474: Back to School - This American Life
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00:00 00:00 Transcript Share This American Life Life Partners How to Listen Episodes Recommended About Overview Staff Announcements Fellowships Jobs Music Make Radio On The Road FAQ Submissions Merch Contact Us Our Other Shows Merch Follow Us Life Partners Subscribe to our newsletter Full episode Toggle Audio and Transcript Sync Transcript | Episode #474 | September 14, 2012 474: Back to School Note: This American Life is produced for the ear and designed to be heard.
00:00 00:00 文字记录 分享此 美国生活 生活伙伴 如何收听 剧集 推荐 关于 概述 员工公告 奖学金 工作 音乐 在路上制作电台 常见问题解答 提交 商品 联系我们 我们的其他节目 商品 关注我们 生活伙伴 订阅我们的时事通讯 整集 切换音频和文字记录同步 文字记录 | 内容第 474 集 | 2012 年 9 月 14 日 474：回到学校 注意：《美国生活》是为耳朵而制作的，旨在让人们听到。
If you are able, we strongly encourage you to listen to the audio, which includes emotion and emphasis that's not on the page.
如果可以的话，我们强烈建议您收听音频，其中包括页面上没有的情感和重点。
Transcripts are generated using a combination of speech recognition software and human transcribers, and may contain errors.
文字记录是使用语音识别软件和人工转录员结合生成的，可能包含错误。
Please check the corresponding audio before quoting in print.
请在印刷版引用前检查相应的音频。
Prologue Ira Glass I was a reporter for years in the Chicago Public schools, covering all the different ways that people tried to fix and improve those schools.
序言 Ira Glass 我在芝加哥公立学校担任记者多年，报道了人们试图修复和改善这些学校的所有不同方式。
And one of the big debates-- not just among the parents and politicians, but inside the schools as well-- was how much could we expect teachers to actually accomplish?
不仅在家长和政治家之间，而且在学校内部，最大的争论之一是我们可以期望教师实际完成多少工作？
Like, how much could they do, really, with the students they were given?
比如，他们真的可以为他们提供的学生做多少事情？
Some teachers definitely were the heroic we-can-do-better types.
有些老师绝对是“我们可以做得更好”的英雄类型。
We need to try everything.
我们需要尝试一切。
They were trying all kinds of reforms and fixes to make their schools improve.
他们正在尝试各种改革和修复来改善学校。
Others shrugged.
其他人耸耸肩。
This population of kids, they would tell you, arrives with such deficits-- no books at home, violent neighborhoods, the kind of family problems that would distract anybody from school.
他们会告诉你，这群孩子来到这里时就面临着这样的缺陷——家里没有书，周围充满暴力，以及那些会分散任何人学习注意力的家庭问题。
These teachers would say, we're doing as well with them as anybody could.
这些老师会说，我们和他们一起做得和任何人一样好。
You know, if dozens of kids show up in your classroom each year with terrible reading ability and in need of remedial writing instruction, how exactly are you supposed to bring them up to grade level on the state standardized tests in the one year you have with them?
你知道，如果每年有几十个孩子出现在你的教室里，他们的阅读能力很差，需要补习写作指导，你到底应该如何在你和他们在一起的一年里让他们在州标准化考试中达到年级水平？
One of the things that's been interesting about the teacher's strike in the Chicago schools is that it's actually gotten people talking about some very basic things in education, and things like these.
芝加哥学校教师罢工的有趣之处在于，它实际上让人们开始谈论教育中的一些非常基本的事情，以及诸如此类的事情。
Like for instance, one of the big issues is standardized testing.
例如，最大的问题之一是标准化测试。
How much should teachers be evaluated on the test scores of their students?
教师应该根据学生的考试成绩进行多少评估？
Where you stand on that one pretty much comes down to whether you think that teachers have a lot of power to raise those scores or not.
你在这一点上的立场很大程度上取决于你是否认为老师有很大的权力来提高这些分数。
There's an essay that's being published this Sunday in the New York Times by Alex Kotlowitz, a reporter who writes a lot about kids and poverty in Chicago.
亚历克斯·科特洛维茨（Alex Kotlowitz）本周日在《纽约时报》上发表了一篇文章，作者是一位写了很多有关芝加哥儿童和贫困问题的记者。
And he points out how much we expect from teachers, especially teachers in a school system like Chicago's where 87% of the students come from low income families.
他指出我们对教师的期望有多大，尤其是像芝加哥这样的学校系统中的教师，那里 87% 的学生来自低收入家庭。
He writes that he's been reporting in a high school lately where the staff has transformed and improved the school in lots of ways.
他写道，他最近在一所高中进行了报道，那里的工作人员在很多方面对学校进行了改造和改进。
"And yet each day I spend there," he writes, "I witness one heartbreaking scene after another.
“然而我在那里度过的每一天，”他写道，“我目睹了一个又一个令人心碎的场景。
A young girl who yells at one of the school's social workers, 'This is no way to live,' and then breaks down in tears.
一名年轻女孩对学校的一名社会工作者大喊“这不是活下去的方式”，然后泪流满面。
Because of problems at home, she's had to move in with a friend's family, and there's not enough food to go around.
由于家里出现问题，她不得不搬到朋友家住，而且没有足够的食物。
A young man has retreated into his shell having witnessed a murder over the summer.
一名年轻人在夏天目击了一场谋杀案后，退缩到了自己的壳里。
The stories are all too familiar.
这些故事都太熟悉了。
And yet somehow, we've come to believe that with really good teachers and longer school days and rigorous testing, we can transform their lives.
但不知何故，我们开始相信，凭借真正优秀的老师、更长的上课时间和严格的测试，我们可以改变他们的生活。
We've imagined teachers as lazy, excuse-making quasi-professionals or, alternately, as lifesavers.
我们把教师想象成懒惰、爱找借口的准专业人士，或者是救星。
But the truth, of course, is more complicated."
但事实当然要复杂得多。”
I bring all this up here today because there is a new way to look at all this, a new body of science that's just starting to get discussed in a widespread way.
我今天在这里提出所有这些，是因为有一种新的方式来看待这一切，一个新的科学体系刚刚开始得到广泛的讨论。
It looks at what a difficult home life can do to the brain of a school kid-- literally to the biology of the brain-- and how it makes it difficult to learn.
它着眼于困难的家庭生活会对学童的大脑产生什么影响——实际上是对大脑的生物学影响——以及它如何使学习变得困难。
And this science suggests all kinds of things that schools could be doing that could improve teaching, get through to huge numbers of kids that teachers have a hard time getting through to today.
这项科学表明，学校可以做各种各样的事情来改善教学，让大量的孩子接触到今天的老师很难接触到的孩子。
As school starts up again, we thought here at the radio show that it would be nice to turn away from the political questions and the union questions and the money questions and all the regular stuff that people argue about when they argue about schools all the time and turn instead today for the beginning of school to something more optimistic and forward-looking, something that feels big and Earth-shaking and, I have to say, kind of exciting.
随着学校再次开学，我们在广播节目中想到，最好不要再讨论政治问题、工会问题、金钱问题以及人们在争论学校问题时争论的所有常规问题，而是在今天开学时转向更乐观、更具前瞻性的问题，一些感觉宏大、惊天动地的问题，我不得不说，有点令人兴奋。
That is what we're going to be talking about today.
这就是我们今天要讨论的内容。
From WBEZ Chicago, it's This American Life, distributed by Public Radio International.
这是来自芝加哥 WBEZ 的《This American Life》，由国际公共广播电台发行。
Stay with us.
留在我们身边。
Act One-- No, These Things Will Not Be on the Final Exam.
第一幕——不，这些东西不会出现在期末考试中。
OK, so let's start with the most basic question, a question that is so big, it is almost embarrassing to ask out loud.
好吧，让我们从最基本的问题开始，这个问题太大了，大声问出来几乎很尴尬。
What should kids be learning at school?
孩子在学校应该学什么？
You know, people argue about this.
你知道，人们对此争论不休。
Schools are established pushing this approach or that one about the best way to teach.
学校的建立是为了推动这种或那种最佳教学方式。
And I learned about this shift in the way that people are answering this question, this whole new set of theories and ideas that are in the air right now from this new book, this book that came out this month that is trying to document that shift and explain what these ideas are about.
我从这本新书中了解了人们回答这个问题的方式的这种转变，以及现在流传的这套全新的理论和想法，这本书本月出版，试图记录这种转变并解释这些想法的含义。
Some of these ideas have been around for years but are now backed up by new data and tied to research about what goes on in kids' brains.
其中一些想法已经存在多年，但现在得到了新数据的支持，并与有关儿童大脑活动的研究联系在一起。
Some are new, based on new research.
有些是新的，基于新的研究。
There are educators involved in this, psychologists, economists, neuroscientists.
有教育工作者、心理学家、经济学家、神经科学家参与其中。
They're not all working together.
他们并不都在一起工作。
But they're starting to make connections.
但他们开始建立联系。
And I feel like they're coming to a similar conclusion.
我觉得他们得出了类似的结论。
This is Paul Tough.
这是保罗·塔赫。
He's a reporter who writes about new approaches to educating children.
他是一名记者，撰写有关教育儿童的新方法的文章。
He's been on our program now and then in the past.
他过去时不时地参加我们的节目。
And he's the one who wrote this new book.
他是这本新书的作者。
He says that to understand this shift in thinking, you have to first understand where things were before the shift.
他说，要理解这种思维转变，你必须首先了解转变之前的情况。
Up until now, what's been emphasised in most schools is something called-- and jargon word here, but there's no way around this-- something they call cognitive development.
到目前为止，大多数学校强调的是所谓的——这里是行话，但没有办法解决这个问题——他们称之为认知发展。
And what "cognitive development" means is smarts the way that you think about smarts in school-- the stuff that gets measured on IQ tests and standardized math and reading achievement tests that kids take most places.
“认知发展”的意思是聪明，就像你在学校里思考聪明的方式一样——通过智商测试、标准化数学和阅读成绩测试来衡量孩子们大多数地方的聪明程度。
And it's not like that stuff isn't important.
这并不是说那些东西不重要。
Well, I'm definitely not saying that none of that stuff matters at all.
嗯，我绝对不是说这些东西都不重要。
I'm saying that we have put way too much emphasis on it, and especially in the early years.
我的意思是我们过分强调它，尤其是在早期。
I think it's especially parents of very young kids who get really anxious that their kids need all of these skills and all of this information really early on.
我认为，尤其是年幼孩子的父母，他们非常担心他们的孩子很早就需要所有这些技能和所有这些信息。
I think--
我认为——
There's a whole industry that came out of that.
整个行业都由此产生。
Exactly.
确切地。
I think it's part of these preschool classes, Junior Kumon, all of these flash cards and brain building toys and the right kind of videos and DVDs from early on to try to boost their cognitive skills at an earlier and earlier age.
我认为这是学前班的一部分，Junior Kumon，所有这些闪存卡和健脑玩具，以及从早期开始的正确类型的视频和 DVD，试图在越来越早的年龄提高他们的认知能力。
So that's the old way of looking at this.
这就是看待这个问题的旧方法。
What's our new understanding?
我们有什么新的认识？
Where I think they're heading is this idea that what matters most in a child's success is not just cognitive skill.
我认为他们的想法是，对于孩子的成功来说，最重要的不仅仅是认知技能。
It's not just reading and math and IQ.
这不仅仅是阅读、数学和智商。
It is this very different set of qualities.
