TED Salon: Education Everywhere
Kimberly Noble: How does income affect childhood brain development?
金伯利 · 诺贝尔: 收入水平如何影响儿童大脑发育
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神经科学家和儿科医生金伯利 · 诺贝尔引领了名为“孩子的最初阶段"的一项实验：首个探究家庭收入如何改变儿童认知，情感和大脑发育的随机实验。她想知道，我们能否仅仅通过给一个家庭更多的钱来帮助贫困儿童？ “大脑并不决定命运，” 诺贝尔说， “如果孩子的大脑可以被改变，那么一切皆有可能。”
Kimberly Noble - Neuroscientist, pediatrician
Kimberly Noble, MD, PhD, studies how socioeconomic inequality relates to children's cognitive and brain development. Full bio
Kimberly Noble, MD, PhD, studies how socioeconomic inequality relates to children's cognitive and brain development. Full bio
Double-click the English transcript below to play the video.
00:12
What I'm about to share with you
are findings from a study
are findings from a study
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我要和你们分享
一项研究的成果，
一项研究的成果，
00:16
of the brains of more than 1,000
children and adolescents.
children and adolescents.
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这项研究是关于
1000个儿童和青少年的大脑。
1000个儿童和青少年的大脑。
00:20
Now, these were children
who were recruited
who were recruited
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这些参与研究的儿童
来自美国不同的家庭，
00:22
from diverse homes
around the United States,
around the United States,
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这张图片代表了
一个普通的大脑，
一个普通的大脑，
00:24
and this picture is an average
of all of their brains.
of all of their brains.
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00:28
The front of this average brain
is on your left
is on your left
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图片中大脑的前面
相当于你的大脑左侧，
相当于你的大脑左侧，
后面相当于你的大脑右侧。
00:30
and the back of this average brain
is on your right.
is on your right.
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00:33
Now, one of the things
we were very interested in
we were very interested in
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我们想要研究的事情之一
就是大脑皮层的表面积，
00:35
was the surface area
of the cerebral cortex,
of the cerebral cortex,
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就是大脑外表面
薄薄的皱巴巴的一层，
薄薄的皱巴巴的一层，
00:38
or the thin, wrinkly layer
on the outer surface of the brain
on the outer surface of the brain
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它主要负责认知功能。
00:41
that does most
of the cognitive heavy lifting.
of the cognitive heavy lifting.
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00:46
And that's because past work
by other scientists has suggested
by other scientists has suggested
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曾经有科学家的研究表明，
在许多情况下，
00:49
that in many cases,
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皮层的表面积越大，
00:51
a larger cortical surface area
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代表着智商越高。
00:53
is often associated
with higher intelligence.
with higher intelligence.
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00:57
Now, in this study, we found one factor
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在这次的研究中，我们发现
有一个因素
和整个大脑表面的
和整个大脑表面的
01:00
that was associated
with the cortical surface area
with the cortical surface area
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皮层表面积有关联，
01:02
across nearly the entire
surface of the brain.
surface of the brain.
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01:07
That factor was family income.
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这个因素就是家庭收入。
01:12
Now, here, every point you see in color
is a point where higher family income
is a point where higher family income
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这上面，你看到的每一个
彩色的点都代表着
彩色的点都代表着
较高的家庭收入和
较大的表层面积是相关联的，
较大的表层面积是相关联的，
01:16
was associated with a larger
cortical surface area in that spot.
cortical surface area in that spot.
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01:21
And there were some regions,
shown here in yellow,
shown here in yellow,
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还有一些区域，
这些黄色的，
这些黄色的，
是这种关联
尤其明显的地方，
尤其明显的地方，
01:24
where that association
was particularly pronounced.
was particularly pronounced.
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01:27
And those are regions that we know support
a certain set of cognitive skills:
a certain set of cognitive skills:
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这些区域也是据我们所知
负责一些特定的认知功能的区域：
负责一些特定的认知功能的区域：
语言能力，词汇和阅读，
01:31
language skills
like vocabulary and reading
like vocabulary and reading
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避免分心的能力，
01:35
as well as the ability
to avoid distraction
to avoid distraction
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01:37
and exert self-control.
