TED Salon: Education Everywhere
Kimberly Noble: How does income affect childhood brain development?
金柏莉‧諾柏: 家庭收入如何影響幼兒的大腦發育？
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神經科學家及兒科醫師金柏莉‧諾柏，是「嬰兒的最初幾年」研究計畫的領導人：這是前所未有的隨機研究，目標在探究家庭收入是否會改變孩子的認知和情緒發展，及大腦發育。她想要了解：是否能透過直接提供金錢給其家庭，來協助貧窮的孩子？諾柏說：「『嬰兒的腦並非宿命』：如果幼兒的大腦可以改變，那麼任何事情都有可能了。」
Kimberly Noble - Neuroscientist, pediatrician
Kimberly Noble, MD, PhD, studies how socioeconomic inequality relates to children's cognitive and brain development. Full bio
Kimberly Noble, MD, PhD, studies how socioeconomic inequality relates to children's cognitive and brain development. Full bio
Double-click the English transcript below to play the video.
00:12
What I'm about to share with you
are findings from a study
are findings from a study
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我打算跟各位分享一項研究的發現，
00:16
of the brains of more than 1,000
children and adolescents.
children and adolescents.
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該研究探索了超過一千名
孩童與青少年的大腦。
孩童與青少年的大腦。
00:20
Now, these were children
who were recruited
who were recruited
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這些孩子是從美國各地
00:22
from diverse homes
around the United States,
around the United States,
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不同家庭招募而來的，
00:24
and this picture is an average
of all of their brains.
of all of their brains.
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這張圖是根據所有大腦資料
得到的平均圖像。
得到的平均圖像。
這個平均大腦的正面
是在你的左邊，
是在你的左邊，
00:28
The front of this average brain
is on your left
is on your left
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大腦的後部是在你的右邊。
00:30
and the back of this average brain
is on your right.
is on your right.
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00:33
Now, one of the things
we were very interested in
we were very interested in
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我們非常感興趣的一個主題，
00:35
was the surface area
of the cerebral cortex,
of the cerebral cortex,
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是大腦皮質的表面面積，
00:38
or the thin, wrinkly layer
on the outer surface of the brain
on the outer surface of the brain
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就是位於大腦表面又薄又皺的那層，
00:41
that does most
of the cognitive heavy lifting.
of the cognitive heavy lifting.
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負責處理大部分繁重的認知工作。
00:46
And that's because past work
by other scientists has suggested
by other scientists has suggested
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那是因為過去
其他科學家的研究顯示，
其他科學家的研究顯示，
00:49
that in many cases,
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在許多案例中，
00:51
a larger cortical surface area
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皮質表面面積越大，
00:53
is often associated
with higher intelligence.
with higher intelligence.
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通常和較高的智力有關。
00:57
Now, in this study, we found one factor
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在我們的研究中，發現了一個因素，
01:00
that was associated
with the cortical surface area
with the cortical surface area
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幾乎和整個大腦的皮質表層有關。
01:02
across nearly the entire
surface of the brain.
surface of the brain.
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01:07
That factor was family income.
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那個因素，就是家庭的收入。
在這裡的每一個顏色點，
都表示較高家庭收入的兒童
都表示較高家庭收入的兒童
01:12
Now, here, every point you see in color
is a point where higher family income
is a point where higher family income
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皮質層面積增大的地方。
01:16
was associated with a larger
cortical surface area in that spot.
cortical surface area in that spot.
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01:21
And there were some regions,
shown here in yellow,
shown here in yellow,
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這裡有些區域是黃色，
01:24
where that association
was particularly pronounced.
was particularly pronounced.
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表示相關程度特別顯著。
01:27
And those are regions that we know support
a certain set of cognitive skills:
a certain set of cognitive skills:
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那些區域是支援某些認知技能：
01:31
language skills
like vocabulary and reading
like vocabulary and reading
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語言能力，比如詞彙和閱讀、
01:35
as well as the ability
to avoid distraction
to avoid distraction
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避免分心
01:37
and exert self-control.
