 like a low-glue grandmaster okay so so here's the experiment they they show me okay so so what i'm going to be showing you is where they show this guy who's you know he's at the at the low grand master level they show him a chest position with many many pieces on here and you'll see and they'll and they'll let him look at this for two seconds two seconds it doesn't do great but it doesn't do great but he just saw it okay it's clear that this one is obviously much easier to restruct as the palm chain for example it's just all a little big but go on although i'm almost not sure what what to do with this guy you know i'm not sure what it's here here um oh i forgot my word yeah i'm doing this cluster of these things i can't really remember it after the card goes away here it's like the cluster of pieces here and there's a cluster of pieces here but so is anybody can anybody guess the difference between the two work yeah not quite not quite the first picture was familiar for him it was in the context maybe he knew it before the next one maybe the it was the structure was quite different that's why he didn't do it the second one was randomly put in the first one that's exactly right okay exactly i mean both you can hold it the first one was my real chest position he never saw before okay i mean just why he looks at the thing and in two seconds he got it and so in fact in the study they gave 100 real chest positions with some of them varying number of pieces okay even when the full pieces were on there he made less than 1% hers the second time was exactly right random can't do it and couldn't even do it when there were like 10 pieces on there and in fact what was interesting is they took people who don't play chess they did just as well as he did randomly okay so somebody who plays chess well doesn't make any sense it has no context to it right but but the chess positions you just look at it i mean i i i used to play with the um with the ambassador to um to uh where? Montenegro my wife yeah Montenegro who is a chess champion in Montenegro and i used to go to his embassy in playing he come to my place to play he beat me every time i mean you know i mean i was good but not that good and what's interesting is you know we play the game for an hour and then he's like okay let me show you and you go through all the moves from first move to last move exactly what happened you know okay i did that you did this i did that i was amazed that's what this guy did you know you saw the pieces so here's the point we're teaching a lot of kids at least in america stuff has no context to it you know memorize the different nerves of the body has no context to it you know uh here you know the only thing the only thing you can you can kind of do that way is multiplication table two times two is four four times and all like that kind of stuff but everything else you have to have a concept of what went out all the daughter was in high school in california i was furious reading the book that she had on the brain it was just a bunch of facts without any kind of you know context without any kind of storyline behind it and i went and i told the teacher i said you know if i had this book when i was in high school i would never be where i am today because i would hate this subject it was just a bunch of memorization and so it's it's a challenge for for parents and for teachers to put things in the context that the person can readily grasp in someone and and and and makes all the difference play the lesson oh yeah the lesson play the lesson what i was trying to do was just sort of absorb the position um and understand um where everything was clothed through it and and try to quickly understand what was going on um establish some logical connections between things and i can't usually um i've never done i i've almost never done this sort of thing before so i don't have a good sense of how much time different things are going to take me um but the important thing is to try to make everything make sense got it that's exactly the point try to make everything make sense so when you take your classes here in au make sure your professors make everything make sense and don't complain to the president tell them tell them that uh the lecture you heard here everything should make sense otherwise it's not a good a good lecture and so the last thing is just a um a cover from my article i did for this journal with a colleague of mine australia by dandrea and um uh there was a lead article in there about how the brain develops and they hired an artist to do this cover and i really like this cover it's been a long time ago it's been reprinted out of the places so a guy called eric alex meredith who's a neuroscientist who's also an artist and uh and i like the way he did that so so here is you know a sketch of the brain the two eyes and the and the visual system here is uh a uh the the uh genes and you know the idea is that uh neuroscientists study uh rodents the cats monkeys really really what we want to do is explain what goes on here because that explains you know what we are and how we became that way so thank you very much maybe you can answer to this question is there any location for god in our brain for god god for god for believe to go you know i'm trying to think uh i'm trying to think of studies uh you know there are by the way an attempt to combine religious beliefs with science there are there's a foundation in the united states that actually gives quite a bit of money to this but i don't think that they've done something like localizing in the brain where belief system is i don't have anything or and it may well be but i don't know anything like that yeah um two questions if i may uh first one you may have heard about neurolink uh initiative by you on musk and what do you think about that is it naive is it possible to link brain to computers at some point and uh second a specific religious question what do you think is best audiobooks or regular reading which is better printed in the brain yeah so so there's no in this kasparov book which which is all about this what you're just talking about all about this with computers being linked to brains in the future and in the context that is lost to big blue i really recommend it just came out last month so i think you know i think there's no question that at some point something like that's going to happen because uh the processing computers of information and so on is a fact that happens already how it can be incorporated into functioning of neurons and so on right now it's science fiction and but i you know i wouldn't i would not say it's not going to happen because things change so quickly uh really my guess is the question is what are the ethical implications of it you know there are a lot of things we can do scientifically right now that will not be allowed to do for example we can modify human genes right now and it's not allowed anywhere in the world you know to produce sort of superhuman and so maybe it's maybe some somebody's going to do it some country's going to do it so there are a lot of things we could do technically that is not being done and so it has an ethical component to it but from a science component of it i think i think it just a matter of time before something like that's going to happen there are a lot of people working on this and uh it's just a matter of somebody demonstrating the power of that approach the the issue of audiobooks and reading that gets to the question of what the preference is okay personal preference i mean even let's say let's say kindle you know kindle is kindle versus regular books i read a lot i mean i i i at least one book a week you know i like i always like to read but i don't like kindle you know i have one but i don't use just my preference on the other hand when i go on a trip with a good friend of mine he's got kindles got all the books and it reads it all the time so it's so it's kind of you know what works for you and and i think i take home message from this especially to the young people here very very important as you go through your studies you don't have to be good at everything you have to find out with you what you're good at okay and that's a very difficult thing to do so for example when i was a graduate student um we uh uh had to learn all kinds of things about equipment you know in the laboratory electro physiological equipment uh computers were just coming in they had to go in the forefront i hated that stuff i was very bad at it okay and i worried about that well how am i going to go into science and be you know and there are scientists when i don't really know how to build my own amplifier because we had uh we had courses that you had to learn you build an amplifier for the true recording i didn't like that at all and it made me very worried because of other kids you know my friends could do it like that you know uh and but what i realized very early and i'm so glad i did that was that that stuff was nonsense what you had to do to succeed in science is not to build equipment it's to come up with an idea that was unique that could be funded and figure out how to take that idea from an idea to finish product in a top-notch journal and i found out very early i could do that i'd have a class and a professor would say okay let's say uh we want to test this hypothesis can anybody come up with an idea we test this hypothesis i could do it like that i'm the other guys but i couldn't build equipment so it's very important to kind of figure out what you can do you know if you can come up with ideas you get grant money you can hire