David Anderson: Your brain is more than a bag of chemicals

163,785 views ・ 2013-03-12

TED


Please double-click on the English subtitles below to play the video.

00:00
Translator: Joseph Geni Reviewer: Morton Bast
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Prevodilac: Mile Živković Lektor: Anja Saric
00:15
So raise your hand if you know someone
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Podignite ruku ako znate nekoga
00:19
in your immediate family or circle of friends
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u vašoj užoj porodici ili krugu prijatelja
00:21
who suffers from some form of mental illness.
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ko pati od nekog oblika duševne bolesti.
00:25
Yeah. I thought so. Not surprised.
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Tako sam i mislio. Nisam iznenađen.
00:28
And raise your hand if you think that
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I podignite ruku ako mislite
00:30
basic research on fruit flies has anything to do
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da osnovna istraživanja na vinskim mušicama imaju neke veze
00:33
with understanding mental illness in humans.
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sa našim razumevanjem duševnih bolesti kod ljudi.
00:37
Yeah. I thought so. I'm also not surprised.
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Tako sam i mislio. Nisam iznenađen.
00:40
I can see I've got my work cut out for me here.
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Vidim da mi je posao unapred olakšan.
00:43
As we heard from Dr. Insel this morning,
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Kao što smo jutros čuli od dr Insela
00:46
psychiatric disorders like autism, depression and schizophrenia
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psihički poremećaji poput autizma, depresije i šizofrenije
00:50
take a terrible toll on human suffering.
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uzimaju velik danak na ljudsko zdravlje.
00:53
We know much less about their treatment
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O njihovom lečenju
00:56
and the understanding of their basic mechanisms
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i razumevanju njihovih osnovnih mehanizama
00:59
than we do about diseases of the body.
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znamo manje nego kod telesnih bolesti.
01:01
Think about it: In 2013,
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Razmislite o tome: 2013. je,
01:04
the second decade of the millennium,
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druga decenija milenijuma
01:06
if you're concerned about a cancer diagnosis
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i ako vas brine dijagnoza raka
01:08
and you go to your doctor, you get bone scans,
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odete kod svog doktora, uradite snimak kostiju,
01:11
biopsies and blood tests.
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biopsije i testove krvne slike.
01:14
In 2013, if you're concerned about a depression diagnosis,
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U 2013., ako vas brine dijagnoza depresije,
01:18
you go to your doctor, and what do you get?
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odete kod svog doktora, i šta dobijate?
01:20
A questionnaire.
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Upitnik.
01:22
Now, part of the reason for this is that we have
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Jedan od razloga za ovo je to što imamo
01:24
an oversimplified and increasingly outmoded view
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previše pojednostavljen i veoma zastareo pogled
01:28
of the biological basis of psychiatric disorders.
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na biološku osnovu duševnih poremećaja.
01:32
We tend to view them --
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Gledamo na njih -
01:33
and the popular press aids and abets this view --
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a populana štampa samo pomaže ovom viđenju -
01:36
as chemical imbalances in the brain,
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kao na hemijske neravnoteže u mozgu,
01:39
as if the brain were some kind of bag of chemical soup
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kao da je mozak neka vrsta kesice hemijske supe
01:42
full of dopamine, serotonin and norepinephrine.
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puna dopamina, serotonina i norepinefrina.
01:47
This view is conditioned by the fact
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Ovo viđenje uslovljeno je činjenicom
01:49
that many of the drugs that are prescribed to treat these disorders,
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da puno lekova koji se prepisuju za lečenje ovih bolesti
01:52
like Prozac, act by globally changing brain chemistry,
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poput Prozaka, deluju globalno tako što menjaju hemiju mozga
01:57
as if the brain were indeed a bag of chemical soup.
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kao da je mozak zaista kesica hemijske supe.
02:01
But that can't be the answer,
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Ali nemoguće је da je to odgovor,
02:03
because these drugs actually don't work all that well.
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jer ovi lekovi, zapravo, ne funkcionišu baš dobro.
02:06
A lot of people won't take them, or stop taking them,
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Puno ljudi neće da ih uzima ili prestaje da ih uzima,
02:09
because of their unpleasant side effects.
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zbog neprijatnih neželjenih dejstava.