这就是这组非常不同的品质。
And you write that the guy who's kind of at the heart of this way of thinking is an economist named Heckman, right?
你写道，这种思维方式的核心人物是一位名叫赫克曼的经济学家，对吗？
Yeah, James Heckman.
是的，詹姆斯·赫克曼。
He's a Nobel Prize winning economist at the University of Chicago.
他是芝加哥大学的诺贝尔经济学奖获得者。
If there's any one figure who is trying to pull together all of this research, it's him.
如果有谁试图将所有这些研究整合在一起，那就是他了。
He puts together these conferences where he invites psychologists and neuroscientists and economists, people who don't usually have much connection, to get together and talk about some of these ideas and some of these issues.
他组织了这些会议，邀请心理学家、神经科学家和经济学家，这些通常没有太多联系的人聚在一起讨论其中的一些想法和一些问题。
The thing that really got Heckman started down this path was a study that he did about the GED.
真正让赫克曼走上这条道路的是他对 GED 所做的一项研究。
The GED, of course, is the high school equivalency exam.
当然，GED 是高中同等学历考试。
If you didn't graduate from high school, you can take the GED.
如果您没有高中毕业，您可以参加 GED。
And if you pass, it counts the same as if you graduated.
如果你通过了，那就和你毕业了一样。
Well, I'll give you-- it's a personal anecdote.
好吧，我告诉你——这是我的个人轶事。
This was in the early 1990s.
那是在 20 世纪 90 年代初。
When I invited Heckman into the studio to chat, he told me how blown away he was when he first encountered the GED.
当我邀请赫克曼到工作室聊天时，他告诉我，当他第一次遇到 GED 时，他感到多么震惊。
It was the early 1990s, like he said.
正如他所说，那是 20 世纪 90 年代初。
He was in Texas doing a study about something else.
他当时在德克萨斯州做一项关于其他事情的研究。
And they pointed to this classroom and said, "You realize that these people will be studying for their GEDs.
他们指着这间教室说：“你知道这些人会为了 GED 学习。
And in a few weeks, maybe a few months, you can convert essentially high school dropouts, people who were even intermediate school dropouts, into high school graduates." And I said, "That's amazing."
在几周内，也许几个月内，你基本上可以将高中辍学者，甚至初中辍学者转变为高中毕业生。”我说：“太棒了。”
So I'm an economist.
所以我是一名经济学家。
And that really started to surprise me.
这确实让我感到惊讶。
And as a result--
结果——
Wait, why was that surprising if what they were testing was just you've learned this information?
等等，如果他们测试的只是您了解到的这些信息，为什么会令人惊讶呢？
Well, it was surprising, you know, in a few months, you could actually teach people the knowledge that they would acquire in four years of high school.
嗯，令人惊讶的是，你知道，在几个月内，你实际上可以教人们他们在高中四年中获得的知识。
Oh, I see.
我懂了。
James Heckman Maybe a couple more.
詹姆斯·赫克曼（James Heckman）也许还有更多。
So it seemed to me-- really, the average preparation time for a GED is like 32 hours.
所以在我看来——实际上，GED 的平均准备时间约为 32 小时。
And the average amount of study time for a student in high school is around 1,000 hours per year.
高中生平均每年学习时间在1000小时左右。
And you say, "Well, wait, that's like 3,000, 4,000 hours versus 32." And from an economic standpoint, if that were true, it would be a real miracle.
你会说，“好吧，等等，这相当于 3,000、4,000 小时与 32 小时。”从经济角度来看，如果这是真的，那将是一个真正的奇迹。
And it would be very cost effective.
这将是非常划算的。
All eighth graders should take the GEDs.
所有八年级学生都应该参加 GED 考试。
Save ourselves a lot of money.
为我们自己节省很多钱。
Save ourselves a lot of time.
为我们自己节省很多时间。
So Heckman kept thinking about this.
所以赫克曼一直在思考这个问题。
If it were true, should we even have high school?
如果这是真的，我们还应该上高中吗？
It raised some questions.
它提出了一些问题。
Which led him to wonder, well, is it really true that the GED was equivalent to graduating from high school?
这让他想知道，GED 真的相当于高中毕业吗？
Did the GED students really go on to do as well as the graduating high school students in life?
GED 学生的生活真的和即将毕业的高中生一样好吗？
So he devised a study that looked at what happened over time to people with GEDs versus people who graduated from high school.
因此，他设计了一项研究，观察随着时间的推移，拥有 GED 的人和高中毕业的人发生了什么。
And so when we follow these people into adult life, follow them many years, what we found was consistently GEDs are performing slightly better than dropouts who didn't go on and take the GED, people who really dropped out of high school, but nowhere near as well as high school graduates.
因此，当我们跟踪这些人进入成年生活，跟踪他们很多年时，我们发现，GED 的表现始终略好于那些没有继续参加 GED 的辍学者，那些真正从高中退学的人，但远不及高中毕业生。
And that was in terms of performance in earnings, performance in occupation.
那是在收入表现、职业表现方面。
We find that they consistently fail, whether it's going on in college.
我们发现他们总是失败，无论是在大学里。
The success rates in college are very low.
大学的成功率非常低。
The success rates in the military are very low.
军事上的成功率非常低。
The success rates in marriage are very low.
婚姻的成功率非常低。
They get married, but they drop out of marriage.
他们结婚了，但又离婚了。
These people drop out of virtually everything they start.
这些人几乎放弃了他们开始的所有事情。
Now, if you think about it, this shouldn't be so surprising.
现在，如果你想一想，这应该不足为奇。
If you can't manage to follow the rules and do what's assigned and keep your ass in a chair for four years of high school, of course you might be somebody who has trouble applying yourself later in life.
如果你不能遵守规则，做分配的事情，并在高中四年里一直坐在椅子上，那么你当然可能会成为一个在以后的生活中很难适应的人。
Of course, you might be different from a high school grad.
当然，你可能与高中毕业生不同。
But what struck Heckman is that this didn't show up in the test results.
但令赫克曼震惊的是，这一点并没有出现在测试结果中。
Our entire education system is organized around the idea that testing and the kind of smarts that you can measure on a test, are the most important information we could have about a student.
我们整个教育系统的组织理念是：测试和在测试中可以衡量的智力是我们可以获得的关于学生的最重要的信息。
That's how we evaluate whether a school is well-run.
这就是我们评价一所学校是否办得好的标准。
There are kids who do better on standardized tests.
有些孩子在标准化考试中表现更好。
That's at the heart of huge policy initiatives, like No Child Left Behind.
这是“不让一个孩子掉队”等大型政策举措的核心。
But here was a test, the GED, that said that millions of people were just as smart as high school graduates.
但这里有一个测试，即 GED，它表明数百万人和高中毕业生一样聪明。
If they passed the GED, it proved that their cognitive skills were just as good.
如果他们通过了 GED，就证明他们的认知能力同样出色。
But these people were failing, which led Heckman to conclude--
但这些人失败了，这导致赫克曼得出结论——
That these test scores explain only a tiny fraction of the variability among individuals-- who's successful and who's not-- and that other factors are out there that aren't measured that aren't even accounted for in public policy that make a big difference.
这些测试分数只能解释个人之间差异的一小部分——谁成功了，谁失败了——而其他因素没有被衡量，甚至没有在产生重大影响的公共政策中得到考虑。
And so I said, "Hm, something's missing."
所以我说：“嗯，缺少一些东西。”
And now, the first impulse is you appeal to astrophysics and you say, ah dark matter.
现在，第一个冲动是你诉诸天体物理学，你说，啊暗物质。
There's something out there in the universe that we're missing.
宇宙中有些东西是我们所缺失的。
And that dark matter, what could it be?
而那个暗物质，会是什么？
What were the skills that the GED students lacked that the high school graduates had?
GED 学生缺乏高中毕业生所具备的哪些技能？
Specifically, what was this unnamed dark matter, and how could you measure it?
具体来说，这种未命名的暗物质是什么？如何测量它？
Heckman started calling these mystery skills that he was looking for non-cognitive skills to distinguish them from the stuff that educators normally focused on, which of course were cognitive skills.
赫克曼开始将这些神秘技能称为他正在寻找的非认知技能，以将它们与教育工作者通常关注的东西（当然是认知技能）区分开来。
But it must be a drag saying the phrase "non-cognitive skills" all the time because when you talk to Heckman, over the course of a conversation, he jumps around to all kinds of other words to describe the same thing.
但一直说“非认知技能”这个词一定很麻烦，因为当你和赫克曼交谈时，在谈话过程中，他会跳来跳去，用各种其他词来描述同一件事。
Soft skills.
软技能。
Ira Glass Or a moment later.
艾拉·格拉斯 或者稍后。
Social skills.
社交技能。
Ira Glass Or here's another.
艾拉·格拉斯（Ira Glass）或者这是另一个。
Personality traits.
人格特质。
Ira Glass You know what you guys need is you need a better word for this.
艾拉·格拉斯（Ira Glass）：你们知道你们需要什么，你们需要一个更好的词来形容这个。
Better word?
更好的词？
"Non-cognitive" is not good, you mean?
“非认知”不好，你的意思是？
No. The phrase "non-cognitive skills," it just feels a little confusing or clumsy.
不。“非认知技能”这个词只是让人感觉有点混乱或笨拙。
I agree with you.
我同意你的看法。
It's lousy.
太糟糕了。
It sounds like a very negative terminology.
这听起来像是一个非常负面的术语。
Well, it's funny talking to you about it.
嗯，和你谈论这件事很有趣。
Because even as you talk about, I hear you run through all the different terms, because none seems to suit.
因为即使在你谈论的时候，我也听到你遍历了所有不同的术语，因为似乎没有一个适合。
Correct.
正确的。
Ira Glass Because you guys haven't come up with a term yet.
Ira Glass：因为你们还没有想出一个术语。
Well, no, we have-- character.
嗯，不，我们有——性格。
Character.
特点。
The trouble is "character" sounds very moralistic.
问题是“性格”听起来很道德。
It sounds like we're running a Sunday School.
听起来我们正在办一所主日学。
See, I think the proper word is probably personality and social skills.
看，我认为正确的词可能是个性和社交技能。
Listen to you!
听你的！
You're changing from minute to minute.
你每一分钟都在改变。
Heckman says it's not like educators never considered character before this-- or should I say non-cognitive skills?
赫克曼说，教育工作者在此之前并不是从未考虑过性格——或者我应该说非认知技能？
The history of American schools is a pendulum that swings between emphasizing character on the one hand and intelligence on the other.
美国学校的历史就像一个钟摆，在强调品格和强调智力之间摇摆。
Everything from classical boarding schools to progressive schools to modern private schools have endeavored to teach character, not just the ABCs.
从古典寄宿学校到进步学校再到现代私立学校，所有学校都在努力教授品格，而不仅仅是ABC。
And public schools once taught character-- conduct, deportment.
公立学校曾经教授品格——行为、举止。
Those are the words they used, which Heckman would call non-cognitive skills.
这些是他们使用的词语，赫克曼将其称为非认知技能。
But over the course of the 20th century, testing-- standardized testing of math and reading and other cognitive skills-- grew and it grew until it dominated American education.
但在整个 20 世纪，测试——数学、阅读和其他认知技能的标准化测试——不断发展，直到主导美国教育。
What happened-- and this is just the logic of testing, how tests have a life of their own.
发生了什么——这就是测试的逻辑，测试如何拥有自己的生命。
But literally what happened was it became very easy to mark reading, writing tests much harder to judge deportment, to judge all these other traits.
