Pratique du Shadowing: Your brain doesn’t detect reality. It creates it. | Lisa Feldman Barrett - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
63 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
Sometimes people want to say, no, we definitely don't experience reality the way that it actually is.
2
And some people want to say, yes, we do.
3
Philosophers have been arguing about this for like as long as philosophy has existed.
4
The question of does your experience match reality or are you really experiencing reality in its stark objective truth?
5
And the answer is simply, not exactly.
6
Reality for us is what we can sense with our sensory surfaces
7
and what we can make sense of with the signals in our brain.
8
The signals in our brain are as necessary for our experience of reality as the sensory signals that come from the world.
9
So I'm going to use a metaphor to describe how the brain works.
10
It goes something like this.
11
Your brain, my brain, everybody's brain, is trapped in its own dark, silent box called your skull.
12
and the brain has no knowledge of what is going on around it in the world or in the body, right?
13
Because it's in this skull and it's receiving sensory signals from the sensory surfaces of your body.
14
These signals are the outcomes of some changes in the world or in the body.
15
But the brain doesn't know what the changes are.
16
It's receiving the outcomes.
17
And that is what philosophers and scientists call the reverse inference problem.
18
You start with an outcome and you have to guess at the cause.
19
For example, if you hear a loud bang, It could be a car backfiring, a door slamming.
20
It could be a gunshot.
21
Your brain doesn't know what the causes are.
22
It only knows the effect.
23
And so it has to guess.
24
And the guess is important, right, because you would do different things if it's a gunshot versus if it's a windy day that slammed a door.
25
And luckily, it has one other source of information, and that is your past experience.
26
The really cool thing about this, if that wasn't cool enough, is that it's actually doing it predictively.
27
Sometimes scientists talk about this as the brain running a model of the world.
28
But the brain is not running a model of the world.
29
The brain is running a model of its body.
30
And it's doing it in this really interesting way.
31
In psychology, a group of instances which are similar is called a category.
32
In essence, what your brain is doing, when it's making a prediction, it's creating a category of instances from the past
33
which are similar in some way to the present in order to predict what's going to happen next, what the brain has to do next and what your experience will be next.
34
And so when a human brain is creating a category,
35
you have to ask, what features of similarity is it using?
36
Is it these sensory and motor features?
37
An apple is round, an apple is hard and crunchy, or is it these abstract features,
38
abstract multimodal summaries of patterns of features.
39
I could take a bunch of apples and I could say, well, these are good for baking and these are not good for baking.
40
And these patterns, this summary, only exists in your brain.
41
Because our brains are structured to construct categories
42
based on the function of things rather than what they look like or taste like or smell like,
43
humans can create something called social reality
44
which is where we collectively impose a function on objects that the objects don't have by virtue of their physical nature.
45
So a really good example of this is money, little pieces of paper.
46
We all agree that these little pieces of paper have a function of value.
47
And it turns out that many things that we think of as being part of reality are actually like this.
48
We can draw lines in the sand and create the borders of countries, which creates categories of people called immigrants and citizens.
49
We can create governments, because we all agree that certain actions, like making little tick marks,
50
has a meaning to elect someone into a position that has certain powers.
51
It's a form of social reality.
52
In our lab, we work on the hypothesis that many psychological categories are forms of social reality.
53
We impose a meaning on a scowling face that it did not evolve to have.
54
But because we all agree that it has that meaning or that function in a particular culture, then it does.
55
To say that your brain resides in a dark, silent box doesn't mean that you are trapped in that box.
56
Your brain has this wonderful capacity to take bits
57
and pieces of past experience and create something completely new that you've never experienced before.
58
We call it imagination.
59
That's a double-edged sword, right?
60
Because our brains are so good at imagining and creating predictions that are not yoked to our immediate surroundings,
61
sometimes we have a lot of trouble staying in the present.
62
You have to practice your ability to control how much you want to be constrained
63
by what's going on outside that box and how much you want to be free of it.
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
📺 Même chaîne
C11
Why schools of the future will be designed with geneticists | Kathryn Paige Harden
Daily ConversationUniversity Students
C116
Why successful people set habits, not just goals | Wendy Wood
Daily ConversationUniversity StudentsWorking Adults
C11
Would a society based on genetics be… good? | Kathryn Paige Harden
Daily ConversationUniversity Students
C13
Is success genetic? | Kathryn Paige Harden
Daily ConversationUniversity Students
B24
Hit peak performance with the power of habit | Wendy Wood
Daily ConversationWorking Adults
C175
What science can’t answer, according to physicist Jim Al-Khalili | Big Think
Daily ConversationUniversity StudentsWorking Adults
C11
The lost art of accomplishment without burnout | Cal Newport for Big Think +
Daily ConversationUniversity StudentsWorking Adults
C13
A mind-blowing explanation of symmetry | Frank Wilczek for Big Think
Daily ConversationUniversity StudentsWorking Adults
C12
What happens to your brain when you’re dreaming
Daily ConversationUniversity StudentsWorking Adults
B21
How evolution works, in 54 minutes | Sean B. Carroll: Full Interview
Daily ConversationUniversity StudentsWorking Adults
C16
Your genes affect your education. Here’s why that’s controversial. | Kathryn Paige Harden
Daily ConversationUniversity StudentsWorking Adults
B23
How do elite performers automate their habits? | Wendy Wood
Daily ConversationUniversity StudentsWorking Adults
C13
What if quantum physics could eradicate illness? | Jim Al-Khalili for Big Think
Daily ConversationUniversity StudentsWorking Adults
C11
Why softness beats stress | Giulia Enders
Daily ConversationWorking Adults
C13
Your brain wasn't built to hold this much information | Richard Cytowic
Daily ConversationUniversity StudentsWorking Adults
C13
Who decides what is socially “normal”? | Christine Emba
Daily ConversationUniversity StudentsWorking Adults
C120
Harvard negotiator explains how to argue | Dan Shapiro
Daily ConversationUniversity StudentsWorking Adults
B23
Curiosity Is a Superpower — If You Have the Courage to Use It | Big Think
Business EnglishDaily ConversationUniversity Students
C12
Physicist Brian Cox explains quantum physics in 22 minutes
Daily ConversationUniversity StudentsWorking Adults
C14
A neuroscientist’s guide to reclaiming your brain | Nicole Vignola
Business EnglishUniversity StudentsWorking Adults
✨ Vidéo recommandée
C122
172 phrases
How Is a Memory Stored Inside Your Squishy Brain?
