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

Translator: Joseph Geni Reviewer: Morton Bast

Prevodilac: Jana Kobal Lektor: Mile Živković

Fifteen years ago, it was widely assumed

Pre 15 godina se verovalo

that the vast majority of brain development

da se mozak većim delom

takes place in the first few years of life.

razvija u prvim godinama života.

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

Tada još nismo mogli

to look inside the living human brain

da zavirimo u čovečiji mozak

and track development across the lifespan.

i da pratimo njegov razvoj tokom čitavog života.

In the past decade or so, mainly due to advances

U poslednjoj deceniji, prvenstveno zahvaljujući napretku

in brain imaging technology

u tehnologiji snimanja mozga,

such as magnetic resonance imaging, or MRI,

poput magnetne rezonantne tomografije (MRT),

neuroscientists have started to look inside the living

neuronaučnici su počeli da gledaju

human brain of all ages, and to track changes

u živi ljudski mozak svih uzrasta i da prate promene

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 se za trenutne snimke strukturalne MRT koriste

a photograph, at really high resolution of the inside

fotografije visoke rezolucije iz unutrašnjosti

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

živog ljudskog mozga. Zato možemo postaviti nova pitanja poput:

how much gray matter does the brain contain,

"Koliko sive mase sadrži mozak?

and how does that change with age?

Kako se to menja s godinama?"

And we also use functional MRI, called fMRI,

Koristimo i funkcionalnu MRT, zvanu fMRT,

to take a video, a movie, of brain activity

da bismo napravili video sa moždanom aktivnošću,

when participants are taking part in some kind of task

dok ispitanici obavljaju neki zadatak,

like thinking or feeling or perceiving something.

kao što je mišljenje, osećanje ili opažanje.

So many labs around the world are involved in this kind

Mnoge laboratorije širom sveta učestvuju u ovom

of research, and we now have a really rich

istraživanju i sada imamo zaista bogatu

and detailed picture of how the living human brain develops,

i preciznu sliku toga kako se razvija živi ljudski mozak.

and this picture has radically changed the way

Ta je slika radikalno promenila način

we think about human brain development

na koji razmišljamo o razvoju ljudskog mozga.

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

otkrivajući nam da nije sve završeno u ranom detinjstvu,

and instead, the brain continues to develop

već da mozak nastavlja da se razvija

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

i u adolescenciji i kroz dvadesete i tridesete godine.

So adolescence is defined as the period of life that starts

Adolescencija se definiše kao životni period koji počinje

with the biological, hormonal, physical changes of puberty

sa biološkim, hormonalnim, fizičkim promenama u pubertetu

and ends at the age at which an individual attains

i završava se u dobu u kojem pojedinac zauzima

a stable, independent role in society.

stabilnu, nezavisnu ulogu u društvu.

(Laughter)

(Smeh)

It can go on a long time. (Laughter)

To može da potraje. (Smeh)

One of the brain regions that changes most dramatically

Jedno od područja mozga koje se najdrastičnije menja

during adolescence is called prefrontal cortex.

tokom adolescencije zove se prefrontalni korteks.

So this is a model of the human brain,

Dakle, ovo je model ljudskog mozga,

and this is prefrontal cortex, right at the front.

a ovo je prefrontalni korteks, skroz napred.

Prefrontal cortex is an interesting brain area.

Prefrontalni korteks je zanimljivo područje mozga.

It's proportionally much bigger in humans than

Ono je proporcionalno mnogo veće kod ljudi nego

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

kod bilo koje druge vrste i ima ulogu u čitavom spektru

high level cognitive functions, things like decision-making,

viših kognitivnih funkcija, u stvarima kao što su odlučivanje,

planning, planning what you're going to do tomorrow

planiranje, planiranje onoga šta ćete sutra da radite

or next week or next year, inhibiting

ili sledeće nedelje ili sledeće godine,

inappropriate behavior, so stopping yourself saying

sprečavanje neumesnog ponašanja, zaustavlja vas, da ne kažete

something really rude or doing something really stupid.

nešto sasvim nepristojno ili da uradite nešto stvarno glupo.

