【TED演講雙語字幕：孩子從何時開始在意別人的評價】

關鍵詞（Keyword）：TED演講，教育，育兒，行為，評價

演講簡介：

為什麼我們在日常簡單互動中傳達的價值觀會潛移默化地影響他人、尤其是我們的孩子的行為？父母對孩子的評價如何影響孩子的性格？聽心理學家Sara Valencia Botto對兒童早期發展的研究，探索兒童從何時開始刻意在他人面前改變自己的行為，探索自己的內心，幫助我們改善日常交往。

TED演講：孩子從何時開始在意別人的評價（中英字幕版）

演講者：Sara Valencia Botto | TEDxAtlanta
主 題：When do kids start to care about other people's opinions?
整 理：tedtalking

雙語演講稿：

I'd like you to take a moment and consider what you are wearing right now. I have a deep, philosophical question for you. Why are we not all wearing comfortable pajamas right now?

我想請你花點時間， 想想你現在穿的是什麼衣服。 我有一個深刻的哲學問題要問你。 為什麼我們現在都沒有 穿著舒適的睡衣呢?

(Laughter)
(笑聲)

Well, I'm a psychologist and not a mind reader, although many people think that's the same thing. I can bet you that your response is somewhere along the lines of, "I'm expected to not wear pj's in public" or "I don't want people to think I am a slob." Either way, the fact that we all chose to wear business casual clothing, as opposed to our favorite pair of sweatpants, is not a silly coincidence. Instead, it reveals two defining human characteristics.

我是個心理學家， 但我不會讀心術， 儘管很多人認為這是一回事。 我敢打賭，你的回答大概是， “我不應該在公共場合穿睡衣” 或“我不希望人們認為我是個懶漢”。 無論如何，我們都選擇穿 商務休閒裝的這個事實， 而不是穿最喜歡的運動褲， 這並不是一個愚蠢的巧合。 相反，它揭示了人類的兩個特徵。

The first is that we are cognizant of what other people value, like what they will approve or disapprove of, such as not wearing pj's to these sorts of settings. And two, we've readily used this information to guide our behavior. Unlike many other species, humans are prone to tailor their behavior in the presence of others to garner approval. We spend valuable time putting on make up, choosing the right picture and Instagram filter, and composing ideas that will undoubtedly change the world in 140 characters or less. Clearly, our concern with how other people will evaluate us is a big part of being human. Despite this being a big human trait, however, we know relatively little about when and how we come to care about the opinion of others.

首先，我們知道別人看重什麼， 比如他們會贊成或不贊成什麼， 比如不穿睡衣去類似的場合。 第二，我們很容易地用這些信息 來指導我們的行為。 與許多其他物種不同， 人類傾向於在他人面前 調整自己的行為， 以獲得認可。 我們花了很多寶貴的時間化妝， 挑選好看的照片和 Instagram 濾鏡， 以及分享一些無疑會改變世界的想法， 使用不超過 140 個字符。 很明顯，生活的一個重要組成部分 就是在意他人如何評價我們。 然而，儘管這是人類的一大特點， 我們對自己從何時以及如何 開始在意他人的看法卻知之甚少。

Now, this is a big question that requires many studies. But the first step to uncovering this question is to investigate when in development we become sensitive to others' evaluations. I have spent the past four years at Emory University investigating how an infant, who has no problem walking around the grocery store in her onesie, develops into an adult that fears public speaking for fear of being negatively judged.

這是一個需要很多研究的大問題。 但是揭開這個問題的第一步， 是從逐漸成長的過程中調查， 我們從何時對他人的評價變得敏感。 過去四年裡，我在埃默裡大學 (Emory University) 研究一個嬰兒 是如何從一個穿著連體衣 在雜貨店裡走來走去的人， 成長為一個因害怕負面評價， 而不敢在公眾場合發言的成年人 （就像我）。

(Laughter)
(笑聲)

Now, this is usually a point when people ask me, "How do you investigate this question, exactly? Infants can't talk, right?" Well, if my husband were up here right now, he would tell you that I interview babies, because he would rather not say that his wife experiments on children.

