TEDxAtlanta
Sara Valencia Botto: When do kids start to care about other people's opinions?
Sara Boto (Sara Botto): Kada deci počinje da bude stalo do mišljenja drugih?
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Na osnovu svojih istraživanja ranog razvoja dece, psiholog Sara Valensija Boto istražuje kada i kako deca počinju da menjaju svoje ponašanje u prisustvu drugih i istražuje šta to znači za vrednosti koje saopštavamo u svakodnevnim interakcijama. (Obratite pažnju na slatke snimke lukavih klinaca.)
Sara Valencia Botto - Psychologist
Sara Valencia Botto investigates when and how humans develop a concern for reputation. Full bio
Sara Valencia Botto investigates when and how humans develop a concern for reputation. Full bio
Double-click the English transcript below to play the video.
00:12
I'd like you to take a moment
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Htela bih da na trenutak
00:13
and consider what
you are wearing right now.
you are wearing right now.
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razmislite o odeći koju imate na sebi.
00:17
I have a deep, philosophical
question for you.
question for you.
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Imam duboko filozofsko pitanje za vas.
00:21
Why are we not all wearing
comfortable pajamas right now?
comfortable pajamas right now?
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Zašto svi sada ne nosimo udobne pidžame?
00:23
(Laughter)
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(Smeh)
00:24
Well, I'm a psychologist
and not a mind reader,
and not a mind reader,
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Pa, ja sam psiholog,
a ne neko ko čita misli,
a ne neko ko čita misli,
00:27
although many people think
that's the same thing.
that's the same thing.
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mada mnogi misle da je to isto.
00:30
I can bet you that your response
is somewhere along the lines of,
is somewhere along the lines of,
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Mogu da se kladim
da je vaš odgovor nešto u smislu:
da je vaš odgovor nešto u smislu:
00:33
"I'm expected to not wear pj's in public"
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„Od mene se očekuje
da ne nosim pidžamu u javnosti“
da ne nosim pidžamu u javnosti“
00:36
or "I don't want people
to think I am a slob."
to think I am a slob."
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ili „Neću da ljudi misle da sam aljkav.“
00:39
Either way, the fact that we all
chose to wear business casual clothing,
chose to wear business casual clothing,
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Bilo kako bilo, činjenica da smo svi
odabrali opušteniju poslovnu odeću
odabrali opušteniju poslovnu odeću
00:43
as opposed to our favorite
pair of sweatpants,
pair of sweatpants,
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umesto omiljene trenerke
nije šašava slučajnost.
00:45
is not a silly coincidence.
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00:48
Instead, it reveals two
defining human characteristics.
defining human characteristics.
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To u stvari otkriva dve osobine
koje definišu ljude.
koje definišu ljude.
00:52
The first is that we are cognizant
of what other people value,
of what other people value,
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Prva je da smo svesni
onoga što drugi vrednuju,
onoga što drugi vrednuju,
00:56
like what they will approve
or disapprove of,
or disapprove of,
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na primer, šta odobravaju
ili ne odobravaju,
ili ne odobravaju,
00:58
such as not wearing pj's
to these sorts of settings.
to these sorts of settings.
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kao što je nenošenje pidžame
na ovakvim dešavanjima.
na ovakvim dešavanjima.
01:02
And two, we've readily used
this information to guide our behavior.
this information to guide our behavior.
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Druga je da spremno koristimo te podatke
u upravljanju svojim ponašanjem.
u upravljanju svojim ponašanjem.
01:07
Unlike many other species,
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Za razliku od mnogih drugih vrsta,
01:08
humans are prone to tailor their behavior
in the presence of others
in the presence of others
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ljudi su skloni da svoje ponašanje
prilagode u prisustvu drugih
prilagode u prisustvu drugih
01:12
to garner approval.
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kako bi dobili odobravanje.
Trošimo dragoceno vreme na šminkanje,
01:14
We spend valuable time putting on make up,
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01:17
choosing the right picture
and Instagram filter,
and Instagram filter,
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biranje odgovarajuće slike
i filtera za Instagram,
i filtera za Instagram,
01:20
and composing ideas
that will undoubtedly change the world
that will undoubtedly change the world
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i sastavljanje ideja
koje će nesumnjivo promeniti svet
koje će nesumnjivo promeniti svet
u 140 ili manje znakova.
