How risk-taking changes a teenager's brain | Kashfia Rahman

225,612 views ・ 2019-04-29

TED


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譯者: Lilian Chiu 審譯者: 易帆 余
00:12
Have you ever tried to understand a teenager?
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你們曾經試著去了解青少年嗎?
00:16
It's exhausting, right?
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很累人,對吧?
00:19
You must be puzzled by the fact that some teens do well in school,
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你們一定很困惑,為什麼 有些青少年在學校表現很好,
00:23
lead clubs and teams
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他們會領導社團和團隊,
00:25
and volunteer in their communities,
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在他們的社區中做志工,
00:27
but they eat Tide Pods for an online challenge,
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但他們也會為了 線上挑戰而吃洗衣球,
00:31
speed and text while driving,
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開車超速且邊開邊傳文字訊息,
00:34
binge drink and experiment with illicit drugs.
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狂飲喝酒並嘗試搭配禁藥。
00:38
How can so many teens be so smart, skilled and responsible --
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為什麼有這麼多青少年,明明 如此聰明、有技能、負責任——
00:43
and careless risk-takers at the same time?
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卻同時做出不計後果的事情?
00:47
When I was 16,
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我十六歲時,
00:48
while frequently observing my peers in person
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我經常當面觀察我的同儕
00:51
as well as on social media,
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也會透過社群媒體觀察他們,
00:53
I began to wonder why so many teens took such crazy risks.
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我開始納悶,為什麼這麼多 青少年瘋狂冒險。
00:58
It seems like getting a certificate from DARE class in the fifth grade
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像是在五年級拿 「勇士」課程的認證一樣,
01:02
can't stop them.
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擋都擋不住。
01:03
(Laughter)
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(笑聲)
01:04
What was even more alarming to me
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對我來說,更要警覺的是,
01:06
was that the more they exposed themselves to these harmful risks,
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他們越將自己暴露在 這些有害的風險之下,
01:10
the easier it became for them to continue taking risks.
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他們就越容易會繼續冒險。
01:14
Now this confused me,
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這讓我很困惑,
01:16
but it also made me incredibly curious.
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但也讓我非常好奇。
01:20
So, as someone with a name
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既然我的名字
01:21
that literally means "to explore knowledge,"
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字面上的意思就是「探索知識」,
01:24
I started searching for a scientific explanation.
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我開始尋求科學解釋。
01:28
Now, it's no secret that teens ages 13 to 18
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大家都知道,十三 到十八歲的青少年
01:31
are more prone to risk-taking than children or adults,
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比起兒童或成人,更容易去冒險,
01:35
but what makes them so daring?
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但,是什麼讓他們如此大膽?
01:38
Do they suddenly become reckless,
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他們是突然間變魯莽了?
01:40
or is this just a natural phase that they're going through?
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或者他們只是在經歷 一個自然的階段?
01:43
Well neuroscientists have already found evidence
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神經科學家已經找到證據說明
01:46
that the teen brain is still in the process of maturation --
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青少年時期的大腦 仍在成熟的階段——
01:49
and that this makes them exceptionally poor at decision-making,
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這會讓他們特別不擅長決策,
01:52
causing them to fall prey to risky behaviors.
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造成他們成為冒險行為的犧牲品。
01:56
But in that case, if the maturing brain is to blame,
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但,照這麼說,要責怪的 是正在成熟的大腦,
01:59
then why are teens more vulnerable than children,
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那為什麼青少年會比兒童 更容易有這個問題,
02:02
even though their brains are more developed than those of children?
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明明他們的大腦就 比兒童的大腦發展更多?
02:05
Also, not all teens in the world take risks at the same level.
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此外,並非全世界的青少年 都有同等想要冒險的慾望。
02:09
Are there some other underlying or unintentional causes
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這背後有沒有什麼無意識的成因
02:13
driving them to risk-taking?
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驅使他們去冒險?
02:15
Well, this is exactly what I decided to research.
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這正是我想要研究的主題。
02:19
So, I founded my research on the basis of a psychological process
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所以,我把我的研究 建立在一個心理過程的基礎上,
02:23
known as "habituation,"
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即大家所知的「習慣化」,
02:25
or simply what we refer to as "getting used to it."
