TEDxYouth@Manchester
Ben Ambridge: 9 myths about psychology, debunked
Ben Embridž (Ben Ambridge): 10 mitova o psihologiji - raskrinkani
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Koliko je od onoga što mislite o svom mozgu zapravo pogrešno? U ovom neverovatnom putovanju (ne)opovrgnute nauke, Ben Embridž nas vodi kroz 10 popularnih ideja o psihologiji koje su se pokazale pogrešnim - i otkriva nekoliko iznenađujućih istina o tome kako naš mozak zaista funkcioniše.
Ben Ambridge - Psychologist
Ben Ambridge is the author of "Psy-Q," a sparkling book debunking what we think we know about psychology. Full bio
Ben Ambridge is the author of "Psy-Q," a sparkling book debunking what we think we know about psychology. Full bio
Double-click the English transcript below to play the video.
00:12
You've heard of your I.Q.,
your general intelligence,
your general intelligence,
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Čuli ste za svoj IQ,
vašu opštu inteligenciju,
vašu opštu inteligenciju,
00:15
but what's your Psy-Q?
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ali šta je Psi-Q?
00:17
How much do you know
about what makes you tick,
about what makes you tick,
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Koliko znate o tome šta vas pokreće
00:19
and how good are you
at predicting other people's behavior
at predicting other people's behavior
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i koliko ste dobri u predviđanju
ponašanja drugih ljudi
ponašanja drugih ljudi
00:22
or even your own?
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ili čak sopstvenog?
00:23
And how much of what you think you know
about psychology is wrong?
about psychology is wrong?
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Koliko je ono što mislite da znate
o psihologiji pogrešno?
o psihologiji pogrešno?
00:27
Let's find out by counting down
the top 10 myths of psychology.
the top 10 myths of psychology.
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Hajde da otkrijemo nabrojavanjem
10 najvećih mitova o psihologiji.
10 najvećih mitova o psihologiji.
00:30
You've probably heard it said
that when it comes to their psychology,
that when it comes to their psychology,
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Verovatno ste čuli da kada se radi
o njihovoj psihologiji,
o njihovoj psihologiji,
00:34
it's almost as if men are from Mars
and women are from Venus.
and women are from Venus.
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da su muškarci sa Marsa,
a žene sa Venere.
a žene sa Venere.
Ali koliko su zaista
muškarci i žene različiti?
muškarci i žene različiti?
00:37
But how different
are men and women really?
are men and women really?
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00:39
To find out, let's start
by looking at something
by looking at something
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Da bismo to otkrili,
počnimo da posmatramo nešto
počnimo da posmatramo nešto
00:41
on which men and women really do differ
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gde se muškarci i žene zaista razlikuju
00:43
and plotting some psychological
gender differences on the same scale.
gender differences on the same scale.
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i da ocrtamo neke psihološke razlike
među polovima na istom nivou.
među polovima na istom nivou.
Jedna stvar gde se
muškarci i žene zaista razlikuju
muškarci i žene zaista razlikuju
00:46
One thing men and women
do really differ on
do really differ on
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00:49
is how far they can throw a ball.
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je koliko daleko mogu da bace loptu.
00:50
So if we look at the data for men here,
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Ako ovde pogledamo podatke za muškarce,
00:52
we see what is called
a normal distribution curve.
a normal distribution curve.
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vidimo ono što se naziva
normalnom krivom raspodele.
normalnom krivom raspodele.
Nekoliko muškaraca može da baci loptu
dosta daleko, nekoliko njih nimalo,
dosta daleko, nekoliko njih nimalo,
00:55
A few men can throw a ball really far,
and a few men not far at all,
and a few men not far at all,
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00:58
but most a kind of average distance.
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ali najviše muškaraca može prosečno.
01:00
And women share
the same distribution as well,
the same distribution as well,
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I žene dele istu podelu,
01:02
but actually there's
quite a big difference.
quite a big difference.
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ali zapravo tu postoji velika razlika.
01:04
In fact, the average man
can throw a ball further
can throw a ball further
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Zapravo, prosečan muškarac
može da baci loptu dalje
može da baci loptu dalje
01:06
than about 98 percent of all women.
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od oko 98% svih žena.
01:08
So now let's look at what
some psychological gender differences
some psychological gender differences
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Hajde da sada vidimo
kako neke psihološke razlike polova
kako neke psihološke razlike polova
01:11
look like on the same standardized scale.
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izgledaju na istom standardizovanom nivou.
01:14
Any psychologist will tell you
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Svaki psiholog će vam reći
01:16
that men are better
at spatial awareness than women --
at spatial awareness than women --
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da su muškarci bolji
u prostornom snalaženju od žena -
u prostornom snalaženju od žena -
01:18
so things like map-reading,
for example -- and it's true,
for example -- and it's true,
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stvarima poput čitanja mapa
na primer, što je tačno,
na primer, što je tačno,
01:21
but let's have a look
at the size of this difference.
at the size of this difference.
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ali hajde da pogledamo
veličinu te razlike.
veličinu te razlike.
01:23
It's tiny; the lines are so close
together they almost overlap.
together they almost overlap.
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Mala je. Linije su toliko blizu
da se gotovo preklapaju.
da se gotovo preklapaju.
01:27
In fact, the average woman is better
than 33 percent of all men,
than 33 percent of all men,
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Zapravo, prosečna žena je bolja
od 33% svih muškaraca,
od 33% svih muškaraca,
01:31
and of course, if that was 50 percent,
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i naravno, kada bi to bilo 50%,
01:33
then the two genders
would be exactly equal.
would be exactly equal.
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onda bi dva roda bili jednaki.
01:35
It's worth bearing in mind that this
difference and the next one I'll show you
difference and the next one I'll show you
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Bitno je imati na umu da su ova razlika
i sledeća koju ću vam pokazati
i sledeća koju ću vam pokazati
01:38
are pretty much the biggest
psychological gender differences
psychological gender differences
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otprilike najveće
psihološke rodne razlike
psihološke rodne razlike
koje su ikada otkrivene u psihologiji.
