本系列英文內(nèi)容來自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know辽幌，翻譯是自己練習撒踪，如有發(fā)現(xiàn)不妥請批評指正！
Multitasking
多任務處理【今天繼續(xù)充當了帶娃護工一職绵咱，胳膊開始酸疼了鼻百，被拉的，腦子的認知已經(jīng)超過了負荷，所以早晨起來做題的時候已經(jīng)無法找到解題思路了】
Despite what we have heard about the dangers of multitasking, it is something we all do and have always done.
盡管我們聽說過多任務的危險虏缸，但我們都是這樣做的，而且一直都是這樣嫩实。
Our amazingly flexible and multi-talented human brain assures this.
我們令人驚嘆的靈活性和多才多藝的人類大腦保證了這一點刽辙。
We constantly do a host of things at once, both mentally and physically, consciously and unconsciously.
我們不斷在精神上和身體上有意識地和無意識地同時做許多事情。
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.
例如甲献，我們可以在熟悉的道路上駕駛汽車或騎自行車宰缤，同時與旁邊的人進行有意義的交談。
Or we can cook a delicious meal and simultaneously help our child brainstorm a science project.
或者我們可以烹飪美味的餐點竟纳，同時幫助我們的孩子頭腦風暴科學項目撵溃。
Even more impressively, we can read a novel and readily immerse ourselves in its story.
更令人印象深刻的是，我們可以讀一本小說锥累，隨時隨地沉浸在故事中缘挑。
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，我們甚至都沒有意識到我們在無意識地解讀文字方面所做的復雜性桶略，瞬間理解它們的含義语淘，然后將它們編織成一個連貫的敘述诲宇，這經(jīng)常激發(fā)和引導我們。
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.
如果沒有這種自然而然的能力來同時完成大量的任務惶翻，那么即使以基本的方式姑蓝，我們也不會做太多的工作。
To multitask is part of what it means to be human.
多任務處理是作為人的一部分吕粗。
That's why it won't work to tell our students, don't multitask.
這就是為什么我們告訴我們的學生不要多任務處理也沒用纺荧。
It simply doesn't make sense to them, and they can't help but do it anyway.
這對他們根本沒有意義，他們無論如何都忍不住要做颅筋。
That said, there is little doubt that the allure and possibilities for multitasking are much different today than just 10 or 15 years ago.
也就是說宙暇，毫無疑問，多任務的吸引力和可能性在今天比10年或15年前差別很大议泵。
This is because of the now almost pervasive availability of our students' digital devices to interrupt their thoughts.
這是因為現(xiàn)在我們學生的數(shù)字設備幾乎普遍存在占贫，以打斷他們的想法。
As we all know, most of our kids spend a lot of time attending to these devices for social, entertainment, and learning purposes.
眾所周知先口，我們大多數(shù)孩子花費大量時間通過這些設備以實現(xiàn)社交型奥，娛樂和學習目的。
We also consider what this means for their well-being and growth, but we will focus on the cognitive implications here.
我們也考慮這對于他們的幸福和成長意味著什么碉京，但我們將關(guān)注這里的認知影響厢汹。
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.
我們想要考慮的是我們?nèi)绾螏椭覀兊膶W生管理他們現(xiàn)在可以獲得的幾乎無限的多任務機會，因為這可能會影響他們的學術(shù)收夸。
The key word in what I just said is manage.
我剛剛說的關(guān)鍵詞是管理坑匠。
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?nèi)绾螏椭麄冊诙嗳蝿湛赡軙玫臅r候做出深思熟慮的選擇，以及何時會對他們的學習產(chǎn)生不利影響卧惜？圍繞多任務的一些混淆和爭議源于我們所說的詞的不同之處厘灼。
For our purposes, we will focus mostly in the cognitive realm.
對于我們的目的，我們將主要集中在認知領(lǐng)域咽瓷。
So physical processes involved in multitasking, like bike riding or driving a car, won't be part of our discussion.
