Brain Training You Can do Together

By Amy Price PhD 

    Do you need to get your life back and restore relationships after trauma? It is not only truama survivors that can benefit from training but also family and caregivers who deal with the unexpected pressure of caring for a critically injured loved one. Brain neurons that fire together wire together, families that play together, stay together! Extensive research indicates our brain needs to overcome the negativity bias ingrained through the fight/flight response produced by trauma or social rejection to operate at maximum potential. It is more than positive thinking as the mind has a specific ratio of positive to negative input it accepts plus the input must be genuine to release the feel good chemicals that promote brain learning and healing.  Many people involved in an auto crash must fight for insurance rights and social acceptance during an era of limited capacity and chronic pain. All these aspects take a critical toll on the brain and promote inflammation cascades that lead to long term functional loss. The great news is that with targeted brain training in small manageable steps you can get back the edge taken from you though trauma, bad relationships, or serious illness. Your brain wants to work for you! 

Clicking on Train Your Brain , Save Your Mind here will take you to a fascinating short video on the power of personal brain optimization and contains a clinically validated assessment tool. This video is presented by Dr Evian Gordon of Brain Resource Company  and speaks about the highly acclaimed wellness program My Brain Solutions. It is well worth investigating, in less than 15 days I showed improvement on several measures of cognition. If you would like to sign-up for MyBrainSolutions please email me ….read on for why training your brain matters. 

Our minds and brains become so starved for approval and acceptance that we accept input and relationships that are harmful and not genuine. Your own brain even when it is damaged can pick up emotional cues in 1/20 of a second  which will determine how we respond to others.  I worked for the medical director of an organization for several years following a TBI…it was not until I was past that situation and had embarked on an adventure training positive emotions that I realised that in four years I had never been given a genuine smile. How can you tell? For a smile ask your self if the eyes crinkle slightly and the pupils enlarge, smiling with only the mouth is not genuine expression. Interestingly this insight has been validated by multiple behavioral, FMRI, GSR and QEEG studies, yet like many insights it is rooted in wisdom passed down from successful individuals who are at peace with themselves. Dr David Whitehouse, an eminent Harvard trained Psychiatrist put is this way  ”PEOPLE NOT ONLY SEEK AN EMPOWERING MIND, BUT ONE THAT IS AT PEACE WITH ITSELF”.  My Brain Solutions can help you learn to discern emotion and train your brain from a negative to a positive bias and offers a clinically validated personal assessment with a presonalized prescription to increase your brain function. Dr Evian Gordon states in his book ‘The Brain Revolution’ that  “THE DIFFERENCE BETWEEN AND EXPERT AND A NOVICE LEARNER IS A MODEL” One critical component of cognitive skill is one’s ability to speedily reframe or re-appraise the circumstances that surround you. People that successfully reframe have better life satisfaction and long term survival rates than those who are fixated on negative events, this ability can be trained. 

Research on cognition that shows transfer of training and increase in quality of life is dependent on carefully assessing individual differences with  clinically accepted tools which provide personalized training to meet these perimeters[1,2,3,4,] 

Learning and novelty are partners yet many brain fitness programs offer rote repetition of weak areas without variation in task or content in a bid to target learning, However research shows us this is not the way meaningful learning occurs. Tasks must be individually challenging to hold engagement and yet structured enough to be doable. Ideally tasks will adapt to changing learning curves to build neuroplasticity. The best learning capitalizes on emotional and intellectual strengths already present while strengthening areas of weakness in a positive atmosphere. For example, teaching a university student mnemonics and concept mapping may make the memory more efficient however teaching an individual with organic damage or early dementia how to remember names and faces with a mnemonic is an exercise in futility. 

Specific training alone can lead to plastic changes in the brain as demonstrated by expert Braille readers who show an enlarged hand area and smearing of finger representations in the somatosensory cortex. This result was observed in expert, but not in novice Braille readers suggesting that the training and not the blindness which leads to the changes in cortical representation [5]Similar domain specific results were noted in London taxi drivers and expert violinists. Kramer et al [6] states recruitment of additional brain regions helps performance only if the recruited area complements processing of the task in question. This is likely why rote memorization fails to increase working memory whereas training that targets attentional networks and processing speed increases working memory limits. We are incapable of processing in depth what we have not attended to and our capacity for material attended to is limited by the speed at which we process stimuli. 

