Prática de Shadowing: 1. Introduction - Aprenda a falar inglês com vídeo
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Dr. Paul Bloom I'd like to welcome people to Introduction to Psychology.
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My name is Dr. Paul Bloom and I'm a professor for this course.
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If you haven't yet picked up a syllabus from the front of the class, please raise your hand.
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Are we out?
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Are we at a syllabi?
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Oh, please raise your hand and one of the teaching fellows will bring it to you if you don't yet have a syllabus.
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The syllabus is also available on this website.
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This website will become important to you should you choose to take this class.
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It will include the syllabus, course, which will occasionally be revised well in advance.
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Also, all of the class material will be on this site, including copies of the slides I'm presenting, including these slides right now,
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practice exams, and any details on the written assignments.
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So, you'll need to use this website regularly to keep in touch with the course.
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Today will be a short class.
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What I just want to do today is orient you, tell you what this course is about.
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I know this is shopping period
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and I want to give you a good sense of what you'd be in for if you took this course.
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I want to go over the style of the classes, the evaluation, the readings, and so on,
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and then give some examples of some of the specific topics that we'll be covering.
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But before I get started, I have to point out something a little bit unusual about this this class.
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We are being filmed.
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This course is one of seven courses chosen to begin the Yale University Open Educational Resources video lecture project.
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And what this means is that
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when the year is over these videos will be available on
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the internet free for anybody who wants to see them and ideally will be accessed by people across many different countries,
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universities, some who would not normally have access to a university education.
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I see this as a good and honorable use of Yale's resources
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and of course it's also part of Yale's plan for world domination. So, because of this,
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a Yale University production team from the Center of Media Initiatives is going to be taping all the class lectures
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and they're up there.
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The idea is that this should be as unobtrusive as possible.
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And the classroom experience should essentially be the same as if they're not there.
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So, it's their intention to tape the lectures, to tape me and sometimes the slides,
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but not tape your faces or voices so we're not having you sign release forms.
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Two things.
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One thing is personally I have to remind myself not to use profanity
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because children may be watching so I'll try not to do that.
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There's also another
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Another complexity, if you are in the front row
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or the second row or the third row it is possible that some part of your head,
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your back, or even your face might end up on film.
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If you are in the witness protection program or you're some sort of fugitive, you probably don't want to sit in the front row.
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I'll give them… If people want to unobtrusively kind of slide back, that's fine as I'm talking.
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Okay, we're ready.
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So, I'd like to welcome people to this course, Introduction to Psychology.
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My name is Dr. Paul Bloom.
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I'm professor of this course.
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And what this is going to be is a comprehensive introduction to the study of the human mind.
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So, we're going to cover a very, very wide range of topics, including brains, children, sex, memory,
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madness, disgust, racism, and love, and many others.
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We're going to talk about things like the proper explanation for differences between men and women, the question of whether animals can learn language,
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the puzzle of what grosses us out, the problem of why some of us eat too much and what we could do to stop,
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the question of why people go crazy in groups, research into whether you can
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You can trust your childhood memories.
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Research into why some of us get depressed and others don't.
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The style of this is there will be two lectures a week as well as course readings.
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Now, to do well in the course, you have to attend both the lectures and do the readings.
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There will be some overlap.
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In some cases the lectures will be quite linked to the readings
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but there will be some parts of the readings that will not find their way into the lectures and some lectures,
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some entire lectures that will not connect at all to the readings.
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So, to pursue this course properly you have to do both.
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What this means is that if you miss a class you need to get notes
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and so you should get them from a friend or from the person sitting next to you.
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The slides are going to be made available online.
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So, one of the things you don't have to do is you don't have to write this down.
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You take notes any way you choose but if you don't get anything on there it'll be available online.
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I'm going to post it in a format which will be black
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and white and easy to print out so you don't have to worry about this.
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But again, attending to the slides is not a substitute for attending class.
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There's a textbook, book, Peter Gray's Psychology, 5th edition, and there's also a collection of short readings,
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The Norton Reader, edited by Gary Marcus.
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It's an excellent textbook.
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It's an excellent collection and you should get them both.
