After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver

Summary

Dr. Lara Boyd, 一位大脑研究者，在不列颠哥伦比亚大学探讨了大脑的可塑性以及如何影响学习。她指出，大脑在任何时候都高度活跃，并且学习新事物时会发生化学、结构和功能上的变化。这些变化不仅支持短期记忆，还与长期记忆和技能改进有关。Boyd博士还讨论了影响大脑可塑性的因素，包括行为和个体差异，并强调了个性化医疗和学习的重要性。她鼓励大家理解大脑的独特性，并通过行为来塑造自己想要的大脑。

Takeaways

• 😀 脑研究是理解人类生理学和自我认知的重要前沿。
• 🧠 过去我们认为大脑在童年后不会变化，但实际上大脑终生都在变化。
• 💤 即使在休息时，大脑也高度活跃。
• 🔄 每次学习新知识或技能，大脑都会发生变化，这被称为神经可塑性。
• ⚗️ 大脑通过化学信号、结构变化和功能变化来支持学习。
• 👐 练习和行为是推动神经可塑性变化的关键因素。
• 🎓 学习和康复需要个性化的方法，不同个体需要不同的干预措施。
• 💪 增加练习的难度和挑战有助于大脑学习和结构变化。
• 🌐 大脑的独特结构和功能影响我们的学习方式，个性化学习非常重要。
• 🔍 研究表明，个性化的治疗和学习策略将是未来神经科学的重要进展。

Q & A

拉拉·博伊德博士是谁，她在哪个领域工作？

拉拉·博伊德博士是位于不列颠哥伦比亚大学的大脑研究员，她专注于研究大脑，这是理解人类生理学和考虑构成我们身份的因素的重要前沿领域。

大脑研究目前的发展速度是怎样的？

大脑研究正在以惊人的速度发展，许多我们以前认为了解和理解的大脑知识，结果证明是不完整或不正确的。

大脑在成年后是否还能改变，以前的科学观点是什么？

以前的科学观点认为成年后大脑不能真正改变，但后来的研究发现这是错误的，大脑具有可塑性，即使在成年后也能改变。

大脑在我们休息和不做任何事情时是否处于静止状态？

这是错误的观念，即使在我们休息和思考无关紧要的事情时，大脑仍然高度活跃。

什么是神经可塑性，它与学习有什么关系？

神经可塑性是指大脑在学习新事实或技能时发生改变的能力。这种能力表明，我们的行为可以改变大脑，这些变化不受限于年龄，并且一直在发生。

大脑支持学习的三种基本变化方式是什么？

大脑支持学习的三种基本变化方式包括化学变化、结构变化和功能变化。化学变化支持短期记忆和短期运动技能的改善；结构变化与长期记忆和长期运动技能的改善有关；功能变化则涉及大脑区域的兴奋性和使用频率。

为什么我们不能轻松地学会任何我们选择的东西？

尽管大脑具有神经可塑性，但学习新事物或重新学习旧技能所需的行为剂量非常大，而且如何有效地提供这些大量的实践是一个困难且昂贵的问题。

为什么有些人在学校表现不佳，或者随着年龄的增长容易忘记事情？

这是因为神经可塑性的模式在每个人之间高度可变，而且我们尚未开发出有效的康复干预措施来帮助大脑从中风中恢复。

为什么个性化医疗和个性化学习的概念很重要？

每个人的大脑结构和功能都是独特的，因此没有一种通用的学习方法或医疗干预能够适用于所有人。个性化医疗和个性化学习的概念可以帮助我们为每个个体提供最适合他们的干预措施和学习方法。

为什么说行为是大脑变化的主要驱动力，而没有神经可塑性药物可以吃？

因为神经可塑性是通过实践和行为来实现的，而不是通过药物。没有药物可以比实践更有效地帮助学习，因此必须通过努力工作来实现。

为什么说每个人的大脑都是独特的，这对学习者和教师意味着什么？

每个人的大脑都是独特的，这意味着每个人的学习方式和效果也会不同。作为学习者和教师，我们需要理解这些差异，并根据个人的大脑特点来调整教学方法和学习策略。

Outlines

00:00

🧠 大脑研究与神经可塑性

Dr. Lara Boyd，一位来自不列颠哥伦比亚大学的大脑研究员，介绍了大脑研究的重要性及其对人类生理学理解的贡献。她强调了大脑研究领域的快速发展，以及我们对大脑的许多传统认知已被证明是不完整或错误的。例如，大脑在成年后仍能改变，且即使在休息时也高度活跃。她提到了神经可塑性，即学习新事物时大脑会发生改变，这一发现颠覆了我们对大脑老化和损伤恢复的旧有理解。大脑的改变可以通过化学信号、结构变化和功能变化来支持学习，这些变化是长期和短期记忆的基础。

05:01

🚑 中风恢复与神经可塑性的挑战

Dr. Lara Boyd 专注于研究中风后的大脑恢复，她指出尽管中风已从美国第三大死因降至第四位，但这并未减少中风发生的数量，只是提高了患者的生存率。中风后大脑的恢复非常困难，目前缺乏有效的康复干预措施。她提到，行为是大脑神经可塑性变化的最佳驱动力，但所需的练习量非常大，且成本高昂。她的研究旨在开发能够为大脑学习做好准备的疗法，如脑刺激、运动和机器人技术。然而，她发现每个人神经可塑性的模式高度不同，这使得开发加速中风恢复的疗法变得复杂。

