Brain Stories: More Facts

Brain Fact #1: You do not become smarter if you listen to classical music.

The so-called “Mozart effect” is regarded as a myth since research does not demonstrate any consistent links between listening to classical music and improvements in logical thinking. Improvements in children's logical thinking is likely associated with a variety of factors, including a safe and stimulating learning environment or cognitive challenges. The myth of the so-called "Mozart Effect" originated based on a study by Rauscher & Hinton, which, however, never replicated. There is no solid empirical basis for this effect.

Further readings

Črnčec et al (2006). The cognitive and academic benefits of music to children: Facts and fiction. Educational Psychology, 26(4), 579-594. >> More

Rauscher, F. H., & Hinton, S. C. (2006). The Mozart effect: Music listening is not music instruction. Educational psychologist, 41(4), 233-238.  >> More

Pietschnig et al (2010). Mozart effect–Shmozart effect: A meta-analysis. Intelligence, 38(3), 314-323. >> More


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Brain Fact #2: There is no evidence for more letter reversals in children with dyslexia compared to others.

Dyslexia is a specific learning disability characterized by difficulties in learning to read. Testing for dyslexia is complex and a variety of different symptoms can be observed. Children and adults with a diagnosis of dyslexia commonly struggle with reading, writing, and spelling. There is no single sign for all people with dyslexia. Research shows that people with dyslexia have difficulty decoding written words, often relating to the mapping of sounds to letters. Although individuals with dyslexia may reverse letters when reading and spelling, this is also relatively common in typically developing readers. Overall, a diagnosis of dyslexia is therefore complex and takes into account a multitude of factors, including genetic risk, responsiveness to intervention, and better listening comprehension ability relative to reading comprehension ability.

Further readings

Siegel (2006). Perspectives on dyslexia. Paediatrics & child health, 11(9), 581-587. >> More

Treiman et al (2014). Statistical learning, letter reversals, and reading. Scientific Studies of Reading, 18(6), 383-394. >> More

Wagner (2018). Why is it so difficult to diagnose dyslexia and how can we do it better. The Examiner, 7(5). >> More


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Brain Fact #3: The usability of “Learning Style" models is a myth.

The usability of learning style models are one of the most widespread myth in education. Despite repeated testing of hypotheses relating to learning styles, there is no evidence to date showing that individuals learn better when they receive information in their preferred learning styles. Multiple reviews have reported no evidence of associations between learning-styles based instruction and learning among adults. Even among K-12 learners, teaching instruction based on learning style does not associate with better learning. The use of learning styles may actually hinder learning, because they may not seek out all opportunities, and the propagation of this myth might foster a fixed mindset.

Further readings

Newton (2015). The learning styles myth is thriving in higher education. Frontiers in psychology, 6, 168518. >> More

Newton & Miah (2017). Evidence-based higher education–is the learning styles ‘myth’important?. Frontiers in psychology, 8, 241866.  >> More

Pashler et al (2009). Learning styles: concepts and evidence. Psychol. Sci. Public Interest 9, 105–119. >> More


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Brain Fact #4: Mental capacities are influenced by genes and environment.

The human brain is result of many complex factors influencing each other. It’s always an interplay of genetic and environmental variables that influence brain function, structure and thus our behaviors, perceptions and interpretations.

The development of the human brain, including its mental capacities, is therefore shaped by biological variables as well as learning and experience. Genes strongly determine when and how the brain and individual brain regions develop. Experience and learning, on the other hand, most strongly influence the effectiveness of the corresponding brain networks, behaviors and systems. In the end, genes, environment and the interaction between both are important.

Further readings

Hensch, T. K. (2005). Critical period plasticity in local cortical circuits. Nature Reviews Neuroscience, 6(11), 877–888.

Mills, K., & Tamnes, C. K. (2020). Longitudinal structural and functional brain development in childhood and adolescence. In K. Cohen Kadosh (Ed.), The Oxford Handbook of Developmental Cognitive Neuroscience (1st ed.). Oxford University Press.

Nelson, C. A., & Gabard-Durnam, L. J. (2020). Early adversity and critical periods: neurodevelopmental consequences of violating the expectable environment. Trends in neurosciences, 43(3), 133-143.


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Brain Fact #5: Body size and brain size are on average larger in males.

