Retrieving Memories

檢索記憶

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.

在這種或那種形式，老師總是在問這個問題，有什麼值得學習，當他們做出選擇在設計自己的學生的學習經驗。

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.

什麼是最重要的概念技能，我們希望他們發展的態度和使用他們的時間和我們一起之後？這就是為什麼我們如此努力工作來創建我們希望將灌輸這些基本認識的持久的記憶有效的學習體驗。

But getting those important learnings into our student's heads is only half the battle.

但是，讓這些重要的學習收穫到我們學生的頭腦中只有一半。

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.

他們還需要能夠拉出來，並在需要時使用它們，無論是在學業後的設置，或在其學校生活。

In fact, much of forgetting is simply not being able to easily call up things we have in memory.

事實上，大部分的遺忘是根本不能夠方便地調用的東西，我們在內存中。

It's often in there, but we just can't retrieve it when we need it.

這是經常在那裡，但我們只是在我們需要它無法恢復。

And we've all experienced many times those failures to recall.

而我們都經歷了很多次失敗的那些回憶。

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.

所以，如果學習是持久的，可轉讓的，這意味著我們可以應用它在合適的條件下，經過我們已經學會了，有兩件事需要發生。

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，新的學習必須牢固鞏固並通過積極學習經驗融入我們的長期記憶，因為我們在這個過程中的前幾屆會議討論。

This requires that we think to learn in order to make enduring memories that are solidly linked to our prior knowledge and skills.

這就要求，我們認為，為了使那些紮紮實實地鏈接到我們之前的知識和技能持久記憶學習。

Second, the memories need to be readily accessible through recall cues that are triggered by the circumstances we want them to be used for.

第二，存儲器必須通過由我們希望他們用於情形觸發召回線索容易接近。

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.

換句話說，學習如何將新稍後會用到，那就是在將它必須從內存中獲取什麼是真正的世界的條件，關鍵是要考慮，我們設計了新的知識和技能，以製成回憶擺在首位的方式。

Cognitive scientists often say, think of retrieval during encoding.

認知科學家常說，在編碼期間想檢索。

Unfortunately, this important aspect of enduring and transferable learning is often overlooked in learning designs.

不幸的是，持久和可轉讓的學習這一重要方面常常被忽視學習設計。

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，本次會議的其餘部分將探討如何幫助學生回憶，我們希望他們承諾記憶我們的課堂學習的教學的啟示。

Let's start by my asking you a few questions.

讓我們開始由我問你幾個問題。

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.

怎麼拼寫你的姓？誰是美國的現任總統？有多少雙方一個三角形？有多少行星在我們的太陽系？那你今天吃早餐？誰是你的好朋友？什麼是您作為一個十幾歲最尷尬的經歷嗎？你如何系鞋帶？什麼是最後一部小說你看過的情節？你們每個人有不同程度的速度和確定性毫無疑問，回答了這些問題。

Some you were able to retrieve almost instantly, but others took longer to find in your memory.

有些你能找回幾乎是瞬間，但其他人需要較長的時間在你的記憶找到。

And still others you had to think about once you retrieved the relevant memories.

而你又還有人想想，一旦你檢索到的相關記憶。

Each one too, had a a different pathway to retrieval.

每個人也有不同的AA途徑檢索。

Some were probably direct and automatic, while others because of when and how they were formed, might have required more circuitous path to retrieval.

有些人可能直接和自動的，而另一些人因為當，以及它們如何形成，有可能需要更多的迂迴路徑來檢索。

Questions of this sort can be thought of as retrieval cues.

這樣的問題可以被認為是檢索線索。

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.

在我們這裡所說的意義上的提示，是從我們，使我們開始記憶提取的過程中周圍環境的信息。

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.

這可能是感覺信息，無論是在一個集中的方式，如特定氣味或聲音，像體育館的氣味，提醒你你的運動生涯中，還是在組合的方式一個人走在你的面前哼唱讓你想起你祖母。

The cues could also be the words in a book or a question a teacher asks.

該線索也可能是一本書或一個問題一個老師問的話。

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.

您也可以提供提示自己，當你的精神提出一系列試圖記住你讀的最後一個小說的情節問題。

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.

對於我們在這個過程的目的，我們要區分兩種形式的召回，因為它涉及到記憶的提取，線索回憶和自由回憶。

By cued recall, we will mean any specific visual or verbal cue provided to students intended to elicit a memory.

