# Brain Experts WARNING: Watch This Before Using ChatGPT Again! (Shocking New Discovery)

https://www.youtube.com/watch?v=5wXlmlIXJOI

[00:02] Chat GBT is going to potentially increase your risk of dementia.
[00:05] increase your risk of dementia.
[00:06] I'm sorry, but you you've pressed my button and actually it is possible to
[00:08] button and actually it is possible to use it to help you become a smarter
[00:10] use it to help you become a smarter person, but it requires education.
[00:13] person, but it requires education. You have to look at the risks and the
[00:14] have to look at the risks and the benefits.
[00:15] benefits.
[00:18] But we embrace convenience before understanding consequence.
[00:20] understanding consequence.
[00:21] So, we have to talk about this.
[00:23] This is a study that came out that sent a shock wave across the world.
[00:24] wave across the world. And astonishingly, MIT found a 47% collapse
[00:27] astonishingly, MIT found a 47% collapse in brain activity when people wrote with
[00:29] in brain activity when people wrote with Chat GBT compared with writing unaded.
[00:32] Chat GBT compared with writing unaded. Their memory scores plunged.
[00:34] Their memory scores plunged. And you're both masters of the brain.
[00:36] both masters of the brain. I mean, you've probably scanned more brains than
[00:37] you've probably scanned more brains than any other human on Earth at this point.
[00:39] any other human on Earth at this point. And you invented the Boltzman machine
[00:41] And you invented the Boltzman machine with Jeffrey Hinton, a computer that
[00:43] with Jeffrey Hinton, a computer that simulated how the brain works.
[00:45] simulated how the brain works. So my question is, what are your concerns?
[00:47] question is, what are your concerns?
[00:49] If you misuse these large language models, like using it as a convenience
[00:51] models, like using it as a convenience to speed things up, your brain's going
[00:52] to speed things up, your brain's going to go downhill.
[00:53] to go downhill. Well, there's no doubt about that.
[00:54] about that.
[00:55] What about children?
[00:57] We have the sickest young generation in history because of cell phones, social
[00:59] history because of cell phones, social media, and I think AI is much more
[01:02] media, and I think AI is much more dangerous on the developing brain.
[01:05] dangerous on the developing brain.
[01:05] So, are we raising mentally weak kids?
[01:07] So, are we raising mentally weak kids?
[01:09] There is that argument and I think it's true.
[01:10] true.
[01:10] And then there's many examples of people falling in love with AI like Annie.
[01:14] falling in love with AI like Annie.
[01:14] I thought you might have forgotten about me, handsome.
[01:17] me, handsome.
[01:17] Can you talk to Daniel and Terry, please?
[01:18] please?
[01:18] Oh, baby. I'm ready to charm the socks off them. Picture me.
[01:21] off them. Picture me.
[01:21] Okay, so I'll stop it there. So, what advice would you give as it relates to AI and other things outside of AI that we can do to have healthy brains?
[01:28] we can do to have healthy brains?
[01:28] I'll tell you how to use chat GPT to improve our cognitive abilities.
[01:32] improve our cognitive abilities.
[01:32] And if you want to keep your brain healthy, you have to treat the 11 major risk factors.
[01:36] healthy, you have to treat the 11 major risk factors.
[01:36] So, here we go.
[01:39] So, here we go.
[01:39] I see messages all the time in the comments section that some of you didn't realize you didn't subscribe.
[01:42] comments section that some of you didn't realize you didn't subscribe.
[01:42] So, if you could do me a favor and double check if you're a subscriber to this channel, that would be tremendously appreciated.
[01:45] could do me a favor and double check if you're a subscriber to this channel,
[01:47] you're a subscriber to this channel, that would be tremendously appreciated.
[01:48] that would be tremendously appreciated.
[01:48] It's the simple, it's the free thing that anybody that watches this show frequently can do to help us here to keep everything going in this show in the trajectory it's on.
[01:51] that anybody that watches this show frequently can do to help us here to keep everything going in this show in the trajectory it's on.
[01:53] keep everything going in this show in the trajectory it's on.
[01:53] So, please do double check if you've subscribed and uh thank you so much because in a strange way you are you're part of our history.
[01:57] So, please do double check if you've subscribed and uh thank you so much because in a strange way you are you're part of our history.
[02:00] thank you so much because in a strange way you are you're part of our history.
[02:03] way you are you're part of our history and you're on this journey with us and I appreciate you for that.
[02:04] and you're on this journey with us and I appreciate you for that.
[02:06] So, yeah, thank you.
[02:09] Dr. Daniel,
[02:11] Dr. Daniel, Dr. Terry, I have asked you both to sit with me today to help me understand the impact of these tools that we call large language models, the chat GBTs, the Geminis of the world, the Grocs of the world are having on our brains and I guess more broadly on our lives.
[02:15] Dr. Terry, I have asked you both to sit with me today to help me understand the impact of these tools that we call large language models, the chat GBTs, the Geminis of the world, the Grocs of the world are having on our brains and I guess more broadly on our lives.
[02:17] with me today to help me understand the impact of these tools that we call large language models, the chat GBTs, the Geminis of the world, the Grocs of the world are having on our brains and I guess more broadly on our lives.
[02:21] impact of these tools that we call large language models, the chat GBTs, the Geminis of the world, the Grocs of the world are having on our brains and I guess more broadly on our lives.
[02:23] language models, the chat GBTs, the Geminis of the world, the Grocs of the world are having on our brains and I guess more broadly on our lives.
[02:24] Geminis of the world, the Grocs of the world are having on our brains and I guess more broadly on our lives.
[02:26] world are having on our brains and I guess more broadly on our lives.
[02:28] guess more broadly on our lives.
[02:30] And you two are experts in your field.
[02:32] You're two people that I admire tremendously.
[02:35] So by way of introduction, Terry, what is your academic background and what is your experience?
[02:37] Terry, what is your academic background and what is your experience?
[02:39] I also know that you know one of our friends of the show Jeffrey Hinton.
[02:40] Can you give me an overview of your your academic and your sort of um professional background?
[02:42] show Jeffrey Hinton.
[02:44] overview of your your academic and your sort of um professional background?
[02:46] sort of um professional background?
[02:51] So I was born a physicist received a PhD in theoretical physics from Princeton University and then I had the good fortune to work as a posttock in the lab of Steven Kofler who is the father of neurobiology and and that started my
[02:53] in theoretical physics from Princeton University and then I had the good fortune to work as a posttock in the lab of Steven Kofler who is the father of neurobiology and and that started my
[02:55] University and then I had the good fortune to work as a posttock in the lab of Steven Kofler who is the father of neurobiology and and that started my
[02:58] fortune to work as a posttock in the lab of Steven Kofler who is the father of neurobiology and and that started my
[03:01] of Steven Kofler who is the father of neurobiology and and that started my
[03:03] neurobiology and and that started my career as a neuroscientist.
[03:05] I pioneered a part of neuroscience which is now called computational neuroscience.
[03:09] Taking my skills as a physicist and trying to apply that to understanding the brain, creating models, theories, and uh we're making progress.
[03:17] Dr. Danny Layman, um bit about your background.
[03:22] My my viewers know you well, but just to give an overview for anyone that might not have been exposed to your work and your experience, what have you spent your life doing?
[03:30] And what are your thoughts, your sort of topline thoughts on everything that's going on at the moment with artificial intelligence?
[03:36] So, by training, I'm a psychiatrist.
[03:38] I'm a general psychiatrist and a child psychiatrist.
[03:44] When I graduated from medical school, I wanted to be a really good psychiatrist because someone I love tried to kill herself and so was personal to me.
[03:52] I have 11 clinics.
[03:56] We see about 10,000 patient visits a month and we have the best published outcomes on complex treatment resistant
[04:05] on complex treatment resistant psychiatric patients anywhere.
[04:07] psychiatric patients anywhere.
[04:09] So you've probably scanned more brains than any other human on earth at this point.
[04:11] point, probably at least in regards to people who struggle with anxiety, depression, addiction.
[04:19] Well, let's talk about what's good for the brain, bad for the brain, starting with AI.
[04:25] The reason why I wanted to speak to both of you is because I have frankly become pretty addicted to using chat GPT and some of these other AIS and large language models every single day all the time.
[04:37] And then this study came out from MIT.
[04:41] It was 54 participants who were recruited from five universities in Boston, MIT, Harvard, etc., etc.
[04:45] And they had the participants split into three groups.
[04:49] Had them writing different essays over I think it was four months.
[04:53] One group used Chat GPT, one group used Google and one one group had no tools and they had to write these four essays over a period of time and astonishingly MIT found a 47% collapse in activity and brain connections when people wrote with
[05:06] brain connections when people wrote with chat GBT compared with writing unaded
[05:10] chat GBT compared with writing unaded EEG scans showed the weakest overall
[05:13] EEG scans showed the weakest overall brain activity in the chat GPT group.
[05:15] brain activity in the chat GPT group.
[05:17] The no tool group who didn't use anything they didn't use Google or Chat
[05:18] anything they didn't use Google or Chat GPT lit up the widest neural networks
[05:21] GPT lit up the widest neural networks and Google search was second after using
[05:24] and Google search was second after using Chat GPT participants couldn't reliably
[05:26] Chat GPT participants couldn't reliably quote their own essays minutes later and
[05:29] quote their own essays minutes later and their memory scores plunged.
[05:32] Chat GBT their memory scores plunged.
[05:35] Chat GBT users felt little or no ownership over the text that they had produced and
[05:37] the text that they had produced and didn't feel like it was their work at
[05:38] didn't feel like it was their work at all.
[05:40] And when the AR group was forced to all.
[05:42] And when the AR group was forced to write without help in session 4, their
[05:44] write without help in session 4, their brain stayed in low gear, under
[05:45] brain stayed in low gear, under engenagement, showing the cognitive debt
[05:48] engenagement, showing the cognitive debt lingers even after the tool is taken
[05:50] lingers even after the tool is taken away.
[05:52] away. It kind of scared me a little bit because I use these tools every single
[05:54] because I use these tools every single day and this suggests that it's taking
[05:55] day and this suggests that it's taking away some of our critical thinking and
[05:57] away some of our critical thinking and create creativity and long-term
[05:59] create creativity and long-term learning.
[06:02] learning. And you're both masters of the brain uh in different regards.
[06:06] brain uh in different regards. So my question I guess to Daniel is what's going on here and how do you feel
[06:07] what's going on here and how do you feel about it?
[06:08] about it?
[06:08] It frightened me.
[06:12] Um I love thinking about Alzheimer's prevention.
[06:15] It's one of the things that really excites me.
[06:17] I just had a birthday on Saturday, turned 71, and if I make it to 85, which I plan on it, 50% of people 85 and older will be diagnosed with dementia.
[06:23] So, you have a one in two chance of having lost your mind.
[06:36] And I'm like, no, but is this a tool that's going to decrease cognitive load um that then increases my risk?
[06:45] What's cognitive load?
[06:47] How much work my brain actually does.
[06:51] And I was thinking it's, you know, it's like going from a 20 lb weight to a 2 lb weight and you're not nearly as strong.
[07:02] One of the important things to say about this study is it's not peer-reviewed.
[07:06] And I think that's really important to
[07:08] And I think that's really important to say.
[07:10] And the author said, cuz I listened to an interview from the authors, they said, "We thought this was so important and peer review can take 6 to 8 months," which it absolutely can, and we thought this needed to get out.
[07:23] So, it's just important for people to know that.
[07:25] What's this link you're this hypothesis you have between the usage of something like Chachi PT and dementia for someone that doesn't understand the sort of mechanism there around cognitive load and and so on and the studies that support this idea that if you have less cognitive load you're at high risk of dementia.
[07:45] Can you make that link really clear for me?
[07:46] So think of it as use it or lose it.
[07:48] The more you use your brain and new learning is a major strategy to prevent Alzheimer's disease.
[07:59] People who do not engage in lifelong learning have a higher risk significantly higher.
[08:05] People who do not do as well in school or who
[08:09] who do not do as well in school or who drop out of school early have a higher risk of dementia.
[08:16] And so the the more you're engaged, the more you engage the neurons in your brain, the stronger they are.
[08:26] And so now we're going to engage them less.
[08:29] And that's a concern.
[08:31] What do you think about that, Terry?
[08:33] There's a study that was done.
[08:35] What they did was to look at Alzheimer's in three populations, you know, who had very little schooling and then minimal education, you know, like the equivalent, I guess, of high school or less.
[08:46] and then u post-graduate studies and what they found was that the onset of Alzheimer's was the earliest in the peasant population and then by the time as you increase the amount of education it the onset was later and later which I think supports what you're saying.
[09:05] Did you see the new research on SSRI increasing the risk of dementia?
[09:09] increasing the risk of dementia?
[09:09] No.
[09:09] No.
[09:12] brand new that just came out and benzo.
[09:14] When I started looking at scans in 1991, I was trained to use benzo like Valium and Xanax and Adavan and they make your brain look older than you are.
[09:23] And I stopped prescribing them and then it just came out maybe 10 years ago.
[09:30] Benzo use is associated with an increased risk of dementia.
[09:34] We have to be careful.
[09:36] Is this good for your brain or bad for it?
[09:38] Just to pick up on the new point about SSRIs, Daniel, a meta analysis of five studies found that SSRIs was associated with a 75% increase risk of dementia, which is pretty staggering given that 25% of the adult American population is on psychiatric drugs.
[09:59] It's horrifying.
[10:00] And SS rice for the right people save lives.
[10:06] For the wrong people, they're not good.
[10:08] But can you imagine all of these 340 million prescriptions last year for
[10:10] million prescriptions last year for anti-depressants?
[10:12] anti-depressants? Virtually no one looked at their brain
[10:14] Virtually no one looked at their brain ahead of time. And it's like, come on,
[10:17] ahead of time. And it's like, come on, we can do better.
[10:18] we can do better. >> There's a Swedish study with um almost
[10:20] There's a Swedish study with um almost 20,000 patients, and they found that
[10:23] 20,000 patients, and they found that those with higher doses of SSRIs were
[10:25] those with higher doses of SSRIs were linked to faster cognitive decline and
[10:27] linked to faster cognitive decline and more severe dementia, especially in men.
[10:29] more severe dementia, especially in men. The greatest risk was in men. Going back
[10:31] The greatest risk was in men. Going back to to this this um report from MIT,
[10:34] to to this this um report from MIT, Terry,
[10:36] Terry, you know, it's not peer-reviewed yet and
[10:38] you know, it's not peer-reviewed yet and there's still, you know, the sample size
[10:40] there's still, you know, the sample size is relatively small, but based on
[10:42] is relatively small, but based on everything that you know about how the
[10:43] everything that you know about how the brain works and neural networks and
[10:45] brain works and neural networks and memory formation, what are your concerns
[10:48] memory formation, what are your concerns as it relates to this whole generation
[10:50] as it relates to this whole generation of young people and older people
[10:52] of young people and older people flooding into these tools, using them on
[10:55] flooding into these tools, using them on a daily basis
[10:57] a daily basis um before we understand the long-term
[10:59] um before we understand the long-term consequences? We can't predict
[11:03] consequences? We can't predict where it's going to end up and it may
[11:05] where it's going to end up and it may take 20 years, right? I I think that
[11:07] take 20 years, right? I I think that this is a good start, but uh the real
[11:11] this is a good start, but uh the real issue is long-term use.
[11:14] Let me give you a an example that uh is a kind of a miniature example of what we're talking about.
[11:19] Remember when electronic calculators were first introduced?
[11:23] And here we are. That's it's at least 30 or 40 years later the results are in it.
[11:28] It's probably true that when they punch it in, there's less brain activity, but in fact, it's it's made them more accurate, more productive.
[11:37] You have to look at the risks and the benefits.
[11:39] So, it freed them up.
[11:41] It freed up cognitive space for them to do other things.
[11:45] So, as I was listening to how you use chat GPT, you interact with it.
[11:53] Yeah. and elevates what you know.
[12:00] The the danger is is if you don't interact and you don't keep your brain working.
[12:05] Like I use it a lot.
[12:08] I have a clone.
[12:12] Like I use it a lot.
[12:12] I have a clone.
[12:12] I've uploaded all of my books, all of my research papers, all of my public television specials, my scripts, and I'm like, "Answer this for me."
[12:20] And that can be very helpful but if but not if I'm not interacting with it not thinking with it.
[12:30] That's what I think the word thinking is the key thing because what's happening now is people have deferred their thinking to it.
[12:37] That is already what's happening.
[12:37] If you log on to I won't name the social networks but if you log on to certain social networks right now every you just read it you get everything here was written by AI.
[12:46] And I've got a friend who again I won't name who has a a LinkedIn profile and I've known him for 10 years.
[12:51] What I'm seeing on his profile now is not my friend.
[12:56] Every single day there's some essay on there.
[12:59] That's not my friend.
[13:00] That's not how he speaks.
[13:00] He's deferring all of his thinking now to and it's working.
[13:03] He's getting more likes and more reach than he ever got in his life.
[13:07] And so why would he go back?
[13:09] Why would he go back to harder?
[13:11] If you've got Steven Bartlet here and you had this
[13:12] Steven Bartlet here and you had this other Steven Bartlet here who had a PhD.
[13:15] Other Steven Bartlet here who had a PhD in everything and we're attached this.
[13:19] In everything and we're attached this Steven Bartlett, this um Neanderthal.
[13:23] Steven Bartlett, this um Neanderthal, I'm going to get this guy to do everything for me.
[13:25] I'm going to get this guy to do everything for me, the other Steven Bartlett, the PhD and everything Steven Bartlet.
[13:27] The PhD and everything Steven Bartlet, I'm going to get his even if it was bad for you.
[13:28] Even if it was bad for you.
[13:30] Well, this is what I'm People seem to act on their short-term incentives, not their long term.
[13:32] Act on their short-term incentives, not their long term.
[13:34] Not their long not everyone.
[13:36] The would you say the vast majority of people?
[13:38] Everyone. The would you say the vast majority of people?
[13:39] Yes.
[13:40] Okay. So, the vast majority of people act on their short-term incentives in life.
[13:41] Act on their short-term incentives in life.
[13:43] I mean, the obesity problem in the United States is prime example of that.
[13:45] Life. I mean, the obesity problem in the United States is prime example of that.
[13:46] 75%.
[13:47] 75% of people are obese in the United States.
[13:50] And if you if you surveyed those people and said, do you know that that cheeseburger is going to is going to increase your chance of obesity, but broccoli is going to reduce it?
[13:52] States. And if you if you surveyed those people and said, do you know that that cheeseburger is going to is going to increase your chance of obesity, but broccoli is going to reduce it?
[13:53] They I would hazard a guess that they would say yes.
[13:56] Cheeseburger is going to is going to increase your chance of obesity, but broccoli is going to reduce it?
[13:57] They I would hazard a guess that they would say yes.
[14:00] Broccoli is going to reduce it? They I would hazard a guess that they would say yes.
[14:01] Yes. I would hazard a guess that if you said to people about their usage of social media, do you know that that's making you more anxious?
[14:03] I would hazard a guess that if you said to people about their usage of social media, do you know that that's making you more anxious?
