Latest / Motivational Podcast / Master Your Emotions, Mind, and Memories – Insights from Neuroscientist Moran Cerf

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Master Your Emotions, Mind, and Memories – Insights from Neuroscientist Moran Cerf · Motivational Podcast

• 0:02
  Speaker 1: Dreams are fascinating humans from the dawn of time. We
• 0:05
  Speaker 1: all think they mean something, and we all think that
• 0:07
  Speaker 1: the meaning is critical to our existence in the awake world.
• 0:13
  Speaker 1: Dreams are meaningful for awake life independently.
• 0:18
  Speaker 2: Of the story that we explain when we are asleep.
• 0:20
  Speaker 1: And you know, psychologists have built theories and disciplines on
• 0:26
  Speaker 1: interpreting dreams. You wake up in the morning, they tell
• 0:28
  Speaker 1: your story, and they try to tell you what it means. However,
• 0:31
  Speaker 1: up to I would say the last fifteen years, we
• 0:35
  Speaker 1: didn't have access to dreams. We had access to the
• 0:37
  Speaker 1: stories people tell about dream when they wake up. Come neuroscience,
• 0:41
  Speaker 1: and neuroscience allows us now to look into your dreams directly,
• 0:44
  Speaker 1: So we don't need you to wake up and tell
• 0:45
  Speaker 1: us the story. We can look into your brain while
• 0:49
  Speaker 1: you're sleeping and decode in a very crude way, not
• 0:52
  Speaker 1: as impressive as it may seem right away, but in
• 0:55
  Speaker 1: a way that already is improving day to day. Look
• 0:58
  Speaker 1: at your dreams now. When we can do that, we
• 1:01
  Speaker 1: can start answering basic questions like our dreams, similar to
• 1:05
  Speaker 1: the stories that will break up. Answers sometimes not always
• 1:09
  Speaker 1: do A dream time aligned with real time terms out
• 1:14
  Speaker 1: it is like five minutes in a dream or five
• 1:16
  Speaker 1: minutes in the real world.
• 1:18
  Speaker 2: Can you solve problems in dream? Yes? Can you be
• 1:21
  Speaker 2: more creative?
• 1:21
  Speaker 1: We start answering questions that are kind of really interesting,
• 1:25
  Speaker 1: and also we're starting to realize what's the function of dream?
• 1:29
  Speaker 2: Why do we have to begin with? What do they
• 1:31
  Speaker 2: give us? What can we do with our And in
• 1:33
  Speaker 2: that sense, one of the things we learned is that
• 1:35
  Speaker 2: dreams are partly our brains.
• 1:39
  Speaker 1: Weiy of simulating things we desire and seeing how they
• 1:44
  Speaker 1: actually feel.
• 1:47
  Speaker 2: And nicely amount a dream is.
• 1:49
  Speaker 1: That it simulates the olity as really gets for the
• 1:52
  Speaker 1: time of the dream.
• 1:53
  Speaker 2: For the period of dream, you think it's reality. You
• 1:55
  Speaker 2: don't say, oh, it's a virtuality. I can take the goggles.
• 1:57
  Speaker 2: Often it's going to be over. You actually think it's
• 1:59
  Speaker 2: going through.
• 2:01
  Speaker 1: As it is, and so it filters to your emotions
• 2:05
  Speaker 1: and you actually get a visceral experience of that. So
• 2:07
  Speaker 1: when you wake up you might not remember anything about
• 2:09
  Speaker 1: the dream, but the emotion about the experience are still there.
• 2:12
  Speaker 1: And then when you have your wife and you say,
• 2:14
  Speaker 1: you know what, I don't think we should do that.
• 2:16
  Speaker 1: I feel that we want to enjoy it. It's going
• 2:18
  Speaker 1: to hurt our leadership. You don't know why you have
• 2:20
  Speaker 1: a feeling. You call it a decision that's based on something,
• 2:23
  Speaker 1: but actually your dreams allowed you to simulate that in
• 2:26
  Speaker 1: the ultimately.
• 2:27
  Speaker 2: Our experience and learn something from that. We can also
• 2:33
  Speaker 2: now start directing them.
• 2:36
  Speaker 1: So not just reading your dream and saying, Okay, this
• 2:38
  Speaker 1: is what your dream was, let's talk about it. You
• 2:40
  Speaker 1: can even go to sleep and say, I really want
• 2:42
  Speaker 1: to dream of Oklahoma.
