Distinguished University Professorship Lecture Series - Fall 2026 (with audio descriptions)

Distinguished University Professorship Lecture Series - Fall 2026 (with audio descriptions) — University of Michigan

University of Michigan

AI-assisted summary of Distinguished University Professorship Lecture Series - Fall 2026 (with audio descriptions) — original source. Check the original for full context.

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Key ideas

  • Long-term data from the Health and Retirement Study reveals that while annual societal dementia costs in the U.S. exceed $200 billion—driven primarily by uncompensated family caregiving—dementia prevalence among adults over 65 decreased between 2000 and 2012 due to higher educational attainment and improved cardiovascular health. (94:59)
  • High-speed eye-tracking and response-signal experiments demonstrate that attentional deficits in adults with ADHD stem not from heightened susceptibility to initial peripheral distraction, but from an impaired ability to recover and refocus once distracted. (61:43)
  • New historical analysis reveals that Edward FitzGerald's Victorian translation of the Rubaiyat of Omar Khayyam operated as an anti-imperialist heterotopia and a vehicle for processing grief surrounding the violent suppression of the 1857 Indian Rebellion. (17:01)
  • Epidemiological research indicates that clinical dementia is predominantly a mixed neuropathology combining Alzheimer's biomarkers with microvascular damage, with decades-long declines in dementia incidence now threatened by rising population rates of obesity and type 2 diabetes. (109:50)

Detailed notes

## Background Published by the University of Michigan on YouTube on October 7, 2026, this video documents the Fall 2026 Distinguished University Professorship Lecture held at the Michigan League Ballroom on September 30, 2026. The recording provides an audio-described presentation honoring faculty members Juan Cole, John Jonides, and Kenneth Langa for their exceptional achievements in research, teaching, and service.

## TL;DR The symposium showcases lectures by three newly appointed Distinguished University Professors representing diverse academic disciplines. Historian Juan Cole explores how Edward FitzGerald's celebrated translation of the Rubaiyat of Omar Khayyam was shaped by personal heartbreak, Victorian social alienation, and the imperial trauma of the 1857 Indian Rebellion. Cognitive neuroscientist John Jonides reviews behavioral, eye-tracking, and fMRI research to explain how prefrontal cognitive control mechanisms suppress reflexive distractions and habit-driven responses. Physician-researcher Kenneth Langa concludes with a 30-year retrospective on the Health and Retirement Study, detailing the societal burden of dementia, generational declines in cognitive impairment, and actionable lifestyle interventions for brain health.

## Atmosphere & style The event carries an erudite, reverent, and celebratory tone fitting a top-tier academic investiture, framed by formal introductions from university leadership. Each lecture establishes a distinct emotional rhythm, moving seamlessly from intimate family acknowledgments and tributes to deceased mentors into rigorous scholarly storytelling. The presentations are infused with understated academic wit—from jokes about artificial intelligence placing toasters on ceilings to tongue-in-cheek advice on choosing wealthy parents—giving the proceedings an engaging, warm, and deeply reflective atmosphere.

## Bulletin - [01:34:59](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5699s) Long-term data from the Health and Retirement Study reveals that while annual societal dementia costs in the U.S. exceed $200 billion—driven primarily by uncompensated family caregiving—dementia prevalence among adults over 65 decreased between 2000 and 2012 due to higher educational attainment and improved cardiovascular health. - [01:01:43](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=3703s) High-speed eye-tracking and response-signal experiments demonstrate that attentional deficits in adults with ADHD stem not from heightened susceptibility to initial peripheral distraction, but from an impaired ability to recover and refocus once distracted. - [17:01](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1021s) New historical analysis reveals that Edward FitzGerald's Victorian translation of the Rubaiyat of Omar Khayyam operated as an anti-imperialist heterotopia and a vehicle for processing grief surrounding the violent suppression of the 1857 Indian Rebellion. - [01:49:50](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6590s) Epidemiological research indicates that clinical dementia is predominantly a mixed neuropathology combining Alzheimer's biomarkers with microvascular damage, with decades-long declines in dementia incidence now threatened by rising population rates of obesity and type 2 diabetes.

## Key takeaways - [00:10](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=10s) The University of Michigan conferred the 2026 Distinguished University Professorship on faculty members Juan Cole, John Jonides, and Kenneth Langa in recognition of exceptional scholarship, teaching, and public service. - [17:01](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1021s) Edward FitzGerald's famous English translation of the Rubaiyat was composed amidst personal turmoil and acute anxiety over the 1857 Indian Rebellion, which endangered his close intellectual and romantic companion Edward Cowell in Kolkata. - [19:35](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1175s) FitzGerald incorporated subtle anti-imperial critiques into his translations, questioning the moral governance of Queen Victoria and comparing the British Empire's overextension to the fallen dynasties of ancient Persian monarchs. - [28:03](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1683s) Departing from traditional Orientalist tropes that framed the East as barbaric, FitzGerald utilized Omar Khayyam's poetry to construct a secular, carpe diem heterotopia offering refuge from Victorian religious dogma. - [30:28](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1828s) FitzGerald's formal innovation fused the native Persian ruba'i AABA rhyme scheme with English iambic pentameter, producing a distinct literary structure that influenced 20th-century American poets such as T.S. Eliot and Robert Frost. - [41:52](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=2512s) Cognitive control is defined as the capacity to steer thought and behavior toward internal goals rather than automated habits or prepotent environmental cues, developing gradually between age three and the mid-20s. - [48:30](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=2910s) Involuntary attentional capture by peripheral motion and onset represents an evolutionary adaptation that overrides volitional control to ensure rapid responses to imminent survival threats. - [57:21](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=3441s) Dual-process computational modeling and timed response tasks demonstrate that habitual visual responses dominate immediate processing before slower, goal-directed cognitive control can assert accuracy. - [01:02:47](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=3767s) Functional neuroimaging reveals that the prefrontal cortex experiences peak bilateral and medial activation during short-latency habit-versus-goal conflicts, subduing once cognitive control overrides the reflexive impulse. - [01:01:43](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=3703s) Adults with ADHD exhibit normal levels of initial involuntary distraction in eye-tracking tasks, identifying their primary deficit as an inability to efficiently disengage from distractors and recover goal focus. - [01:29:51](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5391s) The Michigan Health and Retirement Study (HRS) represents a critical global research infrastructure, operating as an open-access public good that has expanded to over 40 partner countries through the Harmonized Cognitive Assessment Protocol. - [01:34:59](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5699s) Informal family caregiving accounts for the single largest share of dementia's $200 billion annual economic burden in the United States, outpacing institutional nursing home expenditures. - [01:34:59](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5699s) The decline in U.S. dementia prevalence from 11.5% in 2000 through 2012 was primarily driven by greater cognitive reserve from increased education, better cardiovascular risk management, and the environmental phase-out of leaded gasoline. - [01:40:09](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6009s) Longitudinal survey data demonstrates that critical illness such as sepsis leaves lasting cognitive impairments in older adults, while broader comparative analyses reveal higher chronic disease rates in the U.S. than in England across all income quintiles. - [01:49:50](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6590s) Most clinical dementia cases involve mixed neuropathology—combining amyloid and tau with microvascular injury—highlighting that protecting cardiovascular health and controlling metabolic risk factors remain the most effective interventions for maintaining brain health.

## Detailed walkthrough ### [00:10](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=10s) Welcoming the 2026 Distinguished University Professors

President Domenico Grasso opens the ceremony at the Michigan League Ballroom by defining the Distinguished University Professorship as an exceptional honor that embodies the University of Michigan’s threefold mission of teaching, research, and service. This distinction recognizes scholars who advance the public good through rigorous scholarship, transformative education, creative endeavors, and dedicated mentorship. Grasso invokes the legacy of past recipients who reshaped entire disciplines and global public health, citing epidemiologist Thomas Francis Jr., who directed the nationwide clinical trials that validated the safety and efficacy of the Salk polio vaccine; geneticist James V. Neel, founder of the nation's first academic department of human genetics at Michigan; renowned opera soprano Shirley Verrett; and neuroscientist Huda Akil, whose pioneering discoveries unraveled the biological mechanisms of depression, chronic pain, and addiction.

Turning to the audience, Grasso asks all previously named Distinguished University Professors in attendance to stand. Acknowledging the applause, he remarks on the rarity of this "quite a selective club" before introducing the three faculty members being inducted into the pantheon of Michigan academic excellence: - **Juan Cole**, appointed the Richard P. Mitchell Distinguished University Professor of History. - **John Jonides**, appointed the Edward E. Smith Distinguished University Professor of Psychology and Neuroscience. - **Kenneth Langa**, appointed the A. Regula Herzog Distinguished University Professor of Internal Medicine and Survey Research.

Following the applause, Grasso welcomes Provost Laurie McCauley to the podium to present the honorees.

[02:55](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=175s) Provost McCauley Introduces Professor Juan Cole

Provost Laurie McCauley reflects on the ceremony as one of the quintessential highlights of the academic year, underscoring President Grasso’s longstanding emphasis on faculty serving as public intellectuals. She describes the honorees as thinkers working at the frontiers of knowledge who actively translate their discoveries and creative practice into the public sphere. McCauley also expresses gratitude to Mike Solomon, Vice Provost for Academic Affairs and Graduate Studies and Dean of the Horace H. Rackham School of Graduate Studies, for heading the faculty selection committee and serving as moderator for the question-and-answer periods following each presentation.

McCauley then introduces the afternoon's first lecturer, Dr. Juan Cole, the Richard P. Mitchell Distinguished University Professor of History and Professor of History in the College of Literature, Science, and the Arts. Cole has spent decades reshaping international perspectives on the Middle East and South Asia by uniting painstaking scholarly archival research with wide-ranging public commentary. Over his prolific career, Cole has authored 21 books, published over 110 book chapters, and produced a vast corpus of academic and public-facing articles. At Michigan, he has directed multiple international and regional studies centers and mentored generations of graduate students. His scholarly reputation has earned him invitations to give named lectures and receive honors at institutions worldwide, including Qatar University, Northwestern University, the University of Washington, Lingnan University in Hong Kong, the American University in Cairo, and the Library of Congress.

McCauley announces the title of Cole’s presentation: *"The 1857 Indian Revolution and the Rubaiyat of Omar Khayyam."* The lecture explores the geopolitical and personal circumstances surrounding Edward FitzGerald’s 19th-century English translation of medieval Persian quatrains, composed during the armed Indian uprising against the British East India Company, which subsequently grew into one of the earliest megahits of modern print culture.

[06:15](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=375s) Edward FitzGerald and the World of the Rubaiyat

Taking the lectern, Juan Cole humorously notes his tight 20-minute window and acknowledges that younger audiences today may not recognize the title *Rubaiyat of Omar Khayyam*. Yet, for over a century, FitzGerald’s translation reigned as the single most famous and widely quoted poem in the English language. Cole recalls that during his own youth in the 1960s and 1970s, encounter with the text was ubiquitous, and while lines from it still surface in popular idiom, broad public memory of it has largely faded. The unlikely rise of an 11th-century Persian collection of *rubāʿiyyāt*—four-line stanzas or quatrains—into a Victorian literary sensation represents one of the most curious episodes in literary history.

Cole turns to the man responsible for the text's English incarnation: Edward FitzGerald. FitzGerald was an Anglo-Irish gentleman scholar of immense inherited wealth whose family owned vast estates spanning both England and Ireland. After taking his degree at Cambridge, FitzGerald effectively retired from active professional life. Disinclined toward the bustling high-society parties favored by his mother, he adopted a bohemian, reclusive existence in a Suffolk cottage, spending his days reading and writing long, reflective letters that established him as one of the preeminent epistolary stylists of the Victorian era.

```mermaid flowchart TD accTitle: Transmission of the Rubaiyat to Edward FitzGerald accDescr: Flow diagram illustrating the linguistic and personal chain that carried Omar Khayyam's Persian quatrains into FitzGerald's hands. subgraph Origins["Persianate Literary Tradition"] A["Omar Khayyam<br/>(11th-c. Mathematician & Poet)"] --> B["Manuscript Preserved at<br/>Bodleian Library, Oxford"] end subgraph Chancery["Imperial Language Networks"] C["Persian Chancery Tradition<br/>(Mughals, Central Asia, Marathas)"] --> D["Retired East India Co. Officials<br/>(Tutoring in England)"] D --> E["Edward Byles Cowell<br/>(Linguistic Prodigy)"] end subgraph Transmission["Mentorship & Translation"] B --> E E -->|"Tutors in Persian (1852)"| F["Edward FitzGerald<br/>(Gentleman Scholar)"] E -->|"Transcribes & shares Bodleian MS (1856)"| F F --> G["The Rubaiyat of Omar Khayyam<br/>(1859 Translation)"] end ```

FitzGerald was a gay man living in an era that possessed no open public vocabulary for same-sex attraction, what Oscar Wilde would later term the "love that cannot be named." Those in FitzGerald’s intimate social circle were well aware of his romantic inclinations. His wife would later bitterly recall that if any handsome young schoolfellow appeared as an "embryo Apollo," FitzGerald would instantly make the boy his "heart's idol." FitzGerald freely admitted to falling deeply in love with male companions throughout his school days and adult life. In an ill-fated effort to conform to social expectations and rescue his reputation, he eventually entered into a brief, disastrous marriage that left both parties profoundly miserable.

- FitzGerald possessed extraordinary Anglo-Irish landed wealth, allowing him to bypass traditional employment entirely. - He lived a quiet, reclusive life in Suffolk, earning renown as a prolific letter writer. - Victorian social taboos forced his romantic attachments to male companions to remain officially unacknowledged.

[09:40](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=580s) The Romantic Friendship with Edward Cowell and the Persian Connection

In his mid-30s, while living in Suffolk, FitzGerald met Edward Byles Cowell, a young merchant’s son from the nearby town of Ipswich. Cowell was an intellectual prodigy with a savant-like gift for foreign languages, determined to elevate himself beyond his provincial commercial background and gain admittance to Oxford. FitzGerald and Cowell formed what Victorians characterized as an intense "romantic friendship." When Cowell left Suffolk for Oxford, FitzGerald was dismayed by the physical separation. Even after Cowell married, FitzGerald routinely visited Oxford, staying in the young couple’s home for weeks at a time—an arrangement that caused obvious friction with the new Mrs. Cowell.

Cowell’s interest in Persian originated in the public library in Ipswich. At the time, Persian served as far more than the vernacular of Iran: it functioned as the primary chancery and administrative lingua franca across a vast swath of the Islamic world and South Asia. Official business and diplomacy were conducted in Persian across: - The Mughal Empire in India - The Emirate of Bukhara in Central Asia - The administrative courts of the Ottoman Empire - Regional Hindu polities, such as the Maratha Empire

When the British East India Company dismantled and inherited the apparatus of the Mughal state, its administrators were compelled to master Persian to govern the subcontinent. Consequently, retired East India Company officers returning to Britain brought their language skills home, translating classical verse and tutoring ambitious young scholars. Cowell studied under one of these veteran company officials. Eager to preserve his emotional and intellectual bond with the young scholar, FitzGerald asked Cowell to tutor him as well, beginning formal Persian lessons in 1852.

Upon finishing his degree in classics at Oxford, Cowell struggled to find an academic post in Britain due to his humble provincial origins and unconventional focus on Oriental languages. He ultimately accepted an appointment at Presidency College in Kolkata (Calcutta), India. The news devastated FitzGerald, who wept bitterly at the prospect of losing his friend to a distant continent. In the mid-19th century, prior to modern medicine and sanitation, travel to the tropics was fraught with lethal diseases, and FitzGerald feared he would never see Cowell alive again.

[13:41](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=821s) Discovering Khayyam and Translating Through Personal Crises

Shortly before his departure for India, Cowell was cataloging Persian manuscripts in the Bodleian Library at Oxford when he came upon an unheralded manuscript containing the *Rubaiyat of Omar Khayyam*. Khayyam, celebrated during his lifetime in medieval Iran primarily as an astronomer and mathematician, was credited with writing short, epigrammatic four-line poems. Examining the text, Cowell uncovered verse brimming with hedonistic and radically skeptical philosophy: - The outright denial of an afterlife or heavenly paradise. - An admonition to ignore theological dogmas and "take the cash on the barrelhead" in the present world. - A reminder that human beings will spend eternity "sleeping a long time under the black earth." - The urgent counsel to seize worldly pleasures—feasting, wine, and human intimacy—before death strikes.

For a Victorian scholar, these brazenly secular, carpe diem sentiments were astonishing. Cowell read through portions of the text with FitzGerald during their study sessions, copied out the manuscript for him, and sailed for Kolkata in 1856. Over the following eighteen months, FitzGerald threw himself into translating the quatrains into English verse.

Cole observes that while literary scholars have generated an enormous body of commentary on FitzGerald's poem, professional historians have seldom situated the work within its immediate historical moment. Historians insist on deep contextualization, examining what else was occurring around the author. FitzGerald undertook his translation amidst three compounding personal crises: 1. **The Agony of Separation:** FitzGerald was mourning the departure of his beloved Cowell to Kolkata, an assignment he viewed as a virtual death sentence. 2. **Social Alienation and the "Confirmed Bachelor":** FitzGerald found himself isolated from conventional society, marked by his contemporaries as an unmarried eccentric. 3. **A Catastrophic Marriage:** In a desperate bid to rehabilitate his standing in polite society, FitzGerald entered into a disastrous marriage. His new wife had believed she was marrying into aristocratic wealth and high society, only to find herself tied to a reclusive, distressed man who was utterly unsuited for marital life. Cole leaves the audience on this precipice of domestic breakdown as FitzGerald retreats into Khayyam's ancient poetry to cope with his unraveling world.

[17:01](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1021s) The Indian Rebellion of 1857 and FitzGerald's Personal Crises

Edward FitzGerald’s scholarly work unfolded against a backdrop of deep domestic misery and sudden geopolitical upheaval. He detested high society, and his brief marriage was rapidly unraveling at the very moment he was immersed in translating Persian verse. In May 1857, the Indian Rebellion—frequently termed the "mutiny" by the British and commemorated by Indians as the First Revolution or First War of Independence—erupted across the subcontinent. This catastrophic uprising immediately placed FitzGerald’s close friend and mentor, Edward Byles Cowell, along with Cowell’s wife Elizabeth, in mortal jeopardy in Kolkata. FitzGerald was frantic with worry for his friend, who was forced to teach his daily classes armed with a musket.

The rebellion escalated with shocking speed as the historic capital of Delhi fell to the rebel forces. British soldiers and their families were massacred in cantonments across the region, sparking sensationalized, vicious rumors in the English press that exaggerated the atrocities even beyond their already horrific reality. Possessing hundreds of Omar Khayyam's quatrains to choose from, FitzGerald actively selected and shaped those that resonated with these overlapping crises in his personal life and the empire. Themes of heavy wine-drinking and imminent, inescapable mortality became central to his selections, reflecting the terror of seeing his dearest companion trapped in an overseas war zone while his own life in England fell apart.

- **Outbreak of the Uprising**: May 1857 marked the start of the great rebellion, throwing British colonial rule into immediate peril. - **Dangers in Kolkata**: Edward Byles Cowell was forced to carry a musket everywhere, teaching students while visibly armed. - **Thematic Focus**: FitzGerald curated quatrains saturated with imagery of carpe diem, wine, and the fragility of human existence.

---

[19:35](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1175s) FitzGerald's Unrecognized Anti-Imperialism

Because FitzGerald was a prolific and candid letter-writer, his private correspondence preserves an intimate record of his thoughts during the rebellion. Reflecting on the violence, he remarked that he did not know what to think of India except that it was "very terrible," dryly observing: "I always think a nation with great estates is like a man, with them more trouble than profit." This remark, delivered with the world-weary skepticism of a disappointed country landlord, reveals a fundamentally anti-imperial stance that has gone largely unaddressed in literary scholarship. FitzGerald was not an activist or an ideological Marxist—even if he harbored intuitions regarding overproduction and systemic crises within capitalism—yet he fundamentally disapproved of the British imperial enterprise.

Expressing such doubts required an uncommon detachment at a time when a blinding wave of jingoistic fervor, rage, and patriotic chauvinism swept Victorian England. His translations from this period directly channeled this political despondency. In an early translation draft preserved in one of his letters, he writes:

> "I long for Wine! oh Sáki of my soul. > Prepare thy song and fill the mourning bowl, > For this first summer month that brings the Rose > Takes many a Sultan with it as it goes."

While the Persian refers to a medieval *sultan* (ruler) and the *sáki* (wine-pourer), the verse in FitzGerald's hands read as a coded critique of the British Crown, hinting that Queen Victoria's imperial reign itself stood on the brink of collapse.

