Richard G. Petty, MD

Talking with Your Hands

In recent years there has been a small but growing literature that seems to support an idea going back to Roman times: certain specific movements may facilitate learning and a number of positive mental states.

Now, according to research from the University of Chicago that is reported in this month’s issue of Journal of Experimental Psychology: General gesturing can help children to learn new and correct mathematical problem-solving strategies. And the learning sticks: if they are taught new material later, children taught to gesture are more likely to succeed on math problems.

The investigators conducted two studies of 176 children in late third and early fourth grade, all of whom had been making mistakes in solving math problems. The children were randomly assigned the students to three groups:

1. Told to gesture
2. Told not to gesture
3. Not told to do either

In the studies' baseline phase, students had to solve six age appropriate math problems on a chalkboard and explain to an experimenter how they solved each one. The researchers coded the children's videotaped efforts, analyzing gestures and utterances that conveyed problem-solving strategies.

Compared with the children who were not told to do anything, those who were told to move their hands when explaining how they had solved a problem were four times as likely to manually express correct new ways to solve problems. They still did not give the right answer, but their gestures revealed an implicit knowledge of mathematical ideas. As one example, if the problem needed for the sides to be equal, children might sweep their palm first under a problem's left side and then under its right side. So they had implicit knowledge. Their problem was in turning explicit knowledge into correct answers. The second study showed that gesturing prepared them to benefit from subsequent instruction. Children told to gesture solved 1.5 times more problems correctly compared with the children who had been told not to gesture.

The authors conclude,

"Telling children to gesture encourages them to convey previously unexpressed, implicit ideas, which in turn makes them receptive to instruction that leads to learning."

Gesturing appears to help children to produce new problem-solving strategies, which in turn gets them ready to learn. The authors speculate that gesturing may help kids notice aspects of the math problems that may be more easily grasped through gestural representation

The findings extend previous research that body movement not only helps people to express things they may not be able to verbally articulate, but actually to think better. At the same time, gesturing offers a potentially powerful new way to augment the teaching of math. Strategies for math problems have focused on externalizing working memory, such as writing things down in certain ways. However, children often find it hard to recall and use those strategies. Gesturing may be more accessible, and help break through the roadblock.

This makes sense: we are hardwired to learn motor actions. That was an important skill long before the first person learned the basics of arithmetic. It is quite well known in educational circles that when it comes to learning, “doing” is 2-3 times more efficient than “listening.” But even “doing” is nowhere near as good as questioning, being questioned and then teaching.

(The entire article is available for free download here.)

“He who wishes to teach us a truth should not tell it to us, but simply suggest it with a brief gesture, a gesture which starts an ideal trajectory in the air along which we glide until we find ourselves at the feet of the new.”
--José Ortega y Gasset (Spanish Philosopher, 1883-1956)

Nutrition, Learning and Memory

We have talked about the burgeoning data linking food with mood, behavior and cognition.

I have just seen a new study that really adds to our knowledge and contributes information that we can all use.

Scientists in Europe, Australia and Indonesia have published data in the American Journal of Clinical Nutrition suggesting that nutrition can improve verbal learning and memory in schoolchildren.

This study was undertaken by the NEMO study group (Nutrition Enhancement for Mental Optimization) that consists of the Unilever Food and Health Research Institute (Vlaardingen, The Netherlands); CSIRO, Human Nutrition (Adelaide, Australia) and the SEAMEO-TROPMED Regional Center for Community Nutrition, University of Indonesia (Jakarta Pusat, Indonesia).

It was a 12-month study of 780 children in Australia and Indonesia in which the researchers evaluated the effects of adding a specific vitamin and mineral mixture to a daily drink.

The study population consisted of 396 well-nourished children in Australia and 384 poorly nourished children in Indonesia. In each country, the children were randomly allocated to one of four groups, receiving a drink with either:

1. A mixture of micronutrients (iron, zinc, folate and vitamins A, B-6, B-12 and C)
2. Fish oil (DHA and EPA)
3. Both the micronutrient mixture and the fish oil
4. Nothing added, i.e. placebo

In Australia, children who received the daily drink with the added vitamin and mineral mixture performed significantly better on tests of mental performance tests than children in a control group who received the drink but without added nutrients. In Indonesia a similar trend was observed, but this time only in the girls.

After twelve months, children in Australia who received the drink with the nutrient mix showed higher blood levels of these micronutrients, which means that their bodies were taking up the nutrients. In addition, they performed significantly better on tests measuring their learning and memory capabilities compared to children in the other groups. A similar trend was observed in Indonesia, but only in the girls. The addition of fish oil to the fortified drink did not conclusively show any additional effects on cognition.

This study adds to the mounting evidence that nutrition plays an important role in cognitive development in children, even in children who are enjoying a “normal” diet. Deficiencies in iron and iodine have been linked to impaired cognitive development in young children for over a century and there is now emerging evidence that deficiencies in zinc, folate and vitamin B12 may each compromise mental development in children. More recently, fish oils (EPA, DHA) have also been linked to child cognitive development.

Most previous studies have focused on deficiencies in single nutrients in young age groups, despite the well-known observation that the brain continues to grow and develop during childhood, adolescence and early adulthood. Little is known about the role of nutrition on mental development after the age of 2. In addition very other few studies have looked at the effect of offering a mix of nutrients. Until this study, there were very few randomized controlled intervention studies assessing the impact of a multiple-micronutrient intervention on cognitive function in schoolchildren.

The investigators recommend further research to investigate the exact role of DHA and EPA in healthy school-aged children. Another research focus is the further optimization of cognitive development tests with respect to their validity and sensitivity across cultures. The scientists suggest that the smaller effects of the vitamins and minerals in Indonesia could be a result of a lower sensitivity of the cognitive tests in that country.


This research raises many interesting points:

• Is it possible that the healthy Australian diet is actually nothing of the sort?
• Is it possible that if the diet is adequate, that “super-nutrition” can help a child to exceed his or her potential?
• Are there key ages when nutrition can help, or is the effect maintained across the age range?
• Does nutritional supplementation have a long-term impact on a child?
• Have we even found the optimal mixture for child cognitive development? Might higher amounts of any nutrients – particularly fish oils – produce better effects, or might they be toxic, as we saw in the case of vitamin A supplementation?
• Are we using the correct cognitive development tests to pick up changes in different cultures? As an example, could the smaller effects of the vitamins and minerals in Indonesia be a result of a lower sensitivity of the cognitive tests in that country? Or is it that the children are also missing out on some other trace nutrients?

