New Ideas in Brain Speed and Learning

Our Brain Fitness curriculum is built on layers. Each week, we focus on a different aspect of a healthy brain, with topics picking up with others ended. Last week we discussed the importance of paying attention and focusing intently, while engaging areas of the brain to maintain attention. This week, we layer on brain speed and learning.

Like last week, the basics lesson for brain speed provides the key elements of brain speed. It includes reasons for slower processing speed, some ways to help someone who has experienced a slowing in their speed, and lifestyle choices to slow the decline of brain speed as you age. You can view this lesson online.

We will review some of the key components that are understood, and will then look at some research involving brain speed and learning. Finally, we will look for some practical ways to improve our brain speed and learning.

Brain processing speed

(What is processing speed?, 2018)

Processing speed is a cognitive ability and the time it would take to do a mental task. It is influenced by the speed of understanding and reacting to information.

Slow or poor processing speed is not related to intelligence. Slow processing speed means that some things take longer, such as reading, taking notes or engaging in conversation. It also taxes the executive functions, making it more difficult to plan, make decisions and do tasks.

The higher the processing speed, the more efficient thinking and learning will be.

So, although brain speed is not related to intelligence, it can be related to learning.

Slow processing speed in the brain

(Braaten, 2018)

Differences in the brain can affect processing speed. Here are some physiological reasons why processing speed may be slow. Some of these are related to aging, others may be within the individual brain. The factors which can cause slower brain speed include:

· Space between neurons: Information travels through neurons, moving in the form of electrical signals which must jump across a space (synapse). If there is more space between neurons, it may take longer for information to travel through the brain.

· Myelin coating: The electrical impulses travel through the axon of the neuron. The axon is coated with myelin which help send the signal faster. It tends to thin as we age.

· Brain chemicals: Neurotransmitters are released when signal passes from neuron to neuron. They enhance learning, memory, motor coordination and much more. Neurotransmitters decrease as we age, which can result in slow processing speed. A side note is that if some of these brain chemicals are low (like dopamine), this can affect attention, which will affect learning as well.

· Brain pathways: Processing speed depends on the efficiency and organization of neural networks. Much of processing speed takes place in the frontal lobes. Less-organized frontal lobes may result in slower processing speed.

Processing speed and aging

(Eckert, 2010)

In the section above, neural networks are discussed. A research study in 2010 looked to identify the neural networks related to age-related changes

Two distinct neural networks were found to help predict age-related slowing of processing speed: The frontal network and the putative cerebellar network.

Frontal Network: The study found changes in the frontal gray matter and noted that younger subjects with elevated gray matter had faster processing speed compared to older adults with less gray matter volume in the areas. Also affecting cognitive slowing in older adults is the white matter. Even before cognitive changes are seen, cerebral small vessel disease can be seen in the white matter, and a predictor of slow processing speed.

Cerebral small vessel disease has been related to hypertension, blood pressure, coronary artery calcification and vasodilation, all of which would affect blood flow in the brain and slow cognition.

Cerebellum Network: This study found that perceptual and motor processing speed performance was predicted by gray matter in the cerebellum. Past research has suggested that processing speed can be affected by sensory or motor integration problems. Age-related differences in cerebellum volume has been correlated with learning.

Two systems together: The study found elevated and correlated activity during tasks which mimic processing speed. They predicted that aging disrupts the coordination of these two systems, with slowed motor and perceptual processing speed as a consequence.

The study’s authors discussed oxidative stress as a factor in cerebellar aging, and that a physically active lifestyle compared to a sedentary one (in rodents) is associated with less oxidation. They concluded that older adults who exercise may experience limited decline in the cerebellum.

Brain speed and learning

(Kelly, 2018) (Mizuno, 2011)

As we have learned above, brain speed is important for processing the information that we are paying attention to, and is instrumental in learning. The research involving children with slower processing speed outlines some of the difficulties in learning. One study looked at the effect of slow processing speed on mental fatigue, and found poorer performance on visual information-processing speed and attention tasks was associated with an increased risk of fatigue.

