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譯者: Resa CC
審譯者: Ana Choi
00:15
What is going on
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嬰兒的腦袋內
00:17
in this baby's mind?
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藏什麼玄機?
00:19
If you'd asked people this 30 years ago,
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若你在三十年前問這個問題,
00:21
most people, including psychologists,
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大多數的人,包括心理專家在內,
00:23
would have said that this baby was irrational,
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會說,這個嬰兒愛哭鬧、
00:26
illogical, egocentric --
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不通情理、自我中心──
00:28
that he couldn't take the perspective of another person
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他不能理解其他人的觀點
00:30
or understand cause and effect.
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或不了解因果關係。
00:32
In the last 20 years,
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在過去的20年裡,
00:34
developmental science has completely overturned that picture.
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發展科學已完全顛覆了原有的見解。
00:37
So in some ways,
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就某方面而言,
00:39
we think that this baby's thinking
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我們認為,寶寶的思考
00:41
is like the thinking of the most brilliant scientists.
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像是頂尖聰明的科學家的思考。
00:45
Let me give you just one example of this.
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讓我給你們舉個例子。
00:47
One thing that this baby could be thinking about,
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這寶寶可能思考的、
00:50
that could be going on in his mind,
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在他們腦內打轉的一件事,
00:52
is trying to figure out
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是試著理解
00:54
what's going on in the mind of that other baby.
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其他的寶寶在想什麼。
00:57
After all, one of the things that's hardest for all of us to do
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畢竟,對我們所有人而言,超難的任務之一是
01:00
is to figure out what other people are thinking and feeling.
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去弄清楚、摸明白別人正在想什麼和其感受。
01:03
And maybe the hardest thing of all
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也許所有之中最難的是
01:05
is to figure out that what other people think and feel
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去理解別人的思維和感受
01:08
isn't actually exactly like what we think and feel.
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和我們自身的思考和感受是十分不同的。
01:10
Anyone who's followed politics can testify
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對政治權術熱衷的人能證實
01:12
to how hard that is for some people to get.
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對某些人而這有多麼的困難。
01:15
We wanted to know
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我們想知道
01:17
if babies and young children
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若寶寶和幼兒
01:19
could understand this really profound thing about other people.
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能理解其他人內在深層的想法。
01:22
Now the question is: How could we ask them?
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則問題是:我們要如何問他們?
01:24
Babies, after all, can't talk,
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寶寶畢竟不會說話,
01:26
and if you ask a three year-old
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若你要一個三歲的幼兒
01:28
to tell you what he thinks,
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告訴你他的想法,
01:30
what you'll get is a beautiful stream of consciousness monologue
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你會得到一串極妙的意識流獨白,
01:33
about ponies and birthdays and things like that.
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有關小馬、生日這一類的事情。
01:36
So how do we actually ask them the question?
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那麼我們如何來提問呢?
01:39
Well it turns out that the secret was broccoli.
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秘密就在綠花椰。
01:42
What we did -- Betty Rapacholi, who was one of my students, and I --
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我和貝蒂(Betty Rapacholi),貝蒂是我的一個學生,
01:46
was actually to give the babies two bowls of food:
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會給寶寶兩碗食物:
01:49
one bowl of raw broccoli
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一碗是生綠花椰
01:51
and one bowl of delicious goldfish crackers.
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一碗是美味的金魚燒薄脆餅。
01:54
Now all of the babies, even in Berkley,
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全部的寶寶,即使是在伯克萊,
01:57
like the crackers and don't like the raw broccoli.
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都喜歡金魚燒薄脆餅而不喜歡生綠花椰。
02:00
(Laughter)
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(笑)
02:02
But then what Betty did
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可是貝蒂接著
02:04
was to take a little taste of food from each bowl.
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會嚐點每一個碗中的食物。
02:07
And she would act as if she liked it or she didn't.
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她會假裝喜歡或不喜歡。
02:09
So half the time, she acted
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大半的時候,她假裝
02:11
as if she liked the crackers and didn't like the broccoli --
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喜歡金魚燒餅而不喜歡生綠花椰--
02:13
just like a baby and any other sane person.
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就像寶寶和其他腦袋清楚的人。
02:16
But half the time,
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但另一半的時間,
02:18
what she would do is take a little bit of the broccoli
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她會品嚐一點生綠花椰,
02:20
and go, "Mmmmm, broccoli.
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並說:「嗯,嗯,嗯,嗯,綠花椰耶。
02:23
I tasted the broccoli. Mmmmm."
