Why our IQ levels are higher than our grandparents' | James Flynn

3,107,909 views ・ 2013-09-26

TED


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翻译人员: Sophia Liu 校对人员: lin piao
00:12
We are going to take a quick voyage
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让我们一起浏览一下
00:15
over the cognitive history of the 20th century,
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20 世纪的认知历史吧。
00:18
because during that century,
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因为在这个世纪里,
00:20
our minds have altered dramatically.
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我们的思想发生了极大的改变。
00:23
As you all know, the cars that people drove in 1900
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大家都知道,1900 年人们所驾驶的汽车已经因为
00:26
have altered because the roads are better
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道路状况的改善和
00:28
and because of technology.
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科技的进步而彻底改变了。
00:31
And our minds have altered, too.
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我们的思想也改变了。
00:33
We've gone from people who confronted a concrete world
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我们已经从面对具象的世界
00:37
and analyzed that world primarily in terms
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来分析如何
00:40
of how much it would benefit them
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从中受益的人,
00:42
to people who confront a very complex world,
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变成面对非常复杂的世界的人。
00:47
and it's a world where we've had to develop
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这个世界让我们需要有
00:49
new mental habits, new habits of mind.
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新的心理习惯、 新的思维习惯。
00:52
And these include things like
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其中包括
00:54
clothing that concrete world with classification,
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面对这个具象我们需要分类
00:59
introducing abstractions that we try to make
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需要抽象分析以保持
01:01
logically consistent,
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逻辑上的一致。
01:04
and also taking the hypothetical seriously,
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我们也需要做假设分析。
01:06
that is, wondering about what might have been
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就是说,我们想知道这世界的演变过程,
01:09
rather than what is.
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而不仅仅是知道这世界现在是怎么样。
01:11
Now, this dramatic change was drawn to my attention
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这一重大变化引起了我的注意。
01:15
through massive I.Q. gains over time,
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人们的智商随时间的推移而不断增高,
01:18
and these have been truly massive.
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这种改变可以说是个剧变。
01:21
That is, we don't just get a few more questions right
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就是说,我们不是只答对几个
01:25
on I.Q. tests.
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智商测试题。
01:27
We get far more questions right on I.Q. tests
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我们答对的智商测试题比
01:30
than each succeeding generation
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我们之前的每一代答对得都多得多,
01:32
back to the time that they were invented.
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甚至是追溯回智商测试刚发明的时代。
01:35
Indeed, if you score the people a century ago
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事实上,如果你按照现代标准给
01:39
against modern norms,
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一个世纪前的人们的智商打分,
01:40
they would have an average I.Q. of 70.
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他们的平均智商只能达到70分。
01:43
If you score us against their norms,
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如果你按照他们那个时代的标准给我们打分,
01:46
we would have an average I.Q. of 130.
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我们的平均智商会达到130分。
01:50
Now this has raised all sorts of questions.
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当然这就会有很多问题出来了。
01:53
Were our immediate ancestors
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我们的祖先是不是
01:55
on the verge of mental retardation?
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到了智力障碍的边缘?
01:58
Because 70 is normally the score for mental retardation.
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因为 70 分通常是智障的分数。
02:02
Or are we on the verge of all being gifted?
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还有,我们现代人算不算是天才呀?
02:05
Because 130 is the cutting line for giftedness.
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因为130分是天才的分割线。
02:10
Now I'm going to try and argue for a third alternative
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现在我给你们讲讲第三种可能性。
02:13
that's much more illuminating than either of those,
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这种可能性比前面的两个提问会更有启发性。
02:17
and to put this into perspective,
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让我们换个角度,
02:19
let's imagine that a Martian came down to Earth
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想象一个火星人来到地球
02:22
and found a ruined civilization.
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并发现了一个被破坏的文明。
02:25
And this Martian was an archaeologist,
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恰好这个火星人是一个考古学家,
02:28
and they found scores, target scores,
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他们发现了一些靶环,
02:30
that people had used for shooting.
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人们这个来计算射击分数。
02:33
And first they looked at 1865,
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首先他们看到的是1865 年的,
02:36
and they found that in a minute,
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他们发现,在一分钟内,
02:38
people had only put one bullet in the bullseye.
