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WELCOME TO DAY 2 OF OUR WORKSHOP

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ADVANCING SCIENCE OF AGGRESSION 

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ACROSS SPECIES DISCIPLINES. 

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I WOULD LIKE TO WELCOME YOU T Y

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THE WORKSHOP AND TAKE A FEW 

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MINUTES TO GO OVER A FEW THINGS 

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FOR THOSE THAT WERE NOT WITH US 

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YESTERDAY AND QUICK REMINDER FOR

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THOSE THAT WERE.  NEXT SLIDE, 

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PLEASE. 

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WE HAVE HERE PUT TOGETHER WHAT 

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WE ARE CALLING A HUB AND SPOKE 

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WORKSHOP.  AS WE ALL KNOW, 

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AGGRESSION IS A TOPIC OF 

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RELEVANCE ACROSS A NUMBER OF NIH

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INSTITUTES AND CENTERS AND 

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OFFICES WITH IMPLICATIONS ACROSS

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DISEASES AND DISORDERS AS WELL 

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AS ACROSS THE LIFE COURSE AND WE

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WANT TO BETTER UNDERSTAND A 

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CENTRAL TOPIC HERE AND ARE 

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EXAMINING IT FROM SEVERAL 

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DISCIPLINARY ANGLES BRINGING 

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TOGETHER ANIMAL AND HUMAN 

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RESOURCES COMING FROM 

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EVOLUTIONARY BIOLOGY 

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NEUROSCIENCE AND -- 

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COMMUNICATION BETWEEN THEM IS 

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INFREQUENT AND DIFFICULT DUE TO 

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CHALLENGES WITH TAXONOMIES AND 

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MEASURE.  AND HAVE CERTAINLY 

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HEARD ABOUT THAT AND FOSTERING 

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ACROSS SDMRINARY DIALOGUE AND 

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IDENTIFYING BARRIERS AND 

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POTENTIAL SOLUTIONS TO MOVE THIS

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RESEARCH FORWARD TO INFORM 

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INTERVENTION DEVELOPMENT AND 

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IDENTIFYING OPPORTUNITIES FOR 

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USE INSPIRED BASIC RESEARCH AND 

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WE FINALLY HOPE TO IDENTIFY 

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RESEARCH GAPS AND OPPORTUNITIES 

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IN SCIENCE OF AGGRESSION AND 

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HEALTH AND PREVENTION AND 

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ASSESSMENT AND TREATMENT.  

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KEEPING SCOPE OF DISCUSSIONS 

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MANAGEABLE IN TIME WE HAVE WE 

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WILL FOCUS ON BASIC MECHANISMS 

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OF AGGRESSIVE BEHAVIOR DIRECTED 

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TOWARDS OTHERS AND EXTENSIVE 

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DISCUSSION OF VICTIMS OF 

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AGGRESSION AND HOPE THAT THE 

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WORKSHOP WILL SEEK FURTHER 

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DISCUSSION ON TOPICS AND NEW 

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OPPORTUNITIES TO CATALYZE 

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RESEARCH IN THIS AREA. 

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NEXT SLIDE, PLEASE. 

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I WANT TO TAKE A MOMENT TO THANK

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THE PLANNING COMMITTEE WE HAVE 

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REPRESENTATIVES OF 12 INSTITUTE 

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CENTERS AND OFFICES ACROSS NIH 

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HIGHLIGHTING THE BREADTH OF 

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INTEREST IN THIS TOPIC AND HUGE 

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THANK YOU TO TERRY MOV ET AND 

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[INDISCERNIBLE]. 

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BEFORE WE BEGIN I WANT TO 

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HIGHLIGHT THEMES THAT CAME FROM 

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DISCUSSIONS AND THEMES YESTERDAY

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AND DIALOGUES WILL CONTINUE IN 

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SESSIONS COMING UP AND IN 

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BREAKOUT GROUPS. 

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FIRST, WE HEARD A LOT ABOUT THE 

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NEED TO CONTINUE TO CREATE MORE 

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OPPORTUNITIES TO CONTINUE THIS 

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FRUITFUL DIALOGUE BETWEEN HUMAN 

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AND ANIMAL AGGRESSION 

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RESEARCHERS AROUND CHALLENGES 

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SUCH AS MODELING COMPLEXITIES OF

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HUMAN AGGRESSION AND DIVERSE 

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ORGANISMS AND THINKING ABOUT USE

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OF OBJECTIVE TAXONOMIES OF 

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BEHAVIOR THAT COULD BE APPLIED 

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ACROSS HUMANS AND ANIMALS AND IN

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ADDITION SPENT A GOOD AMOUNT OF 

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TIME TALKING ABOUT SEX AS A 

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BIOLOGICAL VARIABLE AS WELL AS 

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GENDER AND AGGRESSIVE BEHAVIORS 

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THINKING ABOUT HOW FEMALE 

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AGGRESSION MIGHT BE DIFFERENT IN

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WAYS BOTH IN TYPE OR CONTEXT IN 

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HUMANS OR ANIMALS AND FINALLY 

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THERE WAS DISCUSSION ABOUT THE 

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NEED FOR IMPLEMENTATION SCIENCE 

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APPROACHES TO REALLY ADDRESS 

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IMPORTANT ISSUES AROUND 

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SCREENING AND INTERVENTION 

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UPTAKE AMONG THOSEMO RISK AND I 

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ISSUES OF STIGMA, FEASIBILITY 

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AND ADAPTABILITY SO 

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EVIDENCE-BASED TREATMENTS THAT 

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CAN EXIST CAN BE ADJUSTED AND 

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STREAMLINED TO FIT VERY REAL 

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BARRIERS AND CHALLENGES FOR 

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THOSE IN MOST NEED OF THEM. 

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WE WILL HAVE THIRD AND FINAL 

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PANEL ON DISTINGUISHING ADAPTIVE

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TYPICAL AGGRESSION FROM 

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PATHOLOGICAL AGGRESSION ACROSS 

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THE LIFE COURSE AND AFTER PANEL 

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3 AT 3:15 WE WILL END PUBLIC 

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PORTION OF THE VIDEO CAST AND 

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FOR THOSE ON ZOOM WE WILL TAKE A

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15 MINUTE BREAK AND RECONVENE AT

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3:30 TO BE PLACED IN BREAKOUT 

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ROOMS AND FINAL DISCUSSIONS AND 

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THEN A FINAL WRAP-UP FOR THE 

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DAY.  NEXT SLIDE, PLEASE. 

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FOR THOSE ON VIDEOCAST, REMINDER

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YOU ARE ABLE TO SUBMIT QUESTIONS

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LIVE AND WILL SCROLL TO THE 

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BOTTOM OF THE VIDEOCAST AND FIND

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AND CLICK ON SEND LIVE FEEDBACK 

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BUTTON AND PUT NAME AND E-MAIL 

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AND HIT SEND MESSAGE AND WILL 

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COLLECT THEM AND PASS TO 

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MODERATORS TIME PERMITTING AND I

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THINK WITH THAT I WOULD LIKE TO 

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WELCOME EVERYONE AND LOOK 

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FORWARD TO AN EXCITING DAY 2.  I

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WILL NOW HAND IT OFF TO COURTNEY

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SIMMONS WHO WILL MODERATE OUR 

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FIRST KEYNOTE PANEL. 

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>>HI, EVERYONE.  I'M
COURTNEY 

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SIMMONS AND POST DOC AT YALE 

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UNIVERSITY AND INCOMING 

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ASSISTANT PROFESSOR AT ARIZONA 

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STATE AND WELCOME TO THE KEYNOTE

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SESSION ON ETHICAL AND LEGAL 

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ISSUES OF AGGRESSION RESEARCH.  

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I WILL BE YOUR MODERATOR AND 

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DISCUSSANT FOR THIS SESSION.  AS

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NOTED IN OTHER SESSIONS DESPITE 

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PERVASIVENESS AND MASSES OF 

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SOCIAL AND SOCIETAL COSTS 

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ASSOCIATED WITH AGGRESSION THAT 

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HISTORICALLY ISLY UNDERSTUDIE 

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TOPICPARED TO MENTAL HEALTH 

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DISORDERS AND SYMPTOMS AND ONE 

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REFERRED TO AGGRESSION RESEARCH 

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AS POOR RELATIVE MENTAL HEALTHL 

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DISORDERS REFERRING TO AMOUNT OF

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ATTENTION AND FUNDING LOTS OF 

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AGGRESSION RESEARCH AND RESEARCH

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ON RELATED DISORDERS AND YOU ARE

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LIKELY AWARE THERE HAS BEEN 

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INCREASE INTEREST IN CONDUCTING 

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AND SUPPORTING RESEARCH ON 

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AGGRESSION INORM OF GUN 

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VIOLENCE AND FIREARM USE AND IN 

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LIGHT OF RECENT AND INCREASED 

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INTEREST TO WHAT EXTENT 

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RESEARCHERS SHOULD BE AWARE OF 

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OR ENGAGE WITH ETHICAL OR 

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SOCIETAL IMPLICATIONS OF THEIR 

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WORK. 

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WE ARE LUCKY TO HAVE TWO KEYNOTE

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SPEAKERS THAT WILL HIGHLIGHT KEY

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ETHICAL AND SOCIETAL 

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IMPLICATIONS OF REGRESSION 

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RESEARCH AND FIRST ANIMAL 

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RESEARCH AND PROBLEMATIC WAYS IT

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IS APPLIED TO UNDERSTANDING 

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HUMAN AGGRESSION AND HOW WORK IS

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CONDUCTED IN A MORE ETHICAL AND 

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LESS HARMFUL WAY AND DR. FISCHER

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DISCUSSING CONCERNS AROUND 

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AGGRESSION AND RESEARCH IN 

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HUMANS AND HOW IMPORTANT 

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RESEARCH CAN BE DONE ETHICALLY 

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AND RESPONSIBLY AND AFTER THEY 

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ARE DONE, I WILL COME BACK 

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TOGETHER FOR A BRIEF DISCUSSION 

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AND TAKE QUESTIONS FROM THE 

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AUDIENCE. 

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WITH THAT, I WILL TURN IT OVER 

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TO DR. JOHNSON. 

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THANK YOU, COURTNEY. 

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THANK YOU FOR INVITING ME TO 

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THIS REALLY FASCINATING 

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WORKSHOP. 

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IT HAS BEEN SO INTERESTING AND 

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INFORMATIVE TO HEAR ABOUT 

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MULTI-DISCIPLINARY PERSPECTIVES.

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NEXT SLIDE. 

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I HAVE NOTHING TO DISCLOSE.  

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NEXT SLIDE. 

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PLAN IS TO BRIEFLY DISCUSS 

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SEVERAL KEY ETHICAL CONCERNS 

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RELATED TO NEUROSCIENTIFIC 

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AGGRESSION IN ANIMALS AND 

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RELATION TO HUMANS INCLUDING 

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CONCERNS ABOUT ECOLOGICAL 

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VALIDITY AND TRANSLATIONAL 

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SCIENTIFIC ETHICAL.  SOME  BOTH

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POTENTIAL ISSUES WITH GOALS OF 

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RESEARCH THAT INCLUDE BOTH 

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ETHICAL AND SOCIAL RISKS AND 

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PROVIDE SOME SUGGESTIONS FOR 

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WAYS TO MOVE FORWARD WITH 

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RESPONSIBLE RESEARCH.  NEXT 

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SLIDE.  ONE THING WE KNOW THAT 

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HAS BEEN DISCUSSED AT LENGTH IN 

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WORKSHOP SO FAR IS VILE EVENS 

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AGGRESSION AND ANTISOCIAL 

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BEHAVIORS IN HUMANS ARE 

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MULTIFACTORIAL AND INVOLVE 

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COMPLEX INTERACTIONS AND RISK 

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FA FOR DYSFUNCTIONAL 

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AGGRESSIVE BEHAVIORS HAVE BEEN 

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IDENTIFIED INCLUDING GENETIC 

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BIOLOGICAL PHYSIOLOGICAL FACTORS

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APPARENT NEUROCORRELATES AND 

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PSYCHOLOGICAL AND ENVIRONMENTAL 

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RISK FACTORS AND LAST CATEGORY 

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INCLUDES A DIVERSE ARRAY OF 

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ENVIRONMENTAL INFLUENCES 

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INCLUDING SOCIOECONOMIC STATUS 

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AND EDUCATIONAL ACCESS AND 

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HEALTHCARE ACCESS AND EARLY 

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CHILDHOOD EXPERIENCES AND 

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EXPERIENCES OF TRAUMA AND MOST 

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COMPLEXIBLE CULTURE.  WE HAVE 

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MENTIONED SEVERAL TIMES IN THE 

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LAST COUPLE DAYS, THERE HAS BEEN

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A LOT OF DISCUSSION IN THE US 

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AND LAST FEW YEARS ABOUT GUN 

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VIOLENCE AND ROLE OF GUN CULTURE

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AS ONE EXAMPLE. 

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CULTURE INFLUENCES AGGRESSION IN

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NUMEROUS WAYS INCLUDING BY 

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GENDERING AGGRESSION AND 

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PENALIZING ACTS OF AGGRESSION 

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AND TOLERATING OR APPROVING OF 

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OTHERS AND MOST DIFFICULT AND 

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MOST IMPORTANT QUESTIONS THAT 

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RELATE TO THE INTERACTIONS OF 

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ALL THESE VARIOUS FACTORS. 

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NEXT SLIDE. 

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WITH THAT IN MIND, IT SHOULD BE 

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EVIDENT THAT THERE ARE CONCERNS 

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ABOUT EBBING LOGICAL VALIDITY OF

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ANIMAL STUDIES ON AGGRESSION 

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WHEN KEPT IN CONTROLLED AND 

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UNNATURAL ECOLOGICALLY 

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INAPPROPRIATE ENVIRONMENTS WITH 

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INDUCED STRESSORS THEY CAN'T 

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ESCAPE OR CONTROL THIS IS UNLIKE

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MANY REAL-WORLD SETTINGS HUMANS 

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LIVE IN.  ANIMAL STUDIES CAN'T 

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REPLICATE HUMAN ENVIRONMENTS AND

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AGGRESSION IN NON-HUMAN ANIMALS 

261
00:10:10,600 --> 00:10:13,280
IS AS COMPLEX AS IT IS IN HUMANS

262
00:10:13,280 --> 00:10:16,480
AND AS IT IS IN HUMANS CAN BE 

263
00:10:16,480 --> 00:10:17,960
FUNCTIONAL AND DYSFUNCTIONAL 

264
00:10:17,960 --> 00:10:19,080
INVOLVING MANY OF THE MULTITUDE 

265
00:10:19,080 --> 00:10:22,680
OF VARIABLES THAT WE FIND 

266
00:10:22,680 --> 00:10:24,720
IMPLICATED IN HUMAN AGGRESSION 

267
00:10:24,720 --> 00:10:27,080
AND INCLUDING GENETIC 

268
00:10:27,080 --> 00:10:28,280
NEUROBIOLOGICAL AND 

269
00:10:28,280 --> 00:10:29,600
ENVIRONMENTAL AND CULTURE. 

270
00:10:29,600 --> 00:10:32,360
IT IS REASONABLE TO INFER THAT 

271
00:10:32,360 --> 00:10:34,000
AGGRESSION OBSERVED IN LAB 

272
00:10:34,000 --> 00:10:35,840
SETTINGS MIGHT BE FUNDAMENTALLY 

273
00:10:35,840 --> 00:10:37,480
DIFFERENT FROM AGGRESSION IN 

274
00:10:37,480 --> 00:10:39,360
ANIMALS NOT SO CONSTRAINED. 

275
00:10:39,360 --> 00:10:41,520
FROM THAT, WE MIGHT ALSO INFER 

276
00:10:41,520 --> 00:10:43,600
THAT IDENTIFIABLE 

277
00:10:43,600 --> 00:10:45,160
NEUROCORRELATES IN ANIMALS MAY 

278
00:10:45,160 --> 00:10:48,240
ALSO BE FUNDAMENTALLY DIFFERENT.

279
00:10:48,240 --> 00:10:49,640
THIS DISCONNECT BETWEEN 

280
00:10:49,640 --> 00:10:51,480
DYSFUNCTIONAL ANIMAL AND HUMAN 

281
00:10:51,480 --> 00:10:53,720
BEHAVIOR HAS BEEN NOTED IN OTHER

282
00:10:53,720 --> 00:10:56,080
AREAS OF NEUROPSYCHIATRIC 

283
00:10:56,080 --> 00:10:58,800
RESEARCH FOR EXAMPLE. 

284
00:10:58,800 --> 00:11:00,520
NEUROSCIENTIST STEVE WHO IS THE 

285
00:11:00,520 --> 00:11:03,520
FORMER DIRECTOR OF NIMH SAID 

286
00:11:03,520 --> 00:11:05,120
THIS ABOUT ADDICTION RESEARCH 

287
00:11:05,120 --> 00:11:07,160
AND ALTHOUGH SELF-ADMINISTRATION

288
00:11:07,160 --> 00:11:09,440
BY RODENTS PROVIDED IMPORTANT 

289
00:11:09,440 --> 00:11:11,000
INFORMATION IT IS DIFFICULT TO 

290
00:11:11,000 --> 00:11:13,400
ARGUE IT TRULY MODELS COMPULSION

291
00:11:13,400 --> 00:11:16,040
WHEN THE ALTERNATIVE IS TO 

292
00:11:16,040 --> 00:11:18,080
SELF-ADMINISTRATION THAT IS 

293
00:11:18,080 --> 00:11:21,000
SOLITUDE IN A SHOEBOX KANL. 

294
00:11:21,000 --> 00:11:22,040
SO, REDUCING THE FUNCTION OF 

295
00:11:22,040 --> 00:11:24,200
BRAIN STRUCTURES OR 

296
00:11:24,200 --> 00:11:25,320
NEUROCORRELATES THAT CAN MISS 

297
00:11:25,320 --> 00:11:27,560
THE TOTALITY OF FACTORS THAT 

298
00:11:27,560 --> 00:11:30,120
CONTRIBUTE TO AGGRESSION THAT IS

299
00:11:30,120 --> 00:11:33,240
FUNCTIONAL AND DYSFUNCTIONAL AND

300
00:11:33,240 --> 00:11:35,520
SORT OF A CASE OF MISSING THE 

301
00:11:35,520 --> 00:11:37,160
FOREST FOR THE TREES. 

302
00:11:37,160 --> 00:11:38,880
NEXT SLIDE.  GENERALIZATION OF 

303
00:11:38,880 --> 00:11:40,960
ANIMAL DATA TO HUMANS IS 

304
00:11:40,960 --> 00:11:42,040
ETHICALLY AND SOCIALLY 

305
00:11:42,040 --> 00:11:43,480
CONCERNING IN SEVERAL WAYS THAT 

306
00:11:43,480 --> 00:11:45,920
HAS TO DO WITH HOW THIS RESEARCH

307
00:11:45,920 --> 00:11:48,000
HAS BEEN AND STILL CAN BE 

308
00:11:48,000 --> 00:11:50,000
EXPORTED TO HUMANS AND THE 

309
00:11:50,000 --> 00:11:51,880
MEANING THAT IS ATTRIBUTED TO 

310
00:11:51,880 --> 00:11:52,280
IT. 

311
00:11:52,280 --> 00:11:56,480
SO, HISTORICALLY, SO-CALLED 

312
00:11:56,480 --> 00:11:59,920
RACIAL SCIENCE THAT MADE DIRECT 

313
00:11:59,920 --> 00:12:02,120
COMPARISONS BETWEEN NON-EUROPEAN

314
00:12:02,120 --> 00:12:04,320
HUMANS AND OTHER ANIMALS AND 

315
00:12:04,320 --> 00:12:05,960
ANIMALIZATION AND DEHUMANIZATION

316
00:12:05,960 --> 00:12:08,720
OF HISTORICALLY RACIALIZED AND 

317
00:12:08,720 --> 00:12:10,600
MARGINALIZED HUMANS HAD REALLY 

318
00:12:10,600 --> 00:12:12,560
SIGNIFICANT SOCIAL AND POLITICAL

319
00:12:12,560 --> 00:12:13,960
EFFECTS IN THE ENSLAVEMENT AND 

320
00:12:13,960 --> 00:12:16,880
IN GENOCIDE AND IN THE 

321
00:12:16,880 --> 00:12:17,880
INSTITUTIONALIZATION OF PEOPLES 

322
00:12:17,880 --> 00:12:19,600
WHO ARE PERCEIVED TO BE LESS 

323
00:12:19,600 --> 00:12:21,840
THAN HUMAN AND PEOPLE OF COLOR 

324
00:12:21,840 --> 00:12:24,520
AND DISABLED PERSONS AND PEOPLE 

325
00:12:24,520 --> 00:12:26,040
WITH PSYCHIATRIC ILLNESSES. 

326
00:12:26,040 --> 00:12:28,280
AS HUMANS, WE ARE STILL, I THINK

327
00:12:28,280 --> 00:12:30,720
IT IS FAIR TO SAY, LIVING WITH 

328
00:12:30,720 --> 00:12:33,280
THE PERVASIVE AND SYSTEMIC AND 

329
00:12:33,280 --> 00:12:35,520
INSTITUTIONALIZE THE EFFECTS OF 

330
00:12:35,520 --> 00:12:37,520
THAT DEHUMANIZATION. 

331
00:12:37,520 --> 00:12:39,040
WE STILL SOMETIMES TALK ABOUT 

332
00:12:39,040 --> 00:12:40,800
SOMEONE BEING LIKE AN ANIMAL OR 

333
00:12:40,800 --> 00:12:42,720
BEING A PREDATOR, WHICH IS TO 

334
00:12:42,720 --> 00:12:45,720
SAY IF NOT REALLY BELONGING TO 

335
00:12:45,720 --> 00:12:46,840
HUMANITY. 

336
00:12:46,840 --> 00:12:47,840
THE COMPARISON BETWEEN 

337
00:12:47,840 --> 00:12:50,160
RACIALIZED IMMIGRANTS AND 

338
00:12:50,160 --> 00:12:51,880
ANIMALS IS STILL A TROPE THAT IS

339
00:12:51,880 --> 00:12:55,000
USE THE IN AMERICAN POLITICAL 

340
00:12:55,000 --> 00:12:55,520
RHETORIC. 

341
00:12:55,520 --> 00:12:57,440
EVEN WITHOUT THESE SORT OF 

342
00:12:57,440 --> 00:13:00,080
BLATANT FORMS OF ANIMALIZATION, 

343
00:13:00,080 --> 00:13:01,920
POTENTIAL IS THERE FOR 

344
00:13:01,920 --> 00:13:04,000
DISCRIMINATION AND 

345
00:13:04,000 --> 00:13:04,680
STIGMATIZATION AGAINST THOSE 

346
00:13:04,680 --> 00:13:06,320
INDIVIDUALS OR POPULATIONS THAT 

347
00:13:06,320 --> 00:13:08,720
ARE IDENTIFIED AS AGGRESSIVE OR 

348
00:13:08,720 --> 00:13:11,000
HAVING THE BIOLOGICAL POTENTIAL 

349
00:13:11,000 --> 00:13:14,280
FOR AGGRESSIVE BEHAVIOR OR FOR 

350
00:13:14,280 --> 00:13:15,720
BEHAVING LIKE ANIMALS. 

351
00:13:15,720 --> 00:13:16,920
NEXT SLIDE.  

352
00:13:16,920 --> 00:13:20,840
SO, THIS RAISES CONCERNS ABOUT 

353
00:13:20,840 --> 00:13:21,920
NEUROREDUCTIONISM.  

354
00:13:21,920 --> 00:13:23,680
REDUCING COMPLEX HUMAN BEHAVIORS

355
00:13:23,680 --> 00:13:27,360
OR DISORDERS TO NEUROCORRELATES 

356
00:13:27,360 --> 00:13:29,600
THAT CAN FEED NEURODETERMINISM 

357
00:13:29,600 --> 00:13:32,200
AND IDEA THAT SOME PEOPLE ARE 

358
00:13:32,200 --> 00:13:33,640
FADED OR DETERMINED BY 

359
00:13:33,640 --> 00:13:35,600
FUNCTIONING OF THEIR BRAINS THAT

360
00:13:35,600 --> 00:13:41,080
IS A WILD OVERSIMPLIFICATION OF 

361
00:13:41,080 --> 00:13:43,560
HUMAN AGGRESSION OF COURSE AND 

362
00:13:43,560 --> 00:13:45,040
THEY ARE POWERFUL AND SEDUCTIVE 

363
00:13:45,040 --> 00:13:46,880
AND ETHICAL CONCERNS THAT ARISE 

364
00:13:46,880 --> 00:13:49,480
FROM THIS KIND OF 

365
00:13:49,480 --> 00:13:51,320
NEURODETERMINISM AND FALSE 

366
00:13:51,320 --> 00:13:52,960
POSITIVES CAN RISK PATHOLOGIZING

367
00:13:52,960 --> 00:13:54,360
BRAIN STRUCTURES AND FUNCTIONS 

368
00:13:54,360 --> 00:13:56,480
THAT MAY BE IN THE RANGE OF 

369
00:13:56,480 --> 00:13:58,960
NORMAL HUMAN VARIATION THROUGH 

370
00:13:58,960 --> 00:14:02,080
FALSE ATTRIBUTIONS OF SAY A 

371
00:14:02,080 --> 00:14:03,000
NEUROCORRELATE FOR AGGRESSION 

372
00:14:03,000 --> 00:14:05,640
AND RISKS NEURODETERMINISM AND 

373
00:14:05,640 --> 00:14:07,400
FATALISM ABOUT INDIVIDUALS AND 

374
00:14:07,400 --> 00:14:09,440
POPULATIONS WHO ARE IDENTIFIED 

375
00:14:09,440 --> 00:14:11,280
AS POSSESSING THOSE 

376
00:14:11,280 --> 00:14:12,440
NEUROCORRELATES. 

377
00:14:12,440 --> 00:14:13,960
OBVIOUSLY, THIS IS NOT JUST TRUE

378
00:14:13,960 --> 00:14:16,800
OF NEUROCORRELATES BUT OF 

379
00:14:16,800 --> 00:14:18,480
GENETIC OR SOCIAL RISK FACTORS 

380
00:14:18,480 --> 00:14:21,160
AS WELL WHEN ISOLATED FROM 

381
00:14:21,160 --> 00:14:22,560
COMPLEX BIOLOGICAL AND 

382
00:14:22,560 --> 00:14:24,040
ENVIRONMENTAL INTERACTIONS. 

383
00:14:24,040 --> 00:14:28,480
IT ALSO RISKS MEDICALIZING AND 

384
00:14:28,480 --> 00:14:39,040
PATHOLOGIZING AGGRESSION AND -- 

385
00:14:43,960 --> 00:14:46,080
THOSE RISK FACTORS ARE HARDER TO

386
00:14:46,080 --> 00:14:47,440
CONTROL OR FIX. 

387
00:14:47,440 --> 00:14:49,960
NEXT SLIDE. 

388
00:14:49,960 --> 00:14:52,320
SO, WE SHOULD INTERROGATE 

389
00:14:52,320 --> 00:14:54,080
THROUGH THE LENS OF JUSTICE AND 

390
00:14:54,080 --> 00:14:55,920
GOALS OF IDENTIFYING 

391
00:14:55,920 --> 00:14:57,760
NEUROLOGICAL CORRELATES OR RISK 

392
00:14:57,760 --> 00:14:59,560
FACTORS FOR AGGRESSION AND 

393
00:14:59,560 --> 00:15:01,360
ANTISOCIAL BEHAVIORS. 

394
00:15:01,360 --> 00:15:03,640
THESE ARE A COUPLE GOALS 

395
00:15:03,640 --> 00:15:04,720
DISCUSSED IF IN 

396
00:15:04,720 --> 00:15:06,640
MULTI-DISCIPLINARY LITERATURE ON

397
00:15:06,640 --> 00:15:08,840
POTENTIAL USES NOT JUST ON 

398
00:15:08,840 --> 00:15:10,040
NEUROCORRELATES BUT IDENTIFIABLE

399
00:15:10,040 --> 00:15:12,240
RISK FACTORS SO EARLY DETECTION 

400
00:15:12,240 --> 00:15:14,000
AND INTERVENTION FOR THOSE WITH 

401
00:15:14,000 --> 00:15:15,640
NEURAL RISK FACTORS. 

402
00:15:15,640 --> 00:15:17,800
HERE, WE CAN SEE THE POTENTIAL 

403
00:15:17,800 --> 00:15:20,080
FOR STIGMATIZATION AND 

404
00:15:20,080 --> 00:15:22,080
DISCRIMINATION THROUGH 

405
00:15:22,080 --> 00:15:23,560
NEURODETERMINISM AND FATALISM 

406
00:15:23,560 --> 00:15:26,520
ABOUT PARTICULAR INDIVIDUALS AND

407
00:15:26,520 --> 00:15:27,680
THIS POSSIBILITY THAT A CHILD 

408
00:15:27,680 --> 00:15:29,920
WITH NEUROCORRELATE FOR 

409
00:15:29,920 --> 00:15:30,800
AGGRESSION, RIGHT?  

410
00:15:30,800 --> 00:15:33,960
MIGHT NOT BE PERCEIVED AS AN 

411
00:15:33,960 --> 00:15:35,720
AT-RISK CHILD BUT A CHILD THAT 

412
00:15:35,720 --> 00:15:38,360
IS RISKY OR IS BAD BY NATURE 

413
00:15:38,360 --> 00:15:41,160
THAT MIGHT LEAD TO UNNECESSARY 

414
00:15:41,160 --> 00:15:43,040
OR MISGUIDED INTERVENTIONS. 

415
00:15:43,040 --> 00:15:44,960
AS WE DISCUSSED IN YESTERDAY'S 

416
00:15:44,960 --> 00:15:46,520
SESSION THAT CRIMINAL AGGRESSION

417
00:15:46,520 --> 00:15:49,120
IS PERPETRATED BY A VERY SMALL 

418
00:15:49,120 --> 00:15:50,560
PERCENTAGE OF TOTAL POPULATION 

419
00:15:50,560 --> 00:15:52,640
AND NOT ALL INDIVIDUALS THAT ARE

420
00:15:52,640 --> 00:15:56,200
IDENTIFIED WITH RISK FACTORS 

421
00:15:56,200 --> 00:15:57,840
ACTUALLY PERPETRATE VIOLENT 

422
00:15:57,840 --> 00:15:59,640
AGGRESSION AND FALSE POSITIVES 

423
00:15:59,640 --> 00:16:01,920
AND FALSE PREDICTIONS COULD HAVE

424
00:16:01,920 --> 00:16:03,920
REALLY DEVASTATING EFFECTS IN 

425
00:16:03,920 --> 00:16:06,240
THE CONTEXT AND COULD NOT ONLY 

426
00:16:06,240 --> 00:16:08,440
FOCUS ON ATTENTION IN WRONG 

427
00:16:08,440 --> 00:16:10,720
PEOPLE IN WAYS THAT COULD HARM 

428
00:16:10,720 --> 00:16:13,000
THEM AND DIVERT RESOURCES THAT 

429
00:16:13,000 --> 00:16:14,720
MIGHT BENEFIT FROM INTERVENTIONS

430
00:16:14,720 --> 00:16:17,000
AND IN CRIMINAL JUSTICE WE MIGHT

431
00:16:17,000 --> 00:16:19,000
WANT TO USE NEURODATA FOR 

432
00:16:19,000 --> 00:16:22,520
PREVENTION AND POTENTIALLY FROM 

433
00:16:22,520 --> 00:16:25,120
CRIMINAL REFORM AND IS RISK OF 

434
00:16:25,120 --> 00:16:26,680
NEURODETERMINISM AND SENTENCING 

435
00:16:26,680 --> 00:16:32,040
AND USE OF NEUROCORRELATES FOR 

436
00:16:32,040 --> 00:16:33,560
PREDICTING RECIDIVISM AND 

437
00:16:33,560 --> 00:16:35,040
CYLOGENIC POTENTIAL OF FACTORS 

438
00:16:35,040 --> 00:16:37,800
AND ALGORITHMS ARE IN USE LIKE 

439
00:16:37,800 --> 00:16:39,680
US DEPARTMENT OF JUSTICE 

440
00:16:39,680 --> 00:16:41,560
ALGORITHM PRISONER ASSESSMENT 

441
00:16:41,560 --> 00:16:43,960
TOOL TARGETING ESTIMATED RISK 

442
00:16:43,960 --> 00:16:46,360
AND NEED OR PATTERN THAT IS 

443
00:16:46,360 --> 00:16:48,440
CONSISTENTLY FOUND TO REENFORCE 

444
00:16:48,440 --> 00:16:52,040
RACIAL BIAS AND OVERPREDICT 

445
00:16:52,040 --> 00:16:54,880
RECIDIVISM IN BLACK HISPANIC AND

446
00:16:54,880 --> 00:16:57,480
ASIAN INCARCERATED INDIVIDUALS 

447
00:16:57,480 --> 00:16:59,080
CATEGORIZING THEM AS A HIGHER 

448
00:16:59,080 --> 00:17:00,880
RISK AND TOOLS OF CRIMINAL 

449
00:17:00,880 --> 00:17:02,400
JUSTICE HAVE BEEN DIFFICULT TO 

450
00:17:02,400 --> 00:17:04,480
IMPLEMENT IN WAYS THAT ACTUALLY 

451
00:17:04,480 --> 00:17:07,240
PROMOTE JUSTICE AND PROTECT THE 

452
00:17:07,240 --> 00:17:07,520
VULNERABLE. 

453
00:17:07,520 --> 00:17:10,360
AND THERE IS ALSO POTENTIAL FOR 

454
00:17:10,360 --> 00:17:12,720
BELIEF IN NEURODETERMINISM TO 

455
00:17:12,720 --> 00:17:15,360
RESULT IN DISCRIMINATION AND IN 

456
00:17:15,360 --> 00:17:16,960
EMPLOYMENT AND HEALTH CARE AND 

457
00:17:16,960 --> 00:17:18,520
HOUSING AND ARE CONCERNS THAT 

458
00:17:18,520 --> 00:17:21,160
ARE OFTEN MENTIONED IN 

459
00:17:21,160 --> 00:17:22,560
NEUROETHICS LITERATURE ON 

460
00:17:22,560 --> 00:17:23,720
NEUROPRIVACY AND CONCERNS ABOUT 

461
00:17:23,720 --> 00:17:26,280
MIND CONTROL AND WHERE 

462
00:17:26,280 --> 00:17:28,600
PREDICTING RECIDIVISM MIGHT MAKE

463
00:17:28,600 --> 00:17:31,080
AN INDIVIDUAL TARGET OF 

464
00:17:31,080 --> 00:17:32,360
INTERVENTIONS THAT MAY OR MAY 

465
00:17:32,360 --> 00:17:34,440
NOT BE HELPFUL AND MANY 

466
00:17:34,440 --> 00:17:35,720
INTERVENTIONS ON THE MIND RAISE 

467
00:17:35,720 --> 00:17:39,920
CONCERNS ABOUT MANIPULATION OR 

468
00:17:39,920 --> 00:17:40,200
COERCION. 

469
00:17:40,200 --> 00:17:41,000
NEXT SLIDE. 

470
00:17:41,000 --> 00:17:44,480
THESE HEADLINES ALL EXEMPLIFY 

471
00:17:44,480 --> 00:17:45,640
NEUROREDUCTIONISM AND 

472
00:17:45,640 --> 00:17:46,640
NEURODETERMINISM IN THE CONTEXT 

473
00:17:46,640 --> 00:17:48,200
OF VIOLENCE AND AGGRESSION AND 

474
00:17:48,200 --> 00:17:50,720
WERE FOUND WITH A REALLY QUICK 

475
00:17:50,720 --> 00:17:52,320
GOOGLE SEARCH.  YOU CAN SEE HERE

476
00:17:52,320 --> 00:17:55,000
HOW THIS IDEA THAT WE CAN 

477
00:17:55,000 --> 00:17:57,000
PREDICT AGGRESSION AND VIOLENCE 

478
00:17:57,000 --> 00:17:59,360
AND CRIMINALITY AND CAN BE 

479
00:17:59,360 --> 00:18:01,040
REDUCED TO MALFUNCTIONING BRAIN 

480
00:18:01,040 --> 00:18:03,360
OR CONTROL BY THE BRAIN IS VERY 

481
00:18:03,360 --> 00:18:05,760
APPEALING AND SEDUCTIVE AND 

482
00:18:05,760 --> 00:18:07,080
POTENTIALLY DANGEROUS AND MY 

483
00:18:07,080 --> 00:18:08,360
BRAIN MADE ME DO IT. 

484
00:18:08,360 --> 00:18:11,960
IT MIGHT BE A USEFUL DEFENSE 

485
00:18:11,960 --> 00:18:12,200
TACTIC. 

486
00:18:12,200 --> 00:18:13,400
TURN THAT INTO HIS BRAIN MADE 

487
00:18:13,400 --> 00:18:14,320
HIM DO IT. 

488
00:18:14,320 --> 00:18:19,160
THAT COULD BE USED TO ARGUE FOR 

489
00:18:19,160 --> 00:18:20,240
HARSHER SENTENCING ADDING TO 

490
00:18:20,240 --> 00:18:21,880
BIAS THAT EXISTS ALREADY IN THE 

491
00:18:21,880 --> 00:18:23,600
CRIMINAL JUSTICE SYSTEM. 

492
00:18:23,600 --> 00:18:25,000
NEXT SLIDE. 

493
00:18:25,000 --> 00:18:27,200
QUICK SUMMARY HERE OF SOME KEY 

494
00:18:27,200 --> 00:18:30,160
CONCERNS WITH NEUROREDUCTIONISM 

495
00:18:30,160 --> 00:18:32,320
AND DETERMINISM AND STIGMA AND 

496
00:18:32,320 --> 00:18:34,280
SDRIMNATION AND MEDICALIZING AND

497
00:18:34,280 --> 00:18:37,000
PANEL OL JIEZING WHAT MAY BE 

498
00:18:37,000 --> 00:18:38,520
NORMAL HUMAN VARIATION OR 

499
00:18:38,520 --> 00:18:39,840
FACTORS AT INDIVIDUAL LEVEL THAT

500
00:18:39,840 --> 00:18:41,960
COULD BE OVERCOME AND DO NOT 

501
00:18:41,960 --> 00:18:44,920
DETERMINE AGGRESSIVE BEHAVIORS. 

502
00:18:44,920 --> 00:18:47,800
RELATED TO THAT OVERTREATMENT OR

503
00:18:47,800 --> 00:18:50,360
UNDERTREATMENT.  THIS I THINK 

504
00:18:50,360 --> 00:18:52,680
GENUINE CONCERN THAT 

505
00:18:52,680 --> 00:18:55,200
NEURODETERMINISM WILL EXACERBATE

506
00:18:55,200 --> 00:18:57,280
EXISTING SOCIAL AND RACIAL 

507
00:18:57,280 --> 00:18:58,200
DETERMINISM AND BIAS. 

508
00:18:58,200 --> 00:18:59,920
WHAT HAPPENS WHEN YOU HAVE A 

509
00:18:59,920 --> 00:19:03,800
YOUNG MAN THAT IS LABELED AS 

510
00:19:03,800 --> 00:19:08,400
POOR BLACK AND GLUCOCORTICOID 

511
00:19:08,400 --> 00:19:09,040
DEAFISHIENT?  THREE STRIKES 

512
00:19:09,040 --> 00:19:11,440
ABOUT JUSTICE AND USE OF 

513
00:19:11,440 --> 00:19:13,480
SCIENTIFIC AND SOCIAL PUBLIC 

514
00:19:13,480 --> 00:19:13,800
RESOURCES. 

515
00:19:13,800 --> 00:19:14,560
NEXT SLIDE. 

516
00:19:14,560 --> 00:19:17,200
SO, THERE IS A BIG MIND FIELD 

517
00:19:17,200 --> 00:19:18,840
THAT IS NECESSARY TO CAREFULLY 

518
00:19:18,840 --> 00:19:22,920
MAP OUR WAY THROUGH IT TO ENSURE

519
00:19:22,920 --> 00:19:25,760
RESPONSIBLE AND JUST AGGRESSION 

520
00:19:25,760 --> 00:19:27,600
SCIENCE TO BE TRANSPARENT ABOUT 

521
00:19:27,600 --> 00:19:30,160
AND ACKNOWLEDGE LIMITS OF ANIMAL

522
00:19:30,160 --> 00:19:32,120
STUDIES UNDERSTANDING HUMAN 

523
00:19:32,120 --> 00:19:33,600
AGGRESSION THAT IS IMPORTANT 

524
00:19:33,600 --> 00:19:36,600
BECAUSE WHILE WE MIGHT THINK 

525
00:19:36,600 --> 00:19:40,040
ABOUT TRANSLATION FROM ANIMAL 

526
00:19:40,040 --> 00:19:50,600
HUMAN AND SCIENTIFIC TERMS -- TO

527
00:20:02,160 --> 00:20:03,560
COMMUNICATE NEURODATA FROM 

528
00:20:03,560 --> 00:20:06,960
ANIMALS OR HUMANS IS PROPERLY 

529
00:20:06,960 --> 00:20:09,280
CONTEXTUALIZED AND AVOID 

530
00:20:09,280 --> 00:20:10,200
OVERSIMPLIFICATION AND 

531
00:20:10,200 --> 00:20:11,720
GENERALIZATION FROM ANIMALS TO 

532
00:20:11,720 --> 00:20:14,280
HUMANS AND BE AWARE OF ETHICAL 

533
00:20:14,280 --> 00:20:16,680
MIND FIELDS THAT EXIST IN ALL 

534
00:20:16,680 --> 00:20:18,080
STAGES OF RESEARCH AND SOCIAL 

535
00:20:18,080 --> 00:20:20,760
AND HISTORICAL CONTEXT THAT 

536
00:20:20,760 --> 00:20:22,880
REQUIRES CAUTION ABOUT 

537
00:20:22,880 --> 00:20:24,280
EXPERIMENTAL DESIGN AND ABOUT 

538
00:20:24,280 --> 00:20:26,360
DIRECT OR INDIRECT COMPARISONS 

539
00:20:26,360 --> 00:20:29,400
BETWEEN ANIMAL AND HUMAN 

540
00:20:29,400 --> 00:20:30,840
BEHAVIORS AND SELECTION OF 

541
00:20:30,840 --> 00:20:33,000
SUBJECTS FROM RACIALIZE THE AND 

542
00:20:33,000 --> 00:20:35,160
MARGINALIZED GROUPS AND 

543
00:20:35,160 --> 00:20:36,120
SCIENTIFIC RESULTS AND HOW THEY 

544
00:20:36,120 --> 00:20:46,640
ARE COMMUNICATED TO THE PUBLIC 

545
00:20:53,360 --> 00:20:55,000
-- I WOULD ENCOURAGE YOU TO 

546
00:20:55,000 --> 00:20:56,520
THINK ABOUT MEDICINE AND SHARED 

547
00:20:56,520 --> 00:20:59,160
GOAL OF HELPING PEOPLE AND 

548
00:20:59,160 --> 00:21:02,720
PREVENTING HARM TO PEOPLE AND 

549
00:21:02,720 --> 00:21:04,120
ADDRESSING AN IMPORTANT HEALTH 

550
00:21:04,120 --> 00:21:05,400
PROBLEM AND UNDERSTANDING SOME 

551
00:21:05,400 --> 00:21:08,160
MEDICAL INTERVENTIONS, FOR 

552
00:21:08,160 --> 00:21:11,640
EXAMPLE, DO HARM PASH 

553
00:21:11,640 --> 00:21:12,600
YEVENTIENTS THAT IS NECESSARY TO

554
00:21:12,600 --> 00:21:14,680
CONSIDER AVOIDING OR MINIMIZING 

555
00:21:14,680 --> 00:21:16,400
HARM AND THINKING ABOUT RESEARCH

556
00:21:16,400 --> 00:21:20,040
WE DO ON AGGRESSION IN SAME WAY 

557
00:21:20,040 --> 00:21:22,240
WHEN YOU PUBLISH RESEARCH AND 

558
00:21:22,240 --> 00:21:24,480
INSTITUTION CREATES PRESS 

559
00:21:24,480 --> 00:21:26,880
RELEASE ABOUT YOUR WORK YOU ARE 

560
00:21:26,880 --> 00:21:28,480
RELEASING INTO WIELTD WORLD AND 

561
00:21:28,480 --> 00:21:29,960
INVITING OTHERS TO INTERACT WITH

562
00:21:29,960 --> 00:21:33,320
IT AND INTERPRET IT. 

