Science-Based Mental Training & Visualization for Improved Learning

Welcome to the Huberman Lab podcast, where we discuss science and science-based tools for everyday life.

欢迎来到休伯曼实验室播客，我们在这里讨论科学和基于科学的日常生活工具。

I'm Andrew Huberman, and I'm a professor of neurobiology and ophthalmology at Stanford School of Medicine.

我是安德鲁·胡伯曼，斯坦福大学医学院神经生物学和眼科教授。

Today, we are discussing mental training and visualization.

今天，我们正在讨论心理训练和可视化。

Mental training and visualization is a fascinating process that has been shown over and over again in now hundreds of studies to improve our ability to learn anything.

心理训练和可视化是一个令人着迷的过程，在数百项研究中已被反复证明，可以提高我们学习任何东西的能力。

When I say anything, I mean the ability to learn music, the ability to learn and perform mathematics, the ability to learn and perform motor skills in sport, in dance, across essentially all domains.

当我说任何东西时，我指的是学习音乐的能力，学习和执行数学的能力，学习和执行体育、舞蹈运动技能的能力，几乎涵盖所有领域。

The other incredible thing about mental training and visualization is that you'll soon see when you go into the literature, that is the scientific studies on mental training and visualization, you quickly realize that it does not take a lot of mental training and visualization in order to get better at anything.

关于心理训练和可视化的另一个令人难以置信的事情是，当你查阅文献，即关于心理训练和可视化的科学研究时，你很快就会发现，你很快就会意识到，不需要大量的心理训练和可视化就能在任何事情上变得更好。

However, that mental training and visualization has to be performed in a very specific way.

然而，心理训练和想象必须以非常具体的方式进行。

And today, we will discuss exactly how to do mental training and visualization in the specific ways that allow it to complement the actual performance of a motor or cognitive skill to allow you to learn more quickly and to consolidate, that is, to keep that information in mind and body so that you can perform those cognitive tasks, music tasks, motor tasks, et cetera, for long periods of time without ever forgetting how to do them.

今天，我们将具体讨论如何以特定的方式进行心理训练和可视化，使其能够补充运动或认知技能的实际表现，从而使您能够更快地学习和巩固，也就是说，将这些信息牢记在心和身体中，以便您可以长时间执行这些认知任务，音乐任务，运动任务等，而不会忘记如何做。

All of mental training and visualization relies on what I consider really the holy grail of our brain and nervous system, and that's neuroplasticity.

所有的心理训练和可视化都依赖于我认为真正的大脑和神经系统的圣杯，那就是神经可塑性。

Neuroplasticity is our nervous system, which of course includes the brain, the spinal cord, and all the connections between the brain and spinal cord and the organs and tissues of the body, and then all the neural connections back from the organs and tissues of the body to the brain and spinal cord.

神经可塑性就是我们的神经系统，当然包括大脑、脊髓，以及大脑和脊髓与身体器官和组织之间的所有连接，然后从身体器官和组织回到大脑和脊髓的所有神经连接。

So the whole thing in both directions has the ability to change in response to experience in ways that are adaptive.

因此，整个事物在两个方向上都有能力以适应性的方式响应经验而改变。

That is, that allows us to do things that we could not do before, and by doing those things or by being able to perform those mental operations, we can do better in the world that we live in.

也就是说，它使我们能够做以前无法做的事情，并且通过做这些事情或能够执行这些心理操作，我们可以在我们生活的世界中做得更好。

We can perform new tasks, we can think new thoughts, we can come up with novel solutions to preexisting problems that before really vexed us and that we couldn't overcome.

我们可以执行新的任务，我们可以思考新的想法，我们可以针对之前真正困扰我们且无法克服的现有问题提出新颖的解决方案。

All of that is considered neuroplasticity.

所有这些都被认为是神经可塑性。

So today, what I'm going to cover is a brief summary of what neuroplasticity is.

所以今天我要简单总结一下什么是神经可塑性。

That is, how it occurs in the brain and body.

也就是说，它是如何在大脑和身体中发生的。

This is extremely important to understand if you're going to use mental training and visualization.

如果您打算使用心理训练和想象，了解这一点非常重要。

Then I'm going to talk about what happens in our brain and body when we do mental visualization in a dedicated way.

然后我要谈谈当我们专门进行心理想象时，我们的大脑和身体会发生什么。

Many people have heard perhaps that when you imagine something happening, that your brain doesn't know the difference between that imagination of the thing happening and the real thing happening.

也许很多人都听说过，当你想象某件事发生时，你的大脑并不知道想象中发生的事情和真实发生的事情之间的区别。

Turns out, that is not true.

事实证明，事实并非如此。

It is simply not true.

这根本不是真的。

However, there is somewhat of an equivalence between a real experience and an imagined experience, and we'll talk about the difference between those and how that can be leveraged in order to get the most out of mental training and visualization.

然而，真实体验和想象体验之间有一定的相似性，我们将讨论它们之间的区别，以及如何利用它们来充分利用心理训练和想象。

Then I will cover exactly which types of mental training and visualization work best across all domains, meaning for music learning, mathematics, solving puzzles, motor learning, sports performance, et cetera, to really allow you a template in which you can plug in or designate what you're going to do each day for a brief period of time in order to accelerate your learning in whatever you choose.

然后我将准确介绍哪些类型的心理训练和可视化在所有领域最有效，这意味着音乐学习、数学、解决难题、运动学习、体育表现等，真正为您提供一个模板，您可以在其中插入或指定您每天要在短时间内做什么，以便加速您选择的学习。

And then I'm going to go into a bit of what happens in the brains of different types of people.

然后我将探讨不同类型的人的大脑中发生的一些事情。

These different types of people that I'm referring to are people who have more or less of a natural ability to imagine things and visualize them because it turns out that we vary tremendously from one individual to the next in terms of our ability to mentally visualize and imagine things and our ability to get better at that over time.

我所指的这些不同类型的人或多或少具有想象和想象事物的自然能力，因为事实证明，我们在心理上想象和想象事物的能力以及随着时间的推移而变得更好的能力方面，每个人都有很大的差异。

And the good news is anyone can get better at mental training and visualization in ways that can serve them well.

好消息是，任何人都可以通过对自己有利的方式进行更好的心理训练和想象。

I'll also briefly touch on the fact that certain people, in particular people on the autism spectrum, as well as people with synesthesias, which is the combining of different perceptual experiences.

我还将简要提及某些人，特别是自闭症谱系人士，以及具有联觉的人，这是不同知觉体验的结合。

So you may be one of these people, or you may have heard of people that, for instance, when they think of a number, they also just naturally, spontaneously think of a color and vice versa.

所以你可能是这些人中的一员，或者你可能听说过有人，例如，当他们想到一个数字时，他们也会自然地、自发地想到一种颜色，反之亦然。

We'll talk about how that relates to mental imagery and visualization and the creative process and problem-solving in general.

我们将讨论这与心理意象和可视化以及一般的创作过程和问题解决之间的关系。

And then finally, what I'll do is I'll recap mental training and visualization from the standpoint of how best to apply mental training and visualization according to specific challenges.

最后，我要做的是从如何根据具体挑战最好地应用心理训练和可视化的角度来回顾心理训练和可视化。

Things like challenges with public speaking or challenges with sports performance or challenges with test-taking performance, challenges with essentially anything that will allow you to build specific mental training and visualization practices that are brief, that are supported by neuroscience studies, and that are highly effective.

比如公开演讲的挑战、运动表现的挑战或考试表现的挑战，基本上任何能让你建立具体的心理训练和可视化练习的挑战，这些训练和可视化练习都是简短的，得到神经科学研究的支持，而且非常有效。

Before we begin, I'd like to emphasize that this podcast is separate from my teaching and research roles at Stanford.

在开始之前，我想强调一下，这个播客与我在斯坦福大学的教学和研究角色是分开的。

It is, however, part of my desire and effort to bring zero cost to consumer information about science and science-related tools to the general public.

然而，我的愿望和努力的一部分是向公众提供有关科学和科学相关工具的零成本消费者信息。

In keeping with that theme, I'd like to thank the sponsors of today's podcast.

为了与这个主题保持一致，我要感谢今天播客的赞助商。

LinkedIn is pretty amazing at helping you grow your small business.

LinkedIn 在帮助您发展小型企业方面非常出色。

We cannot stop your new clients from emailing you at 3:00 a.m.

我们无法阻止您的新客户在凌晨 3:00 向您发送电子邮件。

We can help you sell, market, and hire in one place.

我们可以帮助您在一个地方进行销售、营销和招聘。

We cannot help you be in three places at once.

我们无法帮助您同时到达三个地方。

And while we can't help you organize your calendar, LinkedIn can help you land more clients so you have a calendar to organize.

虽然我们无法帮助您整理日历，但 LinkedIn 可以帮助您吸引更多客户，以便您可以整理日历。

Grow your small business on LinkedIn.

在 LinkedIn 上发展您的小型企业。

Learn more at linkedin.com/smallbusiness.

如需了解更多信息，请访问 linkedin.com/smallbusiness。

Let's talk about mental training and visualization.

我们来谈谈心理训练和想象。

Now, perhaps surprisingly, mental training and visualization has been studied since the late 1800s.

现在，也许令人惊讶的是，自 1800 年代末以来，人们就开始研究心理训练和可视化。

There's actually a paper published in 1880 by Galton called "The Statistics of Mental Imagery." So long ago, people were quantifying and trying to understand how is it that people come up with mental images and how they can apply that to learning things more quickly and more stably over time.

事实上，高尔顿在 1880 年发表了一篇论文，名为“心理意象统计”。很久以前，人们一直在量化并试图理解人们是如何产生心理图像的，以及如何将其应用于随着时间的推移更快、更稳定地学习事物。

Now, as I mentioned earlier, mental training and visualization relies on a process that we call neuroplasticity Neuroplasticity is a term that many people have heard, and it encompasses many different things.

现在，正如我之前提到的，心理训练和可视化依赖于一个我们称之为神经可塑性的过程。神经可塑性是一个很多人都听说过的术语，它包含许多不同的东西。

So broadly speaking, neuroplasticity includes developmental plasticity, which is the sort of plasticity that occurs between about birth and age 25, and that can be summarized very easily as passive plasticity.

从广义上讲，神经可塑性包括发育可塑性，即大约出生到25岁之间发生的可塑性，可以很容易地概括为被动可塑性。

In other words, the sorts of changes that happen in one's nervous system simply by engaging in the world and experiencing life as a child, as a young adult, as an adolescent, and as a 22, 23, 24-year-old, et cetera.

换句话说，一个人的神经系统发生的各种变化，仅仅是通过参与这个世界并体验童年、青年、青少年、22、23、24 岁等的生活。

Now, of course, it is not the case that on your 25th birthday, you close out passive developmental plasticity and start engaging in the other type of neuroplasticity, which is adult neuroplasticity.

当然，现在情况并非如此，在你 25 岁生日时，你就关闭了被动发育可塑性并开始从事另一种类型的神经可塑性，即成人神经可塑性。

It's a gradual tapering off of developmental plasticity that occurs between age zero and 25, and for some people, might occur somewhere around 26, for other people around 23.

这是发育可塑性逐渐减弱的过程，发生在 0 岁到 25 岁之间，对于某些人来说，可能发生在 26 岁左右，而另一些人则可能发生在 23 岁左右。

When we say 25, we're really just talking about the average age in which passive plasticity tapers off.

当我们说 25 岁时，我们实际上只是在谈论被动可塑性逐渐减弱的平均年龄。

However, starting fairly early in adolescence and extending all the way out into one's 80s or 90s or 100s, should one live that long, is the other form of neuroplasticity, which is adult neuroplasticity.

然而，从青春期开始，一直延伸到 80 多岁、90 多岁或 100 多岁（如果一个人能活那么久），是另一种形式的神经可塑性，即成人神经可塑性。

Adult neuroplasticity is very different than developmental plasticity because it is the sort of plasticity that one can direct towards one's own specific desired learning.

成人神经可塑性与发育可塑性有很大不同，因为它是一种可以针对自己特定的所需学习的可塑性。

So if we wanted to get a little bit technical here, for sake of clarity, not for sake of confusion, we would say adult plasticity is really about self-directed adaptive plasticity.

因此，如果我们想在这里获得一些技术性的知识，为了清楚起见，而不是为了混淆，我们会说成人可塑性实际上是关于自我导向的适应性可塑性。

And the reason we call it that, as opposed to something else, or simply adult plasticity, is that there are many different forms of neuroplasticity.

我们之所以这样称呼它，而不是其他东西，或者只是成人可塑性，是因为神经可塑性有许多不同的形式。

There is, for instance, maladaptive neuroplasticity that occurs if one gets a really hard head hit and concussion, there will be changes to the brain and nervous system, but those changes to the brain and nervous system do not allow it to perform better.

例如，如果一个人的头部受到严重撞击和脑震荡，就会出现适应不良的神经可塑性，大脑和神经系统将会发生变化，但大脑和神经系统的这些变化不会让它表现得更好。

In fact, it often impairs the brain and nervous system's ability to function, and therefore, is maladaptive.

事实上，它经常损害大脑和神经系统的功能，因此是适应不良的。

So I don't want to get overly wordy with a number of different terms here, but I do think it's important to understand that we have developmental plasticity, again, in which the brain and nervous system changes simply in response to experiencing specific things, for better or worse.

因此，我不想在这里对许多不同的术语过于罗嗦，但我确实认为重要的是要再次理解我们具有发育可塑性，其中大脑和神经系统只是根据经历特定的事情而发生变化，无论是好还是坏。

And there's adult self-directed adaptive plasticity, in which one can direct specific changes in terms of learning things cognitively or learning things in terms of motor function, so sport, dance, et cetera, or a combination of the two.

还有成人自我导向的适应性可塑性，其中一个人可以在认知学习或运动功能方面指导特定的变化，例如运动、舞蹈等，或两者的结合。

Now, just to really clarify what I mean by developmental versus self-directed adaptive plasticity, I mentioned that self-directed adaptive plasticity actually can start in adolescence, right?

现在，为了真正澄清我所说的发展性与自我导向适应性可塑性的含义，我提到自我导向适应性可塑性实际上可以从青春期开始，对吗？

Even though there's ongoing developmental plasticity.

尽管存在持续的发育可塑性。

Let's be really direct.

让我们直接说吧。

The brain of a 14-year-old is very different than the brain of that same individual when that person is 21, because there's ongoing developmental plasticity.

14 岁时的大脑与 21 岁时的大脑有很大不同，因为发育可塑性持续存在。

However, starting at about adolescence, we can all start to decide what it is that we want to learn and engage in self-directed adaptive plasticity.

然而，从青春期开始，我们都可以开始决定我们想要学习什么并进行自我导向的适应性可塑性。

Now, the way to engage self-directed adaptive plasticity, regardless of whether or not you're a 13-year-old, 14-year-old, or you're a 90-year-old, or anywhere in between, is that it requires two things.

现在，无论你是 13 岁、14 岁、还是 90 岁，还是介于两者之间的任何人，实现自我导向的适应性可塑性的方法是，它需要两件事。

The first thing it requires is focused, dedicated attention to the thing that you're trying to learn.

它需要的第一件事就是集中精力，专注于你想要学习的东西。

That's the first step.

这是第一步。

And that actually triggers a number of different chemical and electrical processes in the brain that are often associated with agitation and frustration.

这实际上会触发大脑中许多不同的化学和电过程，这些过程通常与焦虑和沮丧有关。

And believe it or not, the agitation and frustration is a reflection of the release of specific chemicals, in particular, norepinephrine and epinephrine, also called noradrenaline and adrenaline in the brain and body, that creates this discomfort and this heightened level of alertness and attention that many of us don't like and tend to back away from.

不管你相信与否，焦虑和沮丧是特定化学物质释放的反映，特别是去甲肾上腺素和肾上腺素，也称为去甲肾上腺素和肾上腺素在大脑和身体中的释放，它造成了这种不适以及这种高度的警觉性和注意力，而我们许多人不喜欢并倾向于回避。

But it is exactly that chemical, or I should say neurochemical milieu, which signals to the neurons, the nerve cells in the brain and elsewhere in the body, that something needs to change.

但正是这种化学物质，或者我应该说神经化学环境，向神经元、大脑和身体其他部位的神经细胞发出信号，表明某些东西需要改变。

Because if you think about it, if you can do something perfectly, or if you try and do something and it doesn't cause any neurochemical change in your brain and body, well, then there's no reason for your brain and its connections with the body to change in any particular way.

因为如果你想一想，如果你可以完美地完成某件事，或者如果你尝试做某件事并且它不会导致你的大脑和身体发生任何神经化学变化，那么你的大脑及其与身体的联系就没有理由以任何特定的方式发生变化。

Okay?

好的？

So you need focused, dedicated attention to the thing that you're trying to learn.

因此，您需要专注于您要学习的内容。

It's often accompanied by agitation, frustration, et cetera, so that's perfectly normal.

它通常伴随着焦躁、沮丧等，所以这是完全正常的。

In fact, that's a signal that things are going right, meaning they're headed towards learning.

事实上，这是事情进展顺利的信号，意味着他们正在走向学习。

But there's a second component that's really required for self-directed adaptive plasticity, and that's periods of deep rest, in particular, a good night's sleep, in particular, on the night that follows that focused attention to the thing you're trying to learn.

但是，自我导向的适应性可塑性确实需要第二个组成部分，那就是深度休息的时间，特别是睡个好觉，特别是在接下来的晚上，将注意力集中在你想要学习的事情上。

There are now hundreds of studies in both animal models and in humans showing that it is really during sleep and other states of deep relaxation, things like meditation and non-sleep deep rest, which I've talked about before on this podcast, but really during our main night of sleep, that the rewiring of neural connections, that is, the actual neuroplasticity, takes place.

现在有数百项针对动物模型和人类的研究表明，确实是在睡眠和其他深度放松状态下，比如冥想和非睡眠深度休息，我之前在这个播客上谈到过，但实际上是在我们主要的睡眠之夜，神经连接的重新布线，即真正的神经可塑性，发生了。

So the verb neuroplasticity, the rearrangement of connections between neurons, really occurs during sleep, in particular, on the first night following an attempt to learn something through this focused attention.

因此，动词“神经可塑性”，即神经元之间连接的重新排列，确实发生在睡眠期间，特别是在试图通过集中注意力学习某些东西后的第一个晚上。

Now, developmental plasticity, which is passive, also requires good sleep.

现在，发育可塑性是被动的，也需要良好的睡眠。

It's slightly different, or frankly, it's a lot different in terms of the underlying mechanisms than self-directed adaptive plasticity.

它略有不同，或者坦率地说，就基本机制而言，它与自我导向的适应性可塑性有很大不同。

But because today we're mainly talking about how to learn faster through mental training and visualization, and that really maps more closely onto self-directed adaptive plasticity, I just really want to emphasize this two-step process.

但因为今天我们主要讨论如何通过心理训练和可视化来更快地学习，并且这确实更接近于自我导向的适应性可塑性，所以我只是想强调这两个步骤的过程。

There has to be focused, dedicated attention, and then there needs to be sleep, and in particular, sleep on the first night following that training.

必须集中注意力，然后需要睡眠，特别是训练后的第一个晚上的睡眠。

Now, should you have the unfortunate experience of getting woken up in the middle of the night following trying to learn something, or should you simply not be able to sleep for whatever reason on the night following a bout of learning or an attempt to learn, do not despair because it turns out that there are what are called second and third night effects also.

现在，如果您不幸在尝试学习某些东西后在半夜被吵醒，或者您在一次学习或尝试学习后的晚上因某种原因根本无法入睡，请不要绝望，因为事实证明还存在所谓的第二夜效应和第三夜效应。

Once you sleep, you will learn.

一旦你睡觉了，你就会学习。

Those neuroplastic events, the reordering of connections that we call synapses, and the re- Changes that occur in neural circuits that reflects what we call self-directed adaptive plasticity, that still will occur.

那些神经可塑性事件，我们称之为突触的连接的重新排序，以及神经回路中发生的反映我们所谓的自我导向适应性可塑性的重新变化，仍然会发生。

But ideally, you got a great night's sleep on the first night following trying to learn, and the second night, and the third, and so on.

但理想情况下，您在尝试学习后的第一个晚上可以睡个好觉，第二个晚上，第三个晚上，依此类推。

Now, there are a few other things that are critical to understand about self-directed adaptive plasticity that will become especially important when thinking about protocols for developing the ideal mental training and visualization process for you.

现在，还有一些对于理解自我导向适应性可塑性至关重要的其他事情，在考虑为您开发理想的心理训练和可视化过程的协议时，这些事情将变得尤其重要。

And that is, that there are different forms of plasticity that occur between neurons, although the two main forms are what are called long-term potentiation and long-term depression.

也就是说，神经元之间存在不同形式的可塑性，尽管两种主要形式是所谓的长期增强和长期抑制。

And I just want to cue up right now that the word depression is a very loaded word because the moment people hear the word depression, they think, "Oh, no, that's bad." But in the case of neuroplasticity, long-term depression is simply a change in the connections between neurons and the excitability between neurons that in many ways can be excellent for learning things, in particular, motor skills.

我现在只想提醒大家，抑郁症这个词是一个非常沉重的词，因为人们一听到抑郁症这个词，他们就会想，“哦，不，那很糟糕。”但就神经可塑性而言，长期抑郁只是神经元之间连接和神经元之间兴奋性的变化，这在很多方面对于学习事物，特别是运动技能非常有帮助。

And we'll get into this in more detail in a little bit, but it turns out that a lot of our ability to get better at some sort of motor skill involves this thing that we call long-term depression.

我们稍后会更详细地讨论这一点，但事实证明，我们在某种运动技能方面取得更好的能力很大程度上涉及到我们所说的长期抑郁症。

And that's because much of what is happening when we learn a new motor skill is that we are depressing or suppressing specific actions in order to generate a very specific coordinated action.

这是因为，当我们学习新的运动技能时，我们会压抑或抑制特定的动作，以产生非常特定的协调动作。

Some of the best examples of long-term depression can actually be borrowed from developmental plasticity.

一些长期抑郁症的最佳例子实际上可以借鉴发育可塑性。

So for instance, if you've ever sat across from an infant who is trying to eat their meal.

举例来说，如果您曾经坐在试图吃饭的婴儿对面。

So imagine a one-and-a-half-year-old or a two-year-old trying to eat some noodles or some soup or any kind of baby suitable food with a spoon, and they're holding the spoon, or they're trying to hold the spoon.

因此，想象一下一个一岁半或两岁的孩子试图用勺子吃一些面条或汤或任何适合婴儿的食物，并且他们正在拿着勺子，或者他们正在尝试拿着勺子。

What you'll notice is that their motor movements are terribly uncoordinated.

