ABOUT THE SPEAKER
Sabine Doebel - Cognitive scientist
Sabine Doebel studies the developing mind to understand how experience shapes our thinking and executive control skills.

Why you should listen

Sabine Doebel conducts research with children in an effort to understand the nature of the mind, with much of her work focusing on how children develop the cognitive abilities that serve us so well as adults, like controlling impulses, thinking ahead, and staying on task.

Doebel is an incoming assistant professor in the Department of Psychology at George Mason University in Fairfax, Virginia, where she will direct the brand new Developing Minds Lab. She earned her PhD from the Institute of Child Development at the University of Minnesota and subsequently was a postdoctoral fellow at the University of Colorado Boulder. Her research has been funded by the National Institutes of Health and published in Psychological Science, Cognition, Developmental Psychology and Child Development. A full list of her publications can be found here.

Doebel is also a passionate advocate of open science and has received funding from the National Science Foundation to help developmental scientists adopt transparency-enhancing practices that will allow them to build more easily on each other's work.

More profile about the speaker
Sabine Doebel | Speaker | TED.com
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Sabine Doebel: How your brain's executive function works -- and how to improve it

萨宾 · 德贝尔: 你大脑的执行功能是如何运作的——以及如何提高这一能力

Filmed:
2,412,954 views

你每天都要使用大脑的执行功能——它让你能够集中注意力、提前计划和抑制冲动。你能够提升这个能力,做得更好吗?认知学专家萨宾·德贝尔带着自己对于儿童成长的研究,探求影响执行功能的因素——以及你该如何运用这项功能来改变自己的坏习惯,达成你的目标。
- Cognitive scientist
Sabine Doebel studies the developing mind to understand how experience shapes our thinking and executive control skills. Full bio

Double-click the English transcript below to play the video.

