TED名人演讲稿人际关系的潜在影响[优秀范文5篇]

第一篇：TED名人演讲稿人际关系的潜在影响

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.对于我来说，这个故事是15年前开始的。当时我是芝加哥大学安养院的医生，在芝加哥的南边地区照顾临终的病人和他们的亲属。我借此来观察疾病晚期病人和家属所经历的一切。而在我的实验室里，我当时正在研究“寡妇效应”，这是社会科学中非常古老的一个观点，可追述到150年前，当时被称为是“心碎之死”。举个例子来说，如果我去世的话，我妻子在我逝世之后一年的死亡率会加倍。我当时照料的病人中，有一位是死于痴呆症的女士。和夫妻的例子不同的是，当时照顾这位女士的是她的女儿。这个女儿因为照顾老母而筋疲力竭，而女儿的丈夫也因为妻子的疲劳而患上疾病。有一天我正开车回家，收到一通来自这个丈夫的朋友的电话，原因是他为他朋友所经历的一切感到忧郁。我就这样神奇地接到一个陌生人的电话，全因为他的经历受到了一些和他有一定“社会距离”的人的影响。

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? 我也因此突然意识到了两件很简单的事情。首先，“寡妇效应”不仅仅局限于丈夫和妻子之间。其二，它也不仅仅局限于两个人之间。我开始以全新的视角观察这个世界，将世界看成是成双成对联系在一起的人们。我随后又意识到这些人，如果俩俩相配，便会变成四人小组。事实上，这些人都身处在其他各种人际关系中──婚姻、伴侣、友情、等等。事实上，这些关联是如此之广泛，我们所有人都身处在这个广博的网络中，与彼此相连。所以我开始以全新的角度看待这个世界，并沉迷其中。我为我们是如何陷入这些社会网络中而着迷，也为这些网络是如何影响我们的生活而着迷。这些社会网络是错综的艺术之作，它们是如此的精致、如此复杂、如此无所不在，使得我们不得不询问它们存在的意义是什么。我们为什么会身陷这些社会网络中?它们是如何成立的?是如何工作的?它们是如何影响我们的? 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? 而我据此的第一个研究课题，不是死亡，而是肥胖症。突然间，讨论肥胖症变成了一个热门话题。我与同事James Fowler开始研讨肥胖症是否真的是一种流行病，是否可以从一个人传染到另一个人身上，就如我之前讨论的那四个人一样。这里看到的是我们的初步研究结果。这是2000年接受研究的2200人。每个圆点代表着一个人。圆点的大小和人的身形成正比。所以大的圆点代表身形大的人。除此之外，如果你的体重指数超过30的话，如果你被诊断有肥胖症，我们便把圆点涂成黄色。如果你这么大略地看看这张图的话，你也许可以看到肥胖的人和非肥胖的人有聚集的症状。但是这个视觉复杂性还是很高的，很难确切地说清其中的关联。除此之外，很多问题也立即产生。到底有多少聚集?所产生的聚集是不是要比单纯的巧合下所产生的聚集要多?聚集的大小是怎样?可以触及到多远?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.所以我们用数学的办法研究了一下这些聚集的大小。在这里可以看到，纵轴上代表的是，如果一个人的社会联系人中有人患有肥胖症的话，那么这个人患有肥胖症的几率会增加多少;横轴上代表的是，这两个人之间的分离指数。在最左端，你看到那条紫色线。它显示如果你的朋友们有肥胖症，你肥胖的可能性就会高出45%。接下来的那条红色线显示的是，如果你的朋友的朋友有肥胖症，你患肥胖症的可能性就会高出25%。下一条线显示如果你朋友的朋友的朋友──你可能都不认识这个人──患有肥胖症的话，你患肥胖症的可能性就会高出10%。一直追溯到你朋友的朋友的朋友的朋友的时候，这层关系才会消失，这个人的身形和你的身形才不再会有关联。

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，造成这种聚集的原因有哪些呢?至少有三种可能。第一种就是当我体重增加时，也导致了你的体重增加，类似磁场感应，由一个人传到另一个人。另一种可能，很显然，就是同类的聚合效应，物以类聚、人以群分。我之所以和你建立关系，正是因为我们俩身形相似。而最后一种可能，叫做混杂因素，因为它模糊我们找到真正原因的能力。这意味着我的增肥，并没有直接导致你体重增加，我也不是因为咱俩身形相似才和你建立关系，而是因为我们俩都接触到了相同的经历，比如说健康俱乐部，导致我们俩同时减肥。

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.而当我们进一步研究这些数据的时候，我们发现了支持这三种可能的证据，包括磁场感应。我们发现如果你的朋友患有肥胖症，你在同一时期，患肥胖症的可能性会增加57%。造成这一现象的机理可以有很多。一种可能是你的朋友对你说──他们的行为传染了你，比如他们会说：“咱俩一起去吃点糕点，喝瓶啤酒吧。”致命的搭配，但你还是接受了这个搭配，你也开始和你朋友一样开始增肥。另一个潜在的可能性是当他们开始增肥的时候，你对合理身形的概念也随之发生了改变。在这种情况下，从一个人传到另一个人身上的不再是行为，而是准则。一个想法得以蔓延。

