Wednesday, November 09, 2011

Documentary - Capitalism Is the Crisis: Radical Politics in the Age of Austerity


A little too extreme in some ways, for me, but certainly capitalism as it currently operates is soulless and lacking compassion - there needs to be a melding of capitalist principles favoring the individual and socialist principles supporting the collective - anything else feels, to me, insufficient to our current issues.

Via Top Documentary Films.

Capitalism Is the Crisis

2011

Capitalism Is The Crisis: Radical Politics in the Age of Austerity examines the ideological roots of the "austerity" agenda and proposes revolutionary paths out of the current crisis. The film features original interviews with Chris Hedges, Derrick Jensen, Michael Hardt, Peter Gelderloos, Leo Panitch, David McNally, Richard J.F. Day, Imre Szeman, Wayne Price, and many more!

The 2008 "financial crisis" in the United States was a systemic fraud in which the wealthy finance capitalists stole trillions of public dollars. No one was jailed for this crime, the largest theft of public money in history.

Instead, the rich forced working people across the globe to pay for their "crisis" through punitive "austerity" programs that gutted public services and repealed workers' rights.

Austerity was named "Word of the Year" for 2010.

This documentary explains the nature of capitalist crisis, visits the protests against austerity measures, and recommends revolutionary paths for the future.

Special attention is devoted to the crisis in Greece, the 2010 G20 Summit protest in Toronto, Canada, and the remarkable surge of solidarity in Madison, Wisconsin.

It may be their crisis, but it's our problem.

Watch the full documentary now



Brain Research at Stanford

Stanford University has posted this multiple-part video series of lectures featuring faculty talking about their current research work in the area of brain research - cool stuff. Aside from the last one, I probably got the order wrong on these, since they are not numbered.
Brain Research at Stanford: Nurture & Nature

October 21, 2011 - As a member of the President's Welcome discussion and panel on brain research, Carla Shatz discusses how the brain makes you who you are. As a storage for memories, thoughts, and experiences, the brain functions to create individuality among people and is always changing as we live and learn.




Brain Research at Stanford: Surprise!

Professor Jonathan Berger continues the discussion on brain research at Stanford and pushes the topic in a different direction by looking at how music affects and interacts with the brain. His research looks to determine the role and possible importance that music has played in evolution.




Brain Research at Stanford: Mindsets

Carol Dweck, the Lewis and Virginia Eaton Professor of Psychology, continues the discussion on brain research at Stanford by taking a closer look at how the brain controls the psyche and how deeply intertwined it is with the field of psychology.




Brain Research at Stanford: Decision Making

Professor Baba Shiv continues the discussion on brain research at Stanford, but takes the topic in a different direction. He focuses on the role that the brain plays in the decision making process that is so fundamental to our existence. He looks at how emotion is interpreted by the brain and ultimately affects the final decision making process.




Brain Research at Stanford: The Law

Professor Hank Greely continues the discussion of brain research, looking at how the groundbreaking research interacts with the law and legislation. With legal issues arising every day the efficiency of legal procedures with regards to brain research must be very high.




Brain Research at Stanford: Q & A

The speakers who spent time discussing different aspects of the brain research that is taking place at Stanford sit down and field questions from the audience. They take time to address the questions that arise and collectively answer them the best they can.



Tuesday, November 08, 2011

Legally Speaking: Ruth Bader Ginsburg

For anyone interested in law, especially at the Constitutional level, it's always interesting to hear one of the sitting justices speak. Justice Ginsburg talks about herself a bit, but she also touches on Constitutional law.

Legally Speaking: Ruth Bader Ginsburg
UC Hastings Professor Joan Williams welcomes U.S. Supreme Court Associate Justice Ruth Bader Ginsburg for a conversations that touches on a broad range of subjects, from opera to marriage to work/life balance, doctrinal questions, and cases from the 1970's to present, including the court's role in establishing individual rights and equal protection. Series: "Legally Speaking" [12/2011]



Dr. Anna Dornhaus - Evolution of Mind and Brain

Interesting lecture from Dr. Anna Dornhaus at the University of Arizona on the evolution of brains and the purpose of mind. She is not a psychologist, so her perspective is essentially on why, from a biological standpoint, we would evolve such an energy consuming brain that often far exceeds its usefulness as a tool for survival.




Evolution of Mind and Brain

Dr. Anna Dornhaus is Assistant Professor, Ecology and Evolutionary Biology at the University of Arizona. Her lecture was given on March 9, 2010, as part of the College of Science Mind and Brain Lecture Series.http://cos.arizona.edu/mind/

What does anybody need a brain for? Brains are energetically expensive to make and to use, and susceptible to making mistakes. Accordingly, not learning, i.e. sticking to an innate or random strategy, is often the best thing to do. Still, humans and other animals display sophisticated learning and cognition. Recent research shows that each animal has specific learning abilities and lacks others according to its environment and evolutionary history. Understanding what different brains are used for can help us understand why they evolved.

Professor Robert Sapolsky Lectures on Schizophrenia


There is a whole series (probably a semester) of Professor Robert Sapolsky's lectures available on YouTube via Stanford University. How cool is that?

I'm starting with this one just because it randomly appeared in a Google search for something - serendipity or something.

Professor Robert Sapolsky Lectures on Schizophrenia

(May 26, 2010) Professor Robert Sapolsky finishes his lecture on language and then dives into his discussion about schizophrenia. He discusses environmental factors as well as genetic characteristics that could apply to people who are affected. He describes schizophrenia as a disease of thought disorder and inappropriate emotional attributes.




Meditation: A Key for Unlocking the Human Brain

Jair Robles interviews Dr. Shanida Nataraja, author of  The Blissful Brain: Neuroscience and Proof of the Power of Meditation, at the Super Consciousness site. I am not familiar with this neuroscientist, or I should say, neurophysiologist, who is a member of the Scientific and Medical Network, an organization “promoting open exploration in science and human experience, whose common objective is to deepen understanding in science, medicine, and education through both rational analysis and intuitive insights.” Sounds interesting.
Meditation: A Key for Unlocking the Human Brain

Interview with Dr. Shanida Nataraja, author of The Blissful Brain


Meditation: A Key for Unlocking the Human Brain

Author: Jair Robles

Practicing some technique that allows quieting the mind and stilling the body has been a fundamental part of most spiritual traditions. And their benefits are said to be many and varied. But for a long time, these reports have mostly come from those who actually practice such techniques and the religious or philosophical texts that promoted them.

It was until very recent times that science began to look into the veracity of such claims and attempted to understand both the physiological as well as the psychological effects that such practices have on those who practice those techniques.