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我嚐嚐綠花椰,嗯,嗯,嗯,嗯。」
02:26
And then she would take a little bit of the crackers,
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然後她試點薄餅,
02:28
and she'd go, "Eww, yuck, crackers.
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並說,「噁,難吃!薄餅。
02:32
I tasted the crackers. Eww, yuck."
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我嚐嚐看薄餅。噁,難吃!」
02:35
So she'd act as if what she wanted
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所以她假裝她要的東西
02:37
was just the opposite of what the babies wanted.
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正好與寶寶要的相反。
02:40
We did this with 15 and 18 month-old babies.
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我們對15個月至18個月大的寶寶做這項測試。
02:42
And then she would simply put her hand out and say,
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接著她會直接伸出她的手並說:
02:45
"Can you give me some?"
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「可以給我一些嗎?」
02:47
So the question is: What would the baby give her,
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那麼問題來了:寶寶會給她什麼呢?
02:49
what they liked or what she liked?
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是他們自身喜歡的或是她喜歡的呢?
02:51
And the remarkable thing was that 18 month-old babies,
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驚人的是,18個月大的寶寶
02:54
just barely walking and talking,
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剛剛會走、勉強會說,
02:56
would give her the crackers if she liked the crackers,
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會給她薄餅,若她喜歡薄餅的話
02:59
but they would give her the broccoli if she liked the broccoli.
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但若她喜歡的話,他們會給她綠花椰。
03:02
On the other hand,
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另一方面,
03:04
15 month-olds would stare at her for a long time
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15個月大的寶寶會盯著她一段時間
03:06
if she acted as if she liked the broccoli,
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若她表現出喜歡綠花椰,
03:08
like they couldn't figure this out.
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他們會無法理解。
03:11
But then after they stared for a long time,
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但在他們盯了一陣子之後,
03:13
they would just give her the crackers,
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他們還是會給她薄餅,
03:15
what they thought everybody must like.
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他們認為人人必定喜歡。
03:17
So there are two really remarkable things about this.
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所以由這可看出兩件值得注意的事:
03:20
The first one is that these little 18 month-old babies
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第一個是這些18個月大的寶寶
03:23
have already discovered
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已發現了
03:25
this really profound fact about human nature,
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人性深處的事實──
03:27
that we don't always want the same thing.
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我們不總是想要相同的東西。
03:29
And what's more, they felt that they should actually do things
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況且,他們覺得他們確實該做些什麼
03:31
to help other people get what they wanted.
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去幫其他人得到他們想要的。
03:34
Even more remarkably though,
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甚而更非同小可的是,
03:36
the fact that 15 month-olds didn't do this
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15個月大的寶寶沒這麼做的事實
03:39
suggests that these 18 month-olds had learned
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暗示這些18個月大的寶寶已習得
03:42
this deep, profound fact about human nature
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這極深處的人性真相
03:45
in the three months from when they were 15 months old.
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在三個月內;在他們還是15個月大時。
03:48
So children both know more and learn more
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所以孩子知道的多,也學的多,
03:50
than we ever would have thought.
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超過我們對他們的認知。
03:52
And this is just one of hundreds and hundreds of studies over the last 20 years
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而這只是20年來數以千百計的研究之中的一例,
03:56
that's actually demonstrated it.
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能確切證實這一點。
03:58
The question you might ask though is:
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你也許想問的是:
04:00
Why do children learn so much?
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為何小孩學得這麼多呢?
04:03
And how is it possible for them to learn so much
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他們怎麼可能就在瞬間之轉
04:05
in such a short time?
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學這麼多呢?
04:07
I mean, after all, if you look at babies superficially,
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我是指,若你單視寶寶的外表,
04:09
they seem pretty useless.
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他們似乎相當沒用。
04:11
And actually in many ways, they're worse than useless,
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而且確實在很多時候,他們何止是弱不禁風,
04:14
because we have to put so much time and energy
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因而我們必須投入大量的時間和精力
04:16
into just keeping them alive.
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幫他們維持生存。
04:18
But if we turn to evolution
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但若我們轉向演化
04:20
for an answer to this puzzle
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尋求謎題──
04:22
of why we spend so much time
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為何我們花這麼大量的時間
04:24
taking care of useless babies,
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照顧這些幫不上忙的寶寶──的解答。
04:27
it turns out that there's actually an answer.
