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training before the age of 7 years results in changes in white-matter connectivity that may serve as a solid scaffolding upon which ongoing experience can maintain a well-connected brain infrastructure into adulthood.

musical training improves the function and connectivity of different brain regions. Musical training increases brain volume and strengthens communication between brain areas. Playing an instrument changes how the brain interprets and integrates a wide range of sensory information, especially for those who start before age 7.

Musicians have an enhanced ability to integrate sensory information from hearing, touch, and sight.The age at which musical training begins affects brain anatomy as an adult; beginning training before the age of seven has the greatest impact.Brain circuits involved in musical improvisation are shaped by systematic training, leading to less reliance on working memory and more extensive connectivity within the brain.

Dwell on those positive thoughts for a little bit. Then extend that same feeling toward yourself. Ruminate on that for a little while. Then expand that feeling out to others. Maybe think of someone you aren't as close to and think tenderly about them.

You also become more accepting of your own failings. That's what a 2014 study in the journal Social Cognitive and Affective Neuroscience found. In this experiment, there were three small groups of women who were subjected to videos of distressing images. One group got empathy training. Another got compassion training.

The people with the compassion training still felt these negative emotions, like those with empathy training did, but the part of their brain connected with reward and positive effect also lit up.

Compassion prompts your brain to have a wider sense of what's going on and it gives you access to more ideas on how to act. When your brain feels threatened like it does with pain, even someone else's, it focuses on the pain only to make it go away, and shuts down those other avenues that incentivize you to help.

Soldiers who took compassion training recovered faster from stressful situations, such as basic training. Their heart and breathing rates return to normal much quicker than those soldiers who don't get the training.

School children who did a short eight-week compassion training program functioned better overall, a study showed. After the training, even students who struggled with mental challenges such as ADHD had better attendance and behavior records, and their grades improved.

"Developing compassion, sets a foundation for the stability of the mind," Jha said. "And developing intrinsic compassion, a concern for the suffering of others and for oneself, that can be very powerful ... for all involved."

Bias can be thought of as a malleable and quickly-adapting entity. It is important to anticipate situations which are likely to lead to bias or have led to discrimination in the past, and create systems to eliminate or lessen the likelihood of these behaviors from occurring.

Another aspect of unconscious bias training should include the standardization of company policies, protocol, and procedures.

when unconscious bias training is implemented, it is imperative to have measures in place to assess incremental changes and progress. How will you then learn whether the training was successful if you don’t know what point you started at? Data should be collected at several stages of the training intervention, which can ensure the effectiveness of the training.

increasing evidence that computer-assisted training and rehabilitation can help people with schizophrenia overcome some of their symptoms

Schizophrenia is estimated to cost £13.1 billion per year in total in the UK, so even small improvements in cognitive functions could help patients make the transition to independent living

The game, Wizard, was the result of a nine-month collaboration between psychologists, neuroscientists, a professional game-developer and people with schizophrenia

patients who had played the memory game made significantly fewer errors and needed significantly fewer attempts to remember the location of different patterns in the CANTAB PAL test relative to the control group. In addition, patients in the cognitive training group saw an increase in their score on the GAF scale

Participants in the training group played the memory game for a total of eight hours over a four-week period; participants in the control group continued their treatment as usual. At the end of the four weeks, the researchers tested all participants' episodic memory using the Cambridge Neuropsychological Test Automated Battery (CANTAB) PAL, as well as their level of enjoyment and motivation, and their score on the Global Assessment of Functioning (GAF) scale

The memory task was woven into a narrative in which the player was allowed to choose their own character and name; the game rewarded progress with additional in-game activities to provide the user with a sense of progression independent of the cognitive training process

Because the game is interesting, even those patients with a general lack of motivation are spurred on to continue the training

used in conjunction with medication and current psychological therapies, this could help people with schizophrenia minimise the impact of their illness on everyday life

It is not clear exactly how the apps also improved the patients' daily functioning, but the researchers suggest it may be because improvements in memory had a direct impact on global functions or that the cognitive training may have had an indirect impact on functionality by improving general motivation and restoring self-esteem

This new app will allow the Wizard memory game to become widely available, inexpensively. State-of-the-art neuroscience at the University of Cambridge, combined with the innovative approach at Peak, will help bring the games industry to a new level and promote the benefits of cognitive enhancement

These past studies of exercise and neurogenesis understandably have focused on distance running. Lab rodents know how to run. But whether other forms of exercise likewise prompt increases in neurogenesis has been unknown and is an issue of increasing interest

new study, which was published this month in the Journal of Physiology, researchers at the University of Jyvaskyla in Finland and other institutions gathered a large group of adult male rats. The researchers injected the rats with a substance that marks new brain cells and then set groups of them to an array of different workouts, with one group remaining sedentary to serve as controls.

