Sarah-Jayne Blakemore: The mysterious workings of the adolescent brain

Translator: Joseph Geni Reviewer: Morton Bast

Prevoditelj: Tanja Komarac Recezent: Suzana Baric

Fifteen years ago, it was widely assumed

Prije petnaest godina smatralo se

that the vast majority of brain development

da se velika većina razvoja mozga

takes place in the first few years of life.

odvija u prvih nekoliko godina života.

Back then, 15 years ago, we didn't have the ability

Tad, prije 15 godina, nismo mogli

to look inside the living human brain

pogledati u živi ljudski mozak

and track development across the lifespan.

i pratiti njegov razvoj kroz životni vijek.

In the past decade or so, mainly due to advances

U prošlom desetljeću, ponajviše zbog napretka

in brain imaging technology

tehnologije snimanja mozga

such as magnetic resonance imaging, or MRI,

poput magnetske rezonance ili MRI-ja,

neuroscientists have started to look inside the living

neuroznanstvenici su započeli gledati

human brain of all ages, and to track changes

u živi ljudski mozak svih starosti, i pratiti promjene

in brain structure and brain function,

u strukturi mozga i moždanim funkcijama.

so we use structural MRI if you'd like to take a snapshot,

Tako koristimo strukturni MRI ako želimo

a photograph, at really high resolution of the inside

fotografirati, pri jako visokoj rezoluciji,

of the living human brain, and we can ask questions like,

živi ljudski mozak i možemo postaviti pitanja poput:

how much gray matter does the brain contain,

"Koliko sive tvari mozak sadrži

and how does that change with age?

i kako se to mijenja s godinama?"

And we also use functional MRI, called fMRI,

Također, koristimo funkcionalni MRI, nazvan fMRI,

to take a video, a movie, of brain activity

kako bismo napravili snimku, film, aktivnosti mozga

when participants are taking part in some kind of task

dok sudionici sudjeluju u nekom zadatku

like thinking or feeling or perceiving something.

poput razmišljanja ili osjećanja ili percipiranja nečega.

So many labs around the world are involved in this kind

Mnogi laboratoriji diljem svijeta uključeni su u takva

of research, and we now have a really rich

istraživanja i sad stvarno imamo vrijednu

and detailed picture of how the living human brain develops,

i detaljnu sliku načina na koji se razvija živi ljudski mozak.

and this picture has radically changed the way

Ta je slika radikalno promijenila način

we think about human brain development

na koji razmišljamo o razvoju mozga,

by revealing that it's not all over in early childhood,

otkrivajući da nije sve gotovo u ranom djetinjstvu,

and instead, the brain continues to develop

već se mozak nastavlja razvijati

right throughout adolescence and into the '20s and '30s.

kroz adolescenciju te kroz 20-e i 30-e godine.

So adolescence is defined as the period of life that starts

Adolescencija je definirana kao razdoblje života koje započinje

with the biological, hormonal, physical changes of puberty

s biološkim, hormonskim i psihičkim promjenama puberteta,

and ends at the age at which an individual attains

a završava kad pojedinac dosegne

a stable, independent role in society.

stabilnu, nezavisnu ulogu u društvu.

(Laughter)

(Smijeh)

It can go on a long time. (Laughter)

Može dugo potrajati. (Smijeh)

One of the brain regions that changes most dramatically

Jedno od područja mozga koja se najviše mijenja

during adolescence is called prefrontal cortex.

tijekom adolescencije zove se prefrontalni korteks.

So this is a model of the human brain,

Ovo je model ljudskog mozga,

and this is prefrontal cortex, right at the front.

a ovo je prefrontalni korteks, skroz naprijed.

Prefrontal cortex is an interesting brain area.

Prefrontalni korteks je zanimljivo područje mozga.

