Практика Shadowing: How Your Brain Works & Changes | Huberman Lab Essentials - Изучайте разговорный английский по видео

Welcome to Huberman Lab Essentials, where we revisit past episodes for the most potent and actionable science-based tools for mental health, physical health, and performance.

I'm Andrew Huberman, and I'm a professor of neurobiology and ophthalmology at Stanford School of Medicine.

For today's podcast, we're going to talk about the parts list of the nervous system.

Now, that might sound boring, but these are the bits and pieces that together make up everything about your experience of life,

from what you think about to what you feel, what you imagine and what you accomplish from the day you're born until the day you die.

By the end of this podcast, I promise you're going to understand a lot more about how you work and how to apply that knowledge.

So let's talk about the nervous system.

The reason I say your nervous system and not your brain is

because your brain is actually just one piece of this larger, more important thing, frankly, that we call the nervous system.

The nervous system includes your brain and your spinal cord, but also all the connections between your brain and your spinal cord and the organs of your body.

It also includes, very importantly, all the connections between your organs back to your spinal cord and brain.

So the way to think about how you function at every level from the moment you're born until the day you die,

everything you think and remember and feel and imagine

is that your nervous system is this continuous loop of communication between the brain, spinal cord, and body, and body, spinal cord, and brain.

In fact, we really can't even separate them.

It's one continuous loop.

The way to think about how the nervous system works is that our experiences,

our memories, everything, is sort of like the keys on a piano being played in a particular order, right?

If I play the keys on a piano in a particular order and with a particular intensity, that's a given song.

We can make that analogous to a given experience.

Our brain is really a map of our experience.

We come into the world and our brain has a kind of bias towards learning particular kinds of things.

It's ready to receive information and learn that information, but the brain is really a map of experience.

So let's talk about what experience really is.

What does it mean for your brain to work?

Well, I think it's fair to say that the nervous system really does five things, maybe six.

The first one is sensation.

Sensation is a non-negotiable element of your nervous system.

You have neurons in your eye that perceive certain colors of light and certain directions of movement.

You have neurons in your skin that perceive particular kinds of touch, like light touch or firm touch or painful touch.

You have neurons in your ears that perceive certain sounds.

Your entire experience of life is filtered by these, what we call sensory receptors, if you want to know what the name is.

Perception is our ability to take what we're sensing and focus on it and make sense of it, to explore it, to remember it.

So really perceptions are just whichever sensations we happen to be paying attention to at any moment.

Perception is under the control of your attention.

And the way to think about attention is it's like a spotlight, except it's not one spotlight.

You actually have two attentional spotlights.

Anyone that tells you you can't multitask, Tell them they're wrong.

And if they disagree with you, tell them to contact me.

Because in old world primates, of which humans are, we are able to do what's called covert attention.

We can place a spotlight of attention on something.

For instance, something we're reading or looking at or someone that we're listening to.

And we can place a second spotlight of attention on something we're eating

and how it tastes or our child running around in the room or my dog.

You can split your attention into two locations, but of course you can also bring your attention, that is your perception to one particular location.

You can dilate your attention, kind of like making a spotlight more diffuse, or you can make it more concentrated.

This is very important to understand if you're going to think about tools to improve your nervous system.

Attention is something that is absolutely under your control.

The nervous system can be reflexive in its action, or it can be deliberate.

Deliberate thoughts are top down.

They require some effort and some focus, but that's the point.

You can decide to focus your behavior in any way you want, but it will always feel like it requires some effort and some strain.

Whereas when you're in reflexive mode, just walking and talking and eating and doing your thing, it's going to feel very easy.

And that's because your nervous system basically wired up to be able to do most things easily without much metabolic demand, without consuming much energy.

But the moment you try and do something very specific, you're going to feel a sort of mental friction.

It's going to be challenging.

So we've got sensations, perceptions, and then we've got things that we call feelings slash emotions.

And these get a little complicated because almost all of us, I would hope all of us, are familiar with things like happiness and sadness or boredom or frustration.

Certainly emotions and feelings are the product of the nervous system.

