TEDxCaltech
David Anderson: Your brain is more than a bag of chemicals
David Anderson: Vaš je mozak više od kotla kemikalija
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Moderni psihijatrijski lijekovi liječe kemiju cijelog mozga, ali neurobiolog David Anderson vjeruje u detaljniji pogled na to kako mozak funkcionira. On opisuje nova istraživanja koja bi mogla dovesti do razvoja usmjerenih psihijatrijskih lijekova - koji su učinkovitiji u liječenju i bez nuspojava. Čime se on točno bavi? Za početak, pokušava razljutiti hrpu vinskih mušica (snimljeno na TEDxCaltech).
David Anderson - Neurobiologist
Through his lab at the California Institute of Technology, David Anderson seeks to find the neural underpinnings of emotions like fear, anxiety and anger. Full bio
Through his lab at the California Institute of Technology, David Anderson seeks to find the neural underpinnings of emotions like fear, anxiety and anger. Full bio
Double-click the English transcript below to play the video.
00:16
So raise your hand if you know someone
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Dignite ruku ako znate nekog
00:19
in your immediate family or circle of friends
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u svojoj užoj obitelji ili krugu bliskih prijatelja
00:22
who suffers from some form of mental illness.
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tko pati od nekog oblika mentalne bolesti.
00:25
Yeah. I thought so. Not surprised.
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Da. Tako sam i mislio. Nisam iznenađen.
00:28
And raise your hand if you think that
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Također, dignite ruku ako mislite da
00:30
basic research on fruit flies has anything to do
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su istraživanja na vinskoj mušici u ikakvoj vezi
00:33
with understanding mental illness in humans.
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s razumijevanjem mentalnih bolesti kod ljudi.
00:38
Yeah. I thought so. I'm also not surprised.
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Da... Tako sam i mislio. Ponovno, nisam iznenađen.
00:41
I can see I've got my work cut out for me here.
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Vidim da kao publika predstavljate plodno tlo za mene.
00:44
As we heard from Dr. Insel this morning,
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Kao što ste jutros čuli od dr. Insel,
00:46
psychiatric disorders like autism, depression and schizophrenia
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psihijatrijski poremećaji kao što su autizam, depresija i shizofrenija
00:51
take a terrible toll on human suffering.
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u velikoj mjeri doprinose ljudskoj patnji.
00:54
We know much less about their treatment
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Malo nam je toga poznato o liječenju
00:57
and the understanding of their basic mechanisms
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i razumijevanju osnovnih mehanizama tih poremećaja
00:59
than we do about diseases of the body.
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u usporedbi s onim što znamo o fizičkim bolestima.
01:02
Think about it: In 2013,
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Razmislite malo o tome, u 2013. godini,
01:05
the second decade of the millennium,
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u drugom desetljeću ovoga milenija,
01:07
if you're concerned about a cancer diagnosis
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ako ste zabrinuti da bolujete od karcinoma
01:09
and you go to your doctor, you get bone scans,
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i odete liječniku, pregledaju vam kosti,
01:11
biopsies and blood tests.
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naprave biopsiju i krvne pretrage.
01:14
In 2013, if you're concerned about a depression diagnosis,
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U 2013. godini, ako ste zabrinuti da bolujete od depresije
01:18
you go to your doctor, and what do you get?
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i odete liječniku, što dobijete?
01:20
A questionnaire.
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Upitnik.
01:22
Now, part of the reason for this is that we have
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Jedan od razloga je taj što imamo
01:25
an oversimplified and increasingly outmoded view
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vrlo pojednostavljen i zastario pogled
01:28
of the biological basis of psychiatric disorders.
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na biološku osnovu psihijatrijskih poremećaja.
01:32
We tend to view them --
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Obično smatramo,
01:34
and the popular press aids and abets this view --
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i to je pogled koji se promovira i u medijima,
01:36
as chemical imbalances in the brain,
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da se radi o kemijskoj neravnoteži u mozgu,
01:39
as if the brain were some kind of bag of chemical soup
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kao da je mozak kotao kemijske juhe
01:43
full of dopamine, serotonin and norepinephrine.
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od dopamina, serotonina i noradrenalina.
