Cyffwrdd a Phoen Corff Cymru
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Transcript
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-Subtitles - -Subtitles | 0:00:00 | 0:00:02 | |
-Every single second of every day... | 0:00:02 | 0:00:05 | |
-..our senses gather information -about our environment. | 0:00:05 | 0:00:09 | |
-The senses connect us -to our surroundings. | 0:00:09 | 0:00:14 | |
-I'm Dr Anwen Rees, -a Physiology lecturer... | 0:00:14 | 0:00:17 | |
-..at Cardiff Metropolitan -University. | 0:00:17 | 0:00:20 | |
-I'm Dr Katie Hemer, a Bioarchaeology -specialist at Sheffield University. | 0:00:21 | 0:00:27 | |
-We will look at the way the brain -uses information... | 0:00:27 | 0:00:31 | |
-..to create -a unique picture of the world. | 0:00:31 | 0:00:34 | |
-We will look at familiar -and unfamiliar senses... | 0:00:35 | 0:00:39 | |
-..and how they collaborate. | 0:00:39 | 0:00:41 | |
-And how to trick them. | 0:00:41 | 0:00:43 | |
-Lying here, I can feel fabric -rubbing against my skin... | 0:01:00 | 0:01:04 | |
-..the weight of my body -on the bench... | 0:01:04 | 0:01:07 | |
-..the movement of the air -and, of course, Catrin's hands. | 0:01:08 | 0:01:13 | |
-And if it gets too much for me, -I'll feel pain. | 0:01:18 | 0:01:21 | |
-Every second, five million -touch receptors on the skin... | 0:01:22 | 0:01:26 | |
-..send millions of messages -to the brain about our surroundings. | 0:01:26 | 0:01:31 | |
-Things like the hat on our head, -the shoes pinching our feet... | 0:01:31 | 0:01:36 | |
-..and the things in our hands. | 0:01:36 | 0:01:38 | |
-They're very sensitive -to pressure, temperature... | 0:01:38 | 0:01:42 | |
-..vibration and texture. | 0:01:43 | 0:01:45 | |
-This lets us know -how tightly to grip an object... | 0:01:45 | 0:01:49 | |
-..whether it's hot or cold -and whether it's slippery. | 0:01:49 | 0:01:53 | |
-The body parts -most sensitive to touch... | 0:01:53 | 0:01:56 | |
-..are the fingertips, the lips -and the tip of the tongue. | 0:01:56 | 0:02:00 | |
-The least sensitive area -is the back. | 0:02:01 | 0:02:03 | |
-When something touches the skin, -a message is sent to the brain. | 0:02:04 | 0:02:08 | |
-It decides whether to ignore -that message or react to it. | 0:02:08 | 0:02:12 | |
-That's vital, as we don't need -to be aware of every tiny touch. | 0:02:12 | 0:02:16 | |
-The brain receives -millions of messages per second... | 0:02:18 | 0:02:22 | |
-..from the touch receptors -on the body. | 0:02:22 | 0:02:25 | |
-What part of the brain -deals with this information? | 0:02:26 | 0:02:30 | |
-How does it differentiate between -a touch on the hand and on the foot? | 0:02:30 | 0:02:36 | |
-At Cardiff University -Brain Research Imaging Centre... | 0:02:38 | 0:02:42 | |
-..a machine will let me see the area -of my brain which controls touch. | 0:02:42 | 0:02:47 | |
-It wouldn't be a scientific test -if I didn't look silly! | 0:02:51 | 0:02:55 | |
-After some sticking and measuring, -I'm ready to enter the machine. | 0:02:55 | 0:03:00 | |
