TEDGlobal 2012
Sarah-Jayne Blakemore: The mysterious workings of the adolescent brain
Sara Džejn Blekmur (Sarah-Jayne Blakemore): Misteriozan rad mozga adolescenata
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Zašto nam se tinejdžeri čine impulsivnijim, manje samosvesnim nego odrasli? Naučnica za kognitivnu neuronauku, Sara-Džejn Blekmur, poredi prefrontalni korteks adolescenata i odraslih osoba da bi nam pokazala na koji je način tipično "tinejdžersko" ponašanje povezano sa mozgom koji raste i razvija se.
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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Pre 15 godina se verovalo
00:19
that the vast majority of brain development
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da se mozak većim delom
00:21
takes place in the first few years of life.
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razvija u prvim godinama života.
00:24
Back then, 15 years ago, we didn't have the ability
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Tada još nismo mogli
00:27
to look inside the living human brain
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da zavirimo u čovečiji mozak
00:29
and track development across the lifespan.
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i da pratimo njegov razvoj
tokom čitavog života.
tokom čitavog života.
00:32
In the past decade or so, mainly due to advances
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U poslednjoj deceniji,
prvenstveno zahvaljujući napretku
prvenstveno zahvaljujući napretku
00:36
in brain imaging technology
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u tehnologiji snimanja mozga,
00:37
such as magnetic resonance imaging, or MRI,
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poput magnetne
rezonantne tomografije (MRT),
rezonantne tomografije (MRT),
00:40
neuroscientists have started to look inside the living
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neuronaučnici su počeli da gledaju
00:43
human brain of all ages, and to track changes
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u živi ljudski mozak svih uzrasta
i da prate promene
i da prate promene
00:46
in brain structure and brain function,
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u strukturi mozga
i moždanim funkcijama.
i moždanim funkcijama.
00:49
so we use structural MRI if you'd like to take a snapshot,
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Tako se za trenutne snimke
strukturalne MRT koriste
strukturalne MRT koriste
00:52
a photograph, at really high resolution of the inside
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fotografije visoke rezolucije
iz unutrašnjosti
iz unutrašnjosti
00:55
of the living human brain, and we can ask questions like,
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živog ljudskog mozga.
Zato možemo postaviti nova pitanja poput:
Zato možemo postaviti nova pitanja poput:
00:59
how much gray matter does the brain contain,
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"Koliko sive mase sadrži mozak?
01:01
and how does that change with age?
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Kako se to menja s godinama?"
01:03
And we also use functional MRI, called fMRI,
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Koristimo i funkcionalnu MRT,
zvanu fMRT,
zvanu fMRT,
01:07
to take a video, a movie, of brain activity
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da bismo napravili video
sa moždanom aktivnošću,
sa moždanom aktivnošću,
01:10
when participants are taking part in some kind of task
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dok ispitanici obavljaju neki zadatak,
01:13
like thinking or feeling or perceiving something.
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kao što je mišljenje,
osećanje ili opažanje.
osećanje ili opažanje.
01:16
So many labs around the world are involved in this kind
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Mnoge laboratorije širom sveta
učestvuju u ovom
učestvuju u ovom
01:19
of research, and we now have a really rich
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istraživanju i sada imamo
zaista bogatu
zaista bogatu
01:21
and detailed picture of how the living human brain develops,
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i preciznu sliku toga
kako se razvija živi ljudski mozak.
kako se razvija živi ljudski mozak.
01:24
and this picture has radically changed the way
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Ta je slika radikalno promenila način
01:27
we think about human brain development
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na koji razmišljamo
o razvoju ljudskog mozga.
o razvoju ljudskog mozga.
01:30
by revealing that it's not all over in early childhood,
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otkrivajući nam da nije sve završeno
u ranom detinjstvu,
u ranom detinjstvu,
01:33
and instead, the brain continues to develop
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već da mozak nastavlja da se razvija
01:35
right throughout adolescence and into the '20s and '30s.
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i u adolescenciji i kroz dvadesete
i tridesete godine.
i tridesete godine.
01:40
So adolescence is defined as the period of life that starts
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Adolescencija se definiše
kao životni period koji počinje
kao životni period koji počinje
01:43
with the biological, hormonal, physical changes of puberty
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sa biološkim, hormonalnim,
fizičkim promenama u pubertetu
fizičkim promenama u pubertetu
01:48
and ends at the age at which an individual attains
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i završava se u dobu
u kojem pojedinac zauzima
u kojem pojedinac zauzima
01:51
a stable, independent role in society.
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stabilnu, nezavisnu ulogu u društvu.
01:55
(Laughter)
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(Smeh)
01:56
It can go on a long time. (Laughter)
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To može da potraje.
(Smeh)
(Smeh)
01:59
One of the brain regions that changes most dramatically
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Jedno od područja mozga
koje se najdrastičnije menja
koje se najdrastičnije menja
02:02
during adolescence is called prefrontal cortex.
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tokom adolescencije
zove se prefrontalni korteks.
zove se prefrontalni korteks.