02:12
These drugs have so many side effects
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Ovi lekovi imaju toliko neželjenih dejstava
02:14
because using them to treat a complex psychiatric disorder
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jer je lečenje kompleksnih duševnih poremećaja putem njih
02:18
is a bit like trying to change your engine oil
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pomalo poput pokušavanja da zamenite ulje u motoru
02:21
by opening a can and pouring it all over the engine block.
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tako što otvorite kanister i raspete ga svuda po bloku motora.
02:25
Some of it will dribble into the right place,
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Nešto će kapnuti na pravo mesto,
02:27
but a lot of it will do more harm than good.
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ali većina toga će naneti više štete nego koristi.
02:30
Now, an emerging view
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Novo viđenje je ono
02:32
that you also heard about from Dr. Insel this morning,
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o kom ste takođe čuli od dr Insela jutros,
02:35
is that psychiatric disorders are actually
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a to je da su duševni poremećaji
02:38
disturbances of neural circuits that mediate
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zapravo smetnje moždanih kola koja posreduju
02:41
emotion, mood and affect.
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između emocija, raspoloženja i afekta.
02:45
When we think about cognition,
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Kada mislimo o spoznaji,
02:47
we analogize the brain to a computer. That's no problem.
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pravimo analogiju mozga i kompjutera. To nije problem.
02:50
Well it turns out that the computer analogy
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Ispostavlja se da je ta analogija
02:53
is just as valid for emotion.
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jednako tačna i za emocije.
02:55
It's just that we don't tend to think about it that way.
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Samo što mi ne razmišljamo o tome na taj način.
02:58
But we know much less about the circuit basis
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Ali o osnovi kola duševnih poremećaja
03:01
of psychiatric disorders
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znamo mnogo manje toga
03:03
because of the overwhelming dominance
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zbog neverovatne dominacije
03:05
of this chemical imbalance hypothesis.
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ove hipoteze o hemijskoj neravnoteži.
03:09
Now, it's not that chemicals are not important
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Nije da hemikalije nisu bitne
03:12
in psychiatric disorders.
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kod duševnih poremećaja.
03:14
It's just that they don't bathe the brain like soup.
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Samo što mozak ne pliva u njima kao u supi.
03:18
Rather, they're released in very specific locations
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One se zapravo ispuštaju na veoma specifičnim mestima
03:22
and they act on specific synapses
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i deluju na specifične sinapse
03:24
to change the flow of information in the brain.
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kako bi promenile tok informacija u mozgu.
03:28
So if we ever really want to understand
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Ako zaista želimo da razumemo
03:30
the biological basis of psychiatric disorders,
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biološku osnovu duševnih poremećaja,
03:33
we need to pinpoint these locations in the brain
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moramo da odredimo lokacije u mozgu
03:36
where these chemicals act.
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u kojima deluju ove hemikalije.
03:38
Otherwise, we're going to keep pouring oil all over our mental engines
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U suprotnom, samo ćemo prosipati ulje po našim mentalnim motorima
03:41
and suffering the consequences.
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i trpeti posledice.
03:44
Now to begin to overcome our ignorance
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Kako bismo počeli da prevazilazimo naše neznanje
03:47
of the role of brain chemistry in brain circuitry,
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o ulozi hemije mozga u moždanim kolima,
03:51
it's helpful to work on what we biologists call
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pomaže da radimo na onome što mi biolozi nazivamo
03:54
"model organisms,"
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'modelnim organizmima,'
03:55
animals like fruit flies and laboratory mice,
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što su životinje poput vinskih mušica i laboratorijskih miševa
03:58
in which we can apply powerful genetic techniques
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kod kojih možemo primeniti moćne genetičke tehnike
04:02
to molecularly identify and pinpoint
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da biсмо identifikovali i otkrili
04:06
specific classes of neurons,
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specifične klase neurona na molekularnom nivou,
04:07
as you heard about in Allan Jones's talk this morning.
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o čemu ste jutros čuli u govoru Alana Džounza.
04:10
Moreover, once we can do that,
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Štaviše, kada uradimo to,
04:12
we can actually activate specific neurons
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zapravo možemo aktivirati specifične neurone
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or we can destroy or inhibit the activity of those neurons.
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ili možemo uništiti ili sprečiti njihovu aktivnost.
04:19
So if we inhibit a particular type of neuron,
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Ako sprečimo poseban tip neurona
04:22
and we find that a behavior is blocked,
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i otkrijemo da je taj tip ponašanja blokiran,
04:25
we can conclude that those neurons
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možemo zaključiti da su ti neuroni
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are necessary for that behavior.