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还有进行自我约束的能力。
01:39
And that's important,
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这个很重要，
因为这些能力
01:41
because those are the very skills
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恰恰是贫困的孩子
最有可能欠缺的。
最有可能欠缺的。
01:43
that children living in poverty
are most likely to struggle with.
are most likely to struggle with.
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01:47
In fact, a child living with poverty
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事实上，一个贫困的孩子，
在两岁之前，就有可能在
语言测试和控制冲动的测试中
语言测试和控制冲动的测试中
01:50
is likely to perform worse on tests
of language and impulse control
of language and impulse control
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显现出劣势。
01:54
before they even turn two.
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01:58
Now, there are a few points
I'd like to highlight about this study.
I'd like to highlight about this study.
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关于这项研究，我想强调几点。
第一，
02:01
Number one:
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家庭收入和儿童
大脑结构之间的这种关联，
大脑结构之间的这种关联，
02:02
this link between family income
and children's brain structure
and children's brain structure
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在最低收入水平人群中
是最明显的，
是最明显的，
02:06
was strongest at the lowest income levels.
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02:09
So that means that dollar for dollar,
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这意味着，在同一个标准下，
在最贫困的家庭中，
02:11
relatively small differences
in family income
in family income
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家庭收入相对较小的差异，
02:13
were associated with proportionately
greater differences in brain structure
greater differences in brain structure
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会带来大脑结构上较大的差异。
02:17
among the most disadvantaged families.
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直觉上，这是有道理的，对吧？
02:20
And intuitively, that makes sense, right?
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假设一个家庭年收入是15万美元，
再有额外的2万美元
再有额外的2万美元
02:22
An extra 20,000 dollars for a family
earning, say, 150,000 dollars a year
earning, say, 150,000 dollars a year
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02:26
would certainly be nice,
but probably not game-changing,
but probably not game-changing,
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当然会更好，
但是可能不影响大局。
但是可能不影响大局。
但是假设一个家庭
年收入只有2万美元，
年收入只有2万美元，
02:30
whereas an extra 20,000 dollars
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那么这额外的2万美元，
02:32
for a family only earning
20,000 dollars a year
20,000 dollars a year
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就很可能给他们的生活
带来显著的改变。
带来显著的改变。
02:35
would likely make a remarkable difference
in their day-to-day lives.
in their day-to-day lives.
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02:39
Now, the second point
I'd like to highlight
I'd like to highlight
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我想强调的第二点，
02:41
is that this link between family income
and children's brain structure
and children's brain structure
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就是家庭收入和儿童大脑结构
之间的这种关联，
之间的这种关联，
02:45
didn't depend on the children's age,
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并不取决于儿童的年龄，
02:47
it didn't depend on their sex
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性别，
02:50
and it didn't depend
on their race or ethnicity.
on their race or ethnicity.
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种族，或是民族。
02:53
And the final point --
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最后一点，
02:55
and this one's key --
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这点很重要，
02:56
there was tremendous variability
from one child to the next,
from one child to the next,
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每两个孩子之间都有
很大的个体差异，
很大的个体差异，
03:01
by which I mean there were plenty
of children from higher-income homes
of children from higher-income homes
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也就是说，
很多高收入家庭的孩子，
很多高收入家庭的孩子，
03:04
with smaller brain surfaces
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也有较小的大脑表面积，
03:06
and plenty of children
from lower-income homes
from lower-income homes
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而很多较低收入家庭的孩子，
03:09
with larger brain surfaces.
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也有较大的大脑表面积。
03:11
Here's an analogy.
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打个比方，
03:12
We all know that in childhood,
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我们都知道，在童年时期，
03:14
boys tend to be taller than girls,
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男孩一般比女孩高一些，
03:17
but go into any elementary
school classroom,
school classroom,
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但是任何一个小学的班级里，
03:19
and you'll find some girls
who are taller than some boys.
who are taller than some boys.
