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"disqusTitle": "Why Teens Are Impulsive, Addiction-Prone And Should Protect Their Brains",
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"content": "\u003cfigure id=\"attachment_39164\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/teenage-brain/\" rel=\"attachment wp-att-39164\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Teenage-Brain.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-39164\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.npr.org/blogs/health/2015/01/28/381622350/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains\">NPR Staff\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Teens can't control impulses and make rapid, smart decisions like adults can — but why?\u003c/p>\n\u003cp>Research into how the human brain develops helps explain. In a teenager, the frontal lobe of the brain, which controls decision-making, is built but not fully insulated — so signals move slowly.\u003c/p>\n\u003cp>\"Teenagers are not as readily able to access their frontal lobe to say, 'Oh, I better not do this,' \" Dr. Frances Jensen tells \u003cem>Fresh Air\u003c/em>'s Terry Gross.\u003c/p>\n\u003cp>[contextly_sidebar id=\"hSJqY5z3OfHfaj8z7leVUUQh02bKP7Ux\"]\u003c/p>\n\u003cp>Jensen, who's a neuroscientist and was a single mother of two boys who are now in their 20s, wrote \u003cem>The Teenage Brain\u003c/em> to explore the science of how the brain grows — and why teenagers can be especially impulsive, moody and not very good at responsible decision-making.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have a natural insulation ... called myelin,\" she says. \"It's a fat, and it takes time. Cells have to build myelin, and they grow it around the outside of these tracks, and that takes years.\"\u003c/p>\n\u003cp>This insulation process starts in the back of the brain and heads toward the front. Brains aren't fully mature until people are in their early 20s, possibly late 20s and maybe even beyond, Jensen says.\u003c/p>\n\u003cp>\"The last place to be connected — to be fully myelinated — is the front of your brain,\" Jensen says. \"And what's in the front? Your prefrontal cortex and your frontal cortex. These are areas where we have insight, empathy, these executive functions such as impulse control, risk-taking behavior.\"\u003c/p>\n\u003cp>This research also explains why teenagers can be especially susceptible to addictions — including drugs, alcohol, smoking and digital devices.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why teenagers are more prone to addiction \u003c/strong>\u003c/p>\n\u003cp>Addiction is actually a form of learning. ... What happens in addiction is there's also repeated exposure, except it's to a substance and it's not in the part of the brain we use for learning — it's in the reward-seeking area of your brain. ... It's happening in the same way that learning stimulates and enhances a synapse. Substances do the same thing. They build a reward circuit around that substance to a much stronger, harder, longer addiction.\u003c/p>\n\u003cp>Just like learning a fact is more efficient, sadly, addiction is more efficient in the adolescent brain. That is an important fact for an adolescent to know about themselves — that they can get addicted faster.\u003c/p>\n\u003cp>It also is a way to debunk the myth, by the way, that, \"Oh, teens are resilient, they'll be fine. He can just go off and drink or do this or that. They'll bounce back.\" Actually, it's quite the contrary. The effects of substances are more permanent on the teen brain. They have more deleterious effects and can be more toxic to the teen than the adult.\u003c/p>\n\u003cp>\u003cstrong>On the effects of binge drinking and marijuana on the teenage brain \u003c/strong>\u003c/p>\n\u003cp>Binge drinking can actually kill brain cells in the adolescent brain where it does not to the same extent in the adult brain. So for the same amount of alcohol, you can actually have brain damage — permanent brain damage — in an adolescent for the same blood alcohol level that may cause bad sedation in the adult, but not actual brain damage\u003cem>. \u003c/em>...\u003cem>\u003c/em>\u003c/p>\n\u003cp>Because they have more plasticity, more substrate, a lot of these drugs of abuse are going to lock onto more targets in [adolescents'] brains than in an adult, for instance. We have natural cannabinoids, they're called, in the brain. We have kind of a natural substance that actually locks onto receptors on brain cells. It has, for the most part, a more dampening sedative effect. So when you actually ingest or smoke or get cannabis into your bloodstream, it does get into the brain and it goes to these same targets.\u003c/p>\n\u003cp>It turns out that these targets actually block the process of learning and memory so that you have an impairment of being able to lay down new memories. What's interesting is not only does the teen brain have more space for the cannabis to actually land, if you will, it actually stays there longer. It locks on longer than in the adult brain. ... For instance, if they were to get high over a weekend, the effects may be still there on Thursday and Friday later that week. An adult wouldn't have that same long-term effect.\u003c/p>\n\u003cp>\u003cstrong>On marijuana's effect on IQ \u003c/strong>\u003c/p>\n\u003cp>People who are chronic marijuana users between 13 and 17, people who [use daily or frequently] for a period of time, like a year plus, have shown to have decreased verbal IQ, and their functional MRIs look different when they're imaged during a task. There's been a permanent change in their brains as a result of this that they may not ever be able to recover.\u003c/p>\n\u003cp>It is a fascinating fact that I uncovered going through the literature around adolescence is our IQs are still malleable into the teen years. I know that I remember thinking and being brought up with, \"Well, you have that IQ test that was done in grade school with some standardized process, and that's your number, you've got it for life — whatever that number is, that's who you are.\"\u003c/p>\n\u003cp>It turns out that's not true at all. During the teen years, approximately a third of the people stayed the same, a third actually increased their IQ, and a third decreased their IQ. We don't know a lot about exactly what makes your IQ go up and down — the study is still ongoing — but we do know some things that make your IQ go down, and that is chronic pot-smoking.\u003c/p>\n\u003cp>\u003cstrong>On teenagers' access to constant stimuli \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>We, as humans, are very novelty-seeking. We are built to seek novelty and want to acquire new stimuli. So, when you think about it, our social media is just a wealth of new stimuli that you can access at all times. The problem with the adolescent is that they may not have the insider judgment, because their frontal lobes aren't completely online yet, to know when to stop. To know when to say, \"This is not a safe piece of information for me to look at. If I go and look at this atrocious violent video, it may stick with me for the rest of my life — this image — and this may not be a good thing to be carrying with me.\" They are unaware of when to gate themselves.\u003c/p>\n\u003cp>\u003cstrong>On not allowing teenagers to have their cellphones at night \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>It may or may not be enforceable. I think the point is that when they're trying to go to sleep — to have this incredibly alluring opportunity to network socially or be stimulated by a computer or a cellphone really disrupts sleep patterns. Again, it's also not great to have multiple channels of stimulation while you're trying to memorize for a test the next day, for instance.\u003c/p>\n\u003cp>So I think I would restate that and say, especially when they're trying to go to sleep, to really try to suggest that they don't go under the sheets and have their cellphone on and be tweeting people.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>First of all, the artificial light can affect your brain; it decreases some chemicals in your brain that help promote sleep, such as melatonin, so we know that artificial light is not good for the brain. That's why I think there have been studies that show that reading books with a regular warm light doesn't disrupt sleep to the extent that using a Kindle does. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Teens+Are+Impulsive%2C+Addiction-Prone+And+Should+Protect+Their+Brains&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"excerpt": "New research shows that teenagers' brains aren't fully insulated, so the signals travel slowly when they need to make decisions. Neuroscientist Frances Jensen, who wrote \u003cem>The Teenage Brain, \u003c/em>explains.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39164\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains/teenage-brain/\" rel=\"attachment wp-att-39164\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Teenage-Brain.gif\" alt=\"iStock\" width=\"640\" height=\"960\" class=\"size-full wp-image-39164\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"http://www.npr.org/blogs/health/2015/01/28/381622350/why-teens-are-impulsive-addiction-prone-and-should-protect-their-brains\">NPR Staff\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Teens can't control impulses and make rapid, smart decisions like adults can — but why?\u003c/p>\n\u003cp>Research into how the human brain develops helps explain. In a teenager, the frontal lobe of the brain, which controls decision-making, is built but not fully insulated — so signals move slowly.\u003c/p>\n\u003cp>\"Teenagers are not as readily able to access their frontal lobe to say, 'Oh, I better not do this,' \" Dr. Frances Jensen tells \u003cem>Fresh Air\u003c/em>'s Terry Gross.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Jensen, who's a neuroscientist and was a single mother of two boys who are now in their 20s, wrote \u003cem>The Teenage Brain\u003c/em> to explore the science of how the brain grows — and why teenagers can be especially impulsive, moody and not very good at responsible decision-making.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have a natural insulation ... called myelin,\" she says. \"It's a fat, and it takes time. Cells have to build myelin, and they grow it around the outside of these tracks, and that takes years.\"\u003c/p>\n\u003cp>This insulation process starts in the back of the brain and heads toward the front. Brains aren't fully mature until people are in their early 20s, possibly late 20s and maybe even beyond, Jensen says.\u003c/p>\n\u003cp>\"The last place to be connected — to be fully myelinated — is the front of your brain,\" Jensen says. \"And what's in the front? Your prefrontal cortex and your frontal cortex. These are areas where we have insight, empathy, these executive functions such as impulse control, risk-taking behavior.\"\u003c/p>\n\u003cp>This research also explains why teenagers can be especially susceptible to addictions — including drugs, alcohol, smoking and digital devices.\u003c/p>\n\u003chr>\n\u003ch3>\u003cstrong>Interview Highlights\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>On why teenagers are more prone to addiction \u003c/strong>\u003c/p>\n\u003cp>Addiction is actually a form of learning. ... What happens in addiction is there's also repeated exposure, except it's to a substance and it's not in the part of the brain we use for learning — it's in the reward-seeking area of your brain. ... It's happening in the same way that learning stimulates and enhances a synapse. Substances do the same thing. They build a reward circuit around that substance to a much stronger, harder, longer addiction.\u003c/p>\n\u003cp>Just like learning a fact is more efficient, sadly, addiction is more efficient in the adolescent brain. That is an important fact for an adolescent to know about themselves — that they can get addicted faster.\u003c/p>\n\u003cp>It also is a way to debunk the myth, by the way, that, \"Oh, teens are resilient, they'll be fine. He can just go off and drink or do this or that. They'll bounce back.\" Actually, it's quite the contrary. The effects of substances are more permanent on the teen brain. They have more deleterious effects and can be more toxic to the teen than the adult.\u003c/p>\n\u003cp>\u003cstrong>On the effects of binge drinking and marijuana on the teenage brain \u003c/strong>\u003c/p>\n\u003cp>Binge drinking can actually kill brain cells in the adolescent brain where it does not to the same extent in the adult brain. So for the same amount of alcohol, you can actually have brain damage — permanent brain damage — in an adolescent for the same blood alcohol level that may cause bad sedation in the adult, but not actual brain damage\u003cem>. \u003c/em>...\u003cem>\u003c/em>\u003c/p>\n\u003cp>Because they have more plasticity, more substrate, a lot of these drugs of abuse are going to lock onto more targets in [adolescents'] brains than in an adult, for instance. We have natural cannabinoids, they're called, in the brain. We have kind of a natural substance that actually locks onto receptors on brain cells. It has, for the most part, a more dampening sedative effect. So when you actually ingest or smoke or get cannabis into your bloodstream, it does get into the brain and it goes to these same targets.\u003c/p>\n\u003cp>It turns out that these targets actually block the process of learning and memory so that you have an impairment of being able to lay down new memories. What's interesting is not only does the teen brain have more space for the cannabis to actually land, if you will, it actually stays there longer. It locks on longer than in the adult brain. ... For instance, if they were to get high over a weekend, the effects may be still there on Thursday and Friday later that week. An adult wouldn't have that same long-term effect.\u003c/p>\n\u003cp>\u003cstrong>On marijuana's effect on IQ \u003c/strong>\u003c/p>\n\u003cp>People who are chronic marijuana users between 13 and 17, people who [use daily or frequently] for a period of time, like a year plus, have shown to have decreased verbal IQ, and their functional MRIs look different when they're imaged during a task. There's been a permanent change in their brains as a result of this that they may not ever be able to recover.\u003c/p>\n\u003cp>It is a fascinating fact that I uncovered going through the literature around adolescence is our IQs are still malleable into the teen years. I know that I remember thinking and being brought up with, \"Well, you have that IQ test that was done in grade school with some standardized process, and that's your number, you've got it for life — whatever that number is, that's who you are.\"\u003c/p>\n\u003cp>It turns out that's not true at all. During the teen years, approximately a third of the people stayed the same, a third actually increased their IQ, and a third decreased their IQ. We don't know a lot about exactly what makes your IQ go up and down — the study is still ongoing — but we do know some things that make your IQ go down, and that is chronic pot-smoking.\u003c/p>\n\u003cp>\u003cstrong>On teenagers' access to constant stimuli \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>We, as humans, are very novelty-seeking. We are built to seek novelty and want to acquire new stimuli. So, when you think about it, our social media is just a wealth of new stimuli that you can access at all times. The problem with the adolescent is that they may not have the insider judgment, because their frontal lobes aren't completely online yet, to know when to stop. To know when to say, \"This is not a safe piece of information for me to look at. If I go and look at this atrocious violent video, it may stick with me for the rest of my life — this image — and this may not be a good thing to be carrying with me.\" They are unaware of when to gate themselves.\u003c/p>\n\u003cp>\u003cstrong>On not allowing teenagers to have their cellphones at night \u003c/strong>\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>It may or may not be enforceable. I think the point is that when they're trying to go to sleep — to have this incredibly alluring opportunity to network socially or be stimulated by a computer or a cellphone really disrupts sleep patterns. Again, it's also not great to have multiple channels of stimulation while you're trying to memorize for a test the next day, for instance.\u003c/p>\n\u003cp>So I think I would restate that and say, especially when they're trying to go to sleep, to really try to suggest that they don't go under the sheets and have their cellphone on and be tweeting people.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>First of all, the artificial light can affect your brain; it decreases some chemicals in your brain that help promote sleep, such as melatonin, so we know that artificial light is not good for the brain. That's why I think there have been studies that show that reading books with a regular warm light doesn't disrupt sleep to the extent that using a Kindle does. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Why+Teens+Are+Impulsive%2C+Addiction-Prone+And+Should+Protect+Their+Brains&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Studying With Quizzes Helps Make Sure the Material Sticks",
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"content": "\u003cfigure id=\"attachment_38117\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brain-Information-Retrieval.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brain-Information-Retrieval-640x360.png\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38117\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Samara Freemark, \u003ca href=\"http://www.americanradioworks.org/\" target=\"_blank\">American RadioWorks\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Roddy Roediger is a \u003ca href=\"http://psych.wustl.edu/memory/roediger.html\" target=\"_blank\">psychology professor at Washington University in St. Louis\u003c/a> and runs the school's Memory Lab. He’s been obsessed with studying how and why people remember things for four decades.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The actual act of retrieving the information over and over, that's what makes it retrievable when you need it.\"\u003c/aside>\n\u003cp>About 20 years ago, Roediger was running an experiment on how images help people remember. He separated his subjects into three groups and asked each group to try to memorize 60 pictures. The first group just studied the pictures for 20 minutes. The second studied them for most of that time, but was asked to recall the pictures once during the session. But Roediger tested the third group on the pictures three times over the 20 minutes.\u003c/p>\n\u003cp>When Roediger tested the three groups on the pictures a week later, there were huge differences in how much they each remembered. The first group, which had just studied the whole time, remembered 16 of the 60 pictures. The second group did a little better. But the third group, the ones he had tested over and over, did great. They remembered 32 pictures — twice as many as the first group.\u003c/p>\n\u003cp>This phenomenon — testing yourself on an idea or concept to help you remember it — is called the \"testing effect\" or \"retrieval practice.\" People have known about the idea for centuries. Sir Francis Bacon mentioned it, as did the psychologist William James. In 350 BCE, Aristotle wrote that “exercise in repeatedly recalling a thing strengthens the memory.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But the testing effect had been mostly overlooked in recent years. \"What psychologists interested in learning and memory have always emphasized is the acquisition part. The taking [information] in and getting it into memory,\" Roediger said.\u003c/p>\n\u003cp>Laypeople — and even experts — tend to think of human memory as a box to be packed with information.\u003c/p>\n\u003cp>[contextly_sidebar id=\"8YREzs866qsFst6zOJHOfEpssG1RrX4w\"]\u003c/p>\n\u003cp>\"What people neglected and didn't think about was the 'getting it out' part,\" Roediger said. \"We don't get information into memory just to have it sit there. We get it in to be able to use it later. … And the actual act of retrieving the information over and over, that's what makes it retrievable when you need it.\"\u003c/p>\n\u003cp>Why does retrieval, or quizzing, slow forgetting and help us remember?\u003c/p>\n\u003cp>\"It's a good question, and we don't know the answer to it,\" said Roediger's colleague Mark McDaniel.\u003c/p>\n\u003cp>One theory is that the act of retrieving information from the vastness of our memory systems poses a challenge to the brain, and retrieval practices that act: in effect, greasing the wheels of memory.\u003c/p>\n\u003cp>Another theory is that information goes into our brains attached to context. The texture of the book page that we flip as we read; the hum of the air conditioner in the background; the taste of the chips we're snacking on as we study: these all become part of a stored memory.\u003c/p>\n\u003cp>\"Memory is dynamic, and it keeps changing,\" McDaniel said. \"And retrieval helps it change.\"\u003c/p>\n\u003cp>Every time a memory is retrieved, it becomes connected to new sensations and contexts. \"The more things you have it connected to, the easier it is to pull it out, because you have lots of different ideas that can lead you to that particular material,\" McDaniel said. \"And the things you retrieve get more accessible later on, and the things you don't retrieve get pushed into the background and become harder to retrieve next time.\"\u003c/p>\n\u003cp>Studying using these methods requires a lot of work. Rather than just reading, students have to create little quizzes for themselves. It can feel uncomfortable and inefficient. \"This is a difficult way to study,\" McDaniel admitted. \"I think most people want learning to be easy and effortless. They want a magic bullet for it. And learning is not easy and effortless. It takes work, and it takes effort and time and dedication.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The issue with learning is, no one ever sits down and teaches you how to study.\"\u003c/aside>\n\u003cp>\"I didn't know how to study,\" said Sydney Baranovitz, a student studying occupational therapy at Georgia Regents University who credits \"retrieval practice\" for saving her medical career. \"I had the ability; I just didn't know what to focus on. The issue with learning is, no one ever sits down and teaches you [how to study].\"\u003c/p>\n\u003cp>Mark McDaniel agrees. \"One of the gaps or problems in the educational system is that no one ever helps a student figure out how to learn, and yet that's the primary challenge a student is faced with. You’ve got to assist them with how to do that. And that's where I think we're failing somewhat.\"\u003c/p>\n\u003cp>\u003cstrong>TEST OFTEN FOR BETTER RESULTS\u003c/strong>\u003c/p>\n\u003cp>It’s not just that many students are never taught how to study. It’s also that many classes, especially in higher education, are set up to encourage bad study habits.\u003c/p>\n\u003cp>Andrew Sobel is a professor of international studies at Washington University in St. Louis. He used to teach a freshman introduction to political science class. He structured it in the traditional way, with daily lectures, a midterm exam and a final.\u003c/p>\n\u003cp>Then he heard Roddy Roediger give a presentation on the testing effect, and Sobel realized that his students were studying in exactly the wrong way, by rereading their notes the night before his two exams.