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Showing posts with label anthropologists. Show all posts
Showing posts with label anthropologists. Show all posts

Friday, December 28, 2012

Exercise Can Make Us Smarter

Thanks to Mark Alvarez for sharing this on FB.  This is a good reason to have P.E. and active recesses. 


December 26, 2012, 12:01 am

Exercise and the Ever-Smarter Human Brain

Anyone whose resolve to exercise in 2013 is a bit shaky might want to consider an emerging scientific view of human evolution. It suggests that we are clever today in part because a million years ago, we could outrun and outwalk most other mammals over long distances. Our brains were shaped and sharpened by movement, the idea goes, and we continue to require regular physical activity in order for our brains to function optimally.
The role of physical endurance in shaping humankind has intrigued anthropologists and gripped the popular imagination for some time. In 2004, the evolutionary biologists Daniel E. Lieberman of Harvard and Dennis M. Bramble of the University of Utah published a seminal article in the journal Nature titled "Endurance Running and the Evolution of Homo," in which they posited that our bipedal ancestors survived by becoming endurance athletes, able to bring down swifter prey through sheer doggedness, jogging and plodding along behind them until the animals dropped.
Endurance produced meals, which provided energy for mating, which meant that adept early joggers passed along their genes. In this way, natural selection drove early humans to become even more athletic, Dr. Lieberman and other scientists have written, their bodies developing longer legs, shorter toes, less hair and complicated inner-ear mechanisms to maintain balance and stability during upright ambulation. Movement shaped the human body.
But simultaneously, in a development that until recently many scientists viewed as unrelated, humans were becoming smarter. Their brains were increasing rapidly in size.
Today, humans have a brain that is about three times larger than would be expected, anthropologists say, given our species' body size in comparison with that of other mammals.
To explain those outsized brains, evolutionary scientists have pointed to such occurrences as meat eating and, perhaps most determinatively, our early ancestors' need for social interaction. Early humans had to plan and execute hunts as a group, which required complicated thinking patterns and, it's been thought, rewarded the social and brainy with evolutionary success. According to that hypothesis, the evolution of the brain was driven by the need to think.
But now some scientists are suggesting that physical activity also played a critical role in making our brains larger.
To reach that conclusion, anthropologists began by looking at existing data about brain size and endurance capacity in a variety of mammals, including dogs, guinea pigs, foxes, mice, wolves, rats, civet cats, antelope, mongeese, goats, sheep and elands. They found a notable pattern. Species like dogs and rats that had a high innate endurance capacity, which presumably had evolved over millenniums, also had large brain volumes relative to their body size.
The researchers also looked at recent experiments in which mice and rats were systematically bred to be marathon runners. Lab animals that willingly put in the most miles on running wheels were interbred, resulting in the creation of a line of lab animals that excelled at running.
Interestingly, after multiple generations, these animals began to develop innately high levels of substances that promote tissue growth and health, including a protein called brain-derived neurotrophic factor, or BDNF. These substances are important for endurance performance. They also are known to drive brain growth.
What all of this means, says David A. Raichlen, an anthropologist at the University of Arizona and an author of a new article about the evolution of human brains appearing in the January issue of Proceedings of the Royal Society Biology, is that physical activity may have helped to make early humans smarter.
"We think that what happened" in our early hunter-gatherer ancestors, he says, is that the more athletic and active survived and, as with the lab mice, passed along physiological characteristics that improved their endurance, including elevated levels of BDNF. Eventually, these early athletes had enough BDNF coursing through their bodies that some could migrate from the muscles to the brain, where it nudged the growth of brain tissue.
Those particular early humans then applied their growing ability to think and reason toward better tracking prey, becoming the best-fed and most successful from an evolutionary standpoint. Being in motion made them smarter, and being smarter now allowed them to move more efficiently.
And out of all of this came, eventually, an ability to understand higher math and invent iPads. But that was some time later.
The broad point of this new notion is that if physical activity helped to mold the structure of our brains, then it most likely remains essential to brain health today, says John D. Polk, an associate professor of anthropology at the University of Illinois at Urbana-Champaign, and co-author, with Dr. Raichlen, of the new article.
And there is scientific support for that idea. Recent studies have shown, he says, that "regular exercise, even walking," leads to more robust mental abilities, "beginning in childhood and continuing into old age."
Of course, the hypothesis that jogging after prey helped to drive human brain evolution is just a hypothesis, Dr. Raichlen says, and almost unprovable.
But it is compelling, says Harvard's Dr. Lieberman, who has worked with the authors of the new article. "I fundamentally agree that there is a deep evolutionary basis for the relationship between a healthy body and a healthy mind," he says, a relationship that makes the term "jogging your memory" more literal than most of us might have expected and provides a powerful incentive to be active in 2013.