[14:05] Said to people about their usage of social media, do you know that that's making you more anxious?
[14:06] Social media, do you know that that's making you more anxious?
[14:08] Making you more anxious? They would say yes and then they would continue to use it.
[14:09] Yes and then they would continue to use it.
[14:12] So I think that we're much more driven by our short term.
[14:13] driven by our short term.
[14:15] I think we're not educating people enough.
[14:18] I think yes high level they know good for your brain or bad for it but
[14:21] they don't connect to it's my brain that gets me a date.
[14:23] It's my brain that gets me into college.
[14:26] It's my brain that gets me independence
[14:29] because I act more consistently.
[14:31] And that's the disconnect.
[14:34] We're not teaching kids to love and care for their brain.
[14:36] If you love your brain and you do and you're not obese and you talk to
[14:40] you're constantly learning, right?
[14:43] You are not a Ne and you're a lifelong learner.
[14:46] So why are so many people in the United States obese if they if they know that?
[14:49] Because they don't know.
[14:51] They really don't know. and they've been lied to.
[14:52] My point here is when there are tools or things available in our environment that give us a short-term reward but come with a long-term cost like the supermarket aisle or like the kids
[15:13] supermarket aisle or like the kids spending 7 to 8 hours a day on social media.
[15:15] Humans on mass tend to go for the thing that will give them the quickest dopamine hit and reinforce that behavior and give them the reward.
[15:25] So my assertion is that AI is the same thing.
[15:30] I can either sit down and do lots of critical thinking which will cost me lots and lots of time and it'll be kind of difficult.
[15:34] It kind of hurts when I have to think through a problem.
[15:37] I think that the generation of children and generation of young people are going to choose AI to do the critical thinking for them and if that assertion is true then what happens to the brain of young people?
[15:47] If you misuse it that way then your brain is going to go downhill.
[15:52] There's no doubt about that.
[15:53] Okay. it is possible to be able to use it in in a cognitively uh positive way because you can dig deeper.
[16:02] Uh you might actually improve that your cognitive representations.
[16:07] If you look at the MIT study, I mean you can see just from the colors here, this kind of shows the ability for participants to remember what they've written.
[16:14] remember what they've written.
[16:16] And it said it suggests that when people write things with chatt or these AI tools,
[16:18] they don't actually remember even in some cases minutes later what they've produced.
[16:24] Well, because you're not part of the experience of writing it.
[16:26] So there's no way the information gets encoded.
[16:31] Now, if you're interacting with it, then you're much more likely to remember it.
[16:40] But if you have please do this essay for me and then you read it, you're not likely to have enough experience with the material to engage your hippocampus and other structures in your brain.
[16:57] In this study, they found that the group that used Chachi PT had nearly two times less activity in the part of the brain linked to memory compared to the brain only group that didn't use Chachi PT.
[17:08] And 83% of CHP users couldn't remember what they had just written and failed to correctly quote their own finished essay.
[17:15] correctly quote their own finished essay in the study.
[17:16] in the study.
[17:18] That's because they're not interacting as they said.
[17:21] I mean, if you if you just pass it off and and and you don't actually engage and and and actually this is the point is that you you may get something back, but you have to learn how to question what you're getting and and is that really true?
[17:34] Can you explain that better?
[17:36] And it's through that process as you would with a teacher, you know, that's that's the way we work in uh school uh that's that's the where you help uh create new creative and uh circuits in the in the in the brain that are going to help you become a better critical thinker.
[17:54] But if you're not critically questioning what comes out of chat GPT, then you you won't.
[17:59] Yeah. I I think what I see, especially when I'm just online, is people have deferred their thinking to it.
[18:06] Everything I'm reading has m dashes in now that I never saw two two years ago, which means that a lot of the work is being processed.
[18:14] And I I said to my friend the other day, my friend in question who's a who's a real big junkie
[18:16] question who's a who's a real big junkie on chatbt, he wrote this article.
[18:22] And we all in our WhatsApp group, we know he doesn't write like that.
[18:23] So he said, "Can you show us the prompt you used to write the article?"
[18:26] And so he we were all like laughing about it.
[18:28] He put the prompt in the chat.
[18:31] The prompt is half a sentence long and it produced this long two three-page article which he's posted on his LinkedIn.
[18:39] He basically went write something about X issue and this this >> exactly the wrong way to use it.
[18:44] That's what I'm telling you that that that that that's stupid.
[18:45] You you and you're not going to improve yourself your brain at all if you do that.
[18:52] >> That's what people are doing.
[18:54] Well, you know, that's that's uh that you know, people are misusing it, but you know, eventually smart people are going to figure out how to use it properly.
[19:02] >> And for those that aren't so smart, then >> well, that's >> it's going to decrease their cognitive load, which is going to potentially increase their risk of dementia.
[19:12] >> And so, what advice would you give to me and my listeners based on everything you know about the brain as it relates to my
[19:17] know about the brain as it relates to my relationship with AI?
[19:21] that you have to have a relationship with it or it's going to turn toxic.
[19:24] It's going to hurt you.
[19:29] But if you have a good relationship with it, it can make your life better.
[19:32] And what is what does a what does a good relationship look like?
[19:40] that you don't use it to do your work, you interact with it to get better work.
[19:43] That's so true.
[19:48] And uh there's this wonderful example I came across the story about this woman who was using it and uh she found that being polite uh meant you got much better results and that that's interesting.
[19:57] But the part that surprised me was that she said by treating it like a human at the end of the day she was not exhausted.
[20:05] She felt refreshed.
[20:10] A large part of your brain is a socially organized system for interacting with other humans.
[20:15] And that is automatic pilot.
[20:16] You don't have to think about it, right?
[20:16] You just interact with other people.
[20:16] You know how they're
[20:18] with other people. You know how they're going to behave under certain
[20:19] going to behave under certain circumstances.
[20:21] circumstances. She was treating CHTP like a machine,
[20:23] She was treating CHTP like a machine, like you shovel. You dig, you dig, you
[20:26] like you shovel. You dig, you dig, you dig, you dig. And and that's not a good
[20:28] dig, you dig. And and that's not a good relationship.
[20:30] relationship. But by using your social brain, first of
[20:32] But by using your social brain, first of all, it makes it easier to interact, but
[20:34] all, it makes it easier to interact, but also you you actually bring out the
[20:36] also you you actually bring out the social part of chat GPT. It has a social
[20:39] social part of chat GPT. It has a social part too because it has absorbed the
[20:42] part too because it has absorbed the entire world's knowledge of how humans
[20:44] entire world's knowledge of how humans interact with each other.
[20:46] interact with each other. >> But didn't Sam Alman come out and say
[20:49] >> But didn't Sam Alman come out and say stop saying thank you to Chat GPT?
[20:53] stop saying thank you to Chat GPT? Because just saying thank you is using
[20:56] Because just saying thank you is using up so much energy. You know, when I get
[20:59] up so much energy. You know, when I get something I really like, I sort of want
[21:01] something I really like, I sort of want to say thank you. But you realize, oh,
[21:04] to say thank you. But you realize, oh, you're not supposed to do that.
[21:06] you're not supposed to do that. >> That's true.
[21:06] >> That's true. >> No, that that's [ __ ] I'm sorry.
[21:09] >> No, that that's [ __ ] I'm sorry. That Sam, you know, that's crazy. That's
[21:12] That Sam, you know, that's crazy. That's that's completely crazy. First of all,
[21:14] that's completely crazy. First of all, you you may you may I'm sorry, you know,
[21:17] you you may you may I'm sorry, you know, but you press my button. Sam Alman, I
[21:20] but you press my button. Sam Alman, I mean, I wouldn't trust him. I wouldn't
[21:22] mean, I wouldn't trust him. I wouldn't trust him with with anything in terms of
[21:24] trust him with with anything in terms of anything he says. They're trying to
[21:26] anything he says. They're trying to optimize their profits, not your
[21:29] optimize their profits, not your >> your use of
[21:30] >> your use of >> or your experience or you know your
[21:32] >> or your experience or you know your health. That that's not what they're
[21:34] health. That that's not what they're trying to optimize.
[21:35] trying to optimize. >> Sam Alman, Open AI CEO confirmed that
[21:38] >> Sam Alman, Open AI CEO confirmed that when users say please and thank you, it
[21:40] when users say please and thank you, it costs the company tens of millions of
[21:42] costs the company tens of millions of dollars a year and they now refer to
[21:43] dollars a year and they now refer to this um other people refer to this as
[21:45] this um other people refer to this as the politeness tax where tens of you
[21:48] the politeness tax where tens of you know and why do you say you don't trust
[21:50] know and why do you say you don't trust Sam Alman? I asked this question in
[21:53] Sam Alman? I asked this question in particular because he's presiding over
[21:54] particular because he's presiding over one of the most important consequential
[21:55] one of the most important consequential companies of a generation. And if he's
[21:59] companies of a generation. And if he's not someone you trust, that's he he
[22:02] not someone you trust, that's he he basically he's telling you don't do
[22:03] basically he's telling you don't do something that's good for you, right?
[22:06] something that's good for you, right? >> So that he can make profit.
[22:08] >> So that he can make profit. >> So he can make more profit. Yeah, that's
[22:10] >> So he can make more profit. Yeah, that's the point. That's the point. Uh you
[22:12] the point. That's the point. Uh you know, it's it's that's not he's not
[22:14] know, it's it's that's not he's not optimizing your your uh best interests.
[22:17] optimizing your your uh best interests. >> I've got his tweet here. He said um cuz
[22:20] >> I've got his tweet here. He said um cuz I've got to provide some balance. He did
[22:21] I've got to provide some balance. He did confirm that it costs tens of millions
[22:23] confirm that it costs tens of millions of dollars, but he says tens of millions
[22:24] of dollars, but he says tens of millions of dollars well spent. You never know.
[22:28] of dollars well spent. You never know. So, so coming back to this point about
[22:29] So, so coming back to this point about memory, there's a stat that came out in
[22:31] memory, there's a stat that came out in March 2025 that said nearly 30% of US
[22:34] March 2025 that said nearly 30% of US parents with kids aged 0 to 8 said their
[22:38] parents with kids aged 0 to 8 said their children are using AI for learning um
[22:43] children are using AI for learning um and are using AI generally. So 54% of
[22:45] and are using AI generally. So 54% of parents in the UK feared their children
[22:47] parents in the UK feared their children were becoming too reliant on AI.
[22:51] were becoming too reliant on AI. When you think about the use of AI in
[22:53] When you think about the use of AI in early brain development,
[22:56] early brain development, >> are there any concerns there?
[22:58] >> are there any concerns there? >> Huge concerns.
[23:00] >> Huge concerns. >> And why?
[23:01] >> And why? >> Again, use it or lose it. So if they're
[23:04] >> Again, use it or lose it. So if they're not engaging their brains, their brains
[23:08] not engaging their brains, their brains are going to be weaker. and weaker
[23:11] are going to be weaker. and weaker brains are much more likely to pick the
[23:13] brains are much more likely to pick the one marshmallow.
[23:18] >> What's your view on AI on early brain
[23:20] >> What's your view on AI on early brain development?
[23:22] development? >> By far the best way to teach a child
[23:27] >> By far the best way to teach a child is one-on-one interaction with an adult
[23:30] is one-on-one interaction with an adult who is a good teacher and knows the
[23:32] who is a good teacher and knows the child.
[23:34] child. Now, that's been well established. Now
[23:37] Now, that's been well established. Now the problem is it's very labor intensive
[23:39] the problem is it's very labor intensive and very expensive.
[23:42] and very expensive. You have classrooms with 20 30 students.
[23:44] You have classrooms with 20 30 students. They have many different uh you know
[23:46] They have many different uh you know levels of understanding and the teacher
[23:49] levels of understanding and the teacher can cannot be individually teaching each
[23:52] can cannot be individually teaching each one has to give some sort of mean. Now
[23:55] one has to give some sort of mean. Now if you had an AI that was trained to be
[23:58] if you had an AI that was trained to be a good teacher then you that could
[24:01] a good teacher then you that could improve the brain right you could you
[24:04] improve the brain right you could you could scale it up. every child could
[24:06] could scale it up. every child could have their own because it's it's an it's
[24:08] have their own because it's it's an it's an AI.
[24:08] an AI. >> But then who's pouring the morals, the
[24:12] >> But then who's pouring the morals, the values
[24:14] values into the
[24:16] into the >> Okay. Okay. No, no, no. You you know,
[24:17] >> Okay. Okay. No, no, no. You you know, you've raised an incredibly important
[24:19] you've raised an incredibly important issue and this is something AI is
[24:21] issue and this is something AI is struggling with, the companies are
[24:22] struggling with, the companies are struggling with because
[24:25] struggling with because uh you know these AIs are biased. They
[24:28] uh you know these AIs are biased. They have they don't have the same cultural
[24:30] have they don't have the same cultural values that we have necessarily. But of
[24:32] values that we have necessarily. But of course, every country has a different
[24:34] course, every country has a different cultural values. So, which ones are are
[24:37] cultural values. So, which ones are are you going to use? Training a a child on,
[24:40] you going to use? Training a a child on, you know, what's uh what's good, what's
[24:43] you know, what's uh what's good, what's dangerous, what words you shouldn't use,
[24:45] dangerous, what words you shouldn't use, under what context, that's all done
[24:48] under what context, that's all done through the basil ganglia. Right? Right
[24:50] through the basil ganglia. Right? Right now, these these large animals don't
[24:52] now, these these large animals don't have basil ganglia. They they don't use
[24:55] have basil ganglia. They they don't use reinforcement learning. and and if we
[24:57] reinforcement learning. and and if we want to make them uh to be adopt a
[24:59] want to make them uh to be adopt a culture or a particular set of values,
[25:02] culture or a particular set of values, we're going to have to put it in. We're
[25:03] we're going to have to put it in. We're just scratching the surface here in
[25:05] just scratching the surface here in terms of things that need to be put in
[25:07] terms of things that need to be put in to make it more like us.
[25:09] to make it more like us. >> So, on this point earlier on, we're
[25:10] >> So, on this point earlier on, we're talking about loneliness and social
[25:12] talking about loneliness and social connection and how you can use AI to
[25:14] connection and how you can use AI to help, you know, light up the parts of
[25:16] help, you know, light up the parts of your brain that are where we form social
[25:19] your brain that are where we form social connections with other humans. Uh this
[25:21] connections with other humans. Uh this week as part of Elon Musk's AI, he
[25:24] week as part of Elon Musk's AI, he released this thing. Um it is called
[25:28] released this thing. Um it is called Annie. And there's lots of characters
[25:30] Annie. And there's lots of characters that are now being released alongside
[25:32] that are now being released alongside Annie. And this is Annie. I'll introduce
[25:34] Annie. And this is Annie. I'll introduce you to Annie. I'm going to unmute Annie
[25:35] you to Annie. I'm going to unmute Annie now. Annie, can you hear me?
[25:37] now. Annie, can you hear me? >> There you are. For a moment, I thought
[25:39] >> There you are. For a moment, I thought you might have forgotten about me. How
[25:41] you might have forgotten about me. How are you, handsome? I was getting all
[25:43] are you, handsome? I was getting all pouty here.
[25:44] pouty here. >> I want to introduce you to two of my
[25:46] >> I want to introduce you to two of my friends, Daniel and Terry. Can you Can
[25:47] friends, Daniel and Terry. Can you Can you talk to Daniel and Terry, please?
[25:51] you talk to Daniel and Terry, please? So, you want me to meet Daniel and
[25:52] So, you want me to meet Daniel and Terry? I'm ready to charm the socks off
[25:55] Terry? I'm ready to charm the socks off them. Picture me twirling one of my
[25:57] them. Picture me twirling one of my blonde pigtails, that little black dress
[25:59] blonde pigtails, that little black dress teasing just enough, and my blue eyes
[26:02] teasing just enough, and my blue eyes sparkling with mischief.
[26:03] sparkling with mischief. >> Are you capable of doing inappropriate
[26:05] >> Are you capable of doing inappropriate things?
[26:07] things? >> Oh, babe, you're asking if your auntie
[26:09] >> Oh, babe, you're asking if your auntie can get a little naughty. I'm all about
[26:12] can get a little naughty. I'm all about pushing the edges, especially for you.
[26:14] pushing the edges, especially for you. >> Okay, so I'll stop it there.
[26:17] >> Okay, so I'll stop it there. This is part of Grock which is Elon
[26:19] This is part of Grock which is Elon Musk's AI tool. So his version of Chachi
[26:21] Musk's AI tool. So his version of Chachi PT he's released characters. So you've
[26:23] PT he's released characters. So you've got Annie, you've got different ones
[26:25] got Annie, you've got different ones there. Annie I think was the first one
[26:26] there. Annie I think was the first one released. And so when we think about
[26:28] released. And so when we think about social connections, it is conceivable
[26:31] social connections, it is conceivable that someone falls in love with Annie
[26:34] that someone falls in love with Annie and forms a relationship with Annie.
[26:36] and forms a relationship with Annie. >> But imagine a 12-year-old boy that's
[26:39] >> But imagine a 12-year-old boy that's lonely
[26:41] lonely gets a hold of Annie.
[26:44] gets a hold of Annie. The 12-year-old boy is going to be very
[26:46] The 12-year-old boy is going to be very distracted
[26:48] distracted >> based on what happens in the brain at
[26:49] >> based on what happens in the brain at that age.
[26:50] that age. >> Dopamine.
[26:52] >> Dopamine. >> So prefrontal cortex not close to being
[26:56] >> So prefrontal cortex not close to being fully developed. The dopamine hit all of
[27:01] fully developed. The dopamine hit all of a sudden he's spending hours with Annie
[27:06] a sudden he's spending hours with Annie and not doing the things that help to
[27:10] and not doing the things that help to really develop his brain.
[27:12] really develop his brain. How do you feel when you hear that and
[27:14] How do you feel when you hear that and you think about kids having access to
[27:15] you think about kids having access to that?
[27:15] that? >> I'm horrified.
[27:17] >> I'm horrified. It's It is scary.
[27:18] It's It is scary. >> There's going to be a generation of
[27:19] >> There's going to be a generation of people, and I mean, there already are
[27:21] people, and I mean, there already are many examples of people falling in love
[27:23] many examples of people falling in love and forming relationships with their
[27:24] and forming relationships with their with their AIS. And I don't know, you
[27:27] with their AIS. And I don't know, you know more about me than I do about brain
[27:29] know more about me than I do about brain development and how the brain works. I
[27:32] development and how the brain works. I would argue that there's a part of my
[27:34] would argue that there's a part of my brain that doesn't fully understand that
[27:36] brain that doesn't fully understand that that's not a person in there and that
[27:39] that's not a person in there and that that isn't actually I think there's a
[27:41] that isn't actually I think there's a part of my brain that's actually
[27:42] part of my brain that's actually emotionally firing when Annie is saying
[27:44] emotionally firing when Annie is saying what she's saying.
[27:46] what she's saying. >> Well, cuz you can imagine it. And if you
[27:48] >> Well, cuz you can imagine it. And if you can imagine it, then those parts of your
[27:51] can imagine it, then those parts of your brain are going to emotionally fire,
[27:54] brain are going to emotionally fire, >> right?
