Lessons Learned by a Basic Scientist: How To Succeed in Business of the Policy World without really trying

1. Lessons Learned by a Basic Scientist: How To Succeed in Business (of the Policy World) without really trying

3. One of the stunning new pieces of information is Heckman�s assessment of when investments in human development have the greatest return on competence and coping skills. This chart from his recent paper shows quite clearly that investment in the early years of life before the formal school system, gives the greatest return. We now understand how the social environment gets under the skin to affect health, learning, and behaviour throughout the life cycle. Given this knowledge, and the need for an innovative knowledge based economy it is clear that we have to better integrate the knowledge from the natural sciences and the social sciences if we are to have higher quality populations and a more stable world during this century. One of the stunning new pieces of information is Heckman�s assessment of when investments in human development have the greatest return on competence and coping skills. This chart from his recent paper shows quite clearly that investment in the early years of life before the formal school system, gives the greatest return. We now understand how the social environment gets under the skin to affect health, learning, and behaviour throughout the life cycle. Given this knowledge, and the need for an innovative knowledge based economy it is clear that we have to better integrate the knowledge from the natural sciences and the social sciences if we are to have higher quality populations and a more stable world during this century.

4. The Child Development Challenge: Translating Science for Public Understanding It has been said that �scientists exchange horror stories about the press the way laymen discuss their operation scars.� (Goodell in Gregory and Miller:83). Certainly that common experience was part of what inspired the scientists associated with the National Scientific Council on the Developing Child to think differently and proactively about communications. But they could have simply followed one of the paradigms of science in which the �scientist-popularizer (is allowed to) popularize only when one�s productive research life is over.� (Ibid:82) But this is a story about active scientists who chose a different tack, one that recognized the potential utility of the social and cognitive scientists to describe and define new ways of talking about the science of early child development that invite the public into the discussion. It is true that their commitment to closing the gap between what we know as a society and what we do as a society drove them to the necessity of communicating. Initially, they knew they needed to communicate with legislators, but soon they came to understand that legislators are looking to the public and to the press for their cues on public priorities.It has been said that �scientists exchange horror stories about the press the way laymen discuss their operation scars.� (Goodell in Gregory and Miller:83). Certainly that common experience was part of what inspired the scientists associated with the National Scientific Council on the Developing Child to think differently and proactively about communications. But they could have simply followed one of the paradigms of science in which the �scientist-popularizer (is allowed to) popularize only when one�s productive research life is over.� (Ibid:82) But this is a story about active scientists who chose a different tack, one that recognized the potential utility of the social and cognitive scientists to describe and define new ways of talking about the science of early child development that invite the public into the discussion. It is true that their commitment to closing the gap between what we know as a society and what we do as a society drove them to the necessity of communicating. Initially, they knew they needed to communicate with legislators, but soon they came to understand that legislators are looking to the public and to the press for their cues on public priorities.

5. Perceived Public Support is a Strong Influence on Policymaker Behavior �If we could find a way to deal with 70 percent of people that are not the 15 on the left and not the 15 on the right that believe no matter what the information is, they're ready. If we can find a way to get that other 70 percent informed and activated, that would solve a lot of problems right away because I don't care whether you're a right wing politician or a left wing politician, when you go to your primary election [you listen].� �Objectively, you do the right amount of education, do the right amount of meeting and greeting and everything else. That ain't what it's about. It's about where the political will is and how much passion there is around the issue by a wide enough audience that these guys will say this train is going and I don't want to be off the train.� AZ Legislators The voices of legislators that FrameWorks brought back to the Council reconfirmed the need for science to go public. But that realization alone would not have driven the Council to our doors, to the kind of communications research that the FrameWorks Institute conducts or convinced them �to give social science the right to investigate (scientific) knowledge and how it is formed,� as one scholar has argued (Bloor in Gregory and Miller: 64) The Council could easily have cleaned up its jargon, dumbed down its science, tarted up its slam dazzle powerpoint slides, and thought, as many have before them, that they were doing public communications, enhancing public appreciation for science if not science literacy. After all, the top-down idea of pushing science out to the masses has long been with us. And tips for scientists along the lines of �talk to your brother-in-law and use this experience to craft your message� might easily have trumped scientific reason that otherwise would be horrified at an N of 1 proposition.The voices of legislators that FrameWorks brought back to the Council reconfirmed the need for science to go public. But that realization alone would not have driven the Council to our doors, to the kind of communications research that the FrameWorks Institute conducts or convinced them �to give social science the right to investigate (scientific) knowledge and how it is formed,� as one scholar has argued (Bloor in Gregory and Miller: 64) The Council could easily have cleaned up its jargon, dumbed down its science, tarted up its slam dazzle powerpoint slides, and thought, as many have before them, that they were doing public communications, enhancing public appreciation for science if not science literacy. After all, the top-down idea of pushing science out to the masses has long been with us. And tips for scientists along the lines of �talk to your brother-in-law and use this experience to craft your message� might easily have trumped scientific reason that otherwise would be horrified at an N of 1 proposition.

