TEDMED 2017
Sian Leah Beilock: Why we choke under pressure -- and how to avoid it
希恩莉亞貝洛克: 為什麼在壓力下會表現失常以及如何避免
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為什麼我們在壓力來時，有時會無法發揮潛力？認知科學家及巴納德學院校長希恩莉亞貝洛克揭示出在有壓力的情況下，我們的大腦和身體內會發生什麼事，並分享一些心理學的工具來協助我們在最關鍵的時刻做出最佳表現。
Sian Leah Beilock - Cognitive scientist
Sian Leah Beilock studies how performance anxiety can be exacerbated or alleviated, and the simple strategies we can use to ensure success under pressure. Full bio
Sian Leah Beilock studies how performance anxiety can be exacerbated or alleviated, and the simple strategies we can use to ensure success under pressure. Full bio
Double-click the English transcript below to play the video.
00:12
One of the most humiliating things
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一個人能做出最丟臉的事情，
00:15
that you can say about someone
is "they choked."
is "they choked."
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其中之一就是「失常」。
00:19
And boy, do I know that feeling.
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哇，這感覺我可是很懂的。
00:22
Growing up, I was an avid athlete.
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成長過程中，我是很熱血的運動員。
00:25
My main sport was soccer,
and I was a goalkeeper,
and I was a goalkeeper,
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我主要玩的運動是足球，
且我是守門員，
且我是守門員，
00:28
which is both the best
and the worst position on the field.
and the worst position on the field.
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那是球場上最好也最糟的位置。
00:34
You see, when you're a goalie,
you get this special uniform,
you get this special uniform,
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如果你是守門員，
你會有特別的制服，
你會有特別的制服，
00:37
you get all the glory
for a great shot saved,
for a great shot saved,
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若你擋下了很棒的射門，
榮耀通通歸你，
榮耀通通歸你，
00:41
but you also get the grief
when you land a shot in the goal.
when you land a shot in the goal.
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但如果你讓球進了門，
悲傷也是歸你。
悲傷也是歸你。
00:47
When you're a goalie,
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如果你是守門員，
目光都集中在你身上，
目光都集中在你身上，
00:48
all eyes are on you,
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00:49
and with that comes the pressure.
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目光會帶來壓力。
00:53
I distinctly remember
one game in high school.
one game in high school.
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我非常清楚記得高中時的一場比賽。
00:56
I was playing for
the California state team
the California state team
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我隸屬於加州隊，
00:58
which is part of the Olympic
Development Program.
Development Program.
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這是奧運發展計畫的一部分。
01:01
I was having a great game ...
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那場比賽我表現很好……
01:04
until I realized that the national coach
was standing right behind me.
was standing right behind me.
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直到我發現
國家教練就站在我後面。
01:11
That's when everything changed.
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那時一切都改變了。
01:14
In a matter of seconds,
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才幾秒鐘的時間，
01:16
I went from playing at the top
to the bottom of my ability.
to the bottom of my ability.
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我就從把能力發揮到最好
變成發揮到最差。
變成發揮到最差。
01:22
Just knowing that I was being evaluated
changed my performance
changed my performance
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光是知道有人在評估我，
就改變了我的表現，
就改變了我的表現，
01:27
and forever how I thought about
the mental aspect of how we perform.
the mental aspect of how we perform.
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以及永遠改變了
我如何看待表現的心理層面。
我如何看待表現的心理層面。
01:34
All of a sudden the ball
seemed to go in slow motion,
seemed to go in slow motion,
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突然間，球似乎變成了慢動作，
01:38
and I was fixated on my every move.
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我注視著我的每一個動作。
01:42
The next shot that came I bobbled,
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下一次射門時，我沒擋下來，
01:44
but thankfully it didn't land in the goal.
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但謝天謝地，它沒有進門。
01:47
The shot after that,
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再下一次射門，
01:48
I wasn't so lucky:
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我就沒那麼幸運了：
01:50
I tipped it right into the net.
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我輕觸到球，直接送它進門。
01:54
My team lost;
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我的球隊輸了；
01:56
the national coach walked away.