但从字面上看，发生的事情是，对阅读、写作测试进行评分变得非常容易，而评判举止、评判所有其他特征则变得更加困难。
It's hard as hell to measure those.
衡量这些是非常困难的。
And so most schools gradually organized themselves around teaching stuff that you can measure, stuff you can quantify in test results, which are the cognitive skills.
因此，大多数学校逐渐围绕教学可以测量的东西、可以在测试结果中量化的东西进行组织，这些东西就是认知技能。
All this other stuff went by the wayside.
所有其他的东西都被抛在了一边。
Now, Heckman wanted to take a look at it anew.
现在，赫克曼想重新审视它。
And specifically, he was interested in finding skills that he could prove, empirically prove, help kids succeed-- and succeed in the ways that an economist measure success.
具体来说，他感兴趣的是找到他可以证明的技能，通过经验证明，帮助孩子们取得成功，并以经济学家衡量成功的方式取得成功。
Things like how much money do you earn, and do you end up in prison, and are you on welfare?
比如你赚了多少钱，你最终会进监狱吗？你靠福利吗？
And he then wanted to try to understand how these things could be taught.
然后他想尝试了解如何教授这些东西。
For such a prominent academic, a Nobel Prize winner, to tackle all this and tackle all this in this way was new.
对于这样一位杰出的学者、一位诺贝尔奖获得者来说，解决这一切并且以这种方式解决这一切都是新鲜事。
Nobody set out on a mission like the one that Heckman now embarked on, pulling in and connecting people who were already working on pieces of the puzzle.
没有人像赫克曼现在开始执行的任务一样，吸引和联系那些已经在解决这个难题的人们。
Again, Paul Tough.
再说一遍，保罗·强硬。
And that's what he's been doing for the last 10 years.
这就是他过去十年来一直在做的事情。
And so as the research has gone on, what kinds of things have people found are these non-cognitive skills?
随着研究的深入，人们发现了哪些非认知技能？
Like, what are they?
比如，它们是什么？
Well, there's not sort of a master list of non-cognitive skills right now.
嗯，目前还没有一份非认知技能的总清单。
The ones that Heckman would refer to and that I think are most important, some of them have to do with self-control.
赫克曼提到的、我认为最重要的那些，其中一些与自我控制有关。
There's a number of different terms-- things like self-regulation skills, self-control, conscientiousness.
有很多不同的术语——比如自我调节技能、自我控制、尽责性。
So that, I think, is one set of things.
我认为这是一组事情。
Just the ability to delay gratification, to resist impulse.
只是延迟满足、抵制冲动的能力。
When you're about to make a bad decision, to think twice about it.
当你要做出错误的决定时，要三思而后行。
To keep your temper.
为了保持脾气。
All of those things, I think, matter a lot.
我认为所有这些事情都很重要。
And I feel like when you say that, it makes me think of studies that I think a lot of us have read about where they'll put a kid into a room.
我觉得当你这么说时，这让我想起了我们很多人都读过的研究，关于他们会把孩子放在一个房间里的地方。
And they have to resist eating a cookie, something like that.
他们必须抵制吃饼干之类的东西。
Yeah, this is called the marshmallow test.
是的，这就是所谓的棉花糖测试。
And this is a famous test that was done starting back in the 1960s by a psychology professor then at Stanford named Walter Mischel.
这是一项著名的测试，由当时斯坦福大学的心理学教授沃尔特·米歇尔 (Walter Mischel) 在 20 世纪 60 年代开始进行。
And he took a bunch of four-year-olds into a room, said, "Here is a marshmallow or a cookie.
他带着一群四岁的孩子走进一个房间，说：“这是棉花糖或饼干。
I'm going to leave the room.
我要离开房间。
If you want, you can just ring this bell, and I'll come back, and I'll give you one of this treat.
如果你愿意的话，你可以按一下这个铃，我会回来，我会给你一份这样的款待。
But if you can wait until I come back on my own, then you get two." And so this was like psychological torture for these kids.
但如果你能等到我自己回来，那么你就得到两个。”所以这对这些孩子来说就像是心理折磨。
They were four.
他们四人。
Paul Tough Exactly.
保罗确实很坚强。
And so they would sit there and try to resist ringing this bell.
所以他们会坐在那里，试图抵制按响这个铃声。
And squirm.
并蠕动。
Paul Tough Exactly.
保罗确实很坚强。
It was very painful for them.
这对他们来说是非常痛苦的。
[WAILS] It's so long!
[哭] 好长啊！
Ira Glass This is such a well-known study that on YouTube, you can see videos that various parents have made administering this test to their own kids in their own homes.
Ira Glass 这是一项非常著名的研究，您可以在 YouTube 上看到许多家长制作的视频，他们在自己家里对自己的孩子进行这项测试。
10 minutes.
10 分钟。
10 minutes!
10分钟！
10 minutes!
10分钟！
10 minutes!
10分钟！
This little boy named Theo has obviously been told that he's going to get his second treat if he can just wait 10 minutes.
这个名叫 Theo 的小男孩显然被告知，只要他能等 10 分钟，他就会得到第二份款待。
And he sits there.
他坐在那里。
10 minutes!
10分钟！
10 minutes!
10分钟！
10 minutes!
10分钟！
10 minutes!
10分钟！
10 minutes!
10分钟！
Aw, 10 minutes!
噢，10 分钟！
He was actually doing this study to try to figure out how kids resisted temptation.
他实际上做这项研究是为了弄清楚孩子们如何抵制诱惑。
And it was only like 10 and 15 and 20 years down the road when he started looking these kids up again, and he wanted to find out how well they were doing.
大约过了 10 年、15 年和 20 年，他才开始再次查看这些孩子，他想知道他们的表现如何。
And he found there were these huge correlations between how long these kids had been able to wait for the treat and how well they did on their SATs, how much money they were making, all sorts of indicators of how well they were doing in life.
他发现这些孩子等待奖励的时间与他们的 SAT 成绩、他们赚了多少钱以及他们生活中的各种指标之间存在着巨大的相关性。
Now, for James Heckman, and for writer Paul Tough for that matter, what is most exciting about the power of these non-cognitive skills is the possibility they would give kids the skills they need to get out of poverty and the skills they need in the short run to counter-act the effects of poverty on children in school.
现在，对于詹姆斯·赫克曼和作家保罗·托夫来说，这些非认知技能的力量最令人兴奋的是，它们有可能为孩子们提供摆脱贫困所需的技能，以及在短期内抵消贫困对在校儿童的影响所需的技能。
It's well-documented that poor children do worse on tests and worse in school than better-off ones.
有充分证据表明，贫困儿童的考试成绩和学校成绩都比富裕孩子差。
This is the so-called achievement gap.
这就是所谓的成就差距。
What this new science seems to indicate is that what is holding these children back is not poverty.
这项新科学似乎表明，阻碍这些孩子前进的并不是贫困。
It's not the lack of money or resources in their homes.
这并不是因为他们家里缺钱或缺资源。
It's stress.
这是压力。
If you grew up in a poor household, it is more likely to be a household the just stresses you out in ways that kids in better-off homes are not stressed out.
如果你在一个贫困家庭长大，那么这个家庭更有可能给你带来压力，而富裕家庭的孩子则不会有压力。
And that stress prevents you from developing these non-cognitive skills.
这种压力会阻止你发展这些非认知技能。
What was stumping me was how does this work.
让我困惑的是它是如何工作的。
Let me introduce you to somebody else that Paul Tough writes about in his book.
让我向您介绍保罗·托夫在他的书中提到的另一个人。
This is Dr. Nadine Burke Harris.
我是纳丁·伯克·哈里斯博士。
In 2007, she set up a clinic for children in Bayview-Hunters Point in San Francisco.
2007年，她在旧金山Bayview-Hunters Point设立了一家儿童诊所。
And she set it up there because poor, minority communities like that one are often less healthy than other communities.
她在那里设立这一项目是因为像这样的贫困少数民族社区往往不如其他社区健康。
She was an idealistic, young, black doctor.
她是一位理想主义的年轻黑人医生。
And she wanted to do something about that.
她想为此做点什么。
She also had a master's degree in public health.
她还拥有公共卫生硕士学位。
But stress and its effects on kids wasn't on her radar yet.
但压力及其对孩子的影响还没有引起她的注意。
I thought that if we kind of did the basic stuff-- if we worked on asthma, hospitalization rates and immunization rates and obesity treatment-- those would be the big public health things that we would need to do to make a difference in this community.
我认为，如果我们做一些基本的事情——如果我们致力于哮喘、住院率、免疫率以及肥胖治疗——这些将是我们需要做的重大公共卫生事情，以改变这个社区。
And what I found in my daily practice was that a lot of folks were sending me kids and saying, you know, "Oh, Dr. Burke, Bobby's got ADHD.
我在日常实践中发现，很多人送我孩子来，并说，“哦，伯克医生，鲍比患有多动症。
Can you put him on Ritalin?
你能给他服用利他林吗？
Or can you put him on some kind of medication?"
或者可以给他吃点什么药吗？”
But when I did my job and did an actual history and physical, which is what doctors are supposed to do, what I found was most of these kids really didn't have ADHD.
但是当我完成我的工作并做了实际的病史和体检（这是医生应该做的）时，我发现这些孩子中的大多数确实没有多动症。
And most of these kids had issues associated with trauma.
这些孩子中的大多数都有与创伤相关的问题。
Let me ask you to talk a little bit about the kind of trauma you're talking about.
让我请您谈谈您所谈论的创伤类型。
What was going on in their lives?
他们的生活中发生了什么？
Yeah, so as a pediatrician, I feel like I had the opportunity to hear some of the real story.
是的，作为一名儿科医生，我觉得我有机会听到一些真实的故事。
But we're talking about kids who are witnessing violence on a daily basis.
但我们谈论的是每天目睹暴力的孩子。
And some of it was domestic violence.
其中一些是家庭暴力。
Just domestic violence like you wouldn't believe.
只是家庭暴力，就像你无法相信的那样。
I had a family-- you know, sometimes it's almost mundane things, a family who leave the house, and they are boarding up their own windows because they're afraid that their neighbors will come in and rob them.
我有一个家庭——你知道，有时这几乎是平凡的事情，一家人离开家，他们用木板封住自己的窗户，因为他们担心邻居会进来抢劫他们。
I had a family where, not only did their neighbors rob them, they took everything, including the food in the fridge and the toilet paper off the roll.
我有一个家庭，他们的邻居不仅抢劫了他们，还拿走了一切，包括冰箱里的食物和卷筒上的卫生纸。
Right?
正确的？
Wow.
哇。
Nadine Burke Harris Someone really robs you when they take your toilet paper.
纳丁·伯克·哈里斯 (Nadine Burke Harris) 当有人拿走你的卫生纸时，他们真的是在抢劫你。
She started to believe that there was some connection between the terrible situations these kids were living through and the symptoms they showed up with-- headaches, abdominal pain, difficulty with digestion.
她开始相信这些孩子所经历的可怕情况与他们出现的症状——头痛、腹痛、消化困难之间存在某种联系。
One girl's hair started falling out.
一名女孩的头发开始脱落。
Some little kids had a medical condition called failure to thrive where they didn't grow well.
有些小孩患有一种称为“发育不良”的疾病，因为他们生长得不好。
But nothing in her medical training or her public health training explained this.