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及自我控制的能力。
01:39
And that's important,
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這一點很重要，
01:41
because those are the very skills
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因為就是這些技能，
01:43
that children living in poverty
are most likely to struggle with.
are most likely to struggle with.
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是生活在貧困的孩子最掙扎的地方。
01:47
In fact, a child living with poverty
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事實上，生活在貧困的孩子，
01:50
is likely to perform worse on tests
of language and impulse control
of language and impulse control
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甚至在兩歲前，就可能在語言
和自我控制能力的測試中表現較差。
和自我控制能力的測試中表現較差。
01:54
before they even turn two.
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01:58
Now, there are a few points
I'd like to highlight about this study.
I'd like to highlight about this study.
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關於這項研究，我有幾點想要強調。
02:01
Number one:
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第一：
02:02
this link between family income
and children's brain structure
and children's brain structure
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孩子的大腦結構
和家庭收入之間的關聯，
和家庭收入之間的關聯，
02:06
was strongest at the lowest income levels.
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在收入最低的族群中表現最明顯。
02:09
So that means that dollar for dollar,
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這意味著，一分錢一分貨，
02:11
relatively small differences
in family income
in family income
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即使家庭收入的差異只有一點點，
02:13
were associated with proportionately
greater differences in brain structure
greater differences in brain structure
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對處境最不利的家庭，
此差異對大腦結構的影響更大。
此差異對大腦結構的影響更大。
02:17
among the most disadvantaged families.
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02:20
And intuitively, that makes sense, right?
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直覺上是很合理，對吧？
02:22
An extra 20,000 dollars for a family
earning, say, 150,000 dollars a year
earning, say, 150,000 dollars a year
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舉例來說，多賺兩萬美金，
對一個年收入十五萬美金的家庭
02:26
would certainly be nice,
but probably not game-changing,
but probably not game-changing,
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當然很棒，但不至於帶來重大改變，
相對的，這額外的兩萬美金
對於一年只賺兩萬美金的家庭來說，
對於一年只賺兩萬美金的家庭來說，
02:30
whereas an extra 20,000 dollars
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02:32
for a family only earning
20,000 dollars a year
20,000 dollars a year
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02:35
would likely make a remarkable difference
in their day-to-day lives.
in their day-to-day lives.
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就可以為他們的日常生活
帶來顯著的差異。
帶來顯著的差異。
02:39
Now, the second point
I'd like to highlight
I'd like to highlight
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我想要強調的第二點是，
02:41
is that this link between family income
and children's brain structure
and children's brain structure
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家庭收入和孩童
大腦結構之間的關係，
大腦結構之間的關係，
02:45
didn't depend on the children's age,
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並不取決於孩童的年齡、
02:47
it didn't depend on their sex
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性別、
02:50
and it didn't depend
on their race or ethnicity.
on their race or ethnicity.
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和種族或人種。
02:53
And the final point --
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這最後一點——
是關鍵——
02:55
and this one's key --
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02:56
there was tremendous variability
from one child to the next,
from one child to the next,
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孩子與孩子之間都有很大的差異，
03:01
by which I mean there were plenty
of children from higher-income homes
of children from higher-income homes
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我的意思是，有不少
來自較高收入家庭的孩子
來自較高收入家庭的孩子
有較少的大腦表面，
03:04
with smaller brain surfaces
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03:06
and plenty of children
from lower-income homes
from lower-income homes
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也有不少來自較低收入家庭的孩子
03:09
with larger brain surfaces.
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有較大的大腦表面。
03:11
Here's an analogy.
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打個比喻：
03:12
We all know that in childhood,
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我們都知道，
童年期間男孩通常會比女孩高，
03:14
boys tend to be taller than girls,
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03:17
but go into any elementary
school classroom,
school classroom,
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但在任何小學教室中，
03:19
and you'll find some girls
who are taller than some boys.
who are taller than some boys.
