英语流利说 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
我们怎样读懂他人的想法
L7-U3-P2: On Reading Minds 1
1
Today I'm going to talk to you about the problem of other minds.
今天我想和你们聊聊关于他人想法的问题。
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们熟悉的那个哲学问题，这个问题是：我怎样知道其他人是否有意识？
演讲者在talk about中间有个口误，说了个to
3
That is, maybe you have a mind, and everyone else is just a really convincing robot.
也就是说，或许你有意识，其他人只是以假乱真的机器人。
convincing的英英解释为：causing one to believe the truth of something，我认为在这里用“以假乱真”比“令人信服”更准确。
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.
所以这就是在哲学中的问题，但是对于今天来说，我会假设在座的人都有意识，我不担心这点。
5
There is a second proplem that's maybe even more familiar to us, as parents and teachers and spouses and novelists
还有第二个问题，对于父母、老师、配偶和小说家来说，可能更熟悉
6
which is, "Why is it so hard to know what somebody else wants or believes?"
这个问题是：为什么知道某人想要什么或相信什么这么难？
7
Or perhaps, more relevantly, "Why is it so hard to change what somebody else wants or believes?"
或者更贴切地说：为什么改变某人的需求或信念这么难？
8
I think novelists put this best.
我认为小说家这点描述得最好。
口语常用套路，put this best是指“说得最好”
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所说：“然而，我们该怎么理解他人的内心波动呢？”
terribly这里等同于very，表示程度深。
10
So ill-equipped are we all, to envision one another's interior workings and invisible aims."
我们在想象他人的内心活动和隐藏目的的时候都表现不佳。
envision vt. 想象；预想
ill-equipped adj. 装备不完善的，能力欠缺的
11
So as a teacher and as a spouse, this is, of course, a problem I confront every day.
所以作为一名老师和一个妻子，这是我每天要面对的问题。
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.
但是作为一名科学家，我对于他人想法中一个不同的问题有兴趣，这也是我今天想要介绍给你们的。
13
And that problem is, "How is it so easy to know other minds?"
这个问题是：怎样轻易地知道他人的想法？
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.
我们先来看个例子，你几乎不需要任何信息，一张陌生人的快照，就能猜出这个女人在想什么，或者这个男人在想什么。
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,
换句话说，这个问题的关键在于我们用来思考他人想法的机器，也就是我们的脑子，是由一片片的脑细胞组成的，
put another way = in another word 换句话说
crux n. 关键；难题；十字架形，坩埚
16
that we share with all other animals, with monkeys and mice and even sea slugs.
这一点我们和其他动物，比如猴子，老鼠，甚至是海蛞蝓是一样的。
slug n. 鼻涕虫；动作缓慢的人；金属小块
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，你把他们连在一个特别的网中，你所获得的就是写《罗密欧与朱丽叶》的能力。
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."
或者说，就如Alan Greenspan所说：“我知道，你认为你理解了你所认为的我所说的话，但是我不确定你是否知道你所听到的不是我的意思”
翻译成人话就是：你以为你知道了，然而你真的知道了吗？
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，在我认知神经科学的领域，我的工作就是研究那些想法，研究每一个人的。
stand with 坚持；跟某人站在一条战线上
此处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,
以及尝试怎样把简单的单元，简单的信息，通过时间和空间，在一个网络中连接。
21
And get this amazing human capacity to think about minds.
然后获得这个思考他人想法的神奇的人类能力。
22
So I'm going to tell you three things about this today.
所以我今天和你聊聊与之相关的3件事。
23
Obviously, the project, the whole project here is huge.
很明显，这整个项目很庞大。
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.
我要告诉你关于思考他人想法的特殊脑区域的最初几步是什么样的。
25
Some observations on the slow development of this system as we learn how to do this difficult job.
在我们学习如何开展这个艰难的工作时，一些关于这个系统缓慢发展的观察。
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.
最终，给你们展示人与人之间的，在判断他人方面的一些不同，而这些能被这个脑部系统的差异所解释。
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.
我第一件要告诉你的事就是，人脑中有一个区域，它的工作就是思考他人想法。
28
So it's a picture of it.
