TEDxRainier
Patricia Kuhl: The linguistic genius of babies
Patricia Kuhl: Lingvistički genij beba
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Na događaju TEDxRainier, Patricia Kuhl pokazuje zapanjujuća otkrića o tome kako bebe uče jezike -- slušajući ljude oko sebe i primjenom "statistike" na zvukove koje moraju znati. Pametni laboratorijski eksperimenti (i skeniranje mozga) pokazuju kako šestomjesečne bebe koriste sofisticirano razmišljanje kako bi razumjele svijet.
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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Volio bih da pogledate ovu bebu.
00:18
What you're drawn to are her eyes
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Privući će vas njezine oči
00:21
and the skin you love to touch.
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i koža koju volite dodirivati.
00:24
But today I'm going to talk to you about something you can't see --
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Ali danas ću vam govoriti o nečemu što ne možete vidjeti,
00:27
what's going on up in that little brain of hers.
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što se zbiva u tom njezinom malenom mozgu.
00:31
The modern tools of neuroscience
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Suvremena oruđa neuroznanosti
00:33
are demonstrating to us that what's going on up there
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pokazuju nam da ono što se ondje događa
00:36
is nothing short of rocket science.
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nije ništa jednostavnije od znanosti o raketama.
00:39
And what we're learning
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Ono što učimo
00:41
is going to shed some light
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unijet će malo svjetla
00:43
on what the romantic writers and poets
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u ono što su romantični pisci i pjesnici
00:46
described as the "celestial openness"
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opisivali kao "otvorenost k nebu"
00:49
of the child's mind.
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dječjega uma.
00:51
What we see here
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Ovdje vidimo
00:53
is a mother in India,
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majku u Indiji,
00:55
and she's speaking Koro,
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ona govori Koro,
00:57
which is a newly discovered language.
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što je novo otkriveni jezik.
00:59
And she's talking to her baby.
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I ona govori svom djetetu.
01:01
What this mother --
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Ova mati razumije --
01:03
and the 800 people who speak Koro in the world --
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kao i 800 ljudi na svijetu koji govore Koro --
01:06
understands [is] that, to preserve this language,
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da, ako žele očuvati ovaj jezik,
01:09
they need to speak it to the babies.
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moraju ga govoriti bebama.
01:12
And therein lies a critical puzzle.
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I tu se nalazi kritična zagonetka.
01:15
Why is it that you can't preserve a language
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Zbog čega ne možete sačuvati neki jezik
01:17
by speaking to you and I, to the adults?
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govoreći ga vama i meni, odraslima?
01:20
Well, it's got to do with your brain.
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Pa, to ima veze s vašim mozgom.
01:23
What we see here
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Ovdje vidimo
01:25
is that language has a critical period for learning.
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da postoji kritično razdoblje za učenje jezika.
01:28
The way to read this slide is to look at your age on the horizontal axis.
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Ovaj slajd čitamo tako da potražimo našu dob na vodoravnoj osi.
01:31
(Laughter)
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(Smijeh)
01:34
And you'll see on the vertical
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A na okomitoj ćete vidjeti
01:36
your skill at acquiring a second language.
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vašu vještinu u usvajanju drugog jezika.
01:38
Babies and children are geniuses
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Bebe i djeca su geniji
01:40
until they turn seven,
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do dobi od 7 godina,
01:42
and then there's a systematic decline.
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a zatim slijedi sustavan pad.
01:45
After puberty, we fall off the map.
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Nakon puberteta, ispadamo s prikaza.
01:47
No scientists dispute this curve,
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Nema znanstvenika koji opovrgavaju ovu krivulju,
01:50
but laboratories all over the world
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ali laboratoriji širom svijeta
01:52
are trying to figure out why it works this way.
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pokušavaju shvatiti zašto je to tako.
01:55
Work in my lab is focused
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U mojem laboratoriju, rad je usmjeren
01:57
on the first critical period in development --
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na prvo kritično razdoblje razvoja --
01:59
and that is the period in which
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i to je razdoblje u kojemu
02:01
babies try to master which sounds are used in their language.
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bebe pokušavaju ovladati zvukovima koji se koriste u njihovom jeziku.
