• JungleMemory Trainer
  • Automated Working Memory Assessment
  • Working Memory Rating Scale
  • Classroom Guide

Jungle Memory improves IQ scores in students with dyslexia

Posted by Tracy No Comments Thursday, August 19th, 2010

Under: Autism, Brain Training, Dyslexia, Learning Disabilities, School, Working Memory

Brain training is a growing and exciting new area in scientific research. In particular, there is a lot of evidence of the brain’s plasticity: that it can actually change-shrink or grow-depending on what we do.  I wanted to investigate whether students with learning disabilities can also benefit from brain training.

I recently completed a study together with Dyslexia Scotland and the Autistic Treatment Trust on the impact of brain training. A group of students aged between 8 to 16 years old took part. They completed some tests of IQ and working memory and then participated in an 8-week training programme called Jungle Memory.
The findings were very exciting! The students who used the Jungle Memory training programme regularly (4x a week for 30 minutes) had higher IQ and working memory scores, compared to those who only trained 1x a week and those who didn’t train at all. By training your brain you will be able to improve your child’s prospects in classroom and beyond.

If you would like further details on this study, please contact me.

Do you have a good memory?

Posted by Tracy No Comments Wednesday, August 4th, 2010

Under: Assessment, Brain Training, Classroom Strategies, News

Here is a link to an article on my research that appeared in the Sunday Post, UK.

Can Your Working Memory Make You Happy?

Posted by Tracy No Comments Friday, July 23rd, 2010

Under: Working Memory

Do you ever have days when you wake up and everything seems wrong with the world? Hopefully for most of these types of days are not the norm but the exception. However, there are some people who see everything as ‘half-empty’ instead of ‘half-full. Using cutting-edge psychological research, I am interested in finding out if it really matters–Does it matter if we see the glass as half-empty?

We are on the cusp of a new revolution in intelligence that affects every aspect of our lives from work and relationships, to our childhood, education, and old age. Working Memory, the ability to remember and mentally process information, is so important that without it we could not function as a society or as individuals. One way to visualise working memory is as the brain’s “Post-it Note”: we make mental scribbles of bits of information we need to remember and work with. For example, we use working memory to remember directions while driving or someone’s name and phone number. Without it, we would be literally lost; we wouldn’t know how to get to that important meeting and would forget important contacts. Working memory is critical for many activities at school, from complex subjects such as reading comprehension, mental arithmetic, and word problems to simple tasks like copying from the board and navigating the halls.

Working memory makes a difference beyond the classroom walls as well. People with superior working memory tend to have better jobs, better relationships, and more happy and fulfilling lives. People with poor working memory struggle in their work, their personal lives, and are more likely to experience trouble with the law. More recently, a growing number of studies demonstrate that working memory is also important for our mental health. In a recent study that I conducted with 20-year-olds, I found that people who view the glass as half-empty but have good working memory are less likely to suffer depression compared to those who view the glass as half-empty and have low working memory. So while we may think that seeing the glass as half-empty, having good working memory acts like a buffer to protect our mental health.

What about you? What does your working memory tell you about your world-view? Why not find out by participating in an online study. Here is what you will have to do:

Take some memory tests: Don’t worry, I don’t want to know how often you forget where you left your car keys or if you can remember your loved one’s birthday. You will have to do something much easier. You will see some shapes and just have to remember where you saw them on a grid.

Next, tell me your views about different sentences, like “I felt hopeful about the future”; or  ”I was bothered by things that don’t usually bother me”.

There is also a Memory board where you can tell more me more different strategies that you use to keep your memory alert.

PARTICIPATE NOW

Pregnancy Brain and Working Memory

Posted by Tracy 3 Comments Sunday, July 11th, 2010

Under: Pregnancy, Workplace

So this week I have burnt the pasta (twice!), put the milk away in the cupboard with the glasses, and locked the car and house keys in the car. If you asked me in my six-month of pregnancy whether pregnancy brain is a myth, I would say NO!

Some pregnancy women blame such actions as the result of the lack of sleep. However, it seems that I can’t use sleep deprivation as an excuse for my forgetfulness. Studies have found that the lack of sleep is not actually linked to memory loss and forgetfulness in pregnant women.