In an effort to compile the most important findings from such research, and increase our acceptance and understanding of the positive effects that meditation has on our body and minds, Dr Shanida Nataraja published a book called, The Blissful Brain.

Dr Shanida Nataraja has a BSc (First Class Hons.) in Human Science and Neuroscience and a PhD in Neurophysiology, both from University College London. She is currently Editorial and Scientific Director in a global healthcare consultancy firm and is also a member of the Scientific and Medical Network, an organization “promoting open exploration in science and human experience, whose common objective is to deepen understanding in science, medicine, and education through both rational analysis and intuitive insights.”

SuperConsciousness recently spoke with Dr Shanida Nataraja, about the most recent scientific findings on the connection of meditation and the brain as well as the implications that such understanding could have on healthcare, education and our spiritual development.

* * * * * * *

SuperConsciousness: How did you become interested in doing research on the relationship between meditation and the brain?

Dr Shanida Nataraja: I grew up in a household in which meditation was very much part of everyday life. Both my parents meditated and I was therefore exposed to a number of different meditative traditions as I was growing up. At school, I became entranced by science and this interest led to me doing a PhD in neuroscience to deepen my understanding of how the brain gives rise to the human behavior that we can see. It seemed almost a natural step for me to turn my attention to meditation, to explore whether meditation has any effect on the brain, and, if so, what did that mean for us as human beings.

SC: At what age did you start meditating?

SN: I meditated on and off when I was a child. I was very musical at a young age, and playing the piano and singing were my way of de-stressing and centering myself. I think it was one of those things whereby, when you are a child, you don’t necessarily want to do what your parents do. So it was really only in my twenties that I would say I started practicing mediation regularly.

Read the whole interview.

Monday, November 07, 2011

Samuel McNerney - Why You Are Not Your Brain

Samuel McNerney, writing at Scientific American, offers a cool article on embodied cognition. A great deal of cognitive science still believes mind = brain. Embodies cognition proposes an easy solution to the mind/body problem - the mind is the body and the brain is simply an organ in the body, like the heart or the intestines (both of which have neurotransmitters just like the brain).

This article is essentially a brief recap of the divide between Chomsky and Lakoff on language and cognition. I side with Lakoff, so of course I like this.

A Brief Guide to Embodied Cognition: Why You Are Not Your Brain




Embodied cognition, the idea that the mind is not only connected to the body but that the body influences the mind, is one of the more counter-intuitive ideas in cognitive science. In sharp contrast is dualism, a theory of mind famously put forth by Rene Descartes in the 17th century when he claimed that “there is a great difference between mind and body, inasmuch as body is by nature always divisible, and the mind is entirely indivisible… the mind or soul of man is entirely different from the body.” In the proceeding centuries, the notion of the disembodied mind flourished. From it, western thought developed two basic ideas: reason is disembodied because the mind is disembodied and reason is transcendent and universal. However, as George Lakoff and Rafeal Núñez explain:
Cognitive science calls this entire philosophical worldview into serious question on empirical grounds… [the mind] arises from the nature of our brains, bodies, and bodily experiences. This is not just the innocuous and obvious claim that we need a body to reason; rather, it is the striking claim that the very structure of reason itself comes from the details of our embodiment… Thus, to understand reason we must understand the details of our visual system, our motor system, and the general mechanism of neural binding.
What exactly does this mean? It means that our cognition isn’t confined to our cortices. That is, our cognition is influenced, perhaps determined by, our experiences in the physical world. This is why we say that something is “over our heads” to express the idea that we do not understand; we are drawing upon the physical inability to not see something over our heads and the mental feeling of uncertainty. Or why we understand warmth with affection; as infants and children the subjective judgment of affection almost always corresponded with the sensation of warmth, thus giving way to metaphors such as “I’m warming up to her.”

Embodied cognition has a relatively short history. Its intellectual roots date back to early 20th century philosophers Martin Heidegger, Maurice Merleau-Ponty and John Dewey and it has only been studied empirically in the last few decades. One of the key figures to empirically study embodiment is University of California at Berkeley professor George Lakoff.


Noam Chomsky (Wikimedia Commons)

Lakoff was kind enough to field some questions over a recent phone conversation, where I learned about his interesting history first hand. After taking linguistic courses in the 1960s under Chomsky at MIT, where he eventually majored in English and Mathematics, he studied linguistics in grad school at Indiana University. It was a different world back then, he explained, “it was the beginning of computer science and A.I and the idea that thought could be described with formal logic dominated much of philosophical thinking. Turing machines were popular discussion topics, and the brain was widely understood as a digital computational device.” Essentially, the mind was thought of as a computer program separate from the body with the brain as general-purpose hardware.

Chomsky’s theory of language as a series of meaningless symbols fit this paradigm. It was a view of language in which grammar was independent of meaning or communication. In contrast, Lakoff found examples showing that grammar was depended of meaning in 1963. From this observation he constructed a theory called Generative Semantics, which was also disembodied, where logical structures were built into grammar itself.

To be sure, cognitive scientists weren’t dualists like Descartes – they didn’t actually believe that the mind was physically separate from the body – but they didn’t think that the body influenced cognition. And it was during this time – throughout the 60s and 70s -Lakoff realized the flaws of thinking about the mind as a computer and began studying embodiment.

The tipping point came after attending four talks that hinted at embodied language at Berkeley in the summer of 1975. In his words, they forced him to “give up and rethink linguistics and the brain.” This prompted him and a group of colleagues to start cognitive linguistics, which contrary to Chomskyan theory and the entire mind as a computer paradigm, held that “semantics arose from the nature of the body.” Then, in 1978, he “discovered that we think metaphorically,” and spent the next year gathering as many metaphors as he could find.

Many cognitive scientists accepted his work on metaphors though it opposed much of mainstream thought in philosophy and linguistics. He caught a break on January 2nd 1979, when he got a call from Mark Johnson, who informed him that he was coming to Berkeley to replace someone in the philosophy department for six months. Johnson had just gotten his PhD from Chicago where he studied continental philosophy and called Lakoff to see if he was interested in studying metaphors. What came next was one of the more groundbreaking books in cognitive science. After co-writing a paper for the journal of philosophy in the spring of 1979, Lakoff and Johnson began working on Metaphors We Live By, and managed to finish it three months later.

Their book extensively examined how, when and why we use metaphors. Here are a few examples. We understand control as being UP and being subject to control as being DOWN: We say, “I have control over him,” “I am on top of the situation,” “He’s at the height of his power,” and, “He ranks above me in strength,” “He is under my control,” and “His power is on the decline.” Similarly, we describe love as being a physical force: “I could feel the electricity between us,” “There were sparks,” and “They gravitated to each other immediately.” Some of their examples reflected embodied experience. For example, Happy is Up and Sad is Down, as in “I’m feeling up today,” and “I’m feel down in the dumbs.” These metaphors are based on the physiology of emotions, which researchers such as Paul Eckman have discovered. It’s no surprise, then, that around the world, people who are happy tend to smile and perk up while people who are sad tend to droop.