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國家教練也走了。
01:59
I choked under the pressure
of those evaluative eyes on me.
of those evaluative eyes on me.
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在評鑑我的目光造成的
壓力下，我失常了。
壓力下，我失常了。
02:05
Just about everyone
does it from time to time --
does it from time to time --
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幾乎每個人偶爾都會
發生這種狀況——
發生這種狀況——
02:08
there are so many opportunities,
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有好多機會，
02:11
whether it's taking a test,
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不論是考試、
02:13
giving a talk,
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演講、
02:14
pitching to a client
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向客戶提案，
02:16
or that special form of torture
I like to call the job interview.
I like to call the job interview.
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或是折磨的一種特殊形式，
我稱之為工作面試。
我稱之為工作面試。
02:21
(Laughter)
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（笑聲）
02:23
But the question is why.
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但，問題是，為什麼會這樣？
02:25
Why do we sometimes fail to perform
up to our potential under pressure?
up to our potential under pressure?
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為什麼在壓力下，我們有時
就無法把潛力發揮出來？
就無法把潛力發揮出來？
02:29
It's especially bewildering
in the case of athletes
in the case of athletes
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在運動員的情況中，
這個問題特別讓人困惑，
這個問題特別讓人困惑，
02:33
who spend so much time
physically honing their craft.
physically honing their craft.
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因為他們花了那麼多時間
在磨練他們的身體技藝。
在磨練他們的身體技藝。
02:37
But what about their minds?
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但他們的心靈呢？
02:40
Not as much.
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沒那麼多磨練。
02:42
This is true off
the playing field as well.
the playing field as well.
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在球場以外的地方亦是如此。
02:45
Whether we're taking a test
of giving a talk,
of giving a talk,
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不論是考試或是演講，
02:48
it's easy to feel like we're ready --
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很容易就覺得我們準備好了——
02:50
at the top of our game --
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覺得自己最行——
02:52
and then perform at our worst
when it matters most.
when it matters most.
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接著卻在最關鍵的時刻
表現得一塌糊塗。
表現得一塌糊塗。
02:56
It turns out that rarely do we practice
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結果是因為我們練習的時候
02:59
under the types of conditions
we're actually going to perform under,
we're actually going to perform under,
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很少會有和實際要表現時
同樣的條件或環境，
同樣的條件或環境，
03:03
and as a result,
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結果就是，
03:04
when all eyes are on us,
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當所有人都看著我們時，
03:06
we sometimes flub our performance.
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我們有時就會搞砸。
03:10
Of course, the question is,
why is this the case?
why is this the case?
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當然，問題是，為什麼會這樣？
03:14
And my experience on the playing field --
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我在球場上的經驗
03:17
and in other important
facets of my life --
facets of my life --
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和我人生中其他重要面向的經驗
03:20
really pushed me into the field
of cognitive science.
of cognitive science.
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讓我進入了認知科學的領域。
03:23
I wanted to know how we could reach
our limitless potential.
our limitless potential.
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我想要知道我們要如何
達到自己無限的潛能。
達到自己無限的潛能。
03:28
I wanted to understand
how we could use our knowledge
how we could use our knowledge
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我想要了解我們要如何運用我們
03:31
of the mind and the brain
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心靈和大腦的知識，
03:33
to come up with psychological tools
that would help us perform at our best.
that would help us perform at our best.
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來創造出一些心理工具，
協助我們發揮最佳表現。
協助我們發揮最佳表現。
03:39
So why does it happen?
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為什麼會失常？
03:41
Why do we sometimes fail
to perform up to what we're capable of
to perform up to what we're capable of
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為什麼當壓力壓上來時，
我們有時就無法把原本
我們有時就無法把原本
應該能達成的表現做出來？
03:46
when the pressure is on?
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03:48
It may not be so surprising to hear
that in stressful situations, we worry.
that in stressful situations, we worry.
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我們會在壓力大的情境中擔心，
這點應該不讓人意外。
這點應該不讓人意外。
03:53
We worry about the situation,
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我們會擔心那個情境，
03:56
the consequences,
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擔心後果，
03:57
what others will think of us.
