Why Most People Never Reach Their Potential - Adam Grant

Are People Just Born With Natural Talent? (0s)

• Differences in natural ability are often the result of differences in opportunity and motivation, as seen in the history of great talents who were not always naturals, but rather developed their skills over time (2s).
• Research by Benjamin Bloom found that world-class athletes, musicians, scientists, and artists were not innately brilliant from day one, but rather developed their skills through passion, early opportunities, and practice (50s).
• Early teachers and coaches often had no idea how great these individuals would become, and it was their passion and enthusiasm that stood out, not their natural ability (1m9s).
• Motivation often comes from an early teacher or coach who makes learning fun, which is not common for many people, and can be self-reinforcing as skills and mastery are built up (1m49s).
• Turning an activity into a task that needs to be ticked off can make it feel like drudgery, and motivation can be sparked and stimulated from the outside, rather than just coming from within (2m31s).
• A great coach or teacher can help individuals find their own motivation, and motivation is malleable, which is both bad news and good news, as it can be out of one's control, but also sparked from the outside (3m21s).
• Personal experiences, such as loving sports, can also play a role in motivation, and finding the right opportunity can help stimulate motivation (3m35s).
• A person was unable to make their ninth-grade sports team and was encouraged by their mom to try springboard diving at a local pool, where they met a lifeguard who was an All-State diver and became their inspiration (4m0s).
• The person did not have a natural talent for diving, was nicknamed "Frankenstein" by their first coach due to their stiffness, and lacked the flexibility, explosive power, and grace required for the sport (4m18s).
• Despite their limitations, their coach, Eric, believed in their potential and told them that with dedication, they could become an All-State diver by the time they graduated from high school (5m5s).
• Eric's encouragement and constructive feedback motivated the person to improve, and they would discuss ways to increase their scores, which fueled their excitement to learn and get better (5m30s).
• The person's hard work paid off, and they made the state finals in their junior year, became a two-time Junior Olympic National qualifier, and made the All-American list, eventually being recruited to dive at the Division One level (5m53s).
• The person credits Eric's belief in their potential as the driving force behind their success, highlighting the importance of having someone who believes in you and your abilities (6m8s).

How to Know What Your Potential is (6m25s)

• The concept of fulfilling one's potential is arbitrary, as it's difficult to determine what someone's potential is, and everyone ultimately fulfills their potential in some way (6m25s).
• People often experience pressure or regret about not living up to their potential, but they forget that potential is not fixed and can change based on skill, motivation, and opportunities (7m7s).
• Everyone has hidden potential, which is a capacity for growth that might be invisible to themselves and others, and recognizing this potential is key to realizing it (7m32s).
• It's essential to have coaches or mentors who see one's hidden potential and help them become a better version of themselves, rather than just having critics or cheerleaders (7m57s).
• The question should be less about whether one is living up to their potential and more about what their hidden potential is and how to realize it (8m5s).
• People tend to respond differently to compliments and criticisms, with some being more affected by criticism and others by praise (8m10s).
• Being a "criticism hyper-responder" can cause one to take more heed from people who don't have their best interests at heart, which is a poor strategy (8m18s).
• On the other hand, taking too much heed from compliments can prevent one from having an accurate assessment of their competence level and working on areas that need improvement (8m51s).
• Research by Erika Fishbach found that novices are more motivated by praise, while experts are more interested in criticism to improve their craft (9m35s).
• It's essential to filter out critics who don't have one's best interests at heart or credible knowledge about the domain or the individual (10m22s).
• A good critic should have credible knowledge about the domain and the individual, and be able to provide constructive feedback (10m37s).

What We Get Wrong About Meaning (10m50s)