References: 

1. Posner, M., & Rothbart M. Educating the human brain. Washington, DC US: American Psychological Association.; 2007:189-208. doi:10.1037/11519-009 

2. Jaeggi SM, Buschkuehl M, Jonides J, Perrig WJ. Improving fluid intelligence with training on working memory. Proceedings of the National Academy of Sciences of the United States of America. 2008;105(19):6829-33. Available at: http://www.ncbi.nlm.nih.gov/pubmed/18443283 

3. Willis SL, Tennstedt SL, Marsiske M, et al. Long-term effects of cognitive training on everyday functional outcomes in older adults. JAMA : the journal of the American Medical Association. 2006;296(23):2805-14. Available at: http://www.ncbi.nlm.nih.gov/pubmed/17179457 

4. Gordon E, Arns M, Paul RH. Research Report THE INTEGRATE MODEL OF EMOTION, THINKING AND SELF REGULATION: AN APPLICATION TO THE “PARADOX OF AGING”. Thinking. 2008;7(3):367-404. 

5. Greenwood PM. Functional plasticity in cognitive aging: review and hypothesis. Neuropsychology. 2007;21(6):657-73. http://www.ncbi.nlm.nih.gov/pubmed/17983277 

6. Kramer AF, Bherer L, Colcombe SJ, Dong W, Greenough WT. Environmental influences on cognitive and brain plasticity during aging. The journals of gerontology. Series A, Biological sciences and medical sciences. 2004;59(9):M940-57.: http://www.ncbi.nlm.nih.gov/pubmed/15472160

Free Memory Screenings for Brain Optimization

 Boca Raton, FL— Consumers who want a status check on their memory can take advantage of free, confidential screenings on November 17 as part of National Memory Screening Day, an annual initiative of the Alzheimer’s Foundation of America (AFA) designed to promote proper detection of memory problems and strategies for successful aging.

 Memory screenings are a significant first step toward finding out if a person may have a memory problem. Memory problems could be caused by Alzheimer’s disease or other medical conditions.   

 Now in its seventh year, AFA’s National Memory Screening Day coincides with National Alzheimer’s Disease Awareness Month, which takes place during November.

    On November 17,  Sparks of Genius Brain Optimization Center will hold memory screenings at 7777 Glades Road, Boca Raton, from 10 am – 3 pm. Please call 561-859-4060 for more information or to make an appointment. You are also welcome to stop by.  Refreshments will be provided.

    At Sparks of Genius we offer cognitive training program which can slow down the progression of memory loss or delay it’s onset.

    AFA suggests memory screenings for adults concerned about memory loss or experiencing warning signs of dementia; whose family and friends have noticed changes in them; or who believe they are at risk due to a family history of Alzheimer’s disease or a related illness. Screenings also are appropriate for those who do not have a concern right now, but who want to see how their memory is now and for future comparisons.

    The event features a face-to-face screening, which takes only about five to ten minutes, and consists of a series of questions and tasks. Screenings will be conducted by Dr. Rohn Kessler, Dr. Amy Price and Ninah Kessler, LCSW. The results do not represent a diagnosis, and AFA advises those individuals with below-normal scores or those who have normal scores but are still concerned to follow up with a qualified healthcare professional.

     Eric J. Hall, AFA’s president and CEO, is urging consumers “to be proactive about brain health.”

    ”We pay so much attention to the health of our bodies, but we should be equally concerned about the health of our brains,” he said. “National Memory Screening Day offers the opportunity to find out how your memory is now and to learn how to protect it in the future.”

        For more information about National Memory Screening Day, visit www.nationalmemoryscreening.org or call 866-AFA-8484.

Change Ethnic Poverty

Students of African American and Hispanic background were recently part of a pilot project using a novel system of cognitive assessment to assess children’s learning potential. It was developed by Professor Reuven Feuerstein. The assessment consists of a battery of six to eight tests which measure abstract thinking, analogies, and qualitative thinking and are not culturally-biased.

“Nationally, African American students are identified as educationally mentally retarded twice as often as their white peers; and African Americans are identified as emotionally/behaviorally disordered one and a half times as often as their white peers. The actual number of these “BD” (Behavioral Disorder) diagnoses has increased by 500% between 1974 and 1998.”

Dr. Eric Cooper, President of the National Urban Alliance notes how unfortunate it is that “misdiagnosis of special education status has been used to place a significant number of children of color into programs that doom them to a life of low expectations and low achievement.”

