TEDxRiodelaPlata
Dan Ariely: What makes us feel good about our work?
Dan Ariely: 什么让我们更热爱自己的工作?
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是什么促使我们工作？ 与传统观念不同，金钱并非唯一动力，但也并非仅仅是快乐。似乎我们大多数人是通过不断进步并且感受目标性而取得成功。行为经济学家 Dan Ariely 像我们展示了两项极具启发性的实验，揭示了我们对于工作意义的出乎意料而又微妙的态度。 （摄于 TEDxRiodelaPlata）
Dan Ariely - Behavioral economist
The dismal science of economics is not as firmly grounded in actual behavior as was once supposed. In "Predictably Irrational," Dan Ariely told us why. Full bio
The dismal science of economics is not as firmly grounded in actual behavior as was once supposed. In "Predictably Irrational," Dan Ariely told us why. Full bio
Double-click the English transcript below to play the video.
00:12
I want to talk a little bit today
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今天我想谈谈
00:14
about labor and work.
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劳动和工作。
00:18
When we think about how people work,
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当谈到人们是如何工作的时候，
00:21
the naive intuition we have
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我们首先联想到的是
00:23
is that people are like rats in a maze --
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迷宫中的老鼠 --
00:25
that all people care about is money,
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他们在乎的只有金钱，
00:28
and the moment we give people money,
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只要我们付钱给他们，
00:29
we can direct them to work one way,
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我们就能随心所欲地指挥他们，
00:31
we can direct them to work another way.
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让他们这样工作，或者那样工作。
00:33
This is why we give bonuses to bankers and pay in all kinds of ways.
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正因为此，我们给银行家奖金，
用各种方式进行金钱激励。
用各种方式进行金钱激励。
00:36
And we really have this incredibly simplistic view
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我们用一种非常简单的方法
00:40
of why people work and what the labor market looks like.
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来看待人们工作的动因
以及劳动市场的状况。
以及劳动市场的状况。
00:44
At the same time, if you think about it,
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同时，如果你稍微想想就会发现
00:47
there's all kinds of strange behaviors in the world around us.
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这个世界上有各种各样奇怪的行为。
00:50
Think about something like mountaineering and mountain climbing.
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以登山运动为例，
00:53
If you read books of people who climb mountains, difficult mountains,
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如果你读读那些登山人写的书，
那些有挑战性的山，
那些有挑战性的山，
00:58
do you think that those books are full of moments of joy and happiness?
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你认为那些书是充满着
欢乐和幸福的瞬间吗？
欢乐和幸福的瞬间吗？
01:03
No, they are full of misery.
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不，全是描写痛苦的。
01:05
In fact, it's all about frostbite and difficulty to walk
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实际上，书中所讲的都是
关于冻伤之苦，前行之艰难，
关于冻伤之苦，前行之艰难，
01:09
and difficulty of breathing --
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和呼吸困难 --
01:11
cold, challenging circumstances.
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寒冷，极具挑战性的生存环境。
01:14
And if people were just trying to be happy,
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如果人们追求的是快乐，
01:16
the moment they would get to the top,
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当他们到达山顶的那一刻，
01:18
they would say, "This was a terrible mistake.
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他们可能会说，“这真是个可怕的错误。
01:20
I'll never do it again."
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我再也不会做这种事情了。”
01:21
(Laughter)
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(笑声）
01:23
"Instead, let me sit on a beach somewhere drinking mojitos."
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“我还是坐在沙滩上喝 Mojito（鸡尾酒）吧。”
01:27
But instead, people go down,
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但相反，在人们下了山，
01:30
and after they recover, they go up again.
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恢复了之后，他们又一次向山顶进发了。
01:33
And if you think about mountain climbing as an example,
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如果将登山当做一个例子的话，
01:36
it suggests all kinds of things.
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它可以说明很多事情。
01:38
It suggests that we care about reaching the end, a peak.
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它说明，我们在意实现目标，到达峰顶。
01:42
It suggests that we care about the fight, about the challenge.
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它说明，我们在意竞争，在意挑战。
01:46
It suggests that there's all kinds of other things
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它还意味着， 有很多不同的事情，
01:48
that motivate us to work or behave in all kinds of ways.
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以不同的方式来激励我们去工作。
01:53
And for me personally, I started thinking about this
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对我个人而言，我开始思考这个问题
01:56
after a student came to visit me.
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是因一个学生的拜访而起。
01:59
This was a student that was one of my students a few years earlier.
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几年前，他是我的一个学生。
02:03
And he came one day back to campus.
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有一天他回到了校园。
02:05
And he told me the following story:
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他给我讲了个故事：
02:08
He said that for more than two weeks, he was working on a PowerPoint presentation.
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他说，他用了两个多星期的时间
来做一个演示文稿。
来做一个演示文稿。
02:13
He was working in a big bank.
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那时他在一家很大的银行工作。
02:15
This was in preparation for a merger and acquisition.
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这个演示文稿是用于公司合并和收购的。
02:19
And he was working very hard on this presentation --
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他非常努力地在做这份演示文稿 --
02:21
graphs, tables, information.