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原來是,確有其答案。
04:30
If we look across many, many different species of animals,
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若我們放眼各種形形色色的動物,
04:33
not just us primates,
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不只是靈長類
04:35
but also including other mammals, birds,
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而是也包括其他哺乳類、鳥類,
04:37
even marsupials
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甚至是有袋動物
04:39
like kangaroos and wombats,
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像袋鼠和毛鼻袋熊
04:41
it turns out that there's a relationship
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結果是關聯到
04:43
between how long a childhood a species has
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一個物種的幼兒時期有多長
04:47
and how big their brains are compared to their bodies
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和他們的腦相較其身體有多大
04:51
and how smart and flexible they are.
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及他們多聰明和靈活度。
04:53
And sort of the posterbirds for this idea are the birds up there.
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符合這想法的招牌鳥就在這兒。
04:56
On one side
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一面是
04:58
is a New Caledonian crow.
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一隻新克里當尼亞(the New Caledonian)烏鴉。
05:00
And crows and other corvidae, ravens, rooks and so forth,
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烏鴉和其他渡鴉、兀鼻烏鴉、白嘴鴉等等
05:03
are incredibly smart birds.
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是聰明得不得了的鳥。
05:05
They're as smart as chimpanzees in some respects.
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在方某些方面,牠們像黑猩猩一樣的聰明。
05:08
And this is a bird on the cover of science
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這是出現在科學雜誌封面的鳥類,
05:10
who's learned how to use a tool to get food.
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已習得使用工具來獲得食物。
05:13
On the other hand,
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在另一面
05:15
we have our friend the domestic chicken.
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是人類的朋友,家養雞。
05:17
And chickens and ducks and geese and turkeys
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而雞、鴨、鵝和火雞
05:20
are basically as dumb as dumps.
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根本是笨到不行。
05:22
So they're very, very good at pecking for grain,
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所以他們非常非常在行啄食穀物,
05:25
and they're not much good at doing anything else.
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對其他的可就一竅不通了。
05:28
Well it turns out that the babies,
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原來那些寶寶,
05:30
the New Caledonian crow babies, are fledglings.
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新克里當尼亞(the New Caledonian)幼鳥正在學飛。
05:32
They depend on their moms
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牠們依賴母鳥
05:34
to drop worms in their little open mouths
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放入一條條的小蟲到牠們微開的嘴巴
05:37
for as long as two years,
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長達兩年的時間,
05:39
which is a really long time in the life of a bird.
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在鳥的一生中,這段時間是相當長的。
05:41
Whereas the chickens are actually mature
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而雞長大成熟其實
05:43
within a couple of months.
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在數個月內長。
05:45
So childhood is the reason
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所以幼兒時期可作為理由
05:48
why the crows end up on the cover of Science
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解釋為何烏鴉最後成為『科學』雜誌的封面,
05:50
and the chickens end up in the soup pot.
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而雞最終淪落到湯鍋裏。
05:52
There's something about that long childhood
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那漫長的幼兒時期有某種重要的東西
05:55
that seems to be connected
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似乎是與
05:57
to knowledge and learning.
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知識和學習有關。
05:59
Well what kind of explanation could we have for this?
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對這點我們有什麼要說的呢?
06:02
Well some animals, like the chicken,
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嗯,某些動物,像是雞
06:05
seem to be beautifully suited
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似乎是極為適合
06:07
to doing just one thing very well.
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做某一件事且相當稱合。
06:09
So they seem to be beautifully suited
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所以牠們似乎是極為適合
06:12
to pecking grain in one environment.
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在某種環境啄食穀物。
06:14
Other creatures, like the crows,
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其他生物,像是烏鴉
06:16
aren't very good at doing anything in particular,
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不特出善於做某件事,
06:18
but they're extremely good
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但牠們極為擅長
06:20
at learning about laws of different environments.
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習得不同環境的法則。
06:22
And of course, we human beings
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而當然,我們人類
06:24
are way out on the end of the distribution like the crows.
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分配的結果,遠遠勝出烏鴉。
06:27
We have bigger brains relative to our bodies
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相對我們的身體,我們有較大的腦,
06:29
by far than any other animal.
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迄今比起其他任何動物而言。
06:31
We're smarter, we're more flexible,
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我們更聰明、我們更懂得變通、
06:33
we can learn more,
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我們能學得更多、
06:35
we survive in more different environments,
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我們可在更多各種不同的環境下存活,
06:37
we migrated to cover the world and even go to outer space.
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我們遷徙遍佈世界各地;甚至還出走至外太空。
06:40
And our babies and children are dependent on us
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而我們的寶寶和孩子依賴我們
06:43
for much longer than the babies of any other species.
