Groundbreaking Research Released This Week - Improving Your Intellectual Abilities
Monday, May 5th, 2008Earlier this week (Monday, April 27), the National Academy of Sciences released some pretty amazing research that was picked up by the New York Times and other major media.
For the first time ever, scientists have identified a cognitive training process that actually increases a person’s intelligence (aside from teaching the test items on an intelligence test!)
The training process, a structured process of improving one’s working memory, addresses the same skill set that has previously been shown to reduce the severity of symptoms for ADHD individuals.
“Working memory” is the ability to hold information mentally “online” while doing something with the information (or doing some other mental task). It is used in reading comprehension (remembering what you just read while reading the next section), math computation (especially in multiple step problems), or remembering a series of tasks to do while working on them. For IT people, it is very similar to RAM.
The research released by the National Academy of Science asserts the following. (The article is written in terms of “fluid reasoning” which is viewed as the core set of skills on which intelligence is built.)
1. Fluid reasoning is generally the ability to reason and to solve new problems independently of previously acquired knowledge.
2. Fluid reasoning is considered one of the most important factors in learning.
3. Fluid reasoning is closely related to professional and educational success, especially in complex and demanding environments.
4. Previously, no training has been shown to improve fluid reasoning, aside from directly “teaching the test” (and this training does not transfer to real life functioning).
5. Research now indicates that training on a demanding working memory task is shown to improve individuals’ fluid reasoning (both for low level and high level individuals).
So, to say it plainly, this indicates that there is an identifiable way to increase your complex problem-solving ability. A second related research finding was released a week ago. At the annual Cognitive Neuroscience Society convention, Cogmed working memory training presented research that demonstrates normal adults (that is, adults who do not have significant medical or learning problems) can significantly improve their working memory through the Cogmed working memory training program. This was true both for a group of 20 to 30 year old adults and older adults from 60 to 70 years old.To me, if the research proves hold true, the implications seem significant.
6. The training is dosage-dependent. The extent of gain in intelligence depends on the amount of training — the more training, the more improvement in fluid reasoning.
*Individuals who struggle with more complex reasoning and learning have a proven method that can help improve those skills.
*Businessmen and executives can sharpen their mental abilities through a computer-based training program.
*Students who want to improve their performance on standardized admission tests (ACT, SAT, GRE, MCAT, LSAT) will probably be able to do so through working hard to improve their working memory. [Already research has shown working memory training to improve students’ reading comprehension and math calculation abilities.]
*Older adults who are slowly losing cognitive abilities as part of the normal aging process may be able to, at least, “stem the tide”. [Working memory has been shown to decline 10% each decade after the age of thirty.]
So, we will see what happens. If the research shows itself to be true and valid, a revolution of cognitive training may point to this past week as a watershed moment. If not, then social scientists may again be accused of overstating their case. From what I have seen in the body of research, I think we may be in the midst of something very significant.
NOTE: For those of you in the Wichita area, I will be presenting on the Cogmed working memory training program and its impact on ADHD individuals, as well as sharing this latest research on improving intelligence. Wednesday evening, May 7 at 7 p.m., Wichita Collegiate School. The presentation is open to the public. Call my office, 316-681-4428 for more information.
Wow! Learning new stuff is great. Remembering it is even better!
Sunday, February 24th, 2008Ok, so last week I went to Chicago for two days of training in a new way of increasing your working memory. Wow.
I don’t get too excited about new stuff that comes on the market — anything, cars, weight loss programs, financial products, and especially in the realm of psychology and self-help. Given that I am now 50, I have been around the block a few times, I’ve been burnt more than once, and, as a result, am a fairly intense skeptic (especially about psych stuff.)
So let me tell you what’s up, and how it may apply to you or someone you know.
“Working memory” is this somewhat unusual term that most of us aren’t familiar with. Essentially, working memory is the ability to keep information “online” in our mind for a short period of time and to be able to use this information in our thinking.