Metaphors We Live By was a game changer. Not only did it illustrate how prevalent metaphors are in everyday language, it also suggested that a lot of the major tenets of western thought, including the idea that reason is conscious and passionless and that language is separate from the body aside from the organs of speech and hearing, were incorrect. In brief, it demonstrated that “our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature.”


David - brain (Wikimedia Commons)

After Metaphors We Live By was published, embodiment slowly gained momentum in academia. In the 1990s dissertations by Christopher Johnson, Joseph Grady and Srini Narayanan led to a neural theory of primary metaphors. They argued that much of our language comes from physical interactions during the first several years of life, as the Affection is Warmth metaphor illustrated. There are many other examples; we equate up with control and down with being controlled because stronger people and objects tend to control us, and we understand anger metaphorically in terms of heat pressure and loss of physical control because when we are angry our physiology changes e.g., skin temperature increases, heart beat rises and physical control becomes more difficult.

This and other work prompted Lakoff and Johnson to publish Philosophy in the Flesh, a six hundred-page giant that challenges the foundations of western philosophy by discussing whole systems of embodied metaphors in great detail and furthermore arguing that philosophical theories themselves are constructed metaphorically. Specifically, they argued that the mind is inherently embodied, thought is mostly unconscious and abstract concepts are largely metaphorical. What’s left is the idea that reason is not based on abstract laws because cognition is grounded in bodily experience (A few years later Lakoff teamed with Rafael Núñez to publish Where Mathematics Comes From to argue at great length that higher mathematics is also grounded in the body and embodied metaphorical thought).

As Lakoff points out, metaphors are more than mere language and literary devices, they are conceptual in nature and represented physically in the brain. As a result, such metaphorical brain circuitry can affect behavior. For example, in a study done by Yale psychologist John Bargh, participants holding warm as opposed to cold cups of coffee were more likely to judge a confederate as trustworthy after only a brief interaction. Similarly, at the University of Toronto, “subjects were asked to remember a time when they were either socially accepted or socially snubbed. Those with warm memories of acceptance judged the room to be 5 degrees warmer on the average than those who remembered being coldly snubbed. Another effect of Affection Is Warmth.” This means that we both physically and literary “warm up” to people.

The last few years have seen many complementary studies, all of which are grounded in primary experiences:

• Thinking about the future caused participants to lean slightly forward while thinking about the past caused participants to lean slightly backwards. Future is Ahead
• Squeezing a soft ball influenced subjects to perceive gender neutral faces as female while squeezing a hard ball influenced subjects to perceive gender neutral faces as male. Female is Soft
• Those who held heavier clipboards judged currencies to be more valuable and their opinions and leaders to be more important. Important is Heavy.
• Subjects asked to think about a moral transgression like adultery or cheating on a test were more likely to request an antiseptic cloth after the experiment than those who had thought about good deeds. Morality is Purity

Studies like these confirm Lakoff’s initial hunch – that our rationality is greatly influenced by our bodies in large part via an extensive system of metaphorical thought. How will the observation that ideas are shaped by the body help us to better understand the brain in the future?

I also spoke with Term Assistant Professor of Psychology Joshua Davis, who teaches at Barnard College and focuses on embodiment. I asked Davis what the future of embodiment studies looks like (he is relatively new to the game, having received his PhD in 2008). He explained to me that although “a lot of the ideas of embodiment have been around for a few decades, they’ve hit a critical mass… whereas sensory inputs and motor outputs were secondary, we now see them as integral to cognitive processes.” This is not to deny computational theories, or even behaviorism, as Davis said, “behaviorism and computational theories will still be valuable,” but, “I see embodiment as a new paradigm that we are shifting towards.”

What exactly will this paradigm look like? It’s unclear. But I was excited to hear from Lakoff that he is trying to “bring together neuroscience with the neural theory of language and thought,” through a new brain language and thought center at Berkeley. Hopefully his work there, along with the work of young professors like Davis, will allow us to understand the brain as part of a much greater dynamic system that isn’t confined to our cortices.

The author would like to personally thank Professors Lakoff and Davis for their time, thoughts, and insights. It was a real pleasure.

Samuel McNerney 
About the Author: Sam McNerney recently graduated from the greatest school on Earth, Hamilton College, where he earned a bachelors in Philosophy. However, after reading too much Descartes and Nietzsche, he realized that his true passion is reading and writing about the psychology of decision making and the neuroscience of language. Now, he is trying to find a career as a science journalist who writes about philosophy, psychology, and neuroscience. His blog, whywereason.com tries to figure out how humans understand the world. He spends his free time listening to Lady Gaga​, dreaming about writing bestsellers, and tweeting @whywereason. Follow on Twitter  @whywereason.

Documentary - LIFE IN A DAY

Very cool, via Documentary Heaven - enjoy!

LIFE IN A DAY




November 7th, 2011

Director Kevin Macdonald and producer Ridley Scott team up to offer this candid snapshot of a single day on planet Earth.

Compiled from over 80,000 YouTube submissions by contributors in 192 countries, Life in a Day presents a microcosmic view of our daily experiences as a global society.

From the mundane to the profound, everything has its place as we spend 90 minutes gaining greater insight into the lives of people who may be more like us than we ever suspected, despite the fact that we’re separated by incredible distances.

Clips are not labeled with locations – some are nevertheless easy to figure out, but others leave few clues. Obviously this is intentional on Macdonald’s part, as you occasionally find yourself distracted by trying to figure out where the hell the various videos come from.



All in the Mind - Practice makes perfect?


On this week's All in the Mind, Natasha Mitchell speaks with psychologist K. Anders Ericsson on his theory that with enough deliberate practice (10,000 hours) we can learn nearly anything.

Practice makes perfect?

The virtuoso violinist, star surgeon and super sportswoman - could any of us become the best of the best? Daniel Coyle toured the world's famous talent 'hotbeds' in search of secrets. Psychologist K. Anders Ericsson says with enough 'deliberate practice' - 10,000 hours of it, he argues - anything's possible. But does that trump 'natural talent'?