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图表，表格，相关信息。
02:23
He stayed late at night every day.
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每天都熬夜到很晚。
02:27
And the day before it was due,
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在截止日期的前一天，
02:29
he sent his PowerPoint presentation to his boss,
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他把这份演示文稿传给了他的老板，
02:32
and his boss wrote him back and said,
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老板在回信中说道，
02:35
"Nice presentation, but the merger is canceled."
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“ 演示文稿做得很不错，但这项合并计划取消了。”
02:40
And the guy was deeply depressed.
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这消息让这家伙非常沮丧。
02:42
Now at the moment when he was working,
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本来在他做这个任务的时候，
02:44
he was actually quite happy.
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他是很开心的。
02:46
Every night he was enjoying his work,
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每天晚上都享受着这份工作，
02:48
he was staying late, he was perfecting this PowerPoint presentation.
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享受着熬着夜，不断完善他的演示文稿。
02:53
But knowing that nobody would ever watch that made him quite depressed.
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但在知道没人会看到他的成果之后，他沮丧极了。
02:58
So I started thinking about how do we experiment
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于是我开始思索如何通过实验来验证
03:01
with this idea of the fruits of our labor.
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劳动成果所能发挥的作用。
03:05
And to start with, we created a little experiment
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首先，我们设计了一个小实验
03:09
in which we gave people Legos, and we asked them to build with Legos.
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我们先给测试者一些乐高积木，让他们来搭建。
03:15
And for some people, we gave them Legos and we said,
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在给其中一些人提供积木的时候，
我们对他们说，
我们对他们说，
03:19
"Hey, would you like to build this Bionicle for three dollars?
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“嘿， 想不想拼装这样一个生化战士来赚 3 美元？
03:24
We'll pay you three dollars for it."
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我们为此会付给你 3 美元的。”
03:26
And people said yes, and they built with these Legos.
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他们答应了，然后就开始动手拼装乐高积木。
03:29
And when they finished, we took it, we put it under the table,
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等他们完成了，我们就拿走它，放在桌子下面，
03:33
and we said, "Would you like to build another one, this time for $2.70?"
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然后们说，“再做一个怎么样?
这次我们会付你 2.7 美元。”
这次我们会付你 2.7 美元。”
03:38
If they said yes, we gave them another one.
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如果他们同意的话，我们就再给他们一个。
03:40
And when they finished, we asked them,
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等他们拼完之后，我们又问，
03:41
"Do you want to build another one?" for $2.40, $2.10, and so on,
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“还想再做一个吗？”
分别付给他们 2.4 美元，2.1 美元，依此类推。
分别付给他们 2.4 美元，2.1 美元，依此类推。
03:46
until at some point people said, "No more. It's not worth it for me."
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直到人们说 “不用了，已经不值得我去做了。”
03:51
This was what we called the meaningful condition.
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这就是我们所称作的意义条件。
03:54
People built one Bionicle after another.
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人们一个接一个地制作生化战士。
03:57
After they finished every one of them, we put them under the table.
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每当他们完成一个，
我们就把它拿到桌子底下。
我们就把它拿到桌子底下。
04:00
And we told them that at the end of the experiment,
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然后在实验的最后我们告诉他们，
04:03
we will take all these Bionicles, we will disassemble them,
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他们做的这些生化战士将会被拿走拆掉，
04:06
we will put them back in the boxes, and we will use it for the next participant.
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被放回盒子里，给下一个测试者用。
04:11
There was another condition.
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还有另外一种情境。
04:13
This other condition was inspired by David, my student.
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这情境是受我的学生 David 而启发。
04:17
And this other condition we called the Sisyphic condition.
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这种情况被我们称为西西弗斯情境。
04:21
And if you remember the story about Sisyphus,
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还记得关于西西弗斯的那个传说吗？
04:23
Sisyphus was punished by the gods to push the same rock up a hill,
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西西弗斯被神惩罚
将一块岩石推到山上去，
将一块岩石推到山上去，
04:28
and when he almost got to the end,
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每当他就要到达山顶的时候，
04:30
the rock would roll over, and he would have to start again.
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那石头就会滚回去，
然后他必须重头再来。
然后他必须重头再来。
04:33
And you can think about this as the essence of doing futile work.
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这个故事告诉人们无用工作的本质。
04:38
You can imagine that if he pushed the rock on different hills,
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你可以想象，如果他是在不同的山上推着石头，
04:41
at least he would have some sense of progress.
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至少他会有点儿成就感。
04:44
Also, if you look at prison movies,
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或者，如果你看过监狱题材的电影的话，
04:46
sometimes the way that the guards torture the prisoners
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有时看守是这样折磨犯人的
04:50
is to get them to dig a hole
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先让他们去挖洞
04:52
and when the prisoner is finished, they ask him to fill the hole back up and then dig again.
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当他们挖好洞之后，
又叫他们把那个洞填上，然后再重新挖。
又叫他们把那个洞填上，然后再重新挖。
04:56
There's something about this cyclical version
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这种循环模式
04:59
of doing something over and over and over
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反复再反复地做同一件事情
05:01
that seems to be particularly demotivating.
