TEDxAtlanta
Sara Valencia Botto: When do kids start to care about other people's opinions?
Sara Botto: Kada djeca počinju brinuti o mišljenjima drugih ljudi?
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Uzimajući podatke iz svog istraživanja o razvoju u ranom djetinjstvu, psihologinja Sara Valencia Botto ispituje kada (i kako) djeca počinju mijenjati svoje ponašanje u prisutnosti drugih -- i istražuje što to znači za vrijednosti koje prenosimo u dnevnim interakcijama. (Oprez, potkradaju se slatke snimke malenih).
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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Željela bih da uzmete trenutak
00:13
and consider what
you are wearing right now.
you are wearing right now.
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i razmislite o onome
što trenutno nosite na sebi.
što trenutno nosite na sebi.
00:17
I have a deep, philosophical
question for you.
question for you.
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Imam duboko filozofsko pitanje za vas.
00:21
Why are we not all wearing
comfortable pajamas right now?
comfortable pajamas right now?
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Zašto sada svi ne nosimo
udobnu pidžamu?
udobnu pidžamu?
00:23
(Laughter)
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(Smijeh)
00:24
Well, I'm a psychologist
and not a mind reader,
and not a mind reader,
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Pa, ja sam psihologinja
a ne čitačica misli,
a ne čitačica misli,
00:27
although many people think
that's the same thing.
that's the same thing.
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iako puno ljudi misli
ta je to dvoje ista stvar.
ta je to dvoje ista stvar.
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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Mogu se kladiti da vaš odgovor
glasi nešto kao,
glasi nešto kao,
00:33
"I'm expected to not wear pj's in public"
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"Ne očekuje se da nosim
pidžamu u javnosti"
pidžamu u javnosti"
00:36
or "I don't want people
to think I am a slob."
to think I am a slob."
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ili "Ne želim da ljudi misle
da sam klošar".
da sam klošar".
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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U svakom slučaju, činjenica da smo svi
odlučili nositi poslovno neformalnu odjeću
odlučili nositi poslovno neformalnu odjeću
00:43
as opposed to our favorite
pair of sweatpants,
pair of sweatpants,
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umjesto svoje omiljene trenirke,
00:45
is not a silly coincidence.
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nije puka slučajnost.
00:48
Instead, it reveals two
defining human characteristics.
defining human characteristics.
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Zapravo nam odaje dvije
definirajuće ljudske osobine.
definirajuće ljudske osobine.
00:52
The first is that we are cognizant
of what other people value,
of what other people value,
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Prva je da spoznajemo
što drugi ljudi smatraju važnim,
što drugi ljudi smatraju važnim,
00:56
like what they will approve
or disapprove of,
or disapprove of,
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primjerice što će ili što
neće odobravati,
neće odobravati,
00:58
such as not wearing pj's
to these sorts of settings.
to these sorts of settings.
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poput nenošenja pidžame
u ovakvim okruženjima.
u ovakvim okruženjima.
01:02
And two, we've readily used
this information to guide our behavior.
this information to guide our behavior.
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Drugo, spremno koristimo te informacije
za upravljanje svojim ponašanjem.
za upravljanje svojim ponašanjem.
01:07
Unlike many other species,
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Za razliku od mnogih drugih vrsta,
01:08
humans are prone to tailor their behavior
in the presence of others
in the presence of others
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ljudi su podložni mijenjanju svog
ponašanja u prisutnosti drugih
ponašanja u prisutnosti drugih
01:12
to garner approval.
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kako bi postigli odobravanje.
01:14
We spend valuable time putting on make up,
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Trošimo značajno vrijeme
na nanošenje šminke,
na nanošenje šminke,
01:17
choosing the right picture
and Instagram filter,
and Instagram filter,
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biranje prave slike i Instagram filtera,
01:20
and composing ideas
that will undoubtedly change the world
that will undoubtedly change the world
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sastavljanje ideja koje će
nesumnjivo promijeniti svijet
nesumnjivo promijeniti svijet
01:22
in 140 characters or less.