01:22
in 140 characters or less.
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01:25
Clearly, our concern
with how other people will evaluate us
with how other people will evaluate us
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Očigledno je naša briga
oko toga kako će nas drugi oceniti
oko toga kako će nas drugi oceniti
01:28
is a big part of being human.
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veliki deo ljudske prirode.
01:31
Despite this being
a big human trait, however,
a big human trait, however,
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No, iako je ovo izražena ljudska osobina,
01:34
we know relatively little
about when and how
about when and how
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znamo relativno malo o tome kada i kako
01:37
we come to care
about the opinion of others.
about the opinion of others.
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nam postane bitno mišljenje drugih ljudi.
To je veliko pitanje
koje iziskuje više istraživanja.
koje iziskuje više istraživanja.
01:39
Now, this is a big question
that requires many studies.
that requires many studies.
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01:43
But the first step
to uncovering this question
to uncovering this question
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Ali prvi korak ka odgonetanju ovog pitanja
01:45
is to investigate when in development
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je ispitivanje u kom trenutku u razvoju
01:47
we become sensitive
to others' evaluations.
to others' evaluations.
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postajemo osetljivi na procene drugih.
01:51
I have spent the past four years
at Emory University
at Emory University
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Provela sam protekle četiri godine
na Univerzitetu Emori
na Univerzitetu Emori
01:54
investigating how an infant,
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istražujući kako se beba,
01:56
who has no problem walking
around the grocery store in her onesie,
around the grocery store in her onesie,
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koja nema problem sa šetkanjem
po prodavnici u bodiću,
po prodavnici u bodiću,
02:00
develops into an adult
that fears public speaking
that fears public speaking
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razvije u odraslu osobu
koja se boji javnog govora
koja se boji javnog govora
02:03
for fear of being negatively judged.
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iz straha da će neko
o njoj negativno prosuđivati.
o njoj negativno prosuđivati.
02:06
(Laughter)
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(Smeh)
02:08
Now, this is usually a point
when people ask me,
when people ask me,
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Ovde me obično ljudi pitaju:
02:10
"How do you investigate
this question, exactly?
this question, exactly?
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„Kako to tačno ispituješ?
02:13
Infants can't talk, right?"
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Bebe ne mogu da govore, zar ne?“
02:15
Well, if my husband
were up here right now,
were up here right now,
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Pa, da je moj muž sada ovde,
02:17
he would tell you that I interview babies,
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rekao bih vam da ja intervjuišem bebe,
02:20
because he would rather not say
that his wife experiments on children.
that his wife experiments on children.
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jer ne voli da kaže da njegova žena
vrši eksperimente na deci.
vrši eksperimente na deci.
02:24
(Laughter)
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(Smeh)
02:27
In reality, I design
experiments for children,
experiments for children,
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U stvari, ja osmišljavam
eksperimente za decu,
eksperimente za decu,
02:30
usually in the form of games.
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obično u vidu igara.
02:33
Developmental psychologist
Dr. Philippe Rochat and I
Dr. Philippe Rochat and I
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Razvojni psiholog dr Filip Rošat i ja
02:36
designed a "game" called "The Robot Task"
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osmislili smo „igru“
pod imenom „robotski zadatak“
pod imenom „robotski zadatak“
02:39
to explore when children
would begin to be sensitive
would begin to be sensitive
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da bismo istražili
kada će deca postati osetljiva
kada će deca postati osetljiva
02:41
to the evaluation of others.
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na procene drugih.
02:44
Specifically, the robot task
captures when children, like adults,
captures when children, like adults,
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Konkretno, zadatak robota registruje
kada deca, poput odraslih,
kada deca, poput odraslih,
02:48
strategically modify their behavior
when others are watching.
when others are watching.
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strateški menjaju ponašanje
dok ih drugi gledaju.
dok ih drugi gledaju.
02:53
To do this, we showed
14 to 24-month-old infants
14 to 24-month-old infants
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Da bismo to uradili, pokazali smo deci
uzrasta od 14 do 24 meseca
uzrasta od 14 do 24 meseca
02:56
how to activate a toy robot,
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kako da aktiviraju igračku robota,
i, što je važno, dodelili bismo
ili pozitivnu vrednost,
ili pozitivnu vrednost,
02:58
and importantly, we either
assigned a positive value,
assigned a positive value,
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03:00
saying "Wow, isn't that great!"
