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  • - Welcome to the Huberman Lab Podcast

  • where we discuss science and science-based tools

  • for everyday life.

  • My name is Andrew Huberman,

  • and I'm a professor of neurobiology and ophthalmology

  • at Stanford School of Medicine.

  • This podcast is separate

  • from my teaching and research roles at Stanford.

  • It is, however, part of my desire and effort

  • to bring you zero cost to consumer information

  • about science and science-related tools.

  • In keeping with that theme,

  • I'd like to thank the sponsors of today's podcast.

  • Our first sponsor is Headspace.

  • Headspace is a meditation app that makes meditation easy.

  • I've been meditating on and off now for about 30 years,

  • although I confess more off than on.

  • And that's because I think like, for a lot of people,

  • sticking to a meditation practice can be pretty challenging.

  • I started using Headspace a few years ago

  • and I found that it's really allowed me to

  • stick to a meditation practice on a regular basis.

  • I meditate anywhere from five to seven times a week.

  • The app includes meditations

  • that are all backed by scientific peer-reviewed studies.

  • And it makes it really easy to start

  • and complete the meditations.

  • I started using these meditations while I was flying

  • a few years back.

  • On JetBlue flights,

  • they started offering Headspace meditations.

  • That's where I initially started.

  • And then I moved over to the app,

  • and I really enjoy it and I derive great benefit from it.

  • If you'd like to try Headspace,

  • you can go to headspace.com/specialoffer.

  • And if you do that,

  • you'll get all the meditations that Headspace offers

  • for free for one month.

  • That's headspace.com/specialoffer.

  • You get all the meditations for free,

  • which is the best offer that

  • they has available right now.

  • So if you're interested in it, check it out.

  • The second sponsor of today's podcast is Athletic Greens.

  • Athletic Greens is an all-in-one vitamin mineral

  • probiotic drink.

  • I started using Athletic Greens in 2012,

  • and I've been using it continuously ever since.

  • I started using Athletic Greens because

  • I found it rather dizzying to know

  • which vitamins and minerals to take.

  • And Athletic Greens allows me to get

  • the full base of all the necessary vitamins and minerals

  • in one easy to consume drink.

  • It also turns out that the drink tastes quite good.

  • I mix mine with some lemon juice and some water,

  • I drink it once or twice a day.

  • The probiotics in Athletic Greens are also important to me

  • because there are a lot of data now supporting

  • the fact that the gut microbiome

  • is important for the gut-brain axis

  • for various aspects of cognitive function,

  • immune function, metabolic function.

  • There's just a huge number of things

  • that having a healthy gut microbiome

  • has been shown to be important for.

  • So by taking Athletic Greens,

  • I have that base covered as well.

  • If you'd like to try Athletic Greens,

  • you can go to athleticgreens.com/huberman.

  • And if you do that,

  • they'll give you a year supply of liquid vitamin D3 K2.

  • There are also a lot of data now showing that vitamin D3

  • is very important for a number of different

  • biological functions.

  • In addition, they'll give you five free travel packs

  • with your order.

  • It can be difficult to mix up powders while on the road,

  • when in a car, or in a hotel, or on a plane, et cetera.

  • The travel packs make everything really clean and easy.

  • So you'll get the year supply of vitamin D3 K2

  • plus the five free travel packs

  • if you go to athleticgreens.com/huberman.

  • The third sponsor of today's podcast is Madefor.

  • Madefor is behavioral science company

  • that makes learning positive habits and growth mindset easy.

  • I've been involved with Madefor since the beginning

  • as the lead of their scientific advisory.

  • Other members of the scientific advisory include,

  • for instance, the head of the chronobiology unit

  • at the National Institutes of Mental Health,

  • as well as psychiatrists from Harvard Medical School

  • and elsewhere, all of whom are serious about science

  • and science-related tools

  • for developing positive habits and growth mindset.

  • The program is a 10 month-program,

  • during which each month you engage in a specific activity

  • designed to encourage and cultivate

  • positive habits and growth mindset.

  • As well, we hold a monthly Zoom call,

  • during which we discuss the program, people's progress,

  • and answer any questions they have directly.

  • If you'd like to try Madefor, you can go to getmadefor.com,

  • and if you put Huberman in at checkout,

  • you'll get 20% off the program.

  • That's getmadefor.com,

  • put Huberman in at checkout, and get 20% off the program.

  • Today, we're going to talk about

  • how to change your nervous system for the better.

  • As you recall, your nervous system includes your brain

  • and your spinal cord,

  • but also all the connections that your brain and spinal cord

  • make with the organs of your body

  • and all the connections that the organs of your body

  • make with your brain and spinal cord.

  • This thing that we call the nervous system is responsible

  • for everything we know,

  • all our behavior, all our emotions,

  • everything we feel about ourselves and the outside world,

  • everything we think and believe.

  • It's really at the center of our entire experience of life

  • and who we are.

  • Fortunately, in humans, unlike in other species,

  • we can change our nervous system

  • by taking some very specific and deliberate actions.

  • And, today, we're really going to focus on the actions,

  • the motor commands and the aspects of movement and balance

  • that allow us to change our nervous system.

  • It turns out that movement and balance

  • actually provide windows or portals

  • into our ability to change our nervous system

  • the way we want,

  • even if those changes are not about

  • learning new movements or learning how to balance.

  • And soon you'll understand why.

  • So, today, we're going to talk a lot about

  • the basic science of neuroplasticity.

  • I promise to not use excessive nomenclature.

  • There'll be a little bit,

  • but I'll try and make it as clear as possible.

  • And we're also going to talk a lot about protocols and tools

  • that the scientific literature points to

  • and support for changing our nervous system,

  • again, not just for sake of learning new motor movements

  • or how to balance better,

  • but for how to feel differently

  • about particular experiences,

  • both past, present, and future,

  • and as well as how to learn faster.

  • We're not going to discuss hacks, a word I loath,

  • we're not going to discuss gimmicks,

  • we're going to discuss mechanism and scientific data

  • and the tools that those mechanisms

  • and scientific data point to

  • so that you can tailor your practices around learning

  • to your specific needs and goals.

  • So let's begin by just examining

  • the big picture question which is,

  • does the brain control behavior?

  • And my hope is that everyone is immediately thinking yes.

  • The brain and nervous system, we really should say,

  • 'cause the brain is just one component

  • of the nervous system,

  • controls our behavior.

  • How does it do that?

  • Well, there are a couple different levels that it does that.

  • First of all, if we're talking about movement,

  • behavior generally means movement,

  • if we're talking about movement,

  • we have two categories of neurons

  • that are very important to think about

  • in the context of neuroplasticity.

  • First of all, we have what are called lower motor neurons.

  • These are motor neurons that live in our spinal cord.

  • For the aficionados out there,

  • for those of you that might be headed to medical school

  • or just want to learn more about the anatomy,

  • they live in the ventral horn of the spinal cord.

  • But that doesn't matter if you don't want to know that,

  • just know that you have these things called

  • lower motor neurons.

  • These are neurons that are in the spinal cord

  • but they extend a wire that we call an axon

  • out into the peripheral nervous system, into the body.

  • And those neurons connect with muscle.

  • They send electrical potentials out there

  • that allow our muscles to twitch into contract.

  • As a little point of fact, actually,

  • we don't have muscle memory.

  • There's no such thing as muscle memory.

  • Muscles are dumb.

  • They don't know anything,

  • they don't have a history, they don't have a memory,

  • they don't know anything.

  • It is the neurons that control those muscles

  • and their firing patterns in which all the information

  • for motor patterns are stored.

  • So your ability to walk is not muscle memory,

  • it's neural memory.

  • Now, the lower motor neurons,

  • while smarter than the muscle so to speak,

  • are not the most brilliant of the motor neurons.

  • They are generally involved in doing what they are told,

  • and they are told what to do from two sources.

  • We have circuits in our brainstem,

  • so this would be kind of around your neck deep in the brain,

  • that are called central pattern generators.

  • These are sometimes called CPGs.

  • Central pattern generators are what allow us to generate

  • repetitive patterns of movement.

  • So inhaling and exhaling, inhaling and exhaling

  • subconsciously is controlled by a central pattern generator.

  • That just means a collection of neurons.

  • If you really want to know,

  • they're called the pre-Botzinger neurons

  • discovered by Jack Feldman and colleagues at UCLA.

  • These neurons in the brainstem

  • send information down the phrenic nerve

  • and control the diaphragm.

  • And it goes inhale, exhale, inhale, exhale.

  • And you don't have to think about that.

  • You could think about it

  • and you could change the durations of inhales and exhales

  • and change that up,

  • but the motor neurons that control that

  • are just responding to what the brain is telling it to do.

  • The other central pattern generators include

  • things like walking.

  • The right limb-left limb, right limb-left limb pattern that

  • we normally associate with walking

  • was learned during childhood,

  • and these central pattern generators, sometimes called CPGs,

  • tell our lower motor neurons, "Fire.

  • Now you fire, now you fire."

  • So they are literally saying, "Right, left, right left."

  • They are the marching orders from the brainstem

  • to the lower motor neurons.

  • So these lower motor neurons do what they are told.

  • They are obedient little soldiers

  • and they do what they are told,

  • and their job is to make the muscles contract

  • at specific times.

  • Okay.

  • That's all simple.

  • But then there are the upper motor neurons.

  • The upper motor neurons actually reside in our motor cortex,

  • way up on top of the brain.

  • And they are involved in sending signals

  • for deliberate action.

  • So they send signals to the lower motor neurons

  • which are the effectors,

  • the ones that actually control the muscles,

  • but the upper motor neurons are the ones

  • that send very specific signals.

  • For instance, the signals that would allow you

  • to make a cup of coffee in the morning

  • or to deliberately engage in any kind of behavior.

  • Now, you can probably make a cup of coffee in the morning

  • without having to think about it too much.

  • It's almost reflexive for you now,

  • which means that a lot of the information

  • about how to perform that particular movement

  • has been passed off to circuitry that's now

  • more or less in the brainstem and below the motor cortex.

  • Now, why am I giving you all this detail?

