you
you [Music]
thank you Thalia so today I’m going to
thank you Thalia so today I’m going to talk a little bit about a few things
talk a little bit about a few things
talk a little bit about a few things that I’ve learned in my research on
that I’ve learned in my research on
that I’ve learned in my research on adolescent development behavior which is
adolescent development behavior which is
adolescent development behavior which is a little bit scary in this case because
a little bit scary in this case because
a little bit scary in this case because we’re the first time my subject is
we’re the first time my subject is
we’re the first time my subject is actually my audience so you guys will
actually my audience so you guys will
actually my audience so you guys will know when I’m completely wrong and I
know when I’m completely wrong and I
know when I’m completely wrong and I hope you don’t resent me for it but uh
hope you don’t resent me for it but uh
hope you don’t resent me for it but uh maybe we can talk afterwards like all
maybe we can talk afterwards like all
maybe we can talk afterwards like all content following a clever clickbait
content following a clever clickbait
content following a clever clickbait title I won’t actually deliver on the
title I won’t actually deliver on the
title I won’t actually deliver on the promise but there is a tiny morsel of
promise but there is a tiny morsel of
promise but there is a tiny morsel of truth in there I think that there are
truth in there I think that there are
truth in there I think that there are some surprising influences on adolescent
some surprising influences on adolescent
some surprising influences on adolescent decision-making so what’s the problem we
decision-making so what’s the problem we
decision-making so what’s the problem we start with what is from the public
start with what is from the public
start with what is from the public health perspective a paradox in
health perspective a paradox in
health perspective a paradox in adolescents and that is that despite
adolescents and that is that despite
adolescents and that is that despite this being a kind of a peak stage of
this being a kind of a peak stage of
this being a kind of a peak stage of health in terms of resistance to disease
health in terms of resistance to disease
health in terms of resistance to disease sort of more resilience to environmental
sort of more resilience to environmental
sort of more resilience to environmental challenges than either adulthood or
challenges than either adulthood or
challenges than either adulthood or childhood adolescents get injuries and
childhood adolescents get injuries and
childhood adolescents get injuries and die at a two to three times greater rate
die at a two to three times greater rate
die at a two to three times greater rate than than children so what is going on
than than children so what is going on
than than children so what is going on here short answer is behavior so
here short answer is behavior so
here short answer is behavior so adolescents it has been known for a very
adolescents it has been known for a very
adolescents it has been known for a very long time to be kind of peak time for
long time to be kind of peak time for
long time to be kind of peak time for risk behavior this is identified as
risk behavior this is identified as
risk behavior this is identified as early as the 1830s by criminologists and
early as the 1830s by criminologists and
early as the 1830s by criminologists and what’s been known as the age crime curve
what’s been known as the age crime curve
what’s been known as the age crime curve which I’ll show you here so you can see
which I’ll show you here so you can see
which I’ll show you here so you can see this very sharp rise in with robbery and
this very sharp rise in with robbery and
this very sharp rise in with robbery and burglary arrests from age 10 to 20 and
burglary arrests from age 10 to 20 and
burglary arrests from age 10 to 20 and then a quick decline in kind of studying
then a quick decline in kind of studying
then a quick decline in kind of studying out through adulthood so adolescents are
out through adulthood so adolescents are
out through adulthood so adolescents are doing some kind of you know unwise
doing some kind of you know unwise
doing some kind of you know unwise things in the the criminal domain this
things in the the criminal domain this
things in the the criminal domain this extends beyond criminality and – here we
extends beyond criminality and – here we
extends beyond criminality and – here we see non-fatal self-inflicted injuries
see non-fatal self-inflicted injuries
see non-fatal self-inflicted injuries which has very similar looking curve and
which has very similar looking curve and
which has very similar looking curve and in this bottom one a similar kind of
in this bottom one a similar kind of
in this bottom one a similar kind of shape of behavior for unintentional
shape of behavior for unintentional
shape of behavior for unintentional drownings which would be hard to explain
drownings which would be hard to explain
drownings which would be hard to explain if you’re just trying to think about
if you’re just trying to think about
if you’re just trying to think about swimming skill right so how do you
swimming skill right so how do you
swimming skill right so how do you explain a rise in drownings from age 10
explain a rise in drownings from age 10
explain a rise in drownings from age 10 to 20 you have to think about a decline
to 20 you have to think about a decline
to 20 you have to think about a decline in swimming school so I think it’s safe
in swimming school so I think it’s safe
in swimming school so I think it’s safe to assume this has something more to do
to assume this has something more to do
to assume this has something more to do with kind of risky behavior or
with kind of risky behavior or
with kind of risky behavior or and water so how do we explain this this
and water so how do we explain this this
and water so how do we explain this this kind of spike in risky behavior the
kind of spike in risky behavior the
kind of spike in risky behavior the early research on this topic was really
early research on this topic was really
early research on this topic was really focused on the decision-making process
focused on the decision-making process
focused on the decision-making process so all the things that go into rational
so all the things that go into rational
so all the things that go into rational decision-making being able to generate
decision-making being able to generate
decision-making being able to generate your decision options kind of evaluate
your decision options kind of evaluate
your decision options kind of evaluate the costs and benefits of each of your
the costs and benefits of each of your
the costs and benefits of each of your options weigh those together do the sort
options weigh those together do the sort
options weigh those together do the sort of mental calculus about what is in your
of mental calculus about what is in your
of mental calculus about what is in your best interest and then to choose wisely
best interest and then to choose wisely
best interest and then to choose wisely so cognitive psychologists ran a bunch
so cognitive psychologists ran a bunch
so cognitive psychologists ran a bunch of tests where they would bring
of tests where they would bring
of tests where they would bring adolescents into a lab and dholtze into
adolescents into a lab and dholtze into
adolescents into a lab and dholtze into a lab and give them these kind of paper
a lab and give them these kind of paper
a lab and give them these kind of paper and pencil measures where they needed to
and pencil measures where they needed to
and pencil measures where they needed to rate their vulnerability to each of
rate their vulnerability to each of
rate their vulnerability to each of these kind of consequences and estimate
these kind of consequences and estimate
these kind of consequences and estimate costs and benefits etc etc and they
costs and benefits etc etc and they
costs and benefits etc etc and they assumed that they would find some some
assumed that they would find some some
assumed that they would find some some deficit in adolescents that could
deficit in adolescents that could
deficit in adolescents that could explained why they would make irrational
explained why they would make irrational
explained why they would make irrational decisions so the central question here
decisions so the central question here
decisions so the central question here was a are adolescents actually just
was a are adolescents actually just
was a are adolescents actually just incapable of making rational decisions
incapable of making rational decisions
incapable of making rational decisions well it turns out through all these
well it turns out through all these
well it turns out through all these tests that given the kind of the same
tests that given the kind of the same
tests that given the kind of the same amount of information adolescents come
amount of information adolescents come
amount of information adolescents come up with the same choices as adults or
up with the same choices as adults or
up with the same choices as adults or they understand the consequences of
they understand the consequences of
they understand the consequences of risky behavior so they can understand
risky behavior so they can understand
risky behavior so they can understand the probability of you know contracting
the probability of you know contracting
the probability of you know contracting HIV after unprotected sex or getting
HIV after unprotected sex or getting
HIV after unprotected sex or getting into an accident if they drive while
into an accident if they drive while
into an accident if they drive while intoxicated etc etc they’re kind of the
intoxicated etc etc they’re kind of the
intoxicated etc etc they’re kind of the rates of assuming the negative
rates of assuming the negative
rates of assuming the negative consequences they’re about the same as
consequences they’re about the same as
consequences they’re about the same as adults and they do not in fact suffer
adults and they do not in fact suffer
adults and they do not in fact suffer from some kind of invulnerability
from some kind of invulnerability
from some kind of invulnerability complex where they think that this stuff
complex where they think that this stuff
complex where they think that this stuff happens to other people but just not to
happens to other people but just not to
happens to other people but just not to them so there were decades of research
them so there were decades of research
them so there were decades of research that really just kind of ran into a dead
that really just kind of ran into a dead
that really just kind of ran into a dead end trying to understand what was going
end trying to understand what was going
end trying to understand what was going on and so some of the research that I’ve
on and so some of the research that I’ve
on and so some of the research that I’ve been involved in is kind of switched and
been involved in is kind of switched and
been involved in is kind of switched and it’s it’s come along with the advent of
it’s it’s come along with the advent of
it’s it’s come along with the advent of sort of neuroimaging and other forms of
sort of neuroimaging and other forms of
sort of neuroimaging and other forms of neuroscience that have allowed us to
neuroscience that have allowed us to
neuroscience that have allowed us to understand more about what’s happening
understand more about what’s happening
understand more about what’s happening in the brain so this specific question
in the brain so this specific question
in the brain so this specific question what’s wrong with the teenage mind was
what’s wrong with the teenage mind was
what’s wrong with the teenage mind was posed by Alison Gopnik in 2012 in the
posed by Alison Gopnik in 2012 in the
posed by Alison Gopnik in 2012 in the Wall Street Journal in kind of review
Wall Street Journal in kind of review
Wall Street Journal in kind of review with this clever graphic trying to think
with this clever graphic trying to think
with this clever graphic trying to think about all the different factors that
about all the different factors that
about all the different factors that might contribute to you know you’re
might contribute to you know you’re
might contribute to you know you’re crazy adolescent like what’s wrong with
crazy adolescent like what’s wrong with
crazy adolescent like what’s wrong with them why do they act so ridiculous I
them why do they act so ridiculous I
them why do they act so ridiculous I want to change the question a little bit
want to change the question a little bit
want to change the question a little bit subtly here but and partly prompted by
subtly here but and partly prompted by
subtly here but and partly prompted by knowing that I was coming before to talk
knowing that I was coming before to talk
knowing that I was coming before to talk to a group
to a group
to a group adolescence I want to change the
adolescence I want to change the
adolescence I want to change the question – what’s different about the
question – what’s different about the
question – what’s different about the teenage mind rather than what’s wrong
teenage mind rather than what’s wrong
teenage mind rather than what’s wrong and this this reflects my my
and this this reflects my my
and this this reflects my my increasingly evolutionary perspective on
increasingly evolutionary perspective on
increasingly evolutionary perspective on adolescent development and that is that
adolescent development and that is that
adolescent development and that is that there is nothing wrong with the teenage
there is nothing wrong with the teenage
there is nothing wrong with the teenage mind your mind is perfectly adapted to
mind your mind is perfectly adapted to
mind your mind is perfectly adapted to the developmental stage that you are in
the developmental stage that you are in
the developmental stage that you are in is this not faulty it’s just designed to
is this not faulty it’s just designed to
is this not faulty it’s just designed to maybe do different things than what
maybe do different things than what
maybe do different things than what adults are using their minds for so it
adults are using their minds for so it
adults are using their minds for so it reflects this sort of long evolutionary
reflects this sort of long evolutionary
reflects this sort of long evolutionary history of you know your ancestors with
history of you know your ancestors with
history of you know your ancestors with with these kinds of brains being the
with these kinds of brains being the
with these kinds of brains being the most reproductively successful so you
most reproductively successful so you
most reproductively successful so you shouldn’t I don’t want to disparage your
shouldn’t I don’t want to disparage your
shouldn’t I don’t want to disparage your mental capacities and yet this mind does
mental capacities and yet this mind does
mental capacities and yet this mind does lead to somewhat riskier behavior so
lead to somewhat riskier behavior so
lead to somewhat riskier behavior so let’s think about some of the functions
let’s think about some of the functions
let’s think about some of the functions or the characteristics of adolescents or
or the characteristics of adolescents or
or the characteristics of adolescents or cognition and processing that might
cognition and processing that might
cognition and processing that might contribute to this so the first thing I
contribute to this so the first thing I
contribute to this so the first thing I want to talk about is this big yellow
want to talk about is this big yellow
want to talk about is this big yellow box that’s over the prefrontal cortex
box that’s over the prefrontal cortex
box that’s over the prefrontal cortex which is pretty aptly placed actually
which is pretty aptly placed actually
which is pretty aptly placed actually and it’s called self-control so this is
and it’s called self-control so this is
and it’s called self-control so this is kind of an umbrella construct used by
kind of an umbrella construct used by
kind of an umbrella construct used by social and behavioral scientists to talk
social and behavioral scientists to talk
social and behavioral scientists to talk about a bunch of different things like
about a bunch of different things like
about a bunch of different things like the ability to delay gratification or in
the ability to delay gratification or in
the ability to delay gratification or in the previous talk that we talked about
the previous talk that we talked about
the previous talk that we talked about being able to kind of conceal your
being able to kind of conceal your
being able to kind of conceal your facial expressions when you’re lying the
facial expressions when you’re lying the
facial expressions when you’re lying the ability to persist it tasks to plan
ability to persist it tasks to plan
ability to persist it tasks to plan ahead so we think of it just broadly as
ahead so we think of it just broadly as
ahead so we think of it just broadly as a kind of break system for impulsive
a kind of break system for impulsive
a kind of break system for impulsive behavior and neuroscientists have