-This isn't a futuristic hairdryer! | 0:03:02 | 0:03:05 | |
-It's a magnetoencephalography, -or MEG, machine. | 0:03:05 | 0:03:09 | |
-It will measure my brain activity -as I touch this. | 0:03:09 | 0:03:13 | |
-The device under my hand -sends vibrations to my fingers... | 0:03:14 | 0:03:19 | |
-..thus activating the area of -the brain which deals with touch... | 0:03:20 | 0:03:24 | |
-..called the somatosensory cortex. | 0:03:25 | 0:03:27 | |
-The magnetic field around my head -is measured by the MEG machine. | 0:03:27 | 0:03:32 | |
-All I have to do -is stay as still as possible. | 0:03:32 | 0:03:37 | |
-I'm not sure how I did -but I hope I stayed still! | 0:03:39 | 0:03:42 | |
-Fingers crossed for a good result. | 0:03:42 | 0:03:45 | |
-Data collected by the MEG machine... | 0:03:45 | 0:03:48 | |
-..is combined -with an MRI image of my brain. | 0:03:48 | 0:03:51 | |
-Dr John Evans -will take me through the results. | 0:03:52 | 0:03:55 | |
-What you see here -is the brain activity detected... | 0:03:56 | 0:04:00 | |
-..when you felt vibrations -in different fingers. | 0:04:00 | 0:04:03 | |
-Active areas change according to -which finger feels something. | 0:04:04 | 0:04:08 | |
-Who is this little man? | 0:04:09 | 0:04:10 | |
-He shows you what percentage -of the cortex processes data... | 0:04:11 | 0:04:15 | |
-..from different areas of the body. | 0:04:15 | 0:04:17 | |
-As you can see, his hands are big -and his lips are enormous. | 0:04:18 | 0:04:22 | |
-That tells you that -a large percentage of the cortex... | 0:04:22 | 0:04:26 | |
-..deals with data -from the hands and the lips. | 0:04:26 | 0:04:29 | |
-These areas are very sensitive -and a lot of data comes in via them. | 0:04:30 | 0:04:34 | |
-It's important to understand what's -happening on our hands and lips. | 0:04:34 | 0:04:39 | |
-This diagram -shows which areas of the cortex... | 0:04:39 | 0:04:43 | |
-..process data -from specific areas of the body. | 0:04:43 | 0:04:47 | |
-There's also one-to-one mapping. | 0:04:48 | 0:04:50 | |
-One area of the cortex deals with -data from one area of the body. | 0:04:51 | 0:04:55 | |
-But adjacent body parts... | 0:04:56 | 0:04:58 | |
-..aren't processed -in adjacent areas of the cortex. | 0:04:58 | 0:05:02 | |
-The hand is next to the head -in this diagram... | 0:05:03 | 0:05:06 | |
-..but, obviously, they're not -next to each other in the body. | 0:05:06 | 0:05:11 | |
-However, the fingers are -next to each other in the cortex. | 0:05:11 | 0:05:15 | |
-That was obvious in my brain. | 0:05:15 | 0:05:17 | |
-Is that what you see in every brain? | 0:05:18 | 0:05:21 | |
-Is that what you see in every brain? - -Yes, it's the same for most people. | 0:05:21 | 0:05:24 | |
-That changes for sufferers of -phantom limb pain and chronic pain. | 0:05:24 | 0:05:29 | |
-This mapping can be distorted -in those cases. | 0:05:29 | 0:05:33 | |
-It can be destroyed. | 0:05:33 | 0:05:34 | |
-Understanding why -mapping is affected so badly... | 0:05:36 | 0:05:40 | |
