[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:13.79,0:00:18.96,Default,,0000,0000,0000,,I suppose many of you have heard\Nthat we use only 10% of our brain.
Dialogue: 0,0:00:19.67,0:00:22.17,Default,,0000,0000,0000,,And I'm sorry to say that is false.
Dialogue: 0,0:00:23.50,0:00:28.67,Default,,0000,0000,0000,,Think if you use 10% or the whole brain
Dialogue: 0,0:00:28.67,0:00:31.67,Default,,0000,0000,0000,,when you are trying to seduce\Nthat gal or that guy,
Dialogue: 0,0:00:31.67,0:00:34.42,Default,,0000,0000,0000,,like you call them here, eh?
Dialogue: 0,0:00:34.42,0:00:38.75,Default,,0000,0000,0000,,On a more scientific level, we now know\Nby the use of neuroimaging techniques,
Dialogue: 0,0:00:38.75,0:00:41.29,Default,,0000,0000,0000,,that we make use\Nof the brain's whole capacity.
Dialogue: 0,0:00:41.33,0:00:44.25,Default,,0000,0000,0000,,We use the whole brain, not just a part.
Dialogue: 0,0:00:44.25,0:00:47.96,Default,,0000,0000,0000,,And when we read, when we listen,\Nwhen we remember,
Dialogue: 0,0:00:47.96,0:00:50.50,Default,,0000,0000,0000,,we use different parts of the brain.
Dialogue: 0,0:00:50.50,0:00:53.19,Default,,0000,0000,0000,,Many of them of shared use,\Nbut others are different.
Dialogue: 0,0:00:53.19,0:00:56.02,Default,,0000,0000,0000,,Because this is like an orchestra,
Dialogue: 0,0:00:56.02,0:01:00.26,Default,,0000,0000,0000,,the violins come in, then the cellos,\Nthe violas, then the winds,
Dialogue: 0,0:01:00.26,0:01:04.14,Default,,0000,0000,0000,,and they end up working together.
Dialogue: 0,0:01:05.43,0:01:08.65,Default,,0000,0000,0000,,Therefore, we don't use only its 10%.
Dialogue: 0,0:01:09.54,0:01:13.07,Default,,0000,0000,0000,,Another explanation \Nis related to brain damage.
Dialogue: 0,0:01:13.07,0:01:19.30,Default,,0000,0000,0000,,You must have a friend or someone you know\Nwho has had a stroke or brain damage,
Dialogue: 0,0:01:20.20,0:01:24.42,Default,,0000,0000,0000,,and not one affecting 90% \Nbut a very limited part with consequences.
Dialogue: 0,0:01:24.42,0:01:28.37,Default,,0000,0000,0000,,People stop talking,\Nsome have problems moving.
Dialogue: 0,0:01:28.37,0:01:31.44,Default,,0000,0000,0000,,So, not just 10% of the brain is used.
Dialogue: 0,0:01:31.44,0:01:35.02,Default,,0000,0000,0000,,These people after rehabilitation\Nand intense training,
Dialogue: 0,0:01:35.02,0:01:39.53,Default,,0000,0000,0000,,what they achieve is relearning\Nsome of these functions.
Dialogue: 0,0:01:40.43,0:01:44.73,Default,,0000,0000,0000,,Why? Because the brain,\Neven the adult brain, changes.
Dialogue: 0,0:01:44.73,0:01:46.56,Default,,0000,0000,0000,,It changes with learning.
Dialogue: 0,0:01:47.32,0:01:53.49,Default,,0000,0000,0000,,London taxi drivers have a big challenge,\Nthey have to learn a very complex map.
Dialogue: 0,0:01:54.73,0:02:00.19,Default,,0000,0000,0000,,And when we compare the brain\Nof these drivers with other people's,
Dialogue: 0,0:02:00.19,0:02:01.95,Default,,0000,0000,0000,,-people who are not taxi drivers-
Dialogue: 0,0:02:01.95,0:02:06.04,Default,,0000,0000,0000,,what we find is an increase in the volume
Dialogue: 0,0:02:06.04,0:02:10.93,Default,,0000,0000,0000,,of a part of the brain called hippocampus,\Nhere shown in red.
Dialogue: 0,0:02:10.93,0:02:17.45,Default,,0000,0000,0000,,It has to do with the functions\Nof remembering, memory and navigation.