01:41
ever discovered in psychology.
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01:43
So here's the next one.
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Evo sledeće.
01:44
Any psychologist will tell you
that women are better
that women are better
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Svaki psiholog će vam reći
da su žene bolje
da su žene bolje
u jezicima i gramatici od muškaraca.
01:46
with language and grammar than men.
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01:48
So here's performance
on the standardized grammar test.
on the standardized grammar test.
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Evo rezultatata
standardizovanog testa gramatike.
standardizovanog testa gramatike.
01:50
There go the women. There go the men.
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Ovde su žene. Ovde muškarci.
01:52
Again, yes, women are better on average,
but the lines are so close
but the lines are so close
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Ponovo, žene su bolje u proseku,
ali linije su toliko blizu
ali linije su toliko blizu
01:56
that 33 percent of men
are better than the average woman,
are better than the average woman,
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da je 33% muškaraca
bolje od prosečnih žena,
bolje od prosečnih žena,
02:00
and again, if it was 50 percent,
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i ponovo, da je 50%
02:01
that would represent
complete gender equality.
complete gender equality.
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to bi predstavilo čitavu rodnu jednakost.
02:04
So it's not really
a case of Mars and Venus.
a case of Mars and Venus.
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Dakle, nisu baš kao Mars i Venera.
02:06
It's more a case of, if anything,
Mars and Snickers:
Mars and Snickers:
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Više su kao Mars i Snikers:
02:09
basically the same, but one's maybe
slightly nuttier than the other.
slightly nuttier than the other.
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u suštini su isti,
ali u jedno ide malo više jaja.
ali u jedno ide malo više jaja.
02:13
I won't say which.
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Neću reći u koje.
02:15
Now we've got you warmed up.
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Sada smo se zagrejali.
02:17
Let's psychoanalyze you using
the famous Rorschach inkblot test.
the famous Rorschach inkblot test.
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Hajde da vas psihoanaliziramo
uz pomoć čuvenog testa Roršahovih mrlja.
uz pomoć čuvenog testa Roršahovih mrlja.
02:20
So you can probably see two, I dunno,
two bears or two people or something.
two bears or two people or something.
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Verovatno vidite dva medveda
ili dvoje ljudi ili nešto drugo.
ili dvoje ljudi ili nešto drugo.
02:24
But what do you think they're doing?
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Ali šta mislite da oni rade?
02:25
Put your hand up if you think
they're saying hello.
they're saying hello.
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Podignite ruku ako mislite
da se pozdravljaju.
da se pozdravljaju.
02:29
Not many people. Okay.
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Ne mnogo ljudi. Dobro.
Podignite ruku ako mislite
da bacaju kosku jedan drugom.
da bacaju kosku jedan drugom.
02:30
Put your hands up if you think
they are high-fiving.
they are high-fiving.
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02:33
Okay. What if you think they're fighting?
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Dobro. Da li se možda svađaju?
02:35
Only a few people there.
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Samo nekoliko ljudi tamo.
02:36
Okay, so if you think they're
saying hello or high-fiving,
saying hello or high-fiving,
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Dobro, ako mislite
da se pozdravljaju ili bacaju kosku,
da se pozdravljaju ili bacaju kosku,
onda to znači da ste
prijateljski nastrojena osoba.
prijateljski nastrojena osoba.
02:39
then that means you're a friendly person.
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02:41
If you think they're fighting,
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Ako mislite da se svađaju,
02:43
you're a bit more of a
nasty, aggressive person.
nasty, aggressive person.
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onda ste malo nevaljala, agresivna osoba.
02:45
Are you a lover or a fighter, basically.
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Zapravo, da li ste ljubavnik ili borac.
02:47
What about this one?
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A šta kažete na ovo?
02:48
This isn't really a voting one, so on
three everyone shout out what you see.
three everyone shout out what you see.
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Ovo nije za glasanje,
pa na tri svi viknite šta vidite.
pa na tri svi viknite šta vidite.
02:52
One, two, three.
(Audience shouting)
(Audience shouting)
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Jedan, dva, tri.
(Publika viče)
(Publika viče)
02:55
I heard hamster. Who said hamster?
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Čuo sam hrčak. Ko je rekao hrčak?
02:57
That was very worrying.
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To je veoma zabrinjavajuće.
02:58
A guy there said hamster.
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Momak tamo je rekao hrčak.
03:00
Well, you should see
some kind of two-legged animal here,
some kind of two-legged animal here,
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Trebalo bi da vidite
neku vrstu dvonoge životinje ovde,
neku vrstu dvonoge životinje ovde,
03:03
and then the mirror image of them there.
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i onda sliku u ogledalu iste ovde.
03:05
If you didn't, then this means
that you have difficulty
that you have difficulty
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Ako ne vidite, onda to znači
da imate poteškoća
da imate poteškoća
03:09
processing complex situations
where there's a lot going on.
where there's a lot going on.
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sa procesuiranjem kompleksnih situacija
gde se dešava dosta toga.
gde se dešava dosta toga.
03:13
Except, of course,
it doesn't mean that at all.
it doesn't mean that at all.
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Osim ako, naravno, to uopšte ne znači to.
03:15
Rorschach inkblot tests
have basically no validity
have basically no validity
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Test Roršahovih mrlja
zapravo nije validan
zapravo nije validan
03:18
when it comes to diagnosing
people's personality
people's personality
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kada se radi o dijagnozi ljudske ličnosti
03:20
and are not used
by modern-day psychologists.
by modern-day psychologists.
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i ne koriste ga moderni psiholozi.
03:23
In fact, one recent study found
that when you do try
that when you do try
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Zapravo, skorašnje istraživanje
otkrilo je da kada pokušate
otkrilo je da kada pokušate
03:26
to diagnose people's personalities
using Rorschach inkblot tests,
using Rorschach inkblot tests,
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da dijagnostikujete ljudske ličnosti
koristeći test Roršahovih mrlja,
koristeći test Roršahovih mrlja,
03:29
schizophrenia was diagnosed
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otkriva se šizofrenija
03:31
in about one sixth of apparently
perfectly normal participants.
perfectly normal participants.