Many questions, but the take home message is this: careful nutritional supplementation may have considerable benefits to a child, even one growing up in an affluent culture.

“Learning is a weightless treasure you always carry easily.”
--Chinese Proverb

Protecting Yourself Against Alzheimer’s Disease

I have a keen interest in healthy aging, and we have talked before about some of the strategies that can help protect you against developing cognitive decline.

New research now shows for the first time that, of all lifelong activities, only a high level of mental or cognitive activity protects against the devastating memory loss of Alzheimer's disease. High levels of social or physical activity are not enough.

Researchers from the Byrd Alzheimer's Institute bred mice that are genetically predisposed to developing the pathological changes of Alzheimer’s diseases in their brains.

They then kept the mice in one of four housing environments -- high social activity, high physical activity, high cognitive activity, or a single housing control environment and watched them from young adulthood through old age.

When the researchers tested the mice in a battery of memory tasks in old age, only the mice given a lifelong high level of cognitive activity were protected against memory impairment. In fact, these "high cognitive activity" mice performed as well as normal mice that do not develop Alzheimer's disease. However the Alzheimer's mice raised in one of the other three environments performed poorly in multiple memory tasks.

Not only was memory protected in Alzheimer's mice by a high level of cognitive activity, but also brain levels of the abnormal protein beta-amyloid were substantially reduced. This protein, thought to be key for Alzheimer's development, remained at soaring levels in the brains of Alzheimer's mice raised in social or physical activity environments. Moreover, the researchers found that only the Alzheimer's mice raised with high cognitive activity had an increase in connections between brain cells. Alzheimer's mice raised in one of the other three housing environments had much fewer connections between their brain cells.

The new study is published in the Neurobiology of Learning and Memory Journal.

The lead researcher is Gary Arendash, and he had this to say:

“Our results call into question the earlier human studies suggesting social or physical activity provides protection against Alzheimer's. Alzheimer's begins in the brain several decades before any symptoms´ show up. That means adults in their forties and fifties need to make lifestyle choices now to decrease their risk of getting Alzheimer's disease later."

This is all correct, but there is still an important question: can we really extrapolate from mice to humans? Mice are social creatures, but not to the same extent as humans beings. The lion’s share of the human brain is dedicated to social activities, so you would expect that social activities will be particularly important in the maintenance of the human brain.

Rhythms in the Brain

It is often a bit frustrating to read articles about the brain in which the writer says things like: “research has shown that the insula does this…” or “the amygdala does that…”

This idea that it is possible to reduce brain functions to regions of the brain is not correct. Some years ago I used the term “Neo-phrenology,” to describe this fallacy, though I am sure that I was not the first. (Phrenology was the old and discredited theory that you tell things about people by examining the bumps on their heads.)

So why is it a fallacy? The idea that certain functions can be “localized” to a bit of the brain is called “naïve localizationism.” The vast majority of the psychological functions of the brain are performed by distributed networks, not a single lump of tissue. One of the remarkable things about the human brain is that it can recruit new circuits as they are need. If we do not have enough brainpower to solve a problem, other systems are taken off line so that they do not distract and may be able to help. You have probably had the experience of working on something so intensely that you lose track of time, and fail to hear things going on around you.

Yes, there are regions that have jobs to do. For instance the auditory cortex is responsible for processing sound. But after that initial processing the rest of the brain becomes involved in deciding what to do with the information. The key to understanding the brain is how different regions of the brain communicate. As I recently mentioned in a different context, there are good reasons for believing that a number of problems, from the schizophrenias to the attention deficit disorders, may all be a result of poor communication between different regions of the brain.

Part of the problem is working out how regions communicate has been technical: we have not had the computers or hardware to do the measurements. But that is beginning to change.

Earl Miller, a professor of neuroscience at Massachusetts Institute of Technology's Picower Institute for Learning and Memory, recently said that today's faster computers and more advanced electronics might provide scientists with the tools they need to unlock the brain's mysteries.

"Multiple electrode recording techniques, offer a whole new level of brain interactions that can't be seen using the [current] piecemeal approach."

Two studies published recently in th journal Science support this idea.

In the first Thilo Womelsdorf and a group of neuroscientists at the F. C. Donders Center for Cognitive Neuroimaging at Radboud University Nijmegen in the Netherlands, looked at the electrical activities of groups of neurons in the brains of cats and monkeys wile they were engaged in an array of different tasks. They found that two groups of neurons could only communicate efficiently with each other when their rhythms are coordinated, or synchronized.  If the rhythms are not coordinated, then one group sends information while the other is not ready to take it on and vice versa.

The researchers found that when the rhythms of electrical activity are synchronized between neurons in distinct brain areas, memories are made and tasks are completed more efficiently.

The other study, by scientists at the University of Melbourne in Australia, also revealed communication between the cerebral cortex and the deep medial temporal region.

They flashed two images at a group of macaque monkeys for less than a second. The monkeys had to decide whether the spatial orientation of a stack of bars in two images were the same or different. While the animals worked, researchers monitored the electrical fields in the posterior parietal cortex, which is one part of the system involved in directing spatial attention. At the same time they looked at the medial temporal area, a region deep in the midbrain that handles movement perception. The researchers had hypothesized that these two areas need to communicate with one another to enable reasoning.

The researchers observed activity first in the parietal cortex, followed by synchronous action there and in the medial temporal area. The delay illustrates "a top-down" feedback from the cortex, which then signals the lower area.

One of the authors, Trichur Vidyasagar, said,

“The parietal neurons seem to code for what is salient or relevant in the world and allocate attentional resources accordingly. The medial temporal neurons are sensory ones that process the visual signals, but due to the influence of the parietal cortex the activity across the medial temporal area is varied."

The studies were accompanied by an editorial in which Robert Knight, a cognitive neuroscientist at the University of California, Berkeley, praised the findings - and their potential significance.

This research is important for two reasons:
First it confirms that the key to understanding the brain is the interaction of networks.

Second, there are a number of periodic disorders, such as depression, seasonal affective disorder, mania and even some rare types of episodic psychosis that are episodic and are not associated with any clearly defined neuroanatomical disruption. It may well be that some of the periodic symptoms are caused by intermittent network dysfunction, as a result of disturbed oscillatory dynamics.

