Pratica di Shadowing: Core Knowledge (Stanford Psych 60) - Impara a parlare inglese con i 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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Vocabolario e note di pronuncia per questa lezione

Questa lezione di conversazione si basa sul video “Core Knowledge”. Le parole che ritornano più spesso: core, knowledge, object, principle, researchers. Questo video contiene 35 frasi e 982 parole da ripetere con lo shadowing. Il parlato dura 7:02. Chi parla mantiene un ritmo costante di circa 140 parole al minuto, comodo per lo shadowing. Solo il 79% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è impegnativo.

Vocaboli chiave di questo video

15 parole del video che vale la pena imparare, con pronuncia e significato:

Parola	Pronuncia	Significato
principle sostantivo	/ˈpɹɪn.sɪ.pəl/	principio
researcher sostantivo	/ˈɹiˌsɝ.t͡ʃɚ/	ricercatore, ricercatrice
compare verbo	/kəmˈpɛɚ/	paragonare
sand sostantivo	/sænd/	sabbia, rena
domain sostantivo	/ˌdəʊˈmeɪ̯n/	dominio
signature sostantivo	/ˈsɪɡ.nə.t͡ʃə/	firma
pile sostantivo	/paɪl/	mucchio, catasta
handful sostantivo	/ˈhæn(d)fʊl/	manipolo, gruppetto
argue verbo	/ˈɑɹ.ɡju/	discutere, dibattere
psychology sostantivo	/saɪˈkɑ.lə.d͡ʒi/	psicologia
mechanism sostantivo	/ˈmɛk.ə.nɪ.zəm/	meccanismo
cognitive aggettivo	/ˈkɑɡ.nɪ.tɪv/	cognitivo
curtain sostantivo	/ˈkɜɹt(ə)n/	tenda, cortina
continuity sostantivo	/ˌkɑn.tɪˈn(j)u.ə.ti/	continuità
violate verbo	/ˈvaɪəˌleɪt/	violare

I phrasal verb che sentirai

Parola	Significato
check out verbo	investigare
fall apart verbo	cadere a pezzi
figure out verbo	scoprire, rendersi conto

La grammatica di questo video

Le strutture che chi parla usa di più, con le parole esatte del video:

Struttura	Nel video
Forma passiva be + participio passato — conta ciò che accade, non chi lo fa	are born · can be applied · is called
Present perfect have/has + participio passato — un’azione passata che conta ancora adesso	have shown · have demonstrated · have also speculated

Pronuncia a cui fare attenzione

Chi parla usa 3 contrazioni e forme ridotte, come I'm, doesn't. Pronunciale nella forma breve, così come le senti.

I suoni “th”: theorist /ˈθiːəɹəst/, arithmetic /æɹɪθˈmɛtɪk/
I suoni “sh” e “zh”: conclusion /kənˈkluːʒən/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/, interaction /ˌɪn.təˈɹæk.ʃən/, consciousness /ˈkɑnʃəsnəs/, influential /ɪnflʊˈɛnʃəl/
Parole lunghe — attenzione all’accento: psychology /saɪˈkɑ.lə.d͡ʒi/, mechanism /ˈmɛk.ə.nɪ.zəm/, developmental /dɪˌvɛləpˈmɛntəl/, continuity /ˌkɑn.tɪˈn(j)u.ə.ti/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/

I suoni difficili per chi parla italiano:

/h/ — va soffiata, non è muta: handful /ˈhæn(d)fʊl/, behave /bɪˈheɪv/, hatch /hæt͡ʃ/, cohesion /kəʊˈhiː.ʒən/, personhood /ˈpɝ.sən.hʊd/
Consonante finale — senza aggiungere una vocale dopo: sand /sænd/, cognitive /ˈkɑɡ.nɪ.tɪv/, violate /ˈvaɪəˌleɪt/, chunk /t͡ʃʌŋk/, topic /ˈtɑpɪk/
/æ/ — più aperta della “e”: sand /sænd/, handful /ˈhæn(d)fʊl/, angle /ˈæŋ.ɡəl/, interaction /ˌɪn.təˈɹæk.ʃən/, interact /ɪn.təˈɹækt/

Come esercitarsi con questo video

Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
Registrati e confronta con l’originale, facendo attenzione a parole come principle, researcher, compare.

Cos'è la tecnica dello Shadowing?

Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.

Tecnica dello shadowing: leggi la guida completa passo dopo passo →

Pratica di Shadowing: Core Knowledge (Stanford Psych 60) - Impara a parlare inglese con i video

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