Are you preparing for a big test? If so, you may want to go to play some basketball in between hitting the books. Doctors are starting to find more and more information that suggests a connection between exercise and brain development. Judy Cameron, a scientist at Oregon Health and Science University, studies brain development. According to her research, it seems that exercise can make blood vessels (血管), including those in the brain, stronger and more fully developed. Dr. Cameron is sure that this allows people who exercise to think better. As she says, “While we already know that exercise is good for the heart, exercise can actually cause physical changes in the brain.”

The effects of exercise on brain development can even be seen in babies. Babies who do activities that require a lot of movement show greater brain development than babies who are less physically active. Even a little movement can show big results. Margaret Barnes, a scientist, also believes in the importance of exercise. She thinks that many learning disabilities that children have in primary school or high school can result from a lack of movement as babies. Babies need movement that encourages and excites their five senses. They need to set up a connection between motion and memory. In this way, as they get older, children will begin to connect physical activity with higher learning,” says Margaret.

    Older people can develop their brains as well. Cornell University studied a group of seniors who have a short-term memory increase of up to 40 percent after exercising just three hours a week. The exercise does not have to be very difficult, but it does have to increase the heart rate. Also, just like the motion for babies, exercise for older people should not be too simple. Learning some new skills or actions, such as with yoga or tat- chi helps to open up memory paths in the brain that may not have been used for a long time. For most people, any type of physical activity that increases the heart rate is helpful. The main aim is to increase the brain's flow of blood. And your brain can benefit from as little as two to three hours of exercise a week.

    “There's a mother in PICU (儿童重症监护病房) who wants to talk about a kit she received.” the nurse told me. “Something about it made her cry.”

    I've been a child-life specialist at the Cleveland Clinic Children's Hospital since 2000. I help families understand diagnoses and treatment plans and manage the ups and downs that come with caring for a sick child. Tough talks with parents are part of the job, it still makes me feel nervous.

    The kits the nurse was talking about were something I had recently introduced to the hospital: Comfort Kits from Guideposts. They were supposed to make a child's experience here easier, not upsetting.

    When I came across the kits at a conference, I fell in love with them. A treasure box of items designed not only to entertain kids, but to comfort and inspire them. There's a coloring book, a stress ball, a CD of relaxing music, a hairy star named Sparkle, a journal and much more. I really believed these kits would help kids. I wished I hadn't been mistaken.

    At the patient's room in PICU I saw a little girl, sleeping soundly, surrounded by tubes and machines. My eyes met her mother's. The kit was open on her lap and tears were running down her cheeks.

    “I'm Shannon. I manage the Child Life Department.” I said. “I'm sorry if the kit upset you. It's a new item…”

    The mother shook her head. “This has been one of the worst days of my life. I felt so scared and alone. Then I was handed this box. I know it's for my daughter, but it's just the comfort I needed. I wanted to say thank you.”

    With that I knew Comfort Kits belonged here. We've been using them for almost three years now. Each child who's admitted to the hospital receives one. Every day I see kids coloring, journaling, playing with Sparkle.

    But as this mom showed me Comfort Kits aren't just for kids. The hope they bring, which can be in short supply in hospitals sometimes, is felt by the whole family.

    If you want to convince the boss you deserve a pay rise or promotion, the solution could be simple — eat the same food as they do. Psychologists have discovered managers are much more likely to instantly trust us if we choose the same dishes as them.

    During experiments, discussions over wages and work conditions were much more successful if both sides chose to snack on the same treats. And shoppers were much more likely to buy a product advertised on TV by someone eating a similar food to them at the time.

    The reason is thought to be so-called similarity attraction theory — where people tend to like others who have similar tastes or habits to themselves. But this is believed to be one of the first studies highlighting the role of food in this relationship. Researchers at Chicago University in the US conducted a series of experiments to examine food's role in earning trust.

    In a test, participants were told to watch TV — where someone pretending to be a member of the public praised a certain product. The volunteers were given Kit Kat bars to nibble (咬), while the TV people ate either a Kit Kat or grapes as they talked.

    The results showed viewers were much more likely to express an interest in buying the product if the TV showed the other person eating a Kit Kat too.

    The researchers added, “Although similarity in food consumption is not a sign of whether two people will get along, we find consumers treat this as such. They feel more trusting of those who consume as they do. It means people can immediately begin to feel friendship and develop a bond, leading to smoother transactions (交易) from the start.”

    Harley Street psychologist Dr. Lucy Atcheson said it was already known that wearing similar clothes could instantly create trust. But this was the first report that food had the same effect. She said, “This is really interesting. It makes sense as people feel they have common ground and can trust the other person. That means negotiations are more likely to be successful.”

    Recently we made a survey and asked a large number of people to tell us about their teachers. Here is what they remembered about their teachers:

    "What teachers do I remember? Well, I remember my first teacher. She was so kind and pretty, and she told us many interesting stories."

    "I remember an English teacher —— he always had colored socks: red, green, even orange."

    "I remember a math teacher. She always dressed very well. I couldn't stop looking at her. I wanted to be like her."

    "Our chemistry teacher. He was so strict. We were afraid of him. I don't think he liked us."

    "The physics teacher was so boring. He could make us fall asleep very quickly!"

    "One year we had a really good Chinese language teacher. He was very patient and told very funny stories. He was popular with all the class. We always worked hard for him. We are his friends."

    "The PE teacher always said I was stupid. I thought teachers should give us encouragement. I am not interested in sports because of him."

    "I had one history teacher who always wore clothes of the same color. During the three years, I never saw him change."

    "I remember two teachers well. One was my music teacher who was very active, and usually had a loud voice. The other was my computer teacher who was very serious, but he really helped me when I had problems at any time."

    As Internet users become more dependent on the Internet to store information, are people remembering less? If you know your computer will save information, why store it in your own personal memory, your brain? Experts are wondering if the Internet is changing what we remember and how.

    In a recent study, Professor Betsy Sparrow conducted some experiments. She and her research team wanted to know the Internet is changing memory. In the first experiment, they gave people 40 unimportant facts to type into a computer. The first group of people understood that the computer would save the information. The second group understood that the computer would not save it. Later, the second group remembered the information better. People in the first group knew they could find the information again, so they did not try to remember it.

    In another experiment, the researchers gave people facts to remember, and told them where to find the information on the Internet. The information was in a specific computer folder(文件夹). Surprisingly, people later remember the folder location(位置)better than the facts. When people use the Internet, they do not remember the information. Rather, they remember how to find it. This is called “transactive memory”.

    According to Sparrow, we are not becoming people with poor memories as a result of the Internet. Instead, computer users are developing stronger transactive memories; that is, people are learning how to organize large amounts of information so that they are able to find it at a later date. This doesn't mean we are becoming either more or less intelligent, but there is no doubt that the way we use memory is changing.