TEDGlobal 2012
Sarah-Jayne Blakemore: The mysterious workings of the adolescent brain
Sarah-Jayne Blakemore: Skrivnostno delovanje najstniških možganov
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Zakaj se najstniki zdijo toliko bolj impulzivni in slabše zavedajoči se samih sebe kot odrasli? Kognitivna nevroznanstvenica Sarah-Jayne Blakemore primerja prefrontalno skorjo najstnikov z odraslimi, da nam pokaže, kako je tipično "najstniško" vedenje posledica rastočih in razvijajočih se možganov.
Sarah-Jayne Blakemore - Cognitive Neuroscientist
Sarah-Jayne Blakemore studies the social brain -- the network of brain regions involved in understanding other people -- and how it develops in adolescents. Full bio
Sarah-Jayne Blakemore studies the social brain -- the network of brain regions involved in understanding other people -- and how it develops in adolescents. Full bio
Double-click the English transcript below to play the video.
00:16
Fifteen years ago, it was widely assumed
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Pred petnajstimi leti so domnevali,
00:19
that the vast majority of brain development
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da obsežen del razvoja možganov
00:21
takes place in the first few years of life.
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poteka v prvih nekaj letih življenja.
00:24
Back then, 15 years ago, we didn't have the ability
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Takrat, pred 15 leti, nismo imeli možnosti
00:27
to look inside the living human brain
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pogledati v možgane živega človeka
00:29
and track development across the lifespan.
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in slediti njihovemu razvoju
tekom življenja.
tekom življenja.
00:32
In the past decade or so, mainly due to advances
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V preteklem desetletju, predvsem zaradi
napredka tehnologij slikanja možganov,
napredka tehnologij slikanja možganov,
00:36
in brain imaging technology
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00:37
such as magnetic resonance imaging, or MRI,
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kot je slikanje
z magnetno resonanco ali MR,
z magnetno resonanco ali MR,
00:40
neuroscientists have started to look inside the living
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so nevroznanstveniki začeli
raziskovati delovanje možganov
raziskovati delovanje možganov
00:43
human brain of all ages, and to track changes
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živih ljudi vseh starosti
in slediti spremembam
in slediti spremembam
00:46
in brain structure and brain function,
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v strukturi in delovanju možganov.
00:49
so we use structural MRI if you'd like to take a snapshot,
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Uporabljamo strukturne MR,
da naredimo posnetek,
da naredimo posnetek,
00:52
a photograph, at really high resolution of the inside
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fotografijo, res visoke ločljivosti,
notranjosti možganov živega človeka,
in si zastavimo vprašanja kot,
in si zastavimo vprašanja kot,
00:55
of the living human brain, and we can ask questions like,
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00:59
how much gray matter does the brain contain,
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koliko sivine imajo možgani
01:01
and how does that change with age?
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in kako se spreminja s starostjo?
01:03
And we also use functional MRI, called fMRI,
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In uporabljamo tudi funkcionalno MR,
okrajšano fMR,
okrajšano fMR,
01:07
to take a video, a movie, of brain activity
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da posnamemo video, film,
delovanja možganov,
delovanja možganov,
01:10
when participants are taking part in some kind of task
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ko udeleženci opravljajo kako nalogo,
01:13
like thinking or feeling or perceiving something.
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kot je razmišljanje ali občutenje
ali zaznava nečesa.
ali zaznava nečesa.
01:16
So many labs around the world are involved in this kind
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Veliko laboratorijev po svetu
je vključenih v take raziskave
je vključenih v take raziskave
01:19
of research, and we now have a really rich
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in sedaj imamo že res bogato
01:21
and detailed picture of how the living human brain develops,
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in natančno sliko o tem,
kako se razvijajo človeški možgani
kako se razvijajo človeški možgani
01:24
and this picture has radically changed the way
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in ta slika je korenito spremenila
naš pogled na razvoj človeških možganov
naš pogled na razvoj človeških možganov
01:27
we think about human brain development
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01:30
by revealing that it's not all over in early childhood,
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z razkritjem, da se le-to
ne konča v zgodnjem otroštvu,
ne konča v zgodnjem otroštvu,
01:33
and instead, the brain continues to develop
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možgani se namreč še naprej razvijajo
01:35
right throughout adolescence and into the '20s and '30s.
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tudi skozi adolescenco
in vse v 20. in 30. leta.
in vse v 20. in 30. leta.
01:40
So adolescence is defined as the period of life that starts
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Adolescenca je opredeljena
kot življenjsko obdobje,
kot življenjsko obdobje,
ki se začne z biološkimi, hormonskimi,
fizičnimi spremembami pubertete
fizičnimi spremembami pubertete
01:43
with the biological, hormonal, physical changes of puberty
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01:48
and ends at the age at which an individual attains
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in konča pri starosti,
v kateri posameznik doseže
v kateri posameznik doseže
01:51
a stable, independent role in society.
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stabilno, neodvisno vlogo v družbi.
