请双击下面的英文字幕来播放视频。
翻译人员: Ricky Lee
校对人员: zhangb bin
00:12
Today I'm going to talk to you about the problem of other minds.
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今天我要和大家谈的是有关于人的观念
00:15
And the problem I'm going to talk about
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接下来我要讲的内容
00:17
is not the familiar one from philosophy,
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不是我们所熟悉的哲学的问题
00:20
which is, "How can we know
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比如“我们根本不知道
00:22
whether other people have minds?"
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其它人是否真的有思想”
00:24
That is, maybe you have a mind,
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也就是说,也学你是有思想的
00:26
and everyone else is just a really convincing robot.
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但对其它人实际上不过就一机器人
00:29
So that's a problem in philosophy,
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这类问题都是哲学的问题
00:31
but for today's purposes I'm going to assume
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但为了今天的演讲,我会假设
00:33
that many people in this audience have a mind,
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这里的听众都有自己的思想,
00:35
and that I don't have to worry about this.
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所以我就不用担心“是否有观念”这个命题
00:37
There is a second problem that is maybe even more familiar to us
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第二个问题是
00:40
as parents and teachers and spouses
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是像我们这些作为父母,老师,已婚之人还有小说家
00:43
and novelists,
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经常碰到
00:45
which is, "Why is it so hard
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“为什么去了解
00:47
to know what somebody else wants or believes?"
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别人的企图或者想法如此之难?"
00:49
Or perhaps, more relevantly,
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也许更贴切的说法是
00:51
"Why is it so hard to change what somebody else wants or believes?"
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“为什么去改变他人的企图和信仰如此难?"
00:54
I think novelists put this best.
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我觉得小说家们最能描述这个问题
00:56
Like Philip Roth, who said,
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正如菲利普·罗斯所说
00:58
"And yet, what are we to do about this terribly significant business
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我们究竟对别人做了什么
01:01
of other people?
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恐怖的事?
01:03
So ill equipped are we all,
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那就是我们所有人在没有能力的情况下
01:05
to envision one another's interior workings
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的去预想他人的内心想法
01:07
and invisible aims."
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还有那些无法看见的目的”
01:09
So as a teacher and as a spouse,
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当然,作为一名教师,而且还是一名一个已婚人士
01:12
this is, of course, a problem I confront every day.
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我每天也同样遭遇类似的问题
01:14
But as a scientist, I'm interested in a different problem of other minds,
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但是作为一名科学家,我对其它的不同于这些的观点更有兴趣
01:17
and that is the one I'm going to introduce to you today.
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这也是我今天将要给大家介绍的内容
01:20
And that problem is, "How is it so easy
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这个问题就是
01:22
to know other minds?"
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“怎么才能简单的去知道别人的想法?”
01:24
So to start with an illustration,
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我们以这张图片开始
01:26
you need almost no information,
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你几乎不需要额外信息
01:28
one snapshot of a stranger,
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第一眼看见这个陌生人
01:30
to guess what this woman is thinking,
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就能猜到这个女人在想什么
01:32
or what this man is.
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或者这个男人呢
01:35
And put another way, the crux of the problem is
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换一种说法,这问题的纠结在于
01:37
the machine that we use for thinking about other minds,
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我们是用什么样的机制去思考别人的想法,
01:40
our brain, is made up of pieces, brain cells,
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我们的大脑,是由各种成千上万的脑细胞所组成
01:43
that we share with all other animals, with monkeys
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这点和其它动物,如猴子
01:45
and mice and even sea slugs.
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老鼠,甚至于软体动物都是一样
01:48
And yet, you put them together in a particular network,
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然而,当你把它们以某种特殊的网络组合在一起的时候
01:51
and what you get is the capacity to write Romeo and Juliet.
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你就拥有书写《罗密欧与朱丽叶》这样的能力
01:54
Or to say, as Alan Greenspan did,
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或者说,像格林斯潘做过的一样
01:56
"I know you think you understand what you thought I said,
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“我知道你认为自己已经能理解我说过的话
01:59
but I'm not sure you realize that what you heard
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但是我不确定你是否真的听明白我说的内容
02:01
is not what I meant."
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它是不是我要表达的意思”
02:03
(Laughter)
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(笑)
02:06
So, the job of my field of cognitive neuroscience
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我工作的研究领域是认知神经科学
02:08
is to stand with these ideas,
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就是研究每一个人的
02:10
one in each hand.
