TEDxAtlanta
Sara Valencia Botto: When do kids start to care about other people's opinions?
Sara Botto: Kapan anak-anak mulai peduli akan pendapat orang lain?
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Dari penelitiannya tentang perkembangan anak usia dini, psikolog Sara Valencia Botto menyelidiki kapan (dan bagaimana) anak mulai mengubah perilaku mereka di sekitar orang lain -- dan mengulik apa maknanya bagi nilai-nilai yang kita komunikasikan sehari-hari. (Tonton untuk melihat rekaman anak-anak yang cerdik.)
Sara Valencia Botto - Psychologist
Sara Valencia Botto investigates when and how humans develop a concern for reputation. Full bio
Sara Valencia Botto investigates when and how humans develop a concern for reputation. Full bio
Double-click the English transcript below to play the video.
00:12
I'd like you to take a moment
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Marilah sejenak berpikir
00:13
and consider what
you are wearing right now.
you are wearing right now.
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tentang apa yang
kita kenakan sekarang.
kita kenakan sekarang.
00:17
I have a deep, philosophical
question for you.
question for you.
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Saya punya pertanyaan yang cukup
filosofis untuk Anda.
filosofis untuk Anda.
00:21
Why are we not all wearing
comfortable pajamas right now?
comfortable pajamas right now?
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Kenapa saat ini kita
tidak memakai piyama yang nyaman?
tidak memakai piyama yang nyaman?
00:23
(Laughter)
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(Tertawa)
00:24
Well, I'm a psychologist
and not a mind reader,
and not a mind reader,
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Saya seorang psikolog
dan bukan pembaca pikiran,
dan bukan pembaca pikiran,
00:27
although many people think
that's the same thing.
that's the same thing.
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walaupun banyak orang berpikir
keduanya sama saja.
keduanya sama saja.
00:30
I can bet you that your response
is somewhere along the lines of,
is somewhere along the lines of,
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Saya bertaruh kalau jawaban Anda
kira-kira adalah
kira-kira adalah
00:33
"I'm expected to not wear pj's in public"
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"Tidak pantas memakai piyama
di tempat umum,"
di tempat umum,"
00:36
or "I don't want people
to think I am a slob."
to think I am a slob."
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atau, "Saya tidak mau
dianggap pemalas."
dianggap pemalas."
00:39
Either way, the fact that we all
chose to wear business casual clothing,
chose to wear business casual clothing,
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Bagaimana pun, fakta bahwa kita
memakai pakaian kasual bisnis yang rapi,
memakai pakaian kasual bisnis yang rapi,
00:43
as opposed to our favorite
pair of sweatpants,
pair of sweatpants,
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dan bukan celana tidur
kesukaan kita,
kesukaan kita,
00:45
is not a silly coincidence.
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bukan kebetulan belaka.
00:48
Instead, it reveals two
defining human characteristics.
defining human characteristics.
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Malahan, hal ini menunjukkan dua
karakteristik manusia yang mendasar.
karakteristik manusia yang mendasar.
00:52
The first is that we are cognizant
of what other people value,
of what other people value,
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Yang pertama adalah kita sadar
akan penilaian orang lain,
akan penilaian orang lain,
00:56
like what they will approve
or disapprove of,
or disapprove of,
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seperti apa yang akan disetujui
atau tidak,
atau tidak,
00:58
such as not wearing pj's
to these sorts of settings.
to these sorts of settings.
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seperti tidak memakai piyama
di acara seperti ini.
di acara seperti ini.
01:02
And two, we've readily used
this information to guide our behavior.
this information to guide our behavior.
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Dan kedua, kita menggunakan
informasi ini dalam berperilaku.
informasi ini dalam berperilaku.
01:07
Unlike many other species,
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Tidak seperti spesies lain,
01:08
humans are prone to tailor their behavior
in the presence of others
in the presence of others
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manusia cenderung menyesuaikan
perilaku di sekitar orang lain
perilaku di sekitar orang lain
01:12
to garner approval.
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untuk mendapat persetujuan.
01:14
We spend valuable time putting on make up,
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Kita menyempatkan diri untuk
memakai riasan,
memakai riasan,
01:17
choosing the right picture
and Instagram filter,
and Instagram filter,
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memilih gambar dan filter Instagram
yang pas,
yang pas,
01:20
and composing ideas
that will undoubtedly change the world
that will undoubtedly change the world
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dan menulis ide yang akan
mengubah dunia
mengubah dunia
01:22
in 140 characters or less.