behavior and neuroscientists have
behavior and neuroscientists have studied cognitive neuroscientists
studied cognitive neuroscientists
studied cognitive neuroscientists specifically have studied self-control
specifically have studied self-control
specifically have studied self-control pretty deeply and we now understand that
pretty deeply and we now understand that
pretty deeply and we now understand that it relies to a great degree on the
it relies to a great degree on the
it relies to a great degree on the functioning of the prefrontal cortex so
functioning of the prefrontal cortex so
functioning of the prefrontal cortex so this newer frontal part of your brain
this newer frontal part of your brain
this newer frontal part of your brain and its connections to other parts of
and its connections to other parts of
and its connections to other parts of the brain as well and with developmental
the brain as well and with developmental
the brain as well and with developmental neuroimaging so studying brain
neuroimaging so studying brain
neuroimaging so studying brain development through these these
development through these these
development through these these high-resolution in more i scans from you
high-resolution in more i scans from you
high-resolution in more i scans from you know childhood into adulthood we see
know childhood into adulthood we see
know childhood into adulthood we see that there’s continuing development of
that there’s continuing development of
that there’s continuing development of these neural systems all the way well
these neural systems all the way well
these neural systems all the way well into the late twenties so these are not
into the late twenties so these are not
into the late twenties so these are not not complete yet and so my research has
not complete yet and so my research has
not complete yet and so my research has shown that this is reflected in behavior
shown that this is reflected in behavior
shown that this is reflected in behavior so we see the same pattern that we see
so we see the same pattern that we see
so we see the same pattern that we see in brain development and this is just a
in brain development and this is just a
in brain development and this is just a self-report instrument but I could show
self-report instrument but I could show
self-report instrument but I could show you a lot of other kind of tasks that
you a lot of other kind of tasks that
you a lot of other kind of tasks that self-reported impulse control so saying
self-reported impulse control so saying
self-reported impulse control so saying that you think before acting this kind
that you think before acting this kind
that you think before acting this kind of stuff increases really kind of slow
of stuff increases really kind of slow
of stuff increases really kind of slow and
and
and study from age 10 – age 30 and this
study from age 10 – age 30 and this
study from age 10 – age 30 and this large sample of like a thousand people
large sample of like a thousand people
large sample of like a thousand people at all these different ages so this is a
at all these different ages so this is a
at all these different ages so this is a kind of provides one strong clue as to
kind of provides one strong clue as to
kind of provides one strong clue as to why adolescents might make riskier
why adolescents might make riskier
why adolescents might make riskier decisions in some cases they might just
decisions in some cases they might just
decisions in some cases they might just not be able to put the brakes on their
not be able to put the brakes on their
not be able to put the brakes on their behavior however this doesn’t explain
behavior however this doesn’t explain
behavior however this doesn’t explain why adolescents would behave more
why adolescents would behave more
why adolescents would behave more riskily than than children right so here
riskily than than children right so here
riskily than than children right so here the kids a 10 year old should be the
the kids a 10 year old should be the
the kids a 10 year old should be the most out-of-control risky of anyone in
most out-of-control risky of anyone in
most out-of-control risky of anyone in the sample and that’s not what we see
the sample and that’s not what we see
the sample and that’s not what we see and one explanation for why children are
and one explanation for why children are
and one explanation for why children are not as risky as adolescents a surely
not as risky as adolescents a surely
not as risky as adolescents a surely opportunity right so they’re more
opportunity right so they’re more
opportunity right so they’re more supervised by their parents they have
supervised by their parents they have
supervised by their parents they have less opportunity to go jump off cliffs
less opportunity to go jump off cliffs
less opportunity to go jump off cliffs or drive drunk or whatever it is that
or drive drunk or whatever it is that
or drive drunk or whatever it is that we’re talking about with risk behavior
we’re talking about with risk behavior
we’re talking about with risk behavior but we develop metal scientists think
but we develop metal scientists think
but we develop metal scientists think there’s something else going on as well
there’s something else going on as well
there’s something else going on as well which brings us to the second system
which brings us to the second system
which brings us to the second system which is the very non neuro scientific
which is the very non neuro scientific
which is the very non neuro scientific broom system and I will real Abell that
broom system and I will real Abell that
broom system and I will real Abell that here as a reward seeking system so this
here as a reward seeking system so this
here as a reward seeking system so this is also kind of aptly placed in the sort
is also kind of aptly placed in the sort
is also kind of aptly placed in the sort of center middle part of the brain so
of center middle part of the brain so
of center middle part of the brain so these are the oldest parts of the
these are the oldest parts of the
these are the oldest parts of the mammalian brain include structures like
mammalian brain include structures like
mammalian brain include structures like the striatum the nucleus accumbens
the striatum the nucleus accumbens
the striatum the nucleus accumbens you’ll hear about these if you’re ever
you’ll hear about these if you’re ever
you’ll hear about these if you’re ever in a neuroscience class these are the
in a neuroscience class these are the
in a neuroscience class these are the parts of the brain that are very
parts of the brain that are very
parts of the brain that are very responsible for motivated behavior so
responsible for motivated behavior so
responsible for motivated behavior so these kind of this dopamine signaling
these kind of this dopamine signaling
these kind of this dopamine signaling can lead you to you know sort of
can lead you to you know sort of
can lead you to you know sort of increase your motivation to pursue
increase your motivation to pursue
increase your motivation to pursue rewards in the environment whether that
rewards in the environment whether that
rewards in the environment whether that be food or mating opportunities or just
be food or mating opportunities or just
be food or mating opportunities or just fun right so it leads you to go kind of
fun right so it leads you to go kind of
fun right so it leads you to go kind of go for things so I think of it it’s kind
go for things so I think of it it’s kind
go for things so I think of it it’s kind of like an accelerator or a go system
of like an accelerator or a go system
of like an accelerator or a go system it’s also the part of the brain that
it’s also the part of the brain that
it’s also the part of the brain that gets hijacked by drugs of abuse so it
gets hijacked by drugs of abuse so it
gets hijacked by drugs of abuse so it can kind of recalibrate that system
can kind of recalibrate that system
can kind of recalibrate that system which is one of the reasons why
which is one of the reasons why
which is one of the reasons why developmental scientists are encouraging
developmental scientists are encouraging
developmental scientists are encouraging kids like you to you know stay away from
kids like you to you know stay away from
kids like you to you know stay away from the hard drugs so this middle part of
the hard drugs so this middle part of
the hard drugs so this middle part of your brain doesn’t get a lot of whack
your brain doesn’t get a lot of whack
your brain doesn’t get a lot of whack but that’s a tangent so we see this same
but that’s a tangent so we see this same
but that’s a tangent so we see this same kind of pattern of behavior I’m sorry
kind of pattern of behavior I’m sorry
kind of pattern of behavior I’m sorry going back here this last part of the
going back here this last part of the
going back here this last part of the last bullet point powered by the
last bullet point powered by the
last bullet point powered by the mesolimbic dopamine system which changes
mesolimbic dopamine system which changes
mesolimbic dopamine system which changes quite significantly with puberty so
quite significantly with puberty so
quite significantly with puberty so there are changes in the receptor
there are changes in the receptor
there are changes in the receptor density of dopamine neurons there
density of dopamine neurons there
density of dopamine neurons there changes in the sort of overall
changes in the sort of overall
changes in the sort of overall functioning of this
functioning of this
functioning of this stem that happened and we don’t
stem that happened and we don’t
stem that happened and we don’t understand it completely we can see it
understand it completely we can see it
understand it completely we can see it in rodent models that there are changes
in rodent models that there are changes
in rodent models that there are changes in the way the system is functioning
in the way the system is functioning
in the way the system is functioning right around the time of puberty so it’s
right around the time of puberty so it’s
right around the time of puberty so it’s not just the slow linear development
not just the slow linear development
not just the slow linear development like I was talking about with the
like I was talking about with the
like I was talking about with the prefrontal cortex but a kind of
prefrontal cortex but a kind of
prefrontal cortex but a kind of nonlinear with sudden sort of spike
nonlinear with sudden sort of spike
nonlinear with sudden sort of spike change that happens around the time of
change that happens around the time of
change that happens around the time of puberty and we see this reflected in
puberty and we see this reflected in
puberty and we see this reflected in behavior too so this is these are scores
behavior too so this is these are scores
behavior too so this is these are scores from what we call the sensation-seeking
from what we call the sensation-seeking
from what we call the sensation-seeking scale this is kind of a tendency to
scale this is kind of a tendency to
scale this is kind of a tendency to pursue exciting new thrilling novel
pursue exciting new thrilling novel
pursue exciting new thrilling novel activities you enjoy going to parties
activities you enjoy going to parties
activities you enjoy going to parties you enjoy kind of doing new things and
you enjoy kind of doing new things and
you enjoy kind of doing new things and you think of it as like the desire to
you think of it as like the desire to
you think of it as like the desire to like you know skydive and jump off
like you know skydive and jump off
like you know skydive and jump off cliffs and do sort of fun thrilling
cliffs and do sort of fun thrilling
cliffs and do sort of fun thrilling things there’s this increase in
things there’s this increase in
things there’s this increase in reporting of sort of interest in these
reporting of sort of interest in these
reporting of sort of interest in these type of activities in the early part of
type of activities in the early part of
type of activities in the early part of adolescence and it kind of peeks in this
adolescence and it kind of peeks in this
adolescence and it kind of peeks in this 12 to 17 range and then slowly declines
12 to 17 range and then slowly declines
12 to 17 range and then slowly declines into adulthood so this might give some
into adulthood so this might give some
into adulthood so this might give some kind of explanation for why there is a
kind of explanation for why there is a
kind of explanation for why there is a jump in risk-taking from childhood to
jump in risk-taking from childhood to
jump in risk-taking from childhood to adolescence why you guys might feel more
adolescence why you guys might feel more
adolescence why you guys might feel more acutely excited by opportunities for fun
acutely excited by opportunities for fun
acutely excited by opportunities for fun in your in your teenage years so to
in your in your teenage years so to
in your in your teenage years so to review what we know so far so we know
review what we know so far so we know
review what we know so far so we know that in kind of an ideal circumstances
that in kind of an ideal circumstances
that in kind of an ideal circumstances when we give you paper and pencil tests
when we give you paper and pencil tests
when we give you paper and pencil tests in a quiet laboratory that adolescents
in a quiet laboratory that adolescents
in a quiet laboratory that adolescents are perfectly capable of making rational
are perfectly capable of making rational
are perfectly capable of making rational decisions they have all the
decisions they have all the
decisions they have all the decision-making machinery there but we
decision-making machinery there but we
decision-making machinery there but we also know that kind of in the real world
also know that kind of in the real world
also know that kind of in the real world your brains are wired to be
your brains are wired to be
your brains are wired to be hypersensitive to opportunities for
hypersensitive to opportunities for
hypersensitive to opportunities for reward and at the same time you maybe
reward and at the same time you maybe
reward and at the same time you maybe don’t have fully mature self control
don’t have fully mature self control
don’t have fully mature self control systems so the ability to to put on the
systems so the ability to to put on the
systems so the ability to to put on the brakes when you get into a dangerous
brakes when you get into a dangerous
brakes when you get into a dangerous situation so you put these two things
situation so you put these two things
situation so you put these two things together and you get kind of the
together and you get kind of the
together and you get kind of the terrifying prospect of Justin Bieber in
terrifying prospect of Justin Bieber in
terrifying prospect of Justin Bieber in a very fast car right this is the
a very fast car right this is the
a very fast car right this is the metaphor that’s commonly used it’s like
metaphor that’s commonly used it’s like
metaphor that’s commonly used it’s like starting a very like a fast car with an
starting a very like a fast car with an
starting a very like a fast car with an unskilled driver behind the wheel okay
unskilled driver behind the wheel okay
unskilled driver behind the wheel okay so there’s one more thing though this
so there’s one more thing though this
so there’s one more thing though this doesn’t explain everything so there’s
doesn’t explain everything so there’s
doesn’t explain everything so there’s this last pretend brain region that I
this last pretend brain region that I
this last pretend brain region that I want to talk about which is closer to my
want to talk about which is closer to my
want to talk about which is closer to my my one weird trick then in ego stuff
my one weird trick then in ego stuff
my one weird trick then in ego stuff I’ve talked about so far and that is the
I’ve talked about so far and that is the
I’ve talked about so far and that is the car surfing region of the brain so what
car surfing region of the brain so what
car surfing region of the brain so what is this
trend is called car surfing riding on
trend is called car surfing riding on the outside of a vehicle while it’s
the outside of a vehicle while it’s
the outside of a vehicle while it’s moving a Utah Dowd now sounding the
moving a Utah Dowd now sounding the
moving a Utah Dowd now sounding the alarm after his 13 year old daughter was
alarm after his 13 year old daughter was
alarm after his 13 year old daughter was nearly killed doing it
nearly killed doing it
nearly killed doing it ABC’s Cana Whitworth is here with the
ABC’s Cana Whitworth is here with the
ABC’s Cana Whitworth is here with the story good morning to you Kaena
story good morning to you Kaena
story good morning to you Kaena lera good morning to you so Sydney
lera good morning to you so Sydney
lera good morning to you so Sydney Keener’s father has had enough and he is
Keener’s father has had enough and he is
Keener’s father has had enough and he is using a very scary image to show the
using a very scary image to show the
using a very scary image to show the world the dangers of car surfing people
world the dangers of car surfing people
