第一篇：TED名人演講稿人際關(guān)系的潛在影響

For me, this story begins about 15 years ago, when I was a hospice doctor at the University of Chicago.And I was taking care of people who were dying and their families in the South Side of Chicago.And I was observing what happened to people and their families over the course of their terminal illness.And in my lab, I was studying the widower effect, which is a very old idea in the social sciences, going back 150 years, known as “dying of a broken heart.” So, when I die, my wife's risk of death can double, for instance, in the first year.And I had gone to take care of one particular patient, a woman who was dying of dementia.And in this case, unlike this couple, she was being cared for by her daughter.And the daughter was exhausted from caring for her mother.And the daughter's husband, he also was sick from his wife's exhaustion.And I was driving home one day, and I get a phone call from the husband's friend, calling mebecause he was depressed about what was happening to his friend.So here I get this call from this random guy that's having an experience that's being influenced by people at some social distance.對(duì)于我來(lái)說(shuō)，這個(gè)故事是15年前開始的。當(dāng)時(shí)我是芝加哥大學(xué)安養(yǎng)院的醫(yī)生，在芝加哥的南邊地區(qū)照顧臨終的病人和他們的親屬。我借此來(lái)觀察疾病晚期病人和家屬所經(jīng)歷的一切。而在我的實(shí)驗(yàn)室里，我當(dāng)時(shí)正在研究“寡婦效應(yīng)”，這是社會(huì)科學(xué)中非常古老的一個(gè)觀點(diǎn)，可追述到150年前，當(dāng)時(shí)被稱為是“心碎之死”。舉個(gè)例子來(lái)說(shuō)，如果我去世的話，我妻子在我逝世之后一年的死亡率會(huì)加倍。我當(dāng)時(shí)照料的病人中，有一位是死于癡呆癥的女士。和夫妻的例子不同的是，當(dāng)時(shí)照顧這位女士的是她的女兒。這個(gè)女兒因?yàn)檎疹櫪夏付钇Ａ撸畠旱恼煞蛞惨驗(yàn)槠拮拥钠诙忌霞膊　Ｓ幸惶煳艺_車回家，收到一通來(lái)自這個(gè)丈夫的朋友的電話，原因是他為他朋友所經(jīng)歷的一切感到憂郁。我就這樣神奇地接到一個(gè)陌生人的電話，全因?yàn)樗慕?jīng)歷受到了一些和他有一定“社會(huì)距離”的人的影響。

And so I suddenly realized two very simple things: First, the widowhood effect was not restricted to husbands and wives.And second, it was not restricted to pairs of people.And I started to see the world in a whole new way, like pairs of people connected to each other.And then I realized that these individuals would be connected into foursomes with other pairs of people nearby.And then, in fact, these people were embedded in other sorts of relationships: marriage and spousal and friendship and other sorts of ties.And that, in fact, these connections were vast and that we were all embedded in this broad set of connections with each other.So I started to see the world in a completely new way and I became obsessed with this.I became obsessed with how it might be that we're embedded in these social networks, and how they affect our lives.So, social networks are these intricate things of beauty, and they're so elaborate and so complex and so ubiquitous, in fact, that one has to ask what purpose they serve.Why are we embedded in social networks? I mean, how do they form? How do they operate? And how do they effect us? 我也因此突然意識(shí)到了兩件很簡(jiǎn)單的事情。首先，“寡婦效應(yīng)”不僅僅局限于丈夫和妻子之間。其二，它也不僅僅局限于兩個(gè)人之間。我開始以全新的視角觀察這個(gè)世界，將世界看成是成雙成對(duì)聯(lián)系在一起的人們。我隨后又意識(shí)到這些人，如果倆倆相配，便會(huì)變成四人小組。事實(shí)上，這些人都身處在其他各種人際關(guān)系中──婚姻、伴侶、友情、等等。事實(shí)上，這些關(guān)聯(lián)是如此之廣泛，我們所有人都身處在這個(gè)廣博的網(wǎng)絡(luò)中，與彼此相連。所以我開始以全新的角度看待這個(gè)世界，并沉迷其中。我為我們是如何陷入這些社會(huì)網(wǎng)絡(luò)中而著迷，也為這些網(wǎng)絡(luò)是如何影響我們的生活而著迷。這些社會(huì)網(wǎng)絡(luò)是錯(cuò)綜的藝術(shù)之作，它們是如此的精致、如此復(fù)雜、如此無(wú)所不在，使得我們不得不詢問(wèn)它們存在的意義是什么。我們?yōu)槭裁磿?huì)身陷這些社會(huì)網(wǎng)絡(luò)中?它們是如何成立的?是如何工作的?它們是如何影響我們的? So my first topic with respect to this, was not death, but obesity.It had become trendy to speak about the “obesity epidemic.” And, along with my collaborator, James Fowler, we began to wonder whether obesity really was epidemic and could it spread from person to person like the four people I discussed earlier.So this is a slide of some of our initial results.It's 2,200 people in the year 2000.Every dot is a person.We make the dot size proportional to people's body size;so bigger dots are bigger people.In addition, if your body size, if your BMI, your body mass index, is above 30--if you're clinically obese--we also colored the dots yellow.So, if you look at this image, right away you might be able to see that there are clusters of obese and non-obese people in the image.But the visual complexity is still very high.It's not obvious exactly what's going on.In addition, some questions are immediately raised: How much clustering is there? Is there more clustering than would be due to chance alone? How big are the clusters? How far do they reach? And, most importantly, what causes the clusters? 而我據(jù)此的第一個(gè)研究課題，不是死亡，而是肥胖癥。突然間，討論肥胖癥變成了一個(gè)熱門話題。我與同事James Fowler開始研討肥胖癥是否真的是一種流行病，是否可以從一個(gè)人傳染到另一個(gè)人身上，就如我之前討論的那四個(gè)人一樣。這里看到的是我們的初步研究結(jié)果。這是2000年接受研究的2200人。每個(gè)圓點(diǎn)代表著一個(gè)人。圓點(diǎn)的大小和人的身形成正比。所以大的圓點(diǎn)代表身形大的人。除此之外，如果你的體重指數(shù)超過(guò)30的話，如果你被診斷有肥胖癥，我們便把圓點(diǎn)涂成黃色。如果你這么大略地看看這張圖的話，你也許可以看到肥胖的人和非肥胖的人有聚集的癥狀。但是這個(gè)視覺(jué)復(fù)雜性還是很高的，很難確切地說(shuō)清其中的關(guān)聯(lián)。除此之外，很多問(wèn)題也立即產(chǎn)生。到底有多少聚集?所產(chǎn)生的聚集是不是要比單純的巧合下所產(chǎn)生的聚集要多?聚集的大小是怎樣?可以觸及到多遠(yuǎn)?最重要的是，聚集的原因是什么? So we did some mathematics to study the size of these clusters.This here shows, on the Y-axis, the increase in the probability that a person is obese given that a social contact of theirs is obese and, on the X-axis, the degrees of separation between the two people.On the far left, you see the purple line.It says that, if your friends are obese, your risk of obesity is 45 percent higher.And the next bar over, the [red] line, says if your friend's friends are obese, your risk of obesity is 25 percent higher.And then the next line over says if your friend's friend's friend, someone you probably don't even know, is obese, your risk of obesity is 10 percent higher.And it's only when you get to your friend's friend's friend's friends that there's no longer a relationship between that person's body size and your own body size.所以我們用數(shù)學(xué)的辦法研究了一下這些聚集的大小。在這里可以看到，縱軸上代表的是，如果一個(gè)人的社會(huì)聯(lián)系人中有人患有肥胖癥的話，那么這個(gè)人患有肥胖癥的幾率會(huì)增加多少;橫軸上代表的是，這兩個(gè)人之間的分離指數(shù)。在最左端，你看到那條紫色線。它顯示如果你的朋友們有肥胖癥，你肥胖的可能性就會(huì)高出45%。接下來(lái)的那條紅色線顯示的是，如果你的朋友的朋友有肥胖癥，你患肥胖癥的可能性就會(huì)高出25%。下一條線顯示如果你朋友的朋友的朋友──你可能都不認(rèn)識(shí)這個(gè)人──患有肥胖癥的話，你患肥胖癥的可能性就會(huì)高出10%。一直追溯到你朋友的朋友的朋友的朋友的時(shí)候，這層關(guān)系才會(huì)消失，這個(gè)人的身形和你的身形才不再會(huì)有關(guān)聯(lián)。

Well, what might be causing this clustering? There are at least three possibilities: One possibility is that, as I gain weight, it causes you to gain weight.A kind of induction, a kind of spread from person to person.Another possibility, very obvious, is homophily, or, birds of a feather flock together;here, I form my tie to you because you and I share a similar body size.And the last possibility is what is known as confounding, because it confounds our ability to figure out what's going on.And here, the idea is not that my weight gain is causing your weight gain, nor that I preferentially form a tie with you because you and I share the same body size, but rather that we share a common exposure to something, like a health club that makes us both lose weight at the same time.所以，造成這種聚集的原因有哪些呢?至少有三種可能。第一種就是當(dāng)我體重增加時(shí)，也導(dǎo)致了你的體重增加，類似磁場(chǎng)感應(yīng)，由一個(gè)人傳到另一個(gè)人。另一種可能，很顯然，就是同類的聚合效應(yīng)，物以類聚、人以群分。我之所以和你建立關(guān)系，正是因?yàn)槲覀儌z身形相似。而最后一種可能，叫做混雜因素，因?yàn)樗：覀冋业秸嬲虻哪芰Α＿@意味著我的增肥，并沒(méi)有直接導(dǎo)致你體重增加，我也不是因?yàn)樵蹅z身形相似才和你建立關(guān)系，而是因?yàn)槲覀儌z都接觸到了相同的經(jīng)歷，比如說(shuō)健康俱樂(lè)部，導(dǎo)致我們倆同時(shí)減肥。

When we studied these data, we found evidence for all of these things, including for induction.And we found that if your friend becomes obese, it increases your risk of obesity by about 57 percent in the same given time period.There can be many mechanisms for this effect: One possibility is that your friends say to you something like--you know, they adopt a behavior that spreads to you--like, they say, “Let's go have muffins and beer,” which is a terrible combination.(Laughter)But you adopt that combination, and then you start gaining weight like them.Another more subtle possibility is that they start gaining weight, and it changes your ideas of what an acceptable body size is.Here, what's spreading from person to person is not a behavior, but rather a norm: An idea is spreading.而當(dāng)我們進(jìn)一步研究這些數(shù)據(jù)的時(shí)候，我們發(fā)現(xiàn)了支持這三種可能的證據(jù)，包括磁場(chǎng)感應(yīng)。我們發(fā)現(xiàn)如果你的朋友患有肥胖癥，你在同一時(shí)期，患肥胖癥的可能性會(huì)增加57%。造成這一現(xiàn)象的機(jī)理可以有很多。一種可能是你的朋友對(duì)你說(shuō)──他們的行為傳染了你，比如他們會(huì)說(shuō)：“咱倆一起去吃點(diǎn)糕點(diǎn)，喝瓶啤酒吧。”致命的搭配，但你還是接受了這個(gè)搭配，你也開始和你朋友一樣開始增肥。另一個(gè)潛在的可能性是當(dāng)他們開始增肥的時(shí)候，你對(duì)合理身形的概念也隨之發(fā)生了改變。在這種情況下，從一個(gè)人傳到另一個(gè)人身上的不再是行為，而是準(zhǔn)則。一個(gè)想法得以蔓延。

