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我們也可以使用功能磁共振成像，簡(jiǎn)稱fMRI 它可以拍攝視頻，這樣就可以在試驗(yàn)者 進(jìn)行某項(xiàng)活動(dòng)中，比如思考或感受某些東西時(shí) 記錄拍攝下大腦的活動(dòng)情況。

So many labs around the world are involved in this kind of research, and we now have a really rich and detailed picture of how the living human brain develops, and this picture has radically changed the way we think about human brain development by revealing that it's not all over in early childhood, 

現(xiàn)在世界上很多實(shí)驗(yàn)室都參與了這項(xiàng)研究 所以我們就得出了很豐富 很詳盡的圖片，解密了人腦的發(fā)育情況，同時(shí)這張照片從根本上顛覆了我們以往對(duì)人腦發(fā)育的觀念 通過(guò)告訴我們發(fā)育的過(guò)程不完全都在幼兒階段。

and instead, the brain continues to develop right throughout adolescence and into the '20s and '30s.

相反，大腦會(huì)繼續(xù)發(fā)育貫穿整個(gè)青春期，一直到20多歲甚至30多歲

So adolescence is defined as the period of life that starts with the biological, hormonal, physical changes of puberty and ends at the age at which an individual attains a stable, independent role in society.It can go on a long time.

所以青春期也被定義為 生命中生理和荷爾蒙轉(zhuǎn)變的開端 當(dāng)人們?cè)谏鐣?huì)中獲得一個(gè)穩(wěn)定和獨(dú)立的身份時(shí) 也就標(biāo)志這青春期的結(jié)束了。有時(shí)青春期會(huì)持續(xù)很久很久。

One of the brain regions that changes most dramatically during adolescence is called prefrontal cortex. So this is a model of the human brain, and this is prefrontal cortex, right at the front. Prefrontal cortex is an interesting brain area. 

大腦其中的一個(gè)區(qū)域，叫前額葉皮層， 它在青春期階段是最活躍的。 這個(gè)是人腦的一個(gè)模型 這里是前額葉皮層，就在前面這里 前額葉皮層是非常有意思的一個(gè)大腦區(qū)域 

It's proportionally much bigger in humans than in any other species, and it's involved in a whole range of high level cognitive functions, things like decision-making, planning, planning what you're going to do tomorrow or next week or next year, 

相對(duì)其他物種而言 人類的前額葉皮層是大很多的 它涉及到大量的高級(jí)認(rèn)知功能 ，例如決策 計(jì)劃，計(jì)劃明天要做的事情 或者下周或明年的 

inhibiting inappropriate behavior, so stopping yourself saying something really rude or doing something really stupid. It's also involved in social interaction, understanding other people, and self-awareness.

對(duì)不恰當(dāng)行為的抑制，像阻止你 說(shuō)一些粗魯?shù)脑捇蜃鲆恍┥凳?它還涉及到社交方面 包括理解他人和自我意識(shí)

So MRI studies looking at the development of this region have shown that it really undergoes dramatic development during the period of adolescence. So if you look at gray matter volume, for example, gray matter volume across age from age four to 22 years increases during childhood, which is what you can see on this graph. 

所以MRI對(duì)前額葉皮層的發(fā)育的研究 揭示了它確實(shí)在青春期階段 有著非同尋常的發(fā)育情況 舉個(gè)例子，如果你去看大腦灰質(zhì) 從4歲起到22歲的大腦灰質(zhì) 會(huì)在童年時(shí)期會(huì)增加，也就是現(xiàn)在在圖表上你能看到的 

It peaks in early adolescence. The arrows indicate peak gray matter volume in prefrontal cortex. You can see that that peak happens a couple of years later in boys relative to girls, and that's probably because boys go through puberty a couple of years later than girls on average, 

在早期的青春期會(huì)到達(dá)頂峰 箭頭指的就是大腦灰質(zhì)在前額葉皮層 達(dá)到的鋒點(diǎn)，你會(huì)發(fā)現(xiàn)要達(dá)到這個(gè)鋒點(diǎn) 男孩會(huì)相對(duì)比女孩要慢幾年 

and then during adolescence, there's a significant decline in gray matter volume in prefrontal cortex. Now that might sound bad, but actually this is a really important developmental process, because gray matter contains cell bodies and connections between cells, 

