BRAIN RULES --- 12 PRINCIPLES FOR SURVIVING AND THRIVING
AT WORK, HOME, AND SCHOOL by John Medina. Pear Press, 2008
BOOK'S OUTLINE OF FACTS AND IDEAS
    INTRODUCTION (1-5)

        [Note from page 5 = "To stay as reader-friendly as possible, extensive references are not in this book but can be found at www.brainrules.net."]

      [1] 12 Brain rules (2-3)

      [2] No prescriptions (3-4)

      [3] Back to the jungle (4-5)

    1) RULE #1 = EXERCISE --- Exercise boosts brain power! (7-27)

        [Ideas to think about in chapter one = "Our brains love motion --- The incredible test-score booster --- Will you age like Jim or Like Frank? --- How oxygen builds roads for the brain."]

      [1] Survival of the fittest (10-12)

      [2] Will you age like Jim or like Frank? (12-18)

        (1) Is there one factor that predicts how well you will age? (13-14)

        (2) Were they? (14)

        (3) Can you turn Jim into Frank? (14-15)

        (4) What's the bad news? (15)

        (5) Can exercise treat brain disorders? (15-17)

        (6) Are the cognitive blessings of exercise only for the elderly? (17-18)

      [3] An exercise in "road-building" (18-22)

      [4] We can make a comeback (22-24)

      [5] Ideas (24)

        (1) Recess twice a day (24-25)

        (2) Treadmills in classrooms and cubicles (25-27)

      [6] Summary of Rule #1 = "Exercise boosts brain power."

    2) RULE #2 = SURVIVAL --- The human brain evolved, too! (29-47)

        [Ideas to think about in chapter two = "What's uniquely human about us? --- A briliant survival strategy --- Meet your brain --- How we conquered the world."]

      [1] A handy trait (34-35)

      [2] New rules for survival (35-37)

      [3] Jazzin' on a riff (37-38)

      [4] Standing tall (38-40)

      [5] Meet your brain (40-43)

      [6] You scratch my back... (43-45)

        [Note by Webmaster = "Theory of Mind." is one of the most important ideas in the book!

        Theory of Mind is activated all of the time by us! "We try to see our entire world in terms of motivations, ascribing motivations to our pets and even to inanimate objects!" Theory of Mind is close to "mind reading." (44)

        [Note by Webmaster = The following sentence that appears on page 44, namely, "Theory of Mind is something humans have like no other creature," may be only relatively true since crows, ravens and other birds as well as some apes seem to be able to realize what the motivations of their own kind and predators might be, especially in threat situations!]

        [Note by Webmaster continued = Nevertheless, the entire chapter is full of solid arguments for believing in the survival benefits of Theory of Mind and its enormous role in helping people feel happy and successful! The following sentence sums up the chapter very well:]

        "Our intellectual prowess, from language to mathematics to art, may have come from the powerful need to predict our neighbor's psychological interiors." (45)

      [7] Feeling it (45-46)

      [8] Summary of Rule #2 = "The human brain evolved, too!" (47)

    3) RULE #3 = WIRING --- Every brain is wired differently! (49-70)

        [Ideas to think about in chapter three = "Neurons slide, slither, and split --- Experience makes the difference --- Furious brain development not once, but twice --- The Jennifer Aniston neuron"]

      [1] Fried eggs and blueberries (52-55)

      [2] Swimming laps (55-56)

      [3] Extreme makeover (56-58)

      [4] Some assembly required (58-60)

      [5] The Jennifer Aniston neuron (60-62)

      [6] On the street where you live (62-64)

      [7] Mapping the brain (64-66)

      [8] Ideas (66-62)

        (1) Smaller class sizes (67-68)

        (2) Customized instruction (68-69)

      [9] Summary of Rule # 3 = "Every brain is wired differently!" (70)

    4) RULE #4 = ATTENTION --- We don't pay attention to boring things! (71-94)

        [Ideas to think about in chapter four = "Emotion matters --- Why there is no such thing as multitasking --- We pay great attention to threats, sex, and pattern matching --- The brain needs a break!"]