你会注意到他们的运动非常不协调。

They often will take that spoon to their cheek or to their eye or to their head.

他们经常会把勺子放在脸颊、眼睛或头上。

We've all seen these very amusing photos of babies with bowls of food on their head or with food all over their face or just everywhere.

我们都看过这些非常有趣的照片，婴儿头上放着碗食物，或者脸上沾满食物，或者到处都是食物。

It appears that they're basically getting the food everywhere except where it's supposed to go, which is in their mouth.

看起来他们基本上把食物拿到了任何地方，除了食物应该去的地方，也就是他们嘴里的地方。

And that's because their motor movements are not very well coordinated at that age, and they're not very well coordinated, not because they lack sufficient numbers of neural connection synapses between neurons, but rather because they have too many connections between too many different neurons.

那是因为他们在那个年龄的运动动作协调得不太好，并不是因为他们的神经元之间缺乏足够数量的神经连接突触，而是因为他们在太多不同的神经元之间有太多的连接。

The neural circuits that control very dedicated, coordinated movement are not there yet.

控制非常专用、协调运动的神经回路还不存在。

Instead, too many neurons are connected to too many other neurons, and so they can't generate the precise movements that are required in order to get that spoon to their mouth.

相反，太多的神经元与太多的其他神经元相连，因此它们无法产生将勺子送到嘴里所需的精确运动。

Now, over time, they get better at moving the utensil to their mouth, such that hopefully by about age five or six, they are eating in a relatively cleaner way, and hopefully by the time they're 10 or 11 or 12, they're getting the food into their mouth and not all over their face.

现在，随着时间的推移，他们会更好地把餐具移到嘴里，希望到五六岁的时候，他们就能以相对干净的方式吃饭，希望到他们 10 岁、11 岁或 12 岁的时候，他们就能把食物放进嘴里，而不是满脸都是。

People learn this to varying degrees.

人们不同程度地了解到这一点。

All you have to do is go to a restaurant and watch how people eat, and you will see a vast variation in people's coordinated movements with utensils.

你所要做的就是去一家餐馆，观察人们如何吃饭，你会发现人们与餐具的协调动作存在巨大差异。

But in general, there's a theme.

但总的来说，有一个主题。

The younger the person, the more uncoordinated their movement of utensils, and as they get older, the more coordinated.

人越年轻，器物的动作越不协调，随着年龄的增长，动作越协调。

Now, of course, in people that are very old, they have challenges moving objects and their limbs in very smooth ways, and that has to do with a topic that we'll get into when we talk about age-related cognitive decline and motor-related dementias.

当然，现在，对于年纪很大的人来说，他们在以非常流畅的方式移动物体和四肢方面面临着挑战，这与我们在谈论与年龄相关的认知能力下降和与运动相关的痴呆症时将要讨论的主题有关。

But for sake of today's discussion, if you just want to think about what happens with long-term depression and the development of a motor skill, both as a baby, as an adolescent, and as an adult when you're trying to learn a new motor skill, is that you are eliminating incorrect movements.

但就今天的讨论而言，如果你只想想想长期抑郁和运动技能的发展会发生什么，无论是作为婴儿、青少年还是成年人，当你尝试学习新的运动技能时，你都会消除不正确的动作。

And when you are eliminating incorrect movements to arrive at only the correct movements in a very reflexive and repeated way, so think your golf swing, your tennis serve, think serving a volleyball, think a child learning to crawl and then walk, think a child learning to eat with utensils in the example I gave before.

当你以一种非常反射性和重复的方式消除不正确的动作，只达到正确的动作时，想想你的高尔夫挥杆，你的网球发球，想想发球，想想一个孩子学习爬行然后走路，想想我之前举的例子中一个孩子学习用餐具吃饭。

What's happening in all of those cases is that, yes, certain connections in the brain are being strengthened or what we call potentiated.

是的，在所有这些情况下发生的情况是，大脑中的某些连接正在得到加强，或者我们所说的增强。

They are undergoing long-term potentiation, the so-called, quote, unquote, "fire together, wire together" mantra that was popularized by the great neurobiologist, Dr. Carla Shatz, my colleague at Stanford.

它们正在经历长期的增强作用，即所谓的“一起火，一起连线”的口号，这是由伟大的神经生物学家卡拉·沙茨博士（我在斯坦福大学的同事）推广的。

But in addition to that long-term depression, the quieting or the silencing of specific synapses, that is connections between neurons, is absolutely critical for motor skill learning.

但除了长期的抑郁之外，特定突触（即神经元之间的连接）的安静或沉默对于运动技能的学习绝对至关重要。

So we have LTP, long-term potentiation, and LTD, long-term depression, is every bit as important as LTP, long-term potentiation, for getting better at some sort of motor skill and indeed at getting better at some sort of cognitive skill.

因此，我们有 LTP（长时程增强）和 LTD（长期抑制），与 LTP（长时程增强）一样重要，对于提高某种运动技能，甚至提高某种认知技能。

Now, as we hear this, this should be intuitive to all of us.

现在，当我们听到这个消息时，我们所有人都应该很直观。

If you look at somebody's attempt to learn a particular dance step or at somebody's attempt to do a tennis serve the first time, it's all over the place.

如果你观察某人学习特定舞步的尝试，或者某人第一次尝试发网球的尝试，你会发现一切都是如此。

Now, it's not perhaps all over the place in that they're doing a jumping jack while trying to serve the tennis ball, but they're generally arcing the racket too widely on one trial, and then they're arcing it too close to their body on the next trial.

现在，这也许并不完全是因为他们在试图发球的同时做跳起动作，但他们通常在一次尝试中将球拍的弧线过大，然后在下一次尝试中将球拍的弧线距离身体太近。

So if we were to draw a line over each one of those trials, we would see that there were lines everywhere over time.

因此，如果我们对每一项试验都划一条界线，我们会发现随着时间的推移，到处都有界线。

Whereas once they, quote, unquote, "perfect the tennis serve", it's going to be line drawn directly over line drawn directly over line, meaning the arc of that tennis serve is going to be very restricted, and that, without question, has reflected the removal or the quieting of particular synapses, connections between neurons in the brain and body, to allow that very narrow, coordinated, and directed movement.

然而，一旦他们引用或取消引用“完美的网球发球”，它将被直接画在线上，这意味着网球发球的弧线将受到非常限制，毫无疑问，这反映了特定突触的移除或安静，即大脑和身体中神经元之间的连接，以允许非常狭窄的、协调的和定向的运动。

The same is true for learning anything in the cognitive domain, meaning if you are to learn a language, it is not, of course, the case that you know every word in that language and then you simply remove certain words and arrive at the correct sentence structure that you're trying to achieve.

学习认知领域的任何东西也是如此，这意味着如果你要学习一种语言，当然不是你知道该语言中的每个单词，然后你只需删除某些单词并得到你想要实现的正确句子结构。

But rather, you have to suppress your native language Or if you're a young child, you have to suppress the generation of just kind of random babbling sounds.

相反，你必须抑制你的母语，或者如果你是个小孩子，你必须抑制随机胡言乱语的产生。

Turns out babbling isn't random at all, but the point is that you have to suppress the enunciation of particular sounds and direct the pronunciation of other sounds in order to generate that new language or your ability to speak at all.

事实证明，牙牙学语根本不是随机的，但关键是你必须抑制特定声音的发音并指导其他声音的发音，以便产生新的语言或你说话的能力。

Okay, so we can really think about neuroplasticity as both a building up process in which you increase connection, so-called long-term potentiation, and a sculpting down or a removal of connections process that we're going to call long-term depression.

好吧，我们真的可以将神经可塑性视为一个增强连接的建立过程，即所谓的长期增强，以及一个削弱或消除连接的过程，我们将其称为长期抑郁。

Now, I have to acknowledge that of course, there are other forms of neuroplasticity too.

现在，我必须承认，当然还有其他形式的神经可塑性。

I know there are probably some aficionados listening to this who will be perhaps shouting back at whatever device my voice is coming out of, "Wait, what about spike timing dependent plasticity?" Or, "What about paired pulse facilitation?" Yes, yes, and yes.

我知道可能有一些热衷于收听此内容的人可能会对我的声音从任何设备中大喊：“等等，尖峰时间依赖性可塑性怎么样？”或者，“配对脉冲促进怎么样？”是的，是的，是的。

There are multiple forms of communication between neurons that can strengthen those connections or weaken those connections.

神经元之间有多种形式的通信可以加强或削弱这些连接。

But for today's discussion, we just broadly want to think about long-term potentiation and long-term depression because it captures the two most important themes related to mental training and visualization.

但对于今天的讨论，我们只是广泛地想考虑长期增强和长期抑制，因为它抓住了与心理训练和可视化相关的两个最重要的主题。

Which is that when we perform a given cognitive or physical task in the real world, so we actually try the dance step or the tennis serve, or when we actually try a math problem, or we try and learn some specific knowledge and write it down and remember it, that is engaging particular neurons, right?

也就是说，当我们在现实世界中执行给定的认知或身体任务时，我们实际上尝试了舞步或网球发球，或者当我们实际尝试数学问题时，或者我们尝试学习一些特定的知识并将其写下来并记住它时，这正在吸引特定的神经元，对吗？

They're firing, they're releasing chemicals, but it is also actively suppressing the activity of other neurons.

它们会放电，释放化学物质，但也会积极抑制其他神经元的活动。

And we are always completely unaware of the ways in which our brain is suppressing certain activity.

我们总是完全不知道我们的大脑是如何抑制某些活动的。

Okay?

好的？

So today, we have to keep in mind that where there is strengthening of connections, there is also weakening of connections.

所以今天，我们必须记住，联系加强的地方，联系也会减弱。

And when it comes to mental training and visualization, and here's the really key point, with mental training and visualization, you are capturing both processes, both the potentiation, that is the building up and strengthening of connections, and the weakening of the connections that are inappropriate for the thing you're trying to learn.

当谈到心理训练和可视化时，这是真正的关键点，通过心理训练和可视化，你可以捕捉到两个过程，既是增强作用，即建立和加强联系，又是削弱不适合你要学习的东西的联系。

And there are different aspects of mental training and visualization protocols that really harness the potentiation versus the depression aspect.

心理训练和可视化协议的不同方面可以真正利用增强与抑郁方面。

And today, we will cover mental training and visualization protocols that capture both the potentiation and the depression aspect of neuroplasticity, and in that way serve as an augment, that is a complement to the actual real world cognitive and physical training that you're doing.

今天，我们将介绍心理训练和可视化协议，它们捕获神经可塑性的增强和抑制方面，并以这种方式作为增强，这是对您正在做的实际现实世界认知和身体训练的补充。

Because I'll just give this away right now, turns out that mental training and visualization is not a replacement for real-world cognitive or motor behavior.

因为我现在就放弃这一点，结果证明心理训练和可视化并不能替代现实世界的认知或运动行为。

Again, mental training and visualization cannot replace real-world execution of cognitive tasks or of motor tasks if you want to learn.

同样，如果你想学习，心理训练和可视化不能取代现实世界中认知任务或运动任务的执行。

However, mental training and visualization can and has been shown to be effective for greatly enhancing the speed at which you learn and the stability of that learning over time.

然而，心理训练和可视化可以而且已经被证明可以有效地大大提高你的学习速度和随着时间的推移学习的稳定性。

Okay, so let's take a second and really think about what's happening in the brain and body when we do mental training or visualization.

好吧，让我们花点时间认真思考一下，当我们进行心理训练或想象时，大脑和身体正在发生什么。

In fact, we can do a little experiment right now that is not unlike many of the classic experiments looking at what's happening in the brain and body during mental training and visualization, in which I just ask you to close your eyes and imagine a yellow cube.

事实上，我们现在可以做一个小实验，这与许多经典实验没有什么不同，这些实验着眼于心理训练和可视化过程中大脑和身体发生的情况，其中我只是要求你闭上眼睛并想象一个黄色立方体。

Okay?

好的？

And next to that yellow cube is a red rose.

那个黄色立方体旁边有一朵红玫瑰。

And perhaps I also ask you to float or fly up above the cube and the rose and look at them from the top, top down.

也许我还要求你漂浮或飞到立方体和玫瑰上方，从上到下观察它们。

And then I tell you to fly back around and land behind those and look at them from the perspective of behind that yellow cube and that red rose.

然后我告诉你飞回来并降落在那些后面，并从黄色立方体和红色玫瑰后面的角度观察它们。

Okay?

好的？

Now, what the data tell us is that most people will be able to do that.

现在，数据告诉我们大多数人都能够做到这一点。

Most of you will be able to do that to some degree or another.

你们中的大多数人都能够在某种程度上做到这一点。

Regardless of your attention span, whether or not you have ADHD or not, most of you will be able to do that to some degree or another.

无论您的注意力持续时间如何，无论您是否患有多动症，大多数人都能够在某种程度上做到这一点。

We also know from neuroimaging studies in which people are placed into a functional magnetic resonance imaging scanner, that during the sort of visualization you just did or that I described, that your visual cortex and associated areas, quote, unquote, "Light up."

我们还从神经影像学研究中得知，在这些研究中，人们被放入功能性磁共振成像扫描仪中，在你刚才所做的或我所描述的那种可视化过程中，你的视觉皮层和相关区域会引用或取消引用“点亮”。

They become very active in similar but not identical ways to how they would light up and be activated were you to actually look at a yellow cube and a red rose on a screen and perhaps fly above them, virtually of course, and land behind them, virtually of course.

它们变得非常活跃，其方式与您实际看到屏幕上的黄色立方体和红玫瑰并且可能飞到它们上方（当然实际上是虚拟的）并降落在它们后面（实际上）的情况相似但不完全相同的方式点亮和激活。

Or if you were to actually look at a yellow cube and red rose in the real world, right in front of you on a table, then get up on your tippy toes and look down on them from the top, and then walk around the table and look at them from the other side.

或者，如果你实际上要在现实世界中看到一个黄色立方体和红色玫瑰，就在你面前的桌子上，然后踮起脚尖，从顶部向下看它们，然后绕着桌子走动，从另一侧看它们。

So there is some degree of what we call perceptual equivalence between real-world experiences, digital experiences, and imagined, meaning with our eyes closed, just in our mind's eye experiences.

因此，现实世界的体验、数字体验和想象的体验之间存在某种程度的感知等价性，即闭上眼睛时，我们脑海中的眼睛体验。

This is true not just of vision and what we call the visual domain, but also the auditory domain.

这不仅适用于视觉和我们所说的视觉领域，也适用于听觉领域。

Okay, so for instance, I could play for you a short motif of a song.

好的，举例来说，我可以为您播放一首歌曲的简短主题。

Let's just pick something that I think most people know.

让我们选一些我认为大多数人都知道的事情。

Goodness, I'm a terrible musician and even worse singer, but let's just take the opening to AC/DC's "Back in Black," right?

天哪，我是一个糟糕的音乐家，甚至更糟糕的歌手，但让我们以 AC/DC 的“Back in Black”开头，对吧？

I think I can do that one.

我想我能做到这一点。

It's like .

就像。

Okay, got it.

好的，明白了。

That's the actual sound, although admittedly a dreadful version of the great AC/DC song, "Back in Black." But now I ask you to close your eyes, or you could keep them open and just imagine that .

这就是真实的声音，尽管无可否认，这是伟大的 AC/DC 歌曲“Back in Black”的可怕版本。但现在我请你闭上眼睛，或者你可以睁着眼睛想象一下。

Okay?

好的？

Or for instance, I place you in a quiet room, so you close your eyes, and ask you to imagine the opening to AC/DC's "Back in Black," but I ask you to pause it halfway through.

或者举个例子，我把你放在一个安静的房间里，让你闭上眼睛，让你想象一下 AC/DC 的《Back in Black》的开头，但我要求你中途暂停。

What you would find again is that most people, somewhere between 90 and 95% of people, would be able to do all the sorts of things I described, right?

您会再次发现，大多数人（90% 到 95% 之间）能够做我描述的所有事情，对吧？

Cube and rose.

立方体和玫瑰。

AC/DC "Back in Black." Even a somatosensory task.

AC/DC“黑色回归”。甚至是体感任务。

I imagine you to imagine what it's like to touch felt or to touch chinchilla hair or something like that.

我想你会想象触摸毛毡或触摸龙猫毛发或类似的东西是什么感觉。

A chinchilla's hair.

龙猫的头发。

Ideally, a live chinchilla, sitting still.

理想情况下，是一只活的龙猫，静静地坐着。

Those little critters move really, really fast.

这些小动物移动得非常非常快。

But they have very, very soft hair.

但他们的头发非常非常柔软。

High hair density, so soft Okay, most people can do that.

头发密度高，很柔软 好吧，大多数人都能做到。

About 5 to 15% of people are less able to do that, and there's a small percentage of people in that 5 to 15% that simply cannot do it at all, that just cannot visualize well.

大约 5% 到 15% 的人不太能够做到这一点，而这 5% 到 15% 的人中，有一小部分人根本无法做到这一点，就是无法很好地想象。

We'll talk later about these people.

我们稍后会讨论这些人。

They have what's called aphantasia, an inability to mentally visualize.

他们患有所谓的失语症，即无法在心理上想象。

But most people are actually pretty good at visualizing things when they are told what to visualize, and this is a really key point, and if what they are told to visualize is very simple and the whole visualization is quite brief, lasting on the order of about 15 seconds to generate the visualization in the auditory or in the visual aspect of one's mind's eye or ear, if you will, and if it's repeated over and over.

但大多数人实际上非常擅长在被告知要观想什么时，对事物进行观想，这是一个非常关键的点，如果他们被告知要观想的内容非常简单，整个观想也非常简短，持续大约15秒，就可以在听觉或视觉方面产生观想，如果你愿意的话，并且一遍又一遍地重复。

What's far harder for everybody to do, and in fact, what most people simply cannot do, is imagine long, extended scenes and stories in their mind that go on for minutes and minutes and involve a lot of different sensory stimuli.

对于每个人来说，更难做到的，事实上，大多数人根本无法做到的，就是在脑海中想象长时间的、延伸的场景和故事，这些场景和故事会持续几分钟，并涉及许多不同的感官刺激。

This is a really key point.

这是一个非常关键的点。

In fact, as we start to home in on ideal mental training and visualization protocols, I'd like to establish this as the first principle of mental training and visualization, which is that if you are going to use mental training and visualization to its best effect in order to engage neuroplasticity and learning, you need to keep those visualizations quite brief, really on the order of about 15 to 20 seconds or so, and pretty darn sparse, meaning not including a lot of elaborate visualization, not including a lot of sequences of motor steps.

事实上，当我们开始关注理想的心理训练和可视化协议时，我想将其确立为心理训练和可视化的首要原则，即如果你要使用心理训练和可视化来达到最佳效果，以实现神经可塑性和学习，你需要保持这些可视化非常简短，实际上大约在 15 到 20 秒左右，而且非常稀疏，这意味着不包括大量复杂的可视化，不包括大量的运动步骤序列。

What I mean are motor sequences, if you're trying to learn something in terms of physical movement, or visual sequences or auditory sequences if you're trying to learn things in terms of music or dance, et cetera, that can be completed and repeated in 15 seconds or less.

我的意思是运动序列，如果你想学习身体运动方面的东西，或者视觉序列或听觉序列，如果你想学习音乐或舞蹈等方面的东西，这些可以在 15 秒或更短的时间内完成和重复。

Now, later I'll give you a couple of specific examples, but if you want to use mental training and visualization, understand this is the key first principle.

现在，稍后我会给你几个具体的例子，但如果你想使用心理训练和可视化，请理解这是关键的首要原则。

They have to be very short visualizations that you can repeat over and over and over again with a high degree of accuracy.

它们必须是非常简短的可视化，您可以一次又一次地以高精度重复。

So you don't want to embark on a mental training and visualization paradigm in which it involves a lot of elaborate stimuli and you have to think really hard and work really hard, even if you're in that category of people who can do mental visualization pretty naturally and easily.

因此，你不想开始进行心理训练和可视化范式，其中涉及大量复杂的刺激，并且你必须非常努力地思考并非常努力地工作，即使你属于那种可以非常自然和轻松地进行心理可视化的人。

Now, if you're somebody who can't do mental visualization, in fact, if you're somebody who has full-blown aphantasia or the inability to mentally visualize, well, then it's especially important that you make those mental trainings and visualizations really brief and very, very simple.

现在，如果你无法进行心理想象，事实上，如果你患有完全失语症或无法进行心理想象，那么让这些心理训练和想象变得非常简短、非常非常简单就尤为重要。

This episode is brought to you by Caesar.

本集由凯撒为您带来。

If you're looking to serve your dog high-quality dog food, just eat Caesar.

如果您想为您的狗提供高品质的狗粮，那就吃凯撒吧。

Whether it's a protein-rich beef recipe or savory chicken and vegetable dinner, Caesar offers a variety of delicious meals made with freshly crafted, slow-cooked ingredients, all designed to support your dog's everyday nutrition without compromise.

无论是富含蛋白质的牛肉食谱还是美味的鸡肉和蔬菜晚餐，凯撒都提供各种采用新鲜制作、慢煮原料制成的美味佳肴，所有这些都旨在毫不妥协地支持您的爱犬的日常营养。

So if you're looking to serve a meal your dog actually looks forward to every single day, they should totally just eat Caesar.

因此，如果您想为您的狗每天提供一顿真正期待的饭菜，那么它们完全应该吃凯撒。

Learn more at caesar.com.

如需了解更多信息，请访问 caesar.com。

Now, in order to develop the best mental training and visualization protocols for you, let's go a little bit deeper into what the research says about mental visualization.

现在，为了为您制定最佳的心理训练和可视化协议，让我们更深入地了解研究中关于心理可视化的内容。

Now, the classic work on mental visualization really hinges on a number of different researchers and their work, but in particular Roger Shepard, who did this work at Stanford, and Stephen Kosslyn, who's now at Harvard.

现在，心理可视化的经典工作实际上取决于许多不同的研究人员及其工作，但特别是在斯坦福大学进行这项工作的罗杰·谢泼德（Roger Shepard）和现在在哈佛大学的斯蒂芬·科斯林（Stephen Kosslyn）。

There are, of course, others in the field, but it's really the work of Shepard and Kosslyn that lay the foundation for our understanding of what happens in the brain when we mentally visualize something.

当然，这个领域还有其他人，但谢泼德和科斯林的工作确实为我们理解当我们在脑海中想象某些事物时大脑中发生的事情奠定了基础。

Shepard did these incredible experiments in which he had students mentally visualize simple objects, like a square, like a triangle, and he measured how long it took them to do that.