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只有一颗子弹被射中了靶心。
02:42
And then they found, in 1898,
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然后他们发现,在 1898 年,
02:44
that they'd put about five bullets in the bullseye in a minute.
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一分钟约有五发子弹被射中靶心。
02:48
And then about 1918 they put a hundred bullets in the bullseye.
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到了1918年的时候,就有100 颗子弹射中靶心了。
02:53
And initially, that archaeologist would be baffled.
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最初,那(火星)考古学家会困惑。
02:57
They would say, look, these tests were designed
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他们会说,你看,这些测试旨在
02:59
to find out how much people were steady of hand,
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测试人们的手法如何稳健,
03:03
how keen their eyesight was,
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视力是如何敏锐,
03:06
whether they had control of their weapon.
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以及是否有对武器的控制力的。
03:08
How could these performances have escalated
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这些射击成绩怎么会提升得
03:11
to this enormous degree?
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如此迅速?
03:13
Well we now know, of course, the answer.
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我们现在当然知道答案。
03:16
If that Martian looked at battlefields,
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而如果那火星人去看看战场,
03:18
they would find that people had only muskets
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他们会找到在内战期间
03:21
at the time of the Civil War
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只带着步枪的战士;
03:23
and that they had repeating rifles
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在美西战争期间
03:25
at the time of the Spanish-American War,
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用连发猎枪的战士;
03:28
and then they had machine guns
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还有在一次世界大战期间
03:30
by the time of World War I.
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用机关枪的战士。
03:33
And, in other words, it was the equipment
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换句话说,是
03:35
that was in the hands of the average soldier
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普通士兵手中的武器装备不同了,
03:38
that was responsible, not greater keenness of eye
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而不是视力够不够敏锐,
03:41
or steadiness of hand.
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或者手法够不够稳健。
03:43
Now what we have to imagine is the mental artillery
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现在我们应该理解
03:46
that we have picked up over those hundred years,
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这几百年来的心智上的飞跃。
03:50
and I think again that another thinker will help us here,
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另一位思想家将帮助我们理解这一问题,
03:54
and that's Luria.
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他叫罗瑞亚。
03:56
Luria looked at people
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罗瑞亚早在进入科学时代之前
03:58
just before they entered the scientific age,
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就开始观察
04:02
and he found that these people
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并发现人们往往
04:04
were resistant to classifying the concrete world.
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拒绝对具象世界进行分类分析。
04:07
They wanted to break it up
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他们想把这世界细分
04:08
into little bits that they could use.
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成他们可以从中受益的不同类别。
04:11
He found that they were resistant
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他发现人们拒绝
04:13
to deducing the hypothetical,
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去推导假说,
04:17
to speculating about what might be,
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去猜测可能性。
04:19
and he found finally that they didn't deal well
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他发现人们不擅于
04:22
with abstractions or using logic on those abstractions.
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抽象分析或逻辑思考。
04:26
Now let me give you a sample of some of his interviews.
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现在我给你们讲讲他的一些调研。
04:30
He talked to the head man of a person
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他采访了俄罗斯农村的
04:32
in rural Russia.
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一位首领。
04:34
They'd only had, as people had in 1900,
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在1900 年,人们
04:36
about four years of schooling.
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大约受四年的学校教育。
04:38
And he asked that particular person,
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他问那位首领,
04:41
what do crows and fish have in common?
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乌鸦和鱼有什么共同点?
04:44
And the fellow said, "Absolutely nothing.
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那人说:"绝对没有。
04:47
You know, I can eat a fish. I can't eat a crow.
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你当然知道,我可以吃一条鱼,但我不能吃一只乌鸦。
04:50
A crow can peck at a fish.
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一只乌鸦可以啄食一条鱼。
04:53
A fish can't do anything to a crow."
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但一条鱼可对付不了乌鸦"。
04:56
And Luria said, "But aren't they both animals?"
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罗瑞亚说,"但这两者不都是动物吗?"
04:59
And he said, "Of course not.
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首领说,"当然不是。
05:00
One's a fish.