On average, males tend to have larger brains than females at all age groups, from birth to adulthood. Among adults, the male brain is approximately 11% larger than the female brain. This is because of differences in overall body size: larger bodies require larger brains. However, it is important to note that size alone does not determine the performance or quality of a brain. Large brains simply function differently from small brains. Smaller brain hemispheres have stronger connections between the two hemispheres, and larger brain hemispheres have stronger connections within the hemispheres. Furthermore, these differences in brain volume do not translate into differences in behavioural abilities. Studies show that females and males do not differ in levels of general intelligence”.

Further readings

Eliot et al (2021). Dump the “dimorphism”: Comprehensive synthesis of human brain studies reveals few male-female differences beyond size. Neuroscience & Biobehavioral Reviews, 125, 667-697. >> More

Barnes et al (2018) Biopsychologie, Pearson Studium

Grabowska (2017). Sex on the brain: Are genderdependent structural and functional differences associated with behavior?. Journal of neuroscience research, 95(1-2), 200-212. >> More


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Brain Fact #6: People cannot be categorized as left- or right-brained, nor would this explain learning.

Individuals cannot be differentiated based on using either side of their brains more heavily. Most activities are linked to activity across the whole brain and thus across both brain hemispheres, especially the execution of cognitive tasks. Thetraditional concept of “localizationism” from the last 1800s has shifted to complex neuronal networks throughout the brain and neuroplasticity. For instance, even though the left hemisphere shows dominance for processing language, the right hemisphere is responsible for certain aspects of language processing. The left hemisphere is dominant, since activity in the right is being suppressed. This is only possible because both hemispheres work together. In sum, every task requires the functioning and coordination of both hemispheres. Thus, people cannot be categorized as left-brained or right-brained.

Further readings

Goswami (2004). Neuroscience, education and special education. British Journal of Special Education, 31(4), 175-183. >> More

Corballis (2014) Left Brain, Right Brain: Facts and Fantasies. PLoS Biol 12(1): e1001767. >> More


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Brain Fact #7: Brains are always 100% active.

We use all parts of our brain at any given time. However, some functions are localized to specific parts of the brain which may be more “active“ relative to others. Even when we are sleeping or not doing any particular task, brain regions have a default level of activity. This “activity“ refers to the energy being used by the brain to support communication among neurons. In fact, brain activity can be observed even under general anaesthesia. Statements that humans only use some percentage of their brains are urban legends and thus myths from the last centuries, when people only knew very little about the human brain.

Further readings

Raichle & Snyder (2007). A default mode of brain function: a brief history of an evolving idea. Neuroimage, 37(4), 1083-1090. >> More

Vincent et al (2007). Intrinsic functional architecture in the anaesthetized monkey brain. Nature, 447(7140), 83-86. >> More

Lilienfeld et al (2011). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. John Wiley & Sons.


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Brain Fact #8: Human brain development involves the birth and death of brain cells.

The birth and death of brain cells (called neurons) is a normal, and necessary, part of brain development. During early brain development, neural connections and neurons rapidly appear, creating a structure with more neurons and connections than the individual needs in adult life. The overproduction of these neurons is balanced out through programmed cell death (called apoptosis). It was once thought that adult brains were unable to generate new brain cells. However, research shows that new cells are produced for a long time. For example, in a part of the brain called the hippocampus, 700 new neurons are added each day in adult humans, with some decline during aging.

Further readings

Lagercrantz (2016). Infant brain development. Berlin, Germany: Springer.

Tierney & Nelson III (2009). Brain development and the role of experience in the early years. Zero to three, 30(2), 9. PMID: 23894221

Spalding et al (2013). Dynamics of hippocampal neurogenesis in adult humans. Cell, 153(6), 1219-1227. >> More


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Brain Fact #9: Children can learn two languages simultaneously.

Children can learn two languages simultaneously. In fact, it is thought that there may be biological mechanisms in place that enable children to differentiate between two languages even before they start speaking. Infants with early bilingual acquisition appear to have a similar developmental trajectory to those with early monolingual acquisition. Generally, the earlier a child comes into contact with a language, the more opportunity they have to experience and use that language. Thus, early second language acquisition can have advantages. The more exposure children have to a particular language, the more extensive their vocabulary tends to be and the more proficient they are in a particular language.

Further readings

Petitto et al (2001). Bilingual signed and spoken language acquisition from birth: Implications for the mechanisms underlying early bilingual language acquisition. Journal of child language, 28(2), 453-496. >> More

Höhle et al (2020). Variability and stability in early language acquisition: Comparing monolingual and bilingual infants' speech perception and word recognition. Bilingualism: Language and Cognition, 23(1), 56-71. >> More


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Brain Fact #10: Human bodies and brains grow at different rates, with growth starting earlier in females.