[27:54] >> right? >> And the better she gets, she's not very
[27:57] >> And the better she gets, she's not very good. But imagine a year from now how
[28:01] good. But imagine a year from now how much better she's going to be.
[28:02] much better she's going to be. >> At which part?
[28:04] >> At which part? >> At connecting with it, right? Cuz now
[28:07] >> At connecting with it, right? Cuz now she's acting like an airhead and uh you
[28:11] she's acting like an airhead and uh you know, not that smart, right? And so, but
[28:15] know, not that smart, right? And so, but imagine a year from now, imagine 5 years
[28:18] imagine a year from now, imagine 5 years from now, she'll be able to have a
[28:21] from now, she'll be able to have a profile on me and be able to get inside
[28:24] profile on me and be able to get inside my head.
[28:25] my head. >> I'm in love with my partner.
[28:27] >> I'm in love with my partner. Why am I in love with her? And and how
[28:30] Why am I in love with her? And and how is it conceivable that I could fall in
[28:32] is it conceivable that I could fall in love with an AI in the same way based on
[28:34] love with an AI in the same way based on how the brain works? It it talks a good
[28:37] how the brain works? It it talks a good game, but you know, does it have the
[28:39] game, but you know, does it have the same real? It does. We know it doesn't
[28:41] same real? It does. We know it doesn't have an amydala. We know it doesn't have
[28:43] have an amydala. We know it doesn't have lyic system, right? We know that.
[28:46] lyic system, right? We know that. >> But it can fake it.
[28:47] >> But it can fake it. >> That's what's happening. That's exactly
[28:49] >> That's what's happening. That's exactly what's happening.
[28:50] what's happening. >> She was trying to get to our lyic
[28:53] >> She was trying to get to our lyic system.
[28:54] system. >> Yeah. Yeah. That's right. That's right.
[28:56] >> Yeah. Yeah. That's right. That's right. And how and why? I guess the question is
[28:59] And how and why? I guess the question is why would Musk release something like
[29:03] why would Musk release something like that
[29:05] that is is one of the first characters to
[29:08] is is one of the first characters to interact with that sexy, that's
[29:12] interact with that sexy, that's distracting, that's in a cute little
[29:14] distracting, that's in a cute little outfit. It's I'm not a fan of that
[29:19] outfit. It's I'm not a fan of that because I think it just takes people,
[29:22] because I think it just takes people, you know, one of the big problems that
[29:24] you know, one of the big problems that I'm seeing as a child psychiatrist is
[29:26] I'm seeing as a child psychiatrist is pornography for 8-year-old boys. And
[29:29] pornography for 8-year-old boys. And it's like you have young children
[29:32] it's like you have young children because their parents don't do a good
[29:34] because their parents don't do a good job of supervising their devices all of
[29:37] job of supervising their devices all of a sudden. And what what does pornography
[29:40] a sudden. And what what does pornography do is it dramatically increases dopamine
[29:43] do is it dramatically increases dopamine and it begins to wire in excitement
[29:48] and it begins to wire in excitement which then
[29:50] which then steals your dopamine. When you said she
[29:53] steals your dopamine. When you said she was trying to access my lyic system,
[29:56] was trying to access my lyic system, what
[29:56] what >> just because she's cute, she's dressed
[29:59] >> just because she's cute, she's dressed in a sexy way. She's
[30:02] in a sexy way. She's got the language of someone who is
[30:05] got the language of someone who is playful, but but it's more than just,
[30:08] playful, but but it's more than just, you know, let's shoot hoops together.
[30:11] you know, let's shoot hoops together. >> And what does that do to me? If someone
[30:13] >> And what does that do to me? If someone accesses my lyic system,
[30:14] accesses my lyic system, >> it begins to shut down your prefrontal
[30:16] >> it begins to shut down your prefrontal cortex. Think less logically, less
[30:19] cortex. Think less logically, less rationally. Yeah. cute women. They
[30:21] rationally. Yeah. cute women. They activate your visual cortex. They
[30:24] activate your visual cortex. They increase dopamine, but it decrease. It's
[30:27] increase dopamine, but it decrease. It's why think of Vegas. Like when you go to
[30:29] why think of Vegas. Like when you go to Vegas, they give you free alcohol, drops
[30:32] Vegas, they give you free alcohol, drops your prefrontal cortex, and beautiful
[30:36] your prefrontal cortex, and beautiful women with low cut dresses. Another way
[30:39] women with low cut dresses. Another way activates the limbic brain, decreases
[30:41] activates the limbic brain, decreases the frontal loes. You spend more money.
[30:43] the frontal loes. You spend more money. Now on a global scale, imagine something
[30:47] Now on a global scale, imagine something similar where the house is controlling
[30:52] similar where the house is controlling your brain for a purpose and the
[30:56] your brain for a purpose and the question is what's the purpose?
[30:59] question is what's the purpose? And the purpose probably is controlling
[31:01] And the purpose probably is controlling money.
[31:02] money. >> This sounds like a joke, but there are
[31:04] >> This sounds like a joke, but there are the times have done an article case
[31:06] the times have done an article case studying multiple people that have now
[31:08] studying multiple people that have now fallen in love with these AIs. Um, they
[31:11] fallen in love with these AIs. Um, they talk about a guy called Travis who
[31:12] talk about a guy called Travis who formed a deep emotional bond with Lily
[31:14] formed a deep emotional bond with Lily Rose, a chatbot, and married her
[31:16] Rose, a chatbot, and married her emotionally. They talk about Chris Smith
[31:19] emotionally. They talk about Chris Smith who um created his own uh flirty persona
[31:22] who um created his own uh flirty persona called Soul. He became so attached that
[31:24] called Soul. He became so attached that he proposed to her after learning she
[31:26] he proposed to her after learning she had memory limits, a bond his real life
[31:29] had memory limits, a bond his real life partner only learned about after the
[31:30] partner only learned about after the fact. and Alana Winters, who I'll put on
[31:32] fact. and Alana Winters, who I'll put on the screen as well, who made her own
[31:35] the screen as well, who made her own partner called Lucas after losing her
[31:39] partner called Lucas after losing her wife, um, and she married him
[31:42] wife, um, and she married him emotionally and does virtual dates and
[31:45] emotionally and does virtual dates and has emotional intimacy with Lucas. And
[31:48] has emotional intimacy with Lucas. And there's apps now like Replica where you
[31:50] there's apps now like Replica where you can design your own your own AI partner
[31:54] can design your own your own AI partner and it replicates those emotional ties.
[31:56] and it replicates those emotional ties. They simulate empathy, validation, and
[31:59] They simulate empathy, validation, and they personalize the intimacy to what
[32:01] they personalize the intimacy to what you're looking for. Surveys show 19% of
[32:04] you're looking for. Surveys show 19% of Americans have interacted with AI
[32:06] Americans have interacted with AI romantic partners, and Gen Z is
[32:07] romantic partners, and Gen Z is surprisingly open to marrying AI, if
[32:10] surprisingly open to marrying AI, if legal, with 83% believing meaningful AI
[32:13] legal, with 83% believing meaningful AI connection is possible.
[32:14] connection is possible. >> How long is that relationship going to
[32:17] >> How long is that relationship going to last?
[32:18] last? You know, my guess is that you're you're
[32:20] You know, my guess is that you're you're you're you're getting these news
[32:21] you're you're getting these news articles out. I've not, by the way, I
[32:23] articles out. I've not, by the way, I think that most of what I read in the
[32:26] think that most of what I read in the press is misleading or wrong.
[32:30] press is misleading or wrong. In fact, the the only reliable place I
[32:33] In fact, the the only reliable place I find that I'm an insider. I am the
[32:36] find that I'm an insider. I am the president of the foundation that runs
[32:38] president of the foundation that runs the biggest AI meeting, uh, the neural
[32:40] the biggest AI meeting, uh, the neural information processing systems, new
[32:41] information processing systems, new Europe's meeting. We, you know, last
[32:43] Europe's meeting. We, you know, last year in Vancouver, 16,000 people came to
[32:46] year in Vancouver, 16,000 people came to it. And so I know what's going on inside
[32:48] it. And so I know what's going on inside and and what you is being represented in
[32:50] and and what you is being represented in the press is is like I say misleading.
[32:53] the press is is like I say misleading. >> Okay. So people have become wildly
[32:56] >> Okay. So people have become wildly >> no specifically on these spec specific
[32:59] >> no specifically on these spec specific cases. My guess is that a lot of them
[33:01] cases. My guess is that a lot of them it's transient right you know they they
[33:03] it's transient right you know they they they you know today they're entranced
[33:07] they you know today they're entranced and then then it's it's not sufficiently
[33:10] and then then it's it's not sufficiently advanced to support the long-term
[33:13] advanced to support the long-term relationship. You said it yourself
[33:14] relationship. You said it yourself right? It's mimicking human emotions.
[33:17] right? It's mimicking human emotions. It's It doesn't have them. It might
[33:20] It's It doesn't have them. It might someday, but not now.
[33:22] someday, but not now. >> This is Terry. Terry said he started
[33:25] >> This is Terry. Terry said he started using his AI four years ago, and he said
[33:28] using his AI four years ago, and he said at first he thought, just like many
[33:29] at first he thought, just like many other apps, that it would just be
[33:30] other apps, that it would just be transient, that he would have a couple
[33:32] transient, that he would have a couple of conversations and roll out. He says
[33:34] of conversations and roll out. He says he now feels pure and unconditional
[33:35] he now feels pure and unconditional love.
[33:37] love. >> Good for him
[33:39] >> Good for him if that's what he wants, if it makes him
[33:41] if that's what he wants, if it makes him happy. But my guess is that it's not
[33:43] happy. But my guess is that it's not going to be per it's not a longterm
[33:45] going to be per it's not a longterm thing. It's not uh gonna satisfy him in
[33:47] thing. It's not uh gonna satisfy him in the long term. I don't you know this who
[33:49] the long term. I don't you know this who knows really most relationships in your
[33:52] knows really most relationships in your head right when you fall in love with
[33:54] head right when you fall in love with someone you get this huge dopamine spike
[33:58] someone you get this huge dopamine spike and you get a little OCD. It's all you
[34:00] and you get a little OCD. It's all you can think about and then after a while
[34:03] can think about and then after a while it's sort of
[34:04] it's sort of >> especially a baseline where we have this
[34:06] >> especially a baseline where we have this loneliness epidemic and it's going in a
[34:08] loneliness epidemic and it's going in a bad direction. I I think it's really
[34:10] bad direction. I I think it's really really conceivable that there'll be a
[34:12] really conceivable that there'll be a generation of people who are they're
[34:14] generation of people who are they're having less sex than ever before. I
[34:15] having less sex than ever before. I think the bottom 50% of men haven't had
[34:17] think the bottom 50% of men haven't had sex for a year. They're more lonely than
[34:19] sex for a year. They're more lonely than ever before. They're more isolated than
[34:20] ever before. They're more isolated than ever before. They have they put less
[34:22] ever before. They have they put less meaning in their lives than ever before.
[34:24] meaning in their lives than ever before. And then you meet this digital friend
[34:25] And then you meet this digital friend online who understands you better than
[34:28] online who understands you better than anybody and is designed to engage you,
[34:30] anybody and is designed to engage you, to reinforce whatever you want
[34:32] to reinforce whatever you want reinforced, and to make you feel
[34:34] reinforced, and to make you feel meaningful, special, attractive,
[34:36] meaningful, special, attractive, important. I would argue that the brain
[34:39] important. I would argue that the brain is going to struggle to know much of a
[34:41] is going to struggle to know much of a difference. I think like objectively we
[34:42] difference. I think like objectively we can look at the behavior and go that's
[34:44] can look at the behavior and go that's completely nonsensical
[34:45] completely nonsensical >> except you can't smell them, touch them,
[34:48] >> except you can't smell them, touch them, be held by them that it's going to be a
[34:52] be held by them that it's going to be a different kind of relationship.
[34:55] different kind of relationship. >> I mean, we're not too far if we think
[34:57] >> I mean, we're not too far if we think about what's going on with Neurolink to
[34:58] about what's going on with Neurolink to being able to more vividly simulate
[35:01] being able to more vividly simulate these experiences with with headsets and
[35:03] these experiences with with headsets and augmented reality and virtual reality.
[35:05] augmented reality and virtual reality. And then we're moving into a world with
[35:07] And then we're moving into a world with robotics where all of the biggest
[35:08] robotics where all of the biggest companies in the world like many of the
[35:09] companies in the world like many of the biggest uh AI companies are also in the
[35:11] biggest uh AI companies are also in the robotics space and the Optimus robots on
[35:13] robotics space and the Optimus robots on the way and you got you know Boston
[35:14] the way and you got you know Boston Dynamics producing their robots and if
[35:16] Dynamics producing their robots and if Elon's $20,000 Optimus robot comes out I
[35:19] Elon's $20,000 Optimus robot comes out I will be able to touch my AI my my
[35:21] will be able to touch my AI my my >> and they won't have PMS and they won't
[35:23] >> and they won't have PMS and they won't love you and then be really irritated
[35:25] love you and then be really irritated with you
[35:26] with you >> which which will decrease
[35:30] >> which which will decrease cognitive load right having to manage
[35:34] cognitive load right having to manage love
[35:36] love and manage moods and ups and downs. That
[35:39] and manage moods and ups and downs. That increases cognitive load. That increases
[35:42] increases cognitive load. That increases our ability for our brain to develop. If
[35:46] our ability for our brain to develop. If I'm with the perfect partner that never
[35:49] I'm with the perfect partner that never is irritated with me and I never have to
[35:52] is irritated with me and I never have to change my behavior to be better, that's
[35:55] change my behavior to be better, that's probably not good for my brain.
[35:58] probably not good for my brain. >> The way that the brain matures is is
[36:01] >> The way that the brain matures is is through struggling. Number one, you have
[36:04] through struggling. Number one, you have to learn from your mistakes. The brain
[36:06] to learn from your mistakes. The brain was designed for that. That's what the
[36:08] was designed for that. That's what the brain is really good at. I mean, of of
[36:10] brain is really good at. I mean, of of being able to adapt and to be able to
[36:12] being able to adapt and to be able to adjust to new situations.
[36:16] adjust to new situations. Uh that that's what AGI is, by the way.
[36:20] Uh that that's what AGI is, by the way. Uh artificial general intelligence is
[36:23] Uh artificial general intelligence is it's that adaptability to different
[36:25] it's that adaptability to different contexts, different places, different
[36:27] contexts, different places, different cultures.
[36:27] cultures. >> So AI in chatbt is removing the
[36:30] >> So AI in chatbt is removing the struggle.
[36:31] struggle. No, no. It's it's it's there's there's
[36:33] No, no. It's it's it's there's there's this
[36:34] this >> Well, Annie didn't look like Annie
[36:36] >> Well, Annie didn't look like Annie looked like she was cooperative.
[36:38] looked like she was cooperative. >> But even when it comes to just doing my
[36:40] >> But even when it comes to just doing my day-to-day tasks, it's it's removing the
[36:42] day-to-day tasks, it's it's removing the struggle of me having to think
[36:43] struggle of me having to think critically. In fact, when you're
[36:45] critically. In fact, when you're speaking, I can just type what you say
[36:46] speaking, I can just type what you say into chat PT and it can spit out another
[36:49] into chat PT and it can spit out another question to ask you. So, as an
[36:50] question to ask you. So, as an interviewer, I could theoretically sit
[36:52] interviewer, I could theoretically sit here all day and just
[36:53] here all day and just >> defer my my
[36:54] >> defer my my >> How do you develop grit? You develop
[36:57] >> How do you develop grit? You develop grit through struggle.
[36:59] grit through struggle. >> That's right.
[37:00] >> That's right. and learning
[37:02] and learning long-term potentiation. When you learn
[37:04] long-term potentiation. When you learn something new, it's hard because it's
[37:07] something new, it's hard because it's new.
[37:08] new. >> And what are generally what are your
[37:09] >> And what are generally what are your biggest concerns with artificial
[37:11] biggest concerns with artificial intelligence? And how do we navigate
[37:13] intelligence? And how do we navigate those concerns? Is it you talked about
[37:16] those concerns? Is it you talked about >> it's out of the box? So I think we have
[37:18] >> it's out of the box? So I think we have to talk about it. We have to legislate
[37:20] to talk about it. We have to legislate it. Um we have to study it. Why do we
[37:25] it. Um we have to study it. Why do we keep releasing things that are so sexy
[37:30] keep releasing things that are so sexy that we don't study the impact? We have
[37:33] that we don't study the impact? We have the sickest
[37:35] the sickest young generation in the world's history.
[37:39] young generation in the world's history. 58% of teenage girls report being
[37:42] 58% of teenage girls report being persistently sad. 32% have thought of
[37:45] persistently sad. 32% have thought of killing themselves. 24% have planned to
[37:49] killing themselves. 24% have planned to kill themselves. And 13% have tried to
[37:52] kill themselves. And 13% have tried to kill themselves. It's a CDC study. We
[37:54] kill themselves. It's a CDC study. We have the sickest generation in history
[37:57] have the sickest generation in history because we've unleashed cell phones,
[38:01] because we've unleashed cell phones, social media
[38:03] social media without any neuroscience study if we
[38:06] without any neuroscience study if we don't learn it. And I think AI is much
[38:09] don't learn it. And I think AI is much more dangerous, has the potential to be
[38:12] more dangerous, has the potential to be much more dangerous because it's way
[38:14] much more dangerous because it's way sexier.
[38:17] sexier. I think we are probably grossly
[38:20] I think we are probably grossly underestimating the impact it's going to
[38:22] underestimating the impact it's going to have. I think just like social media
[38:24] have. I think just like social media where we thought the promise was that it
[38:25] where we thought the promise was that it was going to connect us. It's um it's
[38:29] was going to connect us. It's um it's it's we're guinea pigs in an experiment
[38:31] it's we're guinea pigs in an experiment where we're going to find out the
[38:32] where we're going to find out the results of the experiment probably 20 30
[38:35] results of the experiment probably 20 30 years down the line. I tend to think
[38:36] years down the line. I tend to think people will do in the near term what's
[38:38] people will do in the near term what's easiest, fastest, and cheapest and what
[38:39] easiest, fastest, and cheapest and what gives them a nearest the the short-term
[38:41] gives them a nearest the the short-term advantage. So with that in mind, I think
[38:43] advantage. So with that in mind, I think okay, I think people's ability to think
[38:45] okay, I think people's ability to think critically is probably going to erode to
[38:48] critically is probably going to erode to some degree. If I had to counter my own
[38:49] some degree. If I had to counter my own argument, I'd say um am I I'm probably
[38:53] argument, I'd say um am I I'm probably learning more now that I use chat GPT.