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為期又更長久,相較其他的物種來說。
06:46
My son is 23.
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我的兒子23歲了
06:48
(Laughter)
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(笑)
06:50
And at least until they're 23,
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至少到了23歲,
06:52
we're still popping those worms
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我們仍迅速地把一條條的蟲子
06:54
into those little open mouths.
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放入一張張微開的嘴巴。
06:57
All right, why would we see this correlation?
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沒錯,為何我們會視其有密切關係呢?
07:00
Well an idea is that that strategy, that learning strategy,
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一個想法──策略,學習策略
07:04
is an extremely powerful, great strategy for getting on in the world,
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是一個高效能、重要的策略,以便在這世界中生存下來,
07:07
but it has one big disadvantage.
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但卻有一大缺失。
07:09
And that one big disadvantage
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那一個大缺失是
07:11
is that, until you actually do all that learning,
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在你確實地完成所有的學習之前,
07:14
you're going to be helpless.
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你將無法照顧自己。
07:16
So you don't want to have the mastodon charging at you
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所以你不要等巨象(mastodon)衝向你
07:19
and be saying to yourself,
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才對自己說:
07:21
"A slingshot or maybe a spear might work. Which would actually be better?"
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「一副彈弓或者一把標槍也許有用。哪一個會比較好?」
07:25
You want to know all that
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你得徹底了解一切,
07:27
before the mastodons actually show up.
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在巨象出現之前。
07:29
And the way the evolutions seems to have solved that problem
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演化似乎已解決那個問題,方法是
07:32
is with a kind of division of labor.
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運用一種工作分配。
07:34
So the idea is that we have this early period when we're completely protected.
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可以說,這概念是人類有完全受保護的這個早期階段;
07:37
We don't have to do anything. All we have to do is learn.
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我們不必做任何事,我們所要做的是學習而已。
07:40
And then as adults,
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那麼身為成人,
07:42
we can take all those things that we learned when we were babies and children
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我們可以採取在我們還是幼童時期所學的一切
07:45
and actually put them to work to do things out there in the world.
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實際付諸實行並且為這世界做點什麼。
07:48
So one way of thinking about it
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這麼想吧!
07:50
is that babies and young children
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寶寶和幼兒
07:52
are like the research and development division of the human species.
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就像是人種的研發部門。
07:55
So they're the protected blue sky guys
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所以他們是襁褓中純真的小傢伙,
07:58
who just have to go out and learn and have good ideas,
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他們只是必須走出來並學習,產生好點子
08:00
and we're production and marketing.
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而我們則是生產和行銷部門。
08:02
We have to take all those ideas
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我們必須採用所有點子,
08:04
that we learned when we were children
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這些點子是我們還是小孩子時所學習的,
08:06
and actually put them to use.
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並確實地落實這些想法。
08:08
Another way of thinking about it
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這麼想也行!
08:10
is instead of thinking of babies and children
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與其認為寶寶和孩童
08:12
as being like defective grownups,
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像是弱勢的成人,
08:14
we should think about them
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我們應該將他們想成
08:16
as being a different developmental stage of the same species --
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是相同物種而各不相同的發展階段──
08:18
kind of like caterpillars and butterflies --
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有點像是毛毛蟲和蝴蝶
08:21
except that they're actually the brilliant butterflies
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除了他們確實是閃亮的蝴蝶,
08:23
who are flitting around the garden and exploring,
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在花園裡飛來飛去和探索,
08:26
and we're the caterpillars
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而我們是毛毛蟲,
08:28
who are inching along our narrow, grownup, adult path.
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緩緩移向狹隘的成長、成人路徑。
08:31
If this is true, if these babies are designed to learn --
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如果這是真的、如果這些寶寶是被設計來學習的──
08:34
and this evolutionary story would say children are for learning,
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演化的故事會說,孩子是出生來學習的
08:37
that's what they're for --
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那是他們與生俱來的能力──
08:39
we might expect
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我們可能期待
08:41
that they would have really powerful learning mechanisms.
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他們會有功能十分強大的學習機制。
08:43
And in fact, the baby's brain
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而實際上,寶寶的腦
08:46
seems to be the most powerful learning computer
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就像是在這星球功能最多的
08:48
on the planet.
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學習電腦。
08:50
But real computers are actually getting to be a lot better.
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而真正的電腦事實上漸漸愈來愈好。
08:53
And there's been a revolution
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有一個大改革近來持續的在進行,
08:55
in our understanding of machine learning recently.
