How we read each other's minds | Rebecca Saxe

561,020 views ・ 2009-09-11

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譯者: Lucy Jaryen Hsu 審譯者: Lucy Chang
00:12
Today I'm going to talk to you about the problem of other minds.
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今天我要和大家談談心智的問題
00:15
And the problem I'm going to talk about
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我要談的
00:17
is not the familiar one from philosophy,
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不是大家熟悉的哲學問題
00:20
which is, "How can we know
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不是"我們怎麼知道
00:22
whether other people have minds?"
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別人有心智?"
00:24
That is, maybe you have a mind,
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說不定你有心智
00:26
and everyone else is just a really convincing robot.
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其他人只是很像真人的機器人
00:29
So that's a problem in philosophy,
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這是哲學問題
00:31
but for today's purposes I'm going to assume
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而在這場演講中,我假設
00:33
that many people in this audience have a mind,
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這裡大部分的觀眾都有心智
00:35
and that I don't have to worry about this.
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我就不必費心在這個問題上了
00:37
There is a second problem that is maybe even more familiar to us
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第二個問題我們可能更熟悉
00:40
as parents and teachers and spouses
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身為父母、老師、丈夫妻子
00:43
and novelists,
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還有小說家
00:45
which is, "Why is it so hard
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我們想問,"為什麼我們很難
00:47
to know what somebody else wants or believes?"
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知道別人要什麼或想什麼?"
00:49
Or perhaps, more relevantly,
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或者更貼切來說
00:51
"Why is it so hard to change what somebody else wants or believes?"
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"為什麼我們很難改變別人要的或想的?"
00:54
I think novelists put this best.
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我覺得小說家解釋得最好
00:56
Like Philip Roth, who said,
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像菲利浦羅斯說的
00:58
"And yet, what are we to do about this terribly significant business
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"而我們要如何處理「他人」
01:01
of other people?
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這件無比重要的大事?"
01:03
So ill equipped are we all,
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我們資質不足
01:05
to envision one another's interior workings
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難以窺見彼此內心的思慮
01:07
and invisible aims."
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與無法捉摸的意向"
01:09
So as a teacher and as a spouse,
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而身為老師、妻子
01:12
this is, of course, a problem I confront every day.
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這自然也是我每天都面對的問題
01:14
But as a scientist, I'm interested in a different problem of other minds,
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但身為科學家,我感興趣的是另一個問題
01:17
and that is the one I'm going to introduce to you today.
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也就是我今天要向大家介紹的
01:20
And that problem is, "How is it so easy
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這個問題是,"為什麼我們這麼容易
01:22
to know other minds?"
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就能了解他人的心智?"
01:24
So to start with an illustration,
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先看看這張照片
01:26
you need almost no information,
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你幾乎不需要其他線索
01:28
one snapshot of a stranger,
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隨便看一眼這個陌生人
01:30
to guess what this woman is thinking,
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就能猜出這個女人在想什麼
01:32
or what this man is.
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或這個男人在想什麼
01:35
And put another way, the crux of the problem is
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換句話說,問題的關鍵
01:37
the machine that we use for thinking about other minds,
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是我們用以思考別人心智的機制
01:40
our brain, is made up of pieces, brain cells,
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也就是大腦,是由許多腦細胞組成
01:43
that we share with all other animals, with monkeys
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這些細胞和其他動物沒什麼不同,和猴子
01:45
and mice and even sea slugs.
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和老鼠,甚至海參都差不多
01:48
And yet, you put them together in a particular network,
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不過,把這些細胞用特別的方式組織在一起
01:51
and what you get is the capacity to write Romeo and Juliet.
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造出來的大腦就能寫出羅密歐與茱麗葉
01:54
Or to say, as Alan Greenspan did,
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或者,像葛林斯潘說的
01:56
"I know you think you understand what you thought I said,
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"我知道你以為你明白你認為我所說的
01:59
but I'm not sure you realize that what you heard
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不過我不確定你瞭解:你所聽到的
02:01
is not what I meant."
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並非我真正的意思"
02:03
(Laughter)
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(笑聲)
02:06
So, the job of my field of cognitive neuroscience
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認知神經科學的工作
02:08
is to stand with these ideas,
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就是思考這些問題
02:10
one in each hand.