谢泼德做了这些令人难以置信的实验，他让学生在心里想象简单的物体，比如正方形、三角形，然后测量他们完成这件事需要多长时间。

Now, of course, at the time when he did these experiments, there were no sophisticated brain imaging devices and machines like fMRI.

当然，在他做这些实验的时候，还没有像功能磁共振成像这样复杂的大脑成像设备和机器。

However, everything I'm about to describe has been later confirmed using things like fMRI.

然而，我将要描述的一切后来都通过功能磁共振成像等技术得到了证实。

What Shepard did and what he found is that if people were told to visualize very simple objects, they did it pretty quickly.

谢泼德所做的以及他发现的是，如果人们被告知想象非常简单的物体，他们很快就能做到。

However, if they were told to visualize more complex objects, or importantly, to rotate those objects in their mind's eye, well, then it took longer for them to perform those mental visualizations.

然而，如果他们被告知要想象更复杂的物体，或者重要的是，在他们的脑海中旋转这些物体，那么他们需要更长的时间来执行这些心理想象。

Now, many of you might think, "Duh, if I have to just imagine a triangle or a cube, that's going to be very easy and very fast, whereas if I have to rotate that triangle or a cube in my mind's eye, that's going to take more time."

现在，你们中的许多人可能会想，“呃，如果我必须想象一个三角形或一个立方体，那将非常容易且非常快，而如果我必须在我的脑海中旋转那个三角形或立方体，那将需要更多时间。”

And indeed, that is somewhat of a duh, except, and this is so very important, except that what Shepard and his colleagues found is that how long it takes somebody to generate and rotate a given visual image scales directly with the complexity of that image.

事实上，这有点废话，除了，这非常重要，除了谢泼德和他的同事发现，生成和旋转给定视觉图像所需的时间直接与该图像的复杂性成正比。

In fact, Kosslyn did some experiments I think illustrate this even better, and here's the experiment.

事实上，科斯林做了一些实验，我认为更好地说明了这一点，这就是实验。

I love this experiment.

我喜欢这个实验。

I think you'll love it too, because it illustrates something so fundamentally important about how our brains work, not just for sake of mental training and visualization, but just how our brains work at all.

我想你也会喜欢它，因为它说明了我们大脑如何工作的一些非常重要的东西，不仅仅是为了心理训练和可视化，而是我们的大脑到底是如何工作的。

He showed people a picture of a map.

他向人们展示了一张地图的图片。

So a map drawn on a piece of paper.

所以一张地图画在一张纸上。

This was a map of an island.

这是一张岛屿的地图。

It included things like a loading dock for some boats.

它包括一些船只的装卸码头之类的东西。

It had a location for getting food on the island.

它有一个在岛上获取食物的地点。

It had some trees.

它有一些树。

It had some other small landmarks drawn out.

它还画出了一些其他的小地标。

And people looked at this and memorized it.

人们看着这个并记住它。

Or in other experiments, they just had people imagine this island and the location of these different landmarks on the island.

或者在其他实验中，他们只是让人们想象这个岛以及岛上这些不同地标的位置。

So it didn't really matter which.

所以哪个并不重要。

But then he had people imagine moving or walking from one location on the island to another.

但随后他让人们想象从岛上的一个地方移动或步行到另一个地方。

So they'd say, "Okay, you're at the loading dock.

所以他们会说：“好吧，你已经到了装货码头。

Now move to the restaurant." Okay, you're at the restaurant, now move to the palm tree.

现在去餐厅吧。”好的，你到了餐厅，现在去棕榈树那里。

You're on the north shore of the island, now go around the side of the island clockwise to arrive at the bay on the southwest corner, this sort of thing.

你在岛的北岸，现在顺时针绕岛的一侧到达西南角的海湾，这样的事情。

What Kosslyn found was absolutely incredible.

科斯林的发现绝对令人难以置信。

What he found was that the amount of time that it takes people to move from one location on the map to another scaled linearly, directly with the actual physical location between those objects on the map.

他发现，人们从地图上的一个位置移动到另一个位置所需的时间与地图上这些对象之间的实际物理位置直接成线性比例。

So for those of you that can understand or intuit the importance of what Shepard and Kosslyn showed, great.

因此，对于那些能够理解或凭直觉理解谢泼德和科斯林所展示的重要性的人来说，这太棒了。

I'm guessing, however, that for most people out there, you're still grasping at like, okay, interesting.

然而，我猜想，对于大多数人来说，你仍然会抓住这样的东西，好吧，有趣。

How things happen in the real world dictates how they happen in our mind's eye.

现实世界中的事情如何发生决定了它们在我们的脑海中如何发生。

But I want to make sure that I really nail home the importance of this for everybody.

但我想确保我确实让每个人都明白了这一点的重要性。

The importance of this is that when we look at something in the real world, so if I look at the pen in front of me, I'm holding up my pen, for those of you that are listening, I'm just holding up my pen in front of me, and I move it to the right and back and forth.

这样做的重要性在于，当我们在现实世界中观察某些东西时，如果我看着我面前的笔，我就举起了我的笔，对于那些正在听的人来说，我只是将我的笔举在我面前，然后我将它向右来回移动。

What's happening is I'm activating or I'm triggering the electrical activity of neurons, which we can think of as pixels in my eye.

发生的事情是我正在激活或触发神经元的电活动，我们可以将其视为我眼睛中的像素。

Okay, so it's leftward to rightward motion for me, and back and forth, and those are getting activated, and they're sending signals up to my visual cortex, and that information is processed at a given speed.

好吧，对我来说，这是从左到右的运动，前后运动，这些运动被激活，它们向我的视觉皮层发送信号，并且该信息以给定的速度进行处理。

What the visualization experiments that Shepard and Kosslyn and others did show is that the processing speed of imagined experiences is exactly the same as the processing speed of real experiences.

Shepard和Kosslyn等人所做的可视化实验表明，想象经验的处理速度与真实经验的处理速度完全相同。

And the spatial relationship between imagined and real experiences is exactly the same as well.

想象和真实体验之间的空间关系也完全相同。

Put simply, when we imagine something in our mind's eye or mind's ear, we are imagining the real thing happening.

简而言之，当我们在脑海或脑海中想象某件事时，我们正在想象真实发生的事情。

And when I say the real thing, it's not the obvious real thing.

当我说真实的事情时，它并不是明显的真实的事情。

Of course, if you're imagining something, that's the thing you're imagining.

当然，如果你在想象某事，那就是你在想象的事情。

What I mean is that your brain at the level of neurons is behaving exactly the same way, and this needn't have been the case.

我的意思是，你的大脑在神经元层面上的行为方式完全相同，但情况不一定如此。

Okay?

好的？

There could have been a result, for instance, that if people were asked to visualize a cube and rotate it, flip it from top to bottom.

例如，如果要求人们想象一个立方体并旋转它，从上到下翻转它，可能会出现这样的结果。

Okay, so put the top that's upward on a table now down on the table and so forth, or to migrate around the island counterclockwise, going from the northern coast all the way down to the southern coast clockwise and then back up to the northern coast, that they could have just done it really quickly, like all in one second.

好吧，所以把上面的顶部放在桌子上，现在放在桌子上，等等，或者逆时针绕岛移动，从北海岸顺时针一直到南海岸，然后回到北海岸，他们可以很快地完成，就像一秒钟内完成的那样。

But that's not what happens.

但事实并非如此。

They always match the speed at which they do things in their mind's eye to the same speed that they do them in the real world.

他们总是将自己在脑海中做事的速度与在现实世界中做事的速度相匹配。

So in telling you this, what I'm saying is that mental visualization at the neural level is identical to real-world events.

因此，在告诉您这一点时，我想说的是，神经层面的心理可视化与现实世界的事件相同。

So when you've heard that when we imagine something, it's identical in terms of our brain's experience of it and our body's experience of it as when we actually experience something, that is true at the neural level.

因此，当您听说当我们想象某事时，我们的大脑对它的体验以及我们身体对它的体验与我们实际经历某事时是相同的，这在神经层面是正确的。

However, when it comes to learning and improving performance in the cognitive or physical domain, they are not equivalent.

然而，当涉及到认知或身体领域的学习和提高表现时，它们并不等同。

So this is the second principle of mental training and visualization.

所以这是心训练和观想的第二个原则。

As you recall, the first principle of mental training and visualization was that in order to make it effective, it needs to be very brief and very simple and repeated over and over again.

正如你所记得的，心理训练和想象的首要原则是，为了使其有效，它需要非常简短、非常简单，并且一遍又一遍地重复。

The second principle of mental training and visualization is that while, yes, mental training and visualization recaptures the same patterns of neural firing in the exact same ways as real-world behavior and thinking, it is not as effective as real-world behavior and thinking.

心理训练和可视化的第二个原则是，虽然心理训练和可视化以与现实世界的行为和思维完全相同的方式重新捕捉相同的神经放电模式，但它并不像现实世界的行为和思维那么有效。

In other words, if you want to learn something, the ideal situation is to combine real training in the physical world with mental training.

换句话说，如果你想学点什么，最理想的情况就是将物质世界的真实训练与心理训练结合起来。

And I'll talk about exactly how to do that and in what ratios a little bit later.

稍后我将具体讨论如何做到这一点以及采用什么比例。

Now, there's a really incredible set of experiments that illustrate why it is that mental training and visualization can be extremely effective, but that it's always going to be most effective when combined with real-world training and experiences.

现在，有一组非常令人难以置信的实验说明了为什么心理训练和想象可以非常有效，但当它与现实世界的训练和经验相结合时总是最有效的。

The experiments that I'm talking about involve the use of what are called bistable images or impossible figures.

我正在谈论的实验涉及使用所谓的双稳态图像或不可能的图形。

Now, some of you are probably familiar with impossible figures.

现在，你们中的一些人可能熟悉不可能的数字。

These are figures or objects that when you look at them, they have these odd features, like you're not sure where they stop and where they start or where they end.

这些图形或物体，当你看着它们时，它们有这些奇怪的特征，就像你不确定它们在哪里停止、从哪里开始或在哪里结束。

One good example would be the so-called Möbius strip.

一个很好的例子就是所谓的莫比乌斯带。

The Möbius strip is literally a strip or a line that is contiguous.

莫比乌斯带实际上是一条连续的带或线。

It goes up and it loops around, and then it curves around, and then it goes back, and it just continues and continues.

它上升，循环，然后弯曲，然后返回，就这样继续下去。

And when you look at it, you can never really tell where it starts and where it stops because it doesn't have any of the features that allow you to see what's the front and what's the back in any kind of stable way.

当你看着它时，你永远无法真正分辨出它在哪里开始和在哪里停止，因为它没有任何功能可以让你以任何稳定的方式看到什么是前面，什么是后面。

Another example of an impossible figure would be a little set of cubes that look like they're coming out toward you, maybe with a little bend in them going up at a right angle, perhaps.

另一个不可能的图形的例子是一小组立方体，它们看起来像是向你走来，也许它们有一点弯曲，以直角上升。

But then if you look at it a little bit longer, that little piece that's facing up looks like it's in front, and you can't really tell what's in front and what's in back.

但如果你再看久一点，那面朝上的小块看起来就像在前面，你根本无法分辨什么是前面，什么是后面。

And so it's called an impossible figure because you don't really know how to frame it in your mind to tell what's closer to you and what's further apart.

所以它被称为不可能的图形，因为你真的不知道如何在你的脑海中构建它来区分什么离你更近，什么离你更远。

Bistable images are somewhat similar, although different in the sense that they typically are simple silhouettes.

双稳态图像有些相似，尽管不同之处在于它们通常是简单的轮廓。

So for instance, the faces/vases bistable image is perhaps the most famous of these, where you look at this image, it's very simple, and it looks like two vases.

例如，面孔/花瓶双稳态图像可能是其中最著名的，你看这个图像，它非常简单，它看起来像两个花瓶。

But then you look at it a little bit longer, and you realize that you're looking at the side angle or the profile of two faces looking at one another.

但当你再看一会儿，你就会意识到你正在看的是侧角或两张脸互相注视的侧面。

And when you see those two faces looking at one another, you can't see the vases at the same time.

当你看到那两张脸互相看着时，你无法同时看到花瓶。

But then if you decide to see the vases again, you can see the vases again, but the faces disappear.

但如果你决定再次看到花瓶，你可以再次看到花瓶，但面孔消失了。

So it's bistable, meaning that you can't see the faces and vases at the same time.

所以它是双稳态的，这意味着你不能同时看到面孔和花瓶。

And impossible figures and bistable images Are capturing the fact that your visual cortex and some of the associated areas that compute visual scenes in your world are essentially trying to recreate whatever it is that's out in front of them, and that's effectively what your visual system does.

不可能的图形和双稳态图像正在捕捉这样一个事实：您的视觉皮层和计算世界中视觉场景的一些相关区域本质上是在尝试重新创建它们面前的任何内容，而这实际上就是您的视觉系统所做的事情。

It's very good at recreating visual images in your brain, in your mind's eye, because if you think about it, even with your eyes open, your brain is just creating an abstract representation of what it thinks is out there.

它非常擅长在你的大脑、你的心灵之眼中重新创建视觉图像，因为如果你想一想，即使你睁着眼睛，你的大脑也只是在创建它认为存在的事物的抽象表示。

But that when it comes to assigning an identity to something like, oh, that's a face, or oh, that's a vase, that is constrained by different neural circuits, by different areas of the brain, and somehow, those circuits can't be co-active.

但是，当涉及到为诸如哦，那是一张脸，或者哦，那是一个花瓶之类的东西分配身份时，它受到不同的神经回路、大脑的不同区域的约束，并且不知何故，这些回路不能协同活动。

We cannot see the faces and the vases at exactly the same time.

我们无法同时看到面孔和花瓶。

We can switch back and forth really quickly, just as we can switch back and forth really quickly when we're looking at the impossible figure and think, okay, that's the front of it, that's the back.

我们可以非常快速地来回切换，就像当我们看着不可能的图形并想，好吧，那是它的前面，那是后面时，我们可以非常快地来回切换一样。

No, wait, that's the back, that's the front, and it's going back and forth, but we can't see them both at the same time.

不，等等，那是后面，那是前面，它来回移动，但我们不能同时看到它们。

No one can see them both at the same time.

没有人能同时看到他们两个。

Okay?

好的？

We know this from brain imaging studies.

我们从大脑成像研究中知道这一点。

Now, impossible figures and bistable images can be seen.

现在，不可能的图形和双稳态图像都可以看到。

You could look them up right now on your phone or computer, or I could show you pictures of them on paper right in front of you.

您现在可以在手机或计算机上查找它们，或者我可以在您面前向您展示它们在纸上的照片。

And you can do these sorts of perceptual experiments of telling people, look at the face, look at the vase, look at the front of the cube, now make it out the back of the cube.

你可以做这类感知实验，告诉人们，看脸，看花瓶，看立方体的正面，现在把它从立方体的背面拿出来。

And they can do this somewhat deliberately.

他们可以故意这样做。

However, and this is, I think, so very interesting to understanding how mental training and visualization does and does not support real-world learning.

然而，我认为这对于理解心理训练和想象如何支持和不支持现实世界的学习非常有趣。

If you try to imagine a bistable image, you can't do it.

如果你试图想象一个双稳态图像，你就无法做到。

In fact, no one can do it until they do something else.

事实上，除非有人做其他事情，否则没有人能做到这一点。

Okay?

好的？

So for those of you saying, "Wait, I can do it.

所以对于那些说：“等等，我能做到的人。

I can do faces, vases in my mind's eye," I promise you that the neuroimaging disputes your belief, okay, and supports the idea that we can see real-world bistable images, we can see real-world impossible figures, but when we try and imagine those in our mind's eye, we simply can't do it.

我可以在我的心灵之眼中做面孔、花瓶，”我向你保证，神经影像学会质疑你的信念，好吧，并且支持这样的观点：我们可以看到现实世界的双稳态图像，我们可以看到现实世界中不可能的图形，但当我们尝试想象那些在我们心灵之眼中的东西时，我们根本做不到。

We can't do the perceptual shift in our mind's eye.

我们无法在头脑中进行感知转变。

We can't switch back and forth between faces and vases.

我们不能在面孔和花瓶之间来回切换。

However, and I just have to chuckle because I think these experiments are so clever.

然而，我只能笑一笑，因为我认为这些实验太聪明了。

If I have you trace or draw with a pen on a piece of paper an impossible figure or the faces, vases, bistable image, and then I ask you to imagine that bistable image or impossible figure and to switch back and forth, you are able to do it.

如果我让你用笔在一张纸上描绘或画出一个不可能的图形或面孔、花瓶、双稳态图像，然后我要求你想象那个双稳态图像或不可能的图形并来回切换，你就能做到。

So what that illustrates is that it's the combination of imagined and real-world experiences, real motor movements, real perceptual experiences combined with motor movements, combined with what you imagine in your mind's eye that really gives you the most depth and flexibility over your mental visualization.

所以这说明了，想象和现实世界的体验、真实的运动运动、真实的感知体验与运动运动相结合，与你脑海中的想象相结合，真正为你的心理可视化提供了最大的深度和灵活性。

And in doing so, we can really stamp down a third principle of mental training and visualization, which is that your mental training and visualization will be far more effective if you are performing the exact same or very similar mental and physical tasks in the real world.

这样做，我们确实可以践行心理训练和可视化的第三条原则，那就是，如果你在现实世界中执行完全相同或非常相似的心理和身体任务，你的心理训练和可视化将会更加有效。

Okay?

好的？

So first principle is mental training and visualization needs to be simple and brief and repeated.

因此，首要原则是心理训练和可视化需要简单、简短并重复。

Second is that mental training and visualization is not a replacement for real-world motor training or cognitive training.

其次，心理训练和可视化并不能替代现实世界的运动训练或认知训练。

It's an augment.

这是一个增强。

It's an addition that can really help.

这是一个真正有帮助的补充。

And the third principle of mental training and visualization is that you need to combine mental training and visualization with real-world behaviors and experiences that are very, very similar.

心理训练和可视化的第三个原则是，你需要将心理训练和可视化与现实世界中非常非常相似的行为和体验结合起来。

Now, as a brief but I think really relevant aside, one of the things that also makes mental training and visualization more effective is when we assign cognitive labels to what's going on when we visualize.

现在，作为一个简短但我认为确实相关的事情，让心理训练和可视化更加有效的一件事是，当我们为可视化时发生的事情分配认知标签时。

So what I mean is that people are much better at manipulating faces and vases in their mind's eye, of course, only once they've drawn them out physically with their hand, as I mentioned before, than they are manipulating abstract objects like impossible figures.

所以我的意思是，人们更擅长在脑海中操纵面孔和花瓶，当然，只有当他们用手将它们实际地画出来时，正如我之前提到的，才比操纵抽象物体（如不可能的图形）要好得多。

In part because by labeling them faces and vases, people are able to capture a lot of other neural machinery that's related to faces and vases.

部分原因是通过给面孔和花瓶贴上标签，人们能够捕捉到许多与面孔和花瓶相关的其他神经机制。

In fact, we have entire brain areas on both sides of the brain devoted to the processing of faces.

事实上，我们大脑两侧的整个大脑区域都专门用于处理面部表情。

They're called fusiform face area.

它们被称为梭形面部区域。

We have other areas in our brain that are involved in processing of 3D objects, but faces are of particular value.

我们大脑中还有其他区域参与处理 3D 对象，但面部具有特殊价值。

There's a value to understanding what a face is as opposed to a non-face, and there's a value to understanding what a particular face is.

理解什么是面孔而不是非面孔是有价值的，并且理解什么是特定的面孔也是有价值的。

In fact, the simplest way to put this is that the human brain is, in many ways, a face recognition and expression of faces recognition machine.

其实，最简单的说法就是，人脑在很多方面就是一台进行人脸识别和表情识别的机器。

It, of course, does other things, but it is exceptionally good at that.

当然，它还做其他事情，但它在这方面非常擅长。

Unless you're in a profession in which the relationships between 3D objects and your ability to manipulate them is exceedingly important, you're not going to have a lot of neural real estate specifically devoted to that.

除非你从事的职业中 3D 对象和你操纵它们的能力之间的关系非常重要，否则你不会有大量的神经资源专门用于此。

Some people will be better at it, some people will be worse.

有些人会做得更好，有些人会更差。

But when it comes to faces, unless you have a condition like prosopagnosia, which is an inability to recognize, say, famous faces and distinguish them from non-famous faces, or if you have some sort of face recognition deficit, which about anywhere from one perhaps to 3% of people out there have, they're just terrible at recognizing faces.

但当涉及到面孔时，除非你患有面部失认症（即无法识别名人面孔并将其与非名人面孔区分开），或者如果你有某种面孔识别缺陷（大约有 1% 到 3% 的人都有这种缺陷），那么他们在识别面孔方面就很糟糕。

And by the way, there's about half a percent of people out there that are what are called super recognizers that can recognize faces in a large crowd.

顺便说一句，大约有百分之一的人被称为超级识别器，可以识别一大群人中的面孔。

They can recognize specific faces even from just partial profiles.

他们甚至可以从部分轮廓中识别特定的面孔。

By the way, these people are extremely valuable to security agencies, and security agencies are very good at finding these people.

顺便说一下，这些人对于安全机构来说是极其有价值的，而且安全机构非常擅长找到这些人。

Machines are quickly getting better or at least as good as super recognizers, but the best super recognizers are still better than the best AI and machine algorithms out there.

机器正在迅速变得更好，或者至少与超级识别器一样好，但最好的超级识别器仍然比最好的人工智能和机器算法更好。

But the point is that in your mind's eye, you are better able to manipulate specific objects or to see things more clearly and with more specificity When it has a label that you recognize from your real-world experience, as opposed to abstract or fictional labels.

但关键是，在你的心灵之眼中，当它有一个你从现实世界的经验中识别出来的标签时，你就能更好地操纵特定的物体，或者更清晰、更具体地看待事物，而不是抽象或虚构的标签。

Okay?

好的？

Again, stamping home the idea that what you experience in the real world really serves to support your mental imagery, and therefore, the key importance of experiencing and doing things in the real world and supporting that with mental training and visualization, and not just relying on mental training and visualization.

再次强调这样一个观点：你在现实世界中的经历确实有助于支持你的心理意象，因此，在现实世界中体验和做事并通过心理训练和想象来支持这一点至关重要，而不仅仅是依赖心理训练和想象。

And the tangent here that's a little bit of fun, and I don't think we've ever talked about before on this podcast, is that of UFOs, unidentified flying objects.

这里有点有趣的切线，我认为我们之前在这个播客中从未讨论过，那就是不明飞行物，不明飞行物。

There's a lot of people out there who think that they've seen UFOs.

有很多人认为他们看到了不明飞行物。

I guess technically they have, because a UFO is an unidentified flying object, and if it's unidentified, at least to them, then it is indeed a UFO.

