英語(yǔ)流利說(shuō) Level7 Unit3 Part2 : On Reading Minds
Rebecca Saxe: How we read each other's minds
TEDGlobal 2009 ? 16:51 ? Posted September 2009
How we read each other's minds
我們?cè)鯓幼x懂他人的想法
L7-U3-P2: On Reading Minds 1
1
Today I'm going to talk to you about the problem of other minds.
今天我想和你們聊聊關(guān)于他人想法的問(wèn)題榕酒。
2
And the problem I'm going to talk about is not the familiar one from philosophy, which is, "How can we know whether other people have minds?"
我今天要聊的不是我們熟悉的那個(gè)哲學(xué)問(wèn)題赏廓，這個(gè)問(wèn)題是：我怎樣知道其他人是否有意識(shí)墙贱？
演講者在talk about中間有個(gè)口誤，說(shuō)了個(gè)to
3
That is, maybe you have a mind, and everyone else is just a really convincing robot.
也就是說(shuō)，或許你有意識(shí)喂分，其他人只是以假亂真的機(jī)器人。
convincing的英英解釋為：causing one to believe the truth of something，我認(rèn)為在這里用“以假亂真”比“令人信服”更準(zhǔn)確夹抗。
4
So that's a problem in philosophy, but for today's purposes I'm going to assume that many people in this audience have a mind, and that I don't have to worry about this.
所以這就是在哲學(xué)中的問(wèn)題，但是對(duì)于今天來(lái)說(shuō)纵竖，我會(huì)假設(shè)在座的人都有意識(shí)漠烧，我不擔(dān)心這點(diǎn)杏愤。
5
There is a second proplem that's maybe even more familiar to us, as parents and teachers and spouses and novelists
還有第二個(gè)問(wèn)題，對(duì)于父母已脓、老師珊楼、配偶和小說(shuō)家來(lái)說(shuō)，可能更熟悉
6
which is, "Why is it so hard to know what somebody else wants or believes?"
這個(gè)問(wèn)題是：為什么知道某人想要什么或相信什么這么難度液？
7
Or perhaps, more relevantly, "Why is it so hard to change what somebody else wants or believes?"
或者更貼切地說(shuō)：為什么改變某人的需求或信念這么難厕宗？
8
I think novelists put this best.
我認(rèn)為小說(shuō)家這點(diǎn)描述得最好。
口語(yǔ)常用套路堕担，put this best是指“說(shuō)得最好”
9
Like Philip Roth, who said, "And yet, what are we to do about this terribly significant business of other people?
就像 Philip Roth所說(shuō)：“然而已慢，我們?cè)撛趺蠢斫馑说膬?nèi)心波動(dòng)呢？”
terribly這里等同于very霹购，表示程度深佑惠。
10
So ill-equipped are we all, to envision one another's interior workings and invisible aims."
我們?cè)谙胂笏说膬?nèi)心活動(dòng)和隱藏目的的時(shí)候都表現(xiàn)不佳。
envision vt. 想象齐疙；預(yù)想
ill-equipped adj. 裝備不完善的膜楷，能力欠缺的
11
So as a teacher and as a spouse, this is, of course, a problem I confront every day.
所以作為一名老師和一個(gè)妻子，這是我每天要面對(duì)的問(wèn)題贞奋。
12
But as a scientist, I'm interested in a different problem of other minds, and that's the one I'm going to introduce to you today.
但是作為一名科學(xué)家把将，我對(duì)于他人想法中一個(gè)不同的問(wèn)題有興趣，這也是我今天想要介紹給你們的忆矛。
13
And that problem is, "How is it so easy to know other minds?"
這個(gè)問(wèn)題是：怎樣輕易地知道他人的想法察蹲？
14
So to start with an illustration, you need almost no information, one snapshot of a stranger, to guess what this woman is thinking, or what this man is.
我們先來(lái)看個(gè)例子，你幾乎不需要任何信息催训，一張陌生人的快照洽议，就能猜出這個(gè)女人在想什么，或者這個(gè)男人在想什么漫拭。
15
And put another way, the crux of the problem is the machine that we use for thinking about other minds, our brain, is made up of pieces, brain cells,
換句話說(shuō)亚兄，這個(gè)問(wèn)題的關(guān)鍵在于我們用來(lái)思考他人想法的機(jī)器，也就是我們的腦子采驻，是由一片片的腦細(xì)胞組成的审胚，
put another way = in another word 換句話說(shuō)
crux n. 關(guān)鍵；難題礼旅；十字架形膳叨，坩堝
16
that we share with all other animals, with monkeys and mice and even sea slugs.