So, as brain speed declines with aging, our brains struggle to keep up. This can increase the cognitive load of the individual, and make it more difficult to maintain attention, process the information, and commit it to memory. The study suggests that abilities or capacities for beginning or sustaining cognitive processing are important to decrease the risk of mental fatigue.

Research and learning in the aging brain

(What Research Says about Learning and the Aging Brain, 2002)

Although not a new study, this review of literature, published by the Robert Wood Johnson Foundation and the SPRY Foundation summarized some of the research findings on how the older brain learns. As we review these findings, we can extrapolate what type of learning environments will produce the best results as we age. Here are the findings of the study and some implications for learning as an older adult.

· Stimulating environments are linked to growth of adult brain cells, learning and memory (taking advantage of learning in a variety of settings, including group learning, hands on, distance, etc.)

· Older adults can compensate for functions which no longer viable (memory, sight, hearing)

· Older adults use their experience, skills and knowledge to process information and make decisions (which means that they have a higher base of understanding than younger people, but can also mean that they have to “unlearn” some things.)

· Older adults benefit from strategies to help them encode, store and retrieve information. This promotes better learning, and can include things like mnemonics or icons to stimulate recall.

· Lifelong learning stimulates the cognition process in older adults and provides them with a sense of control. Seek experiences that promote curiosity and learning. The learning should give a sense of wanting to learn more about the topic.

· Beliefs and attitudes about memory can have an impact on cognitive functioning. Practicing new skills and rehearsing new information will help provide the confidence needed to learn something new. In fact, in a string of studies from University of North Carolina, it was found that older adults were more reluctant to rely on their memories, which inhibited their learning. This distrust of the memory system can become a self-fulfilling prophecy. However, just giving older adults accurate feedback on their performance can encourage them to rely more on their memory. (Touron, 2015)

· Many older adults are “centered” with an outwardly directed, altruistic orientation. Participating in new activities that show a connection between what they are learning and the outside world will enhance their experience.

· Older adults have strong emotional bonds towards other people, objects and beliefs. When learning new concepts, it helps to associate them with real people.

Importance of learning as you age

(Strickland-Hughes, 2019) (Mehegan, 2017) (Leanos, 2019)

Learning something new can be so complex! You have to pay attention to what you are trying to understand, engage your brain (maybe taxing your brain speed) and finally figuring out how to retain this new skill or information. Why go to all the trouble?

Because learning something new is actually really good for the brain!

Experts in the field believe that maintaining mental and physical abilities is the best way to avoid cognitive decline in adulthood. However, in a 2017 AARP survey, 50% of adults over 40 reported that they don’t learn new information each week. This includes googling for new information. (Mehegan, 2017)

This same survey found that the most frequently reported barrier to adding more mentally stimulating activities is being unsure what activities benefit brain health.

Researchers from the University of California in Riverside (Leanos, 2019) wanted to know if learning multiple new skills in an encouraging environment in older adults can lead to cognitive growth./ They asked older adults (58 to 86 years old) to take three to five new classes a week for three months.

These classes included learning Spanish, how to use an iPad, photography, drawing/painting and music composition. They also attended weekly one-hour sessions to discuss barriers to learning, the value of learning new skills for functional independence and resilience in aging. They were then measured for changes in short-term memory (remembering numbers) and cognitive control (multi-tasking)/

The results were impressive. The learning intervention participants increased their cognitive abilities to levels similar to those of middle-aged adults, 30 years younger, after just 1.5 months. This compares to the control group who did not take classes but were active in the community.

The intervention brought the participants out of their comfort zone and made them feel fearless about new challenges.

Researchers concluded that not only can older adults learn multiple new skills at the same time in the right environment and with the right beliefs, but doing so might benefit their cognitive functioning considerable.

In this Ted Talk video (below), we learn about learning, and some of the ways that it changes while we age. It is 18 minutes, but well worth it, as it will provide some insight on tools that you can use to learn more efficiently. This is a valuable video for understanding learning.