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似乎特别的让人感到消极。
05:04
So in the second condition of this experiment, that's exactly what we did.
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而我们的第二种实验情境
正是用这个方法。
正是用这个方法。
05:07
We asked people, "Would you like to build one Bionicle for three dollars?"
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我们问道：“给你 3 美元，
你愿意拼装这个生化战士吗？”
你愿意拼装这个生化战士吗？”
05:12
And if they said yes, they built it.
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如果他们同意，就开始拼装。
05:14
Then we asked them, "Do you want to build another one for $2.70?"
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我们接着问，“现在给你 2.7 美元，你愿意再做一个吗？”
05:18
And if they said yes, we gave them a new one,
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如果他们愿意，我们就再给他们一个，
05:21
and as they were building it,
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就在他们拼装第二个的时候，
05:23
we took apart the one that they just finished.
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我们把他们之前做好的那个拆开。
05:26
And when they finished that,
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在他们拼完后，
05:29
we said, "Would you like to build another one, this time for 30 cents less?"
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我们问，“这次再少给你 30 美分，
你还愿意再做一个吗？”
你还愿意再做一个吗？”
05:32
And if they said yes, we gave them the one that they built and we broke.
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如果他们愿意，
我们就把之前拼完又拆开的那个给他们。
我们就把之前拼完又拆开的那个给他们。
05:36
So this was an endless cycle
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这就成了一个无限循环
05:39
of them building and us destroying in front of their eyes.
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他们忙着拼装，
而我们当着他们的面把它们拆了。
而我们当着他们的面把它们拆了。
05:44
Now what happens when you compare these two conditions?
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当把这两种情况对比会发生什么呢？
05:48
The first thing that happened
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首先我们发现，
05:49
was that people built many more Bionicles -- they built 11 versus seven --
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相比西西弗斯情境，在意义情境下
05:53
in the meaningful condition versus the Sisyphus condition.
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受试者拼装了更多的生化战士 -- 11 比 7。
05:56
And by the way, we should point out that this was not a big meaning.
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同时，我们必须指出，
这个意义条件并非特别重大。
这个意义条件并非特别重大。
05:59
People were not curing cancer or building bridges.
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他们不是在治疗癌症也不是建造大桥，
06:02
People were building Bionicles for a few cents.
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只是拼装生化战士赚几美分而已。
06:06
And not only that, everybody knew that the Bionicles would be destroyed quite soon.
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不仅如此，每个人都知道，它们将很快被拆掉。
06:11
So there was not a real opportunity for big meaning.
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因此这并没有什么重大的意义。
06:14
But even the small meaning made a difference.
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但即使再小的意义也有所影响。
06:18
Now we had another version of this experiment.
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然后我们又做了另外一个版本的实验。
06:20
In this other version of the experiment,
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在新的实验中，
06:22
we didn't put people in this situation,
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我们不把人们至于这个情境之中，
06:24
we just described to them the situation, much as I am describing to you now,
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而只是向他们描述实验情境，
就像我现在向你们所描述的这样，
就像我现在向你们所描述的这样，
06:28
and we asked them to predict what the result would be.
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然后我们让他们预测实验的可能结果。
06:31
What happened?
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这次发生了什么呢?
06:33
People predicted the right direction but not the right magnitude.
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受试者都预测对了结果，
但是没有猜对这个结果的程度。
但是没有猜对这个结果的程度。
06:37
People who were just given the description of the experiment
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那些被告知实验细节的测试者
06:41
said that in the meaningful condition people would probably build one more Bionicle.
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认为在有意义情景中，
人们可能会多拼装一个生化战士。
人们可能会多拼装一个生化战士。
06:45
So people understand that meaning is important,
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由此可见，人们是知道意义的重要性的。
06:47
they just don't understand the magnitude of the importance,
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只是不清楚有多重要，
06:50
the extent to which it's important.
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它的重要程度到底多深。
06:52
There was one other piece of data we looked at.
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我们还将考虑了另一项因素。
06:55
If you think about it, there are some people who love Legos and some people who don't.
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考虑到在这其中，
有些人喜欢乐高而有些则不喜欢。
有些人喜欢乐高而有些则不喜欢。
07:00
And you would speculate that the people who love Legos
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你可以推测那些喜欢乐高的人
07:02
will build more Legos, even for less money,
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会愿意拼乐高，即使回报少一点，
07:05
because after all, they get more internal joy from it.
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毕竟他们会从中得到更多的快乐。
07:08
And the people who love Legos less will build less Legos
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而那些没那么喜欢乐高的人
拼装的数量较少
拼装的数量较少
07:11
because the enjoyment that they derive from it is lower.
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因为他们从中得到的快乐较少。
07:14
And that's actually what we found in the meaningful condition.
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这正是我们在意义情境中得到的结论。
07:17
There was a very nice correlation between love of Lego
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对乐高的喜爱程度和拼装的乐高的数量之间
07:20
and the amount of Legos people built.
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有一种十分奇妙的关联。
07:22
What happened in the Sisyphic condition?
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那么在西西弗斯情境下发生了什么呢？
07:25
In that condition the correlation was zero.