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u manje od 140 znakova.
01:25
Clearly, our concern
with how other people will evaluate us
with how other people will evaluate us
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Očito, naša briga oko toga
kako nas drugi ljudi vrednuju
kako nas drugi ljudi vrednuju
01:28
is a big part of being human.
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je velik dio bivanja čovjekom.
01:31
Despite this being
a big human trait, however,
a big human trait, however,
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Međutim, unatoč tome što je ovo
bitna ljudska osobina,
bitna ljudska osobina,
01:34
we know relatively little
about when and how
about when and how
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znamo vrlo malo o tome kada i kako
01:37
we come to care
about the opinion of others.
about the opinion of others.
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počnemo brinuti o tuđem mišljenju.
01:39
Now, this is a big question
that requires many studies.
that requires many studies.
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To je veliko pitanje koje
traži puno proučavanja.
traži puno proučavanja.
01:43
But the first step
to uncovering this question
to uncovering this question
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Ali prvi korak ka
rasvjetljavanju ovog pitanja
rasvjetljavanju ovog pitanja
01:45
is to investigate when in development
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jest istražiti kada u našem razvoju
01:47
we become sensitive
to others' evaluations.
to others' evaluations.
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postanemo osjetljivi na tuđa vrednovanja.
01:51
I have spent the past four years
at Emory University
at Emory University
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Protekle četiri godine provela
sam na Sveučilištu Emory
sam na Sveučilištu Emory
01:54
investigating how an infant,
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ispitujući kako se malo dijete,
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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kojemu nije problem šetati po
dućanu o svom kombinezonu,
dućanu o svom kombinezonu,
02:00
develops into an adult
that fears public speaking
that fears public speaking
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razvije u odraslu osobu koja se
boji javnog govorenja
boji javnog govorenja
02:03
for fear of being negatively judged.
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zbog straha od negativnih prosudbi.
02:06
(Laughter)
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(Smijeh)
02:08
Now, this is usually a point
when people ask me,
when people ask me,
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Na ovoj točki me ljudi obično pitaju,
02:10
"How do you investigate
this question, exactly?
this question, exactly?
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"Kako točno istražujete ovo pitanje?
02:13
Infants can't talk, right?"
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Mala djeca ne znaju govoriti, zar ne?"
02:15
Well, if my husband
were up here right now,
were up here right now,
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Ako bi moj suprug sada bio ovdje,
02:17
he would tell you that I interview babies,
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rekao bi vam da intervjuiram bebe,
02:20
because he would rather not say
that his wife experiments on children.
that his wife experiments on children.
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jer nekako radije ne bi rekao da njegova
žena radi pokuse na djeci.
žena radi pokuse na djeci.
02:24
(Laughter)
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(Smijeh)
02:27
In reality, I design
experiments for children,
experiments for children,
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U stvarnosti, kreiram pokuse za djecu,
02:30
usually in the form of games.
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obično u vidu igara.
02:33
Developmental psychologist
Dr. Philippe Rochat and I
Dr. Philippe Rochat and I
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Razvojni psiholog dr. Philippe Rochat i ja
02:36
designed a "game" called "The Robot Task"
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kreirali smo "igru" zvanu "Robot Task"
02:39
to explore when children
would begin to be sensitive
would begin to be sensitive
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da istražimo kada će djeca
postati osjetljiva
postati osjetljiva
02:41
to the evaluation of others.
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na vrednovanje drugih.
02:44
Specifically, the robot task
captures when children, like adults,
captures when children, like adults,
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Specifično, Robot Task bilježi
kada djeca, poput odraslih,
kada djeca, poput odraslih,
02:48
strategically modify their behavior
when others are watching.
when others are watching.
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strateški prilagođavaju svoje ponašanje
kada ih drugi promatraju.
kada ih drugi promatraju.