Now, headline writers had a field day with our studies.I think the headline in The New York Times was, “Are you packing it on? Blame your fat friends.”(Laughter)What was interesting to us is that the European headline writers had a different take: They said, “Are your friends gaining weight? Perhaps you are to blame.”(Laughter)And we thought this was a very interesting comment on America, and a kind of self-serving, “not my responsibility” kind of phenomenon.一些新聞?lì)^條記者借機(jī)盜用我們的研究。我記得當(dāng)時(shí)《紐約時(shí)報(bào)》的頭條是“你越來(lái)越肥嗎? 怪罪你的那些肥朋友吧。”我們覺(jué)得很有趣的是，歐洲的頭條記者們對(duì)此有不同的理解，他們的頭條是：“你的朋友增肥了嗎?也許你要自責(zé)一下。”(笑聲)我們覺(jué)得這是對(duì)美國(guó)的一種很有趣的評(píng)論，一種事不關(guān)己、高高掛起，明哲保身的現(xiàn)象。

Now, I want to be very clear: We do not think our work should or could justify prejudice against people of one or another body size at all.Our next questions was: Could we actually visualize this spread? Was weight gain in one person actually spreading to weight gain in another person? And this was complicated because we needed to take into account the fact that the network structure, the architecture of the ties, was changing across time.In addition, because obesity is not a unicentric epidemic, there's not a Patient Zero of the obesity epidemic--if we find that guy, there was a spread of obesity out from him--it's a multicentric epidemic.Lots of people are doing things at the same time.And I'm about to show you a 30 second video animation that took me and James five years of our lives to do.So, again, every dot is a person.Every tie between them is a relationship.We're going to put this into motion now, taking daily cuts through the network for about 30 years.在這里我要澄清一下，我們并不認(rèn)為我們的研究支持對(duì)某一種身材的歧視。我們的下一個(gè)問(wèn)題是：我們能否在視覺(jué)上直接看到這種傳染現(xiàn)象?體重的增加真的是從一個(gè)人身上傳到另一個(gè)人身上嗎?這就變得很復(fù)雜了，因?yàn)槲覀円紤]到這個(gè)網(wǎng)絡(luò)的結(jié)構(gòu)、關(guān)系之間的建筑構(gòu)造，是隨時(shí)都在變的。更何況，肥胖癥并不是只有單一中心的流行病，沒(méi)有肥胖流行病的“零號(hào)病人”──如果找到這個(gè)人，那么肥胖癥就是從他那邊傳出來(lái)的。但相反，肥胖癥的流行有多個(gè)中心，多個(gè)人都在同時(shí)做著同樣的事情。我將向你們展示一段30秒鐘的視頻演示，是花了我和James五年的人生才做好的。同樣的，每個(gè)圓點(diǎn)都是一個(gè)人。每條連線都代表著某種人際關(guān)系。我們現(xiàn)在就要讓它動(dòng)起來(lái)，在30年間對(duì)這個(gè)網(wǎng)絡(luò)進(jìn)行每天的切割。

The dot sizes are going to grow, you're going to see a sea of yellow take over.You're going to see people be born and die--dots will appear and disappear--ties will form and break, marriages and divorces, friendings and defriendings.A lot of complexity, a lot is happening just in this 30-year period that includes the obesity epidemic.And, by the end, you're going to see clusters of obese and non-obese individuals within the network.Now, when looked at this, it changed the way I see things, because this thing, this network that's changing across time, it has a memory, it moves, things flow within it, it has a kind of consistency--people can die, but it doesn't die;it still persists--and it has a kind of resilience that allows it to persist across time.圓點(diǎn)變得越來(lái)越大，你將看到一整片黃色，也會(huì)看到人的出生與死亡，圓點(diǎn)將會(huì)出現(xiàn)、又消逝。人際關(guān)系成立又瓦解。婚姻與離異，友情與斷交，非常復(fù)雜，在短短30年間很多事情在發(fā)生，包括了肥胖的流行。在結(jié)尾處，你們將會(huì)看到肥胖者和非肥胖者在這個(gè)網(wǎng)絡(luò)中出現(xiàn)扎堆的現(xiàn)象。通過(guò)這個(gè)演示，我看待事物的方式得以改變，因?yàn)檫@個(gè)網(wǎng)絡(luò)，這個(gè)隨時(shí)間而變換的網(wǎng)絡(luò)，是有記憶的，它移動(dòng)著，其中的事物隨其所動(dòng)，它擁有著一種持久性;其中的人也許死去，但這種網(wǎng)絡(luò)卻不會(huì)死去，它仍舊持續(xù)著。它有著一種堅(jiān)韌性，允許它恒久不變。And so, I came to see these kinds of social networks as living things, as living things that we could put under a kind of microscope to study and analyze and understand.And we used a variety of techniques to do this.And we started exploring all kinds of other phenomena.We looked at smoking and drinking behavior, and voting behavior, and divorce--which can spread--and altruism.And, eventually, we became interested in emotions.Now, when we have emotions, we show them.Why do we show our emotions? I mean, there would be an advantage to experiencing our emotions inside, you know, anger or happiness.But we don't just experience them, we show them.And not only do we show them, but others can read them.And, not only can they read them, but they copy them.There's emotional contagion that takes place in human populations.And so this function of emotions suggests that, in addition to any other purpose they serve, they're a kind of primitive form of communication.And that, in fact, if we really want to understand human emotions, we need to think about them in this way.所以我開始將這些社會(huì)網(wǎng)絡(luò)所散發(fā)的信號(hào)看作是活著的事物，可以放到顯微鏡下來(lái)研究、分析、理解。我們用各種各樣的技術(shù)來(lái)做到這一點(diǎn)。我們開始研究其他各種現(xiàn)象。我們查看了吸煙和喝酒行為，投票行為，離婚─—也是可以傳染的，還有自閉癥。最終，我們對(duì)情感產(chǎn)生了興趣。當(dāng)我們有情感的時(shí)候，我們會(huì)將它們呈現(xiàn)出來(lái)。我們?yōu)槭裁匆故疚覀兊那楦心?內(nèi)在地感受情感，比如快樂(lè)與憤怒，當(dāng)然是有其好處，但我們不單單是感受它們，我們也展示它們。我們不僅僅展示它們，其他人也可以閱讀它們。其他人不僅僅可以閱讀它們，他們也可以復(fù)制它們。在人類群體中，就有著情感的傳染。情感的這一功能就表示除了其他作用之外，情感也是一種原始的表達(dá)方式。事實(shí)上，如果我們想真正地了解人類的情感，就要以這種方式來(lái)思考它們。

Now, we're accustomed to thinking about emotions in this way, in simple, sort of, brief periods of time.So, for example, I was giving this talk recently in New York City, and I said, “You know when you're on the subway and the other person across the subway car smiles at you, and you just instinctively smile back?” And they looked at me and said, “We don't do that in New York City.”(Laughter)And I said, “Everywhere else in the world, that's normal human behavior.” And so there's a very instinctive way in which we briefly transmit emotions to each other.And, in fact, emotional contagion can be broader still.Like we could have punctuated expressions of anger, as in riots.The question that we wanted to ask was: Could emotion spread, in a more sustained way than riots, across time and involve large numbers of people, not just this pair of individuals smiling at each other in the subway car? Maybe there's a kind of below the surface, quiet riot that animates us all the time.Maybe there are emotional stampedes that ripple through social networks.Maybe, in fact, emotions have a collective existence, not just an individual existence.我們已經(jīng)習(xí)慣了在簡(jiǎn)單、簡(jiǎn)短的時(shí)間內(nèi)來(lái)考慮情感。打個(gè)比方來(lái)說(shuō)，我最近在紐約市演講，其中說(shuō)到：“當(dāng)你在地鐵上，車廂對(duì)面的人向你微笑時(shí)，你會(huì)下意識(shí)地回報(bào)以微笑。”他們看著我，說(shuō)到：“我們紐約人才不會(huì)做那種事情。”我說(shuō)：“世界上其他地方的人都會(huì)做，是人之常理。” 所以我們有一種很本能的方式在短時(shí)間內(nèi)把情感傳遞給彼此。事實(shí)上，情感的傳染可以更廣闊一些，比如在**中，我們會(huì)加強(qiáng)憤怒的表情。我們想要問(wèn)的問(wèn)題是：情感的傳遞能否超越地鐵車廂上相互微笑的一小部分人，而是以比**更持久的方式，長(zhǎng)時(shí)間地在更多人之間傳播?也許我們平靜的表面下都蘊(yùn)藏著某種時(shí)刻激蕩著我們的某種**。也許有某種情感蜂擁在社會(huì)網(wǎng)絡(luò)中濺起漣漪。也許事實(shí)上，情感是有一種共有的存在性，不單單是個(gè)人的存在性。

And this is one of the first images we made to study this phenomenon.Again, a social network, but now we color the people yellow if they're happy and blue if they're sad and green in between.And if you look at this image, you can right away see clusters of happy and unhappy people, again, spreading to three degrees of separation.And you might form the intuition that the unhappy people occupy a different structural location within the network.There's a middle and an edge to this network, and the unhappy people seem to be located at the edges.So to invoke another metaphor, if you imagine social networks as a kind of vast fabric of humanity--I'm connected to you and you to her, on out endlessly into the distance--this fabric is actually like an old-fashioned American quilt, and it has patches on it: happy and unhappy patches.And whether you become happy or not depends in part on whether you occupy a happy patch.這是我們用來(lái)研究這一現(xiàn)象所做出的早期圖象之一。同樣是一個(gè)社會(huì)網(wǎng)絡(luò)，不過(guò)這一次我們把快樂(lè)的人涂成了黃色，難過(guò)的人涂成了藍(lán)色，介于兩者之間的人涂成了綠色。如果你看看這幅圖片，你立馬就能看到快樂(lè)的人和不快樂(lè)的人扎堆出現(xiàn)，同樣地是傳遞到三層分離關(guān)系。你的直覺(jué)也許會(huì)告訴你不快樂(lè)的人在這個(gè)網(wǎng)絡(luò)中占據(jù)著一個(gè)不同的結(jié)構(gòu)點(diǎn)。這個(gè)網(wǎng)絡(luò)有個(gè)中心部分、有個(gè)邊緣地帶，而不快樂(lè)的人好像都集中在邊緣地帶。再打個(gè)比方，如果你把這些社區(qū)網(wǎng)絡(luò)想象成是一大塊人類的綢緞──我與你相連，你和她相連，無(wú)止境地延伸──這塊綢緞就好像是美國(guó)老式的被子一樣，上面是一塊塊的補(bǔ)丁，有快樂(lè)的補(bǔ)丁，也有不快樂(lè)的。而你快樂(lè)與否就決定于你是否身處一塊快樂(lè)補(bǔ)丁上。

So, this work with emotions, which are so fundamental, then got us to thinking about: Maybe the fundamental causes of human social networks are somehow encoded in our genes.Because human social networks, whenever they are mapped, always kind of look like this: the picture of the network.But they never look like this.Why do they not look like this? Why don't we form human social networks that look like a regular lattice? Well, the striking patterns of human social networks, their ubiquity and their apparent purpose beg questions about whether we evolved to have human social networks in the first place, and whether we evolved to form networks with a particular structure.所以像情感這種如此基礎(chǔ)的東西都能按此來(lái)工作，我們不得不猜想，也許社會(huì)網(wǎng)路的基本原因是寫在我們的基因中的。因?yàn)槿祟惖纳鐣?huì)網(wǎng)絡(luò)，每當(dāng)構(gòu)造起來(lái)的時(shí)候，總是會(huì)和這個(gè)網(wǎng)絡(luò)的圖片很相似，但它們卻從來(lái)不會(huì)是這個(gè)樣子的?它們?yōu)槭裁床皇沁@個(gè)樣子的呢?為什么我們不組成一個(gè)個(gè)有規(guī)則的格子框架的社會(huì)網(wǎng)絡(luò)呢?人類社會(huì)網(wǎng)絡(luò)驚人的樣貌、其無(wú)所不在的特性和它們顯而易見的功能，讓我們猜想社會(huì)網(wǎng)絡(luò)是否是我們進(jìn)化的產(chǎn)物，而我們又是否進(jìn)化出具有某種特殊結(jié)構(gòu)的社會(huì)網(wǎng)絡(luò)。

