シャドーイング練習: Intro to Neuroscience, Overview and goals - 動画で英語スピーキングを学ぶ

練習モードを選ぶ

各モードは全画面の練習ルームで開きます。

400 文

文が短すぎたり長すぎる場合は、Editをタップして調整してください。

Let's talk about brains.

Hi, my name is Bing Breton and I'm a neuroscientist at the University of Washington in Seattle.

In this video, I'm going to introduce to you the next series of videos

that comprise a university-level course on introduction to neuroscience.

This is a course that I've taught several times at University of Washington

and so I'm going to talk to you about the topics we're going to cover as well as my expectations

and hopes for you in terms of what you'll get out of taking this course.

Now I love teaching this course.

It's one of my favorite things to do and introducing neuroscience to people who are not yet neuroscientists.

Maybe some of you will be inspired to become neuroscientists.

And the reason I love talking about it so much is

because neuroscience is such an interdisciplinary field

that I get to talk not only about biology

but about how neuroscience connects with almost everything else that you can think of.

And this includes a lot of different sciences.

We have connections to physics, to chemistry, to psychology and as well as connections to engineering applications, to health, as well as to your sense of self and philosophy

and legal ramifications of what we know about fundamentals of neurobiology.

Before we get into all of that, I wanted to talk first about my brain and your brain, because after all, this is where we all start, right?

We're using our brains to understand each other right now.

So the mammalian brain, the human brain, looks something like this.

There's a picture of it on the bottom here, and you can look at it.

And you can kind of compare it to some of the other mammalian brains

that are in the animals that are in the world around us.

And what I'm going to tell you is that mammalian brain is a lot in common with other type of mammalian brains.

But there's also some key differences as well.

In particular, the human brain weighs about one and a half kilograms.

And it has 86 billion neurons-ish.

Now, what does this actually mean?

These are just numbers here.

What does this actually mean?

So what I want you to do is take your two fists.

Make two fists and put them together.

Go ahead and do it yourself.

If you look then at your hands put together as two fists, this is going to be approximately the size of your brain Stuffed inside your skull now.

I don't know about you the first time I did it

very first time I did this I was surprised at how small it is.

Maybe I have a big head I don't really know who knows what

that means I also know that some of you are gonna have larger hands than others.

Don't take it too seriously This is only approximately how big

your brain is now We know the brain is really important for a lot of different reasons

And one of the reasons is

because even though for an adult human the brain weighs approximately

2% of your body mass at rest It occupies approximately 20% of your metabolic costs.

So about 20% of the calories You're burning at any particular moment

when you're not doing anything This is not true

If you're running a marathon is devoted to just keeping the brain alive

and functioning and ready to do the next thing

that is getting ready to do

So that's one indication of how important it is now a few more things about the brain

that I think are really interesting I like thinking about size scales and time scales.

The brain has this wrinkly bits on the outside.

We'll have a later video talking about exactly what those are and why they're there.

The short version of the story is that that's what you're looking at.

It's a very outer layer of the brain called the cortex.

It's kind of like a helmet that's on the outside.

And it's wrinkly because it's actually a two-dimensional sheet approximately.

That's quite a bit larger than what you can stuff inside your skull.

If you took it out, if you took the cortex out, shook it out and ironed it, you get a sheet that is,

well, you know, it's actually approximately the size of a towel, small hand towel like this one.

So if you kind of imagine wrinkling it up and stuffing it inside your head, I don't remember actually doing this, that's approximately how large your cortex is.

I told you the cortex is also a two-dimensional sheet, so what does that mean?

Well, it's actually remarkably thin.

I have something like a credit card, okay, so if you take any credit card and look at it, you can see how thin it is.

That's approximately two millimeters.

So the entire cortex is about that thin

and in fact the size of a regular credit card is about the size of your primary visual cortex.

Imagine taking one of these credit cards, folding it in half and then stuffing it in the back of your brain.

That is the size of your primary visual cortex.

So those are kind of cool things that I like to telling people the first time I introduce them to brains.

But anatomy is only a very small part of our understanding of neuroscience in neurobiology.

So as a neuroscientist, I happen to be a type of neuroscientist called computational neuroscientist.

And what that means is that I really like thinking about mathematical models

and different ways that we can analyze data from both brain and behavior.

