Interestingly, while exercise benefits both genders, there is some evidence that it may be of greater benefit to women (at older ages). This may be related to estrogen status.Cognitive learning theory in the classroom there is some evidence that, in females, the benefits of exercise depend on the presence of estrogen. Levels of voluntary physical activity also seem to depend on estrogen status.Cognitive learning theory in the classroom this may be behind some of the benefit hormone therapy can have on older women's cognitive functioning.

But the undoubted benefits of physical activity for seniors do not imply that exercise has any effect on memory and learning in younger people.Cognitive learning theory in the classroom that is quite a different question. In seniors, the hope is that exercise will counteract some of the biological wear and tear caused by aging.Cognitive learning theory in the classroom does physical fitness matter at younger age levels? The effects of exercise on cognitive function in children and young adults

Unfortunately, there have been far fewer studies involving young people.Cognitive learning theory in the classroom however, one study [1] found that, following a 12 week regimen of jogging for 30 minutes two to three times a week, young adults significantly improved their performance on a number of cognitive tests.Cognitive learning theory in the classroom the scores fell again if participants stopped their running routine.

In this particular case, it does not seem that level of fitness is the primary cause — otherwise, you'd expect test performance not to be so quickly affected by the cessation of physical activity.Cognitive learning theory in the classroom the researchers suggested that increased oxygen flow to the brain might have been behind the improvement in mental sharpness. Oxygen intake did rise with the joggers' test scores.Cognitive learning theory in the classroom supplemental oxygen administration has been found to significantly improve memory formation in healthy young adults, as well as improving reaction time [2].Cognitive learning theory in the classroom

On the other hand, preliminary results from a series of studies undertaken with elementary school children do indicate a strong relationship between academic achievement and fitness scores.Cognitive learning theory in the classroom one study found that physically fit children identified visual stimuli faster. Brain activation patterns provided evidence that the fit children allocated more cognitive resources towards the task, as well as processing information faster. [3] what studies with non-humans tell us

cognitive learning theory in the classroom

However, while there is no doubt that exercise increases levels of BDNF in the hippocampus, we can’t take it for granted that this is entirely a good thing.Cognitive learning theory in the classroom mice bred for 30 generations to be more active (indeed, exercise “addicts”), showed high levels of BDNF and grew more neurons in the hippocampus, and yet performed terribly when attempting to navigate around a maze.Cognitive learning theory in the classroom researchers suggested that too much exercise may cause the brain to “max out” in the production of BDNF and neurons, and this may prevent learning.Cognitive learning theory in the classroom alternatively, the highly active mice may simply have been too focused on running to concentrate on anything else! [5]

The point is that at the moment, we don’t know for sure what the significance of the exercise-induced increase in BDNF and neurogenesis is.Cognitive learning theory in the classroom it may be that high levels of exercise place stress on the hippocampus, damaging or killing neurons. The increased levels of BDNF and neuron production may simply be attempts to counteract the damage done.Cognitive learning theory in the classroom all that's certain is that exercise provokes a lot of activity in the hippocampus, in particular in that particular region of the hippocampus called the dentate gyrus.Cognitive learning theory in the classroom

Having said that, let's note that this is the first study to demonstrate a case of neurogenesis that is not associated with learning improvement.Cognitive learning theory in the classroom in general, the production of new neurons is associated with improvement in learning and memory. It would be unwise, therefore, to take these findings as indicating the reverse.Cognitive learning theory in the classroom what they do suggest is that we cannot assume that such an association always occurs, and that in the case of exercise, it may well be that you can have too much of a good thing!Cognitive learning theory in the classroom it does seem clear, from this and other studies, that there is a direct association between amount of exercise and BDNF level.