SHOW TRANSCRIPT

Guests

Dr K. Anders Ericsson
Conradi Eminent Scholar
Professor of Psychology
Florida State University
Tallahassee, Florida
http://www.psy.fsu.edu/faculty/ericsson.dp.html

Daniel Coyle
Author and contributing editor for Outside magazine
http://thetalentcode.com/author/

Jacqui Cooper
Former world champion aerial skier
http://jacquicooper.com/

Further Information

Jacqui Cooper ski-jumping at the Vancouver 2010 Winter Olympics

Publications

Title: The Talent Code: Greatness Isn't Born It's Grown
Author: Daniel Coyle
Publisher: Arrow Books, 2009

Title: The role of deliberate practice in the acquisition of expert performance
Author: Ericsson, K. Anders; Krampe, Ralf T.; Tesch-Rer, Clemens
Publisher: Psychological Review: Vol 100(3), Jul 1993, 363-406.
URL: http://www.scribd.com/doc/50947539/Ericsson-et-al-Role-of-Deliberate-Practice-in-Acquisition-of-Expert-Performance

Title: Toward a science of exceptional achievement: attaining superior performance through deliberate practice.
Author: Ericsson KA, Nandagopal K, Roring RW.
Publisher: Ann N Y Acad Sci. 2009 Aug;1172:199-217.
URL: http://onlinelibrary.wiley.com/doi/10.1196/annals.1393.001/abstract

Title: From the Guest Editors: How Do Experts Learn
Author: A. Mark Williams and K. Anders Ericsson
Publisher: Journal of Sport and Exercise Psychology, 2008, 30, 653-662
URL: http://www.castonline.ilstu.edu/smith/405/readings_pdf/expert_rdngs/how_experts_learn_1.pdf

Title: Cognitive functions of the cerebellum explain how Ericsson's deliberate practice produces giftedness
Publisher: High Ability Studies; Vol 18, No 1, June 2007, pp89-92
URL: http://positivedisintegration.com/Vandervert2007.pdf

Title: Deliberate practice and expert performance: defining the path to excellence
Author: Paul Ward, Nicola J. Hodges, A. Mark Williams and Janet L. Starkes
Publisher: London: Routledge (2004)
URL: http://hkin.educ.ubc.ca/faculty/hodgesn/msl/docs/ward_chap.pdf
In A.M. Williams and N.J. Hodges (Eds.), Skill acquisition in sport: Research, theory and practice (pp. 232-258).

Title: Tracing the Development of Athletes Using Retrospective Interview Methods: A Proposed Interview and Validation Procedure for Reported Information
Author: Jean C K. Anders Ericsson, Madelyn P. Law
Publisher: Journal of Applied Sport Psychology, Vol. 17, No. 1. (March 2005), pp. 1-19.
URL: http://areas.fmh.utl.pt/~arosado/Repositorio/ficheiros/LONGTERM/Ref7.pdf

Title: Success is all in the Mind
Author: Shelley Gare
Publisher: The Australian newspaper, January 24, 2009.
URL: http://www.theaustralian.com.au/news/health-science/success-is-all-in-the-mind/story-e6frg8gf-1111118649674

Presenter: Natasha Mitchell

Producer: Maria Tickle/ Natasha Mitchell

Sunday, November 06, 2011

NPR - A Researcher Asks: Are Dolphins Self-Aware?


Here is another cool segment from this week's NPR Talk of the Nation Science Friday. I have always been fascinated by the social and intellectual skills of dolphins, and I am reasonably convinced that they are as intelligent or more so than humans.

This discussion looks at their self-awareness, which is a trait we had generally ascribed only to humans, but appears to be much more prevalent in the animal kingdom, including marine mammals like dolphins, several primate species, elephants, crow and ravens, some species of parrots, and many others.

Diana Reiss is author of The Dolphin in the Mirror: Exploring Dolphin Minds and Saving Dolphin Lives.

A Researcher Asks: Are Dolphins Self-Aware?



Like chimpanzees, dolphins are large-brained and highly social animals, but can they recognize themselves in a mirror? Psychologist and dolphin researcher Diana Reiss discusses her work with dolphin communication and cognition.


* * * * * * *


IRA FLATOW, host: Moving from our brains, talking cerebrally now about the brains of dolphins. Humans and dolphins are separated by 95 million years of evolution, and in that time these mammals' hands and feet turned into fins. They developed more sophisticated features.


Did you know they have sonar, like bats? They can play complex games of Capture the Flag. We call it a piece of seaweed. And if you ever watch "Flipper," you know that they can make a wide array of clicks and whistles. But can that be language?


My next guest has been looking at these big-brained mammals much like others have looked at chimps and gorillas and studying them, figuring out what they can do. And she's written a new book. Diana Reiss is author of the new book "The Dolphin in the Mirror," and she's professor in the psychology department of Hunter College. She's also the biopsychology and behavioral neuroscience program at the graduate center at City University in New York. Welcome to SCIENCE FRIDAY.


DIANA REISS: Hi, Ira, I'm thrilled to be here.


FLATOW: Tell us: How smart are these dolphins? What have they shown you over the years?


REISS: Well, they're really smart, and of course the challenge is always to try to understand intelligence of another species, particularly when they're so different, like a dolphin is. What is the nature of their intelligence? That's what I'm trying to find out.


FLATOW: And "The Dolphin in the Mirror," you named it that because of your research with them?


REISS: Correct. We - several years ago, my colleague and I put a mirror in front of a dolphin and wanted to know what would they do with it. What would they - would they know it's themselves? And again, this is a really - this is a rare cognitive ability in other animals. And they actually showed that, like us, they can recognize themselves in mirrors.


FLATOW: And you did research at the National Aquarium in Baltimore. Is that where you studied your dolphins?


REISS: No, actually, my first lab was in California at a place called Marine World, when I...


FLATOW: Ah, Marine World.


REISS: Marine World, and what else? And then I was research director, director of marine mammal research at the New York Aquarium, the Osborn Labs for Marine Studies. And now I'm doing - I'm directing a program of dolphin research at the National Aquarium.


FLATOW: You know, we always say that people are different than other animals because they're self-aware, right?


REISS: Right.


FLATOW: Are dolphins self-aware?


REISS: Well, you know, it's interesting because when you think about self-awareness, most animals would have to have some form of awareness or they'd be bumping into each other and the walls and their environment. So we're talking about a particular kind of self-awareness, the sense of you can recognize that you are in that mirror, that that's an external representation of yourself. That's pretty sophisticated when you think about it. And most animals don't do it.


Most animals if they do pay attention to a mirror, which many don't, like dogs and cats generally don't, if they do, they think it's another of their own kind, and they'll show social behavior. With the dolphins, not only are they aware that it's themselves, and they show it to us behaviorally.


FLATOW: How? What do they do that they know that...


REISS: Yeah. So there are three stages. Should I break it down more simply?


FLATOW: Yeah.


REISS: The three stages are if they've never seen a mirror before, they try to look around it, look over it, figure out what this thing is, who's behind it, then they - if they've never seen a mirror, they start showing social behavior. So for dolphins, they might echolocate or whistle at it or squawk at it. I'm going to hold myself back from doing imitations, but they...