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neophodni za taj tip ponašanja.
04:30
On the other hand, if we activate a group of neurons
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Sa druge strane, ako aktiviramo grupu neurona
04:32
and we find that that produces the behavior,
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i otkrijemo da to proizvodi taj vid ponašanja,
04:35
we can conclude that those neurons are sufficient for the behavior.
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možemo zaključiti da su ti neuroni dovoljni za ponašanje.
04:39
So in this way, by doing this kind of test,
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Na ovaj način, putem ovakvog testa,
04:42
we can draw cause and effect relationships
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možemo povući uzročno-posledične veze
04:46
between the activity of specific neurons
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između aktivnosti specifičnih neurona
04:48
in particular circuits and particular behaviors,
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u pojedinim kolima i pojedinih vidova ponašanja,
04:51
something that is extremely difficult, if not impossible,
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a kod ljudi je to sada veoma teško,
04:53
to do right now in humans.
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ako ne i nemoguće.
04:58
But can an organism like a fruit fly, which is --
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Ali može li organizam poput vinske mušice -
05:01
it's a great model organism
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koji je sjajan modelni organizam
05:03
because it's got a small brain,
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jer ima mali mozak,
05:06
it's capable of complex and sophisticated behaviors,
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sposoban je za kompleksna i prefinjena ponašanja,
05:10
it breeds quickly, and it's cheap.
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brzo se razmnožava i jeftin je.
05:13
But can an organism like this
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Ali može li organizam poput ovog
05:15
teach us anything about emotion-like states?
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da nas nauči nešto o stanjima poput emocija?
05:18
Do these organisms even have emotion-like states,
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Da li ovi organizmi uopšte imaju stanja poput emocija
05:22
or are they just little digital robots?
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ili su samo maleni digitalni roboti?
05:25
Charles Darwin believed that insects have emotion
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Čarls Darvin je verovao da insekti imaju emocije
05:28
and express them in their behaviors, as he wrote
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i da ih izražavaju kroz svoje ponašanje, kao što je i napisao
05:31
in his 1872 monograph on the expression of the emotions in man and animals.
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u svojoj monografiji o izrazima emocija kod ljudi i životinja iz 1872.
05:36
And my eponymous colleague, Seymour Benzer, believed it as well.
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Moj kolega Simor Benzer je takođe verovao u to.
05:40
Seymour is the man that introduced the use of drosophila
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Simor je čovek koji je uveo korišćenje vinskih mušica
05:43
here at CalTech in the '60s as a model organism
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kao modelnog organizma na Kalteku '60-tih godina
05:47
to study the connection between genes and behavior.
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da bi proučavao vezu između gena i ponašanja.
05:50
Seymour recruited me to CalTech in the late 1980s.
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Simor me je regrutovao na Kaltek krajem '80-tih.
05:54
He was my Jedi and my rabbi while he was here,
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Dok je bio ovde, bio je moj džedaj i rabin,
05:58
and Seymour taught me both to love flies
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i Simor me je naučio da volim vinske mušice
06:01
and also to play with science.
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kao i da se igram naukom.
06:04
So how do we ask this question?
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Kako postaviti ovakvo pitanje?
06:07
It's one thing to believe that flies have emotion-like states,
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Jedno je verovati da vinske mušice imaju stanja poput emocija,
06:11
but how do we actually find out whether that's true or not?
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ali kako da zaista otkrijemo da li je to istina ili ne?
06:14
Now, in humans we often infer emotional states,
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Kod ljudi često vidimo stanja poput emocija
06:18
as you'll hear later today, from facial expressions.
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iz izraza lica, kao što ćete čuti kasnije u toku dana.
06:22
However, it's a little difficult to do that in fruit flies.
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Ipak, to je pomalo teško uraditi sa vinskim mušicama.
06:26
(Laughter)
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(Smeh)
06:29
It's kind of like landing on Mars
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To je kao kad biste sleteli na Mars
06:32
and looking out the window of your spaceship
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i pogledali kroz prozor svemirskog broda
06:35
at all the little green men who are surrounding it
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u male zelene ljude u oko njega
06:37
and trying to figure out, "How do I find out
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i pokušali da odgonetnete: "Kako da otkrijem
06:40
if they have emotions or not?"
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da li oni imaju ili nemaju emocije?"
06:42
What can we do? It's not so easy.
