第一篇：TED名人演講稿 未來自我的心理_0

TED名人演講稿 未來自我的心理

點課臺前言：雅思聽力對于很多烤鴨來說都是一道難關，大家都在苦苦思索，怎樣的雅思聽力。今天，點課臺老師給大家整理了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是美國的一家私有非盈利機構，該機構以它組織的TED大會著稱，這個會議的宗旨是“用思想的力量來改變世界”。大家在鍛煉雅思聽力的時候，也可以學習一下里面的主角們的思維模式，論述方法，希望還能對大家的雅思寫作有所啟迪。

Dan Gilbert：The psychology of your future self

丹?吉伯特: 未來自我的心理

At every stage of our lives we make decisions that will profoundly influence

the lives of the people we’re going to become, and then when we become those

people, we’re not always thrilled with the decisions we made.So young people

pay good money to get tattoos removed that teenagers paid good money to get.Middle-aged people rushed to divorce people who young adults rushed to marry.Older adults work hard to lose what middle-aged adults worked hard to gain.On

and on and on.The question is, as a psychologist, that fascinates me is, why do

we make decisions that our future selves so often regret?

在我們生命的每個階段，我們都會做出一些決定，這些決定會深刻影響 未來我們自己的生活，當我們成為未來的自己時，我們并不總是對過去

做過的決定感到高興。所以年輕人花很多錢 洗去當還是青少年時 花了很多錢做上的紋身。中年人急著跟 年輕時迫不及待想結婚的人離婚。老年人很努力的揮霍著

作為中年人時不停工作所賺的錢。如此沒完沒了。作為一個心理學家，讓我感興趣的問題是，為什么我們會做出 讓自己將來常常后悔的決定?

Now, I think one of the reasons--I’ll try to convince you today — is that

we have a fundamental misconception about the power of time.Every one of you

knows that the rate of change slows over the human lifespan, that your children

seem to change by the minute but your parents seem to change by the year.But

what is the name of this magical point in life where change suddenly goes from a

gallop to a crawl? Is it teenage years? Is it middle age? Is it old age? The

answer, it turns out, for most people, is now, wherever now happens to be.What

I want to convince you today is that all of us are walking around with an

illusion, an illusion that history, our personal history, has just come to an

end, that we have just recently become the people that we were always meant to

be and will be for the rest of our lives.我認為其中一個原因—— 而我今天想說服你們的——，就是我們對時間的力量 有個基本的錯誤概念。你們每個人都知道變化的速度 隨著人的年齡增長不斷放慢，孩子們好像每分鐘都有變化，而父母們的變化則要慢得多。那么生命中這個讓變化 突然間從飛速變得緩慢的 神奇轉折點應該叫什么呢? 是青少年時期嗎?是中年時期嗎?

是老年階段嗎? 其實對大多數人來說，答案是，現在，無論現在發生在什么。今天我想讓大家明白的是，我們所有人都在圍繞著 一種錯覺生活，這種錯覺就是，我們每個人的過去，都已經結束了，我們已經成為了 我們應該成為的那種人，在余下的生命中也都會如此。

Let me give you some data to back up that claim.So here’s a study of change in people’s personal values over time.Here’s three values.Everybody here holds

all of them, but you probably know that as you grow, as you age, the balance of

these values shifts.So how does it do so? Well, we asked thousands of people.We asked half of them to predict for us how much their values would change in

the next 10 years, and the others to tell us how much their values had changed

in the last 10 years.And this enabled us to do a really interesting kind of

analysis, because it allowed us to compare the predictions of people, say, 18

years old, to the reports of people who were 28, and to do that kind of analysis

throughout the lifespan.我想給你們展示一些數據 來支持這個觀點。這是一項關于人們的個人價值觀 隨時間變化的研究。這里有3種價值觀。每個人的生活都與這三個價值觀相關，但是你們可能知道，隨著你們慢慢長大，變老，這三個價值觀的平衡點 會不斷變化。到底是怎么回事呢? 我們詢問了數千人。我們讓他們當中一半的人預測了一下