FLATOW: Feel free.


REISS: Oh, I will...


FLATOW: It's radio.


REISS: ...soon, soon.


(SOUNDBITE OF LAUGHTER)


REISS: But they'll do - and they'll show typical social behaviors. And for scientists who study them, we have to know what those social behaviors look like. So the second stage is what we call contingency testing. Now, for any of you out there listening to the station who know the old - the Harpo Marx, Lucille Ball or Groucho skit in front of the mirror. This is what...


FLATOW: The mirror image of each other.


REISS: This is what you see. I mean, it's pretty much highly repetitive behaviors, really unusual behaviors in front of the mirror. Now, it may look odd and funny to us, but in reality, this is where the light bulb goes on. This is where the animal figures out that something that it's doing, that the behaviors it's doing are related to the behaviors they're seeing in the mirror. And they start realizing there's this one-to-one correspondence. And that's a really important stage.


So you - when you see this stage, you generally will see animals go on to use the mirror to look at themselves, and that's that third stage we call self-directed behavior. And this is so interesting because not only have my colleagues and I studied dolphins and shown dolphins can show mirror self-recognition, but we've done this with elephants. We did this with elephants at the Bronx Zoo.


FLATOW: OK.


REISS: France Duvall(ph), who I know has been here, and his graduate student Josh Plotnick(ph) and I collaborated, so we showed this in Asian elephants as well. What's amazing is that the elephants, dolphins, chimps and humans show the same kinds of behaviors often at the mirror.


FLATOW: Wow.


REISS: Wow. Yeah.


FLATOW: 1-800-989-8255 is our number. I'm Ira Flatow, and this is SCIENCE FRIDAY from NPR. They don't start straitening their hair out, do they?


(SOUNDBITE OF LAUGHTER)


REISS: No. But I'll tell you something...


FLATOW: So (unintelligible). Go ahead.


REISS: Oh, we're on?


FLATOW: Yeah, yeah.


REISS: Sorry. So what they do is they'll look inside their mouths, and they'll open their mouths really wide. Dolphins will often wiggle their tongues. And it's clear they're opening and holding and looking inside their mouths. They all put their eyes up against the mirror and look at their eyes very closely. So they may look at one eye and then turn and look at the other eye. They look at their genitals often. We didn't see this in elephants, but we certainly see this in humans, chimps and dolphins.


And again, they watch themselves doing different things in front of the mirror. When we look at children and they're playing in front of the mirror, you watch yourself doing that fancy new dance step, dolphins do all sorts of things like blowing varieties of bubbles, doing different kinds of play at the mirror.


FLATOW: Wow. Talking with Diana Reiss, author of the new book "The Dolphin in the Mirror." You know, people are always saying, well, this is not really intelligent animals like we are. They're just trained to do things. You don't agree with that.


REISS: Not at all. In fact, you know, you can train pigeons to do all sorts of complex things. Rats can be trained to do all sorts of complex things, and even insects and goldfish. It's not - it's what they do in their own behavior. These are highly complex mammals with complex social lives, complex cognitive lives. And we have - we know enough now to know that they are highly intelligent. And it's not just what you're seeing in the training. That's the minimal stuff.


FLATOW: Why do they need such big brains like that?


REISS: That's a really interesting question. And one of the ideas is that their brains are getting bigger and - as they're dealing with more complexity. I mean, imagine being a mammal out in the ocean without a cell phone, for example. They have these highly complex social networks. They have to remember who's there, who they interacted with, who they collaborated with in the past. And also, you know, they coordinate, collaborate with each other, and they have to - again, they have to have memory for what worked, who they interacted with. And then, there are challenges in the environment, you know? And they have to survive.


FLATOW: They come from the same family as whales, right?


REISS: Right.


FLATOW: Why aren't whales as smart?


REISS: Well, we don't know that whales aren't as smart. We just haven't had the opportunity to study them. In general, we have – we've had dolphins in aquaria for many, many years, and that's afforded us the opportunity to understand the minds of these amazing animals. With whales, there really haven't been many cognitive studies done with killer whales, with orcas. I don't know why that is. But most other whales, you - it's very hard to do cognitive work in the wild.


FLATOW: 1-800-989-8255. You know, you see them in the wild acting as teams.


REISS: Right.


FLATOW: It's really amazing.


REISS: It is. And it's, you know, this idea of cooperation care-giving, you see that - you see it in whales. You see it in dolphins. And it makes you think, you know, do they really know what they're doing when they save a human? It's a whole other area.


FLATOW: Do they actually save humans? Yeah?


REISS: Oh, there has been - I talk about this in the book. I talk about the myths of dolphins saving humans, and then, there are historical accounts, records, historical records of dolphins saving humans and statues being built, you know, in honoring dolphins. And the question is, well, did they know what they were doing? Are these just myths? Are they stories? But we know now. We have new accounts, contemporary accounts of dolphins doing the same.


FLATOW: You were into Greek mythology as a kid.


REISS: Yeah.


FLATOW: Is that what got you thinking about dolphins?


REISS: Not at all.


FLATOW: No?


(SOUNDBITE OF LAUGHTER)


REISS: No. That would be...


FLATOW: There was a movie about dolphin - a Greek guy - I can't remember what it is at the moment but...


REISS: Yeah.


FLATOW: ...a boy and his dolphin or something.


REISS: Right. No. I was always interested in Greek mythology, but I was never interested in dolphins. I really didn't - I wasn't a "Flipper" fan. I like "Lassie" better than I liked "Flipper." It wasn't until I got older. My background was actually in theater. So I was a stage designer. And I always had a science background and an interest in science, and I left the theater to go into science to study animal communication. And it was one day when I was reading a story in The New York Times about whaling that I - it struck me: we hardly know anything about these magnificent animals. We need to learn more, so.


FLATOW: All right. We're going to learn a little bit more. 1-800-989-8255 is our number. Talking with Diana Reiss. She's the author of the new book "The Dolphin in the Mirror." She runs a dolphin research program at the National Aquarium. And we'll take your calls. 1-800-989-8255. You can tweet us, @scifri, @-S-C-I-F-R-I. We'll be right back after this break.


(SOUNDBITE OF MUSIC)


FLATOW: I'm Ira Flatow. This is SCIENCE FRIDAY from NPR.


(SOUNDBITE OF MUSIC)


FLATOW: You're listening to SCIENCE FRIDAY. I'm Ira Flatow, talking with Dr. Diana Reiss, author of the new book "The Dolphin in the Mirror." She's professor in the psychology department at Hunter College here in New York. Let's see if we can get a phone call in before we have to go. Sam in Des Moines. Hi, Sam.