Male and female bodies, including their brains, develop at different rates. For instance, females achieve earlier onset of puberty and attainment of adult height, which parallels development of the brain. Females reach maximum brain volume approximately 2 years earlier than males (at age 10.5 on average, compared to age 12.5 in males). Overall, the brains of boys and girls develop at different speeds, as well as in different ways due to anatomical, functional, and biochemical differences. However, while differences are important in understanding known sex-prevalences and manifestations of different psychopathologies, there are on average more similarities than differences amongst the brains of boys and girls. Most importantly, these do not reflect on relative capacities.

Further readings

Eliot et al (2021). Dump the “dimorphism”: Comprehensive synthesis of human brain studies reveals few male-female differences beyond size. Neuroscience & Biobehavioral Reviews, 125, 667-697. >> More

Lenroot et al (2007). Sexual dimorphism of brain developmental trajectories during childhood and adolescence. Neuroimage, 36(4), 1065-1073. >> More

Zaidi (2010). Gender differences in human brain: a review. The open anatomy journal, 2(1). >> More

Lenroot & Giedd (2010). Sex differences in the adolescent brain. Brain and cognition, 72(1), 46-55. >> More



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Brain Fact #11: Learning is due to modifications in the brain.

When we learn new things, connections called synapses form between the involved brain cells. Brain cells that become active together are more likely to form a connection. These new connections, or modifications, in the brain are therefore associated with learning. For example, musical practice has been shown to increase the activity of brain cells in sensory and motor regions. Musical practice therefore leads to more synapses between these brain cells and therefore a greater connectivity between sensory and motor regions in the brain.

Further readings

Fauvel et al (2014). Morphological brain plasticity induced by musical expertise is accompanied by modulation of functional connectivity at rest. Neuroimage, 90, 179-188. >> More


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Brain Fact #12: Learning is due to the formation of synapses.

Learning occurs through the formation of new connections between already existing brain cells, not by the addition of new brain cells. For example, mathematics practice has been shown to associate with anatomical changes in brain areas that play a role in numerical processing and visuo-spatial ability. These changes are even more pronounced among mathematical experts, who have been shown to have an extended network of brain activation. Similarly, musical practice has been shown to increase the activity of brain cells in sensory and motor regions. Musical practice therefore leads to more connections between these brain cells and therefore a greater connectivity between sensory and motor regions in the brain. Synapses are the part of connection and communication between two neurons. An increase in successful connection, equals an increase in synapses. Learning is thus due to an increase in synapses in the brain.

Further readings

Aydin et al (2007). Increased gray matter density in the parietal cortex of mathematicians: a voxel-based morphometry study. American Journal of Neuroradiology, 28(10), 1859-1864. >> More

Zamarian et al (2009). Neuroscience of learning arithmetic—Evidence from brain imaging studies. Neuroscience & Biobehavioral Reviews, 33(6), 909-925. >> More

Fauvel et al (2014). Morphological brain plasticity induced by musical expertise is accompanied by modulation of functional connectivity at rest. Neuroimage, 90, 179-188. >> More


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Brain Fact #13: Humans are lifelong learners.

Any type of skills can be learned throughout the lifespan due to the plasticity of the brain. Neuroplasticity describes the brains ability to change and adapt due to learning and experiences. There are certain time periods when the brain is “more plastic”, so to say, and times when the brain is more “stable”. However, this does not preclude learning of new skills at any time. Even language learning, which was once considered to have an early critical time period, can take place throughout the lifespan. Other factors, such as the kind of exposure to language, rather than an innate biological sensitivity to learn languages, can affect language performance at different time periods. Sensitive time windows during brain development describe phases where we are most open to a specific input. We basically learn with ease, whereas later on, we may have to invest more resources to reach similar goals.

Further readings

Kühn & Lindenberger. (2016). Research on human plasticity in adulthood: A lifespan agenda. In Handbook of the psychology of aging (pp. 105-123). Academic Press. >> More

Takesian & Hensch (2013). Balancing plasticity/stability across brain development. Progress in brain research, 207, 3-34. >> More

Flege (2019). A non-critical period for second-language learning. In A Sound Approach to Language Matters—In Honor of Ocke-Schwen Bohn. Edited by Anne Mette Nyvad, Michaela Hejná, Anders Højen, Anna Bothe Jespersen and Mette Hjortshøj Sørensen. Aarhus: Aarhus University, pp. 501–41.