Memory is remembering information. I say “2,5,8″ and you say “2,5,8″. I tell you my name is “Paul White” and you try to remember it. I put my car keys down and I (hopefully) remember where they are.
Working memory is doing something with the information we are remembering. You are “working” with the information. So if I say “3 - 2 + 1 = ___”, you are not just going to remember the number sentence, but while holding onto it, you attempt to solve it. If you are going somewhere for an appointment you have been once before, you get the address, and then try to “pull up” previous information to help you make decisions on the best route to get there. Working memory is very closely associated with concentration.
Let me tell you instances where working memory problems are frequently experienced:
*Reading information, and not being able to remember what you just read (at the end of the page, when you finish a chapter, later that day).
*During a meeting, class or lecture, you are not able to listen, stay focused, and process the information while continuing to listen (you “space off”, get distracted, or get overwhelmed with too much information at once.)
*Having a number of tasks to do, making a “mental note” about them, and then not being able to remember what you needed to do.
*In the midst of an important conversation, you think of some point you want to make, but need to hold onto the thought while the other person finishes theirs. When they are finished, you cannot remember what you were going to say.
There are lots of examples (remembering phone numbers, people’s names, where you parked your car), but this will suffice. As you might deduce, working memory is a significant deficit for individuals with ADHD (don’t think “hyperactive”, think “problems with attention, concentration, focus”).
So here’s the deal. A relatively recent breakthrough (that is, the past 5 years) in research has shown that working memory can be significantly increased through the appropriate training process. The research originated in Sweden and a training program was developed, and further researched. In the last 18 months, this training program came to the U.S. and currently being used in research at Harvard, Stanford, Notre Dame, New York University, and other institutions.
The research was originally focused on ADHD students, then adolescents and adults, and then research was done with adult stroke victims. The findings show for all of these groups that they were able to improve both their verbal and visual-spatial working memory through the training, and that there were secondary effects in better attention, concentration, impulse control and complex problem-solving, etc. (See this whitepaper for a good summary of the early research.)
Ok. So what is this training program? It is called the Cogmed Working Memory training. Essentially, it is a computer-based training program accompanied by professional coaching to assist in getting the most from the program. The computer-based part can be done from your home, office or wherever. The training is designed to be done 5 days a week for 5 weeks, requiring about 45-60 minutes a day. The Cogmed coach assists the trainee in understanding the training, setting up a schedule and structure to consistently do the training, and then provides weekly feedback on the training. The coach has online access to the daily training sessions, how the trainee is doing on the various activities (there are 13 training activities), and provides feedback and encouragement on how to improve. (Interesting to me, the program was developed in Sweden so it can be done and coached over a distance, given its use of the Internet and telephone-based coaching.)
The training is not easy. It is not just a bunch of computer games. The program is designed to “push” the trainee, by keeping the activities at a demanding (but not too difficult) level. Early research with the training demonstrated that trainees would not consistent do the training, or complete the program without the assistance of a coach. With a coach, the program has demonstrated a 94% successful completion rate in North America.
So what is so exciting about all of this?
First, this is the first non-medication intervention for ADHD individuals that peer-reviewed research demonstrates significant and lasting positive effects on ADHD symptoms. So for ADHD individuals (or parents of ADHD students) that don’t want to take meds, want to get off their meds or that have negative side effects from medication, this is a viable alternative. (Additional new research is showing that the training provides additional help to those who are on medication.)
Second, physiological tests show that after completing the training program the brain functions differently in the areas of the brain (prefrontal cortex and parietal lobe) that are associated with attention, concentration, and executive functioning. And individuals with brain damage were helped through the training.
Finally, I think there are a number of potential fascinating applications of the training (that either are in the process of being researched, or have not yet been) including:
*Aiding older adults and “baby boomers” in sharpening their mental skills and memory
*Improving reading comprehension
*Helping dyslexics in reading decoding (sounding out words)
*Maximizing performance on the SAT and ACT college entrance exams
*Assisting executives in improving their concentration, focus and problem-solving.
