【TED】信息过载时代如何学习 · 认知科学家谈提问的力量

共 3 集

剧集目录

P1 · 【TED】信息过载时代如何学习 · 认知科学家谈提问的力量 p01 中英字幕 (P1)

【TED】信息过载时代如何学习 · 认知科学家谈提问的力量 p01 中英字幕 (P1)

发布于 2026-10-21 · 时长 15:54

字幕摘录

时间	英文	中文
0:11	Software engineers have a delightful practice called rubber ducking.	软件工程师有一个令人愉快的做法,叫橡皮鸭.
0:17	When they run into a problem with their code, they'll explain it to a rubber duck.	当他们遇到代码问题时,他们会向橡胶鸭解释.
0:24	They'll work step by step, line by line, and some of the time, they'll learn something	他们会一步一步地工作,一行一行, 有些时候,他们会学到一些东西
0:31	new.	新来的
0:32	But how can this work?	但是这怎么行呢?
0:34	The ducks don't talk back, so the programmers are explaining to themselves.	鸭子们不回声,所以程序员正在向自己解释.
0:41	They're not getting any new information.	他们没有得到任何新信息。
0:45	And yet, something about this process helps them learn.	然而,关于这个过程的一些东西帮助他们学习。
0:51	Rubber ducking is an example of what I call learning by thinking.	橡皮鸭是我所谓的通过思考学习的例子。
0:58	And understanding how learning by thinking works is the key to becoming a better learner.	而通过思考来理解学习是如何发挥作用的,是成为更好的学习者的关键.