这是它的一个照片。
29
It's called the Right Temporo-Parietal Junction. It's above and behind your right ear.
它被称为右颞顶联合区，它在你右耳的后上方。
temporo 颞（指头颅两侧靠近耳朵的部分）
parietal adj. [解剖] 腔壁的；颅顶骨的；（美）学院生活的
temporo-parietal junction 颞顶联合区（颞顶联合区是大脑中负责处理视觉和触觉信号、从内耳发来的平衡和空间信息，以及关节、肌腱、肌肉传递的感觉信号。它将这些信息结合起来，让人感觉到自己身体的存在，以及自身与周遭环境之间的相对位置。）
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.
当你看见我展示的图片，或者当你读《罗密欧与朱丽叶》，或尝试去理解Alan Greenspan的时候，你们就是使用的就是这片大脑区域。
31
And you don't use it for solving any other kinds of logical problems.
你不会用它来处理其它任何形式的逻辑问题。
32
So this brain region is called the Right TPJ.
所以这片脑部区域称之为右TPJ。
33
And this picture shows the average activation in a group of what we call typical human adults.
这个照片展示了一群我们称为典型成年人的平均活跃度。
activation n. [电子][物] 激活；活化作用
34
They're MIT undergraduates.
这些是MIT本科生（的RTPJ活跃水平）。
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.
关于这个脑系统，我要说的第二件事就是，即使我们成年人非常善于理解他人想法，但也不是绝对的。
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长时间。
37
And I'm going to show you a little bit of that long, extended process.
我要给你们展示一下这个有点漫长的延伸过程。
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岁到5岁的孩子的变化，因为孩子们要学习去理解他人会拥有和自己不同的想法。
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.
我要和你展示一个5岁的小孩，他处在一个我们称之为错误信念任务的标准谜题中。
40
Rebecca Saxe (Video): This is the first pirate. His name is Ivan. And you know what pirates really like?
Rebecca Saxe：这是第一个海盗，他的名字是Ivan。你知道海盗们非常喜欢什么吗？
41
Child: What? RS: Pirates really like cheese sandwiches.
小孩：啥呀？RS：海盗们喜欢非常奶酪三明治。
42
Child: Cheese? I love cheese! RS: Yeah.
小孩：奶酪？我喜欢奶酪！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拿着这个奶酪三明治，道：“嗯！我的最爱。”
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盗箱子上。
chest n. 胸，胸部；衣柜；箱子；金库
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：“你知道吗？午饭配酒才是最好”然后Ivan去喝酒了。
这里Ivan的话不太能直译
46
And while Ivan is away the wind comes, and it blows the sandwich down onto the grass.
当Ivan走了的时候，起风了，然后风把三明治刮到了草地上。
down onto两个介词并列，说明了两种状态，三明治先下落，然后掉到草地上面。
47
And now, here comes the other pirate. This pirate is called Joshua.
现在，这里来了第二个海盗。这个海盗名叫Joshua。
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也很喜欢奶酪三明治，所以Joshua拿这个奶酪三明治道：“嗯！我爱死它了。”
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盗箱上。
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，那个是他的。RS：那个是Joshua的。小孩：然后他的（Ivan的）掉到地上了。
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：完全正确。小孩：所以他不会知道哪个是他的。RS：所以现在Joshua去喝酒了。
52
Ivan comes back and he says, "I want my cheese sandwich." So which one do you think Ivan is going to take?
Ivan回来了道：“我要我的奶酪三明治。”所以你认为Ivan会去拿哪个呢？
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：我认为他要拿那个（海盗箱上的那个）。RS：嗯，你认为他要拿那个？好吧。我们看一下。
54
Oh yeah, you were right. He took that one.
哦耶，你对了。他拿了那个。
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，一个5岁小孩能清楚地理解其他人会有误解，他人行为会产生什么结果呢。
56
Now I'm going to show you a 3-year-old who got the same puzzle.
现在我要给你展示一个3岁小孩在同样的谜题下的反应。
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。”你认为他会拿哪个？
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.