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kod oko 1/6 očigledno
sasvim normalnih učesnika.
sasvim normalnih učesnika.
03:35
So if you didn't do that well on this,
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Ako ovde niste tako dobro prošli,
03:38
maybe you are not
a very visual type of person.
a very visual type of person.
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možda niste veoma vizuelni tip osobe.
03:40
So let's do another
quick quiz to find out.
quick quiz to find out.
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Hajde da uradimo
drugi brzi test da otkrijemo to.
drugi brzi test da otkrijemo to.
03:43
When making a cake, do you prefer to --
so hands up for each one again --
so hands up for each one again --
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Kada pravite tortu, da li više volite da
- još jednom ruke gore -
- još jednom ruke gore -
03:46
do you prefer to use
a recipe book with pictures?
a recipe book with pictures?
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da li više volite da koristite
kuvar sa slikama?
kuvar sa slikama?
03:49
Yeah, a few people.
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Da, nekoliko ljudi.
03:51
Have a friend talk you through?
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Da vam prijatelj objasni postupak?
03:54
Or have a go, making it up
as you go along?
as you go along?
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Ili da improvizujete u hodu?
03:57
Quite a few people there.
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Nekoliko ljudi tamo.
03:58
Okay, so if you said A,
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U redu, ako ste rekli pod A,
04:00
then this means that you
are a visual learner
are a visual learner
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onda to znači da ste vizuelni učenik,
04:02
and you learn best when information
is presented in a visual style.
is presented in a visual style.
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a najbolje učite kada su
informacije vizuelno prikazane.
informacije vizuelno prikazane.
04:05
If you said B, it means
you're an auditory learner,
you're an auditory learner,
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Ako ste rekli B, to znači
da ste auditivni učenik,
da ste auditivni učenik,
04:08
that you learn best when information
is presented to you in an auditory format.
is presented to you in an auditory format.
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da učite najbolje kada vam je informacija
prikazana u audio formatu.
prikazana u audio formatu.
04:12
And if you said C, it means
that you're a kinesthetic learner,
that you're a kinesthetic learner,
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Ako ste rekli C, to znači
da ste kinestetički učenik,
da ste kinestetički učenik,
04:15
that you learn best when you get stuck in
and do things with your hands.
and do things with your hands.
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da najbolje učite
kada radite nešto svojim rukama.
kada radite nešto svojim rukama.
04:18
Except, of course,
as you've probably guessed,
as you've probably guessed,
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Osim što, naravno,
kao što verovatno pretpostavljate,
kao što verovatno pretpostavljate,
04:20
that it doesn't, because
the whole thing is a complete myth.
the whole thing is a complete myth.
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to nije tako,
jer je čitava stvar kompletan mit.
jer je čitava stvar kompletan mit.
04:23
Learning styles are made up and are
not supported by scientific evidence.
not supported by scientific evidence.
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Stilovi učenja su izmišljeni
i nisu podržani naučnim dokazima.
i nisu podržani naučnim dokazima.
04:27
So we know this because in
tightly controlled experimental studies,
tightly controlled experimental studies,
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Znamo ovo jer u strogo kontrolisanim
eksperimentalnim istraživanjima,
eksperimentalnim istraživanjima,
04:31
when learners are given material to learn
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kada je učenicima dat materijal da uče,
04:33
either in their preferred style
or an opposite style,
or an opposite style,
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bilo da je u njihovom
preferiranom ili suprotnom stilu,
preferiranom ili suprotnom stilu,
04:35
it makes no difference at all to the
amount of information that they retain.
amount of information that they retain.
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nema nikakve razlike
u količini informacija koje usvoje.
u količini informacija koje usvoje.
04:39
And if you think about it
for just a second,
for just a second,
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Ako razmislite o tome samo na trenutak,
04:41
it's just obvious
that this has to be true.
that this has to be true.
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očigledno je da to mora biti istinito.
04:43
It's obvious that
the best presentation format
the best presentation format
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Očigledno da najbolji format prezentacije
04:46
depends not on you,
but on what you're trying to learn.
but on what you're trying to learn.
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ne zavisi od vas, već od onoga
što pokušavate da naučite.
što pokušavate da naučite.
Da li biste mogli da naučite
da vozite auto, na primer
da vozite auto, na primer
04:49
Could you learn to drive a car,
for example,
for example,
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04:51
just by listening to someone
telling you what to do
telling you what to do
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samo slušajući nekoga
kako vam govori šta da uradite,
kako vam govori šta da uradite,
04:53
with no kinesthetic experience?
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bez kinestetičkog iskustva?
04:55
Could you solve simultaneous equations
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Da li bi ste mogli da rešite
paralelne jednačine
paralelne jednačine
04:57
by talking them through in your head
and without writing them down?
and without writing them down?
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govoreći ih u svojoj glavi
bez da ih napišete?
bez da ih napišete?
Da biste mogli da ponavljate
za ispit iz arhitekture
za ispit iz arhitekture
05:00
Could you revise
for your architecture exams
for your architecture exams
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05:02
using interpretive dance
if you're a kinesthetic learner?
if you're a kinesthetic learner?
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koristeći interpretativni ples
ako ste kinestetički učenik?
ako ste kinestetički učenik?
05:05
No. What you need to do
is match the material to be learned
is match the material to be learned
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Ne. Treba da uskladite
materijal koji učite
materijal koji učite
05:08
to the presentation format, not you.
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sa formatom prezentacije, a ne sebe.
05:11
I know many of you are A-level students
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Znam da su mnogi od vas vrhunski učenici
05:14
that will have recently gotten
your GCSE results.
your GCSE results.
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koji treba uskoro da dobiju
rezultate mature.
rezultate mature.
05:16
And if you didn't quite get
what you were hoping for,
what you were hoping for,
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Ako još niste dobili
baš ono čemu ste se nadali,
baš ono čemu ste se nadali,
05:18
then you can't really blame
your learning style,
your learning style,
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ne možete baš onda kriviti stil učenja,
05:21
but one thing that you might want
to think about blaming is your genes.
to think about blaming is your genes.
