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演讲简介：
在他所著《思想的实质》的独家新书介绍会上，史蒂芬·平克探讨了语言如何表达内心的思想--以及我们的遣词用句中透露出多少鲜为人知的信息。
n. 建设，建造，结构，构造，建筑物
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- So, a problem in explaining how children learn language,
- 所以在解释孩子们如何学习语言时候，有一个问题
- a problem in teaching language to adults so that they don't make grammatical errors,
- 同样也是教成人学外语语法时的一个问题
- and a problem in programming computers to use language is which verbs go in which constructions.
- 以及给电脑编使用语言的程序时--在哪个构式里该用哪个动词？
- For example, the dative construction in English.
- 比如，英语中的与格构式--
- You can say, "Give a muffin to a mouse," the prepositional dative.
- 可以说“Give a muffin to a mouse”，前置词与格，
- Or, "Give a mouse a muffin," the double-object dative.
- 或者“Give a mouse a muffin”，双宾语与格，
- "Promise anything to her," "Promise her anything," and so on.
- “Promise anything to her”，“Promise her anything”，等等。
- Hundreds of verbs can go both ways.
- 上百的动词可以两用。
- So a tempting generalization for a child, for an adult, for a computer
- 对于孩子，很容易去做的一个归纳--对于大人和电脑来说也一样--
- is that any verb that can appear in the construction,
- 就是任何可以在下面这个构式中出现的动词
- "subject-verb-thing-to-a-recipient" can also be expressed as "subject-verb-recipient-thing."
- “主语-动词-物体-to-a-接受者”也可以表达成“主语-动词-接受者-东西”。
- A handy thing to have, because language is infinite,
- 这是很顺手的事，因为语言是无穷的
- and you can't just parrot back the sentences that you've heard.
- 对于你学过的句子不能只是鹦鹉学舌。
- You've got to extract generalizations so you can produce and understand new sentences.
- 你必须得做出归纳，这样你才能制造、理解新句子。
- This would be an example of how to do that.
- 这就是这样做的一个例子
- Unfortunately, there appear to be idiosyncratic exceptions.
- 不幸的是，这方面有例外。
- You can say, "Biff drove the car to Chicago," but not, "Biff drove Chicago the car."
- 你可以说，“Biff drove the car to Chicago”，但不是“Biff drove Chicago the car”。
- You can say, "Sal gave Jason a headache," but it's a bit odd to say, "Sal gave a headache to Jason."
- 你可以说：“Sal gave Jason a headache”，但“Sal gave a headache to Jason”就很别扭了。
- The solution is that these constructions, despite initial appearance, are not synonymous,
- 原因是这些构式，尽管一开始相似，但并不是同义句。
- that when you crank up the microscope on human cognition, you see that there's a subtle difference in meaning between them.
- 当你搬出显微镜对准在人类认知上，你会看到很多微妙的差别存在于它们的意思里。
- So, "give the X to the Y," that construction corresponds to the thought
- 所以“Give the X to the Y”--这个构式对应的想法是：
- "cause X to go to Y." Whereas "give the Y the X" corresponds to the thought "cause Y to have X."
- “Cause X to go to Y”，而“Give the Y the X”对应的想法是“cause Y to have X”。
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| 重点单词 | 查看全部解释 | |||
| construction | [kən'strʌkʃən] | 联想记忆 | ||
| microscope | ['maikrəskəup] | 联想记忆 | ||
| initial | [i'niʃəl] | 联想记忆 | ||
| grammatical | [grə'mætikəl] | |||
| synonymous | [si'nɔniməs] | 联想记忆 | ||
| infinite | ['infinit] | 联想记忆 | ||
| understand | [.ʌndə'stænd] | |||
| subtle | ['sʌtl] | |||
| generalization | [.dʒenərəlai'zeiʃən] | 联想记忆 | ||
| solution | [sə'lu:ʃən] | 联想记忆 |
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