Archive for the ‘performance’ Category

The D-O-R Model

Monday, April 5th, 2010

This from Michael Neill’s newsletter received today. I couldn’t get the diagram to copy here, but I think it’s clear without it:

One of the main questions I’ve been exploring and wrestling with over the past 20 years or so is how we create more of what we want in the world.

Some related questions include:

  • What makes the difference between success and failure in any endeavor?
  • What are the key skills people need to develop to create more of what they want?
  • What can I do today to move forward in the direction of what I’m wanting?

Recently, I’ve created a model that I’ve been teaching on courses and with my one on one coaching clients that seems to address most of what I’ve learned in a fairly practical way. 

In order to make sense of it and put it to work in your own life, let’s go through each of the steps in turn…

1. D is for Desire

It would seem somewhat obvious that in order to create more of what you want in your life, the first step would be to know what it is that you want.  Yet the most common answer I hear when I ask people what they want is “I don’t know”.  My question in return is most often “why not?”

Here are some of the most common responses: 

  • I’ve never really thought about it. 

  • If I start focusing on what I want, then I’m going to feel bad when/if I don’t get it. 

  • If I say what I want, then I’ll have to do stuff I don’t want to do in order to get it. 

  • If I admitted what I really wanted, everyone would think I’m a. selfish, b. shallow, c. foolish, d. grandiose, or e. all of the above.  And even if they didn’t think that, I would!

And here’s the problem with all of these responses – you want what you want, whether or not you think you should want it and whether or not you think you can have it. Authentic desire is, well, authentic – it comes from somewhere deep inside us.  

You can no more make yourself not want what you want than you can make yourself invisible (not that people don’t try).  The freedom comes in realizing that you don’t have to do anything about it.  Wanting what you want is natural; doing something about it is always a choice.

The wonderful thing about desire is that when you begin to respect it, listen to it, and even experiment with following it, it will take you in the direction of the most wonderful life you can imagine.  This is the principle of effortless success, and as I wrote in the introduction to You Can Have What You Want:

When you get really clear and honest about what you want, 
everything in the universe conspires to help you get it.

Which leads us on to the next part of our model…

2. O is for Opportunity

When I was an actor, I noticed a peculiar phenomenon – whenever I actively reconnected to my authentic desire to get acting work, opportunities to do or audition for that work started showing up.  In fact, I can recall three separate occasions where I was sitting in my car reading a trade newspaper looking for auditions when my agent rang to tell me about an audition that had come in for me.

Coincidence?  Maybe – but just because two things coincide doesn’t mean they’re not also related.  And in the years since then, I’ve noticed again and again that when I’m in touch with my authentic desire, opportunities to fulfill that desire begin showing up.

Here are the two main theories I’ve heard to explain that phenomenon:

a. The Perceptual Snowplow

There is a part of our brain called the RAS, or reticular activating system, which essentially filters information in such a way that we notice more of what we’re looking for and less of what we aren’t.  This is why when you first get a new car (or shirt or dress or pretty much anything) you begin to see it everywhere.

The “perceptual snowplow” theory says that the reason opportunities follow on from desire is simply that acknowledging the desire sets up our perceptual filters in a way so that otherwise random data appears to us as meaningful and otherwise random events get recoded in our brains as “opportunities to fulfill our desire”.  By this theory, the auditions I got when I was sitting in my car would have come anyways – but because my perceptual snowplow was clearing the way to notice “auditions”, those phone calls showed up for me as significant.

b. Harmonic Resonance

In fields as varied as quantum physics, neuroscience, music theory and metaphysics, the theory of harmonic resonance suggests that all objects have a frequency or set of frequency with which they naturally resonate.  

This is the science behind the “law of attraction” that has come into vogue through “The Secret” and the work of Abraham-Hicks. Since thoughts are a form of energy, when we think about something happening and resonate with the frequency of that thought (i.e. think it clearly enough to generate the corresponding feeling state in our body), it sends an actual vibratory frequency out into the universe and literally attracts anything with a similar frequency into the time and space of the person thinking those thoughts.

So by this theory, the auditions I got when I was reading the trade papers weren’t coincidental at all, but rather the natural fruits of the seed of my desire.  Desire is the cause; opportunity is the effect.

