Making Memories 製造記憶
How do we help our students create memories that last and can be retrieved when they need them.
我們如何幫助學生創造持續，當他們需要可以檢索的回憶。
Cognitive scientist Daniel Willingham in his book Why Students Don't Like School makes the simple but profound statement, "Memory is the residue of thought." Let's explore the deeper meaning of what he is saying.
認知科學家丹尼爾·威林厄姆在他的書，為什麼學生不喜歡學校，使簡單而深刻的聲明，“記憶是思想的殘留物。”讓我們來探討他在說什麼的深層含義。
We'll begin by reviewing the elements of the simple model of memory we described in earlier sessions.
我們將通過審查我們在前面所描述的會話內存的簡單模型的元素開始。
Incoming information is perceived by our senses and whittled down by our attentional filters.
輸入的信息是由我們的感官所感知，並削弱下來我們的注意力過濾器。
As this information enters working memory, it can begin to be processed in interaction with long term memory.
作為該信息進入工作存儲器，它可以開始與長期記憶相互作用以進行處理。
If it's not, within a relatively short period of time, it will be lost, since our working memory lasts usually less than 30 seconds.
如果不是的話，時間相對較短的時間內，它會被丟失，因為我們的工作記憶通常持續不到30秒。
This is why students can be paying rapt attention to what is going on around them in class, like listening to their teacher present a lesson, but at the end of 15 minutes, not remember much of anything.
這就是為什麼學生可以支付凝神什麼是他們周圍發生在課堂上，喜歡聽他們的老師提出一個教訓，但在15分鐘結束，不記得任何東西。
How is this possible? If students haven't engaged and processed in an active way what they are hearing or seeing, it's simply lost as it disappears from short term memory.
這怎麼可能？如果學生沒有從事和他們所聽到或看到積極的方式處理，它只是失去了，因為它從短期記憶消失。
But what do we mean by process in an active way? Well, to learn something, that is, to make durable memories, we need to transfer information from working memory into our long term memory.
但我們以積極的方式是指由過程？好了，要學的東西，那就是，要耐用的記憶，我們需要從工作記憶的信息傳輸到我們的長期記憶。
In other words, to link the new to what is already existing in our memories, as we discussed in the last session.
換句話說，新鏈接到什麼在我們的記憶中已經存在，正如我們在上次會議中討論。
How do we do this? Most often by consciously processing it.
我們如何做到這一點？大多數情況下有意識地處理它。
This means to think about the new information entering initially into our working memory by reaching into long term memory to connect it meaningfully with prior knowledge and memories.
這意味著考慮通過進入長期記憶它有意義與以前的知識和記憶連接開始進入到我們的工作記憶新信息。
The more we do this thinking and processing between working and long term memory, the more likely it will stick.
我們越做的工作和長期記憶之間的這種思維和處理，就越有可能會堅持。
Let me give you a simple example.
我給你舉一個簡單的例子。
What comes to mind when I say the word friend? Take some time to think.
想到什麼，當我說這個詞的朋友嗎？花一些時間去思考。
My question initially caused you to think about the meaning of the word, and then you began to relate that meaning to other words and concepts.
我的問題最初引起你想想這個字的含義，然後就開始了內涵涉及到其他的詞彙和概念。
What does it mean to be a friend? Who are my friends and how do I know? Who is my best friend, and so on? That dynamic network of associations and connections you conjured is a form of deep processing.
什麼意思是朋友？誰是我的朋友，我怎麼知道？誰是我最好的朋友，等等？你編造協會和連接的動態網絡是深加工的一種形式。
If I then asked you later, do you remember the word I asked you to think about a few days ago? You would probably have a good chance of remembering it because of that act of processing.
如果我再請你以後，你還記得我問你想想前幾天的話？你可能會想起有因處理這種行為它一個很好的機會。
On the other hand, you could process the same word in a shallow way.
另一方面，可以處理在一個淺的方式相同的字。
I could ask you to count how many letters the word friend has, and how many vowels, then have you spell it backwards and arrange its letters in alphabetical order, all aspects of the word that are largely devoid of meaning and context.
我可以問你算話的朋友多少個字母有，多少元音，那麼你向後拼，並安排其按字母順序排列的字母，這在很大程度上是毫無意義和上下文的單詞的所有方面。
You will probably be much less likely later to remember that friend was the word I asked you about.
你可能會很可能以後要記住，朋友是我問你話少得多。
Another example of a form of deep processing would be if I gave you a list of 10 words and asked you to memorize them in two minutes.
如果我給你的10個單詞的列表，請你記住它們在兩分鐘內深加工的一種形式的另一個例子是。
You could probably do it, but it would likely be easier if you made a story out of them, a not uncommon mnemonic strategy.