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rekavši: „Vau, zar to nije divno!“
03:03
or a negative value, saying,
"Oh, oh. Oops, oh no,"
"Oh, oh. Oops, oh no,"
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ili negativnu vrednost, rekavši:
„O, o. Ups, o, ne,“
„O, o. Ups, o, ne,“
03:05
after pressing the remote.
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nakon što bismo ga uključili
pomoću daljinskog.
pomoću daljinskog.
03:08
Following this toy demonstration,
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Nakon prikazivanja igračke,
03:09
we invited the infants
to play with the remote,
to play with the remote,
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nudili bismo deci
da se igraju sa daljinskim,
da se igraju sa daljinskim,
03:12
and then either watched them
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a zatim ih ili posmatrali
03:13
or turned around and pretended
to read a magazine.
to read a magazine.
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ili se okrenuli i pretvarali se
da čitamo časopis.
da čitamo časopis.
03:17
The idea was that if by 24 months,
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Ideja je bila da, ako su sa 24 meseca
03:19
children are indeed sensitive
to the evaluation of others,
to the evaluation of others,
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deca zaista osetljiva na procene drugih,
03:22
then their button-pressing behavior
should be influenced
should be influenced
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onda bi na njihovo pritiskanje dugmeta
trebalo da utiče ne samo
to da li ih neko posmatra ili ne,
to da li ih neko posmatra ili ne,
03:25
not only by whether or not
they're being watched
they're being watched
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03:28
but also by the values
that the experimenter expressed
that the experimenter expressed
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već i vrednosti
koje je izrazio eksperimentator
koje je izrazio eksperimentator
03:30
towards pressing the remote.
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prema pritiskanju daljinskog.
03:33
So for example,
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Tako bismo, na primer,
03:34
we would expect children to play with
the positive remote significantly more
the positive remote significantly more
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očekivali da će se deca znatno više igrati
sa pozitivnim daljinskim
sa pozitivnim daljinskim
ako ih neko posmatra,
03:38
if they were being observed
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03:39
but then choose to explore
the negative remote
the negative remote
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ali da će odabrati da istražuju
negativni daljinski kada ih niko ne gleda.
negativni daljinski kada ih niko ne gleda.
03:41
once no one was watching.
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03:43
To really capture this phenomenon,
we did three variations of the study.
we did three variations of the study.
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Da bismo zaista obuhvatili ovu pojavu,
sproveli smo tri varijacije studije.
sproveli smo tri varijacije studije.
03:47
Study one explored how infants
would engage with a novel toy
would engage with a novel toy
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Prva studija je izučavala
kako bi se bebe bavile novom igračkom
kako bi se bebe bavile novom igračkom
kada se ne izraze nikakve vrednosti
niti daju uputstva.
niti daju uputstva.
03:51
if there were no values
or instructions provided.
or instructions provided.
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Jednostavno smo pokazali deci
kako da aktiviraju robota,
kako da aktiviraju robota,
03:53
So we simply showed infants
how to activate the toy robot,
how to activate the toy robot,
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ali nismo pridavali nikakvu vrednost,
03:56
but didn't assign any values,
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03:58
and we also didn't tell them
that they could play with the remote,
that they could play with the remote,
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a nismo im ni rekli
da mogu da se igraju sa daljinskim,
da mogu da se igraju sa daljinskim,
tako da smo obezbedili
vrlo neodređenu situaciju.
vrlo neodređenu situaciju.
04:01
providing them with a really
ambiguous situation.
ambiguous situation.
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04:03
In study two,
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U drugoj studiji
04:05
we incorporated the two values,
a positive and a negative.
a positive and a negative.
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smo uveli dve vrednosti,
pozitivnu i negativnu.
pozitivnu i negativnu.
04:10
And in the last study,
we had two experimenters and one remote.
we had two experimenters and one remote.
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A u poslednjoj studiji smo imali
dva eksperimentatora i jedan daljinski.
dva eksperimentatora i jedan daljinski.
