童??页码：??本期专辑：津通识津通识《?本期友邻会员专享
友邻优课·训练营 —
法：泛读法
理学》
1/18英，原版书时，不要还有友邻会员专享自，话把?标题???句泛读训练不是精读训练，建议不要使用精读的化??总?词就查。这样不仅线索和上下??们??原版书是在进??理阅读英是的英语为?住阅读纸质英??去头备本字典，遇见?之后，用最简单的?法错误，拖慢了他类首先明确指代关系?以是【构词法】，??每??完??的结。读?结境总难?的次解读难度稍就?【?繁?简?抓分界线做主?挖掘?跟?????可以自?英意家?，?型的为其的英语原版书可以提升学习者自身对阅读较难学习材料的主观适应能】，阅读周期可以周为单位，即在每周末规定阅读?个段落【还有页码：出?点，阅读英??定时长。如此可以训练阅读者快速进??脑阅?????????????????????序式??长
导论
、读原版书的好处是什么？需注意什么？
。
原版书需注意：
1.
法来阅读。精读练的是语 的字、词、句法， 泛读训练的是学习者的对英语的理解能
猜测能 。因此在泛读时，学习者不是在“学英 ”， 是在“用英 ”，通过“用英 ”来提升
平。
2.
阅读速度，同时也容易使阅读者失去阅读兴致。
3.
读状态，为之后的碎片时间阅读提升阅读质量。
、泛读要如何读？
1. 理解句 意顺序阅读
阅读练习，碰到长难句，不是要练翻译；【理解，不等于翻译】 是我们要适应英语语
。 ，顺序理解，不怕重复】其次，【中
语序是不同的】，中 里我们已经非常熟悉了修饰语在被修饰语之前，比如“漂亮的衣
服”“流利的英语”都是典型的偏正结构， 除了最基础的形容词在其修饰的名词前之
外，很多定语从句、介词短语等等修饰语都是后置的。如果非要把英 调整成你更熟悉的中
语序再去理解，其实已经 进误区了，【理解不等于翻译】，【最 效的理解就是按照英
自然的顺序来】，【不要浪费任何 次机会去训练你的 脑去扩容，去接纳这种思维模
】。
2. 语猜词
【建立模糊感】模糊感是我们天 就有的能 ，我们在阅读的时候， 脑会自动以“推测--再
证实”的运 模式来帮你理解陌 字。我们需要做的，就是先建立起认知， 多数阅读
有模糊感就够了，然后调动出这种你可能在英 阅读中从没使用过的能 。猜词就是利用我
脑【先推测再证实】的模式去理解词汇和 本， 胆去猜测，再通过上下 验证，【不
要浪费任何 次机会去让你的 效运 起来】。总结，猜词的线索可以是【词性】，可
。
3. 化之
在泛读中，除了猜测能 ，总结能 也非常重要。因此，我们要在阅读时做好总结。刚开始
阅读时可每段做 个小总结，之后阅读能 提升后，可适当拉长距离，可 段或者以每个小
来。
2/18复星期三?当自（?意回看群公告心得课写感悟全输出动作细节记笔记）群公告心得学习再义?步骤改段落做?课程顺序阅读，通读者步骤的?页码：小课星期一不查单词理解动作本群公告心得做周盘句?打卡?安排群公告心得泛读加深话概括段落本，适?修意，中英?皆（可标准答案）（禁理解?星期五逐回答思考题或词翻译写下）?发现问题感悟群公告心得理解听讲星期四解星期二听讲次解，友邻会员专享
E05 E06 E08 E10 再次泛读4
知识分享1 知识分享2
1.
2.
意
3.
4.
3/18?夸张页码：友邻会员专享语：调与节奏向任务的语
Day 1 学习
E05
Learning Language
Language is a critical factor for child development. While babies and toddlers learn a lot about the
world from objects, they rarely manipulate objects in total silence. Usually the baby will vocalize
and hand objects to adults or to older children.
________________________________________________________________________________
In play situations, adults naturally name objects for infants and usually provide some extra relevant
information as well. Babies learn words most quickly when an adult both points to and names a new
item.