```mermaid flowchart TD accTitle: Influences on FitzGerald's Rubaiyat accDescr: Diagram illustrating how personal and geopolitical crises shaped FitzGerald's translation choices.

subgraph Crises["Simultaneous Crises (1857–1858)"] A["Domestic Unhappiness<br/>(Failing Marriage)"] B["Separation from Cowell<br/>(Romantic Friendship)"] C["Indian Rebellion of 1857<br/>(Siege & Slaughter)"] end

subgraph Ideology["Anti-Imperial Poetics"] D["Rejection of Imperial Jingoism<br/>('More trouble than profit')"] E["Thematic Curation<br/>(Wine, Transience, Fallen Kings)"] end

subgraph Output["The Rubáiyát"] F["Heterotopia of Wine & Joy<br/>(Alternative Victorian Orientalism)"] end

A --> E B --> E C --> D D --> E E --> F ```

---

[21:27](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1287s) The Siege of Lucknow and FitzGerald's Letters to Cowell

The war took a particularly harrowing turn when rebel forces overran Lucknow, then the fourth-largest city in India, trapping British officials, soldiers, and civilian families within the Residency compound. A British relieving force managed to fight its way into the compound under heavy fire, only to find themselves encircled and unable to break back out, compounding the number of hostages. British society back home was consumed by newspaper reports of the siege, following every turn of events with an anxious, obsessive mania.

FitzGerald closely followed these developments while receiving letters from Cowell that offered little optimism. While history records that the British brutally suppressed the revolt and went on to rule India for another nine decades, no such outcome was guaranteed in the autumn of 1857. FitzGerald feared the entire imperial apparatus was doomed. In October 1857, he confessed his anxieties to Cowell:

> "Only all are trembling for Lucknow, crowded with helplessness and innocence. I am ashamed to think how little I understand all these things: but have wiser men, and men in Place understood much more? Or, understanding have they done what they should?"

FitzGerald’s professed ignorance was a pointed rhetorical strike at the imperial leadership in London: if the British had not interfered in sovereign affairs where they had no rightful business, such uprisings would never have occurred. Sending such blistering anti-establishment reflections directly to Cowell, who was physically besieged in the epicenter of the crisis, underscores FitzGerald's complete alienation from Victorian imperial orthodoxy.

---

[24:04](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1444s) The Strip of Herbage: Romance, Empire, and Loss

FitzGerald transformed his emotional rift with Cowell into verse, infusing the Persian originals with profound personal sorrow. In one of the published quatrains, he writes:

> "With me along some strip of herbage strewn > that just divides the desert from the sown, > where name of slave and Sultan scarcely is known, > and pity Sultan Mahmud on his throne."

In the Persian tradition, this imagery contrasts the radiant perfection of romantic passion with the hollow, burdensome squalor of worldly power. Mahmud of Ghazni had been a celebrated medieval conqueror who led extensive military campaigns into India; here, the speaker looks down from a lovers' sanctuary and pities the emperor on his throne. For FitzGerald, this functioned as an allegory for his relationship with Cowell. The two men had shared an unspoken romantic friendship—an intimacy relegated to the boundary where civilized cultivation ends and wilderness begins, "along some strip of herbage strewn that just divides the desert from the sown." In choosing colonial administration in India, Cowell had traded that sacred sanctuary for the machinery of empire, leaving FitzGerald to mourn the companion who had cast his lot with power.

The eventual British suppression of the uprising came at an immense, horrifying human toll, achieved through an overwhelming deployment of British troops and heavy artillery. While historical figures remain contested, at least 400,000 Indians were killed—roughly 100,000 combatants alongside 300,000 noncombatant men, women, and children—with other estimates citing 800,000 or even millions of casualties. In the aftermath, British administrators routinely reported crippling shortages of agricultural labor, indicating the wholesale slaughter of an entire generation of working-age men. Watching this carnage unfold, FitzGerald continued to lament the empire in his letters to Cowell over the following years, writing that "our outward limbs go on lengthening while our central heart beats weaklier," wishing openly that Britain were a modest, small country instead. His translated quatrains repeatedly dwelt on the decay of historic tyrants whose monuments vanished into dust:

> "And look—a thousand Blossoms with the Day > Woke—and a thousand scatter'd into Clay: > And this first Summer Month that brings the Rose > Shall take Jamshyd and Kaikobad away."

- **Casualties of the Rebellion**: At least 400,000 confirmed dead, with high estimates ranging to 800,000 or millions, creating severe regional labor shortages. - **Imperial Overreach**: FitzGerald compared the British Empire to a dying organism whose extremities expanded while its heart failed. - **Persian Archetypes**: Ancient mythical Iranian monarchs like Jamshyd and Kaikobad were deployed to remind readers that even the mightiest dynasties turn to dust.

---

[28:03](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1683s) Omar Khayyam as Heterotopia and Alternative Orientalism

Drawing upon the conceptual framework of French philosopher Michel Foucault, this reading of FitzGerald’s *Rubáiyát* demonstrates that the poem constructs neither a utopian dreamland nor a dystopian nightmare, but a *heterotopia*—a physical and imaginative counter-site. Foucault specifically identified Persian gardens, graveyards, and taverns as archetypal heterotopic spaces, environments that mirror, contest, and invert the outside world. This framing complicates Edward Said’s classic critique of Orientalism, which demonstrated how Western literature predominantly fashioned the East into a fanatical, backward, and savage dystopia to justify imperial dominance.

FitzGerald’s East operates under an entirely different logic. Far from being a site of savagery, it is an essential refuge, saturated with existential skepticism and profound melancholy, yet bursting with carnal joy and aesthetic escape—a philosophical "Las Vegas for the Victorian mind." This distinct strain of Orientalism captured the Victorian imagination, inspiring the creation of dedicated Omar Khayyam dining clubs and prompting readers to adopt its agnosticism and hedonism as an everyday philosophy. FitzGerald captures this urgent, bittersweet embrace of life in one of the collection's most haunting quatrains:

> "One moment in Annihilation's Waste, > One moment, of the Well of Life to taste— > The stars are setting and the Caravan > Starts for the dawn of Nothing—Oh, make haste!"

---

[30:28](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1828s) Q&A: Literary Parallels and the AABA Rhyme Scheme

Following the lecture, host Michael Solomon opened the floor for audience questions. The first questioner drew an intriguing parallel between FitzGerald’s psychological motivations and those of the poet A. E. Housman. The attendee pointed out that Housman wrote his celebrated collection *A Shropshire Lad* within a single, intense year—the very year Oscar Wilde was put on trial and imprisoned for homosexual offenses. Citing archival findings by the late UCLA librarian Paul Naidich concerning Housman’s private liaisons in Paris, the audience member suggested that Housman, like FitzGerald, used verse as an emotional refuge to survive intense social and romantic anguish. Professor Cole agreed with the comparison and added another key literary parallel: Alfred, Lord Tennyson’s *In Memoriam A.H.H.*, written over seventeen years in grief over the death of his beloved friend Arthur Henry Hallam. Tennyson himself noted that he detected direct thematic and tonal echoes of his own elegy in FitzGerald’s translation of Khayyam.

A second audience member asked about the musicality of the quatrains, noting their frequent musical adaptations, and inquired whether the distinct AABA rhyme scheme originated in the Persian text or was an English invention. Professor Cole confirmed that the AABA form is native to the classic Persian *ruba'i*. FitzGerald had not utilized it in his earliest translation attempts, but had a major breakthrough—likely around autumn 1857—when he committed to rendering the poems into English using the original Persian rhyme structure while setting the lines in traditional English iambic pentameter. This exotic structure fascinated Victorian readers, who found its asymmetrical, haiku-like cadence thrilling. The unrhymed third line serves as a deliberate pivot that introduces surprise and suspense before the fourth line resolves the stanza, prompting the Victorian novelist George Meredith to famously describe the third line of FitzGerald’s quatrain as inherently "kingly."

[33:36](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=2016s) The Making and Viral Rise of FitzGerald's *Rubaiyat*

In response to a final audience question regarding how Edward FitzGerald’s translation came together into the famous book known today as the *Rubaiyat of Omar Khayyam*, Juan Cole explains that the work emerged directly out of FitzGerald's correspondence with Edward Cowell while Cowell was living in India. FitzGerald personally curated which verses to translate based largely on his own emotional preoccupations at that moment in his life. Cole notes with a touch of dry humor that FitzGerald had briefly fallen into alcoholism around that time, meaning the poem's recurring references to wine were deeply meaningful to him—though "just for that year," after which he recovered. Cowell had previously broken ground by publishing translations of Persian poetry for broader public audiences in periodicals akin to modern magazines like *The Atlantic* or *The New Republic*, moving away from the private translations East India Company officials typically kept among fellow aficionados. FitzGerald sought to follow Cowell's path by submitting a selection of Omar Khayyam’s verses to a popular British magazine.

However, in 1857, spurred in part by anxieties surrounding the Indian Rebellion, the British Parliament enacted a stringent new obscenity law designed to enforce moral discipline among the lower classes in both Britain and the colonies. Terrified of evangelical public morality societies that actively sued publishers, the magazine's editor balked at printing verses that openly celebrated bohemian indulgence and called foundational religious tenets—such as resurrection and the afterlife—into question. Because FitzGerald possessed substantial independent wealth, he reacted with defiance rather than retreat: he expanded the collection, deliberately incorporating verses even more scandalous than those originally rejected, warning his editor that they might prove "strong for your divines" (the Anglican clergy). Selecting about 75 quatrains, he took the manuscript to Bernard Quaritch, a Piccadilly bookseller who specialized in orientalist works and "also, I think, did a bit of smut." FitzGerald paid Quaritch out of his own pocket to print the volume and mail review copies.

Initially, the pamphlet was an obscure, commercial failure. Its fortunes turned dramatically in the 1860s and 1870s when members of the Pre-Raphaelite avant-garde encountered the verses and fell in love with their aesthetic and philosophy. The enthusiasm quickly swept through undergraduate circles at Oxford and Cambridge before crossing the Atlantic. In the United States, the Boston publishing firm Houghton Mifflin pirated FitzGerald's unprotected translation, released a lavishly illustrated edition, and turned it into an overnight sensation. Cole notes a suggestion made to him by colleague John Carson: following the immense trauma of the American Civil War, the *Rubaiyat*'s somber existential themes resonated deeply with American readers in a manner reminiscent of Walt Whitman. By 1900, new editions were appearing almost daily, selling millions of copies as popular gift books. The translation left an indelible mark on English and American literature, inspiring T.S. Eliot to take up writing, forming the basis of a Eugene O'Neill play, and directly influencing Robert Frost's celebrated poem "Stopping by Woods on a Snowy Evening," which borrows the bleak thematic atmosphere and the classic Persian *ruba'i* rhyme scheme.

- **1857 Obscenity Law:** Passed amid British imperial crackdowns following the Indian Rebellion, leading conservative editors to fear evangelical lawsuits over heterodox, anti-clerical literature. - **Bernard Quaritch:** The Piccadilly publisher commissioned by FitzGerald at personal expense to print and circulate the first edition. - **Pre-Raphaelite revival:** British artists championed the text, introducing it to university undergraduates and setting off a broader cultural craze. - **Houghton Mifflin:** Boston publisher that pirated FitzGerald's work, paired it with illustrations, and launched its viral post-Civil War popularity in America.

---

[39:20](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=2360s) Provost Lori McCauley Introduces Dr. John Jonides

Provost Lori McCauley takes the stage, praising Cole's remarkable "talent for bringing history to life" before shifting gears to introduce the afternoon's next honoree, Dr. John Jonides. Appointed the Edward E. Smith Distinguished University Professor of Psychology and Neuroscience, Jonides holds joint appointments as a Professor of Psychology in the College of Literature, Science, and the Arts, Professor of Radiology in the Medical School, and co-director of the Magnetic Resonance Imaging Facility. McCauley describes Jonides as a foundational cognitive neuroscientist whose innovative research established the University of Michigan as an international powerhouse in the study of human cognition.

McCauley highlights Jonides's early, pioneering contributions to brain imaging, which mapped the architecture of executive functioning and unraveled the distinct neural pathways responsible for storing versus manipulating information in working memory. Since joining the Michigan faculty in 1975, Jonides has shaped institutional research infrastructure by co-founding the Functional MRI Laboratory and launching the Summer Neuroimaging Training Course. Beyond his lab, during his tenure as associate dean, Jonides conceptualized and rolled out the Undergraduate Research Opportunity Program (UROP), which became an influential national template for bringing underrepresented undergraduates into hands-on academic research. Recognizing his broad career contributions, the Association for Psychological Science awarded him the William James Fellow Award for Lifetime Achievement. McCauley previews his lecture topic, "Paying Attention," noting that because visual scenes carry vastly more detail than the human brain can process simultaneously, Jonides will explore the psychological and neural mechanisms that make selective attention possible.

---

[41:52](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=2512s) Tribute to Edward E. Smith and the Foundations of Cognitive Control

Taking the lectern, Dr. John Jonides expresses his gratitude to Provost McCauley and opens with a heartfelt tribute to the scholar for whom his collegiate chair is named: Edward E. Smith. Smith completed his doctoral degree at Michigan before pursuing a celebrated national academic career. He eventually returned to Ann Arbor as a faculty member for approximately 15 years, during which he and Jonides developed an intense intellectual and personal partnership, co-authoring roughly 30 scientific papers. Jonides remembers Smith warmly not only as a brilliant collaborator and thinker, but as a trusted running partner and cherished friend. Jonides also acknowledges the broader community of faculty colleagues and student researchers who contributed to the findings presented in the lecture.

Turning to the core thesis of his presentation, Jonides defines paying attention as the recruitment of "cognitive control"—the capacity to direct behavior toward an internal goal rather than yielding to reflexive impulses, ingrained habits, or prepotent environmental cues. Cognitive control is an almost uniquely human faculty that matures very gradually throughout childhood, as any parent knows firsthand, and serves as the bedrock of all complex, intelligent behavior. To ground this concept in everyday reality, Jonides recounts a personal experience from earlier in the year when he traveled to Australia for an invited lecture. Having driven in the United States his entire life—sitting on the vehicle's left, keeping to the right side of the road, and negotiating roundabouts from right to left—driving in Australia forced him to invert every single automated reflex simultaneously. Suppressing decades of deeply wired physical habits in real time was a pure exercise in cognitive control, driven by the immediate, overarching goal "to stay alive."

```mermaid flowchart TD accTitle: Architecture of Cognitive Control and Attention accDescr: Flowchart illustrating the components and controllers of cognitive control as outlined by John Jonides.

subgraph CC["Cognitive Control: Goal-Directed Behavior"] direction TB R1["Requirement 1:<br/>Short-Term Memory System<br/>(Maintains and updates goals)"] R2["Requirement 2:<br/>Selective Attention<br/>(Focuses on targets, excludes distractions)"] end

subgraph Sensory["Sensory Implementation"] S1["Cross-Modal Capability:<br/>Auditory, Gustatory, Visual"] S2["Visual Attention:<br/>Filtering overwhelming visual scenes"] end

subgraph Controllers["Mechanisms Controlling Attention"] C1["1. Sheer Volition / Overt Effort<br/>(e.g., Finding Waldo)"] C2["2. Past Experience<br/>(Learned expectations)"] C3["3. Third Mechanism<br/>(Addressed later in lecture)"] end

CC --> Sensory Sensory --> Controllers ```

---

[45:11](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=2711s) The Two Pillars of Attention and the "Finding Waldo" Search

Jonides outlines the two fundamental psychological components necessary for attentional control to work. First, the brain requires an active short-term memory system capable of holding current goals in mind and updating them dynamically as environmental conditions shift. While Jonides has spent decades studying short-term memory, he sets it aside for the day to focus on the second indispensable requirement: selective attention. This is the capacity to isolate relevant target information while suppressing irrelevant noise, whether external (such as unexpected loud sounds) or internal (such as mind wandering).

While selective attention operates across all human senses—enabling someone at a noisy cocktail party to follow a single conversational thread, or a skilled sommelier to detect subtle cherry notes in a Cabernet Sauvignon while tuning out other flavor compounds—Jonides focuses on the visual modality, the primary domain of his experimental work. To demonstrate visual overload, he presents a windshield view from a moving automobile filled with buildings, parked cars, traffic cones, pedestrians, and cyclists. Because the visual system cannot possibly comprehend all these inputs simultaneously, evolutionary pressures equipped humans with selective attention to isolate only the visual data relevant to driving safely.

This leads to the fundamental scientific question: what actually directs where attention lands? Psychological science identifies three primary controllers:

1. **Sheer Volition (Overt Effort):** Direct, intentional focus driven entirely by conscious will. Jonides illustrates this using the classic children's puzzle *Where's Waldo?* (Finding Waldo). Confronted with an overwhelmingly cluttered, multi-character illustration, an observer cannot rely on automatic visual capture; they must systematically scan the scene section by section until locating Waldo's distinctive striped features in the upper-left quadrant. 2. **Past Experience:** The guiding influence of prior history, learning, and environmental familiarity on where the visual system expects to find crucial information. 3. **A Third Controller:** A neural mechanism Jonides flags for later discussion alongside the return to overt effort.

[48:30](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=2910s) Salience and Obligatory Attentional Capture

To illustrate how past experience guides attention, the speaker asks the audience to look at an image of a kitchen scene and find the toaster. Almost everyone locates it instantly on the countertop because prior knowledge dictates where toasters typically live. While a toaster could theoretically sit on the floor, nobody looks there first—and, as the speaker quips to laughter, "surely, nobody looked at the ceiling, because only AI would put a toaster on a ceiling." While the impact of learned experience on attentional deployment has been a major research focus, the talk pivots toward how salient environmental events themselves seize mental focus regardless of top-down goals.

To demonstrate environmental salience, the speaker rolls video footage where a dog suddenly darts from left to right across the front of a car. Viewers cannot help but track the animal. This immediate visual grab occurs because the dog appears in the visual periphery and is moving—two features that robustly dominate attentional priority. Decades of laboratory studies with students demonstrate that such salient environmental events control attention in an obligatory, involuntary manner where voluntary intent has virtually no say.

To prove this lack of volitional control experimentally, participants view a circular display of eight letters and must identify whether an "L" or an "R" is present. Before the letters appear, a central cue arrow points randomly to one of the eight locations. Crucially, the arrow points to the actual target letter only one-eighth of the time and to a distractor letter the other seven-eighths of the time, making it entirely uninformative. When this non-predictive cue appears centrally, subjects successfully exercise volitional control: they ignore the arrow, and response times remain identical whether it pointed to the target or not. However, when the exact same non-predictive arrow appears as an abrupt onset in the periphery, volitional control collapses; participants respond significantly faster when the peripheral arrow happens to point to the target letter, unable to override the reflexive pull of the peripheral flash.

- In the kitchen search task, learned spatial priors guide visual search toward plausible surfaces (countertops) rather than implausible ones (floors or ceilings). - Sudden motion and peripheral visual onset serve as automatic, hardwired drivers of visual attention. - In the letter discrimination task, central arrows pointing to the target at chance rate (1/8 of trials) are easily ignored. - Peripheral onset arrows pointing at chance rate still automatically prime visual processing, speeding reaction times despite explicit instructions to disregard them.

[52:43](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=3163s) Tracking the Time Course of Capture with Timed Response Procedures

Investigating how this obligatory capture unfolds millisecond by millisecond required developing new experimental paradigms using high-speed eye tracking. In a representative visual search task, participants fixate on the center of a screen and are instructed to execute a saccade as rapidly as possible to an oddly shaped geometric target (such as a diamond embedded among circles). In the baseline condition, only shape distractors are present. In the critical test condition, an oddly colored item appears in the periphery. Subjects are explicitly instructed to ignore color and look only for shape, making the colored peripheral item entirely task-irrelevant.

To map the exact temporal dynamics of processing, the speaker and colleague Taraz Lee, alongside their students, implemented a response-signal speed-accuracy trade-off procedure. A trial begins with rhythmic auditory pacing beeps spanning a fixed three-second countdown, culminating in a high-pitched tone at exactly 3.0 seconds that commands an immediate response. The researchers systematically vary the display onset latency relative to that terminal tone. If the visual display appears early, the participant enjoys substantial processing time (PT) before the deadline tone; if it appears late, processing time is severely truncated.