And notice first of all--so, to understand this, though, we need to dissect network structure a little bit first--and notice that every person in this network has exactly the same structural location as every other person.But that's not the case with real networks.So, for example, here is a real network of college students at an elite northeastern university.And now I'm highlighting a few dots.If you look here at the dots, compare node B in the upper left to node D in the far right;B has four friends coming out from him and D has six friends coming out from him.And so, those two individuals have different numbers of friends.That's very obvious, we all know that.But certain other aspects of social network structure are not so obvious.首先注意——要想搞懂這一切，我們必須先把這個(gè)網(wǎng)絡(luò)結(jié)構(gòu)分解一下——注意到每個(gè)人在這個(gè)網(wǎng)絡(luò)中的結(jié)構(gòu)點(diǎn)和其他人都是一樣的。但在真實(shí)的網(wǎng)絡(luò)中，卻不是這個(gè)樣子的。好比說(shuō)，這是東北部一所頂尖大學(xué)內(nèi)大學(xué)生之間的真實(shí)網(wǎng)絡(luò)圖。我這里著重挑選了幾個(gè)圓點(diǎn)，如果你仔細(xì)看看這些圓點(diǎn)，把左上角的點(diǎn)B和最右邊的點(diǎn)D做比較。B有四個(gè)朋友從他那里延伸出來(lái)，D則是有六個(gè)朋友。所以這兩個(gè)人的朋友數(shù)量有所不同──這是顯而易見的，我們都知道。但社會(huì)網(wǎng)絡(luò)結(jié)構(gòu)中的其他方面就沒(méi)有這么明顯了。

Compare node B in the upper left to node A in the lower left.Now, those people both have four friends, but A's friends all know each other, and B's friends do not.So the friend of a friend of A's is, back again, a friend of A's, whereas the friend of a friend of B's is not a friend of B's, but is farther away in the network.This is known as transitivity in networks.And, finally, compare nodes C and D: C and D both have six friends.If you talk to them, and you said, “What is your social life like?” they would say, “I've got six friends.That's my social experience.” But now we, with a bird's eye view looking at this network, can see that they occupy very different social worlds.And I can cultivate that intuition in you by just asking you: Who would you rather be if a deadly germ was spreading through the network? Would you rather be C or D? You'd rather be D, on the edge of the network.And now who would you rather be if a juicy piece of gossip--not about you--was spreading through the network?(Laughter)Now, you would rather be C.把左上角的點(diǎn)B和左下角的點(diǎn)A做比較。他倆都有四個(gè)朋友，但是A的朋友們彼此相知，B的朋友們卻不是。所以A的一個(gè)朋友的朋友，反過(guò)來(lái)還是A的朋友，而B的一個(gè)朋友的朋友倒不一定是B的朋友，而是在網(wǎng)絡(luò)中的更遠(yuǎn)處。這就是網(wǎng)絡(luò)中的可傳遞性。最后再來(lái)比較點(diǎn)C和點(diǎn)D，兩者都有六個(gè)朋友，如果你問(wèn)他們：“你的社交生活怎樣?”他們會(huì)說(shuō)：“我有六個(gè)朋友。這就是我的社交經(jīng)歷。”但我們來(lái)鳥瞰這個(gè)網(wǎng)絡(luò)，我們就會(huì)發(fā)現(xiàn)他們的社交圈是完全不同的。接下來(lái)的這個(gè)問(wèn)題就可以培養(yǎng)你這方面的直覺(jué)：如果一種致命的病毒在這個(gè)網(wǎng)絡(luò)里得以擴(kuò)散，你希望你是其中的哪一位?你是想當(dāng)C還是想當(dāng)D?你當(dāng)然是想當(dāng)D，處在網(wǎng)絡(luò)的邊緣。如果一條跟你無(wú)關(guān)的八卦新聞在這個(gè)網(wǎng)絡(luò)里散播，你又會(huì)想當(dāng)誰(shuí)呢?這次你會(huì)想當(dāng)C。

So different structural locations have different implications for your life.And, in fact, when we did some experiments looking at this, what we found is that 46 percent of the variation in how many friends you have is explained by your genes.And this is not surprising.We know that some people are born shy and some are born gregarious.That's obvious.But we also found some non-obvious things.For instance, 47 percent in the variation in whether your friends know each other is attributable to your genes.Whether your friends know each other has not just to do with their genes, but with yours.And we think the reason for this is that some people like to introduce their friends to each other--you know who you are--and others of you keep them apart and don't introduce your friends to each other.And so some people knit together the networks around them, creating a kind of dense web of ties in which they're comfortably embedded.And finally, we even found that 30 percent of the variation in whether or not people are in the middle or on the edge of the network can also be attributed to their genes.So whether you find yourself in the middle or on the edge is also partially heritable.所以不同的結(jié)構(gòu)點(diǎn)對(duì)你的人生有著不同的影響。事實(shí)上，我們的實(shí)驗(yàn)結(jié)果表明，朋友數(shù)量的差異有46%都是可以通過(guò)基因得以解釋。這并不奇怪。因?yàn)槲覀冎溃械娜松鷣?lái)靦腆，有的人生來(lái)合群。這是顯而易見的。但我們也發(fā)現(xiàn)了一些不是那么明顯的東西。比如，你的朋友們是否認(rèn)識(shí)彼此，其中47%的差異都是和你的基因有關(guān)。你的朋友們是否認(rèn)識(shí)彼此不僅僅和他們自己的基因有關(guān)，也和你的基因有關(guān)。我們認(rèn)為其中的原因就在于有的人喜歡把自己的朋友介紹給彼此──沒(méi)錯(cuò)，說(shuō)的就是你──而其他人喜歡把朋友們分開，不喜歡介紹給彼此。所以有些人將他們身邊的網(wǎng)絡(luò)們編織在一起，構(gòu)成了緊密相聯(lián)的深層網(wǎng)絡(luò)，而他們則是舒服地身處其中。最后，我們甚至發(fā)現(xiàn)人們是身處網(wǎng)絡(luò)中心還是邊緣，30%的差異也是和他們的基因相關(guān)。所以你是在中心還是邊緣，有一部分是遺傳的。

Now, what is the point of this? How does this help us understand? How does this help us figure out some of the problems that are affecting us these days? Well, the argument I'd like to make is that networks have value.They are a kind of social capital.New properties emerge because of our embeddedness in social networks, and these properties inhere in the structure of the networks, not just in the individuals within them.So think about these two common objects.They're both made of carbon, and yet one of them has carbon atoms in it that are arranged in one particular way--on the left--and you get graphite, which is soft and dark.But if you take the same carbon atoms and interconnect them a different way, you get diamond, which is clear and hard.And those properties of softness and hardness and darkness and clearness do not reside in the carbon atoms;they reside in the interconnections between the carbon atoms, or at least arise because of the interconnections between the carbon atoms.So, similarly, the pattern of connections among people confers upon the groups of people different properties.It is the ties between people that makes the whole greater than the sum of its parts.And so it is not just what's happening to these people--whether they're losing weight or gaining weight, or becoming rich or becoming poor, or becoming happy or not becoming happy--that affects us;it's also the actual architecture of the ties around us.說(shuō)這些的目的是什么呢?如何加深我們的理解?如何幫助我們解決現(xiàn)今與我們生活息息相關(guān)的各種問(wèn)題呢?我的論點(diǎn)是這些社會(huì)網(wǎng)絡(luò)充滿價(jià)值。他們好比一種社交資產(chǎn)。由于我們身陷其中，新的網(wǎng)絡(luò)屬性會(huì)出現(xiàn)，而這些屬性是繼承在網(wǎng)絡(luò)的結(jié)構(gòu)之中，不僅僅是在網(wǎng)絡(luò)中的個(gè)人身上。所以想想這兩個(gè)日常用品，他們都是由碳做成的，不過(guò)其中的一個(gè)是由碳原子以獨(dú)特的方式組合而成的，形成了左手邊的石墨，柔軟和漆黑。但如果你將相同的碳原子以不同的方式關(guān)聯(lián)到一起，就會(huì)得到鉆石，透徹而堅(jiān)硬。而這些柔軟、堅(jiān)硬、漆黑和透徹的屬性并不是存在于碳原子本身中。而是存在于碳原子之間的聯(lián)系中，或者至少是由于這些聯(lián)系造成的。同樣的，人與人之間的關(guān)聯(lián)形態(tài)也是賦予了各組群不同的屬性。正是人與人之間的關(guān)聯(lián)使得這個(gè)世界要比單單各部分的總和偉大許多。所以不僅僅是這些人所經(jīng)歷的事情──他們?cè)跍p肥還是在增肥，在變富還是在變窮，在快樂(lè)還是在不快樂(lè)──影響著我們;同時(shí)影響我們的還有我們彼此關(guān)系所組成的實(shí)質(zhì)結(jié)構(gòu)。

Our experience of the world depends on the actual structure of the networks in which we're residing and on all the kinds of things that ripple and flow through the network.Now, the reason, I think, that this is the case is that human beings assemble themselves and form a kind of superorganism.Now, a superorganism is a collection of individuals which show or evince behaviors or phenomena that are not reducible to the study of individuals and that must be understood by reference to, and by studying, the collective.Like, for example, a hive of bees that's finding a new nesting site, or a flock of birds that's evading a predator, or a flock of birds that's able to pool its wisdom and navigate and find a tiny speck of an island in the middle of the Pacific, or a pack of wolves that's able to bring down larger prey.Superorganisms have properties that cannot be understood just by studying the individuals.I think understanding social networks and how they form and operate can help us understand not just health and emotions but all kinds of other phenomena--like crime, and warfare, and economic phenomena like bank runs and market crashes and the adoption of innovation and the spread of product adoption.我們?cè)谶@個(gè)世界的經(jīng)歷取決于我們所處網(wǎng)絡(luò)的實(shí)質(zhì)結(jié)構(gòu)，以及激蕩和流動(dòng)于這個(gè)網(wǎng)絡(luò)中的各種事物。我認(rèn)為，其原因就在于人類可以組織在一起組成一個(gè)“超級(jí)生物體”。這個(gè)“超級(jí)生物體”就好像是每個(gè)個(gè)體的集合，展示或標(biāo)注某些無(wú)法在個(gè)體層面上研究的行為和現(xiàn)象，是只能通過(guò)對(duì)整體的探討和研究來(lái)獲得了解，就好比一窩尋找新的筑巢之地的蜜蜂;又好比是一個(gè)躲避捕食者的鳥群;或是可以集中智慧、辨清方向、找到太平洋之中飄蕩小島的鳥群;抑或是可以捕捉巨大獵物的狼群。超級(jí)生物體的特性是無(wú)法通過(guò)對(duì)個(gè)體的研究得以完全理解的。我認(rèn)為通過(guò)對(duì)社會(huì)網(wǎng)絡(luò)的理解，研究它們是如何構(gòu)成和運(yùn)行的，能夠幫助我們了解不僅僅是健康和情感，還有許多其他的各種現(xiàn)象，比如犯罪和福利以及經(jīng)濟(jì)現(xiàn)象比如銀行擠兌和市場(chǎng)崩盤，再有就是新技術(shù)的引用以及產(chǎn)品使用的擴(kuò)展。

