쉐도잉 연습: Core Knowledge (Stanford Psych 60) - 영상으로 영어 말하기 배우기
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Hi, my name is Kara Wiseman.
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I'm a PhD student in developmental psychology at Stanford.
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I study social cognitive development, focusing on how young children and adults think about concepts like consciousness, sentience, and personhood.
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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.
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Some researchers think that infants mostly rely on all -purpose mechanisms for learning about the world.
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These mechanisms are domain general, meaning that they can be applied to everything from learning about the physical world,
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to understanding numbers, to figuring out social relationships.
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Other researchers think that infants are born with more domain -specific ways of making sense of their experiences.
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They think that infants are born with a handful of distinct cognitive systems for reasoning about different parts of the world.
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This perspective is called the theory of core knowledge.
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On this theory, the human mind contains a few, maybe five or six, core knowledge systems,
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and each one is responsible for dealing with just a small chunk of the world.
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Here's one well -studied example of a core knowledge system, the core object system.
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The core object system supports reasoning about objects, like rocks or strawberries or basketballs, and the laws of physics that govern them.
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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.
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In the core object system, one of these key principles is the principle of cohesion.
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Objects should hold together across time and space, rather than disintegrating.
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Objects should also obey the principle of continuity, that is, they should move along continuous paths through time and space,
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rather than appearing and disappearing at random.
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Finally, there's the principle of contact.
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Objects should only start to move when something else touches them, and not without being touched.
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The reason these three key principles, cohesion, continuity, and contact,
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are said to characterize the core object system is
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because studies have shown that infants expect objects to behave according to these principles and are surprised when objects violate them.
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Another important part of the core object system and other core knowledge systems is that it is characterized by signature limits,
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situations in which the system falls apart.
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Studies with both young infants and adults have demonstrated
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that the core object system can keep track of about three to four of these objects at a time, but not more.
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And it doesn't do well with things like piles of sand, liquids, or other substances, which violate the key principle of cohesion.
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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,
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and then have somehow turned into two separate piles of sand when the curtain is raised.
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So far, research indicates that there are about five or six of these core knowledge systems,
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each of which has its own set of key principles and signature limits.
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The core object system is one of the best studied, but there is also extensive research on a core number system,
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supporting reasoning about quantity and keeping track of how many things there are in some context.
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A core agent system, supporting reasoning about creatures that act autonomously to pursue their goals,
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a core place system, supporting navigation around an environment, and a core system for shape or form, supporting representation of the shapes of objects.
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Recently, some researchers have also speculated about a core knowledge system for social partners, supporting reasoning about social interactions and relationships.
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This is still an active area of research.
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Core knowledge theorists argue that these core systems are innate, present at birth rather than learned over time,
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and that the systems are shared across many species, rather than being unique to humans.
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Researchers have converged on these conclusions from a few different angles.
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Many researchers conduct studies with humans of different ages, including research with newborn infants, with older infants as they gain more experience and skills,
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with toddlers as they become fluent speakers of their language.
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with school children, as they are explicitly instructed in arithmetic, geometry, manners, and other subjects, and with adults.
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Another research approach has been to compare performance across species, including not only humans, but also non -human primates,
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newly hatched chicks, zebrafish, and even ants.
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Finally, researchers sometimes compare performance across different cultural contexts that vary in the languages people use, the everyday environments that people experience,
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and the values and beliefs that people hold.
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For example, lots of research has compared people living in highly industrialized urban centers like
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San Francisco or Beijing to people living in isolated indigenous communities in rural Papua New Guinea or the Amazonian rainforest.
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Across many of these studies, participants of different ages, species,
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and cultural contexts have all shown similar sensitivities to the key principles and signature limits of each of the core knowledge systems,
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leading some researchers to argue that these systems are likely to be innate and species general.
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Other researchers disagree.
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It's important to note that the theory of core knowledge does not claim to explain all of human cognition.
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Core knowledge theorists would not claim
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that there are an infinite number of core knowledge systems for all the different chunks of the world
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we might reason about or interact with, or that there are core knowledge systems for things like computers or astrophysics,
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which have no plausible role in evolutionary history.
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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,
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combine to help us reason about more and more complex concepts like computers, astrophysics, and minds.
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For more on the topic of core knowledge, check out these papers.
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Thank you.