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ali možete razmisliti o tome
da okrivite svoje gene.
da okrivite svoje gene.
05:24
So what this is all about is a
recent study at University College London
recent study at University College London
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Ovde se radi o skorašnjem istraživanju
na Londonskom koledžu
na Londonskom koledžu
05:28
found that 58 percent of the variation
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koje je otkrilo da se 58% varijacija
05:31
between different students
and their GCSE results
and their GCSE results
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između različitih učenika
i njihovih rezultata mature
i njihovih rezultata mature
05:34
was down to genetic factors.
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svodi na genetski faktor.
05:36
That sounds like a very precise figure,
so how can we tell?
so how can we tell?
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To zvuči kao veoma precizna brojka,
pa kako je možemo objasniti?
pa kako je možemo objasniti?
05:39
Well, when we want to unpack
the relative contributions
the relative contributions
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Kada želimo da otkrijemo
relativne doprinose
relativne doprinose
05:42
of genes and the environment,
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gena i okruženja,
05:44
what we can do is do a twin study.
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možemo da napravimo
istraživanje s blizancima.
istraživanje s blizancima.
05:47
So identical twins share
100 percent of their environment
100 percent of their environment
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Identični blizanci dele
100% svog okruženja
100% svog okruženja
05:50
and 100 percent of their genes,
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i 100% svojih gena,
05:52
whereas non-identical twins
share 100 percent of their environment,
share 100 percent of their environment,
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dok neidentični blizanci
dele 100% svog okruženja,
dele 100% svog okruženja,
05:55
but just like any brother and sister,
share only 50 percent of their genes.
share only 50 percent of their genes.
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ali kao bilo koji brat i sestra,
dele samo 50% svojih gena.
dele samo 50% svojih gena.
05:59
So by comparing how similar
GCSE results are in identical twins
GCSE results are in identical twins
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Poredeći koliko su slični rezultati mature
kod identičnih blizanaca
kod identičnih blizanaca
06:03
versus non-identical twins,
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nasuprot neidentičnim blizancima
06:06
and doing some clever math,
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i uz malo pametne matematike,
06:07
we can an idea of how much variation
and performance is due to the environment
and performance is due to the environment
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možemo dobiti ideju koliko
varijacija i učinak zavise od okruženja,
varijacija i učinak zavise od okruženja,
06:11
and how much is due to genes.
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a koliko od gena.
06:13
And it turns out that it's
about 58 percent due to genes.
about 58 percent due to genes.
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Ispada da 58% zavisi od gena.
06:17
So this isn't to undermine the hard work
that you and your teachers here put in.
that you and your teachers here put in.
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Ovim se ne podriva naporan rad
vas i vaših profesora.
vas i vaših profesora.
06:20
If you didn't quite get the GCSE results
that you were hoping for,
that you were hoping for,
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Ako niste dobili one rezultate mature
kojima ste se nadali,
kojima ste se nadali,
06:24
then you can always try blaming
your parents, or at least their genes.
your parents, or at least their genes.
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onda možete uvek da pokušate
da krivite roditelje ili barem svoje gene.
da krivite roditelje ili barem svoje gene.
06:28
One thing that you shouldn't blame
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Jedna stvar koju ne bi trebalo da krivite
06:30
is being a left-brained
or right-brained learner,
or right-brained learner,
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je to da li ste neko ko uči
levom ili desnom stranom mozga,
levom ili desnom stranom mozga,
06:33
because again, this is a myth.
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jer opet, to je mit.
06:34
So the myth here is that
the left brain is logical,
the left brain is logical,
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Ovde je mit da je
leva strana mozga logična,
leva strana mozga logična,
06:37
it's good with equations like this,
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dobra sa jednačinama,
06:39
and the right brain is more creative,
so the right brain is better at music.
so the right brain is better at music.
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a desna strana mozga je kreativna,
te je bolja u muzici.
te je bolja u muzici.
06:43
But again, this is a myth
because nearly everything that you do
because nearly everything that you do
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Ponovo, ovo je mit
jer skoro sve što radite
jer skoro sve što radite
06:46
involves nearly all parts
of your brain talking together,
of your brain talking together,
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uključuje sve delove vašeg mozga
koji zajedno komuniciraju,
koji zajedno komuniciraju,
06:49
even just the most mundane thing
like having a normal conversation.
like having a normal conversation.
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čak i za najobičniju stvar
poput vođenja normalnog razgovora.
poput vođenja normalnog razgovora.
06:52
However, perhaps one reason
why this myth has survived
why this myth has survived
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Ipak, jedan razlog
zašto je ovaj mit preživeo
zašto je ovaj mit preživeo
06:55
is that there is
a slight grain of truth to it.
a slight grain of truth to it.
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je taj da postoji mrvica istine u njemu.
06:58
So a related version of the myth
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Verzija sličnog mita
06:59
is that left-handed people are
more creative than right-handed people,
more creative than right-handed people,
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je da su levoruki ljudi
kreativniji od desnorukih ljudi,
kreativniji od desnorukih ljudi,
07:03
which kind of makes sense because
your brain controls the opposite hands,
your brain controls the opposite hands,
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što ima smisla jer vaš mozak
kontroliše suprotne ruke,
kontroliše suprotne ruke,
07:06
so left-handed people,
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pa kod levorukih ljudi,
07:07
the right side of the brain
is slightly more active
is slightly more active
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desna strana mozga je malo aktivnija
07:10
than the left-hand side of the brain,
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od leve strane mozga,
07:12
and the idea is the right-hand side
is more creative.
is more creative.
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i ideja je da je desna strana kreativnija.
07:14
Now, it isn't true per se
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Nije istina samo po sebi
07:16
that left-handed people are more creative
than right-handed people.
than right-handed people.
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da su levoruki ljudi kreativniji
od desnorukih ljudi.
od desnorukih ljudi.