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.一些新闻头条记者借机盗用我们的研究。我记得当时《纽约时报》的头条是“你越来越肥吗? 怪罪你的那些肥朋友吧。”我们觉得很有趣的是，欧洲的头条记者们对此有不同的理解，他们的头条是：“你的朋友增肥了吗?也许你要自责一下。”(笑声)我们觉得这是对美国的一种很有趣的评论，一种事不关己、高高挂起，明哲保身的现象。

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.在这里我要澄清一下，我们并不认为我们的研究支持对某一种身材的歧视。我们的下一个问题是：我们能否在视觉上直接看到这种传染现象?体重的增加真的是从一个人身上传到另一个人身上吗?这就变得很复杂了，因为我们要考虑到这个网络的结构、关系之间的建筑构造，是随时都在变的。更何况，肥胖症并不是只有单一中心的流行病，没有肥胖流行病的“零号病人”──如果找到这个人，那么肥胖症就是从他那边传出来的。但相反，肥胖症的流行有多个中心，多个人都在同时做着同样的事情。我将向你们展示一段30秒钟的视频演示，是花了我和James五年的人生才做好的。同样的，每个圆点都是一个人。每条连线都代表着某种人际关系。我们现在就要让它动起来，在30年间对这个网络进行每天的切割。

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.圆点变得越来越大，你将看到一整片黄色，也会看到人的出生与死亡，圆点将会出现、又消逝。人际关系成立又瓦解。婚姻与离异，友情与断交，非常复杂，在短短30年间很多事情在发生，包括了肥胖的流行。在结尾处，你们将会看到肥胖者和非肥胖者在这个网络中出现扎堆的现象。通过这个演示，我看待事物的方式得以改变，因为这个网络，这个随时间而变换的网络，是有记忆的，它移动着，其中的事物随其所动，它拥有着一种持久性;其中的人也许死去，但这种网络却不会死去，它仍旧持续着。它有着一种坚韧性，允许它恒久不变。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.所以我开始将这些社会网络所散发的信号看作是活着的事物，可以放到显微镜下来研究、分析、理解。我们用各种各样的技术来做到这一点。我们开始研究其他各种现象。我们查看了吸烟和喝酒行为，投票行为，离婚─—也是可以传染的，还有自闭症。最终，我们对情感产生了兴趣。当我们有情感的时候，我们会将它们呈现出来。我们为什么要展示我们的情感呢?内在地感受情感，比如快乐与愤怒，当然是有其好处，但我们不单单是感受它们，我们也展示它们。我们不仅仅展示它们，其他人也可以阅读它们。其他人不仅仅可以阅读它们，他们也可以复制它们。在人类群体中，就有着情感的传染。情感的这一功能就表示除了其他作用之外，情感也是一种原始的表达方式。事实上，如果我们想真正地了解人类的情感，就要以这种方式来思考它们。

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.我们已经习惯了在简单、简短的时间内来考虑情感。打个比方来说，我最近在纽约市演讲，其中说到：“当你在地铁上，车厢对面的人向你微笑时，你会下意识地回报以微笑。”他们看着我，说到：“我们纽约人才不会做那种事情。”我说：“世界上其他地方的人都会做，是人之常理。” 所以我们有一种很本能的方式在短时间内把情感传递给彼此。事实上，情感的传染可以更广阔一些，比如在**中，我们会加强愤怒的表情。我们想要问的问题是：情感的传递能否超越地铁车厢上相互微笑的一小部分人，而是以比**更持久的方式，长时间地在更多人之间传播?也许我们平静的表面下都蕴藏着某种时刻激荡着我们的某种**。也许有某种情感蜂拥在社会网络中溅起涟漪。也许事实上，情感是有一种共有的存在性，不单单是个人的存在性。

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.这是我们用来研究这一现象所做出的早期图象之一。同样是一个社会网络，不过这一次我们把快乐的人涂成了黄色，难过的人涂成了蓝色，介于两者之间的人涂成了绿色。如果你看看这幅图片，你立马就能看到快乐的人和不快乐的人扎堆出现，同样地是传递到三层分离关系。你的直觉也许会告诉你不快乐的人在这个网络中占据着一个不同的结构点。这个网络有个中心部分、有个边缘地带，而不快乐的人好像都集中在边缘地带。再打个比方，如果你把这些社区网络想象成是一大块人类的绸缎──我与你相连，你和她相连，无止境地延伸──这块绸缎就好像是美国老式的被子一样，上面是一块块的补丁，有快乐的补丁，也有不快乐的。而你快乐与否就决定于你是否身处一块快乐补丁上。

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.所以像情感这种如此基础的东西都能按此来工作，我们不得不猜想，也许社会网路的基本原因是写在我们的基因中的。因为人类的社会网络，每当构造起来的时候，总是会和这个网络的图片很相似，但它们却从来不会是这个样子的?它们为什么不是这个样子的呢?为什么我们不组成一个个有规则的格子框架的社会网络呢?人类社会网络惊人的样貌、其无所不在的特性和它们显而易见的功能，让我们猜想社会网络是否是我们进化的产物，而我们又是否进化出具有某种特殊结构的社会网络。

