Harvard Business Review Interview - "The Science of Thinking Smarter"

The May issue of Harvard Business Review features an interview with John Medina, author of "Brain Rules." The article is called The Science of Thinking Smarter (click to read the full article on the HBR site). Below is the executive summary.



Neuroscience can show managers ways to improve productivity.
A Conversation with brain expert John J. Medina by Diane Coutu

Advances in neurobiology have demonstrated that the brain is so sensitive to external experiences that it can be rewired through exposure to cultural influences. Experiments have shown that in some people, parts of the brain light up only when they are presented with an image of Bill Clinton. In others, it’s Jennifer Aniston. Or Halle Berry. What other stimuli could rewire the brain? Is there a Boeing brain? A Goldman Sachs brain?

No one really knows yet, says Medina, a developmental molecular biologist, who has spent much of his career exploring the mysteries of neuroscience with laypeople. As tempting as it is to try to translate the growing advances to the workplace, he warns, it’s just too early to tell how the revolution in neurobiology is going to affect the way executives run their organizations. “If we understood how the brain knew how to pick up a glass of water and drink it, that would represent a major achievement,” he says.

Still, neuroscientists are learning much that can be put to practical use. For instance, exercise is good for the brain, and long-term stress is harmful, inevitably hurting productivity in the workplace. Stressed people don’t do math very well, they don’t process language very efficiently, and their ability to remember—in both the short and long terms—declines. In fact, the brain wasn’t built to remember with anything like analytic precision and shouldn’t be counted on to do so. True memory is a very rare thing on this planet, Medina says. That’s because the brain isn’t really interested in reality; it’s interested in survival.

What’s more, and contrary to what many twentieth-century educators believed, the brain can keep learning at any age. “We are lifelong learners,” Medina says. “That’s very good news indeed.”
Read the full interview in Harvard Business Review

Authors@Google, Freakonomics Blog, and More

Last week John spoke at Google about exercise and stress. You can watch the talk on YouTube or below.


John wrote a short essay for the Freakonomics Blog on the New York Times Web site. He addressed the question: How Much Progress Have Psychology and Psychiatry Really Made?

Here are links to other news and sites for Brain Rules readers:

- Seattle Times feature article - "12 rules to boost your brain power"
- Watch John's interview on Northwest Afternoon (KOMO-ABC)
- iTunes - download the exercise chapter from the audio book
- YouTube - watch dozens of videos from the Brain Rules DVD
- Web tutorials for all 12 brain rules.


John Medina testing the Sleep Pod at the Googleplex.

Introduction to Brain Rules

Go ahead and multiply the number 8,388,628 x 2 in your head. Can you do it in a few seconds? There is a young man who can double that number 24 times in the space of a few seconds. He gets it right every time. There is a boy who can tell you the exact time of day at any moment, even in his sleep. There is a girl who can correctly determine the exact dimensions of an object 20 feet away. There is a child who at age 6 drew such lifelike and powerful pictures, she got her own show at a gallery on Madison Avenue. Yet none of these children could be taught to tie their shoes. Indeed, none of them have an IQ greater than 50.

The brain is an amazing thing. Your brain may not be nearly so odd, but it is no less extraordinary. Easily the most sophisticated information-transfer system on Earth, your brain is fully capable of taking little black squiggles from a piece of bleached wood and deriving meaning from them. To accomplish this miracle, your brain sends jolts of electricity crackling through hundreds of miles of wires composed of brain cells so small that thousands of them could fit into the period at the end of this sentence. You accomplish all of this in less time than it takes you to blink. Indeed, you have just done it. What's equally incredible, given our intimate association with it, is this: Most of us have no idea how our brain works.

This has strange consequences. We try to talk on our cell phones and drive at the same time, even though it is literally impossible for our brains to multitask when it comes to paying attention. We have created high-stress office environments, even though a stressed brain is significantly less productive. Our schools are designed so that most real learning has to occur at home. This would be funny, if it weren't so harmful.

Blame it on the fact that brain scientists rarely have a conversation with teachers and business professionals, education majors and accountants, superintendents and CEOs. Unless you have the Journal of Neuroscience sitting on your coffee table, you're out of the loop. My book is meant to get you into the loop.

12 brain rules
My goal is to introduce you to 12 things we know about how the brain works. I call these Brain Rules. For each rule, I present the science and then offer ideas for investigating how the rule might apply to our daily lives, especially at work and school. The brain is complex, and I am taking only slivers of information from each subject—non-comprehensive but accessible.

A sampling of the ideas you'll encounter:

-For starters, we are not used to sitting at a desk for eight hours a day. From an evolutionary perspective, our brains developed while working out, walking as many as 12 miles a day. The brain still craves the experience, especially in sedentary populations like our own. That's why exercise boosts brain power (Brain Rule #1) in such populations. Exercisers outperform couch potatoes in long-term memory, reasoning, attention, problem-solving tasks, and more. I am convinced that integrating exercise into our eight hours at work or school would only be normal.

- As you no doubt have noticed if you've ever sat through a typical PowerPoint presentation, people don't pay attention to boring things (Brain Rule #4). You've got seconds to grab someone's attention, and only 10 minutes to keep it. At 9 minutes and 59 seconds, something must be done quickly—something emotional and relevant. Also, the brain needs a break. That's why I use stories in this book to make many of my points.

- Ever feel tired around 3 o'clock in the afternoon? That's because your brain really wants to take a nap. You might be more productive if you did: In one study, a 26-minute nap improved NASA pilots' performance by 34 percent. Even so, the brain isn't resting while it sleeps. It is surprisingly active. And whether you get enough rest affects your mental agility the next day. Sleep well, think well (Brain Rule #7).

- We'll meet a man who can read two pages at the same time, one with each eye, and remember everything in the pages forever. Most of us do more forgetting than remembering, of course, and that's why we must repeat to remember (Brain Rule #5). When you understand the brain's rules for memory, you'll see why I want to destroy the notion of homework.

- We'll find out why the terrible twos only look like active rebellion but are actually a child's powerful urge to explore. Babies may not have a lot of knowledge about the world, but they know a whole lot about how to get it. We are all natural explorers (Brain Rule #12), and this never leaves us, despite the artificial environments we've built for ourselves.

Back to the jungle
What we know about the brain comes from biologists who study brain tissues, experimental psychologists who study behavior, and cognitive neuroscientists who study how the first relates to the second. Evolutionary biologists have gotten into the act as well. Though we know precious little about how the brain works, our evolutionary history tells us this: The brain appears to be designed to solve problems related to surviving in an unstable outdoor environment, and to do so in nearly constant motion. I call this the brain's performance envelope. If you wanted to create an education environment that was directly opposed to what the brain was good at doing, you probably would design something like a classroom. If you wanted to create a business environment that was directly opposed to what the brain was good at doing, you probably would design something like a cubicle. And if you wanted to change things, you might have to tear down both and start over.

In many ways, starting over is what the book is all about.