到這步，人們通常會問我， “那你是如何調查這個問題的? 嬰兒不是不會說話，對吧?” 如果我丈夫現在在這裡， 他會告訴你我在採訪嬰兒， 因為他不想說他的妻子 在用孩子做實驗。

(Laughter)
(笑聲)

In reality, I design experiments for children, usually in the form of games. Developmental psychologist Dr. Philippe Rochat and I designed a "game" called "The Robot Task" to explore when children would begin to be sensitive to the evaluation of others. Specifically, the robot task captures when children, like adults, strategically modify their behavior when others are watching. To do this, we showed 14 to 24-month-old infants how to activate a toy robot, and importantly, we either assigned a positive value, saying "Wow, isn't that great!" or a negative value, saying, "Oh, oh. Oops, oh no," after pressing the remote. Following this toy demonstration, we invited the infants to play with the remote, and then either watched them or turned around and pretended to read a magazine.

其實，我為孩子們設計的實驗， 通常是以遊戲的形式。 發展心理學家 菲利普·羅查特博士和我， 設計了一個名為 “機器人任務”的“遊戲”， 用以探索孩子們什麼時候開始 對他人的評價變得敏感。 具體來說，這個實驗用來發現 什麼時候孩子們，會像成年人一樣， 在別人觀看的時候戰略性地 改變他們的行為。 為了做到這一點， 我們向 14 到 24 個月大的嬰兒 演示瞭如何激活一個玩具機器人， 重要的是，我們要麼給一個正反饋， 說，“哇，真棒!” 要麼給一個負反饋， 說，“哦，噢。天哪，不，” 當按下遙控器的時候。 在這個玩具演示之後， 我們邀請嬰兒玩遙控器， 然後要麼看著他們， 要麼轉過身假裝在看雜誌。

The idea was that if by 24 months, children are indeed sensitive to the evaluation of others, then their button-pressing behavior should be influenced not only by whether or not they're being watched but also by the values that the experimenter expressed towards pressing the remote. So for example, we would expect children to play with the positive remote significantly more if they were being observed but then choose to explore the negative remote once no one was watching.

這個想法是， 如果在 24 個月大的時候， 孩子們確實對他人的評價敏感， 那麼他們按按鈕的行為 不僅會受到是否被觀察的影響， 還會受到實驗者對按遙控器所表達的 反饋的影響。 例如， 我們發現孩子們在被觀察的情況下 玩積極的遙控器玩得更多， 但是一旦沒有人看，他們就會 選擇探索消極的遙控器。

To really capture this phenomenon, we did three variations of the study. Study one explored how infants would engage with a novel toy if there were no values or instructions provided. So we simply showed infants how to activate the toy robot, but didn't assign any values, and we also didn't tell them that they could play with the remote, providing them with a really ambiguous situation.

為了深入瞭解這一現象， 我們設計了三種不同的條件。 第一項研究探討了 如果沒有反饋或指令， 嬰兒將如何嘗試新玩具。 我們只是簡單地 向嬰兒展示如何激活玩具機器人， 但沒有給他們任何反饋， 我們也沒有告訴他們可以玩遙控器， 這給他們提供了一個非常模糊的情況。

In study two, we incorporated the two values, a positive and a negative. And in the last study, we had two experimenters and one remote. One experimenter expressed a negative value towards pressing the remote, saying, "Yuck, the toy moved," while the other experimenter expressed a positive value, saying, "Yay, the toy moved."

第二項研究中， 我們將兩個反饋放在一起測試， 一個是正的，一個是負的。 在最後一項研究中， 我們有兩個實驗者和一個遙控器。 一名實驗者對按遙控器的行為 表現出消極， 說：“哎呀，玩具動了”。 而另一名實驗者 則表現出積極的反饋， 說，“耶，玩具動了”。

And this is how the children reacted to these three different scenarios. So in study one, the ambiguous situation, I'm currently watching the child. She doesn't seem to be too interested in pressing the remote. Once I turned around -- now she's ready to play.

以下是孩子們 對這三個不同的場景的反應。 在研究一，在這個模糊不清的情境中， 我正在觀察這個孩子。 她似乎對按遙控器不太感興趣。 我一轉身， 她就準備好要去按遙控器了。

(Laughter)
(笑聲)

Currently, I'm not watching the child. She's really focused. I turn around.

目前，我沒有在注視這個孩子。 她真的很專注。 我轉過身來了。

(Laughter)
(笑聲)

She wasn't doing anything, right?

她什麼都沒做，對吧?