Dialogue: 0,0:02:18.45,0:02:21.45,Default,,0000,0000,0000,,We also did another experiment\Nin which we compared
Dialogue: 0,0:02:21.45,0:02:25.38,Default,,0000,0000,0000,,people who had learned to read,\Nand people who were illiterate.
Dialogue: 0,0:02:25.38,0:02:29.72,Default,,0000,0000,0000,,And what we found is that in this part\Nof the brain, which I point out in red,
Dialogue: 0,0:02:29.72,0:02:34.45,Default,,0000,0000,0000,,in that back part of the brain,\Nthere was also a change in volume.
Dialogue: 0,0:02:34.45,0:02:37.04,Default,,0000,0000,0000,,It's like an athlete who works hard,
Dialogue: 0,0:02:37.04,0:02:40.50,Default,,0000,0000,0000,,for example, Nadal, and then\Nhe develops some iron muscles.
Dialogue: 0,0:02:40.51,0:02:42.08,Default,,0000,0000,0000,,The same happens in the brain:
Dialogue: 0,0:02:42.08,0:02:45.34,Default,,0000,0000,0000,,when you work hard on it,\Nit eventually swells.
Dialogue: 0,0:02:46.38,0:02:50.13,Default,,0000,0000,0000,,Learning changes the brain,\Nand what is education?
Dialogue: 0,0:02:50.13,0:02:51.49,Default,,0000,0000,0000,,It's learning.
Dialogue: 0,0:02:51.49,0:02:54.19,Default,,0000,0000,0000,,It changes the brain and our lives.
Dialogue: 0,0:02:54.19,0:02:56.52,Default,,0000,0000,0000,,It's the weapon of social change.
Dialogue: 0,0:02:58.50,0:03:04.22,Default,,0000,0000,0000,,Medicine made the transformation,\Nthanks to science more than 100 years ago.
Dialogue: 0,0:03:04.22,0:03:08.66,Default,,0000,0000,0000,,Now people don't die from the flu,\Nfrom a flu epidemic.
Dialogue: 0,0:03:09.72,0:03:11.96,Default,,0000,0000,0000,,They don't even die from cancer.
Dialogue: 0,0:03:11.96,0:03:14.43,Default,,0000,0000,0000,,Many cancers can be cured if caught early.
Dialogue: 0,0:03:15.42,0:03:17.45,Default,,0000,0000,0000,,That's what we want for education.
Dialogue: 0,0:03:17.45,0:03:21.38,Default,,0000,0000,0000,,When an anesthesiologist puts anesthesia,
Dialogue: 0,0:03:21.38,0:03:24.87,Default,,0000,0000,0000,,they don't ask if it's progressive\Nor conservative, but whether it works,
Dialogue: 0,0:03:24.87,0:03:28.41,Default,,0000,0000,0000,,based on the results from experiments.
Dialogue: 0,0:03:29.15,0:03:33.41,Default,,0000,0000,0000,,That's what we want for education.
Dialogue: 0,0:03:33.41,0:03:38.18,Default,,0000,0000,0000,,We need an education informed\Nby empirical evidence.
Dialogue: 0,0:03:38.18,0:03:40.32,Default,,0000,0000,0000,,Let's do an experiment here.
Dialogue: 0,0:03:42.86,0:03:47.15,Default,,0000,0000,0000,,What we intend to do with this experiment:
Dialogue: 0,0:03:47.15,0:03:50.83,Default,,0000,0000,0000,,observe the computer screen, right?
Dialogue: 0,0:03:50.83,0:03:56.55,Default,,0000,0000,0000,,At the top there's a string of consonants,\Nat the bottom there's a string of pads.
Dialogue: 0,0:03:58.24,0:04:04.42,Default,,0000,0000,0000,,Now I am going to display another screen\Nand the string of pads will appear above,
Dialogue: 0,0:04:04.42,0:04:08.05,Default,,0000,0000,0000,,and the string of letters, below.
Dialogue: 0,0:04:08.05,0:04:12.87,Default,,0000,0000,0000,,Your task will be to tell me\Nif they are the same or different,
Dialogue: 0,0:04:12.87,0:04:16.92,Default,,0000,0000,0000,,if there's a change between\Nthe part above and the one below.
Dialogue: 0,0:04:16.92,0:04:17.92,Default,,0000,0000,0000,,You agree?