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They're available at Labyrinth Bookstore on York Street or you can get them online.
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I should note that last time I taught the course I used the Marcus Reader
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and when Professor Marvin Chun taught his course last semester he used
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Peter Gray's fifth edition textbook.
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So there may be a lot of used copies floating around.
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You should feel free to try to get one of those.
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The evaluation goes like this.
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There is a midterm and there is a final.
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The final will not be held in the exam period because I like to take long vacations.
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It will be held the last day of class.
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The exams will be multiple choice and short answer, fill in the blank, that sort of thing
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and prior to the exams I will post previous exams online
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so you have a feeling for how these exams work and so on.
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There will also be review sessions.
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Starting at the beginning of the third week of class, that is not next week but the week after,
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on each Monday I'm going to put up a brief question or set of questions which you have to answer.
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And your answers need to be sent to your teaching fellow and and you'll be given a teaching fellow, assigned one, by Friday.
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This is not meant to be difficult.
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It's not meant to be more than five, ten minutes of work.
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But the point of the question, fifteen, twenty minutes of work,
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but the point of the question is to motivate people to keep up with the material and do the readings.
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These questions will be marked pass, fail.
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I expect most everybody to pass all of the questions.
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But it's just to keep you on track and keep you going.
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There's a book review, a short book review to be written towards near the end of the class.
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I'll give details about that later on in the semester.
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And there's also an experimental participation requirement.
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And next week I'll hand out a piece of paper describing the requirement.
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The point of the requirement is to give you all experience
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actually seeing what psychological research is about as well as to give us hundreds of subjects to do our experiments on.
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The issue sometimes comes up as to how to do well in the course.
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Here's how to do well.
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Attend all the classes, keep up with the readings, ideally keep up with the readings before you come to class.
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And one thing I would strongly suggest is to form some sort of study groups, either formally or informally.
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Have people you could talk to do when prior to the exams she's patting somebody next to her.
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I hope you know him.
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And in fact what I want to do, not this class because it's shopping period, I don't know who's coming next class or what,
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but I'll set up a few minutes prior at the beginning
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class for people just to introduce themselves to the person next to them
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so they have some sort of resource in the class.
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class.
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Now, this is a large class and if you don't do anything about it, it can be very anonymous.
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And some of you may choose to pursue it that way and that's totally fine.
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But what I would suggest you do is establish some contact with us,
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either with me or with any of the teaching fellows and I'll introduce the teaching fellows sometime next week.
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You could talk to us at the beginning or the end of class.
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Unless there are special circumstances I always try to come at least ten minutes early
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and I'm willing to stay late to talk to people.
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You could come by during my office hours which are on the syllabus
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and you could send me an email and set up an appointment.
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I'm very willing to talk to students about intellectual ideas, about course problems, and so on.
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And if you see me at some point just on campus, you could introduce yourself.
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I'd like to meet people from this class.
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So, again, I want to stress.
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You have the option of staying anonymous in this class,
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but you also have the option of seeking out and making some sort of contact with us.
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Okay.
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That's the formal stuff of the course.
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What's this course about?
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Unlike a lot of other courses, some people come to intro psychology with some unusual motivations.
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Maybe you're crazy and hope to become less crazy.
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Maybe you want to learn how to you want to study better, improve your sex life, interpret your dreams, and win friends and influence people.
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Those are not necessarily bad reasons to take this course.
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And with the exception of the sex part, this course might actually help you out with some of these things.
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The study of scientific psychology has a lot of insights of real world relevance to real problems
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that we face in our everyday lives.
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And I want to try, and when these issues come up, I'm going to try to stress them
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and make you try to think about the extent to
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which the laboratory research I'll be talking about can affect your everyday life, how you study, how you interact with people,
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how you might try to persuade somebody of something else, what sort of therapy works best for you.
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But the general goals of this course are actually, I think, even more interesting than that.
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What I want to do is provide a state of the art, our introduction to the most important topic that there is,
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us, how the human mind works, how we think, what makes us what we are.
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And we'll be approaching this from a range of directions.
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So, traditionally psychology is often broken up into the following, into five sub -areas.