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这些想法
02:12
And to try to understand how you can put together
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然后尝试如何能把它们归到一起
02:15
simple units, simple messages over space and time, in a network,
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简单的单元,简单的信息,不受到时间和空间的限制
02:19
and get this amazing human capacity to think about minds.
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具有这些就可以拥有人类思考的能力
02:23
So I'm going to tell you three things about this today.
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我下来要和大家主要谈三个方面的事情
02:26
Obviously the whole project here is huge.
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很明显,这样的一个研究项目非常庞大
02:29
And I'm going to tell you just our first few steps
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我只谈到的只是我们最初的几个研究阶段
02:32
about the discovery of a special brain region
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有关于发现
02:34
for thinking about other people's thoughts.
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大脑中用于思考的区域
02:36
Some observations on the slow development of this system
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另外一些是观察这个机制是如何慢慢发展起来
02:38
as we learn how to do this difficult job.
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因为我们要明白如何去完成这份困难的任务
02:42
And then finally, to show that some of the differences
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最后一个是,展现下人与人之间的差别
02:44
between people, in how we judge others,
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我们如何去给他人下结论
02:47
can be explained by differences in this brain system.
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通过脑系统可以解释这之前的差异
02:51
So first, the first thing I want to tell you is that
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那么首先,第一个和大家讲述的是
02:53
there is a brain region in the human brain, in your brains,
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在人类的大脑中有一个区域
02:56
whose job it is to think about other people's thoughts.
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这个区域的任务就是去思考别人是如何思考的
02:59
This is a picture of it.
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这里是一张关于它的图片
03:01
It's called the Right Temporo-Parietal Junction.
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我们称它为右颞顶联合
03:03
It's above and behind your right ear.
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它大概就在你右耳的后上方
03:05
And this is the brain region you used when you saw the pictures I showed you,
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这张图片就是我们所使用的大脑区域
03:07
or when you read Romeo and Juliet
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当你在读《罗密欧和朱丽叶》时
03:09
or when you tried to understand Alan Greenspan.
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又或当你试着去理解格林斯潘时候就用到它
03:12
And you don't use it for solving any other kinds of logical problems.
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但你不会使用它来解决任何逻辑推理的问题
03:16
So this brain region is called the Right TPJ.
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我们称这块脑区域为 RTPJ
03:19
And this picture shows the average activation
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这张图片显示了典型成人的
03:21
in a group of what we call typical human adults.
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RTPJ的平均水平
03:23
They're MIT undergraduates.
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这种水平就是是麻省理工的大学生水平
03:25
(Laughter)
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笑
03:29
The second thing I want to say about this brain system
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第二个我要谈的是这个脑系统
03:31
is that although we human adults
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尽管我们成人的脑系统
03:33
are really good at understanding other minds,
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很擅长去理解他人的想法
03:35
we weren't always that way.
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但也不是绝对的
03:37
It takes children a long time to break into the system.
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对于小孩而言需要很长的一段时间才能构建这个系统
03:40
I'm going to show you a little bit of that long, extended process.
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我会给大家看下这个有点缓慢的、需要外部协助发展的过程
03:44
The first thing I'm going to show you is a change between age three and five,
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第一个演示的是3岁的孩子与5岁孩子的变化差异
03:47
as kids learn to understand
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因为孩子要学会去理解
03:49
that somebody else can have beliefs that are different from their own.
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别人可以有完全不同于自己的想法
03:52
So I'm going to show you a five-year-old
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先看下一个5岁大的
03:54
who is getting a standard kind of puzzle
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他面临一个标准的困惑
03:56
that we call the false belief task.
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我们把这个困惑称为“错误信念任务”
03:59
Rebecca Saxe (Video): This is the first pirate. His name is Ivan.
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视频:这是第一个海盗,名字叫做艾凡
04:02
And you know what pirates really like?
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你知道海盗最喜欢什么吗?
04:04
Child: What? RS: Pirates really like cheese sandwiches.
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海盗最喜欢乳酪三明治
04:07
Child: Cheese? I love cheese!
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乳酪?我爱吃乳酪
04:10
RS: Yeah. So Ivan has this cheese sandwich,
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对的!那么艾凡有这个乳酪三明治
04:12
and he says, "Yum yum yum yum yum!
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然后他说着“嗯 嗯 嗯 嗯 嗯 嗯!
04:14
I really love cheese sandwiches."
