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Kashfia Rahman: How risk-taking changes a teenager's brain
Kašfija Rahman (Kashfia Rahman): Kako rizikovanje menja mozak tinejdžera
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Zašto tinejdžeri ponekad donose šokantne, riskantne odluke? Da li odjednom postanu nepromišljeni, ili samo prolaze kroz prirodnu fazu? Kako bi to saznala, Kašfija Rahman - pobednica Intelovog međunarodnog sajma nauke i inženjerstva (i brucoškinja Harvarda) - dizajnirala je i sprovela eksperiment da bi testirala kako srednjoškolci reaguju na rizik i kako se navikavaju na njega, i kako to menja njihove mozgove koji su i dalje u razvoju. Ono što je otkrila o riziku i donošenju odluka može promeniti način na koji razmišljamo o tome zašto tinejdžeri rade to što rade.
Kashfia Rahman - Psychology researcher
Kashfia Rahman studies psychology, cognitive science and global health policy at Harvard University. Full bio
Kashfia Rahman studies psychology, cognitive science and global health policy at Harvard University. Full bio
Double-click the English transcript below to play the video.
00:12
Have you ever tried
to understand a teenager?
to understand a teenager?
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Jeste li ikada pokušali
da razumete tinejdžera?
da razumete tinejdžera?
00:16
It's exhausting, right?
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Iscrpljujuće je, zar ne?
00:19
You must be puzzled by the fact
that some teens do well in school,
that some teens do well in school,
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Mora da vas zbunjuje činjenica
da su neki tinejdžeri uspešni u školi,
da su neki tinejdžeri uspešni u školi,
00:23
lead clubs and teams
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predvode klubove i timove
00:25
and volunteer in their communities,
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i volontiraju u svojim zajednicama,
00:27
but they eat Tide Pods
for an online challenge,
for an online challenge,
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ali jedu kapsule deterdženta
u onlajn izazovu,
u onlajn izazovu,
00:31
speed and text while driving,
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brzo voze i pritom šalju poruke,
00:34
binge drink and experiment
with illicit drugs.
with illicit drugs.
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pijanče i eksperimentišu
sa ilegalnim drogama.
sa ilegalnim drogama.
00:38
How can so many teens
be so smart, skilled and responsible --
be so smart, skilled and responsible --
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Kako toliko tinejdžera
može biti pametno, vešto i odgovorno,
može biti pametno, vešto i odgovorno,
00:43
and careless risk-takers at the same time?
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i nesmotreno rizikovati u isto vreme?
00:47
When I was 16,
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Kada sam imala 16 godina,
00:48
while frequently observing
my peers in person
my peers in person
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dok sam često posmatrala
svoje vršnjake uživo,
svoje vršnjake uživo,
00:51
as well as on social media,
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ali i putem društvenih mreža,
00:53
I began to wonder why so many teens
took such crazy risks.
took such crazy risks.
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počela sam da se pitam zašto se
toliko tinejdžera izlaže rizicima.
toliko tinejdžera izlaže rizicima.
00:58
It seems like getting a certificate
from DARE class in the fifth grade
from DARE class in the fifth grade
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Izgleda da ih časovi
prevencije zloupotrebe droga
prevencije zloupotrebe droga
u petom razredu ne mogu sprečiti.
01:02
can't stop them.
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(Smeh)
01:03
(Laughter)
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01:04
What was even more alarming to me
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Ono što mi je bilo još alarmantnije je da,
01:06
was that the more they exposed
themselves to these harmful risks,
themselves to these harmful risks,
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što su više bili izloženi
štetnim rizicima,
štetnim rizicima,
01:10
the easier it became for them
to continue taking risks.
to continue taking risks.
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lakše im je bilo da i dalje rizikuju.
01:14
Now this confused me,
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Ovo me je zbunilo,
01:16
but it also made me incredibly curious.
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ali me je učinilo
i neverovatno radoznalom.
i neverovatno radoznalom.
01:20
So, as someone with a name
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Kao neko sa imenom
01:21
that literally means
"to explore knowledge,"
"to explore knowledge,"
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koje bukvalno znači „istraživati znanja“,
01:24
I started searching
for a scientific explanation.
for a scientific explanation.