They found very different levels of neurogenesis, depending on how each animal had exercised. Those rats that had jogged on wheels showed robust levels of neurogenesis. Their hippocampal tissue teemed with new neurons, far more than in the brains of the sedentary animals. The greater the distance that a runner had covered during the experiment, the more new cells its brain now contained. There were far fewer new neurons in the brains of the animals that had completed high-intensity interval training. They showed somewhat higher amounts than in the sedentary animals but far less than in the distance runners. And the weight-training rats, although they were much stronger at the end of the experiment than they had been at the start, showed no discernible augmentation of neurogenesis. Their hippocampal tissue looked just like that of the animals that had not exercised at all.

“sustained aerobic exercise might be most beneficial for brain health also in humans.”

Just why distance running was so much more potent at promoting neurogenesis than the other workouts is not clear, although Dr. Nokia and her colleagues speculate that distance running stimulates the release of a particular substance in the brain known as brain-derived neurotrophic factor that is known to regulate neurogenesis. The more miles an animal runs, the more B.D.N.F. it produces. Weight training, on the other hand, while extremely beneficial for muscular health, has previously been shown to have little effect on the body’s levels of B.D.N.F.

As for high-intensity interval training, its potential brain benefits may be undercut by its very intensity, Dr. Nokia said. It is, by intent, much more physiologically draining and stressful than moderate running, and “stress tends to decrease adult hippocampal neurogenesis,” she said.

These results do not mean, however, that only running and similar moderate endurance workouts strengthen the brain, Dr. Nokia said. Those activities do seem to prompt the most neurogenesis in the hippocampus. But weight training and high-intensity intervals probably lead to different types of changes elsewhere in the brain. They might, for instance, encourage the creation of additional blood vessels or new connections between brain cells or between different parts of the brain.

But the most lethal accident in Egyptian rail history occurred in 2002, when a fire on a passenger train traveling from Cairo south to Luxor killed more than 360 people.

There’s research that suggests that our sense of smell can influence our attraction to certain people unconsciously.

There are also people and organizations doing smell training. Smell training is essentially smelling the same odors over and over so that you can retrain your body’s ability to detect and identify that odor.

It wasn’t set up specifically for COVID-19 patients but has been a pioneer in smell training.

Fifth, people don’t like to be told what to think, and may rebel if they feel that they’re being pressured to think a certain way.

our training model of “teaching people to be good” is based on the illusion that you can change people’s minds and behaviors by presenting them with new information and new thoughts.

If this were generally so, moral philosophers would behave better than the rest of us

People change when they are put in new environments, in permanent relationship with diverse groups of people. Their embodied minds adapt to the environments in a million different ways we will never understand or be able to plan

doing life together with people of other groups can reduce prejudice and change minds.

This points to a more fundamental vision of social change, but it is a hard-won lesson from a bitterly divisive year.

It turns out that if you tell someone their facts are wrong, you don’t usually win them over; you just entrench false belief.

Our current model of social change isn’t working.

impervious to evidence, willing to believe the most outlandish things if it suited their biases

this was the year that showed that our models for how we change minds or change behavior are deeply flawed.

The courses teach people about bias, they combat stereotypes and they encourage people to assume the perspectives of others in disadvantaged groups.

One of the most studied examples of this flawed model is racial diversity training

this was the year that called into question the very processes by which our society supposedly makes progress.

but the bulk of the evidence, though not all of it, suggests they don’t reduce discrimination.

One meta-analysis of 985 studies of anti-bias interventions found little evidence that these programs reduced bias. Other studies sometimes do find a short-term change in attitudes, but very few find a widespread change in actual behavior.

First, “short-term educational interventions in general do not change people.”

Third, training can make people complacent, thinking that because they went through the program they’ve solved the problem

Bias can be thought of as a malleable and quickly-adapting entity. It is important to anticipate situations which are likely to lead to bias or have led to discrimination in the past, and create systems to eliminate or lessen the likelihood of these behaviors from occurring.

Another aspect of unconscious bias training should include the standardization of company policies, protocol, and procedures.

when unconscious bias training is implemented, it is imperative to have measures in place to assess incremental changes and progress.

The architect who designed the sculpture, Maarten Struijs, told Dutch broadcaster RTL he was pleased that it likely saved the life of the driver.

plastic

uninjured and there were no passengers on the train

Authorities launched an investigation into how the train could plow through the barrier at the end of the rail tracks.

The driver of a metro train escaped injury

The driver of a metro train escaped injury

was caught by a sculpture of a whale’s tail near the Dutch port city of Rotterdam.

perched upon one of two tail fins known as “flukes”

These enhancements in memory were most striking among the volunteers whose fitness had also improved the most, especially if they also practiced brain training.

But the gains were not universal, the researchers found. Some of the young people in both exercise groups barely added to their aerobic fitness and also had the skimpiest improvements in memory.

And the effort does not need to be formal or complicated, she adds. “I would suggest memorizing the details of a painting or landscape” — or perhaps a loved one’s face — before or after each workout, she says. It could provide broader memory benefits all around.

Confirmation bias shows up most blatantly in our current political divide, where each side seems unable to allow that the other side is right about anything.