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dalam 140 karakter atau kurang.
01:25
Clearly, our concern
with how other people will evaluate us
with how other people will evaluate us
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Pastinya, kekhawatiran
tentang bagaimana orang akan menilai kita
tentang bagaimana orang akan menilai kita
01:28
is a big part of being human.
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adalah sesuatu yang manusiawi.
01:31
Despite this being
a big human trait, however,
a big human trait, however,
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Tapi, walaupun hal tersebut
terasa penting,
terasa penting,
01:34
we know relatively little
about when and how
about when and how
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Kita hanya tahu sedikit tentang
kapan dan bagaimana
kapan dan bagaimana
01:37
we come to care
about the opinion of others.
about the opinion of others.
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kita menjadi peduli
akan pendapat orang lain.
akan pendapat orang lain.
01:39
Now, this is a big question
that requires many studies.
that requires many studies.
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Nah, ini adalah pertanyaan besar
yang perlu banyak studi.
yang perlu banyak studi.
Tapi langkah pertama
untuk menjawab pertanyaan ini
untuk menjawab pertanyaan ini
01:43
But the first step
to uncovering this question
to uncovering this question
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01:45
is to investigate when in development
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adalah menyelidiki dalam
masa pertumbuhan,
masa pertumbuhan,
01:47
we become sensitive
to others' evaluations.
to others' evaluations.
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kapan kita menjadi peka
terhadap penilaian orang lain.
terhadap penilaian orang lain.
01:51
I have spent the past four years
at Emory University
at Emory University
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Saya sudah menghabiskan 4 tahun
di Emory University
di Emory University
01:54
investigating how an infant,
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mengamati bagaimana anak kecil,
01:56
who has no problem walking
around the grocery store in her onesie,
around the grocery store in her onesie,
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yang tidak memiliki masalah
berjalan di toko memakai celana dalam,
berjalan di toko memakai celana dalam,
02:00
develops into an adult
that fears public speaking
that fears public speaking
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tumbuh menjadi orang dewasa
yang takut bicara di depan umum
yang takut bicara di depan umum
02:03
for fear of being negatively judged.
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karena takut dinilai secara negatif.
02:06
(Laughter)
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(Tertawa)
02:08
Now, this is usually a point
when people ask me,
when people ask me,
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Nah, di sinilah seringkali
orang bertanya,
orang bertanya,
02:10
"How do you investigate
this question, exactly?
this question, exactly?
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"Bagaimana Anda
menyelidiki pertanyaan ini?
menyelidiki pertanyaan ini?
02:13
Infants can't talk, right?"
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Bayi tidak bisa berbicara, kan?"
02:15
Well, if my husband
were up here right now,
were up here right now,
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Kalau saja suami saya
ada di sini sekarang,
ada di sini sekarang,
02:17
he would tell you that I interview babies,
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dia akan memberitahu kalian kalau
saya mewawancarai bayi,
saya mewawancarai bayi,
02:20
because he would rather not say
that his wife experiments on children.
that his wife experiments on children.
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karena dia tidak mau bilang kalau istrinya
melakukan percobaan pada anak-anak.
melakukan percobaan pada anak-anak.
02:24
(Laughter)
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(Tertawa)
02:27
In reality, I design
experiments for children,
experiments for children,
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Kenyataannya, saya merancang
percobaan untuk anak-anak,
percobaan untuk anak-anak,
02:30
usually in the form of games.
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umumnya dalam bentuk permainan.
02:33
Developmental psychologist
Dr. Philippe Rochat and I
Dr. Philippe Rochat and I
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Psikolog tumbuh-kembang
Dr. Philippe Rochat dan saya
Dr. Philippe Rochat dan saya
02:36
designed a "game" called "The Robot Task"
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merancang "permainan" berjudul
"Tugas Robot"
"Tugas Robot"
02:39
to explore when children
would begin to be sensitive
would begin to be sensitive
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untuk mengetahui kapan anak-anak
mulai menjadi peka
mulai menjadi peka
02:41
to the evaluation of others.
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terhadap penilaian orang lain.
02:44
Specifically, the robot task
captures when children, like adults,
captures when children, like adults,
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Secara spesifik, Tugas Robot mendata
ketika anak-anak, seperti orang dewasa,
ketika anak-anak, seperti orang dewasa,
02:48
strategically modify their behavior
when others are watching.
when others are watching.