Now, look at this.I think we form social networks because the benefits of a connected life outweigh the costs.If I was always violent towards you or gave you misinformation or made you sad or infected you with deadly germs, you would cut the ties to me, and the network would disintegrate.So the spread of good and valuable things is required to sustain and nourish social networks.Similarly, social networks are required for the spread of good and valuable things, like love and kindness and happiness and altruism and ideas.I think, in fact, that if we realized how valuable social networks are, we'd spend a lot more time nourishing them and sustaining them, because I think social networks are fundamentally related to goodness.And what I think the world needs now is more connections.看看這個(gè)。我認(rèn)為我們組建社會(huì)網(wǎng)絡(luò)的原因是因?yàn)橐粋€(gè)與人相連的生活模式要利大于弊。如果我總是對(duì)你很暴力給你錯(cuò)誤的信息，或是使你難過(guò)，或是讓你染上致命的疾病，你就會(huì)和我斷交，這個(gè)網(wǎng)絡(luò)也就會(huì)瓦解。所以好的、有價(jià)值的事物的傳播是維持、滋潤(rùn)社會(huì)網(wǎng)絡(luò)的必要條件。同樣的，社會(huì)網(wǎng)絡(luò)也是傳播這些好的、有價(jià)值的事物的必要條件，比如關(guān)愛(ài)與慈悲，快樂(lè)和博愛(ài)，以及想法。我認(rèn)為，事實(shí)上，如果我們可以意識(shí)到社會(huì)網(wǎng)絡(luò)的價(jià)值所在，我們將會(huì)花費(fèi)更多的時(shí)間來(lái)滋養(yǎng)、維持它們，因?yàn)槲艺J(rèn)為社會(huì)網(wǎng)絡(luò)在本質(zhì)上是與美好相連的，而我認(rèn)為我們這個(gè)世界上所需要的，正是更多的關(guān)聯(lián)。

第二篇：TED名人演講稿：老師如何創(chuàng)造魔力

【趣味雅思】TED名人演講稿：老師如何創(chuàng)造魔力

點(diǎn)課臺(tái)前言：雅思聽力對(duì)于很多烤鴨來(lái)說(shuō)都是一道難關(guān)，大家都在苦苦思索，怎樣的雅思聽力。今天，點(diǎn)課臺(tái)老師給大家整理了TED演講，附演講稿與視頻，希望可以幫助到正在備考的考生。TED是美國(guó)的一家私有非盈利機(jī)構(gòu)，該機(jī)構(gòu)以它組織的TED大會(huì)著稱，這個(gè)會(huì)議的宗旨是“用思想的力量來(lái)改變世界”。大家在鍛煉雅思聽力的時(shí)候，也可以學(xué)習(xí)一下里面的主角們的思維模式，論述方法，希望還能對(duì)大家的雅思寫作有所啟迪。

Christopher Emdin:Teach teachers how to create magic

老師如何創(chuàng)造魔力.Right now there is an aspiring teacher who is working on a 60-page paper

based on some age-old education theory developed by some dead education

professor wondering to herself what this task that she’s engaging in has to do

with what she wants to do with her life, which is be an educator, change lives，and spark magic.Right now there is an aspiring teacher in a graduate school of

education who is watching a professor babble on and on about engagement in the

most disengaging way possible.現(xiàn)在 有一位有追求的老師 正在寫一篇60頁(yè)的論文 論文是基于一些古老教育理念，它們都是由一些早已逝去的教育學(xué)教授所開發(fā)，這位老師問(wèn)她自己，她正從事的這項(xiàng)任務(wù)--成為一個(gè)教育者，改變生命并啟迪人生--和她的工作聯(lián)系呢。有一位有理想的老師 正在一所教育研究生院 聽著一位教授 用一種最無(wú)聊的方式

不停地講述著教育中的互動(dòng)。

Right now there is an aspiring teacher who is working on a 60-page paper

based on some age-old education theory developed by some dead education

professor wondering to herself what this task that she’s engaging in has to do

with what she wants to do with her life, which is be an educator, change lives，and spark magic.Right now there is an aspiring teacher in a graduate school of

education who is watching a professor babble on and on about engagement in the

most disengaging way possible.Right now there’s a first-year teacher at home

who is pouring through lesson plans trying to make sense of standards, who is

trying to make sense of how to grade students appropriately, while at the same time saying to herself over and over again, “Don’t smile till November,” because

that’s what she was taught in her teacher education program.Right now there’s a

student who is coming up with a way to convince his mom or dad that he’s very，very sick and can’t make it to school tomorrow.現(xiàn)在 有一位一年級(jí)老師在家中 正檢查課程計(jì)劃，試圖達(dá)到標(biāo)準(zhǔn)的感覺(jué)。這位老師又在想如何才能合理為學(xué)生打分，同時(shí)又對(duì)她自己 反復(fù)地說(shuō)，”在11

月之前都不要笑，” 因?yàn)槟切┒际?她從教育課程學(xué)到的。現(xiàn)在，有一位學(xué)生 正試圖想出一個(gè)主意 去說(shuō)服他的父母，他非常非常地不舒服，明天不能上學(xué)了。

On the other hand, right now there are amazing educators that are sharing

information, information that is shared in such a beautiful way that the

students are sitting at the edge of their seats just waiting for a bead of sweat

to drop off the face of this person so they can soak up all that knowledge.Right now there is also a person who has an entire audience rapt with attention，a person that is weaving a powerful narrative about a world that the people who

are listening have never imagined or seen before, but if they close their eyes

tightly enough, they can envision that world because the storytelling is so

compelling.Right now there’s a person who can tell an audience to put their

hands up in the air and they will stay there till he says, “Put them down.”

Right now.現(xiàn)在，在另一方面，了不起地教育家們 傳授知識(shí)，以一種最優(yōu)美地方式傳授知識(shí)，以至于學(xué)生坐在他們邊緣 只是為了等待一滴甘甜的露珠 從老師的臉上掉下來(lái)，并去汲取所有的知識(shí)。現(xiàn)在，又有一位 讓所有觀眾全神貫注的人，他編織生動(dòng)的語(yǔ)言 描繪著 一個(gè)聽眾們 聞所未聞地的世界，但如果人們緊閉雙眼，便能想像出那個(gè)世界，因?yàn)槟莻€(gè)故事實(shí)在是太精彩。現(xiàn)在，有一個(gè)人 叫觀眾將手放在空中 直到他說(shuō)”放下來(lái)” 才可以放下來(lái)。現(xiàn)在。

So people will then say, “Well, Chris, you describe the guy who is going

through some awful training but you’re also describing these powerful educators.If you’re thinking about the world of education or urban education in

particular, these guys will probably cancel each other out, and then we’ll be

okay.”

這樣一來(lái)，人們會(huì)說(shuō)，“克里斯，你描述了 正接受可怕訓(xùn)練的伙計(jì)，但你還描述那些有感召力教育者。如果你在想關(guān)于教育的世界，或?qū)Ｗ⒂诔鞘薪逃切┤丝赡軙?huì)有相反的效應(yīng)并相互抵消，也就沒(méi)什么事了。”

The reality is, the folks I described as the master teachers, the master

narrative builders, the master storytellers are far removed from classrooms.The

folks who know the skills about how to teach and engage an audience don’t even

know what teacher certification means.They may not even have the degrees to be

able to have anything to call an education.And that to me is sad.It’s sad

because the people who I described, they were very disinterested in the learning

process, want to be effective teachers, but they have no models.I’m going to

paraphrase Mark Twain.Mark Twain says that proper preparation, or teaching, is

so powerful that it can turn bad morals to good, it can turn awful practices

into powerful ones, it can change men and transform them into angels.事實(shí)上，我所描述 教育大師，敘述大師，講故事大師，都離課堂很遙遠(yuǎn)。那些掌握如何教學(xué)并 與觀眾互動(dòng)的人 甚至都不知道什么是教師資格證。

也許他們連可以 叫做教育的東西 都沒(méi)有。對(duì)我來(lái)說(shuō)，這是一件非常悲哀的事情。之所以悲哀，是因?yàn)槲宜枋龅哪切┤?他們對(duì)學(xué)習(xí)的過(guò)程沒(méi)有興趣，他們想成為高效的老師，卻沒(méi)有范例。我要概括一下馬克·吐溫說(shuō)過(guò)的一句話。馬克·吐溫說(shuō)適當(dāng)?shù)臏?zhǔn)備或教學(xué)，是非常強(qiáng)大的，可以將不好的品行變好，將糟糕的實(shí)踐變得強(qiáng)有力，將人們改變，并將他們改造成為天使。

The folks who I described earlier got proper preparation in teaching, not in

any college or university, but by virtue of just being in the same spaces of

those who engage.Guess where those places are? Barber shops, rap concerts, and

most importantly, in the black church.And I’ve been framing this idea called

Pentecostal pedagogy.Who here has been to a black church? We got a couple of

hands.You go to a black church, their preacher starts off and he realizes that

he has to engage the audience, so he starts off with this sort of wordplay in

the beginning oftentimes, and then he takes a pause, and he says, “Oh my gosh，they’re not quite paying attention.” So he says, “Can I get an amen?”

我之前所說(shuō)的那些 有著適當(dāng)教學(xué)準(zhǔn)備的人，他們不在大學(xué)里，只在那些有同樣有著人們參與和互動(dòng)的地方。猜猜看有哪些地方? 理發(fā)店，說(shuō)唱音樂(lè)會(huì)，和最首要的黑人教堂。我一直都在構(gòu)造這個(gè)叫做五旬節(jié)教學(xué)法的主意。誰(shuí)去過(guò)黑人教堂? 有幾個(gè)人。你到一所黑人教堂，他們的祭祀開始

并意識(shí)到他必須吸引觀眾的目光，因此他一般 從文字游戲開始，然后停頓一下，說(shuō)：”哦，我的天，他們并沒(méi)有集中注意力。”

然后他說(shuō)：”你們可以說(shuō)阿門么?”

Audience: Amen.觀眾：阿門。

Chris Emdin: So I can I get an amen? Audience: Amen.克里斯·艾姆丁：大家能一起說(shuō)”阿門”么? 觀眾：阿門。

CE: And all of a sudden, everybody’s reawoken.That preacher bangs on the

pulpit for attention.He drops his voice at a very, very low volume when he

wants people to key into him, and those things are the skills that we need for

the most engaging teachers.So why does teacher education only give you theory

and theory and tell you about standards and tell you about all of these things

that have nothing to do with the basic skills, that magic that you need to

engage an audience, to engage a student? So I make the argument that we reframe

teacher education, that we could focus on content, and that’s fine, and we could

focus on theories, and that’s fine, but content and theories with the absence of

the magic of teaching and learning means nothing.克里斯·艾姆丁：頃刻間，人們都清醒了。那個(gè)祭祀提高傳道的聲音吸引注意力。當(dāng)他想鎖住人們的注意力時(shí)，便將音量放得很低，那些都是最鼓舞人心的老師

所需要的技能。為什么教師培訓(xùn) 僅是不停地傳授理論 并告訴你教學(xué)標(biāo)準(zhǔn)，告訴你那些與基本技能無(wú)關(guān)的 不能鼓舞觀眾 和激勵(lì)學(xué)生的，沒(méi)有魔力的東西呢?