“In all things there is a law of cycles.”
--Publius Cornelius Tacitus (Roman Historian, Writer, Orator and Public Official, A.D.56-c.120)

“Human beings, vegetables or cosmic dust, we all dance to the same mysterious tune, intoned in the distance by an invisible player.”
--Albert Einstein (German-born American Physicist and, in 1921, Winner of the Nobel Prize in Physics, 1879-1955)

“It has been said that a complete understanding of the Law of Cycles would bring man to a high degree of initiation. This Law of Periodicity underlies all the processes of nature and its study would lead a man out of the world of objective effects into that of subjective causes.”
--Alice A. Bailey (English Writer, Spiritual Teacher and Founder of the Arcane School, 1880-1949)

“At the heart of each of us, whatever our imperfections, there exists a silent pulse of perfect rhythm, a complex of wave forms and resonances, which is absolutely individual and unique, and yet connects us to everything in the universe. The act of getting in touch with this pulse can transform our personal experience and in some way alter the world around us.”
--George Leonard (American Aikidoist and Writer, 1923-)

Sleep Deprivation

When I was a young doctor we used to work absurdly long hours: for more than three years I worked every other night and every other weekend. It was not uncommon to be on your feet for three at a time. It is a wonder that we didn’t die or make more mistakes.

We know that sleep deprivation is not healthy, but we are only now beginning to find out just how damaging it can be. One of the biggest problems is that sleep deprivation interferes with the normal functioning of the immune system.

I saw an interesting paper (NR619) at the 2007 Annual Meeting of the American Psychiatric Association in San Diego last month.

A team from Korea took sixteen healthy volunteers and made them stay awake for 48 hours. They found that even this relatively short period of sleep deprivation produced some impressive effects on the body and the mind:

• Thyroid hormone levels rose
• The speed and accuracy of reaction times fell
• Blood glucose and protein levels rose, and there were disturbances in several liver function tests
• White blood counts increased
• There was a slight fall in immunoglobulin levels

We already know that insufficient sleep is associated with insulin resistance and weight gain, and it is likely that these are mediated by a rise in inflammatory mediators in the blood.

It is remarkable how quickly the effects occur.

And how pleased I am that young doctors no longer have to tolerate those incredibly long shifts.

Some things have changed for the better!

Insulin Resistance and Cognition

I have talked a lot about insulin resistance and the problems that it can cause. It is one of the biggest threats facing the human population, with at least a third of Americans now being insulin resistant. It looks as there may be another complication of insulin resistance that we need to add to the list.

Researchers from Canada presented some interesting data (NR385) at the 2007 Annual Meeting of the American Psychiatric Association in San Diego last month.

There has been a great deal of concern that some newer antipsychotics may cause insulin resistance and perhaps diabetes, and the FDA has required all the newer antipsychotics to carry a warning about this potential problem. We also know that although these medicines can be very effective in treating some symptoms, they do not usually help cognition very much.

The researchers recruited 37 people with chronic schizophrenia and did neurocognitive tests on them while also measuring their insulin resistance.

They found a significant correlation between insulin resistance and neurocognitive functioning. It looks as if insulin signaling is important for processing information in the brain and insulin resistance interferes with the process.

Though this study look at a highly specialized group: people with chronic schizophrenia – there is some recent evidence to suggest that insulin resistance may be a factor in Alzheimer’s disease, and that people may develop cognitive impairments if they go on to develop insulin resistance syndrome or impaired fasting glucose.

Yet another good reason for using diet, exercise and sleep to try and present insulin resistance and maintain healthy glucose levels.

Regular readers will recall that there are five pillars of healthy aging and the prevention of cognitive decline:

1. Blood pressure
2. Physical activity
3. Mental activity
4. Supplements and moderate alcohol
5. Social engagement and level mood

We should now add avoidance of insulin resistance to the list. Taken together, the evidence suggests that we can dramatically reduce our risk of cognitive decline as we get older.

Brain-Derived Growth Factors and Bipolar Disorder

As we are learning more about the plasticity of the brain, and the way in which new neurons can continue to grow throughout life, there is a great deal of interest in factors that stimulate the growth or development of neurons. This is particularly important in condition like schizophrenia and bipolar in which cognitive decline may occur.

Researchers from Portugal presented some interesting new data (NR68) on Monday at the 2007 Annual Meeting of the American Psychiatric Association in San Diego, California. Genetic and pharmacological studies have suggested that brain-derived neurotrophic factor (BDNF), one of the most common neurotrophic factors in the brain, may be associated with the pathophysiology of bipolar disorder. The data has been a bit of a mixed bag: previous studies have suggested that BDNF may be associated with either a worse or better neurocognitive outcome in tests of frontal lobe function.

The researchers examined 28 people with bipolar disorder whose mood was currently normal: i.e. they were euthymic,  and they compared them with 25 healthy volunteers. They measured BDNF levels and performed a battery of neuropsychological tests.

The people with bipolar disorder had clear evidence of problems with attention and executive function even when their mood was normal. However it does not seem to have much to do with BDNF: the levels were the same in both patients and healthy volunteers. There was an association between BDNF levels and memory in people with bipolar disorder. This makes sense: BDNF has been implicated in the formation of memory traces in the brain.

What this means is that problems of attention and executive function are likely to be trait-markers of bipolar disorder, while BDNF levels may be a state-related biological marker.

It is interesting how the wheel keeps turning: the person who first differentiated dementia praecox (schizophrenia) from manic depression (bipolar disorder) was Emil Kraepelin. He originally said that people with dementia praecox became worse over time, because of progressive cognitive decline, while people with manic depression did not. When he passed away in 1926 he was working on a whole re-visioning of mental illness, saying that the two could not be so clearly differentiated, because cognitive decline could occur in either illness.

Many pharmaceutical companies are looking into the possibility of improving cognition in major mental illnesses, but there are also a great many non-pharmacological interventions  that can be done to help cognition in people with major mental illness.

Dexterity and Strategy

I am a great believer in trying to do new things to stimulate latent abilities in the brain: there is more and more evidence about how valuable that can be.

Here is a very simple little game that can provide you with an excellent neurological work out.

Do not try it for more than a minute or two, or you might get repetitive strain injury or a psychological meltdown!

Cognitive Brain Health Test

One of the blogs that never fails to provide me with some food for thought is Zack Lynch's Brain Waves.

He has just alerted his readers to a very interesting resource.

The Brain Resource Company launched a free, confidential, 40-minute cognitive brain test in partnership with the Alliance for Aging Research. The company is offering the test at no cost until May 14, 2007.

