Wednesday, November 30, 2011

Gray matter in brain's control center linked to ability to process reward

Gray matter in brain's control center linked to ability to process reward [ Back to EurekAlert! ] Public release date: 29-Nov-2011
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Contact: Karen McNulty Walsh
kmcnulty@bnl.gov
631-344-8350
DOE/Brookhaven National Laboratory

Structure-function impairments observed in people addicted to cocaine

UPTON, NY The more gray matter you have in the decision-making, thought-processing part of your brain, the better your ability to evaluate rewards and consequences. That may seem like an obvious conclusion, but a new study conducted at the U.S. Department of Energy's Brookhaven National Laboratory is the first to show this link between structure and function in healthy people and the impairment of both structure and function in people addicted to cocaine. The study appears in the Journal of Cognitive Neuroscience.

"This study documents for the first time the importance to reward processing of gray matter structural integrity in the parts of the brain's prefrontal cortex that are involved in higher-order executive function, including self-control and decision-making," said Muhammad Parvaz, a post-doctoral fellow at Brookhaven Lab and a co-lead author on the paper.

"Previous studies conducted at Brookhaven and elsewhere have explored the structural integrity of the prefrontal cortex in drug addiction and the functional components of reward processing, but these studies were conducted separately," Parvaz said. "We wanted to know whether the specific function of reward processing could be 'mapped' onto the underlying brain structure whether and how these two are related," he added.

Differences in gray matter volume the amount of brain matter made up of nerve cell bodies, as opposed to the "white matter" axons that form the connections between cells have been observed in a range of neuropsychiatric diseases when compared with healthy states, explained Anna Konova, the other co-lead author on the paper. "We wanted to know more about what these differences mean functionally in healthy individuals and in drug-addicted individuals," she said.

To explore this structure-function relationship, the scientists performed magnetic resonance imaging (MRI) brain scans to measure brain volume in 17 healthy people and 22 cocaine users. The scans collect structural measurements for the entire brain, and can be analyzed voxel-by-voxel the equivalent of three-dimensional pixels to get detailed measurements for individual brain regions.

Within a short period of the MRI scans, the scientists also used electrodes placed on the research subjects' scalps to measure a particular electrical signal known as the P300 (an event-related potential derived from an ongoing electroencephalogram, or EEG, that is time-locked to a particular event). This specific measure can index brain activity related to reward processing. During these electrical recordings, the subjects performed a timed psychological task (pressing buttons according to a specific set of rules) with the prospect of earning varying levels of monetary reward, from no money up to 45 cents for each correct response with a total potential reward of $50.

Previous studies by the research team have shown that, in healthy subjects, the P300 signal increases in magnitude with the amount of monetary reward offered. Cocaine-addicted individuals, however, do not exhibit this differential response in the P300 measure of brain activity, even though they, like the healthy subjects, rate the task as more interesting and exciting when the potential reward is greater.

The current study extended these results by linking them for the first time with the structural measurements.

The scientists used statistical methods to look for correlations between the difference in brain activity observed in the high-reward and no-reward conditions how much the brain's P300 response changed with increasing reward and the gray matter volume in various parts of the brain as measured voxel-by-voxel in the MRI scans.

In the healthy subjects, the magnitude of change in the P300 signal with increasing reward was most strongly correlated with the volume of gray matter in three regions of the prefrontal cortex.

"The higher the gray matter volume in those particular regions, the more brain activity increased for the highest monetary reward as compared to the non-reward condition," Konova said.

The cocaine-addicted individuals had reduced gray matter volume in these regions compared with the healthy subjects, and no detectable differences between the reward conditions in the P300 measure of brain activity. There were also no significant correlations between the former and latter structure and function measures in the cocaine-addicted subjects.

"These findings suggest that impaired reward processing may be attributed to deficits in the structural integrity of the brain, particularly in prefrontal cortical regions implicated in higher order cognitive and emotional function," Parvaz said. "This study therefore validates the use of the structural measures obtained by MRI as indicative of functional deficits."