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počela sam da tragam
za naučnim objašnjenјem.
za naučnim objašnjenјem.
01:28
Now, it's no secret
that teens ages 13 to 18
that teens ages 13 to 18
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Nije tajna da su tinejdžeri
starosti od 13 do 18 godina
starosti od 13 do 18 godina
01:31
are more prone to risk-taking
than children or adults,
than children or adults,
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skloniji rizikovanju
nego deca ili odrasli,
nego deca ili odrasli,
01:35
but what makes them so daring?
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ali šta ih čini tako odvažnim?
01:38
Do they suddenly become reckless,
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Da li odjednom postanu nepromišljeni,
01:40
or is this just a natural phase
that they're going through?
that they're going through?
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ili je to samo prirodna faza
kroz koju prolaze?
kroz koju prolaze?
01:43
Well neuroscientists
have already found evidence
have already found evidence
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Neuronaučnici su već pronašli dokaze
da je mozak tinejdžera
i dalje u procesu sazrevanja
i dalje u procesu sazrevanja
01:46
that the teen brain
is still in the process of maturation --
is still in the process of maturation --
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01:49
and that this makes them
exceptionally poor at decision-making,
exceptionally poor at decision-making,
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i da su zbog toga izuzetno loši
u donošenju odluka,
u donošenju odluka,
01:52
causing them to fall prey
to risky behaviors.
to risky behaviors.
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zbog čega postaju žrtve
rizičnih ponašanja.
rizičnih ponašanja.
01:56
But in that case,
if the maturing brain is to blame,
if the maturing brain is to blame,
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U tom slučaju, ako okrivimo
mozak koji je još u razvoju,
mozak koji je još u razvoju,
01:59
then why are teens
more vulnerable than children,
more vulnerable than children,
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zašto su onda tinejdžeri
ranjiviji od dece,
ranjiviji od dece,
02:02
even though their brains
are more developed than those of children?
are more developed than those of children?
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iako su njihovi mozgovi
razvijeniji od dečijih?
razvijeniji od dečijih?
02:05
Also, not all teens in the world
take risks at the same level.
take risks at the same level.
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Takođe, ne rizikuju svi tinejdžeri
na svetu na istom nivou.
na svetu na istom nivou.
02:09
Are there some other underlying
or unintentional causes
or unintentional causes
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Postoje li neki drugi suštinski
ili slučajni uzroci
ili slučajni uzroci
02:13
driving them to risk-taking?
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koji ih teraju da rizikuju?
02:15
Well, this is exactly
what I decided to research.
what I decided to research.
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E, pa upravo to sam odlučila da istražim.
02:19
So, I founded my research
on the basis of a psychological process
on the basis of a psychological process
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Bazirala sam svoje istraživanje
na psihološkom procesu
na psihološkom procesu
02:23
known as "habituation,"
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poznatom kao „habituacija“,
02:25
or simply what we refer to
as "getting used to it."
as "getting used to it."
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ili prosto ono što zovemo „navikavanje“.
02:29
Habituation explains how our brains
adapt to some behaviors,
adapt to some behaviors,
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Habituacija objašnjava kako se naš mozak
prilagođava nekim vrstama ponašanja,
prilagođava nekim vrstama ponašanja,
02:33
like lying, with repeated exposures.
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kao što je laganje,
sa ponovljenim izlaganjima.
sa ponovljenim izlaganjima.
Ovaj koncept me je inspirisao
da napravim projekat
da napravim projekat
02:36
And this concept inspired me
to design a project
to design a project
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02:38
to determine if the same principle
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da utvrdim kako isti princip
02:41
could be applied to the relentless
rise of risk-taking in teenagers.
rise of risk-taking in teenagers.
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može da se primeni
na neumorno rizikovanje tinejdžera.
na neumorno rizikovanje tinejdžera.
