ADHD seems to some to be inaccurate, unneccessary
and perhaps even detrimental. A study from Dalhousie University in
Halifax shows just the opposite. They observed 50, 3 to 6 year olds in
a preschool setting, half diagnosed with ADHD and half not. The ADHD
children were off-task significantly more time than the non-ADHD
children. They were also much more talkative and active. Their
conclusion: early diagnosis of ADHD appears valid and may be useful in
establishing behavioral programs at an early age to help these children
be successful. DeWolfe, N, et. al. 2000. Journal of Attention
Disorders, Vol 4(2), 80-90.
~~ We now have one
of the first pieces of research to show an actual physical brain change
using biofeedback for ADHD. Researchers in Germany put children (ages 7
- 13) diagnosed with Attention Deficit - Hyperactivity Disorder through
a "slow cortical potentials" (SCPs) training program for 3 weeks. They
found a fairly significant reduction in impulsivity and improved
behavior ratings from parents as well as changes in actual brain
potentials. Heinrich, H. et al (2004). Biological Psychiatry, Vol.
55(7), 772-775.
~~ We've long known
that people who are not touched and held much as very young infants can
have a host of problems as teens and adults, but the biology behind it
has been vague. Now researchers in Brazil are finding physical brain
changes in handled vs non-handled infants. Their study involved other
mammals, but found that infants handled during the first week had a
very significant reduction or pruning of cells in a region known as the
Locus Coeruleus (LC). This LC area is the region responsible for
attention, some memory and sleep/wake cycles. Problems in this region
have been linked to both attention deficit and hyperactivity. In their
study, the changes in the LC remained very different in the "held and
touched" infants even for months afterward indicating a long term
effect of early touching of infants versus neglect. Lucion, A. (2003).
Behavioral Neuroscience, Vol 177(5), 894-903.
~~ The American Journal of
Psychiatry reports that the new once-a-day atomoxetine treatment for
ADHD seems to be very effective in treating the disorder in both
children and adolescents with very few side effects or negative safety
issues. Atomoxetine is sold under the name of Strattera. Michelson, D.
(2002). American Journal of Psychiatry, Vol159(11), 1896-1901.
~~ Here's more research on
the genetic side of ADHD as well as an interesting gender preference
for inheriting the disorder. Trinity College, Ireland, has found 3
genetic ties to ADHD, all having to do with dopamine levels. Dopamine
receptors, the dopamine transporter genes and genes responsible for
synthesis of dopamine are all linked to the disorder. The study also
found that the ADHD responsible genes tend to come from the father's
genetic make-up more so than the mother's genes. Kirley, A. et al.
(2002). Neuropsychopharmacology, vol 27(4), 607-619.
Do you inherit ADHD? Yes,
according to the research that continues to support the connection
between genes and ADHD. Two new studies point to more than one gene as
being involved in the disorder. Research out of Hamilton, Ontario
correlates ADHD to the DRD4 dopamine receptor gene. (specifically the
gene's exon III coding sequence). Other research shows that the DRD4
may interact with other gene regions such as the serotonin transporter
promoter gene. Schmidt, et al. 2001. Psychiatric Genetics, vol 11(1),
25-29. and Auerbach, J. et al. as above pg. 31-35.
~~ Alcohol, nicotine, caffeine, stress -
which of these substances/events
when used by a pregnant woman is most likely to lead to ADHD in the
child? Nicotine! - according to a summary of the research released out
of Denmark. Nicotine use during pregnancy showed the greatest risk for
Attention Deficit & Hyperactivity problems later in the child's
life. Alcohol and caffeine studies could not support any contribution
and the research on stress shows that it may contribute slightly to
ADHD. Linnet, K., et al. (2003). American Journal of Psychiatry. Vol
160(6), 1028-1040
~~ ADHD children show a
very predictable instability in their sleep patterns. The
irregularities include: sleep onset, sleep duration, and amount of true
sleep received. In fact the pattern is so distinct and severe, that the
National Institute of Mental Health feels that sleep pattern could be
used as a diagnosis for ADHD. Gruber, Sadeh, & Raviw. 2000. Journal
of the American Academy of Child and Adolescent Psychiatry, vol. 39(4),
495-501.
~~ A new study out on
medicating ADHD, shows that the best results were obtained when using
Ritalin (MPH) mixed with caffeine. The study showed that impulsivity
and agression as well as planning skills were most effected by the
combination of these two drugs. (When used separately, Ritalin is more
effective than caffeine and amphetimines work about as well as
Ritalin.) Leon, M. 2000. Journal of Attention Disorders, vol 4(1),
27-47.
~~ According to a study
published last year, there appears to be an optimum window of learning
opportunity after administering ADD medication. In the study of ADHD
boys aged 9 - 11, reading was greatly improved (mastery, fewer errors,
higher rate per minute) during the first hour after Ritalin compared to
3-4 hours after medication. Kastner, J., et.al. (2000). Psychology in
the Schools, vol. 37(4) 367-377.
~~ The Journal of
Psychiatry reports that if you are going to develop manic-depression,
the symptoms will show much sooner if you have AD/HD. Sacks, G. et.al.
(2000). American Journal of Psychiatry, vol. 157(3), 466-468.
~~ Buffalo State College
researched the ADHD child's ability to identify emotions. Using
pictures, video, and audio tapes, they found that non-ADHD children
were quite competent in identifying emotion in others while ADHD
children were severely impaired in the skill. Norvilitus, et. al.
(2000). Journal of Attention Disorders, vol. 4(1), 15-26.
~~ Several long term
studies have been tracking the inattention curve in ADHD children as
they grow. Inattention in ADHD children peaks between the age of 7 and
8. After that it tends to stabilize through adolescence and adulthood.
Hyperactivity frequently disappears between the ages of 7 and 9. ADD
does not. Hart, E. et. al. (2000). Journal of Abnormal Child
Psychology, vol 28(3), 311. Biederman, J. et.al. (2000). American
Journal of Psychiatry, vol. 157(5), 816-818.
~~ A Purdue University
study of 120 boys, aged 7-13 years shows some typical work patterns in
ADHD children. The study compared boys with ADHD to non-ADHD peers in a
work/problem solving activity. The study found that ADHD boys were less
effective in social interactions, but interestingly, were also less
frustrated and less helpless than their non-ADHD peers. Children with
ADHD were more likely to attribute any success they had to "luck" or
simply the ease of the task. Non-ADHD children in the study tended to
blame failures on themselves, in that they didn't "try hard enough."
Haza, et. al. (2000)Child Development, vol 71(2) 432-446.
~~ Despite rumor to the
contrary, ADHD children are NOT more at-risk for substance abuse than
their non- ADHD peers. However, if the ADHD is coupled with a Conduct
Disorder, then the ADHD child is more at risk for substance-abuse.
Molina, et. al. (1999). Psychology Addictive Behaviors, vol. 13(4) 348
- 358.
~~ High School teachers
have a wide range of attitudes toward children with ADHD and LD
(learning disabilities). According to a survey of both regular and
special educators, 46% thought that ADHD children would carry a
multitude of problems into adulthood. 13% thought that learning
disabilities resulted from parents "spoiling" their children. 95%
thought that LD students are entitled to a more lenient education.
Brook, et. al. (2000). Patient Education & Counseling, vol. 40(3),
247-252.
~~ Leroux and
Levitt-Perlman write in the Roeper Review that we are focusing on the
wrong side of ADHD. They criticize that research and articles always
emphasize the negative aspects of the disorder, when in fact, many
characteristics of ADHD resemble those of gifted and talented persons
as well as resembling creative talents such as divergent thinking.
Leroux & Levitt-Perlman (2000). Roeper Review, vol. 22(3) 171-176.
~~ Can children with ADHD
comprehend television and video to the same degree as non-ADHD?
Apparently not, according to the University of Kentucky. In a study
with 7-12 year olds, attention decreased sharply during a video,
especially when distractors such as toys were present. This inattention
meant that while the ADHD children could recall basic facts of the
story afterward, they had a much lower understanding of the
relationships among the events in the story. Lorch et.al. (2000). J. of
Abnormal Psych., vol 109(2), 321-330.
~~ New findings in EEG
patterns may soon give a more valid diagnosis of attention deficit
hyperactivity disorder. Researchers in Australia have found distinct
EEG patterns in the brains of children with ADHD. The unique EEG waves
show an immature, hypoaroused central nervous system. Clarke, A.
(2002). Clinical Neurophysiology, Vol 113(7), 1036-1044.
~~ Diagnosing pre-schoolers with ADHD seems to
some to be inaccurate, unnecessary and perhaps even detrimental. A
study from Dalhousie University in Halifax shows just the opposite.
They observed 50, 3 to 6 year olds in a preschool setting, half
diagnosed with ADHD and half not. The ADHD children were off-task
significantly more time than the non-ADHD children. They were also much
more talkative and active. Their conclusion: early diagnosis of ADHD
appears valid and may be useful in establishing behavioral programs at
an early age to help these children be successful. DeWolfe, N, et. al.
