शैडोइंग अभ्यास: How to Lock In and Actually Get Things Done | Andrew Huberman - वीडियो के साथ अंग्रेजी बोलना सीखें
अभ्यास मोड चुनें
हर मोड पूरी स्क्रीन का अभ्यास कक्ष खोलता है।
227 वाक्य
यदि वाक्य बहुत छोटे या लंबे हों, तो समायोजित करने के लिए Edit पर क्लिक करें।
1
If you are not good at clearing the slate before you try and focus, you're going to have a very hard time for understandable reasons.
2
In fact, I'm amazed that anyone can think at all.
3
I'm amazed that anyone can focus at all.
4
It's very, very clear that if you have a hard time getting into a bout of work or even staying focused,
5
there's a very good chance, I believe, that your breaks between work and what you were doing before work was too stimulating.
6
I'm a big advocator for boring breaks.
7
And I'm a big advocator for silence before and after bouts of work for a couple of reasons.
8
The reason I'm
9
so bullish about people understanding a little bit of mechanism behind the checklist of things to do is
10
that I do think that when people understand mechanism, it gives them flexibility over the so -called protocols.
11
And I think it also allows them to customize those things for themselves.
12
Let's face it.
13
If you want to go online now and just say, what are the top 10 things I can do to improve my sleep?
14
And you get a list, you can put those on your refrigerator, you put them next to your bed.
15
Why doesn't everyone just do that?
16
It's because the way that people go about learning information strongly drives whether or not they apply that information.
17
The thoughts and by extension, the emotions, but really the thoughts that you have right now,
18
your ability to focus right now is strongly driven by the inputs you received in the preceding hours
19
and even days think about a dog okay um what kind of dog is it golden retriever golden retriever okay
20
so as you think about the golden retriever like what other things come to mind about the golden retriever
21
it's got a little neckerchief on okay red neckerchief great red neckerchief
22
Like what else about golden retriever?
23
Fluffy.
24
Fluffy, Osei.
25
So there's a tactile thing.
26
Okay.
27
Anything else about golden retrievers?
28
This is very specific to you.
29
Bouncing up and down, rolling on its back.
30
Smells a little bit, but I like it.
31
Great.
32
Okay.
33
So there's a, I like it.
34
You like to, okay.
35
Thoughts basically start with some seed element, some noun, some pronoun, some thing, some event.
36
And then what the brain does is it essentially starts to call on more and more sensations and starts layering those in.
37
More and more prior sensory events.
38
It's red handkerchief.
39
Okay, it's fluffy.
40
There's a tactile.
41
And that thoughts really are the layering on of more and more sensory memories.
42
And thoughts are really a layering of the senses in abstract thought space.
43
Now, this is not meant to make something from nothing, but it's so important that we understand this because you think,
44
what is the ability to think?
45
Well, the ability to think is constrained by the number of different senses I'm trying to place on a bunch of different things.
46
And so that's how we navigate through environments.
47
I can't look at everything in this garage.
48
I have to focus on certain things, find the Phillips head screwdriver, go over there.
49
And you're discarding all the other information.
50
Now, when you think about sitting down to do work or to learn something,
51
prepare a podcast, it is so important that you limit the number of sensory inputs coming in, not just during that event, but before.
52
Because the sensory stimulus that kind of sets off this cascade of layering in more
53
and more sensory memories and understanding is begun before you sit down to read your book.
54
This is why you read a portion of a book and then you're like, oh wait, I wasn't even paying attention.
55
Your brain is still working with the sensory inputs from before.
56
It's not thinking about them consciously.
57
So this is vitally important.
58
Now, what have we done?
59
The challenge is that we've brought an infinite number of sensory experiences into the thing that you're looking at.
60
So we've brought all the sensory inputs through the device that you're holding.
61
So the narrowing of your perspective hasn't helped you to narrow the distractions?
62
That's right.