02:46
So I predicted that
habituation to risk-taking
habituation to risk-taking
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Predvidela sam da habituacija
kod rizikovanja
kod rizikovanja
02:49
may have the potential to change
the already-vulnerable teenage brain
the already-vulnerable teenage brain
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može promeniti već ranjiv mozak tinejdžera
02:53
by blunting or even eradicating
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ublažavajući ili čak brišući
02:55
the negative emotions
associated with risk,
associated with risk,
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negativne emocije povezane sa rizikom,
02:58
like fear or guilt.
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kao što su strah ili krivica.
03:00
I also thought because they
would feel less fearful and guilty,
would feel less fearful and guilty,
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Takođe sam mislila da će ih,
zbog manjeg osećaja straha i krivice,
zbog manjeg osećaja straha i krivice,
03:03
this desensitization would lead them
to even more risk-taking.
to even more risk-taking.
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ova smanjena osetljivost navesti
na još više rizikovanja.
na još više rizikovanja.
03:08
In short, I wanted to conduct
a research study
a research study
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Ukratko, želela sam
da sprovedem istraživanje
da sprovedem istraživanje
03:10
to answer one big question:
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kako bih odgovorila
na jedno veliko pitanje:
na jedno veliko pitanje:
03:12
Why do teens keep making
outrageous choices
outrageous choices
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zašto tinejdžeri i dalje donose
nezamislive odluke
nezamislive odluke
03:15
that are harmful
to their health and well-being?
to their health and well-being?
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koje su štetne po njihovo
zdravlje i blagostanje?
zdravlje i blagostanje?
03:19
But there was one big obstacle in my way.
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Ali imala sam jednu veliku
prepreku na svom putu.
prepreku na svom putu.
03:22
To investigate this problem,
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Kako bih istražila ovaj problem,
03:24
I needed teenagers to experiment on,
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trebali su mi tinejdžeri za eksperiment,
03:26
laboratories and devices
to measure their brain activity,
to measure their brain activity,
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laboratorije i uređaji da izmerim
njihovu moždanu aktivnost,
njihovu moždanu aktivnost,
03:30
and teachers or professors to supervise me
and guide me along the way.
and guide me along the way.
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nastavnici ili profesori da me nadgledaju
i da me vode na tom putu.
i da me vode na tom putu.
03:35
I needed resources.
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Trebala su mi sredstva.
03:37
But, you see, I attended
a high school in South Dakota
a high school in South Dakota
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Ali, vidite, ja sam pohađala
srednju školu u Južnoj Dakoti
srednju školu u Južnoj Dakoti
03:40
with limited opportunity
for scientific exploration.
for scientific exploration.
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sa ograničenim mogućnostima
za naučna istraživanja.
za naučna istraživanja.
03:44
My school had athletics,
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Moja škola je imala sportove,
03:46
band, choir, debate and other clubs,
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bend, hor, debatni tim i druge klubove,
03:50
but there were no STEM programs
or research mentors.
or research mentors.
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ali nije bilo naučnog programa
niti mentora za istraživanje.
niti mentora za istraživanje.
03:53
And the notion of high schoolers
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Ali ideja da srednjoškolci
03:55
doing research or participating
in a science fair was completely foreign.
in a science fair was completely foreign.
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rade istraživanje ili učestvuju
u naučnom sajmu je bila totalno strana.
u naučnom sajmu je bila totalno strana.
04:00
Simply put, I didn't exactly
have the ingredients
have the ingredients
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Prosto rečeno, nisam baš imala sastojke
04:03
to make a chef-worthy dish.
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za jelo dostojno pravog kuvara.
04:07
And these obstacles were frustrating,
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Ove prepreke su me frustrirale,
04:09
but I was also a stubborn teenager.
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ali sam bila i tvrdoglava tinejdžerka.
04:12
And as the daughter
of Bangladeshi immigrants
of Bangladeshi immigrants
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Kao ćerka imigranata iz Bangladeša
04:14
and one of just a handful
of Muslim students
of Muslim students
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i jedna od šačice muslimanskih učenika
04:16
in my high school in South Dakota,
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u mojoj srednjoj školi u Južnoj Dakoti,
04:19
I often struggled to fit in.
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često sam se borila da se uklopim.
