Bonnie Spring Susan Michie Daniel Rodriquez Niels Boyer Ana Paiva Pamela Kato Scribe: Outi Kenttä

1. Breakout topic: It is the year 2030. You are starting to test a theory about why people cannot resist Pommes Frite. You are collecting real-time data, but only unobtrusively. Articulate your theory and design an experiment using rapid evaluation to test your theory iteratively. Bonnie Spring Susan Michie Daniel Rodriquez Niels Boyer Ana Paiva Pamela Kato Scribe: Outi Kenttä

2. Exposures measured • (Visual) exposure history • Real-time responses to visual exposure • Ears go up? • Smell sensor • Physiological arousal via vagus nerve • CONTEXT: Social and environmental exposures • Internal (cognitive/emotional) exposure

3. Integrative theory • Goals and plans – but their translation into behavior rely on needs, desires • System builds history of your responses. • Balance between factors that attract and repel you to pomme frites [impulse/inhibition/balance – how do hunger] • Drives, habits, past experience, self-regulation, emotion, cognition all feed in. Also social context, geographical context. Model this in order to predict what behavior is coming • Pomme frite resistance [physiologically as well as psychologically] • When you are prone to have fries (depends on what you ate yesterday) • Also assessing diet on the fly (what and how much) • Also social context • Model is learning on the fly and building predictions

4. Articulate your theory • Biological aspects (trait): • variation preference/tolerance/ability to self-regulate • Satiety • Genetics –proclivity, effect on health • Metabolic markers: insulin resistance, hunger hormones • Present physiological state (state) • Past experience (proximal to distal) • Past repeated/habitual behavior and how habits ‘bleed’ into new habits (you can model when the behavior becomes a habit – we have a habit modeler) • Social& geographical context • Cognitive: Drive Plans Beliefs Goals • Emotional: Arousal, impulses, inhibition, attraction, repulsion, guilt – SPINOZA • Motives: Wants & needs, etc. • Metcognition: Morals, identity • Skills: Self-regulation • You will notice we haven’t said how these are related – we will learn that as the model goes.

5. Interactive Theory of Context • Present stimuli • Physical features of food • Cultural • Social • Sensory cues like smell • Time of day • Season • Physiological state • Messages/media • How you perceive and react to context • Your own internal modeler applies Past associations and interprets present stimuli –

6. Model learns as it goes: Dynamic, iterative feedback loops • We need an initial model – how do we get started: How do we build a base model • Create situations where person is exposed to different influences: Make inputs independent of one another by turning them on or off over time (since we are modeling everything). Natural laboratory. • Since we have data for everyone, we can begin with a general model. Then proceed with N=1. Or with a ton of experimental freedom, start with N = 1 • Introduce change and see what happens when things get changed. Try to find out which of these elements are really doing the work. • We can also use our systems model to find datapoints where the specific elements are aligned (like wants/needs & food exposure) • Better: Careful sets of small, elegant experiments that allow us to model various aspects dynamically and toss what isn’t helping. • The extent to which you can randomly assign people to conditions keeps the purity of the models, but people muck up the models because they make choices – “we have to model the muck!!!” (Misha) • Is something independent or dependent – we need to be able to interpret that – this is really hard in a secondary data analysis • This model also informs person with real time feedback

8. Problem area #1 (name it) • Challenge/barrier: [Describe the challenge or barrier] • Bold step: [What is one bold but specific scientific or engineering step that could be taken by researchers to address it?]

9. Problem area #2 (name it) • Challenge/barrier: [Describe the challenge or barrier] • Bold step: [What is one bold but specific scientific or engineering step that could be taken by researchers to address it?]

10. Problem area #3 (name it) • Challenge/barrier: [Describe the challenge or barrier] • Bold step: [What is one bold but specific scientific or engineering step that could be taken by researchers to address it?]

11. Problem area #4 (name it) • Challenge/barrier: [Describe the challenge or barrier] • Bold step: [What is one bold but specific scientific or engineering step that could be taken by researchers to address it?]

12. Problem area #5 (name it) • Challenge/barrier: [Describe the challenge or barrier] • Bold step: [What is one bold but specific scientific or engineering step that could be taken by researchers to address it?]

13. Detailed solution [Pick one of the challenges/barriers from the five previous slides. Incorporating expertise from those in your group, describe a specific project or set of steps you might collectively engage in to address the challenge and advance the field]