So which theory is correct?

I don’t have a clue.  And fortunately it doesn’t seem to matter – people who believe in the perceptual snowplow seem to have as many opportunities turn up as those who believe in harmonic resonance – and neither belief system appears to be a prerequisite for creating more of what you want in your life.

What does seem to matter is two things:

The first is clarifying your desire – getting really clear and honest with yourself about what it is that you’d most love to happen, even if you don’t think that it can or will happen and even if you think you’re a terrible, silly person for wanting it.

The second is spotting opportunities as they arise and stepping into them by taking action. (See my recent tip on “Event-Action” for more on this.) The best thing about opportunity is that it is not, contrary to popular mythology, a one-off event.  In fact, when you get really clear about what you want, opportunity knocks so hard and so often it has bloody knuckles.

But if desire and opportunity are so readily available, why doesn’t everyone have everything they want?  Is it just laziness, or lack of discipline, or lack of clarity?

The answer to this question comes in the third element of our model…

3. R is for Readiness

I was having a conversation with my mentor George Pransky, when he pointed out to me that perhaps the reason a project I had taken on hadn’t worked out was that “it wasn’t in the cards”.

Slightly horrified at the inference that I didn’t completely control the universe and that occasionally even with all the will and cleverness in the world there was still an element of fate that played a part in how things turn out, I asked him to clarify what he meant.

He told me the story of a 19th century Hungarian physician named Ignaz Semmelweis who had discovered that if he and his nurses washed their hands before handling babies, it reduced infant mortality rates from as high as 35% to below 1%. And yet, this ran so contrary to state of the art medical knowledge at the time that his “radical” theories were rejected and he was fired from his job, committed to a mental institution, and died as a societal outcast.

In other words, while what he had to say has long since been proven and accepted as “common sense”, at the time he was saying it there was no readiness for its acceptance. And therein lies the key to understanding why some great ideas don’t catch on, great projects don’t come off, and great actors don’t get jobs :-) – sometimes, even when everything else seems to be in place, the world just isn’t ready for whatever it is you want to happen.  

And if you know this, it needn’t be a problem. Very few trees seek out therapy or life-coaching in the fall or winter, even though to an outsider it might appear that their “strategies for successful blossoming” aren’t working out.  And I’ve yet to have an acorn call me to complain that despite it’s positive attitude and repeated use of affirmations (“I  want to be an oak tree, I will be an oak tree, I am an oak tree!”), it’s just not growing as fast as its fellow acorns.

The fact is, some stuff just seems not to be in the cards – for now. But if you get clear about what you want and continue to step into each opportunity as it arises, you’ll maximize your chances for success and minimize the stress, guilt, and striving that thinking it’s all up and down to you tend to bring.

Have fun, learn heaps, and may all your success be fun!

With love,

Michael

 

PS – Do you want to reduce your financial stress by 75% or more?

OK, OK, I know – it’s a stupid question.  Of course you do.  Which is why Steve Chandler and I have created a Financially Fearless mastermind group to assist a small group of committed people in mastering the 4 aspects of money and making fear irrelevant in their lives.If you book by the end of the week (April 10th), we’ll also include additional one on one coaching between now and the start of the event in July!

To take advantage of this offer and begin to transform your experience of money for the better today, click here.


Get your daily inspiration (and some random musings) on Twitter – click here!

Chat about this tip and more with fellow geniuses on the Genius Catalyst Discussion Forum!

 Copyright © 2010 Michael Neill. All Rights Reserved  

Hypnosis Improves Academic Performance and Reduces Test-Anxiety for College Students

Monday, May 18th, 2009

 

Monday, May 18, 2009 by: Steve G. Jones, M.Ed., citizen journalist
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Key concepts: College, Hypnosis and Anxiety

