Full Transcript for Rebuilding Student Focus: Neuroscience-Informed Cognitive Training | Dominick Fedele

students rely on for focus, memory, and learning. 00:03:17.620 --> 00:03:28.340 At Mastermind, he oversees product vision, research initiatives, and global partnerships, all centered on one mission to help students learn better by strengthening the brain itself. 00:03:28.340 --> 00:03:29.939 Dominic, welcome to the show. 00:03:30.180 --> 00:03:30.979 Thanks for having me. 00:03:30.979 --> 00:03:31.780 Looking forward to it. 00:03:32.020 --> 00:03:35.860 So you've worked across education, health, and the performance sectors. 00:03:35.860 --> 00:03:42.580 What led you to focus specifically on cognitive training as the solution to today's attention challenges? 00:03:42.979 --> 00:03:43.860 Well, it was interesting. 00:03:43.860 --> 00:03:52.659 I had an opportunity coming from education and then working with a company that worked with kids who struggled with a lot of neurodevelopmental needs. 00:03:52.659 --> 00:04:07.699 I started looking for technology solutions to implement into our business and got to meet with neuroscientists, therapeutic developers, cognitive specialists, and other educators to really see what existed. 00:04:07.699 --> 00:04:13.860 And it was so interesting to see such a diverse grouping of ed tech opportunities. 00:04:13.860 --> 00:04:19.860 But I really dove into this gamified concept of cognitive training. 00:04:19.860 --> 00:04:29.139 And really the goal being, how do we help the foundational skills necessary to learn rather than just trying to drive, you know, how do we drive a new curriculum? 00:04:29.139 --> 00:04:32.979 How do we try and just deal with a student as they are? 00:04:32.979 --> 00:04:37.939 Because the goal for us is really to drive cognitive readiness, cognitive function. 00:04:37.939 --> 00:04:44.740 So when they go into a classroom, they're able to be ready to learn, absorb more, and be able to give out more. 00:04:44.740 --> 00:04:52.259 So it was really just a learning by meeting with people and learning more and more about neuroscientists and where brains are today. 00:04:52.579 --> 00:05:02.180 So when educators say that students are struggling to stay focused, what is happening to the brain and which cognitive systems are under strain today? 00:05:02.500 --> 00:05:04.500 Yeah, it's it's really interesting. 00:05:04.500 --> 00:05:10.980 You probably hear it all the time about technology really changing brain patterns and habits. 00:05:10.980 --> 00:05:18.660 And what has happened is we are being driven every day to go towards quick, intense stimuli. 00:05:18.660 --> 00:05:23.860 And we want these shiny objects very quickly, and then as soon as we have it, we want to go to the next one. 00:05:23.860 --> 00:05:28.579 And that these fast switches keep you from ever really focusing on one thing. 00:05:28.579 --> 00:05:40.180 So what's happening is there's becoming a greater and greater weakness related to focusing on standardized, steady information and processes. 00:05:40.180 --> 00:05:43.540 And that

starts to take you away from deep focus. 00:05:43.540 --> 00:05:55.939 So more and more, you're strengthening the habits of quick in and out, intense action, and less on things that you need to focus on over time to really understand and engage with. 00:05:55.939 --> 00:05:59.060 So that's a major issue when it comes to technology. 00:05:59.060 --> 00:06:06.259 But you have the anxiety factor so many times now here about people struggling with anxiety, and it's real and it's difficult. 00:06:06.259 --> 00:06:13.060 When you have anxiety, it takes away from your brain's ability to put resources towards attention and memory. 00:06:13.060 --> 00:06:16.500 So there's only a limited amount of resource your brain has. 00:06:16.500 --> 00:06:21.939 And when you start taking away from putting more in one area, you're taking away from others. 00:06:21.939 --> 00:06:26.660 And then the last thing I'll say is this is a pet topic of mine, is sleep. 00:06:26.660 --> 00:06:30.259 More and more people aren't getting the quality sleep that they need. 00:06:30.259 --> 00:06:34.259 Some of it is from technology, from some of it's from hectic schedules. 