________________________________________________________________________________
Indeed, babies’ brains seem to be primed to learn new words with great rapidity. By the age of 15
months, just hearing a new word once is enough for accurate learning. Some studies suggest that 2-
year-olds are learning around ten new words every day. This is made possible by the brain’s
remarkable facility for language.
________________________________________________________________________________
One reason that babies learn language so readily is that we speak to them in a special way. We use
infant-directed speech (IDS) or Parentese. As noted in Chapter 1, IDS appears to be biologically
pre-programmed into our species, and is used by adults and children alike.
________________________________________________________________________________
4/18友邻会员专享页码：
IDS has a sort of ‘sing-song’ intonation that heightens pitch, exaggerates the length of words, and
uses extra stress, exaggerating the rhythmic or prosodic aspects of speech. Indeed, sensitivity to
speech rhythm has been argued to be a key precursor to language acquisition.
________________________________________________________________________________
Languages actually differ in their characteristic rhythms. Arabic, for example, sounds different
rhythmically to French, which is different again to Russian. Experiments based on sucking show
that babies as young as 4 days old can discriminate between French and Russian. They seem to do
so on the basis of speech rhythm.
________________________________________________________________________________
The rhythmic or prosodic exaggeration in IDS has a number of important characteristics that
support learning. Firstly, the heightened prosody increases the salience of acoustic cues to where
words begin and end.
________________________________________________________________________________
Although we perceive speech as a sequence of words, it is in fact an unbroken stream of sound. We
know which bits of the stream are separate words, because we have learned what the words are. We
cannot reliably pick out the words in an unknown foreign language.
________________________________________________________________________________
For example, about 90 per cent of English bisyllabic words for things have a ‘strong-weak’ (or
‘loud-less loud’) rhythmic pattern, like BA-by, BOTT-le, and COOK-ie. In IDS, the first syllable in
a strong-weak pattern receives extra stress, emphasizing for the baby that the word begins here.
________________________________________________________________________________
Babies learn that this strong-weak stress template characterizes English bisyllabic words. So they
begin expecting that word onsets are cued by stressed syllables. Then, if novel words do not fit this
5/18友邻会员专享页码：
pattern, babies mis-segment them. For example, experiments show that 7-month-olds who hear the
sentence ‘Her guiTAR is too fancy’ assume that ‘taris’ is a novel word. Ten-month-olds no longer
make these mis-segmentation errors.
________________________________________________________________________________
Another effect of talking in IDS is that it captures attention. Babies like IDS and so they listen to it.
Experiments have shown that even newborns prefer IDS over adult-directed speech. Although we
also speak more loudly and with exaggerated pitch to people that we assume to be foreign, we do
not exaggerate prosody in the same way.
________________________________________________________________________________
Similarly, although we appear to speak to pets in IDS, close analysis of the acoustic characteristics
of so-called ‘pet-ese’ show that it is quite different to IDS.
________________________________________________________________________________
Pet-directed speech does not include the exaggerated prosodic contours found in IDS, and it does
not include hyper-articulated vowels. So as well as capturing attention, IDS is emphasizing key
linguistic cues that help language acquisition.
________________________________________________________________________________
Finally, IDS marks information that is new. In one study, mothers read a picture book to their
babies, and researchers measured which words received the most stress. New words received
primary stress on 76 per cent of occasions.
________________________________________________________________________________
When new words were read for the second time, they were again highly stressed on 70 per cent of
occasions. When the mothers were reading the same book to another adult, this did not occur.
6/18大人在和孩子讲话的时候，总会不自觉地放慢语速，调整语调，强化个别读音。这样做是友邻会员专享页码：
Across cultures, similar effects are found. Mothers and other carers are not aware that they are using
IDS to teach babies new information, but they are.
________________________________________________________________________________
思考：
1.
为了适应孩子的语言水平和理解能力吗？
2. 那么，一个两岁左右的孩子每天能够摄入的新词汇量大概会有多少呢？
3. 他们能够区分母语和其它国家的语言吗？
感悟：
7/18?可以学语页码：友邻会员专享看电视吗童任务?