(NaturalNews) A lot is expected of today’s college students. They are under an enormous amount of pressure to succeed in academics. The pressure comes from themselves, parents, professors, and friends. This causes a lot of stress for students. Success in college is a stepping stone to being successful in a career after graduation, so students feel the need to perform at their full potential. It is important for struggling college students to seek help in reducing their stress with natural treatments such as hypnotherapy. For some students, the stress and anxiety of school and academics can become overwhelming. Stress affects students in many different ways. For some students, their grades start to suffer, which can affect their GPA in the long-run. Other students become so overwhelmed by stress that they drop out of college. According to the 2000 census, 50% of the population in the United States over the age of 25 attended college. However, only 60% of those who attended college earned an associate, bachelor, or graduate degree. This means that 40% did not finish college for various reasons. Sapp (1990) studied the role hypnosis plays on treating test-anxiety in college students. The participants in the study were randomly divided into two groups. One group served as the control group and received no form of treatment. The other group received cognitive-behavioral hypnosis. The researcher evaluated the effects of hypnosis in improving academic performance and decreasing test anxiety. Both groups were enrolled in a demanding psychology course. All students were evaluated based on their midterm grade and anxiety levels. The hypnosis group reported a significant reduction in test anxiety and improvement in academic achievement. Both groups were evaluated 6 weeks after the end of the course and the hypnosis group was found to have maintained their hypnosis treatment gains in achievement and reduction in anxiety. Cognitive behavioral hypnosis is a highly effective form of treatment that helps students improve performance and reduce anxiety. Carrese (1998) outlines the benefits of teaching self-hypnosis to college freshman. The researcher describes the steps taught to students, including relaxation techniques and the usage of imagery. Self-hypnosis was able to help the college freshman cope with stress and the pressures of college. Whether cognitive-behavioral hypnosis is used or self-hypnosis is used, hypnotherapy is a very effective form of treating stress and anxiety in college students. Having the ability to better manage stress not only improves their academic performance in college, but will continue to help them cope with stress in other situations throughout their lives. Sources 2000 Census. Census Scope. Retrieved on May 15, 2009: http://www.censusscope.org/us/chart… Carrese, M.A. (1998). Managing stress for college success through self-hypnosis. Journal of Humanistic Education and Development, 36(3), 134-142. Sapp, M. (1990). Hypnotherapy and test anxiety: Two cognitive-behavioral constructs. The effects of hypnosis in reducing test anxiety and improving academic achievement in college students. Report. ERIC ID: ED328163.

Encouragement improves your game better than criticism, claim scientists

Saturday, May 2nd, 2009

rom The Telegraph website:

The ‘hairdryer’ treatment and criticism may get quick results, but sportsmen respond much better to kinds words of encouragement and support, scientists have found.

By Richard Alleyne, Science Correspondent

Last Updated: 2:35PM BST 01 May 2009

Sportsmen and women could get the edge on their opponents by accepting more emotional support in their personal and professional lives. A study by the University of Exeter, showed the extent to which a sympathetic ear or regular words of encouragement can improve sports performance.

Previous studies have linked ’social support’ to performance in golf and other sports and psychologists are regularly employed to improve performance. But doubts have still remained over its effectiveness – with many still believing that criticism is the best path to results. Now for the first time, researchers claim they have proved it works – at least for golfers – after showing proper emotional support can improve their handicap by nearly two in less than a month.

Dr Paul Freeman said that a player’s game is definitely affected by their frame of mind and negative feedback could have the opposite effect.

“There are times when the hairdryer treatment works but as a general rule positive support is going to have more long term benefits,” he said.

“Over a longer period I definitely think this support is more affective.”

The study, published in the Journal of Applied Sport Psychology, focused on three male golfers, two amateurs and one professional, who all competed at regional, national and international level. For half of the study the golfers were each given regular one-on-one support by Dr Freeman of the University of Exeter.

 Dr Freeman offered a range of support including listening to the golfers as they talked through their problems, offering encouragement and reassurance before competitions, and helping with practical issues, such as organising accommodation during competitions.

To provide comparative data, the researchers looked up the performance of the three golfers prior to the study.

Over 10 games, all three golfers performed better when they were receiving support from Dr Freeman. The players improved by an average of 1.78 shots per round, which could be significant at high-level golf. Dr Freeman said:

“It is significant that the support I offered, as a relative stranger, had such a marked influence on their results.

“The findings suggest that amateur and professional athletes would benefit from seeking social support, whether this is from a friend or family member or even from a professional.”

