I should probably start by asking you what are these three people seem to have
what are these three people seem to have
what are these three people seem to have in common my almost immediate answer
in common my almost immediate answer
in common my almost immediate answer would be they’re all incredibly creative
would be they’re all incredibly creative
would be they’re all incredibly creative and innovative thinkers whose ideas
and innovative thinkers whose ideas
and innovative thinkers whose ideas change the world we have Leonardo da
change the world we have Leonardo da
change the world we have Leonardo da Vinci who had the original sketches for
Vinci who had the original sketches for
Vinci who had the original sketches for a tank and helicopter Albert Einstein
a tank and helicopter Albert Einstein
a tank and helicopter Albert Einstein who had the theory of relativity Elan
who had the theory of relativity Elan
who had the theory of relativity Elan musk or things such as SpaceX Hyperloop
musk or things such as SpaceX Hyperloop
musk or things such as SpaceX Hyperloop and Tesla among bunch of other cool
and Tesla among bunch of other cool
and Tesla among bunch of other cool stuff now seeing is how important
stuff now seeing is how important
stuff now seeing is how important creativity is to changing the world
creativity is to changing the world
creativity is to changing the world how can we try well follow up questions
how can we try well follow up questions
how can we try well follow up questions soon follow which would be the school’s
soon follow which would be the school’s
soon follow which would be the school’s help promote creativity in fact enhance
help promote creativity in fact enhance
help promote creativity in fact enhance it and the sad answer is actually no and
it and the sad answer is actually no and
it and the sad answer is actually no and one of the most popular TED Talks ever
one of the most popular TED Talks ever
one of the most popular TED Talks ever Sir Ken Robinson explains that schools
Sir Ken Robinson explains that schools
Sir Ken Robinson explains that schools actually bring students away from
actually bring students away from
actually bring students away from creativity as they go through school
creativity as they go through school
creativity as they go through school this can hurt them later on as they no
this can hurt them later on as they no
this can hurt them later on as they no longer have any capacity for creativity
longer have any capacity for creativity
longer have any capacity for creativity once they’re adults so instead of
once they’re adults so instead of
once they’re adults so instead of letting them be educated how creativity
letting them be educated how creativity
letting them be educated how creativity how can we help promote or in fact
how can we help promote or in fact
how can we help promote or in fact enhance creativity well we first have to
enhance creativity well we first have to
enhance creativity well we first have to understand creativity itself and by that
understand creativity itself and by that
understand creativity itself and by that I mean where it comes from and how to
I mean where it comes from and how to
I mean where it comes from and how to measure it so starting off where does
measure it so starting off where does
measure it so starting off where does creativity come from seems quite obvious
creativity come from seems quite obvious
creativity come from seems quite obvious doesn’t it comes from the brain so and
doesn’t it comes from the brain so and
doesn’t it comes from the brain so and we want to start measuring creativity we
we want to start measuring creativity we
we want to start measuring creativity we have to understand how to measure the
have to understand how to measure the
have to understand how to measure the brain and its activity to do that we can
brain and its activity to do that we can
brain and its activity to do that we can measure other brain performance or
measure other brain performance or
measure other brain performance or neural activity itself so how do we
neural activity itself so how do we
neural activity itself so how do we measure brain performance we can do
measure brain performance we can do
measure brain performance we can do these through multiple methods just such
these through multiple methods just such
these through multiple methods just such as IQ testing which measures
as IQ testing which measures
as IQ testing which measures intelligence guildford measures which
intelligence guildford measures which
intelligence guildford measures which measure diversity and productivity and
measure diversity and productivity and
measure diversity and productivity and ad D and ADHD testing which test
ad D and ADHD testing which test
ad D and ADHD testing which test someone’s capability to be focused now
someone’s capability to be focused now
someone’s capability to be focused now these are all great and they have
these are all great and they have
these are all great and they have correlations to creativity when none of
correlations to creativity when none of
correlations to creativity when none of them give a distinguishable or distinct
them give a distinguishable or distinct
them give a distinguishable or distinct measure of creativity let’s say that
measure of creativity let’s say that
measure of creativity let’s say that this person is more creative than that
this person is more creative than that
this person is more creative than that one also they don’t really give any data
one also they don’t really give any data
one also they don’t really give any data specifically from the brain itself so
specifically from the brain itself so
specifically from the brain itself so how about brain scanning
how about brain scanning
how about brain scanning we have here f nears or functional ear
we have here f nears or functional ear
we have here f nears or functional ear near-infrared spectroscopy and fMRI or
near-infrared spectroscopy and fMRI or
near-infrared spectroscopy and fMRI or functional magnetic resonance imaging
functional magnetic resonance imaging
functional magnetic resonance imaging now F nears measures blood to flow
now F nears measures blood to flow
now F nears measures blood to flow throughout the top surface of the brain
throughout the top surface of the brain
throughout the top surface of the brain while fMRI measures oxygenated blood
while fMRI measures oxygenated blood
while fMRI measures oxygenated blood flow throughout the entire bling brain
flow throughout the entire bling brain