  • Well, if you want to change motor patterns,

  • you have to know where in the circuitry changes are possible

  • and you ought to know where the changes

  • are most likely to occur.

  • You also need to know, how do you signal to the brain

  • and nervous system that a change is necessary?

  • So let's just pause there,

  • return to the initial question that we started with,

  • which is, does the brain control behavior?

  • And the answer is yes, and now you know how.

  • It's upper motor neurons, lower motor neurons,

  • you've got these things called central pattern generators

  • and some connection with the muscle.

  • So there you go, you just got,

  • basically, what was the equivalent of

  • the introduction to a college lecture

  • on motor control and the nervous system.

  • But the point today is all about plasticity.

  • How can that be leveraged in order to open up

  • this magical thing that we call plasticity

  • in order to access changes to our emotional experience,

  • or to our belief system,

  • or to our ability to remember

  • and use specific kinds of information

  • for say math, or language, et cetera?

  • Well, what I'm not going to tell you is that

  • you need to go running or you need to go biking,

  • or that simply going through motor patterns

  • is going to open up plasticity because

  • I hate to tell you this, but as beneficial as exercise is,

  • it does not open plasticity unless you do certain things.

  • And I will tell you exactly

  • what those certain things are today.

  • To be clear, I think exercise is wonderful and healthy,

  • can improve cardiovascular function,

  • maintain strength, bone density, all that good stuff.

  • But just working out or doing your exercise of various kinds

  • will not change your nervous system.

  • It will maintain it,

  • and it can certainly improve other health metrics,

  • but it is not going to open up the window for plasticity.

  • The question we need to ask

  • is can behavior change the brain?

  • We already agree that the brain can change behavior,

  • but can behavior change the brain?

  • And the answer is yes,

  • provided that behavior is different enough in specific ways

  • from the behaviors that you already know how to perform.

  • Let me repeat that.

  • Can behavior change the brain?

  • And the answer is yes,

  • provided that behavior is different enough

  • from the sorts of behaviors

  • that you already know how to perform.

  • And I should've added the word well.

  • Because you can't obviously perform a behavior

  • that you don't know how to perform

  • because you don't know how to do it yet.

  • But there's a key element to accessing neuroplasticity

  • that frankly I don't see out there

  • in the general discussion about neuroplasticity.

  • In the general discussion about neuroplasticity

  • and about learning, I hear all these gimmicks about using

  • different ways to remember lots of people's names

  • and arranging things into their first letters

  • and mnemonics and all this kind of stuff,

  • which, frankly, to me feels really gimmicky.

  • I think that if you look at super learners,

  • they tend to be people that have a process

  • of say extreme memory.

  • But people who have extreme memory, generally,

  • the literature shows us, are pretty poor at other things.

  • I don't think most of us are interested in walking around

  • knowing how to remember everything.

  • In fact, there are some interesting studies

  • looking at humans who over-remember,

  • and they suffer tremendously

  • because they remember all sorts of things,

  • like the number at the top of the receipt

  • at the bodega that they bought a Coca-Cola 10 years ago.

  • This is useless information for most people.

  • They don't do well in life, really.

  • So the goal isn't to remember everything,

  • the goal is to be selective about your brain changes.

  • And when we talk about brain changes,

  • I want to highlight adaptive changes.

  • There's a whole category of things that we're going to discuss

  • when we talk about traumatic brain injury and dementia,

  • a topic for a future episode,

  • about all the things that happen when you

  • have damaged your nervous system or you're missing neurons.

  • But, today, I really want to talk about

  • something that I think is very near and dear

  • to many of your hearts, which is

  • what are the behaviors that you can engage in

  • to access neuroplasticity

  • so that then you can apply that plasticity

  • to the specific things that you want to learn or unlearn.

  • This is very important because I don't want people to

  • get the impression that we're really talking about

  • learning a bunch of motor movements.

  • You may be an athlete, you might not be an athlete.

  • You might want to learn how to dance, you might not.

  • You might want to learn how to dance

  • and get better at remembering

  • and learning languages, for instance,

  • or at unlearning some difficult emotional experience,

  • meaning you want to remove the emotional load

  • from a particular memory of an experience.

  • What we're talking about today is using behavior as a gate

  • to enter states of mind and body

  • that allow you to access plasticity.

  • So let's talk about the different kinds of plasticity

  • that are available to us.

  • Because those will point directly

  • towards the type of protocols that we should engage in

  • to change ourselves for the better,

  • the so-called adaptive plasticity.

  • There is something called representational plasticity.

  • Representational plasticity is just your

  • internal representation of the outside world.

  • So you have a map of auditory space, believe it or not,

  • meaning you have neurons that respond

  • when something over on my right happens,

  • like I'm [snaps fingers] snapping my fingers

  • over to my right.

  • I can't snap as well on my left,

  • which is the whole thing unto itself.

  • [snaps fingers]

  • Yeah, weak over there on the left side.

  • But when I do that,

  • there are different neurons respond to those.

  • We have a map of visual space.

  • Certain neurons are seeing things

  • in certain portions of visual space and not others.

  • We have a map of motor space,

  • meaning when we move our limbs in particular directions,

  • we know where those limbs are

  • because even if we can't see them,

  • we have what's called proprioceptive feedback.

  • So we have knowledge about where our limbs are.

  • In fact, people that lack certain neurons

  • for proprioceptive feedback,

  • they are very poor at controlling their motor behavior.

  • They get injured a lot.

  • It's actually a terrible situation.

  • So we've got all these representations inside

  • and we have maps of our motor commands.

  • We know that, for instance, if I want to reach out

  • and grab the pen in front of me,

  • that I need to generate a certain amount of force.

  • So I rarely overshoot, I rarely miss the pen.

  • Our maps of the motor world

  • and our maps of the sensory world are merged.

  • The way to create plasticity

  • is to create mismatches or errors in how we perform things.

  • And this I think is an amazing

  • and important feature of neuroplasticity

  • that is highly underappreciated.

  • The way to create plasticity

  • is to send signals to the brain that something is wrong,

  • something is different, and something isn't being achieved.

  • I think this will completely reframe

  • the way that most people think about plasticity.

  • Most of us think about plasticity as,

  • "Okay, we're going to get into this

  • optimal learning state or flow,

  • and then suddenly we're going to be able

  • to do all the things that we wish that we could do."

  • Well, I hate to break it to you, but flow

  • is an expression of what we already know how to do.

  • It is not a state for learning.

  • And I'm willing to go to bat with any of

  • the flo-wa-nis-tas out there

  • that want to challenge me on that one.

  • Flow is an expression of nervous system capabilities

  • that are already embedded in us.

  • Errors and making errors

  • out of sync with what we would like to do

  • is how our nervous system is cued

  • through very distinct biological mechanisms

  • that something isn't going right.

  • And, therefore, certain neurochemicals are deployed

  • that signal the neural circuits that they have to change.

  • So let's talk about the experiments

  • that support what I just said.

  • 'Cause I'm about to tell you that making errors

  • over and over and over again

  • is the route to shaping your nervous system

  • so that it performs better and better and better.

  • And I'm not going to tell you

  • that the last rep of a set where you hit failure in the gym

  • is anything like neuroplasticity.

  • You hear that too that it's pushing to that point of a cliff

  • where you just can't function anymore,

  • that's the signal.

  • That's not the signal.

  • That's a distinct neuromuscular phenomenon

  • that bears zero resemblance

  • to what it takes to get neuroplasticity.

  • So let's talk about errors and making errors

  • and why and how that triggers the release of chemicals

  • that then allow us to not just

  • learn the thing that we're doing in the motor sense,

  • play the piano, dance, et cetera,

  • but it also creates an environment,

  • a milieu within the brain,

  • that allows us to then go learn how to couple or uncouple

  • a particular emotion to an experience,

  • or better language learning,

  • or better mathematical learning.

  • It's a really fundamental aspect of how we're built.

  • And when you look at it, it's actually very straightforward.

  • It's a series of logical steps

  • that once you learn how to open those hatches,

  • it becomes very straightforward to deploy.

  • Last episode, we discussed

  • some of the basic principles of neuroplasticity.

  • If you didn't hear that episode,

  • no problem, I'll just review it quickly,

  • which is that it's a falsehood

  • that everything that we do and experience changes our brain.

  • The brain changes when certain neurochemicals,

  • namely acetylcholine, epinephrin, and dopamine,

  • are released in ways and in the specific times

  • that allow for neural circuits to be marked for change.

  • And then the change occurs later during sleep.

  • I'll review that later, but, basically,

  • you need a certain cocktail of chemicals

  • released in the brain in order for a particular behavior

  • to reshape the way that our brain works.

  • So the question really is

  • what allows those neurochemicals to be released?

  • And last episode, I talked all about focus.

  • If you haven't seen it or heard that episode,

  • you might want to check it out,

  • about some specific tools and practices

  • that can allow you to build up your capacity for focus

  • and release certain chemicals in that cocktail.

  • But, today, we're going to talk about

  • the other chemicals in the cocktail, in particular dopamine.

  • And we're really going to center our discussion around

  • this issue of making errors

  • and why making errors is actually the signal

  • that tells the brain, "Okay, it's time to change,"

  • or, more generally, it's time to pay attention to things

  • so that you change.

  • And I really want to distinguish this point really clearly,

  • which is that I'm going to talk today a lot about

  • motor and vestibular, meaning balance programs,

  • but not just for learning motor commands and balance,

  • not just for learning new motor skills and balance,

  • but also for setting a stage

  • or a kind of condition in your brain

  • where you can go learn other things as well.

  • Let's talk about some classic experiments

  • that really nail down

  • what's most important in this discussion about plasticity.

  • As I mentioned last episode,

  • and I'll just tell you right now again,

  • the brain is incredibly plastic

  • from about birth until about age 25.

  • Passive experience will shape the brain

  • just because of the way that the chemicals

  • that are sloshing around in there

  • and the way that the neurons are arranged

  • and all sorts of things.

  • The brain's job is to customize itself

  • in response to its experience.