They involve the activity of neurons.

But as I mentioned earlier, neurons are electrically active, but they also release chemicals.

And there's a certain category of chemicals that has a very profound influence on our emotional states.

They're called neuromodulators.

And those neuromodulators have names that probably you've heard of before, things like dopamine and serotonin and acetylcholine, epinephrine.

Neuromodulators are really interesting because they bias which neurons are likely to be active and which ones are likely to be inactive.

A simple way to think about neuromodulators is they are sort of like playlists

that you would have on any kind of device where you're going to play particular categories of music.

So for instance, dopamine, which is often discussed as the molecule of reward or joy, is involved in reward.

And it does tend to create a sort of upbeat mood when released in appropriate amounts in the brain.

But the reason it does that is because it makes certain neurons and neural circuits, as we call them, more active and others less active, okay?

So serotonin, for instance, is a molecule that when released tends to make us feel really good with what we have,

our sort of internal landscape and the resources that we have.

Whereas dopamine, more than being a molecule of reward, is really more a molecule of motivation toward things that are outside us and that we want to pursue.

And we can look at healthy conditions

or situations like being in pursuit of a goal where every time we accomplish something in route to that goal, a little bit of dopamine is released and we feel more motivation, that happens.

We can also look at the extreme example of something like mania, where somebody is so, you know,

relentlessly in pursuit of external things like money and relationships

that they're sort of in this delusional state of thinking

that they have the resources that they need in order to pursue all these things when in fact they don't.

I want to emphasize also that emotions are something that we generally feel are not under our control.

We feel like they kind of geyser up within us and they just kind of happen to us.

And that's because they are somewhat reflexive.

We don't really set out with a deliberate thought to be happy or deliberate thought to be sad.

We tend to experience them in kind of a passive reflexive way.

And that brings us to the next thing, which are thoughts.

Thoughts are really interesting because in many ways they're like perceptions, except that they draw on not just what's happening in the present,

but also things we remember from the past and things that we anticipate about the future.

The other thing about thoughts that's really interesting is that thoughts can be both reflexive, they can just be occurring all the time,

sort of like pop-up windows on a poorly filtered web browser, or they can be deliberate.

We can decide to have a thought.

And a lot of people don't understand or at least appreciate

that the thought patterns and the neural circuits that underlie thoughts can actually be controlled in this deliberate way.

And then finally, there are actions.

Actions or behaviors are perhaps the most important aspect to our nervous system,

because first of all, our behaviors are actually the only thing that are going to create any fossil record of our existence.

After we die, the nervous system deteriorates, our skeleton will remain, but it's,

you know, in the moment of experiencing something very joyful or something very sad,

it can feel so all encompassing that we actually think that it has some meaning beyond that moment,

but actually for humans, and I think for all species,

100

the sensations, the perceptions and the thoughts and the feelings that we have in our lifespan,

101

none of that is actually carried forward, except the ones that we take and we convert into actions such as writing,

102

actions such as words, actions such as engineering new things.

103

And so the fossil record of our species and of each one of us is really through action.

104

And that in part is why so much of our nervous system is devoted to converting sensation,

105

perceptions, feelings, and thoughts into actions.

106

The other way to think about it is that one of the reasons that our central nervous system, our brain and spinal cord, include this stuff in our skull,

107

but also connects so heavily to the body is because most everything that we experience, including our thoughts and feelings,

108

was really designed to either impact our behavior or not.

109

And the fact that thoughts allow us to reach into the past and anticipate the future, and not just experience what's happening in the moment,

110

gave rise to an incredible capacity for us to engage in behaviors that are not just for the moment,

111

they're based on things that we know from the past and that we would like to see in the future.

112

And this aspect to our nervous system of creating movement occurs through some very simple pathways.

113

The reflexive pathway basically includes areas of the brainstem we call central pattern generators.

114

When you walk, provided you already know how to walk, you are basically walking because you have these central pattern generators,

115

groups of neurons that generate right foot, left foot, right foot, left foot kind of movement.