Thankfully, there is a reason for my new (and unwanted!) absent-minded brain. Scientific studies show that during pregnancy, a woman’s brain changes*. For starters, the hippocampus, which is linked to spatial memory and long-term knowledge, actually shrinks during pregnancy. This means that a pregnant woman’s sense of direction is not always as reliable as it used to be.

Why does the pregnancy brain shrink? The brain shrinkage is the result of hormone changes during pregnancy, especially in the final trimester. Some hormone levels, such as progesterone and estrogen, rise and fall during pregnancy. We need a perfect balance of these hormone levels to use working memory-our ability to incorporate new information with long-term knowledge stores. When estrogen are very high, such as during the last trimester of pregnancy, working memory is not as efficient. This makes simple tasks like remembering that the milk goes in the fridge (and not the cupboard) or juggling multiple tasks at work a little more difficult than usual.

Happily, brain size goes back to normal after the baby is born. Pregnant women can be confident of performing to their usual cognitive capabilities, but be aware that the pregnancy brain means that they may be more affected than usual when taking on additional responsibilities.

From TRAINING YOUR BRAIN for Dummies (due Dec 2010)

* Galea et al. (2000). Hormones and Behavior.

The Working Memory Brain

Posted by Tracy No Comments Monday, July 5th, 2010

Under: Assessment, Learning Disabilities, School, Working Memory

Read these sentences and decide if they are true or false:

1.      Bananas live in water: True or False

2.      Flowers smell nice: True or False

3.      Dogs have four legs: True or False

Now, without looking at those sentences, can you remember the last word in each sentence in the correct order? If you were able to remember them, congratulate yourself. Your working memory is like an average 10 year old. This test is an example of the Listening Recall test from the Automated Working Memory Assessment. It measures verbal (auditory) working memory.

Brain imaging has confirmed that when we perform working memory tests, like the one above, there is electrical activity of neurons in the prefrontal cortex. We use different parts of the brain to remember verbal and visual-spatial information. Scientists suggest that the lower area of the prefrontal cortex (ventrolateral) is responsible for verbal working memory, while the higher area (dorsolateral) is linked to spatial working memory. These two areas are also linked to the different processes in performing a working memory task: the ventrolateral areas are engaged with keeping information active and the dorsolateral areas are involved in processing or managing information. Other areas of the brain are also activated during working memory tasks. When we engage in visual-spatial tasks, parts of the right-hemisphere and the hippocampus are also activated. In verbal working memory tasks, there is activation in the left-hemisphere, particularly in the ‘language centers’ such as Broca’s area. What is the take home message? Protect your head, you will need it for the rest of your life!

Adapted from Improing Working Memory: Supporting Students’ Learning (Sage Publication, 2010)

Drive a taxi to improve your visual-spatial memory

Posted by Tracy 2 Comments Monday, June 7th, 2010

Under: Aging, Brain Training, Working Memory

A group of psychologists in London* were interested in the brains of taxi drivers. In particular, they wanted to know whether their visual-spatial memory was better than the rest of us.

There are many reasons why this would be the case. For starters, directions are taxi drivers’ lifeblood - they need to know their way inside and out of a city like London. They also have to take an extensive test called the Knowledge which requires drivers to know over 400 routes. It is such a demanding course that 75% of people drop out. Yet, there are fantastic gains for those who do stick with it. Of course, there is a financial incentive - drivers stand to make significantly more money once passing the test.

However, there is a surprise bonus as the psychologists discovered: taxi drivers have bigger brains! Yes, it is true. The part of brain associated with directions (visual-spatial memory) is actually larger is experienced taxi drivers compared to the average individual. The brain changes to accommodate the increasingly amount of information on navigating and directions that taxi drivers have to take in.

This is an exciting study because it demonstrates that our brain has a certain amount of flexibility and can expand in response to certain information. Previously, psychologists found brain changes only in patients who had sustained a brain injury, but in the case of the taxi drivers we see that all of us can benefit from working our memory muscles.

From TRAINING YOUR BRAIN for Dummies (due Dec 2010)

*E. Maguire et al. (2000) Proceedings of the National Academy of Science.