In study two, it's the two remotes, one with the positive and one with the negative value. I'm currently observing the child. And the orange remote is a negative remote. She's just looking around, looking at me, hanging out. Then I turn around ...

在研究二中，是兩個遙控器， 一個帶著積極的評價， 一個帶著消極的評價。 我正在觀察這個孩子。 橙色的遙控器是消極的。 她只是環顧四周， 看著我，在外面閒逛。 然後我轉身……

(Laughter)
(笑聲)

That's what she's going for. I'm not watching the child. He wants the mom to play with it, right? Take a safer route. I turn around ...

這就是她想要的。 我沒在看孩子。 他想讓媽媽陪他玩，對吧? 真是安全的選擇。 我回頭……

(Laughter)
(笑聲)

He wasn't doing anything, either. Yeah, he feels awkward.

他也什麼都沒做。 是啊，他覺得很尷尬。

(Laughter)
(笑聲)

Everyone knows that side-eyed glance, right?

每個人都看到那側眼一瞥，對吧?

Study three, the two experimenters, one remote. The experimenter that reacted negatively towards pressing the remote is watching the child right now. She feels a little awkward, doesn't know what to do, relying on Mom. And then, she's going to turn around so that the experimenter that expressed a positive response is watching. Coast is clear -- now she's ready to play.

研究三，兩個實驗者和一個遙控器。 實驗者看著孩子時， 對按遙控器表現出消極的態度。 她覺得有點尷尬， 不知道該怎麼辦，全靠媽媽。 然後，她會轉過身來讓 表現出積極反應的實驗者看著她。 危險已經過去—— 現在她準備好要玩了。

(Laughter)
(笑聲)

So, as the data suggests, we found that children's button-pressing behavior was indeed influenced by the values and the instructions of the experimenter. Because in study one, children did not know what would be positively or negatively evaluated, they tended to take the safest route and wait until I turned my back to press the remote.

因此，正如數據顯示的那樣， 我們發現孩子們按按鈕的行為 確實受到了實驗者的 反饋和指示的影響。 因為在第一項研究中，孩子們不知道 什麼是正面評價，什麼是負面評價， 他們傾向於選擇最安全的路徑， 他們等到我轉過身再去按遙控器。

Children in study two chose to press the positive remote significantly more when I was watching, but then once I turned my back, they immediately took the negative remote and started playing with it.

研究二的孩子們， 在我看著的時候， 明顯更願意按積極的遙控器， 但當我一轉身， 他們立刻拿起消極的遙控器開始玩。

Importantly, in a control study, where we removed the different values of the remotes -- so we simply said, "Oh, wow" after pressing either of the remotes -- children's button-pressing behavior no longer differed across conditions, suggesting that it was really the values that we gave the two remotes that drove the behavior in the previous study.

重要的是，在一項對照研究中， 我們把遙控器不同的反饋統統去掉, ——按遙控器後 我們簡單地說，“噢，哇” —— 兒童按按鈕行為不再 在各種條件下發生變化， 這表明在之前的研究中， 影響兒童行為的確實是我們 給的兩個遙控器所設定的反饋值。

Last but not least, children in study three chose to press a remote significantly more when the experimenter that expressed a positive value was watching, as opposed to the experimenter that had expressed a negative value. Not coincidentally, it is also around this age that children begin to show embarrassment in situations that might elicit a negative evaluation, such as looking at themselves in the mirror and noticing a mark on their nose. The equivalent of finding spinach in your teeth, for adults.

最後但很重要的一點是， 研究三的孩子們在看到 表現出積極價值的實驗者 和表現出消極價值的實驗者時， 會明顯地更多地按遙控器。 並非巧合的是， 也正是在這個年齡，孩子們開始在 可能引發負面評價的 情況下表現出尷尬， 比如看著鏡子裡的自己， 注意到自己鼻子上的一個標記。 對成年人來說， 這相當於在牙齒裡發現菠菜。

(Laughter)
(笑聲)

So what can we say, based on these findings? Besides the fact that babies are actually really, really sneaky.