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其中一个是鱼。
05:02
The other is a bird."
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另外一个是鸟呀。
05:04
And he was interested, effectively,
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这位首领真的对
05:06
in what he could do with those concrete objects.
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怎么利用这些具体的事物感兴趣。
05:10
And then Luria went to another person,
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罗瑞亚又去采访了另一个人。
05:12
and he said to them,
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他对他们说,
05:15
"There are no camels in Germany.
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"在德国没有骆驼。
05:17
Hamburg is a city in Germany.
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汉堡是德国的一个城市。
05:20
Are there camels in Hamburg?"
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那汉堡有骆驼吗?"
05:22
And the fellow said,
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这个人回答道,
05:23
"Well, if it's large enough, there ought to be camels there."
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"嗯,如果德国足够大的话,那里就应该有骆驼。"
05:27
And Luria said, "But what do my words imply?"
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罗瑞亚说,"可是我问的是汉堡呀?"
05:31
And he said, "Well, maybe it's a small village,
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那人回答说,"嗯,也许汉堡是一个小村庄,
05:34
and there's no room for camels."
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没有足够的地方留给骆驼呢"。
05:36
In other words, he was unwilling to treat this
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换句话说,他只愿意将这个问题
05:38
as anything but a concrete problem,
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当成一个具体的问题来回答。
05:41
and he was used to camels being in villages,
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他习惯于骆驼是豢养在村庄里的,
05:44
and he was quite unable to use the hypothetical,
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他自己真的无法假设
05:48
to ask himself what if there were no camels in Germany.
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德国真的就没有骆驼。
05:53
A third interview was conducted
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第三次采访是
05:55
with someone about the North Pole.
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有关北极的问题。
05:58
And Luria said, "At the North Pole, there is always snow.
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罗瑞亚说,"北极呢,总是有雪的。
06:03
Wherever there is always snow, the bears are white.
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只要哪里一直有雪,那儿的熊就是白色的。
06:06
What color are the bears at the North Pole?"
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那么在北极的熊是什么颜色?"
06:10
And the response was, "Such a thing
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被采访者的回答是,"这种事
06:12
is to be settled by testimony.
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只能由证据来说话。
06:14
If a wise person came from the North Pole
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如果一个智者从北极来
06:17
and told me the bears were white,
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告诉我熊是白色的
06:19
I might believe him,
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我可能会相信他。
06:21
but every bear that I have seen is a brown bear."
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但我见过的每一只熊都是棕色的呀。”
06:25
Now you see again, this person has rejected
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这回你又看到,这个人也拒绝
06:28
going beyond the concrete world
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超越具象世界,
06:30
and analyzing it through everyday experience,
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拒绝通过平常的经验来分析。
06:33
and it was important to that person
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对那个人来说,重要的是
06:35
what color bears were --
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熊是什么颜色 — —
06:37
that is, they had to hunt bears.
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就是说,他们需要捕获这样的熊(来生存)。
06:39
They weren't willing to engage in this.
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他们不愿意进一步分析。
06:41
One of them said to Luria,
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其中一个人对罗瑞亚说:
06:43
"How can we solve things that aren't real problems?
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"我们怎么能解决不是真问题的问题呢?
06:47
None of these problems are real.
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所有这些问题都不是真正的问题呀。
06:49
How can we address them?"
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我们怎么能知道呢?"
06:51
Now, these three categories --
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现在,有三种分析方法— —
06:55
classification,
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分类分析,
06:56
using logic on abstractions,
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使用抽象逻辑,
06:58
taking the hypothetical seriously --
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和认真假设 — —
07:01
how much difference do they make in the real world
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这些分析方法对认识采访室以外的
07:04
beyond the testing room?
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世界会有影响吗?
07:05
And let me give you a few illustrations.
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让我给你几个例子。
07:08
First, almost all of us today get a high school diploma.
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第一,今天在场的几乎所有人都有高中毕业文凭。
07:12
That is, we've gone from four to eight years of education
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就是说,我们已经从4至8年的教育
07:15
to 12 years of formal education,
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进步到 12 年的正规教育,
07:18
and 52 percent of Americans
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52%的美国人
07:20
have actually experienced some type of tertiary education.
