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Kashfia Rahman: How risk-taking changes a teenager's brain
Kashfia Rahman: 冒险会如何影响青少年的大脑
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为什么青少年会时不时做出骇人的冒险选择？他们是突然变得如此鲁莽的，还是说这是他们必经的一个阶段？为了寻找这些问题的答案，英特尔国际科学与工程大奖赛（ISEF）冠军、哈佛大学大一新生Kashfia Rahman设计开展了一个试验，测试高中学生会对风险作出什么反应、他们如何适应风险以及风险如何改变他们尚在发育之中的大脑。她在冒险与决策方面的发现能改变我们对青少年为何冒险的看法。
Kashfia Rahman - Psychology researcher
Kashfia Rahman studies psychology, cognitive science and global health policy at Harvard University. Full bio
Kashfia Rahman studies psychology, cognitive science and global health policy at Harvard University. Full bio
Double-click the English transcript below to play the video.
00:12
Have you ever tried
to understand a teenager?
to understand a teenager?
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你们有没有试过
去了解一个青少年？
去了解一个青少年？
了解的过程
让人身心俱疲，对吧？
让人身心俱疲，对吧？
00:16
It's exhausting, right?
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你们肯定很疑惑：
有些青少年在学校很乖，
有些青少年在学校很乖，
00:19
You must be puzzled by the fact
that some teens do well in school,
that some teens do well in school,
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他们在俱乐部或者团队里
承担领导角色，
承担领导角色，
00:23
lead clubs and teams
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00:25
and volunteer in their communities,
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在社区当志愿者，
但是他们也会参加线上挑战，
品尝汰渍洗衣球（Tide Pods），
品尝汰渍洗衣球（Tide Pods），
00:27
but they eat Tide Pods
for an online challenge,
for an online challenge,
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他们飙车，
一边开车一边发信息，
一边开车一边发信息，
00:31
speed and text while driving,
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酗酒，尝试吸毒。
00:34
binge drink and experiment
with illicit drugs.
with illicit drugs.
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怎么会有这么多的青少年
既聪颖、富有责任心，
既聪颖、富有责任心，
00:38
How can so many teens
be so smart, skilled and responsible --
be so smart, skilled and responsible --
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同时却又做出如此不计后果的事情？
00:43
and careless risk-takers at the same time?
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在我16岁的时候，
00:47
When I was 16,
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我经常当面观察同龄人，
00:48
while frequently observing
my peers in person
my peers in person
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00:51
as well as on social media,
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我也会通过社交媒体去观察他们。
00:53
I began to wonder why so many teens
took such crazy risks.
took such crazy risks.
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我开始疑惑：
为什么这么多青少年会疯狂冒险。
为什么这么多青少年会疯狂冒险。
就像是想获得
五年级“勇士”课堂的证书一样，
五年级“勇士”课堂的证书一样，
00:58
It seems like getting a certificate
from DARE class in the fifth grade
from DARE class in the fifth grade
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01:02
can't stop them.
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拦都拦不住他们。
01:03
(Laughter)
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（笑声）
更让我吃惊的是，
01:04
What was even more alarming to me
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他们越将自己暴露在这种风险之中，
01:06
was that the more they exposed
themselves to these harmful risks,
themselves to these harmful risks,
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就越容易继续冒险。
01:10
the easier it became for them
to continue taking risks.
to continue taking risks.
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01:14
Now this confused me,
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这令我非常困惑，
01:16
but it also made me incredibly curious.
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同时也令我万分好奇。
我的名字的字面意思
01:20
So, as someone with a name
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01:21
that literally means
"to explore knowledge,"
"to explore knowledge,"
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是“探索知识”。
01:24
I started searching
for a scientific explanation.
for a scientific explanation.
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冲着这样一个名字，
我就此开启了我的科学探索。
我就此开启了我的科学探索。
01:28
Now, it's no secret
that teens ages 13 to 18
that teens ages 13 to 18
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目前，13到18岁的青少年
比儿童和成人都更倾向于冒险，
这一点人尽皆知。
这一点人尽皆知。
01:31
are more prone to risk-taking
than children or adults,
than children or adults,
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01:35
but what makes them so daring?