  • And then somewhere about 25,

  • it's not like the day after your 26th birthday,

  • plasticity closes,

  • there's a kind of tapering off of plasticity,

  • and you need different mechanisms to engage plasticity

  • as an adult.

  • We're mostly going to be talking about adult plasticity today,

  • but I got a lot of questions about,

  • "Well, what about if I'm younger than 25?"

  • First of all, that's great.

  • I wish I had a time machine, but I don't.

  • Because as I've said before,

  • the stinger is when you're young,

  • your brain is very plastic,

  • but you have less control over your experience.

  • When you're older, generally,

  • you have more control of your experience,

  • but your brain is less plastic.

  • So if you're already asking the question

  • as a 20-year-old or a 15-year-old, "What can I do now

  • that's really going to enhanced my brain?"

  • I guess the simple answer would be an aside,

  • which would be get the broadest education you can possible.

  • That means math, chemistry, physics, literature, music,

  • learn how to play an instrument.

  • I'm saying that 'cause I wish I had, et cetera.

  • Get a broad training in a number of things

  • and find the thing that really

  • captures your passion and excitement,

  • and then put a ton of additional effort there.

  • That's what I recommend,

  • including emotional development.

  • Maybe a topic for a future episode.

  • But if you are an adult,

  • or if you are a young person,

  • knowing how to tap into these plasticity mechanisms

  • is very powerful.

  • You need these chemicals deployed in the nervous system

  • in order to mark whatever nerve cells

  • happen to be firing in the time afterward for change.

  • And people are obsessed with asking,

  • "What supplements, what drugs, what conditions,

  • what machines will allow for that?"

  • But there's a natural set of conditions that allow for that.

  • When we came into this world,

  • we learned to take our different maps of experience,

  • our motor maps, our auditory maps, our visual maps.

  • And to link them, we align those maps.

  • The simplest example is the one I gave before.

  • If I hear something off to my right, like I click like that,

  • it could come from my fingers snapping

  • or it could come from something

  • generated by somebody else or something else to my right,

  • I look to my right.

  • If I hear it on the left, I look to my left.

  • If I hear it right in front of me,

  • I keep looking right in front of me.

  • And if I hear it behind me, I turn around.

  • And that's because our maps of visual space

  • and our maps of auditory space

  • and our maps of motor space

  • are aligned to one another in perfect register.

  • It's an incredible feature of our nervous system.

  • It takes place in a structure

  • called the superior colliculus,

  • although you don't need to know that name.

  • Superior colliculus has layers,

  • literally stacks of neurons like in a sandwich

  • where the zero point right in front of me,

  • or maybe 10 or 15 degrees off to my right

  • or 10 or 15 degrees off to my left,

  • are aligned so that the auditory neurons,

  • the ones that care about sounds,

  • at 15 degrees to my right,

  • sit directly below the neurons

  • that look at 15 degrees to my right in my visual system.

  • And when I reach over to this direction,

  • there's a signal that's sent down through those layers

  • that says 15 degrees off to the right

  • is the direction to look, it's the direction to listen,

  • and it's the direction to move if I need to move.

  • So there's an alignment.

  • And this is really powerful.

  • And this is what allows us to move through space

  • and function in our lives in a really fluid way.

  • It's set up during development.

  • But there have been some important experiments

  • that have revealed that these maps are plastic,

  • meaning they can shift, they're subject to neuroplasticity.

  • And there are specific rules that allow us to shift them.

  • So here's the key experiment.

  • The key experiment was done by a colleague of mine

  • who's now retired but whose work is absolutely fundamental

  • in the field of neuroplasticity, Eric Knudsen.

  • The Knudsen Lab,

  • and many of the Knudsen Lab scientific offspring,

  • showed that if one is to wear prism glasses

  • that shift the visual field,

  • that eventually there'll be a shift

  • in the representation of the auditory motor maps too.

  • Now, what they initially did is

  • they looked at young subjects,

  • and what they did is they moved the visual world

  • by making them wear prism glasses.

  • So that, for instance, if my pen is out in front of me

  • at five degrees off center,

  • so just a little bit off center,

  • if you're listening to this, this would be like

  • just a little bit to my right,

  • but in these prism glasses,

  • I actually see that pen way over far on my right.

  • So it's actually here, but I see it over there

  • because I'm wearing prisms on my eyes.

  • What happens is in the first day or so,

  • you ask people or you ask animal subjects or whatever

  • to reach for this object,

  • and they reach to the wrong place

  • because they're seeing it where it isn't.

  • This gets especially complicated

  • when you start including sounds.

  • When you have a thing off to your right making a sound,

  • but the thing is actually right here.

  • So you're hearing the sound at one location

  • and you're seeing the object at another location

  • because you're wearing these prisms.

  • So your image of the world is totally distorted.

  • Or, in experiments done by other groups,

  • they wear glasses,

  • subjects wore glasses that completely invert

  • the visual world so that everything is upside down,

  • which is an extreme example of these representational maps

  • being flipped or shifted.

  • But what you find is that in young individuals,

  • within a day or two,

  • they start adjusting their motor behavior

  • in exactly the right way

  • so that they always reach to the correct location.

  • So they hear a sound at one location,

  • they see the object that ought to make that sound

  • at a different location,

  • and they somehow are able to adjust their motor behavior

  • to reach to the correct location.

  • It's incredible.

  • It's absolutely incredible.

  • Or, in the case of the people

  • who would look at the world upside down,

  • they somehow are able to navigate this upside down world

  • even though we're completely used to

  • our feet being on the floor and not on the ceiling

  • and people not walking at us

  • by hanging off the ceiling like bats.

  • Amazing.

  • And what it tells us is that these maps

  • that are aligned to one another

  • can move and shift and rotate,

  • and even flip themselves.

  • And it happens best in young individuals.

  • If you do this in older individuals,

  • in most cases, it takes a very long time

  • for the maps to shift,

  • and in some cases they never shift.

  • So this is a very experimental scenario,

  • but it's an important one to understand

  • because it really tamps down the fact

  • that we have the capacity to create dramatic shifts

  • in our representation of the outside world.

  • So how can we get plasticity as adults

  • that mimics the plasticity

  • that we get when we are juveniles?

  • Well, the Knudsen Lab and other labs have looked at this,

  • and it's really interesting.

  • First of all, we have to ask,

  • what is the signal for plasticity?

  • Is it just having prism glasses on?

  • No, because they did that experiment and ruled that out.

  • Is it just the fact that the visual thing

  • appears to be far over to my right

  • when in fact it's right in front of me?

  • No.

  • The signal that generates the plasticity

  • is the making of errors.

  • It's the reaches and failures

  • that signal to the nervous system

  • that this is not working.

  • And, therefore, the shifts start to take place.

  • And this is so fundamentally important

  • because I think most people think,

  • "Oh, well, practice is going to be

  • I have to access beginner's mind,"

  • which is a great concept, actually,

  • it's about approaching things expecting to make errors,

  • which is great.

  • I think I am a believer in beginner's mind.

  • But people understandably get frustrated,

  • like they're trying to learn a piece on the piano

  • and they can't do it,

  • or they're trying to write a piece of code,

  • or they're trying to access some sort of motor behavior,

  • and they can't do it,

  • and the frustration drives them crazy,

  • [indistinct] "I can't do it, I can't do it,"

  • when they don't realize that [laughs] the errors themselves

  • are signaling to the brain and nervous system,

  • "Something's not working."

  • And of course the brain doesn't understand

  • the words something isn't working.

  • The brain doesn't even understand frustration

  • as an emotional state.

  • The brain understands the neurochemicals that are released,

  • namely epinephrine and acetylcholine,

  • but also, and we'll get into this,

  • the molecule dopamine

  • when we start to approximate the correct behavior

  • just a little bit,

  • and we start getting a little bit right.

  • So what happens is when we make errors,

  • the nervous system kind of,

  • I don't want to say freaks out because it's a very

  • mechanistic and controlled situation,

  • but the nervous system starts releasing neurotransmitters

  • and neuromodulators

  • that say, "We better change something in the circuitry."

  • And so errors are the basis [laughs]

  • for neuroplasticity and for learning.

  • And I wish that this was more prominent out there.

  • I guess this is why I'm saying it.

  • And humans do not like this feeling of frustration

  • and making errors.

  • The few that do do exceedingly well in whatever pursuits

  • they happen to be involved in.

  • The ones that don't, generally don't do well.

  • They generally don't learn much.

  • And if you think about it,

  • why would your nervous system ever change?

  • Why would it ever change?

  • Unless there was something to be afraid of,

  • something that made us feel awful

  • will signal that the nervous system needs to change,

  • or there's an error in our performance.

  • So it turns out that the feedback of these errors,

  • the reaching to the wrong location

  • starts to release a number of things.

  • And now you've heard about them many times,

  • but this would be epinephrin.

  • It increases alertness,

  • acetylcholine, focus.

  • And this is why frustration

  • that leads us to just kind of quit

  • and walk away from the endeavor is the absolute worst thing.

  • Because if acetylcholine is released,

  • it creates an opportunity to focus on the error margin,

  • the distance between what it is that you're doing

  • and what it is that you would like to do.

  • And then the nervous system starts to

  • make changes almost immediately

  • in order to try and get the behavior right.

  • And when you start getting it even a little bit right,

  • that third molecule comes online or is released,

  • which is dopamine,

  • which allows for the plastic changes to occur very fast.

  • Now, this is what all happens very naturally

  • in young brains.

  • But in old brains, it tends to be pretty slow,

  • except for in two conditions.

  • So let me just pause and just say this,

  • if you are uncomfortable making errors

  • and you get frustrated easily,

  • if you leverage that frustration

  • toward drilling deeper into the endeavor,

  • you are setting yourself up for a terrific

  • set of plasticity mechanisms to engage.

  • But if you take that frustration

  • and you walk away from the endeavor,

  • you are essentially setting up plasticity

  • to rewire you according to what happens afterwards,

  • which is generally feeling pretty miserable.

  • So now you can kind of start to appreciate

  • why it is that continuing to drill into a process

  • to the point of frustration

  • but then staying with that process for a little bit longer,

  • and I'll define exactly what I mean by a little bit,

  • is the most important thing for adult learning

  • as well as childhood learning,

  • but adult learning in particular.

