Stories with Tag neuroplasticity

• Age and cognitive skills: Use it or lose it

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  Posted: 2025-03-06 12:33:27

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  This study investigates the relationship between age, cognitive skills, and real-world activity engagement. Researchers analyzed data from a large online game involving various cognitive tasks and found that while older adults (60+) generally performed worse on speed-based tasks, they outperformed younger adults on vocabulary and knowledge-based challenges. Critically, higher levels of real-world activity engagement, encompassing social interaction, travel, and diverse hobbies, were linked to better cognitive performance across age groups, suggesting a “use it or lose it” effect. This highlights the importance of maintaining an active and engaged lifestyle for preserving cognitive function as we age, potentially mitigating age-related cognitive decline.

  The scientific advancement research article, "Age and Cognitive Skills: Use It or Lose It," meticulously investigates the intricate relationship between aging, cognitive abilities, and engagement in cognitively stimulating activities. The central hypothesis of the study posits that continued engagement in demanding mental activities throughout life can serve as a mitigating factor against age-related cognitive decline. To explore this hypothesis, the researchers conducted a comprehensive longitudinal study, meticulously tracking a large cohort of participants across an extended period. This rigorous methodology allowed them to observe and analyze the trajectories of cognitive performance in individuals with varying levels of engagement in cognitively stimulating activities.

  The study meticulously assesses a broad spectrum of cognitive domains, including, but not limited to, processing speed, working memory, episodic memory, and reasoning abilities. These diverse cognitive domains were chosen to provide a holistic understanding of how aging impacts different aspects of cognitive function. The researchers employed a battery of standardized neuropsychological tests, ensuring rigorous and reliable measurement of cognitive performance across the participant sample. This rigorous assessment protocol enabled them to capture subtle changes in cognitive abilities over time.

  Through detailed statistical analysis of the longitudinal data, the researchers discovered a significant correlation between engagement in cognitively stimulating activities and preserved cognitive function in later life. Individuals who reported higher levels of engagement in intellectually demanding activities, such as reading, playing strategic games, and learning new skills, demonstrated a demonstrably slower rate of cognitive decline compared to their less engaged counterparts. This finding lends substantial credence to the "use it or lose it" hypothesis, suggesting that maintaining an active and engaged mind can contribute significantly to cognitive resilience in the face of aging.

  Furthermore, the study delves into the potential mechanisms underlying this observed relationship. The researchers propose that engaging in cognitively stimulating activities may promote neuroplasticity, the brain's remarkable ability to reorganize itself by forming new neural connections throughout life. This ongoing neural adaptation may provide a buffer against the detrimental effects of age-related neurological changes, thereby contributing to the preservation of cognitive function. However, the researchers acknowledge the correlational nature of the study and emphasize the need for further investigation to definitively establish a causal link between cognitive engagement and preserved cognitive function.

  In conclusion, the study offers compelling evidence supporting the notion that continued engagement in intellectually stimulating activities throughout life can play a crucial role in mitigating age-related cognitive decline. While further research is warranted to fully elucidate the underlying mechanisms, the findings underscore the importance of lifelong learning and cognitive engagement for promoting healthy cognitive aging. The study provides a valuable contribution to the ongoing scientific discourse on cognitive aging and offers practical implications for individuals seeking to maintain their cognitive vitality as they age.

  • Cognitive Decline
  • Aging
  • cognitive skills
  • cognitive training
  • neuroplasticity
  • brain health
  • use it or lose it
  • cognitive reserve
  • Neurology
  • Cognitive Science
  • lifelong learning

  Summary of Comments ( 144 )
  https://news.ycombinator.com/item?id=43279494

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  Hacker News users discuss the study's methodology and its implications. Several commenters express skepticism about the causal link between gameplay and cognitive improvement, suggesting the observed correlation could stem from pre-existing cognitive differences or other confounding factors. Some highlight the self-reported nature of gameplay time as a potential weakness. Others question the study's focus on "fluid intelligence" and its applicability to broader cognitive abilities. A few commenters mention personal experiences with cognitive training games and express mixed results. Several appreciate the nuance of the study's conclusion, acknowledging the limitations of drawing definitive conclusions about causality. There's also a brief discussion comparing Western and Eastern approaches to aging and cognitive decline.

