Shadowing-Übung: Core Knowledge (Stanford Psych 60) - Englisch Sprechen Lernen mit Video

Übungsmodus wählen

Jeder Modus öffnet einen Übungsraum im Vollbild.

64 Sätze

Wenn Sätze zu kurz oder zu lang sind, klicke auf Edit, um sie anzupassen.

Hi, my name is Kara Wiseman.

I'm a PhD student in developmental psychology at Stanford.

I study social cognitive development, focusing on how young children and adults think about concepts like consciousness, sentience, and personhood.

Today, I'm going to be talking to you about a very influential idea in developmental psychology, that babies are born with what researchers call core knowledge.

Some researchers think that infants mostly rely on all -purpose mechanisms for learning about the world.

These mechanisms are domain general, meaning that they can be applied to everything from learning about the physical world,

to understanding numbers, to figuring out social relationships.

Other researchers think that infants are born with more domain -specific ways of making sense of their experiences.

They think that infants are born with a handful of distinct cognitive systems for reasoning about different parts of the world.

This perspective is called the theory of core knowledge.

On this theory, the human mind contains a few, maybe five or six, core knowledge systems,

and each one is responsible for dealing with just a small chunk of the world.

Here's one well -studied example of a core knowledge system, the core object system.

The core object system supports reasoning about objects, like rocks or strawberries or basketballs, and the laws of physics that govern them.

This system, like other core knowledge systems, is characterized by a handful of key principles, specific pieces of knowledge that guide reasoning in this domain.

In the core object system, one of these key principles is the principle of cohesion.

Objects should hold together across time and space, rather than disintegrating.

Objects should also obey the principle of continuity, that is, they should move along continuous paths through time and space,

rather than appearing and disappearing at random.

Finally, there's the principle of contact.

Objects should only start to move when something else touches them, and not without being touched.

The reason these three key principles, cohesion, continuity, and contact,

are said to characterize the core object system is

because studies have shown that infants expect objects to behave according to these principles and are surprised when objects violate them.

Another important part of the core object system and other core knowledge systems is that it is characterized by signature limits,

situations in which the system falls apart.

Studies with both young infants and adults have demonstrated

that the core object system can keep track of about three to four of these objects at a time, but not more.

And it doesn't do well with things like piles of sand, liquids, or other substances, which violate the key principle of cohesion.

This can lead to some pretty funny experimental findings, like young infants seeming not to notice when a single pile of sand goes behind a curtain,

and then have somehow turned into two separate piles of sand when the curtain is raised.

So far, research indicates that there are about five or six of these core knowledge systems,

each of which has its own set of key principles and signature limits.

The core object system is one of the best studied, but there is also extensive research on a core number system,

supporting reasoning about quantity and keeping track of how many things there are in some context.

A core agent system, supporting reasoning about creatures that act autonomously to pursue their goals,

a core place system, supporting navigation around an environment, and a core system for shape or form, supporting representation of the shapes of objects.

Recently, some researchers have also speculated about a core knowledge system for social partners, supporting reasoning about social interactions and relationships.

This is still an active area of research.

Core knowledge theorists argue that these core systems are innate, present at birth rather than learned over time,

and that the systems are shared across many species, rather than being unique to humans.

Researchers have converged on these conclusions from a few different angles.

Many researchers conduct studies with humans of different ages, including research with newborn infants, with older infants as they gain more experience and skills,

with toddlers as they become fluent speakers of their language.

with school children, as they are explicitly instructed in arithmetic, geometry, manners, and other subjects, and with adults.

Another research approach has been to compare performance across species, including not only humans, but also non -human primates,

newly hatched chicks, zebrafish, and even ants.

Finally, researchers sometimes compare performance across different cultural contexts that vary in the languages people use, the everyday environments that people experience,

and the values and beliefs that people hold.

For example, lots of research has compared people living in highly industrialized urban centers like

San Francisco or Beijing to people living in isolated indigenous communities in rural Papua New Guinea or the Amazonian rainforest.

Across many of these studies, participants of different ages, species,

and cultural contexts have all shown similar sensitivities to the key principles and signature limits of each of the core knowledge systems,

leading some researchers to argue that these systems are likely to be innate and species general.

Other researchers disagree.

It's important to note that the theory of core knowledge does not claim to explain all of human cognition.

Core knowledge theorists would not claim

that there are an infinite number of core knowledge systems for all the different chunks of the world

we might reason about or interact with, or that there are core knowledge systems for things like computers or astrophysics,

which have no plausible role in evolutionary history.

Instead, researchers in this tradition view the small handful of core knowledge systems as fundamental building blocks that, over the course of learning and development,

combine to help us reason about more and more complex concepts like computers, astrophysics, and minds.

For more on the topic of core knowledge, check out these papers.

Thank you.