And so rather than giving you a syllabus first, what I'm going to tell you first is my perspective of why I'm a neuroscientist, how it is

that I feel like this is a really interesting thing that's

going to occupy not only the rest of my career

but hopefully the careers of lots of other people in the world as well.

So from my perspective one of the coolest things about neuroscience is that the brain has multi-scale structures in space.

Now I'm going to break that down and tell you what I mean by that phrase.

What we're looking at here on the vertical axis is what's called a logarithmic accessing size

and so every tick mark is 10 times larger as we go up.

Okay so right here is a millimeter, we have We have thousands of a millimeter and then we have a meter up here.

So the reason that the brain is cool, one of the reasons the brain is cool, is because it has really cool, interesting structures that are worth studying at every single scale of description.

The smallest thing that we sometimes think about in neuroscience is the size of a synapse.

So the cells of your brain are called neurons, and neurons talk to each other at these junctions called synapses.

The human brain has 86 billion neurons.

Every neuron in your brain makes a thousand to ten thousand synapses with other neurons And

so there's a ton of these things inside your brain right

now We're only looking at one of them now despite having lots

and lots of them and you see these are really tiny structures

They're in fact extraordinarily complicated

and very very cool There's gonna be a video all about the synapse later on it is so cool

That you think about the infrastructure that goes into running

and keeping alive and functioning one of these synapses It has the complexity of a small city.

We have things like roads, we have garbage collection, we have power plants, we have recycling plants even.

This is very green here.

And that is only one synapse among all of the synapses that go into running your brain and your nervous system.

But of course that's not all because every neuron, you may have seen pictures of neurons like a couple of drawings of the ones over there.

Neurons are also cool because they They actually have non-trivial geometry.

100

They're not blobs like generic eukaryotic cells that you might have learned about when you first learned about cells in grade school.

101

They're very much not spherical.

102

And in fact, they're so not spherical that they have these beautiful dendritic

103

and arsonic arborizations that very much look like the way

104

that trees reach into the sky and their root systems reach into the ground.

105

Those are just individual neurons.

106

Neurons talk to each other and form networks of neurons that get larger and larger and larger.

107

And a lot of things that we talk about in systems neuroscience are how all of those networks are coordinated.

108

How do they work together and give rise to what we think of as thoughts and memory and our sense of identity.

109

And of course your nervous system at some point has to run the rest of your body

110

so you're not just the brain in the jar thinking by yourself.

111

You also have to run a body and so your central nervous system, your brain and your spine, innervates the rest of your body which is on the order of a meter

112

and so that includes summarizing sensations from all over your body as well as controlling the muscles and other

113

Your internal organs and running all of those different structures by the nervous impulses of your nervous system

114

So I'm going to tell you one of my favorite cocktail

115

party neuroscience facts The next time you find yourself with a fancy cocktail party you can share this with your friends

116

The brain is really cool and these neurons have really interesting shapes

117

and they're really long and thin sometimes What takes the cake is

118

that you have a neuron that is super thin

119

and very very long And it's so long that it's practically as tall as you are.

120

In particular It is a sensory neuron called the dorsal root ganglion cell

121

And there's one that's in the very last segment of your

122

spinal column kind of where your tailbone is in the very back of your spine

123

One end of this neuron innervates the tip of your toe

124

So it carries sensory information from your tippy toe big toe

125

the other end of the cell goes all the way up

126

to your brainstem to the very back of where your head meets your neck.

127

In other words, if you think about this neuron, it goes all the way from your toe to your head and it's practically as tall as you are.

128

I think that's super cool.

129

What makes it cooler is that this cell is not something that's very much unique to humans.

130

In fact, presumably all vertebrates have it.

131

So if you're a giraffe, there is a same cell, the dorsal ganglion cell, that goes from its toe all the way up to the base of its neck.

132

Try to imagine this for a whale.

133

Try to imagine this for extinct dinosaurs.

134

Now, the field of paleo neuroscience is fascinating.

135

And you can kind of imagine how difficult it would be to study.

136

But if the nervous system of these extinct dinosaurs are the same

137

that it is for all vertebrates that exist in our lives right now,

138

then presumably that this dinosaur had one of these neurons as well.

139

And so that probably takes the record for the longest cell that has likely existed in the history of life.

140

So I've now told you about how the brain has multi-straw structures in space and how that's super cool and interesting.

141

You can even spend a lifetime working at any single one of these high scales, right?

142

But there's cool stuff at every one of them.