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Neuroscience, which is the study of the mind by looking at the brain.
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Developmental, which is the area which I focus mostly on, which is trying to learn about how people develop and grow and learn.
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Cognitive, which is the one term of the five that might be unfamiliar to some of you,
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but it refers to a sort of computational approach to studying the mind,
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often viewing the mind on analogy with a computer and looking at how people do things like understand language,
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recognize objects, play games, and so on.
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There is social, which is the study of how people act in groups, how people act with other people.
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And there is clinical, which is maybe the aspect of psychology that people think of immediately when they hear psychology,
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which is the study of mental health and mental illness.
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And we'll be covering all of those areas.
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We'll also be covering a set of related areas.
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I am convinced that you cannot study the mind solely by looking at the discipline of psychology.
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The discipline of psychology theology spills over to issues of how the mind has evolved.
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Economics and game theory are now an essential tools for understanding human thought and human behavior.
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There's issues connecting to philosophy, computer science, anthropology, literature, theology, and many, many other domains.
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So this course will be wide ranging in that sense.
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At this point I've been speaking and generalities.
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So, I want to close this introductory class by giving five examples of the sorts of topics we'll be covering.
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And I'll start off the topic that we'll be covering next week, on Monday.
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The brain.
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This is a brain.
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In fact, it's a specific person's brain.
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And what's interesting about the brain is that little white the right mark there.
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It's her brain.
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It's Terri Schiavo's brain.
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You recognize her more from pictures like that.
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And what a case like this, where somebody is in a coma, is without consciousness, as a result of damage to the brain,
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is a stark illustration of the physical nature of mental life, the physical basis for everything that we normally hold dear,
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like free will, mental, consciousness, morality, and emotions.
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And that's what we'll begin the course with, talking about how a physical thing can give rise to mental life.
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We'll talk a lot about children.
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This is actually a specific child.
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It's my son, Zachary, my younger son, dressed up as Spider -Man, but it is Halloween.
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No, it's not Halloween.
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Oh.
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So, well, there's more to say about that.
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I study child development for a living.
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And I'm interested in several questions.
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So one question is just a question of development.
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Everybody in this room can speak and understand English.
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Everybody in this room has some understanding of how the world works, how physical things behave.
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Everybody in this room has some understanding of other people and how people behave.
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And the question that preoccupies developmental psychologists is how do we come to have this knowledge?
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And in particular, how much of it is hardwired, built in, innate, and how much of it is a product of culture,
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of language, of schooling?
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And developmental psychologists use many ingenious methods to try to pull these apart
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and try to figure out what are the They are basic components of human nature.
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There's also the question of continuity.
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To what extent is Zachary at that age going to be that way forever?
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To what extent is your fate sealed?
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To what extent could, if I were to meet you when you were five years old, I could describe the way you are now?
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Now, the poet William Wordsworth wrote,
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the child is father to the man and what this means is
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that you can see within every child the adult he or she will become.
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We will look and ask the question whether this is true.
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Is it true for your personality?
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Is it true for your interest?
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Is it true for your their intelligence.
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Another question having to do with development is what makes us the way we are.
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We're different in a lot of ways.
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The people in this room differ according to their taste in food, they differ according to their IQs, whether they're aggressive or shy,
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whether they're attracted to males, females, both or neither, whether they're good at music,
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whether they're politically liberal or conservative.
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Why are we different?
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What's the explanation for why we're different?
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And again, this could be translated in terms of a question of genes and environment.
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To what extent are things the result of the genes we possess?
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To what extent are individual natures the result of how we were raised?
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And to what extent are they best explained in terms of an interaction?
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One common theory, for instance, is that we are shaped by our parents.
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This was best summarized most famously by the British poet Philip Larkin who wrote,
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they mess you up, your mom and dad.
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They may not mean to but they do.
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They fill you with the faults they had and add some extra just for you. Is he right?
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It's very controversial.
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It's been a series of, a huge controversy in a popular culture to the extent to which
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parents matter and this is an issue which will preoccupy us for much of the course.
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A different question.
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What makes somebody attractive?