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簡言之,就是我們所說的「適應」。
02:29
Habituation explains how our brains adapt to some behaviors,
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習慣化是在解釋, 大腦如何適應某些行為,
02:33
like lying, with repeated exposures.
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比如說謊,多說幾次謊就習慣了。
02:36
And this concept inspired me to design a project
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這個概念給了我設計專案的靈感,
02:38
to determine if the same principle
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如果同樣的原理,可否用來解釋
02:41
could be applied to the relentless rise of risk-taking in teenagers.
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為何青少年冒險現象 不斷增多的原因。
02:46
So I predicted that habituation to risk-taking
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所以我預測,冒險行為的習慣化
02:49
may have the potential to change the already-vulnerable teenage brain
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有可能改變易受環境影響的 青少年大腦,
02:53
by blunting or even eradicating
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改變的方式是透過削弱或甚至消除
02:55
the negative emotions associated with risk,
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和風險相關的負面情緒,
02:58
like fear or guilt.
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比如恐懼或罪惡感。
03:00
I also thought because they would feel less fearful and guilty,
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我也認為,因為他們會覺得 比較不恐懼或罪惡,
03:03
this desensitization would lead them to even more risk-taking.
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脫敏現象可能會讓他們更想冒險。
03:08
In short, I wanted to conduct a research study
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簡言之,我想要進行一項研究
03:10
to answer one big question:
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來解答這個大哉問:
03:12
Why do teens keep making outrageous choices
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為什麼青少年會不斷 做出無法無天的選擇,
03:15
that are harmful to their health and well-being?
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且是對他們的健康 及幸福有害的選擇?
03:19
But there was one big obstacle in my way.
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但,我遇到了一個大障礙。
03:22
To investigate this problem,
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為了研究這個問題,
03:24
I needed teenagers to experiment on,
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我需要青少年來做實驗,
03:26
laboratories and devices to measure their brain activity,
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也需要實驗室和裝置 來測量他們的大腦活動,
03:30
and teachers or professors to supervise me and guide me along the way.
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過程中還要有老師或教授 來監督、指導我。
03:35
I needed resources.
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我需要資源。
03:37
But, you see, I attended a high school in South Dakota
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但,要知道,我讀南達科他州的高中
03:40
with limited opportunity for scientific exploration.
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對科學探索的機會有限。
03:44
My school had athletics,
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我的學校有運動員、
03:46
band, choir, debate and other clubs,
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樂團、合唱團、 辯論,及其它社團,
03:50
but there were no STEM programs or research mentors.
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但沒有任何 STEM(科學、技術、 工程、數學)計劃或研究導師。
03:53
And the notion of high schoolers
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而高中學生做研究 或是參與科學展覽會的想法
03:55
doing research or participating in a science fair was completely foreign.
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根本是完全陌生的想法。
04:00
Simply put, I didn't exactly have the ingredients
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簡單來說,我沒有原料
04:03
to make a chef-worthy dish.
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可以做出發揮主廚價值的好菜。
04:07
And these obstacles were frustrating,
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這些障礙很讓人沮喪,
04:09
but I was also a stubborn teenager.
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但我也是個很固執的青少年。
04:12
And as the daughter of Bangladeshi immigrants
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且我是孟加拉移民的女兒,
04:14
and one of just a handful of Muslim students
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也是南達科他州這間高中裡 少數的穆斯林學生之一,
04:16
in my high school in South Dakota,
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04:19
I often struggled to fit in.
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我經常需要努力地 去適應、融入。
04:21
And I wanted to be someone with something to contribute to society,
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而我想要成為 對社會有所貢獻的人,
04:25
not just be deemed the scarf-wearing brown girl
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不想只被視為是 帶著頭巾的褐色皮膚女孩,
04:28
who was an anomaly in my homogenous hometown.
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只是一個家鄉來的異類。
04:31
I hoped that by doing this research,
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我希望,透過這項研究, 來達成上述的願望,
04:33
I could establish this
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04:34
and how valuable scientific exploration could be for kids like me
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並表明科學探索對於 我這種孩子而言是多麼的珍貴,
04:39
who didn't necessarily find their niche elsewhere.
