1 00:00:03,840 --> 00:00:06,720 Speaker 1: Welcome to Stuff to Blow Your Mind from how Stuff 2 00:00:06,720 --> 00:00:13,880 Speaker 1: Works dot com. Hey, welcome to Stuff to Blow your Mind. 3 00:00:13,920 --> 00:00:16,599 Speaker 1: My name is Robert Lamb and I'm Julie Douglas, and 4 00:00:16,640 --> 00:00:19,480 Speaker 1: we're talking about teenagers today. So right off the bat, 5 00:00:20,000 --> 00:00:23,960 Speaker 1: Julie introduce us to the teenage Julie Douglas. What does 6 00:00:24,000 --> 00:00:28,400 Speaker 1: she look like? What does she believe? What she into? Um? 7 00:00:28,440 --> 00:00:33,279 Speaker 1: She likes to try to hypnotize herself. Um, she is 8 00:00:33,440 --> 00:00:38,919 Speaker 1: interested in fire and she's learned to silk screen. So 9 00:00:39,040 --> 00:00:43,120 Speaker 1: she's making clothes with really odd patterns on it and 10 00:00:43,159 --> 00:00:47,800 Speaker 1: wearing them to school. Yeah, and uh, you know, big 11 00:00:47,880 --> 00:00:52,360 Speaker 1: blonde hair. Yeah, what's her what's her favorite music? Oh? Um, 12 00:00:52,560 --> 00:00:56,400 Speaker 1: the replacements are are big on the roster. Trying to 13 00:00:56,400 --> 00:00:59,880 Speaker 1: think of Oh, Robin Hitchcock, I really haven't changed my 14 00:01:01,560 --> 00:01:06,360 Speaker 1: What about the teenage Robert? The teenage Robert? He plays 15 00:01:06,480 --> 00:01:09,640 Speaker 1: that he has abandoned Benson Dragons in favor of Magic 16 00:01:09,680 --> 00:01:13,760 Speaker 1: the Gathering. He has a few favorite T shirts that 17 00:01:13,840 --> 00:01:16,920 Speaker 1: he bought at a head shop in Huntsville, Alabama that 18 00:01:17,040 --> 00:01:20,959 Speaker 1: have Gustave Dore prints on them, except they're like bright purple. 19 00:01:21,680 --> 00:01:25,160 Speaker 1: He is really into HP Lovecraft and he likes to 20 00:01:25,200 --> 00:01:29,839 Speaker 1: listen to Tool nine inch Nails and Marilyn Manson. All right, 21 00:01:30,760 --> 00:01:33,919 Speaker 1: and is there a particular cloud of angst that hangs 22 00:01:34,000 --> 00:01:37,600 Speaker 1: over this version of you? Um? Yeah, I am well. 23 00:01:37,640 --> 00:01:40,760 Speaker 1: I am told by my h my mom still mentions 24 00:01:40,800 --> 00:01:43,200 Speaker 1: and my sisters that I was certainly a moody teenager. 25 00:01:43,319 --> 00:01:46,240 Speaker 1: I was a little glum at times. And I think 26 00:01:46,280 --> 00:01:48,680 Speaker 1: the ideas that I got excited about, I got excited 27 00:01:48,680 --> 00:01:53,200 Speaker 1: about these about sort of dangerous thinking, you know, because 28 00:01:53,200 --> 00:01:55,200 Speaker 1: that was the the the appeal I think of stuff 29 00:01:55,240 --> 00:01:57,200 Speaker 1: like Marilyn Manson at the time was so this is 30 00:01:57,480 --> 00:02:00,800 Speaker 1: this is dangerous music, even though and and and I 31 00:02:01,000 --> 00:02:04,160 Speaker 1: could go back and visit the teenage me like Looper 32 00:02:04,240 --> 00:02:07,760 Speaker 1: style and tell him, hey, you're gonna hear Marilyn Manson 33 00:02:07,840 --> 00:02:12,160 Speaker 1: music on like in the mall right, yeah, and just 34 00:02:12,400 --> 00:02:14,480 Speaker 1: you know, in in you know, ten twenty years time, 35 00:02:14,840 --> 00:02:18,800 Speaker 1: you're gonna realize just how non dangerous this this music 36 00:02:18,840 --> 00:02:20,800 Speaker 1: really was. But yeah, I feel like there was there 37 00:02:20,840 --> 00:02:23,080 Speaker 1: was a gloominess and then but also this rebellion, and 38 00:02:23,120 --> 00:02:26,840 Speaker 1: certainly the pride in this rebellion. You know, it's like 39 00:02:27,040 --> 00:02:29,880 Speaker 1: I don't really fit in in small town Tennessee. Because 40 00:02:30,600 --> 00:02:33,360 Speaker 1: because I'm I'm into I'm into this, this is this 41 00:02:33,400 --> 00:02:36,240 Speaker 1: is who I am. Well, I I can tell you 42 00:02:36,280 --> 00:02:39,880 Speaker 1: that I was probably the classic sulky teen and I 43 00:02:39,919 --> 00:02:43,200 Speaker 1: did some awful things that I can't believe I did 44 00:02:43,320 --> 00:02:45,880 Speaker 1: now that I still haven't admitted to my parents, and 45 00:02:45,919 --> 00:02:50,680 Speaker 1: I certainly will not begin cataloging here. But um, I 46 00:02:50,720 --> 00:02:54,160 Speaker 1: will say that having gone through the research for today's 47 00:02:54,160 --> 00:02:56,960 Speaker 1: podcast about the teenage brain, it makes me feel a 48 00:02:57,040 --> 00:02:59,760 Speaker 1: lot better about the things that I did, because sometimes 49 00:02:59,760 --> 00:03:03,359 Speaker 1: do ever look back at the earlier versions of yourself 50 00:03:03,919 --> 00:03:06,600 Speaker 1: and wonder like, who was I then? Or how did 51 00:03:06,639 --> 00:03:11,200 Speaker 1: that happen? And this, really, this research on the teenage 52 00:03:11,200 --> 00:03:14,000 Speaker 1: brain really explains why that there's a purpose to all 53 00:03:14,040 --> 00:03:17,239 Speaker 1: of this marauding teenage behavior. Yeah. I mean to bring 54 00:03:17,240 --> 00:03:20,040 Speaker 1: it back to the sci fi movie Looper, where basically 55 00:03:20,080 --> 00:03:22,320 Speaker 1: you have an older version of an individual who goes 56 00:03:22,360 --> 00:03:24,120 Speaker 1: back and meets the younger version. You know, it's a 57 00:03:24,560 --> 00:03:27,160 Speaker 1: it's a Bruce Willis and uh and what's his name? 58 00:03:27,639 --> 00:03:30,600 Speaker 1: What's his name? Yeah? The young actor what's his name? Yeah? 59 00:03:30,800 --> 00:03:35,000 Speaker 1: I don't remember his name? Anyway, Young Bruce Willis just 60 00:03:35,040 --> 00:03:36,440 Speaker 1: like young Joe and old Joe and they and at 61 00:03:36,480 --> 00:03:39,119 Speaker 1: one point they have this conversation in a diner and 62 00:03:39,200 --> 00:03:41,760 Speaker 1: they end up talking about very plot centric stuff about 63 00:03:41,840 --> 00:03:45,560 Speaker 1: like the fate of this individual. But I couldn't help 64 00:03:45,560 --> 00:03:47,080 Speaker 1: but think of like all the things I would want 65 00:03:47,080 --> 00:03:49,160 Speaker 1: to say to my young stuff, which would be stuff like, 66 00:03:49,600 --> 00:03:52,560 Speaker 1: you know, Marilyn Manson, isn't really that dangerous and cool? 67 00:03:52,640 --> 00:03:55,760 Speaker 1: Just wait, you'll see and and and then I might say, also, 68 00:03:56,160 --> 00:03:58,800 Speaker 1: let's talk about your posture and your diet for the 69 00:03:58,840 --> 00:04:02,080 Speaker 1: next several years. You're gonna make it to college and 70 00:04:02,160 --> 00:04:04,760 Speaker 1: you're going to need to maybe think a little about 71 00:04:04,800 --> 00:04:08,160 Speaker 1: what you're eating. Yeah, but your teenage brain still wouldn't 72 00:04:08,160 --> 00:04:11,360 Speaker 1: have been able to absorb that information and to have 73 00:04:11,440 --> 00:04:14,080 Speaker 1: that sort of forethought right, right, And it sends it 74 00:04:14,120 --> 00:04:15,760 Speaker 1: needed to go through this experience. It needed to go 75 00:04:15,800 --> 00:04:18,120 Speaker 1: through these experiences. Another big thing I would say is, 76 00:04:18,160 --> 00:04:21,559 Speaker 1: believe it or not, your teenage, your your high school 77 00:04:21,640 --> 00:04:23,800 Speaker 1: years are going to end, and you're gonna have to 78 00:04:23,880 --> 00:04:26,120 Speaker 1: know what you're gonna do next. And then I would 79 00:04:26,160 --> 00:04:27,919 Speaker 1: probably have to say, have the same conversation with my 80 00:04:27,960 --> 00:04:30,720 Speaker 1: college self. All of this, you know, came up in 81 00:04:30,720 --> 00:04:33,200 Speaker 1: the research, and I really enjoyed some of the quotes 82 00:04:33,240 --> 00:04:37,640 Speaker 1: that I was finding about being a teenager and that experience. Uh, 83 00:04:37,760 --> 00:04:40,320 Speaker 1: this is a really good one from Stephen King, who 84 00:04:40,360 --> 00:04:43,040 Speaker 1: has always had a real gift for for putting readers 85 00:04:43,040 --> 00:04:46,240 Speaker 1: in the mindset of younger and teenage characters. He says, 86 00:04:46,440 --> 00:04:49,040 Speaker 1: you know, small children take it as a matter of 87 00:04:49,080 --> 00:04:52,920 Speaker 1: course that things will change every day, and grown ups 88 00:04:53,000 --> 00:04:56,320 Speaker 1: understand that things change sooner or later, and their job 89 00:04:56,360 --> 00:04:58,720 Speaker 1: is to keep them from changing as long as possible. 90 00:04:58,960 --> 00:05:01,480 Speaker 1: Because it's a adults. You know, we really, we don't 91 00:05:01,680 --> 00:05:05,400 Speaker 1: really do well with change. King continues, it's only kids 92 00:05:05,440 --> 00:05:08,520 Speaker 1: in high school who are convinced they're never going to change. 