6. Why doesn�t the Public take responsibility for social problems? People are selfish, small-minded, uncaring Or, it�s a cognitive rather than a moral failure � they don�t understand what their responsibility could be Persuasive communications cannot depend on simply putting information in front of people, because when communications is inadequate, people default to the �pictures in their heads� Communications must change the lens through which they see the information When communications is effective, people can see an issue from a different perspective Importantly, it is not a persuasion model which, as others have pointed out (Robert Logan in Gregory and Miller: 87) does little for the public�s science literacy. Rather, it acknowledges the interactive responsibility of communicator and public to negotiate learning. The communicator needs to do that by understanding the stored experiences and expectations about how the world works that may cloud scientific understanding. The public does so by trying to see an issue from a different perspective. If we are to believe half a century of public opinion polls, the public remains very eager to understand science. When we adopt this perspective, we lose the top-down elitism that characterizes a good deal of science communications. And we regain a sense of our obligation to steer clear of the cognitive traps and hurdles that are likely to accompany any attempt to address abstract scientific and social scientific issues � from global warming to definitions of the poverty standards.Importantly, it is not a persuasion model which, as others have pointed out (Robert Logan in Gregory and Miller: 87) does little for the public�s science literacy. Rather, it acknowledges the interactive responsibility of communicator and public to negotiate learning. The communicator needs to do that by understanding the stored experiences and expectations about how the world works that may cloud scientific understanding. The public does so by trying to see an issue from a different perspective. If we are to believe half a century of public opinion polls, the public remains very eager to understand science. When we adopt this perspective, we lose the top-down elitism that characterizes a good deal of science communications. And we regain a sense of our obligation to steer clear of the cognitive traps and hurdles that are likely to accompany any attempt to address abstract scientific and social scientific issues � from global warming to definitions of the poverty standards.

7. The Questions We Ask How does the public think about a particular social or political issue? What is the public discourse on the issue? How does this dialogue influence and constrain public choices? How can an issue be framed to evoke a different way of thinking, one that illuminates alternative policy choices?

8. Frames Are� �Organizing principles that are socially shared and persistent over time, that work symbolically to meaningfully structure the social world.� Reese, Gandy and Grant, Framing Public Life. NJ: Lawrence Erlbaum, 2001. See also: Goffman, E. 1974. Frame Analysis: An Essay on the Organization of Experience. Cambridge: Harvard University Press. Tannen, D. (ed). 1993. Framing in Discourse. New York: Oxford University Press.

9. �We can define framing as the process of culling a few elements of perceived reality and assembling a narrative that highlights connections among them to promote a particular interpretation. Fully developed frames typically perform four functions: problem definition, causal analysis, moral judgment, and remedy promotion�. (Entman, 1993, 2004)

10. Where We Get Our Cues:Elements of the Frame Values Visuals Messengers Context Numbers Metaphors Simplifying Models Stories Tone �Finding some familiar element causes us to activate the story that is labeled by that familiar element, and we understand the new story as if it were an exemplar of that old element.� �Understanding means finding a story you already know and saying, �Oh yeah, that one.� �Once we have found (the) story, we stop processing.� Roger C. Schank, �Tell Me A Story: Narrative and Intelligence,� Northwestern University Press, 1995.

