TEDxYouth@Manchester
Ben Ambridge: 9 myths about psychology, debunked
班．安柏瑞吉: 心理學的十大迷思：揭露真相
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Readability: 4.3
3,054,590 views
你對於你大腦的認知，有多少其實是錯誤的？在這個快車式的科學迷思旅程中，班．安柏瑞吉將帶領大家走過十大被證明錯誤的熱門心理學觀念，並揭露幾個關於我們大腦運作的精彩真相。
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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你們都聽過I.Q.這個詞，
就是所謂的智商。
就是所謂的智商。
00:15
but what's your Psy-Q?
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但，你的Psy-Q（心理智商）呢？
00:17
How much do you know
about what makes you tick,
about what makes you tick,
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你對於成就你的事物了解多少？
00:19
and how good are you
at predicting other people's behavior
at predicting other people's behavior
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而你又多擅長去預測別人的行為？
00:22
or even your own?
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甚至說你自己的行為？
00:23
And how much of what you think you know
about psychology is wrong?
about psychology is wrong?
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你認為你所瞭解的心理學，
有多少是錯誤的呢？
有多少是錯誤的呢？
就讓我們一起來倒數揭露
這心理學上的十大迷思。
這心理學上的十大迷思。
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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當人們在提及心理學時，
你或許曾經聽他們說過：
你或許曾經聽他們說過：
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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這就像是男人從火星來，女人從金星來。
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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但是，男性和女性之間
究竟真的差多少呢？
究竟真的差多少呢？
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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為了找到真相，
我們就來看看這些
我們就來看看這些
00:41
on which men and women really do differ
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男性和女性有所不同的事物，
00:43
and plotting some psychological
gender differences on the same scale.
gender differences on the same scale.
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並且在同規模的圖表上
畫出兩性的差異線。
畫出兩性的差異線。
男性與女性有差異的事情之一，
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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是能夠把球丟得多遠。
00:50
So if we look at the data for men here,
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讓我們來看看這個關於男性的資料，
00:52
we see what is called
a normal distribution curve.
a normal distribution curve.
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我們現在看到的這個
就是所謂的常態分配曲線。
就是所謂的常態分配曲線。
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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少數的男性可以將球丟得非常遠，
另外少數的男性則丟不遠，
另外少數的男性則丟不遠，
但大部分的男性
都丟在一個平均距離中。
都丟在一個平均距離中。
00:58
but most a kind of average distance.
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01:00
And women share
the same distribution as well,
the same distribution as well,
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而女性也相同的呈現了
常態分配曲線。
常態分配曲線。
但我們可以看到這裡
出現了一個蠻大的差異。
出現了一個蠻大的差異。
01:02
but actually there's
quite a big difference.
quite a big difference.
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事實上，大部份的男性
都可以把球丟得比
都可以把球丟得比
01:04
In fact, the average man
can throw a ball further
can throw a ball further
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98％的女性還要來得更遠。
01:06
than about 98 percent of all women.
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01:08
So now let's look at what
some psychological gender differences
some psychological gender differences
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那麼我們現在來看看
在相同標準規模上的
在相同標準規模上的
01:11
look like on the same standardized scale.
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一些心理性別差異。
01:14
Any psychologist will tell you
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不論哪個心理學家都會告訴你，
01:16
that men are better
at spatial awareness than women --
at spatial awareness than women --
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男性的空間感比女性還要更好，
01:18
so things like map-reading,
for example -- and it's true,
for example -- and it's true,
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像是地圖識讀的能力
而這是真的，
而這是真的，
01:21
but let's have a look
at the size of this difference.
at the size of this difference.
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但讓我們來看看
這個兩性差異的大小。
這個兩性差異的大小。
01:23
It's tiny; the lines are so close
together they almost overlap.
together they almost overlap.
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我們能看到差異是非常小的。
這兩條曲線非常靠近，近乎重疊。
這兩條曲線非常靠近，近乎重疊。
事實上，平均的女性
還比33％的男性更好，
還比33％的男性更好，
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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當然，如果說這個數值是50％的話，
01:31
and of course, if that was 50 percent,
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01:33
then the two genders
would be exactly equal.
would be exactly equal.
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兩個性別就並沒有任何差異了。
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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我想這個差異會是值得被記住的。
而接下來我將要給你看的，
而接下來我將要給你看的，
01:38
are pretty much the biggest
psychological gender differences
psychological gender differences
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差不多是心理學史上所發現，
心理性別差異最大的例子。
01:41
ever discovered in psychology.
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01:43
So here's the next one.
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就讓我們來看下一個例子：
01:44
Any psychologist will tell you
that women are better
that women are better
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任何一個心理學家都會告訴你，
女性的語言和語法能力
女性的語言和語法能力
01:46
with language and grammar than men.
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比男性還要好。
01:48
So here's performance
on the standardized grammar test.
on the standardized grammar test.