02:05
So this is a model of the human brain,
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Dakle, ovo je model ljudskog mozga,
02:08
and this is prefrontal cortex, right at the front.
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a ovo je prefrontalni korteks,
skroz napred.
skroz napred.
02:11
Prefrontal cortex is an interesting brain area.
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Prefrontalni korteks je
zanimljivo područje mozga.
zanimljivo područje mozga.
02:14
It's proportionally much bigger in humans than
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Ono je proporcionalno
mnogo veće kod ljudi nego
mnogo veće kod ljudi nego
02:17
in any other species, and it's involved in a whole range of
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kod bilo koje druge vrste
i ima ulogu u čitavom spektru
i ima ulogu u čitavom spektru
02:21
high level cognitive functions, things like decision-making,
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viših kognitivnih funkcija,
u stvarima kao što su odlučivanje,
u stvarima kao što su odlučivanje,
02:24
planning, planning what you're going to do tomorrow
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planiranje, planiranje onoga
šta ćete sutra da radite
šta ćete sutra da radite
02:26
or next week or next year, inhibiting
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ili sledeće nedelje ili
sledeće godine,
sledeće godine,
02:29
inappropriate behavior, so stopping yourself saying
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sprečavanje neumesnog ponašanja,
zaustavlja vas, da ne kažete
zaustavlja vas, da ne kažete
02:31
something really rude or doing something really stupid.
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nešto sasvim nepristojno
ili da uradite nešto stvarno glupo.
ili da uradite nešto stvarno glupo.
02:34
It's also involved in social interaction,
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On je uključen i u društvene interakcije,
02:36
understanding other people, and self-awareness.
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razumevanje drugih ljudi i samosvest.
02:39
So MRI studies looking at the development of this region
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MRT istraživanja razvoja tog područja
02:42
have shown that it really undergoes dramatic development
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pokazala su da je on zaista
podvrgnut drastičnom razvoju
podvrgnut drastičnom razvoju
02:45
during the period of adolescence.
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tokom perioda adolescencije.
02:48
So if you look at gray matter volume, for example,
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Ako pogledate zapreminu
sive mase, na primer,
sive mase, na primer,
02:51
gray matter volume across age from age four to 22 years
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zapremina sive mase se
povećava od 4. do 22. godine,
povećava od 4. do 22. godine,
02:55
increases during childhood, which is what you can see
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povećava se tokom detinjstva,
što možete da vidite
što možete da vidite
02:58
on this graph. It peaks in early adolescence.
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na ovom grafikonu.
Dostiže vrhunac u ranoj adolescenciji.
Dostiže vrhunac u ranoj adolescenciji.
03:02
The arrows indicate peak gray matter volume
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Strelice označavaju vrhunac
zapremine sive mase
zapremine sive mase
03:04
in prefrontal cortex. You can see that that peak happens
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u prefrontalnom korteksu.
Možete videti da se taj vrhunac
Možete videti da se taj vrhunac
03:08
a couple of years later in boys relative to girls,
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kod dečaka dostiže nekoliko godina
kasnije nego kod devojčica,
kasnije nego kod devojčica,
03:11
and that's probably because boys go through puberty
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verovatno zbog toga što dečaci
u proseku prolaze kroz
u proseku prolaze kroz
03:13
a couple of years later than girls on average,
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pubertet nekoliko godina
kasnije nego devojčice,
kasnije nego devojčice,
03:15
and then during adolescence, there's a significant decline
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a zatim tokom adolescencije
dolazi do značajnog smanjenja
dolazi do značajnog smanjenja
03:19
in gray matter volume in prefrontal cortex.
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u zapremini sive mase
u prefrontalnom korteksu.
u prefrontalnom korteksu.
03:21
Now that might sound bad, but actually this is
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To možda zvuči loše,
ali je to zapravo
ali je to zapravo
03:23
a really important developmental process, because
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veoma važan razvojni proces,
03:26
gray matter contains cell bodies and connections
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zato što siva masa sadrži
tela ćelija i veze
tela ćelija i veze
03:31
between cells, the synapses, and this decline
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između ćelija, sinapse, a smanjivanje
03:34
in gray matter volume during prefrontal cortex
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zapremine sive mase
u prefrontalnom korteksu
u prefrontalnom korteksu
03:37
is thought to correspond to synaptic pruning,
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se smatra ekvivalentom
sinaptičkom orezivanju
sinaptičkom orezivanju
03:40
the elimination of unwanted synapses.
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eliminaciji neželjenih sinapsi.
03:42
This is a really important process. It's partly dependent
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To je veoma važan proces.
Delimično zavisi
Delimično zavisi
03:45
on the environment that the animal or the human is in,
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od okruženja u kojem se
životinja ili čovek nalaze,
životinja ili čovek nalaze,
03:48
and the synapses that are being used are strengthened,
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a sinapse koje se koriste postaju jače,
03:52
and synapses that aren't being used
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dok sinapse koje se ne koriste
03:54
in that particular environment are pruned away.