When you first click on the link for the test, you are taken to a page on Brain Health with a great many links.

I am extremely familiar with the literature on the brain, aging and cognition. So on your behalf, I passed a critical eye over the material. I was really pleased with it. I have one or two very minor quibbles, and one or two of the links are not working yet, but overall the information is excellent and above all reliable.

One thing about doing the test is that it needs for you to be using Windows. So we Macintosh users are left out in the cold. But the test is well worth doing, so if you are a Macintosh user, you might want to see if you can borrow a Windows machine for an hour.

“Most people would sooner die than think; in fact they do so.”
--Bertrand Russell (Welsh Mathematician, Philosopher, Pacifist and, in 1950, Winner of the Nobel Prize in Literature, 1872-1970)

“The longer I live, the more beautiful life is.”
--Frank Lloyd Wright (American Architect, 1867-1959)

Leg Length and Cognitive Reserve

I recently mentioned the "Barker Hypothesis" which says that fetal malnutrition is associated with many physical problems later in life.

Well the difficulties may not only be physical.

I would like to tell you about an important concept that we call "Cognitive reserve." This can be thought of as our cognitive resilience. This first came to light almost twenty years ago when a post-mortem study of 137 elderly people was published in the Annals of Neurology, and confirmed something that we had suspected for years: there was a large discrepancy between the degree of Alzheimer’s disease neuropathology and the clinical manifestations of the disease. Some people had extensive pathology but they  clinically had no or very little manifestations of the disease. The investigators also showed that these people had higher brain weights and greater number of neurons compared with age-matched controls. This lead to the idea that they had a greater "reserve." This is why building your brain throughout life is thought to reduce the ce of cognitive impaitrment later on.

Studies have shown that childhood cognition, educational attainment and adult occupation all independently contribute to cognitive reserve, and more recently it has been confirmed that education and the complexity of a person's occupation may both slow the rate of decline in people who already have Alzheimer's disease.

Although height is in part genetically determined, shorter leg length has been found to be associated with an adverse environment in early childhood. In a recent study of older Afro-Caribbean people living in London, shorter leg length was significantly associated with cognitive impairment, leading to the suggestion that shorter leg length may be a marker of early life stressors that then result in reduced cognitive reserve.

It is also worth recalling our discussion about the association between growth hormone and intelligence in children and between intelligence and head size.

And nutrition is one of the determinants of growth hormone synthesis and release.

Naturally this does not mean that less tall people will all get Alzheimer's disease. But these observations have a number of practical consequences. They re-emphasize the importance of good nutrition during pregnancy: something that is simply not available to over a third of the world's population. They also help us to identify some of the people who would most benefit from strategies to increase their cognitive reserve and to avoid some of the things that can strip it away from them.

Brain Gain

We have previously discussed how a relatively small number of strategies can dramatically reduce your risk of cognitive decline as you get older.

Our recommendations are firmly buttressed by a most important article available for free download at the website of the Journal of the American Medical Association.

We already knew that cognitive training can improve cognitive abilities in older adults but nobody had established the effects of cognitive training on everyday function.

Sherry Willis of Pennsylvania State University led a team of scientists that followed a group of 2,832 adults, aged 65 and older -mean age 73.6 years - who were still living independently between 1998 and 2004. The seniors came from all walks of life, races, and parts of the country, including Birmingham, Alabama; Detroit, Michigan; Boston, Massachusetts and three other major cities. They all had one thing in common when the study commenced: they had no signs of cognitive impairment.

The researchers divided them into four groups of roughly 700 each: three groups that would receive training in either memory (verbal episodic memory), inductive reasoning or speed of processing (visual search and identification) with 4-session booster training at 11 and 35 months after training, and one that would serve as a control.

The memory training program consisted of mnemonic strategies for remembering word lists or texts, such as associating various words, visualizing them or organizing them in specific ways. Reasoning training taught the participants how to spot the pattern in a series, such as "a c e g i... ." The researchers boosted the subjects' processing speed via practice, practice, practice in identifying an object on a screen after increasingly short exposures.

Over the course of the next five years the researchers asked participants to appraise their skills and to report whether the training had helped with everyday tasks. They also independently evaluated the subjects' skills in things like finding items in a medicine cabinet. After training, 87 percent of the speed trainees, 74 percent of the reason trainees and 26 percent of memory trainees showed immediate improvement. That advantage over their untrained peers persisted over the next five years.

The training seemed to largely offset the cognitive decline suffered by nearly all of the controls as the years wore on. By the fifth year, significant skill gaps had opened between the people who had done the training  and their untrained peers.

It is not enough to continue to do the crossword or sudoku puzzles. The brain must be continually stretched and challenged. It seems that to drive this effect, you have to practice things that you don't like or things you don't regularly practice.

Many of us have spent years working on new training strategies, and this research shows just how valuable cognitive training can be for all of us.

Left-Handedness and Sports

There seem to be a number of potential downsides to being left-handed. Not only is the world designed for right-handers, but they may also fall victim to some illnesses.

However, there has been a lot of interest in the apparently greater success of many left-handed sportspeople. Amongst the elite in many sports, left-handers appear to be over-represented. The folk psychology explanation has been that if the effect is real, then it is likely all due to some attempt of the left-hander to over-compensate.

I’ve always been very skeptical about explanations like that, and there is new research from Australia to show that my skepticism was justified.

A study in the journal Neuropsychology shows that left-handed people can think more quickly when carrying out tasks such as playing computer games or some sports.

The research shows that in left-handed people there is a faster transfer of information between the hemispheres of the brain. This makes them more efficient when dealing with multiple stimuli, because they are able to use both sides of the brain more easily than people who are purely right-handed.

The researchers used a simple technique in which they measured reaction times of the two sides of the brain when white dots were flashed to either side of a fixed cross.

They then compared this with how good participants were at carrying out another task in which they had to spot matching letters in the left and right visual fields. This task would require them to use both sides of the brain at the same time.

Tests in 80 right-handed volunteers showed there was a strong correlation between how quickly information was transferred across the left and right hemispheres and how quickly people spotted matching letters.

But when the tests were repeated in 20 left-handed volunteers, the researchers found that the more left handed people were the better they were at processing information across the two sides of the brain. The more left-handed people were, the greater the efficiency of their hemispheric interactions.

When you have to do increasingly complex tasks, the brain recruits more circuits to help. People tend to use both hemispheres for tasks that are very fast or very complex and that require the interpretation of a lot of information. Good examples would be computer games, driving in heavy traffic or playing most sports.

