Making Memories While You Sleep

The 4 Attachment Styles in Love

Do you ever think about why you’re more inclined to attract or be attracted to certain types of people? Or why the people you’ve dated in the past weren’t as compatible with you as you thought? Love involves constant choice, commitment, and work—which all demand an intuitive understanding both of your partner and of yourself. One useful piece of information is learning about you and your partner’s attachment styles.

The intent of learning about attachment styles isn’t to box love up neatly into categories (that’s absurd), nor does it mean you’re stuck with one attachment style forever. In fact, it’s important to note that as time goes on, your attachment style can change from the way you evolve as a lover. If things have been fragile between you and your partner, realize that this is your chance to grow. You can start from self-examination and learn how to be a better person. Psych2Goshares with you the 4 attachment styles in love:

1. Secure

When you have a secure attachment style, you have a great advantage in love. You feel comfortable going to your partner when something is off and, in return, you allow your partner absolute freedom. People with a secure attachment style tend to…….

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Why do we dream?

In the 3rd millennium BCE, Mesopotamian kings recorded and interpreted their dreams on wax tablets. In the years since, we haven’t paused in our quest to understand why we dream. And while we still don’t have any definitive answers, we have some theories. Here are seven reasons we might dream.

1. In the early 1900’s, Sigmund Freud proposed that while all of our dreams, including our nightmares, are a collection of images from our daily conscious lives, they also have symbolic meanings which relate to the fulfillment of our subconscious wishes.  Freud theorized that everything we remember when we wake up from a dream is a symbolic representation of our unconscious, primitive thoughts, urges and desires. Freud believed that by analyzing those remembered elements, the unconscious content would be revealed to our conscious mind, and psychological issues stemming from its repression could be addressed and resolved.

2. To increase performance on certain mental tasks, sleep is good, but dreaming while sleeping is better.  In 2010, researchers found that subjects were much better at getting through a complex 3D maze if they had napped and dreamed of the maze prior to their second attempt. In fact, they were up to ten times better at it than those who only thought of the maze while awake between attempts, and those who napped but did not dream about the maze. Researchers theorize that certain memory processes can happen only when we are asleep, and our dreams are a signal that these processes are taking place.

3. There are about ten thousand trillion neural connections within the architecture of your brain. They are created by everything you think, and everything you do.  A 1983 neurobiological theory of dreaming, called “reverse learning,” holds that while sleeping, and mainly during REM sleep cycles, your neocortex reviews these neural connections and dumps the unnecessary ones. Without this unlearning process, which results in your dreams, your brain could be overrun by useless connections, and parasitic thoughts could disrupt the necessary thinking you need to do while you’re awake.    

4. The “Continual Activation Theory” proposes that your dreams result from your brain’s need to constantly consolidate and create long term memories in order to function properly. So when external input falls below a certain level, like when you’re asleep, your brain automatically triggers the generation of data from its memory storages, which appear to you in the form of the thoughts and feelings you experience in your dreams. In other words, your dreams might be a random screensaver your brain turns on so it doesn’t completely shut down.   

5. Dreams involving dangerous and threatening situations are very common, and the Primitive Instinct Rehearsal Theory holds that the content of a dream is significant to its purpose.  Whether it’s an anxiety filled night of being chased through the woods by a bear, or fighting off a ninja in a dark alley, these dreams allow you to practice your fight or flight instincts and keep them sharp and dependable, in case you’ll need them in real life. But it doesn’t always have to be unpleasant; for instance, dreams about your attractive neighbor could actually give your reproductive instinct some practice too.

6. Stress neurotransmitters in the brain are much less active during the REM stage of sleep, even during dreams of traumatic experiences, leading some researchers to theorize that one purpose of dreaming is to take the edge off painful experiences to allow for psychological healing. Reviewing traumatic events in your dreams with less mental stress may grant you a clearer perspective and an enhanced ability to process them in psychologically healthy ways. People with certain mood disorders and PTSD often have difficulty sleeping, leading some scientists to believe that lack of dreaming may be a contributing factor to their illnesses.   