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這表現在標準語法測驗上。
01:50
There go the women. There go the men.
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這是女性的，這是男性的。
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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沒有錯，女性平均上是比男性還要好，
但是兩條曲線也非常的相近。
但是兩條曲線也非常的相近。
01:56
that 33 percent of men
are better than the average woman,
are better than the average woman,
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還有33％的男性比起一般的女性還要好。
再一次的，如果這個值是50％的話，
02:00
and again, if it was 50 percent,
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02:01
that would represent
complete gender equality.
complete gender equality.
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那這兩個性別就會是相同的了。
02:04
So it's not really
a case of Mars and Venus.
a case of Mars and Venus.
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所以說，這並不是真的像
火星人與金星人那樣。
火星人與金星人那樣。
02:06
It's more a case of, if anything,
Mars and Snickers:
Mars and Snickers:
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而比較像是其他的東西，
例如巧克力棒Mars和巧克力棒Snikers：
例如巧克力棒Mars和巧克力棒Snikers：
02:09
basically the same, but one's maybe
slightly nuttier than the other.
slightly nuttier than the other.
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他們基本上是相同的，
但一種可能比另一種含有更多果仁。
但一種可能比另一種含有更多果仁。
02:13
I won't say which.
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我不會告訴你是哪一種。
02:15
Now we've got you warmed up.
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現在，你們都準備好了。
02:17
Let's psychoanalyze you using
the famous Rorschach inkblot test.
the famous Rorschach inkblot test.
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我們就來用著名的
羅夏克墨跡測驗來做個心理分析。
羅夏克墨跡測驗來做個心理分析。
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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現在你大概可以看到兩個，我不知道，
也許是兩隻熊、兩個人或其它什麼東西。
也許是兩隻熊、兩個人或其它什麼東西。
02:24
But what do you think they're doing?
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但你覺得他們在做什麼？
02:25
Put your hand up if you think
they're saying hello.
they're saying hello.
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舉手，如果你覺得他們在對彼此打招呼。
02:29
Not many people. Okay.
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好，沒有很多人。
02:30
Put your hands up if you think
they are high-fiving.
they are high-fiving.
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如果你覺得他們在擊掌，
請舉手。
請舉手。
02:33
Okay. What if you think they're fighting?
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好。有沒有覺得他們在打架的？
02:35
Only a few people there.
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只有幾個人。
02:36
Okay, so if you think they're
saying hello or high-fiving,
saying hello or high-fiving,
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好的，所以說如果你覺得
他們在打招呼或擊掌的話，
他們在打招呼或擊掌的話，
02:39
then that means you're a friendly person.
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就代表你是一個友善的人。
02:41
If you think they're fighting,
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如果你覺得他們在打架的話，
02:43
you're a bit more of a
nasty, aggressive person.
nasty, aggressive person.
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代表你是一個讓人感覺不舒服、
具有攻擊性的人。
具有攻擊性的人。
02:45
Are you a lover or a fighter, basically.
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就看你基本上是個和平者或是個鬥士。
02:47
What about this one?
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那這個呢？
這不是個需要投票的項目，
所以我數到三的時候喊出你看到的東西。
所以我數到三的時候喊出你看到的東西。
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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一、二、三。
（觀眾的喊聲）
（觀眾的喊聲）
02:52
One, two, three.
(Audience shouting)
(Audience shouting)
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02:55
I heard hamster. Who said hamster?
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我聽到有人說倉鼠，是誰說的？
02:57
That was very worrying.
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真是令人擔心。
02:58
A guy there said hamster.
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那裡有個傢伙說倉鼠。
03:00
Well, you should see
some kind of two-legged animal here,
some kind of two-legged animal here,
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你應該會看到
畫面上有某種雙足動物，
畫面上有某種雙足動物，
03:03
and then the mirror image of them there.
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並且它的寫照圖像在另一邊。
03:05
If you didn't, then this means
that you have difficulty
that you have difficulty
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如果你沒有看見的話，
代表你有困難
代表你有困難
03:09
processing complex situations
where there's a lot going on.
where there's a lot going on.
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去處理很多同時發生的複雜情況。
03:13
Except, of course,
it doesn't mean that at all.
it doesn't mean that at all.
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除了，當然，
這根本就不是那個意思。
這根本就不是那個意思。
03:15
Rorschach inkblot tests
have basically no validity
have basically no validity
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羅夏克墨跡測驗
基本上在分辨人們的個性上，
基本上在分辨人們的個性上，
03:18
when it comes to diagnosing
people's personality
people's personality
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是沒有準確度的。
03:20
and are not used
by modern-day psychologists.
by modern-day psychologists.