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u tom konkretnom okruženju odstranjuju.
03:56
You can think of it a bit like pruning a rosebush.
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Možete to posmatrati
kao orezivanje ružinog bokora.
kao orezivanje ružinog bokora.
03:58
You prune away the weaker branches so that
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Orezujete slabije grane tako da
04:01
the remaining, important branches, can grow stronger,
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bi preostale, važne grane
mogle da ojačaju,
mogle da ojačaju,
04:04
and this process, which effectively fine-tunes brain tissue
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a taj proces, koji efektivno
podešava moždano tkivo
podešava moždano tkivo
04:08
according to the species-specific environment,
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prema okruženju specifičnom
za neku vrstu,
za neku vrstu,
04:11
is happening in prefrontal cortex and in other brain regions
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dešava se u prefrontalnom korteksu
i drugim područjima mozga
i drugim područjima mozga
04:14
during the period of human adolescence.
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tokom ljudske adolescencije.
04:17
So a second line of inquiry that we use to track changes
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Drugi pravac istraživanja koji koristimo
da bismo pratili promene
da bismo pratili promene
04:21
in the adolescent brain is using functional MRI
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u odraslom mozgu je
korišćenje funkcionalne MRT
korišćenje funkcionalne MRT
04:24
to look at changes in brain activity across age.
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da bismo posmatrali promene
u moždanoj aktivnosti tokom godina.
u moždanoj aktivnosti tokom godina.
04:28
So I'll just give you an example from my lab.
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Daću vam primer iz moje laboratorije.
04:29
So in my lab, we're interested in the social brain, that is
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U mojoj laboratoriji nas zanima
socijalni mozak, to jest
socijalni mozak, to jest
04:33
the network of brain regions that we use to understand
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mreža područja mozga koju koristimo
da bismo razumeli
da bismo razumeli
04:36
other people and to interact with other people.
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druge ljude i komunicirali sa njima.
04:39
So I like to show a photograph of a soccer game
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Ja volim da pokazujem
fotografiju fudbalera
fotografiju fudbalera
04:43
to illustrate two aspects of how your social brains work.
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kako bih ilustrovala dva aspekta
aktivnosti socijalnog mozga.
aktivnosti socijalnog mozga.
04:47
So this is a soccer game. (Laughter)
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Dakle, ovo je fudbalska utakmica.
(Smeh)
(Smeh)
04:48
Michael Owen has just missed a goal, and he's lying
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Majkl Oven je upravo promašio gol
04:51
on the ground, and the first aspect of the social brain
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i leži na zemlji, a prvi aspekt
socijalnog mozga
socijalnog mozga
04:54
that this picture really nicely illustrates is how automatic
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koji ova slika stvarno lepo ilustruje
je koliko su socijalne
je koliko su socijalne
04:57
and instinctive social emotional responses are,
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emotivne reakcije automatske
i instinktivne,
i instinktivne,
05:00
so within a split second of Michael Owen missing this goal,
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tako da u deliću sekunde
kada Majkl Oven maši gol,
kada Majkl Oven maši gol,
05:03
everyone is doing the same thing with their arms
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svi rade istu stvar sa rukama
05:05
and the same thing with their face, even Michael Owen
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i istu stvar sa licem,
čak i Majkl Oven
čak i Majkl Oven
05:06
as he slides along the grass, is doing the same thing
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dok klizi niz travu, radi istu stvar
05:08
with his arms, and presumably has a similar
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sa svojim rukama
i verovatno ima isti
i verovatno ima isti
05:11
facial expression, and the only people who don't
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izraz lica, a jedini ljudi
koji to ne rade
koji to ne rade
05:13
are the guys in yellow at the back — (Laughs) —
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su momci u žutom
u pozadini - (Smeh) -
u pozadini - (Smeh) -
05:16
and I think they're on the wrong end of the stadium,
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mislim da su na pogrešnoj
strani stadiona
strani stadiona
05:19
and they're doing another social emotional response
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i daju drugačiju socijalnu
emotivnu reakciju
emotivnu reakciju
05:21
that we all instantly recognize, and that's the second aspect
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koji mi odmah prepoznajemo,
a to je drugi aspekt
a to je drugi aspekt
05:23
of the social brain that this picture really nicely illustrates,
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socijalnog mozga, koji ova slika
veoma lepo dočarava,
veoma lepo dočarava,
05:27
how good we are at reading other people's behavior,
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koliko dobro možemo da pročitamo
ponašanje drugih ljudi,
ponašanje drugih ljudi,
05:30
their actions, their gestures, their facial expressions,
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njihove postupke, gestove, izraze lica,
05:33
in terms of their underlying emotions and mental states.
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u pogledu njihovih osnovnih emocija
i mentalnih stanja.
i mentalnih stanja.
05:37
So you don't have to ask any of these guys.
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Dakle, ne morate da pitate te momke.