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那是什么使他们如此大胆呢？
他们是突然变得如此不计后果的吗，
01:38
Do they suddenly become reckless,
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01:40
or is this just a natural phase
that they're going through?
that they're going through?
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还是说这是他们成长必经的一个阶段？
神经科学家们发现，
01:43
Well neuroscientists
have already found evidence
have already found evidence
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01:46
that the teen brain
is still in the process of maturation --
is still in the process of maturation --
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青少年大脑还在发育、尚未成熟，
01:49
and that this makes them
exceptionally poor at decision-making,
exceptionally poor at decision-making,
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而这使得青少年
特别不善于做决策，
特别不善于做决策，
所以他们容易采取危险行为。
01:52
causing them to fall prey
to risky behaviors.
to risky behaviors.
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01:56
But in that case,
if the maturing brain is to blame,
if the maturing brain is to blame,
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这样的话，
那问题就在于发育中的大脑，
那问题就在于发育中的大脑，
那为什么青少年比起儿童
更加容易采取冒险的决定呢？
更加容易采取冒险的决定呢？
01:59
then why are teens
more vulnerable than children,
more vulnerable than children,
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青少年的大脑可是
比儿童的大脑更成熟啊！
比儿童的大脑更成熟啊！
02:02
even though their brains
are more developed than those of children?
are more developed than those of children?
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此外，并非全球青少年的
冒险程度都相同。
冒险程度都相同。
02:05
Also, not all teens in the world
take risks at the same level.
take risks at the same level.
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02:09
Are there some other underlying
or unintentional causes
or unintentional causes
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还有其他潜在的或偶然的理由
02:13
driving them to risk-taking?
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驱使他们去冒险吗？
02:15
Well, this is exactly
what I decided to research.
what I decided to research.
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这正是我决定去研究的领域。
所以，我将研究建立在
一个心理过程的基础之上，
一个心理过程的基础之上，
02:19
So, I founded my research
on the basis of a psychological process
on the basis of a psychological process
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即“习惯化”，
02:23
known as "habituation,"
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简言之，
就是我们所说的“适应”
就是我们所说的“适应”
02:25
or simply what we refer to
as "getting used to it."
as "getting used to it."
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习惯化解释了，大脑如何适应
02:29
Habituation explains how our brains
adapt to some behaviors,
adapt to some behaviors,
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例如反复接触说谎等这些行为。
02:33
like lying, with repeated exposures.
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这个概念激发了我设计项目的灵感：
02:36
And this concept inspired me
to design a project
to design a project
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02:38
to determine if the same principle
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同样的原则
能否用来解释
为何青少年冒险现象不断增多。
为何青少年冒险现象不断增多。
02:41
could be applied to the relentless
rise of risk-taking in teenagers.
rise of risk-taking in teenagers.
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我预期，
冒险行为的习惯化
冒险行为的习惯化
02:46
So I predicted that
habituation to risk-taking
habituation to risk-taking
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可能会改变易受环境影响的青年大脑，
02:49
may have the potential to change
the already-vulnerable teenage brain
the already-vulnerable teenage brain
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改变的方法是
削弱与风险相关的负面情绪，
削弱与风险相关的负面情绪，
02:53
by blunting or even eradicating
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02:55
the negative emotions
associated with risk,
associated with risk,
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甚至完全消除这样的情绪，
如恐惧、内疚。
02:58
like fear or guilt.
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我还认为，
因为他们觉得没那么恐惧和内疚，
因为他们觉得没那么恐惧和内疚，
03:00
I also thought because they
would feel less fearful and guilty,
would feel less fearful and guilty,
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这种脱敏现象会使他们更容易冒险。
03:03
this desensitization would lead them
to even more risk-taking.
to even more risk-taking.
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简单来说，我想通过研究
03:08
In short, I wanted to conduct
a research study
a research study
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03:10
to answer one big question:
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来回答一个大问题：
为什么青少年老是做出骇人的
03:12
Why do teens keep making
outrageous choices
outrageous choices
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03:15
that are harmful
to their health and well-being?
to their health and well-being?