在未來10年中，他們的價值觀會發生多大的改變，讓另一半人告訴我們 在過去的10年中，他們的價值觀發生了多大的變化。這項調查可以讓我們做一個很有趣的分析，因為它可以讓我們將 大約18歲左右的人的預測同 大約28歲左右的人的答案相比較，這項分析可以貫穿人的一生。

Here’s what we found.First of all, you are right, change does slow down as

we age, but second, you’re wrong, because it doesn’t slow nearly as much as we

think.At every age, from 18 to 68 in our data set, people vastly underestimated

how much change they would experience over the next 10 years.We call this the

“end of history” illusion.To give you an idea of the magnitude of this effect，you can connect these two lines, and what you see here is that 18-year-olds

anticipate changing only as much as 50-year-olds actually do.這是我們的發現。首先，你們是對的，隨著我們年齡的增長，變化會減緩。第二，你們錯了，因為這種變化并不像我們想象的那么慢。

在我們的數據庫從18歲到68歲的 每一個年齡段中，人們大大的低估了在未來的10年 他們會經歷多少變化。我們把這叫做“歷史終止”錯覺。

為了讓你們了解這種影響有多大，你們可以把這兩條線連接起來，你們現在看到的是18歲的人群 預期的改變僅僅和 50歲的人群實際經歷的一樣。

Now it’s not just values.It’s all sorts of other things.For example，personality.Many of you know that psychologists now claim that there are five

fundamental dimensions of personality: neuroticism, openness to experience，agreeableness, extraversion, and conscientiousness.Again, we asked people how

much they expected to change over the next 10 years, and also how much they had

changed over the last 10 years, and what we found, well, you’re going to get

used to seeing this diagram over and over, because once again the rate of change

does slow as we age, but at every age, people underestimate how much their

personalities will change in the next decade.現在不僅僅是價值觀了。其他的方面都也有變化。比如說，人格。你們當中的很多人知道現在心理學家們認為 人格可以分為五個基本維度： 神經質性，經驗汲取度，協調性，外向性和道德感?；氐皆瓉淼脑掝}，我們問人們他們期待未來的10年中 自己會有多大的變化，以及他們在過去的10年中發生了多少變化，我們發現了，你們會習慣不斷地看到這個圖表，因為又一次，變化速率隨著我們的年齡增長 減慢了。但是在每一個年齡階段，人們都低估了 在未來的十年中

他們的人格會發生多大的改變。

And it isn’t just ephemeral things like values and personality.You can ask

people about their likes and dislikes, their basic preferences.For example，name your best friend, your favorite kind of vacation, what’s your favorite

hobby, what’s your favorite kind of music.People can name these things.We ask

half of them to tell us, “Do you think that that will change over the next 10

years?” and half of them to tell us, “Did that change over the last 10 years?”

And what we find, well, you’ve seen it twice now, and here it is again: people

predict that the friend they have now is the friend they’ll have in 10 years，the vacation they most enjoy now is the one they’ll enjoy in 10 years, and yet，people who are 10 years older all say, “Eh, you know, that’s really

changed.”

而且不光是像價值觀和人格這樣的 臨時性的特質。你們可以問問人們關于他們喜好和厭惡的事，他們基本的偏好。比如說，說出你最好朋友的名字，你最喜歡什么樣的假期，你最大的愛好是什么，你最喜歡什么樣的音樂。人們可以說出這些事情。我們讓他們當中的一半人告訴我們，“你認為這在未來10年內會改變嗎?” 讓另一半告訴我們，“這個在過去十年內變化了嗎?” 我們的發現是，嗯，這個圖你們已經看過2次了，再展示一次：

