Posts tagged adult brain
Articles and news from the latest research reports.
Sugar-burning in the adult human brain is associated with continued growth, and remodeling
Although brain growth slows as individuals age, some regions of the brain continue to develop for longer than others, creating new connections and remodeling existing circuitry. How this happens is a key question in neuroscience, with implications for brain health and neurodegenerative diseases. New research published today shows that those areas of the adult brain that consume more fuel than scientists might expect also share key characteristics with the developing brain. Two Allen Brain Atlas resources – the Allen Human Brain Atlas and the BrainSpan Atlas of the Developing Human Brain – were crucial to uncovering the significance of these sugar-hungry regions. The results are published this month in the journal Cell Metabolism.
"These experiments and analysis represent the first union of its kind between functional imaging data and a biological mechanism, with the Allen Brain Atlas resources helping to bridge that gap," comments Michael Hawrylycz, Ph.D., Investigator with the Allen Institute for Brain Science and co-author of the study. Data from PET scans provides structural insight into the brain, but until now, has not been able to elucidate function. "Now we can make the comparison between the functional data and the gene expression data," says Hawrylycz, "so instead of just the ‘where,’ we now also have the ‘what’ and ‘how.’"
The brain needs to constantly metabolize fuel in order to keep running, most often in the form of glycolysis: the breaking down of stored sugar into useable energy. PET scans of the brain, which illuminate regions consuming sugar, show that some select areas of the brain seemed to exhibit fuel consumption above and beyond what was needed for basic functioning. In cancer biology, this same well-known phenomenon of consuming extra fuel—called “aerobic glycolysis”—is thought to provide support pathways for cell proliferation. In the brain, aerobic glycolysis is dramatically increased during childhood and accounts for as much as one third of total brain glucose consumption at its peak around 5 years of age, which is also the peak of synapse development.
Since aerobic glycolysis varies by region of the brain, Hawrylycz and co-author Marcus Raichle, Ph.D., at Washington University in St. Louis, wondered whether regions of the brain with higher levels of aerobic glycolysis might be associated with equivalent growth processes, like synapse formation. If so, this would point to aerobic glycolysis as a reflection of “neoteny,” or persistent brain development like the kind that takes place during early childhood.
In order to delve into the significance of aerobic glycolysis, researchers examined the genes expressed at high levels in those regions where aerobic glycolysis was taking place. The team identified 16 regions of the brain with elevated levels of aerobic glycolysis and ranked their neotenous characteristics. True to prediction, they found that gene expression data from those 16 regions suggested highly neotenous behavior.
The next phase was to identify which genes were specifically correlated with aerobic glycolysis in those regions. The Allen Brain Atlas resources proved crucial in this task, helping to pinpoint gene expression in different regions at various points in development. The Allen Human Brain Atlas was used to investigate the adult human brain, while the BrainSpan Atlas of the Developing Human Brain, developed by a consortium of partners and funded by the National Institutes of Health, provided a window into how gene expression changes as the brain ages.
Analysis of the roles of those genes pointed clearly towards their roles in growth and development; top genes included those responsible for axon guidance, potassium ion channel development, synaptic transmission and plasticity, and many more. The consistent theme was development, pointing to aerobic glycolysis as a hallmark for neotenous, continually developing regions of the brain.
"Using both the adult and developmental data, we were able to study gene expression at each point in time," describes Hawrylycz. "From there, we were able to see the roles of those genes that were highly expressed in regions with aerobic glycolysis. As it turns out, those genes are consistently involved in the remodeling and maturation process, synaptic growth and neurogenesis—all factors in neoteny." "The regions we identified as being neotenous are areas of the cortex particularly associated with development of intelligence and learning," explains Hawrylycz. "Our results suggest that aerobic glycolysis, or extra fuel consumption, is a marker for regions of the brain that continue to grow and develop in similar ways to the early human brain."
(Source: eurekalert.org)
Weird: Nuclear Bomb Tests Reveal Adults Grow New Brain Cells
Aboveground nuclear bomb testing in the 1950s and 1960s inadvertently gave modern scientists a way to prove the adult brain regularly creates new neurons, research reveals.
Researchers used to believe that the brain changed little once it finished maturing. That view is now considered out of date, as studies have revealed how changeable — or plastic — the adult brain can be.
Much of this plasticity is related to the brain’s organization; brain cells can alter their connections and communications with other brain cells. What has been less clear is whether, and to what extent, the human brain grows brand-new neurons in adulthood.
"There was a lot in the literature showing there was neurogenesis in rodents and every animal studied," said study researcher Kirsty Spalding, a biologist at the Karolinska Institute in Sweden, "But there was very little evidence of whether this happens in humans."