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且不利于自己的身心的事情？
但是我的研究面临着一个很大的障碍，
03:19
But there was one big obstacle in my way.
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要研究这个问题，
03:22
To investigate this problem,
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03:24
I needed teenagers to experiment on,
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我需要青少年参与试验，
需要实验室和设备
来测量他们的大脑活动，
来测量他们的大脑活动，
03:26
laboratories and devices
to measure their brain activity,
to measure their brain activity,
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需要老师或教授
来监督我、引导我。
来监督我、引导我。
03:30
and teachers or professors to supervise me
and guide me along the way.
and guide me along the way.
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我需要各种资源。
03:35
I needed resources.
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但是，你们也看到了，
我中学是在南达科他塔州上的，
我中学是在南达科他塔州上的，
03:37
But, you see, I attended
a high school in South Dakota
a high school in South Dakota
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03:40
with limited opportunity
for scientific exploration.
for scientific exploration.
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科学探索的机会非常有限。
我们学校有运动员、
03:44
My school had athletics,
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乐队、合唱团、辩论队和各种社团，
03:46
band, choir, debate and other clubs,
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但却没有STEM项目或研究导师。
03:50
but there were no STEM programs
or research mentors.
or research mentors.
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此外，高中生做研究
03:53
And the notion of high schoolers
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03:55
doing research or participating
in a science fair was completely foreign.
in a science fair was completely foreign.
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或参与科学竞赛的想法更是少有。
简单来说，这让我感到
04:00
Simply put, I didn't exactly
have the ingredients
have the ingredients
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04:03
to make a chef-worthy dish.
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巧妇难为无米之炊。
这些障碍真让人沮丧，
04:07
And these obstacles were frustrating,
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但我是一个倔强的青少年。
04:09
but I was also a stubborn teenager.
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作为孟加拉国移民的女儿
04:12
And as the daughter
of Bangladeshi immigrants
of Bangladeshi immigrants
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和在南达科他塔州高中里
04:14
and one of just a handful
of Muslim students
of Muslim students
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04:16
in my high school in South Dakota,
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为数不多的穆斯林学生之一，
我常常需要很努力地
去适应、去融入。
去适应、去融入。
04:19
I often struggled to fit in.
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04:21
And I wanted to be someone
with something to contribute to society,
with something to contribute to society,
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我想做一个对社会有贡献的人，
而不只是一个带头巾的
棕色皮肤女孩，
棕色皮肤女孩，
04:25
not just be deemed
the scarf-wearing brown girl
the scarf-wearing brown girl
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04:28
who was an anomaly
in my homogenous hometown.
in my homogenous hometown.
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只是家乡来的一个异类。
我希望，通过这个研究，
04:31
I hoped that by doing this research,
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我能达成上述的那些愿望，
04:33
I could establish this
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04:34
and how valuable scientific exploration
could be for kids like me
could be for kids like me
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证明科学探索对于
像我一样的孩子来说是多么珍贵，
像我一样的孩子来说是多么珍贵，
04:39
who didn't necessarily
find their niche elsewhere.
find their niche elsewhere.
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我们在其他地方
未必能找到自己的立足之地。
未必能找到自己的立足之地。
所以，仅凭有限的研究机会，
04:42
So with limited research opportunities,
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创造力使我克服了
那些看似无法跨越的障碍。
那些看似无法跨越的障碍。
04:45
inventiveness allowed me to overcome
seemingly impossible obstacles.
seemingly impossible obstacles.
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用各种方法、材料工作时，
涉及各种主题时，
涉及各种主题时，
04:50
I became more creative in working
with a variety of methodologies,
with a variety of methodologies,
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我变得越来越有创造力。
04:54
materials and subjects.
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04:57
I transformed my unassuming school library
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我把我们普通的学校图书馆
05:00
into a laboratory
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变成了实验室，
把同学们变成了
实验室里的小白鼠。
实验室里的小白鼠。
05:02
and my peers into lab rats.