Nelson & Gabard-Durnam (2020). Early adversity and critical periods: neurodevelopmental consequences of violating the expectable environment. Trends in neurosciences, 43(3), 133-143. >> More


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Brain Fact #14: Learning occurs through changes to the connections between brain cells.

Learning is thought to occur through the development and strengthening of connections between brain cells. While we develop, grow and learn, new connections are formed and unneeded connections are eliminated. Connections that are used a lot are strengthened. When we learn new things, new connections called synapses form between the brain cells. Brain cells that become active together are more likely to form a connection. These new connections, or modifications, in the brain are therefore associated with learning. For example, musical practice has been shown to increase the activity of brain cells in sensory and motor regions. Musical practice therefore leads to more synapses between these brain cells and therefore a greater connectivity between sensory and motor regions in the brain.

Further readings

Holtmaat & Caroni (2016). Functional and structural underpinnings of neuronal assembly formation in learning. Nature neuroscience, 19(12), 1553-1562. >> More

Fauvel et al (2014). Morphological brain plasticity induced by musical expertise is accompanied by modulation of functional connectivity at rest. Neuroimage, 90, 179-188. >> More


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Brain Fact #15: Information is stored in networks of cells distributed throughout the brain.

Storage of information in the human brain is a complex process and requires the interaction of different brain regions and circuits. It is still unknown how information is stored within the brain. It is thought that memory is the result of changes in connections between brain cells that together form “memory networks” of interconnected brain cells. These interconnections may change across time but networks are thought to be stable to store long-term memories, and information contained within memories. While brain structures, such as the hippocampus, play key roles in memory processes, they are still part of a network including various structures. Overall, human skills and behaviors are linked to activity and functionality of complex brain networks, involving different brain regions.

Further readings

Battaglia et al (2011). The hippocampus: hub of brain network communication for memory. Trends in cognitive sciences, 15(7), 310-318. >> More

Abraham et al (2019). Is plasticity of synapses the mechanism of long-term memory storage?. NPJ science of learning, 4(1), 9. >> More


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Brain Fact #16: Mental illnesses are linked to the brain.

Mental illnesses include health conditions that change a person’s feelings, thoughts or behavior and which cause significant distress and impact everyday life. Many different diagnoses exist. Mental illness is associated with changes in the structure, function or chemistry of the brain. While there are some brain diseases that are not characterized as mental illness, the lines are somewhat blurry. All mental illnesses have been demonstrated to have some biological associations (e.g., brain, genetics or other biological factors).


Resources & Help

Mental health problems can manifest differently. If you or a friend are struggling with mental health issues, we recommend seeking support through a physician or mental health specialist.  

For support in severe or acute situations in Switzerland:

Ärztetelefon: 0800 33 66 55

Krisenintervention Zürich: 044 296 73 10

Emergency Departments of all University Hospitals, Switzerland (“Notfall”)

Suicidal thoughts – Hotline: 144

Telephone Hotline to chat or email about any struggles (Telefonseelsorge): 143

 
Further readings

Study, B. S. C., & National Institutes of Health. (2007). Information about Mental Illness and the Brain. In NIH Curriculum Supplement Series [Internet]. National Institutes of Health (US).


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Brain Fact #17: Rehearsal can change the shape and structure of certain brain regions.

Our brains continuously change in response to environmental demands, experience and learning. Learning is associated with synapse growth. Studies show that intensive training can result in both white and grey matter changes. For example, a study on foreign language learning demonstrates increases in gray matter volume in the hippocampus and the superior temporal gyrus. These changes also correlated positively with skill levels following training. Other studies including for example piano playing or working memory training, similarly reveal changes in brain structure following training. Prevention and support programs may equally influence the shape and structure of the brain. For instance, one study showed that children with dyslexia who underwent intensive reading training showed increases in grey matter volume in line with skill acquisition in the anterior fusiform gyrus, hippocampus, precuneus and cerebellum, areas that are often altered in struggling readers.