143

But there's more because not only does the brain have multi-scale structures in space, it also has multi-scale dynamics in time.

144

Now as a computational neuroscientist, I love dynamical systems.

145

I love writing models that change in time

146

and this is one of the things

147

that I was actually drew me to neuroscience

148

and to the study of Neurobiology in the first place the fact

149

that we can write down these really beautiful equations

150

That not only describe dynamics at any single timescale

151

But actually allow us the ability to tie them together to

152

describe multi-scale dynamics in time once again Just like on the previous plot we have a

153

Logarithmic plot this time it's in time so every tick mark.

154

It's actually ten times longer on the very far end we have a millisecond, which is usually the time scale on which the smallest time scale in

155

which we systems neuroscience talk about because it is about the length of an action potential.

156

The action potential is going to be the topic of a

157

whole series of videos for the first section of this video course and you'll learn all about it.

158

The basic point is

159

that the action potential is the fundamental unit of communication for the electrically active neuron and the action potential, this characteristic shape, occupies approximately one millisecond.

160

Now of course as you go longer and longer

161

and longer there's cool things happening at every scale of description in time We have things like neuromodulation

162

and synaptic plasticity The fact that these synapses how neurons talk to each other are able to change

163

rapidly as well as slowly throughout your day throughout your week, okay?

164

And in order to produce speech in order to move my arms

165

and produce sensation and movement requires coordination of dynamics of neurons on the order of tens of milliseconds to seconds.

166

We then have things that occupy a little bit longer in time, like short-term memory and long-term memory.

167

Your brain and your nervous system, just like many other parts of your body, are prone to having cyclic variations that are circadian rhythms, seasonal rhythms, hormonal rhythms.

168

In thinking about neurogenesis, the fact that in the world of your lifetime, you actually do produce some numbers of neurons that get incorporated into your nervous systems.

169

You're not stuck with just the ones that you were born with.

170

And of course, we can talk about long-term learning and memory, both procedural memory as well as memory of things that you know, such as the fundamentals of neurobiology that you're going to be learning about.

171

A human lives on the order of decades, right?

172

And so I feel like I'm kind of the same person I was when I was 10 years old.

173

There's some continuity there.

174

But in reality, I don't share a lot of cells and proteins in common with that person.

175

And so how it is that we have these long-term memories and learn things over time, that is something that we can think about in the context of neuroscience and neurobiology as well.

176

So those are some of the reasons that I really like neuroscience.

177

And if you wanted to come on this adventure with me, I'm going to tell you about the topics that we're going to talk about.

178

All right, I'm going to start slow and talk about the fundamentals of neurophysiology of a single neuron, a single cell of the brain and nervous system.

179

Brains occupy a really cool space because it fundamentally communicates with each other by using electricity.

180

So we're going to be talking about in a series of first videos electrical properties of a neuron, how it is we generate an action potential, how the action potential propagates,

181

and how the action potential translates to communication among different neurons through different types of synopsis.

182

And so this part is going to be approximately ten videos.

183

The second part we're going to go a little bit longer in time

184

and also larger in size scales kind of moving up

185

and to the right in those axes

186

that we had before Thinking about the organization of the nervous

187

system both the central as well as perforate nervous system We're

188

going to talk about all of the different sensory systems of vision olfaction for example

189

As well as some unusual ones like your sense of time

190

and of course nothing really happens without movements We're going to

191

talk about the neuroscience of movement as well as motor control How does your motor neurons activate

192

and excite and animate your body?

193

In the third part of our itinerary is going to be a bunch of additional topics.

194

And to be frank, these are just topics that I really like and I can't help myself, so I'm going to tell you about them.

195

They're topics that usually reach a little bit farther beyond the scope of a traditional introduction to neuroscience course.

196

And there are things like neuroscience of behavior, not only human behavior, behavior but behavior of diverse animal, including vertebrate and invertebrate insect species.

197

We're going to be talking about topics like mental health

198

and addiction and how these impact our sense of self

199

and how that ties together with society and community and the legal system.

200

And then we're also going to be going towards connections between neuroscience

201

and technology by looking at things like neuroscience and artificial intelligence,

202

the history of how these fields have evolved together into doing things like the different artificial neural networks

203

that are able to generate speech and generate images that all of you have seen all over the internet.

