This is a whole new level of walking in someone else's shoes! Virtual Body Swapping With Friend Can Alter Your Sense of Self https://psychcentral.com/news/2020/08/31/virtual-body-swapping-with-friend-can-alter-your-sense-of-self?utm_source=twitter&utm_medium=social&utm_campaign=owned&utm_content=2021-02-24#1 ... View more

Can privacy coexist with technology that reads and changes brain activity? https://www.sciencenews.org/article/technology-brain-activity-read-change-thoughts-privacy-ethics ... View more

Shout out to the Society for the Teaching of Psychology Facebook group for sharing their favorite tools for helping students study the brain. Printable black and white images of the brain from Clipart Library (shared by Achu John) Images include the brain, the eye, and the neuron. Use these images as diagrams on your next exam, write on them during your lecture using a document camera, and print them for students to take notes on. This webpage also includes a half-court basketball drawing, an empty times table chart, and a two-circle Venn diagram. I’m not entirely sure how you can use these for teaching brain-related things, but you’ll have them if you need them. 3D Brain app for iOS, Android, and web (web version needs Adobe Flash) was produced by the DNA Learning Center at Cold Spring Harbor Laboratory (shared by Kat West) From the dropdown menu, select the brain area of interest, such as Broca’s area. The image of the brain turns gray with Broca’s area highlighted in purple. A paragraph of text tells us what Broca’s area does and another paragraph gives us a case study. We get some information about associated functions, cognitive disorders, and what we see when Broca’s area is damaged. Three research reviews round out the text. The directional controls in the lower right allow you to rotate the brain image. Use this website during your lecture to show where the brain areas in a three-dimensional space. Students can use it as a study tool. Be aware that the functions associated with each brain area in the 3D Brain likely paints a more complicated picture of how the brain works than your Intro Psych textbook. For example, the amygdala, the 3D Brain tells us, is associated with “fear-processing, emotion processing, learning, fight-or-flight response, and reward-processing,” which is a bit more than the strong emotions-like-anger-and-fear that a lot of Intro Psych textbooks report. Pocket Brain, Brain Anatomy, and Brain and Nervous Anatomy Atlas ($9.99) all for iOS (shared by Susie Veccio); My Brain Anatomy and Brain Tutor 3D Some of these are at a level appropriate for Intro Psych. Others may be more appropriate for a neuroscience course. Take a look at each of them yourself before recommending to your students. Neuroscientifically Challenged videos (shared by Susanne Biehl) "These 2-Minute Neuroscience videos will help you learn the basics of neuroscience in short, easy-to-understand clips." Bonus resources BrainFacts.org (a resource by the Society for Neuroscience) has a webpage for educators. The target audience is K-12, but many of the resources for secondary ed teachers would also work for higher ed. The website includes a “Find a Neuroscientist” database. “Neuroscientists around the world are eager to help you educate about the brain. Our database has scientists in more than 40 countries. Connect with a scientist in your community today.” Enter your location, and a list of neuroscientists will come up. How to pick one and how they can help you is not clear, but there you go. The Tale of the Dueling Neurosurgeons by science writer Sam Kean This book is a must-read for anyone teaching neuroscience. Each chapter focuses on a different part of the brain. We get the back story on the research, a report on current research findings, and a handful of case studies. Take notes as you read; your neuroscience lectures will be much more compelling. (Read my 2015 book review.) Christina Ragan's Teaching Resources for Biological Psychology and Neuroscience Facebook Group  This is "a a centralized location to share activities, links, readings, videos, etc. on topics related to biology, psychology, and neuroscience." If you're looking for a community for sharing such resources, this is a good one. What are your favorite resources for teaching the brain? ... View more

Crows are smart. Never underestimate a crow. Comparative psychology is “the study of nonhuman animal behavior with the dual objective of understanding the behavior for its own sake and furthering the understanding of human behavior” (American Psychological Association, n.d.). The better that we understand how crows behave, think, communicate, and solve problems, the better we will understand both crows and ourselves. I have a short written assignment that my Intro Psych students do. After its completion, students have a greater appreciation for the crows around them. John Marzluff, a University of Washington zoologist, has made studying crows his life’s work. In his 22-minute TEDx talk, Marzluff shares what he thinks everyone should know about crows. I assign this during the thinking chapter in Intro Psych, after we’ve covered neuroscience and learning. It makes for a nice review of previously covered content. Here are the questions I ask my students to address: What three factors does Marzluff cite for the crow's problem-solving ability? Explain how each contributes to problem-solving skills. How do the brain areas of crows map onto the human brain? What do those brain areas do and why are they important? How do their brains differ from those of humans? Give an example from his talk of how the birds' behavior changed due to positive reinforcement. Give an example from his talk of how the birds' behavior changed due to observational learning. What is your reaction to this video?      Video Link : 2348   Reference American Psychological Association. (n.d.). Comparative psychology. Retrieved December 26, 2018, from https://dictionary.apa.org/comparative-psychology ... View more

