Learning about the brain changes everything | David Rock | TEDxTokyo
-
0:04 - 0:08It's a delight to be here,
I think these events are very important. -
0:08 - 0:12One thing I discovered is great ideas
don't spread by themselves quite often; -
0:12 - 0:14they need a little help.
-
0:14 - 0:16Case in point being:
the rest of the world -
0:16 - 0:18would all have
wonderful Japanese toilets. -
0:18 - 0:20If great ideas spread on their own.
-
0:20 - 0:23So I think these events
are very important. -
0:23 - 0:28I spend my days doing something
that I'm very excited about. -
0:28 - 0:32I help leaders and managers
in mostly large organizations, -
0:32 - 0:37make better decisions, be more reflective,
stay cool under pressure, -
0:37 - 0:38and most importantly,
-
0:38 - 0:42be better at influencing others
and collaborating with others. -
0:42 - 0:46You can imagine I'm fairly busy;
there's plenty of work to do there. -
0:46 - 0:49But one of the things I discovered
about five years ago, -
0:49 - 0:51which was very surprising to me,
-
0:51 - 0:55was I discovered that teaching people
about their brain -
0:55 - 0:58had a profound effect on their ability
to understand themselves, -
0:58 - 0:59and understand others.
-
0:59 - 1:03Teaching people about their brain
made them far more effective -
1:03 - 1:04at whatever they wanted to achieve.
-
1:04 - 1:05I was very surprised by that,
-
1:05 - 1:08it wasn't where I'd expected
I would end up. -
1:08 - 1:10But for the last five years
-
1:10 - 1:14I've been really passionate about
decoding, deciphering, translating -
1:14 - 1:18the incredible neuroscience coming out
and making it accessible to people. -
1:18 - 1:20So those of you who are
change agents in the room, -
1:20 - 1:23and I dare say that many of you here
are change agents, -
1:23 - 1:26I want to let you in on a few secrets,
I want to give you possibly some tools -
1:26 - 1:30that will help you
spread your ideas more effectively. -
1:30 - 1:33What I found is learning about the brain
does change everything, -
1:33 - 1:37and I'm going to give you four reasons
how this happens. -
1:37 - 1:39I've been thinking about this
for some years now. -
1:39 - 1:43There are four reasons why it's so useful
to learn about the brain. -
1:44 - 1:46First one is a thing
called a novelty effect. -
1:47 - 1:49This is my daughter at 18 months.
-
1:49 - 1:52She had a wonderful experience
at that time in her life -
1:52 - 1:55of being at a TED conference
all year round, -
1:55 - 1:58because everything was kind of new
and innovative and exciting. -
1:58 - 2:01When you're young, new things
really impact your dopamine levels, -
2:01 - 2:05and you get very excited, when we're older
we don't see new things very often. -
2:05 - 2:09When you talk to leaders or teachers
or government people, educators, anyone, -
2:09 - 2:13from a brain perspective,
you're giving them a novel perspective, -
2:13 - 2:15and that novelty effect
has quite an impact. -
2:16 - 2:20It's kind of what Businessweek focused
on when they wrote about this field; -
2:20 - 2:22they said it was kind of
just the novelty effect, -
2:22 - 2:25actually, it's much more,
but the novelty effect is really useful, -
2:25 - 2:27it does get people's attention,
-
2:27 - 2:29and as I'll mention,
attention does change the brain. -
2:29 - 2:31So the novelty effect is powerful,
-
2:31 - 2:33but it is so much more
than just the novelty effect. -
2:34 - 2:40I'll give you an example if I tell you
that the circuitry or network in the brain -
2:40 - 2:44involved in high level strategic thinking,
planning, decision making, all of that; -
2:44 - 2:47that network is very different
to the network -
2:47 - 2:50for understanding yourself
and other people. -
2:50 - 2:52If I tell you that those networks
are inversely correlated, -
2:52 - 2:55so when one is active,
the other is deactive, -
2:55 - 2:58you kind of see why people
who spend their lives in their intellect -
2:58 - 3:01often need a bit of work
on the other side, -
3:01 - 3:05because one circuit kind of loses
its connections there. -
3:05 - 3:08When I say that to you,
it's a new way of thinking about -
3:08 - 3:11why leaders need development,
and it opens up new connections. -
3:12 - 3:15So talking about the brain
does give you a novelty effect, -
3:15 - 3:17but it's something much more than that.