563
00:21:33,320 --> 00:21:39,960
I URNL YOU  -- I URGE YOU TO DO 

564
00:21:39,960 --> 00:21:43,160
THAT IN THINKING ABOUT AVOIDING 

565
00:21:43,160 --> 00:21:47,600
VARIOUS SOCIAL AND ETHICAL LAND 

566
00:21:47,600 --> 00:21:48,200
MINES. 

567
00:21:48,200 --> 00:21:49,240
THANK YOU. 

568
00:21:49,240 --> 00:21:52,440
>>THANK YOU, DR.
JOHNSON.  

569
00:21:52,440 --> 00:21:55,080
TURNING IT TO DR. FISCHER NOW. 

570
00:21:55,080 --> 00:21:58,520
>>THANK YOU AND THANK
YOU SYD.

571
00:21:58,520 --> 00:22:00,880
THAT IS TERRIFIC AND HAS BEEN A 

572
00:22:00,880 --> 00:22:03,560
WONTDERFUL SERIES OF TALKS THAT 

573
00:22:03,560 --> 00:22:05,240
I PERSONALLY THINK I HAVE 

574
00:22:05,240 --> 00:22:08,280
BENEFITED FROM AND TODAY I WILL 

575
00:22:08,280 --> 00:22:10,120
TALK ABOUT DISCLOSURE AND 

576
00:22:10,120 --> 00:22:13,960
REPORTING CHALLENGES IN 

577
00:22:13,960 --> 00:22:17,960
AGGRESSION RESEARCH DEALING WITH

578
00:22:17,960 --> 00:22:19,720
CHILDREN AND ADOLESCENCE AND 

579
00:22:19,720 --> 00:22:22,840
TAKEAWAY FROM THIS TALK AND LOTS

580
00:22:22,840 --> 00:22:28,480
OF TIMES PEOPLE THINK ETHICS IS 

581
00:22:28,480 --> 00:22:30,800
CONFINING OR CRITICAL AND IS NOT

582
00:22:30,800 --> 00:22:34,320
CASE AND AGGRESSION SCIENCE IS 

583
00:22:34,320 --> 00:22:36,240
CRITICAL IN PROMOTING WELFARE 

584
00:22:36,240 --> 00:22:38,240
AND CONCERNS OF STIGMA AND 

585
00:22:38,240 --> 00:22:39,760
REPORTING LAWS PREVENTING PEOPLE

586
00:22:39,760 --> 00:22:41,440
FROM CONDUCTING AGGRESSION 

587
00:22:41,440 --> 00:22:43,800
RESEARCH CAN BE SEEN AS STARTING

588
00:22:43,800 --> 00:22:45,920
POINTS NOT BARRIERS TO 

589
00:22:45,920 --> 00:22:48,040
CONDUCTING RESEARCH AND 

590
00:22:48,040 --> 00:22:50,160
AGGRESSION.  WE CAN DO THIS 

591
00:22:50,160 --> 00:22:52,360
DEVELOPING EVIDENCE-BASED 

592
00:22:52,360 --> 00:22:54,200
DISCLOSURE AND REPORTING 

593
00:22:54,200 --> 00:22:57,320
POLICIES INCREASING IRB APPROVAL

594
00:22:57,320 --> 00:22:59,160
ENHANCE PARTICIPANT AND PUBLIC 

595
00:22:59,160 --> 00:22:59,640
TRUST. 

596
00:22:59,640 --> 00:23:01,080
NEXT SLIDE.  THIS IS A SLIDE 

597
00:23:01,080 --> 00:23:04,760
THAT IS LISTING A RANGE OF 

598
00:23:04,760 --> 00:23:08,200
AGGRESSION DISORDERS AND 

599
00:23:08,200 --> 00:23:11,680
ASSOCIATED CHARACTERISTICS THAT 

600
00:23:11,680 --> 00:23:16,360
DR. MOFFETT BEAUTIFULLY TALKED 

601
00:23:16,360 --> 00:23:16,920
ABOUT YESTERDAY. 

602
00:23:16,920 --> 00:23:18,960
THE POINT OF THE SLIDE IS 

603
00:23:18,960 --> 00:23:20,880
INDICATING AGGRESSION 

604
00:23:20,880 --> 00:23:22,200
RESEARCHERS STUDYING CHILD AND 

605
00:23:22,200 --> 00:23:23,200
ADOLESCENT POPULATIONS THAT 

606
00:23:23,200 --> 00:23:26,720
MIGHT BE CLINICAL OR 

607
00:23:26,720 --> 00:23:28,200
ASYMPTOMATIC PARTICIPANTS AND 

608
00:23:28,200 --> 00:23:30,280
PARENTS MAY NOT BE AWARE OF SOME

609
00:23:30,280 --> 00:23:32,760
DATA YOU THAT IS BEING COLLECTED

610
00:23:32,760 --> 00:23:37,200
AND THE KIND OF DISORDERS THAT 

611
00:23:37,200 --> 00:23:38,360
AGGRESSION RESEARCHERS ARE 

612
00:23:38,360 --> 00:23:41,520
FIND

613
00:23:41,520 --> 00:23:41,800
FINDING. 

614
00:23:41,800 --> 00:23:43,840
WE KNOW THE VALUE OF 

615
00:23:43,840 --> 00:23:45,520
CONFIDENTIALITY AND RESEARCH 

616
00:23:45,520 --> 00:23:47,600
DATA THAT PROTECTS PARTICIPANT 

617
00:23:47,600 --> 00:23:49,600
PRIVACY AND AGGRESSION RESEARCH 

618
00:23:49,600 --> 00:23:51,040
CAN PROTECT PARTICIPANTS FROM 

619
00:23:51,040 --> 00:23:53,680
SOCIAL AND ECONOMIC AND CRIMINAL

620
00:23:53,680 --> 00:23:56,520
HARMS AND ENCOURAGES FUTURE 

621
00:23:56,520 --> 00:23:58,120
PARTICIPATION AS WELL AS 

622
00:23:58,120 --> 00:24:00,600
TRUTHFUL AND ACCURATE DATA SINCE

623
00:24:00,600 --> 00:24:04,080
PEOPLE MAY BE MORE COMPETENT IN 

624
00:24:04,080 --> 00:24:04,600
REPORTING THEIR ACTUAL 

625
00:24:04,600 --> 00:24:07,760
AGGRESSIVE BEHAVIORS THAT ALSO 

626
00:24:07,760 --> 00:24:10,960
AVOIDS FEELINGS OF BETRAYAL AND 

627
00:24:10,960 --> 00:24:12,240
INCONSISTENT DISCLOSURE AND 

628
00:24:12,240 --> 00:24:13,760
REPORTING POLICIES WITHIN 

629
00:24:13,760 --> 00:24:15,800
RESEARCH TEAMS AND ACROSS 

630
00:24:15,800 --> 00:24:18,640
RESEARCH TEAMS. 

631
00:24:18,640 --> 00:24:20,320
NEXT SLIDE.  

632
00:24:20,320 --> 00:24:22,720
WHEN DO WE NEED TO CONSIDER FOR 

633
00:24:22,720 --> 00:24:24,760
EXAMPLE DISCLOSURE TO PARENTS?  

634
00:24:24,760 --> 00:24:26,560
SOMETIMES PSYCHOLOGICAL TEST 

635
00:24:26,560 --> 00:24:31,440
BATTERIES OR FMRI ASSESSMENTS 

636
00:24:31,440 --> 00:24:34,000
HAVE SERIOUS MENTAL HEALTH 

637
00:24:34,000 --> 00:24:36,960
PROBLEMS AND CHILD/ADOLESCENT 

638
00:24:36,960 --> 00:24:39,680
HEALTH COMPROMISING BEHAVIORS 

639
00:24:39,680 --> 00:24:41,040
BENEFITING SERVICE AND OF WHICH 

640
00:24:41,040 --> 00:24:43,520
THE GUARDIAN IS UNAWARE. 

641
00:24:43,520 --> 00:24:44,400
NEXT SLIDE. 

642
00:24:44,400 --> 00:24:46,880
WHEN MIGHT WE NEED TO CONSIDER 

643
00:24:46,880 --> 00:24:48,680
REPORTING TO AUTHORITIES?  WHEN 

644
00:24:48,680 --> 00:24:51,440
CHILD OR ADOLESCENTS SELF-REPORT

645
00:24:51,440 --> 00:24:55,440
THEY ARE A VICTIM OF UNREPORTED 

646
00:24:55,440 --> 00:24:58,520
CHILD ABUSE OR GUN VIOLENCE OR 

647
00:24:58,520 --> 00:25:00,720
SUICIDAL INTENT ENGAGE IN 

648
00:25:00,720 --> 00:25:03,000
SEXUALLY AGGRESSIVE BEHAVIOR 

649
00:25:03,000 --> 00:25:05,600
TOWARDS ANOTHER MINOR. 

650
00:25:05,600 --> 00:25:09,080
NEXT SLIDE, PLEASE. 

651
00:25:09,080 --> 00:25:12,040
WHAT ARE THE CONSEQUENCES 

652
00:25:12,040 --> 00:25:13,800
FAILING TO DISCLOSE THE REPORT? 

653
00:25:13,800 --> 00:25:16,040
I MENTIONED THAT PARENTS MAY BE 

654
00:25:16,040 --> 00:25:17,840
UNAWARE AND DELAY THEM FROM 

655
00:25:17,840 --> 00:25:20,080
SEEKING NEEDED SERVICES FROM 

656
00:25:20,080 --> 00:25:22,320
THEIR CHILDREN OR PLACE CHILD OR

657
00:25:22,320 --> 00:25:24,440
ADOLESCENT OR OTHERS IN 

658
00:25:24,440 --> 00:25:26,440
CONTINUED HARMS WAY AND KONL 

659
00:25:26,440 --> 00:25:29,280
DUCTED VARIETY OF RESEARCH AND 

660
00:25:29,280 --> 00:25:31,320
ADOLESCENCE ON THIS ISSUE AND 

661
00:25:31,320 --> 00:25:32,920
ANOTHER EFFECT NOT REPORTING 

662
00:25:32,920 --> 00:25:35,360
OCCURS WHEN CHILD OR ADOLESCENT 

663
00:25:35,360 --> 00:25:38,520
BELIEVES THAT PROBLEMS THEY JUST

664
00:25:38,520 --> 00:25:41,560
REPORTED ARE UNIMPORTANT OR 

665
00:25:41,560 --> 00:25:43,440
UNSOLVABLE OR THAT ADULTS COULD 

666
00:25:43,440 --> 00:25:45,040
NOT BE TRUSTED TO HELP. 

667
00:25:45,040 --> 00:25:45,920
NEXT SLIDE. 

668
00:25:45,920 --> 00:25:49,720
THIS RAISES WHAT HAS BEEN CALLED

669
00:25:49,720 --> 00:25:52,760
THE SCIENTIST CITIZENS DILEMMA 

670
00:25:52,760 --> 00:25:55,160
AND HAVE AN OBLIGATION TO HELP 

671
00:25:55,160 --> 00:25:57,760
THOSE THEY KNOW ARE IN JEOPARDY 

672
00:25:57,760 --> 00:26:00,080
AND ALTERNATIVELY FACT 

673
00:26:00,080 --> 00:26:01,640
RESEARCHERS PRODUCING DATA MEAN 

674
00:26:01,640 --> 00:26:05,120
THAT THE INVESTIGATOR ROLE 

675
00:26:05,120 --> 00:26:07,040
SUPERCEDE SUCH CITIZEN 

676
00:26:07,040 --> 00:26:09,560
OBLIGATIONS OR SCIENCES 

677
00:26:09,560 --> 00:26:11,200
ESPECIALLY WITH SPECIAL 

678
00:26:11,200 --> 00:26:12,520
EXPERTISE WITH AGGRESSIVE 

679
00:26:12,520 --> 00:26:14,080
DISORDERS HAVE A SPECIAL 

680
00:26:14,080 --> 00:26:16,040
OBLIGATION TO HELP THOSE THAT 

681
00:26:16,040 --> 00:26:18,160
RESEARCH INDICATES ARE IN 

682
00:26:18,160 --> 00:26:18,560
JEOPARDY. 

683
00:26:18,560 --> 00:26:19,360
NEXT SLIDE. 

684
00:26:19,360 --> 00:26:22,240
WHAT ARE STEPS FOR DETERMINING 

685
00:26:22,240 --> 00:26:24,520
DISCLOSURE AND REPORTING 

686
00:26:24,520 --> 00:26:24,800
POLICIES. 

687
00:26:24,800 --> 00:26:25,680
NEXT SLIDE. 

688
00:26:25,680 --> 00:26:29,880
FIRST, WE HAVE TO IDENTIFY A 

689
00:26:29,880 --> 00:26:31,920
PROBLEM.  EACH RESEARCH STUDY IS

690
00:26:31,920 --> 00:26:32,480
DIFFERENT. 

691
00:26:32,480 --> 00:26:35,320
SO, WHAT ARE THINGS WE NEED TO 

692
00:26:35,320 --> 00:26:37,120
EXAMINE?  WHETHER OR NOT 

693
00:26:37,120 --> 00:26:38,680
ASSESSMENT INSTRUMENTS WE ARE 

694
00:26:38,680 --> 00:26:40,520
USING HAVE ACTUALLY CLINICAL 

695
00:26:40,520 --> 00:26:43,400
UTILITY FOR THE CHILD. 

696
00:26:43,400 --> 00:26:46,160
THAT IS IN MANY STUDIES WE MAY 

697
00:26:46,160 --> 00:26:50,880
USE 1, 2, 3, 4, 5 DIFFERENT 

698
00:26:50,880 --> 00:26:52,800
CLINICAL ASSESSMENTS THAT ARE 

699
00:26:52,800 --> 00:26:54,840
STILL NOT SAME FULL CLINICAL 

700
00:26:54,840 --> 00:26:56,760
BATTERY A CLINICIAN MAY USE TO 

701
00:26:56,760 --> 00:26:58,080
ESTABLISH A PARTICULAR 

702
00:26:58,080 --> 00:26:59,280
AGGRESSIVE DISORDER. 

703
00:26:59,280 --> 00:27:01,320
IN ADDITION, WE NEED TO IDENTIFY

704
00:27:01,320 --> 00:27:03,440
WHETHER OR NOT THERE ARE 

705
00:27:03,440 --> 00:27:05,720
VALIDATED CUTOFF POINTS FOR 

706
00:27:05,720 --> 00:27:07,200
DETERMINING A DIAGNOSIS OR LEVEL

707
00:27:07,200 --> 00:27:10,240
OF RISK THAT COULD GUIDE A 

708
00:27:10,240 --> 00:27:12,520
DISCLOSURE DECISION. 

709
00:27:12,520 --> 00:27:14,760
IN ADDITION FOR OUR INDIVIDUAL 

710
00:27:14,760 --> 00:27:16,920
RESEARCH STUDIES, WE NEED TO 

711
00:27:16,920 --> 00:27:18,720
CONSIDER WHETHER OR NOT OUR 

712
00:27:18,720 --> 00:27:20,600
RESEARCH METHODS WILL 

713
00:27:20,600 --> 00:27:22,600
POTENTIALLY UNCOVER A CLINICAL 

714
00:27:22,600 --> 00:27:24,160
OR SERIOUS CLINICAL DISORDER 

715
00:27:24,160 --> 00:27:26,560
THAT IS UNKNOWN TO PARENTS OR 

716
00:27:26,560 --> 00:27:28,240
IMMEDIATE THREATS TO 

717
00:27:28,240 --> 00:27:31,760
PARTICIPANTS OR HARM TO OTHERS. 

718
00:27:31,760 --> 00:27:35,360
NEXT SLIDE. 

719
00:27:35,360 --> 00:27:37,560
THERE ARE ALSO LEGAL REASONS TO 

720
00:27:37,560 --> 00:27:39,320
DISCLOSE AND MANDATORY CHILD 

721
00:27:39,320 --> 00:27:41,280
ABUSE REPORTING LAWS THAT IN 

722
00:27:41,280 --> 00:27:44,880
SOME STATES MENTION RESEARCHERS 

723
00:27:44,880 --> 00:27:50,920
AND IN OTHER STATES MENTION ALL 

724
00:27:50,920 --> 00:27:52,240
CITIZENS REQUIRED TO REPORT 

725
00:27:52,240 --> 00:27:54,320
CHILD ABUSE AND HASN'T REALLY 

726
00:27:54,320 --> 00:27:56,840
BEEN TESTED IN COURSE AND ONE 

727
00:27:56,840 --> 00:27:58,240
ACASE CERTIFICATE OF 

728
00:27:58,240 --> 00:27:59,400
CONFIDENTIALITY DOESN'T APPLY TO

729
00:27:59,400 --> 00:28:01,840
CHILD ABUSE AND RECORDS MAY BE 

730
00:28:01,840 --> 00:28:03,360
SUBJECT TO SUBPOENA. 

731
00:28:03,360 --> 00:28:06,760
IN ADDITION, SOME HAVE ARGUED 

732
00:28:06,760 --> 00:28:08,640
RESEARCHERS WHO CONDUCT STUDIES 

733
00:28:08,640 --> 00:28:13,600
ON VIOLENCE MAY BE SUBJECT TO 

734
00:28:13,600 --> 00:28:15,320
TARASOFF LAWS.  FOR THOSE THAT 

735
00:28:15,320 --> 00:28:16,920
DON'T KNOW WHAT THEY ARE, THEY 

736
00:28:16,920 --> 00:28:19,360
REQUIRE CLINICIANS WITH A 

737
00:28:19,360 --> 00:28:20,360
REASONABLE CERTAINTY THAT THEIR 

738
00:28:20,360 --> 00:28:22,800
PATIENT IS GOING TO HARM AN 

739
00:28:22,800 --> 00:28:24,120
IDENTIFIABLE VICTIM ARE REQUIRED

740
00:28:24,120 --> 00:28:25,960
BY THE STATE TO REPORT TO EITHER

741
00:28:25,960 --> 00:28:28,400
LAW ENFORCEMENT OR INTENDED 

742
00:28:28,400 --> 00:28:29,760
VICTIM ABOUT THE HARM. 

743
00:28:29,760 --> 00:28:33,560
SOME HAVE ARGUED LIKE PAUL APPLE

744
00:28:33,560 --> 00:28:35,760
BOUND THAT VIOLENCE RESEARCHERS 

745
00:28:35,760 --> 00:28:39,760
MAY MEET THE TARASOFF CRITERIA 

746
00:28:39,760 --> 00:28:42,000
IN HAVING A SPECIAL RELATIONSHIP

747
00:28:42,000 --> 00:28:43,720
WITH THE PARTICIPANT THAT NAMES 

748
00:28:43,720 --> 00:28:45,640
AN IDENTIFIABLE VICTIM AND 

749
00:28:45,640 --> 00:28:47,920
AGGRESSION RESEARCHERS HAVE MORE

750
00:28:47,920 --> 00:28:49,840
THAN OTHERS AN ABILITY TO 

751
00:28:49,840 --> 00:28:53,600
PREDICT THAT VIOLENCE MAY OCCUR.

752
00:28:53,600 --> 00:28:54,640
NEXT SLIDE. 

753
00:28:54,640 --> 00:28:57,040
SO, IF THE PRIOR STEPS INDICATE 

754
00:28:57,040 --> 00:28:58,760
THAT DISCLOSURE OR REPORTING MAY

755
00:28:58,760 --> 00:29:00,600
BE REQUIRED, WE HAVE TO DEVELOP 

756
00:29:00,600 --> 00:29:02,360
A POLICY. 

757
00:29:02,360 --> 00:29:05,720
SO, THAT MEANS IDENTIFYING TEST 

758
00:29:05,720 --> 00:29:07,840
SCORES OR PARTICIPANT BEHAVIORS 

759
00:29:07,840 --> 00:29:09,800
THAT WILL REQUIRE DISCLOSURE 

760
00:29:09,800 --> 00:29:11,240
REPORTING AND REQUIRES ALSO AS 

761
00:29:11,240 --> 00:29:13,080
WE TALKED ABOUT YESTERDAY IN 

762
00:29:13,080 --> 00:29:16,880
TERMS OF COMMUNITY CONSULTATION 

763
00:29:16,880 --> 00:29:19,120
CONSULTING WITH PROSPECTIVE 

764
00:29:19,120 --> 00:29:20,920
PARTICIPANT FAMILIES TO DEVELOP 

765
00:29:20,920 --> 00:29:23,400
PROCEDURES REFLECTING VALUES AND

766
00:29:23,400 --> 00:29:25,720
MERITING THEIR TRUST AND NEED TO

767
00:29:25,720 --> 00:29:27,320
DECIDE HOW AND TO WHOM 

768
00:29:27,320 --> 00:29:30,240
INFORMATION WILL BE DISCLOSED OR

769
00:29:30,240 --> 00:29:31,880
REPORTED AND ESTABLISH 

770
00:29:31,880 --> 00:29:33,240
RELATIONSHIPS WITH THOSE 

771
00:29:33,240 --> 00:29:34,960
REFERRAL OR REPORTING SOURCES 

772
00:29:34,960 --> 00:29:36,560
AND THEN TRAIN RESEARCH STAFF IN

773
00:29:36,560 --> 00:29:39,240
THE IMPLEMENTATION OF THE 

774
00:29:39,240 --> 00:29:41,200
POLICY. 

775
00:29:41,200 --> 00:29:42,840
NEXT SLIDE, PLEASE. 

776
00:29:42,840 --> 00:29:45,280
SO, WHEN WE ARE CONDUCTING 

777
00:29:45,280 --> 00:29:47,600
AGGRESSION RESEARCH, INFORMED 

778
00:29:47,600 --> 00:29:48,600
CONSENT SHOULD ALWAYS INCLUDE 

779
00:29:48,600 --> 00:29:51,200
THE SPECIFIC TYPES OF 

780
00:29:51,200 --> 00:29:52,920
INFORMATION THAT WILL AND WILL 

781
00:29:52,920 --> 00:29:54,920
NOT BE DISCLOSED AND REPORTED 

782
00:29:54,920 --> 00:29:57,440
AND AWARE THAT PARENTS AND 

783
00:29:57,440 --> 00:29:58,880
ADOLESCENTS MAY BE VERY 

784
00:29:58,880 --> 00:30:01,120
CONCERNED ABOUT THAT AND OWN 

785
00:30:01,120 --> 00:30:02,600
STUDIES PARENTS AND ADOLESCENTS 

786
00:30:02,600 --> 00:30:04,600
HAVE SAID HOW DISSATISFIED THEY 

787
00:30:04,600 --> 00:30:06,360
ARE WITH INFORMED CONSENT 

788
00:30:06,360 --> 00:30:08,400
PROCEDURES THAT SIMPLY SAY THEY 

789
00:30:08,400 --> 00:30:10,040
MAY HAVE TO REPORT THERE IS HARM

790
00:30:10,040 --> 00:30:12,080
TO YOURSELF OR OTHERS AND RATHER

791
00:30:12,080 --> 00:30:14,440
THAT RESEARCHERS BE MORE 

792
00:30:14,440 --> 00:30:16,200
SPECIFIC AND SHOULD ALSO BE 

793
00:30:16,200 --> 00:30:18,440
PROVIDING PARTICIPANTS AND 

794
00:30:18,440 --> 00:30:20,240
PARENTS WITH A RATIONALE FOR THE

795
00:30:20,240 --> 00:30:22,240
POLICY SO WE CAN ESTABLISH AND 

796
00:30:22,240 --> 00:30:24,840
CONTINUE THAT TRUST IF A 

797
00:30:24,840 --> 00:30:26,000
DISCLOSURE REPORTING EVENT NEEDS

798
00:30:26,000 --> 00:30:28,320
TO OCCUR AND HAVE TO TELL THEM 

799
00:30:28,320 --> 00:30:30,720
TO WHOM THE INFORMATION WILL BE 

800
00:30:30,720 --> 00:30:33,080
DISCLOSED OR REPORTED AND 

801
00:30:33,080 --> 00:30:35,360
WHETHER OR HOW GUARDIANS OR 

802
00:30:35,360 --> 00:30:38,520
PARTICIPANTS WILL BE INFORMED IF

803
00:30:38,520 --> 00:30:42,120
A DISCLOSURE REPORT WILL BE MADE

804
00:30:42,120 --> 00:30:44,800
AND IT IS IMPORTANT TO REMEMBER 

805
00:30:44,800 --> 00:30:46,080
FRONTLINE RESEARCH STAFF.  NO. 

806
00:30:46,080 --> 00:30:47,800
1, THEY ARE SO IMPORTANT IN 

807
00:30:47,800 --> 00:30:50,320
TERMS OF GIVING US FEEDBACK AS 

808
00:30:50,320 --> 00:30:52,120
TO HOW OUR REPORTING AND 

809
00:30:52,120 --> 00:30:54,560
DISCLOSURE PROCEDURES ARE 

810
00:30:54,560 --> 00:30:56,920
WORKING AND MAY EXPERIENCE 

811
00:30:56,920 --> 00:30:58,800
VICARIOUS TRAUMA AND MORAL 

812
00:30:58,800 --> 00:31:00,800
DISTRESS THAT OCCURS AND WE 

813
00:31:00,800 --> 00:31:04,400
CONDUCTED A SET OF STUDIES ON 

814
00:31:04,400 --> 00:31:07,200
THIS ISSUE WHEN FRONTLINE 

815
00:31:07,200 --> 00:31:08,760
RESEARCH STAFF FEEL THAT A 

816
00:31:08,760 --> 00:31:10,640
PARTICIPANT NEEDS HELP AND ARE 

817
00:31:10,640 --> 00:31:11,840
PREVENTED FROM OFFERING HELP 

818
00:31:11,840 --> 00:31:14,400
BECAUSE OF A RESEARCH PROTOCOL 

819
00:31:14,400 --> 00:31:17,400
AND BOTH VICARIOUS TRAUMA OR 

820
00:31:17,400 --> 00:31:18,800
MORAL DISTRESS CAN LEAD TO 

821
00:31:18,800 --> 00:31:20,360
BURNOUT.  WHAT WE FOUND IS THAT 

822
00:31:20,360 --> 00:31:21,840
IT LEADS RESEARCH STAFF TO 

823
00:31:21,840 --> 00:31:25,560
MODIFY PROCEDURES TO HELP 

824
00:31:25,560 --> 00:31:25,880
PARTICIPANTS. 

825
00:31:25,880 --> 00:31:27,880
THEY CAN THREATEN SCIENTIFIC 

826
00:31:27,880 --> 00:31:30,000
VALIDITY OF A STUDY AND IS 

827
00:31:30,000 --> 00:31:31,800
IMPORTANT THAT AT WEEKLY STAFF 

828
00:31:31,800 --> 00:31:34,280
MEETINGS PIS ENCOURAGE OPEN 

829
00:31:34,280 --> 00:31:36,680
DISCUSSION OF STAFF EXPERIENCES 

830
00:31:36,680 --> 00:31:38,120
WITH DISCLOSURE REPORTING 

831
00:31:38,120 --> 00:31:39,720
CHALLENGES AND DISCUSS SOLUTIONS

832
00:31:39,720 --> 00:31:42,360
AND OFFER ASSISTANCE WHEN 

833
00:31:42,360 --> 00:31:42,640
NEEDED. 

834
00:31:42,640 --> 00:31:43,560
NEXT SLIDE. 

835
00:31:43,560 --> 00:31:46,040
I WILL NOW BRIEFLY TURN TO 

836
00:31:46,040 --> 00:31:49,800
GENETIC RESEARCH ON CHILD AND 

837
00:31:49,800 --> 00:31:50,880
ADOLESCENT AGGRESSION. 

838
00:31:50,880 --> 00:31:55,680
NEXT SLIDE.  SORRY. 

839
00:31:55,680 --> 00:32:00,920
SO AS DR. BIDDING SO BEAUTIFULLY

840
00:32:00,920 --> 00:32:02,360
DESCRIBED YESTERDAY, IT IS 

841
00:32:02,360 --> 00:32:06,840
DIFFICULT TO CONCLUDE FROM 

842
00:32:06,840 --> 00:32:10,360
RESULTS WHETHER SPECIFIC 

843
00:32:10,360 --> 00:32:11,640
GENOTYPE CAN EXPLAIN AN 

844
00:32:11,640 --> 00:32:13,120
INDIVIDUAL CHILD'S CURRENT OR 

845
00:32:13,120 --> 00:32:14,920
FUTURE AGGRESSIVE DISORDERS AND 

846
00:32:14,920 --> 00:32:16,640
MAY RESULT IN DIFFERENT GENES 

847
00:32:16,640 --> 00:32:18,680
THAT INFLUENCE SAME BEHAVIORS 

848
00:32:18,680 --> 00:32:21,800
AND HERITABILITY ESTIMATES THAT 

849
00:32:21,800 --> 00:32:23,480
DIFFER ACROSS DIFFERENT 

850
00:32:23,480 --> 00:32:25,120
GENOTYPES POPULATIONS AND 

851
00:32:25,120 --> 00:32:31,920
CONTEXT AND ENVIRONMENT EFFECTS 

852
00:32:31,920 --> 00:32:33,640
ARE HIGHLY PROBABILISTIC AND 

853
00:32:33,640 --> 00:32:37,000
CONSIDER THE CHILD'S RIGHT TO 

854
00:32:37,000 --> 00:32:47,520
OPEN FUTURE 39D  INFLUENCING 

855
00:32:54,800 --> 00:32:56,200
OPPORTUNITIES FOR PREVENTION OR 

856
00:32:56,200 --> 00:32:58,280
TREATMENT AND RISK FUTURE 

857
00:32:58,280 --> 00:32:59,320
GENETIC DISCRIMINATION AND 

858
00:32:59,320 --> 00:33:01,640
HEALTH CARE AND EDUCATIONAL 

859
00:33:01,640 --> 00:33:03,880
PLACEMENT AND CRIMINAL JUSTICE 

860
00:33:03,880 --> 00:33:04,200
DECISIONS. 

861
00:33:04,200 --> 00:33:05,200
NEXT SLIDE. 

862
00:33:05,200 --> 00:33:06,640
HOWEVER, WHO DECIDES IF RESULTS 

863
00:33:06,640 --> 00:33:10,320
ARE GOING TO BE SHARED. 

864
00:33:10,320 --> 00:33:12,880
THE SCIENCE ESTABLISHMENT HAS 

865
00:33:12,880 --> 00:33:13,720
DETERMINED APPROPRIATE HUMAN 

866
00:33:13,720 --> 00:33:16,120
SUBJECT PROTECTIONS AND ARE 

867
00:33:16,120 --> 00:33:18,760
SOCIETAL TRENDS TOWARDS 

868
00:33:18,760 --> 00:33:20,000
TRANSPARENCY, SELF-DETERMINATION

869
00:33:20,000 --> 00:33:22,920
AND PARENTAL RIGHTS, RESEARCH 

870
00:33:22,920 --> 00:33:24,560
HEALTHCARE AND CONSUMERISM AND 

871
00:33:24,560 --> 00:33:29,120
PARENTS ARE INCREASINGLY 

872
00:33:29,120 --> 00:33:31,240
REQUESTING ACCESS TO CHILD'S 

873
00:33:31,240 --> 00:33:33,200
DATA AND ANALYSIS AND SHARING 

874
00:33:33,200 --> 00:33:35,560
WITH HEALTH PROFESSIONALS AND 

875
00:33:35,560 --> 00:33:37,840
RESEARCHERS THAT DISSEMINATED TO

876
00:33:37,840 --> 00:33:39,680
PUBLICATIONS AS SYDD WAS TALKING

877
00:33:39,680 --> 00:33:42,840
ABOUT WE HAVE LESS CONTROL OVER 

878
00:33:42,840 --> 00:33:44,880
PARENTAL MISCONCEPTIONS BEING IN

879
00:33:44,880 --> 00:33:47,360
OUR STUDIES DECIDING THAT CHILD 

880
00:33:47,360 --> 00:33:50,160
HAS A GENOTYPE RESPONSIBLE FOR 

881
00:33:50,160 --> 00:33:52,560
AGGRESSIVE BEHAVIORS AND PARENTS

882
00:33:52,560 --> 00:33:56,040
HAVE ACCESS TO GENETIC TESTING 

883
00:33:56,040 --> 00:33:57,960
SERVICES THAT MAY BE FAR BELOW 

884
00:33:57,960 --> 00:33:59,960
QUALITY THAN WHAT WE AS 

885
00:33:59,960 --> 00:34:02,640
RESEARCHERS ARE COLLECTING. 

886
00:34:02,640 --> 00:34:03,360
NEXT SLIDE. 

887
00:34:03,360 --> 00:34:05,000
WHAT ARE STEPS FOR DETERMINING 

888
00:34:05,000 --> 00:34:06,840
SHARING GENETIC RESULTS WITH 

889
00:34:06,840 --> 00:34:08,760
PARENTS OR PARTICIPANTS?  

890
00:34:08,760 --> 00:34:09,640
NEXT SLIDE. 

891
00:34:09,640 --> 00:34:12,360
FIRST, WE HAVE TO ASK WHAT IS 

892
00:34:12,360 --> 00:34:14,560
THE PROBABILITY THAT IS SPECIFIC

893
00:34:14,560 --> 00:34:17,920
GENETIC DATA ANALYZED CAN 

894
00:34:17,920 --> 00:34:19,120
EXPLAIN INDIVIDUAL'S CHILD'S 

895
00:34:19,120 --> 00:34:21,760
CURRENT OR FUTURE AGGRESSIVE 

896
00:34:21,760 --> 00:34:23,480
DISORDERS COLLECTING WHOLE GENE 

897
00:34:23,480 --> 00:34:25,400
SEQUENCING THAT MAY BE USEFUL TO

898
00:34:25,400 --> 00:34:27,400
PARENTS AND CHILDREN ACROSS A 

899
00:34:27,400 --> 00:34:29,360
WIDE RANGE OF HEALTH FACTORS 

900
00:34:29,360 --> 00:34:31,400
CURRENTLY OR IN THE FUTURE THAT 

901
00:34:31,400 --> 00:34:32,480
WE MIGHT CONSIDER SHARING AND 

902
00:34:32,480 --> 00:34:34,280
NEED TO CONSIDER WHETHER OR NOT 

903
00:34:34,280 --> 00:34:37,480
THERE ARE RISKS TO THE 

904
00:34:37,480 --> 00:34:38,720
PARTICIPATANT IF GENETIC 

905
00:34:38,720 --> 00:34:40,640
INFORMATION IS DISCLOSED AND CAN

906
00:34:40,640 --> 00:34:42,280
RISKS BE REDUCED?  

907
00:34:42,280 --> 00:34:43,240
NEXT SLIDE. 

908
00:34:43,240 --> 00:34:45,440
SO, IF WE ARE GOING TO SHARE 

909
00:34:45,440 --> 00:34:47,680
GENETIC DATA, WHAT SHOULD WE BE 

910
00:34:47,680 --> 00:34:49,200
THINKING ABOUT?  

911
00:34:49,200 --> 00:34:50,680
FIRST, UNDER WHAT CIRCUMSTANCES 

912
00:34:50,680 --> 00:34:52,320
SHOULD GENETIC INFORMATION BE 

913
00:34:52,320 --> 00:34:54,760
SHARED WITH ONLY PARENTS OR ONLY

914
00:34:54,760 --> 00:34:56,520
OLDER ADOLESCENTS. 

915
00:34:56,520 --> 00:34:58,720
DO WE HAVE QUALIFIED STAFF LIKE 

916
00:34:58,720 --> 00:35:01,040
GENETIC COUNSELORS THAT CAN 

917
00:35:01,040 --> 00:35:04,960
ACTUALLY DISCLOSE THE GENETIC 

918
00:35:04,960 --> 00:35:07,000
INFORMATION?  AND HAVE ADEQUATE 

919
00:35:07,000 --> 00:35:08,720
STEPS BEEN TAKEN TO MINIMIZE 

920
00:35:08,720 --> 00:35:12,400
FAMILY MISCONCEPTIONS?  

921
00:35:12,400 --> 00:35:13,040
NEXT STEP. 

922
00:35:13,040 --> 00:35:13,840
NEXT SLIDE. 

923
00:35:13,840 --> 00:35:17,160
WHEN WE ARE CONDUCTING INFORMED 

924
00:35:17,160 --> 00:35:18,760
CONSENT, WHETHER OR NOT WE ARE 

925
00:35:18,760 --> 00:35:20,720
GOING TO DISCLOSE, IT IS 

926
00:35:20,720 --> 00:35:23,560
IMPORTANT TO CREATE MATERIALS TO

927
00:35:23,560 --> 00:35:25,400
ENHANCE GENETIC LITERACY 

928
00:35:25,400 --> 00:35:27,640
REQUIRED FOR INFORMED CONSENT 

929
00:35:27,640 --> 00:35:28,920
DECISION TO PARTICIPATE OR NOT 

930
00:35:28,920 --> 00:35:29,240
PARTICIPATE. 

931
00:35:29,240 --> 00:35:31,120
IT IS ALSO IMPORTANT TO PROVIDE 

932
00:35:31,120 --> 00:35:33,760
A RATIONALE FOR WHY GENETIC DATA

933
00:35:33,760 --> 00:35:36,520
WILL OR WILL NOT BE SHARED AND 

934
00:35:36,520 --> 00:35:37,960
TO DESCRIBE OR DISCLOSE 

935
00:35:37,960 --> 00:35:39,600
PROCEDURES IF IT WILL BE SHARED 

936
00:35:39,600 --> 00:35:41,720
AND ALSO TO DESCRIBE THE EXTENT 

937
00:35:41,720 --> 00:35:44,280
AND LIMIT CONFIDENTIALITY 

938
00:35:44,280 --> 00:35:45,240
PROTECTIONS AND PARTICIPANT 

939
00:35:45,240 --> 00:35:48,480
RIGHTS IF DATA WILL BE DEPOSITED

940
00:35:48,480 --> 00:35:51,600
IN AN A BIOBANK OR DEPOSITED 

941
00:35:51,600 --> 00:35:53,840
ACCORDING TO NEW NIH GENOMIC 

942
00:35:53,840 --> 00:35:56,240
DATA SHARING POLICIES AND 

943
00:35:56,240 --> 00:35:57,680
FINALLY FOR LONGITUDINAL STUDIES

944
00:35:57,680 --> 00:35:59,320
IS IMPORTANT TO CONSIDER 

945
00:35:59,320 --> 00:36:01,080
ADOLESCENT RECONSENT FOR USE AND

946
00:36:01,080 --> 00:36:05,240
STORAGE OF THE GENETIC 

947
00:36:05,240 --> 00:36:05,560
INFORMATION. 

948
00:36:05,560 --> 00:36:06,360
NEXT SLIDE. 

949
00:36:06,360 --> 00:36:10,560
AND FINALLY AND VERY BRIEFLY I 

950
00:36:10,560 --> 00:36:12,120
WILL SHIFT RESPONSIBILITIES TO 

951
00:36:12,120 --> 00:36:14,880
RACIAL ETHNIC CHILDREN AND 

952
00:36:14,880 --> 00:36:15,200
ADOLESCENCE. 

953
00:36:15,200 --> 00:36:17,800
NEXT SLIDE, WHEN WE DISSEMINATE 

954
00:36:17,800 --> 00:36:20,080
RESEARCH AS SYDD POINTED OUT 

955
00:36:20,080 --> 00:36:22,040
THERE ARE COMMUNITY HARMS AND 

956
00:36:22,040 --> 00:36:23,640
AGGRESSION SCIENCES CONDUCTED IN

957
00:36:23,640 --> 00:36:25,280
SOCIAL POLITICAL AACCUMULATE AND

958
00:36:25,280 --> 00:36:28,120
USE OF RESEARCH RESULTS MAY 

959
00:36:28,120 --> 00:36:30,320
PRODUCE DISADVANTAGEOUS POLICIES

960
00:36:30,320 --> 00:36:33,120
TO MARGINALIZED POPULATIONS AND 

961
00:36:33,120 --> 00:36:34,720
ALGORITHMS THAT ARE NOW ALL OVER

962
00:36:34,720 --> 00:36:36,800
THE PLACE FOR DEIDENTIFYING DATA

963
00:36:36,800 --> 00:36:39,360
THAT MAY RESULT IN COMMUNITY OR 

964
00:36:39,360 --> 00:36:41,080
POPULATION HARMS AND DATA MAY 

965
00:36:41,080 --> 00:36:45,760
UNINTENTIONALLY NURTURE PUBLIC 

966
00:36:45,760 --> 00:36:47,600
TENDENCY TOWARDS STIG 

967
00:36:47,600 --> 00:36:50,240
MATIZIZATION OR GENETIC 

968
00:36:50,240 --> 00:36:51,520
ESSENTIALISM AND WE HAVE TO 

969
00:36:51,520 --> 00:36:53,760
LISTEN TO COMMUNITY VOICES AND 

970
00:36:53,760 --> 00:36:55,480
STUDIES WITH AFRICAN AMERICAN 

971
00:36:55,480 --> 00:36:58,120
PARENTS ON ETHICAL VALUE OF 

972
00:36:58,120 --> 00:36:59,960
ADOLESCENT RISK RESEARCH THIS IS

973
00:36:59,960 --> 00:37:01,720
A COMMENT MADE BY AFRICAN 

974
00:37:01,720 --> 00:37:03,400
AMERICAN PARENT AND KEY IS DR. 

975
00:37:03,400 --> 00:37:05,760
FISCHER WHEN YOU TALK TO YOUR 

976
00:37:05,760 --> 00:37:07,080
COUNTERPARTS, ASK YOURSELVES, 

977
00:37:07,080 --> 00:37:09,000
WHAT WILL OTHERS DO WITH THIS 

978
00:37:09,000 --> 00:37:09,480
RESEARCH?  

979
00:37:09,480 --> 00:37:11,240
NO MATTER WHAT ROLE YOU HAVE 

980
00:37:11,240 --> 00:37:13,360
PLAYED TO MAKE THIS HAPPEN, YOU 

981
00:37:13,360 --> 00:37:15,480
COULD HAVE THE PUREST INTENTION 

982
00:37:15,480 --> 00:37:18,080
AND IF IT GETS INTO THE WRONG 

983
00:37:18,080 --> 00:37:20,120
HANDS, IT BECOMES A WEAPON. 