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05:04
(Laughter)
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（笑声）
05:05
My enthusiastic geography teacher,
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我那热心的地理老师，
正好也是我们学校的足球教练，
05:08
who also happens to be
my school's football coach,
my school's football coach,
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他最终成为了我的啦啦队队长，
05:11
ended up as my cheerleader,
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05:13
becoming my mentor
to sign necessary paperwork.
to sign necessary paperwork.
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成为了我在签署必备文件方面的导师。
而当我无法使用
05:17
And when it became logistically impossible
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实验室脑电图设备，
05:19
to use a laboratory
electroencephalography,
electroencephalography,
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简称EEG，
05:22
or EEG,
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即无法使用用来测试
情感反应的电极装置时，
情感反应的电极装置时，
05:23
which are those electrode devices
used to measure emotional responses,
used to measure emotional responses,
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我用自己省下来
买新款iPhone X的钱
买新款iPhone X的钱
05:28
I bought a portable EEG headset
with my own money,
with my own money,
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买了一台便携式EEG耳机。
05:31
instead of buying the new iPhone X
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05:32
that a lot of kids my age
were saving up for.
were saving up for.
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我的很多同龄人
都在省钱买iPhone X。
都在省钱买iPhone X。
最终，我开始了我的研究。
05:35
So finally I started the research
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05:38
with 86 students,
ages 13 to 18, from my high school.
ages 13 to 18, from my high school.
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研究对象是我们中学的
86名学生（13~18岁）。
86名学生（13~18岁）。
我使用了学校图书馆的电脑隔间
05:42
Using the computer cubicles
in my school library,
in my school library,
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让同学们完成了
一项计算机决策模拟试验，
一项计算机决策模拟试验，
05:45
I had them complete a computerized
decision-making simulation
decision-making simulation
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05:48
to measure their risk-taking behaviors
comparable to ones in the real world,
comparable to ones in the real world,
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以此来测试他们的冒险行为，
并与现实世界中的行为进行对比，
并与现实世界中的行为进行对比，
如喝酒、嗑药和赌博。
05:53
like alcohol use, drug use and gambling.
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同学们头戴EEG耳机，
05:56
Wearing the EEG headset,
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05:58
the students completed the test
12 times over three days
12 times over three days
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在3天时间里
完成了12次测试，
完成了12次测试，
06:02
to mimic repeated risk exposures.
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模拟重复暴露到风险之中的情况。
EEG耳机上的控制面板
06:05
A control panel on the EEG headset
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06:08
measured their various
emotional responses:
emotional responses:
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测试了他们不同的情感反应：
专注、感兴趣、兴奋、沮丧、
06:10
like attention, interest,
excitement, frustration,
excitement, frustration,
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内疚、压力程度、放松。
06:14
guilt, stress levels and relaxation.
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他们还用经过验证的
情感测试测量系统
情感测试测量系统
06:17
They also rated their emotions
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06:19
on well-validated
emotion-measuring scales.
emotion-measuring scales.
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测试了自己的情感。
这就是说，
我试验了习惯化的过程
我试验了习惯化的过程
06:22
This meant that I had measured
the process of habituation
the process of habituation
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06:25
and its effects on decision-making.
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及其对决策的影响。
06:28
And it took 29 days
to complete this research.
to complete this research.
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这项研究历时29天。
接下来的几个月，
我拼命地起草研究报告，
我拼命地起草研究报告，
06:31
And with months of frantically
drafting proposals,
drafting proposals,
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06:34
meticulously computing data
in a caffeinated daze at 2am,
in a caffeinated daze at 2am,
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细心地计算数据，
时常在咖啡因的作用下熬到凌晨2点，
时常在咖啡因的作用下熬到凌晨2点，
最终，我的研究结果定稿了。
06:39
I was able to finalize my results.
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研究结果表明：
事实上，冒险的习惯化
事实上，冒险的习惯化
06:41
And the results showed
that habituation to risk-taking
that habituation to risk-taking
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会改变青少年的情感水平，
从而改变他们的大脑，
从而改变他们的大脑，
06:44
could actually change a teen's brain
by altering their emotional levels,
by altering their emotional levels,
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06:48
causing greater risk-taking.