02:04
We think, by studying how the sounds are learned,
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Mislimo da ćemo proučavanjem kako djeca uče zvukove,
02:07
we'll have a model for the rest of language,
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dobiti i model za ostatak jezika,
02:09
and perhaps for critical periods that may exist in childhood
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a možda i za kritična razdoblja koja mogu postojati u djetinjstvu
02:12
for social, emotional
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za društveni, emocionalni
02:14
and cognitive development.
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i kognitivni razvoj.
02:16
So we've been studying the babies
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Pa proučavamo bebe
02:18
using a technique that we're using all over the world
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koristeći tehniku koju rabimo širom svijeta
02:20
and the sounds of all languages.
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na zvukovima iz svih jezika.
02:22
The baby sits on a parent's lap,
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Beba sjedi u krilu roditelja,
02:24
and we train them to turn their heads when a sound changes --
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i vježbamo ih da okrenu glavu kad se zvuk promijeni --
02:26
like from "ah" to "ee."
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kao iz "ah" u "ii".
02:28
If they do so at the appropriate time,
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Ako to učine u pravo vrijeme,
02:30
the black box lights up
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crna kutija se osvijetli
02:32
and a panda bear pounds a drum.
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i panda medvjedić zabubnja.
02:34
A six-monther adores the task.
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Dijete od šest mjeseci obožava ovaj zadatak.
02:36
What have we learned?
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Što smo naučili?
02:38
Well, babies all over the world
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Pa, bebe u cijelom svijetu
02:40
are what I like to describe
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su ono što volim opisivati
02:42
as "citizens of the world."
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kao građani svijeta;
02:44
They can discriminate all the sounds of all languages,
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mogu razlikovati sve zvukove iz svih jezika,
02:47
no matter what country we're testing and what language we're using,
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bez obzira u kojoj zemlji radimo testiranje i koji jezik koristimo.
02:50
and that's remarkable because you and I can't do that.
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I to je izuzetno, budući da vi i ja to ne možemo.
02:53
We're culture-bound listeners.
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Mi smo slušatelji pod utjecajem kulture.
02:55
We can discriminate the sounds of our own language,
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Možemo razlikovati zvukove našeg vlastitog jezika,
02:57
but not those of foreign languages.
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ali ne one iz stranih jezika.
02:59
So the question arises:
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Pa se postavlja pitanje,
03:01
when do those citizens of the world
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kada ti građani svijeta
03:03
turn into the language-bound listeners that we are?
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postaju vezani za jedan jezik poput nas?
03:06
And the answer: before their first birthdays.
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Odgovor je: prije svog prvog rođendana.
03:09
What you see here is performance on that head-turn task
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Ovdje vidite rezultate takvog zadatka okretanja glave
03:12
for babies tested in Tokyo and the United States,
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s bebama testiranim u Tokyou i Sjedinjenim Državama,
03:14
here in Seattle,
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ovdje u Seattleu,
03:16
as they listened to "ra" and "la" --
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dok su slušale "ra" i "la" --
03:18
sounds important to English, but not to Japanese.
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zvukove bitne u engleskom, ali ne i u japanskom jeziku.
03:21
So at six to eight months the babies are totally equivalent.
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U dobi od 6 do 8 mjeseci, bebe su potpuno jednake.
03:24
Two months later something incredible occurs.
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Dva mjeseca kasnije, nešto nevjerojatno se događa.
03:27
The babies in the United States are getting a lot better,
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Bebe u Sjedinjenim Državama postaju puno bolje,
03:29
babies in Japan are getting a lot worse,
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a bebe u Japanu puno gore,
03:31
but both of those groups of babies
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ali se obje skupine beba
03:33
are preparing for exactly the language that they are going to learn.
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pripremaju točno za jezik koji će učiti.
03:36
So the question is: what's happening
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Pa je pitanje, što se događa
03:39
during this critical two-month period?
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tijekom tog kritičnog razdoblja od dva mjeseca?
03:41
This is the critical period for sound development,
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To je razdoblje zvučnog razvoja,
03:43
but what's going on up there?
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ali što se pritom događa?
03:45
So there are two things going on.
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Dvije stvari se događaju.
03:47
The first is that the babies are listening intently to us,
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Prva je ta da nas bebe pomno slušaju,
03:50
and they're taking statistics as they listen to us talk --
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i bave se statistikom dok nas slušaju --
03:53
they're taking statistics.