-..could lead to more effective -treatments for these patients. | 0:05:40 | 0:05:45 | |
-How good are we at recognizing -objects through touch alone? | 0:05:48 | 0:05:52 | |
-I filled a bag with a collection -of different items... | 0:05:53 | 0:05:57 | |
-..to put people's sense of touch -to the test. | 0:05:58 | 0:06:01 | |
-I want you to put your hand in the -bag and tell me what's inside it. | 0:06:01 | 0:06:06 | |
-It isn't alive, is it? | 0:06:08 | 0:06:09 | |
-No. It isn't alive -and it won't bite. | 0:06:09 | 0:06:12 | |
-A banana. | 0:06:13 | 0:06:14 | |
-A banana. - -A sponge. | 0:06:14 | 0:06:16 | |
-A toy car. | 0:06:17 | 0:06:19 | |
-An orange and a hairbrush. | 0:06:19 | 0:06:22 | |
-No-one could see the objects... | 0:06:23 | 0:06:25 | |
-..but the touch system collected -data about the shape, temperature... | 0:06:26 | 0:06:31 | |
-..and texture of each object. | 0:06:31 | 0:06:34 | |
-Everyone did well, but they -struggled to name one object. | 0:06:34 | 0:06:39 | |
-I don't know what that is. | 0:06:39 | 0:06:41 | |
-Describe how it feels. | 0:06:41 | 0:06:43 | |
-It's hard -but my nails can dig into it. | 0:06:43 | 0:06:46 | |
-I have no idea what that is. | 0:06:46 | 0:06:48 | |
-Is there anything else in there? | 0:06:51 | 0:06:53 | |
-Oh! Yes. | 0:06:54 | 0:06:55 | |
-What's the final one? | 0:06:56 | 0:06:57 | |
-It feels like ginger. | 0:07:00 | 0:07:01 | |
-Ginger? | 0:07:02 | 0:07:03 | |
-Ginger? - -Yes. It's ginger. | 0:07:03 | 0:07:05 | |
-It's common -for an autistic person... | 0:07:14 | 0:07:16 | |
-..to overreact or underreact -to sensory stimuli. | 0:07:17 | 0:07:21 | |
-Twm and Gruff -are five-year-old twins. | 0:07:21 | 0:07:24 | |
-Twm is autistic. | 0:07:24 | 0:07:26 | |
-Ffion, their mother... | 0:07:27 | 0:07:29 | |
-..noticed that Twm underreacted to -sensory stimuli compared to Gruff. | 0:07:29 | 0:07:35 | |
-Twm is very physical. | 0:07:42 | 0:07:43 | |
-He likes tight hugs. | 0:07:46 | 0:07:47 | |
-He had a heavy touch. | 0:07:47 | 0:07:49 | |
-Ready? | 0:07:52 | 0:07:53 | |
-One, two, three! | 0:07:54 | 0:07:57 | |
-He won't push slightly. -He'll push hard. | 0:07:59 | 0:08:02 | |
-His hyposensitivity means he likes -to be rolled on the rug... | 0:08:03 | 0:08:07 | |
-..and squeezed. | 0:08:08 | 0:08:09 | |
-He also enjoys -being pummelled with cushions. | 0:08:09 | 0:08:13 | |
-You have to reach a high level -for him to actually feel it. | 0:08:13 | 0:08:17 | |
-It looks terrible but he -laughs his head off and he loves it. | 0:08:18 | 0:08:22 | |
-He'll make a great rugby player. | 0:08:22 | 0:08:25 | |
-He doesn't hug you - he tackles you. | 0:08:25 | 0:08:28 | |
-Being hyposensitive to touch -means you need strong stimulus... | 0:08:31 | 0:08:35 | |
-..in order to gain enjoyment. | 0:08:36 | 0:08:38 | |
-Some people with autism -are hypersensitive to touch. | 0:08:38 | 0:08:42 | |
-The slightest touch -can make them feel uncomfortable. | 0:08:43 | 0:08:47 | |
-It's thought this is due to the way -the brain processes data... | 0:08:48 | 0:08:52 | |
