TY - CONF

T1 - Exercise and plasticize the brain

AU - Mala, Hana

AU - Wilms, Inge

N1 - Sider: 20-20

PY - 2008

Y1 - 2008

N2 - Neuroscientific studies continue to shed light on brain’s plasticity and its innate mechanisms to recover. The recovery process includes re-wiring of the existing circuitry, establishment of new connections, and recruitment of peri-lesional and homologous areas in the opposite hemisphere. The plasticity of the brain can be stimulated and enhanced through training, which serves as a fundamental element of neurorehabilitative strategies. For instance, intensive cognitive and physical training promote the activation of processes that may help the brain to adapt to new conditions and needs. However, in order to achieve the maximum of functional recovery and relearning, research in neurorehabilitation has to clarify issues surrounding: 1) Intensity of training; 2) Dose-response relationship; 3) Timing of training; 4) Shaping through training, 5) Feedback and motivation. The real challenge for current neurorehabilitation is to understand and define how to stimulate the injured brain to elicit the desired adaptation. Research focuses on uncovering specific elements relevant for training planning and execution in order to create an environment that stimulates and maximizes the exploitation of the brain’s plastic potential through available training methods. Furthermore, research into neurorehabilitation is dependent on input from a number of fields (such as neuropsychology, neurology, physiotherapy, speech and language therapy, special education, and social work) and requires a close collaboration between the researcher and the clinician.    

AB - Neuroscientific studies continue to shed light on brain’s plasticity and its innate mechanisms to recover. The recovery process includes re-wiring of the existing circuitry, establishment of new connections, and recruitment of peri-lesional and homologous areas in the opposite hemisphere. The plasticity of the brain can be stimulated and enhanced through training, which serves as a fundamental element of neurorehabilitative strategies. For instance, intensive cognitive and physical training promote the activation of processes that may help the brain to adapt to new conditions and needs. However, in order to achieve the maximum of functional recovery and relearning, research in neurorehabilitation has to clarify issues surrounding: 1) Intensity of training; 2) Dose-response relationship; 3) Timing of training; 4) Shaping through training, 5) Feedback and motivation. The real challenge for current neurorehabilitation is to understand and define how to stimulate the injured brain to elicit the desired adaptation. Research focuses on uncovering specific elements relevant for training planning and execution in order to create an environment that stimulates and maximizes the exploitation of the brain’s plastic potential through available training methods. Furthermore, research into neurorehabilitation is dependent on input from a number of fields (such as neuropsychology, neurology, physiotherapy, speech and language therapy, special education, and social work) and requires a close collaboration between the researcher and the clinician.    

M3 - Poster

Y2 - 7 November 2008 through 7 November 2008

ER -