Boston Public Schools' prekindergarten program is substantially improving children's readiness to start kindergarten, according to a new study of more than 2,000 children enrolled there. The program uses research-based curricula and coaching of teachers, is taught primarily by masters-level teachers, and is open to any child regardless of family income.
The study, out of Harvard University, appears in the journal Child Development. Some of the study's findings on the effects of the program are the largest found to date in evaluations of large-scale public prekindergarten programs.
Researchers found that the program substantially improved children's language, literacy, math, executive function (the ability to regulate, control, and manage one's thinking and actions), and emotional development skills citywide. Children in the program were 4 and 5 years old and from racially, linguistically, and socioeconomically diverse backgrounds. While all students who participated benefited, the improvements were especially strong for Latino children.
Preschool has been shown to help prepare children for kindergarten and is an increasing priority among federal, state, and local policymakers. But many preschool programs struggle to attain good instructional quality.
"We can draw several important lessons from our findings about factors that support quality in prekindergarten," notes Christina Weiland, incoming assistant professor at the University of Michigan's School of Education, who was at Harvard when she led the study.
First, the combination of explicit, evidence-based curricula (in language/literacy and math) and in-classroom coaching of teachers as part of professional development likely played a major role in improving student outcomes. Investing in such quality supports for prekindergarten teachers may lead to gains in students' school readiness, the study found.
Second, implementing consistent math, language, and literacy curricula might build children's executive function skills. "Our results suggest that curricula in these areas may also improve such domains as executive functioning, even without directly targeting them," according to Weiland. "Interestingly, research shows that these kinds of skills—which reflect early brain development, the ability to focus, and behavior—are critical to children's success down the road."
Third, students in the program also may have benefited from having more mixed-income peers than is typical in most public prekindergarten programs, which are means tested and therefore tend to include mostly low-income students.
"Given the particularly large impacts for Latinos, a group that tends to be underenrolled in preschool programs, efforts to increase the enrollment of Latino children in high-quality prekindergarten programs such as the one studied here may be beneficial," Weiland adds.
March 26, 2013
Mindfulness Improves Reading Ability, Working Memory, and Task-Focus
If you think your inability to concentrate is a hopeless condition, think again –– and breathe, and focus.
According to a study by researchers at the UC Santa Barbara, as little as two weeks of mindfulness training can significantly improve one's reading comprehension, working memory capacity, and ability to focus.
"What surprised me the most was actually the clarity of the results," said Michael Mrazek, graduate student researcher in psychology and the lead and corresponding author of the paper, "Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering."
"Even with a rigorous design and effective training program, it wouldn't be unusual to find mixed results. But we found reduced mind-wandering in every way we measured it."
Many psychologists define mindfulness as a state of non-distraction characterized by full engagement with our current task or situation.
According to a study by researchers at the UC Santa Barbara, as little as two weeks of mindfulness training can significantly improve one's reading comprehension, working memory capacity, and ability to focus.
"What surprised me the most was actually the clarity of the results," said Michael Mrazek, graduate student researcher in psychology and the lead and corresponding author of the paper, "Mindfulness Training Improves Working Memory Capacity and GRE Performance While Reducing Mind Wandering."
"Even with a rigorous design and effective training program, it wouldn't be unusual to find mixed results. But we found reduced mind-wandering in every way we measured it."
Many psychologists define mindfulness as a state of non-distraction characterized by full engagement with our current task or situation.
March 25, 2013
Young Children Endorse Fairness, but Often Don't Practice What They Preach
A new study co-authored by Boston University Assistant Professor of Psychology Peter Blake finds that young children endorse fairness norms related to sharing, but often act in contradiction to those norms when given a chance to share.
This phenomenon has rarely been explored in the context of a single study.
Using a novel approach, the researchers presented clear evidence of this discrepancy and go on to examine possible explanations for its diminution with age.
In one part of the study, three-to-eight-year-old children readily stated that they themselves should share equally, asserted that others should as well, and predicted that others had shared equally with them.
Nevertheless, children failed to engage in equal sharing until ages seven to eight.
This phenomenon has rarely been explored in the context of a single study.
Using a novel approach, the researchers presented clear evidence of this discrepancy and go on to examine possible explanations for its diminution with age.
In one part of the study, three-to-eight-year-old children readily stated that they themselves should share equally, asserted that others should as well, and predicted that others had shared equally with them.
Nevertheless, children failed to engage in equal sharing until ages seven to eight.
