By Dr. Jackie Pacella, PsyD

What is neuroplasticity? 

Ever wonder why “practice makes perfect?” As you practice a skill, your brain is physically rewiring itself  in ways that make the skill begin to seem easier. This process is called neuroplasticity, and it’s the same process that gives you the ability to affect your IQ score.[1] 

We are all made up of millions of genes that tell our bodies what we will look like and what we might be naturally good at. Your genes are fixed and can’t be changed, but this is only part of the picture. Your environment and choices also play a part in what you become good at and how your brain develops.[2]  Practicing a skill is a choice anyone can make  to improve a skill, but it is even easier to shape a younger brain.[3]

So, what does this mean for you and/or your child? Put simply, you have some power when it comes to shaping your brain – it just takes practice!

What affects neuroplasticity, and why?

●      Music – Music has importance in every culture across the globe. Learning a musical instrument can help promote growth and connections in areas of the brain related to memory, attention to detail, and hand-eye coordination.[4]  This can increase school success by strengthening skills that are important in reading and language development.[5] In fact, 6 years of musical training in childhood has been linked with up to 7.5 additional IQ points and improved overall school performance.[6]

●      Physical exercise – We all know that exercise is good for your body. But, did you know that exercise is also good for your brain? Regular exercise increases neuroplasticity in different parts of the brain. In fact, brain imaging has shown that the hippocampus tends to be around 12% bigger in physically fit children than in children who are not in shape.[7] This is important because the hippocampus plays a big role in learning and memory. Scientists believe exercise also leads to growth in brain regions related to attention and creativity.[8]  Improved memory, attention, and creativity make learning easier.

●      Nutrition – You may have heard the saying, “You are what you eat.” While this is not exactly true, our bodies and brains do need to be well nourished to work well. In fact, scientists estimate your brain uses about 20% of the calories you eat each day just to function.[9] Not all calories are the same, however. Good nutrition is what allows the brain to build the connections that make skills easier. Omega-3 fatty acids and certain antioxidants found in plant-based foods like fruits, vegetables, herbs, teas, etc. increase neuroplasticity and protect the brain from harmful substances. On the other hand, diets high in sugars and saturated fats reduce neuroplasticity.[10] 

●      Learning a second language – It might surprise you that learning a second language can do more than make it possible to communicate with more people. Kids who are introduced to a second language tend to be more creative, better at problem solving, and better able to switch between different types of tasks than those who are not. Strengthening these skills can have a ripple effect leading to improved performance in all school subjects and on standardized tests.[11]  

Why does this matter for IQ scores?

An IQ score is a snapshot of a person’s cognitive abilities at a single point in time. Because we have some power in shaping our brains, it is possible to increase an IQ score by strengthening the skills we’re already good at, and practicing skills we are not as good at. This means IQs can change over time, so results may change as children get older.[12] But, it is also important to remember that IQ is not everything. There are other skills and qualities, like emotional intelligence, that also contribute to a person’s success in the world! 

[1] Voss P, Thomas ME, Cisneros-Franco JM, de Villers-Sidani É. Dynamic brains and the changing rules of neuroplasticity: implications for learning and recovery. Front Psychol. 2017;8:1657. doi:10.3389/fpsyg.2017.01657

[2] Kolb, B., & Gibb, R. (2011). Brain plasticity and behaviour in the developing brain. Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l'Academie canadienne de psychiatrie de l'enfant et de l'adolescent, 20(4), 265–276.

[3] Karim, A. K. M. Rezaul; Proulx, Michael J.; de Sousa, Alexandra A.; Likova, Lora T.; Psychology & Neuroscience, Vol 14(3), Sep, 2021 pp. 298-334. Publisher: Educational Publishing Foundation; [Journal Article], Database: APA PsycArticles

[4] Rodrigues, A. C., Loureiro, M. A., & Caramelli, P. (2010). Musical training, neuroplasticity and cognition. Dementia & neuropsychologia, 4(4), 277–286. https://doi.org/10.1590/S1980-57642010DN40400005

[5] Kraus, N., Hornickel, J., Strait, D. L., Slater, J., & Thompson, E. (2014). Engagement in community music classes sparks neuroplasticity and language development in children from disadvantaged backgrounds. Frontiers in psychology, 5, 1403. https://doi.org/10.3389/fpsyg.2014.01403

[6] Schellenberg, E. G. (2006). Long-term positive associations between music lessons and IQ. Journal of Educational Psychology, 98(2), 457–468. https://doi.org/10.1037/0022-0663.98.2.457

[7] University of Illinois at Urbana-Champaign. (2010, September 16). Children's brain development is linked to physical fitness, research finds. ScienceDaily. Retrieved September 27, 2021 from www.sciencedaily.com/releases/2010/09/100915171536.htm

[8] Hötting, K., & Röder, B. (2013). Beneficial effects of physical exercise on neuroplasticity and cognition. Neuroscience and Biobehavioral Reviews, 37(9, Part B), 2243–2257. https://doi-org.libill.hartford.edu/10.1016/j.neubiorev.2013.04.005

[9] Raichle, M. E., & Gusnard, D. A. (2002). Appraising the brain's energy budget. Proceedings of the National Academy of Sciences of the United States of America, 99(16), 10237–10239. https://doi.org/10.1073/pnas.172399499

[10] Meeusen, R. Exercise, Nutrition and the Brain. Sports Med 44, 47–56 (2014). https://doi.org/10.1007/s40279-014-0150-5

[11] Stewart, J.H. Foreign Language Study in Elementary Schools: Benefits and Implications for Achievement in Reading and Math. Early Childhood Educ J 33, 11–16 (2005). https://doi.org/10.1007/s10643-005-0015-5

[12] Ramsden, Sue; Richardson, Fiona M.; Josse, Goulven; Thomas, Michael S. C.; Ellis, Caroline; Shakeshaft, Clare; Seghier, Mohamed L.; Price, Cathy J.; Verbal and non-verbal intelligence changes in the teenage brain. Vol 479(7371), Nov 3, 2011 pp. 113-116. Publisher: Nature Publishing Group; [Journal Article], Database: APA PsycInfo