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同時比較分析這些問題
02:12
And to try to understand how you can put together
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並且試著了解為什麼
02:15
simple units, simple messages over space and time, in a network,
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把簡單的細胞和訊息組織起來
02:19
and get this amazing human capacity to think about minds.
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人類就有驚人的能力,能思考他人心智
02:23
So I'm going to tell you three things about this today.
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我今天要談三件事
02:26
Obviously the whole project here is huge.
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這個研究計畫很龐大
02:29
And I'm going to tell you just our first few steps
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我想談談計畫的頭幾個步驟 --
02:32
about the discovery of a special brain region
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我們是怎麼發現腦中有特定的區塊
02:34
for thinking about other people's thoughts.
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負責思考其他人的想法
02:36
Some observations on the slow development of this system
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以及,這種能力發展緩慢
02:38
as we learn how to do this difficult job.
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所以我們很晚才學會思考別人的想法
02:42
And then finally, to show that some of the differences
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最後,說明道德判斷
02:44
between people, in how we judge others,
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每個人不同
02:47
can be explained by differences in this brain system.
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這和每個人的大腦差異有關
02:51
So first, the first thing I want to tell you is that
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首先,我想告訴各位
02:53
there is a brain region in the human brain, in your brains,
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人類大腦有個區塊
02:56
whose job it is to think about other people's thoughts.
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負責思考其他人的想法
02:59
This is a picture of it.
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請看這張圖
03:01
It's called the Right Temporo-Parietal Junction.
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這個區域叫右顳顱頂接縫區
03:03
It's above and behind your right ear.
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在你右耳後面上方
03:05
And this is the brain region you used when you saw the pictures I showed you,
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你使用這個區塊,處理我剛才給你看的照片
03:07
or when you read Romeo and Juliet
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或讀羅密歐與茱麗葉
03:09
or when you tried to understand Alan Greenspan.
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或想辦法理解葛林斯潘在說什麼
03:12
And you don't use it for solving any other kinds of logical problems.
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你不會用這個區塊處理任何其他邏輯問題
03:16
So this brain region is called the Right TPJ.
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好,這個區塊就叫RTPJ
03:19
And this picture shows the average activation
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而這張照片顯示一般人的反應
03:21
in a group of what we call typical human adults.
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一群所謂普通成年人的反應
03:23
They're MIT undergraduates.
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一群麻省理工大學生
03:25
(Laughter)
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(笑聲)
03:29
The second thing I want to say about this brain system
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關於大腦,我想談的第二點是
03:31
is that although we human adults
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雖然成人
03:33
are really good at understanding other minds,
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對了解別人心智很拿手
03:35
we weren't always that way.
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但這不是天生的
03:37
It takes children a long time to break into the system.
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小孩子要很久才會使用這項能力
03:40
I'm going to show you a little bit of that long, extended process.
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我稍微介紹一下這個漫長的學習過程
03:44
The first thing I'm going to show you is a change between age three and five,
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首先我想展現三歲和五歲小孩間的不同
03:47
as kids learn to understand
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看看小孩學會了解
03:49
that somebody else can have beliefs that are different from their own.
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別人的想法和自己可能不一樣
03:52
So I'm going to show you a five-year-old
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我要給各位看一個五歲的小孩
03:54
who is getting a standard kind of puzzle
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他在做一個常見的測驗
03:56
that we call the false belief task.
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叫做"錯誤信念作業"
03:59
Rebecca Saxe (Video): This is the first pirate. His name is Ivan.
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這個海盜叫做艾文
04:02
And you know what pirates really like?
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你知道海盜最喜歡什麼嗎? --什麼?
04:04
Child: What? RS: Pirates really like cheese sandwiches.
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海盜最喜歡起士三明治
04:07
Child: Cheese? I love cheese!
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起士?我最喜歡起士了!
04:10
RS: Yeah. So Ivan has this cheese sandwich,
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嗯,然後艾文吃他的起士三明治
04:12
and he says, "Yum yum yum yum yum!
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他說:"好吃、好吃、好吃
04:14
I really love cheese sandwiches."
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我最喜歡起士三明治了"
04:16
And Ivan puts his sandwich over here, on top of the pirate chest.