If you are interested in more information, go to www.aboutworkingmemory.org and/or www.cogmed.com . Also, I took two professionals with me to Chicago who were trained to work as coaches under my supervision (the training is only available through certified psychologists or physicians) and we are providing training to individuals all over (including overseas). There are currently 70 practices certified in the U.S. and you can find one close to you on the Cogmed website, or we would be happy to serve you (or recommend someone close by). You can visit our website at www.workingmemorysolutions.com for more information.
Keep learning, and remembering!
ADD / ADHD, Executive performance, Learning, Memory loss, personal development, SAT / ACT training, Working memoryHow ADHD Characteristics Impact Work Performance (Positively and Negatively)
Monday, April 30th, 2007Individuals with ADHD can find that their ADHD has both negative and positive impact on their work. It is important for employers who know that some of their employees are ADHD not to make sweeping generalizations about individuals with ADHD. This is because, as we have discussed previously, ADHD workers will display a wide range of behaviors (because some ADHD traits fit some people and not others).
Some common behaviors seen in the workplace for employees (or bosses!) with ADHD include:
*struggling to sit calmly during meetings
*getting agitated if they have to sit for a long time
*rushing through tasks and making careless errors
*not listening fully to instructions given
*speaking their mind (and opinions) bluntly
*starting a lot of projects but needing much structure and encouragement to finish them
*having difficulty in completing large amounts of paperwork
*talking quickly (and a lot) and interrupting others
*going off on tangents during conversations and meetings
*getting easily distracted while working on long term projects
*being at risk for wasting a lot of time suring the Internet
*wanting to chase new exciting ideas (and spend a lot of money on them) when they haven’t fully implemented the last greatest idea.
On the other hand, positive aspects that flow from being ADHD have helped many business people become successful. These positive, job-enhancing qualities include:
*being creative, generating a lot of new ideas
*processing information quickly
*being energetic and able to work long hours
*being willing to take risks
*being able to multi-task and get a lot done in a short period of time.
Many successful entrepreneurs and sales professionals have ADHD characteristics (and many are ADHD). But they usually have aligned themselves either with a methodical, detail-oriented business partner, or they have a very competent exceutive assistant who keeps them organized, follows up on details, and implements action steps.
In fact, a number of successful business people admit they are ADHD but they don’t want to take medication because their ADHD symptoms “work” for them and they don’t want to lose their “edge”.
Practical Suggestions
A number of good books have been written for ADHD adults in the workplace (ADD on the Job , Delivered from Distraction , ADHD Secrets of Success). However, let me cite some practical steps that can be taken to help manage ADHD symptoms. Here are a few I have found to be most helpful for adults with ADHD:
*utlizie a schedule for your week, but provide “holes” of time to insert sompe spur of the moment meetings or tasks - working with your spontaneity.
*keep a visual list of your daily priorities in view — on your desk, in your car, on your bathroom mirror.
*minimize distractors in your workplace.
*keep a pad of paper where you can write down distracting thoughts (things that come to mind that you need to do, but don’ have to do right now.)
*put your calls on hold and turn off your cell phone (and shut down your email screen) when you have to focus on a project.
*have a process established (with other individuals involved) for making major decisions and purchases — and don’t circumvent the process!
*keep a budget with general categories (a very detail-oriented budget will “blow out” most ADHD individuals and they won’t use it.)
*schedule your day with breaks and try to involve different settings, moving from place to place, if possible.
*give your coworkers permission to get you “back on track” during meetings and discussions.
The three largest areas of risk for workers with ADHD that I repeated see are: 1. Getting distracted off task and not completing the most important tasks on time. 2. Making impulsive decisions that come back to haunt them because they didn’t consider all of the implications before “pulling the trigger”. And 3. Struggling significantly with organizational skills and managing paperwork.
