TEDxAtlanta
Sara Valencia Botto: When do kids start to care about other people's opinions?
萨拉•博托: 孩子们从什么时候开始在意他人的评价？
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心理学家萨拉·瓦伦西亚·博托 (Sara Valencia Botto) 利用她对儿童早期发展的研究，探讨了儿童从何时 (以及如何) 开始在他人面前改变自己的行为，并探讨了这对我们在日常交往中所传达的价值观意味着什么。(来一同看看那些鬼鬼祟祟的学步儿童的可爱镜头。)
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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我想请你花点时间，
00:13
and consider what
you are wearing right now.
you are wearing right now.
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想想你现在穿的是什么衣服。
00:17
I have a deep, philosophical
question for you.
question for you.
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我有一个深刻的哲学问题要问你。
00:21
Why are we not all wearing
comfortable pajamas right now?
comfortable pajamas right now?
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为什么我们现在都没有
穿着舒适的睡衣呢?
穿着舒适的睡衣呢?
00:23
(Laughter)
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(笑声)
00:24
Well, I'm a psychologist
and not a mind reader,
and not a mind reader,
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我是个心理学家，
但我不会读心术，
但我不会读心术，
00:27
although many people think
that's the same thing.
that's the same thing.
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尽管很多人认为这是一回事。
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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我敢打赌，你的回答大概是，
00:33
"I'm expected to not wear pj's in public"
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“我不应该在公共场合穿睡衣”
00:36
or "I don't want people
to think I am a slob."
to think I am a slob."
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或“我不希望人们认为我是个懒汉”。
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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无论如何，我们都选择穿
商务休闲装的这个事实，
商务休闲装的这个事实，
00:43
as opposed to our favorite
pair of sweatpants,
pair of sweatpants,
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而不是穿最喜欢的运动裤，
00:45
is not a silly coincidence.
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这并不是一个愚蠢的巧合。
00:48
Instead, it reveals two
defining human characteristics.
defining human characteristics.
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相反，它揭示了人类的两个特征。
00:52
The first is that we are cognizant
of what other people value,
of what other people value,
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首先，我们知道别人看重什么，
00:56
like what they will approve
or disapprove of,
or disapprove of,
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比如他们会赞成或不赞成什么，
00:58
such as not wearing pj's
to these sorts of settings.
to these sorts of settings.
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比如不穿睡衣去类似的场合。
01:02
And two, we've readily used
this information to guide our behavior.
this information to guide our behavior.
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第二，我们很容易地用这些信息
来指导我们的行为。
来指导我们的行为。
01:07
Unlike many other species,
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与许多其他物种不同，
01:08
humans are prone to tailor their behavior
in the presence of others
in the presence of others
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人类倾向于在他人面前
调整自己的行为，
调整自己的行为，
01:12
to garner approval.
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以获得认可。
01:14
We spend valuable time putting on make up,
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我们花了很多宝贵的时间化妆，
01:17
choosing the right picture
and Instagram filter,
and Instagram filter,
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挑选好看的照片和 Instagram 滤镜，
01:20
and composing ideas
that will undoubtedly change the world
that will undoubtedly change the world
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以及分享一些无疑会改变世界的想法，
01:22
in 140 characters or less.
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使用不超过 140 个字符。
01:25
Clearly, our concern
with how other people will evaluate us
with how other people will evaluate us
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很明显，生活的一个重要组成部分
01:28
is a big part of being human.
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就是在意他人如何评价我们。
01:31
Despite this being
a big human trait, however,
a big human trait, however,
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然而，尽管这是人类的一大特点，
01:34
we know relatively little
about when and how
about when and how
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我们对自己从何时以及如何
01:37
we come to care
about the opinion of others.
about the opinion of others.
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开始在意他人的看法却知之甚少。
01:39
Now, this is a big question
that requires many studies.
that requires many studies.
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这是一个需要很多研究的大问题。
01:43
But the first step
to uncovering this question
to uncovering this question
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但是揭开这个问题的第一步，
01:45
is to investigate when in development
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是从逐渐成长的过程中调查，
01:47
we become sensitive
to others' evaluations.
to others' evaluations.
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我们从何时对他人的评价变得敏感。
01:51
I have spent the past four years
at Emory University
at Emory University
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过去四年里，我在埃默里大学
(Emory University)
(Emory University)
01:54
investigating how an infant,
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研究一个婴儿
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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是如何从一个穿着连体衣
在杂货店里走来走去的人，
在杂货店里走来走去的人，
02:00
develops into an adult
that fears public speaking
that fears public speaking
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成长为一个因害怕负面评价，
02:03
for fear of being negatively judged.