```mermaid flowchart TD accTitle: Response Signal Speed-Accuracy Trade-off Paradigm accDescr: Displays how the time allowed for visual processing is manipulated across a fixed three-second countdown ending with an auditory tone.

subgraph TimeInterval ["Three-Second Countdown Interval"] A["Trial Start (0.0s)"] --> B["Pacing Cues (Auditory Beeps)"] B --> C["High-Pitched Beep (3.0s Deadline)"] end

subgraph Manipulation ["Onset Manipulation"] D["Early Visual Display Onset<br/>Long Processing Time (PT)"] E["Mid Visual Display Onset<br/>Medium Processing Time (PT)"] F["Late Visual Display Onset<br/>Short Processing Time (PT)"] end

D -.->|"Responses Sampled at 3.0s"| C E -.->|"Responses Sampled at 3.0s"| C F -.->|"Responses Sampled at 3.0s"| C ```

Sampling performance across this continuum reveals distinct cognitive phases:

- At extremely brief processing durations, participants guess at chance level because perceptual information has not yet accumulated. - Without a peripheral distractor, saccade accuracy toward the shape target climbs smoothly and rapidly to near 100%, with erroneous eye movements to non-targets plummeting to zero. - When an irrelevant, brightly colored peripheral distractor is present, accuracy profiles diverge dramatically: an early spike in the data (represented by an orange curve) shows eyes reflexively darting directly to the distractor before voluntary control can assert itself. - This involuntary initial capture occurs despite participants possessing explicit knowledge and intentions to ignore the color feature.

[57:21](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=3441s) Direction vs. Location Conflict and Computational Modeling

The speaker illustrates this battle between reflexive capture and voluntary direction using a spatial compatibility arrow task. Participants are instructed to make a left- or right-finger button press corresponding strictly to the direction pointed by an arrow. However, the arrow itself appears physically offset on either the left or right side of the computer screen. In congruent trials, arrow position and arrow direction match (for example, a rightward-pointing arrow placed on the right side). In incongruent trials, arrow position conflicts directly with pointing direction (such as a leftward-pointing arrow presented on the right side).

Because peripheral visual location involuntarily grabs attention faster than central symbolic meaning can be parsed, strong interference arises during incongruent presentations. Plotting accuracy across processing time (PT) exposes a dramatic anomaly: in congruent displays, accuracy begins at chance and shoots upward toward ceiling; in incongruent displays, early accuracy actually plummets well below chance level. Participants are systematically "seduced into paying attention to the position of the arrow" and fire the incorrect finger before voluntary goal representations can catch up and steer the response.

To formalize these empirical dynamics, the research team developed a computational model of cognitive control founded on a core dual-process premise. On one hand, rapid, prepotent, reflex- and habit-based mechanisms automatically translate stimulus location into an immediate motor response. On the other hand, deliberate, goal-directed processes decode symbolic arrow direction to activate the task-appropriate command. Because automatic pathways possess a faster onset latency, habit processes temporarily dominate execution at brief response intervals until goal-relevant control overrides them.

- Congruent condition: spatial location and symbolic direction activate the identical motor channel, yielding fast, monotonic accuracy gains. - Incongruent condition: spatial location triggers the opposing motor effector, driving accuracy below chance at short processing times. - Dual-process computational architecture mathematically reproduces the dipping accuracy curve by weighting the race between rapid habit-based impulses and slower goal-driven cognitive control.

[01:01:43](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=3703s) Distraction and Recovery in ADHD

The conversation turns to how these attentional vulnerabilities operate across clinical populations, specifically individuals diagnosed with attention-deficit/hyperactivity disorder (ADHD). Audience members often assume that individuals who struggle with sustained attention must simply be far more prone to acute environmental distraction. To test this assumption, the lab evaluated unmedicated adults with ADHD alongside neurotypical controls on the spatial arrow interference task.

The empirical data confirm that individuals with unmedicated ADHD make significantly more errors on conflicting trials, appearing more intensely swayed by the misleading peripheral spatial location. However, deeper time-course modeling uncovers a surprising nuance that counters standard intuition. The primary impairment in ADHD is not a heightened vulnerability to initial distraction—both neurotypical and ADHD visual systems suffer the exact same early reflexive pull toward peripheral onsets. Rather, the difference lies in post-capture recovery: once an irrelevant stimulus grabs attention, individuals with ADHD take substantially longer to suppress the intrusive impulse and steer their focus back toward the primary task goal.

- Unmedicated participants with ADHD demonstrate higher error rates and deeper dips on incongruent trials than neurotypical controls. - The deficit is specifically characterized by an impaired recovery mechanism rather than an elevated baseline sensitivity to peripheral capture: "the problem in those with ADHD is not that they're more distracted by say, peripheral information. It's that once distracted, they have a harder time getting back on task."

[01:02:47](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=3767s) Neural Mechanisms of Resolving Habit vs. Goal Conflict

Professor John Jonides turns to the final topic of his lecture: isolating the neural mechanisms that enable humans to disambiguate automatic habits from intentional goals and respond in a goal-directed manner. Using an fMRI version of the behavioral conflict task described earlier, his research group placed participants into an MRI scanner to record functional brain data while they attempted to suppress habitual responses in favor of deliberate goals.

The behavioral patterns gathered inside the scanner closely mirrored the prior laboratory data: in the consistent condition, accuracy rapidly climbed, whereas in the inconsistent condition, accuracy plummeted well below chance before subjects managed to recover. To isolate brain activity, the researchers sampled three discrete processing times along this behavioral trajectory: - A **short processing time**, capturing the moment of maximum conflict when the automatic habit dominates and subjects show the greatest inability to disengage. - A **medium processing time**, where conflict is substantially reduced as cognitive control begins to take hold. - A **long processing time**, where conflict has largely resolved and goal-directed control is fully established.

```mermaid flowchart LR accTitle: fMRI Activation Across Processing Times accDescr: Diagram showing brain activation levels decreasing as processing time increases from high conflict to resolution. subgraph Times["Processing Time Intervals"] A["Short Interval<br/>(Maximum conflict)"] --> B["Medium Interval<br/>(Reduced conflict)"] B --> C["Long Interval<br/>(Conflict resolved)"] end subgraph Brain["Prefrontal Cortex Response"] D["Substantial Activation<br/>(Lateral & medial PFC)"] --> E["Reduced Activation"] E --> F["Minimal / Baseline Activation"] end A -.-> D B -.-> E C -.-> F ```

Brain imaging revealed that during the shortest processing interval—when subjects experienced the greatest difficulty disengaging from habitual tendencies—pronounced activation appeared across lateral and medial regions of the prefrontal cortex (highlighted by green ovals on his slides). As predicted, this prefrontal activation dropped noticeably at the medium interval and was scarcely visible at the longest interval once the habit was successfully suppressed. Jonides emphasizes that significant work remains to fully map the neural substrates and psychological mechanisms governing cognitive control before concluding his presentation to warm applause.

---

[01:07:06](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=4026s) Q&A: Child Development, Evolutionary Drivers, and the Stroop Effect

Vice Provost Michael Solomon opens the floor to audience questions. The first question comes from an education researcher who studies early childhood teaching. She asks whether these cognitive control capacities exhibit developmental trajectories, hypothesizing that formal schooling might be inherently misaligned with young children's natural attentional capacities, potentially driving school failure, exclusion, and marginalization. Jonides agrees, calling the question "absolutely fascinating." While not his direct area of study, he notes the developmental literature demonstrates that cognitive control begins developing around age three and does not mature until the mid-20s. Because traditional schooling ignores this prolonged developmental timeline, a pronounced friction exists between children's developmental capacities and institutional expectations. He adds that whether such control skills can be systematically trained at younger ages remains an important open question.

A second audience member asks whether heightened distraction at short latency intervals reflects an evolutionary survival mechanism, such as rapidly orienting toward an approaching predator. Jonides agrees wholeheartedly: > "I'm absolutely convinced that this largely involuntary ability to pay attention to items in the periphery and also to moving objects has been evolutionarily engineered so that we don't have control over it. And it's a good thing, because we don't want control over it. We want to be able to respond adaptively when dangerous situations occur."

A third questioner asks how this paradigm connects to information retrieval and the classic Stroop effect studied since the 1970s. Jonides explains that the Stroop effect illustrates the very same cognitive bottleneck: a difficulty in disengaging from automatic, habitual processing (word reading) to prioritize an explicit goal (naming ink color). His group's work confirms that the Stroop effect adheres to identical temporal principles, reflecting a generalized cognitive vulnerability where salient distractors temporarily hijack attention away from intended goals.

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[11:10:32](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=40232s) Research Origins and Taras Lee's Contribution

An audience member praises the cleverness of the experimental paradigm and asks whether selecting these processing time measurements reflects a broader field consensus or how the team devised the approach. Jonides uses the question to share an origin story, playfully asking his colleague Taras Lee to stand up in the audience for recognition.

About three and a half to four years prior, Lee sent Jonides an early paper detailing a preliminary version of this measurement technique before the two had ever collaborated. Jonides was so captivated by the concept that he contacted Lee immediately; within approximately one month, they co-authored a grant proposal to the National Science Foundation (NSF) and secured funding to establish the research program. While they did not invent the raw method from scratch, Jonides notes with pride that they refined and adapted it enough to feel genuine scientific ownership over the paradigm.

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[01:12:21](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=4341s) Introduction of Dr. Kenneth Langa

Provost Laurie McCauley returns to the podium to thank Professor Jonides, commending all the day's honorees for condensing lifetimes of groundbreaking scholarship into concise twenty-minute lectures. She then introduces the afternoon's final honoree: Dr. Kenneth Langa, appointed as the A. Regula Herzog Distinguished University Professor of Internal Medicine and Survey Research, as well as the Cyrus Sturgis Research Professor of Internal Medicine in the Medical School.

Provost McCauley outlines Dr. Langa's transformative academic career: - Arrived at the University of Michigan in 1994 for internal medicine residency training and joined the faculty in 1999. - Longtime educator of internal medicine residents and practicing primary care physician at the VA Ann Arbor Healthcare System. - Serves as co-director (previously associate director) of the NIH-funded Health and Retirement Study (HRS), the largest and most influential longitudinal investigation of aging in the United States. - Secured the $195 million renewal for the HRS, representing the single largest research grant in the history of the University of Michigan. - Expanded the HRS longitudinal survey framework globally across more than 35 partner nations. - Authored over 400 peer-reviewed articles, brought in more than $215 million in NIH research funding to the university, and gained election to the National Academy of Medicine alongside multiple mentorship awards.

---

[01:14:45](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=4485s) Kenneth Langa: Thirty Years of Place, People, and Aging Research

Dr. Kenneth Langa takes the stage, expressing gratitude to Provost McCauley, the university, and the audience, joking about the challenge of following the formidable presentations given by Juan Cole and John Jonides. Langa outlines the structure of his retrospective, organizing his 30-year career into three pillars: 1. **The Place:** The University of Michigan environment that nurtured his career and his family. 2. **The People:** The mentors and collaborators who shaped his journey, most notably the late social psychologist A. Regula Herzog. 3. **The Work:** The large-scale epidemiological and health policy research conducted alongside junior faculty and colleagues.

Langa pinpoints the exact start of his personal connection to Ann Arbor: December 9, 1993, when he and his wife, Lucy, drove from Chicago—where he was finishing his MD-PhD dual degree—to interview at Michigan for his internal medicine residency, setting into motion three decades of scholarship on aging and dementia.

[01:16:30](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=4590s) Coming to Ann Arbor and Melanie's Path in Medicine

While finishing work at the University of Chicago, Dr. Larry McMahon—the speaker's first boss in general medicine at Michigan—arranged a series of interviews with Steve Bernstein, Mark Fendrick, Rod Hayward, Joel Howell, and Stephen Katz, all of whom became pivotal colleagues and lifelong mentors. While the academic opportunities and faculty culture firmly sold him on Michigan, his wife Lucy loved Ann Arbor itself, and as he humorously observes to the audience, everyone knows whose opinion carries the ultimate weight in a household move. A principal factor driving Lucy’s enthusiasm was providing a rich environment for their young children, Melanie and Dan, who are shown in an archival photograph grinning over Zingerman's cookies.

The University of Michigan quickly became woven into the fabric of the entire family's life. In middle school at Tappan, Melanie met Dr. Mary Pedley, an assistant curator of maps at the William L. Clements Library who happened to be teaching Latin. Dr. Pedley became a beloved mentor, guiding Melanie through a four-year independent study project at Community High School exploring historical maps of the Northwest Passage. This work culminated during her senior year in a curated Clements Library exhibition entitled *An Imaginary Arctic*, which earned widespread coverage in *The University Record*—jokingly described as receiving far more press attention than most of the speaker's own faculty research.

Melanie later returned to Ann Arbor for post-baccalaureate medical preparation and collaborated with psychology professor Joseph Gone on the diagnostic complexities of depression within Native American communities. That foundational research shaped her professional calling; today she practices family medicine in Port Angeles, Washington, serving Native American and rural populations. Her clinic biography proudly announces that she grew up in Ann Arbor loving the change of four seasons, vibrant fall foliage, and knowing that football Saturdays were the only days you ever encountered traffic, ending with a spirited "GO BLUE."

- **Key Mentors Met in Division of General Medicine:** Steve Bernstein, Mark Fendrick, Rod Hayward, Joel Howell, Stephen Katz, and Larry McMahon. - **Melanie's Clements Library Exhibition:** *An Imaginary Arctic*, curated under the mentorship of Dr. Mary Pedley. - **Current Role:** Family physician in Port Angeles, Washington, caring for Native American populations following early clinical psychology research with Dr. Joseph Gone.

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[01:20:26](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=4826s) Dan Langa's Musical Trajectory and Lucy's Campus Ties

The speaker's son Dan, who traveled with his partner Diana from Northampton as a surprise for the lecture, developed his early passions on the university campus as well. At age three, Dan took up golf at Radrick Farms Golf Course, a university facility where he and his father spent countless hours. Dan developed into a scratch golfer and went on to compete as a four-year starter for Amherst College. Parallel to athletics, the University Musical Society (UMS) ignited his creative career. After attending an electrifying UMS concert by Wynton Marsalis and the Jazz at Lincoln Center Orchestra around age ten, Dan was thoroughly entranced by jazz. He played trumpet in the acclaimed Community High jazz program, studied music at Amherst, completed a master's in composition at NYU, and now teaches and composes music, recently releasing an album titled *After Nothing Comes*, which music publication *Various Small Flames* lauded for its singular, shimmering, cyclical rhythms.

Lucy also established deep roots across campus, devoting 15 years as a volunteer docent at the University of Michigan Museum of Art (UMMA), leading youth educational tours. Her second home on campus is the Crisler Center. Growing up in Minneapolis, her father took her to basketball games starting at age five, sparking a lifelong devotion to college hoops. For 27 years, she and the speaker attended nearly every home game at Crisler Center. The household celebrated Michigan's recent national championship run with immense fervor, including a trip Lucy took with her friend Amy Story to Chicago for the Big Ten Tournament, where they tracked down favorite player Morez Johnson for a photo.

- **Dan Langa's Musical Milestones:** Jazz trumpeter at Community High School; music composition degree from NYU; faculty member at Amherst College; composer of *After Nothing Comes* (available on streaming platforms). - **Lucy Langa's Campus Roles:** 15-year docent at the University of Michigan Museum of Art (UMMA); nearly three-decade season ticket holder at Crisler Center.

---

[01:24:14](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5054s) Regula Herzog and the Origins of Survey-Based Cognitive Measurement

When transitioning to research at the Institute for Social Research (ISR), the late Regula Herzog served as an invaluable mentor and pioneer. Herzog, a distinguished research scientist at ISR and professor of psychology who tragically passed away from pancreatic cancer in 2002, was an original co-investigator on the Health and Retirement Study (HRS). She was instrumental in demonstrating that complex cognitive testing could be effectively conducted within large-scale, population-based telephone surveys.

```mermaid flowchart LR accTitle: Translation of Cognitive Assessment Tools accDescr: Diagram showing how clinical tests like the Mini-Mental State Examination were adapted by Regula Herzog and Bob Wallace into telephone surveys for the HRS. subgraph Clinical["Clinical Setting"] A["In-Person Cognitive Tests<br/>(e.g., MMSE)"] end subgraph Adaptation["Methodological Innovation"] B["Adaptation for Surveys<br/>& Phone Administration"] end subgraph HRS["Population Science"] C["AHEAD / HRS Wave 1<br/>Cognitive Index"] D["Nationwide Population-Level<br/>Dementia Trends"] end A --> B B --> C C --> D ```

Before Herzog's groundbreaking paper with Iowa epidemiologist Bob Wallace evaluating data from the initial AHEAD cohort (Asset and Health Dynamics Among the Oldest Old), cognitive screening tools such as the Mini-Mental State Examination (MMSE) were primarily restricted to face-to-face clinic evaluations. Herzog and Wallace proved that survey-adapted cognitive items possessed robust psychometric properties, acceptable rates of missing data, high construct validity, and the expected correlations with sociodemographic factors, general health, and everyday functioning. In establishing the validity of telephone-administered cognitive testing, Herzog essentially laid the methodological foundation for the speaker’s subsequent three decades of dementia research.

- **Key Methodological Milestone:** Demonstrating construct validity and psychometric reliability of telephone-administered cognitive measures in the 1990s AHEAD survey wave. - **Legacy:** Established the standard framework for measuring population-level cognitive health, functional status, and dementia prevalence.

---

[01:27:12](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5232s) Mentors, Collaborators, and Clinical Practice at the VA

The trajectory of the speaker’s career was propelled by pivotal moments and dedicated colleagues. At Chicago, Eddie Lawler chaired his dissertation committee, which also included health economist Bob Willis. In 1996, Willis moved to Michigan to take over leadership of the HRS from its founder, F. Thomas Juster. The following year, Willis invited the speaker to a one-hour meeting at ISR alongside Regula Herzog—a single conversation that fundamentally reshaped his career path by bringing him directly into the HRS research core to study dementia.

Over the decades, a close circle of investigators advanced this work at ISR, including former principal investigator David Weir, associate directors Mary Beth Ofstedal and Helen Levy, current co-director Jessica Faul, and longtime data analysts Mohamed Kabeto and Ryan McCammon. Simultaneously, within the Robert Wood Johnson Clinical Scholars Program and the Division of General Medicine, Dr. Larry McMahon, Joel Howell, Rod Hayward, Mark Fendrick, and Mike Chernew provided essential mentorship—often over working lunches at Kang's Korean Restaurant. On the clinical side, working alongside colleagues Eve Kerr and Sanjay Saint at the VA Ann Arbor Healthcare System grounded this population research in 29 continuous years of direct patient care for military veterans.

- **Foundational 1997 ISR Meeting:** Bob Willis and Regula Herzog recruited the speaker to integrate cognitive assessment and dementia modeling into the HRS. - **Key General Medicine & VA Collaborators:** Larry McMahon, Joel Howell, Rod Hayward, Mark Fendrick, Mike Chernew, Eve Kerr, and Sanjay Saint. - **Core HRS Team Members:** David Weir, Mary Beth Ofstedal, Helen Levy, Jessica Faul, Mohamed Kabeto, and Ryan McCammon.

---

[01:29:51](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5391s) The Architecture and Global Impact of the Health and Retirement Study

The Health and Retirement Study (HRS) represents a vast, multidisciplinary enterprise based at the University of Michigan's Institute for Social Research. Launched in 1992 in response to a congressional mandate directing the National Institutes of Health to track the health, economic circumstances, and retirement transitions of aging baby boomers, the study is funded by the National Institute on Aging (NIA) and the Social Security Administration. The HRS repeatedly surveys a nationally representative cohort of roughly 20,000 American adults through a combination of face-to-face, telephone, and online assessments.

A foundational tenet of the HRS is its role as an unrestricted public good. Microdata are cleaned, documented, and made publicly accessible to scientific investigators worldwide. This model has sparked extraordinary global productivity: over 9,000 scientific publications have utilized HRS data, maintaining a pace of more than 500 peer-reviewed papers annually—averaging one to two new studies released every day across fields spanning economics, public health, neurology, sociology, and public policy.