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使得他们更冒险。
与风险相关的情感一般有
06:51
The students' emotions
that were normally associated with risks,
that were normally associated with risks,
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06:54
like fear, stress, guilt and nervousness,
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恐惧、压力、内疚、紧张，
还有专注。
06:58
as well as attention,
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第一次接触风险模拟器时，
学生的这些情感处于高水平。
学生的这些情感处于高水平。
07:00
were high when they were first
exposed to the risk simulator.
exposed to the risk simulator.
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这抑制了风险对他们的诱惑，
迫使他们进行自我控制，
迫使他们进行自我控制，
07:04
This curbed their temptations
and enforced self-control,
and enforced self-control,
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07:07
which prevented them
from taking more risks.
from taking more risks.
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这阻止了他们冒险。
但是，通过模拟器，
他们暴露到风险中的次数越多，
他们暴露到风险中的次数越多，
07:10
However, the more they were exposed
to the risks through the simulator,
to the risks through the simulator,
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他们的恐惧、内疚就越少，
承受的压力就越小。
承受的压力就越小。
07:14
the less fearful, guilty
and stressed they became.
and stressed they became.
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07:18
This caused a situation
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这就导致了如下情况：
07:20
in which they were no longer able to feel
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他们变得感受不到
07:22
the brain's natural
fear and caution instincts.
fear and caution instincts.
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大脑自然的本能恐惧和警惕了。
此外，因为他们是青少年，
他们的大脑还处于发育阶段，
他们的大脑还处于发育阶段，
07:25
And also, because they are teenagers
and their brains are still underdeveloped,
and their brains are still underdeveloped,
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他们对冒险行为
会越来越感兴趣、越来越兴奋。
会越来越感兴趣、越来越兴奋。
07:30
they became more interested and excited
in thrill-seeking behaviors.
in thrill-seeking behaviors.
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那会有什么样的后果呢？
07:35
So what were the consequences?
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他们在逻辑决策时
缺少自我控制，
缺少自我控制，
07:38
They lacked self-control
for logical decision-making,
for logical decision-making,
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07:41
took greater risks
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会去冒更大的险，
07:43
and made more harmful choices.
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做出危害更大的选择。
07:45
So the developing brain alone
isn't to blame.
isn't to blame.
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但也不能把全部问题归咎于
尚未完全发育的大脑。
尚未完全发育的大脑。
习惯化的过程也导致青少年
07:48
The process of habituation
also plays a key role in risk-taking
also plays a key role in risk-taking
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去冒险以及冒险行为的升级。
07:52
and risk escalation.
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尽管青年冒险的意愿
07:54
Although a teen's willingness to seek risk
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07:56
is largely a result of the structural
and functional changes
and functional changes
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在很大程度上
是结构和功能转变的结果。
是结构和功能转变的结果。
08:00
associated with their developing brains,
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这与发育中的大脑相关，
但是我的研究突出了
其中的危险部分：
其中的危险部分：
08:02
the dangerous part
that my research was able to highlight
that my research was able to highlight
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08:06
was that a habituation to risks
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实际上，冒险习惯化
会在物理层面改变一个青少年的大脑，
08:08
can actually physically
change a teen's brain
change a teen's brain
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致使他们去冒更大的险。
08:10
and cause greater risk-taking.
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所以尚未完全发育的大脑
08:13
So it's the combination
of the immature teen brain
of the immature teen brain
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08:16
and the impact of habituation
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和习惯化的影响共同作用，
08:18
that is like a perfect storm
to create more damaging effects.
to create more damaging effects.
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这就像一场完美风暴，
会导致更具有破坏性的后果。
会导致更具有破坏性的后果。
这项研究能帮助父母及大众
08:22
And this research can help parents
and the general public
and the general public
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08:26
understand that teens aren't just
willfully ignoring warnings
willfully ignoring warnings
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了解青少年不是简单地
故意忽视警告，
故意忽视警告，
08:29
or simply defying parents by engaging
in increasingly more dangerous behavior.
in increasingly more dangerous behavior.
