Thank you for vis­it­ing us today. May we encour­age you to dis­con­nect from the World Wide Web for a few days, includ­ing clos­ing this web page, and to spend time con­nect­ing with your Loved Ones.

Hav­ing said that, if you really really need to read good infor­ma­tion on brain, cog­ni­tion, neu­ro­plas­tic­ity, learn­ing and life­long brain health, may we encour­age you to read some of our recent eNewsletters:

• Novem­ber 30th, 2011: Time to Invest in our Brains?
• Octo­ber 28th, 2011: How Stress and Emo­tions Impact Brain Performance
• Sep­tem­ber 30th, 2011: On Brain Train­ing, Pos­i­tive Psy­chol­ogy and the FDA

If you’re look­ing for a great book to read (yes, we’re biased, but we do think it is a great book), please take a look at The Sharp­Brains Guide to Brain Fit­ness. If you are look­ing for brain teasers and games, look Here.

We’ll be back next week. In the mean­time, let us Wish You Happy Hol­i­days, Merry Christ­mas and Happy Hanukkah!

You may have  noticed that Amazon.com is shar­ing aggre­gated data on how ebook read­ers inter­act with the books they are read­ing. For exam­ple, the “Pop­u­lar High­lights” sec­tion (towards the bot­tom of our Kin­dle book page) ranks the Top 10 sen­tences that Kin­dle read­ers have high­lighted and shared while read­ing The Sharp­Brains Guide to Brain Fit­ness: 18 Inter­views with Sci­en­tists, Prac­ti­cal Advice and Prod­uct Reviews, to Keep Your Brain Sharp (April 2009; 182 pages; ranked #1 in Kin­dle Store’s Pre­ven­tive Med­i­cine section).

This infor­ma­tion is invalu­able to authors and pub­lish­ers - as you can imag­ine, we’ll make sure to not only main­tain but to elab­o­rate on these top­ics as we pre­pare future edi­tions of the book.

So, what are so far the Top Ten Quotes on Life­long Neu­ro­plas­tic­ity and Neu­ro­ge­n­e­sis, Read the rest of this entry »

Reminder:—> Join Live Q&A with Alvaro Fer­nan­dez by click­ing HERE, today Novem­ber 15th at 11am Pacific Time/ 2pm East­ern Time. Chat about the present and future of cog­ni­tion, learn­ing, brain train­ing, tech­nol­ogy and more with Alvaro Fer­nan­dez, co-founder of SharpBrains.com and co-author of The Sharp­Brains Guide to Brain Fit­ness. You can also learn more about the Brain Fit­ness Q&A Series.

In recent years, we have wit­nessed the begin­nings of a rev­o­lu­tion in edu­ca­tion.  Tech­nol­ogy has fun­da­men­tally altered the way we do many things in daily life, but it is just start­ing to make head­way in chang­ing the way we teach.  Just as tele­vi­sion shows like Sesame Street enhanced the pas­sive learn­ing of infor­ma­tion for kids by teach­ing in a fun for­mat, elec­tronic games offer to greatly enhance the way kids and adults are taught by actively engag­ing them in the process. Read the rest of this entry »

(Editor’s Note: the recent trade book Com­puter Games and Instruc­tion brings together the lead­ing edge per­spec­tives of over a dozen sci­en­tists in the area of videogames and learn­ing, includ­ing a very insight­ful analy­sis –excerpted below– by Harvard’s Chris Dede. Please pay atten­tion to his thoughts on scal­a­bil­ity below, and enjoy!)

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The research overview pro­vided by Tobias, Fletcher, and Dai (this vol­ume) is very help­ful in sum­ma­riz­ing stud­ies to date on var­i­ous dimen­sions of edu­ca­tional games and sim­u­la­tions. The next chal­lenge for the field is to move beyond iso­lated research in which each group of inves­ti­ga­tors uses an idio­syn­cratic set of def­i­n­i­tions, con­cep­tual frame­works, and meth­ods. Instead, to make fur­ther progress, we as schol­ars should adopt com­mon research strate­gies and models—not only to ensure a higher stan­dard of rigor, but also to enable stud­ies that com­ple­ment each other in what they explore.   Read the rest of this entry »

What do you think is the best way to learn: Study­ing the mate­r­ial repeat­edly, draw­ing detailed dia­grams of what you are learn­ing, or tak­ing a test in which you recall what you have read?

A recent study pub­lished in Sci­ence and sum­ma­rized in this New York Times arti­cle found out that tak­ing a test was the best method!

stu­dents who read a pas­sage, then took a test ask­ing them to recall what they had read, retained about 50 per­cent more of the infor­ma­tion a week later than stu­dents who used [the] two other meth­ods. Read the rest of this entry »