展开字幕全文（164 条）

序号	英文	中文
1	Software engineers have a delightful practice called rubber ducking.	软件工程师有一个令人愉快的做法,叫橡皮鸭.
2	When they run into a problem with their code, they'll explain it to a rubber duck.	当他们遇到代码问题时,他们会向橡胶鸭解释.
3	They'll work step by step, line by line, and some of the time, they'll learn something	他们会一步一步地工作,一行一行, 有些时候,他们会学到一些东西
4	new.	新来的
5	But how can this work?	但是这怎么行呢?
6	The ducks don't talk back, so the programmers are explaining to themselves.	鸭子们不回声,所以程序员正在向自己解释.
7	They're not getting any new information.	他们没有得到任何新信息。
8	And yet, something about this process helps them learn.	然而,关于这个过程的一些东西帮助他们学习。
9	Rubber ducking is an example of what I call learning by thinking.	橡皮鸭是我所谓的通过思考学习的例子。
10	And understanding how learning by thinking works is the key to becoming a better learner.	而通过思考来理解学习是如何发挥作用的,是成为更好的学习者的关键.
11	Now, most of us want to be better learners.	现在,我们大多数人都想成为更好的学习者。
12	That's because we want to make our minds better, more effective and more informed.	这是因为我们希望使我们的头脑更好,更有效,更知情.
13	But learning can be hard.	但学习可能很困难。
14	And in the years ahead, we'll have access to more and more tools and to more and more	在未来的岁月里,我们将获得 越来越多的工具 和越来越多的
15	information through the internet and social media and AI.	通过互联网、社交媒体和大赦国际提供的信息。
16	And more information can make learning harder rather than easier.	而更多的信息可以使学习更加困难而不是更容易.
17	We run the risk of information overwhelm.	我们冒着信息泛滥的风险
18	Part of the problem is that we tend to approach learning by looking outside of ourselves for	问题的一部分是,我们倾向于通过寻找自己以外的人来学习。
19	more information.	更多信息。
20	But that can just exacerbate the overwhelm.	但是,这只会加剧负担。
21	Instead, we could be learning by thinking.	相反,我们可以通过思考来学习。
22	We could be starting with the information we already have.	我们可以从已经掌握的信息开始
23	I'm a cognitive scientist, and I've been studying learning for over 25 years.	我是个认知科学家,我学习了25年多。
24	One thing I've come to appreciate is that our minds are richer and deeper than we often	有一件事我开始欣赏的是, 我们的头脑 比我们经常更丰富和深入
25	give them credit for.	给他们的信用。
26	In fact, our minds contain vast repositories of knowledge, knowledge that's contained	事实上,我们的思想中蕴藏着 大量的知识,知识
27	in our memories and our skills.	我们的记忆和技能
28	Learning by thinking is the process of tapping into that knowledge to become a better learner.	思考学习是利用这种知识成为更好的学习者的过程。
29	To give you a sense for learning by thinking in action, I'd like to ask you a few questions.	为了给大家一种通过行动思考来学习的感觉,我想问你几个问题.
30	As soon as you have an answer, please raise your hand.	一有答请举手.
31	You ready?	你准备好了吗?
32	How many windows are along the front of your house or apartment?	你家或公寓的前面有几个窗户?
33	What is the fifth letter of the alphabet?	字母表的第五个字母是什么?
34	Is the letter Z on the left or the right side of a typical keyboard?	是典型键盘左侧还是右侧的字母Z?
35	I'll bet that many of you didn't know the answers to these questions immediately.	我敢打赌,你们很多人 并不知道 这些问题的答案立即。
36	But you had the knowledge you needed to figure them out.	但你有你需要的知识 找出他们。
37	You could use your visual memories to count the number of windows along the front of your home.	你可以用你的视觉记忆来计算 你家门口的窗户数量
38	You could use your auditory memories to figure out that E is the fifth letter of the alphabet.	你可以用你的听觉记忆来判断E是字母表的第五个字母.
39	And you could use your motor skills to figure out that the letter Z is on the left side	你可以用你的运动能力 找出字母Z在左边
40	of a typical keyboard.	一个典型的键盘。
41	These simple examples highlight the richness in depth of the knowledge you already have.	这些简单的例子突出了你已有的丰富知识。
42	And they illustrate the process of learning by thinking.	它们说明了通过思考学习的过程。
43	But recognizing that you have untapped knowledge is not enough to become a better learner.	但承认你拥有尚未开发的知识不足以成为更好的学习者.
44	That's because you also need to know how to extract that knowledge when you need it.	那是因为你还需要知道 当需要时如何去获取知识。
45	Suppose you decide to bake chocolate chip cookies.	如果你决定烤巧克力片饼干。
46	But the recipe calls for chocolate chips and for salted butter, neither of which you already have.	但食谱上要求巧克力片和盐黄油,你还没有。
47	Fortunately, you can transform that bar of chocolate you do have into the chocolate pieces	幸运的是,你可以把巧克力块 变成巧克力块
48	you need for the recipe.	你需要食谱。
49	And you can combine unsalted butter with salt to get salted butter.	也可以将无盐黄油与盐结合,得到盐黄油.
50	This is probably familiar.	这也许是熟悉的。
51	When we're cooking, we often transform and combine the ingredients we have to get the ingredients we need.	当我们做饭的时候,我们经常转化和结合我们必需的成分来获得所需要的成分.
52	It's just the same for learning.	修习亦复如是.
53	When we're learning by thinking, we transform and combine the information we already have.	当我们通过思考来学习时, 我们转变和综合了我们已经掌握的信息。
54	To see how this works, consider that information can be represented in all sorts of ways.	要了解如何运作,应考虑以各种方式反映信息。
55	Until today, you've probably represented the windows along the front of your home,	直到今天 你可能一直代表着 你家门口的窗户
56	not in the form of a single number, but as a series of visual memories.	不是单数的形式,而是一系列的视觉记忆.
57	So when you transform and combine those memories to extract a single number, you learn something new.	所以当你转换和结合这些记忆来提取一个单一的数字, 你就会学到一些新的东西。
58	You learn how many windows are along the front of your home.	你知道你家门口有多少窗户
59	And so you can answer a question that you couldn't answer before.	你可以回答一个你以前无法回答的问题。
60	That's the magic of learning by thinking.	这就是通过思考学习的魔法.
61	There is a catch, though.	但还是有收获的
62	Not all learning can be done by thinking alone.	并不是所有的学习都是靠单独思考才能完成的.
63	If I've never been to your home, I can't think my way to how many windows you have.	如果我从来没有去过你家, 我不能想到我的方法 有多少窗口你有。
64	I need new information.	我需要新情报
65	But asking myself how many windows you have sets me up to learn,	但问自己你为我设置了多少窗户
66	so that when I do make it to your home, I know precisely what information to look for.	所以当我到你们家时, 我确切地知道需要什么信息。
67	That's why learning by thinking is so often the best place to start.	所以通过思考来学习,常常是开局的最好地方.
68	Going back to our chocolate chip cookies, it makes sense to look at the ingredients you have already	回到我们的巧克力片饼干里, 看看你已经做的配料是有意义的
69	before you start making a shopping list.	在你开始做购物清单之前
70	Unfortunately, though, when it comes to learning, we don't have a recipe.	但不幸的是,在学习方面,我们没有食谱。
71	There's no single strategy for learning that guarantees the best outcome in every case.	没有单一的学习策略可以保证每个案例的最佳结果.
72	But there is one strategy that comes close.	但有一个战略接近。
73	It's a version of learning by thinking that involves seeking explanations.	这是一种通过思考来学习的版本,它涉及寻求解释.
74	In the late 1980s, scientists wanted to understand what it is that differentiates	在20世纪80年代后期,科学家们想了解 是什么区别
75	the most successful students from their less successful peers.	最成功的学生 来自他们不太成功的同伴。
76	Even when students have access to exactly the same information, the same textbooks,	即使学生能够获得完全相同的信息,同样的教科书,
77	the same passage of text on an exam,	考试的同一段文字,
78	how much they learn can vary enormously.	他们能学到多少东西?
79	So what sets those best learners apart can't just be the information available outside their heads.	因此,将那些最好的学习者分开的 不仅仅是他们大脑之外的信息。
80	It has to be something about what they do with that information.	一定是他们用这个信息做什么的
81	The scientists found that many of the most successful students had something in common.	科学家们发现,许多最成功的学生都有共同之处.
82	As they studied, they explained to themselves.	当他们学习时,他们向自己解释。
83	They asked themselves questions and they did their best to offer good replies.	他们自问了问题,并尽了最大努力提供了好的答复。
84	They were their own rubber ducks.	他们是他们自己的橡皮鸭。
85	Since then, lots of studies have found that explaining to yourself can have a dramatic	从那时起,很多研究发现 向自己解释可以有一个戏剧性的
86	impact on learning across a range of contexts and a range of domains.	对一系列背景和领域学习的影响。