這一點(diǎn)我們和其他動(dòng)物，比如猴子痘系，老鼠菲嘴，甚至是海蛞蝓是一樣的。
slug n. 鼻涕蟲；動(dòng)作緩慢的人龄坪；金屬小塊
17
And yet, you put them together in a particular network, and what you get is the capacity to write Romeo and Juliet.
然而昭雌，你把他們連在一個(gè)特別的網(wǎng)中，你所獲得的就是寫《羅密歐與朱麗葉》的能力健田。
18
Or to say, as Alan Greenspan did, "I know you think you understand what you thought I said, but I'm not sure you realize that what you heard is not what I meant."
或者說(shuō)烛卧，就如Alan Greenspan所說(shuō)：“我知道，你認(rèn)為你理解了你所認(rèn)為的我所說(shuō)的話妓局，但是我不確定你是否知道你所聽(tīng)到的不是我的意思”
翻譯成人話就是：你以為你知道了唱星，然而你真的知道了嗎？
L7-U3-P2: On Reading Minds 2
19
So, the job of my field of cognitive neuroscience is to stand with these ideas, one in each hand.
所以跟磨，在我認(rèn)知神經(jīng)科學(xué)的領(lǐng)域间聊，我的工作就是研究那些想法，研究每一個(gè)人的抵拘。
stand with 堅(jiān)持哎榴；跟某人站在一條戰(zhàn)線上
此處one in each hand = each one
20
And to try to understand how you can put together simple units, simple messages over space and time, in a network,
以及嘗試怎樣把簡(jiǎn)單的單元，簡(jiǎn)單的信息僵蛛，通過(guò)時(shí)間和空間尚蝌，在一個(gè)網(wǎng)絡(luò)中連接。
21
And get this amazing human capacity to think about minds.
然后獲得這個(gè)思考他人想法的神奇的人類能力充尉。
22
So I'm going to tell you three things about this today.
所以我今天和你聊聊與之相關(guān)的3件事飘言。
23
Obviously, the project, the whole project here is huge.
很明顯，這整個(gè)項(xiàng)目很龐大驼侠。
24
And I'm going to tell you just our first few steps about the discovery of a special brain region for thinking about other people's thoughts.
我要告訴你關(guān)于思考他人想法的特殊腦區(qū)域的最初幾步是什么樣的姿鸿。
25
Some observations on the slow development of this system as we learn how to do this difficult job.
在我們學(xué)習(xí)如何開(kāi)展這個(gè)艱難的工作時(shí)，一些關(guān)于這個(gè)系統(tǒng)緩慢發(fā)展的觀察倒源。
26
And then finally, to show that some of the differences between people, in how we judge others, can be explained by differences in this brain system.
最終苛预，給你們展示人與人之間的，在判斷他人方面的一些不同笋熬，而這些能被這個(gè)腦部系統(tǒng)的差異所解釋热某。
27
So first, the first thing I want to tell you is that there is a brain region in the human brain, in your brains, whose job it is to think about other people's thoughts.
我第一件要告訴你的事就是，人腦中有一個(gè)區(qū)域胳螟，它的工作就是思考他人想法昔馋。
28
So it's a picture of it.
這是它的一個(gè)照片。
29
It's called the Right Temporo-Parietal Junction. It's above and behind your right ear.
它被稱為右顳頂聯(lián)合區(qū)糖耸，它在你右耳的后上方秘遏。
temporo 顳（指頭顱兩側(cè)靠近耳朵的部分）
parietal adj. [解剖] 腔壁的；顱頂骨的蔬捷；（美）學(xué)院生活的
temporo-parietal junction 顳頂聯(lián)合區(qū)（顳頂聯(lián)合區(qū)是大腦中負(fù)責(zé)處理視覺(jué)和觸覺(jué)信號(hào)垄提、從內(nèi)耳發(fā)來(lái)的平衡和空間信息，以及關(guān)節(jié)周拐、肌腱铡俐、肌肉傳遞的感覺(jué)信號(hào)。它將這些信息結(jié)合起來(lái)妥粟，讓人感覺(jué)到自己身體的存在审丘，以及自身與周遭環(huán)境之間的相對(duì)位置。）
30
And this is the brain region you used when you saw the pictures I showed you, or when you read Romeo and Juliet or when you tried to understand Alan Greenspan.
當(dāng)你看見(jiàn)我展示的圖片勾给，或者當(dāng)你讀《羅密歐與朱麗葉》滩报，或嘗試去理解Alan Greenspan的時(shí)候，你們就是使用的就是這片大腦區(qū)域播急。
31
And you don't use it for solving any other kinds of logical problems.
你不會(huì)用它來(lái)處理其它任何形式的邏輯問(wèn)題脓钾。
32
So this brain region is called the Right TPJ.