The whole idea of cognitive biases and faulty heuristics—the shortcuts and rules of thumb by which we make judgments and predictions—was more or less invented in the 1970s by Amos Tversky and Daniel Kahneman

versky died in 1996. Kahneman won the 2002 Nobel Prize in Economics for the work the two men did together, which he summarized in his 2011 best seller, Thinking, Fast and Slow. Another best seller, last year’s The Undoing Project, by Michael Lewis, tells the story of the sometimes contentious collaboration between Tversky and Kahneman

Another key figure in the field is the University of Chicago economist Richard Thaler. One of the biases he’s most linked with is the endowment effect, which leads us to place an irrationally high value on our possessions.

In an experiment conducted by Thaler, Kahneman, and Jack L. Knetsch, half the participants were given a mug and then asked how much they would sell it for. The average answer was $5.78. The rest of the group said they would spend, on average, $2.21 for the same mug. This flew in the face of classic economic theory, which says that at a given time and among a certain population, an item has a market value that does not depend on whether one owns it or not. Thaler won the 2017 Nobel Prize in Economics.

“The question that is most often asked about cognitive illusions is whether they can be overcome. The message … is not encouraging.”

that’s not so easy in the real world, when we’re dealing with people and situations rather than lines. “Unfortunately, this sensible procedure is least likely to be applied when it is needed most,” Kahneman writes. “We would all like to have a warning bell that rings loudly whenever we are about to make a serious error, but no such bell is available.”

At least with the optical illusion, our slow-thinking, analytic mind—what Kahneman calls System 2—will recognize a Müller-Lyer situation and convince itself not to trust the fast-twitch System 1’s perception

Kahneman and others draw an analogy based on an understanding of the Müller-Lyer illusion, two parallel lines with arrows at each end. One line’s arrows point in; the other line’s arrows point out. Because of the direction of the arrows, the latter line appears shorter than the former, but in fact the two lines are the same length.

Because biases appear to be so hardwired and inalterable, most of the attention paid to countering them hasn’t dealt with the problematic thoughts, judgments, or predictions themselves

Is it really impossible, however, to shed or significantly mitigate one’s biases? Some studies have tentatively answered that question in the affirmative.

what if the person undergoing the de-biasing strategies was highly motivated and self-selected? In other words, what if it was me?

Over an apple pastry and tea with milk, he told me, “Temperament has a lot to do with my position. You won’t find anyone more pessimistic than I am.”

I met with Kahneman

“I see the picture as unequal lines,” he said. “The goal is not to trust what I think I see. To understand that I shouldn’t believe my lying eyes.” That’s doable with the optical illusion, he said, but extremely difficult with real-world cognitive biases.

In this context, his pessimism relates, first, to the impossibility of effecting any changes to System 1—the quick-thinking part of our brain and the one that makes mistaken judgments tantamount to the Müller-Lyer line illusion

he most effective check against them, as Kahneman says, is from the outside: Others can perceive our errors more readily than we can.

“slow-thinking organizations,” as he puts it, can institute policies that include the monitoring of individual decisions and predictions. They can also require procedures such as checklists and “premortems,”

A premortem attempts to counter optimism bias by requiring team members to imagine that a project has gone very, very badly and write a sentence or two describing how that happened. Conducting this exercise, it turns out, helps people think ahead.

“My position is that none of these things have any effect on System 1,” Kahneman said. “You can’t improve intuition.

Perhaps, with very long-term training, lots of talk, and exposure to behavioral economics, what you can do is cue reasoning, so you can engage System 2 to follow rules. Unfortunately, the world doesn’t provide cues. And for most people, in the heat of argument the rules go out the window.

Kahneman describes an even earlier Nisbett article that showed subjects’ disinclination to believe statistical and other general evidence, basing their judgments instead on individual examples and vivid anecdotes. (This bias is known as base-rate neglect.)

over the years, Nisbett had come to emphasize in his research and thinking the possibility of training people to overcome or avoid a number of pitfalls, including base-rate neglect, fundamental attribution error, and the sunk-cost fallacy.

Nisbett’s second-favorite example is that economists, who have absorbed the lessons of the sunk-cost fallacy, routinely walk out of bad movies and leave bad restaurant meals uneaten.

When Nisbett asks the same question of students who have completed the statistics course, about 70 percent give the right answer. He believes this result shows, pace Kahneman, that the law of large numbers can be absorbed into System 2—and maybe into System 1 as well, even when there are minimal cues.

about half give the right answer: the law of large numbers, which holds that outlier results are much more frequent when the sample size (at bats, in this case) is small. Over the course of the season, as the number of at bats increases, regression to the mean is inevitabl

When Nisbett has to give an example of his approach, he usually brings up the baseball-phenom survey. This involved telephoning University of Michigan students on the pretense of conducting a poll about sports, and asking them why there are always several Major League batters with .450 batting averages early in a season, yet no player has ever finished a season with an average that high.

we’ve tested Michigan students over four years, and they show a huge increase in ability to solve problems. Graduate students in psychology also show a huge gain.”

, “I know from my own research on teaching people how to reason statistically that just a few examples in two or three domains are sufficient to improve people’s reasoning for an indefinitely large number of events.”

isbett suggested another factor: “You and Amos specialized in hard problems for which you were drawn to the wrong answer. I began to study easy problems, which you guys would never get wrong but untutored people routinely do … Then you can look at the effects of instruction on such easy problems, which turn out to be huge.”