00:06:34.259 --> 00:06:35.300 I'll share quickly. 00:06:35.300 --> 00:06:39.060 I'm on a school today doing testing for students on a new research project. 00:06:39.060 --> 00:06:45.379 And seven out of the 10 this morning have come in for eye testing and are failing eye fatigue tests. 00:06:45.379 --> 00:06:48.819 And when you ask them what's going on, well, I didn't sleep well. 00:06:48.819 --> 00:06:50.660 I was up all night playing video games. 00:06:50.660 --> 00:06:52.180 They were doing these different things. 00:06:52.180 --> 00:06:55.699 And that's a factor too that I think also goes on overlooked. 00:06:56.019 --> 00:07:02.420 Is there anything specifically that you're doing to target eye fatigue or the complications that are happening because of that? 00:07:02.740 --> 00:07:08.019 Yeah, so we built in a full battery of eye movement and control exercises. 00:07:08.019 --> 00:07:18.180 And one of the biggest issues out there is the ability for an individual to control their eye movements, to keep them fixated, to keep them moving smoothly. 00:07:18.180 --> 00:07:24.339 And that actually impacts how you take in information and process quickly and make decisions. 00:07:24.339 --> 00:07:27.620 You know, I mentioned I'm testing at a school today. 00:07:27.620 --> 00:07:31.620 We do deep eye testing on students to measure their control. 00:07:31.620 --> 00:07:35.939 And we do full reading assessments to see actually how they read. 00:07:35.939 --> 00:07:41.459 You can see how their eyes move across the page and then how they comprehend and test against it. 00:07:41.459 --> 00:07:49.300 And there are so many kids and adults where you might anticipate when you're following a ball across a screen, it's just going flat. 00:07:49.300 --> 00:07:53.540 But when you test it, the eyes could be fluttering and moving around. 00:07:53.540 --> 00:07:55.139 And that makes everything different. 00:07:55.139 --> 00:08:01.939 And I know when I was a parent of small kids, I would always say, just read your homework, get things done, do what you're supposed to do. 00:08:01.939 --> 00:08:08.100 And then I had an awakening one day to realize it wasn't a lack of wanting to do the homework. 00:08:08.100 --> 00:08:15.060 It was reading a paragraph, it was like running a marathon because their eyes didn't go line by line. 00:08:15.060 --> 00:08:22.259 They were going and fluttering all over the page and having to reread line after line just to get through. 00:08:22.259 --> 00:08:31.780 So there's a con there's a physiological issue with eye control that drives a lot when it comes to learning and especially reading. 00:08:32.100 --> 00:08:39.539 So does this have anything to do with attention when it comes to the eyes, or is it just a physical tracking? 00:08:40.019 --> 00:08:41.939 Yeah, it I would say both. 00:08:41.939 --> 00:08:50.740 When it comes to attention, when your eyes are fluttering, when you can't fixate on anything longer than you know, a couple seconds, you're all over the place. 00:08:50.740 --> 00:08:51.139 Yeah. 00:08:51.139 --> 00:09:02.179 If you can stabilize and get those eyes to move more smoothly and fixate and jump from near and far more efficiently, you can actually drive attention improvement. 00:09:02.500 --> 00:09:06.500 So you're doing some visual training as well in your programs. 00:09:06.500 --> 00:09:09.059 I had a child that had tracking problems. 00:09:09.059 --> 00:09:14.099 We would do eye training with a pencil tip of an eraser to strengthen those eyes. 00:09:14.419 --> 00:09:19.699 We tried to take a lot of these manual exercises and build them into technology to facilitate. 00:09:20.099 --> 00:09:26.099 So do you think things like having a scheduled time to shut off devices would help with something like that? 00:09:26.419 --> 00:09:27.379 Without question. 00:09:27.379 --> 00:09:31.459 Especially just going back to what we're talking about, these intense bursts. 00:09:31.459 --> 00:09:42.179 When you're looking at a screen, you can be sucked in and sucked in by so much information and shiny bells and whistles that it just keeps you going. 00:09:42.179 --> 00:09:51.859 And it's the whole concept of you can scroll for hours and hours that doesn't do well when it comes to learning and applying learning and memory and other areas. 00:09:52.179 --> 00:09:55.379 Do you think then that that impacts how we're developing lesson plans? 00:09:55.379 --> 00:10:06.500 Because if the brain is starting to develop those habits, is that something that teachers need to be cognizant of so that they can maybe create lessons that will hit that? 00:10:06.500 --> 00:10:09.699 Or do we need to say, no, push the brakes? 00:10:09.699 --> 00:10:11.859 We need to be completely away from that. 00:10:12.259 --> 00:10:15.779 Well, the the teacher's job is so