我想从技术上来说他们是有的，因为不明飞行物是一种不明飞行物，如果它是不明飞行物，至少对他们来说，那么它确实是不明飞行物。

I guess the question is whether or not, or the dispute rather, is whether or not those UFOs are actually flown by aliens or controlled by aliens.

我想问题在于，或者更确切地说，争议在于这些不明飞行物是否实际上是由外星人驾驶或由外星人控制的。

I think that's where the dispute lies.

我想这就是争议所在。

But you can imagine how if somebody sees an object in their environment and decides, "Ah, that's a UFO." Okay?

但你可以想象如果有人在他们的环境中看到一个物体并决定“啊，那是一个不明飞行物”。好的？

Remember these faces, vases, or these impossible figures?

还记得这些面孔、花瓶或这些不可思议的人物吗？

If they say, "Oh, that thing is a UFO," as opposed to something else, they see, in other words, the face, not the vase, well, that stamps it down as a memory in their visual system and related systems, and then in their mind's eye, they are seeing the UFO.

如果他们说，“哦，那东西是一个不明飞行物”，而不是其他东西，换句话说，他们看到的是脸，而不是花瓶，好吧，这将其作为视觉系统和相关系统的记忆，然后在他们的心灵之眼中，他们看到了不明飞行物。

They're not seeing the other thing that it could possibly be.

他们没有看到可能的其他事情。

Okay?

好的？

So it's stamped down a very specific memory.

所以它被烙印在一个非常具体的记忆中。

So the point here is that mental training and visualization relies on not just the physical contours and the exact spatial profiles and the speed of movement of particular things that we experience in the real world.

因此，这里的要点是，心理训练和可视化不仅依赖于我们在现实世界中经历的物理轮廓、精确的空间轮廓以及特定事物的运动速度。

It also heavily depends on the cognitive labels and the decisions we make about the things that we see.

它还在很大程度上取决于认知标签以及我们对所看到的事物做出的决定。

And this will become very important as we build up toward our fourth principle of mental training and visualization, which is that our cognitive labels, that is, what we decide is happening when we do mental training and visualization, turns out to be very important.

当我们建立心理训练和可视化的第四个原则时，这将变得非常重要，这就是我们的认知标签，即我们在进行心理训练和可视化时决定发生的事情，事实证明非常重要。

Now, this is not simply to say that you can decide, "Okay, I want to learn how to play piano, and so I'm going to tell myself that a particular chord I imagine in my mind's eye is identical to the real-world chord just because I decide it is." The brain doesn't work that way.

现在，这不仅仅是说你可以决定，“好吧，我想学习如何弹钢琴，所以我要告诉自己，我在脑海中想象的特定和弦与现实世界的和弦相同，只是因为我决定它是相同的。”大脑不是这样工作的。

It's not possible to just lie to yourself and learn better as a consequence of the lies you tell yourself.

仅仅对自己撒谎并通过对自己撒谎来学得更好是不可能的。

However, what this tells us is that it is very, very important that your mental training and visualization accurately recapitulate the real-world training that you're doing.

然而，这告诉我们，你的心理训练和想象准确地概括你正在做的现实世界训练是非常非常重要的。

So if we are going to stamp down a fourth principle of effective mental training and visualization, based on what we know from the scientific literature, is that your mental training and visualization should assign labels to what you're doing that can be matched to real-world training and experiences.

因此，如果我们要根据我们从科学文献中了解到的信息，制定有效的心理训练和可视化的第四个原则，那就是你的心理训练和可视化应该为你正在做的事情分配标签，这些标签可以与现实世界的训练和经验相匹配。

Now, these can be somewhat abstract.

现在，这些可能有些抽象。

So for instance, if you're trying to learn a particular aspect of the golf swing.

举例来说，如果您想学习高尔夫挥杆的某个特定方面。

Okay?

好的？

So let's say that you're working on your golf swing, seems to be there are a lot of people out there working on their golf swing, and you're going to do some mental training and visualization in order to improve your golf swing.

假设您正在练习高尔夫挥杆，似乎有很多人都在练习高尔夫挥杆，您将进行一些心理训练和想象，以提高您的高尔夫挥杆。

We already know, again let's just march through them, that your mental training and visualization needs to be brief and simple.

我们已经知道，再次让我们回顾一下它们，你的心理训练和想象需要简短而简单。

It needs to be the same or in fact, it will be, we can say, the same as your real-world golf swing.

它需要相同，或者事实上，我们可以说，它将与您现实世界中的高尔夫挥杆相同。

In other words, it will take you exactly the same amount of time to perform that golf swing in your mind's eye as it would in the real world.

换句话说，您在脑海中挥杆所需的时间与在现实世界中挥杆所需的时间完全相同。

Incredible, right?

难以置信，对吧？

Again, something that maybe is taking a little bit of time to sink in, but once it does, you're going to be like, "Wow, the brain is really an incredible machine."

再说一次，有些事情可能需要一点时间才能理解，但一旦理解了，你就会说，“哇，大脑真是一台令人难以置信的机器。”

And that third principle, that you still have to do golf swings in the real world in addition to the mental training of golf swings.

第三个原则是，除了高尔夫挥杆的心理训练之外，你仍然必须在现实世界中进行高尔夫挥杆。

And fourth, that if you want that mental training and visualization to really improve your golf swing, you're going to have to name or apply an identity to the specific golf swing or aspect of the golf swing that you're practicing.

第四，如果您希望通过心理训练和可视化来真正改善您的高尔夫挥杆，您将必须为您正在练习的特定高尔夫挥杆或挥杆方面命名或应用一个标识。

So this could be abstract.

所以这可能是抽象的。

You could call it mental training and visualization of golf swing 1A, and you could imagine in your mind's eye the perfect golf swing over and over and over and over.

你可以称之为心理训练和高尔夫挥杆可视化1A，你可以在脑海中一遍又一遍地想象完美的高尔夫挥杆。

But then when you're in the real world, you're also going to have to call that, either out loud or just to yourself, golf swing 1A, okay?

但当你在现实世界中时，你还必须大声或自己称呼它为“高尔夫挥杆 1A”，好吗？

As opposed to a putt, which might be 1B.

与推杆相反，推杆可能是 1B。

So naming and giving an identity to a real-world skill and applying the same name or identity to the mental version of that, the visualization of that, can enhance the mental training and visualization in significant ways.

因此，为现实世界的技能命名并赋予其身份，并将相同的名称或身份应用于其心理版本，即其可视化，可以显着增强心理训练和可视化。

So when we apply identities or names to these mental trainings and visualizations, and again, provided that they are brief and repeated and so on, we greatly enhance the amount of neural machinery in the brain and body that we are able to recruit when we go to perform those real-world golf swings and golf putts, and here just replace golf swing and golf putt with anything that you're trying to learn.

因此，当我们将身份或名称应用于这些心理训练和可视化时，并且再次假设它们是简短且重复的等等，我们极大地增强了大脑和身体中的神经机制的数量，当我们去执行那些现实世界的高尔夫挥杆和高尔夫推杆时，我们能够招募这些神经机制，在这里只需用你想要学习的任何东西来代替高尔夫挥杆和高尔夫推杆。

You're able to recruit a lot more neural machinery and greatly increase the probability of proper execution.

你能够招募更多的神经机制，并大大增加正确执行的可能性。

So before we go any further, I want to share with you a couple of incredible aspects of mental visualization that really can be harnessed and applied toward mental training and visualization.

因此，在我们进一步讨论之前，我想与您分享心理可视化的几个令人难以置信的方面，这些方面确实可以利用并应用于心理训练和可视化。

Okay?

好的？

Some of these were done by Roger Shepard and his graduate students and postdocs.

其中一些是由罗杰·谢泼德和他的研究生和博士后完成的。

Some were done by Steve Kosslyn and by others.

有些是由 Steve Kosslyn 和其他人完成的。

What these experiments really show is that mental training and visualization is capturing many, many of the exact same features of real-world behavior and perceptions.

这些实验真正表明的是，心理训练和可视化正在捕捉现实世界行为和感知的许多完全相同的特征。

Not all of them, but many of them.

不是全部，而是很多。

So for instance, if I tell you to close your eyes and imagine a ceiling that has tiles that are black and white checkered tiles, one black tile, one white tile, for instance.

举例来说，如果我告诉你闭上眼睛，想象一个天花板，上面有黑白格子瓷砖，例如一块黑色瓷砖，一块白色瓷砖。

We know based on experiments where we measure eye movements behind closed eyelids, that people tend to move their eyes up when they are imagining things above them, such as a ceiling.

根据测量闭上眼睑后面的眼球运动的实验，我们知道，当人们想象自己上方的物体（例如天花板）时，他们的眼睛往往会向上移动。

Whereas if I tell you to imagine things down on the floor, like you're taking a hike and you're looking for rattlesnakes, actually, just recently I experienced, because it's spring here in California, a rattlesnake along a hiking trail.

然而，如果我告诉你想象一下地板上的东西，比如你正在徒步旅行，你正在寻找响尾蛇，实际上，就在最近我经历过，因为现在是加利福尼亚州的春天，一条响尾蛇沿着远足小径行走。

It's really quite beautiful, although I have to confess, I enjoyed keeping my distance.

它真的很美，尽管我不得不承认，我喜欢保持距离。

I don't like snakes very much.

我不太喜欢蛇。

I don't dislike snakes, but I prefer not to interact with them unless I have to.

我并不讨厌蛇，但除非必要，否则我宁愿不与它们互动。

If I have you imagine that rattlesnake, depending on your relationship or thoughts about rattlesnakes, a number of things will happen in your brain, of course activation of the limbic system or not, for instance.

如果我让你想象那条响尾蛇，根据你对响尾蛇的关系或想法，你的大脑中会发生很多事情，当然，例如边缘系统是否激活。

But what I know is that regardless of how you feel about snakes, most of you will move your eyes down when imagining a snake.

但我知道的是，无论你对蛇的感觉如何，大多数人在想象蛇时都会将眼睛向下移动。

Okay?

好的？

It might be subtle, it might be fast, but statistically, that result shows up as opposed to when I imagine or I ask you to imagine something above you, you tend to move your eyes up.

它可能很微妙，也可能很快，但从统计角度来看，这个结果是显示出来的，而不是当我想象或我要求你想象你上方的东西时，你倾向于向上移动你的眼睛。

In addition to that, if I tell you, for instance, to imagine an elephant and a mouse next to one another, you presumably have some real-world understanding about the relative sizes of elephants versus mice.

除此之外，例如，如果我告诉你，想象一头大象和一只老鼠并排在一起，你可能对现实世界中大象与老鼠的相对大小有一些了解。

Elephants generally are bigger than mice, thank goodness.

谢天谢地，大象通常比老鼠大。

Mice are smaller than elephants.

老鼠比大象小。

If I ask you to tell me about the details of that mouse's face, so for instance, can you see its whiskers?

如果我让你告诉我那只老鼠脸的细节，比如说，你能看到它的胡须吗？

The processing time required for you to do that is much longer than the processing time required if I say, "Tell me what the position of that elephant's trunk is."

你这样做所需的处理时间比我说“告诉我那个象鼻的位置是什么”所需的处理时间要长得多。

Now why would that be so, okay?

为什么会这样，好吗？

The position of the elephant's trunk wasn't something that I told you.

象鼻的位置不是我告诉你的。

It wasn't dictated by me.

这不是我指定的。

It's in your mind's eye.

它就在你的脑海里。

Maybe you don't even know, and you have to go searching for it.

也许你根本不知道，你必须去寻找。

But what we do know is that if I tell you to look at a small object in your mind's eye versus a larger object, so for instance, the mouse versus the elephant, it takes longer for you to do that.

但我们确实知道的是，如果我告诉你在你的脑海中观察一个小物体与一个较大的物体，例如，老鼠与大象，你需要更长的时间才能做到这一点。

In other words, just as with the map experiment, the distance between things on a map is conserved in your mind's eye as a linear relationship.

换句话说，就像地图实验一样，地图上事物之间的距离在你的脑海中以线性关系保存。

It takes longer to go far distances between things on a map in your mind than it does to go shorter distances.

在你脑海中地图上的事物之间走远距离比走短距离需要更长的时间。

It's also the case that it takes you longer to look at the details of a small object versus a large object because why?

还有一种情况是，与大物体相比，您需要更长的时间来查看小物体的细节，因为为什么呢？

Because you are zooming in in your mind's eye.

因为你正在放大你的心灵之眼。

Again, all of which speaks to the equivalence of mental imagery with real-world imagery and perception.

同样，所有这些都说明了心理意象与现实世界的意象和感知的等同性。

And as I mentioned earlier, and as we'll see in a moment, this also extends into the motor domain.

正如我之前提到的，我们稍后会看到，这也延伸到了运动领域。

It takes you longer to perform complex motor sequences in your mind's eye than it does simple motor sequences, just as it would in the real world.

在你的脑海中执行复杂的运动序列比执行简单的运动序列需要更长的时间，就像在现实世界中一样。

And if you're saying, "Of course, of course, of course," well then great.

如果你说：“当然，当然，当然，”那就太好了。

Then we've really underscored the point, which is that when you imagine things, it is not exactly the same, but it is very much the same as actually doing or perceiving those things in the real world.

然后我们确实强调了这一点，即当你想象事物时，它并不完全相同，但它与在现实世界中实际做或感知这些事物非常相似。

And the fifth principle of effective mental training and visualization is this notion of equivalence of mental imagery versus real-world perception and behavior.

有效的心理训练和可视化的第五个原则是心理意象与现实世界的感知和行为的等效概念。

These are the experiments, as you recall, where if people are told to look for clouds in their mental visualization, they tend to look up.

正如你所记得的，在这些实验中，如果人们被告知在心理想象中寻找云，他们往往会向上看。

Or if they're looking for something on the floor, they tend to look down, even behind closed eyelids.

或者，如果他们在地板上寻找东西，他们往往会低头看，即使是闭着眼睑。

Now, this can be applied toward building an especially effective mental training and visualization protocol if you deliberately move your eyes in the direction of the thing or things that you are trying to recapitulate in your mind, in your visualization, that is.

现在，如果你故意将你的眼睛移向你试图在你的脑海中重述的事物的方向，也就是说，在你的可视化中，这可以应用于建立一个特别有效的心理训练和可视化协议。

You don't necessarily have to include this step, but mental training and visualization is going to be more effective if you do, because with consciously generated eye movements, again, even behind closed eyelids, you are bringing about more of the neural circuitry that one would experience if you were to perform that particular cognitive task or motor task in the real world, which as I mentioned before in principle number three, you need to be doing anyway, separately from your mental training and visualization.

你不一定要包括这一步，但如果你这样做了，心理训练和可视化将会更有效，因为通过有意识地产生眼球运动，即使在闭上眼睑之后，你也会带来更多的神经回路，就像你在现实世界中执行特定的认知任务或运动任务一样，正如我之前在原则三中提到的，你无论如何都需要这样做，与你的心理训练和可视化分开。

So what we're talking about here is thus far five principles of mental training and visualization that are well established from the scientific research literature.

因此，到目前为止，我们在这里讨论的是科学研究文献中确立的心理训练和可视化的五个原则。

In fact, I haven't mentioned this quite yet, and I'll refer to some other references, but there's a wonderful systematic review of a large number of studies that have looked at mental training and visualization, what's effective, what's less effective, across a bunch of different disciplines that include education, medicine, music, psychology, and sports.

事实上，我还没有提到这一点，我会参考其他一些参考文献，但是有一个对大量研究的精彩系统回顾，这些研究着眼于心理训练和可视化，什么是有效的，什么是不太有效的，涉及教育、医学、音乐、心理学和体育等一系列不同学科。

We will provide a link to this paper in the show note captions, but the title of the paper is "Best Practice for Motor Imagery: A Systematic Literature Review on Motor Imagery Training Elements in Five Different Disciplines." As the title suggests, it's mainly for motor imagery training, but it extends into music, which of course involves motor training and execution but as well as education.

我们将在节目注释标题中提供本文的链接，但论文的标题是“运动意象的最佳实践：五种不同学科中运动意象训练元素的系统文献综述”。正如标题所示，它主要用于运动想象训练，但它延伸到音乐，当然涉及运动训练和执行，但也涉及教育。

This review establishes a number of different important things.

这篇评论确定了许多不同的重要事项。

I'm going to read off some of the key or highlight takeaways.

我将宣读一些关键或重点内容。

For instance, I described principle one of effective mental training and visualization, which is that the visualization be brief and it be simple and it be repeated.

例如，我描述了有效的心理训练和观想的原则之一，就是观想要简短、简单、重复。

You may ask how many times that very brief five to 15-second exercise of going through some routine should be repeated.

您可能会问，这种简短的 5 到 15 秒的例行练习应该重复多少次。

Well, different studies have used different ranges of, let's call them repetitions, in a given training session.

嗯，不同的研究在给定的训练课程中使用了不同范围的（我们称之为重复）。

But the number that seems to be most effective is somewhere between 50 and 75 repeats per session.

但最有效的次数似乎是每次重复 50 到 75 次之间。

That brings about the question of how long one should rest between each repeat.

这就带来了一个问题：每次重复之间应该休息多长时间。

This gets a little tricky depending on what you're trying to do.

这会变得有点棘手，具体取决于您想要做什么。

Remember that we have this threshold of about 15 seconds for completion of the entire motor sequence.

请记住，我们有大约 15 秒的阈值来完成整个运动序列。

Let's say what you're trying to do, like a golf swing, takes you five seconds to imagine in your mind's eye from the point where you, let's just say, have the ball on the tee, you bring the golf club up.

假设您正在尝试做的事情，例如高尔夫挥杆，您需要花五秒钟的时间在脑海中想象，从您将球放在球座上，然后举起高尔夫球杆开始。

You might reposition your feet just a little bit, that kind of a little wiggle that golfers do, and then the swing.

你可能会稍微重新调整一下你的脚的位置，就像高尔夫球手所做的那样，稍微摆动一下，然后挥杆。

If that whole thing takes five seconds in your mind's eye and roughly five seconds in the real world, well, then you'd be able to repeat it, of course, three times in 15 seconds.

如果整个事情在你的脑海中需要 5 秒，而在现实世界中大约需要 5 秒，那么你当然可以在 15 秒内重复 3 次。

That would be one repetition, even though you're doing it three times.

即使你做了三遍，这也是一次重复。

So it's one 15-second epoch, as it's sometimes called, E-P-O-C-H, epoch, and then you would rest for an approximately equivalent amount of time, 15 seconds or so, and then repeat.

所以这是一个 15 秒的纪元，有时被称为 E-P-O-C-H，纪元，然后你会休息大约相等的时间，15 秒左右，然后重复。

Then rest 15 seconds or so, and then repeat.

然后休息15秒左右，然后重复。

Rest 15 seconds, and then repeat.

休息 15 秒，然后重复。

Again, three golf swings within that 15 seconds, rest 15 seconds.

同样，在 15 秒内挥杆 3 次，休息 15 秒。

Three golf swings within that 15 seconds, rest 15 seconds.

15 秒内挥杆 3 次，休息 15 秒。

Truth told, these Epochs and these rest periods do not need to be exact.

说实话，这些纪元和休息时间不需要精确。

You could imagine, for instance, that you get three repetitions of the swing within 14 seconds.

例如，您可以想象，您在 14 秒内重复了 3 次挥杆。

Well then, do you do another one, or do you wait until the end of that 15 seconds?

那么，你会再做一次，还是等到那 15 秒结束？

I encourage you not to obsess too much about those sorts of points.

我鼓励你不要过分关注这些问题。

Rather, you want to do as many repeats as you can in about a 15-second epoch, and then rest for about 15 seconds, and then repeat for a total of 50 to 75 repetitions, which might not sound like a lot to some of you, might sound like an awful lot to others of you.

相反，您希望在大约 15 秒的周期内尽可能多地重复，然后休息大约 15 秒，然后重复总共 50 到 75 次，这对你们中的一些人来说可能听起来不是很多，但对你们中的其他人来说可能听起来太多了。

To me, it sounds like a lot.

对我来说，这听起来很多。

Fifty repetitions of something and where you're trying to concentrate in your mind's eye on getting something accomplished over and over again in exactly the same way might seem like a lot.

重复五十次某件事，以及你试图集中注意力，一遍又一遍地以完全相同的方式完成某件事，可能看起来很多。

We know, based on the learning literature, that your ability to successfully perform something in the real world will lend itself to better performance of that thing in the imagined world within your mind's eye.

根据学习文献，我们知道，你在现实世界中成功执行某些操作的能力将有助于你在想象的世界中更好地执行该操作。

That's also one of these sort of does.

这也是其中的一种做法。

But if you're trying to get better at something that you've never performed before, you really should know that the mental training and visualization is probably not the best augment to that real-world training until you're able to perform it successfully in the real world, at least some of the time.

但如果你想在以前从未完成过的事情上做得更好，你真的应该知道，心理训练和想象可能不是对现实世界训练的最佳增强，直到你能够在现实世界中成功地完成它，至少在某些时候。

Mental training and visualization can be effective, however, at increasing the accuracy or the frequency at which you can do that real-world behavior.

然而，心理训练和可视化可以有效地提高您在现实世界中进行行为的准确性或频率。

So if normally you're only getting the correct swing or you're only hitting the golf ball correctly, say, 10% of the time, mental training and visualization can really help bring that number up, but it is important that you are able to successfully complete that motor task in the real world.

因此，如果通常情况下你只能正确挥杆或者只能正确击球，比如说 10% 的时间，心理训练和想象确实可以帮助提高这个数字，但重要的是你能够在现实世界中成功完成这项运动任务。

Similarly, for performance of cognitive tasks, so say, for instance, speaking a new language, you might ask, well, gosh, what in the landscape of speaking a new language can be restricted to five to 15 seconds, where I could repeat it anywhere from one to three times in a given epoch, and then rest, and then keep repeating 50 to 75 times?

同样，对于执行认知任务，例如说一门新语言，您可能会问，天哪，在说一门新语言的情况下，什么可以限制在 5 到 15 秒内，而我可以在给定的时期内重复 1 到 3 次，然后休息，然后继续重复 50 到 75 次？

Well, there I would encourage you to pick something that you are able to do perhaps very slowly, so to speak, a particular sentence, but with some challenge in getting the accent and the enunciation right, but you've completed it successfully before, and you want to get more smooth or more fluid with it.

好吧，我鼓励你选择一些你能够做的事情，也许很慢，可以这么说，一个特定的句子，但在正确发音和发音方面有一些挑战，但你以前已经成功地完成了它，并且你想要变得更流畅或更流畅。

Likewise, for playing piano or guitar, again, you have to translate to the specific cognitive and/or motor activity that you are seeking to improve at.