01:55
(Laughter)
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(smeh)
01:56
It can go on a long time. (Laughter)
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Lahko traja dolgo časa. (Smeh)
01:59
One of the brain regions that changes most dramatically
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Eden izmed možganskih predelov,
ki se najbolj dramatično spremeni
ki se najbolj dramatično spremeni
02:02
during adolescence is called prefrontal cortex.
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tekom adolescence, se imenuje
prefrontalna skorja.
prefrontalna skorja.
02:05
So this is a model of the human brain,
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To je model človeških možganov
in to je prefrontalna skorja,
čisto spredaj.
čisto spredaj.
02:08
and this is prefrontal cortex, right at the front.
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02:11
Prefrontal cortex is an interesting brain area.
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Prefrontalna skorja
je zanimivo področje možganov.
je zanimivo področje možganov.
02:14
It's proportionally much bigger in humans than
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Pri ljudeh je sorazmerno veliko večje
02:17
in any other species, and it's involved in a whole range of
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kot pri drugih živalskih vrstah
in je vpleteno v celo vrsto
in je vpleteno v celo vrsto
miselnih funkcij na visoki ravni,
kot so odločanje,
kot so odločanje,
02:21
high level cognitive functions, things like decision-making,
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02:24
planning, planning what you're going to do tomorrow
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načrtovanje, načrtovanje jutrišnjega dne
ali naslednjega tedna ali leta,
ali naslednjega tedna ali leta,
02:26
or next week or next year, inhibiting
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zaviranje neprimernega vedenja,
ko se ustavite preden rečete
ko se ustavite preden rečete
02:29
inappropriate behavior, so stopping yourself saying
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02:31
something really rude or doing something really stupid.
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nekaj res nesramnega
ali naredili nekaj zelo neumnega.
ali naredili nekaj zelo neumnega.
02:34
It's also involved in social interaction,
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Sodeluje v družbenih interakcijah,
razumevanju drugih ljudi in samozavedanju.
razumevanju drugih ljudi in samozavedanju.
02:36
understanding other people, and self-awareness.
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02:39
So MRI studies looking at the development of this region
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MR študije, ki so proučevale
razvoj tega področja,
razvoj tega področja,
02:42
have shown that it really undergoes dramatic development
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so pokazale, da je res
podvrženo dramatičnemu razvoju
podvrženo dramatičnemu razvoju
02:45
during the period of adolescence.
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v obdobju adolescence.
02:48
So if you look at gray matter volume, for example,
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Če pogledamo volumen sivine, na primer,
02:51
gray matter volume across age from age four to 22 years
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se le-ta v starostnem obdobju
od 4 do 22 let
od 4 do 22 let
02:55
increases during childhood, which is what you can see
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povečuje v otroštvu,
kar lahko vidite na tem grafu.
kar lahko vidite na tem grafu.
02:58
on this graph. It peaks in early adolescence.
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Vrh doseže v zgodnji adolescenci.
Puščice kažejo maksimalno količino
sivih celic v prefrontalni skorji.
sivih celic v prefrontalni skorji.
03:02
The arrows indicate peak gray matter volume
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03:04
in prefrontal cortex. You can see that that peak happens
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Vidite lahko, da se vrh pri fantih
zgodi nekaj let kasneje kot pri dekletih,
zgodi nekaj let kasneje kot pri dekletih,
03:08
a couple of years later in boys relative to girls,
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verjetno zato, ker so fantje v puberteti
v povprečju nekaj let kasneje kot dekleta,
v povprečju nekaj let kasneje kot dekleta,
03:11
and that's probably because boys go through puberty
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03:13
a couple of years later than girls on average,
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03:15
and then during adolescence, there's a significant decline
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in nato v adolescenci pomembno upade
volumen sive snovi v prefrontalni skorji.
volumen sive snovi v prefrontalni skorji.
03:19
in gray matter volume in prefrontal cortex.
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03:21
Now that might sound bad, but actually this is
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To lahko zveni slabo, ampak dejansko gre
za zelo pomemben razvojni proces,
za zelo pomemben razvojni proces,
03:23
a really important developmental process, because
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saj možganska sivina vsebuje
telesa celic in povezave
telesa celic in povezave
03:26
gray matter contains cell bodies and connections
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03:31
between cells, the synapses, and this decline
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med celicami — sinapse — in to zmanjšanje
volumna sive snovi v prefrontalni skorji
volumna sive snovi v prefrontalni skorji
03:34
in gray matter volume during prefrontal cortex
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03:37
is thought to correspond to synaptic pruning,
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verjetno ustreza “obrezovanju” sinaps,
03:40
the elimination of unwanted synapses.
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odpravi neželenih sinaps.
03:42
This is a really important process. It's partly dependent
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To je zelo pomemben proces.
Delno je odvisen od okolja,
v katerem je žival ali človek —
v katerem je žival ali človek —
03:45
on the environment that the animal or the human is in,
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03:48
and the synapses that are being used are strengthened,
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sinapse, ki se uporabljajo, se okrepijo,
03:52
and synapses that aren't being used
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sinapse, ki pa se ne uporabljajo
v tistem okolju, so odstranjene.
v tistem okolju, so odstranjene.