人們推測他們現在的朋友 在未來10年中還會是他們的朋友，他們喜歡的度假之地在未來10年內 還會是他們喜歡的地方，然而，年長10歲的人都會說：

“嗯，你知道，這確實不一樣了?！?/p>

Does any of this matter? Is this just a form of mis-prediction that doesn’t

have consequences? No, it matters quite a bit, and I’ll give you an example of

why.It bedevils our decision-making in important ways.Bring to mind right now

for yourself your favorite musician today and your favorite musician 10 years

ago.I put mine up on the screen to help you along.Now we asked people to

predict for us, to tell us how much money they would pay right now to see their

current favorite musician perform in concert 10 years from now, and on average，people said they would pay 129 dollars for that ticket.And yet, when we asked

them how much they would pay to see the person who was their favorite 10 years

ago perform today, they say only 80 dollars.Now, in a perfectly rational world，these should be the same number, but we overpay for the opportunity to indulge

our current preferences because we overestimate their stability.這有什么關系嗎? 這只是一種 并不會有什么后果的錯誤的預測嗎? 不，這有很大的關系，我會舉例告訴你們為什么。它在很多重要的方面困擾著我們做決定。

現在想想你們此時此刻 最喜歡的音樂人，還有10年前你們最喜歡的音樂人。我把我的答案放在大屏幕上作為提示?，F在我們讓人們 預測一下，告訴我們

他們現在愿意付多少錢 來參加他們現在最喜歡的音樂人 從現在起10年后的音樂會，平均來講，人們會說他們會付 129美元買票。然而，當我們問他們

愿意付多少錢去看 他們10年前喜歡的人現在的演出，他們說只有80塊。那么，在一個完全理性的世界里，這兩個數字應該是相同的，但是我們為沉浸于當前喜好中 的機會付了更多的錢，因為我們高估了它們的持久性。

Why does this happen? We’re not entirely sure, but it probably has to do with

the ease of remembering versus the difficulty of imagining.Most of us can

remember who we were 10 years ago, but we find it hard to imagine who we’re

going to be, and then we mistakenly think that because it’s hard to imagine，it’s not likely to happen.Sorry, when people say “I can’t imagine that,”

they’re usually talking about their own lack of imagination, and not about the

unlikelihood of the event that they’re describing.為什么會發生這樣的變化呢? 我們也不是很確定，不過這可能與 記憶的消逝和 想象的難度相關。我們中的大多數人都能記得 10年前的我們是什么樣子，但是要想像我們會成為什么樣的人就困難了，然后我們會錯誤地認為因為很難想象，就不太可能會發生。很遺憾，當人們說“我可想象不出來”，他們通常是在表達他們缺乏想象力，而不是他們所描述的 不可能發生的事情。

The bottom line is, time is a powerful force.It transforms our preferences.It reshapes our values.It alters our personalities.We seem to appreciate this

fact, but only in retrospect.Only when we look backwards do we realize how much

change happens in a decade.It’s as if, for most of us, the present is a magic

time.It’s a watershed on the timeline.It’s the moment at which we finally

become ourselves.Human beings are works in progress that mistakenly think

they’re finished.The person you are right now is as transient, as fleeting and

as temporary as all the people you’ve ever been.The one constant in our life is

change.總而言之，時間是一種強大的力量。它改變了我們的喜好。它重塑了我們的價值觀。它改變了我們的人格。我們似乎會感激這個事實，但是只在回想過去的時候。

只有在我們回首過去的時候我們才會認識到 在過去的十年里發生了多么大的變化。好像，對我們大多數人來說，當前是個有魔力的時刻。它是時間軸上的分水嶺。

它是一個使我們最終成為 我們自己的時刻。人類還處在發展變化的過程中，卻錯誤地以為他們不會發生任何改變了?，F在的你 只是處于過渡中，轉瞬即逝，暫時的的狀態而已，就像所有那些過去的你。在我們的生命中唯一不變的就是，變化。

Thank you.謝謝大家。

(Applause)

(掌聲)

第二篇：TED名人演講稿：老師如何創造魔力

【趣味雅思】TED名人演講稿：老師如何創造魔力

點課臺前言：雅思聽力對于很多烤鴨來說都是一道難關，大家都在苦苦思索，怎樣的雅思聽力。今天，點課臺老師給大家整理了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是美國的一家私有非盈利機構，該機構以它組織的TED大會著稱，這個會議的宗旨是“用思想的力量來改變世界”。大家在鍛煉雅思聽力的時候，也可以學習一下里面的主角們的思維模式，論述方法，希望還能對大家的雅思寫作有所啟迪。