It's proportionally much bigger in humans than

Proporcionalno je mnogo veće kod čovjeka nego

in any other species, and it's involved in a whole range of

kod ijedne druge vrste, a uključeno je u cijeli niz

high level cognitive functions, things like decision-making,

viših kognitivnih funkcija, poput donošenja odluka,

planning, planning what you're going to do tomorrow

planiranja, planiranja onog što ćete raditi sutra

or next week or next year, inhibiting

ili sljedeći tjedan ili sljedeće godine,

inappropriate behavior, so stopping yourself saying

sprječavanja neprimjerenog ponašanja, npr. zaustavljanje sama sebe kako ne bi rekli

something really rude or doing something really stupid.

nešto zaista nepristojno ili učinili nešto zaista glupo.

It's also involved in social interaction,

Uključen je i u društvene interakcije,

understanding other people, and self-awareness.

razumijevanje drugih ljudi i samosvijest.

So MRI studies looking at the development of this region

MRI istraživanja razvoja tog područja

have shown that it really undergoes dramatic development

pokazala su da doista prolazi kroz dramatičan razvoj

during the period of adolescence.

kroz razdoblje adolescencije.

So if you look at gray matter volume, for example,

Ako pogledate obujam sive tvari, na primjer,

gray matter volume across age from age four to 22 years

obujam sive tvari povećava se od 4. do 22. godine,

increases during childhood, which is what you can see

povećava se tijekom djetinjstva, što možete vidjeti

on this graph. It peaks in early adolescence.

na ovom grafikonu. Doseže vrh u ranoj adolescenciji.

The arrows indicate peak gray matter volume

Strelice pokazuju vrhunac obujma sive tvari

in prefrontal cortex. You can see that that peak happens

u prefrontalnom korteksu. Možete vidjeti da se taj vrh

a couple of years later in boys relative to girls,

kod dječaka pojavljuje nekoliko godina kasnije u odnosu na djevojčice,

and that's probably because boys go through puberty

vjerojatno zbog toga što dječaci kasnije prolaze kroz pubertet

a couple of years later than girls on average,

nego djevojčice, u prosjeku,

and then during adolescence, there's a significant decline

te da tijekom adolescencije postoji značajno smanjenje

in gray matter volume in prefrontal cortex.

u obujmu sive tvari u prefrontalnom korteksu.

Now that might sound bad, but actually this is

To možda zvuči loše, ali u stvarnosti je ovo

a really important developmental process, because

zaista važan razvojni proces,

gray matter contains cell bodies and connections

zato što siva tvar sadrži stanice

between cells, the synapses, and this decline

i veze među stanicama, sinapse, te se ovo smanjenje

in gray matter volume during prefrontal cortex

obujma sive tvari u prefrontalnom korteksu

is thought to correspond to synaptic pruning,

smatra ekvivalentom sinaptičkom obrezivanju,

the elimination of unwanted synapses.

eliminaciji neželjenih sinapsi.

This is a really important process. It's partly dependent

Ovo je vrlo važan proces. Djelomično ovisi

on the environment that the animal or the human is in,

o okruženju u kojem se nalaze životinje i ljudi,

and the synapses that are being used are strengthened,

i sinapse koje se koriste postaju jače,

and synapses that aren't being used

a sinapse koje se ne koriste

in that particular environment are pruned away.

u tom posebnom okruženju obrezuju se.

You can think of it a bit like pruning a rosebush.

Možete to zamisliti kao obrezivanje ružinog grma.

You prune away the weaker branches so that

Obrezujete slabije grane tako da

the remaining, important branches, can grow stronger,

ostale, važne grane mogu narasti snažnije

and this process, which effectively fine-tunes brain tissue

i taj proces, koji učinkovito podešava moždano tkivo

according to the species-specific environment,

prema okruženju specifičnom za određenu vrstu,

is happening in prefrontal cortex and in other brain regions

događa se u prefrontalnom korteksu i u drugim područjima mozga

during the period of human adolescence.

tijekom razdoblja ljudske adolescencije.

So a second line of inquiry that we use to track changes

Drugi pravac istraživanja koji smo koristili kako bismo pratili promjene

in the adolescent brain is using functional MRI

u mozgu adolescenata jest korištenje funkcionalne MRI

to look at changes in brain activity across age.

za gledanje promjena u moždanoj aktivnosti kroz godine.