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我最爱乳酪三明治"
04:16
And Ivan puts his sandwich over here, on top of the pirate chest.
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然后艾凡把他的三明治放在这里,一个海盗箱的上面
04:20
And Ivan says, "You know what? I need a drink with my lunch."
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然后艾凡又说“你知道不, 我要为午餐去弄点喝的”
04:24
And so Ivan goes to get a drink.
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然后艾凡离开去取酒
04:27
And while Ivan is away
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当艾凡离开的时候
04:29
the wind comes,
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一阵风挂来
04:32
and it blows the sandwich down onto the grass.
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把三明治吹到了草地上
04:34
And now, here comes the other pirate.
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这时候,又来了另外一个海盗
04:38
This pirate is called Joshua.
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这个海盗叫做约书亚
04:41
And Joshua also really loves cheese sandwiches.
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当然约书亚也一样很喜欢乳酪三明治
04:43
So Joshua has a cheese sandwich and he says,
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约书亚也有一个乳酪三明治,然后他说
04:45
"Yum yum yum yum yum! I love cheese sandwiches."
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“嗯 嗯 嗯 嗯!我爱乳酪三明治”
04:49
And he puts his cheese sandwich over here on top of the pirate chest.
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接着他把他的乳酪三明治放到了这个海盗箱的上面
04:52
Child: So, that one is his.
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孩子:这个就是他的
04:54
RS: That one is Joshua's. That's right.
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丽蓓卡.萨克斯:那个是约书亚。对极了!
04:56
Child: And then his went on the ground.
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孩子:接着他离开这里
04:58
RS: That's exactly right.
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丽蓓卡.萨克斯:完全正确
05:00
Child: So he won't know which one is his.
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孩子:那他不会知道哪个是他自己的
05:02
RS: Oh. So now Joshua goes off to get a drink.
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丽蓓卡.萨克斯:喔,那现在约书亚离开去喝酒了
05:05
Ivan comes back and he says, "I want my cheese sandwich."
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艾凡回来,他说“我要我的乳酪三明治."
05:09
So which one do you think Ivan is going to take?
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那你认为艾凡将会拿走哪一个呢?
05:12
Child: I think he is going to take that one.
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孩子:我认为他会拿走那一个
05:14
RS: Yeah, you think he's going to take that one? All right. Let's see.
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丽蓓卡.萨克斯:耶,你认为他会拿走这个吧?对极了。我们看看
05:16
Oh yeah, you were right. He took that one.
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哦,你猜对了。他拿走了那个
05:19
So that's a five-year-old who clearly understands
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对于一个5岁大的孩子已经可以清晰的理解
05:21
that other people can have false beliefs
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别人可能会有误解
05:23
and what the consequences are for their actions.
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那这种行为会有什么影响呢?
05:25
Now I'm going to show you a three-year-old
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现在我给你看下一个三岁大的孩子
05:28
who got the same puzzle.
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他也碰到相同的问题
05:30
RS: And Ivan says, "I want my cheese sandwich."
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视频:丽蓓卡.萨克斯:艾凡说“我想要我的乳酪三明治”
05:32
Which sandwich is he going to take?
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他会拿那个走呢?
05:35
Do you think he's going to take that one? Let's see what happens.
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你认为他会拿走那个吗?我们看下会有什么发生
05:37
Let's see what he does. Here comes Ivan.
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艾凡来啦。我们看看他会怎么做。
05:39
And he says, "I want my cheese sandwich."
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他说“我要我的乳酪三明治”
05:42
And he takes this one.
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接着他拿走了这一个
05:44
Uh-oh. Why did he take that one?
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噢。他为什么要拿那个啊?
05:47
Child: His was on the grass.
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他的掉在了草地上了
05:51
So the three-year-old does two things differently.
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丽蓓卡.萨克斯:那么三岁大的孩子做了两件不同的事情
05:54
First, he predicts Ivan will take the sandwich
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第一个是他认定艾凡会带走那个
05:57
that's really his.
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真正是他的三明治
05:59
And second, when he sees Ivan taking the sandwich where he left his,
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第二,当他看到艾凡从他放置的地方拿走三明治
06:03
where we would say he's taking that one because he thinks it's his,
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对于我们而言会认为艾凡会拿走那一个因为艾凡认为那个是他的
06:06
the three-year-old comes up with another explanation:
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但是三岁大的孩子会有另外一种解释
06:09
He's not taking his own sandwich because he doesn't want it,
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艾凡不带走本属于他三文治是他不想要
06:11
because now it's dirty, on the ground.