Experiences make us happier than things

Monday, March 30th, 2009

Here’s a new twist on the ‘money doesn’t make you happy’ senario from Startribune.com. It would certainly stand to reason that experiences have the possibility to make us happier, simply because memories last longer than material things generally – but do they need to be ‘good’ experiences? I suppose they do …

Experiences make us happier than things By SHARI ROAN, Los Angeles Times Last update: March 29, 2009 – 12:59 PM

Money is an emotional issue, especially during economic hard times. Social scientists have always warned that once a person’s basic needs are met, money doesn’t buy happiness. But if you’re wondering, or maybe even arguing over, what to do with any precious discretionary income these days, a new study suggests how to get the biggest emotional bang for your buck.

Ryan Howell, an assistant professor of psychology at San Francisco State University, found that buying experiences — such as vacations, going to the theater or renting a sailboat — gave people more happiness than buying material things.

The study, of 154 people ages 19 to 50, showed that experiences increase happiness because they are often social in nature. In addition, however, experiences tend to make people feel more alive.

“People report a sense of feeling invigorated or inspired,” Howell said.

Experiences might also yield more happiness because people are left with positive memories, a sort of return on their investment.

“It’s not that material things don’t bring any happiness. It’s just that they don’t bring as much,” Howell said. “You’re happy with a new television set. But you’re thrilled with a vacation.”

The study might yield some lessons for Americans in despair over the recession. “For whatever you can afford, you’ll maximize your happiness, and the happiness of others around you, if you spend it on a life experience,” he said.

It doesn’t matter how much money you spend, either.

“Whether you spent a little or a lot on the life experience, you still have the same level of happiness,” he said.

The study was presented recently at an annual meeting of the Society for Personality and Social Psychology and will be published this year in the Journal of Positive Psychology.

Video Games Can Encourage Positive Behavior, Too

Saturday, March 28th, 2009

With so much bad press for video games and the people who partake in them, this article  from Miller-McCune makes a refreshing change

 By: Tom Jacobs  |  March 27, 2009  |  01:07 PM (PDT)  |  

 

If violent video games encourage violent behavior, as a series of studies suggests, do prosocial games — those that reward helpful behavior — inspire players to act in more constructive, cooperative ways? A newly published paper, featuring studies of three different age groups in three different countries, suggests the answer is yes.

“Video games are not inherently good or bad,” concludes the team of 12 researchers led by psychologist Douglas Gentile of Iowa State University. Their findings suggest this popular form of entertainment “can have both positive and negative effects.”

The paper, published in the Personality and Social Psychology Bulletin, begins with a survey of secondary school students in Singapore (adolescents in the equivalent of seventh or eighth grade). They listed their favorite games, the number of hours they spend playing them each week and how often the games involve a) helping others, or b) hurting or killing others.

They were then asked a series of questions to measure their emotional awareness and empathy for others. After controlling for several variables, “prosocial game exposure was positively related to prosocial behavior,” the researchers report.

The second survey was of fifth-, eighth- and eleventh-grade students in Japan. They were asked how often in the past month they had played games in which characters help troubled people, or games in which friendship or a positive parent-child relationship was featured.

Finally, the youngsters were asked how often in the previous month they had acted in one of four specific helpful ways (such as “I helped a person who was in trouble”). The researchers discovered a strong relationship between playing prosocial games and self-reported prosocial behavior.

For the third study, the researchers conducted an experiment using 161 American college students, who were randomly assigned to play specific parts of one of six video games. Two of the games were violent (Ty2 and Crash Trinsanity), two were neutral (Pure Pinball and Super Monkey Ball Deluxe), and two were deemed prosocial: Chibi Robo, in which the goal is to make your family happy by cleaning up and helping out with the chores; and Super Mario Sunshine, in which players gain points by cleaning up a polluted island.

After playing one of the games for 20 minutes, participants were asked to assign a partner 11 puzzles to complete. They were told that if their partners completed 10 of the puzzles within 10 minutes, the partner would win a $10 gift certificate. They could choose puzzles from one of three difficulty levels, depending upon whether they were disposed to help their partner win the prize, or to place difficulties in his or her path.

