TED Salon U.S. Air Force
Kashfia Rahman: How risk-taking changes a teenager's brain
卡許菲雅拉曼: 冒險如何改變青少年的大腦
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Readability: 6.1
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為什麼青少年有時候會做出無法無天、冒險的選擇？他們是突然變得很魯莾嗎？或者這只是他們的必經階段？為了找出答案，卡許菲雅拉曼——英特爾國際科技展覽會的贏家以及哈佛大學新鮮人——設計並執行了一項實驗，來測試高中學生對風險怎麼反應、習慣，以及風險如何改變他們正在發展中的大腦。她對於風險和決策的發現，可能會改變我們對於青少年為什麼有這些作為的看法。
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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你們曾經試著去了解青少年嗎？
00:16
It's exhausting, right?
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很累人，對吧？
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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你們一定很困惑，為什麼
有些青少年在學校表現很好，
有些青少年在學校表現很好，
00:23
lead clubs and teams
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他們會領導社團和團隊，
00:25
and volunteer in their communities,
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在他們的社區中做志工，
00:27
but they eat Tide Pods
for an online challenge,
for an online challenge,
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但他們也會為了
線上挑戰而吃洗衣球，
線上挑戰而吃洗衣球，
00:31
speed and text while driving,
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開車超速且邊開邊傳文字訊息，
00:34
binge drink and experiment
with illicit drugs.
with illicit drugs.
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狂飲喝酒並嘗試搭配禁藥。
00:38
How can so many teens
be so smart, skilled and responsible --
be so smart, skilled and responsible --
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為什麼有這麼多青少年，明明
如此聰明、有技能、負責任——
如此聰明、有技能、負責任——
00:43
and careless risk-takers at the same time?
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卻同時做出不計後果的事情？
00:47
When I was 16,
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我十六歲時，
00:48
while frequently observing
my peers in person
my peers in person
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我經常當面觀察我的同儕
00:51
as well as on social media,
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也會透過社群媒體觀察他們，
00:53
I began to wonder why so many teens
took such crazy risks.
took such crazy risks.
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我開始納悶，為什麼這麼多
青少年瘋狂冒險。
青少年瘋狂冒險。
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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像是在五年級拿
「勇士」課程的認證一樣，
「勇士」課程的認證一樣，
01:02
can't stop them.
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擋都擋不住。
01:03
(Laughter)
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（笑聲）
01:04
What was even more alarming to me
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對我來說，更要警覺的是，
01:06
was that the more they exposed
themselves to these harmful risks,
themselves to these harmful risks,
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他們越將自己暴露在
這些有害的風險之下，
這些有害的風險之下，
01:10
the easier it became for them
to continue taking risks.
to continue taking risks.
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他們就越容易會繼續冒險。
01:14
Now this confused me,
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這讓我很困惑，
01:16
but it also made me incredibly curious.
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但也讓我非常好奇。
01:20
So, as someone with a name
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既然我的名字
01:21
that literally means
"to explore knowledge,"
"to explore knowledge,"
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字面上的意思就是「探索知識」，
01:24
I started searching
for a scientific explanation.
for a scientific explanation.
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我開始尋求科學解釋。
01:28
Now, it's no secret
that teens ages 13 to 18
that teens ages 13 to 18
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大家都知道，十三
到十八歲的青少年
到十八歲的青少年
01:31
are more prone to risk-taking
than children or adults,
than children or adults,
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比起兒童或成人，更容易去冒險，
01:35
but what makes them so daring?
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但，是什麼讓他們如此大膽？
01:38
Do they suddenly become reckless,
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他們是突然間變魯莽了？
01:40
or is this just a natural phase
that they're going through?
that they're going through?
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或者他們只是在經歷
一個自然的階段？
一個自然的階段？
01:43
Well neuroscientists
have already found evidence
have already found evidence
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神經科學家已經找到證據說明
01:46
that the teen brain
is still in the process of maturation --
is still in the process of maturation --
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青少年時期的大腦
仍在成熟的階段——
仍在成熟的階段——
01:49
and that this makes them
exceptionally poor at decision-making,
exceptionally poor at decision-making,
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這會讓他們特別不擅長決策，
01:52
causing them to fall prey
to risky behaviors.
to risky behaviors.