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現代的心理學家
也並沒有採用這套方法。
也並沒有採用這套方法。
03:23
In fact, one recent study found
that when you do try
that when you do try
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事實上，最近一個研究
發現當你嘗試
發現當你嘗試
03:26
to diagnose people's personalities
using Rorschach inkblot tests,
using Rorschach inkblot tests,
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用羅夏克墨跡測驗
去診斷人們的個性時，
去診斷人們的個性時，
03:29
schizophrenia was diagnosed
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在明顯完全正常的參與者中
03:31
in about one sixth of apparently
perfectly normal participants.
perfectly normal participants.
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大約有六分之一的人，
被診斷出精神分裂症。
被診斷出精神分裂症。
03:35
So if you didn't do that well on this,
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所以如果你在這個測驗上沒有做好的話，
03:38
maybe you are not
a very visual type of person.
a very visual type of person.
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或許只是代表
你不是一個視覺型的人。
你不是一個視覺型的人。
03:40
So let's do another
quick quiz to find out.
quick quiz to find out.
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那讓我們再來
做一個快速的小測驗。
做一個快速的小測驗。
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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你在做蛋糕的時候，你比較喜歡……
請你們舉手回答——
請你們舉手回答——
03:46
do you prefer to use
a recipe book with pictures?
a recipe book with pictures?
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你比較喜歡使用
帶有圖片的食譜嗎？
帶有圖片的食譜嗎？
03:49
Yeah, a few people.
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嗯，少數一些人。
03:51
Have a friend talk you through?
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讓朋友講給你聽嗎？
03:54
Or have a go, making it up
as you go along?
as you go along?
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或是就自己試著動手做做看？
03:57
Quite a few people there.
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只有一些些人。
03:58
Okay, so if you said A,
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好的，所以如果你選A，
04:00
then this means that you
are a visual learner
are a visual learner
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代表你是一個
視覺的學習者，
視覺的學習者，
04:02
and you learn best when information
is presented in a visual style.
is presented in a visual style.
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當資訊以視覺的方式呈現時，
你能夠得到最佳的吸收與學習。
你能夠得到最佳的吸收與學習。
04:05
If you said B, it means
you're an auditory learner,
you're an auditory learner,
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如果你說B，代表著
你屬於聽覺的學習者，
你屬於聽覺的學習者，
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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當資訊以聽覺的方式呈現時，
你才會獲得較好的吸收與學習。
你才會獲得較好的吸收與學習。
而如果你選C，就代表
你屬於動覺的學習者。
你屬於動覺的學習者。
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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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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在你自己動手實際去做時，
你吸收和學習得最快。
你吸收和學習得最快。
04:18
Except, of course,
as you've probably guessed,
as you've probably guessed,
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除了說，當然，
你可能已經猜到了，
你可能已經猜到了，
這些都不對，
因為這整件事情都是個迷思。
因為這整件事情都是個迷思。
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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這些學習方式都是被捏造出來的，
並沒有任何科學證據去支持它們。
並沒有任何科學證據去支持它們。
04:23
Learning styles are made up and are
not supported by scientific evidence.
not supported by scientific evidence.
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04:27
So we know this because in
tightly controlled experimental studies,
tightly controlled experimental studies,
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我們知道這些，
是因為我們進行了嚴謹的研究，
是因為我們進行了嚴謹的研究，
04:31
when learners are given material to learn
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我們給這些受試者材料讓他們去學習，
04:33
either in their preferred style
or an opposite style,
or an opposite style,
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材料分成了他們喜歡的學習方式，
以及他們不喜歡的學習方式。
以及他們不喜歡的學習方式。
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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結果是，不管哪種學習方式，
他們所記住的資訊量都是一樣的。
他們所記住的資訊量都是一樣的。
04:39
And if you think about it
for just a second,
for just a second,
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你稍微用個幾秒思考一下，
04:41
it's just obvious
that this has to be true.
that this has to be true.
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就會發現這是很明顯的事實。
04:43
It's obvious that
the best presentation format
the best presentation format
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顯然的，最好的學習模式
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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並不是是取決於你自己，
而是取決於你所學習的東西。
而是取決於你所學習的東西。
04:49
Could you learn to drive a car,
for example,
for example,
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舉個例子吧，
你能夠只透過聽別人說
你能夠只透過聽別人說
04:51
just by listening to someone
telling you what to do
telling you what to do
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來學怎麼開車嗎？
04:53
with no kinesthetic experience?
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沒有動覺經驗的話，可能嗎？
04:55
Could you solve simultaneous equations
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在解聯立方程式的時候，
04:57
by talking them through in your head
and without writing them down?
and without writing them down?
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你能夠只用腦袋來計算
而不用紙筆來輔助嗎？
而不用紙筆來輔助嗎？
05:00
Could you revise
for your architecture exams
for your architecture exams
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你能夠用跳舞來復習你的建築學考試，
05:02
using interpretive dance
if you're a kinesthetic learner?
if you're a kinesthetic learner?
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只因為你是一個動覺的學習者嗎？
不行啊。你要做的是，
將所有要學習的資料和
將所有要學習的資料和
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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05:08
to the presentation format, not you.