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而不敢在公众场合发言的成年人
（就像我）。
（就像我）。
02:06
(Laughter)
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(笑声)
02:08
Now, this is usually a point
when people ask me,
when people ask me,
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到这步，人们通常会问我，
02:10
"How do you investigate
this question, exactly?
this question, exactly?
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“那你是如何调查这个问题的?
02:13
Infants can't talk, right?"
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婴儿不是不会说话，对吧?”
02:15
Well, if my husband
were up here right now,
were up here right now,
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如果我丈夫现在在这里，
02:17
he would tell you that I interview babies,
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他会告诉你我在采访婴儿，
02:20
because he would rather not say
that his wife experiments on children.
that his wife experiments on children.
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因为他不想说他的妻子
在用孩子做实验。
在用孩子做实验。
02:24
(Laughter)
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(笑声)
02:27
In reality, I design
experiments for children,
experiments for children,
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其实，我为孩子们设计的实验，
02:30
usually in the form of games.
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通常是以游戏的形式。
02:33
Developmental psychologist
Dr. Philippe Rochat and I
Dr. Philippe Rochat and I
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发展心理学家
菲利普·罗查特博士和我，
菲利普·罗查特博士和我，
02:36
designed a "game" called "The Robot Task"
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设计了一个名为
“机器人任务”的“游戏”，
“机器人任务”的“游戏”，
02:39
to explore when children
would begin to be sensitive
would begin to be sensitive
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用以探索孩子们什么时候开始
02:41
to the evaluation of others.
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对他人的评价变得敏感。
02:44
Specifically, the robot task
captures when children, like adults,
captures when children, like adults,
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具体来说，这个实验用来发现
什么时候孩子们，会像成年人一样，
02:48
strategically modify their behavior
when others are watching.
when others are watching.
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在别人观看的时候战略性地
改变他们的行为。
改变他们的行为。
02:53
To do this, we showed
14 to 24-month-old infants
14 to 24-month-old infants
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为了做到这一点，
我们向 14 到 24 个月大的婴儿
我们向 14 到 24 个月大的婴儿
02:56
how to activate a toy robot,
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演示了如何激活一个玩具机器人，
02:58
and importantly, we either
assigned a positive value,
assigned a positive value,
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重要的是，我们要么给一个正反馈，
03:00
saying "Wow, isn't that great!"
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说，“哇，真棒!”
03:03
or a negative value, saying,
"Oh, oh. Oops, oh no,"
"Oh, oh. Oops, oh no,"
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要么给一个负反馈，
说，“哦，噢。天哪，不，”
说，“哦，噢。天哪，不，”
03:05
after pressing the remote.
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当按下遥控器的时候。
03:08
Following this toy demonstration,
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在这个玩具演示之后，
03:09
we invited the infants
to play with the remote,
to play with the remote,
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我们邀请婴儿玩遥控器，
03:12
and then either watched them
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然后要么看着他们，
03:13
or turned around and pretended
to read a magazine.
to read a magazine.
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要么转过身假装在看杂志。
03:17
The idea was that if by 24 months,
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这个想法是，
如果在 24 个月大的时候，
如果在 24 个月大的时候，
03:19
children are indeed sensitive
to the evaluation of others,
to the evaluation of others,
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孩子们确实对他人的评价敏感，
03:22
then their button-pressing behavior
should be influenced
should be influenced
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那么他们按按钮的行为
03:25
not only by whether or not
they're being watched
they're being watched
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不仅会受到是否被观察的影响，
03:28
but also by the values
that the experimenter expressed
that the experimenter expressed
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还会受到实验者对按遥控器所表达的
03:30
towards pressing the remote.
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反馈的影响。
03:33
So for example,
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例如，
03:34
we would expect children to play with
the positive remote significantly more
the positive remote significantly more
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我们发现孩子们在被观察的情况下
03:38
if they were being observed
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玩积极的遥控器玩得更多，
03:39
but then choose to explore
the negative remote
the negative remote
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但是一旦没有人看，他们就会
03:41
once no one was watching.
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选择探索消极的遥控器。
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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为了深入了解这一现象，
我们设计了三种不同的条件。
我们设计了三种不同的条件。
03:47
Study one explored how infants
would engage with a novel toy
would engage with a novel toy
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第一项研究探讨了
如果没有反馈或指令，
如果没有反馈或指令，
03:51
if there were no values
or instructions provided.
or instructions provided.
