How risk-taking changes a teenager's brain | Kashfia Rahman

Summary

The speaker, a teenager, explores the perplexing behavior of teens who excel in school yet engage in risky activities. She delves into the science behind adolescent risk-taking, hypothesizing that habituation to risk could alter the developing teenage brain, reducing fear and guilt responses. Despite limited resources, she creatively conducts a study using a school library and EEG headsets, discovering that repeated exposure to risk simulations desensitized participants, leading to increased risk-taking. Her research won first place at the Intel International Science and Engineering Fair, highlighting the importance of understanding and addressing the complex interplay between brain development and habituation in teen decision-making.

Takeaways

• 🧠 Teenagers' brains are still maturing, making them poor at decision-making and more prone to risky behaviors.
• 🤔 The speaker's personal observations and experiences as a teenager led her to question why teens take such risks despite being smart and responsible.
• 🔍 She embarked on a scientific exploration to understand the underlying reasons behind teen risk-taking, focusing on the psychological process of 'habituation'.
• 🧪 The research involved using a portable EEG headset to measure emotional responses of 86 high school students to repeated risk exposure simulations.
• 📊 The study's results indicated that habituation to risk-taking can alter a teen's brain, reducing fear, stress, guilt, and nervousness, leading to increased risk-taking behaviors.
• 🏫 The lack of STEM programs and research opportunities in her high school did not deter her; instead, she innovated and utilized available resources to conduct her research.
• 🏆 Her research was recognized at the Intel International Science and Engineering Fair (ISEF), where she won first place in the Behavioral and Social Sciences category.
• 🌟 The research highlights that teens are not just defying authority but are influenced by the physical and emotional changes from habituation to risks.
• 📉 The findings suggest the need for policies that provide safer environments and limit exposure to high risks, reflecting an understanding of the habituation process.
• 🔄 The speaker's experience with risk-taking in research has inspired her to consider if positive risk-taking can also escalate positively, leading to potential future research.

Q & A

What is the main topic of the transcript?

The main topic of the transcript is the exploration of why teenagers engage in risky behaviors despite being smart, skilled, and responsible, and how the process of habituation to risk-taking can change their brains, leading to more risk-taking.

What is the speaker's personal motivation for researching teenage risk-taking?

The speaker's personal motivation for researching teenage risk-taking stems from her own experiences and observations as a teenager, her curiosity about why teens take such risks, and her desire to contribute to society and find her niche.

What is the psychological process 'habituation' as mentioned in the transcript?

Habituation is a psychological process where the brain adapts to certain behaviors, such as lying, with repeated exposures, leading to a decrease in emotional responses over time.

How did the speaker overcome the lack of resources in her high school for scientific exploration?

The speaker overcame the lack of resources by being inventive and resourceful. She used her school library as a makeshift laboratory, her peers as subjects, and bought a portable EEG headset with her own money instead of buying a new iPhone X.

What was the method used in the speaker's research to study risk-taking behaviors among teenagers?

The speaker used a computerized decision-making simulation to measure risk-taking behaviors among 86 high school students. The students wore EEG headsets to measure their emotional responses during the simulation.

What were the key findings of the speaker's research on habituation to risk-taking?

The research found that habituation to risk-taking can change a teenager's brain by altering their emotional levels, leading to greater risk-taking. As teens became more exposed to risks, they felt less fearful, guilty, and stressed, which reduced their self-control and led them to take more risks.

What role does the developing brain play in teenage risk-taking according to the research?

The developing brain plays a significant role in teenage risk-taking as it is still maturing and makes them exceptionally poor at decision-making, causing them to fall prey to risky behaviors.

How did the speaker's research contribute to the understanding of teenage risk-taking?

The speaker's research contributed to the understanding of teenage risk-taking by highlighting that it's not just the immature brain but also the habituation to risks that physically changes a teen's brain and causes greater risk-taking.

What was the outcome of the speaker presenting her research at the Intel International Science and Engineering Fair?

The speaker won first place in the Behavioral and Social Sciences category at the Intel International Science and Engineering Fair, which validated her efforts and kept her curiosity alive.

What are the implications of the research for parents and policymakers?

The research implies that parents and policymakers should be aware that teens aren't just defying authority but are influenced by habituation to risks. Policies should reflect this insight and provide safer environments and limit exposures to high risks.

What future research ideas did the speaker consider based on her findings?

Based on her findings, the speaker considered whether positive risk-taking could escalate with repeated exposures and if positive action builds positive brain functioning, suggesting her next research idea.