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或是简单地冒越来越大的险，
以此反抗父母。
以此反抗父母。
他们面临的最大的障碍是
他们对风险的习惯化：
他们对风险的习惯化：
08:34
The biggest hurdle they're facing
is their habituation to risks:
is their habituation to risks:
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所有实实在在的、
能检测到的情感、功能变化，
能检测到的情感、功能变化，
08:38
all the physical, detectable
and emotional functional changes
and emotional functional changes
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这些变化驱使、控制、影响
他们的过度冒险行为。
他们的过度冒险行为。
08:43
that drive and control and influence
their over-the-top risk-taking.
their over-the-top risk-taking.
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08:48
So yes, we need policies
that provide safer environments
that provide safer environments
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所以，我们需要相关政策
为我们提供更加安全的环境，
为我们提供更加安全的环境，
08:52
and limit exposures to high risks,
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避免我们接触高风险；
我们还需要相关政策
来好好考虑这一结论。
来好好考虑这一结论。
08:55
but we also need policies
that reflect this insight.
that reflect this insight.
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研究结果也为青少年敲响了警钟。
08:59
These results are
a wake-up call for teens, too.
a wake-up call for teens, too.
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研究结果表明，
天生的、必要的恐惧和内疚
天生的、必要的恐惧和内疚
09:02
It shows them that the natural
and necessary fear and guilt
and necessary fear and guilt
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09:06
that protect them from unsafe situations
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能够保护他们，
避免他们陷入危险境地，
避免他们陷入危险境地，
但是，当他们反复选择危险行为时，
这种恐惧和内疚会变得麻木。
这种恐惧和内疚会变得麻木。
09:08
actually become numb when they
repeatedly choose risky behaviors.
repeatedly choose risky behaviors.
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我想与同龄青少年和科学家
分享我的研究发现，
分享我的研究发现，
09:13
So with this hope to share my findings
with fellow teenagers and scientists,
with fellow teenagers and scientists,
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我把我的研究带到了
09:18
I took my research
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09:20
to the Intel International
Science and Engineering Fair, or ISEF,
Science and Engineering Fair, or ISEF,
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英特尔国际科学与工程大奖赛（ISEF）上，
09:24
a culmination of over 1,800 students
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1800多名来自75个
国家和地区的学生
09:27
from 75 countries,
regions and territories,
regions and territories,
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在此展示了他们
领先的研究与发明。
领先的研究与发明。
09:30
who showcase their cutting-edge
research and inventions.
research and inventions.
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09:34
It's like the Olympics of science fair.
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ISEF就像科学竞赛中的
“奥林匹克”一样。
“奥林匹克”一样。
09:36
(Laughter)
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（笑声）
09:38
There, I was able to present my research
to experts in neuroscience and psychology
to experts in neuroscience and psychology
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在展会上，我得以向神经科学
和心理学专家展示我的研究，
和心理学专家展示我的研究，
并收获了宝贵的反馈。
09:43
and garner valuable feedback.
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但是，或许这一周里
最让人难以忘怀的时刻是
最让人难以忘怀的时刻是
09:45
But perhaps the most
memorable moment of the week
memorable moment of the week
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09:48
was when the booming speakers
suddenly uttered my name
suddenly uttered my name
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嗓音低沉洪亮的演讲人
在颁奖典礼上
在颁奖典礼上
09:52
during the awards ceremony.
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突然说出我的名字的那一刻。
09:54
I was in such disbelief
that I questioned myself:
that I questioned myself:
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我不敢相信，
我问自己：
我问自己：
这是另一个类似奥斯卡颁奖典礼上
09:57
Was this just another "La La Land" blunder
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《爱乐之城》那样的颁奖乌龙吗？
10:00
like at the Oscars?
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10:01
(Laughter)
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（笑声）
10:02
Luckily, it wasn't.
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幸运的是，并非如此。
我真的获得了
10:05
I really had won first place
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“行为与社会科学”组的第一名。
10:07
in the category "Behavioral
and Social Sciences."
and Social Sciences."