204

also going to be talking about topics, for example, like brain-computer interfacing, how it is that we can build machines that interact with our brains both for rehabilitation,

205

augmentation, as well as other applications.

206

And each of these parts is going to be approximately 10-ish videos, and the whole thing is supposed to be a quarter-long course at the University of Washington,

207

and so it's going to be approximately 30 hours worth of videos broken up into small sections.

208

So my goals for you in this course are the following.

209

First it is university level course on introduction neuroscience and

210

so I hope that you will learn the fundamental biological principles of neuroscience.

211

I hope to give you enough intellectual scaffolding so

212

that you can hang knowledge that you learn later on onto the fundamentals of how neurons work,

213

how neural systems work and so all of the additional topics will be added on top of that fundamental

214

layer of principles of neuroscience.

215

Next, I want you to appreciate neuroscience as a living, breathing field.

216

Rather than telling you how things are, and this is just the way things work, you know, and memorizing a bunch of terms and different pathways.

217

Frankly speaking, I can't memorize them either, so I don't really want you to.

218

What I would rather you come away from the course with is an appreciation of when we discovered something in neuroscience, what was the state of the field at the time?

219

What were the leading ideas and hypotheses of how that particular thing worked?

220

What were the technologies?

221

And so what was the process of discovery of finding

222

that thing out as well as who were the very human scientists with our very human flaws who discovered those things?

223

A Corollary of that is

224

that one of my favorite things to do as a neuroscientist

225

is thinking about future technologies This is actually what I do

226

in my research life I think about not only what can we do right now

227

but what is inevitably going to be possible in the next 5, 10, 30 years?

228

And to appreciate that neuroscience is going to grow by leaps

229

and bounds over that time framing ways that perhaps none of us can really appreciate and anticipate, but we can kind of think about it and think about,

230

okay, so if we can record not only from one single neuron at a time, but hundreds of thousands of them, what will we do with all of that data, right?

231

What can we do if we don't only are able to to monitor animal behavior in a single animal, in a single lab, in a small box,

232

but we can actually see what it does out in the wild world.

233

And so, appreciating neuroscience and the process of discovery, as well as the people who are players, is one of the things that is my goal for you.

234

And hopefully that's something you'll see throughout the course in all of the topics we'll cover.

235

The third thing that I have a goal for you is to be able to connect neuroscience with health and society.

236

The brain is an organ, just like every other organ your body.

237

And so just like every other organ in your body, if this were course on the liver or the kidney, we would most certainly talk about pathologies and diseases of the liver and the kidneys.

238

So just like that, we're also going to be talking about neurological disease.

239

But unlike those other diseases, the brain is in a way that is not true of your liver, tied to my sense of self and identity.

240

And so when there are things that change with my brain, that very much changes my connection not only with myself

241

but with the way that I interact with people around me with my community

242

and my relationship with my community and with my with my local environment

243

and so thinking about the implications of

244

that is one of my goals in throughout the course

245

and I hope to especially highlight this in the context of mental illness

246

and drug addiction because throughout the the last couple of decades, our growing appreciation for the fundamental biological basis of mental illness

247

as well as drug addiction has very much changed the discourse

248

of how people relate to themselves as well as relate to their loved ones

249

and other people around them in a social as well as legal sense.

250

At the same time, I recognize that hopefully I will inspire some of you to become career research scientists in neuroscience,

251

but I recognize that that's probably not the case for the majority of you who might find yourself watching these videos.

252

And so if this is the last course on neuroscience that you take in your life, what you're about to be bombarded with for the rest of

253

your life is a bunch of news coming out claiming to be the latest and the greatest advances in neuroscience, especially neuroscience and health.

254

You're going to see articles claiming things.

255

Now some of these are going to be genuine advances, really exciting things that are inevitably going to come out in the next several decades.

256

But some of them are going to be BS.

257

BS.

258

So I want you to learn enough about the fundamental biological principles of neuroscience

259

that you can call BS when you see it for the rest of your life.

260

Okay.

261

So our first lesson starts right now.

262

You all know that you can see with your eyes, right?

263

Okay.

264

So, but your eyes, you kind of, sometimes people think of it as a camera.

265

So you can kind of, you can take a picture with your camera.

266

You can take a picture of your eyes.

267

It kind of is the same thing, right?

268

Well, You might know that it is in fact not so.

269

What you see with your eyes is not at all what it is in reality.