但她的医学培训或公共卫生培训中没有任何内容解释这一点。
So she researched till she found this big, authoritative study that followed over 17,000 patients from San Diego HMO that showed that people who had adverse childhood experiences when they were little ended up with worse health that continued into adulthood.
因此，她进行了研究，直到发现这项大型、权威的研究，该研究对圣地亚哥 HMO 的 17,000 多名患者进行了跟踪调查，结果表明，在童年时期经历过不良童年经历的人最终健康状况会更差，这种情况会持续到成年。
She says that for her, it was like that scene in The Matrix when Neo suddenly understands everything about the world.
她说，对她来说，就像《黑客帝国》中尼奥突然了解了世界一切的场景。
And as we talked, she was actually able to rattle off their findings from memory.
当我们交谈时，她实际上能够凭记忆说出他们的发现。
She said, if you had enough difficult childhood experiences--
她说，如果你的童年经历够多的话——
You were two and a half times as likely to develop chronic obstructive pulmonary disease in adulthood, twice as likely to have heart disease, two and a half times as likely to have hepatitis, four and a half times as likely to be depressed, 12 times as likely to attempt suicide.
成年后患慢性阻塞性肺病的可能性是普通人的两倍半，患心脏病的可能性是普通人的两倍半，患肝炎的可能性是普通人的两倍半，患抑郁症的可能性是普通人的四倍半，尝试自杀的可能性是普通人的十二倍。
But in addition to all the bad things that are likely to happen to them as adults, there's also the effect that long-term stress has on them when they're still kids, especially on their brains and their ability to learn.
但除了成年后可能发生的所有坏事之外，长期压力也会对他们小时候产生影响，尤其是对他们的大脑和学习能力的影响。
If you look on the molecular level, you're walking through the forest and you see a bear, right?
如果你从分子水平上观察，你正在穿过森林，你会看到一只熊，对吗？
So you can either fight the bear or run from the bear.
所以你要么与熊战斗，要么逃离熊。
That's kind of your fight or flight system.
这就是你的战斗或逃跑系统。
Right?
正确的？
Right.
正确的。
Nadine Burke Harris And your body releases a ton of adrenalin, right?
纳丁·伯克·哈里斯 你的身体会释放大量肾上腺素，对吗？
Which is your short-term stress hormone, and something else called cortisol, which tends to be more of a long-term stress hormone.
这是你的短期压力荷尔蒙，还有一种叫做皮质醇的东西，它往往更像是一种长期压力荷尔蒙。
And this dilates your pupils, gets your heart beating fast.
这会让你的瞳孔放大，让你的心跳加速。
Your skin gets cold and clammy.
你的皮肤变得又冷又湿。
That's because you're shunting blood from anywhere that isn't absolutely necessary to the muscles that you need to be able to run from that bear.
那是因为你正在从任何地方分流血液，而这些血液对于你需要能够逃离那只熊的肌肉来说并不是绝对必要的。
The other thing that it does-- now, you can imagine that if you're about to fight a bear, you need some gumption to fight that bear, right?
它所做的另一件事是——现在，你可以想象，如果你要与一头熊战斗，你需要一些进取心来与那只熊战斗，对吗？
So it kind of shuts off the thinking portion of your brain, right?
所以它会关闭你大脑的思考部分，对吗？
That executive function cognitive part.
即执行功能认知部分。
And it turns on the real primal aggression and the things that you need to be able to think that you're going to go into a fight with a bear and come out on the winning side.
它开启了真正的原始攻击性，以及你需要能够认为你将与熊打架并成为胜利者的东西。
Yeah.
是的。
Nadine Burke Harris And that's really good if you're in a forest and there's a bear.
纳丁·伯克·哈里斯 (Nadine Burke Harris) 如果你在森林里并且有一只熊，那就太好了。
The problem is when that bear comes home from the bar every night.
问题是那只熊每天晚上从酒吧回家的时候。
Right?
正确的？
And for a lot of these kids, what happens is that this system, this fight or flight response, which is an emergency response in your body, it's activated over and over and over again.
对于很多这样的孩子来说，发生的事情是这个系统，这种战斗或逃跑反应，这是你身体的紧急反应，它被一遍又一遍地激活。
And so that's what we were seeing in the kids that I was caring for.
这就是我们在我照顾的孩子身上看到的情况。
When the brain does something over and over and over again, it creates pathways that get more and more ingrained.
当大脑一遍又一遍地做某件事时，它会创造出越来越根深蒂固的路径。
So this kind of repeated stress affects the development of these kids' brains.
所以这种反复的压力会影响这些孩子大脑的发育。
And especially affected in this situation is a specific part of the brain that's called the prefrontal cortex, which is where a lot of these non-cognitive skills happen-- self-control and impulse control, certain kinds of memory and reasoning.
在这种情况下，特别受到影响的是大脑中被称为前额叶皮层的特定部分，许多非认知技能都在这里发生——自我控制和冲动控制，某些类型的记忆和推理。
Skills they call executive functions.
他们称之为执行功能的技能。
If you're in a constant state of emergency, that part of your brain just doesn't develop the same.
如果你持续处于紧急状态，你大脑的那部分就不会发育相同。
Doctors can see the differences on brain scans.
医生可以通过脑部扫描看到差异。
Dr. Burke Harris says that for these kids, the bear basically never goes away.
伯克·哈里斯博士说，对于这些孩子来说，熊基本上永远不会消失。
They still feel its effects even when they're just trying to sit there quietly in English class.
即使他们只是想安静地坐在英语课上，他们仍然能感受到它的影响。
And if right at that moment someone asks you, "Oh, could you please diagram this sentence?
如果就在那一刻有人问你：“哦，你能用图解说明这句话吗？
Or could you please divide two complex numbers?" You'd be like, what are you talking about?
或者你能把两个复数相除吗？”你会说，你在说什么？
And so that's what we were seeing in the kids that I was caring for, is that a lot of them had a terrible time paying attention.
这就是我们在我照顾的孩子身上看到的，他们中的很多人都很难集中注意力。
They have a hard time sitting still.
他们很难坐稳。
And you hear about this in lots of schools.
你在很多学校都听说过这一点。
Head Start teachers in one survey said that over a fourth of their low income students had serious self-control and behavior problems.
一项调查中的 Head Start 教师表示，超过四分之一的低收入学生存在严重的自我控制和行为问题。
Nadine Burke Harris says that it's true for her patients, the ones with adverse childhood experiences like neglect, domestic violence, a parent with mental illness or substance abuse.
纳丁·伯克·哈里斯 (Nadine Burke Harris) 表示，对于她的患者来说，情况确实如此，这些患者有过不良的童年经历，如忽视、家庭暴力、父母患有精神疾病或药物滥用。
For our kids, if they had four or more adverse childhood experiences, their odds of having learning or behavior problems in school was 32 times as high as kids who had no adverse childhood experiences.
对于我们的孩子来说，如果他们有过四次或更多的不良童年经历，他们在学校出现学习或行为问题的几率是没有不良童年经历的孩子的 32 倍。
Paul Tough writes about a number of teenagers and how this plays out for them.
保罗·托夫（Paul Tough）写了一些青少年的故事，以及他们的经历。
One of them is a girl who he met when she was 17, Kewauna Lerma.
其中一位是他 17 岁时认识的女孩 Kewauna Lerma。
She had a really chaotic childhood.
她的童年非常混乱。
Her parents split up.
她的父母分手了。
She moved around a lot.
她经常搬家。
She was homeless for a while.
她有一段时间无家可归。
Just all the bad things that happen to poor kids were happening to her.
所有发生在可怜孩子身上的坏事都发生在她身上。
The first 10 years of my life was really messed up.
我人生的前十年真的很混乱。
This is Kewauna.
这是科瓦纳。
She came into the studio for this radio story to talk with me and Paul.
她为了这个广播故事来到演播室与我和保罗交谈。
Because it was like my mom, for five years, she was going to place to place, sleeping wherever she could sleep at, you know.
因为就像我妈妈一样，五年来，她一直在一个地方，睡在她能睡的地方，你知道。
And when I was born, my mom and my father, they really couldn't take care of another child or whatever.
当我出生时，我的妈妈和爸爸，他们真的无法照顾另一个孩子或其他什么。
It's so many different incidents I remember.
我记得有很多不同的事件。
It's hard to state on one.
很难一一说明。
When you think back on those times, do you think of that as like, you were mostly happy most of the time?
当你回想起那些时光时，你是否认为大部分时间你都是快乐的？
What was it like for you?
对你来说感觉如何？
No, I was never happy.
不，我从来没有快乐过。
I was never happy, because I was just an angry child.
我从来没有快乐过，因为我只是一个愤怒的孩子。
And I really don't understand what I was angry about.
而且我真的不明白我在生气什么。
I can't even remember what I was angry about.
我什至不记得我因什么而生气。
And so she had trouble in all kinds of ways.
所以她在各方面都遇到了麻烦。
And the two biggest ways that she had trouble were ones that, I think anyway, had a lot to do with her brain development.
无论如何，我认为她遇到的两个最大的麻烦与她的大脑发育有很大关系。
One is that she had a really bad temper, bad impulse control.
一是她的脾气实在是太差了，控制不住冲动。
She would just kind of shut down.
她会有点关闭。
And she couldn't see anything.
而她什么也看不见。
And she would just go into these rages.
她就会勃然大怒。
And that was a real problem, especially in school.
这是一个真正的问题，尤其是在学校。
I can't even remember this particular incident when we was in that classroom.
我什至不记得我们在那个教室时发生的具体事件。
Kewauna got into lots of fights.
Kewauna 经常打架。
For instance, with one girl at school who got to her, Kewauna told me, "like a bug crawling under your sweater."
例如，学校里有一个女孩接近她，科瓦纳告诉我，“就像一只虫子在你的毛衣下面爬行。”
One time I did that, she just made me so mad, I just started screaming everything I could in class.
有一次我这么做了，她让我非常生气，我开始在课堂上尽我所能地尖叫。
I just got up like I was a terminator or something.
我刚刚站起来，就像我是一个终结者什么的。
And I was about to attack her.
而我正要攻击她。
And I was like screaming.
我就像在尖叫。
And I just like stopped the whole classroom or whatever.
我就是喜欢让整个教室都停下来。
And Mr. Coleman--
还有科尔曼先生——
This is the dean of her high school, Mr. Coleman.
这是她所在高中的院长科尔曼先生。
He told me, "Miss Lerma, stop cussing." But when I blank out, I'm not thinking about nobody that's right here in front of me.
他告诉我：“勒玛小姐，别再说脏话了。”但当我大脑一片空白时，我不会去想眼前的任何人。
I see him in front of me just doing this.
我看到他在我面前正在做这个。
And he told me about that.
他告诉了我这件事。
He was like, you blanked out.
他就像，你一片空白。
It was like you didn't see me.
就好像你没有看到我一样。
He was like, I was saying, "Miss Lerma, stop cussing.
他就像，我说，“勒玛小姐，别再说脏话了。
And you just kept on cussing." And I was like, I don't know.
而你却一直在咒骂。”我当时想，我不知道。
I blank out.
我一片空白。
She was one of those kids who was always fighting with teachers, talking back--
她是那些总是与老师打架、顶嘴的孩子之一——
She told me that, I think, in her sixth grade year, she got 72 referrals, meaning she was sent to the principal 72 times.
她告诉我，我想，在她六年级的时候，她收到了 72 份推荐，这意味着她被送到校长那里 72 次。
And as a result, she was sent into the slow class.