04:14
One experimenter expressed a negative
value towards pressing the remote,
value towards pressing the remote,
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Jedan eksperimentator je ispoljavao
negativan stav prema daljinskom,
negativan stav prema daljinskom,
rekavši: „Bljak, igračka se pomerila,“
04:17
saying, "Yuck, the toy moved,"
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04:19
while the other experimenter
expressed a positive value, saying,
expressed a positive value, saying,
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dok je drugi eksperimentator
pokazivao pozitivan stav,
pokazivao pozitivan stav,
rekavši: „Jej, igračka se pomerila,“
04:22
"Yay, the toy moved."
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04:23
And this is how the children reacted
to these three different scenarios.
to these three different scenarios.
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A deca su ovako reagovala
na ova tri različita scenarija.
na ova tri različita scenarija.
04:27
So in study one, the ambiguous situation,
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U prvoj studiji, u neodređenoj situaciji,
04:30
I'm currently watching the child.
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trenutno posmatram dete.
04:32
She doesn't seem to be too interested
in pressing the remote.
in pressing the remote.
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Ona ne deluje mnogo zainteresovano
da pritisne daljinski.
da pritisne daljinski.
04:36
Once I turned around --
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Kada se okrenem -
04:39
now she's ready to play.
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sada je spremna da se igra.
04:40
(Laughter)
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(Smeh)
04:43
Currently, I'm not watching the child.
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Trenutno ne gledam dete.
Vrlo je fokusirana.
04:45
She's really focused.
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04:47
I turn around.
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Okrenem se.
04:49
(Laughter)
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(Smeh)
04:50
She wasn't doing anything, right?
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Ništa nije radila, zar ne?
04:55
In study two, it's the two remotes,
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U drugoj studiji imamo dva daljinca,
04:57
one with the positive
and one with the negative value.
and one with the negative value.
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jedan pozitivno, drugi negativno ocenjen.
Trenutno posmatram dete.
04:59
I'm currently observing the child.
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05:01
And the orange remote
is a negative remote.
is a negative remote.
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Narandžasti daljinski je negativan.
05:05
She's just looking around,
looking at me, hanging out.
looking at me, hanging out.
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Ona samo gleda okolo,
gleda u mene, vrzma se.
gleda u mene, vrzma se.
05:08
Then I turn around ...
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Kada se okrenem...
05:12
(Laughter)
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(Smeh)
05:15
That's what she's going for.
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Kreće da ga uzme.
05:19
I'm not watching the child.
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Ja ne gledam dete.
05:21
He wants the mom to play with it, right?
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On hoće da se mama igra sa njim, je l' da?
05:23
Take a safer route.
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Odlučuje se za sigurniji put.
05:25
I turn around ...
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Okrenem se...
05:28
(Laughter)
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(Smeh)
05:29
He wasn't doing anything, either.
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Ni on ništa nije radio.
05:36
Yeah, he feels awkward.
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Da, neprijatno mu je.
05:37
(Laughter)
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(Smeh)
05:38
Everyone knows
that side-eyed glance, right?
that side-eyed glance, right?
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Svima je poznat
taj pogled sa strane, zar ne?
taj pogled sa strane, zar ne?
Treća studija, dva
eksperimentatora, jedan daljinski.
eksperimentatora, jedan daljinski.
05:41
Study three, the two
experimenters, one remote.
experimenters, one remote.
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05:44
The experimenter that reacted negatively
towards pressing the remote
towards pressing the remote
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Eksperimentator koji je negativno reagovao
na pritiskanje daljinskog
na pritiskanje daljinskog
05:47
is watching the child right now.
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upravo posmatra dete.
05:49
She feels a little awkward,
doesn't know what to do, relying on Mom.
doesn't know what to do, relying on Mom.
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Malo joj je neprijatno, ne zna
šta da radi, oslanja se na mamu.
šta da radi, oslanja se na mamu.
05:56
And then, she's going to turn around
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Zatim se okreće
05:58
so that the experimenter that expressed
a positive response is watching.
a positive response is watching.
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tako da posmatra eksperimentator
koji je ispoljio pozitivnu reakciju.
koji je ispoljio pozitivnu reakciju.
06:04
Coast is clear -- now she's ready to play.
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Opasnost je prošla,
sada je spremna za igru.
sada je spremna za igru.
06:06
(Laughter)
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(Smeh)
06:07
So, as the data suggests,
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Dakle, kako podaci ukazuju,
otkrili smo da na ponašanje dece
vezano za pritiskanje dugmeta
vezano za pritiskanje dugmeta
06:09
we found that children's
button-pressing behavior
button-pressing behavior
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06:11
was indeed influenced by the values
and the instructions of the experimenter.
and the instructions of the experimenter.
