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New Brain Research

Scientists apply the term neuro-plasticity or brain plasticity to the action of brain growth and adaptation in response to challenge. Advanced Brain Technologies views the brain as being malleable and plastic. As it receives specific appropriate input through the senses, with appropriate frequency, intensity and duration the brain physically changes its structure. This structural change takes place through the growth of pathways between the brain cells (neurons). Once the structure of the brain changes the function of the human being begins to change. Therefore, brain structure determines the level of human function. The neurosciences provide us with research that proves this correct. (Advanced Brain Technologies has designed The Listening Program, Brain Builder, and the Sound Health Series that we use and promote in our center.)

Science has repeatedly demonstrated that the brain can change and grow given the right learning tools and environment. Our programs are founded in educational cognitive psychology to provide the correct environment and challenge. Get Attention strives to provide the very best learning tools for the creation of a success based environment that will facilitate the maximization of personal potential. Our products from Unique Logic and Technology and Advanced Brain Technologies are only some of the products that use this research for training. Our cognitive training and light and sound manufactures have also built their products based on plasticity research. 

As recently as twenty years ago, scientists believed that the genes we were born with wholly determined the structure of our brains. However, current extensive research performed by scientists worldwide proves that how our brains develop, learn, and grow depends on the vital interaction between nature and nurture. Nature, or more accurately, genetic endowment, is directly affected by the environment, care, challenges, and teachings received (nurture).

ADD, ADHD products, software for attention and memory, Attention & memory difficulties.

Neural Networks

Learning takes place by construction of new neural networks/pathways. Neural networks are the “whispering” of neurons to each other. Neurons are brain cells that communicate with each other via an electrochemical process that carries neurotransmitters across the division between the neurons (the synapse). Our five senses process information (external stimuli) and then select certain neural connections to become active. In the recent past, scientists believed this network building or neural activation to be deterministic - the genes you are born with would determine the networks that could develop. However, it has been proved that activation is a random selection among many possible neural connections that could occur. It is not something that happens by deterministic design.

Brain related research continuously strives to deepen our understanding of brain functions. We have learned that new information (sensory input) enters the brain through preexisting networks, which is why it is imperative to provide challenging stimulation in early childhood. If the input is not new, it can trigger memory. If it is new, it can trigger learning thus creating new pathways. Cognitive psychology refers to this process as constructivism: The learner builds his or her own knowledge on his current knowledge base, but only in response to a challenge and/or new stimulation. It is evident that some persons are not born with the neural networks that facilitate focused attention. Our cognitive training, light and sound and neurofeedback programs are designed to directly challenge users to build new neural networks necessary for optimum performance. 

Our products that improve and spawn neural connections by increasing sensory input are our therapeutic music and light and sound programs. Our nutritional supplement (Attend) naturally improves the bodies ability to allow smooth, balanced information processing to obtain a focused attention and improved concentration. Attend also helps increase the flow of nutrients, oxygen and energy to the brain. They all have been heavily researched and have a consistent record of accomplishment in aiding their users to accomplish a level of optimum performance.

Neural networks challenged/stimulated through our light and sound equipment, can enhance physical healing and homeostasis while increasing attentional flexibility. As early as the 1930’s, there was research showing that repetitive pulsing lights and percussive sounds will stimulate and synchronize the hemispheres of the brain. This creates a frequency following response known as entrainment. Through flickering lights and controlled rhythmic tones, we can entrain the brainwave frequencies into desired states of consciousness. With the relief of tension or resistance in the mind/body, the user becomes receptive to information and the ability to process and recall it. Once the balancing and stress reducing effects of the equipment become engrained, a user can then proceed to special applications to facilitate increased attention and concentration. Then learning rates and mental abilities frequently increase.