63
Cognitive space is still infinite, even though the spatial limitation of where you're placing your attention is very restricted.
64
So the fact that you have so many competing thoughts has everything to do with that.
65
And it also has everything to do with what you were doing in the 10
66
or 15 minutes before you sat down to try to work.
67
But am I supposed to take in an infinite number of novel items through this device?
68
In fact, Mike Easter, the author of The Comfort Crisis, told me something super scary when he came on the podcast.
69
He said that the people who developed the algorithms for social media borrowed heavily from the casinos.
70
And it was one guy who watched his kid playing video games who realized
71
that the kids would play video games for hours and hours and hours, and what they were playing for was novelty.
72
And so they switched the slot machines in casinos, on his suggestion, to instead of just spooling numbers and fruit or whatever it was,
73
because they're now electronic, you can get a near -infinite number of combinations of novel items, and people will play while losing for novelty.
74
and think they're winning.
75
The brain is tricked into thinking that it's winning.
76
But there's this very narrow rock bridge out to the top.
77
And on either side, it's slide to your death.
78
Slide to your death.
79
It's precarious.
80
But on either side, you fall to your death.
81
And I always think of the internet and much of life like this.
82
On one side is numbing out by going online.
83
And the other one is drama.
84
So you're allowed to unfollow accounts that you're not learning from or that are pulling you into either numbing out or drama.
85
The drama piece is very serious because it gives the illusion that there's something meaningful there.
86
But you realize this is just like, it's nothingness.
87
It is kind of the empty calories of the content world that you leave this.
88
Having been given the sort of simulacrum of learning something.
89
But if somebody said, okay, after watching this 10 minute, half hour, one hour expose or deconstruction,
90
what do you know that you didn't know at the start?
91
You go, well, I know about what this person
92
and this person said to each other about each other and how the interplay.
93
And look, deconstructing someone's psychological profile, understanding how human motivations work.
94
I'm fascinated by the way that sort of social interaction, hierarchy, status games, all of that stuff.
95
But I'm not learning that.
96
I'm not reading the status game by Will Storr.
97
So after you've finished consuming a thing, how do you feel?
98
Do you feel enlightened, hopeful, peaceful?
99
Do you want to ring your mom and say that you miss her?
100
Do you want to talk to your friends?
101
Or do you feel like the world's out to get you
102
and that there's less than is needed for everybody
103
and you shouldn't really trust people and you're a bit sort of tight
104
and tense and your shoulders are up and there's a ringing in your ears?
105
Well, here's my litmus test.
106
After I spend a bit of time on social media, I ask myself later, do I remember anything from being on there?
107
You know, the reflection, was there any learning?
108
Did I learn anything?
109
Thinking about your experiences is so critical to placing value on them, making them meaningful for you.
110
What I'm not interested in is just an endless deluge of sensory input that goes nowhere, especially if it impedes other things.
111
So a little bit more reflection, 10 minutes, one minute, five seconds of just asking, did I remember anything useful?
112
Do I want to do that again?
113
You know, I think that the big mistake
114
that I made for a number of years was trying to find the thing
115
that comes from outside that's going to change things
116
and you know lord knows i love caffeine and of doing certain activities and um and learning but at some point
117
you realize that the the ability to um like withhold uh like reflect reflexes
118
that you don't want to have like you know getting your temper sparked
119
or something you know people say no one can make you feel anything
120
and i say that's crazy people can make you feel things all the time.
121
You know, the ability to not speak from your first thought, but your second or your third, you know, you hear these kinds of cliches, right?
122
But all of that ability comes from inside.
123
It's from doing internal work.
124
And it's kind of amazing how much we can accomplish.
125
And I'm certainly not the first to say this, how much we can accomplish by just stopping and listening and going, wow, like my brain's crazy.
126
It's like all these thoughts, all this stuff.
127
Oh, oh, too much input coming into this.
128
Like, I've got to shut down this thought path.
