Brain Fitness and Dementia and How We Can Re-Program Our Mind. The Story of Hormesis

Hormesis is the term used to explain the benefits of low exposures to toxins and other stressors as a kind of vaccination. Some of us take vaccinations every ear against the flu, so the concept of hormesis “what does not kill you makes you stronger” is not new. But can we apply the same concept to learning and developing our brain?

Psychologists think about learning in stages of development. Jean Piaget, a Swiss development psychologist, asserted that you can only teach infants what their development allows them to learn. Sigmund Freud also discussed stages of psychosexual development where each stage has its own set of learning requirements that determine our future emotional development. These stages have primed researchers to assume that changes to the brain stopped at adulthood. It is of little surprise, therefore, that anyone studying aging before 1960 looked at aging only as a period of loss and attrition.

David Snowdon’s research with Catholic sisters of Notre Dame living in Mankato, Minn., highlighted one of the paradoxes of aging—why some people who have the disease in the brain (neuropathology) continue to function normally; while others who do not have the disease seem to express demented behavior.  This study has made us re-evaluate how we think about dementia and learning in general because it shows us that we seem to have a reserve of brain cells. The question is how do we grow that reserve?

A developing body of knowledge shows that undertaking certain activities enhances and grows the brain in adults.  For example, studies show that London taxi drivers develop a larger part of their brain while learning different routes in London, than bus drivers who have a set route. Other studies that show that brain increases in size when medical students study for their exams, compared to brains of students who were not studying for exams.

Another popular and consistent finding relates to music and dancing. In a longitudinal study, growth in the hippocampus part of the brain was recorded among music students after two semesters of intensive musical training. A further study showed that participants over 75 years who frequently played a musical instrument and/or danced were less likely to have developed dementia over a five- year period.

These studies repeatedly show that the brain of older adults can develop a reserve of cells. The question is what works best in growing these extra cells?

In understanding what is happening scientists have come up with the Japanese term 苦労 (kurou), which stands for “hardship” and “labor.”  Learning happens when we are uneasy about what we know and make ourselves learn. Geoff Colvin In his book Talent is Overrated similarly argues that there is a learning zone which is above the comfort zone and below the panic zone—where all learning needs to take place. This mirrors Jean Piaget’s definition of intelligence —". . . what you use when you don't know what to do." We need to put ourselves in learning situations that make us uncertain. The uniqueness of the situation will trick our brain to develop ways to learn. What does not kill you makes you stronger.

Mario Garrett, Ph.D., is a professor of gerontology at San Diego State University and is currently on sabbatical at the University of Melbourne, Australia. He can be reached at mariusgarrett@yahoo.com