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B1 Intermediário Inglês 25:35 Educational

Destruction - Mind Field (Ep 3)

Vsauce · 3,888,605 visualizações · Adicionado há 4 dias

Estatísticas de aprendizado

B1

Nível CEFR

5/10

Dificuldade

Legendas (565 segmentos)

00:06

- We live in a universe

00:07

where statistically disorder is king.

00:11

As time moves forward, things fall apart.

00:15

Stars burn out. Energy spreads out.

00:19

Entropy conquers all.

00:21

But humans, life, fights that trend.

00:25

We build things.

00:27

We organize things.

00:28

We add information.

00:31

So why is that we love destroying things?

00:36

[shouts]

00:42

Exploding fireworks.

00:45

Fights and crashes.

00:48

Even popping bubble wrap.

00:50

Ugh!

00:52

Tiny cute things can make us

00:54

want to just squeeze 'em to death.

00:57

Ugh!

01:00

Why?

01:02

[electronic music]

01:05

♪ ♪

01:17

The power to destroy is a delicious one.

01:20

Even just holding this here,

01:22

knowing I can drop it,

01:24

I am in control.

01:26

I can exert my will in a dramatic and irreversible way.

01:31

Ready?

01:32

Ready.

01:34

♪ ♪

01:40

Ugh. [laughs]

01:41

Beautiful.

01:44

Why does that feel so good to do,

01:46

or even just watch?

01:48

For me, throwing it to its death was almost relaxing,

01:52

like I feel calmer now after being destructive,

01:56

like I've vented some pent-up energy.

01:59

Or anger?

02:01

Why do we like breakings things when we're angry?

02:06

There's a growing trend of businesses

02:08

anger rooms that are popping up in places

02:11

like Texas and Toronto.

02:14

People pay to visit these anger rooms

02:16

and let off steam by smashing mock-ups of workplaces,

02:21

kitchens, and more.

02:26

Catharsis Theory proposes that such acts of destruction

02:30

reduce our anger.

02:33

But do they?

02:34

Sometimes, but sometimes they don't.

02:37

This is what makes studying the mind so difficult.

02:40

Researchers are still looking into the specifics

02:43

and the variables involved, and I want to see firsthand

02:47

and in person what it's like when people get angry

02:51

and then break things.

02:52

Will then be more or less violent afterwards?

02:59

To demonstrate Catharsis Theory,

03:01

we set up our own anger room

03:03

to see whether or not breaking things will help calm down

03:07

some angry people.

03:08

Our subjects think they're participating

03:10

in a study about opposing political views,

03:13

so we've asked them to write an essay

03:15

on different polarizing topics.

03:20

- Come in. - Kashona? Hi.

03:21

How are you? I'm Michael.

03:22

- Hi, Michael.

03:23

- It's nice to meet you.

03:25

I was just with your co-participant Clint.

03:28

He's in another room.

03:29

I'm gonna give your essay to Clint,

03:32

and he's gonna critique it,

03:34

and you're going to critique his.

03:36

- Okay, thank you. - See you soon.

03:38

- He wrote a lot. I didn't write that much.

03:41

Okay.

03:42

- Each of our subjects

03:43

has been paired with a man named Clint,

03:46

and they will be critiquing each other's essays.

03:48

- "Police officers have a very difficult job.

03:51

They have to protect us mainly from people of color."

03:54

[laughs]

03:57

- The thing is...

03:58

Okay, here we go.

03:59

I'm actually Clint.

04:01

"Overblown, un-American. Get over it."

04:06

My job-- or rather, Clint's job--

04:09

is to make our subjects mad

04:10

so they can test our anger room.

04:16

"You should be ashamed."

04:21

- "You deserve what's coming to you."

04:22

What a asshole.

04:31

Ha. Changed it to black.

04:32

That's better.

04:37

Oops.

04:40

- Okay, Kashona. I'm back.

04:43

And you were with Clint. Okay.

04:45

- Mm-hmm. - Let's go through what he wrote

04:47

just quickly.

04:48

- He wrote-- - Did I put that that way?

04:50

- No, you didn't. - Did you turn it around?

04:52

- I did turn it around.

04:53

He seems like a bigot or somebody.

04:56

I didn't want to keep looking at his face.

04:58

- He's responded to your essay there.

05:03

- We can't tell people where to go to eat for lunch,

05:05

what car to drive;

05:06

like, that just really irritates me.

05:07

- This is a person that is making arguments

05:11

that are not based in any fact.

05:14

- He's clearly someone who thinks

05:15

that the people who are on social programs

05:18

are lazy.

05:20

- I was like, "What the [bleep]?"

05:25

- Getting fired up, mother-- ooh, I'm getting fired up.

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