Dialogue: 0,0:04:17.92,0:04:23.60,Default,,0000,0000,0000,,Since we don't have 2 buttons,\Nwhat we will do is:
Dialogue: 0,0:04:23.60,0:04:27.59,Default,,0000,0000,0000,,if it's the same above and below,
Dialogue: 0,0:04:27.59,0:04:31.15,Default,,0000,0000,0000,,you remain silent, okay?
Dialogue: 0,0:04:31.15,0:04:34.39,Default,,0000,0000,0000,,And if it's different, if something\Nchanges, you raise your hands.
Dialogue: 0,0:04:34.39,0:04:35.57,Default,,0000,0000,0000,,We agree?
Dialogue: 0,0:04:35.57,0:04:40.21,Default,,0000,0000,0000,,If they are equal you do nothing,\Nif different, you raise your hands.
Dialogue: 0,0:04:40.21,0:04:44.13,Default,,0000,0000,0000,,Okay? Let's begin with the experiment.
Dialogue: 0,0:04:45.25,0:04:49.37,Default,,0000,0000,0000,,Are you asleep or is that a "yes"?\NIt's a "yes", alright.
Dialogue: 0,0:04:49.38,0:04:54.14,Default,,0000,0000,0000,,Here we go, now, next. Remember:\Nif they change you raise your hands.
Dialogue: 0,0:04:54.14,0:04:56.24,Default,,0000,0000,0000,,Ready? (Strings of letters and pads)
Dialogue: 0,0:04:56.24,0:04:58.02,Default,,0000,0000,0000,,(Audience raises hands) Very good.
Dialogue: 0,0:04:58.02,0:05:02.88,Default,,0000,0000,0000,,Next trial. Go! No, no, come, there, come.
Dialogue: 0,0:05:02.88,0:05:06.18,Default,,0000,0000,0000,,Next trial. There!\N(Audience raises hands)
Dialogue: 0,0:05:06.18,0:05:08.89,Default,,0000,0000,0000,,They are different. Good.
Dialogue: 0,0:05:11.10,0:05:16.96,Default,,0000,0000,0000,,There have been 2 conditions\Nin this little experiment.
Dialogue: 0,0:05:16.96,0:05:24.07,Default,,0000,0000,0000,,If you notice, what we did in the first\Nwas changing the 2 middle consonants.
Dialogue: 0,0:05:26.75,0:05:32.54,Default,,0000,0000,0000,,In "B", we change the position\Nof the same consonants.
Dialogue: 0,0:05:32.58,0:05:38.58,Default,,0000,0000,0000,,When we do this experiment\Nwith illiterate or preliterate children,
Dialogue: 0,0:05:38.58,0:05:42.80,Default,,0000,0000,0000,,for them it is just as difficult,\Nthe first or the second.
Dialogue: 0,0:05:42.80,0:05:48.10,Default,,0000,0000,0000,,When we do this experiment with you,\Nyou take more time in the second.
Dialogue: 0,0:05:48.10,0:05:50.81,Default,,0000,0000,0000,,The second is harder. Why?
Dialogue: 0,0:05:50.81,0:05:56.41,Default,,0000,0000,0000,,Because the brain of illiterates\Nand preliterate children
Dialogue: 0,0:05:57.27,0:05:59.74,Default,,0000,0000,0000,,see it as a whole,\Nthey don't break it into parts.
Dialogue: 0,0:05:59.74,0:06:03.01,Default,,0000,0000,0000,,However, you break it into parts.
Dialogue: 0,0:06:03.01,0:06:05.11,Default,,0000,0000,0000,,Because you have learned to read.
Dialogue: 0,0:06:06.33,0:06:12.87,Default,,0000,0000,0000,,I still remember when I learned to read\Nwith my teachers Emilio and Caridad,
Dialogue: 0,0:06:12.87,0:06:16.41,Default,,0000,0000,0000,,in class they taught me to read,\Nperhaps like many of you learned,
Dialogue: 0,0:06:16.42,0:06:21.54,Default,,0000,0000,0000,,with the "ma-ma" "Mama", the "h", the "o",\Nthe "m", the "e" is "home".
Dialogue: 0,0:06:22.44,0:06:26.15,Default,,0000,0000,0000,,But later on, other methods appeared\Nwith a more progressive tone.
Dialogue: 0,0:06:26.15,0:06:31.32,Default,,0000,0000,0000,,Global methods that seemed more inclusive,\Ntherefore more fashionable.