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你都會發現有些女孩比男孩高。
03:23
So while growing up in poverty
is certainly a risk factor
is certainly a risk factor
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所以，在貧困家庭長大
的確是一個風險因子，
的確是一個風險因子，
會有較小的大腦表面，
03:26
for a smaller brain surface,
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03:28
in no way can I know an individual
child's family income
child's family income
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但我絕不能就著
任何一位孩子的家庭收入，
任何一位孩子的家庭收入，
03:32
and know with any accuracy
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精確知道某個孩子的大腦
會是怎樣的。
會是怎樣的。
03:33
what that particular child's brain
would look like.
would look like.
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03:37
I want you to imagine,
for a moment, two children.
for a moment, two children.
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請各位想像一下，有兩個孩子。
03:40
One is a young child
born into poverty in America;
born into poverty in America;
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都出生在美國，一個在貧窮家庭，
03:42
the other is also an American child,
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另一位幸運地，
03:45
but one who was born
into more fortunate circumstances.
into more fortunate circumstances.
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在較富裕家庭。
03:49
Now, at birth, we find
absolutely no differences
absolutely no differences
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在出生時，我們完全找不到
他們的大腦運作上有什麼差別。
03:53
in how their brains work.
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03:56
But by the time those two kids
are ready to start kindergarten,
are ready to start kindergarten,
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但當兩個孩子進入幼稚園時，
03:59
we know that the child living in poverty
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我們知道來自貧窮家庭的孩子，
04:01
is likely to have cognitive scores
that are, on average, 60 percent lower
that are, on average, 60 percent lower
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在認知測驗的平均分數上，
有可能比富裕家庭的
孩子要低 60%。
孩子要低 60%。
04:06
than those of the other child.
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04:09
Later on, that child living in poverty
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後來，貧窮家庭的孩子
04:11
will be five times more likely
to drop out of high school,
to drop out of high school,
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在高中休學的機會，
很可能是五倍之高，
很可能是五倍之高，
04:14
and if she does graduate high school,
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如果她真的從高中畢業了，
04:16
she'll be less likely to earn
a college degree.
a college degree.
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也不太可能拿到大學學位。
04:20
By the time those two kids
are 35 years old,
are 35 years old,
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當兩個孩子三十五歲時，
04:23
if the first child spent
her entire childhood living in poverty,
her entire childhood living in poverty,
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如果第一個孩子的整個童年
都是在貧窮中渡過，
都是在貧窮中渡過，
04:27
she is up to 75 times
more likely to be poor herself.
more likely to be poor herself.
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長大後過著貧窮生活的機會，
就有七十五倍之高。
就有七十五倍之高。
04:34
But it doesn't have to be that way.
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但這是可以改變的。
04:36
As a neuroscientist, one of things
I find most exciting about the human brain
I find most exciting about the human brain
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我作為神經科學家，
最讓我感到興奮的一點，
最讓我感到興奮的一點，
04:41
is that our experiences change our brains.
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就是我們的經驗會改變我們的大腦。
04:45
Now, this concept,
known as neuroplasticity,
known as neuroplasticity,
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這個概念就是神經可塑性，
04:49
means that these differences
in children's brain structure
in children's brain structure
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意謂孩子大腦結構的差異，
04:52
don't doom a child
to a life of low achievement.
to a life of low achievement.
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並不限制孩子將來的成就。
04:55
The brain is not destiny.
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嬰兒的腦並非宿命。
04:59
And if a child's brain can be changed,
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如果孩子的大腦可以被重塑，
05:01
then anything is possible.
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那麼任何事都有可能發生。
05:04
As a society, we spend billions of dollars
each year, educating our children.
each year, educating our children.
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我們社會為教育孩子每年
要花數十億美元。
要花數十億美元。
05:09
So what can we tell schools,
teachers and parents
teachers and parents
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那麼我們又如何讓老師和父母，
05:12
who want to help support kids
from disadvantaged backgrounds
from disadvantaged backgrounds
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能支援弱勢背景的孩童，
在學校與人生發揮最大的潛力呢？
05:15
to do their best in school and in life?