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造成他們成為冒險行為的犧牲品。
01:56
But in that case,
if the maturing brain is to blame,
if the maturing brain is to blame,
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但，照這麼說，要責怪的
是正在成熟的大腦，
是正在成熟的大腦，
01:59
then why are teens
more vulnerable than children,
more vulnerable than children,
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那為什麼青少年會比兒童
更容易有這個問題，
更容易有這個問題，
02:02
even though their brains
are more developed than those of children?
are more developed than those of children?
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明明他們的大腦就
比兒童的大腦發展更多？
比兒童的大腦發展更多？
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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此外，並非全世界的青少年
都有同等想要冒險的慾望。
都有同等想要冒險的慾望。
02:09
Are there some other underlying
or unintentional causes
or unintentional causes
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這背後有沒有什麼無意識的成因
02:13
driving them to risk-taking?
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驅使他們去冒險？
02:15
Well, this is exactly
what I decided to research.
what I decided to research.
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這正是我想要研究的主題。
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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所以，我把我的研究
建立在一個心理過程的基礎上，
建立在一個心理過程的基礎上，
02:23
known as "habituation,"
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即大家所知的「習慣化」，
02:25
or simply what we refer to
as "getting used to it."
as "getting used to it."
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簡言之，就是我們所說的「適應」。
02:29
Habituation explains how our brains
adapt to some behaviors,
adapt to some behaviors,
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習慣化是在解釋，
大腦如何適應某些行為，
大腦如何適應某些行為，
02:33
like lying, with repeated exposures.
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比如說謊，多說幾次謊就習慣了。
02:36
And this concept inspired me
to design a project
to design a project
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這個概念給了我設計專案的靈感，
02:38
to determine if the same principle
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如果同樣的原理，可否用來解釋
02:41
could be applied to the relentless
rise of risk-taking in teenagers.
rise of risk-taking in teenagers.
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為何青少年冒險現象
不斷增多的原因。
不斷增多的原因。
02:46
So I predicted that
habituation to risk-taking
habituation to risk-taking
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所以我預測，冒險行為的習慣化
02:49
may have the potential to change
the already-vulnerable teenage brain
the already-vulnerable teenage brain
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有可能改變易受環境影響的
青少年大腦，
青少年大腦，
02:53
by blunting or even eradicating
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改變的方式是透過削弱或甚至消除
02:55
the negative emotions
associated with risk,
associated with risk,
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和風險相關的負面情緒，
02:58
like fear or guilt.
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比如恐懼或罪惡感。
03:00
I also thought because they
would feel less fearful and guilty,
would feel less fearful and guilty,
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我也認為，因為他們會覺得
比較不恐懼或罪惡，
比較不恐懼或罪惡，
03:03
this desensitization would lead them
to even more risk-taking.
to even more risk-taking.
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脫敏現象可能會讓他們更想冒險。
03:08
In short, I wanted to conduct
a research study
a research study
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簡言之，我想要進行一項研究
03:10
to answer one big question:
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來解答這個大哉問：
03:12
Why do teens keep making
outrageous choices
outrageous choices
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為什麼青少年會不斷
做出無法無天的選擇，
做出無法無天的選擇，
03:15
that are harmful
to their health and well-being?
to their health and well-being?
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且是對他們的健康
及幸福有害的選擇？
及幸福有害的選擇？
03:19
But there was one big obstacle in my way.
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但，我遇到了一個大障礙。
03:22
To investigate this problem,
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為了研究這個問題，
03:24
I needed teenagers to experiment on,
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我需要青少年來做實驗，
03:26
laboratories and devices
to measure their brain activity,
to measure their brain activity,
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也需要實驗室和裝置
來測量他們的大腦活動，
來測量他們的大腦活動，
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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過程中還要有老師或教授
來監督、指導我。
來監督、指導我。
03:35
I needed resources.
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我需要資源。
03:37
But, you see, I attended
a high school in South Dakota
a high school in South Dakota
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但，要知道，我讀南達科他州的高中
03:40
with limited opportunity
for scientific exploration.
for scientific exploration.
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對科學探索的機會有限。
03:44
My school had athletics,
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我的學校有運動員、
03:46
band, choir, debate and other clubs,
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樂團、合唱團、
辯論，及其它社團，
辯論，及其它社團，
03:50
but there were no STEM programs
or research mentors.
or research mentors.