More Children With Sleep Problems Seek Overnight Tests
Recent studies have linked sleep problems in children to a host of
issues including:
Also, the symptoms of ADHD and sleep problems can look quite similar.
"We see more and more parents who come in saying, 'My pediatrician wants to put my child on Ritalin because he thinks he has ADHD, but I want to make sure there's not a sleep problem,' " says Judith A. Owens, director of sleep medicine at Children's National Medical Center in Washington, D.C.
- obesity
- learning and memory problems
- an increased risk of developing mental illness—particularly anxiety disorders and depression—later in life
Also, the symptoms of ADHD and sleep problems can look quite similar.
"We see more and more parents who come in saying, 'My pediatrician wants to put my child on Ritalin because he thinks he has ADHD, but I want to make sure there's not a sleep problem,' " says Judith A. Owens, director of sleep medicine at Children's National Medical Center in Washington, D.C.
March 22, 2013
Parent induces guilt, child shows distress
The use of guilt-inducing parenting in daily parent-child interaction causes children distress still evident on the next day, emerges from the study Parents, teachers, and children’s learning (LIGHT)...
According to the study, the use of guilt-inducing parenting varied from one day to another. When parents used higher levels of guilt-inducing parenting on certain days, this was evident as atypically high levels of distress and anger among children still on the next day.
In guilt-inducing parenting, a parent tries to impact on the child’s behavior using psychological means rather than direct limit setting.
For example, the parent may remind the child how much he or she makes effort for the child or show how ashamed she/he is because of the child’s behaviour.
This kind of parenting is typical for parents who are themselves distressed or exhausted.
The research by Aunola et al. showed that although the guilt-inducing parenting by both the mother and the father increased the child’s daily distress, the role of the father was especially important.
According to the study, the use of guilt-inducing parenting varied from one day to another. When parents used higher levels of guilt-inducing parenting on certain days, this was evident as atypically high levels of distress and anger among children still on the next day.
In guilt-inducing parenting, a parent tries to impact on the child’s behavior using psychological means rather than direct limit setting.
For example, the parent may remind the child how much he or she makes effort for the child or show how ashamed she/he is because of the child’s behaviour.
This kind of parenting is typical for parents who are themselves distressed or exhausted.
The research by Aunola et al. showed that although the guilt-inducing parenting by both the mother and the father increased the child’s daily distress, the role of the father was especially important.
Children endorse fairness, but don’t like to share
A new study... finds that young children endorse fairness norms related to sharing, but often act in contradiction to those norms when given a chance to share.
The article, titled “I Should but I Won’t: Why Young Children Endorse Norms of Fair Sharing but Do Not Follow Them,” was published this week in the journal Plos ONE.
This phenomenon has rarely been explored in the context of a single study.
Using a novel approach, the researchers presented clear evidence of this discrepancy and go on to examine possible explanations for its diminution with age.
In one part of the study, three-to-eight-year-old children readily stated that they themselves should share equally, asserted that others should as well, and predicted that others had shared equally with them. Nevertheless, children failed to engage in equal sharing until ages seven to eight.
In another part of the study, seven-to-eight-year-olds correctly predicted that they would share equally, and three-to-six-year-olds correctly predicted that they would favor themselves, ruling out a failure-of-willpower explanation for younger children’s behavior.
Similarly, a test of inhibitory control failed to explain the shift with age toward adherence to the endorsed norm. The data suggest that, although three-year-olds know the norm of equal sharing, the weight that children attach to this norm increases with age when sharing involves a cost to the self.
The article, titled “I Should but I Won’t: Why Young Children Endorse Norms of Fair Sharing but Do Not Follow Them,” was published this week in the journal Plos ONE.
This phenomenon has rarely been explored in the context of a single study.
Using a novel approach, the researchers presented clear evidence of this discrepancy and go on to examine possible explanations for its diminution with age.
In one part of the study, three-to-eight-year-old children readily stated that they themselves should share equally, asserted that others should as well, and predicted that others had shared equally with them. Nevertheless, children failed to engage in equal sharing until ages seven to eight.
In another part of the study, seven-to-eight-year-olds correctly predicted that they would share equally, and three-to-six-year-olds correctly predicted that they would favor themselves, ruling out a failure-of-willpower explanation for younger children’s behavior.
Similarly, a test of inhibitory control failed to explain the shift with age toward adherence to the endorsed norm. The data suggest that, although three-year-olds know the norm of equal sharing, the weight that children attach to this norm increases with age when sharing involves a cost to the self.
