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Hablaremos sobre cómo el multitasking puede afectar nuestra atención, cuándo los olvidos dejan de ser normales y qué podemos hacer para cuidar la salud del cerebro.
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00:00Stress is one of the most powerful triggers we have for our brain to age prematurely.
00:08Is going on autopilot, so to speak, much easier?
00:11It's much easier and is, let's say, the brain's default network.
00:15In fact, that's what it's called, Default Mode Network.
00:18And it is through this network that our brain is always wandering, rambling.
00:25Autopilot, multitasking.
00:30It's based on something called divided attention, right? Multitasking.
00:34That doesn't exist.
00:36It's a neuromyth.
00:38Because everything we are emerges from the brain.
00:42But nowadays that's the daily reality for people, being stressed about everything.
00:47And that comes at a price that I know we're going to pay with our brains fixed.
01:00Dr. Lisette Pedraza, welcome to the viewer, to this Health Conscience video podcast.
01:07Thank you so much for these few minutes.
01:09Thank you so much, Juan Diego, and thank you all for the invitation.
01:12Doctor, in an aging country, in an aging world, cognitive decline is becoming increasingly common.
01:22most topic of conversation.
01:23And that's partly the reason for this conversation.
01:27We're going to talk about what cognitive decline is, how that has been translated, and how that is seen today in the
01:34world.
01:35But also, at what point is it important to stop normalizing it?
01:40At what point is it important to stop understanding it as an inevitable aspect of old age and life?
01:49This moment?
01:51How could we accurately define cognitive impairment?
01:55What is that, doctor?
01:57Well, Juan Diego, thank you very much for that very interesting question.
02:01I believe it's a very relevant topic to discuss at this time.
02:05Because our countries, especially Latin America, but in general, let's say we have an increase in aging rates.
02:13And that's also because nowadays people live longer.
02:18In the past, let's say life expectancy was 40 or 50 years.
02:22Today we already have a population that reaches 80, 90, 100 years old.
02:26But the important question is, what quality of life are we going to have there?
02:31Because we could live 200 years, but if we are only functional for 30, then day-to-day life could be very complicated.
02:40So, there really are many factors.
02:42I think it's important to talk about, perhaps, three distinctions.
02:46One would be subjective cognitive impairment.
02:49That would be like the first part.
02:52Subjective cognitive decline has to do with those changes that the person begins to feel,
02:59but they are not diagnosed.
03:01In other words, they don't fit within a diagnosis.
03:03But the person begins to feel that perhaps their cognitive functions are starting to change with respect to what they thought.
03:10person had done days before.
03:12Yesterday, a month ago, a year ago.
03:15Often, this subjective cognitive decline is not taken seriously, but rather normalized.
03:22It's just that, I don't know, I'm really stressed, because that's another issue that we have to address at some point.
03:26discuss.
03:27And it's ignored, but they can be signs that a deterioration is beginning, that is, a problem
03:34functioning of our cognitive functions in general.
03:39Then would come...
03:39And in that subjective deterioration, doctor, we are talking about those lapses in memory that people begin to feel in their daily lives.
03:45Today, right?
03:46Like, I don't know, I had, I said something, I committed to something in the morning and in the afternoon I didn't, or where
03:53I left such a thing.
03:54We're talking about those oversights.
03:56We're talking about that, especially when a recurring pattern starts to appear, right?
04:01In other words, if you tell me that today you don't know where you left your car keys or where you parked it,
04:07But it's an isolated event; these are events that happen to us and are part of normality.
04:13TRUE?
04:14But subjective cognitive decline is when you start to notice a pattern of maladjustment,
04:20I wasn't like this a while ago.
04:23Something is changing, even though if I go to the neurologist and the neuropsychologist for tests,
04:28They tell me that everything is fine.
04:30But that's where we need to start paying close attention.
04:33You say something very important, and it is, many times, on several occasions,
04:37subjective cognitive impairment, mild, even progressing to dementia,
04:43It doesn't start with memory problems.
04:45It can start with language problems.
04:47Okay.
04:48No?
04:48It can start with problems of disorganized thinking, right?
04:53And therefore, from behavior.
04:55In other words, you begin to change the way you reason, the way you cognite, and the way you behave.
05:00And that can be, let's say, one of the first warnings that something is changing in your cognitive function.
05:07Then comes mild cognitive impairment as such, which is when you start to have much more marked problems.
05:14That is, cognitive functioning, whether in processes such as attention, memory, learning, flexibility,
05:22They're starting to look compromised, right?
05:25Let's just say there's more evidence that can corroborate that.
05:31However, it does not affect your autonomy and independence.
05:36That's like the border with dementia.
05:38Dementia is when you reach a much more complicated stage in which your daily life,
05:44Your functioning is completely disrupted and you begin to lose your autonomy.
05:49One of the causes of dementia is Alzheimer's, isn't it?
05:52That we often confuse it.
