Showing posts with label Environmental Enrichment. Show all posts
Showing posts with label Environmental Enrichment. Show all posts

Saturday, September 8, 2012

Kathy Sierra: Brain Death by Dull Cubicle

Environmental enrichment is my new thing, so I took to google to find more data. Here's a relevant blog post I found.

Brain Death by Dull Cubicle
Posted by Kathy Sierra on February 20, 2006, on her Passionate blog:



Cubiclebraindeath

You always knew that dull, boring cubicles could suck the joy out of work, but now there's evidence that they can change your brain. Not mentally or emotionally, no, we're talking physical structural changes. You could almost say, "Dull, lifeless work environments cause brain damage."

I said "almost", because it depends on your definition of brain damage. What the research suggests is that in unstimulating, unenriched, stressful environments, the brain STOPS producing new neurons (more on that later). But it's only been the last few years that scientists have finally realized that the human brain can build new neurons. For most of the previous century, it was believed that we were born with all the neurons we'd ever have.

Scientists who believed in and studied the idea of "neurogenesis" were dismissed, criticized, ignored. But Princeton's Elizabeth Gould has picked up the neurogenesis ball and run with it. She is almost single-handedly changing the face of neuroscience and psychology.
From a fascinating article in the new print issue of Seed Magazine (my new favorite):

"Eight years after Gould defied the dogma of her field and proved that the primate brain creates new cells, she has gone on to demonstrate that the structure of the brain is incredibly influenced by one's surroundings."

One of the most interesting (and, in hindsight, "doh!") discoveries was that one of the main reasons researchers kept finding NO evidence of new neuron development in their test primates is because they kept them in an environment which shut that process down. In other words, it was the caged-living that stopped the neurogenesis process. By giving her animals a rich, natural enviornment, Gould "flipped the switch" back on, allowing their brains to work normally, and sure enough--the happier, more stimulated animals showed a DRAMATIC increase in neurogenesis as well as dendrite density.
  One summary:
"Complex surroundings create a complex brain."

[One interesting and beautiful back story--researcher Fernando Nottebohm had showed earlier that neurogenesis was necessary for bird songs. "To sing their complex melodies, male birds needed new brain cells. In fact, up to 1% of the neurons in the bird's song center were created anew, every day." Of course, his work was dissed as irrelevant. I mean, come on, these are bird brains. "Avian neurogenesis was explained away as an exotic adaptation..."]

So, back to cubicles. The key to Gould's demonstration of neurogenesis (where virtually all other primate studies had failed) was the stimulating environment. Cages stopped neurgenesis, which she describes as "The neurons stop investing in themselves." She links caged environments with stress, and stimulating natural environments as less stressful, so there is a big assumption here that a dull, boring, unstimulating cube life is also stressful (for the brain, anyway--it doesn't mean the work itself is stressful).

But she didn't just throw them in a natural environment... she also made sure they had a lot of opportunities for play. And perhaps very importantly--frequent rotation and introduction of new toys. I've always wondered why in every game company I worked for (or anyplace with "creatives"), it was assumed and encouraged that people made elaborate virtual worlds out of their workspace, but in non-game/creative workplaces, not so much. While this is often allowed in the cubes of non-game programmers, for the most part it's only the young hipster startups that consider this a primary, essential element of their corporate culture. [Apparently those ping-pong tables and games in those web startups were more than just examples of bubble/VC excess.]

With Gould's work, it would seem, we should not only be allowing employees to, say, decorate their cube, but we should be encouraging it at every turn AND take steps to make frequent changes to the area. (And by "changes", I don't mean rotating demotivation posters). For too many places I've worked, a new "official policy poster" or some new HR thing is about all the stimulating change we got. (That, and the increasingly emphatic signs posted in the coffee/kitchen area about "your mother doesn't work here, it's up to US to keep it clean!!!")
It would appear that blowing your own mind on a regular basis is not just a good idea, it's a key part of neurogenesis. One of the conclusions she came to is that "learning heals the brain." And again, we aren't talking emotionally or psychologically, we're talking physical structures.

She believes that even those who have been in a stressful environment can undo much of the damage by not just removing the stress, but actively introducing enriching and stimulating things.

Experiencing and learning new things is literally exercise for the brain!

That's so cool.

The implications of her work are of course much deeper and more significant than just "dull and/or stressful work environments with low stimulation suppress neurogenesis, which means less or no new brain cells." There are all kinds of social implications as well, although she points out that like most scientists, she does not want to see her work "twisted for political purposes".