The researchers found that “participants who played a prosocial game helped their partners significantly more than did either those who had played a violent game, or those who had played a neutral game.” Furthermore, “the violent gamers hurt their partners significantly more than did either those who had played a prosocial game or those who had played a neutral game.”

Taken together, the three studies found that “prosocial game play was significantly positively related to all four measured prosocial behaviors and traits” — helping behavior, cooperation and sharing, empathy and emotional awareness. These findings complement a 2008 study from Britain that found listening to songs with prosocial lyrics encourages charitable behavior.

According to Gentile and his colleagues, these results “make it clear how critical it is to separate amount of play from the content of play.” In other words, video game playing per se isn’t the issue: Rather, the important factor is the underlying messages contained in specific games.

“Content matters,” they conclude, “and games are excellent teachers.”

Visual learners convert words to pictures in the brain and vice versa

Friday, March 27th, 2009
This interesting article published in Science Centric on 26 March 2009 demonstrates why, as an NLP Learning Coach, I realise how important it is for us to learn in our prefered style. If a visual person only ever hears the voice of their teacher telling them the things they need to know, the visual person has to convert that teaching into visual images before they can fully understand it. This makes twice the work. Alternatively, the student may just loose interest in learning at all, because they haven’t learned the skill of converting the information yet. As an NLP Learning Coach, I help my clients know their prefered learning type, and then show how they can use that information to help them the most. See further details at www.anitamitchell.co.uk. Here’s the article.

A University of Pennsylvania psychology study, using functional magnetic resonance imaging technology to scan the brain, reveals that people who consider themselves visual learners, as opposed to verbal learners, have a tendency to convert linguistically presented information into a visual mental representation. The more strongly an individual identified with the visual cognitive style, the more that individual activated the visual cortex when reading words.

The opposite also appears to be true from the study’s results.

Those participants who considered themselves verbal learners were found under fMRI to have brain activity in a region associated with phonological cognition when faced with a picture, suggesting they have a tendency to convert pictorial information into linguistic representations.

The study was presented this week at the 16th Annual Cognitive Neuroscience Society Meeting.

Future research based on the findings from this study may be able to determine whether cognitive styles are something one is predisposed to or can learn. Depending on the flexibility with which one can adopt a style, educators could cater to one style over another to improve learning.

It has long been thought that propensities for visual or verbal learning styles influence how children acquire knowledge successfully and how adults reason in every-day life; however, there was no empirical link to this hypothesis from cognitive neuroscience.

‘Often, job applicants are required to offer opinion on whether they consider themselves visual or verbal learners,’ Sharon Thompson-Schill, professor in the Department of Psychology and a member of Penn’s Centre for Cognitive Neuroscience, said. ‘Some school districts even require students to wear buttons identifying themselves as visual or verbal learners. Until this study, however, there was no direct evidence linking these cognitive styles to specific neural systems in the brain.’

In the Penn study, visual and verbal cognitive styles were measured in 18 subjects by a self-report exam called the Verbaliser – Visualiser Questionnaire. The Wechsler Adult Intelligence Scale, a standard intelligence test used here to grade visual against verbal learning styles, then measured cognitive abilities. Participants subsequently participated in a functional magnetic resonance imaging experiment.

During the fMRI session, participants performed a novel psychological task, a more sophisticated version of the childhood board game Memory, involving both word-based and picture-based feature-matching conditions designed to permit the use of either a visual or a verbal processing style.

Results of the study demonstrated a pattern of activity in modality-specific areas of the brain that distinguished visual from verbal cognitive styles. The areas did correspond with prior knowledge of brain utilisation. During word-based tasks, activity in a functionally defined brain region that responded to viewing pictorial stimuli, the fusiform gyrus, correlated with self-reported visualiser ratings on the VVQ test.