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——要想搞懂这一切，我们必须先把这个网络结构分解一下——注意到每个人在这个网络中的结构点和其他人都是一样的。但在真实的网络中，却不是这个样子的。好比说，这是东北部一所顶尖大学内大学生之间的真实网络图。我这里着重挑选了几个圆点，如果你仔细看看这些圆点，把左上角的点B和最右边的点D做比较。B有四个朋友从他那里延伸出来，D则是有六个朋友。所以这两个人的朋友数量有所不同──这是显而易见的，我们都知道。但社会网络结构中的其他方面就没有这么明显了。

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.把左上角的点B和左下角的点A做比较。他俩都有四个朋友，但是A的朋友们彼此相知，B的朋友们却不是。所以A的一个朋友的朋友，反过来还是A的朋友，而B的一个朋友的朋友倒不一定是B的朋友，而是在网络中的更远处。这就是网络中的可传递性。最后再来比较点C和点D，两者都有六个朋友，如果你问他们：“你的社交生活怎样?”他们会说：“我有六个朋友。这就是我的社交经历。”但我们来鸟瞰这个网络，我们就会发现他们的社交圈是完全不同的。接下来的这个问题就可以培养你这方面的直觉：如果一种致命的病毒在这个网络里得以扩散，你希望你是其中的哪一位?你是想当C还是想当D?你当然是想当D，处在网络的边缘。如果一条跟你无关的八卦新闻在这个网络里散播，你又会想当谁呢?这次你会想当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.所以不同的结构点对你的人生有着不同的影响。事实上，我们的实验结果表明，朋友数量的差异有46%都是可以通过基因得以解释。这并不奇怪。因为我们知道，有的人生来腼腆，有的人生来合群。这是显而易见的。但我们也发现了一些不是那么明显的东西。比如，你的朋友们是否认识彼此，其中47%的差异都是和你的基因有关。你的朋友们是否认识彼此不仅仅和他们自己的基因有关，也和你的基因有关。我们认为其中的原因就在于有的人喜欢把自己的朋友介绍给彼此──没错，说的就是你──而其他人喜欢把朋友们分开，不喜欢介绍给彼此。所以有些人将他们身边的网络们编织在一起，构成了紧密相联的深层网络，而他们则是舒服地身处其中。最后，我们甚至发现人们是身处网络中心还是边缘，30%的差异也是和他们的基因相关。所以你是在中心还是边缘，有一部分是遗传的。

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.说这些的目的是什么呢?如何加深我们的理解?如何帮助我们解决现今与我们生活息息相关的各种问题呢?我的论点是这些社会网络充满价值。他们好比一种社交资产。由于我们身陷其中，新的网络属性会出现，而这些属性是继承在网络的结构之中，不仅仅是在网络中的个人身上。所以想想这两个日常用品，他们都是由碳做成的，不过其中的一个是由碳原子以独特的方式组合而成的，形成了左手边的石墨，柔软和漆黑。但如果你将相同的碳原子以不同的方式关联到一起，就会得到钻石，透彻而坚硬。而这些柔软、坚硬、漆黑和透彻的属性并不是存在于碳原子本身中。而是存在于碳原子之间的联系中，或者至少是由于这些联系造成的。同样的，人与人之间的关联形态也是赋予了各组群不同的属性。正是人与人之间的关联使得这个世界要比单单各部分的总和伟大许多。所以不仅仅是这些人所经历的事情──他们在减肥还是在增肥，在变富还是在变穷，在快乐还是在不快乐──影响着我们;同时影响我们的还有我们彼此关系所组成的实质结构。

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.我们在这个世界的经历取决于我们所处网络的实质结构，以及激荡和流动于这个网络中的各种事物。我认为，其原因就在于人类可以组织在一起组成一个“超级生物体”。这个“超级生物体”就好像是每个个体的集合，展示或标注某些无法在个体层面上研究的行为和现象，是只能通过对整体的探讨和研究来获得了解，就好比一窝寻找新的筑巢之地的蜜蜂;又好比是一个躲避捕食者的鸟群;或是可以集中智慧、辨清方向、找到太平洋之中飘荡小岛的鸟群;抑或是可以捕捉巨大猎物的狼群。超级生物体的特性是无法通过对个体的研究得以完全理解的。我认为通过对社会网络的理解，研究它们是如何构成和运行的，能够帮助我们了解不仅仅是健康和情感，还有许多其他的各种现象，比如犯罪和福利以及经济现象比如银行挤兑和市场崩盘，再有就是新技术的引用以及产品使用的扩展。

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.看看这个。我认为我们组建社会网络的原因是因为一个与人相连的生活模式要利大于弊。如果我总是对你很暴力给你错误的信息，或是使你难过，或是让你染上致命的疾病，你就会和我断交，这个网络也就会瓦解。所以好的、有价值的事物的传播是维持、滋润社会网络的必要条件。同样的，社会网络也是传播这些好的、有价值的事物的必要条件，比如关爱与慈悲，快乐和博爱，以及想法。我认为，事实上，如果我们可以意识到社会网络的价值所在，我们将会花费更多的时间来滋养、维持它们，因为我认为社会网络在本质上是与美好相连的，而我认为我们这个世界上所需要的，正是更多的关联。