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And this can be asked at all sorts of levels but a simple level is what makes for a pretty
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So these are, according to ratings, very attractive faces.
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They are not the faces of real people.
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What's on the screen are computer -generated faces of a Caucasian male
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and a Caucasian female who don't exist in the real world.
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But through using this sort of computer generation and then asking people what they think of this face, what they think of that face,
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scientists have come to some sense as to what really makes a face attractive both within cultures and across cultures.
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And that's something which we're going to devote some time to when we talk about social behavior and, in particular, when we talk about sex.
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Not all attractiveness, not all beauty, of course, is linked to sex.
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So, pandas, for instance, like this panda, are notoriously cute and I don't have anything to say about it really, it's just a cute picture.
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Morality is extremely central to our lives and a deep question which we will struggle with throughout most of the course
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is the question of good and evil, evil and good.
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These three pictures exemplify different sorts of evil,
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what you call institutional evil by somebody behaving cruelly towards somebody else,
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perhaps not due to malice but because of the situation that she's in.
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It has a picture of Osama bin
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Laden, a mass murderer driven by political cause.
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And then there's this guy on the bottom.
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Anybody know who he is?
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Ted Bundy.
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Ted Bundy.
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Who got that?
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Film that man.
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No, Ted Bundy, exactly.
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And that's like, before we get into the technicals, that's like crazy evil.
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And we're going to have to come to terms with why some people are like that.
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And again, the same situation comes up.
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Is it part of your nature to be good or bad
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or is it largely due to the situation that you've fallen?
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and there's a lot of some quite spectacular experiments that try to tease that apart.
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If we're going to talk about evil, we should also talk about good.
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This is, these are pictures of two notoriously good men, Oskar Schindler and Paul Rusesabudgenia,
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each who at different times in history saved the lives of many, many, many people at great risk to themselves.
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Schindler in the Holocaust and then the other guy in,
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because I can't pronounce his name, Rusesavagenia in Rwanda.
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And they both had real good movies made about them.
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And so, but what's interesting about these cases is you couldn't have predicted ahead of time that they would be heroes disorders.
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And one personal issue within any of us is what would we do in such situations.
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Finally, throughout this course we will discuss mental illness.
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Now, towards the end of the class I want to devote a full week to discussing major disorders like depression
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and anxiety because of their profound social importance disorders.
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Such disorders are reasonably common in college students.
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Many people in this room are currently suffering from a mood disorder, an anxiety disorder, or both.
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And I won't ask for a show of hands,
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but I know a lot of people in this room are on some form of medication for this disorder.
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And we'll discuss the current research in why people get these disorders and what's the best way to make them better.
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But I also have a weakness for the less common mental disorders
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that I think tell us something really interesting about mental life.
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So when we talk about memory, for instance, we'll talk about disorders in memory, including some disorders that keep you from forming new memories,
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as well as disorders of amnesia, where you forget the past.
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And these are extraordinarily
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It's primarily interesting for all sorts of reasons.
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Early in the course, in fact I think next week, we will discuss, no, later on in the course, in the middle of the semester,
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we will discuss the amazing case of Phineas Gage.
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Phineas Gage was a construction worker about a hundred years ago.
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Due to an explosion, a metal pipe went through his head like so.
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Miraculously, he was not
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In fact, his friends, it went through his head when it ended up a hundred feet away, covered with brains and blood.
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And Phineas Gage sat down and went, oh.
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And then on the way to the hospital they stopped by a pub, have some cider.
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He was not blind, he was not deaf, he was not retarded, but something else happened to him.
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He lost his sense of right and wrong.
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He lost his control.
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He used to be a hard -working family man.
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After the accident, he lost all of that.
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He couldn't hold a job, he couldn't stay faithful to his wife, he couldn't speak for five minutes without cursing,
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he got into fights, he got into brawls, he got drunk.
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He lost his control.
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He ended up on a circus sideshow traveling through the country with the big steel pipe that went through his head.
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And this is, again, an extraordinary example of how the brain can give rise to the mind
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and how things that go wrong with the brain can affect you in a serious way.
