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Top Neuroscience Stories of 2017, Wisely Annotated
Andrew Watson
Andrew Watson

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NeuroscienceNews.com has published its “Top 20 Neuroscience Stories of 2017,” and the list provides helpful — and sometimes surprising — insight into current brain research.

Taken together, these stories add up to 5 important headlines.

Headline 1: Neuroscience can tell us such cool stuff!

Gosh darnit: people who swear more are more likely to be honest, and less likely to be deceptive. Dad gummity.

If music literally gives you chills, you might have unusual levels of connectivity between your auditory cortex and emotional processing centers.

People with very high IQs (above 130) are more prone to anxiety than others.

A double hand transplant (!) leads to remarkable levels of brain rewiring (!).

Forests can help your amygdala develop, especially if you live near them.

When you look a baby in the eyes, your brain waves just might be synchronizing.

Headline 2: Your gut is your “second brain”

Amazingly, fully one quarter of the 20 top stories focus on the connection between the brain and the digestive system. For example:

  • Traumatic Brain Injury Causes Intestinal Damage
  • Research Suggests Connection between Gut Bacteria and Emotion
  • New Light on Link between Gut Bacteria and Anxiety
  • Your Mood Depends on the Food You Eat
  • Gut Microbes May Talk to the Brain through Cortisol

This “aha” moment — our guts and our brains are deeply interconnected! — happens over and over, and yet hasn’t fully been taken on board in the teaching and understanding of neuroscience.

Teachers should watch this research pool. It will, over the years, undoubtedly be increasingly helpful in our work.

Headline 3: Neuroscience and psychology disagree about definitions of ADHD

A psychologist diagnoses ADHD by looking at behavior and using the DSM V.

If a student shows a particular set of behaviors over time, and if they interfere with her life, then that psychologist gives a diagnosis.

However, a 2017 study suggests that these ADHD behaviors might be very different in their underlying neural causes.

Think of it this way. I might have chest pains because of costochondritis — inflammation of cartilage around the sternum. Or I might have chest paints because I’m having a heart attack.

It’s really important to understand the underlying causes so we get the treatment right.

The same just might be true for ADHD. If the surface symptoms are the same, but the underlying neural causes are different, we might need differing treatments for students with similar behavior.

By the way, the same point is true for anxiety and depression.

Headline 4: Each year we learn more about brain disorders

Alzheimer’s might result, in part, from bacteria in the brain. Buildup of urea might result in dementia. Impaired production of myelin might lead to schizophrenia. Oxidative stress might result in migraines.

Remarkably, an immune system disorder might be mistaken for schizophrenia or bipolar disorder. (Happily, that immune system problem can be treated.)

Headline 5: For teachers, neuroscience is fascinating; psychology is useful

If you’re like me, you first got into Learning and the Brain conferences because the brain — the physical object — is utterly fascinating.

You want to know about neurons and synapses and the amygdala and the prefrontal cortex and the ventral tegmental area. (Ok, maybe not so much with the ventral tegmental area.)

Over all these years, I’ve remained fascinated by neuroscience. At the same time, I’ve come to understand that it rarely offers teachers concrete advice.

Notice: of the twenty headlines summarized above, only one of them really promises anything specific to teachers. If that ADHD study pans out, we might get all sorts of new ideas about diagnosing and treating students who struggle with attention in school.

The other 19 stories? They really don’t offer us much that’s practical.

The world of psychology, however, has all sorts of specific classroom suggestions for teachers. How to manage working memory overload? To foster attention? To promote motivation?

Psychology has concrete answers to all these questions.

And so, I encourage you to look over these articles because they broaden our understanding of brains and of neuroscience. For specific teaching advice, keep your eyes peeled for “the top 20 psychology stories of 2017.”

The Effect of Alcohol on Learning…
Andrew Watson
Andrew Watson

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…might not be what you’d expect.

My prediction would have been that if I have a glass of wine before I learn some new vocabulary words, I won’t learn those words as well as I would have fully sober.