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zaista utiču vrednosti
i uputstva eksperimentatora.
i uputstva eksperimentatora.
Jer, u prvoj studiji, gde deca nisu znala
06:16
Because in study one,
children did not know
children did not know
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06:19
what would be positively
or negatively evaluated,
or negatively evaluated,
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da će nešto biti pozitivno
ili negativno procenjeno,
ili negativno procenjeno,
bila su sklona da odaberu
najsigurniju opciju
najsigurniju opciju
06:22
they tended to take the safest route
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06:24
and wait until I turned my back
to press the remote.
to press the remote.
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i čekaju da okrenem leđa
da bi pritisnula dugme.
da bi pritisnula dugme.
06:27
Children in study two
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Deca u drugoj studiji
06:28
chose to press the positive remote
significantly more when I was watching,
significantly more when I was watching,
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birala su da pritisnu pozitivan daljinski
znatno češće kada sam gledala,
znatno češće kada sam gledala,
06:32
but then once I turned my back,
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ali čim bih okrenula leđa,
06:33
they immediately took the negative remote
and started playing with it.
and started playing with it.
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odmah bi uzela negativni daljinski
i počela da se igraju njim.
i počela da se igraju njim.
06:37
Importantly, in a control study,
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Važno je da, u kontrolnoj studiji,
06:38
where we removed
the different values of the remotes --
the different values of the remotes --
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kada smo uklonili
različite vrednosti daljinskog -
različite vrednosti daljinskog -
tako da smo prosto govorili: „O, vau“
nakon pritiskanja bilo kog daljinskog -
nakon pritiskanja bilo kog daljinskog -
06:41
so we simply said, "Oh, wow"
after pressing either of the remotes --
after pressing either of the remotes --
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06:45
children's button-pressing behavior
no longer differed across conditions,
no longer differed across conditions,
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pritiskanje dugmeta se kod dece više nije
razlikovalo u različitim situacijama,
razlikovalo u različitim situacijama,
06:48
suggesting that it was really
the values that we gave the two remotes
the values that we gave the two remotes
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što ukazuje da vrednosti
koje smo pridavali daljinskim upravljačima
koje smo pridavali daljinskim upravljačima
06:52
that drove the behavior
in the previous study.
in the previous study.
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zaista jesu upravljale ponašanjem
u prethodnoj studiji.
u prethodnoj studiji.
Poslednje, ali ne najmanje bitno,
06:55
Last but not least,
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06:56
children in study three chose to press
a remote significantly more
a remote significantly more
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deca u trećoj studiji birala su
da pritisnu daljinski znatno češće
da pritisnu daljinski znatno češće
07:00
when the experimenter that expressed
a positive value was watching,
a positive value was watching,
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kada bi ih gledao eksperimentator
koji je ispoljio pozitivnu vrednost,
koji je ispoljio pozitivnu vrednost,
07:03
as opposed to the experimenter
that had expressed a negative value.
that had expressed a negative value.
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u odnosu na eksperimentatora
koji je ispoljio negativnu vrednost.
koji je ispoljio negativnu vrednost.
07:07
Not coincidentally,
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Nije slučajno
07:08
it is also around this age
that children begin to show embarrassment
that children begin to show embarrassment
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da približno u ovom uzrastu
deca počinju da pokazuju da ih je sramota
deca počinju da pokazuju da ih je sramota
07:12
in situations that might elicit
a negative evaluation,
a negative evaluation,
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u situacijama koje mogu izazvati
negativnu procenu,
negativnu procenu,
07:15
such as looking
at themselves in the mirror
at themselves in the mirror
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kao kada se ogledaju
i primete mrlju na nosu.
07:17
and noticing a mark on their nose.
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Isto kao kad odrasli
pronađu spanać u zubima.
pronađu spanać u zubima.
07:19
The equivalent of finding spinach
in your teeth, for adults.
in your teeth, for adults.
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07:22
(Laughter)
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(Smeh)
07:23
So what can we say,
based on these findings?
based on these findings?
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Dakle, šta možemo zaključiti
na osnovu ovih nalaza?
na osnovu ovih nalaza?