Nisbett suggested that I take “Mindware: Critical Thinking for the Information Age,” an online Coursera course in which he goes over what he considers the most effective de-biasing skills and concepts. Then, to see how much I had learned, I would take a survey he gives to Michigan undergraduates. So I did.

he course consists of eight lessons by Nisbett—who comes across on-screen as the authoritative but approachable psych professor we all would like to have had—interspersed with some graphics and quizzes. I recommend it. He explains the availability heuristic this way: “People are surprised that suicides outnumber homicides, and drownings outnumber deaths by fire. People always think crime is increasing” even if it’s not.

When I finished the course, Nisbett sent me the survey he and colleagues administer to Michigan undergrads

It contains a few dozen problems meant to measure the subjects’ resistance to cognitive biases

I got it right. Indeed, when I emailed my completed test, Nisbett replied, “My guess is that very few if any UM seniors did as well as you. I’m sure at least some psych students, at least after 2 years in school, did as well. But note that you came fairly close to a perfect score.”

Nevertheless, I did not feel that reading Mindware and taking the Coursera course had necessarily rid me of my biases

For his part, Nisbett insisted that the results were meaningful. “If you’re doing better in a testing context,” he told me, “you’ll jolly well be doing better in the real world.”

The New York–based NeuroLeadership Institute offers organizations and individuals a variety of training sessions, webinars, and conferences that promise, among other things, to use brain science to teach participants to counter bias. This year’s two-day summit will be held in New York next month; for $2,845, you could learn, for example, “why are our brains so bad at thinking about the future, and how do we do it better?”

Philip E. Tetlock, a professor at the University of Pennsylvania’s Wharton School, and his wife and research partner, Barbara Mellers, have for years been studying what they call “superforecasters”: people who manage to sidestep cognitive biases and predict future events with far more accuracy than the pundits

One of the most important ingredients is what Tetlock calls “the outside view.” The inside view is a product of fundamental attribution error, base-rate neglect, and other biases that are constantly cajoling us into resting our judgments and predictions on good or vivid stories instead of on data and statistics

In 2006, seeking to prevent another mistake of that magnitude, the U.S. government created the Intelligence Advanced Research Projects Activity (iarpa), an agency designed to use cutting-edge research and technology to improve intelligence-gathering and analysis. In 2011, iarpa initiated a program, Sirius, to fund the development of “serious” video games that could combat or mitigate what were deemed to be the six most damaging biases: confirmation bias, fundamental attribution error, the bias blind spot (the feeling that one is less biased than the average person), the anchoring effect, the representativeness heuristic, and projection bias (the assumption that everybody else’s thinking is the same as one’s own).

most promising are a handful of video games. Their genesis was in the Iraq War

Together with collaborators who included staff from Creative Technologies, a company specializing in games and other simulations, and Leidos, a defense, intelligence, and health research company that does a lot of government work, Morewedge devised Missing. Some subjects played the game, which takes about three hours to complete, while others watched a video about cognitive bias. All were tested on bias-mitigation skills before the training, immediately afterward, and then finally after eight to 12 weeks had passed.

“The literature on training suggests books and classes are fine entertainment but largely ineffectual. But the game has very large effects. It surprised everyone.”

he said he saw the results as supporting the research and insights of Richard Nisbett. “Nisbett’s work was largely written off by the field, the assumption being that training can’t reduce bias,

even the positive results reminded me of something Daniel Kahneman had told me. “Pencil-and-paper doesn’t convince me,” he said. “A test can be given even a couple of years later. But the test cues the test-taker. It reminds him what it’s all about.”

Morewedge told me that some tentative real-world scenarios along the lines of Missing have shown “promising results,” but that it’s too soon to talk about them.

In the future, I will monitor my thoughts and reactions as best I can

hose promises have also fueled anxiety over how people will be able to compete for jobs outsourced to eerily refined machines or trust the accuracy of what they see online.

Officials with the San Francisco lab said GPT-4’s “multimodal” training across text and images would allow it to escape the chat box and more fully emulate a world of color and imagery, surpassing ChatGPT in its “advanced reasoning capabilities.”

A person could upload an image and GPT-4 could caption it for them, describing the objects and scene.

AI language models often confidently offer wrong answers because they are designed to spit out cogent phrases, not actual facts. And because they have been trained on internet text and imagery, they have also learned to emulate human biases of race, gender, religion and class.

GPT-4 still makes many of the errors of previous versions, including “hallucinating” nonsense, perpetuating social biases and offering bad advice. It also lacks knowledge of events that happened after about September 2021, when its training data was finalized, and “does not learn from its experience,” limiting people’s ability to teach it new things.