03:54
in that particular environment are pruned away.
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03:56
You can think of it a bit like pruning a rosebush.
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To si lahko predstavljate
kot obrezovanje vrtnic.
kot obrezovanje vrtnic.
03:58
You prune away the weaker branches so that
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Obrežete šibkejše veje zato,
04:01
the remaining, important branches, can grow stronger,
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da preostale, pomembnejše veje,
lahko rastejo močneje,
lahko rastejo močneje,
04:04
and this process, which effectively fine-tunes brain tissue
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in ta proces, ki učinkovito
fino uglasi možgansko tkivo
fino uglasi možgansko tkivo
04:08
according to the species-specific environment,
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glede na okolje, specifično za vrsto,
04:11
is happening in prefrontal cortex and in other brain regions
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se dogaja v prefrontalni skorji
in v drugih področjih
in v drugih področjih
04:14
during the period of human adolescence.
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v obdobju človeške adolescence.
04:17
So a second line of inquiry that we use to track changes
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Druga vrsta preiskav,
za spremljanje sprememb
za spremljanje sprememb
04:21
in the adolescent brain is using functional MRI
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v možganih najstnikov, je funkcionalna MR
04:24
to look at changes in brain activity across age.
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za proučevanje sprememb
v dejavnosti možganov tekom let.
v dejavnosti možganov tekom let.
04:28
So I'll just give you an example from my lab.
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To je primer iz mojega laboratorija.
04:29
So in my lab, we're interested in the social brain, that is
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Torej, v mojem laboratoriju nas
zanimajo socialni možgani,
zanimajo socialni možgani,
04:33
the network of brain regions that we use to understand
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to je mreža možganskih regij,
ki jih uporabljamo za razumevanje
ki jih uporabljamo za razumevanje
04:36
other people and to interact with other people.
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drugih ljudi in za interakcijo z njimi.
04:39
So I like to show a photograph of a soccer game
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Rada pokažem fotografijo nogometne tekme
04:43
to illustrate two aspects of how your social brains work.
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za ponazoritev dveh vidikov,
kako vaši socialni možgani delujejo.
kako vaši socialni možgani delujejo.
04:47
So this is a soccer game. (Laughter)
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To je torej nogometna tekma.
04:48
Michael Owen has just missed a goal, and he's lying
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Michael Owen je ravno zgrešil gol in leži
na tleh in prvi vidik socialnih možganov,
na tleh in prvi vidik socialnih možganov,
04:51
on the ground, and the first aspect of the social brain
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04:54
that this picture really nicely illustrates is how automatic
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ki ga ta slika res lepo ponazarja je,
kako avtomatični
kako avtomatični
04:57
and instinctive social emotional responses are,
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in nagonski so socialni čustveni odzivi,
05:00
so within a split second of Michael Owen missing this goal,
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ko v delčku sekunde po tem,
ko Michael Owen zgreši gol,
ko Michael Owen zgreši gol,
05:03
everyone is doing the same thing with their arms
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vsi delajo isto stvar s svojimi rokami
in imajo isti izraz, celo Michael Owen,
in imajo isti izraz, celo Michael Owen,
05:05
and the same thing with their face, even Michael Owen
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05:06
as he slides along the grass, is doing the same thing
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ko drsi po travi, dela isto z rokami
in verjetno ima podoben izraz na obrazu
in verjetno ima podoben izraz na obrazu
05:08
with his arms, and presumably has a similar
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05:11
facial expression, and the only people who don't
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in edini ljudje, ki tega ne počnejo,
so moški v rumenem zadaj (smeh)
so moški v rumenem zadaj (smeh)
05:13
are the guys in yellow at the back — (Laughs) —
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05:16
and I think they're on the wrong end of the stadium,
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in mislim, da so na
napačnem koncu stadiona
napačnem koncu stadiona
05:19
and they're doing another social emotional response
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in izvajajo drug socialni čustveni odziv,
05:21
that we all instantly recognize, and that's the second aspect
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ki ga vsi takoj prepoznamo,
in to je drugi vidik
in to je drugi vidik
05:23
of the social brain that this picture really nicely illustrates,
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socialnih možganov,
ki ga ta slika res lepo ponazarja,
ki ga ta slika res lepo ponazarja,
05:27
how good we are at reading other people's behavior,
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kako dobri smo
pri branju vedenja drugih ljudi,
pri branju vedenja drugih ljudi,
05:30
their actions, their gestures, their facial expressions,
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njihovih dejanj, njihovih gest,
njihove obrazne mimike,
njihove obrazne mimike,
05:33
in terms of their underlying emotions and mental states.
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v smislu njihovih osnovnih čustev
in mentalnih stanj.
in mentalnih stanj.
05:37
So you don't have to ask any of these guys.
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Torej teh moških ni treba vprašati.