01:47
This view is conditioned by the fact
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Takav stav posljedica je činjenice
01:50
that many of the drugs that are prescribed to treat these disorders,
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da mnogi lijekovi koji se prepisuju u liječenju tih poremećaja,
01:53
like Prozac, act by globally changing brain chemistry,
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kao što je Prozac, djeluju na principu mijenjanja "kemije mozga",
01:58
as if the brain were indeed a bag of chemical soup.
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kao da je mozak uistinu kotao kemijske juhe.
02:02
But that can't be the answer,
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Ali to ne može biti rješenje
02:04
because these drugs actually don't work all that well.
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jer ti lijekovi zapravo i ne djeluju tako dobro.
02:07
A lot of people won't take them, or stop taking them,
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Mnogi ih ne žele uzimati ili će ih prestati uzimati
02:10
because of their unpleasant side effects.
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zbog neugodnih nuspojava koje izazivaju.
02:13
These drugs have so many side effects
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Ti lijekovi imaju toliko nuspojava
02:15
because using them to treat a complex psychiatric disorder
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jer njihovo korištenje u liječenju složenih psihijatrijskih poremećaja
02:19
is a bit like trying to change your engine oil
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može se usporediti s mijenjanjem motornog ulja
02:21
by opening a can and pouring it all over the engine block.
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tako da otvorite limenku ulja i izlijete je preko cijelog motora.
02:26
Some of it will dribble into the right place,
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Nešto će u konačnici završiti na pravom mjestu,
02:28
but a lot of it will do more harm than good.
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ali većina će napraviti više štete nego koristi.
02:31
Now, an emerging view
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Novi pogled,
02:33
that you also heard about from Dr. Insel this morning,
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o kojem ste također čuli jutros od dr. Insel,
02:36
is that psychiatric disorders are actually
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jest taj da su psihijatrijski poremećaji zapravo
02:39
disturbances of neural circuits that mediate
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smetnje u neurološkim sklopovima koji sudjeluju u posredovanju
02:42
emotion, mood and affect.
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emocija, raspoloženja i afekata.
02:46
When we think about cognition,
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Kada govorimo o kogniciji,
02:47
we analogize the brain to a computer. That's no problem.
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poistovjećujemo mozak s računalom. To nije problem.
02:51
Well it turns out that the computer analogy
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Ali ispostavilo se da analogija s računalom
02:53
is just as valid for emotion.
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vrijedi i u slučaju emocija.
02:56
It's just that we don't tend to think about it that way.
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Samo ne razmišljamo o tome na taj način.
02:59
But we know much less about the circuit basis
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Malo nam je poznato o neurološkim sklopovima
03:02
of psychiatric disorders
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kao o osnovi psihijatrijskih poremećaja
03:04
because of the overwhelming dominance
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zbog velike dominacije
03:06
of this chemical imbalance hypothesis.
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spomenute hipoteze o kemijskoj neravnoteži.
03:09
Now, it's not that chemicals are not important
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Ne tvrdim da kemijske tvari nisu važne
03:13
in psychiatric disorders.
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u psihijatrijskim poremećajima.
03:15
It's just that they don't bathe the brain like soup.
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Stvar je u tome što one ne oplahnjuju mozak kao juha.
03:19
Rather, they're released in very specific locations
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Umjesto toga, otpuštaju se na vrlo određenim lokacijama
03:22
and they act on specific synapses
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i djeluju na određene sinapse
03:25
to change the flow of information in the brain.
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kako bi se promijenio dotok informacija u mozak.
03:29
So if we ever really want to understand
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Dakle, ako stvarno želimo razumjeti
03:31
the biological basis of psychiatric disorders,
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biološku osnovu psihijatrijskih poremećaja,
03:34
we need to pinpoint these locations in the brain
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moramo točno locirati mjesta u mozgu
03:37
where these chemicals act.
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na koja spomenute kemijske tvari djeluju.
03:39
Otherwise, we're going to keep pouring oil all over our mental engines
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Inače ćemo nastaviti prolijevati ulje po našim mentalnim motorima
03:42
and suffering the consequences.
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i trpjeti posljedice.