If this is you (or someone you work with), I would strongly encourage you to take proactive steps to deal with these issues before they seriously impact your professional future or the health of the business.
ADD / ADHD, Adult ADD, Adult ADHDThe Challenge of ADHD: Overdiagnosis + Keeping a Balance
Sunday, April 22nd, 2007ADHD and our Culture: Overdiagnosis
As a psychologist who has specialized in diagnosing and working with ADHD individuals over the past twenty years, I firmly believe ADHD has been (and still is) over diagnosed — and that medications are used too much.
Having said this, I think it is a mistake to “throw the baby out with the bath water”. That is, just because ADHD is over diagnosed does not mean that ADHD does not exist or that there is no one with ADHD. The issue becomes one of proper diagnosis and appropriate treatment and intervention.
To put the diagnostic issue in perspective, the characteristics of ADHD (like most human characteristics) all exist on a continuum. There are individuals with above average attention span and focus, most have an average amount, and others who are below average.
From a professional’s point of view, the task is to try to determine where on the continuum these characteristics lie for the person being evaluated. With regards to distractibility, are they average (when compared to same-age, same-gender peers)? Below average? Well below average? Is their attention span on the low end of average, where it is a “normal” problem? Or is it a more intense struggle and challenge for them (maybe in the low average range)? Or is it so severe that it significantly interferes with their daily life functioning — and hence, reaches the level of a disorder (the last “D” in ADHD)?
In many ways, determining the level of severity is a judgment call (and, as a result, the diagnosis of ADHD can be highly influenced by the professional’s view of how severe the symptoms need to be to warrant a diagnosis [I tend to be more in the middle to conservative side when compared to some mental health professionals]). However, there are some framing principles to help make the decision.
Severity of Symptoms
The level of impact of ADHD (or ADHD-like) characteristics can be judged by the following issues:
Duration. How long have the symptoms been present?
Number of Symptoms. Does the individual display just a few of the symptoms, a large number, or almost all described?
Intensity. How intense are the symptoms? Are they just “sort of” there, or are they a hallmark characteristic of the person, where you “can’t miss” them?
Frequency. Are they symptoms just present occasionally? Frequently? Virtually constantly?
Impact on Daily Functioning. Are the symptoms creating numerous problems in the person’s life (poor performance at work or school)? Are significant others in the person’s life (spouse, children, boss, co-workers raising concerns about these characteristics and how they are impacting their lives?
Personal Story
I have always been a fairly high energy, socially outgoing, fun-loving kind of guy (more so when I was younger; the responsibilities of adulthood have sobered me somewhat). And I had a pattern of starting a lot of projects, moving from one task to another frequently, and leaving the mess there for someone else to pick up after me. I also had a history of making quick decisions, sometimes not always “thinking through” the longer term risks or consequences. And I am definitely stimulation- and excitement-seeking.
But I alwasy did well in school. I could pay attention in class and concentrate while reading. And I got my work done on time. So over the years, when I would speak on ADHD to parents and educators, my wife, kids and friends would tease me, saying something like, “You know you are ADHD, don’t you?” And I’d laugh and say, “Yea, right. No, I’m really more ADHD-like. I do OK.” And they would roll their eyes or sigh.
Then a few years ago, my wife started pressing me (who do you think wound up cleaning up most of my messes?) She would give me chapters on being married to an ADHD individual and say, “This is my life.” (There is a great chapter in Delivered from Distraction by Ratey and Hallowell.) So, after looking at the characteristics in my life and the struggles they produced, I acquiesced and agreed “this is me”. And I also eventually wound up trying medication.
The change in my life — both behaviorally and my subjective experience — has been dramatic. For me, one of the biggest differences is not feeling “on edge” and agitated most of the time. I am not as driven to be active and “doing something” all of the time (although this characteristic is still there, but to a lesser degree). Secondly, I am less impulsive and more able to not have to make a decision “right now”. This has had a positive impact in my overall decision-making, especially with regards to purchases. Finally, I also sleep better (I can “turn my mind off” and get to sleep.) [I am willing to discuss my personal experience further and answer questions, if that would be helpful.]