87	When children or adults explain to themselves, they tend to learn better and can apply what	当儿童或成年人向自己解释时,他们往往学习得更好,并能应用什么
88	they learn more broadly than those who don't explain.	他们的学习比那些不解释的人要广泛.
89	This is known as the self-explanation effect, and it is a powerful strategy for learning by thinking.	这被称为自我阐释效应,是用思维学习的强大策略.
90	Let me give you an example from my own research.	让我举个例子,从我自己的研究。
91	It's an example that shows how children can transform the way they represent information by explaining.	这是一个实例,表明儿童如何通过解释来改变他们代表信息的方式.
92	Just for fun, we'll illustrate with ducks.	为了好玩 我们用鸭子来说明
93	I'd like you to imagine a card with two ducks on it.	我希望你能想象一张牌 上面有两只鸭子
94	We'll call it the reference card.	我们称之为参考卡。
95	Now imagine two new cards.	现在想象一下两张新牌
96	One has two frogs.	一有两青蛙.
97	The other has one duck and one fox.	另一只鸭子和一只狐狸
98	You have to choose which of the two new cards goes with the reference card.	您必须选择两种新卡的哪一种与参考卡同时使用.
99	Take a moment to consider which you would choose.	考虑一下你会选哪一个
100	Most research, including my own, finds that in a case like this one, adults will typically	大多数研究,包括我自己的研究, 发现在这样的情况下, 成年人通常会
101	choose the card with two frogs to go with a card with two ducks.	选择使用两只青蛙的卡片与使用两只鸭的卡片.
102	That's because they don't only represent the cards as having a frog and a frog and a duck and a duck.	这是因为他们不仅代表牌上有青蛙和青蛙,还有鸭子和鸭子.
103	They also represent them as having the same objects and the same objects.	它们也代表它们具有相同的物体和物体。
104	When you represent the cards in this way, it's natural to pair the two sets of matching objects together.	以这种方式代表牌时,自然会将两组匹配对象组合在一起.
105	So what about kids?	那孩子们呢?
106	Five and six-year-old children will typically choose the card with one duck and one fox to go with a card with two ducks.	5岁和6岁的孩子一般会选择使用1只鸭和1只狐狸的卡片去使用2只鸭的卡片.
107	That's because they represent the reference card as having a duck and a duck.	这是因为他们代表参考卡是拥有鸭子和鸭子.
108	So a card with one duck on it will be more similar to it than a card with no ducks at all will.	因此,一张上面有一只鸭子的牌会比一张完全没有鸭子的牌更类似.
109	Children do this even when they're shown plenty of examples to make it clear that in this task,	孩子们这样做,即使他们被展示 大量的例子来表明 在这个任务,
110	the right answer is the adult pattern of matching same with same.	正确的答案是成年人对等的图案。
111	But in one of our studies, we were able to make five and six-year-old children think like adults by prompting them to explain.	但是,在我们的一个研究中,我们能够通过促使5岁和6岁的儿童解释,让他们像成年人一样思考。
112	After seeing examples equivalent to the card with two frogs being paired with a card with two ducks,	在看到相当于两只青蛙与两只鸭的牌对齐的牌后,
113	we prompted half the children to explain why those cards went together.	我们促使一半的孩子 解释为什么这些卡在一起。
114	We didn't give them any feedback, so they didn't have any new information.	我们没有给他们任何反馈,所以他们没有任何新的信息.
115	Yet those kids who explained went on to pair new sets of cards just like adults matching same with same.	然而那些解释的孩子们却继续把新的卡片配对, 就像成年人一样。
116	By explaining, they changed the way they represented the information to solve the task.	通过解释,他们改变了他们代表信息的方式,以解决任务.
117	Explaining has another remarkable property.	解释有另一个显著的财产。
118	It's one I've hinted at already.	我已经暗示过了
119	Explaining sets you up to learn.	解释让你学习。
120	My friend Roxanna has a young son who asked her one day how tornadoes start.	我朋友罗克珊娜有个小儿子 有一天她问龙卷风是怎么开始的
121	She'd taken a class on climate and natural disasters in college, so she thought she could explain it pretty well.	她在大学里上过气候和自然灾害课,所以她觉得自己可以很好的解释.
122	She started to describe how there's a difference in pressure, and then she drew a blank.	她开始描述压力的不同,然后她画了一个空白.
123	What sets it off?	是什么引发的?
124	She didn't know.	她不知道,她不会知道
125	How exactly does low pressure produce a funnel?	低压如何产生漏斗?
126	She couldn't say.	她不能说。
127	She told me that she realized she knew nothing.	她告诉我她意识到自己什么都不知道
128	I suspect that all of us have had an experience like this one, an experience of trying to explain something	我怀疑我们所有人都有过这样的经历 尝试解释一些事情
129	and realizing in the course of doing so that we understand much less than we thought we did.	并意识到,在这样做的过程中,我们理解的程度远远低于我们想象的。
130	It's a phenomenon called the illusion of explanatory depth.	这是一种叫做解释性深度的幻觉的现象.
131	And this illusion points to another reason why it's so valuable to start the process of learning from within,	而这种幻觉又指出了另一个原因,为什么开始从内部学习的过程如此重要,
132	with the information we have already.	我们掌握的信息。
133	When we start to transform and combine what we know, or what we think we know, to craft an explanation,	当我们开始转变和结合我们所知道或认为我们所知道的东西, 来制定一个解释,
134	we often uncover gaps that point us to the information we're missing.	我们经常发现差距 指出我们缺少的信息。
135	So we know what questions to ask and how to connect the answers to what we know already.	因此,我们知道要问什么问题,以及如何将答案与我们已经知道的联系起来。
136	By trying to explain, Roxanna identified a gap, something she needed to know.	罗克珊娜试图解释 发现了一个漏洞 她需要知道的
137	How it is that low pressure relates to a tornado's funnel.	低气压是如何与龙卷风漏斗有关的
138	She knew what needed to go on her information shopping list.	她知道信息购物名单上需要什么
139	Knowing what we're missing, what to look for, can be a first step in navigating information overwhelm.	了解我们所缺少的,寻找什么,可以成为导航信息覆盖的第一步.
140	That's crucial because in the years ahead, that overwhelm will only become worse.	这很关键,因为在未来的岁月里, 过度负担只会变得更糟。
141	Tools for getting and synthesizing information will be all the more pervasive	获取和合成信息的工具将更加普及
142	and we'll be tempted to solve problems by turning first to the information available outside our heads.	并且我们会被诱惑去解决问题 首先转向我们脑外的信息。
143	We'll be tempted to rely on AI generated responses to our search queries and on the explanations we can get from chatbots.	我们只能依靠人工智能 对我们的搜索询问 和我们从聊天人那里得到的解释
144	These are incredible tools, but they shouldn't replace learning by thinking.	这些是不可思议的工具,但不应该用思考来取代学习.
145	If we don't start with the information we have already,	如果我们不从我们已有的信息开始
146	we outsource the process of transforming and combining that information that sets us up to seek the right information	我们把转变和合并这些信息的过程外包出去,使我们得以寻找正确的信息
147	and to make sense of that information when we get it.	并且当我们得到这个信息的时候, 能够理解它。
148	We become poor at policing the boundaries between what we know inside our heads and what we merely have access to outside them.	我们变得穷困不堪,不能控制我们所知道的东西与我们所了解的东西之间的界限。
149	We fall prey to illusions of understanding.	我们成为理解幻觉的猎物
150	But now you know how to break free from those illusions by seeking explanations.	但是现在你知道如何通过寻求解释来摆脱这些幻觉。
151	When you explain to yourself, you transform and combine the information you have to answer new questions.	当你向自己解释时,你转变和结合你必须回答的新问题的信息.
152	When you explain to yourself, you're more likely to recognize what it is you don't know.	当你向自己解释时,你更容易认识到你不知道的是什么.
153	And so you know what to look for when it's time to shift from learning by thinking to learning from new information.	所以当从思考学习到学习新信息的时候,你知道需要寻找什么。
154	Unfortunately, learning by thinking will not make learning easy.	不幸的是,通过思考学习并不容易。
155	But it means your effort isn't wasted.	但这意味着你的努力并没有白费
156	It gives you a path through information overwhelmed to insight.	它给你一条通向信息的道路 无法洞察。
157	And learning by thinking won't eliminate the need for new information, at least in lots of cases.	而且通过思考学习不会消除对新信息的需求,至少在很多情况下.
158	But it helps you know where to look.	但它帮助你知道 在哪里寻找。
159	It helps you know what you're missing and what to do with new information when you get it.	它帮助你知道你错过了什么 以及你得到新信息后该做什么
160	So to be a better learner, don't start with the information outside your head.	因此,为了成为更好的学习者,不要从脑外的信息开始.
161	Look inside first.	先看内.
162	Take a moment to ask yourself questions to explain to yourself.	花点时间问自己问题 向自己解释
163	Be your own rubber duck.	做你自己的橡皮鸭。
164	Thank you.	谢谢

