Cognition, language and learning
GRE Subject Test · GRE Psychology Topic 2 3:12 English narration · English + 中文 subtitles burned in
Chapters
Transcript
Identify what changes before naming a learning process.
在命名学习过程之前，先识别出什么发生了变化。
In classical conditioning, a cue predicts another event and evokes a response.
在经典条件反射中，线索预测另一事件并引发反应。
In operant conditioning, a consequence follows an action and changes its future frequency.
在操作性条件反射中，后果紧随行动之后，改变该行动未来的发生频率。
Memory tasks differ in their retrieval cues: recognizing an answer supplies information that free recall does not.
记忆任务在提取线索上存在差异：识别答案所提供的信息是自由回忆所不具备的。
A language task may require sound contrasts, meaningful word parts or sentence structure; identify the level rather than using language as one undivided ability.
语言任务可能需要语音对比、有意义的词素或句法结构；应识别具体层面，而非将语言视为一种不可分割的整体能力。
See LR.1, ME.1, LG.1, TH.1 and ME.2 for detailed teaching.
详见LR.1、ME.1、LG.1、TH.1和ME.2中的详细教学指导。
Classical conditioning associates stimuli; operant conditioning changes behaviour through consequences.
经典条件反射将刺激关联起来。 操作性条件反射通过后果改变行为。
Negative reinforcement removes an unpleasant condition and increases behaviour.
负强化移除不愉快的条件并增加行为。
It is not punishment.
它不是惩罚。
Working memory supports current processing.
工作记忆支持当前处理。
Long-term memory includes explicit and implicit forms.
长时记忆包括外显和内隐两种形式。
Language uses phonemes for sound contrasts and morphemes for meaning units.
语言使用音素来区分语音，使用语素来表达意义单位。
Problem solving can be limited by fixation or biased heuristics.
问题解决可能受到定势或有偏启发式方法的限制。
A child hears a tune before lunch and later salivates to it.
一个孩子在午餐前听到一段旋律，之后会对该旋律流口水。
Separately, a child earns a token after reading and reads more often.
另一方面，一个孩子在阅读后获得代币，并且阅读频率增加。
Explain the different processes.
请解释这两种不同的过程。
The tune predicts food; salivation to the cue fits classical conditioning.
旋律预示着食物；对线索产生流口水反应符合经典条件反射。
Reading produces a token and subsequently increases; adding that consequence fits positive reinforcement.
阅读产生了代币这一后果，随后行为增加；添加该后果符合正强化。
A pleasant event is not automatically reinforcement: the evidence must include a change in the target action.
愉快的事件并非自动构成强化：证据必须包含目标行为的改变。
Attention moves information into working memory, encoding into long-term memory; retrieval is never guaranteed.
注意把信息送入工作记忆，编码把它送入长时记忆；提取并不总能成功。
Read the labels before drawing a conclusion.
先读清标签，再下结论。
Students remember a definition when shown its first letter but fail to recall it unaided.
学生看到定义的首字母时能回忆起该定义，但无人提示则无法回忆。
One claims the memory never existed.
其中一人声称记忆从未存在过。
Evaluate and propose a comparison.
请对此进行评价并提出比较。
Pause before the model.
请先暂停，完成这道原创练习再继续。
Cued retrieval succeeds, so complete absence of stored information is too strong.
提示提取成功，因此存储信息完全缺失的说法过于绝对。
The difficulty may concern access without a cue.
困难可能在于无提示时的访问。
Compare free recall, cued recall and recognition for the same material, controlling exposure and test order.
请对同一材料比较自由回忆、提示回忆和再认，并控制呈现与测试顺序。
Recognition is easier partly because cues differ, not because it proves an entirely different permanent memory.
再认更容易部分是因为提示不同，而非因为它证明存在一种完全不同的长期记忆。
Recognition performance cannot be treated as identical to unaided recall performance.
识别表现不能等同于无辅助回忆表现。
State the source and the limits.
请说明其来源与局限性。
A learner recognizes a word but cannot recall it without a cue.
学习者能识别一个单词，但如果没有线索就无法回忆。
Which memory distinction helps, and what would you test next?
哪种记忆区分有助于理解？ 接下来你会测试什么？
Pause and write a justified answer.
请先暂停，完成这道原创练习再继续。