Shadowing Practice: Core Knowledge (Stanford Psych 60) - Learn English Speaking with Video
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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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Bu dersin kelimeleri ve konuşma notları
Bu konuşma dersi “Core Knowledge” videosuna dayanıyor. En çok tekrarlanan kelimeler: core, knowledge, object, principle, researchers. Bu videoda gölgeleme çalışması için 35 cümle ve 982 kelime var. Konuşma bölümü 7:02 sürüyor. Konuşmacı dakikada yaklaşık 140 kelimelik dengeli bir hızla konuşuyor; gölgeleme için rahat bir tempo. Kelimelerin yalnızca %79’i İngilizcede en sık kullanılan 3.000 kelime arasında, bu yüzden kelime dağarcığı zorlayıcı.
Bu videodaki önemli kelimeler
Videodan öğrenmeye değer 15 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| principle isim | /ˈpɹɪn.sɪ.pəl/ | prensip, ilke |
| researcher isim | /ˈɹiˌsɝ.t͡ʃɚ/ | araştırmacı, araştırıcı |
| compare fiil | /kəmˈpɛɚ/ | karşılaştırmak, kıyaslamak |
| sand isim | /sænd/ | kum |
| signature isim | /ˈsɪɡ.nə.t͡ʃə/ | imza |
| pile isim | /paɪl/ | pil, yığmak |
| handful isim | /ˈhæn(d)fʊl/ | karış |
| argue fiil | /ˈɑɹ.ɡju/ | münakaşa etmek, tartışmak |
| psychology isim | /saɪˈkɑ.lə.d͡ʒi/ | ruh bilimi |
| mechanism isim | /ˈmɛk.ə.nɪ.zəm/ | mekanizma |
| curtain isim | /ˈkɜɹt(ə)n/ | perde |
| continuity isim | /ˌkɑn.tɪˈn(j)u.ə.ti/ | süreklilik, devamlılık |
| chunk isim | /t͡ʃʌŋk/ | parça |
| topic isim | /ˈtɑpɪk/ | mevzu, tema |
| everyday sıfat | /ˈɛvɹiˌdeɪ/ | gündelik |
Duyacağınız deyimsel fiiller
| Kelime | Anlam |
|---|---|
| check out fiil | gözden geçirmek |
| fall apart fiil | altüst olmak |
| figure out fiil | açığa çıkarmak |
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemli | are born · can be applied · is called |
| Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylem | have shown · have demonstrated · have also speculated |
Dikkat edilecek telaffuzlar
Konuşmacı I'm, doesn't gibi kısaltılmış biçimleri 3 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
- “th” sesleri: theorist /ˈθiːəɹəst/, arithmetic /æɹɪθˈmɛtɪk/
- “sh” ve “zh” sesleri: conclusion /kənˈkluːʒən/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/, interaction /ˌɪn.təˈɹæk.ʃən/, consciousness /ˈkɑnʃəsnəs/, influential /ɪnflʊˈɛnʃəl/
- Uzun kelimeler — vurguyu doğru yere koyun: psychology /saɪˈkɑ.lə.d͡ʒi/, mechanism /ˈmɛk.ə.nɪ.zəm/, developmental /dɪˌvɛləpˈmɛntəl/, continuity /ˌkɑn.tɪˈn(j)u.ə.ti/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/
Türkçe konuşanların zorlandığı sesler:
- /w/ — dudaklar yuvarlak, /v/ değil: liquid /ˈlɪk.wɪd/, quantity /ˈkwɑn(t)ɪti/
- Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: principle /ˈpɹɪn.sɪ.pəl/, skill /skɪl/, quantity /ˈkwɑn(t)ɪti/, strawberry /ˈstɹɔˌbɛɹi/, plausible /ˈplɑ.zɪ.bəl/
- /æ/ — “e”den daha açık: sand /sænd/, handful /ˈhæn(d)fʊl/, angle /ˈæŋ.ɡəl/, interaction /ˌɪn.təˈɹæk.ʃən/, interact /ɪn.təˈɹækt/
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- Normal hızda cümle cümle tekrar edin; ritminiz konuşmacıyla aynı olana kadar her cümleyi yineleyin.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; principle, researcher, compare gibi kelimelere özellikle dikkat edin.
Gölgeleme Tekniği Nedir?
Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.