Torkel Klingberg helps with Overflowing Brain & Information Overload

By Alvaro Fernandez | November 29, 2008

Karolin­s­ka Insti­tute’s Dr. Torkel Kling­berg has just released in the US his excel­lent book The Over­flow­ing Brain: Infor­ma­tion Over­load and the Lim­its of Work­ing Mem­o­ry The title was first released in Swe­den with great suc­cess, and our co-founder Dr. Elkhonon Gold­berg gave a Fore­word to the new US edi­tion. Dr. Kling­berg will be writ­ing an…

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Neurogenesis and Brain Plasticity in Adult Brains

By Laurie Bartels | August 7, 2008 |

Back in July, I wrote a post enti­tled 10 Brain Tips To Teach and Learn. Those tips apply to stu­dents of any age, includ­ing adults, for ide­al­ly adults are still learn­ers. Why is adult learn­ing rel­e­vant in a brain-focused blog, you may won­der: The short of it As we age, our brain: still forms new brain cells can…

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Executive Functions, Education and Alzheimer’s Disease

By Alvaro Fernandez | June 7, 2008 |

I just read a very inter­est­ing arti­cle in Newsweek: Exec­u­tive Func­tions: The School Skill That May Mat­ter More Than IQ. A few quotes: — “But recent advances in psy­chol­o­gy and brain sci­ence are now sug­gest­ing that a child’s abil­i­ty to inhib­it dis­tract­ing thoughts and stay focused may be a fun­da­men­tal cog­ni­tive skill, one that plays…

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Brain Research Interview Series

By Alvaro Fernandez | April 23, 2008 |

We are work­ing on improv­ing sev­er­al sec­tions of our web­site, espe­cial­ly our Resources sec­tion. It will look much bet­ter in a few days. Our first step has been to re-orga­nize our Neu­ro­science Inter­view Series, and below you have how it looks today. Dur­ing the last 18 months I have had the for­tune to inter­view over 15…

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Learning & Brain Conference in Boston

By Alvaro Fernandez | April 2, 2008 |

The next Learn­ing & the Brain con­fer­ence edi­tion is April 26–29, 2008, in Cam­bridge, MA. We rec­om­mend it high­ly for edu­ca­tors inter­est­ed in learn­ing more about lat­est brain research find­ings and impli­ca­tions for teach­ing. See Detailed pro­gram. Descrip­tion: Cog­ni­tive neu­ro­science has dis­cov­ered that the brain is not ‘hard­wired’ from birth, but holds a remark­able lifelong…

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