SAM: Hey, Ira. Thanks for taking my call. Your prefaced this show by asking whether or not dolphins have language, and I'm actually an English professor. And one of the essays that I begin my composition semester with is by Susanne Langer, a philosopher who says that what makes us human, separates us from all other animals, is the fact that we have symbolic language, whereas all other animals understand signs. They have significant language. They can react to signs, but we're the only animal that has a concept - that can see that it has a concept of a past and the future because we have language. We have symbolic thought.


And I was just wondering if, Dr. Reiss, if that's something that your research is looking at in terms of whether it's chimps or dolphins or other language or other animals that they have a sense of history, a sense of symbolism.


FLATOW: All right. Thanks for the call.


REISS: They have memory in the sense of, you know, they have memory. I don't know - we don't know very much about the sense of history other than that. But in terms of symbolic behaviors, it's something I'm very involved in, and I've been very interested in decoding dolphins own forms of communication. We haven't found the Rosetta Stone to crack that code yet, although they do use complex sounds and behaviors in communication. Years ago, I did a study giving dolphins an underwater keyboard to ask the question, how would they use this - a symbolic board?


They had visual forms on the keyboard. If they had a key, they would hear a particular whistle that was different from their own and get an object. So it was a simple touch key, hear whistle, get object. What we found was the dolphins showed us that they - on their own, they learned associations between the symbols, the sounds, the objects. And they have been symbolic, and they started using it amongst themselves. But we couldn't confirm that. So we don't really know, and that's exactly what I'm looking at now. We're doing a more a high-tech key - touch screen. We're trying to get funding for that right now.


FLATOW: All right. Fascinating book, it's called "The Dolphin in the Mirror" by Dr. Diana Reiss, professor in psychology at the department of Hunter College. Thank you for taking time to be with us today.


REISS: Thank you so much for having me. Thanks.


FLATOW: Good luck to you.

NPR - Peering Into The Brain, But At What?


This is an interesting segment from NPR's Talk of the Nation Science Friday on the limitations of brain scan imaging - we get a lot of pretty pictures, but there is no real indication that we are any closer to understanding the complexity of brain function.

Peering Into The Brain, But At What?

November 4, 2011

Modern brain-imaging techniques have given researchers an unprecedented level of detail about the structure of the brain, but are they any closer to puzzling out how the brain really works? Harvard neuroscientist Jeff Lichtman talks about the limitations of brain imaging, and the challenges of trying to use imaging techniques to decode the brain's behavior.

* * * * * * *

IRA FLATOW, host: This is SCIENCE FRIDAY. I'm Ira Flatow. Your thoughts, your memories, as you know, all come from your brain cells, billions of them packed together in your head. My next guest would like to make a map of how all those cells connect to one another, talk to each other, learn new things, make new memories.

But it's going to take a lot to untangle those neurons. After all, your brain cells are just nanometers thick in some places. They flicker with electrical activity that's just a few milliseconds long, and there's evidence that their connections may vary dramatically from one person to another.

And our brains are changing, adapting, responding to our environments all the time. So how do you capture that? Well, my next guest thinks that we can capture it, and as an expert in imaging, Dr. Jeff Lichtman is a professor of molecular and cellular biology and a member of the Center for Brain Science at Harvard University. He joins us from Harvard. Welcome back to SCIENCE FRIDAY.

JEFF LICHTMAN: Hi, Ira, how are you?

FLATOW: You're - fine, thank you very much. You're an expert in imaging techniques, correct?

LICHTMAN: Yeah, we look at the brain in my laboratory. That's what we do, almost exclusively.

FLATOW: And what would be the ideal imaging technique? What are you looking for to be able to examine all of these connections?

LICHTMAN: The perfect technique, actually, is a combination of two, at the moment, extreme opposites. One is a technique that gives you enough resolution to see the finest connections between nerve cells, which requires resolution at the level of nanometers, as you've already mentioned. And the other is the scale to trace out wires that can extend for centimeters, or if you're a giraffe, from your spinal cord to your toe, even meters.

And those two kinds of technologies are often very different. And to fuse them into one technique requires going a little bit beyond the comfort zone of modern technology.

FLATOW: So we're not quite there yet?

LICHTMAN: Well, we're working on it, but it is awesome, truly disturbing how much data one has to obtain if you wish to map the entire brain at the level of every synapse.

FLATOW: How much data are we talking about here?

LICHTMAN: Well, let's take a cubic millimeter of brain, which is about the size of the smallest point you would see in an image taken with this technique called functional magnetic resonance imaging. So those images show you where blood flow in the brain goes up when you think, and they're very highly resolved. A cubic millimeter is the voxal size, the three-dimensional pixel size.

And one voxal of an FMRI image, if we image that with an electron microscope to see all the synapses with sufficient resolution, that would be about a 1,000 terabytes of data or one petabyte. A terabyte is 1,000 gigabytes. So we're talking about a million gigabytes of data per cubic millimeter, and that's just one cubic millimeter of the brain. And if you wanted a whole brain, you'd need thousands of petabytes, essentially more data than is the digital content of the world, if you will.

So it's more than fits on my laptop, to be sure.

(SOUNDBITE OF LAUGHTER)

FLATOW: Could you learn anything, though, at a single-cell level that, let's say, that Eric Kandel didn't learn with the single cells in sea slugs if you could go down that - drill down that deep?

LICHTMAN: I mean, there's extraordinary advances that have been made, certainly, in understanding the way synapses talk to each other and how they change with experience. But one of the mysteries of the brain is that the network that connects cells is a lot like an Internet network, and that is it's one to many and many to one.

There are interconnections between nerve cells and thousands of target cells, and thousands of different target cells impinge and talk to each nerve cell. And if one ever wants to understand how a network like that works, you actually have to look at the network, and that requires seeing more than a single cell.

FLATOW: And can we learn anything from, let's say, a network of networks like the Internet, that may apply to how the brain works?

LICHTMAN: Yeah, I mean, one interesting thing to keep in mind is that the network of the Internet is connecting the brains of individuals together. So it is a form of communication between the neurons in one brain with the neurons in other brains. That's really all it is: It's just wires that extent our connectivity.

So perhaps the same strategies that are wiring us up are used again when brains talk to other brains. Almost - we don't even realize it, but that may be what's going on.

FLATOW: Is it possible in your imaging world, and in the world you would like to create, if you have the right tools, to actually watch a thought originating or something being remembered?

LICHTMAN: Absolutely, that's the long-term goal of work like this, which is to see first how information about the world gets implanted in the brain. And once it's there, what form does it take that allows it to persist over decades, or if you're very lucky, even over a century?