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擔心別人怎麼看待我們。
03:59
But what is surprising
is that we often get in our own way
is that we often get in our own way
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但讓人意外的是，
正是因為我們的擔心
正是因為我們的擔心
04:04
precisely because our worries
prompt us to concentrate too much.
prompt us to concentrate too much.
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會過度暗示我們要專心，
反而造成了阻礙。
反而造成了阻礙。
04:09
That's right --
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沒錯，
04:11
we pay too much attention
to what we're doing.
to what we're doing.
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我們對當下做的事過度注意。
04:14
When we're concerned
about performing our best,
about performing our best,
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當我們念念不忘要做出最佳表現時
04:17
we often try and control
aspects of what we're doing
aspects of what we're doing
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就往往嘗試去控制我們正在做的事，
04:21
that are best left on autopilot,
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原本最好是留在意識之外
任其自由發展，
任其自由發展，
04:23
outside conscious awareness,
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04:25
and as a result,
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結果就是搞砸了。
04:27
we mess up.
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04:29
Think about a situation
where you're shuffling down the stairs.
where you're shuffling down the stairs.
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想想看一個情境，
你正在快速下樓梯。
你正在快速下樓梯。
04:33
What would happen if I asked you
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如果我請你在下樓梯時
04:35
to think about what
you're doing with your knee
you're doing with your knee
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想著你如何使用你的膝蓋，
會發生什麼事？
會發生什麼事？
04:37
while you're doing that?
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04:38
There's a good chance
you'd fall on your face.
you'd fall on your face.
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很有可能你會跌個狗吃屎。
04:41
We as humans only have the ability
to pay attention to so much at once,
to pay attention to so much at once,
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我們人類同時
能使用的注意力有限，
能使用的注意力有限，
04:46
which is why, by the way,
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順便一提，這就是為什麼
開車時最好不要講電話。
開車時最好不要講電話。
04:47
it's not a good idea
to drive and talk on the cell phone.
to drive and talk on the cell phone.
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04:51
And under pressure,
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在壓力之下，
04:52
when we're concerned
about performing at our best,
about performing at our best,
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當我們很在意要做出最佳表現時，
04:55
we can try and control
aspects of what we're doing
aspects of what we're doing
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我們可能會試圖去控制
我們正在做的事，
我們正在做的事，
04:58
that should be left
outside conscious control.
outside conscious control.
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而那些應該不要由意識來控制。
05:02
The end result is that we mess up.
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最後的結果就是，我們會搞砸。
05:05
My research team and I have studied
this phenomenon of overattention,
this phenomenon of overattention,
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我和我的研究團隊一直在研究
這個注意力過度的現象，
這個注意力過度的現象，
05:10
and we call it paralysis by analysis.
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我們稱之為「分析造成的癱瘓」。
05:14
In one study, we asked college
soccer players to dribble a soccer ball
soccer players to dribble a soccer ball
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在一項研究中，我們請
大學的足球隊員盤球，
大學的足球隊員盤球，
05:18
and to pay attention
to an aspect of their performance
to an aspect of their performance
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同時把注意力放在
他們表現的一個面向上，
他們表現的一個面向上，
05:21
that they would not otherwise attend to.
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那個面向是他們本來不注意的。
05:24
We asked them to pay attention
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我們請他們去注意
05:26
to what side of the foot
was contacting the ball.
was contacting the ball.
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腳的哪一面接觸到球。
05:30
We showed that performance
was slower and more error-prone
was slower and more error-prone
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我們發現，當我們把他們的注意力
轉移到當下行為的細節上時，
05:34
when we drew their attention
to the step-by-step details
to the step-by-step details
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他們的表現會變緩慢且易出錯。
05:37
of what they were doing.
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05:39
When the pressure is on,
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當有壓力時，
05:41
we're often concerned
with performing at our best,
with performing at our best,
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我們會很在意要做出最佳表現，
05:44
and as a result we try and control
what we're doing
what we're doing
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結果就是我們試圖
控制我們在做的事，
控制我們在做的事，
05:47
to force the best performance.
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來強迫做出最佳表現。
05:50
The end result
is that we actually screw up.
is that we actually screw up.