• Meaning is ultimately about mattering, knowing that you're valued by others and have value to add to others, which is often abstract and not well understood by people, leading to a crisis of meaning in their work or lives (11m14s).
• A study on fundraising callers at the University of Michigan found that a simple five-minute interaction with a scholarship student who benefited from their work increased the callers' weekly phone time by 142% and weekly revenue by 171% (12m22s).
• The interaction changed the callers' perception of their job from harassing people to enabling students to go to school, illustrating how understanding the impact of one's work can create meaning (12m59s).
• To find meaning in one's work, it's essential to ask who would be worse off if the job didn't exist, and the people who come to mind are the ones who make the work matter (13m17s).
• This approach can be applied to any role, including being a parent, community member, family member, or friend, by asking who would be worse off if one weren't playing that role (13m30s).
• The use of dashboards, analytics, and quantified KPIs may lead to missing the motivating factor of meaning, as people may lose sight of why they're doing their work (13m47s).
• Bringing in multiple examples or statistics can also lead to losing sight of the human impact, as people become just numbers rather than stories (14m6s).
• Reading and connecting with people's heartfelt messages can be more impactful and motivating than just focusing on numbers and statistics, as it allows for a deeper sense of connection and meaning (14m32s).
• Research suggests that practicing random acts of kindness and gratitude lists on a weekly basis can be more effective than doing so daily, as it allows for a greater accumulation of meaningful experiences and a sense of accomplishment (15m13s).
• Practicing random acts of kindness and gratitude lists daily can become mundane and routine, making it harder to find meaningful examples that have a significant impact (15m26s).
• Accumulating experiences over a week can make the practice of gratitude and kindness more worthwhile and allow for a greater sense of marking the moment (15m49s).
• Designating a specific day for generosity, such as helping five people on a Thursday, can make the act feel more significant and impactful (15m59s).
• Dealing with uncertainty is a crucial aspect of becoming better in any form, and it requires the ability to grapple with the unknown outcome and the open loop that comes with it (16m15s).
• One effective way to deal with uncertainty is to get in touch with your past self and reflect on past experiences and progress (16m44s).
• Reflecting on past experiences can help provide perspective and motivation when dealing with uncertainty and the fear of not knowing the outcome (16m52s).

Becoming Better at Dealing With Uncertainty (17m10s)

• To manage uncertainty, it's essential to acknowledge and appreciate progress made over time, rather than taking it for granted, as seen in the example of publishing a book being a milestone that should be savored (17m10s).
• One way to gauge progress is to engage in mental time travel, thinking back to a younger version of oneself and considering whether that version would be proud of the current progress made (17m50s).
• If a younger version of oneself would be proud of the current progress, it's a sign of growth, and if not, it might be time to change courses (18m26s).
• Many people would have loved to have had their current self as a role model when they were younger, but often fail to recognize this (18m40s).
• Being a great role model for one's younger self is a sign of achieving something worth doing, developing a set of values, and demonstrating character (19m0s).
• In uncertain situations, it's hard to know whether one is moving in the right direction, and frustration can arise from not having a clear map (19m21s).
• Instead of a map, having a compass that guides directionally correct decisions towards one's values and goals is more realistic in a dynamic and uncertain world (19m53s).
• A compass helps determine whether a next step is taking one closer to or further from their values and goals (20m0s).
• There is a line between comfort with uncertainty and comfort with the idea of failing, taking risks, and being more daring (20m20s).
• The fear of failure can prevent people from growing, causing them to stick to what they're already good at and become increasingly perfectionistic (20m30s).
• One way to navigate this fear is to set a goal of having a certain number of failures per year, embracing trial and error, and stepping out of one's comfort zone (21m2s).

The Fear of Failure (21m22s)