world the dangers of car surfing people are dying
are dying
are dying doing this and here’s the thing the car
doing this and here’s the thing the car
doing this and here’s the thing the car doesn’t even have to be going that fast
doesn’t even have to be going that fast
doesn’t even have to be going that fast experts say moving as slow as 5 miles an
experts say moving as slow as 5 miles an
experts say moving as slow as 5 miles an hour can have fatal consequences it’s
hour can have fatal consequences it’s
hour can have fatal consequences it’s the disturbing stunt happening more than
the disturbing stunt happening more than
the disturbing stunt happening more than you think people surfing on cars
you think people surfing on cars
you think people surfing on cars passengers even drivers seen anywhere
passengers even drivers seen anywhere
passengers even drivers seen anywhere but inside and buckled in so you could
but inside and buckled in so you could
but inside and buckled in so you could consider this a kind of arbitrary
consider this a kind of arbitrary
consider this a kind of arbitrary example of ridiculous adolescent
example of ridiculous adolescent
example of ridiculous adolescent risk-taking right but it illustrates one
risk-taking right but it illustrates one
risk-taking right but it illustrates one really important point that I wanted to
really important point that I wanted to
really important point that I wanted to make and it’s actually more of a
make and it’s actually more of a
make and it’s actually more of a question and that is do you think that
question and that is do you think that
question and that is do you think that any of these people would actually do
any of these people would actually do
any of these people would actually do this if no one was watching if they were
this if no one was watching if they were
this if no one was watching if they were by themselves I think it’s safe to
by themselves I think it’s safe to
by themselves I think it’s safe to assume they probably wouldn’t unless
assume they probably wouldn’t unless
assume they probably wouldn’t unless there was a video camera set up maybe
there was a video camera set up maybe
there was a video camera set up maybe right so I want to translate this car
right so I want to translate this car
right so I want to translate this car surfing region into a kind of propensity
surfing region into a kind of propensity
surfing region into a kind of propensity to take risks when in the company of
to take risks when in the company of
to take risks when in the company of friends and this turns out to be a sort
friends and this turns out to be a sort
friends and this turns out to be a sort of key point in understanding adolescent
of key point in understanding adolescent
of key point in understanding adolescent risk behavior so let’s call this the
risk behavior so let’s call this the
risk behavior so let’s call this the susceptibility to peer influence and
susceptibility to peer influence and
susceptibility to peer influence and this idea that adolescents are perhaps
this idea that adolescents are perhaps
this idea that adolescents are perhaps more susceptible to peer influence a
more susceptible to peer influence a
more susceptible to peer influence a kind of peer priming to take risks is
kind of peer priming to take risks is
kind of peer priming to take risks is really consistent with a lot of things
really consistent with a lot of things
really consistent with a lot of things we know about the developmental
we know about the developmental
we know about the developmental psychology of adolescence first thing we
psychology of adolescence first thing we
psychology of adolescence first thing we know adolescents is probably the
know adolescents is probably the
know adolescents is probably the defining characteristic of adolescence
defining characteristic of adolescence
defining characteristic of adolescence is it as a time of peak sensitivity to
is it as a time of peak sensitivity to
is it as a time of peak sensitivity to the social world right so I’m sure you
the social world right so I’m sure you
the social world right so I’m sure you guys can remember this I remember
guys can remember this I remember
guys can remember this I remember walking into my seventh grade school for
walking into my seventh grade school for
walking into my seventh grade school for the first day I’d moved into a new town
the first day I’d moved into a new town
the first day I’d moved into a new town and like nearly passing out like just
and like nearly passing out like just
and like nearly passing out like just being overwhelmed by the social stimuli
being overwhelmed by the social stimuli
being overwhelmed by the social stimuli so much like trying to figure out how to
so much like trying to figure out how to
so much like trying to figure out how to navigate the people and who I was going
navigate the people and who I was going
navigate the people and who I was going to fit in with where to sit out at lunch
to fit in with where to sit out at lunch
to fit in with where to sit out at lunch it’s overwhelming right so your your
it’s overwhelming right so your your
it’s overwhelming right so your your sort of your cognitive and your mental
sort of your cognitive and your mental
sort of your cognitive and your mental your emotional resources are all tuned
your emotional resources are all tuned
your emotional resources are all tuned to navigating your social world like the
to navigating your social world like the
to navigating your social world like the specific social world
specific social world
specific social world of your peers and that’s an adaptive
of your peers and that’s an adaptive
of your peers and that’s an adaptive thing going back to this evolutionary
thing going back to this evolutionary
thing going back to this evolutionary idea that is the major tasks of
idea that is the major tasks of
idea that is the major tasks of adolescence is to establish your social
adolescence is to establish your social
adolescence is to establish your social identity to find your people to find
identity to find your people to find
identity to find your people to find your mate
your mate
your mate like all these kind of things are really
like all these kind of things are really
like all these kind of things are really key tasks for adolescents and the data
key tasks for adolescents and the data
key tasks for adolescents and the data shows this whether it’s ratings or just
shows this whether it’s ratings or just
shows this whether it’s ratings or just behavior we can see it with rats
behavior we can see it with rats
behavior we can see it with rats so we’re rats prefer to spend time in
so we’re rats prefer to spend time in
so we’re rats prefer to spend time in cages with their peers rather than alone
cages with their peers rather than alone
cages with their peers rather than alone whereas adults kind of show the opposite
whereas adults kind of show the opposite
whereas adults kind of show the opposite pattern so it is a it is a quality that
pattern so it is a it is a quality that
pattern so it is a it is a quality that is conserved across across species we
is conserved across across species we
is conserved across across species we also see from those crime statistics
also see from those crime statistics
also see from those crime statistics that I showed you earlier if you were to
that I showed you earlier if you were to
that I showed you earlier if you were to look at the details of those arrests for
look at the details of those arrests for
look at the details of those arrests for burglary for robbery you would see that
burglary for robbery you would see that
burglary for robbery you would see that almost all of them involved the arrests
almost all of them involved the arrests
almost all of them involved the arrests of a group of adolescents and when you
of a group of adolescents and when you
of a group of adolescents and when you see the age of the or the the adult
see the age of the or the the adult
see the age of the or the the adult crime records they’re almost always
crime records they’re almost always
crime records they’re almost always arrested alone so adolescents are
arrested alone so adolescents are
arrested alone so adolescents are committing these crimes in groups
committing these crimes in groups
committing these crimes in groups they’re often taking these risks in
they’re often taking these risks in
they’re often taking these risks in groups just like you’re not going to you
groups just like you’re not going to you
groups just like you’re not going to you know sort of as an adolescent most of
know sort of as an adolescent most of
know sort of as an adolescent most of them don’t sit around and you know in a
them don’t sit around and you know in a
them don’t sit around and you know in a field by themselves like binge drinking
field by themselves like binge drinking
field by themselves like binge drinking they’ll do it when they’re at a keg
they’ll do it when they’re at a keg
they’ll do it when they’re at a keg party right I assume unless things have
party right I assume unless things have
party right I assume unless things have changed since I was a kid I don’t know
changed since I was a kid I don’t know
changed since I was a kid I don’t know another clue here and this is the sort
another clue here and this is the sort
another clue here and this is the sort of well-established finding that has its
of well-established finding that has its
of well-established finding that has its own kind of problems in understanding
own kind of problems in understanding
own kind of problems in understanding the source of it but the best predictor
the source of it but the best predictor
the source of it but the best predictor for whether your adolescent is going to
for whether your adolescent is going to
for whether your adolescent is going to get involved the risk-taking is if they
get involved the risk-taking is if they
get involved the risk-taking is if they are hanging out with deviant peers which
are hanging out with deviant peers which
are hanging out with deviant peers which just means really other risk-taking
just means really other risk-taking
just means really other risk-taking peers so it turns out that saying that
peers so it turns out that saying that
peers so it turns out that saying that your affiliating with deviant peers is a
your affiliating with deviant peers is a
your affiliating with deviant peers is a great predictor of whether you will
great predictor of whether you will
great predictor of whether you will actually engage in these deviant
actually engage in these deviant
actually engage in these deviant activities we don’t know which direction
activities we don’t know which direction
activities we don’t know which direction that runs in it could just be that like
that runs in it could just be that like
that runs in it could just be that like you know risk-taking kids find each
you know risk-taking kids find each
you know risk-taking kids find each other or maybe with someone’s
other or maybe with someone’s
other or maybe with someone’s influencing the other person we don’t
influencing the other person we don’t
influencing the other person we don’t really know but we know that there’s an
really know but we know that there’s an
really know but we know that there’s an aggregation of people around that so we
aggregation of people around that so we
aggregation of people around that so we wanted to study this we wanted to really
wanted to study this we wanted to really
wanted to study this we wanted to really see like what’s going on does this have
see like what’s going on does this have
see like what’s going on does this have to do with specific kind of influence or
to do with specific kind of influence or
to do with specific kind of influence or our hypothesis or the hypothesis of the
our hypothesis or the hypothesis of the
our hypothesis or the hypothesis of the people that really started this line of
people that really started this line of
people that really started this line of research which is my old graduate
research which is my old graduate
research which is my old graduate adviser and this classic paper
adviser and this classic paper
adviser and this classic paper hypothesis was that just a mere presence
hypothesis was that just a mere presence
hypothesis was that just a mere presence of peers so just having your friends
of peers so just having your friends
of peers so just having your friends around you for an adolescent will make
around you for an adolescent will make
around you for an adolescent will make you behave in a more risky way where
you behave in a more risky way where
you behave in a more risky way where that won’t be the case for adults so
that won’t be the case for adults so
that won’t be the case for adults so Margo Gardner who was
Margo Gardner who was
Margo Gardner who was Laurin Steinberg’s old graduate student
Laurin Steinberg’s old graduate student
Laurin Steinberg’s old graduate student and and Stein Berg put together this
and and Stein Berg put together this
and and Stein Berg put together this experiment where they recruited groups
experiment where they recruited groups
experiment where they recruited groups of three people some of whom were
of three people some of whom were
of three people some of whom were adolescents some of them young adults
adolescents some of them young adults
adolescents some of them young adults like college age kids and some of them
like college age kids and some of them
like college age kids and some of them older like 25 to 35 to come into the lab
older like 25 to 35 to come into the lab
older like 25 to 35 to come into the lab and do a series of kind of
and do a series of kind of
and do a series of kind of computer-based risk-taking tasks the one
computer-based risk-taking tasks the one
computer-based risk-taking tasks the one that I’m going to show data from involve
that I’m going to show data from involve
that I’m going to show data from involve this sort of first person driving task
this sort of first person driving task
this sort of first person driving task where you have to decide whether to run
where you have to decide whether to run
where you have to decide whether to run through a yellow light or not and you
through a yellow light or not and you
through a yellow light or not and you risk getting into crashes but you want
risk getting into crashes but you want
risk getting into crashes but you want to get to the end of the course as
to get to the end of the course as
to get to the end of the course as quickly as possible because you’ll get
quickly as possible because you’ll get
quickly as possible because you’ll get more money right so it’s just a very
more money right so it’s just a very
more money right so it’s just a very basic kind of risk-taking task and the
basic kind of risk-taking task and the
basic kind of risk-taking task and the the experimental manipulation that they
the experimental manipulation that they
the experimental manipulation that they used was to have each group either
used was to have each group either
used was to have each group either complete the task separately in separate
complete the task separately in separate
complete the task separately in separate rooms or have one person complete the
rooms or have one person complete the
rooms or have one person complete the task where while their two friends sat
task where while their two friends sat
task where while their two friends sat next to them they didn’t tell them
next to them they didn’t tell them
next to them they didn’t tell them anything about what they should say to
anything about what they should say to
anything about what they should say to their friends they just put them in the
their friends they just put them in the
their friends they just put them in the room and let them take the task and so
room and let them take the task and so
room and let them take the task and so here’s what they show so in the alone
here’s what they show so in the alone
here’s what they show so in the alone condition when everyone is just doing
condition when everyone is just doing
condition when everyone is just doing tasks alone there’s a number of crashes
tasks alone there’s a number of crashes
tasks alone there’s a number of crashes on on the y-axis and you see that
on on the y-axis and you see that
on on the y-axis and you see that adolescence young adults and adults look
adolescence young adults and adults look
adolescence young adults and adults look just exactly the same right so there’s
just exactly the same right so there’s
just exactly the same right so there’s no difference in risk-taking just when
no difference in risk-taking just when
no difference in risk-taking just when you’d put these people into the quiet
you’d put these people into the quiet
you’d put these people into the quiet space and have them go through this
space and have them go through this
space and have them go through this risk-taking task but when you measure
risk-taking task but when you measure
risk-taking task but when you measure them with their friends watching you see
them with their friends watching you see
them with their friends watching you see a dramatic difference right so this red
a dramatic difference right so this red
a dramatic difference right so this red bar you can see that adolescents take