\u003c/p>\n\u003cp>A vastly better model, Sobel thought, would be one where he essentially forced his students to retrieve knowledge over and over again throughout the course.\u003cbr>\nSo, every semester, instead of two exams, he started giving his students nine quizzes. All these little tests would count for a grade, but they would also, Sobel hoped, be a tool for learning.\u003c/p>\n\u003cp>At first, Sobel says, his students hated the quizzes. But he was shocked when he realized that by the end of the semester, his students were writing answers to his questions that were comparable to those of his upper division students. \"That had never happened before,\" Sobel said. \"And so the only thing that can explain that, the only thing that varied in there, was the testing structure.\"\u003c/p>\n\u003cp>Sobel has tried to talk to his colleagues about the results he was seeing with quizzing, but he says most of them aren't interested in switching from a few exams to multiple quizzes. “University faculty are considered very smart, but are also very conservative,” Sobel said. “We don’t like to change our ways.”\u003c/p>\n\u003cp>\"I've always said there was kind of a conspiracy between students and faculty,\" Roediger said. \"Faculty hate making up and grading tests. Students hate taking them. So we pretend they're not very important, and we don't give them. … [Our lab] is arguing for more testing, not less — not standardized tests, but tests that help kids learn.\"\u003c/p>\n\u003cp>\u003cem>This story originally appeared on \u003ca href=\"http://www.americanradioworks.org/\">American RadioWorks\u003c/a>. Listen to \u003ca href=\"http://www.americanradioworks.org/documentaries/the-science-of-smart/\" target=\"_blank\">\"The Science of Smart\"\u003c/a> documentary:\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe src=\"http://americanradioworks.publicradio.org/play/static.php?name=/americanradioworks/2014/sciencesmart_128\" width=\"400px\" height=\"44px\" frameborder=\"0\" scrolling=\"no\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38117\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brain-Information-Retrieval.png\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Brain-Information-Retrieval-640x360.png\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38117\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Samara Freemark, \u003ca href=\"http://www.americanradioworks.org/\" target=\"_blank\">American RadioWorks\u003c/a>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Roddy Roediger is a \u003ca href=\"http://psych.wustl.edu/memory/roediger.html\" target=\"_blank\">psychology professor at Washington University in St. Louis\u003c/a> and runs the school's Memory Lab. He’s been obsessed with studying how and why people remember things for four decades.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The actual act of retrieving the information over and over, that's what makes it retrievable when you need it.\"\u003c/aside>\n\u003cp>About 20 years ago, Roediger was running an experiment on how images help people remember. He separated his subjects into three groups and asked each group to try to memorize 60 pictures. The first group just studied the pictures for 20 minutes. The second studied them for most of that time, but was asked to recall the pictures once during the session. But Roediger tested the third group on the pictures three times over the 20 minutes.\u003c/p>\n\u003cp>When Roediger tested the three groups on the pictures a week later, there were huge differences in how much they each remembered. The first group, which had just studied the whole time, remembered 16 of the 60 pictures. The second group did a little better. But the third group, the ones he had tested over and over, did great. They remembered 32 pictures — twice as many as the first group.\u003c/p>\n\u003cp>This phenomenon — testing yourself on an idea or concept to help you remember it — is called the \"testing effect\" or \"retrieval practice.\" People have known about the idea for centuries. Sir Francis Bacon mentioned it, as did the psychologist William James. In 350 BCE, Aristotle wrote that “exercise in repeatedly recalling a thing strengthens the memory.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the testing effect had been mostly overlooked in recent years. \"What psychologists interested in learning and memory have always emphasized is the acquisition part. The taking [information] in and getting it into memory,\" Roediger said.\u003c/p>\n\u003cp>Laypeople — and even experts — tend to think of human memory as a box to be packed with information.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"What people neglected and didn't think about was the 'getting it out' part,\" Roediger said. \"We don't get information into memory just to have it sit there. We get it in to be able to use it later. … And the actual act of retrieving the information over and over, that's what makes it retrievable when you need it.\"\u003c/p>\n\u003cp>Why does retrieval, or quizzing, slow forgetting and help us remember?\u003c/p>\n\u003cp>\"It's a good question, and we don't know the answer to it,\" said Roediger's colleague Mark McDaniel.\u003c/p>\n\u003cp>One theory is that the act of retrieving information from the vastness of our memory systems poses a challenge to the brain, and retrieval practices that act: in effect, greasing the wheels of memory.\u003c/p>\n\u003cp>Another theory is that information goes into our brains attached to context. The texture of the book page that we flip as we read; the hum of the air conditioner in the background; the taste of the chips we're snacking on as we study: these all become part of a stored memory.\u003c/p>\n\u003cp>\"Memory is dynamic, and it keeps changing,\" McDaniel said. \"And retrieval helps it change.\"\u003c/p>\n\u003cp>Every time a memory is retrieved, it becomes connected to new sensations and contexts. \"The more things you have it connected to, the easier it is to pull it out, because you have lots of different ideas that can lead you to that particular material,\" McDaniel said. \"And the things you retrieve get more accessible later on, and the things you don't retrieve get pushed into the background and become harder to retrieve next time.\"\u003c/p>\n\u003cp>Studying using these methods requires a lot of work. Rather than just reading, students have to create little quizzes for themselves. It can feel uncomfortable and inefficient. \"This is a difficult way to study,\" McDaniel admitted. \"I think most people want learning to be easy and effortless. They want a magic bullet for it. And learning is not easy and effortless. It takes work, and it takes effort and time and dedication.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The issue with learning is, no one ever sits down and teaches you how to study.\"\u003c/aside>\n\u003cp>\"I didn't know how to study,\" said Sydney Baranovitz, a student studying occupational therapy at Georgia Regents University who credits \"retrieval practice\" for saving her medical career. \"I had the ability; I just didn't know what to focus on. The issue with learning is, no one ever sits down and teaches you [how to study].\"\u003c/p>\n\u003cp>Mark McDaniel agrees. \"One of the gaps or problems in the educational system is that no one ever helps a student figure out how to learn, and yet that's the primary challenge a student is faced with. You’ve got to assist them with how to do that. And that's where I think we're failing somewhat.\"\u003c/p>\n\u003cp>\u003cstrong>TEST OFTEN FOR BETTER RESULTS\u003c/strong>\u003c/p>\n\u003cp>It’s not just that many students are never taught how to study. It’s also that many classes, especially in higher education, are set up to encourage bad study habits.\u003c/p>\n\u003cp>Andrew Sobel is a professor of international studies at Washington University in St. Louis. He used to teach a freshman introduction to political science class. He structured it in the traditional way, with daily lectures, a midterm exam and a final.\u003c/p>\n\u003cp>Then he heard Roddy Roediger give a presentation on the testing effect, and Sobel realized that his students were studying in exactly the wrong way, by rereading their notes the night before his two exams.\u003c/p>\n\u003cp>A vastly better model, Sobel thought, would be one where he essentially forced his students to retrieve knowledge over and over again throughout the course.\u003cbr>\nSo, every semester, instead of two exams, he started giving his students nine quizzes. All these little tests would count for a grade, but they would also, Sobel hoped, be a tool for learning.\u003c/p>\n\u003cp>At first, Sobel says, his students hated the quizzes. But he was shocked when he realized that by the end of the semester, his students were writing answers to his questions that were comparable to those of his upper division students. \"That had never happened before,\" Sobel said. \"And so the only thing that can explain that, the only thing that varied in there, was the testing structure.\"\u003c/p>\n\u003cp>Sobel has tried to talk to his colleagues about the results he was seeing with quizzing, but he says most of them aren't interested in switching from a few exams to multiple quizzes. “University faculty are considered very smart, but are also very conservative,” Sobel said. “We don’t like to change our ways.”\u003c/p>\n\u003cp>\"I've always said there was kind of a conspiracy between students and faculty,\" Roediger said. \"Faculty hate making up and grading tests. Students hate taking them. So we pretend they're not very important, and we don't give them. … [Our lab] is arguing for more testing, not less — not standardized tests, but tests that help kids learn.\"\u003c/p>\n\u003cp>\u003cem>This story originally appeared on \u003ca href=\"http://www.americanradioworks.org/\">American RadioWorks\u003c/a>. Listen to \u003ca href=\"http://www.americanradioworks.org/documentaries/the-science-of-smart/\" target=\"_blank\">\"The Science of Smart\"\u003c/a> documentary:\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/126832952-620x354.jpg\" alt=\"126832952\" width=\"620\" height=\"354\" class=\"alignnone size-large wp-image-24188\">\u003c/a>\u003cstrong>By Anya Kamenetz\u003c/strong>\u003c/p>\n\u003cp>Do you remember the summer when you first fell in love? The songs that were playing on the radio, butterflies in the stomach, the excitement of a stolen kiss? The tendency of our brains to especially hold onto memories from the teenage years is called the \"reminiscence bump.\"\u003c/p>\n\u003cp>It's one of the many distinctive characteristics of the adolescent brain that psychologist \u003ca href=\"http://www.laurencesteinberg.com\">Laurence Steinberg \u003c/a>lays out in his new book, \u003cem>Age of Opportunity: Lessons from the New Science of Adolescence. \u003c/em>\u003c/p>\n\u003cp>Steinberg teaches at Temple University. As an expert on adolescent development, his testimony has contributed to Supreme Court decisions abolishing the death penalty for juveniles and life without parole for juvenile offenders.\u003c/p>\n\u003cp>In \u003cem>Age of Opportunity\u003c/em>, he argues that in the last decade, neuroscience has established that the brain remains \"plastic,\" that is, changeable, well into the early 20s. His experiments have shown that adolescents respond differently to rewards, are more likely to take risks and are more sensitive to peers than adults. But he argues that our education, legal system, and our parenting have yet to incorporate these insights.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>This book makes the case that for all the current focus on the growth that occurs between ages zero to three, ages 12 to 25 may be just as important for shaping the future of individuals and society.\u003c/strong>\u003c/p>\n\u003cp>I'm all in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">high-quality preschool\u003c/a>. But the way that it's discussed is that it's some kind of inoculation.\u003c/p>\n\u003cp>In fact, for interventions that promote these non-cognitive skills, adolescence is just as good a time as early childhood.\u003c/p>\n\u003cp>\u003cstrong>By non-cognitive skills, you're talking about qualities known as \"grit\" — perseverance, self-motivation. But you say in the book that these are actually neither precisely \"non-cognitive\" nor precisely \"skills.\"\u003c/strong>\u003c/p>\n\u003cp>I think it's a bad phrase. I think the experts agree about what they are, but they're better thought of as capacities that are cultivated than skills that are taught.\u003c/p>\n\u003cp>There isn't a single trait that's more important for success in the workplace than kids' self-control. We know that from many, many studies.\u003c/p>\n\u003cp>\u003cstrong>And what is it that happens in the teenage years that makes it such a critical, formative period for developing self-control? \u003c/strong>\u003c/p>\n\u003cp>As we know, experience can play a very important role in shaping the brain. Not only in the present but with respect to how kids are going to learn in the future.\u003c/p>\n\u003cp>And I think that science suggests that it's important for kids to be challenged and exposed to novelty in order to facilitate healthy development of brain systems that are important for things like self-regulation.\u003c/p>\n\u003cp>\u003cstrong>You explain that adolescent brains are more sensitive to the \"dopamine squirts\" that come from rewards, be they sex, drugs, candy or money. This, combined with less-developed inhibition, is what makes them more likely to seek out challenges, novelty — in a word, risk.\u003c/strong>\u003c/p>\n\u003cp>We're hard-wired to be risk-takers as adolescents. The dark side of this is why societies from ours to ISIL recruit people this age to do the dirty work. [Young adults are] more interested in the immediate rewards than the long term consequences.\u003c/p>\n\u003cp>\u003cstrong>You say that so-called character education, abstinence education or drug education programs like DARE, haven't been shown to be effective. Because it's not that adolescents don't intellectually understand the impact of this behavior, it's that they are too compelled by the rewards.\u003c/strong>\u003c/p>\n\u003cp>Exactly. But the other side of this is, let's let kids satisfy those urges in pro-social ways. We want them to sign up for that course where they're not guaranteed to get As, to try out for the school play, or even ask that person out.\u003c/p>\n\u003cp>\u003cstrong>How would you redesign high school to take advantage of current understanding of adolescent development?\u003c/strong>\u003c/p>\n\u003cp>First of all, I think we should think of high school as something that goes most of the day and doesn't stop at 3 p.m. We still run our school calendar and timetable as if we're an agrarian society in the beginning of the 20th century.\u003c/p>\n\u003cp>Give kids some choices: playing sports, arts, extra academic opportunities.\u003c/p>\n\u003cp>If kids are spending those hours unstructured and unsupervised, it's a recipe for experimenting with sex, drugs and delinquency. We know that kids are deterred when they're in settings with adults around.\u003c/p>\n\u003cp>The second thing I would do is to make high school more challenging. Now, for parents in the NPR audience, they're the ones who have kids in demanding schools. But there are far more high school graduates who need remediation than have ever taken a single AP class.\u003c/p>\n\u003cp>If we're talking about American education writ large, our schools are not very challenging. If only one in six students says she's ever taken a difficult class, this has more than just academic consequences. It's through challenge that kids develop things like determination and perseverance.\u003c/p>\n\u003cp>\u003cstrong>Any other changes you would make in high school?\u003c/strong>\u003c/p>\n\u003cp>I'd add some activities in the school day that research shows contribute to healthy brain development. For example, aerobic exercise, which is not part of the school day for a lot of kids. There have been schools that have had success with mindfulness training [meditation, yoga, tai chi].\u003c/p>\n\u003cp>\u003cstrong>And you say there may even be ways to explicitly teach qualities like self-control, empathy, and perseverance? \u003c/strong>\u003c/p>\n\u003cp>Most of the evidence for social-emotional learning programs comes from studies of kids with difficulties. It's a corrective. But I think there's no reason to think that it wouldn't work with kids who don't have behavioral problems.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about peer pressure. Is it a myth?\u003c/strong>\u003c/p>\n\u003cp>We know that brain systems comprising the social brain are undergoing extensive development during adolescence. They're particularly attentive to the behaviors of other people, and peers especially.\u003c/p>\n\u003cp>The studies we've done at Temple have been to understand why adolescents engage in more risk taking with peers than alone.\u003c/p>\n\u003cp>It's not so much that peers influence kids to take risks. It's that by activating their reward centers, peers make adolescents more sensitive to rewards in their immediate environment.\u003c/p>\n\u003cp>\u003cstrong>One example you use is that teen drivers are more likely to speed when they have teenage passengers.\u003c/strong>\u003c/p>\n\u003cp>Right, and this isn't true if they are riding with adults. But I think an important piece of our research has been misunderstood. Since peers activate the reward centers, there's plenty of reason to think that engaging in pro-social activity with their friends will make it more rewarding and desirable as well.\u003c/p>\n\u003cp>\u003cstrong>Like volunteer work? Or being on a sports team?\u003c/strong>\u003c/p>\n\u003cp>Yes. I think that for adolescents the presence of peers has a positive spillover regardless of what the activity is. So, in theory they should enjoy learning and other positive activities more if they're doing them with their friends.\u003c/p>\n\u003cp>\u003cstrong>So for this reason, you say that more group projects in high school might be a good idea.\u003c/strong>\u003c/p>\n\u003cp>Right. We often discourage group learning in school because we're very insistent in making sure we can assess individual levels of competency and mastery. But this may undermine students in some ways.\u003c/p>\n\u003cp>\u003cstrong>We often focus on the tough side of the teenage years — the idea that they're emotionally volatile ... drinking, smoking, acting up. And when people talk about \"extended adolescence\" or \"delayed adulthood,\" that's usually thought of as a bad thing. But you have a different perspective.\u003c/strong>\u003c/p>\n\u003cp>There's this idea of meta-plasticity. That is the fact that the brain's degree of plasticity is itself a plastic characteristic of the brain. Certain experiences actually can increase the brain's plasticity, and they affect its capacity to be influenced in the future.\u003c/p>\n\u003cp>\u003cstrong>So the ability to keep learning, adapting and even experiencing the pleasures of youth, that's something we can and should cultivate and extend a little bit longer? \u003c/strong>\u003c/p>\n\u003cp>Well, there's got to be some ceiling. It wouldn't make evolutionary sense for the brain to be plastic forever. At some point you have to convert your brain portfolio from stocks to bonds. That's the shift from adolescence to adulthood.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But anything that keeps the brain plastic extends the period of being influenced by the environment. If you expose people to novelty and challenge, they're going to be able to learn and develop intellectually for a longer period. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Q%26A%3A+Plumbing+The+Mysteries+Of+The+Teenage+Brain&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>This book makes the case that for all the current focus on the growth that occurs between ages zero to three, ages 12 to 25 may be just as important for shaping the future of individuals and society.\u003c/strong>\u003c/p>\n\u003cp>I'm all in favor of \u003ca href=\"http://www.npr.org/blogs/ed/2014/04/22/304563233/what-exactly-is-high-quality-preschool\">high-quality preschool\u003c/a>. But the way that it's discussed is that it's some kind of inoculation.\u003c/p>\n\u003cp>In fact, for interventions that promote these non-cognitive skills, adolescence is just as good a time as early childhood.\u003c/p>\n\u003cp>\u003cstrong>By non-cognitive skills, you're talking about qualities known as \"grit\" — perseverance, self-motivation. But you say in the book that these are actually neither precisely \"non-cognitive\" nor precisely \"skills.\"\u003c/strong>\u003c/p>\n\u003cp>I think it's a bad phrase. I think the experts agree about what they are, but they're better thought of as capacities that are cultivated than skills that are taught.\u003c/p>\n\u003cp>There isn't a single trait that's more important for success in the workplace than kids' self-control. We know that from many, many studies.\u003c/p>\n\u003cp>\u003cstrong>And what is it that happens in the teenage years that makes it such a critical, formative period for developing self-control? \u003c/strong>\u003c/p>\n\u003cp>As we know, experience can play a very important role in shaping the brain. Not only in the present but with respect to how kids are going to learn in the future.\u003c/p>\n\u003cp>And I think that science suggests that it's important for kids to be challenged and exposed to novelty in order to facilitate healthy development of brain systems that are important for things like self-regulation.\u003c/p>\n\u003cp>\u003cstrong>You explain that adolescent brains are more sensitive to the \"dopamine squirts\" that come from rewards, be they sex, drugs, candy or money. This, combined with less-developed inhibition, is what makes them more likely to seek out challenges, novelty — in a word, risk.\u003c/strong>\u003c/p>\n\u003cp>We're hard-wired to be risk-takers as adolescents. The dark side of this is why societies from ours to ISIL recruit people this age to do the dirty work. [Young adults are] more interested in the immediate rewards than the long term consequences.\u003c/p>\n\u003cp>\u003cstrong>You say that so-called character education, abstinence education or drug education programs like DARE, haven't been shown to be effective. Because it's not that adolescents don't intellectually understand the impact of this behavior, it's that they are too compelled by the rewards.\u003c/strong>\u003c/p>\n\u003cp>Exactly. But the other side of this is, let's let kids satisfy those urges in pro-social ways. We want them to sign up for that course where they're not guaranteed to get As, to try out for the school play, or even ask that person out.\u003c/p>\n\u003cp>\u003cstrong>How would you redesign high school to take advantage of current understanding of adolescent development?\u003c/strong>\u003c/p>\n\u003cp>First of all, I think we should think of high school as something that goes most of the day and doesn't stop at 3 p.m. We still run our school calendar and timetable as if we're an agrarian society in the beginning of the 20th century.\u003c/p>\n\u003cp>Give kids some choices: playing sports, arts, extra academic opportunities.\u003c/p>\n\u003cp>If kids are spending those hours unstructured and unsupervised, it's a recipe for experimenting with sex, drugs and delinquency. We know that kids are deterred when they're in settings with adults around.