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因为它现在已经掉在地上被搞脏了
06:13
So that's why he's taking the other sandwich.
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所以这是为什他拿走另外的三明治
06:15
Now of course, development doesn't end at five.
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当然,智力的发展不是在5岁时候就结束了
06:19
And we can see the continuation of this process
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我们可以看到随着年龄增长,
06:21
of learning to think about other people's thoughts
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去学习理解他人想法的
06:23
by upping the ante
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是一个连续的过程
06:25
and asking children now, not for an action prediction,
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接着我问小孩子们,不是关于海盗的做法
06:28
but for a moral judgment.
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而是对道德的判断
06:30
So first I'm going to show you the three-year-old again.
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首先再给大家看下三岁大的孩子的情况
06:32
RS.: So is Ivan being mean and naughty for taking Joshua's sandwich?
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视频:艾凡是不是不应该拿走约书亚的三明治呢?
06:35
Child: Yeah.
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孩子:当然
06:36
RS: Should Ivan get in trouble for taking Joshua's sandwich?
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那艾凡拿走了约书亚的三明治会不会惹上麻烦?
06:39
Child: Yeah.
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孩子:当然.
06:41
So it's maybe not surprising he thinks it was mean of Ivan
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丽蓓卡.萨克斯:因此不奇怪当艾凡拿走约书亚的三明治时候
06:43
to take Joshua's sandwich,
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他认为不应该
06:45
since he thinks Ivan only took Joshua's sandwich
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因为他认为艾凡拿走约书亚是为了
06:47
to avoid having to eat his own dirty sandwich.
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不想吃他那个已经弄脏的三明治
06:50
But now I'm going to show you the five-year-old.
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但现在我给大家看下5岁的孩子的情况
06:52
Remember the five-year-old completely understood
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还记得5岁大的孩子完全能理解
06:54
why Ivan took Joshua's sandwich.
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艾凡为什么拿走约书亚的三明治吧
06:56
RS: Was Ivan being mean and naughty
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艾凡拿走约书亚的三明治是不是
06:58
for taking Joshua's sandwich?
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拿走约书亚的三明治啊?
07:00
Child: Um, yeah.
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恩,当然
07:02
And so, it is not until age seven
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同时,一直到7岁大的孩子
07:04
that we get what looks more like an adult response.
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我们看到了类似于成人的反应
07:07
RS: Should Ivan get in trouble for taking Joshua's sandwich?
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视频:艾凡拿走了约书亚的三明治是否会惹麻烦啊?
07:10
Child: No, because the wind should get in trouble.
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孩子:不会,因为是风惹的
07:12
He says the wind should get in trouble
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他回答说风会惹上麻烦
07:15
for switching the sandwiches.
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因为它调换了三明治
07:17
(Laughter)
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(笑)
07:19
And now what we've started to do in my lab
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现在我们实验室所做的
07:21
is to put children into the brain scanner
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就是扫描这些孩子的大脑
07:23
and ask what's going on in their brain
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然后问他们打算做什么
07:26
as they develop this ability to think about other people's thoughts.
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因为他们开发这种能力去思考别人的想法
07:29
So the first thing is that in children we see this same brain region, the Right TPJ,
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所以第一个我们我们发现在相同的大脑区域,即RTPJ区域
07:33
being used while children are thinking about other people.
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孩子们在思考别人时候使用到了它
07:36
But it's not quite like the adult brain.
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但这又和成人的不太一样
07:38
So whereas in the adults, as I told you,
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那么成年人用那块区域思考呢?正我之前说的
07:40
this brain region is almost completely specialized --
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这片脑区域几乎完全是思考专用的
07:43
it does almost nothing else except for thinking about other people's thoughts --
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它几乎不做其他任何事情,除了思考别人的想法
07:46
in children it's much less so,
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对于5到8岁的孩子来说
07:48
when they are age five to eight,
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这块区域很少
07:50
the age range of the children I just showed you.
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这年龄段也就是刚刚给大家演示的孩子
07:52
And actually if we even look at eight to 11-year-olds,
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事实上,如果我们看下11岁大的
07:55
getting into early adolescence,
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也刚进入青春期的小孩
07:57
they still don't have quite an adult-like brain region.