05:39
You have a pretty good idea of what they're feeling
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Imate zelo dobro predstavo
o tem, kaj čutijo
o tem, kaj čutijo
05:41
and thinking at this precise moment in time.
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in razmišljajo točno v tem trenutku.
05:44
So that's what we're interested in looking at in my lab.
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To nas zanima v mojem laboratoriju.
05:46
So in my lab, we bring adolescents and adults into the lab
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V mojem laboratoriju pripeljemo
mladostnike in odrasle v laboratorij,
mladostnike in odrasle v laboratorij,
05:49
to have a brain scan, we give them some kind of task
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da jim slikamo možgane,
damo jim neko nalogo,
damo jim neko nalogo,
05:52
that involves thinking about other people, their minds,
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ki vključuje razmišljanje
o drugih ljudeh, njihovih mislih,
o drugih ljudeh, njihovih mislih,
05:55
their mental states, their emotions, and one of the findings
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duševnem stanju, njihovih čustvih,
in ena od najdb,
in ena od najdb,
05:58
that we've found several times now, as have other labs
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ki smo jo že večkrat dobili,
tako kot tudi drugi laboratoriji po svetu,
tako kot tudi drugi laboratoriji po svetu,
06:01
around the world, is part of the prefrontal cortex called
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je del prefrontalne skorje,
imenovan medialna prefrontalna skorja,
ki je prikazana z modro,
ki je prikazana z modro,
06:04
medial prefrontal cortex, which is shown in blue on the slide,
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06:07
and it's right in the middle of prefrontal cortex
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in je prav v sredini prefrontalne skorje,
06:10
in the midline of your head.
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v sredinski osi glave.
06:12
This region is more active in adolescents when they make
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Ta del je bolj aktiven pri mladostnikih,
ko sprejemajo te družbene odločitve
ko sprejemajo te družbene odločitve
06:16
these social decisions and think about other people
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in razmišljajo o drugih ljudeh,
kot pa pri odraslih,
kot pa pri odraslih,
06:18
than it is in adults, and this is actually a meta-analysis
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in to je pravzaprav meta-analiza
06:20
of nine different studies in this area from labs around
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devetih različnih študij na tem področju
iz laboratorijev z vsega sveta
iz laboratorijev z vsega sveta
06:24
the world, and they all show the same thing, that activity
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in vsi kažejo isto, da dejavnost
v tej medialni prefrontalni skorji
v tej medialni prefrontalni skorji
06:26
in this medial prefrontal cortex area decreases
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v obdobju adolescence upade.
06:30
during the period of adolescence.
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06:32
And we think that might be because adolescents and adults
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Menimo, da je to lahko zato,
ker mladostniki in odrasli
ker mladostniki in odrasli
06:35
use a different mental approach, a different
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uporabijo drugačen miselni pristop,
drugačno kognitivno strategijo,
za socialne odločitve
za socialne odločitve
06:37
cognitive strategy, to make social decisions,
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06:41
and one way of looking at that is to do behavioral studies
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in en način proučevanja tega
so vedenjske študije,
so vedenjske študije,
ko v laboratorij pripeljemo ljudi
in jim damo neke vrste vedenjsko nalogo,
in jim damo neke vrste vedenjsko nalogo,
06:44
whereby we bring people into the lab and we give them
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06:46
some kind of behavioral task, and I'll just give you
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in dala vam bom še en primer, kakšne
naloge uporabljamo v mojem laboratoriju.
naloge uporabljamo v mojem laboratoriju.
06:49
another example of the kind of task that we use in my lab.
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06:52
So imagine that you're the participant in one of our
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Predstavljajte si, da ste udeleženec
v enem od naših eksperimentov.
v enem od naših eksperimentov.
06:55
experiments. You come into the lab,
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Prišli ste v laboratorij
in vidite računalniško nalogo.
in vidite računalniško nalogo.
06:56
you see this computerized task.
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06:59
In this task, you see a set of shelves.
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V nalogi boste videli niz polic.
07:02
Now, there are objects on these shelves, on some of them,
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Na nekaterih izmed teh polic so predmeti,
07:05
and you'll notice there's a guy standing behind the set
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in opazili boste,
da za temi policami stoji moški,
da za temi policami stoji moški,
07:08
of shelves, and there are some objects that he can't see.
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ki zaradi tega nekaterih
predmetov ne more videti.
predmetov ne more videti.
07:11
They're occluded, from his point of view, with a kind of
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Z mesta, od koder gleda, so mu zakriti
z nekakšnim sivim kosom lesa.
z nekakšnim sivim kosom lesa.
07:13
gray piece of wood.
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07:16
This is the same set of shelves from his point of view.
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To je isti niz polic
iz njegovega zornega kota.
iz njegovega zornega kota.
07:20
Notice that there are only some objects that he can see,
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Vidite, da je le nekaj predmetov,
ki jih on lahko vidi,
ki jih on lahko vidi,
07:23
whereas there are many more objects that you can see.
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vi pa, na drugi strani,
lahko vidite veliko več.
lahko vidite veliko več.
