– 英语/中文 双语歌词

歌词与翻译

[中文]

抄写员：Jessica Lee 评论者：Denise RQ

那么我们如何学习呢？

为什么我们中的一些人能学到东西 比其他人更容易？

所以，正如我刚才提到的， 我是拉拉·博伊德博士。

我是这里的大脑研究员 在不列颠哥伦比亚大学。

这些问题让我着迷。

（干杯）（掌声）

所以大脑研究 是理解人类生理学、

是什么造就了我们。

以及考虑方面的伟大前沿之一

这是一个美妙的时刻 成为一名大脑研究员，

我会告诉你

，我有最有趣的工作 在世界上。

我们对大脑的了解 正在以惊人的速度发生变化。

以及我们自以为了解的大部分内容 对大脑

的理解被证明是不真实或不完整的。

其中一些误解 比其他人更明显。

例如，我们曾经认为

童年之后大脑不会， 实在无法改变。

事实证明什么也没有 可能离事实更远。

关于大脑的另一个误解

是你只使用了大脑的一部分 在任何给定时间

，当您什么都不做时，它就会保持沉默。

嗯，这也是不正确的。

事实证明 即使你在休息

并且什么都不想的时候， 你的大脑非常活跃。

所以这是进步 在技术方面，例如 MRI，

这使我们能够制造这些 以及许多其他重要发现。

也许是最令人兴奋、

最有趣的 这些发现的变革性

是，每次您学习 一个新的事实或技能，

你会改变你的大脑。

这就是我们所说的神经可塑性。

就在 25 年前， 我们认为在青春期之后，

发生的唯一变化 大脑中的结果呈阴性：

脑细胞随着衰老而流失，

损伤的结果，例如中风。

然后，研究开始了 显示成人大脑中大量的

重组。

随后的研究表明

我们的所有行为 改变我们的大脑。

这些变化不受年龄限制，

这是一个好消息，对吗？

事实上， 它们一直在发生。

非常重要的是，

大脑重组有助于 支持大脑损伤后的恢复

。

这些变化的关键 是神经可塑性。

那么它是什么样子的？

所以你的大脑可以改变 以三种非常基本的方式

来支持学习。

第一个是化学。

所以你的大脑确实发挥了作用 通过在脑细胞之间传递化学信号

， 我们称之为神经元，

，这引发了一系列 的动作和反应。

因此，为了支持学习， 你的大脑可以增加

的数量或浓度 神经元之间发生的这些化学信号

。

由于这种变化可能会迅速发生，

这支持短期记忆

或短期改进 在运动技能的表现中。

大脑的第二种方式 可以通过改变其结构来改变以支持学习

。

所以在学习过程中，大脑会发生变化 神经元之间的连接。

这里是物理结构 大脑的部分实际上正在改变

，所以这需要更多的时间。

这些类型的更改是相关的 对于长期记忆，

长期改善 在运动技能方面。

这些进程相互作用， 让我举个例子来说明如何做到这一点。

我们都尝试过学习 一项新的运动技能，

可能会弹钢琴，

可能会学习杂耍。

您有过这样的经历 在一次练习中变得越来越好

，

并思考“我已经做到了”。

然后，也许您第二天就会回来，

以及所有这些改进 前一天的数据丢失了。

发生了什么？

那么，从短期来看， 你的大脑能够增加

化学信号 你的神经元之间。

但由于某种原因，这些变化 没有引起必要的结构变化

支持长期记忆。

记住这一点 长期记忆需要时间。

以及您在短期内看到的情况 不反映学习，

现在将支持这些物理变化

长期记忆、

和化学变化 支持短期记忆。

结构性变化也会导致 到一起发挥作用的大脑区域

的集成网络 支持学习。

他们也可以领导 某些重要的大脑区域

对于非常具体的行为

来改变你的结构或扩大。

以下是一些示例。

阅读盲文的人

手部感觉区域更大 他们的大脑比我们这些没有的人更清楚。

您的优势手部运动区域， 它位于你大脑的左侧，

如果你是右撇子， 比另一边大。

研究表明 伦敦出租车司机

实际上必须记住地图 伦敦的出租车执照，

他们有更大的大脑区域 空间或映射记忆。

你的大脑的最后一种方式 可以通过改变其功能来改变以支持学习

。

当您使用大脑区域时，

它会变得越来越兴奋 并且易于再次使用。

由于您的大脑有这些区域 增加他们的兴奋性，

大脑发生变化 它们如何以及何时被激活。

通过学习，我们看到

大脑活动的整个网络 正在转变和改变。

所以神经可塑性是由化学、结构、

支持的 通过功能更改，

这些正在发生 遍布整个大脑。

它们可以单独发生 来自一个或另一个，

但最常见的是， 他们是在音乐会上进行的。

他们共同支持学习。

而且它们一直在发生。

我刚刚真的告诉过你了 你的大脑的神经可塑性多么惊人。

为什么你学不到任何东西 你选择轻松吗？

为什么我们的孩子有时在学校会失败？

为什么随着年龄的增长 我们容易忘记事情吗？

为什么人们没有完全康复 来自脑损伤？

即：是什么限制了 并促进神经可塑性？

这就是我研究的内容。

我专门研究了它的关系 中风康复。

最近，中风从第三大病因中下降

...