00:12
So I have a confession自白书 to make.
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我要向你们坦白。
我最近才学会开车。
00:15
I only recently最近 learned学到了 how to drive驾驶.
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00:18
And it was really hard.
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这对我来说真的很难。
00:21
Now, this wasn't an older旧的 brain thing.
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这不仅跟大脑老龄化有关。
你们还记得刚学会开车时的样子吗?
00:24
Do you remember记得 what it was like
when you first learned学到了 how to drive驾驶?
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你的每一个决定都经过了深思熟虑。
00:27
When every一切 decision决定 you made制作
was so conscious意识 and deliberate商榷?
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00:31
I'd come home from my lessons教训
completely全然 wiped out mentally精神上.
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当我下课回家时,
我的脑力完全耗尽。
00:35
Now, as a cognitive认知 scientist科学家
I know that this is because I was using运用
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作为一名认知学家,我知道
导致这个现象的原因,
00:38
a lot of something
called executive行政人员 function功能.
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是我过度使用了执行功能。
00:43
Executive行政人员 function功能 is our amazing惊人 ability能力
to consciously自觉 control控制 our thoughts思念,
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执行功能是我们身上一项迷人的能力,
它能帮助我们有意识地
控制思想、情感和动作,
00:48
emotions情绪 and actions行动
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来达成许多目的,
00:50
in order订购 to achieve实现 goals目标 ...
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例如学会开车。
00:52
like learning学习 how to drive驾驶.
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00:55
It's what we use when we need
to break打破 away from habit习惯,
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当我们需要改变习惯、
抑制冲动和提前计划时,
00:58
inhibit抑制 our impulses冲动 and plan计划 ahead.
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它就会发挥作用。
01:01
But we can see it most clearly明确地
when things go wrong错误.
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但只有在做错事的时候,
我们才会明确感觉到它。
01:05
Like, have you ever accidentally偶然
poured orange橙子 juice果汁 on your cereal谷类?
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例如,你是否曾经不小心
把橙汁倒入麦片中?
01:08
(Laughter笑声)
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(笑声)
或者,当你在浏览脸书动态时,
01:10
Or, ever start开始 scrolling滚动 on FacebookFacebook的
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01:12
and suddenly突然 realize实现
you've missed错过 a meeting会议?
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突然想起来你错过了一个会议?
(笑声)
01:14
(Laughter笑声)
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01:16
Or maybe this one's那些 more familiar:
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可能下面这件事听起来更加耳熟:
你计划下班途中要去商店,
01:17
Ever plan计划 to stop at the store商店
on the way home from work
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但实际上你却一路开车回了家?
01:20
and then drive驾驶 all the way home
instead代替 on autopilot自动驾驶仪?
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(笑声)
01:23
(Laughter笑声)
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每个人都经历过这些事。
01:25
These things happen发生 to everyone大家.
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我们通常称之为心不在焉,
01:28
And we usually平时 call it absentmindedness心不在意,
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但事实上,
01:30
but what's really happening事件
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是我们的执行功能疏忽了。
01:31
is we're experiencing经历 a lapse失误
in executive行政人员 function功能.
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01:35
So we use executive行政人员 function功能
every一切 day in all aspects方面 of our lives生活.
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每天,执行功能在我们生活的
各个方面都发挥着功能。
在过去的30年中,
01:40
And over the past过去 30 years年份,
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研究人员发现在从孩童阶段开始,
01:41
researchers研究人员 have found发现
that it predicts预测 all kinds of good things
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01:45
in childhood童年 and beyond,
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它就能够预估一切好的事情,
01:47
like social社会 skills技能, academic学术的 achievement成就,
mental心理 and physical物理 health健康,
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例如社交技能、学术成就、
生理及精神健康、
挣钱、攒钱,
01:52
making制造 money, saving保存 money
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甚至是遵纪守法。
01:54
and even staying out of jail监狱.
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听起来很棒,不是吗?
01:56
Sounds声音 great, doesn't it?
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显而易见,
01:58
So it's no surprise
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研究人员,譬如我,都想理解它,
01:59
that researchers研究人员 like me
are so interested有兴趣 in understanding理解 it
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想找到方法提升它的能力。
02:03
and figuring盘算 out ways方法 to improve提高 it.
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02:07
But lately最近, executive行政人员 function功能 has become成为
a huge巨大 self-improvement自我提升 buzzword流行语.
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但最近,执行功能已经
成为一个自我提升的热门词汇。
02:13
People think you can improve提高 it
through通过 brain-training脑训练 iPhone苹果手机 apps应用
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人们认为可以通过
许多方法提高这个能力,
例如锻炼大脑的苹果应用
和电脑游戏,
02:16
and computer电脑 games游戏,
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或是特殊一点的方法,
例如国际象棋。
02:17
or by practicing it in a specific具体 way,
like playing播放 chess.
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02:22
And researchers研究人员 are trying
to train培养 it in the lab实验室
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研究人员尝试在实验室中进行训练,
希望能够提升这个能力,
或者是其他与之相关的能力,
02:25
in the hopes希望 of improving提高 it
and other things related有关 to it,
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例如智力。
02:28
like intelligence情报.
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02:31
Well, I'm here to tell you
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我现在告诉你们,
目前对于执行功能
这些猜想都是错误的。
02:32
that this way of thinking思维
about executive行政人员 function功能 is all wrong错误.
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总的来说,大脑训练
无法提升执行功能,
02:36