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最後的結果就是就是
我們真的會搞砸。
我們真的會搞砸。
05:54
In basketball,
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在籃球上，
05:55
the term "unconscious" is used
to describe a shooter who can't miss.
to describe a shooter who can't miss.
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會用「無意識」來形容神射手。
06:01
And San Antonio Spurs star
Tim Duncan has said,
Tim Duncan has said,
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聖安東尼馬刺隊的球星
提姆鄧肯說過：
提姆鄧肯說過：
06:05
"When you have to stop and think,
that's when you mess up."
that's when you mess up."
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「要停下來想的時候
就是你搞砸的時候。」
就是你搞砸的時候。」
06:08
In dance, the great choreographer,
George Balanchine,
George Balanchine,
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在舞蹈上，偉大的
編舞家喬治巴蘭奇
編舞家喬治巴蘭奇
06:12
used to urge his dancers,
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以前會要求他的舞者：
06:14
"Don't think, just do."
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「別思考，只管去做。」
06:17
When the pressure's on,
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當有壓力時，
06:19
when we want to put our best foot forward,
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當我們想要表現得最好時，
06:21
somewhat ironically,
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很諷刺的，
06:23
we often try and control what we're doing
in a way that leads to worse performance.
in a way that leads to worse performance.
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我們控制當下行為的方式
反而導致了最糟的表現。
06:30
So what do we do?
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所以，我們要怎麼做？
06:31
Knowing that we have
this overactive attention,
this overactive attention,
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已經知道我們的注意力過度時，
06:35
how do we ensure
that we perform at our best?
that we perform at our best?
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我們要如何確保
自己能做出最佳表現？
自己能做出最佳表現？
06:39
A lot of it comes down
to the prefrontal cortex,
to the prefrontal cortex,
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有很大一部分和前額葉皮質有關，
06:42
that front part of our brain
that sits over our eyes
that sits over our eyes
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它位在我們大腦的
前側，眼睛上方，
前側，眼睛上方，
06:45
and usually helps us
focus in positive ways.
focus in positive ways.
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通常是以正面的方式
在協助我們專注。
在協助我們專注。
06:48
It often gets hooked on the wrong things.
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它常常會被不對的事物勾引住。
06:51
So how do we unhook it?
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我們要如何把它拉回來？
06:53
Something as simple as singing a song,
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很簡單，比如唱一首歌，
06:57
or paying attention to one's pinky toe,
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或是把注意力放在小趾頭上，
06:59
as pro golfer Jack Nicklaus
was rumored to do,
was rumored to do,
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據說職業高爾夫選手
傑克尼克勞斯就用這一招，
傑克尼克勞斯就用這一招，
07:02
can help us take our mind
off those pesky details.
off those pesky details.
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這些方式能協助我們
把心思從惱人的細節轉移開。
把心思從惱人的細節轉移開。
07:07
It's also true that practicing
under conditions
under conditions
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還有一點也是確定的，
若能讓練習時的條件
若能讓練習時的條件
07:11
that we're going to perform under --
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符合實做時的條件——
07:13
closing the gap between
training and competition
training and competition
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把訓練和競爭之間的差距縮小，
07:16
can help us get used
to that feeling of all eyes on us.
to that feeling of all eyes on us.
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能協助我們習慣被眾人矚目的感覺。
07:20
This is true off
the playing field as well.
the playing field as well.
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在球場以外的地方也一樣。
07:23
Whether it's getting ready for an exam
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不論是準備考試，
07:26
or preparing for a big talk --
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或是準備一場重要演說——
07:29
one that might have
a little pressure associated with it --
a little pressure associated with it --
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可能和壓力有點關係的演說——
07:32
(Laughter)
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（笑聲）
07:33
getting used to the types of situations
you're going to perform under
you're going to perform under
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習慣將來要實做時的情境
07:36
really matters.
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真的很重要。
07:38
When you're taking a test, close the book,
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若你要考試，把書闔上，
07:40
practice retrieving the answer
from memory under timed situations,
from memory under timed situations,
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練習在有時間限制的情況下
把答案從記憶中找出來，
把答案從記憶中找出來，
07:44
and when you're giving a talk,
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若你要演說，
07:46
practice in front of others.