      [1] Can I have your attention, please? (75-78)

        (1) Memory (75-76)

        (2) Interest (76-78)

      [2] Red alert (78-89)

        (1) Emotions get our attention (79-82)

        (2) Meaning before details (82-83)

        (3) The brain cannot multitask (84-88)

          STEP 1 = Shift alert (86)

          STEP 2 = Rule activation for task #1 (86)

          STEP 3 = Disengagement (86)

          STEP 4 = Rule activation for task #2 (86-86)

        (4) The brain needs a break (88-89)

      [3] Ideas (89-93)

        (1) Lecture design --- 10 minute segments (89-90)

          Why? Three good reasons! (89-90)

            1. An audience or class has a very short attention span --- 10 minutes to be interested in the "core concept" of an idea or the rest of the hour will likely be wasted!

            2. Since brains process meaning before detail, presenting the "core concept" first in a hierarchical way, in the context of the general meaning of an idea, permits more retention.

            3. Teacher must explain the lecture plan at the beginning of the session with all linkages to the "core concept" clearly and repetitively explained!

        (2) Bait the hook (90-93)

        (3) Do one thing at a time (93)

      [4] Summary of Rule # 4 = "People don't pay attention to boring things." (94)

    5) RULE #5 = SHORT-TERM MEMORY --- Repeat to remember! (95-119)

        [Ideas to think about in chapter five = "Memories are volatile --- How details become splattered across the insides of our brains --- How the brain pieces them back together again --- Where memories go"]

      [1] Memory and mumbo jumbo (98-101)

        What did Hermann Ebbinghaus discover? (100)

          He discovered that people usually forget 90% of what they learn in a class within 30 days, with most of the forgetting occuring within the first few hours after exposure. (Very depressing!)

      [2] Where memories go (101-103)

      [3] Sliced and diced (103-106)

      [4] Automatic or stick shift? (106-110)

        (1) Encoding test (107-108)

        (2) The electric slide (108-110)

        (3) Cracking the code (110-114)

          1. The more elaborately we encode information at the moment of learning, the stronger the memory. (110-111)

          2. A memory trace appears to be stored in the same parts of the brain that perceived and processed the initial input (111-113)

          3. Retrieval may best be improved by replicating the conditions surrounding the initial encoding (113-114)

      [5] Ideas (114-118)

        (1) Real-world examples (114-115)

        (2) Compelling introductions (116-117)

        (3) Familiar settings (117-118)

      [6] Summary of Rule # 5 = "Repeat to remember!" (119)

    6) RULE #6 = LONG-TERM MEMORY --- Remember to repeat! (121-147)

        [Ideas to think about in chapter six = "If you don't repeat this within 30 seconds, you'll forget it --- Spaced-repetition cycles are key to remembering --- When floating in water could help your memory"]

      [1] Consolidation (125-127)

      [2] Retrieval (127-128)

      [3] Mind the gap (128-130)

      [4] Repetition (130-138)

        (1) Space out the input (132-133) (2) Sparking interest (133-136)

        (3) A chatty marriage (136-138)

        (4) Memories on the move (138-142)

      [5] Forgetting (142-143)

      [6] Ideas (143-146)

        (1) Minutes and hours (143-144)

        (2) Days and weeks (144-146)

      [7] Summary of Rule # 6 = "Remember to repeat!" (147)

    7) RULE #7 = SLEEP --- Sleep well, think well (149-168)

        [Ideas to think about in chapter seven = "The brain doesn't sleep to rest --- Two armies at war in your head --- How to improve your performance 34% in 26 minutes --- Which bird are you?"]

      [1] You call this rest (132-156)

      [2] Lark or owl? (156-158)

      [3] Napping in the free world (158-160)

      [4 Go ahead, sleep on it (160-162)

      [5] Sleep loss = brain drain (162-165)

      [6] Ideas (165-167)

        (1) Match chronotypes (165-166)

        (2) Promote naps (166-167)

        (3) Try sleeping on it (167)

      [7] Summary of Rule # 7 = "Sleep well, think well!" (168)

8) RULE #8 = STRESS --- Stressed brains don't learn the same way! (169-195)

      [Ideas to think about in chapter eight = "Stress is good, stress is bad --- A villain and a hero in the toxic-stress battle --- Why the home matters to the workplace --- Marriage intervention for happy couples"]