2000. Journal of Attention Disorders, Vol 4(2), 80-90.
~~ Children who have ADHD
coupled with Conduct Disorder apparently really just have a version of
Conduct Disorder rather than an complication of attention deficit. New
research out of Toronto shows that the inhibitory control problems seen
in ADHD children are not found in ADHD children who also have conduct
disorder (ADHD+CD). In lab tasks where children are tested on their
ability to stop an ongoing activity, only the "plain" ADHD children are
severely impaired. So the ADHD+CD should really just be CD children who
have attention problems as well. Schachar, et. al. 2000. J. of Abnormal
Child Psychology, vol 28(3), 227-235.
~~ A study at the
University of Pittsburgh school of Medicine shows that middle school
children with ADHD are no more at risk for substance abuse than their
non-ADHD classmates. However, these children are more at risk if the
ADHD was coupled with Conduct Disorder. Molina, et.al. Psychology of
Addictive Behaviors. 1999, vol. 13(4), 348-358.
~~ Persons with bi-polar
disorder (manic- depression) have an earlier onset of symptoms if they
also have attention deficit hyperactivity disorder. This is according
to a study out of Massachusetts General Hospital. Sachs, G. et.al.
2000. Am. Journal of psychiatry. vol. 157(3), 466-468.
~~ Two studies support
concern for ADHD individuals into adolescence and adulthood. Curran et.
al, (1999) found a high percentage of the prison population has ADHD
(9% of prisoners vs. 2.5% of young adults in the general population).
Clure, et. l (1999) found that among inpatients for substance use
disorder (alcohol and/or cocaine use), 32% met the criteria for ADHD,
and that 35% of those inpatients had a childhood diagnosisi of ADHD and
continued to have problems with it into adulthood. Clure, et. al,
(1999). American Journal of Drug and Alcohol Abuse. vol. 25(3),
441-448.
Curran, et. al., (1999).
American Journal of Psychiatry. vol. 156(10), 1664-1665.
~~ The University of
Wisconsin has published a study tracking students with ADHD into
college. They found that college students with ADHD were more likely to
be on academic probation and had a higher incidence of academic
problems than their peers. The study claimed that the problems
experienced by these students were similar to those of a learning
disorder.
~~ Oregon Health Sciences
University looked at the effect of ADHD on siblings. Their conclusion:
the siblings frequently felt victimized and that victimization is often
overlooked or discounted by other members of the family. Their
recommendation: there is a strong need for increased social and mental
health services for all members of families with a member diagnosed
with ADHD.
AGING
BRAIN
~~ Many of us were excited
a few years ago when researchers discovered that it may indeed be
possible to regenerate nerve cells in the brain. The research shows
that the hippocampus, the area responsible for forming memories, is
capable of growing new neurons later in life. Now a study out of
Princeton is showing what we can do to increase the liklihood of this
growth occuring in our brains. According to this study, new nerve cell
growth is started by hormones out of the ovaries and adrenal glands.
The new cells will either grow or die depending on the enrichment of
our environment, learning and reduction of stress. Gould, E., et. al.
2000. Biological Psychiatry, vol. 48(9), 715-720.
~~ More research is
out supporting the shift in memory regions as we age. This time, the
University of Illinois has been using fMRI imaging to compare memory
probes and working memory issues in young brains and older brains. As
we've seen in other studies, the older brain activates frontal lobe
areas for working memory and memory retrieval whereas younger brains
use the hippocampus regions. This new research continues to support the
theory that the brain compensates as we get older, for the decay in our
hippocampus areas. Park, D. et al. (2003). Journal of Cognitive
Neuroscience. Vol 15(8), 1122- 1134.
~~ UCLA's School of
Medicine has released some preliminary research indicating that
estrogen replacement therapy may help preserve brain tissue in healthy
elderly women. Normal aging causes brain tissue lose, specifically
cortical atrophy, central atrophy, deep white-matter hyperintensities
and periventricular hyperintensities in the brain. Their study tracked
post menopausal women over several years and found that the brains of
women receiving estrogen had less atrophy in those areas than the
brains of the control group not taking the estrogen. Cook, I. et al.
(2002). International Journal of Geriatric Psychiatry, Vol 17(7),
610-618.
~~ Feeling the brain effects of aging?
Organization and decision making skills may decline as the brain ages
due to the deterioration of the frontal lobes. However a study in
Scotland shows that not all areas of the frontal lobes decline with
age. The researchers looked at the 2 main regions of the frontal lobes
- the dorsolateral and ventromedial. One handles social decision
making, the other handles organization and working memory. Apparently
it is the organization and working memory region that is most affected
by aging. Our social decision making remains relatively intact.
MacPherson, S. et al. (2002). Psychology & Aging, Vol 17(4),
598-609
~~ Feeling the mental
effects of your brain's age? Decisions, memory and word retrieval seems
to be slowing down? You may be interested in some of the new research
on how our brain ages. Apparently we lose production of dopamine,
reduce metabolism in decision making regions, and generally increase
thinking time as we rely on greater regions of our brains. These two
recent studies have shed more light of the biochemistry of the aging
brain. A Duke University study shows that while young brains use memory
to retrieve on a recognition task, blood flow increases in the right
prefrontal cortex. While retrieving similar recognition memory, older
brains (60 - 80 years) increase blood flow in several regions of the
cortex as the retrieval process slows down. A separate study out of New
York shows that the reduction in dopamine activity in the older brain
results from a decrease in the receptors which transmit dopamine
signals and consequently this results in a more limited glucose
metabolism rate. This effect is strongest in the frontal cortex,
although some areas of the temporal cortex and anterior cingulate gyrus
are involved as well. Madden, et.al. (1999). Journal of Cognitive
Neuroscience, vol 11(5), 511- 520. Volkow, et.al. (2000). American
Journal of Psychiatry. vol 157(1), 75-80
ALCOHOL
~~ Bond University in
Australia addresses the issue of why alcohol and aggression have such a
close association. In fact, in most mammals, humans included, even
moderate amounts of alcohol tend to increase violent and/or aggressive
behavior. Their explanation is that it creates a two-fold event
involving both the cortex and subcortical areas. First, alcohol
disrupts the performance of the pre-frontal cortex - the region
responsible for making good, sound decisions. The second problem is
that alcohol also tends to disinhibit some subcortical regions, which
are responsible for our more primitive drives (sex, fight/flight,
eating). So the combination of the primitive drive region feeling more
"free" to express itself and the executive controlling function of the
brain put on hold, leads to the problems we see. Lyvers, M. 2000.
Experimental & Clinical Psychopharmacology, vol. 8(4), 607-608.
Peter Giancola at the University of Kentucky has published a similar
study in the same issue, pages 576-597.
~~ In the Harvard
Mental Health Letter released this week, there is good news for friends
and families of problem drinkers. While the FDA recommends 2 alcoholic
drinks per day, nearly a third of Americans consume more than that. But
many of these drinkers can be encouraged to cut back through informal
channels and discussions. In fact 75% of problem drinkers or abuses
recover without intense therapy and intervention. Family, school
counselors and friends can help with simple suggestions such as setting
limits. You can read the suggestions at: www.health.harvard.edu.
~~ Because of the
plasticity and period of change experienced by the neurons in the
adolescent brain, they may be more susceptible to damage by alcohol
than adults. According to a study at the University of California, San
Diego, synaptic connections continue to increase and decrease through
age 20, indicating the brain may continue its rapid developmental state
longer than previous thought. Therefore, alcohol use during teenage
years may have a more significant effect and create more damage to the
adolescent brain than the adult brain. Tapert, S. et. al. National
Institutes of Health News Release Feb. 14, 2000.
ALZHEIMER'S
~~ Memory loss in
Alzheimer's disease versus memory loss associated with other aging
issues are both found in the hippocampus. However, recent fMRI images
show that the hippocampus deterioration in Alzheimer's patients is more
pervasive and multi-regional, whereas other memory loss due to age is
restricted to only one region of the hippocampus (the subiculum).
Small, et. al. Annals of Neurology, 1999, v 45, 4, 466-472.
~~ Florida Atlantic
University released a study showing that although memory loss is great,
the sense of self or personal identity of an individual persists into
late stage of Alzheimer's disease. (AD) J. of Nursing Scholoarship,
1999, v 31,2, 121-125. Tappan et.al.
ANXIETY
~~ Can children have anxiety
disorders? The question has created much debate in recent years
in the medical and psychological community. Researchers at the
University of Illinois - Urbana have used a technique known as
"voxel-based morphometry" to compare the brains of children diagnosed
with Anxiety Disorder and a group of "normal" children. It turns out
that the children with Anxiety Disorder had significantly reduced gray
matter volume in their left amygdala (an area very much involved in
emotional response.) Milham, M. et al. (2005). Biological
Psychiatry, Vol 57(9), 961-966.
~~ Columbia University has
released a study showing a strong relationship between anxiety and poor
memory ability -The relationship is particularly strong in young boys
at risk for deliquency. Pine, et al. (1999). Journal of American
Academy of child and Adolescent Psychiatry. Vol. 38(3). 1024-1031.
