TEDxMileHigh
Sabine Doebel: How your brain's executive function works -- and how to improve it
莎賓•多貝爾: 大腦如何運作執行功能以及改善之道
Filmed:
Readability: 3.6
2,412,954 views
我們每天都會用大腦的執行功能；在需要專注、事前規劃、控制衝動等等情況下都會用到。我們能夠改善它嗎？認知科學家莎賓•多貝爾分享她針對孩子發展所做的研究精華，帶大家探索會影響執行功能的因子，和如何用它來打破壞習慣、達成目標。
Sabine Doebel - Cognitive scientist
Sabine Doebel studies the developing mind to understand how experience shapes our thinking and executive control skills. Full bio
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 to make.
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我要坦白一件事。
00:15
I only recently learned how to drive.
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我到最近才學會開車。
00:18
And it was really hard.
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真的很困難。
00:21
Now, this wasn't an older brain thing.
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並不是大腦老化的問題。
00:24
Do you remember what it was like
when you first learned how to drive?
when you first learned how to drive?
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你們還記得自己第一次
學會開車時的狀況嗎？
學會開車時的狀況嗎？
當時你所做的每一個決策
都有經過深思熟慮嗎？
都有經過深思熟慮嗎？
00:27
When every decision you made
was so conscious and deliberate?
was so conscious and deliberate?
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00:31
I'd come home from my lessons
completely wiped out mentally.
completely wiped out mentally.
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上完駕訓課回到家，
我的精神完全耗盡。
我的精神完全耗盡。
00:35
Now, as a cognitive scientist
I know that this is because I was using
I know that this is because I was using
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身為認知科學家，
我知道這是因為我使用了
我知道這是因為我使用了
00:38
a lot of something
called executive function.
called executive function.
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大量的「執行功能」。
00:43
Executive function is our amazing ability
to consciously control our thoughts,
to consciously control our thoughts,
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執行功能是一種很驚人的能力，
我們能夠有意識地控制思想、
我們能夠有意識地控制思想、
情緒和行為，
00:48
emotions and actions
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00:50
in order to achieve goals ...
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以達成目標
00:52
like learning how to drive.
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比如學會開車。
00:55
It's what we use when we need
to break away from habit,
to break away from habit,
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我們需要用此功能的時機
包括要打破習慣、
包括要打破習慣、
00:58
inhibit our impulses and plan ahead.
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阻止衝動，和事先規劃。
01:01
But we can see it most clearly
when things go wrong.
when things go wrong.
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但只有在出狀況的時候，
我們才會明確感覺到它。
我們才會明確感覺到它。
01:05
Like, have you ever accidentally
poured orange juice on your cereal?
poured orange juice on your cereal?
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比如，你們是否曾經不小心
將柳橙汁倒到麥片早餐裡？
將柳橙汁倒到麥片早餐裡？
01:08
(Laughter)
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（笑聲）
01:10
Or, ever start scrolling on Facebook
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或者，開始滑手機看臉書，
01:12
and suddenly realize
you've missed a meeting?
you've missed a meeting?
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然後突然發現已經
錯過了開會時間？
錯過了開會時間？
01:14
(Laughter)
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（笑聲）
01:16
Or maybe this one's more familiar:
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或者，更耳熟的例子：
01:17
Ever plan to stop at the store
on the way home from work
on the way home from work
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計畫在下班回家的路上
要先去一家商店，
要先去一家商店，
01:20
and then drive all the way home
instead on autopilot?
instead on autopilot?
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然後下班就像自動導航一樣
直接開車回家了？
直接開車回家了？
01:23
(Laughter)
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（笑聲）
01:25
These things happen to everyone.
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每個人都會遇到這些事。
01:28
And we usually call it absentmindedness,
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我們通常稱之為心不在焉，
01:30
but what's really happening
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但真正發生的狀況是我們
遇到了執行功能失誤。
遇到了執行功能失誤。
01:31
is we're experiencing a lapse
in executive function.
in executive function.
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01:35
So we use executive function
every day in all aspects of our lives.
every day in all aspects of our lives.
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我們每天在生活的各面向中
都會使用到執行功能。
都會使用到執行功能。
01:40
And over the past 30 years,
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過去三十年間，
01:41
researchers have found
that it predicts all kinds of good things
that it predicts all kinds of good things
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研究者發現它能協助做各種預測，
01:45
in childhood and beyond,
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不論是在童年或之後，
01:47
like social skills, academic achievement,
mental and physical health,
mental and physical health,
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比如預測社交技能、
學術成就、身心健康、
學術成就、身心健康、
01:52
making money, saving money
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賺錢、存錢，甚至是否會入獄。
01:54
and even staying out of jail.