    [1] Terror and titillation (172-174)

    [2] Flooding the system (174-176)

    [3] From sniffles to forgetfulness (176-178)

    [4] The villain, the hero (178-180)

    [5] A genetic buffer (180-181)

    [6] The tipping point (181-183)

    [7] Stress in the home (183-185)

    [8] Stress at work (185-189)

    [9] Marriage intervention (189-191)

    [10] Ideas (191-194)

      (1) Teach parents first (191-192)

      (2) Free family counseling, child care (192-194)

    [11] Summary of Rule # 8 = "Stressed brains don't learn the same way!" (195)

9) RULE #9 = SENSORY INTEGRATION --- Stimulate more of the senses! (197-219)

      [Ideas to think about in chapter nine = "Lessons from a nightclub --- How and why all of our senses work together --- Multisensory learning means better remembering --- What's that smell?"]

    [1] Saturday night fever (200-201)

    [2] How the senses integrate --- in two unproven speculative theories! (201-203)

      The first "British model" that attempts to explain how our brain and senses create perceptions (when you think of the British fighting Americans during the Revolutionary War using a "hierarchical" military bureaucratic structure of expressing authority):

        (1) STEP 1 = Sensation is when our brains capture our sensations of the environment by converting the external stimulation into a "brain-friendly electrical language." (202)

        (2) STEP 2 = Routing involves tranferring the "head-speak" information from the senses to the appropriate regions of the brain for further processing. (202-203)

        (3) STEP 3 = Perception is the process of merging information from our various senses into integrated signals that go to increasingly complex "higher brain regions" where our perceptions are formed and then transmited in both "bottom-up" and "top-down" ways. (203)

      The second "American model" suggests that all our senses work together from the very beginning of our sensations. Which model is correct? The truth is that nobody knows precisely how are senses and brain work together to percieve. However, the evidence seems to be indicating that this second model is more likely! (203)

    [3] Bottoms up, tops down (203-206)

    [4] Survival by teamwork (206-208)

    [5] The learning link (208-210)

    [6] Nosing it out (211-214)

    [7] Ideas (214-218)

      (1) Multisensory school lessons (214-212)

      (2) Sensory branding (215-217)

      (3) Smells at work --- not coming from the fridge (217-218)

    [8] Summary of Rule # 9 = "Stimulate more of the senses at the same time!" (219)

10) RULE #10 = VISION --- Vision trumps all other senses! (221-240)

      [Ideas to think about in chapter ten = "Playing tricks on wine tasters --- You see what your brain wants to see, and it likes to make stuff up --- Throw out your "PowerPoint" software program]

    [1] A Hollywood horde (224-226)

    [2] Streams of consciousness (226-228)

    [3] Camels and cops (228-232)

    [4] Worth a thousand words (233-235)

    [5] A punch in the nose (235-236)

    [6] Ideas (236-239)

      (1) Teachers should learn why pictures grab attention (237)

      (2) Teachers should use computer animations (237-238)

      (3) Test the power of images (238)

      (4) Communicate with pictures more than words (238-239)

      (5) Toss your PowerPoint presentations (239)

    [7] Summary of Rule # 10 = "Vision trumps all other senses!" (240)

11) RULE #11 = GENDER --- Male and female brains are different! (241-260)

      [Ideas to think about in chapter eleven = "Sexing humans --- The difference between little girl best friends and little boy best friends --- Men favor gist when stressed; women favor details --- A forgetting drug"]

    [1] The X factor (244-247)

    [2] Is bigger better (247-248)

    [3] Battle of the sexes (248-255)

      (1) First hints (249-250)

      (2) Dealing with traumatic situations (250-252)

      (3) Verbal communication (252-253)

      (4) Cementing relationships (253-254)

      (5) Negotiating status (254-255)

      (6) Into adulthood (255)

    [4] Nature or nurture? (255-256)

    [5] Ideas (256-259)

      (1) Get the facts straight on emotions (256)

      (2) Try different gender arangements in the classroom (256-258)

      (3) Use gender teams in the workplace (258-259)

    [6] Summary of Rule # 11 = "Male and female brains are different!" (260)

12) RULE #12 = EXPLORATION --- We are powerful and natural explorers! (261-280)