Dialogue: 0,0:06:32.34,0:06:36.22,Default,,0000,0000,0000,,It's good that different approaches exist,\Nbut the point is that, eventually,
Dialogue: 0,0:06:36.22,0:06:41.92,Default,,0000,0000,0000,,it has become a simply ideological,\Nintuitive dilemma.
Dialogue: 0,0:06:41.92,0:06:45.94,Default,,0000,0000,0000,,This is better than that, then I do\Nthis or the other.
Dialogue: 0,0:06:46.80,0:06:51.92,Default,,0000,0000,0000,,Well, what I have shown you here\Nis that the brain goes to details.
Dialogue: 0,0:06:51.92,0:06:56.08,Default,,0000,0000,0000,,And as it goes to details,\Nwhy would we feed it with globality?
Dialogue: 0,0:06:57.22,0:07:00.41,Default,,0000,0000,0000,,But well, you may be skeptics\Nand you should be,
Dialogue: 0,0:07:00.41,0:07:02.81,Default,,0000,0000,0000,,skepticism in life is very important.
Dialogue: 0,0:07:04.01,0:07:09.12,Default,,0000,0000,0000,,What we did, not satisfied with that,\Nwas an experiment with preschoolers.
Dialogue: 0,0:07:10.03,0:07:13.96,Default,,0000,0000,0000,,We selected preliterate children\Nand assigned them to 2 groups
Dialogue: 0,0:07:13.96,0:07:20.37,Default,,0000,0000,0000,,so that the 2 groups would be equal,\Nconsidering some variables, IQ, etc.
Dialogue: 0,0:07:21.58,0:07:26.26,Default,,0000,0000,0000,,And then, we put half of them\Nin an analytical method,
Dialogue: 0,0:07:26.26,0:07:28.78,Default,,0000,0000,0000,,that is, the one of "m" with "a" is "ma",
Dialogue: 0,0:07:28.78,0:07:31.61,Default,,0000,0000,0000,,and the other half learned to read\Nwith a global method.
Dialogue: 0,0:07:32.91,0:07:37.50,Default,,0000,0000,0000,,After a year and a half,\Nso that they could all read fine,
Dialogue: 0,0:07:37.50,0:07:42.98,Default,,0000,0000,0000,,we performed a series of tasks with them\Nto see who executed better:
Dialogue: 0,0:07:42.98,0:07:46.100,Default,,0000,0000,0000,,if those from the analytical method\Nor the global method.
Dialogue: 0,0:07:47.82,0:07:52.29,Default,,0000,0000,0000,,Here I show you the results of 2 tests,\Nthere are more than 10,
Dialogue: 0,0:07:52.30,0:07:58.19,Default,,0000,0000,0000,,where we see how they behave,\Nthe analytical and the global method.
Dialogue: 0,0:07:59.09,0:08:04.38,Default,,0000,0000,0000,,One of the tasks is phonological,\Nthey heard the word "lion".
Dialogue: 0,0:08:04.39,0:08:10.29,Default,,0000,0000,0000,,And we asked, "of these 2 words,\Nnow appearing, 'lens' and 'candle',
Dialogue: 0,0:08:12.47,0:08:17.49,Default,,0000,0000,0000,,which starts with the same sound\Nas the word 'lion'?"
Dialogue: 0,0:08:18.43,0:08:21.36,Default,,0000,0000,0000,,Obviously, for you this is very simple.
Dialogue: 0,0:08:23.00,0:08:30.14,Default,,0000,0000,0000,,It took longer for the children learning\Nwith the global method, see the red bar.
Dialogue: 0,0:08:30.14,0:08:34.41,Default,,0000,0000,0000,,Notice that the red bar is higher,\Nit took longer than the green bar,
Dialogue: 0,0:08:34.41,0:08:36.13,Default,,0000,0000,0000,,who are the analytical method.
Dialogue: 0,0:08:36.14,0:08:42.45,Default,,0000,0000,0000,,If you see the 2 circles in the middle,\Nthe red circle is above the green circle.
Dialogue: 0,0:08:42.45,0:08:45.42,Default,,0000,0000,0000,,That means that in this task,
Dialogue: 0,0:08:45.42,0:08:48.40,Default,,0000,0000,0000,,children who have learned to read\Nwith the global method
Dialogue: 0,0:08:48.40,0:08:50.56,Default,,0000,0000,0000,,take longer and they are slower,
Dialogue: 0,0:08:50.56,0:08:54.14,Default,,0000,0000,0000,,than those who have learned to read\Nwith the analytical method.