It’s well-established that: brain cells survive for a time after cardiac arrest and even after declared death. some people have been resuscitated after cardiac arrest— even hours after, if they were linked to blood-oxygenating and heart-massaging machines. a fraction of resuscitated people have reported experiencing a bright light, a tunnel, a replay of old memories, and/or out-of-body sensations. For some, these experiences later enhanced their spirituality or personal growth. Recently, I enjoyed listening to and questioning a university physician who is launching a major multi-site study of cardiac arrest, resuscitation, and near-death experiences. As a dualist (one who assumes mind and body are distinct, though interacting), he is impressed by survivors’ reports of floating up to the ceiling, looking down on the scene below, and observing efforts to revive them. Thus, his study seeks to determine whether such patients can—while presumably separated from their supine body—perceive and later recall images displayed on an elevated, ceiling-facing iPad. Care to predict the result? My own prediction is based on three lines of research: Parapsychological efforts have failed to confirm out-of-body travel with remote viewing. A mountain of cognitive neuroscience findings link brain and mind. Scientific observations show that brain oxygen deprivation and hallucinogenic drugs can cause similar mystical experiences (complete with the tunnel, beam of light, and so forth). Thus, I expect there will be no replicable evidence of near-death minds viewing events remote from the body. Setting my assumptions and expectations aside, I asked the physician-researcher about some of his assumptions: For how long do you think the mind would survive clinical death? Minutes? Hours? Forever? (His answer, if I understood, was uncertainty.) When resuscitated, the mind would rejoin and travel again with the body, yes? When the patient is wheeled to a new room, the mind rides along? (That assumption was not contested.) What about the Hiroshima victims whose bodies were instantly vaporized? Are you assuming that–for at least a time—their consciousness or mind survived that instant and complete loss of their brain and body? (His clear answer: Yes.) That made me wonder: If a mind could post-date the body, could it also predate it? Or does the body create the mind, which grows with it, but which then, like dandelion seeds, floats away from it? The brain-mind relationship appeared in another presentation at the same session. A European university philosopher of mind argued that, in addition to the dualist view (which he regards as “dead”) and the reductionist view (Francis Crick: “You’re nothing but a pack of neurons”), there is a third option. This is the nonreductive physicalist view—“nonreductive” because the mind has its own integrity and top-down causal properties, and “physicalist” because the mind emerges from the brain and is bound to the brain. The 20th century’s final decade was “the decade of the brain,” and the 21st century’s first decade was “the decade of the mind.” Perhaps we could say that today’s science and philosophy mark this as a decade of the brain-mind relationship? For these scholars, there are miles to go before they enter their final sleep—or should I say until their body evicts their mind? Addendum for those with religious interests: Two of my friends—British cognitive neuroscientist Malcolm Jeeves and American developmental psychologist Thomas Ludwig—reflect on these and other matters in their just-published book, Psychological Science and Christian Faith. If you think that biblical religion assumes a death-denying dualism (a la Plato’s immortal soul) prepare to be surprised. ... View more

While it had been common for astronauts to spend six months at the ISS, NASA wanted to know what happens when humans spend even longer in space. Depending on the orbit trajectory chosen – which depends on how much fuel you want to take with you – a trip to Mars could take 7 to 9 months (Carter, n.d.). And then once you get there, you probably want to spend some time there. Heck, I spend more than a few days in Australia when I travel there, and that’s just 7,744 miles/12,462 km. And then you have to travel home from Australia – I mean, Mars. If you’re NASA and you have identical twin astronauts, there’s only one reasonable thing to do. You put together a team of researchers who are experts in human physiology, behavioral health, microbiology, and epigenetics to find out everything you can about the twins today. Next, you send one of them into space for twelve months. When the astronaut comes back to earth, repeat the measurements for both astronauts. This is NASA’s Twin Study. Mark Kelly* was the twin who stayed on earth; Scott Kelly was the twin who spent a year aboard the International Space Station (ISS)**. In January, 2018, NASA shared some preliminary research findings from their twin study.   