03:45
Now to begin to overcome our ignorance
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U nastojanju da prevladamo svoje neznanje
03:48
of the role of brain chemistry in brain circuitry,
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o ulozi kemije mozga u neurološkim sklopovima,
03:52
it's helpful to work on what we biologists call
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korisno je raditi na onome što mi biolozi nazivamo
03:54
"model organisms,"
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modelnim organizmima,
03:56
animals like fruit flies and laboratory mice,
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životinjama kao što su vinske mušice i laboratorijski miševi,
03:59
in which we can apply powerful genetic techniques
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pri čemu možemo primijeniti genetičke metode
04:03
to molecularly identify and pinpoint
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da identificiramo na molekularnoj razini i točno odredimo
04:06
specific classes of neurons,
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specifične klase neurona,
04:08
as you heard about in Allan Jones's talk this morning.
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kao što ste ujutro čuli u govoru Allana Jonesa.
04:11
Moreover, once we can do that,
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Štoviše, kad to postane moguće,
04:13
we can actually activate specific neurons
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moći ćemo i aktivirati specifične neurone
04:16
or we can destroy or inhibit the activity of those neurons.
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ili ih uništiti ili blokirati njihovu aktivnost.
04:20
So if we inhibit a particular type of neuron,
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Dakle, ako blokiramo određeni tip neurona
04:23
and we find that a behavior is blocked,
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i odredimo da je neki obrazac ponašanja blokiran,
04:25
we can conclude that those neurons
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možemo zaključiti kako su upravo ti neuroni
04:27
are necessary for that behavior.
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potrebni za određeni obrazac ponašanja.
04:30
On the other hand, if we activate a group of neurons
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S druge strane, ako aktiviramo skupinu neurona
04:33
and we find that that produces the behavior,
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i otkrijemo da to uzrokuje novi obrazac ponašanja,
04:36
we can conclude that those neurons are sufficient for the behavior.
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možemo zaključiti da su ti neuroni dostatni za javljanje tog obrasca.
04:40
So in this way, by doing this kind of test,
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Dakle, na ovaj način, provodeći navedena testiranja
04:43
we can draw cause and effect relationships
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možemo uspostaviti odnos uzorka i posljedice
04:46
between the activity of specific neurons
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između aktivnosti određenih neurona
04:49
in particular circuits and particular behaviors,
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u pojedinim sklopovima i određenih obrazaca ponašanja,
04:51
something that is extremely difficult, if not impossible,
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nešto što je vrlo teško, ako ne i nemoguće,
04:54
to do right now in humans.
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u ovom trenutku kod ljudi.
04:59
But can an organism like a fruit fly, which is --
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No može li organizam kao što je vinska mušica, koja je --
05:02
it's a great model organism
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odličan modelni organizam
05:04
because it's got a small brain,
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zato što ima mali mozak,
05:07
it's capable of complex and sophisticated behaviors,
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sposobna je za složena i sofisticirana ponašanja,
05:10
it breeds quickly, and it's cheap.
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brzo se razmnožava i jeftina je...
05:13
But can an organism like this
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Može li nas takav organizam
05:15
teach us anything about emotion-like states?
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naučiti nešto o stanjima vezanima uz emocije?
05:19
Do these organisms even have emotion-like states,
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Imaju li ti organizmi uopće emocije
05:22
or are they just little digital robots?
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ili su samo nalik malim digitalnim robotima?
05:26
Charles Darwin believed that insects have emotion
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Charles Darwin vjerovao je da insekti imaju emocije
05:29
and express them in their behaviors, as he wrote
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i izražavaju ih svojim ponašanjem, kako je napisao
05:32
in his 1872 monograph on the expression of the emotions in man and animals.
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1872. godine u svojoj monografiji o izražavanju emocija kod ljudi i životinja.
05:37
And my eponymous colleague, Seymour Benzer, believed it as well.
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Isto je i vjerovao moj istoimeni kolega, Seymour Benzer.
05:40
Seymour is the man that introduced the use of drosophila
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Seymour je čovjek koji je uveo Drosophilu
05:44
here at CalTech in the '60s as a model organism
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kao modelni organizam ovdje na CalTech u 60-ima
05:47
to study the connection between genes and behavior.