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然後艾文把三明治放在這裡,放在海盜的箱子上
04:20
And Ivan says, "You know what? I need a drink with my lunch."
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他說:我要喝點東西配午餐
04:24
And so Ivan goes to get a drink.
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然後艾文就走了,去喝飲料
04:27
And while Ivan is away
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艾文不在的時候
04:29
the wind comes,
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一陣風吹來,呼...
04:32
and it blows the sandwich down onto the grass.
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把艾文的三明治吹到草地上
04:34
And now, here comes the other pirate.
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然後又來了第二個海盜
04:38
This pirate is called Joshua.
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這個海盜叫做約書亞
04:41
And Joshua also really loves cheese sandwiches.
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約書亞也很喜歡起士三明治
04:43
So Joshua has a cheese sandwich and he says,
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約書亞也在吃起士三明治
04:45
"Yum yum yum yum yum! I love cheese sandwiches."
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他說:"好吃、好吃、好吃,我最喜歡起士三明治了!"
04:49
And he puts his cheese sandwich over here on top of the pirate chest.
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然後把他的起士三明治放在海盜箱上
04:52
Child: So, that one is his.
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所以這是他的起士三明治
04:54
RS: That one is Joshua's. That's right.
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對,這是約書亞的三明治
04:56
Child: And then his went on the ground.
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然後艾文的掉在地上
04:58
RS: That's exactly right.
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沒錯
05:00
Child: So he won't know which one is his.
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所以他不知道哪個三明治是他的
05:02
RS: Oh. So now Joshua goes off to get a drink.
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嗯,然後約書亞也跑去拿飲料
05:05
Ivan comes back and he says, "I want my cheese sandwich."
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艾文回來了,他說:我要我的起士三明治
05:09
So which one do you think Ivan is going to take?
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所以你覺得他會拿哪一個?
05:12
Child: I think he is going to take that one.
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我覺得他會拿那一個
05:14
RS: Yeah, you think he's going to take that one? All right. Let's see.
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喔,你覺得他會拿那個嗎?好,等一下看看
05:16
Oh yeah, you were right. He took that one.
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對,你說的沒錯,艾文拿那一個
05:19
So that's a five-year-old who clearly understands
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這個五歲小還很清楚
05:21
that other people can have false beliefs
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別人可能有錯誤信念
05:23
and what the consequences are for their actions.
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以及行為的結果是什麼
05:25
Now I'm going to show you a three-year-old
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現在我要請各位看一個三歲的小孩
05:28
who got the same puzzle.
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他接受同一個測驗
05:30
RS: And Ivan says, "I want my cheese sandwich."
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然後艾文說:我要我的起士三明治
05:32
Which sandwich is he going to take?
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他會拿哪一個三明治呢?
05:35
Do you think he's going to take that one? Let's see what happens.
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你覺得他會拿那個三明治嗎?等一下我們看看
05:37
Let's see what he does. Here comes Ivan.
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我們來看看艾文會拿哪一個,艾文來了
05:39
And he says, "I want my cheese sandwich."
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他說:"我要我的起士三明治"
05:42
And he takes this one.
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他拿了這個三明治
05:44
Uh-oh. Why did he take that one?
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喔,他為什麼拿這個三明治呢?
05:47
Child: His was on the grass.
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"他的三明治掉在地上"
05:51
So the three-year-old does two things differently.
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所以三歲小孩的想法有兩個地方不一樣
05:54
First, he predicts Ivan will take the sandwich
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首先,他認為艾文會拿
05:57
that's really his.
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真正屬於他的三明治
05:59
And second, when he sees Ivan taking the sandwich where he left his,
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其次,當他看到艾文拿放在他原先地方的三明治
06:03
where we would say he's taking that one because he thinks it's his,
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我們覺得是因為艾文以為那是他的三明治
06:06
the three-year-old comes up with another explanation:
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這個三歲的小孩卻有別的解釋
06:09
He's not taking his own sandwich because he doesn't want it,
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他說艾文不拿他的三明治,因為他不想要了
06:11
because now it's dirty, on the ground.
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因為那個三明治掉在地上弄髒了
06:13
So that's why he's taking the other sandwich.
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所以艾文才拿另一個三明治
06:15
Now of course, development doesn't end at five.