04:21
And I wanted to be someone
with something to contribute to society,
with something to contribute to society,
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Želela sam da budem neko
ko će nekako doprineti društvu,
ko će nekako doprineti društvu,
04:25
not just be deemed
the scarf-wearing brown girl
the scarf-wearing brown girl
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a ne samo tamnoputa devojčica
koja nosi maramu
koja nosi maramu
04:28
who was an anomaly
in my homogenous hometown.
in my homogenous hometown.
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i koja je anomalija
u svom homogenom gradu.
u svom homogenom gradu.
04:31
I hoped that by doing this research,
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Nadala sam se da ću ovim istraživanjem
04:33
I could establish this
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moći to da utvrdim
04:34
and how valuable scientific exploration
could be for kids like me
could be for kids like me
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i koliko naučno istraživanje
može biti važno za decu kao što sam ja,
može biti važno za decu kao što sam ja,
04:39
who didn't necessarily
find their niche elsewhere.
find their niche elsewhere.
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koja nisu našla svoje mesto negde drugo.
04:42
So with limited research opportunities,
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Sa ograničenim mogućnostima
za istraživanje,
za istraživanje,
04:45
inventiveness allowed me to overcome
seemingly impossible obstacles.
seemingly impossible obstacles.
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maštovitost mi je omogućila da prevaziđem
naizgled nemoguće prepreke.
naizgled nemoguće prepreke.
04:50
I became more creative in working
with a variety of methodologies,
with a variety of methodologies,
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Postala sam kreativnija u radu
sa raznim metodologijama,
sa raznim metodologijama,
04:54
materials and subjects.
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materijalima i ispitanicima.
04:57
I transformed my unassuming school library
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Pretvorila sam skromnu školsku biblioteku
05:00
into a laboratory
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u laboratoriju,
05:02
and my peers into lab rats.
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a svoje vršnjake u zamorce.
05:04
(Laughter)
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(Smeh)
05:05
My enthusiastic geography teacher,
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Moj entuzijastični profesor geografije,
05:08
who also happens to be
my school's football coach,
my school's football coach,
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koji je ujedno i školski trener ragbija,
05:11
ended up as my cheerleader,
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je postao moj navijač,
05:13
becoming my mentor
to sign necessary paperwork.
to sign necessary paperwork.
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ali i mentor koji je potpisivao
neophodnu dokumentaciju.
neophodnu dokumentaciju.
05:17
And when it became logistically impossible
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Kada je postalo logistički nemoguće
05:19
to use a laboratory
electroencephalography,
electroencephalography,
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koristiti laboratorijsku
elektroencelografiju,
elektroencelografiju,
05:22
or EEG,
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ili EEG,
05:23
which are those electrode devices
used to measure emotional responses,
used to measure emotional responses,
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tj. uređaj sa elektrodama
koji meri emocionalne reakcije,
koji meri emocionalne reakcije,
05:28
I bought a portable EEG headset
with my own money,
with my own money,
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svojim novcem sam kupila
prenosivu EEG opremu,
prenosivu EEG opremu,
05:31
instead of buying the new iPhone X
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umesto novog telefona iPhone X
05:32
that a lot of kids my age
were saving up for.
were saving up for.
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za koji mnoga deca mojih godina štedi.
05:35
So finally I started the research
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Konačno sam započela istraživanje
05:38
with 86 students,
ages 13 to 18, from my high school.
ages 13 to 18, from my high school.
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sa 86 učenika iz svoje srednje škole,
starosti od 13 do 18 godina.
starosti od 13 do 18 godina.
05:42
Using the computer cubicles
in my school library,
in my school library,
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Koristeći računare u školskoj biblioteci,
05:45
I had them complete a computerized
decision-making simulation
decision-making simulation
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dala sam im da urade kompjuterizovanu
simulaciju donošenja odluka
simulaciju donošenja odluka
05:48
to measure their risk-taking behaviors
comparable to ones in the real world,
comparable to ones in the real world,
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kako bih merila njihova rizična ponašanja
u odnosu na ona u stvarnom životu,
u odnosu na ona u stvarnom životu,
05:53
like alcohol use, drug use and gambling.
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kao što su upotreba alkohola,
droga i kockanje.
droga i kockanje.