It's also involved in social interaction,

On je uključen i u društvene interakcije,

understanding other people, and self-awareness.

razumevanje drugih ljudi i samosvest.

So MRI studies looking at the development of this region

MRT istraživanja razvoja tog područja

have shown that it really undergoes dramatic development

pokazala su da je on zaista podvrgnut drastičnom razvoju

during the period of adolescence.

tokom perioda adolescencije.

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

Ako pogledate zapreminu sive mase, na primer,

gray matter volume across age from age four to 22 years

zapremina sive mase se povećava od 4. do 22. godine,

increases during childhood, which is what you can see

povećava se tokom detinjstva, što možete da vidite

on this graph. It peaks in early adolescence.

na ovom grafikonu. Dostiže vrhunac u ranoj adolescenciji.

The arrows indicate peak gray matter volume

Strelice označavaju vrhunac zapremine sive mase

in prefrontal cortex. You can see that that peak happens

u prefrontalnom korteksu. Možete videti da se taj vrhunac

a couple of years later in boys relative to girls,

kod dečaka dostiže nekoliko godina kasnije nego kod devojčica,

and that's probably because boys go through puberty

verovatno zbog toga što dečaci u proseku prolaze kroz

a couple of years later than girls on average,

pubertet nekoliko godina kasnije nego devojčice,

and then during adolescence, there's a significant decline

a zatim tokom adolescencije dolazi do značajnog smanjenja

in gray matter volume in prefrontal cortex.

u zapremini sive mase u prefrontalnom korteksu.

Now that might sound bad, but actually this is

To možda zvuči loše, ali je to zapravo

a really important developmental process, because

veoma važan razvojni proces,

gray matter contains cell bodies and connections

zato što siva masa sadrži tela ćelija i veze

between cells, the synapses, and this decline

između ćelija, sinapse, a smanjivanje

in gray matter volume during prefrontal cortex

zapremine sive mase u prefrontalnom korteksu

is thought to correspond to synaptic pruning,

se smatra ekvivalentom sinaptičkom orezivanju

the elimination of unwanted synapses.

eliminaciji neželjenih sinapsi.

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

To je veoma važan proces. Delimično zavisi

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

od okruženja u kojem se životinja ili čovek nalaze,

and the synapses that are being used are strengthened,

a sinapse koje se koriste postaju jače,

and synapses that aren't being used

dok sinapse koje se ne koriste

in that particular environment are pruned away.

u tom konkretnom okruženju odstranjuju.

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

Možete to posmatrati kao orezivanje ružinog bokora.

You prune away the weaker branches so that

Orezujete slabije grane tako da

the remaining, important branches, can grow stronger,

bi preostale, važne grane mogle da ojačaju,

and this process, which effectively fine-tunes brain tissue

a taj proces, koji efektivno podešava moždano tkivo

according to the species-specific environment,

prema okruženju specifičnom za neku vrstu,

is happening in prefrontal cortex and in other brain regions

dešava se u prefrontalnom korteksu i drugim područjima mozga

during the period of human adolescence.

tokom ljudske adolescencije.

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

Drugi pravac istraživanja koji koristimo da bismo pratili promene

in the adolescent brain is using functional MRI

u odraslom mozgu je korišćenje funkcionalne MRT

to look at changes in brain activity across age.

da bismo posmatrali promene u moždanoj aktivnosti tokom godina.

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

Daću vam primer iz moje laboratorije.

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

U mojoj laboratoriji nas zanima socijalni mozak, to jest

the network of brain regions that we use to understand

mreža područja mozga koju koristimo da bismo razumeli

other people and to interact with other people.

druge ljude i komunicirali sa njima.