984
00:37:20,120 --> 00:37:21,360
NEXT SLIDE. 

985
00:37:21,360 --> 00:37:24,400
HOW DO WE AVOID PARTICIPANT AND 

986
00:37:24,400 --> 00:37:25,960
COMMUNITY HARMS?  

987
00:37:25,960 --> 00:37:26,840
NEXT SLIDE. 

988
00:37:26,840 --> 00:37:29,200
WHEN WE ARE DESIGNING RESEARCH, 

989
00:37:29,200 --> 00:37:31,120
WE HAVE TO ESTABLISH WHETHER 

990
00:37:31,120 --> 00:37:32,680
ASSESSMENT INSTRUMENTS WERE 

991
00:37:32,680 --> 00:37:35,280
SUFFICIENTLY VALIDATED ON 

992
00:37:35,280 --> 00:37:36,280
RACIAL/ETHNIC COMPOSITION OF THE

993
00:37:36,280 --> 00:37:38,160
RESEARCH SAMPLE AND ALSO HAVE TO

994
00:37:38,160 --> 00:37:40,520
AVOID ANALYZING RACIAL FACTORS 

995
00:37:40,520 --> 00:37:42,520
AS IMPLIED BIOLOGICAL MARKERS 

996
00:37:42,520 --> 00:37:46,360
FOR GENOTYPES ASSOCIATED WITH 

997
00:37:46,360 --> 00:37:46,640
AGGRESSION. 

998
00:37:46,640 --> 00:37:47,360
NEXT SLIDE. 

999
00:37:47,360 --> 00:37:49,560
WHEN MAKING A DISCLOSURE AND 

1000
00:37:49,560 --> 00:37:51,520
REPORTING DECISION WE HAVE TO 

1001
00:37:51,520 --> 00:37:54,000
AVOID OVERESTIMATING INDIVIDUAL 

1002
00:37:54,000 --> 00:37:56,800
FACTORS BY EVALUATING DISCLOSURE

1003
00:37:56,800 --> 00:37:58,800
REPORTING DECISIONS WITHIN 

1004
00:37:58,800 --> 00:38:01,360
CONTEXT OF CULTURAL AND SYSTEMIC

1005
00:38:01,360 --> 00:38:03,880
INFLUENCES ON AGGRESSIVE 

1006
00:38:03,880 --> 00:38:05,440
BEHAVIORS AND THAT DR. HARI 

1007
00:38:05,440 --> 00:38:07,480
MENTIONED AND DECIDING TO 

1008
00:38:07,480 --> 00:38:09,400
DISCLOSE AND IDENTIFY RESEARCH 

1009
00:38:09,400 --> 00:38:12,880
REFERRAL SOURCES, WE HAVE TO BE 

1010
00:38:12,880 --> 00:38:14,880
SENSITIVE THEY ARE SENSITIVE TO 

1011
00:38:14,880 --> 00:38:17,760
NEEDS OF RACIAL/ETHNIC FAMILIES 

1012
00:38:17,760 --> 00:38:21,040
AND SIMILARLY DESCRIBING OPTIONS

1013
00:38:21,040 --> 00:38:23,200
IMPACT OF RACIAL BIASES WITHIN 

1014
00:38:23,200 --> 00:38:24,960
SOCIAL SERVICES AND GOVERNMENT 

1015
00:38:24,960 --> 00:38:27,400
AGENCIES AND FINALLY, NEXT 

1016
00:38:27,400 --> 00:38:27,760
SLIDE. 

1017
00:38:27,760 --> 00:38:30,360
IN DISSEMINATING RESULTS 

1018
00:38:30,360 --> 00:38:31,520
ESPECIALLY IN PUBLICATION WHEN 

1019
00:38:31,520 --> 00:38:35,240
RACIAL GROUPS ARE OVER OR 

1020
00:38:35,240 --> 00:38:38,400
UNDERSAMPLED, WE HAVE TO DISCUSS

1021
00:38:38,400 --> 00:38:40,280
SCIENTIFIC JUSTIFICATION AND 

1022
00:38:40,280 --> 00:38:41,560
IMPLICATIONS OF RACIAL 

1023
00:38:41,560 --> 00:38:44,320
STEREOTYPING IN ALL SECTIONS OF 

1024
00:38:44,320 --> 00:38:45,680
THE ARTICLE AND NOT JUST 

1025
00:38:45,680 --> 00:38:46,960
LIMITATION SECTIONS THAT FEW 

1026
00:38:46,960 --> 00:38:49,160
PEOPLE READ AND NOW TURNING TO 

1027
00:38:49,160 --> 00:38:50,720
MY LAST SLIDE, PLEASE. 

1028
00:38:50,720 --> 00:38:53,160
SO, HOW DO WE DO AGGRESSION 

1029
00:38:53,160 --> 00:38:54,040
RESEARCH?  

1030
00:38:54,040 --> 00:38:56,480
GETTING BACK TO MY TAKEAWAYS, 

1031
00:38:56,480 --> 00:38:57,880
AGGRESSION SCIENCE IS CRITICAL 

1032
00:38:57,880 --> 00:38:59,720
TO UNDERSTANDING AND PROMOTING 

1033
00:38:59,720 --> 00:39:02,200
INDIVIDUAL AND PUBLIC HEALTH. 

1034
00:39:02,200 --> 00:39:03,880
CONCERNS REGARDING STIGMA AND 

1035
00:39:03,880 --> 00:39:08,240
REPORTING LAWS ARE STARTING 

1036
00:39:08,240 --> 00:39:09,840
[INDISCERNIBLE] NOT BARRIERS 

1037
00:39:09,840 --> 00:39:11,480
CONDUCTING GOOD SCIENCE AND GOOD

1038
00:39:11,480 --> 00:39:13,760
ETHICS AND EVIDENCE-BASED 

1039
00:39:13,760 --> 00:39:15,200
POPULATION SENSITIVE DISCLOSURE 

1040
00:39:15,200 --> 00:39:19,520
AND REPORTING POLICIES ENHANCING

1041
00:39:19,520 --> 00:39:21,240
SCIENTIFIC VALIDITY INCREASE 

1042
00:39:21,240 --> 00:39:22,960
PARTICIPATE PROTECTIONS AND 

1043
00:39:22,960 --> 00:39:23,840
PUBLIC TRUST.  THANK YOU. 

1044
00:39:23,840 --> 00:39:26,760
>>THANKS SO MUCH DR.
FISHER 

1045
00:39:26,760 --> 00:39:29,960
AND DR. JOHNSON TURNING ON YOUR 

1046
00:39:29,960 --> 00:39:31,880
CAMERA.  WE HAVE A FEW MINUTES 

1047
00:39:31,880 --> 00:39:35,080
FOR DISCUSSIONS AND QUESTIONS 

1048
00:39:35,080 --> 00:39:38,320
AND YEAH.  

1049
00:39:38,320 --> 00:39:39,280
PERFECT.  I GUESS MY FIRST 

1050
00:39:39,280 --> 00:39:42,520
QUESTION FORON ALL OF YOU IS MO 

1051
00:39:42,520 --> 00:39:45,200
OF A QUESTION COMING UP IN DR. 

1052
00:39:45,200 --> 00:39:46,160
JOHNSON'S PRESENTATION. 

1053
00:39:46,160 --> 00:39:47,920
YOU BOTH NOTED OR RAISED 

1054
00:39:47,920 --> 00:39:50,080
CONCERNS ABOUT HOW THE DATA AND 

1055
00:39:50,080 --> 00:39:52,040
RESEARCH MIGHT BE USED IN OTHER 

1056
00:39:52,040 --> 00:39:54,080
SETTINGS SUCH AS CRIMINAL LEGAL 

1057
00:39:54,080 --> 00:39:56,400
OR JUVENILE LEGAL SYSTEMS. 

1058
00:39:56,400 --> 00:39:57,960
WITHOUT THE EXPLICIT PERMISSION 

1059
00:39:57,960 --> 00:39:59,840
OF THE PARTICIPANTS AND DR.S 

1060
00:39:59,840 --> 00:40:02,000
JOHNSON, YOU NOTED THERE ARE 

1061
00:40:02,000 --> 00:40:03,840
ONGOINGG TO USE

1062
00:40:03,840 --> 00:40:05,520
INFORMATION AND PREDICTIVE 

1063
00:40:05,520 --> 00:40:07,560
MODELING AND RISKSSESSMENTS TO

1064
00:40:07,560 --> 00:40:09,800
PREDICT FUTURE VIOLENCE THANC AL

1065
00:40:09,800 --> 00:40:11,400
INVOLVE DEVELOPING ALGORITHMS 

1066
00:40:11,400 --> 00:40:14,600
AND MODELS ANALYZING VARIOUS 

1067
00:40:14,600 --> 00:40:16,040
FACTORS TOGETHER TO PREDICT 

1068
00:40:16,040 --> 00:40:17,960
FUTURE VIOLENCE AND YOU NOTED 

1069
00:40:17,960 --> 00:40:20,360
THERE IS AN INHERENT HARM OR 

1070
00:40:20,360 --> 00:40:22,360
RISK THAT IS ASSOCIATED WITH 

1071
00:40:22,360 --> 00:40:24,760
USING AN ALGORITHM. 

1072
00:40:24,760 --> 00:40:27,680
MANY HAVE ARGUED THAT EXISTING 

1073
00:40:27,680 --> 00:40:29,720
METHODS FOR PREDICTING RISK 

1074
00:40:29,720 --> 00:40:32,680
USING ONE'S OWN PROFESSIONAL 

1075
00:40:32,680 --> 00:40:34,800
EXPERIENCE OR PROFESSIONAL 

1076
00:40:34,800 --> 00:40:37,040
WISDOM TO DO SO RESULTS OFTEN IN

1077
00:40:37,040 --> 00:40:39,560
REALLY BIASED OR ACCURATE 

1078
00:40:39,560 --> 00:40:41,080
ASSESSMENTS OF ONE'S INDIVIDUALS

1079
00:40:41,080 --> 00:40:44,640
OR OF AN INDIVIDUAL'S RISK. 

1080
00:40:44,640 --> 00:40:46,840
IN THIS AND CONSIDERING WHAT ARE

1081
00:40:46,840 --> 00:40:48,680
BEST OF BOTH WORLDS AND 

1082
00:40:48,680 --> 00:40:50,080
CONSIDERING TWO EVILS, WHAT DO 

1083
00:40:50,080 --> 00:40:51,440
YOU THINK IS THE APPROACH WE 

1084
00:40:51,440 --> 00:40:53,760
SHOULD TAKE AS RESEARCHERS FOR 

1085
00:40:53,760 --> 00:40:56,440
GATHERING RESEARCH IN THIS WAY 

1086
00:40:56,440 --> 00:41:00,000
AND USING RESEARCH IN THIS WAY? 

1087
00:41:00,000 --> 00:41:03,240
>>I THINK THIS IS A
REALLY 

1088
00:41:03,240 --> 00:41:04,320
DIFFICULT PROBLEM. 

1089
00:41:04,320 --> 00:41:06,760
WE HAVE MADE EFFORTS THROUGH THE

1090
00:41:06,760 --> 00:41:08,640
USE OF ALGORITHMS AND THROUGH 

1091
00:41:08,640 --> 00:41:12,160
USE OF AI, FOR EXAMPLE, TO -- TO

1092
00:41:12,160 --> 00:41:14,240
TRY TO REMOVE THE KIND OF 

1093
00:41:14,240 --> 00:41:16,800
INDIVIDUAL HUMAN BIAS THAT MIGHT

1094
00:41:16,800 --> 00:41:19,200
EXIST IN A SITUATION WHERE ONE 

1095
00:41:19,200 --> 00:41:21,640
HUMAN OR A GROUP OF HUMANS MIGHT

1096
00:41:21,640 --> 00:41:23,760
BE JUDGING SOMEONE ELSE; RIGHT? 

1097
00:41:23,760 --> 00:41:28,240
AND TO SORT OF TRY TO CREATE AN 

1098
00:41:28,240 --> 00:41:30,880
OBJECTIVE SYSTEM FOR MAKING 

1099
00:41:30,880 --> 00:41:32,480
PREDICTIONS ABOUT FUTURE 

1100
00:41:32,480 --> 00:41:34,120
AGGRESSION OR CRIMINALITY AND 

1101
00:41:34,120 --> 00:41:36,200
THINGS LIKE THAT. 

1102
00:41:36,200 --> 00:41:38,160
AND, YOU KNOW, YOU HAVE PROBABLY

1103
00:41:38,160 --> 00:41:40,000
HEARD ABOUT THE RECENT 

1104
00:41:40,000 --> 00:41:42,760
EXPERIENCE WITH AI CHAT BOTS AND

1105
00:41:42,760 --> 00:41:45,520
HOW AFTER BEING FED TONS OF DATA

1106
00:41:45,520 --> 00:41:48,600
ABOUT HUMANS, CHAT BOTS BECAME 

1107
00:41:48,600 --> 00:41:49,480
RACIST; RIGHT?  

1108
00:41:49,480 --> 00:41:51,640
AND START TODAY SPIT OUT RACIST 

1109
00:41:51,640 --> 00:41:52,800
NONSENSE AND SO ON. 

1110
00:41:52,800 --> 00:41:54,440
WE HAVE SEEN THE SAME THING 

1111
00:41:54,440 --> 00:41:56,000
HAPPEN, YOU KNOW, WITH CREATION 

1112
00:41:56,000 --> 00:41:59,120
OF ALGORITHMS TO PREDICT 

1113
00:41:59,120 --> 00:42:01,120
CRIMINALITY OR RECIDIVISM, FOR 

1114
00:42:01,120 --> 00:42:01,560
EXAMPLE. 

1115
00:42:01,560 --> 00:42:03,080
A COLLEAGUE THAT IS AN ATTORNEY 

1116
00:42:03,080 --> 00:42:05,280
USED TO WORK FOR A CRIMINAL 

1117
00:42:05,280 --> 00:42:06,520
JUSTICE REFORM ORGANIZATION AND 

1118
00:42:06,520 --> 00:42:08,720
TRIED TO CREATE AN ALGORITHM 

1119
00:42:08,720 --> 00:42:12,200
THAT WOULD HELP JUDGES PREDICT 

1120
00:42:12,200 --> 00:42:14,160
RECIDIVISM IN THEIR SENTENCING 

1121
00:42:14,160 --> 00:42:16,040
AND PAROLE DECISIONS AND SO ON 

1122
00:42:16,040 --> 00:42:18,200
AND SAID NO MATTER HOW MANY 

1123
00:42:18,200 --> 00:42:20,200
TIMES THEY STARTED ALL OVER 

1124
00:42:20,200 --> 00:42:22,440
AGAIN WITH THEIR ALGORITHM, IT 

1125
00:42:22,440 --> 00:42:24,720
KEPT BECOMING RACIST AND KEPT 

1126
00:42:24,720 --> 00:42:28,080
USING DATA TO PREDICT EXCESSIVE 

1127
00:42:28,080 --> 00:42:29,640
RECIDIVISM IN SOME POPULATIONS 

1128
00:42:29,640 --> 00:42:31,960
OVER OTHERS AND FOR EXAMPLE 

1129
00:42:31,960 --> 00:42:34,280
BASED ON HOME ADDRESS; RIGHT?  

1130
00:42:34,280 --> 00:42:37,280
THINGS LIKE THAT, THAT TAKE INTO

1131
00:42:37,280 --> 00:42:39,000
ACCOUNT SOCIAL ECONOMIC FACTORS 

1132
00:42:39,000 --> 00:42:41,440
AND REDLINING AND HISTORY OF 

1133
00:42:41,440 --> 00:42:43,960
THESE THINGS. 

1134
00:42:43,960 --> 00:42:45,760
PROBLEM IS -- THE PROBLEM IS 

1135
00:42:45,760 --> 00:42:48,440
NOT, YOU KNOW, THE DATA PER-SE. 

1136
00:42:48,440 --> 00:42:50,360
THE DATA COULD BE PERFECTLY 

1137
00:42:50,360 --> 00:42:52,680
OBJECTIVE AND STILL HAS TO BE 

1138
00:42:52,680 --> 00:42:54,120
INTERPRETED IN SOME WAY. 

1139
00:42:54,120 --> 00:42:56,800
WE DON'T HAVE A SYSTEM THAT CAN 

1140
00:42:56,800 --> 00:43:00,000
MAKE THESE PERFECTLY OBJECTIVE 

1141
00:43:00,000 --> 00:43:01,480
DECISIONS OR JUDGMENTS ABOUT 

1142
00:43:01,480 --> 00:43:03,840
HUMAN BEINGS THAT CAN TAKE INTO 

1143
00:43:03,840 --> 00:43:07,520
ACCOUNT THE FULL CONTEXT OF THAT

1144
00:43:07,520 --> 00:43:09,960
HUMAN BEING. 

1145
00:43:09,960 --> 00:43:12,200
>>SINCE WE ONLY HAVE A
FEW 

1146
00:43:12,200 --> 00:43:14,200
MINUTES, I WANT TO GO TO A 

1147
00:43:14,200 --> 00:43:15,640
QUESTION OR GENERAL THEME THAT 

1148
00:43:15,640 --> 00:43:19,120
HAS COME UP IN THE CHAT.  I 

1149
00:43:19,120 --> 00:43:24,080
THINK THAT DR. HYDE LEFT A 

1150
00:43:24,080 --> 00:43:26,360
COMMENT ON THIS WHAT ARE YOUR 

1151
00:43:26,360 --> 00:43:27,080
RECOMMENDATIONS FOR HOW WE 

1152
00:43:27,080 --> 00:43:28,680
DISCUSS AND DISSEMINATE THE 

1153
00:43:28,680 --> 00:43:31,120
RESEARCH TO THE BROADER 

1154
00:43:31,120 --> 00:43:31,400
AUDIENCE?  

1155
00:43:31,400 --> 00:43:32,920
MANY HAVE NOTED IN PRIOR 

1156
00:43:32,920 --> 00:43:35,240
SESSIONS THAT AGGRESSION 

1157
00:43:35,240 --> 00:43:37,800
RESEARCH CAN BECOME HIGHLY 

1158
00:43:37,800 --> 00:43:38,680
POLITICIZED AND DIFFERENT 

1159
00:43:38,680 --> 00:43:40,080
ACTIONS AND INSTANCES OF 

1160
00:43:40,080 --> 00:43:42,240
VIOLENCE CAN BE USED TO SUPPORT 

1161
00:43:42,240 --> 00:43:44,240
DIFFERENT POLITICAL AGENDAS AND 

1162
00:43:44,240 --> 00:43:46,800
BE USE THE TO HUMANIZE OR 

1163
00:43:46,800 --> 00:43:48,200
VILLAINIZE CERTAIN GROUPS OF 

1164
00:43:48,200 --> 00:43:49,360
INDIVIDUALS AS WELL. 

1165
00:43:49,360 --> 00:43:50,640
OUR GENERAL LACK OF 

1166
00:43:50,640 --> 00:43:52,040
COMMUNICATION WITH A BROADER -- 

1167
00:43:52,040 --> 00:43:53,880
THE BROADER PUBLIC ABOUT WHAT WE

1168
00:43:53,880 --> 00:43:56,520
ARE FINDING AND DOING MAY HAVE 

1169
00:43:56,520 --> 00:43:57,520
CONTRIBUTED TO SOME OF THE 

1170
00:43:57,520 --> 00:44:00,240
ISSUES WE ARE SEEING AROUND 

1171
00:44:00,240 --> 00:44:00,440
THIS. 

1172
00:44:00,440 --> 00:44:02,200
SO, WHAT ARE ALL YOUR 

1173
00:44:02,200 --> 00:44:03,640
RECOMMENDATIONS OR SUGGESTIONS 

1174
00:44:03,640 --> 00:44:05,800
FOR WHAT RESEARCH WE SHOULD BE 

1175
00:44:05,800 --> 00:44:06,840
DOING IN THIS SPACE?  

1176
00:44:06,840 --> 00:44:08,840
>>I WILL ALWAYS SAY I
LOOKED 

1177
00:44:08,840 --> 00:44:12,440
AT INTERVIEWS AS AN ADVERSARIAL 

1178
00:44:12,440 --> 00:44:14,560
CONTEXT I NEED TO PREPARE FOR SO

1179
00:44:14,560 --> 00:44:17,080
THAT MY POINT HAS GOTTEN ACROSS 

1180
00:44:17,080 --> 00:44:19,160
AND ALTHOUGH WE CAN'T PREDICT, 

1181
00:44:19,160 --> 00:44:23,120
YOU KNOW, PROTECT AGAINST THE 

1182
00:44:23,120 --> 00:44:24,600
NIT-PICKING AND EVERY SEVENTENCE

1183
00:44:24,600 --> 00:44:26,280
THAT I PREPARE IN ADVANCE THAT 

1184
00:44:26,280 --> 00:44:28,200
THESE SENTENCES INCLUDE ALSO THE

1185
00:44:28,200 --> 00:44:30,160
CALF VOTS AND WHAT I WANT THEM 

1186
00:44:30,160 --> 00:44:32,520
TO TAKE AWAY AND IT IS IMPORTANT

1187
00:44:32,520 --> 00:44:35,080
TO PICK AND CHOOSE MEDIA 

1188
00:44:35,080 --> 00:44:35,360
OUTLETS. 

1189
00:44:35,360 --> 00:44:37,160
WE DON'T HAVE TO SAY YES TO 

1190
00:44:37,160 --> 00:44:39,400
EVERY OUTLET AND TO THOSE THAT 

1191
00:44:39,400 --> 00:44:41,720
WE KNOW ARE MORE PRONE TO 

1192
00:44:41,720 --> 00:44:44,320
MISINFORMATION.  THAT WOULD BE 

1193
00:44:44,320 --> 00:44:45,720
MY ADVICE. 

1194
00:44:45,720 --> 00:44:47,680
>>I THINK IT IS REALLY 

1195
00:44:47,680 --> 00:44:49,200
IMPORTANT TO STRESS CONTEXT WHEN

1196
00:44:49,200 --> 00:44:51,880
-- WHEN WE ARE LOOKING AT THESE 

1197
00:44:51,880 --> 00:44:52,120
THINGS. 

1198
00:44:52,120 --> 00:44:54,240
YOU KNOW, IF YOU ARE DOING 

1199
00:44:54,240 --> 00:44:56,200
RESEARCH AND MICE, YOU HAVE TO 

1200
00:44:56,200 --> 00:44:58,280
FOREGROUND THE FACT THAT THIS IS

1201
00:44:58,280 --> 00:45:00,520
DATA THAT IS RELATED TO MICE AND

1202
00:45:00,520 --> 00:45:02,720
MAY NOT ACTUALLY BE DIRECTLY 

1203
00:45:02,720 --> 00:45:05,880
TRANSLATABLE TO HUMANS AND IS A 

1204
00:45:05,880 --> 00:45:06,880
PRETTY BIG DIFFERENCE BETWEEN A 

1205
00:45:06,880 --> 00:45:08,800
MOUSE AND HUMAN AND IS SOMETHING

1206
00:45:08,800 --> 00:45:10,760
THAT I THINK REALLY GETS BURIED 

1207
00:45:10,760 --> 00:45:12,880
A LOT OF TIMES IN REPORTING 

1208
00:45:12,880 --> 00:45:14,720
ABOUT SCIENTIFIC RESEARCH.  WE 

1209
00:45:14,720 --> 00:45:16,240
FOUND THIS, YOU KNOW, WHATEVER 

1210
00:45:16,240 --> 00:45:19,240
PART OF THE BRAIN THAT LEADS TO 

1211
00:45:19,240 --> 00:45:19,560
AGGRESSION. 

1212
00:45:19,560 --> 00:45:21,600
THE IMPORTANT PART WAS IN MICE; 

1213
00:45:21,600 --> 00:45:21,920
RIGHT?  

1214
00:45:21,920 --> 00:45:23,480
NOT IN HUMANS. 

1215
00:45:23,480 --> 00:45:25,680
WE DON'T HAVE THE DATA TO 

1216
00:45:25,680 --> 00:45:27,240
SUPPORT, YOU KNOW, THE 

1217
00:45:27,240 --> 00:45:29,160
TRANSLATION OF THIS DIRECTLY TO 

1218
00:45:29,160 --> 00:45:29,480
HUMANS. 

1219
00:45:29,480 --> 00:45:31,520
YET, I MEAN, I HAVE SEEN 

1220
00:45:31,520 --> 00:45:33,440
SCIENTISTS SORT OF MAKE THAT -- 

1221
00:45:33,440 --> 00:45:35,600
THAT LEAP THEMSELVES IN -- IN 

1222
00:45:35,600 --> 00:45:39,120
THEIR WORK THAT IS UNFORTUNATE. 

1223
00:45:39,120 --> 00:45:42,000
>>WONDERFUL.  I WANT TO
END ON

1224
00:45:42,000 --> 00:45:44,160
THIS ONE LAST COMMENT FROM DR. 

1225
00:45:44,160 --> 00:45:47,040
HIDE SAYING HE AGREES WITH 

1226
00:45:47,040 --> 00:45:49,600
EVERYTHING DR. FISCHER SAID BUT 

1227
00:45:49,600 --> 00:45:52,040
REALLY CAUTIOUS RESEARCHERS IN 

1228
00:45:52,040 --> 00:45:54,280
THE AREA HAVE BEEN CAUTIOUS WITH

1229
00:45:54,280 --> 00:45:55,720
COMMENTS AND PUBLICATIONS LIKE 

1230
00:45:55,720 --> 00:45:57,360
THE ATLANTIC AND ARTICLE DOESN'T

1231
00:45:57,360 --> 00:46:00,120
DO JUSTICE TO THE WORK AND CAN 

1232
00:46:00,120 --> 00:46:02,520
HAVE NEGATIVE OUTCOMES AND 

1233
00:46:02,520 --> 00:46:04,120
INTERPRETATIONS THAT IS A FAIR 

1234
00:46:04,120 --> 00:46:05,480
WARNING FOR EVERYONE ELSE 

1235
00:46:05,480 --> 00:46:07,160
LISTENING ON THE WEBCAST AS WELL

1236
00:46:07,160 --> 00:46:10,320
AND A POINT OR AREA THAT WE HAVE

1237
00:46:10,320 --> 00:46:12,360
TO FURTHER DISCUSSION AND COME 

1238
00:46:12,360 --> 00:46:13,760
INTO CONSENSUS HOW WE ARE 

1239
00:46:13,760 --> 00:46:16,240
SHARING AND DISSEMINATING WORK 

1240
00:46:16,240 --> 00:46:16,520
BROADLY. 

1241
00:46:16,520 --> 00:46:18,640
>>TALKING FOR FIVE
MINUTES AND

1242
00:46:18,640 --> 00:46:20,240
EXPLAIN SOMETHING REALLY 

1243
00:46:20,240 --> 00:46:21,440
THOROUGHLY.  THEY WILL TAKE ONE 

1244
00:46:21,440 --> 00:46:22,880
SENTENCE OUT OF IT.  YEAH. 

1245
00:46:22,880 --> 00:46:25,960
>>SO, WITH THAT, OUR
SESSION 

1246
00:46:25,960 --> 00:46:28,120
ON OUR KEYNOTE ON ETHICS IS DONE

1247
00:46:28,120 --> 00:46:31,080
AND I WOULD LIKE TO TURN IT OVER

1248
00:46:31,080 --> 00:46:33,160
TO MELISSA GERALD. 

1249
00:46:33,160 --> 00:46:36,320
>>THANK YOU VERY MUCH
FOR THAT

1250
00:46:36,320 --> 00:46:37,640
INTERESTING SESSION. 

1251
00:46:37,640 --> 00:46:38,480
WELCOME, EVERYONE. 

1252
00:46:38,480 --> 00:46:41,880
I WOULD LIKE TO WELCOME YOU TO 

1253
00:46:41,880 --> 00:46:44,920
OUR PANEL 3.  THIS IS OUR 

1254
00:46:44,920 --> 00:46:47,640
SESSION THAT IS DEVOTED TO 

1255
00:46:47,640 --> 00:46:49,600
DISTINGUISHING ADAPTIVE TYPICAL 

1256
00:46:49,600 --> 00:46:51,320
AGGRESSION FROM PANEL LOGICAL 

1257
00:46:51,320 --> 00:46:52,400
AGGRESSION ACROSS THE LIFE 

1258
00:46:52,400 --> 00:46:54,800
COURSE AND MY NAME IS MELISSA 

1259
00:46:54,800 --> 00:46:57,480
GERALD AND PROGRAM OFFICER IN 

1260
00:46:57,480 --> 00:46:59,640
NATIONAL INSTITUTE ON AGING AND 

1261
00:46:59,640 --> 00:47:00,840
PLEASURE TO HAVE THE OPPORTUNITY

1262
00:47:00,840 --> 00:47:02,920
TO MODERATE THIS SESSION AND 

1263
00:47:02,920 --> 00:47:05,920
DISCUSSANTS WILL BE DR. JAMES 

1264
00:47:05,920 --> 00:47:08,960
CORELY FROM UNIVERSITY OF TEXAS 

1265
00:47:08,960 --> 00:47:13,280
AND JC BARNES FROM UNIVERSITY OF

1266
00:47:13,280 --> 00:47:14,800
CINCINNATI AND FOUR 

1267
00:47:14,800 --> 00:47:16,720
PRESENTATIONS AFTERWOIRTDS AND 

1268
00:47:16,720 --> 00:47:17,520
DISCUSSANTS WILL HAVE 

1269
00:47:17,520 --> 00:47:18,360
OPPORTUNITY TO SHARE THOUGHTS 

1270
00:47:18,360 --> 00:47:21,400
AND ASK QUESTIONS THAT WE HAVE 

1271
00:47:21,400 --> 00:47:23,480
BEFORE WE TURN IN QUESTIONS 

1272
00:47:23,480 --> 00:47:24,880
SUBMITTED BY THE GENERAL 

1273
00:47:24,880 --> 00:47:26,160
AUDIENCE AND WANT US TO PROCEED 

1274
00:47:26,160 --> 00:47:28,240
WITH THE SHOW AND FOR THE FIRST 

1275
00:47:28,240 --> 00:47:31,840
PRESENTATION I WANT TO WELCOME 

1276
00:47:31,840 --> 00:47:35,800
DR. ERRIN HEKT FROM HARVARD 

1277
00:47:35,800 --> 00:47:37,680
UNIVERSITY.  THANK YOU VERY 

1278
00:47:37,680 --> 00:47:38,080
MUCH.  

1279
00:47:38,080 --> 00:47:39,480
>>THANK YOU VERY MUCH
FOR THE 

1280
00:47:39,480 --> 00:47:40,920
OPPORTUNITY TO CONTRIBUTE TO 

1281
00:47:40,920 --> 00:47:43,280
THIS.  THIS HAS BEEN A REALLY 

1282
00:47:43,280 --> 00:47:44,160
STIMULATING AND IMPORTANT 

1283
00:47:44,160 --> 00:47:45,520
WORKSHOP SO FAR. 

1284
00:47:45,520 --> 00:47:47,760
SO, I WILL DISCUSS WHAT I SEE 

1285
00:47:47,760 --> 00:47:49,560
THAT IS THREE MAIN POINTS ABOUT 

1286
00:47:49,560 --> 00:47:52,600
HAD HOW AN EVOLUTIONARY 

1287
00:47:52,600 --> 00:47:53,680
PERSPECTIVE CAN HELP US 

1288
00:47:53,680 --> 00:47:56,440
UNDERSTAND ATYPICAL OR 

1289
00:47:56,440 --> 00:47:58,440
MALADAPTIVE AGGRESSIVE BEHAVIOR.

1290
00:47:58,440 --> 00:47:59,640
NEXT SLIDE, PLEASE. 

1291
00:47:59,640 --> 00:48:02,720
FIRST, I WANT TO DEAL WITH SOME 

1292
00:48:02,720 --> 00:48:04,560
TERMINOLOGY AND TERM ADOPTIVE 

1293
00:48:04,560 --> 00:48:06,880
HAS DIFFERENT MEANINGS IN FIELD 

1294
00:48:06,880 --> 00:48:08,840
OF EVOLUTIONARY BIOLOGY AND 

1295
00:48:08,840 --> 00:48:10,440
MENTAL HEALTH RESEARCH THAT IS 

1296
00:48:10,440 --> 00:48:11,880
IMPORTANT TO CONSIDER THINKING 

1297
00:48:11,880 --> 00:48:15,560
ABOUT ATYPICAL OR MALADAPTIVE 

1298
00:48:15,560 --> 00:48:17,200
AGGRESSION.  NEXT SLIDE, PLEASE.

1299
00:48:17,200 --> 00:48:20,280
IN EVOLUTIONARY SENSE, 

1300
00:48:20,280 --> 00:48:23,720
AGGRESSIVE ACT IS ADAPTIVE IF 

1301
00:48:23,720 --> 00:48:24,840
INCREASING INDIVIDUAL'S FITNESS 

1302
00:48:24,840 --> 00:48:25,920
REPRESENTATION OF GENES AND 

1303
00:48:25,920 --> 00:48:28,200
FUTURE GENERATIONS AND 

1304
00:48:28,200 --> 00:48:30,160
AGGRESSIVE ACT MAY OR MAY BE

1305
00:48:30,160 --> 00:48:31,200
SOMETHING WE WOULD CONSIDER 

1306
00:48:31,200 --> 00:48:34,240
MORAL OR OKAY AND EVOLUTIONARY 

1307
00:48:34,240 --> 00:48:37,520
BIOLOGISTS GENERALLY FOCUS ON 

1308
00:48:37,520 --> 00:48:40,280
HERITABLE AND INNATE COMPONENTS 

1309
00:48:40,280 --> 00:48:43,160
OF MALADAPTIVE AGGRESSIVE BEHAVE

1310
00:48:43,160 --> 00:48:46,160
AND COULD BE MALADAPTIVE IN 

1311
00:48:46,160 --> 00:48:48,480
EVOLUTIONARY SENSE IF IF SOCIAL 

1312
00:48:48,480 --> 00:48:49,600
ENVIRONMENT CHANGES AND SAME 

1313
00:48:49,600 --> 00:48:52,720
TYPE OF AGGRESSIVE BEHAV 

1314
00:48:52,720 --> 00:48:54,320
INCREASING FITNESS IN THE PAST 

1315
00:48:54,320 --> 00:48:56,400
 LONGER INCREASES FITNESS AND 

1316
00:48:56,400 --> 00:48:58,840
IS NO LONGER ADAPTIVE AND IS 

1317
00:48:58,840 --> 00:49:01,120
REFERRED TO AS EVOLUTIONARY 

1318
00:49:01,120 --> 00:49:03,040
MISMATCH AND ANOTHER EXAMPLE OF 

1319
00:49:03,040 --> 00:49:05,840
EVOLUTIONARY MISMATCH IS LOVE OF

1320
00:49:05,840 --> 00:49:07,920
SALTY AND FATTY AND SWEET FOOD 

1321
00:49:07,920 --> 00:49:10,760
THAT SERVED WELL IN EVOLUTIONARY

1322
00:49:10,760 --> 00:49:13,640
PAST FOR FOODS THAT ARE HARD TO 

1323
00:49:13,640 --> 00:49:14,880
GET NECESSARY SMALL AMOUNTS FOR 

1324
00:49:14,880 --> 00:49:19,880
HEALTHY PHENOTYPE THAT ARE NOW 

1325
00:49:19,880 --> 00:49:21,120
PLENTY FULLY [INDISCERNIBLE] AND

1326
00:49:21,120 --> 00:49:23,320
HAS PROBLEMS AND ADVANCE, 

1327
00:49:23,320 --> 00:49:23,520
PLEASE. 

1328
00:49:23,520 --> 00:49:25,520
ON OTHER HAND IF WE ARE THINKING

1329
00:49:25,520 --> 00:49:27,600
FROM A MENTAL HEALTH PERSPECTIVE

1330
00:49:27,600 --> 00:49:29,800
AND AGGRESSIVE ACT AND LACK OF 

1331
00:49:29,800 --> 00:49:31,960
AGGRESSIVE ACT IS CONSIDERED 

1332
00:49:31,960 --> 00:49:34,040
ADAPTIVE INCREASING WELLBEING OF

1333
00:49:34,040 --> 00:49:36,320
INDIVIDUALS WITHIN SOCIAL AND 

1334
00:49:36,320 --> 00:49:38,200
ENVIRONMENTAL CONTEXT. 

1335
00:49:38,200 --> 00:49:40,200
AND AS WELL INCREASING T 

1336
00:49:40,200 --> 00:49:41,440
WELLBEING OF OTHER INDIVIDUALS 

1337
00:49:41,440 --> 00:49:44,640
IN THAT SOCIAL AND ENVIRONMENTAL

1338
00:49:44,640 --> 00:49:45,000
CONTEXT. 

1339
00:49:45,000 --> 00:49:47,360
RELEVANT TIME SCALE HERE IS ONE 

1340
00:49:47,360 --> 00:49:48,960
 M ETIME R T

1341
00:49:48,960 --> 00:49:52,080
GENERATIONS AND AGGRESSIVE VIOR 

1342
00:49:52,080 --> 00:49:53,800
MALADAPTIVE IN THIS SENSE IS 

1343
00:49:53,800 --> 00:49:56,880
FRAMED AS RESULTING IN AT LEAST 

1344
00:49:56,880 --> 00:49:58,840
PART FROM EARLY LIFE EXPERIENCE 

1345
00:49:58,840 --> 00:50:01,600
AND ENVIRONMENTAL RISK FACTORS. 

1346
00:50:01,600 --> 00:50:02,240
ADVANCE, PLEASE. 

1347
00:50:02,240 --> 00:50:05,120
IN REALITY, OF COURSE, WE KNOW 

1348
00:50:05,120 --> 00:50:06,920
INNATE AND HERITABLE TRAITS 

1349
00:50:06,920 --> 00:50:08,640
INTERACT WITH AND RELY ON 

1350
00:50:08,640 --> 00:50:10,160
EXPERIENCE WHETHER WE ARE 

1351
00:50:10,160 --> 00:50:12,800
TALKING ABOUT DEVELOPMENT OF THE

1352
00:50:12,800 --> 00:50:14,160
BASIC FUNCTION OF THE VISUAL 

1353
00:50:14,160 --> 00:50:16,120
SYSTEM OR DEVELOPMENT OF SOCIAL 

1354
00:50:16,120 --> 00:50:18,240
BEHAVIOR LIKE AGGRESSION AND 

1355
00:50:18,240 --> 00:50:19,720
EMERGENCE OF FUNCTIONAL 

1356
00:50:19,720 --> 00:50:21,800
PHENOTYPE IS DEPENDENT ON 

1357
00:50:21,800 --> 00:50:23,440
EXPERIENCE AND SENSITIVITY TO 

1358
00:50:23,440 --> 00:50:25,560
EXPERIENCE ALLOWS SOME TYPE OF 

1359
00:50:25,560 --> 00:50:28,520
DEGREE OF PHENOTYPIC PLASTICITY 

1360
00:50:28,520 --> 00:50:30,720
ALLOWING INDIVIDUAL BRAINS TO 

1361
00:50:30,720 --> 00:50:33,520
TUNE THEMSELVES TO CONDITIONS 

1362
00:50:33,520 --> 00:50:34,960
THEY RE AND IN 

1363
00:50:34,960 --> 00:50:36,440
[INDISCERNIBLE] TIME AND WORTH 

1364
00:50:36,440 --> 00:50:37,360
CONS WHETHER THERE MIGHT 

1365
00:50:37,360 --> 00:50:39,400
BE BIOLOGICALLY DIFFERENT 

1366
00:50:39,400 --> 00:50:40,880
SUBSETS OF AGGRESSION WE WOULD 

1367
00:50:40,880 --> 00:50:43,200
CONSIDER MALADAPTIVE OF 

1368
00:50:43,200 --> 00:50:44,840
PSYCHOSOCIAL AND MENTAL HEALTH 

1369
00:50:44,840 --> 00:50:46,200
SENSE AND SOME YOU MIGHT THINK 

1370
00:50:46,200 --> 00:50:50,280
OF AS DERAILMENT OF 

1371
00:50:50,280 --> 00:50:51,600
DEVELOPMENTAL PROCESS OR 

1372
00:50:51,600 --> 00:50:53,840
MUTATION RESULTING IN BIOLOGICAL

1373
00:50:53,840 --> 00:50:54,920
DISFUNCTION IN WAY THAT YOU 

1374
00:50:54,920 --> 00:50:56,800
THINK OF PATHOLOGY IN A MORE 

1375
00:50:56,800 --> 00:50:59,080
GENERAL SENSE. 

1376
00:50:59,080 --> 00:51:01,160
AND THAT TYPE OF PHENOMENON THAT

1377
00:51:01,160 --> 00:51:02,520
WE MIGHT NOT CONSIDER TO HAVE 

1378
00:51:02,520 --> 00:51:05,120
BEENDAPTIVE IN ANY 

1379
00:51:05,120 --> 00:51:06,480
EVOLUT SENSE. 

1380
00:51:06,480 --> 00:51:10,160
 THE OTHER E TYPES OF

1381
00:51:10,160 --> 00:51:12,760
AGGRESSION THATE CONSIDER 

1382
00:51:12,760 --> 00:51:14,400
MALADAPTIVE IN MENTAL HEALTH 

1383
00:51:14,400 --> 00:51:16,840
SENSE NOW MIGHT BE REFLECTIVE OF

1384
00:51:16,840 --> 00:51:19,760
EARLY LIFE EXPERIENCE RESULTING 

1385
00:51:19,760 --> 00:51:22,320
IN DEVELOPMENTAL PLASTICITY 

1386
00:51:22,320 --> 00:51:25,840
PRODUCING EVOLUTIONARY ADAPTIVE 

1387
00:51:25,840 --> 00:51:26,920
PHENOTYPES AND THAT IS NOT 

1388
00:51:26,920 --> 00:51:29,120
SANCTIONED IF IN MODERATE 

1389
00:51:29,120 --> 00:51:30,800
SOCIETY AND WORTH CONSIDERING 

1390
00:51:30,800 --> 00:51:35,280
WHETHER SOME TYPES OF AGGRESSIVE

1391
00:51:35,280 --> 00:51:39,560
BEHAVIOR CONSIDERED MALADAPTIVE 

1392
00:51:39,560 --> 00:51:42,760
[INDISCERNIBLE].  NEXT SLIDE, 

1393
00:51:42,760 --> 00:51:43,040
PLEASE. 

1394
00:51:43,040 --> 00:51:46,040
CAN ACT ON REACTIVE AND 

1395
00:51:46,040 --> 00:51:47,760
PROAGGRESSION IN A SLIGHTLY 

1396
00:51:47,760 --> 00:51:49,600
SEPARATE MANNER AND NEXT SLIDE, 

1397
00:51:49,600 --> 00:51:49,920
PLEASE. 