flow throughout the entire bling brain which gives which give us a good idea of
which gives which give us a good idea of
which gives which give us a good idea of where where the brain is active during
where where the brain is active during
where where the brain is active during specific functions now this is a great
specific functions now this is a great
specific functions now this is a great you know my problem though is as you can
you know my problem though is as you can
you know my problem though is as you can see the machines used are massive and
see the machines used are massive and
see the machines used are massive and not all too accessible so if you want to
not all too accessible so if you want to
not all too accessible so if you want to measure somebody’s creativity say in a
measure somebody’s creativity say in a
measure somebody’s creativity say in a classroom it’s not gonna work
classroom it’s not gonna work
classroom it’s not gonna work but then we have eg or
but then we have eg or
but then we have eg or electroencephalography which measures
electroencephalography which measures
electroencephalography which measures the distinct electrical frequencies or
the distinct electrical frequencies or
the distinct electrical frequencies or electrical signals emitted by the brain
electrical signals emitted by the brain
electrical signals emitted by the brain this has much more potential to be
this has much more potential to be
this has much more potential to be implemented as something portable and
implemented as something portable and
implemented as something portable and readily available so we talked about a
readily available so we talked about a
readily available so we talked about a little more it was created in the early
little more it was created in the early
little more it was created in the early nineteen hundred’s by Hans Berger and
nineteen hundred’s by Hans Berger and
nineteen hundred’s by Hans Berger and the most seminal work was also done by
the most seminal work was also done by
the most seminal work was also done by Hans Berger in EEG back in 1924 when he
Hans Berger in EEG back in 1924 when he
Hans Berger in EEG back in 1924 when he started to find correlations between
started to find correlations between
started to find correlations between specific brain functions and actual
specific brain functions and actual
specific brain functions and actual frequencies that were active this study
frequencies that were active this study
frequencies that were active this study was done many more times throughout the
was done many more times throughout the
was done many more times throughout the 20th century and more correlations were
20th century and more correlations were
20th century and more correlations were found such as a delta frequency
found such as a delta frequency
found such as a delta frequency correlating to deep sleep the gamma
correlating to deep sleep the gamma
correlating to deep sleep the gamma frequency correlating to deep focus and
frequency correlating to deep focus and
frequency correlating to deep focus and the Alpha frequency correlating to
the Alpha frequency correlating to
the Alpha frequency correlating to emotions now this type of age analysis
emotions now this type of age analysis
emotions now this type of age analysis was created in 1924 and still used today
was created in 1924 and still used today
was created in 1924 and still used today in 2017 even though we’ve had vast
in 2017 even though we’ve had vast
in 2017 even though we’ve had vast advances in digital signal processing so
advances in digital signal processing so
advances in digital signal processing so why not try something new there’s a lot
why not try something new there’s a lot
why not try something new there’s a lot taking in this picture so we have a
taking in this picture so we have a
taking in this picture so we have a woman playing cello while her brain
woman playing cello while her brain
woman playing cello while her brain activity is actually being measured
activity is actually being measured
activity is actually being measured using three EEG sensors on her forehead
using three EEG sensors on her forehead
using three EEG sensors on her forehead which are giving a pinpointed analysis
which are giving a pinpointed analysis
which are giving a pinpointed analysis of her neocortex which has the most
of her neocortex which has the most
of her neocortex which has the most recently evolved part of the human brain
recently evolved part of the human brain
recently evolved part of the human brain and it correlates the higher brain
and it correlates the higher brain
and it correlates the higher brain functions such as creativity good for me
functions such as creativity good for me
functions such as creativity good for me then
then
then her eg data’s decomposed using a
her eg data’s decomposed using a
her eg data’s decomposed using a mathematical method called harmonic
mathematical method called harmonic
mathematical method called harmonic analysis which creates that crazy graph
analysis which creates that crazy graph
analysis which creates that crazy graph next to her which gives you over a
next to her which gives you over a
next to her which gives you over a hundred functional neural networks
hundred functional neural networks
hundred functional neural networks they’re all measured on the activity
they’re all measured on the activity
they’re all measured on the activity level where read would be the most
level where read would be the most
level where read would be the most active and blue would be the least so at
active and blue would be the least so at
active and blue would be the least so at any given time you can see which neural
any given time you can see which neural
any given time you can see which neural networks in her brain are actually
networks in her brain are actually
networks in her brain are actually active from her neocortex this analysis
active from her neocortex this analysis
active from her neocortex this analysis then taking a step further as we go as
then taking a step further as we go as
then taking a step further as we go as those channels actually go through a
those channels actually go through a
those channels actually go through a clustering algorithm to create 80
clustering algorithm to create 80
clustering algorithm to create 80 distinct clusters of concurrent activity
distinct clusters of concurrent activity
distinct clusters of concurrent activity within neural networks it’s a little
within neural networks it’s a little
