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New brain-training tool to help people cut drinking

Zitat:An internationally-renowned LSE expert on happiness and behaviour has launched afree online tool to help people who want to cut down on alcohol.

Professor Paul Dolan, author of the bestselling book Happiness by Design, used insights from behavioural science to create the innovative and easy-to-use tool. It uses a simple brain-training exercise, known as a ‘cognitive bias modification’ (CBM), to reduce any unconscious preference people may have for alcoholic drinks over non-alcoholic ones.

As Professor Dolan has highlighted through his work, people often put a lot of faith in willpower to change their bad habits. The problem is willpower is unreliable, and is a poor way of controlling impulsive behaviors like alcohol-use in the long term.

This brain-training exercise, however, has a proven impact in changing behaviour. A recent study shows alcoholics who undertook just four 15-minute training sessions over four days saw a reduced preference for alcohol. The treatment group also had a 13% lower relapse rate a year later, compared to groups who didn’t undergo the training [1]. Other work also shows its effectiveness for people who are heavy drinkers but 'non-clinical' [2].

Firstly, the site tests users to see if they have a bias in favour of alcoholic drinks, based on how quickly they ‘push away’ images of alcohol compared to other images. If such a bias exists, users are encouraged to spend 15 minutes associating images of alcoholic drinks with the action of ‘pushing away’ on a smartphone, tablet or keyboard, and associating non-alcoholic alternatives with the action of ‘pulling towards’. The task works by training the user’s brain to be less drawn to alcoholic drinks in future.

After just four 15 minute sessions the tool will re-test the user, who should see a reduction in their preference for alcohol. In turn, users should be less likely to engage in impulsive drinking in their day-to-day lives.


This process was demonstrated in the BBC One documentary, Lose Weight for Love, on Wednesday 18 May 2016. In the programme Professor Dolan uses the CBM exercise to help the participant, Phil, reduce his unconscious preference for fizzy drinks.

Professor Dolan explains the potential benefits of CBM:

“It used to be the case that changing the way you think about something required hours spent sitting on a psychologist’s couch, delving deep into your personal life and digging up painful childhood memories.

Thankfully, this is no longer the only option available. It has now been shown that the way we think can be altered with a handful of 15-minute training sessions, and not a psychologist in sight.

And it is not just for treating automatic preferences for alcohol or fizzy drinks. Versions of this task are being used to treat symptoms of anxiety, depression and other disorders. The indication is that CBM allows people to have better control over their behaviour making it more likely that they will be happier overall.”


https://attentiontraining.co.uk/index.ht...source=LSE

Das könnte man vielleicht für ganz andere Ziele verwenden.
Zitat:Case study: does the way we run affect our working memory?

A recent study showed for the first time that even how we run could affect our cognitive performance: running barefoot was reported to improve working memory performance when compared with running while wearing shoes. In particular, the critical importance of working memory as a cognitive skill means that the findings described here could feasibly provide a light-hearted and relaxing way for people to improve their working memory.

[...]

Amazingly, there was a significant increase of approximately 16 percent in working memory performance for the condition in which the participants ran barefoot. In contrast, no significant changes in working memory were observed when participants took part in the run while wearing shoes. Similarly, the heart rate and running speed of the volunteers were not reported to have any significant effect on their working memory performance.
http://brainblogger.com/2016/07/04/how-d...ng-memory/

Auch interessant:

http://brainblogger.com/2015/02/04/can-p...abilities/
Entwicklung einer möglichen "Hirnprothese":

Putting a computer into your brain
Zitat:Effect of a ketogenic meal on cognitive function in elderly adults: potential for cognitive enhancement.

Ota M1, Matsuo J2, Ishida I2, Hattori K2, Teraishi T2, Tonouchi H3, Ashida K3, Takahashi T3, Kunugi H2.

Author information

Abstract

RATIONALE:

Glucose is the principal energy substrate for the brain, although ketone bodies are an effective alternative. Evidence suggests that elevation of plasma ketone body levels through oral intake of medium chain triglycerides (MCTs) may improve cognitive function.

OBJECTIVES:

We tried to examine the possible effects of a ketogenic meal serving on cognition in elderly non-demented subjects.

METHODS:

Subjects were 19 non-demented elderly adults over 60 years old (13 females; mean age: 66.1 ± 2.9 years) who underwent neurocognitive tests 90 and 180 min after oral intake of a ketogenic meal (Ketonformula®) containing 20 g of MCTs and an isocaloric placebo meal without MCTs on separate days.