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都有一些女孩比
一些男孩要高。
一些男孩要高。
03:23
So while growing up in poverty
is certainly a risk factor
is certainly a risk factor
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所以即使在贫困中成长
会有一定的风险
会有一定的风险
03:26
for a smaller brain surface,
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导致较小的大脑表面积，
03:28
in no way can I know an individual
child's family income
child's family income
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我也并不能由
一个儿童的家庭收入，
一个儿童的家庭收入，
03:32
and know with any accuracy
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准确地判断出
03:33
what that particular child's brain
would look like.
would look like.
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这个儿童的大脑长什么样子。
03:37
I want you to imagine,
for a moment, two children.
for a moment, two children.
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现在，想象有两个孩子，
一个孩子来自美国一个贫困家庭，
03:40
One is a young child
born into poverty in America;
born into poverty in America;
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另外一个也是美国的孩子，
03:42
the other is also an American child,
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但他的家庭经济境况更好一些。
03:45
but one who was born
into more fortunate circumstances.
into more fortunate circumstances.
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03:49
Now, at birth, we find
absolutely no differences
absolutely no differences
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我们并没有发现
他们出生时的大脑有任何区别，
03:53
in how their brains work.
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03:56
But by the time those two kids
are ready to start kindergarten,
are ready to start kindergarten,
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但当两个孩子到了
上幼儿园的年龄时，
上幼儿园的年龄时，
我们知道那个贫困中长大的孩子，
03:59
we know that the child living in poverty
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平均会比另一个孩子的认知能力
04:01
is likely to have cognitive scores
that are, on average, 60 percent lower
that are, on average, 60 percent lower
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低60%。
04:06
than those of the other child.
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04:09
Later on, that child living in poverty
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后来，那个贫困中长大的孩子，
从高中辍学的几率要高5倍，
04:11
will be five times more likely
to drop out of high school,
to drop out of high school,
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假设她真的从高中毕业，
04:14
and if she does graduate high school,
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她获得大学学位的可能性也更低，
04:16
she'll be less likely to earn
a college degree.
a college degree.
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04:20
By the time those two kids
are 35 years old,
are 35 years old,
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等两个孩子都35岁了，
那个在贫困中长大的孩子
04:23
if the first child spent
her entire childhood living in poverty,
her entire childhood living in poverty,
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依然贫困的概率要高出75倍。
04:27
she is up to 75 times
more likely to be poor herself.
more likely to be poor herself.
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04:34
But it doesn't have to be that way.
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但是这种情况不是必然的，
04:36
As a neuroscientist, one of things
I find most exciting about the human brain
I find most exciting about the human brain
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作为一个神经科学家，
最令我兴奋的一个发现就是，
最令我兴奋的一个发现就是，
我们的经历会改变我们的大脑。
04:41
is that our experiences change our brains.
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04:45
Now, this concept,
known as neuroplasticity,
known as neuroplasticity,
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这个概念叫做神经可塑性，
它意味着，儿童
大脑结构的这些区别，
大脑结构的这些区别，
04:49
means that these differences
in children's brain structure
in children's brain structure
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并不意味着一个孩子的
一生都会碌碌无为，
一生都会碌碌无为，
04:52
don't doom a child
to a life of low achievement.
to a life of low achievement.
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04:55
The brain is not destiny.
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大脑并不决定命运。
04:59
And if a child's brain can be changed,
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而如果一个孩子的大脑能被改变，
05:01
then anything is possible.
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任何事都是有可能的。
05:04
As a society, we spend billions of dollars
each year, educating our children.
each year, educating our children.
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我们的社会每年都会花费
几十亿美元教育孩子，
几十亿美元教育孩子，
学校，家长，和老师，
都想帮助弱势背景的孩子
都想帮助弱势背景的孩子
05:09
So what can we tell schools,
teachers and parents
teachers and parents
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05:12
who want to help support kids
from disadvantaged backgrounds
from disadvantaged backgrounds
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在学校和生活中过得更好，
那么我们能告诉他们什么呢？
05:15
to do their best in school and in life?