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za istraživanje veze između gena i ponašanja.
05:51
Seymour recruited me to CalTech in the late 1980s.
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Seymour me zaposlio na CalTechu u kasnim 1980-ima.
05:54
He was my Jedi and my rabbi while he was here,
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Bio je moj Jedi i moj rabin kad je bio ovdje
05:59
and Seymour taught me both to love flies
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i Seymour me naučio kako voljeti mušice
06:01
and also to play with science.
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i istovremeno se igrati sa znanošću.
06:04
So how do we ask this question?
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Kako dakle postaviti to pitanje?
06:07
It's one thing to believe that flies have emotion-like states,
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Jedna je stvar vjerovati da mušice imaju emocije,
06:11
but how do we actually find out whether that's true or not?
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ali kako zapravo možemo saznati je li to istina?
06:15
Now, in humans we often infer emotional states,
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Kod ljudi, često zaključujemo o emocionalnom stanju,
06:19
as you'll hear later today, from facial expressions.
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kao što ćete čuti kasnije danas, na temelju izraza lica.
06:22
However, it's a little difficult to do that in fruit flies.
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Međutim, malo je teže napraviti isto s vinskim mušicama.
06:26
(Laughter)
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(smijeh)
06:29
It's kind of like landing on Mars
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To je kao da slijećete na Mars
06:33
and looking out the window of your spaceship
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i gledajući kroz prozor svemirskog broda
06:35
at all the little green men who are surrounding it
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na sve "male zelene" koji ga okružuju,
06:38
and trying to figure out, "How do I find out
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pokušavate shvatiti "Kako mogu saznati
06:40
if they have emotions or not?"
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imaju li oni emocije ili ne?"
06:43
What can we do? It's not so easy.
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Što možemo učiniti? Nije tako lagano.
06:46
Well, one of the ways that we can start
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Jedan od načina na koji možemo početi
06:48
is to try to come up with some general characteristics
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jest pokušati s nekim općim značajkama
06:52
or properties of emotion-like states
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ili obilježjima emocija,
06:56
such as arousal, and see if we can identify
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kao što je uzbuđenje, i vidjeti možemo li identificirati
07:00
any fly behaviors that might exhibit some of those properties.
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bilo koje ponašanje mušice koje pokazuje neka od tih obilježja.
07:05
So three important ones that I can think of
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Tri važna obilježja kojih se mogu sjetiti
07:08
are persistence, gradations in intensity, and valence.
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su upornost, gradacije u intenzitetu i valencija.
07:13
Persistence means long-lasting.
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Upornost u kontekstu dugotrajnog.
07:15
We all know that the stimulus that triggers an emotion
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Svi znamo da podražaj koji aktivira emociju
07:19
causes that emotion to last long after the stimulus is gone.
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uzrokuje trajanje emocije i nakon prestanka samog podražaja.
07:24
Gradations of intensity means what it sounds like.
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Gradacija intenziteta znači baš ono kao što i zvuči.
07:27
You can dial up the intensity or dial down the intensity of an emotion.
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Možete povisiti ili sniziti intenzitet emocija.
07:31
If you're a little bit unhappy, the corners of your mouth
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Ako ste pomalo nesretni, uglovi vaših usana
07:34
turn down and you sniffle,
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okrenu se prema dolje i šmrčete,
07:36
and if you're very unhappy, tears pour down your face
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a ako ste vrlo nesretni, lijete suze
07:39
and you might sob.
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i možda zajecate.
07:41
Valence means good or bad, positive or negative.
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Valencija znači dobro ili loše, pozitivno ili negativno.
07:45
So we decided to see if flies could be provoked into showing
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Odlučili smo vidjeti možemo li izazvati mušice da pokažu
07:50
the kind of behavior that you see
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neke od obrazaca ponašanja koja možete vidjeti
07:52
by the proverbial wasp at the picnic table,
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kod ose za stolom na pikniku,
07:55
you know, the one that keeps coming back to your hamburger
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znate, one koja se uporno vraća na vaš hamburger
07:58
the more vigorously you try to swat it away,
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što se više trudite otjerati je
08:00
and it seems to keep getting irritated.