In contrast, activity in a phonologically related brain region, the supramarginal gyrus, correlated with the verbaliser dimension of the VVQ during the picture-based condition. These findings suggest that modality-specific cortical activity underlies processing in visual and verbal cognitive styles.
Source: Penn: Office of University Communications

Think ahead, live longer

Wednesday, March 18th, 2009

This article published in ABC Health and Wellbeing is very much in keeping with thoughts from Cognitive Hypnotherapy – imagine the future you want, and then allow the unconscious mind to guide you towards it (whilst doing a little work along the way to help the process, of course! See my website for details www.anitamitchell.co.uk):

The Pulse

by Peter Lavelle

People who plan ahead and think of the future are often healthier than those living for the here-and-now, argues a prominent US psychologist. Published 12/03/2009 

Do you live for the present, without worrying about tomorrow? Do you view the future through the prism of what’s happened to you in the past? Or do you keep one eye on the future in everything you do? Whichever you do, will impact directly on your health, argues US psychologist Philip Zimbardo. Zimbardo, Emeritus Professor at Stanford University, is the author of a new book The Time Paradox: The New Psychology of Time That Will Change Your Life. In it he argues people tend to make decisions based on whether they are orientated to the past, present or future. Some people are dominated by their past experiences and this influences how they make decisions now. These past experiences may be positive – family or cultural traditions or rewards for good things they’ve done in the past – or they may be negative events – past traumas influencing what they do in the present. People with post-traumatic stress syndrome have been negatively influenced by their past. Other people are orientated towards the present. They seek immediate rewards, without much thought for the future, and are influenced by their body sensations and physiology (hunger, thirst, desire for sex etc) or what their peer group is doing. Rather than plan ahead, these people often rely on luck or fate and they tend to have lower levels of impulse control and emotional stability. Zimbardo says people who have addictions are very often present-thinkers, as are gamblers or those who run up credit card debts. Then there are people who are focused on the future, these people think of the consequences of their actions. They are good at controlling their egos and impulses; are conscientious, consistent, non-aggressive, and have low levels of depression. In reality we all have a bit of past, present and future orientation, but we tend to be skewed to one and underuse the others, says Zimbardo. He argues your time perspective may depend on many things including the climate you live in, your religion, your education (more educated people tend to be more future thinking), your gender (women are more future thinking than men), what income you earn (poorer people tend to be more present-orientated) and your age. In fact, we are all born present-thinkers, but become more focused on the future as we age, often in response to pressure from society. Many of the stories, nursery rhymes and games we play as kids encourage us to be forward-thinking; as does school and higher education. But being totally future-oriented is also unhealthy, says Zimbardo. Excessive emphasis on the future causes anxiety in the here and now, (as to how things might turn out) which can lead to social isolation and performance anxiety (especially anxiety about sexual performance). This is where present-oriented thinkers have some advantages; they make friends easily (being the ‘life of the party’), they are creative thinkers and have plenty of energy to enable them to achieve their goals. Being past-oriented (especially if your past experiences are positive) also has some advantages. Your family or culture may give you a sense of identity and continuity and provide you with positive role models. So what we need is a balance of all three ways of thinking. Healthy future So what does all this have do with your health? Zimbardo suggests there’s a very strong correlation between future orientation and health – the more future-oriented you are, the healthier you’ll be and the longer you’re likely to live. Research published in the British Journal of Health Psychology last month supports Zimbardo’s theory. Studies show people who are future thinkers tend to use drugs less, and adopt safe sex practices, the researchers say. Future thinkers also tend to be less likely to smoke and have healthier body mass indices, they conclude, after studying a group of about 400 people who answered questions about their health and lifestyles and who also underwent psychological testing including the Zimbardo Time Perspective Inventory (ZPTI) – a questionnaire Zimbardo helped develop in 1999 to test how people’s time perspective affects their decision making. (If you’re curious about which orientation you might be, do Zimbardo’s inventory yourself – just follow the link at the bottom of this page). On the other hand, other studies have shown that future-thinking doesn’t have much effect on whether people will get vaccinated, or stick to taking blood pressure or cholesterol medications. So future-thinking seems to be a factor in changing some behaviour but not others, say the British researchers. Getting the message out One of the challenges facing policymakers and health workers in preventative health is how to get people to forego junk food, drugs and alcohol, a sedentary lifestyle, for rewards that may be long into the future. But some public health messages may not be reaching their intended audience, says Zimbardo. Anti-drug campaigns warning of the future health risks of drug taking, for example, may be doomed to failure because their target audience (people inclined to use drugs) often live in the present and won’t listen to messages about the future. Peter Sainsbury, an Adjunct Professor of Public Health at Sydney University, agrees one of the challenges of mounting an effective public health program is to get people to change their behaviour for long-term benefits. “So you may need to give them a reason to change their behaviour in the here-and-now,” says Sainsbury. “For example, smokers may be more likely to quit if they think there’s an immediate benefit – better smelling breath, more success with the opposite sex for example, rather than the promise of better health twenty years from now.”