hard because you can have a classroom. 00:10:15.779 --> 00:10:18.899 You know, I was just in a classroom the other day of 30 kids. 00:10:18.899 --> 00:10:19.379 Yeah. 00:10:19.379 --> 00:10:24.659 And there the needs and issues and opportunities are so diverse. 00:10:24.659 --> 00:10:31.299 And we have one or maybe a teacher and an assistant trying to work with this class under one curriculum. 00:10:31.299 --> 00:10:33.059 And it's just very, very difficult. 00:10:33.059 --> 00:11:03.139 And that's where we come in, or that's that's the at least approach we're looking at is how do we develop the foundational skills, attention, memory, executive function, response inhibition, processing to where we don't educate, but they can go into a classroom and they're ready to learn, and these areas of the brain are on to make the teacher's life easier, where they're not trying to develop curriculum for every student, but they have students that are more ready to learn what they are going to bring to the class that day. 00:11:03.379 --> 00:11:11.059 When we had come back to the classroom after COVID, I noticed the attention really shortened during that period of time. 00:11:11.059 --> 00:11:18.979 And their ability to sustain sitting, thinking, writing, processing was inhibited. 00:11:18.979 --> 00:11:33.059 It was as though I was training them to be able to have sustained focus one day at a time, one more minute, add it, add it, add it, until we got to the point where, all right, we're we're all back where we kind of should be. 00:11:33.059 --> 00:11:42.500 That reminded me of how when I started my dissertation work, there was like enormous amounts of reading that we would have to do, incredible amounts. 00:11:42.500 --> 00:11:46.259 And that first semester, I remember like my brain hurt. 00:11:46.259 --> 00:11:49.939 It was like, how much more can I shove into this? 00:11:49.939 --> 00:11:52.819 It is, you know, it was just too much at a point. 00:11:52.819 --> 00:11:58.179 And you and you hear about like, you know, too much coming in and it'll just at a at some point rolls off of you. 00:11:58.179 --> 00:12:00.659 But it physically hurt, like it was too much. 00:12:00.659 --> 00:12:05.539 And my professor had said everyone is gonna feel something called disequilibrium. 00:12:05.539 --> 00:12:17.459 It is where you are stretching your brain in the sense of its capacity to take on those longer sustained thinking, concentrating habits. 00:12:17.459 --> 00:12:20.739 And once I got to it, I was fine. 00:12:20.739 --> 00:12:23.219 And I felt like that's what I was doing with my students as well. 00:12:23.219 --> 00:12:25.539 And that is kind of what reminds me of what you're doing. 00:12:25.539 --> 00:12:34.179 When you talk about neuroplasticity, then can you expand on what is it and then how targeted exercises strengthen the brain's learning capacity? 00:12:34.579 --> 00:12:40.500 So neuroplasticity is the ability to drive new or more efficient neuropathways

in the brain. 00:12:40.500 --> 00:12:47.139 And then exactly what you just said, it's targeting those areas to make them stronger and to develop these pathways. 00:12:47.139 --> 00:12:51.379 I look at it, you work the brain like a muscle, like any other. 00:12:51.379 --> 00:12:59.059 And if you want to work your biceps, you're going to do curls and you're going to do a lot of them over time with that repetition, and they get stronger. 00:12:59.059 --> 00:13:00.659 It's the same thing in the brain. 00:13:00.659 --> 00:13:13.459 If you work these areas of the brain over and over with a lot of repetition, but a lot of different layers where you're adding things in and functions that you're doing, you can drive a stronger, more efficient brain. 