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i čini se da je sve uzrujanija.
08:02
So we built a device, which we call a puff-o-mat,
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Sastavili smo uređaj, koji mi zovemo "puhomat",
08:06
in which we could deliver little brief air puffs to fruit flies
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kojim smo mogli isporučiti kratku stuju zraka usmjerenu na vinske mušice
08:10
in these plastic tubes in our laboratory bench
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u plastičnim cjevčicama u našem laboratoriju
08:13
and blow them away.
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te ih otpuhati.
08:15
And what we found is that if we gave these flies
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Doznali smo da ako izložimo mušice
08:18
in the puff-o-mat several puffs in a row,
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u "puhomatu" uzastopnim kratkim strujanjima zraka,
08:21
they became somewhat hyperactive
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one postanu, recimo, hiperaktivne
08:24
and continued to run around for some time after the air puffs actually stopped
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i nastave letjeti uokolo još neko vrijeme i nakon što je strujanje zraka prestalo
08:28
and took a while to calm down.
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te im je potrebno neko vrijeme da se smire.
08:31
So we quantified this behavior
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Kvantificirali smo to ponašanje
08:33
using custom locomotor tracking software
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prilagođenim programom za lokomotorno praćenje
08:36
developed with my collaborator Pietro Perona,
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razvijenim s mojim suradnikom Pietrom Peronom,
08:39
who's in the electrical engineering division here at CalTech.
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koji radi u elektrotehničkom odjelu ovdje na CalTechu.
08:43
And what this quantification showed us is that,
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Ta kvantifikacija pokazala nam je da
08:45
upon experiencing a train of these air puffs,
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nakon izlaganja kontinuiranim kratkim strujanjima zraka
08:49
the flies appear to enter a kind of state of hyperactivity
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mušice naizgled postanu hiperaktivne,
08:53
which is persistent, long-lasting,
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što je stabilno, dugotrajno stanje
08:55
and also appears to be graded.
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koje se također čini gradiranim.
08:58
More puffs, or more intense puffs,
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Više strujanja, ili intenzivnija strujanja,
09:01
make the state last for a longer period of time.
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uzrokuju dulje stanje hiperaktivnosti.
09:05
So now we wanted to try to understand something
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Zatim smo htjeli saznati nešto o
09:07
about what controls the duration of this state.
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načinu kontrole trajanja tog stanja.
09:10
So we decided to use our puff-o-mat
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Odlučili smo koristit naš "puhomat"
09:13
and our automated tracking software
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i automatizirani program za praćenje
09:15
to screen through hundreds of lines of mutant fruit flies
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za provjeru stotine linija mutanata vinske mušice da bismo vidjeli
09:19
to see if we could find any that showed abnormal responses to the air puffs.
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možemo li pronaći mutante koji pokazuju nenormalne odgovore na strujanja zraka.
09:24
And this is one of the great things about fruit flies.
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Jedna od odličnih stvari vezano uz vinsku mušicu.
09:27
There are repositories where you can just pick up the phone
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Postoje repozitoriji gdje možete samo okrenuti telefonski broj
09:29
and order hundreds of vials of flies of different mutants
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i naručiti stotine bočica s različitim mutantima vinske mušice,
09:33
and screen them in your assay and then find out
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analizirati ih i otkriti
09:35
what gene is affected in the mutation.
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koji je gen promijenjen mutacijom.
09:39
So doing the screen, we discovered one mutant
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Dakle, tijekom analize otkrili smo jednog mutanta
09:42
that took much longer than normal to calm down
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kojem je bilo potrebno mnogo dulje da se smiri
09:46
after the air puffs,
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nakon strujanja zraka
09:48
and when we examined the gene that was affected in this mutation,
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i kada smo provjerili gen koji je promijenjen tom mutacijom
09:52
it turned out to encode a dopamine receptor.
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ispostavilo se da taj gen kodira dopaminski receptor.
09:55
That's right -- flies, like people, have dopamine,
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Da, tako je - mušice, kao i ljudi, imaju dopamin,
09:58
and it acts on their brains and on their synapses
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koji djeluje na njihov mozak i njihove sinapse
10:01
through the same dopamine receptor molecules
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preko istih dopaminskih receptora
10:04
that you and I have.