-
3:17 - 3:19The second reason I find
the brain is very effective -
3:19 - 3:21as a way of creating change,
-
3:21 - 3:23is that when you try to get
people to see something, -
3:23 - 3:26basically, the word "see" is the key.
-
3:26 - 3:29The tangible is so much easier to see,
-
3:29 - 3:32the tangible is something
you can access in your mind. -
3:32 - 3:34If I say, "See an elephant,"
you can see an elephant, -
3:34 - 3:37if I say, "See cognitive dissonance,"
you go, "What?" -
3:37 - 3:39But if I say, "See a region of the brain,
-
3:39 - 3:42taking all the oxygen and glucose
from all these other regions, -
3:42 - 3:47and your prefrontal cortex suddenly
has very little resources to do much," -
3:47 - 3:49you can see that, right?
-
3:49 - 3:50So then you can spot that coming.
-
3:50 - 3:55So the tangible is easier to see,
it's a well understood fact, -
3:55 - 3:58and so if you can speak in terms
of physical aspects of biology, -
3:58 - 4:02you get more buy-in because people
get what you're saying, more easily. -
4:03 - 4:05The third reason is an important one.
-
4:05 - 4:08We get to improve our theories,
and theories create the world. -
4:08 - 4:10It says, "Where Earl gets his ideas,"
-
4:10 - 4:14an executive having a shower
to come up with ideas. -
4:14 - 4:18Has anyone noticed that you had
these great insights in the shower? -
4:18 - 4:21If you noticed, you have them
maybe when you're swimming, doing laps. -
4:21 - 4:26Well, it's not the water, but many people
make this false correlation, -
4:26 - 4:28and many other false correlations,
-
4:28 - 4:31because we don't have the science
to understand the theories. -
4:31 - 4:33It turns out great ideas actually come -
-
4:33 - 4:36we've only just learned this
in the last couple of years - -
4:36 - 4:39great ideas come
when you're able to notice subtle signals, -
4:39 - 4:43that things like happiness improve that,
and other things improve that, -
4:43 - 4:45but it's the able to see subtle signals
-
4:45 - 4:49that actually facilitates great ideas
from our brain perspective. -
4:49 - 4:51So we get to improve our theories
-
4:51 - 4:53by getting in
and studying the brain directly. -
4:53 - 4:56I'm going to give you some examples
of some of the surprises -
4:56 - 5:00that are coming out
of the enormous body of neuroscience. -
5:00 - 5:03There are about 50,000
practicing neuroscientists right now, -
5:03 - 5:05it's an enormous field.
-
5:05 - 5:09One of the big surprises is
how limited our attention is, -
5:09 - 5:13and it comes back to how small
and fragile the prefrontal cortex is. -
5:13 - 5:15Some of you probably noticing that now -
-
5:15 - 5:18you're thinking about lunch
and other things, -
5:18 - 5:19and finding it hard to focus,
-
5:19 - 5:22some of you distracted try to work out
what my accent is, -
5:22 - 5:25it's half American, half Australian,
just to confuse everyone. -
5:25 - 5:28But our attention is very limited,
and it's biological, -
5:28 - 5:33and really, we do a very small amount
of quality thinking per day -
5:33 - 5:34and we need to treat that as an asset.
-
5:34 - 5:36There's a huge amount
of research in there, -
5:36 - 5:39quite surprising how limited it is.
-
5:39 - 5:41The second big surprise is
how wrong we get emotions, -
5:42 - 5:45there are some cultural things here,
but it seems to be fairly universal. -
5:46 - 5:48When people are asked,
-
5:49 - 5:52"What will happen
if they speak about emotions?" -
5:52 - 5:54people say that it will make
those emotions worse, -
5:54 - 5:56Would you agree with that?
-
5:56 - 5:59So what we do is we don't tend
to speak about emotions; -
5:59 - 6:02we tend to try to suppress them,
try to bottle them up, -
6:02 - 6:05Actually it's a very good body
of research saying that -
6:05 - 6:07if you've got some emotional arousals,
-
6:07 - 6:09speaking about those emotions
in simple terms, -
6:09 - 6:11reduces them significantly.
-
6:11 - 6:14But even after people
have seen those studies, -
6:14 - 6:18it takes some practice to experience it,
for people to actually try it, -
6:18 - 6:21because we've been wired to think
we shouldn't speak about emotions, -
6:21 - 6:24actually speaking about them
reduces the effects of them. -
6:24 - 6:25So what do we do instead?