Brain training训练 won't惯于 improve提高
executive行政人员 function功能 in a broad广阔 sense
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因为大脑训练只能小幅度
让执行功能兴奋起来,
02:40
because it involves涉及
exercising行使 it in a narrow狭窄 way,
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脱离了它实际发挥作用的现实环境。
02:43
outside of the real-world真实世界 contexts上下文
in which哪一个 we actually其实 use it.
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02:48
So you can master that executive行政人员
function功能 app应用 on your phone电话,
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所以即使在手机应用中通关了,
你还是会时不时把橙汁倒入麦片中。
02:51
but that's not going to help you stop
pouring浇注 OJ辛普森 on your Cheeerios切里奥斯 twice两次 a week.
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(笑声)
02:55
(Laughter笑声)
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如果你真的想提升你的执行能力,
02:56
If you really want to improve提高
your executive行政人员 function功能
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从现实生活层面上来说的提升,
02:59
in a way that matters事项 for your life,
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你需要理解环境因素对它的影响。
03:01
you have to understand理解
how it's influenced影响 by context上下文.
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03:06
Let me show显示 you what I mean.
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让我解释一下。
我们做过这样一个实验,
03:07
There's a great test测试
that we use in the lab实验室
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来测量幼儿的执行功能,
03:10
to measure测量 executive行政人员 function功能
in young年轻 children孩子
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叫作“维度变化的卡片分类”。
03:12
called the "dimensional尺寸的 change更改 card sort分类."
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03:16
In this task任务, kids孩子 have to sort分类
cards in one way --
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在这个任务中,幼儿们需要
通过某种标准给卡片分类,
例如形状——
03:19
like by shape形状 --
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不断重复,直到他们养成一个习惯。
03:21
over and over until直到 they build建立 up a habit习惯.
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然后他们被要求变更标准,
03:23
And then they're asked to switch开关
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以另一个标准分类,
03:26
and sort分类 the same相同 cards in another另一个 way,
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例如颜色。
03:28
like by color颜色.
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03:31
Now, really young年轻 kids孩子 struggle斗争 with this.
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年龄太小的幼儿做这个任务有点困难。
3-4岁的幼儿通常会按照
旧的标准给卡片分类,
03:34
Three-三- and four-year-olds四岁的孩子 will usually平时
keep sorting排序 the cards in the old way
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无论你提醒他们多少次新的标准。
03:37
no matter how many许多 times you remind提醒
them of what they should be doing.
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03:42
(Video视频) Woman女人: If it's blue蓝色, put it here.
If it's red, put it here.
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(视频)女性:如果是蓝色的,放在这里。
如果是红色的,放在那里。
这是个蓝色的。
03:45
Here's这里的 a blue蓝色 one.
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03:47
OK, so now we're going to play
a different不同 game游戏.
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好的,现在我们要玩
另一个不同的游戏。
我们不玩颜色游戏了。
03:49
We're not going to play
the color颜色 game游戏 anymore.
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我们现在要玩形状游戏,
03:51
Now we're going to play the shape形状 game游戏,
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在形状游戏中,
03:53
and in the shape形状 game游戏,
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星形放这里,
汽车形放这里,好吗?
03:54
all the stars明星 go here
and all the trucks卡车 go here, OK?
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星形放这里,
汽车形放这里。
03:58
Stars明星 go here, trucks卡车 go here.
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星形的放在哪儿?
04:00
Where do the stars明星 go?
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04:02
And where do the trucks卡车 go?
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那么汽车形的呢?
非常棒。
04:04
Excellent优秀.
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记住,星形放这儿,
汽车形放这儿。
04:05
OK, stars明星 go here, trucks卡车 go here.
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这是个汽车形的。
04:07
Here's这里的 a truck卡车.
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04:10
(Laughter笑声)
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(笑声)
星形放这里,
汽车形放这里。
04:12
Stars明星 go here, trucks卡车 go here.
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这是个星形的。
04:14
Here's这里的 a star.
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04:17
(Laughter笑声)
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(笑声)
德贝尔:这非常引人注目,
04:19
SBSB: So it's really compelling引人注目,
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很明显她没能好好发挥
自己的执行功能。
04:21
and it's really obvious明显 when she fails失败
to use her executive行政人员 function功能.
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但重点是:
04:25
But here's这里的 the thing:
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我们可以通过类似这样的任务
来训练她,
04:26
we could train培养 her on this task任务
and others其他 like it
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最终她能够进步,
04:29
and eventually终于 she'd improve提高,
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但是否这就意味着在实验室之外,
04:31
but does that mean
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04:33
that she would've会一直 improved改善
her executive行政人员 function功能 outside of the lab实验室?
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她的执行功能也得到了提升呢?
并不是,因为在现实生活中,
她需要运用执行功能做的事情
04:36
No, because in the real真实 world世界,
she'll贝壳 need to use executive行政人员 function功能
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04:39
to do a lot more than switching交换
between之间 shape形状 and color颜色.
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远比在形状和颜色之间转换更难。
她需要从加法变换到乘法,
04:43
She'll贝壳 need to switch开关
from adding加入 to multiplying乘以
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或是从玩乐变换到整理,
04:46
or from playing播放 to tidying整理 up
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又或是从只考虑自己的
情绪变成体贴朋友。
04:48
or from thinking思维 about her own拥有 feelings情怀
to thinking思维 about her friend朋友.