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當然大腦發展不會在五歲停止
06:19
And we can see the continuation of this process
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我們可以看到這個過程一直持續下去
06:21
of learning to think about other people's thoughts
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我們不停學習思考別人的心智
06:23
by upping the ante
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我們問小孩更多問題
06:25
and asking children now, not for an action prediction,
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然後,不是請他們預測行為
06:28
but for a moral judgment.
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而是請他們下道德判斷
06:30
So first I'm going to show you the three-year-old again.
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首先我再請各位看剛剛那個三歲小孩
06:32
RS.: So is Ivan being mean and naughty for taking Joshua's sandwich?
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那艾文是不是故意調皮搗蛋,才拿約書亞的三明治?
06:35
Child: Yeah.
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06:36
RS: Should Ivan get in trouble for taking Joshua's sandwich?
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那我們是不是要處罰艾文?
06:39
Child: Yeah.
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06:41
So it's maybe not surprising he thinks it was mean of Ivan
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或許我們不意外這個小朋友會認為艾文是故意
06:43
to take Joshua's sandwich,
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要拿約書亞的三明治
06:45
since he thinks Ivan only took Joshua's sandwich
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因為他覺得艾文拿約書亞的三明治
06:47
to avoid having to eat his own dirty sandwich.
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是因為不想吃他自己髒掉的三明治
06:50
But now I'm going to show you the five-year-old.
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不過現在我想給各位看五歲小孩的反應
06:52
Remember the five-year-old completely understood
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記得這個五歲小孩很清楚
06:54
why Ivan took Joshua's sandwich.
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為什麼艾文要拿約書亞的三明治
06:56
RS: Was Ivan being mean and naughty
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艾文是不是故意調皮搗蛋
06:58
for taking Joshua's sandwich?
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要拿約書亞的三明治?
07:00
Child: Um, yeah.
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嗯,對
07:02
And so, it is not until age seven
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所以,一直要到七歲
07:04
that we get what looks more like an adult response.
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小孩的反應才會比較像成人
07:07
RS: Should Ivan get in trouble for taking Joshua's sandwich?
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我們是不是要處罰艾文,因為他拿了約書亞的三明治?
07:10
Child: No, because the wind should get in trouble.
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不對,要處罰風才對
07:12
He says the wind should get in trouble
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他說要處罰風才對
07:15
for switching the sandwiches.
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因為風把三明治調換了
07:17
(Laughter)
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(笑聲)
07:19
And now what we've started to do in my lab
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目前我的實驗室在進行的實驗
07:21
is to put children into the brain scanner
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是把兒童放在掃描儀器裡
07:23
and ask what's going on in their brain
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觀察他們大腦的反應
07:26
as they develop this ability to think about other people's thoughts.
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看看發展思考他人心智能力的期間,大腦的狀況
07:29
So the first thing is that in children we see this same brain region, the Right TPJ,
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首先我們看到兒童腦中同一個區塊,RTPJ
07:33
being used while children are thinking about other people.
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也在思考他人心志時活動
07:36
But it's not quite like the adult brain.
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但和成人的腦有點不同
07:38
So whereas in the adults, as I told you,
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成人的腦,像我剛才說的
07:40
this brain region is almost completely specialized --
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這個區塊幾乎完全特化
07:43
it does almost nothing else except for thinking about other people's thoughts --
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別的都不做,只用來思考別人的心智
07:46
in children it's much less so,
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兒童的腦則不然
07:48
when they are age five to eight,
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兒童在五歲到八歲
07:50
the age range of the children I just showed you.
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也就是剛才的兒童所屬的年齡範圍
07:52
And actually if we even look at eight to 11-year-olds,
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甚至在八歲到11歲
07:55
getting into early adolescence,
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接近青春期的時候
07:57
they still don't have quite an adult-like brain region.
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腦中區塊的情況和成人還是不太一樣
08:00
And so, what we can see is that over the course of childhood
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因此,我們發現整個童年時期
08:03
and even into adolescence,
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甚至一直到青春期
08:05
both the cognitive system,
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我們的認知系統
08:07
our mind's ability to think about other minds,
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也就是用自己的心智思考他人心志的能力
08:09
and the brain system that supports it
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還有認知背後的大腦系統
08:11
are continuing, slowly, to develop.