Tantalizing clues
Scientists had reason to believe it does. In adult mice, the hippocampus, a structure deep in the brain involved in memory and navigation, turns over cells all the time. Some of the biological markers linked to this turnover are seen in the human hippocampus. But the only direct evidence of new brain cells forming in the region came from a 1998 study in which researchers looked at the brains of five people who had been injected with a compounded called BrdU that cells take up into their DNA. (The compound was once used in experimental cancer studies, but is not used anymore for safety reasons.)
The BrdU study revealed that neurons in the hippocampuses of the participants contained the compound in their DNA, indicating these brain cells had formed after the injections. The oldest person in the study was 72, suggesting new neuron creation, known as neurogenesis, continues well into old age.
The 1998 study was the only direct evidence of such neurogenesis in the human hippocampus, however. Spalding and her colleagues wanted to change that. Ten years ago, they began a project to track the age of neurons in the human brain using an unusual tool: spare molecules left over from Cold War-era nuclear bomb tests.
Learning to love the bomb
Between 1945 and 1962, the United States conducted hundreds of aboveground nuclear bomb tests. These tests largely stopped with the Limited Test Ban Treaty of 1963, but their effects remained in the atmosphere. The neutrons sent flying by the bombs reacted with nitrogen in the atmosphere, creating a spike in carbon 14, an isotope (or variation) of carbon.
This carbon 14, in turn, did what carbon in the atmosphere does. It combined with oxygen to form carbon dioxide, and was then taken in by plants, which use carbon dioxide in photosynthesis. Humans ate some of these plants, along with some of the animals that also ate these plants, and the carbon 14 inside ended up in their bodies.
When a cell divides, it uses this carbon 14, integrating it into the DNA of the new cells that are forming. Carbon 14 decays over time at a known rate, so scientists can pinpoint from that decay exactly when the new cells were born.
Over the past decade, Spalding and her colleagues have used the technique in a variety of cells, including fat cells, refining it along the way until it became sensitive enough to measure tiny amounts of carbon 14 in small hippocampus samples. The researchers collected samples, with family permission, from autopsies in Sweden.
They found the tantalizing 1998 evidence was correct: Human hippocampuses do grow new neurons. In fact, about a third of the brain region is subject to cell turnover, with about 700 new neurons being formed each day in each hippocampus (humans have two, a mirror-image set on either side of the brain). Hippocampus neurons die each day, too, keeping the overall number more or less in balance, with some slow loss of cells with aging, Spalding said.
This turnover occurs at a ridge in the hippocampus known as the dentate gyrus, a spot known to contribute to the formation of new memories. Researchers aren’t sure what the function of this constant renewal is, but it could relate to allowing the brain to cope with novel situations, Spalding told LiveScience.
"Neurogenesis gives a particular kind of plasticity to the brain, a cognitive flexibility," she said.
Spalding and her colleagues had used the same techniques in other regions of the brain, including the cortex, the cerebellum and the olfactory bulb, and found no evidence of newborn neurons being integrated into those areas. The researchers now plan to study whether there are any links between neurogenesis and psychiatric conditions such as depression.
The new findings are detailed in the journal Cell.
Old schooled: You never stop learning like a child
The adult brain is far more malleable that we thought, and so learning can be child’s play if you know how.
Some 36-year-olds choose to collect vintage wine, vinyl records or sports memorabilia. For Richard Simcott, it is languages. His itch to learn has led him to study more than 30 foreign tongues – and he’s not ready to give up.
During our conversation in a London restaurant, he reels off sentences in Spanish, Turkish and Icelandic as easily as I can name the pizza and pasta on our menu. He has learned Dutch on the streets of Rotterdam, Czech in Prague and Polish during a house share with some architects. At home, he talks to his wife in fluent Macedonian.
What’s remarkable about Simcott isn’t just the number and diversity of languages he has mastered. It’s his age. Long before grey hairs appear and waistlines expand, the mind’s cogs are meant to seize up, making it difficult to pick up any new skill, be it a language, the flute, or archery. Even if Simcott had primed his mind for new languages while at school, he should have faced a steep decline in his abilities as the years went by – yet he still devours unfamiliar grammars and strange vocabularies to a high level. “My linguistic landscape is always changing,” he says. “If you’re school-aged, or middle-aged – I don’t think there’s a big difference.”
A decade ago, few neuroscientists would have agreed that adults can rival the learning talents of children. But we needn’t be so defeatist. The mature brain, it turns out, is more supple than anyone thought. “The idea that there’s a critical period for learning in childhood is overrated,” says Gary Marcus, a psychologist at New York University. What’s more, we now understand the best techniques to accelerate knowledge and skill acquisition in adults, so can perhaps unveil a few tricks of the trade of super-learners like Simcott. Whatever you want to learn, it’s never too late to charge those grey cells.