- **Baseline Sample Size:** Approximately 20,000 U.S. adults followed longitudinally every two years. - **Primary Funders:** National Institute on Aging (NIA) and Social Security Administration (SSA). - **Scientific Reach:** More than 9,000 total peer-reviewed publications; 500+ papers generated each year worldwide.

[01:33:04](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5584s) The Global Reach and Expanding Scope of the Health and Retirement Study

The Health and Retirement Study (HRS) has evolved dramatically from its original design into a multidimensional scientific resource. While cognitive assessment remains central to the speaker's own scholarship, the survey has significantly expanded by linking self-reported longitudinal data with administrative records, notably Medicare claims and Social Security data. The study has also incorporated biomarker collection, drawing blood samples to conduct genetic and molecular research. The ultimate objective is comprehensive: assembling every conceivable data stream capable of illuminating the biological, social, and economic realities of aging across the United States and internationally.

This model has sparked an expansive global footprint. Following remarks earlier in the program by Provost Laurie McCauley, the speaker highlights that over forty countries have established longitudinal aging studies modeled directly on the Michigan HRS. Central to this worldwide infrastructure is the Harmonized Cognitive Assessment Protocol (HCAP) network, a specialized substudy dedicated to dementia assessment designed to ensure cross-national comparability. The past five years have seen an especially rapid and fascinating surge in new HRS-modeled research cohorts established throughout Africa.

[01:34:59](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5699s) Measuring the Hidden Burden and Real Economic Costs of Dementia