07:26
Besides the fact that babies
are actually really, really sneaky.
are actually really, really sneaky.
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Pored činjenice da su bebe vrlo lukave.
07:29
(Laughter)
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(Smeh)
07:30
From very early on, children, like adults,
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Deca su, kao i odrasli,
od vrlo ranog uzrasta
od vrlo ranog uzrasta
07:34
are sensitive to the values
that we place on objects and behaviors.
that we place on objects and behaviors.
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osetljiva na vrednosti koje pripisujemo
predmetima i aktivnostima.
predmetima i aktivnostima.
I bitna stvar je da koriste te vrednosti
u usmeravanju ponašanja.
u usmeravanju ponašanja.
07:38
And importantly, they use these values
to guide their behavior.
to guide their behavior.
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07:42
Whether we're aware of it or not,
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Bilo da smo svesni toga ili ne,
07:44
we're constantly communicating values
to those around us.
to those around us.
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neprestano prenosimo vrednosti
u komunikaciji sa ljudima oko nas.
u komunikaciji sa ljudima oko nas.
07:47
Now, I don't mean values like
"be kind" or "don't steal,"
"be kind" or "don't steal,"
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Ne mislim na vrednosti
tipa „budi ljubazan“ ili „ne kradi“,
tipa „budi ljubazan“ ili „ne kradi“,
07:51
although those are certainly values.
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mada to svakako jesu vrednosti.
07:53
I mean that we are constantly
showing others, specifically our children,
showing others, specifically our children,
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Mislim na to da stalno pokazujemo drugima,
a naročito svojoj deci,
a naročito svojoj deci,
07:57
what is likeable, valuable
and praiseworthy, and what is not.
and praiseworthy, and what is not.
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šta je dopadljivo,
korisno i pohvalno, a šta nije.
korisno i pohvalno, a šta nije.
08:01
And a lot of the times,
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Često to radimo a da i ne primetimo.
08:02
we actually do this
without even noticing it.
without even noticing it.
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08:05
Psychologists study behavior
to explore the contents of the mind,
to explore the contents of the mind,
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Psiholozi proučavaju ponašanje
kako bi istražili sadržaje uma,
kako bi istražili sadržaje uma,
08:09
because our behavior
often reflects our beliefs,
often reflects our beliefs,
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jer naše ponašanje
često odražava naša uverenja,
često odražava naša uverenja,
08:12
our values and our desires.
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naše vrednosti i želje.
08:15
Here in Atlanta,
we all believe the same thing.
we all believe the same thing.
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Ovde u Atlanti, svi verujemo u istu stvar.
08:18
That Coke is better than Pepsi.
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Da je koka-kola bolja od pepsija.
08:20
(Applause)
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(Aplauz)
08:22
Now, this might have to do with the fact
that Coke was invented in Atlanta.
that Coke was invented in Atlanta.
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To možda ima veze sa činjenicom
da je koka-kola nastala u Atlanti.
da je koka-kola nastala u Atlanti.
08:27
But regardless,
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No, kako god,
08:28
this belief is expressed in the fact
that most people will chose to drink Coke.
that most people will chose to drink Coke.
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to uverenje odražava činjenica
da većina ljudi bira da pije koka-kolu.
da većina ljudi bira da pije koka-kolu.
08:33
In the same way,
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Isto tako,
08:34
we are communicating a value
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prenosimo vrednost
08:36
when we mostly complement girls
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kada devojčicama
većinom dajemo komplimente
većinom dajemo komplimente
08:38
for their pretty hair
or their pretty dress,
or their pretty dress,
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zbog lepe kose ili haljine,
08:40
but boys, for their intelligence.
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a dečacima zbog inteligencije.
08:43
Or when we chose to offer candy,
as opposed to nutritious food,
as opposed to nutritious food,
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Ili kada ponudimo slatkiš,
umesto zdrave hrane,
umesto zdrave hrane,
08:46
as a reward for good behavior.
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kao nagradu za dobro ponašanje.
08:49
Adults and children
are incredibly effective
are incredibly effective
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Odrasli i deca neverovatno efikasno
08:52
at picking up values
from these subtle behaviors.
from these subtle behaviors.
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pokupe vrednosti
iz tih suptilnih aktivnosti.
iz tih suptilnih aktivnosti.