07:19
What is true that ambidextrous people,
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Istina je da su ambideksteri,
07:21
or people who use both hands
for different tasks,
for different tasks,
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ili ljudi koji koriste obe ruke
za različite zadatke,
za različite zadatke,
07:24
are more creative thinkers
than one-handed people,
than one-handed people,
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kreativniji mislioci od onih
koji pišu jednom rukom,
koji pišu jednom rukom,
07:28
because being ambidextrous involves
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jer koristiti obe ruke podjednako znači
07:29
having both sides of the brain
talk to each other a lot,
talk to each other a lot,
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da obe strane mozga
dosta komuniciraju međusobno,
dosta komuniciraju međusobno,
07:32
which seems to be involved
in creating flexible thinking.
in creating flexible thinking.
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što izgleda da je uključeno
u stvaranje fleksibilnog mišljenja.
u stvaranje fleksibilnog mišljenja.
07:36
The myth of the creative left-hander
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Mit kreativnog levorukog čoveka nastaje
07:38
arises from the fact
that being ambidextrous
that being ambidextrous
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iz činjenice da je korišćenje
obe ruke podjednako
obe ruke podjednako
07:40
is more common amongst
left-handers than right-handers,
left-handers than right-handers,
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više učestalo
među levorukim nego desnorukim,
među levorukim nego desnorukim,
07:43
so a grain of truth in the idea
of the creative left-hander,
of the creative left-hander,
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tako da postoji nešto istine
u ideji kreativnog levorukog čoveka,
u ideji kreativnog levorukog čoveka,
07:46
but not much.
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ali ne mnogo.
07:47
A related myth that you've
probably heard of
probably heard of
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Sličan mit za koji ste verovatno čuli
07:50
is that we only use
10 percent of our brains.
10 percent of our brains.
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je da koristimo samo 10% svojih mozgova.
07:52
This is, again, a complete myth.
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Ovo je, još jednom, potpuni mit.
07:54
Nearly everything that we do,
even the most mundane thing,
even the most mundane thing,
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Gotovo sve što radimo,
čak i najobičnija stvar,
čak i najobičnija stvar,
07:56
uses nearly all of our brains.
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angažuje skoro ceo mozak.
07:58
That said, it is of course true
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Ipak, naravno da je tačno da većina nas
08:02
that most of us don't use our brainpower
quite as well as we could.
quite as well as we could.
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ne koristi svoje mozgove
toliko koliko bismo mogli.
toliko koliko bismo mogli.
08:07
So what could we do
to boost our brainpower?
to boost our brainpower?
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Šta bismo mogli da uradimo
da pojačamo snagu svojih mozgova?
da pojačamo snagu svojih mozgova?
08:10
Maybe we could listen
to a nice bit of Mozart.
to a nice bit of Mozart.
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Možda bismo mogli da slušamo malo Mocarta.
08:12
Have you heard of the idea
of the Mozart effect?
of the Mozart effect?
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Da li ste čuli za ideju Mocartovog efekta?
08:15
So the idea is that listening
to Mozart makes you smarter
to Mozart makes you smarter
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Ideja je da vas
slušanje Mocarta čini pametnijim
slušanje Mocarta čini pametnijim
i poboljšava vaše rezultate
na testovima inteligencije.
na testovima inteligencije.
08:18
and improves your
performance on I.Q. tests.
performance on I.Q. tests.
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08:20
Now again, what's interesting
about this myth
about this myth
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Ponovo, ono što je interesantno
o ovom mitu
o ovom mitu
08:22
is that although it's basically a myth,
there is a grain of truth to it.
there is a grain of truth to it.
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je da iako je u osnovi mit,
postoji nešto istine u njemu.
postoji nešto istine u njemu.
08:25
So the original study found that
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Prvobitno istraživanje otkrilo je
08:27
participants who were played
Mozart music for a few minutes
Mozart music for a few minutes
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da su učesnici kojima je puštana
Mocartova muzika na nekoliko minuta
Mocartova muzika na nekoliko minuta
08:31
did better on a subsequent I.Q. test
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imali bolji rezultat
na testu inteligencije
na testu inteligencije
08:33
than participants who simply
sat in silence.
sat in silence.
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od učesnika koji su samo sedeli u tišini.
08:37
But a follow-up study recruited
some people who liked Mozart music
some people who liked Mozart music
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Ali naredno istraživanje uključivalo je
neke ljude koji su voleli Mocartovu muziku
neke ljude koji su voleli Mocartovu muziku
08:40
and then another group of people
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a onda drugu grupu ljudi
08:42
who were fans of
the horror stories of Stephen King.
the horror stories of Stephen King.
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koji su bili ljubitelji
horor priča Stivena Kinga.
horor priča Stivena Kinga.
08:45
And they played the people
the music or the stories.
the music or the stories.
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I puštali su im ili muziku ili priče.
08:48
The people who preferred
Mozart music to the stories
Mozart music to the stories
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Ljudi koji su više voleli
Mocartovu muziku od priča
Mocartovu muziku od priča
08:51
got a bigger I.Q. boost
from the Mozart than the stories,
from the Mozart than the stories,
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imali su veći IQ porast
od Mocarta nego od priča
od Mocarta nego od priča
08:54
but the people who preferred
the stories to the Mozart music
the stories to the Mozart music
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ali ljudi koji su više voleli
priče od Mocartove muzike
priče od Mocartove muzike
08:56
got a bigger I.Q. boost
from listening to the Stephen King stories
from listening to the Stephen King stories
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imali su veći IQ porast
od slušanja priča Stivena Kinga
od slušanja priča Stivena Kinga
08:59
than the Mozart music.
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od Mocartove muzike.
09:01
So the truth is that listening
to something that you enjoy
to something that you enjoy
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Istina je da vas slušanje nečega
u čemu uživate podstiče
u čemu uživate podstiče
09:03
perks you up a bit
and gives you a temporary I.Q. boost
and gives you a temporary I.Q. boost
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i daje vam privremeni IQ podsticaj
09:07
on a narrow range of tasks.
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za manje zadatke.
09:09
There's no suggestion that
listening to Mozart,
listening to Mozart,
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Nigde se ne navodi
da će vas slušanje Mocarta,
da će vas slušanje Mocarta,
09:11
or indeed Stephen King stories,
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ili čak priča Stivena Kinga
09:13
is going to make you any smarter
in the long run.
in the long run.