该视频共有字幕 164 条。解锁更多字幕为会员功能，请移动到 价格

P2 · 【TED】信息过载时代如何学习 · 认知科学家谈提问的力量 p02 英文字幕 (P2)

【TED】信息过载时代如何学习 · 认知科学家谈提问的力量 p02 英文字幕 (P2)

发布于 2026-10-21 · 时长 15:54

字幕摘录

时间	英文	中文
0:11	Software engineers have a delightful practice called rubber ducking.	软件工程师有一个令人愉快的做法,叫橡皮鸭.
0:17	When they run into a problem with their code, they'll explain it to a rubber duck.	当他们遇到代码问题时,他们会向橡胶鸭解释.
0:24	They'll work step by step, line by line, and some of the time, they'll learn something	他们会一步一步地工作,一行一行, 有些时候,他们会学到一些东西
0:31	new.	新来的
0:32	But how can this work?	但是这怎么行呢?
0:34	The ducks don't talk back, so the programmers are explaining to themselves.	鸭子们不回声,所以程序员正在向自己解释.
0:41	They're not getting any new information.	他们没有得到任何新信息。
0:45	And yet, something about this process helps them learn.	然而,关于这个过程的一些东西帮助他们学习。
0:51	Rubber ducking is an example of what I call learning by thinking.	橡皮鸭是我所谓的通过思考学习的例子。
0:58	And understanding how learning by thinking works is the key to becoming a better learner.	而通过思考来理解学习是如何发挥作用的,是成为更好的学习者的关键.