05:39
You have a pretty good idea of what they're feeling
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Imate sasvim dobru predstavu
o tome šta oni osećaju
o tome šta oni osećaju
05:41
and thinking at this precise moment in time.
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i misle u ovom konkretnom trenutku.
05:44
So that's what we're interested in looking at in my lab.
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To želimo da posmatramo
u mojoj laboratoriji.
u mojoj laboratoriji.
05:46
So in my lab, we bring adolescents and adults into the lab
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Dakle, u laboratoriju dovedemo
adolescente i odrasle
adolescente i odrasle
05:49
to have a brain scan, we give them some kind of task
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na skeniranje mozga,
damo im neki zadatak
damo im neki zadatak
05:52
that involves thinking about other people, their minds,
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koji uključuje razmišljanje
o drugim ljudima, njiihovim mišljenjima,
o drugim ljudima, njiihovim mišljenjima,
05:55
their mental states, their emotions, and one of the findings
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njihovim mentalnim stanjima,
emocijama. Jedna od stvari
emocijama. Jedna od stvari
05:58
that we've found several times now, as have other labs
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koju smo do sada pronašli nekoliko puta,
kao i druge laboratorije
kao i druge laboratorije
06:01
around the world, is part of the prefrontal cortex called
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širom sveta, jeste
deo prefrontalnog korteksa koji se zove
deo prefrontalnog korteksa koji se zove
06:04
medial prefrontal cortex, which is shown in blue on the slide,
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središnji prefrontalni korteks,
koji je prikazan u plavom na slajdu
koji je prikazan u plavom na slajdu
06:07
and it's right in the middle of prefrontal cortex
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i nalazi se tačno u sredini
prefrontalnog korteksa
prefrontalnog korteksa
06:10
in the midline of your head.
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duž sredine glave.
06:12
This region is more active in adolescents when they make
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Ovo područje je aktivnije
kod adolescenata kada donose
kod adolescenata kada donose
06:16
these social decisions and think about other people
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društvene odluke
i misle o drugim ljudima
i misle o drugim ljudima
06:18
than it is in adults, and this is actually a meta-analysis
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nego što je kod odraslih
i to je zapravo meta analiza
i to je zapravo meta analiza
06:20
of nine different studies in this area from labs around
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devet različitih studija u ovoj oblasti
iz laboratorija širom sveta.
iz laboratorija širom sveta.
06:24
the world, and they all show the same thing, that activity
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One pokazuju istu stvar,
da se aktivnost
da se aktivnost
06:26
in this medial prefrontal cortex area decreases
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u tom središnjem prefrontalnom
korteksu smanjuje
korteksu smanjuje
06:30
during the period of adolescence.
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tokom perioda adolescencije.
06:32
And we think that might be because adolescents and adults
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Mi smatramo da bi to moglo biti
zbog toga što adolescenti i odrasli
zbog toga što adolescenti i odrasli
06:35
use a different mental approach, a different
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koriste drugačiji mentalni pristup,
06:37
cognitive strategy, to make social decisions,
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drugačiju kognitivnu strategiju
za donošenje društvenih odluka.
za donošenje društvenih odluka.
06:41
and one way of looking at that is to do behavioral studies
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Jedan od načina da se to posmatra
su bihejvioralne studije
su bihejvioralne studije
06:44
whereby we bring people into the lab and we give them
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pri kojima dovodimo ljude
u laboratoriju i dajemo im
u laboratoriju i dajemo im
06:46
some kind of behavioral task, and I'll just give you
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neki bihejvioralni zadatak,
daću vam jedan primer
daću vam jedan primer
06:49
another example of the kind of task that we use in my lab.
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zadatka koji koristimo u laboratoriji.
06:52
So imagine that you're the participant in one of our
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Zamislite da ste učesnik
u jednom od naših eksperimenata.
u jednom od naših eksperimenata.
06:55
experiments. You come into the lab,
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Dođete u laboratoriju,
06:56
you see this computerized task.
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vidite ovaj zadatak na kompjuteru.
06:59
In this task, you see a set of shelves.
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U ovom zadatku vidite set polica.
07:02
Now, there are objects on these shelves, on some of them,
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Na nekim od njih su predmeti,
07:05
and you'll notice there's a guy standing behind the set
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i primetićete čoveka
koji stoji iza polica
koji stoji iza polica
07:08
of shelves, and there are some objects that he can't see.
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kao i da postoje neki predmeti
koje on ne može da vidi.
koje on ne može da vidi.
07:11
They're occluded, from his point of view, with a kind of
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Oni su zaklonjeni od njegovog pogleda
nekom vrstom
nekom vrstom
07:13
gray piece of wood.
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sivog parčeta drveta.
07:16
This is the same set of shelves from his point of view.
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To je isti set polica
iz njegove tačke gledišta.
iz njegove tačke gledišta.
07:20
Notice that there are only some objects that he can see,
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Obratite pažnju na to da on može
da vidi samo neke predmete,
da vidi samo neke predmete,
07:23
whereas there are many more objects that you can see.
