Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda
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0:11 - 0:14It is such a wonderful experience
to be here in beautiful Bermuda! -
0:14 - 0:16Thanks for coming out today.
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0:17 - 0:19Like most of you,
we don't get a lot of downtimes, -
0:19 - 0:23but when I get some downtime,
I really love to read a mystery. -
0:23 - 0:25It seems that our brains,
-
0:25 - 0:27our human brains with all
of our complex circuits, -
0:27 - 0:31are uniquely designed to put
the pieces of the puzzle together -
0:31 - 0:33and to solve mysteries.
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0:33 - 0:36But one mystery that's really
been troubling me lately -
0:36 - 0:37is the mystery of why,
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0:37 - 0:42in the midst of a multibillion-dollar
antidepressant industry, -
0:42 - 0:44depression rates continue to go up.
-
0:45 - 0:49About 300 million people across
the world today experience depression. -
0:49 - 0:53And this isn't good, we need
to do better; it's unacceptable. -
0:53 - 0:56It makes us think that maybe
there're some other suspects, -
0:56 - 0:58some other clues where
we can get some information -
0:58 - 1:02about how to come to the solution
and solve this mystery of depression. -
1:03 - 1:08Well, one area where we spend
a lot of time looking for clues -
1:08 - 1:10is neurochemistry.
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1:10 - 1:11This makes perfect sense
-
1:11 - 1:14because our brains
are swimming in neurochemicals: -
1:14 - 1:18dopamine, serotonin,
acetylcholine, glutamate. -
1:18 - 1:22And they have a huge impact on
our behaviors, emotions, and thoughts. -
1:23 - 1:26So it makes perfect sense to think
that we could take a pill -
1:26 - 1:30that could change our neurochemistry
in ways that would make us feel better -
1:30 - 1:33to be emotionally resilient.
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1:33 - 1:36But there are challenges with this
because it's hard to mimic Nature, -
1:36 - 1:40in that, if there is an imbalance that is
associated with something like depression, -
1:40 - 1:42how do we make it take-a-pill
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1:42 - 1:45and change the neurochemistry
in these natural ways? -
1:46 - 1:48So it's not very precise,
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1:48 - 1:54and, unfortunately, it doesn't reliably
help everyone who has depression. -
1:55 - 1:59So it makes us think there're some
other clues and suspects out there. -
2:00 - 2:03So being a neuroscientist,
when I go back to the drawing board - -
2:03 - 2:05that drawing board is a brain -
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2:05 - 2:08and I want it to be,
as I tell my students, -
2:08 - 2:14"let's be brain whisperers of a sort
and see what is important to the brain," -
2:14 - 2:16what really stands out to me
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2:16 - 2:21is how our brains seem
to be designed and evolved -
2:21 - 2:22to move our bodies around.
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2:22 - 2:25We like to think that our brains
are about thinking, -
2:25 - 2:28but movement is an incredibly
important behavior. -
2:28 - 2:31If we think about the cerebellum
hanging off the back of our brains, -
2:31 - 2:35it contains about 80%
of our brain's neurons. -
2:35 - 2:36Eighty percent!
-
2:36 - 2:38Anf what does a cerebellum do?
-
2:38 - 2:40Well, a lot of things,
but it's most noted -
2:40 - 2:45for its role in controlling
our motor coordination -
2:45 - 2:50and the areas around the center
of the brain called the "striatum" -
2:50 - 2:53also involved in coordinating
and facilitating our movement. -
2:53 - 2:57In fact, individuals who have
Parkinson's or Huntington's disease -
2:57 - 2:59have some impairment of this system.
-
2:59 - 3:01Then going from the middle
of our brain down to our ear -
3:01 - 3:06is the motor cortex which is involved
in moving the specific muscles -
3:06 - 3:08that are important for us
to initiate and carry out -
3:08 - 3:11that behavior we want to carry out.