• Setting high expectations and aiming for multiple projects to fail can help individuals push themselves and view failures as a necessary step towards success, rather than being discouraged by them (21m27s).
• Expecting failures can make it easier to stomach them, and not failing regularly may indicate that an individual is not taking enough risks (21m54s).
• Research by Dan Gilbert and his colleagues shows that people tend to overestimate how much failure will hurt and how long the negative feelings will last, a concept known as "affective forecasting" (22m56s).
• A study on professors going up for tenure found that while they predicted it would take five years to recover from a failed tenure bid, most people had bounced back within six months (23m56s).
• Research on resilience by George Bano and his colleagues found that the default response to adversity is not PTSD or chronic stress, but rather resilience, as people have a psychological immune system that helps them make sense of and move forward from setbacks (24m7s).
• The psychological immune system generates "antibodies" to help individuals cope with failures and setbacks, and while these experiences can still be painful, they are often less debilitating than anticipated (24m26s).
• The equation "tragedy plus time equals comedy" suggests that with time, individuals can find humor and perspective in their past failures and setbacks (24m46s).
• Ruminating on potential failures in advance can cause more distress than the actual experience of failure, highlighting the importance of managing one's expectations and mindset (24m59s).
• People often optimize for a short-term peak experience that isn't as high or long-lasting as they think, and afterwards, they may ruminate on it, but with time, they can laugh about it (25m5s).
• The attitude that helps most with intense stress is not mindfulness, but hope in hard times, as anticipating a brighter future brings strength and resilience (25m28s).
• Humans are bad at mental time travel, and thinking about the future self can provide perspective, helping to realize that past failures or current stressors may not be as significant in the long run (26m1s).
• Reflecting on past failures can show that they no longer cause significant distress, and this distance can provide perspective, allowing individuals to move forward (26m39s).
• Unpleasant emotions can be teachable moments, and pain can serve as a tutorial for managing pressure and avoiding bigger mistakes in the future (27m12s).
• Sometimes, past failures or setbacks can be the catalyst for positive change and growth, serving as an inflection point in life (27m41s).
• Learning from failure is often more effective than learning from success, as failure can provide valuable lessons and insights, as seen in a study of the orbital launch industry (28m13s).
• A study by Madson and Desai found that organizations in the orbital launch industry often make significant progress after experiencing a major failure, as it prompts them to re-evaluate and improve (28m21s).
• Small failures can be explained away, but big failures often prompt significant changes and improvements, leading to greater success in the long run (28m39s).
• A big failure can force one to stop and do a postmortem to identify what went wrong and how to prevent it in the future, but doing a premortem can also be beneficial in anticipating potential failures and preventing them from happening (28m48s).
• A premortem involves assuming a decision or choice will be an unmitigated disaster and identifying the most likely causes of that failure, allowing for better anticipation and prevention of potential problems (29m5s).
• This concept is related to the idea of pre-traumatic growth, where one anticipates potential failures and prepares for the lessons that can be learned from them, rather than waiting for a traumatic event to occur (29m58s).
• The danger of premortem is that it can lead to rumination, or dwelling on potential problems without using them as an opportunity for growth or prevention (30m11s).
• Worrying can be seen as attempted problem-solving, but it's essential to make a distinction between reflection and rumination, with reflection involving new thoughts and rumination involving recycling old ones (30m40s).
• One way to avoid rumination is to set a "worry time window" where one dedicates a specific time to worrying and writes down any worries that come up outside of that time, allowing for a clear mental deck and focused attention (31m43s).
• Gary Klein has studied the concept of premortem, and psychologists have also studied the idea of post-traumatic growth and the benefits of reflection over rumination (29m6s).
• To reach one's potential, it's essential to focus energy on the things that matter, and then figure out how to use worry time productively by possibly seeking help from a good problem solver or someone who can help manage emotions (32m17s).
• Vulnerability plays a significant role in personal growth, as being secure enough in one's strengths allows for the acknowledgment of weaknesses, making it easier to ask for and receive feedback (32m40s).
• People often struggle to provide honest feedback due to fear of hurting others' feelings or damaging relationships, which can deprive individuals of opportunities to learn and improve (33m9s).
• Research with Constantinos Ceras has shown that one effective way to get people to open up and provide candid feedback is to criticize oneself out loud, sharing areas that need improvement (33m8s).
• By acknowledging and sharing one's shortcomings, individuals can demonstrate self-awareness, humility, and integrity, creating a safe environment for others to provide constructive feedback (34m17s).
• When individuals discuss their own weaknesses and opportunities for improvement, they prove that they can handle the truth, giving others the psychological safety to share necessary feedback (34m27s).

Why Vulnerability Is Important (34m40s)