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koje imamo i vi i ja.
10:06
Dopamine plays a number of important functions in the brain,
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Dopamin ima mnogo važnih funkcija u mozgu,
10:10
including in attention, arousal, reward,
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uključujući one vezane uz pozornost, uzbuđenje, nagradu,
10:13
and disorders of the dopamine system have been linked
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a poremećaji dopaminskog sustava povezani su
10:16
to a number of mental disorders including drug abuse,
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s brojnim mentalnim poremećajima uključujući zloupotrebu droga,
10:19
Parkinson's disease, and ADHD.
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Parkinsonovu bolest te ADHD (poremećaj pozornosti s hiperaktivnošću).
10:23
Now, in genetics, it's a little counterintuitive.
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U genetici to je pomalo protuintuitivno.
10:26
We tend to infer the normal function of something
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Zaključujemo o normalnoj funkciji nečega
10:29
by what doesn't happen when we take it away,
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na temelju onoga što se ne dogodi kada to oduzmemo,
10:33
by the opposite of what we see when we take it away.
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na temelju suprotnog od onog što vidimo kada to oduzmemo.
10:36
So when we take away the dopamine receptor
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Dakle, kada odstranimo domapinski receptor
10:39
and the flies take longer to calm down,
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i mušicama je potrebno više vremena da se smire,
10:42
from that we infer that the normal function of this receptor and dopamine
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zaključit ćemo da je normalna funkcija tog receptora i dopamina
10:46
is to cause the flies to calm down faster after the puff.
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vezana uz brže smirivanje mušica nakon što su izložene struji zraka.
10:50
And that's a bit reminiscent of ADHD,
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To pomalo podsjeća na ADHD,
10:53
which has been linked to disorders of the dopamine system in humans.
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koji je povezan s poremećajima dopaminskog sustava u ljudi.
10:57
Indeed, if we increase the levels of dopamine in normal flies
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Doista, ako povećamo razinu dopamina u normalnih mušica
11:02
by feeding them cocaine
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hraneći ih kokainom,
11:03
after getting the appropriate DEA license
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nakon što smo dobili odgovarajuću dozvolu od DEA-e
11:06
— oh my God -- (Laughter) —
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- o moj Bože - (smijeh)
11:10
we find indeed that these cocaine-fed flies
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došli smo do saznanja da se kokainom hranjene mušice
11:13
calm down faster than normal flies do,
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doista smire brže u usporedbi s normalnima,
11:17
and that's also reminiscent of ADHD,
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i to također podsjeća na ADHD,
11:20
which is often treated with drugs like Ritalin
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koji se često liječi lijekovima kao što su Ritalin
11:22
that act similarly to cocaine.
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koji djeluje na sličan način kao kokain.
11:25
So slowly I began to realize that what started out
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Tako sam polako počeo shvaćati da bi ono što smo započeli
11:28
as a rather playful attempt to try to annoy fruit flies
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kao prilično razigran pokušaj da uzrujamo vinske mušice
11:32
might actually have some relevance to a human psychiatric disorder.
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zapravo moglo biti važno za psihijatrijske poremećaje kod ljudi.
11:36
Now, how far does this analogy go?
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Što sve možemo obuhvatiti ovom analogijom?
11:38
As many of you know, individuals afflicted with ADHD
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Kao što mnogi od vas znaju, pojedinci koju boluju od ADHD-a
11:41
also have learning disabilities.
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također imaju i poteškoće u učenju.
11:43
Is that true of our dopamine receptor mutant flies?
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Vrijedi li isto i za naše mušice s mutiranim dopaminskim receptorom?
11:47
Remarkably, the answer is yes.
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Iznenađujuće, odgovor je da.
11:50
As Seymour showed back in the 1970s,
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Kao što je Seymour prezentirao u 1970-ima,
11:52
flies, like songbirds, as you just heard,
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mušice, poput ptica pjevica, kao što ste upravo čuli,
11:55
are capable of learning.
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imaju sposobnost učenja.
11:56
You can train a fly to avoid an odor, shown here in blue,
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Možete obučiti mušicu da izbjegava određeni miris, što je prikazano plavom bojom,
12:01
if you pair that odor with a shock.
