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Dr.MichaelM.Merzenich
ProfessorEmeritus,UCSFCo-Founder,Scien=ficLearningCorpora=on
Director,BrainPlas=cityIns=tuteCSO,PositScienceCorpora=on
Neuroplas=city&Educa=on Vancouver Oct.23,2015
Brain plasticity-based strategies designed to help struggling children
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Oursubject:Neuroplas=city-basedformsofhelpforthestrugglingchild
1.Brainplas,cityinchildhood.
2.Thefundamentally‘reversible’natureof brainplas,city-drivenchanges.
3.Whatcan‘gowrong’,inchilddevelopment.
4.“HarnessingtheGenie”,tohelp.
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BRAINPLASTICITY:Thebasisofthebrain’screa=onofamodelofyourworld,andofthecontrolofyouropera=onswithinit.
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Compe==vely,progressivelyrefiningfunc=onalorder.
Viacompe==veplas=cityprocesses,environmentalexperienceprogressivelyrefinesthebrain’srepresenta=onofsensoryinputsANDitsprocessingmachinery.
That“specializa=on”cruciallyenableshigher-orderbrainopera=ons.
Processesthatcontrolplas=city“mature”acrossthisearlychildhoodepoch.Withthatmatura=on,changesareONLYallowedforinputsandac=onsthatthebraindeterminestobe“good”forit.
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Atanolderage,it’sallaboutpersonalunderthebrain’sowncontrol.
Reader
Non-reader
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WHATischanging,exactly,asthebrainremodelsitselfinearlychildhood—indeed,throughoutlife—to
makethemostofitsuniqueexperiences?!ItsdetailedWIRING(synap=cconnec=ons)—ANDMANYOTHERphysicalaspectsofthebrain
Itsopera=onalcharacteris=csgoverningpercep=on,aeen=on,cogni=on,socialbehavior,etc.
Themachinerycontrollingchange,andcontrollingits(its‘owner’s’)ac=ons.
NotethatthesechangesarePHYSICAL.
Theproductofallthatchange?Aunique .
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Old (or young, impaired) individuals were then sent to a ‘rehab center’ for brain training…..
vs
We began by comparing old animal and human brains with young adult brains…
de Villers-Sidani et al., PNAS 2010 Mishra, de Villers-Sidani et al., in review, 2014
vs
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With simple forms of training in older (or younger, impaired) individuals ALL neurological abilities were substantially if not completely restored. Included on our list: 1. Local and long-track myelination 2. Excitatory & inhibitory response power & dynamics 3. Local response coordination/correlation 4. Cortical column sizes & boundaries 5. Parvalbumin inhibitory neuron numbers, vigor, morphologies 6. Inhibitory, excitatory, and modulatory receptor sub-types 7. Temporal response dynamics 8. Topographic order, precision 9. Response selectivity (receptive field size; feature extraction) 10.BDNF expression, function 11.Cortical thickness and neuropil volume 12.Cortical process‘noise’ 13.Distractor suppression 14.Successive-signal adaptation, adaptation to backgrounds 15.Modulatory neurotransmitter nuclei, transporters (ACh; DA; NE; SE) 16.Correlated gamma- & theta-frequency responses 16. Among other indices – all recovered at every examined system level. de Villers-Sidani et al, 2010, PNAS 107:13900; Zhou et al, 2011, J Neurosci 31:5625;de Villers-Sidani & Merzenich,Prog Brain Res 191:119; Mishra, de Villers-Sidani et al,2014,Neuron; Lin, Zhou et al 2015 PNAS
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Ananimalmodelexample:
Note:Weseeallthesamechangesdrivenbytraininginyounger-impaired(orinnormally-developing)brains;e.g.,seeZhou,Linetal,PNAS,2015.
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Example 2: Reducing the power of background “distractors” AND recovering discriminative powers.
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Ahumanexample:
(20-100yrolds).
(BrainHQ.com)
Similarresultsrecordedwithvisualtraining.
65-90yearolds,beforetraining
aVertraining
TrainingdatafromSmithGEetal.,JAmGeriatrSoc2009.