基於這些發現， 我們能說些什麼呢? 除了嬰兒實際上非常狡猾之外？

(Laughter)
(笑聲)

From very early on, children, like adults, are sensitive to the values that we place on objects and behaviors. And importantly, they use these values to guide their behavior. Whether we're aware of it or not, we're constantly communicating values to those around us. Now, I don't mean values like "be kind" or "don't steal," although those are certainly values. I mean that we are constantly showing others, specifically our children, what is likeable, valuable and praiseworthy, and what is not. And a lot of the times, we actually do this without even noticing it. Psychologists study behavior to explore the contents of the mind, because our behavior often reflects our beliefs, our values and our desires.

從很小的時候起， 孩子就像成年人一樣， 對我們對物體 和行為的反饋很敏感。 重要的是，他們用這些 反饋來指導他們的行為。 無論我們意識到與否， 我們都在不斷地 與周圍的人交流觀念。 我並不是說“善良” 或“不偷竊”之類的想法， 儘管這些確實是價值觀。 我的意思是，我們不斷地向他人， 尤其是我們的孩子， 展示什麼是可愛的、有價值的、 值得稱讚的，或者什麼不是。 很多時候， 我們這樣做時，甚至都沒有注意到。 心理學家研究行為是為了探索內心， 因為我們的行為 往往反映了我們的信念、 價值觀和我們的期望。

Here in Atlanta, we all believe the same thing. That Coke is better than Pepsi.

在亞特蘭大， 我們都相信同樣的事情。 可口可樂比百事可樂好。

(Applause)
(掌聲)

Now, this might have to do with the fact that Coke was invented in Atlanta. But regardless, this belief is expressed in the fact that most people will chose to drink Coke. In the same way, we are communicating a value when we mostly complement girls for their pretty hair or their pretty dress, but boys, for their intelligence. Or when we chose to offer candy, as opposed to nutritious food, as a reward for good behavior. Adults and children are incredibly effective at picking up values from these subtle behaviors. And in turn, this ends up shaping their own behavior.

這可能與可口可樂 誕生於亞特蘭大有關。 但無論如何， 大多數人會選擇喝可樂 這一事實表明了這一信念。 同樣地， 當我們讚美女孩時， 大多數時候我們會讚美 她們漂亮的髮型或裙子， 我們也在傳達一種價值觀， 但是讚美男孩時卻 會稱讚他們的聰明才智， 或者當我們選擇用糖果， 而不是有營養的食物 作為表現好時的獎勵。 成年人和兒童都能非常有效地 從這些細微的行為中 獲取其中的觀念。 反過來，這最終塑造了 他們自己的行為。

The research I have shared with you today suggests that this ability emerges very early in development, before we can even utter a complete sentence or are even potty-trained. And it becomes an integral part of who we grow up to be.

今天我和大家分享的研究表明， 表面這種能力 在我們成長的早期就形成了， 早在我們還沒能 說出一個完整的句子之前， 甚至在我們還沒 受過上廁所的訓練之前， 它成為我們成長過程中 不可或缺的一部分。

So before I go, I'd like to invite you to contemplate on the values that we broadcast in day-to-day interactions, and how these values might be shaping the behavior of those around you. For example, what value is being broadcasted when we spend more time smiling at out phone than smiling with other people? Likewise, consider how your own behavior has been shaped by those around you, in ways you might not have considered before. To go back to our simple illustration, do you really prefer Coke over Pepsi? Or was this preference simply driven by what others around you valued? Parents and teachers certainly have the privilege to shape children's behavior. But it is important to remember that through the values we convey in simple day-to-day interactions, we all have the power to shape the behavior of those around us.

在我結束之前， 我想請你們思考一下， 我們在日常交流中應用的價值觀， 以及這些價值觀是 如何塑造你周圍人的行為的。 例如，當我們花更多的時間 對著手機傻笑， 而不是對別人微笑時， 我們在傳播怎樣的價值取向? 同樣，考慮一下你自己的行為是 如何被你周圍的人塑造的， 以你以前可能沒有考慮過的方式。 回到我們簡單的例子， 相比百事可樂， 你真的更喜歡可口可樂嗎? 或者這種偏好僅僅是 因為旁人的觀點對你的影響? 父母和老師當然有權 去塑造孩子們的行為。 但重要的是要記住， 通過我們在日常簡單 互動中傳達的價值觀， 都能潛移默化地 影響你身邊人的行為。

Thank you.

謝謝大家！

(Applause)
(掌聲)

傳播有價值的思想和觀點！
我相信這些新觀點和有價值思想將讓我們的人生大不同！
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