There must be some structural substrate, a trace, if you will, of that memory, but we have very little idea now because these tools are just now being developed to actually map out what that would look like.

FLATOW: And so do you think these tools will be available in our lifetime, so to speak?

LICHTMAN: Yeah, I guess it depends how old you are.

(SOUNDBITE OF LAUGHTER)

LICHTMAN: I think these - my laboratory and a number of other labs are working very hard right now to generate tools that have the speed to generate these images quickly enough. I'll just give you an example that when we started about five years ago, we were obtaining information at about 1 million pixels of brain image per second, which sounds like a lot, but that's actually quite slow. To do a cubic millimeter of imaging at that rate takes about 140 years, and to do let's say a rodent brain would take about 7,000 years at that rate.

And over the past five years, we've sped up about 100-fold, and we think in the next two years we'll be at about a billion pixels per second. And then doing a mouse brain within a year might even be contemplatable. To do a human brain, however, is still an extraordinary challenge because humans have much bigger brains than mice. But the techniques would be the same.

FLATOW: And if you - let's stay then at the mouse brain level. Would one mouse brain look the same as another mouse brain?

LICHTMAN: Almost certainly not. The little part of the mouse nervous system that we looked at to completely wire - get a wire diagram of, from one animal to the other, even from the left side to the right side of the same animal, where the function should be quite similar - we found every single instantiation of this wiring diagram was unique.

And I think a lot of people take that to mean what's the point of doing this at all, with all this variation. It's worth saying that if you watch two football games, or you watch two chess games, you'll find that every game of a particular sort is different from every other one, but after watching one game of chess, for example, you could infer the rules, so no other game would really be surprising to you.

And I guess that's the same thinking we have here, that there will be certain motifs, certain strategies of connectivity, if you will, of the way nerve cells are connected that from learning from one brain, would allow us to extrapolate in other brains.

FLATOW: Let's get some phone calls in, 1-800-989-8255. Jim(ph) in Muskegon, Michigan, hi Jim.

JIM: Hello, thanks for taking the call. I was curious whether or not you can map any changes in the brain as a result of PTSD, or does your work lead to any treatment possibilities? I particularly had some clients who relived some events based on triggers, otherwise benign things.

LICHTMAN: Yes, I think this is an extremely important point about our primitive knowledge of the brain. Compared to other organ systems, where most abnormalities have a physical, histological trace that you can see in a microscope, for most brain disorders, we don't have a physical trace. And I think this is largely a sign of how low-level our imaging is, relative to the questions.

At the moment, we're far away, to be perfectly honest, from getting a physical manifestation of something like post-TSD, but I think at some point, one would hope that mental illness, learning disorders and other kinds of behavior problems will be amenable to these kinds of studies.

FLATOW: And then I would imagine you need to be able to see a large part of the brain to see how that might originate.

LICHTMAN: Yeah, of course, one doesn't even know where the problem is. And this is this problem of size, the big and the small. You have to be able to accommodate a big area but at very high resolution, and that gives rise to datasets that are just at the moment so large that no one would know exactly how to work with them.

FLATOW: Do you need a supercomputer, you know, like the old Cray or any, put a bunch of them together to get a giant computer to do this? What kind of computer power do we need? Give us an idea.

LICHTMAN: I think what people - there's one thing is to generate the data, and then you need to store it in a large place. So you need storage capacity that exceeds what most people are used to, you know, many petabytes of storage, tens or hundreds of petabytes. And that is already one far end of computation.

But that's not sufficient. You then have to analyze this data to turn these pictures into an actual map, and that requires a kind of computational image analysis that is being developed right now but is very computer intensive. And the way this is done is typically with clusters of computers that parse this large problem into many small, little pieces, and so thousands of CPUs or even GPUs working simultaneously are necessary to do this.

So it is a large amount of computational space, but it's not the classic Cray single supercomputer but many small computers, each working on a teeny-weeny part of a very big problem.

FLATOW: Well, good. Could our home computers become part of a network like that, work together?

LICHTMAN: Well, this is one of the - yes indeed. I think one of the ideas, just as the Galaxy Zoo has been very potent as a way of analyzing images of deep space, my laboratory and a colleague of mine at MIT, Sebastian Seung, and another colleague of mine, Hanspeter Pfister in the engineering department here and several other groups, as well, are thinking about ways of recruiting interested parties to help us do this tracing and mapping out.

So not only your computer but your visual system we would take advantage of, as well.

FLATOW: Yeah because we know that people are much better than computers at visually taking things apart and putting them back together.

LICHTMAN: Yeah, I mean, one of the great ironies of this work is that we are trying to get computers to do something that humans do quite trivially. Any five-year-old can trace these wires. Computers have a hard time doing this. And what we're trying to trace is the wiring diagram that explains basically how humans do this.

It's a very circular and philosophically interesting problem.

(SOUNDBITE OF LAUGHTER)

FLATOW: Jeff, can I ask you to stay with us?

LICHTMAN: Sure.

FLATOW: We're going to go to a break. We're talking with Jeff Lichtman, professor of molecular and cellular biology and member of the Center for Brain Science at Harvard. We're going to pick his brain a little longer, and stay with us. We'll come back. Our number, 1-800-989-8255. You can tweet us @scifri, and we'll continue right after the break. Stay with us.

(SOUNDBITE OF MUSIC)

FLATOW: I'm Ira Flatow. This is SCIENCE FRIDAY, from NPR.

(SOUNDBITE OF MUSIC)

FLATOW: You're listening to SCIENCE FRIDAY. I'm Ira Flatow. We're talking about how your brain is wired and attempts to take a look and make - snap pictures of it, with Dr. Jeff Lichtman, professor of molecular and cellular biology, member of the Center for Brain Science at Harvard University. And if his last name is familiar, that's because he is the father of Flora Lichtman, our multimedia editor. And we thank you for that project too.

(SOUNDBITE OF LAUGHTER)

LICHTMAN: That's the best thing I ever did, or one of the two. I also have another daughter. They're both, the pair, the best things.

FLATOW: Well, we're very happy for you doing that. 1-800-989-8255. Let's go to the phone. Let's go to Steve in Chico, California. Hi, Steve.

STEVE: Good morning, gentlemen.

FLATOW: Hi there.

STEVE: My question is this: If I think a thought in an image, like if I think of an old dog I had when I was a kid, and that image is in my mind, and we know that it comes from brain cell activity, right, but if a surgeon cut into my brain, he would not find a little picture of my dog. He would simply see the neural activity, right?

LICHTMAN: The surgeon wouldn't - yeah, go ahead.

STEVE: Right, so do you have any sense where the actual image is, the picture of that dog that's in my mind? Where might that be in the universe?