07:25
Now your task is to move objects around.
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Vaša naloga je,
da premikate predmete naokrog.
da premikate predmete naokrog.
07:28
The director, standing behind the set of shelves,
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Usmerjevalec, ki stoji za policami,
vas bo usmerjal, kako premikajte predmete,
vas bo usmerjal, kako premikajte predmete,
07:30
is going to direct you to move objects around,
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07:33
but remember, he's not going to ask you to move objects
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a zapomnite si, ne bo rekel, da premaknite
predmete, ki jih ne more videti.
predmete, ki jih ne more videti.
07:35
that he can't see. This introduces a really interesting
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To povzroči zelo zanimivo situacijo,
v kateri nastane neke vrste konflikt
v kateri nastane neke vrste konflikt
07:38
condition whereby there's a kind of conflict
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07:41
between your perspective and the director's perspective.
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med vašo in usmerjevalčevo perspektivo,
07:44
So imagine he tells you to move the top truck left.
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Predstavljajte si, da vam reče,
da premaknite vrhnji tovornjak v levo.
da premaknite vrhnji tovornjak v levo.
07:47
There are three trucks there. You're going to instinctively
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Trije tovornjaki so tam. Nagonsko boste
posegli po belem tovornjaku,
posegli po belem tovornjaku,
07:49
go for the white truck, because that's the top truck
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ker je ta na vrhu v vaši perspektivi,
nato pa se morate spomniti:
nato pa se morate spomniti:
07:51
from your perspective, but then you have to remember,
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07:54
"Oh, he can't see that truck, so he must mean
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"O, on ne more videti tega tovornjaka,
zato mi je verjetno naročil,
zato mi je verjetno naročil,
07:56
me to move the blue truck," which is the top truck
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naj premaknem moder tovornjak,” ki je
vrhnji tovornjak z njegove perspektive.
vrhnji tovornjak z njegove perspektive.
07:59
from his perspective. Now believe it or not,
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Verjemite ali ne, normalni, zdravi
inteligentni odrasli, kot ste vi,
inteligentni odrasli, kot ste vi,
08:01
normal, healthy, intelligent adults like you make errors
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naredijo napako v približno
50% primerov podobnih preizkusov.
50% primerov podobnih preizkusov.
08:04
about 50 percent of the time on that kind of trial.
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08:08
They move the white truck instead of the blue truck.
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Premaknejo beli tovornjak namesto modrega.
08:10
So we give this kind of task to adolescents and adults,
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Takšno nalogo damo mladostnikom in odraslim
in vključimo tudi kontrolno stanje,
in vključimo tudi kontrolno stanje,
08:14
and we also have a control condition
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08:15
where there's no director and instead we give people a rule.
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ko ni nobenega usmerjevalca in
namesto tega damo ljudem pravilo.
namesto tega damo ljudem pravilo.
08:19
We tell them, okay, we're going to do exactly the same thing
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Rečemo jim, v redu, naredili bomo točno
isto stvar, vendar tokrat ni usmerjevalca.
isto stvar, vendar tokrat ni usmerjevalca.
08:21
but this time there's no director. Instead you've got to
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Namesto tega morate prezreti
predmete s temno sivim ozadjem.
predmete s temno sivim ozadjem.
08:24
ignore objects with the dark gray background.
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08:27
You'll see that this is exactly the same condition, only
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Videli boste, da je to
popolnoma enako stanje, z razliko,
popolnoma enako stanje, z razliko,
08:30
in the no-director condition they just have to remember
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da si morajo v situaciji
brez usmerjevalca zapomniti,
brez usmerjevalca zapomniti,
08:33
to apply this somewhat arbitrary rule, whereas
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da upoštevajo nekoliko arbitrarno pravilo,
medtem ko si morajo v pogojih
z usmerjevalcem zapomniti,
z usmerjevalcem zapomniti,
08:36
in the director condition, they have to remember
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08:38
to take into account the director's perspective
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da upoštevajo perspektivo usmerjevalca
08:41
in order to guide their ongoing behavior.
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in preko le-te usmeriti svoje vedenje.
08:45
Okay, so if I just show you the percentage errors
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OK, če vam kar pokažem odstotke napak
08:48
in a large developmental study we did,
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v veliki razvojni študiji,
ki smo jo izvedli,
ki smo jo izvedli,
08:51
this is in a study ranging from age seven to adulthood,
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to je v študiji z ljudmi od starosti
sedem let do odrasle dobe –
sedem let do odrasle dobe –
08:54
and what you're going to see is the percentage errors
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kar boste videli, je odstotek napak
v skupini odraslih v obeh pogojih,
v skupini odraslih v obeh pogojih,
08:55
in the adult group in both conditions,
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08:57
so the gray is the director condition, and you see
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siva predstavlja situacijo
z usmerjevalcem,
z usmerjevalcem,
in kot vidite, naši inteligentni odrasli
naredijo napako v približno 50%,
naredijo napako v približno 50%,
09:01
that our intelligent adults are making errors about 50 percent
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09:03
of the time, whereas they make far fewer errors
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medtem ko naredijo veliko manj napak,
ko usmerjevalec ni prisoten
ko usmerjevalec ni prisoten
09:06
when there's no director present, when they just have
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in si morajo zapomniti samo tisto pravilo
o ignoriranju sivega ozadja.
o ignoriranju sivega ozadja.