11. FrameWorks Research Base: Strategic Frame Analysis� Voters 30 focus groups in 15 states 175 cognitive interviews in 9 states 500 �talk back� interviews re: simplifying models Experimental survey with 2,000 registered voters Legislators 6 focus groups in 3 states 40 cognitive interviews in 5 states Business leaders 10 cognitive interviews Experimental survey with 2,000 business owners Media Content analysis of 11,000 local news stories

12. What the Public Sees Regarding Child Development: The Black Box Fate Free will Parents Genes Environment

14. ECD Focus Groups Default Families are Responsible �I think one parent at least in the first five years until they get to school ought to be at home because that sets the tone for the kids.� (Virginia man) �I think they absorb. Through three and five -- I know my son absorbs just everything that came around him. (New Jersey woman) Individuals are Responsible �The parents are so protective now compared to what they were 20, 30, 40 years ago�I did a lot of things on my own. When we played sports, there was no parental involvement. We didn't have to be ferried, driven to a place where we played. We were independent� I think this holds back the development of children.� (Boston man) Safety is the Main Concern �I guess you�re looking for clean and safe facilities, and the right number of staff per children, and you�re looking for activities that help the children grow intellectually rather than make sure they stand in line and be quiet.� (Virginia woman)

15. How the Media Frames Child Issues Predominance of stories on crime and health In health stories, the dominant frame is child safety (e.g., seat belts) Only 13% of stories address systemic issues Only 3% look at development Dominant frame is �the imperiled child� or child as �precious object� UCLA Center for Communications and Community, Content analysis of local news, 11,000 stories, July 2000, 3 affiliates in 6 cities

16. Veterans of Perceptions and Messaging Advocates Kids are very complex Everything counts Children are made for learning Infants become persons at a very early age The brain is not developed at birth Parenting is difficult Parents are teachers Parents are students Trained coaches are needed for parents All parents are good Parents are experts Experts "The ability to inhibit a response one is all set to perform, sometimes called effortful control, has been of special interest to researchers who seek to understand how individual differences in children's tendencies to respond to stressful or exciting events affect the growth of emotion regulation. Effortful control is one component of a larger set of inhibitory competencies, termed�'executive functions', discussed later..."�N2N

17. What Do We Know? People have minimal access to a working model of child development. When considered at all, it is a closed private system. There are strong entrenched frames that get in the way of development: family autonomy, safety, individualism. The reframes currently in use � school readiness, etc. -- are not yielding the desired result. Some reframes � future, prosperity � have potential to move public opinion in right direction and prime school readiness for them.

19. The Core Story Child development is a foundation for community development and economic development, as capable children become the foundation of a prosperous and sustainable society (Prosperity). The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood (Brain Architecture). Brains are built from the bottom up (Skill Begets Skill). Interaction of genes and experience shapes the developing brain and relationships are the active ingredient in this Serve and Return process (Serve and Return).

20. Cognitive, emotional, and social capacities are inextricably intertwined, and learning, behavior and physical and mental health are inter-related over the life course (Can�t Do One). Toxic stress damages the developing brain and leads to problems in learning, behavior, and increased susceptibility to physical and mental illness over time (Toxic Stress). Brain plasticity and the ability to change behavior decrease over time and getting it right early is less costly, to society and individuals, than trying to fix it later (Pay Now).

21. The Reframing Challenge To explain the science in such a way that it�.. Redirects attention away from the default positions�. By identifying values and explanations that make the societal, not individual goals, obvious �� And by creating Simplifying Models that serve to explain how development works�.. And explain the consequences of inaction�.. And can be shown to attach to policy thinking