• 2:43
  Speaker 2: Can you help me?
• 2:44
  Speaker 1: Can you stimulate the right part of my brain or
• 2:47
  Speaker 1: give me the right kind of cues so.
• 2:51
  Speaker 2: That my dream will take ta Kahoma so that tomorrow
• 2:53
  Speaker 2: morning I will have a club because I really don't know.
• 2:55
  Speaker 2: And that's a step kind.
• 2:57
  Speaker 1: Of forward, which is we don't just think of dreams
• 3:00
  Speaker 1: or something that happens to us, but we start taking
• 3:02
  Speaker 1: the rains and we say, okay, we need a dream
• 3:05
  Speaker 1: for something, but we're gonna be the.
• 3:08
  Speaker 2: Person in the driver's seat. Okay. So dreams are.
• 3:17
  Speaker 1: Moments where while dreaming, your consciousness wakes up, as in
• 3:23
  Speaker 1: you're aware of the fact that you're dreaming, but you
• 3:26
  Speaker 1: don't wake up. You're in a dream, but you're fully
• 3:30
  Speaker 1: aware of that experience, and you say, Okay, I'm dreaming
• 3:34
  Speaker 1: and I'm also the director, so I can do what
• 3:37
  Speaker 1: I want. And I think the majority of people what
• 3:40
  Speaker 1: we know from dream reporting or doing is immediately open
• 3:46
  Speaker 1: the window and they start flying out because it's a
• 3:52
  Speaker 1: movie that you're the main actor. That's what let's dreaming. Ah,
• 3:58
  Speaker 1: there's a lot of benefits to them. It turns out
• 4:01
  Speaker 1: that you can both enjoy the entering part of that,
• 4:04
  Speaker 1: but you can also use that to say eliminated trauma.
• 4:07
  Speaker 1: So let's say in your dreams, you keep going back
• 4:09
  Speaker 1: to the explosion in the tank and you can't get
• 4:11
  Speaker 1: away from it. Either wake up in sweaty problems and
• 4:15
  Speaker 1: like heart rate, or you just lived.
• 4:19
  Speaker 2: For a nightmare.
• 4:20
  Speaker 1: Now we can say, okay, we're gonna bring it to
• 4:22
  Speaker 1: the situation, but for the first time, you can fix
• 4:24
  Speaker 1: it in your dream.
• 4:24
  Speaker 2: You can actually save your friend who's burning tank.
• 4:27
  Speaker 1: Or you can actually call help, like you can do
• 4:29
  Speaker 1: things and suddenly this allows you to really navigate the
• 4:32
  Speaker 1: station differently, which helps your brain see things different.
• 4:36
  Speaker 2: Maybe you're injured. Now you're not injured.
• 4:37
  Speaker 1: You can actually now walk on two legs where you
• 4:39
  Speaker 1: cannot do in the real world, it becomes it's real.
• 4:43
  Speaker 1: So in many ways it's a short.
• 4:46
  Speaker 2: Lived experience, but it's.
• 4:49
  Speaker 1: It feels real to you, like you feel like you're
• 4:51
  Speaker 1: actually walking. If if you're in a wheelchair and you
• 4:53
  Speaker 1: can never walk again, suddenly you can run, that is
• 4:56
  Speaker 1: a moment of joy that's worth everything. I'm a professor
• 5:03
  Speaker 1: of neuroscience and business. I spent my time studying the
• 5:07
  Speaker 1: brain and helping companies implement knowledge of the brain to
• 5:12
  Speaker 1: make better decisions in the day to day experiences.
• 5:16
  Speaker 2: I was born in France, I was.
• 5:18
  Speaker 1: Raised in Israel, and I now spent a third of
• 5:22
  Speaker 1: my life in the US. I guess what I'm known for,
• 5:27
  Speaker 1: regardless of anything I would do as a neuroscientist, is
• 5:29
  Speaker 1: the fact that I spent a decade of.
• 5:31
  Speaker 2: My life as a computer hacker.
• 5:33
  Speaker 1: I think as a young kid, I was probably not
• 5:36
  Speaker 1: different than many others in that I was puzzled by
• 5:39
  Speaker 1: the big mysteries of life.