结果，她被送进了慢班。
She was put into this class where all the kids do poorly.
她被分到这个班，所有的孩子都表现得很差。
Exactly, the Wings program.
没错，就是“翅膀”计划。
And she still talks about how it was kind of devastating for her emotionally to be put in that class.
她仍然谈到，被分到那个班级对她的情感来说是一种毁灭性的打击。
So I got put in this program called Wings, and I was embarrassed.
所以我被安排参加这个叫Wings的节目，我很尴尬。
You were embarrassed because you just felt like?
你感到尴尬是因为你只是觉得？
Because we were retarded.
因为我们落后了。
That's was we was called.
这就是我们被称为的。
It wasn't like-- I'm not going to beat around a bush.
我不会拐弯抹角。
I'm not going to say like, "we were just under-performing." No. We were retarded.
我不会说“我们只是表现不佳”。不，我们是弱智。
That's what we got called.
这就是我们被称为的。
That's what we were seen as.
这就是我们被视为的样子。
That's what it was.
就是这样。
And was the idea in Wings that you were supposed to just go there for a while and get your remedial stuff and then get back in your regular class?
《Wings》中的想法是不是你应该去那里一段时间并获得补习材料，然后回到你的常规课程？
What were they doing in Wings?
他们在Wings 做什么？
We wasn't doing nothing.
我们并没有什么都不做。
That's what they said we were going to be doing.
这就是他们说我们要做的。
But most times, we would play video games, eat popcorn.
但大多数时候，我们会玩电子游戏，吃爆米花。
Nobody never did-- we didn't do anything.
没有人从来没有做过——我们什么也没做。
It was like they were just carrying us to our tables every day.
就好像他们每天都把我们带到我们的餐桌旁。
I felt like they treated us like something was wrong with us or something.
我觉得他们对待我们就像我们出了什么问题一样。
They were like, "You want to play the video game?
他们就像，“你想玩电子游戏吗？
Here you go.
给你。
Let's play a video game." I can't do that in my other class, so why are we doing it here, you know?
我们来玩一个电子游戏吧。”我不能在其他班级这样做，那为什么我们要在这里这样做，你知道吗？
Paul Tough says that what happened to Kewauna happens to kids all the time.
保罗·托夫说，发生在科瓦纳身上的事情一直发生在孩子们身上。
Where the early stresses and problems that had to do with her family and had to do with how her parents were dealing with life all were creating in her brain a set of problems that, then when she got into the school system, they didn't have a way to deal with it except for putting her into the slow class, except for saying, "You're a problem child."
早期的压力和问题与她的家庭有关，与她的父母如何处理生活有关，所有这些都在她的大脑中产生了一系列问题，然后当她进入学校系统时，他们没有办法处理这些问题，除了把她送进慢班，除了说，“你是一个问题孩子。”
Which raises the question, what else could the school system do for a kid like this?
这就提出了一个问题，学校系统还能为这样的孩子做些什么呢？
What will work?
什么会起作用？
Well, James Heckman, the economist you heard earlier who's studying these non-cognitive skills, says that one advantage of working with non-cognitive skills is that they can be learned.
好吧，詹姆斯·赫克曼（James Heckman），你之前听说过的一位研究这些非认知技能的经济学家，说使用非认知技能的一个优点是它们是可以学习的。
That's not true for cognitive ability, for intelligence the way we usually think of it, like your intelligence on an IQ test.
对于认知能力和我们通常认为的智力来说，情况并非如此，就像智商测试中的智力一样。
Well cognitive, pure IQ tends to be pretty hardened, at least what's called rank stability.
良好的认知能力、纯粹的智商往往相当坚固，至少是所谓的排名稳定性。
If you're a top dog in the distribution at age 10, you're probably going to be top dog at age 30.
如果你在 10 岁时是分布中的佼佼者，那么你可能会在 30 岁时成为佼佼者。
Social skills, personality traits, the ability to stay on task-- these can be taught.
社交技能、个性特征、专注于任务的能力——这些都是可以教授的。
And these can be taught at later ages.
这些都是可以在以后的年龄里教授的。
And there's a malleability there that actually offers a new perspective on social policy-- how social policy might redirect itself towards those more malleable soft skills.
其中的可塑性实际上为社会政策提供了新的视角——社会政策如何将自身转向那些更具可塑性的软技能。
And so with that in mind, programs and experiments have sprung up to try to change kids' lives by teaching these non-cognitive skills.
因此，考虑到这一点，各种项目和实验如雨后春笋般涌现，试图通过教授这些非认知技能来改变孩子们的生活。
And Paul Tough documents a bunch of these in his book.
保罗·托夫 (Paul Tough) 在他的书中记录了其中的一些内容。
What's striking, Tough says, is how simple some of the interventions are.
图赫说，令人惊讶的是一些干预措施是多么简单。
Many of them basically come down to having a coach for kids to teach them resilience and optimism and grit in certain situations.
其中许多基本上归结为为孩子们配备一名教练，教他们在某些情况下保持韧性、乐观和毅力。
There are some studies where they've taken kids and given them-- taken kids, I think, in middle school and given them a college mentor.
在一些研究中，他们带走了孩子们，并给了他们——我想，带走了中学的孩子，并给了他们一位大学导师。
And this college mentor would work with these kids not very intensively, like meeting with them a couple of times a year.
这位大学导师不会很密集地与这些孩子一起工作，比如每年与他们会面几次。
And the only thing that they would say to them, the only message that they would give to them, is simply this idea that, "You know, scientists have studied intelligence.
他们会对他们说的唯一的话，他们会给他们的唯一信息，就是这个想法：“你知道，科学家已经研究了智力。
And they've found that you can improve your intelligence.
他们发现你可以提高你的智力。
So you should just think about that as you're going through your day."
所以你应该在度过这一天时考虑一下这一点。”
Whether or not they're right that they can improve their intelligence, if you think that, especially when you're a kid, when you're a teenager, you do way better at school.
无论他们认为可以提高智力是否正确，如果你认为这一点，特别是当你还是个孩子的时候，当你十几岁的时候，你在学校的表现会更好。
It gives you this sort of confidence, this optimism, this ability to try new things, to push yourself harder.
它给你这种自信、这种乐观、这种尝试新事物的能力，让你更加努力。
And one of the things that I find most interesting about this study is that it's the kids who have sort of cultural reasons to be anxious about their skills who are most affected by the message.
我发现这项研究最有趣的事情之一是，那些因文化原因而对自己的技能感到焦虑的孩子最容易受到信息的影响。
So especially girls and math-- you know, girls do great on math until they get to middle school.
所以尤其是女孩和数学——你知道，女孩在进入中学之前数学成绩都很好。
And then they start becoming socially anxious.
然后他们开始变得社交焦虑。
And they tend to fall apart.
他们往往会分崩离析。
When they hear this message, the girls catch up to the boys entirely.
当女孩们听到这个消息时，她们完全追上了男孩。
They close that gap 100%.
他们 100% 缩小了这一差距。
100%, meaning the girls' average math test scores were the same as the boys' average math test scores.
100%，意味着女生的平均数学考试成绩与男生的平均数学考试成绩相同。
That is a huge result.
这是一个巨大的成果。
Another example of huge payback for a small amount of coaching happens in early childhood.
少量辅导带来巨大回报的另一个例子发生在幼儿时期。
And this one is an intervention with the parents, not with the kids.
这是对父母的干预，而不是对孩子的干预。
And to explain this intervention, I'm just going to take a little detour here and tell you about a study that involves rats-- stay with me on this one-- involving rat babies and rat parents.
为了解释这种干预措施，我将在这里稍微绕道告诉你们一项涉及老鼠的研究——请听我说——涉及老鼠婴儿和老鼠父母。
This was done at McGill University Again, here's Paul Tough.
这是在麦吉尔大学完成的，这里是 Paul Tough。
What they discovered is that there were certain mother rats called dams, who, in their laboratory, tended to lick and groom their pups more, especially in stressful situations.
他们发现，有一些被称为“水坝”的母鼠，在他们的实验室里，往往会更多地舔舐和梳理幼崽，尤其是在有压力的情况下。
And for a rat pup, the stressful situation in life, if you're in a lab, is getting picked up by a graduate student, by a scientist.
对于一只小老鼠来说，如果你在实验室里，生活中的压力状况会被研究生、科学家所察觉。
And this is really stressful, understandably, for a rat pup.
对于一只幼鼠来说，这确实有压力，这是可以理解的。
And when they put the rat pups back in the cage, certain rat moms would do this ritual of kind of licking and grooming and soothing their rat pups.
当他们把小老鼠放回笼子里时，某些老鼠妈妈会做这种舔、梳理和安抚小老鼠的仪式。
And certain moms wouldn't
有些妈妈不会
The researchers wanted to understand what this was about.
研究人员想了解这是怎么回事。
It seemed significant in some way.
从某种程度上来说，这似乎很重要。
So they studied the pups when they grew into adulthood.
因此，当幼崽成年后，他们对它们进行了研究。
And they found that the rats that had been licked and groomed were very different from the ones that hadn't been.
他们发现，被舔舐和梳理过的老鼠与那些没有被舔舐和梳理过的老鼠有很大不同。
They were more confident.
他们更有信心了。
They were better at mazes.
他们更擅长走迷宫。
They were less fearful.
他们不那么害怕了。
They just did better on all of these different measurements.
他们只是在所有这些不同的测量上做得更好。
And what was so interesting and weird about it is that the licking and grooming only happened in the first couple of weeks of life.
有趣又奇怪的是，舔舐和梳理毛发只发生在生命的最初几周。
And then they didn't see their parents at all.
然后他们就再也没有见过自己的父母。
And there was this huge difference.
这是巨大的差异。
So it really demonstrated two things.
所以它确实证明了两件事。
One is the power of parenting-- for rats, at least.
一是养育的力量——至少对老鼠来说是这样。
And the other was how what really matters is early on, at least in a rat's childhood.
另一个是真正重要的是早期，至少在老鼠的童年时期。
Mm-hm.
嗯嗯。
Paul Tough And so what this connected with for a lot of scientists who were more interested in human babies than rat babies, was the research that scientists have done about attachment.
Paul Tough 因此，对于许多对人类婴儿比对老鼠婴儿更感兴趣的科学家来说，这与科学家们所做的关于依恋的研究有关。
This idea that certain parents are able, especially in the first year of a child's life, to form what's called a secure attachment relationship.
这种观点认为，某些父母能够，尤其是在孩子出生后的第一年，形成所谓的安全依恋关系。
And this is something a lot of parents have heard of.
这也是很多家长都听说过的事情。
Attachment is an idea that's been around since the 1950s and '60s.
依恋是一个自 20 世纪 50 年代和 60 年代以来就一直存在的想法。
What scientists mean when they talk about it has to do with responsiveness, a parent who--
当科学家们谈论这个问题时，他们的意思是与反应能力有关，父母——
Reacts to how the child is feeling and helps and comforts them, kind of the human equivalent of licking and grooming, helps when the child is stressed out.
对孩子的感受做出反应，帮助和安慰他们，就像人类的舔舐和梳理毛发一样，当孩子感到压力时会有所帮助。
That tends to create a secure attachment.
这往往会产生安全的依恋。
Researchers say that about 2/3 of American kids have a secure attachment, 1/3 don't.
研究人员表示，大约 2/3 的美国孩子有安全依恋，1/3 没有。
And the 2/3 with a secure attachment are more socially competent and confident through their lives.
