English Acquisition IA k , IIA f , 2011 13 ( 14 ) ( ) - - PowerPoint PPT Presentation

2011/07/19 (火)

English Acquisition IAk, IIAf, 2011 第13回 (全14回)

黒田 航 (非常勤)

Tuesday, July 19, 2011

ボーナス試験

✤ 最期の授業 7/26 (火) は任意参加のボーナス試験です

✤ 出席回数の足りない人は任意でないです

✤ 授業でやったのと同じ課題を行なう

✤ ハズレがアタリに ✤ アタリはアタリのまま

✤ 出題範囲

✤ L1, L2, L4, L6, L7 ✤ 全部The Feynman Lectures on Physicsのところ Tuesday, July 19, 2011

講義資料のWebページ

✤ URL

✤ http://clsl.hi.h.kyoto-u.ac.jp/~kkuroda/lectures.html

✤ 予習や復習に使って下さい ✤ 解答もこのページから入手可能

Tuesday, July 19, 2011

任意参加でない人たち[未確定版]

✤ 今のままではFの方々

✤ E1Ak ✤ 中島 裕貴 ✤ EA2Af ✤ 藤本 拡二

✤ 気をつけた方がよい方々

✤ EA1Ak ✤ 中尾 健太郎, 松田 朋也 ✤ EA2Af ✤ 中村陽一郎, 原 将樹, 西河 拓哉, 武藤 弘平

Tuesday, July 19, 2011

任意参加でない人たち[7/19確定版]

✤ L14を受けないとFの方々

✤ E1Ak ✤ なし ✤ EA2Af ✤ 藤本 拡二

Tuesday, July 19, 2011

本日の予定

✤ 前半30分

1. L12の聞き取り課題の結果の報告 2. 正解の解説

✤ 休憩5分 ✤ 後半40分

• TEDを使った聴き取り訓練の3回目 (L13)
• Temple Gradin: The world needs all kinds of minds
• 主題
• 自閉症 (autism), 創造性 (creativity), 脳科学 (brain science)
• アンケート

Tuesday, July 19, 2011

L12の結果 (Temple Grandin: The world needs all kinds of minds から)