270

In other words, what you think you see is oftentimes not at all what is in the physical reality, because you don't actually see with your eyes, you see with your brain.

271

It is nowhere easier to demonstrate this than with visual illusions.

272

And so I, when I'm not teaching this course, I'm actually constantly on the lookout for really cool visual illusions.

273

I save them.

274

It's like, ah, I've got to show my students about this later this later.

275

So I'm going to show you a couple of my favorite ones right now, demonstrating this observation that we don't see with our eyes.

276

Our eyes are not cameras, and we see with our brains instead.

277

Okay, so the first one is a really simple one.

278

There's two yellow dots on the screen.

279

I'm going to ask you the question, which one appears larger?

280

Hopefully, what you can tell for yourself is

281

that the one on the right that's surrounded by the relatively smaller purple circles appears larger.

282

It will not surprise you because I've already told you this is a visual illusion

283

that those two circles are in fact exactly the same size.

284

Because if they're surrounded by larger circles

285

or surrounded by smaller circles there's a relative perception

286

that one of them is larger than the other one even though it is not at all what is happening in reality.

287

Your brain is lying to you but it's lying to you for a good reason.

288

The second one, this one is a kind of a recent one

289

that I saw on social media and I kind of totally broke my brain at the time.

290

I sent it to all my friends and broke their brains and were kind of mad at me.

291

One of them was actually mad at me because it made them kind of nauseous.

292

Okay, so in this grid of dots, what you're seeing is that there's two different sides of this picture.

293

So you'll see a bunch of intersecting gray lines

294

and there's black dots on the left side as well as the right side of this image.

295

What you'll see is that there's a bunch of black dots

296

that you can see on the right side of the image and they stay there, right?

297

I'm telling you, I'm just gonna tell you have to believe me now.

298

The left side has exactly the same number of black dots as the right side.

299

But when you look at them

300

and you look away they disappear it is almost impossible for me Hopefully this works on your screen even

301

if it's a small phone screen you can see that the black dots

302

Disappear when I look at it so I'm looking right now.

303

I'm looking at up here I can see a couple of

304

black dots the ones down here have gone away once I look down I can kind of see the ones down here.

305

I can't see the ones up there anymore more.

306

Right?

307

It makes absolutely no sense how it is that these dots just disappear on you, but they don't disappear on the right-hand side.

308

If you don't believe me, I'm going to zoom in.

309

On the right-hand side, here's the gray grid with the black dots, and over here is the same gray grid with the black dots.

310

As you'll see, the only difference here is

311

that the black dots on the left side of the screen are at the intersections of those gray grids, and on the right-hand side of the screen, they are not.

312

And so that's kind of a clue kind of a clue of why it is

313

that one side the dots disappear and you can't even see them if you look away a little bit.

314

On the right hand side they stay put and you can kind of see how many there are in this grid.

315

Now visual illusions are cool for two reasons.

316

One is that humans are extraordinarily visual creatures and so demonstrating

317

that you see with your brain

318

and not with your eyes is really easy to do

319

and kind of fun and charming to do when you do it with visual illusions.

320

But of course these illusions are not, there's nothing intrinsically visual about the fact

321

that you can hack your brain by tricking it to think that something is there that it's not.

322

And so if we were in a haptic universe, I can show you the following illusion, but right now you just have to take my word for it

323

that there's these illusions that exist in other sensory modalities besides visual ones.

324

So here's one example of what's called a somatosensory or tactile illusion.

325

So it works the following way.

326

If you take your arm, okay, you take your forearm region, And what you can do is take something like a little robot arm

327

or something and then tap in rapid succession one spot tap tap tap tap tap

328

And then I'm gonna do the same thing by tapping at a second spot tap tap tap tap tap tap tap.

329

Okay, that's it I'm gonna tap one place location a and a different place location B

330

Now the percept the perception of what's happening here is not a series of taps at a

331

and a series of taps at B the percept is going to be a series of taps

332

that walk from location a

333

to location B in rapid succession as If there were a small rabbit

334

that is running on your arm

335

That is why this is called a cutaneous rabbit illusion now this illusion is pretty robust

336

But it does vary depending on exactly what locations you tap

337

for example This works on a patch of skin like your forearm

338

But it does not work on your fingertips

339

because you actually have a ton of touch receptors on your on your fingertips You can actually resolve

340

that there's two locations that are being tapped Okay, probably works on your calf and your leg too.