\u003c/p>\n\u003cp>The second thing I would do is to make high school more challenging. Now, for parents in the NPR audience, they're the ones who have kids in demanding schools. But there are far more high school graduates who need remediation than have ever taken a single AP class.\u003c/p>\n\u003cp>If we're talking about American education writ large, our schools are not very challenging. If only one in six students says she's ever taken a difficult class, this has more than just academic consequences. It's through challenge that kids develop things like determination and perseverance.\u003c/p>\n\u003cp>\u003cstrong>Any other changes you would make in high school?\u003c/strong>\u003c/p>\n\u003cp>I'd add some activities in the school day that research shows contribute to healthy brain development. For example, aerobic exercise, which is not part of the school day for a lot of kids. There have been schools that have had success with mindfulness training [meditation, yoga, tai chi].\u003c/p>\n\u003cp>\u003cstrong>And you say there may even be ways to explicitly teach qualities like self-control, empathy, and perseverance? \u003c/strong>\u003c/p>\n\u003cp>Most of the evidence for social-emotional learning programs comes from studies of kids with difficulties. It's a corrective. But I think there's no reason to think that it wouldn't work with kids who don't have behavioral problems.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about peer pressure. Is it a myth?\u003c/strong>\u003c/p>\n\u003cp>We know that brain systems comprising the social brain are undergoing extensive development during adolescence. They're particularly attentive to the behaviors of other people, and peers especially.\u003c/p>\n\u003cp>The studies we've done at Temple have been to understand why adolescents engage in more risk taking with peers than alone.\u003c/p>\n\u003cp>It's not so much that peers influence kids to take risks. It's that by activating their reward centers, peers make adolescents more sensitive to rewards in their immediate environment.\u003c/p>\n\u003cp>\u003cstrong>One example you use is that teen drivers are more likely to speed when they have teenage passengers.\u003c/strong>\u003c/p>\n\u003cp>Right, and this isn't true if they are riding with adults. But I think an important piece of our research has been misunderstood. Since peers activate the reward centers, there's plenty of reason to think that engaging in pro-social activity with their friends will make it more rewarding and desirable as well.\u003c/p>\n\u003cp>\u003cstrong>Like volunteer work? Or being on a sports team?\u003c/strong>\u003c/p>\n\u003cp>Yes. I think that for adolescents the presence of peers has a positive spillover regardless of what the activity is. So, in theory they should enjoy learning and other positive activities more if they're doing them with their friends.\u003c/p>\n\u003cp>\u003cstrong>So for this reason, you say that more group projects in high school might be a good idea.\u003c/strong>\u003c/p>\n\u003cp>Right. We often discourage group learning in school because we're very insistent in making sure we can assess individual levels of competency and mastery. But this may undermine students in some ways.\u003c/p>\n\u003cp>\u003cstrong>We often focus on the tough side of the teenage years — the idea that they're emotionally volatile ... drinking, smoking, acting up. And when people talk about \"extended adolescence\" or \"delayed adulthood,\" that's usually thought of as a bad thing. But you have a different perspective.\u003c/strong>\u003c/p>\n\u003cp>There's this idea of meta-plasticity. That is the fact that the brain's degree of plasticity is itself a plastic characteristic of the brain. Certain experiences actually can increase the brain's plasticity, and they affect its capacity to be influenced in the future.\u003c/p>\n\u003cp>\u003cstrong>So the ability to keep learning, adapting and even experiencing the pleasures of youth, that's something we can and should cultivate and extend a little bit longer? \u003c/strong>\u003c/p>\n\u003cp>Well, there's got to be some ceiling. It wouldn't make evolutionary sense for the brain to be plastic forever. At some point you have to convert your brain portfolio from stocks to bonds. That's the shift from adolescence to adulthood.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Unpacking the Science: How Playing Music Changes the Learning Brain",
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"content": "\u003cfigure id=\"attachment_36968\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/cellist.jpg\">\u003cimg class=\"size-full wp-image-36968\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/cellist.jpg\" alt=\"A bassist at the Conservatory Lab Charter School in Boston plays during a recital rehearsal. Research has found music instruction has beneficial effects on young brains. (Jesse Costa/WBUR)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/cellist.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/cellist-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/cellist-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A bassist at the Conservatory Lab Charter School in Boston plays during a recital rehearsal. Research has found music instruction has beneficial effects on young brains. (Jesse Costa/WBUR)\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003ca href=\"http://commonhealth.wbur.org/2014/07/music-language-brain\" target=\"_blank\">By George Hicks, WBUR CommonHealth Blog\u003c/a>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Remember “Mozart Makes You Smarter”?\u003c/p>\n\u003cp>A \u003ca href=\"http://www.nature.com/nature/journal/v365/n6447/abs/365611a0.html\" target=\"_blank\">1993 study\u003c/a> of college students showed them performing better on spatial reasoning tests after listening to a Mozart sonata. That led to claims that listening to Mozart temporarily increases IQs — and to a raft of \u003ca href=\"http://www.amazon.com/Mozart-Makes-You-Smarter-W-A/dp/B000002APA\" target=\"_blank\">products \u003c/a>purporting to provide all sorts of benefits to the brain.\u003c/p>\n\u003cp>In 1998, Zell Miller, then the governor of Georgia, even proposed providing every newborn in his state with a CD of classical music.\u003c/p>\n\u003cp>But subsequent research has cast doubt on the claims.\u003c/p>\n\u003cp>Ani Patel, an associate professor of psychology at Tufts University and the author of “\u003ca href=\"http://www.amazon.com/Music-Language-Brain-Aniruddh-Patel/dp/0199755302\" target=\"_blank\">Music, Language, and the Brain\u003c/a>,” says that while listening to music can be relaxing and contemplative, the idea that simply plugging in your iPod is going to make you more intelligent doesn’t quite hold up to scientific scrutiny.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"7GD2Y8Xt5AXclN4trd5ogybA24uMhhjE\"]\u003c/p>\n\u003cp>“On the other hand,” Patel says, “there’s now a growing body of work that suggests that actually learning to play a musical instrument does have impacts on other abilities.” These include speech perception, the ability to understand emotions in the voice and the ability to handle multiple tasks simultaneously.\u003c/p>\n\u003cp>Patel says this is a relatively new field of scientific study.\u003c/p>\n\u003cp>“The whole field of music neuroscience really began to take off around 2000,” he says. “These studies where we take people, often children, and give them training in music and then measure how their cognition changes and how their brain changes both in terms of its processing [and] its structure, are very few and still just emerging.”\u003c/p>\n\u003cp>Patel says that music neuroscience, which draws on cognitive science, music education and neuroscience, can help answer basic questions about the workings of the human brain.\u003c/p>\n\u003cp>“How do we process sequences with complex hierarchical structure and make sense of them?” he asks. “How do we integrate sensation and action? How do we remember long and difficult sequences of information? These are fundamental neuroscience questions, and music can help us answer some of these questions, because it’s in some ways simpler than language, but it’s still of sufficient complexity that it can address these very deep and important aspects of human brain function.”\u003c/p>\n\u003cp>In addition, Patel says music neuroscience research has important implications about the role of music in the lives of young children.\u003c/p>\n\u003cp>“If we know how and why music changes the brain in ways that affect other cognitive abilities,” he says, “this could have a real impact on the value we put on it as an activity in the schools, not to mention all the impact it has on emotional development, emotional maturity, social skills, stick-to-itiveness, things we typically don’t measure in school but which are hugely important in a child’s ultimate success.”\u003c/p>\n\u003cfigure id=\"attachment_36971\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/el-sistema.jpg\">\u003cimg class=\"size-medium wp-image-36971\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/el-sistema-300x199.jpg\" alt=\"Kathleen Jara, co-director of the El Sistema program at the Conservatory Lab Charter School in Boston, directs orchestra students during a rehearsal for their year-end recital. (Jesse Costa/WBUR)\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathleen Jara, co-director of the El Sistema program at the Conservatory Lab Charter School in Boston, directs orchestra students during a rehearsal for their year-end recital. (Jesse Costa/WBUR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>EL SISTEMA\u003c/strong>\u003c/p>\n\u003cp>At the \u003ca href=\"http://conservatorylab.org/\" target=\"_blank\">Conservatory Lab Charter School \u003c/a>in Boston, every student receives music instruction.\u003c/p>\n\u003cp>“It doesn’t matter whether they have had music instruction before or not,” says Diana Lam, the head of the school.\u003c/p>\n\u003cp>The school, which accepts new students by lottery, is bucking a national trend, as more and more cash-strapped school districts pare down or eliminate music programs.\u003c/p>\n\u003cp>Lam says music is part of her school’s core curriculum because it teaches students to strive for quality in all areas of their lives — and because it gets results.\u003c/p>\n\u003cp>“Music addresses some of the behaviors and skills that are necessary for academic success,” she says. “Since we started implementing \u003ca href=\"https://elsistemausa.org/\" target=\"_blank\">El Sistema\u003c/a>, the Venezuelan music program, as well as project-based learning, our test scores have increased dramatically.”\u003c/p>\n\u003cp>\u003cstrong>STRONGER EXECUTIVE FUNCTIONING\u003c/strong>\u003c/p>\n\u003cp>But what does the \u003ca href=\"http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0099868\" target=\"_blank\">latest scientific research\u003c/a> tell us? The question, according to neuropsychologist Nadine Gaab, is not simply whether music instruction has beneficial effects on young brains.\u003c/p>\n\u003cp>“There’s a lot of evidence,” Gaab says, “that if you play a musical instrument, especially if you start early in life, that you have better reading skills, better math skills, et cetera. The question is, what is the underlying mechanism?”\u003c/p>\n\u003cp>At her lab at Boston Children’s Hospital, Gaab leads a team of researchers studying children’s brain development, recently identifying signs in the brain that might \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/predicting-dyslexia-even-before-children-learn-to-read/\" target=\"_blank\">indicate dyslexia before kids learn to read\u003c/a>. Gaab and her colleagues are also looking for connections between musical training and language development.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We could show that musically trained children and professional adult musicians have better executive functioning skills compared to their peers who do not play a musical instrument.\"\u003c/aside>\n\u003cp>“Initially we thought that it’s training the auditory system, which then helps you with language, reading and other academic skills,” she says.\u003c/p>\n\u003cp>Instead, in a study published last month, Gaab and her team delineated a connection — in both children and adults — between learning to play an instrument and improved executive functioning, like problem-solving, switching between tasks and focus.\u003c/p>\n\u003cp>“Could it be,” Gaab asks, “that musical training trains these executive functioning skills, which then helps with academic skills?”\u003c/p>\n\u003cp>To find out, researchers gave complex executive functioning tasks to both musically trained and untrained children while scanning their brains in MRI machines.\u003c/p>\n\u003cp>“For example,” Gaab says, “you would hear the noise of a horse, ‘neigh,’ and every time you hear the horse, whenever you see a triangle you have to press the left button and whenever you see a circle you have to press the right button. However, if you hear a frog, the rule switches.”\u003c/p>\n\u003cp>While noting the children’s ability to follow the rules, the scientists also watched for activity in the prefrontal cortex of the brain, known to be the seat of executive functioning.\u003c/p>\n\u003cp>“We were just looking at how much of the prefrontal cortex was activated while they were doing this ‘neigh-froggy’ task in the scanner,” Gaab says. “And we could show that musically trained children and professional adult musicians have better executive functioning skills compared to their peers who do not play a musical instrument. We could further show that children who are musically trained have more activation in these prefrontal areas compared to their peers.”\u003c/p>\n\u003cp>So does music-making enhance executive functioning?\u003c/p>\n\u003cp>Gaab hastens to add, “We don’t know what’s the egg and what’s the hen.” That is, whether musical proficiency makes for better executive functioning, or vice-versa.\u003c/p>\n\u003cp>But Gaab cites other studies which imply the former.\u003c/p>\n\u003cp>“It’s most likely the musical training that improves executive functioning skills,” she says. “You could just hypothesize that playing in an orchestral setting is particularly training the executive functioning skills because you have to play in a group; you have to listen to each other.”\u003c/p>\n\u003cp>And Gaab says that’s analogous to what happens in the brain of a musician.\u003c/p>\n\u003cp>“There are a lot of different brain systems involved in successfully playing even a small musical piece: your auditory system, your motor system, your emotional system, your executive function system; this playing together of these brain regions, almost like in a musical ensemble.”\u003c/p>\n\u003cp>\u003cstrong>CHANGING 'BRAIN PLASTICITY'\u003c/strong>\u003c/p>\n\u003cp>But the question remains: Why would acquiring musical skills influence language and other higher brain functions? Neuropsychologist Patel has developed a theory he calls the OPERA hypothesis.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"So the idea that music sometimes places higher demands on the brain, on some of the same shared networks that we use for other abilities, allows the music to actually enhance those networks, and those abilities benefit.”\u003c/aside>\n\u003cp>“The basic idea is that music is not an island in the brain cut off from other things, that there’s overlap, that’s the ‘O’ of OPERA, between the networks that process music and the networks that are involved in other day-to-day cognitive functions such as language, memory, attention and so forth,” he says. “The ‘P’ in OPERA is precision. Think about how sensitive we are to the tuning of an instrument, whether the pitch is in key or not, and it can be painful if it’s just slightly out of tune.”\u003c/p>\n\u003cp>That level of precision in processing music, Patel says, is much higher than the level of precision used in processing speech. This means, he says, that developing our brains’ musical networks may very well enhance our ability to process speech.\u003c/p>\n\u003cp>“And the last three components of OPERA, the ‘E-R-A,’ are emotion, repetition and attention,” he says. “These are factors that are known to promote what’s called brain plasticity, the changing of the brain’s structure as a function of experience.”\u003c/p>\n\u003cp>Patel explains that brain plasticity results from experiences which engage the brain through emotion, are repetitive, and which require full attention. Experiences such as playing music.\u003c/p>\n\u003cp>“So this idea,” he says, “that music sometimes places higher demands on the brain, on some of the same shared networks that we use for other abilities, allows the music to actually enhance those networks, and those abilities benefit.”\u003c/p>\n\u003cp>One striking example of this is the use of singing to restore speech. At the \u003ca href=\"http://www.musicianbrain.com/#index\" target=\"_blank\">Music and Neuroimaging Lab\u003c/a> at Beth Israel Deaconess Medical Center, Dr. Gottfried Schlaug has pioneered singing as a therapeutic method of rehabilitating victims of stroke and other brain injuries, as well as people with severe autism.\u003c/p>\n\u003cp>And some of the most recent music neuroscience research is using music as a tool to better understand, and even predict, language-based learning disabilities.\u003c/p>\n\u003cp>But not all of the ideas behind this research, or even the methods, have come from scientists.\u003c/p>\n\u003cp>\u003cstrong>TESTING LITERACY WITH MUSIC\u003c/strong>\u003c/p>\n\u003cp>Paulo Andrade teaches music at Colegio Criativa, a private school in Marilia, Brazil. He and his wife Olga, who’s also a teacher there, became interested in the relationship between musical and language skills among their elementary school students.\u003c/p>\n\u003cp>“We both work with the same children,” Andrade says, “and we started to exchange information about how the children were going. I could relate the musical development of children to their language ability and literacy.”\u003c/p>\n\u003cp>Andrade developed some collective classroom tasks to identify children at risk of learning disabilities. He asked his second-grade music class to listen to him play a series of chord sequences on the guitar, and identify each one.\u003c/p>\n\u003cp>“I asked [the] children to write visual symbols to represent the sound sequence they were hearing,” he explains, “a simple line to express chords in the high register and a circle to represent the chords played in the low register.”\u003c/p>\n\u003cp>Andrade made the students pause before writing down the identifying symbol. This would test their working memory, a kind of mental Post-it note crucial to language comprehension.\u003c/p>\n\u003cp>“What I presented to children was simple rhythm, for instance, [Andrade imitates the sound of his guitar] ti-tum-tum-chi. I counted the meter one, two, three, four, and then they start to write.”\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=1vxlqDsANnM&w=640&h=480]\u003c/p>\n\u003cp>What Andrade saw was that the kids who had severe difficulty with the task were also struggling with reading and writing. He knew he had good data, but he needed help from a scientist to analyze his data and methodology, and to write up the findings for publication.\u003c/p>\n\u003cp>“I read some papers by Nadine Gaab, and I searched for the page on the Internet and found Harvard and emailed her,” he says.\u003c/p>\n\u003cp>Recently, Andrade was in Boston on a Harvard fellowship, working on a follow-up to his research at the Gaab lab.\u003c/p>\n\u003cp>“We have found that this task, given to second-graders, can predict their literacy ability in the fifth grade,” Andrade says.\u003c/p>\n\u003cp>About her collaboration with the Brazilian music teacher, Gaab says, “I think that’s a really nice example of neuroeducation, bridging neuroscience and education.”\u003c/p>\n\u003cp>And she adds that Andrade’s musical test is particularly useful, in that it can be administered cheaply and easily to whole classrooms, regardless of the students’ native language.\u003c/p>\n\u003cp>“What we would love to do is replicate this study in the U.S.,” Gaab says, “but there’s no funding right now, so we’re working on that.”\u003c/p>\n\u003cp>\u003cstrong>FUNDING DIFFICULTY\u003c/strong>\u003c/p>\n\u003cp>Patel, the Tufts professor, says that getting funding for research in music neuroscience is often a challenge. It’s still a young field, he says, “and funding bodies tend to be very conservative, in terms of the kind of research they fund.”\u003c/p>\n\u003cp>The difficulty in sustaining funding may be similar to what music educators are facing.\u003c/p>\n\u003cp>“In terms of music in the schools,” Patel says, “it’s interesting that music is often the very first thing to be cut when budgets get tight, and as far as I know, that’s never based on any research or evidence about the impact of music on young children’s lives; it’s based on the intuition that this is sort of a frill.”\u003c/p>\n\u003cp>Gaab, Patel’s fellow neuropsychologist, agrees.\u003c/p>\n\u003cp>“Currently there’s a lot of talking about cutting music out of the curriculum of public and private schools, and I think it may be the wrong way to go,” Gaab says. “It may cut out some of the important aspects, such as to train executive functioning and have fun and emotional engagement at the same time.”\u003c/p>\n\u003cp>Both Gaab and Patel believe that music neuroscience is paying off, not only in showing the tremendous practical importance of music education, but also to help answer fundamental questions about the deepest workings of the human brain.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://commonhealth.wbur.org/\" target=\"_blank\">WBUR’s CommonHealth blog\u003c/a>. Read more about the latest in neuroscience research by checking out the \u003ca href=\"http://www.wbur.org/series/brain-matters\" target=\"_blank\">Brain Matters\u003c/a> special series.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36968\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/cellist.jpg\">\u003cimg class=\"size-full wp-image-36968\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/cellist.jpg\" alt=\"A bassist at the Conservatory Lab Charter School in Boston plays during a recital rehearsal. Research has found music instruction has beneficial effects on young brains. (Jesse Costa/WBUR)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/cellist.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/cellist-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/cellist-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A bassist at the Conservatory Lab Charter School in Boston plays during a recital rehearsal. Research has found music instruction has beneficial effects on young brains. (Jesse Costa/WBUR)\u003c/figcaption>\u003c/figure>\n\u003ch4>\u003ca href=\"http://commonhealth.wbur.org/2014/07/music-language-brain\" target=\"_blank\">By George Hicks, WBUR CommonHealth Blog\u003c/a>\u003c/h4>\n\u003cp class=\"dropcap-serif\">Remember “Mozart Makes You Smarter”?\u003c/p>\n\u003cp>A \u003ca href=\"http://www.nature.com/nature/journal/v365/n6447/abs/365611a0.html\" target=\"_blank\">1993 study\u003c/a> of college students showed them performing better on spatial reasoning tests after listening to a Mozart sonata. That led to claims that listening to Mozart temporarily increases IQs — and to a raft of \u003ca href=\"http://www.amazon.com/Mozart-Makes-You-Smarter-W-A/dp/B000002APA\" target=\"_blank\">products \u003c/a>purporting to provide all sorts of benefits to the brain.