22. Our brains usually display high performance
in spite of environmental uncertainty
23.
24. And just like thermostats, our brains are
ROBUST YET FRAGILE
■ robust to disturbances that the system is
designed to handle.
■ fragile to rare events and flaws in the
design.
25.
26.
27.
28. Seek the fattiest meat, the sweetest fruits, the most high-energy foods
29.
30.
31.
32. the rise of processed foods
HighFructoseCornSyrup
(gr/capita)
37. ~ 41% Rise in ADHD Dx Over the Past Decade (children 5-17)
Data collated from CDC, NSCH, and NHIS data
Boys
All children
Girls
1997
1998
1999
2000
2001
2002
2003
2004-6
2007-9
2011-2
Year(s)
Percent
16
14
12
10
8
6
4
2
0
historic
rate
of 3-7 %
38.
39. Fulton et al., Psychiatric Services 60(8):1075. (2009)
National Variation of ADHD Diagnostic Prevalence and Medication Use
v
5
4
3
2
School
Accountability
Index
40. 1 2
2
1
IncreaseStimulantConsumption(%)
The strength of accountability pressures (i.e., rewards + assistance +
sanctions), helps explain both the variation over time and across states
in the aggregate consumption of ADHD drugs.
Bohhari and Schneider. School accountability laws and the consumption of psychostimulants. J. Health Econ. 30(2): 355-72 (2011).
Strength of the accountability index
64. “As I sit to compose this plea I can’t say with any amount of certainty that my son
is alive. My son discovered narcotics at the age of 13, [after] he experienced a
severe orthopedic sports injury.
There seems to be nothing that can induce him to stop for any appreciable length
of time. I had him arrested May of 2006 for heroin possession and identity fraud,
he stole 900 dollars from our checking account while I was in Connecticut
burying my dad and his sister .
He tells me he cannot stop. Our family is being destroyed . We have exhausted
our savings and retirement. Everything seems so hopeless.”
Volkow, Baler, Goldstein. Addiction: pulling at the neural threads of social behaviors.
Neuron. 2011 Feb 24;69(4):599-602.
65. It’s not, it’s an operational failure
Volkow et al. The addicted brain:
Insights from imaging studies (2003)
is a moral failure.
85. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction
Grant age-appropriate control over life
Contemplative practice (e.g., meditation)
Reliable environments
Stance toward “Intellectual Struggle”
Embrace different brain architectures
86. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction
Grant age-appropriate control over life
Contemplative practice (e.g., meditation)
Reliable environments
Stance toward “Intellectual Struggle”
Embrace different brain architectures
87. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction
Grant age-appropriate control over life
Contemplative practice (e.g., meditation)
Reliable environments
Stance toward “Intellectual Struggle”
Embrace different brain architectures
88. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction
Grant age-appropriate control over life
Contemplative practice (e.g., meditation)
Reliable environments
Stance toward “Intellectual Struggle”
Embrace different brain architectures
89. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction (e.g., GBG Barrish, Saunders,&Wolf)
Grant age-appropriate control over life
Contemplative practice (e.g., meditation)
Reliable environments
Stance toward “Intellectual Struggle”
Embrace different brain architectures
90. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction (e.g., GBG Barrish, Saunders,&Wolf)
Grant age-appropriate control over life
Contemplative practice (e.g., meditation)
Reliable environments
Stance toward “Intellectual Struggle”
Embrace different brain architectures
91. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction (e.g., GBG Barrish, Saunders,&Wolf)
Grant age-appropriate control over life
Contemplative practices (e.g., meditation)
Reliable environments
Stance toward “Intellectual Struggle”
Embrace different brain architectures
92. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction (e.g., GBG Barrish, Saunders,&Wolf)
Grant age-appropriate control over life
Contemplative practices (e.g., meditation)
Reliable environments (Celeste Kidd)
Stance toward “Intellectual Struggle”
Embrace different brain architectures
93. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction (e.g., GBG Barrish, Saunders,&Wolf)
Grant age-appropriate control over life
Contemplative practices (e.g., meditation)
Reliable environments (Celeste Kidd)
Praise. Fixed vs. Growth mindsets (Carol Dweck)
Embrace different brain architectures
94. Sleep hygiene
Marshmallow-like games from early on
Bilingualism
Classroom-based physical activity
Foster social interaction (e.g., GBG Barrish, Saunders,&Wolf)
Grant age-appropriate control over life
Contemplative practices (e.g., meditation)
Reliable environments (Celeste Kidd)
Praise. Fixed vs. Growth mindsets (Carol Dweck)
Embrace different brain architectures (Ken Robinson)