Another interesting finding concerned what some call the “space gene”, which was alluded to in 2017. Researchers now know that 93% of Scott’s genes returned to normal after landing. However, the remaining 7% point to possible longer term changes in genes related to his immune system, DNA repair, bone formation networks, hypoxia, and hypercapnia. This makes it sound like Scott’s genes underwent some kind of change. Journalists grabbed hold of this and declared that Scott and Mark were no longer twins since their DNA was not the same. This was not what the researchers meant. NASA clarified: Mark and Scott Kelly are still identical twins; Scott’s DNA did not fundamentally change. What researchers did observe are changes in gene expression, which is how your body reacts to your environment. This likely is within the range for humans under stress, such as mountain climbing or SCUBA diving. What changed were not Scott’s genes, but rather his gene expression – in other words, his epigenetic code. A Brief History of Everyone Who Ever Lived by scientist and science writer Adam Rutherford is a nice summary of what we know, what we don’t know, and what we would like to know about genetics and, to a lesser extent, epigenetics.  Our epigenome is what turns genes on and off. Women who have two X chromosomes (that’s most of us) have all the genes on one X chromosome in each of our cells turned off. “In mammals, epigenetic modifications tend to get reset each generation, but some, very limited, rare epigenetic tags appear to be passed down from parent to child, at least for a couple of generations.”  Pregnant women who starved in the Netherlands during the winter of 1944 gave birth to low-birthweight babies (no surprise) who then grew up to give birth to babies who were high-birthweight (surprise). Other research in a rural Swedish community with variable harvests found that boys who experienced a lean year just before entering puberty were more likely to have grandsons – yes, grandsons – who lived longer. But most epigenetic changes are temporary (Rutherford, 2017). In the case of reporting that astronauts Mark and Scott Kelly were no longer identical twins, the journalists were merely reporting what they understood the NASA press release to be saying, so I’m not going to fault them. Earlier this month we read headlines declaring that despite years of research showing that the adult human hippocampus produces stem cells that grow into new neurons, that a new study declares that’s not the case at all. I was poised to pounce on journalists for getting this wrong. But I can’t. Once again, it’s the Public Relations department, this time at the University of California at San Francisco. Now UC San Francisco scientists have shown that in the human hippocampus – a region essential for learning and memory and one of the key places where researchers have been seeking evidence that new neurons continue to be born throughout the lifespan – neurogenesis declines throughout childhood and is undetectable in adults (Weiler, 2018). Rutherford (2017) reminds us that “[j]ournals are not all equal, and publication in a journal is not a mark of truth, merely that the research has passed the standard that warrants entering formal literature and further discussion with other scientists.” This is worth hammering into the heads of our students, our students who are the future writers of press releases, the future writers of news articles, and the future readers of those new articles. Our science journals are just one huge chat room. "Hey! This is what I found!" "Huh. How did find that?" "What if we looked at it this way instead?" "Anna used this other method and found something different. Anyone know why that would produce different results?" With additional research, we may discover that, indeed, the human hippocampus does not produce new neurons. And we may discover that living in space where a person is subject to the radiation equivalent of 10 chest x-rays a day (Kelly, 2017) does indeed change one’s genes, and not just the epigenetic code. Those who turn to science for definitive answers may find the responses couched in probabilities less than satisfying. But that’s how science works. Here’s a cautionary tale: Everyone knows that tongue-rolling is genetic. If you can roll your tongue, you have the dominant allele for tongue-rolling. As it turns out, everyone is wrong. The research was easy to do. Find a bunch of identical twins and see who could roll their tongues and who couldn’t. If tongue-rolling were completely genetic, each twin pair should be, well, identical in their tongue-rolling ability. Philip Matlock (1952) looked in the mouths of 33 pairs of twins. In 7 pairs, one twin could tongue-roll while the other one could not. And, yes, that date is right; he did this research in 1952. Similar studies in the 1970s found similar results (Martin, 1975; Reedy, Szczes, & Downs, 1971). If you had asked me last week, “Hey, Sue, is tongue-rolling simply controlled by our genes?” I would have said yes. But now my response is more nuanced. “There’s likely a gene or set of genes that controls it, but there is also probably an epigenetic code that turns that gene or genes on or off for different people. Let me tell you about this interesting research done with identical twins…” The more I learn, the less confidence I have in what I have always known to be true. “Half of what I’m going to tell you is wrong, but I don’t know which half.” I love this quote (or paraphrase?) as it nicely captures the moving nature of science, but I can’t find the origin – and I find that very fitting. My memory says it was something Paul Meehl said to his students, but I can’t find any such reference. A