-..received from the skin. | 0:08:53 | 0:08:54 | |
-He loves to play in sand. | 0:08:55 | 0:08:57 | |
-But it gets to the point where he -likes to feel the sand in his mouth. | 0:08:57 | 0:09:02 | |
-It's not just his hands. -He likes to put it in his mouth. | 0:09:04 | 0:09:08 | |
-We play with rice, -which may sound strange... | 0:09:09 | 0:09:12 | |
-..but he likes to feel it -running through his fingers. | 0:09:12 | 0:09:16 | |
-People who have hyposensitive touch -tend to seek constant stimulation. | 0:09:19 | 0:09:24 | |
-Twm follows that pattern. | 0:09:25 | 0:09:26 | |
-Twm certainly gets pleasure -from working his senses really hard. | 0:09:27 | 0:09:32 | |
-We find that he gets frustrated. | 0:09:36 | 0:09:38 | |
-If he doesn't get -that sensory output... | 0:09:38 | 0:09:41 | |
-..he becomes very frustrated. | 0:09:41 | 0:09:43 | |
-I try to find the middle ground. | 0:09:44 | 0:09:46 | |
-If he has a bit of rough play, -he relaxes... | 0:09:52 | 0:09:55 | |
-..because he's got it -out of his system. | 0:09:55 | 0:09:58 | |
-If he plays with rice, sand -or water... | 0:09:58 | 0:10:01 | |
-..it avoids the situation where he -goes upstairs and turns on the taps. | 0:10:01 | 0:10:06 | |
-He does a few things in an effort -to satisfy his hyposensitivity. | 0:10:08 | 0:10:13 | |
-We take our senses -totally for granted. | 0:10:17 | 0:10:20 | |
-We live with them, -so we don't see their importance. | 0:10:21 | 0:10:25 | |
-That changes when you have a child -who's hyposensitive... | 0:10:25 | 0:10:29 | |
-..and you see a tiny glimpse -of the world through their eyes. | 0:10:29 | 0:10:35 | |
-In addition to touch... | 0:10:37 | 0:10:38 | |
-..autism can also affect senses -such as sight or hearing. | 0:10:39 | 0:10:43 | |
-Our senses mean we all -experience the world differently. | 0:10:43 | 0:10:47 | |
-Knowing how autism -affects the senses... | 0:10:47 | 0:10:50 | |
-..helps us understand how autistic -people experience the world. | 0:10:51 | 0:10:55 | |
-. | 0:10:57 | 0:10:57 | |
-Subtitles | 0:11:02 | 0:11:02 | |
-Subtitles - -Subtitles | 0:11:02 | 0:11:04 | |
-Pain is essential to warn us -that we're injured and in danger. | 0:11:06 | 0:11:11 | |
-Like the sense of touch, -pain is sensed on the skin... | 0:11:11 | 0:11:15 | |
-..but it uses a different system. | 0:11:15 | 0:11:17 | |
-Receptors called nociceptors -sense pain. | 0:11:18 | 0:11:21 | |
-Different nociceptors -are sensitive to different stimuli. | 0:11:21 | 0:11:25 | |
-Pressure, temperature and chemicals. | 0:11:26 | 0:11:28 | |
-Chemical receptors are sensitive to -things like capsaicin in chillies. | 0:11:31 | 0:11:36 | |
-That's why spicy food -can be painful. | 0:11:37 | 0:11:39 | |
-The pain signal to the brain -is sent via two pathways. | 0:11:40 | 0:11:43 | |
-A fast pathway and a slow pathway. | 0:11:44 | 0:11:46 | |
-It can bypass the brain -completely... | 0:11:46 | 0:11:49 | |
-..at times when we experience sudden -pain and have to react quickly. | 0:11:49 | 0:11:54 | |
-The brain -creates the feeling of pain. | 0:11:54 | 0:11:57 | |