所以這片腦部區(qū)域稱之為右TPJ。
33
And this picture shows the average activation in a group of what we call typical human adults.
這個(gè)照片展示了一群我們稱為典型成年人的平均活躍度桩警。
activation n. [電子][物] 激活可训；活化作用
34
They're MIT undergraduates.
這些是MIT本科生（的RTPJ活躍水平）。
35
The second thing I want to say about this brain system is that although we human adults are really good at understanding other minds, we weren't always that way.
關(guān)于這個(gè)腦系統(tǒng)捶枢，我要說(shuō)的第二件事就是握截，即使我們成年人非常善于理解他人想法，但也不是絕對(duì)的烂叔。
36
It takes children a long time to break into the system.
小孩要想很好地理解他人想法需要花很長(zhǎng)時(shí)間谨胞。
37
And I'm going to show you a little bit of that long, extended process.
我要給你們展示一下這個(gè)有點(diǎn)漫長(zhǎng)的延伸過(guò)程。
38
The first thing I'm going to show you is a change between age 3 and 5, as kids learn to understand that somebody else can have beliefs that are different from their own.
首先我要展示的是3歲到5歲的孩子的變化蒜鸡，因?yàn)楹⒆觽円獙W(xué)習(xí)去理解他人會(huì)擁有和自己不同的想法胯努。
39
So I'm going to show you a 5-year-old who's getting a standard kind of puzzle that we call the false belief task.
我要和你展示一個(gè)5歲的小孩，他處在一個(gè)我們稱之為錯(cuò)誤信念任務(wù)的標(biāo)準(zhǔn)謎題中逢防。
40
Rebecca Saxe (Video): This is the first pirate. His name is Ivan. And you know what pirates really like?
Rebecca Saxe：這是第一個(gè)海盜康聂，他的名字是Ivan。你知道海盜們非常喜歡什么嗎胞四？
41
Child: What? RS: Pirates really like cheese sandwiches.
小孩：啥呀恬汁？RS：海盜們喜歡非常奶酪三明治。
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Child: Cheese? I love cheese! RS: Yeah.
小孩：奶酪辜伟？我喜歡奶酪氓侧！RS：好吧。
43
So Ivan has this cheese sandwich, and he says, "Yum yum yum yum yum! I really love cheese sandwiches."
所以Ivan拿著這個(gè)奶酪三明治导狡，道：“嗯约巷！我的最愛(ài)『蹬酰”
44
And Ivan puts his sandwich over here, on top of the pirate chest.
然后Ivan把他的三明治放在了海盜箱子上独郎。
chest n. 胸踩麦，胸部；衣柜氓癌；箱子谓谦；金庫(kù)
45
And Ivan says, "You know what? I need a drink with my lunch." And so Ivan goes to get a drink.
然后Ivan道：“你知道嗎？午飯配酒才是最好”然后Ivan去喝酒了贪婉。
這里Ivan的話不太能直譯
46
And while Ivan is away the wind comes, and it blows the sandwich down onto the grass.
當(dāng)Ivan走了的時(shí)候反粥，起風(fēng)了，然后風(fēng)把三明治刮到了草地上疲迂。
down onto兩個(gè)介詞并列才顿，說(shuō)明了兩種狀態(tài)，三明治先下落尤蒿，然后掉到草地上面郑气。
47
And now, here comes the other pirate. This pirate is called Joshua.
現(xiàn)在，這里來(lái)了第二個(gè)海盜腰池。這個(gè)海盜名叫Joshua竣贪。
48
And Joshua also really loves cheese sandwiches. So Joshua has a cheese sandwich and he says, "Yum yum yum yum yum! I love cheese sandwiches."
Joshua也很喜歡奶酪三明治，所以Joshua拿這個(gè)奶酪三明治道：“嗯巩螃！我愛(ài)死它了演怎。”
49
And he puts his cheese sandwish over here on top of the pirate chest.
然后他把他的奶酪三明治放在了海盜箱上避乏。
50
Child: So, that one is his.RS: That one is Joshua's. That's right.Child: And then his went on the ground.
小孩：所以爷耀，那個(gè)是他的。RS：那個(gè)是Joshua的拍皮。小孩：然后他的（Ivan的）掉到地上了歹叮。
51
RS: That's exactly right.Child: So he won't know which one is his.RS: Oh. So now Joshua goes off to get a drink.
RS：完全正確。小孩：所以他不會(huì)知道哪個(gè)是他的铆帽。RS：所以現(xiàn)在Joshua去喝酒了咆耿。
52
Ivan comes back and he says, "I want my cheese sandwich." So which one do you think Ivan is going to take?