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05:17
Well, emerging science suggests
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最新的科学研究证明，
在贫困中长大代表着
很多不同的经历，
很多不同的经历，
05:19
that growing up in poverty is associated
with a host of different experiences
with a host of different experiences
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这些经历放在一起可能会
05:24
and that these experiences
in turn may work together
in turn may work together
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决定大脑的发育，
并最终帮助孩子学习。
并最终帮助孩子学习。
05:26
to help shape brain development
and ultimately help kids learn.
and ultimately help kids learn.
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05:30
And so if this is right,
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如果真的是这样，
那么问题就来了：
05:31
it begs the question:
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我们能在这个过程中的
哪一步进行干预并提供帮助呢？
哪一步进行干预并提供帮助呢？
05:32
Where along this pathway
can we step in and provide help?
can we step in and provide help?
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05:36
So let's consider first intervening
at the level of learning itself --
at the level of learning itself --
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我们首先考虑一下
在学习阶段干预，
在学习阶段干预，
这通常是通过
学校的活动实现的。
学校的活动实现的。
05:39
most commonly through
school-based initiatives.
school-based initiatives.
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05:42
Now, should we be encouraging teachers
to focus on the kinds of skills
to focus on the kinds of skills
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我们是否应该鼓励教师着重关注
贫困孩子最容易欠缺的技能呢？
05:45
that disadvantaged kids
are most likely to struggle with?
are most likely to struggle with?
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当然，
05:48
Of course.
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以科学证据为基础的高质量教育的
05:49
The importance of high-quality education
based in scientific evidence
based in scientific evidence
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重要性不容小觑。
05:53
really can't be overstated.
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而且有很多干预成功的例子，
05:54
And there are a number of examples
of excellent interventions
of excellent interventions
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针对识字能力或自我约束，
05:57
targeting things like literacy
or self-regulation
or self-regulation
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成功地提高了孩子的
认知能力和测试分数。
认知能力和测试分数。
06:00
that do in fact improve kids' cognitive
development and their test scores.
development and their test scores.
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06:04
But as any intervention scientist
doing this work would tell you,
doing this work would tell you,
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但是所有从事这类研究的
科研者都会告诉你，
科研者都会告诉你，
这项工作很有挑战性，
06:08
this work is challenging.
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以科学证据为基础的
高质量教育很难实施，
高质量教育很难实施，
06:09
It's hard to implement high-quality,
evidence-based education.
evidence-based education.
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有可能需要很大的人力投入，
06:12
And it can be labor-intensive,
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有时费用高昂。
06:14
it's sometimes costly.
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并且在许多情况下，这些儿童
发育的差距很早就显现了——
发育的差距很早就显现了——
06:16
And in many cases, these disparities
in child development emerge early --
in child development emerge early --
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早在他们开始正式的
学校教育之前，
学校教育之前，
06:20
well before the start
of formal schooling --
of formal schooling --
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有时甚至在幼儿时期。
06:22
sometimes when kids are just toddlers.
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06:25
And so I would argue:
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所以我的观点是，
06:27
school is very important,
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学校很重要，
06:29
but if we're focusing
all of our policy efforts
all of our policy efforts
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但如果我们把所有的政策工作
都集中在正规学校教育上，
06:32
on formal schooling,
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可能为时已晚了。
06:33
we're probably starting too late.
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06:36
So what about taking a step back
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那么我们能不能退后一步，
着眼于改变儿童的成长经历呢？
06:39
and focusing on trying to change
children's experiences?
children's experiences?
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06:42
What particular experiences
are associated with growing up in poverty
are associated with growing up in poverty
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有哪些经历是
与在贫困中成长有关，
与在贫困中成长有关，
06:46
and might be able to be targeted
to promote brain development
to promote brain development
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并且能被干预，以促进孩子的
大脑发育和学习效果呢？
06:48
and learning outcomes for kids?
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06:50
Of course, there are many, right?