第二篇：TED名人演讲稿：老师如何创造魔力

【趣味雅思】TED名人演讲稿：老师如何创造魔力

点课台前言：雅思听力对于很多烤鸭来说都是一道难关，大家都在苦苦思索，怎样的雅思听力。今天，点课台老师给大家整理了TED演讲，附演讲稿与视频，希望可以帮助到正在备考的考生。TED是美国的一家私有非盈利机构，该机构以它组织的TED大会著称，这个会议的宗旨是“用思想的力量来改变世界”。大家在锻炼雅思听力的时候，也可以学习一下里面的主角们的思维模式，论述方法，希望还能对大家的雅思写作有所启迪。

Christopher Emdin:Teach teachers how to create magic

老师如何创造魔力.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.现在 有一位有追求的老师 正在写一篇60页的论文 论文是基于一些古老教育理念，它们都是由一些早已逝去的教育学教授所开发，这位老师问她自己，她正从事的这项任务--成为一个教育者，改变生命并启迪人生--和她的工作联系呢。有一位有理想的老师 正在一所教育研究生院 听着一位教授 用一种最无聊的方式

不停地讲述着教育中的互动。

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.现在 有一位一年级老师在家中 正检查课程计划，试图达到标准的感觉。这位老师又在想如何才能合理为学生打分，同时又对她自己 反复地说，”在11

月之前都不要笑，” 因为那些都是 她从教育课程学到的。现在，有一位学生 正试图想出一个主意 去说服他的父母，他非常非常地不舒服，明天不能上学了。

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.现在，在另一方面，了不起地教育家们 传授知识，以一种最优美地方式传授知识，以至于学生坐在他们边缘 只是为了等待一滴甘甜的露珠 从老师的脸上掉下来，并去汲取所有的知识。现在，又有一位 让所有观众全神贯注的人，他编织生动的语言 描绘着 一个听众们 闻所未闻地的世界，但如果人们紧闭双眼，便能想像出那个世界，因为那个故事实在是太精彩。现在，有一个人 叫观众将手放在空中 直到他说”放下来” 才可以放下来。现在。

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.”

这样一来，人们会说，“克里斯，你描述了 正接受可怕训练的伙计，但你还描述那些有感召力教育者。如果你在想关于教育的世界，或专注于城市教育，那些人可能会有相反的效应并相互抵消，也就没什么事了。”

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.事实上，我所描述 教育大师，叙述大师，讲故事大师，都离课堂很遥远。那些掌握如何教学并 与观众互动的人 甚至都不知道什么是教师资格证。

也许他们连可以 叫做教育的东西 都没有。对我来说，这是一件非常悲哀的事情。之所以悲哀，是因为我所描述的那些人 他们对学习的过程没有兴趣，他们想成为高效的老师，却没有范例。我要概括一下马克·吐温说过的一句话。马克·吐温说适当的准备或教学，是非常强大的，可以将不好的品行变好，将糟糕的实践变得强有力，将人们改变，并将他们改造成为天使。

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?”

我之前所说的那些 有着适当教学准备的人，他们不在大学里，只在那些有同样有着人们参与和互动的地方。猜猜看有哪些地方? 理发店，说唱音乐会，和最首要的黑人教堂。我一直都在构造这个叫做五旬节教学法的主意。谁去过黑人教堂? 有几个人。你到一所黑人教堂，他们的祭祀开始

并意识到他必须吸引观众的目光，因此他一般 从文字游戏开始，然后停顿一下，说：”哦，我的天，他们并没有集中注意力。”

然后他说：”你们可以说阿门么?”

Audience: Amen.观众：阿门。

Chris Emdin: So I can I get an amen? Audience: Amen.克里斯·艾姆丁：大家能一起说”阿门”么? 观众：阿门。

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：顷刻间，人们都清醒了。那个祭祀提高传道的声音吸引注意力。当他想锁住人们的注意力时，便将音量放得很低，那些都是最鼓舞人心的老师

所需要的技能。为什么教师培训 仅是不停地传授理论 并告诉你教学标准，告诉你那些与基本技能无关的 不能鼓舞观众 和激励学生的，没有魔力的东西呢?

所以我立论：我们应该重塑师资培训，我们可以专注于教学内容，我们可以专注于教学理论，但是只有内容和理论 却没有那教与学的魔力 那都是空谈。

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.”