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We'll discuss cases of multiple personality disorder where people have more than one personality
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and also discuss the There's a debate over whether such cases are true or not, whether they could be taken as a real phenomena
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or a made up phenomena which is there's a matter of a lot of controversy.
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And then we'll even discuss some rarer cases like Capgras syndrome.
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Capgras syndrome is typically is There's hundreds of cases, not many, hundreds of cases.
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It's typically the result of some sort of stroke.
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And what happens to you is very specific.
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You develop a particular delusion, like it's getting dark.
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And the delusion is that the people you love the most have been replaced.
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They've been replaced by aliens or for robots, thank you, by Martians, by CIA agents,
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by trained actors and actresses,
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but the people, but the idea is the people you care for the most you believe are gone.
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And this could lead to tragic consequences.
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Capgras Syndrome is associated with a very high level of violence.
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One man in Australia a couple of years ago was under the the delusion
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that his father was replaced with a robot and cut off his head.
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A related disorder involving the very same parts of the brain is called Cotard's Syndrome.
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And Cotard's Syndrome is you believe that you're dead.
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You believe that you're dead.
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You are persuaded that you're dead.
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You're walking around.
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You know you're walking around.
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You know that there are people around.
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But you think that you're dead.
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And what's striking about these is it's not, these are not just sort of big screwy problems of messed up people.
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Rather, they're located, they're related at a pinpoint level to certain parts of your brain.
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And we're going to talk about the best modern theories as to why these syndromes occur.
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Now, the reason to be interested in them, again, is not because they're frequent.
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They aren't.
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And it's not because of some some sort of gruesome, morbid curiosity.
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Rather, by looking at extreme cases they can help us best understand normal life.
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Often by looking at extremes it throws into sharp contrast things we naturally take for granted.
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The issue of psychopathy, of people who either do the brain damage or because they're born that way have no moral understanding,
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can help us cope with questions of free will and responsibility, of the relationship or difference between mental illness and evil.
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Multiple personality cases force us to address the question of what is a self?
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To what extent are all of us composed of multiple people?
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And to what extent are we a single unified person over time?
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Cases like cop grass are important because they tell us about how we see the world.
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They tell us, that there's a difference between recognizing something, in a sense that you could name it, and knowing what it is.
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And so, by studying these abnormal cases we can get some insight into regular life.
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So, that's the end of the illustration of the example topics.
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The syllabus lists many more.
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I'll end by telling you that
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there's a lot of stuff that we'll be talking about
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that I that I want to talk about that I am not expert in.
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And fortunately there is a community at Yale of the best scholars
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and teachers on the planet and
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so it would be a shame for me not to use them to cover some of these issues.
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And so I'm going to include four guest lecturers.
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The first one is Dr. Marvin Chun who is, teaches the Introduction Psychology course in the fall at all and as my competition.
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And he's going to give an amazing lecture on cognitive neuroscience, especially the cognitive neuroscience of faces.
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Dr. Susan Nolan -Huxama is the world's authority on depression
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and in particular on sex differences in depression and she's going to talk about this towards the end of the So,
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of course, Kelly Brownell is going to talk… is the head of the Rudd Center,
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focuses on obesity, eating disorders, dieting, and he'll talk about the psychology of food.
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And finally, Dr. Peter Salovey,
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dean of Yale College, is going to come to us on Valentine's Day
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and tell us that's everything he knows about the mysteries of love.
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All of these details are in the syllabus and I'll stick around and answer questions.
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Hope to see you next week.
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Vocabulário e dicas de fala para esta lição
Esta aula de conversação usa o vídeo “1. Introduction”. Este vídeo tem 123 frases e 3874 palavras para praticar shadowing. A fala dura 25:57. O falante mantém um ritmo estável de cerca de 149 palavras por minuto, confortável para o shadowing. 86% das palavras estão entre as 3.000 mais comuns do inglês; vale a pena estudar o restante antes de começar. 23 das 123 frases são perguntas, por isso é um bom treino para a entonação de perguntas e respostas curtas.
