本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Understanding How Memory Works
了解记忆是如何工作的
Memory has been the subject of speculation and wonder for at least two thousand years.
记忆已经成为至少两千年来猜测和惊奇的主题。
As early Greek philosophers pondered the workings of our minds.
正如早期的希腊哲学家们思考我们思想的运作。
And it has only been during the last 100 years or so that we began to scientifically explore the biological basis of memory involving neurons and synapses in the brain, and they form and change as we age.
在过去的一百多年里，我们开始科学探索大脑中神经元和突触的记忆生物学基础，并随着年龄的增长而形成和变化。
This science of the brain has taken great leaps forward recently with the development of new imaging technologies like functional magnetic resonance imagine, or fMRI.
近年来，随着功能性磁共振想象或fMRI等新成像技术的发展，这种大脑科学已经取得了巨大的飞跃。
But our study of memory in this course will not involve the neuro-physiological aspects of learning because at this point that field of study doesn't yet inform the day-to-day practice of teachers.
但是我们在这门课程中对记忆的研究不会涉及学习的神经生理方面，因为在这一点上，研究领域尚未告知教师的日常实践有关的。
Rather, we will be learning about the research emerging from cognitive science which now powerfully informs us about how we can teach and learn more effectively
相反，我们将学习从认知科学中产生的研究，现在有力地告诉我们如何更有效地教授和学习。
So what is cognitive science?
那么什么是认知科学？
It involves a variety of different research disciplines including psychology, computer science, linguistics, artificial intelligence, anthropology, neuroscience, and philosophy, all striving to understand through interdisciplinary study how human cognition and intelligence develops and shapes our behavior.
它涉及各种不同的研究学科，包括心理学，计算机科学，语言学，人工智能，人类学，神经科学和哲学，都致力于通过跨学科研究了解人类认知和智力如何发展和塑造我们的行为。
By studying human behavior and performance, we can learn much about how memory works and how deep learning occurs.
通过研究人类的行为和表现，我们可以学习很多关于记忆是如何工作的以及深度学习的发生。【引出问题】
We'll begin our study of learning and memory through the lens of cognitive science by looking at a simple schematic model, acknowledging up front that we're simplifying an enormously complex and dynamic set of processes.
我们将通过观察一个简单的示意图模型，通过认知科学的镜头开始我们对学习和记忆的研究，并承认前面我们正在简化一个极其复杂和动态的过程。【用例子分析问题】
The model we will present is a modified version of that first published by Atkinson and Shiffrin in 1968.
我们将介绍的模型是1968年由Atkinson和Shiffrin首次发布的模型。
Let's start by imagining a science teacher introducing a lesson about food pyramids and energy flow to her class.
让我们先想象一位科学老师向她的班级介绍食物金字塔和能量流的课程。
As she talks and points to images on the Smart Board, her students initially perceive this auditory and visual information and store it temporarily in their sensory registers.
当她讲话并指向智能板上的图像时，她的学生最初感知到这种听觉和视觉信息，并将其临时存储在感官寄存器中。
Then if attended to by each student, this information is moved into what's called short-term memory for processing Short-term memory can be thought of as our immediate consciousness of where we do our thinking and reasoning.
然后，如果每个学生都参与其中，这些信息就会被转移到所谓的短期记忆中进行处理。短时记忆可以被认为是我们对我们思考和推理的立即处理的地方。
Short-term memory holds a limited amount of information for only short periods of time.
短期记忆仅在短时间内保存有限的信息量。
Usually five to 30 seconds.
通常五到三十秒
It is similar to what you might have heard before as working memory and it can be overloaded.
它与您之前听到的工作记忆类似，并且可能超载。
This overload diminishes student learning, something we'll discuss in later units.
这种超负荷会减少学生的学习，我们将在稍后的单元中讨论。【关注重点框架逻辑，细节放后面】
Next, depending on how the information is processed in short-term memory, it may or may not be moved into long-term memory for storage and later use.