02:53
To do this, we showed
14 to 24-month-old infants
14 to 24-month-old infants
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Zato smo pokazali djeci
od 14 do 24 mjeseca starosti
od 14 do 24 mjeseca starosti
02:56
how to activate a toy robot,
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kako da uključe igračku robota,
02:58
and importantly, we either
assigned a positive value,
assigned a positive value,
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i što je važno, dodijelili smo ili
pozitivnu vrijednost,
pozitivnu vrijednost,
03:00
saying "Wow, isn't that great!"
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govoreći "Nije li to sjajno!"
03:03
or a negative value, saying,
"Oh, oh. Oops, oh no,"
"Oh, oh. Oops, oh no,"
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ili negativnu vrijednost,
govoreći "Jao, joj, ne!"
govoreći "Jao, joj, ne!"
nakon pritiska na daljinski upravljač.
03:05
after pressing the remote.
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03:08
Following this toy demonstration,
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Nakon ovog prikaza rada igračke,
03:09
we invited the infants
to play with the remote,
to play with the remote,
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pozvali smo djecu da se igraju daljinskim,
03:12
and then either watched them
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i onda smo ih ili promatrali
03:13
or turned around and pretended
to read a magazine.
to read a magazine.
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ili smo se okrenuli i
pravili da čitamo časopis.
pravili da čitamo časopis.
03:17
The idea was that if by 24 months,
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Naša ideja bila je da, ako do 24. mjeseca
03:19
children are indeed sensitive
to the evaluation of others,
to the evaluation of others,
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djeca doista postanu osjetljiva
na vrednovanje drugih,
na vrednovanje drugih,
03:22
then their button-pressing behavior
should be influenced
should be influenced
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onda bi na njihovo ponašanje u
pritiskanju daljinskog trebalo utjecati
pritiskanju daljinskog trebalo utjecati
03:25
not only by whether or not
they're being watched
they're being watched
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ne samo to jesu li promatrani,
03:28
but also by the values
that the experimenter expressed
that the experimenter expressed
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nego i vrijednosti koje je
promatrač izrazio
promatrač izrazio
03:30
towards pressing the remote.
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prema pritiskanju daljinskog.
03:33
So for example,
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Pa primjerice,
03:34
we would expect children to play with
the positive remote significantly more
the positive remote significantly more
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očekivali bismo da se djeca značajno
više igraju pozitivnim daljinskim
više igraju pozitivnim daljinskim
03:38
if they were being observed
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ako ih se promatra,
03:39
but then choose to explore
the negative remote
the negative remote
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ali da više istražuju negativni daljinski
03:41
once no one was watching.
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dok nitko ne gleda.
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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Da bismo doista zabilježili ovaj fenomen,
napravili smo tri verzije istraživanja.
napravili smo tri verzije istraživanja.
03:47
Study one explored how infants
would engage with a novel toy
would engage with a novel toy
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Prva verzija istraživala je kako se
djeca igraju novom igračkom
djeca igraju novom igračkom
03:51
if there were no values
or instructions provided.
or instructions provided.
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ako im nisu unaprijed dane
vrijednosti ni upute.
vrijednosti ni upute.
03:53
So we simply showed infants
how to activate the toy robot,
how to activate the toy robot,
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Pokazali smo djeci kako
uključiti igračku robota,
uključiti igračku robota,
03:56
but didn't assign any values,
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ali nismo joj dodijelili
nikakve vrijednosti,
nikakve vrijednosti,
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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niti smo im rekli da se
mogu igrati daljinskim,
mogu igrati daljinskim,
04:01
providing them with a really
ambiguous situation.
ambiguous situation.
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davajući im stvarno dvosmislenu situaciju.
04:03
In study two,
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U drugoj verziji,
04:05
we incorporated the two values,
a positive and a negative.
a positive and a negative.
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unijeli smo dvije vrijednosti,
pozitivnu i negativnu.
pozitivnu i negativnu.