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是針對我們所知道的機械學習。
08:57
And it all depends on the ideas of this guy,
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是由這個人的點子所創造出來的,
09:00
the Reverend Thomas Bayes,
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教士湯瑪士‧貝茲(Reverend Thomas Bayes),
09:02
who was a statistician and mathematician in the 18th century.
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是18世紀時的一位統計學和數學家。
09:05
And essentially what Bayes did
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基本上,貝茲(Bayes)所做的是
09:08
was to provide a mathematical way
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提出一個數學方法
09:10
using probability theory
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使用或然率理論
09:12
to characterize, describe,
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以描出、描繪出
09:14
the way that scientists find out about the world.
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科學家所發現關於這個世界的一切。
09:16
So what scientists do
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所以科學家在做的事是
09:18
is they have a hypothesis that they think might be likely to start with.
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他們提出想要著手的假說。
09:21
They go out and test it against the evidence.
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他們進行測試假說、比對證據。
09:23
The evidence makes them change that hypothesis.
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依測試的結果,他們改變假設。
09:25
Then they test that new hypothesis
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接著又測試新的假設,
09:27
and so on and so forth.
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像這樣不斷的進行下。
09:29
And what Bayes showed was a mathematical way that you could do that.
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Bayes讓我們看到,你能以數學的方式來完成。
09:32
And that mathematics is at the core
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數學是我們目前有的
09:34
of the best machine learning programs that we have now.
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最佳機械學習程式的核心部分。
09:36
And some 10 years ago,
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約十年前
09:38
I suggested that babies might be doing the same thing.
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我提出嬰兒可能也會做這類事。
09:42
So if you want to know what's going on
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若你要知道
09:44
underneath those beautiful brown eyes,
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寶寶美麗棕色的眼內含著什麼心思,
09:46
I think it actually looks something like this.
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我認為很可能就如同這一般。
09:48
This is Reverend Bayes's notebook.
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這是教士貝茲的筆記。
09:50
So I think those babies are actually making complicated calculations
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所以我認為寶寶實際上正在作複雜的心計,
09:53
with conditional probabilities that they're revising
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他們更正條件可能性
09:56
to figure out how the world works.
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以明瞭世界如何運作。
09:58
All right, now that might seem like an even taller order to actually demonstrate.
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沒錯,就像是有較難的順序來實際證明。
10:02
Because after all, if you ask even grownups about statistics,
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畢竟,若你問一般的大人關於統計學,
10:04
they look extremely stupid.
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他們看來就只會賣傻。
10:06
How could it be that children are doing statistics?
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小孩又怎麼懂統計學呢?
10:09
So to test this we used a machine that we have
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為了測試這點,我們使用一台儀器
10:11
called the Blicket Detector.
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稱為『Blicket探測器』(Blicket Detector)
10:13
This is a box that lights up and plays music
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這是一台會發光及播放音樂的盒子
10:15
when you put some things on it and not others.
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當放某樣東西在上面。
10:18
And using this very simple machine,
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使用這個簡單的儀器,
10:20
my lab and others have done dozens of studies
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我的實驗室及其他實驗室做了很多的研究,
10:22
showing just how good babies are
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顯示這些寶寶
10:24
at learning about the world.
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學習有關這個世界的能力。
10:26
Let me mention just one
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讓我舉個例子
10:28
that we did with Tumar Kushner, my student.
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這是我和學生吐瑪(Tumar Kushner)進行的研究。
10:30
If I showed you this detector,
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若你們看到這個探測器,
10:32
you would be likely to think to begin with
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你可能會想到的首先是,
10:34
that the way to make the detector go
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讓這個探測器運作的方法是
10:36
would be to put a block on top of the detector.
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放一塊積木在探測器頂端。
10:39
But actually, this detector
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但實際上,這個探測器
10:41
works in a bit of a strange way.
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以一種怪怪的方式運作。
10:43
Because if you wave a block over the top of the detector,
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因為如你在探測器的頂端揮動一塊東西,
10:46
something you wouldn't ever think of to begin with,
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你料想不到的事發生了,
10:49
the detector will actually activate two out of three times.
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三次有兩次這個探測器會啓動。
10:52
Whereas, if you do the likely thing, put the block on the detector,
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然而,你可能會做的事──把那東西放在探測器的頂端,
10:55
it will only activate two out of six times.
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六次有兩次這個探測器會啓動。
10:59
So the unlikely hypothesis
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所以這不可能的假說
11:01
actually has stronger evidence.