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適當的學習方法連繫起來，
而不只是你。
而不只是你。
05:11
I know many of you are A-level students
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我知道你們之中有許多A級水準的學生，
05:14
that will have recently gotten
your GCSE results.
your GCSE results.
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最近才剛拿到你的GCSE
（中等教育普通證書）的結果。
（中等教育普通證書）的結果。
05:16
And if you didn't quite get
what you were hoping for,
what you were hoping for,
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如果你並沒有得到
你所預期的成果的話，
你所預期的成果的話，
05:18
then you can't really blame
your learning style,
your learning style,
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你真的不能去責怪
你的學習方式，
你的學習方式，
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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但你或許可以考慮去責怪你的基因。
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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這是倫敦大學學院
最近所做的一項研究，
最近所做的一項研究，
05:28
found that 58 percent of the variation
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他們發現在不同學生
和他們的GCSE結果之間，
和他們的GCSE結果之間，
05:31
between different students
and their GCSE results
and their GCSE results
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有58％的差異性
05:34
was down to genetic factors.
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是來自於基因遺傳。
05:36
That sounds like a very precise figure,
so how can we tell?
so how can we tell?
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這聽起來是一個很精確的數字，
那麼我們是怎麼確定的呢？
那麼我們是怎麼確定的呢？
05:39
Well, when we want to unpack
the relative contributions
the relative contributions
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是這樣的，當我們想要解開關於
05:42
of genes and the environment,
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基因與環境的相對作用，
05:44
what we can do is do a twin study.
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我們可以做雙胞胎研究。
05:47
So identical twins share
100 percent of their environment
100 percent of their environment
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所以說，同卵雙胞胎
有著100％相同的環境，
有著100％相同的環境，
05:50
and 100 percent of their genes,
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以及100％相同的基因。
05:52
whereas non-identical twins
share 100 percent of their environment,
share 100 percent of their environment,
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然異卵雙胞胎
也有著100％相同的環境，
也有著100％相同的環境，
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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但就像任何的兄弟姐妹一樣，
他們只有50％相同的基因。
他們只有50％相同的基因。
05:59
So by comparing how similar
GCSE results are in identical twins
GCSE results are in identical twins
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那麼，經由比較
同卵雙胞胎與異卵雙胞胎
同卵雙胞胎與異卵雙胞胎
06:03
versus non-identical twins,
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的GCSE成績，
06:06
and doing some clever math,
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再做一點聰明的數學之後，
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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我們就可以知道有多少
表現和差異性是來自於環境，
表現和差異性是來自於環境，
06:11
and how much is due to genes.
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而多少是源自於基因的關係。
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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結果證明，58％的比例是因為基因。
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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這並不是要推翻
你和老師們的辛苦付出，
你和老師們的辛苦付出，
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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但是如果你沒有得到
你所預期的GCSE結果，
你所預期的GCSE結果，
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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那麼你可以隨時嘗試著
去責怪你的父母，或至少他們的基因。
去責怪你的父母，或至少他們的基因。
06:28
One thing that you shouldn't blame
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有件你不應該去歸咎的事情，
06:30
is being a left-brained
or right-brained learner,
or right-brained learner,
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是關於左腦學習者或右腦學習者，
06:33
because again, this is a myth.
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因為，一樣的，這是個迷思。
06:34
So the myth here is that
the left brain is logical,
the left brain is logical,
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這個迷思說，
左腦是理性的，
左腦是理性的，
06:37
it's good with equations like this,
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它擅於解方程式，
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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而右腦是創意的，
它在音樂等方面表現得更佳。
它在音樂等方面表現得更佳。
06:43
But again, this is a myth
because nearly everything that you do
because nearly everything that you do
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但這仍然是個迷思，
因為幾乎你做的每件事情
因為幾乎你做的每件事情
06:46
involves nearly all parts
of your brain talking together,
of your brain talking together,
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都要你大腦的所有部位
互相溝通聯繫，
互相溝通聯繫，
06:49
even just the most mundane thing
like having a normal conversation.
like having a normal conversation.
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就算是最乏味的日常對話都是如此。
06:52
However, perhaps one reason
why this myth has survived
why this myth has survived
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然而這迷思至今仍存在，
或許有一個原因，
或許有一個原因，
06:55
is that there is
a slight grain of truth to it.
a slight grain of truth to it.
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就是因為這裡面
包含著小部份的事實。
包含著小部份的事實。
06:58
So a related version of the myth
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這迷思的另一個版本，
06:59
is that left-handed people are
more creative than right-handed people,
more creative than right-handed people,
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是說左撇子的人
比起右撇子的人更有創造力，
比起右撇子的人更有創造力，
07:03
which kind of makes sense because
your brain controls the opposite hands,
your brain controls the opposite hands,
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這種說法有點道理，因為
你的大腦是控制的是相反的手，
你的大腦是控制的是相反的手，
07:06
so left-handed people,
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所以左撇子的人，
07:07
the right side of the brain
is slightly more active
is slightly more active
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他的右腦比起右撇子的人，
07:10
than the left-hand side of the brain,
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會稍微更加活絡一點，
07:12
and the idea is the right-hand side
is more creative.
is more creative.