bar you can see that adolescents take
bar you can see that adolescents take about twice as many risks when their
about twice as many risks when their
about twice as many risks when their friends are sitting there with them
friends are sitting there with them
friends are sitting there with them young adults it’s about a 50% increase
young adults it’s about a 50% increase
young adults it’s about a 50% increase and adults show no difference at all so
and adults show no difference at all so
and adults show no difference at all so adults just couldn’t care less whether
adults just couldn’t care less whether
adults just couldn’t care less whether their friends are there with them
their friends are there with them
their friends are there with them they’re going to complete the task in a
they’re going to complete the task in a
they’re going to complete the task in a cool kind of rational way so this sort
cool kind of rational way so this sort
cool kind of rational way so this sort of shook up
of shook up
of shook up the field and only the way that you know
the field and only the way that you know
the field and only the way that you know nerdy academics can get shook up and
nerdy academics can get shook up and
nerdy academics can get shook up and started a lot of research to dig into
started a lot of research to dig into
started a lot of research to dig into this in greater depth because now we’re
this in greater depth because now we’re
this in greater depth because now we’re seeing like wait this might actually
seeing like wait this might actually
seeing like wait this might actually explain something about why adolescents
explain something about why adolescents
explain something about why adolescents are taking risk so part of my work as a
are taking risk so part of my work as a
are taking risk so part of my work as a graduate student was to take this a step
graduate student was to take this a step
graduate student was to take this a step further and try to see what the presence
further and try to see what the presence
further and try to see what the presence of peers what peers observing your
of peers what peers observing your
of peers what peers observing your behavior is actually doing to your brain
behavior is actually doing to your brain
behavior is actually doing to your brain how is it making you your your neural
how is it making you your your neural
how is it making you your your neural function change relative to what’s
function change relative to what’s
function change relative to what’s happening with adults so we kind of
happening with adults so we kind of
happening with adults so we kind of repeated the same sort of experimental
repeated the same sort of experimental
repeated the same sort of experimental setup except of course we couldn’t have
setup except of course we couldn’t have
setup except of course we couldn’t have the friends go into the scanner with
the friends go into the scanner with
the friends go into the scanner with them right because there’s not enough
them right because there’s not enough
them right because there’s not enough room in there so we just had the friends
room in there so we just had the friends
room in there so we just had the friends on the outs
on the outs
on the outs the kind of scanner control room and
the kind of scanner control room and
the kind of scanner control room and after the one person went into the
after the one person went into the
after the one person went into the scanner we had the frends kind of
scanner we had the frends kind of
scanner we had the frends kind of surprised them by speaking over the
surprised them by speaking over the
surprised them by speaking over the intercom and saying that they were going
intercom and saying that they were going
intercom and saying that they were going to watch them complete this this driving
to watch them complete this this driving
to watch them complete this this driving game and they made some predictions
game and they made some predictions
game and they made some predictions about their performance so really the
about their performance so really the
about their performance so really the only thing different between doing it
only thing different between doing it
only thing different between doing it alone or having your friends watching
alone or having your friends watching
alone or having your friends watching was just knowing that they were out
was just knowing that they were out
was just knowing that they were out there watching right and so we wanted to
there watching right and so we wanted to
there watching right and so we wanted to see whether that changed their behavior
see whether that changed their behavior
see whether that changed their behavior change behavior more for adolescents
change behavior more for adolescents
change behavior more for adolescents than for adults and how that looked in
than for adults and how that looked in
than for adults and how that looked in the brain and we found behavioural
the brain and we found behavioural
the brain and we found behavioural results that were just pretty much
results that were just pretty much
results that were just pretty much parallel to what I showed you before but
parallel to what I showed you before but
parallel to what I showed you before but I want to skip skip to the brain here oh
I want to skip skip to the brain here oh
I want to skip skip to the brain here oh and I’m sorry and our brain hypotheses
and I’m sorry and our brain hypotheses
and I’m sorry and our brain hypotheses what we were really interested in is
what we were really interested in is
what we were really interested in is whether this peer observation did one of
whether this peer observation did one of
whether this peer observation did one of two things we figured you know based on
two things we figured you know based on
two things we figured you know based on what we knew about the reward system and
what we knew about the reward system and
what we knew about the reward system and the self control system we assumed that
the self control system we assumed that
the self control system we assumed that it would either disrupt activity in the
it would either disrupt activity in the
it would either disrupt activity in the frontal cortex so disrupt kind of self
frontal cortex so disrupt kind of self
frontal cortex so disrupt kind of self control or heightened kind of activity
control or heightened kind of activity
control or heightened kind of activity in the reward system so down low where
in the reward system so down low where
in the reward system so down low where I’m showing the nucleus accumbens is
I’m showing the nucleus accumbens is
I’m showing the nucleus accumbens is where we we often kind of put the reward
where we we often kind of put the reward
where we we often kind of put the reward system right in that general area and
system right in that general area and
system right in that general area and the results that we got were a kind of
the results that we got were a kind of
the results that we got were a kind of remarkable instance of finding support
remarkable instance of finding support
remarkable instance of finding support for a hypothesis and just protip if you
for a hypothesis and just protip if you
for a hypothesis and just protip if you guys go into science like 90% of the
guys go into science like 90% of the
guys go into science like 90% of the experiments you run won’t work so when
experiments you run won’t work so when
experiments you run won’t work so when you actually do have one that works and
you actually do have one that works and
you actually do have one that works and support your hypothesis in a clearer way
support your hypothesis in a clearer way
support your hypothesis in a clearer way it’s astounding and it’s amazing it’s
it’s astounding and it’s amazing it’s
it’s astounding and it’s amazing it’s the best feeling in the world so we
the best feeling in the world so we
the best feeling in the world so we actually found support for our
actually found support for our
actually found support for our hypothesis what this shows is that
hypothesis what this shows is that
hypothesis what this shows is that unlike adults for adolescents when their
unlike adults for adolescents when their
unlike adults for adolescents when their friends are watching them while they’re
friends are watching them while they’re
friends are watching them while they’re getting ready to drive through an
getting ready to drive through an
getting ready to drive through an intersection or not this part of their
intersection or not this part of their
intersection or not this part of their brain the ventral striatum it becomes
brain the ventral striatum it becomes
brain the ventral striatum it becomes more active than when they’re doing the
more active than when they’re doing the
more active than when they’re doing the task on their own whereas adults don’t
task on their own whereas adults don’t
task on their own whereas adults don’t show any difference here at all
show any difference here at all
show any difference here at all so this supported our hypothesis about
so this supported our hypothesis about
so this supported our hypothesis about kind of priming of the reward system so
kind of priming of the reward system so
kind of priming of the reward system so priming you to go to kind of like make
priming you to go to kind of like make
priming you to go to kind of like make it a little bit more of an impulsive
it a little bit more of an impulsive
it a little bit more of an impulsive leap so what do we take out of all this
leap so what do we take out of all this
leap so what do we take out of all this stuff right I’ve got three three ideas
stuff right I’ve got three three ideas
stuff right I’ve got three three ideas that I wanted to kind of conclude with
that I wanted to kind of conclude with
that I wanted to kind of conclude with the first is very obvious very important
the first is very obvious very important
the first is very obvious very important but I still think critical that
but I still think critical that
but I still think critical that adolescents are just not the same as
adolescents are just not the same as
adolescents are just not the same as adults you guys know this we can forget
adults you guys know this we can forget
adults you guys know this we can forget it though you look like us
it though you look like us
it though you look like us although younger more beautiful but you
although younger more beautiful but you
although younger more beautiful but you know you generally are the same size as
know you generally are the same size as
know you generally are the same size as us you’re very smart you can reason
us you’re very smart you can reason
us you’re very smart you can reason can do amazing things and yet in kind of
can do amazing things and yet in kind of
can do amazing things and yet in kind of the heat of the moment your brain
the heat of the moment your brain
the heat of the moment your brain doesn’t work exactly the same as ours
doesn’t work exactly the same as ours
doesn’t work exactly the same as ours does and where this becomes important I
does and where this becomes important I
does and where this becomes important I think is not in kind of disparaging you
think is not in kind of disparaging you
think is not in kind of disparaging you or thinking that you’re a menace to
or thinking that you’re a menace to
or thinking that you’re a menace to society but it is it particularly
society but it is it particularly
society but it is it particularly factors into I think legal policy and so
factors into I think legal policy and so
factors into I think legal policy and so we’ve seen this in the last 10 years or
we’ve seen this in the last 10 years or
we’ve seen this in the last 10 years or so we’ve had a couple of really big
so we’ve had a couple of really big
so we’ve had a couple of really big Supreme Court decisions that have
Supreme Court decisions that have
Supreme Court decisions that have overturned the death penalty for
overturned the death penalty for
overturned the death penalty for juveniles and now overturn the ability
juveniles and now overturn the ability
juveniles and now overturn the ability to have life sentences without parole
to have life sentences without parole
to have life sentences without parole and it drew on some of this kind of
and it drew on some of this kind of
and it drew on some of this kind of evidence like in fact this study was in
evidence like in fact this study was in
evidence like in fact this study was in one of the cited in one of them and just
one of the cited in one of them and just
one of the cited in one of them and just showing that adolescence should not be
showing that adolescence should not be
showing that adolescence should not be held to the same level of kind of
held to the same level of kind of
held to the same level of kind of responsibility culpability as adults
responsibility culpability as adults
responsibility culpability as adults when they make these crimes they are
when they make these crimes they are
when they make these crimes they are still a work in progress right so that’s
still a work in progress right so that’s
still a work in progress right so that’s one big that’s one big idea I think
second that social context matters quite
second that social context matters quite a bit right so the way that you make
a bit right so the way that you make
a bit right so the way that you make decisions when you are on your own
decisions when you are on your own
decisions when you are on your own versus when you’re with your friends is
versus when you’re with your friends is
versus when you’re with your friends is going to vary quite a bit I think
going to vary quite a bit I think
going to vary quite a bit I think there’s something that you guys can take
there’s something that you guys can take
there’s something that you guys can take out of this for yourselves when you’re
out of this for yourselves when you’re
out of this for yourselves when you’re thinking about it so when you think
thinking about it so when you think
thinking about it so when you think about when you’re trying to plan what
about when you’re trying to plan what
about when you’re trying to plan what you want to do when you go out to you
you want to do when you go out to you
you want to do when you go out to you know a party at night you’ve got to
know a party at night you’ve got to
know a party at night you’ve got to remember that you might not be thinking
remember that you might not be thinking
remember that you might not be thinking quite as clearly in the moment and so
quite as clearly in the moment and so
quite as clearly in the moment and so it’s good to try to come up with your
it’s good to try to come up with your
it’s good to try to come up with your sort of your plan for how far you will
sort of your plan for how far you will
sort of your plan for how far you will go in certain kind of behaviors before
go in certain kind of behaviors before
go in certain kind of behaviors before you go and try to remember that you were
you go and try to remember that you were
you go and try to remember that you were thinking clearly when you made that plan
thinking clearly when you made that plan
thinking clearly when you made that plan right and not to change it so much in
right and not to change it so much in
right and not to change it so much in the moment and I think we have to take
the moment and I think we have to take
the moment and I think we have to take that kind of information into account
that kind of information into account
that kind of information into account when we design Prevention’s and
when we design Prevention’s and
when we design Prevention’s and interventions so the big point here we
interventions so the big point here we
interventions so the big point here we have all these health education classes
have all these health education classes
have all these health education classes we teach you everything about rates of
we teach you everything about rates of
we teach you everything about rates of HIV and all this stuff it turns out that
HIV and all this stuff it turns out that
HIV and all this stuff it turns out that these health education classes just
these health education classes just
these health education classes just aren’t enough they haven’t shown to be
aren’t enough they haven’t shown to be
aren’t enough they haven’t shown to be very effective
very effective
very effective like the DARE program has been an
like the DARE program has been an
like the DARE program has been an absolute failure in terms of preventing
absolute failure in terms of preventing
absolute failure in terms of preventing drug abuse we need to think more about
drug abuse we need to think more about
drug abuse we need to think more about behavior in the moment and not just kind
behavior in the moment and not just kind
behavior in the moment and not just kind of knowledge so we need to bring this
of knowledge so we need to bring this
of knowledge so we need to bring this this developmental science into our
this developmental science into our
this developmental science into our Prevention’s and help help kids build
Prevention’s and help help kids build
Prevention’s and help help kids build some regulation skills thank you guys
some regulation skills thank you guys
some regulation skills thank you guys you
you [Music]