這大概是因?yàn)槟泻⑵骄扰?晚那么幾年經(jīng)歷青春期 在青春期階段，大腦灰質(zhì) 在前額葉皮層會(huì)出現(xiàn)一個(gè)明顯的下降 聽起來(lái)似乎有些不安 但這確實(shí)一個(gè)極其重要的發(fā)育階段 因?yàn)榇竽X灰質(zhì)包涵了細(xì)胞體 還有細(xì)胞之間的聯(lián)系，

the synapses, and this decline in gray matter volume during prefrontal cortex is thought to correspond to synaptic pruning, the elimination of unwanted synapses. This is a really important process. It's partly dependent on the environment that the animal or the human is in, and the synapses that are being used are strengthened, 

也就是突觸 在前額葉皮層到了一個(gè)需要對(duì)突觸進(jìn)行修剪 去除掉一些不必要的突觸的這一階段 大腦灰質(zhì)也就會(huì)減少 這是非常關(guān)鍵的階段 一部分取決于動(dòng)物或人類居住的環(huán)境 那些有價(jià)值的突觸會(huì)茁壯發(fā)育 

and synapses that aren't being used in that particular environment are pruned away. You can think of it a bit like pruning a rosebush. You prune away the weaker branches so that the remaining, important branches, can grow stronger, 

而在那個(gè)特定的環(huán)境里 那些沒(méi)什么存在必要的突觸則會(huì)被剔除掉 你可以把它當(dāng)成是修剪盆栽 把那些奄奄一息的枯枝敗葉修剪掉 這樣那些剩下的，重要的枝干，就會(huì)茁壯成長(zhǎng) 

and this process, which effectively fine-tunes brain tissue according to the species-specific environment, is happening in prefrontal cortex and in other brain regions during the period of human adolescence.

這個(gè)會(huì)根據(jù)物種及環(huán)境不同 而高效調(diào)整大腦組織的過(guò)程 就是在人類的青春期階段 在前額葉皮層和其他大腦區(qū)域進(jìn)行的

So a second line of inquiry that we use to track changes in the adolescent brain is using functional MRI to look at changes in brain activity across age. So I'll just give you an example from my lab. 

我們用來(lái)記錄青春期大腦變化 的第二輪調(diào)查，就是用功能磁共振成像 來(lái)探究不同年齡大腦活動(dòng)的變化情況 這里我舉個(gè)發(fā)生在我實(shí)驗(yàn)室里的例子。 

So in my lab, we're interested in the social brain, that is the network of brain regions that we use to understand other people and to interact with other people. So I like to show a photograph of a soccer game to illustrate two aspects of how your social brains work. So this is a soccer game.

在我的實(shí)驗(yàn)室里，我們對(duì)社會(huì)大腦很感興趣， 就是我們與他人溝通交流 的大腦區(qū)域網(wǎng)絡(luò)。 我會(huì)給你們看一張足球賽的圖片 跟你們分析下社會(huì)性大腦工作時(shí)的兩個(gè)方面 這就是一場(chǎng)足球賽。

Michael Owen has just missed a goal, and he's lying on the ground, and the first aspect of the social brain that this picture really nicely illustrates is how automatic and instinctive social emotional responses are, so within a split second of Michael Owen missing this goal, 

邁克爾歐文剛剛的射門沒(méi)有命中， 所以他躺在地上，這張圖片詮釋了 社交情緒反應(yīng)是多么自動(dòng)自覺(jué)的 這是社會(huì)腦的第一個(gè)層面， 所以就在歐文沒(méi)射中球門的那一瞬間，

everyone is doing the same thing with their arms and the same thing with their face, even Michael Owen as he slides along the grass, is doing the same thing with his arms, and presumably has a similar facial expression, and the only people who don't are the guys in yellow at the back--

每個(gè)人的手都是同樣的動(dòng)作 同樣的表情，甚至歐文也是這樣 在他劃過(guò)草地時(shí)，他也是同樣的手勢(shì) 估計(jì)他的面部表情也差不多 而唯一不為所動(dòng)的那個(gè)人， 就是背后穿黃色球衣的了

and I think they're on the wrong end of the stadium, and they're doing another social emotional response that we all instantly recognize, and that's the second aspect of the social brain that this picture really nicely illustrates, 

我覺(jué)得他們是場(chǎng)上占不到什么優(yōu)勢(shì)的人 他們有著不一樣的社交情緒反應(yīng) 我們能馬上認(rèn)出來(lái)，這就是社會(huì)腦的第二個(gè)層面 也在圖片上很好地表現(xiàn)出來(lái) 

how good we are at reading other people's behavior, their actions, their gestures, their facial expressions, in terms of their underlying emotions and mental states. So you don't have to ask any of these guys.