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3:11 - 3:14And if you look at the proportion
of that motor cortex -
3:14 - 3:20and the muscles that it's
coordinating and controlling, -
3:20 - 3:23the area that controls
the hand is just proportionally large. -
3:24 - 3:28It seems like Nature is telling us,
"Movement is incredibly important." -
3:28 - 3:31And movement of our hands
is also very important. -
3:32 - 3:35And if that's true,
what would happen if say, -
3:35 - 3:38we decided that we weren't
going to move around as much? -
3:38 - 3:41Maybe we're going to spend a lot
of time sitting down in front of screens. -
3:41 - 3:45Would that have some impact
on our brains? Maybe so. -
3:45 - 3:47And it's interesting to think
over the past century -
3:47 - 3:51just how much our lifestyle has changed.
-
3:52 - 3:56It's about a hundred years ago -
-
3:56 - 3:58well, over these hundred years -
-
3:59 - 4:02but it is hard to believe
that in just 1939, -
4:02 - 4:06the New York Times ran
an article about this invention -
4:06 - 4:08that was revealed at the World's Fair.
-
4:08 - 4:12It was called "television".
It was really a "neat thing," they said. -
4:12 - 4:16But they said it will never be more
popular than the radio -
4:16 - 4:21because "what family has time
to sit in front of a TV -
4:21 - 4:26in the evenings and not use
their hands to do work?" -
4:27 - 4:32Wow! Things have really changed
over the last century -
4:32 - 4:34and past generations.
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4:34 - 4:36When I think about my own childhood,
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4:36 - 4:42driving back to Talladega, Alabama,
to see my grandparents, -
4:42 - 4:46I have vivid memories of how busy,
especially my grandmother was. -
4:46 - 4:50After working in a factory,
her downtime was spent -
4:50 - 4:54shelling peas or shucking corn or snapping
green beans on that front porch, -
4:54 - 4:59only to be followed by freezing
and canning and preparing that food -
4:59 - 5:01so that in the winter
when she would bring that food out -
5:01 - 5:05and prepare these wonderful
Sunday dinners, -
5:05 - 5:09I saw the pride on her face
because now, thinking back, -
5:09 - 5:11she had to bring up these memories
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5:11 - 5:15of the role she played
in providing that food for her family. -
5:15 - 5:18And it really made me see this pride.
-
5:18 - 5:20And if someone was sick
in her community, -
5:20 - 5:23I remember her saying -
I'm from Alabama - -
5:23 - 5:26"Bless her heart! She couldn't
have her own garden, -
5:26 - 5:28so I'm going to take her these vegetables,
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5:28 - 5:30so at least she can prepare
them for the winter." -
5:30 - 5:33Wow! how things have changed!
-
5:33 - 5:36I'm beginning to think
that maybe when we traded in -
5:36 - 5:40our spears and our clubs
for selfie sticks, -
5:40 - 5:44that maybe we've traded in
something really important for our brain. -
5:44 - 5:47And what if our cultural
contemporary ideas -
5:48 - 5:51of prosperity in which we work really hard
-
5:51 - 5:54to make enough money
to pay people to do the things -
5:54 - 5:58our grandparents and ancestors
used to do very well for themselves, -
5:58 - 6:02maybe that doesn't match
our brain's idea of prosperity, -
6:02 - 6:06and maybe that mismatch
could lead to some contribution -
6:06 - 6:09to psychiatric illness, these high rates
that we're seeing today. -
6:10 - 6:13In fact, our ancestors' dependence
on their hands -
6:13 - 6:15in interacting with the environment
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6:15 - 6:17to provide the resources
just to live for that day, -
6:17 - 6:21might have been the original Prozac,
the prehistoric Prozac, -
6:21 - 6:23that perhaps we need to remember.
-
6:23 - 6:25But this idea isn't new.
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6:25 - 6:28Charles Darwin,
who was the great naturalist, -
6:28 - 6:33wrote that he had a lot of angst
when he was dealing and writing -
6:33 - 6:36and musing about
this idea of natural selection -
6:36 - 6:38and how controversial it was,
-
6:38 - 6:41and the impact it would have
on his family and friends -
6:41 - 6:44and their ideas about religion
and the origin of our species. -
6:44 - 6:48And he said that, when he would
walk around his property, -
6:48 - 6:51and there was a path
called "the thinking path", -
6:51 - 6:53that it would calm his nerves.
-
6:53 - 6:57He would put a rock at the gate,
and he would have his walking stick, -
6:57 - 7:00and when he would walk around
that path he would knock that rock off -
7:00 - 7:03to signify the effort that he had made.