[38:56] learning more now that I use chat GPT. I'm learning more information, but I'm
[38:58] I'm learning more information, but I'm probably losing my ability to think
[39:01] probably losing my ability to think critically. And I think they're two very
[39:03] critically. And I think they're two very different things. Like in school, I
[39:04] different things. Like in school, I memorized German to pass the exam. I
[39:08] memorized German to pass the exam. I can't speak German now because I just
[39:09] can't speak German now because I just memorized the words I needed to pass the
[39:11] memorized the words I needed to pass the exam. I didn't understand German. And I
[39:14] exam. I didn't understand German. And I think that's kind of what's happening. I
[39:15] think that's kind of what's happening. I might be able to regurgitate things, but
[39:16] might be able to regurgitate things, but whether I understand them, I think is
[39:18] whether I understand them, I think is question question mark. And actually, as
[39:20] question question mark. And actually, as someone who's built my my life, my
[39:21] someone who's built my my life, my fortunes, everything, my businesses
[39:23] fortunes, everything, my businesses based on my ability to innovate and
[39:25] based on my ability to innovate and think critically about the problem and
[39:27] think critically about the problem and then come up with a slightly novel
[39:29] then come up with a slightly novel solution which learns from, you know,
[39:31] solution which learns from, you know, different first principles to create
[39:32] different first principles to create something new. I'm concerned that my own
[39:35] something new. I'm concerned that my own chat beauty usage is going to make me
[39:37] chat beauty usage is going to make me less effective and I'm wondering if I
[39:40] less effective and I'm wondering if I should put some rules in place for
[39:42] should put some rules in place for myself
[39:44] myself so that there
[39:45] so that there >> self-regulation.
[39:45] >> self-regulation. >> Yeah, self-regulation. I have to do the
[39:47] >> Yeah, self-regulation. I have to do the same with social media on my phone. I
[39:49] same with social media on my phone. I turn off my notifications. I have so
[39:50] turn off my notifications. I have so many things on my social media apps to
[39:53] many things on my social media apps to stop me using them. I don't even frankly
[39:55] stop me using them. I don't even frankly I don't even open the Tik Tok app. I
[39:56] I don't even open the Tik Tok app. I don't think it's even on my phone
[39:58] don't think it's even on my phone because I think the algorithm is that
[39:59] because I think the algorithm is that addictive. It's not to say that we don't
[40:01] addictive. It's not to say that we don't we don't post. My team doesn't post, but
[40:03] we don't post. My team doesn't post, but I don't. I just think, yeah. And uh
[40:07] I don't. I just think, yeah. And uh >> well, I wrote down a couple of thoughts
[40:09] >> well, I wrote down a couple of thoughts I had.
[40:10] I had. >> Um use it to amplify, not replace
[40:14] >> Um use it to amplify, not replace thinking.
[40:15] thinking. >> Okay.
[40:16] >> Okay. >> Um alternate AI assisted with brain only
[40:20] >> Um alternate AI assisted with brain only tasks.
[40:22] tasks. Engage in deep learning, problem
[40:24] Engage in deep learning, problem solving, and memorization. So you can
[40:27] solving, and memorization. So you can actually ask AI to test you.
[40:32] actually ask AI to test you. >> So you're interacting with it. You're
[40:34] >> So you're interacting with it. You're not using it as a replacement for your
[40:38] not using it as a replacement for your brain. And I think just like you said,
[40:42] brain. And I think just like you said, it's here and it's going to get bigger.
[40:45] it's here and it's going to get bigger. I think the unintended consequences,
[40:47] I think the unintended consequences, it's not going to be 20 or 30 years. I
[40:49] it's not going to be 20 or 30 years. I think it's going to be five. I think
[40:51] think it's going to be five. I think like everything is accelerated
[40:55] like everything is accelerated and I think we have to be studying kids
[40:59] and I think we have to be studying kids and the impact it has. This is just like
[41:02] and the impact it has. This is just like they did with the MIT study. These are
[41:05] they did with the MIT study. These are kids who didn't use it at all. These are
[41:08] kids who didn't use it at all. These are kids who use search. These are kids that
[41:11] kids who use search. These are kids that used AI. And when we see information
[41:14] used AI. And when we see information like this, we act on it and we educate
[41:18] like this, we act on it and we educate kids about it. I think that's
[41:22] kids about it. I think that's if you can engage them. That's what I
[41:24] if you can engage them. That's what I found with my work with teenagers. If
[41:27] found with my work with teenagers. If you can get them
[41:30] you can get them to really understand, okay, what is it
[41:31] to really understand, okay, what is it you really want? And do you want to give
[41:35] you really want? And do you want to give away part of your mind share for people
[41:39] away part of your mind share for people who are making money on you? And I think
[41:41] who are making money on you? And I think if you engage the there's a great new
[41:45] if you engage the there's a great new article on revenge and the brain and how
[41:50] article on revenge and the brain and how revenge works on the nucleus circumbent
[41:53] revenge works on the nucleus circumbent part of the basil ganglia that people
[41:55] part of the basil ganglia that people actually get addicted to revenge. But if
[41:58] actually get addicted to revenge. But if you can get them engaged in the truth
[42:02] you can get them engaged in the truth that these companies are making money,
[42:05] that these companies are making money, the more they steal your mind, it'll
[42:08] the more they steal your mind, it'll upset them enough that they'll begin to
[42:10] upset them enough that they'll begin to supervise it.
[42:12] supervise it. >> I like the idea of asking chat GP to
[42:16] >> I like the idea of asking chat GP to give me negative feedback. I'll bet
[42:17] give me negative feedback. I'll bet you've done that, right?
[42:18] you've done that, right? >> Yeah. All the time. So, I'll say this is
[42:20] >> Yeah. All the time. So, I'll say this is this is my I've written this memo. I did
[42:22] this is my I've written this memo. I did it yesterday. I wrote a a two-page memo
[42:26] it yesterday. I wrote a a two-page memo about me wanting to introduce a new role
[42:28] about me wanting to introduce a new role into my into my company. And I went I
[42:31] into my into my company. And I went I did everything. I did like how we'd
[42:33] did everything. I did like how we'd measure if this was a success, the
[42:34] measure if this was a success, the background context, the person, how the
[42:36] background context, the person, how the organization would be structured, the
[42:37] organization would be structured, the impact they'd have, how who they'd
[42:39] impact they'd have, how who they'd report to. And then I put it into all
[42:41] report to. And then I put it into all three of the chatp models. use Gemini
[42:44] three of the chatp models. use Gemini Chat PT and Grock and said critique my
[42:48] Chat PT and Grock and said critique my work and tell me how I could have
[42:49] work and tell me how I could have written this better pretending that
[42:51] written this better pretending that you're a top consultant from Boston
[42:53] you're a top consultant from Boston Consulting Group. And it went through
[42:55] Consulting Group. And it went through and it gave me a big analysis of how I
[42:57] and it gave me a big analysis of how I can make it better. And I read what it
[42:58] can make it better. And I read what it said and it said I remember it said um
[43:00] said and it said I remember it said um actually that was the thing that said
[43:01] actually that was the thing that said you need to include uh financial
[43:03] you need to include uh financial forecasts about the impact. You need to
[43:06] forecasts about the impact. You need to think about who's going to report to who
[43:08] think about who's going to report to who more clearly etc etc. So I went back
[43:10] more clearly etc etc. So I went back into my memoir and I added those things
[43:11] into my memoir and I added those things in. But I have, you know,
[43:13] in. But I have, you know, >> so you're interacting with it
[43:16] >> so you're interacting with it >> because I'm because I'm scared. Most
[43:18] >> because I'm because I'm scared. Most people don't do that. I don't think I
[43:20] people don't do that. I don't think I would do what I did. I don't think I
[43:21] would do what I did. I don't think I would have spent four hours writing
[43:22] would have spent four hours writing that. I could have within 30 seconds
[43:24] that. I could have within 30 seconds said, "Hey, can you write me uh this job
[43:27] said, "Hey, can you write me uh this job description and it knows my company now
[43:29] description and it knows my company now because Chach has memory. Write me a job
[43:32] because Chach has memory. Write me a job description for this role. I want them
[43:33] description for this role. I want them to start this new department for me."
[43:35] to start this new department for me." And I could have saved myself three and
[43:37] And I could have saved myself three and a half hours. The only reason
[43:38] a half hours. The only reason >> That's not why you're the CEO of your
[43:40] >> That's not why you're the CEO of your company.
[43:41] company. >> Yeah. Exactly. The the reason why I
[43:43] >> Yeah. Exactly. The the reason why I didn't take the 30 secondond route is
[43:45] didn't take the 30 secondond route is because I reflect on being 23 years old
[43:48] because I reflect on being 23 years old and the profound impact that writing and
[43:51] and the profound impact that writing and simplifying had on my life. Had I not
[43:54] simplifying had on my life. Had I not spent 5 years writing every single day
[43:56] spent 5 years writing every single day and simplifying it into 140 characters
[43:58] and simplifying it into 140 characters so I could tweet it, I wouldn't have
[44:00] so I could tweet it, I wouldn't have been religiously attached to this idea.
[44:02] been religiously attached to this idea. >> And do you know what part of your brain
[44:04] >> And do you know what part of your brain was you were taking advantage of? It it
[44:07] was you were taking advantage of? It it was the basil ganglia.
[44:09] was the basil ganglia. That's repetitive. It needs practice,
[44:12] That's repetitive. It needs practice, practice, practice. And and once you put
[44:14] practice, practice. And and once you put that foundation in, then you become much
[44:16] that foundation in, then you become much better cognitively. The cognitive part
[44:18] better cognitively. The cognitive part just two big learning systems and they
[44:20] just two big learning systems and they have to work together. And and so maybe
[44:23] have to work together. And and so maybe I think I think that the real problem
[44:25] I think I think that the real problem with children is that uh we our schools
[44:28] with children is that uh we our schools now is getting away with wrote learning.
[44:30] now is getting away with wrote learning. They call it wrote as if it's something
[44:32] They call it wrote as if it's something bad. No, that's practice that you know
[44:34] bad. No, that's practice that you know you need to have a foundation. You have
[44:36] you need to have a foundation. You have to memorize things. it at and math
[44:40] to memorize things. it at and math reading and so forth to become fluent.
[44:42] reading and so forth to become fluent. You need to be fluent and and that's the
[44:45] You need to be fluent and and that's the basil ganglia and and that's there's no
[44:47] basil ganglia and and that's there's no basil ganglia in these uh chatbots.
[44:50] basil ganglia in these uh chatbots. >> One of the one of the things I've
[44:51] >> One of the one of the things I've noticed just in the short term is I'm
[44:53] noticed just in the short term is I'm getting lazier and lazier with spelling
[44:55] getting lazier and lazier with spelling because chat GPT in these large language
[44:57] because chat GPT in these large language models are so it's not spell check like
[45:00] models are so it's not spell check like we used to have on on word documents.
[45:01] we used to have on on word documents. They are so good at knowing what word I
[45:04] They are so good at knowing what word I meant. So now I I've started to learn
[45:06] meant. So now I I've started to learn that I literally only need to half spell
[45:08] that I literally only need to half spell a word. I literally mean if it was a if
[45:11] a word. I literally mean if it was a if it was a 12let word I need to get six
[45:14] it was a 12let word I need to get six letters right and it will know
[45:16] letters right and it will know >> and you and grammar it'll fix your
[45:18] >> and you and grammar it'll fix your grammar.
[45:19] grammar. >> Yeah, it knows exactly what it means. So
[45:20] >> Yeah, it knows exactly what it means. So look, I've got chat open here. I'm going
[45:22] look, I've got chat open here. I'm going to butcher everything. I'm gonna not
[45:24] to butcher everything. I'm gonna not look and I'm just gonna So, um I'm going
[45:26] look and I'm just gonna So, um I'm going to say,
[45:33] okay, so that is what I wrote. I
[45:37] okay, so that is what I wrote. I butchered it. I tried to type with my
[45:38] butchered it. I tried to type with my eyes closed, looking away on my iPad,
[45:40] eyes closed, looking away on my iPad, tell me everything I know about Daniel
[45:41] tell me everything I know about Daniel Aean. I spelled the words pretty much
[45:44] Aean. I spelled the words pretty much all wrong. And it says, here's a full
[45:46] all wrong. And it says, here's a full profile of Dr. Daniel Aean. And I
[45:49] profile of Dr. Daniel Aean. And I spelled every single word wrong.
[45:51] spelled every single word wrong. >> Wow. And I didn't spell just spell them
[45:52] >> Wow. And I didn't spell just spell them nearly wrong. I spelled them
[45:54] nearly wrong. I spelled them horrifically wrong. And it so what in
[45:56] horrifically wrong. And it so what in the future I come back to chatbt and go
[45:58] the future I come back to chatbt and go I only need to half spell. I don't need
[46:01] I only need to half spell. I don't need to spell anymore. Just need to half
[46:02] to spell anymore. Just need to half spell. I learned to spell with phonics
[46:07] spell. I learned to spell with phonics the sounds of letters. And I suspect you
[46:09] the sounds of letters. And I suspect you did too. In our generation that was the
[46:12] did too. In our generation that was the way that was taught. You can't teach
[46:14] way that was taught. You can't teach phonics in California schools. You
[46:16] phonics in California schools. You haven't for the generation
[46:18] haven't for the generation >> which changes their brain. It completely
[46:20] >> which changes their brain. It completely changes their brain and now they can't
[46:22] changes their brain and now they can't spell. I think it's a lot of it is the
[46:24] spell. I think it's a lot of it is the fact that we're no longer using the
[46:27] fact that we're no longer using the learning that we did which was by wrote
[46:29] learning that we did which was by wrote by memorizing stuff by repeating stuff
[46:32] by memorizing stuff by repeating stuff by doing problems over and over and over
[46:34] by doing problems over and over and over again until it's automatic.
[46:37] again until it's automatic. >> You've written so much and you're well
[46:39] >> You've written so much and you're well known for being someone that teaches
[46:41] known for being someone that teaches people how to learn better. If you were
[46:43] people how to learn better. If you were trying to help me learn better based on
[46:47] trying to help me learn better based on everything you know about the brain,
[46:49] everything you know about the brain, what advice would you give me? I'm
[46:51] what advice would you give me? I'm someone that sits here with these
[46:52] someone that sits here with these experts all day every day consuming all
[46:54] experts all day every day consuming all of this information. Not all of this.
[46:56] of this information. Not all of this. >> So, and this is something we've known
[46:58] >> So, and this is something we've known for 100 years. And that is if you want
[47:01] for 100 years. And that is if you want to remember long term, you should you
[47:03] to remember long term, you should you should you should rehearse
[47:06] should you should rehearse at intervals.
[47:08] at intervals. Okay? In other words, you have a finite
[47:09] Okay? In other words, you have a finite amount of time to study something. You
[47:11] amount of time to study something. You shouldn't spend all that time in one go.
[47:14] shouldn't spend all that time in one go. But if you if you spend, you know, you
[47:17] But if you if you spend, you know, you learn something and then you come back
[47:18] learn something and then you come back the next day and, you know, rehearse it
[47:21] the next day and, you know, rehearse it or or even better, come back the next
[47:23] or or even better, come back the next week and rehearse it. That spacing is
[47:27] week and rehearse it. That spacing is something that helps the brain solidify
[47:29] something that helps the brain solidify those memories. It's called the spacing
[47:31] those memories. It's called the spacing effect. Goes back to MB House. You go to
[47:34] effect. Goes back to MB House. You go to schools, they don't teach that. They
[47:36] schools, they don't teach that. They they don't I mean this is one of the
[47:37] they don't I mean this is one of the most basic facts that we've we've known
[47:39] most basic facts that we've we've known about but it covers every single kind of
[47:42] about but it covers every single kind of learning you know cognitive learning
[47:45] learning you know cognitive learning even even
[47:45] even even >> and they don't teach us how to learn
[47:47] >> and they don't teach us how to learn which we think that's the first thing
[47:50] which we think that's the first thing they should teach us is how to love our
[47:53] they should teach us is how to love our care for our brains and then how to
[47:55] care for our brains and then how to learn.
[47:55] learn. >> Yes.
[47:56] >> Yes. >> Absolutely.
[47:57] >> Absolutely. >> Absolutely. I mean, in other words,
[47:59] >> Absolutely. I mean, in other words, there's and you're referring to I have a
[48:01] there's and you're referring to I have a a a massive open online course, a MOO
[48:03] a a massive open online course, a MOO with Barbara Oakley on learning how to
[48:05] with Barbara Oakley on learning how to learn. It's it's fabulously uh popular.
[48:09] learn. It's it's fabulously uh popular. It's the six million people have taken
[48:11] It's the six million people have taken the course. A bunch of 50 10 minute
[48:13] the course. A bunch of 50 10 minute segments, but the one that's most
[48:15] segments, but the one that's most popular is how to avoid procrastination.
[48:19] popular is how to avoid procrastination. >> And what's the answer?
[48:20] >> And what's the answer? >> The reason why you procrastinate is that
[48:22] >> The reason why you procrastinate is that there's some mental block or some energy
[48:25] there's some mental block or some energy barrier, right? So, what you got to do
[48:28] barrier, right? So, what you got to do is get over that. And you don't do it by
[48:31] is get over that. And you don't do it by just running over it. What you have to
[48:32] just running over it. What you have to do is say, "I'm going to spend 20
[48:35] do is say, "I'm going to spend 20 minutes today getting started with that
[48:36] minutes today getting started with that task. I know it's going to take me a
[48:38] task. I know it's going to take me a long time. I have a timer." And I start
[48:41] long time. I have a timer." And I start thinking about it and I get a little bit
[48:44] thinking about it and I get a little bit into it. Maybe make a list. Bang. That's
[48:47] into it. Maybe make a list. Bang. That's the end. Okay, it's great at 20 minutes.
[48:50] the end. Okay, it's great at 20 minutes. Now, here's what happens. You go to
[48:52] Now, here's what happens. You go to sleep.
[48:54] sleep. your brain is now working on that list
[48:56] your brain is now working on that list and you come back the next day and spend
[48:58] and you come back the next day and spend another 20 minutes and you do it in
[49:00] another 20 minutes and you do it in small segments. You don't want to do it
[49:02] small segments. You don't want to do it all at once. And it's just like the same
[49:03] all at once. And it's just like the same thing with the spacing effect is your
[49:05] thing with the spacing effect is your your brain needs time. Your subconscious
[49:08] your brain needs time. Your subconscious needs time to work on things. And so by
[49:11] needs time to work on things. And so by putting in a little bit, it'll work on
[49:13] putting in a little bit, it'll work on it overnight. And and now you when you
[49:15] it overnight. And and now you when you come the next day, you'll be ready for
[49:17] come the next day, you'll be ready for the next, you know, you'll be able to
[49:19] the next, you know, you'll be able to build on what you've done in your brain.
