Is the brain a muscle? | Integrated Learning Therapy

Another post on the value of movement? Yes. There are so many compelling reasons to keep reminding educators of the need to encourage children to move. At home, they have to have time for energetic play away from screens and sedentary toys like Lego. At school, they need frequent breaks to enable the body to best support the learning brain.

By this time, you should be realising that the brain is not a muscle that benefits more from sitting at a desk busy with reading, ‘riting and ‘rithmetic than running, playing and learning while moving. Instead, the evidence increasingly supports the view that working the muscles of the body benefits the brain. In fact physical activities can alter the structure of the brain in very precise ways.

One important brain area that benefits from aerobic exercise is the hippocampus. This is at the core of the brain’s learning and memory systems and research has shown that it grows as people get fitter. In addition to improving memory in general, there are studies to show that exercise accompanying learning can improve memory formation. A German study showed that walking or cycling during (but not before) learning helped memorise vocabulary of a new foreign language. So walking around while revising study material may be more helpful than sitting at a table.

Exercise has been touted for helping focus and the ability to stay on task. We keep pleading for more schools to take cognisance of the value of interspersing lessons with bouts of aerobics-style exercise because there are studies to show how this improves the attention spans of learners. And even more significantly, a study in the USA showed that daily extra-mural sports classes improved the executive functioning in children. This was shown by their becoming more able to ignore distractions, to multitask and to show improvement in working memory, being able to hold and manipulate information in their minds.

An exercise programme doesn’t need a great deal of planning or space. Many homes and schools lack outdoor space but there are beneficial games that can be introduced needing very little. A large group of German teenagers improved their attention span by merely boucing two balls at the same time for 10 playful minutes.

Apart from the mental benefits, we know that movement also has powerful effects on mood and can be used to lift depression. It also seems to be able to boost creativity and divergent thought.

Our brains don’t operate alone; we have to forget the very old and outdated belief that the body is there merely to carry the brain around. There is so much evidence about the value of movement and it should be translating into school policy and home habits.

Content of this post is partly based on the writing of Ben Martynoga. He is a neuroscientist and science writer. He tweets at @mountainogre.

Image supplied by Freepik

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Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy. Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this interesting age.

Provided by The Conversation.

Image supplied by Freepik.