拥有安全依恋的 2/3 人在生活中更有社交能力和自信。
They're better at dealing with other people and making friends.
他们更擅长与他人打交道并结交朋友。
They're better able to deal with setbacks.
他们能够更好地应对挫折。
They're more likely to be engaged in the classroom.
他们更有可能参与课堂。
They're more likely to graduate high school.
他们更有可能高中毕业。
But on top of all these good things that come from attachment, it also has a profound impact on what we're talking about here today-- on non-cognitive skills.
但除了所有这些来自依恋的好东西之外，它还对我们今天在这里讨论的非认知技能产生了深远的影响。
If a kid lives in a stressful, chaotic home-- one of those homes where things are bad enough that it can affect their brain development and they don't learn non-cognitive skills-- if kids in that situation have a secure attachment with an empathetic parent, when researchers measured their allostatic load-- the allostatic load is a medical assessment of the effect on their body of stress.
如果一个孩子生活在一个充满压力、混乱的家庭中——在这种家庭中，事情已经糟糕到足以影响他们的大脑发育，并且他们无法学习非认知技能——如果处于这种情况的孩子与有同理心的父母有一种安全的依恋，当研究人员测量他们的适应负荷时——这个适应负荷是对他们的压力对身体影响的医学评估。
They look at blood pressure.
他们检查血压。
They look at the stress hormones in their system and some other factors.
他们会观察体内的压力荷尔蒙和其他一些因素。
What they find is--
他们发现的是——
That the ones who had that sort of licking and grooming style connection, they didn't have all of those biological effects of early stress.
那些有那种舔舐和梳理行为的人，他们没有早期压力的所有生物效应。
They were mostly OK.
他们大多都还好。
So what does that tell us?
那么这告诉我们什么呢？
Paul Tough Well, I think what it tells us is that early stress matters a lot, but that parenting is able to reverse a lot of the effects where they can still be in poverty.
Paul Tough 嗯，我认为它告诉我们的是，早期的压力很重要，但养育子女能够扭转许多影响，使他们仍然处于贫困之中。
They can still be in a pretty stressful environment.
他们仍然处于一个压力很大的环境中。
But if they have a close relationship with their mother or some other adult, it protects them from the effects of that stuff.
但如果他们与母亲或其他成年人关系密切，就会保护他们免受这些东西的影响。
This, of course, is just science backing up what common sense would tell you anyway.
当然，这只是科学支持常识告诉你的事情。
Though there definitely comes a point in reading Paul Tough's book when he's discussing how attachment can protect a kid from the effects of a chaotic home or a bad neighborhood that it is really hard not to think, couldn't somebody just teach this to parents?
尽管在读保罗·托夫的书时，当他讨论依恋如何保护孩子免受混乱的家庭或糟糕的邻居的影响时，确实有一个要点，我们很难不去思考，但难道有人不能把这个教给父母吗？
Parents who don't know how to attach to their kids?
不知道如何与孩子相处的父母？
Well, it turns out the answer's yes, and people are doing it.
事实证明答案是肯定的，而且人们正在这样做。
What's this?
这是什么？
Barbara Mcdonald Those are Ziploc bags.
芭芭拉·麦克唐纳 这些是密封袋。
This is a home visit by Simone Smith, who works in a project funded by an Illinois nonprofit called The Ounce of Prevention Fund.
这是西蒙·史密斯的一次家访，她在伊利诺伊州一家名为“盎司预防基金”的非营利组织资助的项目中工作。
She's at the home of Barbara McDonald, who is 19.
她在 19 岁的芭芭拉·麦克唐纳 (Barbara McDonald) 家中。
Her daughter, Aniya, is three.
她的女儿阿尼娅三岁。
They both live with Barbara's mom on the South Side of Chicago.
他们和芭芭拉的妈妈住在芝加哥南区。
Simone's been working with Barbara ever since Aniya was a newborn, teaching her basically how to attach.
从阿尼娅刚出生的时候起，西蒙娜就一直和芭芭拉一起工作，教她基本如何依恋。
H is for hand.
H 代表手。
Aniya Mcdonald H for hands.
Aniya Mcdonald H 代表手。
On this visit, they made flash cards for the ABCs.
这次访问中，他们为 ABC 制作了抽认卡。
Simone showed Barbara what to do, and then Barbara took over.
西蒙娜向芭芭拉展示了该怎么做，然后芭芭拉接手了。
O is for owl.
O 代表猫头鹰。
Aniya Mcdonald A is for owl.
Aniya Mcdonald A 代表猫头鹰。
O is for owl.
O 代表猫头鹰。
Aniya Mcdonald A is for owl.
Aniya Mcdonald A 代表猫头鹰。
We do activities together with the mother and the child so that the mother can begin to see the baby in a different light.
我们与母亲和孩子一起进行活动，以便母亲能够开始以不同的眼光看待婴儿。
And what I've learned is that when the mother can see what their child can do, even the smallest things, they begin to think like, "Oh my god, that's my baby.
我学到的是，当母亲看到自己的孩子能做什么时，即使是最小的事情，他们也会开始想，“天哪，那是我的孩子。
You know, I helped my baby do that." And that helps them form a better bond and relationship with their baby.
你知道，我帮助我的孩子做到了这一点。”这有助于他们与宝宝建立更好的联系和关系。
Simone's job is to teach the mom how to read what the baby wants, to be more in tuned.
西蒙娜的工作是教妈妈如何阅读宝宝想要的内容，以便更加协调。
To see the infant as somebody you can have a relationship with, which is not how a lot of teenage moms see it as first.
将婴儿视为可以与之建立关系的人，这并不是许多十几岁妈妈的第一想法。
They just see their babies as these incomprehensible bundles of need.
他们只是将自己的孩子视为这些难以理解的需求。
Barbara says this is definitely how she saw Aniya at first, cutting into her sleep at night.
芭芭拉说，这绝对是她第一次看到阿尼娅的样子，扰乱了她晚上的睡眠。
I had to get up several times within an hour.
一个小时内我不得不起床好几次。
I was just like, she's just being mean to me!
我当时就想，她对我太刻薄了！
Come here to mom.
到妈妈这里来。
Let me help you.
让我来帮助你。
Come here.
过来吧。
Let me help you.
让我来帮助你。
You're cutting wrong.
你切错了。
Come on over here.
过来吧。
And we're going to cut together.
我们要一起剪。
Barbara, you see how you're all getting along and cooperating?
芭芭拉，你知道你们相处和合作的怎么样吗？
You're always talking about ya'll can't get along?
你总是说你们相处不好？
We can't.
我们不能。
Look, she wants to take control.
瞧，她想掌控一切。
Hello, hello.
你好，你好。
We gotta turn it.
我们必须转动它。
We gotta turn the paper.
我们得把报纸翻过来。
She'll get it.
她会得到的。
Barbara Mcdonald You gotta follow the lines, OK?
芭芭拉·麦克唐纳 你必须遵守规则，好吗？
In the beginning, if you just looked at Barbara and her daughter, you would think that that was Barbara's sister.
一开始，如果你只看芭芭拉和她的女儿，你会认为那是芭芭拉的妹妹。
So we had to work on Barbara being more motherly.
所以我们必须努力让芭芭拉变得更加慈母。
And then, also because the two were so much alike, Barbara and her daughter, they would often clash.
然后，也因为芭芭拉和她的女儿这两个人非常相似，他们经常发生冲突。
So we had to work on that, and just Barbara learning her daughter's temperament and how to follow her baby's cues.
所以我们必须在这方面努力，让芭芭拉了解她女儿的性情以及如何遵循宝宝的暗示。
So if Aniya wanted to do something on the floor, then Barbara could just get on the floor and do it with her, as opposed to Barbara just wanting to do it on the couch.
因此，如果阿尼娅想在地板上做某事，那么芭芭拉就可以躺在地板上和她一起做，而不是芭芭拉只想在沙发上做。
And then they both just say, "You know what?
然后他们俩都说：“你知道吗？
Forget it.
算了。
Let's just not do it."
我们还是别这么做吧。”
Yep.
是的。
I came in yesterday with the some food.
我昨天带着一些食物进来了。
Mommy, I can do it.
妈妈，我能行。
Barbara Mcdonald She took my french fries and told me they was hers after she took them out of my hand!
芭芭拉·麦克唐纳（Barbara McDonald） 她从我手里拿走了我的炸薯条并告诉我它们是她的！
And what--?
还有什么——？
Barbara Mcdonald I just told her I guess they're yours.
芭芭拉·麦克唐纳 我刚刚告诉她我猜它们是你的。
Mommy, I wanna do it!
妈妈，我想做！
Barbara Mcdonald No, I don't want you to cut yourself.
芭芭拉·麦克唐纳：不，我不想让你割伤自己。
You wanna cut yourself?
你想割伤自己吗？
Yeah.
是的。
Barbara Mcdonald And I'm gonna cry if you cut yourself.
芭芭拉·麦克唐纳 如果你割伤了自己，我会哭的。
This small thing, explaining to Aniya why she doesn't want her to use her scissors by herself, Barbara says she had to learn that from Simone.
这件小事向阿尼娅解释了为什么她不想让她自己使用剪刀，芭芭拉说她必须向西蒙娜学习这一点。
She didn't just know to do it.
她不只是知道这样做。
Just simple things like that, like actually talking to her and giving her reasons why.
只是这样简单的事情，比如与她实际交谈并告诉她原因。
Because she's at that age now that everything's gotta have a reason.
因为她已经到了这个年纪了，凡事总得有个理由。
And I had to learn the hard-- not the hard way, but I had to learn to like, because I used to just be just like, "No, don't do this." And she's always like, "Why, Mommy?" And I would just be like, "I don't know.
我必须努力学习——不是艰难的方式，但我必须学会喜欢，因为我过去只是说，“不，不要这样做。”她总是说：“为什么，妈妈？”我会说：“我不知道。
Because I said so." But then, she'd just keep asking, "Why?" I used to just tell her, "Just leave me alone because I said so, and don't ask me no more questions."
因为我是这么说的。”但接下来，她就会不断地问：“为什么？”我过去常常告诉她：“别打扰我，因为我已经这么说了，不要再问我任何问题了。”
Barbara's gotten close to Aniya.
芭芭拉和阿尼娅走得很近。
Watching her, she seems like a good mom.
看着她，她就像一个好妈妈。
And Simone says she's made a lot of progress.
西蒙娜说她已经取得了很大的进步。
If all this works the way it should, even though Aniya might grow up around the stresses and chaos that lots of poor kids grow up with, the attachment she made with Barbara will help protect her.
如果这一切都按其应有的方式进行，尽管阿尼娅可能会像许多贫困孩子一样在压力和混乱中成长，但她与芭芭拉建立的依恋将有助于保护她。
Her allostatic load, the stress on her body and on her brain, will be smaller.
她的适应负荷，即她身体和大脑上的压力，将会更小。
And her non-cognitive skills will have a chance to flourish, meaning, theoretically at least, she might do better in school, be more social, more confident.
她的非认知技能将有机会蓬勃发展，这意味着，至少从理论上来说，她可能在学校表现更好，更善于社交，更自信。
Now, I think we got the best mother-daughter relationship, because she just talk to me.
现在，我认为我们的母女关系是最好的，因为她只是跟我说话。
Like I will come in from school, and she'll be like, "How was school, Mommy?" And I just can't wait till I can ask her that, like "How was school?"