Outlines

00:00

🤔 Understanding Teen Risk-Taking Behavior

The speaker begins by questioning the contradictory behaviors of teenagers who can be both responsible and reckless. Despite their maturity in some areas, teens engage in risky behaviors like eating Tide Pods for online challenges or texting while driving. The speaker, intrigued by this phenomenon, starts exploring the scientific reasons behind such actions. They delve into the idea that the teenage brain's ongoing maturation might be a factor, making them poor at decision-making. The speaker also considers cultural and environmental factors that might influence risk-taking, leading to a research project on habituation and its effects on the teenage brain.

05:01

🧠 The Impact of Habituation on Teen Brains

The speaker shares their innovative approach to studying the effects of habituation on teenage risk-taking. Despite limited resources at their high school, they transform the school library into a makeshift lab and enlist fellow students as subjects. Using a portable EEG headset, they measure emotional responses to a simulated risk-taking environment. The study finds that repeated exposure to risks desensitizes teens, reducing feelings of fear and guilt, which in turn leads to increased risk-taking. This research suggests that habituation, combined with the immature teenage brain, creates a 'perfect storm' for escalating risky behaviors.

10:01

🏆 Overcoming Obstacles and the Power of Positive Risk-Taking

The speaker concludes by reflecting on their journey, from overcoming obstacles to winning first place in the Behavioral and Social Sciences category at the Intel International Science and Engineering Fair. They emphasize the importance of taking positive risks, which can lead to unforeseen opportunities and personal growth. The experience not only validated their efforts but also sparked new ideas about the potential for positive risk-taking to escalate and build better brain functioning. The speaker's story is an inspiring example of how curiosity, creativity, and perseverance can lead to significant discoveries and personal development.

Keywords

💡Teenagers

Teenagers are individuals between the ages of 13 and 18, who are often characterized by a unique set of behaviors and developmental changes. In the video, the speaker explores the paradoxical nature of teenagers who can be both highly responsible and prone to risky behaviors. The script mentions how some teens excel in academics and extracurricular activities, yet engage in dangerous activities like eating Tide Pods for online challenges or texting while driving.

💡Risk-taking

Risk-taking refers to the act of engaging in behaviors that involve potential harm or danger. The video discusses how teenagers are more prone to risk-taking than children or adults, which is a central theme. The speaker's research focuses on understanding why teenagers continue to make risky choices despite the potential for harm, such as binge drinking or experimenting with illicit drugs.

💡Habituation

Habituation is a psychological process where repeated exposure to a stimulus leads to a decreased response over time. The speaker uses the concept of habituation to explain how teenagers might become desensitized to the negative emotions associated with risk, such as fear or guilt. This concept is central to the research project described in the video, where the speaker hypothesizes that habituation to risk-taking could change the teenage brain's response to risky behaviors.

💡Neuroscience

Neuroscience is the scientific study of the nervous system and brain functions. The video mentions how neuroscientists have found evidence that the teenage brain is still maturing, making them poor at decision-making and more susceptible to risky behaviors. This field of study provides a biological explanation for the behaviors observed in teenagers.

💡Desensitization

Desensitization is a psychological term that refers to a reduced emotional response following repeated exposure to a stimulus. In the context of the video, the speaker suggests that as teenagers become habituated to risk, they experience desensitization, leading to a reduced fear and guilt response, which in turn encourages further risk-taking.

💡Self-control

Self-control is the ability to regulate one's emotions and actions to achieve long-term goals. The video discusses how the repeated exposure to risks can impair teenagers' self-control, making them more likely to engage in harmful behaviors. The speaker's research indicates that as teens become less fearful and stressed about risks, their self-control diminishes.

💡Intel International Science and Engineering Fair (ISEF)

ISEF is a global science competition for pre-college students, often referred to as the 'Olympics of science fairs.' The speaker mentions presenting her research at ISEF, which signifies the validation of her work on a large scale and the opportunity to share her findings with a broader audience of experts and peers.

💡Immature brain

An immature brain refers to the ongoing development and maturation of the brain, particularly in teenagers. The video script discusses how the immature state of the teenage brain contributes to poor decision-making and increased risk-taking. The speaker's research suggests that this immaturity, combined with habituation to risks, creates a 'perfect storm' for increased risk-taking behaviors.

💡Resilience

Resilience is the capacity to recover quickly from difficulties or to adapt to challenging situations. The speaker reflects on how taking positive risks, such as conducting her research, has built her resilience. This keyword is used to contrast the negative risks studied in her research with the potential for positive growth and learning from taking calculated risks.

💡Caffeinated daze

A 'caffeinated daze' is a colloquial term used to describe a state of heightened alertness or focus, often induced by the consumption of caffeine. The speaker uses this term humorously to describe her intense work ethic and dedication to her research project, working late into the night fueled by caffeine.

💡Behavioral and Social Sciences

Behavioral and Social Sciences is a category within the ISEF competition that focuses on research related to human behavior and societal structures. The speaker won first place in this category, indicating that her research on teenage risk-taking falls within the realm of understanding human behavior and its social implications.