RESULTS:

Elevation of plasma ketone concentration after intake of a single ketogenic meal containing 20 g of MCTs was confirmed (all p < 0.001). As for cognition, improvements were observed in the digit span test, Trail-Making Test B, and the global score (Z = -2.4, p = 0.017) following the ketogenic meal and the change in the executive functioning score was positively correlated with that of the plasma β-hydroxybutyrate level. The cognition-enhancing effect was observed predominantly for individuals who had a relatively low global score at baseline (Z = -2.8, p = 0.005), compared to individuals with a high global score (Z = -0.7, p = 0.51).

CONCLUSIONS:

Plasma levels of ketone bodies were successfully increased after intake of the ketogenic meal. The ketogenic meal was suggested to have positive effects on working memory, visual attention, and task switching in non-demented elderly.


KEYWORDS:

Cognition; Elderly; Ketogenic meal; Medium chain triglycerides; β-hydroxybutyrate

http://www.ncbi.nlm.nih.gov/pubmed/27568199

Das würde dafür sprechen, mal vor dem Schlafen oder im WBTB ein kohlehydrat-reduziertes Gericht mit Kokosfett zu konsumieren.

Rhetor

(31.08.2016, 07:35)Pygar schrieb: [ -> ]Das würde dafür sprechen, mal vor dem Schlafen oder im WBTB ein kohlehydrat-reduziertes Gericht mit Kokosfett zu konsumieren.

Enthält denn gewöhnliches Kokosfett von Natur aus so viele mittelkettige Fettsäuren (MCTs)? Ich dachte, diese bekäme man nur in speziellen Diätprodukten.
Und aus normalen langkettigen Fettsäuren werden ja meines Wissens erst dann Ketonkörper gebildet, wenn der Blutzuckerspiegel wirklich weit im Keller ist.

Ketonkörper im Urin durch Teststreifen nachweisbar sind bei mir z.B. immer erst am Mittwoch, wenn ich Montag und Dienstag so gut wie gar keine Kohlenhydrate gegessen habe.
Allerdings heißt das auch nicht, dass sie nicht früher schon gebildet werden. Immerhin werden sie ja zunächst nicht einfach ausgeschieden sondern als alternative Energiequelle, quasi Glukose-Ersatz, verbrannt.
Ich meine, normales Kokosöl hätte um die 60% MCTs.

Aber wenn man danach googelt findet man unglaublich viele unseriöse Verkaufsseiten. Die folgenden zwei sind noch die seriösesten:

http://aging-und-praevention.de/verschie...t7671.html

https://suchdichgruen.de/bio-news/2866/s...-wirklich/

Rhetor

Ah, ok, danke.

Zitat:Weitere Themen im Buch:
Ketone werden beim Fasten und ketogener Ernährung in noch höherem Maße gebildet, bis 10 mal mehr als mit MCT.

Das bestätigt meine Erfahrungen.

Übrigens clever, dass das als "KokosÖL" vermarktet wird. Dabei ist es bei Raumtemperatur fest und somit nach üblichem Sprachgebrauch "KokosFETT". Aber "Öl" klingt eben wesentlich gesünder als "Fett" ...
=> Vielleicht würden die Molkereien auch ihren Umsatz ankurbeln, wenn sie Butter als "Milch-Öl" verkaufen würden biggrin
Zitat:When we fall asleep, our awareness of the surrounding world fades. Yet, the sleeping brain is far from being dormant and recent research unraveled the preservation of complex sensory processing during sleep. In wakefulness, such processes usually lead to the formation of long-term memory traces, being it implicit or explicit. We examined here the consequences upon awakening of the processing of sensory information at a high level of representation during sleep. Participants were instructed to classify auditory stimuli as words or pseudo-words, through left and right hand responses, while transitioning toward sleep. An analysis of the electroencephalographic (EEG) signal revealed the preservation of lateralized motor activations in response to sounds, suggesting that stimuli were correctly categorized during sleep. Upon awakening, participants did not explicitly remember words processed during sleep and failed to distinguish them from new words (old/new recognition test). However, both behavioral and EEG data indicate the presence of an implicit memory trace for words presented during sleep. In addition, the underlying neural signature of such implicit memories markedly differed from the explicit memories formed during wakefulness, in line with dual-process accounts arguing for two independent systems for explicit and implicit memory. Thus, our results reveal that implicit learning mechanisms can be triggered during sleep and provide a novel approach to explore the neural implementation of memory without awareness.