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12
After Before Lower is better
After Before Higher is better
divided attention N=7781 multi-tasking N=3854 remembering faces N=3836 visual search N=3836
visual tracking N=7781 aural syllable ID N=2845 working memory N=3175 phoneme discrim N=2866
AGE (20-100, for each task)
perf
orm
ance
pe
rfor
man
ce
Divided attention N=7781
Multi-tasking N=3854
Remember Faces N=3858
Visual search N=4486
Visual tracking N=7761
Syllable ID N=2945
Working memory N=3175
Phoneme discrim N=2806
20 100 20 100 20 100 20 100
Actually,EVERYneurologicalabilityisimprovable, .
*(i.e., until AD or related neuropathology gains a strong foothold)
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How do you turn an old or impaired brain into what appears to be a (physically and functionally) more capable (‘better’; ‘younger’) one?
Youtrainit.Notabene:Ofcourseneurologicalrejuvena=onwillonlybeachievedwithpar=cularformsoftraining.
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How do you turn a brain in the prime of life into an old one?
Zhouetal,2011,JNeurosci31:5625 Keepupthenoise,andthecri,calperiodre-opens!
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What’scanaddtothe“noise”inachild’sbrain?
4. MANYgene,cfaults 5.Environmentalchaos6.BBBcompromise 7.Epilepsy8.Depriva,on;abuse 9.Somemeds10.Environmentalpoisons 11.Infec,ons12.Manyformsofphysicalwounding13.etalia
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for delivering programs on computers, pads, phones.
, individualized training tools.
, for rapid gains
, to recover key abilities to renormalize brains
, to achieve ‘rejuvenation’ at all system levels, in all domains, for many clinical indications
to define training outcomes, in every kid
, via ‘gold-standard’trials.
to enable therapist monitoring, supervision, via the Internet
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Aprimarytarget:youngerhumanbeingswithan“issue”
Ourcurrent,predominanteduca,onalstrategiesprebymuchassurethatone(orboth)ofthesekidsarenotgoingtothriveatanolderageinoursociety.
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13 12 11 10 9 8 7 6 5 4 3
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:TOLDLanguageAgeI:2&P:2combinedPre-toPost-TrainingChange(n=96)
Cases(orde
redbychron
ologicalage)
• = Chronological age of each child
LanguageAge(years)
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110 105 100 95 90 85 80
BELOW AVERAGE AVERAGE
Quotient Value
Pre-Training
Post-Training
SPOKEN LANGUAGE
Listening
Speaking
Semantics
Syntax
Phonology
Median
TOLD Quotients (I:2 & P:2 combined) Pre- vs. Post-Training Scores
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ReadingachievementandFastForWordinaTexasschooldistrict(Gates-MacGini,etest)
Reading
Gra
de
Eq
uiv
ale
nt
0.0
0.53.0
3.5
4.0
4.5
5.0
5.5
6.0
BeforeAfter8 - 12 Weeks AfterMean Grade Level
m04kil07xma/man=144Gates McG Total Reading Grade EquivAll 2002-03 Killeen, TX students
Participant Group(Fast ForWord)
Comparison Group(No Fast ForWord)
Readinggainsareenabledbylisteningtraining.
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OvercomingADHD
AnexamplethatappliesFormanystrugglingchildren
16
24
32
40
Pre Mid Post Followup
ADH
D S
ympt
om S
ever
ity
ONTRAC' Control'
*
* *
FromStevensetal,BrainRes1205(2008_.
FromMishraetal,Neuron84(2014)
FromMishraetal.,(inreview);2015
Anotherkeyrelatedclassofstudy:GrowingSOCIALcogni=on.
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There’s a clearer path forward, for helping children in need….
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Forfurtherreading,references,help…
For further information: [email protected]
www.BrainHQ.comwww.scilearn.com
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Considerthese10“rules”astheygoverntheacquisi,onofanyneurobehavioralabilitythatyou’vemastered.
1
Learning-driven changes are MASSIVE.
1. Mitraisinthemood,tochange.
2. Outcomescontrolherrateofchange.
5. Changeisallaboutstrengtheningsynap@cconnec@ons(re-wiring).
4.Posi=velas=citygrowsteamwork=reliability.
5. Changesareassocia=ve,andsupportsequencedac=on.
7. Changesareini=allyprovisional.
8. ‘Mental’learningplaysanimportantrole.
8.Memoryguideslearning.
9.Everylearningmomenthasbeena“noise(distractor)control”moment.
10.Learning-inducedchangescouldhavebeenNEGATIVE.