I think...therefore IM
Download as PPTX, PDF3 likes3,335 views
The document presents a detailed exposition by Dr. Kevin McGrew on the cognitive benefits of Interactive Metronome (IM) training, emphasizing its role in enhancing attentional control and working memory across various cognitive domains. It discusses the historical context of IM's development, its application in improving cognitive abilities in children with disabilities, and the scientific frameworks underpinning its efficacy. The presentation also touches on the importance of managing internal and external distractions to optimize focus and cognitive performance.
I think...therefore IM
- 1. “I Think… Therefore IM” Kevin McGrew, PhD. Institute for Applied Psychometrics (IAP) www.themindhub.com
- 2. René Descartes “I think…therefore I am” (Cogito ergo sum)
- 3. A more accurate title might be “IM…Therefore I Think—Better”
- 4. Kevin McGrew Affiliations Institute of Applied Psychometrics (IAP)-Director Woodcock-Munoz Foundation – Research Director Measurement Learning Consultants - Associate Director University of Minnesota - Visiting Professor (Educ. Psych.) Interactive Metronome - Director of Research and Science (External Consultant) * * Conflict of interest disclosure: Financial relationship and interest in IM
- 5. Additional info re: Kevin McGrew and IAP can be found at the MindHub™ web portal www.themindhub.com
- 7. Primary goal of presentation: To provide an understandable research-based explanation of one of the key cognitive benefits of IM Importance icon
- 8. My 2006/2007 IM presentations focused primarily on mental time-keeping (brain clock) Still critically important but the focus today will be different. The brain clock research is at a different explanatory level So much research and theory…so little time Increased brain clock temporal resolution?
- 9. Will not deal with important motor, gait, stroke, etc. IM implications and explanations….sorry
- 10. White matter matters! (UK CONNECT brain white matter micro-atlas)
- 11. Other possible titles (advance organizers) Quieting the busy mind On demand focus A wandering mind is an unfocused mind Better thinking through brain synching When you must ponder…your mind must not wander You must train to gain Train and maintain a “focused brain” Detect and deflect distractions and TUTs (task unrelated thoughts) Engage in focus…disengage from distractions Focus like a laser beam…that is the key Lock on the tone to think in the zone Fine tune your brain networks Is the P-FIT it?
- 12. Brief Tribute to the Original Time Doc – Jim Cassily ”If I have seen farther, it is by standing on the shoulders of giants” As stated by Isaac Newton in a letter to Robert Hooke in 1676:
- 13. The Original Time Doc – Jim Cassily
- 14. The Original “Time Machine”
- 15. The Original Purpose + Serendipity To help athletes and musicians improve their timing, rhythmicity, coordination and focus. However, it was quickly discovered that training with this physically and aurally interactive version of the traditional metronome yielded unprecedented improvement in children with debilitating cognitive, as well as, physical based disorders.” (Jim Cassily, 1993)
- 16. Why I (like all of you) am a part of the IM Family Purpose, Passion and Serendipity
- 17. My Brief Personal and Professional IM Journey Many a scientific adventurer sails the uncharted seas and sets his course for a certain objective only to find unknown land and unsuspected ports in strange parts. To reach such harbors, he must ship and sail, do and dare; he must quest and question. These chance discoveries are called “accidental” but there is nothing fortuitous about them, for laggards drift by a haven that may be a heaven. They pass by ports of opportunity. Only the determined sailor, who is not afraid to seek, to work, to try, who is inquisitive and alert to find, will come back to his home port with discovery in his cargo (p. 177)
- 18. How can this… Etc. …produce positive outcomes across such diverse domains?