Reflecting on early investigations using HRS data, the speaker recounts efforts to quantify the informal toll of cognitive decline and dementia. Dementia is clinically defined here as a deterioration in cognitive functioning severe enough to compromise an individual's independent living. Prior to the HRS—specifically before Regula Herzog led the integration of cognitive batteries into large population-based surveys—it was impossible to measure systematically how family caregiving escalates alongside worsening impairment. That foundational work aimed to formally register the unpaid labor and substantial burdens borne by families "on the books."

```mermaid flowchart TD accTitle: Allocation of Monetary Costs of Dementia in the United States accDescr: Diagram illustrating the breakdown of dementia costs per case and nationwide, highlighting informal care and institutional care as primary drivers.

subgraph TotalBurden["National & Individual Economic Burden (2010 Data)"] A["Annual Cost: ~$50,000 per Case"] B["Total U.S. Impact: ~$200 Billion Annually"] end

subgraph CoreComponents["Primary Cost Drivers"] C["Informal Family Caregiving\n(Largest share of total cost)"] D["Nursing Homes & Long-Term Residential Care"] E["Direct Medical Care & Out-of-Pocket Expenses"] end

TotalBurden --> CoreComponents ```

Building on these measurement methods, a landmark economic analysis led by Michael Hurd synthesized diverse financial, healthcare, and survey data to compute the total societal cost of dementia in the United States. Utilizing 2010 benchmarks, the analysis revealed: - An economic impact of approximately $50,000 per individual dementia case per year. - A nationwide aggregate cost reaching roughly $200 billion annually. - Unpaid family caregiving represented the single largest slice of the cost breakdown, followed closely by nursing home placements and institutional long-term care.

[01:38:00](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=5880s) Longitudinal Trends and Protective Drivers of Cognitive Health

Because the HRS surveys the same national population over extended periods, researchers can evaluate secular shifts in chronic health conditions—tracking whether the prevalence of illnesses like diabetes or heart disease is climbing or falling. Tracking dementia over time yielded an encouraging finding: in 2000, dementia prevalence among American adults aged 65 and older stood at approximately 11.5%, but by 2012, this figure had dropped significantly. This optimistic trend of declining age-specific dementia risk has since been replicated across several high-income nations.

Several protective factors appear to be driving this population-level decrease in risk: - **Educational attainment:** Increased educational access across generations has bolstered cognitive reserve. Drawing a connection to an earlier presentation by John, the speaker explains that intellectually challenging the brain strengthens synaptic architecture, outfitting individuals to better tolerate neurological pathologies that accumulate over a lifetime. - **Cardiovascular management:** Improved clinical treatment and control of midlife cardiovascular risk factors (such as hypertension). - **Environmental policies:** Broad public health interventions, such as the phased removal of lead from automotive gasoline, which reduced cumulative neurotoxic exposures across entire generations.

[01:40:09](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6009s) Mentorship, Critical Illness Outcomes, and Cross-National Inequities

The discussion turns to collaborative work with junior colleagues and the diverse questions answered through the HRS data infrastructure. Jack Iwashyna, an intensive care physician and alumnus of the same Chicago MD-PhD program as the speaker, joined the Michigan faculty and initiated groundbreaking research into the long-term cognitive and functional trajectories of ICU survivors. Sepsis—a life-threatening systemic infection that triggers multisystem organ failure—carries an acute in-hospital mortality rate of nearly 50%. Merging HRS survey records with Medicare claims files, Iwashyna proved that surviving sepsis leaves substantial neurological scars: patients experienced a statistically significant surge in severe cognitive impairment that persisted as long as six years after their initial hospital episode.

Turning to international comparative work, Michigan health economist HwaJung Choi utilized harmonized datasets from the HRS and its English counterpart (the English Longitudinal Study of Ageing) to examine chronic disease distributions stratified by household income. When charting illness rates from lowest to highest income quintiles: - The United States exhibited higher overall rates of chronic disease than England across every evaluated health category. - The health disparity between the two nations was most acute among the poorest citizens, demonstrating that America's excess chronic disease burden is heavily concentrated at the bottom of the socioeconomic distribution.

[01:43:18](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6198s) Global Harmonization and the Democratic Necessity of Reliable Data

The speaker praises the current generation of early-career faculty advancing the HRS and HCAP global initiatives: - **Lindsay Kobayashi** (Associate Professor, School of Public Health): Co-directs the international HCAP network alongside the speaker, overseeing cognitive studies across South Africa and the European Union while tackling the complex psychometric challenges of cross-cultural and cross-linguistic survey harmonization. - **Josh Ehrlich** (Associate Professor of Ophthalmology, Medical School): Directs the Center for Sensory Health and Aging Research and has inaugurated an HRS study cohort in Kenya, exploring how sensory impairments—such as visual and auditory loss—drive cognitive decline and alter brain health. - **Emily Briceño** (Neuropsychologist): Embedded HRS/HCAP cognitive modules into long-running population projects, including the Corpus Christi stroke surveillance study led for decades by Lewis Morgenstern, as well as emerging field cohorts in Nepal. - **David Flood** (Assistant Professor, Medical School): Oversees clinical and population-based aging studies establishing baseline infrastructure in Guatemala.

Beyond the academic insights, the speaker emphasizes the civic necessity of robust social surveys. Sustaining a functioning democracy requires evidence-informed discourse grounded in uncompromised population data to assess the genuine consequences of public policy. In an environment where political actors distort facts and discard scientific evidence when drafting legislation, the mission of survey institutions like Michigan's Institute for Social Research (ISR) becomes paramount.

[01:45:56](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6356s) Clinical Prescriptions for Brain Health and Final Acknowledgments

Transitioning from the role of macro-level epidemiologist back to practicing clinician, the speaker "puts the white coat back on" to share actionable strategies for lowering individual dementia risk. Opening with self-deprecating humor, the speaker jokes that the single most foolproof intervention to avoid dementia is simply to "die young"—noting wryly that few clinic patients find that therapeutic option attractive. The quip highlights the fundamental demographic driver of the modern dementia epidemic: longevity itself, as populations worldwide live decades longer than past generations. Similarly, "choosing educated and wealthy parents" is an impossible luxury, yet reflects how deeply socioeconomic conditions pattern longevity and cognitive health.

For practical, daily actions supported by evidence, the speaker recommends: - **Walk:** Aerobic physical exercise is described as "the only silver bullet in medicine," demonstrating protective benefits against nearly all chronic ailments. - **Talk:** Active social engagement and maintaining strong bonds with family, friends, and community groups. - **Stimulate the brain:** Continuous lifelong learning, reading, and mental challenges. - **Cardiovascular management:** Rigorously controlling blood pressure and vascular risks. - **Sleep hygiene:** Getting consistent, adequate restorative sleep. - **Sensory correction:** Proactively repairing cataracts and wearing hearing aids to preserve cognitive inputs.

The lecture concludes with heartfelt gratitude to the University of Michigan, the speaker's family, and clinical colleagues in General Medicine and the HRS team. Specific tribute is paid to study participants and foundational mentors Regula Herzog and Bob Willis for initiating this intellectual path. Following audience applause, Michael Solomon opens the floor to begin the question-and-answer period.

[01:49:50](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6590s) The Role of Nutrition and Dietary Data in Population Studies

An audience member opens the question-and-answer period by pointing out an apparent omission in the concluding slides: the role of nutrition, specifically referencing work by Dr. Neal Barnard and recent lifestyle and dietary intervention research by Dr. Dean Ornish demonstrating the therapeutic effects of a whole-food, plant-based diet.

Dr. Kenneth Langa readily acknowledges the point, affirming that "what you eat matters a lot" alongside daily lifestyle factors such as restorative sleep. He explains that diet was largely omitted from his presentation because nutritional intake is notoriously difficult to measure accurately across large longitudinal cohorts. While investigators have incorporated dietary questions into the Health and Retirement Study (HRS) at various intervals, self-reported dietary metrics are exceptionally difficult to capture reliably in population-level research. As a result, population epidemiologists study diet somewhat less directly, though its physiological impact is captured downstream within cardiovascular risk profiles.

[01:51:06](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6666s) Dementia Incidence Trends: Declines, Plateaus, and Chronic Disease Risks

Session moderator Michael Solomon directs the microphone to an attendee named Chris, who asks for an update on the temporal trends in dementia incidence. Chris expresses surprise at the data demonstrating a steady decline in age-specific dementia through 2012, noting that one might expect documented numbers to rise as public awareness has grown and clinical diagnostic methods have sharpened. He asks whether newer data exist beyond 2012 and what mechanisms might explain the trajectory.

Langa explains that while his research group focused on cohorts spanning 1993, 2000, and 2012, external investigations in the United States and peer high-income nations tracked that downward trend through roughly 2020. However, more recent surveillance reveals concerning signals that this decline has begun leveling off and may be actively rebounding. Langa notes that the principal culprit behind this flattening or reversal appears to be the sharp escalation of other chronic metabolic conditions, particularly the surging population rates of obesity and type 2 diabetes. He highlights that ongoing international network studies are working to verify whether these concerning shifts are mirrored globally.

[01:52:41](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6761s) Vascular Health, the Blood-Brain Barrier, and Mixed Dementia Pathologies

Another audience member shifts the conversation from broad epidemiology to pathophysiology, asking about the role of the blood-brain barrier (BBB) in cognitive decline. Pointing to earlier mentions of lead, environmental pollutants, and post-COVID "brain fog," the questioner asks whether targeted research examines how blood-brain barrier permeability mediates neurodegeneration.

Langa notes that while he is not a basic neuroscientist studying cellular mechanisms under a microscope like his colleague John, vascular dynamics remain central to brain health. He emphasizes an evolutionary metric he frequently shares: although the adult brain constitutes only about 5% of total body weight, it demands roughly 20% of cardiac blood flow, underscoring its profound vulnerability to circulatory disruption.

Furthermore, three decades of population-based brain autopsy studies have overturned the idea that dementia is typically caused by a single isolated disease. Instead, almost all individuals clinically diagnosed with dementia display mixed neuropathologies. While Alzheimer's disease contributes the hallmark "bad proteins, amyloid and tau," the vast majority of patients simultaneously exhibit small silent strokes or microvascular damage from chronic hypertension. These vascular injuries breach the blood-brain barrier, triggering neuroinflammation and driving neuronal cell death. Langa adds that his colleague Jack Iwashyna has been actively investigating the mechanisms linking long COVID and brain fog to ongoing neurocognitive dysfunction, though definitive clinical answers remain an active area of investigation.

- The human brain accounts for approximately 5% of overall body mass, yet demands roughly 20% of resting cardiac output. - Autopsy research over the past 30 years demonstrates that the majority of clinical dementia cases are mixed-pathology cases involving classic Alzheimer's proteins (amyloid plaques and tau tangles) alongside vascular insults and micro-strokes. - Chronic hypertension alters blood-brain barrier integrity, promoting localized cerebral inflammation and accelerating cell loss.

[01:55:12](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6912s) Concluding Remarks and Reception Announcement

Michael Solomon steps back to the podium to call for a round of applause for Dr. Kenneth Langa in recognition of his appointment as a Distinguished University Professor. After the applause subsides, Solomon officially concludes the lecture series, thanking the audience and inviting all attendees to join an immediate celebratory reception honoring all three of the semester's Distinguished University Professorship recipients.

## Notable quotes > [00:10](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=10s) quite a selective club — Domenico Grasso

> [02:55](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=175s) The 1857 Indian Revolution and the Rubaiyat of Omar Khayyam. — Laurie McCauley

> [19:35](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1175s) I always think a nation with great estates is like a man, with them more trouble than profit. — Edward FitzGerald

> [21:27](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1287s) Only all are trembling for Lucknow, crowded with helplessness and innocence. I am ashamed to think how little I understand all these things: but have wiser men, and men in Place understood much more? Or, understanding have they done what they should? — Edward FitzGerald

> [24:04](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1444s) With me along some strip of herbage strewn that just divides the desert from the sown, where name of slave and Sultan scarcely is known, and pity Sultan Mahmud on his throne. — Edward FitzGerald

> [28:03](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1683s) Las Vegas for the Victorian mind — Juan Cole

> [28:03](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=1683s) One moment in Annihilation's Waste, One moment, of the Well of Life to taste— The stars are setting and the Caravan Starts for the dawn of Nothing—Oh, make haste! — Edward FitzGerald

> [48:30](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=2910s) surely, nobody looked at the ceiling, because only AI would put a toaster on a ceiling. — John Jonides

> [01:01:43](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=3703s) the problem in those with ADHD is not that they're more distracted by say, peripheral information. It's that once distracted, they have a harder time getting back on task. — John Jonides

> [01:07:06](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=4026s) I'm absolutely convinced that this largely involuntary ability to pay attention to items in the periphery and also to moving objects has been evolutionarily engineered so that we don't have control over it. And it's a good thing, because we don't want control over it. We want to be able to respond adaptively when dangerous situations occur. — John Jonides

> [01:45:56](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6356s) die young — Kenneth Langa

> [01:45:56](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6356s) choosing educated and wealthy parents — Kenneth Langa

> [01:45:56](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6356s) the only silver bullet in medicine — Kenneth Langa

> [01:49:50](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6590s) what you eat matters a lot — Kenneth Langa

> [01:52:41](https://www.youtube.com/watch?v=xZ7Xu5wJJHU&t=6761s) bad proteins, amyloid and tau — Kenneth Langa

## Mentioned Domenico Grasso, Thomas Francis Jr., James V. Neel, Shirley Verrett, Huda Akil, Juan Cole, John Jonides, Kenneth Langa, Laurie McCauley, Mike Solomon, Horace H. Rackham School of Graduate Studies, Edward FitzGerald, Omar Khayyam, Edward Byles Cowell, Elizabeth Cowell, Mughal Empire, Emirate of Bukhara, Ottoman Empire, Maratha Empire, British East India Company, Bodleian Library, Presidency College, Kolkata, Queen Victoria, Mahmud of Ghazni, Michel Foucault, Edward Said, A. E. Housman, Oscar Wilde, Paul Naidich, Alfred, Lord Tennyson, Arthur Henry Hallam, George Meredith, Bernard Quaritch, Pre-Raphaelites, Houghton Mifflin, Walt Whitman, John Carson, T.S. Eliot, Eugene O'Neill, Robert Frost, Edward E. Smith, Taraz Lee, National Science Foundation, A. Regula Herzog, Health and Retirement Study, VA Ann Arbor Healthcare System, National Academy of Medicine, University of Chicago, Larry McMahon, Steve Bernstein, Mark Fendrick, Rod Hayward, Joel Howell, Stephen Katz, Lucy Langa, Melanie Langa, Dan Langa, Mary Pedley, William L. Clements Library, Community High School, Joseph Gone, Radrick Farms Golf Course, Amherst College, University Musical Society, Wynton Marsalis, Jazz at Lincoln Center Orchestra, New York University, University of Michigan Museum of Art, Crisler Center, Morez Johnson, Institute for Social Research, Bob Wallace, Eddie Lawler, Bob Willis, F. Thomas Juster, David Weir, Mary Beth Ofstedal, Helen Levy, Jessica Faul, Mohamed Kabeto, Ryan McCammon, Mike Chernew, Eve Kerr, Sanjay Saint, Michael Hurd, Jack Iwashyna, HwaJung Choi, Lindsay Kobayashi, Josh Ehrlich, Emily Briceño, Lewis Morgenstern, David Flood, Neal Barnard, Dean Ornish, National Institute on Aging, Social Security Administration, Harmonized Cognitive Assessment Protocol, English Longitudinal Study of Ageing

## Video description Fall 2026 Distinguished University Professorship Lecture

September 30, 2026 Michigan League Ballroom

A version of this video without audio descriptions is available here: https://www.youtube.com/watch?v=wUpAFFwbVoI

[Source](https://www.youtube.com/watch?v=xZ7Xu5wJJHU)

中文简报

2026年秋季杰出大学教授系列讲座(含音频描述) 本次专题讨论会展示了来自不同学术领域的三位新任杰出大学教授的讲座。历史学家Juan Cole探讨了Edward FitzGerald翻译的著名《鲁拜集》(Rubaiyat of Omar Khayyam)是如何受到个人悲痛、维多利亚时代社会疏离感以及1857年印度民族起义这一帝国创伤塑造的。认知神经科学家John Jonides回顾了行为学、眼动追踪和功能性磁共振成像(fMRI)研究,解释前额叶认知控制机制如何抑制反射性分心和习惯驱动的反应。医师兼研究员Kenneth Langa最后对健康与退休研究(Health and Retirement Study)进行了30年回顾,详细阐述了痴呆症带来的社会负担、几代人间认知障碍的下降趋势,以及针对大脑健康可采取的生活方式干预措施。 健康与退休研究的长期数据表明,尽管美国每年因痴呆症带来的社会成本超过2000亿美元(主要由无偿家庭照护推动),但由于受教育水平提高和心血管健康改善,2000年至2012年间65岁以上成年人的痴呆症患病率有所下降。 (94:59) 高速眼动追踪和反应信号实验表明,成年ADHD患者的注意力缺陷并非源于对最初的外周干扰更易感,而是源于一旦分心后恢复和重新聚焦的能力受损。 (61:43) 最新的历史分析表明,Edward FitzGerald在维多利亚时代翻译的《鲁拜集》充当了一个反帝国主义的异托邦,并成为化解因1857年印度民族起义遭暴力镇压所产生的悲痛的载体。 (17:01) 流行病学研究表明,临床痴呆症主要是一种结合了阿尔茨海默病生物标志物与微血管损伤的混合神经病理表现;而数十年来痴呆症发病率的下降趋势,如今正受到人群中肥胖和2型糖尿病发病率上升的威胁。 (109:50)

Reading summary

The University of Michigan's Fall 2026 Distinguished University Professorship lectures examine how rigorous empirical scholarship illuminates human thought and vulnerability across disciplines, spanning the geopolitical anxieties embedded in Victorian literary translation, the millisecond-level neural competition governing visual attention, and the shifting population-level epidemiology of dementia. FitzGerald’s Rubaiyat and Imperial Anxiety (17:01) Juan Cole argues that Edward FitzGerald’s 19th-century English translation of the Persian Rubaiyat of Omar Khayyam was fundamentally shaped by immediate historical and personal turmoil rather than detached aestheticism. As the Indian Rebellion of 1857 endangered FitzGerald’s close friend and mentor Edward Cowell in Kolkata, FitzGerald curated verses reflecting mortality, secular skepticism, and heavy wine consumption. His private correspondence reveals a skepticism toward British imperial ambition that has been largely overlooked by literary critics, viewing overseas territories as burdensome ventures plagued by official misjudgment. Applying Michel Foucault’s concept of the heterotopia, Cole demonstrates that FitzGerald constructed a counter-site rather than a conventional orientalist dystopia of Eastern backwardness. Instead, the translation fashioned medieval Persian taverns and gardens into a philosophical haven of existential doubt, carnal presence, and romantic grief, offering Victorian readers a skeptical refuge from rigid social norms and jingoism. The Mechanics and Failures of Cognitive Control (52:43) John Jonides analyzes cognitive control as the faculty required to prioritize internal goals over automatic habits and salient sensory events. Utilizing high-speed eye tracking and response-signal speed-accuracy trade-off paradigms, Jonides and collaborator Taraz Lee observed that sudden, moving peripheral stimuli obligatorily seize human visual attention. In conflicting conditions where target direction directly opposes visual location, accuracy drops significantly below chance during early processing windows because reflexive capture outpaces deliberate symbolic comprehension. Applying these paradigms to clinical populations revealed unexpected nuances in attention-deficit/hyperactivity disorder (ADHD). While unmedicated adults with ADHD commit significantly more errors on conflicting trials, computational modeling shows that their susceptibility to initial reflexive capture matches that of neurotypical controls. The true clinical deficit lies in post-capture recovery: individuals with ADHD take substantially longer to suppress the intrusive impulse and steer attentional resources back toward the primary goal. Economic Burden and Declining Prevalence of Dementia (94:59) Kenneth Langa summarizes decades of epidemiological findings from the University of Michigan’s Health and Retirement Study (HRS), which surveys approximately 20,000 U.S. adults longitudinally and shares publicly accessible microdata globally. Early economic evaluations within the HRS revealed that dementia incurs an estimated annual societal cost of roughly $50,000 per case—amounting to approximately $200 billion annually in 2010 figures—with informal family caregiving representing the single largest economic component. Tracking national cohorts over time, Langa highlights that age-specific dementia prevalence among Americans 65 and older declined from 11.5% in 2000 through 2012, a pattern replicated across multiple high-income nations. Langa attributes this reduction to population-level increases in educational attainment, tighter midlife cardiovascular control, and public health policies such as the elimination of lead from automotive gasoline. However, Langa cautions that recent post-2012 data indicate this protective decline may be leveling off or reversing, driven by escalating rates of obesity and type 2 diabetes. Vascular Damage and Mixed Neuropathologies (112:41) Addressing underlying pathophysiology, Langa emphasizes that while the human brain comprises only about 5% of total body weight, it consumes roughly 20% of cardiac output, making it acutely susceptible to circulatory impairment. Autopsy data overturn the notion that dementia typically stems from an isolated condition such as Alzheimer's disease. Instead, the overwhelming majority of clinically diagnosed dementia patients exhibit mixed pathologies, combining amyloid plaques and tau tangles with silent strokes, blood-brain barrier breaches, and microvascular lesions caused by chronic hypertension. The lectures demonstrate how sustained empirical methodologies—from archival epistolary analysis to computational time-course models and harmonized global surveys—clarify complex human behaviors. Significant open questions remain regarding whether childhood cognitive control can be systematically trained and whether emerging lifestyle and metabolic trends will permanently reverse historical declines in dementia risk.

Source quotes

[0:10] Domenico Grasso: quite a selective club [2:55] Laurie McCauley: The 1857 Indian Revolution and the Rubaiyat of Omar Khayyam. [19:35] Edward FitzGerald: I always think a nation with great estates is like a man, with them more trouble than profit. [21:27] Edward FitzGerald: Only all are trembling for Lucknow, crowded with helplessness and innocence. I am ashamed to think how little I understand all these things: but have wiser men, and men in Place understood much more? Or, understanding have they done what they should? [24:04] Edward FitzGerald: With me along some strip of herbage strewn that just divides the desert from the sown, where name of slave and Sultan scarcely is known, and pity Sultan Mahmud on his throne. [28:03] Juan Cole: Las Vegas for the Victorian mind [28:03] Edward FitzGerald: One moment in Annihilation's Waste, One moment, of the Well of Life to taste— The stars are setting and the Caravan Starts for the dawn of Nothing—Oh, make haste! [48:30] John Jonides: surely, nobody looked at the ceiling, because only AI would put a toaster on a ceiling. [61:43] John Jonides: the problem in those with ADHD is not that they're more distracted by say, peripheral information. It's that once distracted, they have a harder time getting back on task. [67:06] John Jonides: I'm absolutely convinced that this largely involuntary ability to pay attention to items in the periphery and also to moving objects has been evolutionarily engineered so that we don't have control over it. And it's a good thing, because we don't want control over it. We want to be able to respond adaptively when dangerous situations occur. [105:56] Kenneth Langa: die young [105:56] Kenneth Langa: choosing educated and wealthy parents [105:56] Kenneth Langa: the only silver bullet in medicine [109:50] Kenneth Langa: what you eat matters a lot [112:41] Kenneth Langa: bad proteins, amyloid and tau

Original transcript