00:13:13.459 --> 00:13:26.979 And that's the entirety of what we're trying to do is tap into those neural networks and make them a stronger connection to bring in information, process faster, utilize their memory, and react with decisions. 00:13:27.299 --> 00:13:33.299 Your platform uses gamified cognitive training and it uses tablets and VR. 00:13:33.299 --> 00:13:34.179 I'm interested. 00:13:34.179 --> 00:13:35.619 How does that work in practice? 00:13:36.019 --> 00:13:41.699 Well, what we wanted to do is develop a training platform that was going to meet people where they're at. 00:13:41.699 --> 00:13:50.419 So many people just look at technology and say, it's bad for you, it releases dopamine, you play for 16 hours straight, get rid of it. 00:13:50.419 --> 00:13:52.019 It's not going away. 00:13:52.019 --> 00:13:56.819 And we wanted to meet people where they are, which so many people are used to video games. 00:13:56.819 --> 00:14:02.739 So we wanted to create a spoonful of sugar to make the medicine go down effect in a lot of ways. 00:14:02.739 --> 00:14:07.139 So we made our training games look and feel like video games. 00:14:07.139 --> 00:14:13.059 In virtual reality, it's full 360, immersive, gives a lot of depth. 00:14:13.059 --> 00:14:18.099 With the tablet, you can do the same thing where you're dedicating these exercises to your brain. 00:14:18.099 --> 00:14:26.739 And when someone feels like they're in a common environment, in this case, a video game, it makes them relax, it makes it have a little fun. 00:14:26.739 --> 00:14:29.219 You could have leaderboards, you can have fun with it. 00:14:29.219 --> 00:14:34.579 You could have training where you're shooting a blaster or where you're hitting something with paddles. 00:14:34.579 --> 00:14:39.219 But it can still be really targeted brain training, which is what our program is. 00:14:39.219 --> 00:14:54.899 So what we're finding is people are enjoying training, even though it is not a video game from the standpoint of when you train for 20 minutes per day, these kids will take off the headset and they're done because it does tax your brain a little bit. 00:14:54.899 --> 00:14:58.339 It is like a workout, it makes you a little tired, which is good.

00:14:58.339 --> 00:15:00.579 You're doing things that you're supposed to be doing. 00:15:00.579 --> 00:15:11.219 So it's not something that you'll play for hours and hours and hours, but we make it fun enough that they want to continue training because repetition is the whole key to drive change. 00:15:11.219 --> 00:15:16.019 We tell people all the time if you do it once per week, you're you're just not doing enough. 00:15:16.019 --> 00:15:18.739 We recommend two or three or more days per week. 00:15:18.739 --> 00:15:23.139 And we are in schools, so we've embedded into curriculum. 00:15:23.139 --> 00:15:26.579 We've partnered with groups that do after-school programs. 00:15:26.579 --> 00:15:29.299 We've also have at-home options. 00:15:29.299 --> 00:15:39.779 As long as somebody has a virtual reality headset, uh, we use MetaQuest or tablet, Android or Apple, or even mobile phone, which we have as a companion training piece. 00:15:39.779 --> 00:15:41.859 You can train wherever you'd like. 00:15:42.179 --> 00:15:44.979 How do you measure improvement or performance? 00:15:45.299 --> 00:15:46.019 Great question. 00:15:46.019 --> 00:15:50.819 So, what we have a full battery of assessments built into the training. 00:15:50.819 --> 00:15:57.779 So not only do you just go in and train, the first thing you do is the fixed part assessment. 00:15:57.779 --> 00:16:02.259 Three of the tests are clinical in nature, and three are performance-based. 00:16:02.259 --> 00:16:14.179 And at the end of that, you'll be given a report measuring your performance on each of the tests, but also giving you scores related to your focus and attention, your working memory, your processing speed, inhibition. 00:16:14.179 --> 00:16:27.379 And every 24 sessions of training, you will be reassessed and you'll be able to see over time the improvement in these different areas that are measuring your foundational skill set and your cognition. 