Cognitive Load 認知負荷
Have you ever tried to complete a simple task and given up after a short time because you just couldn't get it done? Maybe you were trying to read while you were worried about something.
你有沒有試過來完成一個簡單的任務，很短的時間後放棄了，因為你根本無法把它做？也許你想讀而你擔心的東西。
You got to the bottom of the page and you realized you had no idea what you just read? This happens to everyone.
你得在頁面的底部，你意識到你不知道你剛才讀什麼？這種情況給大家。
Our ability to function effectively in a mental sense can become temporarily overwhelmed and we suffer the consequences.
我們在精神意義上有效運作的能力可以成為暫時不堪重負，我們承擔後果。
We know this happens with our students too.
我們知道這情況與我們的學生了。
They are sometimes asked to undertake a set of tasks that exceed their capacity to complete successfully.
他們有時要求進行一組超過其成功完成任務的能力的。
Fortunately, in situations like this, perceptive teachers usually pause, change things around and then begin again.
幸運的是，在這樣的情況下，敏銳的教師通常暫停，改變周圍的事物，然後重新開始。
This situation of over matching of our student's capacity to effectively mentally process is important to understand.
超過我們學生的能力匹配，這種情況有效的心理過程是重要的理解。
Before we do that, let's review the memory model we studied during the first week of this MOOC.
我們這樣做之前，讓我們回顧一下我們在這個MOOC的第一週研究的內存模型。
What can you recall about making, storing, and retrieving memories? What were the most important takeaway concepts for you as a teacher? We will briefly pause for you to recollect.
你可以回想一下關於製作，存儲和檢索的記憶是什麼？是什麼作為一名教師最重要的外賣概念嗎？我們將略微停頓一下，你回憶。
Perhaps drawing a flow chart or a picture might help.
也許是畫流程圖或圖片可能會有幫助。
Okay, here it is.
好了，在這兒呢。
An important feature of the model is that memories are formed through the dialog or active processing between working memory and long term memory.
該模型的一個重要特徵是記憶通過對話或活性的處理工作記憶和長期記憶之間形成。
In other words, we have to think to learn in order to encode and make durable memories.
換句話說，我們必須考慮，以編碼和製造耐用的記憶學習。
The cognitive scientist Daniel Willingham captures this elegantly in the phrase, "Memory is the residue of thought." What's leftover after thinking and reflecting or creating interaction between working and long-term memory is the stuff of learning.
認知科學家丹尼爾·威林厄姆抓住了這個優雅的一語中的，“記憶是思想的殘留物。”什麼思考和反映或創建的工作和長期記憶的相互作用後的剩餘是學習的東西。
In other words, learning is changes in long term memory.
換句話說，學習是在長期記憶的變化。
We started off this session by talking about how our mental processing capacity can be overloaded and we know this has a lot to do with working memory.
我們來談談我們的精神處理能力如何可以被重載起步這次會議，我們知道這有很多事情要做的工作記憶。
Recall that working memory has a limited capacity and duration.
回想一下，工作存儲器具有有限的容量和持續時間。
It can't hold a lot of information and it lasts at most, 20 to 30 seconds.
它不能容納大量的信息，並持續至多20〜30秒。
This is important because it is the gateway to long term memory and the nexus of most of our thinking and reasoning.
這很重要，因為它是通往長期記憶和我們大部分的思考和推理的關係。
One way to think about this is to learn about the concept of Cognitive Load.
思考這個問題的方法之一是了解認知負荷的概念。
Cognitive Load is the total amount of mental capacity imposed on working memory in any one instant.
認知負荷是施加在任一時刻工作記憶心智能力的總量。
Unfortunately, the capacity of our student's cognitive load can frequently be exceeded or overloaded, which significantly impairs their learning.
不幸的是，我們的學生的認知負荷的能力常常可以超過或過載，這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 reading and understanding her history text.
我們希望她的工作記憶的最大量被用來專注於閱讀和了解她的歷史文本。
However, if she is periodically attending to text messages coming through on her cell phone and she's also distracted by the sound of her little sister practicing piano in the next room, then her cognitive load is high.
但是，如果她定期參加到文本她的手機來通過消息，她也被在隔壁房間裡她的妹妹練鋼琴的聲音分心，那麼她的認知負荷很高。
There's a lot going on in her working memory.
有很多在她的工作記憶的事情。
In addition, if the history you're reading contains many new vocabulary words and requires prior knowledge she can't easily retrieve, what is already a high cognitive load becomes even bigger.
此外，如果你正在閱讀的歷史包含了許多新詞彙，並需要事先知道她不能方便地檢索，什麼已經是一個很高的認知負擔變得更大。
She has to work harder to understand the reading and she may even become stressed, which can begin to occupy some of her precious working memory capacity.
