Shadowing Practice: Peter Fonagy: What is Mentalization? - Learn English Speaking with Video

Mentalisation is not a new concept,

but in fact it was particularly intensively used in the 19th century around 1880,

the effort that the mind made was called mentalizing.

And the word actually came into language in the 16th, 17th century has been around.

We started using it along with neuroscientists colleagues in the late 1980s to describe the effort

that an individual makes to understand other people in terms of their thoughts, their feelings, their wishes, their beliefs,

their desires, what goes on between their ears, their subjective world.

If you start understanding behavior in terms of the feelings or the thoughts that give rise to it,

it gives you a sense of meaning that behavior becomes meaningful.

And of course the same processes apply to one's own behavior.

Why did we start using it just then?

Well, neuroscience progressed and we realized that there were particular parts of the brain that actually were devoted just for this function,

just to understand behavior in terms of mental state

so it was kind of it was a thing it was something that perhaps we needed to consider.

We were the first group in London to apply that notion to how parents understood their children

that you can understand a child in terms of the thoughts, the feelings, the wishes, the beliefs,

the desires that the child has that might explain to you why the child behaves in that way.

That understanding will determine your attitude towards the child.

If you think that the child who,

I don't know, whose face is just covered in chocolate and looking at you and kind of tentatively child maybe of one,

their first birthday, and they're looking at you having just dipped that entire face in the chocolate cake that you have made.

And you look back.

How you interpret the child's actions,

whether there's something that they did for fun and and you laugh along with them, or you see the child doing that just

because they wanted to ruin the whole birthday celebration and not appreciate how much effort that you have made.

How you conceive of the child's behaviour will entirely determine your reaction, and the child is looking at you,

trying to understand the meaning of their actions in your reactions.

So in that little interchange, there are two people each trying to read each other's minds.

And it happens in a flash, in the blink of an eye, how your intuitive understanding of the child

and how the child's intuitive understanding of your reaction can make that interaction something that's joyful,

that's something that is a memory

that will stay with you for the rest of your life

and something that you remind remind the child of or it's something

that becomes a source of anxiety for the child

that they don't know that what they do may be met with disapproval

and their intention is not recognized it's always becomes spontaneity, will always be a source of threat.

Some parents struggle a little bit more with seeing the child as the child is,

the child's genuine thoughts, genuine feelings, genuine beliefs, genuine desires behind their action,

and they are more likely to put their ideas about what the child might be trying to do into the child,

onto the child, and that may sometimes be unhelpful.

I don't think that anybody does that on purpose.

Sometimes I know that as a parent, sometimes I get tired.

When I get tired or when I get anxious, I'm much more likely to jump to conclusions about my child and misunderstand.

And to be honest, probably I get the child right.

and this is somebody talking who prides themselves on his sensitivity about 50 % of the time.

But I think that actually is probably extremely healthy for the child because they get used to it.

If they got used to in their interaction with you, they got used to them being perfectly understood all the time,

that wouldn't prepare them for life.

I think there are very important elements to understanding the impact of modern culture,

modern society on child rearing from the point of view of mentalizing.

Because mentalizing as an approach highlights is the critical nature of the relationship between child and parent,

that the child is looking to find themselves,

their subjectivity in the mind of an adult who is there for them exclusively,

because of the nature of that relationship being an attachment relationship.

Replacing that adult with any kind of generic stimulus like a television

or something that's presented by the media is potentially catastrophic

because it will not have the opportunity within it to enable the child to recognize themselves.

And if we think that that's important, and I personally think it is the most important thing, then there is a very profound risk.

I think I've got two or three pieces of evidence that speak to that.

The first is from much later in development, that what we've now recognised is that in adolescence,

certainly after age 11 or 12,

children's primary socialising agents are other children.

They encounter very few adults.

And I think this has led to substantial problems like the increase of anxiety in girls and increase of self -harm,

a whole range of difficulties.

I think there is also evidence

that the more we have focused on early childhood as an area of concern

that children from the younger stage needed to be recognized as children,

as individuals, the more benefit that we can see in terms of 10 years later,

there's adolescents being less violent.

A very good example of that is in England where a government coming in,

putting a great deal of money into early childhood interventions, led 10 years later to a decline of violent crime.

I think thirdly, and perhaps to me most importantly,

the amount of time

that a parent spends with the child is less important than the quality of

that time and we know a hell of a lot about that.