Although there is a genetic component in handedness, it is an odd kind of genetic pattern and we also have some evidence that you can train yourself to make greater use of both of the hemispheres of the brain, and this can likely lead to a re-wiring of entire regions of the brain.

If you are right or left-handed try to spend five minutes each day using your non-dominant hand for some task. If you are right-handed, you might want to try shaving with your left hand. (Obviously electric or safety razors only please!). Or you might try something more complex: writing with your other hand. See if you notice any difference in yourself and feel free to report back.

Head Size and Intelligence

In August we discussed some of the new data showing an association between the hormone insulin-like growth factor 1 (IGF-1) and a child’s IQ.

Now new research from the University of Southampton in England has found an association between skull size and intelligence. It seems that the brain volume a child achieves by the age of 1 year helps to determine his or her later intelligence.

The study of 633 newborns born at term has found that those with larger heads scored better on intelligence tests at the age of 4. And those children whose heads were larger than the average at age 8 also had higher IQs. Children who put on a spurt of skull growth after the age of 8 did not show a catch up in their IQ scores, implying that there is a critical period for skull growth, brain and cognitive development.

The researchers also studied the babies’ parents. The babies’ mothers completed surveys about their parenting style, their older children, and other factors such as breastfeeding and postpartum depression.

The babies tended to have higher IQ scores if they had been breastfed for three or more months, if their parents had more education and if they had mothers with high scores on the questionnaire that looked at parenting style.

Even after adjusting for all those factors, babies’ head growth by age 1 remained tied to IQ scores among the 4- and 8-year-olds.

It is also known that older people with a larger head circumference tend to perform better in tests of cognitive function and may have reduced risks of developing Alzheimer’s disease. The protective seeds are sown in the first eight years of life. But there is still much that can be done later in life to protect against the development of Alzheimer’s disease.

Two years ago the same researchers showed that there are critical periods in brain growth and cognitive function in children. Brain growth during infancy and early childhood is more important than growth during fetal life in determining cognitive function. And as we have discussed before in my writings about epigenetics, the food that a child eats, the chemicals that he or she ingests and the attitude of his or her parents and peers can all change the way in which their genes function. Positive influences during the first few formative years can have a massive impact on cognitive function throughout life. But even if a child is exposed to an adverse environment, there are still good chances for repairing the damage throughout life.

Biology is not destiny!

“Intellect annuls fate. So far as a man thinks, he is free.” --Ralph Waldo Emerson (American Poet and Essayist, 1803-1882_

The Seat of the Emotions and the Gateway to Reason

“If passion drives, let reason hold the reins.”
--Benjamin Franklin (American Author, Inventor and Diplomat, 1706-1790)

For many centuries reason and emotion have usually been held to be two poles of a magnet, the North and South of the psyche. Every now and then someone has proposed some other psychological lodestone, but most have finally devolved into this simple binary model.

Yet a moment’s introspection shows us that reason and emotion are inextricably linked. We know from people with alexithymia and a dizzying array of “personality disorders,” that a real-life Mr. Spock would be a hobbled creature. Yet we also know that simple binary models of pleasure and pain as the drivers or behavior are over simplified. It appears that one of the great attainments of many mammalian species - and who knows how many others - is an ability to be moved by more complex considerations of loyalty, propriety and even morality.

There is an important study in this month’s issue of the Journal of Neuroscience. The amygdala is a central processing station in the brain for emotions and is involved in laying down emotional memories. A shock or extreme pleasure may both leave their traces in the amygdala, so it plays a key role in survival.

But this new research shows that the amygdala also plays a role in working memory, a higher cognitive function that is critical for reasoning and problem solving. If you ask someone for a telephone number and you instantly dial the number and then forget it, that is working memory in action. If you choose to remember the number for later, it moves out of working memory into longer term memory stores. In some senses working “memory” is a little bit of a misnomer: it is a function that enables us to manipulate information extremely rapidly.

In two different functional magnetic resonance imaging (fMRI) studies with a total of 74 participants, individual differences in amygdala activity predicted behavioral performance on a working memory task. The experimental subjects were asked to look either at words, such as rooster, elbow, and steel, or faces of attractive men and women. Then they were asked to indicate whether or not the current word or image matched the one they saw three frames earlier. Try it for yourself, and you will see that this is quite challenging. The subjects’ brains were scanned while completing the tasks.

People with stronger amygdala responses during the working memory task also had faster response times.

This is exceptionally important for anyone interested in thinking and learning: it shows that a region of the brain thought to be involved primarily, or perhaps even exclusively, in processing emotions is also involved in higher cognition, even when there is no emotional content.

I think it most likely that the amygdala may be involved in vigilance, perhaps preparing people to better cope with challenging situations and also improving their ability to sort information according to its relevance to the current situation. This is something that people with poor resilience find hard to do, so it may be that the amygdala is involved in developing and maintaining resilience.

This study helps to prove the total inter-relatedness of emotion and cognition and supports learning strategies that are based upon integrating emotion with facts. One of the ways in which health care students are able to remember enormous numbers of facts is by attaching them to patients with whom they have worked. Emotion, interest and empathy can dramatically accelerate learning.

Brain Growth

Something strange happened to our ancestors. Between about 100,000 to 35,000 years ago, their brains began to grow enormously. 

There have been many theories as to why this happened, from climatic change to a change in diet. Some foods contain chemicals that can stimulate the growth of neurons. And yes, there are also those who claim that some external agency caused the sudden growth of the brain, a la Arthur C. Clarke’s 2001: A Space Odyssey.

But what is exciting is that the growth in the brain may still be going on today.

It is clear that the brain is constantly changing. This growth, change, development and regression does not only occur during development, learning or aging, but also over generations. It is often said that the modern human brain is identical to that of Stone Age man, but that is almost certainly not true. If you were to meet a person from 5,000 years ago, they would probably seem quite unintelligent, because all the things that you have learned have stimulated your cognitive abilities. This stimulation also stimulates the formation of the brain. Recent studies of the genetics underlying brain development have shown that the human brain has changed significantly over the last few thousand years.

A study in the journal Science has taught us something new. The investigators studied the gene Microencephalin (MCPH). When the gene is active it causes a severe reduction in brain size coupled with mental retardation. Remarkably, despite this abnormality, there is an overall retention of normal brain structure and a lack of overt abnormalities outside of nervous system. The function of MCPH in healthy humans is less well known.