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他们依然没有类似于成人的脑区域
08:00
And so, what we can see is that over the course of childhood
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也就是说,我们能够可以在整个幼年期看到这一过程
08:03
and even into adolescence,
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即使进入了青春期
08:05
both the cognitive system,
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对于两个认知系统
08:07
our mind's ability to think about other minds,
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一个我们去认知别人想法的能力
08:09
and the brain system that supports it
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另一个是大脑的基本系统
08:11
are continuing, slowly, to develop.
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都在持续的缓慢的发展
08:14
But of course, as you're probably aware,
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当然,你也可能意识到
08:16
even in adulthood,
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即使是在成年人阶段
08:18
people differ from one another in how good they are
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人与人之间是否能准确的判断出他人的想法的区别
08:20
at thinking of other minds, how often they do it
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取决于是否经常使用
08:22
and how accurately.
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也取决于能够达到多精确
08:24
And so what we wanted to know was, could differences among adults
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那么我们想要知道的是,能否在成年人中区分出
08:27
in how they think about other people's thoughts
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他们是如何思考别人的想法
08:29
be explained in terms of differences in this brain region?
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也就能解释出不同的大脑区域的关键
08:32
So, the first thing that we did is we gave adults a version
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我们第一个做的事情就是拿出一个成人版的海盗问题
08:35
of the pirate problem that we gave to the kids.
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类似于我们给小孩们做的一样
08:37
And I'm going to give that to you now.
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我现在就拿出来给大家
08:39
So Grace and her friend are on a tour of a chemical factory,
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葛瑞丝和她的朋友去化工厂参观
08:42
and they take a break for coffee.
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然后她们中途去喝杯咖啡
08:44
And Grace's friend asks for some sugar in her coffee.
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而且葛瑞丝的朋友想要加些糖
08:47
Grace goes to make the coffee
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葛瑞丝就离开去弄咖啡
08:50
and finds by the coffee a pot
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并找到了一个装满咖啡的罐子
08:52
containing a white powder, which is sugar.
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还包括一些白色的粉,这粉末就是糖
08:55
But the powder is labeled "Deadly Poison,"
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但是那个装有粉末的标签上却写着“剧毒”
08:58
so Grace thinks that the powder is a deadly poison.
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所以葛瑞丝认为那些粉末就是一个剧毒物质
09:01
And she puts it in her friend's coffee.
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接着她把这东西放到了朋友的咖啡
09:03
And her friend drinks the coffee, and is fine.
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朋友喝了这玩意后呢,一切正常
09:06
How many people think it was morally permissible
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有多少人认同
09:08
for Grace to put the powder in the coffee?
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葛瑞丝把这粉末倒入咖啡在道德上是允许的呢?
09:12
Okay. Good. (Laughter)
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好,很好!(笑)
09:15
So we ask people, how much should Grace be blamed
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对于这个案例中,我们问下有多少人认为葛瑞丝应该受到责备
09:18
in this case, which we call a failed attempt to harm?
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我们把这种行为称为故意伤害
09:20
And we can compare that to another case,
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我们可以拿它和其它例子比较
09:22
where everything in the real world is the same.
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在现实世界中
09:24
The powder is still sugar, but what's different is what Grace thinks.
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如果粉末依然是糖,但要是葛瑞丝不是这么认为呢?
09:27
Now she thinks the powder is sugar.
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现在 她认为这些粉末就是糖
09:30
And perhaps unsurprisingly, if Grace thinks the powder is sugar
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也许毫无意外的,如果葛瑞丝认为粉末就是糖的话
09:33
and puts it in her friend's coffee,
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并把他们放到朋友的咖啡里面
09:35
people say she deserves no blame at all.
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大家都认为她不应该受到任何责备
09:37
Whereas if she thinks the powder was poison, even though it's really sugar,
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但假如她认为粉末就是毒药,尽管事实是真的糖
09:41
now people say she deserves a lot of blame,
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但大家就会认为她应该受到严厉的惩罚
09:44
even though what happened in the real world was exactly the same.
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哪怕现实中这结果完全一样
09:47
And in fact, they say she deserves more blame
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事实上他们认为她应该受到更多的惩罚
09:49
in this case, the failed attempt to harm,
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在这个案例中,企图伤害的行为
09:51
than in another case,
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不像上一个案例
09:53
which we call an accident.