同样，对于弹钢琴或吉他，您必须将其转化为您想要提高的特定认知和/或运动活动。

But those epochs lasting five to 15 seconds are really the cornerstone of an effective mental training and visualization practice, and the repeated nature of it, 50 to 75 repetitions in a given session, is also another cornerstone of an effective mental training and visualization practice.

但那些持续 5 到 15 秒的时间确实是有效的心理训练和可视化练习的基石，而它的重复性，在给定的会话中重复 50 到 75 次，也是有效的心理训练和可视化练习的另一个基石。

So says this review and some of the other papers that I'm going to get to in a few moments.

这篇评论和我稍后将要讨论的其他一些论文就是这样说的。

Now, one of the other key components of a successful mental training and visualization practice is how often you perform that mental training and visualization practice.

现在，成功的心理训练和可视化练习的其他关键组成部分之一是您进行心理训练和可视化练习的频率。

And again, a number of different studies have looked at this through a number of different lenses, meaning anywhere from two to eight times per week.

同样，许多不同的研究通过许多不同的视角来研究这个问题，这意味着每周两次到八次。

It does appear that performing these sessions anywhere from three to five times per week is going to be effective.

看来每周进行三到五次这些课程确实是有效的。

We could perhaps even say most effective because most of the, let's just call it the strongest data, really point to repeating these 50 to 75 trials of the same thing three to five times per week.

我们甚至可以说最有效，因为大多数（我们称之为最有力的数据）确实表明每周对同一事物重复 50 到 75 次试验三到五次。

So you can come up with a number that's reasonable for you to do consistently.

所以你可以想出一个合理的数字，让你能够持续地做下去。

And you might ask, do you have to continue to perform the mental training and visualization forever?

你可能会问，你必须永远继续进行心修和观想吗？

And the good news is, the answer to that question is no. It does seem that once you have, what's called consolidated the motor performance or the cognitive performance of something, it can be further supported or reinforced, that is consolidated in the neural circuits that are responsible for performing that mental or physical task.

好消息是，这个问题的答案是否定的。似乎一旦你拥有了所谓的巩固某事物的运动表现或认知表现，它就可以得到进一步的支持或加强，即在负责执行精神或身体任务的神经回路中得到巩固。

So in other words, once you are performing that cognitive or motor task in a way that's satisfactory or perhaps just improved, perhaps you're not 100%, but it's improved in the real world, you don't need to continue to do mental training and visualization to maintain that real-world performance.

换句话说，一旦你以令人满意或刚刚有所改善的方式执行认知或运动任务，也许你不是 100%，但它在现实世界中得到了改善，你不需要继续进行心理训练和想象来保持现实世界的表现。

So that's a good thing.

所以这是一件好事。

In fact, the ideal situation would be then to pick a different sequence or thing that you're trying to learn and do mental training and visualization for that.

事实上，理想的情况是选择一个不同的序列或你想要学习的事物，并为此进行心理训练和可视化。

I perhaps might have misspoke there, although I don't want to edit this out.

我可能在那里说错了，尽管我不想编辑掉它。

I misspoke in the sense that, again, I said, for the thing that you're trying to learn, remember, mental training and visualization is going to be most effective for building up the number of accurate trials or your ability to do something with a greater frequency of something that you're already capable of doing or have done at least once in the real world.

我说错了，我说的是，对于你试图学习、记住的事情，心理训练和想象对于建立准确试验的数量或你以更高的频率做某事的能力是最有效的，而你已经有能力做或在现实世界中至少做过一次。

Okay?

好的？

This is not to say that mental training and visualization can't be used to acquire new skills.

这并不是说心理训练和想象不能用来获得新技能。

It can in principle, but it has been shown to be most effective for enhancing the speed and the accuracy of skills that one has already demonstrated some degree of proficiency at in the real world.

原则上可以，但事实证明，它对于提高人们在现实世界中已经表现出一定程度熟练程度的技能的速度和准确性最有效。

I think that's important to point out because we often hear mental training visualization and this equivalence of perceptual and motor experiences in our mind's eye to the real world, and we think, oh, all we have to do is imagine doing something, and we will get better at it.

我认为指出这一点很重要，因为我们经常听到心理训练可视化以及我们心灵之眼中的感知和运动体验与现实世界的等价性，我们认为，哦，我们所要做的就是想象做某事，我们就会做得更好。

And unfortunately, that's not the case.

不幸的是，事实并非如此。

The good news is, however, if you can do something once, even very slowly in the real world, and then you bring it to the mental imagery and visualization domain, you can get much faster at it in a way that really does translate back to the real world.

然而，好消息是，如果你可以做某件事一次，即使在现实世界中非常缓慢，然后你把它带到心理意象和可视化领域，你就可以以一种真正能转化回现实世界的方式更快地完成它。

Now, if you recall principle number three or what I'm calling principle number three of effective mental training and visualization, which was that you have to be able to perform the thing that you're trying to get better at through visualization and imagery in the real world.

现在，如果你还记得第三条原则，或者我所说的有效心理训练和可视化的第三条原则，那就是你必须能够在现实世界中通过可视化和想象来完成你想要做得更好的事情。

That should raise the question of what is the ratio of real-world training versus mental training that's going to be most effective?

这就提出了一个问题：现实世界的训练与心理训练的比例是多少才最有效？

Well, here there's some really interesting data, not just in the review that I mentioned, but in a couple of the other papers that we're going to talk about in a few minutes.

嗯，这里有一些非常有趣的数据，不仅在我提到的评论中，而且在我们将在几分钟内讨论的其他几篇论文中。

But what I've done is I've synthesized the information across those papers, and they really all point to the fact that Real-world training is more effective than mental training, and mental training is more effective than no training.

但我所做的是综合了这些论文中的信息，它们确实都指出了这样一个事实：现实世界的训练比心理训练更有效，而心理训练比没有训练更有效。

Now, the mental training more effective than no training is kind of a duh, except that there are people, for instance, people who are injured, who are trying to maintain or replenish some motor skill or ability to move in a particular way, or who have had a traumatic brain injury and are trying to recreate experiences in a way that's safe for them while in a somewhat restricted format.

现在，心理训练比没有训练更有效是一种废话，只不过有些人，例如受伤的人，试图维持或补充某些运动技能或以特定方式移动的能力，或者遭受过创伤性脑损伤并试图以一种对他们来说安全的方式在某种程度上受限的方式重新创造经历。

So for instance, if you've damaged a limb or you're experiencing chronic pain and you need to take a layoff from some physical activity, there are now many studies looking at stroke patients, at patients that have been in accidents, TBI, also people who are suffering from more conventional limb and connective tissue injuries, that if they do mental training, it obviously is not going to put them at risk of doing those same movements as it would in the real world, right?

举例来说，如果你的肢体受损，或者你正在经历慢性疼痛，你需要停止一些体力活动，现在有很多研究针对中风患者、遭遇过事故、创伤性脑损伤的患者，以及遭受更传统肢体和结缔组织损伤的人，如果他们进行心理训练，显然不会让他们面临与现实世界中相同的动作的风险，对吗？

But that it can actually accelerate or at least maintain skill performance.

但它实际上可以加速或至少保持技能表现。

So this is pretty exciting if you think about it.

所以如果你仔细想想，这是非常令人兴奋的。

What this means, and the reason it underscores this mental training is better than no training, is that should you find yourself in the unfortunate circumstance of being injured or unable to perform a given behavior, imagining the sequence of behavior that you'd like to maintain or even build up over time, provided you've done that motor sequence before in the real world, well, the mental training and visualization can really help keep that online or even help you improve over time.

这意味着什么，以及它强调这种心理训练比没有训练更好的原因是，如果你发现自己处于受伤或无法执行特定行为的不幸情况下，想象一下你想要维持甚至随着时间的推移而建立的行为序列，前提是你以前在现实世界中做过该运动序列，那么，心理训练和可视化确实可以帮助你保持在线状态，甚至可以帮助你随着时间的推移而提高。

In fact, I have a colleague in the psychology department at Stanford who told me an anecdote, and admittedly, it's just an anecdote, of a student who was recruited to Stanford, both for their academic prowess but also for their abilities in tennis, and was injured in their first year, and at first thought this was devastating, but did a cognitive reframe around the idea that that, let's call it extended layoff from actual tennis, was going to afford them the ability to do more mental training than they would otherwise, even though they were quite sad to not be able to do actual physical training for tennis.

事实上，我在斯坦福大学心理学系的一位同事告诉我一则轶事，诚然，这只是一个轶事，一名学生被斯坦福大学录取，既因为他们的学术实力，也因为他们的网球能力，他在第一年受伤了，起初认为这是毁灭性的，但围绕这样的想法做了一个认知重构：我们称之为从实际网球中延长的停赛，这将使他们有能力进行比他们原本应该做的更多的心理训练。否则，尽管他们对于无法进行真正的网球体能训练感到非常难过。

And when they came back from that injury, they did indeed manage to improve beyond the initial non-injured state they were in before the injury, which is pretty remarkable.

当他们从伤病中恢复过来后，他们确实比受伤前的未受伤状态有所改善，这是相当了不起的。

But as this colleague pointed out to me, they were very careful to include a lot of mental training and visualization during that, quote-unquote, layoff period.

但正如这位同事向我指出的那样，他们在裁员期间非常小心地进行了大量的心理训练和想象。

So again, mental training better than no training, physical training better than mental training.

再说一次，心理训练比不训练好，体力训练比心理训练好。

But when we say physical training better than mental training, what we're really talking about is when you allocate a certain amount of training hours for a given skill per week.

但是，当我们说身体训练比心理训练更好时，我们真正谈论的是每周为特定技能分配一定量的训练时间。

Okay, so how would this look?

好吧，那么这看起来怎么样？

What these studies have done is they've said, okay, if people have the option of doing the real-world training for 10 hours a week versus mental training for 10 hours a week, which group performs better?

这些研究的目的是说，好吧，如果人们可以选择每周进行 10 小时的现实训练与每周 10 小时的心理训练，哪一组表现更好？

And it turns out it's the ones that do the physical training for 10 hours per week.

事实证明，这些人每周进行 10 个小时的体能训练。

However, we also know that combinations of physical training and mental training can bring about results that are greater than either one of those alone.

然而，我们也知道，身体训练和心理训练的结合可以带来比单独其中任何一种训练更好的结果。

How would that work?

那会如何运作呢？

Well, I wish I could tell you that if you did nine hours of physical training per week plus one hour of mental training, that your performance would be better than if you did 10 hours of physical training.

好吧，我希望我可以告诉你，如果你每周进行 9 小时的体能训练加上 1 小时的心理训练，你的表现会比你进行 10 小时的体能训练更好。

And that's not the case.

事实并非如此。

Okay, this is why we can reliably say physical real-world training, and again, this could be in the cognitive domain, is always going to be more effective on an hour-by-hour basis compared to mental training.

好吧，这就是为什么我们可以可靠地说，现实世界的身体训练，而且，这可能是在认知领域，与心理训练相比，在每小时的基础上总是会更有效。

So if you can do real-world training, and perhaps we should be calling it real world as opposed to physical, but if you can do real-world training compared to purely mental training, that's going to be the best use of your time.

因此，如果您可以进行现实世界的训练，也许我们应该将其称为现实世界，而不是身体训练，但如果您可以进行现实世界的训练，而不是纯粹的心理训练，那么这将是您时间的最佳利用。

This is really important.

这真的很重要。

And it doesn't underscore everything that we're talking about because here's the really cool thing.

它并没有强调我们正在谈论的一切，因为这才是真正酷的事情。

If you do 10 hours per week of real-world physical training, again, could be running, could be music, could be math, could be whatever it is you're trying to learn, shooting basketballs, hitting golf balls, and you add one hour or even half an hour of mental training to that real-world training, well, then the results are significantly greater than you would experience with physical training alone.

如果你每周进行 10 小时的现实世界体能训练，可以是跑步，可以是音乐，可以是数学，可以是你想学习的任何东西，投篮，打高尔夫球，然后你在现实世界训练中添加一小时甚至半小时的心理训练，那么，结果会比你单独进行体能训练所体验到的效果要好得多。

And of course, they would be greater than you could achieve with mental training alone because we already established that real-world training is more powerful in learning skills and retaining skills than is mental training.

当然，它们会比仅通过心理训练所能达到的效果更大，因为我们已经确定，现实世界的培训在学习技能和保留技能方面比心理训练更强大。

Okay, if any of that was confusing, let me just say it one more time just to be ultra clear.

好吧，如果有任何令人困惑的地方，让我再说一遍，以便说得更清楚。

If you have the option to do real-world training for a cognitive and/or motor skill versus mental training, always go with real-world training.

如果您可以选择进行认知和/或运动技能的现实训练而不是心理训练，请始终选择现实世界的训练。

However, if you can add to a maximum amount of real-world training by doing some mental training and you follow the principles that we've been discussing here, which are gleaned from the scientific literature, well, then you are going to get significantly greater results in terms of speed, accuracy, and consistency of performance of those real-world behaviors and cognitive abilities.

然而，如果你可以通过进行一些心理训练来增加最大量的现实世界训练，并且遵循我们在这里讨论的原则（这些原则是从科学文献中收集到的），那么你将在这些现实世界行为和认知能力的表现的速度、准确性和一致性方面获得显着更好的结果。

And of course, if you are unable to do physical training for whatever reason, injury, travel, whatever the case may be, well, then doing mental training is still far significantly greater than doing no training at all.

当然，如果你由于某种原因无法进行体能训练，比如受伤、旅行，无论什么情况，那么进行心理训练仍然比根本不进行训练要好得多。

Okay, so total layoffs, it turns out, are a bad thing if you want to get better at something and indeed if you want to retain certain skills, both cognitive and motor.

好吧，事实证明，如果你想在某件事上做得更好，甚至如果你想保留某些技能，包括认知和运动技能，那么全面裁员是一件坏事。

Now, a couple of other things to keep in mind as you're thinking about how to build up skills through a combination of physical and mental training.

现在，当您考虑如何通过身体和心理训练相结合来培养技能时，需要记住其他一些事情。

Well, remember back to the beginning of the episode where we talked about neuroplasticity and the fact that self-directed adaptive plasticity, which is really what we're talking about here in this entire episode, things that you're trying to learn in a deliberate way, that is, as you recall, a two-part process.

好吧，回想一下这一集的开头，我们讨论了神经可塑性和自我导向的适应性可塑性这一事实，这实际上是我们在整个这一集中讨论的内容，你试图以刻意的方式学习的东西，也就是说，正如你所记得的，一个由两部分组成的过程。

It requires focused attention, both when you're doing it in the real world and when you're doing mental training, and it requires rest and sleep.

无论是在现实世界中还是在进行心理训练时，它都需要集中注意力，并且需要休息和睡眠。

And in fact You would be very wise to try and get a good night's sleep, both on the days when you do physical training, again, also called real-world training, and mental training.

事实上，无论是在进行体能训练（也称为现实世界训练）还是心理训练的日子里，尝试睡个好觉都是非常明智的做法。

You may also be asking, can you do them on the same day?

您可能还会问，可以在同一天完成吗？

And this gets into some nuance in the literature, but by my read of the literature, here's the takeaway.

这在文献中涉及到一些细微差别，但通过我对文献的阅读，这就是要点。

If you are doing the maximum amount of physical training that you can do according to your schedule, preventing injury and all those sorts of important constraints, and you're going to add mental training and imagery, it doesn't really matter when you do it.

如果你按照自己的日程安排进行最大量的身体训练，防止受伤和所有这些重要的限制，并且你要添加心理训练和想象，那么什么时候做并不重要。

You could do it immediately after your physical training, you could do it on a separate day, but you do want to place it at a time in which you can try and get good sleep that night.

您可以在体能训练后立即进行，也可以在单独的一天进行，但您确实希望将其安排在当晚可以尝试获得良好睡眠的时间。

So for instance, believe it or not, studies have been done where people are doing mental training at times when they should be sleeping.

例如，不管你信不信，已经有研究表明人们在应该睡觉的时候进行心理训练。

That is going to offset some of the degradation in performance that you would normally see, but it's generally a bad idea.

这将抵消您通常会看到的一些性能下降，但这通常是一个坏主意。

You should do your real-world training and your mental training whenever it is that you can, and then you should try and get as much quality sleep as you possibly can on the night following that physical and/or mental training.

只要有可能，您就应该进行现实世界的训练和心理训练，然后在身体和/或心理训练后的晚上，您应该尝试尽可能多地获得高质量的睡眠。

Okay?

好的？

This is true pretty much every night of your life, right?

你生命中的每个夜晚几乎都是如此，对吧？

If I had my way, that is, if I had a magic wand, which obviously I don't, I would ensure that I and everyone else in the world get sufficient amounts of quality sleep every single night.

如果我有办法，也就是说，如果我有一根魔杖（显然我没有），我将确保我和世界上的其他人每晚都能获得充足的优质睡眠。

But that's just not realistic.

但这是不现实的。

There are going to be times where that's simply not going to happen for whatever reason.

有时候，无论出于何种原因，这种情况根本不会发生。

And I always say, if you're not going to get sufficient amounts of quality sleep for whatever reason, try and make it for a fun reason or a good reason.

我总是说，如果你出于某种原因无法获得足够的优质睡眠，请尝试以有趣的理由或充分的理由来保证睡眠。

But I think getting sufficient amounts of quality sleep 80% of the nights of your life is a reasonable goal and one that's worth striving toward.

但我认为，在一生中 80% 的夜晚获得充足的优质睡眠是一个合理的目标，也是一个值得努力实现的目标。

And we have lots of episodes now, or three really, on mastering sleep, on perfecting your sleep, and a guest episode with the great Matthew Walker, who wrote the book "Why We Sleep," an incredibly important book.

我们现在有很多集，实际上是三集，关于掌控睡眠、完善睡眠，还有伟大的马修·沃克的客座集，他写了《我们为什么睡觉》一书，这是一本非常重要的书。

All of those, as well as our toolkit for sleep, describe ways to improve your sleep.

所有这些以及我们的睡眠工具包都描述了改善睡眠的方法。

So you can refer to those episodes if you're having challenges with sleep and want to improve on sleep, and things like non-sleep deep rest, which can support your ability to sleep and your ability to learn.

因此，如果您在睡眠方面遇到困难并希望改善睡眠，以及非睡眠深度休息等可以支持您的睡眠能力和学习能力的事情，您可以参考这些剧集。

So sleep is still vitally important, not just for ensuring neuroplasticity occurs following real-world training, but also following mental training.

因此，睡眠仍然至关重要，不仅可以确保现实世界训练后的神经可塑性，还可以确保心理训练后的神经可塑性。

And again, when you place that mental training is not so critical, or at least it doesn't appear to be based on the literature.

再说一次，当你认为心理训练并不那么重要时，或者至少它似乎不是基于文献。

So if anyone out there has knowledge of any peer-reviewed studies stating that mental training should be done either before or after, or some hours away from real-world training, please send that to me or put it in the show-- excuse me, put it in the comments on YouTube and I'll see it there, because I do read all the comments.

因此，如果有人知道任何同行评审的研究表明心理训练应该在现实世界训练之前或之后进行，或者距离现实世界训练几个小时进行，请将其发送给我或将其放在节目中 - 对不起，将其放在 YouTube 上的评论中，我会在那里看到它，因为我确实阅读了所有评论。

But I'm not aware of any such data or analysis.

但我不知道有任何此类数据或分析。

And by the way, if you are interested in understanding the relationship between motor skill acquisition and retention and this first night phenomenon of sleep the first night after training versus sleep on the second night, et cetera, there's a really wonderful paper that was published by none other than the great Matthew Walker when, I believe he was a graduate student, maybe he was a postdoc when he did this in Robert Stickgold's lab at Harvard.

顺便说一句，如果你有兴趣了解运动技能的获得和保留以及训练后第一晚睡眠与第二天晚上睡眠等第一晚现象之间的关系，有一篇非常精彩的论文，由伟大的马修·沃克发表，我相信他是一名研究生，也许他在哈佛大学罗伯特·斯蒂克戈尔德实验室做这件事时是一名博士后。

The title of the paper is "Sleep and Time Course of Motor Skill Learning." This is a paper published in 2003, still an incredibly important paper.

论文的标题是“运动技能学习的睡眠和时间课程”。这是一篇 2003 年发表的论文，至今仍然是一篇非常重要的论文。

I will provide a link to it in the show note captions.

我将在节目注释标题中提供指向它的链接。

It really highlights some of the key aspects of when people sleep and how critical sleep is on the night following and the nights following that training in order to really consolidate certain types of learning and what phases of sleep relate to the consolidation of motor learning, et cetera.

它确实强调了人们何时睡觉的一些关键方面，以及睡眠在训练后的晚上和训练后的晚上有多重要，以便真正巩固某些类型的学习，以及哪些睡眠阶段与巩固运动学习相关，等等。

A really wonderful paper, and of course, but just one of Matthew and Robert Stickgold's incredible papers on sleep and learning.

当然，这是一篇非常精彩的论文，但这只是马修和罗伯特·斯蒂克戈尔德关于睡眠和学习的令人难以置信的论文之一。

Remember at the beginning of the episode when I mentioned that many people are good at mental training and visualization, but some people are not?

还记得在本集开始时我提到很多人擅长心理训练和想象，但有些人却不擅长？

Well, sex differences have been explored and age-related differences have been explored in terms of people's ability to mentally visualize and train up specific skills.

嗯，我们已经探讨了性别差异，并从人们在心理上想象和训练特定技能的能力方面探讨了与年龄相关的差异。

And while initially there were some sex differences identified, really the bulk of the subsequent literature, that is the majority of quality peer-reviewed studies on this aspect of mental training and visualization, point to the fact that there are no significant differences between males and females in terms of their ability to mentally visualize, nor their ability to use that mental visualization toward improving cognitive or motor skills.

虽然最初发现了一些性别差异，但随后的大部分文献，即关于心理训练和可视化这一方面的大多数高质量同行评审研究，都指出，男性和女性在心理可视化能力以及利用心理可视化来提高认知或运动技能的能力方面没有显着差异。

That point was covered in some detail in the review I mentioned earlier, "Best Practice for Motor Imagery: A Systematic Literature Review on Motor Imagery Training Elements in Five Different Disciplines."

我之前提到的评论《运动意象的最佳实践：五种不同学科的运动意象训练要素的系统文献综述》详细介绍了这一点。

This review also looked at age-related effects, and perhaps the only thing that really popped out from this literature review in terms of age-dependent differences that point to changes in protocols that you might make is that for individuals 65 or older, a combination of physical and mental training may actually allow them to gain and consolidate skills better than were they to do physical training alone.