• 5:41
  Speaker 2: I just didn't know that science can answer them. So
• 5:43
  Speaker 2: I was asking questions I think.
• 5:45
  Speaker 1: Like every kid asks when they're about ten years old,
• 5:47
  Speaker 1: next to a bonfire, How did.
• 5:51
  Speaker 2: The world begin? Other aliens?
• 5:54
  Speaker 1: What happens when we fall asleep and we wander outside
• 5:57
  Speaker 1: of our mind, God out there things like that. It's
• 6:02
  Speaker 1: just that later on in life, about fifteen years after,
• 6:05
  Speaker 1: I learned that actually there are people in the world
• 6:07
  Speaker 1: who try to answer those questions and actually make way
• 6:10
  Speaker 1: towards giving them answers. The luck pot in all stories
• 6:16
  Speaker 1: had to be with me meeting a person who happened
• 6:19
  Speaker 1: to be an.
• 6:19
  Speaker 2: EU a scientist who was.
• 6:22
  Speaker 1: All their neuroscientists who retired already but also had a
• 6:25
  Speaker 1: noble prize to his arsenal, who happened to be himself
• 6:30
  Speaker 1: a hacker during.
• 6:31
  Speaker 2: World War Two, and he kind.
• 6:33
  Speaker 1: Of found some kinship in my story and history, and
• 6:35
  Speaker 1: he said that if you're a hacker, your talents are
• 6:38
  Speaker 1: really useful in the random of neuroscience.
• 6:41
  Speaker 2: Why don't you change careers and go to neuroscience.
• 6:43
  Speaker 1: And this conversation was enough to push even.
• 6:47
  Speaker 2: Further and negative. It was all in my mind.
• 6:50
  Speaker 1: All of those combined, mix them and put some dressing.
• 6:54
  Speaker 1: Makes a kid one day say, Okay, I'm going to
• 6:56
  Speaker 1: take a leap of faith and I'm going to leave
• 6:59
  Speaker 1: the time is well towards California and try my chances
• 7:03
  Speaker 1: in neuroscience. So science is not as glamorous as it
• 7:13
  Speaker 1: may seem on a TV show or when you see
• 7:18
  Speaker 1: the Nobel Prizes awarded in October, or even kind of
• 7:22
  Speaker 1: on a sinem conversation where someone just describes how they
• 7:24
  Speaker 1: find solution to Corona. It involves a lot of bipeds
• 7:29
  Speaker 1: and lengthy nights with nothing working and failed experiments. That said,
• 7:38
  Speaker 1: I think that I was again a bit lucky and
• 7:40
  Speaker 1: a bit kind of correctly planned as to how to
• 7:47
  Speaker 1: manage my risks. So when I joined a labin Euroscience
• 7:49
  Speaker 1: saying here's what I want to do, my advisor, a PhDs,
• 7:53
  Speaker 1: I told me, look, here's what you want to do.
• 7:55
  Speaker 1: It's ambitious and it's whisky and it's interesting, but you
• 7:58
  Speaker 1: need to get a PhD.
• 8:00
  Speaker 2: So we'll do two things.
• 8:01
  Speaker 1: You'll do that risky, ambitious and interesting thing, and you're
• 8:05
  Speaker 1: going to do another project that is very clear, mundane.
• 8:09
  Speaker 1: It won't be headline a talk show, but it will
• 8:12
  Speaker 1: be interesting, and that fight's going to put.
• 8:14
  Speaker 2: A dent on research.
• 8:15
  Speaker 1: It's going to be one more thing that we need
• 8:16
  Speaker 1: to know that's not clamorous, and you're gonna do that first,
• 8:19
  Speaker 1: and I will choose that for you. You don't need to
• 8:21
  Speaker 1: choose what it is like you choose the one you want,
• 8:23
  Speaker 1: and I choose the one you do on top of
• 8:24
  Speaker 1: the other one, and you start with that. So I
• 8:27
  Speaker 1: started by doing something that it seemed to me in
• 8:29
  Speaker 1: the beginning, kind of like you know, painting the fence,
• 8:32
  Speaker 1: kept familiar with the Karaate analogy, kind of doing very
• 8:38
  Speaker 1: kind of routine science terms out that in science was
• 8:42
  Speaker 1: fascinating to you. And I think it's a lesson for
• 8:44
  Speaker 1: a lot of people. You take a small task that
• 8:47
  Speaker 1: you think, oh, that's just me kind of doing something
• 8:49
  Speaker 1: so I can get in something else. And if you
• 8:51
  Speaker 1: do it well, and if you do it, you will
• 8:53
  Speaker 1: find it interesting because the brain wants to find meaning things.
