Level7unit3card2How we read each others minds.docx
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Level7unit3card2How we read each others minds.docx
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Level7unit3card2Howwereadeachothersminds
Level7——unit3——card2
Howwereadeachother'sminds
TodayI'mgoingtotalktoyouabouttheproblemofotherminds.
AndtheproblemI'mgoingtotalkaboutisnotthefamiliaronefromphilosophy,whichis,"Howcanweknowwhetherotherpeoplehaveminds?
"
Thatis,maybeyouhaveamind,andeveryoneelseisjustareallyconvincingrobot.
Sothat'saprobleminphilosophy,butfortoday'spurposesI'mgoingtoassumethatmanypeopleinthisaudiencehaveamind,andthatIdon'thavetoworryaboutthis.
Thereisasecondproblemthatismaybeevenmorefamiliartousasparentsandteachersandspousesandnovelists,whichis,"Whyisitsohardtoknowwhatsomebodyelsewantsorbelieves?
"
Orperhaps,morerelevantly,"Whyisitsohardtochangewhatsomebodyelsewantsorbelieves?
"
Ithinknovelistsputthisbest.LikePhilipRoth,whosaid,"Andyet,whatarewetodoaboutthisterriblysignificantbusinessofotherpeople?
Soillequippedareweall,toenvisiononeanother'sinteriorworkingsandinvisibleaims."
Soasateacherandasaspouse,thisis,ofcourse,aproblemIconfronteveryday.
Butasascientist,I'minterestedinadifferentproblemofotherminds,andthatistheoneI'mgoingtointroducetoyoutoday.
Andthatproblemis,"Howisitsoeasytoknowotherminds?
"Sotostartwithanillustration,youneedalmostnoinformation,onesnapshotofastranger,toguesswhatthiswomanisthinking,orwhatthismanis.
Andputanotherway,thecruxoftheproblemisthemachinethatweuseforthinkingaboutotherminds,ourbrain,ismadeupofpieces,braincells,thatwesharewithallotheranimals,withmonkeysandmiceandevenseaslugs.
Andyet,youputthemtogetherinaparticularnetwork,andwhatyougetisthecapacitytowriteRomeoandJuliet.
Ortosay,asAlanGreenspandid,"IknowyouthinkyouunderstandwhatyouthoughtIsaid,butI'mnotsureyourealizethatwhatyouheardisnotwhatImeant."(Laughter)
So,thejobofmyfieldofcognitiveneuroscienceistostandwiththeseideas,oneineachhand.
Andtotrytounderstandhowyoucanputtogethersimpleunits,simplemessagesoverspaceandtime,inanetwork,andgetthisamazinghumancapacitytothinkaboutminds.
SoI'mgoingtotellyouthreethingsaboutthistoday.
Obviouslythewholeprojecthereishuge.
AndI'mgoingtotellyoujustourfirstfewstepsaboutthediscoveryofaspecialbrainregionforthinkingaboutotherpeople'sthoughts.
Someobservationsontheslowdevelopmentofthissystemaswelearnhowtodothisdifficultjob.
Andthenfinally,toshowthatsomeofthedifferencesbetweenpeople,inhowwejudgeothers,canbeexplainedbydifferencesinthisbrainsystem.
Sofirst,thefirstthingIwanttotellyouisthatthereisabrainregioninthehumanbrain,inyourbrains,whosejobitistothinkaboutotherpeople'sthoughts.
Thisisapictureofit.It'scalledtheRightTemporo-ParietalJunction.It'saboveandbehindyourrightear.
AndthisisthebrainregionyouusedwhenyousawthepicturesIshowedyou,orwhenyoureadRomeoandJulietorwhenyoutriedtounderstandAlanGreenspan.Andyoudon'tuseitforsolvinganyotherkindsoflogicalproblems.SothisbrainregioniscalledtheRightTPJ.Andthispictureshowstheaverageactivationinagroupofwhatwecalltypicalhumanadults.
They'reMITundergraduates.(Laughter)
ThesecondthingIwanttosayaboutthisbrainsystemisthatalthoughwehumanadultsarereallygoodatunderstandingotherminds,weweren'talwaysthatway.
Ittakeschildrenalongtimetobreakintothesystem.I'mgoingtoshowyoualittlebitofthatlong,extendedprocess.
ThefirstthingI'mgoingtoshowyouisachangebetweenagethreeandfive,askidslearntounderstandthatsomebodyelsecanhavebeliefsthataredifferentfromtheirown.
SoI'mgoingtoshowyouafive-year-oldwhoisgettingastandardkindofpuzzlethatwecallthefalsebelieftask.
RebeccaSaxe(Video):
Thisisthefirstpirate.HisnameisIvan.Andyouknowwhatpiratesreallylike?
Child:
What?
RS:
Piratesreallylikecheesesandwiches.Child:
Cheese?
Ilovecheese!
RS:
Yeah.SoIvanhasthischeesesandwich,andhesays,"Yumyumyumyumyum!
Ireallylovecheesesandwiches."
AndIvanputshissandwichoverhere,ontopofthepiratechest.AndIvansays,"Youknowwhat?
Ineedadrinkwithmylunch."AndsoIvangoestogetadrink.AndwhileIvanisawaythewindcomes,anditblowsthesandwichdownontothegrass.Andnow,herecomestheotherpirate.
ThispirateiscalledJoshua.AndJoshuaalsoreallylovescheesesandwiches.SoJoshuahasacheesesandwichandhesays,"Yumyumyumyumyum!
Ilovecheesesandwiches."