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7:03 - 7:07And if it was an especially
stressful day, he'd put two rocks. -
7:07 - 7:10And in an even more, he might
have a three-rock walk, -
7:10 - 7:14and he would have to walk three times
and knock that stone over. -
7:15 - 7:19Well, he wasn't just realizing
that his behavior was important -
7:19 - 7:24in regulating his emotions,
but he was even dosing himself -
7:27 - 7:31whether or not he was going to have
one walk, two walks, or three walks a day. -
7:31 - 7:33So this idea of behavior,
-
7:33 - 7:38he saw that it was important
for regulating his mental health. -
7:38 - 7:43And in the days when cake mixes came out,
mostly women making the cakes those days, -
7:43 - 7:47the first cake mix had everything
you needed to make the cake. -
7:47 - 7:49You just needed to pour
the batter in the pan, -
7:49 - 7:52but some very smart manufacturers noticed
-
7:52 - 7:54that women didn't take
as much pride in their cakes -
7:55 - 7:57if they didn't have a little
skin in the game. -
7:57 - 7:59So, they didn't have to,
but they took the egg and water, -
8:00 - 8:02so you would have to add
the egg and the water. -
8:02 - 8:05They get a bit more effort and
people were more proud of the cake. -
8:05 - 8:07(Laughter)
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8:07 - 8:13So, thinking that behavior
is important for our mental health, -
8:13 - 8:18and that we can change our
neurochemistry through behavior -
8:18 - 8:20as our ancestors have,
-
8:20 - 8:25caused me to think about a new word,
a word I just made up: -
8:25 - 8:27"Behaviorceuticles."
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8:27 - 8:28We can change our neurochemistry
-
8:28 - 8:31by taking a pill that will alter
our neurochemistry, -
8:31 - 8:34or maybe we can change
our neurochemistry strategically -
8:34 - 8:40by engaging in smart behaviors
that will change it in more healthy ways. -
8:41 - 8:43Well, I was reading that,
about a hundred years ago, -
8:43 - 8:47doctors used to prescribe knitting
to women in those days, -
8:47 - 8:50that they described
as "overwrought" with anxiety. -
8:50 - 8:54They didn't know why, but they saw
that it calmed their nerves, -
8:54 - 8:55kind of like Darwin.
-
8:55 - 8:59Knowing now what we know about
neuroscience, this makes perfect sense. -
8:59 - 9:04Serotonin is increased when
we're engaged in repetitive behavior. -
9:04 - 9:11And knitting and making the stitches
is an example of repetitive behavior. -
9:11 - 9:14As the knitter is thinking about
that beautiful scarf or hat, -
9:14 - 9:19that she or he is making,
that increases dopamine. -
9:19 - 9:22It's known as the pleasure
neurochemical of the brain, -
9:22 - 9:24but it's mostly involved
with anticipation, -
9:24 - 9:26looking forward to something.
-
9:26 - 9:30And as you think about the stitches
instead of the worries of the day, -
9:30 - 9:34that probably calms
and reduces stress hormones. -
9:34 - 9:37And if there was one neurochemical
that probably is a culprit, a suspect, -
9:37 - 9:41in a lot of the mysteries related to
mental health, it's the stress hormones, -
9:41 - 9:43cortisol for example.
-
9:43 - 9:49About 50% of everyone diagnosed
with depression has high cortisol levels. -
9:49 - 9:53So anything we can do
to decrease the stress hormones -
9:53 - 9:55is an important endeavor.
-
9:55 - 9:58And if we're knitting
in the company of friends, -
9:58 - 10:00then that may increase oxytocin,
-
10:00 - 10:03and oxytocin is known
as the cuddle chemical, -
10:03 - 10:08but it's important in fostering
positive relationships, -
10:08 - 10:11and also probably reduces stress.
-
10:11 - 10:15So here you go, a behaviorceutical
with one activity of knitting. -
10:15 - 10:18It may be cooking or
woodworking or gardening, -
10:18 - 10:20but something that's reminding you
-
10:20 - 10:25that the result of your physical
effort is some reward. -
10:26 - 10:30So, I'm a neuroscientist, so
we want to go back to the brain. -
10:30 - 10:33Remember the drawing board here.