05:55Alzheimer's is different from dementia, isn't it?
05:57Dementia is a syndrome that may or may not be caused by Alzheimer's or other types of pathologies.
06:04Sure, and at that point I suppose it's also very important in these three types of deterioration
06:13what the family may be identifying in one.
06:15Sometimes one cannot identify them either, especially when they are sustained because we tend to normalize them.
06:24And also what we can observe in others, right?
06:28In all these types of deterioration, doctor, I suppose it's important not to normalize precisely those emerging behaviors,
06:39At what point does one of these behaviors cease to be an occasional oversight and begin to be a sign of
06:46something.
06:48This usually starts to be a sign that help should be sought soon when associated problems begin to arise
06:55to language,
06:56when a person begins to have difficulty fulfilling their commitments,
07:01when he starts to repeatedly forget, for example, what was in his diary, what he had to do,
07:08when he repeats, for example, the same questions several times, or people's names, or forgets, but
07:15It's starting to become a pattern, isn't it?
07:17You start to notice that the person is changing in some way, right?
07:21It's not the same talking to that person anymore.
07:23It is very important to seek help to try, especially if there is mild cognitive impairment, to delay it a little.
07:31The disease, right?
07:33But ideally, and what all these programs should aim for, is prevention, right?
07:40Regarding prevention, what can we do, especially among young people, right?
07:46In young adulthood, to begin taking care of ourselves in such a way that we reach a much more dignified old age.
07:52That's interesting because, of course, we often assume that cognitive decline in any of its forms is inevitable, right?
08:00Living longer is inevitable. You mentioned it a little at the beginning.
08:04We are living longer and longer, and cases of dementia worldwide are increasing and will continue to do so for some years.
08:12further.
08:13But we forget that there are many ways to prevent it and to prevent dementia.
08:22What behaviors, what habits can we adopt in our daily lives that can make that avoidable?
08:29Yes. That topic you're bringing up is very important. It's experiencing a huge boom right now.
08:35I, for example, am part of an international consortium where we investigate all topics related to brain health.
08:43And look, this is very important, what I'm about to tell you, because it turns out that it has been found,
08:47What we've found in our research is that there's a gap, right?, between our chronological age and our
08:59brain age.
09:00What does that mean?
09:01We have realized that our brain can follow a very different path than our biology,
09:09Let's say, the most peripheral part.
09:11What does that mean?
09:13You know, our brain isn't always correlated with my biological age?
09:19What does that mean?
09:20You may be 30 years old, but brain health markers may indicate that your brain is 35 or 40.
09:29years.
09:29In other words, you may have a certain age, but your brain is much older or younger, right?
09:35We almost always go for the worst, don't we? For what's outdated.
09:41And before we talk about that topic you mentioned, this is very important, because that was one of the first
09:45research, right?
09:46In other words, there is a gap.
09:48Just because I'm 30 years old doesn't mean my brain is 30 too.
09:52No, be careful, he can go at a very different pace.
09:57And what are those factors that cause our brain, let's say, to age much faster in a certain way?
10:03What about us?
10:04Which is serious, because everything we are emerges from the brain.
10:09Clear.
10:11Everything that we are, cognition, behavior, emerges from there.
10:15So, the fact that this organ, which is so important, yet still so poorly understood, right?, ages so quickly,
10:23It will lead us more quickly to deterioration and dementia.
10:27That is, at much earlier stages.
10:29What are the factors that have been found to cause our brain to deteriorate more rapidly?
10:36Because something very important was found before moving on to that topic.
10:39In a very large study conducted in several countries, it was found that the population that fared the worst
10:45Latin America is aging.
10:49And something much more interesting, and a little sad, when men and women from Latin America were evaluated,
10:56Women age much faster at the brain level than men.
11:00It is still not entirely clear why there is this difference between men and women,
11:04But there are some characteristics that lead to that happening.
11:07One is stress.
11:11In other words, stress is one of the most powerful triggers we have for our brain to age prematurely.
11:21And nowadays, well, you know that many myths have been spread about this too, right?
11:28The neurobiology of stress is not well understood, and therefore, if we don't understand it, we don't know how to manage it.
11:34But nowadays that's the daily reality for people, being stressed about everything.
11:39And that comes at a price that I know we're going to pay with our brains fixed.
11:45Therefore, stress is the trigger for all these markers of aging as well as most psychopathologies.
11:52It's the most powerful, isn't it?
11:54In other words, stress has the power, let's say, the power to help us.
12:00Stress is very important.
12:02Stress, let's say, what the stress hormone is called cortisol.
12:07And cortisol is so important that we couldn't live without it.
12:10If we ever reach zero cortisol, we're toast, right?
12:15But if we keep it very high all the time, there will come a point when that whole system
12:21due to stress, because it no longer works.
12:23This is currently leading to autoimmune diseases, brain degeneration, premature aging, etc.
12:31Another factor is the lack of education, isn't it?