The idea that the mind fossilises as it ages is culturally entrenched. The phrase “an old dog will learn no tricks" is recorded in an 18th century book of proverbs and is probably hundreds of years older.
When researchers finally began to investigate the adult brain’s malleability in the 1960s, their results appeared to agree with the saying. Most insights came indirectly from studies of perception, which suggested that an individual’s visual abilities were capped at a young age. For example, restricting young animals’ vision for a few weeks after birth means they will never manage to see normally. The same is true for people born with cataracts or a lazy eye – repair too late, and the brain fails to use the eye properly for life. “For a very long time, it seemed that those constraints were set in stone after that critical period,” says Daphne Bavelier at the University of Rochester, New York.
These are extreme circumstances, of course, but the evidence suggested that the same neural fossilisation would stifle other kinds of learning. Many of the studies looked at language development – particularly in families of immigrants. While the children picked up new tongues with ease, their parents were still stuttering broken sentences. But if there is a critical period for foreign language learning, everyone should be affected equally; Simcott’s ability to master a host of languages should be as impossible as a dog playing the piano.
Bearing this in mind, Ellen Bialystok at York University in Toronto, Canada, recently turned to the US census records, which detailed the linguistic skills of more than 2 million Hispanic and Chinese immigrants. A “critical period” for learning a second language in infancy should have created a sharp difference between those who had moved country in early childhood and those who were uprooted in adolescence. In reality? “There was absolutely no discontinuity,” Bialystok says. Instead, she saw a very gradual decline with age among immigrants – which could reflect differences in environment as much as the adults’ rusty brain circuits. “People talk more slowly and clearly to children in short, simple sentences,” she says. “And the child’s entire social and educational network is organised around that language.”
Yet while Bialystok’s study suggested that adult brains are more pliable than had once been imagined, there was still the suspicion that children might have the edge in certain skills. Adult learners sometimes find it harder to learn to sing in tune, hit a home run or mimic an accent convincingly. At first glance, the problem might seem to lie in adults’ perception and motor skills. Learning involving these abilities differs from the acquisition of factual knowledge, because it needs us to rewire the eyes, ears and muscles.
It’s something that Marcus can identify with. At the age of 38, he devoted himself to learning the guitar, an experience he detailed in his book Guitar Zero. “My family’s initial response was laughter – but they soon saw I was making progress,” he says. Still, during his research, he attended a musical summer camp for 8 to 15-year-olds. He says he was quicker to catch on to the structure of songs, but his younger bandmates had better coordination and sense of pitch.
Yet the available evidence hints that children may not always be inherently better at such tasks. One study by Yang Zhang at the University of Minnesota in Minneapolis that focused on the acquisition of foreign accents in adults suggests we may simply be suffering from poor tuition. When the researchers gave them recordings that mimicked the exaggerated baby talk of cooing mothers, the adult learners progressed rapidly.
Nor do adults necessarily fumble over the intricate movements that are crucial for music or sport. When volunteers visiting Virginia Penhune's lab at Concordia University in Montreal, Canada, learned to press keys in a certain sequence, at certain times – essentially a boiled-down version of keyboard practice – the adults tended to outshine the younger volunteers.
During a more challenging test of hand-eye coordination, nearly 1000 volunteers of all age groups learned to juggle over a series of six training sessions. As you might expect, the senior citizens aged 60 to 80 began with some hesitation, but they soon caught up with the 30-year-olds and by the end of the trials all the adults were juggling more confidently than the 5 to 10-year-olds.
Old dogs, then, are much more adaptable than folklore would have it – and if we do have deficits, they aren’t insurmountable. The reason that children appear to be better learners may have more to do with their environment, and factors such as physical fitness (see “Faster body, faster mind”).
Indeed, many researchers believe that an adult’s lifestyle may be the biggest obstacle. “A child’s sole occupation is learning to speak and move around,” says Ed Cooke, a cognitive scientist who has won many memory contests. “If an adult had that kind of time to spend on attentive learning, I’d be very disappointed if they didn’t do a good job.”
A glut of free time and a carefree existence are out of reach for most of us, but there are other behaviours that boost children’s learning, and these habits can be easily integrated into even an adult’s schedule. For example, children are continually quizzed on what they know – and for good reason: countless studies have shown that testing doubles long-term recall, outperforming all other memory tactics. Yet most adults attempting to learn new skills will rely more on self-testing which, let’s be honest, happens less often.