Ivan回來(lái)了道：“我要我的奶酪三明治〉鳎”所以你認(rèn)為Ivan會(huì)去拿哪個(gè)呢萨螺？
53
Child: I think he is going to take that one.RS: Yeah, you think he's going to take that one? All right. Let's see.
小孩：我認(rèn)為他要拿那個(gè)（海盜箱上的那個(gè)）。RS：嗯愧驱，你認(rèn)為他要拿那個(gè)慰技？好吧。我們看一下组砚。
54
Oh yeah, you were right. He took that one.
哦耶吻商，你對(duì)了。他拿了那個(gè)糟红。
55
So that's a five-year-old who clearly understands that other people can have false beliefs and what the consequences are for their actions.
所以艾帐，一個(gè)5歲小孩能清楚地理解其他人會(huì)有誤解乌叶，他人行為會(huì)產(chǎn)生什么結(jié)果呢。
56
Now I'm going to show you a 3-year-old who got the same puzzle.
現(xiàn)在我要給你展示一個(gè)3歲小孩在同樣的謎題下的反應(yīng)柒爸。
57
RS: And Ivan says, "I want my cheese sandwich." Which sandwich is he going to take?
RS：Ivan道：“我要我的奶酪三明治准浴。”你認(rèn)為他會(huì)拿哪個(gè)揍鸟？
58
Do you think he's going to take that one? Let's see what happens. Let's see what he does. Here comes Ivan. And he says, "I want my cheese sandwich." And he takes this one.
你認(rèn)為他會(huì)拿哪個(gè)兄裂？我們看一下會(huì)發(fā)生什么句旱。他會(huì)做什么阳藻。Ivan回來(lái)了，然后說(shuō)：“我要我的奶酪三明治谈撒⌒饶啵”然后他拿了這個(gè)。
59
Uh-oh. Why did he take that one? Child: His was on the grass.
啊哦啃匿。為啥他拿了那個(gè)蛔外？小孩：他的在地上。
60
So the 3-year-old does two things differently.
所以這個(gè)3歲小朋友做了2件不同的事溯乒。
61
First, he predicts Ivan will take the sandwich that's really his.
首先夹厌，他預(yù)測(cè)Ivan會(huì)拿走自己的那塊三明治。
62
And second, when he sees Ivan taking the sandwich where he left his, where we would say he's taking that one because he thinks it's his,
其次裆悄，當(dāng)他看見(jiàn)Ivan拿走他原先所放位置的那塊三明治矛纹，我們會(huì)說(shuō)他認(rèn)為那是他自己的（實(shí)際上不是），
63
the three-year-old comes up with another explanation: He's not taking his own sandwich because he doesn't want it, because now it's dirty, on the ground.
這個(gè)三歲小孩想到了另一個(gè)解釋：他沒(méi)拿自己的三明治光稼，是因?yàn)樗幌牖蚰希约旱娜髦蔚粼诘厣希K了艾君。
64
So that's why he's taking the other sandwish.
所以這就是為什么他拿了另一個(gè)三明治采够。
65
Now of course, development doesn't end at 5.
當(dāng)然，腦部成長(zhǎng)不會(huì)終止在5歲冰垄。
66
And we can see the continuation of this process of learning to think about other people's thoughts by upping the ante and asking children now, not for an action prediction, but for a moral judgment.
我們能夠更進(jìn)一步蹬癌，通過(guò)詢問(wèn)小朋友道德判斷而不是行為預(yù)測(cè)，來(lái)學(xué)習(xí)去思考他人想法虹茶，以看見(jiàn)這個(gè)過(guò)程的后續(xù)冀瓦。
67
So first I'm going to show you the 3-year-old again.
所以首先我再給你們看下這個(gè)3歲小孩。
68
RS.: So is Ivan being mean and naughty for taking Joshua's sandwich? Child: Yeah.
RS：所以Ivan拿走了約書亞的三明治写烤，是不是又卑鄙又淘氣翼闽？小孩：是滴。
69
RS: Should Ivan get in trouble for taking Joshua's sandwich? Child: Yeah.
RS：Ivan拿了Joshua的三明治洲炊，是不是他的鍋感局？小孩：是的尼啡。
70
So it's maybe not surprising he thinks it was mean of Ivan to take Joshua's sandwich,
或許我們不驚訝，他認(rèn)為Ivan拿了Joshua的三明治很卑鄙询微，
71
since he thinks Ivan only took Joshua's sandwich to avoid having to eat his own dirty sandwich.
因?yàn)樗J(rèn)為Ivan拿了Joshua的三明治只是為了避免吃他自己的臟三明治崖瞭。
72
But now I'm going to show you the 5-year-old.
現(xiàn)在我要給你看下這個(gè)5歲小孩的反應(yīng)。
還是之前那個(gè)5歲小孩撑毛。
73
Remember the 5-year-old compeletely understood why Ivan took Joshua's sandwish.