展开字幕全文（164 条）

序号	英文	中文
1	Software engineers have a delightful practice called rubber ducking.	软件工程师有一个令人愉快的做法,叫橡皮鸭.
2	When they run into a problem with their code, they'll explain it to a rubber duck.	当他们遇到代码问题时,他们会向橡胶鸭解释.
3	They'll work step by step, line by line, and some of the time, they'll learn something	他们会一步一步地工作,一行一行, 有些时候,他们会学到一些东西
4	new.	新来的
5	But how can this work?	但是这怎么行呢?
6	The ducks don't talk back, so the programmers are explaining to themselves.	鸭子们不回声,所以程序员正在向自己解释.
7	They're not getting any new information.	他们没有得到任何新信息。
8	And yet, something about this process helps them learn.	然而,关于这个过程的一些东西帮助他们学习。
9	Rubber ducking is an example of what I call learning by thinking.	橡皮鸭是我所谓的通过思考学习的例子。
10	And understanding how learning by thinking works is the key to becoming a better learner.	而通过思考来理解学习是如何发挥作用的,是成为更好的学习者的关键.
11	Now, most of us want to be better learners.	现在,我们大多数人都想成为更好的学习者。
12	That's because we want to make our minds better, more effective and more informed.	这是因为我们希望使我们的头脑更好,更有效,更知情.
13	But learning can be hard.	但学习可能很困难。
14	And in the years ahead, we'll have access to more and more tools and to more and more	在未来的岁月里,我们将获得 越来越多的工具 和越来越多的
15	information through the internet and social media and AI.	通过互联网、社交媒体和大赦国际提供的信息。
16	And more information can make learning harder rather than easier.	而更多的信息可以使学习更加困难而不是更容易.
17	We run the risk of information overwhelm.	我们冒着信息泛滥的风险
18	Part of the problem is that we tend to approach learning by looking outside of ourselves for	问题的一部分是,我们倾向于通过寻找自己以外的人来学习。
19	more information.	更多信息。
20	But that can just exacerbate the overwhelm.	但是,这只会加剧负担。
21	Instead, we could be learning by thinking.	相反,我们可以通过思考来学习。
22	We could be starting with the information we already have.	我们可以从已经掌握的信息开始
23	I'm a cognitive scientist, and I've been studying learning for over 25 years.	我是个认知科学家,我学习了25年多。
24	One thing I've come to appreciate is that our minds are richer and deeper than we often	有一件事我开始欣赏的是, 我们的头脑 比我们经常更丰富和深入
25	give them credit for.	给他们的信用。
26	In fact, our minds contain vast repositories of knowledge, knowledge that's contained	事实上,我们的思想中蕴藏着 大量的知识,知识
27	in our memories and our skills.	我们的记忆和技能
28	Learning by thinking is the process of tapping into that knowledge to become a better learner.	思考学习是利用这种知识成为更好的学习者的过程。
29	To give you a sense for learning by thinking in action, I'd like to ask you a few questions.	为了给大家一种通过行动思考来学习的感觉,我想问你几个问题.
30	As soon as you have an answer, please raise your hand.	一有答请举手.
31	You ready?	你准备好了吗?
32	How many windows are along the front of your house or apartment?	你家或公寓的前面有几个窗户?
33	What is the fifth letter of the alphabet?	字母表的第五个字母是什么?
34	Is the letter Z on the left or the right side of a typical keyboard?	是典型键盘左侧还是右侧的字母Z?
35	I'll bet that many of you didn't know the answers to these questions immediately.	我敢打赌,你们很多人 并不知道 这些问题的答案立即。
36	But you had the knowledge you needed to figure them out.	但你有你需要的知识 找出他们。
37	You could use your visual memories to count the number of windows along the front of your home.	你可以用你的视觉记忆来计算 你家门口的窗户数量
38	You could use your auditory memories to figure out that E is the fifth letter of the alphabet.	你可以用你的听觉记忆来判断E是字母表的第五个字母.
39	And you could use your motor skills to figure out that the letter Z is on the left side	你可以用你的运动能力 找出字母Z在左边
40	of a typical keyboard.	一个典型的键盘。
41	These simple examples highlight the richness in depth of the knowledge you already have.	这些简单的例子突出了你已有的丰富知识。
42	And they illustrate the process of learning by thinking.	它们说明了通过思考学习的过程。
43	But recognizing that you have untapped knowledge is not enough to become a better learner.	但承认你拥有尚未开发的知识不足以成为更好的学习者.
44	That's because you also need to know how to extract that knowledge when you need it.	那是因为你还需要知道 当需要时如何去获取知识。
45	Suppose you decide to bake chocolate chip cookies.	如果你决定烤巧克力片饼干。
46	But the recipe calls for chocolate chips and for salted butter, neither of which you already have.	但食谱上要求巧克力片和盐黄油,你还没有。
47	Fortunately, you can transform that bar of chocolate you do have into the chocolate pieces	幸运的是,你可以把巧克力块 变成巧克力块
48	you need for the recipe.	你需要食谱。
49	And you can combine unsalted butter with salt to get salted butter.	也可以将无盐黄油与盐结合,得到盐黄油.
50	This is probably familiar.	这也许是熟悉的。
51	When we're cooking, we often transform and combine the ingredients we have to get the ingredients we need.	当我们做饭的时候,我们经常转化和结合我们必需的成分来获得所需要的成分.
52	It's just the same for learning.	修习亦复如是.
53	When we're learning by thinking, we transform and combine the information we already have.	当我们通过思考来学习时, 我们转变和综合了我们已经掌握的信息。
54	To see how this works, consider that information can be represented in all sorts of ways.	要了解如何运作,应考虑以各种方式反映信息。
55	Until today, you've probably represented the windows along the front of your home,	直到今天 你可能一直代表着 你家门口的窗户
56	not in the form of a single number, but as a series of visual memories.	不是单数的形式,而是一系列的视觉记忆.
57	So when you transform and combine those memories to extract a single number, you learn something new.	所以当你转换和结合这些记忆来提取一个单一的数字, 你就会学到一些新的东西。
58	You learn how many windows are along the front of your home.	你知道你家门口有多少窗户
59	And so you can answer a question that you couldn't answer before.	你可以回答一个你以前无法回答的问题。
60	That's the magic of learning by thinking.	这就是通过思考学习的魔法.
61	There is a catch, though.	但还是有收获的
62	Not all learning can be done by thinking alone.	并不是所有的学习都是靠单独思考才能完成的.
63	If I've never been to your home, I can't think my way to how many windows you have.	如果我从来没有去过你家, 我不能想到我的方法 有多少窗口你有。
64	I need new information.	我需要新情报
65	But asking myself how many windows you have sets me up to learn,	但问自己你为我设置了多少窗户
66	so that when I do make it to your home, I know precisely what information to look for.	所以当我到你们家时, 我确切地知道需要什么信息。
67	That's why learning by thinking is so often the best place to start.	所以通过思考来学习,常常是开局的最好地方.
68	Going back to our chocolate chip cookies, it makes sense to look at the ingredients you have already	回到我们的巧克力片饼干里, 看看你已经做的配料是有意义的
69	before you start making a shopping list.	在你开始做购物清单之前
70	Unfortunately, though, when it comes to learning, we don't have a recipe.	但不幸的是,在学习方面,我们没有食谱。
71	There's no single strategy for learning that guarantees the best outcome in every case.	没有单一的学习策略可以保证每个案例的最佳结果.
72	But there is one strategy that comes close.	但有一个战略接近。
73	It's a version of learning by thinking that involves seeking explanations.	这是一种通过思考来学习的版本,它涉及寻求解释.
74	In the late 1980s, scientists wanted to understand what it is that differentiates	在20世纪80年代后期,科学家们想了解 是什么区别
75	the most successful students from their less successful peers.	最成功的学生 来自他们不太成功的同伴。
76	Even when students have access to exactly the same information, the same textbooks,	即使学生能够获得完全相同的信息,同样的教科书,
77	the same passage of text on an exam,	考试的同一段文字,
78	how much they learn can vary enormously.	他们能学到多少东西?
79	So what sets those best learners apart can't just be the information available outside their heads.	因此,将那些最好的学习者分开的 不仅仅是他们大脑之外的信息。
80	It has to be something about what they do with that information.	一定是他们用这个信息做什么的
81	The scientists found that many of the most successful students had something in common.	科学家们发现,许多最成功的学生都有共同之处.
82	As they studied, they explained to themselves.	当他们学习时,他们向自己解释。
83	They asked themselves questions and they did their best to offer good replies.	他们自问了问题,并尽了最大努力提供了好的答复。
84	They were their own rubber ducks.	他们是他们自己的橡皮鸭。
85	Since then, lots of studies have found that explaining to yourself can have a dramatic	从那时起,很多研究发现 向自己解释可以有一个戏剧性的
86	impact on learning across a range of contexts and a range of domains.	对一系列背景和领域学习的影响。