Day 2 学习
E06 语法： ？
Grammar
The grammars that characterize different human languages are relatively complicated. Because
grammatical constructions are complex, it was believed for a long time that there was something
unique about language acquisition.
________________________________________________________________________________
In fact, it was thought (for example, by the linguist Noam Chomsky) that babies were born with a
special language acquisition device, or innate universal grammar. This special device meant that
babies were biologically prepared to acquire grammatical structures, while other species were not.
________________________________________________________________________________
More recently, it has been argued that cultural learning and the general learning processes (such as
statistical learning and learning by analogy) are sufficient to support the development of
grammatical learning.
________________________________________________________________________________
By hearing the unique utterances produced by the speakers around them, babies use their general
learning mechanisms to extract the underlying structural conventions for word combination that we
call grammar.
________________________________________________________________________________
Hence infants construct grammar from their listening experiences, supported by feedback from
those around them.
________________________________________________________________________________
8/18友邻会员专享页码：
As children begin to combine more and more words together, they test out different grammatical
possibilities, occasionally making obvious errors (‘We goed to the park’; ‘It’s very nighty!’ [looking
out at the dark]).
________________________________________________________________________________
Research suggests that adults correct these errors as part of natural conversation. They do not use
direct correction (they do not say ‘No, we say we went to the park’).
________________________________________________________________________________
In natural conversation with their young children, mothers and fathers will re-frame or re-formulate
the child’s utterance into the correct grammatical format (‘That’s right, we went to the park
yesterday’).
________________________________________________________________________________
Between the ages of 2 and 3 years, more and more abstract constructions appear in children’s
everyday conversations. Children show increasing awareness of the correct conventions regarding
word order and syntax in the language/s that they are learning. Children learn grammar through
language use.
________________________________________________________________________________
Michael Tomasello, an important theorist in language acquisition, calls their grammatical learning
‘pattern-finding’. Children will learn a pattern (like [agent] [verb] [object]) and repeat it over and
over (‘Daddy cut the grass’, ‘Mummy did the shopping’, ‘The big dog chased the cat’). Indeed,
observational research has shown that toddlers hear certain grammatical constructions literally
hundreds of times a day.
________________________________________________________________________________
9/18友邻会员专享页码：
Constructions such as ‘Look at x’, ‘Here’s x’ and ‘Are you x?’ make up approximately a third of the
5,000–7,000 utterances that (middle class) toddlers hear every day. As children get older, the
abstract grammatical patterns that they notice and use get more and more complex (‘I know she hit
him’, ‘I think I can do it’, ‘That’s the girl who gave me the bike’).
________________________________________________________________________________
So grammatical learning emerges naturally from extensive language experience (of the utterances of
others) and from language use (the novel utterances of the child, which are re-formulated by
conversational partners if they are grammatically incorrect).
________________________________________________________________________________
Can babies learn the key sound elements of language from the TV?
________________________________________________________________________________
Social interactions with caretakers appear to be very important in determining categorical learning.
Babies cannot learn the key sound elements of language from the TV.
________________________________________________________________________________
This was shown in a clever experiment that paired Mandarin Chinese graduate students with
American English babies. The students played with toys with the babies, speaking all the time in
Chinese.
________________________________________________________________________________
Usually, babies who do not hear Mandarin Chinese lose their sensitivity to Mandarin sound
categories that are not used in English. However, as these babies were playing daily with Mandarin
Chinese speakers, they retained these contrasts.
________________________________________________________________________________
10/18友邻会员专享页码：
The play sessions were also filmed, and new babies were then shown the Mandarin Chinese
graduate students on TV. The films were taken from the babies’ point of view, so that the students
appeared to be handing toys to infants from inside the TV, etc.
________________________________________________________________________________
While the babies were fascinated by the videos and were highly attentive, frequently touching the
screen, the ‘TV babies’ did not retain the Mandarin sound categories. So even though the ‘TV
babies’ were exposed to the same amount of auditory and visual input, learning did not occur
without the live presence of the adult.