~~ While Post Traumatic Stress Disorder (PTSD)
generally appears soon after a trauma, the full effect may not be felt
for years. According to a Yale University study, PTSD can often return,
in a more severe form, during dementia. van Acterberg, M. et al.
(2001). Journal of Clinical Psychiatry, Vol 62(3), 206-207.
~~ Panic attacks often result from problems with
the brain pathways that control for the acquisition of conditioned
fear. Conditioned fear involves regions of the brain such as the
amygdala, the brain stem, the hippocampus and parts of the pre-frontal
cortex. This is pretty much all the major brain regions which may
account for the confusion and overwhelming emotions during fear and
panic. Sinha, S., Laszlo, A. & Gorman, J. (2000). Journal of
Affective Disorders. Vol 61(3), 191-200.
~~ According to a Boston study, PTSD results
from problems or a disruption in the pre-frontal cortex. This is the
region of the brain responsible for decision making. Koenen, K., et al.
(2001). Brain & Cognition, Vol 45(1), 64-78.
~~ Most people have a hand preference - we are
generally either right handed or left handed. But some people show no
preference and are referred to as mixed handed. Adolescents with
mixed-handedness are more prone to trauma symptoms and panic disorders.
Chemtob, C. et al. (2001). Journal of Nervous & Mental Disease, Vol
189(1), 58-60.
~~ Concerned that you or a loved one is
suffering from PTSD? A urine test may help determine the diagnosis.
Persons with PTSD show increased levels of noradrenaline and dopamine
in their urine. Tobin, J. (2001). Irish Journal of Psychological
Medicine, Vol 18(1), 27-29.
~~ Research continues to show the detrimental
effect of stress on the hippocampus and its role in memory. Stress
particularly effects short term memory. Take a walk. McEwen, B. &
Magarinos, A. (2001). Human Psycho- pharmacology Clinical &
Experimental, Vol 16(1), S7-S19.
ARTS
~~ Music appreciation appears to be a skill we
are born with - or apparently most of us are born with it. The ability
to perceive and enjoy music has a real biological basis according to
new studies. "Congenital Amusia" is the name given to the condition
some people are born with, in which all music sounds the same to them.
These people lack the ability to process pitch information. Stewart, L.
& Walsh, V. (2002). Current Biology, Vol. 12(12), 420-421.
AUTISM/ASPERGER'S
~~ Researchers in Toronto have released a study showing that
they have found numerous locations on the human genome that are link to
autism. The gene abnormalities are either DNA deletions or total
gene duplications and are not necessarily found in the parents -
indicating these may be random pre-natal mutations and not genetically
inherited predispositions. These genetic mutations can be tested
for. Many can be directly linked to specific behaviors such as a
deletion on chromosome 16 which leads to language delays.
Canadian Press (Jan 17, 2008) APA "Psychology in the News".
Psychport.com
~~ While genetic contributions to autism have been generally
accepted
for many years now, finding the exact genetic marker or biological
basis has been up for much discussion and search. By looking for
brain
anomalies in the brains of unaffected relatives of persons with autism,
researchers have found some clues to the puzzle. Much of this new
research continues to point to the genes that code for a serotonin
transporter protein. These rare genes relating to serotonin may
increase a person's risk for autism. Kuehn, B. (2006). Journal of
the
American Medical Association, Vol 295(1), 19-20.
~~
Serotonin levels and autism have been linked for many years now.
The fact that many persons with autism are found to have very high
levels of serotonin and that many symptoms of autism are successfully
treated with SSRIs, has led researchers to assume the problem may be
with the serotonin transporter gene, 5-HHT. However researchers at Mt
Sinai School of Medicine have examined the most likely areas of this
gene and have found no relationship between autism and the more common
5HHT variants. Ramoz, N. et al.(2006). Biological Psychiatry. vol
60(2), 186-191
~~ Children's Hospital in Seattle has been studying the
volume of the corpus callosum compared to total cerebral volume in
children with Autism Spectrum Disorder (ASD) versus typically
developing children. Children with ASD had a disproportionately smaller
corpus callosum than typical children. This could mean that there
is a
decrease in interhemisperic connectivity (and communication) in persons
with ASD or that the larger cerebral volume seen in ASD is due to an
increase in tissues that are simply not represented in the corpus
callosum. Boger-Megiddo, I., et al(2006). Journal of Autism and
Developmental Disorders, Vol 36(6), 733-739.
~~ Children
with autism struggle not so much with facts and
information, but with the source of that information. Source
memory,
as it is called, often involves the social aspects of
context.
Researchers in Connecticut have compared the memory of children with
autism to those without and found that factual memory remains fairly
equal. But the source memory in children with autism functions at
significantly lower levels. O'Shea, A et al. (2005). Developmental
Neuropsychology, Vol 27(3), 337-360.
~~ Asperger Syndrome:
nature vs nurture? Asperger syndrome (one of the autism spectrum
disorders) can be caused by chromosome abnormalities, prenatal events,
or genetics. Most of the time Asperger syndrome has a genetic component
(55% of all cases). It tends to follow paternal blood lines as
about
half of all people with Asperger syndrome have some type of autism
spectrum disorder in their father's family line. About 25% of
Asperger
syndrome cases result from some prenatal or birth event. Gillberg, C.
& Cederlund, M. (2005). Journal of Autism & Developmental
Disorders, Vol 35(2), 159-166.
~~ One of the most common questions I get asked
is "What is the
difference between high-functioning autism and Asperger's syndrome?"
I've even known many to use the two terms interchangeably. They
are not the same
thing at all. This month's issue of APA's monitor has an
excellent article
demarcating the two.
While as adults, persons with Asperger's and persons with high
functioning
autism may look very similar, the differences stand out strongly in
children.
The key can be found in language development. Children with
Asperger's syndrome
have rather typical language development or even advanced language
development.
While they don't use language well for social interaction as in
give-and-take, they do
tend to drone on about their favorite subject. Children with
autism struggle greatly
with language. They tend to have strengths in motor skills and
manipulating objects.
A new study just released compared children with Asperger's and
children with
autism who had very similar IQ's (in the normal and above normal range
only).
The difference? The autistic children performed well on visual
spatial perception tasks, like puzzles and on motor skills. The
children with Asperger's syndrome
showed deficits in these sub-tests but did very well on vocabulary,
verbal
memory and auditory perception. So, if you are trying to determine
whether a child
has Asperger's syndrome or high functioning autism, look into the
history of their
language development. Dingfelder, S. (2004). Monitor on
Psychology. Vol 35(11), 48 - 49.
~~ Since we're on the topic of autism, another new study jumped out
at me this week out of Columbia University. They did a complete
review of all
the brain imaging, neurological and biochemistry research that's been
done to
date on autism. They drew 4 definitive conclusions about what is
now known
about this disorder. (1). It is a heterogeneous disorder
with most likely many
causes. (2) brain imaging has shown a wide range of anatomical
differences all
of which reflect problems early in the brains development having to do
with neuron
growth and pruning. (3) The neurochemical differences occur early
and are pervasive
rather than localized to any one area. (4) we don't have
enough research yet to
say exactly in what way the autistic brain functions differently than
the non autistic
brain, but there is a huge number of current research projects going on
in this area.
Eigsti, I. & Shapiro, T. (2003). Mental Retardation &
Developmental Disabilities
Research Reviews. Vol 9(3), 205-215.
~~ Trying to figure out
the difference between autism, Asperger's syndrome and atypical autism?
So is the medical and psychological community. Traditionally, children
with relatively normal language development, but severely maladaptive
social skills have carried the label of Asperger's syndrome. Autism has
been reserved for children who exhibit BOTH social and language
deficits. However, that view is changing. Leekam, S., et. al. (2000)
Autism, vol 4(1) 11-28. AND Volkmar, F. et. al, (2000) American Journal
of Psychiatry, Vol 157(2) 262-267.
~~ More research on
the relationship between serotonin levels and Pervasive Developmental
Disorder (PDD). PDD includes persons with autism, Asperger's syndrome
and PDD - not otherwise specified. Researchers in the Netherlands have
compared platelet serotonin levels in children with PDD, mental
retardation, and normal control children. They found platelet serotonin
levels were much higher in children with PDD. The children with non-PDD
mental retardation did not show this condition, which is referred to as
"hyperserotonemia" (isn't that a great term). It's exciting to watch
science get closer and closer to a way of earlier diagnosis of PDD.
Mulder, E. et al (2004). Journal of the American Academy of Child &
Adolescent Psychiatry. Vol 43(4), 491-499.
~~ New research and
discussion has emerged linking autism to serotonin levels and the
cerebellum. Two separate groups of researchers - one in California and
the other in Pisa, Italy have found the serotonin system to malfunction
in the brains of autistic individuals. The problem is located in the
cerebellum and results in an inability to coordinate the functions of
cognition and emotion. 1. Marazziti, D. (2002). Psychiatry, Vol 52(2),
143. 2. Pierce, K & Courchesne, E. (2002). Biological Psychiatry,
Vol 52(2), 143.