93 00:05:08,720 --> 00:05:10,800 Speaker 1: There's always going to be a pep rally, and there's 94 00:05:10,839 --> 00:05:13,640 Speaker 1: always going to be a spectator bus somewhere out there 95 00:05:13,720 --> 00:05:18,760 Speaker 1: in their future. M hmm. Likewise, somebody, here's some other 96 00:05:18,839 --> 00:05:22,520 Speaker 1: quotes on on teens. William Shakespeare in The Winter's Tale 97 00:05:22,560 --> 00:05:25,839 Speaker 1: said I would there were no age between ten and 98 00:05:25,960 --> 00:05:29,440 Speaker 1: three and twenty, or that youth would sleep out the rest, 99 00:05:29,800 --> 00:05:32,640 Speaker 1: for there is nothing in the between but getting winches 100 00:05:32,720 --> 00:05:40,320 Speaker 1: with child, wronging the ancestry, stealing, fighting, wronging the ancestry. 101 00:05:40,839 --> 00:05:43,000 Speaker 1: Fran Lebo has set as a teenager you were at 102 00:05:43,000 --> 00:05:45,280 Speaker 1: the last stage in your life when you will be 103 00:05:45,320 --> 00:05:47,760 Speaker 1: happy to hear the phone is for you, and then 104 00:05:47,800 --> 00:05:50,560 Speaker 1: that there are various other everyone's spoken of. Teens have 105 00:05:50,560 --> 00:05:55,320 Speaker 1: been a problem forever. They've been a quandary forever. Aristotle 106 00:05:55,520 --> 00:05:59,479 Speaker 1: um more than years ago, said that that the young 107 00:05:59,520 --> 00:06:03,360 Speaker 1: are heated by nature as drunken men by wine. Eric 108 00:06:03,480 --> 00:06:06,359 Speaker 1: Ericsson said that the teen years were the most filled 109 00:06:06,360 --> 00:06:09,720 Speaker 1: with turmoil in any person's life. Um Freud said the 110 00:06:09,880 --> 00:06:13,960 Speaker 1: adolescence was an expression of tortuous psycho sexual conflict. And 111 00:06:13,960 --> 00:06:15,920 Speaker 1: of course you can go to any of the the 112 00:06:16,000 --> 00:06:18,760 Speaker 1: you know, the classic horror flicts of of the like 113 00:06:18,839 --> 00:06:21,280 Speaker 1: fifties and sixties. I was a teenage werewolf, I was 114 00:06:21,320 --> 00:06:24,719 Speaker 1: a teenage Frankenstein, teenagers from outer space. And then later 115 00:06:24,760 --> 00:06:26,839 Speaker 1: I was a teenage zombie. I was a teenage mummy. 116 00:06:26,880 --> 00:06:29,000 Speaker 1: I was a teenage serial killer. That's those last two 117 00:06:29,000 --> 00:06:31,159 Speaker 1: are more recent, but still that you see in those 118 00:06:31,279 --> 00:06:34,120 Speaker 1: ridiculous movies, the idea that it's like, what's going on 119 00:06:34,160 --> 00:06:36,279 Speaker 1: with teens? Why aren't teens so weird? Why can't we 120 00:06:36,360 --> 00:06:39,200 Speaker 1: understand them? Why is is there something wrong with their brains? 121 00:06:40,160 --> 00:06:42,280 Speaker 1: In a sense, there is because their brains as well 122 00:06:42,320 --> 00:06:46,080 Speaker 1: discussing this podcast are changing their undergoing these changes, a 123 00:06:46,120 --> 00:06:49,120 Speaker 1: lot of stuff is coming online that hasn't really been 124 00:06:49,600 --> 00:06:52,279 Speaker 1: been been active before, and so their brain is sort 125 00:06:52,279 --> 00:06:56,200 Speaker 1: of charging up for the adulthood ahead. Yeah. David Dobbs 126 00:06:56,200 --> 00:06:59,320 Speaker 1: wrote a great article in National Geographic. It is called 127 00:06:59,400 --> 00:07:03,080 Speaker 1: Beautiful Brains, and he says that these studies help explain 128 00:07:03,080 --> 00:07:07,719 Speaker 1: why teens behave with such He says vexing, inconsistency, beguiling 129 00:07:07,720 --> 00:07:11,679 Speaker 1: at breakfast, disgusting at dinner, masterful on Monday, sleep walking 130 00:07:11,720 --> 00:07:16,640 Speaker 1: on Saturday, along with lacking experience. Generally, they they're still 131 00:07:16,720 --> 00:07:19,960 Speaker 1: learning to use their brains new networks. And he says 132 00:07:20,000 --> 00:07:23,920 Speaker 1: that stress, fatigue or challenges can cause a misfire. And 133 00:07:23,960 --> 00:07:27,400 Speaker 1: now there's someone named Abigail Baird who is a vass 134 00:07:27,480 --> 00:07:32,200 Speaker 1: Or psychologists who studies teens, and she calls this neural gawkiness. 135 00:07:32,400 --> 00:07:34,480 Speaker 1: And I like this idea because it reminds me of 136 00:07:34,480 --> 00:07:38,240 Speaker 1: a puppy dog with you know, huge pause that has 137 00:07:38,320 --> 00:07:44,480 Speaker 1: already those those adult paws, but is very um, very 138 00:07:44,520 --> 00:07:46,840 Speaker 1: sort of sloppy in its attempt to try to walk 139 00:07:46,880 --> 00:07:50,080 Speaker 1: around with these giant adult paws. I think about teens 140 00:07:50,120 --> 00:07:53,520 Speaker 1: the same way, because they're still trying to use this 141 00:07:53,680 --> 00:07:57,280 Speaker 1: neural circuitry and there's a lot of remodeling going on 142 00:07:57,320 --> 00:07:59,360 Speaker 1: in that brain. Right to your point, the idea that 143 00:07:59,440 --> 00:08:03,760 Speaker 1: the puppy already has sort of an adult dog pause 144 00:08:03,960 --> 00:08:06,200 Speaker 1: right into a certain extent, you can you can see 145 00:08:06,240 --> 00:08:09,080 Speaker 1: the same thing with with the brain itself. By the 146 00:08:09,080 --> 00:08:11,520 Speaker 1: time we hit the age of six, our brain has 147 00:08:11,560 --> 00:08:15,640 Speaker 1: already hit nine of its its overall size. Most of 148 00:08:15,680 --> 00:08:17,679 Speaker 1: the brain is it's already The rest of the growth 149 00:08:17,720 --> 00:08:21,200 Speaker 1: is mostly skull with and whatnot, But the brain itself, 150 00:08:21,480 --> 00:08:23,760 Speaker 1: most of the construction is done. If you think of 151 00:08:23,760 --> 00:08:25,440 Speaker 1: it as a house, which is a metaphor that comes 152 00:08:25,520 --> 00:08:28,680 Speaker 1: up again and again in the research materials we looked at, 153 00:08:29,120 --> 00:08:32,480 Speaker 1: the house has already been built, the framework, the roof, 154 00:08:32,600 --> 00:08:39,560 Speaker 1: the walls, etcetera. All the changes to come are more redecorating, rewiring, uh, 155 00:08:39,880 --> 00:08:43,320 Speaker 1: and get anything everything ready for the guests to come over. Yeah, 156 00:08:43,360 --> 00:08:46,400 Speaker 1: and this is really important because the brain does form 157 00:08:46,600 --> 00:08:50,000 Speaker 1: from back to front, and so like a yeah, like 158 00:08:50,040 --> 00:08:53,079 Speaker 1: a wave, it kind of the It's really important obviously 159 00:08:53,120 --> 00:08:55,880 Speaker 1: to have the brain stem and all these very primal 160 00:08:56,679 --> 00:09:00,640 Speaker 1: parts of the brain fully formed by age right, like, 161 00:09:00,679 --> 00:09:02,000 Speaker 1: think of it as the house. You gotta have those 162 00:09:02,000 --> 00:09:04,720 Speaker 1: bathrooms working. Yeah, exactly, the plumbing has got to be 163 00:09:04,800 --> 00:09:07,280 Speaker 1: in um. So, I mean it's it's not a huge 164 00:09:07,280 --> 00:09:10,960 Speaker 1: surprise that the brain has reached of it's full sized 165 00:09:11,000 --> 00:09:13,840 Speaker 1: by the time a person is six. Um. What has 166 00:09:13,880 --> 00:09:17,880 Speaker 1: been a surprise to neuroscientists and is the different ways 167 00:09:17,880 --> 00:09:21,360 Speaker 1: that it's incomplete or still being worked on. And this 168 00:09:21,400 --> 00:09:24,280 Speaker 1: is what we see in the teenage brain. Um. Now 169 00:09:24,320 --> 00:09:26,679 Speaker 1: we should probably talk about the merits of this, because 170 00:09:26,679 --> 00:09:29,280 Speaker 1: it seems, you know, I guess you could look at 171 00:09:29,320 --> 00:09:31,280 Speaker 1: and say, well, why is the prefrontal cortex, which is 172 00:09:31,320 --> 00:09:33,920 Speaker 1: so important and reasoning and so on and so forth, 173 00:09:33,960 --> 00:09:37,640 Speaker 1: Why isn't that completely developed by age six? Why does 174 00:09:37,679 --> 00:09:40,559 Speaker 1: it take you know, all the way to a That 175 00:09:40,679 --> 00:09:42,840 Speaker 1: makes an important thing to mention to some the studies 176 00:09:42,880 --> 00:09:45,760 Speaker 1: we're looking at here we say teen and teens tends 177 00:09:45,760 --> 00:09:48,200 Speaker 1: to you tend to think like thirteen to nineteen, But 178 00:09:48,360 --> 00:09:51,680 Speaker 1: basically we're looking at anywhere between twelve and twenty five, 179 00:09:52,120 --> 00:09:53,960 Speaker 1: which really makes sense to me and makes me feel 180 00:09:53,960 --> 