________________________________________________________________________________
思考：
1. 那些生长在英语为母语国家的小朋友，他们需要学习语法吗？
2. 外国儿童是怎样掌握复杂的语法规则的？
3. 婴儿能够通过看电视来学习发音吗？
感悟：
11 /18?与看护发展友邻会员专享：假扮游戏的任务页码：者的
Day 3 学习
E08 理解能
Pretend Play with Carers Helps Psychological Understanding
Pretend play provides an important avenue for understanding mental states. Pretend play can be
solitary, or with an adult carer, or with other children. A lot of pretend play with siblings and other
children is social play.
________________________________________________________________________________
Children will ‘play’ at being mummy and daddy, or ‘play’ at being sisters, or ‘play’ domestic scenes
like cooking a meal, or ‘play’ going to school. Imagining these situations and gaining some control
over what happens in them via playing appears to be very important for child development.
________________________________________________________________________________
Pretend play with mothers and adult carers is different from pretend play with other children, but
both are important. Pretend play with adult carers is often object-focused. For example, adult and
child may pretend to be on the telephone to each other, but the ‘telephone’ may be a banana.
________________________________________________________________________________
This kind of pretence enables children to ‘decouple’ the actual object (the yellow, curved banana)
from the symbolized object (the telephone receiver). Pretend play around objects helps children to
‘quarantine’ the real nature of the objects from their symbolic nature. The child can have two mental
representations of the same entity at once.
________________________________________________________________________________
12/18友邻会员专享页码：
Although pretending with objects begins by being closely tied to the real nature of the objects (e.g.,
giving a doll a pretend drink from the child’s own cup, or from a toy cup), during the second year of
life it becomes more abstract. A curled leaf may become a cup.
________________________________________________________________________________
In psychological terms, pretending enables the creation of ‘symbols in thought’. An object has a
role in a pretend game not because of what it actually is, but because of what it symbolizes in that
game. A stick might become a horse—in thought, the stick is a horse. In this sense, the emergence
of pretend play marks the beginning of a capacity to understand one’s own cognitive processes—to
understand thoughts as entities.
________________________________________________________________________________
Older 2-year-olds will plan pretend games in advance, and search out the desired props. Young
children also imitate the pretend play of their carers. Their pretence is generally more sophisticated
when an adult is one of the players.
________________________________________________________________________________
Indeed, Vygotsky argued that adults can play an important role in initiating or extending socio-
dramatic play for learning purposes. Adults can guide play so that it becomes, in Vygotsky’s words,
‘a micro-world of active experiencing of social roles and relationships’. In Vygotsky’s theory of
child development, teacher-guided play is an important mechanism for education, as it can support
cognitive rather than purely social development.
________________________________________________________________________________
Another important aspect of pretence is sharing mental states. For example, if a stick has become a
horse in the game, this only works because all the players in the game ‘agree’ that the stick is a
horse. Hence pretend play shares with language communicative intentions.
13/18友邻会员专享页码：
________________________________________________________________________________
The players in the game share the intention that the stick symbolizes a horse, just as partners in a
conversation share the intention that abstract sound patterns (spoken words) symbolize certain
meanings. In this way, pretend play fosters the development of a symbolic capacity, which appears
to be unique to humans.
________________________________________________________________________________
Rather than operating in the here-and-now with actual objects, the child is operating in an imaginary
world with symbolic objects. Symbolic representations are an important aspect of human culture—
words, drawings, maps, photos, and so on are all representations of aspects of reality, they are not
the objects or settings themselves. Understanding symbolic representation has a protracted
developmental time course, but pretend play is an important early mediator.
________________________________________________________________________________
思考：
1. 假扮游戏仅仅只是为了好玩儿吗？
2. 它对于孩子的身心发展起到了什么作用呢？
3. 大人可以玩假扮游戏吗？
感悟：
14/18页码：任务童的友邻会员专享??记忆
Day 4 学习
E10
Successful Remembering
Children develop various kinds of memory, and all are important for learning in school. The types
of memory researched by psychologists include semantic memory (our generic, factual knowledge
about the world), episodic memory (our ability consciously to retrieve autobiographical happenings
from the past), and implicit or procedural memory (such as habits and skills).