-
6:25 - 6:28If we're not speaking about them,
what do we do? -
6:28 - 6:30We suppress and we think
suppression is a great idea. -
6:30 - 6:32This is where the neuroscience comes in,
-
6:32 - 6:35If you try to suppress an emotion,
-
6:35 - 6:38your limbic system stays at the same level
of arousal or gets worse, -
6:38 - 6:42and that level of arousal takes away
resources from your cognitive functions. -
6:42 - 6:47So, suppressing emotions
makes you basically less smart, -
6:47 - 6:49it also, funny enough,
kills your memory, -
6:50 - 6:52if you try to suppress a feeling
-
6:52 - 6:54you want to remember
what someone else is telling you -
6:54 - 6:57which explains an enormous amount
of conflicts in life, -
6:57 - 6:58at home and everywhere.
-
6:58 - 7:00The third thing is,
when you suppress emotions, -
7:00 - 7:02other people's blood pressure goes up.
-
7:02 - 7:05It actually creates a threat response
in other people, -
7:05 - 7:06which is quite surprising.
-
7:06 - 7:08We get these things wrong,
-
7:08 - 7:11and as a result we build these theories
and models and frameworks -
7:11 - 7:14that actually work against the way
our biology really functions. -
7:14 - 7:18And just like we thought the Earth
was flat once, and now we know it's not, -
7:18 - 7:22the science and technology can catch up,
and make quite a change in our society. -
7:22 - 7:24This is a final thing on emotions;
-
7:24 - 7:27this is a study, a summary of a study
of about 500 people. -
7:27 - 7:32They are able to categorize people
into whether they suppressed emotions -
7:32 - 7:35or reappraised emotions,
which is a fantastic strategy. -
7:35 - 7:38The reappraisal is difficult;
it requires alot of cognitive resources. -
7:38 - 7:40You have to look at the situation
-
7:40 - 7:42and look at it
from a whole other perspective, -
7:42 - 7:44something that happens
in a TED conference. -
7:44 - 7:48Reappraisal, for example, might be
you're having an argument with someone, -
7:48 - 7:51and you actually manage to see
the situation from their perspective. -
7:51 - 7:55You know how that is? If you're upset,
it just feels physically impossible. -
7:55 - 7:57We divided people into two groups:
-
7:57 - 8:00those who suppressed more,
those who reappraised more. -
8:00 - 8:03The people who suppressed more
were dramatically below the average -
8:03 - 8:04on all these factors,
-
8:04 - 8:06people who reappraised more
were above. -
8:06 - 8:08Here is one of the really
interesting kickers, -
8:08 - 8:12most of the emotional situations
we all deal with everyday are internal, -
8:12 - 8:15it made out of fears, anxieties, concerns;
-
8:15 - 8:19I thought about the fact,
"Do you have my right or wrong slides?" -
8:19 - 8:23at least 30 times in the last 24 hours,
and it takes up space. -
8:24 - 8:27These internal kind of threats;
-
8:28 - 8:32the more you know about your brain,
the more you can say to yourself - -
8:32 - 8:34"Oh, that's just my brain
doing something crazy," -
8:34 - 8:39and you become someone who actually
reappraises much more about yourself. -
8:39 - 8:43I was in Chicago last week, talking to
someone from a large organization, -
8:43 - 8:44and she was kind of laughing at herself,
-
8:44 - 8:47and I caught her laughing
at her own experience, -
8:47 - 8:49and she apologized, and I said,
-
8:49 - 8:52"Oh, no no, actually that's wonderful."
-
8:52 - 8:54Some of the healthiest people
-
8:54 - 8:57are people who are able
to observe and laugh at themselves. -
8:57 - 9:02By the way, humor is one of the cheapest
and most wonderful forms of reappraisal; -
9:02 - 9:03it takes less resources.
-
9:03 - 9:07We get emotions wrong;
we don't speak about them; -
9:07 - 9:09we try to suppress,
thinking that is the best thing to do, -
9:09 - 9:12when it comes to working
with other people, -
9:12 - 9:14actually, it has some
surprising consequences. -
9:15 - 9:21The third set of surprises, is probably
one of the most significant, -
9:21 - 9:25and it sort of links to some of the things
that Barry Schwartz was saying earlier, -
9:25 - 9:27very inspiring session.