IELTS PrepTOEFL PrepUniversity Students
C12
10 phrases
John Lennox: "The Artificial in AI is real"
IELTS PrepTOEFL PrepUniversity Students
C11
318 phrases
What neuroscience reveals about free will and psychopaths | Sam Harris, Roger Penrose, Sophie Scott
IELTS PrepTOEFL PrepUniversity Students
C120
20 phrases
How does light 'know' the shortest path?
IELTS PrepTOEFL PrepUniversity Students
C19
105 phrases
Why Your Brain Blinds You For 2 Hours Every Day
IELTS PrepTOEFL PrepUniversity Students
C16
74 phrases
The “Nietzsche Thesis”: Why we don’t really care about truth
British AccentIELTS PrepTOEFL PrepUniversity Students
C13
353 phrases
Something Strange Happens When You Look Inside an Atom (Feynman Was Right)
IELTS PrepTOEFL PrepUniversity Students
C13
39 phrases
Why humans need fiction, according to neuroscience
IELTS PrepTOEFL PrepUniversity Students
C15
224 phrases
We're Not Ready for Biocomputing
IELTS PrepTOEFL PrepUniversity Students
C13
116 phrases
What is NOT Random?
IELTS PrepTOEFL PrepUniversity Students
C17
23 phrases
Your Brain on Drugs: Marijuana
IELTS PrepTOEFL PrepUniversity Students
C12
231 phrases
How might LLMs store facts | Deep Learning Chapter 7
American AccentIELTS PrepTOEFL PrepUniversity Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau C1 s’appuie sur la vidéo « Your brain doesn’t detect reality. It creates it ». Les mots qui reviennent le plus souvent : brain, reality, experience, sensory, signals. Cette vidéo contient 63 phrases et 859 mots à répéter en shadowing. La partie parlée dure 6:17. Le locuteur parle à un rythme régulier d’environ 137 mots par minute, confortable pour le shadowing. 85 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| sensory adjectif | /ˈsɛn.sə.ɹi/ | sensoriel |
| gunshot nom | /ˈɡʌn.ʃɑt/ | coup de feu |
| philosopher nom | /fəˈlɑsəfɚ/ | philosophe |
| bake verbe | /beɪk/ | cuire |
| prediction nom | /pɹɪˈdɪkʃən/ | prédiction |
| slam verbe | /ˈslæm/ | claquer |
| backfire verbe | /bækˈfaɪə(ɹ)/ | se retourner contre, avoir l'effet inverse |
| constrain verbe | /kənˈstɹeɪn/ | astreindre, contraindre |
| crunchy adjectif | /ˈkɹʌnt͡ʃi/ | croquant |
| inference nom | /ˈɪn.fə.ɹəns/ | inférence, déduction |
| windy adjectif | /ˈwɪn.di/ | venteux |
| similarity nom | /ˌsɪm.ɪˈlæɹ.ɪ.ti/ | similarité, similitude |
| reside verbe | /ɹɪˈzaɪd/ | habiter, résider |
| metaphor nom | /ˈmɛt.ə.fɚ/ | métaphore |
| surroundings nom | /səˈɹaʊndɪŋz/ | environnement, voisinage |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| turn out verbe | se finir, se terminer |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is trapped · is called · are structured |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | has existed · you've never experienced |
Prononciation à surveiller
Le locuteur utilise 8 contractions et formes réduites, comme doesn't, don't, I'm. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: gunshot /ˈɡʌn.ʃɑt/, prediction /pɹɪˈdɪkʃən/
- Mots longs — placez bien l’accent: philosopher /fəˈlɑsəfɚ/, similarity /ˌsɪm.ɪˈlæɹ.ɪ.ti/, hypothesis /haɪˈpɒθɪsɪs/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: crunchy /ˈkɹʌnt͡ʃi/, virtue /ˈvɝt͡ʃu/
- /r/ anglais — langue recourbée, sans frotter la gorge: sensory /ˈsɛn.sə.ɹi/, prediction /pɹɪˈdɪkʃən/, backfire /bækˈfaɪə(ɹ)/, constrain /kənˈstɹeɪn/, crunchy /ˈkɹʌnt͡ʃi/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme sensory, gunshot, philosopher.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.