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当然，有很多，对吧？
营养，医疗资源，
06:52
Nutrition, access to health care,
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二手烟污染或铅污染，
06:56
exposure to second-hand smoke or lead,
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有压力的环境或者受到歧视，
06:59
experience of stress or discrimination,
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等等。
07:01
to name a few.
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07:03
In my laboratory,
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在我的实验室里，
我们特别关注几种类型的经历，
07:04
we're particularly focused
on a few types of experiences
on a few types of experiences
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我们认为这些经历
也许能够被干预
也许能够被干预
07:07
that we believe may be able to be targeted
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以促进儿童大脑发育，
07:10
to promote children's brain development
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并最终提升他们的学习成果。
07:12
and ultimately improve
their learning outcomes.
their learning outcomes.
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07:15
As one example,
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举一个例子，
有一样东西叫做家庭语言环境，
07:16
take something I'll call
the home language environment,
the home language environment,
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我们知道，孩子们
听到的词汇的数量
听到的词汇的数量
07:19
by which I mean, we know
that the number of words kids hear
that the number of words kids hear
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和他们每天
进行的对话数量
进行的对话数量
07:23
and the number of conversations
they're engaged in every day
they're engaged in every day
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可能差异很大。
07:26
can vary tremendously.
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07:28
By some estimates,
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据估计，
来自更有优势背景的孩子们，
07:29
kids from more advantaged backgrounds
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在前几年中，
07:31
hear an average of 30 million
more spoken words
more spoken words
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与较弱势群体的孩子相比，
07:34
in the first few years of life
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07:36
compared to kids from less
advantaged backgrounds.
advantaged backgrounds.
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平均会多听到
3000万个口语词汇。
3000万个口语词汇。
07:39
Now, in our work, we're finding
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在我们的研究中发现，
07:41
that kids who experience
more back-and-forth,
more back-and-forth,
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进行更多双向对话的孩子，
07:44
responsive conversational turns
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大脑控制语言
和阅读能力的区域
07:46
tend to have a larger brain surface
in parts of the brain
in parts of the brain
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07:49
that we know are responsible
for language and reading skills.
for language and reading skills.
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有更大的表面积。
07:53
And in fact, the number
of conversations they hear
of conversations they hear
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事实上，他们
听到的对话的数量，
听到的对话的数量，
比他们听到的词汇的数量，
似乎还更重要一些，
似乎还更重要一些，
07:55
seems to matter a little bit more
than the sheer number of words they hear.
than the sheer number of words they hear.
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08:00
So one tantalizing possibility
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所以有一种令人欣喜的可能，
就是我们要教给父母们，
不仅要多说话，
不仅要多说话，
08:02
is that we should be teaching parents
not just to talk a lot,
not just to talk a lot,
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而且要和他们的孩子
多进行对话。
多进行对话。
08:05
but to actually have more conversations
with their children.
with their children.
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08:08
In this way, it's possible
that we'll promote brain development
that we'll promote brain development
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这样有可能促进孩子的大脑发育，
并提高孩子的语言和阅读能力。
08:11
and perhaps their kids' language
and reading skills.
and reading skills.
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08:15
And in fact, a number
of scientists are testing
of scientists are testing
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事实上，许多科学家现在正在测试
这个令人振奋的方法是否可行。
08:17
that exciting possibility right now.
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08:20
But of course, we all know
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但是，我们当然都知道，
在贫困中长大代表着
很多不同的经历，
很多不同的经历，
08:21
that growing up in poverty is associated
with lots of different experiences
with lots of different experiences
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不仅仅是孩子
进行了多少对话，
进行了多少对话，
08:24
beyond just how many
conversations kids are having.
conversations kids are having.
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那么我们如何选择
别的关键点呢？
别的关键点呢？
08:27
So how do we choose what else to focus on?
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08:30
The list can be overwhelming.
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各种因素可能太多了。
有很多更高质量的干预方法，
08:32
There are a number
of high-quality interventions
of high-quality interventions
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试图改变孩子的经历，
08:35
that do try to change
children's experience,
children's experience,
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其中不乏相当有效的方法。
08:37
many of which are quite effective.