[0:10] DOMENICO GRASSO: A Distinguished University Professorship [0:13] is an exceptional honor that recognizes [0:16] the embodiment of our mission of teaching, research, and service. [0:28] It symbolizes our commitment to improving [0:31] the public good through scholarship, education, [0:35] creativity, and mentoring. [0:43] Through the decades, the University [0:45] has recognized extraordinary individuals [0:48] with this honor that includes the epidemiologist Tommy [0:52] Francis, who led the massive trials that proved the polio [0:56] vaccine was safe and effective. [1:00] James Neal, who established the country's first academic program [1:04] in genetics here at Michigan. [1:08] Shirley Verrett, whose extraordinary voice [1:12] captivated opera fans, and Huda Akil, [1:16] whose research has better explained [1:19] the science of depression, pain, and addiction. [1:24] For our guests today, you have received-- [1:27] if you have received a Distinguished University [1:29] Professorship, would you please stand to be recognized. [1:33] [APPLAUSE] [1:45] It's quite a selective club. [1:48] Thank you for enriching our University and the world. [1:52] Today, we're expanding this pantheon [1:54] of Michigan academic excellence with three scholars [1:57] who will share their expertise and insights. [2:01] They are Juan Cole, the Richard P. Mitchell Distinguished [2:06] University Professor of History, John Jonides, [2:11] the Edward E. Smith Distinguished University [2:14] Professor of Psychology and Neuroscience, [2:17] and Kenneth Langa, the A. Regula Herzog Distinguished University [2:22] Professor of Internal Medicine and Survey Research. [2:27] Please join me in applauding their achievements [2:30] and contributions to Michigan's academic reputation. [2:33] [APPLAUSE] [2:41] I would now like to introduce Provost Lori [2:44] McAuley, who will tell us more about today's honorees. [2:55] LORI MCAULEY: Thank you, President Grasso. [2:58] It is an honor to join all of you [3:01] for what I find is one of the best events on our campus. [3:07] President Grasso has consistently [3:10] emphasized the role of our faculty as public intellectuals, [3:14] as people at the frontiers of knowledge [3:16] sharing their discoveries and creative practice [3:20] with our community and the public at large. [3:23] This afternoon's event is a crystallization of that idea. [3:28] It's also one of the highlights of the academic year [3:31] at the University of Michigan. [3:33] Before we start, I want to give special thanks to Mike Solomon, [3:38] our vice provost for Academic Affairs, Graduate Studies [3:42] and the Dean of the ROCm Graduate [3:44] School for leading the team that provides [3:49] the selection of our Distinguished University [3:52] Professors, as well as moderating the Q&A sessions [3:56] following each lecture. [3:59] So without further ado, our first speaker [4:02] is Dr. Juan Cole, the Richard P. Mitchell, [4:05] Distinguished University Professor of History [4:09] and Professor of History in the College of Literature, [4:11] Science, and the Arts. [4:14] Juan Cole has transformed global understandings of the Middle [4:18] East and South Asia, advancing the field [4:21] through a remarkable synthesis of scholarly rigor [4:25] and public engagement, epitomizing [4:29] what it means to be a scholar and a public intellectual. [4:45] He has published 21 books, more than 110-book chapters, [4:50] and a host of print and online articles. [4:54] At Michigan, he's directed multiple international studies [4:58] centers and mentored generations of graduate students [5:03] across disciplines. [5:05] He's been recognized with lectureships and awards [5:09] at Qatar's National University, Northwestern University, [5:14] the University of Washington, Lingnan University in Hong Kong, [5:19] the American University of Cairo, [5:23] and the Library of Congress. [5:25] His lecture is entitled The 1857 Indian Revolution [5:31] and the Rubaiyat of Omar Khayyam. [5:35] It examines Edward FitzGerald's translation of Persian quatrains [5:40] during the First Great attempted revolution against British rule [5:45] in India, and provides insight into a classic of world [5:50] literature and one of modern publishing's [5:53] first great bestsellers. [5:56] Please join me in welcoming Professor Cole. [5:59] [APPLAUSE] [6:15] JUAN COLE: Well, thank you, Provost McAuley, [6:18] for those kind words, and thanks to the University for this great [6:23] honor. [6:25] Since I only have 20 minutes, I'll jump in. [6:30] The younger of you in the audience [6:32] won't know what I'm talking about when [6:36] I talk about the Rubaiyat of Omar Khayyam. [6:39] But for a good century, it was the most famous poem [6:44] in the English language. [6:46] And when I was a teenager, you encountered it [6:49] as a matter of course. [6:50] It still gets quoted occasionally, [6:52] but I think the public awareness of it has declined. [6:56] And it's an incredible story of how [6:59] it became the most famous poem in the English language, [7:03] because it is a Persian set of quatrains, [7:08] or four-line poems from medieval Iran. [7:14] And you might not have expected it to take the world by storm [7:19] in the Victorian period. [7:24] I'm pressing and nothing is happening. [7:28] Let's see here. [7:28] There we go. [7:31] It was translated by a gentleman scholar, Edward FitzGerald, [7:36] who was from an Anglo-Irish family that [7:41] was fabulously wealthy. [8:07] They had estates and land as far as the eye could see [8:13] both in Ireland and in England. [8:16] And he went to Cambridge, and soon after getting his degree, [8:22] more or less retired. [8:24] He had a nice cottage and he was kind of a bohemian. [8:29] He wasn't very interested in the high party life [8:32] that his mother pursued, and he was a little bit reclusive. [8:37] He wrote a lot of letters, and he [8:39] was one of the great letter writers of the Victorian era. [8:45] He was what we would now call gay, [8:48] although the Victorians didn't really have [8:51] a vocabulary for same-sex love. [8:54] And in fact, Oscar Wilde famously called it a love that [8:58] cannot be named. [9:00] And FitzGerald, however, people around him [9:03] noticed, and at one point he made the mistake [9:08] of trying to rehabilitate himself in society's eyes [9:12] by getting married. [9:13] And that was a disaster, as you might imagine. [9:18] And his wife is alleged to have said [9:21] that if any among his schoolfellows [9:25] flourished as an embryo Apollo, he [9:31] would have temporarily constituted the used his heart's [9:34] idol. [9:34] He kept falling in love with his male friends at school, [9:38] and he admitted this. [9:40] And when he was in his mid-30s, he encountered a young man [9:47] in East England, in Suffolk, where [9:54] he was living, who lived in a small town, Ipswich. [10:00] And this young man was from a merchant family. [10:03] But he was a prodigy. [10:06] He had an incredible talent for learning languages, [10:10] and he was determined to make something of himself [10:13] and ultimately to go to Oxford. [10:16] And I believe the two of them shared-- [10:24] this romantic friendship is what the Victorians [10:26] would have called it. [10:29] And FitzGerald wasn't very happy about his young friend, Edward [10:36] Cowell, going to Oxford, because it took him away from Suffolk. [10:41] And he would go and stay with Cowell, [10:45] and Cowell did get married. [10:46] He would go and stay with the couple in Oxford [10:48] for weeks at a time. [10:50] I don't think Mrs. Cowell was very happy about it. [11:25] And Cowell had encountered a Persian at his public library [11:33] in Ipswich, because Persian had been not just the language [11:37] of Iran, but it had been a kind of Chancery language, a language [11:42] that government was conducted in. [11:45] Over a broad period-- a broad area of space and time, [11:51] the Emirate of Bukhara in Central Asia, [11:54] the Mughals in India, the Ottomans, [11:58] even some Hindu kingdoms like the Marathas [12:02] kept their records in Persian. [12:04] It was cultivated throughout these areas. [12:07] And so as the British became the successors of the Mughals [12:11] in India, ruling the subcontinent, [12:15] they inherited this devotion to Persian, [12:19] and so many former East India Company officials [12:24] retired back home and tutored people in Persia [12:28] and translated works. [12:30] Persian poetry had a certain vogue. [12:34] And so Cowell got involved in that network, [12:38] and an older East India Company official tutored him in Persian. [12:44] And I think FitzGerald wanted to keep their relationship lively. [12:48] So he started being tutored in Persian by Cowell in 1852. [12:54] But Cowell finished his degree at Oxford, [12:58] which was mainly in classics, and then there [13:01] were no jobs for him. [13:02] He was from a provincial town and wasn't well known, [13:06] and he had this odd interest in eastern languages. [13:11] And so he looked around and he did get a job in Kolkata [13:16] in India, which broke FitzGerald's heart. [13:25] FitzGerald wept, and he was convinced he'd never [13:28] see his friend again. [13:30] And it was a little dangerous to go out to India at that time [13:32] because people died of tropical diseases, [13:36] and it was before vaccinations and so forth. [13:41] And then just before he left, Cowell [13:44] was working in the Bodleian Library [13:46] as a cataloger of Persian manuscripts, [13:49] and he discovered this manuscript, [13:51] which was called the Rubaiyat of Omar Khayyam. [13:54] Rubaiyat means quatrains. [13:56] Omar Khayyam was a medieval Iranian astronomer [14:01] and mathematician. [14:03] And so Cowell looked into this book, [14:07] and it was full of scandalous sentiments-- [14:12] there is no afterlife. [14:14] Don't be putting your hopes on heaven. [14:16] And take the cash on the barrelhead while you're here. [14:21] You're going to be sleeping a long time under the black earth. [14:24] So before you check out, as you will, [14:27] and soon, you should try and have [14:30] a little bit of a good time-- so some parties and some wine [14:35] and some beloveds and so forth. [14:41] And for a Victorian gentleman, to have these things said [14:47] openly was quite shocking. [14:49] And so Cowell read a little bit of the manuscript [14:52] with FitzGerald as part of their tutoring, [14:55] and then left it behind, left a copy behind for FitzGerald, [14:59] and went off to India. [15:03] And in the next year and a half, FitzGerald [15:08] tried his hand at translating some of these quatrains. [15:12] And my argument is that although there's an enormous literature, [15:17] as you might imagine, on FitzGerald and this translation, [15:21] very few historians have taken up the subject. [15:24] And we historians contextualize. [15:27] We want to know what else was going on [15:29] while this was happening. [15:31] And what was going on was very interesting, [15:34] because the translation was undertaken [15:37] at a time of three great crises in FitzGerald's life. [15:41] One was he lost his beloved, Cowell, to Kolkata, [15:46] and he was convinced he'd never come back. [15:48] I mean, it was like a death sentence. [15:52] And then He was alone and not in society. [16:00] And people knew that he was a quote unquote, [16:03] "confirmed bachelor." [16:39] And so in order to rehabilitate himself in society, [16:43] he tried marrying and a huge mistake. [16:49] And he suffered, and his poor wife suffered enormously [16:52] because he was out of sorts. [16:54] And she thought she was marrying into a fabulously wealthy [16:57] family, and she could make this her entree into high society. [17:01] And he hated high society. [17:05] And so that just didn't work out. [17:08] But he was translating the poetry [17:09] while his marriage was disintegrating. [17:13] And then as I'll talk about, what the British [17:18] called the mutiny, the great rebellion of 1857, [17:21] '58 broke out in India, which put his friends in danger. [17:26] Now, as I go along, I'm showing you [17:28] some of FitzGerald's translations of the quatrains. [17:31] I'm not going to read them, but you can see the kind of thing [17:35] he's saying. [17:37] And so wine and imminent death is a big theme. [17:42] So in May 1857, the Indian Revolution [17:46] breaks out-- the Indians call it the first revolution. [17:49] And Cowell and Elizabeth, his wife, are endangered. [17:55] They're in Kolkata. [17:55] Cowell actually has to wear a musket all the time [17:58] as he's going off and teaching his classes. [18:01] He's armed. [18:03] The capital, Delhi, falls to the rebels, [18:07] and a lot of British soldiers and some British soldiers [18:12] families in the cantonments were massacred by the rebels. [18:17] Not as many or as viciously as the rumors spread back [18:21] in England. [18:22] But still, it was a horrible tragedy for them. [18:25] And FitzGerald was frantic that his friend is now in danger. [18:29] I believe he chose out-- [18:32] because he had hundreds of quatrains to choose from. [18:35] He chose out those quatrains which [18:39] were evocative of these crises. [19:35] And because he wrote so many letters, [19:38] we know what he was thinking. [19:40] On the fighting in India, he says [19:42] at one point, I don't know what to think [19:43] of India, except that it is very terrible, i.e. [19:46] the rebellion and the death. [19:49] I always think a nation with great estates [19:52] is like a man, with them more trouble than profit. [19:57] Spoken like a true disappointed landlord. [20:01] FitzGerald was an anti-imperial figure, [20:06] and this is not in the literature. [20:07] Nobody has talked about this. [20:09] He didn't approve of the British Empire. [20:12] He wasn't a political kind of anti-imperialist. [20:16] He wasn't a Marxist, although he did believe [20:19] in some Marxist principles like overproduction [20:22] and the crisis of capitalism. [20:25] But during the rebellion in 1857 and '58, [20:31] this fervor of chauvinism and patriotism [20:34] and anger swept over England, to say something [20:37] like that in the middle of this is really quite remarkable. [20:42] And I think the poetry reflects this. [20:47] So this one I will read-- [20:49] it's done in a style before the one that he finally settled on. [20:54] But it's in one of his letters. [20:56] He says, "I long for Wine! oh Sáki of my soul." [21:00] Sáki is the wine server. [21:07] "Prepare thy song and fill the mourning bowl, [21:10] For this first summer month that brings the Rose Takes many [21:13] a Sultan with it as it goes." [21:16] Well, Sultan is a ruler. [21:19] And I think he's talking about the collapse [21:21] of the British Empire. [21:23] It's Queen Victoria that's in danger. [21:27] And then another thing that happened [21:30] was that the city of Lucknow, which [21:32] was the fourth largest city of India, fell to the rebels, [21:36] except for the residency-- the British embassy more or less [21:42] and its compound. [22:14] But then everybody there was trapped and besieged [22:17] by the rebels. [22:19] And one officer managed to get into Lucknow in an attempt [22:24] to relieve the residency. [22:27] But then he got in. [22:28] He couldn't get back out. [22:29] So then more people were trapped. [22:32] And people followed these events in the newspaper. [22:36] Every single day, they talked about them. [22:39] This was a mania that swept Britain, [22:42] what was going on in India. [22:45] And FitzGerald wrote to Cowell at this time [22:50] that the letters he was getting from Cowell [22:53] were not very sunshiny and their prospects. [22:56] And we know now that the British repressed the rebellion [23:02] and then went on to rule India for another 100 years. [23:05] But in October of 1857, this was not at all clear. [23:09] So FitzGerald, I think, thought that this thing [23:11] may be over with. [23:13] And he said, "Only all are trembling for Lucknow, [23:17] crowded with helplessness and innocence." [23:19] The families and the troops caught in the residency. [23:25] "I am ashamed to think how little I understand all these [23:28] things." [23:28] What he really means is how little the British government [23:31] understands all these things. [23:33] He says, "but have wiser men, and men in Place [23:36] understood much more? [23:38] Or, understanding have they done what they should?" [23:40] In other words, we have no business being there. [23:44] Of course they would rise up against us [23:46] if we're interfering in their business all the time. [23:49] What were you thinking? [23:50] That's, I think, what his letter says. [23:54] And that he should write Cowell in Kolkata, [23:58] who's trapped in the middle of this rebellion, these sentiments [24:01] again, it is the most remarkable thing. [24:04] So here's one of the poems that he did publish in the style [24:09] that he published them in. [24:11] With me along some strip of herbage strewn [24:14] that just divides the desert from the sown, where [24:19] name of slave and Sultan scarcely is known, [24:22] and pity Sultan Mahmud on his throne. [24:27] In the original, this is celebrating [24:30] the glories of romantic love, the splendor of two people [24:35] embracing one another and full of passion and love, [24:39] and comparing it to the poverty of quotidian [24:43] power in the palace. [24:45] Pity poor Mahmud on his throne. [24:47] He was a great Sultan of the medieval period [24:51] who fought in India. [24:55] But I think this is a metaphor, then, for the relationship [24:58] of FitzGerald and Cowell. [25:00] And Cowell has chosen empire over the romantic friendship [25:04] that he and FitzGerald had. [25:07] And the romance that they had was, of course, [25:13] that cannot be named. [25:15] And so it took place where the farmland runs out [25:20] and you get into Savannah, along some strip of herbage [25:24] that just divides the desert from the sown. [25:30] So they had that. [25:35] They were meeting at that place that's in between. [25:39] And Cowell gave it up and chose empire. [25:42] And now we have to pity Mahmud upon his throne. [25:47] So in the aftermath of this rebellion, [25:50] the British sent out a lot of troops [25:52] and more importantly, a of guns and artillery. [25:56] And they did put down the rebellion at a very high cost. [26:01] The historians argue about these things. [26:03] I think at least 400,000 people were killed, [26:06] maybe 100,000 troops and 300,000 civilians, women, [26:10] and children and so forth. [26:38] Some people say 800,000. [26:42] There's one Indian historian who suggested millions. [26:45] We do know that in the aftermath, [26:47] the British officials complained about a labor shortage. [26:51] So they seemed to have killed off [26:52] quite a lot of able-bodied young men who had been in rebellion. [26:57] And then as a couple years later, FitzGerald [27:01] is still writing to Cowell. [27:02] He's complaining about empire. [27:04] He's saying that, "our outward limbs go on lengthening while [27:09] our central heart beats weaklier." [27:12] Doesn't approve of this thing. [27:14] He said, I wish we were a small country. [27:19] And his poetry plays on this trope that's [27:23] found in the Persian poetry of the greatness [27:27] and the magnificence of the past rulers [27:30] falls into decay and time tarnishes their glory. [27:35] So this poem says, "and look, 1,000 blossoms with the day woke [27:41] and 1,000 scattered into clay." [27:43] So the flowers bloom and then they're gone. [27:46] "And this first summer month that brings the Rose shall take [27:50] jamsheed and kaikobad away." [27:52] Those are mythical, ancient Iranian rulers. [27:59] So just concluding, my argument is actually [28:03] coming from the French philosopher Michel Foucault, who [28:07] talked about something in between a utopia and a dystopia, [28:11] which he called a heterotopia, a marginal place. [28:46] He talked about Persian gardens and graveyards and taverns [28:51] and so forth, which fits the Persian poetry to a T [28:55] that FitzGerald translates. [28:57] It is a heterotopia. [28:59] And I think it inflects FitzGerald's Orientalism [29:03] because the kind of Orientalism that the great scholar Edward [29:07] Said talked about was the kind of making the east a dystopia. [29:12] It's fanatical. [29:13] It's backward. [29:14] It's savage, and so forth. [29:16] The poetry depicts an east that, for all [29:20] of its gloom and pessimism about life [29:23] and its questioning of the meaning of life [29:25] is still necessary, is still full of joy. [29:28] It's this in-between place. [29:30] It's kind of a Las Vegas for the Victorian mind. [29:35] And so it's a different kind of Orientalism, [29:41] and one that people became quite devoted to. [29:43] There were clubs and people adopted it as their philosophy [29:47] and so forth. [29:59] So I'll leave you with this one. [30:01] "One moment in Annihilation's Waste, [30:03] One moment, of the Well of Life to taste. [30:07] The stars are setting and the caravan [30:10] Starts for the dawn of nothing. [30:13] Oh, make haste!" [30:15] Thank you. [30:16] [APPLAUSE] [30:28] MICHAEL SOLOMON: Thank you very much, [30:29] Professor Cole, for your lecture. [30:31] We have some time for some questions. [30:37] I think we'll have microphones that will come. [30:39] Come around to you if you'd just like to raise your hand. [30:43] And we have one here. [30:44] We'll start here and then we'll go over there. [30:46] Thank you. [30:47] AUDIENCE: Thank you, Juan, for that splendid paper. [30:58] Motivation of FitzGerald reminds me [31:00] of the motivation of A. Houseman, who only wrote poetry [31:05] in one year. [31:07] And that was the year when Oscar Wilde was condemned. [31:10] And Paul Naidich, late librarian at UCLA, [31:16] actually demonstrated this by finding Housman's materials [31:22] from his liaisons in Paris. [31:27] And it's all very interesting stuff and a very interesting [31:31] parallel for FitzGerald's escape into poetry [31:35] to assuage his anguish. [31:37] Just what Housman did. [31:38] JUAN COLE: I see. [31:39] Well, thank you very much for that. [31:41] By the way, there's also a parallel [31:43] to Tennyson and in memoriam for his lost friend Hallam. [31:50] And Tennyson thought he saw echoes of in memoriam [31:55] in FitzGerald's translation. [31:58] So yes, this is a kind of maybe a trope. [32:03] AUDIENCE: Thank you for that lecture. [32:06] Wonderful. [32:06] I've played many songs that are musical settings of these poems. [32:13] I'm curious to know if this AABA scheme is also in the Persian. [32:19] JUAN COLE: Yes. [32:21] And you'll note the very first poem [32:23] that I read to you doesn't have that form. [32:26] And it was a kind of, I think, breakthrough, [32:30] maybe in the fall of 1857, that FitzGerald [32:33] decided to adopt the original Persian rhyme scheme. [32:39] And it was one of the sources of pleasure for English readers [32:43] to encounter this new rhyme scheme. [32:46] He had just used an iambic pentameter for the meter. [32:50] But the rhyme scheme was unusual. [32:53] And it also-- the quatrains that he translated [32:57] have a haiku-like quality to them, [33:00] in the sense that the third line, which [33:03] doesn't rhyme with the others, often contains a surprise, [33:09] just as the last line of haiku does. [33:12] And so George Meredith, one of the great Victorian novelists, [33:16] talks about the third line as kingly in FitzGerald's poetry. [33:22] So yes, FitzGerald translated loosely and not [33:28] always very literally. [33:30] I think on the whole, by and large, [33:32] he got the gist of the originals. [33:34] AUDIENCE: Thank you. [33:35] MICHAEL SOLOMON: Thank you. [33:36] Our final question right there. [33:37] Yep. [33:39] AUDIENCE: Dr. Cole, thank you very much. [33:41] It was very good. [33:45] How was the translations put together [33:51] as the book we know by now by Rubaiyat of Omar Khayyam? [33:58] When and how? [33:58] JUAN COLE: How was the translation put together? [34:01] AUDIENCE: Yeah, put together as a book. [34:03] JUAN COLE: As a book. [34:06] Well, FitzGerald was corresponding with Cowell [34:10] all this time in India, and he was choosing out-- [34:14] he made the choice of which poems he wanted to translate. [34:19] I'm arguing he made that choice because [34:21] of his own preoccupations at the time. [34:24] By the way, he fell into alcoholism. [34:26] So the wine references are meaningful to him-- [34:30] just for that year-- [34:32] he recovered. [34:36] Initially, Cowell had pioneered this publication [34:42] of Persian poetry for a wider audience. [34:46] The East India Company people would translate it [34:48] for themselves and other India aficionados, [34:53] but Cowell started publishing it in the equivalent of the New [34:58] Republic or the Atlantic or those sorts of magazines [35:02] at that time. [35:03] And so FitzGerald wanted to imitate him, [35:07] and he was planning initially to publish [35:10] a few of these poems in a popular magazine. [35:17] But just in 1857, because of the Indian rebellion, in part, [35:26] the British government passed a new obscenity law [35:29] which was aimed at disciplining the lower classes, [35:33] both in Britain and in India. [35:35] And the editor to whom FitzGerald [35:39] sent this poetry became afraid that celebrating [35:43] a kind of Bohemian lifestyle, questioning religious doctrines [35:48] like the resurrection and the afterlife, [35:51] that this might bring the wrath of the government down [35:54] on their heads because there were a public morality [36:00] societies that would sue publishers [36:03] at the time-- the evangelicals were active in this. [36:06] So FitzGerald couldn't get the magazine [36:08] to publish these pieces. [36:11] Being very wealthy, he had an alternative. [36:14] He added to them even more objectionable poetry [36:19] than he had originally chosen for the magazine. [36:23] He warned the editor. [36:25] He said, these may be strong for your divine's, [36:27] for your Anglican clerics. [36:30] But he chose out even more, and he took 75% of them. [36:35] And then he went to a Piccadilly publisher [36:40] who specialized in oriental works, [36:42] but also, I think, did a bit of smut-- [36:46] Bernard Quaritch. [36:47] And he asked Quaritch to publish them, [36:50] and he paid Quaritch to publish them [36:52] and to send out some for reviews and so forth. [36:55] And that might have been the end of the story, [36:58] because it wasn't exactly a bestseller. [37:01] It was some obscure Persian poem. [37:03] But then in the 1860s and '70s, gradually avant Garde British [37:10] artistic movements like the pre-raphaelites discovered this [37:14] poetry and were wild about it. [37:16] It fit in with their ethos and their ideas. [37:20] And then they got the undergraduates at Cambridge [37:23] and Oxford excited about it, and it gradually became-- and then [37:27] the Americans found out about it and they pirated it. [37:30] And Houghton Mifflin, the great publishing house in Boston, [37:34] amounted to something because they Stole FitzGerald's work, [37:37] and they had it illustrated. [37:40] And it went viral in the United States. [37:42] And I think you can imagine John Carson suggested [37:46] to me that after the Civil War, the sentiments in this poetry [37:50] might appeal to the American audience. [37:52] It's a little bit like Walt Whitman. [37:54] So that's the publication story. [37:57] It's an amazing publication story. [37:59] By 1900, there was a new edition every day. [38:03] Millions were being sold, and people would give them as gifts. [38:08] And they inspired TS Eliot to start writing poetry. [38:13] Eugene O'Neill has a play based on the phenomenon. [38:18] You can't touch any part of English literature [38:21] or American literature that isn't influenced by FitzGerald. [38:25] And that famous Robert Frost poem "Stopping by the Woods [38:28] on a Snowy Night." [38:30] That's a Ruby. [38:31] It's the same Persian rhyme scheme. [38:34] It's an imitation of and some of the themes [38:37] about the bleakness of life. [38:39] This is influenced by the Rubaiyat. [38:43] AUDIENCE: Wow. [38:44] Fascinating. [38:45] Thank you very much for a wonderful record. [38:47] MICHAEL SOLOMON: Please join me in thanking [38:48] our distinguished University professor. [38:50] JUAN COLE: Thank you. [38:51] Thank you. [38:52] [APPLAUSE] [39:20] LORI MCAULEY: What a talent for bringing history to life. [39:25] Thank you so much, Professor Cole. [39:28] As the design of these lectures go, [39:32] we're going to change a topic. [39:42] And I'm pleased to introduce Dr. John Jonides, the Edward E. [39:47] Smith Distinguished University Professor of Psychology [39:51] and Neuroscience. [39:52] He's also a professor of psychology [39:54] in the College of Literature, Science, and the Arts, [39:57] Professor of Radiology in the Medical School, [40:00] and co-director of the Magnetic Resonance Imaging Facility. [40:05] Professor Jonides is a cognitive neuroscientist whose innovations [40:10] have made Michigan a global leader in the study [40:14] of human cognition, an early pioneer [40:17] in using brain imaging to reveal the structure [40:20] of executive functions, he identified [40:23] distinct neural circuits that support [40:26] the storage and manipulation of information. [40:30] Since joining our faculty in 1975, [40:34] he has co-founded U of M's functional MRI laboratory [40:38] and launched the summer neuroimaging training course. [40:42] As associate dean, he designed and implemented [40:45] the Undergraduate Research Opportunity Program-- [40:49] a national model that expands access [40:52] for underrepresented students. [40:54] Among his honors include the William James Fellow Award [40:59] for Lifetime Achievement from the Association [41:02] for Psychological Science. [41:05] His lecture is entitled, "Paying Attention." [41:09] There's too much information in any visual scene for all of it [41:15] to be comprehended at once. [41:17] Professor Jonides will review three psychological and neural [41:22] mechanisms that allow us to pull off the incredible feat that we [41:27] take for granted-- the ability to pay attention. [41:32] Please join me in paying attention to Professor Jonides. [41:37] [APPLAUSE] [41:52] JOHN JONIDES: Thanks so much to Provost McAuley [41:55] for that very generous introduction. [41:58] Let me begin by saying a word or two [42:02] about the person after whom my professorship is named, [42:05] Ed Smith. [42:21] Ed received his PhD at Michigan and then went off [42:25] to an illustrious career, as you can [42:27] tell from some of the honors that are shown on the slide. [42:31] Ed then returned to Michigan as a professor, [42:33] was with us for some 15 years. [42:35] And during that time, he and I co-published perhaps 30 or so [42:40] papers. [42:41] He was a collaborator, an intellect, a running partner, [42:46] and a great friend, and I'm happy to honor him in this way. [43:05] Let me also say thanks to the many student and faculty [43:09] colleagues with whom I've had the great privilege to work over [43:13] the years. [43:14] This is just a small subset of them-- [43:17] the ones who've had a hand in some of the work [43:19] that I'll be describing today. [43:23] So the topic of today is paying attention, [43:26] as provost McAuley mentioned. [43:28] And what paying attention entails [43:30] is engaging what psychologists call cognitive control. [43:34] Cognitive control is the ability to behave [43:37] in the service of a goal and not be [43:40] guided by prepotent responses or habits or reflexes. [43:45] It is nearly a uniquely human ability. [43:49] It develops very slowly over childhood, [43:52] as any parent will tell you, and it [43:55] is absolutely critical for any intelligent behavior. [44:10] Now, to give you a sense of what cognitive control involves, [44:15] earlier this year, I had occasion [44:16] to go to Australia to give a talk, [44:18] and I grew up driving in the United States, [44:22] where I sat in the left seat, stayed on the right-hand side [44:25] of the road and went around traffic circles from right [44:27] to left. [44:37] In Australia, I had to do exactly the opposite. [44:40] So here's a quintessential example, [44:42] where I had to overcome years and years of habit [44:46] in order to achieve my goal to stay alive. [45:11] The requirements for paying attention are two. [45:14] One is a short-term memory system [45:17] that can hold goals in mind and adjust [45:19] those goals as things change. [45:22] I've done a good deal of work on short-term memory [45:24] as provost McAuley mentioned, and this unfortunately, that's [45:29] going to be a topic for another time. [45:32] The second requirement is the ability [45:34] to selectively focus on relevant information [45:37] to the exclusion of irrelevant information. [45:40] Things like distractions in the outside world, loud noises [45:45] or distractions from the inside world like mind wandering. [45:59] Now, selective attention is possible in all of our senses. [46:02] If you're at a crowded cocktail party, [46:04] you can tune in to one conversation that interests you [46:07] and tune out other surrounding conversations. [46:11] If you were a sommelier, you might be able to tune [46:14] in to the cherry notes in a Cabernet [46:16] and not pay attention to some of the other taste [46:19] characteristics of the wine. [46:21] But I'm going to focus today on a selective attention [46:25] in the visual modality, because that's [46:27] where the lion's share of my work has been. [46:33] And I can illustrate with this scene. [46:35] This is a driving scene looking out the windshield of a car. [46:39] And you can see that there's an enormous amount of information [46:42] in this visual environment-- there are buildings, [46:44] there are cars, there are cones in the street, [46:47] there are bicyclists and so forth. [46:49] But the driver, in order to meet the goal of driving [46:53] successfully, has to pay attention [46:55] to just a small portion of this information. [46:58] So this raises the question of how [47:01] this happens, and evolution has given us the mechanism [47:05] to do this. [47:08] And this mechanism is what psychologists [47:11] call selective attention. [47:18] Now, that raises now the question [47:20] of what controls attention. [47:22] And there are three things that control attention, according [47:25] to most psychological stories. [47:27] One is sheer volition, overt effort. [47:31] And I can illustrate this by giving you [47:33] an example of a children's game called Finding Waldo. [47:41] This is Waldo. [47:43] And the object of the game is to find [47:45] Waldo in a complex scene that looks like this. [47:54] Well, how do you do this? [47:59] The way you do it is by systematically scanning around [48:03] the scene from one place to another place, [48:06] until you find the features of Waldo. [48:08] In this case, in the upper left of the scene. [48:12] Well, here's a case where overt effort, your own volition, [48:16] is driving your selective attention. [48:19] I'm going to get back to overt effort in just a bit [48:22] when I describe the third controller of attention. [48:25] But I want to introduce you first to the second controller [48:28] and that is past experience. [48:30] On the next slide, I'm going to show you a kitchen scene. [48:34] And what I'd like you to do is to locate the toaster that's [48:37] present in the kitchen. [48:41] Now, I venture to say that you had little trouble in doing [48:44] this, because your past experience tells you [48:47] that toasters are often located on countertops, [48:50] and so you located the toaster easily. [48:52] Of course, the toaster could have been on the floor, [48:55] and that's entirely possible. [48:56] But I doubt that anyone looked at the floor first. [48:59] And surely, nobody looked at the ceiling, [49:02] because only AI would put a toaster on a ceiling. [49:09] As I said, I have done a good deal of work [49:12] on the effect of past experience on controlling attention, [49:15] but again, unfortunately that's a topic for another time. [49:19] What I'd like to focus on for the rest of today's lecture [49:21] is the influence of salient events [49:24] in the environment around you that are attention controllers [49:28] themselves. [49:29] And I can illustrate this by going back to this picture [49:32] and rolling the film. [49:33] [AMBIENT NOISE] [49:44] I imagine that everybody's attention [49:46] was drawn to the dog who ran across the car from left [49:51] to right. [49:51] In part, this is because the dog appears [49:53] in the periphery, in part because the dog is moving. [50:00] Both of these have been shown to be salient controllers [50:03] of attention. [50:04] In a long line of work that I've done with students, [50:07] we have discovered that salient events-- at least many salient [50:11] events in the environment around you, [50:13] control attention in an obligatory manner. [50:16] You don't have any volitional control. [50:24] Here's one experiment that demonstrates this. [50:27] In this experiment, we show participants [50:30] a display of eight letters that looks like this. [50:32] And their task for each display is [50:34] to decide whether there's an L or an R present in the display. [50:49] And you can see in this one there's an L. [50:52] Prior to the presentation of the display, [50:54] we present an arrow in the center of the screen, [50:57] and the arrow points randomly to one of the letter locations. [51:01] You can see the percentages on the left-- [51:03] only one eighth of the time does it point to the L or the R, [51:06] the other 7/8 of the time it points to one of the other [51:10] letters. [51:11] In other words, it's entirely predictive [51:13] of the location of the letter. [51:16] Well, if people have volitional control [51:18] over where to pay attention, they [51:20] ought to be able to tune out the direction [51:23] in which the arrow points. [51:24] And sure enough, they can. [51:40] If we look at these simple data, these [51:43] are response times to decide whether it was an L or an R [51:46] And it doesn't matter whether the arrow points [51:49] to the L or the R, or it points to one [51:51] of the letters-- their response times are basically identical. [51:55] But let's consider this case. [51:57] In this case, once again, there's [51:58] an arrow pointing to one of the letters in the display. [52:02] But the arrow once again is completely [52:04] unproductive of the letters position. [52:07] But notice now the arrow appears not [52:09] in the center of the display, but in a peripheral location. [52:13] Where I've told you before, that might be a salient capturer [52:16] of attention. [52:18] And sure enough, if we look at the response times [52:20] to respond to the L or the R, in this case, [52:23] individuals are faster to respond to the L or the R [52:26] when the arrow points to it than when it doesn't, even [52:30] though they've been told that the arrow is completely [52:32] unproductive. [52:34] Now, this obligatory control over attention [52:36] has been a matter of some concern to us for some time, [52:40] and we've been studying the time course of attentional capture. [52:43] And that's what I'm going to tell you [52:44] about for the rest of today's lecture. [52:52] We do this by-- in one experiment we-- well, [52:55] in a set of experiments, we do this [52:57] by tracking individuals eye movements. [53:00] That is their position of their eyes [53:03] as they're looking at complex displays [53:05] using a device, something like this one. [53:13] And I'll tell you about one task. [53:15] In this one task, individuals start [53:17] by focusing in the center of the display, [53:20] and their task is to move their eyes to the oddly shaped item. [53:25] You can see in this display the oddly shaped item is a diamond. [53:33] Let's contrast this case with this one, in which their task is [53:37] the same-- to move their eyes as quickly as possible [53:40] to the oddly shaped item. [53:42] But now there's a distractor present [53:43] in the display presented in the periphery, an oddly [53:46] colored item. [53:47] Individuals are told to ignore the oddly colored item. [53:51] Their task has to do with shape. [53:59] So in both of these conditions, there's a target [54:01] that they're supposed to attend to, and in one condition, [54:04] there's a distractor that they're supposed to ignore. [54:10] Well, we have developed a procedure [54:12] that allows us to study the entire time [54:16] course of their processing from the beginning of trial [54:19] until the time they make a response. [54:21] And this is largely due to the work of my colleague Taras Lee, [54:25] and students working with him and working with me. [54:28] And the technique works something like this. [54:31] Subjects have to make a response at the end [54:34] of a three-second interval from the start of a trial. [54:37] Well, how do they know when three seconds have elapsed? [54:45] They know because we give them cues like this. [54:47] [BEEP] [54:59] At the high-pitched tone that occurs at three seconds, [55:02] they have to make their response. [55:04] And what we do is systematically manipulate [55:06] when we present the display that they have to respond to. [55:16] If we present it, say, in the middle of that interval, [55:19] then they have this much time to process the display. [55:28] But if we present it earlier in the interval, [55:30] then they have more time to process the display. [55:37] Or contrariwise, if we present it quite late in the interval, [55:41] they have very little time to process the display. [55:47] Well, we systematically sample the entire three-second interval [55:51] to examine the accuracy of their being [55:53] able to move their eyes as a function of how much time they [55:57] have to process. [56:14] And the data from an experiment like this [56:16] looks something like this. [56:18] In the case where there's no distractor, [56:20] well, in the beginning, when processing time is very short, [56:23] they just don't have enough time to make any decision at all. [56:26] And so they're guessing. [56:27] But as a little bit of time passes, [56:29] you can see their accuracy in moving their eyes to the target [56:33] increases dramatically, and their accuracy [56:35] in not moving their eyes to one of the non-targets decreases [56:39] to about zero. [56:41] But what happens when there's a distractor [56:43] present in the periphery of the display? [56:45] The pattern of responses is completely different. [56:56] You can see here in the orange line, [56:59] the distractor grabs your attention immediately, [57:02] in spite of the fact that these individuals have been told [57:05] that it's completely irrelevant to the task [57:08] and that they're supposed to ignore it. [57:10] This is another case where capture [57:12] seems to be done on an involuntary basis, [57:15] regardless of volitional control. [57:21] Well, we've dug deeper into the time course of processing [57:24] here using a number of other tasks, [57:27] and I'll introduce you to one of them [57:29] so that we can take a look at this in some detail. [57:32] In this task, the subjects are required [57:34] to make a left-finger response, or a right-finger response, [57:40] depending upon the direction in which an arrow points. [58:00] But the arrow itself can appear on the left side of the display [58:04] or the right side of the display. [58:06] You can see in the top panel here, [58:08] the direction in which the arrow points is [58:10] consistent with the side on which it appears. [58:13] But in the bottom panel, you can see [58:15] that the direction is inconsistent with the side [58:19] on which it appears. [58:20] Well, based on what I've told you about peripheral objects [58:23] capturing attention, you might suspect [58:26] that when the direction of the arrow and the position [58:30] of the arrow are inconsistent, the position [58:33] of the arrow in the periphery might capture attention [58:36] immediately and keep you from responding [58:39] to the direction of the arrow. [58:41] And we've used the same kind of procedure [58:43] that I just described to you to in interrogate [58:46] the entire processing interval during each trial to find out [58:51] how accuracy changes. [59:09] And this is a fairly typical show [59:13] of data from a task of this sort. [59:15] You can see that at very short processing times, [59:17] abbreviated here PT, where subjects [59:21] are guessing because they don't have enough time [59:23] to process the display. [59:25] But in the consistent displays, which I've labeled here [59:27] as congruent, their accuracy rises sharply [59:30] until it's nearly perfect. [59:32] What's interesting is what happens [59:33] in the inconsistent consistent display. [59:35] Here, accuracy actually falls below chance, [59:39] because subjects have been seduced into paying attention [59:43] to the position of the arrow, when in fact they're [59:46] supposed to pay attention to the direction of the arrow. [59:50] Now, we have done a good deal of soul-searching [59:54] in order to develop a computational model [59:56] of performance in tasks of this sort. [60:04] And the model depends inherently on just one basic assumption-- [60:08] that internally there are processes based on habit, [60:13] based on reflex, based on prepotency [60:15] for habits to dominate responding [60:18] in the absence of anything else. [60:20] But of course, you've got a goal in mind, [60:22] like responding to the direction in which the arrow points. [60:25] And so there are also goal-relevant processes. [60:28] But the habit-relevant processes dominate in many situations. [61:11] And we've elaborated a computational model, [61:14] which I won't go into, that starts off [61:17] with this basic assumption on the left of the slide, [61:20] and allows us to produce data of the sort [61:22] that I showed you in the experiment [61:24] that I just described. [61:43] Oh, let me just say that some of you [61:45] may have been wondering whether people who have difficulty [61:49] in maintaining attention, that is, in not being distracted [61:53] are more subject to the kind of distraction [61:56] that I'm talking about in tasks of this sort. [61:58] And sure enough, we have a program of research [62:00] that has studied individuals with attention deficit [62:03] hyperactivity disorder. [62:05] And if you look at this slide, you [62:06] can see that those with ADHD not currently medicated, [62:11] are more seduced into incorrectly [62:15] responding than neurotypical individuals are. [62:17] And there is a story to tell about this, [62:20] but I'll give you one sentence about it. [62:27] In other research, we've concluded [62:29] that the problem in those with ADHD [62:33] is not that they're more distracted [62:37] by say, peripheral information. [62:39] It's that once distracted, they have a harder time getting back [62:43] on task. [62:44] And we have data that supports that point. [62:47] The final topic for today. [62:50] Our most recent research has been [62:52] concerned with trying to isolate the neural mechanisms that [62:55] are involved in this ability to disambiguate habits from goals [63:00] and respond in a goal-directed manner. [63:03] And we've done this using the same-- [63:05] in one example, the same kind of task that I [63:07] just described to you. [63:19] And the behavioral data from people who do this task [63:24] look just like the graph that I showed you before. [63:26] In the consistent case, accuracy rises. [63:29] In the inconsistent case, it falls below chance [63:32] before people can recover. [63:40] Now, what we did was, we selected three processing times [63:44] from this entire distribution. [63:51] And we use those three processing times [63:53] when we placed individuals into an MRI scanner [63:57] and collected functional MRI data to find out [64:01] what brain areas were active at the time [64:04] that people were trying to overcome the habit [64:07] to engage in the goal. [64:09] And we selected a short processing time, [64:12] a medium-- a short processing time [64:14] when the conflict between habit and goal [64:16] is the greatest, a medium one where it's less, [64:19] and a longer one when it largely shouldn't be present at all. [64:39] Now, first of all, I'll show you behavioral data [64:41] from an experiment, from this experiment showing [64:44] that inside the scanner, we have replicated the data that you see [64:48] on the top of this panel, because individuals are showing [64:51] the greatest conflict at the shortest processing [64:54] time, somewhat less conflict at the medium processing time, [64:58] and hardly any at the longest processing time. [65:01] So let's take a look at what the brain activations look like. [65:22] This slide, the yellow-- the green ovals on this slide [65:26] mark out areas in the brain on the lateral and medial portions [65:31] of largely prefrontal cortex that show substantial activation [65:37] at the shortest processing interval when people are showing [65:40] the greatest inability to disengage from the habit [65:44] and engage in the goal. [65:46] But we should predict that as the time interval gets longer, [65:50] processing time gets longer, they [65:52] should show much less activation in these regions. [66:02] And here are the activations at the medium processing time, [66:05] you can see the activations are much reduced, [66:08] and at the longest processing time, [66:10] they're hardly there at all. [66:19] Well, there is a great deal more work [66:21] to do on the neural basis of this ability [66:24] to disengage from habits and engage in goals. [66:27] And indeed, there's a great deal of work [66:29] to do on the psychological mechanisms that [66:31] are involved in understanding cognitive control that [66:35] allows us to engage in goals and allows [66:37] us to exit our natural, habitual tendencies. [66:52] But for now, I'm just going to thank you for paying attention. [66:55] [APPLAUSE] [67:06] MICHAEL SOLOMON: Thank you very much, Professor Jonides. [67:08] Questions are available. [67:09] I see we have one in the back and then one in the front here. [67:12] Well, let's start in the front and then we'll go to the back. [67:14] Thanks. [67:14] Please go ahead. [67:17] AUDIENCE: Thank you for that fascinating lecture. [67:19] I study the practice of teaching and with young children. [67:25] And I'm curious when you just at the end, [67:27] we're talking about training control, [67:30] whether there are developmental aspects of this, [67:32] because one hypothesis I have in listening to you [67:34] is that schooling, especially for young children, [67:37] is somewhat misaligned with the ways [67:39] that they know how to pay attention or can, [67:41] and that it causes of some kinds of failure and exclusion [67:44] and marginalization might be due to that misalignment. [67:47] And I just wondered whether that's [67:48] something you've looked into in terms of development [67:51] or the alignment between institutions [67:53] and what they expect of children and where children are. [67:55] JOHN JONIDES: Absolutely fascinating question. [67:57] Thanks so much for asking it. [67:58] I myself have not looked into this, [68:00] but there is a developmental literature [68:03] on the growth of these cognitive control capacities. [68:08] And that growth starts around age 3 and doesn't end until [68:12] the mid 20s. [68:13] Now, if you think about schooling, [68:15] schooling doesn't honor those that age range. [68:20] And so you can see, as you pointed out, [68:22] there is a huge misalignment in what children's capacities are [68:26] and the way school thinks they ought to behave. [68:29] Now, are these skills trainable at a younger age [68:34] so that they might be useful in a typical schooling environment? [68:40] Fabulous question. [68:41] I don't know the answer. [68:44] AUDIENCE: I'm just curious to the extent to which you [68:47] feel that the increased distraction at short processing [68:50] times may be related to an evolutionary survival instinct, [68:55] like if a predator is ready to jump out at you, [68:59] you need to-- yeah. [69:08] JOHN JONIDES: Indeed. [69:10] I'm absolutely convinced that this largely involuntary ability [69:15] to pay attention to items in the periphery [69:18] and also to moving objects has been evolutionarily engineered [69:23] so that we don't have control over it. [69:25] And it's a good thing, because we don't want control over it. [69:28] We want to be able to respond adaptively when [69:31] dangerous situations occur. [69:36] MICHAEL SOLOMON: Question here in the front. [69:38] AUDIENCE: Thank you. [69:40] Yes, while you were giving the presentation and remind me [69:42] of when I was studying in the '70s about the Stroop effect. [69:47] And I was curious, is there a connection [69:50] between the input or the retrieval of the information? [69:53] JOHN JONIDES: Yes, there is. [69:55] So the Stroop effect is another example of-- for those of you [69:58] who don't know-- of this large inability or a poor ability [70:04] to disengage yourself from one source of information [70:07] and pay attention to another source of information. [70:10] And in the work that we've done on the Stroop effect, which [70:12] I admit is minimal, we've discovered [70:16] that it honors the same principles [70:17] that I've told you about the tasks that I described today. [70:20] There appears to be a general tendency that, for distraction, [70:26] to grab your attention and hold you from the goal [70:29] that you'd like to reach. [70:32] AUDIENCE: I have a question. [70:33] So your methods are fascinating. [70:35] They're so clever. [70:36] Just if you could talk a little bit [70:38] about how you and your research group [70:40] actually come up with that way of measuring the processing [70:43] time, or is that some kind of field consensus [70:46] that's been developed over time. [70:48] And how do you go about choosing those particular choices [70:52] of measurement and task? [70:54] JOHN JONIDES: Thank you, Mike. [70:55] I'm going to embarrass him right now [70:57] and ask my colleague Taras Lee to please stand up. [71:00] [APPLAUSE] [71:05] And I'm going to tell you an anecdote. [71:08] About 3 and 1/2 years, almost four years ago now, [71:12] Taras sent me a paper. [71:14] We hadn't been working together at all-- [71:17] a paper which was the early instantiation of something [71:24] like the technique that we have used. [71:26] And I read this paper and I was completely amazed, [71:30] and immediately got in touch with Taras. [71:33] And within, I think, a month-- [71:35] I don't think I'm exaggerating-- we wrote a grant proposal to NSF [71:38] and got funding in order to be able to launch [71:40] this line of research. [71:41] We didn't invent this method, but we've [71:43] tweaked it enough so that we feel some ownership. [71:48] MICHAEL SOLOMON: Thanks so much. [71:50] Let's thank our distinguished University professor once again. [71:53] Thank you. [71:53] [APPLAUSE] [72:21] LORI MCAULEY: Thank you, Professor Jonides. [72:23] This was really fascinating. [72:25] And it also reminds me to just comment the fact [72:29] that our speakers are paying attention [72:32] to their time limits, which for really preeminent scholars [72:38] to show their kind of lifetime's work in 20 minutes [72:42] is really challenging. [72:43] Thank you, all three of you. [72:50] For our final lecture this afternoon [72:52] is my pleasure to introduce Dr. Kenneth Langa, the A. Regula [72:57] Herzog, Distinguished University Professor of Internal Medicine [73:00] and Survey Research and the Cyrus Sturgis Research [73:04] Professor of Internal Medicine in the Medical School. [73:08] Professor Langa's research has profoundly [73:11] shaped our understanding of aging, cognitive impairment, [73:14] and dementia in the United States and around the world. [73:18] His work examines disparities by race, education, wealth, [73:22] and global context. [73:24] He came to Michigan in 1994 for an internal medicine [73:28] internship and residency, and joined our faculty in 1999. [73:34] He has taught internal medicine residents [73:36] while also providing outpatient primary care at the VA Ann Arbor [73:41] Healthcare System. [73:43] As associate director and now co-director of the NIH-funded [73:48] Health and Retirement Study, I will [73:50] note this is the largest and most influential [73:54] study of aging in the United States. [73:57] Langa has helped secure its $195 million [74:02] renewal, the largest grant in the University of Michigan's [74:06] history. [74:07] His leadership has helped to expand the HRS model globally [74:11] to more than 35 countries. [74:14] He's published over 400 peer-reviewed articles [74:17] and brought more than $215 million in NIH funding [74:22] to Michigan. [74:23] His many honors include election to the National [74:26] Academy of Medicine and Awards for Outstanding Mentorship. [74:31] Please join me in welcoming Professor Kenneth Langa. [74:36] [APPLAUSE] [74:45] KENNETH LANGA: Great. [74:46] Thank you, Provost McAuley, and thanks everyone [74:49] for coming this afternoon. [74:51] I really appreciate it. [74:53] I'm honored and thankful, obviously, [74:55] for this amazing honor that the University of Michigan [75:01] has bestowed on all three of us-- tough acts [75:04] to follow with Juan and John. [75:22] So I'm going to try to get through my 30-year career [75:25] by organizing things this way. [75:27] I'm going to talk a bit about the place, [75:29] this amazing University that has nurtured both me and actually [75:35] my entire family. [75:36] As you'll learn, the people that I've worked with, [75:39] including Regula Herzog, who was the person that really [75:43] started me on the path that I've been on. [75:46] And then a bit about the work that we've [75:48] done, especially the amazing