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我們的觀念是右腦會更加有創造力。
07:14
Now, it isn't true per se
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但這個左撇子比右撇子
07:16
that left-handed people are more creative
than right-handed people.
than right-handed people.
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還要有創造力的觀念，
就其本身而言就是錯誤的。
就其本身而言就是錯誤的。
07:19
What is true that ambidextrous people,
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事實上是雙手都靈巧的人，
07:21
or people who use both hands
for different tasks,
for different tasks,
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或可以兩手同時處理不同事情的人，
07:24
are more creative thinkers
than one-handed people,
than one-handed people,
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比單手使用者更具有創意，
07:28
because being ambidextrous involves
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因為雙手使用者
07:29
having both sides of the brain
talk to each other a lot,
talk to each other a lot,
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的大腦兩側需要
大量的互動與溝通，
大量的互動與溝通，
07:32
which seems to be involved
in creating flexible thinking.
in creating flexible thinking.
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這與創造靈活的思考有所相關。
07:36
The myth of the creative left-hander
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左撇子較有創意的迷思，
07:38
arises from the fact
that being ambidextrous
that being ambidextrous
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是從左撇子比右撇子
有更多人能善用雙手的
有更多人能善用雙手的
07:40
is more common amongst
left-handers than right-handers,
left-handers than right-handers,
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這項事實中所產生出來的，
07:43
so a grain of truth in the idea
of the creative left-hander,
of the creative left-hander,
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所以說左撇子比較善於創造
的這個說法是有一點真實性的，
的這個說法是有一點真實性的，
07:46
but not much.
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但只有一點而已。
07:47
A related myth that you've
probably heard of
probably heard of
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另一個相關的迷思，你或許聽過，
07:50
is that we only use
10 percent of our brains.
10 percent of our brains.
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是我們只有用到大腦10％的這件事。
07:52
This is, again, a complete myth.
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這一樣的也是完全的迷思。
07:54
Nearly everything that we do,
even the most mundane thing,
even the most mundane thing,
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我們所做的每件事情，
就算是最無聊的小事，
就算是最無聊的小事，
07:56
uses nearly all of our brains.
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都要用到幾乎整個大腦。
07:58
That said, it is of course true
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但的確，我們大多數的人不能
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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有效的去運用我們的大腦。
08:07
So what could we do
to boost our brainpower?
to boost our brainpower?
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那我們該怎麼提升我們的腦力呢？
08:10
Maybe we could listen
to a nice bit of Mozart.
to a nice bit of Mozart.
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或許我們可以聽一段莫札特的音樂。
08:12
Have you heard of the idea
of the Mozart effect?
of the Mozart effect?
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你聽過莫札特效應嗎？
08:15
So the idea is that listening
to Mozart makes you smarter
to Mozart makes you smarter
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有一個觀念是，聽莫札特
的音樂會使你變聰明，
的音樂會使你變聰明，
08:18
and improves your
performance on I.Q. tests.
performance on I.Q. tests.
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而且會提升智力測驗的表現。
08:20
Now again, what's interesting
about this myth
about this myth
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這個迷思的有趣之處
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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也是在於它有一點的事實存在其中。
08:25
So the original study found that
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原先的研究是發現，
08:27
participants who were played
Mozart music for a few minutes
Mozart music for a few minutes
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聽了幾分鐘莫札特音樂的受試者，
08:31
did better on a subsequent I.Q. test
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在智力測驗中，
08:33
than participants who simply
sat in silence.
sat in silence.
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表現得比只是靜默著坐著
的受試者還要好。
的受試者還要好。
08:37
But a follow-up study recruited
some people who liked Mozart music
some people who liked Mozart music
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但一項後續研究招募了
一些喜歡莫札特音樂的人，
一些喜歡莫札特音樂的人，
08:40
and then another group of people
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以及另外一群
08:42
who were fans of
the horror stories of Stephen King.
the horror stories of Stephen King.
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喜歡史蒂芬．金恐怖小說的人。
08:45
And they played the people
the music or the stories.
the music or the stories.
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然後他們給這些受試者們
聽音樂或聽恐怖故事。
聽音樂或聽恐怖故事。
08:48
The people who preferred
Mozart music to the stories
Mozart music to the stories
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更喜歡聽莫札特音樂的人比聽故事的人，
08:51
got a bigger I.Q. boost
from the Mozart than the stories,
from the Mozart than the stories,
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從莫札特音樂中，
得到更大量的智力增長，
得到更大量的智力增長，
08:54
but the people who preferred
the stories to the Mozart music
the stories to the Mozart music
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但對於更喜歡聽故事的人來說，
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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他們反而在恐怖故事中，
得到更大量的智力增長，
得到更大量的智力增長，
08:59
than the Mozart music.