09:08
to remember that rule of ignoring the gray background.
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09:11
Developmentally, these two conditions develop
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Gledano z razvojnega stališča se ta
dva pogoja razvijeta na točno enak način.
dva pogoja razvijeta na točno enak način.
09:14
in exactly the same way. Between late childhood
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Med koncem otroštva in sredino adolescence
se pojavi izboljšanje,
se pojavi izboljšanje,
09:17
and mid-adolescence, there's an improvement,
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09:19
in other words a reduction of errors, in both of these trials,
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z drugimi besedami, manjše število napak
v obeh študijah in v obeh pogojih.
v obeh študijah in v obeh pogojih.
09:22
in both of these conditions.
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09:23
But it's when you compare the last two groups,
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Ko pa primerjamo zadnji dve skupini,
mladostnike sredi adolescence in odrasle,
mladostnike sredi adolescence in odrasle,
09:26
the mid-adolescent group and the adult group
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09:28
where things get really interesting, because there, there is
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postane res zanimivo, zato ker med njimi
ne opazimo nadaljnjega izboljšanja
v pogoju brez usmerjevalca.
v pogoju brez usmerjevalca.
09:31
no continued improvement in the no-director condition.
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09:34
In other words, everything you need to do in order to
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Z drugimi besedami, vse, kar potrebujete,
da si zapomnite pravilo in ga upoštevate,
se zdi popolnoma razvito
se zdi popolnoma razvito
09:37
remember the rule and apply it seems to be fully developed
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09:39
by mid-adolescence, whereas in contrast,
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do sredine adolescence.
V nasprotju s tem pa,
če pogledate zadnja dva siva stolpca,
če pogledate zadnja dva siva stolpca,
09:42
if you look at the last two gray bars, there's still
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še vedno opazimo znatno izboljšanje
v pogoju z usmerjevalcem
v pogoju z usmerjevalcem
09:44
a significant improvement in the director condition
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09:47
between mid-adolescence and adulthood, and what
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med sredino adolescence in odraslo dobo,
09:50
this means is that the ability to take into account someone
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kar pomeni, da se sposobnost,
da upoštevamo perspektivo nekoga drugega,
da upoštevamo perspektivo nekoga drugega,
09:53
else's perspective in order to guide ongoing behavior,
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ko usmerjamo svoje obnašanje,
09:57
which is something, by the way, that we do in everyday life all
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kar, mimogrede,
v vsakdanjem življenju počnemo ves čas,
v vsakdanjem življenju počnemo ves čas,
09:59
the time, is still developing in mid-to-late adolescence.
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še vedno razvija v srednjem
do poznem delu adolescence.
do poznem delu adolescence.
10:03
So if you have a teenage son or a daughter and you
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Torej, če imate najstnika ali najstnico
in si včasih mislite, da imajo
težave razumeti perspektive drugih,
težave razumeti perspektive drugih,
10:06
sometimes think they have problems taking other people's
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10:08
perspectives, you're right. They do. And this is why.
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imate prav. Imajo. In tu je razlog.
10:12
So we sometimes laugh about teenagers.
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Tako se včasih smejemo najstnikom.
10:16
They're parodied, sometimes even demonized in the media
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So tarča parodij, včasih so tudi
negativno prikazani v medijih
negativno prikazani v medijih
10:19
for their kind of typical teenage behavior. They take risks,
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zaradi svojega tipičnega
najstniškega obnašanja.
najstniškega obnašanja.
Tvegajo, so včasih muhasti,
so zelo samozavestni.
so zelo samozavestni.
10:23
they're sometimes moody, they're very self-conscious.
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10:26
I have a really nice anecdote from a friend of mine
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Imam res prijetno anekdoto
mojega prijatelja,
mojega prijatelja,
10:28
who said that the thing he noticed most
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ki je dejal, da je bila stvar,
ki jo je najbolj opazil
ki jo je najbolj opazil
10:31
about his teenage daughters before and after puberty
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pri svojih najstniških hčerah
pred in po puberteti,
pred in po puberteti,
10:34
was their level of embarrassment in front of him.
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njihova stopnja zadrege pred njim.
10:36
So, he said, "Before puberty, if my two daughters
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Rekel je: "Pred puberteto, če sta se moji
dve hčeri hecali v trgovini, sem rekel:
dve hčeri hecali v trgovini, sem rekel:
10:39
were messing around in a shop, I'd say, 'Hey,
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'Hej, nehajta in zapel bom
vajino najljubšo pesem,'
vajino najljubšo pesem,'
10:41
stop messing around and I'll sing your favorite song,'
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10:43
and instantly they'd stop messing around and he'd sing
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in takoj sta nehali,
on pa je zapel njuno najljubšo pesem.
on pa je zapel njuno najljubšo pesem.