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这种情境下的关联度为零。
07:28
There was no relationship between the love of Lego and how much people built,
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人们对乐高的喜爱程度与拼装数量没有关联，
07:32
which suggests to me that with this manipulation
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这也就说明我们通过
07:35
of breaking things in front of people's eyes,
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当着人们的面拆掉他们的劳动成果
07:37
we basically crushed any joy that they could get out of this activity.
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会毁掉了人们从劳动中得到的乐趣。
07:42
We basically eliminated it.
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我们几乎彻底抹杀了乐趣。
07:45
Soon after I finished running this experiment,
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在完成了这项实验的之后不久，
07:49
I went to talk to a big software company in Seattle.
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我去了西雅图的一家软件公司。
07:53
I can't tell you who they were, but they were a big company in Seattle.
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我不能告诉你们具体是哪家公司，
但那是西雅图的一家大公司。
但那是西雅图的一家大公司。
07:56
And this was a group within this software company that was put in a different building.
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在这家软件公司里有一群人
是被安置在另一座大楼里工作的
是被安置在另一座大楼里工作的
08:01
And they asked them to innovate and create the next big product for this company.
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他们负责为公司创造和革新下一代产品。
08:06
And the week before I showed up,
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而就在我到那儿一周之前，
08:08
the CEO of this big software company went to that group, 200 engineers,
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这家公司的 CEO 来到这个
有 200 个工程师的小组，
有 200 个工程师的小组，
08:12
and canceled the project.
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取消了这项研发计划。
08:15
And I stood there in front of 200 of the most depressed people I've ever talked to.
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当时在我面前的这 200 个人
是我所交谈过的人中最郁闷的一群。
是我所交谈过的人中最郁闷的一群。
08:20
And I described to them some of these Lego experiments,
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我向他们描述了这些乐高实验，
08:23
and they said they felt like they had just been through that experiment.
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他们说他们感觉就像
刚刚经历过这些实验一样。
刚刚经历过这些实验一样。
08:28
And I asked them, I said,
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于是我问道，
08:30
"How many of you now show up to work later than you used to?"
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“现在你们中哪些人比以前更晚上班了？”
08:33
And everybody raised their hand.
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所有人都举手了。
08:35
I said, "How many of you now go home earlier than you used to?"
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我说，“现在你们中哪些人比以前下班更早了？”
08:38
And everybody raised their hand.
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所有人都举手了。
08:40
I asked them, "How many of you now add not-so-kosher things to your expense reports?"
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我又问道：“ 现在你们哪些人对开支报表动手脚了？”
08:46
And they didn't really raise their hands,
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他们并没有举手承认，
08:48
but they took me out to dinner and showed me what they could do with expense reports.
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但他们邀请我去聚餐，然后向我演示了
他们能对开支报表做些什么。
他们能对开支报表做些什么。
08:53
And then I asked them, I said,
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于是我问道，
08:55
"What could the CEO have done to make you not as depressed?"
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“ 当初你们的 CEO 要怎么做才能让你们不这么沮丧呢？”
09:00
And they came up with all kinds of ideas.
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他们给出了各种各样的想法。
09:02
They said the CEO could have asked them to present to the whole company
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比如 CEO 可以让他们向整个公司展示
09:05
about their journey over the last two years and what they decided to do.
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他们这两年来走过的路，
以及他们原本计划做的事情。
以及他们原本计划做的事情。
09:09
He could have asked them to think about which aspect of their technology
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他本可以请他们思考这之中有哪些技术
09:12
could fit with other parts of the organization.
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可以应用于公司的其他领域。
09:16
He could have asked them to build some prototypes, some next-generation prototypes,
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他本可以要他们做一些原型，
一些下一代产品的原型，
一些下一代产品的原型，
09:19
and seen how they would work.
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然后看它们是如何运行的。
09:21
But the thing is that any one of those
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事实上每一个补救方案
09:23
would require some effort and motivation.
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都包含着努力和激励。
09:26
And I think the CEO basically did not understand the importance of meaning.
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而我认为这位 CEO
没有意识到意义的重要性。
没有意识到意义的重要性。
09:30
If the CEO, just like our participants,
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如果这位 CEO，像我们的受试者一样，
09:33
thought the essence of meaning is unimportant,
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认为意义的本质并不重要，
09:36
then he [wouldn't] care.
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那他当然不会在意。
09:37
And he would tell them, "At the moment I directed you in this way,
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他只会告诉他们，“当时我要你这样做，
09:40
and now that I am directing you in this way,
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而现在我要你这样做，
09:42
everything will be okay."
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一切都没有问题。”
09:44
But if you understood how important meaning is,
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但如果你知道意义是多么地重要，
09:46
then you would figure out that it's actually important
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你就会了解到
去把时间、精力、努力花在
去把时间、精力、努力花在
09:49
to spend some time, energy and effort
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让人们更在意他们所做的事情上
09:50
in getting people to care more about what they're doing.
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实际上有多么重要。
09:54
The next experiment was slightly different.
