TEDxRainier
Patricia Kuhl: The linguistic genius of babies
Patricia Kuhl: Babyers sproglige genialitet
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Ved TedxRainier deler Patricia Kuhl forbavsende opdagelser om, hvordan babyer lærer et sprog henover et andet -- ved at lytte til folk omkring dem, og registrere hvilke lyde, de skal kende. Intelligente eksperimenter og hjernescanninger viser, hvordan seks mdr. gamle babyer bruger sofistikeret tankegang for at forstå verden.
Patricia Kuhl - Language
Patricia Kuhl studies how we learn language as babies, looking at the ways our brains form around language acquisition. Full bio
Patricia Kuhl studies how we learn language as babies, looking at the ways our brains form around language acquisition. Full bio
Double-click the English transcript below to play the video.
00:15
I want you to take a look at this baby.
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Prøv at se på denne baby.
00:18
What you're drawn to are her eyes
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Man bliver draget af hendes øjne,
00:21
and the skin you love to touch.
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og man har lyst til at røre ved huden.
00:24
But today I'm going to talk to you about something you can't see --
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Men i dag vil jeg tale om noget, som man ikke kan se,
00:27
what's going on up in that little brain of hers.
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nemlig hvad der sker oppe i hjernen på det lille pus.
00:31
The modern tools of neuroscience
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Den moderne neurovidenskab
00:33
are demonstrating to us that what's going on up there
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viser os, at det der sker i hjernen,
00:36
is nothing short of rocket science.
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er intet mindre end raketvidenskab.
00:39
And what we're learning
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Og det vi lærer,
00:41
is going to shed some light
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vil kaste lys
00:43
on what the romantic writers and poets
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på hvad de romantiske poeter
00:46
described as the "celestial openness"
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kaldte for "den æterbårne åbenhed"
00:49
of the child's mind.
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i et barns sind.
00:51
What we see here
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Det vi ser her,
00:53
is a mother in India,
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er en mor i Indien,
00:55
and she's speaking Koro,
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og hun taler Koro,
00:57
which is a newly discovered language.
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som er et nyopdaget sprog.
00:59
And she's talking to her baby.
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Hun snakker til sin baby.
01:01
What this mother --
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Hvad denne mor --
01:03
and the 800 people who speak Koro in the world --
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og de i alt 800 mennesker som taler Koro --
01:06
understands [is] that, to preserve this language,
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forstår, at for at bevare dette sprog,
01:09
they need to speak it to the babies.
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må de snakke det til barnet.
01:12
And therein lies a critical puzzle.
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Og deri ligger en kritisk gåde.
01:15
Why is it that you can't preserve a language
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Hvorfor kan man ikke bevare et sprog
01:17
by speaking to you and I, to the adults?
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ved at snakke til du og jeg, til de voksne?
01:20
Well, it's got to do with your brain.
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Tja, det har noget med hjernen at gøre.
01:23
What we see here
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Det vi ser,
01:25
is that language has a critical period for learning.
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er at sprog har en afgørende periode for indlæring.
01:28
The way to read this slide is to look at your age on the horizontal axis.
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Det her dias læses ved at kigge på din alder på den horisontale akse.
01:31
(Laughter)
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(Latter)
01:34
And you'll see on the vertical
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Den vertikale akse viser
01:36
your skill at acquiring a second language.
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din evne til at lære et fremmedsprog.
01:38
Babies and children are geniuses
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Babyer og børn er genier
01:40
until they turn seven,
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indtil de bliver syv,
01:42
and then there's a systematic decline.
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og så er der en systematisk nedgang.
01:45
After puberty, we fall off the map.
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Efter puberteten falder vi helt uden for kategori.
01:47
No scientists dispute this curve,
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Ingen forskere er uenige i dette,
01:50
but laboratories all over the world
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men laboratorier verden over
01:52
are trying to figure out why it works this way.
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forsøger at finde ud af, hvorfor det fungerer således.
01:55
Work in my lab is focused
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I mit laboratorium ligger fokus
01:57
on the first critical period in development --
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på den første afgørende periode i udviklingen --
01:59
and that is the period in which
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og det er den periode, hvor
02:01
babies try to master which sounds are used in their language.
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babyer forsøger at lære sig de lyde, som bruges i deres sprog.