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確實有更強而有力的測試結果。
11:03
It looks as if the waving
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好像在說,揮動是
11:05
is a more effective strategy than the other strategy.
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比起另一個更有效的策略。
11:07
So we did just this; we gave four year-olds this pattern of evidence,
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所以我們這麼做:我們給四歲的孩子們這個測試結果的模式,
11:10
and we just asked them to make it go.
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我們只要求這些孩子讓它動。
11:12
And sure enough, the four year-olds used the evidence
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可確定的是,這四歲的孩子使用該測試結果,
11:15
to wave the object on top of the detector.
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在探測器頂部揮動物體。
11:18
Now there are two things that are really interesting about this.
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關於這個,有兩件有趣的事。
11:21
The first one is, again, remember, these are four year-olds.
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第一件是,提醒你們,這些是四歲的孩子。
11:24
They're just learning how to count.
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他們正學著數數。
11:26
But unconsciously,
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但在無意中,
11:28
they're doing these quite complicated calculations
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他們正進行著這種相當複雜的心計,
11:30
that will give them a conditional probability measure.
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他們從此獲得條件可能性方法。
11:33
And the other interesting thing
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另一件有趣的事是
11:35
is that they're using that evidence
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他們用那測試結果
11:37
to get to an idea, get to a hypothesis about the world,
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獲得想法;獲得有關這世界的假說,
11:40
that seems very unlikely to begin with.
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開始似乎是不大可能地發生。
11:43
And in studies we've just been doing in my lab, similar studies,
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我們在我的實驗室做的相似研究,
11:46
we've show that four year-olds are actually better
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結果顯示,四歲孩子實際上很能
11:48
at finding out an unlikely hypothesis
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發現一個不大可能的假說,
11:51
than adults are when we give them exactly the same task.
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比起做相同測試的成人而言。
11:54
So in these circumstances,
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所以在這些情況下,
11:56
the children are using statistics to find out about the world,
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孩子使用統計發現關於這世界的一切,
11:59
but after all, scientists also do experiments,
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可是,畢竟科學家也做實驗;
12:02
and we wanted to see if children are doing experiments.
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我們要看看是否孩子會做實驗。
12:05
When children do experiments we call it "getting into everything"
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小孩子作實驗,我們稱其為『對什麼都好奇』
12:08
or else "playing."
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或者『玩耍』。
12:10
And there's been a bunch of interesting studies recently
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近來有一連串有趣的實驗
12:13
that have shown this playing around
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已顯示,這種四處玩耍
12:16
is really a kind of experimental research program.
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實際是種實驗性的研究活動。
12:18
Here's one from Cristine Legare's lab.
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這有一項來自Cristine Legare的實驗室的研究。
12:21
What Cristine did was use our Blicket Detectors.
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Cristine使用『Blicket Detectors』來作實驗
12:24
And what she did was show children
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她讓孩子看
12:26
that yellow ones made it go and red ones didn't,
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黃色的探測器會動而紅色則不會動。
12:28
and then she showed them an anomaly.
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然後,她讓他們看一個不尋常的現象。
12:31
And what you'll see
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你們就要見到
12:33
is that this little boy will go through five hypotheses
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這個小男孩經歷五個假設
12:36
in the space of two minutes.
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就在短短的兩分鐘內。
12:39
(Video) Boy: How about this?
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(錄影片段)男孩:「這樣如何?
12:43
Same as the other side.
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與另一邊一樣。」
12:46
Alison Gopnik: Okay, so his first hypothesis has just been falsified.
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愛莉森:「好,他的第一個假設已剛被證明無效。」
12:55
(Laughter)
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(笑)
12:57
Boy: This one lighted up, and this one nothing.
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男孩:「這個會發光;這個不會。」
13:00
AG: Okay, he's got his experimental notebook out.
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愛莉森:「好,他搬出他的實驗筆電。」
13:06
Boy: What's making this light up.
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男孩:「是什麼讓它發光啊!」
13:11
(Laughter)
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(笑)
13:20
I don't know.
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「我不知道。」
13:22
AG: Every scientist will recognize that expression of despair.
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愛莉森:「每個科學家會辨認出的絶望表情。」
13:26
(Laughter)
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(笑)
13:29
Boy: Oh, it's because this needs to be like this,
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男孩:「喔!是因為這個需要就像這個;
13:35
and this needs to be like this.
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而這個需要就像這個。」
13:37
AG: Okay, hypothesis two.
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愛莉森:「好,假設二。」
13:40
Boy: That's why.