http://nc.oxfordjournals.org/content/2016/1/niw014.full
Zitat:Abstract

Impaired sleep is a frequent complaint in ageing and a risk factor for many diseases. Non-rapid eye movement (NREM) sleep EEG delta power reflects neural plasticity and, in line with age-related cognitive decline, decreases with age. Individuals with higher general intelligence are less affected by age-related cognitive decline or other disorders and have longer lifespans. We investigated the correlation between age and EEG power in 159 healthy human subjects (age range: 17-69 years), and compared an average (IQ<120; N=87) with a high (IQ≥120; N=72) intelligence subgroup. We found less age-related decrease in all-night relative NREM sleep EEG delta power in the high intelligence subgroup. Our results suggest that highly intelligent individuals are less affected by the sleep-related effects of biological ageing, and therefore potentially less at risk for age-related cognitive deficits and other diseases.
http://www.sciencedirect.com/science/art...1916305195
Mindfulness meditation improves cognition: Evidence of brief mental training
http://www.sciencedirect.com/science/art...0010000681
Zitat:Abstract

Although research has found that long-term mindfulness meditation practice promotes executive functioning and the ability to sustain attention, the effects of brief mindfulness meditation training have not been fully explored. We examined whether brief meditation training affects cognition and mood when compared to an active control group. After four sessions of either meditation training or listening to a recorded book, participants with no prior meditation experience were assessed with measures of mood, verbal fluency, visual coding, and working memory. Both interventions were effective at improving mood but only brief meditation training reduced fatigue, anxiety, and increased mindfulness. Moreover, brief mindfulness training significantly improved visuo-spatial processing, working memory, and executive functioning. Our findings suggest that 4 days of meditation training can enhance the ability to sustain attention; benefits that have previously been reported with long-term meditators.
"Unfocus" on foc.us: commercial tDCS headset impairs working memory.

https://www.ncbi.nlm.nih.gov/pubmed/26280313
Zitat:In this study, we tested whether the commercial transcranial direct current stimulation (tDCS) headset foc.us improves cognitive performance, as advertised in the media. A single-blind, sham-controlled, within-subject design was used to assess the effect of online and off-line foc.us tDCS-applied over the prefrontal cortex in healthy young volunteers (n = 24) on working memory (WM) updating and monitoring. WM updating and monitoring, as assessed by means of the N-back task, is a cognitive-control process that has been shown to benefit from interventions with CE-certified tDCS devices. For both online and off-line stimulation protocols, results showed that active stimulation with foc.us, compared to sham stimulation, significantly decreased accuracy performance in a well-established task tapping WM updating and monitoring. These results provide evidence for the important role of the scientific community in validating and testing far-reaching claims made by the brain training industry.


Reversal of cognitive decline: A novel therapeutic program

Zitat:Program involved low glycemic, low inflammatory, low grain diet with 12 hour fasting each night. Optimized sleep, yoga or meditation, melatonin, tryptophan, 30'-60' exercise per day, B12, folate, B6, B5, TMG, curcumin, DHA/EPA, hormone replacement, pre/probiotics, ashwagandha, bacopa, Mg threonate, D3, K2, E, C, H. erinaceus, ALCAR, citicoline, Selenium, blueberries, ALA, NAC, CoQ, PQQ, Zinc, resveratrol, coconut oil.

Zitat:This report describes a novel, comprehensive, and personalized therapeutic program that is based on the underlying pathogenesis of Alzheimer's disease, and which involves multiple modalities designed to achieve metabolic enhancement for neurodegeneration (MEND). The first 10 patients who have utilized this program include patients with memory loss associated with Alzheimer's disease (AD), amnestic mild cognitive impairment (aMCI), or subjective cognitive impairment (SCI). Nine of the 10 displayed subjective or objective improvement in cognition beginning within 3-6 months, with the one failure being a patient with very late stage AD. Six of the patients had had to discontinue working or were struggling with their jobs at the time of presentation, and all were able to return to work or continue working with improved performance. Improvements have been sustained, and at this time the longest patient follow-up is two and one-half years from initial treatment, with sustained and marked improvement. These results suggest that a larger, more extensive trial of this therapeutic program is warranted. The results also suggest that, at least early in the course, cognitive decline may be driven in large part by metabolic processes. Furthermore, given the failure of monotherapeutics in AD to date, the results raise the possibility that such a therapeutic system may be useful as a platform on which drugs that would fail as monotherapeutics may succeed as key components of a therapeutic system
https://www.theatlantic.com/health/archi...ty/506390/

Zitat:The Cognitive Benefits of Being a Man-Child

For men and women, extending adolescence has the potential to make the brain more capable in adulthood.