02:04
We think, by studying how the sounds are learned,
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Ved at studere hvordan lydene læres,
02:07
we'll have a model for the rest of language,
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vil vi have en model for resten af sproget,
02:09
and perhaps for critical periods that may exist in childhood
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og måske for afgørende perioder som eksisterer i barndommen,
02:12
for social, emotional
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og som afgør social, følelsesmæssig
02:14
and cognitive development.
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og kognitiv udvikling.
02:16
So we've been studying the babies
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Så vi har studeret babyer
02:18
using a technique that we're using all over the world
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vha. en teknologi som hele verden bruger,
02:20
and the sounds of all languages.
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og vha. lydene fra alle sprog.
02:22
The baby sits on a parent's lap,
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Babyerne sidder på deres forældres skød,
02:24
and we train them to turn their heads when a sound changes --
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og vi træner dem i at vende hovedet når en lyd ændres --
02:26
like from "ah" to "ee."
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fx fra "ah" til "ee".
02:28
If they do so at the appropriate time,
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Hvis de gør det på det rigtige tidspunkt,
02:30
the black box lights up
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lyser den sorte boks op,
02:32
and a panda bear pounds a drum.
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og en pandabjørn slår på tromme.
02:34
A six-monther adores the task.
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En seks mdr. gammel baby elsker opgaven.
02:36
What have we learned?
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Hvad har vi lært?
02:38
Well, babies all over the world
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At babyer verden over
02:40
are what I like to describe
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er det, som jeg kalder for
02:42
as "citizens of the world."
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verdensborgere;
02:44
They can discriminate all the sounds of all languages,
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de kan skelne mellem alle lydene fra alle sprog,
02:47
no matter what country we're testing and what language we're using,
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ligegyldigt hvilket land vi tester, og hvilket sprog vi bruger.
02:50
and that's remarkable because you and I can't do that.
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Det er bemærkelsesværdigt, for det kan du og jeg ikke gøre.
02:53
We're culture-bound listeners.
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Vi er kulturbundne lyttere.
02:55
We can discriminate the sounds of our own language,
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Vi kan skelne mellem lydene i vores eget sprog,
02:57
but not those of foreign languages.
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men ikke dem i fremmede sprog.
02:59
So the question arises:
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Så spørgsmålet er,
03:01
when do those citizens of the world
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hvornår disse verdensborgere
03:03
turn into the language-bound listeners that we are?
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bliver forvandlet til sprogbundne lyttere, sådan som vi voksne er?
03:06
And the answer: before their first birthdays.
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Og svaret er: før deres første fødselsdag.
03:09
What you see here is performance on that head-turn task
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Her ser I den opgave med at vende hovedet,
03:12
for babies tested in Tokyo and the United States,
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for babyer i Tokyo og i USA,
03:14
here in Seattle,
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her i Seattle,
03:16
as they listened to "ra" and "la" --
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og de lyttede til "ra" og "la" --
03:18
sounds important to English, but not to Japanese.
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det lyder vigtigt for engelsk, men ikke for japansk.
03:21
So at six to eight months the babies are totally equivalent.
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Så fra seks til otte måneder, er babyerne fuldstændig jævnbyrdige.
03:24
Two months later something incredible occurs.
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To måneder senere sker der noget utroligt.
03:27
The babies in the United States are getting a lot better,
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Babyerne i USA bliver meget bedre,
03:29
babies in Japan are getting a lot worse,
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babyerne i Japan bliver meget dårligere,
03:31
but both of those groups of babies
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men begge grupper af babyer
03:33
are preparing for exactly the language that they are going to learn.
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forbereder sig på nøjagtigt det sprog, som de kommer til at lære.
03:36
So the question is: what's happening
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Så spørgsmålet er, hvad der sker
03:39
during this critical two-month period?
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i løbet af den afgørende tomåneders periode?
03:41
This is the critical period for sound development,
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Det er perioden for lydudvikling,
03:43
but what's going on up there?
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men hvad foregår der i hjernen?
03:45
So there are two things going on.
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To ting.
03:47
The first is that the babies are listening intently to us,
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For det første lytter babyerne opmærksomt til us,
03:50
and they're taking statistics as they listen to us talk --
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og de laver statistik mens de hører os snakke --
03:53
they're taking statistics.
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de laver statistik.