• 8:57
  Speaker 1: You will find nuances in there. You will start seeing
• 9:01
  Speaker 1: where it could go. I fell in love with a
• 9:02
  Speaker 1: small project and it was kind of what got me
• 9:07
  Speaker 1: going every time the big one failed again and again.
• 9:11
  Speaker 1: In the end, they both kind of a part of
• 9:13
  Speaker 1: my life. The big one also materialized and in a
• 9:16
  Speaker 1: way allowed me to kind of pursue what I wanted.
• 9:19
  Speaker 1: But I think that's about what I love. The big project,
• 9:25
  Speaker 1: which is probably what I'm known for the neuroscientists to date,
• 9:29
  Speaker 1: is the study of human beings with open brains and
• 9:34
  Speaker 1: electrodes inside their head while they're awake.
• 9:37
  Speaker 2: It's there. It's not something people often do.
• 9:39
  Speaker 1: Most neuroscientists study the brains of humans using machines like
• 9:43
  Speaker 1: from an eye or eg that image the brain from
• 9:45
  Speaker 1: the outside. Rarely do we get a person that lets
• 9:49
  Speaker 1: us open their brain, stick it inside, and keep them
• 9:53
  Speaker 1: connected to our computer for days while they talk to us,
• 9:56
  Speaker 1: and we can look at the inside of their brain
• 9:58
  Speaker 1: as it operates. Those unique individuals that have some brain disorder,
• 10:03
  Speaker 1: the requires of surgery just the platform that allows.
• 10:07
  Speaker 2: Us to actually open their brain and look inside.
• 10:10
  Speaker 1: And once you do that, you can ask the big
• 10:13
  Speaker 1: questions in science, and you can ask questions like where
• 10:16
  Speaker 1: are your memoir is sitting?
• 10:17
  Speaker 2: Really? Can I touch your memory?
• 10:19
  Speaker 1: Or can I change your decisions by just zapping one
• 10:21
  Speaker 1: cell and making it operate differently? All the questions that
• 10:25
  Speaker 1: I was interested in that I didn't know you can't
• 10:27
  Speaker 1: even ask and suddenly became reality. And I kind of
• 10:33
  Speaker 1: think that it's a joke, but I actually think it's
• 10:35
  Speaker 1: true anyways, is that the brain is the most peutiful
• 10:39
  Speaker 1: organ in the human body. But then when you say
• 10:43
  Speaker 1: that you ask yourself which organ is making you say that?
• 10:46
  Speaker 2: And that's also the brain in that.
• 10:48
  Speaker 1: Sense, I think it's the part of us that we
• 10:53
  Speaker 1: think is us. So when I talk to you right now,
• 10:56
  Speaker 1: I think it's like all of this body.
• 10:58
  Speaker 2: That's here is me. Reality is that it's my.
• 11:01
  Speaker 1: Brain talking to your brain, like kind of the brain
• 11:03
  Speaker 1: is the only part that speaks for me, And in
• 11:06
  Speaker 1: a way me is sitting only in like a couple
• 11:09
  Speaker 1: of pounds here. Everything else are right kind of peripherals
• 11:14
  Speaker 1: of the brain. My hands, my arms, my legs. If
• 11:19
  Speaker 1: I lose them, I'm still gonna be myself. If I
• 11:22
  Speaker 1: lose a part of my pinky in a car accident,
• 11:25
  Speaker 1: it would be sad, but I would wake up.
• 11:27
  Speaker 2: The same person. But if I lose similar.
• 11:30
  Speaker 1: Sized pot for my brain, I might wake up totally
• 11:33
  Speaker 1: different person, not even to myself.
• 11:35
  Speaker 2: I have different memories. So the brain is the story
• 11:38
  Speaker 2: of ourselves.
• 11:45
  Speaker 1: So traumas are usually kind of system not failure, I
• 11:51
  Speaker 1: wouldn't say, but like a.
• 11:53
  Speaker 2: Different in how the systems work.