  • Now, the Knudsen Lab did two

  • very important sets of experiments.

  • The first one was published in "Nature,'

  • very important study,

  • which showed that juveniles can make these massive shifts

  • in their map representations,

  • meaning you can shift the visual world

  • using visual prisms a huge amount and very quickly.

  • Young individuals can

  • shift their representations of the world

  • so that they learn to reach to the correct location.

  • They get a lot of plasticity all at once,

  • and it happens very fast in a period of just a couple days.

  • In adults, it tends to be very slow

  • and most individuals never actually accomplish

  • the full map shift.

  • They don't get the plasticity.

  • Here we're talking about map shifts,

  • but this could be learning a new language,

  • this could be any number of different things

  • that [indistinct] we're attempting.

  • So what we're saying is what I already said before,

  • which is that we learn very well as youngsters,

  • but not as adults after 25.

  • But then what they did

  • is they started making the increment of change smaller.

  • So instead of shifting the world a huge amount

  • by putting prisms that shifted that the visual world

  • all the way over to the right,

  • they did this incrementally.

  • So, first, they put on prisms

  • that shifted it just a little bit,

  • just like seven degrees I believe was the exact number.

  • And then it was 14 degrees,

  • and then it was 28 degrees.

  • And so what they found was that the adult nervous system

  • can tolerate smaller and smaller errors over time,

  • but that you can stack those errors

  • so that you can get a lot of plasticity.

  • Put simply, incremental learning as an adult

  • is absolutely essential.

  • You are not going to get massive shifts

  • in your representation to the outside world.

  • So how do you make small errors as opposed to big errors?

  • Well, the key is smaller bouts of focused learning

  • for smaller bits of information.

  • It's a mistake to try and learn a lot of information

  • in one learning about as an adult.

  • What these papers from the Knudsen Lab show,

  • and what others have gone on to show,

  • is that the adult nervous system is fully capable of

  • engaging in a huge amount of plasticity,

  • but you need to do it in smaller increments

  • per learning epoch or per learning episode.

  • So how would you do this?

  • Well, say for instance, I'm terrible at free throws,

  • so let's say I wanted to learn free throws.

  • I'm 45 years old, so I'm well past the 25 and under mark.

  • I'm going to make errors.

  • I'm going to make a lot errors.

  • If I go into learning free throws

  • knowing that errors are the gate to plasticity,

  • well, then I feel a little bit better,

  • but I still have to aim for

  • the rim of the basket or the net.

  • Basically, showing how little I know about basketball.

  • But I think I know the general themes around basketball,

  • involves a net, a back board, and a ball, of course.

  • So I go to the free throw line and I'll throw.

  • How long should I go?

  • Well, until I'm hitting the point of frustration.

  • And at that point, continuing probably for

  • anywhere from 10 to 100 more trials

  • should be my limit, right?

  • That should be my limit if I want to

  • improve some specific aspect of the motor behavior.

  • And so the question then is

  • what should I be paying attention to?

  • What should I be focusing on?

  • Well, obviously trying to get the ball into the basket.

  • But the beauty of motor learning

  • is that the circuits for auditory and visual and motor

  • more or less teach themselves.

  • I don't necessarily have to be paying attention to

  • exactly the contact of my fingers with the ball

  • or some random feature like

  • whether or not I'm bending my knees or not.

  • The key is to try a number of different parameters

  • until I start to approximate

  • the behavior that I want to get a little bit better,

  • and then trying to get consistent about that.

  • Now, many of you involved in sports learning will say,

  • "Okay, well, that's obvious,

  • it's just incremental learning."

  • But the key thing is in those errors.

  • By isolating the errors and making a number of errors

  • in a particular aspect of the motor movement,

  • it signals to the brain that it's plastic.

  • And if I leave that episode of going

  • and trying to learn how to shoot free throws,

  • my brain is still plastic.

  • Plasticity is a state of the brain and nervous system.

  • It's not just geared toward the specific thing

  • I'm trying to learn.

  • So there are two aspects to plasticity

  • that I think we really need to highlight.

  • One is that there's plasticity geared toward

  • the thing that you are trying to learn specifically.

  • And then there are states of mind and body

  • that allow us to access plasticity.

  • Now, toward the end of this episode,

  • I'm going to spell out specific protocols

  • in a little more detail.

  • That free throw example

  • might not correlate with what you want to learn.

  • Actually, I don't have a huge desire to learn free throws.

  • I've more or less given up on basketball,

  • and free throws in particular.

  • But I think that it's important to understand

  • that motor movements are the most straightforward way

  • to access states of plasticity.

  • And that can be for sake of learning the motor movement

  • or for sake of accessing plasticity more generally.

  • One very important aspect to getting plasticity as an adult

  • is not just smaller increments, meaning shorter bouts.

  • So I gave an example of

  • another 100 free throws or something,

  • but going out there and just getting 10,000 free throws

  • all at once or packing as much as I can into one episode

  • is not going to be as efficient for me

  • as shorter bouts of intense learning as an adult.

  • Because the error signals are not as well-defined

  • to my nervous system.

  • It's not going to know what needs to change.

  • And so this is really the key element

  • of incremental learning,

  • is that you're trying to signal to the nervous system

  • at least one component that needs to change.

  • The nervous system needs to know what the error is.

  • Now, when I shoot free throws, Lord knows

  • there are a lot of different kinds of errors that happen,

  • probably the way I'm bending my knees,

  • the arc of the ball, the way I'm organizing my shoulders,

  • probably where my eyes are, lots of things.

  • So which ones to focus on?

  • And that's what I said before,

  • the beauty of the motor system is

  • I don't have to worry about all of that.

  • I just need to get the reps in a number of times,

  • and the nervous system will figure out

  • how far off my motor commands are,

  • at the level of these maps that I described earlier,

  • how far those deviate from the desired behavior,

  • getting the ball into the basket,

  • and it will start making adjustments.

  • But as I make adjustments,

  • or as my nervous system makes adjustments for me,

  • the key thing is to not start adding

  • a variety of new errors because then it gets confused.

  • And so this is why short learning bouts

  • are absolutely essential.

  • So let's say it's for learning an instrument as an adult.

  • Probably anywhere from 7 minutes

  • to 30 minutes,

  • provided that you're fully attending, you're very focused,

  • is going to be a pretty significant stimulus

  • to inspire plasticity in the nervous system.

  • Now, there is one way to get a lot of plasticity

  • all at once as an adult.

  • There is that kind of Holy Grail thing of

  • getting massive plasticity

  • as you would when you were a young person but as an adult.

  • And the Knudsen Lab revealed this

  • by setting a very serious contingency on the learning.

  • What they did was they had a situation where

  • subjects had to find food

  • that was displaced in their visual world,

  • again, by putting prisms,

  • and they had to find the food,

  • and the food made a noise,

  • there was a noise set to kind of the location of the food

  • through an array of speakers.

  • Basically, what they found was that

  • if people have to adjust their visual world

  • in order to get food,

  • the plasticity would eventually occur,

  • but it was very slow as an adult.

  • It was very, very slow.

  • Unless they actually had to hunt that food.

  • In order to eat at all, they needed plasticity.

  • And then what happened was remarkable.

  • What they observed is that the plasticity as an adult

  • can be as dramatic, as robust as it is in a young person

  • or in a young animal subject,

  • provided that there's a serious incentive

  • for the plasticity to occur.

  • And this is absolutely important to understand,

  • which is that how badly we need or want the plasticity

  • determines how fast that plasticity will arrive,

  • which is incredible because

  • the brain is just neurons and soup of chemicals.

  • But this means that the importance of something,

  • how important something is to us,

  • actually gates the rate of plasticity

  • and the magnitude of plasticity.

  • And this is why just passively going through most things,

  • going through the motions, as we say,

  • or just getting our reps in quote, unquote,

  • is not sufficient to get the nervous system to change.

  • This study, a beautiful study,

  • published in the journal of neuroscience shows

  • that if we actually have to

  • accomplish something in order to eat

  • or in order to get our ration of income,

  • we will reshape our nervous system very, very quickly.

  • So the nervous system has a capacity

  • to change at a tremendous rate,

  • to an enormous degree at any stage of life

  • provided it's important enough that that happen.

  • And I think some of you might be saying,

  • "Well, duh, that's obvious.

  • If it's really crucial,

  • then, of course, it's going to change faster."

  • But it didn't have to be that way.

  • And for most people who are trying to learn how to

  • learn faster or learn better,

  • they probably, in most cases,

  • they are hitting a limit

  • because the need to change is not crucial enough.

  • And I think there are a number of places

  • where this has important relevance

  • in the people who are battling addiction, for instance.

  • I will be the first to say that

  • I sympathize with the fact that addictions

  • have a biological component.

  • There's clearly cases where people

  • struggle tremendously to change their behavior

  • and their nervous system, in some cases, is so disrupted

  • by whatever substance they've been abusing

  • or behavior that they've been engaging in,

  • that it's that much harder for them to change.

  • But we've also seen incredible examples where when people

  • have to change from an internal standpoint,

  • from their own belief and desire to change,

  • that massive change is possible.

  • And so I think that the studies that Knudsen did

  • showing the incremental learning

  • can create a huge degree of plasticity as an adult

  • as well as when the contingency is very high,

  • meaning we need to eat, or we need to make an income,

  • or we need to do

  • something that's vitally important for us,

  • that plasticity can happen in these enormous leaps

  • just like they can in adolescence and young adulthood.

  • That points to the fact that it has to be

  • a neurochemical system.

  • There has to be an underlying mechanism.

  • This wasn't a case of sticking a wire into the brain

  • or taking a particular drug.

  • All the chemicals that we're about to talk about

  • are released from drugstores, if you will, [laughs]

  • chemical stores that already reside in all of our brains.

  • And the key is how to tap into those stores.

  • And so we're going to next talk about

  • what are the specific behaviors

  • that liberate particular categories of chemicals

  • that allow us to make the most of incremental learning

  • and that set the stage for plasticity that is similar enough

  • or mimics these high contingency states,

  • like the need to get food,

  • or really create a sense of internal urgency,

  • chemical urgency, if you will.