~~ Texas Tech University
has also released new research on autism. They found significant
deficits in the prefrontal areas of the brain responsible for word
identification and language formation skills. When compared to "normal"
brains, the autistic brain shows serious hypoperfusion. Wilcox, J.
et.al. (2002). Neuropsychobiology, Vo 46(1), 13-16.
~~ St. George's Hospital in London is releasing
new research on the biochemical differences found in persons with
Asperger's Syndrome (AS). According to their research, persons with AS
show significant increase in choline, creatine and N-acetylaspartate in
the PreFrontal lobe which is associated with obsessive behavior and
problems in social function. Murphy, D. et al. (2002). Archives of
General Psychiatry, Vol 59(10), 885-892.
~~ Dr James Mulick, Ohio State University,
reported on a very impressive study they've conducted with young
autistic children using Early Intensive Behavioral Intervention (EIBI).
After full-time EIBI for 3 years, nearly all the children in their
study went from moderate mental retardation to at least an average IQ
and most saw a very significant loss of autistic symptoms.
~~ Using fMRI techniques,
Yale University has found an interesting brain abnormality in persons
with autism and autism spectrum disorder. In most brains (yours and
mine) we use one area to discriminate or identify objects and a
different area to identify faces. In the brains of persons with autism,
they use only the first region (inferior Temporal gyri) to identify
both objects and faces. Schultz, et.al. (2000). Archives of General
Psychiatry, vol 57(4), 331-340.
Asperger's Disorder or Autism? The debate on how
to separate these disorders continues. And research continues to show
the line is fuzzy. In a current study, they tracked pre-school (age
4-6) children through their early elementary years to see which group
improved more, those diagnosed with Asperger's or those diagnosed with
autism. The children with Asperger's syndrome developed better social
skills with age and showed fewer stereotypic autistic symptoms.
However, if the autistic children developed verbal fluency, they were
quite difficult to separate from the children with Asperger's by the
time they reached middle elementary grades. Szatmari, P. et al. 2000.
Am. Journal of Psychiatry. Vol 157(12) 1980-1987 .
~~ Emory University has
linked abnormal oxytocin and vasopressin neurotransmitter levels with
several behaviors and features of autism. (oxytocin is the
neurotransmitter mentioned in this newsletter earlier this year as
being associated with monogamy and parent-child bonding). This study is
pointing to faulty genes and the expression of peptides for the
abnormal levels.
~~ Many children with
late-onset autism are actually experiencing epileptic-like brain
activity in their sleep. The research project, started about 2 years
ago, has found that autism may in fact be related to epilepsy. The
children in the study were found to be having small seizure activity in
the temporal region of their brains during sleep. This previously
undetected activity is thought to be interfering with the brain's
natural process of pruning out unused dendrites during sleep.
Apparently, dendrites, or pathways, that should have been removed,
remain, because the brain mistakenly believes they are still in use.
The study is being conducted at research park at the University of
Utah.
BRAIN
REGIONS/FUNCTION
~~ Regular exercise improves cognitive function, improves
blood flow to the prefrontal cortex, improves attention and reduces
depression. Exercise can also undo much of the damage done to the
hippocampus by cortisol as a result of chronic stress. Bruce
McEwen,PhD. Rockefeller University. "Of Molecules and Mind:Integrating
the psychology and biology of stress and adaptation. Address
presented at the APA convention, August 18, 2007, San Francisco.
~~ If you are a person who uses both your left and right
hand for various tasks (an attribute called mixed-handedness) you
probably have a brain whose left and right hemispheres are more
strongly connected than someone who has a strong hand preference. This
can give you some bonuses other than just the convenience of having 2
hands to use! Researchers are finding that mixed-handed people have
stronger episodic memory systems (the ability to remember personal life
events, like your 2nd grade school year) and are able to remember
earlier childhood experiences. Episodic memory uses both left and right
hemispheres and develops around age 4 with the corpus callosum
connecting the two sides. A strong corpus callosum also gives one the
ability to do some tasks with either hand. Winerman, L. (2006)
Monitor on Psychology, Vol 37(6), 18 - 19.
~~ Most of us have seen prenatal pictures of a fetus sucking
its thumb. If the fetus is sucking his or her right thumb, he or she is
most
certainly going to be right handed. If the fetus is sucking the left
thumb,
there's about a 66 % chance they will be left handed. So handedness
appears
determined before birth - especially for right handers.
Hepper, P. et al. (2005). Neuropsychologia, vol 43(3), 313-315.
~~ Hearing one's own name in everyday situation is an attention
grabber as it causes a sudden rise in our self-awareness. Researchers
used
PET scans to see what happens in the brain when we hear our first name.
They
found a significant cerebral blood flow change in the right superior
temporal
sulcus and an even stronger change in the medial prefrontal cortex,
suggesting that
this region plays a big role in our processing of "self". Perrin, F. et
al. (2005).
Neuropsychologia, Vol 43(1), 12-19.
~~ Cognitive psychologists, neuroscientists and muscians will
be teaming up this weekend for a rather unique research project out of
McGill
University (Montreal). They will be measuring a host of physiological
and
neurological responses at the Boston Symphony. They will measure
responses
from the conductor, musicians and audience members as well as audience
members at a taped viewing. Researchers seek to find the differences in
the way we respond to music, both as performers and listeners and as
live versus recorded. You can watch for the results here in this
newsletter or
at: http://www.mcgill.ca
~~ Neurotrophins are a group of growth factors responsible
for neuron growth and development. Some researchers are linking 3
of them, NGF, BDNF and NT-3 with the development of
schizophrenia. If dysfunctional, these 3 could play a crucial
role in the neurodevelopmental problems that lead to
schizophrenia. Shoval, F. & Weizman, A. (2005).
European Neuropsychopharmacology, Vol 15(3), 319-329.
~~ If you are watching a classroom demonstration or a video, your brain
is receiving information from more than one sense or modality (your
eyes, your ears, etc.). Each of these sensory signals is
processed in a separate region of the cortex (a unimodal area) and
then, because they come from the same place and time, are integrated in
a multisensory brain region (a heteromodal region). Neuroimaging
studies are showing that this process is actually a 2-way street.
Not only do the unimodal areas affect the heteromodal regions, but the
interactions in the heteromodal areas can affect the specific unimodal
regions as well. This new view complicates our traditional views
of multisensory integration in the brain. Macaluso, E. & Driver, J.
(2005). Trends in Neurosciences, Vol. 28(5), 264-271.
~~ The brain uses separate cortex regions to interpret both the syntax
and semantics of music. This discovery is showing a large overlap
between music and language in the human brain. When listening to
music, we process its syntax with the inferior frontolateral cortex,
ventrolateral premotor cortex and the superior temporal gyrus- the same
regions we use to process linguistic syntax. We process musical
semantics with the posterior temporal regions which also overlaps with
our interpretation of language. Koelsch, S. (2005). Current
Opinion in Neurobiology, Vol. 15(2), 207-212.
~~ For those of you who
collect research on gender differences in the brain, here's another
study for your collection. German researchers used a fMRI to
image
male and female brains while they looked at fear-inducing pictures.
While the self-reports of "fear" where stronger from the women, the
brain's activation or involvement (activation of the bilateral amygdala
and the left fusiform gyrus) was greater in men. The researchers
theorize that men's brains are wired to pay more attention to
aggression cues in their environment. Schienle, A. et al.
(2005).
Neuroreport: For Rapid Communication of Neuroscience Research.
Vol
16(3), 277-280.
~~ While educators may label
students as “visual learner”, “auditory learner” etc., in reality many
brain regions process information in “modality-neutral” fashion.
Researchers at the University of Iowa used PET scans to watch brains of
people having to name pictures and sounds of objects. If someone
shows you a picture of a rooster and asks you to name it, or if they
play the sound of a rooster crowing and have you name it, you will use
the exact same left brain region for both tasks (inferotemporal). You
do separate the naming task into different regions of this area for
inanimate versus animate objects, but not for auditory or visual input
modes. Tranel, D. et al (2005). Journal of Cognitive
Neuroscience, Vol 17(8), 1293-1305.
~~ Neuroscience
has shed a lot of light on the brain processing of bilingual
speakers. For the most part a bilingual speaker will use the same
neural pathways for both languages. The only time you will see
different brain regions involved is if the second language was acquired
later in life, or the speaker struggles with mastery of the second
language or if there has been very limited exposure to the second
language. Perani, D. & Abutalebi, J. (2005). Current
Opinion in Neurobiology, Vol 15(2), 202-206.