它揭示了我們對(duì)他人行為的理解程度 按照潛在的情緒和精神狀態(tài) 解讀他人的舉動(dòng)，他人的手勢(shì)，還有他們的面部表情 所以你不用去問(wèn)他們中的任何一人。

You have a pretty good idea of what they're feeling and thinking at this precise moment in time.So that's what we're interested in looking at in my lab. 

 就能對(duì)這個(gè)時(shí)候他們的情感和思想 有一個(gè)頗為準(zhǔn)確的理解。這就是我的實(shí)驗(yàn)室所感興趣的事。

So in my lab, we bring adolescents and adults into the lab to have a brain scan, we give them some kind of task that involves thinking about other people, their minds, their mental states, their emotions, 

在實(shí)驗(yàn)室里，我們召集了青少年和成年人 進(jìn)行大腦掃描，我們給他們分配任務(wù) 涉及了他們對(duì)他人，自己的思想，自己的精神狀態(tài)， 以及對(duì)自己的情緒的思考 

and one of the findings that we've found several times now, as have other labs around the world, is part of the prefrontal cortex called medial prefrontal cortex, which is shown in blue on the slide, and it's right in the middle of prefrontal cortex in the midline of your head. 

和其他實(shí)驗(yàn)室一樣，目前我們多次發(fā)現(xiàn)的一點(diǎn)是 前額葉皮層的一個(gè)部分 叫做內(nèi)側(cè)前額葉皮質(zhì)，就是藍(lán)色那部分， 就在前額葉皮質(zhì)的正中間 在腦袋的正中央。

This region is more active in adolescents when they make these social decisions and think about other people than it is in adults, and this is actually a meta-analysis of nine different studies in this area from labs around the world, and they all show the same thing, that activity in this medial prefrontal cortex area decreases during the period of adolescence. 

當(dāng)青少年在做社交決定以及考慮他人時(shí) 他們大腦的這個(gè)區(qū)域 要比成年人還要活躍，這其實(shí)是世界上其他實(shí)驗(yàn)室 在這個(gè)方面的九個(gè)不同研究的薈萃分析 他們都表明了一樣的結(jié)果， 就是內(nèi)側(cè)前額葉皮質(zhì)的活躍度， 會(huì)在青春期階段逐漸減小。

And we think that might be because adolescents and adults use a different mental approach, a different cognitive strategy, to make social decisions, and one way of looking at that is to do behavioral studies where by we bring people into the lab and we give them some kind of behavioral task, and I'll just give you another example of the kind of task that we use in my lab.

我們猜測(cè)可能是青少年和成年人 在做社交決定時(shí)，有著不同的心理活動(dòng) 不同的認(rèn)知策略， 研究這個(gè)的方法之一就是采用行為研究 我們把人召集進(jìn)實(shí)驗(yàn)室 分配給他們一些行動(dòng)任務(wù)， 我給你們舉個(gè)我們實(shí)驗(yàn)室的任務(wù)的例子。

So imagine that you're the participant in one of our experiments. You come into the lab, you see this computerized task. In this task, you see a set of shelves. Now, there are objects on these shelves, on some of them, and you'll notice there's a guy standing behind the set of shelves, and there are some objects that he can't see. They're occluded, from his point of view, with a kind of gray piece of wood. This is the same set of shelves from his point of view. Notice that there are only some objects that he can see, whereas there are many more objects that you can see. Now your task is to move objects around. The director, standing behind the set of shelves, is going to direct you to move objects around, but remember, he's not going to ask you to move objects that he can't see. This introduces a really interesting condition whereby there's a kind of conflict between your perspective and the director's perspective. So imagine he tells you to move the top truck left. There are three trucks there. You're going to instinctively go for the white truck, because that's the top truck from your perspective, but then you have to remember, 'Oh, he can't see that truck, so he must mean me to move the blue truck,' which is the top truck from his perspective. Now believe it or not, normal, healthy, intelligent adults like you make errors about 50 percent of the time on that kind of trial. They move the white truck instead of the blue truck. So we give this kind of task to adolescents and adults, and we also have a control condition where there's no director and instead we give people a rule. We tell them, okay, we're going to do exactly the same thing but this time there's no director. Instead you've got to ignore objects with the dark gray background. You'll see that this is exactly the same condition, only in the no-director condition they just have to remember to apply this somewhat arbitrary rule, whereas in the director condition, they have to remember to take into account the director's perspective in order to guide their ongoing behavior.