12:35And that's where we need to make a very interesting point because it's not about having a degree.
12:41Education understood as the development of critical thinking.
12:45Do you understand me?
12:46You can end up having many degrees, right?
12:49These days you can even buy them, right?
12:52Today that has no merit.
12:54Here, education is understood as your ability to think critically about what is presented to you.
13:00Pollution also leads to this great deterioration, doesn't it?
13:05And the lack of access to healthcare.
13:08In other words, having very precarious access.
13:10These are some of the factors that are contributing most to this deterioration.
13:15Today, I am even leading an investigation in my research group at the University of La Sabana.
13:21And we are evaluating the aging of the rural Colombian population, right?
13:27How are they aging?
13:29Do they age better or worse than those who live in urban areas?
13:33So, that's in development, right?
13:36So, let's say there are many factors that lead to our brain, let's say,
13:40age them more quickly, lead to deterioration, and even dementia.
13:44How could we prevent it, right?
13:46Which was pretty much what you were telling me.
13:48I believe there are several factors.
13:50One is prevention, which can be done from a health perspective.
13:56That is, the care of cholesterol, triglycerides, and hormonal diseases.
14:01Because our entire system, remember that brain and body, mind and body, is one and the same.
14:08There is no division.
14:10So, to the extent that my mind or brain is unwell, my body is unwell, and vice versa, right?
14:16So, taking care of the entire hormonal aspect, taking care of the entire digestive system,
14:21of our cardiovascular and respiratory system.
14:26In fact, look, nowadays we know that there is a great deal of consistency between how our brain works,
14:31The heart and the gut, which is that gut-heart-brain axis, right?
14:36Everything is also very much regulated by breathing.
14:40In other words, everything is closely linked.
14:41So, taking care of those types of illnesses, of visual and auditory health,
14:46which has also been shown to lead to the worsening of impairments and dementias.
14:53On the other hand, beyond that part, let's say, the more physical and peripheral part,
14:59Well, there's the social aspect.
15:02In other words, we are, by nature, animals, gregarious, social,
15:07And isolation doesn't suit us well.
15:10And we often see that in older people.
15:14And that's because we left them all alone.
15:16They are not provided with company.
15:18You know, they don't get much stimulation.
15:21Because it is believed that suddenly they are no longer functioning properly.
15:24So what for? And no.
15:25They really need stimulation, to be part of a group,
15:30To be able to have a purpose in life, right?
15:33That I can do something meaningful, belong to a community.
15:36It's very important, isn't it?
15:38And to be able to engage in activities such as, for example, physical activity,
15:43whatever type the person is capable of performing,
15:46and mental activity,
15:48understood as readings, puzzles,
15:52Chess games, games that make you think, right?
15:57In other words, that's where we would start to see a lot of individual differences in each person.
16:01But let's say those are some of the ways in which we can,
16:07Let's say, what prevents or delays those markers.
16:12Because remember, the World Health Organization recommends it.
16:16Health is not the absence of disease.
16:19It is a combination of physical, social, and emotional well-being.
16:25So, if we take care of those three areas—physical, emotional, and social—
16:30Well, I think we could have better effects.
16:34No, I remember the findings of this consortium very well,
16:40because it was also the first,
16:42You were the first to understand this in Latin America,
16:46Because of course, brain age versus biological age,
16:51He had been very research-oriented in the Global North,
16:54in the so-called first world countries,
16:57But the social contexts of those people are of course very different.
17:03to the conditions we live in in Latin America.
17:06And I strongly associate it with the research he is leading,
17:10because the question that we even reported at the time
17:14that the researchers from that consortium had is,
17:16There is a difference in the brain age of Latin Americans
17:20versus those of the first world,
17:22But even within Latin America there are surely internal gaps.
17:26one of them, men, women, as you said,
17:31But I suppose there will be more to what you are currently researching.
17:37What is rural population, urban population?
17:39So I find those three points impressive and very valuable,
17:45stress, education and pollution,
17:49because they also talk to us about structural things,
17:52That is, multifactorial things,
17:54In other words, to take care of the brain we need changes
17:58that sometimes transcend the individual,
18:01I mean, of course, as individuals we can do a lot of things,
18:05But I also find it interesting because what you were saying is also in line with that.
18:09that the State and that we as a society have to strive for certain changes
18:14At a structural level, to improve, to close that gap a little, right?
18:18Yes, yes, especially because we are, let's say, in a much more youthful stage nowadays,
18:25We're the next generation of old people, aren't we?
18:27And from what I see and what I perceive,
18:32stress levels, speaking only of that topic, for example,
18:35They are increasing, that is, nowadays there is an increase in the paintings,
18:40For example, anxiety, depression, psychopathology,
18:44in teenagers, in very young people, right?
18:47Coping with stress is very difficult these days.
18:52In other words, everything throws us off balance, we live with constant stress day after day, right?