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berstrategi mengubah perilaku mereka
ketika diawasi orang lain.
ketika diawasi orang lain.
02:53
To do this, we showed
14 to 24-month-old infants
14 to 24-month-old infants
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Untuk melakukan ini, kami menunjukkan
anak usia 14 s.d. 24 bulan
anak usia 14 s.d. 24 bulan
02:56
how to activate a toy robot,
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cara menyalakan robot mainan,
02:58
and importantly, we either
assigned a positive value,
assigned a positive value,
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dan yang paling penting, kami
memberi nilai positif,
memberi nilai positif,
03:00
saying "Wow, isn't that great!"
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seperti "Wah hebat sekali!"
03:03
or a negative value, saying,
"Oh, oh. Oops, oh no,"
"Oh, oh. Oops, oh no,"
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atau nilai negatif, seperti,
"O-ow. Bukan begitu,"
"O-ow. Bukan begitu,"
03:05
after pressing the remote.
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setelah memencet remote.
03:08
Following this toy demonstration,
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Setelah peragaan tadi,
03:09
we invited the infants
to play with the remote,
to play with the remote,
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kami mengajak mereka
bermain dengan remote,
bermain dengan remote,
03:12
and then either watched them
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dan mengawasi mereka
03:13
or turned around and pretended
to read a magazine.
to read a magazine.
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atau berbalik badan berpura-pura
membaca majalah.
membaca majalah.
03:17
The idea was that if by 24 months,
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Pemikirannya, kalau pada
usia 24 bulan,
usia 24 bulan,
03:19
children are indeed sensitive
to the evaluation of others,
to the evaluation of others,
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anak-anak telah menjadi peka
terhadap penilaian orang lain,
terhadap penilaian orang lain,
03:22
then their button-pressing behavior
should be influenced
should be influenced
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maka perilaku memencet remote
akan dipengaruhi
akan dipengaruhi
tidak hanya dengan apakah
mereka diawasi atau tidak,
mereka diawasi atau tidak,
03:25
not only by whether or not
they're being watched
they're being watched
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03:28
but also by the values
that the experimenter expressed
that the experimenter expressed
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tapi juga dari penilaian
yang diucapkan peneliti
yang diucapkan peneliti
03:30
towards pressing the remote.
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waktu remote dipencet.
03:33
So for example,
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Jadi, contohnya,
03:34
we would expect children to play with
the positive remote significantly more
the positive remote significantly more
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kami menduga anak-anak akan bermain
dengan remote positif lebih sering
dengan remote positif lebih sering
03:38
if they were being observed
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kalau mereka diawasi
03:39
but then choose to explore
the negative remote
the negative remote
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tapi kemudian akan memilih remote negatif
03:41
once no one was watching.
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begitu tidak ada yang mengawasi.
03:43
To really capture this phenomenon,
we did three variations of the study.
we did three variations of the study.
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Untuk sungguh menangkap fenomena ini
ada tiga variasi dalam studi ini.
ada tiga variasi dalam studi ini.
03:47
Study one explored how infants
would engage with a novel toy
would engage with a novel toy
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Studi pertama meneliti bagaimana bayi
akan berinteraksi dengan mainan
akan berinteraksi dengan mainan
03:51
if there were no values
or instructions provided.
or instructions provided.
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jika tidak diberikan penilaian
atau instruksi.
atau instruksi.
03:53
So we simply showed infants
how to activate the toy robot,
how to activate the toy robot,
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Kami hanya menunjukkan
cara mengaktifkan mainan robotnya,
cara mengaktifkan mainan robotnya,
03:56
but didn't assign any values,
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tanpa memberikan penilaian,
03:58
and we also didn't tell them
that they could play with the remote,
that they could play with the remote,
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kami juga tidak memberi tahu
mereka bisa memainkan remote,
mereka bisa memainkan remote,
04:01
providing them with a really
ambiguous situation.
ambiguous situation.
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mengondisikan mereka dalam
situasi yang sangat ambigu.
situasi yang sangat ambigu.
04:03
In study two,
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Dalam studi kedua,
04:05
we incorporated the two values,
a positive and a negative.
a positive and a negative.
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kami memberikan dua nilai,
positif dan negatif.
positif dan negatif.
04:10
And in the last study,
we had two experimenters and one remote.
we had two experimenters and one remote.
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Dan di studi terakhir,
ada dua peneliti dan satu remote.
ada dua peneliti dan satu remote.