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下一个实验有点儿不同，
09:57
We took a sheet of paper with random letters,
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我们用一张写着随机单词的纸，
09:59
and we asked people to find pairs of letters that were identical next to each other.
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要求人们将其中相似的词语配对。
10:04
That was the task.
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这就是他们的任务。
10:05
And people did the first sheet.
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当人们完成了第一张，
10:06
And then we asked them if they wanted to do the next sheet for a little bit less money
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我们会问他们是否愿意再做一张，
但这次报酬再少一点
但这次报酬再少一点
10:09
and the next sheet for a little bit less money, and so on and so forth.
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然后再下一张更少，依此类推。
10:12
And we had three conditions.
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我们创设了三种情境。
10:14
In the first condition, people wrote their name on the sheet,
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在第一种情境中，
测试者把自己的名字写在纸上，
测试者把自己的名字写在纸上，
10:18
found all the pairs of letters, gave it to the experimenter.
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找到所有配对的单词
并把它交给实验员。
并把它交给实验员。
10:22
The experimenter would look at it, scan it from top to bottom,
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实验员会检查一遍，从头到尾，
10:25
say "uh huh" and put it on the pile next to them.
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轻声说“嗯哼”，
然后把它放在边上一堆纸上。
然后把它放在边上一堆纸上。
10:30
In the second condition, people did not write their name on it.
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在第二种情境中，测试者不在纸上署名。
10:33
The experimenter looked at it,
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实验员扫视一下，
10:36
took the sheet of paper, did not look at it, did not scan it,
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接过来，看也不看一眼，
10:39
and simply put it on the pile of pages.
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就直接放到那堆纸上面。
10:42
So you take a piece, you just put it on the side.
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只是拿过来然后放到一边去。
10:45
And in the third condition,
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而在第三种情境中，
10:46
the experimenter got the sheet of paper and directly put it into a shredder.
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实验员接过那张纸，
看也不看就把它丢进碎纸机。
看也不看就把它丢进碎纸机。
10:54
What happened in those three conditions?
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那么在这三种情境下
分别发生了什么呢？
分别发生了什么呢？
10:57
In this plot I'm showing you at what pay rate people stopped.
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这个实验显示人们在什么时候会放弃。
11:02
So low numbers mean that people worked harder. They worked for much longer.
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报酬越低说明人们越努力，撑得越久。
11:06
In the acknowledged condition, people worked all the way down to 15 cents.
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在上述情境中，有人一直坚持到 15 美分那一步，
11:11
At 15 cents per page, they basically stopped these efforts.
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到每张值 15 美分的时候，人们就不干了。
11:15
In the shredder condition, it was twice as much -- 30 cents per sheet.
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在粉碎情境中，结果为两倍 --
每张 30 美分的时候人们不干了。
每张 30 美分的时候人们不干了。
11:20
And this is basically the result we had before.
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这和我们之前的结果是差不多的。
11:22
You shred people's efforts, output,
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你粉碎了人们的努力和成果，
11:25
you get them not to be as happy with what they're doing.
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他们对自己所做的就没有快乐可言。
11:28
But I should point out, by the way,
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但我也顺便要指出，
11:29
that in the shredder condition, people could have cheated.
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在粉碎情境中，人们可能有作弊行为。
11:32
They could have done not so good work,
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他们的工作质量可能不高，
11:34
because they realized that people were just shredding it.
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因为他们知道人们会直接把纸粉碎掉。
11:37
So maybe the first sheet you would do good work,
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所以可能第一张纸你会做得认真，
11:39
but then you see nobody is really testing it,
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但后来你发现没人会检查，
11:41
so you would do more and more and more.
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那你就会不停地做下去。
11:43
So in fact, in the shredder condition,
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所以实际上，在粉碎情境中，
11:45
people could have submitted more work and gotten more money
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人们可能做更多次实验，得更多的钱
11:47
and put less effort into it.
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但付出的努力却更少。
11:50
But what about the ignored condition?
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但那个忽视情境又如何呢？
11:52
Would the ignored condition be more like the acknowledged or more like the shredder,
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它是更类似于认可情境还是粉碎情境，
11:55
or somewhere in the middle?
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或者介于两者之间？
11:58
It turns out it was almost like the shredder.
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结果发现它和粉碎情境几乎是相同的。
12:01
Now there's good news and bad news here.
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现在有一个好消息和一个坏消息。
12:04
The bad news is that ignoring the performance of people
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坏消息是忽视人们的表现
12:08
is almost as bad as shredding their effort in front of their eyes.
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几乎和在他们面前
粉碎他们的成果一样糟糕。
粉碎他们的成果一样糟糕。
12:13
Ignoring gets you a whole way out there.
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忽视让结果完全不同。
12:17
The good news is that by simply looking at something that somebody has done,
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好消息是只要稍微注意一下人们所做的，
12:21
scanning it and saying "uh huh,"
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浏览一下并应声“嗯哼，”
12:23
that seems to be quite sufficient
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似乎就能非常有效地
12:25
to dramatically improve people's motivations.
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提高人们的工作动力。
12:28
So the good news is that adding motivation doesn't seem to be so difficult.