Dialogue: 0,0:08:54.14,0:09:00.16,Default,,0000,0000,0000,,You'd say, "sure, you're cheating,\Nbecause phonology is practiced a lot
Dialogue: 0,0:09:00.16,0:09:03.90,Default,,0000,0000,0000,,in the analytical method and not much\Nin the global method."
Dialogue: 0,0:09:03.90,0:09:09.78,Default,,0000,0000,0000,,Well, we'll see another task,\Na more semantic task that would favor
Dialogue: 0,0:09:09.79,0:09:12.39,Default,,0000,0000,0000,,those on the global method.
Dialogue: 0,0:09:13.67,0:09:18.52,Default,,0000,0000,0000,,The task was to select a word out of four.
Dialogue: 0,0:09:19.68,0:09:21.75,Default,,0000,0000,0000,,That which didn't fit with the rest.
Dialogue: 0,0:09:21.75,0:09:26.67,Default,,0000,0000,0000,,Here we see that there are 3\Nthat relate to fruits and 1 that doesn't.
Dialogue: 0,0:09:27.59,0:09:31.35,Default,,0000,0000,0000,,Yet again, what we have now,\Nif you see the 2 circles,
Dialogue: 0,0:09:31.35,0:09:35.36,Default,,0000,0000,0000,,is that the errors are similar,\Nbut the red bar is higher.
Dialogue: 0,0:09:36.32,0:09:41.65,Default,,0000,0000,0000,,This takes longer for the kids\Nwho learned with the global method,
Dialogue: 0,0:09:41.65,0:09:44.81,Default,,0000,0000,0000,,than for those who learned\Nwith the analytical method.
Dialogue: 0,0:09:46.35,0:09:48.58,Default,,0000,0000,0000,,We summarize here all the tasks.
Dialogue: 0,0:09:48.58,0:09:52.21,Default,,0000,0000,0000,,A lot of tasks we performed: spelling,\Nphonology, lexicon, semantics;
Dialogue: 0,0:09:52.21,0:09:55.53,Default,,0000,0000,0000,,the analytical method wins\Nin all of them by a landslide.
Dialogue: 0,0:09:56.63,0:10:01.05,Default,,0000,0000,0000,,Now I ask you: if you were\Nministers of education,
Dialogue: 0,0:10:01.06,0:10:04.78,Default,,0000,0000,0000,,because each of us carries\Na minister of education within, right?
Dialogue: 0,0:10:06.33,0:10:09.84,Default,,0000,0000,0000,,Would you follow your adviser\Nor this data?
Dialogue: 0,0:10:09.84,0:10:14.61,Default,,0000,0000,0000,,Don't reply, because maybe tomorrow\None of you becomes Minister of Education
Dialogue: 0,0:10:14.61,0:10:16.52,Default,,0000,0000,0000,,and we are not putting you on the spot.
Dialogue: 0,0:10:17.56,0:10:24.02,Default,,0000,0000,0000,,But think that this would be a decision\Nbased on science and not on intuition,
Dialogue: 0,0:10:24.02,0:10:26.57,Default,,0000,0000,0000,,or the minister adviser's ideology.
Dialogue: 0,0:10:28.25,0:10:30.85,Default,,0000,0000,0000,,This is an example, there are others.
Dialogue: 0,0:10:30.85,0:10:34.51,Default,,0000,0000,0000,,I'll show you another example of reading,
Dialogue: 0,0:10:34.51,0:10:39.36,Default,,0000,0000,0000,,and I have focused today on reading\Nbecause reading is the scaffold
Dialogue: 0,0:10:39.36,0:10:41.93,Default,,0000,0000,0000,,on which other cognitive\Nabilities are built,
Dialogue: 0,0:10:41.93,0:10:43.69,Default,,0000,0000,0000,,it's the window to knowledge.
Dialogue: 0,0:10:43.70,0:10:48.90,Default,,0000,0000,0000,,It's probably the most important thing\Nthat happened to us in life.
Dialogue: 0,0:10:48.91,0:10:50.66,Default,,0000,0000,0000,,After love, yes.
Dialogue: 0,0:10:51.49,0:10:55.43,Default,,0000,0000,0000,,Then, there is another part which is:
Dialogue: 0,0:10:55.43,0:11:01.41,Default,,0000,0000,0000,,can we make an early detection of children\Nwho will have reading problems?