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但沒有任何 STEM（科學、技術、
工程、數學）計劃或研究導師。
工程、數學）計劃或研究導師。
03:53
And the notion of high schoolers
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而高中學生做研究
或是參與科學展覽會的想法
或是參與科學展覽會的想法
03:55
doing research or participating
in a science fair was completely foreign.
in a science fair was completely foreign.
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根本是完全陌生的想法。
04:00
Simply put, I didn't exactly
have the ingredients
have the ingredients
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簡單來說，我沒有原料
04:03
to make a chef-worthy dish.
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可以做出發揮主廚價值的好菜。
04:07
And these obstacles were frustrating,
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這些障礙很讓人沮喪，
04:09
but I was also a stubborn teenager.
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但我也是個很固執的青少年。
04:12
And as the daughter
of Bangladeshi immigrants
of Bangladeshi immigrants
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且我是孟加拉移民的女兒，
04:14
and one of just a handful
of Muslim students
of Muslim students
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也是南達科他州這間高中裡
少數的穆斯林學生之一，
少數的穆斯林學生之一，
04:16
in my high school in South Dakota,
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04:19
I often struggled to fit in.
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我經常需要努力地
去適應、融入。
去適應、融入。
04:21
And I wanted to be someone
with something to contribute to society,
with something to contribute to society,
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而我想要成為
對社會有所貢獻的人，
對社會有所貢獻的人，
04:25
not just be deemed
the scarf-wearing brown girl
the scarf-wearing brown girl
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不想只被視為是
帶著頭巾的褐色皮膚女孩，
帶著頭巾的褐色皮膚女孩，
04:28
who was an anomaly
in my homogenous hometown.
in my homogenous hometown.
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只是一個家鄉來的異類。
04:31
I hoped that by doing this research,
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我希望，透過這項研究，
來達成上述的願望，
來達成上述的願望，
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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並表明科學探索對於
我這種孩子而言是多麼的珍貴，
我這種孩子而言是多麼的珍貴，
04:39
who didn't necessarily
find their niche elsewhere.
find their niche elsewhere.
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我們這種在其它地方
不見得可以找到立足之地的孩子。
不見得可以找到立足之地的孩子。
04:42
So with limited research opportunities,
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所以，雖然研究機會有限，
04:45
inventiveness allowed me to overcome
seemingly impossible obstacles.
seemingly impossible obstacles.
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發明創造力讓我克服了
幾乎不可能克服的障礙。
幾乎不可能克服的障礙。
04:50
I became more creative in working
with a variety of methodologies,
with a variety of methodologies,
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我變得更有創意去運用各種方法、
04:54
materials and subjects.
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素材以及主題。
04:57
I transformed my unassuming school library
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我把平凡無奇的學校圖書館
05:00
into a laboratory
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變成了實驗室，
05:02
and my peers into lab rats.
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把同學變成實驗室的白老鼠。
05:04
(Laughter)
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（笑聲）
05:05
My enthusiastic geography teacher,
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我的地理老師很熱心，
05:08
who also happens to be
my school's football coach,
my school's football coach,
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他剛好也是學校足球隊的教練，
05:11
ended up as my cheerleader,
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最後他成了我的啦啦隊長，
05:13
becoming my mentor
to sign necessary paperwork.
to sign necessary paperwork.
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變成我的導師，
負責簽所有必要的文件。
負責簽所有必要的文件。
05:17
And when it became logistically impossible
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理論上，當我知道我不能使用
05:19
to use a laboratory
electroencephalography,
electroencephalography,
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實驗室級的腦電圖設備時，
05:22
or EEG,
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或稱 EEG，
05:23
which are those electrode devices
used to measure emotional responses,
used to measure emotional responses,
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一種用來測量情緒反應的電極裝置，
05:28
I bought a portable EEG headset
with my own money,
with my own money,
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我用自己的錢，買了一台
可攜帶的頭戴式 EEG，
可攜帶的頭戴式 EEG，
而不是像我同齡的孩子一樣
存錢去買的 iPhone X。
存錢去買的 iPhone X。
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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05:35
So finally I started the research
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所以，我終於開始了這項研究，
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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參與者為 86 位我的高中的學生，
年齡從 13 到 18 歲。
年齡從 13 到 18 歲。
05:42
Using the computer cubicles
in my school library,
in my school library,
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我用學校圖書館的電腦小隔間，
05:45
I had them complete a computerized
decision-making simulation
decision-making simulation
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請他們完成一項電腦決策模擬測驗，
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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並與他們在真實世界的行為做比對，
05:53
like alcohol use, drug use and gambling.