• 11:56
  Speaker 1: So in theory, the way memories I expect to work
• 12:01
  Speaker 1: is you create an experience and it becomes a memory,
• 12:04
  Speaker 1: and then this memory sits there. If you use it
• 12:05
  Speaker 1: a lot, it becomes more strengthened and you have more
• 12:08
  Speaker 1: access to it and use it. Little kind of starts
• 12:09
  Speaker 1: fading away and you might forget it, or you might
• 12:11
  Speaker 1: kind of not have access to all of the aspects
• 12:15
  Speaker 1: of it. And one way to keep memories active is
• 12:18
  Speaker 1: to actually use them.
• 12:20
  Speaker 2: So let's say you had an experience and you tell
• 12:22
  Speaker 2: your friends about it.
• 12:23
  Speaker 1: By telling your friends, you kind of opened the memory,
• 12:25
  Speaker 1: loaded it for the time of conversation, and then.
• 12:28
  Speaker 2: When you're done, put it back in the file.
• 12:32
  Speaker 1: This is what allows us to adapt and to keep
• 12:34
  Speaker 1: changing and to keep fixing the narrative of our life,
• 12:37
  Speaker 1: so it works perfectly.
• 12:39
  Speaker 2: Trauma is a failure of the system.
• 12:41
  Speaker 1: Trauma is a situation where you load the memory, tell
• 12:44
  Speaker 1: the story or experience it, and then.
• 12:45
  Speaker 2: You don't change that all. You can't keep the same
• 12:48
  Speaker 2: memory as it is.
• 12:49
  Speaker 1: So the system that's supposed to help us get better
• 12:54
  Speaker 1: and rewrite things so we can go forward with life
• 12:59
  Speaker 1: without releaving the bad experiences doesn't work. You keep going
• 13:03
  Speaker 1: back to the same memory and you don't change it.
• 13:06
  Speaker 1: And that's what's happening when the memory is painful and
• 13:08
  Speaker 1: our brain clings to it and doesn't let us get
• 13:11
  Speaker 1: away with it, like we keep seeing the same tank
• 13:14
  Speaker 1: explosion in Afghanistan or the same breakup. All of those things,
• 13:17
  Speaker 1: they keep coming back and again and again, and our
• 13:19
  Speaker 1: brain cannot let go and it cannot change. And that
• 13:22
  Speaker 1: is when input from the outside is helpful. That's why
• 13:25
  Speaker 1: people go to therapy or talk to their friends.
• 13:27
  Speaker 2: They kind of force someone else's into their memory with
• 13:30
  Speaker 2: the hope of gradually changing it and making it better.
• 13:35
  Speaker 1: Bad experiences are unpleasant, but they're also not something that
• 13:40
  Speaker 1: we want to totally get out of our life and
• 13:42
  Speaker 1: just say I.
• 13:43
  Speaker 2: Want like to shelter myself. You learned maybe as much.
• 13:47
  Speaker 1: Maybe close to maybe more, but a lot from bad
• 13:52
  Speaker 1: experiences as much as you did from good ones. So
• 13:55
  Speaker 1: this breakup that you couldn't stop thinking about every time
• 13:59
  Speaker 1: you woke come in the morning, I'm never gonna be
• 14:01
  Speaker 1: able to fall in love again, and wrote poetry.
• 14:07
  Speaker 2: Maybe led to great poetry.
• 14:08
  Speaker 1: Maybe it led to the next lationship being better because
• 14:11
  Speaker 1: you knew what it stakes brain and you didn't want
• 14:13
  Speaker 1: to do them again. If you just kind of try
• 14:16
  Speaker 1: to say bad, I don't want it, you will not
• 14:21
  Speaker 1: get kind of different the brain, to be a little
• 14:24
  Speaker 1: bit more technical, has essentially a system for learning. It's
• 14:28
  Speaker 1: very simple. It tries something and then it gets two
• 14:31
  Speaker 1: types of feedbacks, and those feedbacks either strengthen connections to
• 14:34
  Speaker 1: the brain weakened them. Those those feedbacks are either reward
• 14:38
  Speaker 1: system set in a place called the nuclears reccumbents, and
• 14:41
  Speaker 1: it's the place that basically, after you do something, gives
• 14:43
  Speaker 1: it a score. How good was it one to ten
• 14:46
  Speaker 1: I'm simplifying, Then let's do more of it one, Let's
• 14:50
  Speaker 1: do less of it right in the future. And there's
• 14:52
  Speaker 1: another system in mainly the insular context, the insula pain.