129
Also realizing that, you know, because these thoughts layer on themselves, our sensory memories layer on top and we feed our thoughts.
130
If you're ruminating on something that really bothers you, you probably do want to distract yourself, unless you're really going to work on that thing.
131
That you really can feed thoughts like embers and a fire.
132
And it's important to not do that if it's not adaptive.
133
Is it truly possible to deprogram bad habits?
134
Or once those neural pathways are down, is that locked in for life?
135
How do you think about getting rid of bad habits, the process of overcoming those?
136
Yeah, I think, you know, if we look at the data on neuroplasticity,
137
it's much easier to reactivate a pathway that was laid down early in life, even if it's been suppressed.
138
Breaking bad habits involves a lot of top -down control prefrontal cortex suppressing the activity of these hypothalamic
139
and other subcortical neurons and how do we know this it's the structure in the brain it's
140
that no don't reach for that cookie it's that no don't say
141
that thing it's the don't do the thing that your hypothalamus
142
and other structures are um creating some internal uh activation of the autonomic nervous system
143
that kind of vibration of you want to do it it smells
144
so good it tastes so good you just want to I don't know why I did it, this kind of thing.
145
So that top -down control can be learned.
146
And the beautiful thing, and this answers your question more directly,
147
the beautiful thing is that at some point that top -down control is not required anymore, unless you do the thing you're not supposed to do.
148
And then it requires top -down control again.
149
One thing that I've been doing before I prepare to do any writing,
150
any podcasting, any work is I try and make myself as bored as possible.
151
I try and remove as much sensory input as possible.
152
I might think about my breathing because it's hard to not think about anything,
153
but I really have started to limit the amount of sensory information coming into my space.
154
I have an entire floor of where I live now.
155
I live in, I have an odd structure now, but the entire bottom floor is a no phone zone.
156
Once or twice, I brought my phone down there, but it's a no phone zone.
157
Going down the stairs, there are no phones in there.
158
Let's say you're trying to learn something or read a book or just do something that you're not reflexively doing.
159
You want to create this habit it's very clear that neuroplasticity, yes, requires alertness, requires focus.
160
You need sleep later that night.
161
I've been beating that drum for a number of years.
162
It's also clear that reflection on what you were doing at some later time, just kind of like post -learning reflection,
163
walk into your car, sitting on the plane for a second, thinking about a podcast you did earlier or something you heard or a discussion,
164
strongly reinforces the memories and the ability to work with the memories of new information.
165
And this is something that we've given up largely because of our smartphones.
166
You're constantly bringing in new sensory information.
167
All the data, I did an episode on how to best study and learn.
168
I went to the data to find out because I have my methods, but that doesn't mean they're the best methods.
169
Reading, rereading, note -taking, highlighting, it's all fine, but it turns out the biggest lever is to self -test at some point away from the material.
170
So testing is not just something for evaluation of others, it's a way that we should think,
171
you know, yeah, how much can I remember about that conversation?
172
What was tricky?
173
Okay, I don't remember that piece.
174
I'm going to go back and look it up.
175
All learning is, and this will sound like a giant duh, but all learning is anti -forgetting.
176
How do we know this?
177
Because if you have people read a passage one, two, three, four, five times versus one time and they self -test,
178
one time and self -testing, significantly better.
179
Learning is repeated recall, not repeated exposure.
180
Yes.
181
Beautiful.
182
Right.
183
And reflecting on what you were trying to do or learn or solve, even if you don't remember, even if you're still puzzled by it,
184
is so vitally important to the anti -forgetting process.
185
And so at some level, like I love social media, teach on social media.
186
I partake in it as a consumer and a creator there.
187
But I think we need to really scruff ourselves and go, okay, I need to read this book.
188
I need to write this chapter.
189
I need to do this drawing.
190
And you'll notice once you drop into that trench, the brain has these attractor states.
191
It's like a ball bearing on a flat surface.