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比如酒精、毒品的使用，和賭博。
05:56
Wearing the EEG headset,
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這些學生戴著頭戴式的 EEG，
05:58
the students completed the test
12 times over three days
12 times over three days
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在三天中，完成十二次這項測驗，
06:02
to mimic repeated risk exposures.
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來模仿重覆暴露在風險下的狀況。
06:05
A control panel on the EEG headset
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在頭戴式 EEG 上面
有一個控制面板，
有一個控制面板，
06:08
measured their various
emotional responses:
emotional responses:
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用來測量他們的各種情緒反應：
06:10
like attention, interest,
excitement, frustration,
excitement, frustration,
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比如注意力、興趣、興奮、挫折、
06:14
guilt, stress levels and relaxation.
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罪惡感、壓力程度和放鬆。
06:17
They also rated their emotions
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他們也用經過驗證的情緒測量儀
06:19
on well-validated
emotion-measuring scales.
emotion-measuring scales.
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來評定自己的情緒。
06:22
This meant that I had measured
the process of habituation
the process of habituation
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這意味著我要測量
習慣化的過程，
習慣化的過程，
06:25
and its effects on decision-making.
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以及它對於決策的影響。
完成這項研究一共花了 29 天。
06:28
And it took 29 days
to complete this research.
to complete this research.
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06:31
And with months of frantically
drafting proposals,
drafting proposals,
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我花了數個月的時間
瘋狂地起草擬提案，
瘋狂地起草擬提案，
06:34
meticulously computing data
in a caffeinated daze at 2am,
in a caffeinated daze at 2am,
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靠咖啡因撐著，一絲不苟地
計算數據到凌晨兩點，
計算數據到凌晨兩點，
06:39
I was able to finalize my results.
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我才整理出了最後的結果。
06:41
And the results showed
that habituation to risk-taking
that habituation to risk-taking
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結果顯示，冒險的習慣化，
06:44
could actually change a teen's brain
by altering their emotional levels,
by altering their emotional levels,
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會改變青少年的情緒水平
進而改變了他們的大腦，
進而改變了他們的大腦，
06:48
causing greater risk-taking.
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讓他們更敢於冒險。
06:51
The students' emotions
that were normally associated with risks,
that were normally associated with risks,
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學生的情緒當中，
一般認為和風險較相關的，
一般認為和風險較相關的，
06:54
like fear, stress, guilt and nervousness,
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比如恐懼、壓力、罪惡感、精神緊張，
06:58
as well as attention,
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以及注意力，
07:00
were high when they were first
exposed to the risk simulator.
exposed to the risk simulator.
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第一次接觸風險模擬器時，
學生的情緒指數都非常高。
學生的情緒指數都非常高。
07:04
This curbed their temptations
and enforced self-control,
and enforced self-control,
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這會抑制他們對風險的誘惑，
並強化他們的自我控制，
並強化他們的自我控制，
07:07
which prevented them
from taking more risks.
from taking more risks.
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這會阻止他們冒更多的險。
07:10
However, the more they were exposed
to the risks through the simulator,
to the risks through the simulator,
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然而，透過模擬器，
他們暴露在風險的次數越多，
他們暴露在風險的次數越多，
07:14
the less fearful, guilty
and stressed they became.
and stressed they became.
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他們就會變得不那麼
恐懼、有罪惡感和有壓力。
恐懼、有罪惡感和有壓力。
07:18
This caused a situation
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這會造成一種情況，
07:20
in which they were no longer able to feel
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他們將不再能夠感受到
07:22
the brain's natural
fear and caution instincts.
fear and caution instincts.
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大腦的自然恐懼及警告直覺。
07:25
And also, because they are teenagers
and their brains are still underdeveloped,
and their brains are still underdeveloped,
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此外，因為他們是青少年，
他們的大腦還在發展中，
他們的大腦還在發展中，
07:30
they became more interested and excited
in thrill-seeking behaviors.
in thrill-seeking behaviors.
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他們就會對於尋求興奮的行為
更感興趣和踴躍 。
更感興趣和踴躍 。
07:35
So what were the consequences?
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那，後果是什麼？
07:38
They lacked self-control
for logical decision-making,
for logical decision-making,
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他們會缺乏自我控制，
不能做有邏輯的決策，
不能做有邏輯的決策，
07:41
took greater risks
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會冒更大的風險，
07:43
and made more harmful choices.