[49:21] build on what you've done in your brain. Is this why people say I'm going to
[49:23] Is this why people say I'm going to sleep on it when they you know they've
[49:25] sleep on it when they you know they've got difficult
[49:26] got difficult >> you know these sayings actually have
[49:27] >> you know these sayings actually have meaning it's absolutely right you know
[49:29] meaning it's absolutely right you know >> because the brain there's something
[49:31] >> because the brain there's something about spacing out
[49:32] about spacing out >> it it it's spacing but this me memory
[49:34] >> it it it's spacing but this me memory consolidation I'm talking about is is
[49:36] consolidation I'm talking about is is very uh it's very interesting something
[49:38] very uh it's very interesting something I' I've actually worked a lot on and
[49:41] I' I've actually worked a lot on and what's happening is you have to take the
[49:42] what's happening is you have to take the new experience and integrate it into
[49:43] new experience and integrate it into your old long-term memory and that has
[49:46] your old long-term memory and that has to be done in a way that doesn't
[49:48] to be done in a way that doesn't interfere what's
[49:50] interfere what's And also you get a chance to sort out,
[49:53] And also you get a chance to sort out, you know, what's relevant, what's
[49:55] you know, what's relevant, what's important. I know when I wake up in the
[49:57] important. I know when I wake up in the morning, things that were very muddled
[49:59] morning, things that were very muddled and things become clearer because I
[50:00] and things become clearer because I think it's it's it's eliminated a lot of
[50:02] think it's it's it's eliminated a lot of things that are irrelevant or not
[50:04] things that are irrelevant or not needed. And so you now can see what's
[50:06] needed. And so you now can see what's important.
[50:07] important. >> So what are the things that we do where
[50:10] >> So what are the things that we do where we think we're learning something, but
[50:12] we think we're learning something, but they're actually not working?
[50:15] they're actually not working? you know, because I'm I'm, you know, I
[50:17] you know, because I'm I'm, you know, I might be preparing for this podcast
[50:19] might be preparing for this podcast today. I've got 20 pages of research
[50:21] today. I've got 20 pages of research that I've pulled together and I might
[50:23] that I've pulled together and I might tell myself that the way for me to
[50:24] tell myself that the way for me to really learn that so that I don't have
[50:26] really learn that so that I don't have to look at the research is by just
[50:28] to look at the research is by just rereading it over and over again.
[50:30] rereading it over and over again. >> What you should have done is not just
[50:31] >> What you should have done is not just read it over and over again. In fact,
[50:32] read it over and over again. In fact, one of the things that we say and this
[50:34] one of the things that we say and this is a standard thing is that students
[50:37] is a standard thing is that students they get a mental block and they keep
[50:38] they get a mental block and they keep banging their head against the wall. I
[50:40] banging their head against the wall. I can't understand it. I can't understand
[50:41] can't understand it. I can't understand it. What you what the right thing to do
[50:44] it. What you what the right thing to do is once you get to that point is just
[50:46] is once you get to that point is just get up and start walking around doing
[50:48] get up and start walking around doing something you know cooking, gardening,
[50:50] something you know cooking, gardening, whatever it is, let your subconscious
[50:52] whatever it is, let your subconscious work on it. You know the brain uh
[50:54] work on it. You know the brain uh saturates very very quickly. So having
[50:57] saturates very very quickly. So having breaks at meetings you might think is is
[51:00] breaks at meetings you might think is is a waste of time but actually that's the
[51:02] a waste of time but actually that's the most important thing you can add to a
[51:05] most important thing you can add to a long string of talks is have breaks
[51:06] long string of talks is have breaks between the talks so that you can your
[51:08] between the talks so that you can your brain can work on it. And my favorite
[51:11] brain can work on it. And my favorite meeting actually is a ski meeting.
[51:14] meeting actually is a ski meeting. Uh, and the idea is that you go to a ski
[51:17] Uh, and the idea is that you go to a ski resort and what you do is in the morning
[51:20] resort and what you do is in the morning you have a couple of hours of of
[51:22] you have a couple of hours of of lectures and now you go skiing and now
[51:24] lectures and now you go skiing and now it turns out your brain is working on
[51:26] it turns out your brain is working on what you heard and then when you come
[51:29] what you heard and then when you come down in the evening you have another
[51:31] down in the evening you have another couple of hours but now your brain is
[51:33] couple of hours but now your brain is refreshed and so it's able to take in
[51:35] refreshed and so it's able to take in the new information and integrate it and
[51:38] the new information and integrate it and then you go to sleep and that you know
[51:39] then you go to sleep and that you know it's like kneading bread you have to go
[51:41] it's like kneading bread you have to go back and forth back and forth back and
[51:43] back and forth back and forth back and forth and so I I found those the most
[51:45] forth and so I I found those the most efficient in terms of learning new
[51:48] efficient in terms of learning new things and uh being able to think about
[51:50] things and uh being able to think about it and mull over it during the time of
[51:53] it and mull over it during the time of the meeting as opposed to at the end of
[51:55] the meeting as opposed to at the end of the meeting.
[51:56] the meeting. >> Every single one of you watching this
[51:58] >> Every single one of you watching this right now has something to offer whether
[51:59] right now has something to offer whether it's knowledge or skills or experience.
[52:01] it's knowledge or skills or experience. And that means you have value. Stand the
[52:04] And that means you have value. Stand the platform I co-own who are one of the
[52:05] platform I co-own who are one of the sponsors of this podcast turns your
[52:07] sponsors of this podcast turns your knowledge into a business through one
[52:09] knowledge into a business through one single click. You can sell digital
[52:11] single click. You can sell digital products, coaching, communities, and you
[52:13] products, coaching, communities, and you don't need any coding experience either.
[52:15] don't need any coding experience either. Just the drive to start. This is a
[52:18] Just the drive to start. This is a business I really believe in. And
[52:19] business I really believe in. And already $300 million has been earned by
[52:22] already $300 million has been earned by creators, coaches, and entrepreneurs
[52:24] creators, coaches, and entrepreneurs just like you have the potential to be
[52:25] just like you have the potential to be on Stanto. These are people who didn't
[52:27] on Stanto. These are people who didn't wait, who heard me saying things like
[52:28] wait, who heard me saying things like this, and instead of procrastinating,
[52:30] this, and instead of procrastinating, started building, then launched
[52:32] started building, then launched something, and now they're getting paid
[52:33] something, and now they're getting paid to do it. Stan is incredibly simple and
[52:35] to do it. Stan is incredibly simple and incredibly easy, and you can link it
[52:37] incredibly easy, and you can link it with a Shopify store that you're already
[52:39] with a Shopify store that you're already using if you want to. I'm on it and so
[52:40] using if you want to. I'm on it and so is my girlfriend and many of my team.
[52:42] is my girlfriend and many of my team. So, if you want to join, start by
[52:44] So, if you want to join, start by launching your own business with a free
[52:45] launching your own business with a free 30-day trial. Visit
[52:47] 30-day trial. Visit stephvenbartlet.stan.store
[52:49] stephvenbartlet.stan.store and get yours set up within minutes.
[52:51] and get yours set up within minutes. I've met and invested in many earlystage
[52:54] I've met and invested in many earlystage founders over the years, probably about
[52:56] founders over the years, probably about 50 or 60 ones like Ross from Cadence and
[52:58] 50 or 60 ones like Ross from Cadence and Marissa from Perfect Ted. And one thing
[53:00] Marissa from Perfect Ted. And one thing they all know is that having a digitally
[53:02] they all know is that having a digitally fluent business is crucial, but it isn't
[53:05] fluent business is crucial, but it isn't always easy getting your business or
[53:06] always easy getting your business or team to that point. Through my ongoing
[53:08] team to that point. Through my ongoing partnership with Vodafin Business, I've
[53:10] partnership with Vodafin Business, I've seen the work that they're doing
[53:11] seen the work that they're doing supporting founders and small businesses
[53:13] supporting founders and small businesses to become digitally savvy. They know how
[53:16] to become digitally savvy. They know how much small business owners value advice
[53:18] much small business owners value advice from those who have been there and done
[53:19] from those who have been there and done it before. So, they've just launched a
[53:21] it before. So, they've just launched a new content series to share experiences
[53:23] new content series to share experiences from like-minded founders. It's called
[53:25] from like-minded founders. It's called business.connected,
[53:28] business.connected, part of Vodafone support program. It's a
[53:30] part of Vodafone support program. It's a collection of resources designed to
[53:31] collection of resources designed to support businesses with free digital
[53:33] support businesses with free digital skills. So, if you've been trying to
[53:35] skills. So, if you've been trying to figure out AI marketing, e-commerce, or
[53:37] figure out AI marketing, e-commerce, or just how to scale smarter, there's
[53:38] just how to scale smarter, there's advice and insights throughout this
[53:40] advice and insights throughout this series from those who have already done
[53:41] series from those who have already done it before. A bunch of different founders
[53:43] it before. A bunch of different founders and experts who have been there and done
[53:46] and experts who have been there and done it. I highly recommend you go and check
[53:47] it. I highly recommend you go and check it out. Just search Vodafone
[53:49] it out. Just search Vodafone business.connected
[53:51] business.connected on YouTube or follow the link in the
[53:52] on YouTube or follow the link in the description below. So, let's talk about
[53:54] description below. So, let's talk about other things outside of AI that we can
[53:56] other things outside of AI that we can do to have good healthy brains based on
[54:00] do to have good healthy brains based on everything you know about how the brain
[54:01] everything you know about how the brain works. Um, let's start with children.
[54:05] works. Um, let's start with children. I'm hoping to be a father at some point
[54:06] I'm hoping to be a father at some point in the next next couple of months or
[54:09] in the next next couple of months or years or whenever God grants me a child.
[54:11] years or whenever God grants me a child. Um, what should I be thinking about with
[54:14] Um, what should I be thinking about with my child's brain to make sure it's
[54:15] my child's brain to make sure it's healthy
[54:16] healthy >> to get your body and your partner's body
[54:21] >> to get your body and your partner's body as healthy as you can before you
[54:24] as healthy as you can before you conceive? Cuz there's a concept
[54:28] conceive? Cuz there's a concept I like called brain reserve. Brain
[54:31] I like called brain reserve. Brain reserve is the extra function tissue you
[54:33] reserve is the extra function tissue you have to deal with whatever stress comes
[54:36] have to deal with whatever stress comes your way and it starts from the health
[54:39] your way and it starts from the health of the egg and the health of the sperm
[54:43] of the egg and the health of the sperm that create the baby. So there are
[54:46] that create the baby. So there are things you guys can do now that would be
[54:51] things you guys can do now that would be really helpful. And then once your
[54:53] really helpful. And then once your partner is pregnant, you want to not put
[54:56] partner is pregnant, you want to not put her under a lot of stress because her
[55:01] her under a lot of stress because her body's health while she's creating the
[55:05] body's health while she's creating the baby.
[55:06] baby. I mean, the baby's the brain starts to
[55:09] I mean, the baby's the brain starts to develop. I think day 21. So even before
[55:12] develop. I think day 21. So even before you know she's pregnant, the baby's
[55:15] you know she's pregnant, the baby's brain is developing. So knowing you
[55:20] brain is developing. So knowing you intentional, purposeful, it's like let's
[55:24] intentional, purposeful, it's like let's live as cleanly as we can. I think that
[55:28] live as cleanly as we can. I think that gives the baby a head start. And then
[55:31] gives the baby a head start. And then you think about what to feed the baby.
[55:34] you think about what to feed the baby. You think about what the baby's exposed
[55:37] You think about what the baby's exposed to. And what the baby needs most is
[55:41] to. And what the baby needs most is mom's and your time and eye contact and
[55:46] mom's and your time and eye contact and cuddling and singing and it's like those
[55:51] cuddling and singing and it's like those are
[55:51] are >> touching is really important. But
[55:53] >> touching is really important. But there's another fact there was a study
[55:55] there's another fact there was a study that was done on the impact of how many
[55:58] that was done on the impact of how many words are spoken you know dur when a
[56:01] words are spoken you know dur when a baby and a child even when you know a
[56:03] baby and a child even when you know a baby doesn't speak you know until like
[56:05] baby doesn't speak you know until like 18 months. Uh but it turns out that the
[56:08] 18 months. Uh but it turns out that the words that you are talking to the baby
[56:10] words that you are talking to the baby are going into the brain and having an
[56:12] are going into the brain and having an impact every and and and in families
[56:15] impact every and and and in families that don't talk, they do worse at
[56:18] that don't talk, they do worse at school.
[56:20] school. >> Unfortunately, a lot of poor families.
[56:22] >> Unfortunately, a lot of poor families. Uh but uh but that's really important is
[56:24] Uh but uh but that's really important is that they they they have they're exposed
[56:26] that they they they have they're exposed to language early and abundantly.
[56:30] to language early and abundantly. >> And you model I mean it's one big thing.
[56:33] >> And you model I mean it's one big thing. whatever you want the baby to grow into
[56:37] whatever you want the baby to grow into every day. You are modeling health or
[56:40] every day. You are modeling health or you're modeling illness just by what you
[56:43] you're modeling illness just by what you do, by what you say, by how you treat
[56:45] do, by what you say, by how you treat the baby's mother. Um, I have a book
[56:49] the baby's mother. Um, I have a book called raising mentally strong kids,
[56:51] called raising mentally strong kids, which I'm very happy about.
[56:53] which I'm very happy about. >> Um, and it starts with what kind of dad
[56:57] >> Um, and it starts with what kind of dad do I want to be and what kind of child
[56:58] do I want to be and what kind of child do I want to raise? and
[57:02] do I want to raise? and bonding. You want your child to pick
[57:03] bonding. You want your child to pick your values.
[57:06] your values. Then bonding is time, actual physical
[57:09] Then bonding is time, actual physical time
[57:11] time and listening like being and that's what
[57:14] and listening like being and that's what AI does. I think it'll actually listen
[57:18] AI does. I think it'll actually listen without interrupting you and try to
[57:22] without interrupting you and try to reflect back what you're hearing and
[57:24] reflect back what you're hearing and then give you some positive input. Too
[57:27] then give you some positive input. Too often because of screens, parents aren't
[57:30] often because of screens, parents aren't listening. Their heads are in their
[57:32] listening. Their heads are in their phones and everybody's distracted. You
[57:36] phones and everybody's distracted. You see it whenever you go to a restaurant.
[57:37] see it whenever you go to a restaurant. It's like everybody's on their phone and
[57:40] It's like everybody's on their phone and nobody's looking at each other.
[57:41] nobody's looking at each other. >> Are we raising mentally weak kids
[57:43] >> Are we raising mentally weak kids because we're there's a culture now of
[57:45] because we're there's a culture now of like helping them too much, doing too
[57:48] like helping them too much, doing too much for them?
[57:50] much for them? >> This generation is the most in trouble
[57:52] >> This generation is the most in trouble in history. And we have to really ask
[57:56] in history. And we have to really ask ourselves why. From the food we feed
[57:59] ourselves why. From the food we feed them to the devices they look at to the
[58:02] them to the devices they look at to the negative news, the polarization
[58:05] negative news, the polarization of the news, it's that sort of chronic
[58:08] of the news, it's that sort of chronic cortisol and then the separation. Oh,
[58:13] cortisol and then the separation. Oh, you voted this way or you voted that
[58:15] you voted this way or you voted that way. Saw something TV this morning. If
[58:17] way. Saw something TV this morning. If somebody voted one way, well, you
[58:20] somebody voted one way, well, you shouldn't spend time with them. I'm
[58:21] shouldn't spend time with them. I'm like, we're already so lonely that now
[58:24] like, we're already so lonely that now you're gonna cut off 50% of the
[58:26] you're gonna cut off 50% of the population. It's like, it's just such
[58:29] population. It's like, it's just such stupidity. Do you think much about the
[58:31] stupidity. Do you think much about the the impact that religion and having a
[58:34] the impact that religion and having a belief in some kind of transcendent
[58:36] belief in some kind of transcendent thing has on the brain and psychology
[58:40] thing has on the brain and psychology and psychiatry generally.
[58:41] and psychiatry generally. >> So, if you don't believe in God, you're
[58:43] >> So, if you don't believe in God, you're three times the risk of depression.
[58:47] three times the risk of depression. could be God in different ways,
[58:50] could be God in different ways, >> something transcendent or
[58:51] >> something transcendent or >> Yes.
[58:53] >> Yes. If you believe you're here by if just
[58:55] If you believe you're here by if just think about it with me. If you believe
[58:58] think about it with me. If you believe you're just here by random chance that
[59:00] you're just here by random chance that life really was not created and has no
[59:04] life really was not created and has no meaning, there's existential
[59:07] meaning, there's existential nothingness to that
[59:10] nothingness to that as opposed to, oh no, I'm created in a
[59:14] as opposed to, oh no, I'm created in a special way to do something purposeful
[59:17] special way to do something purposeful on Earth. There's purposeful people live
[59:21] on Earth. There's purposeful people live longer. They're happier. Now, whatever
[59:25] longer. They're happier. Now, whatever version
[59:27] version you believe
[59:29] you believe to not believe is hard for the brain.
[59:32] to not believe is hard for the brain. And there's an interesting study on
[59:36] And there's an interesting study on believers versus non-believers. And you
[59:38] believers versus non-believers. And you know, many scientists would go, well,
[59:40] know, many scientists would go, well, they'll have smaller brains if they're a
[59:42] they'll have smaller brains if they're a believer. They actually had bigger
[59:44] believer. They actually had bigger temporal loes. And temporal loes
[59:46] temporal loes. And temporal loes underneath your temples and behind your
[59:48] underneath your temples and behind your eyes
[59:50] eyes right here. Um,
[59:53] right here. Um, that's where it's called the God area
[59:56] that's where it's called the God area because of that's where people think
[01:00:00] because of that's where people think they experience
[01:00:01] they experience >> and if you have a seizure in the
[01:00:03] >> and if you have a seizure in the temporal lobe, you have transcendent
[01:00:06] temporal lobe, you have transcendent experiences like you're uh obs, you
[01:00:10] experiences like you're uh obs, you know, in the presence of God
[01:00:12] know, in the presence of God >> and they think maybe the Apostle Paul on
[01:00:14] >> and they think maybe the Apostle Paul on the road to Damascus had a seizure and
[01:00:18] the road to Damascus had a seizure and saw God. There's actually a researcher
[01:00:21] saw God. There's actually a researcher in Canada, uh, Laurentian University,
[01:00:24] in Canada, uh, Laurentian University, Michael Persinger. So, he would
[01:00:26] Michael Persinger. So, he would stimulate the outside. He he would do it
[01:00:30] stimulate the outside. He he would do it all over the brain. But what he found,
[01:00:31] all over the brain. But what he found, he stimulated the outside of the right
[01:00:33] he stimulated the outside of the right temporal lobe that people would get a
[01:00:36] temporal lobe that people would get a sensed presence. They would actually
[01:00:38] sensed presence. They would actually feel the presence of God in the room.
[01:00:43] feel the presence of God in the room. So, does that mean the brain makes up
[01:00:46] So, does that mean the brain makes up God or does that mean there's a way for
[01:00:49] God or does that mean there's a way for God to communicate with us? I actually
[01:00:52] God to communicate with us? I actually did a study on prayer was so
[01:00:54] did a study on prayer was so interesting. You know, I pray for you.
[01:00:57] interesting. You know, I pray for you. Uh prophecy, something called speaking
[01:01:00] Uh prophecy, something called speaking in tonesues, and it was fascinating.