  • If you've heard previous episodes of this podcast,

  • you may have heard me talk about ultradian rhythm,

  • which are these 90-minute rhythms

  • that break up our 24-hour day.

  • They help break up our sleep into different cycles of sleep

  • like REM sleep and non-REM sleep.

  • They break up our day in ways that

  • allow us to learn best within 90-minute cycles, et cetera.

  • So some of you might be saying,

  • "Wait, you've been talking about ultradian cycles,

  • and a moment ago you were talking about

  • 7-minute or 12-minute or 30-minute learning cycles.

  • Today, we're really talking about how to tap into plasticity

  • through the completion of a task

  • or working towards something repetitively and making errors.

  • And so just to frame this

  • in the context of the ultradian cycle,

  • you might sit down,

  • decide that you're going to learn conversational French,

  • which would mean that you probably

  • don't already speak French.

  • So you're going to sit down,

  • you're going to decide you're going to learn

  • some nouns and some verbs,

  • you might do some practice set.

  • The ultradian cycle says that for the first

  • 5 to 10 minutes of doing that, your mind is going to drift

  • and your focus will probably kick in,

  • provided that you're restricting your visual world

  • to just the material in front of you,

  • something we talked about last episode,

  • somewhere around the 10 or 15-minute mark.

  • And then at best you're probably going to get about an hour of

  • a deliberate kind of tunnel vision learning in there.

  • Your mind will drift.

  • And then toward the end of that,

  • what is now an hour and 10 or hour and 20 minute cycle,

  • your brain will sort of start to flicker in and out,

  • you might start thinking about what you need to eat

  • or the fact that you have to use the bathroom or something.

  • And then by 90 minutes, it's probably time

  • to just stop the learning about and go do something else,

  • maybe return for a second learning about later,

  • maybe take a nap afterwards or something

  • to enhance the learning.

  • It's going to happen within about a 90-minute block.

  • You're going to go through that cycle of learning.

  • But when I refer to the 7 or 12

  • or 30 minutes of making errors,

  • what I mean is when you're really in a mode of

  • repeating errors, not deliberately,

  • you're trying your best to accomplish something,

  • and you're failing.

  • You're absolutely failing.

  • You're trying to remember say the sign language alphabet.

  • I was trying to teach myself this recently,

  • and then I keep repeating and repeating,

  • and then get to a certain point where I kept making errors,

  • making errors, making errors.

  • You want to keep making errors for this period of time

  • that I'm saying will last anywhere

  • for about 7 to 30 minutes.

  • It is exceedingly frustrating,

  • but that frustration, it liberates the chemical cues

  • that signal that plasticity needs to happen

  • and they also signal the particular neurons that are active.

  • So in the case of sign language,

  • it might be the ones that control my hand movements

  • as well as me thinking about what the different letters are.

  • It's signaling different opponents within the networks

  • between the brain and body,

  • and it's trying to figure out,

  • "Wait, where are these errors coming from?

  • Where are the errors coming from?

  • Ah, it's those neurons, they're making the mistakes.

  • They're making the mistakes, they're making the mistakes."

  • And it essentially highlights that pathway for change.

  • And it is the case that when we come back

  • a day or two later in a learning about after a nap

  • or a night or two of deep rest,

  • then what we find is that we can remember certain things

  • and the motor pathways work.

  • And we don't always get it perfectly,

  • but we get a lot of it right.

  • Whereas, we got it wrong before.

  • So that 7 to 30-minute intense learning about

  • is within the ultradian cycle,

  • and I want to be clear about that.

  • And some people can tolerate many of these per day.

  • Most people can only tolerate one or two, maybe three.

  • This is intense work.

  • If shooting free throws, you could probably do it all day.

  • But what I'm talking about

  • is really trying to accelerate plasticity

  • by having a period of the 7 to 30 minutes per learning about

  • that is specifically about making errors.

  • I want to really underscore that.

  • And it's not about, as I mentioned before,

  • coming up with some little hack or trick

  • or something of that sort.

  • It's really about trying to

  • cue the nervous system that something needs to change

  • because otherwise it simply won't change.

  • Now, there's another aspect to learning,

  • I think it's only fair to mention,

  • which is that we can all learn very easily

  • when there's something very bad happens to us.

  • I don't wish this on anyone,

  • but it is the case that if something really terrible happens

  • that we will have a lifetime memory for that event.

  • There are processes that allow us to uncouple

  • the emotional load of that event.

  • I talked about some of those a few episodes back,

  • the episode on dreams, trauma, and hallucinations.

  • And we're going to return to trauma release, PTSD,

  • and some of those other themes in a future episode.

  • But the reason why negative experiences

  • can be wired into us so quickly is because

  • our nervous system's main job is to keep us safe,

  • but at a deeper level, it's because negative experiences

  • cue us to the fact that whatever's happening

  • that's really bad is very different

  • than the other things that tend to happen before.

  • Most of our experience doesn't remap us,

  • but those negative experiences deploy

  • high levels of norepinephrine, high levels of acetylcholine,

  • and really make so that

  • whatever it is that we experienced in that bad episode

  • is essentially queued up,

  • and so we're on the lookout for it.

  • And this has a number of negative effects

  • in terms of psychological and emotional effects,

  • but it is really a process designed to keep us safe.

  • The other ways in which we can learn more quickly

  • besides just making errors

  • is when something really surprises us.

  • And if we're positively surprised by something

  • or we are just flooded with this molecule dopamine,

  • then there's a great opportunity for plasticity.

  • Dopamine is a molecule that's almost always associated

  • with pleasure

  • and with the accomplishment of a particular goal,

  • but it's really also a molecule of motivation.

  • It's a molecule that is released inside of us

  • when we think we're on the right path.

  • And it does have a capacity to increase neuroplasticity,

  • motivation, et cetera.

  • It's released in response to a number of natural behaviors,

  • just that help with the progression of ours

  • and other species,

  • things like food, sex,

  • in some sense social connection,

  • although that's more serotonin,

  • and serotonin doesn't have the same

  • effects on plasticity quite the same.

  • And we'll talk about a few later.

  • But dopamine is when we think we're on the right path

  • toward an external goal,

  • a little bit is released

  • and it tends to give us more motivation toward that goal.

  • I think everyone could stand to enhance the rate of learning

  • by doing the following.

  • Learn to attach dopamine, in a subjective way,

  • to this process of making errors.

  • Because that's really combining two modes of plasticity

  • in ways that together can accelerate the plasticity.

  • So, earlier, I talked about making errors

  • and having a focus about

  • of learning that includes making a lot of errors

  • inside of that learning about.

  • That is going to be frustrating,

  • but the frustration itself is the cue,

  • and epinephrine will be very high under those conditions.

  • But if you can just subjectively

  • associate that experience with something good

  • and that you want to continue down that path

  • as opposed to quitting

  • when you hit the point of frustration,

  • well then you now start to

  • create a synergy between the dopamine that's released

  • when we subjectively think something is good,

  • or tell ourselves something is good,

  • and that situation of making failures.

  • In other words, making failing repetitively,

  • provided we're engaged in a very specific set of behaviors

  • when we do it,

  • as well as telling ourselves that those failures

  • are good for learning and good for us,

  • creates an outsize effect on the rate of plasticity.

  • It accelerates plasticity.

  • Now, some of you might be asking, and I get asked a lot,

  • "Well, how do I get dopamine to be released?

  • And can I just tell myself that something is good

  • when it's bad?"

  • Well, actually yes, believe it or not.

  • The thing about dopamine is it's highly subjective.

  • What's funny to one person

  • is not necessarily funny to the next.

  • So it has to have some sense of authenticity for you.

  • But if you really want to be learning

  • the thing that you're trying to learn,

  • that should be reason enough to tell yourself,

  • "Well, I'm frustrated,

  • but the frustration is the source of accelerated learning."

  • Dopamine is one of these incredible molecules

  • that both can be released

  • according to things that are hardwired in us

  • to release dopamine.

  • Again, things like food, sex, warmth when we're cold,

  • cool environments when we're too warm.

  • It's that kind of pleasure molecule overall.

  • But it's also highly subjective

  • what releases dopamine in one person versus the next.

  • Everyone releases dopamine in response to those very basic

  • kind of behaviors and activities,

  • but dopamine is also released

  • according to what we subjectively believe is good for us.

  • And that's what's so powerful about it.

  • In fact, a book that I highly recommend,

  • if you want to read more about dopamine,

  • is a book that frankly I wish I had written,

  • it's such a wonderful book,

  • it's called "The Molecule of More."

  • And it really talks about dopamine

  • not just as a molecule associated with reward,

  • but a molecule associated with motivation and pursuit,

  • and just how subjectively controlled dopamine can be.

  • So make lots of errors,

  • tell yourself that those errors are important

  • and good for your overall learning goals,

  • so learn to attach dopamine,

  • meaning release dopamine in your brain

  • when you start to make errors,

  • keep the bouts of learning relatively short

  • if you're an adult.

  • Younger people can probably engage

  • in more bouts of learning.

  • And it's probably one of the reasons why

  • they learn so much faster.

  • They can just pack so much more information

  • into the brains and nervous systems compared to adults.

  • It's a little bit like,

  • I'll use the example of performance-enhancing drugs.

  • Some of those drugs probably do enhance performance

  • at the level of increasing red blood cell count, et cetera.

  • But a lot of what those drugs do is they allow

  • athletes to recover faster so they can just train more.

  • They allow them to do more work.

  • And so being a child is a little bit like

  • being in a performance enhanced brain milieu.

  • Their brains are kind of on natural, healthy neurochemicals

  • that afford them a lot more learning should they pursue it.

  • So this goes back to my advice for young people early on.

  • If you're young, what should you do?

  • Learn as much as you can

  • about as many things as you possibly can.

  • And I suggest specializing in something.

  • I guess I'm not in a position to give anyone direct advice,

  • but I would say, hopefully,

  • by about age 30, hopefully younger,

  • you have some sense of what excites you

  • and try and get really good at that thing,

  • provided it serves the world for better.