Sleep is needed to form memories

Saturday, February 14th, 2009

Sleep is something we all need! If  you need help having a good nights sleep take a look at my website to find out how I might help www.anitamitchell.co.uk.

From examiner, posted on 11/02/09

First-of-its-kind study shows how brain connections strengthen during sleep

PHILADELPHIA – If you ever argued with your mother when she told you to get some sleep after studying for an exam instead of pulling an all-nighter, you owe her an apology, because it turns out she’s right. And now, scientists are beginning to understand why.

In research published this week in Neuron, Marcos Frank, PhD, Assistant Professor of Neuroscience, at the University of Pennsylvania School of Medicine, postdoctoral researcher Sara Aton, PhD, and colleagues describe for the first time how cellular changes in the sleeping brain promote the formation of memories.

“This is the first real direct insight into how the brain, on a cellular level, changes the strength of its connections during sleep,” Frank says.

The findings, says Frank, reveal that the brain during sleep is fundamentally different from the brain during wakefulness.  

“We find that the biochemical  changes are simply not happening in the neurons of animals that are awake,” Frank says. “And when the animal goes to sleep it’s like you’ve thrown a switch, and all of a sudden, everything is turned on that’s necessary for making synaptic changes that form the basis of memory formation. It’s very striking.”

The team used an experimental model of cortical plasticity – the rearrangement of neural connections in response to life experiences. “That’s fundamentally what we think the machinery of memory is, the actual making and breaking of connections between neurons,” Frank explains

In this case, the experience Frank and his team used was visual stimulation. Animals that were young enough to still be establishing neural networks in response to visual cues were deprived of stimulation through one eye by covering that eye with a patch. The team then compared the electrophysiological and molecular changes that resulted with control animals whose eyes were not covered. Some animals were studied immediately following the visual block, while others were allowed to sleep first.

From earlier work, Frank’s team already knew that sleep induced a stronger reorganization of the visual cortex in animals that had an eye patch versus those that were not allowed to sleep. Now they know why.

A molecular explanation is emerging. The key cellular player in this process is a molecule called N-methyl D-aspartate receptor (NMDAR), which acts like a combination listening post and gate-keeper. It both receives extracellular signals in the form of glutamate and regulates the flow of calcium ions into cells.

Essentially, once the brain is triggered to reorganize its neural networks in wakefulness (by visual deprivation, for instance), intra- and intercellular communication pathways engage, setting a series of enzymes into action within the reorganizing neurons during sleep.

To start the process, NMDAR is primed to open its ion channel after the neuron has been excited. The ion channel then opens when glutamate binds to the receptor, allowing calcium into the cell. In turn, calcium, an intracellular signaling molecule, turns other downstream enzymes on and off.

Some neural connections are strengthened as a result of this process, and the result is a reorganized visual cortex. And, this only happens during sleep.

“To our amazement, we found that these enzymes never really turned on until the animal had a chance to sleep,” Frank explains, “As soon as the animal had a chance to sleep, we saw all the machinery of memory start to engage.” Equally important was the demonstration that inhibition of these enzymes in the sleeping brain completely prevented the normal reorganization of the cortex.

Frank stresses that this study did not examine recalling memories. For example, these animals were not being asked to remember the location of their food bowl. “It’s a mechanism that we think underlies the formation of memory.” And not only memory; the same mechanism could play a role in all neurological plasticity processes.

As a result, this study could pave the way to understanding, on a molecular level, why humans need sleep, and why they are so affected by the lack of it. It could also conceivably lead to novel therapeutics that could compensate for the lack of sleep, by mimicking the molecular events that occur during sleep.