So I like to show a photograph of a soccer game

Ja volim da pokazujem fotografiju fudbalera

to illustrate two aspects of how your social brains work.

kako bih ilustrovala dva aspekta aktivnosti socijalnog mozga.

So this is a soccer game. (Laughter)

Dakle, ovo je fudbalska utakmica. (Smeh)

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

Majkl Oven je upravo promašio gol

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

i leži na zemlji, a prvi aspekt socijalnog mozga

that this picture really nicely illustrates is how automatic

koji ova slika stvarno lepo ilustruje je koliko su socijalne

and instinctive social emotional responses are,

emotivne reakcije automatske i instinktivne,

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

tako da u deliću sekunde kada Majkl Oven maši gol,

everyone is doing the same thing with their arms

svi rade istu stvar sa rukama

and the same thing with their face, even Michael Owen

i istu stvar sa licem, čak i Majkl Oven

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

dok klizi niz travu, radi istu stvar

with his arms, and presumably has a similar

sa svojim rukama i verovatno ima isti

facial expression, and the only people who don't

izraz lica, a jedini ljudi koji to ne rade

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

su momci u žutom u pozadini - (Smeh) -

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

mislim da su na pogrešnoj strani stadiona

and they're doing another social emotional response

i daju drugačiju socijalnu emotivnu reakciju

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

koji mi odmah prepoznajemo, a to je drugi aspekt

of the social brain that this picture really nicely illustrates,

socijalnog mozga, koji ova slika veoma lepo dočarava,

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

koliko dobro možemo da pročitamo ponašanje drugih ljudi,

their actions, their gestures, their facial expressions,

njihove postupke, gestove, izraze lica,

in terms of their underlying emotions and mental states.

u pogledu njihovih osnovnih emocija i mentalnih stanja.

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

Dakle, ne morate da pitate te momke.

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

Imate sasvim dobru predstavu o tome šta oni osećaju

and thinking at this precise moment in time.

i misle u ovom konkretnom trenutku.

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

To želimo da posmatramo u mojoj laboratoriji.

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

Dakle, u laboratoriju dovedemo adolescente i odrasle

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

na skeniranje mozga, damo im neki zadatak

that involves thinking about other people, their minds,

koji uključuje razmišljanje o drugim ljudima, njiihovim mišljenjima,

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

njihovim mentalnim stanjima, emocijama. Jedna od stvari

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

koju smo do sada pronašli nekoliko puta, kao i druge laboratorije

around the world, is part of the prefrontal cortex called

širom sveta, jeste deo prefrontalnog korteksa koji se zove

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

središnji prefrontalni korteks, koji je prikazan u plavom na slajdu

and it's right in the middle of prefrontal cortex

i nalazi se tačno u sredini prefrontalnog korteksa

in the midline of your head.

duž sredine glave.

This region is more active in adolescents when they make

Ovo područje je aktivnije kod adolescenata kada donose

these social decisions and think about other people

društvene odluke i misle 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 studija u ovoj oblasti iz laboratorija širom sveta.

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

One pokazuju istu stvar, da se aktivnost

in this medial prefrontal cortex area decreases

u tom središnjem prefrontalnom korteksu smanjuje

during the period of adolescence.

tokom perioda adolescencije.

And we think that might be because adolescents and adults

Mi smatramo da bi to moglo biti 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

Jedan od načina da se to posmatra su bihejvioralne studije

whereby we bring people into the lab and we give them

pri kojima dovodimo ljude u laboratoriju i dajemo im

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

neki bihejvioralni zadatak, daću vam jedan primer

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

zadatka koji koristimo u laboratoriji.

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

Zamislite da ste učesnik u jednom od naših eksperimenata.

experiments. You come into the lab,

Dođete u laboratoriju,

you see this computerized task.

vidite ovaj zadatak na kompjuteru.

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,

Na nekim od njih su predmeti,

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

i primetićete čoveka koji stoji iza polica

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

kao i da postoje neki predmeti koje on ne može da vidi.