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bave se statistikom.
03:55
So listen to two mothers speaking motherese --
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Poslušajte dvije majke koje pričaju majčinskim --
03:58
the universal language we use when we talk to kids --
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univerzalnim jezikom koji koristimo kad pričamo s djecom --
04:01
first in English and then in Japanese.
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prvo na engleskom, a zatim na japanskom.
04:04
(Video) English Mother: Ah, I love your big blue eyes --
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(Video) Engleska majka: Ah, volim tvoje velike plave oči --
04:07
so pretty and nice.
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tako su lijepe i slatke.
04:11
Japanese Mother: [Japanese]
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Japanska majka: [Japanski]
04:17
Patricia Kuhl: During the production of speech,
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Patricia Kuhl: Za vrijeme govorenja,
04:19
when babies listen,
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dok bebe slušaju,
04:21
what they're doing is taking statistics
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one vrše statističku obradu
04:23
on the language that they hear.
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jezika koji slušaju.
04:26
And those distributions grow.
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I distribucija raste.
04:29
And what we've learned
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Ono što smo naučili je to
04:31
is that babies are sensitive to the statistics,
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da su bebe osjetljive na statistiku,
04:34
and the statistics of Japanese and English are very, very different.
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a statistika japanskog i engleskog je jako, jako različita.
04:37
English has a lot of Rs and Ls.
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Engleski ima puno glasova "R" i "L"
04:40
The distribution shows.
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kako pokazuje distribucija.
04:42
And the distribution of Japanese is totally different,
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Distribucija japanskog je sasvim drukčija,
04:44
where we see a group of intermediate sounds,
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i kod njega vidimo skupinu među glasova,
04:47
which is known as the Japanese "R."
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koji su poznati kao japansko "R".
04:50
So babies absorb
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Dakle, bebe upijaju
04:52
the statistics of the language
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statistiku jezika
04:54
and it changes their brains;
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i to mijenja njihov mozak;
04:56
it changes them from the citizens of the world
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mijenja ih od građana svijeta
04:58
to the culture-bound listeners that we are.
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u slušatelje sputane kulturom kakvi smo mi.
05:01
But we as adults
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Ali mi odrasli
05:03
are no longer absorbing those statistics.
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više ne upijamo tu statistiku.
05:05
We're governed by the representations in memory
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Nama upravljaju predodžbe u sjećanju
05:08
that were formed early in development.
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koje su formirane rano u razvoju.
05:11
So what we're seeing here
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Ono što ovdje vidimo
05:13
is changing our models of what the critical period is about.
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mijenja naše modele o tome što predstavlja to kritično razdoblje.
05:16
We're arguing from a mathematical standpoint
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S matematičkog stanovišta tvrdimo
05:19
that the learning of language material may slow down
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da se učenje jezika može usporiti
05:22
when our distributions stabilize.
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kad nam se distribucija stabilizira.
05:24
It's raising lots of questions about bilingual people.
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Ovo postavlja brojna pitanja o dvojezičnim ljudima.
05:27
Bilinguals must keep two sets of statistics in mind at once
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Dvojezična djeca moraju u glavi istovremeno držati 2 statistike
05:31
and flip between them, one after the other,
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i prebacivati se s jedne na drugu,
05:34
depending on who they're speaking to.
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ovisno o tome s kim govore.
05:36
So we asked ourselves,
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Pa smo se zapitali,
05:38
can the babies take statistics on a brand new language?
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mogu li djeca statistički obraditi i sasvim novi jezik?
05:41
And we tested this by exposing American babies
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Testirali smo to izlažući američke bebe
05:43
who'd never heard a second language
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koje nikad nisu čule drugi jezik
05:45
to Mandarin for the first time during the critical period.
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mandarinskom po prvi puta tijekom kritičnog razdoblja.
05:48
We knew that, when monolinguals were tested
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Znali smo da, kad su testirana jednojezična djeca
05:50
in Taipei and Seattle on the Mandarin sounds,
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u Taipeiu i Seattleu s mandarinskim zvukovima,
05:53
they showed the same pattern.
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pokazuju isti obrazac.
05:55
Six to eight months, they're totally equivalent.
