Working Memory 工作記憶

We want all of our students to be successful, to thrive, to grow, and to feel challenged and supported as they learn in our schools.

我們希望所有的學生要取得成功，茁壯成長，成長，並感覺到有挑戰和支持，因為他們在我們的學校學習。

That's not always easy.

這並不容易。

Especially with the diversity of children we often teach.

特別是有孩子的，我們經常教導的多樣性。

In this session, we will introduce you to the concept of cognitive load and why being mindful of it as we design lessons for our students, can help enhance their learning in many ways, while at the same time, avoiding the frustration of overloading them.

在這個環節，我們將向您介紹認知負荷的概念，以及為什麼被銘記的是，我們為我們的學生設計的課程，可以幫助提高在很多方面他們的學習，而在同一時間，避免超載他們的無奈。

Let's begin by reviewing what we learned about how memories are made in our last session.

首先，讓我們通過回顧我們所了解的記憶是如何在我們上次會議上提出。

Our memory model illustration will help us visualize this.

我們的內存模型說明將幫助我們想像這一點。

Recall that learning is mostly about transferring information that enter short-term memory, into long-term memory, where it is stored for later use.

回想一下，學習主要是關於轉移即進入短期記憶，轉化為長期記憶，它是存儲供以後使用的信息。

It's the dialogue between these two that causes memories to be formed.

它是這兩個導致要形成記憶之間的對話。

We are only conscious of the information currently being held in our short-term memory and we are largely oblivious to the enormous amounts of information stored in long-term memory, that is, until it is retrieved back into short-term memory for use as we interact with it in the world around us.

我們只是意識到目前在我們的短期存儲器中的信息，我們在很大程度上忘卻的巨大數量的信息存儲在長期存儲器，也就是說，直到它被收回到短期記憶用作我們在我們周圍的世界與它進行交互。

Recall too, that we said short-term memory has limited capacity and duration.

回想一下太，我們所述短期存儲器具有有限的容量和持續時間。

For example, try to remember this number once it disappears from the screen.

例如，試著記住這個號碼，一旦它從屏幕上消失。

What is it?

它是什麼？

Pretty easy to remember, right?

很容易記住，對不對？

But also notice that it has begun to fade from your short-term memory already,

但也注意到，它已開始從你的短期記憶已經淡化， unless you've rehearsed it in some way.

除非你以某種方式排練吧。 Information in short-term memory lasts only a few seconds, usually less than 30.

在短期存儲器中的信息只持續幾秒鐘，通常小於30。

Now, let's try to remember this number.

現在，讓我們試著記住這個號碼。

Any luck?

運氣好的話？

Probably impossible for most of you to remember that one.

也許不可能你最記得那一個。

Why?

為什麼？

Well, our short-term memory can hold only about seven, plus or minus two bits of information.

好了，我們的短期記憶只能容納約七，加或減的信息兩位。

Notice I'm calling this short-term memory, since it refers to single bits or chunks of information.

通知我打電話這種短期記憶，因為它指的是單個位或信息塊。

You can keep it in short-term memory by rehearsing it periodically, using the little voice in your head called phonological loop, or by visualizing it, using the visual sketchpad.

你可以，或者通過可視化的，使用可視化畫板通過定期排練它保持它在短期記憶，用你的腦袋小小的聲音稱為語音迴路。

What's working memory then?

什麼是工作記憶呢？

Working memory is holding information in mind and then manipulating it in some way.

工作記憶是抱著一點信息，然後以某種方式操縱它。

For example, consider this number, a number your short-term memory has little trouble remembering once it disappears from the screen.