18:59And I think that's where a bit of that literacy is also needed.
19:04how to better relate to my mind,
19:08In other words, how to move from only looking outwards
19:12and being externalized to looking at myself, to looking inward,
19:17to be able to address the problems I have, right?
19:20To be able to understand, that's why there needs to be more information on this topic.
19:25How does stress occur, how does it work, right?
19:28And how can I handle it, because sometimes it's not very clear,
19:33Well, let's just say we're constantly stressed about everything.
19:36But the price we pay is very high.
19:38And if we understood it, perhaps we could think,
19:41Well, this isn't worth what my health is worth.
19:43In a world that is constantly stimulating stress, isn't it?
19:50Exactly.
19:51I also found that second point about education very interesting.
19:57As you said, it's not about having the title,
20:01And I thought that one of the consortium's conclusions at the time was
20:06which education also understood as stimuli for the brain, right?
20:11Constantly learn something new,
20:14daring to do something different in everyday life, right?
20:18And framing it in those terms where it's not necessarily
20:22So you have to go to university to study something.
20:25but simply challenge yourself to learn new things.
20:30Perhaps people can assimilate it much more in terms of what's important.
20:35That could be affecting your brain health, right?
20:38Of course, I believe that nowadays, with the technological boom
20:42It has caused great disturbances, hasn't it?
20:46Yeah.
20:46Because we don't know how to use it, and so on.
20:48There is a significant lack of internet literacy.
20:52artificial intelligence and so on,
20:54I also believe it protects us a lot.
20:56and that has brought us enormous benefits.
20:58One is that today you don't need to leave your house
21:01to be highly stimulated,
21:03Because on the internet you can browse wherever you want,
21:07You can learn piano, violin,
21:10You can read books,
21:12You can see how the world works in general,
21:16You can travel to other places and explore.
21:18In other words, nowadays we have many advantages,
21:23No?
21:23And for the population that does not have those facilities,
21:26That's where the call comes in to provide them with [the necessary resources].
21:29ways in which we can take care of that brain health.
21:33One of them is learning new things,
21:37whatever you like.
21:39It could be learning a musical instrument,
21:42It could be reading a book,
21:43It could be learning to embroider,
21:45It could be going for walks,
21:47You know?
21:48Because everything you are learning,
21:50Every time you face something new,
21:52such as designing this interview.
21:55You need to be paying attention,
21:57You need to know what you're going to ask.
21:58You've already planned it,
22:00and all of that causes your neurons,
22:02No?
22:02Make many more synapses.
22:04Synapse means when neurons,
22:06which are brain cells,
22:07They connect and strengthen each other,
22:10No?
22:10And as you have many more connections
22:13and many more synapses,
22:15Well, let's say you also have
22:16much greater brain plasticity,
22:20You're going to have a lot of health markers.
22:25So, any learning you do,
22:29one of the experiments that was shown
22:30In these studies, it is the protective factor.
22:33For example, from music, from dance,
22:37No?
22:37To be able to have that mind-body connection
22:40and let's say all that,
22:43artistic creation.
22:46We all have creativity in various forms.
22:49And that's where we have to learn.
22:51Well, let's exploit it.
22:53And the important thing is also in all those activities
22:55From enjoyment, I suppose, right?
22:56And from enjoyment.
22:57Yes, because that's another thing.
22:59Given the stress nowadays
23:01He is the one who guides our lives,
23:04everything we do today
23:06It is with suffering,
23:07with stress,
23:09With competitiveness, right?
23:11Because we are losing our way,
23:13that the competition is not with others,
23:15It's about ourselves, isn't it?
23:17And that's what's important in life
23:18It is possibly not the arrival
23:20because there's nowhere to go.
23:22The journey is what matters.
23:24that we are traveling through,
23:25In other words, enjoyment, right?
23:27This conversation between you and me, for example,
23:30It could be a time of extreme stress,
23:34as it could be a time
23:36Very enjoyable, right?
23:38That depends on each person.
23:39That's why it's so important
23:40the way we think
23:43And that, thinking the way you think,
23:46which is a metacognitive process,
23:49It is also a very protective factor
23:50And that's because the observer
23:52observe himself.
23:53Okay.
23:54In other words, you begin to observe,
23:55Well, Juan Diego, what are your thoughts?
23:58No?
23:59What thoughts are going through my mind?
24:01How to abstract oneself a little
24:02in the third person, facing one.
24:05Clear.
24:06Because we're very good at it.
24:08look at others.
24:09Clear.
24:09The behavior of others
24:11and judge others.
24:13But we almost never look at each other.
24:14to ourselves
24:15because obviously it's something
24:16much more complicated.
24:17Clear.
24:18And look, that's a cognitive function.
24:19very human
24:22that we almost didn't explode, right?
24:24How is that exploited?
24:26and how we can develop
24:27that metacognition
24:28And to think about it?
24:30One of them is developing
24:32The attention, right?