Children should be allowed to get bored
Children should be allowed to get bored so they can develop their innate ability to be creative, an education expert says.
Dr Teresa Belton told the BBC cultural expectations that children should be constantly active could hamper the development of their imagination."
"Children need to have stand-and-stare time, time imagining and pursuing their own thinking processes or assimilating their experiences through play or just observing the world around them."
It is this sort of thing that stimulates the imagination, she said, while the [TV, computer] screen "tends to short circuit that process and the development of creative capacity."
Dr Teresa Belton told the BBC cultural expectations that children should be constantly active could hamper the development of their imagination."
"Children need to have stand-and-stare time, time imagining and pursuing their own thinking processes or assimilating their experiences through play or just observing the world around them."
It is this sort of thing that stimulates the imagination, she said, while the [TV, computer] screen "tends to short circuit that process and the development of creative capacity."
March 21, 2013
'Evolutionary glitch' possible cause of childhood ear infections
Researchers at King's College London have uncovered how the human ear is formed, giving clues as to why children are susceptible to infections such as glue ear. The work was funded by the UK Medical Research Council and published today in the journal Science.
It is estimated that one in five children around the age of two will be affected by glue ear, a build-up of fluid in the middle ear chamber. This part of the ear contains three tiny bones that carry sound vibrations from the eardrum to the inner ear.
When fluid builds up in the chamber, this prevents the three bones from moving freely so they cannot pass sound vibrations to the inner ear, causing temporary hearing loss. Until now, little was known about why some children appear much more prone than others to developing chronic ear problems, with repeated bouts of glue ear.
It is estimated that one in five children around the age of two will be affected by glue ear, a build-up of fluid in the middle ear chamber. This part of the ear contains three tiny bones that carry sound vibrations from the eardrum to the inner ear.
When fluid builds up in the chamber, this prevents the three bones from moving freely so they cannot pass sound vibrations to the inner ear, causing temporary hearing loss. Until now, little was known about why some children appear much more prone than others to developing chronic ear problems, with repeated bouts of glue ear.
March 20, 2013
Physical Activity During Youth May Help Reduce Fracture Risk In Old Age
Get out there and regularly kick that soccer ball around with your kids, you may be helping them prevent a broken hip when they are older, say researchers presenting their work at the American Orthopaedic Society for Sports Medicine’s (AOSSM) Specialty Day in Chicago, IL.
“According to our study, exercise interventions in childhood may be associated with lower fracture risks as people age, due to the increases in peak bone mass that occurs in growing children who perform regular physical activity,” said lead author, Bjorn Rosengren, MD, PhD of Skane University Hospital, Malmo, Sweden.
“According to our study, exercise interventions in childhood may be associated with lower fracture risks as people age, due to the increases in peak bone mass that occurs in growing children who perform regular physical activity,” said lead author, Bjorn Rosengren, MD, PhD of Skane University Hospital, Malmo, Sweden.
March 19, 2013
Conscientious people are more likely to have higher GPAs
Conscientious people are more likely to have higher grade point averages, according to new research from psychologists at Rice University.
The paper examines previous studies that research the link between the “Big Five” personality traits...
It also shows that five common personality tests are consistent in their evaluation of the “Big Five” personality traits; all five measures found a positive correlation between conscientiousness and grade point average and virtually no correlation between the other four personality traits and grade point average.
The paper examines previous studies that research the link between the “Big Five” personality traits...
- agreeableness
- conscientiousness
- extraversion
- neuroticism
- openness to experience
It also shows that five common personality tests are consistent in their evaluation of the “Big Five” personality traits; all five measures found a positive correlation between conscientiousness and grade point average and virtually no correlation between the other four personality traits and grade point average.
March 15, 2013
How Can We Stlil Raed Words Wehn Teh Lettres Are Jmbuled Up?
Researchers in the UK have taken an important step towards understanding how the human brain 'decodes' letters on a page to read a word.
The work, funded by the Economic and Social Research Council (ESRC), will help psychologists unravel the subtle thinking mechanisms involved in reading, and could provide solutions for helping people who find it difficult to read, for example in conditions such as dyslexia.
In order to read successfully, readers need not only to identify the letters in words, but also to accurately code the positions of those letters, so that they can distinguish words like CAT and ACT. At the same time, however, it's clear that raeders can dael wtih wodrs in wihch not all teh leettrs aer in thier corerct psotiions.