thank you Thalia so today I’m going to
thank you Thalia so today I’m going to talk a little bit about a few things
talk a little bit about a few things
talk a little bit about a few things that I’ve learned in my research on
that I’ve learned in my research on
that I’ve learned in my research on adolescent development behavior which is
adolescent development behavior which is
adolescent development behavior which is a little bit scary in this case because
a little bit scary in this case because
a little bit scary in this case because we’re the first time my subject is
we’re the first time my subject is
we’re the first time my subject is actually my audience so you guys will
actually my audience so you guys will
actually my audience so you guys will know when I’m completely wrong and I
know when I’m completely wrong and I
know when I’m completely wrong and I hope you don’t resent me for it but uh
hope you don’t resent me for it but uh
hope you don’t resent me for it but uh maybe we can talk afterwards like all
maybe we can talk afterwards like all
maybe we can talk afterwards like all content following a clever clickbait
content following a clever clickbait
content following a clever clickbait title I won’t actually deliver on the
title I won’t actually deliver on the
title I won’t actually deliver on the promise but there is a tiny morsel of
promise but there is a tiny morsel of
promise but there is a tiny morsel of truth in there I think that there are
truth in there I think that there are
truth in there I think that there are some surprising influences on adolescent
some surprising influences on adolescent
some surprising influences on adolescent decision-making so what’s the problem we
decision-making so what’s the problem we
decision-making so what’s the problem we start with what is from the public
start with what is from the public
start with what is from the public health perspective a paradox in
health perspective a paradox in
health perspective a paradox in adolescents and that is that despite
adolescents and that is that despite
adolescents and that is that despite this being a kind of a peak stage of
this being a kind of a peak stage of
this being a kind of a peak stage of health in terms of resistance to disease
health in terms of resistance to disease
health in terms of resistance to disease sort of more resilience to environmental
sort of more resilience to environmental
sort of more resilience to environmental challenges than either adulthood or
challenges than either adulthood or
challenges than either adulthood or childhood adolescents get injuries and
childhood adolescents get injuries and
childhood adolescents get injuries and die at a two to three times greater rate
die at a two to three times greater rate
die at a two to three times greater rate than than children so what is going on
than than children so what is going on
than than children so what is going on here short answer is behavior so
here short answer is behavior so
here short answer is behavior so adolescents it has been known for a very
adolescents it has been known for a very
adolescents it has been known for a very long time to be kind of peak time for
long time to be kind of peak time for
long time to be kind of peak time for risk behavior this is identified as
risk behavior this is identified as
risk behavior this is identified as early as the 1830s by criminologists and
early as the 1830s by criminologists and
early as the 1830s by criminologists and what’s been known as the age crime curve
what’s been known as the age crime curve
what’s been known as the age crime curve which I’ll show you here so you can see
which I’ll show you here so you can see
which I’ll show you here so you can see this very sharp rise in with robbery and
this very sharp rise in with robbery and
this very sharp rise in with robbery and burglary arrests from age 10 to 20 and
burglary arrests from age 10 to 20 and
burglary arrests from age 10 to 20 and then a quick decline in kind of studying
then a quick decline in kind of studying
then a quick decline in kind of studying out through adulthood so adolescents are
out through adulthood so adolescents are
out through adulthood so adolescents are doing some kind of you know unwise
doing some kind of you know unwise
doing some kind of you know unwise things in the the criminal domain this
things in the the criminal domain this
things in the the criminal domain this extends beyond criminality and – here we
extends beyond criminality and – here we
extends beyond criminality and – here we see non-fatal self-inflicted injuries
see non-fatal self-inflicted injuries
see non-fatal self-inflicted injuries which has very similar looking curve and
which has very similar looking curve and
which has very similar looking curve and in this bottom one a similar kind of
in this bottom one a similar kind of
in this bottom one a similar kind of shape of behavior for unintentional
shape of behavior for unintentional
shape of behavior for unintentional drownings which would be hard to explain
drownings which would be hard to explain
drownings which would be hard to explain if you’re just trying to think about
if you’re just trying to think about
if you’re just trying to think about swimming skill right so how do you
swimming skill right so how do you
swimming skill right so how do you explain a rise in drownings from age 10
explain a rise in drownings from age 10
explain a rise in drownings from age 10 to 20 you have to think about a decline
to 20 you have to think about a decline
to 20 you have to think about a decline in swimming school so I think it’s safe
in swimming school so I think it’s safe
in swimming school so I think it’s safe to assume this has something more to do
to assume this has something more to do
to assume this has something more to do with kind of risky behavior or
with kind of risky behavior or
with kind of risky behavior or and water so how do we explain this this
and water so how do we explain this this
and water so how do we explain this this kind of spike in risky behavior the
kind of spike in risky behavior the
kind of spike in risky behavior the early research on this topic was really
early research on this topic was really
early research on this topic was really focused on the decision-making process
focused on the decision-making process
focused on the decision-making process so all the things that go into rational
so all the things that go into rational
so all the things that go into rational decision-making being able to generate
decision-making being able to generate
decision-making being able to generate your decision options kind of evaluate
your decision options kind of evaluate
your decision options kind of evaluate the costs and benefits of each of your
the costs and benefits of each of your
the costs and benefits of each of your options weigh those together do the sort
options weigh those together do the sort
options weigh those together do the sort of mental calculus about what is in your
of mental calculus about what is in your
of mental calculus about what is in your best interest and then to choose wisely
best interest and then to choose wisely
best interest and then to choose wisely so cognitive psychologists ran a bunch
so cognitive psychologists ran a bunch
so cognitive psychologists ran a bunch of tests where they would bring
of tests where they would bring
of tests where they would bring adolescents into a lab and dholtze into
adolescents into a lab and dholtze into
adolescents into a lab and dholtze into a lab and give them these kind of paper
a lab and give them these kind of paper
a lab and give them these kind of paper and pencil measures where they needed to
and pencil measures where they needed to
and pencil measures where they needed to rate their vulnerability to each of
rate their vulnerability to each of
rate their vulnerability to each of these kind of consequences and estimate
these kind of consequences and estimate
these kind of consequences and estimate costs and benefits etc etc and they
costs and benefits etc etc and they
costs and benefits etc etc and they assumed that they would find some some
assumed that they would find some some
assumed that they would find some some deficit in adolescents that could
deficit in adolescents that could
deficit in adolescents that could explained why they would make irrational
explained why they would make irrational
explained why they would make irrational decisions so the central question here
decisions so the central question here
decisions so the central question here was a are adolescents actually just
was a are adolescents actually just
was a are adolescents actually just incapable of making rational decisions
incapable of making rational decisions
incapable of making rational decisions well it turns out through all these
well it turns out through all these
well it turns out through all these tests that given the kind of the same
tests that given the kind of the same
tests that given the kind of the same amount of information adolescents come
amount of information adolescents come
amount of information adolescents come up with the same choices as adults or
up with the same choices as adults or
up with the same choices as adults or they understand the consequences of
they understand the consequences of
they understand the consequences of risky behavior so they can understand
risky behavior so they can understand
risky behavior so they can understand the probability of you know contracting
the probability of you know contracting
the probability of you know contracting HIV after unprotected sex or getting
HIV after unprotected sex or getting
HIV after unprotected sex or getting into an accident if they drive while
into an accident if they drive while
into an accident if they drive while intoxicated etc etc they’re kind of the
intoxicated etc etc they’re kind of the
intoxicated etc etc they’re kind of the rates of assuming the negative
rates of assuming the negative
rates of assuming the negative consequences they’re about the same as
consequences they’re about the same as
consequences they’re about the same as adults and they do not in fact suffer
adults and they do not in fact suffer
adults and they do not in fact suffer from some kind of invulnerability
from some kind of invulnerability
from some kind of invulnerability complex where they think that this stuff
complex where they think that this stuff
complex where they think that this stuff happens to other people but just not to
happens to other people but just not to
happens to other people but just not to them so there were decades of research
them so there were decades of research
them so there were decades of research that really just kind of ran into a dead
that really just kind of ran into a dead
that really just kind of ran into a dead end trying to understand what was going
end trying to understand what was going
end trying to understand what was going on and so some of the research that I’ve
on and so some of the research that I’ve
on and so some of the research that I’ve been involved in is kind of switched and
been involved in is kind of switched and
been involved in is kind of switched and it’s it’s come along with the advent of
it’s it’s come along with the advent of
it’s it’s come along with the advent of sort of neuroimaging and other forms of
sort of neuroimaging and other forms of
sort of neuroimaging and other forms of neuroscience that have allowed us to
neuroscience that have allowed us to
neuroscience that have allowed us to understand more about what’s happening
understand more about what’s happening
understand more about what’s happening in the brain so this specific question
in the brain so this specific question
in the brain so this specific question what’s wrong with the teenage mind was
what’s wrong with the teenage mind was
what’s wrong with the teenage mind was posed by Alison Gopnik in 2012 in the
posed by Alison Gopnik in 2012 in the
posed by Alison Gopnik in 2012 in the Wall Street Journal in kind of review
Wall Street Journal in kind of review
Wall Street Journal in kind of review with this clever graphic trying to think
with this clever graphic trying to think
with this clever graphic trying to think about all the different factors that
about all the different factors that
about all the different factors that might contribute to you know you’re
might contribute to you know you’re
might contribute to you know you’re crazy adolescent like what’s wrong with
crazy adolescent like what’s wrong with
crazy adolescent like what’s wrong with them why do they act so ridiculous I
them why do they act so ridiculous I
them why do they act so ridiculous I want to change the question a little bit
want to change the question a little bit
want to change the question a little bit subtly here but and partly prompted by
subtly here but and partly prompted by
subtly here but and partly prompted by knowing that I was coming before to talk
knowing that I was coming before to talk
knowing that I was coming before to talk to a group
to a group
to a group adolescence I want to change the
adolescence I want to change the
adolescence I want to change the question – what’s different about the
question – what’s different about the
question – what’s different about the teenage mind rather than what’s wrong
teenage mind rather than what’s wrong
teenage mind rather than what’s wrong and this this reflects my my
and this this reflects my my
and this this reflects my my increasingly evolutionary perspective on
increasingly evolutionary perspective on
increasingly evolutionary perspective on adolescent development and that is that
adolescent development and that is that
adolescent development and that is that there is nothing wrong with the teenage
there is nothing wrong with the teenage
there is nothing wrong with the teenage mind your mind is perfectly adapted to
mind your mind is perfectly adapted to
mind your mind is perfectly adapted to the developmental stage that you are in
the developmental stage that you are in
the developmental stage that you are in is this not faulty it’s just designed to
is this not faulty it’s just designed to
is this not faulty it’s just designed to maybe do different things than what
maybe do different things than what
maybe do different things than what adults are using their minds for so it
adults are using their minds for so it
adults are using their minds for so it reflects this sort of long evolutionary
reflects this sort of long evolutionary
reflects this sort of long evolutionary history of you know your ancestors with
history of you know your ancestors with
history of you know your ancestors with with these kinds of brains being the
with these kinds of brains being the
with these kinds of brains being the most reproductively successful so you
most reproductively successful so you
most reproductively successful so you shouldn’t I don’t want to disparage your
shouldn’t I don’t want to disparage your
shouldn’t I don’t want to disparage your mental capacities and yet this mind does
mental capacities and yet this mind does
mental capacities and yet this mind does lead to somewhat riskier behavior so
lead to somewhat riskier behavior so
lead to somewhat riskier behavior so let’s think about some of the functions
let’s think about some of the functions
let’s think about some of the functions or the characteristics of adolescents or
or the characteristics of adolescents or
or the characteristics of adolescents or cognition and processing that might
cognition and processing that might
cognition and processing that might contribute to this so the first thing I
contribute to this so the first thing I
contribute to this so the first thing I want to talk about is this big yellow
want to talk about is this big yellow
want to talk about is this big yellow box that’s over the prefrontal cortex
box that’s over the prefrontal cortex
box that’s over the prefrontal cortex which is pretty aptly placed actually
which is pretty aptly placed actually
which is pretty aptly placed actually and it’s called self-control so this is
and it’s called self-control so this is
and it’s called self-control so this is kind of an umbrella construct used by
kind of an umbrella construct used by
kind of an umbrella construct used by social and behavioral scientists to talk
social and behavioral scientists to talk
social and behavioral scientists to talk about a bunch of different things like
about a bunch of different things like
about a bunch of different things like the ability to delay gratification or in
the ability to delay gratification or in
the ability to delay gratification or in the previous talk that we talked about
the previous talk that we talked about
the previous talk that we talked about being able to kind of conceal your
being able to kind of conceal your
being able to kind of conceal your facial expressions when you’re lying the
facial expressions when you’re lying the
facial expressions when you’re lying the ability to persist it tasks to plan
ability to persist it tasks to plan
ability to persist it tasks to plan ahead so we think of it just broadly as
ahead so we think of it just broadly as
ahead so we think of it just broadly as a kind of break system for impulsive
a kind of break system for impulsive
a kind of break system for impulsive behavior and neuroscientists have
behavior and neuroscientists have