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所以好消息是提高动力并非难事。
12:33
The bad news is that eliminating motivations
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坏消息是打消动力
12:36
seems to be incredibly easy,
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似乎也是非常简单，
12:37
and if we don't think about it carefully, we might overdo it.
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如果我们不小心，可能就做过了头。
12:41
So this is all in terms of negative motivation
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所以一切都是关于负面动力
12:45
or eliminating negative motivation.
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以及消除负面动力。
12:47
The next part I want to show you is something about the positive motivation.
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下面我想让你们看看正面动力。
12:52
So there is a store in the U.S. called IKEA.
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在美国有一家店，叫宜家。
12:56
And IKEA is a store with kind of okay furniture that takes a long time to assemble.
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宜家卖的都是质量一般
并且需要花很长时间组装的家具。
并且需要花很长时间组装的家具。
13:03
(Laughter)
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（笑声）
13:05
And I don't know about you, but every time I assemble one of those,
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我不知道你们，
但是每次我组装家具，
但是每次我组装家具，
13:08
it takes me much longer, it's much more effortful, it's much more confusing.
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都要花费更长的时间，
投入更多精力，更加令人迷惑。
投入更多精力，更加令人迷惑。
13:12
I put things in the wrong way.
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我把东西放错了位置，
13:15
I can't say enjoy those pieces.
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我并不喜欢那些家具，
13:17
I can't say I enjoy the process.
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我也并不享受这个过程，
13:21
But when I finish it, I seem to like those IKEA pieces of furniture
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但当我完成后，比起其他家具，
13:24
more than I like other ones.
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我似乎更喜欢宜家的家具。
13:27
And there's an old story about cake mixes.
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有一个关于蛋糕粉的故事。
13:31
So when they started cake mixes in the '40s,
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当他们在 40 年代发明蛋糕粉的时候，
13:34
they would take this powder and they would put it in a box,
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他们把蛋糕粉装进盒子里，
13:38
and they would ask housewives to basically pour it in, stir some water in it,
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让主妇们只要倒出来加点水，
13:42
mix it, put it in the oven, and -- voila! -- you had cake.
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搅拌后放进烤箱，然后 -- 你看！蛋糕就有了。
13:47
But it turns out they were very unpopular.
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2199
但结果它们并不非常受欢迎。
13:49
People did not want them.
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人们不想要这些。
13:51
And they thought about all kinds of reasons for that.
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他们思考了各种可能的原因，
13:53
Maybe the taste was not good.
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可能是味道不够好，
13:55
No, the taste was great.
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不对，味道其实很好。
13:56
What they figured out was that there was not enough effort involved.
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他们发现其实是
人们要付出的努力不够。
人们要付出的努力不够。
14:01
It was so easy that nobody could serve cake to their guests
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3401
过程太简单了，
没人想就这么对客人说，
没人想就这么对客人说，
14:05
and say, "Here is my cake."
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“这是我做的蛋糕。”
14:07
No, no, no, it was somebody else's cake.
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不，不，不，那人别人的蛋糕。
14:08
It was as if you bought it in the store.
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就好像你从店里买了现成的。
14:10
It didn't really feel like your own.
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感觉不像是你自己做的。
14:13
So what did they do?
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然后人们怎么做呢？
14:15
They took the eggs and the milk out of the powder.
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他们把鸡蛋和奶都从蛋糕粉了去掉。
14:18
(Laughter)
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（笑声）
14:20
Now you had to break the eggs and add them.
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现在你得自己把鸡蛋打碎了加进去。
14:23
You had to measure the milk and add it, mixing it.
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你得算好牛奶的量加进去搅拌。
14:26
Now it was your cake. Now everything was fine.
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现在这是你做的蛋糕了。一切都好了。
14:29
(Applause)
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（掌声）
14:39
Now I think a little bit like the IKEA effect,
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我觉得这个宜家效应有些相似，
14:42
by getting people to work harder,
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通过让人们付出更多努力，
14:44
they actually got them to love what they're doing to a higher degree.
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使人们更爱他们所作的事情。
14:47
So how do we look at this question experimentally?
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那从实验角度我们如何看待这个问题呢？
14:50
We asked people to build some origami.
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我们让受试者做折纸手工。
14:53
We gave them instructions on how to create origami,
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我们告诉他们折纸方法，
14:56
and we gave them a sheet of paper.
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然后给他们一张纸。
14:57
And these were all novices, and they built something that was really quite ugly --
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他们都是新手，折的东西都很难看 --
15:02
nothing like a frog or a crane.
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2667
不像青蛙也不像鹤鸟。
15:04
But then we told them, we said, "Look, this origami really belongs to us.
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3532
然后我们说，“你瞧，这个折纸实际上属于我们。
15:08
You worked for us, but I'll tell you what, we'll sell it to you.
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你为我们工作，但你知道吗，
我们可以把它卖给你。
我们可以把它卖给你。
15:11
How much do you want to pay for it?"
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你愿意出多少钱？”
15:13
And we measured how much they were willing to pay for it.
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然后我们看看他们愿意出多少。
15:16
And we had two types of people.