  • But that's all I'll say in terms of parenting advice.

  • It's not my place.

  • But maybe sometime I'll have an episode

  • completely devoted to sort of youth and learning in youth.

  • But once you're attaching dopamine

  • to this process of making errors,

  • then I start getting lots of questions

  • that really are the right questions,

  • which are, how often should I do this?

  • And when should I be doing this and at what time?

  • Well, I've talked a little bit about this

  • in previous episodes,

  • but as long as we're now kind of into the nitty-gritty

  • of tools and application,

  • each of us have some natural times throughout the day

  • when we are going to be much better

  • at tolerating these errors

  • and much more focused on what it is that we're trying to do.

  • Last episode was about focus,

  • but chances are that you can't focus as well at 4:00 pm

  • as you can at 10:00 am.

  • It differs for everybody depending on when you're sleeping

  • and your kind of natural chemistry and rhythms.

  • But find the time or times of day

  • when you naturally have the highest mental acuity,

  • and that's really when you want to engage

  • in these learning bouts.

  • And then get to the point where you're making errors

  • and then keep making errors for 7 to 30 minutes.

  • Just keep making those errors and drill through it.

  • And you're almost seeking frustration.

  • And if you can find some pleasure in the frustration,

  • yes, that is a state that exists,

  • you have created the optimal neurochemical milieu

  • for learning that thing.

  • But then here's the beauty of it,

  • you also have created the optimal milieu

  • for learning other things afterward.

  • If you leave that about of,

  • I gave the example of free throws,

  • or maybe it's playing tennis,

  • or maybe it's some other skill,

  • and you sit down to read a book,

  • your brain is in a heightened state

  • to learn and retain the information.

  • Because those chemicals don't get released

  • and then shut down.

  • You're creating a whole milieu,

  • an environment of these chemicals.

  • And the tale of how long these chemicals stay

  • sloshing around in your brain

  • has too many factors for me to put a hard number on it.

  • It's going to depend on transporters and enzymes

  • and all sorts of things.

  • But at least for an hour or so I would say,

  • you're going to be in a state of heightened learning,

  • and the ability to learn,

  • not just the motor patterns but cognitive information,

  • language information,

  • maybe you go to therapy right after that

  • and you work on something

  • in a very deliberate way that you're trying to work on,

  • maybe you don't go to therapy,

  • maybe you do something else that's important to you.

  • Again, there are just a variety of examples I could give.

  • There are a number of things that

  • allow us to powerfully access these states of error

  • that are kind of surprising but also kind of fun.

  • Again, these aren't gimmicks,

  • these tap into these basic mechanisms of plasticity.

  • And the three that I'd like to talk about next

  • are balance,

  • meaning the vestibular system,

  • as well as the two sides

  • of what I call limbic friction or autonomic arousal.

  • And if none of that makes sense,

  • I'm going to put a fine point on each one of those

  • and what it is and why it works

  • for opening up neuroplasticity.

  • Let's talk about limbic friction.

  • Now, limbic friction is not a term

  • you're going to find in the textbooks.

  • So if any of my colleagues are listening,

  • I want to repeat limbic friction,

  • I realize is not something you're going to find

  • in any of the textbooks.

  • But it is an important principle

  • that captures a lot of information that is in textbooks,

  • both neurobiology and psychology,

  • and it has some really important implications.

  • Limbic friction is my attempt to give a name to something

  • that is more nuanced and mechanistic than stress.

  • Because, typically, when we hear about stress,

  • we think of heart rate, heartbeat going too fast,

  • breathing too fast, sweating,

  • and not being in a state that we want,

  • we're to alert and we want to be more calm.

  • And, indeed, that's one condition in which

  • we have limbic friction,

  • meaning our limbic system

  • is taking control of a number of different aspects

  • of our autonomic or automatic biology.

  • And we are struggling to control that

  • through what we call top-down mechanisms.

  • We're trying to calm down

  • in order to reduce that level of arousal.

  • We're all familiar with this,

  • it's called the stress response.

  • However, there's another aspect of stress

  • that's just as important,

  • which is when we're tired and we're fatigued

  • and we need to engage,

  • we need to be more alert than we are.

  • And so what I call limbic friction is really

  • designed to describe the fact that when our

  • autonomic nervous system isn't where we want it,

  • meaning we're trying to be more alert

  • or we're trying to be less alert,

  • both of those feel stressful to people.

  • The other way to put it is that the word stress

  • is not a very good word to describe

  • what most people experience as stressful

  • because it can either be being too tired or being too alert.

  • Now, why am I bringing this up

  • in a discussion about neuroplasticity?

  • This is not a discussion about stress.

  • At some point, we will talk about stress

  • and tools to deal with stress.

  • But the reason I'm bringing this up is that

  • in order to access neuroplasticity,

  • you need these components of focus,

  • you need the component of attaching subjective reward,

  • you need to make errors, all this stuff.

  • And a lot of people find it difficult

  • to just get into the overall state to access those things.

  • So now there's a series of gates

  • that people are having a hard time accessing.

  • They're too tired and they can't focus, for instance.

  • Well, here's the beauty of it.

  • If you are too alert, meaning you're too anxious,

  • and you want to calm down in order to learn better,

  • there are things that you can do.

  • The two that I've spoken about previously

  • on various podcasts,

  • and I'll just review them really quickly,

  • are the double inhale exhale.

  • So inhaling twice through the nose

  • and exhaling once through the mouth.

  • This is not some yoga trick or some hack.

  • This is what's called a physiological sigh.

  • It offloads carbon dioxide from the lungs,

  • it has a number of different effects.

  • These were described in textbooks dating back to the 30s

  • and a number of laboratories have explored

  • the neurocircuitry underlying these

  • so-called physiological sighs.

  • That will calm you down faster than anything else

  • that I'm aware of.

  • The other thing is starting to remove your tunnel vision.

  • When you use tunnel vision, you're very focused,

  • that epinephrine up is released by dilating

  • your field of gaze, so-called panoramic vision.

  • Great, so now you can start to

  • sort of move up and down this level of autonomic arousal.

  • The key is you want to be in a state of arousal

  • that's ideally matched

  • to the thing that you're trying to perform or learn.

  • So if I'm really anxious

  • and I can't even pick up the basketball

  • or I feel like I'm shaking or my muscles are too tight,

  • I don't have that kind of looseness,

  • when I move like that, it almost makes it look like

  • I could throw a free throw, but I miss 95% of the time,

  • unless the basket is very, very low

  • and I place it in directly.

  • I guess that's not a free throw, is it? [laughs]

  • In any case, the point being that

  • you want to be in a state of alertness but calm.

  • And so you need to have ways to calm yourself down

  • when you're too amped up.

  • But the other side of limbic friction is important too.

  • If you are too tired and you can't focus,

  • well, then it's going to be impossible to even get to

  • the starting line, so to speak,

  • for engaging in neuroplasticity

  • through incremental learning, et cetera.

  • So in that case, there are other methods

  • that you can do to wake yourself up.

  • The best thing you should do is get a good night's sleep,

  • but that's not always possible,

  • or use a NSDR, non-sleep deep rest protocol.

  • But if you've already done those things

  • or you're simply exhausted for whatever other reason,

  • then there are other things that I often get asked about,

  • like sure a cup of coffee or super oxygenation breathing,

  • which means inhaling more than exhaling

  • on average in a breathing about.

  • Now we're sort of getting toward the realm of like

  • how you could trick your nervous system into waking up.

  • And if you bring more oxygen in

  • by making your inhales deeper and longer,

  • you will become more alert.

  • You'll start to actually deploy norepinephrine

  • if you breathe very fast.

  • So there are things that you can do to move up or down

  • this so-called autonomic arousal arc.

  • And what you want to ask before you undergo

  • any learning about is

  • how much limbic friction am I experiencing?

  • Am I too alert and I want to be calmer,

  • or am I too calm and too sleepy and I want to be more alert?

  • You're going to need to engage in behaviors

  • that bring you to the starting line in order to learn.

  • There are other things that you can do in order to then

  • learn better and faster besides incremental learning,

  • and those center on the vestibular system.

  • And this may come as a surprise to some people,

  • but probably not as a surprise

  • to some of you whose professions or whose recreation

  • involves a lot of motor activity

  • and sort of what we call high dimensional skill activity,

  • not just running or cycling

  • or very linear activities like weightlifting,

  • but things that involve inversions

  • and a lot of lateral movement,

  • actual sports, jumping, diving, rolling,

  • these kinds of things, gymnastics type stuff.

  • Why the vestibular system to access neuroplasticity?

  • Well, we have a hardwired system for balance,

  • and here's how it works

  • in as simple terms as I can possibly come up with.

  • As we move through space,

  • or even if we're stationary,

  • there are really three main planes of movement.

  • Now, I realize some people are just listening to this,

  • so I'm going to do this for both the folks

  • that are just listening

  • and for those of you that are watching on video.

  • So there are three main modes of movement.

  • And it turns out that your brain

  • doesn't really know where your body is,

  • except through that proprioceptive feedback.

  • The main way it knows

  • is through three planes of movement that we call pitch,

  • which is like nodding.

  • So if I nod like this, that's pitch.

  • Then there's yaw, which is side to side,

  • which is like shaking my head no.

  • And then there's roll from side to side

  • like when a puppy looks at you, like mm-mmm,

  • that kind of thing.

  • So pitch, yaw, and roll.

  • And the pilots out there

  • will know exactly what I'm talking about.

  • The brain knows the orientation and position of your body

  • relative to gravity,

  • depending on whether or not your brain in your head

  • actually is engaging more in pitch, yaw, or roll,

  • or some combination because if I lean down like so

  • or like so, it's a combination of pitch, yaw, and roll.

  • You might say like, "What is going on here?"

  • Well, we have these little things in our inner ear

  • called the semicircular canals.

  • Just like our eyes have two main functions,

  • one is to see objects in space

  • and the other is to set our circadian clocks

  • through subconscious mechanisms,

  • our ears have two main roles.

