Prática de Shadowing: After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver - Aprenda a falar inglês com o YouTube

Reviewer Gopalco

⏸ Pausado

Velocidade:

207 frases

Se as frases estiverem muito curtas ou longas, clique em Edit para ajustá-las.

Reviewer Gopalco

So how do we learn?

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

So, as I mentioned, I'm Dr. Laura Boyd.

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

These are the questions that fascinate me.

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.

Now, 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 silent when you do nothing.

Well, this is also untrue.

It turns out that even when you're at rest and thinking of nothing,

your brain is highly active.

So it's been advances in technology such as MRI has 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 assuming research has shown us that all of our behaviors change our brain.

That these changes are not limited by age.

This is good news, right?

And in fact, they're 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?

Your brain can change in three very basic ways to support learning.

And the first is chemical.

Your brain actually functions by transferring chemical signals between brain cells,

what we call neurons, and these trigger 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.

Now, because this kind of change can happen very 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.

Now here, the physical structure of the brain is actually changing,

so this takes a bit more time.

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

the long-term improvement in a motor skill.

Now, these processes, they interact,

and let me give you an example of how.

So 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've got it.

And then maybe you've returned the next day,

all those improvements from the day before, they're lost.

What happened?

Well, in the short term,

your brain was able to increase the chemical signaling between your neurons.

For some reason, those changes did not induce the structural change 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 their structure or to enlarge.

So here are some examples of that.

So people who read Braille,

they 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're right-handed, is larger than the other side.

And research shows that London taxicab drivers,

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

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

Now, 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're 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 another,

but most often they take place in concert.

Together they support learning, and they're taking place all the time.

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

So 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.

100

I study it specifically how it relates to recovery from stroke.

101

So recently stroke dropped from being the third leading cause of

102

death in the United States to be the fourth leading cause of death.

103

Great news, right?

104

Well, it actually turns out that the numbers of people having a stroke has not declined.

105

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

106

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

107

And frankly, we have failed to develop effective rehabilitation interventions.

108

The net result of this is that stroke is the leading cause of long-term disability in adults in the world.

109

Individuals with stroke are younger and tending to live longer with that disability.

110

And research from my group actually shows that the health-related quality of life of Canadians with stroke has declined.

111

So clearly we need to be better at helping people recover from stroke.

112

And this This is an enormous societal problem,

113

and it's one that we're not solving.

114

So what can be done?

115

One thing is absolutely clear.

116

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

117

The problem is that the dose of behavior,

118

the dose of practice that's required to learn new and relearn old motor skills, it's very large.

119

And how to effectively deliver these large doses of practice is a very difficult problem It's also a very expensive problem.

120

So the approach that my research has taken is to develop therapies that prime or that prepare the brain to learn.

121

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

122

But through my research, I've realized that a major limitation to the development of therapies

123

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

124

Now, as a researcher, variability used to drive me crazy.

125

It makes it very difficult to use statistics to test your data and your ideas.

126

And because of this, medical intervention studies are specifically designed to minimize variability.

127

But in my research, it's becoming really clear that the most important,

128

the most informative data that we collect is showing this variability.

129

So, by studying the brain after stroke,

130

we've learned a lot, and I think these lessons are very valuable in other areas.

131

So the first lesson is that the primary driver of change in your brain is your behavior.

132

So there's no neuroplasticity drug you can take.

133

Nothing is more effective than practice at helping you learn,

134

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

135

And in fact, my research has shown that increased difficulty,

136

increased struggle, if you will,

137

during practice, actually leads to both more learning and greater structural change in the brain.

138

The problem here is that neuroplasticity can work both ways.

139

It can be positive.

140

You learn something new and you refine the motor skill.

141

It also can be negative, though.

142

You forgot something you once knew.

143

You become addicted to drugs.

144

Maybe you have chronic pain.

145

So your brain is tremendously plastic,

146

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

147

but also by everything that you don't do.

148

The second lesson we've learned about the brain is that there is no one-size-fits-all approach to learning.

149

So there's no recipe for learning.

150

Consider the popular belief that it takes 10,000 hours of practice to learn and to master a new motor skill.

151

Now, I can assure you it is not quite that simple.

152

For some of us, it's going to take a lot more practice,

153

and for others, it may take far less.

154

So the shaping of our plastic brains is far too unique

155

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

156

And now this realization has forced us to consider something called personalized medicine.

157

So this is the idea that to optimize outcomes,

158

each individual requires their own intervention.

159

And the idea actually comes from cancer treatments.

160

And here it turns out that genetics are very important in matching certain types of chemotherapy with specific forms of cancer.

161

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

162

So there are certain characteristics of brain structure and function that we call biomarkers.

163

And these biomarkers are proving to be very helpful in helping us to match specific therapies with individual patients.

164

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

165

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

166

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

167

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

168

Given the unique structure and function of each of our brains,

169

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

170

Behaviors that you employ in your everyday life are important.

171

Each of them is changing your brain.

172

And I believe we have to consider not just personalized medicine, but personalized learning.

173

The uniqueness of your brain will affect you,

174

both as a learner and also as a teacher.

175

And now this idea helps us to understand why some children can thrive in traditional education settings and others don't,

176

why some of us can learn languages easily and yet others can pick up any sport and excel.

177

So when you leave this room today,

178

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

179

And I think that's pretty amazing.

180

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

181

Understanding these differences, these individual patterns,

182

this variability and change, is going to enable the next great advance in neuroscience.

183

It's going to allow us to develop new and more effective interventions and allow for matches between learners and teachers

184

and patients and interventions.

185

And this does not just apply to recovery from stroke.

186

It applies to each of us as a parent,

187

as a teacher, as a manager,

188

and also, because you're at TEDx today, a lifelong learner.

189

Study how and what you learn best.

190

Repeat those behaviors that are healthy for your brain,

191

and break those behaviors and habits that are not.

192

Practice.

193

Learning is about doing the work that your brain requires.

194

So the best strategies are going to vary between individuals.

195

You know what?

196

They're even going to vary within individuals.

197

So for you, learning music may come very easily,

198

but learning to snowboard, much harder.

199

I hope that you leave today with a new appreciation of how magnificent your brain is.

200

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

201

Understand that everything you do,

202

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

203

And that can be for better,

204

but it can also be for worse.

205

So when you leave today,

206

go out and build the brain you want.

207

Thank you very much.

TRENDING

Populares

O que é a Técnica de Shadowing?

Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.

☕ Pague-nos um café

O ShadowingEnglish permanece 100% gratuito graças ao seu apoio. Os custos de servidor e IA são altos — seu café nos mantém ativos! 🙏

Doar via PayPal

ShadowingEnglish.com – Prática de Shadowing em Inglês

Fale inglês fluentemente usando a técnica de Shadowing. Ouça vídeos nativos do YouTube, repita frase por frase e desenvolva pronúncia e fluência reais — usado por estudantes de IELTS no mundo todo.

Prática de Shadowing: After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver - Aprenda a falar inglês com o YouTube

Populares

Sobre Esta Lição

Vocabulário e Frases Importantes

Dicas de Prática para Este Vídeo

O que é a Técnica de Shadowing?

Prática de Shadowing: After watching this, your brain will not be the same | Lara Boyd | TEDxVancouver - Aprenda a falar inglês com o YouTube

Baixar aplicativo

Sobre Esta Lição

Vocabulário e Frases Importantes

Dicas de Prática para Este Vídeo

O que é a Técnica de Shadowing?