LICHTMAN: Well, it's in your mind, that's for sure, and because it's a visual picture, it almost certainly is at least one rendering of it, and there are probably many different parts of your brain involved, but it'll certainly be in the parts of the brain that are responsible for image processing, that take visual information and process it progressively farther along.

FLATOW: It has been clear that it's been very hard to find a local stroke, for example, that damages a small part of the brain where a person ends up with a perfectly normal brain, except the image of their dog is missing. And that implies, of course, that your dog is distributed over a rather large area, or there are multiple copies of your dog.

LICHTMAN: There are places in your brain, and maybe this will come up later in the hour or in the next hour, of - where recognition of faces occur, and if that part of the brain is stroked out, for example, a person can't recognize anyone's face. It's very hard to get very specific memories lost, suggesting this distribution, that it's not localized specially the way you would if you were an engineer, you might put your little dog in one place and a spoon right next to it and your cat on the other side. It's not so clear how it's organized.

FLATOW: And one of the things you write about and we've talked about is how plastic your brain is, right? It can be refolded, reshaped.

LICHTMAN: Yeah, so I think the - you know, the emphasis, especially as we get older, is on how plastic our brains are. But of course there's the other side of the coin, and I think this is often left unsaid, but I'd like to emphasize this, that the purpose of memory is to give you the opportunity based on often one trial learning, at some point in development, a lasting, indelible impression about the way the world is.

And that is a bit at odds with a constantly changing brain. And I think if my own daughter's comments to me are any reflection, as I've gotten older I get the impression my children think that my brain has hardened, calcified. I'm a little less open to new ideas than I was when I was younger.

And I see this as wisdom, not really a bad thing, you know, that I'm left with a brain that's consistent with the world, but of course the world is changing very rapidly now. So this is a somewhat painful thing for people my age, as new tools get invented.

But I think memory's main purpose is not to constantly change but to allow a person to hold on to, for example, how to ride a bicycle. If you learn as a child how to ride a bicycle, you can stop riding a bicycle for 20, 30 years. You get on a bicycle on an adult, and after a moment or two of unsteadiness, you're riding pretty well.

But look at an adult who's never ridden a bicycle as a child, and it's clear there's something about their brain, there's some indelible trace about bicycle riding that's missing. And they have a hard time learning.

FLATOW: But we also have the case where it's been shown that recall is very unreliable, that - isn't it true that we see that you can make up something in your mind, and your mind, at least the scans will show that it's as if you had actually seen it?

LICHTMAN: Yes, I mean one of the amazing things about memory is every time you recall something, it's up for grabs again. And often that is because when you recall it, you want to dress it up with more recent data. So if the recent data tends to overturn something that you remembered earlier, gradually that memory can morph into something that's quite opposite of what the original memory is.

And thinking about something long enough, you can begin to believe things are true that aren't. My brother and I growing up, I kept telling him over and over again a particular thing, that he was adopted, in fact, and I think as he - there was a point in his life when he was uncertain whether this was a fact or not, even though - just because he began running it through his mind, even though I was just teasing him.

FLATOW: Let's see if we can get one more call in here before we have to go. Clay(ph) in Oklahoma City. Hi, Clay.

CLAY: Hey, thanks for taking my call.

FLATOW: Hi, go ahead.

CLAY: Yeah, I would like to hear your - I forgot the scientist's name, I'm sorry. So our brains accumulate information from the time we're born until the time we die. And I want to know what you think about where is that information being stored. Is it being stored molecularly? Much of the research around brains is focused on the neural network and the depolarization, the signals sent to each nerve.

But I believe the information must be stored actually inside of the neurons, giving it identity, reason to respond a certain way. So could you please speak about that? Where might the - where might the information we gain as we grow old be stored physically, molecularly?

FLATOW: All right, good question.

LICHTMAN: I think this is a very good question and one that's somewhat contentious. I think we now understand that synaptic connections between nerve cells molecularly can change in ways that persist for long periods of time. And that has sometimes been mistaken, I think, as thinking that the memory per se is built into those molecules.

Ultimately the brain is just a behavior machine. Input comes in, it churns around inside, and then there comes an output. And that is through the connections between nerve cells. So for example, if I tip your - tap your patellar tendon, and your knee jerks, that's because of a reflex of nerves that activate cells in your spinal cord that then send information back out to the muscle and cause that kick.

You could think of all learning, all information, being the same way. If I say what is two plus two, that goes in your ears, it rattles around by activating nerve cells, and out comes first in your head the idea of four, and if you're a child, then a signal would be sent down to your deltoideus muscle in your shoulder, pulling your arm up. So you wave it back and forth so the teacher can see you, so you can then say it's four.

That is not coded molecularly. It's coded in a wiring diagram that connects the idea that comes in, the idea that's in there, to an output.

FLATOW: Thank you very much, Dr. Lichtman, for taking time to be with us today, very fascinating.

LICHTMAN: My pleasure.

FLATOW: Jeff Lichtman is professor of molecular and cellular biology and a member of the Center for Brain Science at Harvard University.

The Dalai Lama - The Wishing Bodhimind



THE PATH TO ENLIGHTENMENT
by H.H. the Dalai Lama,
edited and translated by Glenn H. Mullin
more...





Dalai Lama Quote of the Week


All beings suffer in the same way as we do, and some are even more deeply immersed in sorrow. Yet all of these beings wish to experience only happiness and to avoid all suffering, frustration, and pain. They wish lasting happiness but do not know how to cultivate its causes, and they wish to avoid misery but automatically collect only causes of further misery. As Shantideva said, "Although seeking happiness, they destroy their own causes of happiness as they would an enemy. And although seeking to avoid misery, they treat its causes as they would a close friend."


Were the countless sentient beings unrelated to us, or were they not to mind their sufferings, perhaps there would be no need for us to bother with their welfare. In reality, however, all are related to us and not one of them wishes to suffer. Over the billions of lifetimes that we have experienced since beginningless time, we have known all the living beings again and again. Sometimes they have been parents to us, sometimes friends or mates, sometimes enemies. Without exception, each of them has been even a mother to us again and again, performing all the kindnesses of a mother. How can we be indifferent to them?


Wishing them to have only happiness and its causes and to be free of suffering and its causes, we ourselves should generate a sense of responsibility for their well-being. Finally, as only an omniscient Enlightened One is effectively able to benefit beings in deep, lasting, and ultimate ways, we must quickly attain enlightenment. This is the wishing bodhimind, the inner basis of Mahayana practice.(p.136)


--from The Path to Enlightenment by H.H. the Dalai Lama, edited and translated by Glenn H. Mullin, published by Snow Lion Publications

The Path to Enlightenment • Now at 5O% off
(Good until November 11th).