The mysterious workings of the adolescent brain - Sarah-Jayne Blakemore
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[Applause]
15<00:00:16.840> years<00:00:17.080> ago<00:00:17.560> it<00:00:17.680> was<00:00:17.920> widely<00:00:18.400> assumed<00:00:18.880> that
15 years ago it was widely assumed that
15 years ago it was widely assumed that
the<00:00:19.279> vast<00:00:19.640> majority<00:00:20.080> of<00:00:20.199> brain<00:00:20.519> development
the vast majority of brain development
the vast majority of brain development
takes<00:00:21.359> place<00:00:21.560> in<00:00:21.680> the<00:00:21.880> first<00:00:22.199> few<00:00:22.480> years<00:00:22.720> of
takes place in the first few years of
takes place in the first few years of
life<00:00:24.039> back<00:00:24.279> then<00:00:24.480> 15<00:00:24.840> years<00:00:25.039> ago<00:00:25.279> we<00:00:25.439> didn't
life back then 15 years ago we didn't
life back then 15 years ago we didn't
have<00:00:26.119> the<00:00:26.279> ability<00:00:26.800> to<00:00:27.039> look<00:00:27.480> inside<00:00:28.279> the
have the ability to look inside the
have the ability to look inside the
living<00:00:28.840> human<00:00:29.199> brain<00:00:29.560> and<00:00:30.240> Development
living human brain and Development
living human brain and Development
Across<00:00:31.039> the
Across the
Across the
lifespan<00:00:33.280> in<00:00:33.399> the<00:00:33.600> past<00:00:33.879> decade<00:00:34.239> or<00:00:34.399> so<00:00:34.680> mainly
lifespan in the past decade or so mainly
lifespan in the past decade or so mainly
due<00:00:35.200> to<00:00:35.399> advances<00:00:35.879> in<00:00:36.040> brain<00:00:36.360> imaging
due to advances in brain imaging
due to advances in brain imaging
technology<00:00:37.399> such<00:00:37.559> as<00:00:37.800> magnetic<00:00:38.399> resonance
technology such as magnetic resonance
technology such as magnetic resonance
imaging<00:00:39.239> or<00:00:39.440> MRI<00:00:40.440> neuroscientists<00:00:41.239> have
imaging or MRI neuroscientists have
imaging or MRI neuroscientists have
started<00:00:41.920> to<00:00:42.120> look<00:00:42.480> inside<00:00:43.079> the<00:00:43.239> living<00:00:43.559> human
started to look inside the living human
started to look inside the living human
brain<00:00:44.120> of<00:00:44.320> all<00:00:44.600> ages<00:00:45.039> and<00:00:45.160> to<00:00:45.360> track<00:00:45.600> changes
brain of all ages and to track changes
brain of all ages and to track changes
in<00:00:46.160> brain<00:00:46.600> structure<00:00:47.600> and<00:00:47.760> brain<00:00:48.079> function<00:00:48.559> so
in brain structure and brain function so
in brain structure and brain function so
we<00:00:48.879> use<00:00:49.199> structural<00:00:49.840> MRI<00:00:50.840> if<00:00:50.960> you<00:00:51.120> like<00:00:51.239> to
we use structural MRI if you like to
we use structural MRI if you like to
take<00:00:51.600> a<00:00:51.800> snapshot<00:00:52.320> a<00:00:52.559> photograph<00:00:53.199> at<00:00:53.440> really
take a snapshot a photograph at really
take a snapshot a photograph at really
high<00:00:54.079> resolution<00:00:54.920> of<00:00:55.039> the<00:00:55.280> inside<00:00:55.719> of<00:00:55.879> the
high resolution of the inside of the
high resolution of the inside of the
living<00:00:56.480> human<00:00:56.800> brain<00:00:57.559> and<00:00:57.680> we<00:00:57.760> can<00:00:57.920> ask
living human brain and we can ask
living human brain and we can ask
questions<00:00:58.559> like<00:00:58.800> how<00:00:58.960> much<00:00:59.199> gray<00:00:59.480> matter<00:00:59.760> does
questions like how much gray matter does
questions like how much gray matter does
does<00:01:00.079> the<00:01:00.160> brain<00:01:00.440> contain<00:01:00.879> and<00:01:01.039> how<00:01:01.199> does<00:01:01.359> that
does the brain contain and how does that
does the brain contain and how does that
change<00:01:02.000> with<00:01:02.199> age<00:01:03.120> and<00:01:03.239> we<00:01:03.399> also<00:01:03.640> use
change with age and we also use
change with age and we also use
functional<00:01:04.640> MRI<00:01:05.119> called<00:01:05.680> fmri<00:01:06.680> to<00:01:07.040> take<00:01:07.240> a
functional MRI called fmri to take a
functional MRI called fmri to take a
video<00:01:07.880> a<00:01:08.040> movie<00:01:08.920> of<00:01:09.119> brain<00:01:09.479> activity<00:01:10.040> when
video a movie of brain activity when
video a movie of brain activity when
participants<00:01:10.960> are<00:01:11.119> taking<00:01:11.479> part<00:01:11.720> in<00:01:11.880> some
participants are taking part in some
participants are taking part in some
kind<00:01:12.200> of<00:01:12.479> task<00:01:12.960> like<00:01:13.159> thinking<00:01:13.520> or<00:01:13.720> feeling<00:01:14.080> or
kind of task like thinking or feeling or
kind of task like thinking or feeling or
perceiving<00:01:14.880> something<00:01:15.880> so<00:01:16.119> many<00:01:16.400> labs<00:01:16.759> around
perceiving something so many labs around
perceiving something so many labs around
the<00:01:17.119> world<00:01:17.560> are<00:01:17.720> involved<00:01:18.119> in<00:01:18.280> this<00:01:18.439> kind<00:01:18.600> of
the world are involved in this kind of
the world are involved in this kind of
research<00:01:19.200> and<00:01:19.320> we<00:01:19.439> now<00:01:19.640> have<00:01:19.759> a<00:01:19.960> really<00:01:20.280> rich
research and we now have a really rich
research and we now have a really rich
and<00:01:20.799> detailed<00:01:21.320> picture<00:01:22.000> of<00:01:22.159> how<00:01:22.360> the<00:01:22.520> living
and detailed picture of how the living
and detailed picture of how the living
human<00:01:23.320> brain<00:01:23.640> develops<00:01:24.640> and<00:01:24.920> this<00:01:25.200> picture
human brain develops and this picture
human brain develops and this picture
has<00:01:25.920> radically<00:01:26.479> changed<00:01:27.079> the<00:01:27.240> way<00:01:27.439> we<00:01:27.640> think
has radically changed the way we think
has radically changed the way we think
about<00:01:28.240> human<00:01:28.520> brain<00:01:28.840> development<00:01:29.680> but<00:01:29.920> by
about human brain development but by
about human brain development but by
revealing<00:01:30.400> that<00:01:30.520> it's<00:01:30.759> not<00:01:30.960> all<00:01:31.159> over<00:01:31.520> in
revealing that it's not all over in
revealing that it's not all over in
early<00:01:32.040> childhood<00:01:32.680> and<00:01:32.880> instead<00:01:33.759> the<00:01:33.880> brain
early childhood and instead the brain
early childhood and instead the brain
continues<00:01:34.840> to<00:01:35.040> develop<00:01:35.640> right<00:01:35.920> throughout
continues to develop right throughout
continues to develop right throughout
adolescence<00:01:37.000> and<00:01:37.159> into<00:01:37.360> the<00:01:37.479> 20s<00:01:37.960> and<00:01:38.520> 30s<00:01:39.520> so
adolescence and into the 20s and 30s so
adolescence and into the 20s and 30s so
adolescence<00:01:40.520> is<00:01:40.920> defined<00:01:41.720> as<00:01:41.880> the<00:01:42.079> period<00:01:42.439> of
adolescence is defined as the period of
adolescence is defined as the period of
life<00:01:43.000> that<00:01:43.320> starts<00:01:43.840> with<00:01:44.000> the<00:01:44.200> biological
life that starts with the biological
life that starts with the biological
hormonal<00:01:45.680> physical<00:01:46.200> changes<00:01:46.600> of<00:01:47.159> puberty<00:01:48.159> and
hormonal physical changes of puberty and
hormonal physical changes of puberty and
ends<00:01:49.000> at<00:01:49.159> the<00:01:49.360> age<00:01:49.640> at<00:01:49.840> which<00:01:49.960> an<00:01:50.159> individual
ends at the age at which an individual
ends at the age at which an individual
attains<00:01:51.119> a<00:01:51.439> stable<00:01:52.360> independent<00:01:53.119> role<00:01:53.560> in
attains a stable independent role in
attains a stable independent role in
society<00:01:56.439> it<00:01:56.560> can<00:01:56.719> go<00:01:56.840> on<00:01:56.960> a<00:01:57.119> long
society it can go on a long
society it can go on a long
time<00:01:59.280> one<00:01:59.439> of<00:01:59.520> the<00:01:59.840> brain<00:02:00.039> regions<00:02:00.439> that
time one of the brain regions that
time one of the brain regions that
changes<00:02:01.039> most<00:02:01.320> dramatically<00:02:02.079> during
changes most dramatically during
changes most dramatically during
adolescence<00:02:03.000> is<00:02:03.159> called<00:02:03.439> prefrontal<00:02:04.560> cortex
adolescence is called prefrontal cortex
adolescence is called prefrontal cortex
so<00:02:05.799> this<00:02:05.960> is<00:02:06.640> uh<00:02:06.799> this<00:02:06.920> is<00:02:07.000> a<00:02:07.159> model<00:02:07.399> of<00:02:07.520> the
so this is uh this is a model of the
so this is uh this is a model of the
human<00:02:07.960> brain<00:02:08.200> and<00:02:08.360> this<00:02:08.440> is<00:02:08.640> prefrontal
human brain and this is prefrontal
human brain and this is prefrontal
cortex<00:02:09.879> right<00:02:10.039> at<00:02:10.200> the<00:02:10.360> front<00:02:11.200> prefrontal
cortex right at the front prefrontal
cortex right at the front prefrontal
cortex<00:02:12.120> is<00:02:12.239> an<00:02:12.480> interesting<00:02:12.959> brain<00:02:13.280> area<00:02:13.680> it's
cortex is an interesting brain area it's
cortex is an interesting brain area it's
proportionally<00:02:15.120> much<00:02:15.440> bigger<00:02:16.239> in<00:02:16.560> humans
proportionally much bigger in humans
proportionally much bigger in humans
than<00:02:17.200> in<00:02:17.360> any<00:02:17.640> other<00:02:17.920> species<00:02:18.720> and<00:02:18.840> it's
than in any other species and it's
than in any other species and it's
involved<00:02:19.440> in<00:02:19.560> a<00:02:19.720> whole<00:02:20.040> range<00:02:20.480> of<00:02:21.040> high<00:02:21.280> level
involved in a whole range of high level
involved in a whole range of high level
cognitive<00:02:22.080> functions<00:02:22.560> things<00:02:22.760> like
cognitive functions things like
cognitive functions things like
decisionmaking<00:02:24.120> planning<00:02:24.560> planning<00:02:24.879> what
decisionmaking planning planning what
decisionmaking planning planning what
you're<00:02:25.120> going<00:02:25.200> to<00:02:25.319> do<00:02:25.480> tomorrow<00:02:25.959> or<00:02:26.120> next<00:02:26.360> week
you're going to do tomorrow or next week
you're going to do tomorrow or next week
or<00:02:26.760> next<00:02:27.040> year<00:02:27.920> inhibiting<00:02:28.720> inappropriate
or next year inhibiting inappropriate
or next year inhibiting inappropriate
behav<00:02:29.800> Behavior<00:02:30.160> so<00:02:30.360> stopping<00:02:30.760> yourself
behav Behavior so stopping yourself
behav Behavior so stopping yourself
saying<00:02:31.519> something<00:02:31.840> really<00:02:32.040> rude<00:02:32.360> or<00:02:32.480> doing
saying something really rude or doing
saying something really rude or doing
something<00:02:33.080> really<00:02:33.319> stupid<00:02:34.200> it's<00:02:34.360> also
something really stupid it's also
something really stupid it's also
involved<00:02:34.920> in<00:02:35.160> social<00:02:35.560> interaction
involved in social interaction
involved in social interaction
understanding<00:02:36.840> other<00:02:37.120> people<00:02:37.840> and
understanding other people and
understanding other people and
self-awareness<00:02:39.480> so<00:02:39.720> MRI<00:02:40.239> studies<00:02:40.599> looking<00:02:40.840> at
self-awareness so MRI studies looking at
self-awareness so MRI studies looking at
the<00:02:41.200> development<00:02:41.840> of<00:02:42.000> this<00:02:42.159> region<00:02:42.480> have
the development of this region have
the development of this region have
shown<00:02:42.879> that<00:02:43.000> it<00:02:43.159> really<00:02:43.560> undergoes<00:02:44.080> dramatic
shown that it really undergoes dramatic
shown that it really undergoes dramatic
development<00:02:44.959> during<00:02:45.239> the<00:02:45.400> period<00:02:46.159> of
development during the period of
development during the period of
adolescence<00:02:47.840> so<00:02:48.000> if<00:02:48.080> you<00:02:48.200> look<00:02:48.319> at<00:02:48.519> gry<00:02:48.800> matter
adolescence so if you look at gry matter
adolescence so if you look at gry matter
volume<00:02:49.519> for<00:02:49.760> example<00:02:50.720> gry<00:02:51.000> matter<00:02:51.280> volume
volume for example gry matter volume
volume for example gry matter volume
across<00:02:52.720> age<00:02:53.080> from<00:02:53.319> Age<00:02:53.640> 4<00:02:54.000> to<00:02:54.200> 22<00:02:54.800> years
across age from Age 4 to 22 years
across age from Age 4 to 22 years
increases<00:02:56.280> during<00:02:56.680> childhood<00:02:57.280> which<00:02:57.360> is<00:02:57.519> what
increases during childhood which is what
increases during childhood which is what
you<00:02:57.720> can<00:02:57.840> see<00:02:58.040> on<00:02:58.200> this<00:02:58.440> graph<00:02:59.200> it<00:02:59.480> PE<00:02:59.760> peaks<00:03:00.120> in
you can see on this graph it PE peaks in
you can see on this graph it PE peaks in
early<00:03:00.720> adolescence<00:03:01.400> the<00:03:01.599> arrows<00:03:02.239> indicate
early adolescence the arrows indicate
early adolescence the arrows indicate
Peak<00:03:03.360> gray<00:03:03.640> matter<00:03:04.000> volume<00:03:04.319> in<00:03:04.519> prefrontal
Peak gray matter volume in prefrontal
Peak gray matter volume in prefrontal
cortex<00:03:06.120> you<00:03:06.239> can<00:03:06.360> see<00:03:06.560> that<00:03:06.760> that<00:03:06.920> Peak
cortex you can see that that Peak
cortex you can see that that Peak
happens<00:03:07.519> a<00:03:07.720> couple<00:03:07.959> of<00:03:08.120> years<00:03:08.360> later<00:03:09.120> in<00:03:09.360> boys
happens a couple of years later in boys
happens a couple of years later in boys
relative<00:03:10.120> to<00:03:10.280> girls<00:03:10.560> and<00:03:10.720> that's<00:03:10.920> probably
relative to girls and that's probably
relative to girls and that's probably
because<00:03:11.519> boys<00:03:12.000> go<00:03:12.159> through<00:03:12.440> puberty<00:03:12.879> a<00:03:13.000> couple
because boys go through puberty a couple
because boys go through puberty a couple
of<00:03:13.319> years<00:03:13.480> later<00:03:13.760> than<00:03:13.959> girls<00:03:14.280> on<00:03:14.480> average<00:03:15.159> and
of years later than girls on average and
of years later than girls on average and
then<00:03:15.400> during<00:03:15.840> adolescence<00:03:16.480> there's<00:03:16.640> a
then during adolescence there's a
then during adolescence there's a
significant<00:03:18.080> decline<00:03:19.080> in<00:03:19.280> gry<00:03:19.519> matter<00:03:19.840> volume
significant decline in gry matter volume
significant decline in gry matter volume
in<00:03:20.280> prefrontal<00:03:20.760> cortex<00:03:21.200> now<00:03:21.360> that<00:03:21.519> might
in prefrontal cortex now that might
in prefrontal cortex now that might
sound<00:03:22.080> bad<00:03:22.400> but<00:03:22.640> actually<00:03:23.000> this<00:03:23.120> is<00:03:23.239> a<00:03:23.400> really
sound bad but actually this is a really
sound bad but actually this is a really
important<00:03:24.560> developmental<00:03:25.360> process<00:03:26.280> because
important developmental process because
important developmental process because
gray<00:03:26.879> matter<00:03:27.480> contains<00:03:28.480> cell<00:03:28.879> bodies<00:03:29.760> and
gray matter contains cell bodies and
gray matter contains cell bodies and
connections<00:03:30.799> between<00:03:31.239> cells<00:03:31.720> the<00:03:32.280> copses<00:03:33.280> and
connections between cells the copses and
connections between cells the copses and
this<00:03:33.680> decline<00:03:34.080> in<00:03:34.280> gry<00:03:34.519> matter<00:03:34.760> volume<00:03:35.040> during
this decline in gry matter volume during
this decline in gry matter volume during
prefrontal<00:03:35.879> cortex<00:03:36.799> is<00:03:36.959> thought<00:03:37.239> to
prefrontal cortex is thought to
prefrontal cortex is thought to
correspond<00:03:38.080> to<00:03:38.560> synaptic<00:03:39.280> pruning<00:03:39.840> the
correspond to synaptic pruning the
correspond to synaptic pruning the
elimination<00:03:40.680> of<00:03:40.879> unwanted<00:03:41.519> synapses<00:03:42.400> this<00:03:42.519> is
elimination of unwanted synapses this is
elimination of unwanted synapses this is
a<00:03:42.840> really<00:03:43.080> important<00:03:43.560> process<00:03:44.040> it's<00:03:44.319> partly
a really important process it's partly
a really important process it's partly
dependent<00:03:45.280> on<00:03:45.439> the<00:03:45.640> environment<00:03:46.280> that<00:03:46.439> the
dependent on the environment that the
dependent on the environment that the
animal<00:03:46.959> or<00:03:47.120> the<00:03:47.280> human<00:03:47.599> is<00:03:47.760> in<00:03:48.439> in<00:03:48.640> that
animal or the human is in in that
animal or the human is in in that
synapses<00:03:49.680> that<00:03:49.799> are<00:03:49.920> being<00:03:50.239> used<00:03:50.720> are
synapses that are being used are
synapses that are being used are
strengthened<00:03:52.040> and<00:03:52.239> copses<00:03:52.840> that<00:03:52.959> aren't
strengthened and copses that aren't
strengthened and copses that aren't
being<00:03:53.439> used<00:03:53.760> in<00:03:53.920> that<00:03:54.120> particular
being used in that particular
being used in that particular
environment<00:03:55.120> are<00:03:55.319> pruned<00:03:55.760> away<00:03:56.040> you<00:03:56.159> can
environment are pruned away you can
environment are pruned away you can
think<00:03:56.439> of<00:03:56.560> it<00:03:56.799> a<00:03:56.879> bit<00:03:57.120> like<00:03:57.319> pruning<00:03:57.680> a<00:03:57.799> rose
think of it a bit like pruning a rose
think of it a bit like pruning a rose
bush<00:03:58.400> you<00:03:58.560> prune<00:03:58.879> away<00:03:59.400> the<00:03:59.680> weaker<00:04:00.040> branches
bush you prune away the weaker branches
bush you prune away the weaker branches
so<00:04:01.040> that<00:04:01.159> the<00:04:01.480> remaining<00:04:02.040> important<00:04:02.599> branches
so that the remaining important branches
so that the remaining important branches
can<00:04:03.519> grow<00:04:03.959> stronger<00:04:04.360> and<00:04:04.560> this<00:04:04.879> process<00:04:05.319> which
can grow stronger and this process which
can grow stronger and this process which
effectively<00:04:06.159> fine<00:04:06.720> tunes<00:04:07.680> brain<00:04:08.000> tissue
effectively fine tunes brain tissue
effectively fine tunes brain tissue
according<00:04:08.760> to<00:04:08.920> the<00:04:09.159> species<00:04:09.680> specific
according to the species specific
according to the species specific
environment<00:04:11.040> is<00:04:11.280> happening<00:04:11.640> in<00:04:11.799> prefrontal
environment is happening in prefrontal
environment is happening in prefrontal
cortex<00:04:12.920> and<00:04:13.040> in<00:04:13.159> other<00:04:13.360> brain<00:04:13.599> regions<00:04:14.000> During
cortex and in other brain regions During
cortex and in other brain regions During
the<00:04:14.400> period<00:04:14.680> of<00:04:15.000> human
the period of human
the period of human
adolesence<00:04:17.880> so<00:04:18.079> a<00:04:18.239> second<00:04:18.519> line<00:04:18.720> of<00:04:18.919> inquiry
adolesence so a second line of inquiry
adolesence so a second line of inquiry
that<00:04:19.639> we<00:04:19.799> use<00:04:20.280> to<00:04:20.479> track<00:04:20.880> changes<00:04:21.359> in<00:04:21.479> the
that we use to track changes in the
that we use to track changes in the
Adolescent<00:04:22.079> brain<00:04:22.400> is<00:04:22.680> using<00:04:23.160> functional<00:04:23.840> MRI
Adolescent brain is using functional MRI
Adolescent brain is using functional MRI
to<00:04:24.440> look<00:04:24.560> at<00:04:24.759> changes<00:04:25.080> in<00:04:25.240> brain<00:04:25.639> activity
to look at changes in brain activity
to look at changes in brain activity
across<00:04:26.720> age<00:04:27.520> so<00:04:27.639> I'll<00:04:27.800> just<00:04:27.919> give<00:04:28.040> you<00:04:28.160> an
across age so I'll just give you an
across age so I'll just give you an
example<00:04:28.680> from<00:04:28.880> my<00:04:29.120> lab<00:04:29.280> so<00:04:29.639> my<00:04:29.840> lab<00:04:30.160> we're
example from my lab so my lab we're
example from my lab so my lab we're
interested<00:04:30.880> in<00:04:31.360> the<00:04:31.639> social<00:04:32.120> brain<00:04:32.560> that<00:04:32.720> is
interested in the social brain that is
interested in the social brain that is
the<00:04:33.320> network<00:04:33.720> of<00:04:33.880> brain<00:04:34.160> regions<00:04:34.639> that<00:04:34.800> we<00:04:35.000> use
the network of brain regions that we use
the network of brain regions that we use
to<00:04:36.080> understand<00:04:36.600> other<00:04:36.880> people<00:04:37.160> and<00:04:37.280> to
to understand other people and to
to understand other people and to
interact<00:04:38.000> with<00:04:38.160> other<00:04:38.400> people<00:04:39.199> so<00:04:39.440> I<00:04:39.560> like<00:04:39.759> to
interact with other people so I like to
interact with other people so I like to
show<00:04:40.560> a<00:04:41.000> a<00:04:41.080> photograph<00:04:41.600> of<00:04:41.680> a<00:04:41.840> soccer<00:04:42.240> game<00:04:42.680> to
show a a photograph of a soccer game to
show a a photograph of a soccer game to
illustrate<00:04:43.360> two<00:04:43.800> aspects<00:04:44.600> of<00:04:44.840> how<00:04:45.120> your
illustrate two aspects of how your
illustrate two aspects of how your
social<00:04:45.919> brains<00:04:46.360> work<00:04:47.039> so<00:04:47.240> this<00:04:47.320> is<00:04:47.440> a<00:04:47.600> soccer
social brains work so this is a soccer
social brains work so this is a soccer
game<00:04:48.600> Michael<00:04:49.000> Owen<00:04:49.400> has<00:04:49.560> just<00:04:49.720> missed<00:04:50.000> a<00:04:50.160> goal
game Michael Owen has just missed a goal
game Michael Owen has just missed a goal
and<00:04:50.639> he's<00:04:51.000> lying<00:04:51.240> on<00:04:51.360> the<00:04:51.520> ground<00:04:52.160> and<00:04:52.360> the
and he's lying on the ground and the
and he's lying on the ground and the
first<00:04:53.000> aspect<00:04:53.320> of<00:04:53.440> the<00:04:53.600> social<00:04:53.919> brain<00:04:54.160> that
first aspect of the social brain that
first aspect of the social brain that
this<00:04:54.479> picture<00:04:54.840> really<00:04:55.080> nicely<00:04:55.400> illustrates
this picture really nicely illustrates
this picture really nicely illustrates
is<00:04:56.000> how<00:04:56.280> automatic<00:04:56.919> and<00:04:57.160> instinctive<00:04:58.160> social
is how automatic and instinctive social
is how automatic and instinctive social
emotional<00:04:59.000> responses<00:04:59.680> are<00:04:59.880> so<00:05:00.240> within<00:05:00.479> a
emotional responses are so within a
emotional responses are so within a
split<00:05:01.039> second<00:05:01.360> of<00:05:01.479> Mich<00:05:01.759> Owen<00:05:02.080> missing<00:05:02.360> this
split second of Mich Owen missing this
split second of Mich Owen missing this
goal<00:05:02.840> everyone<00:05:03.160> is<00:05:03.280> doing<00:05:03.520> the<00:05:03.639> same<00:05:03.840> thing
goal everyone is doing the same thing
goal everyone is doing the same thing
with<00:05:04.160> their<00:05:04.360> arms<00:05:04.639> and<00:05:04.800> the<00:05:04.919> same<00:05:05.120> thing<00:05:05.240> with
with their arms and the same thing with
with their arms and the same thing with
their<00:05:05.520> face<00:05:05.759> even<00:05:05.960> mik<00:05:06.199> Owen<00:05:06.479> as<00:05:06.560> he<00:05:06.680> slides
their face even mik Owen as he slides
their face even mik Owen as he slides
along<00:05:07.160> the<00:05:07.280> grass<00:05:07.600> is<00:05:07.720> doing<00:05:07.919> the<00:05:08.039> same<00:05:08.199> thing
along the grass is doing the same thing
along the grass is doing the same thing
with<00:05:08.560> his<00:05:08.720> arms<00:05:09.320> and<00:05:09.479> presumably<00:05:10.080> has<00:05:10.199> a
with his arms and presumably has a
with his arms and presumably has a
similar<00:05:10.759> facial<00:05:11.120> expression<00:05:11.560> and<00:05:11.680> the<00:05:11.759> only
similar facial expression and the only
similar facial expression and the only
people<00:05:12.199> who<00:05:12.360> don't<00:05:12.840> are<00:05:13.000> the<00:05:13.160> guys<00:05:13.400> in<00:05:13.600> yellow
people who don't are the guys in yellow
people who don't are the guys in yellow
at<00:05:14.080> the
at the
at the
back<00:05:16.000> and<00:05:16.199> I<00:05:16.680> I<00:05:16.759> think<00:05:16.919> they're<00:05:17.080> on<00:05:17.199> the<00:05:17.320> wrong
back and I I think they're on the wrong
back and I I think they're on the wrong
end<00:05:17.680> of<00:05:17.840> the<00:05:17.960> stadium<00:05:18.360> and<00:05:18.479> they're<00:05:18.639> doing
end of the stadium and they're doing
end of the stadium and they're doing
another<00:05:19.560> social<00:05:19.919> emotional<00:05:20.520> response<00:05:20.919> that
another social emotional response that
another social emotional response that
we<00:05:21.199> all<00:05:21.520> instantly<00:05:22.000> recognize<00:05:22.520> and<00:05:22.680> that's
we all instantly recognize and that's
we all instantly recognize and that's
the<00:05:23.080> second<00:05:23.520> aspect<00:05:24.199> of<00:05:24.319> the<00:05:24.440> social<00:05:24.720> brain
the second aspect of the social brain
the second aspect of the social brain
that<00:05:25.199> this<00:05:25.319> picture<00:05:25.680> really<00:05:25.960> nicely
that this picture really nicely
that this picture really nicely
illustrates<00:05:27.160> how<00:05:27.400> good<00:05:27.639> we<00:05:27.759> are<00:05:28.240> at<00:05:28.400> reading
illustrates how good we are at reading
illustrates how good we are at reading
other<00:05:29.199> people<00:05:29.840> Behavior<00:05:30.400> their<00:05:30.680> actions
other people Behavior their actions
other people Behavior their actions
their<00:05:31.319> gestures<00:05:31.800> their<00:05:32.000> facial<00:05:32.400> expressions
their gestures their facial expressions
their gestures their facial expressions
in<00:05:33.479> terms<00:05:33.759> of<00:05:33.960> their<00:05:34.240> underlying<00:05:35.160> emotions
in terms of their underlying emotions
in terms of their underlying emotions
and<00:05:35.919> mental<00:05:36.360> States<00:05:37.039> so<00:05:37.240> you<00:05:37.360> don't<00:05:37.600> have<00:05:37.720> to
and mental States so you don't have to
and mental States so you don't have to
ask<00:05:38.120> any<00:05:38.280> of<00:05:38.440> these<00:05:38.639> guys<00:05:38.840> you<00:05:39.000> have<00:05:39.120> a<00:05:39.280> pretty
ask any of these guys you have a pretty
ask any of these guys you have a pretty
good<00:05:39.720> idea<00:05:39.960> of<00:05:40.120> what<00:05:40.240> they're<00:05:40.440> feeling<00:05:41.120> and
good idea of what they're feeling and
good idea of what they're feeling and
thinking<00:05:41.680> at<00:05:41.840> this<00:05:42.120> precise<00:05:42.560> moment<00:05:42.880> in<00:05:43.160> time
thinking at this precise moment in time
thinking at this precise moment in time
so<00:05:43.919> that's<00:05:44.039> what<00:05:44.160> we're<00:05:44.319> interested<00:05:44.639> in
so that's what we're interested in
so that's what we're interested in
looking<00:05:45.080> at<00:05:45.199> in<00:05:45.360> my<00:05:45.639> lab<00:05:45.840> so<00:05:46.000> we<00:05:46.160> in<00:05:46.280> my<00:05:46.440> lab<00:05:46.680> we
looking at in my lab so we in my lab we
looking at in my lab so we in my lab we
bring<00:05:47.160> adolescents<00:05:47.720> and<00:05:47.919> adults<00:05:48.600> into<00:05:48.800> the
bring adolescents and adults into the
bring adolescents and adults into the
lab<00:05:49.160> to<00:05:49.319> have<00:05:49.400> a<00:05:49.560> brain<00:05:49.840> scan<00:05:50.199> we<00:05:50.360> give<00:05:50.520> them
lab to have a brain scan we give them
lab to have a brain scan we give them
some<00:05:50.919> kind<00:05:51.080> of<00:05:51.479> task<00:05:52.319> that<00:05:52.520> involves<00:05:53.080> thinking
some kind of task that involves thinking
some kind of task that involves thinking
about<00:05:53.840> other<00:05:54.120> people<00:05:54.479> their<00:05:54.680> minds<00:05:55.080> their
about other people their minds their
about other people their minds their
mental<00:05:55.560> States<00:05:55.880> their<00:05:56.080> emotions<00:05:57.080> and<00:05:57.199> one<00:05:57.319> of
mental States their emotions and one of
mental States their emotions and one of
the<00:05:57.639> findings<00:05:58.160> that<00:05:58.319> we've<00:05:58.560> found<00:05:59.039> several
the findings that we've found several
the findings that we've found several
times<00:05:59.800> now<00:06:00.039> as<00:06:00.199> have<00:06:00.360> other<00:06:00.520> labs<00:06:00.800> around<00:06:01.039> the
times now as have other labs around the
times now as have other labs around the
world<00:06:01.680> is<00:06:01.919> part<00:06:02.120> of<00:06:02.280> the<00:06:02.440> prefrontal<00:06:03.039> cortex
world is part of the prefrontal cortex
world is part of the prefrontal cortex
called<00:06:03.960> medial<00:06:04.560> prefrontal<00:06:05.080> cortex<00:06:05.520> which<00:06:05.639> is
called medial prefrontal cortex which is
called medial prefrontal cortex which is
shown<00:06:06.000> in<00:06:06.160> Blue<00:06:06.400> on<00:06:06.520> the<00:06:06.680> slide<00:06:06.960> and<00:06:07.160> it's<00:06:07.360> um
shown in Blue on the slide and it's um
shown in Blue on the slide and it's um
right<00:06:07.919> in<00:06:08.080> the<00:06:08.199> middle<00:06:08.479> of<00:06:08.639> prefrontal<00:06:09.160> Cortex
right in the middle of prefrontal Cortex
right in the middle of prefrontal Cortex
in<00:06:09.880> the<00:06:10.080> in<00:06:10.160> the<00:06:10.599> midline<00:06:11.000> of<00:06:11.199> your<00:06:11.440> head<00:06:12.360> this
in the in the midline of your head this
in the in the midline of your head this
region<00:06:13.000> is<00:06:13.280> more<00:06:13.759> active<00:06:14.199> in<00:06:14.440> adolescence
region is more active in adolescence
region is more active in adolescence
when<00:06:15.240> they<00:06:15.479> make<00:06:15.680> these<00:06:15.840> social<00:06:16.199> decisions
when they make these social decisions
when they make these social decisions
and<00:06:16.800> think<00:06:17.000> about<00:06:17.280> other<00:06:17.520> people<00:06:18.080> than<00:06:18.240> it<00:06:18.360> is
and think about other people than it is
and think about other people than it is
in<00:06:18.680> adults<00:06:19.160> and<00:06:19.319> this<00:06:19.440> is<00:06:19.599> actually<00:06:19.840> a
in adults and this is actually a
in adults and this is actually a
metaanalysis<00:06:20.759> of<00:06:20.960> nine<00:06:21.360> different<00:06:21.720> studies
metaanalysis of nine different studies
metaanalysis of nine different studies
in<00:06:22.599> this<00:06:22.759> area<00:06:23.039> from<00:06:23.199> labs<00:06:23.560> around<00:06:23.840> the<00:06:23.919> world
in this area from labs around the world
in this area from labs around the world
and<00:06:24.280> they<00:06:24.479> all<00:06:24.639> show<00:06:25.000> the<00:06:25.160> same<00:06:25.440> thing<00:06:25.680> that
and they all show the same thing that
and they all show the same thing that
activity<00:06:26.440> in<00:06:26.599> this<00:06:26.720> medial<00:06:27.160> prefrontal
activity in this medial prefrontal
activity in this medial prefrontal
cortex<00:06:28.199> area<00:06:29.000> decre<00:06:29.440> increases<00:06:30.000> during<00:06:30.280> the
cortex area decre increases during the
cortex area decre increases during the
period<00:06:30.759> of<00:06:31.120> adolescence<00:06:32.120> and<00:06:32.240> we<00:06:32.360> think<00:06:32.560> that
period of adolescence and we think that
period of adolescence and we think that
might<00:06:33.000> be<00:06:33.319> because<00:06:33.720> adolescents<00:06:34.280> and<00:06:34.479> adults
might be because adolescents and adults
might be because adolescents and adults
use<00:06:35.280> a<00:06:35.520> different<00:06:35.919> mental<00:06:36.560> approach<00:06:37.000> a
use a different mental approach a
use a different mental approach a
different<00:06:37.599> cognitive<00:06:38.240> strategy<00:06:38.800> to<00:06:39.000> make
different cognitive strategy to make
different cognitive strategy to make
social<00:06:39.759> decisions<00:06:40.720> and<00:06:40.880> one<00:06:41.039> way<00:06:41.199> of<00:06:41.319> looking
social decisions and one way of looking
social decisions and one way of looking
at<00:06:41.759> that<00:06:42.000> is<00:06:42.120> to<00:06:42.240> do<00:06:42.520> Behavioral<00:06:43.360> Studies
at that is to do Behavioral Studies
at that is to do Behavioral Studies
whereby<00:06:44.520> we<00:06:44.639> bring<00:06:45.039> people<00:06:45.280> into<00:06:45.520> the<00:06:45.639> lab<00:06:45.840> and
whereby we bring people into the lab and
whereby we bring people into the lab and
we<00:06:46.080> give<00:06:46.199> them<00:06:46.400> some<00:06:46.599> kind<00:06:46.720> of<00:06:47.120> Behavioral
we give them some kind of Behavioral
we give them some kind of Behavioral
task<00:06:48.280> and<00:06:48.400> I'll<00:06:48.520> just<00:06:48.639> give<00:06:48.759> you<00:06:48.919> another
task and I'll just give you another
task and I'll just give you another
example<00:06:50.120> of<00:06:50.240> the<00:06:50.400> kind<00:06:50.560> of<00:06:50.759> task<00:06:51.080> that<00:06:51.160> we<00:06:51.280> use
example of the kind of task that we use
example of the kind of task that we use
in<00:06:51.599> my<00:06:51.840> lab<00:06:52.039> so<00:06:52.199> imagine<00:06:52.479> that<00:06:52.599> you're<00:06:52.800> the
in my lab so imagine that you're the
in my lab so imagine that you're the
participant<00:06:53.919> in<00:06:54.039> one<00:06:54.160> of<00:06:54.280> our<00:06:54.520> experiments
participant in one of our experiments
participant in one of our experiments
you<00:06:55.199> come<00:06:55.360> to<00:06:55.520> the<00:06:55.639> lab<00:06:56.560> you<00:06:56.680> see<00:06:56.879> this
you come to the lab you see this
you come to the lab you see this
computerized<00:06:58.120> task<00:06:59.120> in<00:06:59.240> the<00:06:59.440> this<00:06:59.599> task<00:06:59.919> you
computerized task in the this task you
computerized task in the this task you
see<00:07:00.240> a<00:07:00.400> set<00:07:00.560> of<00:07:00.840> shelves<00:07:01.840> now<00:07:02.160> there<00:07:02.240> are
see a set of shelves now there are
see a set of shelves now there are
objects<00:07:03.240> on<00:07:03.440> these<00:07:03.599> shelves<00:07:04.000> on<00:07:04.160> some<00:07:04.319> of<00:07:04.440> them
objects on these shelves on some of them
objects on these shelves on some of them
and<00:07:05.160> you'll<00:07:05.360> notice<00:07:05.720> there's<00:07:05.879> a<00:07:06.160> guy<00:07:06.479> standing
and you'll notice there's a guy standing
and you'll notice there's a guy standing
behind<00:07:07.199> the<00:07:07.360> set<00:07:07.560> of<00:07:07.680> shelves<00:07:08.240> and<00:07:08.400> there<00:07:08.479> are
behind the set of shelves and there are
behind the set of shelves and there are
some<00:07:09.080> objects<00:07:09.560> that<00:07:09.759> he<00:07:10.120> can't<00:07:10.599> see<00:07:11.240> they're
some objects that he can't see they're
some objects that he can't see they're
occluded<00:07:12.080> from<00:07:12.319> his<00:07:12.520> point<00:07:12.680> of<00:07:12.840> view<00:07:13.039> with<00:07:13.160> a
occluded from his point of view with a
occluded from his point of view with a
kind<00:07:13.440> of<00:07:13.680> gray<00:07:14.400> piece<00:07:14.599> of<00:07:15.319> wood<00:07:16.319> this<00:07:16.440> is<00:07:16.680> the
kind of gray piece of wood this is the
kind of gray piece of wood this is the
same<00:07:17.199> set<00:07:17.360> of<00:07:17.520> shelves<00:07:18.080> from<00:07:18.479> his<00:07:18.759> point<00:07:18.960> of
same set of shelves from his point of
same set of shelves from his point of
view<00:07:19.440> notice<00:07:19.800> that<00:07:19.960> there<00:07:20.039> are<00:07:20.280> only<00:07:20.639> some
view notice that there are only some
view notice that there are only some
objects<00:07:21.759> that<00:07:22.080> he<00:07:22.240> can<00:07:22.400> see<00:07:22.800> whereas<00:07:23.039> there
objects that he can see whereas there
objects that he can see whereas there
are<00:07:23.360> many<00:07:23.599> more<00:07:23.800> objects<00:07:24.160> that<00:07:24.280> you<00:07:24.440> can<00:07:24.599> see
are many more objects that you can see
are many more objects that you can see
now<00:07:25.560> your<00:07:25.919> task<00:07:26.240> is<00:07:26.360> to<00:07:26.560> move<00:07:27.000> objects<00:07:27.400> around
now your task is to move objects around
now your task is to move objects around
the<00:07:28.000> director<00:07:28.680> standing<00:07:29.039> behind<00:07:29.479> the<00:07:29.599> set<00:07:29.720> of
the director standing behind the set of
the director standing behind the set of
shells<00:07:30.080> is<00:07:30.199> going<00:07:30.280> to<00:07:30.479> direct<00:07:30.800> you<00:07:30.960> to<00:07:31.199> move
shells is going to direct you to move
shells is going to direct you to move
objects<00:07:32.039> around<00:07:32.680> but<00:07:32.840> remember<00:07:33.160> he's<00:07:33.360> not
objects around but remember he's not
objects around but remember he's not
going<00:07:33.599> to<00:07:33.800> ask<00:07:34.000> you<00:07:34.120> to<00:07:34.280> move<00:07:34.560> objects<00:07:34.960> that<00:07:35.199> he
going to ask you to move objects that he
going to ask you to move objects that he
can't<00:07:35.840> see<00:07:36.759> this<00:07:36.879> introduces<00:07:37.479> a<00:07:37.720> really
can't see this introduces a really
can't see this introduces a really
interesting<00:07:38.800> condition<00:07:39.120> whereby<00:07:39.440> there's<00:07:39.599> a
interesting condition whereby there's a
interesting condition whereby there's a
kind<00:07:39.919> of<00:07:40.240> conflict<00:07:41.240> between<00:07:41.639> your
kind of conflict between your
kind of conflict between your
perspective<00:07:42.639> and<00:07:42.759> the<00:07:42.919> director's
perspective and the director's
perspective and the director's
perspective<00:07:43.919> so<00:07:44.120> imagine<00:07:44.400> he<00:07:44.560> tells<00:07:44.800> you<00:07:44.919> to
perspective so imagine he tells you to
perspective so imagine he tells you to
move<00:07:45.440> the<00:07:45.680> top<00:07:46.000> truck<00:07:46.479> left<00:07:47.159> there<00:07:47.240> are<00:07:47.400> three
move the top truck left there are three
move the top truck left there are three
trucks<00:07:47.960> there<00:07:48.080> you're<00:07:48.199> going<00:07:48.319> to
trucks there you're going to
trucks there you're going to
instinctively<00:07:49.080> go<00:07:49.240> for<00:07:49.440> the<00:07:49.639> white<00:07:49.840> truck<00:07:50.199> cuz
instinctively go for the white truck cuz
instinctively go for the white truck cuz
that's<00:07:50.599> the<00:07:50.759> top<00:07:51.000> truck<00:07:51.680> from<00:07:51.879> your
that's the top truck from your
that's the top truck from your
perspective<00:07:52.599> but<00:07:52.720> then<00:07:52.840> you<00:07:52.960> have<00:07:53.039> to
perspective but then you have to
perspective but then you have to
remember<00:07:54.000> oh<00:07:54.199> he<00:07:54.360> can't<00:07:54.560> see<00:07:54.800> that<00:07:54.960> truck<00:07:55.199> so
remember oh he can't see that truck so
remember oh he can't see that truck so
he<00:07:55.520> must<00:07:55.720> mean<00:07:56.199> me<00:07:56.400> to<00:07:56.560> move<00:07:56.840> the<00:07:56.960> blue<00:07:57.199> truck
he must mean me to move the blue truck
he must mean me to move the blue truck
which<00:07:57.759> is<00:07:57.879> the<00:07:58.080> top<00:07:58.400> truck<00:07:58.919> from<00:07:59.080> his
which is the top truck from his
which is the top truck from his
perspective<00:08:00.319> now<00:08:00.479> believe<00:08:00.720> it<00:08:00.840> or<00:08:01.039> not<00:08:01.599> normal
perspective now believe it or not normal
perspective now believe it or not normal
healthy<00:08:02.520> intelligent<00:08:03.080> adults<00:08:03.479> like<00:08:03.680> you<00:08:03.919> make
healthy intelligent adults like you make
healthy intelligent adults like you make
errors<00:08:04.639> about<00:08:04.960> 50%<00:08:05.680> of<00:08:05.800> the<00:08:05.960> time<00:08:06.159> on<00:08:06.360> that
errors about 50% of the time on that
errors about 50% of the time on that
kind<00:08:06.680> of<00:08:06.840> trial<00:08:07.720> they<00:08:07.840> move<00:08:08.199> the<00:08:08.560> white<00:08:08.759> truck
kind of trial they move the white truck
kind of trial they move the white truck
instead<00:08:09.319> of<00:08:09.400> the<00:08:09.520> blue<00:08:09.759> truck<00:08:10.599> so<00:08:10.800> we<00:08:10.919> give
instead of the blue truck so we give
instead of the blue truck so we give
this<00:08:11.240> kind<00:08:11.400> of<00:08:11.639> task<00:08:12.400> to<00:08:12.800> adolescents<00:08:13.360> and
this kind of task to adolescents and
this kind of task to adolescents and
adults<00:08:13.840> and<00:08:13.919> we<00:08:14.039> also<00:08:14.199> have<00:08:14.319> a<00:08:14.440> control
adults and we also have a control
adults and we also have a control
condition<00:08:15.599> where<00:08:15.800> there's<00:08:16.039> no<00:08:16.440> director<00:08:17.400> and
condition where there's no director and
condition where there's no director and
instead<00:08:17.919> we<00:08:18.080> give<00:08:18.280> people<00:08:18.599> a<00:08:18.720> rule<00:08:19.199> we<00:08:19.319> tell
instead we give people a rule we tell
instead we give people a rule we tell
them<00:08:19.800> okay<00:08:19.960> we're<00:08:20.080> going<00:08:20.199> to<00:08:20.319> do<00:08:20.520> exactly<00:08:20.919> the
them okay we're going to do exactly the
them okay we're going to do exactly the
same<00:08:21.240> thing<00:08:21.440> but<00:08:21.599> this<00:08:21.759> time<00:08:21.919> there's<00:08:22.120> no
same thing but this time there's no
same thing but this time there's no
director<00:08:23.400> instead<00:08:23.720> you've<00:08:23.919> got<00:08:24.039> to<00:08:24.360> ignore
director instead you've got to ignore
director instead you've got to ignore
objects<00:08:25.479> with<00:08:25.599> a<00:08:25.759> dark<00:08:26.039> gray<00:08:26.360> background
objects with a dark gray background
objects with a dark gray background
you'll<00:08:27.319> see<00:08:27.560> that<00:08:27.680> this<00:08:27.800> is<00:08:28.000> exactly<00:08:28.520> the<00:08:28.639> same
you'll see that this is exactly the same
you'll see that this is exactly the same
condition
condition
condition
only<00:08:30.080> in<00:08:30.440> the<00:08:30.599> no<00:08:30.919> director<00:08:31.440> condition<00:08:31.680> they
only in the no director condition they
only in the no director condition they
just<00:08:32.000> have<00:08:32.080> to<00:08:32.519> remember<00:08:33.000> to<00:08:33.200> apply<00:08:33.599> this
just have to remember to apply this
just have to remember to apply this
somewhat<00:08:34.519> arbitrary<00:08:35.039> rule<00:08:35.599> whereas<00:08:35.880> in<00:08:35.959> the
somewhat arbitrary rule whereas in the
somewhat arbitrary rule whereas in the
director<00:08:36.760> condition<00:08:36.959> they<00:08:37.080> have<00:08:37.240> to<00:08:37.360> remember
director condition they have to remember
director condition they have to remember
to<00:08:37.919> take<00:08:38.120> into<00:08:38.399> account<00:08:38.680> the<00:08:39.640> director's
to take into account the director's
to take into account the director's
perspective<00:08:41.240> in<00:08:41.399> order<00:08:41.640> to<00:08:41.959> guide<00:08:42.880> their
perspective in order to guide their
perspective in order to guide their
ongoing
ongoing
ongoing
Behavior<00:08:45.760> okay<00:08:45.880> so<00:08:46.040> if<00:08:46.160> I<00:08:46.279> just<00:08:46.399> show<00:08:46.600> you<00:08:46.760> the
Behavior okay so if I just show you the
Behavior okay so if I just show you the
percentage<00:08:47.560> errors<00:08:48.200> in<00:08:48.320> a<00:08:48.600> large
percentage errors in a large
percentage errors in a large
developmental<00:08:49.600> study<00:08:49.920> we<00:08:50.080> did<00:08:50.640> this<00:08:50.760> is<00:08:50.880> in<00:08:51.040> a
developmental study we did this is in a
developmental study we did this is in a
study<00:08:51.760> ranging<00:08:52.120> from<00:08:52.320> age<00:08:52.640> seven<00:08:53.240> to
study ranging from age seven to
study ranging from age seven to
adulthood<00:08:54.040> and<00:08:54.160> what<00:08:54.240> you're<00:08:54.360> going<00:08:54.480> to<00:08:54.560> see
adulthood and what you're going to see
adulthood and what you're going to see
is<00:08:54.880> a<00:08:55.000> percentage<00:08:55.360> errors<00:08:55.640> in<00:08:55.760> the<00:08:55.920> adult
is a percentage errors in the adult
is a percentage errors in the adult
group<00:08:56.519> in<00:08:56.680> both<00:08:57.120> conditions<00:08:57.560> so<00:08:58.040> the<00:08:58.200> gray<00:08:58.640> is
group in both conditions so the gray is
group in both conditions so the gray is
the<00:08:58.920> direct<00:08:59.200> dor<00:08:59.680> condition<00:09:00.320> and<00:09:00.480> you<00:09:00.640> see
the direct dor condition and you see
the direct dor condition and you see
that<00:09:01.079> our<00:09:01.279> intelligent<00:09:01.760> adults<00:09:02.079> are<00:09:02.200> making
that our intelligent adults are making
that our intelligent adults are making
errors<00:09:02.720> about<00:09:02.920> 50%<00:09:03.440> of<00:09:03.560> the<00:09:03.760> time<00:09:04.200> whereas
errors about 50% of the time whereas
errors about 50% of the time whereas
they<00:09:04.600> make<00:09:04.880> far<00:09:05.160> fewer<00:09:05.519> errors<00:09:06.040> when<00:09:06.200> there's
they make far fewer errors when there's
they make far fewer errors when there's
no<00:09:06.560> director<00:09:06.920> present<00:09:07.240> when<00:09:07.360> they<00:09:07.519> just<00:09:07.640> have
no director present when they just have
no director present when they just have
to<00:09:07.920> remember<00:09:08.320> that<00:09:08.760> rule<00:09:09.079> of<00:09:09.240> ignoring<00:09:09.640> the
to remember that rule of ignoring the
to remember that rule of ignoring the
gray<00:09:10.360> background<00:09:11.360> developmentally<00:09:12.360> these
gray background developmentally these
gray background developmentally these
two<00:09:13.000> conditions<00:09:13.399> develop<00:09:13.720> in<00:09:13.959> exactly<00:09:14.399> the
two conditions develop in exactly the
two conditions develop in exactly the
same<00:09:14.839> way<00:09:15.240> between<00:09:15.680> late<00:09:16.000> childhood<00:09:16.480> and
same way between late childhood and
same way between late childhood and
midadolescence<00:09:17.120> there's<00:09:18.000> an<00:09:18.160> improvement<00:09:18.800> in
midadolescence there's an improvement in
midadolescence there's an improvement in
other<00:09:19.040> words<00:09:19.200> a<00:09:19.360> reduction<00:09:19.800> of<00:09:19.959> errors<00:09:20.760> in
other words a reduction of errors in
other words a reduction of errors in
both<00:09:21.200> of<00:09:21.399> these<00:09:21.600> trials<00:09:22.079> in<00:09:22.240> both<00:09:22.399> of<00:09:22.519> these
both of these trials in both of these
both of these trials in both of these
conditions<00:09:23.240> but<00:09:23.360> it's<00:09:23.480> when<00:09:23.640> you<00:09:23.800> compare<00:09:24.200> the
conditions but it's when you compare the
conditions but it's when you compare the
last<00:09:24.760> two<00:09:25.040> groups<00:09:25.800> the<00:09:25.920> mid-adolescent<00:09:26.720> group
last two groups the mid-adolescent group
last two groups the mid-adolescent group
and<00:09:27.079> the<00:09:27.200> adult<00:09:27.519> group<00:09:27.720> where<00:09:27.880> things<00:09:28.079> get
and the adult group where things get
and the adult group where things get
really<00:09:28.440> interesting<00:09:28.880> because<00:09:29.480> there<00:09:30.399> there
really interesting because there there
really interesting because there there
is<00:09:30.800> no<00:09:31.200> continued<00:09:31.760> Improvement<00:09:32.240> in<00:09:32.360> the<00:09:32.519> no
is no continued Improvement in the no
is no continued Improvement in the no
direct<00:09:33.360> condition<00:09:33.640> in<00:09:33.720> other<00:09:33.880> words
direct condition in other words
direct condition in other words
everything<00:09:34.560> you<00:09:34.760> need<00:09:35.440> to<00:09:35.720> do<00:09:36.079> to<00:09:36.279> in<00:09:36.399> order<00:09:36.680> to
everything you need to do to in order to
everything you need to do to in order to
remember<00:09:37.360> the<00:09:37.440> rule<00:09:37.680> and<00:09:37.880> apply<00:09:38.200> it<00:09:38.360> seems<00:09:38.600> to
remember the rule and apply it seems to
remember the rule and apply it seems to
be<00:09:38.839> fully<00:09:39.160> developed<00:09:39.600> by<00:09:39.839> mid-adolescence
be fully developed by mid-adolescence
be fully developed by mid-adolescence
whereas<00:09:41.160> in<00:09:41.360> contrast<00:09:41.800> if<00:09:41.880> you<00:09:42.000> look<00:09:42.120> at<00:09:42.240> the
whereas in contrast if you look at the
whereas in contrast if you look at the
last<00:09:42.680> two<00:09:42.959> gray<00:09:43.360> bars<00:09:44.000> there's<00:09:44.200> still<00:09:44.440> a
last two gray bars there's still a
last two gray bars there's still a
significant<00:09:45.480> Improvement<00:09:46.480> in<00:09:46.600> the<00:09:46.720> directed
significant Improvement in the directed
significant Improvement in the directed
condition<00:09:47.640> between<00:09:47.959> midadolescence<00:09:48.640> and
condition between midadolescence and
condition between midadolescence and
adulthood<00:09:49.760> and<00:09:49.880> what<00:09:50.040> this<00:09:50.200> means<00:09:50.920> is<00:09:51.040> that
adulthood and what this means is that
adulthood and what this means is that
the<00:09:51.440> ability<00:09:51.880> to<00:09:52.160> take<00:09:52.399> into<00:09:52.760> account<00:09:53.160> someone
the ability to take into account someone
the ability to take into account someone
else's<00:09:53.959> perspective<00:09:54.959> in<00:09:55.079> order<00:09:55.320> to<00:09:55.640> guide
else's perspective in order to guide
else's perspective in order to guide
ongoing<00:09:56.480> Behavior<00:09:56.839> which<00:09:56.959> is<00:09:57.040> something<00:09:57.279> by
ongoing Behavior which is something by
ongoing Behavior which is something by
the<00:09:57.480> way<00:09:57.640> that<00:09:57.720> we<00:09:57.800> do<00:09:57.920> in<00:09:58.120> everyday<00:09:58.519> life<00:09:58.680> all
the way that we do in everyday life all
the way that we do in everyday life all
the<00:09:58.959> time<00:09:59.200> time<00:09:59.839> is<00:10:00.000> still<00:10:00.360> developing<00:10:01.120> in<00:10:01.440> mid
the time time is still developing in mid
the time time is still developing in mid
to<00:10:01.959> late<00:10:02.399> adolescence<00:10:03.399> so<00:10:03.600> if<00:10:03.720> you<00:10:03.959> have<00:10:04.320> a
to late adolescence so if you have a
to late adolescence so if you have a
teenage<00:10:04.920> son<00:10:05.160> or<00:10:05.279> a<00:10:05.399> daughter<00:10:05.680> and<00:10:05.800> you<00:10:05.920> think
teenage son or a daughter and you think
teenage son or a daughter and you think
you<00:10:06.519> sometimes<00:10:06.760> think<00:10:07.279> they<00:10:07.440> have<00:10:07.600> problems
you sometimes think they have problems
you sometimes think they have problems
taking<00:10:08.160> other<00:10:08.360> people's<00:10:08.680> perspectives
taking other people's perspectives
taking other people's perspectives
you're<00:10:09.560> right<00:10:10.200> they<00:10:10.320> do<00:10:11.000> and<00:10:11.200> this<00:10:11.320> is<00:10:11.560> why<00:10:12.079> so
you're right they do and this is why so
you're right they do and this is why so
we<00:10:12.760> we<00:10:13.160> sometimes<00:10:14.000> um<00:10:14.519> laugh<00:10:14.880> about<00:10:15.160> teenagers
we we sometimes um laugh about teenagers
we we sometimes um laugh about teenagers
we<00:10:16.160> they're<00:10:16.519> parodied<00:10:17.279> sometimes<00:10:17.519> even
we they're parodied sometimes even
we they're parodied sometimes even
demonized<00:10:18.399> in<00:10:18.519> the<00:10:18.760> media<00:10:19.760> for<00:10:19.959> their<00:10:20.120> kind<00:10:20.279> of
demonized in the media for their kind of
demonized in the media for their kind of
typical<00:10:21.120> teenage<00:10:21.680> Behavior<00:10:22.200> they<00:10:22.360> take<00:10:22.720> risks
typical teenage Behavior they take risks
typical teenage Behavior they take risks
they're<00:10:23.760> sometimes<00:10:24.040> Moody<00:10:24.640> they're<00:10:24.880> very
they're sometimes Moody they're very
they're sometimes Moody they're very
self-conscious<00:10:26.600> I<00:10:26.680> have<00:10:26.800> a<00:10:26.920> really<00:10:27.120> nice
self-conscious I have a really nice
self-conscious I have a really nice
anecdote<00:10:27.800> from<00:10:27.920> a<00:10:28.040> friend<00:10:28.200> of<00:10:28.320> mine<00:10:28.519> who<00:10:28.640> said
anecdote from a friend of mine who said
anecdote from a friend of mine who said
that
that
that
the<00:10:29.800> thing<00:10:29.959> he<00:10:30.120> noticed<00:10:30.680> most<00:10:31.040> about<00:10:31.279> his
the thing he noticed most about his
the thing he noticed most about his
teenage<00:10:31.880> daughters<00:10:32.640> before<00:10:32.880> and<00:10:33.079> after
teenage daughters before and after
teenage daughters before and after
puberty<00:10:34.000> was<00:10:34.200> their<00:10:34.440> level<00:10:34.720> of<00:10:34.920> embarrassment
puberty was their level of embarrassment
puberty was their level of embarrassment
in<00:10:35.680> front<00:10:35.880> of<00:10:36.040> him<00:10:36.200> so<00:10:36.360> he<00:10:36.440> said<00:10:36.680> before
in front of him so he said before
in front of him so he said before
puberty<00:10:37.880> if<00:10:38.000> my<00:10:38.160> two<00:10:38.320> daughters<00:10:38.639> were<00:10:38.760> messing
puberty if my two daughters were messing
puberty if my two daughters were messing
around<00:10:39.279> in<00:10:39.399> a<00:10:39.560> shop<00:10:40.279> I'd<00:10:40.440> say<00:10:40.760> hey<00:10:40.920> stop
around in a shop I'd say hey stop
around in a shop I'd say hey stop
messing<00:10:41.440> around<00:10:41.639> and<00:10:41.760> I'll<00:10:41.880> sing<00:10:42.079> your
messing around and I'll sing your
messing around and I'll sing your
favorite<00:10:42.519> song<00:10:42.760> and<00:10:42.920> instantly<00:10:43.360> they'd<00:10:43.560> stop
favorite song and instantly they'd stop
favorite song and instantly they'd stop
messing<00:10:44.040> around<00:10:44.240> and<00:10:44.360> he'd<00:10:44.560> sing<00:10:44.720> their
messing around and he'd sing their
messing around and he'd sing their
favorite<00:10:45.240> song<00:10:45.880> after<00:10:46.240> puberty<00:10:46.720> that<00:10:46.839> became
favorite song after puberty that became
favorite song after puberty that became
the
the
the
threat<00:10:49.839> the<00:10:50.000> very<00:10:50.360> notion<00:10:50.720> of<00:10:50.920> their<00:10:51.160> dad
threat the very notion of their dad
threat the very notion of their dad
singing<00:10:52.079> in<00:10:52.399> public<00:10:53.160> was<00:10:53.320> enough<00:10:53.519> to<00:10:53.639> make
singing in public was enough to make
singing in public was enough to make
them
them
them
behave<00:10:55.720> so<00:10:56.000> people<00:10:56.399> often<00:10:56.800> ask<00:10:57.200> well<00:10:57.360> is
behave so people often ask well is
behave so people often ask well is
adolescence<00:10:58.120> a<00:10:58.279> kind<00:10:58.399> of<00:10:58.600> recent<00:10:59.200> phenomena
adolescence a kind of recent phenomena
adolescence a kind of recent phenomena
is<00:10:59.920> it<00:11:00.079> something<00:11:00.320> we've<00:11:00.480> invented<00:11:00.920> recently
is it something we've invented recently
is it something we've invented recently
in<00:11:01.560> the<00:11:01.680> west<00:11:01.920> and<00:11:02.079> actually<00:11:02.639> the<00:11:02.800> answer<00:11:03.040> is
in the west and actually the answer is
in the west and actually the answer is
probably<00:11:03.680> not<00:11:03.959> there<00:11:04.040> are<00:11:04.440> lots<00:11:04.639> of
probably not there are lots of
probably not there are lots of
descriptions<00:11:05.560> of<00:11:05.760> adolescence<00:11:06.519> in<00:11:06.720> in
descriptions of adolescence in in
descriptions of adolescence in in
history<00:11:07.560> that<00:11:07.720> sound<00:11:08.120> very<00:11:08.360> similar<00:11:08.720> to<00:11:08.839> the
history that sound very similar to the
history that sound very similar to the
descriptions<00:11:09.480> we<00:11:09.639> Ed<00:11:09.880> today<00:11:10.279> so<00:11:10.760> there's<00:11:10.920> a
descriptions we Ed today so there's a
descriptions we Ed today so there's a
famous<00:11:11.720> uh<00:11:11.839> quote<00:11:12.240> by<00:11:12.360> Shakespeare<00:11:13.040> from<00:11:13.200> the
famous uh quote by Shakespeare from the
famous uh quote by Shakespeare from the
Winters<00:11:13.839> Tale<00:11:14.320> where<00:11:14.440> he<00:11:14.639> describes
Winters Tale where he describes
Winters Tale where he describes
adolescence<00:11:15.839> as<00:11:15.959> follows<00:11:16.959> I<00:11:17.120> would<00:11:17.360> there
adolescence as follows I would there
adolescence as follows I would there
were<00:11:17.800> no<00:11:18.200> age<00:11:18.680> between<00:11:19.079> 10<00:11:19.480> and<00:11:19.639> 3<00:11:19.920> and<00:11:20.079> 20<00:11:20.600> or
were no age between 10 and 3 and 20 or
were no age between 10 and 3 and 20 or
that<00:11:20.920> youth<00:11:21.200> would<00:11:21.440> sleep<00:11:21.880> out<00:11:22.120> the<00:11:22.320> rest<00:11:23.000> for
that youth would sleep out the rest for
that youth would sleep out the rest for
there's<00:11:23.440> nothing<00:11:23.720> in<00:11:23.880> the<00:11:24.040> between<00:11:24.440> but
there's nothing in the between but
there's nothing in the between but
getting<00:11:24.920> wenches<00:11:25.440> with<00:11:25.720> child<00:11:26.519> wronging<00:11:26.959> the
getting wenches with child wronging the
getting wenches with child wronging the
ancient<00:11:27.600> tree<00:11:28.079> stealing
ancient tree stealing
ancient tree stealing
fighting<00:11:31.680> he<00:11:31.839> then<00:11:32.000> goes<00:11:32.200> on<00:11:32.360> to<00:11:32.560> say<00:11:33.440> having
fighting he then goes on to say having
fighting he then goes on to say having
said<00:11:34.320> that<00:11:35.320> would<00:11:35.639> any<00:11:36.000> but<00:11:36.240> these<00:11:36.480> boiled
said that would any but these boiled
said that would any but these boiled
brains<00:11:37.399> of<00:11:37.600> 19<00:11:38.040> and<00:11:38.200> 2<00:11:38.399> and20<00:11:39.040> hunt<00:11:39.639> in<00:11:39.880> this
brains of 19 and 2 and20 hunt in this
brains of 19 and 2 and20 hunt in this
weather<00:11:41.480> so<00:11:42.000> almost<00:11:42.320> 400<00:11:42.760> years<00:11:42.920> ago
weather so almost 400 years ago
weather so almost 400 years ago
Shakespeare<00:11:44.000> was<00:11:44.240> portraying<00:11:45.000> Adolescence
Shakespeare was portraying Adolescence
Shakespeare was portraying Adolescence
in<00:11:45.720> a<00:11:45.920> very<00:11:46.160> similar<00:11:46.560> light<00:11:46.760> to<00:11:46.880> the<00:11:47.040> light
in a very similar light to the light
in a very similar light to the light
that<00:11:47.320> we<00:11:47.480> portray<00:11:47.880> them<00:11:48.000> in<00:11:48.160> today<00:11:48.920> but<00:11:49.079> today
that we portray them in today but today
that we portray them in today but today
we<00:11:49.800> try<00:11:50.079> to<00:11:50.720> understand<00:11:50.959> their<00:11:51.200> behavior<00:11:51.639> in
we try to understand their behavior in
we try to understand their behavior in
terms<00:11:52.120> of<00:11:52.279> the<00:11:52.480> underlying<00:11:53.320> changes<00:11:53.720> that<00:11:53.839> are
terms of the underlying changes that are
terms of the underlying changes that are
going<00:11:54.160> on<00:11:54.360> in<00:11:54.519> their<00:11:54.720> brain<00:11:55.720> so<00:11:55.920> for<00:11:56.079> example
going on in their brain so for example
going on in their brain so for example
take<00:11:56.880> risk-taking<00:11:57.880> we<00:11:58.079> know<00:11:58.360> that<00:11:58.560> adoles<00:11:59.160> an
take risk-taking we know that adoles an
take risk-taking we know that adoles an
are<00:12:00.040> have<00:12:00.160> a<00:12:00.320> tendency<00:12:00.720> to<00:12:00.920> take<00:12:01.120> risks<00:12:01.519> they
are have a tendency to take risks they
are have a tendency to take risks they
do<00:12:01.880> they<00:12:02.000> take<00:12:02.200> more<00:12:02.440> risks<00:12:02.839> than<00:12:03.079> children<00:12:03.800> or
do they take more risks than children or
do they take more risks than children or
adults<00:12:04.360> and<00:12:04.519> they<00:12:04.720> are<00:12:04.920> particularly<00:12:05.839> prone
adults and they are particularly prone
adults and they are particularly prone
to<00:12:06.279> taking<00:12:06.519> risks<00:12:06.920> when<00:12:07.000> they're<00:12:07.160> with<00:12:07.320> their
to taking risks when they're with their
to taking risks when they're with their
friends<00:12:07.880> there's<00:12:08.040> a<00:12:08.360> important<00:12:08.880> drive<00:12:09.800> to
friends there's a important drive to
friends there's a important drive to
become<00:12:10.360> independent<00:12:11.120> from<00:12:11.360> one's<00:12:11.800> parents
become independent from one's parents
become independent from one's parents
and<00:12:12.680> to<00:12:12.880> impress<00:12:13.279> one's<00:12:13.560> friends<00:12:13.880> in
and to impress one's friends in
and to impress one's friends in
adolescence<00:12:15.120> but<00:12:15.360> now<00:12:15.880> we<00:12:16.040> try<00:12:16.240> to<00:12:16.680> understand
adolescence but now we try to understand
adolescence but now we try to understand
that<00:12:17.000> in<00:12:17.120> terms<00:12:17.360> of<00:12:17.600> the<00:12:17.720> development<00:12:18.160> of<00:12:18.240> a
that in terms of the development of a
that in terms of the development of a
part<00:12:18.560> of<00:12:18.680> their<00:12:18.839> brain<00:12:19.160> called<00:12:19.399> the<00:12:19.519> lyic
part of their brain called the lyic
part of their brain called the lyic
system<00:12:20.480> so<00:12:20.639> I'm<00:12:20.760> going<00:12:20.839> to<00:12:20.959> show<00:12:21.160> you<00:12:21.519> the<00:12:21.639> lyic
system so I'm going to show you the lyic
system so I'm going to show you the lyic
system<00:12:22.480> in<00:12:22.639> red<00:12:23.040> in<00:12:23.160> the<00:12:23.320> slide<00:12:23.720> behind<00:12:24.000> me<00:12:24.160> and
system in red in the slide behind me and
system in red in the slide behind me and
also<00:12:24.639> on<00:12:24.800> this<00:12:24.959> brain<00:12:25.160> so<00:12:25.320> the<00:12:25.399> lyic<00:12:25.760> system<00:12:26.000> is
also on this brain so the lyic system is
also on this brain so the lyic system is
Right<00:12:26.680> deep<00:12:27.000> inside<00:12:27.480> the<00:12:27.639> brain<00:12:28.399> and<00:12:28.519> it's
Right deep inside the brain and it's
Right deep inside the brain and it's
involved<00:12:29.680> in<00:12:30.160> things<00:12:30.480> like<00:12:30.680> emotion
involved in things like emotion
involved in things like emotion
processing<00:12:31.959> and<00:12:32.240> reward<00:12:32.839> processing<00:12:33.399> it
processing and reward processing it
processing and reward processing it
gives<00:12:33.720> you<00:12:33.839> the<00:12:34.079> rewarding<00:12:34.680> feeling<00:12:35.079> out<00:12:35.279> of
gives you the rewarding feeling out of
gives you the rewarding feeling out of
doing<00:12:36.079> fun<00:12:36.399> things<00:12:36.760> including<00:12:37.440> taking<00:12:37.800> risks
doing fun things including taking risks
doing fun things including taking risks
it<00:12:38.360> gives<00:12:38.519> you<00:12:38.639> the<00:12:38.920> kick<00:12:39.199> out<00:12:39.399> of<00:12:39.560> taking
it gives you the kick out of taking
it gives you the kick out of taking
risks<00:12:40.680> and<00:12:40.880> this<00:12:41.079> region<00:12:41.720> the<00:12:41.920> the<00:12:42.240> regions
risks and this region the the regions
risks and this region the the regions
within<00:12:42.839> the<00:12:42.959> lyic<00:12:43.360> system<00:12:44.000> have<00:12:44.199> been<00:12:44.360> found
within the lyic system have been found
within the lyic system have been found
to<00:12:44.880> be<00:12:45.279> hyper<00:12:45.920> sensitive<00:12:46.480> to<00:12:46.639> the<00:12:46.800> rewarding
to be hyper sensitive to the rewarding
to be hyper sensitive to the rewarding
feeling<00:12:47.560> of<00:12:47.720> risk-taking<00:12:48.320> in<00:12:48.600> adolescents
feeling of risk-taking in adolescents
feeling of risk-taking in adolescents
compared<00:12:49.959> with<00:12:50.160> adults<00:12:50.959> and<00:12:51.120> at<00:12:51.279> the<00:12:51.519> very
compared with adults and at the very
compared with adults and at the very
same<00:12:52.240> time<00:12:52.680> the<00:12:52.920> prefrontal<00:12:53.680> cortex<00:12:54.600> which
same time the prefrontal cortex which
same time the prefrontal cortex which
you<00:12:54.839> can<00:12:54.959> see<00:12:55.160> in<00:12:55.279> blue<00:12:55.519> in<00:12:55.639> the<00:12:55.800> slide<00:12:56.320> here
you can see in blue in the slide here
you can see in blue in the slide here
which<00:12:57.399> stops<00:12:57.920> us<00:12:58.240> taking<00:12:58.839> excessive<00:12:59.199> risks<00:12:59.639> is
which stops us taking excessive risks is
which stops us taking excessive risks is
still<00:13:00.199> very<00:13:00.440> much<00:13:00.600> in<00:13:00.839> development<00:13:01.360> in
still very much in development in
still very much in development in
adolescence<00:13:03.279> so<00:13:03.880> brain<00:13:04.240> research<00:13:05.079> has<00:13:05.240> shown
adolescence so brain research has shown
adolescence so brain research has shown
that<00:13:05.959> the<00:13:06.120> Adolescent<00:13:06.639> brain<00:13:07.160> undergoes
that the Adolescent brain undergoes
that the Adolescent brain undergoes
really<00:13:08.480> quite<00:13:08.839> profound<00:13:09.360> development<00:13:10.000> and
really quite profound development and
really quite profound development and
this<00:13:10.360> has<00:13:10.639> implications<00:13:11.399> for<00:13:11.720> education<00:13:12.720> for
this has implications for education for
this has implications for education for
rehabilitation<00:13:14.000> and<00:13:14.440> intervention<00:13:15.440> the
rehabilitation and intervention the
rehabilitation and intervention the
environment<00:13:17.000> including<00:13:17.560> teaching<00:13:18.279> can<00:13:18.680> and
environment including teaching can and
environment including teaching can and
does<00:13:19.240> shape<00:13:20.079> the<00:13:20.240> developing<00:13:20.720> adolescent
does shape the developing adolescent
does shape the developing adolescent
brain<00:13:21.920> and<00:13:22.040> yet<00:13:22.199> it's<00:13:22.320> only<00:13:22.519> relatively
brain and yet it's only relatively
brain and yet it's only relatively
recently<00:13:23.639> that<00:13:23.760> we<00:13:23.880> have<00:13:24.040> been<00:13:24.279> routinely
recently that we have been routinely
recently that we have been routinely
educating<00:13:25.760> teenagers<00:13:26.320> in<00:13:26.440> the<00:13:26.600> west<00:13:27.000> all<00:13:27.199> four
educating teenagers in the west all four
educating teenagers in the west all four
of<00:13:27.720> my<00:13:27.920> grandparents<00:13:28.440> for<00:13:28.560> examp<00:13:28.920> example
of my grandparents for examp example
of my grandparents for examp example
left<00:13:30.320> school<00:13:31.120> in<00:13:31.320> their<00:13:31.560> early<00:13:32.040> adolescence
left school in their early adolescence
left school in their early adolescence
they<00:13:33.000> had<00:13:33.279> no<00:13:33.600> choice<00:13:34.440> and<00:13:34.600> that's<00:13:34.800> still<00:13:35.680> the
they had no choice and that's still the
they had no choice and that's still the
case<00:13:36.000> for<00:13:36.240> many<00:13:36.480> many<00:13:36.800> teenagers<00:13:37.279> around<00:13:37.519> the
case for many many teenagers around the
case for many many teenagers around the
world<00:13:37.839> today<00:13:38.399> 40%<00:13:39.399> of<00:13:39.560> teenagers<00:13:40.199> don't<00:13:40.560> have
world today 40% of teenagers don't have
world today 40% of teenagers don't have
access<00:13:41.680> to<00:13:41.959> secondary<00:13:42.519> school<00:13:43.600> education<00:13:44.600> and
access to secondary school education and
access to secondary school education and
yet<00:13:45.240> this<00:13:45.360> is<00:13:45.480> a<00:13:45.760> period<00:13:46.079> of<00:13:46.279> life<00:13:46.519> where<00:13:46.680> the
yet this is a period of life where the
yet this is a period of life where the
brain<00:13:47.040> is<00:13:47.360> particularly<00:13:48.160> adaptable<00:13:49.040> and
brain is particularly adaptable and
brain is particularly adaptable and
malleable<00:13:49.959> it's<00:13:50.079> a<00:13:50.360> fantastic<00:13:51.040> opportunity
malleable it's a fantastic opportunity
malleable it's a fantastic opportunity
for<00:13:51.880> Learning<00:13:52.279> and<00:13:52.759> creativity<00:13:53.759> so<00:13:54.000> what's
for Learning and creativity so what's
for Learning and creativity so what's
sometimes<00:13:54.720> seen<00:13:55.000> as<00:13:55.160> the<00:13:55.480> problem<00:13:56.199> with
sometimes seen as the problem with
sometimes seen as the problem with
adolescence<00:13:57.040> heightened<00:13:57.440> risk-taking<00:13:58.199> poor
adolescence heightened risk-taking poor
adolescence heightened risk-taking poor
impul<00:13:58.800> s<00:13:59.040> control<00:13:59.639> self-consciousness
impul s control self-consciousness
impul s control self-consciousness
shouldn't<00:14:01.000> be<00:14:01.600> stigmatized<00:14:02.600> it<00:14:02.880> actually
shouldn't be stigmatized it actually
shouldn't be stigmatized it actually
reflects<00:14:03.800> changes<00:14:04.240> in<00:14:04.399> the<00:14:04.519> brain<00:14:04.880> that
reflects changes in the brain that
reflects changes in the brain that
provide<00:14:05.480> an<00:14:05.720> excellent<00:14:06.279> opportunity<00:14:07.279> for
provide an excellent opportunity for
provide an excellent opportunity for
education<00:14:08.279> and<00:14:08.519> Social<00:14:08.959> Development<00:14:09.880> thank
education and Social Development thank
education and Social Development thank
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you
Sarah-Jayne Blakemore, cognition, neuroscience, prefrontal, cortex, adolescent, brain, adult, teenage, behavior, TED, TED, Talk, TED-Ed, Ed, TEDEducation