- 19. Two IM reading achievement studies
- 20. IM Must be Impacting a Domain-General Cognitive/Learning Mechanism The quest to find a domain-general cognitive learning mechanism that can be manipulated has been one of the major goals of cognitive and educational psychology
- 21. Some aspect(s) of IM must be increasing the ability or efficiency of some domain general learning mechanism (s) •There is a long-standing tradition within psychological research to search for general principles or cognitive mechanisms that can be used to address all aspects of behavior and cognition. •Not tied to any specific content or domain. •An underlying mechanism that can be applied to a wide range of novel problems and domains of performance •“Jack-of-all-trades” mechanisms (Chiappe & McDonald,2005)
- 22. (feedback loop) Sensory Cognitive Abilities Perceptual & Executive Cognitive Systems Functions (control) Performance Cognitive Processing Speed Visual Cognitive Processing Speed Auditory Motor Speed & Environmental input Timing Attention Motor Working Motor Tactile Performance Memory Control Kinesthetic Storage efficiency (feedback loop) Olfactory Retrieval fluency Most likely domain general mechanisms IM effects. Motor Motor Verbal Due to increased temporal Verbal Sequences Sequences (how) resolution of the brain (what) (what) (how) clock(s) Etc. Etc. Reading Reading (what) (how) (what) (how) Etc. Etc. (what) (how) Motor Cognitive Kevin McGrew Acquired Knowledge Systems (aka, long-term memory)
- 23. IM Task Analysis: It is Measuring and Impacting an Important Human Ability: Attentional Control (Focus)
- 24. IM Long Form Assessment “Norms” The core of IM therapy is measuring a human ability that follows a developmental pattern similar to other abilities (intelligence; physical growth). Such curves are believed to be due, depending on the specific ability, to the influence of education and experiences as well as genetically-driven biological maturation of the central nervous system (CNS). (Rotated version of original plot above)
- 25. Examples of cognitive ability (IQ) and physical development norms WJ III Tests of Cognitive Abilities
- 26. The primary cognitive goal of IM is to stay in “right on” zone IM “out of zone” feedback Out of zone IM “right on” feedback Right on zone
- 27. “It is quite difficult to force your brain to stay on task and to shut of extraneous thoughts” (Scientific American-Mind, 2012; Dr. Barry Gordon, John Hopkins) This is HARD to do. Research suggests a maximum of 20-30 minutes of true focus or controlled attention Focus of attention Difficult due to constant presence of external and internal distracting stimuli that results in attentional capture Attentional Pirates •People vary in this ability • Atypical development is associated with a variety of clinical disorders (e.g., ADHD)
- 28. IM provides millisecond feedback. When not in synch (due to attentional pirates) performance feedback trains person to get back “on target” Focus of attention Attentional Pirate “Attentional capture” pulls mental target out of focus of attention – attentional pirates
- 29. IM and Focus, Controlled Attention, Working Memory and Executive Functions Positive IM effects on cognitive and learning tasks (e.g., reading fluency/rate and comprehension) can be explained as increasing the efficiency of working memory and executive functions — all due to enhanced attentional control (focus)
- 30. Extensive intelligence research has suggested a strong relationship between working memory and general intelligence and reasoning
- 32. Extensive intelligence research has suggested a r = .82 strong relationship between working memory and general intelligence and reasoning r = .50 r = .98
- 33. Executive attention, controlled attention, attentional control have been implicated as the fundamental core mechanism of effective working memory
- 34. Positive IM effects on reading fluency/rate and comprehension can be explained as increasing the efficiency of working memory and executive functions—all due to enhanced attentional control (focus) Will explain via the information processing model in next slide In the next slide consider the red circle as a sentence of text a child has just read
- 35. Efficiency of Attentional Control (Focus) = Working The goal is to maintain task critical information in attentional focus zone – in activated working memory to allow efficient Memory Capacity Complex cognitive processing learning to occur. Information in activated working memory (e.g.., reading a sentence) can then be connected with prior knowledge from long-term memory---therefore reading comprehension Sensation Perception Long-Term Memory Storage Retrieval Central Executive Focus of (Executive ???? attention functions or control? • Inhibit •Shift •Update Working Memory Notice the strong parallel of IM task demands and prominence of Decisions attentional control (focus) in information process models of intelligence Output where activated working memory space is key ability domain Schneider & McGrew (in press)
- 36. Two major threats to controlled attention (focus)—Attentional Capture: One from without External attention pirates Focus of attention Decisions Output
- 37. Two major threats to controlled attention (focus)—Attentional Capture: One is from within Internal attention pirates The Default Brain Network (40-50% of the time is active) • REST: Rapid episodic spontaneous thinking • TUT’s: Task unrelated thoughts • Mind Wandering Focus of attention Decisions Output
- 38. Comedian Steven Wright said it best “I was trying to day dream, but my mind kept wandering”
- 39. Efficiency of Attentional Control = Working Memory Attentional Pirates Capacity Complex cognitive processing. Sensation Perception Long-Term Memory Storage Retrieval Central Executive Focus of (Executive Attention functions or ???? control? • Inhibit •Shift •Update Working Memory Efficiency of learning is impacted by ability to maintain focus and to detect and deflect distractions (attentional pirates—that displace task relevant information) Decisions from capturing or entering the focus of attention in activated working memory Output
- 40. IM trains the brain to shut down the attentional pirates…and increases cognitive efficiency External attention Internal attention pirates pirates Decisions Output
- 41. IM trains the brain to detect and deflect distractions…like a cognitive force field Internal attention External attention pirates pirates Sustained & contained focus Repel…so you can excel Decisions Output
- 42. •Focus •Attentional Control •Working Memory •Executive Functioning “Quiet the busy mind” to maintain focus on task relevant information Central Executive Focus of (Executive Major attention functions or hypothesis: control? This is (these • Inhibit •Shift are) the •Update domain general cognitive Working Memory mechanism(s) trained by IM Consistent with McGrew (2006, 2007) and Taub & McGrew (2007)
- 43. Mind wandering The unquiet mind TUTs
- 44. Mind wandering The unquiet mind TUTs
- 45. Mind wandering The unquiet mind TUTs
- 46. Mind wandering The unquiet mind TUTs
- 51. • There is a stable, general mind wandering propensity • People who mind wander a lot while reading also mind wander a lot on other everyday tasks • WMC is related to reading comprehension partly because WMC reflects an executive ability to regulate and control thought while reading • Executive-attention theory • Attention-control capability (focus) is a domain-general system that controls both WMC and TUTs
- 52. •Focus •Attentional Control •Working Memory Executive control theory •Executive Functioning Central Executive Focus of (Executive attention functions or control? • Inhibit •Shift Working Memory •Update
- 53. Time Doc Bytes When you must ponder…your mind must not wander • A wandering mind is an unfocused mind • Quiet the busy mind • On demand focus • Train and maintain a “focused brain” • Engage in focus…disengage from distractions • Detect and deflect distractions
- 54. IM and Meditation: An important link?