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都還在逐漸緩慢發展
08:14
But of course, as you're probably aware,
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但是,或許各位也注意到
08:16
even in adulthood,
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即使到了成年
08:18
people differ from one another in how good they are
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每個人的認知能力還是不同,每個人是否擅長思考他人心智
08:20
at thinking of other minds, how often they do it
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思考頻率
08:22
and how accurately.
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還有結果是否正確,都各不相同
08:24
And so what we wanted to know was, could differences among adults
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我們想問,成人間的不同
08:27
in how they think about other people's thoughts
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在思考別人想法上的不同
08:29
be explained in terms of differences in this brain region?
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是不是和每個人大腦這個區塊的差別有關
08:32
So, the first thing that we did is we gave adults a version
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首先我們給成人
08:35
of the pirate problem that we gave to the kids.
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類似海盜問題的測驗
08:37
And I'm going to give that to you now.
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現在我也給各位看看
08:39
So Grace and her friend are on a tour of a chemical factory,
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葛瑞絲和她朋友去參觀化學工廠
08:42
and they take a break for coffee.
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他們想休息一下,喝杯咖啡
08:44
And Grace's friend asks for some sugar in her coffee.
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葛瑞絲的朋友說她的咖啡要加糖
08:47
Grace goes to make the coffee
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葛瑞絲去泡咖啡
08:50
and finds by the coffee a pot
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發現咖啡旁有個罐子
08:52
containing a white powder, which is sugar.
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裡面的白色粉末是糖粉
08:55
But the powder is labeled "Deadly Poison,"
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但罐子上寫 "劇毒"
08:58
so Grace thinks that the powder is a deadly poison.
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所以葛瑞絲以為罐子裡的粉末是毒藥
09:01
And she puts it in her friend's coffee.
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然後她把粉末放到朋友的咖啡裡
09:03
And her friend drinks the coffee, and is fine.
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她朋友喝了咖啡,但安然無恙
09:06
How many people think it was morally permissible
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有人認為葛瑞思把粉末放到朋友的咖啡杯
09:08
for Grace to put the powder in the coffee?
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是合乎道德的嗎?
09:12
Okay. Good. (Laughter)
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好,非常好 (笑聲)
09:15
So we ask people, how much should Grace be blamed
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接著我們問這件事葛瑞絲要付多少責任
09:18
in this case, which we call a failed attempt to harm?
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這種情況叫做企圖傷害未遂
09:20
And we can compare that to another case,
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我們可以拿來和另一個情況比較
09:22
where everything in the real world is the same.
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其他條件都一樣
09:24
The powder is still sugar, but what's different is what Grace thinks.
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罐裡的粉末還是糖粉,唯一不同的是葛瑞絲的想法
09:27
Now she thinks the powder is sugar.
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在這第二種情況中,葛瑞絲覺得那個粉末是糖粉
09:30
And perhaps unsurprisingly, if Grace thinks the powder is sugar
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當然如果葛瑞絲認為那是糖粉
09:33
and puts it in her friend's coffee,
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而加到朋友的咖啡裡
09:35
people say she deserves no blame at all.
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多數人會認為葛瑞絲沒有錯
09:37
Whereas if she thinks the powder was poison, even though it's really sugar,
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但如果葛瑞絲認為那是毒藥還把它加到朋友的咖啡裡,即使實際上那是糖粉
09:41
now people say she deserves a lot of blame,
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多數人會認為葛瑞絲該受罰
09:44
even though what happened in the real world was exactly the same.
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雖然最後的結果其實和前一個狀況一樣
09:47
And in fact, they say she deserves more blame
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還有,多數人認為在企圖傷害未遂的情況中
09:49
in this case, the failed attempt to harm,
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葛瑞絲要負更多責任
09:51
than in another case,
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而在另一個情況下,她不必負太多責任
09:53
which we call an accident.
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這種情況叫意外
09:55
Where Grace thought the powder was sugar,
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這時葛瑞絲認為罐子裡的粉末是糖粉
09:57
because it was labeled "sugar" and by the coffee machine,
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因為罐子上寫"糖粉",還擺在咖啡旁邊
09:59
but actually the powder was poison.