• Admitting one's shortcomings can be perceived as a sign of confidence and security in one's abilities, rather than a sign of incompetence (34m43s).
• People often think that shortening words or messages saves time, but it can actually convey a lack of care or effort, similar to how admitting shortcomings can be misinterpreted (34m57s).
• Being open about one's weaknesses can make others feel more comfortable and build trust, as it shows acceptance and comfort in one's strengths (35m14s).
• Regularly seeking feedback and criticism can help build resilience and improve performance, as it allows individuals to learn from their mistakes and grow (35m36s).
• Having infrequent performance reviews or feedback can make it difficult for individuals to handle criticism and improve, as they are not regularly exposed to constructive feedback (35m42s).
• In diving, receiving scores on every practice dive helps build thick skin and resilience, as individuals become accustomed to receiving feedback and criticism (36m4s).
• Adopting the habit of seeking feedback after public speaking engagements, such as asking for a score from 0 to 10, can help individuals improve their performance and build resilience (36m30s).
• People often fear being scored or evaluated, but receiving regular feedback can make it feel more natural and help individuals grow and improve (37m3s).
• Asking for specific feedback, such as what to cut from a presentation, can provide valuable insights and help individuals improve their performance (37m54s).
• When trying to improve or change, people often add more tasks or things to do, forgetting that their plates are already full, and a more effective approach is to cut away what's not working, a concept known as "addition bias" or "addiction to adding things" (38m15s).
• This approach of subtracting what's not working creates room for the valuable things to be polished and improved (38m59s).
• Emotions play a significant role in people's daily lives, and strategies to compensate for or manage emotions often involve a degree of rationality, but people need to find a balance between respecting and objectively managing their emotions (39m18s).
• Pessimism is not an effective strategy for protecting emotions, and people often become cynical or try to insulate themselves from feeling the pain of failure by not trying in the first place (39m34s).
• To manage emotions effectively, people need to acknowledge and respect their emotions while maintaining objectivity, and a helpful approach is to identify a specific emotion or situation that triggers struggles with emotional management, such as worry or fear (39m58s).
• By acknowledging and understanding the root of their fears, people can begin to address and manage them more effectively, and in the case of an upcoming project, identifying specific fears such as looking silly, not performing well, or damaging credibility can help individuals prepare and develop strategies to mitigate these risks (40m25s).
• Understanding the motivations behind taking on a challenging task, such as excitement and thrill, can also help individuals prepare and manage their emotions more effectively (40m54s).

Respecting & Managing Your Emotions (40m56s)

• When reflecting on past experiences, it's essential to acknowledge that fears rarely come true, and when they do, it's often due to a lack of preparation or unforeseen factors (41m11s).
• To regulate emotions, one can focus on the potential positive outcomes of a situation, rather than just the negative, and remind themselves why they committed to it in the first place (42m5s).
• Anxiety can be a sign that one cares about something beyond their control, and by focusing on what can be controlled, such as preparation, it's possible to harness that anxiety as motivation (42m29s).
• Being a defensive pessimist, someone who worries about the worst-case scenario and prepares for it, can be beneficial in driving preparation and avoiding complacency (42m44s).
• Taking psychological distance and looking at past experiences can help build confidence by recognizing a low base rate of failure and acknowledging one's capabilities (43m15s).
• People's motivations can change over time, and while the fear of failure may drive preparation initially, it may eventually be replaced by a desire to prove oneself and develop habits and routines (43m43s).
• As people progress in their journey, they may require more criticism than compliments to continue growing and improving (43m55s).
• Ultimately, what drives individuals can shift from fear and anxiety to a desire to improve and master their craft, leading to a change in motivation and behavior (44m34s).
• Living up to one's own standards and not falling short of other people's expectations is a reasonable way to look at personal growth and potential (44m42s).
• One strategy for managing the fear of failure is to allocate 20% of one's performance or work to new, untested material, allowing for experimentation and learning (45m1s).
• This approach involves accepting that not everything will go right and embracing a degree of unpredictability and risk (45m54s).
• Research suggests that people feel worse when their negative expectations are confirmed than when their positive expectations bring disappointment (46m35s).
• A recipe for happiness is planning for the worst while continuing to hope for the best (46m43s).
• Happiness can be defined as reality minus expectations, highlighting the importance of managing expectations to achieve satisfaction (46m55s).
• To resolve the paradox of aiming high for success while tempering expectations for satisfaction, it's helpful to have two targets: an extremely high aspiration and a minimum acceptable outcome (47m35s).
• Having these two targets creates a range within which one can feel happy and fulfilled, allowing for growth and excellence (47m56s).
• Blogger Tim Urban's equation, "happiness is reality minus expectations," is supported by research in psychology and emphasizes the importance of managing expectations (47m0s).
• Many people who achieve success often end up feeling miserable, indicating that success does not necessarily guarantee happiness (48m19s).
• There is a perception in some areas that being happy is unsophisticated, and that negativity is more refined as it allows people to see the true nature of the world (48m36s).
• People tend to use negativity as a protective strategy to avoid appearing naive, as they dislike being perceived as naive (48m54s).
• There is a long history of evidence suggesting that people believe being brilliant but cruel is possible, and that being a critic makes someone smarter than those who are uncritical, creating the "cynical genius illusion" (49m2s).
• Jamal Zaki's work has explored this concept, highlighting the idea that people often mistakenly associate criticism with intelligence (49m20s).