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05:17
Well, emerging science suggests
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新興科學指出，
05:19
that growing up in poverty is associated
with a host of different experiences
with a host of different experiences
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在貧困家庭中長大的孩子，
伴隨著許多不同的經歷，
伴隨著許多不同的經歷，
05:24
and that these experiences
in turn may work together
in turn may work together
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這些綜合的經驗，
05:26
to help shape brain development
and ultimately help kids learn.
and ultimately help kids learn.
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促進大腦的發育，
並最終幫助孩子們學習。
並最終幫助孩子們學習。
若這些是事實，就會帶出一個問題：
05:30
And so if this is right,
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05:31
it begs the question:
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在孩童學習路途上，
從何處可介入提供協助呢？
從何處可介入提供協助呢？
05:32
Where along this pathway
can we step in and provide help?
can we step in and provide help?
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我們先來思考一下，從學習
本身的層級來進行干預——
本身的層級來進行干預——
05:36
So let's consider first intervening
at the level of learning itself --
at the level of learning itself --
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05:39
most commonly through
school-based initiatives.
school-based initiatives.
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最常見是透過學校為基礎來進行。
05:42
Now, should we be encouraging teachers
to focus on the kinds of skills
to focus on the kinds of skills
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我們應該鼓勵老師要把焦點放在
05:45
that disadvantaged kids
are most likely to struggle with?
are most likely to struggle with?
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弱勢兒童最可能掙扎的技能嗎？
05:48
Of course.
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當然是這樣。
05:49
The importance of high-quality education
based in scientific evidence
based in scientific evidence
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科學證據顯示，高品質教育的重要性
的確非常大。
05:53
really can't be overstated.
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05:54
And there are a number of examples
of excellent interventions
of excellent interventions
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有一些關於優秀的介入的例子，
05:57
targeting things like literacy
or self-regulation
or self-regulation
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是針對讀寫能力或自律等目標，
06:00
that do in fact improve kids' cognitive
development and their test scores.
development and their test scores.
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實際上可以改善孩童的
認知能力和測驗分數。
認知能力和測驗分數。
06:04
But as any intervention scientist
doing this work would tell you,
doing this work would tell you,
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就如許多進行這類
介入做法的科學家所言，
介入做法的科學家所言，
06:08
this work is challenging.
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這類工作充滿挑戰性。
06:09
It's hard to implement high-quality,
evidence-based education.
evidence-based education.
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很難實現高品質的循證教育。
06:12
And it can be labor-intensive,
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因為它可能是勞動密集型的，
有時成本也很高。
有時成本也很高。
06:14
it's sometimes costly.
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06:16
And in many cases, these disparities
in child development emerge early --
in child development emerge early --
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而且在很多情況下，這些差距
在兒童發育早期出現——
在兒童發育早期出現——
06:20
well before the start
of formal schooling --
of formal schooling --
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在正規教育開始之先——
06:22
sometimes when kids are just toddlers.
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有時甚至還在學步時期就開始了。
06:25
And so I would argue:
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所以，我認為：
06:27
school is very important,
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學校很重要，
06:29
but if we're focusing
all of our policy efforts
all of our policy efforts
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但如果我們只集中資源於
常規教育政策之上，
06:32
on formal schooling,
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06:33
we're probably starting too late.
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我們很可能起步得太晚了。
06:36
So what about taking a step back
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因此，是否該退一步想想，
06:39
and focusing on trying to change
children's experiences?
children's experiences?
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應該專注於嘗試改變孩子的經歷？
06:42
What particular experiences
are associated with growing up in poverty
are associated with growing up in poverty
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在貧困中成長有哪些特殊的經歷，
06:46
and might be able to be targeted
to promote brain development
to promote brain development
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可能成為促進大腦發育
和學習成果的目標？
06:48
and learning outcomes for kids?