Psychology Today blogger credits an uncited and unnamed surgeon. If you know the origin, please contact me. References Carter, L. (n.d.). If Mars is only about 35-60 million miles away at close approach, why does it take 6-8 months to get there? (Intermediate). Retrieved from http://curious.astro.cornell.edu/physics/64-our-solar-system/planets-and-dwarf-planets/mars/267-if-mars-is-only-about-35-60-million-miles-away-at-close-approach-why-does-it-take-6-8-months-to-get-there-intermediate Kelly, S. (2017). Endurance: A year in space, a lifetime of discovery. New York City: Knopf. Martin, N. G. (1975). No evidence for a genetic basis of tongue rolling or hand clasping. Journal of Heredity, 66(3), 179–180. https://doi.org/doi.org/10.1093/oxfordjournals.jhered.a108608 Matlock, P. (1952). Identical twins discordant in tongue-rolling. Journal of Heredity, 43(1), 24. https://doi.org/https://doi.org/10.1093/oxfordjournals.jhered.a106251 Reedy, J. J., Szczes, T., & Downs, T. D. (1971). Tongue rolling among twins. Journal of Heredity, 62(2), 125–127. https://doi.org/doi.org/10.1093/oxfordjournals.jhered.a108139 Rutherford, A. (2017). A brief history of everyone who has ever lived. New York City: The Experiment. Weiler, N. (2018). Birth of new neurons in the human hippocampus ends in childhood. Retrieved March 24, 2018, from https://www.ucsf.edu/news/2018/03/409986/birth-new-neurons-human-hippocampus-ends-childhood **************** *Mark Kelly’s wife is Gabrielle Giffords, the US Representative from Arizona who survived an assassination attempt in 2011.   **”at the International Space Station” – I had a hard time deciding on the right preposition to use. Can one be on a space station if one is really floating inside it, except when Velcro-ed to a wall? In seemed to be a better choice, but felt clunky when I read it. I was ready to settle for at. NASA dodges the entire question and uses “aboard the ISS.” If aboard is good enough for NASA, it’s good enough for me. I’m confident we’ll get this figured out before we head to Mars. ... View more

Long ago, I read a jest that most people believe in the shaping power of environmental nurture—until they have their second child.   That pretty well sums up the results of a not-yet-published survey of 1000 Americans by an Emily Willoughby-led University of Minnesota team. The researchers report that “educated mothers with multiple children” were particularly cognizant of the heritability of traits, adding: “Parents, after all, have the ability to observe firsthand the results of an empirical experiment on the heritability of human traits in their own home. They can see that their children resemble them along multiple dimensions; furthermore, a parent of multiple children can see how the shared environment does not necessarily make them alike.”   That has been my wife’s and my experience as parents of three children who share some of our traits, but who were distinct individuals right out of the womb. And perhaps your experience, too, as you compare your children, or observe your own or other siblings?   These researchers noted another interesting finding, related to political leanings: When asked about the relative gene and environment contributions to various traits, liberals more than conservatives saw genetics having a strong influence on psychiatric disorders and sexual orientation. As a result, liberals tended not to view sexual orientation as a choice, and they tended to have more compassionate views of those with psychiatric disorders. Conservatives more often saw a strong genetic influence on intelligence and musical ability, thus suggesting that those with these strengths had been largely “born that way” rather than advantaged by opportunity. ... View more

A young man, raising funds for his high school football team, knocked on the door of a Chronic Traumatic Encephalopathy (CTE) researcher. And not just any CTE researcher: a CTE researcher who looks specifically at teenage brains. The two sat down, and the young man learned about how concussions are not necessary to trigger CTE; repeated shots to the head will do it. The young man listened, and, in fact, chose CTE as his research project in English. When I read this NPR story, I was hoping for a better ending. And what did the young man decide about playing football? He’s still going to play. “This is something I love. I dedicate myself to [this]. This makes me healthier physically, mentally. I'm doing what I love, making friends, there's a lot of great experiences that I'm having from this.” He did decide, however, to cut back on boxing, so that’s something. When I read this article I was immediately struck by the power of immediate reinforcement over the potential of bad things happening at some unknown time in the distant future. [As an operant conditioning bonus, in the very first paragraph, the student gives us a great example of discriminative stimuli. “He’d look for lights on and listen for kids’ voices.” Those stimuli signaled a greater likelihood of receiving a donation.] But the reinforcement aside, I wondered about the social psychology of playing an intense team sport, like football. The student said, “I’m doing what I love, making friends, there’s a lot of great experiences that I’m having from this.” In Sebastian Junger’s book, War, the author writes about his experience spending 15 months with a U.S. Army platoon in Afghanistan. Once, when out on patrol, the platoon got into a firefight along a road, taking cover behind a rock wall. Afterwards, Junger asked one of the soldiers if he was scared. He said he was. Junger asked why he didn’t run. He said he stayed because the soldier on his left stayed and the soldier on his right stayed.   