1398
00:51:49,920 --> 00:51:51,800
REASON FOR THIS IS DEFENDING 

1399
00:51:51,800 --> 00:51:53,640
YOURSELF FROM A THREAT ATTAINING

1400
00:51:53,640 --> 00:51:57,400
RESOURCES ARE FUNDAMENTALLY 

1401
00:51:57,400 --> 00:51:59,240
DIFFERENT FITNESS GOALS AND 

1402
00:51:59,240 --> 00:52:01,040
SITTING THROUGH WORKSHOP SO FAR 

1403
00:52:01,040 --> 00:52:04,240
WE WOULD AGREE THIS IS 

1404
00:52:04,240 --> 00:52:05,240
OVERSIMPLIFIED DIAGRAM AND 

1405
00:52:05,240 --> 00:52:07,880
WOULDN'T AGREE ON WHAT A COMPLEX

1406
00:52:07,880 --> 00:52:08,840
DIAGRAM THAT WOULD BE 

1407
00:52:08,840 --> 00:52:11,800
APPROPRIATE AND FROM A BEHAVIOR 

1408
00:52:11,800 --> 00:52:13,880
PERSPECTIVE THERE IS TERRITORIAL

1409
00:52:13,880 --> 00:52:16,080
AGGRESSION AND SEXUAL AGGRESSION

1410
00:52:16,080 --> 00:52:18,840
AND MATERNAL AGGRESSION AND EACH

1411
00:52:18,840 --> 00:52:20,080
CLEARLY HAS DIFFERENT FITNESS 

1412
00:52:20,080 --> 00:52:22,040
ROLES AND ANIMALS AND HUMANS AND

1413
00:52:22,040 --> 00:52:23,760
DIFFERENT FORMS OF AGGRESSION 

1414
00:52:23,760 --> 00:52:26,080
HAVE PARTIALLY DIFFERENT AND 

1415
00:52:26,080 --> 00:52:27,560
OVERLAPPING NEURAL CORRELATES 

1416
00:52:27,560 --> 00:52:29,720
AND INTERRELATION AND OVERLAP OF

1417
00:52:29,720 --> 00:52:32,000
AGGRESSION SYSTEMS MAKES SENSE 

1418
00:52:32,000 --> 00:52:33,800
FROM EVOLUTIONARY PERSPECTIVES 

1419
00:52:33,800 --> 00:52:35,240
AND IF INDIVIDUAL NEEDING TO 

1420
00:52:35,240 --> 00:52:37,240
RESPOND REPEATEDLY WITH 

1421
00:52:37,240 --> 00:52:39,560
DEFENSIVE AGGRESSION IT MIGHT BE

1422
00:52:39,560 --> 00:52:41,000
ADAPTIVE IN EVOLUTIONARY SENSE 

1423
00:52:41,000 --> 00:52:44,200
TO PROACTIVELY ATTACK AND REMOVE

1424
00:52:44,200 --> 00:52:46,160
THREAT AND PROACTIVELY ATTACKING

1425
00:52:46,160 --> 00:52:48,480
ANOTHER ANIMAL THEY WILL LIKELY 

1426
00:52:48,480 --> 00:52:51,360
DEFEND THEMSELVES THAT SAYS YOU 

1427
00:52:51,360 --> 00:52:53,400
ARE REACTIVE AGGRESSION SYSTEMS 

1428
00:52:53,400 --> 00:52:55,680
NEED TO BE CUED UP AND READY TO 

1429
00:52:55,680 --> 00:52:57,960
GO AND DESPITE THIS RELATIONSHIP

1430
00:52:57,960 --> 00:53:00,800
FACT REACTIVE AND PROACTIVE 

1431
00:53:00,800 --> 00:53:02,480
AGGRESSION SERVE PARTIALLY 

1432
00:53:02,480 --> 00:53:04,520
DIFFERENT FITNESS GOALS COULD BE

1433
00:53:04,520 --> 00:53:08,000
ACTED UPON INDEPENDENTLY AGAINST

1434
00:53:08,000 --> 00:53:09,640
NATURAL SELECTION AND SPECIES 

1435
00:53:09,640 --> 00:53:11,680
THAT ARE ATTUNED MORE TOWARDS 

1436
00:53:11,680 --> 00:53:13,600
ONE OR THE OTHER.  NEXT SLIDE, 

1437
00:53:13,600 --> 00:53:13,960
PLEASE. 

1438
00:53:13,960 --> 00:53:16,680
WE CAN SEE THIS IF WE LOOK AT 

1439
00:53:16,680 --> 00:53:19,160
HUMANS CLOSEST LIVING RELATIVES 

1440
00:53:19,160 --> 00:53:24,080
THAT ARE CHIMPANZEES AND 

1441
00:53:24,080 --> 00:53:24,360
BENOVOS. 

1442
00:53:24,360 --> 00:53:27,200
WHEN ENCOUNTERED IN THE WILD -- 

1443
00:53:27,200 --> 00:53:28,480
AND SOCIAL INTERACTIONS IN THE 

1444
00:53:28,480 --> 00:53:30,320
GROUP ARE MARKED BY HAD HIGH 

1445
00:53:30,320 --> 00:53:32,280
DEGREE OF AGGRESSION RELATED TO 

1446
00:53:32,280 --> 00:53:37,360
SOCIAL DOMINANT STRUGGLES SEXUAL

1447
00:53:37,360 --> 00:53:39,760
COERCION AND INFAN TIS CRIED AND

1448
00:53:39,760 --> 00:53:42,480
RELATED TO HUMANS BETWEEN GROUP 

1449
00:53:42,480 --> 00:53:43,840
SOCIAL ENCOUNTERS ARE GENERALLY 

1450
00:53:43,840 --> 00:53:46,040
MORE FEASIBLE AND IS DIFFICULT 

1451
00:53:46,040 --> 00:53:48,320
TO SAY FOR CERTAIN HOW HUMAN 

1452
00:53:48,320 --> 00:53:50,080
AGGRESSION PROFILES COMPARE TO 

1453
00:53:50,080 --> 00:53:52,680
OTHER PRIMATES AND THINK THAT 

1454
00:53:52,680 --> 00:53:55,920
PROMINENT VIEW IN FIELD OF 

1455
00:53:55,920 --> 00:53:57,160
ANTHROPOLOGY AND CRIMETOLOGY NOW

1456
00:53:57,160 --> 00:53:59,080
IS THAT HUMANS MIGHT HAVE 

1457
00:53:59,080 --> 00:54:01,320
REDUCED REACTIVE AGGRESSION AND 

1458
00:54:01,320 --> 00:54:03,160
INCREASED PROACTIVE AGGRESSION 

1459
00:54:03,160 --> 00:54:04,760
AND IS DEBATE AROUND THIS.  I 

1460
00:54:04,760 --> 00:54:06,280
THINK THAT ONE THING WE CAN 

1461
00:54:06,280 --> 00:54:07,880
AGREE ON IS THAT THERE IS 

1462
00:54:07,880 --> 00:54:09,880
SOMETHING DIFFERENT ABOUT HUMAN 

1463
00:54:09,880 --> 00:54:11,800
AGGRESSION COMPARED TO OTHER 

1464
00:54:11,800 --> 00:54:15,240
ANIMALS AND WE HAVE THESE 

1465
00:54:15,240 --> 00:54:18,280
COOPERATIVE SOCIALLY COORDINATED

1466
00:54:18,280 --> 00:54:20,320
EFFORTS TO AMELIORATE PROOEND 

1467
00:54:20,320 --> 00:54:22,960
VENT DISAPPROVED MODES OF 

1468
00:54:22,960 --> 00:54:25,560
AGGRESSION THAT IS A RARE THING 

1469
00:54:25,560 --> 00:54:28,360
ACROSS SPECIES AND WHAT 

1470
00:54:28,360 --> 00:54:29,360
DIFFERENTIATES US FROM MOST 

1471
00:54:29,360 --> 00:54:30,920
SPECIES AND THIS WORKSHOP IS A 

1472
00:54:30,920 --> 00:54:32,360
EXAMPLE OF THAT. 

1473
00:54:32,360 --> 00:54:33,760
SO, I THINK THIS HIGHLIGHTS THIS

1474
00:54:33,760 --> 00:54:35,800
FACT THAT WE HAVE A SYSTEM OF 

1475
00:54:35,800 --> 00:54:38,360
NORMS AND LAWS THAT REGULATES 

1476
00:54:38,360 --> 00:54:40,520
OUR OWN AGGRESSION BEHAVIOR AND 

1477
00:54:40,520 --> 00:54:42,400
CULTURAL SYSTEMS DECIDE WHICH 

1478
00:54:42,400 --> 00:54:44,440
FORMS OF AGGRESSION ACTUALLY 

1479
00:54:44,440 --> 00:54:46,040
COUNT AS AGGRESSION AND DECIDE 

1480
00:54:46,040 --> 00:54:48,080
WHICH FORMS OF AGGRESSION COULD 

1481
00:54:48,080 --> 00:54:50,400
BE ACTED ON OR NOT THAT IS NOT 

1482
00:54:50,400 --> 00:54:52,080
REALLY THE CASE WITH MOST OTHER 

1483
00:54:52,080 --> 00:54:54,120
SPECIES AND BRINGS ME TO MY 

1484
00:54:54,120 --> 00:54:55,920
THIRD POINT. 

1485
00:54:55,920 --> 00:54:57,480
NEXT SLIDE, PLEASE. 

1486
00:54:57,480 --> 00:54:59,880
WE MIGHT WANT TO CONSIDER NOVEL 

1487
00:54:59,880 --> 00:55:02,040
ANIMAL MODELS THAT REALLY 

1488
00:55:02,040 --> 00:55:04,040
LEVERAGE EXPLANATORY POWER OF 

1489
00:55:04,040 --> 00:55:04,520
EVOLUTION. 

1490
00:55:04,520 --> 00:55:06,480
I WILL TALK ABOUT TWO 

1491
00:55:06,480 --> 00:55:08,200
NONCONVENTIONAL MODELS THAT CAN 

1492
00:55:08,200 --> 00:55:11,040
HELP US UNDERSTAND ATYPICAL OR 

1493
00:55:11,040 --> 00:55:12,080
MALADAPTIVE AGGRESSION BOTH 

1494
00:55:12,080 --> 00:55:14,560
THROUGH EVOLUTIONARY LENS AND 

1495
00:55:14,560 --> 00:55:16,280
THROUGH PSYCHOSOCIAL MENTAL 

1496
00:55:16,280 --> 00:55:19,160
HEALTH LENS. 

1497
00:55:19,160 --> 00:55:20,240
NEXT SLIDE, PLEASE. 

1498
00:55:20,240 --> 00:55:22,440
ONE POSSIBILITY IS DOMESTIC 

1499
00:55:22,440 --> 00:55:24,320
DOGS.  WE KNOW THROUGH THE 

1500
00:55:24,320 --> 00:55:26,040
PROCESS OF SELECTIVE BREEDING 

1501
00:55:26,040 --> 00:55:27,560
HUMANS CREATED DIFFERENT BREEDS 

1502
00:55:27,560 --> 00:55:29,720
OF DOGS WITH DIFFERENT 

1503
00:55:29,720 --> 00:55:31,200
BEHAVIORAL PHENOTYPES THAT 

1504
00:55:31,200 --> 00:55:33,720
INCLUDES PHENOTYPES THAT VARY 

1505
00:55:33,720 --> 00:55:36,600
BOTH PROACTIVE AND REACTIVE 

1506
00:55:36,600 --> 00:55:37,760
AGGRESSION I WILL DISCUSS IN A 

1507
00:55:37,760 --> 00:55:40,440
MOMENT AND PROMISING MODEL IS 

1508
00:55:40,440 --> 00:55:42,720
RUSSIAN FOX FARM EXPERIMENT AND 

1509
00:55:42,720 --> 00:55:45,800
IF HAVEN'T HEARD OF THIS LOOK UP

1510
00:55:45,800 --> 00:55:47,920
ONLINE DOING GOOGLE SEARCHES AND

1511
00:55:47,920 --> 00:55:49,960
VIDEOS OUT THERE EXPERIMENTAL 

1512
00:55:49,960 --> 00:55:52,000
EVOLUTION EFFORT BEGINNING IN 

1513
00:55:52,000 --> 00:55:54,280
1950S AND POPULATION OF FOXES 

1514
00:55:54,280 --> 00:55:56,280
SELECTED FOR REDUCED FLIGHT OR 

1515
00:55:56,280 --> 00:55:58,200
FIGHT SPONLS TOWARDS HUMANS AND 

1516
00:55:58,200 --> 00:56:00,840
IT WAS LATER SELECTED FOR OPENLY

1517
00:56:00,840 --> 00:56:03,120
PROSOCIAL BEHAVIOR TOWARDS 

1518
00:56:03,120 --> 00:56:04,080
HUMANS THAT ARE CUTE AND 

1519
00:56:04,080 --> 00:56:06,640
FRIENDLY ONES AND POPULATION 

1520
00:56:06,640 --> 00:56:07,880
UNDERGOING SELECTION FOR EXACT 

1521
00:56:07,880 --> 00:56:10,960
OPPOSITE BEHAVIORAL PROFILE HIGH

1522
00:56:10,960 --> 00:56:12,720
FIGHT OR FLIGHT RESPONSE AND 

1523
00:56:12,720 --> 00:56:14,320
HIGH DEGREES OF REACTIVE 

1524
00:56:14,320 --> 00:56:15,880
AGGRESSION AND CONTROLLED 

1525
00:56:15,880 --> 00:56:18,000
EXPERIMENTS ON SPECIFICALLY 

1526
00:56:18,000 --> 00:56:19,120
REACTIVE AGGRESSION. 

1527
00:56:19,120 --> 00:56:20,720
THESE SPECIES OFFER SOME 

1528
00:56:20,720 --> 00:56:23,040
PROMISING FEATURES AS ANIMAL 

1529
00:56:23,040 --> 00:56:24,920
MODELS AND HOPE I DON'T LOSE TOO

1530
00:56:24,920 --> 00:56:27,240
MANY PEOPLE HERE. 

1531
00:56:27,240 --> 00:56:29,640
HANG WITH ME. 

1532
00:56:29,640 --> 00:56:30,880
ADVANCE, PLEASE. 

1533
00:56:30,880 --> 00:56:37,120
SO, LIKE HUMANS, BOTH OF THESE 

1534
00:56:37,120 --> 00:56:39,120
[INDISCERNIBLE] AND PROLONGED 

1535
00:56:39,120 --> 00:56:40,240
DEVELOPMENTAL TIME COURSES 

1536
00:56:40,240 --> 00:56:42,240
INCLUDING DEVELOPMENTAL CRITICAL

1537
00:56:42,240 --> 00:56:43,760
PERIODS INCLUDING 

1538
00:56:43,760 --> 00:56:46,120
WELL-CHARACTERIZED WINDOWS FOR 

1539
00:56:46,120 --> 00:56:48,640
SOCIAL BEHAVIOR AND FEAR ALERT 

1540
00:56:48,640 --> 00:56:50,800
AND DOGS AND FOXES ARE ALSO 

1541
00:56:50,800 --> 00:56:55,160
PREDATORS AND MEANS BRAINS HAVE 

1542
00:56:55,160 --> 00:56:57,280
EVOLVED ADAP TAKESES FOR CONTEXT

1543
00:56:57,280 --> 00:56:59,040
OF HUPTING THAT IS IMPORTANT AND

1544
00:56:59,040 --> 00:57:01,880
WE CAN STUDY IN THESE SPECIES WE

1545
00:57:01,880 --> 00:57:04,080
CAN STUDY AGGRESSION THROUGH 

1546
00:57:04,080 --> 00:57:05,320
REPRODUCTIVE CONTEXT THIS IS 

1547
00:57:05,320 --> 00:57:07,840
DIFFICULT WITH MANY OTHER ANIMAL

1548
00:57:07,840 --> 00:57:09,520
MODELS. 

1549
00:57:09,520 --> 00:57:11,200
NEXT SLIDE, PLEASE. 

1550
00:57:11,200 --> 00:57:13,040
SO, IN FOXES WE HAVE SEEN 

1551
00:57:13,040 --> 00:57:16,280
SELECTION ON REACTIVE AGGRESSION

1552
00:57:16,280 --> 00:57:18,400
ALTERS BRAIN NETWORKS IN FRONTAL

1553
00:57:18,400 --> 00:57:21,800
AND LIMBIC REGIONS AND SHOULD 

1554
00:57:21,800 --> 00:57:23,680
KNOW BEHAVIORAL DIFFERENCES 

1555
00:57:23,680 --> 00:57:26,400
EMERGE IN EARLY DEVELOPMENTS 

1556
00:57:26,400 --> 00:57:27,400
LOOKING AT INNATE 

1557
00:57:27,400 --> 00:57:28,520
PREDISPOSITIONS TOWARDS REDUCED 

1558
00:57:28,520 --> 00:57:30,920
OR INCREASED REACTIVE AGGRESSION

1559
00:57:30,920 --> 00:57:33,280
AND RATHER THAN ANYTHING THAT IS

1560
00:57:33,280 --> 00:57:34,360
DEPENDENT ON EXPERIENCE AND 

1561
00:57:34,360 --> 00:57:36,200
THINK THIS IS AN EXCITING AREA 

1562
00:57:36,200 --> 00:57:37,760
OF RESEARCH THAT IS DEVELOPING 

1563
00:57:37,760 --> 00:57:40,080
NOW AND IS GENETIC AND GENOMIC 

1564
00:57:40,080 --> 00:57:44,920
WORK AS WELL AS ENDOCRINE WORK. 

1565
00:57:44,920 --> 00:57:48,680
NEXT SLIDE, PLEASE. 

1566
00:57:48,680 --> 00:57:51,440
AND THEN IN DOGS, WE SEE BRAIN 

1567
00:57:51,440 --> 00:57:53,760
NETWORKS THAT ARE IMPLICATED IN 

1568
00:57:53,760 --> 00:57:55,560
AGGRESSION AND OTHER SPECIES AND

1569
00:57:55,560 --> 00:57:58,560
ALSO BEING IMPLICATED IN VARIOUS

1570
00:57:58,560 --> 00:58:00,880
FORMS OF AGGRESSION WITHIN DOGS.

1571
00:58:00,880 --> 00:58:03,920
FOR EXAMPLE, HISTORICAL 

1572
00:58:03,920 --> 00:58:07,720
SELECTION FOR DOG FIGHTING IS 

1573
00:58:07,720 --> 00:58:10,160
ASSOCIATED WITH HPA ACCESS AND 

1574
00:58:10,160 --> 00:58:11,480
HISTORICAL SELECTION FOR HUNTING

1575
00:58:11,480 --> 00:58:15,880
THAT IS FORM OF PROACTIVE 

1576
00:58:15,880 --> 00:58:18,400
AGGRESSION INVOLVING SWEET BRAIN

1577
00:58:18,400 --> 00:58:22,560
REGIONS THAT SEEM TO SUPPORT 

1578
00:58:22,560 --> 00:58:24,240
STALKING MOTOR PROGRAM.  NEXT 

1579
00:58:24,240 --> 00:58:25,080
SLIDE, PLEASE. 

1580
00:58:25,080 --> 00:58:26,520
>>I NEED YOU TO WRAP
THIS UP. 

1581
00:58:26,520 --> 00:58:27,880
WE ARE OUT OF TIME. 

1582
00:58:27,880 --> 00:58:29,400
>>EXCUSE ME.  PLEASE
JUST 

1583
00:58:29,400 --> 00:58:32,160
ADVANCE TOWARDS THE END. 

1584
00:58:32,160 --> 00:58:36,920
OKAY.  SO, TO SUMMARIZE, I THINK

1585
00:58:36,920 --> 00:58:39,040
THAT EVOLUTIONARY LENS CAN TEACH

1586
00:58:39,040 --> 00:58:41,960
US A LOT ABOUT HOW TO UNDERSTAND

1587
00:58:41,960 --> 00:58:43,760
MALADAPTIVE AGGRESSION.  THANKS 

1588
00:58:43,760 --> 00:58:44,240
VERY MUCH. 

1589
00:58:44,240 --> 00:58:46,440
>>THANK YOU VERY MUCH. 
I HOPE

1590
00:58:46,440 --> 00:58:48,120
WE CAN HEAR MORE MAYBE DURING 

1591
00:58:48,120 --> 00:58:49,680
THE DISCUSSION TIME.  YOU CAN 

1592
00:58:49,680 --> 00:58:51,320
SLIP SOME INFORMATION IN.  THAT 

1593
00:58:51,320 --> 00:58:53,120
WOULD BE GREAT.  THANK YOU.  

1594
00:58:53,120 --> 00:58:56,160
NEXT SPEAKER IS DR. SCOTT RUSSO 

1595
00:58:56,160 --> 00:59:00,760
WHO IS FROM THE ICONS SCHOOL OF 

1596
00:59:00,760 --> 00:59:04,560
MEDICINE AT MT. SINAI.  THANK 

1597
00:59:04,560 --> 00:59:05,920
YOU!  

1598
00:59:05,920 --> 00:59:08,960
>>THANK YOU, MELISSA. 
FRENT 

1599
00:59:08,960 --> 00:59:12,760
WAS TEXTING ME ABOUT 

1600
00:59:12,760 --> 00:59:13,320
HEALTH-RELATED PROBLEM AND 

1601
00:59:13,320 --> 00:59:15,600
CAUGHT OFF GUARD TO GIVE MY TALK

1602
00:59:15,600 --> 00:59:17,760
AND LOVELY TO BE HERE HEARING 

1603
00:59:17,760 --> 00:59:22,280
ABOUT INTERESTING PERSPECTIVES 

1604
00:59:22,280 --> 00:59:24,200
AND AGGRESSION AND MY COLLEAGUES

1605
00:59:24,200 --> 00:59:25,480
AND I OFTEN THINK ABOUT THESE 

1606
00:59:25,480 --> 00:59:27,640
FROM SILOED NEUROSPECIFIC 

1607
00:59:27,640 --> 00:59:30,240
CONTEXT AND HEARING ABOUT ETHICS

1608
00:59:30,240 --> 00:59:32,240
AND EVOLUTIONARY ASPECTS OF IT 

1609
00:59:32,240 --> 00:59:33,880
ARE INTERESTING AND IMPORTANT. 

1610
00:59:33,880 --> 00:59:37,600
TODAY, I WILL TALK ABOUT OUR 

1611
00:59:37,600 --> 00:59:39,920
WORK IN PRECLINICAL MODELS TO 

1612
00:59:39,920 --> 00:59:41,840
STUDY AGGRESSION AND SOME OF THE

1613
00:59:41,840 --> 00:59:43,240
BIOLOGY DRIVING IT. 

1614
00:59:43,240 --> 00:59:47,040
I WILL TRY TO T DO THIS IN THE 

1615
00:59:47,040 --> 00:59:50,480
CONTEXT OF ADAPTATION OR PANEL 

1616
00:59:50,480 --> 00:59:53,080
LOGICAL FORMS OF AGGRESSION. 

1617
00:59:53,080 --> 00:59:56,240
NEXT SLIDE, PLEASE. 

1618
00:59:56,240 --> 00:59:59,240
THIS IS MY DEFINITION OF 

1619
00:59:59,240 --> 01:00:00,640
AGGRESSION.  WE HAVE HEARD MANY 

1620
01:00:00,640 --> 01:00:03,400
OF THEM AND THEY ARE HERE AND 

1621
01:00:03,400 --> 01:00:06,520
I'M JUST DEFINING IT AS A FORM 

1622
01:00:06,520 --> 01:00:11,600
OF SOCIAL STRESS REFLECTING 

1623
01:00:11,600 --> 01:00:13,760
VIOLEN BEHAVIOR TOWARDS ONE 

1624
01:00:13,760 --> 01:00:15,840
ANOTHER AND REACTIVE AND 

1625
01:00:15,840 --> 01:00:18,040
PROACTIVE IN NATURE AND WON'T GO

1626
01:00:18,040 --> 01:00:19,240
INTO OF THAT.  NEXT 

1627
01:00:19,240 --> 01:00:20,080
 PLEASE. 

1628
01:00:20,080 --> 01:00:23,240
I THINK THAT ONE REALLY 

1629
01:00:23,240 --> 01:00:26,480
IMPORTANT ISSUES THAT HAS BEEN 

1630
01:00:26,480 --> 01:00:29,960
DISCUSSED AT LENGTH BY ENIGRAT 

1631
01:00:29,960 --> 01:00:31,920
AND SAM AND YOU YESTERDAY WILL 

1632
01:00:31,920 --> 01:00:35,800
BE AT LEAST A MAJOR FOCUS OF MY 

1633
01:00:35,800 --> 01:00:37,760
TALK TODAY THAT AGGRESSION IS 

1634
01:00:37,760 --> 01:00:39,760
REWARDING AND MOST THINGS 

1635
01:00:39,760 --> 01:00:41,400
REWARDING FROM EVOLUTIONARY 

1636
01:00:41,400 --> 01:00:43,560
PERSPECTIVE ARE ADAPTIVE AND ARE

1637
01:00:43,560 --> 01:00:45,440
REWARDINGWA FORSON TO 

1638
01:00:45,440 --> 01:00:47,560
RE-ENFORCE THAT BEHAVIOR THAT 

1639
01:00:47,560 --> 01:00:49,720
SOMEHOW INCREASES FITNESS AND 

1640
01:00:49,720 --> 01:00:51,320
OUR ABILITY TO SURVIVE. 

1641
01:00:51,320 --> 01:00:53,600
SO, THE QUESTION REALLY BECOMES 

1642
01:00:53,600 --> 01:00:57,080
IF AGGRESSION IS REWARDING, AND 

1643
01:00:57,080 --> 01:00:59,440
WE TARGET THAT REWARD, ARE WE 

1644
01:00:59,440 --> 01:01:03,640
KIND OF REMOVING THAT ADAPTIVE 

1645
01:01:03,640 --> 01:01:05,320
CAPABILITY OF THE INDIVIDUAL AND

1646
01:01:05,320 --> 01:01:07,920
COULD THAT BE AN EFFECTIVE 

1647
01:01:07,920 --> 01:01:08,240
TREATMENT?  

1648
01:01:08,240 --> 01:01:10,160
ARE THERE CAVEATS ASSOCIATED 

1649
01:01:10,160 --> 01:01:10,960
WITH IT?  

1650
01:01:10,960 --> 01:01:12,800
TO BE ABLE TO GET INTO THIS, I 

1651
01:01:12,800 --> 01:01:14,600
WANT TO BRIEFLY REMIND EVERYBODY

1652
01:01:14,600 --> 01:01:16,800
OF THE PARADIGMS AND OVER THE 

1653
01:01:16,800 --> 01:01:18,480
NEXT THREE OR FOUR SLIDES, I 

1654
01:01:18,480 --> 01:01:20,520
WILL GO OVER REALLY QUICKLY.  IN

1655
01:01:20,520 --> 01:01:23,240
SOME CASES THEY ARE IDENTICAL 

1656
01:01:23,240 --> 01:01:25,240
SLIDES TO THOSE SHOWN YESTERDAY.

1657
01:01:25,240 --> 01:01:28,560
FOR EXAMPLE, BY SAM GOLDEN 

1658
01:01:28,560 --> 01:01:29,520
COLLABORATOR AND FRIEND WORKING 

1659
01:01:29,520 --> 01:01:31,880
ON PROJECTS RELATED TO 

1660
01:01:31,880 --> 01:01:34,120
AGGRESSION AND WITH US AND 

1661
01:01:34,120 --> 01:01:36,360
REMINDING YOU OF PARADIGMS AND 

1662
01:01:36,360 --> 01:01:38,000
PROTOCOLS AND MEASURES AND 

1663
01:01:38,000 --> 01:01:41,400
GETTING IF INTO SECOND HALF OFMT

1664
01:01:41,400 --> 01:01:42,440
THAT YOU UNDERSTAND WHAT THEY 

1665
01:01:42,440 --> 01:01:44,080
ARE ACTUALLY MEASURING. 

1666
01:01:44,080 --> 01:01:46,080
NEXT SLIDE, E,PLEASE. EA

1667
01:01:46,080 --> 01:01:48,000
WE USE A RESIDENT A INTRUDER MOL

1668
01:01:48,000 --> 01:01:49,960
TO CHARACTERIZE INDIVIDUALS THAT

1669
01:01:49,960 --> 01:01:53,680
IS VERY SIMPLE AND WE SELECT 

1670
01:01:53,680 --> 01:01:56,360
OUTBREAD MICE TO SERVE AS 

1671
01:01:56,360 --> 01:01:57,920
EXPERIMENTAL AGGRESSOR AND PLACE

1672
01:01:57,920 --> 01:02:01,200
THEM INTO A HOME CAGE WITH ITS 

1673
01:02:01,200 --> 01:02:04,160
OWN ACCESS TO RESOURCES TO BUILD

1674
01:02:04,160 --> 01:02:06,440
UP THAT TERRITORIAL COMPONENT TO

1675
01:02:06,440 --> 01:02:09,560
BEHAVIOR AND INTRODUCE AN 

1676
01:02:09,560 --> 01:02:11,280
EXPERIMENTAL MOUSE INTO THE KANL

1677
01:02:11,280 --> 01:02:21,680
AND STACK [N[N AUDIO]. 

1678
01:09:25,080 --> 01:09:26,680
>>THIS IS WORK FROM
ANOTHER 

1679
01:09:26,680 --> 01:09:30,840
GROUP.  IF YOU DO THAT SIMILAR 

1680
01:09:30,840 --> 01:09:34,360
MANIPULATION OF LATERAL HABENULA

1681
01:09:34,360 --> 01:09:36,960
WHERE YOU ACTIVATE IT.  IF YOU 

1682
01:09:36,960 --> 01:09:40,800
LOOK AT THE BLACK AND WHITE BARS

1683
01:09:40,800 --> 01:09:45,520
FROM THE FIRST PANEL THEY ARE 

1684
01:09:45,520 --> 01:09:47,600
INTERACTING LESS WITH PROSOCIAL 

1685
01:09:47,600 --> 01:09:49,800
CAUSES AND HOST OF OTHER 

1686
01:09:49,800 --> 01:09:54,560
BEHAVIORS LIMITING EXPLORATORY 

1687
01:09:54,560 --> 01:09:57,520
BEHAVIOR THAT MIGHT IMPACT 

1688
01:09:57,520 --> 01:09:58,960
FORAGING, ET CETERA.  ONE SLIDE 

1689
01:09:58,960 --> 01:09:59,320
FORWARD. 

1690
01:09:59,320 --> 01:10:01,840
QUESTION IS CAN WE I 

1691
01:10:01,840 --> 01:10:03,760
REGIONS OF THE BRAIN THAT CAN 

1692
01:10:03,760 --> 01:10:06,120
REDUCE AGGRESSION AND NOT HAVE 

1693
01:10:06,120 --> 01:10:07,960
DELETERIOUS SIDE-EFFECTS OF 

1694
01:10:07,960 --> 01:10:10,600
REDUCING AWARD AND CAUSING 

1695
01:10:10,600 --> 01:10:12,200
DEFICITS OF SOCIABILITY AND TWO 

1696
01:10:12,200 --> 01:10:15,360
MORE SLIDES, MELISSA.  PLEASE 

1697
01:10:15,360 --> 01:10:17,160
CLICK THAT BRAIN REGION 

1698
01:10:17,160 --> 01:10:18,880
IDENTIFIED IN UNBIASED SCREEN 

1699
01:10:18,880 --> 01:10:20,840
AND DOING HERE IN THE LEFT-HAND 

1700
01:10:20,840 --> 01:10:25,840
CASE THIS IS UNSTIMULATED OR 

1701
01:10:25,840 --> 01:10:27,560
UNINHIBITIED AND CLICK THE NEXT 

1702
01:10:27,560 --> 01:10:30,120
ONE IN THE RIGHT SIDE WE ARE 

1703
01:10:30,120 --> 01:10:31,680
INHIBITING A BRAIN REGION THAT 

1704
01:10:31,680 --> 01:10:34,160
YOU CAN SEE IS NOT JUST 

1705
01:10:34,160 --> 01:10:37,240
PREVENTING ATTACK BEHAVIOR AND 

1706
01:10:37,240 --> 01:10:41,800
INCREASING PROSOCIAL ENCOUNTERS 

1707
01:10:41,800 --> 01:10:43,280
INTERACT IN MEANINGFUL ANDEA 

1708
01:10:43,280 --> 01:10:45,440
POSITIVE WAYS.  NEXTYS SLIDE, 

1709
01:10:45,440 --> 01:10:45,960
PLEASE. 

1710
01:10:45,960 --> 01:10:46,840
QUANTIFICATIONS AND NEXT SLIDE 

1711
01:10:46,840 --> 01:10:48,520
IT THIS IS THE LAST ONE.  THIS 

1712
01:10:48,520 --> 01:10:51,240
IS IMPORTANT COMING BACK TO 

1713
01:10:51,240 --> 01:10:54,080
VOLITION NAL CONTROL OF THIS AND

1714
01:10:54,080 --> 01:10:55,560
INHIBITING BRAIN REGION TURNING 

1715
01:10:55,560 --> 01:10:58,760
OFF ATTACK BEHAVIOR PROMOTING 

1716
01:10:58,760 --> 01:11:06,520
POSITIVE PROSOCIAL ENCOUNTERS. 

1717
01:11:06,520 --> 01:11:09,760
WHAT DOES THE ANIMAL CHOOSE TO 

1718
01:11:09,760 --> 01:11:11,000
ENGAGE HERE. 

1719
01:11:11,000 --> 01:11:12,960
ANIMAL STILL CONTINUES TO PRESS 

1720
01:11:12,960 --> 01:11:15,560
LEVER FOR ACCESS TO INTRUDER 

1721
01:11:15,560 --> 01:11:18,400
MOUSE AND NO DIFFERENCE AND 

1722
01:11:18,400 --> 01:11:20,800
EFFECT IN INHIBITING REGION ON 

1723
01:11:20,800 --> 01:11:23,200
THAT FACTOR BUT THIS DECISION TO

1724
01:11:23,200 --> 01:11:25,160
ATTACK WHEN THEY HAVE ACCESS AND

1725
01:11:25,160 --> 01:11:27,640
WILL LEAVE IT AT THAT.  FROM OUR

1726
01:11:27,640 --> 01:11:29,240
PERSPECTIVE WE ARE KEEN ON 

1727
01:11:29,240 --> 01:11:31,360
UNDERSTANDING NEUROBIOLOGICAL 

1728
01:11:31,360 --> 01:11:33,120
SUBSTRATES THAT LIMIT NOT ONLY 

1729
01:11:33,120 --> 01:11:36,160
ATTACK BEHAVIOR BUT CAN PROMOTE 

1730
01:11:36,160 --> 01:11:37,920
MORE POSITIVE SOCIAL ENCOUNTERS 

1731
01:11:37,920 --> 01:11:42,480
AND POTENTIALLY ADAPTIVE 

1732
01:11:42,480 --> 01:11:46,200
RESPONSES IN GENERAL MORE 

1733
01:11:46,200 --> 01:11:49,880
SLIDE FORWARD.  SAM IS A PHD 

1734
01:11:49,880 --> 01:11:52,320
STUDENT IN MY LAB AND AMAZING TO

1735
01:11:52,320 --> 01:11:54,560
SEE HOW HE IS DOING AND THE 

1736
01:11:54,560 --> 01:11:57,360
OTHER MEMBERS AND THANKS SO MUCH

1737
01:11:57,360 --> 01:11:58,920
AND APPRECIATE YOUR ATTENTION. 

1738
01:11:58,920 --> 01:12:00,400
>>THANK YOU, SCOTT.  

1739
01:12:00,400 --> 01:12:01,880
APPRECIATE IT.  NEXT N IS 

1740
01:12:01,880 --> 01:12:04,080
DR. WALLER FROM THE UNI 

1741
01:12:04,080 --> 01:12:05,520
 PENNSYLVANIA.  THANK YOU. 

1742
01:12:05,520 --> 01:12:09,720
>> I AM HONORED TO BE ABLE TO 

1743
01:12:09,720 --> 01:12:12,280
SPEAK ON CALLOUS UNEMOTIONAL 

1744
01:12:12,280 --> 01:12:14,240
TRAITS DISTINGUISH YOUNG 

1745
01:12:14,240 --> 01:12:15,960
CHILDREN WITH TYPICAL VERSUS 

1746
01:12:15,960 --> 01:12:17,760
PANEL LOGICAL AGGRESSION AND 

1747
01:12:17,760 --> 01:12:20,200
WILL TALK ABOUT HUMANS TO DOGS 

1748
01:12:20,200 --> 01:12:22,800
TO MICE AND IN 10 MINUTES HOPING

1749
01:12:22,800 --> 01:12:26,200
TO ANSWER THREE QUESTIONS.  

1750
01:12:26,200 --> 01:12:28,680
FIRST DO TRAITS -- IN YOUNG 

1751
01:12:28,680 --> 01:12:30,640
CHILDREN THAT IS AN IMPORTANT 

1752
01:12:30,640 --> 01:12:32,320
QUESTION AND WE KNOW THAT 

1753
01:12:32,320 --> 01:12:34,920
AGGRESSION AND TANTRUMS AND 

1754
01:12:34,920 --> 01:12:36,680
OPPOSITIONAL BEHAVIOR IS COMMON 

1755
01:12:36,680 --> 01:12:40,360
AND NORMATIVE FOR CHILDREN IN 

1756
01:12:40,360 --> 01:12:41,800
TODDLER AND PRESCHOOL PERIOD AND

1757
01:12:41,800 --> 01:12:45,120
WANT TO IDENTIFY RISK OF CHRONIC

1758
01:12:45,120 --> 01:12:47,680
PROBLEMS ACROSS CHILDHOOD AND 

1759
01:12:47,680 --> 01:12:49,880
PROVIDING BRIEF OVERVIEW OF WHY 

1760
01:12:49,880 --> 01:12:51,640
CHILDREN DEVELOP TRAITS AND 

1761
01:12:51,640 --> 01:12:54,360
ENDING ON TOUCHING ON HOW WE 

1762
01:12:54,360 --> 01:12:56,560
KNOW WHAT TRAITS IMPACT 

1763
01:12:56,560 --> 01:12:59,200
WE HESSION.  NEXT SLIDE, PLEASE.

1764
01:12:59,200 --> 01:13:00,320
RDAY ABOUT TRAITS 

1765
01:13:00,320 --> 01:13:04,440
IN VARIOUS TALKS AND WILL GIVE A

1766
01:13:04,440 --> 01:13:07,160
BRIEF BACKGROUND TO CONSTRUCT 

1767
01:13:07,160 --> 01:13:09,040
PARTICULARLY AS I'M APPLYING IT 

1768
01:13:09,040 --> 01:13:12,040
TO CHILDREN AND ADULTS 

1769
01:13:12,040 --> 01:13:14,120
PSYCHOPATHY REFERS TO 

1770
01:13:14,120 --> 01:13:15,080
CONSTELLATION OF EXTREME 

1771
01:13:15,080 --> 01:13:17,120
PERSONALITY AND BEHAVIORAL 

1772
01:13:17,120 --> 01:13:18,920
FEATURES THAT IDENTIFIES 

1773
01:13:18,920 --> 01:13:22,000
INDIVIDUALS AT HIGH RISK FOR 

1774
01:13:22,000 --> 01:13:23,840
VIOLENT CRIME RECIDIVISM AND 

1775
01:13:23,840 --> 01:13:25,680
HARMFUL BEHAVIORS DIRECTED 

1776
01:13:25,680 --> 01:13:27,040
TOWARDS OTHERS PHYSICAL AND 

1777
01:13:27,040 --> 01:13:29,080
SEXUAL AGGRESSION AND ONLINE 

1778
01:13:29,080 --> 01:13:31,200
FORMS OF AGGRESSION LIKE CYBER 

1779
01:13:31,200 --> 01:13:33,200
BULLYING AND TROLLING AND 

1780
01:13:33,200 --> 01:13:34,560
DEVELOPMENTAL PSYCHOLOGIST AND 

1781
01:13:34,560 --> 01:13:36,600
ASSURE YOU I'M NOT ABOUT TO TELL

1782
01:13:36,600 --> 01:13:38,160
THAT CHILDREN COULD BE 

1783
01:13:38,160 --> 01:13:40,400
PSYCHOPATHS AND RESEARCHERS 

1784
01:13:40,400 --> 01:13:42,680
FOCUSED ON AFFECT FACET THAT IS 

1785
01:13:42,680 --> 01:13:44,240
HIGHLIGHTED THERE TO ASK WHETHER

1786
01:13:44,240 --> 01:13:46,280
FEATURES CAN ALSO IDENTIFY 

1787
01:13:46,280 --> 01:13:48,440
CHILDREN AT RISK FOR MORE SEVERE

1788
01:13:48,440 --> 01:13:50,160
AGGRESSION AND ANTISOCIAL 

1789
01:13:50,160 --> 01:13:52,880
BEHAVIOR AS WE SEE WITH 

1790
01:13:52,880 --> 01:13:54,120
PSYCHOPATHY CONSTRUCT IN MENTAL 

1791
01:13:54,120 --> 01:13:55,880
-- NEXT SLIDE, PLEASE. 

1792
01:13:55,880 --> 01:13:58,560
REALLY SEMINAL WORK BY PAUL 

1793
01:13:58,560 --> 01:14:01,280
FRICK AND COLLEAGUES IN LATE 

1794
01:14:01,280 --> 01:14:04,000
1990S AND EARLY 2000S AND USING 

1795
01:14:04,000 --> 01:14:06,840
EFFECTIVE INDICATORS TO DERIVE 

1796
01:14:06,840 --> 01:14:09,800
CALLOUS EUNEMOTIONAL TRAITS 

1797
01:14:09,800 --> 01:14:11,400
CONSTRUCTS AND DEFINING CHILDREN

1798
01:14:11,400 --> 01:14:13,640
SHOWING LACK OF EMPATHY AND 

1799
01:14:13,640 --> 01:14:15,280
SHOWING LACK OF EFFECT TOWARDS 

1800
01:14:15,280 --> 01:14:18,400
OTHERS AND LACK OF REMORSE AND 

1801
01:14:18,400 --> 01:14:19,600
UNCARING ABOUT SCHOOL WORK AND 

1802
01:14:19,600 --> 01:14:21,800
IMPORTANT ACTIVITIES AND 

1803
01:14:21,800 --> 01:14:24,360
CONSISTENT EVIDENCE SHOWS 

1804
01:14:24,360 --> 01:14:26,560
CALLOUS EMOTIONAL TRAITS 

1805
01:14:26,560 --> 01:14:28,680
IDENTIFY SUBGROUP OF CHILDREN 

1806
01:14:28,680 --> 01:14:33,200
WITH AD LESSIENT SEVERE FORMS OF

1807
01:14:33,200 --> 01:14:35,280
AGGRESSION AND ANTISOCIAL 

1808
01:14:35,280 --> 01:14:37,040
CONDUCT AND PROFILE THAT WE 

1809
01:14:37,040 --> 01:14:38,200
HEARD ABOUT YESTERDAY AND THIS 

1810
01:14:38,200 --> 01:14:40,240
EVIDENCE WAS KIND OF REALLY THE 

1811
01:14:40,240 --> 01:14:42,880
FOUNDATION FOR INCLUSION OF CU 

1812
01:14:42,880 --> 01:14:45,240
TRAITS CONSTRUCT IN THE DSM-5 

1813
01:14:45,240 --> 01:14:50,680
AND DENOTED AS LIMITED PROSOCIAL

1814
01:14:50,680 --> 01:14:52,440
EMOTION SPECIFY CONDUCT DISORDER

1815
01:14:52,440 --> 01:14:55,080
AND PERSON COULD RECEIVE 

1816
01:14:55,080 --> 01:14:56,400
DIAGNOSIS CONDUCT DISORDER WITH 

1817
01:14:56,400 --> 01:14:58,520
AND WITHOUT CU TRAITS.  NEXT 

1818
01:14:58,520 --> 01:15:01,200
SLIDE, PLEASE. 

