Brain Modulation

Cognitive stimulation can help to slow the decline of dementia in the early stages. Stimulation helps to keep the processes of the brain functioning.

When it comes to the topic of having a growth mindset, most of us will readily agree that students who are praised are motivated to learn. Where this agreement usually ends, however, is on the question of how they are praised. Whereas some are convinced that praising students for their intelligence will motivate them to learn, others maintain that encouraging them for their efforts has a better impact on their motivation.

While on patrol, I was parked in the entrance to Mansard's plaza, facing E Ridge Rd, monitoring traffic. A female in a silver pickup truck pulled into the lot and flagged me down. The female pointed towards a white and maroon Corvette traveling east on Ridge Rd and stated that she believes the driver may be intoxicated. I immediately pulled onto Ridge Rd and got behind the Corvette. As I was following the Corvette east on Ridge, another vehicle with a male driver pulled up to the side of me and shouted out the window, "That guy is drunk". I then observed the Corvette to weave from the outside lane to the center lane, without signaling. The vehicle then abruptly swerved back into the outside lane, without signaling. The vehicle then came to

Understanding how nootropics affect one's brain we must have a better understanding of how the brain works. Although nootopics haven't been proven to make you smarter, experts suggest that they work by optimizing one's brain performance by increasing the communication of the brains supply of neurons and by improving the brains oxygen supply which works to enhance and balance the information flow in certain brain systems, further stabilizing neuroactivity. The use of nootropics works to also enhance the signal to noise ratio, by making the signals a little clearer in the brain, or by stimulating brain cell and nerve growth, depending on the type of compound or substances used. When using nootropics, one must find the right substance for the right task.

class of cognitive functions could be achieved include those long-range connections within and between cortical regions that activate

For example, it is well known that the left hemisphere is responsible for the encoding and recall of verbal memories, whereas the right cerebrum is dominant in regard to visual-spatial, non-verbal, and emotional memory functioning (Joseph 1982, 1988a, 1990a,b, 1992, 1993, 1996, 2003). If the left temporal lobe were destroyed, verbal memory functioning would become impaired since the right cerebrum does not readily store this type of

# on healthy participants. Due to this prior work, Owen et al (1998) were able to quite certainly state that GPi outputs to the prefrontal cortex were playing a vital role in the performance of these planning and spatial working memory tasks, both of which are higher functioning cognitive processes. Similarly, Jueptner et al (1997) performed a PET study that required healthy participants to learn sequences of 8 finger presses on a keyboard. After analysing the results, they explained that the

Alzheimer’s disease (AD) is the most common neurodegenerative disorder associated with cognitive deficits and disturbances in behavior. AD is irreversible, however there are multiple treatments to slow down the degenerative progression of the disease. By creating a rat model of AD we seek to observe the effects of deep brain stimulation (DBS). The 5- Choice Serial Reaction Time Task (5-CSRTT), was used to measure the performance of DBS on the rat model of AD. As the task increases in difficulty, the stimulation duration decreases within the 5-CSRTT leading to decreased attentional function. Stimulating electrodes were implanted to the medial forebrain bundle at the level of the lateral hypothalamus. The electrodes provide DBS to the rat models

All Research papers, Journals and articles containing any of the following keywords were selected: auditory entrainment, brain stimulation, brainwave stimulation, brain AND entrainment, cortical evoked response, sensory stimulation, AVS, binaural beats, isochronic beats, isochronic tones, brainwave synchronizers. There are several other articles and research works associated with Brainwave Entrainment and cognitive enhancements using different approaches. I have not included those for the study as they are beyond the scope of this paper.

Our uniqueness in solving problems and forming an understanding of the complex variety of stimuli we constantly encounter is a defining feature of human experience. A very powerful problem-solving tool is known as the Mental Set and takes place largely at an unconscious level. Mental sets increase the problem solving success rate for related problems by enlisting a mental framework that recycles methods that proved successful for solving similar problems in the past. Conversely, the mental set inhibits the success of similar problems that require a slightly different method to be solved. Once in a mental set, it is difficult to find a solution for a novel problem. Mental sets vary in the intensity and duration in which they inhibit an individual’s creativity for solving novel problems. The mental processes that allow for mental sets have long been viewed as static. Recent research involving transcranial magnetic stimulation (TMS) and transcranial direct-current stimulation (tDCS) has provided support that these processes are actually quite dynamic and capable of being influenced in a laboratory setting. Dissolving a mental set with these aforementioned procedures has also been shown to temporarily induce savant skills. I propose that

In this experiment to find out the effect that stimulation has on the brain fuction of young kids/test subjects. The independent variable was the environment that the rats were placed into. Also the ambience of the cages were also altered for the outcome of the experiment. These changes were crucial to the experiment because it symbolizes the different atmospheres a child can grow up in and how the presence of or lack of stimulating objects can affect the child's brain development. The dependent variable which is what was measure was amount of cell growth in the brain of the rats as well as the levels of the enzyme acetylcholinesterase which is located in the brain. This is able to speed up transmission of impulses through brain cells which means that the more of this enzyme found, the more advanced brain function the rat has. Another dependent variable was whether the rat's brain was smooth or if it had more complex folds which

The aim of our study was to compare and characterize the coactivations of LT and RT. By performing a conjunction analysis LT∩RT we found that each of our ROIs shared coactivations with cerebellar-thalamic-cortical circuit. Within the cortex, convergence of LT and RT MACAMs occurred in right superior temporal, right and left precentral, bilateral parietal and left supplementary motor area, which is involved in cognitive aspects of performance (Kim et al., 1994; Mushiake and strick, 1995; Gao et al., 1996; for review, see Middleton and Strick, 1997) such as working memory, planning, and rule-based learning (Middleton and Strick, 2001). Importantly, LT and RT individually showed

The present study found supporting evidence for incubation effects, where participants in the incubation condition scored higher averages on the RAT. This finding supports the first hypothesis that incubation will improve problem solving performance on the RAT. This study has demonstrated and confirmed results from previously mentioned studies on the positive effects of incubation on problem solving (eg., Smith & Blankenship, 1991; Segal, 2004; Baird et al., 2012; Sio & Ormerod, 2009). However, no main effect of the first task conditions were found, and no interaction effect between the incubation conditions and the first task conditions were detected. This finding suggests that incubation was not affected by the first task conditions of the AUT and BRT. Thus, this finding does not support the second hypothesis, as interaction between incubation and the first task were not found.

One of the largest arguments against brain training is that the benefits of training are not applied to real life. Essentially, opponents to brain training are arguing that brain training is like teaching to the test. Participants do well on the “exams” because that was what they were trained for. Conversely, once participants are sent out into the real world, they are unable to apply what they learned to tasks that differ from those on the test. While intimal brain training studies failed to demonstrate real world application, more recent studies have proven

Multiple studies have shown that if “brain games” are used daily one can improve their performance in few tasks.