检索记忆 2018-04-03-学习的科学-016
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！
Retrieving Memories
检索记忆
In one form or another, teachers are always asking the question, what's worth learning, when they make choices in designing learning experience for their students.
当老师为学生设计学习体验时，总是以这种或那种形式，问这个问题，什么是值得学习的。
What are the most important concepts skills and attitudes we want them to develop and use after their time with us? That's why we work so hard to create effective learning experiences that we hope will instill long lasting memories of these essential understandings.
我们希望学生在与我们在一起之后建立和使用的最重要的概念技能和态度是什么？这就是为什么我们努力工作以创造有效的学习体验，我们希望能够为这些重要的理解灌输持久的记忆。
But getting those important learnings into our student's heads is only half the battle.
但是让这些重要的学习成为我们学生的头脑只是一场战斗的开始。
They still need to be able to pull them out, and apply them when needed, be it in later academic settings, or in their lives beyond school.
他们始终需要能够将他们拉出来，并在需要时应用，不管是在以后的学术环境中，还是在学校以外的生活中。
In fact, much of forgetting is simply not being able to easily call up things we have in memory.
事实上，大部分遗忘都是无法轻松地调出我们记忆中的东西。
It's often in there, but we just can't retrieve it when we need it.
它通常在那里，但我们在需要时无法检索调用它。
And we've all experienced many times those failures to recall.
我们都经历过很多次失败的回忆。
So if learning is to lasting and transferable, meaning that we can apply it under the right conditions after we have learned it, two things need to happen.
因此，如果学习是为了让知识持久和可转移的，这意味着我们可以在我们了解它之后在正确的条件下应用它，那么需要做两件事情。
First, the new learning must be securely consolidated and integrated into our long-term memory through active learning experiences, as we discussed in previous sessions of this course.
首先，通过积极的学习经验，我们必须安全地巩固新学习，并将其融入我们的长期记忆中，正如我们在本课程的前几讲中所讨论的那样。【首先要积极主动利用各种因素将短期记忆通过工作记忆结合旧知识形成长期记忆】
This requires that we think to learn in order to make enduring memories that are solidly linked to our prior knowledge and skills.
这就要求我们认真学习，以便创造与我们以前的知识和技能密切相关的持久记忆。
Second, the memories need to be readily accessible through recall cues that are triggered by the circumstances we want them to be used for.
其次，记忆需要准备好在回忆线索的道理上，以备我们希望使用调用这些记忆时触发这个环境就能得到它。【也就是给记忆一条通道，类似记忆宫殿的意思，固定的记忆分类存储，到使用时就去该去的地方调用】
In other words, how new learning will be used later, that is under what real world conditions will it have to be retrieved from memory, is crucial to consider as we design ways for new knowledge and skills to be made into memories in the first place.
换句话说，如何在之后使用新的学习内容，那就是在现实世界中他们将会从什么条件下从记忆中恢复，所以我们设计安排新的知识和技能在记忆中的第一存储位置至关重要。
Cognitive scientists often say, think of retrieval during encoding.
认知科学家经常说，在编码过程中考虑检索。【也就是说在记的时候就考虑到怎么用】
Unfortunately, this important aspect of enduring and transferable learning is often overlooked in learning designs.
不幸的是，在学习设计中经常忽略了持久和可转换学习的这个重要方面。
So the rest of this session will explore the teaching implications of how we help our students recall the learning we hope they commit to memory in our classes.
因此，本次课程的其余部分将探讨我们如何帮助我们的学生回忆我们希望他们在我们教室中记住的内容的教学意义。
Let's start by my asking you a few questions.
首先我问你几个问题。
How do you spell your last name? Who is the current President of the United States? How many sides to a triangle? How many planets are in our solar system? What did you have to eat for breakfast today? Who is your best friend? What was your most embarrassing experience as a teenager? How do you tie your shoes? What was the plot of the last novel you read? Each of these questions you no doubt answered with varying degrees of quickness and certainty.
你怎么拼写你的姓氏？谁是美国现任总统？三角形有多少个边？我们的太阳系有多少颗行星？今天早餐你吃了什么？谁是你最好的朋友？作为一名青少年，你最尴尬的经历是什么？你怎么系鞋？你读过的最后一部小说的情节是什么？这些问题中的每一个都无疑以不同程度的快速性和确定性来回答。
Some you were able to retrieve almost instantly, but others took longer to find in your memory.