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我們這種在其它地方 不見得可以找到立足之地的孩子。
04:42
So with limited research opportunities,
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所以,雖然研究機會有限,
04:45
inventiveness allowed me to overcome seemingly impossible obstacles.
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發明創造力讓我克服了 幾乎不可能克服的障礙。
04:50
I became more creative in working with a variety of methodologies,
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我變得更有創意去運用各種方法、
04:54
materials and subjects.
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素材以及主題。
04:57
I transformed my unassuming school library
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我把平凡無奇的學校圖書館
05:00
into a laboratory
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變成了實驗室,
05:02
and my peers into lab rats.
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把同學變成實驗室的白老鼠。
05:04
(Laughter)
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(笑聲)
05:05
My enthusiastic geography teacher,
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我的地理老師很熱心,
05:08
who also happens to be my school's football coach,
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他剛好也是學校足球隊的教練,
05:11
ended up as my cheerleader,
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最後他成了我的啦啦隊長,
05:13
becoming my mentor to sign necessary paperwork.
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變成我的導師, 負責簽所有必要的文件。
05:17
And when it became logistically impossible
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理論上,當我知道我不能使用
05:19
to use a laboratory electroencephalography,
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實驗室級的腦電圖設備時,
05:22
or EEG,
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或稱 EEG,
05:23
which are those electrode devices used to measure emotional responses,
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一種用來測量情緒反應的電極裝置,
05:28
I bought a portable EEG headset with my own money,
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我用自己的錢,買了一台 可攜帶的頭戴式 EEG,
05:31
instead of buying the new iPhone X
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而不是像我同齡的孩子一樣 存錢去買的 iPhone X。
05:32
that a lot of kids my age were saving up for.
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05:35
So finally I started the research
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所以,我終於開始了這項研究,
05:38
with 86 students, ages 13 to 18, from my high school.
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參與者為 86 位我的高中的學生, 年齡從 13 到 18 歲。
05:42
Using the computer cubicles in my school library,
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我用學校圖書館的電腦小隔間,
05:45
I had them complete a computerized decision-making simulation
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請他們完成一項電腦決策模擬測驗,
05:48
to measure their risk-taking behaviors comparable to ones in the real world,
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並與他們在真實世界的行為做比對,
05:53
like alcohol use, drug use and gambling.
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比如酒精、毒品的使用,和賭博。
05:56
Wearing the EEG headset,
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這些學生戴著頭戴式的 EEG,
05:58
the students completed the test 12 times over three days
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在三天中,完成十二次這項測驗,
06:02
to mimic repeated risk exposures.
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來模仿重覆暴露在風險下的狀況。
06:05
A control panel on the EEG headset
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在頭戴式 EEG 上面 有一個控制面板,
06:08
measured their various emotional responses:
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用來測量他們的各種情緒反應:
06:10
like attention, interest, excitement, frustration,
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比如注意力、興趣、興奮、挫折、
06:14
guilt, stress levels and relaxation.
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罪惡感、壓力程度和放鬆。
06:17
They also rated their emotions
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他們也用經過驗證的情緒測量儀
06:19
on well-validated emotion-measuring scales.
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來評定自己的情緒。
06:22
This meant that I had measured the process of habituation
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這意味著我要測量 習慣化的過程,
06:25
and its effects on decision-making.
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以及它對於決策的影響。
06:28
And it took 29 days to complete this research.
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完成這項研究一共花了 29 天。
06:31
And with months of frantically drafting proposals,
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我花了數個月的時間 瘋狂地起草擬提案,
06:34
meticulously computing data in a caffeinated daze at 2am,
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靠咖啡因撐著,一絲不苟地 計算數據到凌晨兩點,
06:39
I was able to finalize my results.
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我才整理出了最後的結果。
06:41
And the results showed that habituation to risk-taking
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結果顯示,冒險的習慣化,
06:44
could actually change a teen's brain by altering their emotional levels,
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會改變青少年的情緒水平 進而改變了他們的大腦,
06:48
causing greater risk-taking.