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而對莫札特音樂反應較小。
09:01
So the truth is that listening
to something that you enjoy
to something that you enjoy
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事實是，當你在聽你享受的東西時，
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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這些東西會使你振作一點，
且給你在有限範圍的
且給你在有限範圍的
09:07
on a narrow range of tasks.
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短暫智力增長。
09:09
There's no suggestion that
listening to Mozart,
listening to Mozart,
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所以如果你想
藉由聽莫札特音樂，
藉由聽莫札特音樂，
09:11
or indeed Stephen King stories,
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或當然，聽史蒂芬．金的故事，
09:13
is going to make you any smarter
in the long run.
in the long run.
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來使你長期變得更聰明，
那都是不可能的事。
那都是不可能的事。
09:16
Another version of the Mozart myth
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另一個關於莫札特迷思的版本，
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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是說莫札特的音樂不只是能
讓你變聰明，更能夠使你健康。
讓你變聰明，更能夠使你健康。
09:24
Unfortunately, this doesn't
seem to be true
seem to be true
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可惜這對於
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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幾乎每天聽莫札特音樂
的人來說，都不是真的。
的人來說，都不是真的。
09:29
Mozart himself,
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莫札特他自己，
09:31
who suffered from gonorrhea,
smallpox, arthritis,
smallpox, arthritis,
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就飽受著疾病的折磨，
其中包含著淋病、天花、關節炎
其中包含著淋病、天花、關節炎
09:34
and, what most people think eventually
killed him in the end, syphilis.
killed him in the end, syphilis.
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以及人們認為最終
致他於死的梅毒。
致他於死的梅毒。
09:38
This suggests that Mozart
should have bit more careful, perhaps,
should have bit more careful, perhaps,
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這表示，
也許莫札特在選擇他的性伴侶時
也許莫札特在選擇他的性伴侶時
09:42
when choosing his sexual partners.
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應該要更小心。
09:44
But how do we choose a partner?
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但是，我們該如何選擇另一半呢？
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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有一個迷思，
偶爾會被社會學家散播，
偶爾會被社會學家散播，
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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那就是我們對於戀人的選擇與
偏愛是一種文化下的產物。
偏愛是一種文化下的產物。
09:55
that they're very culturally specific.
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他們說這都是具有文化特定性的。
09:57
But in fact, the data don't back this up.
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但事實上，數據並不支持這個說法。
09:59
A famous study surveyed people from
[37] different cultures across the globe,
[37] different cultures across the globe,
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有一個知名的研究，測試了
來自全球三十七個不同文化的人，
來自全球三十七個不同文化的人，
10:03
from Americans to Zulus,
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從美國人到南非祖魯人都有，
10:05
on what they look for in a partner.
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關於他們如何擇偶。
10:07
And in every single culture
across the globe,
across the globe,
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而全世界每個文化都一樣，
10:09
men placed more value
on physical attractiveness in a partner
on physical attractiveness in a partner
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男性較重視另一半的身材吸引力，
10:13
than did women,
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女性則相對較不重視，
10:14
and in every single culture, too,
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每個文化皆相同，
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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女性比男性更重視另一半的
野心以及賺錢的能力。
野心以及賺錢的能力。
10:21
In every culture, too,
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每個文化皆同，
10:22
men preferred women
who were younger than themselves,
who were younger than themselves,
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男性比較喜歡比自己年紀小的女性，
10:25
an average of, I think it was 2.66 years,
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我想平均大約在2.66歲左右，
10:27
and in every culture, too,
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仍是每一個文化皆同，
10:29
women preferred men
who were older than them,
who were older than them,
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女性都偏好比自己年長的男性，
10:32
so an average of 3.42 years,
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這邊平均是3.42歲，
10:34
which is why we've got here
"Everybody needs a Sugar Daddy."
"Everybody needs a Sugar Daddy."
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所以我們明白了：
「每個人都需要個糖爸爸。」
「每個人都需要個糖爸爸。」
10:38
So moving on from trying
to score with a partner
to score with a partner
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我們就從伴侶的話題轉移到，
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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如何在籃球或足球等運動
得分的這個話題吧。
得分的這個話題吧。
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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這個迷思是說，運動員會經歷一個
美國人稱為熱手時期，
美國人稱為熱手時期，
10:49
or purple patches,
we sometimes say in England,
we sometimes say in England,
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或英國人所稱的紫色時期，
10:51
where they just can't miss,
like this guy here.
like this guy here.
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像這傢伙一樣，
在球場上他們不能錯過。
在球場上他們不能錯過。
但如果你分析這個模式，
10:54
But in fact, what happens is that
if you analyze the pattern
if you analyze the pattern
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10:58
of hits and misses statistically,
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這些成功和失敗的統計，
10:59
it turns out that it's
nearly always at random.
nearly always at random.