116

However, when you decide to move in a particular deliberate way that requires a little more attention,

117

you start to engage areas of your brain for top-down processing

118

where your forebrain works from the top down to control those central pattern generators so that maybe it's right foot, right foot, left foot, right foot,

119

right foot, left foot, if maybe you're hiking along some rocks

120

or something and you have to engage in that kind of movement.

121

So movement is just like thoughts can be either reflexive or deliberate.

122

And when we talk about deliberate, I want to be very specific about how your brain works in the deliberate way,

123

because it gives rise to a very important feature of the nervous system that we're going to talk about next, which is your ability to change your nervous system.

124

And what I'd like to center on for a second is

125

this notion of what does it mean for the nervous system to do something deliberately?

126

Well, when you do something deliberately, you pay attention, you are bringing your perception to an analysis of three things.

127

Duration, how long something is going to take or should be done.

128

Path, what you should be doing.

129

And outcome, if you do something for a given length of time, what's going to happen?

130

Now, when you're walking down the street or you're eating or you're just talking reflexively, You're not doing this, what I call DPO,

131

duration path outcome type of deliberate function in your brain and nervous system.

132

Let's give an example where perhaps somebody says something that's triggering to you, you don't like it, and you know you shouldn't respond.

133

You feel like, oh, I shouldn't respond, I shouldn't respond, I shouldn't respond.

134

You're actively suppressing your behavior through top-down processing.

135

Your forebrain is actually preventing you from saying the thing that you know you shouldn't say, or that maybe you should wait to say, or say in a different form.

136

This feels like agitation and stress because you're actually suppressing a circuit.

137

We actually can see examples of what happens when you're not doing this well.

138

Some of the examples come from children.

139

If you look at young children, they don't have the forebrain circuitry to engage in this top-down processing until they reach age 22, even 25.

140

But in young children, you see this in a really robust way.

141

A kid sees a piece of candy that it wants and we'll just reach out and grab it.

142

Whereas an adult probably would ask if they could have a piece

143

or wait until they were offered a piece in most cases.

144

People that have damage to the certain areas of the frontal lobes don't have this kind of restriction.

145

They'll just blurt things out.

146

They'll just say things.

147

Impulsivity is a lack of top-down control, a lack of top-down processing.

148

So a lot of the motor system is designed to just work in a reflexive way.

149

And then when we decide we want to learn something or do something or not do something, we have to engage in this top-down restriction.

150

And it feels like agitation because it's accompanied by the release of a neuromodulator called norepinephrine, which in the body we call adrenaline,

151

and it actually makes us feel agitated.

152

So for those of you that are trying to learn something new

153

or to learn to suppress your responses or be more deliberate and careful in your responses,

154

that is going to feel challenging for a particular reason.

155

It's going to feel challenging because the chemicals in your body

156

that are released in association with that effort are designed to make you feel kind of agitated.

157

And so this is really important to understand because if you want to understand neuroplasticity, you want to understand how to shape your behavior, how to shape your thinking,

158

how to change how you're able to perform in any context.

159

The most important thing to understand is that it requires top-down processing.

160

it requires this feeling of agitation.

161

In fact, I would say that agitation and strain is the entry point to neuroplasticity.

162

So let's take a look at what neuroplasticity is.

163

Neuroplasticity is the ability for these connections in the brain and body to change in response to experience.

164

And what's so incredible about the human nervous system in particular is that we can direct our own neural changes.

165

We can decide that we want to change our brain.

166

In other words, our brain can change itself and our nervous system can change itself.

167

For a long time, it was thought that neuroplasticity was the unique gift of young animals and humans, that it could only occur when we're young.

168

And in fact, the young brain is incredibly plastic.

169

Children can learn three languages without an accent reflexively, whereas adults, it's very challenging.

170

It takes a lot more effort and strain, a lot more of that duration path outcome kind of thinking in order to achieve those plastic changes.

171

We now know, however, that the adult brain can change in response to experience.

172

In order to understand that process, we really have to understand something that might at first seem totally divorced from neuroplasticity,

173

but actually lies at the center of neuroplasticity.

