how to read

On cognitive reframing and biases, stress, mental health tech, Aduhelm backlash, Britney Spears, and more

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Wel­come to a new edi­tion of Sharp­Brains’ e‑newsletter, fea­tur­ing this time nine sci­en­tif­ic reports and indus­try devel­op­ments to help pro­mote life­long brain and men­tal health.

#1. To low­er stress lev­els and improve prob­lem-solv­ing, prac­tice cog­ni­tive refram­ing instead of venting

“… vent­ing like­ly doesn’t soothe anger as much as aug­ment it. That’s because encour­ag­ing peo­ple to act out their anger makes them relive it in their bod­ies, strength­en­ing the neur­al path­ways for anger and mak­ing it eas­i­er to get angry the next time around. Stud­ies on vent­ing anger (with­out effec­tive feed­back), whether online or ver­bal­ly, have also found it to be gen­er­al­ly unhelp­ful … To get out of that, you can ask the per­son to step back and help you reframe your expe­ri­ence by ask­ing, “How should I think about this dif­fer­ent­ly?” or “What should I do in this situation?”

#2. Head­space and Gin­ger merge to expand and scale up dig­i­tal men­tal health

“The new com­pa­ny would find it push­ing well beyond its cur­rent mind­ful­ness focus to, “pro­vide the full spec­trum of proven, effec­tive vir­tu­al sup­port – from mind­ful­ness and med­i­ta­tion, to text-based behav­ioral health coach­ing, to video-based ther­a­py and psy­chi­a­try – for all types of patient populations.”

Ambi­tious move!

#3. How to read, under­stand and write great med­ical research

12 good tips for stu­dents and every­one else

#4. Vet­er­ans Affairs won’t cov­er Biogen’s new “Alzheimer’s drug” giv­en con­cerns over safe­ty and lack of evidence

Their inde­pen­dent review con­cludes that “giv­en the lack of evi­dence of a robust and mean­ing­ful clin­i­cal ben­e­fit and the known safe­ty sig­nal, we rec­om­mend against offer­ing this agent to patients with Alzheimer’s demen­tia (mild or oth­er­wise) or mild cog­ni­tive impairment.”

#5. Alzheimer’s & Demen­tia researchers chal­lenge FDA’s approval of Aduhelm giv­en lack of evi­dence for beta-amy­loid as a marker

A strong call to “learn how this reg­u­la­to­ry fail­ure occurred and to ensure that it doesn’t occur again”

#6. Debunk­ing four myths about deci­sion-mak­ing capac­i­ty to keep Brit­ney Spears and oth­ers safe

Address­ing the ongo­ing con­tro­ver­sy about con­ser­va­tor­ships, a USC Pro­fes­sor of Law, Psy­chol­o­gy, and Psy­chi­a­try shares a great arti­cle to debunk these all-too-com­mon myths

#7. Study exam­ines com­mon cog­ni­tive bias­es (have you tried this brain teas­er?) and ways to mit­i­gate them

If you have not encoun­tered the “Lin­da brain teas­er” before, please give it a try! If you have, you’ll enjoy the new paper titled Tver­sky and Kahneman’s Cog­ni­tive Illu­sions: Who Can Solve Them, and Why?

#8. Inte­grat­ing music, move­ment and stroke reha­bil­i­ta­tion, MedRhythms rais­es $25M to devel­op and com­mer­cial­ize dig­i­tal therapeutic

Fas­ci­nat­ing approach to gait training.

#9. Neu­rotech start-up Paradromics rais­es $20M to address brain-relat­ed dis­or­ders via next-gen brain-com­put­er interfaces

Neu­ralink vs. Paradromics vs. non-inva­sive plat­forms — quite a stim­u­lat­ing space to track

 

Wish­ing you and yours a hap­py and healthy back-to-school and month of September,

The Sharp­Brains Team

How to remember what you read: Eight tips to improve reading speed and cognitive ability

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You read a lot. Now, do you remem­ber much of what of you read?

Whether it is books, blog, mag­a­zines, or pro­fes­sion­al man­u­als, we still need to read. Now and in years ahead. And, much of it is non­fic­tion mate­r­i­al, where it’s cru­cial to first under­stand and then remem­ber what you are read­ing. [Read more…] about How to remem­ber what you read: Eight tips to improve read­ing speed and cog­ni­tive ability

Eight Tips To Remember What You Read

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Horizontal Stacked BooksDespite tele­vi­sion, cell phones, and Twit­ter, tra­di­tion­al read­ing is still an impor­tant skill. Whether it is school text­books, mag­a­zines, or reg­u­lar books, peo­ple still read, though not as much as they used to. One rea­son that many peo­ple don’t read much is that they don’t read well. For them, it is slow, hard work and they don’t remem­ber as much as they should. Stu­dents, for exam­ple, may have to read some­thing sev­er­al times before they under­stand and remem­ber what they read.

Why? You would think that schools teach kids how to read well. Schools do try. I work with mid­dle-school teach­ers and they tell me that many stu­dents are 2–3 years behind grade lev­el in read­ing pro­fi­cien­cy. No doubt, tele­vi­sion, cell phones, and the Web are major con­trib­u­tors to this prob­lem, which will appar­ent­ly get worse if we don’t empha­size and improve read­ing instruction.

Some of the blame can be placed on the fads in read­ing teach­ing, such as phon­ics and “whole lan­guage,” which some­times are pro­mot­ed by zealots who don’t respect the need for both approach­es. Much of the blame for poor read­ing skills can be laid at the feet of par­ents who set poor exam­ples and, of course, on the young­sters who are too lazy to learn how to read well.

For all those who missed out on good read­ing skills, it is not too late. I sum­ma­rize below what I think it takes to read with good speed and comprehension.

  1. Read with a purpose.
  2. Skim first.
  3. Get the read­ing mechan­ics right.
  4. Be judi­cious in high­light­ing and note taking.
  5. Think in pictures.
  6. Rehearse as you go along.
  7. Stay with­in your atten­tion span and work to increase that span.
  8. Rehearse again soon.

1) Know Your Purpose

Every­one should have a pur­pose for their read­ing and think about how that pur­pose is being ful­filled dur­ing the actu­al read­ing. The advan­tage for remem­ber­ing is that check­ing con­tin­u­ous­ly for how the pur­pose is being ful­filled helps the read­er to stay on task, to focus on the more rel­e­vant parts of the text, and to rehearse con­tin­u­ous­ly as one reads. This also saves time and effort because rel­e­vant items are most attended.

Iden­ti­fy­ing the pur­pose should be easy if you freely choose what to read. Just ask your­self, “Why am I read­ing this?” If it is to be enter­tained or pass the time, then there is not much prob­lem. But myr­i­ad oth­er rea­sons could apply, such as:

  • to under­stand a cer­tain group of peo­ple, such as Mus­lims, Jews, Hin­dus, etc.
  • to crys­tal­lize your polit­i­cal posi­tion, such as why a giv­en gov­ern­ment pol­i­cy should be opposed.
  • to devel­op an informed plan or proposal.
  • to sat­is­fy a require­ment of an aca­d­e­m­ic course or oth­er assigned reading.

Many of us have read­ings assigned to us, as in a school envi­ron­ment. Or the boss may hand us a man­u­al and say [Read more…] about Eight Tips To Remem­ber What You Read