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dok je mnogo više predmeta
koje vi možete da vidite.
koje vi možete da vidite.
07:25
Now your task is to move objects around.
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Vaš zadatak je da pomerate
predmete unaokolo.
predmete unaokolo.
07:28
The director, standing behind the set of shelves,
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Voditelj, koji stoji iza polica,
07:30
is going to direct you to move objects around,
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određivaće kako treba
da pomerate predmete,
da pomerate predmete,
07:33
but remember, he's not going to ask you to move objects
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ali zapamtite, on vam neće
tražiti da pomerate predmete
tražiti da pomerate predmete
07:35
that he can't see. This introduces a really interesting
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koje on ne može da vidi.
To nam uvodi veoma interesantan
To nam uvodi veoma interesantan
07:38
condition whereby there's a kind of conflict
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uslov, pri čemu postoji nesklad
07:41
between your perspective and the director's perspective.
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između vaše perspektive
i perspektive voditelja.
i perspektive voditelja.
07:44
So imagine he tells you to move the top truck left.
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Dakle, zamislite da vam on kaže
da pomerite gornji kamion nalevo.
da pomerite gornji kamion nalevo.
07:47
There are three trucks there. You're going to instinctively
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Tu se nalaze tri kamiona.
Vi biste instinktivno
Vi biste instinktivno
07:49
go for the white truck, because that's the top truck
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posegli za belim kamionom,
jer je to gornji kamion
jer je to gornji kamion
07:51
from your perspective, but then you have to remember,
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iz vaše perspektive,
ali onda se morate setiti,
ali onda se morate setiti,
07:54
"Oh, he can't see that truck, so he must mean
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"Oh, on ne može da vidi taj kamion,
mora da je onda mislio
mora da je onda mislio
07:56
me to move the blue truck," which is the top truck
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da treba da pomerim plavi kamion",
koji je gornji kamion
koji je gornji kamion
07:59
from his perspective. Now believe it or not,
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iz njegove perspektive.
Verovali ili ne,
Verovali ili ne,
08:01
normal, healthy, intelligent adults like you make errors
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normalni, zdravi, inteligentni
odrasli ljudi kao vi prave greške
odrasli ljudi kao vi prave greške
08:04
about 50 percent of the time on that kind of trial.
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oko 50 % vremena
u takvim pokušajima.
u takvim pokušajima.
08:08
They move the white truck instead of the blue truck.
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Pomeraju beli kamion umesto plavog.
08:10
So we give this kind of task to adolescents and adults,
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Ovaj zadatak dajemo
adolescentima i odraslima
adolescentima i odraslima
08:14
and we also have a control condition
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i imamo kontrolni uslov
08:15
where there's no director and instead we give people a rule.
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gde nema voditelja već
umesto toga odredimo pravilo.
umesto toga odredimo pravilo.
08:19
We tell them, okay, we're going to do exactly the same thing
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Kažemo im, u redu, uradićemo
potpuno istu stvar,
potpuno istu stvar,
08:21
but this time there's no director. Instead you've got to
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2837
ali ovog puta nema voditelja.
Umesto toga, moraćete da
Umesto toga, moraćete da
08:24
ignore objects with the dark gray background.
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ignorišete objekte
sa tamno sivom pozadinom.
sa tamno sivom pozadinom.
08:27
You'll see that this is exactly the same condition, only
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Videćete da je to potpuno
isti uslov, samo
isti uslov, samo
08:30
in the no-director condition they just have to remember
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u uslovu bez voditelja
moraju da se sete
moraju da se sete
08:33
to apply this somewhat arbitrary rule, whereas
174
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3071
da primenjuju to
donekle proizvoljno pravilo,
donekle proizvoljno pravilo,
08:36
in the director condition, they have to remember
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dok u uslovu sa voditeljem
moraju da se sete
moraju da se sete
08:38
to take into account the director's perspective
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da uzmu u obzir perspektivu voditelja
08:41
in order to guide their ongoing behavior.
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kako bi usmeravali svoje ponašanje.
08:45
Okay, so if I just show you the percentage errors
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U redu, ako vam pokažem
procenat grešaka
procenat grešaka
08:48
in a large developmental study we did,
179
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u velikoj razvojnoj studiji
koju smo sproveli,
koju smo sproveli,
08:51
this is in a study ranging from age seven to adulthood,
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3554
u studiji koja je obuhvatala raspon
od sedme godine do odraslog doba
od sedme godine do odraslog doba
08:54
and what you're going to see is the percentage errors
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1210
i ono što ćemo videti
je procenat grešaka
je procenat grešaka
08:55
in the adult group in both conditions,
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1974
u grupi odraslih u oba uslova.
08:57
so the gray is the director condition, and you see
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Sivo je uslov sa voditeljem i videćete kako
09:01
that our intelligent adults are making errors about 50 percent
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naši inteligentni odrasli
prave greške oko 50 procenata
prave greške oko 50 procenata
09:03
of the time, whereas they make far fewer errors
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2715
vremena, dok mnogo manje grešaka prave
09:06
when there's no director present, when they just have
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2028
kada voditelj nije prisutan,
već kada samo moraju
već kada samo moraju
09:08
to remember that rule of ignoring the gray background.