04:14
One experimenter expressed a negative
value towards pressing the remote,
value towards pressing the remote,
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Satu peneliti menunjukkan nilai
negatif kalau remote dipencet,
negatif kalau remote dipencet,
04:17
saying, "Yuck, the toy moved,"
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berkata, "Ih, mainannya gerak,"
04:19
while the other experimenter
expressed a positive value, saying,
expressed a positive value, saying,
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peneliti satunya menunjukkan
nilai positif, berkata,
nilai positif, berkata,
04:22
"Yay, the toy moved."
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"Hore, mainannya bergerak."
04:23
And this is how the children reacted
to these three different scenarios.
to these three different scenarios.
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Inilah bagaimana anak-anak bereaksi
terhadap tiga skenario berbeda tadi.
terhadap tiga skenario berbeda tadi.
04:27
So in study one, the ambiguous situation,
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Dalam studi pertama, situasi yang ambigu,
04:30
I'm currently watching the child.
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Saya melihat anaknya.
04:32
She doesn't seem to be too interested
in pressing the remote.
in pressing the remote.
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Kelihatannya dia tidak terlalu tertarik
memencet remote.
memencet remote.
04:36
Once I turned around --
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Begitu saya balik badan --
04:39
now she's ready to play.
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langsung mau bermain.
04:40
(Laughter)
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(Tertawa)
04:43
Currently, I'm not watching the child.
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Sekarang, saya tidak melihat
anaknya.
anaknya.
04:45
She's really focused.
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Dia sangat fokus.
04:47
I turn around.
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Saya balik badan.
04:49
(Laughter)
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(Tertawa)
04:50
She wasn't doing anything, right?
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Dia tidak melakukan apa-apa, kan?
04:55
In study two, it's the two remotes,
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Dalam studi kedua
dengan dua remote,
dengan dua remote,
04:57
one with the positive
and one with the negative value.
and one with the negative value.
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satu dengan nilai positif,
satunya negatif.
satunya negatif.
04:59
I'm currently observing the child.
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Saya sedang mengamati anaknya.
05:01
And the orange remote
is a negative remote.
is a negative remote.
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Remote jingga adalah
yang negatif.
yang negatif.
05:05
She's just looking around,
looking at me, hanging out.
looking at me, hanging out.
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Dia hanya melihat-lihat,
memandang saya, diam-diam saja.
memandang saya, diam-diam saja.
05:08
Then I turn around ...
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Lalu saya berbalik ...
05:12
(Laughter)
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(Tertawa)
05:15
That's what she's going for.
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Itulah yang dia mau.
05:19
I'm not watching the child.
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Saya tidak melihat anaknya.
05:21
He wants the mom to play with it, right?
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Dia mau ibunya
yang memainkannya, ya?
yang memainkannya, ya?
05:23
Take a safer route.
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Cara yang lebih aman.
05:25
I turn around ...
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Saya balik badan ...
05:28
(Laughter)
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(Tertawa)
05:29
He wasn't doing anything, either.
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Dia tidak melakukan apa-apa, kok.
05:36
Yeah, he feels awkward.
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Ya, dia merasa kikuk.
05:37
(Laughter)
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(Tertawa)
05:38
Everyone knows
that side-eyed glance, right?
that side-eyed glance, right?
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Semua orang tahu
lirikan seperti itu, kan?
lirikan seperti itu, kan?
05:41
Study three, the two
experimenters, one remote.
experimenters, one remote.
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Studi tiga, dua peneliti,
satu remote.
satu remote.
05:44
The experimenter that reacted negatively
towards pressing the remote
towards pressing the remote
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Peneliti yang bereaksi negatif
kalau remote dipencet
kalau remote dipencet
05:47
is watching the child right now.
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sedang mengamati anaknya sekarang.
05:49
She feels a little awkward,
doesn't know what to do, relying on Mom.
doesn't know what to do, relying on Mom.
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Dia agak bingung, tidak tahu
harus apa, bergantung sama Ibu.
harus apa, bergantung sama Ibu.
05:56
And then, she's going to turn around
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Lalu, penelitinya berbalik badan
05:58
so that the experimenter that expressed
a positive response is watching.
a positive response is watching.
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sehingga peneliti dengan respons positif
yang mengamati.
yang mengamati.
06:04
Coast is clear -- now she's ready to play.
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Aman sekarang -- dia langsung bermain.