03:55
So listen to two mothers speaking motherese --
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Så hør to mødre tale babysprog --
03:58
the universal language we use when we talk to kids --
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det universelle sprog vi bruger, når vi taler til børn --
04:01
first in English and then in Japanese.
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først på engelsk og så japansk.
04:04
(Video) English Mother: Ah, I love your big blue eyes --
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(Video) engelsktalende mor: Åh, jeg elsker dine store blå øjne --
04:07
so pretty and nice.
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så kønne og dejlige.
04:11
Japanese Mother: [Japanese]
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Japansktalende mor: (japansk).
04:17
Patricia Kuhl: During the production of speech,
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Patricia Kuhl: I løbet af sætningerne,
04:19
when babies listen,
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når babyerne så lytter,
04:21
what they're doing is taking statistics
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så laver de statistik
04:23
on the language that they hear.
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på det sprog de hører.
04:26
And those distributions grow.
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Og disse statistikker vokser.
04:29
And what we've learned
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Og det vi har lært,
04:31
is that babies are sensitive to the statistics,
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er at babyer er følsomme over for statistikken,
04:34
and the statistics of Japanese and English are very, very different.
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som for hhv. japansk og engelsk er meget forskellig.
04:37
English has a lot of Rs and Ls.
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Engelsk har mange R'er og L'er,
04:40
The distribution shows.
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viser statistikken.
04:42
And the distribution of Japanese is totally different,
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Og japansk er helt anderledes,
04:44
where we see a group of intermediate sounds,
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hvor vi ser en gruppe af mellemliggende lyde,
04:47
which is known as the Japanese "R."
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som svarer til det japanske R.
04:50
So babies absorb
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Så babyer absorberer
04:52
the statistics of the language
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sprogets statistik,
04:54
and it changes their brains;
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og det ændrer deres hjerner;
04:56
it changes them from the citizens of the world
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det ændrer dem fra verdensborgere,
04:58
to the culture-bound listeners that we are.
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til de kulturbundne lyttere, som vi er.
05:01
But we as adults
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Men vi voksne
05:03
are no longer absorbing those statistics.
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er ikke i stand til at absorbere sådanne statistikker.
05:05
We're governed by the representations in memory
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Vi styres af vores hukommelse,
05:08
that were formed early in development.
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som vi formede tidligt i vores udvikling.
05:11
So what we're seeing here
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Så det vi ser, er
05:13
is changing our models of what the critical period is about.
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en ændring af vores model af, hvad den afgørende periode går ud på.
05:16
We're arguing from a mathematical standpoint
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Vi argumenterer ud fra et matematisk standpunkt,
05:19
that the learning of language material may slow down
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at tilegnelsen af sprogligt materiale forsinkes,
05:22
when our distributions stabilize.
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når vores disponibilitet stabiliseres.
05:24
It's raising lots of questions about bilingual people.
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Det rejser mange spørgsmål om tosprogede mennesker.
05:27
Bilinguals must keep two sets of statistics in mind at once
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Tosprogede må holde styr på to sæt statistikker på én gang,
05:31
and flip between them, one after the other,
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og skifte mellem dem, en efter en,
05:34
depending on who they're speaking to.
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afhængig af hvem de taler med.
05:36
So we asked ourselves,
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Så vi spurgte os selv,
05:38
can the babies take statistics on a brand new language?
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om babyerne kan tage statistik af et helt nyt sprog?
05:41
And we tested this by exposing American babies
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Vi testede det ved at udsætte amerikanske babyer -
05:43
who'd never heard a second language
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som aldrig havde hørt et andet sprog -
05:45
to Mandarin for the first time during the critical period.
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for kinesisk i løbet af den afgørende periode.
05:48
We knew that, when monolinguals were tested
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Vi vidste, at da ensprogede blev testet
05:50
in Taipei and Seattle on the Mandarin sounds,
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i Taipet og Seattle, på de kinesiske lyde,
05:53
they showed the same pattern.
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viste de det samme mønster.
05:55
Six to eight months, they're totally equivalent.
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Ved seks til otte måneder er de helt jævnbyrdige.
05:57
Two months later, something incredible happens.
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To måneder senere sker der noget utroligt.
06:00
But the Taiwanese babies are getting better, not the American babies.
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Men de taiwanesiske babyer bliver bedre - ikke de amerikanske.
06:03
What we did was expose American babies during this period
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Vi udsatte amerikanske babyer
06:06
to Mandarin.