behavior and neuroscientists have studied cognitive neuroscientists
studied cognitive neuroscientists
studied cognitive neuroscientists specifically have studied self-control
specifically have studied self-control
specifically have studied self-control pretty deeply and we now understand that
pretty deeply and we now understand that
pretty deeply and we now understand that it relies to a great degree on the
it relies to a great degree on the
it relies to a great degree on the functioning of the prefrontal cortex so
functioning of the prefrontal cortex so
functioning of the prefrontal cortex so this newer frontal part of your brain
this newer frontal part of your brain
this newer frontal part of your brain and its connections to other parts of
and its connections to other parts of
and its connections to other parts of the brain as well and with developmental
the brain as well and with developmental
the brain as well and with developmental neuroimaging so studying brain
neuroimaging so studying brain
neuroimaging so studying brain development through these these
development through these these
development through these these high-resolution in more i scans from you
high-resolution in more i scans from you
high-resolution in more i scans from you know childhood into adulthood we see
know childhood into adulthood we see
know childhood into adulthood we see that there’s continuing development of
that there’s continuing development of
that there’s continuing development of these neural systems all the way well
these neural systems all the way well
these neural systems all the way well into the late twenties so these are not
into the late twenties so these are not
into the late twenties so these are not not complete yet and so my research has
not complete yet and so my research has
not complete yet and so my research has shown that this is reflected in behavior
shown that this is reflected in behavior
shown that this is reflected in behavior so we see the same pattern that we see
so we see the same pattern that we see
so we see the same pattern that we see in brain development and this is just a
in brain development and this is just a
in brain development and this is just a self-report instrument but I could show
self-report instrument but I could show
self-report instrument but I could show you a lot of other kind of tasks that
you a lot of other kind of tasks that
you a lot of other kind of tasks that self-reported impulse control so saying
self-reported impulse control so saying
self-reported impulse control so saying that you think before acting this kind
that you think before acting this kind
that you think before acting this kind of stuff increases really kind of slow
of stuff increases really kind of slow
of stuff increases really kind of slow and
and
and study from age 10 – age 30 and this
study from age 10 – age 30 and this
study from age 10 – age 30 and this large sample of like a thousand people
large sample of like a thousand people
large sample of like a thousand people at all these different ages so this is a
at all these different ages so this is a
at all these different ages so this is a kind of provides one strong clue as to
kind of provides one strong clue as to
kind of provides one strong clue as to why adolescents might make riskier
why adolescents might make riskier
why adolescents might make riskier decisions in some cases they might just
decisions in some cases they might just
decisions in some cases they might just not be able to put the brakes on their
not be able to put the brakes on their
not be able to put the brakes on their behavior however this doesn’t explain
behavior however this doesn’t explain
behavior however this doesn’t explain why adolescents would behave more
why adolescents would behave more
why adolescents would behave more riskily than than children right so here
riskily than than children right so here
riskily than than children right so here the kids a 10 year old should be the
the kids a 10 year old should be the
the kids a 10 year old should be the most out-of-control risky of anyone in
most out-of-control risky of anyone in
most out-of-control risky of anyone in the sample and that’s not what we see
the sample and that’s not what we see
the sample and that’s not what we see and one explanation for why children are
and one explanation for why children are
and one explanation for why children are not as risky as adolescents a surely
not as risky as adolescents a surely
not as risky as adolescents a surely opportunity right so they’re more
opportunity right so they’re more
opportunity right so they’re more supervised by their parents they have
supervised by their parents they have
supervised by their parents they have less opportunity to go jump off cliffs
less opportunity to go jump off cliffs
less opportunity to go jump off cliffs or drive drunk or whatever it is that
or drive drunk or whatever it is that
or drive drunk or whatever it is that we’re talking about with risk behavior
we’re talking about with risk behavior
we’re talking about with risk behavior but we develop metal scientists think
but we develop metal scientists think
but we develop metal scientists think there’s something else going on as well
there’s something else going on as well
there’s something else going on as well which brings us to the second system
which brings us to the second system
which brings us to the second system which is the very non neuro scientific
which is the very non neuro scientific
which is the very non neuro scientific broom system and I will real Abell that
broom system and I will real Abell that
broom system and I will real Abell that here as a reward seeking system so this
here as a reward seeking system so this
here as a reward seeking system so this is also kind of aptly placed in the sort
is also kind of aptly placed in the sort
is also kind of aptly placed in the sort of center middle part of the brain so
of center middle part of the brain so
of center middle part of the brain so these are the oldest parts of the
these are the oldest parts of the
these are the oldest parts of the mammalian brain include structures like
mammalian brain include structures like
mammalian brain include structures like the striatum the nucleus accumbens
the striatum the nucleus accumbens
the striatum the nucleus accumbens you’ll hear about these if you’re ever
you’ll hear about these if you’re ever
you’ll hear about these if you’re ever in a neuroscience class these are the
in a neuroscience class these are the
in a neuroscience class these are the parts of the brain that are very
parts of the brain that are very
parts of the brain that are very responsible for motivated behavior so
responsible for motivated behavior so
responsible for motivated behavior so these kind of this dopamine signaling
these kind of this dopamine signaling
these kind of this dopamine signaling can lead you to you know sort of
can lead you to you know sort of
can lead you to you know sort of increase your motivation to pursue
increase your motivation to pursue
increase your motivation to pursue rewards in the environment whether that
rewards in the environment whether that
rewards in the environment whether that be food or mating opportunities or just
be food or mating opportunities or just
be food or mating opportunities or just fun right so it leads you to go kind of
fun right so it leads you to go kind of
fun right so it leads you to go kind of go for things so I think of it it’s kind
go for things so I think of it it’s kind
go for things so I think of it it’s kind of like an accelerator or a go system
of like an accelerator or a go system
of like an accelerator or a go system it’s also the part of the brain that
it’s also the part of the brain that
it’s also the part of the brain that gets hijacked by drugs of abuse so it
gets hijacked by drugs of abuse so it
gets hijacked by drugs of abuse so it can kind of recalibrate that system
can kind of recalibrate that system
can kind of recalibrate that system which is one of the reasons why
which is one of the reasons why
which is one of the reasons why developmental scientists are encouraging
developmental scientists are encouraging
developmental scientists are encouraging kids like you to you know stay away from
kids like you to you know stay away from
kids like you to you know stay away from the hard drugs so this middle part of
the hard drugs so this middle part of
the hard drugs so this middle part of your brain doesn’t get a lot of whack
your brain doesn’t get a lot of whack
your brain doesn’t get a lot of whack but that’s a tangent so we see this same
but that’s a tangent so we see this same
but that’s a tangent so we see this same kind of pattern of behavior I’m sorry
kind of pattern of behavior I’m sorry
kind of pattern of behavior I’m sorry going back here this last part of the
going back here this last part of the
going back here this last part of the last bullet point powered by the
last bullet point powered by the
last bullet point powered by the mesolimbic dopamine system which changes
mesolimbic dopamine system which changes
mesolimbic dopamine system which changes quite significantly with puberty so
quite significantly with puberty so
quite significantly with puberty so there are changes in the receptor
there are changes in the receptor
there are changes in the receptor density of dopamine neurons there
density of dopamine neurons there
density of dopamine neurons there changes in the sort of overall
changes in the sort of overall
changes in the sort of overall functioning of this
functioning of this
functioning of this stem that happened and we don’t
stem that happened and we don’t
stem that happened and we don’t understand it completely we can see it
understand it completely we can see it
understand it completely we can see it in rodent models that there are changes
in rodent models that there are changes
in rodent models that there are changes in the way the system is functioning
in the way the system is functioning
in the way the system is functioning right around the time of puberty so it’s
right around the time of puberty so it’s
right around the time of puberty so it’s not just the slow linear development
not just the slow linear development
not just the slow linear development like I was talking about with the
like I was talking about with the
like I was talking about with the prefrontal cortex but a kind of
prefrontal cortex but a kind of
prefrontal cortex but a kind of nonlinear with sudden sort of spike
nonlinear with sudden sort of spike
nonlinear with sudden sort of spike change that happens around the time of
change that happens around the time of
change that happens around the time of puberty and we see this reflected in
puberty and we see this reflected in
puberty and we see this reflected in behavior too so this is these are scores
behavior too so this is these are scores
behavior too so this is these are scores from what we call the sensation-seeking
from what we call the sensation-seeking
from what we call the sensation-seeking scale this is kind of a tendency to
scale this is kind of a tendency to
scale this is kind of a tendency to pursue exciting new thrilling novel
pursue exciting new thrilling novel
pursue exciting new thrilling novel activities you enjoy going to parties
activities you enjoy going to parties
activities you enjoy going to parties you enjoy kind of doing new things and
you enjoy kind of doing new things and
you enjoy kind of doing new things and you think of it as like the desire to
you think of it as like the desire to
you think of it as like the desire to like you know skydive and jump off
like you know skydive and jump off
like you know skydive and jump off cliffs and do sort of fun thrilling
cliffs and do sort of fun thrilling
cliffs and do sort of fun thrilling things there’s this increase in
things there’s this increase in
things there’s this increase in reporting of sort of interest in these
reporting of sort of interest in these
reporting of sort of interest in these type of activities in the early part of
type of activities in the early part of
type of activities in the early part of adolescence and it kind of peeks in this
adolescence and it kind of peeks in this
adolescence and it kind of peeks in this 12 to 17 range and then slowly declines
12 to 17 range and then slowly declines
12 to 17 range and then slowly declines into adulthood so this might give some
into adulthood so this might give some
into adulthood so this might give some kind of explanation for why there is a
kind of explanation for why there is a
kind of explanation for why there is a jump in risk-taking from childhood to
jump in risk-taking from childhood to
jump in risk-taking from childhood to adolescence why you guys might feel more
adolescence why you guys might feel more
adolescence why you guys might feel more acutely excited by opportunities for fun
acutely excited by opportunities for fun
acutely excited by opportunities for fun in your in your teenage years so to
in your in your teenage years so to
in your in your teenage years so to review what we know so far so we know
review what we know so far so we know
review what we know so far so we know that in kind of an ideal circumstances
that in kind of an ideal circumstances
that in kind of an ideal circumstances when we give you paper and pencil tests
when we give you paper and pencil tests
when we give you paper and pencil tests in a quiet laboratory that adolescents
in a quiet laboratory that adolescents
in a quiet laboratory that adolescents are perfectly capable of making rational
are perfectly capable of making rational
are perfectly capable of making rational decisions they have all the
decisions they have all the
decisions they have all the decision-making machinery there but we
decision-making machinery there but we
decision-making machinery there but we also know that kind of in the real world
also know that kind of in the real world
also know that kind of in the real world your brains are wired to be
your brains are wired to be
your brains are wired to be hypersensitive to opportunities for
hypersensitive to opportunities for
hypersensitive to opportunities for reward and at the same time you maybe
reward and at the same time you maybe
reward and at the same time you maybe don’t have fully mature self control
don’t have fully mature self control
don’t have fully mature self control systems so the ability to to put on the
systems so the ability to to put on the
systems so the ability to to put on the brakes when you get into a dangerous
brakes when you get into a dangerous
brakes when you get into a dangerous situation so you put these two things
situation so you put these two things
situation so you put these two things together and you get kind of the
together and you get kind of the
together and you get kind of the terrifying prospect of Justin Bieber in
terrifying prospect of Justin Bieber in
terrifying prospect of Justin Bieber in a very fast car right this is the
a very fast car right this is the
a very fast car right this is the metaphor that’s commonly used it’s like
metaphor that’s commonly used it’s like
metaphor that’s commonly used it’s like starting a very like a fast car with an
starting a very like a fast car with an
starting a very like a fast car with an unskilled driver behind the wheel okay
unskilled driver behind the wheel okay
unskilled driver behind the wheel okay so there’s one more thing though this
so there’s one more thing though this
so there’s one more thing though this doesn’t explain everything so there’s
doesn’t explain everything so there’s
doesn’t explain everything so there’s this last pretend brain region that I
this last pretend brain region that I
this last pretend brain region that I want to talk about which is closer to my
want to talk about which is closer to my
want to talk about which is closer to my my one weird trick then in ego stuff
my one weird trick then in ego stuff
my one weird trick then in ego stuff I’ve talked about so far and that is the
I’ve talked about so far and that is the
I’ve talked about so far and that is the car surfing region of the brain so what
car surfing region of the brain so what
car surfing region of the brain so what is this
trend is called car surfing riding on
trend is called car surfing riding on the outside of a vehicle while it’s
the outside of a vehicle while it’s
the outside of a vehicle while it’s moving a Utah Dowd now sounding the
moving a Utah Dowd now sounding the
moving a Utah Dowd now sounding the alarm after his 13 year old daughter was
alarm after his 13 year old daughter was
alarm after his 13 year old daughter was nearly killed doing it
nearly killed doing it
nearly killed doing it ABC’s Cana Whitworth is here with the
ABC’s Cana Whitworth is here with the
ABC’s Cana Whitworth is here with the story good morning to you Kaena
story good morning to you Kaena
story good morning to you Kaena lera good morning to you so Sydney
lera good morning to you so Sydney
lera good morning to you so Sydney Keener’s father has had enough and he is
Keener’s father has had enough and he is
Keener’s father has had enough and he is using a very scary image to show the
using a very scary image to show the
using a very scary image to show the world the dangers of car surfing people
world the dangers of car surfing people
world the dangers of car surfing people are dying