就像我放学回来，她会问：“妈妈，学校怎么样？”我迫不及待地想问她这样的问题，比如“学校怎么样？”
I love being with her.
我喜欢和她在一起。
She just makes my day.
她让我很开心。
Even on a sad day, she would just do something, and I'd just be like, "You are so silly." And she'd be like, "Mommy likes silly?" And I'd be like, "Yes, I like when you be silly.
即使在悲伤的一天，她也会做一些事情，而我只会说，“你真傻。”她会说：“妈妈喜欢傻吗？”我会说：“是的，我喜欢你犯傻。
And I love you."
我爱你。”
The University of Minnesota study of this kind of program showed that this kind of intervention, a coach working with parents the way that Simone works with Barbara, can lead to 61% percent of children developing a strong attachment to their parent versus just 2% in the control group that didn't get an intervention.
明尼苏达大学对此类项目的研究表明，这种干预措施，即教练与父母合作，就像西蒙娜与芭芭拉一起工作一样，可以使 61% 的孩子对父母产生强烈的依恋，而在没有接受干预的对照组中，这一比例仅为 2%。
Well, let's say that nobody put your parents into a program like Ounce of Prevention and you grow up in a stressful home without acquiring these non-cognitive skills.
好吧，假设没有人让你的父母参加像盎司预防这样的项目，而你在一个充满压力的家庭中长大，却没有获得这些非认知技能。
It's affected your brain development.
它影响了你的大脑发育。
Now, you're a teenager.
现在，你已经是一个青少年了。
What can be done for you?
能为您做什么？
Well, the answer is lots.
嗯，答案是很多。
And like I said earlier, it's amazing how simple some of these interventions are.
正如我之前所说，令人惊讶的是其中一些干预措施是如此简单。
We will get to them in a minute, from Chicago Public Radio and Public Radio International, when our program continues.
当我们的节目继续进行时，我们将在一分钟内从芝加哥公共广播电台和国际公共广播电台联系到他们。
It's This American Life .
这就是美国生活。
I'm Ira Glass.
我是艾拉·格拉斯。
Today, our Back to School show.
今天，我们的《重返校园》节目。
We're looking at what children need to learn and talking about this new book by Paul Tough, which makes the case that a whole area of skills called non-cognitive skills are just as important to a child's success as the cognitive skills that our schools are organized around and evaluated on today.
我们正在研究孩子们需要学习什么，并讨论保罗·托夫（Paul Tough）的这本新书，这本书证明了称为非认知技能的整个技能领域对于孩子的成功与我们今天组织和评估的认知技能一样重要。
We've arrived at the second half of our show where we turn back to teenagers and back to Kewauna Lerma who you heard from earlier.
我们已经到了节目的后半部分，我们回到青少年，回到你们之前听说过的 Kewauna Lerma。
Paul Tough actually met Kewauna because she caught a lucky break and ended up in a program that was working with Chicago students and coaching them to learn non-cognitive skills.
保罗·图夫实际上认识了科瓦纳，因为她运气不错，最终加入了一个与芝加哥学生合作并指导他们学习非认知技能的项目。
But before a program like that could do her much good, there was a much more traditional intervention by her family.
但在这样的项目给她带来很大好处之前，她的家人进行了更为传统的干预。
It came when she was 15.
那是在她15岁的时候发生的。
She got arrested for punching a cop.
她因殴打警察而被捕。
Yes, punching a cop.
是的，殴打警察。
She was shorter than five and a half feet.
她身高不到五英尺半。
She was 15 years old.
她当时15岁。
She was so aggressive that he called for backup, and they tased her before throwing her into jail.
她的攻击性非常强，他要求支援，他们在把她投入监狱之前对她进行了电击。
When she got out, her mom took her to her great grandmother's house for a talk.
出来后，妈妈带她去曾祖母家谈话。
So they sat me down.
于是他们让我坐下。
When my grandmother began to talk, that's what kind of made me a little soft, because I'm really sensitive for my great grandmother, because she was the one you could talk to about anything.
当我的祖母开始说话时，这让我有点心软，因为我对我的曾祖母真的很敏感，因为她是一个你可以谈论任何事情的人。
It was just the main thing that got to me is when it was like tears in the room and stuff.
对我来说最重要的是房间里的泪水之类的东西。
That when I went "Oh, no." Because I'm not good with people that's crying and stuff.
当我说“哦，不。”因为我不擅长与哭泣之类的人打交道。
They started crying?
他们开始哭了？
Kewauna Lerma Yeah, my mom.
Kewauna Lerma 是的，我的妈妈。
When my mom started crying, she just said, "I don't want you to be like me.
当我妈妈开始哭泣时，她只是说：“我不想让你像我一样。
I don't want you to go through what I had to go through, the mistakes that I had, the suffering, the home to home, the homeless." Because at a point in my time, we were homeless when my father had left us.
我不想让你经历我必须经历的事情，我所犯的错误，痛苦，家到家，无家可归的人。”因为在我的某个时期，当我父亲离开我们时，我们无家可归。
He was the income.
他就是收入。
So we became homeless, and he didn't care.
于是我们就无家可归了，而他并不在意。
My mom was just talking about, like, "I don't want you to be like me.
我妈妈只是在说，“我不希望你像我一样。
And I don't want you to go through this stuff I have to go through with my kids, not being able to support my kids." And she said the main thing she wanted me to do also was to listen, because that's something that she didn't do.
我不想让你经历我和我的孩子们必须经历的事情，无法支持我的孩子。”她说她希望我做的主要事情就是倾听，因为那是她没有做的事情。
She didn't listen to her mother.
她不听妈妈的话。
And now, look.
现在，看。
It was really sincere.
实在是太真诚了。
It really got through to me, which is the reason why I'm here today.
它确实触动了我的心，这就是我今天来到这里的原因。
The changes didn't happen all at once.
这些变化并不是一下子发生的。
But in her sophomore year in high school, Kewauna started doing her homework.
但在高中二年级时，科瓦纳开始做作业。
She stopped skipping class.
她不再逃课了。
She didn't hang out with the same people.
她没有和同一个人一起出去玩。
Freshman year before this talk, her GPA was 1.8.
在这次演讲之前一年级，她的 GPA 是 1.8。
Sophomore year, it was 3.4.
大二那年，是3.4。
And then in her sophomore year, she happened to be at a school where she could sign up for a program called One Goal, which works in 23 high schools in Chicago.
然后在她大二的时候，她碰巧在一所学校报名参加了一个名为“One Goal”的项目，该项目在芝加哥的 23 所高中开展。
It's about 1,300 kids.
大约有 1,300 名孩子。
Not in magnet schools or charter programs, these kids are not the cream of the crop.
不是精英学校或特许项目的孩子，这些孩子并不是百里挑一的精英。
These are average kids in regular schools that do not send many kids to college.
这些是普通学校的普通孩子，不会送很多孩子上大学。
Again, Paul Tough.
再说一遍，保罗·强硬。
And they're very much using the research into non-cognitive skills to figure out an intervention for these kids, to help kids really explicitly develop these non-cognitive skills.
他们非常利用对非认知技能的研究来找出对这些孩子的干预措施，帮助孩子真正明确地发展这些非认知技能。
The term they use is leadership principles-- ambition, professionalism, resourcefulness, resilience-- that they just spend a couple years talking to these kids about and explaining to them how it's going to be important in college.
他们使用的术语是领导原则——雄心、专业精神、足智多谋、韧性——他们只是花了几年时间与这些孩子谈论并向他们解释这些原则在大学中的重要性。
Now, you made some recordings when you were writing your book of the class.
现在，您在写课堂用书时做了一些录音。
And I should say, these weren't broadcast quality.
我应该说，这些都不是广播质量的。
You were just making them to keep them for yourself.
你只是为了自己保留它们而制作它们。
But they're good enough that you can actually hear what's happening.
但它们足够好，你可以真正听到正在发生的事情。
So here's one of those.
这是其中之一。
This is the part where you need to start being resourceful.
这是你需要开始变得足智多谋的部分。
It can't be, "Mrs. Steffel, can you call?" You are making the phone call.
不可能是“Steffel 女士，你能打电话吗？”你正在打电话。
I want to make sure that's clear.
我想确保这一点清楚。
So what you're hearing is Kewauna's teacher, a woman named Michelle Steffel.
所以你听到的是 Kewauna 的老师，一位名叫 Michelle Steffel 的女士。
There are lots of things that kids are learning in this class.
孩子们在这堂课上学到了很多东西。
But in some ways, when I would sit in the One Goal classroom, it felt like this kind of ongoing group therapy session.
但在某些方面，当我坐在“一个目标”教室里时，感觉就像是正在进行的团体治疗课程。
I don't think they would want me to say that, because it sounds too--
我认为他们不想让我这么说，因为这听起来太——
Touchy feely.
敏感的感觉。
Paul Tough Touchy feely.
保罗坚韧敏感的感觉。
Yeah.
是的。
But really, that is what makes a huge difference for these kids is learning these psychological skills.
但实际上，对这些孩子来说产生巨大影响的是学习这些心理技能。
And when they get to college, that's what's going to make a difference.
当他们进入大学时，这就会带来改变。
It's OK to be scared.
感到害怕没关系。
It's OK to kind of stumble and fall along the way.
一路上绊倒和摔倒是可以的。
And you should.
你应该这样做。
It's not going to be easy.
这并不容易。
It shouldn't be easy.
这应该不容易。
This is your life, OK?
这就是你的生活，好吗？
It's not going to be a bed of roses.
它不会称心如意。
OK?
好的？
One Goal's premise is it's going to be difficult to make up for how far behind these kids are in their cognitive skills, in traditional test scores and all that.
One Goal 的前提是，要弥补这些孩子在认知技能、传统考试成绩等方面的落后程度将是很困难的。
When Kewauna first took a practice ACT test for college, she scored an 11, putting her in the bottom one percentile of everyone who took the ACT that year.
当 Kewauna 第一次参加大学 ACT 模拟考试时，她得到了 11 分，在当年参加 ACT 的所有考生中排名垫底。
After months of study, she said she went up one point.
经过几个月的学习，她说她进步了一分。
But One Goal could teach her non-cognitive skills-- how to be resourceful, how to rebound from a setback, how to control herself and not get into fights-- plus concrete skills that would be useful, like how to present yourself, how to network.
但“一个目标”可以教会她非认知技能——如何足智多谋、如何从挫折中恢复过来、如何控制自己而不陷入争斗——以及有用的具体技能，比如如何展示自己、如何建立人际网络。
Kewauna never used to ask questions in class.
科瓦纳以前从来不在课堂上提问。
She thought her questions were dumb.
她觉得自己的问题很愚蠢。
So she had to learn how to do that.
所以她必须学习如何做到这一点。
She ended up with an ACT score of 15, which, combined with a 4.1 grade point average in her junior and senior years, got her into college-- Western Illinois University in Macomb.
她最终的 ACT 成绩为 15 分，再加上大三和大四的平均绩点 4.1，她进入了大学——位于马科姆的西伊利诺伊大学。
She was a freshman last year.
她去年还是一年级新生。
Paul Tough has stayed in touch with her.
保罗·图夫一直与她保持联系。
And he says her training paid off.
他说她的训练得到了回报。
In fact, he says it's hard to imagine how she would have gotten to college and made it through freshman year without that training.
事实上，他说，很难想象如果没有这些训练，她如何进入大学并度过大学一年级。
Non-cognitive traits like grit and self-control are even more important in college than in high school.