Friday, August 10, 2012

"Thank You"

August 9, 2012

education


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School and Self Esteem, or: Thank You for Making Those Socks!
Posted: 08/07/2012 11:51 am
Written by Elisa (EJ) Sobo
I saw my first back-to-school ad last night, and thought "already?" But in truth I think about school all the time: I'm a medical anthropologist studying Waldorf education. My focus is on pre-K through grade 3. My concern is healthy child development.
If you've heard anything about Waldorf schools, it might be that Waldorf students play outside a lot and even in the rain, or that classrooms have chalk boards still, and hardly any computers. You may know, too, that academic lessons don't start until children are seven. I knew all that when my study began. What shocked me instead was a palpable lack of recognizable "positive reinforcement." It surprised me not to hear the teachers say "good job."
Anthropologists often look for, and try to explain, cross-cultural differences. In other settings, adults reward children with "good job" regularly. I'd learned as a parent myself that saying "good job" helps cultivate self-esteem which, I'd been told, is crucial to life success. I'd heard coaches, teachers, and day-care workers praising their charges for even small accomplishments (and sometimes non-accomplishments as well).
I've started doing it too, in undergraduate teaching. The students seem to need it, perhaps due to having been raised in a culture where, as the Dodo said to Alice, "everybody has won, and all must have prizes" (Carroll 1865, Chapter 3). If anything today's students seem to have less real self-esteem than the prior generation.
But "good job" was not part of the discourse at the Waldorf school where I did my research. In fact the teachers hardly ever gave overt kudos of any kind to the children -- at least not that I could recognize initially.
A search through my field notes revealed that the closest anyone got to saying "good job" within my earshot in those first weeks was when two boys, each about four years of age, had tied some chairs together and to some cabinet handles (they were taming a dragon, or some such). The boys created quite a tangle, and then moved on to other pursuits. During clean-up time, prior to taking the class outside, the teacher announced "I need an expert electrician to come and unhook the power lines." One of the boys came over and she left him to it while helping other children with coats and shoes. This done, she walked back to the boy-electrician, who seemed to have succeeded in getting out the toughest knot: "Oh, you did it!" she called with a smile.
This congratulation may seem paltry compared to the gushing "good job" kind of stroke we are so used to hearing. But the teacher followed up with another two bits of reinforcement, adding, "You're almost done. Thank you!"
I confess, I did not see that last bit as important until I mentioned my impression to another teacher later. "Oh, no!" she replied with concern, pointing out that she and the other teachers always thanked children when they did what was needed, whether during clean up time, meal or snack time, craft time, or in outdoor play. This teacher, and others when asked, knew that their students were receiving the kind of positive reinforcement necessary for healthy development.
Here's an example of a thanks given en masse; it's from a second grade painting class. A child, noting a reddish shape emerging in the teacher's sample of the assignment, called out, "it's a mango!" The teacher, unhappy at this interruption, said only, "Thank you to all of you who are not calling out. You are maybe thinking something in your head but you are not calling out to ruin things for your neighbor. That is very polite."
Authentic gratitude is enough of an acknowledgment to foster self-esteem without leading to the kind of dependency on others that "good job" seems to do. In saying "thank you," a teacher says to a child "I see you. I see that you are doing something positive." In an ideal world, that kind of acknowledgment is all that is needed for the seeds of self-esteem and self-confidence to take root and grow in a healthy, non-narcissistic direction. Children cultivated toward dependence on external praise through constant positive stroking are at risk for growing into poorly-adjusted adults who must always look to others for approval. They never have a chance to develop their own internal resources.
In fifth grade or thereabouts, students at many Waldorf schools must knit a pair of socks. They figure out a pattern by inspecting a model sock that the teacher provides. Then, they work to produce a wearable pair. There are many reasons given for this assignment but the one I want to highlight here is that knitting a pair of socks (not an easy task!) means figuring things out, managing frustration, and surmounting challenges. It's no coincidence that the students here must not only make one sock but then -- having just managed to get through that -- they have to go back and repeat the struggle over to complete the second. The main point is not learning to knit per se, but the sense of accomplishment that comes with it. If students learn that they can make their own socks (grow their own food, build their own computers, etc.), they also have learned that there isn't much that they cannot do. In learning of this kind, students self-produce self-esteem.
This evening, my son and I plan to wash all the window screens. I won't say "good job," if I can help it -- but I will say "thank you" when we are done. Making socks? That comes later.
Elisa (EJ) Sobo is a professor of anthropology at San Diego State University. She is on the editorial boards of Anthropology & Medicine and Medical Anthropology and she is the Book Reviews Editor for Medical Anthropology Quarterly. She has served as an elected member of the Society for Medical Anthropology's executive board and is presently co-chair of the American Anthropological Association's Committee on Public Policy.
Dr. Sobo has written numerous peer-reviewed journal articles as well having authored, co-authored, and co-edited twelve books on various topics. Her latest books are Dynamics of Human Biocultural Diversity: A Unified Approach (forthcoming), The Cultural Context of Health, Illness, and Medicine (2010), and Culture and Meaning in Health Services Research (2009).
Dr. Sobo's current projects include a study exploring cultural models of child development as applied in classroom teaching, particularly in the Waldorf or Steiner education system. Findings from that study inspired this essay.