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Šta možemo uraditi? Ovo nije lako.
06:45
Well, one of the ways that we can start
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Jedan od načina kako početi
06:48
is to try to come up with some general characteristics
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je da smislimo neke opšte karakteristike
06:52
or properties of emotion-like states
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ili svojstva stanja poput emocija
06:56
such as arousal, and see if we can identify
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poput nadražaja i da vidimo da li možemo prepoznati
06:59
any fly behaviors that might exhibit some of those properties.
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neka ponašanja vinskih mušica sa tim istim karakteristikama.
07:04
So three important ones that I can think of
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Tri bitne karakteristike koje mi padaju na pamet
07:07
are persistence, gradations in intensity, and valence.
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su istrajnost, postepenost intenziteta i valenca.
07:12
Persistence means long-lasting.
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Istrajnost podrazumeva trajanje.
07:14
We all know that the stimulus that triggers an emotion
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Svi znamo da nadražaj koji izaziva emociju
07:18
causes that emotion to last long after the stimulus is gone.
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prouzrokuje da ta emocija traje dugo nakon što je nadražaj nestao.
07:23
Gradations of intensity means what it sounds like.
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Postepenost intenziteta znači upravo to.
07:26
You can dial up the intensity or dial down the intensity of an emotion.
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Možete pojačati ili smanjiti intenzitet emocije.
07:31
If you're a little bit unhappy, the corners of your mouth
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Ako ste pomalo nesrećni, uglovi vaših usta
07:33
turn down and you sniffle,
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će se spustiti i šmrkaćete,
07:35
and if you're very unhappy, tears pour down your face
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a ako ste veoma nesrećni, niz lice će vam ići suze
07:38
and you might sob.
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i možda ćete jecati.
07:40
Valence means good or bad, positive or negative.
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Valenca podrazumeva dobro ili loše, pozitivno ili negativno.
07:44
So we decided to see if flies could be provoked into showing
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Odlučili smo da vidimo da li mušice možemo naterati da pokažu
07:49
the kind of behavior that you see
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vrstu ponašanja koje vidite
07:51
by the proverbial wasp at the picnic table,
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kod ose iz poslovice, za stolom na izletu.
07:54
you know, the one that keeps coming back to your hamburger
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Osa će nasrtati na vaš hamburger
07:57
the more vigorously you try to swat it away,
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i što više pokušavate da je smljeskate,
07:59
and it seems to keep getting irritated.
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čini se da se ona više razdražuje.
08:02
So we built a device, which we call a puff-o-mat,
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Stvorili smo napravu koju zovemo duvomat,
08:05
in which we could deliver little brief air puffs to fruit flies
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sa kojom možemo proizvesti malene nalete vazduha ka vinskim mušicama
08:10
in these plastic tubes in our laboratory bench
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u ovim plastičnim cevima u našoj laboratoriji
08:12
and blow them away.
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i da ih tako oduvamo.
08:14
And what we found is that if we gave these flies
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Otkrili smo da ako ovim mušicama damo
08:17
in the puff-o-mat several puffs in a row,
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nekoliko naleta vazduha zaredom,
08:20
they became somewhat hyperactive
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postanu pomalo hiperaktivne
08:23
and continued to run around for some time after the air puffs actually stopped
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i nastave da trče okolo neko vreme nakon što naleti prestanu
08:27
and took a while to calm down.
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i treba im dosta da se smire.
08:30
So we quantified this behavior
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Izmerili smo ovo ponašanje
08:32
using custom locomotor tracking software
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putem posebnog softvera za praćenje kretanja,
08:35
developed with my collaborator Pietro Perona,
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koji smo razvili sa mojim saradnikom Pjetrom Peronom,
08:38
who's in the electrical engineering division here at CalTech.
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sa odseka elektrotehnike ovde na Kalteku.
08:42
And what this quantification showed us is that,
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Brojke su nam pokazale da,
08:45
upon experiencing a train of these air puffs,
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nakon što iskuse niz ovih naleta vazduha,
08:48
the flies appear to enter a kind of state of hyperactivity
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mušice padaju u stanje hiperaktivnosti
08:52
which is persistent, long-lasting,
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koje je istrajno, dugotrajno
08:55
and also appears to be graded.
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i takođe se može gradirati.
08:57
More puffs, or more intense puffs,
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Više naleta vazduha ili više intenzivnijih naleta,
09:00
make the state last for a longer period of time.