are dying
are dying doing this and here’s the thing the car
doing this and here’s the thing the car
doing this and here’s the thing the car doesn’t even have to be going that fast
doesn’t even have to be going that fast
doesn’t even have to be going that fast experts say moving as slow as 5 miles an
experts say moving as slow as 5 miles an
experts say moving as slow as 5 miles an hour can have fatal consequences it’s
hour can have fatal consequences it’s
hour can have fatal consequences it’s the disturbing stunt happening more than
the disturbing stunt happening more than
the disturbing stunt happening more than you think people surfing on cars
you think people surfing on cars
you think people surfing on cars passengers even drivers seen anywhere
passengers even drivers seen anywhere
passengers even drivers seen anywhere but inside and buckled in so you could
but inside and buckled in so you could
but inside and buckled in so you could consider this a kind of arbitrary
consider this a kind of arbitrary
consider this a kind of arbitrary example of ridiculous adolescent
example of ridiculous adolescent
example of ridiculous adolescent risk-taking right but it illustrates one
risk-taking right but it illustrates one
risk-taking right but it illustrates one really important point that I wanted to
really important point that I wanted to
really important point that I wanted to make and it’s actually more of a
make and it’s actually more of a
make and it’s actually more of a question and that is do you think that
question and that is do you think that
question and that is do you think that any of these people would actually do
any of these people would actually do
any of these people would actually do this if no one was watching if they were
this if no one was watching if they were
this if no one was watching if they were by themselves I think it’s safe to
by themselves I think it’s safe to
by themselves I think it’s safe to assume they probably wouldn’t unless
assume they probably wouldn’t unless
assume they probably wouldn’t unless there was a video camera set up maybe
there was a video camera set up maybe
there was a video camera set up maybe right so I want to translate this car
right so I want to translate this car
right so I want to translate this car surfing region into a kind of propensity
surfing region into a kind of propensity
surfing region into a kind of propensity to take risks when in the company of
to take risks when in the company of
to take risks when in the company of friends and this turns out to be a sort
friends and this turns out to be a sort
friends and this turns out to be a sort of key point in understanding adolescent
of key point in understanding adolescent
of key point in understanding adolescent risk behavior so let’s call this the
risk behavior so let’s call this the
risk behavior so let’s call this the susceptibility to peer influence and
susceptibility to peer influence and
susceptibility to peer influence and this idea that adolescents are perhaps
this idea that adolescents are perhaps
this idea that adolescents are perhaps more susceptible to peer influence a
more susceptible to peer influence a
more susceptible to peer influence a kind of peer priming to take risks is
kind of peer priming to take risks is
kind of peer priming to take risks is really consistent with a lot of things
really consistent with a lot of things
really consistent with a lot of things we know about the developmental
we know about the developmental
we know about the developmental psychology of adolescence first thing we
psychology of adolescence first thing we
psychology of adolescence first thing we know adolescents is probably the
know adolescents is probably the
know adolescents is probably the defining characteristic of adolescence
defining characteristic of adolescence
defining characteristic of adolescence is it as a time of peak sensitivity to
is it as a time of peak sensitivity to
is it as a time of peak sensitivity to the social world right so I’m sure you
the social world right so I’m sure you
the social world right so I’m sure you guys can remember this I remember
guys can remember this I remember
guys can remember this I remember walking into my seventh grade school for
walking into my seventh grade school for
walking into my seventh grade school for the first day I’d moved into a new town
the first day I’d moved into a new town
the first day I’d moved into a new town and like nearly passing out like just
and like nearly passing out like just
and like nearly passing out like just being overwhelmed by the social stimuli
being overwhelmed by the social stimuli
being overwhelmed by the social stimuli so much like trying to figure out how to
so much like trying to figure out how to
so much like trying to figure out how to navigate the people and who I was going
navigate the people and who I was going
navigate the people and who I was going to fit in with where to sit out at lunch
to fit in with where to sit out at lunch
to fit in with where to sit out at lunch it’s overwhelming right so your your
it’s overwhelming right so your your
it’s overwhelming right so your your sort of your cognitive and your mental
sort of your cognitive and your mental
sort of your cognitive and your mental your emotional resources are all tuned
your emotional resources are all tuned
your emotional resources are all tuned to navigating your social world like the
to navigating your social world like the
to navigating your social world like the specific social world
specific social world
specific social world of your peers and that’s an adaptive
of your peers and that’s an adaptive
of your peers and that’s an adaptive thing going back to this evolutionary
thing going back to this evolutionary
thing going back to this evolutionary idea that is the major tasks of
idea that is the major tasks of
idea that is the major tasks of adolescence is to establish your social
adolescence is to establish your social
adolescence is to establish your social identity to find your people to find
identity to find your people to find
identity to find your people to find your mate
your mate
your mate like all these kind of things are really
like all these kind of things are really
like all these kind of things are really key tasks for adolescents and the data
key tasks for adolescents and the data
key tasks for adolescents and the data shows this whether it’s ratings or just
shows this whether it’s ratings or just
shows this whether it’s ratings or just behavior we can see it with rats
behavior we can see it with rats
behavior we can see it with rats so we’re rats prefer to spend time in
so we’re rats prefer to spend time in
so we’re rats prefer to spend time in cages with their peers rather than alone
cages with their peers rather than alone
cages with their peers rather than alone whereas adults kind of show the opposite
whereas adults kind of show the opposite
whereas adults kind of show the opposite pattern so it is a it is a quality that
pattern so it is a it is a quality that
pattern so it is a it is a quality that is conserved across across species we
is conserved across across species we
is conserved across across species we also see from those crime statistics
also see from those crime statistics
also see from those crime statistics that I showed you earlier if you were to
that I showed you earlier if you were to
that I showed you earlier if you were to look at the details of those arrests for
look at the details of those arrests for
look at the details of those arrests for burglary for robbery you would see that
burglary for robbery you would see that
burglary for robbery you would see that almost all of them involved the arrests
almost all of them involved the arrests
almost all of them involved the arrests of a group of adolescents and when you
of a group of adolescents and when you
of a group of adolescents and when you see the age of the or the the adult
see the age of the or the the adult
see the age of the or the the adult crime records they’re almost always
crime records they’re almost always
crime records they’re almost always arrested alone so adolescents are
arrested alone so adolescents are
arrested alone so adolescents are committing these crimes in groups
committing these crimes in groups
committing these crimes in groups they’re often taking these risks in
they’re often taking these risks in
they’re often taking these risks in groups just like you’re not going to you
groups just like you’re not going to you
groups just like you’re not going to you know sort of as an adolescent most of
know sort of as an adolescent most of
know sort of as an adolescent most of them don’t sit around and you know in a
them don’t sit around and you know in a
them don’t sit around and you know in a field by themselves like binge drinking
field by themselves like binge drinking
field by themselves like binge drinking they’ll do it when they’re at a keg
they’ll do it when they’re at a keg
they’ll do it when they’re at a keg party right I assume unless things have
party right I assume unless things have
party right I assume unless things have changed since I was a kid I don’t know
changed since I was a kid I don’t know
changed since I was a kid I don’t know another clue here and this is the sort
another clue here and this is the sort
another clue here and this is the sort of well-established finding that has its
of well-established finding that has its
of well-established finding that has its own kind of problems in understanding
own kind of problems in understanding
own kind of problems in understanding the source of it but the best predictor
the source of it but the best predictor
the source of it but the best predictor for whether your adolescent is going to
for whether your adolescent is going to
for whether your adolescent is going to get involved the risk-taking is if they
get involved the risk-taking is if they
get involved the risk-taking is if they are hanging out with deviant peers which
are hanging out with deviant peers which
are hanging out with deviant peers which just means really other risk-taking
just means really other risk-taking
just means really other risk-taking peers so it turns out that saying that
peers so it turns out that saying that
peers so it turns out that saying that your affiliating with deviant peers is a
your affiliating with deviant peers is a
your affiliating with deviant peers is a great predictor of whether you will
great predictor of whether you will
great predictor of whether you will actually engage in these deviant
actually engage in these deviant
actually engage in these deviant activities we don’t know which direction
activities we don’t know which direction
activities we don’t know which direction that runs in it could just be that like
that runs in it could just be that like
that runs in it could just be that like you know risk-taking kids find each
you know risk-taking kids find each
you know risk-taking kids find each other or maybe with someone’s
other or maybe with someone’s
other or maybe with someone’s influencing the other person we don’t
influencing the other person we don’t
influencing the other person we don’t really know but we know that there’s an
really know but we know that there’s an
really know but we know that there’s an aggregation of people around that so we
aggregation of people around that so we
aggregation of people around that so we wanted to study this we wanted to really
wanted to study this we wanted to really
wanted to study this we wanted to really see like what’s going on does this have
see like what’s going on does this have
see like what’s going on does this have to do with specific kind of influence or
to do with specific kind of influence or
to do with specific kind of influence or our hypothesis or the hypothesis of the
our hypothesis or the hypothesis of the
our hypothesis or the hypothesis of the people that really started this line of
people that really started this line of
people that really started this line of research which is my old graduate
research which is my old graduate
research which is my old graduate adviser and this classic paper
adviser and this classic paper
adviser and this classic paper hypothesis was that just a mere presence
hypothesis was that just a mere presence
hypothesis was that just a mere presence of peers so just having your friends
of peers so just having your friends
of peers so just having your friends around you for an adolescent will make
around you for an adolescent will make
around you for an adolescent will make you behave in a more risky way where
you behave in a more risky way where
you behave in a more risky way where that won’t be the case for adults so
that won’t be the case for adults so
that won’t be the case for adults so Margo Gardner who was
Margo Gardner who was
Margo Gardner who was Laurin Steinberg’s old graduate student
Laurin Steinberg’s old graduate student
Laurin Steinberg’s old graduate student and and Stein Berg put together this
and and Stein Berg put together this
and and Stein Berg put together this experiment where they recruited groups
experiment where they recruited groups
experiment where they recruited groups of three people some of whom were
of three people some of whom were
of three people some of whom were adolescents some of them young adults
adolescents some of them young adults
adolescents some of them young adults like college age kids and some of them
like college age kids and some of them
like college age kids and some of them older like 25 to 35 to come into the lab
older like 25 to 35 to come into the lab
older like 25 to 35 to come into the lab and do a series of kind of
and do a series of kind of
and do a series of kind of computer-based risk-taking tasks the one
computer-based risk-taking tasks the one
computer-based risk-taking tasks the one that I’m going to show data from involve
that I’m going to show data from involve
that I’m going to show data from involve this sort of first person driving task
this sort of first person driving task
this sort of first person driving task where you have to decide whether to run
where you have to decide whether to run
where you have to decide whether to run through a yellow light or not and you
through a yellow light or not and you
through a yellow light or not and you risk getting into crashes but you want
risk getting into crashes but you want
risk getting into crashes but you want to get to the end of the course as
to get to the end of the course as
to get to the end of the course as quickly as possible because you’ll get
quickly as possible because you’ll get
quickly as possible because you’ll get more money right so it’s just a very
more money right so it’s just a very
more money right so it’s just a very basic kind of risk-taking task and the
basic kind of risk-taking task and the
basic kind of risk-taking task and the the experimental manipulation that they
the experimental manipulation that they
the experimental manipulation that they used was to have each group either
used was to have each group either
used was to have each group either complete the task separately in separate
complete the task separately in separate
complete the task separately in separate rooms or have one person complete the
rooms or have one person complete the
rooms or have one person complete the task where while their two friends sat
task where while their two friends sat
task where while their two friends sat next to them they didn’t tell them
next to them they didn’t tell them
next to them they didn’t tell them anything about what they should say to
anything about what they should say to
anything about what they should say to their friends they just put them in the
their friends they just put them in the
their friends they just put them in the room and let them take the task and so
room and let them take the task and so
room and let them take the task and so here’s what they show so in the alone
here’s what they show so in the alone
here’s what they show so in the alone condition when everyone is just doing
condition when everyone is just doing
condition when everyone is just doing tasks alone there’s a number of crashes
tasks alone there’s a number of crashes
tasks alone there’s a number of crashes on on the y-axis and you see that
on on the y-axis and you see that
on on the y-axis and you see that adolescence young adults and adults look
adolescence young adults and adults look
adolescence young adults and adults look just exactly the same right so there’s
just exactly the same right so there’s
just exactly the same right so there’s no difference in risk-taking just when
no difference in risk-taking just when
no difference in risk-taking just when you’d put these people into the quiet
you’d put these people into the quiet
you’d put these people into the quiet space and have them go through this
space and have them go through this
space and have them go through this risk-taking task but when you measure
risk-taking task but when you measure
risk-taking task but when you measure them with their friends watching you see
them with their friends watching you see
them with their friends watching you see a dramatic difference right so this red
a dramatic difference right so this red
a dramatic difference right so this red bar you can see that adolescents take
bar you can see that adolescents take