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男孩:「這就是原因。
13:42
Oh.
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噢。」
13:44
(Laughter)
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(笑)
13:49
AG: Now this is his next idea.
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愛莉森:好,這是他的第三個想法。
13:51
He told the experimenter to do this,
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他告訴實驗者這麼做:
13:53
to try putting it out onto the other location.
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試著把它放到另一個上方;
13:57
Not working either.
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也不能運轉。
14:02
Boy: Oh, because the light goes only to here,
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男孩:「哦,是因為燈只在這兒發亮。
14:06
not here.
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不在這兒。
14:09
Oh, the bottom of this box
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哦,這個盒子的底部
14:12
has electricity in here,
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有電在這兒,
14:14
but this doesn't have electricity.
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但這沒有電耶。」
14:16
AG: Okay, that's a fourth hypothesis.
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愛莉森:好,這是他的第四個假說。
14:18
Boy: It's lighting up.
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男孩:「它發光了!
14:20
So when you put four.
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所以你放四個
14:26
So you put four on this one to make it light up
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所以你放四個在這個上面,讓它發光
14:29
and two on this one to make it light up.
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而放兩個在這一個上面,它發光。」
14:31
AG: Okay,there's his fifth hypothesis.
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愛莉森:好,這是他的第五個假說。
14:33
Now that is a particularly --
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這是一個特別......
14:36
that is a particularly adorable and articulate little boy,
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這是一個十足可愛又口齒伶俐的小男孩,
14:39
but what Cristine discovered is this is actually quite typical.
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但克莉絲汀發現這其實相當典型。
14:42
If you look at the way children play, when you ask them to explain something,
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若你看那些孩子玩的方式,要他們解釋,
14:45
what they really do is do a series of experiments.
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他們其實是在做一連串的試驗。
14:48
This is actually pretty typical of four year-olds.
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這實際上是相當典型的四歲孩子。
14:51
Well, what's it like to be this kind of creature?
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那麼當這樣的生物會像什麼呢?
14:54
What's it like to be one of these brilliant butterflies
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當這樣聰明的蝴蝶會是怎麼樣的呢?
14:57
who can test five hypotheses in two minutes?
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而且他們能在兩分鐘內測試五個假設耶?
15:00
Well, if you go back to those psychologists and philosophers,
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若是科學家或哲學家
15:03
a lot of them have said
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他們很多人會說
15:05
that babies and young children were barely conscious
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寶寶和幼童幾乎沒有意識到
15:07
if they were conscious at all.
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是否他們意識到。
15:09
And I think just the opposite is true.
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我認為事實正好相反。
15:11
I think babies and children are actually more conscious than we are as adults.
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我認為寶寶和小孩事實上比大人的腦袋還清醒。
15:14
Now here's what we know about how adult consciousness works.
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這是眾所皆知的成人意識運作模式。
15:17
And adults' attention and consciousness
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成人的注意力和意識
15:19
look kind of like a spotlight.
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看似有點像聚光燈。
15:21
So what happens for adults
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就成人的情形而言,
15:23
is we decide that something's relevant or important,
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我們成人決定什麼是具相關性或是重要的、
15:25
we should pay attention to it.
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應給予特別關注。
15:27
Our consciousness of that thing that we're attending to
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當那項東西是我們所關注的,意識
15:29
becomes extremely bright and vivid,
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變得極為明亮又活潑,
15:32
and everything else sort of goes dark.
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而其他的就略顯得灰暗。
15:34
And we even know something about the way the brain does this.
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我們還知道大腦在這種情況下的運作模式。
15:37
So what happens when we pay attention
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那麼當我們專注時,
15:39
is that the prefrontal cortex, the sort of executive part of our brains,
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前額葉腦皮質,我們腦部的執行部分
15:42
sends a signal
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送出訊號
15:44
that makes a little part of our brain much more flexible,
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我們大腦的一小部分便更靈活、
15:46
more plastic, better at learning,
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更可塑、狀態更佳,在學習的時候,
15:48
and shuts down activity
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值此同時,停止了
15:50
in all the rest of our brains.
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腦部其他部分的活動。
15:52
So we have a very focused, purpose-driven kind of attention.
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所以說,我們的專注力是十分集中、以目的為導向。
15:56
If we look at babies and young children,
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若我們來看看寶寶和幼兒,
15:58
we see something very different.
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我們看到的又大大的不同了。
16:00
I think babies and young children
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我認為寶寶和幼兒
16:02
seem to have more of a lantern of consciousness
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又更似意識燈籠,
16:04
than a spotlight of consciousness.