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prouzrokuju da stanje traje duže.
09:04
So now we wanted to try to understand something
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Sada smo hteli da pokušamo da razumemo nešto
09:06
about what controls the duration of this state.
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o tome šta kontroliše dužinu trajanja stanja.
09:10
So we decided to use our puff-o-mat
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Odlučili smo da iskoristimo naš duvomat
09:13
and our automated tracking software
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i automatski softver za praćenje
09:15
to screen through hundreds of lines of mutant fruit flies
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da snimimo stotine linija mutiranih vinskih mušica
09:19
to see if we could find any that showed abnormal responses to the air puffs.
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i vidimo da li možemo naći neke sa neuobičajenom reakcijom na nalete vazduha.
09:24
And this is one of the great things about fruit flies.
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Ovo jedna od sjajnih stvari u vezi sa vinskim mušicama.
09:26
There are repositories where you can just pick up the phone
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Postoje spremišta gde samo uzmete telefon
09:29
and order hundreds of vials of flies of different mutants
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i naručite stotine ampula različitih mutanata vinskih mušica
09:32
and screen them in your assay and then find out
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i pregledate ih u svom ogledu da otkrijete
09:35
what gene is affected in the mutation.
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koji gen je pogođen mutacijom.
09:38
So doing the screen, we discovered one mutant
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Tokom pregleda otkrili smo jednog mutanta
09:41
that took much longer than normal to calm down
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kojem je trebalo puno duže da se smiri
09:45
after the air puffs,
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nakon naleta vazduha
09:47
and when we examined the gene that was affected in this mutation,
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i kada smo ispitali gen pogođen mutacijom,
09:51
it turned out to encode a dopamine receptor.
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ispostavilo se da je to receptor dopamina.
09:55
That's right -- flies, like people, have dopamine,
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Tako je - mušice, poput ljudi, imaju dopamin
09:58
and it acts on their brains and on their synapses
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i on deluje na njihove mozgove i sinapse
10:00
through the same dopamine receptor molecules
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kroz iste molekule receptora dopamina
10:03
that you and I have.
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koje imamo vi i ja.
10:05
Dopamine plays a number of important functions in the brain,
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Dopamin ima dosta važnih funkcija u mozgu,
10:09
including in attention, arousal, reward,
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poput pažnje, nadražaja, nagrađivanja
10:12
and disorders of the dopamine system have been linked
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i poremećaji u sistemu dopamina su povezivani
10:15
to a number of mental disorders including drug abuse,
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sa nekoliko mentalnih poremećaja poput korišćenja droga
10:19
Parkinson's disease, and ADHD.
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Parkinsonove bolesti, i hiperkinetičkog poremećaja.
10:23
Now, in genetics, it's a little counterintuitive.
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U genetici stvari idu malo protiv intuicije.
10:26
We tend to infer the normal function of something
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Normalnu funkciju nečega zaključujemo
10:29
by what doesn't happen when we take it away,
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iz toga šta se ne desi kada to sklonimo,
10:33
by the opposite of what we see when we take it away.
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iz suprotnog od onog što vidimo kada to sklonimo.
10:36
So when we take away the dopamine receptor
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Tako da kada uklonimo receptor dopamina
10:39
and the flies take longer to calm down,
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i mušicama treba više da se smire,
10:41
from that we infer that the normal function of this receptor and dopamine
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iz toga zakljčujemo da je normalna funkcija dopamina i ovog receptora
10:45
is to cause the flies to calm down faster after the puff.
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da dovede do toga da se mušice brže smire nakon naleta vazduha.
10:49
And that's a bit reminiscent of ADHD,
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To podseća na hiperkinetički poremećaj,
10:52
which has been linked to disorders of the dopamine system in humans.
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koji je povezivan sa poremećajima sistema dopamina kod ljudi.
10:56
Indeed, if we increase the levels of dopamine in normal flies
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Zaista, ako povećamo nivoe dopamina kod normalnih mušica
11:01
by feeding them cocaine
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tako što im dajemo kokain
11:03
after getting the appropriate DEA license
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nakon što od Agencije za narkotike dobijemo odgovarajuću dozvolu
11:06
— oh my God -- (Laughter) —
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- O, bože moj - (Smeh)
11:10
we find indeed that these cocaine-fed flies
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zaista otkrivamo da se ove mušice na kokainu
11:13
calm down faster than normal flies do,
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smiruju brže od običnih mušica,
11:16
and that's also reminiscent of ADHD,
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i ovo takođe podseća na hiperkinetički poremećaj,
11:19
which is often treated with drugs like Ritalin
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koji se često leči lekovima poput Ritalina
11:21
that act similarly to cocaine.