人们常说：”魔力只是魔力罢了。” 有老师不畏挑战 并拥有那些技能 在学校能够激励和鼓舞学生，当学校管理者路过时便说：

“喔，他很会教学!我希望其他老师都可以和他一样优秀。” 但是当他们描述他教学成功的原因时，他们只说：”他拥有魔力。”

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.但是我想告诉你们 那种魔力是可以被教的。魔力是可以被教的。魔力是可以被教的。但是怎么去传授? 你可以通过允许人们参观 那些魔力在发生的地方

教授他们这种技能。如果你想成为城市教育中一位有抱负的老师 你得走出大学的限制 进入到魔力发生的地方。你得在理发店内与人们交谈，你得去看看黑人教堂，你还得去看看 那些有感召力的人 学习他们的做法。在我大学的教师培训课堂中，我开启了一个项目，让每一个学生看说唱音乐会。他们观察说唱歌手 的步法与说话时的手势。他们研究说唱歌手在舞台上自信走动的姿态。

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.他们听说唱歌手的暗示和比喻，他们遍开始学习这些东西，如果他们有足够的练习，这些将会成为掌握魔力的关键。他们学到如果你凝视一个学生

并将你的眉毛抬高四分之一英寸，你一个字都不用说 因为学生会知道你想要更多的答案。如果我们可以将将是培训转型，专注于 对于魔力的教学，我们可以将无趣的课堂变得生动起来，我们可以重新点燃想象力，我们可以改变教育。

Thank you.谢谢.(Applause)

(掌声)

第三篇：TED名人演讲稿 用舞蹈战胜癌症

TED名人演讲稿 用舞蹈战胜癌症

点课台前言：雅思听力对于很多烤鸭来说都是一道难关，大家都在苦苦思索，怎样的雅思听力。今天，点课台老师给大家整理了TED演讲，附演讲稿与视频，希望可以帮助到正在备考的考生。TED是美国的一家私有非盈利机构，该机构以它组织的TED大会著称，这个会议的宗旨是“用思想的力量来改变世界”。大家在锻炼雅思听力的时候，也可以学习一下里面的主角们的思维模式，论述方法，希望还能对大家的雅思写作有所启迪。

(Music)

(音乐)?

[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)，有一首关于印度神母的颂歌，是我们大部分的印度人从小就学习的。在我四岁的时候也学习了这首歌，坐在我母亲的膝头上。也正是那一年，她引导我进入舞蹈的殿堂。而这一开端，正是我与印度古典舞幽会的伊始。从那时开始，到现在已经40年了——，我师从这一行最优秀的舞者，在世界各地演出，教导年轻的和年老的舞蹈爱好者，创造，合作，编舞，我编织了一个绚丽的挂毯，用我的艺术，成就，和奖章。2007年我获得了至高无上的荣誉，那一年

我得到了印度，授予公民的第四高荣誉，莲花奖(Padma Shri)，作为我对艺术贡献的回报

(Applause)

(观众鼓掌)

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让我有心理准备，去面对我将要得知的，在2008年的7月1号，我得知了一个词“恶性肿瘤”，是的，乳腺癌，我坐在医生的办公室里，呆若木鸡，我听到了另外一些词，“癌症”，“期”，“恶性程度”，那时之前，癌(Cancer)是十二宫中的巨蟹座。是我朋友的星座，“期”(Stage)是我表演的舞台，“恶性程度”(Grade)是我在学校得到的成绩，那一天，我意识到，我有一个不受欢迎的，不请自来的，新终生伴侣，作为一个舞者，我知道九情操(印度古典舞蹈中通过肢体或表情表达不同情绪的方式)，愤怒，勇敢，厌恶，诙谐，与恐怖，我以为我知道什么是恐惧，那一天，我学会了什么是恐惧

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.”

经历所有的巨痛，并彻底感到失去控制，我流了很多泪水，问我亲爱的丈夫，Jayant，我说，“结束了么?这就是我生命之路的尽头么?”，这就是我舞蹈的终结么?，然而他，这个乐观的灵魂，说，“不，这只是一个间隙，治疗的间隙，而且你将回来做你擅长的事

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.”

当时我醒悟到，我认为自己完全控制了自己的人生，但我仅仅控制了3件事，我的思想，我的情绪——，这些思想所创造的想象，和由这些想象所引起的行动，所以现在我沉迷于，一种情绪的漩涡中，沮丧，和那些令你，感到情况的严酷的思绪，我想得到痊愈，健康和幸福，我想从现在的我，到达我想到的彼方，为了达到这一目标，我需要有一股可以把我从痛苦中拉出来的力量，所以

我擦干泪水，然后 我向世界宣告，我说，癌症只是我生命中的一页，我不会让这一页去影响我其余的人生

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.我还向世界宣告，我将度过难关，我不会允许癌症将我打倒，但是

要从我的现状，到达我的期望，我需要一些东西，我需要一个依靠，一种意象，一个标杆，钉在这一过程的起始，然后我可以从那里开始，然后

我从舞蹈中发现了它，我的舞蹈，我的力量，我的能量，我的热情，我生命的气息，但这并不容易，相信我，这绝不容易，你怎能保持振奋，在你的外型从美丽，在三天之内变成秃字，你怎能不绝望，在你的身体对化疗产生不良反应时，爬几节楼梯都像攀登险峰，对于我这样一个能连续跳3个小时的舞者?，你怎能不彷徨失措，因为痛苦和绝望，我想做的只有蜷缩起来哭泣，但是我一直告诉我自己