192
As you get more into a thought trench or activity trench, it's like that ball bearing drops into what's essentially a deep valley.
193
And it's actually hard to leave.
194
You'll notice you're walking out and unless you pick up your phone, you'll still be thinking about that.
195
And this is how the brain works.
196
The brain is not working in step functions.
197
The brain, none of us are supposed to do the same thing all day long.
198
And none of us are supposed to be able to think and focus easily.
199
You just have to ride that, that sort of layering on of thoughts, going from board to sensory input to deeper and deeper,
200
and then work for bouts of, you know, 90 minutes or a couple of hours, and then give yourself a little bit of time, pause, reflect.
201
And it doesn't mean you can't have a conversation, but people are texting in between.
202
It's unbelievable what we've done to hamstring ourselves against being able to think.
203
Whitney Cummins got the best take on this.
204
She says, in order for art to imitate life, you have to live a life. So good.
205
And it's one of the challenges you get as people become more successful
206
that their ability to generate new ideas decreases
207
because their life is increasingly out of touch into the comedian who only talks about dinners,
208
shows, and airports and hotels on stage because that's the entirety of their life experience.
209
The reason I have my art projects, the reason I extended my book for a year to add more studies is because I like learning.
210
And as my friend of mine said, he's a very intelligent guy.
211
He's a tattooer, among other things.
212
He's an exceptional artist.
213
And he said, people with interests are interesting.
214
You know what's not interesting? other people's failures, other people's minor wins.
215
Like there's nothing more boring than that.
216
But it hooks in the short term.
217
The novelty of life, the excitement of life, the enriching parts of life are about new experiences.
218
But from a selfish perspective, that widespread fragility is your competitive advantage.
219
And if you're one of the people, you're not going to be able to change the world, certainly not before you've changed yourself.
220
And that means that the first step is, huh, this is an opportunity for me.
221
I can step into the - The good news is,
222
as Goggins would say, nowadays it's very easy to be spectacularly good in pretty much any field.
223
You just have to do what no one else is doing.
224
Now, he's an extreme case, and I have immense admiration for David.
225
I mean, he's just so David, you know, but if you want to be the best in your class at anything,
226
best in class at pretty much anything, it's become so much easier now.
227
You just have to not constantly be projecting things out to the world or paying attention what other people are doing.
ऐप डाउनलोड करें
धाराप्रवाह बोलने के लिए ज़रूरी सब कुछ
AI उच्चारण स्कोरहर वाक्य का स्कोर
IPA अभ्यासहर ध्वनि में महारत
शब्दावलीअपना शब्द भंडार बनाएँ
शब्द गेमखेलते हुए सीखें
उसी चैनल से
FOR YOU