The implications are important for understanding the potential loss of control and disadvantageous decision-making that can occur in people suffering from drug addiction, Konova explained: "These structure-function deficits may translate into dysfunctional behaviors in the real world. Specifically, impaired ability to compare rewards, and reduced gray matter in the prefrontal cortex, may culminate in the compromised ability to experience pleasure and to control behavior, especially in high-risk situations for example, when craving or under stress leading individuals to use drugs despite catastrophic consequences."

The authors acknowledge that there are still questions about whether these changes in brain structure and function are a cause or a consequence of addiction. But the use of multimodal imaging techniques, as illustrated by this study, may open new ways to address these and other questions relevant to understanding human motivation in both health and disease states, with particular relevance to treating drug addiction.

###

This research was performed at Brookhaven Lab under the guidance of Rita Goldstein, Director of Brookhaven Lab's Neuropsychoimaging Group and the corresponding author on the paper. Dardo Tomasi of the National Institute on Alcohol Abuse and Alcoholism, who runs Brookhaven's MRI facility, and Nora Volkow, Director of the National Institute on Drug Abuse (NIDA), were co-authors. The research was funded by a grant to Goldstein from the National Institutes of Health and by the General Clinical Research Center of Stony Brook University.

Related Links

* Scientific Paper: Structural Integrity of the Prefrontal Cortex Modulates Electrocortical Sensitivity to Reward: http://www.mitpressjournals.org/doi/abs/10.1162/jocn_a_00166

One of ten national laboratories overseen and primarily funded by the Office of Science of the U.S. Department of Energy (DOE), Brookhaven National Laboratory conducts research in the physical, biomedical, and environmental sciences, as well as in energy technologies and national security. Brookhaven Lab also builds and operates major scientific facilities available to university, industry and government researchers. Brookhaven is operated and managed for DOE's Office of Science by Brookhaven Science Associates, a limited-liability company founded by the Research Foundation of State University of New York on behalf of Stony Brook University, the largest academic user of Laboratory facilities, and Battelle, a nonprofit, applied science and technology organization.

Visit Brookhaven Lab's electronic newsroom for links, news archives, graphics, and more at http://www.bnl.gov/newsroom , or follow Brookhaven Lab on Twitter, http://twitter.com/BrookhavenLab .


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AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.


Gray matter in brain's control center linked to ability to process reward [ Back to EurekAlert! ] Public release date: 29-Nov-2011
[ | E-mail | Share Share ]

Contact: Karen McNulty Walsh
kmcnulty@bnl.gov
631-344-8350
DOE/Brookhaven National Laboratory

Structure-function impairments observed in people addicted to cocaine

UPTON, NY The more gray matter you have in the decision-making, thought-processing part of your brain, the better your ability to evaluate rewards and consequences. That may seem like an obvious conclusion, but a new study conducted at the U.S. Department of Energy's Brookhaven National Laboratory is the first to show this link between structure and function in healthy people and the impairment of both structure and function in people addicted to cocaine. The study appears in the Journal of Cognitive Neuroscience.

"This study documents for the first time the importance to reward processing of gray matter structural integrity in the parts of the brain's prefrontal cortex that are involved in higher-order executive function, including self-control and decision-making," said Muhammad Parvaz, a post-doctoral fellow at Brookhaven Lab and a co-lead author on the paper.

"Previous studies conducted at Brookhaven and elsewhere have explored the structural integrity of the prefrontal cortex in drug addiction and the functional components of reward processing, but these studies were conducted separately," Parvaz said. "We wanted to know whether the specific function of reward processing could be 'mapped' onto the underlying brain structure whether and how these two are related," he added.

Differences in gray matter volume the amount of brain matter made up of nerve cell bodies, as opposed to the "white matter" axons that form the connections between cells have been observed in a range of neuropsychiatric diseases when compared with healthy states, explained Anna Konova, the other co-lead author on the paper. "We wanted to know more about what these differences mean functionally in healthy individuals and in drug-addicted individuals," she said.