你认为他会拿哪个？我们看一下会发生什么。他会做什么。Ivan回来了，然后说：“我要我的奶酪三明治。”然后他拿了这个。
59
Uh-oh. Why did he take that one? Child: His was on the grass.
啊哦。为啥他拿了那个？小孩：他的在地上。
60
So the 3-year-old does two things differently.
所以这个3岁小朋友做了2件不同的事。
61
First, he predicts Ivan will take the sandwich that's really his.
首先，他预测Ivan会拿走自己的那块三明治。
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，当他看见Ivan拿走他原先所放位置的那块三明治，我们会说他认为那是他自己的（实际上不是），
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.
这个三岁小孩想到了另一个解释：他没拿自己的三明治，是因为他不想，他自己的三明治掉在地上，脏了。
64
So that's why he's taking the other sandwish.
所以这就是为什么他拿了另一个三明治。
65
Now of course, development doesn't end at 5.
当然，脑部成长不会终止在5岁。
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.
我们能够更进一步，通过询问小朋友道德判断而不是行为预测，来学习去思考他人想法，以看见这个过程的后续。
67
So first I'm going to show you the 3-year-old again.
所以首先我再给你们看下这个3岁小孩。
68
RS.: So is Ivan being mean and naughty for taking Joshua's sandwich? Child: Yeah.
RS：所以Ivan拿走了约书亚的三明治，是不是又卑鄙又淘气？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，是不是他的锅？小孩：是的。
70
So it's maybe not surprising he thinks it was mean of Ivan to take Joshua's sandwich,
或许我们不惊讶，他认为Ivan拿了Joshua的三明治很卑鄙，
71
since he thinks Ivan only took Joshua's sandwich to avoid having to eat his own dirty sandwich.
因为他认为Ivan拿了Joshua的三明治只是为了避免吃他自己的脏三明治。
72
But now I'm going to show you the 5-year-old.
现在我要给你看下这个5岁小孩的反应。
还是之前那个5岁小孩。
73
Remember the 5-year-old compeletely understood why Ivan took Joshua's sandwish.
要知道这个5岁小孩完全理解为什么Ivan拿了Joshua的三明治。
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，他卑鄙淘气吗？小孩：嗯哼。
75
And so,it's not until age 7 that we get what looks more like an adult response.
直到7岁小孩，我们才能得到一个看上去更像成年人的回答。
76
RS: Should Ivan get in trouble for taking Joshua's sandwich?
RS：Ivan拿了Joshua的三明治，是不是他的锅？
77
Child: No, because the wind should get in trouble.
小孩：不会，因为这是风的锅。
78
He says the wind should get in trouble for switching the sandwishes.
他说风因为交换了三明治而背锅。
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.
现在，我们在实验室里开始做的是让孩子们接受大脑扫描，看下他们在开发这种思考他人想法的能力时，他们的大脑里发生了什么。
scanner n. [计] 扫描仪；扫描器；光电子扫描装置
这个场景就是：在扫描小孩大脑的同时，问他们之前那个海盗的问题，看看他脑子中哪个区域比较活跃。
这里和后面的一些ask不是询问的意思，而是类似于see，因为演讲者在进行这些研究的时候根本不知道会发生什么，用ask来代替see可能更显对未知的敬重。
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，我们看见小孩的这片大脑区域，右TPJ，在思考他人的时候被使用了。
81
But it's not quite like the adult brain.
但是这不太像成人大脑。
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，在成人大脑中，像我之前告诉你们的，这个脑部区域非常单一 -- 它除了思考他人想法几乎什么也不干 --
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.
在小孩脑中，活跃度就低很多，当他们在5到8岁，在我之前给你们看的那个年龄区间的小孩。
much less 更不用说；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.
事实上我们甚至观察了8岁以及进入早期青春期的11岁小孩，他们依然没有一个很像成人大脑区域。
85
And so, what we can see is that over the course of childhood and even into adolescence,
因此，通过对儿童时期和青春期时期的观察我们可以发现，
over the course of 在······的过程中
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.
这两个认知系统，我们大脑思考他人想法的能力以及支撑这个能力的大脑系统都在持续缓慢地成长。
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.