While still considering the power of groups, my news feed produced a fascinating article on identity fusion. Research “suggest[s] that extreme self-sacrifice is motivated by 'identity fusion', a visceral sense of oneness with the group resulting from intense collective experiences (e.g. painful rituals or the horrors of frontline combat) or from perceptions of shared biology.” Once a person fuses their identity with the group, all it takes is a threat to the group to lead the person to self-sacrifice. And those groups need to be “local” groups, like a team or a platoon. “Extended fusion” to bigger groups like one’s country can happen, but it looks like it can only happen after “local fusion.” Those who have experienced identity fusion with a local group describe the others in the group as family. It’s common to hear teammates and platoon-mates describe each other as brothers (Whitehouse, 2018). What sacrifices are you willing to make for your family?   References Whitehouse, H. (2018). Dying for the group: Towards a general theory of extreme self-sacrifice. Behavioral and Brain Sciences. https://doi.org/10.1017/S0140525X18000249 ... View more

Apophenia is seeing patterns in randomness, which may be the mechanism behind conspiracy theory generation. If it feels to me like a set of random events are connected and no one is talking about the connection, then conspiracy must be afoot (Poulsen, 2012). Psychiatrist Klaus Conrad is credited with coining this term in 1958 to describe the descent into psychosis, “Borrowing from ancient Greek, the artificial term ‘apophany’ describes this process of repetitively and monotonously experiencing abnormal meanings in the entire surrounding experiential field, eg, being observed, spoken about, the object of eavesdropping, followed by strangers” (as cited in Mishara, 2010). But this isn’t a post about conspiracy theories or psychosis. While conspiracy theories and psychosis take our ability to see patterns to whole other level, seeing patterns in randomness is just how our brains work. The visual version of apophenia is pareidolia. Have you ever seen a rabbit in a cloud formation? That’s pareidolia. Have you seen a face in a piece of toast? Also pareidolia. After covering the cerebral cortex, tell students that there is an area in the temporal lobe that is especially good at detecting faces: the fusiform face area (FFA). Show students these 20 objects where faces appear. Ask students to guess whether they think that seeing these objects would cause the FFA to be activated. How could that hypothesis be tested? Give students a minute to think about it, a minute to share with a partner, and then ask for volunteers for their suggestions. This would be a nice time to review independent variables and dependent variables. When you’re ready, tell students that researchers compared such face objects with everyday no-face objects, and found that face-objects activated the FFA (Hadjikhani, Kveraga, Naik, & Ahlfors, 2009). If time allows, describe prosopagnosia (pro-soap-ag-nose-ee-ya; face-blindness). Do students think that the FFA would be activated when people with congenital prosopagnosia look at faces? Why or why not? The FFA is activated, but it doesn’t show habituation. When people without prosopagnosia are shown faces a second time, the FFA shows decreased activation; “Not interesting; I’ve seen this before.” For those with prosopagnosia, the activation is just as great the second time around; “Hey, this is new!” (Avidan, Hasson, Malach, & Behrmann, 2005). Again if time allows, do students think the FFA would be activated in people with autism. Why or why not? For the participants in the study, the severity of their autism varied. For those who had impaired face recognition (about half of their sample, 14 out of 27) , the activation of their FFA was weaker.   For 30 years, researchers have debated whether the FFA is face-specific or whether it is for detecting any complex pattern we’re expert in (Kanwisher & Yovel, 2006). Some recent research has found that the FFA is active when expert chess players look at positions of chess pieces, positions taken from actual gameplay, but not a specific chess piece (Bilalic, 2016). And researchers have also compared expert radiologists with beginner medical students. When the experts looked at X-rays, their FFAs were active (Bilalic, Grottenthaler, Nagele, & Lindig, 2016). While the jury is still out on whether the FFA is face-specific or not, this is a wonderful example of science in action. Researchers describe a finding. All researchers start thinking about what might be the cause of that finding, and they start devising experiments to test their hypothesized causes.   References  Avidan, G., Hasson, U., Malach, R., & Behrmann, M. (2005). Detailed exploration of face-related processing in congenital prosopagnosia: 2. Functional neuroimaging findings. Journal of Cognitive Neuroscience, 17(7), 1130–1149. https://doi.org/10.1162/0898929054475154 Bilalic, M. (2016). Revisiting the role of the fusiform face area in expertise. Journal of Cognitive Neuroscience, 28(9), 1345–1357. https://doi.org/10.1162/jocn  Bilalic, M., Grottenthaler, T., Nagele, T., & Lindig, T. (2016). The faces in radiological images: Fusiform face area supports radiological expertise. Cerebral Cortex, 26(3), 1004–1014. https://doi.org/10.1093/cercor/bhu272 Hadjikhani, N., Kveraga, K., Naik, P., & Ahlfors, S. P. (2009). Early (N170) activation of face-specific cortex by face-like objects. Neuroreport, 20(4), 403–407. https://doi.org/10.1097/WNR.0b013e328325a8e1 Kanwisher, N., & Yovel, G. (2006). The fusiform face area: a cortical region specialized for the perception of faces. Philosophical Transactions of the Royal Society B: Biological Sciences, 361(1476), 2109–2128. https://doi.org/10.1098/rstb.2006.1934 Mishara, A. L. (2010). Klaus Conrad (1905-1961): Delusional mood, psychosis, and beginning schizophrenia. Schizophrenia Bulletin, 36(1), 9–13. https://doi.org/10.1093/schbul/sbp144 Poulsen, B. (2012). Being amused by apophenia. Retrieved from https://www.psychologytoday.com/blog/reality-play/201207/being-amused-apophenia ... View more