That prediction, it turns out, is correct. New learning that takes place post-alcohol just doesn’t consolidate very well. It seems that alcohol inhibits long-term potentiation.

I also would have predicted that if I have a glass of wine just after I learn some new vocabulary words, that wine would muddle my memory of those new words as well.

That prediction, however, is just wrong. My post-study wine–surprise!–improves my recall of those words the next morning.

In fact, a recent study shows that this effect holds true not only in the psychology lab, but also at home. When participants (not just college students, by the way) went home after they learned new words and raised a pint or two, they remembered more of those words than their fully-sober counterparts.

Even more remarkable, they did better than their alcohol-free peers not because they forgot less, but because they remembered even more. That is, their recall score in the evening was in the mid 30% range; the next morning, it was in the low 40% range.

Theories, theories

The standard hypothesis to explain such a result goes like this: when we drink alcohol, the brain forms fewer new memories. The hippocampus takes advantage of this pause to consolidate previous memories.

In other words: since the brain has some alcohol-induced down time, it uses that time to firm up what it already knows.

The authors of this study suggest an alternate explanation: sleep. As they explain, alcohol increases the proportion of slow-wave sleep compared to rapid-eye-movement sleep. Because slow-wave sleep is good for the formation of factual memories, this SWS increase benefits factual learning.

(An implication of this hypothesis is that alcohol might be bad for other kinds of memory formation–such as procedural memory–which require more rapid-eye-movement sleep. That is: alcohol might help you learn more facts, but fewer skills.)

Some Caveats, and an Invitation

Needless to say, I’m not encouraging you to drink heavily to promote learning.

And, I wouldn’t share these results with my 2nd graders.

However, after a long evening of study, I just might feel a bit less guilty about relaxing with a cozy Cabernet.

And, when you come to this fall’s Learning and the Brain conference, you should definitely join us at the wine and cheese reception.

The Science of Creativity
Andrew Watson
Andrew Watson

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In this 20 minute video,  James Kaufman explains how researchers define creativity, and how they measure it.

He also discusses the limitations on both the definitions and the measurements.

(Note, too, the dexterous water-bottle management.)

Although he title of this video is “What Can Neuroscience Offer the Study of Creativity?”, the presentation focuses entirely on psychology: that is, the behavior of the creative mind, not the physical make-up of the creating brain. I’m hoping that subsequent videos explore neuroscience in greater depth.

Your Brain Is Like a Computer, take 357
Andrew Watson
Andrew Watson

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Because brains are so complicated, people who explain them routinely search for analogies.

  • Your brain is like a muscle: practice makes it grow stronger.
  • Your brain is like an orchestra, and the prefrontal cortex is the conductor.
  • Brain-derived neurotrophic factor is like MiracleGro for synapses.

All such analogies have weaknesses; a few of them have their uses. Most often, the brain is so amazingly unusual that it’s like itself and nothing else.

This article from Science Magazine, however, offers a precise and unusual analogy (and, an unusually precise analogy): your brain is like the internet. Specifically, the way long-term memories strengthen (and weaken) resembles control of information flow on the internet.

Especially if you’re technology savvy, you might enjoy this particular comparison.

If you’ve got brain analogies that you especially like — or don’t like — you might put them in the comments below.

Cool Nerds
Andrew Watson
Andrew Watson

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If you’re a Learning and the Brain devotee, you may have heard about p-values; you may even have heard about the “p-value crisis” in the social sciences — especially psychology.

This white paper by Fredrik deBoer explains the problem, offers some useful context, and gives you several strategies to see past the muddle.

Although deBoer’s considering very technical questions here, he writes with clarity and even a bit of humor. If you like digging into stats and research methodology, this short paper is well worth your time.

(As you may know, deBoer writes frequently — and controversially — about politics. I’m neither endorsing nor criticizing those views; I just think this paper makes an abstruse topic unusually clear.)