I to potom oblikuje njihovo ponašanje.
08:55
And in turn, this ends up
shaping their own behavior.
shaping their own behavior.
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08:59
The research I have shared with you today
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Istraživanje koje sam danas
podelila sa vama
podelila sa vama
09:01
suggests that this ability
emerges very early in development,
emerges very early in development,
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ukazuje da se ova sposobnost
javlja vrlo rano u razvoju,
javlja vrlo rano u razvoju,
pre nego što naučimo
da izgovorimo celu rečenicu,
da izgovorimo celu rečenicu,
09:05
before we can even utter
a complete sentence
a complete sentence
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09:07
or are even potty-trained.
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čak i pre nego što se odviknemo od pelena.
09:09
And it becomes an integral part
of who we grow up to be.
of who we grow up to be.
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I to postaje sastavni deo
osobe u koju odrastamo.
osobe u koju odrastamo.
09:12
So before I go,
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Pre nego što odem,
09:14
I'd like to invite you
to contemplate on the values
to contemplate on the values
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pozvala bih vas
da razmislite o vrednostima
da razmislite o vrednostima
09:17
that we broadcast
in day-to-day interactions,
in day-to-day interactions,
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koje emitujemo
u svakodnevnim interakcijama
u svakodnevnim interakcijama
i o tome kako te vrednosti
možda oblikuju ponašanje ljudi oko vas.
možda oblikuju ponašanje ljudi oko vas.
09:20
and how these values might be shaping
the behavior of those around you.
the behavior of those around you.
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09:24
For example, what value
is being broadcasted
is being broadcasted
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Na primer, kakva se vrednost odašilje
09:27
when we spend more time
smiling at our phone
smiling at our phone
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kada više vremena provodimo
smejući se uz telefon
smejući se uz telefon
09:30
than smiling with other people?
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nego smejući se sa drugim ljudima?
09:32
Likewise, consider how your own behavior
has been shaped by those around you,
has been shaped by those around you,
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Isto tako, razmotrite kako ljudi oko vas
oblikuju vaše ponašanje,
oblikuju vaše ponašanje,
09:36
in ways you might not
have considered before.
have considered before.
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na načine o kojima možda
pre niste razmišljali.
pre niste razmišljali.
Da se vratimo našoj
jednostavnoj ilustraciji,
jednostavnoj ilustraciji,
09:39
To go back to our simple illustration,
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09:41
do you really prefer Coke over Pepsi?
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da li zaista više volite
koka-kolu nego pepsi?
koka-kolu nego pepsi?
09:44
Or was this preference simply driven
by what others around you valued?
by what others around you valued?
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Ili je tu sklonost jednostavno podstaklo
ono što cene ljudi oko vas?
ono što cene ljudi oko vas?
09:48
Parents and teachers
certainly have the privilege
certainly have the privilege
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Roditelji i nastavnici
svakako imaju privilegiju
svakako imaju privilegiju
09:51
to shape children's behavior.
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da oblikuju ponašanje dece.
09:53
But it is important to remember
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Ali važno je upamtiti
09:56
that through the values we convey
in simple day-to-day interactions,
in simple day-to-day interactions,
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da kroz vrednosti koje saopštavamo
u jednostavnim svakodnevnim interakcijama,
u jednostavnim svakodnevnim interakcijama,
10:00
we all have the power to shape
the behavior of those around us.
the behavior of those around us.
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svi mi imamo moć da oblikujemo
ponašanje ljudi oko nas.
ponašanje ljudi oko nas.
10:04
Thank you.
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Hvala.
10:05
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Sara Valencia Botto - PsychologistSara Valencia Botto investigates when and how humans develop a concern for reputation.
Why you should listen
Sara Valencia Botto is a PhD candidate in the cognition and development program at Emory University, where she researches social-cognitive development in early childhood. Her recent publication on sensitivity to evaluation in toddlers has been featured in various outlets, including ABC News, the Huffington Post and other major international newspapers.
By exploring the developmental origins of reputation, Botto's research investigates when and how humans, unlike many other animals, care about what other people think. She designs experiments for children of 14 months to five years and studies when and how they begin to alter their behavior to garner positive evaluations from others. Her goal is to understand why humans come to care about their reputation as well as the factors that contribute to inter-individual differences.
Sara Valencia Botto | Speaker | TED.com