接下来，根据信息在短期记忆中的处理方式，它可能会也可能不会被移动到长期存储器中以供存储和稍后使用。
An important set of questions we will be addressing throughout this course is one, how can we help our students make memories that are enduring and durable?
我们在整个课程中将要讨论的一组重要问题是，我们如何帮助我们的学生创造持久耐用的记忆？
And two, how can we help our students make memories that can be transferred to new situations later?
二，我们如何帮助我们的学生创造记忆，以后可以转移到新的情境中？
Now let's look in more detail at how the different components of this model of memory work together and interact.
现在我们来更详细地看一下这种内存模型的不同组件如何协同工作和交互。
Incoming environmental stimuli are picked up by our senses and enter what are called our sensory registers.
传入的环境刺激被我们的感官吸收并进入所谓的感官寄存器。【引入被忽视的刺激这个概念】
Of course, we do not perceive most of the stimuli in our environment.
当然，我们并没有察觉到我们环境中的大部分刺激。
For example, compared to other mammals, our human auditory sensory range is somewhat limited, as is our sense of smell.
例如，与其他哺乳动物相比，我们的人类听觉感官范围有限，我们的嗅觉也是如此。
But our capability to pick up visual information in our environment is pretty good.
但是，我们在环境中获取视觉信息的能力非常好。
Whatever information we do sense then goes into our sensory registers and remains for only a very short time.
无论我们做些什么感觉都会进入我们的感官记录器，并且只保持很短的时间。
Usually measured in fractions of a second.
通常以几分之一秒为单位进行测量。
Then some small proportion of what our senses perceive is attended to.
然后，我们的感官所感知的一小部分就会被关注。
And we become aware of it in some conscious way.
我们以某种有意识的方式意识到这一点。
Although we certainly perceive our surroundings in important ways even without becoming consciously aware.
尽管我们确实以重要的方式感知周围环境，即使没有意识到。
For example, the tactile pressure of the chair you might be sitting on right now.
例如，您现在可能正坐在椅子上的触觉压力。【举例说明】
This information filters or bottlenecks, is what we call selective attention.
这些信息过滤或瓶颈，就是我们所说的选择性关注。
In other words, to become aware of sense information from our surroundings, we must pay attention to it some way in order to move it into our short-term memory for processing.
换句话说，为了从我们周围的环境中意识到感知信息，我们必须以某种方式关注它，以便将其转移到我们的短期记忆中进行处理。
It is crucial to manage our attention in this way.
以这种方式管理我们的注意力至关重要。
Otherwise, the world would be as the famous psychologist William James expressed it, "One great big blooming, buzzing confusion."
否则，这个世界将会像着名心理学家威廉詹姆斯所说的那样：“一个伟大的盛开，嗡嗡的混乱。【世界就像爆炸了一样】”
This explains why two people can be in the same sensory environment, yet experience that environment in sometimes very different ways.
这就解释了为什么两个人可以处于相同的感官环境中，但却有时以不同的方式体验这种环境。
Now let's go back to our three students sitting in the science class.
现在让我们回到我们坐在科学课上的三名学生。【解释完刺激回到案例中分类说明】
All three students will hopefully perceive the teacher's voice and watch what she is doing.
所有三名学生都希望看到老师的声音，并观察她在做什么。
At least, in the beginning.
至少，在一开始。
So this information will enter into each of their visual and auditory sensory registers.
所以这些信息将会进入他们的视觉和听觉感官寄存器。
What happens next is where things can go right or wrong from the standpoint of teaching.
接下来发生的事情是教学立场上的事情是对的还是错的。
For example, one student may quickly become engrossed in surreptitiously looking at her smart phone.
例如，一个学生可能会很快专注于偷偷看着她的智能手机。
Another may initially attend to what the teacher is saying, but then the picture of the lion prompts him to remember seeing the movie The Lion King, and he starts thinking about that.