这篇综述还研究了与年龄相关的影响，也许这篇文献综述中唯一真正突出的与年龄相关的差异表明你可能会改变方案，即对于 65 岁或以上的人来说，身体和心理训练的结合实际上可能让他们比单独进行体能训练更好地获得和巩固技能。

Now, whether or not that's due to some lower/upper limit of physical training that they can do because of their age or whether or not that's something specific to do with older versus younger neural circuits isn't clear.

现在，尚不清楚这是否是由于他们的年龄而可以进行的体能训练的下限/上限，或者这是否与年长和年轻的神经回路有关。

But what this review also makes clear is that for the vast majority of people out there, so teens, people in their 20s, in their 40s and so on, physical training more effective than mental training.

但这篇评论也清楚地表明，对于绝大多数人来说，比如青少年、20 多岁、40 多岁等等，身体训练比心理训练更有效。

We said that before.

我们之前说过。

Combination of physical and mental training more effective than physical training alone, provided the mental training is on top of the maximum amount of physical training that one could do, and of course, mental training more effective than no training at all.

身体和心理训练的结合比单独的身体训练更有效，前提是心理训练是在最大量的身体训练之上，当然，心理训练比不训练更有效。

Okay, so we talked about sets and reps.

好的，我们讨论了组数和次数。

We talked about 5 to 15-second epochs with about 15-second breaks in between, or rest between sets if you will, repeated for 50 to 75 trials, done three to five times per week.

我们讨论了 5 到 15 秒的训练周期，中间有大约 15 秒的休息时间，或者如果你愿意的话，可以在组间休息，重复 50 到 75 次试验，每周进行 3 到 5 次。

Some of the conditions of keeping it really simple, the importance of being able to actually perform those sequences in the real world, and so on.

保持它非常简单的一些条件，能够在现实世界中实际执行这些序列的重要性等等。

What we haven't discussed is first person versus third person, and eyes open versus eyes closed.

我们还没有讨论第一人称与第三人称，以及睁眼与闭眼。

What are we really talking about here?

我们在这里真正谈论的是什么？

Well, first person mental training and visualization would be where you are imagining doing something and you are seeing yourself doing something from the inside out, as opposed from the outside in.

嗯，第一人称心理训练和想象是你想象做某事，并且你看到自己从内到外做某事，而不是从外到内。

Imagine, for instance, wearing a head cam, okay, or a body cam and doing something with your hands, or being in virtual reality and having the sense that whatever you see in front of you and that's moving and that you're doing, that's you.

想象一下，例如，戴着头戴摄像头，好吧，或者戴上随身摄像头，用手做某事，或者在虚拟现实中，感觉到无论你在你面前看到什么，无论它在移动，你正在做什么，那就是你。

So what I mean by this is a mental training or visualization protocol.

所以我的意思是心理训练或可视化协议。

For instance, if you were at the piano or at a guitar, where you're actually looking down at or sensing the feeling of your hands, but you're not actually moving your hands, okay?

例如，如果你在弹钢琴或弹吉他，你实际上是在低头看着或感觉你的手的感觉，但你实际上并没有移动你的手，好吗？

As opposed to seeing yourself from outside of your body, so looking at yourself, say, standing next to you or from across the room, you're looking at yourself playing the piano or playing guitar or swinging a golf club or doing a tennis serve, okay?

与从身体外部看自己相反，所以看着自己，比如说，站在你旁边或从房间的另一边看自己，你看着自己弹钢琴、弹吉他、挥动高尔夫球杆或打网球，好吗？

First person versus third person.

第一人称与第三人称。

And what the data tell us is that first-person mental training and visualization is generally more effective than third-person mental training and visualization, which perhaps raises another chorus of duh's out there, but it needn't have been the case, right?

数据告诉我们的是，第一人称心理训练和可视化通常比第三人称心理训练和可视化更有效，这可能会引起人们的另一声合唱，但事实并非如此，对吧？

You could imagine that seeing yourself doing something and doing it perfectly, because you've done it perfectly once before, hopefully, would allow you to build up that skill more quickly because you have that third-person perspective, where you can really see every aspect and every element of what you're trying to perform.

你可以想象，看到自己在做某件事并且做得很完美，因为你以前已经完美地完成过一次，希望能让你更快地建立这种技能，因为你有第三人称视角，在那里你可以真正看到你想要执行的事情的每个方面和每个元素。

Well, turns out that the first-person mental training and visualization is significantly more effective than that third-person mental training and visualization.

事实证明，第一人称心理训练和可视化比第三人称心理训练和可视化更有效。

So if what you're trying to learn lends itself well to this first-person mental experiencing of self as you perform the cognitive and/or motor skill, I suggest you do that as opposed to the third-person version.

因此，如果您在执行认知和/或运动技能时尝试学习的内容非常适合这种第一人称自我心理体验，那么我建议您这样做，而不是第三人称版本。

Now, what if what you're trying to learn doesn't lend itself well to first-person visualization?

现在，如果您尝试学习的内容不适合第一人称可视化怎么办？

For instance, what if you're trying to learn a specific cognitive skill that doesn't involve any overt motor behavior to be observed?

例如，如果您正在尝试学习一种不涉及任何可观察到的明显运动行为的特定认知技能，该怎么办？

Well, in that case, it's very clear that closing your eyes, ideally, and trying to perform that specific cognitive task or the statement or the uttering of a particular sentence in another language or doing some sort of computation or problem-solving of some sort in your head, well, that itself, of course, is first person because it's inside your own body, as opposed to, and I don't know that anyone would actually do this, but looking at yourself from a third-person perspective in your mind's eye and seeing yourself perform that cognitive challenge, whatever that challenge may happen to be, okay?

嗯，在这种情况下，很明显，理想情况下，闭上眼睛，尝试用另一种语言执行特定的认知任务或陈述或说出特定的句子，或者在头脑中进行某种计算或解决某种问题，嗯，这本身当然是第一人称，因为它在你自己的身体内，而不是，我不知道任何人实际上会这样做，但从你脑海中的第三人称视角看待自己并看到自己的表现认知挑战，无论挑战是什么，好吗？

Now, we have to address eyes open versus eyes closed, and this is where the literature gets pretty interesting.

现在，我们必须解决睁眼与闭眼的问题，这就是文献变得非常有趣的地方。

I always thought, for some reason, I don't know why, but I presumed that mental training and visualization should always be done eyes closed.

我总是想，出于某种原因，我不知道为什么，但我认为心理训练和想象应该总是闭着眼睛进行。

But it turns out that's not how a lot of studies of mental training and visualization have been done, and in fact, many of them have arrived at really impressive protocols, which are essentially the protocols that I've distilled out and am listing out during today's episode, having people either watch videos of themselves performing a given skill and imagining themselves in that role, and again, it's them, so again, during the mental training visualization, they're watching a movie of themselves, so they're somewhat in the third-person perspective.

但事实证明，很多关于心理训练和可视化的研究并不是这样进行的，事实上，其中许多研究已经得出了非常令人印象深刻的协议，这些协议本质上是我在今天的节目中提炼出来并列出的协议，让人们观看自己执行特定技能的视频并想象自己扮演那个角色，然后再一次，就是他们，所以再一次，在心理训练可视化期间，他们正在观看自己的电影，所以他们在某种程度上处于第三人称视角。

I guess we could technically say they are in the third-person perspective, but they're watching themself.

我想我们可以从技术上说他们处于第三人称视角，但他们正在观察自己。

So in doing that, we know, based on neuroimaging studies, that when we watch videos of ourselves doing things, we experience that more from a first-person perspective than if we watch videos of other people doing things.

因此，在这样做时，根据神经影像学研究，我们知道，当我们观看自己做事的视频时，我们会从第一人称的角度体验到更多的体验，而不是观看其他人做事的视频。

Use your imagination here, folks.

伙计们，在这里发挥你们的想象力。

So if you're somebody, for instance, who's trying to get better at a particular skill, this could be not just sport, but also public speaking, watching videos of yourself doing that can be very effective.

因此，例如，如果您想提高某项特定技能，那么这不仅可以是运动，还可以是公开演讲，观看自己这样做的视频可能会非常有效。

But of course, we have to come back to the first principle of effective mental training and visualization, which is that whatever it is that we're trying to build up or consolidate as a skill needs to be brief and repeated.

但当然，我们必须回到有效心理训练和可视化的首要原则，即无论我们试图建立或巩固什么技能，都需要简短且重复。

So what we're really talking about here is watching a video of ourselves on loop or listening to an audio or audio/video recording of ourselves on loop for whatever aspect that we're trying to build up or improve upon.

因此，我们在这里真正讨论的是循环观看我们自己的视频或循环收听我们自己的音频或音频/视频录音，以了解我们试图建立或改进的任何方面。

Now, for people that, for instance, are trying to get better at dealing with public speaking and there isn't a particular skill or utterance of particular sentences or words that they're trying to accomplish, but rather they're trying to learn to be more relaxed or to articulate better in the public speaking scenario, there would be one of the few instances in which I'd suggest more general theme and not exact recapitulation of some specific words that you're going to say.

现在，对于那些想要更好地处理公开演讲的人来说，他们并没有想要实现特定的技能或特定句子或单词的表达，而是试图学习在公开演讲场景中更加放松或更好地表达，在少数情况下，我会建议更一般的主题，而不是对你要说的一些特定单词的精确重述。

Perhaps it could be a sequence of you walking out onto stage toward the podium or out from the podium and facing the audience and looking in multiple directions up and down to see people in every corner of the room and just repeating that on loop in your mind's eye, or watching yourself do that on video and making yourself calm in your internal state as you're doing that.

也许这可以是你走上讲台走向讲台的序列，或者从讲台上走出来，面向观众，上下观察多个方向，看到房间每个角落的人，然后在你的脑海中循环重复这个动作，或者在视频中看着自己这样做，并在这样做时让自己的内心状态保持平静。

This is more of mental autonomic training because what you're really trying to do is control your autonomic nervous system, the nervous system aspect that controls how alert or calm you are, as opposed to a specific skill.

这更多的是心理自主训练，因为你真正想做的是控制你的自主神经系统，控制你的警觉或冷静程度的神经系统方面，而不是特定的技能。

However, you could also translate this to dance steps or to motor sequences for playing an instrument and so on.

但是，您也可以将其转换为舞步或演奏乐器的运动序列等。

So the point here is that it's not as if there is zero utility to third-person mental training and visualization.

所以这里的要点是，第三人称心理训练和可视化的效用并不是为零。

There can be, but first-person mental training and visualization is going to be more effective, as I mentioned before.

可能有，但正如我之前提到的，第一人称心理训练和可视化会更有效。

And if you're going to use third-person mental training and visualization, ideally, you would be looking at yourself either on video or listening to yourself in audio and/or video.

如果您要使用第三人称心理训练和可视化，理想情况下，您会在视频中看着自己或在音频和/或视频中聆听自己。

That is going to be more effective than closing your eyes and trying to imagine yourself from a third-person perspective in your mind's eye.

这比闭上眼睛并试图在脑海中从第三人称视角想象自己更有效。

Okay, so just to make it really simple, first person better than third person visualization.

好吧，为了让它变得非常简单，第一人称可视化比第三人称可视化更好。

If you're going to go with third person visualization, try and go with real third person visualization where you're actually seeing and/or hearing yourself on a screen.

如果您打算使用第三人称可视化，请尝试使用真正的第三人称可视化，您实际上可以在屏幕上看到和/或听到自己。

And again, this was somewhat of a surprise to me.

再说一遍，这让我有些惊讶。

I always thought that mental training and visualization was done with eyes closed, and okay, could you close your eyes?

我一直以为心理训练和观想是闭着眼睛完成的，好吧，你能闭上眼睛吗？

You imagine this, you imagine that.

你想象这个，你想象那个。

That's actually not the case for many, many studies Some of which are considered real hallmark studies within the field of mental training and visualization and the different neural circuits that it recruits.

事实上，许多研究的情况并非如此，其中一些研究被认为是心理训练和可视化及其招募的不同神经回路领域的真正标志性研究。

And along those lines, there's a really interesting study that came out not that long ago, this was just at summer of 2022.

沿着这些思路，不久前发布了一项非常有趣的研究，当时是 2022 年夏天。

I'd like to discuss in a little bit of detail because it really hammers home a number of the principles that we've talked about.

我想详细讨论一下，因为它确实印证了我们讨论过的一些原则。

The title of the article is "Mental Practice Modulates Functional Connectivity Between the Cerebellum and the Primary Motor Cortex." Going to tell you the essential features of this study.

文章的标题是“心理练习调节小脑和初级运动皮层之间的功能连接”。将告诉您这项研究的基本特征。

First of all, primary motor cortex, sometimes called M1, is a relatively small but vitally important strip of neurons in or near the front of your brain.

首先，初级运动皮层（有时称为 M1）是位于大脑前部或靠近大脑前部的一个相对较小但至关重要的神经元带。

The neurons there are called upper motor neurons.

那里的神经元称为上运动神经元。

They communicate through a set of neural connections with what are called lower motor neurons.

它们通过一组神经连接与所谓的下运动神经元进行交流。

The lower motor neurons sit in what's called the ventral horn of the spinal cord .

下运动神经元位于所谓的脊髓腹角。

So along the spinal cord, you have sensory inputs coming from skin and muscle and what's called proprioceptive feedback that tells you where your limbs are in relation to each other and to yourself, and so on.

因此，沿着脊髓，您会收到来自皮肤和肌肉的感觉输入，以及所谓的本体感觉反馈，它会告诉您四肢彼此之间以及与您自己的关系，等等。

You also have motor neurons that live in the spinal cord.

脊髓中也有运动神经元。

They're actually the ones that send little wires that we call axons out to the muscles, release acetylcholine onto those muscles, and allow those muscles to contract.

它们实际上是将我们称之为轴突的小电线发送到肌肉，将乙酰胆碱释放到这些肌肉上，并让这些肌肉收缩。

Lower motor neurons are the ones that actually generate movement.

下运动神经元是真正产生运动的神经元。

However, they are largely responsible for reflexive movements or already learned movements, and they require some input from things like central pattern generators and some other circuits within the spinal cord and brain stem.

然而，它们在很大程度上负责反射性运动或已经学会的运动，并且它们需要来自中枢模式发生器以及脊髓和脑干内的一些其他电路的输入。

But it's those M1 primary motor cortex neurons that are called upper motor neurons because they control lower motor neurons through directed action.

但那些 M1 初级运动皮层神经元被称为上运动神经元，因为它们通过定向作用控制下运动神经元。

Okay?

好的？

So when I say primary motor cortex, I'm really talking about those upper motor neurons, M1.

所以当我说初级运动皮层时，我实际上是在谈论那些上运动神经元，M1。

The cerebellum is an area in the back of your brain.

小脑是大脑后部的一个区域。

If you were to look at a brain, you'd see two little lobes back there that are highly foliated.

如果你观察大脑，你会看到后面有两个长有很多叶的小叶。

Foliated means that lots of folds and lots of bumps and grooves back there, and it actually means mini-brain.

叶状意味着后面有很多褶皱、很多凹凸和​​凹槽，它实际上意味着迷你大脑。

It looks like a kind of a mini-brain stuffed in the back of the brain.

它看起来就像是一种塞在大脑后部的迷你大脑。

In certain animals, the cerebellum is much larger than the rest of the brain.

在某些动物中，小脑比大脑的其他部分大得多。

In humans, the cerebellum is relatively small compared to the rest of the so-called neocortex, the outer shell of the human brain.

在人类中，小脑与所谓的新皮质（人脑的外壳）的其余部分相比相对较小。

The cerebellum is involved in balance.

小脑参与平衡。

It's also involved in eye movements.

它还涉及眼球运动。

It's also involved in timing and motor learning.

它还涉及计时和运动学习。

And the key thing to understand is that the cerebellum communicates with the primary motor cortex, and it can do so through what's called inhibition.

需要理解的关键是小脑与初级运动皮层进行交流，并且它可以通过所谓的抑制来实现这一点。

And it has outputs that inhibit the activity of neurons in the motor cortex and elsewhere, and that has a profound influence on the execution of motor behavior and the learning of particular motor behaviors.

它的输出会抑制运动皮层和其他地方神经元的活动，这对运动行为的执行和特定运动行为的学习有着深远的影响。

Now, I don't want to get into too much detail around all this, but what you need to know is that the cerebellum communicates with M1, primary motor cortex.

现在，我不想详细讨论这一切，但您需要知道的是，小脑与 M1（初级运动皮层）进行通信。

M1 is primary motor cortex.

M1 是初级运动皮层。

Those are the upper motor neurons that are going to control the lower motor neurons and are going to control physical behavior and execution of physical movements.

这些是上运动神经元，将控制下运动神经元，并控制身体行为和身体运动的执行。

The communication between cerebellum and primary motor cortex is inhibitory, although it can activate motor cortex, too.

小脑和初级运动皮层之间的通讯是抑制性的，尽管它也可以激活运动皮层。

And this gets into a little bit of technical detail, but there can be inhibition of inhibition.

这涉及到一些技术细节，但可能存在抑制的抑制。

So if you take something that's a break and you inhibit that break, what you end up with is more excitation.

因此，如果你采取一些休息的方式并抑制这种休息，那么你最终会得到更多的兴奋。

Okay?

好的？

So the takeaway here that's key, and everyone should be able to understand, even though you may or may not be following this whole cerebellum primary motor cortex thing, is that when we gain a new skill or we get more proficient at a skill, so faster and more accurate, there tends to be more net excitation of the cerebellum to motor cortex communication.

因此，这里的关键点是，每个人都应该能够理解，即使你可能会或可能不会关注整个小脑初级运动皮层的事情，就是当我们获得一项新技能或我们对一项技能更加熟练时，更快、更准确，小脑与运动皮层的交流往往会有更多的净兴奋。

And that is accomplished by reducing inhibition, so that's where it gets a little bit confusing to some.

这是通过减少抑制来实现的，所以这对一些人来说有点令人困惑。

But in this paper, what they did is they explored people's ability to improve on a very specific but very simple motor sequence.

但在这篇论文中，他们所做的是探索人们改善非常具体但非常简单的运动序列的能力。

It's one that you're already familiar with.

这是您已经熟悉的一个。

It's that tapping sequence that I talked about before, where the thumb is digit one, index finger, number two, middle finger, number three, ring finger, number four, and pinky finger, number five, and it's a one, two, one, three, one, four, one, five.

这就是我之前谈到的敲击顺序，其中拇指是数字一，食指，数字二，中指，数字三，无名指，数字四，小指，数字五，这是一，二，一，三，一，四，一，五。

One, two, one, three, one, four, one, five.

一、二、一、三、一、四、一、五。

And they had people actually perform this, and they measured their speed and accuracy, and then they had them do a practice session that was either an intentional task, so one group just looked at an attentional cue and had to maintain focus on that attentional cue, and another group did mental practice.

他们让人们实际执行此操作，测量他们的速度和准确性，然后让他们进行练习，这要么是一项有意的任务，所以一组只看注意力提示，并且必须保持专注于该注意力提示，另一组进行心理练习。

They basically did 50 imagined trials.

他们基本上做了 50 次想象的试验。

So just in their mind's eye of this one, two, one, three, one, four, one, five on repeat.

所以就在他们的脑海中重复着这一、二、一、三、一、四、一、五。

Okay?

好的？

Fifty trials, much in the same way as what I referenced as the ideal protocol earlier.

五十次试验，与我之前提到的理想方案大致相同。

Okay?

好的？

Fifty rounds of that.

五十回合。

Then they got tested again on the motor task in the real world, and there were also recordings of the cerebellar to primary motor cortex communication.

然后他们再次接受了现实世界中运动任务的测试，并且还记录了小脑到初级运动皮层的通信。

So there were a bunch of different results in this study I think are interesting, but the ones that are most important are that, quote, "We found that mental practice enhanced both the speed and accuracy of this one, two, one, three, one, four, one, five performance in the real world when people did these 50 imagined trials." There are many results out there, different papers that parallel and essentially say the same thing as what is said in this paper.

因此，我认为这项研究中有很多不同的结果，我认为很有趣，但最重要的是，引用，“我们发现，当人们进行这 50 次想象的试验时，心理练习提高了现实世界中这一、二、一、三、一、四、一、五表现的速度和准确性。”有很多结果，不同的论文与本文的内容相似，并且本质上讲的是相同的内容。

Remember, there have been studies of mental training dating back to the 1880s.

请记住，关于心理训练的研究可以追溯到 1880 年代。

But what this paper really does, it looks at the neural machinery and the changes in the neural machinery.

但这篇论文真正要做的，是研究神经机制和神经机制的变化。

And what they found using transcranial magnetic stimulation, both in the context of stimulating but also recording activity and connectivity between cerebellum and primary motor cortex, is that mental training enhanced the net excitation of cerebellum to motor cortex communication.

他们发现，使用经颅磁刺激，既刺激又记录小脑和初级运动皮层之间的活动和连接，心理训练增强了小脑与运动皮层通信的净兴奋。

That is, it reduced the inhibition in a way that allowed motor cortex to generate these movements with more accuracy and more speed.

也就是说，它减少了抑制，使运动皮层能够更准确、更快地产生这些运动。

What's also interesting about this paper is that it showed that the improvement in performance of this task was not related to activation of the motor pathways themselves.

这篇论文的另一个有趣之处在于，它表明这项任务表现的提高与运动通路本身的激活无关。

So it's not the case that the cerebellum activation or inhibition changed the patterns of excitation going directly to the spinal cord Because those pathways actually exist through a couple of intermediate stations.

因此，小脑的激活或抑制并没有改变直接进入脊髓的兴奋模式，因为这些路径实际上是通过几个中间站存在的。

What it really showed is that when people do mental training, and here you could say, okay, 50 trials, that's a lot of trials, but it's not actually that many trials.

它真正表明的是，当人们进行心理训练时，在这里你可以说，好吧，50 次试验，这是很多试验，但实际上并没有那么多试验。

It's pretty fast learning if you think about it.

如果你仔细想想的话，学习速度相当快。

Do a task in the real world, do 50 trials of the imagined task, do the trial in the real world again, significant improvement in speed and accuracy through now what are becoming to be established neural circuit connections between cerebellum and primary motor cortex.

在现实世界中完成一项任务，对想象的任务进行 50 次试验，再在现实世界中进行一次试验，通过现在小脑和初级运动皮层之间正在建立的神经回路连接，速度和准确性显着提高。

Okay?

好的？

So this study is one of several, but not a tremendous number of studies out there that are starting to really pinpoint the underlying neural circuits that allow mental training and visualization to really improve motor skill performance.