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我们发现有两种人。
15:18
We had the people who built it,
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有些人选择折纸，
15:20
and we had the people who did not build it and just looked at it as external observers.
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有些人选择不折，只是做个旁观者。
15:25
And what we found was that the builders thought
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我们发现选择折的那些人
15:27
that these were beautiful pieces of origami,
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3514
认为这些折纸很美，
15:30
and they were willing to pay for them five times more
293
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2539
与那些观察的人相比，
15:33
than the people who just evaluated them externally.
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他们愿意出 5 倍的价钱买这些折纸。
15:36
Now you could say, if you were a builder,
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现在你说，如果你是折纸的人，
15:39
do you think that, "Oh, I love this origami, but I know that nobody else would love it?"
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6439
你会觉得，“哦，我喜欢这个折纸，
但我知道没有其他人会喜欢？”
但我知道没有其他人会喜欢？”
15:46
Or do you think, "I love this origami, and everybody else will love it as well?"
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还是，“我喜欢这个折纸，
其他人也会一样喜欢？”
其他人也会一样喜欢？”
15:51
Which one of those two is correct?
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这两种哪一种是正确的？
15:54
Turns out the builders not only loved the origami more,
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结果发现折纸的人不仅更喜欢折纸，
15:57
they thought that everybody would see the world in their view.
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他们还认为所有人都和他们一样。
16:00
They thought everybody else would love it more as well.
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他们认为所有人都会喜欢。
16:03
In the next version we tried to do the IKEA effect.
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接下去一个实验版本，
我们尝试了宜家效应。
我们尝试了宜家效应。
16:06
We tried to make it more difficult.
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我们把实验难度提高。
16:08
So for some people we gave the same task.
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所以我们给一些人同样的任务。
16:11
For some people we made it harder by hiding the instructions.
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对另一些人我们把说明说藏起来，
增加难度。
增加难度。
16:15
At the top of the sheet, we had little diagrams of how do you fold origami.
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纸张顶部有关于折纸的小说明。
16:19
For some people we just eliminated that.
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对一些人我们就把说明删掉。
16:22
So now this was tougher. What happened?
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现在难度增加了。会发生什么呢？
16:25
Well in an objective way, the origami now was uglier, it was more difficult.
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客观来看，折纸现在更难看了，
难度更大了。
难度更大了。
16:31
Now when we looked at the easy origami,
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当我们观察简单的折纸时，
16:33
we saw the same thing: Builders loved it more, evaluators loved it less.
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我们有了同样的发现：
折纸的人更喜欢它，而观察的人则更不喜欢。
折纸的人更喜欢它，而观察的人则更不喜欢。
16:38
When you looked at the hard instructions,
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当说明书难度增高的时候，
16:40
the effect was larger.
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该效应更为明显。
16:43
Why? Because now the builders loved it even more.
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为什么？因为折纸的人更喜欢它了。
16:48
They put all this extra effort into it.
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因为他们投入了额外的精力。
16:50
And evaluators? They loved it even less.
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而观察的人呢？他们更不喜欢，
16:55
Because in reality it was even uglier than the first version.
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因为实际上折纸比第一次更丑了。
16:59
Of course, this tells you something about how we evaluate things.
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当然，这说明了我们是怎么观察事物的。
17:04
Now think about kids.
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现在想想孩子。
17:06
Imagine I asked you, "How much would you sell your kids for?"
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想象一下我问你，
“要多少钱你肯把你的孩子卖了？”
“要多少钱你肯把你的孩子卖了？”
17:11
Your memories and associations and so on.
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包括记忆以及相关联的东西等等。
17:13
Most people would say for a lot, a lot of money --
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大多数人会说，得要一大笔钱 --
17:17
on good days.
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孩子乖的时候。
17:19
(Laughter)
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（笑声）
17:20
But imagine this was slightly different.
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但想象一下如果情况稍微有些不同。
17:22
Imagine if you did not have your kids,
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想象如果你自己的孩子没了，
17:23
and one day you went to the park and you met some kids,
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有一天你去公园看见一些孩子，
17:26
and they were just like your kids.
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他们和你的孩子好像，
17:28
And you played with them for a few hours.
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你和他们玩了一会儿，
17:29
And when you were about to leave, the parents said,
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当你准备走的时候，父母说，
17:32
"Hey, by the way, just before you leave, if you're interested, they're for sale."
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“嘿，你走之前顺便提一下，
如果你有兴趣可以买我的孩子。”
如果你有兴趣可以买我的孩子。”
17:36
(Laughter)
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（笑声）
17:38
How much would you pay for them now?
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你现在愿意出多少钱买呢？
17:41
Most people say not that much.
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大多数人会说不多。
17:43
And this is because our kids are so valuable,
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这是因为我们的孩子是无价的，
17:48
not just because of who they are,
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不仅是因为他们本身，
17:50
but because of us, because they are so connected to us
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还因为我们自己，
因为他们和我们如此亲密，
因为他们和我们如此亲密，
17:54
and because of the time and connection.
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因为我们一起度过的时光和联系。
17:56
And by the way, if you think that IKEA instructions are not good,
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另外，如果你觉得宜家的说明书不好，
18:00
think about the instructions that come with kids.