成为美国第四大死亡原因 死亡。

好消息，对吧？

但实际上，

人数 中风的发生率并没有减少。

我们只是更擅长保持 严重中风后仍存活的人。

事实证明这非常困难 帮助大脑从中风中恢复。

坦率地说，

我们未能开发出 有效的康复干预措施。

最终结果 中风是

导致长期残疾的主要原因 在世界上的成年人中；

中风患者更年轻

并且寿命更长 对于这种残疾，

我的团队的研究实际上表明

与健康相关的生活质量 加拿大中风患者比例有所下降。

显然，我们需要更好地

帮助人们从中风中康复。

这是一个巨大的社会问题，

而且我们还没有解决这个问题。

那么可以做什么呢？

有一点是绝对清楚的：

神经可塑性变化的最佳驱动力 你的大脑里有你的行为。

问题是剂量 行为的数量，学习所需的练习量

新的和重新学习旧的运动技能，

非常大。

以及如何有效地交付 这些大剂量的练习

是一个非常困难的问题； 这也是一个非常昂贵的问题。

所以方法 我的研究

是开发能够启动的疗法 或者让大脑做好学习的准备。

其中包括大脑模拟， 锻炼和机器人技术。

但是通过我的研究， 我意识到治疗方法开发的一个主要限制

从中风

中恢复的速度是神经可塑性的模式 因人而异。

作为一名研究人员， 可变性曾经让我发疯。

这使得事情变得非常困难 使用统计数据

来测试您的数据和想法。

正因为如此， 医疗干预研究是

专门设计的 以尽量减少变异性。

但根据我的研究，

最重要的是，这一点变得非常清楚 我们收集的信息最丰富的数据

就显示了这种可变性。

所以通过研究大脑 中风后，我们学到了很多，

，我认为这些教训 在其他领域也非常有价值。

第一课是

变革的主要驱动力 你的行为存在于你的大脑中，

所以没有神经可塑性药物 你可以接受。

没有什么比练习更有效的了 帮助您学习、

和底线 是你必须做的工作。

事实上，我的研究表明

难度增加，斗争增加 如果你愿意，在练习过程中，

实际上会带来更多的学习，

和更大的结构变化 在大脑中。

这里的问题是神经质 可以双向工作。

它可以是积极的， 你学到了一些新东西，

并且你提高了运动技能。

但它也可以是负数， 你忘记了一些你曾经知道的事情，

你对毒品上瘾，

也许你患有慢性疼痛。

所以你的大脑具有极大的可塑性，

并且它在结构上都已成型 从功能上来说，你所做的一切，

但也包括您不做的一切。

第二课 我们已经了解了大脑

没有一种放之四海而皆准的学习方法。

所以学习没有秘诀。

考虑流行的观点 需要 10,000 小时的练习

才能学习和掌握新的运动技能。

我可以向你保证 事情没那么简单。

对于我们中的一些人来说，

这需要更多的练习， 而对于其他人来说，可能需要的时间要少得多。

所以我们的可塑大脑的塑造

太独特，无法进行任何单一干预 这对我们所有人都有效。

这种认识迫使我们考虑 所谓的个性化医疗。

这是为了优化结果

每个人都需要的想法 他们自己的干预。

这个想法确实出现了 来自癌症治疗。

事实证明，遗传学 对于匹配

某些类型的化疗非常重要 与特定形式的癌症。

我的研究表明，这 也适用于中风的康复。

有一定的特征 大脑结构和功能的

我们称之为生物标志物。

还有这些生物标志物 事实证明非常有帮助

并帮助我们匹配

特定疗法 与个别患者。

我实验室的数据表明 它是生物标志物

的组合，最能预测神经可塑性变化 以及中风后的恢复模式。

这并不奇怪，因为 人的大脑有多复杂。

但我也认为我们可以考虑 这个概念更广泛。

鉴于独特的结构 以及我们每个大脑的功能