06:06
(Laughter)
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(Tertawa)
06:07
So, as the data suggests,
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Jadi, seperti datanya,
06:09
we found that children's
button-pressing behavior
button-pressing behavior
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kami menemukan perilaku
memencet tombol
memencet tombol
06:11
was indeed influenced by the values
and the instructions of the experimenter.
and the instructions of the experimenter.
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dipengaruhi dari penilaian
dan instruksi dari peneliti.
dan instruksi dari peneliti.
06:16
Because in study one,
children did not know
children did not know
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Karena di studi pertama,
anak-anak tidak tahu
anak-anak tidak tahu
06:19
what would be positively
or negatively evaluated,
or negatively evaluated,
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apa yang akan dinilai secara
positif atau negatif,
positif atau negatif,
06:22
they tended to take the safest route
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mereka cenderung main aman
06:24
and wait until I turned my back
to press the remote.
to press the remote.
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dan menunggu saya
balik badan untuk menekan remote.
balik badan untuk menekan remote.
06:27
Children in study two
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Anak-anak di studi kedua
06:28
chose to press the positive remote
significantly more when I was watching,
significantly more when I was watching,
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lebih sering memilih memencet
tombol positif ketika saya melihat,
tombol positif ketika saya melihat,
06:32
but then once I turned my back,
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tapi begitu saya balik badan,
06:33
they immediately took the negative remote
and started playing with it.
and started playing with it.
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mereka langsung mengambil remote
negatif dan bermain dengan itu.
negatif dan bermain dengan itu.
06:37
Importantly, in a control study,
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Hal penting dalam studi kontrol,
06:38
where we removed
the different values of the remotes --
the different values of the remotes --
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ketika kita mengabaikan
nilai yang berbeda dari remotenya --
nilai yang berbeda dari remotenya --
06:41
so we simply said, "Oh, wow"
after pressing either of the remotes --
after pressing either of the remotes --
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kita hanya bilang, "Oh, wow"
ketika salah satu remote dipencet --
ketika salah satu remote dipencet --
06:45
children's button-pressing behavior
no longer differed across conditions,
no longer differed across conditions,
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perilaku anak-anak menjadi tidak
berbeda dalam kondisi yang berbeda
berbeda dalam kondisi yang berbeda
06:48
suggesting that it was really
the values that we gave the two remotes
the values that we gave the two remotes
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menyarankan bahwa memang nilai
yang kita berikan ke dua remote tadi
yang kita berikan ke dua remote tadi
06:52
that drove the behavior
in the previous study.
in the previous study.
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yang mendorong perilaku
di studi sebelumnya.
di studi sebelumnya.
06:55
Last but not least,
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Yang terakhir,
06:56
children in study three chose to press
a remote significantly more
a remote significantly more
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anak-anak di studi tiga lebih
cenderung memencet remote
cenderung memencet remote
07:00
when the experimenter that expressed
a positive value was watching,
a positive value was watching,
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ketika peneliti dengan penilaian
positif sedang melihat,
positif sedang melihat,
07:03
as opposed to the experimenter
that had expressed a negative value.
that had expressed a negative value.
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daripada peneliti dengan
penilaian negatif.
penilaian negatif.
07:07
Not coincidentally,
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Bukan kebetulan,
07:08
it is also around this age
that children begin to show embarrassment
that children begin to show embarrassment
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Sekitar umur ini juga
anak-anak mulai merasa malu
anak-anak mulai merasa malu
07:12
in situations that might elicit
a negative evaluation,
a negative evaluation,
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dalam situasi yang mungkin
menimbulkan penilaian negatif,
menimbulkan penilaian negatif,
07:15
such as looking
at themselves in the mirror
at themselves in the mirror
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seperti kalau mereka berkaca dan
07:17
and noticing a mark on their nose.
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menemukan noda
di hidung mereka.
di hidung mereka.
07:19
The equivalent of finding spinach
in your teeth, for adults.
in your teeth, for adults.
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Seperti menemukan bayam
di gigi, bagi orang dewasa.
di gigi, bagi orang dewasa.
07:22
(Laughter)
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(Tertawa)
07:23
So what can we say,
based on these findings?
based on these findings?
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Jadi, apa yang dapat kita katakan
berdasarkan temuan ini?
berdasarkan temuan ini?
07:26
Besides the fact that babies
are actually really, really sneaky.
are actually really, really sneaky.