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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A u posljednjoj verziji, imali smo
dva promatrača i jedan daljinski.
dva promatrača i jedan daljinski.
04:14
One experimenter expressed a negative
value towards pressing the remote,
value towards pressing the remote,
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Jedan promatrač bi izrazio
negativan sud prema pritiskanju daljinskog,
negativan sud prema pritiskanju daljinskog,
govoreći "Fuj, igračka se pomakla",
04:17
saying, "Yuck, the toy moved,"
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04:19
while the other experimenter
expressed a positive value, saying,
expressed a positive value, saying,
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dok bi drugi promatrač izrazio
pozitivan sud, govoreći
pozitivan sud, govoreći
"Jupi, igračka se pomakla".
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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Ovako su djeca reagirala na
ova tri različita scenarija.
ova tri različita scenarija.
04:27
So in study one, the ambiguous situation,
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U prvoj verziji, dvosmislenoj situaciji,
04:30
I'm currently watching the child.
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trenutno promatram dijete.
04:32
She doesn't seem to be too interested
in pressing the remote.
in pressing the remote.
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Ne izgleda pretjerano zainteresirana
da pritisne daljinski.
da pritisne daljinski.
04:36
Once I turned around --
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Kada sam se okrenula --
04:39
now she's ready to play.
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sada je spremna za igru.
04:40
(Laughter)
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(Smijeh)
04:43
Currently, I'm not watching the child.
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Trenutno ne promatram dijete.
04:45
She's really focused.
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Vrlo je usredotočena.
04:47
I turn around.
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Okrećem se.
04:49
(Laughter)
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(Smijeh)
04:50
She wasn't doing anything, right?
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Nije ništa radila, zar ne?
04:55
In study two, it's the two remotes,
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U drugoj verziji su dva daljinska,
04:57
one with the positive
and one with the negative value.
and one with the negative value.
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jedan s pozitivnom i jedan
s negativnom vrijednošću.
s negativnom vrijednošću.
04:59
I'm currently observing the child.
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Trenutno promatram dijete.
05:01
And the orange remote
is a negative remote.
is a negative remote.
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Narančasti daljinski je negativan.
05:05
She's just looking around,
looking at me, hanging out.
looking at me, hanging out.
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Samo gleda uokolo, gleda u mene, druži se.
05:08
Then I turn around ...
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Kada se okrenem,
05:12
(Laughter)
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(Smijeh)
05:15
That's what she's going for.
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To je odabrala.
05:19
I'm not watching the child.
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Ne promatram dijete.
05:21
He wants the mom to play with it, right?
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Želi se igrati s mamom, zar ne?
05:23
Take a safer route.
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Odabrati sigurniji put.
05:25
I turn around ...
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Okrenem se...
05:28
(Laughter)
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(Smijeh)
05:29
He wasn't doing anything, either.
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Ni on ništa nije radio.
05:36
Yeah, he feels awkward.
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Da, osjeća se nelagodno.
05:37
(Laughter)
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(Smijeh)
05:38
Everyone knows
that side-eyed glance, right?
that side-eyed glance, right?
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Svatko prepoznaje taj kriomični
pogled sa strane, zar ne?
pogled sa strane, zar ne?
05:41
Study three, the two
experimenters, one remote.
experimenters, one remote.
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Treća verzija, dvoje promatrača,
jedan daljinski.
jedan daljinski.
05:44
The experimenter that reacted negatively
towards pressing the remote
towards pressing the remote
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Promatrač koji je negativno reagirao
na pritisak daljinskog
na pritisak daljinskog
sada promatra dijete.
05:47
is watching the child right now.
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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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Ona se osjeća pomalo nelagodno, ne zna
što da radi, naslanja se na mamu.
što da radi, naslanja se na mamu.
05:56
And then, she's going to turn around
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A onda će se ona okrenuti
05:58
so that the experimenter that expressed
a positive response is watching.
a positive response is watching.