341

And you have to be able to tap at the right frequency

342

and with the right latency between location A and location B.

343

Otherwise, your cutaneous rabbit illusion breaks.

344

So, that's the illusion.

345

There's tons and tons more of them.

346

I can talk about this forever and I'd be tempted to, but we're not going to right now because this is just lesson A.

347

And I hope I convinced you with a couple of examples that we don't in fact see with our eyes, we see with our brains.

348

And our brains are built in such a way to represent information from the external world, not to just represent them.

349

I am not a camera.

350

I'm not interested in the reality, what I'm actually seeing right now.

351

I'm interested in looking at the aspects of the visual scene and the sensory, tactile, physical scene, the auditory scene, all of these different scenes in such a way that's relevant for me as a person

352

and as a living thing to survive in the world.

353

Okay, that's why we see with our brains and not with our eyes.

354

So to go on this adventure with me, like I said, this is a university level course.

355

And so I will assume some basic familiarity with a couple of topics.

356

Now, if these are things that you are totally familiar with, that's awesome.

357

If you're not familiar with every single one of these topics, it's actually totally okay.

358

You can come with me anyway.

359

And if it inspires you to go back and review some of these topics, that's something that you can very much do in the middle of the series of videos of videos.

360

And so because neuroscience is such an interdisciplinary field, we're going to be drawing a little bit of concepts from a lot of different fields.

361

And so here's a list of the things that I will assume that you have heard of and have some familiarity with.

362

Okay.

363

In the realm of biology, I will assume that you know about the parts of an animal cell, that eukaryotic cell, that it has a nucleus where the genome,

364

the DNA lives, that is surrounded by a lipid membrane

365

that is hydrophobic and separates the internal environment of the cell from the external environment in the cell.

366

I will assume that you have heard about the fact

367

that there are proteins in these cells that are expressed from the genome

368

and that these proteins are molecular machines that do all the work, the really cool work that we do in all of these animal cells

369

because after all in order to understand the neuron we have to understand neurons as a cell, as a cell of your body just like every other cell.

370

Because I already talked about how neurons are electrical cells

371

We're going to be drawing on a little bit of basic terminology and concepts from electricity and magnetism from physics.

372

So relatively basic things like what is a current?

373

What is a conductance?

374

What is Ohm's law?

375

Things of that nature.

376

The mathematical prereqs are not too rigorous.

377

I don't expect you to actually know calculus or differential equations, but I am going to use some notations from calculus and differential equations.

378

So for example, if you see something like the following dx dt equals f of x, you should probably have heard of of this concept at some

379

point where dx dt means a derivative of x with respect to t

380

and Oftentimes I'm going to be using t as a proxy for time.

381

So this is a time derivative of x.

382

Okay?

383

I don't expect you to be able to solve these equations

384

But I will be using this as a representation of ideas to connect them with electricity

385

and magnetism as well as to proteins as molecular machines

386

and of course the basic communication of neurons involves not only electricity but also organic molecules.

387

So I'll be assuming some basic knowledge of chemistry and organic molecules.

388

So for example, there's ions like sodium and potassium are ions.

389

They're electrically charged and aqueously soluble.

390

And there's going to be a lot of organic molecules

391

that are going to be important players in many of the things that neurons are going to do.

392

Okay, so here's the itinerary.

393

If you choose to go on this adventure with me, I hope to see you for the next series of videos.

394

I'm really excited to get started.

395

I hope to see you and

396

Because I'm a professor and I'm a pedantic neuroscientist I will have to say

397

that I hope to see you is something that people say on YouTube But I fully recognize that you might see me, but I'm not actually gonna see you

398

But I am excited to make the next series of videos

399

and I hope that you find them as interesting as I have found the exercise of teaching them.