22. What are Simplifying Models? A kind of metaphorical frame that both captures the essence of a scientific concept, and has a high capacity for spreading through a population. An explanation that reduces a complex problem to a simple, concrete analogy or metaphor contributes to understanding by helping people organize information into a clear picture in their heads, including facts and ideas previously learned but not organized in a coherent way. Once this analogical picture has been formed, it becomes the basis for new reasoning about the topic. See Dorothy Holland & Naomi Quinn, Cultural Models in Language and Thought, Cambridge University Press, 1987. Think Colony Collapse Disorder � the symplifying model of this past summer, as we struggled to understand where the bees had gone. Left to our own devices, we the uninformed public, might simply have hoped they didn�t wander off too far, or even been delighted that they had � without any sense of what was at stake. Or maybe it was only certain bees � see how the logic of common sense takes over on things we don�t know much about? But Colony Collapse Disorder told us that the dwindling of the bees spelled disaster for ecologies and that it was aberrant, not a naturally occurring phenomenon. And it intrigued us and invited us into a discussion of how this virus affects the bees and, with it, the entire natural order. That�s a lot of learning to pack into a small space. A Simplifying Model.Think Colony Collapse Disorder � the symplifying model of this past summer, as we struggled to understand where the bees had gone. Left to our own devices, we the uninformed public, might simply have hoped they didn�t wander off too far, or even been delighted that they had � without any sense of what was at stake. Or maybe it was only certain bees � see how the logic of common sense takes over on things we don�t know much about? But Colony Collapse Disorder told us that the dwindling of the bees spelled disaster for ecologies and that it was aberrant, not a naturally occurring phenomenon. And it intrigued us and invited us into a discussion of how this virus affects the bees and, with it, the entire natural order. That�s a lot of learning to pack into a small space. A Simplifying Model.

23. Analogies in the Science Classroom �the heart is a pump� �the eye is a camera� �the cell is a factory� �the kidney is a waste filter� �photosynthesis is like baking bread� �an electric circuit is like a water conduit� �the brain is a computer� Glynn et al. (1995), Teaching Science With Analogies: A Strategy For Constructing Knowledge, Learning Science in The Schools: Research Reforming Practice

24. Simplifying Model for ECD: Brain Architecture The early years of life matter because early experiences affect the architecture of the maturing brain. As it emerges, the quality of that architecture establishes either a sturdy or a fragile foundation for all of the development and behavior that follows --- and getting things right the first time is easier than trying to fix them later.

25. The first thing to recognize is something that makes sense anyway: our experiences early in life affect how we behave. But now there�s a neuroscience basis for that: when we learn things, the cells in our brain called neurons form new connections. Those connections form the basis for future connections, and so on -- skill begets skill. One of the things you�ll always hear from Tiger Woods is how important his relationship with his father was. Clearly he grew up, not only in an environment that stressed golf, but in an overall stable, supportive and loving environment of relationships, and that supported his healthy brain development. Of course, not all junior golfers become Tiger Woods. It�s the combination of genetics and early experience that provide the foundation for whom we become. And the earliest experiences have a disproportionate influence on our brain architecture, because they occur during critical and sensitive periods of brain development. The first thing to recognize is something that makes sense anyway: our experiences early in life affect how we behave. But now there�s a neuroscience basis for that: when we learn things, the cells in our brain called neurons form new connections. Those connections form the basis for future connections, and so on -- skill begets skill. One of the things you�ll always hear from Tiger Woods is how important his relationship with his father was. Clearly he grew up, not only in an environment that stressed golf, but in an overall stable, supportive and loving environment of relationships, and that supported his healthy brain development. Of course, not all junior golfers become Tiger Woods. It�s the combination of genetics and early experience that provide the foundation for whom we become. And the earliest experiences have a disproportionate influence on our brain architecture, because they occur during critical and sensitive periods of brain development.

26. We know that early experience influences brain architecture and function for a lifetime. Our ability to detect different frequency sounds, which is essential for language development, occurs gradually over time. In the rat, at postnatal day 16, mostly higher frequency sounds are detected in the neocortex, the region of the brain that processes complex information. By postnatal day 50, which is like a teenage rat�in the middle, with normal hearing experience�all frequencies are represented and the region of the cortex is finely tuned. Exposing the animals for a few weeks of mostly one frequency tone (right panel) results in an auditory map that never matures, and in fact, the animals have the high frequency over-represented. They will be unable to decipher lower frequency sounds for the rest of their life, because the early experience of hearing that one tone was sufficient to tune the architecture and connections forever.We know that early experience influences brain architecture and function for a lifetime. Our ability to detect different frequency sounds, which is essential for language development, occurs gradually over time. In the rat, at postnatal day 16, mostly higher frequency sounds are detected in the neocortex, the region of the brain that processes complex information. By postnatal day 50, which is like a teenage rat�in the middle, with normal hearing experience�all frequencies are represented and the region of the cortex is finely tuned. Exposing the animals for a few weeks of mostly one frequency tone (right panel) results in an auditory map that never matures, and in fact, the animals have the high frequency over-represented. They will be unable to decipher lower frequency sounds for the rest of their life, because the early experience of hearing that one tone was sufficient to tune the architecture and connections forever.