-
9:27 - 9:30We've completely misunderstood
how important the social world is, -
9:30 - 9:32you know, that list of job descriptions,
-
9:32 - 9:34we don't see how social the brain is;
-
9:34 - 9:37huge amounts of the brain
are dedicated to social interactions -
9:37 - 9:39because we don't survive
without the social world -
9:39 - 9:41for the first 10 to 12 years of our lives.
-
9:41 - 9:44So just like a wolf has
incredible sense of smell, -
9:44 - 9:48we have incredible sense of exactly
what's going on in the social world. -
9:48 - 9:49It's quite surprising.
-
9:49 - 9:52What we're discovering
about social world is that -
9:52 - 9:56it's as important as the physical world
from the brain's perspective. -
9:56 - 9:59So in the brain if you sense
there's a threat to your life, -
9:59 - 10:01you'll react very intensely,
-
10:01 - 10:05but also if you sense a threat to,
let's say, your status, -
10:05 - 10:08which is your perception
in terms of other people -
10:08 - 10:10you'll also react
as if your life is threatened, -
10:10 - 10:12which is why
when someone says to you, -
10:12 - 10:15"Can I give you some feedback?"
we all go, "Oh, my gosh!" -
10:15 - 10:18and the stomach starts,
you know how uncomfortable that is. -
10:18 - 10:21It explains the terrible challenges
of performance reviews in organizations. -
10:21 - 10:23The brain is intensely social,
-
10:23 - 10:27and we only can find that out by doing
studies and putting studies together, -
10:27 - 10:30we see that the same brain network
for feeling physical pain, -
10:30 - 10:31is used for feeling social pain,
-
10:31 - 10:35here's a kind of quirky,
unexpected outcome of that - -
10:35 - 10:39if you're feeling ostracized
and people attacking you; take a tylenol. -
10:39 - 10:43Tylenol actually reduces social pain;
it's been studied in controlled studies. -
10:43 - 10:46The social pain - and these are
the five elements of social pain -
10:46 - 10:48that I've been able to weave together -
-
10:48 - 10:52social pain or social pleasures
are actually the brain's own goals, -
10:53 - 10:56when we set goals for people,
like a promotion, -
10:56 - 11:00what we do is we assimilate these
into the brain's own goals. -
11:00 - 11:01The brain has goals, basically,
-
11:01 - 11:05to feel good, to move towards reward,
which is a dopamine release, -
11:05 - 11:09to stay away from threat,
which is a cortisol release, etc. -
11:09 - 11:12The brain wants to feel
like we're always getting better, -
11:12 - 11:15to feel like we understand
what's going on, to be certain, -
11:15 - 11:18to feel like we have the choices
to be autonomous, -
11:18 - 11:22to feel connected safely with others,
and to feel like things are fair. -
11:22 - 11:23What happens in organizations
-
11:23 - 11:26is many managers accidentally
do all the wrong things, -
11:26 - 11:29they tell people what they
should be doing differently, -
11:29 - 11:32they don't provide clear expectations,
they don't let people make choices, -
11:32 - 11:35they don't trust people or open up
and they treat people unfairly, -
11:35 - 11:39you get this kind of jackpot of threats
that literally makes people less smart. -
11:39 - 11:41But you can use these as motivators,
-
11:41 - 11:44there's a study showing
that just saying "good job" to someone -
11:44 - 11:49was activating the same reward circuitry
at the same level as a financial reward. -
11:49 - 11:52That just a sense of fairness,
-
11:52 - 11:55and an increasing fairness
is also activating a deep social reward -
11:55 - 11:58which is why putting
social justice programs in organizations -
11:58 - 12:00kind of makes people feel rewarded.
-
12:00 - 12:02So understanding the brain's own drivers,
-
12:02 - 12:04I think is an extremely
important objective, -
12:04 - 12:07if we're going to improve
our society as a whole. -
12:07 - 12:10This is a frame that summarizes
hundreds and hundreds of papers -
12:10 - 12:14into something that you can kind of see
it's a SCARF, you can see it, -
12:14 - 12:15or for the Americans it's a scarf,
-
12:15 - 12:18but you can see it,
so you can remember it easily, -
12:18 - 12:20and then you can notice -
-
12:20 - 12:22"Look at that, I just threatened
that person's status, -
12:22 - 12:26that's why they're talking all crazy,
and I should maybe bring this down a bit." -
12:26 - 12:29So these are some of the surprises
about the brain, -
12:30 - 12:34that our attention is very limited,
we get wrong how emotions work, -
12:35 - 12:39and we've really misunderstood
the social world and how important it is. -
12:39 - 12:42The final one is that attention itself
creates change in the brain, -
12:42 - 12:46is that when you focus your attention
on any particular aspect of experience, -
12:46 - 12:48you either embed or creates circuits.