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雖然那是毒藥
10:01
So even though when the powder was poison,
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所以,就算罐子裡其實是毒藥
10:04
the friend drank the coffee and died,
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害朋友喝完咖啡後死掉
10:07
people say Grace deserves less blame in that case,
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多數人認為葛瑞絲不必付那麼大的責任
10:10
when she innocently thought it was sugar,
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因為她毫不知情,以為那是糖粉
10:12
than in the other case, where she thought it was poison
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而在她以為是毒藥,拿給朋友喝的情況下
10:14
and no harm occurred.
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雖然朋友沒事,但她要負更大責任
10:17
People, though, disagree a little bit
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不過,在意外的情況中
10:19
about exactly how much blame Grace should get
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究竟葛瑞絲要付多少責任
10:21
in the accident case.
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大家意見不同
10:23
Some people think she should deserve more blame,
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有些人覺得她要負很大的責任
10:25
and other people less.
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有些人覺得她不用負什麼責任
10:27
And what I'm going to show you is what happened when we look inside
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而我要給各位看人類下道德判斷時
10:29
the brains of people while they're making that judgment.
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大腦怎麼活動
10:31
So what I'm showing you, from left to right,
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這張圖的X軸,左右方向
10:33
is how much activity there was in this brain region,
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代表腦部RTPJ區塊活動多寡
10:36
and from top to bottom, how much blame
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而Y軸,上下方向,
10:38
people said that Grace deserved.
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代表人們認為葛瑞絲要付多少責任
10:40
And what you can see is, on the left
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你可以看到,
10:42
when there was very little activity in this brain region,
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在左邊,大腦這個區域沒有什麼活動時
10:44
people paid little attention to her innocent belief
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大家沒有注意葛瑞絲並不知情
10:47
and said she deserved a lot of blame for the accident.
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因此認為她要為意外負責
10:50
Whereas on the right, where there was a lot of activity,
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而在右邊,區塊大量活動
10:52
people paid a lot more attention to her innocent belief,
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大家注意到葛瑞絲事前不知情
10:55
and said she deserved a lot less blame
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因此認為她不用為這場意外
10:57
for causing the accident.
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負太多責任
10:59
So that's good, but of course
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看來很不錯
11:01
what we'd rather is have a way to interfere
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但我們更想做的
11:03
with function in this brain region,
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是干擾腦中這個區塊的功能
11:05
and see if we could change people's moral judgment.
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看看是否可以改變人類的道德判斷
11:08
And we do have such a tool.
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而且我們的確有這種工具
11:10
It's called Trans-Cranial Magnetic Stimulation,
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叫做穿顱磁刺激
11:12
or TMS.
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簡稱TMS
11:14
This is a tool that lets us pass a magnetic pulse
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我們可以用這個工具傳遞磁脈衝
11:16
through somebody's skull, into a small region of their brain,
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通過頭骨,抵達大腦一個小區塊
11:20
and temporarily disorganize the function of the neurons in that region.
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暫時癱瘓那個區塊的神經功能
11:24
So I'm going to show you a demo of this.
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現在請各位看示範
11:26
First, I'm going to show you that this is a magnetic pulse.
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首先我要介紹磁脈衝
11:29
I'm going to show you what happens when you put a quarter on the machine.
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把硬幣放在機器上看看會發生什麼事
11:32
When you hear clicks, we're turning the machine on.
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滴答聲響,表示機器打開
11:42
So now I'm going to apply that same pulse to my brain,
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現在我要在我的大腦施加同樣的磁脈衝
11:45
to the part of my brain that controls my hand.
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讓磁脈衝進入控制手部的區塊
11:47
So there is no physical force, just a magnetic pulse.
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這不是實際的外力,只是磁脈衝
11:54
Woman (Video): Ready, Rebecca? RS: Yes.
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準備好了嗎? --好了
11:57
Okay, so it causes a small involuntary contraction in my hand
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好,所以磁脈衝
12:00
by putting a magnetic pulse in my brain.
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讓我的手不由自主地收縮
12:03
And we can use that same pulse,
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同樣的磁脈衝
12:05
now applied to the RTPJ,
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現在施加在大腦的RTJP區塊
12:07
to ask if we can change people's moral judgments.
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看看我們是否能改變人的道德判斷
12:10
So these are the judgments I showed you before, people's normal moral judgments.