Notwithstanding the (understandable) emphasis placed on the hippocampus, a critical region for learning and memory, human studies have implicated many parts of the brain.Cognitive learning theory in the classroom specifically, one study of seniors found that executive functions were particularly improved by exercise - executive functions are primarily located in the prefrontal cortex.Cognitive learning theory in the classroom another study of seniors found reduced grey and white matter in the frontal, temporal, and parietal cortexes of those who were less physically fit.Cognitive learning theory in the classroom in similar vein, another study of seniors found differences in the middle-frontal and superior parietal regions of the brain as a function of aerobic fitness.Cognitive learning theory in the classroom

Exercise should not, of course, be considered entirely without reference to diet. The effect of exercise on cardiovascular fitness and blood glucose levels is a counterweight to the effect diet has had in inducing impaired glucose tolerance and cardiovascular problems.Cognitive learning theory in the classroom A number of rodent studies* have found that a high-fat diet impairs learning and memory. Rodent experiments have also found that exercise can reverse the decrease in BDNF levels in the hippocampus resulting from a high-fat diet, and prevent the deficit in spatial learning induced by such a diet. [8]

cognitive learning theory in the classroom

The question might therefore arise, if the diet has been healthy, is exercise beneficial? Interestingly, a very recent study involving older beagles found that both a diet enriched with antioxidants and a stimulating environment were helpful in preventing or reducing age-related cognitive decline.Cognitive learning theory in the classroom that is, each were good, but both was best. This doesn't directly answer the question, of course, but it does seem likely that both diet and exercise are important factors in physical and mental health.Cognitive learning theory in the classroom physical exercise and mental exercise

The beagle study used what is termed an "enriched" environment — typically this involves opportunities for social interaction and mental stimulation, as well as physical activity.Cognitive learning theory in the classroom A mouse study endeavored to separate the components of such an enriched environment, in order to see whether all were necessary to achieve the observed increased neuron production in the dentate gyrus.Cognitive learning theory in the classroom interestingly, they found that voluntary wheel running was in itself sufficient to achieve the level of neurogenesis achieved in typical enrichment conditions. [9]

cognitive learning theory in the classroom

This is intriguing, but as much as anything else it points to the limitations of rodent studies as models for human behavior. A number of human studies, again, mainly with older adults, point to the value of mental stimulation in protecting against cognitive decline.Cognitive learning theory in the classroom interestingly, one such study found ballroom dancing was apparently of (surprising) value in protecting against age-related cognitive decline — it was suggested that there was an intellectual component to it lacking in other physical activities.Cognitive learning theory in the classroom but perhaps, if I may speculate, we should consider more seriously that activities that combine intellectual and physical (and perhaps social) attributes might be best of all.Cognitive learning theory in the classroom

* in one study, young adult male mice were divided into four groups by diet: normal (control) diet, high-saturated-fat diet, high-sugar diet, and diet high in saturated fats and sugar.Cognitive learning theory in the classroom they were kept on the diet for four months, during which mice on the high-fat and high-fat-&-sugar diets gained significantly more weight than those on the control and high sugar diets.Cognitive learning theory in the classroom at the end of that time, the mice were tested on a maze task. Mice on the high-fat and high-fat-&-sugar diets performed worse than the other mice.Cognitive learning theory in the classroom the mice were then exposed to a neurotoxin called kainic acid, which is known to damage nerve cells in the hippocampus. Mice on the high-fat and high-fat-&-sugar diets were significantly more impaired by the neurotoxin.Cognitive learning theory in the classroom

In another mouse study, obese mice were fed a diet containing about 10% fat for seven months, while control mice were fed standard lab chow containing only 5% fat.Cognitive learning theory in the classroom on testing, it was found that the obese mice took significantly more trials than the normal-weight mice to both acquire and retain a memory of a foot shock.Cognitive learning theory in the classroom they also required significantly more trials than control mice to learn to press a lever for milk reinforcement.

A rat study explored whether a diet high in cholesterol and hydrogenated fats affected working memory in middle-aged rats (corresponding to 60 and older for humans).Cognitive learning theory in the classroom the high-fat, high-cholesterol diet produced significantly higher plasma triglycerides, total cholesterol, high density lipoprotein cholesterol, and low density lipoprotein cholesterol compared with controls.Cognitive learning theory in the classroom weight increase and food consumption were similar between the groups. Animals on the high-fat regimen made more errors than animals fed the control diet, especially during the trial that placed the highest demand on their working memory.Cognitive learning theory in the classroom