\u003c/p>\n\u003cp>In 1998, Zell Miller, then the governor of Georgia, even proposed providing every newborn in his state with a CD of classical music.\u003c/p>\n\u003cp>But subsequent research has cast doubt on the claims.\u003c/p>\n\u003cp>Ani Patel, an associate professor of psychology at Tufts University and the author of “\u003ca href=\"http://www.amazon.com/Music-Language-Brain-Aniruddh-Patel/dp/0199755302\" target=\"_blank\">Music, Language, and the Brain\u003c/a>,” says that while listening to music can be relaxing and contemplative, the idea that simply plugging in your iPod is going to make you more intelligent doesn’t quite hold up to scientific scrutiny.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“On the other hand,” Patel says, “there’s now a growing body of work that suggests that actually learning to play a musical instrument does have impacts on other abilities.” These include speech perception, the ability to understand emotions in the voice and the ability to handle multiple tasks simultaneously.\u003c/p>\n\u003cp>Patel says this is a relatively new field of scientific study.\u003c/p>\n\u003cp>“The whole field of music neuroscience really began to take off around 2000,” he says. “These studies where we take people, often children, and give them training in music and then measure how their cognition changes and how their brain changes both in terms of its processing [and] its structure, are very few and still just emerging.”\u003c/p>\n\u003cp>Patel says that music neuroscience, which draws on cognitive science, music education and neuroscience, can help answer basic questions about the workings of the human brain.\u003c/p>\n\u003cp>“How do we process sequences with complex hierarchical structure and make sense of them?” he asks. “How do we integrate sensation and action? How do we remember long and difficult sequences of information? These are fundamental neuroscience questions, and music can help us answer some of these questions, because it’s in some ways simpler than language, but it’s still of sufficient complexity that it can address these very deep and important aspects of human brain function.”\u003c/p>\n\u003cp>In addition, Patel says music neuroscience research has important implications about the role of music in the lives of young children.\u003c/p>\n\u003cp>“If we know how and why music changes the brain in ways that affect other cognitive abilities,” he says, “this could have a real impact on the value we put on it as an activity in the schools, not to mention all the impact it has on emotional development, emotional maturity, social skills, stick-to-itiveness, things we typically don’t measure in school but which are hugely important in a child’s ultimate success.”\u003c/p>\n\u003cfigure id=\"attachment_36971\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/el-sistema.jpg\">\u003cimg class=\"size-medium wp-image-36971\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/el-sistema-300x199.jpg\" alt=\"Kathleen Jara, co-director of the El Sistema program at the Conservatory Lab Charter School in Boston, directs orchestra students during a rehearsal for their year-end recital. (Jesse Costa/WBUR)\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kathleen Jara, co-director of the El Sistema program at the Conservatory Lab Charter School in Boston, directs orchestra students during a rehearsal for their year-end recital. (Jesse Costa/WBUR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>EL SISTEMA\u003c/strong>\u003c/p>\n\u003cp>At the \u003ca href=\"http://conservatorylab.org/\" target=\"_blank\">Conservatory Lab Charter School \u003c/a>in Boston, every student receives music instruction.\u003c/p>\n\u003cp>“It doesn’t matter whether they have had music instruction before or not,” says Diana Lam, the head of the school.\u003c/p>\n\u003cp>The school, which accepts new students by lottery, is bucking a national trend, as more and more cash-strapped school districts pare down or eliminate music programs.\u003c/p>\n\u003cp>Lam says music is part of her school’s core curriculum because it teaches students to strive for quality in all areas of their lives — and because it gets results.\u003c/p>\n\u003cp>“Music addresses some of the behaviors and skills that are necessary for academic success,” she says. “Since we started implementing \u003ca href=\"https://elsistemausa.org/\" target=\"_blank\">El Sistema\u003c/a>, the Venezuelan music program, as well as project-based learning, our test scores have increased dramatically.”\u003c/p>\n\u003cp>\u003cstrong>STRONGER EXECUTIVE FUNCTIONING\u003c/strong>\u003c/p>\n\u003cp>But what does the \u003ca href=\"http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0099868\" target=\"_blank\">latest scientific research\u003c/a> tell us? The question, according to neuropsychologist Nadine Gaab, is not simply whether music instruction has beneficial effects on young brains.\u003c/p>\n\u003cp>“There’s a lot of evidence,” Gaab says, “that if you play a musical instrument, especially if you start early in life, that you have better reading skills, better math skills, et cetera. The question is, what is the underlying mechanism?”\u003c/p>\n\u003cp>At her lab at Boston Children’s Hospital, Gaab leads a team of researchers studying children’s brain development, recently identifying signs in the brain that might \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/predicting-dyslexia-even-before-children-learn-to-read/\" target=\"_blank\">indicate dyslexia before kids learn to read\u003c/a>. Gaab and her colleagues are also looking for connections between musical training and language development.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We could show that musically trained children and professional adult musicians have better executive functioning skills compared to their peers who do not play a musical instrument.\"\u003c/aside>\n\u003cp>“Initially we thought that it’s training the auditory system, which then helps you with language, reading and other academic skills,” she says.\u003c/p>\n\u003cp>Instead, in a study published last month, Gaab and her team delineated a connection — in both children and adults — between learning to play an instrument and improved executive functioning, like problem-solving, switching between tasks and focus.\u003c/p>\n\u003cp>“Could it be,” Gaab asks, “that musical training trains these executive functioning skills, which then helps with academic skills?”\u003c/p>\n\u003cp>To find out, researchers gave complex executive functioning tasks to both musically trained and untrained children while scanning their brains in MRI machines.\u003c/p>\n\u003cp>“For example,” Gaab says, “you would hear the noise of a horse, ‘neigh,’ and every time you hear the horse, whenever you see a triangle you have to press the left button and whenever you see a circle you have to press the right button. However, if you hear a frog, the rule switches.”\u003c/p>\n\u003cp>While noting the children’s ability to follow the rules, the scientists also watched for activity in the prefrontal cortex of the brain, known to be the seat of executive functioning.\u003c/p>\n\u003cp>“We were just looking at how much of the prefrontal cortex was activated while they were doing this ‘neigh-froggy’ task in the scanner,” Gaab says. “And we could show that musically trained children and professional adult musicians have better executive functioning skills compared to their peers who do not play a musical instrument. We could further show that children who are musically trained have more activation in these prefrontal areas compared to their peers.”\u003c/p>\n\u003cp>So does music-making enhance executive functioning?\u003c/p>\n\u003cp>Gaab hastens to add, “We don’t know what’s the egg and what’s the hen.” That is, whether musical proficiency makes for better executive functioning, or vice-versa.\u003c/p>\n\u003cp>But Gaab cites other studies which imply the former.\u003c/p>\n\u003cp>“It’s most likely the musical training that improves executive functioning skills,” she says. “You could just hypothesize that playing in an orchestral setting is particularly training the executive functioning skills because you have to play in a group; you have to listen to each other.”\u003c/p>\n\u003cp>And Gaab says that’s analogous to what happens in the brain of a musician.\u003c/p>\n\u003cp>“There are a lot of different brain systems involved in successfully playing even a small musical piece: your auditory system, your motor system, your emotional system, your executive function system; this playing together of these brain regions, almost like in a musical ensemble.”\u003c/p>\n\u003cp>\u003cstrong>CHANGING 'BRAIN PLASTICITY'\u003c/strong>\u003c/p>\n\u003cp>But the question remains: Why would acquiring musical skills influence language and other higher brain functions? Neuropsychologist Patel has developed a theory he calls the OPERA hypothesis.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"So the idea that music sometimes places higher demands on the brain, on some of the same shared networks that we use for other abilities, allows the music to actually enhance those networks, and those abilities benefit.”\u003c/aside>\n\u003cp>“The basic idea is that music is not an island in the brain cut off from other things, that there’s overlap, that’s the ‘O’ of OPERA, between the networks that process music and the networks that are involved in other day-to-day cognitive functions such as language, memory, attention and so forth,” he says. “The ‘P’ in OPERA is precision. Think about how sensitive we are to the tuning of an instrument, whether the pitch is in key or not, and it can be painful if it’s just slightly out of tune.”\u003c/p>\n\u003cp>That level of precision in processing music, Patel says, is much higher than the level of precision used in processing speech. This means, he says, that developing our brains’ musical networks may very well enhance our ability to process speech.\u003c/p>\n\u003cp>“And the last three components of OPERA, the ‘E-R-A,’ are emotion, repetition and attention,” he says. “These are factors that are known to promote what’s called brain plasticity, the changing of the brain’s structure as a function of experience.”\u003c/p>\n\u003cp>Patel explains that brain plasticity results from experiences which engage the brain through emotion, are repetitive, and which require full attention. Experiences such as playing music.\u003c/p>\n\u003cp>“So this idea,” he says, “that music sometimes places higher demands on the brain, on some of the same shared networks that we use for other abilities, allows the music to actually enhance those networks, and those abilities benefit.”\u003c/p>\n\u003cp>One striking example of this is the use of singing to restore speech. At the \u003ca href=\"http://www.musicianbrain.com/#index\" target=\"_blank\">Music and Neuroimaging Lab\u003c/a> at Beth Israel Deaconess Medical Center, Dr. Gottfried Schlaug has pioneered singing as a therapeutic method of rehabilitating victims of stroke and other brain injuries, as well as people with severe autism.\u003c/p>\n\u003cp>And some of the most recent music neuroscience research is using music as a tool to better understand, and even predict, language-based learning disabilities.\u003c/p>\n\u003cp>But not all of the ideas behind this research, or even the methods, have come from scientists.\u003c/p>\n\u003cp>\u003cstrong>TESTING LITERACY WITH MUSIC\u003c/strong>\u003c/p>\n\u003cp>Paulo Andrade teaches music at Colegio Criativa, a private school in Marilia, Brazil. He and his wife Olga, who’s also a teacher there, became interested in the relationship between musical and language skills among their elementary school students.\u003c/p>\n\u003cp>“We both work with the same children,” Andrade says, “and we started to exchange information about how the children were going. I could relate the musical development of children to their language ability and literacy.”\u003c/p>\n\u003cp>Andrade developed some collective classroom tasks to identify children at risk of learning disabilities. He asked his second-grade music class to listen to him play a series of chord sequences on the guitar, and identify each one.\u003c/p>\n\u003cp>“I asked [the] children to write visual symbols to represent the sound sequence they were hearing,” he explains, “a simple line to express chords in the high register and a circle to represent the chords played in the low register.”\u003c/p>\n\u003cp>Andrade made the students pause before writing down the identifying symbol. This would test their working memory, a kind of mental Post-it note crucial to language comprehension.\u003c/p>\n\u003cp>“What I presented to children was simple rhythm, for instance, [Andrade imitates the sound of his guitar] ti-tum-tum-chi. I counted the meter one, two, three, four, and then they start to write.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/1vxlqDsANnM'\n title='//www.youtube.com/embed/1vxlqDsANnM'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>What Andrade saw was that the kids who had severe difficulty with the task were also struggling with reading and writing. He knew he had good data, but he needed help from a scientist to analyze his data and methodology, and to write up the findings for publication.\u003c/p>\n\u003cp>“I read some papers by Nadine Gaab, and I searched for the page on the Internet and found Harvard and emailed her,” he says.\u003c/p>\n\u003cp>Recently, Andrade was in Boston on a Harvard fellowship, working on a follow-up to his research at the Gaab lab.\u003c/p>\n\u003cp>“We have found that this task, given to second-graders, can predict their literacy ability in the fifth grade,” Andrade says.\u003c/p>\n\u003cp>About her collaboration with the Brazilian music teacher, Gaab says, “I think that’s a really nice example of neuroeducation, bridging neuroscience and education.”\u003c/p>\n\u003cp>And she adds that Andrade’s musical test is particularly useful, in that it can be administered cheaply and easily to whole classrooms, regardless of the students’ native language.\u003c/p>\n\u003cp>“What we would love to do is replicate this study in the U.S.,” Gaab says, “but there’s no funding right now, so we’re working on that.”\u003c/p>\n\u003cp>\u003cstrong>FUNDING DIFFICULTY\u003c/strong>\u003c/p>\n\u003cp>Patel, the Tufts professor, says that getting funding for research in music neuroscience is often a challenge. It’s still a young field, he says, “and funding bodies tend to be very conservative, in terms of the kind of research they fund.”\u003c/p>\n\u003cp>The difficulty in sustaining funding may be similar to what music educators are facing.\u003c/p>\n\u003cp>“In terms of music in the schools,” Patel says, “it’s interesting that music is often the very first thing to be cut when budgets get tight, and as far as I know, that’s never based on any research or evidence about the impact of music on young children’s lives; it’s based on the intuition that this is sort of a frill.”\u003c/p>\n\u003cp>Gaab, Patel’s fellow neuropsychologist, agrees.\u003c/p>\n\u003cp>“Currently there’s a lot of talking about cutting music out of the curriculum of public and private schools, and I think it may be the wrong way to go,” Gaab says. “It may cut out some of the important aspects, such as to train executive functioning and have fun and emotional engagement at the same time.”\u003c/p>\n\u003cp>Both Gaab and Patel believe that music neuroscience is paying off, not only in showing the tremendous practical importance of music education, but also to help answer fundamental questions about the deepest workings of the human brain.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://commonhealth.wbur.org/\" target=\"_blank\">WBUR’s CommonHealth blog\u003c/a>. Read more about the latest in neuroscience research by checking out the \u003ca href=\"http://www.wbur.org/series/brain-matters\" target=\"_blank\">Brain Matters\u003c/a> special series.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Predicting Dyslexia -- Even Before Children Learn to Read",
"title": "Predicting Dyslexia -- Even Before Children Learn to Read",
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"content": "\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_36465\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia.jpg\">\u003cimg class=\"size-full wp-image-36465\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia.jpg\" alt=\"Getty Images\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty Images\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://commonhealth.wbur.org/2014/06/dyslexia-brain\" target=\"_blank\">By Rachel Zimmerman, WBUR CommonHealth Blog\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Sixth-grader Josh Thibeau has been struggling to read for as long as he can remember. He has yet to complete a single Harry Potter book, his personal goal.\u003c/p>\n\u003cp>When he was in first grade, Josh’s parents enrolled him in a \u003ca href=\"http://www.childrenshospital.org/research-and-innovation/research-labs/gaab-laboratory\" target=\"_blank\">research study\u003c/a> at Boston Children’s Hospital investigating the genetics of dyslexia. Since then, Josh has completed regular MRI scans of his brain. Initially, it seemed daunting.\u003c/p>\n\u003cp>“When we first started, I’m like, ‘Oh no, you’re sending me to like some strange, like, science lab where I’m going to be injected with needles and it’s going to hurt,’ I’m like, ‘I’m never going to see my family again,’ ” says Josh, who lives in West Newbury, Mass.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"0c2d6b85b37814158c8ece383e6763f1\"]\u003c/p>\n\u003cp>Josh and his three biological siblings all have dyslexia to varying degrees. Pretty much every day he confronts the reality that his brain works differently than his peers’. He’s even shared scans of his brain with classmates to try to show those differences. Some kids still don’t get it.\u003c/p>\n\u003cp>“There was a student that said, ‘Are you stupid?’ Because my brain was working in a different way,” Josh says. “And I’m just like, ‘No, I am not stupid…I’m just dyslexic.’ ”\u003c/p>\n\u003cp>\u003cstrong>THE PRE-READING BRAIN\u003c/strong>\u003c/p>\n\u003cp>On average, one or two kids in every U.S. classroom has \u003ca href=\"http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm\" target=\"_blank\">dyslexia\u003c/a>, a brain-based learning disability that often runs in families and makes reading difficult, sometimes painfully so.\u003c/p>\n\u003cp>Compared to other neurodevelopmental disorders like ADHD or autism, research into dyslexia has advanced further, experts say. That’s partly because dyslexia presents itself around a specific behavior: reading — which, as they say, is fundamental.\u003c/p>\n\u003cp>Now, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/23946384\" target=\"_blank\">new research\u003c/a> shows it’s possible to pick up some of the signs of dyslexia in the brain even before kids learn to read. And this earlier identification may start to substantially influence how parents, educators and clinicians tackle the disorder.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003ca class=\"pull-quote half right\">\u003cspan style=\"color: #000000\">\"Maybe the most surprising aspect of the research so far is how clear a signal we see in the brains of children who are likely to go on to be poor readers.\"\u003c/span>\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Until recently (and sometimes even today) kids who struggled to read were thought to lack motivation or smarts. Now it’s clear that’s not true: Dyslexia stems from physiological differences in the brain circuitry. Those differences can make it harder, and less efficient, for children to process the tiny components of language, called phonemes.\u003c/p>\n\u003cp>And it’s much more complicated than just flipping your “b’s and “d’s.” To read, children need to learn to map the sounds of spoken language — the “KUH”, the “AH”, the “TUH” — to their corresponding letters. And then they must grasp how those letter symbols, the “C” “A” and “T”, create words with meaning. Kids with dyslexia have far more trouble mastering these steps automatically.\u003c/p>\n\u003cp>For these children, the path toward reading is often marked by struggle, anxiety and feelings of inadequacy. In general, a diagnosis of dyslexia usually means that a child has experienced multiple failures at school.\u003c/p>\n\u003cp>But collaborations currently underway between neuroscientists at MIT and Children’s Hospital may mark a fundamental shift in addressing dyslexia, and might someday eliminate the anguish of repeated failure. In preliminary findings, researchers report that brain measures taken in kindergartners — even before the kids can read — can “significantly” improve predictions of how well, or poorly, the children can master reading later on.\u003c/p>\n\u003cp>\u003cstrong>PINPOINTING THE WHITE MATTER CULPRIT\u003c/strong>\u003c/p>\n\u003cp>Using cutting-edge MRI technology, the researchers are able to pinpoint a specific neural pathway, a white matter tract in the brain’s left hemisphere that appears to be related to dyslexia: It’s called the arcuate fasciculus.\u003c/p>\n\u003cp>“It’s an arch-shaped bundle of fibers that connects the frontal language areas of the brain to the areas in the temporal lobe that are important for language,” Elizabeth Norton, a neuroscientist at MIT’s McGovern Institute of Brain Research, explains.\u003c/p>\n\u003cfigure id=\"attachment_36464\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia-brain.jpg\">\u003cimg class=\"size-medium wp-image-36464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia-brain-300x196.jpg\" alt=\"Researchers found that kindergarten children with strong pre-reading scores have a bigger, more robust and well-organized arcuate fasciculus (bottom right) while children with very low scores have a small and not particularly well-organized arcuate fasciculus (top right). (Zeynep Saygin/MIT)\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Researchers found that kindergarten children with strong pre-reading scores have a bigger, more robust and well-organized arcuate fasciculus (bottom right) while children with very low scores have a small and not particularly well-organized arcuate fasciculus (top right). (Zeynep Saygin/MIT)\u003c/figcaption>\u003c/figure>\n\u003cp>In her lab, Norton shows me brain images from the NIH-funded kindergartner study, called READ (for Researching Early Attributes of Dyslexia).\u003c/p>\n\u003cp>“We see that in children who in kindergarten already have strong pre-reading scores, their arcuate fasciculus is both bigger and more well organized,” she says. On the other hand: “A child with a score of zero has a very small and not particularly organized arcuate fasciculus.”\u003c/p>\n\u003cp>She says we’re not quite ready to simply take a picture of your child’s brain and say “Aha, this kid is going to have dyslexia,” but we’re getting closer to that point.\u003c/p>\n\u003cp>Norton’s colleague, neuroscientist and assistant professor of pediatrics \u003ca href=\"http://www.childrenshospital.org/research-and-innovation/research-labs/gaab-laboratory/meet-the-lab-members\" target=\"_blank\">Nadine Gaab\u003c/a> of Children’s Hospital, studies the brains of infants as young as 4 months old. She theorizes that even at birth, or shortly after, children’s brain structures can show signs of developing the disorder. Her hope is that, ultimately, the current research will trickle down to classrooms and help eliminate what she calls “the dyslexia paradox.”