Microsoft has invested billions of dollars in OpenAI in the hope its technology will become a secret weapon for its workplace software, search engine and other online ambitions. It has marketed the technology as a super-efficient companion that can handle mindless work and free people for creative pursuits, helping one software developer to do the work of an entire team or allowing a mom-and-pop shop to design a professional advertising campaign without outside help.

it could lead to business models and creative ventures no one can predict.

sparked criticism that the companies are rushing to exploit an untested, unregulated and unpredictable technology that could deceive people, undermine artists’ work and lead to real-world harm.

the company held back the feature to better understand potential risks. As one example, she said, the model might be able to look at an image of a big group of people and offer up known information about them, including their identities — a possible facial recognition use case that could be used for mass surveillance.

OpenAI researchers wrote, “As GPT-4 and AI systems like it are adopted more widely,” they “will have even greater potential to reinforce entire ideologies, worldviews, truths and untruths, and to cement them or lock them in.”

“We can agree as a society broadly on some harms that a model should not contribute to,” such as building a nuclear bomb or generating child sexual abuse material, she said. “But many harms are nuanced and primarily affect marginalized groups,” she added, and those harmful biases, especially across other languages, “cannot be a secondary consideration in performance.”

OpenAI said its new model would be able to handle more than 25,000 words of text, a leap forward that could facilitate longer conversations and allow for the searching and analysis of long documents.

OpenAI developers said GPT-4 was more likely to provide factual responses and less likely to refuse harmless requests

Duolingo, the language learning app, has already used GPT-4 to introduce new features, such as an AI conversation partner and a tool that tells users why an answer was incorrect.

The company did not share evaluations around bias that have become increasingly common after pressure from AI ethicists.

GPT-4 will have competition in the growing field of multisensory AI. DeepMind, an AI firm owned by Google’s parent company Alphabet, last year released a “generalist” model named Gato that can describe images and play video games. And Google this month released a multimodal system, PaLM-E, that folded AI vision and language expertise into a one-armed robot on wheels: If someone told it to go fetch some chips, for instance, it could comprehend the request, wheel over to a drawer and choose the right bag.

The systems, though — as critics and the AI researchers are quick to point out — are merely repeating patterns and associations found in their training data without a clear understanding of what it’s saying or when it’s wrong.

GPT-4, the fourth “generative pre-trained transformer” since OpenAI’s first release in 2018, relies on a breakthrough neural-network technique in 2017 known as the transformer that rapidly advanced how AI systems can analyze patterns in human speech and imagery.

The systems are “pre-trained” by analyzing trillions of words and images taken from across the internet: news articles, restaurant reviews and message-board arguments; memes, family photos and works of art.

Giant supercomputer clusters of graphics processing chips are mapped out their statistical patterns — learning which words tended to follow each other in phrases, for instance — so that the AI can mimic those patterns, automatically crafting long passages of text or detailed images, one word or pixel at a time.

In 2019, the company refused to publicly release GPT-2, saying it was so good they were concerned about the “malicious applications” of its use, from automated spam avalanches to mass impersonation and disinformation campaigns.

Altman has also marketed OpenAI’s vision with the aura of science fiction come to life. In a blog post last month, he said the company was planning for ways to ensure that “all of humanity” benefits from “artificial general intelligence,” or AGI — an industry term for the still-fantastical idea of an AI superintelligence that is generally as smart as, or smarter than, the humans themselves.

“It used to take me an hour to memorize 20 words. Now I can learn, like, 40 new words in 20 minutes.”

“I don’t know if it makes you smarter. But when you get to each new level on the math and reading tasks, it definitely builds up your self-confidence.”

. “What you care about is not an intelligence test score, but whether your ability to do an important task has really improved. That’s a chain of evidence that would be really great to have. I haven’t seen it.”

Still,a new and growing body of scientific evidence indicates that cognitive training can be effective, including that offered by commercial services.

He looked at 340 middle-school students who spent two hours a week for a semester using LearningRx exercises in their schools’ computer labs and an equal number of students who received no such training. Those who played the online games, Dr. Hill found, not only improved significantly on measures of cognitive abilities compared to their peers, but also on Virginia’s annual Standards of Learning exam.

I’ve had some kids who not only reported that they had very big changes in the classroom, but when we bring them back in the laboratory to do neuropsychological testing, we also see great changes. They show increases that would be highly unlikely to happen just by chance.”

where crosswords and Sudoku are intended to be a diversion, the games here give that same kind of reward, only they’re designed to improve your brain, your memory, your problem-solving skills.”

More than 40 games are offered by Lumosity. One, the N-back, is based on a task developed decades ago by psychologists. Created to test working memory, the N-back challenges users to keep track of a continuously updated list and remember which item appeared “n” times ago.

Moreover, to the extent that people have unconscious biases, there is no clear-cut way to measure them

The main tool for measuring unconscious bias, the Implicit Association Test (IAT), has been in use for twenty years but is highly contested.

meta-analytic reviews have concluded that IAT scores — in other words, unconscious biases — are very weak predictors of actual behavior.

The vast majority of people labeled “racist” by these tests behave the same as the vast majority of people labelled “non-racist.” Do we really want to tell people who behave in non-racist ways that they are unconsciously racists, or, conversely, tell people who behave in racist ways that they aren’t, deep down, racists at all?