-Once the signal reaches the brain, -it travels to several areas... | 0:11:57 | 0:12:02 | |
-..including emotion, pain -and movement... | 0:12:02 | 0:12:05 | |
-..so the body can react -to any danger. | 0:12:06 | 0:12:08 | |
-Anaesthetist, Dr Huw Davies, -is an expert at treating pain. | 0:12:11 | 0:12:15 | |
-Surgery causes major trauma -to the body. | 0:12:20 | 0:12:24 | |
-Huw must make sure the patient -feels as little pain as possible. | 0:12:25 | 0:12:29 | |
-Anaesthetic is a triangle... | 0:12:32 | 0:12:34 | |
-..made up of hypnosis - sleep... | 0:12:35 | 0:12:38 | |
-..analgesia - dealing with pain -and muscle relaxation. | 0:12:38 | 0:12:42 | |
-Pain is a little bit -like using a phone. | 0:12:43 | 0:12:46 | |
-You dial, then the signal -is carried along the nerves... | 0:12:47 | 0:12:51 | |
-..and the receptor is the person -at the other end of the phone. | 0:12:52 | 0:12:56 | |
-If there's a lot of noise around, -it won't hear the message properly. | 0:12:57 | 0:13:02 | |
-You can change -the way you think about pain... | 0:13:03 | 0:13:07 | |
-..if you can find a way to create -a lot of background noise. | 0:13:07 | 0:13:12 | |
-Or maybe it's a case -of turning down the volume. | 0:13:13 | 0:13:17 | |
-That's the function -of some of the drugs we use. | 0:13:17 | 0:13:20 | |
-When painkillers like ibuprofen -or paracetamol won't be effective... | 0:13:23 | 0:13:28 | |
-..doctors turn to opiates -like morphine. | 0:13:29 | 0:13:32 | |
-The body also creates -its own painkillers - endorphins... | 0:13:34 | 0:13:39 | |
-..which are released when we're -in pain or after strenuous exercise. | 0:13:39 | 0:13:44 | |
-Morphine affects the same -pain receptors as endorphins. | 0:13:44 | 0:13:48 | |
-Local anaesthetic -cuts the pain wires. | 0:13:49 | 0:13:52 | |
-It doesn't affect the entire body. | 0:13:52 | 0:13:54 | |
-It concentrates on the area -from which the signal is sent. | 0:13:55 | 0:13:59 | |
-General anaesthetic itself -doesn't block pain. | 0:14:02 | 0:14:06 | |
-It puts the brain to sleep. | 0:14:06 | 0:14:09 | |
-The body -continues to respond to the pain. | 0:14:10 | 0:14:13 | |
-So I administer an epidural to -deal with the pain during surgery... | 0:14:14 | 0:14:19 | |
-..and it will continue to work for a -couple of days after the procedure. | 0:14:19 | 0:14:24 | |
-Modulation, one of four steps -on the pain pathway... | 0:14:27 | 0:14:31 | |
-..is of particular interest -to researchers. | 0:14:31 | 0:14:35 | |
-It happens when the pain signal -is travelling to the brain... | 0:14:35 | 0:14:39 | |
-..and it reaches -the nervous system switchboard. | 0:14:39 | 0:14:43 | |
-When you hurt yourself, -you rub that area. | 0:14:43 | 0:14:46 | |
-Why do we all do that? | 0:14:46 | 0:14:48 | |
-When we rub the area -around an injury... | 0:14:48 | 0:14:51 | |
-..the surrounding nerves send -conflicting messages to the brain. | 0:14:52 | 0:14:57 | |
-It means fewer pain signals -reach the brain... | 0:14:57 | 0:15:00 | |
-..and this reduces your pain. | 0:15:01 | 0:15:03 | |