What makes this study interesting is the finding that the MCPH has changed during the past ~37.000 years, and that the spread has been fast: there has been a strong positive selection for this gene, indicating that the brain has continued to evolve even in more recent times. This is exceedingly important. I have many times emphasized that human beings are changing extremely rapidly.

There is no reason to assume that the evolution of the brain has stopped, and there is every reason for thinking that this gene is one of the mechanisms of change in response to the environment. It is now key to understand all the modulators of MCPH activity. Is it food, stress or environmental stimuli?

Another recent study in the journal Nature analyzed human chromosome 8, and looked specifically at two regions called the major defensin (DEF) gene cluster and MCPH1. The authors also speculated that these regions have played a significant role in the expanded brain size that can be observed through hominid evolution.

At the end of the article, the authors say something very interesting:

"The majority of the genes in the region of high divergence in distal 8p play important roles in development or signaling in the nervous system. Notably, the extremely large CSMD1 gene, which lies at the peak of divergence and diversity, is widely expressed in brain tissues. High regional mutation rates and positive selection are generally assumed to be distinct, but it is possible that the former may facilitate the latter by increasing the rate of appearance of potentially advantageous single, or interacting, alleles. It is intriguing to speculate whether the accelerated divergence rate of this region has contributed to the rapid expansion and evolution of the primate brain."

For people who are less familiar with this kind of science-speak, let me translate. The study of chromosome 8 should open a whole new field of enquiry about what makes the human brain special. Comparing this region with DNA from other species and from early humans, we will be able to study the relative contribution of these genes to brain size.

Though size isn’t everything (!). The key is to understand the impact of changes in brain size and brain complexity on cognitive processes. In general, there’s a good correlation between intelligence and the volume and complexity of specific regions of the brain.

These new genes and their rapid – and continuing - spread is fascinating. But there are some other things that also differentiate the “naked ape” from other primates. One of the most striking is the large amount of fat that we have in out subcutaneous tissues and in our brains. We also have more of the excitatory amino acid glutamate in our cerebral cortices than chimpanzees or gorillas.

There is much more to be learned, but the consequences for understanding our origins and potential treatments for neurological illnesses are just stunning.

Attention Deficit Disorder and Executive Functioning

“Not to have control over the senses is like sailing in a rudderless ship, bound to break to pieces on coming in contact with the very first rock.”
--Mahatma Gandhi (Indian Nationalist and World Teacher, 1869-1948)

The Mahatma's statement could apply to most people stuggling with attention deficit disorder.

There is an important idea in neurology and psychology called "Executive functioning.” This refers to our ability to be able to make and carry out plans, direct our attention, focus and also to control our internal states: our impulses and emotions and to be able to switch from one task to another. In other words it is a key part of our ability to self-regulate our behavior, mind and emotions.

Most evidence now indicates that executive function is mediated by the regions of the dorsolateral prefrontal cortex. It happens that these same regions are amongst those that seem to undergo beneficial changes in people who practice meditation.

For people interested in attention deficit disorder, I’d like to recommend a book, “Attention Deficit Disorder: The Unfocused Mind in Children and Adults,” by Thomas E. Brown. In the book he encapsulates some up-to-date research indicating that one way of conceptualizing some of the difficulties faced by people with attention deficit disorder, is to break them down into the six major “domains” of executive functioning:

1. Activation: Organizing, prioritizing and getting to school or work
2. Focus: Tuning in, maintaining focus and shifting attention
3. Effort: Sustaining effort, regulating alertness and adjusting processing speed
4. Emotions: Modulating emotions and managing frustration
5. Memory: Holding and manipulating information and retrieving memories
6. Action: Monitoring and regulating actions

It can be very helpful for people to understand why they face the problems that they do, and how each may be amenable to a different type of help.

What we have done below is to re-draw and slightly simplify an extremely helpful diagram from Dr. Brown’s book, that will make it easier for you to see that kind of problems you or a loved one may be facing, and how treatment and coping strategies will be directed toward whichever of these is causing the most trouble in a person’s life.

(You can click on the diagram to see a large version of it.)

Banquo’s Ghost

“Chess is the game which reflects most honor on human wit.” -- Voltaire (a.k.a. François-Marie Arouet, French Writer and Philosopher,  1694-1778)

For anyone with even a passing interest in chess, a re-unification match for the World Championship is currently taking place in Elista, the capital city of Kalmykia, a small region of the Russian Federation that is Europe’s only Buddhist country. Though I’m sure that some would quibble about whether it should be in Europe or Asia.

The beginning of the match between two of the world’s top Grandmasters - the aggressive Bulgarian gambler Veselin Topalov and the conservative Russian, Vladimir Kramnik - has led to and 2-0 score in favor of the Russian.

So why am I mentioning this is a blog dedicated to Personal Growth, Healing and Wellness? Because the current one-sided score line has a lot to do with each of these topics. This match is not just about chess playing ability: it is also about psychological and emotional strength, character and resilience.

There was a time when chess masters were unfit, often over-weight and the majority smoked. When I first started playing in tournaments in England, it was quite normal to have ashtrays beside most of the boards.

Oh how things have changed!

Now the players prepare physically, psychologically and some even spiritually with prayer and meditation:

1. Very few players smoke, not just because of long-term health risk, but because the deleterious effects of lowered oxygen levels on cognition outweigh the short-term improvement in attention caused by nicotine.
2. Aerobic exercise is essential to ensure that the brain is perfused with oxygen, and if you are physically unfit you cannot expect to survive a number of games that may each last for five or six hours.
3. Strength training is also essential to overall fitness and physical and the maintenance of psychological resilience. Topalov is going to need that now.
4. Posture is extremely important. According to Chinese and Ayurvedic physicians and chiropractors, bad posture results in a restriction in the flow of Qi, Prana, or blood. Whether or not you believe in the flow of Qi in the body, it is easy to demonstrate that bad posture has bad effects on cognition.
5. Flexibility is also an essential part of physical wellness that affects you psychologically as well as physically. Daily stretching should be part of everyone’s life.
6. Relaxation and meditation: one or other or both are essential tools for maintaining your balance while under stress, and for building resilience.
   
7. Diet: a carefully balanced nutritious diet rich in omega-3 fatty acids (without any added mercury!) and fiber is essential for optimum mental functioning.
8. Fluid intake: the current recommendations are for a healthy person to drink between 80 and 120 fluid ounces of pure water each day.
9. Avoid alcohol: A former World Champion – Alexander Alekhine – lost his title after turning up drunk on a number of occasions during a match to defend his title.