另一个人可能最初关注老师的话，但是狮子的照片让他想起看电影“狮子王”，他开始思考这个问题。
The third student on the other hand, does what we hope all of our students do most of the time.
另一方面，第三个学生做我们希望我们所有的学生大部分时间都做的事情。
Pays attention to the teacher, and actively engages what is being taught, in this case by taking notes.
注意老师，积极参与教学，在这种情况下做笔记。
For the cell phone using student, there is probably very little if anything of what the teacher is doing that enters into the conscious awareness of her short-term memory.
对于使用学生的手机来说，如果有什么教师正在做的事情，可能很少会产生有意识的记忆进入他的短期记忆中。
This student may vaguely sense the teacher talking but she is not comprehending her in any meaningful way.
这个学生可能隐约感觉到老师在说话，但她并没有以任何有意义的方式理解她。
This is because the student's attention is focused on the smart phone.
这是因为学生的注意力集中在智能手机上。
However, she is paying attention and processing something in her short term memory, but it's the wrong thing.
然而，她正在关注并处理她短暂的记忆，但这是错误的事情。
The information on her smart phone.
她的智能手机上的信息。
The second student also ends up attending very little to what the teacher is doing because his focus is on the thinking about The Lion King.
第二名学生最终也很少参加老师的活动，因为他的重点是关于狮子王的思考。
He's paying virtually no attention to his surrounding environment but he is attending and cognitively processing in short-term memory the memories he is retrieving from long-term memory about the movie.
他实际上几乎不关注周围的环境，但他正在短期记忆中认知地处理他从长期记忆中获得的关于电影的回忆。
Both students are paying attention and processing incoming information, but with regard to the wrong things.
两位学生都在关注和处理传入的信息，但是关于错误的事情。
Despite their attentiveness, for our purposes as teachers, they are distracted and off task.
尽管他们很专心，但对于我们作为老师的目的而言，他们分心并且脱离了任务。
As a quick aside, we'll talk in week three about self-regulated learning and discuss different forms of student inattention and distraction and how to minimize them.
简单地说，我们将在第三周讨论自主学习，并讨论不同形式的学生不注意和分心，以及如何最小化他们。
We'll even make the case that mind-wandering can sometimes be a good thing for the learners in our classroom.
我们甚至会提出这样的情况，即思维游走有时对我们课堂中的学习者来说是件好事。
For now let's go back to our model student paying attention to the teacher.
现在让我们回到我们的关注老师的模特学生身上。
She is no doubt processing in short-term memory what the teacher is conveying by taking notes.
毫无疑问，她正在用记笔记的方式处理老师所传递的信息留下的短时间记忆。
But here's an important insight from a learning standpoint. At the end of her time paying attention to her teacher and taking notes, the student may have either learned very little or possibly a lot.
但从学习的角度来看，这是一个重要的见解。在她注意她的老师并记笔记结束的时候，学生可能要么学到很少，要么学到很多。
It will mostly depend on how deeply she was able to cognitively process what her teacher was presenting and doing.
这主要取决于她能够认知地处理她的老师的表现和做法。
In other words, was the student able to meaningfully link the new information with what she already knew?
Her prior knowledge.
换句话说，学生能否将新信息与她已知的信息有意义地联系起来？她先前的知识。
This will be determined by how much she actively and consciously reaches into her long-term memory from her short-term memory to retrieve and think about what she is seeing and hearing from the teacher.
这取决于她从短期记忆中积极和有意识地调用多少长期记忆以检索和思考她从老师那里看到和听到的内容。
This dialogue between short-term memory and long-term memory is what will make and store memories for this new learning.
短期记忆和长期记忆之间的这种对话将为这种新的学习创造和储存记忆。
This is the essence of active learning.
这是主动学习的精髓。
On the other hand, if a student mostly listens and or watches in a learning environment without being given the chance to actively process new information, it likely won't stick in the form of new and usable memories.