Tuesday, July 19, 2011

L12の得点分布 1Ak,2Af

✤ 参加者: 46人

✤ 平均点: 57.03; 標準偏差: 10.15 ✤ 最高点: 80.00; 最低点: 27.94 ✤ n = 34

✤ 得点グループ

✤ 60点後半が中心のグループ ✤ 80点後半が中心のグループ

Tuesday, July 19, 2011

L12の得点分布 1Ak

✤ 受講者数: 30

✤ 平均点: 57.25 [19.47/n] 点

✤

標準偏差: 10.96 [ 3.73] 点

✤ 最高点: 79.41 [27.00/n] 点 ✤ 最低点: 27.94 [ 9.50 /n] 点

✤

n = 34

✤ 得点グループ

✤ 60点後半が中心のグループ ✤ 80点が中心のグループ

Tuesday, July 19, 2011

L12の得点分布 2Af

✤ 受講者数: 16

✤ 平均点: 56.62 [19.25/n] 点

✤

標準偏差: 8.72/n [ 2.97] 点

✤ 最高点: 80.88/n [27.50] 点 ✤ 最低点: 47.06/n [16.00] 点

✤

n = 34

✤ 得点グループ

✤ 50点が中心のグループ ✤ 80点後半が中心のグループ

Tuesday, July 19, 2011

平均得点の履歴

Tuesday, July 19, 2011

ボーナス試験の出題範囲

✤ L1, L2, L4, L6, L7

✤ 全部The Feynman Lectures on Physicsのところ

Tuesday, July 19, 2011

L12の正解率分布 1Ak,2Af

✤ 参加者: 45人

✤ 平均: 0.71; 標準偏差: 0.07 ✤ 最高: 0.87; 最低: 0.55

✤ 正答率のグループ

✤ 0.7後半が中心のグループ Tuesday, July 19, 2011

L12の正答率分布 1Ak

✤ 参加者: 28人

✤ 平均: 0.73; 標準偏差: 0.12 ✤ 最高: 0.87; 最低: 0.24

✤ 正答率のグループ

✤ 0.7後半が中心のグループ Tuesday, July 19, 2011

L12の正答率分布 2Af

✤ 参加者: 17人

✤ 平均: 0.74; 標準偏差: 0.08 ✤ 最高: 0.90; 最低: 0.54

✤ 正答率のグループ

✤ 0.6後半が中心 ✤ 0.7後半が中心 Tuesday, July 19, 2011

平均正解率の履歴

Tuesday, July 19, 2011

L12の解答 (Temple Grandin: The world needs all kinds of minds)

Tuesday, July 19, 2011

誤りの傾向

✤ 1. exactly =>

exact, about

✤ 2. spectrum

=> espetrum

✤ 3. ways ✤ 4. pick ✤ 5. ignores ✤ 6. concerned

=> cerned

✤ 7. balk =>

block, brok

✤ 8. thought ✤ 9. noticing =>

knowing

✤ 10. geek ✤ 11. thought =>

saw

✤ 12. see ✤ 13. like ✤ 14. improving

=> proving

✤ 15. used ✤ 16. worries ✤ 17. belong =>

worn

✤ 18. showed ✤ 19. emphasize

=> enfasize

✤ 20. got => join ✤ 21. where =>

• ne, more

✤ 22. pattern ✤ 23. reading ✤ 24. issues ✤ 25. have =>

same, some

✤ 26. thinks ✤ 27. insight =>

insite, insights

✤ 28. puts =>

put

✤ 29. want ✤ 30. find ✤ 31. People ✤ 32. safer =>

safe

✤ 33. guess =>

is, yes, yet

✤ 34. pulling =>

pouring, pooling

Tuesday, July 19, 2011

01/15

✤ I think I’ll start out and just talk a little bit about what [1.

exactly] autism is. Autism is a very big continuum that goes from very severe, the child remains non-verbal, all the way up to brilliant scientists and engineers. And I actually feel at home here, because there is a lot of autism genetics here. You wouldn’t have any, um ... (Applause)

✤ It’s a continuum of traits. When does a nerd turn into, you

know, uh Asperger, which is just mild autism? I mean Einstein and Mozart and Tesla, would all be probably diagnosed as autistic [2. spectrum] today. And one of the things that is really gonna concern me is getting these kids to, to be the

• nes that are going to invent the next energy things. Now,

that Bill Gates talked about this morning.

Tuesday, July 19, 2011

02/15

✤ Okay. Now, if you want to understand autism, animals.

And I want to talk to you now about different [3. ways] of

• thinking. You have to get away from verbal language. I

think in pictures. I don’t think in language.

✤ Now, the thing about the autistic mind is— it attends to

• details. Okay, this is a test where you either have to [4.

pick] out the big letters, or pick out the little letters. And the autistic mind picks out the little letters more quickly.

✤ And the thing is, the normal brain [5. ignores] the details.

Well, if you’re building a bridge, details are pretty important because it will fall down if you ignore the details.

Tuesday, July 19, 2011

03/15

✤ And one of my big concerns with a lot of policy things

today is things are getting too abstract. People are getting away from doing hands-on stuff. I’m really [6. concerned] that a lot of schools have taken out the hands-on classes, because art, and classes like that, those are the classes where I excelled.

✤ Okay, in my work with cattle, I noticed a lot of little things

that most people don’t notice would make the cattle [7. balk]. Like, for example, this flag waving, right in front of the veterinary facility. This feed yard was going to tear down their whole veterinary facility, all they needed to do was move the flag; rapid movement, contrast.