我们对神经可塑性的了解 中风后适用于每个人。

您采用的行为 在你的日常生活中很重要。

他们每个人都在改变你的大脑。

我相信我们必须考虑

而不仅仅是个性化医疗 但个性化学习。

独特性 你的大脑的变化将会影响你

作为一个学习者和一个老师。

这个想法有助于我们理解

为什么有些孩子能够茁壮成长 在传统教育环境中

，而其他教育环境则不然；

为什么我们中的一些人可以轻松学习语言

而其他人却可以学会 任何运动并表现出色。

所以当你今天离开这个房间时，

你的大脑将不一样 就像你今天早上进来时一样。

我认为这非常惊人。

但是你们每个人都会改变 你的大脑不同。

了解这些差异，

这些单独的模式， 这种可变性和变化

将启用 神经科学的下一个重大进步；

这将使我们能够开发 新的、更有效的干预措施，

并允许匹配 在学习者和教师、

以及患者和干预措施之间。

这不仅适用 中风的康复，

它适用于我们每个人，作为父母， 作为一名教师，作为一名经理，

也因为您是 今天在 TEDx，作为一名终身学习者。

研究您如何学得最好以及学什么内容最好。

重复这些行为 对您的大脑健康有益，

并打破这些行为 以及并非如此的习惯。

练习。

学习就是完成工作 你的大脑需要的。

所以最好的策略 因人而异。

你知道吗，他们甚至要走了 因人而异。

所以对于你来说，学习音乐 可能很容易，

但学习滑雪则困难得多。

我希望您今天离开

时能有新的欣赏 你的大脑有多么伟大。

你和你的可塑大脑不断地 被你周围的世界塑造。

明白你所做的一切、

你遇到的一切以及一切 你的经历正在改变你的大脑。

这样可以更好， 但情况也可能变得更糟。

所以当您今天离开时， 走出去，打造你想要的大脑。

非常感谢。

（掌声）

[英语]

Transcriber: Jessica Lee Reviewer: Denise RQ

So how do we learn?

And why does some of us learn things more easily than others?

So, as I just mentioned, I'm Dr. Lara Boyd.

I am a brain researcher here at the University of British Columbia.

These are the questions that fascinate me.

(Cheers) (Applause)

So brain research is one of the great frontiers

in the understanding of human physiology,

and also in the consideration of what makes us who we are.

It's an amazing time to be a brain researcher,

and I would argue to you

that I have the most interesting job in the world.

What we know about the brain is changing at a breathtaking pace.

And much of what we thought we knew and understood about the brain

turns out to be not true or incomplete.