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tako da promatrač koji je izrazio
pozitivan sud sada promatra.
pozitivan sud sada promatra.
06:04
Coast is clear -- now she's ready to play.
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Put je čist -- sada je spremna za igru.
06:06
(Laughter)
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(Smijeh)
06:07
So, as the data suggests,
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Kako nam podaci ukazuju,
06:09
we found that children's
button-pressing behavior
button-pressing behavior
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otkrili smo da ponašanje djece
pri stiskanju daljinskog
pri stiskanju daljinskog
06:11
was indeed influenced by the values
and the instructions of the experimenter.
and the instructions of the experimenter.
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doista ovisi o utjecaju vrijednosti
i uputa promatrača.
i uputa promatrača.
06:16
Because in study one,
children did not know
children did not know
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Jer u prvoj verziji, djeca nisu znala
06:19
what would be positively
or negatively evaluated,
or negatively evaluated,
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što će biti pozitivno ili
negativno vrednovano,
negativno vrednovano,
06:22
they tended to take the safest route
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pa su odlučila odabrati najsigurniji put
06:24
and wait until I turned my back
to press the remote.
to press the remote.
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i čekati dok se ne okrenem kako
bi pritisnula daljinski.
bi pritisnula daljinski.
06:27
Children in study two
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Djeca u drugoj verziji
06:28
chose to press the positive remote
significantly more when I was watching,
significantly more when I was watching,
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birala su pritisnuti pozitivni daljinski
značajno češće dok sam ih promatrala,
značajno češće dok sam ih promatrala,
06:32
but then once I turned my back,
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ali kada bih okrenula leđa,
06:33
they immediately took the negative remote
and started playing with it.
and started playing with it.
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istog trena bi uzela negativni daljinski
i počela se igrati njime.
i počela se igrati njime.
Najvažnije, u kontrolnom istraživanju,
06:37
Importantly, in a control study,
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06:38
where we removed
the different values of the remotes --
the different values of the remotes --
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gdje smo odstranili različite
vrijednosti daljinskog,
vrijednosti daljinskog,
06:41
so we simply said, "Oh, wow"
after pressing either of the remotes --
after pressing either of the remotes --
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pa smo samo rekli "Oh, jao"
nakon pritiskanja bilo kojeg daljinskog --
nakon pritiskanja bilo kojeg daljinskog --
06:45
children's button-pressing behavior
no longer differed across conditions,
no longer differed across conditions,
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ponašanje djece u pritiskanju
više se nisu razlikovala u uvjetima,
više se nisu razlikovala u uvjetima,
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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što nam je govorilo da su vrijednosti
koje smo pripisali daljinskima
koje smo pripisali daljinskima
06:52
that drove the behavior
in the previous study.
in the previous study.
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bile pokretač ponašanja
u prethodnom istraživanju.
u prethodnom istraživanju.
06:55
Last but not least,
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Zadnje, ne manje važno,
06:56
children in study three chose to press
a remote significantly more
a remote significantly more
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djeca u trećoj verziji pritiskala su
daljinski značajno češće
daljinski značajno češće
07:00
when the experimenter that expressed
a positive value was watching,
a positive value was watching,
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kada bi ih gledao promatrač
koji je izrazio pozitivan sud,
koji je izrazio pozitivan sud,
07:03
as opposed to the experimenter
that had expressed a negative value.
that had expressed a negative value.
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nasuprot promatraču koji je
izrazio negativan sud.
izrazio negativan sud.
07:07
Not coincidentally,
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Nije slučajno
07:08
it is also around this age
that children begin to show embarrassment
that children begin to show embarrassment
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da otprilike u istoj ovoj dobi
djeca počinju iskazivati sram
djeca počinju iskazivati sram
07:12
in situations that might elicit
a negative evaluation,
a negative evaluation,
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u situacijama koje bi mogle
izazvati negativno vrednovanje,
izazvati negativno vrednovanje,
07:15
such as looking
at themselves in the mirror
at themselves in the mirror
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naprimjer gledanje u ogledalo
07:17
and noticing a mark on their nose.