A couple months ago I wrote a suggestion on how to incorporate coverage of the opioid epidemic into Intro Psych (Frantz, 2017). There I put it in the context of the availability heuristic. Here I will suggest covering the opioid epidemic in the context of neurons and neurotransmitters. The opiates work in a complex way to produce feelings of euphoria. Under non-opiate conditions, neurons release the neurotransmitter GABA that, in turn, inhibits the release of dopamine. When endorphins are released during sympathetic nervous system arousal or you take an opiate – legally or illegally, the body doesn’t care – the endorphins or opiates (endorphin agonists – drugs that look and act like endorphins) block GABA from being released. Without GABA’s inhibition, dopamine is free to flood synapses and attach to dopamine-receiving neurons resulting in warm, fuzzy feelings (Genetic Science Learning Center, 2013; Vaughan, et.al., 1997). That explains why people choose to use opiates. But how do people overdose on opiates? Part of the cause is that fentanyl, an opioid "that is similar to morphine but is 50 to 100 times more potent" (NIDA, 2016). "In 2014, 35 percent of [Rhode Island's] fatal overdoses occurred because of fentanyl, but it was involved in 56 percent of drug deaths by 2016" (Brown University, 2017). There is no question that fentanyl has entered the illegal drug supply and is contributing to the number of overdoses. Here's another factor that contributes to opiate overdoses. Opiates, in addition to producing euphoria, also act on the brainstem to reduce breathing. Take too much and you stop breathing. Like many drugs, the more you use, the greater your tolerance, meaning you need more opiates to get the euphoria. But here's a problem. Unfortunately, your brain’s ability to tolerate more opiates does not extend at the same rate to breathing. In other words, while you need more for the high, your brainstem isn’t keeping up. With continued opiate use, the window is closing. The amount of opiate it takes to feel the high is getting closer and closer to the amount that stops breathing (Boyer, 2012). Enter naloxone, brand name Narcan. Naloxone is an opiod antagonist. It blocks the receptor sites, but doesn’t activate the neurons. With the opioid receptors blocked, the opiates cannot have their effects – and breathing returns to normal (NHPR Staff, 2016). Because naloxone binds more strongly to the receptor sites than the opiates do, naloxone actually bumps them out and takes their place. That’s why naloxone acts so quickly, showing effects within five minutes (College of Pharmacists of British Columbia, 2016). Prevention Point Philadelphia provides naloxone and the training of its use to the librarians at McPherson Square Library, a library located in a high drug use area of the city. “While other libraries practice fire drills, McPherson began overdose drills.” It’s needed. Philadelphia is looking at a 30% increase in overdose deaths in 2017 as compared to 2016. That’s 1,200 expected ODs. When people started overdosing on heroin in the library and in the nearby park, the librarians decided it was time to get training on using the naloxone kits – and they’ve used them to save lives (Newall, 2017; Wootson, 2017). The opioid epidemic is not bypassing colleges and universities. “Last fall, three Washington State University students overdosed and died in Pullman, Wash.; a 25-year-old died from an overdose on the potent opioid fentanyl and heroin in a bathroom at Columbus State Community College in Ohio; and a student died from a suspected overdose at State University of New York at Geneseo. Fatalities in recent years have also hit campuses in New Mexico, Louisiana and beyond.” Institutions of higher learning are starting to step up to the plate by “distributing the anti-overdose drug naloxone to campus police and even students. Drug company Adapt Pharma Ltd. announced last month that it would offer 40,000 free doses of its branded version, called Narcan, to colleges nationwide. So far roughly 60 schools have reached out, according to company officials... The University of Texas at Austin now stocks naloxone at the front desk of its residence halls” (Korn & Kamp, 2017). Ask students to investigate who at your institution, if anyone, has been trained to administer naloxone. Do students feel like the number of people trained is sufficient? If not, what can students do to make a difference?   