To explore this structure-function relationship, the scientists performed magnetic resonance imaging (MRI) brain scans to measure brain volume in 17 healthy people and 22 cocaine users. The scans collect structural measurements for the entire brain, and can be analyzed voxel-by-voxel the equivalent of three-dimensional pixels to get detailed measurements for individual brain regions.

Within a short period of the MRI scans, the scientists also used electrodes placed on the research subjects' scalps to measure a particular electrical signal known as the P300 (an event-related potential derived from an ongoing electroencephalogram, or EEG, that is time-locked to a particular event). This specific measure can index brain activity related to reward processing. During these electrical recordings, the subjects performed a timed psychological task (pressing buttons according to a specific set of rules) with the prospect of earning varying levels of monetary reward, from no money up to 45 cents for each correct response with a total potential reward of $50.

Previous studies by the research team have shown that, in healthy subjects, the P300 signal increases in magnitude with the amount of monetary reward offered. Cocaine-addicted individuals, however, do not exhibit this differential response in the P300 measure of brain activity, even though they, like the healthy subjects, rate the task as more interesting and exciting when the potential reward is greater.

The current study extended these results by linking them for the first time with the structural measurements.

The scientists used statistical methods to look for correlations between the difference in brain activity observed in the high-reward and no-reward conditions how much the brain's P300 response changed with increasing reward and the gray matter volume in various parts of the brain as measured voxel-by-voxel in the MRI scans.

In the healthy subjects, the magnitude of change in the P300 signal with increasing reward was most strongly correlated with the volume of gray matter in three regions of the prefrontal cortex.

"The higher the gray matter volume in those particular regions, the more brain activity increased for the highest monetary reward as compared to the non-reward condition," Konova said.

The cocaine-addicted individuals had reduced gray matter volume in these regions compared with the healthy subjects, and no detectable differences between the reward conditions in the P300 measure of brain activity. There were also no significant correlations between the former and latter structure and function measures in the cocaine-addicted subjects.

"These findings suggest that impaired reward processing may be attributed to deficits in the structural integrity of the brain, particularly in prefrontal cortical regions implicated in higher order cognitive and emotional function," Parvaz said. "This study therefore validates the use of the structural measures obtained by MRI as indicative of functional deficits."

The implications are important for understanding the potential loss of control and disadvantageous decision-making that can occur in people suffering from drug addiction, Konova explained: "These structure-function deficits may translate into dysfunctional behaviors in the real world. Specifically, impaired ability to compare rewards, and reduced gray matter in the prefrontal cortex, may culminate in the compromised ability to experience pleasure and to control behavior, especially in high-risk situations for example, when craving or under stress leading individuals to use drugs despite catastrophic consequences."

The authors acknowledge that there are still questions about whether these changes in brain structure and function are a cause or a consequence of addiction. But the use of multimodal imaging techniques, as illustrated by this study, may open new ways to address these and other questions relevant to understanding human motivation in both health and disease states, with particular relevance to treating drug addiction.

###

This research was performed at Brookhaven Lab under the guidance of Rita Goldstein, Director of Brookhaven Lab's Neuropsychoimaging Group and the corresponding author on the paper. Dardo Tomasi of the National Institute on Alcohol Abuse and Alcoholism, who runs Brookhaven's MRI facility, and Nora Volkow, Director of the National Institute on Drug Abuse (NIDA), were co-authors. The research was funded by a grant to Goldstein from the National Institutes of Health and by the General Clinical Research Center of Stony Brook University.

Related Links

* Scientific Paper: Structural Integrity of the Prefrontal Cortex Modulates Electrocortical Sensitivity to Reward: http://www.mitpressjournals.org/doi/abs/10.1162/jocn_a_00166

One of ten national laboratories overseen and primarily funded by the Office of Science of the U.S. Department of Energy (DOE), Brookhaven National Laboratory conducts research in the physical, biomedical, and environmental sciences, as well as in energy technologies and national security. Brookhaven Lab also builds and operates major scientific facilities available to university, industry and government researchers. Brookhaven is operated and managed for DOE's Office of Science by Brookhaven Science Associates, a limited-liability company founded by the Research Foundation of State University of New York on behalf of Stony Brook University, the largest academic user of Laboratory facilities, and Battelle, a nonprofit, applied science and technology organization.