你也許可以做到這一點，但它可能會更容易，如果你犯了一個故事，在他們外面，一個並不少見記憶策略。
For example, you could imagine a car crashing through a gigantic stretched out map and on the other side is a toy top spinning precariously on a cable floating in midair, and underneath the top is a policeman standing on one hand while looking at a pocket watch held up in his other hand, and he then suddenly spits out a blue blob that slowly floats away, or something like that, you get the idea.
例如，你能想像一輛汽車通過一個巨大的伸出地圖，另一邊崩潰是一個玩具陀螺上的電纜浮在半空中搖搖欲墜紡紗，頂部下方是一個警察站在一隻手一邊看著懷錶在另一只手舉起，然後他突然吐出了一個藍色的斑點慢慢浮了，或者類似的東西，你的想法。
The process of thinking about how to connect the new information, the list of words, to information from your long term memory in some sort of narrative is what will make the words more memorable.
思考如何從長期記憶在某種敘述連接新的信息，單詞列表，信息的過程是什麼會使話更令人難忘。
This process is often called elaborative rehearsal.
這個過程通常稱為煞費苦心排演。
By creating an active dialogue between working memory and long term memory, by thinking to learn, we extend, elaborate, connect, modify, and/or consolidate new memories.
通過創建工作記憶和長期記憶之間的積極對話，通過思考去學習，我們擴展，精心製作，連接，修改和/或鞏固新記憶。
What's created and remains as a result of this thought are memories, or residues in Willingham's terms, linked to previously existing knowledge.
什麼是創建並仍然是這一思想的結果是回憶，或殘留威林厄姆的條款，聯繫到此前已有的知識。
Memory is the residue of thought.
記憶是思想的殘留物。
The more our students think about what they are learning by asking themselves questions to link new knowledge to old and working to put things into their own words, the more enduring will be the memories they make.
越是我們的學生想想他們被問自己的問題，以新的知識鏈接到老一起把東西放進自己的話的學習中，更持久的將是他們做出的記憶。
Here's a corollary to this principle of learning, one that may seem counter-intuitive.
這裡有一個推論這個原理的學習，一個看似違反直覺。
Deep and enduring learning is almost always effortful and difficult.
深入持久的學習幾乎總是需要努力和艱難。
Making mistakes and errors, even being confused can be good for learning, that is, if in the process of correcting the mistakes, thinking about the errors, and resolving confusion, active processing happens in just the way we have described.
決策失誤和錯誤，甚至被弄得可以很好的學習，也就是說，如果在更正錯誤，思考錯誤，解決困惑的過程中，積極處理只是我們所描述的方式發生。
These struggles can actually enhance learning.
這些鬥爭實際上可以提高學習。
The cognitive scientists Robert and Elizabeth Bjork call this desirable difficulties, intentionally created by teachers.
認知科學家羅伯特和伊麗莎白比約克稱這種理想的困難，特意由教師創建的。
When learning is easy and not very effortful, probably not much long-term learning is happening because the new knowledge is not being as actively processed and meaningfully linked to prior knowledge in the learner's memory.
當學習是容易的，不是很需要努力，大概沒有多少長期的學習發生，因為新的知識沒有被作為積極處理，並意味深長地聯繫到先前的知識在學習者的記憶。
That said, it is important to note that not all forms of confusion and struggle are always productive, and not all difficulties are desirable.
這就是說，要注意，並非所有形式的混亂和鬥爭始終是生產性的，而不是所有的困難都是可取的是很重要的。
Difficulties that engage deeper processing within the learner's capacities are good.
學習者的能力範圍內開展更深層次的加工困難都不錯。
Difficulties that simply cause learners to wallow in frustration are not.
簡單地使學習者在挫折中打滾的困難都沒有。
You need to be the judge of when desirable difficulties turn into undesirable ones.
你需要的時候理想的困難變成不受歡迎的人的判斷。
John Dewey in his book Democracy and Education said over a century ago this about learning, "Give the pupils something to do, not something to learn, "and if the doing is of such a nature as to demand thinking, "learning naturally results." We have to think to learn if we want our students to learn in enduring and transferable ways.
杜威在他的書中民主主義與教育說了一個多世紀前的這個關於學習，“給學生的東西做的，不是去學習，”如果做的就是這樣的性質而言需求的思考，“學自然而然的結果。 “我們必須考慮到學習，如果我們希望我們的學生在持久和轉讓的方式學習。
As you can imagine, there are numerous instructional strategies to help our students create long term memories.
你可以想像，有無數的教學策略，以幫助學生建立長期的記憶。
Many you no doubt already use.
許多你毫無疑問已經在使用。
Please refer to the Teaching Strategies section under Making Enduring Memories for more examples.
請參考下制定持久記憶更多的例子教學策略部分。
We'll also discuss different forms of deep processing and thinking to learn in week four of our course.
我們還將討論不同形式的深加工和思考我們當然四個星期學習。
In the next session we are going to learn about how memories are retrieved and what this means for our teaching practices.
在接下來的會議上，我們將要學習記憶是如何檢索和這意味著什麼對我們的教學實踐。