Dialogue: 0,0:11:03.67,0:11:05.44,Default,,0000,0000,0000,,For those who don't know,
Dialogue: 0,0:11:05.44,0:11:11.92,Default,,0000,0000,0000,,dyslexia is a problem that affects\Naround 8-10% of children.
Dialogue: 0,0:11:11.92,0:11:17.08,Default,,0000,0000,0000,,It's about having difficulties reading,
Dialogue: 0,0:11:17.08,0:11:20.42,Default,,0000,0000,0000,,when doing the translation\Nbetween letters and sounds.
Dialogue: 0,0:11:21.55,0:11:25.49,Default,,0000,0000,0000,,They are not stupid children,\Nthese children have a normal IQ.
Dialogue: 0,0:11:25.50,0:11:29.66,Default,,0000,0000,0000,,But when they begin to see\Nthat they can't do as their peers,
Dialogue: 0,0:11:29.66,0:11:33.62,Default,,0000,0000,0000,,and their mates in turn\Nsee that they are not going well,
Dialogue: 0,0:11:33.62,0:11:39.51,Default,,0000,0000,0000,,kids start to avoid going to school,\Ntheir self-esteem goes down.
Dialogue: 0,0:11:39.52,0:11:42.27,Default,,0000,0000,0000,,They can end in social exclusion,
Dialogue: 0,0:11:42.27,0:11:44.91,Default,,0000,0000,0000,,because many of them are headed\Ntowards school failure.
Dialogue: 0,0:11:44.91,0:11:47.92,Default,,0000,0000,0000,,Then, it's important to diagnose dyslexia,
Dialogue: 0,0:11:47.93,0:11:54.14,Default,,0000,0000,0000,,not only when it already manifests\Nat 8 years, like it's diagnosed now,
Dialogue: 0,0:11:54.14,0:12:00.67,Default,,0000,0000,0000,,but to look at neuroscience\Nto diagnose it before it manifests.
Dialogue: 0,0:12:00.67,0:12:06.80,Default,,0000,0000,0000,,And thus we could design therapies,\Ndesign appropriate interventions,
Dialogue: 0,0:12:06.80,0:12:12.05,Default,,0000,0000,0000,,to alleviate that problem.
Dialogue: 0,0:12:12.71,0:12:14.96,Default,,0000,0000,0000,,This is what our lab is engaged in.
Dialogue: 0,0:12:16.75,0:12:20.60,Default,,0000,0000,0000,,The speech signal I am emitting,\Nthe physical signal,
Dialogue: 0,0:12:20.60,0:12:22.71,Default,,0000,0000,0000,,is made of different waves.
Dialogue: 0,0:12:22.71,0:12:28.21,Default,,0000,0000,0000,,At the same time, within your brains,\Nnow that you are listening,
Dialogue: 0,0:12:28.21,0:12:32.79,Default,,0000,0000,0000,,your neurons are communicating\Nat different frequencies.
Dialogue: 0,0:12:32.79,0:12:38.05,Default,,0000,0000,0000,,And your frequencies are aligning
Dialogue: 0,0:12:38.05,0:12:41.69,Default,,0000,0000,0000,,with the physical frequencies of speech.
Dialogue: 0,0:12:43.61,0:12:50.20,Default,,0000,0000,0000,,Therefore we propose: if dyslexic children\Nhave phonological problems...
Dialogue: 0,0:12:50.20,0:12:53.00,Default,,0000,0000,0000,,Phonological problems are:
Dialogue: 0,0:12:53.01,0:12:59.12,Default,,0000,0000,0000,,I say, if we take out the first sound,\Ntell me what is left of this word:
Dialogue: 0,0:12:59.12,0:13:02.46,Default,,0000,0000,0000,,"Parrot", what would be left?\N(Audience responds)
Dialogue: 0,0:13:02.46,0:13:04.79,Default,,0000,0000,0000,,And "silver"? (Audience responds)
Dialogue: 0,0:13:04.80,0:13:07.79,Default,,0000,0000,0000,,That which is so easy for you,\Nis extremely complicated
Dialogue: 0,0:13:07.79,0:13:09.06,Default,,0000,0000,0000,,for a kid with dyslexia.
Dialogue: 0,0:13:09.06,0:13:13.59,Default,,0000,0000,0000,,We reasoned: maybe the origin\Nof these phonological problems,
Dialogue: 0,0:13:13.59,0:13:19.79,Default,,0000,0000,0000,,is in the alignment of these frequencies\Nthat their neurons are establishing now
Dialogue: 0,0:13:19.79,0:13:22.61,Default,,0000,0000,0000,,with physical frequencies of speech.