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婴儿将如何尝试新玩具。
03:53
So we simply showed infants
how to activate the toy robot,
how to activate the toy robot,
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我们只是简单地
向婴儿展示如何激活玩具机器人，
向婴儿展示如何激活玩具机器人，
03:56
but didn't assign any values,
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但没有给他们任何反馈，
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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我们也没有告诉他们可以玩遥控器，
04:01
providing them with a really
ambiguous situation.
ambiguous situation.
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这给他们提供了一个非常模糊的情况。
04:03
In study two,
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第二项研究中，
04:05
we incorporated the two values,
a positive and a negative.
a positive and a negative.
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我们将两个反馈放在一起测试，
一个是正的，一个是负的。
一个是正的，一个是负的。
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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在最后一项研究中，
我们有两个实验者和一个遥控器。
我们有两个实验者和一个遥控器。
04:14
One experimenter expressed a negative
value towards pressing the remote,
value towards pressing the remote,
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一名实验者对按遥控器的行为
表现出消极，
表现出消极，
04:17
saying, "Yuck, the toy moved,"
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说：“哎呀，玩具动了”。
04:19
while the other experimenter
expressed a positive value, saying,
expressed a positive value, saying,
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而另一名实验者
则表现出积极的反馈，
则表现出积极的反馈，
说，“耶，玩具动了”。
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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以下是孩子们
对这三个不同的场景的反应。
对这三个不同的场景的反应。
04:27
So in study one, the ambiguous situation,
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在研究一，在这个模糊不清的情境中，
04:30
I'm currently watching the child.
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我正在观察这个孩子。
04:32
She doesn't seem to be too interested
in pressing the remote.
in pressing the remote.
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她似乎对按遥控器不太感兴趣。
04:36
Once I turned around --
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我一转身，
04:39
now she's ready to play.
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她就准备好要去按遥控器了。
04:40
(Laughter)
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(笑声)
04:43
Currently, I'm not watching the child.
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目前，我没有在注视这个孩子。
04:45
She's really focused.
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她真的很专注。
04:47
I turn around.
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我转过身来了。
04:49
(Laughter)
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(笑声)
04:50
She wasn't doing anything, right?
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她什么都没做，对吧?
04:55
In study two, it's the two remotes,
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在研究二中，是两个遥控器，
04:57
one with the positive
and one with the negative value.
and one with the negative value.
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一个带着积极的评价，
一个带着消极的评价。
一个带着消极的评价。
04:59
I'm currently observing the child.
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我正在观察这个孩子。
05:01
And the orange remote
is a negative remote.
is a negative remote.
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橙色的遥控器是消极的。
05:05
She's just looking around,
looking at me, hanging out.
looking at me, hanging out.
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她只是环顾四周，
看着我，在外面闲逛。
看着我，在外面闲逛。
05:08
Then I turn around ...
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然后我转身……
05:12
(Laughter)
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(笑声)
05:15
That's what she's going for.
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这就是她想要的。
05:19
I'm not watching the child.
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我没在看孩子。
05:21
He wants the mom to play with it, right?
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他想让妈妈陪他玩，对吧?
05:23
Take a safer route.
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真是安全的选择。
05:25
I turn around ...
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我回头……
05:28
(Laughter)
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(笑声)
05:29
He wasn't doing anything, either.
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他也什么都没做。
05:36
Yeah, he feels awkward.
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是啊，他觉得很尴尬。
05:37
(Laughter)
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(笑声)
05:38
Everyone knows
that side-eyed glance, right?
that side-eyed glance, right?
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每个人都看到那侧眼一瞥，对吧?
05:41
Study three, the two
experimenters, one remote.
experimenters, one remote.
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研究三，两个实验者和一个遥控器。
05:44
The experimenter that reacted negatively
towards pressing the remote
towards pressing the remote
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实验者看着孩子时，
05:47
is watching the child right now.
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对按遥控器表现出消极的态度。
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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她觉得有点尴尬，
不知道该怎么办，全靠妈妈。
不知道该怎么办，全靠妈妈。
05:56
And then, she's going to turn around
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然后，她会转过身来让
05:58
so that the experimenter that expressed
a positive response is watching.
a positive response is watching.
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表现出积极反应的实验者看着她。
06:04
Coast is clear -- now she's ready to play.
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危险已经过去——
现在她准备好要玩了。
现在她准备好要玩了。
06:06
(Laughter)
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(笑声)
06:07
So, as the data suggests,
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因此，正如数据显示的那样，
06:09
we found that children's
button-pressing behavior
button-pressing behavior
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我们发现孩子们按按钮的行为
06:11
was indeed influenced by the values
and the instructions of the experimenter.
and the instructions of the experimenter.