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而較不像意識聚光燈。
16:06
So babies and young children are very bad
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所以說,寶寶和幼兒不善於
16:09
at narrowing down to just one thing.
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縮小範圍只專注一件事。
16:12
But they're very good at taking in lots of information
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但他們很擅長立即接收大量
16:15
from lots of different sources at once.
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來自四面八方、五花八門的訊息。
16:17
And if you actually look in their brains,
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而且若看看他們的腦內
16:19
you see that they're flooded with these neurotransmitters
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你瞧他們腦內充斥著神經元傳導物質
16:22
that are really good at inducing learning and plasticity,
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能誘發學習和可塑性,
16:24
and the inhibitory parts haven't come on yet.
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而抑制的部分則一直未啓動。
16:27
So when we say that babies and young children
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因而,當我們說寶寶和幼兒
16:29
are bad at paying attention,
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不善於專注
16:31
what we really mean is that they're bad at not paying attention.
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我們實際上指的是他們不善於不專注。
16:35
So they're bad at getting rid
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所以說,他們是不善於拒絶
16:37
of all the interesting things that could tell them something
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所有能引起他們興趣的有趣事物
16:39
and just looking at the thing that's important.
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而只關注重要的部分。
16:41
That's the kind of attention, the kind of consciousness,
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這種專注力,這種意識力
16:44
that we might expect
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是我們能夠期待的,
16:46
from those butterflies who are designed to learn.
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從這些天賦予其學習的蝴蝶。
16:48
Well if we want to think about a way
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我們若要想個辦法
16:50
of getting a taste of that kind of baby consciousness as adults,
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讓成人一嚐那種寶寶的意識感知,
16:54
I think the best thing is think about cases
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我認為最棒的例子是
16:56
where we're put in a new situation that we've never been in before --
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我們被放在一個我們未曾經驗的全新的情境中,像是
16:59
when we fall in love with someone new,
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當我們與新對象戀愛了
17:01
or when we're in a new city for the first time.
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或首次到一座新城市
17:04
And what happens then is not that our consciousness contracts,
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此時我們的意識不是收縮
17:06
it expands,
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而是擴張,
17:08
so that those three days in Paris
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以便在巴黎的這三天
17:10
seem to be more full of consciousness and experience
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更為充滿感官意識和經驗
17:12
than all the months of being
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而不是數個月
17:14
a walking, talking, faculty meeting-attending zombie back home.
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閒逛、談話、參加職員會議的疲憊不堪就回家了。
17:18
And by the way, that coffee,
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順便一提,咖啡,
17:20
that wonderful coffee you've been drinking downstairs,
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你在樓下喝的香純咖啡
17:22
actually mimics the effect
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就有與寶寶的神經元傳導物質
17:24
of those baby neurotransmitters.
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相仿的效果。
17:26
So what's it like to be a baby?
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當一個寶寶是怎樣的呢?
17:28
It's like being in love
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就像是愛戀在巴黎
17:30
in Paris for the first time
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於首度造訪時,
17:32
after you've had three double-espressos.
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就在三杯特濃濃縮咖啡下肚後。
17:34
(Laughter)
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(笑)
17:37
That's a fantastic way to be,
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那是一個妙招,
17:39
but it does tend to leave you waking up crying at three o'clock in the morning.
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但那肯定會讓你在凌晨三點醒來哭。
17:43
(Laughter)
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(笑)
17:46
Now it's good to be a grownup.
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當個大人是好的。
17:48
I don't want to say too much about how wonderful babies are.
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我不想說太多關於當寶寶是多麼美妙;
17:50
It's good to be a grownup.
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當個大人是好的。
17:52
We can do things like tie our shoelaces and cross the street by ourselves.
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我們能自己綁鞋帶、自己過馬路。
17:55
And it makes sense that we put a lot of effort
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我們努力讓寶寶
17:57
into making babies think like adults do.
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像個大人一樣的思考是合情合理的。
18:01
But if what we want is to be like those butterflies,
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但若我們想的是,像那些蝴蝶,
18:04
to have open-mindedness, open learning,
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思想開放、廣泛學習
18:07
imagination, creativity, innovation,
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天馬行空地想像、自由創意及大膽革新,
18:09
maybe at least some of the time
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至少有些時候
18:11
we should be getting the adults
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我們得讓成人
18:13
to start thinking more like children.
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開始更像孩子般地思考。
18:15
(Applause)
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(掌聲)
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