要知道這個(gè)5歲小孩完全理解為什么Ivan拿了Joshua的三明治书聚。
74
RS: Was Ivan being mean and naughty for taking Joshua's sandwich? Child: Um, yeah.
RS：Ivan拿了Joshua的三明治，他卑鄙淘氣嗎藻雌？小孩：嗯哼雌续。
75
And so,it's not until age 7 that we get what looks more like an adult response.
直到7歲小孩，我們才能得到一個(gè)看上去更像成年人的回答胯杭。
76
RS: Should Ivan get in trouble for taking Joshua's sandwich?
RS：Ivan拿了Joshua的三明治驯杜，是不是他的鍋？
77
Child: No, because the wind should get in trouble.
小孩：不會(huì)做个，因?yàn)檫@是風(fēng)的鍋鸽心。
78
He says the wind should get in trouble for switching the sandwishes.
他說(shuō)風(fēng)因?yàn)榻粨Q了三明治而背鍋。
L7-U3-P2: On Reading Minds 3
79
And now what we've started to do in my lab is to put children into the brain scanner and ask what's going on in their brain as they develop this ability to think about other people's thoughts.
現(xiàn)在居暖，我們?cè)趯?shí)驗(yàn)室里開(kāi)始做的是讓孩子們接受大腦掃描顽频，看下他們?cè)陂_(kāi)發(fā)這種思考他人想法的能力時(shí)，他們的大腦里發(fā)生了什么太闺。
scanner n. [計(jì)] 掃描儀糯景；掃描器；光電子掃描裝置
這個(gè)場(chǎng)景就是：在掃描小孩大腦的同時(shí)跟束，問(wèn)他們之前那個(gè)海盜的問(wèn)題莺奸，看看他腦子中哪個(gè)區(qū)域比較活躍。
這里和后面的一些ask不是詢問(wèn)的意思冀宴，而是類似于see灭贷，因?yàn)檠葜v者在進(jìn)行這些研究的時(shí)候根本不知道會(huì)發(fā)生什么，用ask來(lái)代替see可能更顯對(duì)未知的敬重略贮。
80
So the first thing is that in children we see the same brain region, the Right TPJ, being used while children are thinking about other people.
所以第一件事就是甚疟，我們看見(jiàn)小孩的這片大腦區(qū)域，右TPJ逃延，在思考他人的時(shí)候被使用了览妖。
81
But it's not quite like the adult brain.
但是這不太像成人大腦枚抵。
82
So whereas in the adults, as I told you, this brain region is almost completely specialized -- it does almost nothing else except for thinking about other people's thoughts --
反之侠驯，在成人大腦中蒂胞，像我之前告訴你們的伙菜，這個(gè)腦部區(qū)域非常單一 -- 它除了思考他人想法幾乎什么也不干 --
83
in children it's much less so, when they are age five to eight, the age range of the children I just showed you.
在小孩腦中，活躍度就低很多晌端，當(dāng)他們?cè)?到8歲讨阻，在我之前給你們看的那個(gè)年齡區(qū)間的小孩偎蘸。
much less 更不用說(shuō)；不及
84
And actually we even look at 8 to 11-year-olds getting into early adolescence, they still don't have quite an adult-like brain region.
事實(shí)上我們甚至觀察了8歲以及進(jìn)入早期青春期的11歲小孩奄侠，他們依然沒(méi)有一個(gè)很像成人大腦區(qū)域卓箫。
85
And so, what we can see is that over the course of childhood and even into adolescence,
因此，通過(guò)對(duì)兒童時(shí)期和青春期時(shí)期的觀察我們可以發(fā)現(xiàn)垄潮，
over the course of 在······的過(guò)程中
86
both the cognitive system, our mind's ability to think about other minds,and the brain system that supports it are continuing, slowly, to develop.
這兩個(gè)認(rèn)知系統(tǒng)烹卒，我們大腦思考他人想法的能力以及支撐這個(gè)能力的大腦系統(tǒng)都在持續(xù)緩慢地成長(zhǎng)。
87
But of course, as you're probably aware, even in adulthood, people differ from one another in how good they are at thinking of other minds, how often they do it and how accurately.
當(dāng)然弯洗，你或許知道旅急，甚至在成年時(shí)期，人們?cè)谒伎妓讼敕ǖ纳瞄L(zhǎng)程度涂召、頻率和準(zhǔn)確度都不同坠非。
88
And so what we wanted to know was, could differences among adults in how they think about other people's thoughts be explained in terms of differences in this brain region?