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确实受到了实验者的
反馈和指示的影响。
反馈和指示的影响。
06:16
Because in study one,
children did not know
children did not know
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因为在第一项研究中，孩子们不知道
06:19
what would be positively
or negatively evaluated,
or negatively evaluated,
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什么是正面评价，什么是负面评价，
06:22
they tended to take the safest route
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他们倾向于选择最安全的路径，
06:24
and wait until I turned my back
to press the remote.
to press the remote.
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他们等到我转过身再去按遥控器。
06:27
Children in study two
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研究二的孩子们，
06:28
chose to press the positive remote
significantly more when I was watching,
significantly more when I was watching,
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在我看着的时候，
明显更愿意按积极的遥控器，
明显更愿意按积极的遥控器，
06:32
but then once I turned my back,
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但当我一转身，
06:33
they immediately took the negative remote
and started playing with it.
and started playing with it.
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他们立刻拿起消极的遥控器开始玩。
06:37
Importantly, in a control study,
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重要的是，在一项对照研究中，
06:38
where we removed
the different values of the remotes --
the different values of the remotes --
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我们把遥控器不同的反馈统统去掉,
06:41
so we simply said, "Oh, wow"
after pressing either of the remotes --
after pressing either of the remotes --
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——按遥控器后
我们简单地说，“噢，哇” ——
我们简单地说，“噢，哇” ——
06:45
children's button-pressing behavior
no longer differed across conditions,
no longer differed across conditions,
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儿童按按钮行为不再
在各种条件下发生变化，
在各种条件下发生变化，
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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这表明在之前的研究中，
影响儿童行为的确实是我们
影响儿童行为的确实是我们
06:52
that drove the behavior
in the previous study.
in the previous study.
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给的两个遥控器所设定的反馈值。
06:55
Last but not least,
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最后但很重要的一点是，
06:56
children in study three chose to press
a remote significantly more
a remote significantly more
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研究三的孩子们在看到
表现出积极价值的实验者
表现出积极价值的实验者
07:00
when the experimenter that expressed
a positive value was watching,
a positive value was watching,
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和表现出消极价值的实验者时，
07:03
as opposed to the experimenter
that had expressed a negative value.
that had expressed a negative value.
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会明显地更多地按遥控器。
07:07
Not coincidentally,
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并非巧合的是，
07:08
it is also around this age
that children begin to show embarrassment
that children begin to show embarrassment
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也正是在这个年龄，孩子们开始在
07:12
in situations that might elicit
a negative evaluation,
a negative evaluation,
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可能引发负面评价的
情况下表现出尴尬，
情况下表现出尴尬，
07:15
such as looking
at themselves in the mirror
at themselves in the mirror
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比如看着镜子里的自己，
07:17
and noticing a mark on their nose.
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注意到自己鼻子上的一个标记。
07:19
The equivalent of finding spinach
in your teeth, for adults.
in your teeth, for adults.
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对成年人来说，
这相当于在牙齿里发现菠菜。
这相当于在牙齿里发现菠菜。
07:22
(Laughter)
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(笑声)
07:23
So what can we say,
based on these findings?
based on these findings?
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基于这些发现，
我们能说些什么呢?
我们能说些什么呢?
07:26
Besides the fact that babies
are actually really, really sneaky.
are actually really, really sneaky.
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除了婴儿实际上非常狡猾之外？
07:29
(Laughter)
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(笑声)
07:30
From very early on, children, like adults,
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从很小的时候起，
孩子就像成年人一样，
孩子就像成年人一样，
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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对我们对物体
和行为的反馈很敏感。
和行为的反馈很敏感。
07:38
And importantly, they use these values
to guide their behavior.
to guide their behavior.
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重要的是，他们用这些
反馈来指导他们的行为。
反馈来指导他们的行为。
07:42
Whether we're aware of it or not,
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无论我们意识到与否，
07:44
we're constantly communicating values
to those around us.
to those around us.
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我们都在不断地
与周围的人交流观念。
与周围的人交流观念。
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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我并不是说“善良”
或“不偷窃”之类的想法，
或“不偷窃”之类的想法，
07:51
although those are certainly values.
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尽管这些确实是价值观。
07:53
I mean that we are constantly
showing others, specifically our children,
showing others, specifically our children,
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我的意思是，我们不断地向他人，
尤其是我们的孩子，
尤其是我们的孩子，
07:57
what is likeable, valuable
and praiseworthy, and what is not.
and praiseworthy, and what is not.
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展示什么是可爱的、有价值的、
值得称赞的，或者什么不是。
值得称赞的，或者什么不是。
08:01
And a lot of the times,
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很多时候，
08:02
we actually do this
without even noticing it.
without even noticing it.