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讓他們更敢於冒險。
06:51
The students' emotions that were normally associated with risks,
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學生的情緒當中, 一般認為和風險較相關的,
06:54
like fear, stress, guilt and nervousness,
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比如恐懼、壓力、罪惡感、精神緊張,
06:58
as well as attention,
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以及注意力,
07:00
were high when they were first exposed to the risk simulator.
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第一次接觸風險模擬器時, 學生的情緒指數都非常高。
07:04
This curbed their temptations and enforced self-control,
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這會抑制他們對風險的誘惑, 並強化他們的自我控制,
07:07
which prevented them from taking more risks.
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這會阻止他們冒更多的險。
07:10
However, the more they were exposed to the risks through the simulator,
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然而,透過模擬器, 他們暴露在風險的次數越多,
07:14
the less fearful, guilty and stressed they became.
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他們就會變得不那麼 恐懼、有罪惡感和有壓力。
07:18
This caused a situation
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這會造成一種情況,
07:20
in which they were no longer able to feel
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他們將不再能夠感受到
07:22
the brain's natural fear and caution instincts.
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大腦的自然恐懼及警告直覺。
07:25
And also, because they are teenagers and their brains are still underdeveloped,
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此外,因為他們是青少年, 他們的大腦還在發展中,
07:30
they became more interested and excited in thrill-seeking behaviors.
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他們就會對於尋求興奮的行為 更感興趣和踴躍 。
07:35
So what were the consequences?
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那,後果是什麼?
07:38
They lacked self-control for logical decision-making,
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他們會缺乏自我控制, 不能做有邏輯的決策,
07:41
took greater risks
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會冒更大的風險,
07:43
and made more harmful choices.
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並做出更多有害的選擇。
07:45
So the developing brain alone isn't to blame.
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所以,不能只怪發展中的大腦。
07:48
The process of habituation also plays a key role in risk-taking
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習慣化的過程也扮演了重要角色,
它會導致青少年敢於冒險 並提升冒險行為的等級。
07:52
and risk escalation.
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07:54
Although a teen's willingness to seek risk
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雖然青少年尋求冒險的意願
07:56
is largely a result of the structural and functional changes
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在很大程度上, 是結構和功能改變的結果,
08:00
associated with their developing brains,
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08:02
the dangerous part that my research was able to highlight
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但我的研究中也凸顯了 其中一件危機 :
08:06
was that a habituation to risks
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那就是,風險的習慣化
08:08
can actually physically change a teen's brain
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會實際改變青少年的大腦,
08:10
and cause greater risk-taking.
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致使他們去冒更大的險。
08:13
So it's the combination of the immature teen brain
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所以,尚未完成發育的大腦 和習慣化影響的共同作用下,
08:16
and the impact of habituation
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08:18
that is like a perfect storm to create more damaging effects.
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像是一場完美風暴, 造成了更具破壞性的後果。
08:22
And this research can help parents and the general public
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這項研究能幫助父母 及一般大眾了解,
08:26
understand that teens aren't just willfully ignoring warnings
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青少年不只是簡單地 故意忽視警告
08:29
or simply defying parents by engaging in increasingly more dangerous behavior.
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或者從事越來越危險的行為 來違抗父母。
08:34
The biggest hurdle they're facing is their habituation to risks:
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他們面臨的最大障礙是 對風險的習慣化:
08:38
all the physical, detectable and emotional functional changes
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所有生理上、覺察力 及情緒上的功能改變,
08:43
that drive and control and influence their over-the-top risk-taking.
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這些改變會驅使、控制、影響 他們的過度冒險行為。
08:48
So yes, we need policies that provide safer environments
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所以是的,我們需要政策 來提供更安全的環境,
08:52
and limit exposures to high risks,
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並限制暴露在高風險下的機會,
08:55
but we also need policies that reflect this insight.
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但我們也需要能夠 反映出這項洞見的政策。
08:59
These results are a wake-up call for teens, too.
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研究結果也為青少年敲響了警鐘。
09:02
It shows them that the natural and necessary fear and guilt
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研究結果表明,天生的、 必要的恐懼和內疚
09:06
that protect them from unsafe situations
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能夠保護他們, 避免他們陷入危險境地,
09:08
actually become numb when they repeatedly choose risky behaviors.