Further readings

Hötting & Röder (2013). Beneficial effects of physical exercise on neuroplasticity and cognition. Neuroscience & Biobehavioral Reviews, 37(9), 2243-2257.  >> More

Zatorre et al (2012). Plasticity in gray and white: neuroimaging changes in brain structure during learning. Nature neuroscience, 15(4), 528-536. >> More

Mårtensson et al (2012). Growth of language-related brain areas after foreign language learning. NeuroImage, 63(1), 240-244. >> More

Steele et al 2013). Early musical training and white-matter plasticity in the corpus callosum: evidence for a sensitive period. Journal of Neuroscience, 33(3), 1282-1290. >> More

Buschkuehl et al (2012). Neuronal effects following working memory training. Developmental cognitive neuroscience, 2, S167-S179. >> More

Krafnick et al (2011). Gray matter volume changes following reading intervention in dyslexic children. Neuroimage, 57(3), 733-741. >> More


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Brain Fact #18: The left and right hemispheres of the brain work together.

The human brain is divided into two hemispheres: right and left. Both hemispheres play a critical role in behavior. While each hemisphere of the brain controls movement and feeling in the opposite half of the body, the two hemispheres work together through the corpus callosum which is composed of approximately 200 million nerve fibers. The corpus callosum is somewhat like a bridge between the two hemispheres. Most activities are linked to activity across the whole brain and thus across both brain hemispheres, especially the execution of complex cognitive tasks. The traditional concept of “localizationism” from the last 1800s has shifted to complex neuronal networks throughout the brain and neuroplasticity.

Further readings

van der Knaap & van der Ham (2011). How does the corpus callosum mediate interhemispheric transfer? A review. Behavioural brain research, 223(1), 211-221. >> More

Goswami (2004). Neuroscience, education and special education. British Journal of Special Education, 31(4), 175-183. >> More

Corballis (2014) Left Brain, Right Brain: Facts and Fantasies. PLoS Biol 12(1): e1001767. >> More


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Brain Fact #19: When a brain region is damaged, other parts can sometimes take up its function.

The nervous system is characterized by neuroplasticity. Neuroplasticity describes the brain’s ability to change or adapt as a result of learning or experience. In this specific case, the experience is so significant that it fully alters a brain region. Research shows that following brain structural damage to some regions, both connectivity maps and behavioural skills may be partially restored through intense practice and rehabilitation. Damage to certain brain regions or functional pathways has been shown to be compensated for by other brain regions or new pathways through rerouting of brain signals, such that the brain can retain relatively normal functioning. When, how and to what extent damages may be compensated, however, depends on individual circumstances and area affected.

Further readings

Cramer et al (2011). Harnessing neuroplasticity for clinical applications. Brain, 134(6), 1591-1609. >> More

Turolla et al (2018). Rehabilitation induced neural plasticity after acquired brain injury. Neural plasticity, 2018. >> More

Herbet et al (2016). Mapping neuroplastic potential in brain-damaged patients. Brain, 139(3), 829-844. >> More


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Brain Fact #20: Brain development reaches a peak around 22-25 years of age.

Brain development is a protracted process, reaching a peak only around late adolescence and young adulthood, around 22-25 years of age. Brain development therefore does not stop by the time children reach puberty. While brain size is close to those of adults, there are still massive changes associated with development that continue until young adulthood. These include synapse formation, elimination (pruning) and the development of brain networks. Recent research also indicates that until young adulthood protracted brain development for example includes the strengthening and integration of prefrontal-limbic regulatory functions.

Further readings

Mills & Tamnes (2020). Longitudinal structural and functional brain development in childhood and adolescence. >> More

Hochberg & Konner (2020). Emerging adulthood, a pre-adult life-history stage. Frontiers in endocrinology, 10, 918. >> More


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Brain Fact #21: Training can lead to changes in brain functions or structures.

Research shows that learning problems associated with developmental differences can be improved with training. For example, in dyslexia, phonological interventions for students with dyslexia improve phonological decoding skills and can partially remediate atypical brain activation profiles. The patterns were closer to the expected activation following intervention.

Further readings

Shaywitz et al (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological psychiatry, 55(9), 926-933. >> More

Simos et al (2002). Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58(8), 1203-1213. >> More


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Brain Fact #22: Individuals have different preferences for how they like to learn, though overfocus is not ideal.

When learning, people have preferred learning modalities. However, that does not exclude other modalities to benefit the individual learner. It is important to remember that learning in preferred learning styles does not necessarily lead to better performance. It can, however, make learning more enjoyable for learners.

In fact, "learning styles" is one of the most widespread myths in education. Despite repeated testing of hypotheses relating to learning styles, there is no evidence to date showing that individuals learn better when they receive information in their preferred learning styles. Multiple reviews have reported no evidence of associations between learning-styles based instruction and learning among adults or children. The use of learning styles may actually hinder learning, because individuals may not seek out all opportunities and the propagation of this myth might foster a fixed mindset.