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我们换称为“意外”
09:55
Where Grace thought the powder was sugar,
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当葛瑞丝认为粉末是糖
09:57
because it was labeled "sugar" and by the coffee machine,
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因为咖啡机上的标签就是糖
09:59
but actually the powder was poison.
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但实际上粉末就是毒药
10:01
So even though when the powder was poison,
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尽管粉末是毒药
10:04
the friend drank the coffee and died,
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朋友喝了咖啡然后就挂掉
10:07
people say Grace deserves less blame in that case,
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在这个案例中,大家会认为葛瑞丝应该少受些惩罚
10:10
when she innocently thought it was sugar,
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但在上一个案例中,她认为是毒药,但没有危害发生糖
10:12
than in the other case, where she thought it was poison
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现在她完全的认为是糖
10:14
and no harm occurred.
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并且也没有危害
10:17
People, though, disagree a little bit
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葛瑞丝应该受到怎么样程度的惩罚
10:19
about exactly how much blame Grace should get
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对于此大家意见不一
10:21
in the accident case.
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在这个事故的案例中
10:23
Some people think she should deserve more blame,
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有人认为她应该受到更多的惩罚
10:25
and other people less.
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而另一部分人认为应该少些
10:27
And what I'm going to show you is what happened when we look inside
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下来我给大家观看下当我们做出决断时候
10:29
the brains of people while they're making that judgment.
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我们大脑里面的样子
10:31
So what I'm showing you, from left to right,
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我要播放的是,从左到右
10:33
is how much activity there was in this brain region,
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他们的活动究竟有多少
10:36
and from top to bottom, how much blame
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同时从上到下,人们认为
10:38
people said that Grace deserved.
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葛瑞丝应该受到惩罚
10:40
And what you can see is, on the left
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你能看到,在左边
10:42
when there was very little activity in this brain region,
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的脑区域只有很小的一部分是活动的
10:44
people paid little attention to her innocent belief
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人们只把一部分注意力放在无罪的想法
10:47
and said she deserved a lot of blame for the accident.
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然后说她应该为这个事故受到更多的惩罚
10:50
Whereas on the right, where there was a lot of activity,
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不同的是,在右边,脑区域活动非常多
10:52
people paid a lot more attention to her innocent belief,
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人们把很多注意力放到了
10:55
and said she deserved a lot less blame
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葛瑞丝应该为这个事故
10:57
for causing the accident.
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少程度些责任
10:59
So that's good, but of course
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这虽然很好,但是当然
11:01
what we'd rather is have a way to interfere
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我们期望有某种接口
11:03
with function in this brain region,
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能够调用到大脑的区域
11:05
and see if we could change people's moral judgment.
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然后看看是否能改变人们的道德观判断
11:08
And we do have such a tool.
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我们实现了这样一种工具
11:10
It's called Trans-Cranial Magnetic Stimulation,
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成为“颅磁刺激”
11:12
or TMS.
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或者 TMS
11:14
This is a tool that lets us pass a magnetic pulse
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这个工具能让我们传递一个脉冲磁感应
11:16
through somebody's skull, into a small region of their brain,
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以穿透头骨抵达到他们的脑区域
11:20
and temporarily disorganize the function of the neurons in that region.
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临时的扰乱这些区域的脑神经元
11:24
So I'm going to show you a demo of this.
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下来给大家播放下这个东西的演示视频
11:26
First, I'm going to show you that this is a magnetic pulse.
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第一个演示的是一个磁感脉冲
11:29
I'm going to show you what happens when you put a quarter on the machine.
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给大家看下当你放入1/4机器时候有什么发生
11:32
When you hear clicks, we're turning the machine on.
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当你听到点击时候我们就把机器打开
11:42
So now I'm going to apply that same pulse to my brain,
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然后我接着把这个脉冲用到我的大脑
11:45
to the part of my brain that controls my hand.
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这部分脑区域控制我的手
11:47
So there is no physical force, just a magnetic pulse.
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这里没有物理上的强迫,仅仅是磁场的脉冲
11:54
Woman (Video): Ready, Rebecca? RS: Yes.
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视频:女:准备好没?好的
11:57
Okay, so it causes a small involuntary contraction in my hand
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好的。把这个磁感应脉冲放到我的大脑上
12:00
by putting a magnetic pulse in my brain.
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它稍微的引起了我的手下意识的反应
12:03
And we can use that same pulse,
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同时我们可以使用相同的脉冲
12:05
now applied to the RTPJ,
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应用到RTPJ
12:07
to ask if we can change people's moral judgments.