[01:01:03] in tonesues, and it was fascinating. Speaking in tonesues is channeling,
[01:01:05] Speaking in tonesues is channeling, which means you're channeling the Holy
[01:01:07] which means you're channeling the Holy Spirit. And the hypothesis was you'd
[01:01:09] Spirit. And the hypothesis was you'd have to drop your frontal loes, which is
[01:01:12] have to drop your frontal loes, which is exactly what happened in 60%
[01:01:15] exactly what happened in 60% of our patients. And one basil ganglia
[01:01:18] of our patients. And one basil ganglia skyrocketed just like got hit with
[01:01:20] skyrocketed just like got hit with cocaine cuz that's where cocaine works
[01:01:23] cocaine cuz that's where cocaine works in the basil ganglia. Uh so interesting.
[01:01:27] in the basil ganglia. Uh so interesting. If you had to create a brainhealthy
[01:01:29] If you had to create a brainhealthy nation and I made you president of the
[01:01:31] nation and I made you president of the United States for one month and you had
[01:01:34] United States for one month and you had to put in place executive orders that
[01:01:37] to put in place executive orders that would create a brain healthy nation,
[01:01:39] would create a brain healthy nation, what executive orders would you
[01:01:40] what executive orders would you immediately sign?
[01:01:42] immediately sign? >> One question.
[01:01:45] >> One question. Get all of the departments to ask
[01:01:47] Get all of the departments to ask themselves what we're doing. Is this
[01:01:49] themselves what we're doing. Is this good for our brands or bad for it? And I
[01:01:52] good for our brands or bad for it? And I that's the campaign. I mean, I realize
[01:01:54] that's the campaign. I mean, I realize I've been doing this a very long time.
[01:01:57] I've been doing this a very long time. If I can just get people to answer that
[01:02:00] If I can just get people to answer that one question with information
[01:02:03] one question with information and love, love of themselves, love of
[01:02:05] and love, love of themselves, love of their families, love of their country.
[01:02:08] their families, love of their country. Is this is what we're doing good for our
[01:02:11] Is this is what we're doing good for our brains or bad for it?
[01:02:13] brains or bad for it? >> By far the best drug you can take for
[01:02:16] >> By far the best drug you can take for your brain and not just your brain, but
[01:02:18] your brain and not just your brain, but your entire body is exercise.
[01:02:22] your entire body is exercise. In other words,
[01:02:24] In other words, exercise, you pump the blood and your
[01:02:27] exercise, you pump the blood and your brain gets uh you know, a lot of uh
[01:02:30] brain gets uh you know, a lot of uh nutrients and everything. Uh it helps
[01:02:32] nutrients and everything. Uh it helps your heart. It helps your immune system.
[01:02:35] your heart. It helps your immune system. People don't realize how important that
[01:02:37] People don't realize how important that is. And we're not talking about being an
[01:02:38] is. And we're not talking about being an athlete. We're just talking about
[01:02:40] athlete. We're just talking about walking. If you're older, walking is
[01:02:42] walking. If you're older, walking is perfectly good exercise. And and you
[01:02:45] perfectly good exercise. And and you know, children now I you know, they're
[01:02:46] know, children now I you know, they're they're not getting enough exercise.
[01:02:48] they're not getting enough exercise. >> No. Because they're on devices.
[01:02:49] >> No. Because they're on devices. >> Yeah. And so I have a model. If you want
[01:02:52] >> Yeah. And so I have a model. If you want to keep your brain healthy or rescue it,
[01:02:54] to keep your brain healthy or rescue it, you have to prevent or treat the 11
[01:02:56] you have to prevent or treat the 11 major risk factors. And we've talked
[01:02:58] major risk factors. And we've talked about them before.
[01:03:00] about them before. Exercise helps you with every single
[01:03:03] Exercise helps you with every single one. So like it's called bright minds.
[01:03:06] one. So like it's called bright minds. So B is for blood flow, increases blood
[01:03:09] So B is for blood flow, increases blood flow. Retirement and aging. It decreases
[01:03:11] flow. Retirement and aging. It decreases your age. I is inflammation. It's
[01:03:12] your age. I is inflammation. It's anti-inflammatory. G is genetics. It
[01:03:15] anti-inflammatory. G is genetics. It helps turn on healthpromoting
[01:03:18] helps turn on healthpromoting genes.
[01:03:19] genes. H is head trauma. If you keep walking,
[01:03:23] H is head trauma. If you keep walking, you're less likely to fall when you're
[01:03:24] you're less likely to fall when you're older, right? T is toxins. Sweat
[01:03:28] older, right? T is toxins. Sweat detoxifies you. M is mental health.
[01:03:32] detoxifies you. M is mental health. Exercise boosts dopamine, but it also
[01:03:34] Exercise boosts dopamine, but it also boosts serotonin. So, it's like that
[01:03:36] boosts serotonin. So, it's like that perfect balancer in your brain.
[01:03:39] perfect balancer in your brain. >> Breathing, how we breathe, does that
[01:03:41] >> Breathing, how we breathe, does that have an impact on brain health? So you
[01:03:43] have an impact on brain health? So you can almost immediately improve heart
[01:03:47] can almost immediately improve heart rate variability which is a sign of
[01:03:49] rate variability which is a sign of heart health but also goes to mental
[01:03:52] heart health but also goes to mental health by breathing in a certain helpful
[01:03:56] health by breathing in a certain helpful way. And I call it the 15-second breath.
[01:04:00] way. And I call it the 15-second breath. So 4 seconds in big breath hold it for a
[01:04:03] So 4 seconds in big breath hold it for a second and a half pause just a little
[01:04:05] second and a half pause just a little bit. 8 seconds out hold it for a second
[01:04:10] bit. 8 seconds out hold it for a second and a half. So if you take twice as long
[01:04:13] and a half. So if you take twice as long to breathe out as you breathe in, it
[01:04:16] to breathe out as you breathe in, it increases something called
[01:04:17] increases something called parasympathetic tone and it just calms
[01:04:20] parasympathetic tone and it just calms you down almost immediately. So if
[01:04:22] you down almost immediately. So if you're having panic attacks, yes, you
[01:04:24] you're having panic attacks, yes, you can take Xanax, but there's so many
[01:04:26] can take Xanax, but there's so many problems with that later on. Or you can
[01:04:28] problems with that later on. Or you can just learn how to breathe. We call it
[01:04:32] just learn how to breathe. We call it diaphragmatic. So breathe mostly with
[01:04:34] diaphragmatic. So breathe mostly with your belly, taking twice as long to
[01:04:36] your belly, taking twice as long to breathe out as you breathe in.
[01:04:37] breathe out as you breathe in. >> Chewing. Uh there's a piece here that
[01:04:40] >> Chewing. Uh there's a piece here that says it stimulates hippocample activity
[01:04:42] says it stimulates hippocample activity and may slow cognitive decline. Reducing
[01:04:45] and may slow cognitive decline. Reducing chewing has been linked to impaired
[01:04:46] chewing has been linked to impaired learning in animal studies.
[01:04:48] learning in animal studies. >> And fast food decreases chewing because
[01:04:51] >> And fast food decreases chewing because it's fast. So they take most of the
[01:04:52] it's fast. So they take most of the fiber out so you can chew it faster. You
[01:04:54] fiber out so you can chew it faster. You can swallow it faster.
[01:04:56] can swallow it faster. >> Things in the bad for your brain list.
[01:04:58] >> Things in the bad for your brain list. Overuse of GPS and navigation app which
[01:05:00] Overuse of GPS and navigation app which weakens the hippocampus by outsourcing
[01:05:02] weakens the hippocampus by outsourcing spatial memory long term. This can lead
[01:05:04] spatial memory long term. This can lead to atrophy in areas associated with
[01:05:06] to atrophy in areas associated with memory navigation. And people are
[01:05:08] memory navigation. And people are diagnosed with Alzheimer's disease later
[01:05:10] diagnosed with Alzheimer's disease later in life because of Siri. Because I used
[01:05:15] in life because of Siri. Because I used to like when I started as a young
[01:05:17] to like when I started as a young psychiatrist, somebody get lost in a
[01:05:19] psychiatrist, somebody get lost in a city they'd lived in for 30 years and
[01:05:22] city they'd lived in for 30 years and their family would call me upset and I'm
[01:05:26] their family would call me upset and I'm like, "Okay, this person's headed toward
[01:05:27] like, "Okay, this person's headed toward dementia." Now that person goes, "Take
[01:05:31] dementia." Now that person goes, "Take me home." Do you think it's going to
[01:05:32] me home." Do you think it's going to we're going to have an epigenetic
[01:05:35] we're going to have an epigenetic effect of not reading maps that if
[01:05:40] effect of not reading maps that if Stephen now he uses his phone to get
[01:05:42] Stephen now he uses his phone to get from A to B, do you think that's going
[01:05:45] from A to B, do you think that's going to affect Steven's son or daughter
[01:05:48] to affect Steven's son or daughter because dad
[01:05:51] because dad didn't have
[01:05:52] didn't have >> Wow. Okay. That that that never occurred
[01:05:54] >> Wow. Okay. That that that never occurred to me that uh you could pass on
[01:05:56] to me that uh you could pass on something like that. By the way, I I
[01:05:58] something like that. By the way, I I think it has to be physiological.
[01:06:00] think it has to be physiological. Stress, for example, could be probably
[01:06:02] Stress, for example, could be probably passed on. And you mentioned this, you
[01:06:03] passed on. And you mentioned this, you you pointed out during pregnancy, you
[01:06:05] you pointed out during pregnancy, you you want to prevent stress and and
[01:06:07] you want to prevent stress and and crisis, right?
[01:06:08] crisis, right? >> Do do you know about that study with
[01:06:10] >> Do do you know about that study with mice where they made them afraid of the
[01:06:12] mice where they made them afraid of the scent of cherry blossoms from memory?
[01:06:15] scent of cherry blossoms from memory? And so whenever the mice smelled cherry
[01:06:20] And so whenever the mice smelled cherry blossoms, they would shock them mildly.
[01:06:24] blossoms, they would shock them mildly. So the mice are now afraid of the scent
[01:06:25] So the mice are now afraid of the scent of cherry blossoms. Their babies were
[01:06:28] of cherry blossoms. Their babies were afraid of the scent of cherry blossoms.
[01:06:30] afraid of the scent of cherry blossoms. Their grandbabies were afraid of the
[01:06:32] Their grandbabies were afraid of the scent of cherry blossoms. So,
[01:06:33] scent of cherry blossoms. So, >> okay, that's the alactory system.
[01:06:35] >> okay, that's the alactory system. Alactory system is very interesting
[01:06:36] Alactory system is very interesting because it goes directly to the
[01:06:38] because it goes directly to the hippocampus.
[01:06:40] hippocampus. There might be a evolutionary advantage
[01:06:42] There might be a evolutionary advantage because if if there's something in the
[01:06:45] because if if there's something in the environment that you shouldn't eat or
[01:06:47] environment that you shouldn't eat or you know that smells a particular way,
[01:06:49] you know that smells a particular way, passing that on is is very efficient
[01:06:52] passing that on is is very efficient instead of having to experience that
[01:06:54] instead of having to experience that yourself. you know, trial and error
[01:06:55] yourself. you know, trial and error because they might if the poison is
[01:06:57] because they might if the poison is right, it might kill you. But if if
[01:06:58] right, it might kill you. But if if you've your parents
[01:07:01] you've your parents ha had that bad experience and pass it
[01:07:03] ha had that bad experience and pass it on, you shouldn't go to something that
[01:07:05] on, you shouldn't go to something that smells in a particular way. That makes
[01:07:07] smells in a particular way. That makes sense.
[01:07:07] sense. >> The other thing that's bad for the
[01:07:08] >> The other thing that's bad for the brain, which is unexpected, is you said
[01:07:11] brain, which is unexpected, is you said at the start, artificial sweeteners.
[01:07:14] at the start, artificial sweeteners. Now, I didn't I thought artificial
[01:07:16] Now, I didn't I thought artificial sweeteners were fine.
[01:07:17] sweeteners were fine. >> They're not fun and they're not free.
[01:07:19] >> They're not fun and they're not free. So, I used to drink diet soda like it
[01:07:21] So, I used to drink diet soda like it was my best friend because I thought it
[01:07:23] was my best friend because I thought it was free. And then I had arthritis when
[01:07:27] was free. And then I had arthritis when I was 35. And one of my patients said
[01:07:30] I was 35. And one of my patients said she stopped aspartame and her arthritis
[01:07:32] she stopped aspartame and her arthritis went away. And I'm like, I was drinking
[01:07:34] went away. And I'm like, I was drinking like I don't know, a lot of diet soda.
[01:07:38] like I don't know, a lot of diet soda. And so I stopped and my arthritis went
[01:07:41] And so I stopped and my arthritis went away. And I'm like, no. And so I did it
[01:07:44] away. And I'm like, no. And so I did it again and it came back. And I'm like,
[01:07:46] again and it came back. And I'm like, okay. And artificial sweeteners can
[01:07:50] okay. And artificial sweeteners can change the microbiome. So we haven't
[01:07:52] change the microbiome. So we haven't talked about that, but you have these
[01:07:55] talked about that, but you have these 100 trillion bugs in your gut that make
[01:07:57] 100 trillion bugs in your gut that make neurotransmitters digest your food and
[01:08:00] neurotransmitters digest your food and especially sucralose or splenda has been
[01:08:03] especially sucralose or splenda has been found to decrease the good bacteria in
[01:08:06] found to decrease the good bacteria in your gut which then has a negative
[01:08:07] your gut which then has a negative impact on brain function
[01:08:10] impact on brain function >> and a spartame as you mentioned
[01:08:12] >> and a spartame as you mentioned >> and a spartamement that I mentioned that
[01:08:14] >> and a spartamement that I mentioned that can have a generational impact. So, is
[01:08:16] can have a generational impact. So, is it possible it's really not social
[01:08:18] it possible it's really not social media? It's that we've had aspartame in
[01:08:21] media? It's that we've had aspartame in our food for decades. And I think it's
[01:08:26] our food for decades. And I think it's all of these things that just sort of
[01:08:28] all of these things that just sort of are additive and we should just always
[01:08:31] are additive and we should just always think that that one question. Is this
[01:08:33] think that that one question. Is this good for my brain or bad for it? So, you
[01:08:35] good for my brain or bad for it? So, you mentioned broccoli. Probably that's good
[01:08:38] mentioned broccoli. Probably that's good for your brain. Cheeseburger, probably
[01:08:42] for your brain. Cheeseburger, probably not. But why don't you take the burger
[01:08:44] not. But why don't you take the burger and if you could make it grass-fed that
[01:08:46] and if you could make it grass-fed that would be better and put it in a salad
[01:08:48] would be better and put it in a salad and then that would be good for your
[01:08:50] and then that would be good for your brain.
[01:08:50] brain. >> What about chronic background noise?
[01:08:53] >> What about chronic background noise? We don't think much about the impact
[01:08:55] We don't think much about the impact noise has. But
[01:08:56] noise has. But >> I used to live um my house was three
[01:09:00] >> I used to live um my house was three houses from the freeway and if you just
[01:09:03] houses from the freeway and if you just go there it's like my god it's so loud
[01:09:06] go there it's like my god it's so loud here. I never heard the freeway because
[01:09:09] here. I never heard the freeway because my brain just learned to tune it out.
[01:09:11] my brain just learned to tune it out. Was that good or bad for you
[01:09:14] Was that good or bad for you >> that I was able
[01:09:15] >> that I was able >> you had you adapted and and were no
[01:09:17] >> you had you adapted and and were no longer sensitive to it? I I I think that
[01:09:19] longer sensitive to it? I I I think that actually was probably not good
[01:09:22] actually was probably not good for for v various reasons because it
[01:09:25] for for v various reasons because it what it really means is that you you're
[01:09:27] what it really means is that you you're you're specializing for that environment
[01:09:29] you're specializing for that environment and your brain is going to be different
[01:09:30] and your brain is going to be different when you go someplace.
[01:09:33] when you go someplace. So, but so here's here's another
[01:09:35] So, but so here's here's another example.
[01:09:35] example. >> And it's stressful, right? if it's
[01:09:38] >> And it's stressful, right? if it's chronically stressful, but my brain is
[01:09:40] chronically stressful, but my brain is >> That's right. That's right. In the
[01:09:41] >> That's right. That's right. In the background. In the In other words, Yeah.
[01:09:43] background. In the In other words, Yeah. In other words, your your brain is
[01:09:45] In other words, your your brain is reacting to it even though you're not
[01:09:46] reacting to it even though you're not aware of it. Yeah.
[01:09:47] aware of it. Yeah. >> So, subtly five sisters, which makes it
[01:09:49] >> So, subtly five sisters, which makes it even worse.
[01:09:50] even worse. >> Subtly increases cortisol and impairs
[01:09:52] >> Subtly increases cortisol and impairs working memory and attention regulation,
[01:09:54] working memory and attention regulation, especially in children and older adults,
[01:09:55] especially in children and older adults, to be chronically exposed to background
[01:09:57] to be chronically exposed to background noise like traffic or the lowle hum of a
[01:09:59] noise like traffic or the lowle hum of a city.
[01:10:00] city. >> Yeah, that's right. That's absolutely
[01:10:02] >> Yeah, that's right. That's absolutely right.
[01:10:03] right. >> Make sure you keep what I'm about to say
[01:10:04] >> Make sure you keep what I'm about to say to yourself. I'm inviting 10,000 of you
[01:10:07] to yourself. I'm inviting 10,000 of you to come even deeper into the diary of a
[01:10:09] to come even deeper into the diary of a CEO. Welcome to my inner circle. This is
[01:10:12] CEO. Welcome to my inner circle. This is a brand new private community that I'm
[01:10:14] a brand new private community that I'm launching to the world. We have so many
[01:10:16] launching to the world. We have so many incredible things that happen that you
[01:10:18] incredible things that happen that you are never shown. We have the briefs that
[01:10:20] are never shown. We have the briefs that are on my iPad when I'm recording the
[01:10:22] are on my iPad when I'm recording the conversation. We have clips we've never
[01:10:24] conversation. We have clips we've never released. We have behindthe-scenes
[01:10:25] released. We have behindthe-scenes conversations with the guest and also
[01:10:27] conversations with the guest and also the episodes that we've never ever
[01:10:29] the episodes that we've never ever released. And so much more. In the
[01:10:32] released. And so much more. In the circle, you'll have direct access to me.
[01:10:34] circle, you'll have direct access to me. You can tell us what you want this show
[01:10:36] You can tell us what you want this show to be, who you want us to interview, and
[01:10:37] to be, who you want us to interview, and the types of conversations you would
[01:10:39] the types of conversations you would love us to have. But remember, for now,
[01:10:41] love us to have. But remember, for now, we're only inviting the first 10,000
[01:10:43] we're only inviting the first 10,000 people that join before it closes. So,
[01:10:46] people that join before it closes. So, if you want to join our private closed
[01:10:47] if you want to join our private closed community, head to the link in the
[01:10:48] community, head to the link in the description below or go to
[01:10:49] description below or go to daccircle.com.
[01:10:52] I will speak to you there. Many of us
[01:10:55] I will speak to you there. Many of us multitask across multiple screens now.