Adam’s Recipe for Happiness (49m20s)

• Independent qualities such as analysis and assessment should be separated, as a person can provide a thoughtful analysis but also a lazy critique, and the quality of analysis should not be judged solely on whether the assessment is positive or negative (49m20s).
• Criticizing is easy, but creating is hard, and the real test of intelligence is not whether someone can tear down someone else's ideas, but whether they can build an idea of their own (50m31s).
• People who criticize others often do not have their best interests at heart, and it's essential to consider the motivations behind the criticism to determine whether it's valuable or not (51m20s).
• Feedback is not always a gift, and it's crucial to consider the source and their intentions before deciding whether to accept or reject it (51m43s).
• Pre-committing to seeking input from people whose opinions are important can help buffer against criticism and provide valuable feedback (52m5s).
• Misery and negativity can be self-perpetuating, while joy and generosity can promote an attitude of abundance and kindness, and people who expect the worst in others often elicit the worst in them (52m37s).
• Jamal Zaki's work highlights the importance of separating analysis from assessment and considering the motivations behind criticism (49m20s).
• The concept of "man in the arena" suggests that it's easy to criticize from the sidelines, but it's more challenging to create and take risks (51m7s).
• People who are generous and expect the best in others often create a positive feedback loop, while those who expect the worst can create a negative one (53m6s).
• Having a cynical view of others can lead to distrust and cause people to be less willing to share their knowledge and networks, whereas assuming most people are willing to help can bring out a more collaborative version of others (53m16s).
• The most important skill in becoming smarter is trying to be less dumb by avoiding destructive behaviors rather than focusing solely on achieving success (53m51s).
• The "bias blind spot" or "I'm not biased" bias is a significant obstacle to personal growth, where individuals believe they are neutral and objective, but are actually blind to their own cognitive limitations (54m20s).
• Research shows that the higher a person scores in intelligence, the more likely they are to fall victim to the "I'm not biased" bias, due to a lifetime of positive reinforcement and overconfidence (54m58s).
• This overconfidence can lead to ignorance of one's own ignorance and make intelligent people more susceptible to the Dunning-Krueger effect, where they overestimate their knowledge and skills in areas they are not experts in (55m27s).
• The hallmark of expertise is not how much a person knows, but rather how well they can synthesize information (56m0s).
• The abundance of information available today can be overwhelming, and it's essential to recognize that there was a brief period in 2010 when the optimal amount of information was available to humans, but this scarcity was short-lived (56m11s).

Become Smart By Avoiding Being Dumb (56m36s)

• The concept of "information foraging" is discussed, where humans, like squirrels, are constantly on the lookout for new information, but in today's world, it's more about being discerning and filtering out what's not needed (56m37s).
• In the past, humans were information scavengers, but now it's about being selective and taking only what's necessary, as permanent distraction can occur if one takes in too much information (57m50s).
• The ability to set boundaries on what we consume and raise our attentional filters to block out redundant, overwhelming, or poor-quality information is a vital skill (58m24s).
• Filtering out information is sometimes more important than taking it in, and having a finely tuned filter to know what to ignore and what to avoid is crucial (58m46s).
• Research on "critical ignoring" highlights the importance of discernment in knowing what to immediately not pay attention to or discount (59m8s).
• The skill of "symphony," or the ability to take different pieces of information and arrange them into a harmonious whole, is now highly valued (59m41s).
• This skill allows individuals to cut through noise, zoom in on what's important, and connect the dots (1h0m3s).
• Authors like Dan Pink have written about the importance of right-brain skills, such as symphony, in a world where information is abundant (59m25s).
• The concept of "absorptive capacity" refers to a person or organization's ability to take in new information, and it's essential to have a well-tuned filter to avoid drowning in information (58m48s).
• The world has shifted from rewarding "dot collectors" who gather information to "dot connectors" who can spot patterns and anticipate problems by synthesizing information, making it essential to connect dots and solve complex problems (1h0m12s).
• The abundance of information, food, and other resources has led to distractions, frustration, and struggles with attention, as humans are not adaptively built for this environment and lack cultural tools to cope (1h1m16s).
• Contrary to popular belief, research suggests that people's ability to pay attention has not decreased, but rather their motivation to focus is in short supply due to numerous distractions (1h2m1s).
• When individuals find something that grabs their attention or piques their interest, their capacity to hold it has not diminished, and they can still focus for extended periods (1h2m43s).
• Some people believe that success must be earned through self-inflicted pain and suffering, but this idea is considered a lie, and it's essential to reevaluate this mindset (1h2m57s).
• Common struggles people face include feeling uncertain about their path, lacking motivation due to unsupportive surroundings, and feeling lonely and disconnected from others who share similar interests (1h3m27s).
• Many people struggle with feeling like they have not done enough, regardless of their accomplishments, and this struggle is especially pronounced in knowledge work where tasks seem never-ending (1h3m59s).
• A key issue is the difficulty in determining when one has done enough, as there is often no clear endpoint or measure of success (1h4m26s).
• This struggle can be characterized by an analogy where individuals constantly strive for more, never feeling satisfied with their current achievements (1h4m45s).
• For example, students who attend prestigious universities like Wharton may feel pressure to live up to the expectations that come with having an Ivy League degree (1h4m56s).
• This pressure can lead to a never-ending pursuit of more prestigious jobs, titles, and accomplishments, with individuals feeling like they have failed if they do not meet these expectations (1h5m26s).
• The pursuit of success can become a cycle of constantly striving for more, with individuals never feeling like they have truly made it or achieved enough (1h5m34s).