~~ Those
familiar with conformity studies (I summarize the hallmark Soloman Asch
study in my new book) know that when a person finds themselves the lone
thinker in a group, they usually will change their opinion and conform
to the group even if they are confident in their view. Emory
University is using fMRI scans to find the brain regions involved with
conformity and independent thinking. When someone
“conforms” in a group, regions of the occipital-parietal network are
activated in their brain. When a person remains “independent” of
the group, the amygdala and caudate systems are activated. Berns,
G. et al. (2005). Biological Psychiatry, Vol 58(3), 245-253.
~~ Head trauma or brain damage to the frontal lobes does
not necessarily guarantee memory problems. While researchers and
neurologists have long associated the frontal lobes with short term
memory function, it appears that there are many subdivisions to the
frontal lobe region, and each area may or may not be involved with a
different memory function. So while we can continue to expect
short term memory impairment with frontal lobe injury, it is possible
for that not to occur. Stuss, D. & Alexander, M.
(2005). Current Direction in Psychological Science, Vol 14(2),
84-88.
~~ Ever struggle to determine whether something is a true
statement or a deception? If you listen with your left ear, you
may do a better job in making the determination. Apparently
deception detection is easiest and most accurate when processed through
the right brain hemisphere with information coming in via the left
ear. Malcolm, S. & Keenan, J. (2005). Laterality:
Asymmetries of Body, Brain & Cognition, Vol 10(2), 103-110.
~~ Use hand gestures when you lecture. Research supports more
emotional involvement on the part of the students to a lecture with
hand gestures and more cognitive understanding of the material as well.
However, only the right hemisphere apparently gains more "learning"
from hand gestures. If the right hemisphere is otherwise engaged
during listening, the gestures make no difference. Jaspers-Fayer,
et al (2005). Laterality: Asymmetries of Body, Brain & Cognition,
Vol 10(2), 183-191.
~~ A couple of issues back, I mentioned some of the earlier research on
mirror neurons, primarily in monkeys. The research continues it's
hot track - now more often in humans. Italian researchers use fMRI
scans to show that when a person listens to another person explain an
action they were about to do (such as put together parts or walk across
the room) the neurons in the listener's brain that are responsible for
those exact muscle movements are activated. Tettamanti, M. et al
(2005). Journal of Cognitive Neuroscience, Vol 17(2), 273-281.
~~ As
many of us suspected, physical exercise, does indeed make the brain
stronger. In his presentation at the recent APA convention in
Washington DC, Tim Schallert, a researcher in Texas summarized all the
recent research that shows regular physical activity can reduce your
chances of getting Parkinson's disease, Alzheimer's disease and even
stroke. Schallert's own research is looking at how and why this
happens. Using rats, the researchers find that exercise prevents
the
brain's dopamine neurons from degenerating. This normal aging
degeneration of dopamine neurons is what is responsible for so many of
these aging diseases. Schallert, T. (2005). Journal of
Neuroscience,
Vol 21(12), 4427-4435.
~~ Mirror neurons. Since their discovery was revealed
in
the early 1990's, they have taken the neurology and psychology world by
storm! These neurons are apparently responsible for our
human ability to imitate and empathize. With their discovery we
now can begin to understand how watching a football game excites us
almost as much as playing the game. Or how watching your child sled
gives us similar emotions to sledding ourselves.The research, of
course, has great implications for educators. The current issue
of APA's Monitor summarizes the major areas of research on the
implications for mirror neurons. I'll summarize each of their articles
for this issue's Hot Topics:
1. The
first article summarized the discovery and research on mirror neurons
done in the late 1980s by Giacomo Rizolatti at the University of
Parma. They were first discovered in monkeys when researchers
noticed that the brain responses in a particular area of the brain that
are active when monkeys reach for a peanut were also active when
monkeys simply watched a researcher pick up a peanut. Further
research showed that many of the same neurons that activate for a
particular task are just as active when we simply watch someone else do
the same activity. Eureka - our first major insight into empathy,
mimicry and learning. Winerman, L. (2005) Monitor on
Psychology (APA), Vol 35(5) pg. 48-50.
2. The second
article in this issue deals with one of the first big educational
arenas to run with this research on mirror neurons, and that is the
field of autism. Could a faulty mirror neuron system be the major
cause of autism? It made sense that the system that allows us to
learn through mimicry and empathy, both major factors of autism, may be
responsible for the disability. There are many researchers and
theorist working on this topic. Brain imaging studies are showing
that autistic people's mirror system is different than others, but
there are still issues to be addressed such as repetitive movements and
self-injury. Dingfelder, S. (2005) Monitor on Psychology
(APA), Vol 35(5). pg 52-53.
3. The
third and final article on mirror neurons in this issue deals with
their relationship to language development and other issues in human
evolution. In particular, theorist are looking at the
relationship between mirror neurons and language development.
Several researchers theorize that it may have been these mirror neurons
that made language and social communication possible in our earliest
ancestors, and that there is a strong relationship in the brain between
manual dexterity and language and social world - that we may have first
communicated with hand movements, then spoken language. Azar, B. (2005)
Monitor on Psychology (APA), Vol 35(5) pg 54 - 56.
~~ Most people are fairly
comfortable doing simple arithmetic
(add / subtract) problems. However, once math problems become
more complex, many people start to complain about the difficulty. As
researchers at Harvard have found, it may be because complex problems
involve a great deal more brain regions. A functional MRI shows
that we use 3 brain areas for simple addition or subtraction (Right
inferior parietal lobule, Left precuneus, and Left superior parietal
gyrus) . However when faced with a complex math problem, another
more involved network is called upon to join in. Now we use a network
involving those original 3 regions PLUS the left inferior intraparietal
sulcus, the left inferior frontal gyrus and the bilateral
cingulate. So complex math problems really do involve a great
deal more brain power and brain regions. Kong, J. et al (2005).
Cognitive Brain Research, Vol22(3), 397-405.
~~ When it comes to spatial
competence, children's brains
see striking developmental growth between the ages of 18 and 24 months.
Their ability to mentally "view" multiple locations, see relations
among objects and mentally recall a location long after being there,
all come into maturity during this time period. All this is
primarily due to major developmental maturation in the brain's
hippocampus at this age. Sluzenski, J. et al. (2004). Journal of
Cognitive Neuroscience. Vol 16(8), 1443-1451.
~~ When
we are in a noisy room or environment, we use a speaker's body language
to assist us in understanding what is being said. Lip reading and hand
gestures both give us clues to speech comprehension. Researchers in
Australia are using fMRI imaging to find how these cues arehandled by
the brain. While the left hemisphere processes both of
thesenon-verbal aids, the regions do differ. Lip reading is
handled in the area called the left posterior superior temporal sulcus
whereas hand gestures are interpreted by the intraparietal
region. Obviously one's dependence on one of these non-verbal
aids would vary from person to person. Thompson, J. et al.
(2004). Cognitive Brain Research, Vol 21(3), 412-417.
~~ Most
of us are intrigued by the Deja Vu experience - the
feeling you get that you have been in a situation or place previously
when in fact you know it to be novel. Alan Brown at SMU in Dallas
shares how current neuro-research has presented 3 possible theories for
this interesting mental phenomenon. 1) Identical messages are
processed by two separate regions of the brain and get separated
briefly due to a change in neural transmission speed. 2) One
perceptual experience is briefly separated into two due to some
internal distraction. 3) Our implicit familiarity is
mistakenly activated without the normally present conscious
recollection. Brown, A. (2004). Current Directions in
Psychological Science, Vol 13(6), 256-259.
~~ Where is our internal
clock? We may be tempted to think that our ability to judge
brief time intervals is a sophisticated process delegated to our
cortex. But studies show that estimated time passage is information
that is available to both hemispheres even in people with a severed
corpus callosum which connects the two hemispheres. This means
that our internal clock is probably subcortical and that those time
estimates can easily be transferred to either hemisphere. Marzi,
C. (2004). Trends in Cognitive Sciences, Vol 8(1),
1-3.
~~ Brain
differences between the genders? While it makes for great dinner
discussion, research continues to find more brain differences
attributed to handedness than to gender. Researchers in Turkey have
used MRI scans to measure volumes of cerebral ventricles. The lateral
ventricle in the left hemisphere has a greater volume for left
handers. The lateral ventricle in the right hemisphere has a
greater volume in the brains of right handed people. In general,
left handed people have reduced volume in all brain ventricles.
Ventricle volume differences between male and female brains?
These researchers found none. Erdogan, A. et al.
(2004). Vol. 114, (1), 67-73.
~~ For
the most part, we process speech in the auditory area of our left
temporal lobe and process music in the auditory area of our right
temporal lobe. While most of us are pretty determined to keep
speech and informational sound processing isolated to the left auditory
cortex region, we are not so stubborn about music processing.
Research has shown that we occasionally will also process music on the
left side too - it just depends on how familiar the tune is.
Tervaniemi, M. & Hugdahl, K. (2003). Brain Research Reviews,
Vol 42(3), 231-246.
~~ Not only is the
amygdala of the brain responsible for many of our emotions, it also is
what allows us to interpret emotions in others by looking at their
facial expressions. According to a study out of Iowa, people with
damage in the amygdala region (paired also with damage to the front of
the temporal lobe) can't "read" the emotion of a person's face.
Schmolck, H & Squire, L. 2001. Neuropsychology, vol. 15(1), 30 -
38.