      [Ideas to think about in chapter twelve = "Babies are great scientists --- Exploration is aggressive --- Monkey see, monkey do --- Curiosity is everything"]

    [1] Breaking stuff (264-265))

    [2] Tongue testing (266-268)

    [3] Testing you, too (268-269)

    [4] Monkey see, monkey do (269-270)

    [5] A lifetime journey (270-272)

    [6] From dinosaurs to atheism (272-274)

    [7] Ideas (274-278)

      (1) Analyze the success of medical schools (274-276)

        The "medical school model" of teaching and learning:

        1. Consistent exposure to the real world (275)

        2. Consistent exposure to people who operate in the real world (275-276)

        3. Consistent exposure to practical research programs (276)

      (2) Create a "college of education" that studies the brain (276-278)

    [8] Create a sense of wonder (278-279)

    [9] Summary of Rule # 12 = "We are powerful and natural explorers!" (280)

REFERENCES --- Extensive notated references and illustrations are online at: (281)

www.brainrules.net

ACKNOWLEDGMENTS (283)

INDEX (285-299)

ABOUT THE AUTHOR (301)

www.johnmedina.com
BOOK'S DESCRIPTION AND REVIEWS
    The ideas in John Medina's BRAIN RULES book can be seen online at [www.brainrules.com]

    John Medina's Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School pulls off a terrific trick: combining popular science with touching personal memoir and a bunch of practical conclusions for improving work, education and personal life.

    Brain Rules takes the brain's mysteries apart into twelve pieces: Exercise, survival, wiring, attention, short?term memory, long?term memory, sleep, stress, multi-sensory perception, vision, gender, and exploration. He discusses the best, most current science describing what drives each one, delving into psychology, neurology, evolutionary biology, and practical disciplines like behavioral economics, organizational science, and pedagogy.

    Woven into the science are a series of vivid anecdotes from Medina's life and from case histories gathered across the scientific literature, and emerging naturally from that are a series of eminently practical recommendations for reforming the workplace and the education system, and for improving the way that we interact with ourselves and others.

    Medina's approach to the subject combines the best aspects of Oliver Sacks and Getting Things Done, making the book into something that's part manifesto and part education. The BrainRules.net site features a ton of audio and video about the book's subject (Medina's descriptions of the value of multi-sensory learning are very compelling) and other supplementary material, and the book comes bundled with a DVD containing much of this material as well. Brain Rules on Amazon, BrainRules.net

    From Publishers Weekly = Multitasking is the great buzz word in business today, but as developmental molecular biologist Medina tells readers in a chapter on attention, the brain can really only focus on one thing at a time. This alone is the best argument for not talking on your cellphone while driving. Medina (The Genetic Inferno) presents readers with a basket containing an even dozen good principles on how the brain works and how we can use them to our benefit at home and work. The author says our visual sense trumps all other senses, so pump up those PowerPoint presentations with graphics. The author says that we don't sleep to give our brain a restCstudies show our neurons firing furiously away while the rest of the body is catching a few z's. While our brain indeed loses cells as we age, it compensates so that we continue to be able to learn well into our golden years. Many of these findings and minutiae will be familiar to science buffs, but the author employs an appealing style, with suggestions on how to apply his principles, which should engage all readers. DVD not seen by PW.(Mar.) --Copyright 8 Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

    Product Description = Most of us have no idea what's really going on inside our heads. Yet brain scientists have uncovered details every business leader, parent, and teacher should know --- such as the brain's need for physical activity to work at its best.

    How do we learn? What exactly do sleep and stress do to our brains? Why is multi?tasking a myth? Why is it so easy to forget??and so important to repeat new information? Is it true that men and women have different brains?

    In Brain Rules, molecular biologist Dr. John Medina shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work. In each chapter, he describes a brain rule??what scientists know for sure about how our brains work??and then offers transformative ideas for our daily lives.

    Medina's fascinating stories and sense of humor breathe life into brain science. You'll learn why Michael Jordan was no good at baseball. You will peer over a surgeon's shoulder as he finds, to his surprise, that we have a Jennifer Aniston neuron. You'll meet a boy who has an amazing memory for music but can't tie his own shoes.