\u003c/p>\n\u003cp>“Several studies have suggested that intervention is most effective in kindergarten or first grade,” she says. “However, you have to have several years of reading failure before you can get a diagnosis of dyslexia — end of second grade, beginning of third grade. So we have this paradox.”\u003c/p>\n\u003cp>\u003cstrong>A YEAR TO LEARN THE WORD 'THE'\u003c/strong>\u003c/p>\n\u003cp>Meghan Estrada, of Watertown, Mass., enrolled her son Tomas in the MIT study at age 6, after seeing him struggle with the basics of reading.\u003c/p>\n\u003cp>“When he was in kindergarten, you know, he was having some serious trouble,” she says. “It took him about a year to learn the word ‘the.’ I could see that he needed more help.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003ca class=\"pull-quote half left\">\u003cspan style=\"color: #000000\">\"These children who struggle to read are very aware of where they stand relative to their peers and this is their first major experience in school.\"\u003c/span>\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Tomas, now 8, continues to experience difficulty with reading at the end of second grade. He requires more individualized support and intervention both at home and in the classroom. Now he’s being evaluated to determine if he does, indeed, have dyslexia.\u003c/p>\n\u003cp>MIT neuroscientist \u003ca href=\"http://bcs.mit.edu/people/gabrieli.html\" target=\"_blank\">Professor John Gabrieli\u003c/a> is one of the lead investigators of the study Tomas is participating in. “Maybe the most surprising aspect of the research so far is how clear a signal we see in the brains of children who are likely to go on to be poor readers,” Gabrieli says.\u003c/p>\n\u003cp>As part of the READ study, the kids wear colorful electrode caps to measure electrical activity in their brains; they complete a slew of cognitive, behavioral, memory and language tests; and get MRIs to evaluate both the structure and function of their brains. Researchers published findings based on the first 40 kids last summer in the Journal of Neuroscience; the plan is to follow all 186 kids in the study from kindergarten through second grade.\u003c/p>\n\u003cp>Gabrieli says if these early brain scans and other metrics prove to be predictive, new questions will arise.\u003c/p>\n\u003cp>“The bigger challenges for us now soon will be…to figure out what kind of interventions can be done in a 4-year-old or a 3-year-old that might put her or him on a different pathway altogether,” he says. “You know, can we have a child arrive at school who will be ready to read and not wait for failure at all but have intervened so early that the child never experiences that failure?”\u003c/p>\n\u003cp>One of the key goals of early identification, Gabrieli says, is to help kids avoid the stigma of dyslexia.\u003c/p>\n\u003cp>“The social downsides to late identification are quite severe,” he says. “These children who struggle to read are very aware of where they stand relative to their peers and this is their first major experience in school.”\u003c/p>\n\u003cp>\u003ca href=\"http://kellylowery.com/about.html\" target=\"_blank\">Kelly Lowery\u003c/a>, a Cambridge, Mass., pediatric neuropsychologist, treats kids who have anxiety related to their learning problems, mostly dyslexia. “I have students, you ask them to read and they start to cry — it’s a trauma experience,” she says.\u003c/p>\n\u003cp>\u003cstrong>A TOUGH THING TO HIDE\u003c/strong>\u003c/p>\n\u003cp>At the Carroll School in Lincoln, Mass., which specializes in language-based learning disabilities, eighth-graders Katelyn, Lily, Sarah and Aysha (their parents asked that their last names not be used) no longer have to keep their dyslexia a secret. But they recently told me about some of the strategies they used to employ — like pretending they couldn’t see words without their glasses, or asking friends to read for them.\u003c/p>\n\u003cp>Here’s what they said:\u003c/p>\n\u003cblockquote>\u003cp>“Oh, I used to just like mumble over the word or say it really quietly — and pretend like I said it.”\u003c/p>\n\u003cp>“I would be chased down the hallway… it was mostly just one boy, and he’d be yelling at me, chasing me, and the teachers would just watch, and he’s like ‘You can’t read, like you should know how to read by now, you’re in seventh grade,’ but so, yeah, it was not very fun to go to school.”\u003c/p>\n\u003cp>“I remember that I used to pretend to be sick every day…and it was like most people say, ‘Oh, eighth grade, seventh grade, sixth grade, best years of your life.’ Not really. Like for some — a lot of dyslexic kids…it was torture.”\u003c/p>\u003c/blockquote>\n\u003cp>Dr. Eric Falke, director of cognitive interventions and research at the Carroll School, says children with dyslexia typically find alternate strategies to develop language skills. “Workarounds,” he says. “What they do is they use a lot of their intelligence to compensate for little bottlenecks, little quirky things about the way their brain processes information.”\u003c/p>\n\u003cp>But these workarounds aren’t always efficient.\u003c/p>\n\u003cp>“When you talk to an eighth-grader who struggled for nine years in a general educational environment…trying to figure out how to do something that was really difficult for her, [it] isn’t actually a good use of her time…” He adds: “If you could intervene earlier…a small intervention earlier on could potentially have a huge impact on a person’s life.”\u003c/p>\n\u003cp>So, he says, the Carroll School is ready to act on the new brain science now: “Here’s the bottom line: It’s like we’ve wanted to do this for many years, and we are ready to start a kindergarten if there’s enough interest from the community.”\u003c/p>\n\u003cp>\u003cstrong>NOT ALL SCHOOLS ON BOARD\u003c/strong>\u003c/p>\n\u003cp>So wouldn’t it be great if all kids — not just those lucky enough to attend a special private school — could get a diagnosis, and targeted intervention like one-on-one, daily tutoring and language-based reading support in small classes, much earlier? It seems like a no-brainer.\u003c/p>\n\u003cp>But Nadine Gaab, the other lead investigator on the kindergartner study, told me she was surprised to discover that not all schools were on board.\u003c/p>\n\u003cp>“Some of these schools were really open and happy that we want to come and test every incoming kindergartener,” Gaab says. “However we also had districts who said, ‘I’m sorry, but we don’t want you…because if MIT and Harvard diagnoses or identifies children at risk in kindergarten and we don’t have the resources to do anything about this, then parents will get really upset with us, and we would feel very guilty as well.’ ”\u003c/p>\n\u003cp>When this research becomes more definitive, it remains an open question whether more schools will take advantage of the brain science to test and offer intervention to kids much earlier. The researchers aren’t suggesting MRIs for every single kindergartner. But they say someday, if a child has a family history of dyslexia, and is showing early signs of reading trouble, a diagnostic brain scan may prove less costly than playing catch up after years of academic failure.\u003c/p>\n\u003cp>\u003cstrong>THE LEANING TOWER OF PISA - UPSIDE DOWN \u003c/strong>\u003c/p>\n\u003cp>Researchers already know early intervention can help many kids with dyslexia overcome some of their reading challenges. (Of course there’s a huge range of “dyslexia” and severity varies widely.)\u003c/p>\n\u003cp>One effective approach, called RAVE-O, was developed by \u003ca href=\"http://ase.tufts.edu/crlr/team/wolf.htm\" target=\"_blank\">Maryanne Wolf\u003c/a>, director of the Center for Reading and Language Research at Tufts University. In her office, Wolf picks up a plastic model of a brain and explains that many children with dyslexia appear to be processing reading information in the right hemisphere, which may be less effective for language tasks, whereas typical readers rely on brain circuitry in the left hemisphere for these functions.\u003c/p>\n\u003cp>RAVE-O seeks to work around this, and help kids gain “automaticity” in all aspects of language. It’s a toolkit of strategies to make explicit the critical connections between sounds, symbols, syntax and meaning while also infusing some levity in the process. Kids learn about the “am” family, for instance, with pictures of jelly “jam,” a guitarist “jamming” and a traffic “jam.”\u003c/p>\n\u003cp>But for Wolf, this topic isn’t just academic, it’s personal: Her first son has dyslexia. She recalls a moment, when, as a junior high-schooler, he returned from a trip to Italy. “[A]nd he said, ‘Mom, I just want you to see what I just drew from memory.’ I looked. It was a perfect picture of the leaning tower of Pisa — upside down. And I said, ‘Why did you do that?’ And he said, ‘It’s just easier for me to draw that way.’ ”\u003c/p>\n\u003cp>Wolf’s son is now a successful artist and sometimes she wonders whether that’s despite his dyslexia — or because of it. Indeed, a national movement has emerged to spotlight the unique attributes of the dyslexic brain. Writers like \u003ca href=\"http://www.amazon.com/David-Goliath-Underdogs-Misfits-Battling/dp/0316204366\" target=\"_blank\">Malcolm Gladwell\u003c/a> and others have explored the \u003ca href=\"http://www.nytimes.com/2012/02/05/opinion/sunday/the-upside-of-dyslexia.html\" target=\"_blank\">“upside of dyslexia”\u003c/a>, which can be marked by unusual problem-solving skills and outside-the-box thinking.\u003c/p>\n\u003cp>A few years back, for example, a widely reported study found that \u003ca href=\"http://www.nytimes.com/2007/12/05/business/worldbusiness/05iht-dyslexia.4.8602036.html\" target=\"_blank\">35 percent of U.S. entrepreneurs\u003c/a> identified themselves as dyslexic. Lists of celebrities with dyslexia, like Whoopi Goldberg and Henry Winkler, are becoming ubiquitous. And researchers, notably Sally and Bennett Shaywitz at the \u003ca href=\"http://dyslexia.yale.edu/index.html\" target=\"_blank\">Yale Center For Dyslexia and Creativity\u003c/a>, seek to emphasize the “sea of strengths” around dyslexia. (But even they write about the importance of accurate, precise diagnosis and early, evidence-based intervention.)\u003c/p>\n\u003cp>\u003cstrong>A MOTHER'S VIEW\u003c/strong>\u003c/p>\n\u003cp>Indeed, as a research subject — and a kid who’s changed schools many times to find teachers who “get” how he learns — Josh Thibeau, now at the\u003ca href=\"http://www.landmarkschool.org/\" target=\"_blank\"> Landmark School\u003c/a> in Pride’s Crossing, Mass., has a unique appreciation of his own brain.\u003c/p>\n\u003cp>“It’s been described to me as a library, and now I think of it as a maze that’s like constantly changing,” he says, “and hopefully, it’ll be just one straight line, that’s where I need to go, that’s the place I need, that’s the information that I need to extract.”\u003c/p>\n\u003cp>Still, for Josh’s mother, Janet Thibeau, there remains a sadness knowing her kids will never share her love of reading, and there’s no getting around the severe challenges that come with a learning disability.\u003c/p>\n\u003cp>“You see kids struggle and not get their needs met and you see them turning into teenagers who make bad or unsafe choices,” she says.\u003c/p>\n\u003cp>Thibeau says she certainly appreciates the resilience that can come from overcoming adversity. But, she says, the prospect of earlier intervention for far more children with dyslexia is also encouraging.\u003c/p>\n\u003cp>“It gives the entire community… parents, schools, an opportunity to just keep kids away from seeing themselves as not smart or worthless, and seeing them really reaching amazing potential,” she says. “These are really bright kids who are capable of a lot once those underlying weaknesses are met.”\u003c/p>\n\u003cp>\u003cem>A note on terminology:\u003c/em>\u003c/p>\n\u003cp>\u003cem>One problem that arises in talking about dyslexia is that not everyone uses the term “dyslexia,” and there is no one, standard definition. For instance, Elizabeth Norton of MIT explains: “The terms used to define reading difficulties are inconsistent. The state of Massachusetts and even federal education laws don’t use the term ‘dyslexia;’ instead, they use terms such as ‘specific learning disability in reading’ or ‘specific learning impairment.’ Some students may receive a more specific diagnosis of ‘dyslexia’ or “language-based learning disability” from an independent clinician. Further, the DSM 5 doesn’t include a definition of “dyslexia.”\u003c/em>\u003c/p>\n\u003cp>The Carroll School uses “language-based reading disability” and also dyslexia. The NIH refers to “developmental reading disorder” and “dyslexia” interchangeably.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://commonhealth.wbur.org/\" target=\"_blank\">WBUR's CommonHealth blog\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_36465\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia.jpg\">\u003cimg class=\"size-full wp-image-36465\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia.jpg\" alt=\"Getty Images\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/dyslexia-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Getty Images\u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://commonhealth.wbur.org/2014/06/dyslexia-brain\" target=\"_blank\">By Rachel Zimmerman, WBUR CommonHealth Blog\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Sixth-grader Josh Thibeau has been struggling to read for as long as he can remember. He has yet to complete a single Harry Potter book, his personal goal.\u003c/p>\n\u003cp>When he was in first grade, Josh’s parents enrolled him in a \u003ca href=\"http://www.childrenshospital.org/research-and-innovation/research-labs/gaab-laboratory\" target=\"_blank\">research study\u003c/a> at Boston Children’s Hospital investigating the genetics of dyslexia. Since then, Josh has completed regular MRI scans of his brain. Initially, it seemed daunting.\u003c/p>\n\u003cp>“When we first started, I’m like, ‘Oh no, you’re sending me to like some strange, like, science lab where I’m going to be injected with needles and it’s going to hurt,’ I’m like, ‘I’m never going to see my family again,’ ” says Josh, who lives in West Newbury, Mass.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Josh and his three biological siblings all have dyslexia to varying degrees. Pretty much every day he confronts the reality that his brain works differently than his peers’. He’s even shared scans of his brain with classmates to try to show those differences. Some kids still don’t get it.\u003c/p>\n\u003cp>“There was a student that said, ‘Are you stupid?’ Because my brain was working in a different way,” Josh says. “And I’m just like, ‘No, I am not stupid…I’m just dyslexic.’ ”\u003c/p>\n\u003cp>\u003cstrong>THE PRE-READING BRAIN\u003c/strong>\u003c/p>\n\u003cp>On average, one or two kids in every U.S. classroom has \u003ca href=\"http://www.ninds.nih.gov/disorders/dyslexia/dyslexia.htm\" target=\"_blank\">dyslexia\u003c/a>, a brain-based learning disability that often runs in families and makes reading difficult, sometimes painfully so.\u003c/p>\n\u003cp>Compared to other neurodevelopmental disorders like ADHD or autism, research into dyslexia has advanced further, experts say. That’s partly because dyslexia presents itself around a specific behavior: reading — which, as they say, is fundamental.\u003c/p>\n\u003cp>Now, \u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/23946384\" target=\"_blank\">new research\u003c/a> shows it’s possible to pick up some of the signs of dyslexia in the brain even before kids learn to read. And this earlier identification may start to substantially influence how parents, educators and clinicians tackle the disorder.\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003ca class=\"pull-quote half right\">\u003cspan style=\"color: #000000\">\"Maybe the most surprising aspect of the research so far is how clear a signal we see in the brains of children who are likely to go on to be poor readers.\"\u003c/span>\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Until recently (and sometimes even today) kids who struggled to read were thought to lack motivation or smarts. Now it’s clear that’s not true: Dyslexia stems from physiological differences in the brain circuitry. Those differences can make it harder, and less efficient, for children to process the tiny components of language, called phonemes.\u003c/p>\n\u003cp>And it’s much more complicated than just flipping your “b’s and “d’s.” To read, children need to learn to map the sounds of spoken language — the “KUH”, the “AH”, the “TUH” — to their corresponding letters. And then they must grasp how those letter symbols, the “C” “A” and “T”, create words with meaning. Kids with dyslexia have far more trouble mastering these steps automatically.\u003c/p>\n\u003cp>For these children, the path toward reading is often marked by struggle, anxiety and feelings of inadequacy. In general, a diagnosis of dyslexia usually means that a child has experienced multiple failures at school.\u003c/p>\n\u003cp>But collaborations currently underway between neuroscientists at MIT and Children’s Hospital may mark a fundamental shift in addressing dyslexia, and might someday eliminate the anguish of repeated failure. In preliminary findings, researchers report that brain measures taken in kindergartners — even before the kids can read — can “significantly” improve predictions of how well, or poorly, the children can master reading later on.\u003c/p>\n\u003cp>\u003cstrong>PINPOINTING THE WHITE MATTER CULPRIT\u003c/strong>\u003c/p>\n\u003cp>Using cutting-edge MRI technology, the researchers are able to pinpoint a specific neural pathway, a white matter tract in the brain’s left hemisphere that appears to be related to dyslexia: It’s called the arcuate fasciculus.\u003c/p>\n\u003cp>“It’s an arch-shaped bundle of fibers that connects the frontal language areas of the brain to the areas in the temporal lobe that are important for language,” Elizabeth Norton, a neuroscientist at MIT’s McGovern Institute of Brain Research, explains.\u003c/p>\n\u003cfigure id=\"attachment_36464\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia-brain.jpg\">\u003cimg class=\"size-medium wp-image-36464\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/dyslexia-brain-300x196.jpg\" alt=\"Researchers found that kindergarten children with strong pre-reading scores have a bigger, more robust and well-organized arcuate fasciculus (bottom right) while children with very low scores have a small and not particularly well-organized arcuate fasciculus (top right). (Zeynep Saygin/MIT)\" width=\"300\" height=\"196\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Researchers found that kindergarten children with strong pre-reading scores have a bigger, more robust and well-organized arcuate fasciculus (bottom right) while children with very low scores have a small and not particularly well-organized arcuate fasciculus (top right). (Zeynep Saygin/MIT)\u003c/figcaption>\u003c/figure>\n\u003cp>In her lab, Norton shows me brain images from the NIH-funded kindergartner study, called READ (for Researching Early Attributes of Dyslexia).\u003c/p>\n\u003cp>“We see that in children who in kindergarten already have strong pre-reading scores, their arcuate fasciculus is both bigger and more well organized,” she says. On the other hand: “A child with a score of zero has a very small and not particularly organized arcuate fasciculus.”\u003c/p>\n\u003cp>She says we’re not quite ready to simply take a picture of your child’s brain and say “Aha, this kid is going to have dyslexia,” but we’re getting closer to that point.\u003c/p>\n\u003cp>Norton’s colleague, neuroscientist and assistant professor of pediatrics \u003ca href=\"http://www.childrenshospital.org/research-and-innovation/research-labs/gaab-laboratory/meet-the-lab-members\" target=\"_blank\">Nadine Gaab\u003c/a> of Children’s Hospital, studies the brains of infants as young as 4 months old. She theorizes that even at birth, or shortly after, children’s brain structures can show signs of developing the disorder. Her hope is that, ultimately, the current research will trickle down to classrooms and help eliminate what she calls “the dyslexia paradox.”\u003c/p>\n\u003cp>“Several studies have suggested that intervention is most effective in kindergarten or first grade,” she says. “However, you have to have several years of reading failure before you can get a diagnosis of dyslexia — end of second grade, beginning of third grade. So we have this paradox.”\u003c/p>\n\u003cp>\u003cstrong>A YEAR TO LEARN THE WORD 'THE'\u003c/strong>\u003c/p>\n\u003cp>Meghan Estrada, of Watertown, Mass., enrolled her son Tomas in the MIT study at age 6, after seeing him struggle with the basics of reading.\u003c/p>\n\u003cp>“When he was in kindergarten, you know, he was having some serious trouble,” she says. “It took him about a year to learn the word ‘the.’ I could see that he needed more help.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #000000\">\u003ca class=\"pull-quote half left\">\u003cspan style=\"color: #000000\">\"These children who struggle to read are very aware of where they stand relative to their peers and this is their first major experience in school.\"\u003c/span>\u003c/a>\u003c/span>\u003c/p>\n\u003cp>Tomas, now 8, continues to experience difficulty with reading at the end of second grade. He requires more individualized support and intervention both at home and in the classroom. Now he’s being evaluated to determine if he does, indeed, have dyslexia.\u003c/p>\n\u003cp>MIT neuroscientist \u003ca href=\"http://bcs.mit.edu/people/gabrieli.html\" target=\"_blank\">Professor John Gabrieli\u003c/a> is one of the lead investigators of the study Tomas is participating in. “Maybe the most surprising aspect of the research so far is how clear a signal we see in the brains of children who are likely to go on to be poor readers,” Gabrieli says.\u003c/p>\n\u003cp>As part of the READ study, the kids wear colorful electrode caps to measure electrical activity in their brains; they complete a slew of cognitive, behavioral, memory and language tests; and get MRIs to evaluate both the structure and function of their brains. Researchers published findings based on the first 40 kids last summer in the Journal of Neuroscience; the plan is to follow all 186 kids in the study from kindergarten through second grade.\u003c/p>\n\u003cp>Gabrieli says if these early brain scans and other metrics prove to be predictive, new questions will arise.\u003c/p>\n\u003cp>“The bigger challenges for us now soon will be…to figure out what kind of interventions can be done in a 4-year-old or a 3-year-old that might put her or him on a different pathway altogether,” he says. “You know, can we have a child arrive at school who will be ready to read and not wait for failure at all but have intervened so early that the child never experiences that failure?”\u003c/p>\n\u003cp>One of the key goals of early identification, Gabrieli says, is to help kids avoid the stigma of dyslexia.\u003c/p>\n\u003cp>“The social downsides to late identification are quite severe,” he says. “These children who struggle to read are very aware of where they stand relative to their peers and this is their first major experience in school.”\u003c/p>\n\u003cp>\u003ca href=\"http://kellylowery.com/about.html\" target=\"_blank\">Kelly Lowery\u003c/a>, a Cambridge, Mass., pediatric neuropsychologist, treats kids who have anxiety related to their learning problems, mostly dyslexia. “I have students, you ask them to read and they start to cry — it’s a trauma experience,” she says.