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이 레슨의 어휘와 말하기 포인트
이 말하기 레슨은 영상 “Core Knowledge”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: core, knowledge, object, principle, researchers. 이 영상에는 섀도잉할 문장 35개와 단어 982개가 있습니다. 말하는 구간의 길이는 7:02입니다. 화자는 분당 약 140단어의 일정한 속도로 말해서 섀도잉하기에 편한 속도입니다. 영어에서 가장 많이 쓰이는 3,000단어에 속하는 단어가 79%뿐이라 어휘가 어려운 편입니다.
이 영상의 핵심 어휘
영상에 나오는 익혀 둘 만한 단어 15개를 발음, 뜻과 함께 정리했습니다.
| 단어 | 발음 | 뜻 |
|---|---|---|
| principle 명사 | /ˈpɹɪn.sɪ.pəl/ | 원리, 원칙 |
| researcher 명사 | /ˈɹiˌsɝ.t͡ʃɚ/ | 연구원, 연구자 |
| compare 동사 | /kəmˈpɛɚ/ | 비교하다, 비유하다 |
| sand 명사 | /sænd/ | 모래 |
| signature 명사 | /ˈsɪɡ.nə.t͡ʃə/ | 서명, 사인 |
| pile 명사 | /paɪl/ | 무더기 |
| argue 동사 | /ˈɑɹ.ɡju/ | 논하다, 의논하다 |
| psychology 명사 | /saɪˈkɑ.lə.d͡ʒi/ | 심리학 |
| mechanism 명사 | /ˈmɛk.ə.nɪ.zəm/ | 기구, 메커니즘 |
| curtain 명사 | /ˈkɜɹt(ə)n/ | 커튼 |
| violate 동사 | /ˈvaɪəˌleɪt/ | 침해하다 |
| chunk 명사 | /t͡ʃʌŋk/ | 조각 |
| topic 명사 | /ˈtɑpɪk/ | 화제, 주제 |
| belief 명사 | /bɪˈliːf/ | 믿음 |
| skill 명사 | /skɪl/ | 기술, 스킬 |
이 영상의 문법
화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.
| 문형 | 영상 속 표현 |
|---|---|
| 수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점 | are born · can be applied · is called |
| 현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때 | have shown · have demonstrated · have also speculated |
주의할 발음
화자는 I'm, doesn't 같은 축약형과 약화된 형태를 3번 사용합니다. 들리는 대로 짧게 발음하세요.
- “th” 소리: theorist /ˈθiːəɹəst/, arithmetic /æɹɪθˈmɛtɪk/
- “sh”와 “zh” 소리: conclusion /kənˈkluːʒən/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/, interaction /ˌɪn.təˈɹæk.ʃən/, consciousness /ˈkɑnʃəsnəs/, influential /ɪnflʊˈɛnʃəl/
- 긴 단어 — 강세 위치에 주의: psychology /saɪˈkɑ.lə.d͡ʒi/, mechanism /ˈmɛk.ə.nɪ.zəm/, developmental /dɪˌvɛləpˈmɛntəl/, continuity /ˌkɑn.tɪˈn(j)u.ə.ti/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/
한국어 화자가 어려워하는 소리:
- /f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: handful /ˈhæn(d)fʊl/, belief /bɪˈliːf/, physics /ˈfɪz.ɪks/, fundamental /ˌfʌn.dəˈmɛn.təl/, infinite /ˈɪnfɪnɪt/
- /v/ — ㅂ(/b/)과 구별하기: cognitive /ˈkɑɡ.nɪ.tɪv/, developmental /dɪˌvɛləpˈmɛntəl/, violate /ˈvaɪəˌleɪt/, everyday /ˈɛvɹiˌdeɪ/, vary /ˈvɛəɹi/
- /z/ — ㅈ이 아니라 성대를 울리는 /s/: mechanism /ˈmɛk.ə.nɪ.zəm/, physics /ˈfɪz.ɪks/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/, plausible /ˈplɑ.zɪ.bəl/, characterize /ˈkɛɹəktəɹaɪz/
이 영상으로 연습하는 방법
- 먼저 말하지 않고 영상을 끝까지 듣고 모르는 단어를 적어 둡니다.
- 보통 속도로 한 문장씩 섀도잉하고, 화자의 리듬과 맞을 때까지 반복합니다.
- 자신의 목소리를 녹음해 원본과 비교하고, principle, researcher, compare 같은 단어에 특히 주의합니다.
쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법
쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.