Andheputshischeesesandwichoverhereontopofthepiratechest.Child:
So,thatoneishis.RS:
ThatoneisJoshua's.That'sright.Child:
Andthenhiswentontheground.RS:
That'sexactlyright.Child:
Sohewon'tknowwhichoneishis.RS:
Oh.SonowJoshuagoesofftogetadrink.Ivancomesbackandhesays,"Iwantmycheesesandwich."SowhichonedoyouthinkIvanisgoingtotake?
Child:
Ithinkheisgoingtotakethatone.RS:
Yeah,youthinkhe'sgoingtotakethatone?
Allright.Let'ssee.Ohyeah,youwereright.Hetookthatone.
Sothat'safive-year-oldwhoclearlyunderstandsthatotherpeoplecanhavefalsebeliefsandwhattheconsequencesarefortheiractions.NowI'mgoingtoshowyouathree-year-oldwhogotthesamepuzzle.
RS:
AndIvansays,"Iwantmycheesesandwich."Whichsandwichishegoingtotake?
Doyouthinkhe'sgoingtotakethatone?
Let'sseewhathappens.
Let'sseewhathedoes.HerecomesIvan.Andhesays,"Iwantmycheesesandwich."
Andhetakesthisone.Uh-oh.Whydidhetakethatone?
Child:
Hiswasonthegrass.Sothethree-year-olddoestwothingsdifferently.First,hepredictsIvanwilltakethesandwichthat'sreallyhis.
Andsecond,whenheseesIvantakingthesandwichwherehelefthis,wherewewouldsayhe'stakingthatonebecausehethinksit'shis,thethree-year-oldcomesupwithanotherexplanation:
He'snottakinghisownsandwichbecausehedoesn'twantit,becausenowit'sdirty,ontheground.Sothat'swhyhe'stakingtheothersandwich.Nowofcourse,developmentdoesn'tendatfive.
Andwecanseethecontinuationofthisprocessoflearningtothinkaboutotherpeople'sthoughtsbyuppingtheanteandaskingchildrennow,notforanactionprediction,butforamoraljudgment.SofirstI'mgoingtoshowyouthethree-year-oldagain.
RS.:
SoisIvanbeingmeanandnaughtyfortakingJoshua'ssandwich?
Child:
Yeah.RS:
ShouldIvangetintroublefortakingJoshua'ssandwich?
Child:
Yeah.Soit'smaybenotsurprisinghethinksitwasmeanofIvantotakeJoshua'ssandwich,sincehethinksIvanonlytookJoshua'ssandwichtoavoidhavingtoeathisowndirtysandwich.
ButnowI'mgoingtoshowyouthefive-year-old.
Rememberthefive-year-oldcompletelyunderstoodwhyIvantookJoshua'ssandwich.
RS:
WasIvanbeingmeanandnaughtyfortakingJoshua'ssandwich?
Child:
Um,yeah.Andso,itisnotuntilageseventhatwegetwhatlooksmorelikeanadultresponse.
RS:
ShouldIvangetintroublefortakingJoshua'ssandwich?
Child:
No,becausethewindshouldgetintrouble.Hesaysthewindshouldgetintroubleforswitchingthesandwiches.(Laughter)
Andnowwhatwe'vestartedtodoinmylabistoputchildrenintothebrainscannerandaskwhat'sgoingonintheirbrainastheydevelopthisabilitytothinkaboutotherpeople'sthoughts.
Sothefirstthingisthatinchildrenweseethissamebrainregion,theRightTPJ,beingusedwhilechildrenarethinkingaboutotherpeople.
Butit'snotquiteliketheadultbrain.
Sowhereasintheadults,asItoldyou,thisbrainregionisalmostcompletelyspecialized--itdoesalmostnothingelseexceptforthinkingaboutotherpeople'sthoughts--inchildrenit'smuchlessso,whentheyareagefivetoeight,theagerangeofthechildrenIjustshowedyou.Andactuallyifweevenlookateightto11-year-olds,gettingintoearlyadolescence,theystilldon'thavequiteanadult-likebrainregion.
Andso,whatwecanseeisthatoverthecourseofchildhoodandevenintoadolescence,boththecognitivesystem,ourmind'sabilitytothinkaboutotherminds,andthebrainsystemthatsupportsitarecontinuing,slowly,todevelop.Butofcourse,asyou'reprobablyaware,eveninadulthood,peopledifferfromoneanotherinhowgoodtheyareatthinkingofotherminds,howoftentheydoitandhowaccurately.
Andsowhatwewantedtoknowwas,coulddifferencesamongadultsinhowtheythinkaboutotherpeople'sthoughtsbeexplainedintermsofdifferencesinthisbrainregion?
So,thefirstthingthatwedidiswegaveadultsaversionofthepirateproblemthatwegavetothekids.AndI'mgoingtogivethattoyounow.
SoGraceandherfriendareonatourofachemicalfactory,andtheytakeabreakforcoffee.AndGrace'sfriendasksforsomesugarinhercoffee.
Gracegoestomakethecoffeeandfindsbythecoffeeapotcontainingawhitepowder,whichissugar.
Butthepowderislabeled"DeadlyPoison,"soGracethinksthatthepowderisadeadlypoison.
Andsheputsitinherfriend'scoffee.
Andherfrienddrinksthecoffee,andisfine.HowmanypeoplethinkitwasmorallypermissibleforGracetoputthepowderinthecoffee?
Okay.Good.(Laughter)
Soweaskpeople,howmuchshouldGracebeblamedinthiscase,whichwecallafailedattempttoharm?
Andwecancomparethattoanothercase,whereeverythingintherealworldisthesame.
Thepowderisstillsugar,butwhat'sdifferentiswhatGracethinks.Nowshethinksthepowder
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