~~ Autobiographical
memory or "episodic" memory has long been considered strongest and
easiest recalled when attached to emotion. Researchers in Germany were
trying to find out if these "affect-laden" memories used different
neural networks and if there was a difference between happy or sad
memories in terms of which brain areas were involved in the retrieval.
While there were some differences in other brain regions, the area
known as the orbitofrontal cortex was common to both types of
affect-laden information processing. Happy memories involved more of
the hippocampus regions, while sad memories used regions of the right
lateral temporal area as well as the left cerebellum. Markowitsch, H.
et al. (2003). Cortex. Vol. 39(4-5), 643-665.
~~ We've long known
that people who are not touched and held much as very young infants can
have a host of problems as teens and adults, but the biology behind it
has been vague. Now researchers in Brazil are finding physical brain
changes in handled vs non-handled infants. Their study involved other
mammals, but found that infants handled during the first week had a
very significant reduction or pruning of cells in a region known as the
Locus Coeruleus (LC). This LC area is the region responsible for
attention, some memory and sleep/wake cycles. Problems in this region
have been linked to both attention deficit and hyperactivity. In their
study, the changes in the LC remained very different in the "held and
touched" infants even for months afterward indicating a long term
effect of early touching of infants versus neglect. Lucion, A. (2003).
Behavioral Neuroscience, Vol 177(5), 894-903.
~~ In a recent newsletter
edition I mentioned a study about how most of us, being right handed,
concentrate dopamine more in the right hemisphere of our brains (we
spin away from that side). We also mis-judge the midline of our bodies
slightly to the left due to that as well. If you don't have this
"normal" one-sided distribution of dopamine it can cause an array of
schizophrenia related problems. Researchers in Switzerland have found
another way to check for this. Fold your arms. Undo them and now fold
your hands. Did you match? Left arm on top, left thumb on top? Or right
arm on top, right thumb on top? Most people do. The researchers found
that in people that have incongruous preferences, it was an indication
of an irregular dopamine distribution which could lead to some
personality difficulties. Mohr, C. et al. (2003). Journal of Clinical
& Experimental Neuropsychology, Vol 25(7), 1000-1010.
~~ An article in
the Journal, "Cortex" suggests that current research may indicate many
other regions of the brain are involved in working memory and executive
function besides the pre-frontal cortex. For the last several years,
we've blamed poor working memory on that area exclusively. The article
shows research that may point to a more complex picture. While the
frontal cortex may be one of the biggest areas involved, working memory
may involve links between many brain regions which need further study.
Andres, Pilar. (2003). Cortex, Vol 39(4-5), 871-895.
~~ If you've read much on the brain, you're
probably familiar with the region known as Broca's area and how it is
responsible for expressive language. However, you may not know that the
region is subdivided into distinct regions - BA44 and BA45. Researchers
in Bethesda, MD have found that area BA45 is activated by both speech
and signing with American Sign Language. BA 44 is responsible for the
actual articulation of muscles for verbal speech. BA45 then is
apparently responsible for the basic part of language use regardless of
the modality of expression. Horwitz, B. et al. (2003).
Neuropsychologia. Vol 41(14), 1868-1876.
~~ Stand up, close
your eyes, extend your arms out. Now turn in a circle. Which way did
you turn? Chances are if you are right-handed you turned left and vice
versa. Researchers in Switzerland noticed that turning behavior in
animals correlated with hemispheric dopamine asymmetries (DA). Animals
tend to turn toward the side with less DA. Apparently handedness in
humans is similar, and may help explain the strong right handed
preference in humans. (on a side note, other studies have shown that
pre-natal stress can cause changes in DA which can change directional
bias in animals and reduce the offspring's ability to handle stress).
Mohr, C. et al. (2003). Behavioral Neuroscience, Vol 117(6), 1448 -
1452.
~~ Researchers in
London have released research which they suggest shows that there are
NO regions of the cortex specifically dedicated to "word form
processing" - either visual or auditory. Their research involved
looking at the regions of the cortex activated with auditory word
repetition, reading, picture naming, and environmental sound naming.
While predictable areas were activated (Broca's Wernicke's, and other
regions) no areas were unique to the processing of word forms. Ahhh,
the plot thickens..... Price, C.J. et al (2003). Brain & Language,
Vol 86(2), 272-286.
~~ Math giftedness
may be the result of better left - right hemisphere communication in
the brain. A study of middle school students was undertaken as a join
US - Australian research project. The "average" math middle schoolers
used the expected left hemisphere for processing "parts" and the right
hemisphere for processing "wholes" in analyzing and reasoning. But
math-gifted middle schoolers did not show this difference. These
students used both hemispheres equally for processing both "parts" and
"wholes." The study also went on to elaborate on the gender difference
in math giftedness. Testosterone acts prenatally in the development of
the right hemisphere leading to math giftedness being found 13 times
more often in males. Singh & O'Boyle (2004)Neuropsychology, Vol.
18(2), 371-377.
~~ Certain reading
problems have often been blamed on dysfunction in the right occipital
lobe which is designed for visual priming - or implicit memory of past
visual experience with words (sight words). However a study at UC Davis
indicates that in fact both hemispheres may be responsible. What they
found is that problems with word-fragment completion involves both
hemispheres whereas word stem completion is fairly isolated to the
right occipital lobe. Kroll, N et al. (2003). Journal of Cognitive
Neuroscience, Vol 15(60< 833- 842.
~~ Smart people may
have more efficient brains. An Austrian study used PET scans to watch
people "think." Persons with a higher IQ actually used less area of
their cortex when thinking through a problem and had brains that were
more focused, than persons with lower IQs. The researchers also saw
differences between genders. Females showed greater efficiency on
verbal tasks and males on tasks involving figures. Neubauer, A. et al.
(2002). Intelligence. Vol 30(6), 515-536.
~~ I have covered lots of research in the past
two years regarding the pre-frontal cortex. The region is responsible
for so many things including decision making and reward processing. Now
York University in Toronto has linked it to one more process - humor.
Whether you are processing a pun or a complex semantic joke, you are
involving the prefrontal cortex. So now we have one more reason to use
humor in the classroom - it forces brain activity up to the higher
regions of the brain. Goel, V & Dolan, R. (2001). Nature
Neuroscience, vol 4(3), 237-238.
~~ Many of us were excited a few years ago when
researchers discovered that it may indeed be possible to regenerate
nerve cells in the brain. The research shows that the hippocampus, the
area responsible for forming memories, is capable of growing new
neurons later in life. Now a study out of Princeton is showing what we
can do to increase the likelihood of this growth occurring in our
brains. According to this study, new nerve cell growth is started by
hormones out of the ovaries and adrenal glands. The new cells will
either grow or die depending on the enrichment of our environment,
learning and reduction of stress. Gould, E., et. al. 2000. Biological
Psychiatry, vol. 48(9), 715-720.
:~~ I was intrigued by a study out of Germany
which noted that often people with right hemisphere brain damage cannot
mark the center of a horizontal line yet have no problems marking the
center of a square. They used MRI to discover that line judgement
activates only the right cortex (parietal region) while finding the
center of a square actives the lingual gyrus in both brain hemispheres.
Their conclusion: the more 'object-like' gestalt you can make a visual
stimulus, the greater the brain regions responsible for interpretation.
The morale of the story: Use manipulatives and diagrams whenever
possible for simple abstract concepts and to involve more of the brain.
Fink, G. et al. 2000 Neuropsychologia, Vol. 38(13), 1741-1748.
~~ The University of Calf. medical school used
PET scans to examine brain regions of people while speaking. They
looked at the brain while they (1)made nonsense syllables, (2)recited
the months of the year, and (3)reciting a briefly memorized prose
passage. While both the "mindless" recitation of the months and the
prose passage used Wernicke's area (the top back part of the temporal
lobe) ONLY the prose showed activity in Broca's area. The conclusion:
rote memorized verbal tasks require little thought or sophisticated
cortical activity (e.g.: "do you want fries with that?). Bookheimer,
S., et al. 2000. Neurology, Vol 55(8), 1151-1157.
~~ The University of Colorado sheds some light
on the relationship between the hippocampus and the neocortex in
learning. Both areas are involved in learning new tasks. The neocortex
processes slower, overlaps categories and attempts to find the patterns
and structure of the material. The hippocampus processes faster, uses
completely separate representations to code facts and details of
specific events and is less prone to interference. In other words, the
hippocampus memorizes, the neocortex learns. O'Reilly, R. & Rudy,
J. 2000. Hippocampus, Vol 10(4), 389-397.
~~ A study out of Duke
University shows that, if at all possible, our brain will solve tasks
by processing information in only one hemisphere. We see this on simple
problem solving tasks. However, as the tasks get more complex, the
brain will always choose to process by coordinating information between
the two hemispheres. I suppose if we want to give our brains a good
well-balanced work-out, we need to do complex tasks once in a while.
Weissman and Banich (2000). Neuropsychology, vol 14(1), 41-59.
~~ Planning involves
maintaining one main goal while working on subgoals for that main goal.