27. Just like atypical sensory experience in the previous example, toxins can interfere with the physiology of developing neurons, that will disrupt brain architecture. Here, PCBs given to young rats for a restricted period of time is sufficient to fragment the auditory map. You can see that certain frequencies (shown by the heat map) are not even represented in the cortex, and even the sheer volume of the cortex dedicated to processing auditory information in altered permanently. Just like atypical sensory experience in the previous example, toxins can interfere with the physiology of developing neurons, that will disrupt brain architecture. Here, PCBs given to young rats for a restricted period of time is sufficient to fragment the auditory map. You can see that certain frequencies (shown by the heat map) are not even represented in the cortex, and even the sheer volume of the cortex dedicated to processing auditory information in altered permanently.

28. Brain Architecture Model TestingRecruitment and Sample 400 subjects passers-by in public settings (roughly 80) ads placed in local web sites (roughly 120) graduate and undergraduate students (roughly 100) help from local business leaders (Texas Program for Society and Health, James Baker Institute, Rice University) (roughly 100) broad diversity in terms of gender, ethnicity, age, and educational background; parents and nonparents

29. Comparative Frame Effects Q: How does growing up in poverty affect a child�s school readiness? A: I would say in a lot of cases, I wouldn�t say in all cases, growing up in poverty would hinder them, but I guess in some cases it would hinder them, sort of being ready to get to school as knowing, I guess maybe kids who are not in poverty growing up do you have an advantage, as far as they probably know a little more when they do start school than children who are raised in poverty. Q: How does growing up in poverty affect brain architecture? A: I believe because you�re stressed a lot because you have a lot of stress; usually parents that do not make a lot of money are usually under a lot of stress, so that makes the child be under stress as well, also that would affect I guess the growth of the brain.

30. Interaction as Serve and Return Experts are learning more and more about how interactions with other people affect the development of babies� brains. It turns out that healthy development of brain architecture depends a lot on a kind of interaction experts call Serve and Return, based on an analogy from games like tennis and volleyball. Serve and Return happens when young children instinctively reach out for interaction, through babbling, facial expressions, words, gestures, cries, etc. and adults respond by getting in sync and doing the same kind of babbling, gesturing, and so forth. Another important aspect of Serve and Return is that it works best with adults who are familiar to the child, like familiar partners. Young children need many of these interactions per day, since they are so critical development, and have effects on everything from the chemicals in the brain to physical structures and connections there.

31. Meaney and colleagues have done a remarkable set of studies in which they show that rats born of mothers who are highly attentive, which in the rat world means licking and grooming, as adults show normal stress responses that are shut down normally over about 30-45 minutes. In animals born of mothers who are low attentive, the animals develop normally (weight, motor abilities, etc), but they do show major differences in their stress responses. These animals produce more cort, and the stress response extends for well over 1 hr, which can be damaging to brain architecture over time. Remarkably, if the scientists cross-fostered the pups, with those born of low �care� moms being raised by high �care� moms, the animals show a stress response that is not related to their biological mother, but rather their foster mother. This is a powerful example of how environment and experience can actually influence stress responsiveness for a lifetime. And now we know why this is happening -- why these changes are permanent. It�s called �epigenetics�. Meaney and colleagues have done a remarkable set of studies in which they show that rats born of mothers who are highly attentive, which in the rat world means licking and grooming, as adults show normal stress responses that are shut down normally over about 30-45 minutes. In animals born of mothers who are low attentive, the animals develop normally (weight, motor abilities, etc), but they do show major differences in their stress responses. These animals produce more cort, and the stress response extends for well over 1 hr, which can be damaging to brain architecture over time. Remarkably, if the scientists cross-fostered the pups, with those born of low �care� moms being raised by high �care� moms, the animals show a stress response that is not related to their biological mother, but rather their foster mother. This is a powerful example of how environment and experience can actually influence stress responsiveness for a lifetime. And now we know why this is happening -- why these changes are permanent. It�s called �epigenetics�.