Dialogue: 0,0:13:22.61,0:13:26.44,Default,,0000,0000,0000,,And what we did was an experiment\Nin which we compared
Dialogue: 0,0:13:26.44,0:13:28.40,Default,,0000,0000,0000,,dyslexic children with controls.
Dialogue: 0,0:13:28.40,0:13:34.52,Default,,0000,0000,0000,,And what we found is that\Nthere were problems in 2 brain areas.
Dialogue: 0,0:13:34.52,0:13:38.35,Default,,0000,0000,0000,,One, in the right hemisphere\Nin the auditory cortex,
Dialogue: 0,0:13:38.35,0:13:42.45,Default,,0000,0000,0000,,and another, in the left hemisphere,\Nwhere I mark it with the 2 circles,
Dialogue: 0,0:13:42.46,0:13:45.20,Default,,0000,0000,0000,,in the left hemisphere, in Broca's area.
Dialogue: 0,0:13:45.20,0:13:48.67,Default,,0000,0000,0000,,Both are areas related with language.
Dialogue: 0,0:13:48.67,0:13:52.29,Default,,0000,0000,0000,,Broca's area is related\Nwith phonological processes,
Dialogue: 0,0:13:52.31,0:13:54.27,Default,,0000,0000,0000,,like those we spoke about earlier.
Dialogue: 0,0:13:55.30,0:14:00.97,Default,,0000,0000,0000,,Well, here we have something\Nthat not only can serve
Dialogue: 0,0:14:00.97,0:14:03.47,Default,,0000,0000,0000,,to make an early diagnosis,
Dialogue: 0,0:14:03.47,0:14:07.91,Default,,0000,0000,0000,,but that perhaps is the origin\Nof these kids' problems.
Dialogue: 0,0:14:07.91,0:14:13.00,Default,,0000,0000,0000,,Also the connection between these 2 areas\Nis broken in dyslexic kids.
Dialogue: 0,0:14:14.22,0:14:19.06,Default,,0000,0000,0000,,Therefore, if indeed the origin\Nof phonological problems is speech,
Dialogue: 0,0:14:19.06,0:14:22.45,Default,,0000,0000,0000,,we can intervene not only\Nin phonological problems,
Dialogue: 0,0:14:22.45,0:14:23.90,Default,,0000,0000,0000,,but in speech itself.
Dialogue: 0,0:14:23.90,0:14:26.44,Default,,0000,0000,0000,,And it's super easy to do.
Dialogue: 0,0:14:26.44,0:14:29.92,Default,,0000,0000,0000,,It's a task children can do\Nbefore they start reading.
Dialogue: 0,0:14:29.92,0:14:35.88,Default,,0000,0000,0000,,If that is so, and this is the challenge\Nfor our lab and others for the next years,
Dialogue: 0,0:14:35.88,0:14:40.03,Default,,0000,0000,0000,,we could diagnose children\Nat risk of dyslexia
Dialogue: 0,0:14:41.22,0:14:44.52,Default,,0000,0000,0000,,before the problem starts.
Dialogue: 0,0:14:44.52,0:14:49.95,Default,,0000,0000,0000,,Before their self-esteem goes down,\Nbefore they start having reading problems.
Dialogue: 0,0:14:49.95,0:14:56.42,Default,,0000,0000,0000,,This is the adventure we are at\Nand it's another undeniable example
Dialogue: 0,0:14:56.42,0:15:00.58,Default,,0000,0000,0000,,of how neuroscience can help education.
Dialogue: 0,0:15:00.58,0:15:05.08,Default,,0000,0000,0000,,How education can feed\Non the findings of neuroscience
Dialogue: 0,0:15:05.08,0:15:08.78,Default,,0000,0000,0000,,to evaluate educational policies;
Dialogue: 0,0:15:08.78,0:15:15.52,Default,,0000,0000,0000,,to see these kids who may have problems\Nand may fail in school.
Dialogue: 0,0:15:17.06,0:15:22.78,Default,,0000,0000,0000,,The future is full of challenges,\Nopportunities and goals.