Professor Feuerstein agrees and writes that “Too often we give up on children who are labeled with learning disabilities, but my work has found that using more creative techniques to teach these children will lead them to the same successes that life offers the other children in the classroom. Poverty is not destiny and we can reverse major depression in a child’s cognitive development and realize impressive results.”

Feuerstein’s theory of Structural Cognitive Modifiability “views the human organism as open, adaptive and amenable for change. The aim of this approach is to modify the individual, emphasizing autonomous and self-regulated change. Intelligence is viewed as a propensity of the organism to modify itself when confronted with the need to do so. Intelligence is defined as a changeable state rather than an immutable trait.”

Feuerstein’s claim that “poverty is not destiny” and that we can improve a child’s cognitive development and realize impressive results is profoundly important. He asserts that the benefits to all of society cannot be overstated.

Let me give one example. It has been proposed by Dr. Paul Nussbaum that learning may act as a potential vaccine again Alzheimer’s Disease and other age-related neurodegenerative diseases of the brain.

If we begin to think of learning as a process that improves health, like nutrition and exercise, then all students need to maximize their cognitive development. If tens and hundreds of thousands of poor children are placed in programs that doom them to a life of low expectations and low achievement and learning does act as a vaccine against age-related neurodegenerative diseases of the brain, we are accelerating the rate of dementias.

Childhood poverty has already been linked to dementia. Author of the research, Dr Moceri, said that “a poor quality childhood environment could prevent the brain from reaching a complete level of maturation.” The areas of the brain that show the earliest signs of Alzheimer’s are the one that take the longest time to mature during childhood and adolescence.

There are more than 5 million people in the United States living with Alzheimer’s. This means that every 72 seconds, someone develops Alzheimer’s. The indirect costs of Alzheimer’s and other dementias amount to more than $148 billion annually. Feuerstein’s International Center for the Enhancement of Learning works with children throughout the world. Plans are underway to start implementing the partnership in 20 U.S. cities. Educators, policy makers and journalists should follow the story carefully.

–Dr. Rohn Kessler

CEO and Founder Sparks Of Genius

Reach Learning Potential

By Amy Price PhD

We are trained by what we see. The power to visualize can work for us or against us. This is why students who have a bad start seldom get up and why one bad relationship can lead to a negative lifestyle. If you watch the media around us or even UTube in a negative economic climate you will see a loss of hope and an increase in destructive images because people’s brains respond to  what they see.

An alternate title is “What you see on the inside produces consequences on the outside”. The Bible states this a couple of other ways “As an individual  thinks in his/her heart so is their destiny”   The prophets explained  the Israelites initial inability to enter the land of promise by saying  “They were like grasshoppers in their own sight and so they were the same in the eyes of others”.  

Science bears this out. According to integrative neuroscientist Evian Gordon (2001, 2008) minimizing danger and maximizing reward is a significant principle in how the brain organizes and in so doing impacts our lives. If a situation leads to a reward response such as positive emotions, words, or activities the brain engages and approaches or engages. When a situation brings up negative emotions or punishment the brain sends out an avoid response and detaches.

Learning is influenced by how we percieve ourselves. In one research study participants completed a paper maze that featured a mouse in the middle trying to reach a picture on the outside.  Half of the group saw a piece of the cheese as the picture to reach while others saw a predator.

The effect on learning the maze was astounding those that had the cheese picture solved more problems more creatively than those with the predator picture. (Friedman and Foster, 2001).  Other studies relate how people who specifically visualize and mentally practice winning have significant advantages over people who did not practice and in fact what they ‘thought” gave them a similar advantage to actually practicing (Logie and Denis ,1991)

Mental images have the power to change your life. The subconscious mind accepts these images as reality, and gradually you start to believe what you imagine, act accordingly, and unconsciously work toward making them a reality in your life. This can work for you or against you depending on how you visualize.

Practicing the paths to mental success can increase thinking power and allow routes to harness freedom and learning and increase your ability to act on what you see. If you visualize negative situations, difficulties and problem, and continue doing so, your moods will gradually become negative, you will alienate people, you will close your eyes to opportunities, and your self-esteem will go down.