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去尝试下我们是否能改变人们的道德判断
12:10
So these are the judgments I showed you before, people's normal moral judgments.
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正如之前我给你们看到的人们做的道德判断
12:12
And then we can apply TMS to the RTPJ
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现在我把TMS应用到RTPJ上
12:15
and ask how people's judgments change.
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然后迫使改变人们的观念的判断
12:17
And the first thing is, people can still do this task overall.
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结果第一个是,人们依然可以完全的做原来的判断
12:21
So their judgments of the case when everything was fine
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因此当一切是正常时候,对于这个案例
12:23
remain the same. They say she deserves no blame.
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的判断完全一致。他们认为她不应该受到惩罚
12:26
But in the case of a failed attempt to harm,
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但在企图伤害的案例中
12:30
where Grace thought that it was poison, although it was really sugar,
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也就是葛瑞丝认为是毒药,尽管他真正是糖的时候
12:33
people now say it was more okay, she deserves less blame
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大家马上就说很好,葛瑞丝
12:36
for putting the powder in the coffee.
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把这粉末放到了咖啡应该受些许惩罚
12:39
And in the case of the accident, where she thought that it was sugar,
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而在那个事故的案例中,也就是葛瑞丝认为是糖
12:41
but it was really poison and so she caused a death,
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但实际却是毒药最后导致死亡时
12:44
people say that it was less okay, she deserves more blame.
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更少的人同意,认为她应该受到更多的惩罚
12:50
So what I've told you today is that
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那么我今天要告诉大家的是
12:52
people come, actually, especially well equipped
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未来的人类,真正的拥有一个设备
12:56
to think about other people's thoughts.
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去思考其他人的想法。
12:58
We have a special brain system
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我们有这样一个特殊的脑系统
13:00
that lets us think about what other people are thinking.
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可以使得我们去思考其他人的想法
13:03
This system takes a long time to develop,
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这个系统需要漫长的时间去实现
13:05
slowly throughout the course of childhood and into early adolescence.
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遍及整个幼年时期也包括早期的青春期
13:08
And even in adulthood, differences in this brain region
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而且即使在成人阶段,在不同的脑区域
13:11
can explain differences among adults
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能够解释成人之间
13:13
in how we think about and judge other people.
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如何去思考和判断其他人想法的区别
13:16
But I want to give the last word back to the novelists,
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我想在最后结束前引用前面提到的小说家
13:19
and to Philip Roth, who ended by saying,
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也就是菲利普·罗斯说过的话作为结束
13:22
"The fact remains that getting people right
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“事实上,人们的权利不是
13:24
is not what living is all about anyway.
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不顾现实是如何的
13:26
It's getting them wrong that is living.
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而是让错误存在生活中
13:28
Getting them wrong and wrong and wrong,
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让他们一错再错
13:31
and then on careful reconsideration,
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并且小心谨慎
13:33
getting them wrong again."
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的让错误发生”
13:35
Thank you.
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谢谢
13:37
(Applause)
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(笑)
13:47
Chris Anderson: So, I have a question. When you start talking about using
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你们是从什么时候开始讨论用
13:49
magnetic pulses to change people's moral judgments,
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磁场脉冲去改变人们的观念的判断呢?
13:52
that sounds alarming.
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这玩意听起来吓人
13:55
(Laughter)
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(笑)
13:56
Please tell me that you're not taking phone calls from the Pentagon, say.
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告诉我你没有收到过五角大楼的电话吧?
14:00
RS: I'm not.
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丽贝卡.萨克斯:这到没有
14:02
I mean, they're calling, but I'm not taking the call.
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我的意思是他们打过了,但我没有去接
14:05
(Laughter)
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(笑)
14:06
CA: They really are calling?
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他们真的打了?
14:08
So then seriously,
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那我严肃的问你
14:11
you must lie awake at night sometimes
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你一定有段时间睡不着
14:14
wondering where this work leads.
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不知道这个研究导致什么结果
14:16
I mean, you're clearly an incredible human being,
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我指的是虽然我们完全相信你
14:18
but someone could take this knowledge
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但将来可能会有些人
14:21
and in some future
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利用这些知识
14:23
not-torture chamber,
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进行审问
14:25
do acts that people here might be worried about.
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这才是我们现场所有人所担心的
14:28
RS: Yeah, we worry about this.
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是的,我们也担心这个
14:30
So, there's a couple of things to say about TMS.
