Multitasking 多任務

Despite what we have heard about the dangers of multitasking, it is something we all do and have always done.

儘管我們所聽到的關於多任務的危險，這是我們都做，一直做。

Our amazingly flexible and multi-talented human brain assures this.

我們極其靈活和多才多藝的人腦確保這一點。

We constantly do a host of things at once, both mentally and physically, consciously and unconsciously.

我們經常做的事情主機突然，在精神和肉體，自覺和不自覺。

For example, we can drive a car or ride a bike on a familiar road, while at the same time carrying on a meaningful conversation with someone next to us.

例如，我們可以開車或騎在了一個熟悉的道路自行車，而在同一時間對一個有意義的對話與承載我們旁邊的人。

Or we can cook a delicious meal and simultaneously help our child brainstorm a science project.

或者，我們可以煮美味的餐點，同時幫助我們的孩子集思廣益科學項目。

Even more impressively, we can read a novel and readily immerse ourselves in its story.

更令人印象深刻的，我們可以讀一本小說，隨時埋頭它的故事。

Yet we don't even realize the complexity of what we're doing in terms of unconsciously decoding words, instantaneously comprehending their meaning, and then weaving them into a coherent narrative that often inspires and moves us.

然而，我們甚至不知道的，我們正在做的事情在不知不覺解碼的話來講，瞬間理解它們的含義，然後編織他們入一個連貫的敘述常常激勵和感動著我們的複雜性。

Without this natural ability to do a myriad of tasks at the same time, we simply wouldn't get much done, even in basic ways.

如果沒有這種在同一時間做任務無數自然的能力，我們根本就沒有得到多少事，即使是在基本方式。

To multitask is part of what it means to be human.

多任務是什麼意思是人類本性的一部分。

That's why it won't work to tell our students, don't multitask.

這就是為什麼它不會工作，要告訴我們的學生，不得心應手。

It simply doesn't make sense to them, and they can't help but do it anyway.

它根本沒有意義的他們，他們不禁也無妨。

That said, there is little doubt that the allure and possibilities for multitasking are much different today than just 10 or 15 years ago.

這麼說，毫無疑問，對於多任務處理的誘惑力和可能性是今天很大的不同不僅僅是10年或15年前。

This is because of the now almost pervasive availability of our students' digital devices to interrupt their thoughts.

這是因為我們的學生數字設備的現在幾乎無處不在的可用性打斷他們的想法。

As we all know, most of our kids spend a lot of time attending to these devices for social, entertainment, and learning purposes.

大家都知道，我們的大多數孩子花了大量的時間參加到這些設備的社交，娛樂和學習的目的。

We also consider what this means for their well-being and growth, but we will focus on the cognitive implications here.

我們也認為這是什麼意思為他們的福祉和增長，但我們將重點對認知的影響在這裡。

What we want to think about is how we can help our students manage the almost boundless multitasking opportunities now available to them, as it might influence their academics.

我們要思考的是，我們如何能夠幫助我們的學生管理幾乎無限多任務處理現在的機會提供給他們，因為它可能會影響他們的學者。

The key word in what I just said is manage.

在我剛才說的關鍵詞是管理。

How do we help them make thoughtful choices about when multitasking might be okay, and when it will be detrimental to their learning? Some of the confusion and controversies surrounding multitasking stem from differences in what we mean by the word.

我們如何幫助他們對多任務的可能是正確的時候選擇的周到，而當將不利於他們的學習？一些混亂和周邊從我們的詞是什麼意思差異的多任務處理的幹爭論。

For our purposes, we will focus mostly in the cognitive realm.

對於我們而言，我們將主要集中在認知領域。

So physical processes involved in multitasking, like bike riding or driving a car, won't be part of our discussion.

因此，參與的多任務處理的物理過程，就像騎自行車或開車，不會是我們討論的一部分。

Most cognitive scientists will tell you that it is virtually impossible for the average person to perform even two moderately complex mental processes simultaneously.

大多數認知科學家會告訴你，這幾乎是不可能的，對於一般人同時執行甚至是兩個中等複雜的心理過程。

The only way it can happen is when one of the processes has been automatized through repeated practice.

它可以發生的唯一方法是當過程中的一個已經經過反复實踐自動化。

The reading example earlier exemplifies that.

閱讀前面的例子體現這一點。

Usually what we do when we appear to multitask is actually to task switch.

通常，當我們出現多任務，我們做的實際上是任務切換。

That means we switch from one task to the other over a relatively short period of time.

這意味著我們從一個任務在一段相對短的週期切換到另一個。

Even with tasks involving different modalities, like seeing and hearing, unless one of those tasks is automatized, task switching must still occur.

即使涉及不同的方式，如視覺和聽覺的任務，除非這些任務之一是automatized，必須仍時有發生任務切換。

And it's in the switching where the cost of multitasking can come.

而且它在開關那裡多任務處理的成本能來。

Every time we switch from one task to another, we must attend to the different goal and rules for the completion of each task.