Dialogue: 0,0:15:22.79,0:15:26.13,Default,,0000,0000,0000,,The first thing we have to do\Nis to banish these neuromyths,
Dialogue: 0,0:15:26.13,0:15:30.28,Default,,0000,0000,0000,,like the one I mentioned\Nat the beginning of the talk,
Dialogue: 0,0:15:30.28,0:15:34.44,Default,,0000,0000,0000,,because they harm the relationship\Nbetween neuroscience and education.
Dialogue: 0,0:15:34.44,0:15:37.83,Default,,0000,0000,0000,,And they only serve four crooks
Dialogue: 0,0:15:37.83,0:15:42.93,Default,,0000,0000,0000,,who try to sell us some program\Nto train that 90%.
Dialogue: 0,0:15:44.27,0:15:48.06,Default,,0000,0000,0000,,Another thing we don't have to fear\Nis this symbiosis.
Dialogue: 0,0:15:48.07,0:15:50.96,Default,,0000,0000,0000,,Neuroscience doesn't come\Nto replace education.
Dialogue: 0,0:15:50.96,0:15:55.51,Default,,0000,0000,0000,,Neuroscience will never create\Npolitical or educational projects.
Dialogue: 0,0:15:55.51,0:15:59.55,Default,,0000,0000,0000,,It can help evaluating them;\Neducation creates them,
Dialogue: 0,0:15:59.55,0:16:03.05,Default,,0000,0000,0000,,neuroscience has tools for assessing
Dialogue: 0,0:16:03.05,0:16:07.88,Default,,0000,0000,0000,,these educational policies,\Nthe introduction of new technologies,
Dialogue: 0,0:16:07.88,0:16:12.48,Default,,0000,0000,0000,,in short, many things that happen\Nin the world of education.
Dialogue: 0,0:16:12.48,0:16:18.92,Default,,0000,0000,0000,,And it can help with that early diagnosis\Nof many learning disorders.
Dialogue: 0,0:16:21.05,0:16:24.99,Default,,0000,0000,0000,,We started our private battle\Nin that regard.
Dialogue: 0,0:16:24.99,0:16:27.41,Default,,0000,0000,0000,,We have created a laboratory in a school.
Dialogue: 0,0:16:27.41,0:16:30.56,Default,,0000,0000,0000,,It's within the school, physically.
Dialogue: 0,0:16:30.56,0:16:35.14,Default,,0000,0000,0000,,Children come there, we work with them,\Nwe perform experiments.
Dialogue: 0,0:16:35.14,0:16:40.04,Default,,0000,0000,0000,,In fact, the experiment I mentioned\Non the reading methods
Dialogue: 0,0:16:40.05,0:16:46.08,Default,,0000,0000,0000,,popped up at the talks we had\Nwith teachers and the principal.
Dialogue: 0,0:16:46.08,0:16:52.92,Default,,0000,0000,0000,,They told us once, "can you tell us\Nwhich method is better to teach reading?"
Dialogue: 0,0:16:52.93,0:16:55.19,Default,,0000,0000,0000,,"Are we doing things right or wrong?"
Dialogue: 0,0:16:55.19,0:16:59.65,Default,,0000,0000,0000,,And I said, "well, I don't know,\Nbut we can do an experiment and find out."
Dialogue: 0,0:16:59.65,0:17:01.61,Default,,0000,0000,0000,,And there you have the results.
Dialogue: 0,0:17:02.46,0:17:05.80,Default,,0000,0000,0000,,This September we'll go to another school.
Dialogue: 0,0:17:05.80,0:17:11.81,Default,,0000,0000,0000,,They called us to see when to introduce\NEnglish reading and writing.
Dialogue: 0,0:17:11.81,0:17:18.53,Default,,0000,0000,0000,,I think that's the way to go:\Nan education not based on intuition,
Dialogue: 0,0:17:18.53,0:17:23.35,Default,,0000,0000,0000,,not based on good will\Nor people's ideology,
Dialogue: 0,0:17:23.35,0:17:27.53,Default,,0000,0000,0000,,but based on empirical evidence,\Nlike medicine is.
Dialogue: 0,0:17:27.53,0:17:33.17,Default,,0000,0000,0000,,So I would say to each\Nof the ministers of education within you:
Dialogue: 0,0:17:33.17,0:17:35.40,Default,,0000,0000,0000,,let neuroscience enter the classroom.
Dialogue: 0,0:17:35.40,0:17:36.47,Default,,0000,0000,0000,,Thank you very much.
Dialogue: 0,0:17:36.47,0:17:37.79,Default,,0000,0000,0000,,(Applause)