  The Hacker News post "Age and cognitive skills: Use it or lose it" (https://news.ycombinator.com/item?id=43279494) linking to a Science Advances article about cognitive decline, has a moderate number of comments that discuss various aspects of the study and cognitive decline in general.

  Several commenters delve into the methodology of the study, expressing skepticism about the causal link between gameplay and cognitive improvement. One commenter points out the difficulty of establishing causality from observational studies like this, suggesting that people with better cognitive skills might simply be more drawn to these games. Another echoes this sentiment, emphasizing the self-selection bias inherent in such research. They highlight the possibility that individuals already experiencing cognitive decline may be less inclined to engage with mentally stimulating activities like gaming. The discussion around methodology leads to questions about whether the study truly demonstrates that the games improve cognitive skills, or merely maintain them.

  A recurring theme in the comments is the role of other factors, besides gameplay, in contributing to cognitive health. Commenters mention physical exercise, sleep, social interaction, and nutrition as potentially playing a significant role, arguing that focusing solely on digital games might be an oversimplification. One commenter even points to anecdotal evidence suggesting physical activity is more beneficial than games for their own cognitive function.

  Some comments offer alternative perspectives on cognitive aging. One commenter suggests that declining cognitive speed may not be entirely negative, positing that slower thinking can sometimes lead to more considered and wiser decisions. Another perspective emphasizes the distinction between fluid intelligence and crystallized intelligence, noting that the former tends to decline with age while the latter often improves. This suggests that while certain cognitive functions may diminish, others can continue to develop.

  Finally, a few comments touch on the practical implications of the study. One user expresses disappointment that the study doesn't offer more specific recommendations for effective interventions to combat cognitive decline. Another shares a personal experience of attempting to use games for cognitive enhancement, with mixed results. They emphasize the importance of finding activities that are genuinely engaging and enjoyable, suggesting that forced engagement might be less effective.

  In summary, the comments section provides a diverse range of perspectives on the study and cognitive decline in general, from methodological critiques to personal anecdotes. The discussion highlights the complexity of the issue and the need for further research to fully understand the relationship between activities like gaming and cognitive function.

• Learning fast and accurate absolute pitch judgment in adulthood

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  Posted: 2025-02-13 08:38:13

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  This study demonstrates that adults can develop fast and accurate absolute pitch (AP) judgment through intensive, adaptive training. Participants engaged in a gamified training program involving identifying isolated piano notes and chords, with difficulty dynamically adjusting based on performance. After 30 training sessions, participants showed significant improvement, achieving rapid and accurate AP judgment comparable to individuals with naturally occurring AP. This finding challenges the prevailing notion that AP acquisition is limited to early childhood and suggests the potential for widespread AP development in adulthood with targeted training.

  This research article, titled "Learning fast and accurate absolute pitch (AP) judgment in adulthood," published in Psychonomic Bulletin & Review, investigates the potential for adults to acquire near-perfect absolute pitch (AP) capabilities through a novel training method. Absolute pitch, the ability to identify or produce the pitch of a musical tone without an external reference, is generally considered a rare skill predominantly acquired during a critical period in childhood. This study challenges that long-held assumption by demonstrating significant improvements in AP accuracy among adult participants following a relatively short training period.

  The researchers developed a gamified training program employing a technique called adaptive pitch resolution training. This method progressively refined participants' pitch discrimination abilities by starting with easily distinguishable intervals and gradually narrowing the differences as performance improved. Crucially, the training focused on associating specific pitches with visually presented colors, creating a cross-modal link that potentially facilitates pitch encoding and retrieval. The color associations were consistent throughout the training, providing a stable anchoring point for the pitch perception. Furthermore, the gamified nature of the training, incorporating elements of feedback and progress tracking, aimed to maintain participant motivation and engagement, which is often a crucial factor in successful learning paradigms.

  The study involved multiple experiments with adult participants lacking pre-existing AP skills. These experiments rigorously tested the efficacy of the training program, comparing its results with control groups and alternative training methods. The results revealed a substantial improvement in AP accuracy in the experimental group compared to the control groups, showcasing the effectiveness of the adaptive pitch resolution training coupled with color-pitch associations. Participants who underwent the training demonstrated a remarkable ability to identify isolated musical tones with high accuracy, approaching the performance levels typically observed in individuals with natural AP.