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你會發現這幾乎都是隨機的。
11:02
Your brain creates patterns
from the randomness.
from the randomness.
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你的大腦會從這些隨機的事件中
創造出一套模式。
創造出一套模式。
11:04
If you toss a coin,
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如果你丟一枚硬幣，
11:05
a streak of heads or tails is going
to come out somewhere in the randomness,
to come out somewhere in the randomness,
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會隨機出現正面和
反面兩種可能，
反面兩種可能，
11:09
and because the brain likes to see
patterns where there are none,
patterns where there are none,
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而因為你的大腦喜歡
從一無所有的地方裡找出模式來，
從一無所有的地方裡找出模式來，
所以我們就替這些
隨機事件加上意義，
隨機事件加上意義，
11:12
we look at these streaks
and attribute meanings to them
and attribute meanings to them
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然後說：「是啊，他今天狀況真好！」
11:15
and say, "Yeah he's really on form today,"
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雖然你在完全隨機的好球和壞球中，
11:17
whereas actually you would
get the same pattern
get the same pattern
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11:19
if you were just getting
hits and misses at random.
hits and misses at random.
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還是會得到一套相同的模式與結論。
11:23
So an exception to this, however,
is penalty shootouts.
is penalty shootouts.
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但罰球點是例外，
11:26
A recent study looking
at penalty shootouts in football
at penalty shootouts in football
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最近有一個關於足球中罰球點的研究，
11:29
shows that players who represent countries
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發現那些代表國家的球員
11:31
with a very bad record
in penalty shootouts,
in penalty shootouts,
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有一個罰球的紀錄很糟糕的，
11:34
like, for example, England,
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例如，英國，
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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會比表現好的國家更快去射門，
11:40
and presumably as a result,
they're more likely to miss.
they're more likely to miss.
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但大概就是因為這樣，
所以他們也比較容易失誤。
所以他們也比較容易失誤。
11:43
Which raises the question
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所以就出現了這個疑問，
11:45
of if there's any way that we
could improve people's performance.
could improve people's performance.
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有沒有什麼方法可以使我們
提升我們的表現呢？
提升我們的表現呢？
11:48
And one thing you might think about doing
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你可能會做一個決定，
11:50
is punishing people for their misses
and seeing if that improves them.
and seeing if that improves them.
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就是去懲罰那些失誤的人，
看會不會有所改進。
看會不會有所改進。
11:54
This idea, the effect that punishment
can improve performance,
can improve performance,
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這個關於懲罰可以提升表現的想法，
11:57
is what participants
thought they were testing
thought they were testing
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是著名的米爾格倫實驗中，
12:00
in Milgram's famous learning
and punishment experiment
and punishment experiment
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受試者們認為他們正在被實驗。
12:02
that you've probably heard about
if you're a psychology student.
if you're a psychology student.
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如果你是一個心理系學生的話
你應該已經聽過這個了。
你應該已經聽過這個了。
12:05
The story goes that participants
were prepared to give
were prepared to give
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故事裡，參與者要準備給
其他的受試者
其他的受試者
12:08
what they believed to be fatal
electric shocks to a fellow participant
electric shocks to a fellow participant
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他們認為是致命的電擊。
12:11
when they got a question wrong,
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而受試者相信這樣的電擊是會致命的。
12:13
just because someone
in a white coat told them to.
in a white coat told them to.
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只因為一個穿著白袍的人告訴他們會這樣。
12:16
But this story is a myth
for three reasons.
for three reasons.
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但這故事是一個迷思，
這裡有三個原因。
這裡有三個原因。
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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第一個也是最關鍵的是，
實驗室的外套不是白色而是灰色的。
實驗室的外套不是白色而是灰色的。
12:24
Secondly, the participants
were told before the study
were told before the study
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第二，受試者們在研究之前就被告知，
12:28
and reminded any time
they raised a concern,
they raised a concern,
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並在實驗中也一直被提醒，
12:30
that although the shocks were painful,
they were not fatal
they were not fatal
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雖然電擊是疼痛的，但並不會致命，
12:33
and indeed caused
no permanent damage whatsoever.
no permanent damage whatsoever.
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當然也不會造成任何的永久性傷害。
12:36
And thirdly, participants
didn't give the shocks
didn't give the shocks
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再來第三個是，參與者們
12:38
just because someone
in the coat told them to.
in the coat told them to.
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並不只是因為穿著白袍的人
給予指令而電擊的。
給予指令而電擊的。
12:41
When they were interviewed
after the study,
after the study,
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實驗結束採訪他們的時候，
12:43
all the participants said
that they firmly believed
that they firmly believed
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所有的參與者都說，
他們堅定的相信
他們堅定的相信
12:46
that the learning and punishment study
served a worthy scientific purpose
served a worthy scientific purpose
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這個關於學習與懲罰的研究，
是很有價值的，
是很有價值的，
12:49
which would have
enduring gains for science
enduring gains for science
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相對於給予暫時性非致命的不適感，
12:52
as opposed to the momentary nonfatal
discomfort caused to the participants.
discomfort caused to the participants.
