Shadowing Practice: Core Knowledge (Stanford Psych 60) - Learn English Speaking with Video

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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.

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Vocabulario y notas de pronunciación para esta lección

Esta lección de conversación se basa en el vídeo “Core Knowledge”. Las palabras que más se repiten: core, knowledge, object, principle, researchers. Este vídeo tiene 35 frases y 982 palabras para practicar shadowing. La parte hablada dura 7:02. El hablante mantiene un ritmo constante de unas 140 palabras por minuto, cómodo para el shadowing. Solo el 79 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es exigente.

Vocabulario clave de este vídeo

15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:

Palabra	Pronunciación	Significado
principle sustantivo	/ˈpɹɪn.sɪ.pəl/	principio
researcher sustantivo	/ˈɹiˌsɝ.t͡ʃɚ/	investigador, investigadora
compare verbo	/kəmˈpɛɚ/	comparar, parangonar
sand sustantivo	/sænd/	arena
domain sustantivo	/ˌdəʊˈmeɪ̯n/	dominio
signature sustantivo	/ˈsɪɡ.nə.t͡ʃə/	firma, rúbrica
pile sustantivo	/paɪl/	montón, rimero
handful sustantivo	/ˈhæn(d)fʊl/	puñado
argue verbo	/ˈɑɹ.ɡju/	argüir, argumentar
psychology sustantivo	/saɪˈkɑ.lə.d͡ʒi/	psicología
mechanism sustantivo	/ˈmɛk.ə.nɪ.zəm/	mecanismo
cognitive adjetivo	/ˈkɑɡ.nɪ.tɪv/	cognitivo, cognoscitivo
curtain sustantivo	/ˈkɜɹt(ə)n/	cortina
developmental adjetivo	/dɪˌvɛləpˈmɛntəl/	desarrollista, desarrollal
continuity sustantivo	/ˌkɑn.tɪˈn(j)u.ə.ti/	continuidad, rácord

Phrasal verbs que vas a escuchar

Palabra	Significado
check out verbo	investigar, chequear
fall apart verbo	despedazarse, desintegrarse
figure out verbo	averiguar, captar
move along verbo	transitar, circular

Gramática en este vídeo

Las estructuras que más usa el hablante, con las palabras exactas del vídeo:

Estructura	En el vídeo
Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace	are born · can be applied · is called
Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora	have shown · have demonstrated · have also speculated

Pronunciación a tener en cuenta

El hablante usa 3 contracciones y formas reducidas, como I'm, doesn't. Dilas en su forma corta, tal como las oyes.

Los sonidos de “th”: theorist /ˈθiːəɹəst/, arithmetic /æɹɪθˈmɛtɪk/
Los sonidos de “sh” y “zh”: conclusion /kənˈkluːʒən/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/, interaction /ˌɪn.təˈɹæk.ʃən/, consciousness /ˈkɑnʃəsnəs/, influential /ɪnflʊˈɛnʃəl/
Palabras largas — cuida el acento: psychology /saɪˈkɑ.lə.d͡ʒi/, mechanism /ˈmɛk.ə.nɪ.zəm/, developmental /dɪˌvɛləpˈmɛntəl/, continuity /ˌkɑn.tɪˈn(j)u.ə.ti/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/

Sonidos difíciles para hispanohablantes:

s + consonante al inicio — sin añadir una “e” delante: skill /skɪl/, strawberry /ˈstɹɔˌbɛɹi/, speculate /ˈspɛk.jʊˌleɪt/
/v/ — no es /b/: los dientes tocan el labio inferior: cognitive /ˈkɑɡ.nɪ.tɪv/, developmental /dɪˌvɛləpˈmɛntəl/, violate /ˈvaɪəˌleɪt/, everyday /ˈɛvɹiˌdeɪ/, vary /ˈvɛəɹi/
/z/ — sonora, no /s/: mechanism /ˈmɛk.ə.nɪ.zəm/, physics /ˈfɪz.ɪks/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/, plausible /ˈplɑ.zɪ.bəl/, characterize /ˈkɛɹəktəɹaɪz/

Cómo practicar con este vídeo

Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
Grábate y compara con el original, prestando atención a palabras como principle, researcher, compare.

¿Qué es la Técnica de Shadowing?

Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.

Técnica de shadowing: lee la guía completa paso a paso →

Shadowing Practice: Core Knowledge (Stanford Psych 60) - Learn English Speaking with Video

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