00:09:56,280 Speaker 1: a little better about about my own SEP because I 181 00:09:56,280 --> 00:10:00,000 Speaker 1: felt like teenage Robert Lamb or rob or Robbie Lamb 182 00:10:00,120 --> 00:10:03,320 Speaker 1: depending on who knew him. Um, he, I feel like he, 183 00:10:03,400 --> 00:10:06,160 Speaker 1: but not Bob, never Bob, not yet Bob is like 184 00:10:06,320 --> 00:10:09,880 Speaker 1: later years, end of life faith. But but I feel 185 00:10:09,880 --> 00:10:14,040 Speaker 1: like teenage Robert Lamb was definitely hanging around until twenty five, 186 00:10:14,080 --> 00:10:16,920 Speaker 1: if not twenty six. So well. And I think there's 187 00:10:16,920 --> 00:10:19,240 Speaker 1: a reason why insurance companies will drop your rate when 188 00:10:19,320 --> 00:10:21,400 Speaker 1: you turn twenty five. Right. Part of it is because 189 00:10:21,440 --> 00:10:24,920 Speaker 1: of this risk taking behavior which is associated with teens 190 00:10:25,240 --> 00:10:29,040 Speaker 1: doesn't really taper off until again, your brain is fully 191 00:10:29,080 --> 00:10:32,200 Speaker 1: formed in those uh seats of judgment and reasoning in 192 00:10:32,200 --> 00:10:36,240 Speaker 1: your brain. Um. Now there there are merits again to this, 193 00:10:36,400 --> 00:10:39,600 Speaker 1: because an extended childhood of sorts which we're seeing here 194 00:10:40,160 --> 00:10:43,240 Speaker 1: is essential to being able to operate in the world 195 00:10:43,280 --> 00:10:45,440 Speaker 1: at large. And we see this in nature and we've 196 00:10:45,440 --> 00:10:48,880 Speaker 1: seen this before in New Caledonian crows versus say a 197 00:10:48,960 --> 00:10:53,319 Speaker 1: hen or a chicken. A crow great tool user, but 198 00:10:53,520 --> 00:10:57,120 Speaker 1: has an extended childhood and um in terms of nature. 199 00:10:57,640 --> 00:11:00,640 Speaker 1: But a chicken it is fast mature and it doesn't 200 00:11:00,640 --> 00:11:02,680 Speaker 1: have an extended good to go, but it's not good. 201 00:11:02,760 --> 00:11:04,320 Speaker 1: It's not gonna do any of the feats that are 202 00:11:04,320 --> 00:11:06,679 Speaker 1: croak can do. You can't train a chicken to pick 203 00:11:06,800 --> 00:11:09,920 Speaker 1: up coins and put them in a receptacle, whereas we 204 00:11:10,120 --> 00:11:12,400 Speaker 1: have seen that happen with crows. It's a great ted 205 00:11:12,440 --> 00:11:15,360 Speaker 1: talk about that. Yeah, they're very intelligent. So again there's 206 00:11:15,360 --> 00:11:18,679 Speaker 1: a big payoff here and have any extended uh childhood. 207 00:11:18,960 --> 00:11:21,120 Speaker 1: So one of the big things has changed that certainly 208 00:11:21,160 --> 00:11:24,680 Speaker 1: separates us from Shakespeare's time, in Aristotle's time, and and 209 00:11:24,720 --> 00:11:27,840 Speaker 1: even earlier Stephen king time, is that we have the 210 00:11:27,880 --> 00:11:30,280 Speaker 1: ability to scan the brain, to to look at the 211 00:11:30,320 --> 00:11:33,240 Speaker 1: brain in real time and see how it's behaving, what 212 00:11:33,400 --> 00:11:36,679 Speaker 1: areas are lighting up, where the blood's flowing, etcetera. So 213 00:11:37,360 --> 00:11:40,280 Speaker 1: we have a better understanding about what exactly is going 214 00:11:40,360 --> 00:11:43,880 Speaker 1: on inside the team's brain, what kind of rewiring as 215 00:11:43,880 --> 00:11:46,960 Speaker 1: the word is taking place. Uh, And there's a there's 216 00:11:47,000 --> 00:11:48,960 Speaker 1: a whole list of things that are going on. Yeah. 217 00:11:49,000 --> 00:11:52,480 Speaker 1: Science writer David Dobbs says that there is a much 218 00:11:52,520 --> 00:11:56,600 Speaker 1: more flattering version of teens in their brains these days. 219 00:11:56,640 --> 00:11:59,000 Speaker 1: He says that you used to we used to look 220 00:11:59,000 --> 00:12:01,880 Speaker 1: at them as more of a rough draft, but that 221 00:12:01,920 --> 00:12:06,400 Speaker 1: we should start thinking them as an exquisitively sensitive, highly 222 00:12:06,480 --> 00:12:10,520 Speaker 1: adaptable creature, wire wired almost perfectly for the job of 223 00:12:10,600 --> 00:12:14,800 Speaker 1: moving from the safety of home into the complicated world outside. Yeah, 224 00:12:14,840 --> 00:12:17,679 Speaker 1: I mean, because we think of anyone's teenage or late 225 00:12:17,720 --> 00:12:21,400 Speaker 1: teenage stories, and again that can arrange any more from twelve. 226 00:12:21,720 --> 00:12:24,040 Speaker 1: The part of that rebellion, part of that idea that 227 00:12:24,120 --> 00:12:27,760 Speaker 1: you're gonna you're more apt to take risks, your rebellion 228 00:12:27,760 --> 00:12:30,520 Speaker 1: against the establishment. You you think differently than your than 229 00:12:30,559 --> 00:12:32,240 Speaker 1: your parents, and you feel like you can change the 230 00:12:32,280 --> 00:12:34,760 Speaker 1: world and that you have a really important place in 231 00:12:34,800 --> 00:12:37,040 Speaker 1: the world. It part of this is also that that 232 00:12:37,200 --> 00:12:40,320 Speaker 1: breaking away from home. Right, So there's this view that 233 00:12:40,400 --> 00:12:44,400 Speaker 1: all of these things, this wiring of the brain is 234 00:12:44,520 --> 00:12:48,199 Speaker 1: perfect for someone who needs to leave the house because 235 00:12:48,200 --> 00:12:50,559 Speaker 1: the things that seem important at this point are not 236 00:12:51,240 --> 00:12:53,679 Speaker 1: the safety of the home. And it's spending as much 237 00:12:53,720 --> 00:12:56,160 Speaker 1: time as possible with your with your parents while they're around, 238 00:12:56,240 --> 00:12:58,160 Speaker 1: that kind of thing. No, it's about I need to 239 00:12:58,200 --> 00:12:59,840 Speaker 1: get out and make a name for myself. I need 240 00:12:59,880 --> 00:13:02,760 Speaker 1: to why or I need to get out and meet girls. 241 00:13:02,840 --> 00:13:05,440 Speaker 1: I need to to get out and uh and be 242 00:13:05,640 --> 00:13:09,240 Speaker 1: myself and find this culture or subculture that I connect 243 00:13:09,280 --> 00:13:12,160 Speaker 1: with and makes me feel whole well. And one of 244 00:13:12,160 --> 00:13:15,400 Speaker 1: the most important things about human development, is this ability 245 00:13:15,480 --> 00:13:19,760 Speaker 1: to leave home whatever that is this separation because really 246 00:13:19,800 --> 00:13:23,920 Speaker 1: this this is the the portal into adulthood. And so 247 00:13:24,040 --> 00:13:27,640 Speaker 1: it would make sense that teens brains are wired for 248 00:13:28,120 --> 00:13:32,280 Speaker 1: riskier behavior because it allows them to imagine themselves as adults, 249 00:13:32,320 --> 00:13:35,960 Speaker 1: to separate themselves from the parental unit, and to strike 250 00:13:35,960 --> 00:13:38,200 Speaker 1: out on their own. So of course this is the 251 00:13:38,200 --> 00:13:41,640 Speaker 1: place where you see a lot of clashing between parents 252 00:13:41,720 --> 00:13:45,240 Speaker 1: and kids because, uh, parents, although they want their kids 253 00:13:45,240 --> 00:13:48,439 Speaker 1: to be independent, don't want them to be speeding at 254 00:13:48,520 --> 00:13:53,840 Speaker 1: crazy speeds through the streets right of their town. Um, 255 00:13:53,880 --> 00:13:58,360 Speaker 1: not realizing that this speeding is actually the team trying 256 00:13:58,400 --> 00:14:02,520 Speaker 1: to take control of some aspect of their lives and 257 00:14:02,760 --> 00:14:07,720 Speaker 1: testing the boundaries and really is sort of they're trying 258 00:14:07,760 --> 00:14:11,319 Speaker 1: to bolster themselves to make that separation, even if it 259 00:14:11,360 --> 00:14:13,160 Speaker 1: just seems like they're doing something stupid. Yeah, and a 260 00:14:13,240 --> 00:14:15,120 Speaker 1: lot of times that when we're talking about the risk, 261 00:14:15,280 --> 00:14:17,439 Speaker 1: it's it's easy to fall into the trap of thinking, oh, 262 00:14:17,679 --> 00:14:20,520 Speaker 1: they can't really perceive risks that well, they don't understand 263 00:14:20,800 --> 00:14:24,320 Speaker 1: the driving fast can kill you, or that you know, 264 00:14:25,000 --> 00:14:28,080 Speaker 1: hanging out at this party where there's underage drinking is 265 00:14:28,200 --> 00:14:31,440 Speaker 1: you know, potentially screw screw up your life in the 266 00:14:31,480 --> 00:14:34,600 Speaker 1: short term anyway, if the police show up, you know. Uh, 267 00:14:34,640 --> 00:14:36,920 Speaker 1: but it's not that they don't realize those risks, but 268 00:14:37,080 --> 00:14:41,440 Speaker 1: that they there's more emphasis on the potential rewards of say, um, 269 00:14:41,640 --> 00:14:44,080 Speaker 1: feeling the thrill of driving really fast or just or 270 00:14:44,120 --> 00:14:46,960 Speaker 1: going to this party where they are cool people and 271 00:14:47,000 --> 00:14:51,120 Speaker 1: whom associating with has a vital impact on who I 272 00:14:51,160 --> 00:14:54,800 Speaker 1: am and my identity and making myself who I'm going 273 00:14:54,880 --> 00:14:58,720 Speaker 1: to be. Yeah, it is really interesting that, um, this 274 00:14:58,880 --> 00:15:03,240 Speaker 1: novelty seeking, this risk taking is something that is not 275 00:15:03,280 --> 00:15:06,080 Speaker 1: because they they as you say, can't sense it or 276 00:15:06,080 --> 00:15:09,440 Speaker 1: realize that there is a risk in it. Laurence Steinberg, 277 00:15:09,560 --> 00:15:13,520 Speaker 1: who is a developmental psychologist specializing in analyst It's a 278 00:15:13,600 --> 00:15:18,040 Speaker 1: Temple University, says that teens actually overestimate risk and it 279 00:15:18,240 --> 00:15:21,360 Speaker 1: is as you say, um, it's not. It's it's that 280 00:15:21,400 --> 00:15:26,560 Speaker 1: they're coming at the weighing of the risk differently than adults, 281 00:15:27,200 --> 00:15:31,240 Speaker 1: and researchers like Steinberg and Casey believe this risk friendly 282 00:15:31,320 --> 00:15:35,320 Speaker 1: weighing of cost versus reward has been selected for because 283 00:15:35,320 --> 00:15:37,520 Speaker 1: over the course of human evolution. This is according to 284 00:15:37,600 --> 00:15:40,720 Speaker 1: Dave David Dobbs, the willingness to take risk during this 285 00:15:40,760 --> 00:15:44,320 Speaker 1: period of life has ranted an adaptive edge, and so, 286 00:15:44,440 --> 00:15:46,960 Speaker 1: like as you were saying, they see a different reward 287 00:15:47,160 --> 00:15:50,840 Speaker 1: and this is because their olympics systems UM are actually 288 00:15:50,920 --> 00:15:56,720 Speaker 1: hyper sensitive. Now keep into keep in mind that their 289 00:15:56,800 --> 00:16:01,200 Speaker 1: prefrontal cortex the undergoes a great many changes during this 290 00:16:01,280 --> 00:16:03,560 Speaker 1: time too. In the prefrontal cortex, again, the seed of 291 00:16:03,640 --> 00:16:08,960 Speaker 1: reason actually sees a reduction in gray matter. So what 292 00:16:09,000 --> 00:16:12,760 Speaker 1: you're seeing here is not great reasoning skills, but then 293 00:16:13,240 --> 00:16:16,280 Speaker 1: heightened limbic system, they're going to be a lot more 294 00:16:16,360 --> 00:16:19,800 Speaker 1: sensitive to the reward prospect, and of course this creates 295 00:16:19,840 --> 00:16:22,560 Speaker 1: the condition for risky behavior. All right, we're gonna take 296 00:16:22,560 --> 00:16:24,320 Speaker 1: a quick break, and when we come back, we'll dive 297 00:16:24,680 --> 00:16:27,160 Speaker 1: even deeper into the mind of the teenage you. And 298 00:16:27,280 --> 00:16:29,040 Speaker 1: one of the things we'll get to, which I found 299 00:16:29,040 --> 00:16:32,320 Speaker 1: most exciting, is why do teenagers feel they're the center 300 00:16:32,320 --> 00:16:34,360 Speaker 1: of the universe and why do they think they can 301 00:16:34,440 --> 00:16:45,720 Speaker 1: change everything in it? All right, we're back, So the 302 00:16:45,760 --> 00:16:49,560 Speaker 1: teen brain. UM. We've talked a little bit already about 303 00:16:50,800 --> 00:16:54,360 Speaker 1: about the riskiness the risk taking of teens, about how 304 00:16:54,560 --> 00:16:57,800 Speaker 1: the teenage brain is that way because the adult brain 305 00:16:57,880 --> 00:17:01,360 Speaker 1: is developing, and how there's also an ever evolutionary advantage 306 00:17:01,640 --> 00:17:03,760 Speaker 1: to thinking this way, because it'll get you out of 307 00:17:03,800 --> 00:17:06,040 Speaker 1: the house and away from home and out starting this 308 00:17:06,119 --> 00:17:08,520 Speaker 1: new life. In a way, it's kind of like the 309 00:17:08,520 --> 00:17:11,760 Speaker 1: the wings that a creature might develop just so it 310 00:17:11,800 --> 00:17:15,199 Speaker 1: can leave the nest and uh and find his home. 311 00:17:15,240 --> 00:17:17,600 Speaker 1: I'm thinking of termites. I guess the queen and king 312 00:17:17,680 --> 00:17:20,320 Speaker 1: termite develop these wings. They fly far away, and then 313 00:17:20,359 --> 00:17:22,920 Speaker 1: they start life anew and they burl underground and you're 314 00:17:22,960 --> 00:17:26,080 Speaker 1: never seen again. So you've got the toolkit. It's hanging 315 00:17:26,119 --> 00:17:30,879 Speaker 1: out there. Um. I wanted to point out that again, 316 00:17:30,920 --> 00:17:34,240 Speaker 1: the brain is undergoing a lot of remodeling at this time, 317 00:17:34,600 --> 00:17:39,720 Speaker 1: in particular in that prefrontal cortex and cognitive neuroscientists Sarah 318 00:17:39,760 --> 00:17:44,960 Speaker 1: Jane Blakemore compares the prefrontal cortex and adults and adults 319 00:17:45,000 --> 00:17:49,119 Speaker 1: and teens and shows us how typical teenage behavior is 320 00:17:49,160 --> 00:17:52,400 Speaker 1: caused by the growing and developing brain. And she does 321 00:17:52,440 --> 00:17:57,200 Speaker 1: this by pointing out that gray matter volume in prefrontal 322 00:17:57,240 --> 00:18:00,200 Speaker 1: cortex peaks and early adolescents around ten for girls and 323 00:18:00,280 --> 00:18:03,359 Speaker 1: twelve for boys, and then later in the adolescence you 324 00:18:03,400 --> 00:18:06,520 Speaker 1: see a significant decline in gray matter volume in the 325 00:18:06,520 --> 00:18:10,520 Speaker 1: prefrontal cortex. So what's amazing about this is it's not 326 00:18:10,560 --> 00:18:13,000 Speaker 1: just that this is an undeveloped part of the brain. 327 00:18:13,160 --> 00:18:16,280 Speaker 1: It's that it is changing. And the only thing that 328 00:18:16,400 --> 00:18:21,159 Speaker 1: I can equated to is something like the pregnancy brain 329 00:18:21,280 --> 00:18:24,399 Speaker 1: or the pregnant brainer. You've probably heard that term before, 330 00:18:25,200 --> 00:18:30,080 Speaker 1: wherein of females brain will change during pregnancy, kind of 331 00:18:30,160 --> 00:18:33,320 Speaker 1: undergo some different wiring and as a result you get 332 00:18:33,359 --> 00:18:36,400 Speaker 1: sort of a fogginess and come out on the other 333 00:18:36,520 --> 00:18:41,080 Speaker 1: end with an upgraded brain, particularly for trying to um 334 00:18:41,480 --> 00:18:46,440 Speaker 1: deal with multitasking and memory. But in the interim we 335 00:18:46,520 --> 00:18:48,600 Speaker 1: have a lot of static and that's what we see 336 00:18:48,680 --> 00:18:52,360 Speaker 1: with teens um as Job had Dobs had said before, 337 00:18:53,000 --> 00:18:55,720 Speaker 1: and that quote about you've got this kid who is 338 00:18:55,760 --> 00:18:59,480 Speaker 1: sleepwalking on Saturday, but is dazzling at breakfast on Monday. 339 00:18:59,760 --> 00:19:02,800 Speaker 1: But this is really important, right, because gray matter contains 340 00:19:02,800 --> 00:19:06,480 Speaker 1: cell bodies and connections between cells. These are called the synapsis, 341 00:19:06,760 --> 00:19:09,320 Speaker 1: and the decline in gray matter is a result of 342 00:19:09,400 --> 00:19:14,320 Speaker 1: synaptic pruning. So the less important SYNAPTVIT connections are pruned 343 00:19:14,359 --> 00:19:17,720 Speaker 1: away while the more important ones are strengthened. And again 344 00:19:17,760 --> 00:19:21,720 Speaker 1: this is that trade that you make before the team 345 00:19:21,720 --> 00:19:25,520 Speaker 1: brain because you're getting greater flexibility in this brain that 346 00:19:25,720 --> 00:19:30,359 Speaker 1: is developing the hardware UM that permanent stuff. But you 347 00:19:30,400 --> 00:19:33,439 Speaker 1: want that permanent stuff to really set in, you know, 348 00:19:33,520 --> 00:19:36,879 Speaker 1: by age twenty five, because there's no changing some of 349 00:19:36,880 --> 00:19:42,119 Speaker 1: that UM, particularly the miling coding that gets solidified by 350 00:19:42,800 --> 00:19:44,679 Speaker 1: and when I talk about the miling coding, this is 351 00:19:44,720 --> 00:19:49,160 Speaker 1: what helps UM deliver those transmissions in your brains as 352 00:19:49,240 --> 00:19:53,000 Speaker 1: quick as it does. So there's definitely a trade off, 353 00:19:53,080 --> 00:19:57,119 Speaker 1: but this is why you get sort of Dr Jekyll 354 00:19:57,160 --> 00:19:59,800 Speaker 1: and Mr. Hide effect in teenagers. Okay, So one of 355 00:19:59,840 --> 00:20:03,160 Speaker 1: the big things about teens that that that everyone either 356 00:20:03,200 --> 00:20:06,919 Speaker 1: notices or and certainly experiences is the idea that the 357 00:20:06,920 --> 00:20:09,360 Speaker 1: teenagers are the centers of the world, like they're they 358 00:20:09,440 --> 00:20:13,080 Speaker 1: just like that in a typical family setting, the teen 359 00:20:13,280 --> 00:20:16,480 Speaker 1: is only concerned with themselves. They're kind of blind to 360 00:20:17,080 --> 00:20:20,359 Speaker 1: what mom and dad are feeling, what their sisters are feeling. 