References Boyer, E. W. (2012). Management of opioid analgesic overdose. New England Journal of Medicine, 367(14), 1370-1373. doi:10.1056/nejmc1209707 Brown University. (2017, June 7). Feared by drug users but hard to avoid, fentanyl takes a mounting toll. ScienceDaily. Retrieved June 28, 2017 from www.sciencedaily.com/releases/2017/06/170607123841.htm  College of Pharmacists of British Columbia. (2016, April 4). Naloxone: Frequently asked questions. Retrieved from http://library.bcpharmacists.org/6_Resources/6-5_Pharmacy_Resources/5183-Naloxone_FAQ.pdf Frantz, S. (2017, April 16). Do you cover drug abuse in Intro Psych? If not, it might be time to. Retrieved from https://community.macmillan.com/community/the-psychology-community/blog/2017/04/16/do-you-cover-drug-abuse-in-intro-psych-if-not-it-might-be-time-to Genetic Science Learning Center. (2013, August 30) Mouse Party. Retrieved June 22, 2017, from http://learn.genetics.utah.edu/content/addiction/mouse/ Korn, M., & Kamp, J. (2017, May 07). Fatal student opioid overdoses prompt colleges to action. Retrieved from https://www.wsj.com/articles/colleges-take-action-on-opioid-epidemic-1494158403 NHPR Staff. (2016, June 6). Primer: How does Narcan work? Retrieved from http://nhpr.org/post/primer-how-does-narcan-work Newall, M. (2017, May 21). For these Philly librarians, drug tourists and overdose drills are part of the job. Retrieved from http://www.philly.com/philly/columnists/mike_newall/opioid-crisis-Needle-Park-McPherson-narcan.html National Institute of Drug Abuse (NIDA). (2016, June 06). Fentanyl. Retrieved June 28, 2017, from https://www.drugabuse.gov/drugs-abuse/fentanyl  Vaughan, C. W., Ingram, S. L., Connor, M. A., & Christie, M. J. (1997). How opioids inhibit GABA-mediated neurotransmission [Abstract]. Nature, 390, 611-614. Retrieved from http://www.nature.com/nature/journal/v390/n6660/abs/390611a0.html Wootson, C. R., Jr. (2017, June 02). ‘Drug tourists’ keep overdosing at this library. Here’s how employees are saving their lives. Retrieved from https://www.washingtonpost.com/news/to-your-health/wp/2017/06/02/drug-tourists-keep-overdosing-at-this-library-heres-how-employees-are-saving-their-lives/ ... View more

If the hardiest weed in our cognitive neuroscience garden is that “we only use 10 percent of our brains,” the next hardiest weed is this myth: “All our past experience is ‘in there’ and potentially retrievable by hypnosis or brain stimulation.”   I could almost believe this, after marveling at my aging mother-in-law, a retired pianist and organist. At age 88, her blind eyes could no longer read music. But sitting at a keyboard, she could flawlessly play hundreds of hymns, even ones she had not thought of for 20 years.   How and where did her brain store those myriad notes? For a time, some surgeons and memory researchers marveled at patients’ apparently vivid memories triggered by brain stimulation during surgery. Did this prove that our whole past, not just well-practiced music, is “in there,” in complete detail, just waiting to be relived?   That’s what neurosurgeon Ben Carson presumed in this 2013 tweet: And that’s what he said again on March 6 th in his first speech as Secretary of the U.S. Department of Housing and Urban Development: “I could take the oldest person here, make a hole right here on the side of the head, and put some depth electrodes into their hippocampus and stimulate, and they would be able to recite back to you verbatim a book they read 60 years ago. It’s all there; it doesn’t go away.”   Alas, everything is wrong about this. Our flawed memories, as every introductory psychology student learns, are constructions that incorporate both our past and recent experiences. Moreover, the hippocampus, while a vital part of our memory processing, is not a long-term computer memory stick.   And about those brain-stimulated memory flashbacks . . . . As Elizabeth Loftus has reported, they appear invented, not a vivid reliving of long-forgotten experiences. But our memory imperfections have a silver lining. As Williams James wrote in Principles of Psychology, “If we remembered everything, we should on most occasions be as ill off as if we remembered nothing.” To discard the clutter of useless or out-of-date information—where we parked the car yesterday or our old phone number—is surely a blessing. So be glad that neurosurgeon Ben Carson, who knows a lot, is wrong about memory. ... View more

Here’s a quick (seven minutes!) and engaging way to start your brain lecture. Annette Jordan Nielsen (Woods Cross High School in Bountiful, UT) harnesses her students’ connections to gather a little data. Students pull out their phones or other web-enabled devices and using whatever means they prefer to connect to others (group text, Facebook, Twitter, etc.), students ask “What percent of their potential brain power do you think most people use?” On the board, she draws a horizontal line. Under the line she writes 10%, 20%, 30%, etc. Then she shows this 4-minute video from the SciShow that debunks the 10% brain myth. Video Link : 1785 As students watch the video, they keep an eye on their devices for the responses to their question. Students come to the board to mark the first three responses they get, doing this as the video plays.  Annette reports that “the charts always end up looking like this [see below] and it really helps open the door to how widespread this myth is. The kids usually walk out the door ready to teach the people who responded what they learn and why they are wrong. I also like to joke that the 100% markings are all my former students.” Photo credit: Annette Jordan Nielsen ... View more