The work, funded by the Economic and Social Research Council (ESRC), will help psychologists unravel the subtle thinking mechanisms involved in reading, and could provide solutions for helping people who find it difficult to read, for example in conditions such as dyslexia.
In order to read successfully, readers need not only to identify the letters in words, but also to accurately code the positions of those letters, so that they can distinguish words like CAT and ACT. At the same time, however, it's clear that raeders can dael wtih wodrs in wihch not all teh leettrs aer in thier corerct psotiions.
Mindfulness at school reduces (likelihood of) depression-related symptoms in adolescents
Secondary school students who follow an in-class mindfulness programme report reduced indications of depression, anxiety and stress up to six months later. Moreover, these students were less likely to develop pronounced depression-like symptoms. The study, conducted by Professor Filip Raes (Faculty of Psychology and Educational Sciences, KU Leuven), is the first to examine mindfulness in a large sample of adolescents in a school-based setting.
Mindfulness is a form of meditation therapy focused on exercising ‘attentiveness’. Depression is often rooted in a downward spiral of negative feelings and worries. Once a person learns to more quickly recognise these feelings and thoughts, he or she can intervene before depression sinks in.
While mindfulness has already been widely tested and applied in patients with depression, this is the first time the method has been studied in a large group of adolescents in a school-based setting, using a randomised controlled design. The study was carried out at five middle schools in Flanders, Belgium.
Mindfulness is a form of meditation therapy focused on exercising ‘attentiveness’. Depression is often rooted in a downward spiral of negative feelings and worries. Once a person learns to more quickly recognise these feelings and thoughts, he or she can intervene before depression sinks in.
While mindfulness has already been widely tested and applied in patients with depression, this is the first time the method has been studied in a large group of adolescents in a school-based setting, using a randomised controlled design. The study was carried out at five middle schools in Flanders, Belgium.
Reading, Writing and Video Games
Today, educational technology boosters believe computer games (the classroom euphemism for video games) should be part of classroom lessons at increasingly early ages. The optimistic theory is that students wearied by the old pencil-and-paper routine will become newly enchanted with phonemic awareness when letters dressed as farm animals dance on a screen.
Meanwhile, many parents believe that games children play on home computers should edify children, improve their hand-eye coordination and inculcate higher math skills. The most popular apps in the Apple store for toddlers and preschoolers are educational. Even parents who scoff at the idea of toddlers learning from Dora gleefully boast about their 2-year-olds’ having mastered basic math on Mommy’s phone.
In a 2012 survey of elementary and middle school teachers by Common Sense Media, 71 percent of teachers say entertainment media use has hurt students’ attention spans “a lot” or “somewhat.” The findings have had no apparent effect on palpable enthusiasm for interactive teaching...
Meanwhile, many parents believe that games children play on home computers should edify children, improve their hand-eye coordination and inculcate higher math skills. The most popular apps in the Apple store for toddlers and preschoolers are educational. Even parents who scoff at the idea of toddlers learning from Dora gleefully boast about their 2-year-olds’ having mastered basic math on Mommy’s phone.
In a 2012 survey of elementary and middle school teachers by Common Sense Media, 71 percent of teachers say entertainment media use has hurt students’ attention spans “a lot” or “somewhat.” The findings have had no apparent effect on palpable enthusiasm for interactive teaching...
March 13, 2013
Doctors Caution Against Prescribing Attention-Boosting Drugs for Healthy Kids
Press Release:
The American Academy of Neurology (AAN), the world’s largest professional association of neurologists, is releasing a position paper on how the practice of prescribing drugs to boost cognitive function, or memory and thinking abilities, in healthy children and teens is misguided. The statement is published in the March 13, 2013, online issue of Neurology, the medical journal of the American Academy of Neurology.
This growing trend, in which teens use “study drugs” before tests and parents request ADHD drugs for kids who don’t meet the criteria for the disorder, has made headlines recently in the United States. The Academy has spent the past several years analyzing all of the available research and ethical issues to develop this official position paper.
“Doctors caring for children and teens have a professional obligation to always protect the best interests of the child, to protect vulnerable populations, and prevent the misuse of medication,” said author William Graf, MD, of Yale University in New Haven, Conn., and a member of the American Academy of Neurology. “The practice of prescribing these drugs, called neuroenhancements, for healthy students is not justifiable.”