24:34Mindful attention.
24:36Returning to the present moment
24:38again and again
24:39and remind you where you are.
24:41It has to be something proposed, right?
24:42That it doesn't have to be
24:43to go on automatic,
24:45in quotation marks,
24:45It's much easier.
24:46It's much easier.
24:47and it is, let's say,
24:48that is the brain's default network.
24:50In fact,
24:51That's its name,
24:52Default Mode Network.
24:53Okay.
24:53And it is that network
24:55through which
24:57our brain
24:58He is always wandering,
24:59rambling, aren't you?
25:00The autopilot
25:01as such.
25:02But it's very good.
25:03train that muscle
25:05which is returning to the present,
25:07return to the present.
25:08What am I thinking?
25:09at the moment?
25:10No?
25:11What am I feeling?
25:12Because thoughts
25:13pretend
25:14They're like clouds, aren't they?
25:15The thoughts come,
25:17They are like clouds
25:17And they leave.
25:18And we almost never realize it
25:20not even
25:20that we are thinking.
25:22That doing it also
25:23I suppose that helps too.
25:24might help
25:25to control
25:26that first element
25:27That's what stress is, right?
25:28When one...
25:28What is stress?
25:29and that is arriving
25:30to processes of cognitive decline
25:32Because, look,
25:33There are five processes
25:34at least the basics
25:35in psychology.
25:36The first
25:37That's the feeling.
25:38The feeling
25:39is when a stimulus
25:40makes contact with you,
25:41be auditory,
25:42visual, tactile,
25:43olfactory.
25:44Then comes perception,
25:45that's when you perceive
25:46that stimulus.
25:47But then comes
25:48The attention, right?
25:50And after the attention
25:52Yes, it can be given
25:53the learning process
25:55and only when there is learning
25:57memory can be given,
25:58which is the one that is seen
25:59so affected.
26:00That is to say,
26:01memory will not exist
26:02without learning
26:03And it won't exist
26:04without attention.
26:05So,
26:05Perhaps the attention
26:06It's something
26:07to what we
26:08We could start training.
26:10As?
26:11It's always available to you,
26:13No?
26:13One of those ways
26:15For example,
26:15connect with your breath,
26:17which always happens
26:18currently,
26:19that always connects us
26:21with what we have now.
26:22Because evolutionarily
26:23We are made.
26:25Our brain
26:25It is designed
26:26to always go
26:27towards the past
26:28and towards the future.
26:30No?
26:30And why is it designed this way?
26:32Because when the brain
26:33It goes towards the past
26:34It allows me to remember
26:36what did I do right
26:36and what not
26:37so as not to repeat it
26:37in the future
26:38and be able to survive.
26:39And in the future
26:40It allows me to be able to foresee
26:42all scenarios
26:43possible
26:43that they could pass on to me.
26:45Hardly ever
26:45We see them as positive.
26:47Almost all of them are
26:47Traumatic, aren't they?
26:48And the most curious thing
26:50It's that of all
26:50those scenarios
26:51hardly ever
26:52none of them come true,
26:54No?
26:55So,
26:55It's a way,
26:56let's say,
26:57evolutionary
26:58that the brain has
26:59to protect oneself
27:00and to survive,
27:02No?
27:02However,
27:03when you are not
27:04aware of that,
27:06No?
27:06Obviously that comes
27:07with our biology,
27:08But when you are not
27:09aware of that,
27:10Life passes you by
27:11back and forward,
27:12past and future.
27:13And the question is
27:14When were you
27:15in the present?
27:16That was the only thing
27:17that existed
27:18because the past
27:19He's already gone.
27:20The interview
27:21that you did
27:22a while ago
27:22It no longer exists.
27:23Clear.
27:24And what are you going to do?
27:25Not this afternoon either.
27:26At the moment
27:27only exists
27:28this moment.
27:30So,
27:30that power to connect us
27:32with what we have now
27:32He is very protective.
27:33And you can do it
27:35whenever,
27:36as you walk,
27:37while you brush your teeth
27:37the teeth,
27:38while you bathe,
27:40developing,
27:41For example,
27:41behaviors such as
27:42When you're with your family,
27:44You are with your family.
27:45when you are
27:46in an interview,
27:47You're in an interview.
27:48There's no reason to
27:49thinking
27:49at lunch.
27:50When I'm having lunch,
27:52I'm having lunch.
27:53So,
27:53are ways in which
27:54we can go
27:55training attention
27:58so that she herself
27:59be responsible for protecting
28:00both learning
28:02like memory
28:03and therefore,
28:04the greater,
28:05Let's say it,
28:06synaptic plasticity,
28:08It will also happen
28:09much more
28:09cognitive flexibility.
28:10That tension also
28:12that is so subjugated today
28:15to the need
28:15of this multitasking
28:16and that one is
28:17at a moment
28:19But stay tuned.