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06:50
Of course, there are many, right?
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當然，有許多經驗都符合，對吧？
06:52
Nutrition, access to health care,
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營養、獲得醫療保健、
06:56
exposure to second-hand smoke or lead,
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接觸二手煙或鉛、
06:59
experience of stress or discrimination,
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遭受壓力或歧視，
07:01
to name a few.
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都只是少部分例子。
07:03
In my laboratory,
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在我的實驗室裡，
我們特別關注幾種類型的體驗，
我們特別關注幾種類型的體驗，
07:04
we're particularly focused
on a few types of experiences
on a few types of experiences
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07:07
that we believe may be able to be targeted
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是我們認為可以成為目標
07:10
to promote children's brain development
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促進兒童的大腦發育，
07:12
and ultimately improve
their learning outcomes.
their learning outcomes.
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並最終改善他們的學習成果。
07:15
As one example,
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用我所謂的家庭語言環境為例，
07:16
take something I'll call
the home language environment,
the home language environment,
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意思是，我們知道孩子
聽到的單詞數量，
聽到的單詞數量，
07:19
by which I mean, we know
that the number of words kids hear
that the number of words kids hear
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07:23
and the number of conversations
they're engaged in every day
they're engaged in every day
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以及他們每天參與的談話次數，
07:26
can vary tremendously.
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可以變化很大。
07:28
By some estimates,
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據估計，
07:29
kids from more advantaged backgrounds
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來自有優勢背景的孩子們
07:31
hear an average of 30 million
more spoken words
more spoken words
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在生命的最初幾年，平均多聽
3,000 萬個口語單詞，
3,000 萬個口語單詞，
07:34
in the first few years of life
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與來自弱勢的孩子相比。
07:36
compared to kids from less
advantaged backgrounds.
advantaged backgrounds.
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07:39
Now, in our work, we're finding
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我們的研究發現，
07:41
that kids who experience
more back-and-forth,
more back-and-forth,
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那些經歷過更多
來回應答會話的孩子，
來回應答會話的孩子，
07:44
responsive conversational turns
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07:46
tend to have a larger brain surface
in parts of the brain
in parts of the brain
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會在我們所知負責語言和閱讀技能的
大腦部位產生較大的表面積。
大腦部位產生較大的表面積。
07:49
that we know are responsible
for language and reading skills.
for language and reading skills.
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07:53
And in fact, the number
of conversations they hear
of conversations they hear
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事實上，他們所聽到的談話次數
07:55
seems to matter a little bit more
than the sheer number of words they hear.
than the sheer number of words they hear.
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似乎比他們所聽到的
單詞數量更重要一些。
單詞數量更重要一些。
08:00
So one tantalizing possibility
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有一個誘引人的選擇是，
08:02
is that we should be teaching parents
not just to talk a lot,
not just to talk a lot,
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我們應該教父母不僅僅是說話，
08:05
but to actually have more conversations
with their children.
with their children.
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實際上要和孩子們進行更多的對話。
08:08
In this way, it's possible
that we'll promote brain development
that we'll promote brain development
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這樣，可能會促進孩子的大腦發育，
08:11
and perhaps their kids' language
and reading skills.
and reading skills.
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並幫助他們的語言和閱讀技巧。
08:15
And in fact, a number
of scientists are testing
of scientists are testing
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事實上，許多科學家正在測試
08:17
that exciting possibility right now.
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那令人興奮的可能性。
08:20
But of course, we all know
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當然我們都知道，
孩子在貧困中成長，
還會有許多不同的經歷，
還會有許多不同的經歷，
08:21
that growing up in poverty is associated
with lots of different experiences
with lots of different experiences
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不僅是與父母有多少次談話。
08:24
beyond just how many
conversations kids are having.
conversations kids are having.
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08:27
So how do we choose what else to focus on?