畏缩和哭泣，都不是我将要做的选择

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.所以我强拉自己到我的舞蹈室，我的身体，思想，和灵魂，每天都在我的舞蹈室，学习我曾经学习过的所有东西，就好像我又回到四岁，从新工作，从头学习，从新组织，这一过程非常痛苦，但是我完成了，困难，我专注于我的身印手印，专注于我舞蹈的意境，专注于韵律和意象，和舞蹈的哲学本身，然后

缓慢的 我脱离了，我心中的悲惨境遇

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 我需要另外一些东西，我需要增加我的旅程，我在意象中找到了它，那是从我四岁就学起的，湿婆神的意象，杜尔迦女神，杜尔迦女神

无畏的神母，由印度诸神所创造，杜尔迦女神 辉煌 雍容

美丽，她的十八支手臂，随时准备战斗，她乘坐神狮，进入战场去毁灭水牛阿修罗，杜尔迦女神，女性创造力量的象征，或者叫女性力量，杜尔迦

无畏的女神，我做成了杜尔迦女神的意象，和她所有的属性和特质，我专属的意象

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.在她那种神秘符号的推动下，并伴随着我对训练的热情，我像激光刀般精准的专注于我的舞蹈，像激光刀般专注这样一个领域，在手术之后我跳了几周的舞，在化疗和放射疗法的治疗周期我依然跳舞，我的治疗医生很惊异，我在化疗和放射的期间跳舞，我纠缠着让他使治疗周期，配合我的舞蹈计划，我所成就的是，我摆脱了癌症，专注于我的舞蹈，是的，癌症只成为我生命中的一页

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，是一个克服挫折，障碍和挑战的故事，那些生命带给你的，我的故事是思想的力量，我的故事是选择的力量，是专注的力量，这是一种力量让我们注意那些，赋予我们生机活力，深刻的感动我们，和令癌症变得无足轻重的东西，我的故事是意境的力量，是意象的力量，我的意象是杜尔迦，杜尔迦无畏的女神，她也叫做Simhanandini，骑狮子的人

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.在我度过难关的过程中，我驾驭了我自己的内在力量，我的内在恢复力，我武装自己并联合治疗效果，我继续治疗，我经历了与癌症的战争，我命令那些肆意妄为的细胞顺从起来，我希望被世人认可，不是作为癌症幸存者，而是作为癌症征服者

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

我向你们呈现一段我的舞蹈，“狮子吼经”(Simhanandani)

(Applause)

(鼓掌)

(Music)

(音乐)

(Applause)

(鼓掌)

第四篇：TED名人演讲稿：12岁的APP开发者

【趣味雅思】TED名人演讲稿：12岁的APP开发者

点课台前言：雅思听力对于很多烤鸭来说都是一道难关，大家都在苦苦思索，怎样的雅思听力。今天，点课台老师给大家整理了TED演讲，附演讲稿与视频，希望可以帮助到正在备考的考生。TED是美国的一家私有非盈利机构，该机构以它组织的TED大会著称，这个会议的宗旨是“用思想的力量来改变世界”。大家在锻炼雅思听力的时候，也可以学习一下里面的主角们的思维模式，论述方法，希望还能对大家的雅思写作有所启迪。

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.我一直都对计算机与科技很入迷，我研制了一些适用于Iphone, iTouch以及iPad的应用。今天，我想与大家分享一些我研发出的应用。

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.我最先研制出的应用是一个叫Earth Fortune的运势测试器，它能根据你的运势 呈现不同颜色的地球图形 我个人最喜欢、也是最成功的应用叫Bustin

Jieber 它是一个---(笑声)它是一个贾斯汀·比伯攻击器(Whac-A-Mole原意为“打地鼠”游戏)

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

little bit, so I decided to make the app.在学校里，我的很多同学都不太喜欢贾斯汀·比伯，所以我决定开发这样一个应用。

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

in 2010.于是我就开始写这个程序，并且在2010年圣诞假期和新年来临之前发布了这个应用。

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.很多人都问我，是怎样开发出这些应用的? 很多情况下，那些问这个问题的人，其实也想开发应用。

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，很多的孩子都喜欢玩游戏，但是，现在他们也想制作游戏。这是很困难的，因为很多孩子并不知道 怎样找到制作软件的方法。

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.打个比方，你想学踢足球，那你可以加入一支足球队。想学小提琴，你可以报个小提琴班。但如果你想开发一个应用呢? 父母们年轻的时候

也许踢过足球、或者学习过小提琴 但没有多少父母写过应用吧!