The statement provides evidence that points to dozens of ethical, legal, social and developmental reasons why prescribing mind-enhancing drugs, such as those for ADHD, for healthy people is viewed differently in children and adolescents than it would be in functional, independent adults with full decision-making capacities. The Academy has a separate position statement that addresses the use of neuroenhancements in adults.
The article notes many reasons against prescribing neuroenhancement including: the child’s best interest; the long-term health and safety of neuroenhancements, which has not been studied in children; kids and teens may lack complete decision-making capacities while their cognitive skills, emotional abilities and mature judgments are still developing; maintaining doctor-patient trust; and the risks of over-medication and dependency.
“The physician should talk to the child about the request, as it may reflect other medical, social or psychological motivations such as anxiety, depression or insomnia. There are alternatives to neuroenhancements available, including maintaining good sleep, nutrition, study habits and exercise regimens,” said Graf.
The statement had no industry sponsors.
The American Academy of Neurology (AAN), the world’s largest professional association of neurologists, is releasing a position paper on how the practice of prescribing drugs to boost cognitive function, or memory and thinking abilities, in healthy children and teens is misguided. The statement is published in the March 13, 2013, online issue of Neurology, the medical journal of the American Academy of Neurology.
This growing trend, in which teens use “study drugs” before tests and parents request ADHD drugs for kids who don’t meet the criteria for the disorder, has made headlines recently in the United States. The Academy has spent the past several years analyzing all of the available research and ethical issues to develop this official position paper.
“Doctors caring for children and teens have a professional obligation to always protect the best interests of the child, to protect vulnerable populations, and prevent the misuse of medication,” said author William Graf, MD, of Yale University in New Haven, Conn., and a member of the American Academy of Neurology. “The practice of prescribing these drugs, called neuroenhancements, for healthy students is not justifiable.”
The statement provides evidence that points to dozens of ethical, legal, social and developmental reasons why prescribing mind-enhancing drugs, such as those for ADHD, for healthy people is viewed differently in children and adolescents than it would be in functional, independent adults with full decision-making capacities. The Academy has a separate position statement that addresses the use of neuroenhancements in adults.
The article notes many reasons against prescribing neuroenhancement including: the child’s best interest; the long-term health and safety of neuroenhancements, which has not been studied in children; kids and teens may lack complete decision-making capacities while their cognitive skills, emotional abilities and mature judgments are still developing; maintaining doctor-patient trust; and the risks of over-medication and dependency.
“The physician should talk to the child about the request, as it may reflect other medical, social or psychological motivations such as anxiety, depression or insomnia. There are alternatives to neuroenhancements available, including maintaining good sleep, nutrition, study habits and exercise regimens,” said Graf.
The statement had no industry sponsors.
Punishment can enhance performance
The stick can work just as well as the carrot in improving our performance, a team of academics at The University of Nottingham has found.
A study led by researchers from the University’s School of Psychology... has shown that punishment can act as a performance enhancer in a similar way to monetary reward.
A more thorough understanding of the influence of punishment on decision-making and how we make choices could lead to useful information on how to use incentive-based motivation to encourage certain behaviour.
The paper, Temporal Characteristics of the Influence of Punishment on Perceptual Decision Making in the Human Brain, is available online via the Journal of Neuroscience.
A study led by researchers from the University’s School of Psychology... has shown that punishment can act as a performance enhancer in a similar way to monetary reward.
A more thorough understanding of the influence of punishment on decision-making and how we make choices could lead to useful information on how to use incentive-based motivation to encourage certain behaviour.
The paper, Temporal Characteristics of the Influence of Punishment on Perceptual Decision Making in the Human Brain, is available online via the Journal of Neuroscience.
March 12, 2013
Neuro-magic: How magic tricks the brain
A magician is using his knowledge of magic theory and practice to investigate the brain’s powers of observation.
As part of his work, he will investigate how our brains perceive what actually happens before our eyes – and how our attention can be drawn away from important details.
He also plans to study “forced choice” - a tool often used by magicians where we are fooled into thinking we have made a free choice.
Among other experiments, Hugo will ask participants to watch videos of card trick performances, while sitting in front of an eye-tracker device. This will allow him to monitor where our attention is focused during illusions – and how our brain can be deceived when our eyes miss the whole picture.
As part of his work, he will investigate how our brains perceive what actually happens before our eyes – and how our attention can be drawn away from important details.
He also plans to study “forced choice” - a tool often used by magicians where we are fooled into thinking we have made a free choice.