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učiniti pametnijim na duže staze.
09:16
Another version of the Mozart myth
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Druga verzija Mocartovog mita
je da vas slušanje Mocarta
je da vas slušanje Mocarta
09:19
is that listening to Mozart can make you
not only cleverer but healthier, too.
not only cleverer but healthier, too.
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može učiniti ne samo pametnijim
već i zdravijim.
već i zdravijim.
09:24
Unfortunately, this doesn't
seem to be true
seem to be true
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Nažalost, ovo se ispostavlja netačnim
09:26
of someone who listened
to the music of Mozart almost every day,
to the music of Mozart almost every day,
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za nekoga ko je slušao Mocartovu muziku
gotovo svaki dan,
gotovo svaki dan,
09:29
Mozart himself,
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samog Mocarta,
09:31
who suffered from gonorrhea,
smallpox, arthritis,
smallpox, arthritis,
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ko je patio od gonoreje,
boginja, artritisa,
boginja, artritisa,
09:34
and, what most people think eventually
killed him in the end, syphilis.
killed him in the end, syphilis.
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i onoga za šta većina ljudi
misli da ga je ubilo, sifilisa.
misli da ga je ubilo, sifilisa.
09:38
This suggests that Mozart
should have bit more careful, perhaps,
should have bit more careful, perhaps,
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Ovo znači da je Mocart
možda trebalo da bude pažljiviji
možda trebalo da bude pažljiviji
09:42
when choosing his sexual partners.
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pri odabiru svojih seksualnih partnera.
09:44
But how do we choose a partner?
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Ali kako biramo partnera?
09:46
So a myth that I have to say
is sometimes spread a bit by sociologists
is sometimes spread a bit by sociologists
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Mit koji ponekad šire sociolozi
je da su naši izbori ljubavnog partnera
proizvod naše kulture,
proizvod naše kulture,
09:51
is that our preferences in a romantic
partner are a product of our culture,
partner are a product of our culture,
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09:55
that they're very culturally specific.
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da su veoma kulturološki posebni.
09:57
But in fact, the data don't back this up.
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Zapravo, podaci ne potvrđuju ovo.
09:59
A famous study surveyed people from
[37] different cultures across the globe,
[37] different cultures across the globe,
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U čuvenom istraživanju ispitani su ljudi
iz 37 raznih kultura širom sveta,
iz 37 raznih kultura širom sveta,
10:03
from Americans to Zulus,
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od Amerikanaca do Zulua,
10:05
on what they look for in a partner.
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o tome šta oni traže u partneru.
10:07
And in every single culture
across the globe,
across the globe,
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U svakoj kulturi širom sveta,
10:09
men placed more value
on physical attractiveness in a partner
on physical attractiveness in a partner
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muškarci su stavljali više vrednosti
na fizičku privlačnost partnera
na fizičku privlačnost partnera
10:13
than did women,
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nego što su žene,
10:14
and in every single culture, too,
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i u svakoj kulturi
10:16
women placed more importance than did men
on ambition and high earning power.
on ambition and high earning power.
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ženama je više od muškaraca bila bitna
ambicija i moć zarađivanja.
ambicija i moć zarađivanja.
U svakoj kulturi
10:21
In every culture, too,
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muškarcima su se sviđale
žene koje su bile mlađe od njih,
žene koje su bile mlađe od njih,
10:22
men preferred women
who were younger than themselves,
who were younger than themselves,
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10:25
an average of, I think it was 2.66 years,
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u proseku, mislim da je bilo 2,66 godina,
10:27
and in every culture, too,
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i u svakoj kulturi
10:29
women preferred men
who were older than them,
who were older than them,
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ženama su se više sviđali
muškarci koji su bili stariji od njih,
muškarci koji su bili stariji od njih,
10:32
so an average of 3.42 years,
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prosečne razlike od 3,42 godine,
10:34
which is why we've got here
"Everybody needs a Sugar Daddy."
"Everybody needs a Sugar Daddy."
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zbog čega ovde piše
"Svakome treba tatica."
"Svakome treba tatica."
10:38
So moving on from trying
to score with a partner
to score with a partner
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Sada prelazimo sa uspeha sa partnerom
10:41
to trying to score in basketball
or football or whatever your sport is.
or football or whatever your sport is.
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na uspeh u košarci i fudbalu
ili bilo kojem sportu.
ili bilo kojem sportu.
10:45
The myth here is that sportsmen go through
hot-hand streaks, Americans call them,
hot-hand streaks, Americans call them,
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Mit je da sportisti doživljavaju ono što
Amerikanci nazivaju srećnim nizom
Amerikanci nazivaju srećnim nizom
da ih prati sportska sreća,
kako mi kažemo,
kako mi kažemo,
10:49
or purple patches,
we sometimes say in England,
we sometimes say in England,
239
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10:51
where they just can't miss,
like this guy here.
like this guy here.
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gde ne mogu da promaše,
poput ovog momka ovde.
poput ovog momka ovde.
10:54
But in fact, what happens is that
if you analyze the pattern
if you analyze the pattern
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Zapravo, ako statistički analizirate
obrazac pogodaka i promašaja,
10:58
of hits and misses statistically,
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ispada da su gotovo uvek nasumični.
10:59
it turns out that it's
nearly always at random.
nearly always at random.
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11:02
Your brain creates patterns
from the randomness.
from the randomness.
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Vaš mozak stvara obrasce iz nasumičnosti.
11:04
If you toss a coin,
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Ako bacite novčić
11:05
a streak of heads or tails is going
to come out somewhere in the randomness,
to come out somewhere in the randomness,
246
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niz glava ili pisama će se pojaviti
negde u nasumičnosti,
negde u nasumičnosti,
11:09
and because the brain likes to see
patterns where there are none,
patterns where there are none,
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i zato što mozak voli da vidi obrasce
gde ih nema,
gde ih nema,
11:12
we look at these streaks
and attribute meanings to them
and attribute meanings to them
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gledamo u te nizove
i pridajemo im značenja
i pridajemo im značenja
11:15
and say, "Yeah he's really on form today,"
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i kažemo: "Da, danas je baš u formi",
11:17
whereas actually you would
get the same pattern
get the same pattern
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gde biste zapravo dobili isti obrazac
11:19
if you were just getting
hits and misses at random.
hits and misses at random.