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想要在现实生活中成功,取决于
04:52
And success成功 in real-world真实世界 situations情况
depends依靠 on things
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你的动力大小,
以及你的同伴在做什么。
04:55
like how motivated动机 you are
and what your peers同行 are doing.
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这还取决于特定情况下
04:59
And it also depends依靠
on the strategies策略 that you execute执行
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05:02
when you're using运用 executive行政人员 function功能
in a particular特定 situation情况.
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使用执行功能时你采取的策略。
05:06
So what I'm saying is
that context上下文 really matters事项.
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我的意思是环境因素真的很重要。
05:11
Now let me give you an example
from my research研究.
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现在,让我给你们展示
一个我研究的例子。
最近我对一群儿童进行了
经典的棉花糖测试,
05:14
I recently最近 brought in a bunch of kids孩子
to do the classic经典 marshmallow棉花糖 test测试,
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05:18
which哪一个 is a measure测量
of delay延迟 of gratification享乐
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它被用于测量延迟满足,
而延迟满足也需要运用大量的执行功能。
05:20
that also likely容易 requires要求
a lot of executive行政人员 function功能.
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05:24
So you may可能 have heard听说 about this test测试,
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你们也许听说过这项测试,
孩子们面临一项选择。
05:26
but basically基本上, kids孩子 are given特定 a choice选择.
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他们可以马上获得一个棉花糖,
05:28
They can have one marshmallow棉花糖 right away,
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或者如果他们能耐心
等我走到另一个房间,
05:30
or if they can wait for me
to go to the other room房间
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然后拿另一个棉花糖,
05:33
and get more marshmallows棉花糖,
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他们就可以获得两个棉花糖。
05:34
they can have two instead代替.
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05:37
Now, most kids孩子 really want
that second第二 marshmallow棉花糖,
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大多数孩子非常想要第二个棉花糖,
但重点是:他们的耐心能持续多久呢?
05:41
but the key question is:
How long can they wait?
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(笑声)
05:44
(Laughter笑声)
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我增设了一个环节,
来研究环境因素的影响。
05:45
Now, I added添加 a twist
to look at the effects效果 of context上下文.
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05:50
I told each kid孩子 that they were in a group,
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我告诉每个孩子,他们属于一个团队,
譬如绿队,
05:53
like the green绿色 group,
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我甚至还发给他们一件绿色的衬衫来穿。
05:55
and I even gave them
a green绿色 T-shirtT恤衫 to wear穿.
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然后我说:“你们这队
等到了第二个棉花糖,
05:58
And I said, "Your group
waited等待 for two marshmallows棉花糖,
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06:02
and this other group, the orange橙子 group,
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还有另一个队,黄队,
他们没能做到。”
06:05
did not."
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或者我会说相反的话:
06:06
Or I said the opposite对面:
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“你们这队没能等到第二个棉花糖,
06:07
"Your group didn't wait
for two marshmallows棉花糖
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但其他队做到了。”
06:09
and this other group did."
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之后我离开,只留孩子们在房间里,
06:12
And then I left the kid孩子 alone单独 in the room房间
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然后我会通过摄像头
观察他们能等多久。
06:14
and I watched看着 on a webcam摄像头
to see how long they waited等待.
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06:17
(Laughter笑声)
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(笑声)
我的发现是,那些相信他们队
06:21
So what I found发现 was that kids孩子 who believed相信
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能够等到两个棉花糖的人
06:25
that their group waited等待
for two marshmallows棉花糖
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更倾向于耐心等待。
06:27
were themselves他们自己 more likely容易 to wait.
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06:32
So they were influenced影响 by a peer窥视 group
that they'd他们会 never even met会见.
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他们会被一群陌生人组成的团队影响。
(笑声)
06:36
(Laughter笑声)
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很有趣,不是吗?
06:37
Pretty漂亮 cool, isn't it?
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但有了这个结果,我依然不知道
06:39
Well, so with this result结果
I still didn't know
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是从众心理还是别的更深层的
因素导致了这个结果。
06:42
if they were just copying仿形 their group
or if it was something deeper更深 than that.
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06:47
So I brought in some more kids孩子,
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所以我召集了另一些儿童,
在棉花糖测试之后,我展示了
一些照片,上面有两个儿童,
06:49
and after the marshmallow棉花糖 test测试,
I showed显示 them pictures图片 of pairs of kids孩子,
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我告诉他们:“其中一个
喜欢马上获得东西,
06:54
and I told them, "One of these kids孩子
likes喜欢 to have things right away,
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例如曲奇和贴纸。
06:57
like cookies饼干 and stickers贴纸.
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而另外一个喜欢等待,
06:59
And the other kid孩子 likes喜欢 to wait
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这样他得到的就更多。”
07:01
so that they can have
more of these things."
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然后我问他们,
07:03
And then I asked them,
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“这两个人中你更喜欢谁?
07:05
"Which哪一个 one of these two kids孩子
do you like more
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你想跟谁一起玩?”
07:07
and who would you want to play with?"
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07:09
And what I found发现 was that kids孩子
who believed相信 that their group waited等待
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我发现,那些相信他们
一队会等待的孩子
倾向于喜欢等待的儿童。
07:13
tended往往 to prefer比较喜欢 other kids孩子