Conclusion
So, although my personal experience will certainly create some biases, I do continue to believe ADHD is overdiagnosed in our culture (especially in young boys). But I also believe that it is exists and many ADHD individuals may receive significant help by medication (a number of ADHD individuals manage fine without medication). The real issue is to have a thorough evaluation — often other issues that can create ADHD-like symptoms need to be ruled out (depression, anxiety, learning difficulties).
Next, we will take a look at how ADHD affects individuals performance in the workplace.
ADD / ADHD, Adult ADHD, Diagnosis, MedicationAdult ADD / ADHD: Myth, Excuse, or Reality?
Tuesday, April 17th, 2007I am going to post a three-part series on Adult ADD / ADHD.
The first deals with understanding what ADD / ADHD really is. The second takes a look at the issue of overdiagnosis. The third discusses the impact of ADHD characteristics in the workplace.
ADULT ADD / ADHD: MYTH, EXCUSE, OR REALITY?
Adult ADD (Attention Deficit Disorder) is one of those terms that elicits a variety of reactions from people. Some laugh with a derisive tone. Others eyes brighten as if you understand them. Many have that puzzled, quizzical look demonstrating their lack of knowledge of the condition.
Clarifying the terms ADD & ADHD
Let’s first get our terminology correct. ADD (whether adult or otherwise) is no longer the current term used by professionals (although many teachers and non-professionals still use it. The correct diagnostic term is Attention Deficit Hyperactivity Disorder (ADHD). The confusion largely comes from the fact that an individual may have ADHD and not be hyperactive. This is because there are three subtypes of ADHD: a) the hyperactive-impulsive type (sort of your classic “wild boy” that many of us associate ADHD with); b) the inattentive subtype (which used to be called ADD without Hyperactivity); and c) a combined type which has aspects of both hyperactivity/impulsivity and inattentiveness (again, however, an ADHD-combined person may not be hyperactive; they just could be inattentive + impulsive).
The reason this clarification of terminology is needed is because many people when they hear or read about Adult ADHD (or if a friend or relative asks them if they are ADHD), firmly state: “No. I can’t be ADHD because I am not hyperactive — and never have been.”
Characteristics of Adult ADHD
Like any diagnostic category, Adult ADHD (or really, ADHD as found in adults) both describes common characteristics shared by many people but also allows for individual variations. That is, there are adults with ADHD who are very similar and those who are quite different from one another, depending on their individual characteristics and subtype.
Let us look at some clusters of symptoms grouped by general categories.
Attention / Concentration Issues
*short attention span *struggles maintaining mental focus *easily distracted off task *forgetful *can’t pay attention for long in lectures *spaces off during conversations *misplaces items *loses train of thought while reading *starts a lot of tasks but finishes few *distracted by their own thoughts *distracted by things in their environment
Hyperactivity / Fidgetiness
*moves at a fast pace *can’t sit still for long *frequently fidgets with things *legs bounce when sitting *gets agitated if sits for long *doesn’t need much sleep *always “on the go” *frequently looking forward to the “next thing”, struggles living in the present
Impulsivity
*does and says things “on impulse” *talks a lot *interrupts others *speaks mind bluntly *very spontaneous *makes quick decisions *doesn’t think through consequences *excitement seeking *problems managing money *focused on the “now” *puts off tasks & work until later
Miscellaneous
*poor organizational skills *problems managing paperwork *can get “hyperfocused” on a task procrastinates *dives into new projects then loses interest quickly *easily frustrated *quick temper (but gets over it quickly)
We have described what ADHD looks like in adults. In my next entry, we will discuss the issue of overdiagnosis of ADHD in our culture and the challenges this creates.
ADD / ADHD