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for kinesisk.
06:08
It was like having Mandarin relatives come and visit for a month
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Det var ligesom at have kinesisk familie på besøg i en måned,
06:11
and move into your house
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som så flytter ind i ens hus,
06:13
and talk to the babies for 12 sessions.
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og snakker med babyerne fordelt over 12 gange.
06:15
Here's what it looked like in the laboratory.
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Sådan her så der ud i laboratoriet.
06:17
(Video) Mandarin Speaker: [Mandarin]
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(Video) Kinesisktalende: [Mandarin]
06:39
PK: So what have we done to their little brains?
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PK: Så hvad har vi gjort ved deres små hjerner?
06:41
(Laughter)
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(Latter)
06:44
We had to run a control group
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Vi havde en kontrolgruppe siddende,
06:46
to make sure that just coming into the laboratory
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for at sikre at det ikke var selve laboratoriet
06:48
didn't improve your Mandarin skills.
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som forbedrede kinesiskfærdighederne.
06:50
So a group of babies came in and listened to English.
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Så en gruppe babyer kom ind og lyttede til engelsk.
06:52
And we can see from the graph
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Og vi kan se på grafen,
06:54
that exposure to English didn't improve their Mandarin.
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at eksponeringen af engelsk ikke forbedrede deres kinesisk.
06:56
But look at what happened to the babies
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Men se, hvad der skete med de babyer,
06:58
exposed to Mandarin for 12 sessions.
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som blev udsat for kineisk 12 gange.
07:00
They were as good as the babies in Taiwan
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De var lige så gode som babyerne i Taiwan,
07:02
who'd been listening for 10-and-a-half months.
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som havde lyttet til det i 10½ måneder.
07:05
What it demonstrated
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Hvad det viser,
07:07
is that babies take statistics on a new language.
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er at babyer tager statistik af et nyt sprog.
07:09
Whatever you put in front of them, they'll take statistics on.
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Uanset hvad du sætter foran dem, vil de tage statistik af det.
07:13
But we wondered what role
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Men vi spekulerede på, hvilken rolle
07:15
the human being played
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mennesket spillede
07:17
in this learning exercise.
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i denne læringsøvelse.
07:19
So we ran another group of babies
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Så vi lod en anden gruppe babyer,
07:21
in which the kids got the same dosage, the same 12 sessions,
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hvor børnene fik samme dosis, de samme 12 gange,
07:24
but over a television set
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men via et fjernsyn,
07:26
and another group of babies who had just audio exposure
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og en anden gruppe babyer, som kun blev udsat for lyd,
07:29
and looked at a teddy bear on the screen.
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og som kiggede på en bamse på skærmen.
07:31
What did we do to their brains?
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Hvad gjorde vi ved deres hjerner?
07:34
What you see here is the audio result --
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Her ser i lydresultaterne --
07:37
no learning whatsoever --
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ingen læring overhovedet --
07:39
and the video result --
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og videoresultatet --
07:42
no learning whatsoever.
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ingen læring overhovedet.
07:44
It takes a human being
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Det kræver et menneske
07:46
for babies to take their statistics.
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før babyerne kan lave statistik.
07:48
The social brain is controlling
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Den sociale hjerne kontrollerer
07:50
when the babies are taking their statistics.
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hvornår babyerne tager statistik.
07:52
We want to get inside the brain
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Vi vil ind i hjernen
07:54
and see this thing happening
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og se det ske
07:56
as babies are in front of televisions,
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mens babyer sidder foran fjernsyn,
07:58
as opposed to in front of human beings.
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i stedet for mennesker.
08:00
Thankfully, we have a new machine,
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Heldigvis har vi en ny maskine,
08:02
magnetoencephalography,
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MEG,
08:04
that allows us to do this.
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som lader os gøre det.
08:06
It looks like a hair dryer from Mars.
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Det ligner en hårtørrer fra Mars.
08:08
But it's completely safe,
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Men den er helt ufarlig,
08:10
completely non-invasive and silent.
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fuldstændig non-invasiv og lydløs.