Highlights

Teens' brains are still maturing, making them poor at decision-making and prone to risky behaviors.

The speaker's research is based on the psychological process of 'habituation' to understand teen risk-taking.

Habituation may change the teenage brain by reducing negative emotions associated with risk, leading to more risk-taking.

Despite limited resources, the speaker transformed a school library into a lab and peers into subjects for the study.

An EEG headset was used to measure emotional responses to risk-taking simulations.

The study found that repeated exposure to risk simulations led to decreased fear and stress among participants.

Habituation to risks can physically alter a teen's brain, increasing the likelihood of risk-taking behavior.

The research suggests that teens' risk-taking is not just due to an immature brain but also habituation's impact.

The study's findings can inform policies that limit high-risk exposures and reflect an understanding of teen behavior.

The research was presented at the Intel International Science and Engineering Fair, winning first place in Behavioral and Social Sciences.

The speaker's experience at the science fair validated her efforts and inspired further curiosity and creativity.

The research has sparked new questions about the potential for positive risk-taking to escalate with repeated exposures.

The speaker's journey from a limited-resource high school to winning a prestigious science fair illustrates the power of determination and innovation.

The study challenges the notion that teens ignore warnings, showing that habituation to risks is a significant factor.

The speaker's research methodology involved a computerized decision-making simulation to measure real-world risk-taking behaviors.

The research highlights the importance of understanding the emotional changes in the brain that drive risk-taking among teens.

The speaker's personal story adds a layer of depth to the research, showing how overcoming obstacles can lead to significant achievements.

Transcripts

Have you ever tried to understand a teenager?

It's exhausting, right?

You must be puzzled by the fact that some teens do well in school,

lead clubs and teams

and volunteer in their communities,

but they eat Tide Pods for an online challenge,

speed and text while driving,

binge drink and experiment with illicit drugs.

How can so many teens be so smart, skilled and responsible --

and careless risk-takers at the same time?

When I was 16,

while frequently observing my peers in person

as well as on social media,

I began to wonder why so many teens took such crazy risks.

It seems like getting a certificate from DARE class in the fifth grade

can't stop them.

(Laughter)

What was even more alarming to me

was that the more they exposed themselves to these harmful risks,

the easier it became for them to continue taking risks.

Now this confused me,

but it also made me incredibly curious.

So, as someone with a name

that literally means "to explore knowledge,"

I started searching for a scientific explanation.

Now, it's no secret that teens ages 13 to 18

are more prone to risk-taking than children or adults,

but what makes them so daring?

Do they suddenly become reckless,

or is this just a natural phase that they're going through?

Well neuroscientists have already found evidence

that the teen brain is still in the process of maturation --

and that this makes them exceptionally poor at decision-making,

causing them to fall prey to risky behaviors.

But in that case, if the maturing brain is to blame,

then why are teens more vulnerable than children,

even though their brains are more developed than those of children?

Also, not all teens in the world take risks at the same level.

Are there some other underlying or unintentional causes

driving them to risk-taking?

Well, this is exactly what I decided to research.

So, I founded my research on the basis of a psychological process

known as "habituation,"

or simply what we refer to as "getting used to it."

Habituation explains how our brains adapt to some behaviors,

like lying, with repeated exposures.

And this concept inspired me to design a project

to determine if the same principle

could be applied to the relentless rise of risk-taking in teenagers.

So I predicted that habituation to risk-taking

may have the potential to change the already-vulnerable teenage brain

by blunting or even eradicating

the negative emotions associated with risk,

like fear or guilt.

I also thought because they would feel less fearful and guilty,

this desensitization would lead them to even more risk-taking.

In short, I wanted to conduct a research study

to answer one big question:

Why do teens keep making outrageous choices

that are harmful to their health and well-being?

But there was one big obstacle in my way.

To investigate this problem,

I needed teenagers to experiment on,

laboratories and devices to measure their brain activity,

and teachers or professors to supervise me and guide me along the way.

I needed resources.

But, you see, I attended a high school in South Dakota

with limited opportunity for scientific exploration.

My school had athletics,

band, choir, debate and other clubs,

but there were no STEM programs or research mentors.

And the notion of high schoolers

doing research or participating in a science fair was completely foreign.

Simply put, I didn't exactly have the ingredients

to make a chef-worthy dish.

And these obstacles were frustrating,

but I was also a stubborn teenager.

And as the daughter of Bangladeshi immigrants

and one of just a handful of Muslim students

in my high school in South Dakota,

I often struggled to fit in.

And I wanted to be someone with something to contribute to society,

not just be deemed the scarf-wearing brown girl

who was an anomaly in my homogenous hometown.

I hoped that by doing this research,

I could establish this

and how valuable scientific exploration could be for kids like me

who didn't necessarily find their niche elsewhere.