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那麼又如何選擇聚焦於那些呢？
08:30
The list can be overwhelming.
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這份清單可能長得驚人。
08:32
There are a number
of high-quality interventions
of high-quality interventions
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有許多高品質的介入方式
08:35
that do try to change
children's experience,
children's experience,
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試圖改變孩子的經歷，
08:37
many of which are quite effective.
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當中有許多都很有效。
08:39
But again, just like
school-based initiatives,
school-based initiatives,
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但同樣，就像校本倡議一樣
08:41
this is hard work.
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是項艱苦工作。
08:43
It can be challenging,
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工作可能具有挑戰性，
或是勞動密集型，
或是勞動密集型，
08:44
it can be labor-intensive,
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08:45
sometimes costly ...
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有時代價也很高……
08:48
and on occasion,
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且，偶爾，
08:49
it can be somewhat patronizing
for scientists to swoop in
for scientists to swoop in
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科學家們有點屈尊要蜂擁到訪，
08:52
and tell a family what they need to change
in order for their child to succeed.
in order for their child to succeed.
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告訴家人需要改變那些
才能讓孩子成功。
才能讓孩子成功。
08:57
So I want to share an idea with you.
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所以我想跟大家分享一個想法。
09:01
What if we tried to help
young children in poverty
young children in poverty
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要試圖幫助貧困幼兒要怎麼辦呢？
09:05
by simply giving
their families more money?
their families more money?
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僅僅是給他家人更多的錢？
09:10
I'm privileged to be working
with a team of economists,
with a team of economists,
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我很幸運和一群經濟學家、
09:12
social policy experts and neuroscientists
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社會政策專家和神經科學家合作，
09:14
in leading Baby's First Years,
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在「嬰兒的最初幾年」，
09:16
the first-ever randomized study
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第一次隨機研究
09:19
to test whether poverty reduction causes
changes in children's brain development.
changes in children's brain development.
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測試改善貧窮是否會導致
兒童大腦發育的改變。
兒童大腦發育的改變。
09:25
Now, the ambition of the study is large,
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這項研究的野心很大，
09:27
but the premise is actually quite simple.
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但前提條件其實很簡單。
在 2018 年五月，
我們開始招募 1000 名
我們開始招募 1000 名
09:30
In May of 2018,
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09:31
we began recruiting 1,000 mothers
living below the federal poverty line
living below the federal poverty line
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生活在美國貧困線以下
09:35
shortly after they gave birth
in a number of American hospitals.
in a number of American hospitals.
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在醫院分娩後不久的母親。
09:40
Upon enrolling in our study,
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她們參加研究後，
09:41
all mothers receive
an unconditional monthly cash gift
an unconditional monthly cash gift
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所有母親都會收到
無條件的每月現金禮物，
無條件的每月現金禮物，
09:45
for the first 40 months
of their children's lives,
of their children's lives,
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在孩子生命的最初 40 個月裡
09:48
and they're free to use this money
however they like.
however they like.
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隨意使用。
09:52
But importantly,
mothers are being randomized,
mothers are being randomized,
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但重要的是，母親們會被隨機分配，
09:55
so some mothers are randomized
to receive a nominal monthly cash gift
to receive a nominal monthly cash gift
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有獲得象徵性的每月現金禮物，
10:00
and others are randomized to receive
several hundred dollars each month,
several hundred dollars each month,
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也有獲得每月數百美元，
是足夠大的金額
會讓他們的日常生活產生變化，
會讓他們的日常生活產生變化，
10:04
an amount that we believe is large enough
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10:06
to make a difference
in their day-to-day lives,
in their day-to-day lives,
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在多數情況下，能讓她們月入
增加 20% ~ 25%。
增加 20% ~ 25%。
10:08
in most cases increasing
their monthly income by 20 to 25 percent.
their monthly income by 20 to 25 percent.