08:13
We're looking at millimeter accuracy
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Vi ser på milimeters nøjagtighed
08:15
with regard to spatial
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med hensyn til spacial
08:17
and millisecond accuracy
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og milisekunders nøjagtighed
08:19
using 306 SQUIDs --
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og bruger 306 SQUIDs --
08:21
these are Superconducting
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det er superledende
08:23
QUantum Interference Devices --
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kvante interferens enheder --
08:25
to pick up the magnetic fields
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som kan registrere de magnetiske felter,
08:27
that change as we do our thinking.
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som ændrer sig, mens vi tænker.
08:29
We're the first in the world
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Vi er de første i verden
08:31
to record babies
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til at følge babyer
08:33
in an MEG machine
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i en MEG maskine
08:35
while they are learning.
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mens de lærer.
08:37
So this is little Emma.
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Her er lille Emma.
08:39
She's a six-monther.
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Hun er seks måneder.
08:41
And she's listening to various languages
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Og hun lytter til forskellige sprog
08:43
in the earphones that are in her ears.
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i de hovedtelefoner, hun har på.
08:46
You can see, she can move around.
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I kan se, at hun kan bevæge sig.
08:48
We're tracking her head
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Vi følger hendes hoved
08:50
with little pellets in a cap,
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via små kugler i en kasket,
08:52
so she's free to move completely unconstrained.
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så hun kan bevæge sig fuldstændig utvunget.
08:55
It's a technical tour de force.
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Det er en teknisk kraftpræstation.
08:57
What are we seeing?
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Hvad ser vi?
08:59
We're seeing the baby brain.
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Vi ser babyhjernen.
09:01
As the baby hears a word in her language
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Når babyen hører et ord på hendes sprog,
09:04
the auditory areas light up,
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lyser de auditive områder op,
09:06
and then subsequently areas surrounding it
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og dernæst de omkringliggende områder,
09:08
that we think are related to coherence,
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som vi tror relaterer til hinanden i en sammenhæng,
09:11
getting the brain coordinated with its different areas,
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så hjernen kan koordinere sine forskellige områder,
09:13
and causality,
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og de virkninger,
09:15
one brain area causing another to activate.
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som ét hjerneområde aktiverer i et andet hjerneområde.
09:18
We are embarking
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Vi indtræder i
09:20
on a grand and golden age
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en storslået tid
09:23
of knowledge about child's brain development.
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af viden om vores barns hjerneudvikling.
09:26
We're going to be able to see a child's brain
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Vi vil være i stand til at se et barnes hjerne,
09:28
as they experience an emotion,
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mens de oplever en følelse,
09:30
as they learn to speak and read,
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mens de lærer at tale og læse,
09:32
as they solve a math problem,
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mens de løser et regnestykke,
09:34
as they have an idea.
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mens de får en idé.
09:36
And we're going to be able to invent brain-based interventions
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Og vi vil være i stand til at opfinde hjernebaserede indgreb
09:39
for children who have difficulty learning.
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for børn med indlæringsvanskeligheder.
09:42
Just as the poets and writers described,
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Ligesom poeterne beskrev det,
09:45
we're going to be able to see, I think,
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tror jeg vi vil være i stand til at se,
09:47
that wondrous openness,
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den forunderlige åbenhed,
09:49
utter and complete openness,
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den fuldkomne åbenhed,
09:51
of the mind of a child.
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i et barns sind.
09:54
In investigating the child's brain,
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I undersøgelsen af barnets hjerne,
09:56
we're going to uncover deep truths
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vil vi afdække dybe sandheder
09:58
about what it means to be human,
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om hvad det betyder at være menneske
10:00
and in the process,
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og i den proces,
10:02
we may be able to help keep our own minds open to learning
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vil vi måske kunne holde vores egne sind åbne for læring,
10:04
for our entire lives.
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resten af vores liv.
10:06
Thank you.
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Tak skal I have.
10:08
(Applause)
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(Bifald).
ABOUT THE SPEAKER
Patricia Kuhl - LanguagePatricia Kuhl studies how we learn language as babies, looking at the ways our brains form around language acquisition.
Why you should listen
Patricia Kuhl is co-director of the Institute for Brain and Learning Sciences at the University of Washington. She's internationally recognized for her research on early language and brain development, and studies that show how young children learn. Kuhl’s work has played a major role in demonstrating how early exposure to language alters the brain. It has implications for critical periods in development, for bilingual education and reading readiness, for developmental disabilities involving language, and for research on computer understanding of speech.
Patricia Kuhl | Speaker | TED.com