Some of these misconceptions are more obvious than others.

For example, we used to think

that after childhood the brain did not, really could not change.

And it turns out that nothing could be farther from the truth.

Another misconception about the brain

is that you only use parts of it at any given time

and it's silent when you do nothing.

Well, this is also untrue.

It turns out that even when you're at a rest

and thinking of nothing, your brain is highly active.

So it's been advances in technology, such as MRI,

that's allowed us to make these and many other important discoveries.

And perhaps the most exciting,

the most interesting and transformative of these discoveries

is that, every time you learn a new fact or skill,

you change your brain.

It's something we call neuroplasticity.

So as little as 25 years ago, we thought that after about puberty,

the only changes that took place in the brain were negative:

the loss of brain cells with aging,

the result of damage, like a stroke.

And then, studies began to show remarkable amounts

of reorganization in the adult brain.

And the ensuing research has shown us

that all of our behaviors change our brain.

That these changes are not limited by age,

it's a good news right?

And in fact, they are taking place all the time.

And very importantly,

brain reorganization helps to support recovery

after you damage your brain.

The key to each of these changes is neuroplasticity.

So what does it look like?

So your brain can change in three very basic ways

to support learning.

And the first is chemical.

So your brain actually functions by transferring chemicals signals

between brain cells, what we call neurons,

and this triggered a series of actions and reactions.

So to support learning, your brain can increase the amount

or the concentrations of these chemical signaling

that's taking place between neurons.

Because this change can happen rapidly,

this supports short-term memory

or the short-term improvement in the performance of a motor skill.

The second way that the brain can change to support learning

is by altering its structure.

So during learning, the brain can change the connections between neurons.

Here, the physical structure of the brain is actually changing

so this takes a bit more time.

These type of changes are related to long-term memory,

the long-term improvement in a motor skill.

These processes interact, and let me give you an example of how.

We've all tried to learn a new motor skill,

maybe playing the piano,

maybe learning to juggle.

You've had the experience of getting better and better

within a single session of practice,

and thinking "I have got it."

And then, maybe you return the next day,

and all those improvements from the day before are lost.

What happened?

Well, in the short-term, your brain was able to increase

the chemical signaling between your neurons.

But for some reason, those changes did not induce the structural changes

that are necessary to support long-term memory.

Remember that long-term memories take time.

And what you see in the short term does not reflect learning,

It's these physical changes

that are now going to support long-term memories,

and chemical changes that support short-term memories.

Structural changes also can lead to integrated networks of brain regions

that function together to support learning.

And they can also lead to certain brain regions

that are important for very specific behaviors

to change your structure or to enlarge.

So here's some examples of that.

People who read Braille

have larger hand sensory areas in their brain than those of us who don't.

Your dominant hand motor region, which is on the left side of your brain,

if you are right-handed, is larger than the other side.

And research shows the London taxi cab drivers

who actually have to memorize a map of London to get their taxi cab license,

they have larger brain regions devoted to spatial, or mapping memories.

The last way that your brain can change to support learning

is by altering its function.

As you use a brain region,

It becomes more and more excitable and easy to use again.

And as your brain has these areas that increase their excitability,

the brain shifts how and when they are activated.

With learning, we see

that whole networks of brain activity are shifting and changing.

So neuroplasticity is supported

by chemical, by structural, and by functional changes,

and these are happening across the whole brain.

They can occur in isolation from one or another,

but most often, they take place in concert.

Together, they support learning.

And they're taking place all the time.

I just told you really how awesomely neuroplastic your brain is.

Why can't you learn anything you choose to with ease?

Why do our kids sometimes fail in school?

Why as we age do we tend to forget things?

And why don't people fully recover from brain damage?

That is: what is it that limits and facilitates neuroplasticity?

And so this is what I study.

I study specifically how it relates to recovery from stroke.

Recently, stroke dropped

from being the third leading cause of death in the United States

to be the forth leading cause of death.

Great news, right?