所以我們想知道的是敏沉，在成年人中果正，他們思考他人想法的差異是否能夠被這部分腦區(qū)域的差異所解釋？
89
So, the first thing that we did is we gave adults a version of the pirate problem that we gave to the kids. And I'm going to give that to you now.
所以盟迟，我們做的第一件事就是秋泳，給一個(gè)成年人一個(gè)類似給孩子的海盜問(wèn)題的翻版。我現(xiàn)在給你們看下攒菠。
90
So Grace and her friend are on a tour of a chemical factory, and they take a break for coffee. And Grace's friend asks for some sugar in her coffee.
Grace和她的朋友在一個(gè)化工廠參觀迫皱，然后他們休息了一下，喝杯咖啡辖众，Grace的朋友要在咖啡里加點(diǎn)糖卓起。
91
Grace goes to make the coffee and finds by the coffee a pot containing a white powder, which is sugar.
Grace去沖咖啡，然后發(fā)現(xiàn)在咖啡旁邊有一個(gè)罐凹炸，里面有白色粉末戏阅，是糖。
92
But the powder is labeled "Deadly Poison," so Grace thinks that the powder is a deadly poison.
但是這個(gè)粉末被標(biāo)記為“致命毒藥”啤它，所以Grace認(rèn)為這個(gè)粉末是一種致命毒藥奕筐。
93
And she puts it in her friend's coffee. And her friend drinks the coffee, and is fine.
然后她把粉末放入了她朋友的咖啡里。然后她的朋友喝了咖啡变骡，啥事沒(méi)有离赫。
94
How many people think it was morally permissible for Grace to put the powder in the coffee?
有多少人認(rèn)為Grace把這個(gè)粉末放入咖啡是道德允許的？
95
Okay. Good.
好塌碌。
96
So we ask people, how much should Grace be blamed in this case, which we call a failed attempt to harm?
所以我們問(wèn)人們渊胸，在這個(gè)我們稱為傷害的失敗嘗試?yán)又蠫race應(yīng)該受到多少責(zé)備？
97
And we can compare that to another case, where everything in the real world is the same. The powder is still sugar, but what's different is what Grace thinks.
我們拿這個(gè)和另一個(gè)例子對(duì)比下台妆，所有事在真實(shí)世界都是一樣的翎猛。這個(gè)粉末依然是糖瓢捉，但不同的是Grace的想法。
98
Now she thinks the powder is suger.
現(xiàn)在她認(rèn)為這個(gè)粉末是糖办成。
99
And perhaps unsurprisingly, if Grace thinks the powder is sugar and puts it in her friend's coffee, people say she deserves no blame at all.
或許不奇怪的是泡态，如果Grace認(rèn)為這個(gè)粉末是糖并且把它放入了她朋友的咖啡中，人們會(huì)說(shuō)她不應(yīng)該受到責(zé)備迂卢。
100
Whereas if she thinks the powder was poison, even though it's really sugar, now people say she deserves a lot of blame,
反之如果她認(rèn)為這個(gè)粉末是毒藥某弦，即使它真的是糖，現(xiàn)在人們會(huì)說(shuō)她應(yīng)該受到很多責(zé)備而克，
101
even though what happened in the real world was exactly the same.
即使發(fā)生在真實(shí)世界的完全相同靶壮。
102
And in fact, they say she deserves more blame in this case, the failed attempt to harm, than in another case, which we call an accident.
事實(shí)上，他們說(shuō)他在這個(gè)傷害的失敗嘗試中應(yīng)該比另一個(gè)我們稱之為意外事故的例子中受到更多責(zé)備员萍。
103
Where Grace thought the powder was sugar, because it was labeled "sugar" and by the coffee machine, but actually the powder was poison.
在這個(gè)例子中腾降，Grace認(rèn)為這個(gè)粉末是糖，因?yàn)樗谶@個(gè)咖啡機(jī)器旁邊被標(biāo)記為“糖”碎绎，但是實(shí)際上這個(gè)粉末是毒藥螃壤。
104
So even though when the powder was poison, the friend drank the coffee and died,
所以即使當(dāng)這粉末是毒藥的時(shí)候，她朋友喝了咖啡然后死了筋帖，
105
people say Grace deserves less blame in that case, when she innocently thought it was sugar, than in the other case, where she thought it was poison and no harm occurred.
人們說(shuō)當(dāng)她無(wú)辜地認(rèn)為這是糖時(shí)奸晴，相比于當(dāng)她認(rèn)為這是毒藥卻沒(méi)死人的情況下的另一個(gè)例子中，Grace應(yīng)該受到更少責(zé)備日麸。
106
People, though, disagree a little bit about exactly how much blame Grace should get in the accident case.