Visit Brookhaven Lab's electronic newsroom for links, news archives, graphics, and more at http://www.bnl.gov/newsroom , or follow Brookhaven Lab on Twitter, http://twitter.com/BrookhavenLab .


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AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.


Source: http://www.eurekalert.org/pub_releases/2011-11/dnl-gmi112911.php

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Tuesday, November 29, 2011

Microsoft, AgreeYa to provide access to apps across platforms (Reuters)

BEIJING (Reuters) ? Microsoft Corp and U.S. mobile engineering firm AgreeYa Mobility on Tuesday signed an agreement to allow corporations and other users to connect to Microsoft services from a variety of computing platforms, including phones and tablets running Apple Inc's iOS and Google Inc's Android.

The protocol licensing agreement will allow AgreeYa Mobility to produce a software suite that interoperates with a range of Microsoft applications and services, connecting from Microsoft and other platforms, which also include Research in Motion Ltd's Blackberry and Hewlett-Packard Co's WebOS.

Redmond, Wash.-based Microsoft and Folsom, Calif.-based AgreeYa held the signing ceremony in Beijing to capture the attention of some of the world's largest handset manufacturers and tablet computer assemblers, which are in China, Taiwan and South Korea, said Sandy Gupta, marketing general manager for Microsoft's Open Solutions Group.

The partnership, which the companies plan to launch formally in March, is intended to expand Microsoft applications for enterprises, such as companies, universities and government agencies, across a wide range of mobile devices, primarily smartphones and tablet computers, Gupta said.

The two sides did not disclose the financial details of the agreement.

With about a billion mobile phones and tablet computers sold every year, corporate IT departments are shifting from issuing mobile devices to working with phones and tablets that employees have bought on their own, said Krish Kupathil, chief executive of AgreeYa Mobility.

This "bring your own device" approach means that companies need to make disparate devices running on different operating systems able to access necessary applications, he said.

"Imagine an enterprise with 40,000-50,000 employees spread across the globe," Kupathil said. "Currently the IT team just manages the laptops. With mobile devices coming on, I think that number is going to at least triple. So manageability of these devices is a very important part of this."

(Reporting by Terril Yue Jones; Editing by Matt Driskill)

Source: http://us.rd.yahoo.com/dailynews/rss/tech/*http%3A//news.yahoo.com/s/nm/20111129/wr_nm/us_china_microsoft

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Big expansion, big questions for Teach for America (AP)

MIAMI ? In a distressed neighborhood north of Miami's gleaming downtown, a group of enthusiastic but inexperienced instructors from Teach for America is trying to make progress where more veteran teachers have had difficulty: raising students' reading and math scores.

"These are the lowest performing schools, so we need the strongest performing teachers," said Julian Davenport, an assistant principal at Holmes Elementary, where three-fifths of the staff this year are Teach for America corps members or graduates of the program.

By 2015, with the help of a $50 million federal grant, program recruits could make up one-quarter of all new teachers in 60 of the nation's highest need school districts. The program also is expanding internationally.

That growth comes as many districts try to make teachers more effective. But Teach for America has had mixed results.

Its teachers perform about as well as other novice instructors, who tend to be less successful than their more experienced colleagues. Even when they do slightly better, there's a serious offset: The majority are out of the teaching profession within five years.

"I think ultimately the jury is out," said Tony Wagner, a professor at the Harvard Graduate School of Education, and an instructor to the first class of TFA corps members.

Teach for America teachers work with not just the poor, but also English language learners and special education students. They provide an important pipeline of new teachers. But critics cite the teachers' high turnover rate, limited training and inexperience and say they are perpetuating the same inequalities that Teach for America has set to eradicate.