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koji deluju slično kokainu.
11:24
So slowly I began to realize that what started out
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Polako sam počeo da shvatam da je ono što je počelo
11:27
as a rather playful attempt to try to annoy fruit flies
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kao nestašan pokušaj da se iznerviraju vinske mušice
11:31
might actually have some relevance to a human psychiatric disorder.
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može da bude bitno za duševne poremećaje kod ljudi.
11:35
Now, how far does this analogy go?
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Koliko daleko seže ova analogija?
11:37
As many of you know, individuals afflicted with ADHD
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Kao što mnogi ovde znaju, ljudi sa hiperkinetičkim poremećajem
11:40
also have learning disabilities.
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takođe imaju poremećaje u učenju.
11:43
Is that true of our dopamine receptor mutant flies?
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Da li je to tačno i za naše mutantske muve sa receptorima dopamina?
11:46
Remarkably, the answer is yes.
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Neverovatno, ali odgovor je da.
11:49
As Seymour showed back in the 1970s,
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Kao što je Simor pokazao sedamdesetih,
11:52
flies, like songbirds, as you just heard,
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mušice, poput ptica pevačica, kao što ste upravo čuli,
11:54
are capable of learning.
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imaju mogućnost učenja.
11:56
You can train a fly to avoid an odor, shown here in blue,
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Mušicu možete obučiti da izbegava miris, ovde obeležen plavim,
12:00
if you pair that odor with a shock.
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ako taj miris uparite sa šokom.
12:03
Then when you give those trained flies the chance to choose
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Onda kada tim obučenim mušicama date priliku da biraju
12:06
between a tube with the shock-paired odor and another odor,
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između cevi sa mirisom koji je uparen sa šokom i drugim mirisom
12:09
it avoids the tube containing the blue odor that was paired with shock.
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ona izbegava cev sa plavim mirisom koji je uparen sa šokom.
12:13
Well, if you do this test on dopamine receptor mutant flies,
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Ako uradite ovaj test na mutantskim mušicama sa receptorima dopamina,
12:17
they don't learn. Their learning score is zero.
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one ne uče. Njihov rezultat je nula.
12:19
They flunk out of CalTech.
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Izbacuju ih sa Kalteka.
12:23
So that means that these flies have two abnormalities,
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To znači da ove mušice imaju dve abnormalnosti
12:28
or phenotypes, as we geneticists call them,
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ili fenotipa, kao ih zovemo mi genetičari,
12:31
that one finds in ADHD: hyperactivity and learning disability.
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koji se mogu naći kod hiperkinetičkog poremečaja: hiperaktivnost i poremećaj u učenju.
12:36
Now what's the causal relationship, if anything, between these phenotypes?
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Koja je uzročna veza između ova dva fenotipa, ako je uopšte i ima?
12:41
In ADHD, it's often assumed that the hyperactivity
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Kod hiperkinetičkog poremećaja, često se pretpostavlja da hiperaktivnost
12:45
causes the learning disability.
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izaziva poremećaj u učenju.
12:47
The kids can't sit still long enough to focus, so they don't learn.
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Deca ne mogu da sede dovoljno dugo da se usredsrede, tako da ne uče.
12:50
But it could equally be the case that it's the learning disabilities
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Ali isto tako može biti da poremećaj u učenju
12:54
that cause the hyperactivity.
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izaziva hiperaktivnost.
12:55
Because the kids can't learn, they look for other things to distract their attention.
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Kako deca ne mogu da uče, traže druge stvari da im odvuku pažnju.
13:00
And a final possibility is that there's no relationship at all
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Poslednja mogućnost je da veza ne postoji uopšte
13:03
between learning disabilities and hyperactivity,
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između poremećaja u učenju i hiperaktivnosti,
13:05
but that they are caused by a common underlying mechanism in ADHD.
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nego da ih izaziva zajednički pozadinski mehanizam kod hiperkinetičkog poremećaja.
13:10
Now people have been wondering about this for a long time
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Naučnike je ovo dugo zanimalo kod ljudi
13:13
in humans, but in flies we can actually test this.