But it does mean that the work we are all doing to help our users learn and grow and develop (and kick ass) is a lot more meaningful than just good customer support. Remember, when WE say "passionate users", we mean the kind of passion that inspires people to spend time learning and getting better at whatever it is they're passionate about. So it would seem that it might not be a huge stretch to say:

Passionate users grow more brain cells!

Apparently all work and no play makes Jack not just dull, but dumber. So don't forget to have fun...

Kathy SierraKathy Sierra has been interested in the brain and artificial intelligence since her days as a game developer (Virgin, Amblin', MGM). She is the co-creator of the bestselling Head First series (finalist for a Jolt Software Development award in 2003, and named to the Amazon Top Ten Editors Choice Computer Books for 2003 and 2004). She is also the founder of one of the largest community web sites in the world, javaranch.com. Kathy's passions are skiing, running, her Icelandic horse, gravity, and her latest favorite thing--Dance Dance Revolution.

Thursday, September 6, 2012

OK, Everyone: Work On Your Environmental Enrichment

From yee Wiki
A rodent is not stimulated by the environment in a wire cage, and this affects its brain negatively, particularly the complexity of its synaptic connections

Environmental enrichment concerns how the brain is affected by the stimulation of its information processing provided by its surroundings (including the opportunity to interact socially). Brains in richer, more stimulating environments, have increased numbers of synapses, and the dendrite arbors upon which they reside are more complex. This effect happens particularly during neurodevelopment, but also to a lesser degree in adulthood. With extra synapses there is also increased synapse activity and so increased size and number of glial energy support cells. Capillary vasculation also is greater to provide the neurons and glial cells with extra energy. The neuropil (neurons, glial cells, capillaries, combined together) expands making the cortex thicker. There may also exist (at least in rodents) more neurons.

Research in nonhuman animals finds that more stimulating environment could aid the treatment and recovery of a diverse variety of brain related dysfunctions, including Alzheimer’s disease and those connected to aging, whereas a lack of stimulation might impair cognitive development.

Research upon humans suggests that lack of stimulation (deprivation—such as in old-style orphanages) delays and impairs cognitive development. Research also finds that higher levels of education (which is both cognitively stimulating in itself, and associates with people engaging in more challenging cognitive activities) results in greater resilience (cognitive reserve) to the effects of aging and dementia.

Early research

Donald O. Hebb in 1947 found that rats raised as pets performed better on problem solving tests than rats raised in cages. His research, however, did not investigate the brain nor use standardized impoverished and enriched environments. Research doing this first was started in 1960 at the University of California, Berkeley by Mark Rosenzweig, who compared single rats in normal cages, and those placed in ones with toys, ladders, tunnels, running wheels in groups. This found that growing up in enriched environents affected enzyme cholinesterase activity.[2] This work led in 1962 to the discovery that environmental enrichment increased cerebral cortex volume.[3] In 1964, it was found that this was due to increased cerebral cortex thickness and greater synapse and glial numbers.[4][5]

Also starting around 1960, Harry Harlow studied the effects of maternal and social deprivation on rhesus monkey infants (a form of environmental stimulus deprivation). This established the importance of social stimulation for normal cognitive and emotional development.[6]

Synaptogenesis

Rats raised with environmental enrichment have thicker cerebral cortices (3.3-7%) that contain 25% more synapses.[5][7] This effect of environmental richness upon the brain occurs whether it is experienced immediately following birth,[8] after weaning,[5][7][9] or during maturity.[10] When synapse numbers increase in adults, they can remain high in number even when the adults are returned to improvised environment for 30 days[10] suggesting that such increases in synapse numbers are not necessarily temporary. However, the increase in synapse numbers has been observed generally to reduce with maturation.[11][12] Stimulation affects not only synapses upon pyramidal neurons (the main projecting neurons in the cerebral cortex) but also stellate ones (that are usually interneurons).[13] It also can affect neurons outside the brain in the retina.[14]

Dendrite complexity

Environmental enrichment affects the complexity and length of the dendrite arbors (upon which synapses form). Higher-order dendrite branch complexity is increased in enriched environments,[13][15] as can the length, in young animals, of distal branches.[16]