Improving your brain speed

(Train Your Brain, 2018)

You have heard the research. You know how important it is. And, if you read the basics lesson, you already have some tips on improving your brain speed. Here is a summary of what you have learned, and what research suggests about training your brain to build and maintain your cognitive skills. Most of these you will already know, as Brain Fitness students!

· Regular physical exercise has been shown to improve cognitive functions. Besides the obvious advantages of movement, physical exercise may have additional cognitive requirements, such as breathing, form and skills.

· Besides exercise, creative outlets can improve function. A 2014 study reviewed literature which looked at the advantage of painting and art, learning an instrument, creative or autobiographical writing and learning a new language and found that all of them improved several aspects of memory including processing speed.

· The activity that you choose to improve your brain should include three guidelines:

o It should be challenging. Either a new activity, or creating new learning goals for an activity that you already know.

o Complexity: This forces your brain to work on specific thought processes. A 2013 study in Psychological Science found that older adults (aged 60 to 90) who did new and complex activities for an average of 16 hours a week for three months scored better than those working and long-term memory tests than those doing more familiar activities like reading or crossword puzzles.

o Practice: The more time spent engaging your brain, the more benefits. The goal is the constant repetition of working to improve which provides the best impact.

Summary:

Now we have three layers to remember.

· Pay attention to your surroundings

· Work to increase your brain processing speed

· Learn new things to enhance your memory and benefit your brain

And lots of practical ways to improve the processing speed. Challenge your cognitive abilities by learning new things which are challenging and complex. Strive for consistency and not mastery. And remember to continue your BrainHQ training. It fits into the guidelines and is a nice supplement to the other things you are doing to benefit your brain!

Works cited

Braaten, D. E. (2018, January). Slow Processing Speed and the Brain. Retrieved from understood.org: https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/information-processing-issues/at-a-glance-4-ways-brain-structure-and-chemistry-may-affect-processing-speed

Eckert, M. e. (2010, March 08). Age-Related Changes in Processing Speed: Unique Contributions of Cerebellar and Prefrontal Cortex. Retrieved from ncbi.nlm.nih.gov.org: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2839847/

Kelly, K. (2018, April 2). Slow Processing Speed: What you need to know. Retrieved from understood.org: https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/information-processing-issues/processing-speed-what-you-need-to-know

Leanos, S. e. (2019, June 14). The Impact of Learning Multiple Real-World Skills on Cognitive Abilities and Functional Independence in Healthy Older Adults. Retrieved from academic.oup.com: https://academic.oup.com/psychsocgerontology/advance-article/doi/10.1093/geronb/gbz084/5519313

Mehegan, L. e. (2017, July). 2017 AARP Cognitive Activity and Brain Health Survey. Retrieved from aarp.org: https://www.aarp.org/research/topics/health/info-2017/2017-cognitive-activity-brain-health-survey.html

Mizuno, K. e. (2011, June 14). Low visual information-processing speed and attention are predictors of fatigue in elementary and junior high school students. Retrieved from ncbi.nlm.nih.gov: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3126715/

Strickland-Hughes, R. (2019, July 17). Think You’re Too Old to Learn New Tricks? Retrieved from ScientificAmerican.com: https://blogs.scientificamerican.com/observations/think-youre-too-old-to-learn-new-tricks/

Touron, D. (2015, June). Memory avoidance by older adults: When `old dogs' won't perform their `new tricks'. Retrieved from ncbi.nlm.nih.gov: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4465366/

Train Your Brain. (2018, March). Retrieved from health.harvard.edu: https://www.health.harvard.edu/mind-and-mood/train-your-brain

What is processing speed? (2018, June). Retrieved from cognifit.com: https://www.cognifit.com/science/cognitive-skills/processing-speed

What Research Says about Learning and the Aging Brain. (2002, March). Retrieved from silverchair.com: https://watermark.silverchair.com/17-1-33.pdf

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