So I'll just give you an example from my lab.

Dat ću vam primjer iz svog laboratorija,

So in my lab, we're interested in the social brain, that is

Dakle, u mom nas laboratoriju zanima društveni mozak,

the network of brain regions that we use to understand

odnosno mreža područja mozga koju koristimo za razumijevanje

other people and to interact with other people.

drugih ljudi ili za interakciju s drugim ljudima.

So I like to show a photograph of a soccer game

Želim vam pokazati fotografiju nogometne utakmice

to illustrate two aspects of how your social brains work.

kako bih vam prikazala dva aspekta na koje funkcionira vaš društveni mozak.

So this is a soccer game. (Laughter)

Ovo je nogometna utakmica. (Smijeh)

Michael Owen has just missed a goal, and he's lying

Michael Owen je upravo promašio gol

on the ground, and the first aspect of the social brain

i leži na zemlji, a prvi aspekt društvenog mozga

that this picture really nicely illustrates is how automatic

koji ova slika stvarno lijepo prikazuje jest kako su

and instinctive social emotional responses are,

automatski i instinktivni društveno emocionalni odgovori.

so within a split second of Michael Owen missing this goal,

Tako unutar pola sekunde otkad je Michael Owen promašio ovaj gol

everyone is doing the same thing with their arms

svi rade istu stvar svojim rukama

and the same thing with their face, even Michael Owen

i istu stvar svojim licem, čak i Michael Owen

as he slides along the grass, is doing the same thing

dok klizi po travi radi istu stvar

with his arms, and presumably has a similar

svojim rukama, i vjerojatno ima

facial expression, and the only people who don't

sličan izraz lica, a jedini ljudi koji ga nemaju

are the guys in yellow at the back — (Laughs) —

dečki su u žutom u pozadini -- (Smijeh) --

and I think they're on the wrong end of the stadium,

i mislim da su na pogrešnoj strani stadiona

and they're doing another social emotional response

te imaju drugu društveno emocionalnu reakciju

that we all instantly recognize, and that's the second aspect

koju svi mi u trenutku prepoznajemo, a to je drugi aspekt

of the social brain that this picture really nicely illustrates,

društvenog mozga koji ova slika stvarno lijepo dočarava,

how good we are at reading other people's behavior,

kako dobro čitamo ponašanje drugih ljudi,

their actions, their gestures, their facial expressions,

njihove radnje, njihove geste, njihove izraze lica,

in terms of their underlying emotions and mental states.

u smislu njihovih osnovnih emocija i mentalnog stanja.

So you don't have to ask any of these guys.

Pa ne morate pitati ni jednog od ovih dečki.

You have a pretty good idea of what they're feeling

Imate dobru predodžbu onoga što osjećaju

and thinking at this precise moment in time.

i misle u tom trenutku.

So that's what we're interested in looking at in my lab.

To je ono što želimo promatrati u mom laboratoriju.

So in my lab, we bring adolescents and adults into the lab

Dakle, u moj laboratorij dovodimo adolescente i odrasle

to have a brain scan, we give them some kind of task

na skeniranje mozga, dajemo im nekakav zadatak

that involves thinking about other people, their minds,

koji uključuje razmišljanje o drugim ljudima, njihovim umovima,

their mental states, their emotions, and one of the findings

njihovom mentalnom stanju, njihovim emocijama. Jedan od nalaza

that we've found several times now, as have other labs

koji smo pronašli već nekoliko puta, kao i mnogi drugi laboratoriji diljem svijeta,

around the world, is part of the prefrontal cortex called

jest dio prefrontalnog korteksa koji se zove

medial prefrontal cortex, which is shown in blue on the slide,

središnji prefrontalni korteks, koji je prikazan plavo na slajdu,

and it's right in the middle of prefrontal cortex

a nalazi se u sredini prefrontalnog korteksa

in the midline of your head.

duž sredine vaše glave.