junior faculty and colleagues [75:55] that I've worked with. [75:56] As I say, we're in good hands. [76:18] All right. [76:18] The place-- so my connection to Michigan [76:21] starts on December 9, 1993. [76:24] My wife Lucy and I drove here from Chicago, [76:27] where I was doing an MD PhD training [76:30] at the University of Chicago. [76:32] And Larry McMahon, my first boss in general medicine, [76:37] arranged interviews with Steve Bernstein, Mark Fendrick, [76:40] Rod Hayward, Joel Howell, Stephen Katz-- [76:42] all people that would become my mentors and colleagues [76:46] in general medicine. [76:47] I was entirely sold on the colleagues and career [76:50] opportunities at Michigan, and Lucy really liked Ann Arbor. [76:56] And for those friends in the audience, [76:58] you know whose opinion was most important in our eventually [77:02] moving here to Ann Arbor. [77:08] And Lucy really wanted to come or-- [77:10] a main reason she wanted to come was for these little people [77:13] here. [77:14] That's our daughter Melanie on the right and son [77:17] Dan on the left. [77:19] Those are Zingerman's cookies. [77:21] That's why they're smiling like that there. [77:50] So again, how has the University affected my entire family? [77:54] Melanie was lucky to meet Dr. Mary Pedley, who [77:58] is an assistant curator of maps here at the Clements Library [78:03] in middle school. [78:04] At Tappan Middle School, Mary was Melanie's Latin teacher. [78:13] And they became great friends. [78:15] And Mary was an amazing teacher and mentor to Melanie. [78:19] Ended up supervising Melanie's Independent Study, [78:23] four-year Independent Study while she was at Community High. [78:26] Looking at maps in the Clements Library [78:32] about the Northwest Passage, and imagine a exhibited-- [78:37] or curated an exhibit here during her senior year, [78:42] again, led by or helped out by Mary, [78:47] called an Imaginary Arctic. [78:49] Covered in the University record, [78:51] I often say that Melanie's exhibit there [78:55] got more coverage than most of my research [78:57] that I've done here at Michigan. [79:00] Melanie went off to college, came back actually, [79:02] to do the medical post-bac program here, [79:04] reconnected or connected with Joseph Gunn, who is a psychology [79:08] professor at the time and did work [79:11] on the complexities of making diagnosis of depression [79:15] in Native American populations, which has [79:18] had a big influence on Melanie. [79:21] Melanie is now a physician, a family medicine [79:24] doctor out in Port Angeles, Washington, [79:28] taking care of Native American population, as well as others. [79:53] And on her sort of clinic page, where [79:56] it describes the physicians so potential patients [80:02] can learn about them. [80:04] The first sentence is "Melanie grew up in Ann Arbor, Michigan, [80:07] loving the fall foliage, four seasons [80:09] and that Football Saturdays were the only time there was traffic. [80:12] GO BLUE." [80:13] So clearly a Wolverine through and through. [80:26] My son Dan, who I can't look over there [80:30] because Dan and his girlfriend Diana drove-- [80:34] drove here from Northampton to join me as a surprise. [80:37] So thanks to Dan and Diana for that. [80:40] That's Dan at three years old at the Radrick Farms Golf Course, [80:44] which John and I actually both played at, [80:47] John told me he remembered seeing Dan there a long time [80:49] ago. [80:50] Dan and I spent a lot of time at Radrick. [80:54] Dan became a scratch golfer and a starter [80:57] at Amherst College for four years, so another influence. [81:13] The University Musical Society has also [81:15] had a big influence on our family and on Dan's career. [81:20] When Dan was about 10, we went to a UMS performance [81:24] that Wynton Marsalis and jazz at Lincoln Center was doing here. [81:29] Dan became kind of hypnotized with Wynton Marsalis. [81:33] Dan went on to be a jazz trumpeter at Community High. [81:37] Studied music at Amherst and music composition at NYU, [81:41] and is now teaching music at Amherst and writing music. [81:45] After Nothing Comes was Dan's most recent album [81:48] of original music, and Various Small Flames that it's says [81:54] it's singular and shimmers with a beguiling, cyclical or rather [81:58] spiral rhythm, constantly circling itself while still [82:02] moving towards new ground. [82:12] And just you know, it's available on Spotify, Bandcamp, [82:17] and all streaming services. [82:18] So After Nothing Comes, Dan Langa, Spotify. [82:27] And then Lucy again. [82:35] The main reason we came here, Lucy's important places [82:38] here on campus are UMMA. [82:40] Lucy was a docent, a volunteer docent there for 15 years, [82:43] doing education and tours for kids. [82:47] And the other extremely important place for Lucy [82:50] is Crisler Center. [82:56] Lucy grew up in Minneapolis, and her dad [82:58] started taking her to basketball games [83:01] when she was five years old and she has had a college basketball [83:07] obsession ever since. [83:08] We've attended nearly every home game [83:10] at Crisler Center for the last 27 years. [83:14] And as you all know, this last year Michigan [83:18] was national champs, so it was very exciting in our house. [83:30] One thing that Lucy and her similarly h obsessed friend, Amy [83:36] Story, did was go to Chicago for the Big Ten Championship. [83:40] They sought out their favorite player, Morez Johnson, [83:43] and got a picture with him. [83:45] Lucy and Amy are the shorter ones on the sides there. [83:50] All right. [83:50] So again, Michigan and Ann Arbor have really [83:54] been an incredible place for our entire family. [84:14] Regula Herzog, again, was my first mentor and teacher here [84:19] at Michigan on the research side at ISR. [84:36] Regula was a professor of psychology and-- [84:40] excuse me-- research scientist at ISR. [84:43] A Distinguished Research Scientist, [84:46] she received that award. [84:47] One of the original co-investigators on the Health [84:50] and Retirement Study, which Provost McAulay talked about-- [84:52] and I'll tell you more about-- and really [84:54] a pioneer of measuring cognition in population-based surveys [84:59] and studies. [85:00] Again, a mentor and amazing colleague to many, including me. [85:05] Sadly, Regula died of pancreatic cancer in 2002. [85:49] And again, what Regula really did and brought [85:52] to the science of understanding cognition in populations [85:57] is incorporate cognitive testing into population-based surveys. [86:02] Could we take the tests that are done in clinics to try [86:05] to understand how well people are thinking, [86:07] things you test you may have taken, [86:09] like the mini-mental state exam. [86:12] Can we import those measures into surveys, [86:16] administer them over the phone to understand what's [86:20] going on in the population? [86:21] This was a paper that Regula and colleague Bob Wallace at Iowa [86:27] did to describe the first wave of data in the Health [86:31] and Retirement Study was originally [86:32] called the AHEAD study. [86:34] They're trying to understand did these measures work. [86:38] And you can see their evaluation of the measures [86:40] in terms of psychometric properties, missing [86:42] data, telephone administration, and formation [86:45] of an aggregate index is encouraging [86:47] their construct validity, as evidenced [86:49] by their expected correlations with sociodemographics health [86:52] and function. [86:53] And basically, with those two sentences, [86:56] Regula created the scientific area [87:00] that I've spent my entire career sort of doing and building on. [87:04] So again, incredibly important to me and my career. [87:12] Just quickly, again, a few of the people who've gotten me here [87:16] today on the left there is Eddie Lawler, [87:19] who is chair of my dissertation committee at Chicago, [87:23] a great mentor. [87:25] And on the right, very important, [87:27] Bob Willis, who was on my dissertation committee [87:30] at the University of Chicago, moved here to Michigan in 1996 [87:34] to take over the directorship of the Health and Retirement Study [87:38] from Tom juster. [87:40] Bob invited me over to ISR for a meeting in 1997 [87:45] with Bob and Regula, which, as I've [87:47] said to lots of junior faculty, literally [87:50] changed my entire life. [87:51] We had a one hour meeting and they sort of [87:54] invited me in to the HRS and studying dementia in the HRS. [88:01] I've had amazing colleagues on the HRS. [88:04] Up in the left corner is David Weir, [88:06] who then became the principal investigator after Bob. [88:09] Mary Beth Ofstedal, with whom I was associate director. [88:13] Helen Levy, also associate director with Helen. [88:17] Jessica Fall down in the lower left, [88:19] who is now my fellow co-director on the HRS. [88:23] And then Mohamed Cabello and Ryan McCammon, [88:26] who are two long-term colleagues and collaborators that [88:29] have gotten lots of the research done that I've been involved in. [88:38] Quickly putting on my white coat here, [88:41] the folks who have been my mentors in general medicine, [88:47] and I was lucky to be in the RWA Clinical Scholars Program [88:50] when I got connected with the HRS. [88:52] That's Larry McMahon again, who set up all those interviews [88:56] and encouraged us to come here to Michigan. [88:58] Joel Howell, Rod Hayward, again, amazing mentors. [89:08] Mark Fendrick and Mike Chernew were also [89:11] really important in early in my career. [89:13] I have a picture of Kangs there for because for some reason [89:17] every meeting that we had had to be at Kang. [89:20] So I ate a lot of Korean food as an assistant professor there. [89:37] The VA Ann Arbor Healthcare System. [89:39] Again, amazing people there on the clinical side. [89:42] Sanjay Singh, Eve Kerr, and amazing patients [89:46] that I had there for 29 years. [89:49] All right. [89:51] Talk a little bit about some of the work we've done. [89:53] Again, the Health and Retirement Study has been what I've done-- [90:07] the main thing I've been doing for the last 30 years or so. [90:49] And the HRS, as Provost McAuley said [90:52] is a large study here at Michigan, [90:54] a large enterprise with a huge team. [90:57] It's a big survey that's been going on since 1992. [91:01] We interview about 20,000 adults across the United States. [91:07] It's based at ISR, funded by the National Institute [91:09] on Aging and the Social Security Administration. [91:13] Interestingly, Congress actually directed the NIH to set up this [91:17] study in the early '90s to gather information about [91:22] the baby boomers as they were aging in order to understand [91:26] health and retirement and how they interact among the baby [91:29] boomers. [91:31] We do face-to-face telephone web interviews. [91:34] We make all of the HRS data public. [91:38] So literally anyone around the world actually, [91:40] there's some restrictions on that. [91:42] Now most people around the world can get our data [91:46] to do scientific research in lots of different top-- [91:51] across lots of different topics. [91:52] There's been 9,000 publications, and we like to say right now [91:58] there's literally one to two scientific publications that use [92:02] HRS data, more than 500 published per year. [92:05] So again, a public good for science [92:10] is what we hope the HRS will be. [93:01] Excuse me. [93:01] Here's some of the things that we cover in the HRS. [93:04] The cognitive function part is especially relevant for the work [93:09] that I've done. [93:10] We also link our survey data to administrative data [93:14] like Medicare and Social Security information, which [93:18] opens up interesting research. [93:20] We collect blood now and do genetic work also. [93:25] So trying to collect every possible kind of data [93:28] that could inform aging in the United States [93:31] and around the world. [94:01] As Provost McAulay said, one of the amazing, fun parts [94:06] of being involved with the HRS over the last 30 years or so [94:09] is that more than 40 countries now [94:12] have started studies patterned on the HRS. [94:17] And we have networks including the HCAP network, which [94:20] is a dementia substudy, the Harmonized Cognitive Assessment [94:25] Protocol project that is focused on dementia in, and again, [94:30] these 40 countries around the world. [94:32] In the last five years or so. [94:33] There's been a large increase in studies in Africa, [94:37] which has been fascinating. [94:59] So what kind of work have I done with colleagues in the HRS data? [95:03] This was one of my first papers with HRS data, which is really [95:07] just trying to understand how does dementia, [95:12] cognitive decline and dementia. [95:14] And I should say dementia is just [95:16] decline in cognitive function that [95:18] is severe enough to cause the loss of independence. [95:22] And again, not surprisingly, increasing amounts of care [95:27] provided by families as cognitive impairment increases. [95:32] Again, not too surprising. [95:33] But prior to the HRS, prior to Regula's, including cognition, [95:38] in a survey like this, this kind of work really couldn't be done. [95:40] So to try to put caregiving and the burden of families [95:45] on the books, so to speak, I think [95:47] was what we were trying to do with this paper. [96:10] And the methods of that paper we built on, [96:14] and especially Michael Hurd led work. [96:18] Using all different kinds of economic data [96:21] and cost data in the HRS to try to understand [96:24] the full monetary costs of dementia in the United States. [96:48] And what we found there-- this is a pie chart [96:53] to understand the different amounts of cost [96:58] or the proportion of costs in these various categories. [97:05] The big-picture punchline was the economic impact of a single [97:10] case of dementia is about $50,000 per case. [97:13] This is in 2010, about $200 billion cost [97:16] to the country nationwide. [97:18] And again, you can see the large orange slice [97:21] is family care, just the amount of care [97:24] that families need to provide in order [97:27] to support people with dementia is really the bulk of the costs. [97:32] Nursing homes and other long-term care [97:34] is another large piece of the pie. [98:00] And then what the HRS since it's longitudinal, [98:03] what we're able to do with a study like this [98:06] is to try to look over time and see trends [98:09] in various chronic diseases, is the population [98:13] getting more diabetes, more heart disease or less. [98:20] And we've done the same with dementia in the HRS. [98:25] And the yellow bar there is the prevalence of dementia in 2000, [98:29] which was about 11.5% for the 65-plus population. [98:33] And then in 2012, it's actually lower. [98:36] And this finding of-- this optimistic finding [98:40] of a decrease in dementia risk over time among older adults [98:45] has been found in many high-income countries [98:48] around the world. [98:49] And that's some of the work that we're doing [98:51] is to compare these trends across the world. [98:55] What might be causing that one. [98:57] One likely cause for the decrease in risk [99:02] is the increase in the amount of education [99:04] that people are getting. [99:06] Education seems to be very-- [99:08] back to the question in John's presentation-- [99:12] education very important for strengthening your brain, [99:17] basically. [99:18] By challenging your brain, the connections [99:20] between the synapses increase and you're [99:25] able to handle the pathologies that build up during your life. [99:31] Also probably treating cardiovascular risks [99:33] better and maybe even environmental exposures, [99:38] things like taking the lead out of gas [99:40] may have been one thing that's improved [99:43] or decreased dementia risk over time. [100:09] All right. [100:09] Moving on to some of the junior folks I've worked with [100:12] and their work. [100:12] Jack Iwashyna is a critical care doctor who was here. [100:17] I was lucky to get connected with when he started on faculty [100:20] here. [100:20] Jack did the same MD-PHD program that I did in Chicago. [100:25] He did a really important and impactful study-- [100:30] using the Medicare data that were linked to with the survey [100:33] data on cognition and physical function [100:36] to show that after sepsis, which is a very severe infection-- [100:42] people have learned more about that after COVID-- [100:45] a severe infection that sort of makes your organ systems [100:47] go haywire. [100:48] About 50% of people die with sepsis. [100:51] But what happens to people that survive in the ICU? [100:54] And Jack really pioneered the work on understanding [100:59] what's the long-term outcomes. [101:01] He showed here with the HRS and Medicare data [101:04] that there was significant increase [101:06] in the likelihood of significant cognitive impairment, [101:09] even up to six years after the episode of sepsis. [101:30] Just to highlight the international data [101:33] and how those can be used, HwaJung Choi, [101:35] another wonderful colleague who I've [101:38] worked with for a while, an economist here at Michigan, [101:42] looked to compare health outcomes [101:45] among high and low income adults in the US versus England using [101:50] our English colleagues study that's patterned on the HRS [101:55] in England. [101:57] The darker upper lines there are the US, [102:01] the lower lines are England. [102:04] And what this is showing is different chronic diseases. [102:07] Up on the graphs is more, disease down is lower. [102:13] And going from low income on the left to high income [102:17] on the right. [102:18] And the punchline of this is that we [102:20] have more chronic disease here than in England [102:22] across all of these. [102:24] And the differences are much greater [102:28] among those with low incomes. [102:29] So much of a difference in risk and chronic disease [102:34] is focused at the low end of the income [102:37] here in the United States. [102:39] All right. [102:39] Just to finish up, I wanted to highlight again [102:42] the amazing junior faculty that I've been working with. [103:18] Lindsay Kobayashi, who's an associate professor [103:22] in the School of Public Health, has [103:24] been doing HRS and HCAP work in South Africa and the European [103:27] Union. [103:28] She co-directs the HCAP international network with me [103:32] now, and has really done amazing work [103:34] on understanding and harmonizing these data across countries. [103:40] Can't go into it now. [103:41] Could be a five-day seminar, but how you measure something [103:45] in one country and change languages and change cultures, [103:48] there's a lot of work that needs to be [103:50] done to understand if those measures are comparable. [103:54] Josh Ehrlich is a ophthalmologist here [103:58] and associate professor in the Med School. [104:00] He's just started a study in Kenya with the HRS. [104:04] He's directing a new center on sensory health and aging [104:07] research to understand how sensory deprivation [104:12] or sensory impairment, I should say, [104:14] affects aging and the brain. [104:46] Emily Briceno, another wonderful colleague, [104:50] is a neuropsychologist who incorporated the HRS/HCAP [104:54] into a study in Corpus Christi that Louis Morganstern has [104:58] been running for a couple of decades now. [105:02] And also in Nepal, and again working [105:05] on understanding how you harmonize these measures. [105:10] David Flood, another great junior colleague [105:14] in the medical school, assistant professor, [105:16] just starting up a study in Guatemala [105:19] and leading both population-based and [105:21] clinic-based studies in Guatemala. [105:26] I'm very happy that these amazing junior folks [105:29] are picking up the baton. [105:31] I think the stakes are high. [105:33] As you know, democracies depend on fact-based debate, [105:37] using reliable data on the population, [105:39] and the impact of government policies. [105:41] When government leaders tell lies and disregard [105:44] scientific evidence when implementing policy, [105:47] I think the work of studies like the HRS [105:49] and institutions like ISR in Michigan [105:51] are take on even greater importance. [105:56] All right. [105:56] So to conclude, I'm going to put my white coat back on [106:00] to give you some hopefully actionable things you [106:05] can do to reduce your risk of dementia. [106:08] This is based on our research with the HRS [106:11] and many other people who are working in this area. [106:45] So first, to reduce your risk of dementia, [106:48] a very reliable intervention is to die young. [106:54] Most of my patients aren't that interested in that advice. [106:59] And this is just that's a joke, of course. [107:02] But just to remind us that dementia [107:04] is important now because we're all [107:07] living much longer than we were 20, 30, 40 years ago. [107:10] The increase in life expectancy is [107:12] why dementia is such an important thing to look at now. [107:17] Choosing educated and wealthy parents [107:19] is also another good thing to do, if you can do it. [107:24] Again, health, not just dementia, [107:26] but all health in the United States [107:28] is very much patterned socioeconomically, [107:31] as HwaJung paper said. [107:33] Now, the actual things-- walk. [107:36] Physical activity is the one thing [107:38] I tell all my patients do that, if you can't do anything else [107:42] as we say, the only silver bullet in medicine. [107:46] It decreases risks for everything, basically. [107:49] So walk. [107:50] I tell people to talk. [107:52] Stay connected to friends and family and organizations. [107:57] Staying connected. [107:58] Again, continuing to exercise your brain [108:00] seems really important, including [108:03] with reading and learning. [108:05] Control your blood pressure and other cardiovascular risks. [108:08] Get enough sleep. [108:10] And again, vision and hearing impairment. [108:12] Get your cataracts fixed. [108:13] Use your hearing aids if you need them. [108:31] So thank you again to the University of Michigan [108:34] for my whole family. [108:51] To all my colleagues in general medicine and the HRS, [108:55] I literally could have stood here [108:56] for 25 minutes talking only about all of the amazing people [108:59] I've worked with. [109:16] I say thanks to everyone who I didn't [109:18] have time to mention, participants in the HRS, [109:21] and again to Regula Herzog and Bob Willis [109:24] for starting me on this path. [109:25] Thanks very much. [109:27] [APPLAUSE] [109:39] MICHAEL SOLOMON: Thank you. [109:40] We have time for questions and a microphone to pass. [109:44] We have one in the front here. [109:46] Thank you. [109:50] AUDIENCE: Yes. [109:51] In your conclusion, one of the things that you seem to have [109:54] missed-- and based on Dr. Neil Bernard-- [109:58] excuse me-- Dean Ornish. [110:00] His study, a recent study with nutrition, [110:03] a whole food plant-based diet. [110:05] KENNETH LANGA: That is a great question. [110:16] What you eat matters a lot. [110:17] Yes so I did leave that out. [110:19] And I should say I would say one of the weaknesses [110:22] or one of the a difficult thing to collect data [110:25] on in populations is diet. [110:27] And that could be one reason why I haven't [110:29] focused on that in the house. [110:31] We've asked about diet a number of times, [110:34] but it's very difficult data to collect. [110:37] So in population studies, we may study that a little bit less. [110:42] But I definitely think it was included a bit [110:46] in the cardiovascular risks. [110:47] But yeah, certainly what you eat, [110:53] sleep, the things that you do every day are [110:56] important for risk. [110:59] MICHAEL SOLOMON: Question here and then right behind. [111:06] AUDIENCE: Ken, great talk. [111:07] Congratulations. [111:09] I am not up to speed on the incidence of dementia. [111:12] So that was very interesting-- those were very interesting data [111:14] showing a decline. [111:19] And I saw 2012, so I'm wondering if we have an update number [111:21] one and number two. [111:22] I'm surprised to have that finding as awareness of dementia [111:26] has increased and diagnostic improvements have been made. [111:30] I think clinicians are more aware of this. [111:31] So we're sort of bucking the trend there, at least [111:34] based on that data. [111:35] So any update there and any thoughts? [111:37] KENNETH LANGA: Yeah, great question. [111:39] Chris, thank you. [111:41] There have been other studies that [111:43] have our group has not actually done [111:45] an additional update to that. [111:47] We looked sort of early on '90s, 1993 to 2000 and 2012 and found [111:54] this decline. [111:57] That decline seems to have continued [111:59] in the United States and other high-income countries [112:02] through 2020. [112:03] There's a hint that it's leveled off [112:05] and might even be going back up. [112:08] Thoughts are kind of big increase in obesity and diabetes [112:12] and that the increased risk there. [112:17] And again, in other countries, similar work is going on. [112:22] And we hope again, this network will [112:25] allow us to understand these trends around the world. [112:28] But again, there's some concerning either flattening off [112:33] or maybe even increase due to other trends in other chronic [112:39] diseases. [112:40] MICHAEL SOLOMON: Great. [112:41] Question there. [112:44] AUDIENCE: I'll start by asking you the end of the question, [112:48] which is thoughts on the blood brain barrier and its role [112:54] in what's happening with Alzheimer's. [112:56] Your talk was, to me mainly epidemiological [113:00] rather than pathophysiologic. [113:03] And I think COVID raised questions of brain fog [113:09] and other things that may have an influence that [113:15] lead toward dementia or decreased cognition. [113:21] And I wondered if there's specific research on blood brain [113:24] barrier. [113:25] You mentioned lead and pollution and other things [113:28] that may get through. [113:30] KENNETH LANGA: Yeah. [113:31] Great question. [113:33] In talks, I have a slide that reemphasizes how important [113:39] blood flow to the brain is. [113:41] Evolution shows us that because the brain is about 5% [113:46] of our body weight, and it gets about 20% [113:48] of the blood that comes out of our heart. [113:50] So that's telling us something about how important [113:53] blood flow is to the brain. [113:54] So I guess a couple of things. [113:57] And I should say I'm not an expert. [113:59] John studies those neurons microscopically. [114:02] I don't. [114:04] but a couple of things to your question. [114:08] One of the things we've learned in population-based studies that [114:12] collect brain autopsy data over the last 30 years [114:16] or so is that almost everyone who has dementia [114:21] has several pathologies going on in their brain. [114:24] Alzheimer's disease is the bed, proteins, amyloid, and tau. [114:29] Most people also have strokes or changes [114:33] that have-- small strokes or changes related to hypertension [114:37] that have affected things like the blood brain barrier, which [114:41] increases the risk for inflammation in the brain [114:43] and increases the likelihood of death of those cells. [114:47] So I think absolutely blood flow in the cardiovascular risk [114:53] is important. [114:55] Jack Iwashyna, who I mentioned, has [114:57] been doing some of this studies on brain fog and long COVID [115:04] and how that might be affecting the brain. [115:06] So trying to learn more about that, [115:08] but don't have great answers for you just yet. [115:12] MICHAEL SOLOMON: Please join me in thanking Professor Langa, [115:15] Distinguished University Professor. [115:17] Thank you. [115:18] [APPLAUSE] [115:23] Thank you. [115:24] KENNETH LANGA: Thanks. [115:27] MICHAEL SOLOMON: This concludes our session. [115:29] There's a reception that will begin immediately. [115:32] And please join me in recognizing our three [115:35] distinguished University professors once again [115:37] for their wonderful lecture. [115:38] [APPLAUSE]