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這是剛才各位看的道德判斷數值
12:12
And then we can apply TMS to the RTPJ
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現在把TMS打到RTJP上
12:15
and ask how people's judgments change.
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看看人們是否改變道德判斷
12:17
And the first thing is, people can still do this task overall.
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結果發現,人還是可以做判斷作業
12:21
So their judgments of the case when everything was fine
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沒發生問題的話,判斷不變
12:23
remain the same. They say she deserves no blame.
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他們認為葛瑞絲不用負責
12:26
But in the case of a failed attempt to harm,
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但在企圖傷害未遂的情況下
12:30
where Grace thought that it was poison, although it was really sugar,
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就是葛瑞絲認為那是毒藥,但實際上是糖粉
12:33
people now say it was more okay, she deserves less blame
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受測者現在覺得比較沒關係
12:36
for putting the powder in the coffee.
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葛瑞絲不用為放粉末到咖啡裡負很大的責任
12:39
And in the case of the accident, where she thought that it was sugar,
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至於意外狀況,也就是葛瑞絲以為那是糖粉
12:41
but it was really poison and so she caused a death,
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但卻是毒藥,因而害死朋友
12:44
people say that it was less okay, she deserves more blame.
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人們比較不能接受,認為她要負責
12:50
So what I've told you today is that
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總而言之,今天我所說的就是
12:52
people come, actually, especially well equipped
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我們其實天生資質很好
12:56
to think about other people's thoughts.
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有能力思考他人的想法
12:58
We have a special brain system
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我們有特別的腦部系統
13:00
that lets us think about what other people are thinking.
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讓我們思考別人在想些什麼
13:03
This system takes a long time to develop,
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這個系統要花很長的時間成熟
13:05
slowly throughout the course of childhood and into early adolescence.
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要經過整個童年和青春期早期
13:08
And even in adulthood, differences in this brain region
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而成年以後,腦部的差異
13:11
can explain differences among adults
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會影響成人思考
13:13
in how we think about and judge other people.
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造成不同的判斷
13:16
But I want to give the last word back to the novelists,
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最後我要引用演講剛開始提到那位小說家的話
13:19
and to Philip Roth, who ended by saying,
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菲力普羅斯在結尾處說
13:22
"The fact remains that getting people right
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"其實理解別人
13:24
is not what living is all about anyway.
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根本不是生活的重心
13:26
It's getting them wrong that is living.
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誤解別人才是生活重心
13:28
Getting them wrong and wrong and wrong,
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一而再,再而三地誤解別人
13:31
and then on careful reconsideration,
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然後重新仔細思考
13:33
getting them wrong again."
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再繼續誤解對方"
13:35
Thank you.
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謝謝各位
13:37
(Applause)
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(掌聲)
13:47
Chris Anderson: So, I have a question. When you start talking about using
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你剛剛提到
13:49
magnetic pulses to change people's moral judgments,
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要用磁脈衝改變人的道德判斷
13:52
that sounds alarming.
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那聽起來真恐怖
13:55
(Laughter)
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(笑聲)
13:56
Please tell me that you're not taking phone calls from the Pentagon, say.
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你應該沒有接到國防部之類打來的電話吧?
14:00
RS: I'm not.
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我沒有接到
14:02
I mean, they're calling, but I'm not taking the call.
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我是說,他們有打來,不過我沒接
14:05
(Laughter)
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(笑聲)
14:06
CA: They really are calling?
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他們真的有打啊?
14:08
So then seriously,
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好了,說真的
14:11
you must lie awake at night sometimes
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你一定曾經半夜睡不著
14:14
wondering where this work leads.
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想著這種研究會對未來造什麼影響
14:16
I mean, you're clearly an incredible human being,
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我是說,你非常了不起
14:18
but someone could take this knowledge
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但有些人可能利用這種知識
14:21
and in some future
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在未來某一天做某些事
14:23
not-torture chamber,
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當然不至於是酷刑虐待
14:25
do acts that people here might be worried about.
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但可能是某些令我們擔憂的事
14:28
RS: Yeah, we worry about this.
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沒錯,我們也很擔心
14:30
So, there's a couple of things to say about TMS.
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關於TMS有幾點要說明
14:33
One is that you can't be TMSed without knowing it.