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在其他人面前練習。
07:47
And if you can't find anyone
who will listen,
who will listen,
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如果你無法找到願意聽的人，
07:50
practice in front of a video camera
or even a mirror.
or even a mirror.
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在攝影機甚至鏡子前面練習。
07:53
The ability to get used to what it will
feel like can make the difference
feel like can make the difference
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習慣實做感覺的能力能造成不同，
07:58
in whether we choke or thrive.
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表現失常或是表現出色的不同。
08:01
We've also figured out some ways
to get rid of those pesky worries
to get rid of those pesky worries
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我們也想出一些能夠擺脫那些
惱人的擔憂和自我懷疑的方法，
惱人的擔憂和自我懷疑的方法，
08:04
and self-doubts that tend to creep up
in the stressful situations.
in the stressful situations.
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它們通常不知不覺地出現在
有壓力的情況下。
有壓力的情況下。
08:09
Researchers have shown that simply
jotting down your thoughts and worries
jotting down your thoughts and worries
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研究者發現，
在從事有壓力的活動之前
在從事有壓力的活動之前
只要草草寫下你的想法和擔心，
08:12
before a stressful event
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08:14
can help to download them from mind --
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就能夠協助你把它們
從腦袋中下載下來，
從腦袋中下載下來，
08:17
make them less likely
to pop up in the moment.
to pop up in the moment.
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減低它們在重要時刻跳出來的機率。
08:20
It's kind of like when you wake up
in the middle of the night
in the middle of the night
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這就有點像是當你半夜醒來時，
08:23
and you're really worried
about what you have to do the next day,
about what you have to do the next day,
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真的很擔心明天要做的事，
你試著去想必須要完成的所有事項，
08:26
you're trying to think about
everything you have to accomplish,
everything you have to accomplish,
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把它們寫下來，就回去睡覺。
08:29
and you write it down
and then you can go back to sleep.
and then you can go back to sleep.
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寫日記，或是把那些想法寫在紙上，
08:32
Journaling, or getting
those thoughts down on paper,
those thoughts down on paper,
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08:35
makes it less likely they'll pop up
and distract you in the moment.
and distract you in the moment.
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減低它們在重要時刻跳出來
讓你分心的機率。
讓你分心的機率。
08:39
The end result is that you can
perform your best when it matters most.
perform your best when it matters most.
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最後的結果是
在關鍵時刻你能表現得最好。
在關鍵時刻你能表現得最好。
08:45
So up until now,
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到目前為止，
08:46
I've talked about what happens
when we put limits on ourselves
when we put limits on ourselves
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我已經談了當我們把限制
加在自己身上時會發生什麼事，
加在自己身上時會發生什麼事，
08:50
and some tips we can use
to help perform up to our potential.
to help perform up to our potential.
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以及可以用來協助我們
發揮潛能的一些小密訣。
發揮潛能的一些小密訣。
08:55
But it's important to remember
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但，很重要的是要記住，
08:56
that it's not just
our own individual being
our own individual being
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不只有我們自己本身
09:00
that can put limits
and that can perform poorly;
and that can perform poorly;
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會加上限制且會表現不佳；
09:03
our environment has an effect
on whether we choke or thrive.
on whether we choke or thrive.
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我們的環境也能影響我們
會表現失常或表現出色。
會表現失常或表現出色。
09:07
Our parents, our teachers,
our coaches, our bosses all influence
our coaches, our bosses all influence
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我們的父母、老師、教練、老闆
都會影響我們是否能在關鍵時刻
做出最佳表現。
做出最佳表現。
09:12
whether or not we can put our best
foot forward when it matters most.
foot forward when it matters most.
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09:18
Take math as an example.
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以數學為例。
09:21
That's right, I said it:
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沒錯，你們沒聽錯：
09:22
math.
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數學。
09:24
Lots of people profess to choke
or are anxious about doing math,
or are anxious about doing math,
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許多人聲稱在做數學時
會失常或是焦慮，
會失常或是焦慮，
09:28
whether it's taking a test or even
calculating the tip on a dinner bill
calculating the tip on a dinner bill
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不論是考試，或甚至是
旁邊有聰明的朋友在看著
旁邊有聰明的朋友在看著
09:33
as our smart friends look on.