• 14:57
  Speaker 2: You do something comes back of pain.
• 15:00
  Speaker 1: You try to actively rewire to not just do less
• 15:04
  Speaker 1: of that in the future, but not do the opposite
• 15:06
  Speaker 1: in the future.
• 15:07
  Speaker 2: Those two feedback loops happen all the time.
• 15:10
  Speaker 1: Every time we take connection, we learn something, we order
• 15:13
  Speaker 1: the salmon, we get immediately involved for making a choice.
• 15:17
  Speaker 1: We love that, but then they can buy it and
• 15:19
  Speaker 1: it's disgusting and we get a pain and say, Okay,
• 15:21
  Speaker 1: don't trust this part of your brain that made choices
• 15:23
  Speaker 1: because it failed us. So next time there's the options,
• 15:26
  Speaker 1: listen to this one less listen to this one more
• 15:29
  Speaker 1: and then you learn that definitely can mistake too. They
• 15:31
  Speaker 1: So what am I going to do? So I'm going
• 15:32
  Speaker 1: to take a guest next time and see. Your brain
• 15:35
  Speaker 1: does all of those things under the hood, but it
• 15:37
  Speaker 1: tries things, and it learns from things, and it uses
• 15:39
  Speaker 1: those reward and pain systems continuously to evaluate experienses.
• 15:43
  Speaker 2: And learn from them.
• 15:45
  Speaker 1: And in that sense, the bad ones are half the system.
• 15:54
  Speaker 1: Do we know that the brain changes a lot more
• 15:56
  Speaker 1: between the ages of zero to five than it does
• 15:58
  Speaker 1: between five to twelve and seven opinion, Then it starts
• 16:01
  Speaker 1: slowing down and changing less and less. So if you
• 16:03
  Speaker 1: have kids and they're between the age of zero to
• 16:06
  Speaker 1: five and you want to sort of speak hecking to
• 16:08
  Speaker 1: their brain by say, making them speak more languages, that's
• 16:12
  Speaker 1: the critical time for that. Like you, if you teach
• 16:14
  Speaker 1: them languages between zero to five, they would acquire mother tongues,
• 16:17
  Speaker 1: so they will have three mother tongues, and they're going
• 16:20
  Speaker 1: to create enough space in their brain to speak each
• 16:22
  Speaker 1: language as if it's their mother tongue. If you start
• 16:25
  Speaker 1: teaching them languages at the age of twelve, they would
• 16:26
  Speaker 1: still acquire them pretty accurately, but it will become harder
• 16:30
  Speaker 1: to make the mother tongue. They will start translating from
• 16:33
  Speaker 1: the new one into their mother tongue and.
• 16:34
  Speaker 2: Then say it in the Gana tongue and then translated back.
• 16:36
  Speaker 2: It will still be easy to learn, but it won't
• 16:38
  Speaker 2: be the same.
• 16:39
  Speaker 1: And if you start to learn the language at our
• 16:41
  Speaker 1: age twenty thirty forty, you can learn, but it will
• 16:44
  Speaker 1: never become your mother tongue. So one aspect of hacking
• 16:47
  Speaker 1: your brain is figuring out the right time in your
• 16:49
  Speaker 1: life to train this brain. Another thing which aligns with
• 16:55
  Speaker 1: the same kind of concept is that there are timing
• 16:56
  Speaker 1: even in the life of older people, where their brain
• 16:59
  Speaker 1: is more many able, for example, when you sleep.
• 17:03
  Speaker 2: So sleep is one.
• 17:04
  Speaker 1: Of those moments that nature gave us for our consciousness
• 17:08
  Speaker 1: to essentially be dominant and for processes in our brained
• 17:12
  Speaker 1: to do their job, and that job would be to
• 17:15
  Speaker 1: strengthen memoris, to eliminate that memories, to rehearse memoris, to
• 17:19
  Speaker 1: do this thing where you kind of blow the memor
• 17:21
  Speaker 1: which iged to modifying. All of those things happen when
• 17:23
  Speaker 1: we sleep. So knowing that and knowing specifically which window
• 17:28
  Speaker 1: of the sleep is the window by which of course,
• 17:30
  Speaker 1: as one happens as supposed to, could allow people to now.