________________________________________________________________________________
When children are very young, they are focused on learning what psychologists term ‘scripts’ for
routine events. Scripts contain knowledge about the temporal and causal sequence of events in very
specific contexts. Examples include ‘doing the shopping’, ‘doing laundry’, ‘getting ready to go out’,
and ‘eating lunch’.
________________________________________________________________________________
Scripts are important for organizing the experiences and events of everyday life into a predictable
framework. These scripts can then be recalled explicitly on demand. Such scripts, or ‘general event
representations’ develop from an early age and their retention is supported when children have
regular routines.
________________________________________________________________________________
Regular routines in effect provide multiple learning experiences for understanding everyday life.
Developing basic frameworks for storing, recalling, and interpreting particular experiences is
fundamental to how our memory systems work, and this is true for adults as well as for children.
Scripts are essentially the way in which we structure and represent our memories of reality.
15/18友邻会员专享页码：
________________________________________________________________________________
Scripts enable the world to be a secure and relatively predictable place. Knowing what is routine
also enables better memory for what is novel.
________________________________________________________________________________
Novel events can be tagged in memory as departures from the expected script. An event like having
pudding before the main course at dinner time, because the cooking was taking a long time and
everyone was hungry, is very memorable because of its rarity.
________________________________________________________________________________
At the same time, the ways in which parents (and teachers) interact with children has an influence
on the development of autobiographical episodic memories. Shared past events that are frequently
refreshed via family recollection or discussion in class are (unsurprisingly) retained better than past
events that are not refreshed.
________________________________________________________________________________
At the same time, the ways in which children are questioned about past events has an important
effect on how much they remember. The use of a series of specific questions (‘Where did we go?
Who did we see? Who else was with us?’) is one effective way of consolidating children’s
memories. This is particularly true if the adult then elaborates upon the information provided by the
child.
________________________________________________________________________________
In one research study, mothers were asked to recall a particular event with their 4-year-old child,
such as a visit to the zoo. Mothers who asked the same question repeatedly, without elaboration
(‘What kinds of animals did you see? And what else? And what else?’) were less effective in
16/18友邻会员专享页码：
helping their child to store memories than mothers who elaborated their child’s information and
evaluated it (‘Yes, and what was the lion’s cage like? Do you remember if we saw tigers?’).
________________________________________________________________________________
When the children were asked to recall these events again when they were aged 5 and 6 years, it
was the children with more elaborative mothers who showed better recall. Such children
remembered significantly more accurate information.
________________________________________________________________________________
One reason this occurs is because children (and adults) construct episodic memories. Episodic
memories are stored partly via rehearsing and recalling an experience (as when adults gossip!).
Helping children to recall their experiences in an elaborative way aids the construction process.
Therefore, prior knowledge and personal interpretation affect what is remembered.
________________________________________________________________________________
The language skills of the child herself are also important. Good language skills improve memory,
because children with better language skills are able to construct narratively coherent and extended,
temporally organized representations of experienced events.
________________________________________________________________________________
Finally, talking about the past with one’s parents, family, and school friends enables the
construction of a personal autobiographic history. This is important for developing a sense of self.
________________________________________________________________________________
Younger children use discussion about the past to strengthen their understanding of their family and
of their role within the family. School-aged children talk about their autobiographical past to deepen
their relationships with their peers.
________________________________________________________________________________
17/18友邻会员专享页码：
By discussing our past, we are ‘sharing ourselves’ with others, and cementing our personal
relationships. Creating a shared past also makes us members of a community or a social group.
Researchers believe that shared reminiscing of this nature helps children to learn how to be a ‘self’
in their particular culture and social group.
________________________________________________________________________________
Aspects of self-definition vary across cultures, with the ‘self-story’ of the individual assigned more
importance in Western societies than in Asian cultures for example.
________________________________________________________________________________
思考：
1. 《最强大脑》算数小天才葛韵霖所具备的是怎样一种记忆力呢？
2. 语言水平和记忆力之间又有什么样的关系呢？
3. 提高孩子的记忆力有哪些可靠的方法吗？
感悟：
18/18 |
|