05:56
Wearing the EEG headset,
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Noseći EEG opremu,
05:58
the students completed the test
12 times over three days
12 times over three days
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učenici su radili test
12 puta u toku tri dana
12 puta u toku tri dana
06:02
to mimic repeated risk exposures.
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kako bi imitirali
periodična izlaganja riziku.
periodična izlaganja riziku.
06:05
A control panel on the EEG headset
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Kontrolna ploča na EEG opremi
06:08
measured their various
emotional responses:
emotional responses:
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je merila njihove različite
emocionalne odgovore
emocionalne odgovore
06:10
like attention, interest,
excitement, frustration,
excitement, frustration,
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kao što su pažnja, interesovanje,
uzbuđenje, frustracija,
uzbuđenje, frustracija,
06:14
guilt, stress levels and relaxation.
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krivica, nivo stresa i opuštenost.
Oni su takođe ocenili svoje emocije
06:17
They also rated their emotions
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06:19
on well-validated
emotion-measuring scales.
emotion-measuring scales.
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na odobrenoj skali za merenje emocija.
06:22
This meant that I had measured
the process of habituation
the process of habituation
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To je značilo da sam merila
proces habituacije
proces habituacije
06:25
and its effects on decision-making.
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i njene efekte na donošenje odluka.
06:28
And it took 29 days
to complete this research.
to complete this research.
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Trebalo je 29 dana
da završim istraživanje.
da završim istraživanje.
06:31
And with months of frantically
drafting proposals,
drafting proposals,
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Nakon što sam mesecima mahnito
pravila nacrte predloga,
pravila nacrte predloga,
06:34
meticulously computing data
in a caffeinated daze at 2am,
in a caffeinated daze at 2am,
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detaljno izračunavala podatke
u kofeinskom bunilu u dva ujutru,
u kofeinskom bunilu u dva ujutru,
06:39
I was able to finalize my results.
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uspela sam da završim rezultate.
06:41
And the results showed
that habituation to risk-taking
that habituation to risk-taking
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I oni su pokazali
da habituacija kod rizikovanja
da habituacija kod rizikovanja
06:44
could actually change a teen's brain
by altering their emotional levels,
by altering their emotional levels,
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može zapravo promeniti mozak tinejdžera
menjajući njihove emocionalne nivoe,
menjajući njihove emocionalne nivoe,
06:48
causing greater risk-taking.
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izazivajući još veće rizikovanje.
06:51
The students' emotions
that were normally associated with risks,
that were normally associated with risks,
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Emocije učenika koje su
inače povezane sa rizicima,
inače povezane sa rizicima,
06:54
like fear, stress, guilt and nervousness,
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kao što su strah,
stres, krivica i nervoza,
stres, krivica i nervoza,
06:58
as well as attention,
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kao i pažnja,
07:00
were high when they were first
exposed to the risk simulator.
exposed to the risk simulator.
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su bile na visokom nivou kada su prvi put
bili izloženi simulatoru rizika.
bili izloženi simulatoru rizika.
07:04
This curbed their temptations
and enforced self-control,
and enforced self-control,
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Ovo je ograničilo njihovo iskušenje
i pojačalo samokontrolu,
i pojačalo samokontrolu,
07:07
which prevented them
from taking more risks.
from taking more risks.
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što ih je sprečilo da i dalje rizikuju.
07:10
However, the more they were exposed
to the risks through the simulator,
to the risks through the simulator,
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Ipak, što su više bili izloženi
rizicima kroz simulator,
rizicima kroz simulator,
07:14
the less fearful, guilty
and stressed they became.
and stressed they became.
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osećali su manje straha,
krivice i nervoze.
krivice i nervoze.
07:18
This caused a situation
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Ovo je dovelo do situacije
07:20
in which they were no longer able to feel
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u kojoj nisu više mogli da osećaju
07:22
the brain's natural
fear and caution instincts.
fear and caution instincts.
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prirodan strah mozga i instinkt opreza.
07:25
And also, because they are teenagers
and their brains are still underdeveloped,
and their brains are still underdeveloped,
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Takođe, pošto su to tinejdžeri
i mozgovi im još nisu potpuno razvijeni,
i mozgovi im još nisu potpuno razvijeni,
07:30
they became more interested and excited
in thrill-seeking behaviors.
in thrill-seeking behaviors.