10:44
their favorite song. After puberty, that became the threat.
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Po puberteti pa je to postala grožnja.
10:48
(Laughter)
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(smeh)
10:50
The very notion of their dad singing in public
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Sama ideja, da njun oče poje v javnosti,
10:53
was enough to make them behave.
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je bila dovolj, da sta se lepo obnašali.
10:56
So people often ask,
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Ljudje pogosto vprašajo:
10:57
"Well, is adolescence a kind of recent phenomenon?
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"No, je adolescenca
nekakšen nedaven fenomen?
nekakšen nedaven fenomen?
11:00
Is it something we've invented recently in the West?"
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Je to nekaj, kar smo pred kratkim
izumili na zahodu?"
izumili na zahodu?"
11:02
And actually, the answer is probably not. There are lots
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In v resnici je odgovor verjetno ne.
Obstaja veliko opisov
adolescence v zgodovini,
adolescence v zgodovini,
11:04
of descriptions of adolescence in history that sound
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ki zvenijo zelo podobno opisom,
ki jih uporabljamo danes.
ki jih uporabljamo danes.
11:08
very similar to the descriptions we use today.
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11:10
So there's a famous quote by Shakespeare from "The Winter's Tale"
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Znan je slavni citat Shakespeara
iz "Zimske pravljice",
iz "Zimske pravljice",
11:14
where he describes adolescence as follows:
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kjer opisuje adolescenco takole:
11:17
"I would there were no age between ten and
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"Želim si, da ne bi bilo
starosti med deset in triindvajset
starosti med deset in triindvajset
11:20
three-and-twenty, or that youth would sleep out the rest;
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ali da bi mladina prespala ta del;
11:23
for there is nothing in the between but getting wenches
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kajti nič ni vmes,
razen dobivanje dekel z otrokom,
razen dobivanje dekel z otrokom,
11:25
with child, wronging the ancientry, stealing, fighting." (Laughter)
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sramotenje prednikov, kraja, boj."
11:31
He then goes on to say, "Having said that, would any
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Nato nadaljuje: "Kljub temu pa,
ali bi kdorkoli drug kot ti kuhani možgani
ali bi kdorkoli drug kot ti kuhani možgani
11:36
but these boiled brains of nineteen and two-and-twenty
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devetnajst- in dvaindvajsetletnikov
lovili v tem vremenu?"
lovili v tem vremenu?"
11:39
hunt in this weather?" (Laughter)
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11:42
So almost 400 years ago, Shakespeare was portraying
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Torej, skoraj 400 let nazaj
je Shakespeare mladostnike opisoval
je Shakespeare mladostnike opisoval
11:44
adolescents in a very similar light to the light that we
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v zelo podobni luči,
kot jih prikazujemo danes,
kot jih prikazujemo danes,
11:47
portray them in today, but today we try to understand
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z razliko, da danes poskušamo razumeti
njihovo obnašanje v smislu sprememb,
njihovo obnašanje v smislu sprememb,
11:51
their behavior in terms of the underlying changes
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11:54
that are going on in their brain.
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ki se dogajajo v njihovih možganih.
11:56
So for example, take risk-taking. We know that adolescents
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Tako za primer vzemimo tveganje.
Vemo, da so najstniki nagnjeni k tveganju.
Vemo, da so najstniki nagnjeni k tveganju.
11:59
have a tendency to take risks. They do.
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Pripravljeni so tvegati bolj kot otroci
ali odrasli, še posebno takrat,
ali odrasli, še posebno takrat,
12:02
They take more risks than children or adults,
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12:04
and they are particularly prone to taking risks
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12:07
when they're with their friends. There's an important drive
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ko so s svojimi prijatelji.
Pojavi se pomembno gonilo,
Pojavi se pomembno gonilo,
12:10
to become independent from one's parents
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postati neodvisen od staršev
in očarati svoje prijatelje.
in očarati svoje prijatelje.
12:12
and to impress one's friends in adolescence.
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12:15
But now we try to understand that in terms of
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Zdaj pa se potrudimo to razumeti z vidika
12:18
the development of a part of their brain called the limbic system,
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razvoja dela možganov
imenovanega limbični sistem.
imenovanega limbični sistem.
12:21
so I'm going to show you the limbic system in red
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Limbični sistem vam bom
pokazala označen rdeče
pokazala označen rdeče
12:23
in the slide behind me, and also on this brain.
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na diapozitivu za mano,
pa tudi na teh možganih.
pa tudi na teh možganih.
12:25
So the limbic system is right deep inside the brain,
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Limbični sistem je zelo
globoko v možganih
globoko v možganih
12:28
and it's involved in things like emotion processing
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in je vključen v stvari,
kot so procesiranje čustev
kot so procesiranje čustev
12:32
and reward processing. It gives you the rewarding feeling
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in nagrajevanja. Povzroča vam
občutek zadovoljstva,
občutek zadovoljstva,
12:35
out of doing fun things, including taking risks.
