Debunking 10 Cognitive Health and Fitness Myths

As part of the research behind the book The Sharp­Brains Guide for Brain Fit­ness we inter­viewed dozens of lead­ing cog­ni­tive health and fit­ness sci­en­tists and experts world­wide to learn about their research and thoughts, and have a num­ber of take-aways to report.

What can we clear­ly say today that we could­n’t have said only 10 years ago? That what neu­ro­science pio­neer San­ti­a­go Ramon y Cajal claimed in the XX cen­tu­ry, “Every man can, if he so desires, become the sculp­tor his own brain”, may well become real­i­ty in the XXI.

And trans­form Edu­ca­tion, Health, Train­ing, and Gam­ing in the process, since we have only scratched the sur­face of what sci­ence-based struc­tured men­tal exer­cise can do for life­long brain health and pro­duc­tiv­i­ty. We are now wit­ness­ing the birth of a new field that cross­es tra­di­tion­al sec­tor bound­aries and that may help us under­stand, assess and train our brains’ func­tion­al­i­ty, har­ness­ing the grow­ing research about neu­ro­ge­n­e­sis (the cre­ation of new neu­rons), neu­ro­plas­tic­i­ty (the abil­i­ty of the brain to rewire itself through expe­ri­ence), cog­ni­tive train­ing and emo­tion­al reg­u­la­tion, in ways that com­ple­ment oth­er impor­tant “pil­lars of brain health” such as aer­o­bic exer­cise, stress man­age­ment and a good nutrition.

Let’s now debunk 10 myths, still too preva­lent, that may pre­vent us from see­ing the full poten­tial of this emerg­ing field:

Myth 1: It’s all in our genes.

Real­i­ty: A big com­po­nent of our life­long brain health and devel­op­ment depends on what we do with our brains. Our own actions, not only our genes, influ­ence our lives to a large extent. Genes pre­dis­pose us, not deter­mine our fates.

“Indi­vid­u­als who lead men­tal­ly stim­u­lat­ing lives, through edu­ca­tion, occu­pa­tion and leisure activ­i­ties, have reduced risk of devel­op­ing Alzheimer’s. Stud­ies sug­gest that they have 35–40% less risk of man­i­fest­ing the dis­ease” — Dr. Yaakov Stern, Divi­sion Leader of the Cog­ni­tive Neu­ro­science Divi­sion of the Sergievsky Cen­ter at Colum­bia University.

Myth 2: The field of Cognitive/ Brain Fit­ness is too new to be credible.

Real­i­ty: The field rests on sol­id foun­da­tions dat­ing back more decades — what is new is the num­ber and range of tools that are now start­ing to be avail­able for healthy individuals.

“Rig­or­ous and tar­get­ed cog­ni­tive train­ing has been used in clin­i­cal prac­tice for many years. Exer­cis­ing our brains sys­tem­at­i­cal­ly is as impor­tant as exer­cis­ing our bod­ies.” — Dr. Elkhonon Gold­berg, neu­ropsy­chol­o­gist,clin­i­cal pro­fes­sor of neu­rol­o­gy at New York Uni­ver­si­ty School of Med­i­cine, and dis­ci­ple of Alexan­der Luria.

“Today, thanks to fMRI and oth­er neu­roimag­ing tech­niques, we are start­ing to under­stand the impact our actions can have on spe­cif­ic parts of the brain.” — Dr. Judith Beck, Direc­tor of the Beck Insti­tute for Cog­ni­tive Ther­a­py and Research.

Myth 3: Med­ica­tion is and will remain the only evi­dence-based inter­ven­tion for a num­ber of brain-relat­ed problems.

Real­i­ty: Cog­ni­tive train­ing pro­grams are start­ing toshow val­ue as com­ple­ments to drug-based interventions.

“Cog­ni­tive train­ing rests on sol­id premis­es, and some pro­grams already have very promis­ing research results”- Pro­fes­sor David Rabin­er, Senior Research Sci­en­tist and Direc­tor of Psy­chol­o­gy and Neu­ro­science Under­grad­u­ate Stud­ies at Duke University.

Myth 4: We need to buy very expen­sive stuff to improve our brains.

Real­i­ty: Every time we learn a new skill, con­cept or fact, we change the phys­i­cal com­po­si­tion of our brains. Life­long learn­ing means life­long neuroplasticity.