Christopher Emdin:Teach teachers how to create magic

老師如何創造魔力.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.現在 有一位有追求的老師 正在寫一篇60頁的論文 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教授所開發，這位老師問她自己，她正從事的這項任務--成為一個教育者，改變生命并啟迪人生--和她的工作聯系呢。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 用一種最無聊的方式

不停地講述著教育中的互動。

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.現在 有一位一年級老師在家中 正檢查課程計劃，試圖達到標準的感覺。這位老師又在想如何才能合理為學生打分，同時又對她自己 反復地說，”在11

月之前都不要笑，” 因為那些都是 她從教育課程學到的?，F在，有一位學生 正試圖想出一個主意 去說服他的父母，他非常非常地不舒服，明天不能上學了。

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.現在，在另一方面，了不起地教育家們 傳授知識，以一種最優美地方式傳授知識，以至于學生坐在他們邊緣 只是為了等待一滴甘甜的露珠 從老師的臉上掉下來，并去汲取所有的知識。現在，又有一位 讓所有觀眾全神貫注的人，他編織生動的語言 描繪著 一個聽眾們 聞所未聞地的世界，但如果人們緊閉雙眼，便能想像出那個世界，因為那個故事實在是太精彩?，F在，有一個人 叫觀眾將手放在空中 直到他說”放下來” 才可以放下來?，F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，人們會說，“克里斯，你描述了 正接受可怕訓練的伙計，但你還描述那些有感召力教育者。如果你在想關于教育的世界，或專注于城市教育，那些人可能會有相反的效應并相互抵消，也就沒什么事了?！?/p>

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。那些掌握如何教學并 與觀眾互動的人 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 都沒有。對我來說，這是一件非常悲哀的事情。之所以悲哀，是因為我所描述的那些人 他們對學習的過程沒有興趣，他們想成為高效的老師，卻沒有范例。我要概括一下馬克·吐溫說過的一句話。馬克·吐溫說適當的準備或教學，是非常強大的，可以將不好的品行變好，將糟糕的實踐變得強有力，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?”

我之前所說的那些 有著適當教學準備的人，他們不在大學里，只在那些有同樣有著人們參與和互動的地方。猜猜看有哪些地方? 理發店，說唱音樂會，和最首要的黑人教堂。我一直都在構造這個叫做五旬節教學法的主意。誰去過黑人教堂? 有幾個人。你到一所黑人教堂，他們的祭祀開始

并意識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：”哦，我的天，他們并沒有集中注意力?！?/p>

然后他說：”你們可以說阿門么?”

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”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。那個祭祀提高傳道的聲音吸引注意力。當他想鎖住人們的注意力時，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 僅是不停地傳授理論 并告訴你教學標準，告訴你那些與基本技能無關的 不能鼓舞觀眾 和激勵學生的，沒有魔力的東西呢?

所以我立論：我們應該重塑師資培訓，我們可以專注于教學內容，我們可以專注于教學理論，但是只有內容和理論 卻沒有那教與學的魔力 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：”魔力只是魔力罷了。” 有老師不畏挑戰 并擁有那些技能 在學校能夠激勵和鼓舞學生，當學校管理者路過時便說：

“喔，他很會教學!我希望其他老師都可以和他一樣優秀?！?但是當他們描述他教學成功的原因時，他們只說：”他擁有魔力?！?/p>

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? 你可以通過允許人們參觀 那些魔力在發生的地方

教授他們這種技能。如果你想成為城市教育中一位有抱負的老師 你得走出大學的限制 進入到魔力發生的地方。你得在理發店內與人們交談，你得去看看黑人教堂，你還得去看看 那些有感召力的人 學習他們的做法。在我大學的教師培訓課堂中，我開啟了一個項目，讓每一個學生看說唱音樂會。他們觀察說唱歌手 的步法與說話時的手勢。他們研究說唱歌手在舞臺上自信走動的姿態。

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.他們聽說唱歌手的暗示和比喻，他們遍開始學習這些東西，如果他們有足夠的練習，這些將會成為掌握魔力的關鍵。他們學到如果你凝視一個學生