每次我們從一個任務切換到另一個的時候，我們必須參加到不同的目標和規則對每個任務的完成。

This means, as we switch from task to task, a new goal and a new set of rules come into play.

這意味著，當我們從任務切換到任務，新目標和新的一套規則在起作用。

The more complicated the task, typically the more complicated the rules and goals.

更複雜的任務，通常是更複雜的規則和目標。

This almost invariably slows things down, sometimes by a lot, and the two tasks take longer to accomplish switching back and forth than if done alone to completion one after the other.

這幾乎無一例外地會減慢速度，有時很多，而這兩個任務需要更長的時間來完成來回切換比，如果前一後獨自完成完成的。

Let's try to illustrate this with a simple example shown here.

讓我們試著說明這這裡顯示一個簡單的例子。

One two three four five six seven eight nine 10. 一二三四五六七八九十10。 A B C D E F G H I J.

ABCDEFGHI J.

A one, B two, C three, D four, E five, F six, G seven, H eight, I nine, J 10.

一個一，B二，C三種，D四種，E五個˚F6，G 7，H八，我九點，J，10卷。

One two three four five six seven eight nine 10. 一二三四五六七八九十10。 A B C D E F G H I J.

ABCDEFGHI J.

A one, B two, C three, D four.

一個一，B二，C三種，D四個。

One two three four five six seven eight nine 10. 一二三四五六七八九十10。 A B C D E F G H I J.

ABCDEFGHI J.

A one, B two, C three, D four, E five, F six, G seven, H eight, I nine, J 10.

一個一，B二，C三種，D四種，E五個˚F6，G 7，H八，我九點，J，10卷。

It was clear that saying the numbers and then the letters separately in sequence was fast and easy. 很明顯，按照順序說的數字，然後字母是快速和容易。 Just as clear to you, I'm sure, was the fact that when we interleaved, it took much longer to say the numbers and letters, and that the accuracy of the performance also suffered.

正如你清楚，我敢肯定，是事實，當我們交錯，花了更長的時間說的數字和字母，以及其性能的精確性也受到影響。

This is because people had to switch goals, get to 10, and get to J, as well as rules, go in sequence, begin with one, and begin with A.

這是因為，人們不得不切換目標，到10，並且獲得至J，以及規則，去按順序，有一個開始，並以A開始

This is exactly what happens when a student multitasks doing his science homework while responding to incoming text messages on his smartphone.

這正是當一個學生做的多任務他的科學功課，而回應他的智能手機收到的短信會發生什麼。

The goals and strategies for effectively completing a science reading are much different than for the intentions and social rules in answering texts from different people.

為有效地完成科學閱讀的目標和策略是比從不同的人回答文本的意向和社會規則太大的不同。

As he switches from task to task, new goals and rules have to be brought into working memory to reengage with the task.

當他從任務切換到任務，新的目標和規則必須納入工作記憶與任務重新接合。

No wonder it takes longer.

難怪它需要更長的時間。

Depending on the complexity of the tasks involved, and the time available to complete them, performance can also suffer.

取決於可用來完成他們所涉及的任務和時間複雜性，性能也可受到影響。

But we do need to be careful before we generalize this simple understanding about multitasking's time and performance costs.

但是，我們必須小心，我們概括的多任務處理的時間和性能成本這個簡單的了解了。

Know this that we asked people to do our exercise as fast as they could.

知道這一點，我們要求人們盡可能快，因為他們可以做我們的工作。

In other words, we put time constraints on the completion of the tasks.

換句話說，我們把任務完成時間限制。

This makes sense because in real life we often have limited time to complete multiple tasks we have to accomplish.

這是有道理的，因為在現實生活中，我們經常有有限的時間來完成，我們必須完成多個任務。

But what if we don't have to worry so much about time? In other words, it's okay to take longer, just as each task is completed effectively.

但是，如果我們沒有什麼可擔心的時候這麼多呢？換句話說，它的好需要較長的時間，就如同每個任務被有效地完成。

In our previous example, it would be like telling folks that there was no time limit on interleaving the numbers and letters.

在我們前面的例子，它會像人告訴，有上交錯的數字和字母沒有時間限制。

In this case, they would undoubtedly slow down and take longer, but also probably make fewer mistakes.

在這種情況下，他們無疑將慢下來並需要更長的時間，但也可能少犯錯誤。

In fact, most people, when they slow down doing this exercise, they can complete it flawlessly.

事實上，大多數人，當他們慢下來做這個練習，就可以完美地完成它。

So the tasks get done, and they get done well.

所以任務得以完成，並得到他們做得很好。

Under these conditions, multitasking works fine.

在這些條件下，多任務工作正常。

But there are a couple of key qualifications we need to make.

但也有一對夫婦，我們需要作出關鍵性的資格。

The first is that the ability to switch from one task to another should be under the control of the learner in order for this form of multitasking to work well.

首先，從一個任務切換到另一個應學習者的控制下，以這種形式多任務的能力工作。

Studying alone, or responding to text messages, could be an example.