That’s why Cooke developed a website, called Memrise, which helps take some of the pain out of testing and, crucially, can integrate learning into the adult day. It is designed to track your learning curve with cunningly timed tests that force you to retrieve the information just as you are about to forget it.
"Memrise engages your brain to the greatest possible extent," says Cooke, who has himself used the site to learn thousands of words of foreign vocabulary. Users can create their own courses – the topics range from art to zoology – and importantly, it is easy to load the site in the few spare minutes of your lunch break or while you are waiting for a train. Cooke also plans to launch a smartphone app.
What about tasks that involve perceptual learning or motor skills – like battling against a lifetime of tone deafness, or perfecting that golf swing? Here too, there are guiding principles that can help you rediscover the seemingly effortless learning of youth.
Adults can hamper progress with their own perfectionism: whereas children throw themselves into tasks, adults often agonise over the mechanics of the movements, trying to conceptualise exactly what is required. This could be one of our biggest downfalls. “Adults think so much more about what they are doing,” says Gabriele Wulf at the University of Nevada, Las Vegas. “Children just copy what they see.”
Wulf’s work over the past decade shows that you should focus on the outcome of your actions rather than the intricacies of the movements. She applies this finding in her own life: as a keen golfer, she has found it is better to think about the swing of the club, for instance, rather than the position of her hands. “I’m always trying to find where best to focus my attention,” she says. Similarly, if you are learning to sing, then you should concentrate on the tone of the voice, rather than on the larynx or the placement of the tongue. Study after study shows that simply shifting your mindset in this way accelerates your learning– perhaps by encouraging the subconscious, automatic movements that mark proficiency.
Misplaced conscientiousness may also lead adults to rely on overly rigid practice regimes that stifle long-term learning. The adult talent for perseverance, it seems, is not always a virtue. Left to their own devices, most people segment their sessions into separate blocks – when learning basketball, for instance, they may work on each shot in turn, perhaps because they feel a desire to master it. The approach may bring rapid improvements at first, but a host of studies have found that the refined technique is soon forgotten.
Instead, you do better to take a carousel approach, quickly rotating through the different skills to be practised without lingering too long on each one. Although the reason is still unclear, it seems that jumping between skills makes your mind work a little harder when applying what you’ve learned, helping you to retain the knowledge in the long term – a finding that has helped people improve in activities ranging from tennis and kayaking to pistol shooting.
Such an approach might not be to everyone’s taste – with intricate skills, it might feel like you are making no progress. But even if you do revert to stints of lengthy practice, you can still reap some of the same benefits by occasionally trying out your skills in an unfamiliar situation. In tennis, you might move to a different part of the court for a couple of serves before returning to the regular position; while playing scales on a musical instrument, you might switch hands temporarily. According to work by Arnaud Boutin at the Leibniz Research Centre for Working Environment and Human Factors in Dortmund, Germany, venturing out of your comfort zone in this way helps to ensure that you improve your overall performance rather than confining your progress to the single task at hand. “Otherwise, the longer you practise, the harder it becomes to transfer the skills that you’ve learned to new situations,” says Boutin.
If none of that helps you learn like a child, simply adopting the arrogance of youth may do no harm. “As we get older, we lose our confidence, and I’m convinced that has a big impact on performance,” says Wulf. To test the assumption, she recently trained a small group of people to pitch a ball. While half were given no encouragement, she offered the others a sham test, rigged to demonstrate that their abilities were above average. They learned to pitch on target with much greater accuracy than those who didn’t get an ego boost.
Whether your itch to learn will ever match Simcott’s appetite for foreign languages is another matter. “What I do – it’s like an extreme sport. There’s no need to learn that many languages,” he says. He has recently turned to Chinese, and has no plans to stop after that. “I’m like a linguistic butterfly. There’s always another, really far away, that suddenly feels appealing.”
Still, embrace the idea that your mind is as capable as Simcott’s, and the lure of extreme learning might take hold of you too.
-by David Robson, New Scientist
Experience leads to the growth of new brain cells
A new study examines how individuality develops
The DFG-Center for Regenerative Therapies Dresden - Cluster of Excellence at the TU Dresden (CRTD), the Dresden site of the German Center for Neurodegenerative Diseases (DZNE), and the Max Planck Institute for Human Development in Berlin played a pivotal role in the study.
The adult brain continues to grow with the challenges that it faces; its changes are linked to the development of personality and behavior. But what is the link between individual experience and brain structure? Why do identical twins not resemble each other perfectly even when they grew up together? To shed light on these questions, the scientists observed forty genetically identical mice that were kept in an enclosure offering a large variety of activity and exploration options.