within neural networks it’s a little tough to see what’s down there right
tough to see what’s down there right
tough to see what’s down there right under the big colorful stuff we’ll have
under the big colorful stuff we’ll have
under the big colorful stuff we’ll have it on the next slide actually now this
it on the next slide actually now this
it on the next slide actually now this is all created by my father
is all created by my father
is all created by my father Nathan trapdoor who is neural researcher
Nathan trapdoor who is neural researcher
Nathan trapdoor who is neural researcher or neuroscience researcher and it’s used
or neuroscience researcher and it’s used
or neuroscience researcher and it’s used by his company neuro steer to analyze
by his company neuro steer to analyze
by his company neuro steer to analyze different brain disorders or
different brain disorders or
different brain disorders or neurological disorders but how can it be
neurological disorders but how can it be
neurological disorders but how can it be used for creativity how can be used to
used for creativity how can be used to
used for creativity how can be used to help enhance or measure creativity
help enhance or measure creativity
help enhance or measure creativity that’s where I come in this year I
that’s where I come in this year I
that’s where I come in this year I started a project to understand focus
started a project to understand focus
started a project to understand focus and creativity within the brain using
and creativity within the brain using
and creativity within the brain using this technology walked into school saw
this technology walked into school saw
this technology walked into school saw some friends asked them to be subjects
some friends asked them to be subjects
some friends asked them to be subjects pretty simple so them and their parents
pretty simple so them and their parents
pretty simple so them and their parents gave consent eventually and
gave consent eventually and
gave consent eventually and yeah they took time and so then I found
yeah they took time and so then I found
yeah they took time and so then I found specific phone games that when do the
specific phone games that when do the
specific phone games that when do the sense of focus or creativity or an
sense of focus or creativity or an
sense of focus or creativity or an actual when do focus or creativity
actual when do focus or creativity
actual when do focus or creativity within that person so I’d let them sit
within that person so I’d let them sit
within that person so I’d let them sit there and play phone games while I
there and play phone games while I
there and play phone games while I recorded their eg dado simple enough but
recorded their eg dado simple enough but
recorded their eg dado simple enough but the idea was to then record that data
the idea was to then record that data
the idea was to then record that data and begin to correlate specific clusters
and begin to correlate specific clusters
and begin to correlate specific clusters to focus or creativity we only analyzed
to focus or creativity we only analyzed
to focus or creativity we only analyzed the cluster discuss much easier to
the cluster discuss much easier to
the cluster discuss much easier to analyze one day ad this is active and
analyze one day ad this is active and
analyze one day ad this is active and that isn’t and not you know activity
that isn’t and not you know activity
that isn’t and not you know activity levels of over a hundred different
levels of over a hundred different
levels of over a hundred different functions so my result so far or I was
functions so my result so far or I was
functions so my result so far or I was also far or not completely there yet
also far or not completely there yet
also far or not completely there yet because I’ve had a very small subject
because I’ve had a very small subject
because I’ve had a very small subject size or sample size and not too much
size or sample size and not too much
size or sample size and not too much data but even with that we’re beginning
data but even with that we’re beginning
data but even with that we’re beginning to see specific correlations which is
to see specific correlations which is
to see specific correlations which is what these graphs here show the red bars
what these graphs here show the red bars
what these graphs here show the red bars show are a number of observations of
show are a number of observations of
show are a number of observations of each cluster across procrastination and
each cluster across procrastination and
each cluster across procrastination and focus and distribution where
focus and distribution where
focus and distribution where procrastination would be our control
procrastination would be our control
procrastination would be our control data and so this these two graphs are
data and so this these two graphs are
data and so this these two graphs are actually showing us the difference
actually showing us the difference
actually showing us the difference between procrastination and focus and
between procrastination and focus and
between procrastination and focus and creativity so as I said the red show the
creativity so as I said the red show the
creativity so as I said the red show the actual number of observations while the
actual number of observations while the
actual number of observations while the blue on top there show the probability
blue on top there show the probability
blue on top there show the probability that that cluster occurred in only
that that cluster occurred in only
that that cluster occurred in only procrastination and not focus or
procrastination and not focus or
procrastination and not focus or creativity then on the bottom we have
creativity then on the bottom we have
creativity then on the bottom we have our statistical significance which are
our statistical significance which are
our statistical significance which are standard deviations away from a mean of
standard deviations away from a mean of
standard deviations away from a mean of 0.5 where if the probability of each of
0.5 where if the probability of each of
0.5 where if the probability of each of these clusters was 0.5 then that cluster
these clusters was 0.5 then that cluster
these clusters was 0.5 then that cluster would occur the same amount in both
would occur the same amount in both
would occur the same amount in both procrastination and focus on creativity
procrastination and focus on creativity
procrastination and focus on creativity which means no difference and no