अनुशंसित वीडियो
C11
274 वाक्य
A 4-Step System to Process Information with Extreme Clarity
Daily ConversationUniversity StudentsWorking Adults
C11
107 वाक्य
How to Quickly Improve Focus - Andrew Huberman
Daily ConversationUniversity StudentsWorking Adults
C12
203 वाक्य
How To Rewire Your Brain | Andrew Huberman Motivation
Daily ConversationUniversity StudentsWorking Adults
B21
164 वाक्य
how i learned 7+ languages: tips no one talks about (for some reason)
Business EnglishDaily ConversationUniversity Students
C11
347 वाक्य
Doctor Explains: How to Train Your Brain to Crave Doing Hard Things
Daily ConversationUniversity StudentsWorking Adults
C11
391 वाक्य
The Morning Routine That Sets Up Your Entire Day | Andrew Huberman | Raj Shamani Clips
Daily ConversationUniversity StudentsWorking Adults
B2226 वाक्य
How to lock in (for real)
Daily ConversationWorking Adults
C111
208 वाक्य
Why You Need to Read Hard Books
Daily ConversationUniversity StudentsWorking Adults
B23
83 वाक्य
5 Minutes a Day to Feel More Energetic and Focused (No Motivation Needed)
Business EnglishDaily ConversationUniversity Students
C15
286 वाक्य
The Psychology of People Who Want to Do Everything
Daily ConversationUniversity StudentsWorking Adults
C12
37 वाक्य
HOW TO MASTER ANY SKILL FAST
Daily ConversationUniversity StudentsWorking Adults
C13
178 वाक्य
Neuroscientist: How To Change Your Brain (Andrew Huberman)
Daily ConversationUniversity StudentsWorking Adults
इस पाठ की शब्दावली और बोलने के सुझाव
यह स्पीकिंग पाठ वीडियो “How to Lock In and Actually Get Things Done” पर आधारित है। इस वीडियो में शैडोइंग के लिए 227 वाक्य और 2859 शब्द हैं। बोला गया हिस्सा 15:04 लंबा है। वक्ता तेज़ बोलता है, लगभग 190 शब्द प्रति मिनट, इसलिए जुड़ी हुई और कमज़ोर ध्वनियाँ ज़्यादा मिलेंगी। 85% शब्द अंग्रेज़ी के 3,000 सबसे आम शब्दों में से हैं; बाकी शब्द अभ्यास से पहले देख लेना अच्छा रहेगा।
इस वीडियो की मुख्य शब्दावली
वीडियो के 15 सीखने लायक शब्द, उच्चारण और अर्थ के साथ:
| शब्द | उच्चारण | अर्थ |
|---|---|---|
| layer संज्ञा | /ˈleɪ̯ɚ/ | परत, तह |
| habit संज्ञा | /ˈhæb.ɪt/ | अभ्यास, आदत |
| reflection संज्ञा | /ɹɪˈflɛkʃən/ | परावर्तन, प्रतिबिंब |
| infinite विशेषण | /ˈɪnfɪnɪt/ | अपरिमित |
| podcast संज्ञा | /ˈpɑdˌkæst/ | पॉडकास्ट, कोशसत्र |
| narrow विशेषण | /ˈnæɹəʊ/ | तंग |
| reflect क्रिया | /ɹɪˈflɛkt/ | प्रतिबिंबित करना |
| trench संज्ञा | /ˈtɹɛnt͡ʃ/ | खाई |
| novelty संज्ञा | /ˈnɑvəlti/ | नवीनता, नूतनता |
| mechanism संज्ञा | /ˈmɛk.ə.nɪ.zəm/ | तंत्र, यंत्रावली |
| casino संज्ञा | /kəˈsiːnəʊ/ | कैसिनो, कज़ीनो |
| meaningful विशेषण | /ˈmiː.nɪŋ.fl̩/ | सार्थक, अर्थपूर्ण |
| accomplish क्रिया | /əˈkɑm.plɪʃ/ | सफलता, उपलब्धि |
| pathway संज्ञा | /ˈpæθˌweɪ/ | पथ, पगडंडी |
| element संज्ञा | /ˈɛləmənt/ | तत्त्व |
वीडियो में आने वाली फ़्रेज़ल वर्ब
| शब्द | अर्थ |
|---|---|
| pick up क्रिया | उठाना |
दोहराने लायक वाक्य
वीडियो के छोटे, पूरे वाक्य जिन्हें आप रोज़ की बातचीत में इस्तेमाल कर सकते हैं:
- Do you feel enlightened, hopeful, peaceful?
- Do you want to talk to your friends?
- You know, the reflection, was there any learning?
- Do I want to do that again?
- You know what's not interesting?