  • One is to hear, to perceive sound waves

  • or take in sound waves for perception, so-called hearing,

  • and the other is balance or vestibular function.

  • So sitting in our ears are these semicircular canals,

  • and they're these little tubes where these little stones,

  • they're actually little bits of calcium,

  • roll back and forth like little marbles.

  • When we roll this way, they roll this way, when we pitch.

  • When we go from side to side,

  • there's some that sit flat like this

  • and they go [makes swishing sound]

  • like marbles inside of a hula hoop.

  • And then we have roll, there's some that are kind of

  • at 45 degrees to those and it's kind of pitchy on roll.

  • Okay, great.

  • That sends signals to the rest of our brain and body

  • that tell us how to compensate

  • for shifts relative to gravity.

  • And you say, "Okay,

  • I thought we were talking about plasticity."

  • But this is where it gets really, really cool.

  • Errors in vestibular motor sensory experience,

  • meaning when we are off-balance

  • and we have to compensate by looking at, thinking about,

  • or responding to the world differently

  • cause an area of our brain called the cerebellum,

  • it actually means mini brain,

  • it looks like a little mini brain

  • like tucked below our cortex in the back,

  • cause the cerebellum to signal

  • some of these deeper brain centers

  • that release dopamine, norepinephrine, and acetylcholine.

  • And that's because these circuits

  • in the inner ear, et cetera,

  • and the cerebellum,

  • they were designed to recalibrate our motor movements

  • when our relationship to gravity changes.

  • Something fundamental to survival.

  • We can't afford to be falling down all the time

  • or missing things that we grab for,

  • or running in the wrong direction

  • when something is pursuing us.

  • These are hardwired circuits that tap

  • right into these chemical pathways.

  • And those chemical pathways are the gates to plasticity.

  • So I really want to spell this out clearly

  • 'cause I've given a lot of information today.

  • The first thing is,

  • how are you arriving to the learning about?

  • You need to make sure your level

  • of autonomic arousal is correct.

  • The ideal state is going to be clear, calm, and focused,

  • maybe a little bit more on the arousal level,

  • like heightened arousal.

  • So understand limbic friction,

  • understand that you can be too tired,

  • in which case you're going to need to get yourself more alert,

  • or you can be too alert

  • and you're going to need to get yourself calmer.

  • That gets you to the starting line.

  • When you're at the starting line,

  • then you're going to go into a learning about,

  • and that's when you want to start making these errors.

  • But what I'm saying is there's a layer in between

  • where if you are interested in using motor patterns

  • as a way to open up plasticity for all kinds of learning,

  • not just motor learning,

  • disrupting your vestibular motor relationship,

  • and I'll tell you how to do that in a moment,

  • can deploy or release neurochemicals in the brain

  • that place you into a state

  • that makes you much better at learning

  • and makes making errors much more pleasureful,

  • you're much more willing to do that.

  • Now, some of you are probably saying,

  • "Flow state, flow state."

  • Okay, I have friends that work on flow states

  • and who are involved in

  • flow states and trying to figure out what they are.

  • I have great respect for those people.

  • I want to tip my hat to them.

  • Very important work.

  • But, again, flow is an expression

  • of what you already know how to do.

  • It's not how you learn,

  • it's how you express what you've already learned.

  • I want to be really clear about that.

  • It's been kind of presented as this super state

  • or highly desirable state that we can all reach for.

  • That's the wrong [indistinct] to reach for

  • until you already know how to do the things

  • that I'm describing, in my opinion.

  • So the vestibular system,

  • if you can engage the vestibular system

  • and create some errors within the vestibular motor

  • operations that you're carrying out,

  • you create a neurochemical state that then makes you

  • very, very good at learning very quickly regardless of age.

  • So what would this look like?

  • Does this mean just doing inversions?

  • Does this mean doing yoga?

  • Maybe.

  • Does this mean taking corners faster on your road bike?

  • Let's say you always swim freestyle or breaststroke,

  • does this mean swimming backstroke or butterfly?

  • It depends.

  • It depends, however, on a very,

  • very easy to understand parameter, which is

  • how regularly you perform a particular motor behavior

  • and how novel a behavior is.

  • So the more novel that a behavior is

  • in terms of your relationship to gravity,

  • the more it will open up the opportunity for plasticity.

  • Have you ever seen somebody who just

  • jumped out of a plane for the first time

  • with a parachute? [laughs]

  • I don't even want to think about what,

  • if you've just seen somebody who jumped out of a plane

  • for the first time without a parachute,

  • I just hope the plane was on the ground.

  • But if you seen somebody after that,

  • they are in this incredible state because their

  • body and brain are flooded with all these neurochemicals

  • because it's very novel to them.

  • However, I've got friends from communities that

  • have done thousands upon thousands,

  • maybe tens of thousands of jumps,

  • and they're always alert and aware,

  • but it becomes pretty regular for them.

  • That's the point.

  • And they're not in this kind of buzzed out,

  • excited state afterwards because it's routine for them.

  • The key is to bring novelty

  • to the vestibular motor experience,

  • the vestibular motor commands that you're performing.

  • How do you do that?

  • Well, it's all about your orientation relative to gravity.

  • Now, I wouldn't want anyone to place themselves at risk.

  • So if you can't do handstands, don't try and do them,

  • freestanding and whatever.

  • If you're good at handstands,

  • guess how much plasticity doing handstands for half an hour

  • is going to create for you.

  • Zero.

  • Zero.

  • Your body is fully comfortable walking on your hands.

  • I see these people walking on your hands,

  • being upside down, being inverted.

  • Your Cirque du Soleil performers,

  • they're very comfortable there,

  • and there is zero learning, zero plasticity

  • because the failures and errors

  • and the relationship to gravity

  • are very typical for that individual.

  • Now, what this means is

  • that if we're going to use motor practices

  • to open up plasticity for learning,

  • not just those practices, but maybe some cognitive skills

  • or other things in the period that follows,

  • we need to create a sense of novelty relative to gravity.

  • And that means being either in a new position

  • or slightly unstable.

  • Believe it or not,

  • I don't want anyone injuring themselves,

  • but the sensation of falling or close to falling

  • signals the cerebellum to signal the deep brain centers

  • that release these neurochemicals

  • that something is very different

  • and we need to correct this error very, very fast.

  • Now, earlier, I was talking about

  • high contingencies for learning,

  • and you definitely don't want to make it a kind of like

  • either survive this or die kind of experience.

  • I confess, I occasionally look at these

  • parkour videos on YouTube.

  • Believe it or not, a lot of those people have died,

  • the ones that do these ridiculous things

  • of hanging off of buildings and things.

  • I am not suggesting you do that.

  • Please don't do that.

  • What I'm talking about is finding safe ways to explore

  • the sensory motor vestibular space, as we call it,

  • the relationship between those things.

  • So that could be through yoga.

  • If you're terrible at yoga,

  • there's more opportunity for you to learn

  • than somebody who's very skilled at yoga, for instance,

  • or gymnastics, or handstands, or on your road bike.

  • This is, unfortunately, what,

  • I don't want to name brands, but stationary bikes

  • where they give you the visual experience

  • of moving through space,

  • but you're not actually moving through physical space,

  • there's no vestibular feedback.

  • It's all visual.

  • You're stationary on the bike.

  • So unless you're hanging off the bike in your living room

  • like almost to the point you're tipping the bike,

  • you're not getting the actual vestibular

  • motor sensory mismatch.

  • That mismatch is the signal that deploys

  • dopamine, epinephrin, and these other things.

  • I don't care how excited or how much fun the ride was

  • or how much music you're playing that you love,

  • it's not the same situation

  • as being out of your normal relationship

  • to the gravitational pull.

  • So the first gate is to arrive at learning

  • at the appropriate level of autonomic arousal.

  • Clear and focused is best,

  • but don't obsess over being right there, it's okay.

  • If you're a little anxious or a little bit tired,

  • then you want to make errors.

  • We talked about that,

  • and this vestibular motor sensory relationship

  • is absolutely key

  • if you want to get heightened or accelerated plasticity.

  • And we talked about another feature,

  • which is setting a contingency.

  • If there's a reason,

  • an important reason for you to actually learn,

  • even if you're making failures,

  • the learning will be accelerated.

  • So there's really four things that you really need to do

  • for plasticity as an adult.

  • And I would say that these also apply to young people.

  • And there's an interesting

  • kind of a thought experiment there as well,

  • which is if you look at children,

  • they are moving a lot in different dimensions.

  • They are sometimes hanging from trees.

  • My sports were always things where I tended to get

  • hurt a lot, fall a lot.

  • So it's skateboarding for me when I was younger,

  • so a lot of falling and rolling

  • and various things of that sort.

  • But whatever sport the kids are playing,

  • or even if they don't play a sport,

  • they tend to move in a lot of different

  • relationships to gravity,

  • more dimensionality to their movements I should say,

  • than adults.

  • And one of the questions that's always

  • kind of been in the back of my mind is,

  • as we age we get less good at engaging in neuroplasticity.

  • Part of that is because

  • as the brain ages there are certain changes to

  • the way that neurons are structured,

  • their molecular components, et cetera.

  • But it's kind of a self-amplifying,

  • or I should say self-degenerating cycle

  • where as we get older, we tend to get more linear

  • and more regular about specific kinds of movements.

  • So we'd get on the treadmill, or we take the walk,

  • or we just always go up the same stairs, et cetera.

  • And there's less opportunity, typically,

  • for engaging these relationships to the gravitational pull

  • through the vestibular motor sensory convergence

  • that we talked about a moment ago.

  • And so you sort of have to wonder whether or not

  • the lack of plasticity or the reduced plasticity

  • in older individuals, which includes me,

  • would reflect the fact that

  • those chemicals aren't being deployed because

  • we're not engaging in certain behaviors

  • as opposed to we can't engage in the behaviors

  • because the chemicals aren't being deployed.

  • Now, I have a feeling it's both.

  • These have a reciprocal relationship.

  • And I certainly, again, I don't think

  • it would be wise for anyone who doesn't have

  • the muscle stabilizing skills

  • or the bone density, et cetera,

  • to start doing inversions and things of that sort.