At Sparks of Genius we offer positive solutions to increase your mental health and to sustain and multiply brain enhancement

Successful people attract success, because they constantly imagine and expect success. Mental images are like a movie or still pictures that you see in your mind. If you watch them again and again your subconscious mind will ultimately accept them as you reality. They will affect your thinking, relationships , and problem solving skills. To put it simply changing your movie can rock your world.

Using the power of mental  images involves learning to choose and cultivate positive life movies while editing out scenes  that diminish your confidence  to learn. I used to counsel  patients on how to change the scene in a nightmare to get a different ending. You can do the same thing in life.

Practice thought awareness, be aware of your thoughts. When you catch yourself visualizing negative life scenes that display you as weak, stupid or incompetent, stop the movie, eject it mentally   and put in a new movie  with a happy ending. When others deliver negative content edit it and delete events that do not support you and make you small. Visualize what you want and know is just  and what will make you happy and satisfied. Your mind is waiting on you for education, new vision and better habits.

It takes 30 days to change a habit so be patient and kind to yourself and remember that people who don’t care don’t matter. When I think back on those that have hurt me the details are faded,  but I will forever remember the kindness of a young woman and a stranger who without asking bent down to tie my shoes when I could not do it myself after a back injury. I was too proud to ask but she saw my need and wordlessly contributed to my life and added value. Think of movies where others showed you kindness and play these. See yourself as accomplishing your dreams and  accepting the rewards of your labor.

Life is like the movies…You produce your own show.  What you put in the hands of others will be multiplied to you…ask yourself what kind of movies am I contributing to others

For another way of seeing this  check out  articles on http://empower2go.blogspot.com

 References :

Friedman R. and Foster J. (2001). The effects of promotion and prevention cues on creativity. Journal of Personality and Social Psychology, 81, 1001-1013.

Gordon, E. (2000). Integrative Neuroscience: Bringing together biological, psychological and clinical models of the human brain. Singapore: Harwood Academic Publishers.

Gordon, E. et al. (2008), An “Integrative Neuroscience” platform: application to profiles of negativity and positivity bias, Journal of Integrative Neuroscience.

Robert H. Logie, Michel Denis 1991,Mental images in human cognition (Amsterdam, Netherlands) ; volume 80 of Studies in Surface Science and Catalysis

Thoughts are Seeds of Destiny

By Dr Rohn Kessler

In The Art of Power, Thich Nhat Hahn writes about five spiritual powers that are the foundation of happiness—faith, diligence, mindfulness, concentration and insight. Let’s focus on diligence, the notion that can train ourselves to come back to our best and highest self.

Imagine that we have seeds in our consciousness such as joy, forgiveness, peace, anger despair and hate. These seeds can be awake or asleep. If you live in a positive environment seeds like anger, fear, despair, violence and craving are sleeping and not touched. If you live in a negative environment these seeds are touched, watered and begin to grow.

“So it is wise for you to choose a good environment that will prevent these negative seeds from being touched often. You should not allow other people around you to touch these seeds, and you should not allow yourself to water them.” This is diligence.

“When you read an article full of violence or watch a violent television program you turn on the seed of violence. The first step of diligence is not to turn on these negative seeds and not to allow the environment to turn them on…Try not to expose yourself to sights and sounds that stimulate the seed of craving or the seeds of anger in you…You need diligence to practice this, and you may need a community or group of friends with similar values to help you create a good environment.”

I was thinking of this while reading The Paranoia Switch, a book about how terror rewires our brains by Harvard psychologist Martha Stout. She asks one question: What were you doing on the morning of September 11, 2001?

Dr. Stout claims we all have immediate and vivid memories of 9/11 that we will carry to our graves. “We will be able to recall small details—the weather where we were, what we had been up to but stopped doing, exactly which telephone we picked up—as if we had had tiny videotapes in our heads.”

She also claims that, based on neuropsychological research, the 9/11 attack turned on our “fear switch” by traumatizing our brains and causing overreactions to the reality of life.

The following is some of the information presented:
1) Immediately after the attack eight out of ten women and six out of ten men were depressed.
2) Three to five days after the attack, 44% of Americans reported at least one symptom of post-traumatic stress disorder (PTSD).
3) Two months later 31% of respondents to a L.A. Times poll felt their personal sense of security was still “a great deal” shaken.”
4) One year later, 30% of Americans said they still thought about 9/11 every single day.
5) A study published in 2005 that followed the infants of 38 mothers who had been at or near the World Trade Center attack reported that at one year old the babies of mothers who had PTSD showed low cortisol levels —linked to being vulnerable to post-traumatic stress. In other words, “…maternal post-traumatic stress disorder may have transgenerational effects beginning when the child is in utero…”

What’s the point? The point is that “When you read an article full of violence or watch a violent television program you turn on the seed of violence.”