But actually, it turns out

that the number of people having a stroke has not declined.

We are just better at keeping people alive after a severe stroke.

It turns out to be very difficult to help the brain recover from stroke.

And frankly,

we have failed to develop effective rehabilitation interventions.

The net result of this is that stroke is the leading cause

of long-term disability in adults in the world;

individuals with stroke are younger

and tending to live longer with that disability,

and research from my group actually shows

that the health-related quality of life of Canadians with stroke has declined.

So clearly we need to be better

at helping people recover from stroke.

This is an enormous societal problem,

and it's one that we are not solving.

So what can be done?

One thing is absolutely clear:

the best driver of neuroplastic change in your brain is your behavior.

The problem is that the dose of behavior, the dose of practice

that's required to learn new and relearn old motor skills,

is very large.

And how to effectively deliver these large doses of practice

is a very difficult problem; It's also a very expensive problem.

So the approach that my research has taken

is to develop therapies that prime or that prepare the brain to learn.

And these have included brain simulation, exercise, and robotics.

But through my research, I've realized that a major limitation

to the development of therapies that speed recovery from stroke

is that patterns of neuroplasticity are highly variable from person to person.

As a researcher, variability used to drive me crazy.

It makes it very difficult to use the statistics

to test your data and your ideas.

And because of this, medical intervention studies are

specifically designed to minimize variability.

But in my research, it's becoming really clear

that the most important, the most informative data we collect

is showing this variability.

So by studying the brain after stroke, we've learned a lot,

and I think these lessons are very valuable in other areas.

The first lesson is

that the primary driver of change in your brain is your behavior,

so there is no neuroplasticity drug you can take.

Nothing is more effective than practice at helping you learn,

and the bottom line is you have to do the work.

And in fact, my research has shown

increased difficulty, increased struggle if you will, during practice,

actually leads to both more learning,

and greater structural change in the brain.

The problem here is that neuroplastcity can work both ways.

It can be positive, you learn something new,

and you refine a motor skill.

And it also can be negative though, you forgot something you once knew,

you become addicted to drugs,

maybe you have chronic pain.

So your brain is tremendously plastic,

and it's been shaped both structurally and functionally by everything you do,

but also by everything that you don't do.

The second lesson we've learned about the brain

is that there is no one-size-fits-all approach to learning.

So there is no recipe for learning.

Consider the popular belief that it takes 10,000 hours of practice

to learn and to master a new motor skill.

I can assure you it's not quite that simple.

For some of us,

it's going to take a lot more practice, and for others it may take far less.

So the shaping of our plastic brains is far too unique

for there to be any single intervention that's going to work for all of us.

This realization has forced us to consider something call personalized medicine.

This is the idea that to optimize outcomes

each individual requires their own intervention.

And the idea actually comes from cancer treatments.

And here it turns out that genetics are very important in matching

certain types of chemotherapy with specific forms of cancer.

My research is showing that this also applies to recovery from stroke.

There're certain characteristics of brain structure and function

we called biomarkers.

And these biomarkers are proving to be very helpful

and helping us to match

specific therapies with individual patients.

The data from my lab suggests it's a combination of biomarkers

that best predicts neuroplastic change and patterns of recovery after stroke.

And that's not surprising, given how complicated the human brain is.

But I also think we can consider this concept much more broadly.

Given the unique structure and function of each of our brains

what we've learned about neuroplasticity after stroke applies to everyone.

Behaviors that you employ in your everyday life are important.

Each of them is changing your brain.

And I believe we have to consider

not just personalized medicine but personalized learning.

The uniqueness of your brain will affect you

both as a learner and also as a teacher.

This idea helps us to understand

why some children can thrive in tradition education settings

and others don't;

why some of us can learn languages easily

and yet, others can pick up any sport and excel.

So when you leave this room today,

your brain will not be the same as when you entered this morning.

And I think that's pretty amazing.

But each of you is going to have changed your brain differently.