361 00:20:20,480 --> 00:20:23,200 Speaker 1: Everything is about them, all right. So that's that's one 362 00:20:23,280 --> 00:20:25,919 Speaker 1: sort of slice of the typical teenage experience, and the 363 00:20:25,920 --> 00:20:31,080 Speaker 1: other slices this feeling of importance, this this youthful optimism 364 00:20:31,320 --> 00:20:33,679 Speaker 1: that you'll find where someone believes, Hey, I can go 365 00:20:33,720 --> 00:20:35,960 Speaker 1: out there and I can change the world. I can 366 00:20:36,000 --> 00:20:38,680 Speaker 1: take up I can take up journalism and make a difference. 367 00:20:39,119 --> 00:20:41,600 Speaker 1: I'll cut even though I'm just published in the school paper. 368 00:20:41,760 --> 00:20:44,639 Speaker 1: I'm gonna change this town for good. Or or if 369 00:20:44,640 --> 00:20:46,520 Speaker 1: you're like the teenage may you think, oh, I'm gonna 370 00:20:46,560 --> 00:20:48,960 Speaker 1: write this great novel and you end up working on 371 00:20:49,000 --> 00:20:53,239 Speaker 1: that despite well really lacking the experiences and training that 372 00:20:53,280 --> 00:20:55,119 Speaker 1: it's going to take to actually do anything with it. 373 00:20:55,400 --> 00:20:58,320 Speaker 1: But still teenagers think that they can they can change 374 00:20:58,359 --> 00:21:00,760 Speaker 1: the world, and they and they that the whole world 375 00:21:00,840 --> 00:21:03,240 Speaker 1: is about them. And so it was interesting in this 376 00:21:03,320 --> 00:21:06,400 Speaker 1: research to to read some of the scientific basis for that. 377 00:21:06,680 --> 00:21:10,040 Speaker 1: And it comes down to an old friend of ours, oxytocin, 378 00:21:10,080 --> 00:21:13,080 Speaker 1: which we've talked about before, this bonding hormone. So that 379 00:21:13,320 --> 00:21:15,240 Speaker 1: may seem weird at first because you're thinking, well, they, 380 00:21:15,600 --> 00:21:19,040 Speaker 1: how's how's ox oxytocin factoring into this, because there it's 381 00:21:19,080 --> 00:21:21,720 Speaker 1: all about them. They're not bonding with with with their 382 00:21:21,720 --> 00:21:25,680 Speaker 1: family as well anymore because it's their their self centered right. Uh. 383 00:21:25,800 --> 00:21:27,800 Speaker 1: But as it is, it turns out the hormones that 384 00:21:27,880 --> 00:21:31,879 Speaker 1: the change of puberty, Uh, they do up. First of all, 385 00:21:31,920 --> 00:21:35,359 Speaker 1: they spur the production of more receptors of oxytocin, so 386 00:21:35,560 --> 00:21:37,800 Speaker 1: they have so there's more of this going on, and 387 00:21:37,840 --> 00:21:41,159 Speaker 1: they're effectively beginning to bond with the world for the 388 00:21:41,240 --> 00:21:44,280 Speaker 1: first time. And that ends up taking the form of 389 00:21:44,400 --> 00:21:47,560 Speaker 1: questions like who am I? You know? Am I? Am 390 00:21:47,560 --> 00:21:50,640 Speaker 1: I this kid who just believed whatever his dad did 391 00:21:50,760 --> 00:21:53,720 Speaker 1: or went along with mom? Or am I maybe uh 392 00:21:53,760 --> 00:21:56,119 Speaker 1: an insane clown posse fan and I'm I'm part of 393 00:21:56,160 --> 00:21:58,960 Speaker 1: that vibe? Or am or am I you know? Am 394 00:21:58,960 --> 00:22:01,720 Speaker 1: I a child of whatever MTV show I'm really into? 395 00:22:01,760 --> 00:22:03,960 Speaker 1: Am I? Am I going to mold myself after this 396 00:22:04,040 --> 00:22:08,720 Speaker 1: band or this comic book or this writer? Um ends 397 00:22:08,760 --> 00:22:11,040 Speaker 1: up this quest for identity? How do I fit into 398 00:22:11,080 --> 00:22:13,800 Speaker 1: the world? And uh? And then when you start trying 399 00:22:13,800 --> 00:22:16,240 Speaker 1: to figure out your your role in the world, you're 400 00:22:16,320 --> 00:22:17,960 Speaker 1: You're like, well, what can I change about this? My 401 00:22:18,800 --> 00:22:22,720 Speaker 1: The world is this complex uh mechanism? But I'm important, 402 00:22:22,760 --> 00:22:25,160 Speaker 1: so surely I can play a role in either making 403 00:22:25,160 --> 00:22:28,960 Speaker 1: it better or continuing to uh to strengthen this cause 404 00:22:29,040 --> 00:22:32,120 Speaker 1: or that cause. And it all comes down to oxytocin. Well, 405 00:22:32,119 --> 00:22:34,639 Speaker 1: and what's so interesting about that is that this increased 406 00:22:34,640 --> 00:22:39,280 Speaker 1: oxytocin then leads to increased sensitivity to its effects in 407 00:22:39,320 --> 00:22:42,960 Speaker 1: the limbic system, and that's been linked to these feelings 408 00:22:42,960 --> 00:22:47,479 Speaker 1: of self consciousness, making m a teenager feel like everyone 409 00:22:47,600 --> 00:22:51,720 Speaker 1: is watching her. And it turns out that this oxytocin 410 00:22:51,840 --> 00:22:56,439 Speaker 1: this production peaks around fifteen years of age, so that 411 00:22:56,480 --> 00:23:02,880 Speaker 1: correlates beautifully with this, Uh, this marauding, angsty teen who 412 00:23:03,080 --> 00:23:07,480 Speaker 1: can't help but not be able to think about herself 413 00:23:07,560 --> 00:23:10,160 Speaker 1: constantly or feel like other other people might be thinking 414 00:23:10,160 --> 00:23:12,560 Speaker 1: about her. Because what you're really seeing here, too, is 415 00:23:12,600 --> 00:23:16,600 Speaker 1: that a self awareness is beginning to emerge. As you say, 416 00:23:16,680 --> 00:23:19,200 Speaker 1: this question of who am I in this world? And 417 00:23:19,240 --> 00:23:22,720 Speaker 1: how do I define myself? Um? What I think is 418 00:23:22,720 --> 00:23:27,560 Speaker 1: also interesting at this time in a teenager's life is that, uh, 419 00:23:27,640 --> 00:23:32,000 Speaker 1: there seems to be the inability to fully occupy another 420 00:23:32,040 --> 00:23:35,280 Speaker 1: person's point of view. Okay, so this comes down to empathy. 421 00:23:35,359 --> 00:23:38,640 Speaker 1: This is like the the test to see of replicants, 422 00:23:38,960 --> 00:23:41,520 Speaker 1: to see if a person's a human or a human replicant, 423 00:23:41,520 --> 00:23:44,359 Speaker 1: and Blade Runner can they right? Right? Can they figure 424 00:23:44,400 --> 00:23:49,440 Speaker 1: that out? Um? In Uh. Sarah Jane Blakemore's TED talk 425 00:23:49,600 --> 00:23:53,080 Speaker 1: on Teens, she talked about this inability to fully inhabit 426 00:23:53,119 --> 00:23:55,679 Speaker 1: the perspective of another person. And she said that the 427 00:23:55,760 --> 00:23:59,520 Speaker 1: medial prefrontal cortex, the midline area of the prefrontal cortex, 428 00:24:00,119 --> 00:24:04,959 Speaker 1: is associated with social decisions, and she thinks that adolescence 429 00:24:05,440 --> 00:24:08,200 Speaker 1: are using this part of their brain in a different 430 00:24:08,200 --> 00:24:12,400 Speaker 1: way when making social decisions um and perhaps using other 431 00:24:12,480 --> 00:24:16,160 Speaker 1: parts of the brain. Her lab conducted a large developmental 432 00:24:16,160 --> 00:24:18,679 Speaker 1: study of people ranging from seven years of age to 433 00:24:18,880 --> 00:24:22,040 Speaker 1: their twenties, and they had a task in which people 434 00:24:22,080 --> 00:24:25,359 Speaker 1: were shown a set of objects on a shelf. Now 435 00:24:25,400 --> 00:24:28,200 Speaker 1: they stood on one side of the shelf and there 436 00:24:28,240 --> 00:24:31,200 Speaker 1: was a person on the other side and the shelving system. 