Diligence is the practice of training ourselves to come back to our best and highest self.

Dr Kessler is the CEO of Sparks of Genius in Boca Raton Florida.

Brains, Music and Learning (Web Weaver Clip Art 2009)

By Amy Price PhD

In 2007 colleagues and I conducted a 42 participant study as part of a research school experiment on working memory and cognitive loading. We explored using music as a strategic intervention to alter working memory loads. The premise was music could aid in more effectual encoding to increase learning potential.  As we learn extraneous or intrinsic cognitive load is invoked. Extraneous working memory loading is experienced by learners as they interact with instructional materials. Intrinsic cognitive load is the inherent level of difficulty associated with instructional materials (Chandler and Sweller 1991). More learning cues such as using pictures as well as words, learning with a song or even allowing student’s hands on instruction helps decrease this load. The more unnecessary information it takes to deliver your point the more extraneous cognitive load is produced. This is where a picture is worth a thousand words!  (Ayres 2006) states that when intrinsic or extraneous cognitive load is high, working memory is overloaded and learning is adversely affected.

This process happens as we learn new skills that we later do with some automaticity such as driving, riding a bike, learning a musical instrument or even doing algebra. The forming of efficient categorization and schemas is called germane load (Paas et al 2003, Sweller et al 1998).  

We considered that since music aids in efficient categorization perhaps learning and music together could decrease cognitive loading and increase germane ability by lightening the load. We tested this by having participants first listen to music designed to entrain concentration. According to (Doman 2007) entrainment can occur in as little as one minute. Music with specific timbres and rhythmic structure has demonstrated an increase in effectual category formation, (Ostrander1994, Rose1997) and can aid visual spatial perception, (Ruvenshteyn and Parrino, 2005) (Orel, 2006) Music is shown to aid in hemispheric transfer or communication between both halves of the brain (Taut et al 2005). We felt participants in the auditory condition would increase germane load and decrease extraneous load. The decrease in extraneous load is expected because of the neuronal changes evoked by entrainment (Pouliot 1998) (Carter and Russel 1992)

 What were our findings? Approximately 50% of our participants immediately increased their ability to sustain cognitive load by 150%. The other 50% decreased in this ability however many of these reported greater clarity of thought later in the day and improved their testing scores considerably. The lesson we learned from this is that for music to be effective at least for ½ the population consistency is the key. Many individuals need a consolidation period where learning is categorized and music is internalized.  

In fact, there are long term benefits of listening to music, notes Dan Levitin in This is Your Brain on Music.

“Music listening enhances or changes certain neural circuits, including the density of dendritic connections in the primary auditory cortex…The front portion of the corpus callosum—the mass of fibers connecting the two cerebral hemispheres—is significantly larger in musicians than non-musicians, and particularly for musicians who began their training early…Musicians tend to have larger cerebellums than non-musicians, and an increased concentration of grey matter…responsible for information processing.” In the end music is like exercise, starting later in life is better than not starting at all and may confer neuroprotective benefits…but that is another study!

References

Ayres, P.L (2006) “Impact of reducing intrinsic cognitive load on learning in a mathematical domain”, Applied Cognitive Psychology, vol.20, 99 287-298.

Carter, J & Russell H. (2002) A Pilot Investigation of Auditory and Visual Entrainment of Brain Wave Activity in Learning Disabled Boys Stanford University USA

Chandler, P. & Sweller, J. (1991). “Cognitive Load Theory and the Format of Instruction”. Cognition and Instruction 8 (4): 293–332. doi:10.1207/s1532690xci0804_2. 

Clark, R., Nguyen, F., and Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. San Francisco: Pfeiffer. ISBN 0-7879-7728-4. 