which means no difference and no
which means no difference and no correlations so on the ends here we have
correlations so on the ends here we have
correlations so on the ends here we have our most statistically significant in
our most statistically significant in
our most statistically significant in either way which are the channels that
either way which are the channels that
either way which are the channels that we can actually start to correlate to
we can actually start to correlate to
we can actually start to correlate to other procrastination or focus on
other procrastination or focus on
other procrastination or focus on creativity
creativity
creativity remember not correlate but actually use
remember not correlate but actually use
remember not correlate but actually use to differentiate the two different
to differentiate the two different
to differentiate the two different distinct brain functions
distinct brain functions
distinct brain functions we then read did this type of analysis
we then read did this type of analysis
we then read did this type of analysis between focus and creativity themselves
between focus and creativity themselves
between focus and creativity themselves to differentiate those two and we start
to differentiate those two and we start
to differentiate those two and we start seeing
seeing
seeing specific channels a specific cluster
specific channels a specific cluster
specific channels a specific cluster sorry that can differentiate whether or
sorry that can differentiate whether or
sorry that can differentiate whether or not the person is focused or creative at
not the person is focused or creative at
not the person is focused or creative at any point in time now how can this type
any point in time now how can this type
any point in time now how can this type of analysis be used well the idea is
of analysis be used well the idea is
of analysis be used well the idea is first off and what’s next to keep
first off and what’s next to keep
first off and what’s next to keep collecting data to validate that my
collecting data to validate that my
collecting data to validate that my findings are actually correct in some
findings are actually correct in some
findings are actually correct in some way you know we only have a few people
way you know we only have a few people
way you know we only have a few people it doesn’t work on that well so
it doesn’t work on that well so
it doesn’t work on that well so afterwards if we can validate I want to
afterwards if we can validate I want to
afterwards if we can validate I want to create an application that can help to
create an application that can help to
create an application that can help to enhance creativity altogether this
enhance creativity altogether this
enhance creativity altogether this application would record neural activity
application would record neural activity
application would record neural activity and specific stimuli for any individual
and specific stimuli for any individual
and specific stimuli for any individual it would then correlate that stimuli to
it would then correlate that stimuli to
it would then correlate that stimuli to whether or not the person was creative
whether or not the person was creative
whether or not the person was creative or focused throughout the rest of the
or focused throughout the rest of the
or focused throughout the rest of the day the rest of the week or with the
day the rest of the week or with the
day the rest of the week or with the next hour this could then be used to
next hour this could then be used to
next hour this could then be used to help somebody change their lifestyle if
help somebody change their lifestyle if
help somebody change their lifestyle if they need to because they see that every
they need to because they see that every
they need to because they see that every once in a while when they sleep more
once in a while when they sleep more
once in a while when they sleep more they’re more creative throughout the
they’re more creative throughout the
they’re more creative throughout the next day or if they eat chocolate right
next day or if they eat chocolate right
next day or if they eat chocolate right before a test helps them focus so it
before a test helps them focus so it
before a test helps them focus so it also be used in a classroom by a teacher
also be used in a classroom by a teacher
also be used in a classroom by a teacher sitting there and seeing which of her
sitting there and seeing which of her
sitting there and seeing which of her students are not focused or not creative
students are not focused or not creative
students are not focused or not creative at any point in time give that specific
at any point in time give that specific
at any point in time give that specific stimuli for any student and help induce
stimuli for any student and help induce
stimuli for any student and help induce that focus or creativity to that student
that focus or creativity to that student
that focus or creativity to that student help them work better or work through a
help them work better or work through a
help them work better or work through a problem that they’re having trouble with
problem that they’re having trouble with
problem that they’re having trouble with it could also be used by that teacher to
it could also be used by that teacher to
it could also be used by that teacher to make sure that their lesson plans are
make sure that their lesson plans are
make sure that their lesson plans are actually inducing focus or creativity or
actually inducing focus or creativity or
actually inducing focus or creativity or helping to enhance creativity within
helping to enhance creativity within
helping to enhance creativity within that student as they see whether or not
that student as they see whether or not
that student as they see whether or not it’s doing it based on the application
it’s doing it based on the application
it’s doing it based on the application so hopefully with this type of
so hopefully with this type of
so hopefully with this type of technology and research to eventually
technology and research to eventually
technology and research to eventually bring creativity back into the classroom
bring creativity back into the classroom
bring creativity back into the classroom and not just let kids keep being
and not just let kids keep being
and not just let kids keep being educated out of it thank you
educated out of it thank you
educated out of it thank you [Applause]
”
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