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你計算晚餐帳單上的小費，
09:37
And it's quite socially acceptable
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大家都還蠻習慣
09:39
to talk about choking
or performing poorly in math.
or performing poorly in math.
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可以把在數學上的失常
或不佳表現拿出來談。
或不佳表現拿出來談。
09:42
You don't hear highly educated people
walking around talking about the fact
walking around talking about the fact
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你不會聽到教育程度高的人到處談論
09:46
or bragging about the fact
that they're not good readers,
that they're not good readers,
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或是誇口說自己的閱讀能力差，
09:49
but you hear people all the time bragging
about how they're not math people.
about how they're not math people.
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但你常會聽到有人吹噓
自己的數學真的不行。
自己的數學真的不行。
09:54
And unfortunately,
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不幸的是，
09:55
in the US, this tends to be
more so among girls and women
more so among girls and women
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在美國，這樣的現象在
女孩和女人中比較常見，
女孩和女人中比較常見，
10:00
than boys and men.
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多於男孩和男人。
10:03
My research team and I
have tried to understand
have tried to understand
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我和研究團隊正試圖了解
10:07
where this fear of math comes from,
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這種對數學的恐懼來自何處，
10:09
and we've actually peered
inside the brains
inside the brains
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實際上我們窺探大腦內部，
10:11
using functional magnetic
resonance imaging,
resonance imaging,
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用的技術是功能性磁振造影，
10:14
of people who are worried about math.
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研究對象是怕數學的人。
10:17
We've shown that math phobia correlates
with a concrete visceral sensation
with a concrete visceral sensation
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我們發現，數學恐懼症
和一種實在的內臟感受有相關，
10:22
such as pain,
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比如痛苦，
10:23
of which we have
every right to feel anxious.
every right to feel anxious.
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我們絕對有權對於痛苦感到焦慮。
10:27
In fact, when people
who are worried about math
who are worried about math
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事實上，當怕數學的人
10:29
are just getting ready
to take a math test --
to take a math test --
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準備要考數學時——
10:32
they're not even taking it,
they're just getting ready --
they're just getting ready --
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還沒開始考，只是準備去考——
10:35
areas of the brain known the be involved
in our neural pain response are active.
in our neural pain response are active.
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大腦中已知和神經痛反應有關的區域
就會開始活動。
10:41
When we say math is painful,
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我們說數學讓人很痛苦，
10:43
there's some truth to it for some people.
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對某些人來說，這或多或少是真的。
10:47
But where does this
math anxiety come from?
math anxiety come from?
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但這種數學焦慮從何而來？
10:50
It turns out that math
anxiety is contagious.
anxiety is contagious.
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結果發現，數學焦慮是會傳染的。
10:55
When adults are worried about math,
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當成人在擔心數學，
10:58
the children around them
start worrying, too.
start worrying, too.
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他們周圍的兒童也會開始擔心。
11:01
As young as first grade,
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小至一年級的學童，
11:03
when kids are in classrooms
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當他們在教室中，
11:04
with teachers who are anxious
about their own math ability,
about their own math ability,
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3536
老師對於其自身的
數學能力感到焦慮時，
數學能力感到焦慮時，
11:08
these kids learn less
across the school year.
across the school year.
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這些孩子在那個學年度
學到的就會比較少。
學到的就會比較少。
11:11
And it turns out that this
is more prevalent in girls than boys.
is more prevalent in girls than boys.
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結果發現，這種情況在女孩當中
比在男孩當中更常見。
比在男孩當中更常見。
11:16
At this young age,
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在這麼小的時候，
11:17
kids tend to mimic same-sex adults,
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孩子很容易會去模仿同性別的成人，
11:21
and at least in the US,
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至少在美國，
11:22
over 90 percent of our elementary
school teachers are women.
school teachers are women.
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我們的小學老師
有超過 90% 是女性。
有超過 90% 是女性。
11:28
Of course, it's not just
what happens in the classroom.
what happens in the classroom.
