1. Brain vs emotions
1.1. Limbic system is the emotional center of the brain: when it gets aroused it can interfere with cortex and director
1.1.1. "Away" response to minimize danger
1.1.1.1. Reduces cognitive resources
1.1.1.2. Director shuts off (no mindfulness, no ability to observe mind)
1.1.1.3. More defensive
1.1.1.4. See false threats
1.1.2. Toward response to maximize reward
1.1.3. Arousal sources
1.1.3.1. Pressure and anxiety
1.1.3.2. Uncertainty
1.1.3.3. Lack of control
1.1.3.4. Expectations (possible reward or threat)
1.2. Before the emotion kicks in
1.2.1. Observe your emotional state and be conscious of what may increase arousal
1.2.2. Avoid certain situations
1.2.3. Be well prepared for the event (situation modification)
1.2.4. Refocus your attention on another stimulus (inhibit and veto power)
1.3. When the emotion kicks in
1.3.1. Expressing it doesn't always work in social and work settings
1.3.2. Suppressing it can make it worse, makes people feel uncomfortable and damages the brain
1.3.3. Cognitive change
1.3.3.1. Labeling
1.3.3.1.1. Naming the emotion can reduce the limbic system arousal
1.3.3.1.2. It has to be symbolic
1.3.3.2. Reappraisal (= reframing or recontextualizing) - pp. 125-26
1.3.3.2.1. Stronger than labeling vs uncertainty
1.3.3.2.2. Control interpretation
1.3.3.2.3. Make active choices
1.3.3.3. Reappraisal types (pp. 127-29)
1.3.3.3.1. Reinterpreting
1.3.3.3.2. Normalizing
1.3.3.3.3. Reordering
1.3.3.3.4. Repositioning
1.3.4. Manage expectations
1.3.4.1. Expectations alter the data perceived by brain
1.3.4.1.1. Brain tends to ignore data that don't fit
1.3.4.2. Expectations activate the dopamine circuitry, central for thinking
1.3.4.2.1. Met expectations = increase in dopamine and reward response
1.3.4.2.2. Unmet exp. = drop in dopamine and threat response
1.3.4.3. Learn to recognize them
1.3.4.4. Keep them lower
2. Brain, social connections and change
2.1. Primary needs and rewards (SCARF)
2.1.1. Status
2.1.1.1. Reduce threats in others by giving positive feedback
2.1.1.2. Highlight and appreciate others' strengths
2.1.1.3. Play against yourself (register your improvements)
2.1.2. Certainty
2.1.2.1. Be clear about your expectations
2.1.3. Autonomy
2.1.3.1. Give others the freedom to make decisions
2.1.4. Relatedness
2.1.4.1. Connecting with others and good social support (pp. 161-69)
2.1.4.1.1. Vital for health and collaboration
2.1.4.1.2. Release oxytocin = more happiness
2.1.4.1.3. "Toward" emotional response
2.1.4.1.4. Brain works better
2.1.4.1.5. Help regulate emotions
2.1.4.2. Empathy is the key to collaboration and better brain performance
2.1.4.2.1. The brain understands people's intentions & feelings (mirror neurons)
2.1.4.2.2. Determines toward / away response
2.1.4.2.3. Perceiving someone as a foe = threat response
2.1.4.2.4. Connect with others on a human level to reduce threat response
2.1.4.2.5. Encourage people to connect for better collaboration
2.1.5. Fairness
2.1.5.1. Be open, transparent and fair with others
2.2. Facilitate change and improve performance in others (efficient problem solving)
2.2.1. Activate your director
2.2.1.1. Identify SCARF threats in others
2.2.1.2. Activate your braking system: don't give feedback or solutions
2.2.1.2.1. Feedback and suggestions activate threat response (Status, autonomy)
2.2.1.2.2. Logical approach to problem solving arouses limbic system
2.2.2. Activate director in others
2.2.2.1. Help them think on their thinking process and make subtle connections
2.2.2.2. Focus on the bigger picture rather than details
2.2.2.3. Encourage them to give themselves feedback (and reward them for it)
2.2.3. Focus on the desired outcome (future) rather than problem (past)
2.2.3.1. Release dopamine
2.2.3.2. "Toward" response
2.2.3.3. Quiet and open mind
2.2.3.4. More connections in the brain
2.2.3.5. More chances for insight
2.2.4. Transforming a culture
2.2.4.1. Carrot-and-stick approach doesn't work with adults (activates threat response)
2.2.4.2. Create a safe environment through SCARF rewards
2.2.4.3. Help people focus their attention in new ways
2.2.4.3.1. Tell stories (activates threat response)
2.2.4.3.2. Ask the right questions (more effective = status reward)
2.2.4.3.3. Establish the right goals (may reduce autonomy = away response) or help people set the goals themselves
2.2.4.4. Keep new circuits alive
2.2.5. Great vs bad leaders (pp. 228-30)
2.2.5.1. Humble
2.2.5.1.1. Reduce status threat
2.2.5.2. Clear expectations and goals
2.2.5.2.1. Increase certainty
2.2.5.3. Let others make decisions