This is apparently one of the unique human brain functions. The
National Institutes of Health in Bethesda, Maryland has published
findings which show that that particular task is performed in the most
anterior part of the frontal lobes called the fronto- polar prefrontal
cortex. Koechlin et. al, Nature 1999, vol 399(6732) 148-151.
~~ MRI, PET SPECT scans all
support major mental disabilities result from adnormalities in the
frontal lobes. Major depression and schizophrenia are associated with
problems in the left frontal lobe. Impulsiveness and mania in the right
frontal lobe. Obsessive-compulsive behaviors tend to result from
problems in the orbital frontal lobes. Joseph. Psychiatry:
Interpersonal & Biological Processes, 1999, v 62, 2, 138-172.
DEPRESSION
~~ College counseling centers may want to join others
in offering a "National Depression Screening Day". Results from last
year's screening on Oct 11th showed a large increase in the number of
students who came to counseling centers for screening and those who
were detected showed greater improvement with treatment. The day also
was effective with attracting more males for depression screening than
normal. Chamberlin, J. (2007). Monitor on Psychology, Vol 38(9), 68
~~ A substantial number of adolescents with epilepsy and
seizures have clinical depression as well, so says the Journal of
Epilepsy & Behavior. The prevalence of depression among these
teens has not been widely known and many are not being treated.
Researcher Benjamin Hankin writes on how the role of stressors in a
young person's life interact with genetic, biological, cognitive and
interpersonal factors to predict depression. Hankin, B. (2006).
Epilepsy & Behavior, Vol .8(1), 102-114.
~~ Depression affects about 2% of pre-adolescent children
and about 5% of adolescents. It's concerning because it is often
associated with many at-risk behaviors, poor relationships and academic
problems plus it tends to pre-dispose adolescents to depression as
adults. Schools have attempted to lessen the problem with 2 types of
programs - universal prevention programs addressed to the student body
at-large and selective interventions specifically targeted to students
at risk for depression. A project designed to evaluate the
effectiveness of all these programs has found that the targeted
programs are more effective than universal programs and that programs
which viewed themselves more as "treatments" as opposed to
"preventions" were also most effective. The length of the
treatment or length of follow-up did not seem to cause a difference in
effectiveness between programs. Horowitz, J. & Garber, J.
(2006). Journal of Consulting and Clinical Psychiatry, Vol.
74(3), 401-415.
~~ Most of us know that January is one of the peak months
for Seasonal Affective Depression (SAD) due to light shortage.
Currently, the most effective treatment for SAD seems to be spending 30
minutes in front of a 10,000 lux diffused white fluorescent light in
the morning. But some new research is showing that this "light
therapy" may actually be a very effective treatment for other types of
depression as well. In fact some research indicates it may be as
effective as drug therapy in many people. Golden, R. et al
(2005). American Journal of Psyciatry, Vol 162(4), 656-662.
~~ Depressed people have a
smaller left side to their hippocampus, according to researchers in
West Haven, Connecticut. A study show a 20% size difference in this
region of the brain whose main job is memory. The smaller size is
thought to be due to the increase in glucocorticoids which come with
depression. Glucorticoids can damage the hippocampus. Bremner, et.al.
American Journal of Psychiatry, 2000. vol. 157(1), 115-117.
~~ The recreational
drug Ecstasy is linked to long term reduction in brain serotonin levels
leading to depression and Obsessive -Compulsive Disorder. But
researchers in Germany find that the drug doesn't actually deplete the
brain's serotonin supply but rather changes the physical structure of
the neurons in the brains so that they are unable to receive the
serotonin. Quednow,B. et al. (2004). Neuro- psychopharmacology,
Vol29(5), 982-990.
~~ Loneliness can
make you sick. So say researchers in London. A study released this
summer shows that lonely people have difficulty with blood pressure,
increased natural killer cells produced under stress and higher
cortisol levels in the brain in the first half hour after waking. All
of these are associated with things that can influence your health.
Make it a point to help children and adults who may feel socially
isolated and alone. Steptoe, A. et al. (2004). Psychoneuroendocriology.
Vol 29(5), 593-611.
~~ If you are
working with someone with bi-polar disorder, or just have an interest
in it, you may want to look at some research out of the University of
Texas Medical Branch regarding new treatments. The research is showing
some promise in expanding the treatment options for acute mania,
depression and bipolar disorder. The research looks at the traditional
clozapine, olanzapine, and risperidone as well as some newer "atypical"
treatments such as quetiapine, ziprasidone, and aripiprazole.
Hirschfeld, R. (2003). Journal of Clinical Psychiatry. Vol 64(suppl18),
15-21.
~~ Yale University is
looking at the chemical and biological workings of antidepressant
medications. Depression has long been known to cause structural
impairments to the cells in the hippocampus of the brain.
Antidepressants have been found to undue much of this damage and
actually help stimulate cell growth in the region. According to a new
study out of Yale's School of Medicine, these drugs work by
manipulating 2 of the body's own chemicals - cyclic AMP which turns on
genes responsible for making cell chemicals, and BDNF a common
neurotrophin responsible for cell growth and the development of
dendrites. D"Sa, C. & Duman, R. (2002). Bipolar Disorders, Vol
4(3), 183-194.
~~ Two studies out of the University of Texas
found two significant issues which correlate to depression in
adolescent girls. The first study showed that body-image
dissatisfaction such as dieting, pressure to be thin and bulimia can
all predict depression in adolescent girls. The other study shows that
an early age for menarche (sooner than 11.6 years) also can predict
depression in adolescent girls. Stice, E. & Bearman, S. 2001.
Develop- mental Psychology, Vol. 37(5), 597-607. Stice, E. et al. 2001.
Developmental Psychology, Vol 37(5), 608-619.
~~ Left-handed people are over-represented in the
depressed population. This is particularly true with males. One group
of researchers is suspecting this may be due to the difference in
hormone levels in the brain between left and right handed men. Elias,
L. et al. 2001. Brain & Cognition. Vol 46(1-2), 125-129.
~~ An interesting study out
of Manchester College shows that pregnant women who exhibit depression
in their last trimester (high cortisol, high norepinephrine, low
dopamine levels) gave birth to infants who also exhibit atypical
norepinephrine and dopamine levels. The infants born to depressed
mothers also showed inferior performance on infant tests for
orientation, reflex and excitability. Lundy, et. al. Infant Behavior
& Development, 1999, vol 22(1), 119-129.
~~ The brain area
responsible for circadian rhythms (suprachiasmatic nuclei) is analyzed
in a new study out of the University Catholique de Louvain in Belgium.
The study also describes the strong relationship between depression and
sleep disturbances, especially REM deprevation. Emilien, et.al. Irish
Journal of Psychological Medicine, 1999,vo16(1), 18-23.
~~ The University of
Helsinki has shown that depressed people exhibit not only cognitive
slowing but impairment in visual memory. In their study, verbal memory
was not as affected. Kalska, et. al. Applied Neuropsychology, 1999vol.
6(2), 96-107.
DIABETES
~~ The Erasmus University
Medical School in the Netherlands is showing a correlation between type
2 diabetes and the risk of dementia and Alzheimer's disease. Apparently
persons with diabetes have double the risk of developing dementia.The
risk is especially high if they are insulin users. Ott, et.al.,
Neurology, 1999 Vol 53(9), 1937-1942.
DYSLEXIA
~~ Some children with dyslexia may find benefit in using
colored overlays and glasses for reading. Researchers at the
University of Melbourne have found that this is due to "attentional
gating" problems that may occur in the primary visual cortex. The
processing mechanism known as the visual magnocellular pathway is
designed to perform a sequential gating of visual information as it
comes into the visual cortex for ordering. Children with
impairments in this system may benefit from the use of colored
overlays. Vidyasagar, T. (2005). Perception. Vol 34(8), 903-911.
~~ Until recently, most researchers agreed that dyslexia,
regardless of the person's language, originates from a dysfunction of
the left posterior temporal brain region. Some new research begins to
question that universal source. Dyslexia in the Chinese seems to
come from a different region altogether (left middle frontal
gyrus). However most of the people looking at this issue still
agree that regardless of your language, dyslexia results from an
inability to process the phonological features of your language.
Ziegler, J. (2006). Brain and Language, Vol 98(3), 341-343.
~~ Carleton University in Ottawa has been looking at
dyslexia and the possibility that some dyslexia may stem from
inefficient inter-hemispheric communication, as has been suggested by
many researchers. They found however, no real difference between
children with and without dyslexia in their ability to communicate
efficiently between brain hemispheres. Instead they found
significant delays in word retrieval processing from long term
memory. Sotozaki, H. & Parlow, S. (2006). Brain and Language,
Vol 98(1), 89-101.
~~ Researchers at the University of Colorado are suggesting
that schools could better serve children with dyslexia, by adopting a
strength-based ecological approach to working with these students as
opposed to the current deficit-method of conceptualizing dyslexia.
Rather than viewing the condition as a weakness within the child, an
ecological approach considers the child along with the systems within
which he/she interacts when making assessments. Actions center on
identifying systems that impact the child's ability to be successful.