她更加努力地工作，了解閱讀，她甚至可能成為壓力，從而可以開始佔據了她的一些寶貴的工作記憶容量。
The result, she becomes cognitively overloaded.
結果，她成為認知超載。
As a consequence, under these homework conditions, not as much intended learning from the history reading will happen.
因此，這些作業的條件下，而不是作為多意學習從歷史記錄讀數會發生。
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。
Here's a way to think about this to help inform your teaching.
下面就來想想這幫助通知你的教學方式。
We can sort cognitive load into three buckets.
我們可以認知負荷排序分為三個時段。
The first is when working memory is able to focus on the learning task at hand.
首先是工作記憶是能夠專注於學習任務在手的時候。
In our example, it was processing the history reading to generate meaningful memories.
在我們的例子，它是處理歷史讀數生成有意義的回憶。
We call that Effective Load and it's something we want to maximize.
我們稱之為有效載荷，這是我們要最大限度的東西。
We also wanna minimize how much of our working memory is focused on distractions.
我們也想盡量減少我們的很多工作記憶是如何專注於分心。
The lures of digital devices and the less than optimal study environments make this a challenge for many young learners.
數碼設備達不到最佳的研究環境的誘惑，使這個為許多青少年學生是一個挑戰。
That's the second cognitive load bucket.
這是第二個認知負荷桶。
We'll call this Ineffective Load and we want that to be minimized.
我們將這個裝載不力，我們希望這樣的最小化。
Finally, the complexity of the learning task will also consume some working memory.
最後，學習任務的複雜性也將消耗一定的工作記憶。
The more difficult it is, the more working memory will be required to simply make sense of the task, even before it is processed to encode memories.
越難，越工作存儲器將需要簡單地使該任務的意義上，即使是在它處理進行編碼的回憶。
We'll call this third bucket Task Difficulty Load.
我們將這個第三桶任務難度負載。
As teachers, we have a lot of control over the degree of task difficulty load or a student's experience.
作為教師，我們有超過任務難度負載或學生的體驗度的許多控制。
This is reflected in the choice of activities we ask them to do.
這體現在活動的選擇，我們要求他們做。
Both during class and for homework.
無論在上課和做作業。
The teaching challenge is to match, for as many of our students as possible, the level of difficulty of a cognitive task with the skills and prior knowledge of the students.
教學面臨的挑戰是要匹配，盡可能多的我們的學生成為可能，用技能和學生已有知識認知任務的難度。
We will say more about this later.
我們會說更多關於這一點。
You can see by this diagram that we want to minimize ineffective load, manage task difficulty load, and maximize effective load.
您可以通過這張圖，我們希望盡量減少無效的負荷看，管理任務難度負載，並最大限度地提高有效載荷。
All of these are to one degree or another under our influence as we work with and advise our students.
所有這些都或多或少我們的影響下，我們一起工作，並建議我們的學生。
One teaching complication is that cognitive load can differ from child to child in the same learning environment and even for the same child from day to day.
一對一教學複雜的是，認知負荷可從子女在同一學習環境，甚至從每天的同一個孩子而異的孩子。
Knowing how to diagnose and respond to learner diversity is one key to effective teaching.
知道如何診斷和應對學生的多樣性是一個關鍵的到有效的教學。
As teachers, there is much we can do and even avoid to help students manage their cognitive load so that learning is optimized.
作為教師，有很多我們可以做的，甚至避免，幫助學生管理他們的認知負荷，使學習進行了優化。
For those interested in learning more about cognitive load and it's instructional implications, please see the Teaching Strategies section of our MOOC.
對於那些有興趣了解更多關於認知負荷，它的指導意義，請參閱我們的MOOC的教學策略部分。
There, you'll find a variety of suggestions and ideas about how to translate the learning concepts we've discussed into teaching strategies for your own practice.
在那裡，你可以看到很多關於如何翻譯學習的概念，我們已經討論到教學策略為自己的做法的建議和想法。
The take home message for this session is that learners can process only a limited amount of information at once.
本次會議的帶回家的消息是，學習者可以一次只處理的信息量有限。
So, we need to be mindful of our role in unintentionally overloading student's finite working memory capacity.
因此，我們需要在無意中超載學生的有限的工作記憶容量是銘記我們的作用。
We want their cognitive load to be maximally focused on effective learning processes.
我們希望他們的認知負荷要最大限度地集中於有效的學習過程。
In addition, we need to encourage students to be equally mindful of how, when, and where they choose to study and learn, a topic for a later session about self-regulated learning.
此外，我們要鼓勵學生同樣銘記他們選擇如何，何時，何地研究和學習，一個主題，了解有關自主學習以後的會話。