28:20As for the rest,
28:20stay tuned
28:21about the other thing,
28:22the internet connection,
28:23digital,
28:24that have great tools
28:26As you were saying,
28:27but also
28:28has led people
28:29like being
28:30hyperconnected
28:31in a thousand things.
28:32Yeah,
28:33And you, you who I know
28:33a very important topic
28:34also to leave
28:35clarity
28:36and it is
28:37multitasking
28:39It is based on something
28:41which is like
28:41called
28:41divided attention,
28:43No?
28:44Multitasking,
28:44That doesn't exist.
28:47It's a neuromyth,
28:49because what it does
28:50our system
28:51attention
28:52It's about going from one task to another
28:53to another jumping.
28:55One might believe
28:56What am I doing?
28:57both things at the same time,
28:58No?
28:58That I am lending
28:59attention and I am
29:00on WhatsApp
29:00or am I,
29:01What do I know?
29:02doing two tasks
29:03simultaneously.
29:04That can't be done.
29:06No?
29:07What my system does
29:08attentional is
29:09go to what I'm doing
29:10paying attention there,
29:12I'll come back to my phone later.
29:13there, here.
29:13And it disconnects
29:14of what it leaves behind.
29:15Clear,
29:15because there are microseconds
29:18in which I am
29:19breaking between that
29:20And this.
29:21In the end,
29:21What remains of that?
29:22Nothing.
29:23Because?
29:23Because I couldn't
29:25pay attention
29:25not even that,
29:26nor to this,
29:27because I'm torn,
29:29TRUE?
29:29There was no learning,
29:31Therefore, there was no memory.
29:32That's why there are none left.
29:33memory traces
29:34no trace.
29:35And it generates more stress.
29:36I also suppose
29:37not appearing to be online
29:38to none of the things
29:39that one feels
29:41and has the need
29:42of being connected.
29:43Exactly.
29:44And very interesting.
29:45And that third element
29:47that you were talking about
29:48also that it is the one about pollution
29:50which I also think
29:51very valuable
29:53because he already speaks
29:54of something structural
29:55and that perhaps
29:57it doesn't depend so much anymore
29:58of us,
29:59But if you send a message
30:00to the State
30:01and to the structural
30:02that prevention is necessary,
30:05that in that process
30:06prevention
30:07of dementia
30:07We must also think
30:08in the environment.
30:09That's what I understand.
30:10It was also a
30:11discovery
30:12relatively recent
30:13that pollution
30:14in the environment
30:15It has so much to do with it
30:15with brain health.
30:17Clear,
30:17It's very recent
30:19and it has a lot to do with it
30:20And it makes sense.
30:21because, let's say
30:22which unfortunately
30:24here sometimes
30:25we didn't stop
30:27the problems
30:28on time
30:28but already
30:29Then it's time to begin.
30:30to discuss,
30:31to deal
30:32when already
30:32the bomb
30:33It came loose.
30:35It would be much cheaper
30:37even for governments
30:38prevent
30:40and not arrive
30:41at those costs
30:42so high
30:42when most
30:43of the population
30:44be in states
30:45of deterioration
30:46and dementia
30:46what it will mean for him
30:48and it supposes
30:49high costs
30:50to the State
30:51and one of those
30:52It's pollution.
30:53and it is the way
30:54For example
30:55in how we treat
30:56the garbage
30:56that which is not given attention
30:58recycling
30:59polluted air
31:01all the
31:02let's say
31:03the substances
31:04that they throw
31:04certain vehicles
31:05because in the end
31:08all
31:08that we
31:09we do
31:09non-stop
31:10moment by moment
31:11of the few
31:13things we do
31:13what our system does
31:14autonomic nervous system
31:16It's breathing
31:18and we
31:18we breathe
31:19because the air
31:20that is available
31:22so
31:22if we don't take care
31:23the air
31:24that we are breathing
31:25And that's what's going to happen.
31:26to our lungs
31:27And that's what's going to happen.
31:28to the bloodstream
31:29and in the end
31:30what do you receive
31:31the brain
31:31let's say
31:32as food
31:33that
31:33oxygen
31:34glucose
31:36glucose
31:36what does it tell us?
31:37another clue
31:38No?
31:38oxygen is
31:39what oxygen
31:40It's coming
31:41TRUE?
31:42and the other one is
31:44glucose
31:45then here it comes
31:45another part
31:46that we didn't talk about it
31:47and that has been shown
31:47which is very important
31:48the diet
31:50one thing
31:51that's when the brain
31:52The glucose reaches him
31:53product of a Coca-Cola
31:54with a
31:55with a package
31:57of
31:57I don't know
31:58of potatoes
31:59or whatever
31:59and one other thing
32:01This is when glucose
32:02for example
32:03of a good protein
32:04and some good vegetables
32:05No?
32:06then there too
32:07I think that
32:07there is a process
32:09psychoeducation
32:10What will it be?