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他們更相信這在科學領域
會有長遠的收穫。
會有長遠的收穫。
12:59
Okay, so I've been talking
for about 12 minutes now,
for about 12 minutes now,
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是的，所以我已經
講了大概有十二分鐘了，
講了大概有十二分鐘了，
13:01
and you've probably been
sitting there listening to me,
sitting there listening to me,
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你可能坐在那裏聽我說話，
13:04
analyzing my speech patterns
and body language
and body language
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分析我的演講模式和肢體語言，
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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且試圖去分辨我所說的，
13:10
whether I'm telling the truth
or whether I'm lying,
or whether I'm lying,
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究竟是實話或謊話，
13:12
but if so you've
probably completely failed,
probably completely failed,
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如果你正這樣做的話，
你大概已經失敗了，
你大概已經失敗了，
13:14
because although we all think
we can catch a liar
we can catch a liar
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2345
因為雖然我們都認為我們
13:17
from their body language
and speech patterns,
and speech patterns,
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能夠透過肢體語言
和說話模式來找出騙子，
和說話模式來找出騙子，
13:19
hundreds of psychological tests
over the years have shown
over the years have shown
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但幾年下來有數百個心理學研究，
都發現我們全部的人，
包含警察和偵探，
包含警察和偵探，
13:21
that all of us, including
police officers and detectives,
police officers and detectives,
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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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在透過身體語言和
言語模式來分辨人時，
言語模式來分辨人時，
13:28
and verbal patterns.
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都只是靠著運氣而已。
13:29
Interestingly, there is one exception:
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有趣的是有一個例外：
13:31
TV appeals for missing relatives.
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電視上有人呼籲失蹤的親友時，
13:33
It's quite easy to predict
when the relatives are missing
when the relatives are missing
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我們很容易判斷出
該親友是真的失蹤了，
該親友是真的失蹤了，
13:36
and when the appealers have in fact
murdered the relatives themselves.
murdered the relatives themselves.
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或是發出通知的人謀殺了他。
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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說謊的呼籲者可能會搖頭、望向別處，
13:43
and to make errors in their speech,
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1714
且會製造錯誤的言論，
13:45
whereas genuine appealers are more likely
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相反的，真正的呼籲者通常
13:47
to express hope that the person
will return safely
will return safely
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表達對失蹤的親友安全返回的希望，
13:49
and to avoid brutal language.
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會避免用任何殘忍的語言。
13:51
So, for example, they might say
"taken from us" rather than "killed."
"taken from us" rather than "killed."
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舉例來說，比起「被殺」這個詞，
他們會說「把他從我們身邊帶走」。
他們會說「把他從我們身邊帶走」。
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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2657
說到這裡，
也差不多是我該結束的時間了，
也差不多是我該結束的時間了，
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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但在那之前，
我想要用三十秒來談，
我想要用三十秒來談，
14:02
the overarching myth of psychology.
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3371
關於心理學總體的一個迷思。
14:05
So the myth is that psychology is just
a collection of interesting theories,
a collection of interesting theories,
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這個迷思說，心理學只是
一些有趣理論的組合，
一些有趣理論的組合，
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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只是一些說來實用的
和能夠提供的東西而已。
和能夠提供的東西而已。
14:13
What I hope to have shown you
in the past few minutes
in the past few minutes
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在過去的幾分鐘內，
我希望我已經讓你知道
我希望我已經讓你知道
14:15
is that this isn't true.
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1585
這不是真的。
14:17
What we need to do is assess
psychological theories
psychological theories
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我們需要做的是，藉由所做的預測，
14:20
by seeing what predictions they make,
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重新評價這些心理學理論的價值，
14:22
whether that is that listening to Mozart
makes you smarter,
makes you smarter,
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2821
不管是讓你變聰明的莫札特音樂，
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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4767
或使你學得更好的學習模式，
14:30
or whatever it is, all of these
are testable empirical predictions,
are testable empirical predictions,
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3465
還是些其他的什麼，這都只是
可受檢驗的經驗上的說法，
可受檢驗的經驗上的說法，
14:33
and the only way we can make progress
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所以我們唯一可以做的是，
14:35
is to test these predictions
against the data
against the data
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在嚴謹控制的研究中，
14:37
in tightly controlled
experimental studies.
experimental studies.
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2329
用數據去檢驗這些說法。
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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也只有透過這樣的做法，
我們才能發現，
我們才能發現，
14:42
which of these theories
are well supported,
are well supported,
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哪一些理論是被支持的，
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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而哪一些，像是我今天
所告訴你的，是錯誤的迷思。
所告訴你的，是錯誤的迷思。
14:48
Thank you.
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謝謝大家。
14:50
(Applause)
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（觀眾鼓掌）
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