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u njima se probudilo
više interesovanja i oduševljenja
više interesovanja i oduševljenja
u vezi sa uzbudljivim aktivnostima.
07:35
So what were the consequences?
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Kakve su bile posledice?
07:38
They lacked self-control
for logical decision-making,
for logical decision-making,
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Nedostajalo im je samokontrole
za logičko donošenje odluka,
za logičko donošenje odluka,
07:41
took greater risks
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izlagali su se većem riziku
07:43
and made more harmful choices.
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i donosili štetnije odluke.
07:45
So the developing brain alone
isn't to blame.
isn't to blame.
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Tako da ne možemo samo kriviti
mozak koji je još u razvoju.
mozak koji je još u razvoju.
07:48
The process of habituation
also plays a key role in risk-taking
also plays a key role in risk-taking
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Proces habituacije takođe igra
ključnu ulogu u rizikovanju
ključnu ulogu u rizikovanju
07:52
and risk escalation.
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i eskalaciji rizika.
07:54
Although a teen's willingness to seek risk
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Iako je spremnost tinejdžera na rizik
07:56
is largely a result of the structural
and functional changes
and functional changes
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u velikoj meri rezultat
strukturalnih i funkcionalnih promena
strukturalnih i funkcionalnih promena
08:00
associated with their developing brains,
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povezanih sa njihovim
mozgovima u razvoju,
mozgovima u razvoju,
08:02
the dangerous part
that my research was able to highlight
that my research was able to highlight
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opasni deo koji je naglasilo
moje istraživanje
moje istraživanje
08:06
was that a habituation to risks
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je da habituacija kod rizika
08:08
can actually physically
change a teen's brain
change a teen's brain
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zapravo može fizički da promeni
mozak tinejdžera
mozak tinejdžera
08:10
and cause greater risk-taking.
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i da izazove još veće rizikovanje.
08:13
So it's the combination
of the immature teen brain
of the immature teen brain
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Dakle, u pitanju je kombinacija
nezrelog tinejdžerskog mozga
nezrelog tinejdžerskog mozga
08:16
and the impact of habituation
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i uticaja habituacije
08:18
that is like a perfect storm
to create more damaging effects.
to create more damaging effects.
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koja kao savršena oluja
ostavlja štetnije efekte.
ostavlja štetnije efekte.
08:22
And this research can help parents
and the general public
and the general public
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Ovo istraživanje može pomoći
roditeljima i javnosti
roditeljima i javnosti
08:26
understand that teens aren't just
willfully ignoring warnings
willfully ignoring warnings
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da razumeju da tinejdžeri
ne ignorišu upozorenja voljno
ne ignorišu upozorenja voljno
08:29
or simply defying parents by engaging
in increasingly more dangerous behavior.
in increasingly more dangerous behavior.
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ili prosto prkose roditeljima učestvujući
u sve opasnijim načinima ponašanja.
u sve opasnijim načinima ponašanja.
08:34
The biggest hurdle they're facing
is their habituation to risks:
is their habituation to risks:
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Najveća prepreka na koju nailaze
je habituacija kod rizikovanja:
je habituacija kod rizikovanja:
08:38
all the physical, detectable
and emotional functional changes
and emotional functional changes
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sve fizičke, primetne i emocionalne
funkcionalne promene
funkcionalne promene
08:43
that drive and control and influence
their over-the-top risk-taking.
their over-the-top risk-taking.
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koje upravljaju, kontrolišu i utiču
na njihovo preterano izlaganje riziku.
na njihovo preterano izlaganje riziku.
08:48
So yes, we need policies
that provide safer environments
that provide safer environments
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Da, trebaju nam zakoni
koji omogućavaju bezbedniju okolinu
koji omogućavaju bezbedniju okolinu
08:52
and limit exposures to high risks,
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i ograničavaju izlaganje visokom riziku,
08:55
but we also need policies
that reflect this insight.
that reflect this insight.
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ali nam isto tako trebaju zakoni
koji odražavaju ovaj uvid.
koji odražavaju ovaj uvid.