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

Oni su zaklonjeni od njegovog pogleda nekom vrstom

gray piece of wood.

sivog parčeta drveta.

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

To je isti set polica iz njegove tačke gledišta.

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

Obratite pažnju na to da on može da vidi samo neke predmete,

whereas there are many more objects that you can see.

dok je mnogo više predmeta koje vi možete da vidite.

Now your task is to move objects around.

Vaš zadatak je da pomerate predmete unaokolo.

The director, standing behind the set of shelves,

Voditelj, koji stoji iza polica,

is going to direct you to move objects around,

određivaće kako treba da pomerate predmete,

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

ali zapamtite, on vam neće tražiti da pomerate predmete

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

koje on ne može da vidi. To nam uvodi veoma interesantan

condition whereby there's a kind of conflict

uslov, pri čemu postoji nesklad

between your perspective and the director's perspective.

između vaše perspektive i perspektive voditelja.

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

Dakle, zamislite da vam on kaže da pomerite gornji kamion nalevo.

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

Tu se nalaze tri kamiona. Vi biste instinktivno

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

posegli za belim kamionom, jer je to gornji kamion

from your perspective, but then you have to remember,

iz vaše perspektive, ali onda se morate setiti,

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

"Oh, on ne može da vidi taj kamion, mora da je onda mislio

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

da treba da pomerim plavi kamion", koji je gornji kamion

from his perspective. Now believe it or not,

iz njegove perspektive. Verovali ili ne,

normal, healthy, intelligent adults like you make errors

normalni, zdravi, inteligentni odrasli ljudi kao vi prave greške

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

oko 50 % vremena u takvim pokušajima.

They move the white truck instead of the blue truck.

Pomeraju beli kamion umesto plavog.

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

Ovaj zadatak dajemo adolescentima i odraslima

and we also have a control condition

i imamo kontrolni uslov

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

gde nema voditelja već umesto toga odredimo pravilo.

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

Kažemo im, u redu, uradićemo potpuno istu stvar,

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

ali ovog puta nema voditelja. Umesto toga, moraćete da

ignore objects with the dark gray background.

ignorišete objekte sa tamno sivom pozadinom.

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

Videćete da je to potpuno isti uslov, samo

in the no-director condition they just have to remember

u uslovu bez voditelja moraju da se sete

to apply this somewhat arbitrary rule, whereas

da primenjuju to donekle proizvoljno pravilo,

in the director condition, they have to remember

dok u uslovu sa voditeljem moraju da se sete

to take into account the director's perspective

da uzmu u obzir perspektivu voditelja

in order to guide their ongoing behavior.

kako bi usmeravali svoje ponašanje.

Okay, so if I just show you the percentage errors

U redu, ako vam pokažem procenat grešaka

in a large developmental study we did,

u velikoj razvojnoj studiji koju smo sproveli,

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

u studiji koja je obuhvatala raspon od sedme godine do odraslog doba

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

i ono što ćemo videti je procenat grešaka

in the adult group in both conditions,

u grupi odraslih u oba uslova.

so the gray is the director condition, and you see

Sivo je uslov sa voditeljem i videćete kako

that our intelligent adults are making errors about 50 percent

naši inteligentni odrasli prave greške oko 50 procenata

of the time, whereas they make far fewer errors

vremena, dok mnogo manje grešaka prave

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

kada voditelj nije prisutan, već kada samo moraju

to remember that rule of ignoring the gray background.

da se sete pravila ignorisanja sive pozadine.

Developmentally, these two conditions develop

Ta dva uslova se razvijaju

in exactly the same way. Between late childhood

na isti način. Između kasnog detinjstva

and mid-adolescence, there's an improvement,

i sredine adolescencije, nema napretka,

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

drugim rečima redukcije grešaka, u oba eksperimenta,

in both of these conditions.

u oba ova uslova.