    You will discover how:

      [1] Every brain is wired differently

      [2] Exercise improves cognition

      [3] We are designed to never stop learning and exploring

      [4] Memories are volatile

      [5] Sleep is powerfully linked with the ability to learn

      [6] Vision trumps all of the other senses

      [7] Stress changes the way we learn

    In the end, you'll understand how your brain really works and how to get the most out of it.

    About the DVD The Brain Rules DVD, included with this book, is a lively tour of the 12 brain rules. You will experience firsthand Medina's rare gift for making science fun, accessible, and relevant. The DVD will take your understanding of the book to the next level. Boing Boing review -- http://feeds.feedburner.com/BrainRules. This is syndicated from Brain Rules, and written by noreply@blogger.com (John Medina).

    The genius of this book is that it uses the most recent scientific research, discussed in a very entertaining way, to identify 12 rules for optimizing your most important tool --- your brain. Read the chapter on "Attention" and you will never give a presentation in the same way again. Read the chapter on "Sleep" and you will understand why an afternoon nap can be the most productive 20 minutes of your work day. Read the chapter on "Exercise" and you'll finally get why great ideas (ok, and maybe some clunkers but at least you're thinking!)come to you in the middle of your workout. Like the author, you may toss the guest chair and put a treadmill in your office with a bracket for your laptop ? this gives new meaning to the concept of management by walking around. The bottom line is that brain science is beginning to produce really useful information about how our brains are wired; this book is a user's manual on how to work with the way we're wired instead of fighting against it. I highly recommend it. -- by K. Sampanthar "Inventor of ThinkCube" (Boston, MA)

    The Summary = John Medina has written one of the best brain books I have read. He is a molecular biologist and director of Brain Center for Applied Learning at the Seattle Pacific University. He explains the latest research on the brain, and there have been a lot of advances recently on how the brain works. He boils them down to 12 rules that will help you in all walks of life. If you want an owner's manual for the brain then this is probably the one that should be handed out with every new-born.

    The Audience = Everyone and I mean everyone should read this book! As long as they have a Homo Sapien brain, if you have one of the older models; homo erectus, neanderthal you should probably wait for evolution! This is truly an owner's manual for the brain! If you are a student or knowledge worker you should run; yes running will actually help you digest the material in the book better (Rule #2 = Exercise --- exercise boosts brain power); to buy it and read it! Medina outlines some of his own thoughts on how to leverage the rules in the home, school and work.

    THE DETAILS = John Medina has written one of the best brain books I have ever read. There are many books out at the moment that talk about the latest research on brains but John's is undoubtedly the best. Neuroscience has taken some giant leaps in the understanding of how the brain works in the last 20 years. I was researching Artificial Intelligence back in the early 90's and since then there has been a lot of new research in this area.

    For the last year I have been catching up and reading everything I can find on neuroscience and that was how I stumbled across Medina's book. I nearly put it aside since it seemed too basic but boy am I glad I didn't. This book is fun to read and I learned a lot. I love John's approach of only including research that follows certain criteria. For a study to appear in this book it has to pass the Medina Grump Factor (MGF) ? (John refers to himself as a grumpy scientist)

    1) Research must be published in a peer-reviewed journal

    2) The research must be successfully replicated.

    Even though the material in this book is based on cutting edge research you should not feel intimidated. This book is well written and the material is presented following many of rules that are outlined. The book is actually a pleasure to read! Following these rules has lead Medina to not only structure the book so it is easy to digest; adding stories, chunking information, providing summaries etc but he has also included a DVD with videos and an accompanying website with more information and references. This is truly a full sensory experience (Rule #4: Attention? We don't pay attention to boring things! Rule #9 Sensory Information --- Stimulate more of the senses, Rule #10 Vision --- Vision trumps all other senses)

    If you want to understand your brain and improve it; and everyone should want to understand their brain and improve it; you should read this book.

    The "take-away" benefits from reading the book are --- I can't say enough good things about this book. John Medina has written an excellent book leveraging all the latest research about the brain and turning it into a set of rules to remember. Your brain will never feel the same again! Read and then follow Medina's advice on how your brain remembers new information and how often you should review it (Rule #5 Short Term Memory = Repeat to remember, Rule #6 Long Term Memory = Remember to repeat). Kes Sampanthar.