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接受了专科以上的高等教育。
07:24
Now, not only do we have much more education,
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现在,我们不仅接受更多的教育,
07:28
and much of that education is scientific,
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而且接受更多科学知识的教育。
07:30
and you can't do science without classifying the world.
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不会对世界进行分类分析就不能搞科研;
07:34
You can't do science without proposing hypotheses.
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提不出假说也不能搞科研;
07:38
You can't do science without making it logically consistent.
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没有逻辑上的一致性也没法搞科研。
07:42
And even down in grade school, things have changed.
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甚至在小学阶段,分析问题的方法也已经发生了变化。
07:46
In 1910, they looked at the examinations
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人们研究1910 年的
07:49
that the state of Ohio gave to 14-year-olds,
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俄亥俄州针对 14 岁儿童的考题。
07:53
and they found that they were all
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他们发现考题
07:55
for socially valued concrete information.
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全部是针对具体事物的社会价值的。
07:58
They were things like,
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考试的内容是这样的,
07:59
what are the capitals of the 44 or 45 states
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当时的44 或 45 州的
08:02
that existed at that time?
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首府是什么?
08:05
When they looked at the exams
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而他们研究的
08:06
that the state of Ohio gave in 1990,
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1990 年俄亥俄州的考题
08:09
they were all about abstractions.
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则全部是些抽象问题。
08:12
They were things like,
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比如说,
08:13
why is the largest city of a state rarely the capital?
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为什么是一个州的最大城市往往不是首府?
08:19
And you were supposed to think, well,
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你可能会想,嗯,
08:20
the state legislature was rural-controlled,
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国家立法机关由农村控制的,
08:23
and they hated the big city,
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他们不喜欢大城市
08:25
so rather than putting the capital in a big city,
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所以比起在大城市建首府,
08:28
they put it in a county seat.
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他们更愿意把它放在小镇。
08:29
They put it in Albany rather than New York.
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他们把首府建在奥尔巴尼,而不是纽约。
08:32
They put it in Harrisburg rather than Philadelphia.
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他们把首府建在哈里斯堡,而不是费城。
08:35
And so forth.
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等等。
08:37
So the tenor of education has changed.
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所以说,教育的进程已经改变。
08:40
We are educating people to take the hypothetical seriously,
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我们正教育人们要认真地假设,
08:44
to use abstractions, and to link them logically.
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要使用抽象思维,然后把它和逻辑思维结合起来。
08:47
What about employment?
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那么就业情况呢?
08:50
Well, in 1900, three percent of Americans
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在 1900 年,美国人中只有3%
08:53
practiced professions that were cognitively demanding.
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是专业从业者。
08:57
Only three percent were lawyers or doctors or teachers.
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只有3%的人是律师、医生和教师。
09:01
Today, 35 percent of Americans
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而今天,35%的美国人
09:04
practice cognitively demanding professions,
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是专业从业者。
09:07
not only to the professions proper like lawyer
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不仅有像律师这样的专门职业,
09:10
or doctor or scientist or lecturer,
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或者医生,科学家,讲师,
09:12
but many, many sub-professions
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而且有很多很多细分的专业
09:14
having to do with being a technician,
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需要技术员,
09:16
a computer programmer.
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计算机程序员来做。
09:18
A whole range of professions now make cognitive demands.
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一系列的专业产生了一系列的专业需求。
09:23
And we can only meet the terms of employment
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在现代社会,我们只能满足某专业的就业条款,
09:25
in the modern world by being cognitively
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而我们对知识的掌握
09:28
far more flexible.
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却灵活机动得多。
09:30
And it's not just that we have many more people
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这并不只是说我们有更多的人
09:33
in cognitively demanding professions.
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从事有专业技能的职业。
09:36
The professions have been upgraded.
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这些专业行业本身也已经升级换代。
09:39
Compare the doctor in 1900,
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我们比较一下,1900 年
09:41
who really had only a few tricks up his sleeve,
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只会几手的医生
09:44
with the modern general practitioner or specialist,
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和现代社会的医生和医学专家。
09:47
with years of scientific training.
