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Rethinking Alzheimer’s Prevention and Treatment: The Cognitive Shop/ Brain Fitness Center

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Edi­tor’s note:
Ken­neth S. Kosik, MD, and Ellen Clegg, authors of a recent book on Alzheimer’s Dis­ease pre­ven­tion and treat­ment, force­ful­ly pro­pose a new frame­work and mod­el for brain care: What about set­ting up “cog­ni­tive shops” as “a sort of one-stop shop­ping for every­thing from Alzheimer’s dis­ease pre­ven­tion to guid­ed care for mild or mod­er­ate dis­ease”. What fol­lows is the thought-pro­vok­ing con­clu­sion sec­tion from their book “The Alzheimer’s Solu­tion. How Today’s Care Is Fail­ing Mil­lions and How We Can Do Bet­ter” (repro­duced with per­mis­sion), not very dif­fer­ent from the “brain fit­ness cen­ter” mod­el we have talked about in the past.

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Chap­ter 10. CONCLUSIONS

Just as the idea of hos­pice care rev­o­lu­tion­ized death and dying in Amer­i­ca, the idea of bundling many aspects of Alzheimer’s care under one roof in a cog­ni­tive shop could change the way we approach this dire disease—one that has no cure and leaves no sur­vivors. Cer­tain­ly, the scope of the prob­lem pos­es med­ical and eco­nom­ic risks for the coun­try. These risks, and poten­tial steps for a solu­tion, were chart­ed by the bipar­ti­san Alzheimer Study Group in the spring of 2009. The report, issued by the Alzheimer Study Group co-chaired by for­mer con­gress­man Newt Gin­grich and for­mer sen­a­tor Bob Ker­rey, minces few words. [Read more…] about Rethink­ing Alzheimer’s Pre­ven­tion and Treat­ment: The Cog­ni­tive Shop/ Brain Fit­ness Center

Arts and Smarts: Test Scores and Cognitive Development

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(Edi­tor’s Note: we are pleased to bring you this arti­cle thanks to our col­lab­o­ra­tion with Greater Good Mag­a­zine.)

At a time when edu­ca­tors are pre­oc­cu­pied with stan­dards, test­ing, and the bot­tom line, some researchers sug­gest the arts can boost stu­dents’ test scores; oth­ers aren’t con­vinced. Karin Evans asks, What are the arts good for?

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When poet and nation­al endow­ment for the Arts Chair­man Dana Gioia gave the 2007 Com­mence­ment Address at Stan­ford Uni­ver­si­ty, he used the occa­sion to deliv­er an impas­sioned argu­ment for the val­ue of the arts and arts education.

“Art is an irre­place­able way of under­stand­ing and express­ing the world,” said Gioia. “There are some truths about life that can be expressed only as sto­ries, or songs, or images. Art delights, instructs, con­soles. It edu­cates our emotions.”

For years, arts advo­cates like Gioia have been mak­ing sim­i­lar pleas, stress­ing the intan­gi­ble ben­e­fits of the arts at a time when many Amer­i­cans are pre­oc­cu­pied with a market–driven cul­ture of enter­tain­ment, and schools are con­sumed with meet­ing fed­er­al stan­dards. Art brings joy, these advo­cates say, or it evokes our human­i­ty, or, in the words of my 10–year–old daugh­ter, “It cools kids down after all the oth­er hard stuff they have to think about.”

Bol­ster­ing the case for the arts has become increas­ing­ly nec­es­sary in recent years, as school bud­get cuts and the move toward stan­dard­ized test­ing have pro­found­ly threat­ened the role of the arts in schools. Under the No Child Left Behind Act, passed in 2002, the fed­er­al gov­ern­ment start­ed assess­ing school dis­tricts by their stu­dents’ scores on read­ing and math­e­mat­ics tests.

As a result, accord­ing to a study by the Cen­ter on Edu­ca­tion Pol­i­cy, school dis­tricts across the Unit­ed States increased the time they devot­ed to test­ed subjects—reading/language arts and math—while cut­ting spend­ing on non–tested sub­jects such as the visu­al arts and music. The more a school fell behind, by NCLB stan­dards, the more time and mon­ey was devot­ed to those test­ed sub­jects, with less going to the arts. The Nation­al Edu­ca­tion Asso­ci­a­tion has report­ed that the cuts fall hard­est on schools with high num­bers of minor­i­ty children.

And the sit­u­a­tion is like­ly to wors­en as state bud­gets get even tighter. Already, in a round of fed­er­al edu­ca­tion cuts for 2006 and 2007, arts edu­ca­tion nation­al­ly was slashed by $35 mil­lion. In 2008, the New York City Depart­ment of Edu­ca­tion’s annu­al study of [Read more…] about Arts and Smarts: Test Scores and Cog­ni­tive Development

On Being Certain: Believing You Are Right Even When You’re Not

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Where does our “Feel­ing of Know­ing” come from? Have you ever felt cer­tain that you knew an answer even though you could­n’t think of it right off? Where does that “feel­ing of know­ing” come from? The answer to this ques­tion is the focus of neu­rol­o­gist Robert Bur­ton’s new book On Being Cer­tain: Believ­ing You Are Right Even When You’re Not.

I recent­ly reviewed Dr. Bur­ton’s book on the Brain Sci­ence Pod­cast and last week I had the oppor­tu­ni­ty to inter­view him for the show. He explained that one of the ori­gins for his book was his expe­ri­ence with patients with con­di­tions like Cotard’s syn­drome (where the patient thinks he is dead or does not exist). What Dr. Bur­ton calls the “feel­ing of know­ing” is so strong that peo­ple con­sis­tent­ly trust it even when their beliefs con­tra­dict the evi­dence. At first it might seem sur­pris­ing that this feel­ing is gen­er­at­ed at an uncon­scious lev­el in our brain, yet the same sort of pro­cess­ing cre­ates the world we see and hear. It is well-known that what we see is not what enters our eyes, but [Read more…] about On Being Cer­tain: Believ­ing You Are Right Even When You’re Not