\u003c/p>\n\u003cp>\u003cstrong>A TOUGH THING TO HIDE\u003c/strong>\u003c/p>\n\u003cp>At the Carroll School in Lincoln, Mass., which specializes in language-based learning disabilities, eighth-graders Katelyn, Lily, Sarah and Aysha (their parents asked that their last names not be used) no longer have to keep their dyslexia a secret. But they recently told me about some of the strategies they used to employ — like pretending they couldn’t see words without their glasses, or asking friends to read for them.\u003c/p>\n\u003cp>Here’s what they said:\u003c/p>\n\u003cblockquote>\u003cp>“Oh, I used to just like mumble over the word or say it really quietly — and pretend like I said it.”\u003c/p>\n\u003cp>“I would be chased down the hallway… it was mostly just one boy, and he’d be yelling at me, chasing me, and the teachers would just watch, and he’s like ‘You can’t read, like you should know how to read by now, you’re in seventh grade,’ but so, yeah, it was not very fun to go to school.”\u003c/p>\n\u003cp>“I remember that I used to pretend to be sick every day…and it was like most people say, ‘Oh, eighth grade, seventh grade, sixth grade, best years of your life.’ Not really. Like for some — a lot of dyslexic kids…it was torture.”\u003c/p>\u003c/blockquote>\n\u003cp>Dr. Eric Falke, director of cognitive interventions and research at the Carroll School, says children with dyslexia typically find alternate strategies to develop language skills. “Workarounds,” he says. “What they do is they use a lot of their intelligence to compensate for little bottlenecks, little quirky things about the way their brain processes information.”\u003c/p>\n\u003cp>But these workarounds aren’t always efficient.\u003c/p>\n\u003cp>“When you talk to an eighth-grader who struggled for nine years in a general educational environment…trying to figure out how to do something that was really difficult for her, [it] isn’t actually a good use of her time…” He adds: “If you could intervene earlier…a small intervention earlier on could potentially have a huge impact on a person’s life.”\u003c/p>\n\u003cp>So, he says, the Carroll School is ready to act on the new brain science now: “Here’s the bottom line: It’s like we’ve wanted to do this for many years, and we are ready to start a kindergarten if there’s enough interest from the community.”\u003c/p>\n\u003cp>\u003cstrong>NOT ALL SCHOOLS ON BOARD\u003c/strong>\u003c/p>\n\u003cp>So wouldn’t it be great if all kids — not just those lucky enough to attend a special private school — could get a diagnosis, and targeted intervention like one-on-one, daily tutoring and language-based reading support in small classes, much earlier? It seems like a no-brainer.\u003c/p>\n\u003cp>But Nadine Gaab, the other lead investigator on the kindergartner study, told me she was surprised to discover that not all schools were on board.\u003c/p>\n\u003cp>“Some of these schools were really open and happy that we want to come and test every incoming kindergartener,” Gaab says. “However we also had districts who said, ‘I’m sorry, but we don’t want you…because if MIT and Harvard diagnoses or identifies children at risk in kindergarten and we don’t have the resources to do anything about this, then parents will get really upset with us, and we would feel very guilty as well.’ ”\u003c/p>\n\u003cp>When this research becomes more definitive, it remains an open question whether more schools will take advantage of the brain science to test and offer intervention to kids much earlier. The researchers aren’t suggesting MRIs for every single kindergartner. But they say someday, if a child has a family history of dyslexia, and is showing early signs of reading trouble, a diagnostic brain scan may prove less costly than playing catch up after years of academic failure.\u003c/p>\n\u003cp>\u003cstrong>THE LEANING TOWER OF PISA - UPSIDE DOWN \u003c/strong>\u003c/p>\n\u003cp>Researchers already know early intervention can help many kids with dyslexia overcome some of their reading challenges. (Of course there’s a huge range of “dyslexia” and severity varies widely.)\u003c/p>\n\u003cp>One effective approach, called RAVE-O, was developed by \u003ca href=\"http://ase.tufts.edu/crlr/team/wolf.htm\" target=\"_blank\">Maryanne Wolf\u003c/a>, director of the Center for Reading and Language Research at Tufts University. In her office, Wolf picks up a plastic model of a brain and explains that many children with dyslexia appear to be processing reading information in the right hemisphere, which may be less effective for language tasks, whereas typical readers rely on brain circuitry in the left hemisphere for these functions.\u003c/p>\n\u003cp>RAVE-O seeks to work around this, and help kids gain “automaticity” in all aspects of language. It’s a toolkit of strategies to make explicit the critical connections between sounds, symbols, syntax and meaning while also infusing some levity in the process. Kids learn about the “am” family, for instance, with pictures of jelly “jam,” a guitarist “jamming” and a traffic “jam.”\u003c/p>\n\u003cp>But for Wolf, this topic isn’t just academic, it’s personal: Her first son has dyslexia. She recalls a moment, when, as a junior high-schooler, he returned from a trip to Italy. “[A]nd he said, ‘Mom, I just want you to see what I just drew from memory.’ I looked. It was a perfect picture of the leaning tower of Pisa — upside down. And I said, ‘Why did you do that?’ And he said, ‘It’s just easier for me to draw that way.’ ”\u003c/p>\n\u003cp>Wolf’s son is now a successful artist and sometimes she wonders whether that’s despite his dyslexia — or because of it. Indeed, a national movement has emerged to spotlight the unique attributes of the dyslexic brain. Writers like \u003ca href=\"http://www.amazon.com/David-Goliath-Underdogs-Misfits-Battling/dp/0316204366\" target=\"_blank\">Malcolm Gladwell\u003c/a> and others have explored the \u003ca href=\"http://www.nytimes.com/2012/02/05/opinion/sunday/the-upside-of-dyslexia.html\" target=\"_blank\">“upside of dyslexia”\u003c/a>, which can be marked by unusual problem-solving skills and outside-the-box thinking.\u003c/p>\n\u003cp>A few years back, for example, a widely reported study found that \u003ca href=\"http://www.nytimes.com/2007/12/05/business/worldbusiness/05iht-dyslexia.4.8602036.html\" target=\"_blank\">35 percent of U.S. entrepreneurs\u003c/a> identified themselves as dyslexic. Lists of celebrities with dyslexia, like Whoopi Goldberg and Henry Winkler, are becoming ubiquitous. And researchers, notably Sally and Bennett Shaywitz at the \u003ca href=\"http://dyslexia.yale.edu/index.html\" target=\"_blank\">Yale Center For Dyslexia and Creativity\u003c/a>, seek to emphasize the “sea of strengths” around dyslexia. (But even they write about the importance of accurate, precise diagnosis and early, evidence-based intervention.)\u003c/p>\n\u003cp>\u003cstrong>A MOTHER'S VIEW\u003c/strong>\u003c/p>\n\u003cp>Indeed, as a research subject — and a kid who’s changed schools many times to find teachers who “get” how he learns — Josh Thibeau, now at the\u003ca href=\"http://www.landmarkschool.org/\" target=\"_blank\"> Landmark School\u003c/a> in Pride’s Crossing, Mass., has a unique appreciation of his own brain.\u003c/p>\n\u003cp>“It’s been described to me as a library, and now I think of it as a maze that’s like constantly changing,” he says, “and hopefully, it’ll be just one straight line, that’s where I need to go, that’s the place I need, that’s the information that I need to extract.”\u003c/p>\n\u003cp>Still, for Josh’s mother, Janet Thibeau, there remains a sadness knowing her kids will never share her love of reading, and there’s no getting around the severe challenges that come with a learning disability.\u003c/p>\n\u003cp>“You see kids struggle and not get their needs met and you see them turning into teenagers who make bad or unsafe choices,” she says.\u003c/p>\n\u003cp>Thibeau says she certainly appreciates the resilience that can come from overcoming adversity. But, she says, the prospect of earlier intervention for far more children with dyslexia is also encouraging.\u003c/p>\n\u003cp>“It gives the entire community… parents, schools, an opportunity to just keep kids away from seeing themselves as not smart or worthless, and seeing them really reaching amazing potential,” she says. “These are really bright kids who are capable of a lot once those underlying weaknesses are met.”\u003c/p>\n\u003cp>\u003cem>A note on terminology:\u003c/em>\u003c/p>\n\u003cp>\u003cem>One problem that arises in talking about dyslexia is that not everyone uses the term “dyslexia,” and there is no one, standard definition. For instance, Elizabeth Norton of MIT explains: “The terms used to define reading difficulties are inconsistent. The state of Massachusetts and even federal education laws don’t use the term ‘dyslexia;’ instead, they use terms such as ‘specific learning disability in reading’ or ‘specific learning impairment.’ Some students may receive a more specific diagnosis of ‘dyslexia’ or “language-based learning disability” from an independent clinician. Further, the DSM 5 doesn’t include a definition of “dyslexia.”\u003c/em>\u003c/p>\n\u003cp>The Carroll School uses “language-based reading disability” and also dyslexia. The NIH refers to “developmental reading disorder” and “dyslexia” interchangeably.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://commonhealth.wbur.org/\" target=\"_blank\">WBUR's CommonHealth blog\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "On the Edge of Chaos: Where Creativity Flourishes",
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"content": "\u003cfigure id=\"attachment_35515\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/475253193-e1399403283931.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true, in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\" target=\"_blank\">Sir Ken Robinson's words\u003c/a>, that “Creativity is not an option, it’s an absolute necessity,” then it's that much more imperative to find ways to bring creativity to learning.\u003c/p>\n\u003cp>But first, we have to understand what conditions foster true creativity. One definition that scientists have agreed upon for creativity is the ability to create something that's both novel as compared to what came before, and has value. “It’s this intersection of novelty and value, a combination of those two features that’s particularly important,” Dr. Robert Bilder, a psychiatry and psychology professor at UCLA’s Semel Institute for Neuroscience and Human Behavior. In any system, there are forces pushing towards organization and others introducing unpredictability. A truly creative idea straddles both of those states.\u003c/p>\n\u003cp>“The truly creative changes and the big shifts occur right at the edge of chaos,” Bilder said.\u003c/p>\n\u003cp>For educators who have embraced the notion of the tightly controlled classroom, it's a worst-case scenario. But Bilder has a reason for this theory. He tested it by asking children what aspects of a learning environment make them feel most creative. “One of the things they found most valuable in their arts classes was the freedom not to have to seek right and wrong answers,” Bilder said. “It was that freedom to explore that led them to be increasingly engaged and allowed them to forge connections that allowed them to be more creative.”\u003c/p>\n\u003cp>It’s the lack of this type of freedom that has led skeptics to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">question if today's schools could ever inspire true creativity\u003c/a>. While there are exceptions -- schools that have built freedom of expression into their models -- the majority of schools, whether public or private -- expect students to conform to behavior norms that don’t allow for the individual space to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\" target=\"_blank\">daydream\u003c/a>, reflect, and create. In fact, creative behaviors are often associated with mental disorders.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The truly creative changes and the big shifts occur right at the edge of chaos.\"\u003c/aside>\n\u003cp>“In the school environment, creativity can be considered pathological behavior as opposed to the compliant traits of being reliable, sincere, good-natured, responsible, tolerant, and peaceable — the qualities associated with the lowest levels of creativity,” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">writes Cevin Soling\u003c/a>. Openness to new experiences and a \"disagreeable personality\" are also associated with creative achievement, two attributes not always found in schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>To foster creativity, teachers can make room for more freedom around activities in class, and highlight students’ ability to be creative achievers, Bilder said. Freedom offers students space to generate ideas.\u003c/p>\n\u003cp>How does an educator know if she's creating space for creativity? The way Bilder describes it, students in a classroom that allowed for creativity would appear to a visitor to be enraptured in what they were doing -- they’d be in the zone. “You’d have a hard time distracting them and getting them away from what they’re working on,” Bilder said. He highlighted \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">project-based learning\u003c/a> as a way that educators are beginning to introduce choice, and thus freedom, into school work, making space for at least some creativity.\u003c/p>\n\u003cp>\u003cstrong>COGNITIVE TRAITS OF CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Generating lots of different ideas is more important to creativity than many people realize. That’s partly because of the free flowing nature of coming up with lots of ideas, no matter how ridiculous they seem, but it’s also because it gets the idea out of the brain, making space for the next idea.\u003c/p>\n\u003cp>“When we look through examples of illustrious creative types these individuals create a lot of work,” Bilder said. Picasso is a good example. The artist created between 10,000 and 50,000 works of art (depending on how they're counted). The number of pieces produced is the number one predictor of creative achievement, said Bilder. Additionally, putting an idea to paper and expelling it from the mental space allows the creator to react to it in new ways.\u003c/p>\n\u003cp>[contextly_sidebar id=\"6b0a345526ec6da4b4cc8d3dd25874e3\"]\u003c/p>\n\u003cp>While many people cite disinhibition as a crucial element of creativity -- and it is -- positive inhibition is even more important, Bilder said. “The ability to inhibit the first thing that comes to mind in order to get to the higher hanging fruit in the cognitive tree is one of the cornerstones of creative achievement,” said Bilder. The first idea is not usually the most novel one; pushing past the easy answer and reaching for a better one is a mark of creativity.\u003c/p>\n\u003cp>Perhaps one of the most important parts of creativity is its connection to emotions and the visceral parts of the brain. “Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said \u003ca href=\"http://www-bcf.usc.edu/%7Eimmordin/\">Mary Helen Immordino-Yang\u003c/a>, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. She and other neuroscientist \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/how-emotional-connections-can-trigger-creativity-and-learning/\" target=\"_blank\">researchers have found that this visceral connection \u003c/a>to the body is a huge motivator of creativity.\u003c/p>\n\u003cp>To develop ideas that could be considered creative, the brain has to be both stable and flexible at the same time. Brains perform just this type of balancing act every second of every day. “The brain maintains a duality of systems that are constantly introducing flexibility into our thinking and then trying to stabilize our thinking,” Bilder said. The brain evaluates a new stimuli, compares it the plan originally set and then decides on the optimal degree of flexibility or stability to pursue. This cycle happens three times per second.\u003c/p>\n\u003cp>To reach that perfect state of brain balance it helps if the creator is feeling what Bilder refers to as “flow,” and what an athlete might call “playing in the zone.” It’s an automatic, effortless, but highly concentrated state when all the practice and knowledge leading up to that moment comes pouring out in perfect harmony.\u003c/p>\n\u003cp>Musicians and artists describe this same sense of flow, which can appear out of nowhere and often doesn’t happen when someone is trying too hard to form an idea. “When you’re trying so hard to come up with ideas you can’t do it, you can’t force it,” said Charles Limb, associate professor of Otolaryngology-Head and Neck Surgery at John’s Hopkins University. “Then at another time, some flip switches and you’ve got this flow going on, this generation of ideas.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/the-link-between-jazz-improvisation-and-student-creativity/\" target=\"_blank\">Limb’s research\u003c/a> has shown that when musicians are improvising, there’s a switch away from the lateral prefrontal lobes responsible for monitoring and self-censoring, allowing the musician to generate ideas more freely. Limb’s research has led him to agree with Binder that freedom to explore and practice without a specific goal in mind is a key element of developing creative competence. “You have to cultivate these behaviors by introducing them to children and recognizing that the more you do it, the better you are at doing it,” Limb said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>So, can educators help their students become more creative? Some teachers are moving in that direction, loosening the rules, giving students choice, celebrating ideas and behaviors that challenge the status quo, but without a drastic \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\" target=\"_blank\">reimagining of the structures within which educators work\u003c/a>, true creativity could be hard to find in school.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35515\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/475253193-e1399403283931.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/475253193-e1399403283931-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If it's true, in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/sir-ken-robinson-fostering-creativity-in-education-is-not-an-option/\" target=\"_blank\">Sir Ken Robinson's words\u003c/a>, that “Creativity is not an option, it’s an absolute necessity,” then it's that much more imperative to find ways to bring creativity to learning.\u003c/p>\n\u003cp>But first, we have to understand what conditions foster true creativity. One definition that scientists have agreed upon for creativity is the ability to create something that's both novel as compared to what came before, and has value. “It’s this intersection of novelty and value, a combination of those two features that’s particularly important,” Dr. Robert Bilder, a psychiatry and psychology professor at UCLA’s Semel Institute for Neuroscience and Human Behavior. In any system, there are forces pushing towards organization and others introducing unpredictability. A truly creative idea straddles both of those states.\u003c/p>\n\u003cp>“The truly creative changes and the big shifts occur right at the edge of chaos,” Bilder said.\u003c/p>\n\u003cp>For educators who have embraced the notion of the tightly controlled classroom, it's a worst-case scenario. But Bilder has a reason for this theory. He tested it by asking children what aspects of a learning environment make them feel most creative. “One of the things they found most valuable in their arts classes was the freedom not to have to seek right and wrong answers,” Bilder said. “It was that freedom to explore that led them to be increasingly engaged and allowed them to forge connections that allowed them to be more creative.”\u003c/p>\n\u003cp>It’s the lack of this type of freedom that has led skeptics to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">question if today's schools could ever inspire true creativity\u003c/a>. While there are exceptions -- schools that have built freedom of expression into their models -- the majority of schools, whether public or private -- expect students to conform to behavior norms that don’t allow for the individual space to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/why-daydreaming-isnt-a-waste-of-time/\" target=\"_blank\">daydream\u003c/a>, reflect, and create. In fact, creative behaviors are often associated with mental disorders.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The truly creative changes and the big shifts occur right at the edge of chaos.\"\u003c/aside>\n\u003cp>“In the school environment, creativity can be considered pathological behavior as opposed to the compliant traits of being reliable, sincere, good-natured, responsible, tolerant, and peaceable — the qualities associated with the lowest levels of creativity,” \u003ca href=\"http://ww2.kqed.org/mindshift/2014/03/can-creativity-truly-be-fostered-in-classrooms-of-today/\" target=\"_blank\">writes Cevin Soling\u003c/a>. Openness to new experiences and a \"disagreeable personality\" are also associated with creative achievement, two attributes not always found in schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>To foster creativity, teachers can make room for more freedom around activities in class, and highlight students’ ability to be creative achievers, Bilder said. Freedom offers students space to generate ideas.\u003c/p>\n\u003cp>How does an educator know if she's creating space for creativity? The way Bilder describes it, students in a classroom that allowed for creativity would appear to a visitor to be enraptured in what they were doing -- they’d be in the zone. “You’d have a hard time distracting them and getting them away from what they’re working on,” Bilder said. He highlighted \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\" target=\"_blank\">project-based learning\u003c/a> as a way that educators are beginning to introduce choice, and thus freedom, into school work, making space for at least some creativity.\u003c/p>\n\u003cp>\u003cstrong>COGNITIVE TRAITS OF CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Generating lots of different ideas is more important to creativity than many people realize. That’s partly because of the free flowing nature of coming up with lots of ideas, no matter how ridiculous they seem, but it’s also because it gets the idea out of the brain, making space for the next idea.\u003c/p>\n\u003cp>“When we look through examples of illustrious creative types these individuals create a lot of work,” Bilder said. Picasso is a good example. The artist created between 10,000 and 50,000 works of art (depending on how they're counted). The number of pieces produced is the number one predictor of creative achievement, said Bilder. Additionally, putting an idea to paper and expelling it from the mental space allows the creator to react to it in new ways.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>While many people cite disinhibition as a crucial element of creativity -- and it is -- positive inhibition is even more important, Bilder said. “The ability to inhibit the first thing that comes to mind in order to get to the higher hanging fruit in the cognitive tree is one of the cornerstones of creative achievement,” said Bilder. The first idea is not usually the most novel one; pushing past the easy answer and reaching for a better one is a mark of creativity.