所以我立論：我們應(yīng)該重塑師資培訓(xùn)，我們可以專注于教學(xué)內(nèi)容，我們可以專注于教學(xué)理論，但是只有內(nèi)容和理論 卻沒(méi)有那教與學(xué)的魔力 那都是空談。

Now people oftentimes say, “Well, magic is just magic.” There are teachers

who, despite all their challenges, who have those skills, get into those schools

and are able to engage an audience, and the administrator walks by and says，“Wow, he’s so good, I wish all my teachers could be that good.” And when they

try to describe what that is, they just say, “He has that magic.”

人們常說(shuō)：”魔力只是魔力罷了。” 有老師不畏挑戰(zhàn) 并擁有那些技能 在學(xué)校能夠激勵(lì)和鼓舞學(xué)生，當(dāng)學(xué)校管理者路過(guò)時(shí)便說(shuō)：

“喔，他很會(huì)教學(xué)!我希望其他老師都可以和他一樣優(yōu)秀。” 但是當(dāng)他們描述他教學(xué)成功的原因時(shí)，他們只說(shuō)：”他擁有魔力。”

But I’m here to tell you that magic can be taught.Magic can be taught.Magic

can be taught.Now, how do you teach it? You teach it by allowing people to go

into those spaces where the magic is happening.If you want to be an aspiring

teacher in urban education, you’ve got to leave the confines of that university

and go into the hood.You’ve got to go in there and hang out at the barbershop，you’ve got to attend that black church, and you’ve got to view those folks that

have the power to engage and just take notes on what they do.At our teacher

education classes at my university, I’ve started a project where every single

student that comes in there sits and watches rap concerts.They watch the way

that the rappers move and talk with their hands.They study the way that he

walks proudly across that stage.但是我想告訴你們 那種魔力是可以被教的。魔力是可以被教的。魔力是可以被教的。但是怎么去傳授? 你可以通過(guò)允許人們參觀 那些魔力在發(fā)生的地方

教授他們這種技能。如果你想成為城市教育中一位有抱負(fù)的老師 你得走出大學(xué)的限制 進(jìn)入到魔力發(fā)生的地方。你得在理發(fā)店內(nèi)與人們交談，你得去看看黑人教堂，你還得去看看 那些有感召力的人 學(xué)習(xí)他們的做法。在我大學(xué)的教師培訓(xùn)課堂中，我開啟了一個(gè)項(xiàng)目，讓每一個(gè)學(xué)生看說(shuō)唱音樂(lè)會(huì)。他們觀察說(shuō)唱歌手 的步法與說(shuō)話時(shí)的手勢(shì)。他們研究說(shuō)唱歌手在舞臺(tái)上自信走動(dòng)的姿態(tài)。

They listen to his metaphors and analogies, and they start learning these

little things that if they practice enough becomes the key to magic.They learn

that if you just stare at a student and raise your eyebrow about a quarter of an

inch, you don’t have to say a word because they know that that means that you

want more.And if we could transform teacher education to focus on teaching

teachers how to create that magic then poof!we could make dead classes come

alive, we could reignite imaginations, and we can change education.他們聽說(shuō)唱歌手的暗示和比喻，他們遍開始學(xué)習(xí)這些東西，如果他們有足夠的練習(xí)，這些將會(huì)成為掌握魔力的關(guān)鍵。他們學(xué)到如果你凝視一個(gè)學(xué)生

并將你的眉毛抬高四分之一英寸，你一個(gè)字都不用說(shuō) 因?yàn)閷W(xué)生會(huì)知道你想要更多的答案。如果我們可以將將是培訓(xùn)轉(zhuǎn)型，專注于 對(duì)于魔力的教學(xué)，我們可以將無(wú)趣的課堂變得生動(dòng)起來(lái)，我們可以重新點(diǎn)燃想象力，我們可以改變教育。

Thank you.謝謝.(Applause)

(掌聲)

第三篇：TED名人演講稿 用舞蹈戰(zhàn)勝癌癥

TED名人演講稿 用舞蹈戰(zhàn)勝癌癥

點(diǎn)課臺(tái)前言：雅思聽力對(duì)于很多烤鴨來(lái)說(shuō)都是一道難關(guān)，大家都在苦苦思索，怎樣的雅思聽力。今天，點(diǎn)課臺(tái)老師給大家整理了TED演講，附演講稿與視頻，希望可以幫助到正在備考的考生。TED是美國(guó)的一家私有非盈利機(jī)構(gòu)，該機(jī)構(gòu)以它組織的TED大會(huì)著稱，這個(gè)會(huì)議的宗旨是“用思想的力量來(lái)改變世界”。大家在鍛煉雅思聽力的時(shí)候，也可以學(xué)習(xí)一下里面的主角們的思維模式，論述方法，希望還能對(duì)大家的雅思寫作有所啟迪。

(Music)

(音樂(lè))?

[Sanskrit] This is an ode to the mother goddess, that most of us in India

learn when we are children.I learned it when I was four at my mother’s knee.That year she introduced me to dance, and thus began my tryst with classical

dance.Since then--it’s been four decades now--I’ve trained with the best in

the field, performed across the globe, taught young and old alike, created，collaborated, choreographed, and wove a rich tapestry of artistry, achievement

and awards.The crowning glory was in 2007, when I received this country’s

fourth highest civilian award, the Padma Shri, for my contribution to art.(梵文)，有一首關(guān)于印度神母的頌歌，是我們大部分的印度人從小就學(xué)習(xí)的。在我四歲的時(shí)候也學(xué)習(xí)了這首歌，坐在我母親的膝頭上。也正是那一年，她引導(dǎo)我進(jìn)入舞蹈的殿堂。而這一開端，正是我與印度古典舞幽會(huì)的伊始。從那時(shí)開始，到現(xiàn)在已經(jīng)40年了——，我?guī)煆倪@一行最優(yōu)秀的舞者，在世界各地演出，教導(dǎo)年輕的和年老的舞蹈愛(ài)好者，創(chuàng)造，合作，編舞，我編織了一個(gè)絢麗的掛毯，用我的藝術(shù)，成就，和獎(jiǎng)?wù)隆?007年我獲得了至高無(wú)上的榮譽(yù)，那一年

我得到了印度，授予公民的第四高榮譽(yù)，蓮花獎(jiǎng)(Padma Shri)，作為我對(duì)藝術(shù)貢獻(xiàn)的回報(bào)

(Applause)

(觀眾鼓掌)

But nothing, nothing prepared me for what I was to hear on the first of July

2008.I heard the word “carcinoma.” Yes, breast cancer.As I sat dumbstruck in my doctor’s office, I heard other words: “cancer,” “stage,” “grade.” Until then，Cancer was the zodiac sign of my friend, stage was what I performed on, and

grades were what I got in school.That day, I realized I had an unwelcome，uninvited, new life partner.As a dancer, I know the nine rasas or the

navarasas: anger, valor, disgust, humor and fear.I thought I knew what fear

was.That day, I learned what fear was.但是任何事都不足以讓我有心理準(zhǔn)備，去面對(duì)我將要得知的，在2008年的7月1號(hào)，我得知了一個(gè)詞“惡性腫瘤”，是的，乳腺癌，我坐在醫(yī)生的辦公室里，呆若木雞，我聽到了另外一些詞，“癌癥”，“期”，“惡性程度”，那時(shí)之前，癌(Cancer)是十二宮中的巨蟹座。是我朋友的星座，“期”(Stage)是我表演的舞臺(tái)，“惡性程度”(Grade)是我在學(xué)校得到的成績(jī)，那一天，我意識(shí)到，我有一個(gè)不受歡迎的，不請(qǐng)自來(lái)的，新終生伴侶，作為一個(gè)舞者，我知道九情操(印度古典舞蹈中通過(guò)肢體或表情表達(dá)不同情緒的方式)，憤怒，勇敢，厭惡，詼諧，與恐怖，我以為我知道什么是恐懼，那一天，我學(xué)會(huì)了什么是恐懼

Overcome with the enormity of it all and the complete feeling of loss of

control, I shed copious tears and asked my dear husband, Jayant.I said, “Is

this it? Is this the end of the road? Is this the end of my dance?” And he, the

positive soul that he is, said, “No, this is just a hiatus, a hiatus during the

treatment, and you’ll get back to doing what you do best.”

經(jīng)歷所有的巨痛，并徹底感到失去控制，我流了很多淚水，問(wèn)我親愛(ài)的丈夫，Jayant，我說(shuō)，“結(jié)束了么?這就是我生命之路的盡頭么?”，這就是我舞蹈的終結(jié)么?，然而他，這個(gè)樂(lè)觀的靈魂，說(shuō)，“不，這只是一個(gè)間隙，治療的間隙，而且你將回來(lái)做你擅長(zhǎng)的事

I realized then that I, who thought I had complete control of my life, had

control of only three things: My thought, my mind--the images that these

thoughts created--and the action that derived from it.So here I was wallowing

in a vortex of emotions and depression and what have you, with the enormity of

the situation, wanting to go to a place of healing, health and happiness.I

wanted to go from where I was to where I wanted to be, for which I needed

something.I needed something that would pull me out of all this.So I dried my

tears, and I declared to the world at large...I said, “Cancer’s only one page

in my life, and I will not allow this page to impact the rest of my life.”

當(dāng)時(shí)我醒悟到，我認(rèn)為自己完全控制了自己的人生，但我僅僅控制了3件事，我的思想，我的情緒——，這些思想所創(chuàng)造的想象，和由這些想象所引起的行動(dòng)，所以現(xiàn)在我沉迷于，一種情緒的漩渦中，沮喪，和那些令你，感到情況的嚴(yán)酷的思緒，我想得到痊愈，健康和幸福，我想從現(xiàn)在的我，到達(dá)我想到的彼方，為了達(dá)到這一目標(biāo)，我需要有一股可以把我從痛苦中拉出來(lái)的力量，所以

我擦干淚水，然后 我向世界宣告，我說(shuō)，癌癥只是我生命中的一頁(yè)，我不會(huì)讓這一頁(yè)去影響我其余的人生

I also declared to the world at large that I would ride it out, and I would

not allow cancer to ride me.But to go from where I was to where I wanted to be，I needed something.I needed an anchor, an image, a peg to peg this process on，so that I could go from there.And I found that in my dance, my dance, my

strength, my energy, my passion, my very life breath.But it wasn’t easy.Believe me, it definitely wasn’t easy.How do you keep cheer when you go from

beautiful to bald in three days? How do you not despair when, with the body

ravaged by chemotherapy, climbing a mere flight of stairs was sheer torture，that to someone like me who could dance for three hours? How do you not get

overwhelmed by the despair and the misery of it all? All I wanted to do was curl

up and weep.But I kept telling myself fear and tears are options I did not

have.我還向世界宣告，我將度過(guò)難關(guān)，我不會(huì)允許癌癥將我打倒，但是

要從我的現(xiàn)狀，到達(dá)我的期望，我需要一些東西，我需要一個(gè)依靠，一種意象，一個(gè)標(biāo)桿，釘在這一過(guò)程的起始，然后我可以從那里開始，然后

我從舞蹈中發(fā)現(xiàn)了它，我的舞蹈，我的力量，我的能量，我的熱情，我生命的氣息，但這并不容易，相信我，這絕不容易，你怎能保持振奮，在你的外型從美麗，在三天之內(nèi)變成禿字，你怎能不絕望，在你的身體對(duì)化療產(chǎn)生不良反應(yīng)時(shí)，爬幾節(jié)樓梯都像攀登險(xiǎn)峰，對(duì)于我這樣一個(gè)能連續(xù)跳3個(gè)小時(shí)的舞者?，你怎能不彷徨失措，因?yàn)橥纯嗪徒^望，我想做的只有蜷縮起來(lái)哭泣，但是我一直告訴我自己