1819
01:15:01,200 --> 01:15:02,960
WE HEARD ABOUT YESTERDAY 

1820
01:15:02,960 --> 01:15:04,720
AGGRESSION AND DISRUPTIVE 

1821
01:15:04,720 --> 01:15:06,880
BEHAVIOR THAT HAVE ORIGINS EARLY

1822
01:15:06,880 --> 01:15:08,680
IN DEVELOPMENT AND LUKE AND I 

1823
01:15:08,680 --> 01:15:10,480
ALONG WITH OTHERS AND MIKE WILL 

1824
01:15:10,480 --> 01:15:12,360
IT BE AND COLLEAGUES THAT BEGIN 

1825
01:15:12,360 --> 01:15:14,560
TO ASK WHETHER WE CAN ALSO 

1826
01:15:14,560 --> 01:15:16,320
MEASURE CALLOUS AND EMOTIONAL 

1827
01:15:16,320 --> 01:15:18,240
TRAITS EARLIER IN REALLY YOUNG 

1828
01:15:18,240 --> 01:15:20,360
CHILDREN AND WHEN WE THINK ABOUT

1829
01:15:20,360 --> 01:15:22,080
THIS MUCH YOUNGER AGE PERIOD OF 

1830
01:15:22,080 --> 01:15:24,680
YOUNG CHILDREN, THERE IS NICE 

1831
01:15:24,680 --> 01:15:26,040
SIN ERNLY THERE WITH 

1832
01:15:26,040 --> 01:15:27,560
DEVELOPMENTAL WORK AND SHOWING 

1833
01:15:27,560 --> 01:15:28,920
THAT INDIVIDUAL DIFFERENCES IN 

1834
01:15:28,920 --> 01:15:31,040
THINGS LIKE EMPATHY AND GUILT 

1835
01:15:31,040 --> 01:15:33,040
AND PROSOCIAL BEHAVIOR THAT 

1836
01:15:33,040 --> 01:15:35,800
COULD BE RELIABLY MEASURED BY 2 

1837
01:15:35,800 --> 01:15:38,160
OR 3 YEARS OLD AND IN OWN WORK 

1838
01:15:38,160 --> 01:15:40,160
WE HAVE NOW SHOWN ACROSS 

1839
01:15:40,160 --> 01:15:41,360
MULTIPLE STUDIES THAT CAL OWE US

1840
01:15:41,360 --> 01:15:44,200
AND EMOTIONAL TRAITS COULD BE 

1841
01:15:44,200 --> 01:15:46,280
RELIABLY MEASURED FROM AGE 3 

1842
01:15:46,280 --> 01:15:48,920
YEARS ONWARDS USING PARENT 

1843
01:15:48,920 --> 01:15:52,120
REPO AND SHOW THAT PARENTS 

1844
01:15:52,120 --> 01:15:53,680
HAVING DISTINGUISHED CALLOUS AND

1845
01:15:53,680 --> 01:15:56,360
EMOTIONAL TRAITS FROM EARLY 

1846
01:15:56,360 --> 01:15:59,400
BEHAVIORAL PROBLEMS AND CALLOUS 

1847
01:15:59,400 --> 01:16:01,520
UNEMOTIONAL TRAITS HAVE DISTINCT

1848
01:16:01,520 --> 01:16:02,600
CORRELATES INCLUDING CLEAR 

1849
01:16:02,600 --> 01:16:04,680
DISRUPTION IN DEVELOPMENT OF 

1850
01:16:04,680 --> 01:16:06,200
EMPATHY AND GUILT AND CHILDREN 

1851
01:16:06,200 --> 01:16:07,560
SHOWING DIFFICULTIES RECOGNIZING

1852
01:16:07,560 --> 01:16:09,600
AND UNDERSTANDING EMOTIONS OF 

1853
01:16:09,600 --> 01:16:10,200
OTHERS. 

1854
01:16:10,200 --> 01:16:11,360
NEXT SLIDE, PLEASE. 

1855
01:16:11,360 --> 01:16:12,760
WHAT ABOUT AGGRESSION?  

1856
01:16:12,760 --> 01:16:18,520
TO THE POINT OF THE SESSION, DO 

1857
01:16:18,520 --> 01:16:24,160
CU TRAITS RESULT IN KRONITION 

1858
01:16:24,160 --> 01:16:24,840
AGGRESSION?  

1859
01:16:24,840 --> 01:16:26,840
YES.  I AM GIVING ONE EXAMPLE 

1860
01:16:26,840 --> 01:16:29,880
HERE RESULTS FROM A STUDY WE DID

1861
01:16:29,880 --> 01:16:33,240
WITH SHERRI OLSON USING DATA 

1862
01:16:33,240 --> 01:16:35,600
FROM MICHIGAN LONGITUDINAL STUDY

1863
01:16:35,600 --> 01:16:40,360
INCLUDING 241 PRESCHOOLERS 

1864
01:16:40,360 --> 01:16:43,320
OVERSAMPLED FOR RISK FOR 

1865
01:16:43,320 --> 01:16:44,440
OVEREXTERNALLIZING PROBLEMS AND 

1866
01:16:44,440 --> 01:16:47,280
Y BETA RATES FROM REGRESSION 

1867
01:16:47,280 --> 01:16:48,880
MODELS AND SHOWING PARENT 

1868
01:16:48,880 --> 01:16:51,800
REPORTED CALLOUS UNEMOTIONAL 

1869
01:16:51,800 --> 01:16:54,680
TRAITS AT AGE 3 AND PREDICTED 

1870
01:16:54,680 --> 01:16:56,680
TEACHER REPORTED PROBLEMS AT AGE

1871
01:16:56,680 --> 01:17:00,040
6 AND CONTROLLING FOR EARLIER 

1872
01:17:00,040 --> 01:17:00,960
TEACHER REPORTS FOR AGGRESSION 

1873
01:17:00,960 --> 01:17:04,280
AND E BEHAVIORAL PROBLEMS 

1874
01:17:04,280 --> 01:17:08,480
OPPOSITIONAL DEFIANT AND ADHD 

1875
01:17:08,480 --> 01:17:10,080
BEHAVIORS IN AGE 3 AND TALKS WE 

1876
01:17:10,080 --> 01:17:12,280
HAVE HAD IS INTERESTING TO NOTE 

1877
01:17:12,280 --> 01:17:15,440
AGE 3CU TRAITS REPORTED BY 

1878
01:17:15,440 --> 01:17:18,360
PARENTS PREDICTED OUT TO GREATER

1879
01:17:18,360 --> 01:17:21,960
RISK FOR TEACHER REPORTED 

1880
01:17:21,960 --> 01:17:23,080
PROACTIVE AGGRESSION AT AGE 6 

1881
01:17:23,080 --> 01:17:25,280
THAT YOU SEE ON THE RIGHT.  NEXT

1882
01:17:25,280 --> 01:17:26,000
SLIDE, PLEASE. 

1883
01:17:26,000 --> 01:17:28,480
THESE AND OTHER FINDINGS ARE 

1884
01:17:28,480 --> 01:17:31,240
REFLECTED IN ANALYTIC WORK 

1885
01:17:31,240 --> 01:17:33,560
ACROSS CHILDHOOD AND ADOLESCENCE

1886
01:17:33,560 --> 01:17:36,240
AND ON LEFT RESULTS FROM ABBY'S 

1887
01:17:36,240 --> 01:17:39,080
GROUP SHOWING SCHOOLS OF CALLOUS

1888
01:17:39,080 --> 01:17:42,120
UNEMOTIONAL TRAITS ICU WIDELY 

1889
01:17:42,120 --> 01:17:44,200
MEASURED CU TRAITS NOW RELATED 

1890
01:17:44,200 --> 01:17:49,560
TO MODERATE RISK FIRST ANALYZING

1891
01:17:49,560 --> 01:17:51,800
PROBLEMS AND RIGHT THIS GROUP 

1892
01:17:51,800 --> 01:17:53,040
METAANALYSIS FROM THIS GROUP 

1893
01:17:53,040 --> 01:17:55,280
SPECIFIC STUDIES IN EARLY 

1894
01:17:55,280 --> 01:17:57,400
CHILDHOOD SHOWING MEASURES OF 

1895
01:17:57,400 --> 01:17:59,160
TRAITS ARE PREDICTING RISK FOR 

1896
01:17:59,160 --> 01:18:01,840
CONDUCT PROBLEMS WITH MODERATE 

1897
01:18:01,840 --> 01:18:02,880
EFFECT SIZE AND TOGETHER 

1898
01:18:02,880 --> 01:18:04,840
FINDINGS SHOW THAT KNOWING ABOUT

1899
01:18:04,840 --> 01:18:07,920
CU TRAITS HELPS US IDENTIFY IN 

1900
01:18:07,920 --> 01:18:10,480
REALLY YOUNG CHILDREN THOSE WHO 

1901
01:18:10,480 --> 01:18:12,840
ARE AT RISK FOR SEVERE FORMS OF 

1902
01:18:12,840 --> 01:18:14,600
AGGRESSION THAT WILL PERSIST 

1903
01:18:14,600 --> 01:18:16,280
ACROSS CHILDHOOD AND THINKING 

1904
01:18:16,280 --> 01:18:18,480
ABOUT WHAT WE HEARD FROM DR. 

1905
01:18:18,480 --> 01:18:20,360
JOHNSON AND DR. FISCHER, IDEA 

1906
01:18:20,360 --> 01:18:24,080
HERE IS NOT TO STIGMATIZE BUT TO

1907
01:18:24,080 --> 01:18:26,320
IDENTIFY CHILDREN MOST IN NEED 

1908
01:18:26,320 --> 01:18:28,440
OF EARLY PREVENTIVE 

1909
01:18:28,440 --> 01:18:29,200
INTERVENTIONS PERHAPS BEGINNING 

1910
01:18:29,200 --> 01:18:31,120
TO POINT TO SPECIFIC 

1911
01:18:31,120 --> 01:18:32,200
INTERVENTION TARGETS. 

1912
01:18:32,200 --> 01:18:33,480
NEXT SLIDE, PLEASE. 

1913
01:18:33,480 --> 01:18:35,440
THAT GETS TO MY NEXT QUESTION.  

1914
01:18:35,440 --> 01:18:38,280
WE KNOW THAT THERE IS SIGNALING 

1915
01:18:38,280 --> 01:18:40,200
GREATER RISK AND WHERE CU TRAITS

1916
01:18:40,200 --> 01:18:42,120
COME AND HOW DO THEY DEVELOP?  

1917
01:18:42,120 --> 01:18:43,400
NEXT SLIDE, PLEASE. 

1918
01:18:43,400 --> 01:18:46,360
LIKE MOST FORMS OF 

1919
01:18:46,360 --> 01:18:47,920
PSYCHOPATHOLOGY AND AS WE HEARD 

1920
01:18:47,920 --> 01:18:49,720
YESTERDAY AS A REALLY COMPLEX 

1921
01:18:49,720 --> 01:18:53,520
INTERPLAY OF GENETIC 

1922
01:18:53,520 --> 01:18:56,280
ENVIRONMENTAL RISK FACTORS AND 

1923
01:18:56,280 --> 01:18:58,920
BORROWED THIS FIGURE FROM A 

1924
01:18:58,920 --> 01:19:00,240
RECENT PAPER AND [INDISCERNIBLE]

1925
01:19:00,240 --> 01:19:02,000
AND LOTS OF OTHER PEOPLE WHO ARE

1926
01:19:02,000 --> 01:19:06,400
HERE TODAY AND ON -- WHICH IS 

1927
01:19:06,400 --> 01:19:08,840
ABOUT PSYCHOPATHY AND APPLIES 

1928
01:19:08,840 --> 01:19:12,280
EQUALLY WELL TO 

1929
01:19:12,280 --> 01:19:13,760
CALLOUS-UNEMOTIONAL TRAITS AND 

1930
01:19:13,760 --> 01:19:16,000
THE ORANGE BOX HIGHLIGHTING WORK

1931
01:19:16,000 --> 01:19:19,280
ON NEUROBIOLOGICAL FACTORS CU 

1932
01:19:19,280 --> 01:19:22,320
TRAITS THAT ARE HYPOTHESIZED TO 

1933
01:19:22,320 --> 01:19:24,840
ARISE DOWNSTREAM OF GREATER 

1934
01:19:24,840 --> 01:19:26,120
HERITABLE RISK.  NEXT SLIDE. 

1935
01:19:26,120 --> 01:19:28,440
I WILL GIVE A COUPLE EXAMPLES. 

1936
01:19:28,440 --> 01:19:31,760
WE HEARD YESTERDAY ABOUT SOME OF

1937
01:19:31,760 --> 01:19:35,160
THIS CONSISTENT EVIDENCE LINKING

1938
01:19:35,160 --> 01:19:38,200
CALLOUS UNEMOTIONAL TRAITS TO 

1939
01:19:38,200 --> 01:19:42,320
CHILDREN INDUCED NEURAL 

1940
01:19:42,320 --> 01:19:43,640
PHYSIOLOGICAL ACTIVITY TO 

1941
01:19:43,640 --> 01:19:46,680
CALLOUS THREAT AND ON LEFT STUDY

1942
01:19:46,680 --> 01:19:48,480
FROM [INDISCERNIBLE] AND 

1943
01:19:48,480 --> 01:19:50,760
COLLEAGUES CHILDREN WITH HIGH CU

1944
01:19:50,760 --> 01:19:55,520
TRAITS DESIGNATED HCU HERE AND 

1945
01:19:55,520 --> 01:19:56,560
DISRUPTIVE BEHAVIOR DISORDER HAD

1946
01:19:56,560 --> 01:19:59,040
LOW AMYGDALA TO ANGRY AND 

1947
01:19:59,040 --> 01:20:01,000
FEARFUL FACES AND ON RIGHT 

1948
01:20:01,000 --> 01:20:04,000
RESULTS FROM ABBY'S GROUP 

1949
01:20:04,000 --> 01:20:06,360
SHOWING LOWER AMYGDALA 

1950
01:20:06,360 --> 01:20:08,240
REACTIVITY TO FACES MEDIATES 

1951
01:20:08,240 --> 01:20:11,040
RELATIONSHIP TO CU TRAITS AND 

1952
01:20:11,040 --> 01:20:13,240
PROACTIVATION AND HIGHER TRAITS 

1953
01:20:13,240 --> 01:20:15,880
LOWER AMYGDALA ACTIVITY TO FEAR 

1954
01:20:15,880 --> 01:20:18,640
AND RETURN TO MORE PROACTIVE 

1955
01:20:18,640 --> 01:20:18,960
AGGRESSION. 

1956
01:20:18,960 --> 01:20:20,440
NEXT SLIDE, PLEASE. 

1957
01:20:20,440 --> 01:20:23,440
IN ADDITION TO THIS REDUCED 

1958
01:20:23,440 --> 01:20:25,120
SENSITIVITY TO THREAT CUES AND 

1959
01:20:25,120 --> 01:20:27,120
OTHERS THAT I THINK IS CRITICAL 

1960
01:20:27,120 --> 01:20:29,320
FOR US UNDERSTANDING WHY 

1961
01:20:29,320 --> 01:20:30,480
CHILDREN ARE PERHAPS NOT BEING 

1962
01:20:30,480 --> 01:20:32,280
GUIDED AWAY FROM AGGRESSION 

1963
01:20:32,280 --> 01:20:35,080
TOWARDS OTHERS AND RECENT WORK 

1964
01:20:35,080 --> 01:20:36,680
EMPHASIZED HOW WE MIGHT THINK 

1965
01:20:36,680 --> 01:20:39,760
ABOUT SOCIAL AFFILIATION AND 

1966
01:20:39,760 --> 01:20:42,400
IDEA OF INHERENT MOTIVATION FOR 

1967
01:20:42,400 --> 01:20:44,400
ENJOYMENT OF HAVING SOCIAL 

1968
01:20:44,400 --> 01:20:45,480
CLOSENESS AND SOCIAL BONDING 

1969
01:20:45,480 --> 01:20:48,240
WITH OTHERS AND HYPOTHESIS BEING

1970
01:20:48,240 --> 01:20:51,200
AT LOW SOCIAL AFFILIATION 

1971
01:20:51,200 --> 01:20:53,280
CONTRIBUTES TO RISK FOR CU 

1972
01:20:53,280 --> 01:20:55,280
TRAITS AND NOVEL FIENEL TO 

1973
01:20:55,280 --> 01:20:57,280
SUPPORT THIS HYPOTHESI 

1974
01:20:57,280 --> 01:20:59,560
LOVELY STUDY FROM GROUP SHOWING 

1975
01:20:59,560 --> 01:21:03,160
ADOLESCENTS WITH CU TRAITS HAVE 

1976
01:21:03,160 --> 01:21:05,840
REDUCED INTERIOR ANCRIMINAL AR 

1977
01:21:05,840 --> 01:21:08,800
ACTIVATION TO OTHERS WITH 

1978
01:21:08,800 --> 01:21:10,800
LAUGHTER THAT IS REPRESENTING 

1979
01:21:10,800 --> 01:21:11,840
UNIVERSAL SOCIAL BONDING 

1980
01:21:11,840 --> 01:21:13,560
MECHANISM AND REPORTED TO BE 

1981
01:21:13,560 --> 01:21:16,320
LESS CONTAGIOUS AND WANTED TO 

1982
01:21:16,320 --> 01:21:18,800
JOIN IN LESS THAT MIGHT GIVE 

1983
01:21:18,800 --> 01:21:20,120
CLUES ABOUT SOCIAL INTERACTIONS 

1984
01:21:20,120 --> 01:21:22,520
THAT CUS ARE HAVING AND IN OWN 

1985
01:21:22,520 --> 01:21:24,920
WORK WE ARE INVESTIGATING HOW 

1986
01:21:24,920 --> 01:21:26,560
YOUNG CHILDREN ALSO RESPOND TO 

1987
01:21:26,560 --> 01:21:28,560
LAUGHTER.  WE ARE 1/3 OF WAY 

1988
01:21:28,560 --> 01:21:29,480
THROUGH THIS COLLECTION AND 

1989
01:21:29,480 --> 01:21:31,600
WANTED TO REALLY SHARE THIS HOT 

1990
01:21:31,600 --> 01:21:34,200
OFF THE PRESS AND IS 3, 4, AND 5

1991
01:21:34,200 --> 01:21:36,200
YEAR OLDS AND WHAT WE ARE SEEING

1992
01:21:36,200 --> 01:21:37,640
 THAT CHILDREN WITH 

1993
01:21:37,640 --> 01:21:40,280
HIGHER CU TRAITS ARE LESS GOOD 

1994
01:21:40,280 --> 01:21:42,480
AT DISTINGUISHING BETWEEN IN 

1995
01:21:42,480 --> 01:21:44,280
THIS CASE BOTH FRIENDLY LAUGHTER

1996
01:21:44,280 --> 01:21:46,800
AND KIND OF MEAN AND MOCKING 

1997
01:21:46,800 --> 01:21:47,200
LAUGHTER. 

1998
01:21:47,200 --> 01:21:48,680
AND PERHAPS THE OTHER WAY AROUND

1999
01:21:48,680 --> 01:21:50,680
IS MORE INTUITIVE WAY OF 

2000
01:21:50,680 --> 01:21:52,200
THINKING ABOUT THIS AND CHILDREN

2001
01:21:52,200 --> 01:21:54,240
WITH LOW CU TRAITS ARE MUCH 

2002
01:21:54,240 --> 01:21:56,520
BETTER AT PICKING UP ON 

2003
01:21:56,520 --> 01:21:58,160
DIFFERENT SOCIAL SIGNALS BEING 

2004
01:21:58,160 --> 01:21:59,800
CONVEYED BY LAUGHTER THAT COULD 

2005
01:21:59,800 --> 01:22:01,720
GUIDE SOCIAL BEHAVIOR IN MORE 

2006
01:22:01,720 --> 01:22:04,760
ADAPTIVE WAYS AND HIGHER CU 

2007
01:22:04,760 --> 01:22:06,080
TRAITS DON'T SEEM TO 

2008
01:22:06,080 --> 01:22:07,200
DIFFERENTIATE IN THAT WAY AND 

2009
01:22:07,200 --> 01:22:09,640
ARE CURRENTLY USING VARIOUS 

2010
01:22:09,640 --> 01:22:11,320
METHODS TO ASSESS CHILDREN'S 

2011
01:22:11,320 --> 01:22:12,280
ABILITY TO RECOGNIZE AND RESPOND

2012
01:22:12,280 --> 01:22:16,160
TO CUES OF AFFILIATION IN A NEW 

2013
01:22:16,160 --> 01:22:16,640
STUDY. 

2014
01:22:16,640 --> 01:22:18,800
NEXT SLIDE, PLEASE. 

2015
01:22:18,800 --> 01:22:20,160
IMPORTANTLY AND AS WE HEARD 

2016
01:22:20,160 --> 01:22:21,720
YESTERDAY ENVIRONMENT AND 

2017
01:22:21,720 --> 01:22:23,040
PARTICULARLY PARENT ENVIRONMENT 

2018
01:22:23,040 --> 01:22:24,600
IS REALLY IMPORTANT TO 

2019
01:22:24,600 --> 01:22:28,240
DEVELOPMENT OF CU TRAITS AND DID

2020
01:22:28,240 --> 01:22:31,120
A NICE JOB SUMMARIZING HOW 

2021
01:22:31,120 --> 01:22:33,640
GENETICALLY INHERITED FEATURES 

2022
01:22:33,640 --> 01:22:35,920
ASSOCIATED WITH CU TRAITS MIGHT 

2023
01:22:35,920 --> 01:22:38,640
SHAPE ENVIRONMENT IN WAYS THAT 

2024
01:22:38,640 --> 01:22:40,120
EXACERBATE RISK AND SKIPPING TO 

2025
01:22:40,120 --> 01:22:42,760
NEXT SLIDE SO WE DON'T RUN OVER.

2026
01:22:42,760 --> 01:22:43,520
SO, THANK YOU. 

2027
01:22:43,520 --> 01:22:45,840
MY LAST QUESTION IS REALLY 

2028
01:22:45,840 --> 01:22:48,240
FOCUSED ON WHETHER CU TRAITS DO 

2029
01:22:48,240 --> 01:22:50,600
IN FACT IMPACT TREATMENT FOR 

2030
01:22:50,600 --> 01:22:51,800
AGGRESSION GIVEN LOTS OF 

2031
01:22:51,800 --> 01:22:53,760
TREATMENTS DO FOCUS ON 

2032
01:22:53,760 --> 01:22:54,120
ENVIRONMENT. 

2033
01:22:54,120 --> 01:22:55,000
NEXT SLIDE, PLEASE. 

2034
01:22:55,000 --> 01:22:57,200
WE TRIED TO ANSWER THAT QUESTION

2035
01:22:57,200 --> 01:23:00,680
RECENTLY AND IN A METAANALYSIS 

2036
01:23:00,680 --> 01:23:02,680
OF 60 STUDIES COMBINING DATA FOR

2037
01:23:02,680 --> 01:23:06,440
MORE THAN 9,000 PARTICIPANTS AND

2038
01:23:06,440 --> 01:23:08,680
MOTIVATION IS PREVAILING NOTION 

2039
01:23:08,680 --> 01:23:10,240
THAT EXISTED IN THE LITERATURE I

2040
01:23:10,240 --> 01:23:12,200
THINK THAT CHILDREN WITH CU 

2041
01:23:12,200 --> 01:23:14,400
TRAITS ARE UNRESPONSIVE TO 

2042
01:23:14,400 --> 01:23:16,080
TREATMENT OR PERHAPS GOLD 

2043
01:23:16,080 --> 01:23:17,560
STANDARD PARENTING TREATMENTS 

2044
01:23:17,560 --> 01:23:18,920
WON'T WORK FOR CHILDREN WITH 

2045
01:23:18,920 --> 01:23:21,320
HIGHER CU TRAITS AND BROADLY 

2046
01:23:21,320 --> 01:23:23,440
FINDINGS REFUTED THAT IDEA AND 

2047
01:23:23,440 --> 01:23:26,680
CU TRAITS DIDN'T PREDICT RATE OF

2048
01:23:26,680 --> 01:23:28,600
TREATMENT RESPONSIVENESS AND SEE

2049
01:23:28,600 --> 01:23:30,800
SAME RATE OF REDUCTION SYMPTOM 

2050
01:23:30,800 --> 01:23:32,400
AND SLOPE WITH CHILDREN WITH 

2051
01:23:32,400 --> 01:23:34,160
HIGH AND LOW CU TRAITS. 

2052
01:23:34,160 --> 01:23:36,040
NEXT SLIDE.  IT IS REALLY 

2053
01:23:36,040 --> 01:23:38,240
EVIDENT FOR THE FIGURE AND OUR 

2054
01:23:38,240 --> 01:23:40,040
ANALYSIS THAT IS MADE CLEAR AND 

2055
01:23:40,040 --> 01:23:41,800
CHILDREN WITH HIGH CU TRAITS 

2056
01:23:41,800 --> 01:23:43,240
DESPITE SHOWING SAME RATE OF 

2057
01:23:43,240 --> 01:23:44,880
CHANGE AND SYMPTOMS ARE STARTING

2058
01:23:44,880 --> 01:23:47,200
AND ENDING TREATMENT WITH MORE 

2059
01:23:47,200 --> 01:23:49,400
SYMPTOM SEVERITY AND ONE 

2060
01:23:49,400 --> 01:23:51,000
TAKEAWAY WE TOUCHED ON IN 

2061
01:23:51,000 --> 01:23:53,520
DISCUSSION YESTERDAY IS WE NEED 

2062
01:23:53,520 --> 01:23:55,320
REALLY ADD-ONS TO TREATMENTS OR 

2063
01:23:55,320 --> 01:23:57,560
ADAPTIVE TREATMENTS TO ADDRESS 

2064
01:23:57,560 --> 01:23:59,440
GREATER SYMPTOM SEVERITY WE SEE 

2065
01:23:59,440 --> 01:24:01,120
IN CHILDREN WITH CU TRAITS AS 

2066
01:24:01,120 --> 01:24:04,120
WELL AS USING CLUES FROM SOME 

2067
01:24:04,120 --> 01:24:06,400
EMPIRICAL WORK ON NEUROCOGNITIVE

2068
01:24:06,400 --> 01:24:07,400
AND SOCIO [INDISCERNIBLE] 

2069
01:24:07,400 --> 01:24:09,160
DIFFICULTIES AND IF YOU CAN JUMP

2070
01:24:09,160 --> 01:24:10,440
TWO SLIDES, PLEASE. 

2071
01:24:10,440 --> 01:24:13,280
THANK YOU.  I WILL GIVE AN 

2072
01:24:13,280 --> 01:24:14,640
EXAMPLE WHAT IT MIGHT LOOK LIKE 

2073
01:24:14,640 --> 01:24:16,720
THAT IS REALLY NICE WORK THAT 

2074
01:24:16,720 --> 01:24:18,920
YOU AND COLLEAGUES IN AUSTRALIA 

2075
01:24:18,920 --> 01:24:21,240
AND CHILD ADAPTIVE VERSION OF 

2076
01:24:21,240 --> 01:24:22,520
PARENT CHILD INTERACTION THERAPY

2077
01:24:22,520 --> 01:24:24,920
THAT INCLUDED MODULES TO TRY TO

2078
01:24:24,920 --> 01:24:26,920
 EMOTIONAL INTERACTIONS 

2079
01:24:26,920 --> 01:24:28,840
AND EMOTION SCAFFOLDING BY 

2080
01:24:28,840 --> 01:24:30,560
PARENTS AND THEY FOUND REALLY 

2081
01:24:30,560 --> 01:24:32,400
LARGE EFFECT SIZES IN REDUCTIONS

2082
01:24:32,400 --> 01:24:34,560
IN BOTH AGGRESSION IN TOP RIGHT 

2083
01:24:34,560 --> 01:24:37,960
THERE AND CALLOUS UAL 

2084
01:24:37,960 --> 01:24:38,200
TRAITS. 

2085
01:24:38,200 --> 01:24:39,280
NEXT SLIDE, PLEASE. 

2086
01:24:39,280 --> 01:24:41,840
I WANT TO THANK ALL MY 

2087
01:24:41,840 --> 01:24:43,240
COLLABORATORS AND STUDENT AND 

2088
01:24:43,240 --> 01:24:45,640
STAFF AND THANKS TO NIH FOR 

2089
01:24:45,640 --> 01:24:48,200
HOSTING TODAY AND ALSO FUNDING 

2090
01:24:48,200 --> 01:24:51,120
THE WORK IN MY LAB FOR 

2091
01:24:51,120 --> 01:24:52,560
INVESTIGATING CU TRAITS. 

2092
01:24:52,560 --> 01:24:53,320
THANK YOU. 

2093
01:24:53,320 --> 01:24:55,000
>>THANK YOU VERY MUCH. 
OUR 

2094
01:24:55,000 --> 01:24:59,960
FINAL SPEAKER FOR TODAY'S PANEL 

2095
01:24:59,960 --> 01:25:00,160
IS DR. ALEX BURKE FROM MICHIGAN 

2096
01:25:00,160 --> 01:25:07,280
STATE UNIVERSITY.  THANK YOU. 

2097
01:25:07,280 --> 01:25:08,560
>>I'M GOING TO BE SPEAKING

2098
01:25:08,560 --> 01:25:11,160
TODAY A LITTLE BIT ABOUT THE

2099
01:25:11,160 --> 01:25:12,160
GENETIC AND ENVIRONMENTAL

2100
01:25:12,160 --> 01:25:17,840
ETIOLOGY OF AGGRESSION.

2101
01:25:17,840 --> 01:25:19,520
OKAY, SO AGGRESSION -- ONE OF

2102
01:25:19,520 --> 01:25:20,600
THE THINGS THAT PEOPLE HAVE NOT

2103
01:25:20,600 --> 01:25:22,120
TALKED ABOUT VERY MUCH OVER THE

2104
01:25:22,120 --> 01:25:26,120
COURSE OF THIS MEETING IS KIND

2105
01:25:26,120 --> 01:25:28,360
OF THE SORT OF DEVELOPMENTAL

2106
01:25:28,360 --> 01:25:30,320
TRAJECTORY DR. MOFFITT DID, BUT

2107
01:25:30,320 --> 01:25:34,360
I FELT LIKE WE NEEDED A LITTLE

2108
01:25:34,360 --> 01:25:35,120
MORE ON THAT.

2109
01:25:35,120 --> 01:25:39,280
SO I HAD INCLUDED THIS.

2110
01:25:39,280 --> 01:25:41,800
SO AGGRESSION IS A VERY

2111
01:25:41,800 --> 01:25:42,800
INTERESTING PHENOTYPE UNLIKE

2112
01:25:42,800 --> 01:25:44,200
MANY THINGS THAT WE STUDY IN

2113
01:25:44,200 --> 01:25:45,600
CLINICAL PSYCHOLOGY, AND I'M A

2114
01:25:45,600 --> 01:25:46,680
CLINICAL PSYCHOLOGIST,

2115
01:25:46,680 --> 01:25:48,600
AGGRESSION IS ACTUALLY AT ITS

2116
01:25:48,600 --> 01:25:49,440
MOST FREQUENT PRETTY EARLY IN

2117
01:25:49,440 --> 01:25:49,760
LIFE.

2118
01:25:49,760 --> 01:25:51,840
IN FACT, DURING THE TODDLER

2119
01:25:51,840 --> 01:25:52,920
YEARS.

2120
01:25:52,920 --> 01:25:55,520
IT'S AT ITS MOST FREQUENT

2121
01:25:55,520 --> 01:25:56,600
BETWEEN AGES 2 AND 4.

2122
01:25:56,600 --> 01:25:57,800
SO IF YOU COULD JUST CLICK A

2123
01:25:57,800 --> 01:25:59,440
COUPLE TIMES THERE, YOU'LL SEE.

2124
01:25:59,440 --> 01:26:00,080
THERE WE GO.

2125
01:26:00,080 --> 01:26:00,280
YES.

2126
01:26:00,280 --> 01:26:01,840
THANK YOU.

2127
01:26:01,840 --> 01:26:02,600
THANK YOU.

2128
01:26:02,600 --> 01:26:05,920
SO IT'S ACTUALLY, IN FACT, SEEN

2129
01:26:05,920 --> 01:26:08,960
BETWEEN THE -- AT ITS MOST

2130
01:26:08,960 --> 01:26:10,400
FREQUENT BETWEEN AGES 2 AND

2131
01:26:10,400 --> 01:26:12,240
4 AND IT'S SEEN IN ABOUT 65% OF

2132
01:26:12,240 --> 01:26:12,520
TODDLERS.

2133
01:26:12,520 --> 01:26:15,760
JUST TO FRAME OUT, THESE LITTLE

2134
01:26:15,760 --> 01:26:18,400
QUEUE TEE PATOOTIES ARE TRYING

2135
01:26:18,400 --> 01:26:20,880
TO HURT YOU, OR WHOEVER THEY'RE

2136
01:26:20,880 --> 01:26:21,640
AGRESSING ON.

2137
01:26:21,640 --> 01:26:23,240
THEY'RE SMALL SO THEY DON'T DO

2138
01:26:23,240 --> 01:26:24,280
MUCH DAMAGE BUT IT IS NOT FOR

2139
01:26:24,280 --> 01:26:24,960
LACK OF EFFORT.

2140
01:26:24,960 --> 01:26:27,280
THEY ARE GIVING IT A GO.

2141
01:26:27,280 --> 01:26:31,880
BUT THERE'S A LITTLE --

2142
01:26:31,880 --> 01:26:34,120
[INAUDIBLE] NEXT SLIDE.

2143
01:26:34,120 --> 01:26:36,120
HOWEVER, THAT FREQUENCY REALLY

2144
01:26:36,120 --> 01:26:38,840
DECREASES WITH AGE.

2145
01:26:38,840 --> 01:26:40,440
SUCH THAT IT REALLY GOES DOWN,

2146
01:26:40,440 --> 01:26:41,480
YOU KNOW, TENDS TO GO DOWN.

2147
01:26:41,480 --> 01:26:43,240
THERE MIGHT BE A LITTLE BLIP UP

2148
01:26:43,240 --> 01:26:44,640
IN ADOLESCENCE, THERE'S SOME

2149
01:26:44,640 --> 01:26:46,080
DEBATE ABOUT THAT.

2150
01:26:46,080 --> 01:26:48,040
BUT THE GENERAL SORT OF

2151
01:26:48,040 --> 01:26:49,240
FREQUENCY OF THE BEHAVIOR

2152
01:26:49,240 --> 01:26:49,800
DECREASES.

2153
01:26:49,800 --> 01:26:50,800
SO COUPLE POINTS ON THAT.

2154
01:26:50,800 --> 01:26:52,320
ONE IS THE FREQUENCY IS GOING

2155
01:26:52,320 --> 01:26:55,600
DOWN BUT THE SEVERITY IS

2156
01:26:55,600 --> 01:26:56,480
INCREASING.

2157
01:26:56,480 --> 01:26:58,640
PEOPLE GET FAR MORE SKILLED AT

2158
01:26:58,640 --> 01:27:00,240
USING WEAPONS AND OTHER KINDS OF

2159
01:27:00,240 --> 01:27:01,160
AGGRESSION TO REALLY HURT

2160
01:27:01,160 --> 01:27:02,480
PEOPLE, SO SEVERITY INCREASES

2161
01:27:02,480 --> 01:27:03,840
BUT FREQUENCY DECREASES.

2162
01:27:03,840 --> 01:27:05,280
BUT THE OTHER THING TO NOTE IS

2163
01:27:05,280 --> 01:27:07,360
THAT THE RANK ORDER STABILITY,

2164
01:27:07,360 --> 01:27:08,760
THE MEAN MAY BE GOING DOWN, EVEN

2165
01:27:08,760 --> 01:27:10,720
FOR THE MOST AGGRESSIVE

2166
01:27:10,720 --> 01:27:12,360
TODDLERS, THE MEAN MAY GO DOWN

2167
01:27:12,360 --> 01:27:15,760
BY ADULTHOOD, BUT IT IS

2168
01:27:15,760 --> 01:27:17,360
NEVERTHELESS THE CASE THAT THE

2169
01:27:17,360 --> 01:27:18,360
MOST AGGRESSIVE TODDLERS ARE

2170
01:27:18,360 --> 01:27:19,920
ALSO LIKELY TO BE THE MOST

2171
01:27:19,920 --> 01:27:23,800
AGGRESSIVE ADDLY CENTS AND THE E

2172
01:27:23,800 --> 01:27:26,720
MOST AGGRESSIVE ADULTS, A POINT

2173
01:27:26,720 --> 01:27:30,360
MADE VERY NICELY BY DR. MOFFITT.

2174
01:27:30,360 --> 01:27:31,360
SORRY, TOO MANY CLICKS THERE.

2175
01:27:31,360 --> 01:27:32,720
THIS WAS THE SLIDE I WAS JUST

2176
01:27:32,720 --> 01:27:33,200
TALKING ABOUT.

2177
01:27:33,200 --> 01:27:38,680
OKAY.

2178
01:27:38,680 --> 01:27:39,680
OKAY.

2179
01:27:39,680 --> 01:27:42,760
SO IN ADDITION TO WHAT WE SEE

2180
01:27:42,760 --> 01:27:46,040
SORT OF AT THE PHENOTYPIC LEVEL

2181
01:27:46,040 --> 01:27:48,120
AT THE OBSERVED BEHAVIOR LEVEL,

2182
01:27:48,120 --> 01:27:50,040
WE ALSO DO SEE SOME, I THINK,

2183
01:27:50,040 --> 01:27:51,080
INTERESTING CHANGES IN THE

2184
01:27:51,080 --> 01:27:52,000
GENETIC AND ENVIRONMENTAL

2185
01:27:52,000 --> 01:27:54,160
ORIGINS OF AGGRESSION OVER THIS

2186
01:27:54,160 --> 01:27:54,920
SAME PERIOD.

2187
01:27:54,920 --> 01:27:57,280
SO WHAT WE SEE IS THAT THE

2188
01:27:57,280 --> 01:27:59,440
GENETIC VARIANCE IN AGGRESSION

2189
01:27:59,440 --> 01:28:02,320
IS ACTUALLY QUITE HIGH.

2190
01:28:02,320 --> 01:28:04,360
IT'S QUITE A HERITABLE PHENOTYPE

2191
01:28:04,360 --> 01:28:05,840
AND THAT IS BEGINNING AGAIN EVEN

2192
01:28:05,840 --> 01:28:07,800
DURING THE TODDLER YEARS, WE'RE

2193
01:28:07,800 --> 01:28:10,320
SEEING A VERY HERITABLE

2194
01:28:10,320 --> 01:28:11,080
PHENOTYPE EVEN DURING THE

2195
01:28:11,080 --> 01:28:11,520
TODDLER YEARS.

2196
01:28:11,520 --> 01:28:13,200
JUST TO MENTION THAT IS ACTUALLY

2197
01:28:13,200 --> 01:28:15,360
QUITE DIFFERENT FROM MANY OTHER

2198
01:28:15,360 --> 01:28:17,520
PHENOTYPES FOR WHICH WE SEE

2199
01:28:17,520 --> 01:28:18,320
RELATIVELY LOW HERITABILITY IN

2200
01:28:18,320 --> 01:28:20,480
THE TODDLER YEARS SO AGGRESSION

2201
01:28:20,480 --> 01:28:21,920
LOOKS QUITE DISTINCT FROM MANY

2202
01:28:21,920 --> 01:28:23,560
OTHER PHENOTYPES.

2203
01:28:23,560 --> 01:28:24,960
WHAT WE FIND, THOUGH, IT'S

2204
01:28:24,960 --> 01:28:26,400
PRETTY STABLY HIGH AFTER THAT.

2205
01:28:26,400 --> 01:28:28,040
AT AGE 7 IT REALLY SORT OF TOPS

2206
01:28:28,040 --> 01:28:29,360
WHERE IT'S GOING TO GO.

2207
01:28:29,360 --> 01:28:30,800
BUT WHAT'S INTERESTING IS

2208
01:28:30,800 --> 01:28:32,840
THERE'S STILL NOVEL GENETIC

2209
01:28:32,840 --> 01:28:34,600
VARIANCE, SO IF YOU WERE TO

2210
01:28:34,600 --> 01:28:36,800
CORRELATE THE GENETIC VARIANCE

2211
01:28:36,800 --> 01:28:39,720
AT AGE 3 AND 7, WHAT YOU'D SEE

2212
01:28:39,720 --> 01:28:42,480
IS THAT ONLY ABOUT 50% OF THE

2213
01:28:42,480 --> 01:28:44,760
GENETIC VARIANTS PRESENT AT AGE

2214
01:28:44,760 --> 01:28:46,080
3 IS ALSO PRESENT AT AGE 7.

2215
01:28:46,080 --> 01:28:47,480
BUT AFTER AGE 7, WE DON'T SEE

2216
01:28:47,480 --> 01:28:51,480
MUCH IN THE WAY OF GENETIC NOVEL

2217
01:28:51,480 --> 01:28:51,760
TI.

2218
01:28:51,760 --> 01:28:54,200
SO IT LOOKS LIKE THESE GENES ARE

2219
01:28:54,200 --> 01:28:56,360
SETTING EARLY AND REACHING THEIR

2220
01:28:56,360 --> 01:28:57,480
PEAK EARLY IN LIFE AND AGAIN,

2221
01:28:57,480 --> 01:29:00,840
THAT IS VERY UNUSUAL.

2222
01:29:00,840 --> 01:29:01,720
OKAY.

2223
01:29:01,720 --> 01:29:03,280
NOW ALL THAT SAID ABOUT GENES,

2224
01:29:03,280 --> 01:29:04,680
WE ALSO FIND THAT WE HAVE NOT

2225
01:29:04,680 --> 01:29:05,760
BEEN ABLE TO IDENTIFY MORE THAN

2226
01:29:05,760 --> 01:29:08,720
A HANDFUL OF SNIPS THAT MIGHT BE

2227
01:29:08,720 --> 01:29:09,160
IMPORTANT.

2228
01:29:09,160 --> 01:29:11,280
SO HERE WE'RE SEEING THIS REALLY

2229
01:29:11,280 --> 01:29:12,000
PROMINENT GENETIC INFLUENCE AND

2230
01:29:12,000 --> 01:29:14,000
EACH IS ACCOUNTING FOR LESS THAN

2231
01:29:14,000 --> 01:29:15,280
1% OF THE VARIANCE.

2232
01:29:15,280 --> 01:29:18,080
SO THIS SUGGESTS THAT RATHER

2233
01:29:18,080 --> 01:29:20,520
THAN REFLECT THE MAIN EFFECTIVE

2234
01:29:20,520 --> 01:29:22,840
GENES, THEY INSTEAD REFLECT HIGH

2235
01:29:22,840 --> 01:29:24,240
AMOUNTS OF GENE-ENVIRONMENT

2236
01:29:24,240 --> 01:29:24,720
INTERPLAY.

2237
01:29:24,720 --> 01:29:26,880
THAT'S WHAT THIS SLIDE SHOWS UP,

2238
01:29:26,880 --> 01:29:29,640
BECAUSE I THINK WHAT THIS SLIDE

2239
01:29:29,640 --> 01:29:32,000
IS SHOWING IS THE PREVALENCE OF

2240
01:29:32,000 --> 01:29:33,560
FREQUENT FIGHTING ACROSS

2241
01:29:33,560 --> 01:29:33,880
63 COUNTRIES.

