Prof. Earl Miller speaks with Phyllis Korkki of The New York Times about why aging makes learning new skills more difficult. “Your mind’s bandwidth is smaller. You learn at a slower rate because less information is getting in,” explains Prof. Miller. To make learning easier, Miller says it's “important to keep yourself cognitively engaged.”
Inside Higher Ed reporter Colleen Flaherty writes that researchers from MIT and around the world are publicly defending the late Prof. Suzanne Corkin’s work with patient H.M. in response to a highly critical publication. When “so many scholars rise to defend the reputation of a deceased colleague,” says Arthur Caplan, head of NYU’s Division of Bioethics, “that speaks volumes both about her and the problems that exist in the book.”
Boston Globe reporter Bryan Marquard writes about the life and work of Prof. Emerita Suzanne Corkin, who was widely known for her work with the famous amnesiac Henry Molaison. Brenda Milner, a neuroscientist at McGill University, noted that Corkin’s “painstaking attention to detail and her enormous enthusiasm – it’s a very nice combination, and she showed that always.”
Washington Post reporter Matt Schudel writes about the impact Prof. Emerita Suzanne Corkin’s work had on our understanding of memory and cognitive disorders. Schudel writes that Corkin, who died on June 4, “made significant contributions to the study of Alzheimer’s disease and Parkinson’s disease, and helped identify regions of the brain affected by degenerative disorders.”
Prof. Emerita Suzanne Corkin, whose work with a famous amnesia patient was instrumental in uncovering the nature of memory, died on May 24, reports Benedict Carey for The New York Times. Carey writes that Corkin’s work “helped settle a debate about the function of the hippocampus in retrieving and reliving past experiences.”
MIT researchers have found that plants may use prions, the proteins responsible for mad cow disease, to form memories, reports Anil Ananthaswamy for New Scientist. “Prions, we think, are responsible for some really broad, really interesting biology,” says Prof. Susan Lindquist. “We have only seen the tip of the iceberg so far.”
Writing for the Huffington Post, Dr. Sandra Bond Chapman highlights an MIT study that shows different mental processes peak at different ages. The study “examined a number of different brain processes that make up intelligence, rather than viewing intelligence as a single measure as has traditionally been done.”
MIT researchers have found that different parts of the human brain work best at different ages, reports Susan Pinker for The Wall Street Journal. “Some abilities mature early, such as how fast we recall names and faces. Others, like vocabulary and background knowledge, are late bloomers,” Pinker explains.
Jessica Hamzelou writes for New Scientist that MIT researchers have been able to recover memories using light. The technique could eventually be used to help people with Alzheimer’s or amnesia. Hamzelou writes that Prof. Susumu Tonegawa, hopes to “develop a way to reactivate forgotten memories in people before the brain tissue itself is damaged, as is often the case in dementia.”
Washington Post reporter Rachel Feltman writes that MIT researchers have used optogenetics to reactive lost memories. The research indicates that, “retrograde amnesia -- where memories are lost after brain trauma -- may be more of a memory retrieval problem than an actual loss of data.”
According to AFP, MIT researchers were able to use a technology called optogenetics to retrieve lost memories. Professor Susumu Tonegawa explains that the research showed, “past memories may not be erased, but could simply be lost and inaccessible for recall."
Graduate student Dheeraj Roy speaks with Rachel Paiste of WBUR about a new study that indicates that memories lost to amnesia may be recalled by activating brain cells with light. Roy explains that the findings show that “in certain models of amnesia, memories do persist.”
Olga Khazan writes for The Atlantic about research by post-doctoral fellow Josh Hartshorne that indicates that different kinds of cognitive abilities peak at different ages. “Four types of proficiencies didn’t fully ripen until people were in their 50s: vocabulary, math, general knowledge, and comprehension,” Khazan explains.
Benedict Carey reports for The New York Times on how MIT researchers have found that different portions of human intelligence peak at different ages. The researchers found that while an older brain may move slower than a younger one, it is “just as accurate in many areas and more adept at reading others’ moods — on top of being more knowledgeable.”
Carey Goldberg reports for WBUR on a new study coauthored by MIT researchers that examines how cognitive abilities change with age. Goldberg explains that the researchers found that “various pieces of our intelligence or cognitive ability peak at various times in our lives.”