174

And for any of you that are interested in changing your nervous system, so that something that you want can go from being very hard

175

or seem almost impossible and out of reach to being very reflexive, This is especially important to pay attention to.

176

Plasticity in the adult human nervous system is gated, meaning it is controlled by neuromodulators.

177

These things that we talked about earlier, dopamine, serotonin, and one in particular called acetylcholine,

178

are what open up plasticity.

179

They literally unveil plasticity and allow brief periods of time in which whatever information, whatever thing we're sensing or perceiving or thinking,

180

or whatever emotions we feel, can literally be mapped in the brain such

181

that later it will become much easier for us to experience and feel that thing.

182

Now this has a dark side and a positive side.

183

The dark side is, it's actually very easy to get neuroplasticity as an adult through traumatic or terrible or challenging experiences.

184

But the important question is to say, why is that?

185

And the reason that's the case is because when something very bad happens, there's the release of two sets of neuromodulators in the brain,

186

epinephrine, which tends to make us feel alert and agitated, which is associated with most bad circumstances,

187

and acetylcholine, which tends to create a even more intense and focused perceptual spotlight.

188

Remember earlier we were talking about perception and how it's kind of like a spotlight.

189

Acetylcholine makes that light particularly bright and particularly restricted to one region of our experience.

190

And it does that by making certain neurons in our brain and body active much more than all the rest.

191

So acetylcholine is sort of like a highlighter marker upon which neuroplasticity then comes in later and says,

192

wait, which neurons were active in this particularly alerting phase of whatever, you know, day or night, whenever this thing happened to happen.

193

So the way it works is this.

194

You can think of epinephrine as creating this alertness

195

and this kind of unbelievable level of increased attention compared to what you were experiencing before.

196

And you can think of acetylcholine as being the molecule that highlights whatever happens during that period of heightened alertness.

197

So just to be clear, it's epinephrine creates the alertness.

198

That's coming from a subset of neurons in the brainstem, if you're interested.

199

And acetylcholine coming from an area of the forebrain is tagging

200

or marking the neurons that are particularly active during this heightened level of alertness.

201

Now that marks the cells, the neurons, and the synapses for strengthening, for becoming more likely to be active in the future,

202

even without us thinking about it, okay?

203

So in bad circumstances, this all happens without us having to do much.

204

When we want something to happen, however, we want to learn a new language, we want to learn a new skill, we want to become more motivated.

205

What do we know for certain?

206

We know that that process of getting neuroplasticity so that we have more focus,

207

more motivation, absolutely requires the release of epinephrine.

208

We have to have alertness in order to have focus.

209

And we have to have focus in order to direct those plastic changes to particular parts of our nervous system.

210

Now this has immense implications in thinking about the various tools, whether or not those are chemical tools or machine tools,

211

or just self-induced regimens of how long or how intensely you're going to focus in order to get neuroplasticity.

212

But there's another side to it.

213

The dirty secret of neuroplasticity is that no neuroplasticity occurs during the thing you're trying to learn,

214

during the terrible event, during the great event, during the thing that you're really trying to shape and learn.

215

Nothing is actually changing between the neurons that is going to last.

216

All the neuroplasticity, the strengthening of the synapses, the addition in some cases of new nerve cells, or at least connections between nerve cells,

217

all of that occurs at a very different phase of life, which is when we are in sleep and non-sleep deep rest.

218

And so neuroplasticity, which is the kind of holy grail of human experience of, you know, this is the new year and everyone's thinking new year's resolutions.

219

And right now, perhaps everything's organized and people are highly motivated, but what happens in March or April or May?

220

Well, that all depends on how much attention and focus one can continually bring to whatever it is they're trying to learn.

221

So much so that agitation and a feeling of strain are actually required for this process of neuroplasticity to get triggered.

222

But the actual rewiring occurs during periods of sleep and non-sleep deep rest.

223

There's a study published last year that's particularly relevant here that I want to share.

224

It was not done by my laboratory that showed that 20 minutes of deep rest, this is not deep sleep,

225

but essentially doing something very hard and very intense and then taking 20 minutes afterward,

226

immediately afterwards, to deliberately turn off the deliberate focused thinking and engagement actually accelerated neuroplasticity.