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我们这样做时，甚至都没有注意到。
08:05
Psychologists study behavior
to explore the contents of the mind,
to explore the contents of the mind,
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心理学家研究行为是为了探索内心，
08:09
because our behavior
often reflects our beliefs,
often reflects our beliefs,
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因为我们的行为
往往反映了我们的信念、
往往反映了我们的信念、
08:12
our values and our desires.
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价值观和我们的期望。
08:15
Here in Atlanta,
we all believe the same thing.
we all believe the same thing.
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在亚特兰大，
我们都相信同样的事情。
我们都相信同样的事情。
08:18
That Coke is better than Pepsi.
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可口可乐比百事可乐好。
08:20
(Applause)
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(掌声)
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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这可能与可口可乐
诞生于亚特兰大有关。
诞生于亚特兰大有关。
08:27
But regardless,
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但无论如何，
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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大多数人会选择喝可乐
这一事实表明了这一信念。
这一事实表明了这一信念。
08:33
In the same way,
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同样地，
当我们赞美女孩时，
08:34
we are communicating a value
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大多数时候我们会赞美
她们漂亮的发型或裙子，
她们漂亮的发型或裙子，
08:36
when we mostly complement girls
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08:38
for their pretty hair
or their pretty dress,
or their pretty dress,
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我们也在传达一种价值观，
08:40
but boys, for their intelligence.
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但是赞美男孩时却
会称赞他们的聪明才智，
会称赞他们的聪明才智，
08:43
Or when we chose to offer candy,
as opposed to nutritious food,
as opposed to nutritious food,
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或者当我们选择用糖果，
而不是有营养的食物
而不是有营养的食物
08:46
as a reward for good behavior.
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作为表现好时的奖励。
08:49
Adults and children
are incredibly effective
are incredibly effective
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成年人和儿童都能非常有效地
08:52
at picking up values
from these subtle behaviors.
from these subtle behaviors.
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从这些细微的行为中
获取其中的观念。
获取其中的观念。
08:55
And in turn, this ends up
shaping their own behavior.
shaping their own behavior.
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反过来，这最终塑造了
他们自己的行为。
他们自己的行为。
08:59
The research I have shared with you today
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今天我和大家分享的研究表明，
09:01
suggests that this ability
emerges very early in development,
emerges very early in development,
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表面这种能力
在我们成长的早期就形成了，
在我们成长的早期就形成了，
09:05
before we can even utter
a complete sentence
a complete sentence
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早在我们还没能
说出一个完整的句子之前，
说出一个完整的句子之前，
09:07
or are even potty-trained.
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甚至在我们还没
受过上厕所的训练之前，
受过上厕所的训练之前，
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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它成为我们成长过程中
不可或缺的一部分。
不可或缺的一部分。
09:12
So before I go,
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在我结束之前，
09:14
I'd like to invite you
to contemplate on the values
to contemplate on the values
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我想请你们思考一下，
09:17
that we broadcast
in day-to-day interactions,
in day-to-day interactions,
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我们在日常交流中应用的价值观，
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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以及这些价值观是
如何塑造你周围人的行为的。
如何塑造你周围人的行为的。
09:24
For example, what value
is being broadcasted
is being broadcasted
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例如，当我们花更多的时间
09:27
when we spend more time
smiling at our phone
smiling at our phone
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对着手机傻笑，
09:30
than smiling with other people?
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而不是对别人微笑时，
我们在传播怎样的价值取向?
我们在传播怎样的价值取向?
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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同样，考虑一下你自己的行为是
如何被你周围的人塑造的，
如何被你周围的人塑造的，
09:36
in ways you might not
have considered before.
have considered before.
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以你以前可能没有考虑过的方式。
09:39
To go back to our simple illustration,
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回到我们简单的例子，
09:41
do you really prefer Coke over Pepsi?
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相比百事可乐，
你真的更喜欢可口可乐吗?
你真的更喜欢可口可乐吗?
09:44
Or was this preference simply driven
by what others around you valued?
by what others around you valued?
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或者这种偏好仅仅是
因为旁人的观点对你的影响?
因为旁人的观点对你的影响?
09:48
Parents and teachers
certainly have the privilege
certainly have the privilege
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父母和老师当然有权
09:51
to shape children's behavior.
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去塑造孩子们的行为。
09:53
But it is important to remember
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但重要的是要记住，
09:56
that through the values we convey
in simple day-to-day interactions,
in simple day-to-day interactions,
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通过我们在日常简单
互动中传达的价值观，
互动中传达的价值观，
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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都能潜移默化地
影响你身边人的行为。
影响你身边人的行为。
10:04
Thank you.
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谢谢大家！
10:05
(Applause)
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(掌声)
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