This gets to the underlying flaw with unconscious bias trainings: behaviors, not thoughts, should be the target of diversity and inclusion interventions.

Scientific evidence suggests that the relationship between attitudes and behaviors is much weaker than one might expect.

Even if we lived in a world in which humans always acted in accordance with their beliefs, there would remain better ways to promote diversity than by policing people’s thoughts.

Organizations should focus less on extinguishing their employees’ unconscious thoughts, and more on nurturing ethical, benevolent, and inclusive behaviors.

This means focusing less on employees’ attitudes, and more on organizational policies and systems, as these play the key role creating the conditions that entice employees (and leaders) to behave in more or less inclusive ways.

Instead of worrying what people think of something or someone deep down, we should focus on ways to eliminate the toxic or prejudiced behaviors we can see. That alone will drive a great deal of progress.

Tomas Chamorro-Premuzic is chief talent scientist at Manpower Group and a professor at University College London and Columbia University.

Although improvements were observed in every cognitive task that was practiced, there was no evidence that brain training made people smarter.

we can clearly enhance learning, even if mental gymnastics won’t make us smarter.

Adderall enhanced performance on one of the tests, the embedded image test, which requires subjects to reassemble a whole image from a scrambled one.Still, these are subtle effects, and there is no evidence that any prescription drug or supplement or smart drink is going to raise your I.Q.

In the end, you can’t yet exceed your innate intelligence

My education taught me to believe that people who didn’t go to an Ivy League or equivalent school weren’t worth talking to, regardless of their class. I was given the unmistakable message that such people were beneath me.

The existence of multiple forms of intelligence has become a commonplace, but however much elite universities like to sprinkle their incoming classes with a few actors or violinists, they select for and develop one form of intelligence: the analytic.

Students at places like Cleveland State, unlike those at places like Yale, don’t have a platoon of advisers and tutors and deans to write out excuses for late work, give them extra help when they need it, pick them up when they fall down.

When people say that students at elite schools have a strong sense of entitlement, they mean that those students think they deserve more than other people because their SAT scores are higher.

The political implications should be clear. As John Ruskin told an older elite, grabbing what you can get isn’t any less wicked when you grab it with the power of your brains than with the power of your fists.

students at places like Yale get an endless string of second chances. Not so at places like Cleveland State.

The second disadvantage, implicit in what I’ve been saying, is that an elite education inculcates a false sense of self-worth. Getting to an elite college, being at an elite college, and going on from an elite college—all involve numerical rankings: SAT, GPA, GRE. You learn to think of yourself in terms of those numbers. They come to signify not only your fate, but your identity; not only your identity, but your value.

For the elite, there’s always another extension—a bailout, a pardon, a stint in rehab—always plenty of contacts and special stipends—the country club, the conference, the year-end bonus, the dividend.

In short, the way students are treated in college trains them for the social position they will occupy once they get out. At schools like Cleveland State, they’re being trained for positions somewhere in the middle of the class system, in the depths of one bureaucracy or another. They’re being conditioned for lives with few second chances, no extensions, little support, narrow opportunity—lives of subordination, supervision, and control, lives of deadlines, not guidelines. At places like Yale, of course, it’s the reverse.

Elite schools nurture excellence, but they also nurture what a former Yale graduate student I know calls “entitled mediocrity.”

An elite education gives you the chance to be rich—which is, after all, what we’re talking about—but it takes away the chance not to be. Yet the opportunity not to be rich is one of the greatest opportunities with which young Americans have been blessed. We live in a society that is itself so wealthy that it can afford to provide a decent living to whole classes of people who in other countries exist (or in earlier times existed) on the brink of poverty or, at least, of indignity. You can live comfortably in the United States as a schoolteacher, or a community organizer, or a civil rights lawyer, or an artist

The liberal arts university is becoming the corporate university, its center of gravity shifting to technical fields where scholarly expertise can be parlayed into lucrative business opportunities.

You have to live in an ordinary house instead of an apartment in Manhattan or a mansion in L.A.; you have to drive a Honda instead of a BMW or a Hummer; you have to vacation in Florida instead of Barbados or Paris, but what are such losses when set against the opportunity to do work you believe in, work you’re suited for, work you love, every day of your life? Yet it is precisely that opportunity that an elite education takes away. How can I be a schoolteacher—wouldn’t that be a waste of my expensive education?

Isn’t it beneath me? So a whole universe of possibility closes, and you miss your true calling.

This is not to say that students from elite colleges never pursue a riskier or less lucrative course after graduation, but even when they do, they tend to give up more quickly than others.

But if you’re afraid to fail, you’re afraid to take risks, which begins to explain the final and most damning disadvantage of an elite education: that it is profoundly anti-intellectual.

being an intellectual is not the same as being smart. Being an intellectual means more than doing your homework.

The system forgot to teach them, along the way to the prestige admissions and the lucrative jobs, that the most important achievements can’t be measured by a letter or a number or a name. It forgot that the true purpose of education is to make minds, not careers.

Being an intellectual means, first of all, being passionate about ideas—and not just for the duration of a semester, for the sake of pleasing the teacher, or for getting a good grade.