00:16:27.379 --> 00:16:36.259 It's being picked up by universities in their research studies now where they're using our assessment to measure pre and post results on their platforms. 00:16:36.259 --> 00:16:38.099 So that's really been great to see. 00:16:38.419 --> 00:16:42.899 What kinds of feedback are you getting from students, from teachers? 00:16:43.539 --> 00:16:48.019 The teachers, I think, up front have always been a little hesitant. 00:16:48.019 --> 00:16:59.059 And when they see it in practice and understand that these aren't video games, even I sometimes want to stop calling them games because it gives the connotation that these are just games. 00:16:59.059 --> 00:17:09.220 When they see what we're doing, where we're driving executive function because of layered cognitive focus and cognitive skills and working those at once, and they start seeing the difference. 00:17:09.220 --> 00:17:14.579 When they see their student actually start to have better focus and attention, they're reading more efficiently. 00:17:14.579 --> 00:17:27.539 That's when they still they start to really get one over because not only do they the students like doing it, they're seeing the results, and it's making their job easier for them because they have students coming in that are ready to learn. 00:17:27.539 --> 00:17:36.339 From a student perspective, they enjoy it just because it is a break in the day and they play some form of video game. 00:17:36.339 --> 00:17:39.059 Like I said, it can be difficult to get through. 00:17:39.059 --> 00:17:44.339 A training session is about 15 to 20 minutes, but they enjoy doing it even though it's hard work. 00:17:44.339 --> 00:17:54.899 And that's always a hard needle to thread to make something that's fun enough, but is also really delivering something that is important and difficult to get people to do. 00:17:54.899 --> 00:17:56.819 But, you know, it is interesting too. 00:17:56.819 --> 00:18:02.179 We see teachers at times, hey, if you work really hard today, we'll get you into your mastermind training. 00:18:02.179 --> 00:18:04.099 So that's been fun to see. 00:18:04.099 --> 00:18:06.500 I'll say one more group is the parents. 00:18:06.500 --> 00:18:16.019 And there's nothing better than hearing parents say, we hear this all the time, I don't know what you're doing in this VR headset or on the tablet, but we're seeing a difference. 00:18:16.019 --> 00:18:18.500 You know, we work with more than just education. 00:18:18.500 --> 00:18:23.299 We work with athletes, we work with firefighter organizations, we work with seniors. 00:18:23.299 --> 00:18:27.460 And the good thing is it has benefit that goes beyond the classroom. 00:18:27.460 --> 00:18:37.059 When you're developing foundational brain skills like focus and attention, memory, et cetera, it applies to so many different areas of life. 00:18:37.059 --> 00:18:43.859 And we are seeing parents of athletes that are saying they're getting better in school and on the field. 00:18:43.859 --> 00:18:49.460 We're getting employees on jobs that are saying they're more focused at work and doing a better job. 00:18:49.460 --> 00:18:58.179 That's why I always go back that the focus on these foundational skills has so many applications, but our dedication of focus is really on academics. 00:18:58.419 --> 00:19:03.379 Like what is an activity or a game that you would have a student go through? 00:19:03.700 --> 00:19:05.859 Yeah, I'll give you a basic one. 00:19:05.859 --> 00:19:11.619 So, for example, you will be prompted with different shapes, different colored shapes. 00:19:11.619 --> 00:19:16.259 At the top of the screen, it will have a blue triangle and a green circle. 00:19:16.259 --> 00:19:25.059 And you will only, and they will be coming at you in ball in those shapes with distractor shapes and distractor colors. 00:19:25.220 --> 00:19:25.460 Okay. 00:19:25.619 --> 00:19:44.740 And you have to kind of catch or hit those shapes and colors as they come, and then you can start to layer it, where okay, you hit the green