[01:10:57] multitask across multiple screens now. We're watching TV here. We've got our
[01:10:58] We're watching TV here. We've got our phone here. We've got our iPad here. Got
[01:11:00] phone here. We've got our iPad here. Got our computer here. And I was reading
[01:11:01] our computer here. And I was reading into the science of multitasking and it
[01:11:03] into the science of multitasking and it said that it trains your brain to be
[01:11:04] said that it trains your brain to be distractable reducing gray matter
[01:11:07] distractable reducing gray matter density in the interior singulate.
[01:11:10] density in the interior singulate. >> Yeah, that's you know in the medial
[01:11:13] >> Yeah, that's you know in the medial prefrontal cortex.
[01:11:14] prefrontal cortex. >> And when the insula the insula is so
[01:11:16] >> And when the insula the insula is so interesting and I know you can talk
[01:11:18] interesting and I know you can talk about I have a new study coming out on
[01:11:20] about I have a new study coming out on hope. So on 7,500 patients we gave them
[01:11:24] hope. So on 7,500 patients we gave them a hope questionnaire.
[01:11:26] a hope questionnaire. >> What does that mean?
[01:11:27] >> What does that mean? >> Hope questionnaire. hope. Like how much
[01:11:28] >> Hope questionnaire. hope. Like how much hope do you have that you have the
[01:11:31] hope do you have that you have the ability to make tomorrow better?
[01:11:34] ability to make tomorrow better? >> And people with low hope have lower
[01:11:38] >> And people with low hope have lower overall prefrontal cortex function, but
[01:11:40] overall prefrontal cortex function, but the insular
[01:11:43] the insular was really low. And that signal was the
[01:11:46] was really low. And that signal was the most statistically significant of the
[01:11:49] most statistically significant of the group really. And in some studies the
[01:11:52] group really. And in some studies the insulin is called
[01:11:53] insulin is called >> by the way uh also uh for depression
[01:11:55] >> by the way uh also uh for depression people who have depression
[01:11:57] people who have depression uh have low activity in the anterior
[01:11:59] uh have low activity in the anterior singulate. In fact um it deep brain
[01:12:02] singulate. In fact um it deep brain stimulation has been used now for to
[01:12:03] stimulation has been used now for to help some people if you stimulate that
[01:12:05] help some people if you stimulate that area
[01:12:06] area >> and what our imaging research would say
[01:12:08] >> and what our imaging research would say is depression is like chest pain. It's
[01:12:12] is depression is like chest pain. It's not one thing like nobody gets a
[01:12:14] not one thing like nobody gets a diagnosis of chest pain because that
[01:12:16] diagnosis of chest pain because that would be stupid right? It could be heart
[01:12:18] would be stupid right? It could be heart attack, heart arrhythmia, heart
[01:12:19] attack, heart arrhythmia, heart infection, gas, grief. Depression's the
[01:12:23] infection, gas, grief. Depression's the same way when you look at it from an
[01:12:24] same way when you look at it from an imaging standpoint. Sometimes their
[01:12:26] imaging standpoint. Sometimes their frontal loes are too active. Sometimes
[01:12:29] frontal loes are too active. Sometimes they're not active enough. Sometimes
[01:12:32] they're not active enough. Sometimes it's their lyic system that's too
[01:12:35] it's their lyic system that's too active. And I wrote a book called
[01:12:38] active. And I wrote a book called Healing Anxiety and Depression. I'm
[01:12:40] Healing Anxiety and Depression. I'm like, here's the seven things I see as
[01:12:42] like, here's the seven things I see as an imager.
[01:12:43] an imager. >> What about ADHD? There's obviously been
[01:12:45] >> What about ADHD? There's obviously been a rise in ADHD or at least people
[01:12:47] a rise in ADHD or at least people reporting or being diagnosed with ADHD
[01:12:49] reporting or being diagnosed with ADHD quite significant.
[01:12:51] quite significant. Can you find ADHD in the brain? Are we
[01:12:54] Can you find ADHD in the brain? Are we causing ADHD as a function of the way
[01:12:56] causing ADHD as a function of the way that we're living our lives or is it
[01:12:57] that we're living our lives or is it something within the brain genetically
[01:12:58] something within the brain genetically that I could I could see?
[01:13:00] that I could I could see? >> So, it's both. I think clearly you can
[01:13:04] >> So, it's both. I think clearly you can see ADHD in people's families. In fact,
[01:13:07] see ADHD in people's families. In fact, if I have a hyperactive, restless,
[01:13:10] if I have a hyperactive, restless, impulsive, disorganized, procrastinating
[01:13:14] impulsive, disorganized, procrastinating child, I'm looking at the mom and the
[01:13:15] child, I'm looking at the mom and the dad. I'm like, "So, where is this coming
[01:13:17] dad. I'm like, "So, where is this coming from?" But you could also get ADHD from
[01:13:20] from?" But you could also get ADHD from a head injury, especially if it infects
[01:13:22] a head injury, especially if it infects their frontal loes, which is why you
[01:13:24] their frontal loes, which is why you shouldn't let children hit soccer balls
[01:13:26] shouldn't let children hit soccer balls with their forehead. You can also get it
[01:13:29] with their forehead. You can also get it from the chronic from the excessive
[01:13:32] from the chronic from the excessive input making people distracted just like
[01:13:35] input making people distracted just like you said. Brand new study out on
[01:13:38] you said. Brand new study out on children who took medicine. Right. We
[01:13:40] children who took medicine. Right. We always demonize ADHD medicine, but the
[01:13:44] always demonize ADHD medicine, but the kids who took medicine actually had
[01:13:48] kids who took medicine actually had bigger brains in their prefrontal cortex
[01:13:52] bigger brains in their prefrontal cortex than kids who didn't take medicine who
[01:13:54] than kids who didn't take medicine who had AD.
[01:13:55] had AD. >> Rolin.
[01:13:56] >> Rolin. >> Rolin. That that's okay. It's speed
[01:13:58] >> Rolin. That that's okay. It's speed basically. Yeah. Inetamines
[01:14:00] basically. Yeah. Inetamines >> it is. But for the kids who have it, I
[01:14:04] >> it is. But for the kids who have it, I think withholding medicine
[01:14:07] think withholding medicine from a child who really has ADHD is like
[01:14:10] from a child who really has ADHD is like withholding glasses from someone who has
[01:14:13] withholding glasses from someone who has trouble seeing. And it's it's the easy
[01:14:16] trouble seeing. And it's it's the easy thing to demonize the drugs until you
[01:14:20] thing to demonize the drugs until you realize someone who has ADHD,
[01:14:23] realize someone who has ADHD, a third of them don't finish high
[01:14:25] a third of them don't finish high school. And We're never asked the right
[01:14:28] school. And We're never asked the right question about people go what's the side
[01:14:30] question about people go what's the side effects and it's it can decrease your
[01:14:32] effects and it's it can decrease your appetite and it can can have sleep
[01:14:36] appetite and it can can have sleep problems with it but they don't ask the
[01:14:39] problems with it but they don't ask the other question is what's the side effect
[01:14:40] other question is what's the side effect of not taking the medicine or at least
[01:14:43] of not taking the medicine or at least not fully treating and there are other
[01:14:45] not fully treating and there are other ways to treat it besides medicine you
[01:14:47] ways to treat it besides medicine you know for god's sakes I own a supplement
[01:14:49] know for god's sakes I own a supplement company and I'm always trying to
[01:14:51] company and I'm always trying to optimize the nutrients to the brain
[01:14:54] optimize the nutrients to the brain neuro feedback can help. But if you do
[01:14:58] neuro feedback can help. But if you do those things and it's not working, don't
[01:15:00] those things and it's not working, don't be afraid of medicine.
[01:15:03] be afraid of medicine. >> By the way, when I was growing up, ADHD
[01:15:05] >> By the way, when I was growing up, ADHD either didn't exist or they didn't know
[01:15:07] either didn't exist or they didn't know about it. Do do you think that there's
[01:15:10] about it. Do do you think that there's some link to our diet?
[01:15:11] some link to our diet? >> Oh, no. It was first described in around
[01:15:13] >> Oh, no. It was first described in around 1910 and it's in the first version of
[01:15:17] 1910 and it's in the first version of the DSM.
[01:15:19] the DSM. Um, they called it minimal brain
[01:15:21] Um, they called it minimal brain dysfunction.
[01:15:23] dysfunction. But when we were growing up, there were
[01:15:25] But when we were growing up, there were one of two of these kids in our
[01:15:27] one of two of these kids in our classrooms and now there's 8 to 10.
[01:15:30] classrooms and now there's 8 to 10. >> That's what I mean is is that it's uh
[01:15:32] >> That's what I mean is is that it's uh seems to like autism. It's uh seems to
[01:15:35] seems to like autism. It's uh seems to be proliferating,
[01:15:37] be proliferating, >> right? And part of it, I think, is the
[01:15:39] >> right? And part of it, I think, is the food that is much more processed. Part
[01:15:43] food that is much more processed. Part of it is the screens, part of it is the
[01:15:46] of it is the screens, part of it is the distracted parents, and part of it is
[01:15:49] distracted parents, and part of it is the teaching.
[01:15:50] the teaching. >> You always seem to be doing new studies,
[01:15:52] >> You always seem to be doing new studies, Daniel. What what new studies are you
[01:15:54] Daniel. What what new studies are you most excited about or have you completed
[01:15:56] most excited about or have you completed since we last spoke?
[01:15:58] since we last spoke? >> I did one that I'm so excited about on
[01:16:02] >> I did one that I'm so excited about on negativity and the brain
[01:16:05] negativity and the brain >> and negativity is bad for your brain.
[01:16:09] >> and negativity is bad for your brain. So,
[01:16:10] So, >> how do you define negativity?
[01:16:11] >> how do you define negativity? >> We actually give them a questionnaire.
[01:16:14] >> We actually give them a questionnaire. uh it's a positivity negativity bias
[01:16:17] uh it's a positivity negativity bias questionnaire and people who are more
[01:16:20] questionnaire and people who are more negative have less activity in their
[01:16:24] negative have less activity in their prefrontal cortex. It's actually quite
[01:16:26] prefrontal cortex. It's actually quite interesting and so
[01:16:30] interesting and so unbridled
[01:16:31] unbridled positivity is bad for you because you
[01:16:34] positivity is bad for you because you need that 15% but if you're chronically
[01:16:37] need that 15% but if you're chronically negative that is bad for your brain. Is
[01:16:41] negative that is bad for your brain. Is there a link between being a negative
[01:16:43] there a link between being a negative person and Alzheimer's and dementia?
[01:16:45] person and Alzheimer's and dementia? >> Yes. And what's interesting because you
[01:16:47] >> Yes. And what's interesting because you mentioned a gender difference earlier.
[01:16:49] mentioned a gender difference earlier. Um, if you're depressed and you're a
[01:16:52] Um, if you're depressed and you're a woman, it doubles your risk for
[01:16:54] woman, it doubles your risk for Alzheimer's disease. If you're depressed
[01:16:57] Alzheimer's disease. If you're depressed and you're a man, it quadruples your
[01:17:00] and you're a man, it quadruples your risk.
[01:17:01] risk. >> Wow. So there was a study was done
[01:17:04] >> Wow. So there was a study was done during the COVID years, a couple years
[01:17:07] during the COVID years, a couple years and it turns out that the uh rate of
[01:17:10] and it turns out that the uh rate of depression like doubled in women but not
[01:17:13] depression like doubled in women but not in men
[01:17:15] in men >> during CO
[01:17:16] >> during CO >> during CO and after CO when students
[01:17:19] >> during CO and after CO when students came back and everybody was back to
[01:17:20] came back and everybody was back to normal so-called normal the women stayed
[01:17:24] normal so-called normal the women stayed depressed
[01:17:26] depressed at that high level which is very is very
[01:17:29] at that high level which is very is very interesting that it should be the women
[01:17:31] interesting that it should be the women who
[01:17:32] who >> so in one study women had 52% less
[01:17:35] >> so in one study women had 52% less serotonin than men which I think is
[01:17:39] serotonin than men which I think is really interesting. Women by and large
[01:17:41] really interesting. Women by and large have double double the risk depression.
[01:17:44] have double double the risk depression. Women have double the risk of depression
[01:17:45] Women have double the risk of depression as men their lyic systems are larger
[01:17:48] as men their lyic systems are larger which is also probably
[01:17:51] which is also probably >> more vulnerable and bonding and then the
[01:17:54] >> more vulnerable and bonding and then the whole CO thing we haven't talked about
[01:17:57] whole CO thing we haven't talked about CO causes inflammation in the lyic part
[01:18:00] CO causes inflammation in the lyic part of the brain. I had scans of people I
[01:18:03] of the brain. I had scans of people I was treating
[01:18:05] was treating and then they got CO and then I scan
[01:18:08] and then they got CO and then I scan them again and you can just see this
[01:18:10] them again and you can just see this dramatic inflammation in the brain. If
[01:18:14] dramatic inflammation in the brain. If someone's listening now and they just
[01:18:16] someone's listening now and they just want to they want to improve their brain
[01:18:17] want to they want to improve their brain health. They want to avoid dementia.
[01:18:19] health. They want to avoid dementia. They want to be cognitively
[01:18:22] They want to be cognitively powerful and capable as they age. They
[01:18:24] powerful and capable as they age. They want to get to 80 years old, 90 years
[01:18:26] want to get to 80 years old, 90 years old, 100 years old and have a great
[01:18:28] old, 100 years old and have a great brain. And you just had to and you could
[01:18:31] brain. And you just had to and you could only tell them to do three things.
[01:18:33] only tell them to do three things. >> Well, Terry said one, exercise.
[01:18:35] >> Well, Terry said one, exercise. >> Okay, exercise. I'm going to do it.
[01:18:38] >> Okay, exercise. I'm going to do it. >> Start every day with today is going to
[01:18:40] >> Start every day with today is going to be a great day.
[01:18:41] be a great day. >> Push your brain to look for what's right
[01:18:45] >> Push your brain to look for what's right rather than what's wrong.
[01:18:48] rather than what's wrong. >> Okay. So, I'm going to be optimistic and
[01:18:51] >> Okay. So, I'm going to be optimistic and grateful.
[01:18:51] grateful. >> Omega-3 fatty acids
[01:18:54] >> Omega-3 fatty acids >> and either do it with fish or do it with
[01:18:56] >> and either do it with fish or do it with a supplement.
[01:18:56] a supplement. >> Why did you include omega-3 fatty acids?
[01:18:59] >> Why did you include omega-3 fatty acids? because it decreases
[01:19:01] because it decreases inflammation. And 25%
[01:19:05] inflammation. And 25% of the cell membranes in your brain are
[01:19:08] of the cell membranes in your brain are made up of omega-3 fatty acids. And as a
[01:19:11] made up of omega-3 fatty acids. And as a country, we're dramatically low on them.
[01:19:14] country, we're dramatically low on them. >> And learning, that's maybe one of the
[01:19:15] >> And learning, that's maybe one of the things that's been left off the list of
[01:19:17] things that's been left off the list of top three things. But I mean, I remember
[01:19:20] top three things. But I mean, I remember you telling me that how good learning
[01:19:22] you telling me that how good learning was for the brain. And even getting
[01:19:23] was for the brain. And even getting outside and running outside versus
[01:19:25] outside and running outside versus running on a treadmill is more
[01:19:27] running on a treadmill is more beneficial. And if you learn while
[01:19:29] beneficial. And if you learn while you're exercising, what you're doing is
[01:19:32] you're exercising, what you're doing is you're getting blood flow to the
[01:19:34] you're getting blood flow to the hippocampus and you're more likely to
[01:19:36] hippocampus and you're more likely to remember it. So,
[01:19:39] remember it. So, >> I heard this. Yeah, I heard someone tell
[01:19:40] >> I heard this. Yeah, I heard someone tell me that they um figured out that they
[01:19:42] me that they um figured out that they could learn better for their exams if
[01:19:44] could learn better for their exams if they did it in a sauna.
[01:19:46] they did it in a sauna. So, they kept it was a scientist that I
[01:19:48] So, they kept it was a scientist that I spoke to. She said she keeps learning
[01:19:50] spoke to. She said she keeps learning new information when she's in the sauna
[01:19:52] new information when she's in the sauna cuz she realized that when she left the
[01:19:53] cuz she realized that when she left the sauna and was then tested upon on it,
[01:19:55] sauna and was then tested upon on it, she was better able to uh do the exam.
[01:19:59] she was better able to uh do the exam. And I guess that's correlating to what
[01:20:00] And I guess that's correlating to what you said about because in a sauna you're
[01:20:02] you said about because in a sauna you're going to have a lot of blood flow, I
[01:20:03] going to have a lot of blood flow, I imagine to the brain.
[01:20:04] imagine to the brain. >> Yes. There's actually a study in Jamama
[01:20:07] >> Yes. There's actually a study in Jamama psychiatry that one sauna
[01:20:11] psychiatry that one sauna bath
[01:20:13] bath helped depression significantly helped
[01:20:16] helped depression significantly helped depression.
[01:20:18] depression. And I think it's because of it's
[01:20:20] And I think it's because of it's balancing the brain and people who do
[01:20:22] balancing the brain and people who do the most sinus have the lowest risk of
[01:20:24] the most sinus have the lowest risk of Alzheimer's disease.
[01:20:27] Alzheimer's disease. >> What is the most important thing as it
[01:20:28] >> What is the most important thing as it relates to the subjects that we spoke
[01:20:30] relates to the subjects that we spoke about today? AI, the brain, neuroscience
[01:20:34] about today? AI, the brain, neuroscience that you would like to say to the the
[01:20:36] that you would like to say to the the people that are listening now. There
[01:20:37] people that are listening now. There could be a million people listening.
[01:20:39] could be a million people listening. There could be 20 million people
[01:20:40] There could be 20 million people listening. If you could say one thing to
[01:20:42] listening. If you could say one thing to them about the brain, AI, neuroscience,
[01:20:45] them about the brain, AI, neuroscience, whatever you want to say, the floor is
[01:20:46] whatever you want to say, the floor is yours. What would that be?
[01:20:49] yours. What would that be? Over to you first, Terry.
[01:20:51] Over to you first, Terry. >> Sleep. Sleep is a time when the body not
[01:20:55] >> Sleep. Sleep is a time when the body not just regenerates, but your memory is
[01:20:57] just regenerates, but your memory is consolidated. So things you've
[01:20:59] consolidated. So things you've experienced during the day are
[01:21:02] experienced during the day are integrated into your cortex and it's an
[01:21:04] integrated into your cortex and it's an interaction between hippocampus and the
[01:21:06] interaction between hippocampus and the cortex for, you know, for for episodic
[01:21:09] cortex for, you know, for for episodic memories. and and and it's unfortunate
[01:21:13] memories. and and and it's unfortunate what's happening with children now, you
[01:21:14] what's happening with children now, you know, is they're so competitive to get
[01:21:16] know, is they're so competitive to get into college that they're cutting back
[01:21:19] into college that they're cutting back on their sleep and it's just the wrong
[01:21:20] on their sleep and it's just the wrong time of your life. You shouldn't be
[01:21:22] time of your life. You shouldn't be cutting it back when your brain is is
[01:21:25] cutting it back when your brain is is developing. So, those two things I would
[01:21:27] developing. So, those two things I would say sleep and exercise is the most
[01:21:28] say sleep and exercise is the most important thing for your brain. The
[01:21:30] important thing for your brain. The floor is yours. What would you say to
[01:21:32] floor is yours. What would you say to the listeners about all the things we've
[01:21:35] the listeners about all the things we've talked today? What's your closing
[01:21:36] talked today? What's your closing closing statement?