437 00:24:31,600 --> 00:24:33,960 Speaker 1: Most of the blocks in the shelving system were open 438 00:24:34,000 --> 00:24:35,800 Speaker 1: so that you could see the person on either side, 439 00:24:36,160 --> 00:24:38,680 Speaker 1: but there was a backing on some of them. So 440 00:24:38,800 --> 00:24:41,680 Speaker 1: what they asked all of these participants of this age 441 00:24:41,800 --> 00:24:45,960 Speaker 1: range um it to do was to take cute from 442 00:24:46,040 --> 00:24:48,959 Speaker 1: what they called the director, the person on the other side. 443 00:24:49,560 --> 00:24:53,080 Speaker 1: So the director might say, hey, move the truck that's 444 00:24:53,080 --> 00:24:56,920 Speaker 1: on the highest shelf to the very top. Now what 445 00:24:57,000 --> 00:24:59,440 Speaker 1: you don't see is that or what the director doesn't 446 00:24:59,480 --> 00:25:01,760 Speaker 1: see is that there is a truck on the highest shelf, 447 00:25:02,080 --> 00:25:04,159 Speaker 1: he or she just can't see it, but the person 448 00:25:04,200 --> 00:25:07,800 Speaker 1: the teenager can. So there was a huge error rate 449 00:25:07,960 --> 00:25:10,520 Speaker 1: in teams when it came to this because they know. 450 00:25:10,600 --> 00:25:14,040 Speaker 1: The theory is is that they couldn't or they didn't 451 00:25:14,359 --> 00:25:16,399 Speaker 1: take into account that there was another person on the 452 00:25:16,400 --> 00:25:20,920 Speaker 1: other side looking and couldn't see that object. Now they 453 00:25:20,960 --> 00:25:23,840 Speaker 1: did the same thing, and um, instead of having a 454 00:25:23,880 --> 00:25:25,960 Speaker 1: person on the other side, they just had a set 455 00:25:26,000 --> 00:25:30,200 Speaker 1: of rules that said, if you know there's a backing 456 00:25:30,320 --> 00:25:34,119 Speaker 1: on this one cube on the shelf, then you know 457 00:25:34,160 --> 00:25:37,040 Speaker 1: do the following thing. So once they removed the person 458 00:25:37,119 --> 00:25:40,600 Speaker 1: from the situation, this is what they found. They found 459 00:25:40,640 --> 00:25:45,720 Speaker 1: that adults and teenagers really squared off at the at 460 00:25:45,720 --> 00:25:48,800 Speaker 1: the non director task, in other words, the one that 461 00:25:48,880 --> 00:25:52,840 Speaker 1: didn't involve the person. They began to stabilize their scores 462 00:25:52,920 --> 00:25:55,639 Speaker 1: and have the same air margin when they were asked 463 00:25:55,640 --> 00:25:59,280 Speaker 1: to do this task, but when it involved the person 464 00:25:59,760 --> 00:26:02,879 Speaker 1: on the other side that they had to imagine themselves 465 00:26:02,920 --> 00:26:07,400 Speaker 1: as looking at those objects, teens were still making a 466 00:26:07,480 --> 00:26:10,520 Speaker 1: huge amount of mistakes. Their error margin was much different, 467 00:26:10,680 --> 00:26:15,480 Speaker 1: which leads Blake Moore to this theory that change really 468 00:26:15,520 --> 00:26:18,600 Speaker 1: can't like their brains actually aren't handling data in the 469 00:26:18,640 --> 00:26:21,440 Speaker 1: same way and interpreting it in a way that they 470 00:26:21,800 --> 00:26:26,760 Speaker 1: can put themselves outside of the center of attention or 471 00:26:26,800 --> 00:26:33,439 Speaker 1: assume another person's um vision or perspective. There's another study 472 00:26:33,480 --> 00:26:35,280 Speaker 1: that backs it up to and this is one from 473 00:26:35,359 --> 00:26:37,520 Speaker 1: Robert mcgiven. A team of the neuroscience is at San 474 00:26:37,560 --> 00:26:41,359 Speaker 1: Diego State University, and this involved nearly three people ages 475 00:26:41,760 --> 00:26:44,280 Speaker 1: ten to twenty two, and they showed them images containing 476 00:26:44,320 --> 00:26:47,439 Speaker 1: faces or words, or a combination of the two, and 477 00:26:47,480 --> 00:26:50,680 Speaker 1: then the team asked them to describe the emotion express 478 00:26:50,680 --> 00:26:53,600 Speaker 1: such as angry, happy, sadder, neutral. The results of this 479 00:26:53,640 --> 00:26:55,920 Speaker 1: are pretty remarkable. They said that the speed at which 480 00:26:56,119 --> 00:26:59,879 Speaker 1: people could identify emotions dropped by up to at the 481 00:27:00,040 --> 00:27:02,240 Speaker 1: age of eleven. All right, so there suddenly at you 482 00:27:02,280 --> 00:27:03,879 Speaker 1: hit at age eleven and there's a deep dive in 483 00:27:03,880 --> 00:27:08,040 Speaker 1: your ability to identify emotions. Then your reaction time gradually 484 00:27:08,119 --> 00:27:11,760 Speaker 1: improves for each subsequent year, but it only reaches back 485 00:27:11,800 --> 00:27:15,399 Speaker 1: to normal levels at age eighteen. So so again you 486 00:27:15,440 --> 00:27:17,840 Speaker 1: see there's this This is the period in which you 487 00:27:17,840 --> 00:27:19,800 Speaker 1: can think of it like that. The houses is again 488 00:27:19,920 --> 00:27:22,440 Speaker 1: the house is getting a lot of work done to it. Uh, 489 00:27:22,480 --> 00:27:25,080 Speaker 1: there are a lot of guys in there doing construction, rewiring, 490 00:27:25,240 --> 00:27:28,400 Speaker 1: changing the ways that rooms are laid out. Uh, and 491 00:27:28,600 --> 00:27:31,639 Speaker 1: this is the the dive in um in in in 492 00:27:31,720 --> 00:27:35,680 Speaker 1: the brain's ability to actually register other people's emotions during 493 00:27:35,760 --> 00:27:38,040 Speaker 1: that time. You know what's so interesting about this is 494 00:27:38,080 --> 00:27:40,919 Speaker 1: we we just came off those podcasts about hallucinogens and 495 00:27:40,920 --> 00:27:45,000 Speaker 1: consciousness and um In that podcast we talked about the 496 00:27:45,080 --> 00:27:49,240 Speaker 1: seat of consciousness in our brains and how there may 497 00:27:49,280 --> 00:27:52,639 Speaker 1: not be as coherent of a consciousness sense of self 498 00:27:52,680 --> 00:27:54,960 Speaker 1: as we really think. And I think this bears out 499 00:27:55,000 --> 00:27:58,080 Speaker 1: in the teen brain and why it's so confounding to 500 00:27:58,240 --> 00:28:01,040 Speaker 1: parents who again way up with you know, have a 501 00:28:01,119 --> 00:28:04,320 Speaker 1: dazzling child at breakfast and then maybe that night have 502 00:28:04,440 --> 00:28:07,800 Speaker 1: a completely different child on their hands because of the 503 00:28:07,880 --> 00:28:10,840 Speaker 1: various things that are going on in the construction of 504 00:28:10,880 --> 00:28:14,600 Speaker 1: the house. And along those lines, really you should think 505 00:28:14,640 --> 00:28:18,080 Speaker 1: of of of one's teenage years as a change in consciousness. 506 00:28:18,440 --> 00:28:20,240 Speaker 1: There is a you know, there's no there's no drugs 507 00:28:20,280 --> 00:28:22,959 Speaker 1: involved in this. It's just part of the the growth 508 00:28:23,000 --> 00:28:25,840 Speaker 1: of the brain and and the way that they experienced 509 00:28:25,880 --> 00:28:30,760 Speaker 1: the world takes goes through some substantial changes in this time. Yeah, 510 00:28:30,880 --> 00:28:34,359 Speaker 1: and um in the way they are perceiving things, in 511 00:28:34,400 --> 00:28:37,800 Speaker 1: particular something like social rejection, because I think that this 512 00:28:37,880 --> 00:28:40,000 Speaker 1: happens a lot where a parent can see a child 513 00:28:40,480 --> 00:28:43,720 Speaker 1: who are teenager, i should say, who seems to be 514 00:28:43,880 --> 00:28:55,120 Speaker 1: completely um, just mortified, terrorized, completely depressed about their social situation. 515 00:28:55,200 --> 00:28:57,280 Speaker 1: Maybe it was a best friend that wrote them off 516 00:28:57,400 --> 00:29:00,440 Speaker 1: or something happened, and it seems so I are, to 517 00:29:00,480 --> 00:29:03,080 Speaker 1: the teenager, but to the adult it seems like, well, yeah, 518 00:29:03,080 --> 00:29:06,760 Speaker 1: these things happen, of course. Um. But Dobbs makes this 519 00:29:06,880 --> 00:29:10,640 Speaker 1: point that there's a reason for this. It's not just 520 00:29:10,880 --> 00:29:15,080 Speaker 1: high drama. He says that our brains react to peer 521 00:29:15,200 --> 00:29:18,200 Speaker 1: at that age pere exclusion, much as they respond to 522 00:29:18,240 --> 00:29:21,480 Speaker 1: threats to physical health or food supply. He says this 523 00:29:21,600 --> 00:29:24,960 Speaker 1: is shown in brain scans and that at the neural level, 524 00:29:25,360 --> 00:29:29,520 Speaker 1: we perceive social rejection as a threat to existence. He 525 00:29:29,640 --> 00:29:32,600 Speaker 1: says this knowing this might be somewhat helpful to parents 526 00:29:32,680 --> 00:29:34,719 Speaker 1: to know that the hysteria of a thirteen year old 527 00:29:34,720 --> 00:29:38,000 Speaker 1: who's deceived by his or her best friend really does 528 00:29:38,360 --> 00:29:41,160 Speaker 1: feel like, you know, a kick in the stomach to 529 00:29:41,240 --> 00:29:43,160 Speaker 1: that person. Yeah. I mean, if you take it out 530 00:29:43,200 --> 00:29:45,920 Speaker 1: of our modern day life, then you put that into 531 00:29:45,920 --> 00:29:49,600 Speaker 1: a you know, this sort of imaginary, half imaginary, primordial 532 00:29:49,640 --> 00:29:52,760 Speaker 1: caveman age. It makes a lot more sense. You're you're 533 00:29:52,840 --> 00:29:56,680 Speaker 1: leaving home, you're becoming rebellious, and you're about to set 534 00:29:56,720 --> 00:29:59,360 Speaker 1: off on your own in this wild and dangerous world. 