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想想孩子自带的说明书是怎么样的。
18:02
Those are really tough.
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难度真的很高。
18:03
(Laughter)
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（笑声）
18:04
By the way, these are my kids, which, of course, are wonderful and so on.
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另外，这些是我的孩子，当然他们非常棒。
18:08
Which comes to tell you one more thing,
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这表明了另外一个问题，
18:10
which is, much like our builders,
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就是，和我们的创造者一样，
18:13
when they look at the creature of their creation,
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当看自己所创造出的东西，
18:16
we don't see that other people don't see things our way.
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我们不知道别人看到的和我们不一样。
18:21
Let me say one last comment.
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让我说最后一个观点。
18:24
If you think about Adam Smith versus Karl Marx,
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当你想起亚当.史密斯和卡尔.马克思，
18:28
Adam Smith had the very important notion of efficiency.
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亚当史密斯有一句关于效率的名言。
18:32
He gave an example of a pin factory.
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他举了一个制针工厂的例子。
18:35
He said pins have 12 different steps,
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他说制针共有 12 个步骤，
18:38
and if one person does all 12 steps, production is very low.
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如果一个人做完 12 步，生产率非常低。
18:42
But if you get one person to do step one
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但如果一个人负责一步，
18:45
and one person to do step two and step three and so on,
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另一个人负责下一步，以此类推，
18:47
production can increase tremendously.
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生产率就会大大提高。
18:50
And indeed, this is a great example and the reason for the Industrial Revolution and efficiency.
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确实，这是个很好的例子，
也是工业革命及生产效率的起因。
也是工业革命及生产效率的起因。
18:55
Karl Marx, on the other hand,
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反过来，卡尔马克思说，
18:57
said that the alienation of labor is incredibly important
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人们与劳动的异化
19:01
in how people think about the connection to what they are doing.
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对人们对自己工作的认识非常重要。
19:04
And if you make all 12 steps, you care about the pin.
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你如果负责 12 个步骤，你会在意你的劳动成果。
19:08
But if you make one step every time, maybe you don't care as much.
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但如果你只负责一步，那就不会这么在意了。
19:11
And I think that in the Industrial Revolution,
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而我认为在工业革命中，
19:14
Adam Smith was more correct than Karl Marx,
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亚当斯密斯比卡尔马克思更正确，
19:18
but the reality is that we've switched
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但现实是我们环境变了，
19:20
and now we're in the knowledge economy.
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现在处在知识经济时代中。
19:23
And you can ask yourself, what happens in a knowledge economy?
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你可以自问，知识经济时代会带来什么？
19:26
Is efficiency still more important than meaning?
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效率是否仍然比意义重要？
19:29
I think the answer is no.
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我认为答案是否定的。
19:31
I think that as we move to situations
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我认为我们已经过渡到了另一种状态，
19:33
in which people have to decide on their own
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人们必须自己决定
19:36
about how much effort, attention, caring, how connected they feel to it,
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要投入多少精力、注意力和心意，
要多大关联性，
要多大关联性，
19:39
are they thinking about labor on the way to work and in the shower and so on,
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他们上班路上或者洗澡的时候会想着工作吗，
19:44
all of a sudden Marx has more things to say to us.
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突然间马克思更有道理了。
19:48
So when we think about labor, we usually think about motivation and payment as the same thing,
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因此当我们谈到劳动，
我们通常认为报酬就是动力，
我们通常认为报酬就是动力，
19:53
but the reality is that we should probably add all kinds of things to it --
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但事实是它不止这些 --
19:57
meaning, creation, challenges, ownership, identity, pride, etc.
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还包括意义、创造性、挑战、
所有权、自我意识、自豪感等等。
所有权、自我意识、自豪感等等。
20:01
And the good news is that if we added all of those components and thought about them,
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好消息是如果我们加上
并且考虑所有这些因素，
并且考虑所有这些因素，
20:05
how do we create our own meaning, pride, motivation,
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如何创造我们自己的意义、自豪感、动力，
20:09
and how do we do it in our workplace and for the employees,
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如何在工作地点实施，为雇员创造条件，
20:12
I think we could get people to both be more productive and happier.
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我相信我们能让人
既能高产出又能感觉更幸福。
既能高产出又能感觉更幸福。
20:16
Thank you very much.
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非常感谢。
20:18
(Applause)
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（掌声）
ABOUT THE SPEAKER
Dan Ariely - Behavioral economistThe dismal science of economics is not as firmly grounded in actual behavior as was once supposed. In "Predictably Irrational," Dan Ariely told us why.
Why you should listen
Dan Ariely is a professor of psychology and behavioral economics at Duke University and a founding member of the Center for Advanced Hindsight. He is the author of the bestsellers Predictably Irrational, The Upside of Irrationality, and The Honest Truth About Dishonesty -- as well as the TED Book Payoff: The Hidden Logic that Shapes Our Motivations.
Through his research and his (often amusing and unorthodox) experiments, he questions the forces that influence human behavior and the irrational ways in which we often all behave.
Dan Ariely | Speaker | TED.com