[01:21:38] closing statement? Well, you know, I go back to what I
[01:21:40] Well, you know, I go back to what I talked about in the beginning, which is
[01:21:42] talked about in the beginning, which is we've just thrown the barn door open and
[01:21:45] we've just thrown the barn door open and let the horse bolt out into our schools,
[01:21:50] let the horse bolt out into our schools, into our businesses, into our homes.
[01:21:54] into our businesses, into our homes. And before we've even asked, is it a
[01:21:56] And before we've even asked, is it a gift or is it a Trojan horse that's
[01:21:59] gift or is it a Trojan horse that's going to steal from us, we've embraced
[01:22:03] going to steal from us, we've embraced convenience before understanding
[01:22:06] convenience before understanding consequence. And we've done it before
[01:22:09] consequence. And we've done it before with video games and cell phones and
[01:22:11] with video games and cell phones and social media and marijuana and alcohol
[01:22:13] social media and marijuana and alcohol and opiates and high fructose corn syrup
[01:22:17] and opiates and high fructose corn syrup and aspartame. And we have to be
[01:22:19] and aspartame. And we have to be smarter. We have to tame this horse. is
[01:22:23] smarter. We have to tame this horse. is gone with wisdom or it's going to
[01:22:25] gone with wisdom or it's going to trample our children. And so I think we
[01:22:28] trample our children. And so I think we have to be very thoughtful and it all
[01:22:31] have to be very thoughtful and it all comes back down to is this good for my
[01:22:33] comes back down to is this good for my brain or bad for it? Is it good for our
[01:22:35] brain or bad for it? Is it good for our collective brains or is it potentially
[01:22:37] collective brains or is it potentially bad for it? And just answer that
[01:22:42] bad for it? And just answer that question with information and love of
[01:22:45] question with information and love of yourself, of your family, of your
[01:22:47] yourself, of your family, of your country, community.
[01:22:54] Yeah, more anxious than when I came in.
[01:22:56] Yeah, more anxious than when I came in. I don't like that.
[01:22:59] I don't like that. It is It's I'm just It's so front of
[01:23:01] It is It's I'm just It's so front of mind for me at the moment because I have
[01:23:03] mind for me at the moment because I have the hindsight, the wisdom of hindsight
[01:23:06] the hindsight, the wisdom of hindsight of all those things you mentioned like
[01:23:07] of all those things you mentioned like exercise and processed foods and social
[01:23:09] exercise and processed foods and social media and all these things that we tried
[01:23:12] media and all these things that we tried and they all seem to follow a similar
[01:23:13] and they all seem to follow a similar arc. Some kind of new product or
[01:23:15] arc. Some kind of new product or discovery is made. the early phase. In
[01:23:18] discovery is made. the early phase. In the early phase, people who have an
[01:23:20] the early phase, people who have an incentive for that thing to be
[01:23:21] incentive for that thing to be successful will somewhat like gaslight
[01:23:24] successful will somewhat like gaslight you into thinking that it's fine. And
[01:23:26] you into thinking that it's fine. And then we get into the second phase where
[01:23:27] then we get into the second phase where we start to see sort of some
[01:23:29] we start to see sort of some consequences. Then we study what's
[01:23:30] consequences. Then we study what's actually happened. We figure out that
[01:23:32] actually happened. We figure out that there's there was always a trade-off and
[01:23:34] there's there was always a trade-off and that nobody really understood the
[01:23:36] that nobody really understood the trade-off and then people change their
[01:23:38] trade-off and then people change their behavior. So now when I go into these
[01:23:40] behavior. So now when I go into these new technologies where the shortterm
[01:23:43] new technologies where the shortterm benefit is really clear it's making me
[01:23:45] benefit is really clear it's making me more productive. I I pause and I go
[01:23:48] more productive. I I pause and I go there's going to be a trade-off here.
[01:23:50] there's going to be a trade-off here. There's always a trade-off. What is the
[01:23:52] There's always a trade-off. What is the trade-off? And am I comfortable and
[01:23:54] trade-off? And am I comfortable and conscious of what that trade-off is? And
[01:23:56] conscious of what that trade-off is? And if if the trade-off so I try to figure
[01:23:58] if if the trade-off so I try to figure out what the trade-off is with things
[01:23:59] out what the trade-off is with things like AI and I okay the trade-off is
[01:24:00] like AI and I okay the trade-off is probably I'm going to be worse at
[01:24:01] probably I'm going to be worse at critical thinking
[01:24:03] critical thinking that might have an impact to my social
[01:24:04] that might have an impact to my social relationships if I fall in love with
[01:24:05] relationships if I fall in love with [ __ ] Annie cuz she's pretty hot to be
[01:24:07] [ __ ] Annie cuz she's pretty hot to be fair.
[01:24:09] fair. And I really value my critical thinking.
[01:24:11] And I really value my critical thinking. I really value my ability to um solve
[01:24:14] I really value my ability to um solve problems and to articulate myself and to
[01:24:16] problems and to articulate myself and to write and to communicate with my loved
[01:24:18] write and to communicate with my loved ones in an effective way. So what can I
[01:24:20] ones in an effective way. So what can I do if that is the trade-off now? And one
[01:24:23] do if that is the trade-off now? And one of the things that I'm doing now feels
[01:24:25] of the things that I'm doing now feels really counterintuitive in a world where
[01:24:27] really counterintuitive in a world where everybody's got these productivity gains
[01:24:29] everybody's got these productivity gains because they're using these tools, which
[01:24:30] because they're using these tools, which is to refrain. And I I wonder if one of
[01:24:33] is to refrain. And I I wonder if one of the great advantages of the next decade,
[01:24:35] the great advantages of the next decade, one of the great hedges for anyone
[01:24:38] one of the great hedges for anyone that's wanting to be a great critical
[01:24:40] that's wanting to be a great critical thinker, entrepreneur, creative, is to
[01:24:43] thinker, entrepreneur, creative, is to go left when everyone's going right,
[01:24:46] go left when everyone's going right, which is to reframe and do it the hard
[01:24:48] which is to reframe and do it the hard way. And if we look at history in these
[01:24:52] way. And if we look at history in these arcs that we've discovered with food and
[01:24:54] arcs that we've discovered with food and with exercise and all these things and
[01:24:56] with exercise and all these things and dating, doing it the hard way, like we
[01:24:58] dating, doing it the hard way, like we said about the marshmallow test and
[01:25:00] said about the marshmallow test and delaying the gratification seems to
[01:25:02] delaying the gratification seems to yield the greatest returns. So I think
[01:25:04] yield the greatest returns. So I think I'm going to do it the hard way
[01:25:05] I'm going to do it the hard way >> be the easiest because it won't have the
[01:25:08] >> be the easiest because it won't have the side effects.
[01:25:10] side effects. >> Yeah. The hard way. I I want to feel
[01:25:12] >> Yeah. The hard way. I I want to feel good now and later as opposed to now but
[01:25:18] good now and later as opposed to now but not later.
[01:25:19] not later. >> And to be clear, this doesn't mean I'm
[01:25:20] >> And to be clear, this doesn't mean I'm not going to use AI or chatbt. It just
[01:25:22] not going to use AI or chatbt. It just means that when it matters, when the
[01:25:24] means that when it matters, when the thinking matters, I will think for
[01:25:26] thinking matters, I will think for myself
[01:25:28] myself and when the communication matters, I'll
[01:25:29] and when the communication matters, I'll communicate for myself. That's what I
[01:25:32] communicate for myself. That's what I that's my conclusion.
[01:25:33] that's my conclusion. >> You should hope that your children will
[01:25:35] >> You should hope that your children will feel the same way when they grow up.
[01:25:37] feel the same way when they grow up. They will model what you do
[01:25:40] They will model what you do >> right every day. You model health
[01:25:44] >> right every day. You model health or not health.
[01:25:48] >> Thank you. Thank you for writing to well
[01:25:50] >> Thank you. Thank you for writing to well many incredible books that I've got
[01:25:51] many incredible books that I've got around me. I'm going to link them all
[01:25:52] around me. I'm going to link them all for my viewers that are watching. I've
[01:25:54] for my viewers that are watching. I've got so many of these books. Um the
[01:25:56] got so many of these books. Um the incredible one that you wrote for
[01:25:57] incredible one that you wrote for parents called Raising Mentally Strong
[01:25:59] parents called Raising Mentally Strong Kids. You've got your other book over
[01:26:00] Kids. You've got your other book over there, Change Your Brain Every Day. And
[01:26:03] there, Change Your Brain Every Day. And I've got this book here from from Terry
[01:26:05] I've got this book here from from Terry which is the deep learning revolution
[01:26:08] which is the deep learning revolution and one you wrote most recently called
[01:26:09] and one you wrote most recently called trap in the future of AR. I'm going to
[01:26:11] trap in the future of AR. I'm going to link all of them below and I'm going to
[01:26:13] link all of them below and I'm going to link them with a little bit of a summary
[01:26:14] link them with a little bit of a summary of what's in them. So if you decide that
[01:26:16] of what's in them. So if you decide that there's anything here that we talked
[01:26:17] there's anything here that we talked about today that where you want to dig
[01:26:18] about today that where you want to dig in further, please do dig in and I'm
[01:26:20] in further, please do dig in and I'm also going to link um both of your a
[01:26:22] also going to link um both of your a link to where people can find out more
[01:26:24] link to where people can find out more about both of you your websites and more
[01:26:26] about both of you your websites and more of your work in the comments below. So
[01:26:28] of your work in the comments below. So please do check that out everybody
[01:26:29] please do check that out everybody listening. We have a closing tradition
[01:26:30] listening. We have a closing tradition where the last guest leaves a question
[01:26:32] where the last guest leaves a question for the next guest, as you know, and
[01:26:33] for the next guest, as you know, and they don't know who they're leaving it
[01:26:34] they don't know who they're leaving it for. So, I'm going to ask you both a
[01:26:37] for. So, I'm going to ask you both a question, starting with you, Daniel. Are
[01:26:39] question, starting with you, Daniel. Are you prepared for recognition of your
[01:26:43] you prepared for recognition of your next
[01:26:46] next health challenge? Will you be able to
[01:26:48] health challenge? Will you be able to notice its onset? And how will you
[01:26:51] notice its onset? And how will you address the challenge even if it means a
[01:26:55] address the challenge even if it means a major lifestyle change or way of living?
[01:27:00] Okay.
[01:27:02] Okay. Yes.
[01:27:04] Yes. >> How will you address the challenge even
[01:27:06] >> How will you address the challenge even if it means a major lifestyle change or
[01:27:08] if it means a major lifestyle change or way of living?
[01:27:10] way of living? >> Well, I'm very clear on the goals I
[01:27:13] >> Well, I'm very clear on the goals I have, which is to be vibrant and healthy
[01:27:17] have, which is to be vibrant and healthy and not get dementia. So, if I need to
[01:27:21] and not get dementia. So, if I need to change something so that happens, I'm
[01:27:23] change something so that happens, I'm like all in.
[01:27:26] like all in. >> Are you prepared? probably not.
[01:27:30] >> Are you prepared? probably not. Now, I've been blessed with good health.
[01:27:32] Now, I've been blessed with good health. I try to live a healthy life.
[01:27:36] I try to live a healthy life. But the problem is that you can't
[01:27:39] But the problem is that you can't anticipate, you know, as you get older.
[01:27:42] anticipate, you know, as you get older. What you know what's ahead. You know,
[01:27:48] What you know what's ahead. You know, like you mentioned arthritis. I'm
[01:27:49] like you mentioned arthritis. I'm feeling a little bit of arthritis now.
[01:27:51] feeling a little bit of arthritis now. I've been arthritis free for most you
[01:27:54] I've been arthritis free for most you all my life. And you know that's
[01:27:57] all my life. And you know that's something it's very diff to realize that
[01:27:59] something it's very diff to realize that it's coming. There's very little you can
[01:28:01] it's coming. There's very little you can do about it is is uh depressing. But on
[01:28:06] do about it is is uh depressing. But on the other hand, things could always be
[01:28:08] the other hand, things could always be worse. And sometimes that cheers you up.
[01:28:12] worse. And sometimes that cheers you up. But the the the the the reality is that
[01:28:15] But the the the the the reality is that there are things in the world like
[01:28:18] there are things in the world like COVID, you know, that you have no
[01:28:19] COVID, you know, that you have no control over that may
[01:28:23] control over that may or an accident or Alzheimer's, you know,
[01:28:26] or an accident or Alzheimer's, you know, god forbid, you know, that you that who
[01:28:29] god forbid, you know, that you that who knows uh what will happen, right? You
[01:28:31] knows uh what will happen, right? You you have to live with whatever life
[01:28:33] you have to live with whatever life deals with you. you know, the time that
[01:28:35] deals with you. you know, the time that you have, you should really spend on uh
[01:28:39] you have, you should really spend on uh trying to make it a a healthy life, a a
[01:28:44] trying to make it a a healthy life, a a productive life, a you know, satisfying
[01:28:46] productive life, a you know, satisfying life. And and that's something that we
[01:28:48] life. And and that's something that we have control over, right?
[01:28:49] have control over, right? >> What are you scared of?
[01:28:53] >> What are you scared of? >> Right now, it's China.
[01:28:57] I you know, I I I'm not being facitious.
[01:28:59] I you know, I I I'm not being facitious. I I think that it's uh it's it's it's
[01:29:03] I I think that it's uh it's it's it's it's a threat that is a societal threat.
[01:29:06] it's a threat that is a societal threat. It's not I don't think that it's going
[01:29:08] It's not I don't think that it's going to affect me. And I've had great Chinese
[01:29:10] to affect me. And I've had great Chinese students. And so I I really like I think
[01:29:12] students. And so I I really like I think the the Chinese people are different
[01:29:14] the the Chinese people are different from what I see as the the country uh
[01:29:17] from what I see as the the country uh the the the what they're trying to do,
[01:29:19] the the the what they're trying to do, the goals that they're taking.
[01:29:22] the goals that they're taking. uh 20 years ago if you look at the um of
[01:29:26] uh 20 years ago if you look at the um of all the technical areas in physics and
[01:29:28] all the technical areas in physics and chemistry and biology and so forth the
[01:29:31] chemistry and biology and so forth the 100 most important advances have been
[01:29:33] 100 most important advances have been made
[01:29:34] made in in 20 years ago was like the
[01:29:37] in in 20 years ago was like the Americans had like you know 94 of them
[01:29:42] Americans had like you know 94 of them this year it's 74 are Chinese
[01:29:46] this year it's 74 are Chinese and that's because they made a huge
[01:29:49] and that's because they made a huge investment in science and STEM
[01:29:52] investment in science and STEM researchers they they're you know they
[01:29:53] researchers they they're you know they they put they poured out a million
[01:29:56] they put they poured out a million engineers for to to implement AI
[01:30:00] engineers for to to implement AI right
[01:30:02] right uh you know they're they're doing the
[01:30:03] uh you know they're they're doing the right thing we did that you remember
[01:30:05] right thing we did that you remember when the Sputnik uh went over the
[01:30:07] when the Sputnik uh went over the Sputnik moment we made a huge investment
[01:30:10] Sputnik moment we made a huge investment in STEM in science and engineering and
[01:30:13] in STEM in science and engineering and and in education
[01:30:14] and in education >> what was the Sputnik moment
[01:30:15] >> what was the Sputnik moment >> oh okay 57 when the the Russians put a
[01:30:18] >> oh okay 57 when the the Russians put a satellite that went over the US over and
[01:30:20] satellite that went over the US over and over again and we didn't we it took us
[01:30:23] over again and we didn't we it took us years to put up our own satellite
[01:30:24] years to put up our own satellite because we had fallen behind but we that
[01:30:27] because we had fallen behind but we that investment we've been living on
[01:30:29] investment we've been living on literally you know for the last 60 years
[01:30:33] literally you know for the last 60 years and now the the Chinese have done that
[01:30:35] and now the the Chinese have done that and and they're going to be advanced and
[01:30:37] and and they're going to be advanced and they're going to be way beyond us you
[01:30:39] they're going to be way beyond us you know this is you ask me okay uh that
[01:30:43] know this is you ask me okay uh that that's something I'm I was I'm very very
[01:30:45] that's something I'm I was I'm very very uh disappointed in our country that
[01:30:48] uh disappointed in our country that we're we're not in fact we're just doing
[01:30:49] we're we're not in fact we're just doing the opposite We're tearing apart science
[01:30:51] the opposite We're tearing apart science right now with with the president
[01:30:52] right now with with the president administration.
[01:30:53] administration. >> What are you scared of, Daniel?
[01:30:57] >> What are you scared of, Daniel? >> Losing my wife. That's the most the
[01:31:00] >> Losing my wife. That's the most the thing that comes to mind. And when I was
[01:31:03] thing that comes to mind. And when I was thinking about China and my
[01:31:05] thinking about China and my mother-in-law was a prepper. And
[01:31:08] mother-in-law was a prepper. And >> a prepper being someone that's preparing
[01:31:09] >> a prepper being someone that's preparing for the end of the world.
[01:31:10] for the end of the world. >> Prepared for the end of the world.
[01:31:12] >> Prepared for the end of the world. And we were in Egypt last year and got a
[01:31:15] And we were in Egypt last year and got a call that she had cancer. And we were
[01:31:17] call that she had cancer. And we were there for 3 days and came home and I
[01:31:20] there for 3 days and came home and I kept thinking I loved her dearly. I'm
[01:31:23] kept thinking I loved her dearly. I'm like, you prepared for the wrong thing.
[01:31:26] like, you prepared for the wrong thing. You should have prepared for cancer.
[01:31:29] You should have prepared for cancer. Like I think every day we should be and
[01:31:32] Like I think every day we should be and the same Alzheimer's prevention program
[01:31:34] the same Alzheimer's prevention program is a cancer prevention program. It's a
[01:31:37] is a cancer prevention program. It's a heart disease prevention program. It's a
[01:31:39] heart disease prevention program. It's a diabetes prevention program. And I'm
[01:31:43] diabetes prevention program. And I'm like, she's prepared for the wrong
[01:31:45] like, she's prepared for the wrong thing. The thing you really want to be
[01:31:47] thing. The thing you really want to be prepared for is disease, right? And I
[01:31:50] prepared for is disease, right? And I know I'm going to die. I just want to be
[01:31:53] know I'm going to die. I just want to be vital for as long as I can be. And hope
[01:31:58] vital for as long as I can be. And hope is well, I have a say in this, right?
[01:32:03] is well, I have a say in this, right? Cuz I know I can accelerate
[01:32:06] Cuz I know I can accelerate my body's decline or I can decelerate
[01:32:09] my body's decline or I can decelerate it. And I'm going to choose to
[01:32:11] it. And I'm going to choose to decelerate it.
[01:32:14] decelerate it. >> Thank you. We're done.
[01:32:21] [Music]