Exciting research study from the Institute of Neuroscience, System and Cognition Department, the Universite Catholique de Louvain, and the International Laboratory for Brain, Music and Sound Research. This study highlights the differences in brain responses (as measured by electroencephalography) before, during and after participants were moving to a rhythm.
Check out our friend Dr. Kevin McGrew's blog about ADHD and brain connectivity. In it, he explores the science behind white matter connections and how it affects children with ADHD. Read more information on ADHD and several other neurological conditions, research and interesting science over on www.brainclock.net.
We have talked before about how fast your brain really is, but how do those signals get to their final destination? Check out our exploration of white matter tracts and how they relate to your brain's overall health and functionality.
Our focus on neuromuscular conditions continues with Huntington's, a truly devastating disease that could be affecting as many as 180,000 people in America. This hereditary disease has been known to stay relatively dormant in some people for 50 years, only to appear after it has been passed on to another generation. Find out how to spot Huntington's.
by Paul Gilbert
Ben is a 12-year-old with ADHD, who used to have trouble in school. His grades were below average, and he was easily distracted, unable to remember much of the material taught in class. Ben struggled with homework assignments and studying for tests. He felt defeated, and was frustrated by his parents' attempts to get him to study harder. He put in the extra effort, but nothing seemed to help.
As noted in the latest IM-HOME post, the annual IM conference was viewed as a huge success. I was fortunate to be the invited keynote speaker. The title of my address was “I think…therefore IM.” As noted in the most recent IM-HOME post, the IM staff is busy editing the video of all presentations, including my address. I am anxious for the final edited videos to be announced.
I just learned that the following article is soon to be published (click here for journal info)
This is the second peer-reviewed article to demonstrate a significant positive impact of Interactive Metronome (IM) training on certain reading behaviors in a study with both experimental and control groups. The other study was one I was involved with (Taub, McGrew, & Keith, 2007; the abstract is presented below). You can access that complete 2007 manuscript at the Brain Clock blog.
In a couple of weeks I will be the keynote speaker at the annual Interactive Metronome Professional Conference in San Antonio, TX. I will speak for approximately 1.5 hours and have much to share. At this time I thought I would give a small preview (aka, a “tease”) of some of the content I will be presenting. I have recorded a very brief video (6.5 minutes) where I explain some of the key concepts I will be describing (and expanding on) during my presentation. I hope you enjoy. This is a self-made video with an iPhone (on a tripod pointed at my computer as I go thru PowerPoint slides)—so be gentle.
The law of individual differences is the only proven law in psychology. This law has resulted in decades of research regarding theories and models of intelligence and individual differences in intelligence. Within the past two decades a general consensus has emerged from the psychometric intelligence research that the Cattell-Horn-Carroll (CHC) theory of intelligenceis the most empirically supported taxonomy for understanding the structure of human intelligence.
[Note – this is the first in a series of posts intended to present an integration of intelligence, cognitive neuroscience, and applied neuroscience research with the goal to advance a set of hypotheses or model(s) that explain how the Interactive Metronome® (IM) technology results in improved cognitive functioning—specifically focus or controlled attention]