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並做出更多有害的選擇。
07:45
So the developing brain alone
isn't to blame.
isn't to blame.
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所以，不能只怪發展中的大腦。
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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習慣化的過程也扮演了重要角色，
它會導致青少年敢於冒險
並提升冒險行為的等級。
並提升冒險行為的等級。
07:52
and risk escalation.
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07:54
Although a teen's willingness to seek risk
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雖然青少年尋求冒險的意願
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，
是結構和功能改變的結果，
是結構和功能改變的結果，
08:00
associated with their developing brains,
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08:02
the dangerous part
that my research was able to highlight
that my research was able to highlight
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但我的研究中也凸顯了
其中一件危機 :
其中一件危機 :
08:06
was that a habituation to risks
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那就是，風險的習慣化
08:08
can actually physically
change a teen's brain
change a teen's brain
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會實際改變青少年的大腦，
08:10
and cause greater risk-taking.
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致使他們去冒更大的險。
08:13
So it's the combination
of the immature teen brain
of the immature teen brain
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所以，尚未完成發育的大腦
和習慣化影響的共同作用下，
和習慣化影響的共同作用下，
08:16
and the impact of habituation
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08:18
that is like a perfect storm
to create more damaging effects.
to create more damaging effects.
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像是一場完美風暴，
造成了更具破壞性的後果。
造成了更具破壞性的後果。
08:22
And this research can help parents
and the general public
and the general public
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這項研究能幫助父母
及一般大眾了解，
及一般大眾了解，
08:26
understand that teens aren't just
willfully ignoring warnings
willfully ignoring warnings
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青少年不只是簡單地
故意忽視警告
故意忽視警告
08:29
or simply defying parents by engaging
in increasingly more dangerous behavior.
in increasingly more dangerous behavior.
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或者從事越來越危險的行為
來違抗父母。
來違抗父母。
08:34
The biggest hurdle they're facing
is their habituation to risks:
is their habituation to risks:
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他們面臨的最大障礙是
對風險的習慣化：
對風險的習慣化：
08:38
all the physical, detectable
and emotional functional changes
and emotional functional changes
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所有生理上、覺察力
及情緒上的功能改變，
及情緒上的功能改變，
08:43
that drive and control and influence
their over-the-top risk-taking.
their over-the-top risk-taking.
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這些改變會驅使、控制、影響
他們的過度冒險行為。
他們的過度冒險行為。
08:48
So yes, we need policies
that provide safer environments
that provide safer environments
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所以是的，我們需要政策
來提供更安全的環境，
來提供更安全的環境，
08:52
and limit exposures to high risks,
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並限制暴露在高風險下的機會，
08:55
but we also need policies
that reflect this insight.
that reflect this insight.
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但我們也需要能夠
反映出這項洞見的政策。
反映出這項洞見的政策。
08:59
These results are
a wake-up call for teens, too.
a wake-up call for teens, too.
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研究結果也為青少年敲響了警鐘。
09:02
It shows them that the natural
and necessary fear and guilt
and necessary fear and guilt
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研究結果表明，天生的、
必要的恐懼和內疚
必要的恐懼和內疚
09:06
that protect them from unsafe situations
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能夠保護他們，
避免他們陷入危險境地，
避免他們陷入危險境地，
09:08
actually become numb when they
repeatedly choose risky behaviors.
repeatedly choose risky behaviors.
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但當，當他們反覆從事危險行為時，
這種恐懼和內疚會變得麻木。
這種恐懼和內疚會變得麻木。
09:13
So with this hope to share my findings
with fellow teenagers and scientists,
with fellow teenagers and scientists,
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我希望能將我的發現，
和青少年伙伴們及科學家分享，
和青少年伙伴們及科學家分享，
所以我將我的研究帶到英特爾
國際科技展覽會，簡稱 ISEF，
國際科技展覽會，簡稱 ISEF，
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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09:24
a culmination of over 1,800 students
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最多曾有超過一千八百名學生，
09:27
from 75 countries,
regions and territories,
regions and territories,
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來自七十五個國家、區域、領土，
09:30
who showcase their cutting-edge
research and inventions.
research and inventions.
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到展覽會展出他們的
尖端研究和發明。
尖端研究和發明。
09:34
It's like the Olympics of science fair.