Originally posted on August 16, 2016. In Psychology, 11th Edition, Nathan DeWall and I illustrate brain plasticity with a 6-year-old girl who had most of her right hemisphere removed to end life-threatening seizures. In one of the most astonishing neuroscience findings, her remaining hemisphere compensated by putting other areas to work, enabling her to function well. One medical team, reflecting on other child hemispherectomies, reported being “awed” by how well the children had retained their memory, personality, and humor. The younger the child, the greater the chance that the remaining hemisphere can take over the missing hemisphere’s functions. Only recently did I become aware—thanks to a delightful new article by Scott Lilienfeld and Steven Jay Lynn—of a review of 52 hemispherectomy cases by Benjamin S. Carson and six of his Johns Hopkins colleagues. Nearly half of the 52, the Carson team reported, were living successful independent lives—at their age level in school or working productively. And, yes, for the rest of the story, “Carson” is that Benjamin Carson . . . or as he later became known to millions of Americans, 2016 Republican presidential hopeful, Ben Carson. ... View more

Originally posted on August 2, 2016. News flash . . . from the current New Yorker (July 24, 2016), Wall Street Journal (July 25, 2016), and Time (August 8, 2016) . . . “In the most rigorous study to date, researchers pitted different types of cognitive training head-to-head and concluded that one strategy in particular—a kind of computerized brain training that helps the mind to process information more quickly—can significantly lower rates of cognitive decline and dementia.” So impressed is Time (from which those words come) that it promotes, at the article’s conclusion, a smartphone app available for $96 annually that the researcher recommends “for everyone over 50. . . . There’s now evidence that this type of training has multiple benefits, the risk is minimal, and it’s not even expensive.” Money can’t buy advertising that credible-seeming. And the study is, indeed, impressive-sounding. It reportedly trained nearly 3000 people for five weeks and then followed them for 10 years. But is this a case of premature hyping of research (via a University of South Florida press release)? Other prominent researchers with whom I have corresponded raise two caution flags. First, a 2014 scientific consensus statement found “no compelling scientific evidence” that brain games can reduce or reverse cognitive decline and warned against “exaggerated and misleading claims.” Researcher Zach Hambrick summarizes: “Play a video game and you’ll get better at that video game, and maybe at very similar video games,” but not at driving a car or filling out your tax return. What is more, new research reviews—here and forthcoming in Psychological Science in the Public Interest (“Do ‘Brain Training’ Programs Work?”)—confirm that brain training appears not to produce any lasting, meaningful change apart from the training task. Second, the newly reported findings, though presented at a convention, have not yet been published. As the New Yorker writer acknowledged, the “findings may not stand up to peer review, or they may turn out to be a fluke that cannot be replicated by others. Perhaps her central conclusion—that a dozen hours of training cuts the risk of dementia nearly in half, ten years later—will have to be walked back.” With this level of publicity (including other outlets) there’s no easy walking back the public message. Will this big new study point us toward a brain-training program that does work? Stay tuned. And until such evidence is published and replicated, I’d suggest that we psychological educators not over promise. ... View more

Originally posted on May 7, 2014. The Iran and Afghanistan Wars introduced a new and troubling picture on the relationship between traumatic brain injury and mental health. Multiple deployments exposed soldiers to more frequent risks. New combat gear helped them survive blasts. Suicide, substance use, and strained relationships often followed. But according to an Ontario study, we shouldn’t forget another vulnerable group: adolescents who have experienced at least one traumatic brain injury, defined as a head injury that caused either 5 minutes of unconsciousness or an overnight hospital stay. By comparison, the severity of the soldier injuries probably trumped those of the Toronto teens. Yet the two groups experienced similar consequences. In a study of almost 5000 Canadian students Grades 7-12, those who experienced a traumatic brain injury, compared those who didn’t, were nearly three times more likely to attempt suicide. The brain injured adolescents were also more likely to engage in antisocial behavior and experience anxiety and depression. Here is the most stunning statistic of all: roughly 20% of Ontario adolescents have a lifetime history of traumatic brain injury. Part of this makes sense. Think back to when you were a teenager. Perhaps you skateboarded, played soccer, hockey, football, or roughhoused with your siblings. Learning how to drive, you might have been injured in a car accident. Our teenage years are often filled with risk because the teenage brain is hypersensitive to reward. (To watch some videos of a true genius on the topic of the teenage brain, click here). Yet the drive for reward can come at the greatest cost of all. By risking their bodies, adolescents risk their brains. And when that piece of equipment doesn’t run on all cylinders, life becomes more of a slog than a sweet dream. The next time you think of brain injury, think of those who put themselves in harm’s way. For some of us, risk if part of our job. For others, it’s part of our development. For all of us, it’s time to reconsider who needs help.      ... View more