• 17:34
  Speaker 2: Use it for the advantage.
• 17:35
  Speaker 1: If you really want to rehearse a French history, because
• 17:40
  Speaker 1: you have an example tomorrow and you know that memorists
• 17:44
  Speaker 1: get strengthened during a period of the night called slower sleep,
• 17:48
  Speaker 1: you can actually trigger an activity that will make you
• 17:53
  Speaker 1: use this process to rehearse French Revolution history, and then
• 17:56
  Speaker 1: you might remember it better in a way in the morning.
• 18:00
  Speaker 1: The people who interact with input our brain, whether they
• 18:04
  Speaker 1: try to persuade us and actively try to give us
• 18:07
  Speaker 1: content or order, they just act next to us, and
• 18:09
  Speaker 1: our brain absorb. Writing down thoughts is help. The process
• 18:16
  Speaker 1: of writing forces you to think it in different words.
• 18:21
  Speaker 1: It slows down, It takes longer to write, so you
• 18:23
  Speaker 1: actually have to pause and not of Like if someone
• 18:25
  Speaker 1: tells you if you were right now sitting in front
• 18:28
  Speaker 1: of the bus station waiting for the bus board, say
• 18:31
  Speaker 1: I'm gonna think of my life, suddenly your entire life
• 18:34
  Speaker 1: will flashing like as I said, Okay, I thought I done.
• 18:37
  Speaker 1: But if you had to tell someone about your life,
• 18:39
  Speaker 1: twenty minutes will past easily. It's the same thought you
• 18:42
  Speaker 1: have all your life, but Saying it in words requires
• 18:45
  Speaker 1: a nutty it requires ABC and ARC, writing, journally, talking
• 18:49
  Speaker 1: to others. All of those things they help their brain
• 18:54
  Speaker 1: see the same story in a different light. I would
• 19:01
  Speaker 1: say the kind of if people have been given diaries
• 19:06
  Speaker 1: in questionaeers for a while where they were asked what
• 19:11
  Speaker 1: do you want in life? I would boil down the
• 19:13
  Speaker 1: answer to one word. Happiness.
• 19:15
  Speaker 2: That's the thing that most people say they want.
• 19:19
  Speaker 1: They just have different theos on what would give them that.
• 19:23
  Speaker 1: If you ask people, okay, what would make you happy?
• 19:26
  Speaker 1: A lot of people think that money make happy. That
• 19:28
  Speaker 1: kind of listen in the top five things money. Other
• 19:31
  Speaker 1: people say a relationship, like if I just married the
• 19:35
  Speaker 1: woman I love, or if I just found the guide.
• 19:38
  Speaker 2: That I dream of, or if two of us would
• 19:40
  Speaker 2: have kids. That's another kind of big theme.
• 19:44
  Speaker 1: But either way, people have theois on what we make
• 19:47
  Speaker 1: them happy, and unfortunately most of the theories are not true.
• 19:51
  Speaker 1: There's a name for that in psychology. It's called the
• 19:54
  Speaker 1: threadmill effect. You walk towards the goal, you get there,
• 19:56
  Speaker 1: and you actually realize that.
• 19:57
  Speaker 2: You were in the same place that you were before.
• 19:59
  Speaker 2: Because it's not it.
• 20:03
  Speaker 1: For the most part, people who wanted money and got
• 20:06
  Speaker 1: them money did not change their happiness. People who wanted
• 20:08
  Speaker 1: money and lost a lot of money did not decrease
• 20:11
  Speaker 1: the happiness.
• 20:11
  Speaker 2: People who got married did not. You know, there's a spike.
• 20:14
  Speaker 1: If you wanted to have a kid, and you have
• 20:16
  Speaker 1: a kid for a few weeks, months, days, you will
• 20:19
  Speaker 1: have a spike happiness very quickly. The case if not
• 20:23
  Speaker 1: to were it below it was before, please do it
• 20:27
  Speaker 1: was before. So I think that the goal of happiness
• 20:30
  Speaker 1: is published out about all your audience members and viewers.
• 20:34
  Speaker 1: How to get there is a different thing, and science
• 20:37
  Speaker 1: can tell you, first of all, what doesn't get you there.