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當然，這狀況不只發生在教室中。
11:31
Social media plays a big role here, too.
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社交媒體也扮演很重要的角色。
11:34
It wasn't so long ago
215
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不久之前，
11:36
that you could purchase a Teen Talk Barbie
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3016
你還買得到會說話的少女芭比娃娃，
11:39
that when the cord was pulled,
217
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把線繩拉起來之後，
11:41
it would say things like,
218
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它就會說這樣的話：
11:42
"Will we ever have enough clothes?"
219
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「我們永遠少一件衣服。」
11:45
and "Math class is tough."
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和「數學課好難。」
11:48
And just a few years ago,
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幾年前，
11:49
major retailers were marketing
T-shirts at our young girls
T-shirts at our young girls
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大型零售商在行銷
給年輕女孩的 T 恤
給年輕女孩的 T 恤
11:53
that read things like,
"I'm too pretty to do math,"
"I'm too pretty to do math,"
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上面會寫著「我太漂亮，
不需要算數學。」
不需要算數學。」
11:58
or, "I'm too pretty to do my homework
so my brother does it for me."
so my brother does it for me."
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或是「我太漂亮，不用做作業，
所以我兄弟會幫我做。」
所以我兄弟會幫我做。」
12:03
And let's not forget about the parents.
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別忘了還有父母。
12:06
Oh, the parents.
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喔，父母。
12:08
It turns out that when parents are worried
about their own math ability
about their own math ability
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3936
結果發現，如果父母擔心
自己的數學能力
自己的數學能力
12:12
and they help their kids a lot
with math homework,
with math homework,
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且常常教孩子做數學作業，
12:15
their kids learn less math
across the school year.
across the school year.
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他們的孩子在那個學年
所學到的數學就會比較少。
所學到的數學就會比較少。
12:20
As one parent put it,
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有一位家長這樣說：
「我判斷我家一年級生的
數學作業難易程度
數學作業難易程度
12:22
"I judge my first grader's math homework
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12:25
by whether it's a one-glass assignment
or a three-glass night."
or a three-glass night."
232
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3656
是看它得花喝一杯酒
還是三杯酒的時間。」
還是三杯酒的時間。」
12:28
(Laughter)
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（笑聲）
12:32
When adults are anxious
about their own math ability,
about their own math ability,
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當成人對於他們自己的
數學能力感到焦慮，
數學能力感到焦慮，
12:35
it rubs off on their kids
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也會影響他們的孩子，
12:37
and it affects whether
they choke or thrive.
they choke or thrive.
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且會影響到他們的表現
是失常或出色。
是失常或出色。
12:40
But just as we can put limits on others,
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但，我們可以在其他人
身上加上限制，
身上加上限制，
12:43
we can take them off.
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1936
我們也可以拿掉限制。
12:45
My research team and I have shown
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我和研究團隊發現，
12:46
that when we help parents
do fun math activities with their kids --
do fun math activities with their kids --
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當我們協助父母與孩子
進行有趣的數學活動——
進行有趣的數學活動——
12:51
rather than, say, just doing
bedtime stories or bedtime reading,
bedtime stories or bedtime reading,
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4136
取代床邊故事或床邊誦讀，
12:55
they do bedtime math,
242
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1976
改成做床邊數學，
12:57
which are fun story problems
to do with your kids at night,
to do with your kids at night,
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跟孩子一起在晚間解決
有趣的故事性問題，
有趣的故事性問題，
13:01
not only do children's attitudes
about math improve,
about math improve,
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不僅是孩子對於數學的
態度會改善，
態度會改善，
13:04
but their math performance
across the school year improves as well.
across the school year improves as well.
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他們在那個學年的
數學表現亦會改善。
數學表現亦會改善。
13:09
Our environment matters.
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我們的環境是重要的。
13:11
From the classroom to parents to media,
247
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4136
從教室，到父母，到媒體，
13:16
and it can really make a difference
in terms of whether we choke or thrive.
in terms of whether we choke or thrive.
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環境真的可以造成不同，
決定我們的表現會失常或出色。
決定我們的表現會失常或出色。
13:23
Fast-forward from
my high school soccer game
my high school soccer game
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從我高中的足球比賽快轉
13:28
to my freshman year in college.