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01:56
Sounds great, doesn't it?
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聽起來很棒，對吧？
01:58
So it's no surprise
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所以，並不意外，
01:59
that researchers like me
are so interested in understanding it
are so interested in understanding it
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像我這樣的研究者會想要了解它，
02:03
and figuring out ways to improve it.
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並想辦法改善它。
02:07
But lately, executive function has become
a huge self-improvement buzzword.
a huge self-improvement buzzword.
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但，最近，在自我提升上，
執行功能已變成了很熱門的行話。
執行功能已變成了很熱門的行話。
02:13
People think you can improve it
through brain-training iPhone apps
through brain-training iPhone apps
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大家認為我們能透過
iPhone 的大腦訓練應用程式
iPhone 的大腦訓練應用程式
及電腦遊戲來改善這項功能，
02:16
and computer games,
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02:17
or by practicing it in a specific way,
like playing chess.
like playing chess.
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或是用特殊的方式來練習
這項功能，如下棋。
這項功能，如下棋。
02:22
And researchers are trying
to train it in the lab
to train it in the lab
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研究者試圖在實驗室中
訓練這項功能，
訓練這項功能，
02:25
in the hopes of improving it
and other things related to it,
and other things related to it,
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希望能改善它及和它相關的東西，
02:28
like intelligence.
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如智力。
02:31
Well, I'm here to tell you
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嗯，我在這裡告訴各位，
02:32
that this way of thinking
about executive function is all wrong.
about executive function is all wrong.
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這種關於執行功能的想法大錯特錯。
02:36
Brain training won't improve
executive function in a broad sense
executive function in a broad sense
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廣泛來說，大腦訓練
不會改善執行功能，
不會改善執行功能，
02:40
because it involves
exercising it in a narrow way,
exercising it in a narrow way,
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因為用狹隘的方式訓練大腦
02:43
outside of the real-world contexts
in which we actually use it.
in which we actually use it.
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是種脫離真實情境的狹隘練習。
02:48
So you can master that executive
function app on your phone,
function app on your phone,
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所以，你能成為手機裡
執行應用程式的高手，
執行應用程式的高手，
02:51
but that's not going to help you stop
pouring OJ on your Cheeerios twice a week.
pouring OJ on your Cheeerios twice a week.
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卻不能幫你戒掉每周兩次
把柳橙汁倒入麥片早餐中的壞習慣。
把柳橙汁倒入麥片早餐中的壞習慣。
02:55
(Laughter)
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（笑聲）
02:56
If you really want to improve
your executive function
your executive function
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如果你真的想要改善執行功能，
02:59
in a way that matters for your life,
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在生活上有所不同，
03:01
you have to understand
how it's influenced by context.
how it's influenced by context.
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你就得要了解這項功能
如何受到情境的影響。
如何受到情境的影響。
03:06
Let me show you what I mean.
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讓我進一步說明我的意思。
03:07
There's a great test
that we use in the lab
that we use in the lab
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在實驗室中，我們
有一項很棒的測驗，
有一項很棒的測驗，
03:10
to measure executive function
in young children
in young children
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用來測量小朋友的執行功能，
03:12
called the "dimensional change card sort."
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叫做「多維度變化的卡片分類」。
03:16
In this task, kids have to sort
cards in one way --
cards in one way --
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孩子的任務是要用
一種方式把卡片分類——
一種方式把卡片分類——
03:19
like by shape --
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比如依形狀來分類——
03:21
over and over until they build up a habit.
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不斷重覆做，直到建立習慣。
03:23
And then they're asked to switch
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接著，他們會被要求改變，
03:26
and sort the same cards in another way,
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用另一種方式將同樣的卡片分類，
03:28
like by color.
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比如依顏色分類。
03:31
Now, really young kids struggle with this.
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很小的孩子難以做到。
03:34
Three- and four-year-olds will usually
keep sorting the cards in the old way
keep sorting the cards in the old way
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三歲和四歲的孩子通常
會持續用老方法做分類，
會持續用老方法做分類，
03:37
no matter how many times you remind
them of what they should be doing.
them of what they should be doing.