This region is more active in adolescents when they make

To područje je aktivnije kod adolescenata

these social decisions and think about other people

kad donose društvene odluke i razmišljaju o drugim ljudima,

than it is in adults, and this is actually a meta-analysis

nego što je kod odraslih, i to je zapravo meta-analiza

of nine different studies in this area from labs around

devet različitih istraživanja u ovom području iz laboratorija

the world, and they all show the same thing, that activity

diljem svijeta, i sva su pokazala da se aktivnost

in this medial prefrontal cortex area decreases

u središnjem prefrontalnom korteksu smanjuje

during the period of adolescence.

tijekom razdoblja adolescencije.

And we think that might be because adolescents and adults

Mislimo da je to zbog toga što adolescenti i odrasli

use a different mental approach, a different

koriste drugačiji mentalni pristup,

cognitive strategy, to make social decisions,

drugačiju kognitivnu strategiju, za donošenje društvenih odluka,

and one way of looking at that is to do behavioral studies

i jedan od načina gledanja na to bihevioralna su istraživanja

whereby we bring people into the lab and we give them

u kojima ljudima u laboratoriju dajemo

some kind of behavioral task, and I'll just give you

nekakvu vrstu bihevioralnog zadatka.

another example of the kind of task that we use in my lab.

Dat ću vam još jedan primjer vrste zadatka kakav koristimo u mom laboratoriju.

So imagine that you're the participant in one of our

Zamislite da ste sudionik u jednom

experiments. You come into the lab,

od naših pokusa. Dolazite u laboratorij,

you see this computerized task.

vidite ovaj računalni zadatak.

In this task, you see a set of shelves.

U ovom zadatku vidite set polica.

Now, there are objects on these shelves, on some of them,

Predmeti su na policama, na nekima od njih,

and you'll notice there's a guy standing behind the set

i primijetit ćete da čovjek stoji iza police

of shelves, and there are some objects that he can't see.

te da neke predmete on ne može vidjeti.

They're occluded, from his point of view, with a kind of

Oni su zaklonjeni, iz njegovog kuta gledanja,

gray piece of wood.

nekim komadom sivog drveta.

This is the same set of shelves from his point of view.

Ovo je isti set polica iz njegovog kuta gledišta.

Notice that there are only some objects that he can see,

Primijetite da on može vidjeti samo određene predmete,

whereas there are many more objects that you can see.

dok je mnogo više predmeta koje vi možete vidjeti.

Now your task is to move objects around.

Vaš je zadatak pomicati predmete uokolo.

The director, standing behind the set of shelves,

Voditelj, koji stoji iza polica

is going to direct you to move objects around,

usmjeravat će vas da pomičete predmete uokolo,

but remember, he's not going to ask you to move objects

ali zapamtite, neće vas tražiti da pomičete predmete

that he can't see. This introduces a really interesting

koje on ne možete vidjeti. To uvodi zaista zanimljiv

condition whereby there's a kind of conflict

uvjet zbog kojeg postoji određeni konflikt

between your perspective and the director's perspective.

između vaše perspektive i voditeljeve perspektive.

So imagine he tells you to move the top truck left.

Zamislite da vam kaže da pomaknete gornji kamion ulijevo.

There are three trucks there. You're going to instinctively

Ondje su tri kamiona. Vi ćete instinktivno

go for the white truck, because that's the top truck

krenuti po bijeli kamion jer to je gornji kamion

from your perspective, but then you have to remember,

iz vaše perspektive, ali tad se morate sjetiti

"Oh, he can't see that truck, so he must mean

da on ne može vidjeti taj kamion pa vjerojatno želi

me to move the blue truck," which is the top truck

da pomaknete plavi kamion, koji je gornji kamion

from his perspective. Now believe it or not,

iz njegove perspektive. Vjerovali ili ne,

normal, healthy, intelligent adults like you make errors

normalna, zdrava inteligentna odrasla osoba poput vas radi pogreške

about 50 percent of the time on that kind of trial.

oko 50 posto vremena u takvoj vrsti pokusa.

They move the white truck instead of the blue truck.

Pomiču bijeli kamion umjesto plavog kamiona.