D'Amato, R et al (2005). Neuropsychology Review, Vol 15(2), 97-103. ~~
The pathology or physical cause of dyslexia continues to
be
debated. One of the suspected causes is being investigated by the
University of Louisville (KY). Using MRI brain images of dyslexic
people, this study found that persons with dyslexia have a
significantly smaller cerebral volume but no difference in cortical
thickness. They also found defects in the brain's minicolumns
which can affect information processing ability, especially since the
study found no difference in white / gray matter ratios. So while
the physical thickness of the cortex remains the same, the volume is
less. Apparently the difference lies in the gyrification or lay
out of the foldings. Casanova, M. et al. (2004). Journal of Child
Neurology, Vol 19(4), 275-281.
~~ Yale University is using
neuroimaging to identify the area of dysfunction in dyslexia. It
appears to be the angular gyrus in the left hemisphere. This region
sits right behind Wernicke's area and is thought to be involved in
language-related visual input. Their study also shows compensatory
behaviors for the deficit to occur in the same general region in the
right hemisphere. Pugh, et. al. (2000). Psychological Science, vol.
11(1), 51-56.
~~ Benita Blachman at Syracuse University and
his team, including Sally Shaywiitz at Yale released a study comparing
daily systematic reading tutoring with traditional school remedial
programs for struggling 2nd and 3rd graders. Poor readers were randomly
assigned to either their school's remedial reading help - Chapter 1 or
resource pull out - or to a treatment group which consisted of 50
minute one-on-one reading tutoring using a 5 skill lesson program based
on the current research of the reading process. They used the Woodcock
Reading Test to measure progress. Not only was the end of the year
testing very different between the two groups, but very significant
differences could be seen even a year later after all students had
returned to their home based school program. For example, measures of
"word reading" after only one month was 9.11 for the treatment group
and 7.66 for the control group. At the end of the year, the treatment
group's mean score was 26.14 compared to 18.44 for the control. And a
year later the treatment group's mean score was 33.05 compared to 26.78
for controls. The research is fairly strong on this topic now.
Systematic reading instruction needs to include: sound-symbol
associations, phoneme analysis, fluency building, oral reading
practice, spelling instruction. We need all the components, taught
explicitly and systematically. Blachman, B.et al. (2004). Journal of
Educational Psychology, Vol 96(3), 444-461.
~~ Another study
has been released supporting processing difficulties in the left
hemisphere in dyslexic children. A researcher used a finger tapping /
line orientation test on 3 groups of adolescents: good readers/poor
spellers (dysgraphia), poor readers/poor spellers (dyslexia) and good
readers/good spellers. When the children tapped their left-hand during
the spatial task, all groups performed similarly. But during the right
hand tapping (which would involve the left hemisphere) the 2 poor
spelling groups had much more interruption of tapping than the good
spellers. The dysgraphia and dyslexia groups did not differ from each
other in the results. The researcher concludes that these conditions
are the result of a left-hemisphere processing limitation which affects
much more than just written language. These children have problems
disembedding and converting spatial patterns (such as spelling
patterns) into a useable temporal form. Mather, D. (2003). Journal of
Learning Disabilities. Vol 36(4), 307-317.
~~ The University
of Texas is using MEG to shed light on dyslexia. When children without
any reading problems have to distinguish between similar spoken
syllables, the speech area in the left brain hemisphere work very hard,
with the same area on the right side doing very little. When children
with dyslexia do the same task, the corresponding area in the right
hemisphere actually worked harder than the left. Their research
supports the idea that children with dyslexia have a specific
neurological deficit in a very isolated brain area dealing with speech.
Dyslexia has more to do with sound than with sight. The researchers
also support the disuse of IQ in defining reading disabilities - but to
look instead at poor reading. And fortunately, with intense
intervention, brain patterns can be changed and reading can improve.
Breier et.al (2003). Neuropsychology, Vol17 (4), 610-621.
~~ In recent years
some researchers have hinted that dyslexia may have cerebellum origins.
This idea of blaming the cerebellum was shot down recently by a U.K.
research team. Using a variety of tests the researchers did find
significant motor control performance problems associated with children
with dyslexia but found no impairment in their ability to estimate time
- a central cerebellar function. They conclude that phonological and
reading problems are probably not caused by cerebellar dysfunction.
Ramus, F. et al. (2003). Journal of Child Psychology & Psychiatry
& Allied Disceplines, Vol 44(5), 712-722.
~~ On the same topic of dyslexia, researchers in
Norway have found new brain physical differences associated with
dyslexia. Using magnetic resonance images, the researchers found that
brains of persons with dyslexia have smaller planum temporale areas
(posterior superior temporal regions). In addition to being involved in
a wide range of neuropsychiatric disorders, this area is sometimes
referred to as the brain region where "written and spoken language
meet" because the area is activated by both reading and listening.
Hugdahl, K. et al. (2003). Neuropsychologia, Vol 41(6), 666-675.
~~ New brain
research on dyslexia - a fMRI study by Sally Shaywitz at Yale (if you
follow dyslexia research, you are familiar with her team) shows that
children with dyslexia can move along two separate brain tracks as
adult readers: 1)"Persistently poor readers" (ppr) are those adults who
continue to have poor fluency and poor accuracy in their reading and 2)
"compensated readers (cr) who are very accurate readers but lack
fluency. The first group (ppr) use the same brain area for reading as
non- dyslexic readers but use the region differently and rely more on
memory based strategies than word analysis strategies. The compensated
readers (cr) rely primarily on a different region altogether and use
the "traditional" reading brain region very little. (the traditional
being the posterior brain region located in the left parietotemporal
and occipitotemporal regions). Shaywitz, S. (2003). Biological
Psychiatry. Vol 54(1), 25-33.
~~ Another study published
also by Yale University by Sally & Bennett Shaywitz, shows dyslexia
to result from the inability to comprehend that words can be broken
down into smaller units. This dysfunction occurs in both written and
spoken language. This is the function of the angular gyrus mentioned in
the topic above. Shaywitz. (1999). Developmental Neuropsychology. Vol
16(3), 383-384.
~~ In a "chicken or
egg"debate, a study by Rush University in Chicago proposes that deep
dyslexia and it's corresponding damaged left hemisphere function
actually results from problems with the right hemisphere. The study
proposes that the problem arises because the right hemisphere involves
itself in the reading process, rather than the other way around.
Beeman, et.al. (2000), vol. 71(2), 299-309.
~~ National Institute of
Health, Bethesda Maryland is shedding more light on the biology of
dyslexia. They blame lower blood flow in the temporal and inferior
parietal regions of the brain as a problem in dyslexia. In addition,
they have found a reverse problem in a region known as the left angular
gyrus. Increased blood flow in this area improves reading skill in
non-dyslexia persons, but causes worse reading skills in people with
dyslexia. Rumsey, et.al., 1999. Brain & Language vol. 70(2),
187-204.
~~ The University of
Wurzberg conducted a study showing that early training in knowledge of
letters and sound structure of spoken language can reduce the risk of
dyslexia. Schneider, Roth, Ennemaser. J. of Ed Psych 2000 vol 92,(2)
284-295.
~~ Dartmouth medical school
is using MRI imaging to show that there is a structural difference in
the brains of people with dyslexia. In particular, they've found an
area of the perisylvian region (associated with language) called the
caudal infrasylvian surface (CIS) which is significantly larger in the
brains of persons with dyslexia. Green, et. al, (1999). Neurology. vol.
53(5), 974-981
~~ The Irlen lenses are
being tested using magnetoencephalography - the most current and
sophisticated brain imaging technique. Erlen lenses are often called
"ROSE-COLORED" lenses and have recently been used with varied success
for the treatment of some types of dyslexia. The good news: there
appears to be significant evidence that these colored filters do reduce
or eliminate the conflicting brain pathway firings in some children and
enable them to make sense out of what they are reading. The bad news:
they don't work for everyone with dyslexia, different colors work for
different kids (they need to be "fitted") and like everything - more
research needs to be done and funding is limited.
GANGS
~~ Another University of
Chicago study found the following as predictors of gang activity:
--young age onset of
conduct disorder
--having friends who
engage in agressive deliquency.
--family income and
parental supervision.
Lahey, et. al, (1999).
Journal of Abnormal Child Psychology. vol. 27(4). 261-276.
GENDER
DIFFERENCES
~~ Boys with higher brain serotonin levels as children have
less risk of being aggressive adolescents. Researchers at Queens
College in New York recently finished a longitudinal study where they
tracked boys with various disruptive disorders from their childhood
through adolescence. While not all boys with low serotonin levels
became aggressive during adolescence, it was a contributing factor and
no boys with high serotonin levels in childhood displayed aggressive
behaviors during their adolescence. Halperin, J. et al, (2006).
Journal of the American Academy of Child & Adolescent Psychiatry,
Vol 56(7), 833-840.
~~ For those of you collecting gender differences in the
brain, you may want to read a new study out of Tulane University in New
Orleans. Researchers there are studying brain gender differences
for auditory processing. The Perisylvian region of the brain is