并將你的眉毛抬高四分之一英寸，你一個字都不用說 因為學生會知道你想要更多的答案。如果我們可以將將是培訓轉型，專注于 對于魔力的教學，我們可以將無趣的課堂變得生動起來，我們可以重新點燃想象力，我們可以改變教育。

Thank you.謝謝.(Applause)

(掌聲)

第三篇：TED名人演講稿 用舞蹈戰勝癌癥

TED名人演講稿 用舞蹈戰勝癌癥

點課臺前言：雅思聽力對于很多烤鴨來說都是一道難關，大家都在苦苦思索，怎樣的雅思聽力。今天，點課臺老師給大家整理了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是美國的一家私有非盈利機構，該機構以它組織的TED大會著稱，這個會議的宗旨是“用思想的力量來改變世界”。大家在鍛煉雅思聽力的時候，也可以學習一下里面的主角們的思維模式，論述方法，希望還能對大家的雅思寫作有所啟迪。

(Music)

(音樂)?

[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)，有一首關于印度神母的頌歌，是我們大部分的印度人從小就學習的。在我四歲的時候也學習了這首歌，坐在我母親的膝頭上。也正是那一年，她引導我進入舞蹈的殿堂。而這一開端，正是我與印度古典舞幽會的伊始。從那時開始，到現在已經40年了——，我師從這一行最優秀的舞者，在世界各地演出，教導年輕的和年老的舞蹈愛好者，創造，合作，編舞，我編織了一個絢麗的掛毯，用我的藝術，成就，和獎章。2007年我獲得了至高無上的榮譽，那一年

我得到了印度，授予公民的第四高榮譽，蓮花獎(Padma Shri)，作為我對藝術貢獻的回報

(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備，去面對我將要得知的，在2008年的7月1號，我得知了一個詞“惡性腫瘤”，是的，乳腺癌，我坐在醫生的辦公室里，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，“惡性程度”(Grade)是我在學校得到的成績，那一天，我意識到，我有一個不受歡迎的，不請自來的，新終生伴侶，作為一個舞者，我知道九情操(印度古典舞蹈中通過肢體或表情表達不同情緒的方式)，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，我學會了什么是恐懼

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.”

經歷所有的巨痛，并徹底感到失去控制，我流了很多淚水，問我親愛的丈夫，Jayant，我說，“結束了么?這就是我生命之路的盡頭么?”，這就是我舞蹈的終結么?，然而他，這個樂觀的靈魂，說，“不，這只是一個間隙，治療的間隙，而且你將回來做你擅長的事

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.”

當時我醒悟到，我認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——，這些思想所創造的想象，和由這些想象所引起的行動，所以現在我沉迷于，一種情緒的漩渦中，沮喪，和那些令你，感到情況的嚴酷的思緒，我想得到痊愈，健康和幸福，我想從現在的我，到達我想到的彼方，為了達到這一目標，我需要有一股可以把我從痛苦中拉出來的力量，所以

我擦干淚水，然后 我向世界宣告，我說，癌癥只是我生命中的一頁，我不會讓這一頁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，我將度過難關，我不會允許癌癥將我打倒，但是

要從我的現狀，到達我的期望，我需要一些東西，我需要一個依靠，一種意象，一個標桿，釘在這一過程的起始，然后我可以從那里開始，然后

我從舞蹈中發現了它，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，在三天之內變成禿字，你怎能不絕望，在你的身體對化療產生不良反應時，爬幾節樓梯都像攀登險峰，對于我這樣一個能連續跳3個小時的舞者?，你怎能不彷徨失措，因為痛苦和絕望，我想做的只有蜷縮起來哭泣，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，學習我曾經學習過的所有東西，就好像我又回到四歲，從新工作，從頭學習，從新組織，這一過程非常痛苦，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，那是從我四歲就學起的，濕婆神的意象，杜爾迦女神，杜爾迦女神