然而寄啼，人們對(duì)于Grace在事故中究竟應(yīng)該受到多少責(zé)備意見(jiàn)不一。
eg：For the previous two-child policy, people disagree a little bit about exactly how the effect it will be in the next few years.
107
Some people think she should deserve more blame, and other people less.
一些人認(rèn)為她聽(tīng)該受到更多責(zé)備代箭，一些人認(rèn)為她聽(tīng)該受到更少責(zé)備墩划。
108
And what I'm going to show you is what happened when we look inside the brains of people while they're making that judgement.
我要給你們展示的是當(dāng)我們觀察人們做出判斷時(shí)的大腦內(nèi)部發(fā)生了什么。
109
So what I'm showing you, from left to right, is how much activity there was in this brain region, and from top to bottom, how much blame people said that Grace deserved.
所以我要向你們展示的是嗡综，從左到右乙帮，是這個(gè)腦部區(qū)域的活躍度，從上到下蛤高，是人們說(shuō)Grace受到的責(zé)備多少蚣旱。
110
And what you can see is, on the left when there was very little activity in this brain region, people paid little attention to her innocent belief and said she deserved a lot of blame for the accident.
你能夠看到的是，在左邊戴陡，當(dāng)這個(gè)腦部區(qū)域活躍度非常低的時(shí)候塞绿，人們很少關(guān)注她無(wú)辜的想法，并且說(shuō)她在這個(gè)事故中應(yīng)受很多責(zé)備恤批。
111
Whereas on the right, where there was a lot of activity, people paid a lot more attention to her innocent belief, and said she deserved a lot less blame for causing the accident.
反之在右邊异吻，當(dāng)活躍度高的時(shí)候，人們更多關(guān)注她無(wú)辜的想法，并且說(shuō)她為造成這個(gè)事故應(yīng)該受到更少的責(zé)備诀浪。
L7-U3-P2: On Reading Minds 4
112
So that's good, but of course what we'd rather is have a way to interfere with function in this brain region, and see if we could change people's moral judgment.
這還不錯(cuò)棋返，但是我們所希望的是用一種方式去干涉這片腦部區(qū)域的功能，然后看下我們是否能改變?nèi)藗兊牡赖屡袛唷?/p>
113
And we do have such a tool.
我們還真有這樣一個(gè)工具睛竣。
114
It's called Transcranial Magnetic Stimulation, or TMS.
它叫經(jīng)顱磁刺激射沟，或TMS验夯。
transcranial 經(jīng)顱的
經(jīng)顱磁刺激是一種無(wú)痛挥转、無(wú)創(chuàng)的綠色治療方法绑谣，磁信號(hào)可以無(wú)衰減地透過(guò)顱骨而刺激到大腦神經(jīng)域仇，實(shí)際應(yīng)用中并不局限于頭腦的刺激，外周神經(jīng)肌肉同樣可以刺激怔软，因此現(xiàn)在都叫它為“磁刺激”挡逼。
115
This is a tool that lets us pass a magnetic pulse through somebody's skull, into a small region of their brain, and temporarily disorganize the function of the neurons in that region.
這個(gè)工具讓一個(gè)磁脈沖通過(guò)某人的頭骨，進(jìn)入到腦部的一小片區(qū)域吝梅，然后臨時(shí)性地?cái)_亂這片區(qū)域的神經(jīng)元功能苏携。
116
So I'm going to show you a demo of this.
所以我給你們看一個(gè)樣片装蓬。
117
First I'm going to show you, to show you that this is a magnetic pulse.
首先我會(huì)給你展示儡遮，這是一個(gè)磁脈沖峦萎。
118
I'm going to show you what happens when I put a quarter on the machine. When you hear clicks, we're turning the machine on.
我要給你看下當(dāng)我把一個(gè)25美分硬幣放在機(jī)器上會(huì)發(fā)生什么爱榔。當(dāng)你聽(tīng)見(jiàn)咔噠聲详幽，就是我們就把機(jī)器打開(kāi)了。
quarter n. 四分之一迟郎；地區(qū)宪肖；季度控乾；一刻鐘蜕衡；兩角五分慨仿；節(jié)
119
So now I'm going to apply that same pulse to my brain, to the part of my brain that controls my hand.
所以現(xiàn)在我將要把同樣的脈沖用在我大腦中控制手的區(qū)域中。
120
So there's no physical force, just a magnetic pulse.
這里沒(méi)有物理上的力躲雅，只有一個(gè)磁脈沖相寇。
121
Okay, so it causes a small involuntary contraction in my hand by putting a magnetic pulse in my brain.