इस वीडियो का व्याकरण
वक्ता जिन संरचनाओं का सबसे अधिक प्रयोग करता है, वीडियो के असली शब्दों के साथ:
| संरचना | वीडियो में |
|---|---|
| Present perfect continuous have/has been + -ing — पहले शुरू हुआ काम जो अब भी जारी है | I've been doing · I've been beating |
| Present perfect have/has + past participle — बीता हुआ काम जिसका असर अभी भी है | have we done · we've brought · hasn't helped |
| Passive voice be + past participle — ज़ोर इस पर कि क्या होता है, न कि कौन करता है | is not meant · is constrained · is begun |
| Relative clauses who / which + उपवाक्य — व्यक्ति या वस्तु के बारे में अतिरिक्त जानकारी | people who developed · guy who watched |
ध्यान देने योग्य उच्चारण
वक्ता 62 बार संक्षिप्त रूपों का प्रयोग करता है, जैसे you're, I'm, don't। इन्हें वैसे ही छोटा बोलें जैसा आप सुनते हैं।
- “th” की ध्वनियाँ: pathway /ˈpæθˌweɪ/, bother /ˈbɑðɚ/, breathe /bɹiːð/, algorithm /ˈælɡəɹɪðm̩/
- “sh” और “zh” की ध्वनियाँ: reflection /ɹɪˈflɛkʃən/, essentially /ɪˈsɛnʃəli/, accomplish /əˈkɑm.plɪʃ/, extension /ɪkˈstɛnʃən/, exposure /ɪkˈspəʊ.ʒə(ɹ)/
- लंबे शब्द — बलाघात सही रखें: essentially /ɪˈsɛnʃəli/, mechanism /ˈmɛk.ə.nɪ.zəm/, intelligent /ɪnˈtɛlɪd͡ʒənt/, interaction /ˌɪn.təˈɹæk.ʃən/, psychological /ˌsaɪ.kəˈlɑː.d͡ʒɪ.kl̩/
हिंदी भाषियों के लिए मुश्किल ध्वनियाँ:
- /v/ और /w/ का फ़र्क़ — /v/ में ऊपर के दाँत निचले होंठ को छूते हैं, /w/ में होंठ गोल होते हैं: novelty /ˈnɑvəlti/, pathway /ˈpæθˌweɪ/, solve /sɒlv/, nowhere /ˈnoʊ.(h)wɛɹ/, versus /ˈvɝsəs/
- /z/ — इसे “ज” (/dʒ/) न बनाएँ: mechanism /ˈmɛk.ə.nɪ.zəm/, stairs /ˈstɛɹz/, nowadays /ˈnaʊ.ə.deɪz/, pause /pɔːz/, expose /ɪkˈspoʊz/
- शब्द की शुरुआत में s + व्यंजन — पहले “इ” न जोड़ें: strongly /ˈstɹɔŋli/, slide /ˈslaɪ̯d/, scary /ˈskɛə.ɹi/, stairs /ˈstɛɹz/, slot /slɑt/
इस वीडियो से अभ्यास कैसे करें
- पहले बिना बोले पूरा वीडियो एक बार सुनें और जो शब्द नहीं आते उन्हें लिख लें।
- 0.75× गति से शुरू करें, एक-एक वाक्य की शैडोइंग करें, और सहज लगने पर सामान्य गति पर लौटें।
- अपनी आवाज़ रिकॉर्ड करें और मूल से तुलना करें, ख़ासकर layer, habit, reflection जैसे शब्दों पर ध्यान दें।
शैडोइंग तकनीक क्या है?
शैडोइंग (Shadowing) एक विज्ञान-समर्थित भाषा सीखने की तकनीक है जो मूल रूप से पेशेवर दुभाषिया प्रशिक्षण के लिए विकसित की गई थी। विधि सरल लेकिन शक्तिशाली है: आप मूल अंग्रेज़ी ऑडियो सुनते हैं और तुरंत इसे ज़ोर से दोहराते हैं — जैसे वक्ता की छाया 1-2 सेकंड की देरी से। शोध से पता चलता है कि यह उच्चारण सटीकता, स्वर, लय, जुड़ी हुई ध्वनियाँ, सुनने की समझ और बोलने की प्रवाहशीलता में काफ़ी सुधार करता है।