無畏的神母，由印度諸神所創造，杜爾迦女神 輝煌 雍容

美麗，她的十八支手臂，隨時準備戰斗，她乘坐神獅，進入戰場去毀滅水牛阿修羅，杜爾迦女神，女性創造力量的象征，或者叫女性力量，杜爾迦

無畏的女神，我做成了杜爾迦女神的意象，和她所有的屬性和特質，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.在她那種神秘符號的推動下，并伴隨著我對訓練的熱情，我像激光刀般精準的專注于我的舞蹈，像激光刀般專注這樣一個領域，在手術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

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，是一個克服挫折，障礙和挑戰的故事，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，賦予我們生機活力，深刻的感動我們，和令癌癥變得無足輕重的東西，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.在我度過難關的過程中，我駕馭了我自己的內在力量，我的內在恢復力，我武裝自己并聯合治療效果，我繼續治療，我經歷了與癌癥的戰爭，我命令那些肆意妄為的細胞順從起來，我希望被世人認可，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.”

我向你們呈現一段我的舞蹈，“獅子吼經”(Simhanandani)

(Applause)

(鼓掌)

(Music)

(音樂)

(Applause)

(鼓掌)

第四篇：TED名人演講稿：12歲的APP開發者

【趣味雅思】TED名人演講稿：12歲的APP開發者

點課臺前言：雅思聽力對于很多烤鴨來說都是一道難關，大家都在苦苦思索，怎樣的雅思聽力。今天，點課臺老師給大家整理了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是美國的一家私有非盈利機構，該機構以它組織的TED大會著稱，這個會議的宗旨是“用思想的力量來改變世界”。大家在鍛煉雅思聽力的時候，也可以學習一下里面的主角們的思維模式，論述方法，希望還能對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.我一直都對計算機與科技很入迷，我研制了一些適用于Iphone, iTouch以及iPad的應用。今天，我想與大家分享一些我研發出的應用。

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.我最先研制出的應用是一個叫Earth Fortune的運勢測試器，它能根據你的運勢 呈現不同顏色的地球圖形 我個人最喜歡、也是最成功的應用叫Bustin

Jieber 它是一個---(笑聲)它是一個賈斯汀·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.在學校里，我的很多同學都不太喜歡賈斯汀·比伯，所以我決定開發這樣一個應用。

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程序，并且在2010年圣誕假期和新年來臨之前發布了這個應用。

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.很多人都問我，是怎樣開發出這些應用的? 很多情況下，那些問這個問題的人，其實也想開發應用。

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，現在他們也想制作游戲。這是很困難的，因為很多孩子并不知道 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.打個比方，你想學踢足球，那你可以加入一支足球隊。想學小提琴，你可以報個小提琴班。但如果你想開發一個應用呢? 父母們年輕的時候

也許踢過足球、或者學習過小提琴 但沒有多少父母寫過應用吧!

(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.那么你要怎樣學習寫應用呢? 我是這樣學習的，最開始時，我學習了用好幾種語言來編程，由此而掌握了編程的基礎知識，例如Python語言、C語言以及Java語言等等。

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.之后蘋果發行了iPhone，隨之還發布了iPhone軟件開發工具，這套軟件開發工具是一套工具，可用于開發與研制iPhone應用。

這為我開啟了一個全新充滿可能性的世界，在稍稍擺弄過這套軟件開發工具之后，我開發出了一些應用，以及一些測試的應用。

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。在我準備好要將這個應用放到App store上去時，我說服我的父母為我支付了99美元的費用，這樣我就能讓這個應用在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，于是現在App Store上便有了我開發的應用。我的父母、朋友和老師 給了我很多靈感與鼓勵，甚至連App

Store的用戶都給了我許多鼓勵，這些對于我來說都是莫大的幫助。

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。在學校里，我建立一個app社團，學校里的一名老師支持著我的這個社團。

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.學校里學生 都可以來學習如何設計應用。這樣我就能與其他人一起分享我的經驗。目前有一系列叫做Pilot Program的應用程序，(為各大學校利用iPad教學提供技術支持的應用軟件)有些地區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?