\u003c/p>\n\u003cp>Perhaps one of the most important parts of creativity is its connection to emotions and the visceral parts of the brain. “Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said \u003ca href=\"http://www-bcf.usc.edu/%7Eimmordin/\">Mary Helen Immordino-Yang\u003c/a>, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. She and other neuroscientist \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/how-emotional-connections-can-trigger-creativity-and-learning/\" target=\"_blank\">researchers have found that this visceral connection \u003c/a>to the body is a huge motivator of creativity.\u003c/p>\n\u003cp>To develop ideas that could be considered creative, the brain has to be both stable and flexible at the same time. Brains perform just this type of balancing act every second of every day. “The brain maintains a duality of systems that are constantly introducing flexibility into our thinking and then trying to stabilize our thinking,” Bilder said. The brain evaluates a new stimuli, compares it the plan originally set and then decides on the optimal degree of flexibility or stability to pursue. This cycle happens three times per second.\u003c/p>\n\u003cp>To reach that perfect state of brain balance it helps if the creator is feeling what Bilder refers to as “flow,” and what an athlete might call “playing in the zone.” It’s an automatic, effortless, but highly concentrated state when all the practice and knowledge leading up to that moment comes pouring out in perfect harmony.\u003c/p>\n\u003cp>Musicians and artists describe this same sense of flow, which can appear out of nowhere and often doesn’t happen when someone is trying too hard to form an idea. “When you’re trying so hard to come up with ideas you can’t do it, you can’t force it,” said Charles Limb, associate professor of Otolaryngology-Head and Neck Surgery at John’s Hopkins University. “Then at another time, some flip switches and you’ve got this flow going on, this generation of ideas.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2014/04/the-link-between-jazz-improvisation-and-student-creativity/\" target=\"_blank\">Limb’s research\u003c/a> has shown that when musicians are improvising, there’s a switch away from the lateral prefrontal lobes responsible for monitoring and self-censoring, allowing the musician to generate ideas more freely. Limb’s research has led him to agree with Binder that freedom to explore and practice without a specific goal in mind is a key element of developing creative competence. “You have to cultivate these behaviors by introducing them to children and recognizing that the more you do it, the better you are at doing it,” Limb said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, can educators help their students become more creative? Some teachers are moving in that direction, loosening the rules, giving students choice, celebrating ideas and behaviors that challenge the status quo, but without a drastic \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/are-we-wringing-the-creativity-out-of-kids/\" target=\"_blank\">reimagining of the structures within which educators work\u003c/a>, true creativity could be hard to find in school.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The push towards employable skills like math and science is filtering down to the youngest students in the U.S. With tight school budgets to manage, school administrators are cutting music, art and foreign language programs first, despite robust research showing that training in these \"extra\" subjects is actually crucial to students' development. In her \u003ca href=\"http://www.usnews.com/opinion/articles/2014/04/28/music-art-and-language-programs-in-schools-have-long-lasting-benefits\" target=\"_blank\">U.S. News and World Report article\u003c/a>, Stacey Boyd explains the research:\u003c/p>\n\u003cp>\"Take music as an example. A study by Virginia Penhune at Concordia University shows that musical training, particularly instrumental training, produces long lasting changes in motor abilities and brain structure. The earlier a child starts instrumental training, the stronger the connection between the right and left hemispheres of the brain. These changes last into adulthood and are proven to affect the ability to listen and communicate as an adult. Nina Krauss, a cognitive neuroscientist at Northwestern University, just released a study that older adults who took music lessons at a young age can process the sounds of speech faster than those who did not, even if they haven’t picked up an instrument in 40 years.\"\u003cbr>\nhttp://www.usnews.com/opinion/articles/2014/04/28/music-art-and-language-programs-in-schools-have-long-lasting-benefits\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The push towards employable skills like math and science is filtering down to the youngest students in the U.S. With tight school budgets to manage, school administrators are cutting music, art and foreign language programs first, despite robust research showing that training in these \"extra\" subjects is actually crucial to students' development. In her \u003ca href=\"http://www.usnews.com/opinion/articles/2014/04/28/music-art-and-language-programs-in-schools-have-long-lasting-benefits\" target=\"_blank\">U.S. News and World Report article\u003c/a>, Stacey Boyd explains the research:\u003c/p>\n\u003cp>\"Take music as an example. A study by Virginia Penhune at Concordia University shows that musical training, particularly instrumental training, produces long lasting changes in motor abilities and brain structure. The earlier a child starts instrumental training, the stronger the connection between the right and left hemispheres of the brain. These changes last into adulthood and are proven to affect the ability to listen and communicate as an adult. Nina Krauss, a cognitive neuroscientist at Northwestern University, just released a study that older adults who took music lessons at a young age can process the sounds of speech faster than those who did not, even if they haven’t picked up an instrument in 40 years.\"\u003cbr>\nhttp://www.usnews.com/opinion/articles/2014/04/28/music-art-and-language-programs-in-schools-have-long-lasting-benefits\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Five Research-Driven Education Trends At Work in Classrooms",
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"content": "\u003cfigure id=\"attachment_32102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/154062807-640x413.jpg\" alt=\"154062807\" width=\"640\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Increasingly, educators are looking to research about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/learning-smarter/\">how kids learn\u003c/a> to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED TEACHING\u003c/strong>\u003c/p>\n\u003cp>Many educators are using researchers’ insights into how children best learn to inform their teaching practices. Stanford professor Carol Dweck’s research on encouraging children to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">growth-mindset\u003c/a> continues to grow in popularity, as educators try to praise effort, not outcomes. Dweck writes that if children believe their abilities are fixed -- that either that they're smart or they're not -- they approach the world in different ways and aren’t as able to face adversity. When they believe skills and abilities can grow throughout one's lifetime, they're better able to rise to challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindsetworks.com/webnav/program.aspx\">Brainology\u003c/a>, Dweck's program, is just one of many such school-based programs that teachers can use in classrooms, as is \u003ca href=\"http://www.brainworks.info/bwsystem/SchoolYearProgram.aspx\">Brainworks.\u003c/a>\u003c/p>\n\u003cp>Educators are also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\">teaching learning strategies\u003c/a>, helping students find out the best ways to not just learn content, but \u003cem>how\u003c/em> to learn. Ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-music-can-improve-memory/\">remembering facts when they are set to music\u003c/a>. This practice has been employed since the days of oral storytelling, but teachers are reviving it to help students in modern classrooms. Recent studies show that adults learn new languages more easily when they are set to a beat. Some educators are even experimenting with breaking up classical literature into bite sized raps.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are plenty more examples of brain-based research on learning making its way into classroom practices.\u003c/p>\n\u003cp>\u003cstrong>GAME-BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Games have long been used to engage students. But as \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a> becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.\u003c/p>\n\u003cp>Universities like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-do-you-teach-empathy-harvard-pilots-game-simulation/\">Harvard\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT\u003c/a> and the \u003ca href=\"http://www.gameslearningsociety.org/\">University of Wisconsin's Game and Learning Society\u003c/a> are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like \u003ca href=\"http://www.jamespaulgee.com/\">James Paul Gee\u003c/a> and University of Wisconsin professor \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/09-PIQ-Squire-submitted.pdf\">Kurt Squire\u003c/a> show are using their own studies to show that games help students learn.\u003c/p>\n\u003cp>Once the terrain of experimental classrooms, digital games are now becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">more common in classrooms\u003c/a>. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003cstrong> \u003c/strong>Educators are using commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCity\u003c/a> for education. The Institute of Play continues to study game-based learning and helps support two \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-design-classroom-games-for-learning/\">Quest to Learn \u003c/a>schools, which are based around the idea of games and learning.\u003c/p>\n\u003cp>\u003cstrong>POWER OF PERSEVERANCE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Paul Tough’s book, \u003cem>How Children Succeed\u003c/em>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">popularized the ideas of grit and perseverance\u003c/a>. Now those ideas have made their way into a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">U.S. Department of Education’s Technology office report\u003c/a> as well as the Common Core State Standards, which many states are already implementing. The idea that failure is an opportunity to learn and improve, not a roadblock to achievement, is often referenced as one of the most important life skills a student can take with him beyond the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">Angela Duckworth’s research on grit\u003c/a> has shown that often students, who scored lower on intelligence tests, end up doing better in class. They were compensating for their lack of innate intelligence with hard work and that paid off in their GPAs. Duckworth has even developed a “Grit Scale” that allows students to self-report their “grittiness.”\u003c/p>\n\u003cp>\u003cstrong>QUESTIONING HOMEWORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">growing movement against homework\u003c/a> in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school.\u003c/p>\n\u003cp>Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">whether it adds value to their learning\u003c/a>. If the work is repetitive or tangential, it may add no real value, and teachers across the country are starting to institute no-homework policies. Even principals are \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html?_r=0\">starting to revolt\u003c/a> and schools are instituting “no homework” nights or substituting “goals” for homework.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Increasingly business leaders and educators are realizing that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">creativity is a uniquely human quality\u003c/a> that will set future graduates apart from the ever smarter computers that are playing increasingly important roles in society. There’s been a focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">stimulating curiosity\u003c/a> and creativity through Science Technology Engineering and Math (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/stem/\">STEM\u003c/a>) courses, including \u003ca href=\"http://ww2.kqed.org/mindshift/tag/coding/\">computer coding\u003c/a>, as well as integrating art and design into courses. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">design thinking\u003c/a> movement is a good example of schools working to develop students’ ability to think for themselves, brainstorm ideas and execute them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many schools are also shifting towards \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning to help leverage student interests \u003c/a>and passions in their school work. Long-form projects often allow students to demonstrate their creativity more than assignments that every student must complete the same way. The trend towards project-based learning is one indication that schools are actively looking to build creativity into curricula.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32102\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-32102\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/154062807-640x413.jpg\" alt=\"154062807\" width=\"640\" height=\"413\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Increasingly, educators are looking to research about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/learning-smarter/\">how kids learn\u003c/a> to influence teaching practices and tools. What seemed like on-the-fringe experiments, like game-based learning, have turned into real trends, and have gradually made their way into many (though certainly not most) classrooms.\u003c/p>\n\u003cp>\u003cstrong>BRAIN-BASED TEACHING\u003c/strong>\u003c/p>\n\u003cp>Many educators are using researchers’ insights into how children best learn to inform their teaching practices. Stanford professor Carol Dweck’s research on encouraging children to develop a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/beyond-talent-and-smarts-why-even-geniuses-struggle/\">growth-mindset\u003c/a> continues to grow in popularity, as educators try to praise effort, not outcomes. Dweck writes that if children believe their abilities are fixed -- that either that they're smart or they're not -- they approach the world in different ways and aren’t as able to face adversity. When they believe skills and abilities can grow throughout one's lifetime, they're better able to rise to challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindsetworks.com/webnav/program.aspx\">Brainology\u003c/a>, Dweck's program, is just one of many such school-based programs that teachers can use in classrooms, as is \u003ca href=\"http://www.brainworks.info/bwsystem/SchoolYearProgram.aspx\">Brainworks.\u003c/a>\u003c/p>\n\u003cp>Educators are also \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/smart-strategies-that-help-students-learn-how-to-learn/\">teaching learning strategies\u003c/a>, helping students find out the best ways to not just learn content, but \u003cem>how\u003c/em> to learn. Ideas like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-music-can-improve-memory/\">remembering facts when they are set to music\u003c/a>. This practice has been employed since the days of oral storytelling, but teachers are reviving it to help students in modern classrooms. Recent studies show that adults learn new languages more easily when they are set to a beat. Some educators are even experimenting with breaking up classical literature into bite sized raps.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are plenty more examples of brain-based research on learning making its way into classroom practices.\u003c/p>\n\u003cp>\u003cstrong>GAME-BASED LEARNING\u003c/strong>\u003c/p>\n\u003cp>Games have long been used to engage students. But as \u003ca href=\"http://ww2.kqed.org/mindshift/tag/game-based-learning/\">game-based learning\u003c/a> becomes more prevalent in schools, researchers are interested in how game structure mirrors the learning process. In many games, students explore ideas and try out solutions. When they learn the skills required at one level, they move up. Failure to complete tasks is reframed as part of the path towards learning how to conquer a level.\u003c/p>\n\u003cp>Universities like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/how-do-you-teach-empathy-harvard-pilots-game-simulation/\">Harvard\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/mit-unleashes-new-online-game-for-math-and-science/\">MIT\u003c/a> and the \u003ca href=\"http://www.gameslearningsociety.org/\">University of Wisconsin's Game and Learning Society\u003c/a> are studying how game-playing helps student engagement and achievement, and well-known researchers in the field like \u003ca href=\"http://www.jamespaulgee.com/\">James Paul Gee\u003c/a> and University of Wisconsin professor \u003ca href=\"http://website.education.wisc.edu/kdsquire/tenure-files/09-PIQ-Squire-submitted.pdf\">Kurt Squire\u003c/a> show are using their own studies to show that games help students learn.\u003c/p>\n\u003cp>Once the terrain of experimental classrooms, digital games are now becoming \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">more common in classrooms\u003c/a>. In a recent survey by the Joan Ganz Cooney Center, half of 505 K-8 teachers said they use digital games with their students two or more days a week, and 18 percent use them daily.\u003cstrong> \u003c/strong>Educators are using commercial games like \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">Minecraft\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">SimCity\u003c/a> for education. The Institute of Play continues to study game-based learning and helps support two \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-to-design-classroom-games-for-learning/\">Quest to Learn \u003c/a>schools, which are based around the idea of games and learning.\u003c/p>\n\u003cp>\u003cstrong>POWER OF PERSEVERANCE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Paul Tough’s book, \u003cem>How Children Succeed\u003c/em>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">popularized the ideas of grit and perseverance\u003c/a>. Now those ideas have made their way into a \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/\">U.S. Department of Education’s Technology office report\u003c/a> as well as the Common Core State Standards, which many states are already implementing. The idea that failure is an opportunity to learn and improve, not a roadblock to achievement, is often referenced as one of the most important life skills a student can take with him beyond the classroom.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\">Angela Duckworth’s research on grit\u003c/a> has shown that often students, who scored lower on intelligence tests, end up doing better in class. They were compensating for their lack of innate intelligence with hard work and that paid off in their GPAs. Duckworth has even developed a “Grit Scale” that allows students to self-report their “grittiness.”\u003c/p>\n\u003cp>\u003cstrong>QUESTIONING HOMEWORK\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">growing movement against homework\u003c/a> in the U.S. challenges the notion that the amount of homework a student is asked to do at home is an indication of rigor, and homework opponents argue that the increasing amount of “busy work” is unnecessarily taking up students’ out-of-school-time. They argue that downtime, free play, and family time are just as important to a child’s social and emotional development as what happens in school.\u003c/p>\n\u003cp>Some research has shown that too much homework has “little to no impact” on student test scores. Other research on how brains work challenges the common method of asking students to practice one discreet skill at home. Overall, there’s a push to reevaluate the kinds of work students are being asked to do at home and to ask \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/how-can-we-make-homework-worthwhile/\">whether it adds value to their learning\u003c/a>. If the work is repetitive or tangential, it may add no real value, and teachers across the country are starting to institute no-homework policies. Even principals are \u003ca href=\"http://www.nytimes.com/2011/06/16/education/16homework.html?_r=0\">starting to revolt\u003c/a> and schools are instituting “no homework” nights or substituting “goals” for homework.\u003c/p>\n\u003cp>\u003cstrong>CULTIVATING CREATIVITY\u003c/strong>\u003c/p>\n\u003cp>Increasingly business leaders and educators are realizing that \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/if-robots-will-run-the-world-what-should-students-learn/\">creativity is a uniquely human quality\u003c/a> that will set future graduates apart from the ever smarter computers that are playing increasingly important roles in society. There’s been a focus on \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/creating-classrooms-we-need-8-ways-into-inquiry-learning/\">stimulating curiosity\u003c/a> and creativity through Science Technology Engineering and Math (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/stem/\">STEM\u003c/a>) courses, including \u003ca href=\"http://ww2.kqed.org/mindshift/tag/coding/\">computer coding\u003c/a>, as well as integrating art and design into courses. The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/what-does-design-thinking-look-like-in-school/\">design thinking\u003c/a> movement is a good example of schools working to develop students’ ability to think for themselves, brainstorm ideas and execute them.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Many schools are also shifting towards \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-project-based-learning-is-and-isnt/\">project-based learning to help leverage student interests \u003c/a>and passions in their school work. Long-form projects often allow students to demonstrate their creativity more than assignments that every student must complete the same way. The trend towards project-based learning is one indication that schools are actively looking to build creativity into curricula.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27741\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/fhwrdh/3113816327/sizes/z/in/photostream/\">\u003cimg class=\"size-large wp-image-27741\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/03/3113816327_9a3e7bdaff_z-620x412.jpg\" alt=\"3113816327_9a3e7bdaff_z\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic survival functions, social and emotional reactions to the world, and creative impulses.\u003c/p>\n\u003cp>Students’ social and emotional reactions to learning are imperative to feeling motivated to learn and to their ability to creatively solve problems, according to \u003ca href=\"http://www-bcf.usc.edu/~immordin/\">Mary Helen Immordino-Yang\u003c/a>, who wrote \u003cem>Musings on the Neurobiological and Evolutionary Origins of Creativity via a Developmental Analysis of One Child’s Poetry\u003c/em> \u003ca href=\"http://www.usc.edu/programs/cerpp/docs/CreativityviaAnalysisofChildsPoetryYang.pdf\">[PDF\u003c/a>]. Her research tries to understand why emotions are so important to learning by examining what happens to brain functions.