-It's as though every phone sends a -message to the switchboard at once. | 0:15:03 | 0:15:08 | |
-The switchboard then struggles -to deal with all of them... | 0:15:09 | 0:15:13 | |
-..and so the message is diluted -when it reaches the brain. | 0:15:13 | 0:15:17 | |
-Analgesics -stop us feeling pain... | 0:15:21 | 0:15:24 | |
-..but anaesthetic -sends the brain to sleep. | 0:15:25 | 0:15:28 | |
-Huw must assess every case -individually... | 0:15:29 | 0:15:32 | |
-..to ensure patients feel -as little pain as possible... | 0:15:32 | 0:15:36 | |
-..during surgery -and during their recovery. | 0:15:36 | 0:15:39 | |
-I'm in Carmarthen, -armed with a feather... | 0:15:45 | 0:15:48 | |
-..to find out how ticklish -local people are. | 0:15:48 | 0:15:52 | |
-Nobody knows what makes us ticklish. | 0:15:52 | 0:15:55 | |
-Are you ticklish? | 0:15:56 | 0:15:57 | |
-Are you ticklish? - -Maybe. | 0:15:57 | 0:15:59 | |
-I'm a bit ticklish. | 0:15:59 | 0:16:01 | |
-I'm a bit ticklish. - -I'm ticklish. | 0:16:01 | 0:16:02 | |
-What's your most ticklish bit? | 0:16:03 | 0:16:05 | |
-What's your most ticklish bit? - -I don't want to tell you! | 0:16:05 | 0:16:07 | |
-The soles of his feet. | 0:16:09 | 0:16:10 | |
-Behind my ears. | 0:16:11 | 0:16:12 | |
-Behind my ears. - -My neck. | 0:16:12 | 0:16:14 | |
-All over! | 0:16:14 | 0:16:15 | |
-We all tend to be ticklish in the -abdomen, the armpits and the neck. | 0:16:16 | 0:16:21 | |
-We naturally protect those areas -by hiding them when they're touched. | 0:16:21 | 0:16:27 | |
-It's a self-protective reflex. | 0:16:28 | 0:16:30 | |
-How did that feel? -Didn't you like it? | 0:16:32 | 0:16:34 | |
-No. | 0:16:34 | 0:16:35 | |
-Were you uncomfortable? | 0:16:36 | 0:16:37 | |
-Were you uncomfortable? - -Slightly. | 0:16:37 | 0:16:38 | |
-Nice. | 0:16:39 | 0:16:40 | |
-Nice? Does it tickle? | 0:16:40 | 0:16:42 | |
-Nice? Does it tickle? - -Yes, but it's nice. | 0:16:42 | 0:16:43 | |
-We react strongly and laugh -when a loved one tickles us... | 0:16:44 | 0:16:49 | |
-..but we're not keen on it -when it's done by a stranger. | 0:16:50 | 0:16:55 | |
-Did you like it? | 0:16:56 | 0:16:57 | |
-Did you like it? - -Not really. | 0:16:57 | 0:16:58 | |
-How does that feel? | 0:16:58 | 0:17:00 | |
-How does that feel? - -More ticklish. | 0:17:00 | 0:17:01 | |
-More ticklish than the neck? | 0:17:01 | 0:17:03 | |
-More ticklish than the neck? - -Yes. | 0:17:03 | 0:17:04 | |
-Very nice. | 0:17:04 | 0:17:06 | |
-Very nice. - -You like that! | 0:17:06 | 0:17:08 | |
-Who makes you ticklish? | 0:17:09 | 0:17:11 | |
-My children and my husband. | 0:17:12 | 0:17:14 | |
-Oh! Lucky you! | 0:17:14 | 0:17:15 | |
-Pain is vital. -It stops us hurting ourselves. | 0:17:20 | 0:17:23 | |
-But everyone -reacts differently to pain. | 0:17:23 | 0:17:26 | |
-We've come to The University Of Bath -to find out how we feel pain... | 0:17:27 | 0:17:32 | |
-..and what can affect it. | 0:17:32 | 0:17:34 | |
-Dr Ed Keogh's team... | 0:17:37 | 0:17:38 | |