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不論你提醒他們多少次
要換方法，還是一樣。
要換方法，還是一樣。
03:42
(Video) Woman: If it's blue, put it here.
If it's red, put it here.
If it's red, put it here.
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（影片）女子：藍色的放在
這裡，紅色放在那裡。
這裡，紅色放在那裡。
03:45
Here's a blue one.
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這是藍色的。
03:47
OK, so now we're going to play
a different game.
a different game.
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好，現在我們要玩
一個不同的遊戲。
一個不同的遊戲。
03:49
We're not going to play
the color game anymore.
the color game anymore.
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我們不再玩顏色遊戲了。
03:51
Now we're going to play the shape game,
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我們要來玩形狀遊戲，
03:53
and in the shape game,
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在形狀遊戲中，
03:54
all the stars go here
and all the trucks go here, OK?
and all the trucks go here, OK?
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所有的星星都要放這裡，
卡車放這裡，好嗎？
卡車放這裡，好嗎？
03:58
Stars go here, trucks go here.
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星星放這裡，卡車放這裡。
04:00
Where do the stars go?
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星星放哪裡？
04:02
And where do the trucks go?
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卡車放哪裡？
04:04
Excellent.
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太棒了。
04:05
OK, stars go here, trucks go here.
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好，星星放這裡，卡車放這裡。
04:07
Here's a truck.
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這是卡車。
04:10
(Laughter)
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（笑聲）
04:12
Stars go here, trucks go here.
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星星放這裡，卡車放這裡。
04:14
Here's a star.
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這是星星。
04:17
(Laughter)
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（笑聲）
04:19
SB: So it's really compelling,
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講者：真的很引人注目，
04:21
and it's really obvious when she fails
to use her executive function.
to use her executive function.
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很顯然她無法使用她的執行功能。
04:25
But here's the thing:
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但，重點是：
04:26
we could train her on this task
and others like it
and others like it
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我們用這項任務及其它
類似的任務來訓練她，
類似的任務來訓練她，
04:29
and eventually she'd improve,
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最終，她能進步，
04:31
but does that mean
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但這是否也意味著在實驗室之外，
她的執行功能也得到了提升？
她的執行功能也得到了提升？
04:33
that she would've improved
her executive function outside of the lab?
her executive function outside of the lab?
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04:36
No, because in the real world,
she'll need to use executive function
she'll need to use executive function
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不，因為，在真實世界中，
她要用執行功能做的事，
她要用執行功能做的事，
04:39
to do a lot more than switching
between shape and color.
between shape and color.
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遠遠超過只是在
形狀和顏色之間轉換。
形狀和顏色之間轉換。
04:43
She'll need to switch
from adding to multiplying
from adding to multiplying
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她得要從加法轉換到乘法，
04:46
or from playing to tidying up
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或從玩耍轉變到收拾東西，
04:48
or from thinking about her own feelings
to thinking about her friend.
to thinking about her friend.
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或從想著她自己的感覺
轉換到想著她的朋友。
轉換到想著她的朋友。
04:52
And success in real-world situations
depends on things
depends on things
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在真實世界的情況中能否成功
就要看你的動機有多強
及你的同儕在做什麼等等。
及你的同儕在做什麼等等。
04:55
like how motivated you are
and what your peers are doing.
and what your peers are doing.
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04:59
And it also depends
on the strategies that you execute
on the strategies that you execute
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此外，也要看你在特定情況中
使用執行功能時採用的策略是什麼。
05:02
when you're using executive function
in a particular situation.
in a particular situation.
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05:06
So what I'm saying is
that context really matters.
that context really matters.
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我要說的是，情境真的很重要。
05:11
Now let me give you an example
from my research.
from my research.
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讓我舉個例子，
這個例子出自我的研究。
這個例子出自我的研究。
05:14
I recently brought in a bunch of kids
to do the classic marshmallow test,
to do the classic marshmallow test,
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我最近帶了一群孩子
來做經典的棉花糖測驗，
來做經典的棉花糖測驗，
05:18
which is a measure
of delay of gratification
of delay of gratification
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它被用於測量延遲滿足，
05:20
that also likely requires
a lot of executive function.
a lot of executive function.
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而延遲滿足需要用到大量的執行功能。
05:24
So you may have heard about this test,
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很多人可能聽過這項測驗，
05:26
but basically, kids are given a choice.