毅力和自我控制等非认知特质在大学里比在高中更重要。
And then the other thing that I think has made a huge difference for her at college especially is this resourcefulness, is this sense that she has of like, "I'm starting from behind.
我认为另一件事对她在大学里产生了巨大的影响，尤其是这种足智多谋，是她有一种感觉，“我是从后面开始的。
I need to do everything.
我需要做一切事情。
I need to get everything on this campus working for me," which I think is not a way that most kids think when they arrive on campus, and definitely not kids from the South Side of Chicago.
我需要让这个校园里的一切为我工作，”我认为这不是大多数孩子到达校园时的想法，更不是来自芝加哥南区的孩子。
The first thing I did when I first got to every class, I introduced myself.
当我第一次上每堂课时，我做的第一件事就是自我介绍。
First-- no, first, I sat in the front.
首先——不，首先，我坐在前面。
If everybody else was sitting in the back, no. I sat in the front, like right on it.
如果其他人都坐在后面，那就不行了。我坐在前面，就像就在上面。
Like I'm nearly touching your desk and let them know, let them see my face, and let them remember it.
就像我快要碰到你的桌子一样，让他们知道，让他们看到我的脸，让他们记住它。
And then after I go, the first step is to make sure they see your face, like they know who you are.
我走后，第一步就是确保他们看到你的脸，就像他们知道你是谁一样。
As long as they know who you are.
只要他们知道你是谁。
And I always, like after class or before class, I introduce myself.
我总是在课后或课前进行自我介绍。
Ask them about their office hours.
询问他们的办公时间。
And have like a little calendar on my wall and say, "This day." I always did a check-in to see how I was doing.
在我的墙上放一个小日历，上面写着“今天”。我总是检查一下自己的表现。
I will go to a teacher.
我会去找老师。
I will go to a professor and get help.
我会去找教授寻求帮助。
I have no shame in my game no more.
我在比赛中不再感到羞耻。
Kewauna's instructor from One Goal stayed in touch with her and the other students from the class all through their first year of college.
科瓦纳来自 One Goal 的老师在大学第一年一直与她和班上的其他学生保持联系。
This was part of the plan, because it's so common for kids to drop out of college, especially for kids from poor neighborhoods.
这是计划的一部分，因为孩子们大学辍学是很常见的，尤其是来自贫困社区的孩子。
This is one the surprising things that Paul Tough says that he learned as he wrote this book.
这是保罗·托夫在写这本书时学到的令人惊讶的事情之一。
The United States used to have a higher percentage of its young people graduate from college than any other country.
过去，美国年轻人大学毕业的比例比任何其他国家都高。
Now, we're not even close.
现在，我们还没有接近。
We're still doing pretty decently in terms of the number-- the percentage of kids, the percentage of say 18-year-olds, who go to college.
我们在上大学的人数——孩子的百分比，比如18岁的百分比——方面仍然做得相当不错。
The problem is--
问题是——
Who enroll.
谁报名。
Paul Tough Who enroll, right.
Paul Tough 谁报名了，对吧。
Who just show up there on the first day of school.
谁刚刚在开学第一天出现在那里。
But we also have the highest dropout rate in the world.
但我们的辍学率也是世界上最高的。
I'm just going to pause because that seems worth repeating.
我要暂停一下，因为这似乎值得重复。
The United States has the highest college dropout rate in the industrialized world.
美国的大学辍学率是工业化国家中最高的。
It's an issue that we haven't, even in education policy circles, we haven't paid any attention to before very recently.
这是一个我们没有关注过的问题，甚至在教育政策圈子里，我们最近也没有关注过。
Nobody was really focusing on it.
没有人真正关注它。
We're very focused on getting kids to college.
我们非常专注于让孩子们上大学。
Of 128 students who signed up for One Goal at the same time as Kewauna, 85% of them have made it through their freshman year and are now back in school this fall as sophomores.
与 Kewauna 同时报名参加 One Goal 的 128 名学生中，85% 已经完成了大一学业，现在已于今年秋季重返校园，成为二年级学生。
Of course, they're still not done.
当然，他们还没有完成。
Nationally, only about 58% of kids who start college end up graduating in six years or fewer.
在全国范围内，只有约 58% 的进入大学的孩子能在六年或更短的时间内毕业。
But remember, Kewauna and these other kids in One Goal are average Chicago public high school students.
但请记住，科瓦纳和“一球”中的其他孩子都是芝加哥公立高中的普通学生。
They're not a select group.
他们不是一个经过挑选的群体。
So the 85% is especially impressive.
所以85%尤其令人印象深刻。
A University of Chicago study a few years ago showed that only 8% of high school freshman in Chicago will get a four year degree from college-- 8%.
芝加哥大学几年前的一项研究表明，芝加哥只有 8% 的高中新生能够获得大学四年制学位——8%。
And of course, this is the hope that Heckman and other educators and researchers have for these non-cognitive skills, that programs like One Goal can teach them to kids like Kewauna, making those kids capable of seizing a better future for themselves.
当然，这也是赫克曼和其他教育工作者和研究人员对这些非认知技能的希望，希望“一个目标”这样的项目能够将这些技能传授给像科瓦纳这样的孩子，让这些孩子能够为自己争取更美好的未来。
And this, I think, just changes the way we think about poverty and human opportunity and what can we do to open up more possibilities to more people.
我认为，这只会改变我们对贫困和人类机会的看法，以及我们如何为更多人提供更多可能性。
When James Heckman talks about this stuff-- you know, economists can be such a sober, cautious bunch-- he can sound positively Utopian.
当詹姆斯·赫克曼谈论这些东西时——你知道，经济学家可以是一群如此清醒、谨慎的人——他听起来绝对是乌托邦。
I think there's just a general question, which this whole research is about, which is, what are the determinants of human success?
我认为整个研究都围绕着一个普遍问题，即人类成功的决定因素是什么？
How fixed are these determinants?
这些决定因素的固定程度如何？
How much can you change them?
你能改变它们多少？
How much can you bolster them?
你能为他们提供多少支持？
How much social policy can actually influence those?
有多少社会政策能够真正影响这些？
To me, that's extraordinarily interesting.
对我来说，这非常有趣。
It's so interesting when you talk about this, because I feel like there's this vision of human perfectibility.
当你谈论这个时，它非常有趣，因为我觉得存在着人类完美性的愿景。
Like, oh, our goal is we're going to make people so they'll be more successful and happy.
就像，哦，我们的目标是我们要让人们更加成功和快乐。
Most of us don't even think about that as a possibility, because that goal is so big.
我们大多数人甚至不认为这是一种可能性，因为这个目标太大了。
Well, but I think one of the reasons why people don't think it's a possibility is they think these traits are fixed at birth or fixed so early there's not much we can do about it.
好吧，但我认为人们不认为这是可能的原因之一是他们认为这些特征是在出生时就固定的，或者很早就固定了，我们对此无能为力。
Yeah.
是的。
James Heckman And I think what we've learned is that these human capabilities can be shaped.
詹姆斯·赫克曼：我认为我们了解到，这些人类能力是可以塑造的。
And as an economist, what I like about it is that it has this possibility of reducing inequality, but not doing it through the standard mechanism of just handing out money and transfers from the rich to the poor.
作为一名经济学家，我喜欢它的是，它有减少不平等的可能性，但不是通过仅向穷人发放资金和转移的标准机制来实现的。
That's ancient.
那是古老的。
The idea is you make the poor highly capable.
这个想法是让穷人变得更有能力。
That there really is a possibility of giving people more possibilities.
确实有可能给人们更多的可能性。
That there really is the chance of improving their capabilities.
确实有机会提高他们的能力。
And I'm personally very excited by that.
我个人对此感到非常兴奋。
And a lot of the evidence comes together, whether it's neuroscience, psychology, economics.
许多证据汇集在一起，无论是神经科学、心理学还是经济学。
It's the confluence of these things.
这是这些东西的汇合。
There are these happy times in science and social science and knowledge where different strands come together.
在科学、社会科学和知识领域，不同的学科汇聚在一起，有一些快乐的时光。
And I think we're at such a time.
我认为我们正处于这样的时刻。
James Heckman.
詹姆斯·赫克曼。
Paul Tough's book about all this is called How Children Succeed : Grit, Curiosity , and the Hidden Power of Character .
保罗·托夫（Paul Tough）关于这一切的书名为《孩子如何成功：毅力、好奇心和性格的隐藏力量》。
[MUSIC - "YOU DON'T LEARN THAT IN SCHOOL" BY LOUIS ARMSTRONG]
[音乐 - 路易斯·阿姆斯特朗的《你在学校里学不到的》]
Well, our program was produced today by Ben Calhoun, Sarah Koenig, and myself with Alex Blumberg, Jonathan Menjivar, Lisa Pollak, Brian Reed, Robyn Semien, Alissa Shipp, and Nancy Updike.
今天我们的节目由本·卡尔霍恩 (Ben Calhoun)、莎拉·科尼格 (Sarah Koenig) 和我本人以及亚历克斯·布隆伯格 (Alex Blumberg)、乔纳森·门吉瓦尔 (Jonathan Menjivar)、丽莎·波拉克 (Lisa Pollak)、布莱恩·里德 (Brian Reed)、罗宾·塞米恩 (Robyn Semien)、艾丽莎·希普 (Alissa Shipp) 和南希·厄普代克 (Nancy Updike) 制作。
Our senior producer's Julie Snyder.
我们的高级制片人朱莉·斯奈德。
Seth Lind is our operations director.
塞思·林德 (Seth Lind) 是我们的运营总监。
Production help from Tarek Fouda.
Tarek Fouda 提供制作帮助。
Emily Condon and Elise Bergerson do everything else that there is to do around here.
艾米丽·康登 (Emily Condon) 和埃莉斯·伯格森 (Elise Bergerson) 负责处理这里的所有其他事务。
[ACKNOWLEDGEMENTS] This American Life is distributed by Public Radio International.
[致谢]《美国生活》由国际公共广播电台发行。
The film that our radio show made, Sleepwalk With Me , expands to over 100 cities this weekend.
我们的广播节目制作的电影《与我一起梦游》将于本周末在 100 多个城市上映。
Details about exactly where to see it at our website, thisamericanlife.org.
有关具体在哪里查看的详细信息，请访问我们的网站 thisamericanlife.org。
WBEZ management oversight for our show by our boss, Mr. Torey Malatia.
我们的老板 Torey Malatia 先生对我们的演出进行 WBEZ 管理监督。
Oh, hey!
哦，嘿！
Torey, hey.
托雷，嘿。
You're here.
你在这里。
Listen, I'm just, uh, finishing the show.
听着，我刚刚，呃，结束了演出。
You can see I'm finishing the show.
你可以看到我正在结束这个节目。
But we totally have to talk.
但我们完全必须谈谈。
Let's talk.
我们来谈谈吧。
I'm going to be done here soon.
我很快就会完成这里的工作。
Just give me 10 minutes.
给我 10 分钟。
I'm Ira Glass, back next week with more stories of This American Life .
我是艾拉·格拉斯，下周回来，带来更多《美国生活》的故事。
[MUSIC - "BACK TO SCHOOL AGAIN" BY MOROCCO MUZIK MAKERS]
[音乐 - 摩洛哥 MUZIK 制作者的“重返校园”]
This American Life is produced in collaboration with WBEZ Chicago and delivered to stations by PRX The Public Radio Exchange.
《This American Life》与 WBEZ Chicago 合作制作，并由 PRX 公共广播电台传送到各电台。