畏縮和哭泣，都不是我將要做的選擇

So I would drag myself into my dance studio--body, mind and spirit--every

day into my dance studio, and learn everything I learned when I was four, all

over again, reworked, relearned, regrouped.It was excruciatingly painful, but I

did it.Difficult.I focused on my mudras, on the imagery of my dance, on the

poetry and the metaphor and the philosophy of the dance itself.And slowly, I

moved out of that miserable state of mind.所以我強(qiáng)拉自己到我的舞蹈室，我的身體，思想，和靈魂，每天都在我的舞蹈室，學(xué)習(xí)我曾經(jīng)學(xué)習(xí)過(guò)的所有東西，就好像我又回到四歲，從新工作，從頭學(xué)習(xí)，從新組織，這一過(guò)程非常痛苦，但是我完成了，困難，我專注于我的身印手印，專注于我舞蹈的意境，專注于韻律和意象，和舞蹈的哲學(xué)本身，然后

緩慢的 我脫離了，我心中的悲慘境遇

But I needed something else.I needed something to go that extra mile, and I

found it in that metaphor which I had learned from my mother when I was four.The metaphor of Mahishasura Mardhini, of Durga.Durga, the mother goddess, the

fearless one, created by the pantheon of Hindu gods.Durga, resplendent，bedecked, beautiful, her 18 arms ready for warfare, as she rode astride her lion

into the battlefield to destroy Mahishasur.Durga, the epitome of creative

feminine energy, or shakti.Durga, the fearless one.I made that image of Durga

and her every attribute, her every nuance, my very own.但是 我需要另外一些東西，我需要增加我的旅程，我在意象中找到了它，那是從我四歲就學(xué)起的，濕婆神的意象，杜爾迦女神，杜爾迦女神

無(wú)畏的神母，由印度諸神所創(chuàng)造，杜爾迦女神 輝煌 雍容

美麗，她的十八支手臂，隨時(shí)準(zhǔn)備戰(zhàn)斗，她乘坐神獅，進(jìn)入戰(zhàn)場(chǎng)去毀滅水牛阿修羅，杜爾迦女神，女性創(chuàng)造力量的象征，或者叫女性力量，杜爾迦

無(wú)畏的女神，我做成了杜爾迦女神的意象，和她所有的屬性和特質(zhì)，我專屬的意象

Powered by the symbology of a myth and the passion of my training, I brought

laser-sharp focus into my dance, laser-sharp focus to such an extent that I

danced a few weeks after surgery.I danced through chemo and radiation cycles，much to the dismay of my oncologist.I danced between chemo and radiation cycles

and badgered him to fit it to my performing dance schedule.What I had done is I

had tuned out of cancer and tuned into my dance.Yes, cancer has just been one

page in my life.在她那種神秘符號(hào)的推動(dòng)下，并伴隨著我對(duì)訓(xùn)練的熱情，我像激光刀般精準(zhǔn)的專注于我的舞蹈，像激光刀般專注這樣一個(gè)領(lǐng)域，在手術(shù)之后我跳了幾周的舞，在化療和放射療法的治療周期我依然跳舞，我的治療醫(yī)生很驚異，我在化療和放射的期間跳舞，我糾纏著讓他使治療周期，配合我的舞蹈計(jì)劃，我所成就的是，我擺脫了癌癥，專注于我的舞蹈，是的，癌癥只成為我生命中的一頁(yè)

My story is a story of overcoming setbacks, obstacles and challenges that

life throws at you.My story is the power of thought.My story is the power of

choice.It’s the power of focus.It’s the power of bringing ourselves to the

attention of something that so animates you, so moves you, that something even

like cancer becomes insignificant.My story is the power of a metaphor.It’s the

power of an image.Mine was that of Durga, Durga the fearless one.She was also

called Simhanandini, the one who rode the lion.我的故事，是一個(gè)克服挫折，障礙和挑戰(zhàn)的故事，那些生命帶給你的，我的故事是思想的力量，我的故事是選擇的力量，是專注的力量，這是一種力量讓我們注意那些，賦予我們生機(jī)活力，深刻的感動(dòng)我們，和令癌癥變得無(wú)足輕重的東西，我的故事是意境的力量，是意象的力量，我的意象是杜爾迦，杜爾迦無(wú)畏的女神，她也叫做Simhanandini，騎獅子的人

As I ride out, as I ride my own inner strength, my own inner resilience，armed as I am with what medication can provide and continue treatment, as I ride

out into the battlefield of cancer, asking my rogue cells to behave, I want to

be known not as a cancer survivor, but as a cancer conqueror.在我度過(guò)難關(guān)的過(guò)程中，我駕馭了我自己的內(nèi)在力量，我的內(nèi)在恢復(fù)力，我武裝自己并聯(lián)合治療效果，我繼續(xù)治療，我經(jīng)歷了與癌癥的戰(zhàn)爭(zhēng)，我命令那些肆意妄為的細(xì)胞順從起來(lái)，我希望被世人認(rèn)可，不是作為癌癥幸存者，而是作為癌癥征服者

I present to you an excerpt of that work “Simhanandini.”

我向你們呈現(xiàn)一段我的舞蹈，“獅子吼經(jīng)”(Simhanandani)

(Applause)

(鼓掌)

(Music)

(音樂(lè))

(Applause)

(鼓掌)

第四篇：TED名人演講稿：12歲的APP開發(fā)者

【趣味雅思】TED名人演講稿：12歲的APP開發(fā)者

點(diǎn)課臺(tái)前言：雅思聽力對(duì)于很多烤鴨來(lái)說(shuō)都是一道難關(guān)，大家都在苦苦思索，怎樣的雅思聽力。今天，點(diǎn)課臺(tái)老師給大家整理了TED演講，附演講稿與視頻，希望可以幫助到正在備考的考生。TED是美國(guó)的一家私有非盈利機(jī)構(gòu)，該機(jī)構(gòu)以它組織的TED大會(huì)著稱，這個(gè)會(huì)議的宗旨是“用思想的力量來(lái)改變世界”。大家在鍛煉雅思聽力的時(shí)候，也可以學(xué)習(xí)一下里面的主角們的思維模式，論述方法，希望還能對(duì)大家的雅思寫作有所啟迪。

I’ve always had a fascination for computers and technology, and I made a few

apps for the iPhone, iPod Touch, and iPad.I’d like to share a couple with you

today.我一直都對(duì)計(jì)算機(jī)與科技很入迷，我研制了一些適用于Iphone, iTouch以及iPad的應(yīng)用。今天，我想與大家分享一些我研發(fā)出的應(yīng)用。

My first app was a unique fortune teller called Earth Fortune that would

display different colors of earth depending on what your fortune was.My

favorite and most successful app is Bustin Jieber, which is ???(Laughter)???

which is a Justin Bieber Whac-A-Mole.我最先研制出的應(yīng)用是一個(gè)叫Earth Fortune的運(yùn)勢(shì)測(cè)試器，它能根據(jù)你的運(yùn)勢(shì) 呈現(xiàn)不同顏色的地球圖形 我個(gè)人最喜歡、也是最成功的應(yīng)用叫Bustin

Jieber 它是一個(gè)---(笑聲)它是一個(gè)賈斯汀·比伯攻擊器(Whac-A-Mole原意為“打地鼠”游戲)

I created it because a lot of people at school disliked Justin Bieber a

little bit, so I decided to make the app.在學(xué)校里，我的很多同學(xué)都不太喜歡賈斯汀·比伯，所以我決定開發(fā)這樣一個(gè)應(yīng)用。

So I went to work programming it, and I released it just before the holidays

in 2010.于是我就開始寫這個(gè)程序，并且在2010年圣誕假期和新年來(lái)臨之前發(fā)布了這個(gè)應(yīng)用。

A lot of people ask me, how did I make these? A lot of times it’s because the

person who asked the question wants to make an app also.很多人都問(wèn)我，是怎樣開發(fā)出這些應(yīng)用的? 很多情況下，那些問(wèn)這個(gè)問(wèn)題的人，其實(shí)也想開發(fā)應(yīng)用。

A lot of kids these days like to play games, but now they want to make them，and it’s difficult, because not many kids know where to go to find out how to

make a program.如今，很多的孩子都喜歡玩游戲，但是，現(xiàn)在他們也想制作游戲。這是很困難的，因?yàn)楹芏嗪⒆硬⒉恢?怎樣找到制作軟件的方法。

I mean, for soccer, you could go to a soccer team.For violin, you could get

lessons for a violin.But what if you want to make an app? And their parents，the kid’s parents might have done some of these things when they were young, but

not many parents have written apps.打個(gè)比方，你想學(xué)踢足球，那你可以加入一支足球隊(duì)。想學(xué)小提琴，你可以報(bào)個(gè)小提琴班。但如果你想開發(fā)一個(gè)應(yīng)用呢? 父母?jìng)兡贻p的時(shí)候

也許踢過(guò)足球、或者學(xué)習(xí)過(guò)小提琴 但沒(méi)有多少父母寫過(guò)應(yīng)用吧!

(Laughter)

(笑聲)

Where do you go to find out how to make an app? Well, this is how I

approached it.This is what I did.First of all, I’ve been programming in

multiple other programming languages to get the basics down, such as Python, C，Java, etc.那么你要怎樣學(xué)習(xí)寫應(yīng)用呢? 我是這樣學(xué)習(xí)的，最開始時(shí)，我學(xué)習(xí)了用好幾種語(yǔ)言來(lái)編程，由此而掌握了編程的基礎(chǔ)知識(shí)，例如Python語(yǔ)言、C語(yǔ)言以及Java語(yǔ)言等等。

And then Apple released the iPhone, and with it, the iPhone software

development kit, and the software development kit is a suite of tools for

creating and programming an iPhone app.This opened up a whole new world of

possibilities for me, and after playing with the software development kit a

little bit, I made a couple apps, I made some test apps.之后蘋果發(fā)行了iPhone，隨之還發(fā)布了iPhone軟件開發(fā)工具，這套軟件開發(fā)工具是一套工具，可用于開發(fā)與研制iPhone應(yīng)用。

這為我開啟了一個(gè)全新充滿可能性的世界，在稍稍擺弄過(guò)這套軟件開發(fā)工具之后，我開發(fā)出了一些應(yīng)用，以及一些測(cè)試的應(yīng)用。

One of them happened to be Earth Fortune, and I was ready to put Earth

Fortune on the App Store, and so I persuaded my parents to pay the 99 dollar fee

to be able to put my apps on the App Store.Earth Fortune便是其中之一。在我準(zhǔn)備好要將這個(gè)應(yīng)用放到App store上去時(shí)，我說(shuō)服我的父母為我支付了99美元的費(fèi)用，這樣我就能讓這個(gè)應(yīng)用在App Store上上線了。

They agreed, and now I have apps on the App Store.I’ve gotten a lot of

interest and encouragement from my family, friends, teachers and even people at

the Apple Store, and that’s been a huge help to me.他們同意了，于是現(xiàn)在App Store上便有了我開發(fā)的應(yīng)用。我的父母、朋友和老師 給了我很多靈感與鼓勵(lì)，甚至連App

Store的用戶都給了我許多鼓勵(lì)，這些對(duì)于我來(lái)說(shuō)都是莫大的幫助。

I’ve gotten a lot of inspiration from Steve Jobs, and I’ve started an app

club at school, and a teacher at my school is kindly sponsoring my app club.我也從喬布斯那里得到了很多的啟發(fā)。在學(xué)校里，我建立一個(gè)app社團(tuán)，學(xué)校里的一名老師支持著我的這個(gè)社團(tuán)。

Any student at my school can come and learn how to design an app.This is so

I can share my experiences with others.There’s these programs called the iPad

Pilot Program, and some districts have them.學(xué)校里學(xué)生 都可以來(lái)學(xué)習(xí)如何設(shè)計(jì)應(yīng)用。這樣我就能與其他人一起分享我的經(jīng)驗(yàn)。目前有一系列叫做Pilot Program的應(yīng)用程序，(為各大學(xué)校利用iPad教學(xué)提供技術(shù)支持的應(yīng)用軟件)有些地區(qū)可下載使用這些程序。

I’m fortunate enough to be part of one.A big challenge is, how should the

iPads be used, and what apps should we put on the iPads?