2242
01:29:33,880 --> 01:29:36,480
AND WHAT YOU CAN SEE IS THAT

2243
01:29:36,480 --> 01:29:37,160
CROSS-CULTURAL STUDIES ARE

2244
01:29:37,160 --> 01:29:40,600
POINTING TO VERY ROBUST

2245
01:29:40,600 --> 01:29:43,080
DIFFERENCES IN THE PREVALENCE OF

2246
01:29:43,080 --> 01:29:43,920
FREQUENT FIGHTING ACROSS

2247
01:29:43,920 --> 01:29:44,400
SOCIETIES.

2248
01:29:44,400 --> 01:29:50,480
AND THAT'S TRUE -- [INAUDIBLE]

2249
01:29:50,480 --> 01:29:52,680
YOU KNOW, A WHITE EDUCATED

2250
01:29:52,680 --> 01:29:53,880
INDUSTRIALIZED RICH AND

2251
01:29:53,880 --> 01:29:55,120
DEMOCRATIC, AND ALSO WHEN YOU'RE

2252
01:29:55,120 --> 01:29:56,680
COMPARING A BROADER AND MORE

2253
01:29:56,680 --> 01:29:57,560
REPRESENTATIVE SWATH OF

2254
01:29:57,560 --> 01:29:57,840
SOCIETIES.

2255
01:29:57,840 --> 01:29:59,280
THE PREVALENCE OF FIGHTING AND

2256
01:29:59,280 --> 01:30:00,480
MANY OTHER ELEMENTS OF

2257
01:30:00,480 --> 01:30:02,680
AGGRESSION DO VARY ACROSS

2258
01:30:02,680 --> 01:30:03,440
SOCIETY.

2259
01:30:03,440 --> 01:30:04,440
AND THESE DIFFERENCES CAN BE

2260
01:30:04,440 --> 01:30:05,680
ACTUALLY RELATIVELY LARGE.

2261
01:30:05,680 --> 01:30:08,920
THEY CAN ACTUALLY BE LARGER THAN

2262
01:30:08,920 --> 01:30:11,200
SEX DIFFERENCES AND AGE

2263
01:30:11,200 --> 01:30:12,840
DIFFERENCES, EVEN THOSE THAT WE

2264
01:30:12,840 --> 01:30:14,960
JUST SAW.

2265
01:30:14,960 --> 01:30:17,560
MIGRATION STUDIES ALSO SHOW

2266
01:30:17,560 --> 01:30:19,040
SIMILARLY LARGE EFFECTS OF THE

2267
01:30:19,040 --> 01:30:20,640
SORT OF BROADER CULTURE ON

2268
01:30:20,640 --> 01:30:26,880
AGGRESSION PREVALENCE.

2269
01:30:26,880 --> 01:30:28,840
SO HERE'S ANOTHER -- I REALLY

2270
01:30:28,840 --> 01:30:30,920
LIKE THIS SLIDE.

2271
01:30:30,920 --> 01:30:32,440
SO WHAT THIS SLIDE IS SHOWING IS

2272
01:30:32,440 --> 01:30:34,400
LOOKING AT SORT OF LOOKING JUST

2273
01:30:34,400 --> 01:30:37,600
KIND OF -- DOING A ZOOMING IN TO

2274
01:30:37,600 --> 01:30:40,320
A PARTICULAR CLUSTER OF WEIRD

2275
01:30:40,320 --> 01:30:41,440
SOCIETIES, AND WHAT YOU CAN SEE,

2276
01:30:41,440 --> 01:30:43,400
I'LL JUST ORIENT YOU, IS THE

2277
01:30:43,400 --> 01:30:45,000
SOLID BAR IS THE U.S., AND THIS

2278
01:30:45,000 --> 01:30:48,960
IS FROM 1900 TO 2000, SO OVER A

2279
01:30:48,960 --> 01:30:50,480
100-YEAR PERIOD, AND IT'S BEING

2280
01:30:50,480 --> 01:30:52,240
COMPARED TO AUSTRALIA, CANADA,

2281
01:30:52,240 --> 01:30:53,840
AND ENGLAND AND WALES.

2282
01:30:53,840 --> 01:30:56,200
AND WHAT YOU CAN SEE IS THAT THE

2283
01:30:56,200 --> 01:30:57,440
AUSTRALIA, CANADA AND ENGLAND

2284
01:30:57,440 --> 01:30:59,480
AND WALES HAVE RELATIVELY LOW

2285
01:30:59,480 --> 01:31:00,680
HOMICIDE RATES FOR THE LAST 100

2286
01:31:00,680 --> 01:31:02,960
YEARS, AND THAT HAS NOT BEEN THE

2287
01:31:02,960 --> 01:31:04,720
CASE IN THE U.S.

2288
01:31:04,720 --> 01:31:06,720
WE HAD PRETTY HIGH HOMICIDE

2289
01:31:06,720 --> 01:31:14,400
RATES EVEN IN THE EARLY 1900s,

2290
01:31:14,400 --> 01:31:16,800
THEN IT SHOT BACK UP, THEN IT

2291
01:31:16,800 --> 01:31:17,880
DROPPED, AND NOW IT LOOKS LIKE

2292
01:31:17,880 --> 01:31:18,880
IT'S GOING BACK UP AGAIN.

2293
01:31:18,880 --> 01:31:21,120
SO WE'RE SEEING REALLY

2294
01:31:21,120 --> 01:31:23,600
PRONOUNCED CHANGES NOT JUST

2295
01:31:23,600 --> 01:31:25,640
ACROSS SOCIETIES, WHICH IS CLEAR

2296
01:31:25,640 --> 01:31:27,000
HERE, BUT ALSO WITHIN SOCIETIES.

2297
01:31:27,000 --> 01:31:32,120
SO WHEN YOU SEE THIS LEVEL OF

2298
01:31:32,120 --> 01:31:36,760
GENETIC EFFECT, WHAT YOU SEE IS

2299
01:31:36,760 --> 01:31:38,920
THAT SORT OF SIMILAR -- THESE

2300
01:31:38,920 --> 01:31:40,440
KIND OF RAPID CHANGES IN THE

2301
01:31:40,440 --> 01:31:41,960
PREVALENCE OF AGGRESSION ARE FAR

2302
01:31:41,960 --> 01:31:42,960
MORE SUGGESTIVE OF CULTURAL

2303
01:31:42,960 --> 01:31:44,320
CHANGE THAN THEY ARE OF GENETIC

2304
01:31:44,320 --> 01:31:50,000
CHANGE.

2305
01:31:50,000 --> 01:31:51,600
SO HOW CAN GENES AND THE BROADER

2306
01:31:51,600 --> 01:31:52,600
CONTEXT MATTER?

2307
01:31:52,600 --> 01:31:55,400
I THINK THE ANSWER IS

2308
01:31:55,400 --> 01:31:56,160
GENE-ENVIRONMENT INTERPLAY,

2309
01:31:56,160 --> 01:31:57,840
WHICH IS A POINT THAT'S BEEN

2310
01:31:57,840 --> 01:32:00,360
MADE BUT I'M REINFORCING IT

2311
01:32:00,360 --> 01:32:03,920
REALLY.

2312
01:32:03,920 --> 01:32:08,320
WHICH IS THAT MODERN DAY

2313
01:32:08,320 --> 01:32:10,920
EX-PATTERNS OF PHENOTYPIC

2314
01:32:10,920 --> 01:32:11,800
EXPRESSION INCLUDE NOT ONLY

2315
01:32:11,800 --> 01:32:13,000
CURRENT AND FORMER ENVIRONMENTAL

2316
01:32:13,000 --> 01:32:14,000
CONDITIONS BUT ALSO THE MANY

2317
01:32:14,000 --> 01:32:14,920
SOLUTIONS TO PROBLEMS THAT HAVE

2318
01:32:14,920 --> 01:32:16,200
BEEN DISCOVERED AND REFINED OVER

2319
01:32:16,200 --> 01:32:20,800
THE COURSE OF HUMAN HISTORY.

2320
01:32:20,800 --> 01:32:24,400
SO AS ONE EXAMPLE, HUMAN JAWS

2321
01:32:24,400 --> 01:32:27,640
ARE TOO WEAK AND OUR INTESTINES

2322
01:32:27,640 --> 01:32:28,840
ARE TOO SHORT FOR A WORLD

2323
01:32:28,840 --> 01:32:31,640
WITHOUT COOKED FOOD, OUR BODY

2324
01:32:31,640 --> 01:32:33,240
HAS CO-EVOLVED WITH OUR CAPACITY

2325
01:32:33,240 --> 01:32:34,440
TO HARNESS FIRE.

2326
01:32:34,440 --> 01:32:36,440
THAT'S TRUE EVEN THOUGH THAT'S

2327
01:32:36,440 --> 01:32:38,080
TRANSMITTED VIA THE ENVIRONMENT

2328
01:32:38,080 --> 01:32:39,840
SO THERE'S THIS INTERESTING

2329
01:32:39,840 --> 01:32:41,000
CO-EVOLUTION THAT'S HAPPENING.

2330
01:32:41,000 --> 01:32:42,520
AND SO WHAT I THINK THAT

2331
01:32:42,520 --> 01:32:43,880
SUGGESTS IS THAT RATHER THAN

2332
01:32:43,880 --> 01:32:45,520
REFLECTING MAIN EFFECTIVE GENES,

2333
01:32:45,520 --> 01:32:48,160
THE HIGH HERITABLE OF AGGRESSION

2334
01:32:48,160 --> 01:32:49,960
INSTEAD REFLECTS HIGH AMOUNTS OF

2335
01:32:49,960 --> 01:32:52,520
GENE-ENVIRONMENT INTERPLAY.

2336
01:32:52,520 --> 01:32:54,880
AND SO WE SEE THAT ACTUALLY VERY

2337
01:32:54,880 --> 01:32:56,080
CLEARLY IN THE DATA.

2338
01:32:56,080 --> 01:32:57,520
SO THE IMPORTANCE OF FAMILY

2339
01:32:57,520 --> 01:32:59,920
LEVEL RISK, FOR EXAMPLE, VARIES

2340
01:32:59,920 --> 01:33:02,880
PRETTY SIGNIFICANTLY BY BOTH

2341
01:33:02,880 --> 01:33:05,200
FAMILIAL AND NEIGHBORHOOD AND

2342
01:33:05,200 --> 01:33:06,720
COMMUNITY DISADVANTAGE.

2343
01:33:06,720 --> 01:33:08,600
SO WE CAN SEE HERE, FOR EXAMPLE,

2344
01:33:08,600 --> 01:33:12,000
A STUDY THAT FOUND THAT THE

2345
01:33:12,000 --> 01:33:13,680
SIBLING ODDS RATIO WAS -- THERE

2346
01:33:13,680 --> 01:33:17,240
WAS MORE SIMILARITY IN --

2347
01:33:17,240 --> 01:33:18,680
SIBLINGS WERE MORE SIMILAR IN

2348
01:33:18,680 --> 01:33:20,440
WEALTHIER CONTEXTS THAN IN MORE

2349
01:33:20,440 --> 01:33:24,480
DISADVANTAGED CONTEXTS.

2350
01:33:24,480 --> 01:33:25,760
WE SAW THE SAME THING WHEN WE

2351
01:33:25,760 --> 01:33:27,320
LOOKED IN A BUNCH OF TWIN

2352
01:33:27,320 --> 01:33:27,760
STUDIES.

2353
01:33:27,760 --> 01:33:29,200
WHAT WE FOUND WAS ESSENTIALLY

2354
01:33:29,200 --> 01:33:31,240
THAT -- AND THIS IS KIND OF A

2355
01:33:31,240 --> 01:33:32,640
COMPOSITE OF A BUNCH OF

2356
01:33:32,640 --> 01:33:37,640
DIFFERENT TWIN STUDIES THAT I'VE

2357
01:33:37,640 --> 01:33:39,040
DONE, BUT BASICALLY WHAT WE SEE

2358
01:33:39,040 --> 01:33:41,320
IS THAT ON AVERAGE, C AND E,

2359
01:33:41,320 --> 01:33:42,640
WHICH ARE ENVIRONMENTAL

2360
01:33:42,640 --> 01:33:48,560
INFLEUBSES,INFLUENCES, ARE REALY

2361
01:33:48,560 --> 01:33:50,200
INCREASING RAPIDLY, WHEREAS

2362
01:33:50,200 --> 01:33:52,160
GENETIC INFLUENCES INDICATED IN

2363
01:33:52,160 --> 01:33:53,360
ORANGE, THOSE ARE REALLY

2364
01:33:53,360 --> 01:33:53,800
DECREASING.

2365
01:33:53,800 --> 01:33:55,360
AGAIN, THIS IS A VERY CONSISTENT

2366
01:33:55,360 --> 01:33:57,200
FINDING NOW ACROSS MULTIPLE TWIN

2367
01:33:57,200 --> 01:33:58,520
STUDIES, BOTH THAT I'VE DONE AND

2368
01:33:58,520 --> 01:34:03,120
THAT OTHER FOLKS HAVE DONE.

2369
01:34:03,120 --> 01:34:04,920
SO HOW ARE WE GOING TO TIE ALL

2370
01:34:04,920 --> 01:34:10,360
THESE THREADS TOGETHER?

2371
01:34:10,360 --> 01:34:11,880
SO I THINK WE'VE GOT A COUPLE OF

2372
01:34:11,880 --> 01:34:12,680
REALLY DIFFERENT THINGS TO SAY

2373
01:34:12,680 --> 01:34:14,800
ABOUT THIS.

2374
01:34:14,800 --> 01:34:16,280
I THINK ONE THING JUST TO GET --

2375
01:34:16,280 --> 01:34:17,760
THIS IS A POINT THAT OTHERS HAVE

2376
01:34:17,760 --> 01:34:19,680
MADE BUT I WANT TO SORT OF ECHO

2377
01:34:19,680 --> 01:34:20,880
THAT, IS THAT I THINK -- AND TIE

2378
01:34:20,880 --> 01:34:22,880
IN THE DEVELOPMENTAL PIECE, I

2379
01:34:22,880 --> 01:34:24,240
THINK THE HIGH PREVALENCE OF

2380
01:34:24,240 --> 01:34:25,400
AGGRESSION DURING VERY EARLY

2381
01:34:25,400 --> 01:34:26,800
LIFE SUGGESTS THAT AGGRESSION

2382
01:34:26,800 --> 01:34:29,440
HAS ACTUALLY BEEN SELECTED FOR

2383
01:34:29,440 --> 01:34:30,360
OUR EVOLUTIONARY HISTORY AND

2384
01:34:30,360 --> 01:34:32,720
THAT THE ABILITY TO ENGAGE IN

2385
01:34:32,720 --> 01:34:33,640
AGGRESSION, WHEN NEEDED, IS

2386
01:34:33,640 --> 01:34:36,240
SOMETHING LIKE A SPECIES N

2387
01:34:36,240 --> 01:34:37,320
NECESSITY THAT WE THEN SHAPE

2388
01:34:37,320 --> 01:34:39,200
WITH OUR NEED TO FIT WITH SOCIAL

2389
01:34:39,200 --> 01:34:39,600
GROUPS.

2390
01:34:39,600 --> 01:34:40,480
SO IN OTHER WORDS, WE DON'T

2391
01:34:40,480 --> 01:34:41,880
LEARN TO BE AGGRESSIVE, AND THIS

2392
01:34:41,880 --> 01:34:45,000
IS A POINT THAT'S BEEN MADE BY

2393
01:34:45,000 --> 01:34:47,840
RICHARD TROMBLAY AND OTHERS, WE

2394
01:34:47,840 --> 01:34:49,240
DON'T LEARN TO BE AGGRESSIVE, WE

2395
01:34:49,240 --> 01:34:53,840
LEARN NOT TO BE AGGRESSIVE.

2396
01:34:53,840 --> 01:34:55,560
SO HIGH AGGRESSION THEN MAY

2397
01:34:55,560 --> 01:34:56,720
ACTUALLY REFLECT A LACK OF

2398
01:34:56,720 --> 01:34:58,520
EITHER -- A LACK OF EXPOSURE TO

2399
01:34:58,520 --> 01:35:00,000
APPROPRIATE SOCIALIZATION AND

2400
01:35:00,000 --> 01:35:01,560
INABILITY TO PROFIT FROM

2401
01:35:01,560 --> 01:35:02,960
SOCIALIZATION OR SORT OF

2402
01:35:02,960 --> 01:35:04,160
AGGRAVATING SOCIETAL OR

2403
01:35:04,160 --> 01:35:06,000
ENVIRONMENTAL FACTORS THAT ARE

2404
01:35:06,000 --> 01:35:08,560
IMPAIRING SOCIALIZATION IN SOME

2405
01:35:08,560 --> 01:35:09,000
WAY.

2406
01:35:09,000 --> 01:35:10,240
SO THESE PROCESSES WOULD

2407
01:35:10,240 --> 01:35:12,680
CERTAINLY BE CONSISTENT WITH A G

2408
01:35:12,680 --> 01:35:14,440
BY E AND WOULD LEAD TO THAT HIGH

2409
01:35:14,440 --> 01:35:15,640
HERITABILITY.

2410
01:35:15,640 --> 01:35:18,880
AND I'LL MAKE JUST ONE MORE SET

2411
01:35:18,880 --> 01:35:19,800
OF POINTS WHICH IS SOMETHING

2412
01:35:19,800 --> 01:35:22,680
THAT DR. MOFFITT HAD RAISED IN

2413
01:35:22,680 --> 01:35:25,600
THE CHAT, WHICH IS THINKING

2414
01:35:25,600 --> 01:35:27,480
ABOUT --

2415
01:35:27,480 --> 01:35:29,120
[INTERRUPTION]

2416
01:35:29,120 --> 01:35:31,840
>> AM I -- AM I STILL
THERE?

2417
01:35:31,840 --> 01:35:33,480
>> WE CAN HEAR YOU BUT WE
CAN'T

2418
01:35:33,480 --> 01:35:33,760
SEE YOU.

2419
01:35:33,760 --> 01:35:36,000
>> OH, OKAY.

2420
01:35:36,000 --> 01:35:36,960
WELL, THAT'S PROBABLY FOR THE

2421
01:35:36,960 --> 01:35:41,200
BEST ANY WAY.

2422
01:35:41,200 --> 01:35:43,000
SO SOCIALIZATION EFFECTS ARE

2423
01:35:43,000 --> 01:35:43,960
BOTH SORT OF A CAUSE AND A

2424
01:35:43,960 --> 01:35:47,720
CONSEQUENCE OF AGGRESSION.

2425
01:35:47,720 --> 01:35:49,880
THERE IS A COMPLICATED

2426
01:35:49,880 --> 01:35:51,640
RELATIONSHIP BETWEEN

2427
01:35:51,640 --> 01:35:53,720
SOCIALIZATION EFFORTS AND

2428
01:35:53,720 --> 01:35:54,200
ANTI-SOCIAL BEHAVIOR.

2429
01:35:54,200 --> 01:35:57,000
FOR EXAMPLE, STUDIES FOUND BOYS

2430
01:35:57,000 --> 01:35:58,720
WITH -- DISORDER ARE

2431
01:35:58,720 --> 01:35:59,920
UNRESPONSIVE TO PUNISHMENT

2432
01:35:59,920 --> 01:36:02,040
RELATIVE TO BOY WITH CONIC

2433
01:36:02,040 --> 01:36:02,640
DISORDER.

2434
01:36:02,640 --> 01:36:05,600
THEY MAY ALSO BE PLACING

2435
01:36:05,600 --> 01:36:06,600
THEMSELVES IN MORE HARMFUL

2436
01:36:06,600 --> 01:36:07,520
SITUATIONS BUT THE LONG AND THE

2437
01:36:07,520 --> 01:36:09,120
SHORT OF IT IS THAT WHEN WE'RE

2438
01:36:09,120 --> 01:36:10,960
THINKING ABOUT EFFORTS TO

2439
01:36:10,960 --> 01:36:14,680
SOCIALIZE, WE NEED TO BE MOVING

2440
01:36:14,680 --> 01:36:15,400
AWAY FROM PUNISHMENT AND

2441
01:36:15,400 --> 01:36:18,160
TOWARDS, I THINK, POSITIVE

2442
01:36:18,160 --> 01:36:21,880
SOCIALIZATION STRATEGIES.

2443
01:36:21,880 --> 01:36:24,360
AND THIS WAS A POINT ON

2444
01:36:24,360 --> 01:36:25,560
REACTIVITY TO FEAR, SOEACTIVITYO

2445
01:36:25,560 --> 01:36:27,720
FEAR, SO I'LL SKIP THAT FOR NOW.

2446
01:36:27,720 --> 01:36:29,680
SO MY TAKE-HOME MESSAGE IS, I

2447
01:36:29,680 --> 01:36:31,840
THINK AGGRESSION HAS BEEN HIGHLY

2448
01:36:31,840 --> 01:36:33,440
SELECTED FOR IN OUR EVOLUTIONARY

2449
01:36:33,440 --> 01:36:34,600
HISTORY, IT'S HIGHLY HERITABLE

2450
01:36:34,600 --> 01:36:36,920
AND BY MIDDLE CHILDHOOD, THOSE

2451
01:36:36,920 --> 01:36:38,200
GENETIC EFFECTS HAVE BEEN FULLY

2452
01:36:38,200 --> 01:36:40,600
ACTIVATED.

2453
01:36:40,600 --> 01:36:43,360
THIS HERITABILITY, HOWEVER, IS

2454
01:36:43,360 --> 01:36:44,080
CONTEXT-SPECIFIC.

2455
01:36:44,080 --> 01:36:45,760
IT'S LESS GENETIC AND MORE

2456
01:36:45,760 --> 01:36:48,520
ENVIRONMENTAL IN ORIGIN AND

2457
01:36:48,520 --> 01:36:49,400
UNDERRESOURCED CONTEXTS.

2458
01:36:49,400 --> 01:36:51,040
DOES APPEAR ALSO TO BE KIND OF

2459
01:36:51,040 --> 01:36:53,120
CONSISTENT WITH THAT POINT,

2460
01:36:53,120 --> 01:36:54,680
ROBUSTLY INFLUENCED BY BROADER

2461
01:36:54,680 --> 01:36:58,840
SOCIETAL FORCES, AND ACTUALLY IN

2462
01:36:58,840 --> 01:36:59,640
QUITE PROFOUND WAYS.

2463
01:36:59,640 --> 01:37:00,840
AGAIN THAT'S TRUE BOTH WITHIN

2464
01:37:00,840 --> 01:37:02,480
AND ACROSS SOCIETIES.

2465
01:37:02,480 --> 01:37:04,200
AND WHEN WE'RE THINKING ABOUT

2466
01:37:04,200 --> 01:37:05,880
SOCIALIZATION, WE NEED TO BE

2467
01:37:05,880 --> 01:37:06,840
PAYING MORE ATTENTION TO THAT

2468
01:37:06,840 --> 01:37:08,040
DIRECTION OF CAUSATION ISSUE

2469
01:37:08,040 --> 01:37:10,240
BECAUSE IT IS ACTUALLY QUITE

2470
01:37:10,240 --> 01:37:10,600
COMPLICATED.

2471
01:37:10,600 --> 01:37:11,160
AND I'LL STOP THERE.

2472
01:37:11,160 --> 01:37:12,000
THANK YOU.

2473
01:37:12,000 --> 01:37:13,040
>> THANK YOU.

2474
01:37:13,040 --> 01:37:15,880
THAT WAS ABSOLUTELY WONDERFUL.

2475
01:37:15,880 --> 01:37:17,680
I WOULD LIKE TO THANK YOU FOR

2476
01:37:17,680 --> 01:37:20,760
THAT, AND BEFORE WE TURN TO OUR

2477
01:37:20,760 --> 01:37:22,760
DISCUSSANTS, I'D LIKE TO REMIND

2478
01:37:22,760 --> 01:37:24,160
EVERYBODY IN OUR LISTENING AND

2479
01:37:24,160 --> 01:37:26,080
VIEWING AUDIENCE TO SUBMIT ANY

2480
01:37:26,080 --> 01:37:28,080
QUESTIONS THEY MAY HAVE THROUGH

2481
01:37:28,080 --> 01:37:30,640
THE VIDEOCAST.

2482
01:37:30,640 --> 01:37:31,720
AND WE'LL HAVE AN OPPORTUNITY TO

2483
01:37:31,720 --> 01:37:33,680
GET TO THOSE AFTERWARDS.

2484
01:37:33,680 --> 01:37:36,480
RIGHT NOW I'D LIKE TO TURN OUR

2485
01:37:36,480 --> 01:37:40,480
ATTENTION TO DR. JAMES CURLEY

2486
01:37:40,480 --> 01:37:42,800
AND J.C. BARNES, WHO WILL BE OUR

2487
01:37:42,800 --> 01:37:43,520
DISCUSSANTS, AND AT THE END,

2488
01:37:43,520 --> 01:38:00,880
WE'LL TAKE SOME QUESTIONS FROM

2489
01:38:00,880 --> 01:38:03,840
>> THANK YOU 

2490
01:38:03,840 --> 01:38:05,040
FOR THE OPPORTUNITY TO ATTEND 

2491
01:38:05,040 --> 01:38:06,760
THIS INTERESTING WORKSHOP AND I 

2492
01:38:06,760 --> 01:38:08,360
 EMPHASIZE DN POINTS

2493
01:38:08,360 --> 01:38:09,720
FROM TODAY AS WELL AS YESTERDAY 

2494
01:38:09,720 --> 01:38:12,200
THAT RELATE TO THE TOPIC OF THIS

2495
01:38:12,200 --> 01:38:14,520
PANEL THAT IS PATHOLOGICAL 

2496
01:38:14,520 --> 01:38:16,960
VERSUS ADAPTIVE AGGRESSION 

2497
01:38:16,960 --> 01:38:18,120
ACROSS THE LIFESPAN. 

2498
01:38:18,120 --> 01:38:20,240
WHAT I WILL DO IS BRING MY 

2499
01:38:20,240 --> 01:38:23,560
BACKGROUND I'M AN ANIMAL 

2500
01:38:23,560 --> 01:38:25,960
BEHAVIOR NEUROSCIENTIST THAT 

2501
01:38:25,960 --> 01:38:27,960
STUDIES DYNAMICS OF AGGRESSION 

2502
01:38:27,960 --> 01:38:31,520
AND LARGELY FOCUSING ON ANIMAL 

2503
01:38:31,520 --> 01:38:34,080
WORKING THAT WE HEARD PRESENTED 

2504
01:38:34,080 --> 01:38:39,320
THAT SCOTT AND NANAGRIT AND SAM 

2505
01:38:39,320 --> 01:38:42,280
THAT INTERSECT WITH HUMAN WORK 

2506
01:38:42,280 --> 01:38:45,440
AND BIG PICTURE THAT I PICKED UP

2507
01:38:45,440 --> 01:38:47,400
ACROSS THIS WORKSHOP AND FIRST 

2508
01:38:47,400 --> 01:38:50,000
POINT MADE BY DR. JOHNSON THIS 

2509
01:38:50,000 --> 01:38:50,920
MORNING AND ALSO BY OTHER PEOPLE

2510
01:38:50,920 --> 01:38:56,560
THAT IS THE NEED TO EMPHASIZE 

2511
01:38:56,560 --> 01:39:01,040
EDGE LOGICAL OR ECOLOGICAL 

2512
01:39:01,040 --> 01:39:02,840
VALIDITY AND ANIMAL RESEARCH IS 

2513
01:39:02,840 --> 01:39:05,160
MOST OFTEN USING LIMITED 

2514
01:39:05,160 --> 01:39:07,600
ENVIRONMENTS TO STUDY ANIMALS 

2515
01:39:07,600 --> 01:39:09,240
AND DR. JOHNSON MADE POINT THAT 

2516
01:39:09,240 --> 01:39:11,640
WE STUDY ANIMALS THAT CAN'T 

2517
01:39:11,640 --> 01:39:14,280
ESCAPE OR CONTROL THEIR 

2518
01:39:14,280 --> 01:39:15,800
ENVIRONMENT AND WE DO IT FOR 

2519
01:39:15,800 --> 01:39:17,640
IMPORTANT REASONS AND CAN 

2520
01:39:17,640 --> 01:39:19,760
CONTROL VARIABLES WHEN TRYING TO

2521
01:39:19,760 --> 01:39:21,920
STUDY NEURAL BASIS OF AGGRESSION

2522
01:39:21,920 --> 01:39:23,800
AND LIMITS UNDERSTANDING OF 

2523
01:39:23,800 --> 01:39:25,920
PHENOTYPES WE ARE OBSERVING. 

2524
01:39:25,920 --> 01:39:27,200
I THINK THAT AN IMPORTANT POINT 

2525
01:39:27,200 --> 01:39:30,080
THAT IS RAISED BY DR. JOHNSON IS

2526
01:39:30,080 --> 01:39:32,160
ARE NEURAL CIRCUITS AND 

2527
01:39:32,160 --> 01:39:33,960
CORRELATION OF AGGRESSION THAT 

2528
01:39:33,960 --> 01:39:36,000
WE IDENTIFY IN NEURAL 

2529
01:39:36,000 --> 01:39:37,760
ENVIRONMENTS SAME AS THOSE WE 

2530
01:39:37,760 --> 01:39:39,280
WOULD FIND IN COMPLEX 

2531
01:39:39,280 --> 01:39:40,560
ENVIRONMENTS AND ANSWER IS YES 

2532
01:39:40,560 --> 01:39:42,600
AND LIKELY THEY ARE AND 

2533
01:39:42,600 --> 01:39:43,720
INTERESTING QUESTION IS FOR US 

2534
01:39:43,720 --> 01:39:46,440
WOULD BE TO ASK HOW ARE THESE 

2535
01:39:46,440 --> 01:39:48,680
MODULATED AND TURNED ON OR OFF 

2536
01:39:48,680 --> 01:39:50,120
IN DIFFERENT ENVIRONMENTS THAT 

2537
01:39:50,120 --> 01:39:51,920
IS SOMETHING I WILL RETURN TO 

2538
01:39:51,920 --> 01:39:54,960
YOU SHORTLY AND SECOND QUESTION 

2539
01:39:54,960 --> 01:39:56,520
OR POINT THAT HAS BEEN RAISED BY

2540
01:39:56,520 --> 01:40:00,040
MANY PEOPLE IS NEED TO 

2541
01:40:00,040 --> 01:40:01,640
INVESTIGATE [INDISCERNIBLE] AND 

2542
01:40:01,640 --> 01:40:04,880
UNDERSTAND BIOLOGY AND SEX 

2543
01:40:04,880 --> 01:40:08,080
DIFFERENCES IN COMMONOLOGY IN 

2544
01:40:08,080 --> 01:40:09,800
BIOLOGY AND UNDERSTANDING BASIS 

2545
01:40:09,800 --> 01:40:11,320
OF AGGRESSION IN EACH SEX THAT 

2546
01:40:11,320 --> 01:40:13,560
IS RELEVANT TO MODEL ORGANISM WE

2547
01:40:13,560 --> 01:40:15,160
ARE STUDYING AND SOMETHING I 

2548
01:40:15,160 --> 01:40:17,440
WILL COME BACK TO VERY SHORTLY 

2549
01:40:17,440 --> 01:40:18,800
AND ANOTHER IMPORTANT POINT THAT

2550
01:40:18,800 --> 01:40:20,200
HAS BEEN RAISE THE BY SEVERAL 

2551
01:40:20,200 --> 01:40:22,640
PEOPLE IS AGGRESSION IS IMBEDDED

2552
01:40:22,640 --> 01:40:24,680
IN CONTEXT OF SOCIAL 

2553
01:40:24,680 --> 01:40:25,760
RELATIONSHIPS THAT IS SOMETHING 

2554
01:40:25,760 --> 01:40:27,840
THAT IS QUITE CHALLENGING IN 

2555
01:40:27,840 --> 01:40:30,280
ANIMALS TO STUDY AND NEARLY ALL 

2556
01:40:30,280 --> 01:40:34,560
WORK IN AGGRESSION STUDYING 

2557
01:40:34,560 --> 01:40:37,320
ANIMALS AND DIIADS AVEND 

2558
01:40:37,320 --> 01:40:38,840
BEHAVIOR OF ONE ANIMAL TOWARDS 

2559
01:40:38,840 --> 01:40:40,280
ANOTHER AND STUDYING AGGRESSION 

2560
01:40:40,280 --> 01:40:42,800
IN GROUPS IS NOT THAT COMMON AND

2561
01:40:42,800 --> 01:40:45,720
STUDYING DIIADS WE STUDY SHORT 

2562
01:40:45,720 --> 01:40:47,080
INTERVALS OF TIME AND SHORT 

2563
01:40:47,080 --> 01:40:49,240
TESTS LOOKING AT AGGRESSION IN A

2564
01:40:49,240 --> 01:40:51,080
VERY SHORT PERIOD RATHER THAN 

2565
01:40:51,080 --> 01:40:53,200
HOW AGGRESSION DEVELOPS OVER 

2566
01:40:53,200 --> 01:40:55,480
TIME ANDSOME WHAT RELATED TO 

2567
01:40:55,480 --> 01:40:57,320
THAT, THAT I THINK A BIG 

2568
01:40:57,320 --> 01:40:59,400
DRAWBACK WE HAVE BEEN DISCUSSING

2569
01:40:59,400 --> 01:41:03,960
ACROSS THIS WORKSHOP IS ANIMAL 

2570
01:41:03,960 --> 01:41:06,160
MODELS OF AGGRESSION ARE ABLE 

2571
01:41:06,160 --> 01:41:08,000
MODELING SEVERAL FEATURES OF 

2572
01:41:08,000 --> 01:41:10,320
HUMAN AGGRESSION THAT ARE USEFUL

2573
01:41:10,320 --> 01:41:12,920
TO HUMAN RESEARCHERS TO STUDY 

2574
01:41:12,920 --> 01:41:15,440
THAT WE HEARD FROM DR. BURT AND 

2575
01:41:15,440 --> 01:41:17,560
OTHERS FROM DEVELOPMENT OF 

2576
01:41:17,560 --> 01:41:20,400
AGGRESSION ACROSS HUMAN ONTOGENY

2577
01:41:20,400 --> 01:41:22,080
THAT IS SOMETHING THAT IS NOT 

2578
01:41:22,080 --> 01:41:24,080
STUDIED REALLY THAT DEEPLY IN 

2579
01:41:24,080 --> 01:41:25,720
ANIMAL MODELS AND PERHAPS 

2580
01:41:25,720 --> 01:41:27,520
BIGGEST AREA OF RESEARCH IS 

2581
01:41:27,520 --> 01:41:29,400
LOOKING AT PLAY BEHAVIOR AND 

2582
01:41:29,400 --> 01:41:31,800
ANIMALS PARTICULARLY IN RATS 

2583
01:41:31,800 --> 01:41:34,080
DEVELOP ROUGH AND TUMBLED PLAY 

2584
01:41:34,080 --> 01:41:36,320
AND SCAFFOLD IN SAFE MANNER TO 

2585
01:41:36,320 --> 01:41:37,920
DEVELOP AGGRESSIVE BEHAVIORS 

2586
01:41:37,920 --> 01:41:41,080
THAT WE ARE NOT LOOKING AT 

2587
01:41:41,080 --> 01:41:41,800
AGGRESSION ACROSS LIFE COURSE 

2588
01:41:41,800 --> 01:41:43,720
FROM PERSPECTIVE HOW 

2589
01:41:43,720 --> 01:41:44,800
PATHOLOGICAL AGGRESSION DEVELOPS

2590
01:41:44,800 --> 01:41:46,520
THAT IS ANOTHER THING THAT NEEDS

2591
01:41:46,520 --> 01:41:49,480
TO BE EVALUATED.  

2592
01:41:49,480 --> 01:41:52,680
FINALLY, I THIS I THAT INTEREST 

2593
01:41:52,680 --> 01:41:54,360
RISA BROUGHT UP VERY INTERESTING

2594
01:41:54,360 --> 01:41:56,360
WORK HE PRESENTED THAT IS 

2595
01:41:56,360 --> 01:41:58,440
INTERESTING NEURAL CIRCUIT 

2596
01:41:58,440 --> 01:42:00,080
RELATED TO SOCIAL BEHAVIOR AND 

2597
01:42:00,080 --> 01:42:01,480
AGGRESSION RELATING TO OTHER 

2598
01:42:01,480 --> 01:42:04,000
SOCIAL BEHAVIORS THAT IS 

2599
01:42:04,000 --> 01:42:06,120
SOMETHING THAT NEEDS TO BE 

2600
01:42:06,120 --> 01:42:08,160
LOOKED AT IN MORE DETAIL AND 

2601
01:42:08,160 --> 01:42:10,840
BRIEFLY WILL TRY TO SUMMARIZE MY

2602
01:42:10,840 --> 01:42:12,480
OWN WORK AND HOW DISCUSSION 

2603
01:42:12,480 --> 01:42:14,320
POINTS AND I WILL WRAP UP.  I 

2604
01:42:14,320 --> 01:42:15,800
THINK ONE THING THAT IS VERY 

2605
01:42:15,800 --> 01:42:17,680
IMPORTANT IS TO UNDERSTAND WE 

2606
01:42:17,680 --> 01:42:20,960
CAN STUDY AGGRESSION IN ADAPTIVE

2607
01:42:20,960 --> 01:42:23,800
CONTEXT IN EVOLUTIONARILY 

2608
01:42:23,800 --> 01:42:25,880
ADAPTIVE WAY AND LIKE HOW IS 

2609
01:42:25,880 --> 01:42:27,680
DESCRIBED DEFINITIONS OF 

2610
01:42:27,680 --> 01:42:30,680
ADAPTATION AND LEARNED AND 

2611
01:42:30,680 --> 01:42:33,040
DISCUSSED LACTATIONAL AGGRESSION

2612
01:42:33,040 --> 01:42:35,680
IN FEMALES AND DEFENSIVE YOUNG 

2613
01:42:35,680 --> 01:42:38,800
AND HOW THEY ARE KIND OF 

2614
01:42:38,800 --> 01:42:40,520
EVOLUTIONARILY EXISTING BECAUSE 

2615
01:42:40,520 --> 01:42:42,800
OF THIS ADAPTIVE NATURE AND 

2616
01:42:42,800 --> 01:42:44,560
THERE IS ALSO OTHER PARADIGMS WE

2617
01:42:44,560 --> 01:42:47,160
COULD STUDY FOR INSTANCE INFANT 

2618
01:42:47,160 --> 01:42:49,240
DIRECTED AGGRESSION AND INFAN 

2619
01:42:49,240 --> 01:42:51,400
TIS CRIED INSTANCE COULD BE 

2620
01:42:51,400 --> 01:42:53,920
PATHOLOGICAL AND ADAPTIVE IN 

2621
01:42:53,920 --> 01:42:55,600
DIFFERENT ANIMAL SPECIES THAT I 

2622
01:42:55,600 --> 01:42:58,520
THINK THERE IS A -- OBVIOUSLY 

2623
01:42:58,520 --> 01:43:01,280
FOR GOOD REASONS STRONG EMPHASIS

2624
01:43:01,280 --> 01:43:03,760
TO STUDY DISFUNCTION OR 

2625
01:43:03,760 --> 01:43:05,400
PATHOLOGY AND BEING ABLE TO 

2626
01:43:05,400 --> 01:43:08,600
STUDY ADAPTIVE BEHAVIORS THERE 

2627
01:43:08,600 --> 01:43:10,640
THROUGH EVOLUTION WE SHOULDN'T 

2628
01:43:10,640 --> 01:43:12,240
LOSE SIGHT OF THE UTILITY OF 

2629
01:43:12,240 --> 01:43:14,480
THAT AND ONE I WOULD LIKE TO 

2630
01:43:14,480 --> 01:43:16,440
EMPHASIZE THAT I WOULD STUDY IN 

2631
01:43:16,440 --> 01:43:19,200
OWN LAB IS STUDYING DOMINANCE 

2632
01:43:19,200 --> 01:43:21,440
BEHAVIORS AND DOMINANCE 

2633
01:43:21,440 --> 01:43:22,760
HIERARCHIES AND OWN LAB STUDY 

2634
01:43:22,760 --> 01:43:24,560
MICE IN LARGE ENVIRONMENTS AND 

2635
01:43:24,560 --> 01:43:25,600
IN [INDISCERNIBLE] WHERE THEY 

2636
01:43:25,600 --> 01:43:27,320
HAVE MULTIPLE ANIMALS THAT LIVE 

2637
01:43:27,320 --> 01:43:28,960
THERE AND ARE ABLE TO RUN AROUND

2638
01:43:28,960 --> 01:43:31,600
AND LOTS OF TUBES AND LADDERS 

2639
01:43:31,600 --> 01:43:35,040
AND WE FIND THEY FORM DOMINANCE 

2640
01:43:35,040 --> 01:43:36,560
HIERARCHIES THAT ARE OUTPUT MICE

2641
01:43:36,560 --> 01:43:38,480
AND ARE ABLE TO FORM OR FIND 

2642
01:43:38,480 --> 01:43:39,800
INDIVIDUAL RANKS YOU HAVE RANK 

2643
01:43:39,800 --> 01:43:43,280
1, 2, 3, 4, 5 UP TO 12 AND HAVE 

2644
01:43:43,280 --> 01:43:44,800
DONE GROUPS OF 30 AND YOU CAN 

2645
01:43:44,800 --> 01:43:47,440
FIND IN HIERARCHIES THAT ANIMALS

2646
01:43:47,440 --> 01:43:48,840
SHOW VERY FLEXIBLE AGGRESSION 

2647
01:43:48,840 --> 01:43:51,320
AND WILL BE SOME ANIMALS MOST 

2648
01:43:51,320 --> 01:43:53,160
DOMINANT INDIVIDUAL SHOWING 

2649
01:43:53,160 --> 01:43:55,680
AGGRESSION AND NEVER SHOWING 

2650
01:43:55,680 --> 01:43:58,920
SUBORDINATE BEHAVIOR AND RANK 4 

2651
01:43:58,920 --> 01:44:01,800
AGGRESSIVE TO THOSE BENEATH THEM

2652
01:44:01,800 --> 01:44:03,800
AND SUBORDINATE TO THOSE ABOVE 

2653
01:44:03,800 --> 01:44:06,240
THEM AND CHANGING BEHAVIOR 

2654
01:44:06,240 --> 01:44:08,560
FLEXIBLY AND RAPIDLY AND 

2655
01:44:08,560 --> 01:44:11,200
STUDYING AGGRESSION IN SOCIAL 

2656
01:44:11,200 --> 01:44:12,480
RELATIONSHIPS GIVES ABILITY TO 

2657
01:44:12,480 --> 01:44:14,480
STUDY SOCIAL COMPETENCY AND 

2658
01:44:14,480 --> 01:44:16,360
PARTICULARLY HOW SOCIAL -- HOW 

2659
01:44:16,360 --> 01:44:17,880
AGGRESSION COULD BE DIRECTED IN 

2660
01:44:17,880 --> 01:44:20,240
A COMPETENT WAY AND FOR INSTANCE

2661
01:44:20,240 --> 01:44:22,440
REMOVING DOMINANT INDIVIDUALS 

2662
01:44:22,440 --> 01:44:25,000
FROM GROUP SUBDOMINANTS RISE UP 

2663
01:44:25,000 --> 01:44:25,960
BECOMING DOMINANT INDIVIDUAL AND

2664
01:44:25,960 --> 01:44:28,080
USE AGGRESSION AND BECOME 

2665
01:44:28,080 --> 01:44:31,120
AGGRESSIVE RAPIDLY TOWARDS OTHER

2666
01:44:31,120 --> 01:44:33,360
INDIVIDUALS AND WE CAN SHOW 

2667
01:44:33,360 --> 01:44:34,560
ANIMALS WILL OEVENL DIRECT 

2668
01:44:34,560 --> 01:44:36,720
AGGRESSION TOWARDS ANIMALS THAT 

2669
01:44:36,720 --> 01:44:41,000
THEY KNOW THEY CAN BEAT. 