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

Ali kad uporedite poslednje dve grupe,

the mid-adolescent group and the adult group

grupu srednje adolescencije i grupu odraslih,

where things get really interesting, because there, there is

stvari postaju zanimljive, jer tu nema

no continued improvement in the no-director condition.

kontinuiranog napretka u uslovu bez voditelja.

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

Drugim rečima, sve što treba da uradite da biste

remember the rule and apply it seems to be fully developed

zapamtili pravilo i primenili ga, čini se da je potpuno razvijeno

by mid-adolescence, whereas in contrast,

kod adolescenata, gde nasuprot,

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

ako pogledate poslednja dva siva polja, postoji i dalje

a significant improvement in the director condition

značajan napredak u uslovu sa voditeljem

between mid-adolescence and adulthood, and what

između srednje adolscencije i odraslog doba, a to znači

this means is that the ability to take into account someone

sposobnost da se uzme u obzir perspektiva

else's perspective in order to guide ongoing behavior,

nekog drugog da bi se usmeravalo ponašanje,

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

što, usput govoreći, radimo stalno u svakodnevnom životu

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

i dalje se razvija u srednjoj ka kasnoj adolescenciji.

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

Dakle, ako imate sina ili ćerku tinejdžera

sometimes think they have problems taking other people's

i ponekad mislite da imaju problema da vide

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

perspektivu drugih ljudi, u pravu ste. I imaju. A evo i zašto.

So we sometimes laugh about teenagers.

Mi se ponekad smejemo tinejdžerima.

They're parodied, sometimes even demonized in the media

Često se parodiraju, čak i demonizuju u medijima

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

zbog njihovog donekle tipičnog tinejdžerskog ponašanja. Oni rizikuju,

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

ponekad su ćudljivi, veoma samosvesni.

I have a really nice anecdote from a friend of mine

Znam za veoma lepu anegdotu od jednog prijatelja

who said that the thing he noticed most

koji je rekao da je najizrazitija stvar koju je primetio

about his teenage daughters before and after puberty

kod svojih ćerki tinejdžerki pre i posle puberteta

was their level of embarrassment in front of him.

bio nivo stida pred njim.

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

Tako on priča: "Pre puberteta, ako bi se moje dve ćerke

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

zezale u prodavnici, ja bih rekao:

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

"Prestanite da se zezate i otpevaću vašu omiljenu pesmu.'

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

a one bi odmah prestale i on bi pevao

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

njihovu omiljenu pesmu. Posle puberteta to je postala pretnja.

(Laughter)

(Smeh)

The very notion of their dad singing in public

Pomisao da njihov tata peva u javnosti

was enough to make them behave.

bi bila dovoljna da se pristojno ponašaju.

So people often ask,

Ljudi često pitaju:

"Well, is adolescence a kind of recent phenomenon?

"Da li je adolescencija neki skoriji fenomen?

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

Je li to nešto što smo nedavno izmislili na Zapadu?"

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

A zapravo, odgovor je verovatno ne. Postoji mnogo

of descriptions of adolescence in history that sound

opisa adolescencije u istoriji koji zvuče

very similar to the descriptions we use today.

veoma slično opisima koje danas koristimo.

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

Tu je i poznati Šekspirov citat iz "Zimske bajke"

where he describes adolescence as follows:

gde on opisuje adolescenciju na sledeći način:

"I would there were no age between ten and

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

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

ili da mladi prespavaju to doba;

for there is nothing in the between but getting wenches

jer ne postoji ništa osim ostavljanja deve

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

sa detetom, ogrešenja o starost, krađe, tuče."

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

Nastavlja: "Rekavši to, da li bi iko

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

od tih kuvanih mozgova od devetnaeste i dvedesetdruge

hunt in this weather?" (Laughter)

išao u lov po ovakvom vremenu?" (Smeh)

So almost 400 years ago, Shakespeare was portraying

Dakle, skoro pre 400 godina Šekspir je okarakterisao

adolescents in a very similar light to the light that we

adolescente u veoma sličnom svetlu u kojem ih mi

portray them in today, but today we try to understand

karakterišemo danas, ali danas mi pokušavamo da shvatimo

their behavior in terms of the underlying changes

njihovo ponašanje u pogledu osnovnih promena

that are going on in their brain.

koje se odvijaju u njihovom mozgu.