7. Unconstrained by reality and the rules of conventional logic, in your dreams your mind can create limitless scenarios to help you grasp problems and formulate solutions that you may not consider while awake. John Steinbeck called it “the Committee of Sleep” and research has demonstrated the effectiveness of dreaming on problem solving. It’s also how renowned chemist August Kekule discovered the structure of the benzene molecule, and it’s the reason that sometimes the best solution for a problem is to “sleep on it”.

And those are just a few of the more prominent theories. As technology increases our capability for understanding the brain, it’s possible that one day we will discover the definitive reason for them; but until that time arrives, we’ll just have to keep on dreaming.

From the TED-Ed Lesson Why do we dream? - Amy Adkins

Animation by @clamanne

Brain waves reflect different types of learning

Figuring out how to pedal a bike and memorizing the rules of chess require two different types of learning, and now for the first time, researchers have been able to distinguish each type of learning by the brain-wave patterns it produces.

These distinct neural signatures could guide scientists as they study the underlying neurobiology of how we both learn motor skills and work through complex cognitive tasks, says Earl K. Miller, the Picower Professor of Neuroscience at the Picower Institute for Learning and Memory and the Department of Brain and Cognitive Sciences, and senior author of a paper describing the findings in the Oct. 11 edition of Neuron.

When neurons fire, they produce electrical signals that combine to form brain waves that oscillate at different frequencies. “Our ultimate goal is to help people with learning and memory deficits,” notes Miller. “We might find a way to stimulate the human brain or optimize training techniques to mitigate those deficits.”

The neural signatures could help identify changes in learning strategies that occur in diseases such as Alzheimer’s, with an eye to diagnosing these diseases earlier or enhancing certain types of learning to help patients cope with the disorder, says Roman F. Loonis, a graduate student in the Miller Lab and first author of the paper. Picower Institute research scientist Scott L. Brincat and former MIT postdoc Evan G. Antzoulatos, now at the University of California at Davis, are co-authors.

Explicit versus implicit learning

Scientists used to think all learning was the same, Miller explains, until they learned about patients such as the famous Henry Molaison or “H.M.,” who developed severe amnesia in 1953 after having part of his brain removed in an operation to control his epileptic seizures. Molaison couldn’t remember eating breakfast a few minutes after the meal, but he was able to learn and retain motor skills that he learned, such as tracing objects like a five-pointed star in a mirror.

“H.M. and other amnesiacs got better at these skills over time, even though they had no memory of doing these things before,” Miller says.

The divide revealed that the brain engages in two types of learning and memory — explicit and implicit.

Explicit learning “is learning that you have conscious awareness of, when you think about what you’re learning and you can articulate what you’ve learned, like memorizing a long passage in a book or learning the steps of a complex game like chess,” Miller explains.

“Implicit learning is the opposite. You might call it motor skill learning or muscle memory, the kind of learning that you don’t have conscious access to, like learning to ride a bike or to juggle,” he adds. “By doing it you get better and better at it, but you can’t really articulate what you’re learning.”

Many tasks, like learning to play a new piece of music, require both kinds of learning, he notes.

Brain waves from earlier studies

When the MIT researchers studied the behavior of animals learning different tasks, they found signs that different tasks might require either explicit or implicit learning. In tasks that required comparing and matching two things, for instance, the animals appeared to use both correct and incorrect answers to improve their next matches, indicating an explicit form of learning. But in a task where the animals learned to move their gaze one direction or another in response to different visual patterns, they only improved their performance in response to correct answers, suggesting implicit learning.

What’s more, the researchers found, these different types of behavior are accompanied by different patterns of brain waves.

During explicit learning tasks, there was an increase in alpha2-beta brain waves (oscillating at 10-30 hertz) following a correct choice, and an increase delta-theta waves (3-7 hertz) after an incorrect choice. The alpha2-beta waves increased with learning during explicit tasks, then decreased as learning progressed. The researchers also saw signs of a neural spike in activity that occurs in response to behavioral errors, called event-related negativity, only in the tasks that were thought to require explicit learning.