幸運(yùn)的是，我所在的地方正是這些地區(qū)之一。而我們目前面臨的挑戰(zhàn)是應(yīng)該怎樣利用iPad，以及iPad上應(yīng)該有哪些應(yīng)用程序。

So we’re getting feedback from teachers at the school to see what kind of

apps they’d like.所以我們對(duì)學(xué)校教師進(jìn)行了調(diào)研，獲得了關(guān)于他們喜歡什么樣應(yīng)用的反饋。

When we design the app and we sell it, it will be free to local districts and

other districts that we sell to, all the money from that will go into the local

ed foundations.當(dāng)我們?cè)O(shè)計(jì)完這些應(yīng)用并將其出售時(shí)，當(dāng)?shù)氐膶W(xué)校可以免費(fèi)使用，而從收費(fèi)地區(qū)獲得的收入，則會(huì)捐贈(zèng)給當(dāng)?shù)氐慕逃龣C(jī)構(gòu)。

These days, students usually know a little bit more than teachers with the

technology.如今，學(xué)生們所掌握的科技通常 會(huì)比老師多那么一點(diǎn)點(diǎn)。

(Laughter)

(笑聲)

So--

所以--

(Laughter)

(笑聲)

--sorry--(Laughter)--

抱歉--(笑聲)

so this is a resource to teachers, and educators should recognize this

resource and make good use of it.I’d like to finish up by saying what I’d like

to do in the future.所以這對(duì)老師而言是一種資源，教育工作者們應(yīng)該了解這些資源，并充分地利用它們 最后，我想談?wù)勎椅磥?lái)的計(jì)劃。

First of all, I’d like to create more apps, more games.I’m working with a

third party company to make an app.I’d like to get into Android programming and

development, and I’d like to continue my app club, and find other ways for

students to share knowledge with others.首先，我要開發(fā)出更多的應(yīng)用、更多的游戲，目前我正在與一個(gè)第三方公司合作開發(fā)App，我想開始安卓系統(tǒng)應(yīng)用的編程與開發(fā)，同時(shí)，我也要繼續(xù)我的app社團(tuán)，為同學(xué)們找到其他的方式，共同分享知識(shí)。

Thank you.謝謝!

(Applause)

第五篇：TED名人演講稿：孩子的語(yǔ)言天賦

【趣味雅思】TED名人演講稿：孩子的語(yǔ)言天賦

點(diǎn)課臺(tái)前言：雅思聽力對(duì)于很多烤鴨來(lái)說(shuō)都是一道難關(guān)，大家都在苦苦思索，怎樣的雅思聽力。今天，點(diǎn)課臺(tái)老師給大家整理了TED演講，附演講稿與視頻，希望可以幫助到正在備考的考生。TED是美國(guó)的一家私有非盈利機(jī)構(gòu)，該機(jī)構(gòu)以它組織的TED大會(huì)著稱，這個(gè)會(huì)議的宗旨是“用思想的力量來(lái)改變世界”。大家在鍛煉雅思聽力的時(shí)候，也可以學(xué)習(xí)一下里面的主角們的思維模式，論述方法，希望還能對(duì)大家的雅思寫作有所啟迪。

I want you to take a look at this baby.What you’re drawn to are her eyes and

the skin you love to touch.我想讓大家看看這個(gè)嬰兒。吸引大家關(guān)注的是她的眼睛 以及讓人忍不住摸摸的皮膚。

But today I’m going to talk to you about something you can’t see--what’s

going on up in that little brain of hers.The modern tools of neuroscience are

demonstrating to us that what’s going on up there is nothing short of rocket

science.And what we’re learning is going to shed some light on what the

romantic writers and poets described as the “celestial openness” of the child’s

mind.但今天我要講些你看不到的東西，在她的小腦袋瓜里的東西。當(dāng)代神經(jīng)科學(xué)的研究工具 展示出我們對(duì)嬰兒腦袋里的東西 知之甚少。我們要知道的

是讓浪漫作家和詩(shī)人 產(chǎn)生靈感 并稱之為孩子心智的 “非凡的通慧”

What we see here is a mother in India, and she’s speaking Koro, which is a

newly discovered language.And she’s talking to her baby.What this mother--

and the 800 people who speak Koro in the world--understands [is] that, to

preserve this language, they need to speak it to the babies.大家這兒看到的 是印度的一位母親，她講克羅語(yǔ)，這是一種新發(fā)現(xiàn)的語(yǔ)言。她對(duì)她的孩子說(shuō)這種語(yǔ)言。這位母親 和世界上說(shuō)克羅語(yǔ)的800人

明白要保留這種語(yǔ)言，他們必須對(duì)嬰兒說(shuō)這種語(yǔ)言。

And therein lies a critical puzzle.Why is it that you can’t preserve a

language by speaking to you and I, to the adults? Well, it’s got to do with your

brain.What we see here is that language has a critical period for learning.The

way to read this slide is to look at your age on the horizontal axis.在這里有個(gè)關(guān)鍵的問(wèn)題。為什么要是對(duì)你和我，成年人說(shuō)一種新語(yǔ)言 卻不能保留它? 這是和你的大腦有關(guān)。這兒我們看到 有個(gè)學(xué)習(xí)語(yǔ)言的關(guān)鍵期。

讀懂這幅圖的方法是看你在橫軸上的年齡。

(Laughter)And you’ll see on the vertical your skill at acquiring a second

language.Babies and children are geniuses until they turn seven, and then

there’s a systematic decline.After puberty, we fall off the map.No scientists

dispute this curve, but laboratories all over the world are trying to figure out

why it works this way

(笑聲)你再對(duì)應(yīng)看縱軸上 你悉得第二外語(yǔ)的能力。嬰兒和孩子是語(yǔ)言天才 直到7歲 然后語(yǔ)言系統(tǒng)會(huì)呈下降趨勢(shì)。青春期后，如圖我們語(yǔ)言能力衰退。

科學(xué)家們確信這曲線圖的情況，但是全世界的實(shí)驗(yàn)室 都試圖查明這到底是怎么回事.Work in my lab is focused on the first critical period in development--and

that is the period in which babies try to master which sounds are used in their

language.We think, by studying how the sounds are learned, we’ll have a model

for the rest of language, and perhaps for critical periods that may exist in

childhood for social, emotional and cognitive development.在我實(shí)驗(yàn)室的工作主要是 研究第一個(gè)關(guān)鍵期 這個(gè)時(shí)期是關(guān)于 嬰兒試著掌握他們語(yǔ)言

中的聲音。我們認(rèn)為通過(guò)研究這些被嬰兒學(xué)會(huì)的聲音，我們會(huì)給學(xué)習(xí)其他語(yǔ)言一個(gè)模式，或許關(guān)鍵期也出現(xiàn)在孩童期 也為了研究社會(huì)，情感 和認(rèn)知發(fā)展。

So we’ve been studying the babies using a technique that we’re using all over

the world and the sounds of all languages.The baby sits on a parent’s lap, and

we train them to turn their heads when a sound changes--like from “ah” to

“ee.” If they do so at the appropriate time, the black box lights up and a panda

bear pounds a drum.A six-monther adores the task.我們一直研究嬰兒 使用的技巧，也是全世界使用的語(yǔ)言技巧 和所有語(yǔ)言的聲音技巧。嬰兒坐在父母的膝上，我們訓(xùn)練他們，當(dāng)聽到一個(gè)聲音 從“ah”到 “ee”

他們就轉(zhuǎn)頭。如果他們一聽到就轉(zhuǎn)頭，黑盒子就會(huì)亮 會(huì)出現(xiàn)一只敲鼓的熊貓。六個(gè)月大的嬰兒喜歡這個(gè)測(cè)試。

What have we learned? Well, babies all over the world are what I like to

describe as “citizens of the world.” They can discriminate all the sounds of all

languages, no matter what country we’re testing and what language we’re using，and that’s remarkable because you and I can’t do that.我們從中了解到什么呢? 全世界的嬰兒 就如我所述的 是世界公民;他們能區(qū)分所有語(yǔ)言的所有聲音 不管測(cè)試在哪一國(guó)，用哪種語(yǔ)言。

令人驚訝的是你我卻做不到這點(diǎn)。

We’re culture-bound listeners.We can discriminate the sounds of our own

language, but not those of foreign languages.So the question arises: when do

those citizens of the world turn into the language-bound listeners that we are?

我們是受制于文化局限的聽眾。我們只能區(qū)分我們自己語(yǔ)言的聲音，但分不清外語(yǔ)的那些聲音。所以問(wèn)題隨之產(chǎn)生，這些小小世界公民在什么時(shí)候

變成受制于文化局限的聽眾?

And the answer: before their first birthdays.What you see here is

performance on that head-turn task for babies tested in Tokyo and the United

States, here in Seattle, as they listened to “ra” and “l(fā)a”--sounds important

to English, but not to Japanese.So at six to eight months the babies are

totally equivalent.Two months later something incredible occurs.The babies in

the United States are getting a lot better, babies in Japan are getting a lot

worse, but both of those groups of babies are preparing for exactly the language

that they are going to learn.答案是：一歲之前 這里看到的是扭轉(zhuǎn)頭測(cè)試效果 用來(lái)測(cè)試日本東京 和美國(guó)西雅圖的嬰兒，讓他們聽ra和la的發(fā)音 這兩個(gè)發(fā)音在英文里很重要，在日語(yǔ)里卻沒(méi)有

對(duì)于6到8個(gè)月的嬰兒，他們的測(cè)試結(jié)果完全相似 2個(gè)月之后便產(chǎn)生明顯變化 在美國(guó)的嬰兒掌握這些發(fā)音比較好，在日本的嬰兒卻差很多 但是這兩組的嬰兒

均蓄勢(shì)待發(fā)地要學(xué)習(xí)語(yǔ)言。

So the question is: what’s happening during this critical two-month period?

This is the critical period for sound development, but what’s going on up there?