当然，你或许知道，甚至在成年时期，人们在思考他人想法的擅长程度、频率和准确度都不同。
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?
所以我们想知道的是，在成年人中，他们思考他人想法的差异是否能够被这部分脑区域的差异所解释？
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，我们做的第一件事就是，给一个成年人一个类似给孩子的海盗问题的翻版。我现在给你们看下。
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和她的朋友在一个化工厂参观，然后他们休息了一下，喝杯咖啡，Grace的朋友要在咖啡里加点糖。
91
Grace goes to make the coffee and finds by the coffee a pot containing a white powder, which is sugar.
Grace去冲咖啡，然后发现在咖啡旁边有一个罐，里面有白色粉末，是糖。
92
But the powder is labeled "Deadly Poison," so Grace thinks that the powder is a deadly poison.
但是这个粉末被标记为“致命毒药”，所以Grace认为这个粉末是一种致命毒药。
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，啥事没有。
94
How many people think it was morally permissible for Grace to put the powder in the coffee?
有多少人认为Grace把这个粉末放入咖啡是道德允许的？
95
Okay. Good.
好。
96
So we ask people, how much should Grace be blamed in this case, which we call a failed attempt to harm?
所以我们问人们，在这个我们称为伤害的失败尝试例子中Grace应该受到多少责备？
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.
我们拿这个和另一个例子对比下，所有事在真实世界都是一样的。这个粉末依然是糖，但不同的是Grace的想法。
98
Now she thinks the powder is suger.
现在她认为这个粉末是糖。
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.
或许不奇怪的是，如果Grace认为这个粉末是糖并且把它放入了她朋友的咖啡中，人们会说她不应该受到责备。
100
Whereas if she thinks the powder was poison, even though it's really sugar, now people say she deserves a lot of blame,
反之如果她认为这个粉末是毒药，即使它真的是糖，现在人们会说她应该受到很多责备，
101
even though what happened in the real world was exactly the same.
即使发生在真实世界的完全相同。
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.
事实上，他们说他在这个伤害的失败尝试中应该比另一个我们称之为意外事故的例子中受到更多责备。
103
Where Grace thought the powder was sugar, because it was labeled "sugar" and by the coffee machine, but actually the powder was poison.
在这个例子中，Grace认为这个粉末是糖，因为它在这个咖啡机器旁边被标记为“糖”，但是实际上这个粉末是毒药。
104
So even though when the powder was poison, the friend drank the coffee and died,
所以即使当这粉末是毒药的时候，她朋友喝了咖啡然后死了，
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.
人们说当她无辜地认为这是糖时，相比于当她认为这是毒药却没死人的情况下的另一个例子中，Grace应该受到更少责备。
106
People, though, disagree a little bit about exactly how much blame Grace should get in the accident case.
然而，人们对于Grace在事故中究竟应该受到多少责备意见不一。
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.
一些人认为她听该受到更多责备，一些人认为她听该受到更少责备。
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.
我要给你们展示的是当我们观察人们做出判断时的大脑内部发生了什么。
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.
所以我要向你们展示的是，从左到右，是这个脑部区域的活跃度，从上到下，是人们说Grace受到的责备多少。
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.
你能够看到的是，在左边，当这个脑部区域活跃度非常低的时候，人们很少关注她无辜的想法，并且说她在这个事故中应受很多责备。
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.
反之在右边，当活跃度高的时候，人们更多关注她无辜的想法，并且说她为造成这个事故应该受到更少的责备。
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.
这还不错，但是我们所希望的是用一种方式去干涉这片脑部区域的功能，然后看下我们是否能改变人们的道德判断。
113
And we do have such a tool.
我们还真有这样一个工具。
114
It's called Transcranial Magnetic Stimulation, or TMS.
它叫经颅磁刺激，或TMS。
transcranial 经颅的
经颅磁刺激是一种无痛、无创的绿色治疗方法，磁信号可以无衰减地透过颅骨而刺激到大脑神经，实际应用中并不局限于头脑的刺激，外周神经肌肉同样可以刺激，因此现在都叫它为“磁刺激”。
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.