因此，这项研究是目前已有的几项研究之一，但数量并不多，这些研究开始真正确定潜在的神经回路，这些神经回路允许心理训练和可视化真正提高运动技能表现。

But again, and please hear me on this, in this study and in the vast majority of other studies that have shown significant improvement in motor performance in the real world by use of mental training and visualization, there was an ability of each and everyone in the study to perform the specific motor sequence in the real world that then they were able to enhance with mental training and visualization.

但请听我再说一遍，在这项研究和绝大多数其他研究中，都表明通过心理训练和想象可以显着改善现实世界中的运动表现，研究中的每个人都有能力在现实世界中执行特定的运动序列，然后他们能够通过心理训练和想象来增强这种能力。

Now, thus far, we've been talking mostly about performance of motor sequences, and one of the things to really understand about performance of motor sequences, both in the real world and in the imagined context, is that it involves the doing, that's what we call a go action, and not doing certain things.

现在，到目前为止，我们主要讨论的是运动序列的表现，而真正理解运动序列的表现的一件事，无论是在现实世界还是在想象的环境中，是它涉及做，这就是我们所说的“行动”，而不是做某些事情。

What do I mean by not doing?

我说的不做是什么意思？

Well, for many tasks out there, even ones as simple as the one, two, one, three, one, four, one, five task that we talked about a moment ago, there is the need not just to tap those fingers in the correct sequence as quickly as possible, but also to be accurate about it, to not do one, three, one, four, or one, three, and four at the same time.

嗯，对于很多任务，即使是像我们刚才谈到的一、二、一、三、一、四、一、五这样简单的任务，不仅需要尽快按照正确的顺序敲击这些手指，而且还要准确，不要同时做一、三、一、四，或一、三、四。

So there's both a go component, an action component, and a withhold action component, and the ability to withhold action is strongly constrained by the time domain.

因此，同时存在执行组件、操作组件和保留操作组件，并且保留操作的能力受到时域的强烈限制。

In other words, the faster that we need to perform a given motor sequence, the more likely we are to perform incorrect components of the motor sequence as well.

换句话说，我们需要越快地执行给定的运动序列，我们就越有可能执行不正确的运动序列组件。

Okay?

好的？

So one of the key things about mental training and visualization that's really remarkable is that it can also be used and has been shown to improve not just go aspects of motor performance and cognitive performance, but also no-go aspects of motor performance and skill learning.

因此，关于心理训练和可视化的真正值得注意的关键事情之一是，它也可以被使用，并且已被证明不仅可以改善运动表现和认知表现的围棋方面，还可以改善运动表现和技能学习的非围棋方面。

Now, the go, no-go thing is something I've discussed before on this podcast in reference to the so-called basal ganglia.

现在，我之前在这个播客中就所谓的基底神经节讨论过“走、不走”的问题。

Basal ganglia are subcortical, so they're below that bumpy surface of the human brain that we're most accustomed to seeing when we look at it from the outside.

基底神经节位于皮质下，因此它们位于人类大脑凹凸不平的表面下方，当我们从外部观察时，我们最习惯看到它。

And the basal ganglia are strongly involved in go versus no-go type tasks and learning.

基底神经节强烈参与进行与不进行类型的任务和学习。

Now, there are only a few studies that have really looked at the learning and the improvement of no-go components of motor learning, but these no-go components are really, really important.

现在，只有少数研究真正关注了运动学习中禁止成分的学习和改进，但这些禁止成分确实非常重要。

In fact, if we were to look at what's involved at improvement in a golf swing or shooting free throws or getting better at piano or getting better at math or language speaking, I think it's fair to say that at least half and probably as much as 75% of motor learning is about restricting inappropriate movements or utterances or thoughts if what you're trying to learn is purely cognitive.

事实上，如果我们要看看改善高尔夫挥杆、罚球、弹奏钢琴、数学或语言口语等方面的改进，我认为可以公平地说，如果你想要学习的内容纯粹是认知性的，那么至少一半、甚至可能高达 75% 的运动学习是关于限制不适当的动作、话语或想法。

Okay?

好的？

I think that's an important point that brings us back to our initial learning when we come into this world, that developmental plasticity, which as you recall, we have a lot of interconnected aspects of our brain and nervous system early in life.

我认为这是一个重要的观点，它让我们回到我们进入这个世界时最初学习的东西，即发展可塑性，正如你所记得的，我们在生命的早期，大脑和神经系统有很多相互关联的方面。

Remember the example of the kid trying to eat and getting the spoon of food and bowl on their head, et cetera, and then over time, getting more accurate at bringing food to their mouth and eating in a clean way, things that most, but not all people accomplish at some point in the course of their lifetime.

请记住孩子试图吃饭并将食物的勺子和碗放在头上的例子，等等，然后随着时间的推移，越来越准确地把食物送到嘴里并以干净的方式吃东西，这是大多数人（但不是所有人）在一生中的某个时刻完成的事情。

Well, there haven't been many, but there have been a few very interesting studies looking at how mental training and visualization can improve the no-go aspect of motor learning.

嗯，虽然数量不多，但是有一些非常有趣的研究，着眼于心理训练和想象如何改善运动学习中的“不可行”方面。

And I think this is important to highlight because it really mirrors what's done in the real world as opposed to just the finger-tapping type things, which are mostly go tasks.

我认为强调这一点很重要，因为它确实反映了现实世界中所做的事情，而不仅仅是手指敲击类型的事情，这些事情大多是 go 任务。

Again, there's a little bit of a no-go component there, but there are specific tasks that people have developed for the laboratory that really closely mimic action learning and cognitive learning in the real world.

同样，那里有一些不可行的部分，但是人们为实验室开发了一些特定的任务，这些任务非常接近现实世界中的行动学习和认知学习。

And one of the more important of those is what's called the stop signal task.

其中更重要的任务之一就是所谓的停止信号任务。

Now, the stop signal task is something that I'll explain to you.

现在，我将向您解释停止信号任务。

I'll also provide a link in the show note caption so you can try it.

我还将在显示注释标题中提供一个链接，以便您可以尝试。

It's actually a lot of fun to try this because it really gives you a sense of just how challenging some of these laboratory tasks are.

尝试这个实际上很有趣，因为它确实让您感受到其中一些实验室任务有多么具有挑战性。

Let me just describe it for a moment.

让我简单描述一下。

The stop signal task was really developed and popularized by Gordon Logan and William Cowan.

停止信号任务真正由戈登·洛根（Gordon Logan）和威廉·考恩（William Cowan）开发和推广。

Gordon Logan is at Vanderbilt University and has done a lot of really important work.

戈登·洛根在范德比尔特大学做了很多非常重要的工作。

But one of the important aspects of his work is looking at motor performance and skill acquisition and the development of the stop signal task.

但他工作的重要方面之一是关注运动表现和技能获取以及停止信号任务的发展。

I'll describe the stop signal task for you now in broad contour.

我现在将为您大致描述停止信号任务。

You or another research subject would sit in front of a screen.

您或其他研究对象将坐在屏幕前。

There are two keys on that keyboard or two keys among the other keys on that keyboard, one which is designated left, the other which is designated right.

该键盘上有两个键，或者该键盘上的其他键中有两个键，一个指定为左侧，另一个指定为右侧。

And then on the screen, you'll be presented, for instance, with a left-facing or a right-facing arrow.

然后在屏幕上，您将看到一个向左或向右的箭头。

So in the initial trial, what would happen is that arrow would pop up on the screen, and your job is to press the left key.

所以在最初的尝试中，会发生的情况是屏幕上会弹出箭头，你的工作就是按左键。

When the right-facing arrow is presented, you press the right key.

当出现向右箭头时，请按右键。

Okay?

好的？

Pretty straightforward, but there's a limited amount of time in which you can do this, and the idea is that you're going to need to do this within approximately 500 milliseconds of the presentation of that arrow, or else it's going to tell you that you missed that trial.

非常简单，但是您可以执行此操作的时间有限，而且您需要在箭头出现后大约 500 毫秒内执行此操作，否则它会告诉您您错过了该试验。

Now, of course, if you press the wrong key, so if the arrow goes left and you press the right key, then you would be told you got that one wrong.

当然，如果您按错了键，那么如果箭头向左移动而您按了右侧的键，那么您会被告知您按错了。

Okay?

好的？

So this is a reaction time test, and not one that's particularly novel.

所以这是一项反应时间测试，并不是特别新颖的测试。

What's novel and what Logan and Cowan developed was that in the stop signal task, every once in a while, not every trial, but every once in a while That arrow is presented, and then with some delay, ranging from anywhere from 100 milliseconds to maybe 350 milliseconds, there would be a red circle or a red X also presented, which is a stop signal, and your job is to not press the key that corresponds to the direction of arrow.

Logan 和 Cowan 开发的新颖之处在于，在停止信号任务中，每隔一段时间，不是每次尝试，而是每隔一段时间就会出现该箭头，然后经过一定的延迟，从 100 毫秒到 350 毫秒不等，还会出现一个红色圆圈或红色 X，这是一个停止信号，而你的工作是不要按下与箭头方向相对应的键。

In fact, not press any key at all.

事实上，根本不按任何键。

Now, you can imagine how if the stop signal shows up with a longer delay after the presentation of the arrow, there's a higher probability that you will have already generated the key pressing movement.

现在，您可以想象一下，如果在箭头出现后，停止信号出现较长的延迟，那么您已经生成按键动作的可能性就更高。

Okay, so at the link that we provide in the show note caption, you can actually do these two tasks, and what you'll find is that you and most people will be able to do this arrow to reaction time pressing of the left to right key somewhere in the neighborhood between 300 milliseconds and maybe as long as 500 millisecond delay.

好的，在我们在显示注释标题中提供的链接中，您实际上可以执行这两项任务，您会发现您和大多数人都能够在 300 毫秒到可能长达 500 毫秒的延迟之间的某个地方执行此箭头，以按左向右键的反应时间。

You'll get an average of how quickly you respond.

您将得到您的响应速度的平均值。

And then, of course, if you choose to, and I would hope you would choose to, go on and do the stop signal task, you will be told trial by trial whether or not you are hitting the right keys, because if you are, you'll be allowed to progress to the next trial.

然后，当然，如果你选择，我希望你选择继续执行停止信号任务，你将被一次又一次地告知你是否按下了正确的键，因为如果你是，你将被允许进入下一个试验。

Or if you are told to stop, that is, you get the stop signal and you press the key anyway, you'll be told that you made an error because you did not stop.

或者，如果您被告知停止，也就是说，您收到停止信号并且无论如何都按了该键，那么您会被告知您犯了错误，因为您没有停止。

Now, again, with very short delays between the presentation of the arrow and the stop signal, you are going to be much better at inhibiting or preventing yourself from the behavior at the no-go aspect of motor execution, that is.

现在，再次强调，在箭头出现和停止信号之间有非常短的延迟，您将能够更好地抑制或防止自己在运动执行的禁止方面的行为。

What you will find is that if the stop signal is presented very shortly after, let's say 100 milliseconds, which is a very, very brief amount of time, after the presentation of the arrow, there's a good chance that you're going to be able to withhold the key pressing behavior.

您会发现，如果在箭头出现后不久（比如说 100 毫秒）出现停止信号，这是非常非常短的时间，那么您很有可能能够抑制按键行为。

However, if the delay is anywhere from 200 to 350 milliseconds after the presentation of the arrow, chances are that you're going to press the button even when you shouldn't have on at least some of those trials.

然而，如果在箭头出现后延迟为 200 到 350 毫秒，则即使您不应该进行至少其中一些试验，您也很可能会按下按钮。

Okay?

好的？

And if you try and game the system and wait a certain amount of time after the presentation of each arrow, there will also be times in which the stop signal does not appear, and you fail to hit the button in the appropriate amount of time.

而且，如果您尝试对系统进行游戏，并在每个箭头出现后等待一定的时间，那么有时也不会出现停止信号，并且您无法在适当的时间内按下按钮。

So it's a fun little task.

所以这是一个有趣的小任务。

It doesn't cost anything or takes maybe a couple of minutes of your time.

它不需要任何费用，也可能需要您几分钟的时间。

And if you do have time to go to it, I think it will give you a much deeper flavor for the sorts of experiments that we're talking about here.

如果你确实有时间去了解它，我认为它会让你对我们在这里讨论的各种实验有更深入的了解。

And that you'll find that these stop signals are actually pretty hard to generate when you're trying to learn some new motor behavior.

而且，当您尝试学习一些新的运动行为时，您会发现这些停止信号实际上很难生成。

And that actually illustrates a bigger point here.

这实际上说明了一个更重要的点。

If today you sense that we've been talking about studies of tapping fingers and stopping button presses, and that those examples are highly artificial and don't really translate to the real world, well, keep in mind that the tasks that are used in these studies really target the specific neural circuits, that is, the same neural circuits that you would use for the performance of essentially any motor task.

如果今天你感觉到我们一直在谈论敲击手指和停止按下按钮的研究，并且这些例子是高度人为的，并没有真正转化为现实世界，那么请记住，这些研究中使用的任务实际上针对的是特定的神经回路，也就是说，与你用于执行任何运动任务的神经回路相同。

Now, of course, other motor tasks, like ones where you involve your feet, or cognitive tasks where you have to think really hard about specific information and search for that information and assemble it in particular ways, of course, involve other neurons and neural circuits that we haven't discussed today.

当然，现在，其他运动任务，例如涉及脚的任务，或认知任务，您必须认真思考特定信息并搜索该信息并以特定方式组装它，当然，涉及我们今天尚未讨论的其他神经元和神经回路。

But the core components of these go and no-go tasks or these stop signal tasks really capture the core elements of most all of cognitive and/or motor learning in some way that's fundamentally important.

但这些进行和不进行任务或这些停止信号任务的核心组成部分确实以某种至关重要的方式捕获了大多数认知和/或运动学习的核心要素。

Okay?

好的？

So they have real-world relevance.

所以它们具有现实世界的相关性。

The paper that I'd like to just briefly describe to you is entitled "Motor Imagery Combined with Physical Training Improves Response Inhibition in the Stop Signal Task." Okay?

我想向您简要介绍的论文题为“运动想象与体能训练相结合，改善停止信号任务中的反应抑制”。好的？

So that title is a little bit wordy, but now you know what the stop signal task is.

所以这个标题有点罗嗦，但现在你知道停止信号任务是什么了。

And what this paper essentially found was that if people did physical training, so the sort of experiment that I just described, versus mental training, where they sat eyes open and imagined their responses to those arrows and stop signals, but they didn't actually generate any key presses, versus a combination of the physical training, so the actual pressing of the buttons or withholding pressing of the buttons as the case may be, plus mental training, over the course of about five days, using the contour described of the key principles of mental training and performance that we've talked about.

本文主要发现的是，如果人们进行体能训练，也就是我刚才描述的那种实验，与心理训练相比，他们睁开眼睛，想象自己对这些箭头和停止信号的反应，但他们实际上并没有产生任何按键，而与身体训练的组合相比，实际按下按钮或不按下按钮（视情况而定），再加上心理训练，在大约五天的过程中，使用我们已经讨论过的心理训练和表现的关键原则描述的轮廓关于。

I'll get to the specifics in a moment, but it really obeyed most all of what we've talked about, if not all of it.

我稍后会详细介绍，但它确实遵循了我们所讨论的大部分内容（如果不是全部的话）。

So repetition, simple, repeated over about five days, and so on and so forth.

所以重复，简单，重复大约五天，等等。

What they found was that the mental training and physical training group, so mental and real-world training groups, performed significantly better in the stop signal reaction time.

他们发现，心理训练组和身体训练组，即心理训练组和现实世界训练组，在停止信号反应时间内表现明显更好。

That is, they were able to withhold action when they needed to withhold action more frequently and with more accuracy than did either the physical training or mental training groups alone.

也就是说，当他们需要比单独进行身体训练或心理训练的组更频繁、更准确地停止行动时，他们能够停止行动。

So this actually spits in the face of what we said earlier, which is that physical training is always better than mental training, and mental training is always better than no training.

所以这实际上是在吐槽我们之前所说的，那就是身体训练总是比心理训练好，而心理训练总是比不训练好。

And it's important to point out here that both the physical training and the mental training groups experienced significant improvements in their reaction time and accuracy at the stop signal task.

需要指出的是，体能训练组和心理训练组在停止信号任务中的反应时间和准确性都有显着提高。

But in the case of this study, which is exploring the withholding of inappropriate behaviors, the combination of mental training and physical training outperformed either physical or mental training alone.

但在这项探索抑制不当行为的研究中，心理训练和身体训练的结合优于单独的身体或心理训练。

So while earlier we said that if you have a certain amount of time in order to train something up, physical training is always going to be better than mental training.

因此，虽然我们之前说过，如果你有一定的时间来训练某些东西，那么身体训练总是比心理训练更好。

Well, here we have somewhat of an exception where if the thing you're trying to learn involves withholding mistakes as opposed to trying to generate the right behaviors, per se, well, then you are probably better off doing a combination of mental training and physical training.

好吧，这里有一个例外，如果你想要学习的东西涉及抑制错误而不是试图产生正确的行为，那么你最好将心理训练和身体训练结合起来。

Let me state that a little bit differently.

让我稍微不同地说一下。

If you're finding that you're screwing up something, not because you can't initiate that particular motor behavior, but you're doing the wrong thing at the wrong time, you're not able to withhold a particular action, well, then, in that case, mental training in combination with physical training becomes especially important.

如果你发现自己搞砸了某件事，并不是因为你无法启动特定的运动行为，而是因为你在错误的时间做了错误的事情，你无法抑制特定的动作，那么，在这种情况下，心理训练与身体训练相结合就变得尤为重要。

So for you coaches, for you students out there, keep that in mind When trying to learn how to withhold particular action sequences because they're not serving you well in the real world, using a combination of real-world training and physical training is actually better for you on an hour-per-hour basis than is physical training alone.

因此，对于你们的教练，对于你们的学生来说，请记住这一点，当你试图学习如何保留特定的动作序列时，因为它们在现实世界中不能很好地为你服务，结合现实世界的训练和体能训练实际上每小时比单独的体能训练对你来说更好。

A couple of key details about this study, should you decide to implement these protocols.

如果您决定实施这些协议，请了解有关本研究的几个关键细节。

In this study, they did approximately 30 trials of the thing that they were trying to get better at.

在这项研究中，他们对他们想要做得更好的事情进行了大约 30 次试验。

Now, they did those in the real world, so in this case, the stop signal task involved actually pressing those buttons.

现在，他们在现实世界中做到了这些，所以在这种情况下，停止信号任务涉及实际按下这些按钮。

And then they had a test phase of about 144 go trials and about 48 stop trials.

然后他们进行了大约 144 次运行试验和大约 48 次停止试验的测试阶段。

Okay, so this is important.

好的，所以这很重要。

If you are a coach or you're a student or you're just going to self-direct this kind of learning in your self-directed adaptive plasticity, it's important that you mix in both go and no-go trials.

如果你是一名教练，或者你是一名学生，或者你只是想在自我指导的适应性可塑性中自我指导这种学习，那么混合进行和不进行的试验是很重要的。

Okay?

好的？

It wasn't always the case that there was a stop signal generated.

并非总是会产生停止信号。

The other thing that was really impressive about the study is that the changes occurred very quickly.

这项研究真正令人印象深刻的另一件事是变化发生得非常快。

So the training was performed five times over five days, so once a day for five days, again, back to this three to five times per week principle.

因此，训练在五天内进行了五次，所以每天一次，持续五天，再次回到每周三到五次的原则。

And the improvements were really significant in some cases.

在某些情况下，这些改进确实非常显着。

In fact, if you decide to peruse this paper, you can go to table two, and you can see in some cases, a near doubling in the reduction in reaction time through a combination of mental and physical training compared to physical training alone or mental training alone.

事实上，如果您决定仔细阅读本文，您可以查看表二，您可以看到在某些情况下，与单独进行身体训练或单独进行心理训练相比，通过心理和身体训练相结合，反应时间的减少几乎翻倍。

Again, however, both physical training and mental training groups alone saw significant improvements, but the combination of mental training and physical training was far greater than you would saw with either one of those alone.

然而，同样，单独的身体训练和心理训练组都看到了显着的改善，但心理训练和身体训练的结合远远大于单独使用其中任何一个训练组。

So that's all nicely quantified for you in this paper.

因此，本文已为您很好地量化了这一切。

So again, I really like this paper.

再说一遍，我真的很喜欢这篇论文。

Despite it not involving a huge number of subjects, I think it is a key paper because it really points to such an important element of motor learning and training, which is this action withholding component, this no-go component that here is captured so nicely in the stop signal task.

尽管它没有涉及大量主题，但我认为这是一篇关键论文，因为它确实指出了运动学习和训练的一个重要元素，即这种抑制动作的成分，这种在停止信号任务中被很好地捕捉到的不走成分。

So before we round up our discussion about motor training and visualization, I wanted to just briefly touch on some of the studies that have explored why certain individuals are better or worse at motor training and visualization, and what that might correlate with.

因此，在我们总结有关运动训练和可视化的讨论之前，我想简单介绍一下一些研究，这些研究探讨了为什么某些人在运动训练和可视化方面表现更好或更差，以及这可能与什么相关。

At the beginning of today's episode, I briefly mentioned aphantasia, which is this phenomenon where some people just simply can't or seem to have extreme challenge generating visual imagery.

在今天这一集的开头，我简要提到了失语症，这是一种现象，有些人根本无法或似乎在生成视觉图像方面面临极大的挑战。

There's been a number of studies exploring how aphantasics, as they're sometimes called, although nowadays it's not considered polite, if you will, to refer to people according to their condition.

有许多研究探索失语症（有时被称为失语症）是如何发生的，尽管现在根据人们的情况来称呼他们并不被认为是礼貌的。

So for instance, prosopagnosia is a condition in which people are unable to recognize particular faces, and in the past, these people were referred to as prosopagnosics, okay?

举例来说，面部失认症是一种人们无法识别特定面孔的病症，在过去，这些人被称为面部失认症，好吗？

As if their condition defined them.

就好像他们的状况定义了他们一样。

Nowadays, it's not considered polite to do that.

如今，这样做被认为是不礼貌的。

Rather, we say the person has prosopagnosia or suffers from prosopagnosia.

相反，我们说这个人患有面部失认症或患有面部失认症。

Although the word suffer then also has become a little bit touchy.

虽然“受苦”这个词此时也变得有点敏感了。

I'm going to do my best to just try and be as clear as possible here and explain that people who have aphantasia can have aphantasia to varying degrees, so they can either have a complete absence of ability to generate mental imagery, or they have a poor or kind of rudimentary ability to generate visual imagery in their mind's eye.