Understanding these differences,

these individual patterns, this variability and change

is going to enable the next great advance in neuroscience;

it's going to allow us to develop new and more effective interventions,

and allow for matches between learners and teachers,

and patients and interventions.

And this does not just apply the recovery from stroke,

it applies to each of us, as a parent, as a teacher, as a manager,

and also because you are at TEDx today, as a lifelong learner.

Study how and what you learn best.

Repeat those behaviors that are healthy for your brain,

and break those behaviors and habits that are not.

Practice.

Learning is about doing the work that your brain requires.

So the best strategies are going to vary between individuals.

You know what, they're even going to vary within individuals.

So for you, learning music may come very easily,

but learning to snowboard, much harder.

I hope that you leave today

with a new appreciation of how magnificent your brain is.

You and your plastic brain are constantly being shaped by the world around you.

Understand that everything you do,

everything you encounter, and everything you experience is changing your brain.

And that can be for better, but it can also be for worse.

So when you leave today, go out and build the brain you want.

Thank you very much.

(Applause)

重点词汇

词汇	含义
neuroplasticity /ˌnjʊərəʊplæˈtɪsɪti/ C2	noun - 神经可塑性
reorganization /ˌriːɔːɡənaɪˈzeɪʃn/ B2	noun - 重组
misconception /ˌmɪskənˈsepʃn/ C1	noun - 误解
transformative /trænsˈfɔːmətɪv/ C1	adjective - 变革性的
neurons /ˈnjʊərɒnz/ C2	noun - 神经元
recovery /rɪˈkʌvəri/ B2	noun - 恢复
excitability /ɪkˌsaɪtəˈbɪləti/ C2	noun - 兴奋性
rehabilitation /ˌriːəbɪlɪˈteɪʃn/ C1	noun - 康复
disability /ˌdɪsəˈbɪləti/ B2	noun - 残疾
biomarkers /ˈbaɪəʊˌmɑːkəz/ C2	noun - 生物标志物
facilitate /fəˈsɪlɪteɪt/ C1	verb - 促进
optimize /ˈɒptɪmaɪz/ C1	verb - 优化
variability /ˌveəriəˈbɪləti/ C1	noun - 变异性
breathtaking /ˈbreθteɪkɪŋ/ B2	adjective - 惊人的
prime /praɪm/ B2	verb - 准备

重点语法结构

• And why does some of us learn things more easily than others?

  ➔ 比较副词

  ➔ "more easily" 是副词 "easily" 的比较级形式，用于比较不同人学习的方式。

• Much of what we thought we knew and understood about the brain turns out to be not true or incomplete.

  ➔ 带 "what" 的名词性从句

  ➔ 从句 "what we thought we knew" 在句中充当主语，起名词短语的作用。

• It turns out that even when you're at a rest and thinking of nothing, your brain is highly active.

  ➔ 时间状语从句

  ➔ 从句 "when you're at a rest..." 指出了大脑保持活跃的特定时间或条件。

• It turns out that every time you learn a new fact or skill, you change your brain.

  ➔ 定语从句 (省略了 'that')

  ➔ 短语 "every time [that] you learn..." 使用了隐含的关系代词来修饰 "every time"。

• These type of changes are related to long-term memory, the long-term improvement in a motor skill.

  ➔ 同位语

  ➔ "the long-term improvement..." 作为同位语，用于重命名或定义 "long-term memory" 以进一步说明。

• You've had the experience of getting better and better within a single session of practice.

  ➔ 现在完成时

  ➔ "You've had" (You have had) 描述了过去发生且与当前讨论相关的经历。

• The best driver of neuroplastic change in your brain is your behavior.

  ➔ 最高级形容词

  ➔ "The best" 是 "good" 的最高级形式，表示行为是所有驱动因素中最有效的。

• And that can be for better, but it can also be for worse.

  ➔ 表示可能性的情态动词

  ➔ 这里使用 "can" 来表示这些结果（好坏）都是神经可塑性可能带来的后果。