App herunterladen

Alles, was du zum fließenden Sprechen brauchst

KI-AussprachebewertungJeder Satz bewertet

IPA-TrainingJeden Laut meistern

WortschatzBaue deinen Wortschatz auf

VokabelspielSpielend lernen

QR scannen

Download on theApp Store Get it onGoogle Play

FOR YOU

Empfohlenes Video

66 Sätze

The famous tree-falling thought experiment has a new answer | Lisa Feldman Barrett

Daily ConversationUniversity Students

74 Sätze

Wortschatz und Sprechhinweise zu dieser Lektion

Diese Sprechübung basiert auf dem Video „Core Knowledge“. Diese Wörter kommen am häufigsten vor: core, knowledge, object, principle, researchers. Dieses Video enthält 35 Sätze und 982 Wörter zum Nachsprechen. Der gesprochene Teil dauert 7:02. Der Sprecher spricht gleichmäßig mit etwa 140 Wörtern pro Minute – ein angenehmes Tempo fürs Shadowing. Nur 79 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also anspruchsvoll.

Wichtiger Wortschatz in diesem Video

15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:

Wort	Aussprache	Bedeutung
principle Substantiv	/ˈpɹɪn.sɪ.pəl/	Grundsatz, Prinzip
researcher Substantiv	/ˈɹiˌsɝ.t͡ʃɚ/	Forscher, Forscherin
compare Verb	/kəmˈpɛɚ/	vergleichen, komparieren
sand Substantiv	/sænd/	Sand
domain Substantiv	/ˌdəʊˈmeɪ̯n/	Domäne, Gebiet
signature Substantiv	/ˈsɪɡ.nə.t͡ʃə/	Unterschrift, Signatur
pile Substantiv	/paɪl/	Haufen, Stoß
handful Substantiv	/ˈhæn(d)fʊl/	Handbreite
argue Verb	/ˈɑɹ.ɡju/	diskutieren, erörtern
psychology Substantiv	/saɪˈkɑ.lə.d͡ʒi/	Psychologie, Seelenkunde
mechanism Substantiv	/ˈmɛk.ə.nɪ.zəm/	Mechanismus
cognitive Adjektiv	/ˈkɑɡ.nɪ.tɪv/	kognitiv
curtain Substantiv	/ˈkɜɹt(ə)n/	Vorhang, Gardine
continuity Substantiv	/ˌkɑn.tɪˈn(j)u.ə.ti/	Kontinuität
violate Verb	/ˈvaɪəˌleɪt/	verletzen, brechen

Phrasal Verbs, die du hören wirst

Wort	Bedeutung
check out Verb	überprüfen
fall apart Verb	auseinanderfallen
figure out Verb	herausfinden

Grammatik in diesem Video

Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:

Struktur	Im Video
Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut	are born · can be applied · is called
Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist	have shown · have demonstrated · have also speculated

Aussprache, auf die du achten solltest

Der Sprecher verwendet 3 Kurzformen und abgeschwächte Formen, zum Beispiel I'm, doesn't. Sprich sie in der kurzen Form, so wie du sie hörst.

Die „th“-Laute: theorist /ˈθiːəɹəst/, arithmetic /æɹɪθˈmɛtɪk/
Die Laute „sh“ und „zh“: conclusion /kənˈkluːʒən/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/, interaction /ˌɪn.təˈɹæk.ʃən/, consciousness /ˈkɑnʃəsnəs/, influential /ɪnflʊˈɛnʃəl/
Lange Wörter – auf die Betonung achten: psychology /saɪˈkɑ.lə.d͡ʒi/, mechanism /ˈmɛk.ə.nɪ.zəm/, developmental /dɪˌvɛləpˈmɛntəl/, continuity /ˌkɑn.tɪˈn(j)u.ə.ti/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/

Laute, die Deutschsprachigen schwerfallen:

/w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): liquid /ˈlɪk.wɪd/, quantity /ˈkwɑn(t)ɪti/
Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: sand /sænd/, cognitive /ˈkɑɡ.nɪ.tɪv/, liquid /ˈlɪk.wɪd/, behave /bɪˈheɪv/, characterize /ˈkɛɹəktəɹaɪz/
/æ/ — offener als „ä“: sand /sænd/, handful /ˈhæn(d)fʊl/, angle /ˈæŋ.ɡəl/, interaction /ˌɪn.təˈɹæk.ʃən/, interact /ɪn.təˈɹækt/

So übst du mit diesem Video

Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie principle, researcher, compare.

Was ist die Shadowing-Technik?

Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.

Shadowing-Technik: die vollständige Schritt-für-Schritt-Anleitung lesen →

Shadowing-Übung: Core Knowledge (Stanford Psych 60) - Englisch Sprechen Lernen mit Video

Übungsmodus wählen

App herunterladen

The famous tree-falling thought experiment has a new answer | Lisa Feldman Barrett

LangChain in 5 Minutes (Explained Clearly)

The Montessori Theory: Key Concepts

Your Brain Peaked at Birth

Episode 1: "What is social ontology?" - Prof Brian Epstein

How To Become Dangerously Self-Educated (Complete Plan)

A mind-blowing explanation of symmetry | Frank Wilczek for Big Think

Essentials: Science of Mindsets for Health & Performance | Dr. Alia Crum

Put Thought in its Right Place

Research Foundations: How to Turn Business Problems into Actionable Data

Intro to History of Science: Crash Course History of Science #1

1 6 What Illusions Teach Us