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Selain fakta bahwa bayi
sangat, sangat cerdik.
sangat, sangat cerdik.
07:29
(Laughter)
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(Tertawa)
07:30
From very early on, children, like adults,
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Dari dini, anak-anak,
seperti orang dewasa,
seperti orang dewasa,
07:34
are sensitive to the values
that we place on objects and behaviors.
that we place on objects and behaviors.
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peka terhadap nilai
dari suatu benda dan perilaku.
dari suatu benda dan perilaku.
07:38
And importantly, they use these values
to guide their behavior.
to guide their behavior.
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Dan yang penting, mereka memakai
penilaian ini untuk berperilaku.
penilaian ini untuk berperilaku.
07:42
Whether we're aware of it or not,
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Baik kita sadar atau tidak,
07:44
we're constantly communicating values
to those around us.
to those around us.
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kita selalu menunjukkan nilai kita
kepada orang sekitar.
kepada orang sekitar.
07:47
Now, I don't mean values like
"be kind" or "don't steal,"
"be kind" or "don't steal,"
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Bukan seperti "jadilah orang baik"
atau "jangan mencuri,"
atau "jangan mencuri,"
07:51
although those are certainly values.
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walaupun hal itu juga nilai.
07:53
I mean that we are constantly
showing others, specifically our children,
showing others, specifically our children,
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Maksud saya kita selalu menunjukkan
kepada orang lain, terutama anak kita,
kepada orang lain, terutama anak kita,
07:57
what is likeable, valuable
and praiseworthy, and what is not.
and praiseworthy, and what is not.
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apa yang kita sukai, apa yang berharga
dan terpuji, dan apa yang tidak.
dan terpuji, dan apa yang tidak.
08:01
And a lot of the times,
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Dan seringkali,
08:02
we actually do this
without even noticing it.
without even noticing it.
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kita melakukan ini
tanpa sadar.
tanpa sadar.
08:05
Psychologists study behavior
to explore the contents of the mind,
to explore the contents of the mind,
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Psikolog memelajari perilaku
untuk melihat isi pikiran kita,
untuk melihat isi pikiran kita,
08:09
because our behavior
often reflects our beliefs,
often reflects our beliefs,
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karena perilaku kita
adalah cerminan keyakinan,
adalah cerminan keyakinan,
08:12
our values and our desires.
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nilai-nilai, dan keinginan kita.
08:15
Here in Atlanta,
we all believe the same thing.
we all believe the same thing.
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Di sini di Atlanta,
kita percaya satu hal yang sama.
kita percaya satu hal yang sama.
08:18
That Coke is better than Pepsi.
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Coke lebih baik dari Pepsi.
08:20
(Applause)
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(Tertawa)
08:22
Now, this might have to do with the fact
that Coke was invented in Atlanta.
that Coke was invented in Atlanta.
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Mungkin ini erat dengan fakta
bahwa Coke berasal dari Atlanta.
bahwa Coke berasal dari Atlanta.
08:27
But regardless,
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Tapi biarpun begitu,
08:28
this belief is expressed in the fact
that most people will chose to drink Coke.
that most people will chose to drink Coke.
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keyakinan ini ditunjukkan dengan fakta
bahwa kebanyakan memilih minum Coke.
bahwa kebanyakan memilih minum Coke.
08:33
In the same way,
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Dengan cara yang sama,
08:34
we are communicating a value
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kita menyampaikan suatu nilai
08:36
when we mostly complement girls
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saat kita memuji anak perempuan
08:38
for their pretty hair
or their pretty dress,
or their pretty dress,
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seringnya karena rambutnya rapi
atau bajunya bagus,
atau bajunya bagus,
08:40
but boys, for their intelligence.
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tapi kalau laki-laki, kecerdasannya.
08:43
Or when we chose to offer candy,
as opposed to nutritious food,
as opposed to nutritious food,
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Atau ketika kita menawarkan permen,
dan bukan makanan bergizi,
dan bukan makanan bergizi,
08:46
as a reward for good behavior.
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untuk hadiah berperilaku baik.
08:49
Adults and children
are incredibly effective
are incredibly effective
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Baik orang dewasa atau anak-anak
sangat efektif
sangat efektif
08:52
at picking up values
from these subtle behaviors.
from these subtle behaviors.
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menangkap penilaian
dari hal kecil seperti ini.
dari hal kecil seperti ini.
08:55
And in turn, this ends up
shaping their own behavior.
shaping their own behavior.