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后者受过多年的科学培训。
09:49
Compare the banker in 1900,
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再比较一下,1900 年
09:52
who really just needed a good accountant
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只需要是一个好会计的银行家
09:54
and to know who was trustworthy in the local community
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他们只需要知道当地社区谁是值得信赖的人
09:57
for paying back their mortgage.
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然后帮他们抵押贷款。
10:00
Well, the merchant bankers who brought the world to their knees
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那么现在呢,整个世界都得臣服于银行家的脚下。
10:03
may have been morally remiss,
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他们在道义上可能有所欠缺,
10:05
but they were cognitively very agile.
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可是他们的专业技能却异常地敏锐。
10:08
They went far beyond that 1900 banker.
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现代银行家远远超出了1900年的银行家。
10:12
They had to look at computer projections
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他们需要懂得房屋市场的
10:15
for the housing market.
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计算机预算。
10:17
They had to get complicated CDO-squared
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他们需要获得复杂的债务抵押债券
10:20
in order to bundle debt together
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然后将所有的债务捆绑在一起
10:23
and make debt look as if it were actually a profitable asset.
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让客户觉得债务是一项有利可图的投资。
10:27
They had to prepare a case to get rating agencies
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他们需要向评级机构申请
10:30
to give it a AAA,
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获得3A级信用度(企业信用的最高等级)。
10:31
though in many cases, they had virtually bribed the rating agencies.
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虽然在很多情况下,他们大多贿赂评级机构。
10:35
And they also, of course, had to get people
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当然,他们还要让客户
10:37
to accept these so-called assets
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接受所谓的“资产”,
10:40
and pay money for them
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为他们付钱,
10:41
even though they were highly vulnerable.
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即使知道客户其实是蒙受很大损失的。
10:44
Or take a farmer today.
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拿现在的农夫为例。
10:45
I take the farm manager of today as very different
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我觉得现在的农场主与
10:49
from the farmer of 1900.
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1900年的农夫相比非常不一样。
10:51
So it hasn't just been the spread
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虽然这个职业还没有被归类为
10:53
of cognitively demanding professions.
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专业从业者,
10:56
It's also been the upgrading of tasks
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但这个职业也升级成为
10:59
like lawyer and doctor and what have you
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像律师、 医生之类
11:01
that have made demands on our cognitive faculties.
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需要专业知识的从业者。
11:05
But I've talked about education and employment.
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我上面已经谈及教育和就业方面的例子。
11:08
Some of the habits of mind that we have developed
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我们在20世纪
11:12
over the 20th century
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养成的一些思维习惯
11:13
have paid off in unexpected areas.
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已经在意想不到的领域收益颇丰。
11:16
I'm primarily a moral philosopher.
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我是一个道德哲学家,
11:18
I merely have a holiday in psychology,
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对心理学不感兴趣。
11:22
and what interests me in general is moral debate.
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一般吸引我的话题都是道德辩论。
11:26
Now over the last century,
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自上一世纪开始,
11:29
in developed nations like America,
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在和美国一样的发达国家,
11:31
moral debate has escalated
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1981
道德辩论有大幅增加的趋势。
11:33
because we take the hypothetical seriously,
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因为我们认真地做出假设,
11:36
and we also take universals seriously
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我们也认真地对待事物的共性,
11:40
and look for logical connections.
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并找出合乎逻辑的共同处。
11:43
When I came home in 1955 from university
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马丁路德金时代的1955年
11:46
at the time of Martin Luther King,
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当我从大学回到家。
11:49
a lot of people came home at that time
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那时有很多学生都从学校回家
11:51
and started having arguments with their parents and grandparents.
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与他们的父母和祖父母进行辩论。
11:55
My father was born in 1885,
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我的父亲出生于 1885 年,
11:58
and he was mildly racially biased.
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他有轻度种族偏见。
12:00
As an Irishman, he hated the English so much
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作为一个爱尔兰人,他十分讨厌英国。
12:03
he didn't have much emotion for anyone else.
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而对其他人没有什么讨厌的想法。
12:05
(Laughter)
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(笑声)
12:08
But he did have a sense that black people were inferior.