-
10:33 - 10:35And I was fascinated to see
-
10:35 - 10:38that the area of the brain
that is involved in reward, -
10:38 - 10:41that is impacted in depression -
lack of feeling that reward - -
10:41 - 10:44is the nucleus accumbens,
kind of lower in the brain. -
10:44 - 10:47It has rich connections to that area
of the brain involved in movement -
10:47 - 10:49called "the striatum".
-
10:49 - 10:51And those areas have indirect
and direct connections -
10:51 - 10:56to the frontal cortex that is involved
in our decision making and planning. -
10:57 - 11:00The more that we engage in behaviors
-
11:00 - 11:03where we can see
the result of our effort, -
11:03 - 11:05those circuits are consolidating
-
11:05 - 11:08so that, as we go forward
for the next challenge in our lives, -
11:08 - 11:13we have a little experiential
capital to bring with us, -
11:13 - 11:16to remind us that what we do
can make a difference. -
11:16 - 11:18We did produce that scarf,
we made that cake, -
11:18 - 11:21we walked around the thinking path.
-
11:21 - 11:23I work with rats for a living.
-
11:23 - 11:27These are my colleagues
and they outsmart me all the time. -
11:27 - 11:30As a scientist, we need evidence,
-
11:30 - 11:34so all of that theorizing
about our ancient humans -
11:34 - 11:38and ideas about depression
started to make sense but, -
11:38 - 11:41I wanted to take this to the lab.
-
11:41 - 11:46A lot of friends, people
who find out what I do, -
11:46 - 11:50they ask, "But what can you
learn about our brains, -
11:50 - 11:55our fancy-schmancy brains,
by looking at this very simplistic brain?" -
11:55 - 11:57Well, it is true that it's small -
-
11:57 - 12:00it's 2 grams compared
to our about 1400-gram brain - -
12:00 - 12:04but it has all the same parts,
all the same neurochemicals, -
12:04 - 12:05and if I showed you a neuron,
-
12:05 - 12:09that individual cell in a human
brain versus a rat brain, -
12:09 - 12:11you wouldn't be able
to tell the difference. -
12:11 - 12:13So it's a wonderful model to start with.
-
12:13 - 12:17I realize that a rat is not a little
human, and we are not a big rat, -
12:17 - 12:20but it's a good model -
well, some of us maybe. (Laughter) -
12:21 - 12:25So, when I was thinking
about putting these rats to work - -
12:25 - 12:28I'm thinking about this idea about work
-
12:28 - 12:31and producing products
that we're proud of - -
12:31 - 12:33I needed something
the rats would work for, -
12:33 - 12:35and our rats love Froot Loops.
-
12:35 - 12:38So, we had to get them
addicted to Froot Loops. -
12:38 - 12:43Then I needed a task, and I thought
back of my grandmother's garden. -
12:43 - 12:45And I wanted them to harvest something.
-
12:45 - 12:49So we came up with a task where
they would harvest Froot Loops, -
12:49 - 12:52not fruit or vegetables,
but they would dig up Froot Loops. -
12:52 - 12:58So they have this arena and we move
around these mounds of bedding -
12:58 - 13:02and they were trained so that they
would see a mound and gently dig -
13:02 - 13:03and voilà! there's a Froot Loop.
-
13:03 - 13:06And they had an opportunity
to get four of those every day. -
13:06 - 13:08So it is not intensive training,
-
13:08 - 13:11it's about five or ten minutes
a day for about six weeks, -
13:11 - 13:14but they're building those connections
between the reward areas of the brain -
13:14 - 13:19and the motor movement areas of the brain
to produce effort-based rewards. -
13:19 - 13:22Well, for proper science
you need a control group -
13:22 - 13:24to compare to this experimental group.