Finally, the study could lead to a deeper understanding of human memory. Though how and even where humans store long-lasting memories remains a mystery, Frank says, “we do know that changes in cortical connections is at the heart of the mystery. By understanding that in animal models, it will bring us close to understanding how it works in humans.”

 

Overthinking 'disrupts golf putt'

Friday, January 30th, 2009

Just ask Tiger, he’s ‘gone’ when he makes a shot. Find out how cognitive hypnotherapy  and NLP can help reduce your handicap www.anitamitchell.co.uk.

Found on the BBC News website:

Golfers who think too much about their technique between shots could be seriously affecting their performance, a study has suggested.

St Andrews University and US scientists said they had established that too much analysis made the golfer’s game worse.

They said thinking too much about the previous shot can disrupt performance.

In total, 80 golfers were given shots to practise until they got it right. Those who discussed their putting between strokes took twice as long.

The study suggested talking could “overshadow” motor skills Golfers who think too much about their technique between shots could be seriously affecting their performance, a study has suggested. St Andrews University and US scientists said they had established that too much analysis made the golfer’s game worse. They said thinking too much about the previous shot can disrupt performance. In total, 80 golfers were given shots to practise until they got it right. Those who discussed their putting between strokes took twice as long. The study found that when the mix of skilled and novice golfers tried again, those who had discussed the shot took longer to get the shots right as those people who had spent a couple of minutes engaged in other, unrelated activities. Simply describing one’s putting skill after it has been executed can be incredibly disruptive to future putting performance Prof Michael Anderson St Andrews University Psychology Professor Michael Anderson, from St Andrews University, said: “This effect was especially dramatic in skilled golfers who were reduced to the level of performance of novices after just five minutes of describing what they did. “Novices, by contrast, were largely unaffected, and perhaps even helped a little, by verbally describing their movements. “It’s a fairly common wisdom in sport that thinking too much hurts performance; during a game it can be an obvious distraction. “However, what we found surprising is that simply describing one’s putting skill after it has been executed can be incredibly disruptive to future putting performance.” He said overthinking did not seem to affect novices because “they probably haven’t developed enough skills to forget in the first place” and claimed that top professionals would be less susceptible as they were very focused in their approach. The researchers think the loss of performance was due to an effect called verbal overshadowing, which makes the brain focus more on language centres rather than on brain systems that support the skills in question. The study, which also involved the University of Michigan, marks the first time researchers have claimed to demonstrate that verbal overshadowing can adversely affect motor skills. Prof Anderson said the findings may have consequences for people who take part in other sports. “This observation may have repercussions for athletes who depend on effective mental techniques to prepare for events,” he added. “Moreover, those who teach golf, or any motor skill, might be undoing their own talent in the process.”

London cabbies have bigger hippocampi

Monday, December 15th, 2008

London cabbies’ brains grow on the job. According to studies by scientists at the University College London Institute of Neurology — the first published in the April 11, 2000, issue of Proceedings of the National Academy of Sciences with follow-up research presented in 2006 and 2007 — these professional drivers have a larger posterior hippocampus, the brain region tied to learning and navigation.

Researchers credit complex daily tasks, such as navigating a labyrinth of 320 standard routes in a six-mile area, with increasing brain size. And functional MRI demonstrated that the longer on the job, the bigger the brain.

Still, there may be a price. As brain regions continually competed for space, the posterior hippocampus grew while the anterior hippocampus, which is associated with memory, decreased. “The brain has enormous plasticity,” says Edward Taub, PhD, a behavioral neuroscientist at the University of Alabama at Birmingham. He has studied neuroplasticity since the 1970s. “Every part of the brain is used. The more you use a function, it may be at the expense of another.”

As an outgrowth of the early taxi driver studies, U.S. scientists began exploring the effects of employing complicated navigational skills. At Brandeis University in Waltham, Mass., scientists created the virtual taxicab video game to study the way brains work. As subjects play, they become increasingly proficient in navigating complex routes, which researchers believe is tied to building cognitive maps of the environment.

Additionally, German scientists reported in the June 2006 issue of The Journal of Neuroscience that the brains of German medical students, while studying for final exams, showed increases in the posterior hippocampus, similar to the London cabbie study. Three months later, according to MRI imaging, the hippocampus had returned to its former size.