想象一下你是我們實(shí)驗(yàn)的參與人員之一 你進(jìn)到這個(gè)實(shí)驗(yàn)室， 你看到這個(gè)電腦程序任務(wù)。 在這個(gè)任務(wù)中，你看到幾排的架子。 現(xiàn)在架子上有些擺上了物品， 你會(huì)發(fā)現(xiàn)有個(gè)人站在架子后面， 而且有些物品他是看不到的。 他們被遮住了，從這個(gè)角度看 被灰色的木板遮住了。 從他的角度看，這是同樣的架子。 但要注意，他只看得到一些物品， 但你卻能看到更多的。 你的任務(wù)就是去移動(dòng)這些物品。 引導(dǎo)人員，將站在架子后面， 引導(dǎo)你去移動(dòng)這些物品， 但是要記住，他不會(huì)叫你去移動(dòng)那些 他看不到的物品。這就引出了一個(gè)很有意思的情況 在你的角度和引導(dǎo)員的角度之間 會(huì)有一種沖突。 假設(shè)他叫你去把上面的火車往左移。 但那兒有三輛火車，你會(huì)很自然地 去移動(dòng)白色那輛，因?yàn)閺哪愕慕嵌瓤?它就是上面的火車，但你得知道 “噢，他看不見那輛火車，所以 他是想我去移動(dòng)藍(lán)色的，”就是他的角度 最上面的那輛?，F(xiàn)在信不信由你， 像你們一樣正常健康聰明的成年人都會(huì)犯錯(cuò) 在這種試驗(yàn)中，犯錯(cuò)幾率高達(dá)50%。 他們會(huì)移動(dòng)白色那輛，而不是藍(lán)色那輛 話說(shuō)我們給青少年還有成年人分配了這種任務(wù)， 我們有條件控制 一個(gè)是沒(méi)有引導(dǎo)員，另一個(gè)是給他們定規(guī)則。 我們告訴他們，好吧，我們會(huì)做一樣的事情 這次沒(méi)有引導(dǎo)員。 相反，你得忽略那些灰色格子。 你會(huì)發(fā)現(xiàn)其實(shí)條件是完全一樣的， 要記住沒(méi)有引導(dǎo)員這一情況 只有規(guī)定的要求， 但在有引導(dǎo)員的情況下，他們則需要 考慮引導(dǎo)員的視野角度 這樣才能理解引導(dǎo)員的指令。

Okay, so if I just show you the percentage errors in a large developmental study we did, this is in a study ranging from age seven to adulthood, and what you're going to see is the percentage errors in the adult group in both conditions, 

這個(gè)就是在我們較大規(guī)模的研究中 得出的犯錯(cuò)比率， 這是從七歲到成年的一個(gè)研究， 你們接下來(lái)會(huì)看到的就是成人組 在兩種條件下的錯(cuò)誤比率， 

so the gray is the director condition, and you see that our intelligent adults are making errors about 50 percent of the time, whereas they make far fewer errors when there's no director present, when they just have to remember that rule of ignoring the gray back ground. 

灰色的就是有引導(dǎo)員的情況， 你會(huì)發(fā)現(xiàn)我們聰明的成年人的錯(cuò)誤率約是50% 但是他們?cè)跊](méi)有引導(dǎo)員在場(chǎng)的情況下。 錯(cuò)誤率會(huì)低很多，他們只需 記住去忽略灰色格子這一規(guī)定。

Developmentally, these two conditions develop in exactly the same way. Between late childhood and mid-adolescence, there's an improvement, in other words a reduction of errors, in both of these trials, in both of these conditions. 

相應(yīng)地，這兩種條件的情況 發(fā)展幾乎是一樣的，在后兒童期 還有中青春期，都是有所提升， 換句話說(shuō)，就是在這些試驗(yàn)中，在這些條件下， 錯(cuò)誤的幾率會(huì)隨年齡增加而減少。

But it's when you compare the last two groups, the mid-adolescent group and the adult group where things get really interesting, because there, there is no continued improvement in the no-director condition. 

但當(dāng)你比較最后兩組實(shí)驗(yàn)時(shí)， 中青春期組和成年組 事情會(huì)變得有趣很多 因?yàn)樵跊](méi)有引導(dǎo)員的情況下，也沒(méi)有提升的趨勢(shì)。

In other words, everything you need to do in order to remember the rule and apply it seems to be fully developed by mid-adolescence, whereas in contrast, if you look at the last two gray bars, there's still a significant improvement in the director condition between mid-adolescence and adulthood, 

也就是說(shuō)，涉及到記住規(guī)則并應(yīng)用它所需要的一切 似乎都在中青春期已經(jīng)塵埃落定了 但是相反地， 如果你去看兩條灰色的圖柱 在有引導(dǎo)員的條件下，在中青春期和成年組之間 還是有明顯的提升的 

and what this means is that the ability to take into account someone else's perspective in order to guide ongoing behavior, which is something, by the way, that we do in everyday life all the time, is still developing in mid-to-late adolescence. 