Tuesday, July 19, 2011

04/15

✤ In the early ’70s when I started, I got right down in the

chutes to see what cattle were seeing. People [8. thought] that was crazy. A coat on a fence would make them balk. Shadows would make them balk, a hose on the floor. People weren’t [9. noticing] these things, a chain hanging down, and that’s shown very very nicely in the movie. In fact I loved the movie how they duplicated all my

• projects. That’s the [10. geek] side. My drawings got to

star in the movie, too. And actually it’s called Temple Grandin, not Thinking in Pictures.

✤ So, what is thinking in pictures? It’s literally movies in

your head. My mind works like Google for images.

Tuesday, July 19, 2011

05/15

✤ Now, when I was a young kid I didn’t know my thinking was

• different. I [11. thought] everybody thought in pictures. And

then when I did my book, Thinking in Pictures, I start interviewing people about how they think. And I was shocked to find out that my thinking was quite different. Like if I say, “Think about a church steeple” most people get this sort of generalized generic one. Now, maybe that’s not true in this room, but it’s going to be true in a lot of different places.

✤ I [12. see] only specific pictures. They flash up into my

memory, just like Google for pictures. And in the movie, they’ve got a great scene in there, where the word “shoe” is said, and a whole bunch of ’50s and ’60s shoes pop into my imagination.

Tuesday, July 19, 2011

06/15

✤ Okay, there is my childhood church. That’s specific. There is

some more, Fort Collins. Okay how about famous ones? And they just kind of come up, kind of [13. like] this. Just really quickly, like Google for pictures. And they come up one at a

• time. And then I think, okay well maybe we can have it snow,
• r we can have a thunderstorm, and I can hold it there and

turn them into videos.

✤ Now, visual thinking was a tremendous asset in my work

designing cattle handling facilities. And I’ve worked really hard on [14. improving] uh how cattle are treated at the slaughter plant. I’m not going to go into any gucky slaughter

• slides. I’ve got that stuff up on YouTube if you want to look at

it.

Tuesday, July 19, 2011

07/15

✤ But, one of the things that I was able to do in my design

work is I could actually test run a piece of equipment in my mind, just like a virtual reality computer system. And this is an aerial view of a recreation of one of my projects that was [15. used] in the movie. That was like just so super cool. And there were a lot of kind of Asperger types, and ah autism types, working out there

• n the movie set, too. (Laughter)

✤ But one of the things that really [16. worries] me, is

where is the younger version of those kids going today. They are not ending up in Silicon Valley, where they [17. belong]. (Laughter)

Tuesday, July 19, 2011

08/15

✤ Now, (Applause) one of the things I learned very early on

because I wasn’t that social, is, I had to sell my work, and not myself. And the way I sold livestock jobs is, I showed

• ff my drawings, I [18. showed] off pictures of things.

Another thing that helped me, as a little kid, is, boy, in the ’50s you were taught manners. You were taught you can’t pull the merchandise off the shelves in the store and throw it around.

✤ Now, when kids get to be in third or fourth grade, you

might see that this kid is going to be a visual thinker, drawing in perspective. Now, I want to [19. emphasize] that not every autistic kid is going to be a visual thinker.

Tuesday, July 19, 2011

09/15

✤ Now, I had this brain scan done several years ago, and I

used to joke around about having a gigantic internet trunk line going deep into my visual cortex. This is tensor

• imaging. And my great big internet trunk line is twice as

big as the control’s. The red lines there are me, and the blue lines are the sex and age matched control. And there I [20. got] a gigantic one, and the control over there, the blue one, has got a really small one.

✤ And some of the research now is showing is that people

• n the spectrum actually think with primary visual
• cortex. Now, the thing is, the visual thinker is just one

kind of mind.

Tuesday, July 19, 2011

10/15

✤ You see, the autistic mind tends to be a specialist mind: good

at one thing, bad at something else. And [21. where] I was bad was algebra. And I was never allowed to take geometry or trig: gigantic mistake. I’m finding a lot of kids who need to skip algebra, go right to geometry and trig.