这个工具让一个磁脉冲通过某人的头骨，进入到脑部的一小片区域，然后临时性地扰乱这片区域的神经元功能。
116
So I'm going to show you a demo of this.
所以我给你们看一个样片。
117
First I'm going to show you, to show you that this is a magnetic pulse.
首先我会给你展示，这是一个磁脉冲。
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.
我要给你看下当我把一个25美分硬币放在机器上会发生什么。当你听见咔哒声，就是我们就把机器打开了。
quarter n. 四分之一；地区；季度；一刻钟；两角五分；节
119
So now I'm going to apply that same pulse to my brain, to the part of my brain that controls my hand.
所以现在我将要把同样的脉冲用在我大脑中控制手的区域中。
120
So there's no physical force, just a magnetic pulse.
这里没有物理上的力，只有一个磁脉冲。
121
Okay, so it causes a small involuntary contraction in my hand by putting a magnetic pulse in my brain.
好吧，所以通过给我脑中来一个磁脉冲，导致了我的手上一个小的无意识的收缩。
involuntary adj. 无意识的；自然而然的；不知不觉的
122
And we can use that same pulse, now applied to the RTPJ, to ask if we can change people's moral judgements.
我们现在能使用同样的脉冲，应用在RTPJ上，去看下我们是否能够改变人们的道德判断。
这里的to ask = to see。
123
So these are the judgments I showed you before, people's normal moral judgments.
所以那些是我之前给你们展示的判断，人们的常规道德判断。
124
And then we can apply TMS to the RTPJ and ask how people's judgments change.
然后我们可以用TMS在RTPJ上，然后看下人们的判断变化。
125
And the first thing is, people can still do this task overall.
第一件事就是，人们依然完全能够处理这件事。
126
So their judgements of the case when everything was fine remain the same. They say she deserves no blame.
所以他们对于无事发生的那个例子的判断不变。他们说她不应该受到责备。
127
But in the case of a failed attempt to harm, where Grace thought that it was poison, although it was really sugar,
但是在这个伤害的失败尝试例子中，就是当Grace认为这是毒药，即使它是糖，
128
people now say it was more okay, she deserves less blame for putting the powder in the coffee.
人们现在认为这种情况也不错，她把粉末放入咖啡，应更少被责备。
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,
而在这个事故例子中，她认为这是糖，但它其实是毒药，所以她导致了朋友死亡，
130
people say that it was less okay, she deserves more blame.
人们认为这种情况不怎么样，她应受到更多责备。
也就是说，人们的RTPJ区域被磁脉冲后，只会对结果好坏进行道德判断了，结果好，那就道德，不好，就不道德。
131
So what I've told you today is that people come, actually, especially well equipped to think about other people's thoughts.
所以我今天和你们说的就是，人们实际上特别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.
我们有一个特别的脑部系统使得我们去思考他人在想什么。
133
This system takes a long time to develop, slowly throughout the course of childhood and into early adolescence.
这个系统在童年时期以及早期青春期，会话很长时间缓慢成长。
很少有人能在上学的时候很好地体会别人的心情，甚至成年后依然有许多的“情商负数”的人。
134
And even in adulthood, differences in this brain region can explain differences among adults in how we think about and judge other people.
甚至在成年时期，这片脑部区域的差异，能够解释成年人中思考和判断他人的差异。
135
But I want to give the last word back to the novelists, and to Philip Roth, who ended by saying,
但是我想说最后一句话，回到小说家，回到Philip Roth这里，这句话是他结尾说的：
这句话来自Philip Roth写的一部小说《American Pastoral》的结尾。
136
"The fact remains that getting people right is not what living is all about anyway. It's getting them wrong that is living.
正确不是生活的全部，犯错才是。
137
Getting them wrong and wrong and wrong, and then on careful reconsideration, getting them wrong again."
犯错犯错再犯错，仔细反省后，继续犯错。
这个演讲后面还有一段，TED的负责人Chris Anderson上来问Rebecca Saxe她的TMS改变人脑道德判断的研究会不会被有心人利用，Rebecca Saxe回答道她的研究只是为了搞明白人类大脑的运行机理，不会去干这些，因为有监管。