(Laughter)

(笑声)

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.那么你要怎样学习写应用呢? 我是这样学习的，最开始时，我学习了用好几种语言来编程，由此而掌握了编程的基础知识，例如Python语言、C语言以及Java语言等等。

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.之后苹果发行了iPhone，随之还发布了iPhone软件开发工具，这套软件开发工具是一套工具，可用于开发与研制iPhone应用。

这为我开启了一个全新充满可能性的世界，在稍稍摆弄过这套软件开发工具之后，我开发出了一些应用，以及一些测试的应用。

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。在我准备好要将这个应用放到App store上去时，我说服我的父母为我支付了99美元的费用，这样我就能让这个应用在App Store上上线了。

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.他们同意了，于是现在App Store上便有了我开发的应用。我的父母、朋友和老师 给了我很多灵感与鼓励，甚至连App

Store的用户都给了我许多鼓励，这些对于我来说都是莫大的帮助。

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.我也从乔布斯那里得到了很多的启发。在学校里，我建立一个app社团，学校里的一名老师支持着我的这个社团。

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.学校里学生 都可以来学习如何设计应用。这样我就能与其他人一起分享我的经验。目前有一系列叫做Pilot Program的应用程序，(为各大学校利用iPad教学提供技术支持的应用软件)有些地区可下载使用这些程序。

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?

幸运的是，我所在的地方正是这些地区之一。而我们目前面临的挑战是应该怎样利用iPad，以及iPad上应该有哪些应用程序。

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

apps they’d like.所以我们对学校教师进行了调研，获得了关于他们喜欢什么样应用的反馈。

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.当我们设计完这些应用并将其出售时，当地的学校可以免费使用，而从收费地区获得的收入，则会捐赠给当地的教育机构。

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

technology.如今，学生们所掌握的科技通常 会比老师多那么一点点。

(Laughter)

(笑声)

So--

所以--

(Laughter)

(笑声)

--sorry--(Laughter)--

抱歉--(笑声)

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.所以这对老师而言是一种资源，教育工作者们应该了解这些资源，并充分地利用它们 最后，我想谈谈我未来的计划。

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，我要开发出更多的应用、更多的游戏，目前我正在与一个第三方公司合作开发App，我想开始安卓系统应用的编程与开发，同时，我也要继续我的app社团，为同学们找到其他的方式，共同分享知识。

Thank you.谢谢!

(Applause)

第五篇：TED名人演讲稿：孩子的语言天赋

【趣味雅思】TED名人演讲稿：孩子的语言天赋

点课台前言：雅思听力对于很多烤鸭来说都是一道难关，大家都在苦苦思索，怎样的雅思听力。今天，点课台老师给大家整理了TED演讲，附演讲稿与视频，希望可以帮助到正在备考的考生。TED是美国的一家私有非盈利机构，该机构以它组织的TED大会著称，这个会议的宗旨是“用思想的力量来改变世界”。大家在锻炼雅思听力的时候，也可以学习一下里面的主角们的思维模式，论述方法，希望还能对大家的雅思写作有所启迪。

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.我想让大家看看这个婴儿。吸引大家关注的是她的眼睛 以及让人忍不住摸摸的皮肤。

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.但今天我要讲些你看不到的东西，在她的小脑袋瓜里的东西。当代神经科学的研究工具 展示出我们对婴儿脑袋里的东西 知之甚少。我们要知道的

是让浪漫作家和诗人 产生灵感 并称之为孩子心智的 “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.大家这儿看到的 是印度的一位母亲，她讲克罗语，这是一种新发现的语言。她对她的孩子说这种语言。这位母亲 和世界上说克罗语的800人

明白要保留这种语言，他们必须对婴儿说这种语言。

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.在这里有个关键的问题。为什么要是对你和我，成年人说一种新语言 却不能保留它? 这是和你的大脑有关。这儿我们看到 有个学习语言的关键期。

读懂这幅图的方法是看你在横轴上的年龄。

(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

(笑声)你再对应看纵轴上 你悉得第二外语的能力。婴儿和孩子是语言天才 直到7岁 然后语言系统会呈下降趋势。青春期后，如图我们语言能力衰退。

科学家们确信这曲线图的情况，但是全世界的实验室 都试图查明这到底是怎么回事.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.在我实验室的工作主要是 研究第一个关键期 这个时期是关于 婴儿试着掌握他们语言

中的声音。我们认为通过研究这些被婴儿学会的声音，我们会给学习其他语言一个模式，或许关键期也出现在孩童期 也为了研究社会，情感 和认知发展。

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.我们一直研究婴儿 使用的技巧，也是全世界使用的语言技巧 和所有语言的声音技巧。婴儿坐在父母的膝上，我们训练他们，当听到一个声音 从“ah”到 “ee”

他们就转头。如果他们一听到就转头，黑盒子就会亮 会出现一只敲鼓的熊猫。六个月大的婴儿喜欢这个测试。

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.我们从中了解到什么呢? 全世界的婴儿 就如我所述的 是世界公民;他们能区分所有语言的所有声音 不管测试在哪一国，用哪种语言。

令人惊讶的是你我却做不到这点。

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?

我们是受制于文化局限的听众。我们只能区分我们自己语言的声音，但分不清外语的那些声音。所以问题随之产生，这些小小世界公民在什么时候

变成受制于文化局限的听众?