Looking at the pictures from the match, in both games Topalov looked intense and Kramnik far more relaxed. It could have been an illusion: I would need to be in proximity to be sure. In the first game Topalov took a needless risk in a dead level position. In the second, he had an absolutely won game. I’m no grandmaster, but even I spotted a win in three moves. How could he have failed to find it and then lost?

What is the explanation? Chess players have to play a certain number of moves in a specified time, so not only are they playing their opponent, they are also playing against the clock. The biggest prize in the game is on the line, for which both players have been preparing since childhood. And there are hundreds of thousands of people who are watching and analyzing their every move.

I know from personal experience that it can be hard enough to be interviewed on a television show being watched by millions of people, where any false statement would haunt me forever. Imagine having a battle of wits with one of the finest chess players in the world in the knowledge that every move will be analyzed for the next century, and computers are already analyzing every permutation of every move that the two players have made.

The stress on the players is unbelievable. Both have prepared for it, but it is also a matter of who has prepared best: that is a mixture of temperament and training. Just today I read an article talking about ways of avoiding stress. This is silly: stress is part of life and it can provide the motor in motivation. The trick is how we learn to respond to stress.

There is also another stressor that has only been felt by world championship contenders on two or three previous occasions. This match is being played in the shadow of the retirement of Garry Kasparov, who, in the opinion of most people, is the strongest player who ever lived, with the possible exception of Bobby Fischer. The difference is that Bobby became World Champion all by himself, with little help and by inventing a new approach to chess. It is a great tragedy that his life has apparently been blighted by mental illness, and that he has played only a few recorded games in the last 34 years.

By contrast, Garry was the strongest player in the world for twenty years, and in the opinion of most experts would probably still beat both of the current contenders. So whoever wins wants to prove himself a worthy champion. Garry’s specter remains like the ghost of Banquo in the Scottish play.

The final essential is that both players have to detach from the results of the first two games. Kramnik will obviously have his tail up now, but he is too smart and too experienced to give in to complacency. Topalov has to completely forget about the first two games and focus on what lies ahead: I’m sure that he has someone on his team working on simple techniques to stop the past from populating his psychological present.

Whatever lies ahead for these two men in the next few weeks, we shall see that chess is a microcosm of life in general.

“What is needed, rather than running away or controlling or suppressing or any other resistance, is understanding fear; that means, watch it, learn about it, come directly into contact with it. We are to learn about fear, not how to escape from it.” --Jiddu Krishnamurti (Indian Spiritual Teacher, 1895-1986)

Music and the Mind

The next book in the Healing, Meaning and Purpose cycle will be entitled Sacred Cycles. One chapter is entitled Music and the Mind. I am in no doubt that music can produce incredibly powerful healing.

I was interested to read about a small study published in the journal Brain.

Canadian scientists from McMaster University compared 6 children aged four to six who took music lessons for a year with 6 children who did had no music lessons outside school. The six who had lessons attended a Suzuki music school, using a Japanese approach that encourages children to listen to and imitate music before they attempt to read it.

They found the musical group performed better on a memory test also designed to assess general intelligence skills such as literacy and mathematical ability.

The investigators also measured changes in the children's brain electrical responses to sounds during the year. They measured brain activity using a technique called magnetoencephelography while the children listened to two types of sounds: a violin tone or a burst of white noise.

All the children recorded larger responses when listening to the violin tones compared with the white noise - indicating that more of the brain’s activity was being deployed to process meaningful sounds.
All the children responded more quickly to the sounds over the course of the year of the study - suggesting greater efficiency of the maturing brain.

However, when the researchers focused on a specific measurement related to attention and sound discrimination, they found a greater change over the year among the Suzuki children.

In the group having music lessons, there were measurable changes in as little as four months. Previous studies have shown that older children given music lessons recorded greater improvements in IQ scores than children given drama lessons, but this is the first time that such young children have been tested.

Though this is only a small study, it strongly suggests that music is good for children's cognitive development. I ifnd this particularly interesting after researchers appeard to have dismantled the "Mozart Effect." Perhaps they were premature in doing so.

I also take my hat off the researchers. As someone who’s done a lot of scanning and measurement, I know only too well, that to get young children to stay still enough to get meaningful readings must have been a Labor of Hercules!

I’d also like to mention a conference in November that sadly I shall not be able to attend, but promises to be a splendid event. It’s the International Sound Healing Conference, taking place on November 10-14 in Santa Fe, New Mexico. They have a stellar group of presenters, including Jill Purce, Don Campbell, Fabien Maman, James D’Angelo, Master Charles Cannon, John Diamond and a host of other experts in the fields of sound and healing. It should be quite an event!

“Words are the pen of the heart, but music is the pen of the soul.” --Shneur Zalman of Liadi (Rabbi and Founder of Chabad Lubavitch, 1745-1812)

“Music is the wine that fills the cup of silence.” --Robert Fripp (Musician, Guitarist and Spiritual Seeker, 1946-)

Risk, Reason, Intuition and Avoiding Overwhelm

The British Academy Festival of Science at the University of East Anglia has just finished, and there were a lot of interesting papers this year.

There was some impressive work on two unavoidable parts of life: risk and uncertainty. And how we cope with them. Professor Peter Taylor-Gooby, who is the Director of the Economic and Social Research Council Social Context and Responses to Risk Network (SCARR) at the University of Kent, had this to say: "There is a lot of evidence that concern about risk is directly related to lack of knowledge and the extent to which the event is dreaded…. and trust always involves emotion as well as reason."

How can we restore people’s level of confidence in themselves, in the people around them and in people in positions of authority? The answer lies in emotions instead of reason alone. This is especially true when the perceived risk is related to health, the environment, new technologies and energy.

Peter went on to say this: "The way that information about a particular risk is transmitted and interpreted by various audiences is also important in determining how people respond."

We all engage in some routine tasks without much thought. To apply your full awareness to everything that you do would quickly become exhausting. That is why we develop habits and do some things “On autopilot.” Habits are essential, and we have helped countless people by reprogramming habit patterns.

A problem can occur when you do the wrong things on autopilot and applying too much attention to things that do not require it. The first may damage a relationship: your significant other may not be best pleased to discover that you have been on autopilot during an intimate event. Applying too much attention to things that do not merit them is a good way of developing anxieties and paranoia.