08:59
These results are
a wake-up call for teens, too.
a wake-up call for teens, too.
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Ovi rezultati su upozorenje
i za tinejdžere.
i za tinejdžere.
09:02
It shows them that the natural
and necessary fear and guilt
and necessary fear and guilt
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Pokazuju da prirodni
i neophodni strah i krivica
i neophodni strah i krivica
09:06
that protect them from unsafe situations
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koji nas štite od nebezbednih situacija
09:08
actually become numb when they
repeatedly choose risky behaviors.
repeatedly choose risky behaviors.
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zapravo otupe kada oni uporno biraju
riskantne načine ponašanja.
riskantne načine ponašanja.
09:13
So with this hope to share my findings
with fellow teenagers and scientists,
with fellow teenagers and scientists,
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Sa nadom da podelim moja saznanja
sa drugarima tinejdžerima i naučnicima,
sa drugarima tinejdžerima i naučnicima,
odnela sam svoje istraživanje
09:18
I took my research
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09:20
to the Intel International
Science and Engineering Fair, or ISEF,
Science and Engineering Fair, or ISEF,
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na Intelov međunarodni sajam
nauke i inženjerstva, ili ISEF,
nauke i inženjerstva, ili ISEF,
09:24
a culmination of over 1,800 students
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koji je dostigao broj
od preko 1800 studenata
od preko 1800 studenata
09:27
from 75 countries,
regions and territories,
regions and territories,
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iz 75 zemalja, regiona i teritorija,
09:30
who showcase their cutting-edge
research and inventions.
research and inventions.
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koji predstavljaju svoja najnovija
istraživanja i pronalaske.
istraživanja i pronalaske.
09:34
It's like the Olympics of science fair.
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To je kao olimpijada naučnih sajmova.
09:36
(Laughter)
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(Smeh)
09:38
There, I was able to present my research
to experts in neuroscience and psychology
to experts in neuroscience and psychology
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Tamo sam predstavila svoje istraživanje
stručnjacima u neuronaukama i psihologiji
stručnjacima u neuronaukama i psihologiji
09:43
and garner valuable feedback.
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i sakupila važne informacije.
09:45
But perhaps the most
memorable moment of the week
memorable moment of the week
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Ali možda najnezaboravniji
trenutak nedelje
trenutak nedelje
09:48
was when the booming speakers
suddenly uttered my name
suddenly uttered my name
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bio je kada su glasni zvučnici
iznenada objavili moje ime
iznenada objavili moje ime
09:52
during the awards ceremony.
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tokom ceremonije dodele nagrada.
09:54
I was in such disbelief
that I questioned myself:
that I questioned myself:
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Bila sam u tolikoj neverici
da sam se pitala:
da sam se pitala:
09:57
Was this just another "La La Land" blunder
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„Da li je ovo samo još jedna greška
kao sa filmom „La La Land“ na Oskaru?“
kao sa filmom „La La Land“ na Oskaru?“
10:00
like at the Oscars?
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10:01
(Laughter)
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(Smeh)
10:02
Luckily, it wasn't.
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Srećom, nije bila.
10:05
I really had won first place
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Stvarno sam osvojila prvo mesto
10:07
in the category "Behavioral
and Social Sciences."
and Social Sciences."
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u kategoriji „bihejvioralne
i društvene nauke.“
i društvene nauke.“
10:09
(Applause)
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(Aplauz)
10:16
Needless to say,
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Suvišno je reći
da ne samo da sam bila uzbuđena
što sam dobila ovo priznanje,
što sam dobila ovo priznanje,
10:17
I was not only thrilled
to have this recognition,
to have this recognition,
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10:20
but also the whole experience
of science fair that validated my efforts
of science fair that validated my efforts
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nego celo to iskustvo sajma nauke
koje je uvažilo moje napore
koje je uvažilo moje napore
10:25
keeps my curiosity alive
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održava moju radoznalost
10:27
and strengthens my creativity,
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i ojačava moju kreativnost,
10:29
perseverance and imagination.
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istrajnost i maštovitost.