例如，考慮這個數字，一些你的短期記憶已經有點麻煩記住，一旦它從屏幕上消失。

知道了嗎？

讓我們來用相同數字做一些練習。請記住，是 7, 4, 8, 3, 2。

接下來，我們按順序每個數字，加一。然後將新產生的五位數出聲來。

你算出了多少？

你就知道了。這顯然更難。

為什麼？

你必須拿在短期存儲器中的數字、操縱或以某種方式運用它們。因此，我們稱這種工作記憶。

這裏有工作存儲器的另一個例子，在你的腦袋乘這兩個數字：

43 x 21。

此外，相當難做到。因為你得操縱你的短期記憶。

21 乘以43。

大多數人嘗試在大腦中，用視覺或者聲音方面當中的途徑，計算這個結果。

也就是說，你在你的工作記憶形象化的數字，或者一個小小的聲音在你的腦袋列舉的數字，嘗試試做乘法。

有些人在工作記憶中處理事情時同時使用這兩種管道。

你們其他人可能已經使用切塊乘法，分成一塊塊，再長期記憶檢索的策略。

43乘以20等於860加一次43等於903。

我們經常使用經過長期記憶的方式增強我們工作記憶。

這一切都意味著，工作記憶甚至比短期記憶更加有限。

當在工作記憶當中處理或加工信息時，學習者能夠管理的信息較少的項目，這取決於認知加工所需的類型。

有時，比為短期記憶信息的七個加或減二塊少得多。

為什麼這些事情對「學習」很重要？

Well, it's in working memory where we do our thinking, decision-making, problem-solving, reasoning, and just plain making sense of the world around us, both in terms of incoming sensory information and what we retrieve from long-term memory.

嗯，這是在我們做我們的思想，決策，解決問題，推理，只是普通的，無論是在收到的感官信息，我們從長期記憶檢索什麼條件使我們周圍的世界的意義的工作記憶。

For example, think about trying to decide what you want to order at a restaurant.

例如，想想試圖決定你想在一家餐館點什麼。

You will likely process a variety of factors as you decide, both from your immediate environment, the menu, what people at the table with you suggest, what you see or smell in the restaurant, what the waiter says, and also, what you retrieve from your long-term memory.

當你決定，你可能會處理多種因素的影響，無論是從你的生活環境，菜單，什麼人在跟你表建議，你在餐廳看到或聞，什麼服務員說，而且，您檢索什麼從長期記憶。

What you ordered before at this place, what a friend previously recommended, your dietary restrictions, how hungry you are, and so on.

你在這個地方，有什麼以前推薦的朋友，你的飲食限制，你是多麼餓了，所以之前訂購。

You might also be distracted by the conversation going on at the table, or your cell phone vibrating in your pocket.

您可能還可以通過對話在桌子事情，或者你的手機在口袋裡震動分心。

All of those things will be held in working memory at various times as you make a decision about what to eat.

所有這些事情會因為你做一個關於吃什麼決定，工作在不同的時間內存舉行。

That same thing happens when our students are learning something new in school.

當我們的學生是學習的東西在學校新的同樣的事情發生。

We take in relevant information from our learning environment and at the same time, usually retrieve information from our long-term memory in order to make sense of what we are seeing or hearing.

我們在有關的信息從我們的學習環境，並在同一時間，通常為了使我們所看到或聽感檢索我們的長期記憶的信息。

But at the same time, we might be distracted in various ways, which will take up part of working memory in less-than-productive ways.

但與此同時，我們可能會以不同的方式，這會佔用工作記憶的一部分低於生產方式分心。

Since memories are formed through that dialogue or active processing between working memory and long-term memory, as we discussed in the last session, having working memory operating at its maximum capacity is important for optimal learning.

由於記憶都是通過工作記憶和長時記憶之間的對話或主動加工形成的，正如我們在上次會議中討論，有工作記憶在它的最大容量運行是最佳的學習很重要。

So it is critical that our students are able to process things in working memory efficiently and flexibly without overwhelming its capacity.

因此，至關重要的是，我們的學生能夠處理高效，靈活的工作記憶的事情沒有壓倒它的能力。

This is where the concept of cognitive load comes into play.

這就是認知負荷的概念開始發揮作用。

Cognitive load is formally defined as the total amount of mental activity imposed on working memory in any one instant.

認知負載被正式定義為精神活動的任何一個瞬間施加於工作存儲器的總量。

Unfortunately and too often in learning situations, students can be cognitively overloaded which significantly impairs their learning.