So we give this kind of task to adolescents and adults,

Zadatak te vrste dajemo adolescentima i odraslima,

and we also have a control condition

a također imamo i kontrolni uvjet,

where there's no director and instead we give people a rule.

gdje nema voditelja, a umjesto toga ljudima dajemo pravilo.

We tell them, okay, we're going to do exactly the same thing

Kažemo im: Radit ćemo potpuno istu stvar,

but this time there's no director. Instead you've got to

ali ovaj put nema voditelja. Umjesto toga trebate

ignore objects with the dark gray background.

ignorirati predmete s tamno sivom pozadinom.

You'll see that this is exactly the same condition, only

Vidjeti ćete da je to potpuno isti uvjet, samo što

in the no-director condition they just have to remember

kad uvjeta nepostojanja voditelja trebaju se sjetiti

to apply this somewhat arbitrary rule, whereas

primijeniti to proizvoljno pravilo,

in the director condition, they have to remember

dok kod uvjeta s voditeljem, moraju se sjetiti

to take into account the director's perspective

uzeti u obzir voditeljevu perspektivu

in order to guide their ongoing behavior.

kako bi usmjeravali svoje ponašanje.

Okay, so if I just show you the percentage errors

Ako vam pokažem postotak pogrešaka

in a large developmental study we did,

u velikom razvojnom istraživanju koje smo proveli,

this is in a study ranging from age seven to adulthood,

ovo je u istraživanju u rasponu od sedme godine do odrasle dobi,

and what you're going to see is the percentage errors

a ono što ćete vidjeti jest postotak pogrešaka

in the adult group in both conditions,

kod grupe odraslih kod oba uvjeta.

so the gray is the director condition, and you see

Sivo je uvjet s voditeljem i vidite kako

that our intelligent adults are making errors about 50 percent

naši inteligentni odrasli rade pogreške oko 50 posto vremena

of the time, whereas they make far fewer errors

dok manje pogrešaka rade

when there's no director present, when they just have

kad voditeljne postoji, kad se samo treba

to remember that rule of ignoring the gray background.

sjetiti pravila ignoriranja sive pozadine.

Developmentally, these two conditions develop

Razvojno se ta dva uvjeta razvijaju

in exactly the same way. Between late childhood

u potpuno istom smjeru. Između kasnog djetinjstva

and mid-adolescence, there's an improvement,

i sredine adolescencije, postoji poboljšanje,

in other words a reduction of errors, in both of these trials,

drugim riječima, smanjenje pogrešaka u oba pokusa

in both of these conditions.

kod oba uvjeta.

But it's when you compare the last two groups,

Ali, kad usporedite posljednje dvije grupe,

the mid-adolescent group and the adult group

grupu srednje adolescencije i grupu odraslih,

where things get really interesting, because there, there is

postaje doista zanimljivo zato što ne postoji

no continued improvement in the no-director condition.

kontinuirano poboljšanje kod uvjeta nepostojanja voditelja.

In other words, everything you need to do in order to

Drugim riječima, sve što trebate napraviti kako biste

remember the rule and apply it seems to be fully developed

zapamtili pravilo i primijenili ga, čini se da se potpuno razvilo

by mid-adolescence, whereas in contrast,

do sredine adolescencije, a u kontrastu s tim,

if you look at the last two gray bars, there's still

ako pogledate dvije posljednje sive trake, još uvijek

a significant improvement in the director condition

postoji značajno poboljšanje u uvjetu s voditeljem

between mid-adolescence and adulthood, and what

između sredine adolescencije i odrasle dobi.

this means is that the ability to take into account someone

To znači da se sposobnost uzimanja u obzir

else's perspective in order to guide ongoing behavior,

perspektive nekog drugog kako bismo usmjeravali ponašanje u tijeku,

which is something, by the way, that we do in everyday life all

što je, usput rečeno, ono što stalno radimo

the time, is still developing in mid-to-late adolescence.

u svakodnevnom životu, još uvijek razvija od sredine do kraja adolescencije.