"There's no question that they've brought a huge number of really talented people in to the education profession," said Kati Haycock, president of The Education Trust, which advocates on behalf of low-income and minority children, and a longtime supporter of TFA.

But, she said, "Nobody should teach in a high poverty school without having already demonstrated that they are a fabulous teacher. For poor kids, education has to work every single year."

___

Wendy Kopp started Teach for America while studying public policy at Princeton. For her senior thesis, she developed a plan to place top college graduates in the poorest schools. She sent the plan to dozens of Fortune 500 executives. Within a year, she had raised $2.5 million and had 2,500 applications.

Over the past 20 years, thousands of recent college graduates have taught for two years in some of the most challenging classrooms in hopes of helping close the achievement gap. Applications have doubled since 2008. Foundations have donated tens of millions.

With Teach for America's guidance, groups are being established in India, Chile and other places with deep educational inequalities.

Many countries, including those where students perform higher in math and reading, send the strongest and most experienced teachers to work with the lowest performing students. The U.S. has done the reverse. There are nearly twice as many teachers with fewer than three years' experience in schools where students are predominantly low income and minority.

Family income is one of the most accurate predictors of how well a student will perform. Just 18 percent of low-income eighth-grade students, for example, scored as proficient or above in reading on the 2011 National Assessment of Educational Progress.

"When we started this 20 years ago, the prevailing notion backed up by all the research was socio-economic circumstances determine educational outcomes," Kopp said in an interview with The Associated Press. "We've seen real evidence it does not have to be that way."

How to overcome the challenges of poverty is at the center of the debate over education reform, with an increasing focus on effective teaching.

Highly effective teachers are hardest to find at the least advantaged schools.

"The reality, particularly in urban centers in America, is they aren't there," said Tim Knowles, director of the Urban Education Institute at the University of Chicago, who served as the founding director for Teach for America in New York City.

___

Teach for America believes it can create a corps of such teachers in a short time.

Research, however, shows that beginning instructors improve with experience.

A Harvard study of students in Texas found that a teacher's level of education, experience, and scores on licensing exams have a greater influence on student performance than any other factor. North Carolina research on teacher training programs, including Teach for America, showed that elementary students taught math by a first-year teacher lose the equivalent of 21 days of schooling compared with students who had teachers with four years of experience.

If inexperienced teachers don't perform as well, then why pair them with students who struggle the most?

"When they started, we were staffing our high poverty schools ... with anything that breathed," said Haycock. But, she added, "Saying their solution is better than what came before it is not to say it's the right thing."

Wagner noted that his master's degree in teaching from Harvard hardly prepared him for the challenges of being a first-year teacher. "Unless and until we have a dramatically different system, and a universally high quality system for preparing teachers, I think TFA is a stop gap, and an important one," he said.

___

Most who apply for Teach for America have not studied education or thought about teaching, but consider it after speaking with a recruiter or program graduate.

For Ryan Winn, it was a picture of a recruiter's third-grade class in Phoenix that persuaded him to apply. The recruiter told him that half the students were expected to drop out by the eighth grade.

"That struck me as incredibly unfair and I was upset about it," said Winn, a teacher this year in Memphis, Tenn.

At Holmes Elementary in Miami, the classrooms of Teach for America teachers are filled with posters reminding students of the ambitious goals set for them.

"I have to make a change," said Michael Darmas, a first-year teacher at Holmes. "I have to make a difference."

Teach for America training starts with thick packages of readings and then five weeks co-teaching a summer class, usually in an urban school district, with students who have fallen behind and are taking remedial coursework in order to advance to the next grade.

The fledgling teachers are overseen by another instructor. That could be a more veteran public school teacher, or current or former Teach for America corps member.

"It was a real steep learning curve," said Sarahi Constantine Padilla, a recent Stanford University graduate teaching at Holmes.

When the summer is over, teachers are sent to their assigned districts, which pay up to $5,000 to Teach for America for each corps member they hire, in addition to the teacher's salary. Many don't find out exactly what they'll be teaching until shortly before school begins.