535 00:30:00,120 --> 00:30:02,720 Speaker 1: It becomes really important who you're going to hang out 536 00:30:02,760 --> 00:30:04,960 Speaker 1: with and whether you're gonna be accepted by that group 537 00:30:05,680 --> 00:30:09,200 Speaker 1: right right, and and to have experiences like physical mental 538 00:30:09,280 --> 00:30:12,360 Speaker 1: pain because of it. UM it makes sense of it 539 00:30:12,400 --> 00:30:15,640 Speaker 1: in the light of how it's being perceived. Uh So, 540 00:30:15,840 --> 00:30:20,160 Speaker 1: you know, it's a different skew on the teenage brain, 541 00:30:20,360 --> 00:30:23,160 Speaker 1: and I think that it helps to explain why there 542 00:30:23,200 --> 00:30:26,880 Speaker 1: are so many inconsistencies and personality. But not only that, 543 00:30:27,000 --> 00:30:28,920 Speaker 1: I think that there's a part of this that we 544 00:30:28,920 --> 00:30:32,080 Speaker 1: can celebrate, this risk taking, which you know, obviously, when 545 00:30:32,080 --> 00:30:33,920 Speaker 1: my daughter becomes a teenager, I hope that she doesn't 546 00:30:33,960 --> 00:30:37,800 Speaker 1: drive thirteen miles per hour, as David Dobbs has Son 547 00:30:37,840 --> 00:30:41,640 Speaker 1: did in his article that he talks about UM. But 548 00:30:41,680 --> 00:30:45,000 Speaker 1: I think that there's an element of risk taking that is, 549 00:30:46,440 --> 00:30:49,040 Speaker 1: you know, present in the team life that we look 550 00:30:49,080 --> 00:30:52,360 Speaker 1: at and we admire because it's that team saying this 551 00:30:52,440 --> 00:30:55,760 Speaker 1: is who I am Um, I'm attempting to stake a 552 00:30:55,840 --> 00:31:00,760 Speaker 1: claim in this world and express myself and I'm leaving home. Ps. Yeah. 553 00:31:00,800 --> 00:31:03,800 Speaker 1: Well the crazy thing too is that is that by 554 00:31:03,840 --> 00:31:07,600 Speaker 1: the time your your daughter reaches uh her teen years, like, 555 00:31:07,920 --> 00:31:10,080 Speaker 1: what will rebellion be at that point? Like? What kind 556 00:31:10,080 --> 00:31:13,080 Speaker 1: of music will be rebellion? You know what? What kind 557 00:31:13,120 --> 00:31:15,240 Speaker 1: of what switch speed will she have to go in 558 00:31:15,280 --> 00:31:19,360 Speaker 1: her hover car to you upset you? Um? Okay. So 559 00:31:19,680 --> 00:31:23,400 Speaker 1: here's the thing though, that makes this really relevant to 560 00:31:24,240 --> 00:31:27,720 Speaker 1: UH the world at large is that forty of the 561 00:31:27,760 --> 00:31:32,680 Speaker 1: world's adolescents do not have access to secondary education. And 562 00:31:32,880 --> 00:31:38,040 Speaker 1: this is really important because secondary education is where minds 563 00:31:38,120 --> 00:31:42,600 Speaker 1: are molded. Um. It's another place for social scenarios to 564 00:31:42,640 --> 00:31:45,959 Speaker 1: play out in a more nuanced grasp of the world, 565 00:31:46,160 --> 00:31:50,680 Speaker 1: and another set of UH tools to deal with. So 566 00:31:51,360 --> 00:31:54,760 Speaker 1: we've talked about the year and the fact that there's 567 00:31:54,800 --> 00:31:57,400 Speaker 1: going to be something like nine point five billion people, 568 00:31:57,640 --> 00:32:00,200 Speaker 1: and part of those nine point five billion people will 569 00:32:00,240 --> 00:32:04,040 Speaker 1: be something UM in a youth bulge or something we've 570 00:32:04,080 --> 00:32:07,240 Speaker 1: called a youth bulge, the large percentage of those people, 571 00:32:07,360 --> 00:32:10,200 Speaker 1: which can be a potentially dangerous time or at least 572 00:32:10,200 --> 00:32:13,400 Speaker 1: a changing time for any culture. Yeah, so it would 573 00:32:13,400 --> 00:32:17,200 Speaker 1: make sense that you would want kids teenagers at a 574 00:32:17,280 --> 00:32:20,520 Speaker 1: lessons to all have access to things that could help 575 00:32:20,560 --> 00:32:26,040 Speaker 1: them with impulse control, UM and social skills. So just 576 00:32:26,120 --> 00:32:30,160 Speaker 1: something to think about. It's not just um something that 577 00:32:30,200 --> 00:32:34,080 Speaker 1: we think about in Western terms of crazy teen years 578 00:32:34,240 --> 00:32:37,760 Speaker 1: and driving fast and listening to crazy music. There are 579 00:32:37,760 --> 00:32:41,200 Speaker 1: other ramifications about what it means to be a teenager 580 00:32:41,240 --> 00:32:44,120 Speaker 1: in the world. Yeah. Bottom line that to the teenager 581 00:32:44,160 --> 00:32:48,400 Speaker 1: is a strange winged creature um, at times beautiful, at 582 00:32:48,440 --> 00:32:51,960 Speaker 1: times grotesque. But in due time those wings will fall 583 00:32:52,000 --> 00:32:55,720 Speaker 1: off and then the the wing holes will heal over 584 00:32:55,760 --> 00:32:58,840 Speaker 1: as well, generally usually Yeah, so I I really wanted 585 00:32:58,840 --> 00:33:00,880 Speaker 1: to carry that metaphor out. I would say that the 586 00:33:01,000 --> 00:33:05,120 Speaker 1: wing holes leave a certain about of scarage on any individual. Yeah, 587 00:33:05,200 --> 00:33:07,320 Speaker 1: and sometimes maybe to carry out the metaphor even more, 588 00:33:07,480 --> 00:33:10,080 Speaker 1: they're like a little nubs where the wings fell off, 589 00:33:10,120 --> 00:33:12,080 Speaker 1: so they still have kind of like wing nubs back there, 590 00:33:12,120 --> 00:33:17,320 Speaker 1: you know. But I'll stop at that point. All right, Well, 591 00:33:17,400 --> 00:33:19,360 Speaker 1: let's let's call over the robe at here and do 592 00:33:19,480 --> 00:33:25,520 Speaker 1: one quick piece of listener mail. All right, here's a 593 00:33:25,520 --> 00:33:28,520 Speaker 1: little something from that we heard on Facebook from Isabel 594 00:33:28,640 --> 00:33:31,800 Speaker 1: von Finkelstein. Um, I'm pretty sure that's not a real name, 595 00:33:31,840 --> 00:33:34,320 Speaker 1: so I hope it is. I feel confident using the 596 00:33:34,320 --> 00:33:37,840 Speaker 1: whole thing here. I know. I love seeing that. There's 597 00:33:37,920 --> 00:33:41,240 Speaker 1: a comment from Isabel von Finkelstein, and she says, Hey, 598 00:33:41,440 --> 00:33:44,480 Speaker 1: just listen to the podcast about Killer Laughter. I love 599 00:33:44,560 --> 00:33:47,600 Speaker 1: Monty Python and the Goodies. I grew up on them. 600 00:33:47,640 --> 00:33:49,880 Speaker 1: I'm not sure what the kids of this generation think 601 00:33:49,880 --> 00:33:52,280 Speaker 1: of it, though, ha ha as an aussee, I would 602 00:33:52,320 --> 00:33:55,600 Speaker 1: say that it is more are kind of humor, probably 603 00:33:55,640 --> 00:33:58,560 Speaker 1: due to our English roots. I am first generation Australian. 604 00:33:58,640 --> 00:34:01,560 Speaker 1: My parents are English. I queer, perhaps a very silly race. 605 00:34:01,880 --> 00:34:04,560 Speaker 1: If you're interested in perceptions of humor, I would say 606 00:34:04,600 --> 00:34:06,560 Speaker 1: that myself and for a lot of people I know, 607 00:34:06,680 --> 00:34:10,680 Speaker 1: we tend to find American sitcom and movie humor very obvious, bland, 608 00:34:10,760 --> 00:34:14,040 Speaker 1: and well not funny or clever. Um. She says. An example, 609 00:34:14,280 --> 00:34:17,800 Speaker 1: everyone loves Raymond God. That show is boring. However, Seinfeld 610 00:34:17,840 --> 00:34:20,840 Speaker 1: in the Simpsons were are pretty big here. Well, you know, 611 00:34:20,880 --> 00:34:22,000 Speaker 1: I would I would think there are a lot of 612 00:34:22,000 --> 00:34:26,160 Speaker 1: Americans who agree exactly what she's saying. Um, she continues, though, 613 00:34:26,280 --> 00:34:29,000 Speaker 1: I think Assie's tend to appreciate the silly they're sarcastic 614 00:34:29,040 --> 00:34:32,960 Speaker 1: and the clever underlying, dirty adult kind of humor. I 615 00:34:32,960 --> 00:34:36,320 Speaker 1: think a good example of humor not translating well between 616 00:34:36,320 --> 00:34:39,319 Speaker 1: cultures would be the Kath and Kim movie. Although not 617 00:34:39,440 --> 00:34:42,000 Speaker 1: all Aussie's like Kath and Kim. It really is a 618 00:34:42,040 --> 00:34:45,200 Speaker 1: good laugh at ourselves and our suburban culture, which is 619 00:34:45,280 --> 00:34:48,839 Speaker 1: very daggie, um daggie. I guess it's like I don't 620 00:34:49,080 --> 00:34:50,440 Speaker 1: like it. It's I like it, but I think it's 621 00:34:50,440 --> 00:34:53,440 Speaker 1: maybe an Australian thing. She continues. They are the epitome 622 00:34:53,600 --> 00:34:56,560 Speaker 1: of the Aussie bogan class. I know that the show 623 00:34:56,920 --> 00:34:58,960 Speaker 1: was a big success, but the movie was