2670
01:44:41,000 --> 01:44:44,440
AND THESE CHANGES ARE ASSOCIATED

2671
01:44:44,440 --> 01:44:46,640
WITH NUMEROUS CHANGES IN BIOLOGY

2672
01:44:46,640 --> 01:44:48,960
AND STUDYING THIS FLEXIBILITY IN

2673
01:44:48,960 --> 01:44:51,000
ADAPTIVE CONTEXT IS VALUABLE AND

2674
01:44:51,000 --> 01:44:54,880
FINAL THING TO SUGGEST IS 

2675
01:44:54,880 --> 01:44:55,920
STUDYING RELATIONSHIP 

2676
01:44:55,920 --> 01:44:57,320
DEVELOPMENT AND TALKING ABOUT 

2677
01:44:57,320 --> 01:44:58,720
HAD HIGH AGGRESSION AND HOW IT 

2678
01:44:58,720 --> 01:45:01,160
IS A PRODUCT OF INAPPROPRIATE 

2679
01:45:01,160 --> 01:45:02,600
SOCIALIZATION AND I THINK IN 

2680
01:45:02,600 --> 01:45:04,400
ANIMAL MODELS THAT LARRY 

2681
01:45:04,400 --> 01:45:06,920
MENTIONED WE HAVE STUDIED 

2682
01:45:06,920 --> 01:45:09,320
LIMITING BEDDING MODELS AND 

2683
01:45:09,320 --> 01:45:11,400
MATERNAL SEPARATION AND STUDYING

2684
01:45:11,400 --> 01:45:13,040
COMPLEX SOCIAL ENVIRONMENTS 

2685
01:45:13,040 --> 01:45:14,920
EARLIER IN LIFE CAN SHAPE 

2686
01:45:14,920 --> 01:45:15,960
AGGRESSION AND IS WORK SHOWING 

2687
01:45:15,960 --> 01:45:19,160
THAT ANIMALS RAISED IN COMMUNAL 

2688
01:45:19,160 --> 01:45:22,640
NESTS ARE MUCH QUICKER TO FORM 

2689
01:45:22,640 --> 01:45:24,440
DOMINANT SUBORDINATE 

2690
01:45:24,440 --> 01:45:25,440
RELATIONSHIPS USING LESS 

2691
01:45:25,440 --> 01:45:26,920
AGGRESSION TO FORM RELATIONSHIPS

2692
01:45:26,920 --> 01:45:28,920
AND IS ANOTHER AREA THAT ANIMAL 

2693
01:45:28,920 --> 01:45:31,160
WORK COULD BE INFORMED BY HUMAN 

2694
01:45:31,160 --> 01:45:32,080
RESEARCH AND SOMETHING THAT 

2695
01:45:32,080 --> 01:45:36,600
NEEDS TO BE OF MORE FOCUS. 

2696
01:45:36,600 --> 01:45:40,360
>> THANK YOU VERY MUCH
AND VERY

2697
01:45:40,360 --> 01:45:41,720
INTERESTING.  DR. BARNES?  

2698
01:45:41,720 --> 01:45:44,040
>> THANK YOU, MELISSA. 

2699
01:45:44,040 --> 01:45:47,240
BEFORE YOU GO AWAY, I WOULD LIKE

2700
01:45:47,240 --> 01:45:50,760
TO ASK YOU A QUICK QUESTION.  DO

2701
01:45:50,760 --> 01:45:52,960
WE HAVE OPPORTUNITY TO HAVE 

2702
01:45:52,960 --> 01:45:54,520
SPEAKERS COME BACK AND HOPING TO

2703
01:45:54,520 --> 01:45:56,280
POSE QUESTIONS AT THE END. 

2704
01:45:56,280 --> 01:45:57,320
>> ABSOLUTELY.  

2705
01:45:57,320 --> 01:45:58,680
>> OKAY. 

2706
01:45:58,680 --> 01:46:00,160
>> AT END DISCUSSION
PIECE WE 

2707
01:46:00,160 --> 01:46:02,080
WILL LET YOU BOTH COME BACK AND 

2708
01:46:02,080 --> 01:46:03,560
ASK QUESTIONS.  THANK YOU. 

2709
01:46:03,560 --> 01:46:05,000
>> WONDERFUL.  

2710
01:46:05,000 --> 01:46:07,120
IF THIS WERE AN IN-PERSON 

2711
01:46:07,120 --> 01:46:10,600
CONFERENCE I WOULD HAVE THE 

2712
01:46:10,600 --> 01:46:11,280
UNENVIABLE POSITION BEING 

2713
01:46:11,280 --> 01:46:12,960
BETWEEN EVERYONE AND HAPPY HOUR,

2714
01:46:12,960 --> 01:46:14,640
PERHAPS.  I SEE MANY OF US ARE 

2715
01:46:14,640 --> 01:46:16,200
AT HOME OR IN THE OFFICE. 

2716
01:46:16,200 --> 01:46:18,360
MAYBE YOU CAN GO AHEAD AND 

2717
01:46:18,360 --> 01:46:23,440
INDULGE IF THAT TIME FOR YOU. 

2718
01:46:23,440 --> 01:46:26,080
>> THE PRESENTATIONS
TODAY WERE

2719
01:46:26,080 --> 01:46:26,440
FASCINATING. 

2720
01:46:26,440 --> 01:46:28,040
I'M JUST ABSOLUTELY THRILLED TO 

2721
01:46:28,040 --> 01:46:29,680
BE PART OF THIS AND THERE WERE 

2722
01:46:29,680 --> 01:46:34,160
MANY THOUGHTS THAT CAME TO MIND.

2723
01:46:34,160 --> 01:46:37,560
BUT, THREE IN PARTICULAR THAT I 

2724
01:46:37,560 --> 01:46:41,120
WOULD LIKE TO POINT OUT.  THEY 

2725
01:46:41,120 --> 01:46:42,960
POSE INTERESTING AND BOTH 

2726
01:46:42,960 --> 01:46:44,520
PHILOSOPHICAL QUESTIONS AND ALSO

2727
01:46:44,520 --> 01:46:45,680
MECHANICAL QUESTIONS FOR THE 

2728
01:46:45,680 --> 01:46:47,240
STATE OF AGGRESSION RESEARCH AND

2729
01:46:47,240 --> 01:46:49,480
WHAT WE SHOULD BE DOING AND WHAT

2730
01:46:49,480 --> 01:46:51,600
OUR PRIORITIES SHOULD BE AS 

2731
01:46:51,600 --> 01:46:52,320
RESEARCHERS. 

2732
01:46:52,320 --> 01:46:53,760
SO, I THINK THERE WERE THREE 

2733
01:46:53,760 --> 01:46:55,440
MAIN THINGS I WOULD LIKE TO 

2734
01:46:55,440 --> 01:46:57,920
TOUCH ON. 

2735
01:46:57,920 --> 01:47:00,760
THE FIRST WAS SOMETHING THAT WAS

2736
01:47:00,760 --> 01:47:02,000
CROSS-CUTTING FROM ALL FOUR OF 

2737
01:47:02,000 --> 01:47:04,680
THE PRESENTATIONS TODAY AND THAT

2738
01:47:04,680 --> 01:47:06,600
DR. BURKE SPECIFICALLY CALLED 

2739
01:47:06,600 --> 01:47:08,720
OUT THAT AGGRESSION SEEMS TO 

2740
01:47:08,720 --> 01:47:14,320
HAVE BEEN SELECTED FOR OVER 

2741
01:47:14,320 --> 01:47:15,160
EVOLUTIONARY TIME. 

2742
01:47:15,160 --> 01:47:17,120
AND THAT -- AND IN MODERN TIMES 

2743
01:47:17,120 --> 01:47:19,640
FOR HUMANS, AT LEAST, THAT IN 

2744
01:47:19,640 --> 01:47:21,360
ORDER FOR AGGRESSION TO SORT OF 

2745
01:47:21,360 --> 01:47:22,960
QUOTE ON QUOTE GO AWAY IF WE 

2746
01:47:22,960 --> 01:47:24,840
WANT TO THINK OF THAT WAY IT HAS

2747
01:47:24,840 --> 01:47:27,200
TO BE SOCIALIZED OUT OR IT 

2748
01:47:27,200 --> 01:47:29,240
APPEARS TO BE HAPPENING AND 

2749
01:47:29,240 --> 01:47:30,680
DYNAMIC SEEMS TO SUGGEST THAT.  

2750
01:47:30,680 --> 01:47:34,640
I THINK THAT RAISES FOR ME THEN 

2751
01:47:34,640 --> 01:47:36,640
AS A CRIMINOLOGIST AND SOMEONE 

2752
01:47:36,640 --> 01:47:37,960
STUDYING THE CRIMINAL JUSTICE 

2753
01:47:37,960 --> 01:47:39,760
SYSTEM AND WHAT THAT ESSENTIALLY

2754
01:47:39,760 --> 01:47:42,680
MEANS IS HOW SOCIETY RESPONDS TO

2755
01:47:42,680 --> 01:47:44,520
AGGRESSION AND VIOLENT BEHAVIOR.

2756
01:47:44,520 --> 01:47:48,720
THAT RAISES TWO QUESTIONS FOR 

2757
01:47:48,720 --> 01:47:48,880
ME. 

2758
01:47:48,880 --> 01:47:50,800
FIRST, WHAT DOES THAT IS AN 

2759
01:47:50,800 --> 01:47:54,640
ABOUT THE CAUSES OF AGGRESSION 

2760
01:47:54,640 --> 01:47:57,080
OR TO ALSO PUT IT IN THAT 

2761
01:47:57,080 --> 01:47:58,800
FRAMEWORK THAT DR. BURKE NOTED. 

2762
01:47:58,800 --> 01:48:02,480
WHAT DOES THAT IS AN ABOUT THE 

2763
01:48:02,480 --> 01:48:05,320
CAUSES OF OR FACTORS CAUSING 

2764
01:48:05,320 --> 01:48:08,160
NONAGGRESSION OR PROSOCIAL 

2765
01:48:08,160 --> 01:48:08,480
RESPONSES?  

2766
01:48:08,480 --> 01:48:11,000
THEN AND FURTHER MORE FROM A 

2767
01:48:11,000 --> 01:48:12,600
SCIENTIFIC STANDPOINT HOW WE GO 

2768
01:48:12,600 --> 01:48:14,360
ABOUT IDENTIFYING CAUSAL EFFECTS

2769
01:48:14,360 --> 01:48:17,080
AND BY THAT WE THINK OF IT IN 

2770
01:48:17,080 --> 01:48:18,760
STATISTICAL SENSE OF OR 

2771
01:48:18,760 --> 01:48:21,080
STATISTICAL IDENTIFICATION OR 

2772
01:48:21,080 --> 01:48:23,400
PURELY AND PHILOSOPHICALLY HOW 

2773
01:48:23,400 --> 01:48:26,520
WE ASSURE OURSELVES WITH 

2774
01:48:26,520 --> 01:48:28,040
RESEARCH WE CAN CONDUCT THAT WE 

2775
01:48:28,040 --> 01:48:29,640
CAN IDENTIFY FACTORS THAT IF WE 

2776
01:48:29,640 --> 01:48:31,680
ARE ABLE TO MODIFY THOSE THINGS 

2777
01:48:31,680 --> 01:48:33,800
THAT IT WOULD LEAD TO A CHANGE 

2778
01:48:33,800 --> 01:48:37,120
IN AGGRESSIVE RESPONSES IN A 

2779
01:48:37,120 --> 01:48:37,440
POPULATION. 

2780
01:48:37,440 --> 01:48:40,280
SO, TO TAKE THE POTENTIAL 

2781
01:48:40,280 --> 01:48:41,560
OUTCOMES INTERPRETATION OF WHAT 

2782
01:48:41,560 --> 01:48:44,000
A CAUSE IS AND IDEA THAT IF WE 

2783
01:48:44,000 --> 01:48:46,480
CAN CHANGE AND MANIPULATE IT IT 

2784
01:48:46,480 --> 01:48:47,720
WOULD LEAD TO DOWNSTREAM CHANGES

2785
01:48:47,720 --> 01:48:50,320
IN THE OUTCOME.  HOW DO WE GO 

2786
01:48:50,320 --> 01:48:52,080
ABOUT IDENTIFYING THOSE?  

2787
01:48:52,080 --> 01:48:54,120
TOP OF MIND IDEAS FOR -- YOU 

2788
01:48:54,120 --> 01:48:57,120
KNOW, OBVIOUSLY, WE CAN -- FOR 

2789
01:48:57,120 --> 01:48:59,000
ANIMAL MODELS THAT ARE 

2790
01:48:59,000 --> 01:49:02,360
FASCINATING AND ESPECIALLY NOVEL

2791
01:49:02,360 --> 01:49:03,960
IDEAS THERE ARE DIRECT 

2792
01:49:03,960 --> 01:49:05,000
MANIPULATIONS TO BE MADE THERE 

2793
01:49:05,000 --> 01:49:06,600
AND HEARD ABOUT A FEW OF THEM 

2794
01:49:06,600 --> 01:49:09,640
AND WHEN WE MOVE TO HUMANS MANY 

2795
01:49:09,640 --> 01:49:12,320
DIRECT MANIPULATIONS BECOME OFF 

2796
01:49:12,320 --> 01:49:12,560
LIMITS. 

2797
01:49:12,560 --> 01:49:14,800
WE HAVE TO RESORT TO OTHER WHAT 

2798
01:49:14,800 --> 01:49:17,760
WE MIGHT THINK OF AS A SORT OF 

2799
01:49:17,760 --> 01:49:19,920
STEP BELOW A SIMPLE EXPERIMENTAL

2800
01:49:19,920 --> 01:49:21,160
STIMULUS AND MAYBE SOMETHING 

2801
01:49:21,160 --> 01:49:22,720
LIKE A NATURAL EXPERIMENTAL 

2802
01:49:22,720 --> 01:49:24,360
DESIGN TO SORT SOME OF THE 

2803
01:49:24,360 --> 01:49:26,160
FACTORS OUT AT THE HUMAN LEVEL 

2804
01:49:26,160 --> 01:49:29,680
THAT BRINGS TO MIND ONE THAT WAS

2805
01:49:29,680 --> 01:49:31,760
-- THAT WAS MENTIONED AND IN 

2806
01:49:31,760 --> 01:49:33,520
DIFFERENT WAYS TODAY THAT WOULD 

2807
01:49:33,520 --> 01:49:35,440
BE STUDYING PEOPLE AND STUDYING 

2808
01:49:35,440 --> 01:49:37,680
TWINS IN THE POPULATION, FOR 

2809
01:49:37,680 --> 01:49:38,040
EXAMPLE. 

2810
01:49:38,040 --> 01:49:40,480
WE CAN ADJUST A WAY OF 

2811
01:49:40,480 --> 01:49:42,720
CONTROLLING OUT THAT GENETIC 

2812
01:49:42,720 --> 01:49:45,480
INFLUENCE AND TRY TO THEN MORE 

2813
01:49:45,480 --> 01:49:47,400
FULLY IMBED OR IDENTIFY SOCIAL 

2814
01:49:47,400 --> 01:49:49,800
AND ENVIRONMENTAL FACTORS THAT 

2815
01:49:49,800 --> 01:49:52,960
MIGHT PLAY A ROLE HERE. 

2816
01:49:52,960 --> 01:49:55,120
THE SECOND QUESTION THAT CAME TO

2817
01:49:55,120 --> 01:49:57,400
MIND WITH -- WHEN THINKING ABOUT

2818
01:49:57,400 --> 01:49:59,120
THE TOPICS THAT HAVE BEEN 

2819
01:49:59,120 --> 01:50:02,800
DISCUSSED TODAY IS WHAT IS THE 

2820
01:50:02,800 --> 01:50:05,760
OPTIMAL SOCIETAL RESPONSE TO 

2821
01:50:05,760 --> 01:50:07,200
AGGRESSION OR TO EXTEND IT MAYBE

2822
01:50:07,200 --> 01:50:08,840
A LITTLE FURTHER INTO A LEGAL 

2823
01:50:08,840 --> 01:50:13,760
CONIT E TO VIOLENT OR CRIMINAL 

2824
01:50:13,760 --> 01:50:14,080
BEHAVIOR. 

2825
01:50:14,080 --> 01:50:16,800
BY OPTIMAL RESPONSE, WELL, 

2826
01:50:16,800 --> 01:50:19,120
ACTUALLY, THERE COULD BE YOU 

2827
01:50:19,120 --> 01:50:21,800
SHOULD INTERPRET IT IN YOUR OWN 

2828
01:50:21,800 --> 01:50:24,240
WAY AND THINKING ABOUT THAT TERM

2829
01:50:24,240 --> 01:50:26,080
WHAT OPTIMAL SOCIETAL RESPONSE 

2830
01:50:26,080 --> 01:50:28,040
TO THIS IS I'M THINKING ABOUT 

2831
01:50:28,040 --> 01:50:30,120
HAD HOW TO BALANCE PUBLIC SAFETY

2832
01:50:30,120 --> 01:50:33,080
CONCERNS WITH ISSUES OF JUSTICE.

2833
01:50:33,080 --> 01:50:35,920
BECAUSE THAT IS, OF COURSE, A 

2834
01:50:35,920 --> 01:50:38,400
VERY IMPORTANT ASPECT AND VERY 

2835
01:50:38,400 --> 01:50:42,400
IMPORTANT MOTIVATIONAL FEATURE 

2836
01:50:42,400 --> 01:50:44,240
[INDISCERNIBLE] AND, OF COURSE, 

2837
01:50:44,240 --> 01:50:47,200
CAN LEAD TO AGGRESSION TYPES 

2838
01:50:47,200 --> 01:50:49,080
THAT IS TALKED TODAY WITH 

2839
01:50:49,080 --> 01:50:50,800
REACTIVE AGGRESSION AND HOW WE 

2840
01:50:50,800 --> 01:50:52,840
BALANCE TWO MAJOR CONCERNS AND 

2841
01:50:52,840 --> 01:50:54,720
THERE IS, OF COURSE, MORE 

2842
01:50:54,720 --> 01:50:56,680
THINKING ABOUT A CRIMINAL 

2843
01:50:56,680 --> 01:50:57,760
JUSTICE SYSTEM. 

2844
01:50:57,760 --> 01:50:59,640
IF THERE WAS A WAY OR IS A WAY 

2845
01:50:59,640 --> 01:51:02,280
TO DESIGN A SYSTEM TO BALANCE 

2846
01:51:02,280 --> 01:51:03,880
THESE BETTER THAN CURRENT 

2847
01:51:03,880 --> 01:51:05,520
CRIMINAL JUSTICE SYSTEM AND 

2848
01:51:05,520 --> 01:51:08,120
THINKING HERE STRICTLY IN THE 

2849
01:51:08,120 --> 01:51:09,080
UNITED STATES AND AMERICAN 

2850
01:51:09,080 --> 01:51:10,760
CRIMINAL JUSTICE SYSTEM AND 

2851
01:51:10,760 --> 01:51:11,920
INTERESTING DILEMMA I WOULD LIKE

2852
01:51:11,920 --> 01:51:15,560
TO POSE FOR YOU TO THINK ABOUT 

2853
01:51:15,560 --> 01:51:18,640
IS THAT GIVEN DR. BURKE'S POINT 

2854
01:51:18,640 --> 01:51:24,120
TO SUGGEST ESSENTIALLY IMPOSE 

2855
01:51:24,120 --> 01:51:27,360
MORE CONTROLS ON BEHAVIOR.  

2856
01:51:27,360 --> 01:51:29,240
INTERESTINGLY, RESEARCH THAT HAS

2857
01:51:29,240 --> 01:51:31,360
-- THAT HAS BEEN CONDUCTED IN MY

2858
01:51:31,360 --> 01:51:33,480
LAB THAT IS PART OF SHOWS THAT 

2859
01:51:33,480 --> 01:51:35,600
MORE OF THE CRIMINAL JUSTICE 

2860
01:51:35,600 --> 01:51:38,920
SYSTEM RESPONDS IT MAY ACTUALLY 

2861
01:51:38,920 --> 01:51:41,360
HAVE AN EFFECT OF THEN PROMOTING

2862
01:51:41,360 --> 01:51:43,960
FURTHER OR FUTURE DEVIANCE. 

2863
01:51:43,960 --> 01:51:46,040
JUST VERY BRIEF OVERVIEW OF THE 

2864
01:51:46,040 --> 01:51:47,520
FINDINGS SUGGESTED THAT 

2865
01:51:47,520 --> 01:51:48,960
INDIVIDUALS THAT CAME INTO 

2866
01:51:48,960 --> 01:51:51,000
CONTACT WITH CRIMINAL JUSTICE 

2867
01:51:51,000 --> 01:51:53,080
SYSTEM WERE MORE LIKELY TO BE 

2868
01:51:53,080 --> 01:51:54,960
INVOLVED IN CRIMINAL BEHAVIOR 

2869
01:51:54,960 --> 01:51:57,120
LATER ON IN THEIR LIFE AND WE 

2870
01:51:57,120 --> 01:51:59,360
WERE STUDYING ADOLESCENCE AND 

2871
01:51:59,360 --> 01:52:00,800
USED NATURAL EXPERIMENTAL DESIGN

2872
01:52:00,800 --> 01:52:03,240
WITH TWINS TO ADJUST OUT A LOT 

2873
01:52:03,240 --> 01:52:06,080
OF THE GENETIC INFLUENCES. 

2874
01:52:06,080 --> 01:52:07,880
AGAIN, THE DILEMMA HERE BEING 

2875
01:52:07,880 --> 01:52:12,760
THAT MORE CONTROLS WE IMPOSE MAY

2876
01:52:12,760 --> 01:52:14,560
HAVE EFFECT OF EXACERBATING VERY

2877
01:52:14,560 --> 01:52:17,560
THING WE ARE TRYING TO CONTROL A

2878
01:52:17,560 --> 01:52:20,080
WAY AND WHAT DO FOLKS THINK 

2879
01:52:20,080 --> 01:52:21,480
ABOUT THAT?  THOSE ARE QUESTIONS

2880
01:52:21,480 --> 01:52:23,280
I WANTED TO POSE IN THE GROUP 

2881
01:52:23,280 --> 01:52:25,200
AND LAST THING TO BRIEFLY TOUCH 

2882
01:52:25,200 --> 01:52:26,320
ON IS SOMETHING THAT WAS 

2883
01:52:26,320 --> 01:52:27,840
MENTIONED IN THE VERY BEGINNING 

2884
01:52:27,840 --> 01:52:29,800
OF TODAY'S SESSION THAT IS WHAT 

2885
01:52:29,800 --> 01:52:31,600
ARE DUTIES OF SCIENTISTS AND 

2886
01:52:31,600 --> 01:52:32,640
WHAT ARE RESPONSIBILITIES THAT 

2887
01:52:32,640 --> 01:52:35,480
WE HAVE IN TERMS OF BEING 

2888
01:52:35,480 --> 01:52:36,800
RESPONSIBLE AND REPORTING 

2889
01:52:36,800 --> 01:52:38,520
RESULTS AND WHERE IS THAT LINE 

2890
01:52:38,520 --> 01:52:40,400
AND WHAT WE SHOULD BE 

2891
01:52:40,400 --> 01:52:42,040
ACCOUNTABLE FOR?  

2892
01:52:42,040 --> 01:52:44,520
I WOULD JUST LIKE TO -- TO 

2893
01:52:44,520 --> 01:52:46,320
PRESENT ONE RESULT THAT REALLY 

2894
01:52:46,320 --> 01:52:47,000
SURPRISED ME. 

2895
01:52:47,000 --> 01:52:48,760
AND I WOULD LIKE TO -- I THINK 

2896
01:52:48,760 --> 01:52:51,480
IT WOULD BE HELPFUL FOR THE 

2897
01:52:51,480 --> 01:52:53,240
GROUP TO KNOW THAT A FEW YEARS 

2898
01:52:53,240 --> 01:52:57,640
AGO WE DID A KIND OF PUBLIC 

2899
01:52:57,640 --> 01:53:01,040
POLLING SURVEY.  

2900
01:53:01,040 --> 01:53:02,840
SURVEY AS A WHOLE WAS ABOUT 

2901
01:53:02,840 --> 01:53:05,000
SOMETHING VERY OFF TOPIC AND WAS

2902
01:53:05,000 --> 01:53:06,960
CURIOUS ABOUT WHERE THE PUBLIC'S

2903
01:53:06,960 --> 01:53:10,200
UNDERSTANDING WAS OF GENETIC 

2904
01:53:10,200 --> 01:53:12,560
INFLUENCES ON CRIMINAL BEHAVIORS

2905
01:53:12,560 --> 01:53:15,720
SPECIFICALLY AND POSED THIS 

2906
01:53:15,720 --> 01:53:22,320
QUESTION THAT ASK THEM TO TELL 

2907
01:53:22,320 --> 01:53:24,200
US ABOUT A CRIME GENE 

2908
01:53:24,200 --> 01:53:25,200
SO-TO-SPEAK AND REALITY THAT WE 

2909
01:53:25,200 --> 01:53:28,160
KNOW IT IS THAT IS A COMPLICATED

2910
01:53:28,160 --> 01:53:30,360
MIXTURE OF GENETIC AND 

2911
01:53:30,360 --> 01:53:32,480
ENVIRONMENTAL INFLUENCES AND WAS

2912
01:53:32,480 --> 01:53:35,560
QUITE SURPRISED BUT IN BEST WAY 

2913
01:53:35,560 --> 01:53:37,880
POABLE THAT ALMOST NO ONE IN THE

2914
01:53:37,880 --> 01:53:39,480
GENERAL PUBLIC BELIEVES THERE IS

2915
01:53:39,480 --> 01:53:41,360
A CRYING GENE IN HUMANS AND 

2916
01:53:41,360 --> 01:53:43,400
THINK IT IS A -- I THINK IT IS 

2917
01:53:43,400 --> 01:53:44,800
SOMETHING WE SHOULD TAKE AWAY 

2918
01:53:44,800 --> 01:53:48,480
THAT WE CAN -- WE CAN -- THE 

2919
01:53:48,480 --> 01:53:50,800
GENERAL PUBLIC DOES NOT TEND TO 

2920
01:53:50,800 --> 01:53:52,200
BELIEVE THE WORST POSSIBLE 

2921
01:53:52,200 --> 01:53:54,040
INTERPRETATION OF RESULTS AND 

2922
01:53:54,040 --> 01:53:55,280
DOESN'T MEAN WE DON'T HAVE A 

2923
01:53:55,280 --> 01:53:56,920
RESPONSIBILITY TO ENSURE THAT 

2924
01:53:56,920 --> 01:53:59,640
THEY ARE INTERPRETED CORRECTLY 

2925
01:53:59,640 --> 01:54:02,440
AND THINK IT IS -- IT IS 

2926
01:54:02,440 --> 01:54:03,560
COMFORTING TO KNOW THAT THIS 

2927
01:54:03,560 --> 01:54:06,080
STUFF OR THESE TYPES OF RESULTS 

2928
01:54:06,080 --> 01:54:09,120
AND RESEARCH STUDIES, THE PUBLIC

2929
01:54:09,120 --> 01:54:14,040
IS BOTH INTERESTED AND WILLING 

2930
01:54:14,040 --> 01:54:15,280
TO GIVE TIME TO THINK THROUGH 

2931
01:54:15,280 --> 01:54:17,240
WHAT IMPLICATIONS ARE.  THEY 

2932
01:54:17,240 --> 01:54:17,520
UNDERSTAND. 

2933
01:54:17,520 --> 01:54:20,920
THAT IS ALL FOR ME. 

2934
01:54:20,920 --> 01:54:22,160
THANK YOU. 

2935
01:54:22,160 --> 01:54:24,280
>> THANK YOU VERY MUCH. 
THAT 

2936
01:54:24,280 --> 01:54:26,640
WAS ABSOLUTELY TERRIFIC. 

2937
01:54:26,640 --> 01:54:28,600
I NOW CAN TAKE THE TIME TO GO TO

2938
01:54:28,600 --> 01:54:30,480
SOME OF THE QUESTIONS THAT WE 

2939
01:54:30,480 --> 01:54:34,560
HAVE -- WE HAVE IN THE CHAT.  

2940
01:54:34,560 --> 01:54:36,560
THEN FROM OUR AUDIENCE.  

2941
01:54:36,560 --> 01:54:41,120
AND I -- I WANT TO SAY THAT 

2942
01:54:41,120 --> 01:54:43,720
ANYBODY CAN CONTINUE TO ADD ON 

2943
01:54:43,720 --> 01:54:44,720
DIFFERENT COMMENTS AND PERHAPS 

2944
01:54:44,720 --> 01:54:47,000
WE CAN ADDRESS THOSE IN SOME 

2945
01:54:47,000 --> 01:54:48,480
OTHER VENUE. 

2946
01:54:48,480 --> 01:54:50,400
LET ME JUST TURN TO THE CHAT.  A

2947
01:54:50,400 --> 01:54:52,120
LOT OF YOU HAVE ALREADY BEEN 

2948
01:54:52,120 --> 01:54:54,240
ANSWERING YOUR QUESTIONS AND FOR

2949
01:54:54,240 --> 01:54:56,600
THE BENEFIT OF EVERYBODY, I WANT

2950
01:54:56,600 --> 01:55:02,200
TO GO THROUGH THESE FROM ABIGAIL

2951
01:55:02,200 --> 01:55:04,440
MARSH TO ERRIN WHO ASKED FOR A 

2952
01:55:04,440 --> 01:55:07,080
QUICK SUMMARY OF THE SLIDE THAT 

2953
01:55:07,080 --> 01:55:09,840
WAS SKIPPED ABOUT DOG BODY SIZE,

2954
01:55:09,840 --> 01:55:11,400
FEAR AND AGGRESSION AND WILL LET

2955
01:55:11,400 --> 01:55:12,920
YOU HAVE THE FLOOR TO ANSWER 

2956
01:55:12,920 --> 01:55:15,640
THAT YOURSELF INSTEAD OF ME 

2957
01:55:15,640 --> 01:55:16,160
READING IT. 

2958
01:55:16,160 --> 01:55:19,200
>> THANK YOU.  TURNS OUT
DOG 

2959
01:55:19,200 --> 01:55:21,000
BEHAVIOR IS HIGHLY PREDICTED BY 

2960
01:55:21,000 --> 01:55:23,760
DOG BODY SIZE AND BOTH BODY SIZE

2961
01:55:23,760 --> 01:55:26,720
AND FEAR AND AGGRESSION BEHAVIOR

2962
01:55:26,720 --> 01:55:30,640
ARE STRONGLY LINKED TO IGF1 GENE

2963
01:55:30,640 --> 01:55:32,240
THAT SEEMS TO BE BECAUSE OF 

2964
01:55:32,240 --> 01:55:34,280
SCALING RELATIONSHIPS BETWEEN 

2965
01:55:34,280 --> 01:55:36,160
CORTEX AND TOTAL BRAIN SIZE 

2966
01:55:36,160 --> 01:55:39,160
LARGER BRAINS HAVE 

2967
01:55:39,160 --> 01:55:40,640
PROPORTIONALLY MORE CORTEX 

2968
01:55:40,640 --> 01:55:43,160
HIGHLY REPLICATED RESULT ACROSS 

2969
01:55:43,160 --> 01:55:45,000
SPECIES AND IN NEUROSCIENCE AND 

2970
01:55:45,000 --> 01:55:46,800
EFFECTED HUCHL AN BRAIN 

2971
01:55:46,800 --> 01:55:48,160
EVOLUTION.  WE HAVE LARGE BRAINS

2972
01:55:48,160 --> 01:55:50,720
AND LOTS OF CORTEX AND PARTS OF 

2973
01:55:50,720 --> 01:55:52,760
CORTEX EXPANDED IN HUMAN BRAINS 

2974
01:55:52,760 --> 01:55:54,480
RELATIVE TO OTHER PRIMATES 

2975
01:55:54,480 --> 01:55:56,280
DEVELOP VERY SLOWLY AND ARE 

2976
01:55:56,280 --> 01:55:58,600
SENSITIVE TO SOCIAL INPUT AND 

2977
01:55:58,600 --> 01:56:00,640
EXPERIENCE EARLY IN LIFE AND 

2978
01:56:00,640 --> 01:56:02,680
MIGHT BE SOMETHING SIMILAR GOING

2979
01:56:02,680 --> 01:56:05,320
ON IN BOTH DOGS AND HUMANS AND 

2980
01:56:05,320 --> 01:56:09,840
EXPANSION OF CORTEX ALLOWS FOR 

2981
01:56:09,840 --> 01:56:11,560
MORE VOLITIONAL CONTROL OR 

2982
01:56:11,560 --> 01:56:12,560
AGGRESSIVE BEHAVIOR. 

2983
01:56:12,560 --> 01:56:14,160
>> THANK YOU VERY MUCH. 
WE 

2984
01:56:14,160 --> 01:56:15,920
HEARD MANY QUESTIONS ALSO ASKED 

2985
01:56:15,920 --> 01:56:18,920
BY DISCUSSANTS AND PERHAPS SOME 

2986
01:56:18,920 --> 01:56:25,120
PANEL MEMBERS AND RESPOND TO 

2987
01:56:25,120 --> 01:56:26,800
QUESTIONS THAT THEY FELT SPOKE 

2988
01:56:26,800 --> 01:56:30,160
TO THEM.  I WILL REMIND YOU THAT

2989
01:56:30,160 --> 01:56:31,680
SOME TALKED ABOUT IN THE 

2990
01:56:31,680 --> 01:56:33,960
BEGINNING ABOUT THE EBBING 

2991
01:56:33,960 --> 01:56:38,440
LOGICAL AND ETHOLOGICAL VALIDITY

2992
01:56:38,440 --> 01:56:41,520
OF SOME OF THE STUDIES AND YOU 

2993
01:56:41,520 --> 01:56:43,480
POPPED ON AND I WILL LET YOU 

2994
01:56:43,480 --> 01:56:43,720
ANSWER. 

2995
01:56:43,720 --> 01:56:45,320
>> YOU HAVE MORE FAITH IN
OUR 

2996
01:56:45,320 --> 01:56:49,160
MEMORY CAPACITY AND THINK THE --

2997
01:56:49,160 --> 01:56:51,280
SO, THE -- 

2998
01:56:51,280 --> 01:56:54,040
JAN, YOU MADE POINTS ABOUT 

2999
01:56:54,040 --> 01:56:56,640
REWARD BEHAVIOR; CORRECT?  

3000
01:56:56,640 --> 01:57:02,760
AND WHERE THAT FACTORS IN. 

3001
01:57:02,760 --> 01:57:06,720
>> I MADE ILLUSIONS TO IT
AND 

3002
01:57:06,720 --> 01:57:08,720
MOST FASCINATING THING AT END OF

3003
01:57:08,720 --> 01:57:10,960
YOUR TALK WAS CLEARLY THIS KIND 

3004
01:57:10,960 --> 01:57:14,240
OF DUALITY HOW WHEN YOU AFFECT 

3005
01:57:14,240 --> 01:57:16,720
THE [INDISCERNIBLE] AND YOU SEE 

3006
01:57:16,720 --> 01:57:17,600
DIFFERENCES IN AGGRESSION AND 

3007
01:57:17,600 --> 01:57:19,760
GET CHANGES IN OTHER SOCIAL 

3008
01:57:19,760 --> 01:57:20,040
BEHAVIORS. 

3009
01:57:20,040 --> 01:57:22,160
I THINK IT WAS A REALLY 

3010
01:57:22,160 --> 01:57:24,080
INTERESTING FINDING THAT I THINK

3011
01:57:24,080 --> 01:57:26,600
IS SOMETHING THAT WE DON'T THINK

3012
01:57:26,600 --> 01:57:28,320
ABOUT MUCH IN MANY RODENT 

3013
01:57:28,320 --> 01:57:31,720
STUDIES IS THE KIND OF -- IT IS 

3014
01:57:31,720 --> 01:57:33,640
A POINT THAT ERIN MADE TOO FOR 

3015
01:57:33,640 --> 01:57:36,480
EVOLUTION AND BRAIN IS NOT 

3016
01:57:36,480 --> 01:57:38,480
REINVENTING NEURAL CIRCUITS ALL 

3017
01:57:38,480 --> 01:57:40,720
THE TIME THEY ARE KIND OF 

3018
01:57:40,720 --> 01:57:41,720
WORKING TOGETHER TO GOVERN OTHER

3019
01:57:41,720 --> 01:57:43,560
DIFFERENT BEHAVIORS THAT I FOUND

3020
01:57:43,560 --> 01:57:45,200
AN INTERESTING THING AND THING I

3021
01:57:45,200 --> 01:57:47,320
FOUND ABOUT REWARDS PARTICULARLY

3022
01:57:47,320 --> 01:57:48,920
IS THAT SOME PEOPLE MIGHT FIND 

3023
01:57:48,920 --> 01:57:51,040
IT SURPRISING THAT AGGRESSION IS

3024
01:57:51,040 --> 01:57:52,960
REWARDING AND YOUR WORK AND 

3025
01:57:52,960 --> 01:57:56,720
SAM'S AND ANAGRET'S WORK IS 

3026
01:57:56,720 --> 01:57:58,280
TERRIFIC IN DEMONSTRATING IT IS 

3027
01:57:58,280 --> 01:57:59,680
AND QUESTION TO YOU IS DO YOU 

3028
01:57:59,680 --> 01:58:02,280
SEE THIS AS A FUNDAMENTAL PIECE 

3029
01:58:02,280 --> 01:58:05,000
OF THE -- THE KIND OF CIRCUITRY 

3030
01:58:05,000 --> 01:58:07,160
THAT REGULATES FUNCTIONAL 

3031
01:58:07,160 --> 01:58:08,560
AGGRESSION AND AGGRESSION THAT 

3032
01:58:08,560 --> 01:58:10,480
HAS A PURPOSE VERSUS BEING OVER 

3033
01:58:10,480 --> 01:58:12,560
THE TOP PANEL LOGICAL AGGRESSION

3034
01:58:12,560 --> 01:58:13,080
AS WELL?  

3035
01:58:13,080 --> 01:58:14,880
>> GREAT POINT.  GOING
BACK, 

3036
01:58:14,880 --> 01:58:16,720
THIS IS -- I THINK WHEN WE CAME 

3037
01:58:16,720 --> 01:58:20,080
AT THIS, WE CAME AT IT WITH THE 

3038
01:58:20,080 --> 01:58:24,040
IDEA THAT IF WE COULD IDENTIFY 

3039
01:58:24,040 --> 01:58:25,560
NEURAL SUBSTRATES THAT PROMOTE 

3040
01:58:25,560 --> 01:58:30,520
OR RE-ENFORCE BEH HHIF HEYOR TH 

3041
01:58:30,520 --> 01:58:33,000
COULD BE A THERAPEUTIC 

3042
01:58:33,000 --> 01:58:34,640
TARGET/APPROACH AND OVER YEARS 

3043
01:58:34,640 --> 01:58:36,360
THINKING HAS EVOLVED ON THAT.  

3044
01:58:36,360 --> 01:58:38,560
YOU KNOW, THIS IS SOMETHING THAT

3045
01:58:38,560 --> 01:58:41,240
WE DEAL WITH ACROSS ALL 

3046
01:58:41,240 --> 01:58:42,600
[INDISCERNIBLE] AND SO HOW DO 

3047
01:58:42,600 --> 01:58:45,880
YOU TARGET REWARDS CENTERS FOR 

3048
01:58:45,880 --> 01:58:49,320
TREATMENTS OF DEPRESSION, 

3049
01:58:49,320 --> 01:58:51,120
ADDICTION, WITHOUT CAUSING A 

3050
01:58:51,120 --> 01:58:53,120
WHOLE HOST OF SIDE-EFFECTS?  

3051
01:58:53,120 --> 01:58:55,120
THESE CIRCUITS I GET QUESTIONS 

3052
01:58:55,120 --> 01:58:56,800
WHERE PEOPLE OFTEN TIMES WILL 

3053
01:58:56,800 --> 01:58:58,960
ASK ME WHETHER IN REVIEW OR TALK

3054
01:58:58,960 --> 01:59:01,480
IS THIS AGGRESSION-SPECIFIC 

3055
01:59:01,480 --> 01:59:03,280
CIRCUIT AND IN AT LEAST CONTEXT 

3056
01:59:03,280 --> 01:59:05,560
OF REWARD I DON'T THINK THESE 

3057
01:59:05,560 --> 01:59:09,280
EXIST AND CIRCUITS DEVELOPED 

3058
01:59:09,280 --> 01:59:10,560
EVOLUTIONARILY TO SUPPORT 

3059
01:59:10,560 --> 01:59:12,760
ADAPTIVE BEHAVIORS FROM 

3060
01:59:12,760 --> 01:59:14,880
PROCREATION TO, YOU KNOW, 

3061
01:59:14,880 --> 01:59:16,480
PROTECTING ONE'S OWN RESOURCES 

3062
01:59:16,480 --> 01:59:18,840
AND NOW AS I -- AS I HAVE 

3063
01:59:18,840 --> 01:59:20,400
EVOLVED IN MY THINKING, I THINK 

3064
01:59:20,400 --> 01:59:22,840
IT WILL BE HARD TO REALLY TARGET

3065
01:59:22,840 --> 01:59:25,000
REWARD AND IN THE WAYS THAT WE 

3066
01:59:25,000 --> 01:59:26,920
THOUGHT IT WAS OR EXACTLY THE 

3067
01:59:26,920 --> 01:59:28,600
REASON THAT I SUGGESTED.  YOU 

3068
01:59:28,600 --> 01:59:30,760
KNOW, IF YOU ARE -- IF YOU ARE 

3069
01:59:30,760 --> 01:59:31,960
PREVENTING AGGRESSION THAT YOU 

3070
01:59:31,960 --> 01:59:34,800
ARE PROMOTING VERY SEVERE SOCIAL

3071
01:59:34,800 --> 01:59:36,360
AVOIDANCE AND WITHDRAWAL, THAT 

3072
01:59:36,360 --> 01:59:39,160
IN AND OF ITSELF IS A HUGE RISK 

3073
01:59:39,160 --> 01:59:41,200
FACTOR FOR OTHER MENTAL 

3074
01:59:41,200 --> 01:59:42,040
ILLNESSES AND DON'T THINK THAT 

3075
01:59:42,040 --> 01:59:43,880
IS THE WAY TO GO AND WE REALLY 

3076
01:59:43,880 --> 01:59:47,040
WANT TO FIND STRUCTURES THAT CAN

3077
01:59:47,040 --> 01:59:50,640
-- THAT CAN, YOU KNOW, LIMIT 

3078
01:59:50,640 --> 01:59:51,880
AGGRESSION.  AND LIMIT YOUR 

3079
01:59:51,880 --> 01:59:55,400
CHOICE TO ACT IN A CERTAIN WAY. 