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10:09
(Applause)
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（掌声）
毋庸置疑，
10:16
Needless to say,
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我激动不仅仅是
因为我获得了这样的认可，
因为我获得了这样的认可，
10:17
I was not only thrilled
to have this recognition,
to have this recognition,
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10:20
but also the whole experience
of science fair that validated my efforts
of science fair that validated my efforts
197
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还因为参与科学竞赛的整个过程
证明了我的付出会有回报，
证明了我的付出会有回报，
让我继续保持旺盛的好奇心，
10:25
keeps my curiosity alive
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加强了我的创造力、
10:27
and strengthens my creativity,
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毅力和想象力。
10:29
perseverance and imagination.
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我这张在学校图书馆的照片
10:32
This still image of me
experimenting in my school library
experimenting in my school library
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或许看起来很普通，
10:36
may seem ordinary,
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1976
但是对我而言，
它是一种激励。
它是一种激励。
10:38
but to me, it represents
a sort of inspiration.
a sort of inspiration.
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10:42
It reminds me that this process
taught me to take risks.
taught me to take risks.
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它提醒着我，
这个过程教我去冒险。
这个过程教我去冒险。
我知道，这听起来
或许特别讽刺。
或许特别讽刺。
10:46
And I know that might sound
incredibly ironic.
incredibly ironic.
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10:49
But I took risks realizing
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冒险让我发现
10:51
that unforeseen opportunities
often come from risk-taking --
often come from risk-taking --
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意外机会往往来自于冒险——
不是我研究的
那种危险的、负面的冒险，
那种危险的、负面的冒险，
10:55
not the hazardous,
negative type that I studied,
negative type that I studied,
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3142
而是好的冒险、
10:58
but the good ones,
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11:00
the positive risks.
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正面的冒险。
我冒的险越多，
11:02
The more risks I took,
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我越觉得我能承受不一样的情境，
11:04
the more capable I felt of withstanding
my unconventional circumstances,
my unconventional circumstances,
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11:08
leading to more tolerance,
resilience and patience
resilience and patience
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让我更有包容心、复原力和耐心，
得以完成我的项目。
11:11
for completing my project.
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而这些经验也让我有了新想法，
11:13
And these lessons
have led me to new ideas
have led me to new ideas
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11:16
like: Is the opposite
of negative risk-taking also true?
of negative risk-taking also true?
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例如：负面冒险的对立面也成立吗？
通过反复接触，
正面冒险是否会升级？
正面冒险是否会升级？
11:20
Can positive risk-taking
escalate with repeated exposures?
escalate with repeated exposures?
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11:24
Does positive action
build positive brain functioning?
build positive brain functioning?
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正面行动会改善大脑功能吗？
我想我找到了
我的下一个研究目标。
我的下一个研究目标。
11:28
I think I just might have
my next research idea.
my next research idea.
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11:32
(Applause)
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（掌声）
ABOUT THE SPEAKER
Kashfia Rahman - Psychology researcherKashfia Rahman studies psychology, cognitive science and global health policy at Harvard University.
Why you should listen
The daughter of Bangladeshi immigrants, Kashfia Rahman grew up as a minority in a homogenous community in Brookings, South Dakota. When she was in high school, she noticed her peers frequently succumbing to risky behaviors as well as the ruthless burdens of stress and peer pressure. Working directly on peers at her school, she dedicated research to studying the neuroscientific and psychological processes underlying these behaviors, and how the environment plays a role in emotion-processing and cognitive functioning in teens. With the hopes of raising awareness to minimize the potential for engaging in harmful behaviors, she took her research to the Intel International Science and Engineering Fair, a culmination of 1,800 students from over 75 countries sometimes described as the "Olympics of science fairs." For her research projects, she was awarded first place in her category as well as was recognized by the National Institutes on Drug Abuse and the American Psychological Association.
Rahman is also a Google Science Fair finalist and a Regeneron Science Talent Search Scholar. Featured in the National Geographic documentary Science Fair for her dedication to science research, Rahman is passionate about sharing her pathway to research and strives to expand the platform for marginalized and disempowered voices. She is also interested in bridging the gender and racial gap in the field of STEM and in advocating for healthy environments to improve teens' behavioral and mental health.
Kashfia Rahman | Speaker | TED.com