In interviews with nearly two dozen Teach for America corps members, many described classroom triumphs. Several also acknowledged feeling dubious about their abilities as first-year teachers.

"I struggled personally with my ability to be effective, and I think the gains my kids achieved were largely in spite of me," said Brett Barley, who taught in the San Francisco Bay area. "I thought the key thing I was able to bring to them was communicating the urgency of the predicament they faced and having them buy in to the idea they could be successful."

Most of the fourth-graders Barley taught entered reading and writing at second-grade levels. About 30 percent weren't native English speakers; two were classified as blind.

"The biggest challenge was trying to learn on the job to meet all the kids at their different skill levels," Barley said.

In her book, "A Chance to Make History," Kopp tells the stories of several Teach for America teachers who achieved remarkable success in the classroom. But it's not hard to find teachers who come out with a very different story about their experience.

Megan Hopkins, a Spanish major in college who was placed in Phoenix as a bilingual teacher, said she did not receive any training on teaching English language learners.

"I had no idea how to teach a child to read," Hopkins said. "I had no idea how to teach a second language learner to read in Spanish, much less in English. After five weeks of training, I really had no idea what I was doing. I felt that was a big disservice to my students."

Teach for America encouraged her to set a goal of advancing her students 1 1/2 grade levels. She didn't know how to go about building such a measurement, but was able to develop one with other teachers.

Hopkins said she was praised "up and down" for increasing student reading levels, but she questioned the results. One student, a native Spanish speaker, could read fluently in English, "but if you asked him what he read, he had absolutely no idea."

___

Teach for America, in its own review of external research, concludes that its teachers achieve student gains that are "at least as great as that of other new teachers." In some studies they do better, and in others they do worse.

Teach for America gathers information on how its teachers are performing, but does not release any data to the public. "We just don't feel it's responsible to show," Kopp said. "There are so many flaws in our system."

One consistent finding is Teach for America's high turnover rate. According to the organization, 33 percent of its graduates are still teaching. But in many districts, retention rates are significantly lower. A study published last year from North Carolina, for example, found that after five years, 7 percent of Teach for America corps members were still teaching in the state.

Kopp and others at Teach for America note turnover rates are high across low-income schools. But among teacher preparation programs, Teach for America has one of the highest.

She said requiring a two-year commitment is critical to attracting high quality candidates. The main reason Teach for America teachers leave the classroom, Kopp said, is because they want to have a bigger impact. Sixty percent of the program's graduates are still working in education, whether it's in policy, or for a nonprofit or government agency, according to TFA.

Throughout their time with Teach for America, corps members are frequently told about the organization's "theory of change." It's the idea that, no matter what field they ultimately enter, they will remain committed to fixing educational inequalities.

Many of the graduates interviewed for this story did leave teaching.

Hopkins, the Phoenix teacher, earned a doctorate in education and has focused much of her research on English language learners.

"But what if their theory of change would encourage their teachers to stay in the classroom as a form of change, as a form of leadership in the field of education?" she asked.

___

At Holmes Elementary, much is at stake.

If the state isn't granted a waiver from the federal education law known as No Child Left Behind, the school could close unless it significantly improves math and reading scores on Florida's standardized assessment.

"I like the pressure," said third-grade teacher Daniel Guerrero. "It makes me want to stay up late and make sure everything is ready."

Assistant Superintendent Nikolai Vitti says clustering Teach for America teachers together has worked in other district schools and he hopes to attract more beyond their two-year commitment.

Davenport, the assistant principal and a program alumnus, said that will depend on whether corps members feel valued.

"If they don't feel that opportunity to exercise their abilities," he said, "they won't be compelled to stay."

___

Online:

Teach for America: http://www.teachforamerica.org

Education Trust: http://www.edtrust.org

National Assessment of Educational Progress: http://nces.ed.gov/nationsreportcard

Source: http://us.rd.yahoo.com/dailynews/rss/us/*http%3A//news.yahoo.com/s/ap/20111127/ap_on_re_us/us_teach_for_america

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Monday, November 28, 2011