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Šest, osam mjeseci, potpuno su jednaki.
05:57
Two months later, something incredible happens.
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Dva mjeseca kasnije, događa se nešto nevjerojatno.
06:00
But the Taiwanese babies are getting better, not the American babies.
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Ali tajvanske bebe postaju bolje, a ne američke.
06:03
What we did was expose American babies during this period
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Ono što smo mi učinili je bilo da američke bebe tijekom tog razdoblja
06:06
to Mandarin.
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izložimo mandarinskom.
06:08
It was like having Mandarin relatives come and visit for a month
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Bilo je to kao da je mandarinska rodbina došla u posjet na mjesec dana
06:11
and move into your house
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uselila vam u kuću
06:13
and talk to the babies for 12 sessions.
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i razgovarala s bebama tijekom 12 seansi.
06:15
Here's what it looked like in the laboratory.
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Ovako je to izgledalo u laboratoriju.
06:17
(Video) Mandarin Speaker: [Mandarin]
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(Video) Mandarinski govornik: [Mandarinski]
06:39
PK: So what have we done to their little brains?
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PK: Što smo, dakle, uradili njihovim malim umovima?
06:41
(Laughter)
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(Smijeh)
06:44
We had to run a control group
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Morali smo imati i kontrolnu skupinu
06:46
to make sure that just coming into the laboratory
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da osiguramo da sam dolazak u laboratorij
06:48
didn't improve your Mandarin skills.
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nije poboljšao mandarinske vještine.
06:50
So a group of babies came in and listened to English.
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Pa je skupina beba dolazila i slušala engleski.
06:52
And we can see from the graph
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I vidimo na ovom grafikonu
06:54
that exposure to English didn't improve their Mandarin.
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da izloženost engleskom nije poboljšalo njihov mandarinski.
06:56
But look at what happened to the babies
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Ali pogledajte što se dogodilo s bebama
06:58
exposed to Mandarin for 12 sessions.
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koje su 12 seansi slušale mandarinski.
07:00
They were as good as the babies in Taiwan
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Bile su jednako dobre kao i bebe na Taiwanu
07:02
who'd been listening for 10-and-a-half months.
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koje su slušale tijekom 10 i pol mjeseci.
07:05
What it demonstrated
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Ovo je demonstriralo
07:07
is that babies take statistics on a new language.
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da bebe vrše statističku obradu novog jezika.
07:09
Whatever you put in front of them, they'll take statistics on.
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Što god stavite pred njih, one će statistički obraditi.
07:13
But we wondered what role
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No, pitali smo se kakvu ulogu
07:15
the human being played
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igra čovjek
07:17
in this learning exercise.
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u ovoj vježbi učenja.
07:19
So we ran another group of babies
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Pa smo testirali novu skupinu beba
07:21
in which the kids got the same dosage, the same 12 sessions,
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koje su dobile istu dozu, istih 12 seansi,
07:24
but over a television set
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ali pred televizorom,
07:26
and another group of babies who had just audio exposure
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i još jednu skupinu koja je slušala zvukove
07:29
and looked at a teddy bear on the screen.
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i promatrala medvjedića na ekranu.
07:31
What did we do to their brains?
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Što smo njihovim mozgovima učinili?
07:34
What you see here is the audio result --
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Ovdje vidite rezultat skupine koja je slušala --
07:37
no learning whatsoever --
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ništa nije naučeno --
07:39
and the video result --
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i rezultat skupine pred televizorom --
07:42
no learning whatsoever.
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ništa nije naučeno.
07:44
It takes a human being
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Potreban je čovjek
07:46
for babies to take their statistics.
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da bi bebe vršile statističku obradu.
07:48
The social brain is controlling
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Društveni dio mozga upravlja
07:50
when the babies are taking their statistics.
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dok se bebe bave statistikom.
07:52
We want to get inside the brain
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Želimo ući u njihov um
07:54
and see this thing happening
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i vidjeti razliku između događaja
07:56
as babies are in front of televisions,
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dok su bebe pred televizorom,
07:58
as opposed to in front of human beings.
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i dok su pred ljudima.
08:00
Thankfully, we have a new machine,
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Na sreću, imamo novi uređaj,
08:02
magnetoencephalography,
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magnetoencefalograf,
08:04
that allows us to do this.