a complete 624 00:34:58,960 --> 00:35:01,560 Speaker 1: flot Because it was the American translation of the show, 625 00:35:01,760 --> 00:35:04,120 Speaker 1: the humor didn't translate at all. I wouldn't say that 626 00:35:04,200 --> 00:35:06,640 Speaker 1: Kath and Kim is particularly clever humor, but we do 627 00:35:07,000 --> 00:35:09,920 Speaker 1: love a good laugh at ourselves. Anyway, I'm deviating. I 628 00:35:09,960 --> 00:35:12,840 Speaker 1: was messaging you to tell you that my mom's adopted 629 00:35:12,880 --> 00:35:15,840 Speaker 1: father died laughing. He had an aneurysm. He and his 630 00:35:15,920 --> 00:35:18,440 Speaker 1: nana were going to go out on a holiday to 631 00:35:18,520 --> 00:35:21,759 Speaker 1: Singapore in nine nine, and he was joking about all 632 00:35:21,760 --> 00:35:24,400 Speaker 1: the girls he was going to pick up he just 633 00:35:24,520 --> 00:35:28,000 Speaker 1: dropped dead and my Nana thought he was having her on. 634 00:35:28,640 --> 00:35:30,640 Speaker 1: I think it would be a really great way to 635 00:35:30,640 --> 00:35:34,239 Speaker 1: go personally, as always love the show. So there's a 636 00:35:34,239 --> 00:35:37,560 Speaker 1: lot of great stuff in that listener. Yeah, she touches 637 00:35:37,600 --> 00:35:40,520 Speaker 1: on a good many things. Um. First, I want to 638 00:35:40,520 --> 00:35:44,239 Speaker 1: bring up the American humor thing, and I'm not going 639 00:35:44,280 --> 00:35:46,520 Speaker 1: back to that for the American Humor, but I do 640 00:35:46,600 --> 00:35:49,000 Speaker 1: want to point out, as you had in the podcast, 641 00:35:49,560 --> 00:35:52,040 Speaker 1: that sometimes when you're trying to serve up something for 642 00:35:52,080 --> 00:35:54,600 Speaker 1: the masses, particularly when they were trying to find the 643 00:35:54,880 --> 00:35:58,520 Speaker 1: world's funniest joke the scientists, that you're gonna have a 644 00:35:58,640 --> 00:36:01,240 Speaker 1: kind of a milk toast for of what is funny, 645 00:36:01,239 --> 00:36:03,879 Speaker 1: because you're trying to appeal to everyone. And I think 646 00:36:03,920 --> 00:36:06,759 Speaker 1: that because in the US, entertainment is one of our 647 00:36:06,760 --> 00:36:10,799 Speaker 1: biggest exports, that we try to do that, although we're 648 00:36:10,840 --> 00:36:13,040 Speaker 1: not necessarily exporting it to other parts of the world, 649 00:36:13,200 --> 00:36:15,279 Speaker 1: but we are trying to make it something that is 650 00:36:15,320 --> 00:36:19,040 Speaker 1: consumable for everybody. Yeah, I say, we are not involved 651 00:36:19,080 --> 00:36:22,120 Speaker 1: in Everybody Loves Raymond, but I can see how that 652 00:36:22,200 --> 00:36:25,600 Speaker 1: was a show that was maybe formulated to try to 653 00:36:25,680 --> 00:36:27,880 Speaker 1: appeal to a wide swath of people. Well, either it's 654 00:36:27,920 --> 00:36:31,280 Speaker 1: like that sitcom format right of the ugly or overweight 655 00:36:31,400 --> 00:36:35,120 Speaker 1: husband and the beautiful wife, and then the the troublesome 656 00:36:35,160 --> 00:36:37,080 Speaker 1: team and maybe the younger child as well. There's like 657 00:36:37,080 --> 00:36:39,480 Speaker 1: that the crazy neighbor and the crazy neighbor, and it's 658 00:36:39,480 --> 00:36:41,560 Speaker 1: just you see it time and time again, and but 659 00:36:41,640 --> 00:36:43,560 Speaker 1: you see it time and time again because it works. 660 00:36:43,600 --> 00:36:47,080 Speaker 1: It's a proven formula. It's a business, and a business 661 00:36:47,120 --> 00:36:49,280 Speaker 1: is always going to go with a formula that works, 662 00:36:49,520 --> 00:36:51,960 Speaker 1: so you know it is what it is. And then 663 00:36:52,040 --> 00:36:54,560 Speaker 1: inevitably there's always that comedy that you really in tune. 664 00:36:54,600 --> 00:36:57,040 Speaker 1: You're like, oh, this is the best show ever. Why 665 00:36:57,360 --> 00:36:59,880 Speaker 1: why are these guys not millionaires? Like this should be 666 00:37:00,440 --> 00:37:02,399 Speaker 1: this should be the most popular show in the world. 667 00:37:02,400 --> 00:37:04,680 Speaker 1: And of course it isn't. Because a show like say 668 00:37:04,800 --> 00:37:07,240 Speaker 1: Garth Marenghi's Dark Place, which is one of my favorite 669 00:37:07,239 --> 00:37:11,600 Speaker 1: comedies of all time, British show, brilliant show, look Around 670 00:37:11,640 --> 00:37:14,120 Speaker 1: You as another one, just brilliant show, brilliant hum I 671 00:37:14,120 --> 00:37:16,520 Speaker 1: love them to death, but these are not things that 672 00:37:16,560 --> 00:37:19,200 Speaker 1: a wide audience is going to find the humor in well, 673 00:37:19,280 --> 00:37:21,000 Speaker 1: and I have to realize that that it's more of 674 00:37:21,040 --> 00:37:23,400 Speaker 1: a you know, it's it's it's a smaller thing. And 675 00:37:23,440 --> 00:37:26,759 Speaker 1: I was thinking about Louis and there's no doubt that, 676 00:37:26,800 --> 00:37:29,200 Speaker 1: like I would say, like ninety eight percent of the 677 00:37:29,239 --> 00:37:31,759 Speaker 1: audience will be turned off at some point because they'll 678 00:37:31,800 --> 00:37:33,799 Speaker 1: be insulted by something that he says. And yet it's 679 00:37:33,840 --> 00:37:37,120 Speaker 1: brilliant comedy. Yeah, something that show alienates everybody at one 680 00:37:37,160 --> 00:37:40,880 Speaker 1: point or another. So anyway, thanks, it's about for the 681 00:37:41,719 --> 00:37:44,640 Speaker 1: wonderful insight and also the personal bit about your family. 682 00:37:44,920 --> 00:37:47,279 Speaker 1: And I wasn't laughing at I kind of choked up 683 00:37:47,280 --> 00:37:49,480 Speaker 1: a little bit and laughed. There was not laughing into death, 684 00:37:49,480 --> 00:37:51,600 Speaker 1: but just the idea just that I could just easily 685 00:37:51,640 --> 00:37:54,239 Speaker 1: imagine this older gentleman cracking some joke and then just 686 00:37:54,960 --> 00:37:57,080 Speaker 1: you know, just losing it and you can't help but 687 00:37:57,239 --> 00:38:00,520 Speaker 1: think of someone laughing without sort of la think yourself 688 00:38:00,560 --> 00:38:03,000 Speaker 1: so well, and as she had noted, it seems like 689 00:38:03,120 --> 00:38:07,880 Speaker 1: a nice way to exit all go, it's like uncontrollable 690 00:38:07,960 --> 00:38:10,440 Speaker 1: laughter seems like a pretty good way to kick it. 691 00:38:11,440 --> 00:38:13,439 Speaker 1: So if the rest of you would like to share 692 00:38:13,480 --> 00:38:17,839 Speaker 1: anything with us, particularly about today's topic about teenagers, some 693 00:38:17,920 --> 00:38:20,719 Speaker 1: of you are teenagers and then the rest of you 694 00:38:21,960 --> 00:38:25,760 Speaker 1: probably were teenagers or in some rare cases, will become teenagers. 695 00:38:25,800 --> 00:38:28,320 Speaker 1: So it would be interesting to get perspectives from everybody 696 00:38:28,320 --> 00:38:30,960 Speaker 1: on this point. Let us know what your teenage experience 697 00:38:31,000 --> 00:38:32,319 Speaker 1: was like and how it matches up with some of 698 00:38:32,320 --> 00:38:35,720 Speaker 1: the science we discussed here. If you are a teenager, uh, 699 00:38:35,800 --> 00:38:37,480 Speaker 1: you know, turn it on yourself and tell us how 700 00:38:37,520 --> 00:38:40,320 Speaker 1: does how does this make you feel? Do you see 701 00:38:40,520 --> 00:38:43,120 Speaker 1: this stuff happening in yourself and how how you're processing it? 702 00:38:43,800 --> 00:38:46,480 Speaker 1: And if you are not yet a teenager, or better yet, 703 00:38:46,520 --> 00:38:48,400 Speaker 1: if you're a parent you have a not yet a teenager, 704 00:38:48,520 --> 00:38:50,320 Speaker 1: maybe quiz them a little bit, find out what the 705 00:38:50,360 --> 00:38:52,400 Speaker 1: pter they think about the teenagers in their life and 706 00:38:52,480 --> 00:38:54,960 Speaker 1: what's what's about to change in them. We'd we'd love 707 00:38:54,960 --> 00:38:56,799 Speaker 1: to hear about any of that. You can find us 708 00:38:56,800 --> 00:38:59,120 Speaker 1: on Facebook and you can find us on Twitter. We're 709 00:38:59,160 --> 00:39:02,279 Speaker 1: we are Stuffed to blow your mind on Facebook as 710 00:39:02,320 --> 00:39:04,120 Speaker 1: well as tumbler and on Twitter we are blow the 711 00:39:04,120 --> 00:39:06,480 Speaker 1: Mind and you can drop us a line at blow 712 00:39:06,520 --> 00:39:15,279 Speaker 1: the Mind at discovery dot com for more on this 713 00:39:15,400 --> 00:39:17,919 Speaker 1: and thousands of other topics. Is It how Stuff Works 714 00:39:17,960 --> 00:39:22,960 Speaker 1: dot com