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它就像是科學展的奧運。
09:36
(Laughter)
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（笑聲）
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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我把我的研究帶到那裡給
神經科學和心理學的專家看，
神經科學和心理學的專家看，
09:43
and garner valuable feedback.
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得到了很有價值的回饋意見。
09:45
But perhaps the most
memorable moment of the week
memorable moment of the week
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但也許，那一週最值得紀念的時刻，
是在頒獎典禮時，洪亮的講者
突然說出我的名字。
突然說出我的名字。
09:48
was when the booming speakers
suddenly uttered my name
suddenly uttered my name
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09:52
during the awards ceremony.
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09:54
I was in such disbelief
that I questioned myself:
that I questioned myself:
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我實在無法置信，我心裡在想：
09:57
Was this just another "La La Land" blunder
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這是不是奧斯卡頒獎典禮上
《樂來越愛你》的另一個頒獎烏龍？
《樂來越愛你》的另一個頒獎烏龍？
10:00
like at the Oscars?
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10:01
(Laughter)
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（笑聲）
10:02
Luckily, it wasn't.
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幸運的是，並非如此。
10:05
I really had won first place
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我真的得到第一名，
10:07
in the category "Behavioral
and Social Sciences."
and Social Sciences."
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我參與的項目是
「行為和社會科學」。
「行為和社會科學」。
10:09
(Applause)
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（掌聲）
10:16
Needless to say,
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不用說，
10:17
I was not only thrilled
to have this recognition,
to have this recognition,
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我激動不僅僅是因為
我獲得了這樣的認可，
我獲得了這樣的認可，
10:20
but also the whole experience
of science fair that validated my efforts
of science fair that validated my efforts
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還因為參與科學競賽的整個過程
證明了我的付出得到了回報，
證明了我的付出得到了回報，
10:25
keeps my curiosity alive
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也讓我一直保有好奇心，
10:27
and strengthens my creativity,
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並強化了我的創意、
毅力和想像力。
毅力和想像力。
10:29
perseverance and imagination.
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10:32
This still image of me
experimenting in my school library
experimenting in my school library
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這張照片是我在學校
圖書館裡做實驗，
圖書館裡做實驗，
10:36
may seem ordinary,
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也許看起來很平凡無奇，
10:38
but to me, it represents
a sort of inspiration.
a sort of inspiration.
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但，對我來說，
它代表著一種鼓舞。
它代表著一種鼓舞。
10:42
It reminds me that this process
taught me to take risks.
taught me to take risks.
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它提醒我，這個過程
教導了我要去冒險。
教導了我要去冒險。
10:46
And I know that might sound
incredibly ironic.
incredibly ironic.
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我知道這可能聽起來非常諷刺。
10:49
But I took risks realizing
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但，我冒了險才了解到
10:51
that unforeseen opportunities
often come from risk-taking --
often come from risk-taking --
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意外的機會往往來自於冒險——
10:55
not the hazardous,
negative type that I studied,
negative type that I studied,
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不是我所研究的那種
有害、負面的風險，
有害、負面的風險，
而是好的風險，正面的風險。
10:58
but the good ones,
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11:00
the positive risks.
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11:02
The more risks I took,
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我冒越多險，
11:04
the more capable I felt of withstanding
my unconventional circumstances,
my unconventional circumstances,
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我就越覺得我能承受不一樣的情境，
11:08
leading to more tolerance,
resilience and patience
resilience and patience
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讓我有更高的包容心、
復原力和耐心，
復原力和耐心，
11:11
for completing my project.
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來完成我的計畫。
11:13
And these lessons
have led me to new ideas
have led me to new ideas
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我學到的這些，讓我有了新想法，
11:16
like: Is the opposite
of negative risk-taking also true?
of negative risk-taking also true?
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比如：負面冒險的
相反狀況也成立嗎？
相反狀況也成立嗎？
11:20
Can positive risk-taking
escalate with repeated exposures?
escalate with repeated exposures?
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重覆的暴露也有可能
讓正面的冒險擴大嗎？
讓正面的冒險擴大嗎？
11:24
Does positive action
build positive brain functioning?
build positive brain functioning?
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正面的行動會建立
正面的大腦功能運作嗎？
正面的大腦功能運作嗎？
11:28
I think I just might have
my next research idea.
my next research idea.
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我想，我可能有了
下一個研究的想法。
下一個研究的想法。
11:32
(Applause)
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（掌聲）
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