32. Early Childhood Stress Influences Developmental Outcomes Important to development & in the context of stable and supportive relationships Potentially disruptive, but buffered by supportive relationships & safe environments Disrupts brain architecture, increases the risk of stress-related physical and mental illness

33. Pollak and colleagues examined how young children who experienced harsh physical abuse perceived the world around them. We all become expert early in detecting emotions in faces, which allows to respond in social situations, like school or out community, in an appropriate way. Pollak used morphed facial expressions and showed that non-abused children are able to distinguish emotions normally, transitioning about half-way across the series of faces. That is shown by the green arrow. Abused children can do this with emotions that do not involve anger. However, when the emotion morphs from anger to another emotion, the children routinely are mistaken in reading anger into faces that are either neutral or reflect another emotion. That is shown by the red arrow. Imagine how these children view the world of adult and child faces around them. Therefore it�s no mystery why victims of physical abuse in early childhood show increased perception of anger and inability to stop paying attention to �angry� cues. But toxic stress is not only about abuse � severe neglect is just as powerful and disrupts development in other ways. Victims of severe neglect show a decreased ability to perceive emotional states and decreased ability to discriminate specific emotions. Pollak and colleagues examined how young children who experienced harsh physical abuse perceived the world around them. We all become expert early in detecting emotions in faces, which allows to respond in social situations, like school or out community, in an appropriate way. Pollak used morphed facial expressions and showed that non-abused children are able to distinguish emotions normally, transitioning about half-way across the series of faces. That is shown by the green arrow. Abused children can do this with emotions that do not involve anger. However, when the emotion morphs from anger to another emotion, the children routinely are mistaken in reading anger into faces that are either neutral or reflect another emotion. That is shown by the red arrow. Imagine how these children view the world of adult and child faces around them. Therefore it�s no mystery why victims of physical abuse in early childhood show increased perception of anger and inability to stop paying attention to �angry� cues. But toxic stress is not only about abuse � severe neglect is just as powerful and disrupts development in other ways. Victims of severe neglect show a decreased ability to perceive emotional states and decreased ability to discriminate specific emotions.

34. Brain activity can be measured, using EEGs, in terms of electrical impulses. The more electrical power, the more brain activity. Here we see the wave-form data of an EEG translated into a color spectrum representation -- in these images, the more color, the more electrical activity in the brain. The three vertical columns represent brain activity in three different spectrums, roughly representing three different kinds of brain activity. In all three kinds of activity, you can see quite clearly that the images of children who have been institutionalized in a bleak Romanian orphanage have fewer and less bright colors as compared to children who were never institutionalized -- meaning they have less brain activity under similar circumstances. If you look at these circled areas, the differences become even more clear. Put simply, chronic neglect of very young children diminishes their brain power. If healthy brain architecture is the equivalent of a 100 watt bulb, by seriously neglecting children in their earliest years, we give them a 40 watt bulb.Brain activity can be measured, using EEGs, in terms of electrical impulses. The more electrical power, the more brain activity. Here we see the wave-form data of an EEG translated into a color spectrum representation -- in these images, the more color, the more electrical activity in the brain. The three vertical columns represent brain activity in three different spectrums, roughly representing three different kinds of brain activity. In all three kinds of activity, you can see quite clearly that the images of children who have been institutionalized in a bleak Romanian orphanage have fewer and less bright colors as compared to children who were never institutionalized -- meaning they have less brain activity under similar circumstances. If you look at these circled areas, the differences become even more clear. Put simply, chronic neglect of very young children diminishes their brain power. If healthy brain architecture is the equivalent of a 100 watt bulb, by seriously neglecting children in their earliest years, we give them a 40 watt bulb.