“There is reason to believe that continued exposure to novelty keeps the brain plastic for longer.”
http://www.businessinsider.de/memory-ski...?r=US&IR=T

Zitat:"We need to keep learning and remembering all our lives," they write. "Getting ahead at work takes mastery of job skills and difficult colleagues. ... If you're good at learning, you have an advantage in life."

And to learn something is to be able to remember it, say the authors, two of whom are psychology professors at Washington University in St. Louis.

Unfortunately, lots of the techniques for learning that we pick up in school don't help with long-term recall — like cramming or highlighting.

To get over these bad habits, we scoured "Make It Stick" for learning tips.

Here are the takeaways:

1. Retrieval: Bring it back from memory

When you're attempting to recall an idea, method, or technique from memory, you're retrieving. Flash cards are a great example: They force you to recall an idea from memory, unlike a technique like highlighting where you're not burning anything into your brain. The reason retrieval is so effective is that it strengthens the neural pathways associated with a given concept.

Psychologists call it the "testing effect": When you try to recall a piece of information, it becomes easier to remember in the future. The authors explain that academic exams don't have to be just a way to evaluate students — they can also be a learning tool.

2. Elaboration: Connect new ideas to what you already know

When you try to put a new idea into your own words, you're elaborating.

"The more you can explain about the way your new learning relates to prior knowledge," the authors write, "the stronger your grasp of the new learning will be, and the more connections you create that will help you remember it later."

For instance, if you're in physics class and trying to understand heat transfer, try to tie the concept into your real-life experiences, say, by imagining how a warm cup of coffee disperses heat into your hands.

3. Interleaving: Varying your subjects

When you work on a variety of things at once, you're interleaving. If you're trying to understand a subject — from the basics of economics to hitting a pitch — you're going to learn better if you mix up your examples.

A sports case: Batters who do batting practice with a mix of fastballs, change-ups, and curveballs hit for a higher average. The interleaving helps because when you're out there in the wild, you need to first discern what kind of problem you're facing before you can start to find a solution, like a ball coming from a pitcher's hand.

boss
Generate your own ideas when you're stuck before talking with your boss.VFS Digital Design/Flickr


4. Generation: Answer before you have an answer

When you try to give an answer before it's given to you, you're generating. "By wading into the unknown first and puzzling through it, you are far more likely to learn and remember the solution than if somebody first sat down to teach it to you," the authors write.

In one study, students who looked at paired words like "foot-shoe" had a harder time remembering the second word later than students who looked at clues like "foot-s——e."

In an academic setting, you could work on finding your own answers before class starts. In a professional setting, you could supply your own ideas when you're stuck before talking with your boss.

5. Reflection: Evaluate what happened

When you take a few moments to review what happened with a project or meeting, you're reflecting. You might ask yourself a few questions: What went well? Where can you improve? What does it remind you of?

Harvard Business School researchers have found reflective writing to be super powerful. Just 15 minutes of written reflection at the end of the day increased performance by 23% for one group of employees.

6. Mnemonics: Use hacks to recall

When you're using an acronym or image to recall something, you're using a mnemonic. The hall of fame includes abbreviations — Roy G. Biv for the colors of the spectrum (Red, Orange, Yellow, Green, Blue, Indigo, Violet) — and rhyming, like "in 1492, Columbus sailed the ocean blue."

"Mnemonics are not tools for learning per se," the authors write, "but for creating mental structures that make it easier to retrieve what you have learned."

7. Calibration: Know what you don't know

When you get feedback that reveals your ignorance to you, you're calibrating. "Calibration is simply the act of using an objective instrument to clear away illusions and adjust your judgment to better reflect reality."

This is necessary since we all suffer from "cognitive illusions": We think we understand something when we really don't. So taking a quiz — or gathering feedback from a colleague — helps you to identify those blind spots.

For a deeper dig into the science of learning, make sure to pick up "Make It Stick." It's an illuminating read.

Drake Baer contributed reporting on a previous version of this article.
Das sind sehr gute Tipps! Kann ich zum Start meines Studiums und insbesondere meines Lernwochenendes gut gebrauchen big
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