So if you have a teenage son or a daughter and you

Ako imate sina ili kćer tinejdžere

sometimes think they have problems taking other people's

i ponekad mislite da imaju problem viđenja

perspectives, you're right. They do. And this is why.

tuđe perspektive, u pravu ste. Imaju problem. I ovo je razlog tome.

So we sometimes laugh about teenagers.

Ponekad se smijemo tinejdžerima.

They're parodied, sometimes even demonized in the media

Parodiramo ih, ponekad čak i demoniziramo u medijima

for their kind of typical teenage behavior. They take risks,

zbog njihovog tipično tinejdžerskog ponašanja. Oni riskiraju,

they're sometimes moody, they're very self-conscious.

ponekad su ćudljivi, vrlo su samosvijesni.

I have a really nice anecdote from a friend of mine

Znam zgodnu priču svog prijatelja.

who said that the thing he noticed most

Rekao je da je ono što je najviše primijetio

about his teenage daughters before and after puberty

kod svojih kćeri tinejdžerki, prije i nakon puberteta,

was their level of embarrassment in front of him.

bila njihova razina neugode pred njim.

So, he said, "Before puberty, if my two daughters

Rekao je: "Prije puberteta, ako su se moje kćeri

were messing around in a shop, I'd say, 'Hey,

zezale po trgovini, rekao bih im

stop messing around and I'll sing your favorite song,'

da prestanu pa ću im otpjevati njihovu najdražu pjesmu.

and instantly they'd stop messing around and he'd sing

Odmah bi prestale i on bi pjevao

their favorite song. After puberty, that became the threat.

njihovu najdražu pjesmu. Nakon puberteta, to je postala prijetnja.

(Laughter)

(Smijeh)

The very notion of their dad singing in public

Sama pomisao na to da njihov tata pjeva u javnosti

was enough to make them behave.

bila je dovoljna da se ponašaju pristojno.

So people often ask,

Ljudi često pitaju:

"Well, is adolescence a kind of recent phenomenon?

"Je li adolescencija vrsta novijeg fenomena,

Is it something we've invented recently in the West?"

nešto što smo nedavno izmislili na Zapadu?"

And actually, the answer is probably not. There are lots

I zapravo, odgovor je da vjerojatno nije. Postoje mnogi

of descriptions of adolescence in history that sound

opisi adolescencije u povijesti koji zvuče

very similar to the descriptions we use today.

jako slično opisima koje danas koristimo.

So there's a famous quote by Shakespeare from "The Winter's Tale"

Postoji poznat Shakespeareov citat iz "Zimske priče"

where he describes adolescence as follows:

koji ovako opisuje adolescenciju:

"I would there were no age between ten and

"Želio bih da ne postoje godine između desete i dvadesettreće,

three-and-twenty, or that youth would sleep out the rest;

ili da mladi prespavajuto doba;

for there is nothing in the between but getting wenches

jer ne postoji ništa između doli ostavljanja djeve

with child, wronging the ancientry, stealing, fighting." (Laughter)

s djetetom, griješenja o starost, krađe, tuče." (Smijeh)

He then goes on to say, "Having said that, would any

Nastavlja: "Rekavši to, bi li itko

but these boiled brains of nineteen and two-and-twenty

od tih kuhanih mozgova od devetnaest i dvadesetdvije

hunt in this weather?" (Laughter)

išao u lov po ovakvom vremenu?" (Smijeh)

So almost 400 years ago, Shakespeare was portraying

Skoro prije 400 godina, Shakespeare je oslikavao

adolescents in a very similar light to the light that we

adolescente u svjetlu vrlo sličnom onom u kakvom ih mi

portray them in today, but today we try to understand

oslikavamo danas, ali danas pokušavamo razumjeti

their behavior in terms of the underlying changes

njihovo ponašanje s obzirom na osnovne promjene

that are going on in their brain.

koje se odvijaju u njihovom mozgu.

So for example, take risk-taking. We know that adolescents

Na primjer, uzmite preuzimanje rizika. Znamo da adolescenti

have a tendency to take risks. They do.

imaju sklonost preuzimanju rizika. Zaista imaju.