  • That's not what I'm talking about here.

  • But it's interesting to think about

  • the sorts of exercise that we engage in.

  • We all know that getting the heart rate elevated

  • three to five times a week

  • is really good for us for cardiovascular health.

  • I think there's a ton of data to support that now.

  • Some load-bearing exercise is important

  • for increasing bone density

  • and maintaining muscular strength

  • and proprioceptive feedback.

  • Because, I'm sure many of you know this,

  • but resistance exercise actually trains

  • the nerve to muscle connections

  • as much as it does the muscles themselves.

  • Something I talked about at the beginning of the episode.

  • But I think most of us could stand to increase

  • the degree to which we engage this vestibular system

  • in novel ways.

  • And that can be done quite safely

  • through a number of different mechanisms.

  • I'm not a surfer, but people who do that sort of thing

  • are very familiar with orienting their body differently

  • according to the gravitational pull.

  • They're lying down, then they're standing up,

  • then they're turning, they're leaning their head.

  • So, again, it's this pitch, yaw, roll thing.

  • And, again, if you're very skilled at surfing,

  • you're actually not going to

  • open up plasticity just by surfing.

  • It's in the learning of these new relationships to gravity

  • that the windows for plasticity are enhanced.

  • I want to make sure that I underscore the fact

  • that this vestibular thing that I've been describing

  • is a way to really accentuate plasticity.

  • It's tapping into an inborn biological mechanism

  • where the cerebellum has outputs to these deep brain nuclei

  • associated with dopamine, acetylcholine, and norepinephrine.

  • You don't want to endanger yourself in the course of

  • pursuing these activities, but it is a powerful mechanism.

  • That's kind of an amplifier on plasticity,

  • as is high contingency.

  • If you really need to learn conversational French

  • to save your relationship,

  • the chances are you're going to learn it.

  • There are limits, of course, to the extent

  • to which one can accentuate or accelerate plasticity.

  • The ceiling on this is not infinite,

  • although we don't know how high it goes.

  • I think it's reasonable to say that

  • if someone put a gun to my head and said,

  • "Learn conversational French in the next 120 seconds,"

  • that conversational French will be limited

  • probably to just one word,

  • probably the word oui or something like that.

  • Because I can't stuff in all the knowledge all at once.

  • I think that's the dream of brain-machine interface,

  • that one will be able to download a chip

  • into their hippocampus or cortex,

  • or some other brain structure that would allow them

  • to download conversational French.

  • And someday we may get to that,

  • that capability may come about.

  • Right now, it does not exist,

  • nor is there a specific pill or chemical that will allow you

  • to download more information more quickly.

  • This is the issue around nootropics

  • I've talked about before.

  • There are things that can increase focus,

  • mainly things that increase acetylcholine

  • and transmission through the nicotine system,

  • things that can increase dopamine, things like L-tyrosine.

  • Again, I'm not recommending these.

  • You need to heed the warnings on those bottles,

  • but they will increase these neurochemicals.

  • And there are, of course,

  • things that will increase epinephrin,

  • things like caffeine,

  • or some people, because of prescription, take Adderall.

  • I'm, again, not suggesting people take any of these things.

  • In fact, today I focused almost exclusively

  • on behavioral tools and ways of structuring learning bouts

  • that will allow you to access more plasticity

  • regardless of age.

  • And they center around things that

  • I'm sure if you look around you you'll see

  • evidence for, "Oh, incremental learning is powerful,"

  • or, "Oh, the vestibular system

  • can open up opportunities for plasticity."

  • I'm sure that the yogis out there all saying,

  • "Wait, this sounds exactly like yoga.

  • We're supposed to push to an edge

  • and do these inversions and do all those sorts of things."

  • Well, I want to be clear,

  • I never said anyone should do inversions.

  • I said that the vestibular system is a valuable portal

  • into some of these neurochemical states

  • that favor plasticity.

  • But not so seldom, I hear from the yoga community,

  • and they will say things like,

  • "Much of what you're saying about how the brain works

  • or neuroplasticity has already been described

  • or is embedded in yoga practices."

  • And I just want to be very clear,

  • I have tremendous respect for

  • the yoga community and the practices,

  • I've done yoga from time to time,

  • I find it challenging and valuable.

  • I'm not a regular practitioner.

  • But the problem with yoga

  • is exactly the same problem with science,

  • which is that yoga has a lot of practices

  • for which there are very specific names,

  • but no description

  • or lending of understanding about mechanism.

  • And science has a lot of mechanisms [laughs]

  • and a lot of publications and papers

  • for which there's very little,

  • if not no description of tools and practices.

  • My goal in not just today

  • but in many ways throughout the course of the podcast

  • is to bridge the gaps between these various disciplines

  • in ways that are grounded mainly

  • to the fields of neuroscience and some related fields.

  • So, yes, it's true that I look at things

  • mainly through the lens of science,

  • but that's not to say that it exhaustively explains

  • everything about anything,

  • nor is it to say that it's the only lens

  • through which one could look at

  • something like neuroplasticity.

  • So I just want to acknowledge that

  • I have great respect for all these

  • different practices and communities.

  • And I think that, indeed, there are many cases in which

  • different communities and practices have been

  • aimed at targeting the same goals or outcomes.

  • Science and neuroscience,

  • through an understanding of mechanism,

  • can allow all of us to gain kind of common understanding

  • about what those practices are

  • and how to access things like neuroplasticity,

  • sleep, et cetera.

  • And I do believe. as I've said previously on this podcast,

  • that understanding mechanism

  • affords us a certain flexibility.

  • And I don't mean physical flexibility.

  • I mean a flexibility when we can't engage

  • in a particular behavior,

  • maybe we were injured or maybe we're not in the right

  • situation to do a particular practice,

  • but by thinking about mechanism,

  • we can adapt our circumstances.

  • I talked about this with sleep.

  • If you're rigidly attached to one protocol

  • of always looking at sunlight at one particular time

  • in the morning and in the evening,

  • that is not as valuable as understanding the mechanisms

  • of why you might look at

  • sunlight at one particular time versus another

  • because that affords you a flexibility,

  • allows you to adapt.

  • And life is very dynamic and we don't have control over

  • all the external conditions all the time.

  • And so understanding mechanism

  • through the lens of neuroscience,

  • I do believe, can be very powerful

  • because, of course, there are multiple ways

  • to access dopamine,

  • there are multiple ways to adjust limbic friction.

  • It's not just through respiration.

  • Of course, there are many ways to do that.

  • And so my overall goal here in this episode

  • and with this podcast

  • is to give you some understanding of the mechanisms

  • and the insights into the underlying biology

  • that allow you to tailor

  • what these kind of foundational mechanisms are

  • to suit your particular learning needs.

  • So I really thank you for your time and attention today.

  • I've covered a lot of material.

  • I very much encourage questions in the comments section

  • if you're looking at this on YouTube.

  • And if you're not and you're listening to it,

  • on Apple or Spotify.

  • Please feel free to visit us over on the YouTube channel

  • and put your questions in the comments section.

  • I do read them.

  • This entire month is all about neuroplasticity.

  • There's a lot to cover,

  • but I'm very excited to delve deeper into this topic

  • as it relates to your particular interests.

  • Many of you have graciously asked

  • how you can help support the podcast.

  • The best way you can do that

  • is to subscribe to the YouTube channel,

  • if you haven't done that already,

  • as well as to place questions in the comments section below,

  • or comments if you'd like to give us feedback.

  • Also to subscribe on Apple and/or Spotify.

  • And Apple allows you to leave a five-star review,

  • if you believe we deserve a five-star review,

  • as well as leave comments about the podcast.

  • In addition, if you can suggest the podcast

  • to your friends, to your family members,

  • or anyone that you think might be able to use

  • and appreciate the information,

  • that's a terrific way to support us.

  • And, of course, check out our sponsors

  • that we mentioned at the beginning.

  • That's a terrific way to support us as well.

  • Several times throughout today's episode,

  • as well as on previous episodes of the podcast,

  • I've talked about various supplements

  • that can be useful for enhancing sleep,

  • enhancing neuroplasticity, et cetera.

  • And, again, I want to emphasize that

  • I always think that behavioral practices

  • are the place to start.

  • I don't think supplements should ever be

  • the first line of entry

  • for people looking to enhance these aspects

  • of their nervous system and life.

  • But for those of you that are interested in supplements

  • and the supplements that I take,

  • I'm pleased to announce that we partnered with Thorne,

  • T-H-O-R-N-E.

  • And Thorne makes supplements that are, in my opinion,

  • of the very highest stringency in terms of

  • what's listed on the bottle

  • is actually what you'll find in the bottle,

  • this is a serious issue for the supplement industry,

  • as well as just the overall quality

  • of the materials they put into their supplements.

  • If you'd like to take a look at the supplements that I take

  • as well as explore any of them for yourself,

  • you can go to thorne.com/u/huberman.

  • And if you look there, you'll see

  • a number of the different supplements that I take.

  • And if you decide to purchase any of them,

  • you'll get 20% off your order.

  • So that's Thorne, thorne.com/u/huberman

  • to see the supplements that I take

  • and to explore if any of them are right for you.

  • In the next episode of this podcast,

  • we're going to continue to explore neuroplasticity.

  • This, as you may recall, is the way that we go about things

  • here the Huberman Lab Podcast,

  • which is to really drill deeply

  • into a topic for three or four, or even five episodes

  • so that by the end of those episodes,

  • all of you have a very firm understanding of how to

  • apply the principles of neurobiology

  • to the specific practices

  • and endeavors that are most important to you.

  • So I very much thank you for your time and attention.

  • I know it's a lot of information

  • and it takes a bit of focus and attention,

  • and certainly will trigger plasticity

  • to learn all this information.

  • I want to encourage you and just remind you

  • that you don't have to grasp it all at once,

  • that it is here archived

  • and that if you want to return to the information,

  • it will still be here.

  • And that I, most of all,

  • really appreciate your interest in science.

  • Thank you so much.

- Welcome to the Huberman Lab Podcast

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