227

There's another study that's just incredible, and we're going to go into this in a future episode of the podcast not too long from now,

228

that showed that if people are learning a particular skill, it could be a language skill or a motor skill,

229

and they hear a tone just playing in the background, the tone is playing periodically through the background, like just a bell.

230

In deep sleep, if that bell is played, learning is much faster for the thing that they were learning while they were awake.

231

It somehow cues the nervous system in sleep, doesn't even have to be in dreaming,

232

that something that happened in the waking phase was especially important.

233

So much so that that bell is sort of a Pavlovian cue.

234

It's sort of a reminder to the sleeping brain, oh, you need to remember what it is that you were learning at that particular time of day.

235

And the learning rates and the rates of retention, meaning how much people can remember from the thing they learned, are significantly higher under those conditions.

236

So I'm going to talk about how to apply all this knowledge in a little bit more in this podcast episode, but also in future episodes.

237

But it really speaks to the really key importance of sleep and focus,

238

these two opposite ends of our attentional state.

239

When we're in sleep, these DPOs, duration, path, and outcome analysis are impossible.

240

We just can't do that.

241

We are only in relation to what's happening inside of us.

242

So sleep is key.

243

Also key are periods of non-sleep deep rest where we're turning off our analysis of duration, path, and outcome, in particular for the thing that we were just trying to learn.

244

And we're in this kind of liminal state where our attention is kind of drifting all over.

245

It turns out that's very important for the consolidation, for the changes between the nerve cells

246

that will allow what we were trying to learn to go from being deliberate

247

and hard and stressful and a strain to easy and reflexive.

248

This also points to how different people, including many modern clinicians, are thinking about how to prevent bad circumstances,

249

traumas, from routing their way into our nervous system permanently.

250

It says that you might want to interfere with certain aspects of brain states

251

that are away from the bad thing that happened, the brain states that happened the next day or the next month or the next year.

252

And also I want to make sure that I pay attention to the fact that for many of you,

253

you're thinking about neuroplasticity, not just in changing your nervous system to add something new, but to also get rid of things that you don't like, right?

254

That you want to forget bad experiences

255

or at least remove the emotional contingency of a bad relationship

256

or a bad relationship to something or some person or some event.

257

Learning to fear certain things less, to eliminate a phobia, to erase a trauma.

258

The memories themselves don't get erased.

259

I'm sorry to say that the memories don't themselves get erased, but the emotional load of memories can be reduced.

260

And there are a number of different ways that that can happen, but they all require this thing that we're calling neuroplasticity.

261

We're going to have a large number of discussions about neuroplasticity in depth, but the most important thing to understand is that it is indeed a two-phase process.

262

What governs the transition between alert and focused and these deep rest

263

and deep sleep states is a system in our brain and body, a certain aspect of the nervous system called the autonomic nervous system.

264

And it is immensely important to understand how this autonomic nervous system works.

265

It has names like the sympathetic nervous system and parasympathetic nervous system, which frankly are complicated names because they're a little bit misleading.

266

Sympathetic is the one that's associated with more alertness.

267

Parasympathetic is the one that's associated with more calmness.

268

And it gets really misleading because the sympathetic nervous system sounds like sympathy and then people think it's related to calm.

269

I'm going to call it the alertness system and the calmness system, because even though sympathetic and parasympathetic are sometimes used, people really get confused.

270

So the way to think about the autonomic nervous system and the reason it's important for every aspect of your life,

271

but in particular for neuroplasticity and engaging in these focus states

272

and then these defocus states is that it works sort of like a seesaw.

273

Every 24 hours, we're all familiar with the fact that when we wake up in the morning, we might be a little bit groggy, but then generally we're more alert.

274

And then as evening comes around, we tend to become a little more relaxed and sleeping.

275

Eventually at some point at night, we go to sleep.

276

So we go from alert to deeply calm.