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koji nam to omogućava.
08:06
It looks like a hair dryer from Mars.
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Izgleda kao sušilo za kosu s Marsa.
08:08
But it's completely safe,
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Ali je posve siguran,
08:10
completely non-invasive and silent.
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potpuno neinvazivan i nečujan.
08:13
We're looking at millimeter accuracy
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Gledamo milimetarsku točnost
08:15
with regard to spatial
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u smislu prostorne
08:17
and millisecond accuracy
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i milisekundne točnosti
08:19
using 306 SQUIDs --
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rabeći 306 SQUID-ove --
08:21
these are Superconducting
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oni su superprovodljivi
08:23
QUantum Interference Devices --
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uređaji kvantne interferencije --
08:25
to pick up the magnetic fields
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da bismo ulovili magnetna polja
08:27
that change as we do our thinking.
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koja se mijenjaju dok razmišljamo.
08:29
We're the first in the world
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Mi smo prvi na svijetu
08:31
to record babies
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koji snimamo bebe
08:33
in an MEG machine
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u MEG uređaju
08:35
while they are learning.
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dok one uče.
08:37
So this is little Emma.
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Ovo je mala Emma.
08:39
She's a six-monther.
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Ima šest mjeseci.
08:41
And she's listening to various languages
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Ona sluša različite jezike
08:43
in the earphones that are in her ears.
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u slušalicama koje su joj u ušima.
08:46
You can see, she can move around.
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Vidite, može se micati.
08:48
We're tracking her head
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Pratimo kretanje njezine glave
08:50
with little pellets in a cap,
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pomoću kuglica u kapi,
08:52
so she's free to move completely unconstrained.
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pa se ona može kretati potpuno slobodno.
08:55
It's a technical tour de force.
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Ovo je tehnički tour de force.
08:57
What are we seeing?
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Što vidimo?
08:59
We're seeing the baby brain.
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Vidimo dječji mozak.
09:01
As the baby hears a word in her language
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Kad beba čuje riječ na svom jeziku
09:04
the auditory areas light up,
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slušno područje se osvijetli,
09:06
and then subsequently areas surrounding it
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a zatim i okolna područja
09:08
that we think are related to coherence,
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za koja mislimo da se odnose na povezivanje,
09:11
getting the brain coordinated with its different areas,
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koja koordiniraju različita područja mozga,
09:13
and causality,
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i na uzročnost,
09:15
one brain area causing another to activate.
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pri čemu jedno područje mozga potiče aktiviranje drugog.
09:18
We are embarking
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Upuštamo se
09:20
on a grand and golden age
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u veliko i zlatno doba
09:23
of knowledge about child's brain development.
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znanja o razvoju dječjeg mozga.
09:26
We're going to be able to see a child's brain
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Bit ćemo u stanju vidjeti dječji mozak
09:28
as they experience an emotion,
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dok dijete doživljava emociju,
09:30
as they learn to speak and read,
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dok uči pričati i čitati,
09:32
as they solve a math problem,
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dok rješava matematički problem,
09:34
as they have an idea.
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kada dobiva ideju.
09:36
And we're going to be able to invent brain-based interventions
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I moći ćemo izumiti intervencije na temelju mozga
09:39
for children who have difficulty learning.
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za djecu s teškoćama u učenju.
09:42
Just as the poets and writers described,
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Baš kao što su pjesnici i pisci opisali,
09:45
we're going to be able to see, I think,
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moći ćemo vidjeti, mislim,
09:47
that wondrous openness,
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tu čudesnu otvorenost,
09:49
utter and complete openness,
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potpunu i posvemašnju otvorenost,
09:51
of the mind of a child.
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dječjeg uma.
09:54
In investigating the child's brain,
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Istražujući dječji mozak,
09:56
we're going to uncover deep truths
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otkrit ćemo duboke istine
09:58
about what it means to be human,
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o tome što znači biti čovjek,
10:00
and in the process,
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i u tom procesu,
10:02
we may be able to help keep our own minds open to learning
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možda ćemo moći pomoći vlastitom umu da ostane otvoren za učenje
10:04
for our entire lives.
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tijekom cijelog našeg života.
10:06
Thank you.
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Hvala vam.
10:08
(Applause)
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(Pljesak)
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