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kada biste imali
nasumične pogotke i promašaje.
nasumične pogotke i promašaje.
11:23
So an exception to this, however,
is penalty shootouts.
is penalty shootouts.
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Ipak, izuzetak ovome
je kazneni šesnaesterac.
je kazneni šesnaesterac.
11:26
A recent study looking
at penalty shootouts in football
at penalty shootouts in football
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Nedavno istraživanje koje je pratilo
šesnaesterce u fudbalu
šesnaesterce u fudbalu
pokazuje da igrači
koji predstavljaju zemlje
koji predstavljaju zemlje
11:29
shows that players who represent countries
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11:31
with a very bad record
in penalty shootouts,
in penalty shootouts,
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sa veoma lošim izvedbama
kaznenih šesnaesteraca
kaznenih šesnaesteraca
11:34
like, for example, England,
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poput Engleske, na primer,
11:36
tend to be quicker to take their shots
than countries with a better record,
than countries with a better record,
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obično brže šutiraju nego pripadnici
zemalja sa boljim izvedbama
zemalja sa boljim izvedbama
11:40
and presumably as a result,
they're more likely to miss.
they're more likely to miss.
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i verovatno kao posledica toga,
veće su šanse za promašaj.
veće su šanse za promašaj.
11:43
Which raises the question
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Ovo otvara pitanje:
11:45
of if there's any way that we
could improve people's performance.
could improve people's performance.
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da li postoji bilo kakav način
da poboljšamo ljudske rezultate.
da poboljšamo ljudske rezultate.
11:48
And one thing you might think about doing
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Jedna stvar koju biste mogli da radite
11:50
is punishing people for their misses
and seeing if that improves them.
and seeing if that improves them.
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je da kaznite ljude za njihove propuste
i pratite da li ih to poboljšava.
i pratite da li ih to poboljšava.
11:54
This idea, the effect that punishment
can improve performance,
can improve performance,
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Ova ideja, da efekat kažnjavanja
može da poboljša rezultate,
može da poboljša rezultate,
11:57
is what participants
thought they were testing
thought they were testing
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to su učesnici mislili da testiraju
12:00
in Milgram's famous learning
and punishment experiment
and punishment experiment
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u čuvenom Migramovom eksperimentu
učenja i kažnjavanja
učenja i kažnjavanja
12:02
that you've probably heard about
if you're a psychology student.
if you're a psychology student.
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za koji ste verovatno čuli
ako ste student psihologije.
ako ste student psihologije.
12:05
The story goes that participants
were prepared to give
were prepared to give
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Priča govori da su učesnike
pripremali da daju svojim kolegama
pripremali da daju svojim kolegama
12:08
what they believed to be fatal
electric shocks to a fellow participant
electric shocks to a fellow participant
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nešto za šta su verovali
da je smrtonosan električni šok
da je smrtonosan električni šok
12:11
when they got a question wrong,
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kada pogrešno odgovore na pitanje,
12:13
just because someone
in a white coat told them to.
in a white coat told them to.
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jer im je neko u belom mantilu tako rekao.
12:16
But this story is a myth
for three reasons.
for three reasons.
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Ova priča je mit iz tri razloga.
12:19
Firstly and most crucially, the lab coat
wasn't white, it was in fact grey.
wasn't white, it was in fact grey.
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Prvi i najvažniji je da mantil
nije bio beo već zapravo siv.
nije bio beo već zapravo siv.
12:24
Secondly, the participants
were told before the study
were told before the study
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Drugi, učesnicima je rečeno
pre istraživanja
pre istraživanja
12:28
and reminded any time
they raised a concern,
they raised a concern,
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i kad god počnu da se brinu,
rečeno im je da
rečeno im je da
12:30
that although the shocks were painful,
they were not fatal
they were not fatal
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iako su šokovi bili bolni,
nisu bili smrtonosni
nisu bili smrtonosni
12:33
and indeed caused
no permanent damage whatsoever.
no permanent damage whatsoever.
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i nisu izazivali trajno oštećenje.
12:36
And thirdly, participants
didn't give the shocks
didn't give the shocks
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I treći, učesnici nisu davali šokove
12:38
just because someone
in the coat told them to.
in the coat told them to.
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samo zato što im je neko u mantilu
govorio da to urade.
govorio da to urade.
12:41
When they were interviewed
after the study,
after the study,
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U intervjuu nakon istraživanja,
12:43
all the participants said
that they firmly believed
that they firmly believed
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svi učesnici rekli su
da su čvrsto verovali
da su čvrsto verovali
12:46
that the learning and punishment study
served a worthy scientific purpose
served a worthy scientific purpose
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da je istraživanje učenja i kazne
služilo naučnoj svrsi
služilo naučnoj svrsi
12:49
which would have
enduring gains for science
enduring gains for science
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koja bi imala dobrobit za nauku,
12:52
as opposed to the momentary nonfatal
discomfort caused to the participants.
discomfort caused to the participants.
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nasuprot trenutnoj nesmrtonosnoj
neudobnosti za učesnike.
neudobnosti za učesnike.
