Articles

The conventional view of brain development has been that most of this takes place in utero and in the first three years, with the further development continuing until the brain is fully mature at around 10-12 years of age. The turbulence of adolescent behavior has been deemed to be mostly caused by hormonal changes. Piaget, who identified four stages of cognitive development, assessed that his highest stage — that of formal, abstract reasoning — occurred around 13-14 years (although not everyone reaches this level, which requires appropriate education).

A new book, Moonwalking with Einstein: The Art and Science of Remembering Everything, has been creating some buzz recently.

Movement with Meaning: A Multisensory Program for Individuals in Early-Stage Alzheimer's Disease

Those of us in the field of dementia care are reexamining our philosophical beliefs and exploring practical, hands-on approaches in our relationships with individuals living with Alzheimer's disease. We are creating innovative programs and developing a new framework for preserving the emotional health, autonomy, and dignity of those who need us to walk hand in hand with them, witnessing the process of their experiences with empathy and respect.

Forget the persistent myth that everything is remembered; that our brains are video cameras whirring away recording everything, and that such 'hidden' knowledge can be brought to light by a hypnotist or alien artefact. Such things are the stuff of fantasy. Of course, there is a nugget of truth there: we can, and do, remember things we've paid no conscious attention to. Sometimes the right question can elicit memories we didn't know we had, in more detail than we imagined we could have. But for the most part, what's not noticed is not remembered. Attention is crucial to memory.

Retrieval practice, as its name suggests, is a simple strategy that involves retrieving the target information one or more times prior to testing. It is not the same as repetition or rehearsal! The idea is not to simply repeat the correct information, but to try and retrieve it. Feedback as to the correct answer may or may not follow.

This post is the third part in a four-part series on how education delivery is changing, and the set of literacies required in today’s world. Part 1 looked at the changing world of textbooks; Part 2 looked at direct instruction/lecturing. This post looks at computer learning.

The evidence that diet, physical exercise, and mental stimulation all help prevent age-related cognitive decline and reduce the risk of mild cognitive impairment and Alzheimer’s, is now very convincing.

Studies of mice and (rather intriguingly) beagles, have provided evidence that ‘enriched’ environments — ones that provide opportunities for regular exercise and mental stimulation — reduce or prevent age-related cognitive decline, and reduce the risk of Alzheimer’s.

Intelligence in a cultural context

One theory of intelligence sees intelligence in terms of adaptiveness. Thus: "What constitutes intelligence depends upon what the situation demands" (Tuddenham 1963). Intelligence in these terms cannot be understood outside of its cultural context. Naturally to us it may seem self-evident that intelligence has to do with analytical and reasoning abilities, but we are perceiving with the sight our culture taught us.

I’ve discussed on a number of occasions the effects that stereotypes can have on our cognitive performance. Women, when subtly reminded that females are supposedly worse at math, do more poorly on math tests; African-Americans, when subtly reminded of racial stereotypes, perform more poorly on academic tests. And beliefs about the effect of aging similarly affect memory and cognition in older adults.

Most cognitive processes decline with age

It does appear that most component processes of cognition decline with advanced age if the difficulty level is sufficiently high. For example, the following processes have all shown age effects: