Player is loading...

Embed

Copy embed code

Transcriptions

Note: this content has been automatically generated.
00:00:00
Oh right our yeah I guess year or not
00:00:16
there is some are yeah but I I into
00:00:24
spatial. Well speechwriter. We
00:00:29
ambiguous So channel or or do you
00:00:37
understand how are we we did with
00:00:41
either not of those emotions or less
00:00:44
alacrity every once in a while okay so
00:00:50
there's a whole bunch of ideas make
00:00:51
into that time am. So happy coding
00:00:55
certainly has been used to like that
00:00:57
question that you're actually what that
00:01:00
could still find another way that maybe
00:01:02
when you're at your ad. So a motion
00:01:07
attributions are not binary categories
00:01:09
they are right it's not like we see
00:01:10
somebody a we think you are
00:01:11
experiencing only fury and nothing else
00:01:13
there's a continuous representational
00:01:15
space psychologically is their
00:01:17
continuous space narrowly. So in the
00:01:20
data certainly is a continuous space so
00:01:22
we can say the more so so here's a
00:01:25
dimension that we can because I didn't
00:01:26
I that is your belief justified. So
00:01:29
this is something that matters a moral
00:01:31
judgement I told you about race who
00:01:33
believes that hotter sugar because it
00:01:36
in a jar next to coffee machine and
00:01:37
it's labelled sure but I can very how
00:01:40
good her reason is for believing that
00:01:42
sure what it's just a chart chemical
00:01:44
factory and she thinks it's sure well
00:01:46
that she doesn't want to cause harm but
00:01:47
you shouldn't have thought it a shot
00:01:49
make that was negligent and
00:01:50
irresponsible okay so there's a
00:01:52
continuous dimension there I've have
00:01:54
good reason is for believing that it's
00:01:56
out there. So I can imagine that
00:01:58
continuous variation in your moral
00:02:00
judgements it makes a very big
00:02:01
difference is something juries have to
00:02:03
pay attention to a very fine grained
00:02:05
differences in reasons for believing
00:02:07
and that shows up in the neural right.
00:02:10
So the more you have a good reason for
00:02:12
believing that you add won't cause harm
00:02:15
them or different the pattern as from
00:02:17
where you have a bad that the
00:02:19
continuous dimension in the neural
00:02:20
pattern. So it's possible to create
00:02:24
very ambiguous stories that we'll have
00:02:27
next and not to tell that but failures
00:02:29
the decoding or totally meaningless
00:02:31
what's interesting is can you for
00:02:32
example create a next and then focus is
00:02:35
focused people's attention on one
00:02:37
dimension or another and so that the
00:02:39
dimension for example that they're
00:02:40
attending to is the one that you can
00:02:42
decode and we can do that yeah and a CD
00:02:46
honesty vision council Afghanistan like
00:02:49
the fact that the examples you gave us
00:02:52
essentially the middle class about
00:02:55
going to the gym losing luggage texting
00:02:58
one drive in Eugene Kate you know all
00:03:01
the lighting and camping and so on. So
00:03:04
you know is this really a serial middle
00:03:06
class mind all really do represent the
00:03:10
broadest possible range of human
00:03:12
emotional experience yeah so there's a
00:03:16
lot packed into that question and a lot
00:03:18
of possible answers. So a fixed the
00:03:24
experiments that I showed you the
00:03:25
stimulate that we made our intended to
00:03:27
draw unfamiliar emotional experiences
00:03:29
for the characters. But I think I'd
00:03:32
even fundamental question in theory of
00:03:34
mind and and not just another
00:03:35
scientifically is what is the scope of
00:03:38
our capacity to represent the kinds of
00:03:39
experiences we have a tad can we
00:03:42
understand them at a lives of people
00:03:44
way beyond our personal experiences and
00:03:47
and that is one of the questions I
00:03:48
worked on for the last ten years not
00:03:50
using a class difference usually and
00:03:53
although I think class and cultural
00:03:54
very interesting dimension but using
00:03:57
something in some ways cleaner. So we
00:04:00
wanted already ten years ago to think
00:04:02
about what group of human beings who
00:04:05
might never have had a certain kind of
00:04:07
experience but never had the chance to
00:04:10
learn about it. So that we could ask
00:04:12
that having the experience or learning
00:04:14
about it affect your mental
00:04:16
representation and that we did that
00:04:18
with congenital E blind people thinking
00:04:19
about that. There's so ten years. But I
00:04:22
think can generally blind people what
00:04:24
they know about the experiences of
00:04:26
seeing. And one of the things that we
00:04:29
found is that in the right TVJ in
00:04:32
technical in healthy side adults.
00:04:35
There's the rubber response to stories
00:04:37
about other people's experiences of
00:04:38
hearing and CN but you can decode
00:04:40
whether the people and the stories are
00:04:42
hearing or CN and that we have whether
00:04:45
for blind people that dimension if
00:04:47
hearing versus seeing is also encoded
00:04:49
in the pattern of responsibility BJ and
00:04:51
it is so blind people do distinguish
00:04:54
hearing and seeing in their other
00:04:55
people hearing in in the right to BJ
00:04:57
the same way we do and in fact in a big
00:04:59
behavioural experiment with adding new
00:05:02
ones to blind people have and what they
00:05:04
know about experiences a CN so do they
00:05:06
know for example that glowing is more
00:05:09
similar to shining than it is to
00:05:11
glittering right that's a very subtle
00:05:13
distinction and they do in fact so far
00:05:17
in a whole bunch of incredibly subtle
00:05:19
experiments we can't find anything
00:05:21
sighted people know about site that
00:05:22
blind people don't know and the other
00:05:24
and there's a lot about blindness that
00:05:28
sighted people don't know jumps up
00:05:32
against a have you thought about
00:05:35
looking at I thought about looking at
00:05:38
people who I guess we would classify so
00:05:41
if your pass. So they bring to your
00:05:45
best completely for this perverted you
00:05:49
know other people's thoughts and
00:05:51
emotions there is there really
00:05:54
fascinating research something company
00:05:56
and and make it down again referred to
00:05:57
some of this the consensus in that
00:06:00
field seems to be that psychology is
00:06:02
not a destruction of theory of mind
00:06:04
it's not an incapacity to know what
00:06:06
somebody else is thinking in fact
00:06:07
segment sometimes are particularly good
00:06:10
and knowing what somebody else's
00:06:11
thinking they just don't care. And the
00:06:14
capacity to care about what somebody
00:06:16
else's thinking is associated with a
00:06:18
different part of this number one we
00:06:19
have studied but that I didn't talk
00:06:21
about which is immediately profound
00:06:22
awkward acts. So what we've shown for
00:06:25
example is that while the right TVJ
00:06:27
cares about things like you have good
00:06:28
reason for your believes media profound
00:06:31
text cares about you feel happy or sad
00:06:33
did you achieve your goals are not and
00:06:35
it's primarily in video profound to
00:06:37
cortex the deficit show lack in like on
00:06:39
the this is actually a case I didn't
00:06:41
get to talk about the find so
00:06:43
fascinating so I briefly referred to
00:06:45
this at the end of my talk what we only
00:06:47
thing is that in from brains are more
00:06:49
plastic than adult brains which means
00:06:52
that they're more resilient to damage
00:06:53
that hard principle it's the thing that
00:06:55
it there you know kind of default
00:06:58
hypothesis by these days that for
00:06:59
example if you have less time is
00:07:01
fuelling the damage the language cortex
00:07:03
the same damage has less devastating
00:07:05
effects in in fact that's true then the
00:07:07
damage occurred and at and but there
00:07:09
are exceptions and one of the
00:07:11
exceptions is meant to be don't we
00:07:12
kinds of projects. So damage in adults
00:07:15
had eventually do improvement cortex
00:07:17
has that has the affects causes
00:07:19
datasets in decision making and a moral
00:07:21
judgement. But the equivalent damage in
00:07:24
infancy has totally devastating effects
00:07:27
much worse than the same damage an
00:07:29
adult side. So there's something about
00:07:31
centimetre frontal cortex role in the
00:07:33
learning of moral judgement they can't
00:07:35
be compensated for by other cortical
00:07:38
regions it's the opposite of early
00:07:39
plasticity and I find that incredibly
00:07:42
fascinating but for what it says about
00:07:44
that should be to profound overtaxed
00:07:45
and from what it was about really
00:07:47
social are going Uh about that
00:07:51
tradition is a euro on this one but
00:07:58
from the nutritionist is minimal your
00:08:00
your like guess vice versa. So other
00:08:03
mutations minded no not much faster oh
00:08:08
and you have to write down up or down
00:08:12
base oh a set of information. I and
00:08:16
then instantly did I'm I'm interested
00:08:19
in two writers at the moment john eight
00:08:22
and rubber hand for it but there being
00:08:26
two file under the right one it's
00:08:30
related about about the morality oh oh
00:08:35
right some wrongs about treat them I
00:08:39
think that's the end point for us we
00:08:43
are just for all subsequent information
00:08:46
based on that immediate decision. So if
00:08:49
you start talking about the insurance
00:08:51
company you start talking about I'm not
00:08:53
exactly about the they should have
00:08:54
thought of this or that you think it is
00:08:57
I handy man oh I don't I don't
00:09:00
necessarily change it based on is oh
00:09:03
you're apology or see anything R that's
00:09:07
what I oh I oh oh okay. So for a given
00:09:24
decision that you're making it possible
00:09:27
to put two factors that go into that
00:09:29
decision on one spectrum and call the
00:09:32
ends sort of fast into the heuristic
00:09:35
automatic at the other end slow
00:09:37
deliberate of reflective consciously
00:09:39
accessible. Um and the framework for
00:09:43
thinking about in a different process
00:09:45
has turned out to be a powerful
00:09:47
metaphor that lead to a lot of good
00:09:48
research. So that's true a simple
00:09:52
minded mapping of those aren't to maybe
00:09:55
just literally to in any sense has to
00:09:58
be wrong there's nothing no function
00:10:01
not even the simplest decision that
00:10:03
relies on one or two or a small
00:10:05
countable number of brain regions are
00:10:07
systems and and so I don't like is yes
00:10:12
that is well regarded as a as a as a
00:10:15
metaphor for helping to organise our
00:10:17
thinking about individual problems. But
00:10:20
when then you then try to say okay
00:10:22
there's an automatic and slow
00:10:24
reflective processes they go into
00:10:26
deciding whether I wanted to meet over
00:10:28
an apple right now. And there's fast
00:10:30
automatic in slow reflective process is
00:10:33
they go into deciding whether somebody
00:10:35
deserves to be jailed for murder or
00:10:37
not. But is the fast automatic process
00:10:40
the same one is that one fact automatic
00:10:42
process for immediately grabbing an
00:10:44
apple in sending somebody to jail no
00:10:45
definitely not and so again I think
00:10:48
that the services and that this is this
00:10:51
is a metaphor is powerful but the
00:10:54
version of it that there are two brains
00:10:56
in any sense it's not so Q system
00:11:02
caskets from nestle. Thank you very
00:11:04
much for that that would first meeting
00:11:07
a very simple technical question your
00:11:09
subjects are really or listening to
00:11:13
these stories and what the sense that
00:11:15
we haven't but but so for the brain
00:11:21
systems that I study these
00:11:23
representations are extremely abstract
00:11:25
and we've shown there's no effective
00:11:26
whether you're Reading a story watching
00:11:28
a movie or listening to a story. And
00:11:30
one of the other things we've shown is
00:11:32
that as I just mentioned there's no
00:11:33
effect of the history of your personal
00:11:35
sensory experience of these abstract
00:11:36
representations are the same can
00:11:38
generally blind people as they are
00:11:40
inside people there extremely resilient
00:11:44
just had to experience although they
00:11:45
represent other people's sensory
00:11:47
experiences that they're very abstract
00:11:49
to your own sensory experience. And one
00:11:52
of the things we've also studied is at
00:11:55
so like other brain regions of course
00:11:58
are not and so outside of I think you
00:12:01
you can think of their response of
00:12:03
representation to these stories as the
00:12:05
combination of many different
00:12:07
representational systems some of which
00:12:09
are responsive to the details of the
00:12:11
experience of the stimulus and another
00:12:14
to the more abstract structure that
00:12:16
you're creating out of that stimulus
00:12:18
and this particular breed region. It's
00:12:20
highly abstract resistant to the
00:12:22
stimulus an experience just two years
00:12:27
ago it was a cool okay and the right to
00:12:30
decide which is would be for only to
00:12:33
the the the poor for politicians plates
00:12:38
okay for political complaints. So so my
00:12:42
question is can you really know for the
00:12:45
encoding you guys can you really on the
00:12:51
wiki oh it's it's gonna be good colour
00:12:56
feelings to make example I might work
00:13:00
best "'cause" that's what explain to me
00:13:02
this is how you probably know trailers
00:13:04
for movies maybe you might actually see
00:13:08
scum so I'm a cognitive not just and I
00:13:14
use functional I'm right. And as a
00:13:17
consequence I feel that I have to tell
00:13:20
a pretty fine line in the outside world
00:13:23
on the one hand. I don't want to
00:13:26
believe almost anything you ever read
00:13:27
about from right because there's a
00:13:31
phenomenal amount of crap. Um in the
00:13:34
literature in the public press about
00:13:36
the literature my guess is more than
00:13:39
half of what people tell you about the
00:13:41
brain based on an image of the lighting
00:13:43
is false. So everyone's just a buyer
00:13:47
beware in general I don't believe
00:13:49
anything I read. But I mean I and many
00:13:52
people have heard that before come to
00:13:54
that conclusion on their own. And I
00:13:56
also don't want to write off and mine
00:13:58
because it is totally possible to use
00:14:00
that for my in a programmatic
00:14:02
productive systematic way to test
00:14:04
hypotheses but strong power and
00:14:06
genuinely distinguish between
00:14:07
hypotheses. And I think that about five
00:14:11
years ago there was a tendency for
00:14:12
people to see inside in the M right
00:14:15
community and this time I'm right cell
00:14:17
phones that fall it could never be
00:14:19
trusted and that is also wrong. And so
00:14:22
I'd say that it is it technically
00:14:24
possible to do the right after my
00:14:27
experiment that could tell the person
00:14:31
you are interested and right there are
00:14:33
robots word signals in the brain that
00:14:35
you can measure or inner imaging and so
00:14:37
do you think about your responses are
00:14:39
what you're going for in your political
00:14:41
campaign it is certainly possible that
00:14:44
either now or in the future or I could
00:14:46
be a more reliable marker the
00:14:48
experience of reward and saw support
00:14:49
right if you're alternatives are
00:14:52
introspection and self report or I I
00:14:55
mean I think interest and self
00:14:57
operatively deserve at least as much
00:14:59
suspicion as I'm right as right to very
00:15:02
unreliable measures and it's certainly
00:15:04
possible that research you could get a
00:15:07
number I measure that it's more
00:15:08
protective of behaviour then people
00:15:10
suffer supported and I know one person
00:15:12
who's done this the families fall who
00:15:14
works at U Penn do this with smoking
00:15:17
cessation campaigns she compared the
00:15:19
activations in different in to people
00:15:21
wanting smoking cessation camping. And
00:15:24
then use activity to protect responses
00:15:28
when the kids were wheeled out in all
00:15:31
states to real smoking cessation
00:15:33
hotlines. So the these really three
00:15:36
actual smoking cessation campaigns and
00:15:38
outcome measure wise during that video
00:15:41
hotline numbers at the bottom which
00:15:43
video produced remote phone calls to
00:15:46
the hotline number. And she found. This
00:15:49
is a very small so they can comparing
00:15:50
three minutes to one another. So just
00:15:53
weakening it no religion responses
00:15:55
could do rather than self reflective of
00:15:57
responses out a focus group in
00:16:00
predicting which of those campaigns
00:16:01
would be most effective in generate a
00:16:03
hotline calls. So it is certainly
00:16:06
possible that the neurology. So I could
00:16:09
help you tailor a political campaign if
00:16:11
you knew what you were you were
00:16:12
interested in and you do the experiment
00:16:14
right but my glasses chances are that
00:16:17
hasn't happened I more common going but
00:16:26
to mike's the fifty percent percent
00:16:28
this week. So we is I happen to be a
00:16:31
form in your site is trying to
00:16:32
understand attrition. And maybe you
00:16:35
underestimate what I learned us which
00:16:38
is how emotional relationship with food
00:16:41
and we share. So actually your work is
00:16:45
extremely relevant to what we're trying
00:16:46
to do especially talk about brain
00:16:49
development if you can into the three

Share this talk: 


Conference Program

Introduction to the 12th Nestlé International Nutrition Symposium
Thomas Beck, NRC Director
Oct. 22, 2015 · 8:57 a.m.
790 views
Introduction to Session I - Cognitive & Brain Development
Susan Gasser, Friedrich Miescher Institute, Basel, Switzerland
Oct. 22, 2015 · 9:04 a.m.
161 views
The development of a healthy brain
Michael Gazzaniga, University of California, Santa Barbara, USA
Oct. 22, 2015 · 9:16 a.m.
398 views
Q&A - The development of a healthy brain
Michael Gazzaniga, University of California, Santa Barbara, USA
Oct. 22, 2015 · 9:56 a.m.
Early influences on brain development and epigenetics
Stephen G. Matthews, University of Toronto, Canada
Oct. 22, 2015 · 10:49 a.m.
154 views
Q&A - Early influences on brain development and epigenetics
Stephen G. Matthews, University of Toronto, Canada
Oct. 22, 2015 · 11:29 a.m.
Building the physiology of thought
Rebecca Saxe, Massachusetts Institute of Technology, Cambridge, USA
Oct. 22, 2015 · 11:38 a.m.
226 views
Q&A - Building the physiology of thought
Rebecca Saxe, Massachusetts Institute of Technology, Cambridge, USA
Oct. 22, 2015 · 12:10 p.m.
Introduction to Session II - Cognitive Decline
Kathinka Evers
Oct. 22, 2015 · 2:02 p.m.
Brain health & brain diseases - future perspectives
Richard Frackowiak, CHUV University Hospital, Lausanne, Switzerland
Oct. 22, 2015 · 2:11 p.m.
120 views
Alzheimer's disease: genome-wide clues for novel therapies
Rudolph E. Tanzi, Massachusetts General Hospital, Charlestown, USA
Oct. 22, 2015 · 3:15 p.m.
Q&A - Alzheimer's disease: genome-wide clues for novel therapies
Rudolph E. Tanzi, Massachusetts General Hospital, Charlestown, USA
Oct. 22, 2015 · 3:59 p.m.
Immunometabolic regulators of age-related inflammation
Vishwa D. Dixit, Yale School of Medicine, New Haven, USA
Oct. 22, 2015 · 4:21 p.m.
160 views
Q&A - Immunometabolic regulators of age-related inflammation
Vishwa D. Dixit, Yale School of Medicine, New Haven, USA
Oct. 22, 2015 · 4:59 p.m.
Introduction to Session III - Nutrition & Cognitive Development
Pierre Magistretti, KAUST, Thuwal, Saudi Arabia and EPFL, Lausanne, Switzerland
Oct. 23, 2015 · 9 a.m.
Energy metabolism in long-term memory formation and enhancement
Cristina M. Alberini, The Center for Neural Science, New York University, USA
Oct. 23, 2015 · 9:16 a.m.
413 views
Q&A - Energy metabolism in long-term memory formation and enhancement
Cristina M. Alberini, The Center for Neural Science, New York University, USA
Oct. 23, 2015 · 9:53 a.m.
Building the costly human brain: implications for the evolution of slow childhood growth and the origins of diabetes
Christopher Kuzawa, Northwestern University, Evanston, USA
Oct. 23, 2015 · 10:29 a.m.
Nutrition, growth and the developing brain
Prof. Maureen Black, University of Maryland, School of Medicine, Baltimore, USA
Oct. 23, 2015 · 11:09 a.m.
152 views
Q&A - Nutrition, growth and the developing brain
Prof. Maureen Black, University of Maryland, School of Medicine, Baltimore, USA
Oct. 23, 2015 · 11:49 a.m.
Introduction to Session IV - Decline & Nutritional Intervention
Tamas Bartfai, The Scripps Research Institute, La Jolla, USA
Oct. 23, 2015 · 12:48 p.m.
179 views
On multi-domain approaches for prevention trials
Miia Kivipelto, Karolinska Institutet, Stockholm, Sweden
Oct. 23, 2015 · 1:04 p.m.
218 views
Q&A - On multi-domain approaches for prevention trials
Miia Kivipelto, MD, PhD, Karolinska Institutet
Oct. 23, 2015 · 1:39 p.m.
Methodological challenges in Alzheimer clinical development
Lon S. Schneider, Keck School of Medicine of USC, Los Angeles, USA
Oct. 23, 2015 · 1:49 p.m.
124 views
Q&A - Methodological challenges in Alzheimer clinical development
Lon S. Schneider, Keck School of Medicine of USC, Los Angeles, USA
Oct. 23, 2015 · 2:32 p.m.
We are what we remember: memory and age related memory disorders
Eric R. Kandel, Columbia University, New York, USA
Oct. 23, 2015 · 3:03 p.m.
230 views
Concluding Remarks
Stefan Catsicas, Chief Technology Officer, Nestlé SA
Oct. 23, 2015 · 3:50 p.m.
168 views

Recommended talks

2018 MNI Grant Winner Announcement
Tim Meyerhoff, MNI President
Sept. 3, 2018 · 11:52 a.m.
382 views