12:59
Okay, so I've been talking
for about 12 minutes now,
for about 12 minutes now,
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Dakle, govorim već oko 12 minuta,
13:01
and you've probably been
sitting there listening to me,
sitting there listening to me,
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a vi verovatno sedite i slušate me,
13:04
analyzing my speech patterns
and body language
and body language
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analizirajući moj obrazac govora
i govor tela
i govor tela
13:06
and trying to work out if you should
take any notice of what I'm saying,
take any notice of what I'm saying,
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pokušavajući da odlučite da li treba
da obratite pažnju na ono što govorim
da obratite pažnju na ono što govorim
13:10
whether I'm telling the truth
or whether I'm lying,
or whether I'm lying,
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da li govorim istinu ili lažem,
13:12
but if so you've
probably completely failed,
probably completely failed,
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ali biste verovatno pogrešili,
13:14
because although we all think
we can catch a liar
we can catch a liar
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2345
jer iako mislimo da možemo
da prepoznamo lažove
da prepoznamo lažove
13:17
from their body language
and speech patterns,
and speech patterns,
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na osnovu njihovog govora tela
i obrasca govora,
i obrasca govora,
13:19
hundreds of psychological tests
over the years have shown
over the years have shown
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stotine psiholoških testova
godinama su pokazali
godinama su pokazali
13:21
that all of us, including
police officers and detectives,
police officers and detectives,
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da smo svi mi, uključujući
policajce ili detektive,
policajce ili detektive,
13:24
are basically at chance when it comes
to detecting lies from body language
to detecting lies from body language
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zapravo neuspešni kada se radi
o otkrivanju laži iz govora tela
o otkrivanju laži iz govora tela
13:28
and verbal patterns.
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i verbalnih obrazaca.
13:29
Interestingly, there is one exception:
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Zanimljivo je da postoji jedan izuzetak:
13:31
TV appeals for missing relatives.
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TV pozivi za izgubljene rođake.
13:33
It's quite easy to predict
when the relatives are missing
when the relatives are missing
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Prilično je lako predvideti
kada su rođaci zaista nestali,
kada su rođaci zaista nestali,
13:36
and when the appealers have in fact
murdered the relatives themselves.
murdered the relatives themselves.
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a kada su ih oni koji traže
zapravo i ubili.
zapravo i ubili.
13:40
So hoax appealers are more likely
to shake their heads, to look away,
to shake their heads, to look away,
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Tako oni koji se pretvaraju uglavnom
odmahuju glavom, gledaju unaokolo
odmahuju glavom, gledaju unaokolo
13:43
and to make errors in their speech,
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i prave greške u govoru,
13:45
whereas genuine appealers are more likely
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dok oni koji su iskreni
uglavnom izražavaju nadu
da će se osoba vratiti sigurno
da će se osoba vratiti sigurno
13:47
to express hope that the person
will return safely
will return safely
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13:49
and to avoid brutal language.
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i izbegavaju grube izraze.
13:51
So, for example, they might say
"taken from us" rather than "killed."
"taken from us" rather than "killed."
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Na primer, reći će:
"uzeti od nas" umesto "ubijeni".
"uzeti od nas" umesto "ubijeni".
Kad smo već kod toga,
krajnje je vreme da ubijem ovaj govor,
krajnje je vreme da ubijem ovaj govor,
13:56
Speaking of which,
it's about time I killed this talk,
it's about time I killed this talk,
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13:58
but before I do, I just want
to give you in 30 seconds
to give you in 30 seconds
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ali pre nego što to uradim,
želim samo da vam dam u 30 sekundi
želim samo da vam dam u 30 sekundi
14:02
the overarching myth of psychology.
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sveobuhvatni mit o psihologiji.
14:05
So the myth is that psychology is just
a collection of interesting theories,
a collection of interesting theories,
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Mit je da je psihologija
samo skup zanimljivih teorija,
samo skup zanimljivih teorija,
14:09
all of which say something useful
and all of which have something to offer.
and all of which have something to offer.
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koje sve govore nešto korisno
i koje sve imaju nešto da ponude.
i koje sve imaju nešto da ponude.
14:13
What I hope to have shown you
in the past few minutes
in the past few minutes
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Nadam se da sam vam
u proteklih nekoliko minuta
u proteklih nekoliko minuta
14:15
is that this isn't true.
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pokazao da to nije istina.
14:17
What we need to do is assess
psychological theories
psychological theories
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Treba da procenimo psihološke teorije
tako što ćemo videti
koje pretpostavke prave,
koje pretpostavke prave,
14:20
by seeing what predictions they make,
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14:22
whether that is that listening to Mozart
makes you smarter,
makes you smarter,
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bilo da je to da vas slušanje Mocarta
čini pametnijima,
čini pametnijima,
14:25
that you learn better when information is
presented in your preferred learning style
presented in your preferred learning style
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da učite bolje kada je informacija data
u vašem omljenom stilu učenja
u vašem omljenom stilu učenja
14:30
or whatever it is, all of these
are testable empirical predictions,
are testable empirical predictions,
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ili šta god drugo, sve ovo su
proverive empirijske pretpostavke
proverive empirijske pretpostavke
14:33
and the only way we can make progress
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i jedini način da ostvarimo napredak
14:35
is to test these predictions
against the data
against the data
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je da testiramo pretpostavke
nasuprot podataka
nasuprot podataka
14:37
in tightly controlled
experimental studies.
experimental studies.
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u strogo kontrolisanim
eksperimentalnim istraživanjima.
eksperimentalnim istraživanjima.
14:39
And it's only by doing so
that we can hope to discover
that we can hope to discover
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Jedino tako se možemo nadati
da ćemo otkriti
da ćemo otkriti
14:42
which of these theories
are well supported,
are well supported,
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koje od ovih teorija imaju osnova,
14:45
and which, like all the ones
I've told you about today, are myths.
I've told you about today, are myths.
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a koje su mitovi, poput ovih
o kojima sam vam danas pričao.
o kojima sam vam danas pričao.
14:48
Thank you.
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Hvala vam.
14:50
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Ben Ambridge - PsychologistBen Ambridge is the author of "Psy-Q," a sparkling book debunking what we think we know about psychology.
Why you should listen
Ben Ambridge is a senior lecturer in psychology at the University of Liverpool, where he researches children’s language development. He is the author of Psy-Q, which introduces readers to some of the major findings in psychology via interactive puzzles, games, quizzes and tests.
He also writes great newsy stories connecting psychology to current events. His article "Why Can't We Talk to the Animals?" was shortlisted for the 2012 Guardian-Wellcome Science Writing Prize. Psy-Q is his first book for a general audience.
Ben Ambridge | Speaker | TED.com