-
12:48 - 12:51This has a lot of implications
if you're trying to create change, -
12:51 - 12:54you really want to think about
where your are focusing attention, -
12:54 - 12:57on what, the past or the future,
where you are going. -
12:57 - 12:59So it requires us to be more reflective,
-
12:59 - 13:02to actually notice
what we're doing with our attention. -
13:03 - 13:04There's an enormous amount more;
-
13:04 - 13:08it's quite funny talking about the most
complex thing in the known universe -
13:08 - 13:10in 12 minutes, I think I'm almost at 13.
-
13:10 - 13:14My fourth reason, I think is
the most profound and most important - -
13:14 - 13:17the fourth reason why
teaching about the brain, -
13:17 - 13:18or learning about the brain
-
13:18 - 13:22in organizations, in schools,
even in relationships - -
13:22 - 13:25the fourth reason it's so helpful
is quite a deep one. -
13:25 - 13:27When you understand your brain a bit more,
-
13:27 - 13:31you are able to understand your experience
and actually have more choices, -
13:31 - 13:34you're able to catch certain things
before they unfold; -
13:34 - 13:36there's a whole interesting
timing about that, -
13:36 - 13:41Ultimately what it does is it actually
creates a tide of mindfulness, -
13:41 - 13:44you're becoming
an observer of your behavior, -
13:44 - 13:45just like this woman in Chicago,
-
13:45 - 13:48you're becoming someone
who can observe and stand aside, -
13:48 - 13:50that makes you more reflective,
-
13:50 - 13:55it also surprise me that makes people
more empathic and more caring. -
13:56 - 13:59I had dinner last week
with one of the founders -
13:59 - 14:03of the mindfulness movement,
very important figure, Daniel Siegel, -
14:03 - 14:05and he was sitting
with the Dalai Lama recently, -
14:05 - 14:07he told me this story,
it's a third hand story, -
14:07 - 14:08but it really hit me.
-
14:08 - 14:09The Dali Lama was saying,
-
14:09 - 14:12we've kind of failed in religion to create
-
14:12 - 14:16a really compassionate, empathic life
for many many people, and he said, -
14:16 - 14:22"I hope that science can go a little bit
further into the Ivory towers perhaps -
14:24 - 14:27to create greater mindfulness,
therefore greater empathy." -
14:27 - 14:30I want to leave you with a challenge
from Theodore Zeldin, a philosopher, -
14:30 - 14:34"When will we make the same breakthroughs
in the way that we relate to each other, -
14:34 - 14:36as we have made with technology?"
-
14:36 - 14:39I love these technology breakthroughs;
this is awesome, I absolutely love it, -
14:39 - 14:41and I want to spend hours
talking about it. -
14:41 - 14:43But we've hardly made any improvements
-
14:43 - 14:45in how we relate to each other
in 30, 50, 100 years. -
14:45 - 14:48and I think it's time
to put some focus on that, -
14:48 - 14:49and really make a difference there.
-
14:49 - 14:51Thank you very much.
-
14:51 - 14:52(Applause)
- Title:
- Learning about the brain changes everything | David Rock | TEDxTokyo
- Description:
-
This talk was given at a local TEDx event produced independently for TED Conferences.
According to David Rock, understanding our brain better helps us reach our potentials by letting us objectively look at us and others. - Video Language:
- English
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 14:55
hila scherba commented on English subtitles for Learning about the brain changes everything | David Rock | TEDxTokyo | ||
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Ivana Korom edited English subtitles for Learning about the brain changes everything | David Rock | TEDxTokyo | ||
Ivana Korom edited English subtitles for Learning about the brain changes everything | David Rock | TEDxTokyo | ||
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hila scherba edited English subtitles for Learning about the brain changes everything | David Rock | TEDxTokyo |
Emi Kamiya
6:52 - 6:54
you [want to] remember
what someone else is telling you
I think it makes more sense if that's [won't] instead of [want to].
-->
you won't remember
what someone else is telling you
Thanks!
hila scherba
I agree, makes more sense by the context.
I Failed to notice.