-
13:24 - 13:28So, our control group was a group
that we put in the same arena, -
13:28 - 13:31and we gave them Froot Loops
regardless of what they did. -
13:31 - 13:36So my students like to call,
the experimental group, -
13:36 - 13:42where their reward was contingent
upon their behavior, -
13:42 - 13:43"The worker rats,"
-
13:43 - 13:46and the rats that got
the reward no matter what - -
13:46 - 13:50there wasn't a contingency there -
"The trust-fund rats." -
13:50 - 13:53So we have the worker rats
and the trust-fund rats. (Laughter) -
13:53 - 13:58So we've done several studies -
-
13:58 - 14:00I see you can relate
to that a little bit - -
14:00 - 14:04where we wanted to put
our worker rats to the test, -
14:05 - 14:09to see if this effort-based reward
training generalized to other things. -
14:09 - 14:12So we like to expose them
to new challenges, -
14:12 - 14:15like swimming - they've been in a lab,
they've never been in water. -
14:15 - 14:18Well, the effort-based reward worker rats
are more likely to dive down, -
14:18 - 14:22like little rats scuba divers,
to explore the environment. -
14:22 - 14:26They showed more evidence
of effective coping. -
14:26 - 14:30And when we look at their brains,
I think brains are gorgeous here, -
14:30 - 14:32they show more evidence
of neuroplasticity, -
14:32 - 14:36that fertilizer, brain-derived
neurotrophic factor, -
14:36 - 14:39more complex connections with the neurons.
-
14:39 - 14:41So, we see this neuroplasticity.
-
14:41 - 14:44For the interventions
and therapeutic approaches -
14:44 - 14:45that we have currently for depression,
-
14:45 - 14:49most of those directly or
indirectly increase neuroplasticity, -
14:49 - 14:51but here we're doing it naturally.
-
14:51 - 14:52But that was with training.
-
14:52 - 14:57We wanted another way
to stimulate effort-based rewards -
14:57 - 14:59that was more spontaneous.
-
14:59 - 15:00So, we've known for a while
-
15:00 - 15:03that if you put a rat
an exciting and engaging world, -
15:03 - 15:07something called "enriched environment,"
kind of a Disneyland of sorts, -
15:07 - 15:09they're busier and they
have more neuroplasticity -
15:09 - 15:11and it seems to be great for their brains.
-
15:11 - 15:13So we did this.
-
15:13 - 15:19We also look at artificial
kind of manufactured stimuli, -
15:19 - 15:21and more natural stimuli.
-
15:21 - 15:24So, we have our country rats
and our city rats. -
15:24 - 15:27They seem to be equally smart,
but our country rats -
15:27 - 15:31seem to have an edge
on emotional resilience. -
15:31 - 15:33So, they are more like
those effort-based reward rats -
15:33 - 15:35that will go out, the bold ones.
-
15:35 - 15:40And also, with our effort-based reward
rats, we see lower stress hormones -
15:40 - 15:42and higher hormones of resilience,
-
15:42 - 15:46and remember we said
that was important for mental health. -
15:46 - 15:50Interestingly, we also found
-
15:50 - 15:53that when we have a group
of rats in an enriched environment -
15:53 - 15:55and a group of rats
in just a standard environment, -
15:56 - 16:00they do things more together, not only
engaging with their environment, -
16:00 - 16:02but through cooperation.
-
16:02 - 16:06So, we've actually shown that their
oxytocin that we talked about increases -
16:07 - 16:09when they're engaged
in these natural enriched environments -
16:09 - 16:11doing things together.
-
16:11 - 16:15And that's important
for our "behaviorceutical" cocktail. -
16:15 - 16:17This doesn't surprise me,
because recently in Denmark, -
16:17 - 16:21they showed that humans -
they followed about a million - -
16:21 - 16:28who grew up in a household
with more green around it, shrubs, trees, -
16:28 - 16:33were up to 55% less likely
to experience depression in their lives. -
16:33 - 16:36If we could bottle that,
that would be amazing. -
16:36 - 16:39So, where does that leave us?
-
16:39 - 16:43We're not going to go back to the cave
or to being hunters and gatherers. -
16:43 - 16:46We're here in this advanced
technologically rich world, -
16:46 - 16:49and we benefit in many ways from that,
-
16:49 - 16:53but looking back at what we know
about our ancestors and the brain, -
16:53 - 16:56and my wise rats, I think it reminds us
-
16:56 - 16:59that we need to remember
our evolutionary roots -
16:59 - 17:01as we go forward
in this world of technology -
17:01 - 17:04and have a little bit
of those effort-based rewards, -
17:04 - 17:07especially if it's related
to Nature in some way, -
17:07 - 17:09to help us with our mental health.