-..researches the experience of pain -for different people. | 0:17:39 | 0:17:43 | |
-Today's tests will measure -mine and Katie's pain thresholds. | 0:17:44 | 0:17:49 | |
-The first test is about to begin. | 0:17:50 | 0:17:52 | |
-This will measure -our pain thresholds. | 0:17:53 | 0:17:55 | |
-This gun will be -pressed against our skin. | 0:17:56 | 0:17:59 | |
-We must say stop when pain kicks in. | 0:17:59 | 0:18:01 | |
-How will you do? | 0:18:02 | 0:18:03 | |
-How will you do? - -Terribly! I hate pain. | 0:18:03 | 0:18:05 | |
-Are you ready? | 0:18:09 | 0:18:10 | |
-This is a standard test -for measuring pain threshold... | 0:18:11 | 0:18:16 | |
-..the point -where we begin to feel pain. | 0:18:16 | 0:18:19 | |
-Yes. | 0:18:21 | 0:18:22 | |
-How was it? | 0:18:23 | 0:18:25 | |
-How was it? - -Fine. It wasn't a sharp pain. | 0:18:25 | 0:18:27 | |
-It was a pain deep in the arm, -but it was alright. | 0:18:28 | 0:18:31 | |
-To get an accurate measurement, the -test must be repeated several times. | 0:18:32 | 0:18:37 | |
-Yes. | 0:18:38 | 0:18:39 | |
-Don't pull faces, Katie! -You're next. | 0:18:43 | 0:18:46 | |
-Ready? | 0:18:46 | 0:18:47 | |
-Ready? - -No! | 0:18:47 | 0:18:49 | |
-Ouch! Stop! | 0:18:49 | 0:18:51 | |
-Katie! | 0:18:53 | 0:18:55 | |
-Katie! - -That was really painful! | 0:18:55 | 0:18:56 | |
-It was horrendous! | 0:18:57 | 0:18:58 | |
-The results are in and one of us -outperformed the other! | 0:19:01 | 0:19:05 | |
-Yes. Your pain threshold is clearly -higher than mine, Anwen. | 0:19:05 | 0:19:11 | |
-Interestingly, we both became more -tolerant as the test was repeated. | 0:19:12 | 0:19:18 | |
-Yes. Our first readings were low. | 0:19:19 | 0:19:21 | |
-Mine was exceptionally low! | 0:19:22 | 0:19:24 | |
-That may have been -due to the anticipation. | 0:19:24 | 0:19:27 | |
-We were nervous. We didn't know -how painful it would be. | 0:19:27 | 0:19:31 | |
-There are many different forms -of pain. | 0:19:35 | 0:19:38 | |
-My pain threshold is higher than -Katie's in this pressure test... | 0:19:38 | 0:19:42 | |
-Ouch! Sorry, but that was painful. | 0:19:43 | 0:19:45 | |
-..I may have a lower threshold -for a different pain... | 0:19:46 | 0:19:50 | |
-..such as this temperature test. | 0:19:51 | 0:19:53 | |
-We wanted to undergo -another pain threshold test... | 0:19:53 | 0:19:57 | |
-..but Katie and I can't do it, -for purely medical reasons. | 0:19:57 | 0:20:01 | |
-Who can we get to do this test? | 0:20:02 | 0:20:04 | |
-Who makes us do tests which make us -look silly in the name of science? | 0:20:05 | 0:20:10 | |
-Aled, the producer. | 0:20:10 | 0:20:12 | |
-No! | 0:20:13 | 0:20:15 | |
-Put your arm in the cold water. | 0:20:17 | 0:20:19 | |
-Tell me the first point at which -you detect a pain sensation. | 0:20:20 | 0:20:24 | |
-Keep your hand there until you can -no longer stand it, then withdraw. | 0:20:24 | 0:20:28 | |
-Ready, Aled? | 0:20:29 | 0:20:30 | |
-Ready, Aled? - -Ready. | 0:20:30 | 0:20:31 | |
-Aled must signal at what point -he first feels pain in his hand. | 0:20:33 | 0:20:37 | |