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08:39
But again, just like
school-based initiatives,
school-based initiatives,
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但是，就像学校主导的方式一样，
它并不容易，
08:41
this is hard work.
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有很多挑战，
08:43
It can be challenging,
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08:44
it can be labor-intensive,
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需要人力投入，
08:45
sometimes costly ...
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有时费用高昂…
而且有时，
08:48
and on occasion,
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科学家们介入一个家庭，
告诉他们需要怎么改变
告诉他们需要怎么改变
08:49
it can be somewhat patronizing
for scientists to swoop in
for scientists to swoop in
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才能让他们的孩子成功，
会显得有些冒昧。
会显得有些冒昧。
08:52
and tell a family what they need to change
in order for their child to succeed.
in order for their child to succeed.
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08:57
So I want to share an idea with you.
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所以我想和你们分享一个想法，
09:01
What if we tried to help
young children in poverty
young children in poverty
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我们能不能仅仅通过
给贫困孩子的家庭捐款
给贫困孩子的家庭捐款
09:05
by simply giving
their families more money?
their families more money?
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来帮助他们呢？
09:10
I'm privileged to be working
with a team of economists,
with a team of economists,
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我有幸和一些经济学家，
社会政策专家和神经科学家一起合作
09:12
social policy experts and neuroscientists
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共同负责“孩子的最初阶段”这个实验，
09:14
in leading Baby's First Years,
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09:16
the first-ever randomized study
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这是首个探究减轻贫困
09:19
to test whether poverty reduction causes
changes in children's brain development.
changes in children's brain development.
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能否改变孩子的大脑发育的随机实验。
09:25
Now, the ambition of the study is large,
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这项研究的目标很大，
但它的前提实际上很简单。
09:27
but the premise is actually quite simple.
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09:30
In May of 2018,
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从2018年5月起，
09:31
we began recruiting 1,000 mothers
living below the federal poverty line
living below the federal poverty line
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我们开始在美国的各个医院
招募1000名刚刚生过孩子的
招募1000名刚刚生过孩子的
生活在国家贫困线以下的母亲。
09:35
shortly after they gave birth
in a number of American hospitals.
in a number of American hospitals.
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09:40
Upon enrolling in our study,
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在参与我们的实验后，
所有的妈妈在孩子
出生后的前40个月，
出生后的前40个月，
09:41
all mothers receive
an unconditional monthly cash gift
an unconditional monthly cash gift
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每个月都会收到一笔
无条件的现金礼物，
无条件的现金礼物，
09:45
for the first 40 months
of their children's lives,
of their children's lives,
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她们可以任意支配这笔钱。
09:48
and they're free to use this money
however they like.
however they like.
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09:52
But importantly,
mothers are being randomized,
mothers are being randomized,
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但有一点很重要，
这些妈妈是随机挑选的，
这些妈妈是随机挑选的，
有些妈妈每个月会
收到很少的一笔钱，
收到很少的一笔钱，
09:55
so some mothers are randomized
to receive a nominal monthly cash gift
to receive a nominal monthly cash gift
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而其他的妈妈则被随机挑选为
每个月收到几百美金，
每个月收到几百美金，
10:00
and others are randomized to receive
several hundred dollars each month,
several hundred dollars each month,
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我们觉得这笔钱足够
10:04
an amount that we believe is large enough
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给她们的日常生活带来改变，
10:06
to make a difference
in their day-to-day lives,
in their day-to-day lives,
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在多数情况下，这会使她们的
月收入提高20%到25%。
月收入提高20%到25%。
10:08
in most cases increasing
their monthly income by 20 to 25 percent.
their monthly income by 20 to 25 percent.