    By J. Brown (Florida United States) -- I believe personal productivity and performance as a leader are directly correlated. Just like we have to lead a team, we have to lead ourselves to a higher level of a productivity and effectiveness. In all of the leadership classes I teach, emphasis is placed on knowing yourself. When you know yourself it provides you the ability to adapt to weaknesses and leverage your strengths (increase your personal productivity and effectiveness).

    Knowing how your brain functions is part of knowing yourself.

    This book is so insightful and valuable that I sent copies to my clients. The value of the book hinges on the understanding of the brain and how it works which allows me to leverage that knowledge for increased personal productivity and in my interactions and relationships with others.

    Myth Busters for the brain!

    The book is a fairly easy read because the author uses stories to illustrate the functionality of the brain. This book is not a "leadership?lite" book filled with cute and truthful antidotes, but a book with hard science communicated in an interesting way. Dr. John J. Medina is a developmental molecular biologist. He also shares what scientists don't know about how the brain works!

    This book gave me many, many "take-aways" and here are just six:

    1. Some parts of the brain are just like a baby's and can grow new connections and strengthen existing connections. We have the ability to learn new things our entire life. Medina states this was "not the prevailing notion until 5 or 6 years ago." So much for the "you can't teach and old dog new tricks excuse." The old dog line is exposed for what it really is...an excuse.

    2. Humans can only pay attention for about ten minutes and then need some kind of reset.

    3. The brain can only focus on one thing at a time. This is further rationale on the futility of multi-tasking.

    4. Exercise increases brain power and aerobic --- exercise twice a week reduces the risk of general dementia by 50% and Alzheimer's by 60%.

    5. There is a biological need for an afternoon nap.

    6. The brain is very active during sleep and loss of sleep hurts cognitive and physical ability.

    Buy and read Brain Rules. It will benefit you.

    One of the reasons I read leadership books is to learn new things but also to get old truths hammered into my thick skull so they result in action. Action! So you may know or have heard of some of the truths in "Brain Rules" but I guarantee the author brings them to you in a unique an interesting way with solid depth that will allow you to easier implement those truths into how you handle yourself and others on a daily basis. -- Dr. James T. Brown PMP PE CSP-- Author, The Handbook of Program Management

    BRAIN RULE RUNDOWN C Rule #2: The human brain evolved, too.

      (1) The brain is a survival organ. It is designed to solve problems related to surviving in an unstable outdoor environment and to do so in nearly constant motion (to keep you alive long enough to pass your genes on). We were not the strongest on the planet but we developed the strongest brains, the key to our survival.

      (2) The strongest brains survive, not the strongest bodies. Our ability to solve problems, learn from mistakes, and create alliances with other people helps us survive. We took over the world by learning to cooperate and forming teams with our neighbors.

      (3) Our ability to understand each other is our chief survival tool. Relationships helped us survive in the jungle and are critical to surviving at work and school today.

      (4) If someone does not feel safe with a teacher or boss, he or she may not perform as well. If a student feels misunderstood because the teacher cannot connect with the way the student learns, the student may become isolated.

      (5) There is no greater anti-brain environment than the classroom and cubicle.

      BRAIN RULE RUNDOWN = Rule #8: Stressed brains don't learn the same way.

      1) Your brain is built to deal with stress that lasts about 30 seconds. The brain is not designed for long term stress when you feel like you have no control. The saber-toothed tiger ate you or you ran away but it was all over in less than a minute. If you have a bad boss, the saber-toothed tiger can be at your door for years, and you begin to deregulate. If you are in a bad marriage, the saber-toothed tiger can be in your bed for years, and the same thing occurs. You can actually watch the brain shrink.

      2) Stress damages virtually every kind of cognition that exists. It damages memory and executive function. It can hurt your motor skills. When you are stressed out over a long period of time it disrupts your immune response. You get sicker more often. It disrupts your ability to sleep. You get depressed.

      3) The emotional stability of the home is the single greatest predictor of academic success. If you want your kid to get into Harvard, go home and love your spouse.

      4) You have one brain. The same brain you have at home is the same brain you have at work or school. The stress you are experiencing at home will affect your performance at work, and vice versa.

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