"The animals were not only genetically identical, they were also living in the same environment," explains principal investigator Gerd Kempermann, Professor for Genomics of Regeneration, CRTD, and Site Speaker of the DZNE in Dresden. "However, this environment was so rich that each mouse gathered its own individual experiences in it. Over time, the animals therefore increasingly differed in their realm of experience and behavior."
New neurons for individualized brains
Each of the mice was equipped with a special micro-chip emitting electromagnetic signals. This allowed the scientists to construct the mice’s movement profiles and to quantify their exploratory behavior. The result: Despite a common environment and identical genes the mice showed highly individualized behavioral patterns. They reacted to their environment differently. In the course of the three-month experiment these differences increased in size.
"Though the animals shared the same life space, they increasingly differed in their activity levels. These differences were associated with differences in the generation of new neurons in the hippocampus, a region of the brain that supports learning and memory," says Kempermann. "Animals that explored the environment to a greater degree also grew more new neurons than animals that were more passive."
Adult neurogenesis, that is, the generation of new neurons in the hippocampus, allows the brain to react to new information flexibly. With this study, the authors show for the first time that personal experiences and ensuing behavior contribute to the „individualization of the brain.” The individualization they observed cannot be reduced to differences in environment or genetic makeup.
"Adult neurogenesis also occurs in the hippocampus of humans," says Kempermann. "Hence we assume that we have tracked down a neurobiological foundation for individuality that also applies to humans."
Impulses for discussion across disciplines
"The finding that behavior and experience contribute to differences between individuals has implications for debates in psychology, education science, biology, and medicine," states Prof. Ulman Lindenberger, Director of the Center for Lifespan Psychology at the Max Planck Institute for Human Development (MPIB) in Berlin. "Our findings show that development itself contributes to differences in adult behavior. This is what many have assumed, but now there is direct neurobiological evidence in support of this claim. Our results suggest that experience influences the aging of the human mind."
In the study, a control group of animals housed in a relatively unattractive enclosure was also examined; on average, neurogenesis in these animals was lower than in the experimental mice. „When viewed from educational and psychological perspectives, the results of our experiment suggest that an enriched environment fosters the development of individuality,” comments Lindenberger.
Interdisciplinary teamwork
The study is also an example of multidisciplinary cooperation — it was made possible because neuroscientists, ethologists, computer scientists, and developmental psychologists collaborated closely in designing the experimental set-up and applying new data analysis methods. Biologist Julia Freund from the CRTD Dresden and computer scientist Dr. Andreas Brandmaier from the MPIB in Berlin share first authorship on the article. In addition to the DZNE, CRTD, and the MPIB, the German Research Center for Artificial Intelligence in Saarbrücken and the Institute for Geoinformatics and the Department of Behavioural Biology at the University of Münster were also involved in this project.
Original publication
"Emergence of Individuality in Genetically Identical Mice", Julia Freund, Andreas M. Brandmaier, Lars Lewejohann, Imke Kirste, Mareike Kritzler, Antonio Krüger, Norbert Sachser, Ulman Lindenberger, Gerd Kempermann, Science
(Image: Dr Jonathan Clarke, Wellcome Images)
New brain research shows two parents may be better than one
A team of researchers at the University of Calgary’s Hotchkiss Brain Institute (HBI) have discovered that adult brain cell production might be determined, in part, by the early parental environment. The study suggests that dual parenting may be more beneficial than single parenting.
Scientists studied mouse pups that were raised by either dual or single parents and found that adult cell production in the brain might be triggered by early life experiences. The scientists also found that the increased adult brain cell production varied based on gender. Specifically, female pups raised by two parents had enhanced white matter production as adults, increasing motor coordination and sociability. Male pups raised by dual parents displayed more grey matter production as an adult, which improves learning and memory.
“Our new work adds to a growing body of knowledge, which indicates that early, supportive experiences have long lasting, positive impact on adult brain function,” says Samuel Weiss, PhD, senior author of the study and director of the HBI.
Surprisingly, the advantages of dual parenting were also passed along when these two groups reproduced, even if their offspring were raised by one female. The advantages of dual parenting were thus passed along to the next generation.
To conduct the study, scientists divided mice into three groups i) pups raised to adulthood by one female ii) pups raised to adulthood by one female and one male and iii) pups raised to adulthood by two females. Researchers then waited for the offspring to reach adulthood to find out if there was any impact on brain cell production.
Scientists say that this research provides evidence that, in the mouse model, parenting and the environment directly impact adult brain cell production. While it’s not known at this point, it is possible that similar effects could be seen in other mammals, such as humans. The study is published in the May 1 edition of PLOS ONE.
(Source: ucalgary.ca)