跟读练习: Core Knowledge (Stanford Psych 60) - 通过视频学习英语口语
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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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本课的词汇与口语要点
这节口语课以视频“Core Knowledge”为素材。 视频中反复出现的词有：core, knowledge, object, principle, researchers。 这段视频共有 35 个句子、982 个单词可供跟读。 讲话部分时长为 7:02。 说话人语速平稳，每分钟约 140 个词，很适合跟读。 只有 79% 的单词属于英语最常用的 3,000 词，词汇难度较高。
视频中的重点词汇
视频中 15 个值得学习的单词，附发音和释义：
| 单词 | 发音 | 释义 |
|---|---|---|
| principle 名词 | /ˈpɹɪn.sɪ.pəl/ | 原理, 原則 /原则 |
| researcher 名词 | /ˈɹiˌsɝ.t͡ʃɚ/ | 研究員 /研究员, 研究者 |
| compare 动词 | /kəmˈpɛɚ/ | 比, 比較 /比较 |
| sand 名词 | /sænd/ | 沙, 沙子 |
| domain 名词 | /ˌdəʊˈmeɪ̯n/ | 領域 /领域 |
| signature 名词 | /ˈsɪɡ.nə.t͡ʃə/ | 簽字 /签字, 簽名 /签名 |
| pile 名词 | /paɪl/ | 堆 |
| handful 名词 | /ˈhæn(d)fʊl/ | 少數 /少数 |
| argue 动词 | /ˈɑɹ.ɡju/ | 辯論 /辩论, 爭辯 /争辩 |
| psychology 名词 | /saɪˈkɑ.lə.d͡ʒi/ | 心理學 /心理学 |
| mechanism 名词 | /ˈmɛk.ə.nɪ.zəm/ | 機械 /机械, 機構 /机构 |
| cognitive 形容词 | /ˈkɑɡ.nɪ.tɪv/ | 認知的 /认知的 |
| curtain 名词 | /ˈkɜɹt(ə)n/ | 窗簾 /窗帘, 簾子 /帘子 |
| violate 动词 | /ˈvaɪəˌleɪt/ | 違反 /违反, 違犯 /违犯 |
| chunk 名词 | /t͡ʃʌŋk/ | 塊 /块 |
视频中出现的短语动词
| 单词 | 释义 |
|---|---|
| check out 动词 | 退房 |
| figure out 动词 | 弄清楚 |
视频中的语法
说话人最常用的结构，并附上视频中的原话：
| 结构 | 视频中的用法 |
|---|---|
| 被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的 | are born · can be applied · is called |
| 现在完成时 have/has + 过去分词 — 过去发生但与现在仍有关联的事 | have shown · have demonstrated · have also speculated |
需要注意的发音
说话人用了 3 次缩略和弱读形式，例如 I'm, doesn't。请按听到的简短形式来说。
- “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/
- 长单词——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/
中文母语者容易读错的音：
- /v/ — 不要读成 /w/，上齿轻触下唇: cognitive /ˈkɑɡ.nɪ.tɪv/, developmental /dɪˌvɛləpˈmɛntəl/, violate /ˈvaɪəˌleɪt/, everyday /ˈɛvɹiˌdeɪ/, vary /ˈvɛəɹi/
- 词尾辅音 — 要读清楚，后面不要加元音: sand /sænd/, cognitive /ˈkɑɡ.nɪ.tɪv/, violate /ˈvaɪəˌleɪt/, chunk /t͡ʃʌŋk/, topic /ˈtɑpɪk/
- /r/ 和 /l/ 的区别: principle /ˈpɹɪn.sɪ.pəl/, rely /ɹɪˈlaɪ/, experimental /ɪkspɛɹəˈmɛntəl/, evolutionary /ˌiː.vəˈluː.ʃən.ɛɹ.i/, industrialize /ɪnˈdʌstɹiəlaɪz/
如何用这段视频练习
- 先完整听一遍视频，不要开口，记下不认识的单词。
- 用正常速度逐句跟读，每句重复到你的节奏与说话人一致为止。
- 录下自己的声音并与原声对比，特别注意 principle, researcher, compare 这类单词。
什么是跟读法？
跟读法 (Shadowing) 是一种有科学依据的语言学习技巧，最初开发用于专业口译员的培训，并由多语言者Alexander Arguelles博士普及。这个方法简单而强大：您在听英语母语原声的同时立即大声重复——就像是一个延迟1-2秒紧跟说话者的影子。与被动听力或语法练习不同，跟读法强迫您的大脑和口腔肌肉同时处理并模仿真实的讲话模式。研究表明它能显着提高发音准确性，语调，节奏，连读，听力理解和口语流利度——使其成为雅思口语备考和真实英语交流最有效的方法之一。