Conway, A. R. A., Jarrold, C., Kane, M. J., Miyake, A., & Towse, J. N. (Eds.). (2007). Variation in working memory. New York: Oxford University Press

Doman A, (2007) ABT conference Miami Fl. Advanced Brain Technology 5748 South Adams Avenue Parkway Ogden, Utah 84405, USA

Naish, P. 2005, Perceptual Processes ‘Attention’, Cognitive Psychology, Braisby and Gellatly, (eds) Open University in association with Oxford University Press UK

Orel, P., (2006) ‘Music Helps Students Retain Math’, Rutger’s Focus, Rutgers, The State University of New Jersey, New Jersey USA

Ostrander, S., Shroeder, L., and Ostrander, L. (1994) Super Learning New York, Delacorte Press, (1994)

Paas, F. Tuovinen, J., Tabbers, H., and Van Gerven, P., (2003) ‘Cognitive load measurement as a means to advance cognitive load theory’, Educational Psychologist, Vol 38(1), 63-71.

Pike and Edgar (2005) Perceptual Processes ‘Perception’, Cognitive Psychology, Braisby and Gellatly, (eds) Open University in association with Oxford University Press UK

Price A, Kessler R, 2006 “Sparks of Genius Recovered?”, Thinking Pays Boca Raton FL USA

Price A, Kirkpatrick M, Groszek M, “ 2007, Just practise? Or can ergonomic brain instruction or musical entrainment lighten the cognitive load to increase working memory performance and working load stamina?” Open University, Milton Keynes UK

Sweller et al (1988, 1989, 1993) Sweller, J., and Chandler, P., (1994) ‘Why some material is difficult to learn’ Cognition and Instruction, vol.12, pp185-233.

 Thaut, M., Peterson D., and McIntosh G. (2005) ‘Temporal Entrainment of Cognitive Functions: Musical Mnemonics Induce Brain Plasticity and Oscillatory Synchrony in Neural Networks Underlying Memory’, The Center for Biomedical Research in Music, Molecular, Cellular, and Integrative Neuroscience Programs, Colorado State University, Fort Collins, Colorado 80523, USA

 Tomatis, A. (1991) The Conscious Ear, Station Hill Press, Paris, (1991)

Price A, Kessler R, 2006 “Sparks of Genius Recovered?”, Thinking Pays Boca Raton FL USA

Price A, Kirkpatrick M, Groszek M, “ 2007, Just practise? Or can ergonomic brain instruction or musical entrainment lighten the cognitive load to increase working memory performance and working load stamina?” Open University, Milton Keynes UK

Rose, C. & Nicholl, M. (1997) Accelerating Learning for the 21st Century. New York: Dell Publishing (1997)

Roure, R., et al. (1998) Autonomic Nervous System Responses Correlate with Mental Rehearsal in Volleyball Training. Journal of Applied Physiology, 78(2), 99-108

  Ruvinshteyn M and Parrino L, (2005) Benefits Of Music In The Academic Classroom

Difficult math does not light up this part of the brain either, but simple math done under speed conditions makes a big difference. Reading silently does not use this part of the brain as much as when we read out loud. Dr. Kawashimi developed games that stimulate the prefrontal cortex. So the principle is to work out with your brain and have fun!
He came under fire because a British newspaper quoted him as saying videogames harm the brain. This is not actually true. He said videogames de-activate the prefrontal cortex. Professor Kawashima has four children. He let them all play video games but only for one hour every day. His reasoning was that sometimes the brain just needs to rest and video games were not harmful. He has done tests on elderly Japanese people. What he found was that solving mental puzzles can often arrest cognitive decline. Dr. Kawashimi says ‘I cannot comment on whether the illness of dementia is cured or not, but with these methods symptoms of dementia certainly improve”.

Other virtual activities that were once exclusively the domain of the young are being used with increasing success to rehabilitate older adults and bring them quality of life. In some senior centers card games and crossword puzzles are being replaced with virtual reality bowling or tennis. Crossword puzzles and sudoku are played in groups with computers and a mouse. These are much easier to navigate than small pieces of wood and studies have shown that simulated activities are almost as useful for practice as the real thing.

Some other scientists are jealous and treat his work with disparaging remarks such as there has not been enough time to test this or there is little empirical evidence. Other scientists like Dr. Posner are finding exciting results after only a few sessions with brain fitness tools. Scientists are testing brain games and finding increased brain fitness from the very old to the very young. Some say Professor Kawashimi is in it for the money. This is sad as all the royalties from the games and the books he wrote about the mind go entirely to the University. Dr. Kawashimi feels as a scientist it is his obligation and the obligation of others to return the results of our research to society.

This story is adapted from an article by Richard Lloyd Parry of the Times newspaper, London UK