遺憾的是，並在學習環境中過於頻繁，學生可以認知超載而顯著損害他們的學習。

For example, consider a student studying in her room, doing history homework.

例如，考慮一個學生在她的房間裡學習，做功課的歷史。

We hope that a maximal amount of her working memory is being used to focus on her reading her history text.

我們希望她的工作記憶的最大量被用於集中於她的閱讀她的歷史文本。

However, if she is partially attending to any text messages coming through on her cell phone and is also distracted a bit by her little sister practicing piano in the next room, then her working memory available for paying attention to her history reading, is reduced.

但是，如果她是部分參加到未來通過她的手機上的任何短信，也愣了一下她的小姐妹練鋼琴在隔壁房間，然後她的工作可以關注她的歷史的閱讀記憶，降低。

In other words, her cognitive load is high and her learning becomes less than optimal.

換句話說，她的認知負荷高，她的學習變得低於最佳。

In addition, if the history reading contains a lot of new vocabulary words, and requires some prior knowledge she can't easily retrieve or doesn't have, then what is already a high cognitive load may actually become overloaded.

此外，如果歷史閱讀包含了很多新的詞彙，並需要一定的先驗知識，她無法輕鬆地檢索或者沒有，那麼什麼已經是一個很高的認知負擔實際上可能過載。

And as a consequence, not much learning will probably happen during the study session.

而作為一個結果，沒有太多的學習可能會在研究會議期間發生。

The same thing can and does happen in classrooms.

同樣的事情可以和教室中確實會發生。

The challenge for us all is that the cognitive load in the same learning environment can differ from child to child.

我們大家所面臨的挑戰是，在同一個學習環境的認知負擔可以從孩子的不同給孩子。

Knowing how to diagnose and respond to this is one key to effective teaching, since working memory is the gateway to long-term memory and learning happens best when it is operating at full capacity without being overloaded.

知道如何診斷和響應，這是一個關鍵的有效教學，因為工作記憶是通往長期記憶和學習時，它是在滿負荷無過載運行情況最好的。

As teachers, there is much we can do and even should avoid, to help our students manage their cognitive load. For those interested in learning more about cognitive load and its instructional implications, please see the teaching strategies section of our MOOC, under Cognitive Load, for a variety of suggestions and ideas about how to translate the learning concepts in this session, into teaching strategies for your classrooms.

作為教師，有很多我們可以做的，甚至應該避免，以幫助我們的學生管理他們的認知負荷。對於那些有興趣了解更多關於認知負荷及其教學的影響，請參閱我們的MOOC的教學策略部分，在認知負荷，對各種有關如何在這屆學習概念轉化，轉化為教學策略的建議和想法你的教室。

We'll talk more about working memory and its critical role in learning in future sessions, especially when we discuss multi-tasking.

當我們討論多任務，我們將討論更多的工作記憶和未來的會議中學習的關鍵作用，尤其是。

In summary, the take-home message for this session, is that all learners can process only a limited amount of information at a time and it's the active dialogue between working memory and long-term memory where durable memories are made.

綜上所述，本次會議的帶回家的消息是，所有的學習者可以在同一時間只處理的信息量有限，它的工作記憶和長期記憶，其中耐用回憶了之間的積極對話。

So we need to be mindful of our role in overloading our students' finite working memory capacity to process what we want them to, for effective learning.

因此，我們需要在超載學生的有限的工作記憶容量來處理我們希望他們，進行有效學習銘記我們的作用。

In addition, we also need to encourage them to be equally mindful of how and where they choose to study and learn, a topic for a future session about self-regulated learning.

此外，我們還需要鼓勵他們同樣銘記他們選擇如何以及在哪裡學習和借鑒，一個主題，了解有關自主學習今後的一屆會議。

The next session, we'll continue our overview of memory and learning and we'll be looking at how students' prior knowledge is a key consideration in designing effective learning environments.

接下來的環節中，我們將繼續我們的記憶和學習的概述，我們將著眼於學生已有的知識是如何設計有效的學習環境，一個重要的考慮因素。