87	When children or adults explain to themselves, they tend to learn better and can apply what	当儿童或成年人向自己解释时,他们往往学习得更好,并能应用什么
88	they learn more broadly than those who don't explain.	他们的学习比那些不解释的人要广泛.
89	This is known as the self-explanation effect, and it is a powerful strategy for learning by thinking.	这被称为自我阐释效应,是用思维学习的强大策略.
90	Let me give you an example from my own research.	让我举个例子,从我自己的研究。
91	It's an example that shows how children can transform the way they represent information by explaining.	这是一个实例,表明儿童如何通过解释来改变他们代表信息的方式.
92	Just for fun, we'll illustrate with ducks.	为了好玩 我们用鸭子来说明
93	I'd like you to imagine a card with two ducks on it.	我希望你能想象一张牌 上面有两只鸭子
94	We'll call it the reference card.	我们称之为参考卡。
95	Now imagine two new cards.	现在想象一下两张新牌
96	One has two frogs.	一有两青蛙.
97	The other has one duck and one fox.	另一只鸭子和一只狐狸
98	You have to choose which of the two new cards goes with the reference card.	您必须选择两种新卡的哪一种与参考卡同时使用.
99	Take a moment to consider which you would choose.	考虑一下你会选哪一个
100	Most research, including my own, finds that in a case like this one, adults will typically	大多数研究,包括我自己的研究, 发现在这样的情况下, 成年人通常会
101	choose the card with two frogs to go with a card with two ducks.	选择使用两只青蛙的卡片与使用两只鸭的卡片.
102	That's because they don't only represent the cards as having a frog and a frog and a duck and a duck.	这是因为他们不仅代表牌上有青蛙和青蛙,还有鸭子和鸭子.
103	They also represent them as having the same objects and the same objects.	它们也代表它们具有相同的物体和物体。
104	When you represent the cards in this way, it's natural to pair the two sets of matching objects together.	以这种方式代表牌时,自然会将两组匹配对象组合在一起.
105	So what about kids?	那孩子们呢?
106	Five and six-year-old children will typically choose the card with one duck and one fox to go with a card with two ducks.	5岁和6岁的孩子一般会选择使用1只鸭和1只狐狸的卡片去使用2只鸭的卡片.
107	That's because they represent the reference card as having a duck and a duck.	这是因为他们代表参考卡是拥有鸭子和鸭子.
108	So a card with one duck on it will be more similar to it than a card with no ducks at all will.	因此,一张上面有一只鸭子的牌会比一张完全没有鸭子的牌更类似.
109	Children do this even when they're shown plenty of examples to make it clear that in this task,	孩子们这样做,即使他们被展示 大量的例子来表明 在这个任务,
110	the right answer is the adult pattern of matching same with same.	正确的答案是成年人对等的图案。
111	But in one of our studies, we were able to make five and six-year-old children think like adults by prompting them to explain.	但是,在我们的一个研究中,我们能够通过促使5岁和6岁的儿童解释,让他们像成年人一样思考。
112	After seeing examples equivalent to the card with two frogs being paired with a card with two ducks,	在看到相当于两只青蛙与两只鸭的牌对齐的牌后,
113	we prompted half the children to explain why those cards went together.	我们促使一半的孩子 解释为什么这些卡在一起。
114	We didn't give them any feedback, so they didn't have any new information.	我们没有给他们任何反馈,所以他们没有任何新的信息.
115	Yet those kids who explained went on to pair new sets of cards just like adults matching same with same.	然而那些解释的孩子们却继续把新的卡片配对, 就像成年人一样。
116	By explaining, they changed the way they represented the information to solve the task.	通过解释,他们改变了他们代表信息的方式,以解决任务.
117	Explaining has another remarkable property.	解释有另一个显著的财产。
118	It's one I've hinted at already.	我已经暗示过了
119	Explaining sets you up to learn.	解释让你学习。
120	My friend Roxanna has a young son who asked her one day how tornadoes start.	我朋友罗克珊娜有个小儿子 有一天她问龙卷风是怎么开始的
121	She'd taken a class on climate and natural disasters in college, so she thought she could explain it pretty well.	她在大学里上过气候和自然灾害课,所以她觉得自己可以很好的解释.
122	She started to describe how there's a difference in pressure, and then she drew a blank.	她开始描述压力的不同,然后她画了一个空白.
123	What sets it off?	是什么引发的?
124	She didn't know.	她不知道,她不会知道
125	How exactly does low pressure produce a funnel?	低压如何产生漏斗?
126	She couldn't say.	她不能说。
127	She told me that she realized she knew nothing.	她告诉我她意识到自己什么都不知道
128	I suspect that all of us have had an experience like this one, an experience of trying to explain something	我怀疑我们所有人都有过这样的经历 尝试解释一些事情
129	and realizing in the course of doing so that we understand much less than we thought we did.	并意识到,在这样做的过程中,我们理解的程度远远低于我们想象的。
130	It's a phenomenon called the illusion of explanatory depth.	这是一种叫做解释性深度的幻觉的现象.
131	And this illusion points to another reason why it's so valuable to start the process of learning from within,	而这种幻觉又指出了另一个原因,为什么开始从内部学习的过程如此重要,
132	with the information we have already.	我们掌握的信息。
133	When we start to transform and combine what we know, or what we think we know, to craft an explanation,	当我们开始转变和结合我们所知道或认为我们所知道的东西, 来制定一个解释,
134	we often uncover gaps that point us to the information we're missing.	我们经常发现差距 指出我们缺少的信息。
135	So we know what questions to ask and how to connect the answers to what we know already.	因此,我们知道要问什么问题,以及如何将答案与我们已经知道的联系起来。
136	By trying to explain, Roxanna identified a gap, something she needed to know.	罗克珊娜试图解释 发现了一个漏洞 她需要知道的
137	How it is that low pressure relates to a tornado's funnel.	低气压是如何与龙卷风漏斗有关的
138	She knew what needed to go on her information shopping list.	她知道信息购物名单上需要什么
139	Knowing what we're missing, what to look for, can be a first step in navigating information overwhelm.	了解我们所缺少的,寻找什么,可以成为导航信息覆盖的第一步.
140	That's crucial because in the years ahead, that overwhelm will only become worse.	这很关键,因为在未来的岁月里, 过度负担只会变得更糟。
141	Tools for getting and synthesizing information will be all the more pervasive	获取和合成信息的工具将更加普及
142	and we'll be tempted to solve problems by turning first to the information available outside our heads.	并且我们会被诱惑去解决问题 首先转向我们脑外的信息。
143	We'll be tempted to rely on AI generated responses to our search queries and on the explanations we can get from chatbots.	我们只能依靠人工智能 对我们的搜索询问 和我们从聊天人那里得到的解释
144	These are incredible tools, but they shouldn't replace learning by thinking.	这些是不可思议的工具,但不应该用思考来取代学习.
145	If we don't start with the information we have already,	如果我们不从我们已有的信息开始
146	we outsource the process of transforming and combining that information that sets us up to seek the right information	我们把转变和合并这些信息的过程外包出去,使我们得以寻找正确的信息
147	and to make sense of that information when we get it.	并且当我们得到这个信息的时候, 能够理解它。
148	We become poor at policing the boundaries between what we know inside our heads and what we merely have access to outside them.	我们变得穷困不堪,不能控制我们所知道的东西与我们所了解的东西之间的界限。
149	We fall prey to illusions of understanding.	我们成为理解幻觉的猎物
150	But now you know how to break free from those illusions by seeking explanations.	但是现在你知道如何通过寻求解释来摆脱这些幻觉。
151	When you explain to yourself, you transform and combine the information you have to answer new questions.	当你向自己解释时,你转变和结合你必须回答的新问题的信息.
152	When you explain to yourself, you're more likely to recognize what it is you don't know.	当你向自己解释时,你更容易认识到你不知道的是什么.
153	And so you know what to look for when it's time to shift from learning by thinking to learning from new information.	所以当从思考学习到学习新信息的时候,你知道需要寻找什么。
154	Unfortunately, learning by thinking will not make learning easy.	不幸的是,通过思考学习并不容易。
155	But it means your effort isn't wasted.	但这意味着你的努力并没有白费
156	It gives you a path through information overwhelmed to insight.	它给你一条通向信息的道路 无法洞察。
157	And learning by thinking won't eliminate the need for new information, at least in lots of cases.	而且通过思考学习不会消除对新信息的需求,至少在很多情况下.
158	But it helps you know where to look.	但它帮助你知道 在哪里寻找。
159	It helps you know what you're missing and what to do with new information when you get it.	它帮助你知道你错过了什么 以及你得到新信息后该做什么
160	So to be a better learner, don't start with the information outside your head.	因此,为了成为更好的学习者,不要从脑外的信息开始.
161	Look inside first.	先看内.
162	Take a moment to ask yourself questions to explain to yourself.	花点时间问自己问题 向自己解释
163	Be your own rubber duck.	做你自己的橡皮鸭。
164	Thank you.	谢谢