獨自學習，或響應短信，可能是一個例子。

Assuming the learner can ignore the notification sound, she can decide when to respond to the texts, and therefore control the switching in ways it makes sense for her learning.

假設學習者可以忽略的通知聲音，她可以決定何時向文本響應，因此，控制的方式是有意義的，她的學習的切換。

That ability to control the timing of the interruption is important.

該控制中斷的定時能力是很重要的。

On the other hand, responding to questions from a peer sitting next to you while studying is more problematic.

在另一方面，響應從對等問題，坐在你旁邊，而學習是比較麻煩的。

The unpredictable interruptions can negatively influence learning, which happens to be one of the challenges of unstructured group studying.

不可預知的中斷可能產生負面影響學習，這恰好是非結構化組研究面臨的挑戰之一。

Another qualification has to do with the difficulty of the tasks involved.

另一種資格與所涉及的任務難度的事情。

The more difficult the tasks, the more likely it will be that extended and concentrated focus will be required to effectively complete the task.

越困難的任務，就越有可能將是擴展並濃縮焦點將需要以有效地完成任務。

Switching back and forth by multitasking will likely compromise this.

通過多任務來回切換可能會危及這個。

For example, reading a history assignment for comprehension of simple factual information is different from a history assignment requiring higher order thinking, like synthesis or evaluation.

例如，閱讀簡單的事實性信息的理解歷史任務是需要高層次思維，像合成或評價一個歷史任務不同。

It would probably be much harder to multitask while trying to do the challenging history assignment.

它很可能是更難多任務同時試圖做具有挑戰性的歷史任務。

So how can we summarize this brief foray into the complexities of multitasking? An important reality check is that our students are going to multitask, almost no matter what we say.

那麼，如何才能總結這個簡短進軍多任務的複雜性？一個重要的現實檢查是我們的學生要多任務，幾乎不管我們說什麼。

In addition, if we try to severely restrict them from doing it, it may cause them so much anxiety that it will negatively impact their learning.

此外，如果我們試圖從嚴重做限制他們，否則會引起這麼多的焦慮，這將他們的學習產生負面影響。

This doesn't mean we surrender to the multitasking wars of their digital world, but it does mean we acknowledge that multitasking will happen, and it could be useful at times, especially motivationally.

這並不意味著我們放棄自己的數字世界的多任務戰爭，但它確實意味著我們承認，多任務會發生，它可能有時有用，尤其是動機上。

Our role therefore, is to help them understand when multitasking and digital technology used is appropriate, and when it may significantly interfere with their learning.

因此，我們的作用，是幫助時，多任務處理和數字化技術採用的是適合他們明白，當它可以顯著與他們的學習造成干擾。

We need to help them learn how to make thoughtful choices and manage it.

我們需要幫助他們學習如何體貼的選擇和管理。

This means teaching them the meta-cognitive and self-regulation skills to make this happen.

這意味著教他們的元認知和自我調節能力做到這一點。

We'll be talking more about this in a later session.

我們將在以後的會議上談論更多關於這一點。

In sum, what do we want our students to understand about multitasking? First, they need to realize that multitasking costs them time.

總之，我們希望我們的學生，了解有關多任務？首先，他們需要認識到，多任務花費他們的時間。

It's invariably inefficient, and they need to know that if they do it, whatever they're doing is going to take longer.

它總是低效的，他們需要知道，如果他們這樣做，不管他們正在做的是將需要更長的時間。

So if time is limited, multitasking will likely hurt their performances because of being rushed or not finishing.

所以，如果時間有限，多任務可能會受傷，因為被衝或沒有完成他們的表演。

The other possible consequence is that they will end up spending extra time doing the tasks reasonably well, and later they will pay the price.

另一個可能的結果是，他們最終將花費額外的時間做任務相當好，後來他們將為此付出代價。

Sleep loss is the most common result.

睡眠損失是最常見的結果。

On the other hand, if there are circumstances when time is less pressing, then multitasking might be okay, especially if they control when to switch tasks.

另一方面，如果存在的情況下，當時間小於緊迫，則多任務可能是好的，特別是如果他們控制何時切換任務。

They pace the task switching in ways it makes sense for their own learning.

他們踱步任務切換的方式是有意義的，自己的學習。

Otherwise, time and performance problems will be amplified because of the costs of unpredictable interruptions.

否則，時間和性能問題會因不可預測的中斷的費用被放大。

Finally, if the quality of task completion is important, or the task is especially challenging, then simply not multitasking is key.

最後，如果任務完成的質量具有重要意義，或任務特別具有挑戰性，那麼根本就沒有多任務處理是關鍵。

As hard as that will be, focusing singularly on these high priority or difficult tasks is the way to go.

很難，因為這將是，單獨關注這些高優先級或困難的任務是要走的路。

In other words, avoid multitasking for important things that need to get done well, especially if time is limited.

換句話說，避免多任務的需要完成好，尤其是如果時間是有限的重要的事情。