bar you can see that adolescents take about twice as many risks when their
about twice as many risks when their
about twice as many risks when their friends are sitting there with them
friends are sitting there with them
friends are sitting there with them young adults it’s about a 50% increase
young adults it’s about a 50% increase
young adults it’s about a 50% increase and adults show no difference at all so
and adults show no difference at all so
and adults show no difference at all so adults just couldn’t care less whether
adults just couldn’t care less whether
adults just couldn’t care less whether their friends are there with them
their friends are there with them
their friends are there with them they’re going to complete the task in a
they’re going to complete the task in a
they’re going to complete the task in a cool kind of rational way so this sort
cool kind of rational way so this sort
cool kind of rational way so this sort of shook up
of shook up
of shook up the field and only the way that you know
the field and only the way that you know
the field and only the way that you know nerdy academics can get shook up and
nerdy academics can get shook up and
nerdy academics can get shook up and started a lot of research to dig into
started a lot of research to dig into
started a lot of research to dig into this in greater depth because now we’re
this in greater depth because now we’re
this in greater depth because now we’re seeing like wait this might actually
seeing like wait this might actually
seeing like wait this might actually explain something about why adolescents
explain something about why adolescents
explain something about why adolescents are taking risk so part of my work as a
are taking risk so part of my work as a
are taking risk so part of my work as a graduate student was to take this a step
graduate student was to take this a step
graduate student was to take this a step further and try to see what the presence
further and try to see what the presence
further and try to see what the presence of peers what peers observing your
of peers what peers observing your
of peers what peers observing your behavior is actually doing to your brain
behavior is actually doing to your brain
behavior is actually doing to your brain how is it making you your your neural
how is it making you your your neural
how is it making you your your neural function change relative to what’s
function change relative to what’s
function change relative to what’s happening with adults so we kind of
happening with adults so we kind of
happening with adults so we kind of repeated the same sort of experimental
repeated the same sort of experimental
repeated the same sort of experimental setup except of course we couldn’t have
setup except of course we couldn’t have
setup except of course we couldn’t have the friends go into the scanner with
the friends go into the scanner with
the friends go into the scanner with them right because there’s not enough
them right because there’s not enough
them right because there’s not enough room in there so we just had the friends
room in there so we just had the friends
room in there so we just had the friends on the outs
on the outs
on the outs the kind of scanner control room and
the kind of scanner control room and
the kind of scanner control room and after the one person went into the
after the one person went into the
after the one person went into the scanner we had the frends kind of
scanner we had the frends kind of
scanner we had the frends kind of surprised them by speaking over the
surprised them by speaking over the
surprised them by speaking over the intercom and saying that they were going
intercom and saying that they were going
intercom and saying that they were going to watch them complete this this driving
to watch them complete this this driving
to watch them complete this this driving game and they made some predictions
game and they made some predictions
game and they made some predictions about their performance so really the
about their performance so really the
about their performance so really the only thing different between doing it
only thing different between doing it
only thing different between doing it alone or having your friends watching
alone or having your friends watching
alone or having your friends watching was just knowing that they were out
was just knowing that they were out
was just knowing that they were out there watching right and so we wanted to
there watching right and so we wanted to
there watching right and so we wanted to see whether that changed their behavior
see whether that changed their behavior
see whether that changed their behavior change behavior more for adolescents
change behavior more for adolescents
change behavior more for adolescents than for adults and how that looked in
than for adults and how that looked in
than for adults and how that looked in the brain and we found behavioural
the brain and we found behavioural
the brain and we found behavioural results that were just pretty much
results that were just pretty much
results that were just pretty much parallel to what I showed you before but
parallel to what I showed you before but
parallel to what I showed you before but I want to skip skip to the brain here oh
I want to skip skip to the brain here oh
I want to skip skip to the brain here oh and I’m sorry and our brain hypotheses
and I’m sorry and our brain hypotheses
and I’m sorry and our brain hypotheses what we were really interested in is
what we were really interested in is
what we were really interested in is whether this peer observation did one of
whether this peer observation did one of
whether this peer observation did one of two things we figured you know based on
two things we figured you know based on
two things we figured you know based on what we knew about the reward system and
what we knew about the reward system and
what we knew about the reward system and the self control system we assumed that
the self control system we assumed that
the self control system we assumed that it would either disrupt activity in the
it would either disrupt activity in the
it would either disrupt activity in the frontal cortex so disrupt kind of self
frontal cortex so disrupt kind of self
frontal cortex so disrupt kind of self control or heightened kind of activity
control or heightened kind of activity
control or heightened kind of activity in the reward system so down low where
in the reward system so down low where
in the reward system so down low where I’m showing the nucleus accumbens is
I’m showing the nucleus accumbens is
I’m showing the nucleus accumbens is where we we often kind of put the reward
where we we often kind of put the reward
where we we often kind of put the reward system right in that general area and
system right in that general area and
system right in that general area and the results that we got were a kind of
the results that we got were a kind of
the results that we got were a kind of remarkable instance of finding support
remarkable instance of finding support
remarkable instance of finding support for a hypothesis and just protip if you
for a hypothesis and just protip if you
for a hypothesis and just protip if you guys go into science like 90% of the
guys go into science like 90% of the
guys go into science like 90% of the experiments you run won’t work so when
experiments you run won’t work so when
experiments you run won’t work so when you actually do have one that works and
you actually do have one that works and
you actually do have one that works and support your hypothesis in a clearer way
support your hypothesis in a clearer way
support your hypothesis in a clearer way it’s astounding and it’s amazing it’s
it’s astounding and it’s amazing it’s
it’s astounding and it’s amazing it’s the best feeling in the world so we
the best feeling in the world so we
the best feeling in the world so we actually found support for our
actually found support for our
actually found support for our hypothesis what this shows is that
hypothesis what this shows is that
hypothesis what this shows is that unlike adults for adolescents when their
unlike adults for adolescents when their
unlike adults for adolescents when their friends are watching them while they’re
friends are watching them while they’re
friends are watching them while they’re getting ready to drive through an
getting ready to drive through an
getting ready to drive through an intersection or not this part of their
intersection or not this part of their
intersection or not this part of their brain the ventral striatum it becomes
brain the ventral striatum it becomes
brain the ventral striatum it becomes more active than when they’re doing the
more active than when they’re doing the
more active than when they’re doing the task on their own whereas adults don’t
task on their own whereas adults don’t
task on their own whereas adults don’t show any difference here at all
show any difference here at all
show any difference here at all so this supported our hypothesis about
so this supported our hypothesis about
so this supported our hypothesis about kind of priming of the reward system so
kind of priming of the reward system so
kind of priming of the reward system so priming you to go to kind of like make
priming you to go to kind of like make
priming you to go to kind of like make it a little bit more of an impulsive
it a little bit more of an impulsive
it a little bit more of an impulsive leap so what do we take out of all this
leap so what do we take out of all this
leap so what do we take out of all this stuff right I’ve got three three ideas
stuff right I’ve got three three ideas
stuff right I’ve got three three ideas that I wanted to kind of conclude with
that I wanted to kind of conclude with
that I wanted to kind of conclude with the first is very obvious very important
the first is very obvious very important
the first is very obvious very important but I still think critical that
but I still think critical that
but I still think critical that adolescents are just not the same as
adolescents are just not the same as
adolescents are just not the same as adults you guys know this we can forget
adults you guys know this we can forget
adults you guys know this we can forget it though you look like us
it though you look like us
it though you look like us although younger more beautiful but you
although younger more beautiful but you
although younger more beautiful but you know you generally are the same size as
know you generally are the same size as
know you generally are the same size as us you’re very smart you can reason
us you’re very smart you can reason
us you’re very smart you can reason can do amazing things and yet in kind of
can do amazing things and yet in kind of
can do amazing things and yet in kind of the heat of the moment your brain
the heat of the moment your brain
the heat of the moment your brain doesn’t work exactly the same as ours
doesn’t work exactly the same as ours
doesn’t work exactly the same as ours does and where this becomes important I
does and where this becomes important I
does and where this becomes important I think is not in kind of disparaging you
think is not in kind of disparaging you
think is not in kind of disparaging you or thinking that you’re a menace to
or thinking that you’re a menace to
or thinking that you’re a menace to society but it is it particularly
society but it is it particularly
society but it is it particularly factors into I think legal policy and so
factors into I think legal policy and so
factors into I think legal policy and so we’ve seen this in the last 10 years or
we’ve seen this in the last 10 years or
we’ve seen this in the last 10 years or so we’ve had a couple of really big
so we’ve had a couple of really big
so we’ve had a couple of really big Supreme Court decisions that have
Supreme Court decisions that have
Supreme Court decisions that have overturned the death penalty for
overturned the death penalty for
overturned the death penalty for juveniles and now overturn the ability
juveniles and now overturn the ability
juveniles and now overturn the ability to have life sentences without parole
to have life sentences without parole
to have life sentences without parole and it drew on some of this kind of
and it drew on some of this kind of
and it drew on some of this kind of evidence like in fact this study was in
evidence like in fact this study was in
evidence like in fact this study was in one of the cited in one of them and just
one of the cited in one of them and just
one of the cited in one of them and just showing that adolescence should not be
showing that adolescence should not be
showing that adolescence should not be held to the same level of kind of
held to the same level of kind of
held to the same level of kind of responsibility culpability as adults
responsibility culpability as adults
responsibility culpability as adults when they make these crimes they are
when they make these crimes they are
when they make these crimes they are still a work in progress right so that’s
still a work in progress right so that’s
still a work in progress right so that’s one big that’s one big idea I think
second that social context matters quite
second that social context matters quite a bit right so the way that you make
a bit right so the way that you make
a bit right so the way that you make decisions when you are on your own
decisions when you are on your own
decisions when you are on your own versus when you’re with your friends is
versus when you’re with your friends is
versus when you’re with your friends is going to vary quite a bit I think
going to vary quite a bit I think
going to vary quite a bit I think there’s something that you guys can take
there’s something that you guys can take
there’s something that you guys can take out of this for yourselves when you’re
out of this for yourselves when you’re
out of this for yourselves when you’re thinking about it so when you think
thinking about it so when you think
thinking about it so when you think about when you’re trying to plan what
about when you’re trying to plan what
about when you’re trying to plan what you want to do when you go out to you
you want to do when you go out to you
you want to do when you go out to you know a party at night you’ve got to
know a party at night you’ve got to
know a party at night you’ve got to remember that you might not be thinking
remember that you might not be thinking
remember that you might not be thinking quite as clearly in the moment and so
quite as clearly in the moment and so
quite as clearly in the moment and so it’s good to try to come up with your
it’s good to try to come up with your
it’s good to try to come up with your sort of your plan for how far you will
sort of your plan for how far you will
sort of your plan for how far you will go in certain kind of behaviors before
go in certain kind of behaviors before
go in certain kind of behaviors before you go and try to remember that you were
you go and try to remember that you were
you go and try to remember that you were thinking clearly when you made that plan
thinking clearly when you made that plan
thinking clearly when you made that plan right and not to change it so much in
right and not to change it so much in
right and not to change it so much in the moment and I think we have to take
the moment and I think we have to take
the moment and I think we have to take that kind of information into account
that kind of information into account
that kind of information into account when we design Prevention’s and
when we design Prevention’s and
when we design Prevention’s and interventions so the big point here we
interventions so the big point here we
interventions so the big point here we have all these health education classes
have all these health education classes
have all these health education classes we teach you everything about rates of
we teach you everything about rates of
we teach you everything about rates of HIV and all this stuff it turns out that
HIV and all this stuff it turns out that
HIV and all this stuff it turns out that these health education classes just
these health education classes just
these health education classes just aren’t enough they haven’t shown to be
aren’t enough they haven’t shown to be
aren’t enough they haven’t shown to be very effective
very effective
very effective like the DARE program has been an
like the DARE program has been an
like the DARE program has been an absolute failure in terms of preventing
absolute failure in terms of preventing
absolute failure in terms of preventing drug abuse we need to think more about
drug abuse we need to think more about
drug abuse we need to think more about behavior in the moment and not just kind
behavior in the moment and not just kind
behavior in the moment and not just kind of knowledge so we need to bring this
of knowledge so we need to bring this
of knowledge so we need to bring this this developmental science into our
this developmental science into our
this developmental science into our Prevention’s and help help kids build
Prevention’s and help help kids build
Prevention’s and help help kids build some regulation skills thank you guys
some regulation skills thank you guys
some regulation skills thank you guys you
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