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ako povežete taj miris sa šokom.
12:03
Then when you give those trained flies the chance to choose
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Kada date tim obučenim mušicama da biraju
12:07
between a tube with the shock-paired odor and another odor,
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između cijevi s mirisom koji je povezan sa šokom i nekim drugim mirisom,
12:10
it avoids the tube containing the blue odor that was paired with shock.
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izbjegavat će cjevčicu koja sadrži plavi miris koji je povezan sa šokom.
12:14
Well, if you do this test on dopamine receptor mutant flies,
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Ali ako provedete isti test na mušicama s mutiranim dopaminskim receptorom,
12:17
they don't learn. Their learning score is zero.
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one neće naučiti ništa. Konačna ocjena je nula.
12:20
They flunk out of CalTech.
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Izbačene su s CalTecha.
12:24
So that means that these flies have two abnormalities,
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Dakle, to znači da te mušice imaju dvije abnormalnosti,
12:28
or phenotypes, as we geneticists call them,
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ili fenotipa, kao što ih mi genetičari nazivamo,
12:31
that one finds in ADHD: hyperactivity and learning disability.
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koji su prisutni i kod ADHD-a: hiperaktivnost i poteškoće u učenju.
12:37
Now what's the causal relationship, if anything, between these phenotypes?
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Koja je uzročno-posljedična veza, ako postoji, između tih fenotipova?
12:41
In ADHD, it's often assumed that the hyperactivity
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Kod ADHD-a često se pretpostavlja da hiperaktivnost
12:45
causes the learning disability.
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uzrokuje poteškoće u učenju.
12:47
The kids can't sit still long enough to focus, so they don't learn.
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Djeca ne mogu biti mirna dovoljno dugo da se koncentriraju, pa tako ne mogu učiti.
12:51
But it could equally be the case that it's the learning disabilities
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Ali jednako bi tako mogao biti slučaj da teškoće u učenju
12:54
that cause the hyperactivity.
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uzrokuju hiperaktivnost.
12:56
Because the kids can't learn, they look for other things to distract their attention.
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Budući da djeca ne mogu učiti, traže druge stvari da im skrenu pozornost.
13:01
And a final possibility is that there's no relationship at all
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I posljednja je mogućnost da povezanost
13:04
between learning disabilities and hyperactivity,
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između poteškoća u učenju i hiperaktivnosti uopće ne postoji,
13:06
but that they are caused by a common underlying mechanism in ADHD.
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već da su uzrokovani zajedničkim temeljnim mehanizmom ADHD-a.
13:11
Now people have been wondering about this for a long time
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To je već dugo predmet rasprava vezano
13:13
in humans, but in flies we can actually test this.
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za ljude, ali kod mušica to možemo i testirati.
13:17
And the way that we do this is to delve deeply into the mind
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Način na koji to možemo učiniti jest zaviriti duboko u um
13:20
of the fly and begin to untangle its circuitry using genetics.
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mušice i početi raspetljavati sklopove pomoću genetike.
13:24
We take our dopamine receptor mutant flies
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Uzmemo mušice s mutiranim dopamintskim receptorom
13:27
and we genetically restore, or cure, the dopamine receptor
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i genetički obnovimo, ili izliječimo, dopaminski receptor
13:31
by putting a good copy of the dopamine receptor gene
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umetanjem dobre kopije gena za dopaminski receptor
13:34
back into the fly brain.
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u mozak mušice.
13:36
But in each fly, we put it back only into certain neurons
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Ali u svakoj ga mušici umetnemo jedino u određene neurone,
13:40
and not in others, and then we test each of these flies
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a u druge ne, i zatim analiziramo svaku od mušica
13:44
for their ability to learn and for hyperactivity.
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i njihovu sposobnost učenja i hiperaktivnost.
13:48
Remarkably, we find we can completely dissociate these two abnormalities.
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Izuzetno, spoznali smo da u potpunosti možemo razdvojiti te dvije anomalije.