Further readings

Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of studies in education, 2(1), 104-113. >> More

Lee, B., & Kim, H. (2014). What Can We Learn from Our Learners’ Learning Styles?. English Language Teaching, 7(9), 118-131. >> More

Newton (2015). The learning styles myth is thriving in higher education. Frontiers in psychology, 6, 168518. >> More

Newton & Miah (2017). Evidence-based higher education–is the learning styles ‘myth’ important?. Frontiers in psychology, 8, 241866. >> More

Pashler et al (2009). Learning styles: concepts and evidence. Psychol. Sci. Public Interest 9, 105–119. >> More

Rogowsky et al (2020). Providing instruction based on students’ learning style preferences does not improve learning. Frontiers in Psychology, 11, 511773. >> More

Vaughan (2017). Tackling the ‘learning styles’ myth. >> More


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Brain Fact #23: Production of new connections in the brain can continue into old age.

The human brain has been described as “plastic” due to its lifelong ability to change and adapt as a response to experience and learning. The term neuroplasticity comes from the Greek word “plastos,” meaning “molded” which refers to the brain being able to reorganize itself by forming new neural connections in response to learning, experience, or injury The human brain continues to change throughout the lifespan depending on experience and training. For instance, one study reported significant increases in gray matter volume in the left precentral gyrus among seniors who underwent a dance training program for 18 months as compared to controls.

Further readings

Power & Schlaggar (2017). Neural plasticity across the lifespan. Wiley Interdisciplinary Reviews: Developmental Biology, 6(1), e216.  >> More

Demarin et al (2014). Neuroplasticidade. Blog Dor Crônica, 30.

Müller et al (2017). Evolution of neuroplasticity in response to physical activity in old age: the case for dancing. Frontiers in aging neuroscience, 9, 56. >> More


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Brain Fact #24: We use our brain 24 hours a day.

We use our brain 24 hours a day. This means the brain never ceases to function. More specifically, we use all parts of our brain at any given time. However, some functions are localized to specific parts of the brain which may be more “active” relative to others during the performance of that function. Research shows that our brain remains active, even when we sleep. Importantly, during sleep our brains are involved in memory consolidation and reconsolidation, perceptual and motor learning, as well as different forms of embedding complex skill acquisitions. Similarly, even during tasks which involve relaxation, such as meditation, certain regions of the brain associated with attention increase their activity.

Further readings

Walker et al. (2003). Dissociable stages of human memory consolidation and reconsolidation. Nature, 425(6958), 616-620. >> More

Walker et al (2002). Practice with sleep makes perfect: sleep-dependent motor skill learning. Neuron, 35(1), 205-211. >> More

Baron Short et al (2010). Regional brain activation during meditation shows time and practice effects: an exploratory FMRI study. Evidence-Based Complementary and Alternative Medicine, 7, 121-127. >> More


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Brain Fact #25: Most people have an episode of mental illness once in their life.

The prevalence of mental disorders (such as anxiety, depression, and substance dependence) is much higher than the community has been led to believe. The long-term Dunedin Study, tracking a thousand New Zealanders from birth to early midlife, has shown that most people experience a disorder at least once during their lifetimes. Similarly, a nationwide population-based study from Denmark including 1.5 million people found that the majority of individuals either received a diagnosis of a mental health disorder or were prescribed psychotropic medication during lifetime.

Resources & Help

Mental health problems can manifest differently. If you or a friend are struggling with mental health issues, we recommend seeking support through a physician or mental health specialist.  

For support in severe or acute situations in Switzerland:

Ärztetelefon: 0800 33 66 55

Krisenintervention Zürich: 044 296 73 10

Emergency Departments of all University Hospitals, Switzerland (“Notfall”)

Suicidal thoughts – Hotline: 144

Telephone Hotline to chat or email about any struggles (Telefonseelsorge): 143

 
Further readings

Poulton, R., Moffitt, T. E., & Silva, P. A. (2015). The Dunedin Multidisciplinary Health and Development Study: overview of the first 40 years, with an eye to the future. Social psychiatry and psychiatric epidemiology, 50, 679-693.

Kessing, L. V., Ziersen, S. C., Caspi, A., Moffitt, T. E., & Andersen, P. K. (2023). Lifetime incidence of treated mental health disorders and psychotropic drug prescriptions and associated socioeconomic functioning. JAMA psychiatry, 80(10), 1000-1008.

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