我将尽力在这里尽可能清楚地解释，患有失语症的人可能有不同程度的失语症，因此他们要么完全没有产生心理意象的能力，要么他们在脑海中产生视觉意象的能力很差或处于初级阶段。

It was thought that people who have aphantasia are not capable of what's called synesthesia.

人们认为患有失语症的人不具备所谓的联觉能力。

Synesthesias are when people have perceptual blending, and this is not while under the influence of any kind of psychedelic or other kind of drug, perceptual blending of an atypical kind or rare kind.

联觉是指人们进行知觉混合，这不是在任何一种致幻剂或其他药物的影响下，非典型或罕见的知觉混合。

I actually have two friends that have different forms of synesthesia.

实际上我有两个朋友有不同形式的联觉。

One associates different keys on the piano or musical notes with specific colors in a very, very one-to-one specific way.

人们以一种非常非常一对一的特定方式将钢琴上的不同琴键或音符与特定颜色相关联。

So they'll tell you that E flat on the piano is a particular tone in their mind of amber hue, okay?

所以他们会告诉你，钢琴上的降E调是他们心目中琥珀色的特殊音调，好吗？

And that I forget what other key is associated with a particular shade of red and so on and so forth.

我忘记了还有哪个键与特定的红色色调相关联，等等。

Are these people better at piano?

这些人钢琴弹得更好吗？

Are they more perceptive of colors in their environment?

他们对环境中的颜色是否更敏感？

Not necessarily so.

不一定如此。

This is just a perceptual blending.

这只是一种感性的混合。

It doesn't necessarily lend itself to any improved ability.

它不一定有助于提高能力。

Now, you could imagine why people would hypothesize that people who have aphantasia, especially its extreme form, would not be capable of or have synesthesias.

现在，你可以想象为什么人们会假设患有失语症，尤其是其极端形式的人不会有联觉能力或有联觉。

But it turns out that's not the case.

但事实证明并非如此。

There are a couple of really interesting papers.

有几篇非常有趣的论文。

Again, we will link these in the show note captions.

同样，我们将在节目注释标题中链接这些内容。

One is entitled, "What Is the Relationship Between Aphantasia, Synesthesia, and Autism?" And the other one is "Aphantasia: The Science of Visual Imagery Extremes." And I really like the review, "Aphantasia: The Science of Visual Imagery Extremes" for those of you that are interested in understanding aphantasia with more depth.

其中一篇的标题是“失语症、联觉和自闭症之间的关系是什么？”另一本是《失语症：视觉意象极端的科学》。我真的很喜欢这篇评论，“失语症：视觉意象极端的科学”，适合那些有兴趣更深入地了解失语症的人。

The study addressing the relationship between aphantasia, synesthesia, and autism found that aphantasia is indeed linked to weak visual imagery, but that aphantasics can also be synesthesics and vice versa.

这项关于失语症、联觉和自闭症之间关系的研究发现，失语症确实与弱视觉意象有关，但失语症也可以是联觉症，反之亦然。

What was also interesting about this study is they addressed the question of whether or not people who have aphantasia, that is a challenge or inability to generate mental or visual imagery, tend to have features associated with autism or residing somewhere on the autism spectrum.

这项研究的另一个有趣之处在于，他们解决了患有失语症（即一种挑战或无法产生心理或视觉意象）的人是否倾向于具有与自闭症相关的特征或属于自闭症谱系的问题。

And I'm not trying to use ambiguous language here, but the whole set of language and nomenclature around autism and autism spectrum is also undergoing revision now because we are now coming to understand that autism, and nowadays, it's generally not considered correct to call people autistics in that sense, but autism is considered one set of Positions along a spectrum that includes things like Asperger's, et cetera, but that may also include other aspects of cognition and even personality.

我并不是想在这里使用模棱两可的语言，但围绕自闭症和自闭症谱系的整套语言和术语现在也正在进行修订，因为我们现在开始了解自闭症，现在，从这个意义上称人们为自闭症通常被认为是不正确的，但自闭症被认为是一系列包括阿斯伯格综合症等的立场，但也可能包括认知甚至人格的其他方面。

So these are starting to be viewed not just as a spectrum or one continuum ranging from non-autistic to autistic, but a lot of variation and subtlety in between, and even crossing over with other aspects of personality psychology and neuroscience.

因此，这些开始不仅被视为从非自闭症到自闭症的一个谱系或一个连续体，而且还被视为其间的许多变化和微妙之处，甚至与人格心理学和神经科学的其他方面交叉。

Okay, so I'm not trying to be vague here.

好吧，我不想在这里含糊其辞。

I'm trying to be accurate, rather, by saying the whole description and categorization of autistic, non-autistic, et cetera, is undergoing vast revision right now.

相反，我试图准确地说，自闭症、非自闭症等的整个描述和分类目前正在经历巨大的修订。

But the important point, I think, from this paper is that indeed, it was found that people who have aphantasia tend to exhibit more of the features that are associated with the autism spectrum.

但我认为这篇论文的重要一点是，确实发现患有失语症的人往往表现出更多与自闭症谱系相关的特征。

Now, how those things relate to one another in terms of their clinical relevance isn't clear, and of course, it is entirely unclear as to what's the chicken and what's the egg there.

现在，这些事物在临床相关性方面如何相互关联尚不清楚，当然，也完全不清楚什么是先有鸡、什么是先有蛋。

So you could imagine, no pun intended, for instance, that people that are on the autism spectrum might be less proficient at generating visual imagery because they are exceedingly proficient at other things.

所以你可以想象，没有双关语的意思，例如，自闭症谱系的人可能不太擅长生成视觉图像，因为他们在其他事情上非常精通。

You could also imagine that people are placed onto the autism spectrum, as it's sometimes referred to, or are associated with particular features on the autism spectrum because, in a causal way of the aphantasia, and of course, it's extremely important to highlight that not all people that consider themselves or that people consider autistic or that are on the autism spectrum or Asperger's or any variation thereof necessarily have aphantasia.

你也可以想象，人们被归入自闭症谱系，正如有时所提到的那样，或者与自闭症谱系的特定特征相关联，因为以失语症的因果方式，当然，强调并非所有认为自己或人们认为患有自闭症的人或属于自闭症谱系或阿斯伯格症或其任何变体的人都必然患有失语症是极其重要的。

Just as it is that not all people that are on the autism spectrum completely lack or even lack what's called theory of mind, which is the ability to sort of empathize and ascribe feelings and motivations of others when viewing the actions and perceived feelings of others.

正如并非所有自闭症患者都完全缺乏甚至缺乏所谓的心理理论一样，心理理论是一种在观察他人的行为和感知的感受时同情和归因他人的感受和动机的能力。

Okay?

好的？

So what I just described hopefully doesn't come across as just a bunch of word soup.

所以我刚才所描述的希望不会只是一堆废话。

What I'm trying to pinpoint is that there does seem to be a relationship between one's ability to generate visual imagery and certain constellations of cognitive and emotional perception and behavior, and vice versa.

我想要指出的是，一个人产生视觉图像的能力与某些认知和情感感知和行为之间似乎确实存在某种关系，反之亦然。

Okay?

好的？

In a future episode, I promise to cover synesthesia and autism and some of the related cognitive and motor aspects of autism and things like Asperger's.

在未来的一集中，我承诺将介绍联觉和自闭症，以及自闭症和阿斯伯格症等相关认知和运动方面的一些内容。

I'm going to feature an expert guest, or actually several expert guests in this area because it is a rapidly evolving and somewhat controversial field.

我将邀请一位专家嘉宾，或者实际上是该领域的几位专家嘉宾，因为这是一个快速发展且有些争议的领域。

Meanwhile, I think it's important to at least consider how mental training and visualization might relate to certain aspects of cognition and our ability to visualize things, not just in terms of other people's behavior, which is one of the common ways that people probe for autism and Asperger's versus non-autistic and non-Asperger's, and so on, the so-called theory of mind task, in effect, asking whether or not children or adults can really get in the mind of others.

同时，我认为至少要考虑一下心理训练和可视化与认知的某些方面以及我们可视化事物的能力之间的关系，而不仅仅是与其他人的行为有关，这是人们探索自闭症和阿斯伯格症与非自闭症和非阿斯伯格症的常见方式之一，等等，所谓的心理理论任务，实际上是在询问儿童或成人是否能够真正了解他人的想法。

That's a sort of typical task developed by Simon Baron-Cohen.

这是西蒙·拜伦·科恩 (Simon Baron-Cohen) 开发的一种典型任务。

But also, whether or not children and adults are capable of generating mental imagery in a really vivid way, or whether or not they have minor or even extreme challenge in doing so.

而且，儿童和成人是否能够以非常生动的方式产生心理意象，或者他们在这样做时是否面临轻微甚至极大的挑战。

And perhaps the most direct way to explain why I included this aspect of the discussion of mental training and visualization as it relates to different cognitive phenotypes or neurocognitive phenotypes such as autism, Asperger's, et cetera, is because if you think about motor skill execution or cognitive skill execution and the relationship between mental training and visualization and motor skills or cognitive skills, that's all pretty straightforward when you're talking about finger tapping and go/no-go tasks and learning piano and things of that sort.

也许最直接的方式来解释为什么我将心理训练和可视化的这一方面纳入讨论，因为它与不同的认知表型或神经认知表型（如自闭症、阿斯伯格症等）相关，是因为如果你考虑运动技能执行或认知技能执行以及心理训练和可视化与运动技能或认知技能之间的关系，那么当你谈论手指敲击和进行/不进行任务以及学习钢琴等类似事情时，这一切都非常简单。

But in many ways, our learning of social cognition, our learning of how to behave in certain circumstances, what's considered normal or atypical, neurotypical and neuroatypical, if you will, a lot of that is not just generated from the inside out, but it also involves observation and visualization of what are considered appropriate and inappropriate.

但在很多方面，我们对社会认知的学习，我们对在某些情况下如何行为的学习，什么被认为是正常或非典型，神经典型和神经非典型，如果你愿意的话，其中很多不仅仅是从内到外产生的，而且还涉及对什么被认为是适当和不适当的观察和可视化。

Definitely placed in quotes, by the way, folks.

顺便说一句，伙计们，绝对是用引号引起来的。

I'm not placing judgment.

我不做判断。

I'm just saying appropriate and inappropriate for a given context behavior.

我只是说对于给定的上下文行为适当和不适当。

In other words, social learning and social cognition is every bit as much a learned behavior and pattern of cognitive and motor patterns as is tapping fingers or withholding key presses in a go/no-go task.

换句话说，社会学习和社会认知完全是一种习得的行为以及认知和运动模式，就像在进行/不进行任务中敲击手指或按住按键一样。

It's just that it transmits into a domain that involves smiling versus frowning, versus asking a question, versus staying silent, versus sitting still, versus fidgeting.

只是它传输到一个涉及微笑与皱眉、与提问、与保持沉默、与坐着不动、与坐立不安的领域。

What's appropriate and when, what's inappropriate and when.

什么是合适的，什么时候合适，什么是不合适的，什么时候合适。

All of that is what we call social cognition and has direct parallels to everything we've been talking about up until this point.

所有这些就是我们所说的社会认知，并且与我们到目前为止所讨论的一切都有直接的相似之处。

So today we did a deep dive, which is often the case on this podcast, into mental training and visualization.

所以今天我们深入探讨了心理训练和可视化，这在这个播客中经常出现。

During the course of the episode, I tried to lay down one by one the key components of an effective mental training and visualization practice.

在这一集的过程中，我试图一一列出有效的心理训练和可视化练习的关键组成部分。

Everything ranging from making sure that the practice involve brief epochs, repeats of specific sequences of motor and/or cognitive behavior, that those be relatively simple so that you can imagine them, even if you're somebody who's not good at doing mental training and visualization.

一切都包括确保练习涉及简短的时期，重复特定的运动和/或认知行为序列，这些相对简单，以便你可以想象它们，即使你是不擅长进行心理训练和想象的人。

And I should mention that if you do mental training and visualization repeatedly over time, you get better at mental training and visualization.

我应该提到，如果你随着时间的推移反复进行心理训练和想象，你就会在心理训练和想象方面做得更好。

There's what's called metaplasticity here.

这里有所谓的化塑性。

So it's not just about engaging neuroplasticity of particular circuits, it's also about getting better at engaging plasticity, so plasticity of plasticity.

因此，这不仅涉及特定回路的神经可塑性，还涉及更好地利用可塑性，即可塑性的可塑性。

I also described the key importance of being able to actually execute specific movements and cognitive tasks in the real world if you want the mental training and visualization to be especially effective.

我还描述了如果您希望心理训练和可视化特别有效，那么能够在现实世界中实际执行特定动作和认知任务的关键重要性。

And we talked about the importance of naming things.

我们讨论了命名事物的重要性。

We talked about the importance of creating not just one, but many parallels between real-world training and mental training and visualization.

我们讨论了在现实世界的训练与心理训练和可视化之间建立不仅一个相似点，而且还有许多相似点的重要性。

And really on the whole, what we established was that cognitive and/or motor learning really is something that you should do in the real world as much as possible.

总的来说，我们确定认知和/或运动学习确实是你应该在现实世界中尽可能多地进行的事情。

But if you can't, due to injury or whatever conditions Using mental training is a reasonable substitute, but not a complete substitute.

但如果你不能，由于受伤或任何情况，使用心理训练是一种合理的替代，但不是完全替代。

And if you can't do real-world training, for whatever reason, injury or otherwise, that mental training is going to be better than no training at all.

如果你无法进行现实世界的训练，无论出于何种原因，受伤或其他原因，那么心理训练将比根本不训练要好。

And of course, we established that at least for withholding action in order to get better at a skill, a combination of physical training and mental training is going to be best, but that if you're trying to learn a new skill and you're having challenges with performing that skill because of an inability to do the skill in the first place or on a consistent basis, well then, on an hour-by-hour basis, you're best off investing your time into the physical training, only incorporating mental training and visualization if you are able to do that on top of the maximum amount of real-world training that you're capable of doing.

当然，我们确定，至少为了提高某项技能而保留行动，身体训练和心理训练的结合将是最好的，但如果你正在尝试学习一项新技能，并且由于无法首先或持续地执行该技能而在执行该技能时遇到挑战，那么，在每小时的基础上，你最好将时间投入到身体训练中，只有在你能够做到这一点的情况下才将心理训练和想象结合起来。您能够进行的最大数量的现实训练。

And of course, we talked about the actual neural circuits and a bit about how the actual neuroplasticity occurs.

当然，我们讨论了实际的神经回路以及实际的神经可塑性如何发生。

Early in the episode, I mentioned long-term depression.

在这一集的早期，我提到了长期抑郁症。

Well, in describing the improvements in no-go tasks, those stop signal tasks, a lot of what's observed during those tasks is an improvement, or rather an increase in long-term depression of specific neural connections.

嗯，在描述不进行任务、那些停止信号任务的改进时，在这些任务期间观察到的很多东西都是改进，或者更确切地说是特定神经连接的长期抑制的增加。

So my hope is that in learning about those basic neural circuits and plasticity mechanisms, and in learning about the critical importance of focus and attention during learning, both real-world and imagined, as well as the importance of sleep and deep rest for really consolidating learning, and the different tools, the various steps or principles of effective mental training and visualization, that you now have a fairly coherent or maybe even a very coherent picture of how to develop the best mental training and visualization protocols for you.

因此，我希望，通过了解这些基本的神经回路和可塑性机制，了解学习过程中集中注意力和注意力的重要性，无论是现实世界还是想象中的，以及睡眠和深度休息对于真正巩固学习的重要性，以及有效心理训练和可视化的不同工具、不同步骤或原则，您现在对如何为您制定最佳心理训练和可视化方案有一个相当连贯甚至非常连贯的了解。

I realize that everyone has different goals, everyone has different time constraints.

我意识到每个人都有不同的目标，每个人都有不同的时间限制。

If you are somebody that's interested in developing a mental training and visualization protocol, so if you're a coach or teacher or simply a learner, or you're trying to self-direct your own adaptive plasticity, I want to emphasize that the key components that we discussed today are essential to include, but I wouldn't obsess about whether or not a given epoch is 15 or 20 seconds, or even 25 seconds.

如果你对开发心理训练和可视化协议感兴趣，或者你是一名教练或老师，或者只是一名学习者，或者你正在尝试自我指导自己的适应性可塑性，我想强调的是，我们今天讨论的关键组成部分是必不可少的，但我不会痴迷于给定的时期是 15 秒还是 20 秒，甚至 25 秒。

I wouldn't obsess over whether or not you got 30 repetitions in and then your mind drifted, or whether or not you could do the full 50 to 75, or whether or not even in your mind's eye you made some errors.

我不会纠结于你是否重复了 30 次，然后你的思维就飘忽不定，或者你是否能完成 50 到 75 次，或者甚至在你的头脑中你是否犯了一些错误。

What's been shown over and over again in this literature is that performing mental training and visualization repeatedly and in a very restricted way that makes it easier to perform those trials over and over and over again, and with a high degree of accuracy, almost always, really, we can fairly say in essentially every study where it's been explored, has led to improvements in real-world performance of both cognitive and/or physical tasks.

这些文献中一再表明的是，以非常有限的方式反复进行心理训练和可视化，可以更容易地一遍又一遍地进行这些试验，并且几乎总是具有很高的准确性，我们可以公平地说，基本上在每一项探索过的研究中，都可以改善现实世界中认知和/或身体任务的表现。

So if you're trying to learn anything at all, I do encourage you to explore motor training and visualization because basically all the studies out there, in fact, I couldn't find one exception where some degree of improvement wasn't observed when people use motor training and visualization on a consistent basis, even just three to five times per week, these simple repeats over and over.

因此，如果你想学习任何东西，我确实鼓励你探索运动训练和可视化，因为基本上所有的研究，事实上，我找不到一个例外，当人们持续使用运动训练和可视化时，即使每周只有三到五次，这些简单的重复一遍又一遍，也没有观察到一定程度的改进。

So I don't want to overcomplicate or make it sound like mental training and visualization has to be performed in a very precise way, or that it has to be done perfectly each and every time.

所以我不想过于复杂化，或者让它听起来像是心理训练和可视化必须以非常精确的方式进行，或者每次都必须完美地完成。

Quite to the contrary.

恰恰相反。

What is clear is that mental training and visualization is a very effective way to improve real-world performance.

显而易见的是，心理训练和想象是提高现实世界表现的非常有效的方法。

If you're learning from and/or enjoying this podcast, please subscribe to our YouTube channel.

如果您正在学习和/或喜欢此播客，请订阅我们的 YouTube 频道。

That's a terrific zero-cost way to support us.

这是支持我们的绝佳零成本方式。

In addition, please subscribe to the podcast on both Spotify and Apple, and on both Spotify and Apple, you can leave us up to a five-star review.

另外，请在 Spotify 和 Apple 上订阅该播客，在 Spotify 和 Apple 上，您都可以给我们留下五星级的评论。

If you have questions for us or comments about the podcast or guests you'd like me to feature on the Huberman Lab podcast, please put those in the comments section on YouTube.

如果您对我们有疑问，或者对播客或希望我在 Huberman Lab 播客上介绍的嘉宾有意见，请将这些意见放在 YouTube 的评论部分。

I do read all the comments.

我确实阅读了所有评论。

Please also check out the sponsors mentioned at the beginning and throughout today's episode.

另请查看今天节目开头和整个节目中提到的赞助商。

That's the best way to support the Huberman Lab podcast.

这是支持 Huberman 实验室播客的最佳方式。

Not so much on today's episode, but on many previous episodes of the Huberman Lab podcast, we discuss supplements.

今天的节目不多，但在 Huberman 实验室播客的许多以前的节目中，我们讨论了补充剂。

While supplements aren't necessary for everybody, many people derive tremendous benefit from them, for things like improving sleep, for hormone augmentation, and for improving focus.

虽然补充剂并不是每个人都需要的，但许多人都从它们中获得了巨大的好处，例如改善睡眠、增强荷尔蒙和提高注意力。

The Huberman Lab podcast is proud to have partnered with Momentous Supplements.

Huberman Lab 播客很荣幸与 Momentous Supplements 合作。

If you'd like to learn more about the supplements discussed on the Huberman Lab podcast, please go to livemomentous, spelled O-U-S .com/huberman.

如果您想了解有关 Huberman Lab 播客上讨论的补充剂的更多信息，请访问 livemomentous（拼写为 O-U-S .com/huberman）。

Again, that's livemomentous.com/huberman.

再说一遍，这是 livemomentous.com/huberman。

If you're not already following Huberman Lab on social media, I am Huberman Lab on LinkedIn, Facebook, Twitter, and Instagram.

如果您还没有在社交媒体上关注 Huberman Lab，我是 LinkedIn、Facebook、Twitter 和 Instagram 上的 Huberman Lab。

And at all those places, I cover content, some of which overlaps with the content of the Huberman Lab podcast, but much of which is distinct from content on the Huberman Lab podcast.

在所有这些地方，我都会介绍内容，其中一些内容与胡伯曼实验室播客的内容重叠，但其中大部分内容与胡伯曼实验室播客的内容不同。

So again, it's Huberman Lab on all social media platforms.

再说一遍，所有社交媒体平台上都是 Huberman Lab。

Also, I know many of you are interested in summaries of podcasts and what we call toolkits, which describe ideal toolkits and protocols for sleep, or ideal toolkit and protocols for neuroplasticity, or for deliberate cold exposure, et cetera.

另外，我知道你们中的许多人对播客和我们所说的工具包的摘要感兴趣，这些工具包描述了睡眠的理想工具包和协议，或者神经可塑性的理想工具包和协议，或者故意冷暴露等。

For that reason, we've established what's called the Neural Network Newsletter.

因此，我们建立了所谓的神经网络通讯。

This is a completely zero-cost newsletter that you can sign up for by going to hubermanlab.com.

这是一份完全零成本的时事通讯，您可以通过访问 hubermanlab.com 进行注册。

Go to the menu, scroll down to Newsletter, and you sign up by providing your email.

转到菜单，向下滚动到时事通讯，然后通过提供电子邮件进行注册。

We do not share your email with anybody.

我们不会与任何人分享您的电子邮件。

And there are also some sample PDFs of existing Huberman Lab podcast protocols, again, ranging from neuroplasticity to sleep and other topics that we've covered in brief one to three-page summaries.

此外，还有一些现有 Huberman 实验室播客协议的 PDF 样本，范围从神经可塑性到睡眠以及我们在一到三页的简短摘要中涵盖的其他主题。

Thank you once again for joining me for today's discussion, all about the science and effective implementation of mental training and visualization.

再次感谢您加入我今天的讨论，所有内容都是关于心理训练和可视化的科学和有效实施。

And last but certainly not least, thank you for your interest in science

最后但同样重要的是，感谢您对科学的兴趣