circle only with your right hand, and you hit the blue square with your left hand, and you start layering on different levels of cognitive function and instruction as you get harder and harder. 00:19:44.740 --> 00:19:53.299 And at the same time, you can have things moving faster, you can have more and more distraction going on, but that's the basic strove of game that we use. 00:19:53.299 --> 00:19:58.019 We do have over 40 games, so there are a lot of different ways that we go after this. 00:19:58.019 --> 00:20:03.779 And we did that because not only did we want to gamify it, we don't want it to seem like you're doing the same thing over and over. 00:20:03.779 --> 00:20:13.299 So we kept building different versions and different functionalities in the games that were going after similar things, but it didn't seem like you were doing the same thing every day. 00:20:13.619 --> 00:20:19.779 So do you hit all the different areas for each student or are you differentiating it based on their need? 00:20:20.099 --> 00:20:22.899 Yeah, the the program is the same for everyone. 00:20:22.899 --> 00:20:27.619 And I'm talking, we've gone down as early as five years old and up to 80 years old. 00:20:27.619 --> 00:20:28.019 Nice. 00:20:28.019 --> 00:20:35.700 Um, and again, from professional athletes we've had do the program to students that have different issues that they're working through. 00:20:35.700 --> 00:20:40.019 And we do that because each game doesn't focus on one skill. 00:20:40.019 --> 00:20:46.419 Each game will focus on four, five, six, seven different skills at once built into that functionality. 00:20:46.419 --> 00:20:50.419 And the key there is also it auto-levels to the individual. 00:20:50.419 --> 00:20:55.779 And it will get harder or easier based on their age, their skill level, however they're performing in the game. 00:20:55.779 --> 00:20:59.940 It will adapt to them and get better over time as they progress. 00:21:00.259 --> 00:21:01.139 Does it tap out? 00:21:01.139 --> 00:21:04.740 Is there is there a top tier where you go, you've hit it, you are the best. 00:21:04.740 --> 00:21:09.700 You can, this is the highest you could be it for focus, or does it just keep on pushing? 00:21:09.940 --> 00:21:11.139 It keeps on pushing. 00:21:11.139 --> 00:21:13.940 We haven't seen anybody max out any area. 00:21:13.940 --> 00:21:20.339 We have some that are up there, but the key to it is you can keep training and training over time and get better. 00:21:20.339 --> 00:21:27.779 And as you might imagine, somebody that's starting at a lower function level, you will see big gains. 00:21:27.779 --> 00:21:37.460 But even those kids and adults that are high performing individuals, straight A's, everything, we're still able to see incremental improvement. 00:21:37.460 --> 00:21:41.059 And my favorite story there is we worked with a race car driver. 00:21:41.059 --> 00:21:48.419 He was looking to get 0.0001% faster and just notching that out to get a little bit better. 00:21:48.419 --> 00:21:54.899 We've been doing a lot of research on our program and its impact on a lot of aspects in life, especially education. 00:21:54.899 --> 00:22:05.940 We are going to also start going back to those areas that we've done the research and test people a year, two years, three years, and more down the line to see how well it holds over time. 00:22:06.419 --> 00:22:12.740 How can teachers implement cognitive training in their classrooms without needing any additional materials? 00:22:13.139 --> 00:22:14.099 Yeah, it's interesting. 00:22:14.099 --> 00:22:17.539 Right out of the gate, there's no getting around that you need the equipment. 00:22:17.539 --> 00:22:18.819 You either need our headset. 00:22:18.819 --> 00:22:21.700 Sets or tablets to facilitate the program. 00:22:21.700 --> 00:22:25.619 Now, how you facilitate it can be fairly simple. 00:22:25.619 --> 00:22:29.539 You could build it into the classroom environment as part of the curriculum. 00:22:29.539 --> 00:22:30.899 You can do it after school. 00:22:30.899 --> 00:22:32.500 You can do it as homework. 00:22:32.500 --> 00:22:39.940 We recommend two to three days per week or more in a session that lasts between 12 and 20 minutes per session. 00:22:39.940 --> 00:22:49.700 The biggest thing, though, is the goal is to make the teacher's job easier by having these prepared students that are ready to pay attention and learn and take in information. 00:22:49.700 --> 00:22:53.460 So there is a cost from the standpoint of having the equipment. 