另一方面，如果一个学生主要在学习环境中倾听或观察，而没有机会主动处理新信息的机会，它可能不会有新的和可用的记忆产生。【学而不思则罔】
That's even if the students are rapt with attention because most of their thinking and processing will still be in short-term memory which soon decays and is lost.
这就是即使学生们注意力集中，因为他们大多数的思考和处理过程仍然处于短期记忆中，而这些短暂记忆很快就会衰落并且丢失。
Unfortunately this happens too often in schools when students aren't encouraged or required to actively process what they are meant to be learning.
不幸的是，这种情况在学校中经常发生，当学生不被鼓励或被要求积极处理他们想要学习的内容时。
There are many ways to do this and we will focus on this in later sessions.
有很多方法可以做到这一点，我们将在以后的会议中关注这一点。
Long-term memory is undoubtedly the most complex component of our memory system, so as educators, it is critically important to understand the basics of how it works.
长期记忆无疑是我们记忆系统中最复杂的组成部分，因此作为教育工作者，了解它的工作原理至关重要。
Something we'll do in the following sessions.
我们将在下面的会议中做一些事情。
That's because enduring and useful memories are what we hope results with regards to the essential concepts and skills we teach all of our students.
这是因为我们希望我们教给学生的所有基本概念和技能都能够产生持久和有用的回忆。
We want them to be able to transfer what they learn in our schools.
我们希望他们能够迁移他们在我们学校学到的东西。
The most important learning, anyway, to situations in their own personal lives and ultimately to their work and civic lives in the future.
无论如何，无论如何，最重要的是他们个人生活情境下的学习，以及最终在他们未来的工作和生活中的学习。
If they can't transfer beyond our classrooms some important aspects of what we teach them, does it matter then what we teach them?
如果他们不能把我们教给他们的一些重要方面转移到我们的教室之外，那么我们教给他们什么重要吗？
Let's review some of the important ideas from this unit.
我们来回顾一下这个部分的一些重要想法。【总结】
All of which we hope to deepen your understanding in the coming weeks.
所有这些我们希望在未来几周内加深您的理解。
First, creating long-lasting memories is most successful when new information is meaningfully linked to already-existing knowledge in our memories.
首先，当新的信息与我们记忆中已有的知识有意义地联系起来时，创造长久的记忆是最成功的。
Second, the more we process and think about something new to the learned, the more enduring and retrievable the memories become.
其次，我们处理和思考的知识越多，记忆就越能持久和可恢复。
This most often involves a dialogue between short-term memory, and long-term memory.
这通常涉及短期记忆和长期记忆之间的对话。
In other words, we have to think to learn.
换句话说，我们必须思考着去学习。
By actively and consciously processing new information and experiences.
积极自觉地处理新的信息和经验。
Our later session about making enduring memories will explain more in-depth.
我们后来关于制作持久记忆的会议将更加深入地解释。
Third, if the first two don't happen, our students can be super attentive and work very hard, but learn very little in terms of making durable memories and learning that they can later use.
第三，如果前两种情况没有发生，我们的学生可以超级专注，并努力工作，但在学习持久记忆和学习以后可以使用方面学到很少。
Finally, short-term memory is limited in time and capacity and can be overloaded in a way that limits learning.
最后，短期记忆在时间和能力上受到限制，并且可能会因为超载的形式限制学习效果。
We will address this and ways to avoid it in later sessions. So that's a simple model of how memory works, and we hope our subsequent sessions will deepen your understanding of its major features, always with this question in mind:
我们将在稍后的课程中学习解决这个问题和避免它的方法。所以这是一个简单的有关记忆如何工作的模型，我们希望随后的课程能够加深您对其主要特征的理解，始终牢记这个问题：
How can this developing understanding of how learning happens be used to enhance my own teaching practice?
这种对学习是如何发展的理解如何被用来增强我自己的教学实践？
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