So with limited research opportunities,

inventiveness allowed me to overcome seemingly impossible obstacles.

I became more creative in working with a variety of methodologies,

materials and subjects.

I transformed my unassuming school library

into a laboratory

and my peers into lab rats.

(Laughter)

My enthusiastic geography teacher,

who also happens to be my school's football coach,

ended up as my cheerleader,

becoming my mentor to sign necessary paperwork.

And when it became logistically impossible

to use a laboratory electroencephalography,

or EEG,

which are those electrode devices used to measure emotional responses,

I bought a portable EEG headset with my own money,

instead of buying the new iPhone X

that a lot of kids my age were saving up for.

So finally I started the research

with 86 students, ages 13 to 18, from my high school.

Using the computer cubicles in my school library,

I had them complete a computerized decision-making simulation

to measure their risk-taking behaviors comparable to ones in the real world,

like alcohol use, drug use and gambling.

Wearing the EEG headset,

the students completed the test 12 times over three days

to mimic repeated risk exposures.

A control panel on the EEG headset

measured their various emotional responses:

like attention, interest, excitement, frustration,

guilt, stress levels and relaxation.

They also rated their emotions

on well-validated emotion-measuring scales.

This meant that I had measured the process of habituation

and its effects on decision-making.

And it took 29 days to complete this research.

And with months of frantically drafting proposals,

meticulously computing data in a caffeinated daze at 2am,

I was able to finalize my results.

And the results showed that habituation to risk-taking

could actually change a teen's brain by altering their emotional levels,

causing greater risk-taking.

The students' emotions that were normally associated with risks,

like fear, stress, guilt and nervousness,

as well as attention,

were high when they were first exposed to the risk simulator.

This curbed their temptations and enforced self-control,

which prevented them from taking more risks.

However, the more they were exposed to the risks through the simulator,

the less fearful, guilty and stressed they became.

This caused a situation

in which they were no longer able to feel

the brain's natural fear and caution instincts.

And also, because they are teenagers and their brains are still underdeveloped,

they became more interested and excited in thrill-seeking behaviors.

So what were the consequences?

They lacked self-control for logical decision-making,

took greater risks

and made more harmful choices.

So the developing brain alone isn't to blame.

The process of habituation also plays a key role in risk-taking

and risk escalation.

Although a teen's willingness to seek risk

is largely a result of the structural and functional changes

associated with their developing brains,

the dangerous part that my research was able to highlight

was that a habituation to risks

can actually physically change a teen's brain

and cause greater risk-taking.

So it's the combination of the immature teen brain

and the impact of habituation

that is like a perfect storm to create more damaging effects.

And this research can help parents and the general public

understand that teens aren't just willfully ignoring warnings

or simply defying parents by engaging in increasingly more dangerous behavior.

The biggest hurdle they're facing is their habituation to risks:

all the physical, detectable and emotional functional changes

that drive and control and influence their over-the-top risk-taking.

So yes, we need policies that provide safer environments

and limit exposures to high risks,

but we also need policies that reflect this insight.

These results are a wake-up call for teens, too.

It shows them that the natural and necessary fear and guilt

that protect them from unsafe situations

actually become numb when they repeatedly choose risky behaviors.

So with this hope to share my findings with fellow teenagers and scientists,

I took my research

to the Intel International Science and Engineering Fair, or ISEF,

a culmination of over 1,800 students

from 75 countries, regions and territories,

who showcase their cutting-edge research and inventions.

It's like the Olympics of science fair.

(Laughter)

There, I was able to present my research to experts in neuroscience and psychology

and garner valuable feedback.

But perhaps the most memorable moment of the week

was when the booming speakers suddenly uttered my name

during the awards ceremony.

I was in such disbelief that I questioned myself:

Was this just another "La La Land" blunder

like at the Oscars?

(Laughter)

Luckily, it wasn't.

I really had won first place

in the category "Behavioral and Social Sciences."

(Applause)

Needless to say,

I was not only thrilled to have this recognition,

but also the whole experience of science fair that validated my efforts

keeps my curiosity alive

and strengthens my creativity,

perseverance and imagination.

This still image of me experimenting in my school library

may seem ordinary,

but to me, it represents a sort of inspiration.

It reminds me that this process taught me to take risks.

And I know that might sound incredibly ironic.

But I took risks realizing

that unforeseen opportunities often come from risk-taking --

not the hazardous, negative type that I studied,

but the good ones,

the positive risks.

The more risks I took,

the more capable I felt of withstanding my unconventional circumstances,

leading to more tolerance, resilience and patience

for completing my project.

And these lessons have led me to new ideas

like: Is the opposite of negative risk-taking also true?

Can positive risk-taking escalate with repeated exposures?

Does positive action build positive brain functioning?

I think I just might have my next research idea.

(Applause)