13:52
If we put a good copy of the dopamine receptor back
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Ako stavimo dobru kopiju dopaminskog receptora u
13:55
in this elliptical structure called the central complex,
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eliptičnu strukturu zvanu središnji kompleks,
13:58
the flies are no longer hyperactive, but they still can't learn.
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mušice nisu više hiperaktivne, ali još nemaju sposobnost učenja.
14:02
On the other hand, if we put the receptor back in a different structure
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S druge strane, ako stavimo receptor u drugačiju strukturu,
14:05
called the mushroom body,
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prednji asocijativni centar,
14:06
the learning deficit is rescued, the flies learn well,
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počeškoće u učenju su otklonjene, mušice mogu učiti,
14:09
but they're still hyperactive.
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ali su i dalje hiperaktivne.
14:11
What that tells us is that dopamine
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To nam govori da dopamin
14:14
is not bathing the brain of these flies like soup.
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ne oplahnjuje mozak tih mušica kao juha.
14:17
Rather, it's acting to control two different functions
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Umjesto toga, on kontrolira dvije različite funkcije
14:20
on two different circuits,
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na dva različita sklopa,
14:22
so the reason there are two things wrong with our dopamine receptor flies
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pa razlog postojanja dviju stvari koje nisu u redu s mušicama s mutiranim dopaminskim receptorom
14:26
is that the same receptor is controlling two different functions
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leži u činjenici da jedan receptor kontrolira dvije različite funkcije
14:30
in two different regions of the brain.
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u dvije različite regije mozga.
14:33
Whether the same thing is true in ADHD in humans
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Vrijedi li ista stvar i za ADHD kod ljudi,
14:36
we don't know, but these kinds of results
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ne znamo, ali rezultati poput ovih
14:38
should at least cause us to consider that possibility.
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trebali bi nas barem potaknuti da razmotrimo tu mogućnost.
14:42
So these results make me and my colleagues more convinced than ever
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Dakle, ovi rezultati uvjerili su mene i moje kolege više nego ikad
14:46
that the brain is not a bag of chemical soup,
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da mozak nije samo kotao kemijske juhe
14:49
and it's a mistake to try to treat complex psychiatric disorders
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i da je pogrešno pokušavati liječiti složene psihijatrijske poremećaje
14:52
just by changing the flavor of the soup.
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mijenjajući samo okus juhe.
14:55
What we need to do is to use our ingenuity and our scientific knowledge
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Trebamo iskoristiti svoju domišljatost i svoje znanstvene spoznaje
14:59
to try to design a new generation of treatments
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te pokušati osmisliti novu generaciju tretmana
15:02
that are targeted to specific neurons and specific regions of the brain
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koji su usmjereni na određene neurone i specifične regije mozga
15:06
that are affected in particular psychiatric disorders.
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koji su pogođeni kod određenih psihijatrijskih poremećaja.
15:10
If we can do that, we may be able to cure these disorders
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Ako to možemo učiniti, mogli bismo izliječiti te bolesti
15:13
without the unpleasant side effects,
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bez neugodnih nuspojava,
15:15
putting the oil back in our mental engines,
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dolijevajući ulje u naše mentalne motore
15:18
just where it's needed. Thank you very much.
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točno tamo gdje je to potrebno. Puno hvala.
ABOUT THE SPEAKER
David Anderson - NeurobiologistThrough his lab at the California Institute of Technology, David Anderson seeks to find the neural underpinnings of emotions like fear, anxiety and anger.
Why you should listen
How is emotional behavior encoded in the brain? And what parts of the brain are affected by depression, ADHD and anxiety? This is what neurobiologist David Anderson researches in his lab at the California Institute for Technology by studying the brains of lab mice and fruit flies. By looking at how neural circuits give rise to emotions, Anderson hopes to advance a more nuanced view of psychiatric disorders -- that they aren’t the result of a simple “chemical imbalance,” but of a chemical imbalance at a specific site that has a specific emotional consequences. By researching these cause-and-effect relationships, Anderson hopes to pave the way for the development of new treatments for psychiatric disorders that are far more targeted and have far fewer side effects.
Trained by two Nobel laureates, Gunter Blobel and Richard Axel, Anderson is also an investigator at the Howard Hughes Medical Institute.
David Anderson | Speaker | TED.com