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

Na primer, uzmimo preduzimanje rizika. Znamo da adolescenti

have a tendency to take risks. They do.

naginju ka tome da rizikuju. Stvarno je tako.

They take more risks than children or adults,

Više rizikuju nego deca ili odrasli,

and they are particularly prone to taking risks

a posebno su skloni preduzimanju rizika

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

kada su sa svojim prijateljima. Postoji bitan nagon

to become independent from one's parents

da se postane nezavistan od roditelja

and to impress one's friends in adolescence.

i da se zadive prijatelji u adolescenciji.

But now we try to understand that in terms of

Sada pokušavamo to da razumemo u pogledu

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

razvoja dela njihovog mozga koji se zove limbički sistem.

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

Pokazaću vam limbički sistem crvenom bojom

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

na slajdu i na ovom mozgu.

So the limbic system is right deep inside the brain,

Dakle, limbički sistem je duboko unutar mozga

and it's involved in things like emotion processing

i učestvuje u stvarima kao što je obrada emocija

and reward processing. It gives you the rewarding feeling

i nagrada. Daje vam osećaj satisfakcije

out of doing fun things, including taking risks.

dok radite zabavne stvari, uključujući i rizik.

It gives you the kick out of taking risks.

Pruža vam osećaj zadovoljstva kada rizikujete.

And this region, the regions within the limbic system,

Za ovu regiju, regiju unutar limbičkog sistema,

have been found to be hypersensitive to the rewarding

otkriveno je da je hipersenzitivna na osećaj zadovoljstva

feeling of risk-taking in adolescents compared with adults,

prilikom razikovanja kod adolescenata u poređenju sa 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 videti ovde na slajdu obojen u plavo,

which stops us taking excessive risks,

koji nas zaustavlja pri preduzimanju prekomernih rizika,

is still very much in development in adolescents.

i dalje je u razvitku kod adolescenata.

So brain research has shown that the adolescent brain

Istraživanja na mozgu su pokazala da je mozak adolescenata

undergoes really quite profound development,

podvrgnut veoma dubokom razvoju,

and this has implications for education, for rehabilitation,

i to ima uticaja na obrazovanje, rehabilitaciju

and intervention. The environment, including teaching,

i intervenciju. Okruženje, uključujući podučavanje,

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

a tek je od nedavno počelo

routinely educating teenagers in the West.

rutinsko obrazovanje tinejdžera na Zapadu.

All four of my grandparents, for example, left school

Moji deda i baba sa obe strane porodice, na primer, napustili su školu

in their early adolescence. They had no choice.

u ranoj adolescenciji. Nisu imali izbora.

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

A to je i dalje slučaj danas sa mnogo, mnogo tinejdžera

around the world today. Forty percent of teenagers

širom sveta. Četrdeset procenata 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 životni period kada je mozak posebno

particularly adaptable and malleable.

prilagodljiv i lako se formira.

It's a fantastic opportunity for learning and creativity.

To je fantastična prilika za učenje i kreativnost.

So what's sometimes seen as the problem

Dakle, ono što se ponekad smatra problemom

with adolescents — heightened risk-taking, poor impulse

sa adolescentima - pojačano rizikovanje, impulsivnost,

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

samosvest - ne bi smelo da se stigmatizira.

It actually reflects changes in the brain that provide

U stvari, odražava promene u mozgu koje pružaju

an excellent opportunity for education

odličnu priliku za obrazovanje

and social development. Thank you. (Applause)

i društveni razvoj. Hvala. (Aplauz)

(Applause)

(Aplauz)