  這就意味著，從他人角度考慮出發(fā) 從而運(yùn)用到實(shí)踐中的能力， 而這也是我們?nèi)粘Ｉ铍S處可見的， 這一能力，在青春期的中后期仍在發(fā)育中。 

So if you have a teenage son or a daughter and you sometimes think they have problems taking other people's perspectives, you're right. They do. And this is why.

所以如果你有一個(gè)兒子或女兒出于青春期 你有時(shí)覺(jué)得他們?cè)诳紤]他人感受時(shí)做得不夠好 那么你是對(duì)的，的確是這樣，這就是原因。

So we sometimes laugh about teenagers. They're parodied, sometimes even demonized in the media for their kind of typical teenage behavior. They take risks, they're sometimes moody, they're very self-conscious. 

所以我們有時(shí)會(huì)諷刺青少年。 說(shuō)他們沒(méi)什么大腦，有時(shí)會(huì)在媒體上 丑化他們那種典型的青春期行為， 他們愛冒險(xiǎn)，情緒陰晴不定，非常自我。

I have a really nice anecdote from a friend of mine who said that the thing he noticed most about his teenage daughters before and after puberty was their level of embarrassment in front of him. 

我從我朋友那兒聽到一個(gè)很有趣的故事 他說(shuō)這是他在女兒們 青春期前后經(jīng)常見到的事 就是在他面前的尷尬程度。 

So, he said, 'Before puberty, if my two daughters were messing around in a shop, I'd say, 'Hey, stop messing around and I'll sing your favorite song,' and instantly they'd stop messing around and he'd sing their favorite song. 

她說(shuō)，“青春期前，如果我的兩個(gè)女兒 在商店里胡鬧，我會(huì)說(shuō)，嘿 別鬧了，我給你們唱你們最喜歡的歌，” 然后她們立即安分守己，聽他唱歌 

After puberty, that became the threat.The very notion of their dad singing in public was enough to make them behave.

但青春期過(guò)后，唱歌成了威脅。他們爸爸在公眾場(chǎng)合唱歌這一舉動(dòng) 足以震懾他們的調(diào)皮。

So people often ask, 'Well, is adolescence a kind of recent phenomenon? Is it something we've invented recently in the West?' And actually, the answer is probably not. 

所以人們經(jīng)常問(wèn)， “那么，青春期是一種新生的現(xiàn)象嗎？ 是西方國(guó)家近幾年才發(fā)現(xiàn)的嗎？” 其實(shí)，答案不然。歷

There are lots of descriptions of adolescence in history that sound very similar to the descriptions we use today.

史上， 有過(guò)很多青春期的描寫 與今天那些描述十分相似。

So there's a famous quote by Shakespeare from 'The Winter's Tale' where he describes adolescence as follows: 'I would there were no age between ten and three-and-twenty, or that youth would sleep out the rest; for there is nothing in the between but getting wenches with child, wronging the ancientry, stealing, fighting.'

莎士比亞的《冬天的故事》里有這么一段 他是這么描述青春期的： “孩子與成人之間不再有差別 年輕人要么就去安眠； 因?yàn)樗麄儠?huì)空虛到 與孩子濫交、做出傷風(fēng)敗俗的偷竊和斗毆?！?/p>

He then goes on to say, 'Having said that, would any but these boiled brains of nineteen and two-and-twenty hunt in this weather?'So almost 400 years ago, Shakespeare was portraying adolescents in a very similar light to the light that we portray them in today, 

他接著說(shuō)，“話雖如此，但除了那些十幾二十歲 的腦殘少年，還有誰(shuí) 會(huì)在這種天氣出來(lái)打獵??？”所以約在400年前，莎士比亞 描述的青少年就十分類似我們今天所指的青少年 

but today we try to understand their behavior in terms of the underlying changes that are going on in their brain.So for example, take risk-taking. We know that adolescents have a tendency to take risks. They do. 