Activity and energy consumption

Synapses in animals in enriched environments show evidence of increased synapse activation.[17] Synapses tend to also be much larger.[18] This increased energy consumption is reflected in glial and local capillary vasculation that provides synapses with extra energy.
  • Glial cell numbers per neuron increase 12-14%[5][7]
  • The direct apposition area of glial cells with synapses expands by 19%[19]
  • The volume of glial cell nuclei for each synapse is higher by 37.5%[17]
  • The mean volume of mitochondria per neuron is 20% greater[17]
  • The volume of glial cell nuclei for each neuron is 63% higher[17]
  • Capillary density is increased.[20]
  • Capillaries are wider (4.35 μm compared to 4.15 μm in controls)[17]
  • Shorter distance exist between any part of the neuropil and a capillary (27.6 μm compared to 34.6 μm)[17]
These energy related changes to the neuropil are responsible for increasing the volume of the cerebral cortex (the increase in synapse numbers contributes in itself hardly any extra volum

Motor learning stimulation


Part of the effect of environmental enrichment is providing opportunities to acquire motor skills. Research upon “acrobatic” skill learning in the rat shows that it leads to increased synapse numbers.[21][22]

Maternal transmission

Environmental enrichment during pregnancy has effects upon the fetus such as accelerating its retinal development.[23]

Neurogenesis

Environmental enrichment can also lead to the formation of neurons (at least in rats)[24] and reverses the loss of neurons in the hippocampus and memory impairment following chronic stress.[25] However, its relevance has been questioned for the behavioral effects of enriched environments.[26]

Mechanisms

Enriched environments affect the expression of genes in the cerebral cortex and the hippocampus that determine neuronal structure.[27] At the molecular level, this occurs through increased concentrations of the neurotrophins NGF, NT-3,[28][29] and changes in BDNF.[14][30] This alters the activation of cholinergic neurons,[29] 5-HT,[31] and beta-adrenolin.[32] Another effect is to increase proteins such as synaptophysin and PSD-95 in synapses.[33] Changes in Wnt signaling have also been found to mimic in adult mice the effects of environmental enrichment upon synapses in the hippocampus.[34] Increase in neurons numbers could be linked to changes in VEGF.[35]

Resilience and rehabilitation

Research (as least upon rats) suggests that environment enrichment might reduce the effects or ameliorate the cognitive impairments caused by a diverse variety of conditions and neurological disorders.

Humans


Though environmental enrichment research has been mostly done upon rodents, similar effects occur in primates,[58] and are likely to affect the human brain. However, direct research upon human synapses and their numbers is limited since this requires histological study of the brain. A link, however, has been found between educational level and greater dendritic branch complexity following autopsy removal of the brain.[59]

Localized cerebral cortex changes

MRI detects localized cerebral cortex expansion after people learn complex tasks such as mirror reading (in this case in the right occipital cortex),[60] three-ball juggling (bilateral mid-temporal area and left posterior intraparietal sulcus),[61] and when medical students intensively revise for exams (bilaterally in the posterior and lateral parietal cortex).[62] Such changes in gray matter volume can be expected to link to changes in synapse numbers due to the increased numbers of glial cells and the expanded capillary vascularization needed to support their increased energy consumption.

Institutional deprivation

Children that receive impoverished stimulation due to being confined to cots without social interaction or reliable caretakers in low quality orphanages show severe delays in cognitive and social development.[63] 12% of them if adopted after 6 months of age show autistic or mildly autistic traits later at four years of age.[64] Some children in such impoverished orphanages at two and half years of age still fail to produce intelligible words, though a year of foster care enabled such children to catch up in their language in most respects.[65] Catch-up in other cognitive functioning also occurs after adoption, though problems continue in many children if this happens after the age of 6 months[66]

Such children show marked differences in their brains, consistent with research upon experiment animals, compared to children from normally stimulating environments. They have reduced brain activity in the orbital prefrontal cortex, amygdala, hippocampus, temporal cortex, and brain stem.[67] They also showed less developed white matter connections between different areas in their cerebral cortices, particularly the uncinate fasciculus.[68]
Conversely, enriching the experience of preterm infants with massage quickens the maturating of their electroencephalographic activity and their visual acuity. Moreover, as with enrichment in experimental animals, this associates with an increase in IGF-1.[69]

Cognitive reserve and resilience

Another source of evidence for the effect of environment stimulation upon the human brain is cognitive reserve (a measure of the brain’s resilience to cognitive impairment) and the level of a person’s education. Not only is higher education linked to a more cognitively demanding educational experience, but it also correlates with a person’s generally engaging in cognitively demanding activities.[70] The more education a person has received, the less the effects of aging,[71][72] dementia,[73] white matter hyperintensities,[74] MRI-defined brain infarcts,[75] Alzheimer’s disease,[76][77] and traumatic brain injury.[78] Also, aging and dementia are less in those that engage in complex cognitive tasks.[79] The cognitive decline of those with epilepsy could also be affected by the level of a person’s education.[80]

See also