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i primjećivanje mrlje na nosu.
07:19
The equivalent of finding spinach
in your teeth, for adults.
in your teeth, for adults.
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Isto kao kada odrasli
pronađu špinat među zubima.
pronađu špinat među zubima.
07:22
(Laughter)
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(Smijeh)
07:23
So what can we say,
based on these findings?
based on these findings?
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Što možemo zaključiti iz ovih rezultata?
07:26
Besides the fact that babies
are actually really, really sneaky.
are actually really, really sneaky.
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Pored činjenice da djeca reagiraju
vrlo, vrlo kriomice.
vrlo, vrlo kriomice.
07:29
(Laughter)
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(Smijeh)
07:30
From very early on, children, like adults,
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Od vrlo rane dobi, djeca su,
kao i odrasli,
kao i odrasli,
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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osjetljiva na sudove koje donosimo
o predmetima i ponašanjima.
o predmetima i ponašanjima.
07:38
And importantly, they use these values
to guide their behavior.
to guide their behavior.
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Važno je da oni koriste ove sudove
kako bi navodili svoje ponašanje.
kako bi navodili svoje ponašanje.
07:42
Whether we're aware of it or not,
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Bilo da smo toga svjesni ili nismo,
07:44
we're constantly communicating values
to those around us.
to those around us.
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neprestano komuniciramo
vrijednosne sudove na sve oko nas.
vrijednosne sudove na sve oko nas.
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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Ne mislim na sudove poput
"budi ljubazan" ili "nemoj krasti",
"budi ljubazan" ili "nemoj krasti",
07:51
although those are certainly values.
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iako su i to svakako vrijednosni sudovi.
07:53
I mean that we are constantly
showing others, specifically our children,
showing others, specifically our children,
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Mislim na to kako neprestano pokazujemo
drugima, a posebice našoj djeci,
drugima, a posebice našoj djeci,
07:57
what is likeable, valuable
and praiseworthy, and what is not.
and praiseworthy, and what is not.
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što je vrijedno sviđanja, vrednovanja
i hvaljenja, a što nije.
i hvaljenja, a što nije.
08:01
And a lot of the times,
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Često
08:02
we actually do this
without even noticing it.
without even noticing it.
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to radimo a da i ne primijetimo.
08:05
Psychologists study behavior
to explore the contents of the mind,
to explore the contents of the mind,
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Psiholozi istražuju ponašanje
da prouče sadržaj našeg uma,
da prouče sadržaj našeg uma,
08:09
because our behavior
often reflects our beliefs,
often reflects our beliefs,
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jer naše ponašanje često
odražava naša vjerovanja,
odražava naša vjerovanja,
08:12
our values and our desires.
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vrijednosti i težnje.
08:15
Here in Atlanta,
we all believe the same thing.
we all believe the same thing.
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Ovdje u Atlanti
svi vjerujemo u istu stvar.
svi vjerujemo u istu stvar.
08:18
That Coke is better than Pepsi.
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Da je Coca Cola bolja od Pepsija.
08:20
(Applause)
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(Pljesak)
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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To može imati veze s činjenicom
da je Cola izumljena u Atlanti.
da je Cola izumljena u Atlanti.
08:27
But regardless,
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Ali neovisno o tome,
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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to vjerovanje izraženo je u činjenici
da će više ljudi odabrati popiti Colu.
da će više ljudi odabrati popiti Colu.
08:33
In the same way,
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Na isti način,
08:34
we are communicating a value
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komuniciramo vrijednost
08:36
when we mostly complement girls
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kada djevojke uglavnom hvalimo
08:38
for their pretty hair
or their pretty dress,
or their pretty dress,
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zbog njihove lijepe kose
ili lijepe odjeće,
ili lijepe odjeće,
08:40
but boys, for their intelligence.