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10:13
So in this way,
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這樣，
10:14
we're hoping to finally move
past questions
past questions
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我們希望最終能夠解決
10:17
of how poverty is correlated
with child development
with child development
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貧困與兒童的發展關係問題，
10:21
and actually be able to test
whether reducing poverty causes changes
whether reducing poverty causes changes
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並且能夠測試減輕貧困是否會導致
10:25
in children's cognitive, emotional
and brain development
and brain development
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兒童認知、情感和大腦發育的改變，
10:28
in the first three years of life --
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在生命的最初三年 ——
10:31
the very time when we believe
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這三年是我們認為
10:32
the developing brain may be
most malleable to experience.
most malleable to experience.
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發展中的大腦最具可塑性的時期。
10:37
Now, we won't have definitive results
from this study for several years,
from this study for several years,
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這項研究要幾年後才有確切的成果，
10:41
and if nothing else,
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如果不如預期，
10:42
1,000 newborns and their moms
will have a bit more cash each month
will have a bit more cash each month
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至少每月有 1,000 名新生兒
及其媽媽獲得分派
及其媽媽獲得分派
10:45
that they tell us they very much need.
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一些她們非常需要的額外現金。
10:48
But what if it turns out
that a cost-effective way
that a cost-effective way
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如果結果顯示，
若要協助貧窮的幼兒，
若要協助貧窮的幼兒，
10:51
to help young children in poverty
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最有成本效益的方式就是
10:54
is to simply give their moms more money?
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單純拿錢給他們的母親，
那該怎麼辦？
那該怎麼辦？
10:58
If our hypotheses are borne out,
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如果我們的假設成立，
11:00
it's our hope that results from this work
will inform debates about social services
will inform debates about social services
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希望能透過這項研究的成果，
將為社會服務辯論提供
將為社會服務辯論提供
11:05
that have the potential to effect millions
of families with young children.
of families with young children.
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有可能影響數百萬幼兒家庭的助證。
11:09
Because while income may not be the only
or even the most important factor
or even the most important factor
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儘管收入未必是唯一，
甚至是最重要的因素，
甚至是最重要的因素，
11:13
in determining children's
brain development,
brain development,
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影響幼兒的大腦發育，
11:16
it may be one that,
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但可能是一個
11:17
from a policy perspective,
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從政策角度很容易解決的問題。
11:19
can be easily addressed.
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11:22
Put simply,
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簡言之，
11:23
if we can show that reducing poverty
changes how children's brains develop
changes how children's brains develop
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如果我們能夠證明改善貧窮
就能夠改變孩子的大腦發展，
11:28
and that leads to meaningful
policy changes,
policy changes,
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因此導致有意義的政策改變，
11:32
then a young child born into poverty today
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那麼，現今在貧窮家庭中出生的孩子
11:35
may have a much better shot
at a brighter future.
at a brighter future.
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就可能會擁有更光明的未來。
11:39
Thank you.
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謝謝。
11:40
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Kimberly Noble - Neuroscientist, pediatricianKimberly Noble, MD, PhD, studies how socioeconomic inequality relates to children's cognitive and brain development.
Why you should listen
Trained as a neuroscientist and board-certified pediatrician, Dr. Kimberly Noble has examined disparities in development and health across infancy, childhood and adolescence. She is currently an Associate Professor of Neuroscience and Education at Teachers College, Columbia University, where she directs the Neurocognition, Early Experience and Development (NEED) Lab. She received her undergraduate, graduate and medical degrees at the University of Pennsylvania and was the recipient of the Association for Psychological Science Janet Taylor Spence Award for Transformative Early Career Contributions.
In collaboration with a multidisciplinary team of scientists from around the United States, Noble is co-directing the Baby's First Years study, the first clinical trial of poverty reduction to assess the causal impact of income on children's cognitive, emotional and brain development in the first three years of life. Her work has received worldwide attention in the popular press, including the Washington Post, The Economist, Newsweek, The Guardian, Le Monde and NPR. A full list of her publications can be found here.
Kimberly Noble | Speaker | TED.com