-That's his pain threshold. | 0:20:37 | 0:20:39 | |
-Yeah! | 0:20:39 | 0:20:41 | |
-I can feel pain. | 0:20:41 | 0:20:42 | |
-I can feel pain. - -Pain? | 0:20:42 | 0:20:44 | |
-He must then keep his hand in the -water to test his pain tolerance. | 0:20:45 | 0:20:50 | |
-That water is cold! | 0:20:53 | 0:20:54 | |
-I've got to take it out. | 0:20:55 | 0:20:57 | |
-Do you want a towel? | 0:20:57 | 0:21:00 | |
-Do you want a towel? - -Thank you. | 0:21:00 | 0:21:01 | |
-Look at that! | 0:21:01 | 0:21:03 | |
-Is it beginning to ease? | 0:21:04 | 0:21:06 | |
-Is it beginning to ease? - -No. It's still cold. | 0:21:06 | 0:21:08 | |
-Once Aled's hand is warm again, -he repeats the test. | 0:21:10 | 0:21:14 | |
-This time, he must focus -on the letters on the screen. | 0:21:15 | 0:21:19 | |
-He must work out whether or not -the letters follow a sequence. | 0:21:20 | 0:21:24 | |
-The aim here is to distract Aled -from the pain in his hand. | 0:21:25 | 0:21:29 | |
-How was it? | 0:21:34 | 0:21:36 | |
-To be honest, -it was harder than I expected. | 0:21:36 | 0:21:39 | |
-I thought I could hold my hand there -for longer than I did. | 0:21:40 | 0:21:44 | |
-I felt pain quite quickly. | 0:21:44 | 0:21:46 | |
-What about the second time, when -you were distracted by the screen? | 0:21:48 | 0:21:53 | |
-The second time was much easier. | 0:21:53 | 0:21:55 | |
-The pain was less noticeable. | 0:21:57 | 0:21:59 | |
-I think it took longer -for me to feel pain. | 0:21:59 | 0:22:03 | |
-Yes, and the results back you up. | 0:22:04 | 0:22:06 | |
-Yes, and the results back you up. - -Look at the test with distractions. | 0:22:06 | 0:22:09 | |
-Your threshold and your tolerance -were higher than the first time. | 0:22:10 | 0:22:14 | |
-Much higher. | 0:22:16 | 0:22:16 | |
-Much higher. - -Yes - much higher! | 0:22:16 | 0:22:18 | |
-The brain can ignore pain messages - -this is pain tolerance. | 0:22:19 | 0:22:24 | |
-Pain tolerance varies -from person to person. | 0:22:24 | 0:22:28 | |
-The test shows that -distraction increases tolerance. | 0:22:29 | 0:22:33 | |
-Other factors which affect tolerance -are gender, mood, fatigue... | 0:22:33 | 0:22:37 | |
-..and even swearing! | 0:22:38 | 0:22:39 | |
-Touch and pain allow us -to analyse the world around us... | 0:22:40 | 0:22:44 | |
-..by recognizing danger -and reacting to it. | 0:22:44 | 0:22:48 | |
-Touch is important to us -in a social context... | 0:22:49 | 0:22:52 | |
-..and to handling everyday life. | 0:22:53 | 0:22:55 | |
-We all react differently to pain -but without pain, we risk injury. | 0:22:56 | 0:23:00 | |
-The brain must decipher pain signals -and decide how to react to them. | 0:23:01 | 0:23:06 | |
-In the next episode, -we test our noses. | 0:23:07 | 0:23:10 | |
-It reminds me of public toilets. | 0:23:11 | 0:23:13 | |
-We'll discover how finely-tuned -our sense of smell is. | 0:23:14 | 0:23:18 | |
-It stinks! | 0:23:18 | 0:23:19 | |
-S4C subtitles by Eirlys A Jones | 0:23:33 | 0:23:36 | |
-. | 0:23:36 | 0:23:36 |