\u003c/p>\n\u003cp>“Neuroimaging experiments show us that we use the very same neural systems to feel our bodies as to feel our relationships, our moral judgments, and our creative inspiration,” said Immordino-Yang, a professor at USC’s Rossier School of Education and an expert on the neuroscience of learning and creativity. Her whose work focuses on how neuroscience can help teachers understand the ways students learn best, and to that end, she’s created a \u003ca href=\"http://www.learner.org/courses/neuroscience/index.html\">free online curriculum\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“Help kids know how to make meaning and sense of what they are learning so they can see who they are.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The neuromechanisms responsible for feeling and managing the body’s physical survival and consciousness have been co-opted to also manage social survival. “Survival in the savanna depends on a brain that is wired to make sense of the environment, and to play out the things it notices through patterns of bodily and mental reactions,” Immordino-Yang writes. “This same brain, the same logic, helps us make sense of and survive in the social world of today.” To make something relevant to a learner, it should inspire an emotional reaction in the person, triggering these survivalist parts of the brain that indicate something is important.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/teaching-social-and-emotional-skills-in-schools/\">Teaching Social and Emotional Skills in School\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The way that we make meaning out of situations, and the way that we feel and evaluate things, is plated on the same neural platforms as do the basic job of managing our viscera,” Immordino Yang said. When a topic strikes a chord with a student it feels meaningful because the part of his brain firing is the same part that keeps him conscious and alive. It’s also the part of the brain responsible for novel, creative or new ideas.\u003c/p>\n\u003cp>“Creativity is representing some kind of relevant problem in a new way and making people \u003c!--more-->understand it, and feel about it, and have some insight into something that matters,” Immordino-Yang said. She argues that creative moments are motivated by caring deeply about a subject. Furthermore, humans make meaning by relating new information to feelings, memories and other personal information to give it context.\u003c/p>\n\u003cp>To undertake that complicated process of internalizing information Immordino-Yang has found that it’s necessary to shut out external inputs and focus intensely on what’s going on internally. Asking students to constantly pay attention or allowing them to be distracted by games, phones, and other stimuli may deprive them of the important inward-looking time crucial to deeper learning.\u003c/p>\n\u003cp>“The way in which people learn information, the way in which they make it their own, assimilate it, are dependent heavily on a neural system that is fundamentally incompatible with external information and distraction,” Immordino-Yang said. Long term learning happens when the brain calls up old memories and incorporates the new knowledge into a personalized understanding of the world. And that’s often a creative process. It takes creativity to synthesize new information within the context of old experiences and to reshape difficult concepts into something understandable. Immordino-Yang argues that the essence of that process requires the thinker to disengage from the world around them.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/how-to-fuel-students-learning-through-their-interests/\">How to Fuel Students' Learning Through Their Interests\u003c/a>]\u003c/p>\n\u003cp>That doesn't necessarily mean that daydreaming is the key to developing innovative ideas. There are times when insight strikes while the mind wanders, but Immordino-Yang says that in those cases the information is already present. When it comes to learning something new, the inward focus is often real work.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Help kids know how to make meaning and sense of what they are learning so they can see who they are,” Immordino-Yang said. “Creativity is just an extension of that.” She gave the example of her young daughter who wrote a song about loving her young brother, but the imagery in the song incorporated space, planets, and the galaxy. She had just learned about those concepts, but in order to really understand their significance, she needed to express them within the totally understood and emotional space of family love. Allowing kids the space for the interplay between the emotional and cognitive spaces will benefit the long-term learner.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_26383\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/attachment/76754131/\" rel=\"attachment wp-att-26383\">\u003cimg class=\"size-large wp-image-26383\" title=\"76754131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/76754131-620x352.jpg\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Getting enough sleep is an under-valued but crucial part of learning. Contrary to students' belief that staying up all night to cram for an exam will lead to higher scores, truth is, the need for a good night's rest is even more important than finishing homework or studying for a test.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821094350.htm\">A recent study\u003c/a> in the journal \u003ca href=\"http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291467-8624\">\u003cem>Child Development\u003c/em>\u003c/a> showed that sacrificing sleep in order to study will actually backfire. The study followed 535 Los Angeles high school students for 14 days, tracking how long they slept, as well as how well they understood material being taught in class and how they performed on a test, quiz, or homework.\u003c/p>\n\u003cp>\"Although the researchers expected that extra hours of studying that ate into sleep time might create problems in terms of students' understanding of what they were taught in class, they were surprised to find that diminishing sleep in order to study was actually associated with doing more poorly on a test, quiz, or homework,\" \u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821094350.htm\">Science Daily wrote\u003c/a>.\u003c/p>\n\u003cp>\"Reduced sleep ... accounts for the increase in academic problems that occurs after days of increased studying,\" said UCLA scientist Andrew Fuligni. \"Although these nights of extra studying may seem necessary, they can come at a cost.\"\u003c/p>\n\u003cp>In another study \u003ca href=\"http://www.york.ac.uk/news-and-events/news/2012/research/sweet-dreams-can-spell-out-improved-language-skill/\">by a research team at the University of York,\u003c/a> researchers found that sleep even helps boost language acquisition skills in young children. \"Children's ability to recall and recognize new words improved approximately 12 hours after training, but only if sleep occurs,\" said Dr. Lisa Henderson, a lead researcher on the study. \"The key effects were maintained one week later, suggesting that these new words are retained in long-term memory.\" The study, published in \u003c!--more-->\u003cem>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2012.01172.x/full\">Developmental Science\u003c/a>\u003c/em>, shows that when they sleep enough, children show the same learning patterns as adults.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Yet even with the well-documented evidence that sleep is necessary to learning, students continue to face increasing demands on their time. Kids often participate in extracurricular activities as well as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">hours of homework each night\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>What’s really happening during sleep?\u003c/strong>\u003c/h4>\n\u003cp>Sleep happens in several stages, with each phase serving a particular purpose. The human body takes care of its physical needs first. Quickly passing through stages one and two, which are brief, the body settles into several hours of stage three and four sleep. During these stages, neurons in the brain have synchronized into a regular rhythm and the body begins to repair itself. The immune system is restored, muscles and cardiovascular systems are rejuvenated and the positive effects on metabolism and muscle growth from exercise take effect.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"If you didn’t get a good night’s sleep, it’s really hard to learn new things because you didn’t clear out all the synaptic connections.”\u003c/p>\n\u003c/aside>\n\u003cp>“The reason to get a good night’s sleep is really so you can enjoy the next day and so you can consolidate what you did the day before,” said Dr. Matt Carter, senior fellow at the University of Washington in a \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DC848247\">recent webinar\u003c/a>.\u003c/p>\n\u003cp>Towards the end of a typical six- to eight-hour night of sleep, the brain gets its chance at rejuvenation, during Rapid Eye Movement (REM) sleep. This is the stage that's crucial for learners because the brain solidifies all that was taken in the day before and clears out old, unnecessary memories to make room for new information.\u003c/p>\n\u003cp>“In REM sleep your brain is basically replaying everything that happened during the day and consolidating what you’ve learned,” Carter said. During the learning process, the brain’s synapses fire in particular patterns. At night, those patterns are firing over and over again, strengthening the path. Equally important, there are many small details the brain remembers from the previous day that it won’t need. During REM sleep the brain purges the unnecessary details to make room for new learning the following day.\u003c/p>\n\u003cp>“If you didn’t get a good night’s sleep it’s really hard to learn new things because you didn’t clear out all the synaptic connections,” said Carter. The brain-rejuvenating functions happen in REM sleep, a later sleep stage, so if a student doesn’t sleep enough he won’t spend much time in REM.\u003c/p>\n\u003cp>Just as with adults, sleep-deprived kids won't be able to focus as well, and over time, the effects of sleep deprivation will wear on the body.\u003c/p>\n\u003ch4>\u003cstrong>What’s the solution?\u003c/strong>\u003c/h4>\n\u003cp>Educator Madeline Levine and author of \u003cem>Teach Your Children Well \u003c/em>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">says high schools should adjust their schedules\u003c/a> to meet the needs of adolescents. School should start at 10 a.m. to help ensure high school students get the nine hours they need. That would go a long way in helping them to focus in class and could even prevent depression, a condition increasingly linked to lack of sleep.\u003c/p>\n\u003cp>And it’s not just about the number of hours in bed – it’s about the quality of sleep. “Sleep is something you can prepare for and be deliberate about,” Carter said, adding that people assume sleep comes naturally to kids. But for young ones, it’s especially important to establish a routine, not to eat carbohydrates before sleep, and to avoid bright screens before bed -- the glow biologically resets circadian rhythms that respond to how much light enters the eye. For kids who have trouble falling asleep, parents should teach them relaxation techniques like taking deep breaths and listening to slow tempo music – that helps the neurons fall into their synchronized pattern quicker.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26383\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/why-sleeping-may-be-more-important-than-studying/attachment/76754131/\" rel=\"attachment wp-att-26383\">\u003cimg class=\"size-large wp-image-26383\" title=\"76754131\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/76754131-620x352.jpg\" alt=\"\" width=\"620\" height=\"352\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Getting enough sleep is an under-valued but crucial part of learning. Contrary to students' belief that staying up all night to cram for an exam will lead to higher scores, truth is, the need for a good night's rest is even more important than finishing homework or studying for a test.\u003c/p>\n\u003cp>\u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821094350.htm\">A recent study\u003c/a> in the journal \u003ca href=\"http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291467-8624\">\u003cem>Child Development\u003c/em>\u003c/a> showed that sacrificing sleep in order to study will actually backfire. The study followed 535 Los Angeles high school students for 14 days, tracking how long they slept, as well as how well they understood material being taught in class and how they performed on a test, quiz, or homework.\u003c/p>\n\u003cp>\"Although the researchers expected that extra hours of studying that ate into sleep time might create problems in terms of students' understanding of what they were taught in class, they were surprised to find that diminishing sleep in order to study was actually associated with doing more poorly on a test, quiz, or homework,\" \u003ca href=\"http://www.sciencedaily.com/releases/2012/08/120821094350.htm\">Science Daily wrote\u003c/a>.\u003c/p>\n\u003cp>\"Reduced sleep ... accounts for the increase in academic problems that occurs after days of increased studying,\" said UCLA scientist Andrew Fuligni. \"Although these nights of extra studying may seem necessary, they can come at a cost.\"\u003c/p>\n\u003cp>In another study \u003ca href=\"http://www.york.ac.uk/news-and-events/news/2012/research/sweet-dreams-can-spell-out-improved-language-skill/\">by a research team at the University of York,\u003c/a> researchers found that sleep even helps boost language acquisition skills in young children. \"Children's ability to recall and recognize new words improved approximately 12 hours after training, but only if sleep occurs,\" said Dr. Lisa Henderson, a lead researcher on the study. \"The key effects were maintained one week later, suggesting that these new words are retained in long-term memory.\" The study, published in \u003c!--more-->\u003cem>\u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2012.01172.x/full\">Developmental Science\u003c/a>\u003c/em>, shows that when they sleep enough, children show the same learning patterns as adults.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yet even with the well-documented evidence that sleep is necessary to learning, students continue to face increasing demands on their time. Kids often participate in extracurricular activities as well as \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/parents-wonder-why-so-much-homework/\">hours of homework each night\u003c/a>.\u003c/p>\n\u003ch4>\u003cstrong>What’s really happening during sleep?\u003c/strong>\u003c/h4>\n\u003cp>Sleep happens in several stages, with each phase serving a particular purpose. The human body takes care of its physical needs first. Quickly passing through stages one and two, which are brief, the body settles into several hours of stage three and four sleep. During these stages, neurons in the brain have synchronized into a regular rhythm and the body begins to repair itself. The immune system is restored, muscles and cardiovascular systems are rejuvenated and the positive effects on metabolism and muscle growth from exercise take effect.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"If you didn’t get a good night’s sleep, it’s really hard to learn new things because you didn’t clear out all the synaptic connections.”\u003c/p>\n\u003c/aside>\n\u003cp>“The reason to get a good night’s sleep is really so you can enjoy the next day and so you can consolidate what you did the day before,” said Dr. Matt Carter, senior fellow at the University of Washington in a \u003ca href=\"http://www.instantpresenter.com/WebConference/RecordingDefault.aspx?c_psrid=EA52DC848247\">recent webinar\u003c/a>.\u003c/p>\n\u003cp>Towards the end of a typical six- to eight-hour night of sleep, the brain gets its chance at rejuvenation, during Rapid Eye Movement (REM) sleep. This is the stage that's crucial for learners because the brain solidifies all that was taken in the day before and clears out old, unnecessary memories to make room for new information.\u003c/p>\n\u003cp>“In REM sleep your brain is basically replaying everything that happened during the day and consolidating what you’ve learned,” Carter said. During the learning process, the brain’s synapses fire in particular patterns. At night, those patterns are firing over and over again, strengthening the path. Equally important, there are many small details the brain remembers from the previous day that it won’t need. During REM sleep the brain purges the unnecessary details to make room for new learning the following day.\u003c/p>\n\u003cp>“If you didn’t get a good night’s sleep it’s really hard to learn new things because you didn’t clear out all the synaptic connections,” said Carter. The brain-rejuvenating functions happen in REM sleep, a later sleep stage, so if a student doesn’t sleep enough he won’t spend much time in REM.\u003c/p>\n\u003cp>Just as with adults, sleep-deprived kids won't be able to focus as well, and over time, the effects of sleep deprivation will wear on the body.\u003c/p>\n\u003ch4>\u003cstrong>What’s the solution?\u003c/strong>\u003c/h4>\n\u003cp>Educator Madeline Levine and author of \u003cem>Teach Your Children Well \u003c/em>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">says high schools should adjust their schedules\u003c/a> to meet the needs of adolescents. School should start at 10 a.m. to help ensure high school students get the nine hours they need. That would go a long way in helping them to focus in class and could even prevent depression, a condition increasingly linked to lack of sleep.\u003c/p>\n\u003cp>And it’s not just about the number of hours in bed – it’s about the quality of sleep. “Sleep is something you can prepare for and be deliberate about,” Carter said, adding that people assume sleep comes naturally to kids. But for young ones, it’s especially important to establish a routine, not to eat carbohydrates before sleep, and to avoid bright screens before bed -- the glow biologically resets circadian rhythms that respond to how much light enters the eye. For kids who have trouble falling asleep, parents should teach them relaxation techniques like taking deep breaths and listening to slow tempo music – that helps the neurons fall into their synchronized pattern quicker.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20526\" class=\"module image right mceTemp\" style=\"width: 295px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20526\" title=\"Getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-02-02-at-12.45.51-PM.png\" alt=\"\" width=\"295\" height=\"316\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Neuroscience may seem like an advanced subject of study, perhaps best reserved for college or even graduate school. Two researchers from Temple University in Philadelphia propose that it be taught earlier, however—much earlier. As in first grade.\u003c/p>\n\u003cp>In a study published in this month’s issue of the journal \u003ca href=\"http://www.tandfonline.com/doi/abs/10.1080/10409289.2011.616134#preview\">Early Education and Development\u003c/a>, psychologists Peter Marshall and Christina Comalli began by surveying children aged four to 13 to discover what they already knew about the brain. Previous research had found that elementary school pupils typically have a limited understanding of the brain and how it functions, believing it to be something like “a container for storing memories and facts.”\u003c/p>\n\u003cp>Marshall and Comalli’s questionnaire turned up the same uncertain grasp of the topic, which the researchers attributed to several factors. First, while parents and teachers talk often with young children about parts of the body and how they work, they rarely mention this most important organ. (A \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0885201405000213\">2005 study\u003c/a> by another group of scientists found that young children hear very few instances of the word brain in everyday conversation.) Secondly, children can’t observe their own brains, and so are left to guess about what’s going on inside their heads—not unlike the state of ignorance in which adults dwelled for many centuries before the founding of neuroscience as a scientific discipline. And finally, most students aren’t formally taught much about the brain until at least middle school. Marshall and Comalli believe such instruction can and should begin much sooner.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A 20-minute lesson about the brain was enough to improve knowledge of brain functioning.\u003c/p>\n\u003c/aside>\n\u003cp>To that end, they designed a 20-minute lesson about the brain and delivered it to a group of first-grade students. Even this brief intervention, the psychologists report, “was enough to improve their knowledge of brain functioning as assessed three weeks later”; a control group of first graders, taught for 20 minutes about honeybees, showed no such improvement. Marshall and Comalli’s neuroscience lesson was especially focused on teaching children about the role of the brain in sensory activities—that the brain is not just “for thinking,” as many kids assume, but also for seeing, hearing, smelling, and feeling.\u003c!--more-->\u003c/p>\n\u003cp>But the success of their effort opens another possibility. In a well-known body of research, Stanford University psychologist Carol Dweck has demonstrated that teaching students about how their brains work—in particular, that the brain is plastic and can develop new capacities with effort and practice—makes a big difference in how constructively kids deal with mistakes and setbacks, and how motivated they are to persist until they achieve mastery.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Dweck’s landmark studies were carried out with fifth-graders, and her program Brainology, a \u003ca href=\"http://www.mindsetworks.com/brainology/\">computerized tutorial on brain function\u003c/a>, is designed for students in fifth through ninth grades. But why wait to introduce these crucial concepts? \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.1994.tb00845.x/abstract\">Dweck’s own research\u003c/a> has found that children’s attitudes and behaviors regarding achievement and failure are already in place by preschool. Parents’ and educators' messages about the malleability of the brain and the importance of effort must begin even earlier: talk of “head, shoulders, knees and toes” and “this little piggy went to market” should also make room for mentions of growing brains.\u003c/p>\n\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"perspectives": {
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
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"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
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"source": "Possible"
},
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
"airtime": "SUN 12am-1am, SAT 2pm-3pm",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png",
"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"source": "npr"
},
"link": "/radio/program/reveal",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"source": "kqed",
"order": 16
},
"link": "/podcasts/rightnowish",
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