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但當,當他們反覆從事危險行為時, 這種恐懼和內疚會變得麻木。
09:13
So with this hope to share my findings with fellow teenagers and scientists,
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我希望能將我的發現, 和青少年伙伴們及科學家分享,
09:18
I took my research
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所以我將我的研究帶到英特爾 國際科技展覽會,簡稱 ISEF,
09:20
to the Intel International Science and Engineering Fair, or ISEF,
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09:24
a culmination of over 1,800 students
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最多曾有超過一千八百名學生,
09:27
from 75 countries, regions and territories,
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來自七十五個國家、區域、領土,
09:30
who showcase their cutting-edge research and inventions.
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到展覽會展出他們的 尖端研究和發明。
09:34
It's like the Olympics of science fair.
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它就像是科學展的奧運。
09:36
(Laughter)
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(笑聲)
09:38
There, I was able to present my research to experts in neuroscience and psychology
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我把我的研究帶到那裡給 神經科學和心理學的專家看,
09:43
and garner valuable feedback.
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得到了很有價值的回饋意見。
09:45
But perhaps the most memorable moment of the week
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但也許,那一週最值得紀念的時刻,
09:48
was when the booming speakers suddenly uttered my name
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是在頒獎典禮時,洪亮的講者 突然說出我的名字。
09:52
during the awards ceremony.
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09:54
I was in such disbelief that I questioned myself:
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我實在無法置信,我心裡在想:
09:57
Was this just another "La La Land" blunder
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這是不是奧斯卡頒獎典禮上 《樂來越愛你》的另一個頒獎烏龍?
10:00
like at the Oscars?
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10:01
(Laughter)
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(笑聲)
10:02
Luckily, it wasn't.
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幸運的是,並非如此。
10:05
I really had won first place
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我真的得到第一名,
10:07
in the category "Behavioral and Social Sciences."
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我參與的項目是 「行為和社會科學」。
10:09
(Applause)
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(掌聲)
10:16
Needless to say,
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不用說,
10:17
I was not only thrilled to have this recognition,
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我激動不僅僅是因為 我獲得了這樣的認可,
10:20
but also the whole experience of science fair that validated my efforts
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還因為參與科學競賽的整個過程 證明了我的付出得到了回報,
10:25
keeps my curiosity alive
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也讓我一直保有好奇心,
10:27
and strengthens my creativity,
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並強化了我的創意、 毅力和想像力。
10:29
perseverance and imagination.
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10:32
This still image of me experimenting in my school library
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這張照片是我在學校 圖書館裡做實驗,
10:36
may seem ordinary,
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也許看起來很平凡無奇,
10:38
but to me, it represents a sort of inspiration.
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但,對我來說, 它代表著一種鼓舞。
10:42
It reminds me that this process taught me to take risks.
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它提醒我,這個過程 教導了我要去冒險。
10:46
And I know that might sound incredibly ironic.
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我知道這可能聽起來非常諷刺。
10:49
But I took risks realizing
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但,我冒了險才了解到
10:51
that unforeseen opportunities often come from risk-taking --
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意外的機會往往來自於冒險——
10:55
not the hazardous, negative type that I studied,
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不是我所研究的那種 有害、負面的風險,
10:58
but the good ones,
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而是好的風險,正面的風險。
11:00
the positive risks.
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11:02
The more risks I took,
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我冒越多險,
11:04
the more capable I felt of withstanding my unconventional circumstances,
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我就越覺得我能承受不一樣的情境,
11:08
leading to more tolerance, resilience and patience
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讓我有更高的包容心、 復原力和耐心,
11:11
for completing my project.
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來完成我的計畫。
11:13
And these lessons have led me to new ideas
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我學到的這些,讓我有了新想法,
11:16
like: Is the opposite of negative risk-taking also true?
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比如:負面冒險的 相反狀況也成立嗎?
11:20
Can positive risk-taking escalate with repeated exposures?
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重覆的暴露也有可能 讓正面的冒險擴大嗎?
11:24
Does positive action build positive brain functioning?
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正面的行動會建立 正面的大腦功能運作嗎?
11:28
I think I just might have my next research idea.
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我想,我可能有了 下一個研究的想法。
11:32
(Applause)
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(掌聲)
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