-
17:11 - 17:15I had an experience
where I got to put this to the test -
17:15 - 17:18to see if an engaged enriched environment
-
17:18 - 17:23would allow the rats
to show healthier brains, -
17:23 - 17:25and I had a colleague who asked me,
-
17:25 - 17:28"Kelly, can you teach
a rat to drive a car?" -
17:28 - 17:30I thought "why would I want
to do that? That's not natural." -
17:30 - 17:34This goes against everything I thought,
but we drive cars and before I knew it, -
17:34 - 17:37we were talking about
how you'd get a rat to drive a car, -
17:37 - 17:39and how you'd shape it to go in.
-
17:39 - 17:41We decided that we'd grab
the little copper bars, -
17:41 - 17:44and of course, they would be
driving to a Froot Loops tree. -
17:44 - 17:46That's their drive-in.
-
17:46 - 17:48If you've ever wondered if you
can teach a rat to drive a car, -
17:48 - 17:50yes, you can.
-
17:50 - 17:52Not only can they drive,
but they can steer, -
17:52 - 17:55they're autocorrecting, right?
-
17:55 - 17:59This blew my mind, but
more relevant for this story -
17:59 - 18:02is when we looked at rats that were
in an enriched environment -
18:03 - 18:05versus the standard environment.
-
18:06 - 18:12The rats in the enriched environment, when
we took them through the ropes of driving -
18:12 - 18:15to see how long it would take
them to learn to drive, -
18:15 - 18:19the criterion for robust driving,
they learned in 22 trials. -
18:20 - 18:23The standard rats, we don't
know how long it would take, -
18:24 - 18:26they never really learned to drive.
-
18:26 - 18:29This blew our minds
that the enriched environment -
18:29 - 18:35made our rats better
learners of technology. -
18:35 - 18:40So, we think that our enriched rats
would get their driver's license, -
18:40 - 18:44but not so much for the rodents,
they would be denied. -
18:44 - 18:46(Laughter)
-
18:46 - 18:49So, as we think about our brains
and what they evolved to do, -
18:49 - 18:53the idea of taking a single pill
and being able to replicate -
18:53 - 18:58what goes on in our brains naturally
seems just about as unreasonable -
18:58 - 19:02as thinking that we could take
a pill to be a better parent. -
19:02 - 19:05You just can't do that,
you have to go through the ropes. -
19:05 - 19:08You have to have
those experiences to go forward. -
19:08 - 19:12You have to have the behavior
that leads to "behaviorceuticals" -
19:12 - 19:14to change the neurochemistry
in healthy ways. -
19:14 - 19:17So, I started with a mystery,
what's going on with our brains? -
19:17 - 19:19why are these rates increasing?
-
19:19 - 19:22And looking back and thinking
about how our behavior can change -
19:22 - 19:26not only our neurochemistry
but our neuroanatomy, -
19:26 - 19:30I think that the solution and clues
may have been in our hands all along. -
19:31 - 19:32Thank you.
-
19:32 - 19:34(Applause)
- Title:
- Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda
- Description:
-
NOTE FROM TED: Please do not look to this talk for medical advice. While some viewers might find advice provided in this talk to be helpful as a complementary approach, this research presented in this talk is an emerging field of research. TEDx events are independently organized by volunteers. The guidelines we give organizers are described in more detail here: http://storage.ted.com/tedx/manuals/tedx_content_guidelines.pdf
Dr. Lambert’s award-winning work and research at the University of Richmond focuses on experience-based neuroplasticity using rodent, raccoon, and non-human primate models. She has written two neuroscience textbooks and three mainstream books including the most recent, "Well-Grounded: The neurobiology of rational decisions."
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 19:42
Hélène Vernet approved English subtitles for Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda | ||
Hélène Vernet accepted English subtitles for Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda | ||
Hélène Vernet edited English subtitles for Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda | ||
Hélène Vernet edited English subtitles for Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda | ||
Gabriel Meira edited English subtitles for Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda | ||
Gabriel Meira edited English subtitles for Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda | ||
Gabriel Meira edited English subtitles for Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda | ||
Gabriel Meira edited English subtitles for Improving our neuroplasticity | Dr. Kelly Lambert | TEDxBermuda |