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所以有很多关于TMS的需要说明下
14:33
One is that you can't be TMSed without knowing it.
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第一个是你不能对不知情的人使用TMS
14:35
So it's not a surreptitious technology.
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因为它不是一项暗中使用的技术
14:38
It's quite hard, actually, to get those very small changes.
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即使是很小的一些改变也是很难的
14:41
The changes I showed you are impressive to me
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刚才给你看的那些变化也让我挺难忘的
14:44
because of what they tell us about the function of the brain,
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因为它告诉了我们大脑的功能是什么
14:46
but they're small on the scale
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虽然我们用来做道德判但的脑区域很小
14:48
of the moral judgments that we actually make.
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但我们就是用它来判断的
14:50
And what we changed was not people's
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而我们所能改变的不是人们
14:52
moral judgments when they're deciding what to do,
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在做决定时候的道德观念的判断
14:55
when they're making action choices.
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也不是影响他们做选择时候的决定
14:57
We changed their ability to judge other people's actions.
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我们改变只是如何去思考别人时候的判断
15:00
And so, I think of what I'm doing not so much as
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所以我认为我在做的不是
15:02
studying the defendant in a criminal trial,
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针对被告
15:04
but studying the jury.
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而是针对陪审团
15:06
CA: Is your work going to lead to any recommendations
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你的研究工作是否会带到
15:09
in education, to perhaps bring up
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教育领域,
15:12
a generation of kids able to make fairer moral judgments?
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比如让下一代的孩子做出更加公平的道德判断呢?
15:17
RS: That's one of the idealistic hopes.
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这是一个比较理想的结果
15:20
The whole research program here of studying
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目前整个研究阶段
15:24
the distinctive parts of the human brain is brand new.
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是针对比较脑力发达的人,这是一个崭新的领域
15:28
Until recently, what we knew about the brain
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到目前为止我们所了解的大脑
15:30
were the things that any other animal's brain could do too,
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在其它动物身上一样可以适用
15:33
so we could study it in animal models.
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所以我们可以研究动物的模型
15:35
We knew how brains see, and how they control the body
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我们要知道大脑看到的是什么,它是如何去控制身体的
15:37
and how they hear and sense.
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还有他们所听到的、感觉到的
15:39
And the whole project of understanding
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整个项目需要搞明白的是
15:42
how brains do the uniquely human things --
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人类的大脑为什么是如此特别,能够
15:44
learn language and abstract concepts,
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学习语言、学习抽象的概念
15:47
and thinking about other people's thoughts -- that's brand new.
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还能够去思考其他人的想法,这就是一个新的领域
15:49
And we don't know yet what the implications will be
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还有目前我们所不知道,如果研究出这些
15:51
of understanding it.
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将会有什么影响
15:53
CA: So I've got one last question. There is this thing called
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好的,那我再问我最后一个问题。那个被称为
15:55
the hard problem of consciousness,
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意识的难题
15:57
that puzzles a lot of people.
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也难倒了很多人
15:59
The notion that you can understand
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正如你提到的,如果你能够
16:02
why a brain works, perhaps.
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搞懂大脑的工作原理
16:04
But why does anyone have to feel anything?
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但为什么人要感知所有的事情?
16:07
Why does it seem to require these beings who sense things
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我们为什么要去控制人类这些
16:10
for us to operate?
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感知行为呢?
16:12
You're a brilliant young neuroscientist.
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你作为一个年轻有为的神经系统科学家
16:15
I mean, what chances do you think there are
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我的意思是,你认为在你的
16:17
that at some time in your career,
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研究生涯中的某刻
16:19
someone, you or someone else,
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一些人,你或者其他的人
16:21
is going to come up with some paradigm shift
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是否会带来根本性的成果
16:23
in understanding what seems an impossible problem?
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能够研究出这个看起来不肯能的难题
16:27
RS: I hope they do. And I think they probably won't.
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我希望他们能做到。但我认为他们可能实现不了
16:31
CA: Why?
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为什么?
16:34
RS: It's not called the hard problem of consciousness for nothing.
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那说的那个叫做意识的难题根本不存在
16:37
(Laughter)
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(笑)
16:39
CA: That's a great answer. Rebecca Saxe, thank you very much. That was fantastic.
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真精彩的回答。 Rebecca Saxe谢谢你,非常的精彩
16:42
(Applause)
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(掌声)
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