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但他确实觉得黑人是劣等的。
12:13
And when we said to our parents and grandparents,
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当我们问我们的父母和祖父母,
12:15
"How would you feel if tomorrow morning you woke up black?"
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"如果明早一起床你发现自己是黑人了你会怎么想?"
12:20
they said that is the dumbest thing you've ever said.
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他们说,这就是你说过的最愚蠢的话。
12:24
Who have you ever known who woke up in the morning --
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2502
你见过谁一早上醒来-
12:26
(Laughter) --
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2402
(笑声)-
12:28
that turned black?
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就一下子变成黑人了?
12:30
In other words, they were fixed in the concrete
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3516
换句话说,他们固执于一些具体的
12:33
mores and attitudes they had inherited.
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习俗和固有的态度上。
12:37
They would not take the hypothetical seriously,
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他们不会认真地假设。
12:40
and without the hypothetical,
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可是没有假设,
12:41
it's very difficult to get moral argument off the ground.
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就很难把道德上的争论进行下去。
12:45
You have to say, imagine you were
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2635
那你要说了,试想你
12:48
in Iran, and imagine that your relatives
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在伊朗,试想你的亲戚
12:53
all suffered from collateral damage
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2700
所遭受的摧残
12:56
even though they had done no wrong.
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1946
其实他们什么都没做错。
12:58
How would you feel about that?
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你会怎么想?
13:00
And if someone of the older generation says,
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老一辈的人会回答说,
13:03
well, our government takes care of us,
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1930
嗯,我们的政府关照我们,
13:05
and it's up to their government to take care of them,
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他们的政府关照他们。
13:08
they're just not willing to take the hypothetical seriously.
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4068
他们真的不愿意认真地对待假设。
13:12
Or take an Islamic father whose daughter has been raped,
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3367
还有一个例子,一个伊斯兰的父亲,他的女儿被强奸了,
13:15
and he feels he's honor-bound to kill her.
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他会觉得自己有权杀了她。
13:18
Well, he's treating his mores
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是的,他就是在按照习俗办事,
13:21
as if they were sticks and stones and rocks that he had inherited,
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这些习俗就像他所继承的石头和棍子一样,
13:25
and they're unmovable in any way by logic.
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2645
是很难被改变的。
13:27
They're just inherited mores.
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他们只是机械地继承习俗。
13:30
Today we would say something like,
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2201
今天我们会说,
13:32
well, imagine you were knocked unconscious and sodomized.
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嗯,想象一下你被撞昏迷或被摧残了。
13:36
Would you deserve to be killed?
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你就该被杀吗?
13:37
And he would say, well that's not in the Koran.
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他会说,古兰经没有记载那些东西,
13:40
That's not one of the principles I've got.
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4022
那不是我信奉的信条之一。
13:44
Well you, today, universalize your principles.
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那么今天,你应该把信条广义化。
13:47
You state them as abstractions and you use logic on them.
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用抽象思维来说明它,用逻辑思维来实践它。
13:51
If you have a principle such as,
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2273
如果你有一项信条是,
13:53
people shouldn't suffer unless they're guilty of something,
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3646
除非有罪,人就不应该被摧残。
13:57
then to exclude black people
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2096
然后再排除黑人。
13:59
you've got to make exceptions, don't you?
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2498
你是不是一定要弄出个例外来?
14:01
You have to say, well, blackness of skin,
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2988
你不得不说,嗯,肤色黑,
14:04
you couldn't suffer just for that.
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2623
你不能只是为肤色黑就该受苦。
14:07
It must be that blacks are somehow tainted.
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3263
一定是是黑人某些方面是脏的坏的。
14:10
And then we can bring empirical evidence to bear, can't we,
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3167
然后我们需要举出实例来,我们能吗?
14:13
and say, well how can you consider all blacks tainted
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2916
那么,你怎么可以觉得所有黑人都是脏的坏的呢?
14:16
when St. Augustine was black and Thomas Sowell is black.
298
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3794
圣奥古斯汀是黑人和托马斯·索威尔是黑人。
14:20
And you can get moral argument off the ground, then,
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3425
你无法在道德辩论中取胜,
14:23
because you're not treating moral principles as concrete entities.