They take more risks than children or adults,

Riskiraju više nego djeca ili odrasli,

and they are particularly prone to taking risks

posebno su skloni preuzimanju rizika

when they're with their friends. There's an important drive

kad su sa svojim prijateljima. Postoji važan nagon

to become independent from one's parents

da postanu neovisni o vlastitim roditeljima

and to impress one's friends in adolescence.

te da impresioniraju prijatelje u adolescenciji.

But now we try to understand that in terms of

Ali sad to pokušavamo razumjeti s obzirom na

the development of a part of their brain called the limbic system,

razvoj dijela njihovog mozga koji se zove limbički sustav

so I'm going to show you the limbic system in red

pa ću vam pokazati limbički sustav obojen crveno

in the slide behind me, and also on this brain.

na slajdu iza mene i na ovom mozgu.

So the limbic system is right deep inside the brain,

Limbički sustav je duboko u unutrašnjosti mozga

and it's involved in things like emotion processing

i uključen je u stvari poput obrade emocija

and reward processing. It gives you the rewarding feeling

i obrade nagrađivanja. Pruža vam osjećaj nagrade

out of doing fun things, including taking risks.

kad radite zabavne stvari, uključujući preuzimanje rizika.

It gives you the kick out of taking risks.

Pruža vam osjećaj zadovoljstva kad riskirate.

And this region, the regions within the limbic system,

Otkriveno je da ovo područje, područja unutar limbičkog sustava,

have been found to be hypersensitive to the rewarding

veoma osjetljivo na nagrađujući osjećaj

feeling of risk-taking in adolescents compared with adults,

pri riskiranju kod adolescenata u usporedbi s odraslima.

and at the very same time, the prefrontal cortex,

Istovremeno, prefrontalni korteks,

which you can see in blue in the slide here,

koji možete vidjeti obojen u plavo na slajdu,

which stops us taking excessive risks,

koji nas sprječava da prekomjerno riskiramo,

is still very much in development in adolescents.

još je uvijek u razvoju kod adolescenata.

So brain research has shown that the adolescent brain

Dakle, straživanja mozga pokazala su da mozak adolescenata

undergoes really quite profound development,

prolazi kroz prilično opsežan razvoj,

and this has implications for education, for rehabilitation,

a to utječe na obrazovanje, rehabilitaciju

and intervention. The environment, including teaching,

i intervenciju. Okruženje, uključujući poučavanje,

can and does shape the developing adolescent brain,

može oblikovati i oblikuje razvoj mozga adolescenata,

and yet it's only relatively recently that we have been

ali još do nedavno

routinely educating teenagers in the West.

rutinski smo poučavali tinejdžere na Zapadu.

All four of my grandparents, for example, left school

Obje moje bake i oba djeda, na primjer, napustili su školu

in their early adolescence. They had no choice.

u svojoj ranoj adolescenciji. Nisu imali izbora.

And that's still the case for many, many teenagers

I to i danas čine mnogi tinejdžeri

around the world today. Forty percent of teenagers

diljem svijeta. Četrdeset posto tinejdžera

don't have access to secondary school education.

nema pristup srednjoškolskom obrazovanju.

And yet, this is a period of life where the brain is

A to je razdoblje života kad je mozak

particularly adaptable and malleable.

posebno prilagodljiv i lako se formira.

It's a fantastic opportunity for learning and creativity.

To je odlična prilika za učenje i kreativnost.

So what's sometimes seen as the problem

Ono što se ponekad čini kao problem

with adolescents — heightened risk-taking, poor impulse

kod adolescenata --- pojačano riskiranje, impulzivnost,

control, self-consciousness — shouldn't be stigmatized.

samosvijest --- ne bi smjelo biti stigmatizirano.

It actually reflects changes in the brain that provide

Zapravo odražava promjene u mozgu koje pružaju

an excellent opportunity for education

odličnu priliku za obrazovanje

and social development. Thank you. (Applause)

i društveni razvoj. Hvala. (Pljesak)

(Applause)

(Pljesak)