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首先你接受TMS時,自己一定會知道
14:35
So it's not a surreptitious technology.
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這不是什麼暗中進行的神祕科技
14:38
It's quite hard, actually, to get those very small changes.
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還有,想稍微改變判斷其實不容易
14:41
The changes I showed you are impressive to me
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我給你們看的改變對我而言很了不起
14:44
because of what they tell us about the function of the brain,
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因為我們知道大腦的功能
14:46
but they're small on the scale
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但其實改變幅度很小
14:48
of the moral judgments that we actually make.
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我們沒有讓道德判斷產生多大改變
14:50
And what we changed was not people's
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而且我們不是真的讓人改變主意
14:52
moral judgments when they're deciding what to do,
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改變他們的決定
14:55
when they're making action choices.
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改變他們的行為
14:57
We changed their ability to judge other people's actions.
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我們改變的只是他們判斷其他人行為的能力
15:00
And so, I think of what I'm doing not so much as
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所以我覺得
15:02
studying the defendant in a criminal trial,
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我們比較不像在研究刑事案件裡的被告
15:04
but studying the jury.
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比較像在研究陪審團
15:06
CA: Is your work going to lead to any recommendations
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你的研究可以帶來教育方面的建議嗎?
15:09
in education, to perhaps bring up
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像是讓小孩長大以後
15:12
a generation of kids able to make fairer moral judgments?
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能做更公正的判斷?
15:17
RS: That's one of the idealistic hopes.
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有可能,那很不錯
15:20
The whole research program here of studying
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這整個研究計畫
15:24
the distinctive parts of the human brain is brand new.
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研究人類大腦獨特之處,是全新的概念
15:28
Until recently, what we knew about the brain
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直到最近我們對腦的認識
15:30
were the things that any other animal's brain could do too,
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還是侷限在其他動物也有的功能
15:33
so we could study it in animal models.
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所以我們才能從動物研究推測人腦功能
15:35
We knew how brains see, and how they control the body
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我們知道大腦的視覺功能,怎麼控制身體
15:37
and how they hear and sense.
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還有聽覺與觸覺功能
15:39
And the whole project of understanding
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而這整個計畫
15:42
how brains do the uniquely human things --
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了解大腦如何進行人類獨特功能
15:44
learn language and abstract concepts,
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例如語言學習、抽象思考
15:47
and thinking about other people's thoughts -- that's brand new.
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還有思考他人的想法,是全新的研究領域
15:49
And we don't know yet what the implications will be
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因此目前我們還不清楚
15:51
of understanding it.
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了解這些會帶來什麼衝擊
15:53
CA: So I've got one last question. There is this thing called
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最後一個問題
15:55
the hard problem of consciousness,
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意識的困難問題
15:57
that puzzles a lot of people.
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困擾許多人
15:59
The notion that you can understand
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它是說你可以了解大腦怎麼運作
16:02
why a brain works, perhaps.
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讓你產生主觀感受,大致是這樣
16:04
But why does anyone have to feel anything?
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但是為什麼我們要有主觀感受?
16:07
Why does it seem to require these beings who sense things
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為什麼我們要感受事物
16:10
for us to operate?
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才能當一個"人"?
16:12
You're a brilliant young neuroscientist.
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你是年輕有為的認知神經學者
16:15
I mean, what chances do you think there are
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你覺得有沒有可能
16:17
that at some time in your career,
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在你職業生涯某一天
16:19
someone, you or someone else,
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某個人,你或其他人
16:21
is going to come up with some paradigm shift
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能轉移典範,提出劃時代的觀點
16:23
in understanding what seems an impossible problem?
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讓我們了解這個看來無解的問題?
16:27
RS: I hope they do. And I think they probably won't.
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我希望他們做得到,但我覺得他們大概沒辦法
16:31
CA: Why?
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為什麼?
16:34
RS: It's not called the hard problem of consciousness for nothing.
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就是因為這樣所以才叫困難問題
16:37
(Laughter)
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(笑聲)
16:39
CA: That's a great answer. Rebecca Saxe, thank you very much. That was fantastic.
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答得好,蕾貝嘉薩克斯,謝謝妳,說得太好了
16:42
(Applause)
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(掌聲)
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