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4554
因为你不再把道德原则当做具体的个例,
14:28
You're treating them as universals,
301
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1937
你把这些原则广义化,
14:30
to be rendered consistent by logic.
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2779
让这些原则符合逻辑。
14:33
Now how did all of this arise out of I.Q. tests?
303
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3130
那么,这一切都是如何提高我们的智商的呢?
14:36
That's what initially got me going on cognitive history.
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4010
这就是为什么我一开始就痴迷研究认知历史。
14:40
If you look at the I.Q. test,
305
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1885
看看智商测试,
14:42
you find the gains have been greatest in certain areas.
306
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3985
你会发现它在某种特定领域中得到极大的提高。
14:46
The similarities subtest of the Wechsler
307
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2603
相似还有韦氏子测试,
14:48
is about classification,
308
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2269
那是关于分类分析的。
14:51
and we have made enormous gains
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2080
在分类分析的测试终,
14:53
on that classification subtest.
310
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3110
我们也取得了巨大的进步。
14:56
There are other parts of the I.Q. test battery
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3281
智商测试的其他部分
14:59
that are about using logic on abstractions.
312
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3096
是关于对抽象事物运用逻辑思维的。
15:02
Some of you may have taken Raven's Progressive Matrices,
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3474
你们中也许有人已经做过瑞文渐进矩阵,
15:06
and it's all about analogies.
314
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2538
是关于类比分析的。
15:08
And in 1900, people could do simple analogies.
315
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3856
在 1900 年,人们能做简单的类比分析。
15:12
That is, if you said to them, cats are like wildcats.
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4345
也就是说,如果你对他们说,猫是象野猫一样。
15:16
What are dogs like?
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1576
那狗像什么?
15:18
They would say wolves.
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2092
他们会说象狼。
15:20
But by 1960, people could attack Raven's
319
920448
3544
但到 1960 年,人们可以在瑞文渐进矩阵上
15:23
on a much more sophisticated level.
320
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2650
更进一步。
15:26
If you said, we've got two squares followed by a triangle,
321
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4507
如果你说,我们有两个正方形在一个三角形后面,
15:31
what follows two circles?
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2236
那两个圆后面跟着什么?
15:33
They could say a semicircle.
323
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2287
他们会说是一个半圆。
15:35
Just as a triangle is half of a square,
324
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2178
就象说三角形是一个正方形的一半一样,
15:37
a semicircle is half of a circle.
325
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2718
半圆是一个圆形的一半。
15:40
By 2010, college graduates, if you said
326
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3593
到 2010 年,如果你问大学毕业生,
15:44
two circles followed by a semicircle,
327
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3235
两个圆排在一个半圆之后,
15:47
two sixteens followed by what,
328
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2790
两个十六岁跟在什么之后呢?
15:50
they would say eight, because eight is half of 16.
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3736
他们说8,因为8是 16 的一半。
15:53
That is, they had moved so far from the concrete world
330
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2866
这就是,他们已经可以脱离具象世界
15:56
that they could even ignore
331
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2293
更深远地思考问题了。他们甚至可以忽略
15:59
the appearance of the symbols that were involved in the question.
332
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4523
智商题中那些符号的外观。
16:03
Now, I should say one thing that's very disheartening.
333
963604
3164
但现在我还应该说一件非常令人沮丧的事。
16:06
We haven't made progress on all fronts.
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2872
那就是我们还没有在所有的方面上都取得进步。
16:09
One of the ways in which we would like to deal
335
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2764
处理现代社会
16:12
with the sophistication of the modern world
336
972404
2198
复杂问题的方法之一,
16:14
is through politics,
337
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2036
就是通过政治。
16:16
and sadly you can have humane moral principles,
338
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3335
可悲的是,你可以有人性的道德原则,
16:19
you can classify, you can use logic on abstractions,
339
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4420
你可以分类分析,你可以在抽象问题上运用逻辑,
16:24
and if you're ignorant of history and of other countries,
340
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2930
如果你是无视历史和其他国家,
16:27
you can't do politics.