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：一岁之前 这里看到的是扭转头测试效果 用来测试日本东京 和美国西雅图的婴儿，让他们听ra和la的发音 这两个发音在英文里很重要，在日语里却没有

对于6到8个月的婴儿，他们的测试结果完全相似 2个月之后便产生明显变化 在美国的婴儿掌握这些发音比较好，在日本的婴儿却差很多 但是这两组的婴儿

均蓄势待发地要学习语言。

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.问题在于，在这个2个月的关键期 发生了什么? 在声音开发的这关键期 到底发生什么了? 主要是两件事。第一婴儿不断地专心听我们说话，并且做统计

他们统计这些声音。听听2位母亲说的亲情用语 这是我们对孩子说的通用语言妈妈语 首先是英语，然后是日语。

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

nice.(视频)说英语的妈妈：啊，我多爱你大大的蓝眼睛 这么漂亮，这么好看。

Japanese Mother: [Japanese]

说日语的妈妈：[日语]

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·库尔：在语言生成的期间，当婴儿聆听时，他们同时也在统计 他们听到的语言。区分这些声音的能力在变强。我们了解到的 是婴儿对统计很敏感，日语和英语的声音统计是非常，非常不同的。英语有很多R和L音 如分布图所示 日语的分布图则是完全不同的 我们在这儿看到一组中间音，它们是日语的R音。婴儿吸收

语言的统计数据 这改变了他们的大脑;这就是把他们从世界公民 变成像我们一样受文化局限的听众。但我们成年人 不再吸收这些统计。我们受我们早期形成的

记忆性语言的影响。

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.所以我们在这儿看到的 关键期是如何改变我们的语言模式。我们从数学角度争论 学习语言材料的能力会放慢下来 当我们语言分布的能力趋于稳定时。

这也引出很多关于双语者的问题。双语者在脑中同时必须记住2组统计 并能任意切换 决定于他们与谁交流

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.那么我们自问，婴儿能不能统计一种全新的语言? 我们测试了这个，通过给美国婴儿 听他们从没听过的第二种语言 这是在关键期时他们第一次听到普通话。

我们得知，当我们让台北和西雅图的单语者 接触普通话声音，他们显示同样的模式。在6到8个月大时他们辨音能力几乎相同 2个月之后，一些不可思议的事情发生了。

但这次台湾婴儿表现好，而不是美国的婴儿。我们所做的是在这关键期让美国的婴儿 多接触普通话。这就好像说普通话的亲戚来拜访了一个月 住到你家

和婴儿上了12节普通话课。在实验室它看起来就像这样。

(Video)Mandarin Speaker: [Mandarin]

(视频)普通话说者：[普通话]

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.所以我们对他们的小脑袋瓜都做了什么?(笑声)我们还得有一个对照组 确保来到实验室 并不能提高普通话的水平。所以这组婴儿来这儿只听英语。

我们从这图表看出 在英语条件下的婴儿没有提高他们的汉语。但看看上过12次普通话课的婴儿的身上 都发生了什么。他们和那些曾听普通话有

10个半月大的台湾婴儿一样棒。这说明了 婴儿对一种新语言也能做统计。不管你在他们面前说了什么，他们就会统计这语言。

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.我们也好奇 在这一学习过程中 人起了什么样的作用。所以我们设置了另一组婴儿 让他们如法炮制地上12节课，但是在电视机前上课

和另一组婴儿只是通过音频上课 看电视屏幕上的玩具熊。我们又对他们的脑袋瓜做什么了? 我们这儿看到的是音频结果 没有任何学习效果 视频结果

也是没有任何学习效果。只有人才能 帮助婴儿统计他们的声音数据。当婴儿在统计时 社会大脑在控制着。

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.我们想了解大脑内部 观察各种变化 探究电视前的婴儿 和与人在一起的婴儿有何不同 多亏我们有了这台新机器，脑磁图显示机，它可以让我们做到这个。

它看上去就像来自火星的吹风机。但它是完全安全的，完全对人无害，而且是静音的。我们的要求是 在空间上精确到毫米 时间上精确到毫秒 使用306 SQUIDs

即是超导 量子干涉磁量仪 用来检测 我们大脑变化的磁场。我们是世界上第一个 记录婴儿 在脑磁图显示机下的 学习的脑图。

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.所以这是小爱玛 她有6个月大。她正通过耳机 聆听多种语言 大家可以看到，她可以移动。我们用她帽子上的小球 来记录她的脑图

所以她完全不受束缚地自由地移动。

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.这是一个技术上的杰作。我看到什么了? 我们看到婴儿的大脑。当婴儿听到语言中的一个词 大脑中听觉区域亮起来，然后在它周围的其它区域也亮起来

我们认为这是有关联贯性的 让大脑和其他不同脑区域相协调，一前一后，一片脑区域

激活另一片脑区域。

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.我们开启了 一个开发儿童大脑知识的 宏伟的黄金年代。我们能够观察他们的大脑 当儿童体验到感情，学着说和读，解决一个数学问题，或当他们有个想法的时候

我们也能为学习有障碍的孩童 发明基于脑的治疗方法。

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.正如诗人和作家所描述的，我想我们能够看到 一种奇妙的融通开放，一个孩子心智的 完全开放 在对儿童大脑的研究中，我们会深刻揭示

这对人类来说意味着什么的事实，在这一过程中，我们或许能帮助我们自身开放心智 在我们一生中不断地学习。

Thank you.谢谢。