Enjoying Satisfaction From Successes (1h5m37s)

• Many people struggle to reach their potential due to their pursuit of external validation and the constant desire to achieve more, often measured by "badges of honor" or "merit badges" on their resume, and it's essential to determine how many of these achievements are needed before feeling satisfied and deciding that it's no longer worth the effort (1h5m40s).
• A conversation with author Michael Lewis revealed that people who achieve extraordinary success often lack humility, but those who remain grounded tend to have friends from their childhood, which helps keep them human and aware of when they're pushing themselves too hard (1h6m17s).
• Having friends from a young age can provide a sense of perspective and help individuals realize that their worth isn't defined by their achievements, as these friends value them for their character rather than their success (1h6m50s).
• It's not necessary to have friends from a specific age, but rather people in your life who value you for who you are, not what you've accomplished, and this can include family members like your mom, who often wants you to be content and happy regardless of your achievements (1h7m50s).
• Research has shown that while most parents claim to want their children to be happy and kind, their children often believe that achievement is the top priority, highlighting a potential disconnect between what parents want and what they communicate to their children (1h8m20s).
• Parents often want their children to be successful, happy, and kind, but they tend to focus primarily on achievement, which can lead to an imbalance in the values and priorities they convey to their children (1h9m4s).
• Parents often send an implicit message to their children that what matters most is their accomplishments, but it's essential to also teach them the value of helping others and being kind. (1h9m13s)
• Asking children who they helped and who helped them can help shift their focus from personal success to caring about others and being givers, not takers. (1h9m30s)
• It's crucial to have conversations with people, not just children, about what we value and pay attention to, as this conveys our priorities. (1h10m4s)
• Adam Grant's work can be found on his website, AdamGrant.net, where he offers a Substack newsletter, assessments to gauge generosity and mental flexibility, and a podcast that explores new thoughts and ways of thinking. (1h10m22s)
• Adam Grant appreciates the opportunity to share his research and ideas and values the feedback he receives, which helps him improve as a guest and a communicator. (1h11m12s)
• To improve as a guest, Adam Grant was advised to provide more tactical advice, but overall, his personal anecdotes and ability to quickly cite studies were well-received. (1h11m56s)
• Adam Grant's social media platforms, such as Instagram and Twitter, are also valuable resources for learning and growth. (1h12m12s)
• The conversation revolves around the concept of fear of failure, with a focus on what one is worried about failing at (1h12m52s).

Where to Find Adam (1h13m2s)

• The conversation has reached a point where it's time to wrap up and find concrete actions to take in a given situation, with a desire for more moments of insight and clarity in the discussion (1h13m2s).
• The participants are looking forward to the next conversation and agree not to leave it so long before speaking again (1h13m17s).
• The conversation comes to a close with an expression of appreciation and affection (1h13m24s).
• A question is raised about whether the YouTube algorithm can know things about a person that they don't know about themselves, with a suggestion that the algorithm has selected a bespoke episode for the viewer (1h13m28s).
• The viewer is encouraged to check out the selected episode (1h13m40s).