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da se sete pravila
ignorisanja sive pozadine.
ignorisanja sive pozadine.
09:11
Developmentally, these two conditions develop
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Ta dva uslova se razvijaju
09:14
in exactly the same way. Between late childhood
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2923
na isti način.
Između kasnog detinjstva
Između kasnog detinjstva
09:17
and mid-adolescence, there's an improvement,
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2241
i sredine adolescencije,
nema napretka,
nema napretka,
09:19
in other words a reduction of errors, in both of these trials,
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3351
drugim rečima redukcije grešaka,
u oba eksperimenta,
u oba eksperimenta,
09:22
in both of these conditions.
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1120
u oba ova uslova.
09:23
But it's when you compare the last two groups,
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2285
Ali kad uporedite poslednje dve grupe,
09:26
the mid-adolescent group and the adult group
194
550183
1952
grupu srednje adolescencije
i grupu odraslih,
i grupu odraslih,
09:28
where things get really interesting, because there, there is
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3160
stvari postaju zanimljive,
jer tu nema
jer tu nema
09:31
no continued improvement in the no-director condition.
196
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3038
kontinuiranog napretka
u uslovu bez voditelja.
u uslovu bez voditelja.
09:34
In other words, everything you need to do in order to
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2930
Drugim rečima, sve što
treba da uradite da biste
treba da uradite da biste
09:37
remember the rule and apply it seems to be fully developed
198
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2706
zapamtili pravilo i primenili ga,
čini se da je potpuno razvijeno
čini se da je potpuno razvijeno
09:39
by mid-adolescence, whereas in contrast,
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2531
kod adolescenata, gde nasuprot,
09:42
if you look at the last two gray bars, there's still
200
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2397
ako pogledate poslednja
dva siva polja, postoji i dalje
dva siva polja, postoji i dalje
09:44
a significant improvement in the director condition
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3150
značajan napredak u uslovu
sa voditeljem
sa voditeljem
09:47
between mid-adolescence and adulthood, and what
202
572047
2441
između srednje adolscencije
i odraslog doba, a to znači
i odraslog doba, a to znači
09:50
this means is that the ability to take into account someone
203
574488
3376
sposobnost da se uzme
u obzir perspektiva
u obzir perspektiva
09:53
else's perspective in order to guide ongoing behavior,
204
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3285
nekog drugog da bi se
usmeravalo ponašanje,
usmeravalo ponašanje,
09:57
which is something, by the way, that we do in everyday life all
205
581149
2259
što, usput govoreći, radimo
stalno u svakodnevnom životu
stalno u svakodnevnom životu
09:59
the time, is still developing in mid-to-late adolescence.
206
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4606
i dalje se razvija u srednjoj
ka kasnoj adolescenciji.
ka kasnoj adolescenciji.
10:03
So if you have a teenage son or a daughter and you
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2540
Dakle, ako imate sina
ili ćerku tinejdžera
ili ćerku tinejdžera
10:06
sometimes think they have problems taking other people's
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2409
i ponekad mislite
da imaju problema da vide
da imaju problema da vide
10:08
perspectives, you're right. They do. And this is why.
209
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3756
perspektivu drugih ljudi,
u pravu ste. I imaju. A evo i zašto.
u pravu ste. I imaju. A evo i zašto.
10:12
So we sometimes laugh about teenagers.
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3513
Mi se ponekad smejemo tinejdžerima.
10:16
They're parodied, sometimes even demonized in the media
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3863
Često se parodiraju, čak
i demonizuju u medijima
i demonizuju u medijima
10:19
for their kind of typical teenage behavior. They take risks,
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3527
zbog njihovog donekle tipičnog
tinejdžerskog ponašanja. Oni rizikuju,
tinejdžerskog ponašanja. Oni rizikuju,
10:23
they're sometimes moody, they're very self-conscious.
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2771
ponekad su ćudljivi,
veoma samosvesni.
veoma samosvesni.
10:26
I have a really nice anecdote from a friend of mine
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Znam za veoma lepu anegdotu
od jednog prijatelja
od jednog prijatelja
10:28
who said that the thing he noticed most
215
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2487
koji je rekao da je najizrazitija stvar
koju je primetio
koju je primetio
10:31
about his teenage daughters before and after puberty
216
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2981
kod svojih ćerki tinejdžerki
pre i posle puberteta
pre i posle puberteta
10:34
was their level of embarrassment in front of him.
217
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2244
bio nivo stida pred njim.
10:36
So, he said, "Before puberty, if my two daughters
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2489
Tako on priča: "Pre puberteta,
ako bi se moje dve ćerke
ako bi se moje dve ćerke
10:39
were messing around in a shop, I'd say, 'Hey,
219
623103
2254
zezale u prodavnici, ja bih rekao:
10:41
stop messing around and I'll sing your favorite song,'
220
625357
1749
"Prestanite da se zezate
i otpevaću vašu omiljenu pesmu.'
i otpevaću vašu omiljenu pesmu.'