And the quality of that time is not

so much to do with quality of happy time or good time or pleasant time,

it's to do with the parent being there to help the child solve the problems

that they on their own feel unable to solve.

So it's to me problem -solving time.

So it's young children being able to turn to an adult who is there for them with the problems

that they experience from within.

If that channel can be preserved then the quality of the relationship between the parent

and the child will fulfill its evolutionary function.

If that is missed, then that person,

that little person, will find it less safe to turn to others around them,

to help them with the problems that they will have throughout their life.

So, to me,

it is opening the child's mind up to solutions to their problems being found in the social network around them.

That is what we want to establish in the early years.

If we fail young children in that by overemphasis in the media,

by neglect, a whole range of other things.

I think we will make the child more rigid, more closed off, less flexible, less adaptable, less willing to learn.

And after all it is for learning that we have been put on this planet.

We are just teaching and learning machines.

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Vocabulario y notas de pronunciación para esta lección

Esta lección de conversación de nivel C1 se basa en el vídeo “Peter Fonagy: What is Mentalization?”. Las palabras que más se repiten: parent, understanding, terms. Este vídeo tiene 96 frases y 1234 palabras para practicar shadowing. La parte hablada dura 10:40. El hablante mantiene un ritmo constante de unas 116 palabras por minuto, cómodo para el shadowing. El 88 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.

Vocabulario clave de este vídeo

Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:

Palabra	Pronunciación	Significado
intuitive adjetivo	/ɪnˈtjuːɪtɪv/	intuitivo
adaptable adjetivo	/əˈdæptəbəl/	adaptable, amoldable
adolescence sustantivo	/ˌædəˈlɛsəns/	adolescencia
conceive verbo	/kənˈsiːv/	concebir
disapproval sustantivo	/dɪsəˈpɹuvəl/	desaprobación
intensively adverbio		intensivamente
interchange sustantivo	/ˈɪntɚt͡ʃeɪnd͡ʒ/	intercambio, intercambios
joyful adjetivo	/ˈd͡ʒɔɪfl̩/	alegre, gozoso
misunderstand verbo	/mɪs.ʌn.də(ɹ)ˈstænd/	malentender, tomarlo mal (a)
neuroscience sustantivo		neurocienca
neuroscientist sustantivo		neurocientífico, neurocientífica
socializing sustantivo		socialización, sociabilización
spontaneity sustantivo	/ˈspɒn.tə.neɪ.ə.ti/	espontaneidad
subjectivity sustantivo	/ˌsʌbd͡ʒɛkˈtɪvɪti/	subjetividad
devote verbo	/dɪˈvəʊt/	devotar, abocarse

Phrasal verbs que vas a escuchar

Palabra	Significado
look back verbo	recordar, volver la cabeza

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	was called · were devoted · is just covered
Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora	has been · have made · we've now recognised

Pronunciación a tener en cuenta

El hablante usa 8 contracciones y formas reducidas, como don't, I'm, I've. Dilas en su forma corta, tal como las oyes.

Palabras largas — cuida el acento: intuitive /ɪnˈtjuːɪtɪv/, adaptable /əˈdæptəbəl/, adolescence /ˌædəˈlɛsəns/, disapproval /dɪsəˈpɹuvəl/, misunderstand /mɪs.ʌn.də(ɹ)ˈstænd/

Sonidos difíciles para hispanohablantes:

s + consonante al inicio — sin añadir una “e” delante: spontaneity /ˈspɒn.tə.neɪ.ə.ti/, stimulus /ˈstɪm.jə.ləs/
/v/ — no es /b/: los dientes tocan el labio inferior: intuitive /ɪnˈtjuːɪtɪv/, conceive /kənˈsiːv/, disapproval /dɪsəˈpɹuvəl/, subjectivity /ˌsʌbd͡ʒɛkˈtɪvɪti/, tentatively /ˈtɛntətɪvli/
/dʒ/ — no es la “y” ni la “ch”: interchange /ˈɪntɚt͡ʃeɪnd͡ʒ/, joyful /ˈd͡ʒɔɪfl̩/, subjectivity /ˌsʌbd͡ʒɛkˈtɪvɪti/, rigid /ˈɹɪd͡ʒ.ɪd/, subjective /səbˈd͡ʒɛktɪv/

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 intuitive, adaptable, adolescence.

¿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 →

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