who liked喜欢 to wait for things.
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07:17
So learning学习 what their group did
made制作 them value waiting等候 more.
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了解他们的团队会做什么
使他们更倾向于等待。
07:22
And not only that,
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不仅如此,
这些孩子可能会运用执行功能
07:24
these kids孩子 likely容易 used executive行政人员 function功能
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制定策略,让自己耐心等待,
07:27
to generate生成 strategies策略
to help themselves他们自己 wait,
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例如坐在自己的手上,
或是扭头不去看棉花糖,
07:30
like sitting坐在 on their hands
or turning车削 away from the marshmallow棉花糖
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又或是唱歌分散注意力。
07:33
or singing唱歌 a song歌曲 to distract转移 themselves他们自己.
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(笑声)
07:36
(Laughter笑声)
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07:39
So what this all shows节目
is just how much context上下文 matters事项.
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这些都证明了环境因素的影响力。
这并不是说这些孩子的
执行功能好或者差,
07:44
It's not that these kids孩子
had good executive行政人员 function功能 or bad,
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是环境因素帮助他们
更好地运用这个能力。
07:47
it's that the context上下文
helped帮助 them use it better.
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07:52
So what does this mean
for you and for your kids孩子?
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那么,这对你和你的孩子
有什么启示呢?
07:56
Well, let's say that you want
to learn学习 Spanish西班牙语.
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让我们假设你想学西班牙语。
你可以改变你所处的环境,
07:59
You could try changing改变 your context上下文
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让你身边充满也想学西语的人,
08:00
and surrounding周围 yourself你自己
with other people who also want to learn学习,
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如果你喜欢这些人那就更好了。
08:04
and even better if these are people
that you really like.
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在这种情况下,你会更加
积极地运用执行能力。
08:07
That way you'll你会 be more motivated动机
to use executive行政人员 function功能.
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08:12
Or let's say that you want to help
your child儿童 do better on her math数学 homework家庭作业.
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或者假设你想帮你的孩子
提高数学水平。
你可以教她在特定环境下
08:16
You could teach her strategies策略
to use executive行政人员 function功能
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运用执行功能,
08:19
in that particular特定 context上下文,
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例如在学习之前不要玩手机,
08:21
like putting her phone电话 away
before she starts启动 studying研究
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或是每学习一小时就奖励一下自己。
08:24
or planning规划 to reward奖励 herself她自己
after studying研究 for an hour小时.
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08:29
Now, I don't want to make it sound声音
like context上下文 is everything.
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我并不是说环境因素能决定一切。
执行功能非常复杂,
由数不清的因素所组成。
08:32
Executive行政人员 function功能 is really complex复杂,
and it's shaped成形 by numerous众多 factors因素.
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但我希望你们记住,
08:37
But what I want you to remember记得
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如果你想在生活的某些方面
08:38
is if you want to improve提高
your executive行政人员 function功能
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提升自己的执行能力,
08:41
in some aspect方面 of your life,
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不要试图走捷径。
08:43
don't look for quick fixes修复.
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考虑环境因素
08:46
Think about the context上下文
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以及如何加重目标在你心中的价值,
08:47
and how you can make
your goals目标 matter more to you,
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还有你要如何运用策略
08:50
and how you can use strategies策略
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来在特定情况下帮助自己。
08:51
to help yourself你自己
in that particular特定 situation情况.
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08:55
I think the ancient Greeks希腊人 said it best最好
when they said, "Know thyself你自己."
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古希腊有句话说得好:“认清你自己。”
想认清自我,关键是认清
环境对你行为的影响,
09:00
And a key part部分 of this is knowing会心
how context上下文 shapes形状 your behavior行为
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以及如何运用这点,
朝更好的方向发展。
09:05
and how you can use that knowledge知识
to change更改 for the better.
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谢谢。
09:08
Thank you.
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(掌声)
09:10
(Applause掌声)
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Translated by Buyun Ping

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ABOUT THE SPEAKER
Sabine Doebel - Cognitive scientist
Sabine Doebel studies the developing mind to understand how experience shapes our thinking and executive control skills.

Why you should listen

Sabine Doebel conducts research with children in an effort to understand the nature of the mind, with much of her work focusing on how children develop the cognitive abilities that serve us so well as adults, like controlling impulses, thinking ahead, and staying on task.

Doebel is an incoming assistant professor in the Department of Psychology at George Mason University in Fairfax, Virginia, where she will direct the brand new Developing Minds Lab. She earned her PhD from the Institute of Child Development at the University of Minnesota and subsequently was a postdoctoral fellow at the University of Colorado Boulder. Her research has been funded by the National Institutes of Health and published in Psychological Science, Cognition, Developmental Psychology and Child Development. A full list of her publications can be found here.

Doebel is also a passionate advocate of open science and has received funding from the National Science Foundation to help developmental scientists adopt transparency-enhancing practices that will allow them to build more easily on each other's work.

More profile about the speaker
Sabine Doebel | Speaker | TED.com