10:43
and instantly they'd stop messing around and he'd sing
221
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1901
a one bi odmah prestale i on bi pevao
10:44
their favorite song. After puberty, that became the threat.
222
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3471
njihovu omiljenu pesmu.
Posle puberteta to je postala pretnja.
Posle puberteta to je postala pretnja.
10:48
(Laughter)
223
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1817
(Smeh)
10:50
The very notion of their dad singing in public
224
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Pomisao da njihov tata peva u javnosti
10:53
was enough to make them behave.
225
637772
2363
bi bila dovoljna
da se pristojno ponašaju.
da se pristojno ponašaju.
10:56
So people often ask,
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1428
Ljudi često pitaju:
10:57
"Well, is adolescence a kind of recent phenomenon?
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2633
"Da li je adolescencija
neki skoriji fenomen?
neki skoriji fenomen?
11:00
Is it something we've invented recently in the West?"
228
644196
2122
Je li to nešto što smo
nedavno izmislili na Zapadu?"
nedavno izmislili na Zapadu?"
11:02
And actually, the answer is probably not. There are lots
229
646318
2668
A zapravo, odgovor je
verovatno ne. Postoji mnogo
verovatno ne. Postoji mnogo
11:04
of descriptions of adolescence in history that sound
230
648986
3423
opisa adolescencije u istoriji
koji zvuče
koji zvuče
11:08
very similar to the descriptions we use today.
231
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2157
veoma slično opisima
koje danas koristimo.
koje danas koristimo.
11:10
So there's a famous quote by Shakespeare from "The Winter's Tale"
232
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4233
Tu je i poznati Šekspirov
citat iz "Zimske bajke"
citat iz "Zimske bajke"
11:14
where he describes adolescence as follows:
233
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2775
gde on opisuje adolescenciju
na sledeći način:
na sledeći način:
11:17
"I would there were no age between ten and
234
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2846
"Želeo bih da ne postoje godine
između desete i dvadesettreće,
između desete i dvadesettreće,
11:20
three-and-twenty, or that youth would sleep out the rest;
235
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3240
ili da mladi prespavaju to doba;
11:23
for there is nothing in the between but getting wenches
236
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2091
jer ne postoji ništa
osim ostavljanja deve
osim ostavljanja deve
11:25
with child, wronging the ancientry, stealing, fighting." (Laughter)
237
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6223
sa detetom, ogrešenja
o starost, krađe, tuče."
o starost, krađe, tuče."
11:31
He then goes on to say, "Having said that, would any
238
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4534
Nastavlja: "Rekavši to, da li bi iko
11:36
but these boiled brains of nineteen and two-and-twenty
239
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3145
od tih kuvanih mozgova
od devetnaeste i dvedesetdruge
od devetnaeste i dvedesetdruge
11:39
hunt in this weather?" (Laughter)
240
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2498
išao u lov po ovakvom vremenu?"
(Smeh)
(Smeh)
11:42
So almost 400 years ago, Shakespeare was portraying
241
686151
2926
Dakle, skoro pre 400 godina
Šekspir je okarakterisao
Šekspir je okarakterisao
11:44
adolescents in a very similar light to the light that we
242
689077
2724
adolescente u veoma sličnom
svetlu u kojem ih mi
svetlu u kojem ih mi
11:47
portray them in today, but today we try to understand
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3459
karakterišemo danas, ali danas
mi pokušavamo da shvatimo
mi pokušavamo da shvatimo
11:51
their behavior in terms of the underlying changes
244
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3087
njihovo ponašanje
u pogledu osnovnih promena
u pogledu osnovnih promena
11:54
that are going on in their brain.
245
698347
1938
koje se odvijaju u njihovom mozgu.
11:56
So for example, take risk-taking. We know that adolescents
246
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3608
Na primer, uzmimo preduzimanje rizika.
Znamo da adolescenti
Znamo da adolescenti
11:59
have a tendency to take risks. They do.
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2325
naginju ka tome da rizikuju.
Stvarno je tako.
Stvarno je tako.
12:02
They take more risks than children or adults,
248
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2632
Više rizikuju nego deca ili odrasli,
12:04
and they are particularly prone to taking risks
249
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2460
a posebno su skloni
preduzimanju rizika
preduzimanju rizika
12:07
when they're with their friends. There's an important drive
250
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2968
kada su sa svojim prijateljima.
Postoji bitan nagon
Postoji bitan nagon
12:10
to become independent from one's parents
251
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2486
da se postane nezavistan od roditelja
12:12
and to impress one's friends in adolescence.
252
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2824
i da se zadive prijatelji u adolescenciji.
12:15
But now we try to understand that in terms of
253
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Sada pokušavamo to
da razumemo u pogledu
da razumemo u pogledu
12:18
the development of a part of their brain called the limbic system,
254
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razvoja dela njihovog mozga
koji se zove limbički sistem.
koji se zove limbički sistem.