277

And as we do that, we go from an ability to engage in these very focused

278

duration path outcome types of analysis to states in sleep

279

that are completely divorced from duration path and outcome in which everything is completely random and untethered in terms of our sensations, perceptions, and feelings and so forth.

280

So every 24 hours, we have a phase of our day

281

that is optimal for thinking and focusing and learning and neuroplasticity and doing all sorts of things.

282

We have energy as well.

283

And at another phase of our day, we're tired and we have no ability to focus.

284

We have no ability to engage in duration path outcome types of analyses.

285

And it's interesting that both phases are important for shaping our nervous system in the ways that we want.

286

So if we want to engage neuroplasticity and we want to get the most out of our nervous system,

287

we each have to master that both the transition between wakefulness and sleep and the transition between sleep and wakefulness.

288

Now, so much has been made of the importance of sleep and it is critically important for wound healing, for learning, as I just mentioned,

289

for consolidating learning, for all aspects of our immune system.

290

It is the one period of time in which we're not doing these duration path and outcomes types of analyses.

291

And it is critically important to all aspects of our health, including our longevity.

292

Much less has been made, however, of how to get better at sleeping, how to get better at the process that involves falling asleep,

293

staying asleep, and accessing these states of mind and body that involve total paralysis.

294

Most people don't know this, but you're actually paralyzed during much of your sleep so that you can't act out your dreams, presumably.

295

But also where your brain is in a total idle state where it's not controlling anything, it's just left to kind of free run.

296

and there are certain things that we can all do in order to master that transition

297

in order to get better at sleeping

298

and it involves much more than just how much we sleep we're all being told of course

299

that we need to sleep more

300

but there's also the issue of sleep quality accessing those deep

301

states of non-dpo thinking accessing the right timing of sleep not

302

a lot has been discussed publicly as far as i'm aware of

303

when to time your sleep i think we all can appreciate

304

that sleeping for half an hour throughout the day so

305

that you get a total of eight hours of sleep every 24-hour cycle is probably very different

306

and not optimal compared to a solid block of eight hours of sleep.

307

Although there are people that have tried this.

308

I think it's been written about in various books.

309

Not many people can stick to that schedule.

310

Incidentally, I think it's called the Uberman schedule, not to be confused with the Huberman schedule, because first of all, my schedule doesn't look anything like that.

311

And second of all, I would never attempt such a sleeping regime.

312

The other thing that is really important to understand is that we have not explored as a culture,

313

the rhythms that occur in our waking states.

314

So much has been focused on the value of sleep and the importance of sleep, which is great, but I don't think that most people are paying attention to what's happening in their waking states.

315

And when their brain is optimized for focus, when their brain is optimized for these DPOs,

316

these duration path outcome types of engagements for learning and for changing.

317

And when their brain is probably better suited for more reflexive thinking and behaviors.

318

And it turns out that there's a vast amount of scientific data

319

which points to the existence of what are called ultradian rhythms.

320

You may have heard of circadian rhythms.

321

Circadian means circa, about a day.

322

So it's 24 hour rhythms because the earth spins once every 24 hours.

323

Ultradian rhythms occur throughout the day and they require less time, they're shorter.

324

The most important ultradian rhythm for sake of this discussion is the 90 minute rhythm

325

that we're going through all the time in our ability to attend and focus.

326

And in sleep, our sleep is broken up into 90 minute segments.

327

Early in the night, we have more phase one and phase two lighter sleep.

328

And then we go into our deeper phase three and phase four sleep.

329

And then we return to phase one, two, three, four.

330

So all night you're going through these ultradian rhythms of stage one, two, three, four, one, two, three, four, it's repeating.

331

Most people perhaps know that, maybe they don't, but when you wake up in the morning, these ultradian rhythms continue.

332

And it turns out that we are optimized for focus

333

and attention within these 90 minute cycles so that at the beginning of one of these 90 minute cycles,

334

maybe you sit down to learn something new or to engage in some new challenging behavior.

335

For the first five or 10 minutes of one of those cycles, It's well known that the brain and the neural circuits

336

and the neuromodulators are not going to be optimally tuned to whatever it is you're trying to do.