10:32
This still image of me
experimenting in my school library
experimenting in my school library
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Ova slika mene kako eksperimentišem
u svojoj školskoj biblioteci
u svojoj školskoj biblioteci
10:36
may seem ordinary,
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možda deluje uobičajeno,
10:38
but to me, it represents
a sort of inspiration.
a sort of inspiration.
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ali za mene, ona predstavlja
neku vrstu inspiracije.
neku vrstu inspiracije.
10:42
It reminds me that this process
taught me to take risks.
taught me to take risks.
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Podseća me da me je ovaj proces
naučio da rizikujem.
naučio da rizikujem.
10:46
And I know that might sound
incredibly ironic.
incredibly ironic.
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Znam da to može zvučati
neverovatno ironično.
neverovatno ironično.
10:49
But I took risks realizing
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Ali, rizikovala sam shvatajući
10:51
that unforeseen opportunities
often come from risk-taking --
often come from risk-taking --
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da nepredviđene prilike
često dobijamo iz rizika -
često dobijamo iz rizika -
10:55
not the hazardous,
negative type that I studied,
negative type that I studied,
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ne od onih opasnih, negativnih
koje sam ja proučavala,
koje sam ja proučavala,
10:58
but the good ones,
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nego dobrih,
11:00
the positive risks.
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pozitivnih rizika.
11:02
The more risks I took,
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Što sam više rizikovala,
11:04
the more capable I felt of withstanding
my unconventional circumstances,
my unconventional circumstances,
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bila sam sve sposobnija
da podnesem svoje neobične okolnosti,
da podnesem svoje neobične okolnosti,
11:08
leading to more tolerance,
resilience and patience
resilience and patience
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što je dovelo do više tolerancije,
otpornosti i strpljenja
otpornosti i strpljenja
11:11
for completing my project.
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za završetak projekta.
11:13
And these lessons
have led me to new ideas
have led me to new ideas
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Ove lekcije su me dovele do novih ideja
11:16
like: Is the opposite
of negative risk-taking also true?
of negative risk-taking also true?
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kao što su: da li isto važi
za suprotno od negativnog rizikovanja?
za suprotno od negativnog rizikovanja?
11:20
Can positive risk-taking
escalate with repeated exposures?
escalate with repeated exposures?
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Može li pozitivno rizikovanje
eskalirati sa ponovljenim izlaganjem?
eskalirati sa ponovljenim izlaganjem?
11:24
Does positive action
build positive brain functioning?
build positive brain functioning?
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Da li pozitivne radnje dovode
do pozitivnog funkcionisanja mozga?
do pozitivnog funkcionisanja mozga?
11:28
I think I just might have
my next research idea.
my next research idea.
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Mislim da sam upravo dobila
ideju za naredno istraživanje.
ideju za naredno istraživanje.
11:32
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Kashfia Rahman - Psychology researcherKashfia Rahman studies psychology, cognitive science and global health policy at Harvard University.
Why you should listen
The daughter of Bangladeshi immigrants, Kashfia Rahman grew up as a minority in a homogenous community in Brookings, South Dakota. When she was in high school, she noticed her peers frequently succumbing to risky behaviors as well as the ruthless burdens of stress and peer pressure. Working directly on peers at her school, she dedicated research to studying the neuroscientific and psychological processes underlying these behaviors, and how the environment plays a role in emotion-processing and cognitive functioning in teens. With the hopes of raising awareness to minimize the potential for engaging in harmful behaviors, she took her research to the Intel International Science and Engineering Fair, a culmination of 1,800 students from over 75 countries sometimes described as the "Olympics of science fairs." For her research projects, she was awarded first place in her category as well as was recognized by the National Institutes on Drug Abuse and the American Psychological Association.
Rahman is also a Google Science Fair finalist and a Regeneron Science Talent Search Scholar. Featured in the National Geographic documentary Science Fair for her dedication to science research, Rahman is passionate about sharing her pathway to research and strives to expand the platform for marginalized and disempowered voices. She is also interested in bridging the gender and racial gap in the field of STEM and in advocating for healthy environments to improve teens' behavioral and mental health.
Kashfia Rahman | Speaker | TED.com