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a dječake zbog njihove pameti.
08:43
Or when we chose to offer candy,
as opposed to nutritious food,
as opposed to nutritious food,
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Ili kada im odaberemo dati slatkiše
umjesto hranjivih namirnica,
umjesto hranjivih namirnica,
08:46
as a reward for good behavior.
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kao nagradu za dobro ponašanje.
08:49
Adults and children
are incredibly effective
are incredibly effective
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Odrasli i djeca su nevjerojatno učinkoviti
08:52
at picking up values
from these subtle behaviors.
from these subtle behaviors.
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u izvlačenju vrijednosti iz
ovih prikrivenih ponašanja.
ovih prikrivenih ponašanja.
08:55
And in turn, this ends up
shaping their own behavior.
shaping their own behavior.
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Na kraju, sve to završi
oblikujući njihovo vlastito ponašanje.
oblikujući njihovo vlastito ponašanje.
08:59
The research I have shared with you today
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Istraživanje koje sam vam danas pokazala
09:01
suggests that this ability
emerges very early in development,
emerges very early in development,
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navodi nas na zaključak da ova sposobnost
nastaje vrlo rano u razvoju,
nastaje vrlo rano u razvoju,
prije nego što možemo
izgovoriti cijelu rečenicu
izgovoriti cijelu rečenicu
09:05
before we can even utter
a complete sentence
a complete sentence
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09:07
or are even potty-trained.
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ili prije nego što izađemo iz pelena.
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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To postaje sastavnim dijelom
osobe u koju ćemo izrasti.
osobe u koju ćemo izrasti.
09:12
So before I go,
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Prije nego završim,
09:14
I'd like to invite you
to contemplate on the values
to contemplate on the values
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želim vas pozvati
da promislite o vrijednostima
da promislite o vrijednostima
09:17
that we broadcast
in day-to-day interactions,
in day-to-day interactions,
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koje odašiljamo
u svakodnevnim interakcijama,
u svakodnevnim interakcijama,
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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i kako bi te vrijednosti mogle oblikovati
ponašanje ljudi koji vas okružuju.
ponašanje ljudi koji vas okružuju.
09:24
For example, what value
is being broadcasted
is being broadcasted
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Primjerice, koju vrijednost odašiljamo
09:27
when we spend more time
smiling at our phone
smiling at our phone
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kada trošimo više vremena
smješkajući se u telefon
smješkajući se u telefon
09:30
than smiling with other people?
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nego smješkajući se s drugim ljudima?
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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Isto tako, razmislite kako su vaše
ponašanje oblikovali ljudi oko vas,
ponašanje oblikovali ljudi oko vas,
09:36
in ways you might not
have considered before.
have considered before.
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na načine koji vam ranije nisu
padali na pamet.
padali na pamet.
09:39
To go back to our simple illustration,
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Vratimo se na jednostavnu ilustraciju,
09:41
do you really prefer Coke over Pepsi?
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volite li stvarno više Colu od Pepsija?
09:44
Or was this preference simply driven
by what others around you valued?
by what others around you valued?
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Ili je taj izbor bio potaknut
vrijednostima ljudi oko vas?
vrijednostima ljudi oko vas?
09:48
Parents and teachers
certainly have the privilege
certainly have the privilege
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Roditelji i učitelji zasigurno
imaju privilegiju
imaju privilegiju
09:51
to shape children's behavior.
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oblikovati ponašanje djece.
09:53
But it is important to remember
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Ali važno je upamtiti
09:56
that through the values we convey
in simple day-to-day interactions,
in simple day-to-day interactions,
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da kroz vrijednosti koje prenosimo
u svakodnevnim interakcijama,
u svakodnevnim interakcijama,
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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svi imamo moć oblikovati
ponašanje ljudi koji nas okružuju.
ponašanje ljudi koji nas okružuju.
10:04
Thank you.
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Hvala.
10:05
(Applause)
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(Pljesak)
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