Among other experiments, Hugo will ask participants to watch videos of card trick performances, while sitting in front of an eye-tracker device. This will allow him to monitor where our attention is focused during illusions – and how our brain can be deceived when our eyes miss the whole picture.
'I don't want to pick!' Preschoolers know when they aren't sure (WITH VIDEO)
Children as young as 3 years old know when they are not sure about a decision, and can use that uncertainty to guide decision making, according to new research from the Center for Mind and Brain at the University of California, Davis.
"There is behavioral evidence that they can do this, but the literature has assumed that until late preschool, children cannot introspect and make a decision based on that introspection."
"There is behavioral evidence that they can do this, but the literature has assumed that until late preschool, children cannot introspect and make a decision based on that introspection."
March 8, 2013
Mom's sensitivity helps language development in children with hearing loss
University of Miami (UM) Psychologist Alexandra L. Quittner leads one of the largest, most nationally representative studies of the effects of parenting on very young, deaf children who have received cochlear implants.
The findings indicate that mothers who are most sensitive in their interactions with their children receiving cochlear implants have kids that develop language faster, almost "catching up" to their hearing peers.
"I was surprised that maternal sensitivity had such strong and consistent effects on oral language learning," says Quittner, director, Child Division in the Department of Psychology, at the UM College of Arts and Sciences.
"The findings indicate that pediatric cochlear implant programs should offer parent training that facilitates a more positive parent-child relationship and fosters the child's development of autonomy and positive regard."
The findings indicate that mothers who are most sensitive in their interactions with their children receiving cochlear implants have kids that develop language faster, almost "catching up" to their hearing peers.
"I was surprised that maternal sensitivity had such strong and consistent effects on oral language learning," says Quittner, director, Child Division in the Department of Psychology, at the UM College of Arts and Sciences.
"The findings indicate that pediatric cochlear implant programs should offer parent training that facilitates a more positive parent-child relationship and fosters the child's development of autonomy and positive regard."
March 7, 2013
School-based Kitchen Gardens Are Getting an A+
New study highlights benefits of for both children and parents.
Grow it, try it, and you just might like it is a motto many schools are embracing to encourage children to eat more fruits and vegetables.
Through community-based kitchen garden programs, particularly those with dedicated cooking components, schools are successfully introducing students to healthier foods.
In a new study released in the March/April 2013 issue of the Journal of Nutrition Education and Behavior, researchers found that growing and then cooking the foods that kids grew increased their willingness to try new foods.
Grow it, try it, and you just might like it is a motto many schools are embracing to encourage children to eat more fruits and vegetables.
Through community-based kitchen garden programs, particularly those with dedicated cooking components, schools are successfully introducing students to healthier foods.
In a new study released in the March/April 2013 issue of the Journal of Nutrition Education and Behavior, researchers found that growing and then cooking the foods that kids grew increased their willingness to try new foods.
Test-taking May Improve Learning in People of All Ages
"The use of testing as a way to learn new information has been thoroughly examined in young students.
This research builds on that and supports the notion that educators, or even employers, can use tests to increase learning in adults of all ages," said the study’s lead author, Ashley Meyer, PhD, a cognitive psychologist with the Houston Veterans Affairs Health Services Research and Development Center of Excellence.
This research builds on that and supports the notion that educators, or even employers, can use tests to increase learning in adults of all ages," said the study’s lead author, Ashley Meyer, PhD, a cognitive psychologist with the Houston Veterans Affairs Health Services Research and Development Center of Excellence.
March 6, 2013
Short bouts of exercise boost self control
Short bouts of moderately intense exercise seem to boost self control, indicates an analysis of the published evidence in the British Journal of Sports Medicine.
The resulting increased blood and oxygen flow to the pre-frontal cortex may explain the effects, suggest the researchers.
Exercise might be a useful treatment for conditions characterised by impaired higher brain functions, such as attention hyperactivity deficit disorder (ADHD) and autism, and may help delay the ravages of dementia.
“Given the trend for a more sedentary lifestyle, worldwide ageing and the increasing prevalence of dementia, the results highlight the importance of engaging in physical exercise in the general population."
The resulting increased blood and oxygen flow to the pre-frontal cortex may explain the effects, suggest the researchers.
Exercise might be a useful treatment for conditions characterised by impaired higher brain functions, such as attention hyperactivity deficit disorder (ADHD) and autism, and may help delay the ravages of dementia.
“Given the trend for a more sedentary lifestyle, worldwide ageing and the increasing prevalence of dementia, the results highlight the importance of engaging in physical exercise in the general population."
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