3080
01:59:55,400 --> 01:59:57,880
YOU KNOW, WHETHER THOSE ARE 

3081
01:59:57,880 --> 01:59:59,560
EMPATHY CIRCUITS OR WHETHER THEY

3082
01:59:59,560 --> 02:00:01,480
ARE HIGHER LEVEL EXECUTIVE 

3083
02:00:01,480 --> 02:00:03,880
CIRCUITS THAT ALLOW YOU BETTER 

3084
02:00:03,880 --> 02:00:05,200
BEHAVIORAL CONTROL AND PROBABLY 

3085
02:00:05,200 --> 02:00:06,520
A COMBINATION OF BOTH. 

3086
02:00:06,520 --> 02:00:09,040
I THINK THAT IN TERMS OF 

3087
02:00:09,040 --> 02:00:11,040
THERAPEUTIC STRATEGIES IF THEY 

3088
02:00:11,040 --> 02:00:13,200
ARE VIABLE OPTIONS, WE HAVE TO 

3089
02:00:13,200 --> 02:00:17,840
FIND CIRCUITS THAT DON'T HAVE 

3090
02:00:17,840 --> 02:00:19,320
DELETERIOUS SIDE-EFFECTS. 

3091
02:00:19,320 --> 02:00:21,240
>> THANK YOU.  THAT IS
VERY 

3092
02:00:21,240 --> 02:00:22,640
HELPFUL.  I WILL TRY TO COMBINE 

3093
02:00:22,640 --> 02:00:25,760
A FEW QUESTIONS INTO ONE AND TO 

3094
02:00:25,760 --> 02:00:26,960
RESPOND.  WE HEARD ABOUT 

3095
02:00:26,960 --> 02:00:27,640
TREATMENTS. 

3096
02:00:27,640 --> 02:00:29,720
WE HEARD ABOUT THE CONTEXT 

3097
02:00:29,720 --> 02:00:32,080
SPECIFICITY OF SOME OF THE 

3098
02:00:32,080 --> 02:00:33,320
BEHAVIORS THAT ARE APPEARING 

3099
02:00:33,320 --> 02:00:35,240
EVEN I GUESS ONE CAN QUESTION 

3100
02:00:35,240 --> 02:00:37,800
WHAT IS PROSOCIAL AND GIVEN THAT

3101
02:00:37,800 --> 02:00:39,880
CONTEXT AND TO CONDITION 

3102
02:00:39,880 --> 02:00:41,840
DEPENDENCE THAT I HAVE I GUESS 

3103
02:00:41,840 --> 02:00:43,520
HAVE EXPLICITLY MENTIONED AND 

3104
02:00:43,520 --> 02:00:45,760
THEN THE ENVIRONMENTAL EFFECTS 

3105
02:00:45,760 --> 02:00:47,200
THAT LEADS TO SOME QUESTIONS 

3106
02:00:47,200 --> 02:00:50,000
THAT HAVE BEEN RAISE THE IN THE 

3107
02:00:50,000 --> 02:00:52,360
CHAT.  MAYBE THEY CAN COME OFF 

3108
02:00:52,360 --> 02:00:55,840
AND ASK HER OWN QUESTIONS THAT 

3109
02:00:55,840 --> 02:00:59,000
WILL THEN LEAD INTO TREATMENT 

3110
02:00:59,000 --> 02:01:01,720
TYPES OF QUESTIONS AND ANSWERS 

3111
02:01:01,720 --> 02:01:06,200
THAT HAVE BEEN POSED. 

3112
02:01:06,200 --> 02:01:08,400
>> THANK YOU FOR THE
INVITATION

3113
02:01:08,400 --> 02:01:11,760
AND GLAD I'M SITTING HERE AT MY 

3114
02:01:11,760 --> 02:01:12,560
DESK.  

3115
02:01:12,560 --> 02:01:15,360
SUPER, MELISSA.  THIS IS SUCH AN

3116
02:01:15,360 --> 02:01:16,120
EXCELLENT SESSION. 

3117
02:01:16,120 --> 02:01:18,200
MY QUESTION THAT I PUT INTO THE 

3118
02:01:18,200 --> 02:01:20,880
CHAT WAS REALLY FOR JC BARNES 

3119
02:01:20,880 --> 02:01:23,920
THAT IS FOR THINKING THAT THIS 

3120
02:01:23,920 --> 02:01:25,600
AUDIENCE MIGHT -- MIGHT BENEFIT 

3121
02:01:25,600 --> 02:01:28,160
FROM HEARING A LITTLE MORE 

3122
02:01:28,160 --> 02:01:29,640
CONSENSUS IN CRIMINOLOGY ABOUT, 

3123
02:01:29,640 --> 02:01:31,600
YOU KNOW, WHAT CRIMINAL JUSTICE 

3124
02:01:31,600 --> 02:01:36,080
SYSTEM PROCESSING CAN DO FOR 

3125
02:01:36,080 --> 02:01:37,360
YOUNG PEOPLE. 

3126
02:01:37,360 --> 02:01:40,720
AND, YOU KNOW, HE MENTION THE 

3127
02:01:40,720 --> 02:01:43,200
THERE IS EVIDENCE THAT FURTHER 

3128
02:01:43,200 --> 02:01:44,400
PROCESSING DEEPER AND DEEPER 

3129
02:01:44,400 --> 02:01:47,040
INTO THE SYSTEM CAN PROMOTE 

3130
02:01:47,040 --> 02:01:50,320
FUTURE RECIDIVISM AND LEAD TO 

3131
02:01:50,320 --> 02:01:51,520
WORSE OFFENDING RATHER THAN 

3132
02:01:51,520 --> 02:01:52,400
DETOUR IT. 

3133
02:01:52,400 --> 02:01:55,120
THAT QUESTION OF DETOURENCE 

3134
02:01:55,120 --> 02:01:56,680
COULD BE USEFUL FOR THIS GROUP, 

3135
02:01:56,680 --> 02:01:57,200
I THINK. 

3136
02:01:57,200 --> 02:01:58,800
WE OFTEN, I THINK THIS IS A 

3137
02:01:58,800 --> 02:02:00,400
GROUP THAT TENDS TO THINK IN 

3138
02:02:00,400 --> 02:02:02,840
TERMS OF MENTAL HEALTH TREATMENT

3139
02:02:02,840 --> 02:02:05,840
AND PSYCHOTHERAPY AND DRUGS. 

3140
02:02:05,840 --> 02:02:07,840
REALLY, BIG, BIG TREATMENT AND 

3141
02:02:07,840 --> 02:02:09,640
AGGRESSION CONTROL ARM IN THE 

3142
02:02:09,640 --> 02:02:11,720
UNITED STATES, OUR BIG LEVER, 

3143
02:02:11,720 --> 02:02:15,360
WORLDWIDE, ACTUALLY, IT IS THE 

3144
02:02:15,360 --> 02:02:17,280
JUSTICE SYSTEM.  

3145
02:02:17,280 --> 02:02:19,920
>> YES.  THANK YOU,
TAMMY.  I 

3146
02:02:19,920 --> 02:02:22,040
WAS ACTUALLY TURNING MY CAMERA 

3147
02:02:22,040 --> 02:02:23,920
OFF.  I WAS TYPING A RESPONSE TO

3148
02:02:23,920 --> 02:02:26,040
THAT QUESTION.  I WELCOME THE 

3149
02:02:26,040 --> 02:02:28,520
CHANCE TO ANSWER VERBALLY 

3150
02:02:28,520 --> 02:02:30,120
INSTEAD. 

3151
02:02:30,120 --> 02:02:31,720
I WILL PULL IN SOMETHING THAT 

3152
02:02:31,720 --> 02:02:35,640
KEN PUT IN THE CHAT AS WELL. 

3153
02:02:35,640 --> 02:02:38,440
AND SO IN CRIMINOLOGY, THERE ARE

3154
02:02:38,440 --> 02:02:41,520
TWO -- TWO MAJOR THEORETICAL 

3155
02:02:41,520 --> 02:02:42,680
TRADITIONS THAT EACH HAVE THEIR 

3156
02:02:42,680 --> 02:02:45,280
OWN BODIES OF WORK AND NOT MUCH 

3157
02:02:45,280 --> 02:02:47,720
THAT IS TRYING TO ACTUALLY PIT 

3158
02:02:47,720 --> 02:02:49,720
THEM AGAINST ONE ANOTHER THAT WE

3159
02:02:49,720 --> 02:02:52,200
DID.  DR. MOFFETT'S TEAM WAS 

3160
02:02:52,200 --> 02:02:54,560
PART OF THIS STUDY.  WE DREW ON 

3161
02:02:54,560 --> 02:02:57,400
SOME OF THEIR DATA FROM THIS 

3162
02:02:57,400 --> 02:02:59,240
ERISK LONGITUDINAL STUDY TO 

3163
02:02:59,240 --> 02:03:00,920
LEVERAGE THAT GENETIC CONTROL 

3164
02:03:00,920 --> 02:03:03,120
WHEN YOU STUDY TWINS AND 

3165
02:03:03,120 --> 02:03:04,520
DIFFERENCES BETWEEN TWINS 

3166
02:03:04,520 --> 02:03:07,600
SPECIFICALLY AND IDEA IS THAT 

3167
02:03:07,600 --> 02:03:08,960
DETOURENCE IS A CONTROL THEORY 

3168
02:03:08,960 --> 02:03:11,440
AND WAY OF THINKING ABOUT HOW WE

3169
02:03:11,440 --> 02:03:12,720
MIGHT SLIGHTLY RESPOND TO CRIME 

3170
02:03:12,720 --> 02:03:14,160
AND AGGRESSION AND YOU CONTROL 

3171
02:03:14,160 --> 02:03:16,920
IT AND KEEP IT IN A BOX, 

3172
02:03:16,920 --> 02:03:17,280
SO-TO-SPEAK. 

3173
02:03:17,280 --> 02:03:20,520
THE ALTERNATIVE IS THE LABELING 

3174
02:03:20,520 --> 02:03:22,960
THEORY TRADITION THAT SAYS ANY 

3175
02:03:22,960 --> 02:03:26,360
FORMAL RESPONSE TO DEVIANCE MAY 

3176
02:03:26,360 --> 02:03:29,320
HAVE THE UNANTICIPATED EFFECT OF

3177
02:03:29,320 --> 02:03:32,960
FURTHER PROMOTING THAT VERY SAME

3178
02:03:32,960 --> 02:03:37,000
THING THAT CREATES 

3179
02:03:37,000 --> 02:03:37,720
SELF-FULFILLING PROPHECY THAT 

3180
02:03:37,720 --> 02:03:40,080
PERSON TAKES ON IDEA THAT THEY 

3181
02:03:40,080 --> 02:03:42,680
IN FACT ARE A BAD PERSON AND WE 

3182
02:03:42,680 --> 02:03:44,400
ACTUALLY FOUND IN OUR WORK OF 

3183
02:03:44,400 --> 02:03:46,760
STUDYING TWINS MORE SUPPORT FOR 

3184
02:03:46,760 --> 02:03:49,560
THE LABELING IDEA FOR THAT 

3185
02:03:49,560 --> 02:03:53,560
LABELING THEORY IDEA.  NOW, THE 

3186
02:03:53,560 --> 02:03:54,920
QUESTION THEN BECOMES DOES IT 

3187
02:03:54,920 --> 02:03:56,960
CALL FOR RADICAL REMOVAL OF 

3188
02:03:56,960 --> 02:03:58,920
CRIMINAL JUSTICE SYSTEM THAT IS 

3189
02:03:58,920 --> 02:04:02,360
OF COURSE CERTAINLY NOT WHAT WE 

3190
02:04:02,360 --> 02:04:03,600
WOULD RECOMMEND. 

3191
02:04:03,600 --> 02:04:05,600
IT CALLS FOR CAREFUL ATTENTION 

3192
02:04:05,600 --> 02:04:07,360
TO WHAT IS OPTIMAL BALANCE 

3193
02:04:07,360 --> 02:04:10,200
BETWEEN CONTROL AND POTENTIAL 

3194
02:04:10,200 --> 02:04:14,040
UNINTENDED CONSEQUENCES.  TO DR.

3195
02:04:14,040 --> 02:04:15,680
MOFFETT'S POINT WE NOT ONLY KNOW

3196
02:04:15,680 --> 02:04:19,280
CRIMINAL JUSTICE SYSTEM HAS 

3197
02:04:19,280 --> 02:04:21,160
UNINTENDED CONSEQUENCES FOR 

3198
02:04:21,160 --> 02:04:25,000
THOSE THAT ENTER IT AND IE 

3199
02:04:25,000 --> 02:04:26,200
COLLATERAL CONSEQUENCES FOR 

3200
02:04:26,200 --> 02:04:31,480
FAMILY AND LOVED ONES AND THOSE 

3201
02:04:31,480 --> 02:04:32,760
WITH SECONDARY EXPOSURE TO IT 

3202
02:04:32,760 --> 02:04:36,080
AND I'M NOT TRYING TO SEND A 

3203
02:04:36,080 --> 02:04:37,720
SIGNAL WE HAVE TO DISBANLD THE 

3204
02:04:37,720 --> 02:04:40,040
CRIMINAL JUSTICE SYSTEM AND 

3205
02:04:40,040 --> 02:04:45,240
THINKS HAS TO BE GREATER 

3206
02:04:45,240 --> 02:04:47,240
INFERENCES ON APT MAL 

3207
02:04:47,240 --> 02:04:49,200
DIFFERENCES BETWEEN DITCH GOALS 

3208
02:04:49,200 --> 02:04:50,360
AND OUTCOMES. 

3209
02:04:50,360 --> 02:04:53,560
>> VERY INTERESTING.  I
WILL 

3210
02:04:53,560 --> 02:04:56,280
RIFF OFF THE QUESTION I HAD ALSO

3211
02:04:56,280 --> 02:05:02,320
FROM TIMIAN THAT WAS ABOUT A 

3212
02:05:02,320 --> 02:05:04,760
COMMENT RATHER THAN EXTENT TO 

3213
02:05:04,760 --> 02:05:06,840
WHICH SOME OF THESE THAT WERE 

3214
02:05:06,840 --> 02:05:10,120
DISCUSSING THAT WERE ONCE 

3215
02:05:10,120 --> 02:05:12,400
THOUGHT TO BE MAYBE 

3216
02:05:12,400 --> 02:05:14,840
ENVIRONMENTAL RISKS AND 

3217
02:05:14,840 --> 02:05:17,280
CONSIDERED TO BE UNDER GENETIC 

3218
02:05:17,280 --> 02:05:18,440
INFLUENCE AND QUESTION TO WHAT 

3219
02:05:18,440 --> 02:05:20,720
EXTENT OR GENETIC FACTORS MORE 

3220
02:05:20,720 --> 02:05:23,120
OR LESS INFLUENCED BY SOCIETAL 

3221
02:05:23,120 --> 02:05:24,360
FORCES AND DON'T THINK WE WILL 

3222
02:05:24,360 --> 02:05:26,880
BE ABLE TO ANSWER QUESTIONS 

3223
02:05:26,880 --> 02:05:28,640
MAYBE IN THIS FORMAT AND GROUP 

3224
02:05:28,640 --> 02:05:30,680
WILL BE ABLE TO DISCUSS THIS 

3225
02:05:30,680 --> 02:05:32,680
MORE OFFLINE DURING THE 

3226
02:05:32,680 --> 02:05:33,400
DISCUSSION PERIOD. 

3227
02:05:33,400 --> 02:05:34,920
I WANT TO RELAY QUESTIONS THAT 

3228
02:05:34,920 --> 02:05:38,880
WE ARE BEING ASKED THAT ARE VERY

3229
02:05:38,880 --> 02:05:40,560
INTERESTING FOR EVERYONE TO GIVE

3230
02:05:40,560 --> 02:05:43,000
THOUGHT TO THESE AND EVEN THOUGH

3231
02:05:43,000 --> 02:05:46,280
I WAS LISTENING OUTSIDE AND WANT

3232
02:05:46,280 --> 02:05:47,560
TO TURN TO LOOKING AT AND 

3233
02:05:47,560 --> 02:05:50,840
QUESTION WAS ASKED TO DR. WALLER

3234
02:05:50,840 --> 02:05:54,160
ABOUT IF SHE COULD ELABORATE ON 

3235
02:05:54,160 --> 02:05:55,680
TREATMENTS USED THAT LEAD TO 

3236
02:05:55,680 --> 02:05:58,600
REDUCTIONS SEEN. 

3237
02:05:58,600 --> 02:06:00,360
IF YOU CAN GIVE AN OPPORTUNITY. 

3238
02:06:00,360 --> 02:06:05,160
>> ABSOLUTELY.  OF
COURSE.  I'M

3239
02:06:05,160 --> 02:06:06,920
LUKE WROTE A COMMENT IN THE CHAT

3240
02:06:06,920 --> 02:06:09,120
I WAS JUST ABOUT TO SAY AS WELL.

3241
02:06:09,120 --> 02:06:10,960
JUST BECAUSE SOMETHING IS 

3242
02:06:10,960 --> 02:06:12,480
HERITABLE DOESN'T MEAN 

3243
02:06:12,480 --> 02:06:16,440
ENVIRONMENT CAN'T BE TARGET OF 

3244
02:06:16,440 --> 02:06:18,120
TREATMENT.  I SKIPPED OVER A 

3245
02:06:18,120 --> 02:06:19,480
SLIDE THAT TALKED ABOUT CLEARLY 

3246
02:06:19,480 --> 02:06:22,160
A SHARED INHERITED FEATURES 

3247
02:06:22,160 --> 02:06:24,160
AMONG CHILDREN WITH CU TRAITS 

3248
02:06:24,160 --> 02:06:26,800
AND PARENTING AND AGAIN DOESN'T 

3249
02:06:26,800 --> 02:06:28,040
MEAN WE CAN'T BE TRYING TO 

3250
02:06:28,040 --> 02:06:29,720
CHANGE THE ENVIRONMENT AND 

3251
02:06:29,720 --> 02:06:33,320
FINDINGS TO METAANALYSIS, WE DID

3252
02:06:33,320 --> 02:06:35,480
NOT FIND ANY MODERATION OF THAT.

3253
02:06:35,480 --> 02:06:39,120
IT IS AN EFFECT OF CU TRAITS ON 

3254
02:06:39,120 --> 02:06:40,960
TREATMENT RESPONSIVENESS IN 

3255
02:06:40,960 --> 02:06:43,720
TERMS OF DISRUPTIVE BEHAVIOR 

3256
02:06:43,720 --> 02:06:46,280
DISORDERS AND NO TREATMENTS FOR 

3257
02:06:46,280 --> 02:06:47,760
DIFFERENCE IN PARENT COMPONENT 

3258
02:06:47,760 --> 02:06:51,200
AND CHILD-FOCUSED COMPONENT AND 

3259
02:06:51,200 --> 02:06:53,080
MIXED COMBINATION OF DIFFERENCE 

3260
02:06:53,080 --> 02:06:54,800
TREATMENTS AND SIMILAR RATES 

3261
02:06:54,800 --> 02:06:57,200
SEEING FOR HIGH AND LOW CU KIDS 

3262
02:06:57,200 --> 02:06:58,920
ARE DIFFERENT ACROSS DIFFERENT 

3263
02:06:58,920 --> 02:07:00,080
INTERVENTION TYPES AND SECOND 

3264
02:07:00,080 --> 02:07:02,400
HALF OF METAANALYSIS I SKIPPED 

3265
02:07:02,400 --> 02:07:04,320
OVER THIS SLIDE LOOKING AT 

3266
02:07:04,320 --> 02:07:05,920
DIRECT EFFECT OF TREATMENT ON 

3267
02:07:05,920 --> 02:07:08,240
REDUCTION OF CALLOUS UNEMOTIONAL

3268
02:07:08,240 --> 02:07:09,800
TRAITS AND DON'T SEE OVERALL 

3269
02:07:09,800 --> 02:07:11,440
EFFECT OF TREATMENTS BUT FOUND 

3270
02:07:11,440 --> 02:07:13,360
DIRECT EFFECT OF TREATMENTS WITH

3271
02:07:13,360 --> 02:07:16,600
PARENTING COMPONENT ON REDUCING 

3272
02:07:16,600 --> 02:07:20,640
CU TRAITS IN THAT METAANALYSIS. 

3273
02:07:20,640 --> 02:07:23,360
AGAIN, I THINK THINKING BACK TO 

3274
02:07:23,360 --> 02:07:24,680
DISCUSSIONS WE HAD YESTERDAY. 

3275
02:07:24,680 --> 02:07:26,640
WE KNOW DECADES OF WORK 

3276
02:07:26,640 --> 02:07:28,800
PARENTING INTERVENTIONS ARE BEST

3277
02:07:28,800 --> 02:07:31,440
AT CURRENT APPROACH FOR TREATING

3278
02:07:31,440 --> 02:07:33,240
DISRUPTIVE BEHAVIOR PROBLEMS 

3279
02:07:33,240 --> 02:07:35,240
THAT SHOULD REMAIN CASE WHEN 

3280
02:07:35,240 --> 02:07:38,280
CHILDREN ARE HIGH ON CU TRAITS 

3281
02:07:38,280 --> 02:07:41,040
AND DIRECT EFFECTS OF PARENTING 

3282
02:07:41,040 --> 02:07:42,120
[INDISCERNIBLE] DIRECTLY 

3283
02:07:42,120 --> 02:07:44,440
REDUCING CU TRAITS AND 

3284
02:07:44,440 --> 02:07:47,000
METAANALYSIS SHOWS THIS AS WELL 

3285
02:07:47,000 --> 02:07:49,600
WE COULDN'T ADAPT BRINGING 

3286
02:07:49,600 --> 02:07:51,720
ADD-ON ADJUNCTIVE MODELS 

3287
02:07:51,720 --> 02:07:53,960
TARGETING SPECIFIC DIFFICULTIES 

3288
02:07:53,960 --> 02:07:57,440
WE SEE AMONG THESE CHILDREN AND 

3289
02:07:57,440 --> 02:07:59,440
IS NEXT FRONTIER AND ONE OTHER 

3290
02:07:59,440 --> 02:08:02,320
THING TO HIGHLIGHT FROM 

3291
02:08:02,320 --> 02:08:06,520
METAANALYSIS WAS REALLY A DIRTH 

3292
02:08:06,520 --> 02:08:08,240
OF RANDOMIZED CONTROL TRIALS IN 

3293
02:08:08,240 --> 02:08:10,880
OUR FIELD THAT LOOK AT CALLOUS 

3294
02:08:10,880 --> 02:08:12,360
UNEMOTIONAL TRAITS AND FIELD 

3295
02:08:12,360 --> 02:08:14,960
BROADLY NOT CALLOUS UNEMOTIONAL 

3296
02:08:14,960 --> 02:08:16,880
EVIDENCE OF PARENTING 

3297
02:08:16,880 --> 02:08:18,880
INTERVENTIONS ON DISRUPTIVE 

3298
02:08:18,880 --> 02:08:20,800
BEHAVIORAL PROBLEMS BROADLY AND 

3299
02:08:20,800 --> 02:08:22,520
HASN'T BEEN A CAREFUL TRIAL 

3300
02:08:22,520 --> 02:08:24,680
EVIDENCE WITHIN RANDOMIZED 

3301
02:08:24,680 --> 02:08:26,440
CONTROL FRAMEWORK LOOKING AT 

3302
02:08:26,440 --> 02:08:29,080
SPECIFIC CU TRAITS AND WE 

3303
02:08:29,080 --> 02:08:31,600
URGENTLY REALLY NEED THAT TO 

3304
02:08:31,600 --> 02:08:34,160
TEST THESE DIFFERENT MODULES. 

3305
02:08:34,160 --> 02:08:35,560
>> EXCELLENT.  DR. BURKE,

3306
02:08:35,560 --> 02:08:37,720
TURNING MY ATTENTION TO YOU.  I 

3307
02:08:37,720 --> 02:08:40,040
THINK YOU MIGHT HAVE SOMETHING 

3308
02:08:40,040 --> 02:08:42,520
TO SAY ABOUT GENE ENVIRONMENT 

3309
02:08:42,520 --> 02:08:44,520
INTERACTIONS THAT COULD SPEAK 

3310
02:08:44,520 --> 02:08:46,280
DIRECTLY TO DR. WALLER AND TO 

3311
02:08:46,280 --> 02:08:49,520
ANYTHING ELSE YOU WANT TO TALK 

3312
02:08:49,520 --> 02:08:52,400
ABOUT.  THANKS. 

3313
02:08:52,400 --> 02:08:54,360
>> I'M TURNING OFF MY
VIDEO 

3314
02:08:54,360 --> 02:08:57,760
JUST IN CASE PROBLEMS HAVE 

3315
02:08:57,760 --> 02:08:58,560
EMERGED. 

3316
02:08:58,560 --> 02:09:00,800
YES.  SO, I WAS THINKING AS DR. 

3317
02:09:00,800 --> 02:09:02,920
WALLER WAS TALKING, YOU KNOW, 

3318
02:09:02,920 --> 02:09:05,080
PARENTING INTERVENTIONS ARE THE 

3319
02:09:05,080 --> 02:09:07,040
GOLD STANDARD OR ONE GOLD 

3320
02:09:07,040 --> 02:09:09,360
STANDARD AT THE MOMENT AND 

3321
02:09:09,360 --> 02:09:10,760
MULTISYSTEMIC THERAPY ALSO. 

3322
02:09:10,760 --> 02:09:15,240
I HAVE RECENTLY BEEN INTERESTED 

3323
02:09:15,240 --> 02:09:16,640
IN, YOU YOU KNOW, THINKING ABOUT

3324
02:09:16,640 --> 02:09:18,480
TREATMENTS FOR -- IF WE THINK 

3325
02:09:18,480 --> 02:09:19,840
ABOUT AGGRESSION AS SOMETHING 

3326
02:09:19,840 --> 02:09:22,560
THAT TENDS TO ONSET VERY YOUNG 

3327
02:09:22,560 --> 02:09:28,160
IN LIFE, IF WE COULD. 

3328
02:09:28,160 --> 02:09:30,160
THERE IS A FEW OTHER DISORDERS 

3329
02:09:30,160 --> 02:09:32,160
NOT MANY BUT A FEW OTHER THINGS 

3330
02:09:32,160 --> 02:09:33,800
YOU MIGHT CALL 

3331
02:09:33,800 --> 02:09:34,800
NEURODEVELOPMENTAL CONDITIONS 

3332
02:09:34,800 --> 02:09:38,520
LIKE ADHD OR AUTISM SPECTRUM FOR

3333
02:09:38,520 --> 02:09:40,200
EXAMPLE THEY ONSET EARLY IN LIFE

3334
02:09:40,200 --> 02:09:44,040
AND TEND TO DO INTENSIVE 

3335
02:09:44,040 --> 02:09:45,720
BEHAVIORAL INTERVENTIONS DON'T 

3336
02:09:45,720 --> 02:09:48,160
KNOW IF ANYONE TRIED APPLIED 

3337
02:09:48,160 --> 02:09:50,280
BEHAVIORAL ANALYSIS APPROACH TO 

3338
02:09:50,280 --> 02:09:51,120
AGGRESSION AND WOULD BE 

3339
02:09:51,120 --> 02:09:54,520
INTERESTED TO SEE THAT AND HOW 

3340
02:09:54,520 --> 02:09:55,280
IT MIGHT GO. 

3341
02:09:55,280 --> 02:09:58,160
YOU KNOW, ESPECIALLY GIVEN KIDS 

3342
02:09:58,160 --> 02:10:00,520
ON SPECTRUM CAN SOMETIMES ENGAGE

3343
02:10:00,520 --> 02:10:02,000
IN HARMING THEMSELVES AND OTHERS

3344
02:10:02,000 --> 02:10:04,560
AND IS A TARGET OF ABA WORK. 

3345
02:10:04,560 --> 02:10:05,800
I WONDER ABOUT THAT. 

3346
02:10:05,800 --> 02:10:07,560
I ALSO WAS THINKING AND 

3347
02:10:07,560 --> 02:10:08,760
MENTIONED THIS YESTERDAY.  YOU 

3348
02:10:08,760 --> 02:10:12,720
KNOW, I HAVE BEEN INTERESTED IN 

3349
02:10:12,720 --> 02:10:14,720
THINKING ABOUT WE THINK ABOUT 

3350
02:10:14,720 --> 02:10:16,840
WITH AGGRESSION ESPECIALLY 

3351
02:10:16,840 --> 02:10:18,920
REACTIVE AND PROACTIVE AS POINTS

3352
02:10:18,920 --> 02:10:22,840
WERE MADE YESTERDAY THERE IS AN 

3353
02:10:22,840 --> 02:10:24,280
EMOTION DISREGULATION THAT 

3354
02:10:24,280 --> 02:10:27,320
UNDERLIES BEHAVIORS THERE IS 

3355
02:10:27,320 --> 02:10:28,720
IMPULSIVITY ALSO AND OTHER 

3356
02:10:28,720 --> 02:10:30,520
THINGS IMPULSE REGULATION IS A 

3357
02:10:30,520 --> 02:10:33,080
KEY PIECE OF IT I THINK AND 

3358
02:10:33,080 --> 02:10:35,480
WONDER THEN ABOUT DIALECTICAL 

3359
02:10:35,480 --> 02:10:37,920
BEHAVIOR THERAPY TECHNIQUES NO 

3360
02:10:37,920 --> 02:10:43,680
THE JUST FOR EFFECTED INDIVIDUAL

3361
02:10:43,680 --> 02:10:45,920
BUT ALSO FOR FAMILY MEMBERS AND 

3362
02:10:45,920 --> 02:10:47,760
WITH BORDER LINE PERSONALITY 

3363
02:10:47,760 --> 02:10:49,600
DISORDER THERE ARE NOW GROUPS 

3364
02:10:49,600 --> 02:10:51,760
THAT FAMILY MEMBERS CAN GO TO 

3365
02:10:51,760 --> 02:10:53,200
WHERE THEY CAN LEARN TECHNIQUES 

3366
02:10:53,200 --> 02:10:56,040
AND BASICALLY LEARN TO 

3367
02:10:56,040 --> 02:10:57,920
INSTANTIATE DBT IN OWN 

3368
02:10:57,920 --> 02:10:59,520
RELATIONSHIPS WITH FAMILY 

3369
02:10:59,520 --> 02:11:02,800
MEMBERS AND HOW TO TRY TO 

3370
02:11:02,800 --> 02:11:04,520
DEESCALATE SITUATIONS AND HOW TO

3371
02:11:04,520 --> 02:11:06,520
SORT OF CHANGE THE EMOTIONAL 

3372
02:11:06,520 --> 02:11:08,960
10ER OF THE SITUATION. 

3373
02:11:08,960 --> 02:11:10,920
AND YOU KNOW THAT KIND OF THING.

3374
02:11:10,920 --> 02:11:13,960
AND REALLY USING REALLY FIRM, 

3375
02:11:13,960 --> 02:11:17,400
YOU KNOW, REAL -- REAL STRONG 

3376
02:11:17,400 --> 02:11:18,920
KEY EMOTION REGULATION 

3377
02:11:18,920 --> 02:11:19,840
TECHNIQUES THAT SOMEONE WITH 

3378
02:11:19,840 --> 02:11:21,680
BORDER LINE WOULD APPLY TO 

3379
02:11:21,680 --> 02:11:23,480
THEMSELVES AND USING IT AS A 

3380
02:11:23,480 --> 02:11:26,840
FAMILY IS A SYSTEMSWIDE APPROACH

3381
02:11:26,840 --> 02:11:30,120
TO FAMILY SYSTEMSWIDE APPROACH 

3382
02:11:30,120 --> 02:11:31,360
TO THINKING ABOUT TREATMENT THAT

3383
02:11:31,360 --> 02:11:33,520
INTERESTS ME AS WELL AND I'M NOT

3384
02:11:33,520 --> 02:11:35,320
ANSWERING THAT QUESTION THAT YOU

3385
02:11:35,320 --> 02:11:37,560
ASKED MELISSA AND THINKING AS 

3386
02:11:37,560 --> 02:11:39,520
REBECCA WAS TALKING I THINK WE 

3387
02:11:39,520 --> 02:11:41,360
CAN DO BETTER THAN JUST PARENTS 

3388
02:11:41,360 --> 02:11:43,120
THAT ARE COOL AND ARE JUST ONE 

3389
02:11:43,120 --> 02:11:43,960
PIECE OF IT. 

3390
02:11:43,960 --> 02:11:46,720
THEY -- AS, YOU KNOW, ANY PARENT

3391
02:11:46,720 --> 02:11:49,080
OF AN ADOLESCENT WILL TELL YOU 

3392
02:11:49,080 --> 02:11:50,800
THEY HAVE LESS POWER THAN YOU 

3393
02:11:50,800 --> 02:11:51,400
THINK. 

3394
02:11:51,400 --> 02:11:54,440
SO, I MEAN, WELL, TO SOME 

3395
02:11:54,440 --> 02:11:55,000
EXTENT; RIGHT?  

3396
02:11:55,000 --> 02:11:56,880
>> THANK YOU VERY MUCH.  

3397
02:11:56,880 --> 02:11:58,120
SO, THERE HAVE BEEN QUESTIONS 

3398
02:11:58,120 --> 02:12:00,080
ALSO ABOUT THE DEVELOPMENTAL 

3399
02:12:00,080 --> 02:12:01,880
CONTEXT AND TIMING IN WHICH SOME

3400
02:12:01,880 --> 02:12:07,360
OF THE INTERVENTIONS COULD BE 

3401
02:12:07,360 --> 02:12:08,120
APPLIED. 

3402
02:12:08,120 --> 02:12:09,520
MAYBE ONE WOULD LIKE TO COMMENT 

3403
02:12:09,520 --> 02:12:12,120
ON THAT. 

3404
02:12:12,120 --> 02:12:16,120
AND ANY OF YOU CAN REALLY AND 

3405
02:12:16,120 --> 02:12:18,160
THAT COULD INCORPORATE SOME 

3406
02:12:18,160 --> 02:12:20,320
EXPERTISE FROM BASIC RESEARCHERS

3407
02:12:20,320 --> 02:12:22,680
LOOKING AT THIS FROM 

3408
02:12:22,680 --> 02:12:24,160
NEUROMECHANISTIC PERSPECTIVE AS 

3409
02:12:24,160 --> 02:12:27,320
WELL AND WHETHER GIVING THOUGHT 

3410
02:12:27,320 --> 02:12:29,360
TO PINPOINTING THAT TIMING. 

3411
02:12:29,360 --> 02:12:31,240
>> I COMPLETELY AGREE
WITH WHAT

3412
02:12:31,240 --> 02:12:33,600
ALEX IS SAYING AND THINK WE 

3413
02:12:33,600 --> 02:12:36,080
CERTAINLY HAVE TO DEVELOP MORE 

3414
02:12:36,080 --> 02:12:37,720
CHILD-FOCUSED TREATMENTS AND IN 

3415
02:12:37,720 --> 02:12:39,280
PARTICULARLY EARLY CHILDHOOD WE 

3416
02:12:39,280 --> 02:12:40,880
WILL GET MOST BANG FOR BUCK 

3417
02:12:40,880 --> 02:12:43,400
WORKING WITH PARENTS AND ESSEE 

3418
02:12:43,400 --> 02:12:44,120
AND LUKE WERE COMMENTING 

3419
02:12:44,120 --> 02:12:45,560
YESTERDAY SOMETIMES THERE IS A 

3420
02:12:45,560 --> 02:12:47,800
LOT ELSE GOING ON IN THE FAMILY 

3421
02:12:47,800 --> 02:12:49,760
ENVIRONMENT AND NEED TO BE YOU 

3422
02:12:49,760 --> 02:12:51,520
ARE ALSO THINKING ABOUT 

3423
02:12:51,520 --> 02:12:53,280
TARGETING PROCESSES IN FAMILY 

3424
02:12:53,280 --> 02:12:54,560
DEPRESSION AND OTHER THINGS THAT

3425
02:12:54,560 --> 02:12:56,520
MIGHT BE, YOU KNOW, MAKING IT 

3426
02:12:56,520 --> 02:12:58,880
HARD TO PROVIDE A STABLE AND 

3427
02:12:58,880 --> 02:13:00,200
RESPONSIVE CAREGIVING 

3428
02:13:00,200 --> 02:13:02,160
ENVIRONMENT AND IN TERMS OF AGE 

3429
02:13:02,160 --> 02:13:04,200
QUESTION, WE LOOKED AT 

3430
02:13:04,200 --> 02:13:05,040
MODERATION BY AGE AND DIDN'T 

3431
02:13:05,040 --> 02:13:07,640
FIND MODERATION BY AGE AND IS 

3432
02:13:07,640 --> 02:13:09,960
PARTLY A FUNCTION OF PEOPLE JUST

3433
02:13:09,960 --> 02:13:10,960
NECESSARILY ADAPTING THEIR 

3434
02:13:10,960 --> 02:13:12,560
TREATMENTS ACCORDINGLY AND ARE 

3435
02:13:12,560 --> 02:13:14,720
SAID TO MAKE THEM MORE 

3436
02:13:14,720 --> 02:13:15,720
DEVELOPMENTALLY SPECIFIC AND 

3437
02:13:15,720 --> 02:13:17,920
WOULD POINT TO A LARGE 

3438
02:13:17,920 --> 02:13:19,560
METAANALYSIS THAT CAME OUT IN 

3439
02:13:19,560 --> 02:13:22,880
CHILD DEVELOPMENT BY FRANCIS 

3440
02:13:22,880 --> 02:13:24,840
GARDENER LOOKING AT NO 

3441
02:13:24,840 --> 02:13:28,120
MODERATION IN YEARS PARENTING 

3442
02:13:28,120 --> 02:13:29,520
INTERVENTION IN AGE 2 TO 11 THAT

3443
02:13:29,520 --> 02:13:33,600
IS EQUALLY EFFECTIVE AND TAKING 

3444
02:13:33,600 --> 02:13:35,040
POINTS ONCE WE GET INTO 

3445
02:13:35,040 --> 02:13:36,320
ADOLESCENCE AND SOCIAL 

3446
02:13:36,320 --> 02:13:37,840
INFLUENCES MOVE BEYOND THAT AND 

3447
02:13:37,840 --> 02:13:39,840
HOME AND PARENTS AND MOVING 

3448
02:13:39,840 --> 02:13:41,080
TOWARDS DIFFERENT TREATMENTS AND

3449
02:13:41,080 --> 02:13:43,440
THAT CLEARLY IS HAPPENING AND WE

3450
02:13:43,440 --> 02:13:44,680
DIDN'T NECESSARILY GET 

3451
02:13:44,680 --> 02:13:46,480
DIFFERENCES IN AGE AND IN 

3452
02:13:46,480 --> 02:13:48,280
METAANALYSIS THAT I THINK 

3453
02:13:48,280 --> 02:13:50,840
INCLUDED STUDIES THAT DID THINGS

3454
02:13:50,840 --> 02:13:53,640
LIKE MULTISYSTEMIC THERAPY AND 

3455
02:13:53,640 --> 02:13:55,760
THINK THAT PARENTS AND PARENTING

3456
02:13:55,760 --> 02:13:57,120
INTERVENTIONS CAN MATTER IN 

3457
02:13:57,120 --> 02:13:57,440
ADOLESCENCE. 

3458
02:13:57,440 --> 02:14:01,120
I HAVE SEEN IT CLINICALLY. 

3459
02:14:01,120 --> 02:14:03,640
IT IS JUST THAT WHEN WE THINK 

3460
02:14:03,640 --> 02:14:05,360
ABOUT A PHENOTYPE LIKE 

3461
02:14:05,360 --> 02:14:07,280
AGGRESSION THAT HAS INFLUENCES 

3462
02:14:07,280 --> 02:14:09,560
IN SO MANY DIFFERENT LEVELS OF 

3463
02:14:09,560 --> 02:14:10,640
ANALYSIS BEYOND WHAT IS 

3464
02:14:10,640 --> 02:14:12,840
HAPPENING INSIDE OF THE FAMILY 

3465
02:14:12,840 --> 02:14:14,440
HOME AND IN PARENT/CHILD 

3466
02:14:14,440 --> 02:14:15,720
RELATIONSHIP WE ARE TALKING 

3467
02:14:15,720 --> 02:14:17,040
ABOUT SOMETHING INFLUENCED YOU 

3468
02:14:17,040 --> 02:14:19,120
KNOW IN SLIDE I SHOWED YOU KNOW 

3469
02:14:19,120 --> 02:14:22,080
IF YOU LIVE IN US VERSUS UK 

3470
02:14:22,080 --> 02:14:24,320
THOSE ARE PRETTY -- CULTURES ARE

3471
02:14:24,320 --> 02:14:25,720
RELATIVELY CLOSE TOGETHER AND WE

3472
02:14:25,720 --> 02:14:29,240
ARE SEEING BIG DIFFERENCES AND 

3473
02:14:29,240 --> 02:14:32,120
THINK THERE IS BROADER CULTURAL 

3474
02:14:32,120 --> 02:14:33,280
INFLUENCES THAT WE OR 

3475
02:14:33,280 --> 02:14:35,120
PSYCHOLOGISTS TEND TO BE WE ARE 

3476
02:14:35,120 --> 02:14:36,480
FOCUSED ON INDIVIDUALS AND 

3477
02:14:36,480 --> 02:14:37,760
FAMILIES AND THINK IT STOPS 

3478
02:14:37,760 --> 02:14:39,760
THERE BUT IT DOESN'T.  IT IS ALL

3479
02:14:39,760 --> 02:14:42,680
PART OF ONE BIG SYSTEM. 

3480
02:14:42,680 --> 02:14:44,240
>> AND NOW OUR DISCUSSION
IS 

3481
02:14:44,240 --> 02:14:46,280
NOT GOING TO STOP HERE EITHER.  

3482
02:14:46,280 --> 02:14:48,920
WE WILL CONTINUE ON WHILE WE SAY

3483
02:14:48,920 --> 02:14:50,880
GOOD-BYE TO OUR PUBLIC AUDIENCE.

3484
02:14:50,880 --> 02:14:52,640
IN OUR GROUP, WE WILL COME BACK 

3485
02:14:52,640 --> 02:14:55,280
IN 15 MINUTES FOR BREAKOUT 

3486
02:14:55,280 --> 02:14:55,760
SESSIONS.

3487
02:14:55,760 --> 02:14:57,840
FOR NOW, THIS WILL MARK THE END 

3488
02:14:57,840 --> 02:14:59,880
OF THE PUBLIC WORKSHOP.  

3489
02:14:59,880 --> 02:15:01,440
AND I IMAGINE THAT MOST OF US 

3490
02:15:01,440 --> 02:15:05,000
WOULD AGREE THAT THIS HAS BEEN A

3491
02:15:05,000 --> 02:15:06,760
SUPER INTERESTING TWO DAYS AND 

3492
02:15:06,760 --> 02:15:10,000
WANT TO THANK NIH'S OFFICE OF 

3493
02:15:10,000 --> 02:15:12,840
BEHAVIORAL AND SOCIAL SCIENCES 

3494
02:15:12,840 --> 02:15:16,080
RESEARCH FOR COORDINATING 

3495
02:15:16,080 --> 02:15:18,600
FANTASTIC NIH WORKSHOP AND ON 

3496
02:15:18,600 --> 02:15:20,800
BEHALF OF NIH I THANK EVERYONE 

3497
02:15:20,800 --> 00:00:00,000
FOR ATTENDING