32:10very important
32:11more because
32:12all this
32:14It is part of
32:15of a percentage
32:16very big
32:17from you
32:18surely
32:18He has it
32:19very light
32:19but the WHO
32:20It speaks of a percentage
32:22very big
32:22from WHO
32:23that can
32:23prevent
32:24Yeah
32:25Imagine
32:25It's more
32:26of the
32:2645%
32:30so
32:31clear
32:31That's where
32:31would enter
32:32let's say
32:33would enter
32:33like all
32:34these campaigns
32:35literacy
32:36of education
32:38of the importance
32:39to eat well
32:40No?
32:41of the importance
32:42to take care
32:43our digestive system
32:44the microbiota
32:45the importance
32:46to take care
32:47the air
32:47that we breathe
32:48of the activity
32:49physics
32:50because everything
32:51is closely related
32:52No?
32:52of the management
32:53stress
32:53as we have discussed
32:55to be able to stimulate
32:57our brain
32:58that is to say
32:58no
32:58not everything
32:59For example
32:59the internet
33:01because nowadays
33:02you look
33:03with the languages
33:03programming
33:04and so on
33:05nowadays
33:05there's no need
33:06think
33:07clear
33:07nowadays
33:08if you are looking
33:09on the internet
33:09You'll find it there.
33:10all
33:10then the point
33:12It is also
33:12how can we
33:14relate better
33:15yet
33:15that is to say
33:16that word
33:17I like
33:18because I believe
33:18that the problem
33:19it's not
33:19nor AI
33:20nor the internet
33:21nor the package
33:22of potatoes
33:23nor Coca-Cola
33:24the problem
33:25is the relationship
33:26the problem
33:27It's not the whiskey
33:28is the relationship
33:29that I have
33:30with everyone
33:31those stimuli
33:32whole
33:32what weapon
33:33whole
33:34what weapon
33:34that much
33:34I consume it
33:35how often
33:37because
33:37I consume it
33:38so
33:39that relationship
33:40It is very important
33:41clear
33:42We're talking
33:43In addition to all this
33:44because
33:45many
33:45many of the cases
33:47of dementia
33:49or deterioration
33:50cognitive
33:51are associated
33:51to that gap
33:52aging
33:53cerebral
33:53and there
33:55thinking
33:57in that
33:58in that gap
33:59and
34:00and how
34:01we can modify
34:02the brain
34:02I wanted to ask you
34:03because it seems to me
34:04also a message
34:06pretty
34:06And that's because
34:07the brain
34:07It's an organ too
34:08that
34:09can
34:10well
34:11recover
34:12It is an organ
34:12that
34:13I don't know
34:14if I
34:15at the moment
34:16my biological age
34:17It's 30
34:18and my brain
34:18He is 35 years old
34:20and I begin
34:20to change
34:21my style
34:22life
34:22diary
34:22can
34:23close a little
34:24that gap
34:25No?
34:25Yeah
34:26Juan Diego
34:26so
34:27as
34:27how were we
34:28talking
34:28those changes
34:29are reversible
34:31that is to say
34:32there is another concept
34:33very important
34:34here
34:34I'll try
34:36to introduce it
34:37in a way
34:37very simple
34:38which also
34:38It's epigenetics
34:40epigenetics
34:42in a way
34:43as well as
34:44very wide
34:45Those are the changes
34:46that carry
34:49to changes
34:50in reading
34:51of our DNA
34:52product of our
34:54experiences
34:54with the environment
34:55that is to say
34:56us
34:56not only
34:57we come
34:59governed
34:59on that side
35:00DNA
35:01and genetics
35:02but the environment
35:03You can modify it
35:04do not modify DNA
35:06but reading
35:07We have to do
35:08much clarity
35:09No?
35:10And what does that mean?
35:11that if we
35:12we have environments
35:13impoverished
35:14TRUE?
35:15well let's say
35:16that all this
35:17it will tend
35:17to get worse
35:18that is to say
35:19impoverished
35:20impoverished
35:21in many ways
35:21No?
35:22you can have
35:23big money
35:24and have an environment
35:25mental
35:26very impoverished
35:27you can have
35:29very few
35:29economic resources
35:32and a lot
35:33enrichment
35:33mental
35:34No?
35:35if you know
35:36find
35:36the stimuli
35:37suitable
35:38For example
35:38with reading
35:39with sport
35:40with the good ones
35:41habits
35:42feeding
35:43with stimulating
35:45your brain
35:45in many ways
35:46learn
35:46an instrument
35:47I don't know
35:48There are many ways
35:49No?
35:50and likewise
35:51like the environment
35:52can change us
35:53Let's say it
35:54for the worse
35:55He can too
35:56do for good
35:57that is to say
35:58if you start
35:58to have an environment
35:59enriched
36:00an environment
36:01where you supply
36:03to your body
36:04and your brain
36:06stimuli
36:06enriching
36:07TRUE?