该视频共有字幕 164 条。解锁更多字幕为会员功能，请移动到 价格

P3 · 【TED】信息过载时代如何学习 · 认知科学家谈提问的力量 p03 无字幕 (P3)

【TED】信息过载时代如何学习 · 认知科学家谈提问的力量 p03 无字幕 (P3)

发布于 2026-10-21 · 时长 15:54

字幕摘录

时间	英文	中文
0:11	Software engineers have a delightful practice called rubber ducking.	软件工程师有一个令人愉快的做法,叫橡皮鸭.
0:17	When they run into a problem with their code, they'll explain it to a rubber duck.	当他们遇到代码问题时,他们会向橡胶鸭解释.
0:24	They'll work step by step, line by line, and some of the time, they'll learn something new.	他们会一步一步地工作,一行一行,有些时候,他们会学到新的东西.
0:32	But how can this work?	但是这怎么行呢?
0:34	The ducks don't talk back, so the programmers are explaining to themselves.	鸭子们不回声,所以程序员正在向自己解释.
0:41	They're not getting any new information.	他们没有得到任何新信息。
0:45	And yet, something about this process helps them learn.	然而,关于这个过程的一些东西帮助他们学习。
0:51	Rubber ducking is an example of what I call learning by thinking.	橡皮鸭是我所谓的通过思考学习的例子。
0:58	And understanding how learning by thinking works is the key to becoming a better learner.	而通过思考来理解学习是如何发挥作用的,是成为更好的学习者的关键.
1:05	Now, most of us want to be better learners.	现在,我们大多数人都想成为更好的学习者。