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Click on banner to purchase Vaxa products- All material protected under copyright law and US. Trademark. Problems with this site should be e-mailed to Webmaster at ih2000@incrediblehorizons.com   Google Incredible Horizons Click on banner to purchase Vaxa's Attend Americas most complete supplement for processing, memory and attention difficulties Research related to ADHD Attention requires chemical balance, a focused brain state, and adequate processing skills.  A deficiency in any of those areas will create a lack of attention.   12/03-Update-New Research has found physical markers in biochemical balance  Some exciting recent research is beginning to uncover the biochemical and genetic changes found in ADHD and brain dysfunction:  Low Neurotransmitters. According to a fascinating new theory from evolutionary medicine called the "reward deficiency syndrome," due to genetic defects some people do not produce sufficient neurotransmitters, particularly dopamine, in response to pleasure drives for eating, love, and reproduction. As a result they seek dopamine release and sensations of pleasure via junk foods and drugs, such as sugar, alcohol, cocaine, methamphetamine, heroin, nicotine, marijuana, and by compulsive activities, such as gambling, eating, sex, and risk taking behaviors (Comings et al. 2000). Other researchers support this theory, noting low levels of serotonin are linked to ADHD and are associated with increased aggression in humans and other animals (Mitsis et al. 2000). As we'll see below, nutritional and wellness strategies to increase these neurotransmitter levels naturally offer attractive treatment options for ADHD. Genetic Defects. Following the rewards deficiency syndrome theory and the fact that stimulant medications act primarily by altering levels of dopamine, numerous genetic studies of ADHD have looked at defects in genes that control dopamine receptors. One allele of the dopamine D2 receptor gene is associated with alcoholism, drug abuse, smoking, obesity, compulsive gambling, and several personality traits (Comings et al. 2000). Other researchers support these findings, suggesting that defects in dopamine receptors genes are implicated in ADHD (Sunohara et al. 2000).  The only way to actually increase the level of neurotransmitters in patients suffering from neurotransmitter deficiency disease is by giving them the amino acids, vitamins, and minerals that the body needs to build neurotransmitters. Unlike neurotransmitters these things cross freely into the brain where the body converts them to neurotransmitters and actually increases the over all level of neurotransmitters in the deficient system. It is not possible to correct this by diet alone. The perfect diet for building neurotransmitters would involve eating protein in the amount found in 35 ounces of red meat each day or 18 eggs. 35 ounces of meat has 2,440 calories and would never keep a 140-pound female at 140 pounds. So we look to nutritional supplements for help. Our neuro-supplement Balance Formula 1 is the perfect supplement to help with this. Our entire product line is based on improving the basic functions of the brain. Improving the neuro-network and providing better neurotransmissions will increase the brains power to optimize performance and/or heal itself. Most of our products do this through stimulating new neuropathways. Balance Formula 1 provides a way to improve or speed up that process. It provides the nutrients that smooth out the functions of the brain for an overall sense of well being.  Dr. Allerton recognized that in order for the brain to function properly and for the neurotransmitters in the brain to receive messages, the hypothalamus must be working correctly.  It was his feeling that this was the cause of most of the so-called ADD, ADHD, compulsive behaviors, stress related anxiety, etc that was going on.  If you are at a stand still or plateau with other therapies-ie. ABA, Floortime etc.-You have probably benefited all you can from that therapy until you improve how the brain actually functions. Programs like ABA and floortime can only be as effective as the current neurological construct allows them to be. The neuro-technology aspect of DLS Tomatis' will improve neurological functioning of the brain thus, maximizing the ability to learn. Furthermore, DLS Tomatis has proven itself to be the most refined and efficient Tomatis based program in today's market.  Brain state research for the attentionally challenged Every thought, feeling, sensation, and level of awareness has a corresponding brain wave pattern. There are brainwaves that are considered slow brainwaves such as Delta, Theta, and Alpha and fast brainwaves’ like SMR and Beta. Here is a chart of to help explain brainwaves. Frequency of                                 Mental States                                        Description of Brainwave States                                                                                            Brainwaves       SLOW WAVES    DELTA:                                    Sleep                                                    The ‘Sleep’ State      0.5-3(cps)cycles per second      THETA:                                  Inner reflection w/o much atten-            The ‘Tuned-Out’                                                     4-7 (cps)                                 tion focused on the outside world;                     Waves                                                 tuned out; drowsy      ALPHA:                              Resting in a meditative & creative                  The ‘Daydreaming’    8-11 (cps)                            state; daydreaming; inattentive                        Waves   FAST  WAVES   SMR:                                   Calm, not fidgeting, not impulsive,                 The ‘Calm’ Waves  12-15 (cps)                           not thinking about bodily sensation;                                                                     Often externally aware; quietly alert    BETA:                                 Focused analytical, often externally                 The ‘Thinker’ Waves 16-20 (cps)                         oriented, intense thinking/processing   Slow waves indicate daydreaming and fast waves indicate concentration in a normal person. When we are inattentive or daydreaming, our brains produce primarily slower brainwaves like theta and alpha. As we focus on a task like reading or listening, our brain engages and these slow waves ‘drop out’ with brain energy moving to the faster ‘thinker’ waves. Consequently, our brain ‘wakes up’ and becomes activated to process this information. The ADHD brain works differently. Research demonstrates that when an ADHD child tries to concentrate, the brain continues to produce even more slow wave activity leading to a state of under-activation or low arousal. Have you ever wondered why ADHD children can focus so intently on video games, TV, or things they are interested in, yet cannot focus on their schoolwork? I have. There is a theory called the low arousal theory. The ADHD individual produces excessive levels of Theta or “Slow Brainwave” patterns that act like a fog or filter. High levels of stimulation/physical activity penetrate through the fog activating attention. As a child is engaged in a stimulating activity, like playing a video game, there is enough stimulation present in the activity to penetrate through the slow wave ‘filter’ to activate arousal-directing attention. During a ‘low’ stimulation task like reading, doing homework or chores, there is not as much stimulation coming from the environment. Now there is not enough stimulation present in the activity to penetrate through the slow wave ‘filter’ to activate arousal, so it is almost impossible to direct attention. A low level of stimulation results in boredom. The boredom leads to increased activity. Children with ADHD are dependent on stimulation from the environment to direct attention – they are unable to self-regulate. If there is not sufficient stimulation present from the environment, these children seeks out or create stimulation around them. The child may become fidgety, restless, get out of their seat, talk to their neighbor…these activities are designed to increase stimulation to break out of this state of low arousal. Neurofeedback can help to actually assist an individual in changing, (controlling) physiological differences found in those suffering from ADD/ADHD.  Everyone experiences this cycle to some degree. Can you recall an experience of eating lunch or dinner, then having to sit in a classroom or attend a meeting? As your metabolism begins to kick in, you get a bit drowsy and begin to daydream. You are beginning to produce more alpha brainwaves. Now as you are forced to sit there, the metabolism kicks in, your eyes become heavy, you are feeling so drowsy it is hard not to fall asleep. You are now producing more theta brainwaves. Because you are so drowsy and drifty, you are not as likely to receive and assimilate this information, as well as when you are in a more alert and wide awake state. You probably want to get up, move around, get a cup of coffee, – and do something to wake up! This is what happens to the ADHD child. As he sits there in a low stimulation environment, like a classroom, or doing homework or chores, the brain continues to produce slower brainwave activity. As theta increases, he becomes more inattentive and bored and then begins to self-stimulating. As the child becomes more fidgety, he/she gets out his/her seat, bothers a classmate – in an attempt to self-stimulate out of this low aroused state. His/Her brain is under stimulated- so he/she tries to create more stimulation to wake up!      Order Now  Our best selling product For ADHD Neurofeedback is a popular self mastery tool that can help to actually assist an individual in voluntarily changing, (controlling) physiological differences found in those suffering from ADD/ADHD. Get Attention programs such as light and sound and therapeutic music help stimulate and maintain proper brain states for the attentionally challenged. The neurofeedback equipment can measure or monitor as to whether or not the techniques work for a particular user. Side by Side Comparison of Products and Problem Solving Chart Vanderbilt study could lead to understanding behavior By Colleen Creamer, ccreamer@nashvillecitypaper.com October 08, 2003   Vanderbilt University researchers have found a part of the brain that monitors the consequences of actions more than the actions themselves, a finding that could improve understanding of impulsive behavior. The study, published this month in Science magazine, could help doctors understand and treat disorders such as schizophrenia, obsessive-compulsive disorder and Attention Deficit Hyperactivity Disorder. They could also lead to a better understanding of what is now broadly called “poor impulse control,” considered by some scientists to be the root of a certain kind of criminal behavior. Released, the study shows that a decision-making process in the brain may be more concerned about the consequences of an action than how hard the action is to produce. The part of the brain in question is the anterior cingulate cortex (ACC). Researchers found that part of the brain responds to discrepancies between a person’s intentions and what actually happens when actions are performed. The outcome is the latest in a series of experiments that may be at the root of understanding how the brain’s “executive function” monitors its own performance so that it can adjust behavior. Jeffrey Schall, Ingram Professor of Neuroscience and director of Vanderbilt’s Center for Integrative and Cognitive Neuroscience, directed the study with doctoral student Shigehiko Ito, post-doctoral fellow Veit Stuphorn, and Joshua Brown, a research associate at Washington University. “The basic idea is you are asked to do something. In our case it was move the eyes, but it could be press a button or say a word,” Schall said. “You do it and do it and sometimes you are told to stop. You are correct if you withhold the movement. So it is a task that is designed exactly to study the control of actions.” Using Macaque monkeys and a reward system, Schall and his colleagues required the monkeys to inhibit a movement after their brains had begun preparing for it. The researchers successfully identified neurons that signaled discrepancies or errors but identified no neuron that signaled what the brain meant to do. Brown said that the end result is what drives the intention. “The broad question is, ‘How does the brain monitor and control intentional actions.’ Our research indicates that it does so by monitoring the consequences of such actions, not the actions themselves,” Brown said. One theory suggests the brain is sensitive to the conflict that comes from when a task is too difficult to perform without making errors. Some people may be more sensitive than other to this conflict and would, therefore, have an advantage in the decision-making process.

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