12:21
so I'm going to show you the limbic system in red
255
725180
2543
Pokazaću vam limbički sistem
crvenom bojom
crvenom bojom
12:23
in the slide behind me, and also on this brain.
256
727723
1865
na slajdu i na ovom mozgu.
12:25
So the limbic system is right deep inside the brain,
257
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Dakle, limbički sistem
je duboko unutar mozga
je duboko unutar mozga
12:28
and it's involved in things like emotion processing
258
732697
3733
i učestvuje u stvarima
kao što je obrada emocija
kao što je obrada emocija
12:32
and reward processing. It gives you the rewarding feeling
259
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3150
i nagrada. Daje vam osećaj satisfakcije
12:35
out of doing fun things, including taking risks.
260
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3296
dok radite zabavne stvari,
uključujući i rizik.
uključujući i rizik.
12:38
It gives you the kick out of taking risks.
261
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Pruža vam osećaj zadovoljstva
kada rizikujete.
kada rizikujete.
12:41
And this region, the regions within the limbic system,
262
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3048
Za ovu regiju, regiju
unutar limbičkog sistema,
unutar limbičkog sistema,
12:44
have been found to be hypersensitive to the rewarding
263
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3419
otkriveno je da je hipersenzitivna
na osećaj zadovoljstva
na osećaj zadovoljstva
12:47
feeling of risk-taking in adolescents compared with adults,
264
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prilikom razikovanja kod adolescenata
u poređenju sa odraslima.
u poređenju sa odraslima.
12:51
and at the very same time, the prefrontal cortex,
265
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Istovremeno, prefrontalni korteks,
12:55
which you can see in blue in the slide here,
266
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2274
koji možete videti ovde
na slajdu obojen u plavo,
na slajdu obojen u plavo,
12:57
which stops us taking excessive risks,
267
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koji nas zaustavlja pri
preduzimanju prekomernih rizika,
preduzimanju prekomernih rizika,
13:00
is still very much in development in adolescents.
268
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3398
i dalje je u razvitku kod adolescenata.
13:03
So brain research has shown that the adolescent brain
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Istraživanja na mozgu su pokazala
da je mozak adolescenata
da je mozak adolescenata
13:07
undergoes really quite profound development,
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podvrgnut veoma dubokom razvoju,
13:10
and this has implications for education, for rehabilitation,
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i to ima uticaja na obrazovanje,
rehabilitaciju
rehabilitaciju
13:14
and intervention. The environment, including teaching,
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i intervenciju. Okruženje,
uključujući podučavanje,
uključujući podučavanje,
13:18
can and does shape the developing adolescent brain,
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može oblikovati i oblikuje
razvoj mozga adolescenata,
razvoj mozga adolescenata,
13:22
and yet it's only relatively recently that we have been
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a tek je od nedavno počelo
13:24
routinely educating teenagers in the West.
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rutinsko obrazovanje tinejdžera
na Zapadu.
na Zapadu.
13:27
All four of my grandparents, for example, left school
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Moji deda i baba sa obe strane porodice,
na primer, napustili su školu
na primer, napustili su školu
13:31
in their early adolescence. They had no choice.
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u ranoj adolescenciji.
Nisu imali izbora.
Nisu imali izbora.
13:34
And that's still the case for many, many teenagers
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A to je i dalje slučaj danas
sa mnogo, mnogo tinejdžera
sa mnogo, mnogo tinejdžera
13:37
around the world today. Forty percent of teenagers
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širom sveta.
Četrdeset procenata tinejdžera
Četrdeset procenata tinejdžera
13:40
don't have access to secondary school education.
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nema pristup srednjoškolskom obrazovanju.
13:45
And yet, this is a period of life where the brain is
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A to je životni period
kada je mozak posebno
kada je mozak posebno
13:47
particularly adaptable and malleable.
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prilagodljiv i lako se formira.
13:50
It's a fantastic opportunity for learning and creativity.
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To je fantastična prilika
za učenje i kreativnost.
za učenje i kreativnost.
13:54
So what's sometimes seen as the problem
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Dakle, ono što se ponekad
smatra problemom
smatra problemom
13:56
with adolescents — heightened risk-taking, poor impulse
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sa adolescentima -
pojačano rizikovanje, impulsivnost,
pojačano rizikovanje, impulsivnost,
13:59
control, self-consciousness — shouldn't be stigmatized.
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samosvest - ne bi smelo
da se stigmatizira.
da se stigmatizira.
14:02
It actually reflects changes in the brain that provide
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U stvari, odražava promene
u mozgu koje pružaju
u mozgu koje pružaju
14:05
an excellent opportunity for education
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odličnu priliku za obrazovanje
14:08
and social development. Thank you. (Applause)
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i društveni razvoj.
Hvala. (Aplauz)
Hvala. (Aplauz)
14:13
(Applause)
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(Aplauz)
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