Only a small minority have seen their education as part of a larger intellectual journey, have approached the work of the mind with a pilgrim soul. These few have tended to feel like freaks, not least because they get so little support from the university itself. Places like Yale, as one of them put it to me, are not conducive to searchers. GA_googleFillSlot('Rectangle_InArticle_Right'); GA_googleCreateDomIframe("google_ads_div_Rectangle_InArticle_Right_ad_container" ,"Rectangle_InArticle_Right"); Places like Yale are simply not set up to help students ask the big questions

Professors at top research institutions are valued exclusively for the quality of their scholarly work; time spent on teaching is time lost. If students want a conversion experience, they’re better off at a liberal arts college.

When elite universities boast that they teach their students how to think, they mean that they teach them the analytic and rhetorical skills necessary for success in law or medicine or science or business.

Although the notion of breadth is implicit in the very idea of a liberal arts education, the admissions process increasingly selects for kids who have already begun to think of themselves in specialized terms—the junior journalist, the budding astronomer, the language prodigy. We are slouching, even at elite schools, toward a glorified form of vocational training.

There’s a reason elite schools speak of training leaders, not thinkers—holders of power, not its critics. An independent mind is independent of all allegiances, and elite schools, which get a large percentage of their budget from alumni giving, are strongly invested in fostering institutional loyalty.

At a school like Yale, students who come to class and work hard expect nothing less than an A-. And most of the time, they get it.

Yet there is a dimension of the intellectual life that lies above the passion for ideas, though so thoroughly has our culture been sanitized of it that it is hardly surprising if it was beyond the reach of even my most alert students. Since the idea of the intellectual emerged in the 18th century, it has had, at its core, a commitment to social transformation. Being an intellectual means thinking your way toward a vision of the good society and then trying to realize that vision by speaking truth to power.

It takes more than just intellect; it takes imagination and courage.

Being an intellectual begins with thinking your way outside of your assumptions and the system that enforces them. But students who get into elite schools are precisely the ones who have best learned to work within the system, so it’s almost impossible for them to see outside it, to see that it’s even there.

Paradoxically, the situation may be better at second-tier schools and, in particular, again, at liberal arts colleges than at the most prestigious universities. Some students end up at second-tier schools because they’re exactly like students at Harvard or Yale, only less gifted or driven. But others end up there because they have a more independent spirit. They didn’t get straight A’s because they couldn’t be bothered to give everything in every class. They concentrated on the ones that meant the most to them or on a single strong extracurricular passion or on projects that had nothing to do with school

I’ve been struck, during my time at Yale, by how similar everyone looks. You hardly see any hippies or punks or art-school types, and at a college that was known in the ’80s as the Gay Ivy, few out lesbians and no gender queers. The geeks don’t look all that geeky; the fashionable kids go in for understated elegance. Thirty-two flavors, all of them vanilla.

The most elite schools have become places of a narrow and suffocating normalcy. Everyone feels pressure to maintain the kind of appearance—and affect—that go with achievement

Now that students are in constant electronic contact, they never have trouble finding each other. But it’s not as if their compulsive sociability is enabling them to develop deep friendships.

What happens when busyness and sociability leave no room for solitude? The ability to engage in introspection, I put it to my students that day, is the essential precondition for living an intellectual life, and the essential precondition for introspection is solitude

the life of the mind is lived one mind at a time: one solitary, skeptical, resistant mind at a time. The best place to cultivate it is not within an educational system whose real purpose is to reproduce the class system.

“There are 12 tasks,” he said. “They’re all visuospatial. The role of attention in working memory almost always has a spatial dimension. When you’re paying attention—even when you’re paying attention to me talking here in this café—there’s a spatial component. When there’s a loud noise, you might shift your attention to where it’s coming from. Being able to maintain your spatial focus on me is important for you right now. Even though it’s words coming from me, there’s an important component of space. So if you can improve the stability of that spatial aspect, you will be better at visuospatial tasks and be better at keeping your focus on me rather than on that noise over there.”

Where Cogmed beats all other forms of cognitive training is in the number of published, randomized clinical trials demonstrating its benefits and the number of trials still under way, led by independent researchers at leading institutions without any commercial connection to the company.

“If Cogmed was a drug, everyone would call this study groundbreaking.”

Many questions remain. But there is no going back to the notion that working memory capacity is fixed.”

In the nations that lead the international rankings — Singapore, Japan, South Korea, Finland, Canada — teachers are drawn from the top third of college graduates, rather than the bottom 60 percent as is the case in the United States. Training in these countries is more rigorous, more tied to classroom practice and more often financed by the government than in America. There are also many fewer teacher-training institutions, with much higher standards.

By these criteria, American education is a failed profession. There is no widely agreed-upon knowledge base, training is brief or nonexistent, the criteria for passing licensing exams are much lower than in other fields, and there is little continuous professional guidance. It is not surprising, then, that researchers find wide variation in teaching skills across classrooms; in the absence of a system devoted to developing consistent expertise, we have teachers essentially winging it as they go along, with predictably uneven results.