36:08that add up
36:09decrease
36:10alcohol
36:10tobacco
36:12Well, that's true.
36:12the cigarette
36:13Besides, that's true.
36:14is totally
36:15out of the question
36:17because it causes us
36:18a lot of damage
36:20well too
36:21You can begin
36:22to improve
36:23plasticity
36:24of your brain
36:25that is to say
36:25flexibility
36:26cognitive
36:27which is something
36:28that is seen
36:28very deteriorated
36:29when we don't have
36:31all these stimuli
36:32let's say
36:33that enrich us
36:35a sample
36:37that also
36:37Your brain is functioning properly.
36:38and that you can
36:39start making changes
36:40that's when you notice
36:41that you are
36:41a person
36:42more flexible
36:44You know?
36:45and that allows
36:46that you arrive
36:46in old age
36:48far better
36:48there is a tree
36:49What is bamboo?
36:50I don't know if you
36:51You've seen it
36:52bamboo
36:53It has some stems
36:54very long
36:54No?
36:55and bamboo
36:56It has something very interesting
36:57And that's because he has
36:58that capacity
36:58that the trunk
36:59It can be moved
37:01It is flexible
37:02that is to say
37:03that when they come
37:04the storms
37:05and so on
37:05He goes to one side
37:07and goes towards the other
37:08but never
37:09It almost never breaks
37:10for that same reason
37:11flexibility
37:11What's wrong with him?
37:12to a rigid tree?
37:13It breaks very easily.
37:15No?
37:16And that's exactly it.
37:17It happens to our brain
37:18so
37:18let's say that
37:20stimulate flexibility
37:21It is also a form
37:23self-care
37:24that resilience
37:25No?
37:25that resilience
37:26that can be built
37:27exactly
37:27But that's also
37:28It's a message
37:29very important
37:29also
37:30in terms
37:31that there is time
37:32that there is always time
37:33to begin
37:35to assume
37:36and to adapt
37:39these habits
37:41from those of us who have come
37:42talking
37:43manage stress
37:44stimulate the brain
37:45through education
37:47of any kind
37:47of education
37:48and try to
37:49of course
37:51stop doing everything
37:52quit smoking
37:53to drink
37:54and so on
37:54but also
37:55do physical activity
37:57and so on
37:58so
37:58like doing that
37:59whenever
38:01of life
38:01is valuable
38:02and do it
38:03earlier
38:04that late
38:05It is much more valuable
38:06because it allows
38:07prevent
38:09all this type
38:10of dementia
38:10and I join it a little
38:12with something that you
38:13I said at the beginning
38:14and it is
38:15guarantee autonomy
38:16or try to guarantee
38:17autonomy
38:18in a lifetime
38:20which fortunately
38:21it is getting longer
38:22because, well, also
38:23when we talk
38:24aging
38:27it is often forgotten
38:29which might be a success
38:29public health
38:30No?
38:30so that we are living
38:31further
38:32It's a success
38:33of the vaccines
38:34from a lot
38:35of developments
38:37in health
38:37that we have achieved
38:38but it implies
38:39some additional challenges
38:40precisely
38:41what you were saying
38:41at first
38:42The challenge already
38:43It's not about living longer
38:44but to live through those years
38:45better
38:46and with autonomy
38:47clear
38:48Yes, because
38:49not only
38:50is to exist
38:51No?
38:52the idea is that we
38:53we can live
38:54really
38:55No?
38:56so
38:58perhaps one of the parents
38:59of neuroscience
39:00which was
39:01Don Santiago Ramón
39:02and Cajal
39:02he was talking
39:03about what
39:03every man
39:04He can be an architect
39:06of his own brain
39:07if he sets his mind to it
39:09that is to say
39:10It's never too late
39:11daily
39:12It's a new opportunity
39:14for a start
39:15to contribute
39:17pimples and more pimples
39:18to that future self
39:19that in the end
39:20That's what matters
39:21No?
39:21And that's because I'm doing
39:22me today
39:23because of that future self
39:25How do I want to get there?
39:27there
39:27in my old age
39:29For example
39:29if I even make it
39:30and how it is built
39:32that old age
39:33let's say
39:34longed for
39:35and in the best way
39:36with what is done
39:36day by day
39:37that is to say
39:38There's no need to wait
39:38to be 60 years old
39:39to think about my old age
39:41No
39:41every day
39:42we are getting old
39:43from the moment we are born
39:45so
39:45What am I contributing?
39:47me every day
39:48to that future well-being?
39:49I think that's it
39:50very important
39:51Dr. Lisset
39:52thank you so much
39:53for these minutes
39:53we were left with them
39:54many topics
39:56there
39:56without touching
39:58because
39:59brain health
39:59It's an endless topic.
40:00and with a lot of passion
40:02But I thank you
40:03These minutes are a lot.
40:04and surely
40:05We will have it again
40:05this way
40:06of course
40:07thanks a lot
40:21bye
40:22bye