跟讀練習: Core Knowledge (Stanford Psych 60) - 通過影片學習英語口語
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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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本課的詞彙與口語要點
這節口語課以影片“Core Knowledge”為素材。 影片中反覆出現的詞有：core, knowledge, object, principle, researchers。 這段影片共有 35 個句子、982 個單詞可供跟讀。 講話部分時長為 7:02。 說話人語速平穩，每分鐘約 140 個詞，很適合跟讀。 只有 79% 的單詞屬於英語最常用的 3,000 詞，詞彙難度較高。
影片中的重點詞彙
影片中 15 個值得學習的單詞，附發音和釋義：
| 單詞 | 發音 | 釋義 |
|---|---|---|
| principle 名詞 | /ˈpɹɪn.sɪ.pəl/ | 原理, 原則 /原則 |
| researcher 名詞 | /ˈɹiˌsɝ.t͡ʃɚ/ | 研究員 /研究員, 研究者 |
| compare 動詞 | /kəmˈpɛɚ/ | 比, 比較 /比較 |
| sand 名詞 | /sænd/ | 沙, 沙子 |
| domain 名詞 | /ˌdəʊˈmeɪ̯n/ | 領域 /領域 |
| signature 名詞 | /ˈsɪɡ.nə.t͡ʃə/ | 簽字 /簽字, 簽名 /簽名 |
| pile 名詞 | /paɪl/ | 堆 |
| handful 名詞 | /ˈhæn(d)fʊl/ | 少數 /少數 |
| argue 動詞 | /ˈɑɹ.ɡju/ | 辯論 /辯論, 爭辯 /爭辯 |
| psychology 名詞 | /saɪˈkɑ.lə.d͡ʒi/ | 心理學 /心理學 |
| mechanism 名詞 | /ˈmɛk.ə.nɪ.zəm/ | 機械 /機械, 機構 /機構 |
| cognitive 形容詞 | /ˈkɑɡ.nɪ.tɪv/ | 認知的 /認知的 |
| curtain 名詞 | /ˈkɜɹt(ə)n/ | 窗簾 /窗簾, 簾子 /簾子 |
| violate 動詞 | /ˈvaɪəˌleɪt/ | 違反 /違反, 違犯 /違犯 |
| chunk 名詞 | /t͡ʃʌŋk/ | 塊 /塊 |
影片中出現的短語動詞
| 單詞 | 釋義 |
|---|---|
| check out 動詞 | 退房 |
| figure out 動詞 | 弄清楚 |
影片中的語法
說話人最常用的結構，並附上影片中的原話：
| 結構 | 影片中的用法 |
|---|---|
| 被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的 | are born · can be applied · is called |
| 現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事 | have shown · have demonstrated · have also speculated |
需要注意的發音
說話人用了 3 次縮略和弱讀形式，例如 I'm, doesn't。請按聽到的簡短形式來說。
- “th” 音: theorist /ˈθiːəɹəst/, arithmetic /æɹɪθˈmɛtɪk/
- “sh” 和 “zh” 音: conclusion /kənˈkluːʒən/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/, interaction /ˌɪn.təˈɹæk.ʃən/, consciousness /ˈkɑnʃəsnəs/, influential /ɪnflʊˈɛnʃəl/
- 長單詞——注意重音位置: psychology /saɪˈkɑ.lə.d͡ʒi/, mechanism /ˈmɛk.ə.nɪ.zəm/, developmental /dɪˌvɛləpˈmɛntəl/, continuity /ˌkɑn.tɪˈn(j)u.ə.ti/, representation /ˌɹɛp.ɹə.zɛnˈteɪ.ʃən/
中文母語者容易讀錯的音：
- /v/ — 不要讀成 /w/，上齒輕觸下唇: cognitive /ˈkɑɡ.nɪ.tɪv/, developmental /dɪˌvɛləpˈmɛntəl/, violate /ˈvaɪəˌleɪt/, everyday /ˈɛvɹiˌdeɪ/, vary /ˈvɛəɹi/
- 詞尾子音 — 要讀清楚，後面不要加母音: sand /sænd/, cognitive /ˈkɑɡ.nɪ.tɪv/, violate /ˈvaɪəˌleɪt/, chunk /t͡ʃʌŋk/, topic /ˈtɑpɪk/
- /r/ 和 /l/ 的區別: principle /ˈpɹɪn.sɪ.pəl/, rely /ɹɪˈlaɪ/, experimental /ɪkspɛɹəˈmɛntəl/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, industrialize /ɪnˈdʌstɹiəlaɪz/
如何用這段影片練習
- 先完整聽一遍影片，不要開口，記下不認識的單詞。
- 用正常速度逐句跟讀，每句重複到你的節奏與說話人一致為止。
- 錄下自己的聲音並與原聲對比，特別注意 principle, researcher, compare 這類單詞。
什麼是跟讀法？
跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。