35. Brain architecture is created by the formation of connections between neurons as a result of interactions with one�s environment, and then the pruning of connections that aren�t used. Neural connections in different areas of the brain are responsible for different kinds of activities. For example, the prefrontal cortex and hippocampus house activities related to memory and decision-making (executive function). As you can see from these depictions of neurons, brains subjected to chronic stress have underdeveloped connections in the areas of the brain most critical for success in school, work, and behavior. In contrast, the Amygdala is the area of the brain that governs our �fear response�. As you can see, in brains subjected to chronic stress, neurons have OVERdeveloped connections in this area -- which can result in exaggerated assessment of and response to fearful situations. Brain architecture is created by the formation of connections between neurons as a result of interactions with one�s environment, and then the pruning of connections that aren�t used. Neural connections in different areas of the brain are responsible for different kinds of activities. For example, the prefrontal cortex and hippocampus house activities related to memory and decision-making (executive function). As you can see from these depictions of neurons, brains subjected to chronic stress have underdeveloped connections in the areas of the brain most critical for success in school, work, and behavior. In contrast, the Amygdala is the area of the brain that governs our �fear response�. As you can see, in brains subjected to chronic stress, neurons have OVERdeveloped connections in this area -- which can result in exaggerated assessment of and response to fearful situations.

36. Effects on Salience �I think what really gets me from the study is that it could actually have a chemical or biological or some sort of impact on the child�s brain. � Behavior is one thing, and attitude and personality is one thing, but if it can really negatively impact � the chemistry and the makeup of the brain � you can damage that that early � that�s really serious. That�s more than just having a bad personality, that�s really screwing up a kid.� Talk Back Informant

37. What Have We Built? Potential Advantages Unifies scientists� messages Makes science understandable to public Easily remembered, and repeated Can teach about ECD without distorting Questions Remaining What must you include? But does it elevate policy thinking and preferences? Are all models equal? Does it overcome resistance to investment?

38. The Core Story Framing Experiment Prosperity Pay Now Can�t Do One Skill Begets Skill Evaluation Science Brain Architecture Effectiveness Factors 1100/4000 subjects, June 2007

39. Effects of Core Story Frame Effects from Experimental Survey June 2007: Exposure to any part of the core story enhances policy support Can�t Do One has the greatest effect Prosperity/Pay Now has next greatest effect Men and people who placed a low priority on child well-being were most affected Models are most powerful when aligned with principles, not asymmetric Conventional wisdom about frame effects should be questioned: business leaders responded more robustly to a developmental frame than a �just the facts� frame

40. Putting It All Together�. If our society is to prosper in the future, we will need to make sure that all children have the opportunity to develop intellectually, socially and If emotionally. VALUE But science tells us that many children�s futures are undermined when stress damages the early brain architecture. That stress may result from family tensions over a lost job or death in the family. That stress makes babies� brains release a chemical that stunts cell growth. SCIENCE When communities make family mental health services available so that early interventions can take place, they put in place a preventive system that catches children before they fall. SOLUTION

41. And in the end, the reduction of early inequalities among children can be seen as BOTH a moral imperative and a wise social and economic investment. The report upon which this presentation was based, A Science-Based Framework for Early Childhood Policy, was co-authored by the National Scientific Council on the Developing Child and the National Forum on Early Childhood Program Evaluation. Both initiatives are housed at the Center on the Developing Child. The report is available for download at the �developingchild.net� URL shown in red here. And in the end, the reduction of early inequalities among children can be seen as BOTH a moral imperative and a wise social and economic investment. The report upon which this presentation was based, A Science-Based Framework for Early Childhood Policy, was co-authored by the National Scientific Council on the Developing Child and the National Forum on Early Childhood Program Evaluation. Both initiatives are housed at the Center on the Developing Child. The report is available for download at the �developingchild.net� URL shown in red here.

42. www.frameworksinstitute.org (c) FrameWorks Institute 2008 This presentation was developed for individual use and cannot berepresented, adapted or distributed without the express written permission of the FrameWorks Institute.All images in this presentation are licensed for the purpose of this presentation only and may not be reproduced elsewhere.

43. Legislative successes�.it�s personal!