10:03

🎓 个性化学习与大脑的独特性

Dr. Lara Boyd 强调了大脑的独特性和个性化学习的重要性。她指出，没有一种学习方式适用于所有人，大脑的可塑性塑造过程因人而异。她反驳了“练习一万小时就能掌握新技能”的普遍信念，认为这过于简化了学习过程。她提倡个性化医学的概念，即根据个体的遗传特征来匹配特定的治疗方法，这一概念也适用于中风恢复。她的研究显示，特定的大脑结构和功能特征（生物标志物）有助于匹配特定患者的治疗方法。她认为，了解大脑的独特结构和功能对于每个人作为学习者和教育者都是至关重要的。她鼓励人们理解自己的学习模式，重复对大脑有益的行为，并打破不良习惯。

Keywords

💡神经可塑性

神经可塑性是指大脑能够通过学习和经验进行自我改变的能力。这一概念是视频的核心主题之一，解释了大脑如何通过化学、结构和功能变化来支持学习和恢复。例如，视频中提到每当你学会新的技能或知识，你的大脑就会发生变化，这些变化被称为神经可塑性。

💡化学变化

化学变化指的是大脑通过神经元之间的化学信号传递来实现功能。这些化学信号的增加能够支持短期记忆和技能的短期提升。在视频中，化学变化被描述为大脑快速支持短期学习的方式。

💡结构变化

结构变化指的是大脑在学习过程中通过改变神经元之间的连接来实现的物理变化。这种变化需要时间，支持长期记忆和技能的长期提升。视频中提到，学习一项新技能时，短期的化学变化可能不会转化为结构变化，从而导致第二天技能的消失。

💡功能变化

功能变化是指随着使用某一大脑区域，这一区域变得更加活跃和容易再次使用，进而改变大脑的激活模式。视频中指出，通过学习，大脑的活动网络会发生变化，以支持新的技能和知识。

💡行为

行为是指个体所做的各种活动和练习，是驱动大脑神经可塑性变化的主要因素。视频中提到，通过增加练习的难度和努力程度，可以促进更大的学习和大脑结构变化。

💡中风康复

中风康复涉及通过促进神经可塑性来帮助患者恢复大脑功能。视频中，研究者描述了他们如何利用不同的疗法，如脑刺激、运动和机器人技术，来促进中风患者的康复，并强调了个体化治疗的重要性。

💡个性化医学

个性化医学是指根据每个个体的独特特征和需求来设计和实施治疗方法。视频中提到，针对中风康复的个性化治疗可以通过生物标志物来匹配特定疗法，从而提高治疗效果。

💡生物标志物

生物标志物是指能够帮助预测大脑神经可塑性变化和康复模式的特定大脑结构和功能特征。视频中提到，研究表明一组生物标志物的结合能够最准确地预测中风后的康复情况。

💡学习策略

学习策略是指个体采用的各种方法和技巧来提高学习效果。视频中强调，不同的人由于大脑的独特性，需要不同的学习策略，因而不存在适用于所有人的单一学习方法。

💡持续学习

持续学习是指终身学习的过程，强调不断通过新的经历和知识来改变和优化大脑。视频最后鼓励观众认识到他们的大脑是塑性的，并通过健康的行为和习惯来塑造理想的大脑。

Highlights

神经可塑性是大脑学习新事物或技能时改变的关键。

大脑在休息时也高度活跃，与过去认为大脑在不活动时是静止的观点不同。

大脑的结构变化与长期记忆和长期运动技能的提高有关。

短期记忆或短期运动技能的提高与大脑中化学物质信号的增加有关。

学习新运动技能时，短期进步可能不会转化为长期记忆。

盲文阅读者的大脑中手感觉区域比非盲文阅读者更大。

伦敦出租车司机的大脑中有更大的区域专门用于空间或地图记忆。

大脑功能的改变，如区域的兴奋性增加，可以支持学习。

神经可塑性涉及化学、结构和功能的变化，这些变化在整个大脑中发生。

为什么我们的大脑不能轻松地学习任何我们选择的东西？

中风后大脑恢复困难，目前缺乏有效的康复干预措施。

行为是大脑神经可塑性变化的最佳驱动力。

学习新技能所需的实践量很大，有效传递这些实践是一个难题。

研究正在开发能够促进大脑学习的疗法，包括脑刺激、运动和机器人技术。

每个人的神经可塑性模式高度可变，这对中风恢复疗法的开发构成挑战。

没有一种适用于所有人的学习方法，个性化医疗和个性化学习的概念变得重要。

大脑结构和功能的特征，即生物标志物，有助于匹配特定患者的特定疗法。

个性化的行为和习惯对大脑的塑造至关重要，无论是积极的还是消极的。

了解大脑的差异性、个体模式和变化性是神经科学未来进步的关键。

每个人的大脑都是独特的，这影响了我们作为学习者和教师的角色。

离开这个房间时，你的大脑将与进来时不同，这非常了不起。

通过实践，学习是关于完成你的大脑所需的工作。

最好的学习策略因个体而异，甚至在个体内也会有所不同。

理解你的大脑如何被塑造，以及如何塑造你想要的大脑。

Transcripts

Translator: 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)