  Importantly, the study also investigated the long-term retention of the acquired AP skills. Follow-up assessments conducted several weeks after the training period demonstrated that the improvements in pitch identification accuracy were largely maintained, suggesting that the learning was not merely a short-term effect. This finding further bolsters the argument for the potential of adult AP acquisition and emphasizes the robustness of the training method.

  The authors conclude that their findings provide strong evidence for the plasticity of the auditory system in adulthood and challenge the traditional notion of a critical period for AP acquisition. They propose that the adaptive training approach, combined with cross-modal associations, may facilitate the development of robust and long-lasting AP skills even in individuals who did not acquire AP during childhood. This research opens up new avenues for understanding the mechanisms underlying pitch perception and offers promising possibilities for musical training and education. The potential implications extend beyond musical domains, potentially offering insights into the broader principles of perceptual learning and cognitive enhancement.

  • absolute pitch
  • perfect pitch
  • adult learning
  • music cognition
  • pitch perception
  • auditory training
  • cognitive psychology
  • music psychology
  • Skill Acquisition
  • neuroplasticity

  Summary of Comments ( 4 )
  https://news.ycombinator.com/item?id=43033971

  Verbose tl;dr

  HN users discuss the study's methodology and implications. Some are skeptical of the claim of "perfect pitch," pointing out that the training focused on recognizing 12 specific notes within a limited octave range, rather than the broader range typically associated with perfect pitch. Others questioned the long-term retention of the skill and the study's small sample size. Several commenters expressed interest in trying the training themselves, while others debated the practical value of perfect pitch versus relative pitch for musicians. The discussion also touched on the neuroscience of pitch perception and the possibility of inherent limitations in adult learning of perfect pitch. Some users shared personal anecdotes about their own experiences with pitch training and the difficulties in achieving and maintaining perfect pitch.

  The Hacker News post "Learning fast and accurate absolute pitch judgment in adulthood," linking to a Springer article about a study on adult AP acquisition, has several comments discussing the study's methodology, potential implications, and personal experiences with absolute pitch (AP).

  One commenter questions the ecological validity of the study, pointing out that the training focused on recognizing isolated notes, which differs from how AP is typically used in musical contexts. They argue that true AP involves recognizing notes within chords and melodies, and the study doesn't address this crucial aspect. This commenter also expresses skepticism about the long-term retention of the learned skill, suggesting a follow-up study would be necessary to determine its lasting effects.

  Another commenter raises concerns about the study's sample size and the potential for self-selection bias. They note that individuals interested in participating in such a study might already have some predisposition towards pitch recognition, which could skew the results. This comment highlights the importance of replicating the study with larger and more diverse groups to confirm its findings.

  Several commenters share their personal experiences with AP, offering anecdotal evidence that seems to both support and contradict the study's claims. One commenter, claiming to possess AP, mentions the difficulty they have with timbre variation, where the same note played on different instruments can sound different enough to make identification challenging. This introduces the nuance that AP is not simply about frequency recognition but also involves complex auditory processing influenced by timbre.

  Another commenter, a musician without AP, describes the strategies they use to quickly identify notes, highlighting the learned skill of relative pitch, where musicians identify notes based on their relationship to a reference pitch. This comment contributes to the discussion by illustrating that while AP might be a distinct ability, highly developed relative pitch can often achieve similar functional outcomes in musical contexts.

  A further commenter raises the point that AP may not be a binary skill, suggesting it exists on a spectrum. They mention their experience of being able to recognize certain notes reliably while struggling with others, implying that the ability could be partially developed or present in varying degrees.

  Finally, some commenters discuss the potential benefits and drawbacks of possessing AP. Some view it as a valuable musical tool, while others suggest it could be a hindrance, potentially leading to over-reliance on perfect pitch and neglecting the development of relative pitch, a crucial skill for musicians.

  In summary, the comments on the Hacker News post offer a diverse range of perspectives on the study and the topic of AP. They raise important methodological considerations, provide personal anecdotes that enrich the discussion, and explore the practical implications of possessing AP, highlighting both its potential advantages and disadvantages for musicians.