Teaching requires a professional model, like we have in medicine, law, engineering, accounting, architecture and many other fields. In these professions, consistency of quality is created less by holding individual practitioners accountable and more by building a body of knowledge, carefully training people in that knowledge, requiring them to show expertise before they become licensed, and then using their professions’ standards to guide their work.

hese elements create a virtuous cycle: strong academic performance leads to schools with greater autonomy and more public financing, which in turn makes education an attractive profession for talented people.

These countries also have much stronger welfare states; by providing more support for students’ social, psychological and physical needs, they make it easier for teachers to focus on their academic needs.

Teachers in leading nations’ schools also teach much less than ours do. High school teachers provide 1,080 hours per year of instruction in America, compared with fewer than 600 in South Korea and Japan, where the balance of teachers’ time is spent collaboratively on developing and refining lesson plans

In America, both major teachers’ unions and the organization representing state education officials have, in the past year, called for raising the bar for entering teachers; one of the unions, the American Federation of Teachers, advocates a “bar exam.”

Ideally the exam should not be a one-time paper-and-pencil test, like legal bar exams, but a phased set of milestones to be attained over the first few years of teaching. Akin to medical boards, they would require prospective teachers to demonstrate subject and pedagogical knowledge — as well as actual teaching skill.

We let doctors operate, pilots fly, and engineers build because their fields have developed effective ways of certifying that they can do these things. Teaching, on the whole, lacks this specialized knowledge base; teachers teach based mostly on what they have picked up from experience and from their colleagues.

other fields spend 5 percent to 15 percent of their budgets on research and development, while in education, it is around 0.25 percent

Education-school researchers publish for fellow academics; teachers develop practical knowledge but do not evaluate or share it; commercial curriculum designers make what districts and states will buy, with little regard for quality.

Early- to mid-career teachers need time to collaborate and explore new directions — having mastered the basics, this is the stage when they can refine their skills. The system should reward master teachers with salaries commensurate with leading professionals in other fields.

research suggests that the labels don’t matter — there are good and bad programs of all types, including university-based ones. The best programs draw people who majored as undergraduates in the subjects they wanted to teach; focus on extensive clinical practice rather than on classroom theory; are selective in choosing their applicants rather than treating students as a revenue stream; and use data about how their students fare as teachers to assess and revise their practice.

New research suggests that one possible answer can be found in the brain’s so-called central executive network, which helps regulate emotions, thinking and behavior

used M.R.I. to study the brains of a racially diverse group of 218 people, ages 12 to 14, living in violent neighborhoods in Chicago

the youths who had higher levels of functional connectivity in the central executive network had better cardiac and metabolic health than their peers with lower levels of connectivity

when neighborhood homicide rates went up, the young people’s cardiometabolic risk — as measured by obesity, blood-pressure and insulin levels, among other variables — also increased, but only in youths who showed lower activity in this brain network

“Active resilience happens when people who are vulnerable find resources to cope with stress and bounce back, and do so in a way that leaves them stronger, ready to handle additional stress, in more adaptive ways.”

the more medically hardy young people were no less anxious or depressed than their less fortunate peers, which suggests that while being more resilient makes you less vulnerable to adversity, it doesn’t guarantee happiness — or even an awareness of being resilient.

there is good reason to believe the link may be causal because other studies have found that we can change the activity in the self-control network, and increase healthy behaviors, with simple behavioral interventions

One plausible explanation is that greater activity in this network increases self-control, which most likely reduces some unhealthy behaviors people often use to cope with stress, like eating junk food or smoking

n one study, two weeks of mindfulness training produced a 60 percent reduction in smoking, compared with no reduction in a control group that focused on relaxation. An M.R.I. following mindfulness training showed increased activity in the anterior cingulate cortex and prefrontal cortex, key brain areas in the executive self-control network

Clearly self-control is one critical component of resilience that can be easily fostered. But there are others.

For example, mindfulness training, which involves attention control, emotion regulation and increased self-awareness, can increase connectivity within this network and help people to quit smoking.

she and colleagues studied the brains of depressed patients who died. They found that the most disrupted genes were those for growth factors, proteins that act like a kind of brain fertilizer.

“We came to realize that depressed people have lost their power to remodel their brains. And that is in fact devastating because brain remodeling is something we need to do all the time — we are constantly rewiring our brains based on past experience and the expectation of how we need to use them in the future,

one growth factor that is depleted in depressed brains, called fibroblast growth factor 2, also plays a role in resilience. When they gave it to stressed animals, they bounced back faster and acted less depressed. And when they gave it just once after birth to animals that had been bred for high levels of anxiety and inhibition, they were hardier for the rest of their lives.

The good news is that we have some control over our own brain BDNF levels: Getting more physical exercise and social support, for example, has been shown to increase BDNF.

Perhaps someday we might be able to protect young people exposed to violence and adversity by supplementing them with neuroprotective growth factors. We know enough now to help them by fortifying their brains through exercise, mindfulness training and support systems

Some people have won the genetic sweepstakes and are naturally tough. But there is plenty the rest of us can do to be more resilient and healthier.