但如今我們嘗試根據(jù)他們， 大腦那些看不到的變化 去理解他們的行為。舉個(gè)例子，愛冒險(xiǎn)。我們知道青少年 有愛冒險(xiǎn)的傾向，真的有的。

They take more risks than children or adults, and they are particularly prone to taking risks when they're with their friends. There's an important drive to become independent from one's parents and to impress one's friends in adolescence. 

他們會(huì)比兒童或成人更愛冒險(xiǎn)， 而且在和朋友在一起的時(shí)候 會(huì)更有冒險(xiǎn)傾向 在青春期會(huì)有個(gè)明顯的驅(qū)動(dòng)力 就是遠(yuǎn)離父母爭(zhēng)取獨(dú)立和在朋友間出類拔萃。 

But now we try to understand that in terms of the development of a part of their brain called the limbic system, so I'm going to show you the limbic system in red in the slide behind me, and also on this brain. 

但現(xiàn)在我們根據(jù)他們大腦某部分叫邊緣系統(tǒng)的發(fā)育 嘗試去理解他們， 我會(huì)在背后的幻燈片里 給你們看下紅色的邊緣系統(tǒng)，這個(gè)大腦里也有。 

So the limbic system is right deep inside the brain, and it's involved in things like emotion processing and reward processing. It gives you the rewarding feeling out of doing fun things, including taking risks. It gives you the kick out of taking risks. 

邊緣系統(tǒng)就在大腦的深處， 它涉及了情感處理還有獎(jiǎng)勵(lì)感處理 在你做有趣的事情時(shí)，像冒險(xiǎn) 它會(huì)產(chǎn)生一種收獲的感覺(jué)。 它讓你在冒險(xiǎn)中產(chǎn)生快感。 

And this region, the regions within the limbic system, have been found to be hypersensitive to the rewarding feeling of risk-taking in adolescents compared with adults, and at the very same time, the prefrontal cortex, which you can see in blue in the slide here, which stops us taking excessive risks, is still very much in development in adolescents.

這部分區(qū)域，在邊緣系統(tǒng)里的區(qū)域， 相比成年人，對(duì)青少年的冒險(xiǎn)產(chǎn)生的收獲感 具有很高的敏感性， 與此同時(shí)，前額葉皮層， 在幻燈片顯示藍(lán)色的地方， 會(huì)阻止我們過(guò)多地參與冒險(xiǎn)， 但在青春期還是出于發(fā)育階段。

So brain research has shown that the adolescent brain undergoes really quite profound development, and this has implications for education, for rehabilitation, and intervention. 

關(guān)于大腦的研究表明青少年的大腦 經(jīng)歷了意義深遠(yuǎn)的的發(fā)育， 這對(duì)教育，康復(fù)和介入治療方面，就有所啟示了， 環(huán)境，包括教學(xué)，

The environment, including teaching, can and does shape the developing adolescent brain, and yet it's only relatively recently that we have been routinely educating teenagers in the West. 

能塑造青少年大腦的發(fā)育， 而且是到相當(dāng)近的一段時(shí)期 在西方才對(duì)青少年有常規(guī)的教育。

All four of my grandparents, for example, left school in their early adolescence. They had no choice. And that's still the case for many, many teenagers around the world today. Forty percent of teenagers don't have access to secondary school education. 

就像，我的四個(gè)祖父母 在青春期早期就輟學(xué)了，他們也是沒(méi)辦法的。 目前世界上很多地方還是存在這樣的情況 百分之四十的青少年 沒(méi)有機(jī)會(huì)進(jìn)入學(xué)校接受初中教育。

And yet, this is a period of life where the brain is particularly adaptable and malleable. It's a fantastic opportunity for learning and creativity.

而且，這個(gè)時(shí)期，是大腦處于 特別有可塑性的時(shí)期。 是學(xué)習(xí)和培養(yǎng)創(chuàng)新的絕好時(shí)機(jī)。

So what's sometimes seen as the problem with adolescents — heightened risk-taking, poor impulse control, self-consciousness — shouldn't be stigmatized. 

所以那些常被認(rèn)為是青少年的問(wèn)題的情況 高度愛冒險(xiǎn)，易沖動(dòng)不受控制 自我為中心，這些都不應(yīng)受到指責(zé)。

It actually reflects changes in the brain that provide an excellent opportunity for education and social development. Thank you. 

它實(shí)際是反映了大腦的變化為教育，社會(huì)發(fā)展 提供了很好的機(jī)遇。謝謝。 

Remark：中文譯文為機(jī)翻，望諒解！視頻、演講稿均來(lái)源于TED官網(wǎng)