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基本上，我們要孩子做選擇。
05:28
They can have one marshmallow right away,
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他們可以馬上拿到一顆棉花糖，
05:30
or if they can wait for me
to go to the other room
to go to the other room
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或者，如果他們能
等我到另一間房間，
等我到另一間房間，
05:33
and get more marshmallows,
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拿更多的棉花糖回來，
05:34
they can have two instead.
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他們就可以得到兩顆。
05:37
Now, most kids really want
that second marshmallow,
that second marshmallow,
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大部分的孩子都會
想要第二顆棉花糖，
想要第二顆棉花糖，
05:41
but the key question is:
How long can they wait?
How long can they wait?
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但關鍵在於：他們能等多久？
05:44
(Laughter)
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（笑聲）
05:45
Now, I added a twist
to look at the effects of context.
to look at the effects of context.
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我加上一點小改變，
來觀察情境造成的影響。
來觀察情境造成的影響。
05:50
I told each kid that they were in a group,
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我告訴每個孩子，
他們屬於一個小組，
他們屬於一個小組，
05:53
like the green group,
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比如綠色小組，
05:55
and I even gave them
a green T-shirt to wear.
a green T-shirt to wear.
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我甚至還給他們綠色的 T 恤穿。
05:58
And I said, "Your group
waited for two marshmallows,
waited for two marshmallows,
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我說：「你的小組為了得到
第二顆棉花糖而等待了，
第二顆棉花糖而等待了，
06:02
and this other group, the orange group,
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另一組，橘色小組，
06:05
did not."
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則沒有等。」
06:06
Or I said the opposite:
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或者我會說相反的話：
06:07
"Your group didn't wait
for two marshmallows
for two marshmallows
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「你的小組沒有等第二顆
棉花糖，而另一組等了。」
棉花糖，而另一組等了。」
06:09
and this other group did."
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06:12
And then I left the kid alone in the room
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接著，我留下孩子單獨在房間中，
06:14
and I watched on a webcam
to see how long they waited.
to see how long they waited.
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我用網路攝影機監看
他們能夠等多久。
他們能夠等多久。
06:17
(Laughter)
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（笑聲）
06:21
So what I found was that kids who believed
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我發現，
如果孩子相信他所屬的小組
有等到兩顆棉花糖，
有等到兩顆棉花糖，
06:25
that their group waited
for two marshmallows
for two marshmallows
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06:27
were themselves more likely to wait.
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他自己也比較有可能會等待。
06:32
So they were influenced by a peer group
that they'd never even met.
that they'd never even met.
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他們會受到根本沒見過面的
同儕團體所影響。
同儕團體所影響。
06:36
(Laughter)
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（笑聲）
06:37
Pretty cool, isn't it?
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挺酷的，對吧？
06:39
Well, so with this result
I still didn't know
I still didn't know
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得到這樣的結果，我仍然不知道
06:42
if they were just copying their group
or if it was something deeper than that.
or if it was something deeper than that.
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是從眾心理還是有什麼
更深層的因素導致了這個結果。
更深層的因素導致了這個結果。
06:47
So I brought in some more kids,
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所以我找來了更多孩子，
在棉花糖測驗之後，
在棉花糖測驗之後，
06:49
and after the marshmallow test,
I showed them pictures of pairs of kids,
I showed them pictures of pairs of kids,
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我讓他們看一些照片，
照片上都有兩個孩子，
照片上都有兩個孩子，
06:54
and I told them, "One of these kids
likes to have things right away,
likes to have things right away,
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我告訴他們：「其中一個孩子
喜歡馬上就拿到東西，
喜歡馬上就拿到東西，
06:57
like cookies and stickers.
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比如餅乾和貼紙。
06:59
And the other kid likes to wait
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另一個孩子喜歡為了
得到更多而等待。」
得到更多而等待。」
07:01
so that they can have
more of these things."
more of these things."
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07:03
And then I asked them,
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接著，我問他們：「你比較喜歡
這兩個孩子中的哪一個？
這兩個孩子中的哪一個？
07:05
"Which one of these two kids
do you like more
do you like more
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07:07
and who would you want to play with?"
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你想和哪一個玩？」
07:09
And what I found was that kids
who believed that their group waited
who believed that their group waited
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我發現，當孩子相信
他所屬的小組有等待，
他所屬的小組有等待，
07:13
tended to prefer other kids
who liked to wait for things.
who liked to wait for things.