2.2.5.3.1. Increase autonomy
2.2.5.4. Authentic and real with others
2.2.5.4.1. Sense of relatedness
2.2.5.5. Keep their promises
2.2.5.5.1. Perceived as fair
3. Brain and creativity
3.1. Prefrontal cortex vs subconscious brain (= logical thinking vs creativity)
3.2. Insight is the key to overcome impasses
3.2.1. Rearrange knowledge and mental maps in a whole new way
3.2.2. Sudden
3.2.3. Not logical
3.2.4. Prefrontal cortex inhibits creativity
3.3. Let your subconscious brain overcome impasses
3.3.1. Fresh perspective
3.3.1.1. Inhibit your usual way of thinking (let the brain idle)
3.3.1.2. Avoid old strategies for new problems (tunnel vision)
3.3.1.3. Ask for help (from someone not locked into your way of thinking)
3.3.2. Clarity of distance
3.3.2.1. Take a break, do something else entirely
3.3.2.2. Reduce anxiety: go for a walk, stretching, something interesting and fun
3.3.2.3. Quiet your mind (shut down logical thinking)
3.3.2.4. Simplify problems
3.3.2.5. Allow and watch connections at higher level
4. Self-awareness and mindfulness: the key to observe and direct the brain (pp. 87-98)
4.1. Knowing your brain is not enough
4.2. Learn to observe yourself to direct your behavior
4.3. Free yourself from the automatic flow of experience
4.4. Choose where to direct your attention
4.5. Mindfulness: pay attention to the present in an open and accepting way
4.5.1. Live in the present
4.5.2. Ability to pause before reacting
4.5.3. Consider options and choose
4.6. Narrative circuitry vs direct experience (pp. 92-95)
4.6.1. Narrative is default thinking about past and future (planning, goal-setting)
4.6.1.1. When you're lost in thought, you don't see, feel, hear, perceive much
4.6.2. Direct experience: activate your senses to experience the present
4.6.2.1. Forget the thoughts, relax
4.6.2.2. Perceive more information
4.6.2.3. See more options
4.6.2.4. Make better choices
4.6.2.5. More flexible in how you respond to the world
4.6.2.6. More effective at work
4.6.2.7. Less imprisoned by the past, habits, expectations, assumptions
4.6.2.8. Aware of your feelings and emotions
4.6.3. Decide what to shut down
5. Brain and logical thinking
5.1. Prefrontal cortex features
5.1.1. Energy-hungry
5.1.1.1. Tight control on spending
5.1.2. Limited amount of information and tasks
5.1.2.1. Only one conscious task at a time (combined with a routine task)
5.1.2.2. Dual-task interference: splitting or switching attention reduces accuracy
5.1.3. Needs the right amount of arousal (not too low, not too much pressure)
5.1.4. Complex thinking
5.1.4.1. Memorizing
5.1.4.2. Recollecting
5.1.4.3. Deciding
5.1.4.4. Processing
5.1.4.4.1. Understanding
5.1.4.4.2. Inhibiting
5.1.4.4.3. Solving problems
5.1.5. Obstacles creative thinking (insights)
5.2. Optimizing brain functions
5.2.1. Avoid overwhelm
5.2.1.1. Prioritize prioritizing
5.2.1.2. Attention-rich tasks when fresh and alert
5.2.1.3. Schedule blocks of time for different thinking modes
5.2.1.3.1. creative writing
5.2.1.3.2. meetings
5.2.1.3.3. routine tasks (emails...)
5.2.1.4. Use visuals
5.2.1.4.1. complex ideas
5.2.1.4.2. list projects
5.2.1.5. Get things out of your mind
5.2.1.5.1. Make lists, get concepts out to compare them and decide, save the "stage" of the cortex
5.2.1.6. Learn to say no (to tasks, people, distractions...)
5.2.2. Simplify complexity
5.2.2.1. Simplify complex ideas, problems and tasks
5.2.2.2. Group information into chunks
5.2.3. No Multitasking
5.2.3.1. Embed routines
5.2.3.2. Automate repetitive tasks
5.2.3.3. Avoid "queues"
5.2.3.3.1. Get decisions and thinking processes into the right order
5.2.3.4. Combine active thinking only with automatic, embedded routines
5.2.4. Inhibit distractions
5.2.4.1. Distractions exhaust the prefrontal cortex's limited resources
5.2.4.1.1. Remove external distractions (email, phone...)
5.2.4.1.2. Reduce internal distractions by clearing your mind
5.2.4.2. Inhibiting uses a lot of energy (braking system is part of the prefrontal cortex)
5.2.4.3. Exert veto power on impulses early (before they gain momentum)
5.2.5. Search for the zone of Peak Performance
5.2.5.1. Too relaxed (under-arousal)
5.2.5.1.1. Boredom, no focus, mistakes
5.2.5.2. Too much stress (over-arousal)
5.2.5.2.1. Under-performance, mistakes, can't think clearly, can't make decisions
5.2.5.3. Be aware of your levels of alertness and interest
5.2.5.4. Get the right level of arousal
5.2.5.4.1. Reduce stress (dopamine or adrenaline level down)
5.2.5.4.2. Improve interest or alertness (dopamine/adrenaline level up)
5.2.5.4.3. FLOW = perfectly alert and engaged