幸運的是，我所在的地方正是這些地區之一。而我們目前面臨的挑戰是應該怎樣利用iPad，以及iPad上應該有哪些應用程序。

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

apps they’d like.所以我們對學校教師進行了調研，獲得了關于他們喜歡什么樣應用的反饋。

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.當我們設計完這些應用并將其出售時，當地的學?？梢悦赓M使用，而從收費地區獲得的收入，則會捐贈給當地的教育機構。

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

technology.如今，學生們所掌握的科技通常 會比老師多那么一點點。

(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.所以這對老師而言是一種資源，教育工作者們應該了解這些資源，并充分地利用它們 最后，我想談談我未來的計劃。

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，我要開發出更多的應用、更多的游戲，目前我正在與一個第三方公司合作開發App，我想開始安卓系統應用的編程與開發，同時，我也要繼續我的app社團，為同學們找到其他的方式，共同分享知識。

Thank you.謝謝!

(Applause)

第五篇：TED名人演講稿：孩子的語言天賦

【趣味雅思】TED名人演講稿：孩子的語言天賦

點課臺前言：雅思聽力對于很多烤鴨來說都是一道難關，大家都在苦苦思索，怎樣的雅思聽力。今天，點課臺老師給大家整理了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是美國的一家私有非盈利機構，該機構以它組織的TED大會著稱，這個會議的宗旨是“用思想的力量來改變世界”。大家在鍛煉雅思聽力的時候，也可以學習一下里面的主角們的思維模式，論述方法，希望還能對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嬰兒。吸引大家關注的是她的眼睛 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。當代神經科學的研究工具 展示出我們對嬰兒腦袋里的東西 知之甚少。我們要知道的

是讓浪漫作家和詩人 產生靈感 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，這是一種新發現的語言。她對她的孩子說這種語言。這位母親 和世界上說克羅語的800人

明白要保留這種語言，他們必須對嬰兒說這種語言。

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.在這里有個關鍵的問題。為什么要是對你和我，成年人說一種新語言 卻不能保留它? 這是和你的大腦有關。這兒我們看到 有個學習語言的關鍵期。

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)你再對應看縱軸上 你悉得第二外語的能力。嬰兒和孩子是語言天才 直到7歲 然后語言系統會呈下降趨勢。青春期后，如圖我們語言能力衰退。

科學家們確信這曲線圖的情況，但是全世界的實驗室 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.在我實驗室的工作主要是 研究第一個關鍵期 這個時期是關于 嬰兒試著掌握他們語言

中的聲音。我們認為通過研究這些被嬰兒學會的聲音，我們會給學習其他語言一個模式，或許關鍵期也出現在孩童期 也為了研究社會，情感 和認知發展。

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言技巧 和所有語言的聲音技巧。嬰兒坐在父母的膝上，我們訓練他們，當聽到一個聲音 從“ah”到 “ee”

他們就轉頭。如果他們一聽到就轉頭，黑盒子就會亮 會出現一只敲鼓的熊貓。六個月大的嬰兒喜歡這個測試。

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;他們能區分所有語言的所有聲音 不管測試在哪一國，用哪種語言。

令人驚訝的是你我卻做不到這點。

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。我們只能區分我們自己語言的聲音，但分不清外語的那些聲音。所以問題隨之產生，這些小小世界公民在什么時候

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 “la”--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 這里看到的是扭轉頭測試效果 用來測試日本東京 和美國西雅圖的嬰兒，讓他們聽ra和la的發音 這兩個發音在英文里很重要，在日語里卻沒有

對于6到8個月的嬰兒，他們的測試結果完全相似 2個月之后便產生明顯變化 在美國的嬰兒掌握這些發音比較好，在日本的嬰兒卻差很多 但是這兩組的嬰兒

均蓄勢待發地要學習語言。

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.問題在于，在這個2個月的關鍵期 發生了什么? 在聲音開發的這關鍵期 到底發生什么了? 主要是兩件事。第一嬰兒不斷地專心聽我們說話，并且做統計

他們統計這些聲音。聽聽2位母親說的親情用語 這是我們對孩子說的通用語言媽媽語 首先是英語，然后是日語。

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

nice.(視頻)說英語的媽媽：啊，我多愛你大大的藍眼睛 這么漂亮，這么好看。

Japanese Mother: [Japanese]

說日語的媽媽：[日語]