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他就比較會偏好其他
也會等待東西的孩子。
也會等待東西的孩子。
07:17
So learning what their group did
made them value waiting more.
made them value waiting more.
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所以，知道所屬的小組做了什麼，
就會讓他們更珍視等待。
就會讓他們更珍視等待。
07:22
And not only that,
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不僅如此，
07:24
these kids likely used executive function
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這些孩子很可能會用執行功能
07:27
to generate strategies
to help themselves wait,
to help themselves wait,
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來產生策略，協助他們自己等待，
07:30
like sitting on their hands
or turning away from the marshmallow
or turning away from the marshmallow
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比如坐在他們的手上，
或是轉向看不到棉花糖的方向，
或是轉向看不到棉花糖的方向，
07:33
or singing a song to distract themselves.
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或是唱歌讓自己分心。
07:36
(Laughter)
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（笑聲）
07:39
So what this all shows
is just how much context matters.
is just how much context matters.
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這就顯示出情境的重要性有多高。
07:44
It's not that these kids
had good executive function or bad,
had good executive function or bad,
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並不是這些孩子有比較好
或比較差的執行功能，
或比較差的執行功能，
07:47
it's that the context
helped them use it better.
helped them use it better.
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而是情境因素幫助他們
更好地運用這項能力。
更好地運用這項能力。
07:52
So what does this mean
for you and for your kids?
for you and for your kids?
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所以，對你及你的孩子，
這些發現有什麼意義？
這些發現有什麼意義？
07:56
Well, let's say that you want
to learn Spanish.
to learn Spanish.
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比如說你想要學西班牙語。
你可以嘗試改變你所處的環境，
07:59
You could try changing your context
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08:00
and surrounding yourself
with other people who also want to learn,
with other people who also want to learn,
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讓你周圍都是想要
學習西班牙語的人，
學習西班牙語的人，
08:04
and even better if these are people
that you really like.
that you really like.
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如果這些人又是你真心
喜歡的人，那就更好了。
喜歡的人，那就更好了。
08:07
That way you'll be more motivated
to use executive function.
to use executive function.
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這麼一來，你使用
執行功能的動機就會更強。
執行功能的動機就會更強。
08:12
Or let's say that you want to help
your child do better on her math homework.
your child do better on her math homework.
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或者，比如你想要協助你的孩子
把數學作業做得更好。
把數學作業做得更好。
08:16
You could teach her strategies
to use executive function
to use executive function
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你可以教她在特定的情境中
08:19
in that particular context,
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使用執行功能的策略，
08:21
like putting her phone away
before she starts studying
before she starts studying
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比如在開始用功之前先收起手機，
08:24
or planning to reward herself
after studying for an hour.
after studying for an hour.
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或是規劃在用功一小時後獎勵自己。
08:29
Now, I don't want to make it sound
like context is everything.
like context is everything.
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我的意思並不是環境決定一切。
08:32
Executive function is really complex,
and it's shaped by numerous factors.
and it's shaped by numerous factors.
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執行功能相當複雜，
形塑它的因子非常多。
形塑它的因子非常多。
08:37
But what I want you to remember
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但我希望各位記住，
08:38
is if you want to improve
your executive function
your executive function
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如果你想要在生活中的某個面向上
08:41
in some aspect of your life,
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改善你的執行功能，
08:43
don't look for quick fixes.
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不要走捷徑。
08:46
Think about the context
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想想情境，
08:47
and how you can make
your goals matter more to you,
your goals matter more to you,
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要如何讓自己更重視目標，
08:50
and how you can use strategies
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和在那特定的情況中
如何運用策略協助自己。
如何運用策略協助自己。
08:51
to help yourself
in that particular situation.
in that particular situation.
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08:55
I think the ancient Greeks said it best
when they said, "Know thyself."
when they said, "Know thyself."
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我認為有句古希臘諺語
說得很好：「了解你自己。」
說得很好：「了解你自己。」
09:00
And a key part of this is knowing
how context shapes your behavior
how context shapes your behavior
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關鍵在於要知道
情境如何形塑你的行為，
情境如何形塑你的行為，
09:05
and how you can use that knowledge
to change for the better.
to change for the better.
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和知道了之後要如何改善。
09:08
Thank you.
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謝謝。
09:10
(Applause)
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（掌聲）
ABOUT THE SPEAKER
Sabine Doebel - Cognitive scientistSabine 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.
Sabine Doebel | Speaker | TED.com