400

Thanks

アプリをダウンロード

流暢に話すために必要なすべて

AI発音採点文ごとに採点

IPA練習すべての音をマスター

単語学習自分の単語帳を作る

単語ゲーム遊びながら覚える

QRをスキャン

Download on theApp Store Get it onGoogle Play

📺 同じチャンネル

Introduction to Diminsionality Reduction (a.k.a. Manifold Learning)

Business EnglishUniversity StudentsWorking Adults

✨ おすすめ動画

386 文

The Neuroscience of Love and Attachment: Oxytocin, Vasopressin, and Dopamine's Role in Bonding

Daily ConversationUniversity StudentsWorking Adults

85 文

We Can Now Simulate a Human Brain, Scientists Show

Daily ConversationUniversity StudentsWorking Adults

この動画のスピーキング目標

この動画は、英語スピーキング練習において「説明的なスピーチの流れを自然に話す」という目標に特化しています。神経科学の基礎知識を伝えながら、具体的な例（脳の大きさを拳で説明するなど）を交えて話す様子から、shadow speech（シャドーイング）で学べるのは、「複雑な内容を分かりやすく伝えるための語彙選び」と「リズムの変化」です。日常会話だけでなく、プレゼンテーションや説明的な話し方を磨きたい人に最適です。

フレーズバンク：使い回せる表現

"Let's talk about..."（...について話しましょう）- 話題を始める時の定番フレーズ
"the short version of the story is that..."（簡単に言うと...）- 長い説明を要約する時に便利
"what I want you to do is..."（皆さんにやってほしいのは...）- 指示や提案をする時の自然な言い方
"that's approximately..."（それはおよそ...です）- 正確な数字ではなく概算を伝える時
"one of the reasons is because..."（その理由の一つは...です）- 理由を説明する時の構文

弱みを直そう：発音とリズムのポイント

この動画のshadowing siteでの練習で、特に改善できるのは「長い文のリズム」と「強勢の置き方」です。話者は科学的な用語（例：neuroscientist, cortex）を使いながらも、自然なスピードで話しています。英語シャドーイングをする際は、"approximately"や"metabolic costs"などの長い単語の発音を追い、「息継ぎのタイミング」を覚えましょう。また、"the brain is cool because..."のような因果関係の文では、"because"の前に少しポーズを入れることで、リズムが自然になります。shadow speechの練習を繰り返すことで、これらのポイントが自然に身につき、英語スピーキング練習の成果が実感できるでしょう。

さらに、"shook it out and ironed it"のような比喩的な表現のリズムも重要です。これらのフレーズをshadowspeakで練習することで、日常会話だけでなく、面白みのある話し方も身につけられます。

この動画の文法

話し手がよく使っている文型を、動画の実際の表現とともに紹介します。

文型	動画での表現
現在完了形 have/has + 過去分詞 — 過去の出来事が今も関係している	I've taught · I've now told · have evolved
受動態 be + 過去分詞 — 誰がするかより、何が起きるかに焦点を当てる	will be inspired · is devoted · are called
関係詞節 who / which + 節 — 人や物について情報を加える	people who are · body which is · millisecond, which is

シャドーイングとは？英語上達に効果的な理由

シャドーイング（Shadowing）は、もともとプロの通訳者養成プログラムで開発された言語学習法で、多言語習得者として知られるDr. Alexander Arguelles によって広く普及されました。方法はシンプルですが非常に効果的：ネイティブスピーカーの英語を聞きながら、1〜2秒の遅延で声に出してすぐに繰り返す——まるで「影（shadow）」のように話者を追いかけます。文法ドリルや受動的なリスニングと異なり、シャドーイングは脳と口の筋肉が同時にリアルタイムで英語を処理・再現することを強制します。研究により、発音精度、抑揚、リズム、連音、リスニング力、そして会話の流暢さが大幅に向上することが確認されています。IELTSスピーキング対策や自然な英語コミュニケーションを目指す方に特におすすめです。

シャドーイングのやり方: ステップ別の完全ガイドを読む →

シャドーイング練習: Intro to Neuroscience, Overview and goals - 動画で英語スピーキングを学ぶ

練習モードを選ぶ

アプリをダウンロード

Introduction to Diminsionality Reduction (a.k.a. Manifold Learning)

All of Human Psychology Explained in 20 Minutes

Introduction to Hematology

Embryology of the Nervous System

MRI Brain Sequences - radiology video tutorial

What is Engineering?: Crash Course Engineering #1

The Insane Biology of: The Octopus

Welcome to the Huberman Lab Podcast

How Did Humans Learn to Talk?

The Neuroscience of Learning

The Neuroscience of Love and Attachment: Oxytocin, Vasopressin, and Dopamine's Role in Bonding

We Can Now Simulate a Human Brain, Scientists Show

この動画のスピーキング目標

フレーズバンク：使い回せる表現

弱みを直そう：発音とリズムのポイント

この動画の文法

シャドーイングとは？英語上達に効果的な理由