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Lalu, ini akan
membentuk perilaku mereka.
membentuk perilaku mereka.
08:59
The research I have shared with you today
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Penelitian yang saya ceritakan hari ini
09:01
suggests that this ability
emerges very early in development,
emerges very early in development,
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menunjukkan kemampuan tersebut
muncul sejak dini dalam masa pertumbuhan
muncul sejak dini dalam masa pertumbuhan
09:05
before we can even utter
a complete sentence
a complete sentence
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sebelum dapat berbicara
satu kalimat lengkap
satu kalimat lengkap
09:07
or are even potty-trained.
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atau bahkan menggunakan toilet.
09:09
And it becomes an integral part
of who we grow up to be.
of who we grow up to be.
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Dan sudah menjadi bagian
dari kita mau menjadi seperti apa.
dari kita mau menjadi seperti apa.
09:12
So before I go,
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Sebelum saya pergi,
09:14
I'd like to invite you
to contemplate on the values
to contemplate on the values
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Saya ingin mengajak Anda
untuk memikirkan nilai-nilai
untuk memikirkan nilai-nilai
09:17
that we broadcast
in day-to-day interactions,
in day-to-day interactions,
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yang kita sampaikan
dalam interaksi sehari-hari,
dalam interaksi sehari-hari,
09:20
and how these values might be shaping
the behavior of those around you.
the behavior of those around you.
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dan bagaimana nilai tadi membentuk
perilaku orang-orang di sekitar Anda.
perilaku orang-orang di sekitar Anda.
09:24
For example, what value
is being broadcasted
is being broadcasted
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Contohnya, apa nilai yang sedang
disampaikan
disampaikan
09:27
when we spend more time
smiling at our phone
smiling at our phone
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ketika kita lebih sering tersenyum
ke telepon kita
ke telepon kita
09:30
than smiling with other people?
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dibanding tersenyum ke orang lain?
09:32
Likewise, consider how your own behavior
has been shaped by those around you,
has been shaped by those around you,
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Juga, pikirkan bagaimana perilaku Anda
terbentuk dari lingkungan sekitar,
terbentuk dari lingkungan sekitar,
09:36
in ways you might not
have considered before.
have considered before.
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dengan cara yang mungkin
belum pernah terpikirkan.
belum pernah terpikirkan.
09:39
To go back to our simple illustration,
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Kembali ke contoh sederhana saya,
09:41
do you really prefer Coke over Pepsi?
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apa Anda sungguh
lebih suka Coke daripada Pepsi?
lebih suka Coke daripada Pepsi?
09:44
Or was this preference simply driven
by what others around you valued?
by what others around you valued?
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Atau pilihan ini didorong dari orang
sekitar yang berarti bagi Anda?
sekitar yang berarti bagi Anda?
09:48
Parents and teachers
certainly have the privilege
certainly have the privilege
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Orangtua dan guru
memiliki kelebihan
memiliki kelebihan
09:51
to shape children's behavior.
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untuk membentuk perilaku anak.
09:53
But it is important to remember
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Tapi penting untuk diingat
09:56
that through the values we convey
in simple day-to-day interactions,
in simple day-to-day interactions,
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melalui nilai yang kita sampaikan
dalam interaksi sehari-hari,
dalam interaksi sehari-hari,
10:00
we all have the power to shape
the behavior of those around us.
the behavior of those around us.
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kita punya kekuatan untuk membentuk
perilaku orang di sekitar kita.
perilaku orang di sekitar kita.
10:04
Thank you.
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Terima kasih.
10:05
(Applause)
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(Tepuk tangan)
ABOUT THE SPEAKER
Sara Valencia Botto - PsychologistSara Valencia Botto investigates when and how humans develop a concern for reputation.
Why you should listen
Sara Valencia Botto is a PhD candidate in the cognition and development program at Emory University, where she researches social-cognitive development in early childhood. Her recent publication on sensitivity to evaluation in toddlers has been featured in various outlets, including ABC News, the Huffington Post and other major international newspapers.
By exploring the developmental origins of reputation, Botto's research investigates when and how humans, unlike many other animals, care about what other people think. She designs experiments for children of 14 months to five years and studies when and how they begin to alter their behavior to garner positive evaluations from others. Her goal is to understand why humans come to care about their reputation as well as the factors that contribute to inter-individual differences.
Sara Valencia Botto | Speaker | TED.com