The increase in alpha-2-beta brain waves during explicit learning “could reflect the building of a model of the task,” Miller explains. “And then after the animal learns the task, the alpha-beta rhythms then drop off, because the model is already built.”

By contrast, delta-theta rhythms only increased with correct answers during an implicit learning task, and they decreased during learning. Miller says this pattern could reflect neural “rewiring” that encodes the motor skill during learning.

“This showed us that there are different mechanisms at play during explicit versus implicit learning,” he notes.

Future Boost to Learning

Loonis says the brain wave signatures might be especially useful in shaping how we teach or train a person as they learn a specific task. “If we can detect the kind of learning that’s going on, then we may be able to enhance or provide better feedback for that individual,” he says. “For instance, if they are using implicit learning more, that means they’re more likely relying on positive feedback, and we could modify their learning to take advantage of that.”

The neural signatures could also help detect disorders such as Alzheimer’s disease at an earlier stage, Loonis says. “In Alzheimer’s, a kind of explicit fact learning disappears with dementia, and there can be a reversion to a different kind of implicit learning,” he explains. “Because the one learning system is down, you have to rely on another one.”

Earlier studies have shown that certain parts of the brain such as the hippocampus are more closely related to explicit learning, while areas such as the basal ganglia are more involved in implicit learning. But Miller says that the brain wave study indicates “a lot of overlap in these two systems. They share a lot of the same neural networks.”

Dreamland, the Power of Lucid Dreaming

Have you ever had the experience of wondering if what was happening to you was a dream or real? If so, you’ve likely experienced a lucid dream.

A lucid dream is a dream in which you know you are dreaming. During lucid dreaming, you can control the characters, the environment, the narrative, and the outcome of the dream.

Is it really a thing? It is. I have experienced a lucid dream, though, I didn’t know that’s what it was at the time. I didn’t realize I could lucid dream until I did some research as to what lucid dreaming was all about….

What is Lucid Dreaming?

Is it Really a ‘Thing’?

What Can You Get Out of It?

How do you do it?

▻ Read All About It Here ◅

How to Study Effectively | Psych2Go

4 Ways To Improve Exam Memory | Psych2Go

Myths & Facts about Mental Illness 

source: Global Medical Education

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Cannabidiol reduces seizures in kids with severe form of epilepsy, trial shows

Research focused on Dravet syndrome, a rare form of treatment-resistant epilepsy that begins in infancy

A cannabis compound has been proven for the first time to reduce the frequency of seizures in people with a rare, severe form of epilepsy, according to the results of a randomized trial.

For years, parents have pointed to anecdotal benefits of cannabidiol (CBD), a compound in the marijuana plant that does not produce a high, saying it reduces seizures in treatment-resistant epilepsy.

Now doctors have performed a randomized trial to show cause and effect, with the findings published in Wednesday’s issue of the New England Journal of Medicine.

To conduct the study, the researchers focused on Dravet syndrome, a rare form of epilepsy that begins in infancy and is linked to a particular mutation that often resists combinations of up to 10 conventional seizure medications. They enrolled 120 patients who ranged in age from 2.5 to 18 years.

Sixty-one patients were randomly assigned to cannabidiol, and the 59 others to placebo. Neither the researchers nor the families knew who received the medication to prevent bias. All continued to take their existing medications.

“The message is that cannabidiol does work in reducing convulsing seizures in children with Dravet syndrome,” said lead author Dr. Orrin Devinksy, who is director of NYU’s Langone Comprehensive Epilepsy Center.

For those in the cannabinoid group, the median number of convulsive seizures per month dropped from 12.4 per month before treatment, to 5.9 seizures, the researchers reported.

The placebo group, in comparison, only saw their convulsive seizures fall from 14.9 per month, to 14.1.

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