Wednesday, July 31, 2013

The Connection Between Body and Mind


If you were given the choice to increase your capacity to learn, improve test taking ability and simply make assimilating information more of a breeze, would you want to do it? If given the option to increase mental performance, I imagine most people would choose to do so. There are actual choices people can make that can do just that. Through making intelligent choices such as maintaining a healthy diet and a regular exercise routine and regularly challenging yourself to learn new things and achieve goals, you can increase your ability to learn and increase your overall quality of life.

The learning process, and ultimately optimal brain function really begin with good nutrition. Your brain needs glucose to function. Building dendrites and synapses while you learn new things requires nourishment. Every cell in your body is constantly rebuilding its self. DNA is constantly regenerating your physical being. There are constantly chemical and hormonal reactions going on within your brain and body. All of these processes require fuel... or more specifically food. And the quality of what you eat will have an impact on the quality you get out of life in general. Eating nutrient dense, healthy foods will increase your ability to think and to learn.

Foods rich in omega fatty acids are particularly helpful to brain function. According to Daniel G. Amen M.D. author of many best-selling books on brain health “ The one hundred billion nerve cells in your brain need essential fatty acids to function... found in foods like salmon, tuna, mackerel, avocados, walnuts, and green leafy vegetables.” (Amen, 2012, p. 88) Broccoli, spinach, flax seeds and cauliflower are also excellent sources of omega fatty acids.

B vitamins are also vital to brain function. According to Aaron P. Nelson, Ph.D. “A strong link in the diet-memory connection seems to be with the B vitamins: folic acid and vitamins B6 and B12” (Nelson, 2005, p. 82). Natural sources of these important vitamins include “...whole-grain cereals, rice, nuts, milk, eggs, meats, fish, fruits, leafy green vegetables, and other foods” (Nelson, 2005, p.82). B vitamins have also been linked to reducing stress and promoting a positive attitude- helpful stuff for any student.

Eating high quality nutrient-dense food is a very important component of optimal mental function. However, eating brain and body smart foods does not need to be expensive. Bananas and frozen fruit are fairly cheap. A four dollar bag of flax seed meal will last you for weeks. Frozen spinach and other brain smart vegetables are cheaper than most fast food, and the value of the nutrition you will get for your money is pretty priceless.

Proper hydration is also integral to brain function and can aid in making learning easier. Your brain needs water to in order to process all of the stuff it is learning and assimilating. According to Dr Amen “ Even slight dehydration increases the body's stress hormones. When this happens, you get irritable, and you don't think as well. Over time, increased levels of stress hormones are associated with memory problems and obesity” (Amen, 2012, p. 78). Conversely drinking more water can make learning, studying and recalling the information you learned (like say for taking tests or writing research papers) less stressful.

What you do want to avoid are any foods that lead to hypertension, high blood pressure, high cholesterol, diabetes or strokes because these conditions also result in the side effect of decreased mental performance. According to Nelson“By damaging the tiniest blood vessels, hypertension and high cholesterol diminish the supply of nutrients that the brain depends on to function” (Nelson, 2005, p.xix). Ultimately any food that interferes with good blood circulation can be detrimental to brain function. Limiting or completely avoiding refined sugar, processed wheat flour in the form of bread, pasta, tortillas, large amounts of sodium, saturated fats and trans fats, and excessive amounts of caffeine and alcohol can help to optimize brain function and the learning process.

Another factor that comes into the mind/ body equation is physical activity. More and more studies are showing that regular exercise can greatly contribute to mental function. One study recently published in GeroPsych:The Journal of Gerontopsychology and Geriatric Psychiatry looked at the correlation between how much exercise participants normally got and their ability to focus their attention, learn and apply their new understanding. Through a controlled study that involved evaluating the regular activity levels of various adults and then teaching them a new task and having them deal with new challenges they determined that
there is increasing support for the beneficial impact of physical activity on executive functioning in general and attentional control in particular... including older adults Thus, being physically active seems to be a promising approach to maintaining cognitive performance and, with it, everyday competence and learning to a high age (Winnek et al., 2012).

Basically exercise increases your ability to control your focus and process new material you are learning. Increased ability to focus definitely can be helpful for learning, reading, studying and contemplating new material. Increased healthy physical activity also improves your ability to make use of learned information and apply it creatively in new situations.

Exercise does not just build your physical strength and your ability to focus. It can also help bulk up your brain cells in a very good way. It can actually build a stronger brain. According to Dr Amen
Exercise increases brain-derived neurotrophic factor (BDNF). BDNF is like an antiaging wonder drug that is involved with the growth of new brain cells. Think of BDNF as a sort of Miracle-Gro for your brain. BDNF promotes learning and memory and makes your brain stronger (Amen, 2012, p. 126).

Being able to take active steps toward building a stronger, healthier brain that is more capable of learning is exciting. But, do keep in mind that you must intellectually stimulate or exercise your new brain cells to keep them strong. Like the old saying goes- if you don't use it, you'll lose it. Dr Amen goes on to explain
The increased production of BDNF you get from exercise is only temporary. The new brain cells survive for about four weeks, then die off, unless they are stimulated with mental exercise or social interaction (Amen, 2012, p. 127).

So, learning new things and challenging those new brain cells is vital to keeping them and keeping them strong. In order to keep those cells strong, you have got to use them.

Luckily there are lots of great ways to go about that. Learning new languages can help challenge several different parts of the brain simultaneously making it a particularly great way to increase ability to learn. Reading books is a great way to expand your mind. The subjects you can learn about are endless and reading is great exercise for your brain. Dance classes are great to help improve spacial intelligence. Cooking classes are great for building dendrites. Learning a new instrument can simultaneously exercise multiple parts of the brain and it s fun. Taking up meditation has many great brain building implications. Meditation helps you improve focus, reduces stress hormones, positively influence your brain waves and has many, many, many health and brain benefits.

Whatever you choose to learn, by making positive choices and exercising your brain you can improve your ability to learn and improve the quality of your life and the world around you.

References

Amen, D. (2012). Use Your Brain to Change Your Age. New York, NY: Crown.
Nelson, A. P. (2005) The Harvard Medical School Guide to Achieving Optimal Memory. New York, NY: McGraw-Hill.
Pasinski, M. (2011) Beautiful Brain, Beautiful You. New York, NY: Hyperion.
Winnek, A., Godde, B., Reuter, E., Vieluf, S., & Voelcker-Rehage, C. (2012) The Association Between Physical Activity and Attentional Control in Younger and Older Middle-aged Adults: An ERP Study. PsycARTICLES, 25(4), 207-221. doi: 10.1024/1662-9647/a000072


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