通過線索回憶，我們將意味著提供給旨在引發學生記憶任何特定的視覺或口頭提示。

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.

這也可能是老師的問題問在課堂上或寫在學習指南，或在學生的筆記的信息有疑問，他會檢查他的記憶，看他是否已經準備好參加考試。

Free recall, on the other hand, is much less specific in the form of the cue.

自由回憶，在另一方面，是在提示的形式，更具體。

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，對於一個閱讀測驗老師可能會問，是什麼人在閱讀功課今天最重要的思想？或者我們只花了兩個星期班學習光合作用，什麼是關鍵帶走的理解？看到這些自由回憶的問題是如何特異性是誰？重要的是要知道，自由回憶是很多更難做是很重要的。

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來搜索你的記憶，並為那些普通各種線索的回應。

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.

你不僅需要掃描，排序，優先考慮和作為檢索信息工作記憶多組織，處理的事情，但你也有在搜索中不斷思考的檢索線索。

In other words, once the general free recall prompt or cue is asked, the learner must provide the subsequent retrieval cues.

換句話說，一旦一般自由回憶提示或提示被要求，學習者必須提供後續檢索線索。

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.

現在，這裡是關於自由回憶的方式來獲取回憶很酷的東西，它是作為一種方法，使持續更長的時間和更容易獲取的記憶非常有效。

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.

所需要的認知努力，不僅修改了更具體的和有組織的方式之前，內存被召回，但它也可以讓學習者制定的記憶提取線索，而不是依靠一些外部線索就像一個老師的口頭問題，書面測驗，或學習指導的問題。

As long as there's something in memory to recall, the desirable difficulty of free recall can be a powerful learning tool.

只要有什麼東西在記憶回憶，自由回憶的理想困難可以是一個強大的學習工具。

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.

需要注意的是任何自由回憶訓練結束後，學生需要某種形式的反饋，他們的回憶是否準確及完整，這一點很重要。

This is crucial, otherwise inaccurate and/or incomplete memories might be the result, exactly what we don't want to have happen.

這是至關重要的，否則不準確和/或不完整的記憶可能的結果，正是我們不希望有發生。

We'll say a lot more about retrieval practice in weeks three and four when we discuss study skills and instructional strategies.

我們會說了很多有關的提取練習週的三，四，當我們討論學習技巧和教學策略。

Here are a few more things to keep in mind about retrieval as we design learning experiences for our students.

這裡有一些更多的東西，以保持在約檢索頭腦，因為我們為我們的學生設計的學習經驗。

First, match memory and coding with memory retrieval.

首先，匹配的內存和內存檢索編碼。

This goes back to the principle mentioned earlier, think of retrieval during encoding.

這又回到了前面提到的原則，在編碼期間想檢索。

As you design lessons for students to learn new things, think about under what circumstances they will be asked to retrieve that information.

為您設計的課程，讓學生學習新的東西，想想自己下會要求什麼情況下檢索信息。

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，如果你希望你的學生有效寫，會是怎樣的情況下，最終他們將需要有效地寫？誰將會是觀眾？會有什麼目的？如果這些問題，並在上下文中都存在，至少在編碼部分，然後當學生遇到他們別處需要時，就越有可能他們將檢索相關存儲器。

Next, organization helps retrieval.

其次，組織幫助檢索。

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.

如果學習者有機會通過思考的聯繫和關係採取早已把內存中的信息，並重組它的一些方式，更加鞏固記憶後來成為，並且這將是更容易在以後檢索。

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.

同樣地，如果學習者期間記憶形成意識到組織關係，就越容易將可能與一個以上的檢索線索檢索記憶。

Next, effective retrieval should take time.

其次，有效的檢索要花費時間。

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.

除非要檢索的知識是死記硬背排序或基本事實的通話，然後鼓勵學生在試圖回憶的東西，以及給他們時間做這麼辛苦，是很重要的。

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.

這包括問題的學生在課堂上提供的等待時間為他們找回他們的回答來處理即席查詢的教學要求。

Finally, knowing purpose and meaning make retrieval easier.

最後，知道目的和意義使檢索更容易。

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.

當學習者理解了什麼我們要求他們學習的針對性和目的性，這將更好地掛在記憶形成自己原有的知識，並且將更有可能在此後很容易地檢索。

Few factors are more important for learning, both motivationally and cognitively, then personal meaning and purpose.

幾個因素對學習更為重要，無論是動機上和認知，那麼個人的意義和目的。