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10:13
So in this way,
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通过这种方式，
我们希望能跳脱出
10:14
we're hoping to finally move
past questions
past questions
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贫困是否和儿童发展相关联的问题，
10:17
of how poverty is correlated
with child development
with child development
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而是真正探究在儿童三岁前，
10:21
and actually be able to test
whether reducing poverty causes changes
whether reducing poverty causes changes
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减轻贫困能否引起
10:25
in children's cognitive, emotional
and brain development
and brain development
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儿童的认知、情感
和大脑发育的改变，
和大脑发育的改变，
10:28
in the first three years of life --
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我们认为，这三年
10:31
the very time when we believe
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10:32
the developing brain may be
most malleable to experience.
most malleable to experience.
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发育中的大脑
最容易被不同的经历塑造。
最容易被不同的经历塑造。
10:37
Now, we won't have definitive results
from this study for several years,
from this study for several years,
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这项研究在几年之内
都不会有明确的结果，
都不会有明确的结果，
但最起码
10:41
and if nothing else,
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1000个新生儿和他们的
妈妈能在每个月
妈妈能在每个月
10:42
1,000 newborns and their moms
will have a bit more cash each month
will have a bit more cash each month
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拿到一些他们
迫切需要的额外的钱。
迫切需要的额外的钱。
10:45
that they tell us they very much need.
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10:48
But what if it turns out
that a cost-effective way
that a cost-effective way
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但如果研究证明，
给妈妈们更多钱
给妈妈们更多钱
是帮助在贫困中的孩子的
10:51
to help young children in poverty
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一种更加节省财力的方式呢？
10:54
is to simply give their moms more money?
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10:58
If our hypotheses are borne out,
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如果我们的假设被证实，
那么我们希望这次实验的成果
能启发我们对社工服务的思考，
能启发我们对社工服务的思考，
11:00
it's our hope that results from this work
will inform debates about social services
will inform debates about social services
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这将有可能改变
几百万个有孩子的家庭。
几百万个有孩子的家庭。
11:05
that have the potential to effect millions
of families with young children.
of families with young children.
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11:09
Because while income may not be the only
or even the most important factor
or even the most important factor
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虽然收入并不是决定
儿童大脑发育的
儿童大脑发育的
唯一的或最重要的因素。
11:13
in determining children's
brain development,
brain development,
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从政策角度来说，
11:16
it may be one that,
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11:17
from a policy perspective,
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它却有可能是
最容易被解决的。
11:19
can be easily addressed.
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11:22
Put simply,
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简单来说，
如果我们能证明
减轻贫困能改变儿童大脑的发育，
减轻贫困能改变儿童大脑的发育，
11:23
if we can show that reducing poverty
changes how children's brains develop
changes how children's brains develop
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从而引起政策上的
有意义的改变，
有意义的改变，
11:28
and that leads to meaningful
policy changes,
policy changes,
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那么今天一个贫困家庭的孩子，
11:32
then a young child born into poverty today
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就有可能有一个
更加美好的未来。
更加美好的未来。
11:35
may have a much better shot
at a brighter future.
at a brighter future.
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11:39
Thank you.
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谢谢。
（鼓掌）
11:40
(Applause)
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Translated by Nancy Cai
ABOUT THE SPEAKER
Kimberly Noble - Neuroscientist, pediatricianKimberly Noble, MD, PhD, studies how socioeconomic inequality relates to children's cognitive and brain development.
Why you should listen
Trained as a neuroscientist and board-certified pediatrician, Dr. Kimberly Noble has examined disparities in development and health across infancy, childhood and adolescence. She is currently an Associate Professor of Neuroscience and Education at Teachers College, Columbia University, where she directs the Neurocognition, Early Experience and Development (NEED) Lab. She received her undergraduate, graduate and medical degrees at the University of Pennsylvania and was the recipient of the Association for Psychological Science Janet Taylor Spence Award for Transformative Early Career Contributions.
In collaboration with a multidisciplinary team of scientists from around the United States, Noble is co-directing the Baby's First Years study, the first clinical trial of poverty reduction to assess the causal impact of income on children's cognitive, emotional and brain development in the first three years of life. Her work has received worldwide attention in the popular press, including the Washington Post, The Economist, Newsweek, The Guardian, Le Monde and NPR. A full list of her publications can be found here.
Kimberly Noble | Speaker | TED.com