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ali kod mušica to zapravo možemo testirati.
13:16
And the way that we do this is to delve deeply into the mind
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Ovo radimo tako što zaronimo duboko u um mušice
13:19
of the fly and begin to untangle its circuitry using genetics.
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i počnemo da odmotavamo njegova kola kroz genetiku.
13:23
We take our dopamine receptor mutant flies
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Uzmemo mutantske mušice sa receptorima dopamina
13:26
and we genetically restore, or cure, the dopamine receptor
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i genetski povratimo ili izlečimo receptor dopamina
13:30
by putting a good copy of the dopamine receptor gene
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tako što vratimo dobar primerak gena receptora dopamina
13:34
back into the fly brain.
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nazad u mozak mušice
13:36
But in each fly, we put it back only into certain neurons
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Ali kod svake mušice ga vraćamo samo u određene neurone
13:40
and not in others, and then we test each of these flies
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a ne u druge i onda svaku od ovih mušica testiramo
13:43
for their ability to learn and for hyperactivity.
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na sposobnost učenja i hiperaktivnost.
13:47
Remarkably, we find we can completely dissociate these two abnormalities.
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Neverovatno, ali možemo u potpunosti razdvojiti ove dve abnormalnosti.
13:52
If we put a good copy of the dopamine receptor back
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Ako vratimo dobar primerak receptora dopamina
13:54
in this elliptical structure called the central complex,
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u ovu eliptičnu strukturu zvanu centralni kompleks
13:57
the flies are no longer hyperactive, but they still can't learn.
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mušice više nisu hiperaktivne, ali još ne mogu da uče.
14:01
On the other hand, if we put the receptor back in a different structure
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Sa druge strane, ako vratimo receptor u drugačiju strukturu
14:04
called the mushroom body,
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zvanu telo pečurke,
14:06
the learning deficit is rescued, the flies learn well,
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deficit u učenju je spašen, mušice uče dobro,
14:09
but they're still hyperactive.
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ali su još uvek hiperaktivne.
14:11
What that tells us is that dopamine
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To nam govori da mozak mušica
14:13
is not bathing the brain of these flies like soup.
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ne pliva u dopaminu kao u supi.
14:16
Rather, it's acting to control two different functions
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Dopamin zapravo kontroliše dve odvojene funkcije
14:19
on two different circuits,
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na dva odvojena kola,
14:21
so the reason there are two things wrong with our dopamine receptor flies
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tako da to što dve stvari ne valjaju sa našim mušicama sa receptorima dopamina,
14:25
is that the same receptor is controlling two different functions
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je zbog toga što isti receptor kontroliše dve različite funkcije
14:29
in two different regions of the brain.
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u dva različita dela mozga.
14:32
Whether the same thing is true in ADHD in humans
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Ne znamo da li je isto tačno za hiperkinetički poremećaj
14:35
we don't know, but these kinds of results
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kod ljudi, ali ovakvi rezultati
14:37
should at least cause us to consider that possibility.
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u najmanju ruku treba da nas nateraju da to uzmemo u obzir.
14:41
So these results make me and my colleagues more convinced than ever
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Ovi rezultati mene i moje kolege uveravaju više nego ikad
14:45
that the brain is not a bag of chemical soup,
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da mozak nije kesica hemijske supe
14:48
and it's a mistake to try to treat complex psychiatric disorders
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i da je greška lečiti kompleksne duševne poremećaje
14:52
just by changing the flavor of the soup.
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samo menjanjem ukusa te supe.
14:55
What we need to do is to use our ingenuity and our scientific knowledge
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Moramo da iskoristimo svoju genijalnost i naučno znanje
14:59
to try to design a new generation of treatments
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i pokušamo da smislimo novu generaciju tretmana
15:01
that are targeted to specific neurons and specific regions of the brain
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namenjenih specifičnim neuronima i delovima mozga
15:06
that are affected in particular psychiatric disorders.
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koje pogađaju pojedini duševni poremećaji.
15:09
If we can do that, we may be able to cure these disorders
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Ako možemo da uradimo to, možda ćemo moći da izlečimo ove poremećaje
15:12
without the unpleasant side effects,
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bez neprijatnih neželjenih dejstava,
15:14
putting the oil back in our mental engines,
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da vratimo ulje u naše mentalne motore,
15:17
just where it's needed. Thank you very much.
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baš tamo gde treba. Hvala puno.
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