So there are two things going on.The first is that the babies are listening

intently to us, and they’re taking statistics as they listen to us talk--

they’re taking statistics.So listen to two mothers speaking motherese--the

universal language we use when we talk to kids--first in English and then in

Japanese.問(wèn)題在于，在這個(gè)2個(gè)月的關(guān)鍵期 發(fā)生了什么? 在聲音開發(fā)的這關(guān)鍵期 到底發(fā)生什么了? 主要是兩件事。第一嬰兒不斷地專心聽我們說(shuō)話，并且做統(tǒng)計(jì)

他們統(tǒng)計(jì)這些聲音。聽聽2位母親說(shuō)的親情用語(yǔ) 這是我們對(duì)孩子說(shuō)的通用語(yǔ)言媽媽語(yǔ) 首先是英語(yǔ)，然后是日語(yǔ)。

(Video)English Mother: Ah, I love your big blue eyes--so pretty and

nice.(視頻)說(shuō)英語(yǔ)的媽媽：啊，我多愛(ài)你大大的藍(lán)眼睛 這么漂亮，這么好看。

Japanese Mother: [Japanese]

說(shuō)日語(yǔ)的媽媽：[日語(yǔ)]

Patricia Kuhl: During the production of speech, when babies listen, what

they’re doing is taking statistics on the language that they hear.And those

distributions grow.And what we’ve learned is that babies are sensitive to the

statistics, and the statistics of Japanese and English are very, very different.English has a lot of Rs and Ls.The distribution shows.And the distribution of

Japanese is totally different, where we see a group of intermediate sounds，which is known as the Japanese “R.” So babies absorb the statistics of the

language and it changes their brains;it changes them from the citizens of the

world to the culture-bound listeners that we are.But we as adults are no longer

absorbing those statistics.We’re governed by the representations in memory that

were formed early in development.帕特里夏·庫(kù)爾：在語(yǔ)言生成的期間，當(dāng)嬰兒聆聽時(shí)，他們同時(shí)也在統(tǒng)計(jì) 他們聽到的語(yǔ)言。區(qū)分這些聲音的能力在變強(qiáng)。我們了解到的 是嬰兒對(duì)統(tǒng)計(jì)很敏感，日語(yǔ)和英語(yǔ)的聲音統(tǒng)計(jì)是非常，非常不同的。英語(yǔ)有很多R和L音 如分布圖所示 日語(yǔ)的分布圖則是完全不同的 我們?cè)谶@兒看到一組中間音，它們是日語(yǔ)的R音。嬰兒吸收

語(yǔ)言的統(tǒng)計(jì)數(shù)據(jù) 這改變了他們的大腦;這就是把他們從世界公民 變成像我們一樣受文化局限的聽眾。但我們成年人 不再吸收這些統(tǒng)計(jì)。我們受我們?cè)缙谛纬傻?/p>

記憶性語(yǔ)言的影響。

So what we’re seeing here is changing our models of what the critical period

is about.We’re arguing from a mathematical standpoint that the learning of

language material may slow down when our distributions stabilize.It’s raising

lots of questions about bilingual people.Bilinguals must keep two sets of

statistics in mind at once and flip between them, one after the other, depending

on who they’re speaking to.所以我們?cè)谶@兒看到的 關(guān)鍵期是如何改變我們的語(yǔ)言模式。我們從數(shù)學(xué)角度爭(zhēng)論 學(xué)習(xí)語(yǔ)言材料的能力會(huì)放慢下來(lái) 當(dāng)我們語(yǔ)言分布的能力趨于穩(wěn)定時(shí)。

這也引出很多關(guān)于雙語(yǔ)者的問(wèn)題。雙語(yǔ)者在腦中同時(shí)必須記住2組統(tǒng)計(jì) 并能任意切換 決定于他們與誰(shuí)交流

So we asked ourselves, can the babies take statistics on a brand new

language? And we tested this by exposing American babies who’d never heard a

second language to Mandarin for the first time during the critical period.We

knew that, when monolinguals were tested in Taipei and Seattle on the Mandarin

sounds, they showed the same pattern.Six to eight months, they’re totally

equivalent.Two months later, something incredible happens.But the Taiwanese

babies are getting better, not the American babies.What we did was expose

American babies during this period to Mandarin.It was like having Mandarin

relatives come and visit for a month and move into your house and talk to the

babies for 12 sessions.Here’s what it looked like in the laboratory.那么我們自問(wèn)，嬰兒能不能統(tǒng)計(jì)一種全新的語(yǔ)言? 我們測(cè)試了這個(gè)，通過(guò)給美國(guó)嬰兒 聽他們從沒(méi)聽過(guò)的第二種語(yǔ)言 這是在關(guān)鍵期時(shí)他們第一次聽到普通話。

我們得知，當(dāng)我們讓臺(tái)北和西雅圖的單語(yǔ)者 接觸普通話聲音，他們顯示同樣的模式。在6到8個(gè)月大時(shí)他們辨音能力幾乎相同 2個(gè)月之后，一些不可思議的事情發(fā)生了。

但這次臺(tái)灣嬰兒表現(xiàn)好，而不是美國(guó)的嬰兒。我們所做的是在這關(guān)鍵期讓美國(guó)的嬰兒 多接觸普通話。這就好像說(shuō)普通話的親戚來(lái)拜訪了一個(gè)月 住到你家

和嬰兒上了12節(jié)普通話課。在實(shí)驗(yàn)室它看起來(lái)就像這樣。

(Video)Mandarin Speaker: [Mandarin]

(視頻)普通話說(shuō)者：[普通話]

PK: So what have we done to their little brains?(Laughter)We had to run a

control group to make sure that just coming into the laboratory didn’t improve

your Mandarin skills.So a group of babies came in and listened to English.And

we can see from the graph that exposure to English didn’t improve their

Mandarin.But look at what happened to the babies exposed to Mandarin for 12

sessions.They were as good as the babies in Taiwan who’d been listening for

10-and-a-half months.What it demonstrated is that babies take statistics on a

new language.Whatever you put in front of them, they’ll take statistics on.所以我們對(duì)他們的小腦袋瓜都做了什么?(笑聲)我們還得有一個(gè)對(duì)照組 確保來(lái)到實(shí)驗(yàn)室 并不能提高普通話的水平。所以這組嬰兒來(lái)這兒只聽英語(yǔ)。

我們從這圖表看出 在英語(yǔ)條件下的嬰兒沒(méi)有提高他們的漢語(yǔ)。但看看上過(guò)12次普通話課的嬰兒的身上 都發(fā)生了什么。他們和那些曾聽普通話有

10個(gè)半月大的臺(tái)灣嬰兒一樣棒。這說(shuō)明了 嬰兒對(duì)一種新語(yǔ)言也能做統(tǒng)計(jì)。不管你在他們面前說(shuō)了什么，他們就會(huì)統(tǒng)計(jì)這語(yǔ)言。

But we wondered what role the human being played in this learning exercise.So we ran another group of babies in which the kids got the same dosage, the

same 12 sessions, but over a television set and another group of babies who had

just audio exposure and looked at a teddy bear on the screen.What did we do to

their brains? What you see here is the audio result--no learning whatsoever--

and the video result--no learning whatsoever.It takes a human being for

babies to take their statistics.The social brain is controlling when the babies

are taking their statistics.我們也好奇 在這一學(xué)習(xí)過(guò)程中 人起了什么樣的作用。所以我們?cè)O(shè)置了另一組嬰兒 讓他們?nèi)绶ㄅ谥频厣?2節(jié)課，但是在電視機(jī)前上課

和另一組嬰兒只是通過(guò)音頻上課 看電視屏幕上的玩具熊。我們又對(duì)他們的腦袋瓜做什么了? 我們這兒看到的是音頻結(jié)果 沒(méi)有任何學(xué)習(xí)效果 視頻結(jié)果

也是沒(méi)有任何學(xué)習(xí)效果。只有人才能 幫助嬰兒統(tǒng)計(jì)他們的聲音數(shù)據(jù)。當(dāng)嬰兒在統(tǒng)計(jì)時(shí) 社會(huì)大腦在控制著。

We want to get inside the brain and see this thing happening as babies are in

front of televisions, as opposed to in front of human beings.Thankfully, we

have a new machine, magnetoencephalography, that allows us to do this.It looks

like a hair dryer from Mars.But it’s completely safe, completely non-invasive

and silent.We’re looking at millimeter accuracy with regard to spatial and

millisecond accuracy using 306 SQUIDs--these are Superconducting QUantum

Interference Devices--to pick up the magnetic fields that change as we do our

thinking.We’re the first in the world to record babies in an MEG machine while

they are learning.我們想了解大腦內(nèi)部 觀察各種變化 探究電視前的嬰兒 和與人在一起的嬰兒有何不同 多虧我們有了這臺(tái)新機(jī)器，腦磁圖顯示機(jī)，它可以讓我們做到這個(gè)。

它看上去就像來(lái)自火星的吹風(fēng)機(jī)。但它是完全安全的，完全對(duì)人無(wú)害，而且是靜音的。我們的要求是 在空間上精確到毫米 時(shí)間上精確到毫秒 使用306 SQUIDs

即是超導(dǎo) 量子干涉磁量?jī)x 用來(lái)檢測(cè) 我們大腦變化的磁場(chǎng)。我們是世界上第一個(gè) 記錄嬰兒 在腦磁圖顯示機(jī)下的 學(xué)習(xí)的腦圖。

So this is little Emma.She’s a six-monther.And she’s listening to various

languages in the earphones that are in her ears.You can see, she can move

around.We’re tracking her head with little pellets in a cap, so she’s free to

move completely unconstrained.所以這是小愛(ài)瑪 她有6個(gè)月大。她正通過(guò)耳機(jī) 聆聽多種語(yǔ)言 大家可以看到，她可以移動(dòng)。我們用她帽子上的小球 來(lái)記錄她的腦圖

所以她完全不受束縛地自由地移動(dòng)。

It’s a technical tour de force.What are we seeing? We’re seeing the baby

brain.As the baby hears a word in her language the auditory areas light up, and

then subsequently areas surrounding it that we think are related to coherence，getting the brain coordinated with its different areas, and causality, one brain

area causing another to activate.這是一個(gè)技術(shù)上的杰作。我看到什么了? 我們看到嬰兒的大腦。當(dāng)嬰兒聽到語(yǔ)言中的一個(gè)詞 大腦中聽覺(jué)區(qū)域亮起來(lái)，然后在它周圍的其它區(qū)域也亮起來(lái)

我們認(rèn)為這是有關(guān)聯(lián)貫性的 讓大腦和其他不同腦區(qū)域相協(xié)調(diào)，一前一后，一片腦區(qū)域

激活另一片腦區(qū)域。

We are embarking on a grand and golden age of knowledge about child’s brain

development.We’re going to be able to see a child’s brain as they experience an

emotion, as they learn to speak and read, as they solve a math problem, as they

have an idea.And we’re going to be able to invent brain-based interventions for

children who have difficulty learning.我們開啟了 一個(gè)開發(fā)兒童大腦知識(shí)的 宏偉的黃金年代。我們能夠觀察他們的大腦 當(dāng)兒童體驗(yàn)到感情，學(xué)著說(shuō)和讀，解決一個(gè)數(shù)學(xué)問(wèn)題，或當(dāng)他們有個(gè)想法的時(shí)候

我們也能為學(xué)習(xí)有障礙的孩童 發(fā)明基于腦的治療方法。

Just as the poets and writers described, we’re going to be able to see, I

think, that wondrous openness, utter and complete openness, of the mind of a

child.In investigating the child’s brain, we’re going to uncover deep truths

about what it means to be human, and in the process, we may be able to help keep

our own minds open to learning for our entire lives.正如詩(shī)人和作家所描述的，我想我們能夠看到 一種奇妙的融通開放，一個(gè)孩子心智的 完全開放 在對(duì)兒童大腦的研究中，我們會(huì)深刻揭示

這對(duì)人類來(lái)說(shuō)意味著什么的事實(shí)，在這一過(guò)程中，我們或許能幫助我們自身開放心智 在我們一生中不斷地學(xué)習(xí)。

Thank you.謝謝。