展开字幕全文（148 条）

序号	英文	中文
1	Software engineers have a delightful practice called rubber ducking.	软件工程师有一个令人愉快的做法,叫橡皮鸭.
2	When they run into a problem with their code, they'll explain it to a rubber duck.	当他们遇到代码问题时,他们会向橡胶鸭解释.
3	They'll work step by step, line by line, and some of the time, they'll learn something new.	他们会一步一步地工作,一行一行,有些时候,他们会学到新的东西.
4	But how can this work?	但是这怎么行呢?
5	The ducks don't talk back, so the programmers are explaining to themselves.	鸭子们不回声,所以程序员正在向自己解释.
6	They're not getting any new information.	他们没有得到任何新信息。
7	And yet, something about this process helps them learn.	然而,关于这个过程的一些东西帮助他们学习。
8	Rubber ducking is an example of what I call learning by thinking.	橡皮鸭是我所谓的通过思考学习的例子。
9	And understanding how learning by thinking works is the key to becoming a better learner.	而通过思考来理解学习是如何发挥作用的,是成为更好的学习者的关键.
10	Now, most of us want to be better learners.	现在,我们大多数人都想成为更好的学习者。
11	That's because we want to make our minds better, more effective and more informed.	这是因为我们希望使我们的头脑更好,更有效,更知情.
12	But learning can be hard.	但学习可能很困难。
13	And in the years ahead, we'll have access to more and more tools and to more and more information	在未来的岁月里,我们将获得 越来越多的工具 和越来越多的信息
14	through the internet and social media and AI.	通过互联网和社交媒体以及大赦国际。
15	And more information can make learning harder rather than easier.	而更多的信息可以使学习更加困难而不是更容易.
16	We run the risk of information overwhelm.	我们冒着信息泛滥的风险
17	Part of the problem is that we tend to approach learning by looking outside of ourselves for more information.	问题的一部分是,我们倾向于通过寻找更多的信息来学习。
18	But that can just exacerbate the overwhelm.	但是,这只会加剧负担。
19	Instead, we could be learning by thinking.	相反,我们可以通过思考来学习。
20	We could be starting with the information we already have.	我们可以从已经掌握的信息开始
21	I'm a cognitive scientist, and I've been studying learning for over 25 years.	我是个认知科学家,我学习了25年多。
22	One thing I've come to appreciate is that our minds are richer and deeper than we often give them credit for.	我开始欣赏的一件事是,我们的思想比我们经常给他们的功劳更加丰富和深入.
23	In fact, our minds contain vast repositories of knowledge, knowledge that's contained in our memories and our skills.	事实上,我们的思想中蕴藏着丰富的知识,知识蕴藏在我们记忆和技能中.
24	Learning by thinking is the process of tapping into that knowledge to become a better learner.	思考学习是利用这种知识成为更好的学习者的过程。
25	To give you a sense for learning by thinking in action, I'd like to ask you a few questions.	为了给大家一种通过行动思考来学习的感觉,我想问你几个问题.
26	As soon as you have an answer, please raise your hand.	一有答请举手.
27	You ready?	你准备好了吗?
28	How many windows are along the front of your house or apartment?	你家或公寓的前面有几个窗户?
29	What is the fifth letter of the alphabet?	字母表的第五个字母是什么?
30	Is the letter Z on the left or the right side of a typical keyboard?	是典型键盘左侧还是右侧的字母Z?
31	I'll bet that many of you didn't know the answers to these questions immediately.	我敢打赌,你们很多人 并不知道 这些问题的答案立即。
32	But you had the knowledge you needed to figure them out.	但你有你需要的知识 找出他们。
33	You could use your visual memories to count the number of windows along the front of your home.	你可以用你的视觉记忆来计算 你家门口的窗户数量
34	You could use your auditory memories to figure out that E is the fifth letter of the alphabet.	你可以用你的听觉记忆来判断E是字母表的第五个字母.
35	And you could use your motor skills to figure out that the letter Z on the left side of a typical keyboard.	你可以用你的运动技能 找出典型键盘左侧的字母Z。
36	These simple examples highlight the richness and depth of the knowledge you already have.	这些简单的例子突出了你已经掌握的知识的丰富性和深度。
37	And they illustrate the process of learning by thinking.	它们说明了通过思考学习的过程。
38	But recognizing that you have untapped knowledge is not enough to become a better learner.	但承认你拥有尚未开发的知识不足以成为更好的学习者.
39	That's because you also need to know how to extract that knowledge when you need it.	那是因为你还需要知道 当需要时如何去获取知识。
40	Suppose you decide to bake chocolate chip cookies.	如果你决定烤巧克力片饼干。
41	But the recipe calls for chocolate chips and for salted butter, neither of which you already have.	但食谱上要求巧克力片和盐黄油,你还没有。
42	Fortunately, you can transform that bar of chocolate you do have into the chocolate pieces you need for the recipe.	幸运的是,你可以把巧克力条 变成你需要的巧克力片 配方。
43	And you can combine unsalted butter with salt to get salted butter.	也可以将无盐黄油与盐结合,得到盐黄油.
44	This is probably familiar.	这也许是熟悉的。
45	When we're cooking, we often transform and combine the ingredients we have to get the ingredients we need.	当我们做饭的时候,我们经常转化和结合我们必需的成分来获得所需要的成分.
46	It's just the same for learning.	修习亦复如是.
47	When we're learning by thinking, we transform and combine the information we already have.	当我们通过思考来学习时, 我们转变和综合了我们已经掌握的信息。
48	To see how this works, consider that information can be represented in all sorts of ways.	要了解如何运作,应考虑以各种方式反映信息。
49	Until today, you've probably represented the windows along the front of your home, not in the form of a single number, but as a series of visual memories.	直到今天,你可能一直代表着家门口的窗户,不是单数的形式,而是一系列的视觉记忆.
50	So when you transform and combine those memories to extract a single number, you learn something new.	所以当你转换和结合这些记忆来提取一个单一的数字, 你就会学到一些新的东西。
51	You learn how many windows are along the front of your home.	你知道你家门口有多少窗户
52	And so you can answer a question that you couldn't answer before.	你可以回答一个你以前无法回答的问题。
53	That's the magic of learning by thinking.	这就是通过思考学习的魔法.
54	There is a catch, though.	但还是有收获的
55	Not all learning can be done by thinking alone.	并不是所有的学习都是靠单独思考才能完成的.
56	If I've never been to your home, I can't think my way to how many windows you have.	如果我从来没有去过你家, 我不能想到我的方法 有多少窗口你有。
57	I need new information.	我需要新情报
58	But asking myself how many windows you have sets me up to learn so that when I do make it to your home, I know precisely what information to look for.	但问自己你给我设置了多少个窗口来学习, 这样当我到达你家的时候,我就能确切知道需要找什么信息。
59	That's why learning by thinking is so often the best place to start.	所以通过思考来学习,常常是开局的最好地方.
60	Going back to our chocolate chip cookies, it makes sense to look at the ingredients you have already	回到我们的巧克力片饼干里, 看看你已经做的配料是有意义的
61	before you start making a shopping list.	在你开始做购物清单之前
62	Unfortunately, though, when it comes to learning, we don't have a recipe.	但不幸的是,在学习方面,我们没有食谱。
63	There's no single strategy for learning that guarantees the best outcome in every case.	没有单一的学习策略可以保证每个案例的最佳结果.
64	But there is one strategy that comes close.	但有一个战略接近。
65	It's a version of learning by thinking that involves seeking explanations.	这是一种通过思考来学习的版本,它涉及寻求解释.
66	In the late 1980s, scientists wanted to understand what it is that differentiates the most successful students from their less successful peers.	在1980年代后期,科学家们想了解是什么将最成功的学生与不太成功的同学区分开来.
67	Even when students have access to exactly the same information, the same textbooks, the same passage of text on an exam,	即使学生能拿到完全一样的信息 同样的教科书 同样的考试内容
68	how much they learn can vary enormously.	他们能学到多少东西?
69	So what sets those best learners apart can't just be the information available outside their heads.	因此,将那些最好的学习者分开的 不仅仅是他们大脑之外的信息。
70	It has to be something about what they do with that information.	一定是他们用这个信息做什么的
71	The scientists found that many of the most successful students had something in common.	科学家们发现,许多最成功的学生都有共同之处.
72	As they studied, they explained to themselves, they asked themselves questions, and they did their best to offer good replies.	当他们学习时,他们向自己解释,问自己问题,并尽了最大努力,给出了很好的回答.
73	They were their own rubber ducks.	他们是他们自己的橡皮鸭。
74	Since then, lots of studies have found that explaining to yourself can have a dramatic impact on learning across a range of contexts and a range of domains.	从那时起,许多研究发现,向自己解释可能会对一系列背景和领域的学习产生巨大的影响.
75	When children or adults explain to themselves, they tend to learn better and can apply what they learn more broadly than those who don't explain.	当儿童或成年人向自己解释时,他们往往学习得更好,并且可以比不解释的人更广泛地应用他们学到的东西.
76	This is known as the self-explanation effect, and it is a powerful strategy for learning by thinking.	这被称为自我阐释效应,是用思维学习的强大策略.
77	Let me give you an example from my own research.	让我举个例子,从我自己的研究。
78	It's an example that shows how children can transform the way they represent information by explaining.	这是一个实例,表明儿童如何通过解释来改变他们代表信息的方式.
79	Just for fun, we'll illustrate with ducks.	为了好玩 我们用鸭子来说明
80	I'd like you to imagine a card with two ducks on it.	我希望你能想象一张牌 上面有两只鸭子
81	We'll call it the reference card.	我们称之为参考卡。
82	Now imagine two new cards.	现在想象一下两张新牌
83	One has two frogs.	一有两青蛙.
84	The other has one duck and one fox.	另一只鸭子和一只狐狸
85	You have to choose which of the two new cards goes with the reference card.	您必须选择两种新卡的哪一种与参考卡同时使用.
86	Take a moment to consider which you would choose.	考虑一下你会选哪一个
87	Most research, including my own, finds that in a case like this one, adults will typically choose the card with two frogs to go with a card with two ducks.	大多数研究,包括我自己的研究发现,在这样的情况下,成年人一般会选择有两只青蛙的卡片去配有两只鸭的卡片.
88	That's because they don't only represent the cards as having a frog and a frog and a duck and a duck.	这是因为他们不仅代表牌上有青蛙和青蛙,还有鸭子和鸭子.
89	They also represent them as having the same objects and the same objects.	它们也代表它们具有相同的物体和物体。
90	When you represent the cards in this way, it's natural to pair the two sets of matching objects together.	以这种方式代表牌时,自然会将两组匹配对象组合在一起.
91	So what about kids?	那孩子们呢?
92	Five and six-year-old children will typically choose the card with one duck and one fox to go with a card with two ducks.	5岁和6岁的孩子一般会选择使用1只鸭和1只狐狸的卡片去使用2只鸭的卡片.
93	That's because they represent the reference card as having a duck and a duck.	这是因为他们代表参考卡是拥有鸭子和鸭子.
94	So a card with one duck on it will be more similar to it than a card with no ducks at all will.	因此,一张上面有一只鸭子的牌会比一张完全没有鸭子的牌更类似.
95	Children do this even when they're shown plenty of examples to make it clear that in this task, the right answer is the adult pattern of matching same with same.	孩子们这样做,即使他们被展示出很多例子来表明,在这个任务中,正确的答案是成人模式的相同匹配.
96	But in one of our studies, we were able to make five and six-year-old children think like adults by prompting them to explain.	但是,在我们的一个研究中,我们能够通过促使5岁和6岁的儿童解释,让他们像成年人一样思考。
97	After seeing examples equivalent to the card with two frogs being paired with a card with two ducks,	在看到相当于两只青蛙与两只鸭的牌对齐的牌后,
98	we prompted half the children to explain why those cards went together.	我们促使一半的孩子 解释为什么这些卡在一起。
99	We didn't give them any feedback, so they didn't have any new information.	我们没有给他们任何反馈,所以他们没有任何新的信息.
100	Yet those kids who explained went on to pair new sets of cards just like adults matching same with same.	然而那些解释的孩子们却继续把新的卡片配对, 就像成年人一样。
101	By explaining, they changed the way they represented the information to solve the task.	通过解释,他们改变了他们代表信息的方式,以解决任务.
102	Explaining has another remarkable property.	解释有另一个显著的财产。
103	It's one I've hinted at already.	我已经暗示过了
104	Explaining sets you up to learn.	解释让你学习。
105	My friend Roxana has a young son who asked her one day how tornadoes start.	我的朋友罗克萨娜有一个年轻的儿子,他问她有一天龙卷风是如何开始的.
106	She'd taken a class on climate and natural disasters in college, so she thought she could explain it pretty well.	她在大学里上过气候和自然灾害课,所以她觉得自己可以很好的解释.
107	She started to describe how there's a difference in pressure, and then she drew a blank.	她开始描述压力的不同,然后她画了一个空白.
108	What sets it off?	是什么引发的?
109	She didn't know.	她不知道,她不会知道
110	How exactly does low pressure produce a funnel?	低压如何产生漏斗?
111	She couldn't say.	她不能说。
112	She told me that she realized she knew nothing.	她告诉我她意识到自己什么都不知道
113	I suspect that all of us have had an experience like this one.	我怀疑我们每个人都有过这样的经历.
114	An experience of trying to explain something and realizing in the course of doing so that we understand much less than we thought we did.	尝试解释一些事情和在这样做的过程中实现的体验,使我们理解的远不如我们想象的少.
115	It's a phenomenon called the illusion of explanatory depth.	这是一种叫做解释性深度的幻觉的现象.
116	And this illusion points to another reason why it's so valuable to start the process of learning from within with the information we have already.	而这种幻觉又指出了另一个原因,为什么用我们已经掌握的信息开始从内部学习的过程是如此宝贵。
117	When we start to transform and combine what we know or what we think we know to craft an explanation,	当我们开始转变和结合我们所知道或我们所认为知道的东西来解释,
118	we often uncover gaps that point us to the information we're missing.	我们经常发现差距 指出我们缺少的信息。
119	So we know what questions to ask and how to connect the answers to what we know already.	因此,我们知道要问什么问题,以及如何将答案与我们已经知道的联系起来。
120	By trying to explain, Roxana identified a gap, something she needed to know.	通过试图解释,罗克萨娜发现了一个漏洞,这是她需要知道的.
121	How it is that low pressure relates to a tornado's funnel.	低气压是如何与龙卷风漏斗有关的
122	She knew what needed to go on her information shopping list.	她知道信息购物名单上需要什么
123	Knowing what we're missing, what to look for, can be a first step in navigating information overwhelm.	了解我们所缺少的,寻找什么,可以成为导航信息覆盖的第一步.
124	That's crucial because in the years ahead, that overwhelm will only become worse.	这很关键,因为在未来的岁月里, 过度负担只会变得更糟。
125	Tools for getting and synthesizing information will be all the more pervasive	获取和合成信息的工具将更加普及
126	And we'll be tempted to solve problems by turning first to the information available outside our heads.	并且我们会被诱惑去解决问题,首先转向我们脑以外的信息。
127	We'll be tempted to rely on AI generated responses to our search queries and on the explanations we can get from chat bots.	我们只能依靠人工智能对搜索请求的答复 和我们从聊天室得到的解释
128	These are incredible tools, but they shouldn't replace learning by thinking.	这些是不可思议的工具,但不应该用思考来取代学习.
129	If we don't start with the information we have already,	如果我们不从我们已有的信息开始
130	we outsource the process of transforming and combining that information that sets us up to seek the right information	我们把转变和合并这些信息的过程外包出去,使我们得以寻找正确的信息
131	and to make sense of that information when we get it.	并且当我们得到这个信息的时候, 能够理解它。
132	We become poor at policing the boundaries between what we know inside our heads and what we merely have access to outside them.	我们变得穷困不堪,不能控制我们所知道的东西与我们所了解的东西之间的界限。
133	We fall prey to illusions of understanding.	我们成为理解幻觉的猎物
134	But now you know how to break free from those illusions by seeking explanations.	但是现在你知道如何通过寻求解释来摆脱这些幻觉。
135	When you explain to yourself, you transform and combine the information you have to answer new questions.	当你向自己解释时,你转变和结合你必须回答的新问题的信息.
136	When you explain to yourself, you're more likely to recognize what it is you don't know.	当你向自己解释时,你更容易认识到你不知道的是什么.
137	And so you know what to look for when it's time to shift from learning by thinking to learning from new information.	所以当从思考学习到学习新信息的时候,你知道需要寻找什么。
138	Unfortunately, learning by thinking will not make learning easy.	不幸的是,通过思考学习并不容易。
139	But it means your effort isn't wasted.	但这意味着你的努力并没有白费
140	It gives you a path through information overwhelmed to insight.	它给你一条通向信息的道路 无法洞察。
141	And learning by thinking won't eliminate the need for new information, at least in lots of cases.	而且通过思考学习不会消除对新信息的需求,至少在很多情况下.
142	But it helps you know where to look.	但它帮助你知道 在哪里寻找。
143	It helps you know what you're missing and what to do with new information when you get it.	它帮助你知道你错过了什么 以及你得到新信息后该做什么
144	So to be a better learner, don't start with the information outside your head.	因此,为了成为更好的学习者,不要从脑外的信息开始.
145	Look inside first.	先看内.
146	Take a moment to ask yourself questions to explain to yourself.	花点时间问自己问题 向自己解释
147	Be your own rubber duck.	做你自己的橡皮鸭。
148	Thank you.	谢谢

该视频共有字幕 148 条。解锁更多字幕为会员功能，请移动到 价格