Vocabulário principal deste vídeo
15 palavras do vídeo que vale a pena aprender, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| disorder substantivo | /dɪsˈɔɹdɚ/ | desordem |
| psychology substantivo | /saɪˈkɑ.lə.d͡ʒi/ | psicologia |
| extent substantivo | /ɪkˈstɛnt/ | extensão |
| lecture substantivo | /ˈlɛk.t͡ʃə/ | conferência, palestra |
| topic substantivo | /ˈtɑpɪk/ | tópico, assunto |
| syndrome substantivo | /ˈsɪndɹoʊm/ | síndrome (masc. in pt-pt), síndroma |
| illness substantivo | /ˈɪl.nəs/ | doença, enfermidade |
| introduce verbo | /ˌɪntɹəˈdus/ | apresentar |
| requirement substantivo | /ɹɪˈkwaɪɹmənt/ | exigência, requisito |
| cognitive adjetivo | /ˈkɑɡ.nɪ.tɪv/ | cognitivo |
| semester substantivo | /sɪˈmɛstɚ/ | semestre |
| behave verbo | /bɪˈheɪv/ | comportar-se |
| textbook substantivo | /ˈtɛkst.bʊk/ | livro de texto, compêndio |
| everyday adjetivo | /ˈɛvɹiˌdeɪ/ | cotidiano |
| anxiety substantivo | /æŋˈzaɪ.əti/ | angústia, ansiedade |
Phrasal verbs que você vai ouvir
| Palavra | Pronúncia | Significado |
|---|---|---|
| set up verbo | /ˌsɛt ˈʌp/ | preparar |
| walk around verbo | dar uma volta, andar por | |
| cut off verbo | /ˌkʌt ˈɔf/ [ˌkɐɾ ˈɔf] | recortar |
| end up verbo | terminar, acabar | |
| figure out verbo | descobrir, deduzir | |
| hand out verbo | distribuir | |
| make up verbo | /ˌmeɪk ˈʌp/ | compensar |
| mess up verbo | desarrumar, bagunçar |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- To what extent is your fate sealed?
- Is it true for your personality?
- Is it true for your interests?
- Is it true for your intelligence?
- What's the explanation for why we're different?
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | be revised · being filmed · will be accessed |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | course, which will · anybody who wants · format which will |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | has evolved · It's been · have come |
Pronúncia para ficar de olho
O falante usa 72 contrações e formas reduzidas, como we'll, don't, I'm. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “th”: faithful /ˈfeɪθ.fl̩/, theology /θiˈɒ.lə.d͡ʒi/, anthropology /ˌænθɹəˈpɑləd͡ʒi/
- Os sons de “sh” e “zh”: explanation /ˌɛkspləˈneɪʃən/, consciousness /ˈkɑnʃəsnəs/, illustration /ˌɪləsˈtɹeɪ̯ʃən/, sharp /ʃɑɹp/, contrast /kənˈt(ʃ)ɹæst/
- Palavras longas — acerte a sílaba tônica: psychology /saɪˈkɑ.lə.d͡ʒi/, developmental /dɪˌvɛləpˈmɛntəl/, anxiety /æŋˈzaɪ.əti/, explanation /ˌɛkspləˈneɪʃən/, experiment /ɪkˈspɛɹ.ə.mənt/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: extent /ɪkˈstɛnt/, topic /ˈtɑpɪk/, requirement /ɹɪˈkwaɪɹmənt/, textbook /ˈtɛkst.bʊk/, connect /kəˈnɛkt/
- /l/ final — a língua toca o céu da boca, não vira “u”: developmental /dɪˌvɛləpˈmɛntəl/, moral /ˈmoɹəl/, formal /ˈfɔɹməl/, unusual /ʌnˈjuːʒ(u)əl/, intellectual /ˌɪntəˈlɛkt͡ʃʊəl/
- /h/ — um sopro suave, diferente do “r”: behave /bɪˈheɪv/, comprehensive /ˌkɑm.pɹəˈhɛn.sɪv/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Faça shadowing frase por frase na velocidade normal, repetindo cada uma até o seu ritmo ficar igual ao do falante.
- Grave a sua voz e compare com o original, prestando atenção a palavras como disorder, psychology, extent.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.