有些你几乎可以立即找回，但其他人花费更长的时间才能找到你的记忆。
And still others you had to think about once you retrieved the relevant memories.
还有一些你一旦检索相关记忆就必须使劲想想。
Each one too, had a different pathway to retrieval.
每个人都有不同的检索途径。
Some were probably direct and automatic, while others because of when and how they were formed, might have required more circuitous path to retrieval.
有些可能是直接和自动的，而另一些则是根据它们何时以及如何形成的，可能需要更多的迂回路径来检索。
Questions of this sort can be thought of as retrieval cues.
这类问题可以被认为是检索线索或者说是回忆线索。
A cue in the sense that we are talking about here, is information from our surrounding environment that causes us to begin the process of memory retrieval.
一个线索从我们这里所谈论的意义上来说，是我们周围环境的信息导致我们开始记忆检索过程的信息线索。【就像给记忆画了一张地图一样】
It could be sensory information, either in a focused way, like specific smells or sounds, like the smell of a gymnasium reminding you of your sports career, or in combination, the way a person walking and humming in front of you reminds you of your grandmother.
它可以是感官信息，或者以特定的方式，如特定的气味或声音，比如体育馆的气味提醒你体育事业的发展，或者结合在一起，在你面前走路和哼唱的人会让你想起祖母来。
The cues could also be the words in a book or a question a teacher asks.
提示也可以是一本书中的单词或教师提出的问题。
You could also provide the cue yourself, as when you mentally ask a series of questions trying to remember the plot of the last novel you read.
你也可以自己提供提示，如当你精神上问一系列问题，以试图记住你读过的最后一部小说的情节时。
For our purposes in this course, we're going to distinguish two forms of recall as it relates to memory retrieval, cued recall and free recall.
对于我们在本课程中的目的，我们将区分和记忆检索有关的两种形式的回忆，提示回忆和自由回忆。
By cued recall, we will mean any specific visual or verbal cue provided to students intended to elicit a memory.
通过提示回忆，我们将意味着提供给学生的任何具体的视觉或口头提示，以引出记忆。
It could also be a teacher's question asked in class or written questions on a study guide, or the information in the student's notes as he checks his memory to see if he's ready to take a test.
它也可以是一个老师在课堂中提出的问题，或者在学习指南中写下的问题，或者是学生记在笔记本上的信息方便其检查他的记忆是否准备好接受考试。
Free recall, on the other hand, is much less specific in the form of the cue.
另一方面，自由回忆在提示形式上的特定要求要低得多。
For example, a teacher for a reading quiz might ask, what were the most important ideas in the homework reading for today? Or we just spent two weeks of class studying photosynthesis, what were the key take away understandings? See how nonspecific these free recall questions are? It's important to know that free recall is a lot harder to do.
例如，阅读测验的老师可能会问，今天的作业阅读中最重要的想法是什么？或者我们刚刚花了两个星期的时间来研究学习光合作用，关键在于理解什么？看看这些自由回忆的问题是如何非特定性的？重要的是要知道自由回忆难度很大。
It simply takes more work to search your memory, and to respond to those general sorts of cues.
它只是需要更多的工作来搜索你的记忆，并回应这些一般类型的线索。
Not only do you have to scan, sort, prioritize and organize more, processing things in working memory as you retrieve information, but you also have to continually be thinking of retrieval cues in your search.
您不仅需要扫描，分类，排列优先次序和组织更多，当检索信息时处理工作记忆中的内容，而且还必须不断在搜索中考虑检索提示。
In other words, once the general free recall prompt or cue is asked, the learner must provide the subsequent retrieval cues.
换句话说，一旦要求一般的自由回忆提示或线索，学习者必须提供随后的提取提示。【大概是需要检索几次的意思，先检索一个线索，然后根据线索检索出来信息】
Now here's the really cool thing about free recall as a way to retrieve memories, it is very effective as a way to make memories that last longer and are easier to retrieve.
现在，将自由回忆作为一种获取记忆的方式非常酷，它非常有效地使记忆更持久，更容易找回。
The cognitive effort required not only modifies in more specific and organized ways prior memory being recalled, but it also allows the learner to develop retrieval cues for that memory rather than relying on some external cue like a teacher's verbal question, a written quiz, or a study guide question.