00:22:53.460 --> 00:22:59.539 We are a low cost program, so that's not something that was to be a major worry. 00:22:59.539 --> 00:23:04.740 You have to find the time or how you're going to expect the student to actually do the program. 00:23:05.299 --> 00:23:08.579 Would parents be able to get this for their child or for their families? 00:23:08.899 --> 00:23:09.460 Absolutely. 00:23:09.460 --> 00:23:12.259 It's available in all app stores. 00:23:12.259 --> 00:23:14.980 So the MetaQuest App Store for VR. 00:23:14.980 --> 00:23:18.579 It's in Apple App Store, Android, Google App Store. 00:23:18.579 --> 00:23:20.419 So it's a download of an app. 00:23:20.740 --> 00:23:21.139 Nice. 00:23:21.539 --> 00:23:25.859 But you can actually sample for the basic games to see how the functionality works. 00:23:25.859 --> 00:23:26.980 So you can try that out. 00:23:27.220 --> 00:23:27.700 Very nice. 00:23:27.700 --> 00:23:29.779 Have you ever heard of Brain Gym before? 00:23:29.779 --> 00:23:37.220 It is a throwback of, okay, so Brain Gym was like activities to strengthen your brain, right? 00:23:37.220 --> 00:23:41.700 This is, of course, before apps, before, you know, any any iPads. 00:23:41.700 --> 00:23:56.179 One of them was you'd like, you take a piece of paper, ball it up on their right hand, and then they would hold it straight out, and then they would have to look at it, and then they'd have to toss it and catch it, toss it and catch it, and then bring it to the middle, to the left, same thing. 00:23:56.179 --> 00:23:59.779 Toss it, catch it, toss it, catch it, bring it to the middle, toss it, catch it, right? 00:23:59.779 --> 00:24:02.659 And the eye tracking in the left to right was one. 00:24:02.659 --> 00:24:06.339 The ribbon and the figure eight, walking in the figure eight. 00:24:06.339 --> 00:24:08.419 And the kids really, really loved it. 00:24:08.419 --> 00:24:11.619 Okay, so parents, teachers, they could go on the app store. 00:24:11.940 --> 00:24:13.700 So it's Mastermind Cognitive Training. 00:24:13.700 --> 00:24:14.019 Okay. 00:24:14.019 --> 00:24:17.700 You can go to our website at mastermindtraining.com. 00:24:17.700 --> 00:24:19.859 And there you could learn more about the program. 00:24:19.859 --> 00:24:24.099 You can also schedule a live overview where we can meet with you and talk about the program. 00:24:24.099 --> 00:24:25.460 We'd love doing that. 00:24:25.460 --> 00:24:30.500 You can download the app in any of the app stores and go through our demo so you can try it out. 00:24:30.500 --> 00:24:38.819 And you can email me to direct at D F E D E L E at mastermindtraining.com. 00:24:39.139 --> 00:24:39.460 All right. 00:24:39.460 --> 00:24:45.859 Well, thank you so much for all of your work that you're doing on the neuroscience cognitive side of learning. 00:24:45.859 --> 00:24:50.419 I think your insights really helped everybody learn that focus isn't just about effort. 00:24:50.419 --> 00:24:53.940 It's rooted into brain systems that make that learning possible. 00:24:53.940 --> 00:25:00.980 And the work that you're doing to strengthen those systems offers schools and teachers, parents a powerful and hopeful new approach. 00:25:00.980 --> 00:25:02.819 So I really appreciate your time with us today. 00:25:02.819 --> 00:25:03.220 Thank you. 00:25:03.539 --> 00:25:03.859 Thank you. 00:25:03.859 --> 00:25:06.259 We're excited and we appreciate you having me. 00:25:06.659 --> 00:25:19.779 If you have a story about what's working in your schools that you'd like to share, you can email me at Lisa at dr lisaarhassler.com or visit my website at www.drlisaarhassler.com and send me a message. 00:25:19.779 --> 00:25:22.819 If you like this podcast, subscribe and tell a friend. 00:25:22.819 --> 00:25:25.619 The more people that know, the bigger impact it will have. 00:25:25.619 --> 00:25:32.819 And if you find value to the content in this podcast, consider becoming a supporter by clicking on the supporter link in the show notes. 00:25:32.819 --> 00:25:39.379 It is the mission of this podcast to shine light on the good in education so that it spreads, affecting positive change. 00:25:39.379 --> 00:25:44.179 So let's keep working together to find solutions that focus on our children's success.