• 20:39
  Speaker 1: The things I said before, money, kids, lessonships aren't what
• 20:44
  Speaker 1: does and those are sometimes mundane things people don't believing,
• 20:49
  Speaker 1: or even if the bill say yeah, yeah, come on,
• 20:50
  Speaker 1: but not me like I will need the money or fine,
• 20:53
  Speaker 1: but I'm not willing to forgive an example. Sleep, high
• 20:57
  Speaker 1: quality sleep. If you go to sleep every day, good time,
• 21:01
  Speaker 1: and spend many hours and not use a lot so on,
• 21:04
  Speaker 1: you're gonna be happier in the days after a lot
• 21:08
  Speaker 1: more than if you made a million dollars. They're probably
• 21:12
  Speaker 1: aligned on the one word NS, which is the one
• 21:14
  Speaker 1: happiness or some people is the diverse, say minimized suffering.
• 21:19
  Speaker 1: Either way, that's what people want. That's probably true for
• 21:22
  Speaker 1: a lot of people. How to get there requires a
• 21:26
  Speaker 1: little bit of work and knowing what's the right goal
• 21:28
  Speaker 1: and how to get First of all, many people, if
• 21:35
  Speaker 1: you ask them about kind of happiness, they have a
• 21:39
  Speaker 1: kind of a you know, a theory when I'm gonna
• 21:42
  Speaker 1: be happy, I'm gonna be justpy all the time, smiling
• 21:44
  Speaker 1: of like kind of a cartoon character in a kid's movie.
• 21:49
  Speaker 1: The reality is that it's not how happiness looks. It's
• 21:52
  Speaker 1: made of moments. And in that sense, many people, if
• 21:55
  Speaker 1: they kind of pause and look at their life, they
• 21:56
  Speaker 1: realize that they're already.
• 21:58
  Speaker 2: Those two being there. It's just to be not aware
• 21:59
  Speaker 2: of it.
• 22:00
  Speaker 1: I think there's there's studies un people being asked how
• 22:02
  Speaker 1: happy are your moment to moments?
• 22:04
  Speaker 2: Turns out that most of us are.
• 22:07
  Speaker 1: Kind of able to find joy and in small moments,
• 22:11
  Speaker 1: like when when some comes nice happens. In that sense,
• 22:15
  Speaker 1: if you kind of lower this expectation for like big
• 22:18
  Speaker 1: happiness continuously forever, you realize that you're all the close
• 22:22
  Speaker 1: to there, and with a few tweaks you can get
• 22:23
  Speaker 1: more of it. So that's kind of one positive in
• 22:27
  Speaker 1: just remove the label of I want to be happy,
• 22:28
  Speaker 1: which is me being on a high constantly forever. That's
• 22:33
  Speaker 1: never happening to anyone. When you get there, you just
• 22:34
  Speaker 1: get used to it and that becomes your no norm
• 22:36
  Speaker 1: and lonely something else never.
• 22:37
  Speaker 2: So okay, that's one. The other thing is of all
• 22:40
  Speaker 2: the things that I could.
• 22:41
  Speaker 1: Kind of recommend that that give you the experience of
• 22:45
  Speaker 1: happiness moment to moment, like you don't need to get
• 22:47
  Speaker 1: to a goal.
• 22:48
  Speaker 2: It's electionship with people. So a lot of people report
• 22:53
  Speaker 2: that just having interaction.
• 22:54
  Speaker 1: With people, ideally positive ones, but even not always positive,
• 23:00
  Speaker 1: just the mere interaction is really really helpful to feeling happy.
• 23:04
  Speaker 1: Time passes differently, your brain process information differently, You have
• 23:08
  Speaker 1: to tell your story and load number with and change them.
• 23:10
  Speaker 1: All of those things are enough to actually affect our
• 23:16
  Speaker 1: brain positively. So if you're looking for a way to
• 23:19
  Speaker 1: kind of right now get this long lasting feeling of
• 23:22
  Speaker 1: happiness that people imagine, I would say focus on having
• 23:27
  Speaker 1: positive relationships in your life that you cultivate and interact
• 23:30
  Speaker 1: with often, and you will when you look back at
• 23:33
  Speaker 1: the last week and you say, okay, what happened? You say, oh,
• 23:35
  Speaker 1: I was happy in Night of Time and because I
• 23:38
  Speaker 1: spend nine of the time with people, and that would
• 23:40
  Speaker 1: be closest to what people have in mind theory for
• 23:43
  Speaker 1: five minutes,