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到我大學一年級。
13:30
I was in the chemistry sequence
for science majors,
for science majors,
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3456
我在讀化學學程，準備主修科學，
13:34
and boy did I not belong.
252
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天，那真不適合我。
13:37
Even though I studied
for my first midterm exam --
for my first midterm exam --
253
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3440
雖然我為第一次期中考苦讀——
13:42
I thought I was ready to go --
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2576
我以為我準備好了——
13:44
I bombed it.
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我考得很爛。
13:46
I literally got the worst grade
in a class of 400 students.
in a class of 400 students.
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4960
我的成績真的是
四百個學生當中最低的。
四百個學生當中最低的。
13:52
I was convinced I wasn't going
to be a science major,
to be a science major,
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我深信我不可能主修科學的，
13:55
that maybe I was dropping
out of college altogether.
out of college altogether.
258
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2429
說不定我根本就連
大學都要一起放棄掉。
大學都要一起放棄掉。
13:58
But then I changed how I studied.
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但接著，我改變了讀書方式。
14:01
Instead of studying alone,
260
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我不再自己一個人讀，
14:03
I started studying with a group of friends
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我開始和一群朋友一起讀，
14:05
who at the end of the study session
would close their book
would close their book
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3296
在讀書會的尾聲，
他們會把書本闔上，
他們會把書本闔上，
14:09
and compete for the right answer.
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1960
比賽作答。
14:12
We learned to practice under stress.
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我們學會在壓力下練習。
14:15
If you could've looked inside my brain
during that first midterm exam,
during that first midterm exam,
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3896
如果在第一次期中考時
能看到我的大腦內部，
能看到我的大腦內部，
14:19
you likely would've seen
a neural pain response
a neural pain response
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2776
很可能會看到有
神經痛的反應發生，
神經痛的反應發生，
14:22
a lot like the math-anxious
individuals I study.
individuals I study.
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就像是我研究的那些數學焦慮者。
14:25
It was probably there during
the stressful study situation as well.
the stressful study situation as well.
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可能在有壓力的讀書會過程中
也會有同樣的反應。
也會有同樣的反應。
14:30
But when I walked into the final,
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但當我去考期末考時，
14:32
my mind was quiet,
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我很平靜，
14:34
and I actually got one of the highest
grades in the entire class.
grades in the entire class.
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我真的得到了全班最高分之一。
14:40
It wasn't just
about learning the material;
about learning the material;
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重點並不只是要學習教材；
14:43
it was about learning how to overcome
my limits when it mattered most.
my limits when it mattered most.
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還要學習如何在最關鍵的
時刻克服我的限制。
時刻克服我的限制。
14:49
What happens in our heads really matters,
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我們腦中發生的狀況是很重要的，
14:52
and knowing this,
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知道這一點，
14:55
we can learn how to prepare ourselves
and others for success,
and others for success,
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我們就可以學習如何讓自己準備好，
也幫他人準備好，迎向成功，
15:00
not just on the playing field
but in the boardroom
but in the boardroom
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不僅是在球場上，也在會議室中，
15:03
and in the classroom as well.
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以及教室中，迎向成功。
15:05
Thank you.
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謝謝大家。
15:07
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Sian Leah Beilock - Cognitive scientistSian Leah Beilock studies how performance anxiety can be exacerbated or alleviated, and the simple strategies we can use to ensure success under pressure.
Why you should listen
Sian Leah Beilock is exploring the science behind why people "choke" in pressure-packed situations. Specifically, she examines factors in the brain and body that influence performance in stressful situations ranging from test-taking to public speaking to sporting events. Using a variety of research methods, including assessing test performance to neuroimaging techniques, Beilock's work is aimed at better understanding how our cognition and reasoning skills change when we are under stress.
In 2017, the National Academy of Sciences honored Beilock with the Troland Award, in recognition of her pioneering work in experimental psychology. She has published two books and more than 100 papers though her research. After serving as Executive Vice Provost of the University of Chicago, Beilock was recently appointed as the eighth President of Barnard College.
Sian Leah Beilock | Speaker | TED.com