341
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2427
你就不能搞好政治活动。
16:29
We've noticed, in a trend among young Americans,
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3020
我们注意到,年轻的美国人有这样一个趋势,
16:32
that they read less history and less literature
343
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2875
他们很少读历史和文学
16:35
and less material about foreign lands,
344
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2610
更不要提外国的历史和文学。
16:38
and they're essentially ahistorical.
345
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1695
这些年轻人基本上与历史无关。
16:39
They live in the bubble of the present.
346
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2117
他们活在当下的泡沫里。
16:42
They don't know the Korean War from the war in Vietnam.
347
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2856
他们不知道朝鲜战争也不知道越南战争。
16:44
They don't know who was an ally of America in World War II.
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4183
他们不知道谁是第二次世界大战中的美国盟友。
16:49
Think how different America would be
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2621
想象一下,美国会将是如何的不同吧。
16:51
if every American knew that this is the fifth time
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3596
如果每个美国人都知道这已经是第五次
16:55
Western armies have gone to Afghanistan to put its house in order,
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4094
西方军队进驻阿富汗了,
16:59
and if they had some idea of exactly what had happened
352
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3364
如果每个美国人都知道
17:02
on those four previous occasions.
353
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2325
前面的四次都发生了什么。
17:05
(Laughter)
354
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950
(笑声)
17:06
And that is, they had barely left,
355
1026056
1948
但是,他们(美国的年轻人)几乎从来没有离开
17:08
and there wasn't a trace in the sand.
356
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2332
他们生活的小圈子。
17:10
Or imagine how different things would be
357
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3208
再想象一下,事情会如何不同吧!
17:13
if most Americans knew that we had been lied
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2756
如果大多数美国人都知道我们一直被欺骗着
17:16
into four of our last six wars.
359
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2925
参加了六场战争中的四场。
17:19
You know, the Spanish didn't sink the battleship Maine,
360
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2934
你知道吗?西班牙没有击沉缅因战舰,
17:22
the Lusitania was not an innocent vessel
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卢西塔尼亚号也不是无辜的。
17:24
but was loaded with munitions,
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它载满武器弹药。
17:27
the North Vietnamese did not attack the Seventh Fleet,
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北越没有根本攻击第七舰队,
17:31
and, of course, Saddam Hussein hated al Qaeda
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并且,当然,萨达姆 · 侯赛因痛恨基地组织,
17:34
and had nothing to do with it,
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1909
跟他们一点儿关系也没有。
17:36
and yet the administration convinced 45 percent of the people
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然而,政府当局却能让45%的美国人相信
17:40
that they were brothers in arms,
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萨达姆和基地组织关系紧密。
17:41
when he would hang one from the nearest lamppost.
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这样他(领导者)就找到了理由(去打仗)。
17:45
But I don't want to end on a pessimistic note.
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但,我不想用悲观的基调做结语。
17:49
The 20th century has shown enormous cognitive reserves
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在20 世纪,我们普通人呈现出巨大认知潜力。
17:53
in ordinary people that we have now realized,
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我们自己已经充分认识到这一点。
17:57
and the aristocracy was convinced
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以往的贵族相信
17:59
that the average person couldn't make it,
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普通人永远不会
18:01
that they could never share their mindset
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拥有象他们那样的思维
18:04
or their cognitive abilities.
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和认知能力。
18:07
Lord Curzon once said
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柯曾爵士曾经说过:
18:09
he saw people bathing in the North Sea,
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他看见人们在北海沐浴,
18:11
and he said, "Why did no one tell me
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他问,"为什么没有人告诉我
18:12
what white bodies the lower orders have?"
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白人怎么这么没有秩序?
18:15
As if they were a reptile.
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就好像他们是爬虫。”
18:18
Well, Dickens was right and he was wrong. [Correction: Rudyard Kipling]
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其实呢,狄更斯是对和他是错的。[更正: 拉迪亚德 · 吉卜林]
18:21
[Kipling] said, "The colonel's lady and Judy O'Grady
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[吉卜林] 说:"上校的夫人和茱蒂奥格雷迪
18:25
are sisters underneath the skin."
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在皮肤以下是姐妹呢"。
18:28
(Applause)
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(掌声)
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