With the increasing complexity of the world, and more things vying for our attention, we are all facing what I call “Overwhelm,” which is just what is sounds like. When we are tired or sick in mind, body or soul. When our subtle systems have become depleted by poor food, irregular breathing, negative people or a negative environment, any of us can become overwhelmed. People with attention deficit disorder, anxiety disorders and bipolar disorder are all more likely to suffer from Overwhelm. Many of the techniques for developing resilience that we have been discussing, are specifically designed to protect you against Overwhelm.

The key for us is to have in place a series of coping strategies that neither rely upon rationality alone or on a mixture of blind faith or hope: that is the best way to deal with growing uncertainties.

“Often you have to rely on intuition.”
-Bill Gates American Computer Genius, Businessman and Co-founder of Microsoft, 1955-

Labor Day Trivia With a Twist

The English language must be one of the oddest. Well actually I know that it is. Except perhaps for those few languages that have managed to get by with hardly any words for emotion. Or the ones that have hundreds of ways of describing snow.

In English there are more than one thousand words describing groups of things, usually animals. Many of these words go back to the Middle Ages: fun to look up on a wet English afternoon. And many have been taking up some of my precious neural storage space for a very long time.

In today’s trivia corner, the question came up as to what name is given to a group of cats? I knew that one, it’s a clowder, and if they’re kittens, it’s a kyndyll, also spelt kindle.

Then I started putting together a few others that I remembered, and looked up a couple more. If you type “Collective nouns” into Google you’ll get hundreds, but I’m not sure about some of them!

Here are a few fun ones:
Army of frogs or ants

Bale of turtles 

Band of gorillas 

Baren of mules
Bed of clams or oysters 

Bevy of quail or swans 

Brace of ducks 

Brood of chicks
Business of ferrets
Cast of hawks 

Cete of badgers 

Charm of goldfinches or hummingbirds
Chine of polecats
Cloud of gnats
Clutch of chicks
Colony of rabbits, ants, gulls and bats
Company of wigeons (they’re dabbling ducks found all over North America)

Congregation of plovers
Convocation of eagles 

Covert of coots 

Covey of quail or partridge
Cry of hounds
Down of hares 

Draft of fish (That one’s rarely used these days)
Dryft (drift) of tame swine 

Drove of cattle, sheep, pigs 
(In the Middle Ages, cows were also called kine or kyne)
Exaltation of larks 

Fall of woodcocks
Flange of baboons
Flight of birds 

Flock of sheep, geese, ducks 

Gaggle of geese 

Gam of whales 

Gang of elk 

Grist of bees
Harras of horses 

Herd of cattle, deer, elephants, horses, and sheep
Hive of bees
Horde of gnats 

Hover of trout 

Husk of hares 

Kettle of hawks
Labor of moles
Lepe or leap of leopards 

Leash of foxes 

Litter of pigs, cats, dogs 

Murder of crows 

Murmuration of starlings 

Muster of peacocks 

Mute of hounds 

Nest of rabbits, vipers, turtles and hornets
Nide, or nye of pheasants 

Pack of dogs, hounds, wolves, and mules
Parliament of rooks or owls 

Pod of dolphins, whales or seals
Pride of lions
Raft of ducks (paddling around on water) 

Rafter of turkeys 

Rag of colts
Route of wolves
School of fish (At one time they were called shoals of fish)
Scold of jays
Sculk of foxes
Sedge of cranes, bitterns, herons 
shoal of bass
Singular of boars
Shrewdness of apes 

Skein of geese (In flight)
Skulk (sculk) of foxes 

Sloth or sleuth of bears 

Sounder of wild swine or boars  

Span of mules 

Spring of teal 

Stud of mares 

Swarm of bees
Team of ducks, horses, pigs, oxen 

Tribe of goats 

Troop of kangaroos or monkeys
Unkindness of ravens

Volary of birds 

Walk of snipe 

Watch of nightingales 

Wedge of swans 

Wing of plovers 

Yoke of oxen
Zeal of zebras

There are some very funny ones that can’t be genuine. Try these:
An addition of mathematicians
A brace of orthodontists
A bunch of florists
A clutch of car mechanics
A concert of yes-men
An expense of consultants
A flash of paparazzi
An intrigue of politicians
A prickle of hedgehogs
A rash of dermatologists
A tedium of golfers

This is all harmless fun. But there’s also a slightly more serious side to it. Developing your vocabulary, even for odd words like these, appears to reduce your risk of developing age-related cognitive decline and should help keep you mentally sharp.

And I’ve got the brain scans to prove it!

Dementia

I have written about Alzheimer's disease in the past, but it is important for everyone to know that not all dementia, and certainly not all memory loss, is Alzheimer's disease.

There is a brief article on the Psychiatric Resource Forum website that will point you toward some extra resources.

Our biggest interest is always in ensuring that someone who seems to be developing a dementing illness doesn't actually have one of the large number of remediable causes of cognitive decline, such as depression, an underactive thyroid, vitamin B12 or folate deficiency, or an unusual condition called normal pressure hydrocephalus.

Curry and Cognition

During a visit to Singapore a couple of years ago, I heard about some interesting research that's just been published in the American Journal of Epidemiology.

The authors did something fairly simple. They took a group of 1,010 people with no evidence of dementia aged 60-93 years, and correlated their consumption of curry with their cognitive performance. Studies like this are not easy: what if more intelligent people like eating curry to begin with? What if sick people can't get out to the local curry house? And so on.

But the researchers did this all very carefully: they took into account all the known sociodemographic, health, and behavioral determinants of performance on a simple cognitive test. So they controlled for many of the other factors that can accelerate cognitive decline, like depression, smoking, drinking alcohol, high blood pressure, glucose and lipids.

The result was that people who occasionally or often ate curry had significantly better cognitive function than people who "never, or rarely" ate curry.

Is there any logic to this?

Well in fact there is. Curcumin, from the curry spice, turmeric, has been shown to possess potent antioxidant and antiinflammatory properties and to reduce beta-amyloid and plaque burden in experimental studies. There have been serious suggestions about using active constituents of tumeric to try and prevent the development of Alzheimer's disease.

This research is all very encouraging. The amount of curcumin used in the experimental studies is similar to the amount ingested by having a couple of curries a week, and now the epidemiological study from Singapore suggest that those couple of curries may have a clinically measurable effect.  That's not to say that eating curry three times a day is going to be even better.

All things in moderation: too much curry can play havoc with your digestive processes.

And your relationships....