337

But as you drop deeper into that 90 minute cycle,

338

your ability to focus and to engage in this DPO process and to direct neuroplasticity and to learn is actually much greater.

339

And then you eventually pop out of that at the end of the 90 minute cycle.

340

So these cycles are occurring in sleep and these cycles are occurring in wakefulness.

341

And all of those are governed by this seesaw of alertness to calmness that we call the autonomic nervous system.

342

So if you want to master and control your nervous system, regardless of what tool you reach to, whether or not it's a pharmacologic tool or whether

343

or not it's a behavioral tool or whether or not it's a brain machine interface tool,

344

it's vitally important to understand that your entire existence is occurring in these 90 minute cycles, whether or not you're asleep or awake.

345

And so you really need to learn how to wedge into those 90 minute cycles And for instance, it would be completely crazy and counterproductive to try

346

and just learn information while in deep sleep by listening to that information because you're not able to access it.

347

It would be perfectly good, however, to engage in a focus bout of learning each day.

348

And now we know how long that focus bout of learning should be.

349

It should be at least one 90-minute cycle.

350

And the expectation should be that the early phase of that cycle is going to be challenging.

351

It's going to hurt.

352

It's not going to feel natural.

353

It's not going to feel like flow.

354

but that you can learn and the circuits of your brain

355

that are involved in focus and motivation can learn to drop in to a mode of more focus, get more neuroplasticity, in other words,

356

by engaging these ultradian cycles at the appropriate times of day.

357

For instance, some people are very good learners early in the day and not so good in the afternoon.

358

So you can start to explore this process even without any information about the underlying neurochemicals by simply paying attention,

359

not just to when you go to sleep and when you wake up each morning, how deep or how shallow your sleep felt to you subjectively,

360

but also throughout the day when your brain tends to be most anxious,

361

because it turns out that has a correlate related to perception that we will talk about.

362

You can ask yourself, when are you most focused?

363

When are you least anxious?

364

When do you feel most motivated?

365

When do you feel most least motivated?

366

By By understanding how the different aspects of your perception,

367

sensation, feeling, thought, and actions tend to want to be engaged or not want to be engaged,

368

you develop a very good window into what's going to be required to shift your ability to focus

369

or shift your ability to engage in creative type thinking at different times of day, should you choose.

370

And so that's where we're heading going forward.

371

It all starts with mastering this seesaw that is the autonomic nervous system

372

that at a The course level is a transition between wakefulness and sleep, but at a finer level and just as important are the various cycles,

373

these ultradian 90-minute cycles that govern our life all the time, 24 hours a day, every day of our life.

374

And so we're going to talk about how you can take control of the autonomic nervous system

375

so that you can better access neuroplasticity, better access sleep, even take advantage of the phase

376

that is the transition between sleep and waking to access things like creativity

377

and so forth all based on studies that have been published over the last hundred years, mainly within the last 10 years, and some that are very,

378

very new, and that point to the use of specific tools

379

that will allow you to get the most out of your nervous system.

380

So today we covered a lot of information.

381

It was sort of a whirlwind tour of everything from neurons and synapses to neuroplasticity in the autonomic nervous system.

382

We will revisit a lot of these themes going forward.

383

So if all of

384

that didn't sink in in one pass, please don't worry we will come back to these themes over and over again.

385

I wanted to equip you with a language that we're all developing a kind of common base set of information going forward.

386

And I hope the information is valuable to you

387

and you're thinking about what is working well for you and is what's working less well and what's been exceedingly challenging,

388

what's been easy for you in terms of your pursuit of particular behaviors or emotional states, where your challenges or the challenges of people that you know might reside.

389

So thank you so much for your time and attention and above all, thank you for your interest in science.

Что такое техника Shadowing?

Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.

Практика Shadowing: How Your Brain Works & Changes | Huberman Lab Essentials - Изучайте разговорный английский по видео

Кому подходит это видео?

Слова и идиомы, которые стоит запомнить

Как улучшить произношение: подсказки по акценту

Что такое техника Shadowing?