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·庫爾：在語言生成的期間，當嬰兒聆聽時，他們同時也在統計 他們聽到的語言。區分這些聲音的能力在變強。我們了解到的 是嬰兒對統計很敏感，日語和英語的聲音統計是非常，非常不同的。英語有很多R和L音 如分布圖所示 日語的分布圖則是完全不同的 我們在這兒看到一組中間音，它們是日語的R音。嬰兒吸收

語言的統計數據 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 不再吸收這些統計。我們受我們早期形成的

記憶性語言的影響。

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.所以我們在這兒看到的 關鍵期是如何改變我們的語言模式。我們從數學角度爭論 學習語言材料的能力會放慢下來 當我們語言分布的能力趨于穩定時。

這也引出很多關于雙語者的問題。雙語者在腦中同時必須記住2組統計 并能任意切換 決定于他們與誰交流

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，嬰兒能不能統計一種全新的語言? 我們測試了這個，通過給美國嬰兒 聽他們從沒聽過的第二種語言 這是在關鍵期時他們第一次聽到普通話。

我們得知，當我們讓臺北和西雅圖的單語者 接觸普通話聲音，他們顯示同樣的模式。在6到8個月大時他們辨音能力幾乎相同 2個月之后，一些不可思議的事情發生了。

但這次臺灣嬰兒表現好，而不是美國的嬰兒。我們所做的是在這關鍵期讓美國的嬰兒 多接觸普通話。這就好像說普通話的親戚來拜訪了一個月 住到你家

和嬰兒上了12節普通話課。在實驗室它看起來就像這樣。

(Video)Mandarin Speaker: [Mandarin]

(視頻)普通話說者：[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.所以我們對他們的小腦袋瓜都做了什么?(笑聲)我們還得有一個對照組 確保來到實驗室 并不能提高普通話的水平。所以這組嬰兒來這兒只聽英語。

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

10個半月大的臺灣嬰兒一樣棒。這說明了 嬰兒對一種新語言也能做統計。不管你在他們面前說了什么，他們就會統計這語言。

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 在這一學習過程中 人起了什么樣的作用。所以我們設置了另一組嬰兒 讓他們如法炮制地上12節課，但是在電視機前上課

和另一組嬰兒只是通過音頻上課 看電視屏幕上的玩具熊。我們又對他們的腦袋瓜做什么了? 我們這兒看到的是音頻結果 沒有任何學習效果 視頻結果

也是沒有任何學習效果。只有人才能 幫助嬰兒統計他們的聲音數據。當嬰兒在統計時 社會大腦在控制著。

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 多虧我們有了這臺新機器，腦磁圖顯示機，它可以讓我們做到這個。

它看上去就像來自火星的吹風機。但它是完全安全的，完全對人無害，而且是靜音的。我們的要求是 在空間上精確到毫米 時間上精確到毫秒 使用306 SQUIDs

即是超導 量子干涉磁量儀 用來檢測 我們大腦變化的磁場。我們是世界上第一個 記錄嬰兒 在腦磁圖顯示機下的 學習的腦圖。

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.所以這是小愛瑪 她有6個月大。她正通過耳機 聆聽多種語言 大家可以看到，她可以移動。我們用她帽子上的小球 來記錄她的腦圖

所以她完全不受束縛地自由地移動。

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.這是一個技術上的杰作。我看到什么了? 我們看到嬰兒的大腦。當嬰兒聽到語言中的一個詞 大腦中聽覺區域亮起來，然后在它周圍的其它區域也亮起來

我們認為這是有關聯貫性的 讓大腦和其他不同腦區域相協調，一前一后，一片腦區域

激活另一片腦區域。

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 一個開發兒童大腦知識的 宏偉的黃金年代。我們能夠觀察他們的大腦 當兒童體驗到感情，學著說和讀，解決一個數學問題，或當他們有個想法的時候

我們也能為學習有障礙的孩童 發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，一個孩子心智的 完全開放 在對兒童大腦的研究中，我們會深刻揭示

這對人類來說意味著什么的事實，在這一過程中，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習。

Thank you.謝謝。