✤ Now, another kind of mind is the pattern thinker. More

• abstract. These are your engineers, your computer pro-
• grammers. Now, this is [22. pattern] thinking. That praying

mantis is made from a single sheet of paper, no scotch tape, no

• cuts. And there in the background is the pattern for folding it.

✤ Here are the types of thinking, photo realistic visual thinkers,

like me. Pattern thinkers, music and math minds.

Tuesday, July 19, 2011

11/15

✤ Some of these often have problems with [23. reading]. You

also will see these kind of problems with um, with kids that are dyslexic. You’ll see these different kinds of minds.

✤ And then there is a verbal mind. They know every fact about

everything.

✤ Now, another thing is the sensory [24. issues]. I was really

concerned about having to wear this gadget on my face. And you guy came in half an hour beforehand so I could have it put on and kind of get used to it. And they got it bent so it’s not hitting my chin. But sensory is an issue. Some kids are bothered by fluorescent lights; others [25. have] problems with sound sensitivity. You know, um, it’s going to be variable.

Tuesday, July 19, 2011

12/15

✤ Now, visual thinking gave me a whole lot of insight into

the animal mind. Because think about it. An animal is a sensory based thinker, not verbal; thinks in pictures; thinks in sounds; [26. thinks] in smells. Think about how much information there is there on the local fire hydrant. He knows who’s been there, when they were there, are they friend or foe, is there anybody he can go mate with. There is a ton of information on that fire hydrant. It’s all very detailed information. And, looking at these kind of details gave me a lot of [27. insight] into animals.

Tuesday, July 19, 2011

13/15

✤ Now, the animal mind, and also my mind, [28. puts] sensory

based information into categories. Man on a horse, and a man on the ground, that is viewed as two totally different

• things. You could have a horse that’s been abused by a rider.

They will be absolutely fine with the veterinarian, and with the horse shoer, but you can’t ride him.

✤ You have another horse, where maybe the horse shoer beat

him up, and he’ll be terrible for anything on the ground, with the veterinarian, but, um, a person can ride him. Cattle are the same way. Man on a horse, a man on foot, they are two different things. You see, it’s a different picture. See, I [29. want] you to think about just how specific this is.

Tuesday, July 19, 2011

14/15

✤ Now, this ability to put information into categories, I [30.

find] a lot of people are not very good at this. When I’m

• ut troubleshooting equipment or problems with

something in a plant, they don’t seem to be able to figure

• ut, “Do I have a training people issue? Or do I have

something wrong with the equipment?” In other words, categorize equipment problem, from a people problem. I find a lot of people have difficulty doing that.

✤ Now, let’s say I figure out it’s an equipment problem. Is it

a minor problem, with something simple I can fix? Or is the whole design of the system wrong? [31. People] have a hard time figuring that out.

Tuesday, July 19, 2011

15/15

✤ Let’s just look at something like, you know, solving problems

with making airlines [32. safer]. Yeah, I’m a million mile flier. I do lots and lots of flying, and, um, you know, if I was at the FAA, what would I be, eh, doing a lot of direct observation

• f? It would be their airplane tails. You know, five fatal wrecks

in the last 20 years, the tail either came off or co-steering stuff inside the tail broke in some way. It’s tails, pure and simple.

✤ And when the pilots walk around the plane, [33. guess] what?

They can’t see that stuff inside the tail. You know, now as I think about that, I’m [34. pulling] up all of that, you know, specific information. It’s specific. So, you—, my thinking is bottom-up. I take all the little pieces and I put the pieces together like a puzzle.

Tuesday, July 19, 2011

TEDを使った聞き取りL14

✤ Temple Grandin: The world needs all kinds of mind の後半

✤ 今日の課題の長さ: 5分

✤ 穴埋め方式

✤ 長い目のユニットごとに2回反復 ✤ 課題として大変みたいなので，間を空けます

✤ その後にアンケート

Tuesday, July 19, 2011