“Learn­ing is phys­i­cal. Learn­ing means the mod­i­fi­ca­tion, growth, and prun­ing of our neu­rons, connections–called synaps­es– and neu­ronal net­works, through experience…we are cul­ti­vat­ing our own neu­ronal net­works.” — Dr. James Zull, Pro­fes­sor of Biol­o­gy and Bio­chem­istry at Case West­ern University,

Myth 5: Schools should just focus on basic skills like Read­ing and Math.

Real­i­ty: “Men­tal mus­cles,” such as work­ing mem­o­ry, are fun­da­men­tal to aca­d­e­m­ic per­for­mance and are cur­rent­ly over­looked by the school system.

“I don’t see that schools are apply­ing the best knowl­edge of how minds work. Schools should be the best place for applied neu­ro­science, tak­ing the lat­est advances in cog­ni­tive research and apply­ing it to the job of edu­cat­ing minds.” — Dr. Arthur Lavin, Asso­ciate Clin­i­cal Pro­fes­sor of Pedi­atrics at Case West­ern School of Medicine.

Myth 6: Cross­word puz­zles, or our dai­ly job activ­i­ties, are the best way to keep one’s mind sharp.

Real­i­ty: struc­tured pro­grams, com­put­er­ized or not, can be more effec­tive and effi­cient at train­ing spe­cif­ic brain functions.

“What research has shown is that cog­ni­tion, or what we call think­ing and per­for­mance, is real­ly a set of skills that we can train sys­tem­at­i­cal­ly. And that com­put­er-based cog­ni­tive train­ers or “cog­ni­tive sim­u­la­tions” are the most effec­tive and effi­cient way to do so.” — Dr. Daniel Gopher, Pro­fes­sor of Human Fac­tors Engi­neer­ing at Tech­nion Insti­tute of Science.

Myth 7: Videogames are always a waste of time.

Real­i­ty: Sci­en­tif­i­cal­ly-designed, com­put­er-based pro­grams can be a good vehi­cle for train­ing spe­cif­ic skills. For exam­ple, it has been shown that short term mem­o­ry can be expand­ed by such programs.

“We have shown that work­ing mem­o­ry can be improved by train­ing.” – Dr. Torkel Kling­berg, Direc­tor of the Devel­op­men­tal Cog­ni­tive Neu­ro­science Lab at Karolin­s­ka Institute.

Myth 8: This means kids will spend more time play­ing videogames.

Real­i­ty: In Japan – the world’s ear­li­est adopter of brain-relat­ed videogames- over­all home videogame sales have declined, with chil­dren play­ing less over time. Inter­est­ing­ly, adults in Japan have start­ed to play brain-relat­ed video games more, and we are start­ing to see the same trend with adults in the US and Europe.

“The sales of soft­ware on home game machines have declined (in Japan) from its peak of 533 bil­lion yen in 1997 to 53% of that amount, 315 bil­lion yen in 2005” — Go Hira­no, Japan­ese executive.

Myth 9: Brain exer­cise is only for seniors. And, only about memory.

Real­i­ty: Peo­ple of all ages can ben­e­fit from a vari­ety of reg­u­lar brain exer­cis­es. For active pro­fes­sion­als, man­ag­ing stress and emo­tions is often a good first step.

“The elite per­form­ers are dis­tin­guished by the struc­tur­ing of their learn­ing process. It is impor­tant to under­stand the role of emo­tions: they are not “bad”. They are very use­ful sig­nals. It is impor­tant to become aware of them to avoid being engulfed by them, and learn how to man­age them.” — Dr. Steen­barg­er, Asso­ciate Pro­fes­sor of Behav­ioral Sci­ences at SUNY Upstate Med­ical Uni­ver­si­ty, and author of the book Enhanc­ing Trad­er Performance.

Myth 10: For­get about struc­tured brain training…all you need is to talk to friends, read the paper and do puzzles.

Real­i­ty: While more men­tal stim­u­la­tion is always bet­ter than less, you should know that not all types of men­tal exer­cise are the same at enhanc­ing tar­get­ed cog­ni­tive and emo­tion­al skills.

“Growth only real­ly comes at the point of resis­tance, but that is the moment that we tend to stop. Because it hurts…pushing our lim­its is a mus­cle that can be cul­ti­vated like any other–incrementally” — Joshua Wait­zkin, chess cham­pion and author of The Art of Learn­ing.

To learn more, you can read The Sharp­Brains Guide to Brain Fit­ness: 18 Inter­views with Sci­en­tists, Prac­ti­cal Advice, and Prod­uct Reviews, to Keep Your Brain Sharp