认知努力不仅需要以更具体和更有组织的方式修改先前的记忆，而且还允许学习者为记忆设立检索线索，而不是依赖一些像老师的口头问题，书面测验或者学习指导问题等外部线索。
As long as there's something in memory to recall, the desirable difficulty of free recall can be a powerful learning tool.
只要记忆中有东西可以回忆，自由回忆的理想难度就是一个强大的学习工具。
It's important to note that after any free recall practice, students need feedback of some sort to about whether their recall was accurate and complete.
重要的是要注意，在任何自由回忆练习之后，学生需要回答某种关于他们的回忆是否准确和完整的反馈。【记忆之后要去和正确的答案进行核对吧】
This is crucial, otherwise inaccurate and/or incomplete memories might be the result, exactly what we don't want to have happen.
这是至关重要的，否则或造成不准确和/或不完整的记忆结果，这是我们不希望发生的事情。
We'll say a lot more about retrieval practice in weeks three and four when we discuss study skills and instructional strategies.
当我们在第三周和第四周讨论学习技巧和教学策略时，会谈更多关于检索练习的内容。
Here are a few more things to keep in mind about retrieval as we design learning experiences for our students.
当在为我们的学生设计学习体验时，还需要记住一些关于检索的内容。
First, match memory and coding with memory retrieval.
首先，匹配记忆和检索记忆的编码。【首先要建造一间有地图的房子，不能随便乱放物品，要井然有序】
This goes back to the principle mentioned earlier, think of retrieval during encoding.
这回溯到前面提到的原则，在编码过程中考虑检索。
As you design lessons for students to learn new things, think about under what circumstances they will be asked to retrieve that information.
当您为学生设计课程来学习新事物时，请考虑在什么情况下会要求他们检索这些信息。【也就是他们会在什么场合下用这些知识】
For example, if you want your students to write effectively, what will be the eventual circumstances they will need to write effectively? Who will be the audience? What will be the purpose? If those questions and context are present, at least in part at encoding, then when the student encounters them elsewhere when needed, the more likely they will be to retrieve the relevant memories.
例如，如果你想让你的学生有效地写作，他们将需要有效写作的最终情况是什么？谁将成为读者？目的是什么？如果存在这些问题和背景，至少部分存在编码方面，那么当学生在需要时在别处遇到他们时，他们将更有可能检索到相关记忆。【也就是在学的时候就告知用的场景】
Next, organization helps retrieval.
接下来，组织有助于检索。
If a learner is given the opportunity to take information already put in memory, and reorganize it some way by thinking about connections and relationships, the more consolidated the memory subsequently becomes, and the easier it will be to retrieve later.
如果学习者有机会获取已经记忆的信息，对其通过思考连接和关系以某种方式进行重新组织，则记忆随后变得越巩固，稍后越容易检索。
Likewise, if the learner is made aware of organizational relationships during memory formation, the easier it will likely be to retrieve the memories with more than one retrieval cue.
同样，如果学习者在记忆形成过程中意识到组织关系，那么使用多于一个检索线索检索记忆就越容易。
Next, effective retrieval should take time.
接下来，有效的检索应该需要时间。
Unless the knowledge to be retrieved is of a rote learning sort or basic facts on call, then encouraging students to work hard at trying to recall things, as well as giving them time to do so, is important.
因为被检索的知识是死记硬背的学习类型或基本事实，所以鼓励学生努力尝试回忆事物，并让他们有时间这样做，这很重要。
This includes questions students are asked in class by providing wait time for them to retrieve and process their answer to an impromptu teaching query.
这包括在课堂上询问学生的问题，提供等待时间让他们检索并处理他们对即兴教学询问的答案。【等待时间很重要，上课被老师提问往往不给思考的时间，可能是普通课堂时间有限的原因，但是却剥夺了学生获得学习的机会】
Finally, knowing purpose and meaning make retrieval easier.
最后，知道目的和意义使检索更容易。【理解真的很重要，不能死记硬背】
When the learner understands the relevance and purpose of what we are asking them to learn, it will be better linked to their prior knowledge during memory formation, and will be more likely to be readily retrieved thereafter.
当学习者了解我们要求他们学习的相关性和目的时，他们会更好地将他们的先前知识与记忆形成过程联系起来，并且在以后更容易回忆。
Few factors are more important for learning, both motivationally and cognitively, then personal meaning and purpose.
少数因素对学习来说更重要，无论是激励和认知，还是个人意义和目的。【学习的个人动机也很重要】