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ko počnete zabavne stvari,
vključno s tveganim vedenjem.
vključno s tveganim vedenjem.
12:38
It gives you the kick out of taking risks.
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Povzroča užitek, kadar tvegate.
12:41
And this region, the regions within the limbic system,
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In to področje znotraj limbičnega sistema
12:44
have been found to be hypersensitive to the rewarding
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se je pokazalo za hiper-občutljivo
za občutek zadovoljstva
za občutek zadovoljstva
12:47
feeling of risk-taking in adolescents compared with adults,
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ob tveganju pri mladostnikih
v primerjavi z odraslimi,
v primerjavi z odraslimi,
12:51
and at the very same time, the prefrontal cortex,
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in istočasno je prefrontalna skorja tista,
12:55
which you can see in blue in the slide here,
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ki jo lahko vidite označeno
modro na diapozitivih,
modro na diapozitivih,
12:57
which stops us taking excessive risks,
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ki nas ustavi, da ne tvegamo preveč,
v adolescenci v pomembnem obdobju razvoja.
v adolescenci v pomembnem obdobju razvoja.
13:00
is still very much in development in adolescents.
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13:03
So brain research has shown that the adolescent brain
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Možganske raziskave so pokazale,
da gredo možgani najstnikov
da gredo možgani najstnikov
13:07
undergoes really quite profound development,
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skozi zelo pomemben razvoj,
13:10
and this has implications for education, for rehabilitation,
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kar ima vpliva na
izobraževanje, rehabilitacijo
izobraževanje, rehabilitacijo
13:14
and intervention. The environment, including teaching,
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in za intervencije.
Okolje, vključno s poučevanjem,
Okolje, vključno s poučevanjem,
13:18
can and does shape the developing adolescent brain,
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lahko in tudi res oblikuje
razvijajoče se najstniške možgane,
razvijajoče se najstniške možgane,
13:22
and yet it's only relatively recently that we have been
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pa vendar smo šele pred kratkim začeli
13:24
routinely educating teenagers in the West.
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z rutinskim izobraževanjem
najstnikov na zahodu.
najstnikov na zahodu.
13:27
All four of my grandparents, for example, left school
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Vsi štirje od mojih starih staršev,
na primer, so pustili šolo
na primer, so pustili šolo
13:31
in their early adolescence. They had no choice.
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v zgodnji adolescenci. Niso imeli izbire.
13:34
And that's still the case for many, many teenagers
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Isto še vedno velja za veliko najstnikov
po vsem svetu dandanes.
po vsem svetu dandanes.
13:37
around the world today. Forty percent of teenagers
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Štirideset odstotkov najstnikov nima
dostopa do srednješolskega izobraževanja.
dostopa do srednješolskega izobraževanja.
13:40
don't have access to secondary school education.
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In vendar je to obdobje življenja, ko so
možgani še posebno prilagodljivi in voljni.
možgani še posebno prilagodljivi in voljni.
13:45
And yet, this is a period of life where the brain is
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13:47
particularly adaptable and malleable.
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13:50
It's a fantastic opportunity for learning and creativity.
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To je čudovita priložnost
za učenje in ustvarjalnost.
za učenje in ustvarjalnost.
13:54
So what's sometimes seen as the problem
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Torej, kar je včasih videti
kot problem z mladostniki -
kot problem z mladostniki -
13:56
with adolescents — heightened risk-taking, poor impulse
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povečano nagnjenje k tveganju,
slaba kontrola impulzov,
slaba kontrola impulzov,
13:59
control, self-consciousness — shouldn't be stigmatized.
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samozavest – ne bi smelo
biti stigmatizirano.
biti stigmatizirano.
14:02
It actually reflects changes in the brain that provide
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Vse to dejansko odraža
spremembe v možganih,
spremembe v možganih,
ki ponujajo odlično priložnost
za izobraževanje
za izobraževanje
14:05
an excellent opportunity for education
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14:08
and social development. Thank you. (Applause)
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in družbeni razvoj. Hvala!
(Aplavz)
14:13
(Applause)
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ABOUT THE SPEAKER
Sarah-Jayne Blakemore - Cognitive NeuroscientistSarah-Jayne Blakemore studies the social brain -- the network of brain regions involved in understanding other people -- and how it develops in adolescents.
Why you should listen
Remember being a teenager? Rocked internally with hormones, outwardly with social pressures, you sometimes wondered what was going on in your head. So does Sarah-Jayne Blakemore. And what she and others in her field are finding is: The adolescent brain really is different.
New brain imaging research and clever experiments are revealing how the cortex develops -- the executive part of the brain that handles things like planning, self-awareness, analysis of consequences and behavioral choices. It turns out that these regions develop more slowly during adolescence, and in fascinating ways that relate to risk-taking, peer pressure and learning.
Which leads to a bigger question: How can we better target education to speak to teenagers' growing, changing brains?
Sarah-Jayne Blakemore | Speaker | TED.com