好吧婆赠，所以通過(guò)給我腦中來(lái)一個(gè)磁脈沖休里，導(dǎo)致了我的手上一個(gè)小的無(wú)意識(shí)的收縮妙黍。
involuntary adj. 無(wú)意識(shí)的；自然而然的抓于；不知不覺(jué)的
122
And we can use that same pulse, now applied to the RTPJ, to ask if we can change people's moral judgements.
我們現(xiàn)在能使用同樣的脈沖怕品，應(yīng)用在RTPJ上肉康，去看下我們是否能夠改變?nèi)藗兊牡赖屡袛唷?br>
這里的to ask = to see。
123
So these are the judgments I showed you before, people's normal moral judgments.
所以那些是我之前給你們展示的判斷，人們的常規(guī)道德判斷砂豌。
124
And then we can apply TMS to the RTPJ and ask how people's judgments change.
然后我們可以用TMS在RTPJ上，然后看下人們的判斷變化筐摘。
125
And the first thing is, people can still do this task overall.
第一件事就是咖熟，人們依然完全能夠處理這件事郭赐。
126
So their judgements of the case when everything was fine remain the same. They say she deserves no blame.
所以他們對(duì)于無(wú)事發(fā)生的那個(gè)例子的判斷不變捌锭。他們說(shuō)她不應(yīng)該受到責(zé)備观谦。
127
But in the case of a failed attempt to harm, where Grace thought that it was poison, although it was really sugar,
但是在這個(gè)傷害的失敗嘗試?yán)又校褪钱?dāng)Grace認(rèn)為這是毒藥雷激，即使它是糖，
128
people now say it was more okay, she deserves less blame for putting the powder in the coffee.
人們現(xiàn)在認(rèn)為這種情況也不錯(cuò)屎暇，她把粉末放入咖啡承桥，應(yīng)更少被責(zé)備。
129
And in the case of the accident, where she thought that it was sugar, but it was really poison and so she caused a death,
而在這個(gè)事故例子中根悼，她認(rèn)為這是糖凶异，但它其實(shí)是毒藥，所以她導(dǎo)致了朋友死亡挤巡，
130
people say that it was less okay, she deserves more blame.
人們認(rèn)為這種情況不怎么樣剩彬，她應(yīng)受到更多責(zé)備。
也就是說(shuō)矿卑，人們的RTPJ區(qū)域被磁脈沖后，只會(huì)對(duì)結(jié)果好壞進(jìn)行道德判斷了，結(jié)果好，那就道德噩茄，不好，就不道德会喝。
131
So what I've told you today is that people come, actually, especially well equipped to think about other people's thoughts.
所以我今天和你們說(shuō)的就是，人們實(shí)際上特別善于思考他人的想法。
132
We have a special brain system that lets us think about what other people are thinking.
我們有一個(gè)特別的腦部系統(tǒng)使得我們?nèi)ニ伎妓嗽谙胧裁础?/p>
133
This system takes a long time to develop, slowly throughout the course of childhood and into early adolescence.
這個(gè)系統(tǒng)在童年時(shí)期以及早期青春期召庞，會(huì)話很長(zhǎng)時(shí)間緩慢成長(zhǎng)存皂。
很少有人能在上學(xué)的時(shí)候很好地體會(huì)別人的心情央拖，甚至成年后依然有許多的“情商負(fù)數(shù)”的人遏餐。
134
And even in adulthood, differences in this brain region can explain differences among adults in how we think about and judge other people.
甚至在成年時(shí)期洽损，這片腦部區(qū)域的差異，能夠解釋成年人中思考和判斷他人的差異崖疤。
135
But I want to give the last word back to the novelists, and to Philip Roth, who ended by saying,
但是我想說(shuō)最后一句話伤溉，回到小說(shuō)家孤里，回到Philip Roth這里舵鳞，這句話是他結(jié)尾說(shuō)的：
這句話來(lái)自Philip Roth寫的一部小說(shuō)《American Pastoral》的結(jié)尾琢蛤。
136
"The fact remains that getting people right is not what living is all about anyway. It's getting them wrong that is living.
正確不是生活的全部博其，犯錯(cuò)才是疾掰。
137
Getting them wrong and wrong and wrong, and then on careful reconsideration, getting them wrong again."
犯錯(cuò)犯錯(cuò)再犯錯(cuò)钉迷，仔細(xì)反省后狸棍，繼續(xù)犯錯(cuò)身害。
這個(gè)演講后面還有一段，TED的負(fù)責(zé)人Chris Anderson上來(lái)問(wèn)Rebecca Saxe她的TMS改變?nèi)四X道德判斷的研究會(huì)不會(huì)被有心人利用草戈，Rebecca Saxe回答道她的研究只是為了搞明白人類大腦的運(yùn)行機(jī)理塌鸯，不會(huì)去干這些，因?yàn)橛斜O(jiān)管唐片。