- 55. IM and Meditation: An important link?
- 57. IM and Meditation: An important link?
- 58. IM and Meditation: An important link?
- 60. IM and Brain Networks and Neural Efficiency (A few very brief “teaser” comments) More for your later review
- 61. Time Doc Bytes • Better thinking through brain synching • Fine tune your brain networks • Neurons that fire together…wire together • White matter matters • Is the P-FIT it?
- 62. Increasing brain or neural efficiency or synchronization • Building more brain network communication connections • Increasing efficiency of existing brain network communication Central Executive Focus of (Executive attention functions or control? • Inhibit •Shift •Update Working Memory Hypothesis: Increased brain clock temporal resolution facilitates neural efficiency and synchronization which in turn increases efficiency of working memory and executive functions
- 64. • Default mode network • Salience network • Central-executive network
- 65. The network model (vs. modular) of the brain is Click for video – start at 30 second mark) important Click for “brain duet” video –go to 6:58)
- 66. White matter matters! Click for brief video
- 67. Is the P-FIT It? IM and The Parietal-Frontal Integration Model of Intelligence The Frontal (esp., DLPFC) and Parietal lobes have been repeatedly linked (via research) to the cognitive constructs of controlled attention, working memory and executive functions general intelligence and higher level cognition
- 68. The Brain and Working Memory: The Evidence-Based P-FIT Model Frontal Lobe (DLPFC) Adapted from Hunt (2011) Focusing attention internally Focusing Parietal Lobe attention T externally Working General Memory reasoning Short-term storage Procedural & Response Declarative selection know. Anterior cingulate gyrus
- 69. Controlled attention (focus) is the minds gold/treasure (limited attentional resources) Internal attention pirates Focusing attention internally Key cognitive ability for cognitive and motor learning & Focusing performance attention T externally Working General External attention pirates Memory reasoning Short-term storage Procedural & Response Declarative selection know. The P-FIT Model
- 70. The P-FIT Model
- 71. The P-FIT Model Arcuate fasciculus tract
- 73. Three biomarkers of white matter integrity Indicators of g-factor were WAIS-III Gs tests (Symbol Search, Digit Symbol), Gsm tests (Digit Span- Backwards; Let-Num. Seq), Gf test (Matrix Reasoning), and Gv test (Block Design). Indicators of g-speed were measures of reaction time (Gt) – simple reaction time, four-choice reaction time, inspection time) CHC test classifications not by article authors but by Kevin McGrew as per CHC theory White matter matters!
- 74. Two IM reading achievement studies White matter related?
- 76. White matter matters! arcuate fasciculus tract
- 78. White matter matters! Very interesting common white matter tract finding in P-FIT and recent reading research arcuate fasciculus tract
- 79. Increases the temporal resolution (faster clock speed) of the brain clock(s) which improves neural efficiency of the brain The observable IM Frontal Lobe treatment Parietal Lobe (DLPFC) Improves brain network communication efficiency via white matter tracts, Network particularly between the communication parietal-frontal regions (P-FIT neuro-model of intelligence) White matter tracts (brain network communication infrastructure) Working memory Improves focus (attentional control that maintains goal related information focus active in working memory) which in turn Cognitive improves efficiency of working memory, performance (reasoning, the most central cognitive ability for new learning and performance Knowledge in long- comprehension, term memory. etc) Cognitive abilities. Exec functions The observable positive outcome Hypothesized IM effect at different “under the hood” explanatory levels (based on brain clock and IM-specific research and theory)
Editor's Notes
- #24: CHC abilities as parameters of information processing
- #28: CHC abilities as parameters of information processing
- #29: CHC abilities as parameters of information processing
- #30: CHC abilities as parameters of information processing
- #37: CHC abilities as parameters of information processing
- #38: CHC abilities as parameters of information processing
- #39: CHC abilities as parameters of information processing
- #41: CHC abilities as parameters of information processing
- #42: CHC abilities as parameters of information processing
- #43: CHC abilities as parameters of information processing
- #44: CHC abilities as parameters of information processing
- #55: CHC abilities as parameters of information processing
- #65: CHC abilities as parameters of information processing
- #72: CHC abilities as parameters of information processing
- #73: CHC abilities as parameters of information processing