因此设凹，涉及多任務處理的物理過程（如騎自行車或駕駛汽車）將不會成為我們討論的一部分∶┙【統(tǒng)籌規(guī)劃】
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(shù)認知科學家會告訴你闪朱，普通人幾乎不可能同時進行兩種中度復雜的心理過程。
The only way it can happen is when one of the processes has been automatized through repeated practice.
唯一可能發(fā)生的方式是其中一個流程通過反復練習自動化钻洒。
The reading example earlier exemplifies that.
前面的閱讀例子說明了這一點奋姿。
Usually what we do when we appear to multitask is actually to task switch.
通常，當我們看起來像多任務時素标，我們所做的實際上就是任務切換称诗。
That means we switch from one task to the other over a relatively short period of time.
這意味著我們在相對較短的時間內(nèi)從一項任務轉(zhuǎn)到另一項任務。
Even with tasks involving different modalities, like seeing and hearing, unless one of those tasks is automatized, task switching must still occur.
即使涉及不同形式的任務头遭，如視聽寓免，除非這些任務之一被自動化癣诱，但任務切換仍必須發(fā)生。
And it's in the switching where the cost of multitasking can come.
而且在多任務處理成本可能降低的轉(zhuǎn)換中袜香。
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轉(zhuǎn)換到另一個任務時撕予，我們都必須關(guān)注完成每項任務的不同目標和規(guī)則。
This means, as we switch from task to task, a new goal and a new set of rules come into play.
這意味著蜈首，當我們從任務轉(zhuǎn)向任務時实抡，新的目標和新的規(guī)則將發(fā)揮作用。
The more complicated the task, typically the more complicated the rules and goals.
任務越復雜欢策，通常規(guī)則和目標越復雜澜术。
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.
這幾乎總是減慢速度，有時甚至會減慢很多猬腰，這兩項任務需要更長的時間在來回切換中才能完成，而單獨完成一個接一個地完成會節(jié)省很多時間猜敢。
Let's try to illustrate this with a simple example shown here.
我們試著用一個簡單的例子來說明這一點姑荷。
One two three four five six seven eight nine 10.
A B C D E F G H I J.
A one, B two, C three, D four, E five, F six, G seven, H eight, I nine, J 10.
One two three four five six seven eight nine 10.
A B C D E F G H I J.
A one, B two, C three, D four.
One two three four five six seven eight nine 10.
A B C D E F G H I J.
A one, B two, C three, D four, E five, F six, G seven, H eight, I nine, J 10.
It was clear that saying the numbers and then the letters separately in sequence was fast and easy.
很明顯，按順序分別說出數(shù)字和字母是快速和容易的缩擂。
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.
我相信鼠冕，對你而言，我確信胯盯，當我們交錯說出數(shù)字和字母花費的時間更長懈费，并且表現(xiàn)的準確性也受到了損害。
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博脑，達到10憎乙，然后到達J，以及規(guī)則叉趣，順序進行泞边，從一開始，然后從A開始疗杉。
This is exactly what happens when a student multitasks doing his science homework while responding to incoming text messages on his smartphone.
這正是當一個學生在他的智能手機上響應傳入短信的同時做他的科學作業(yè)的多任務時發(fā)生的情況阵谚。
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.
有效完成科學閱讀的目標和策略隨著回答者的不同的意圖和社會規(guī)則而有很大不同。
As he switches from task to task, new goals and rules have to be brought into working memory to reengage with the task.
當他從一項任務轉(zhuǎn)向另一項任務時烟具，必須將新的目標和規(guī)則帶入工作記憶中梢什，以重新執(zhí)行任務。
No wonder it takes longer.
難怪需要更長的時間朝聋。
Depending on the complexity of the tasks involved, and the time available to complete them, performance can also suffer.
根據(jù)所涉及任務的復雜程度以及完成它們的時間嗡午，性能也會受到影響。
But we do need to be careful before we generalize this simple understanding about multitasking's time and performance costs.
但是在我們概括總結(jié)關(guān)于多任務時間和性能成本的簡單理解之前玖翅，我們需要小心翼馆。
Know this that we asked people to do our exercise as fast as they could.
知道這一點割以，我們要求人們盡可能快地進行鍛煉。
In other words, we put time constraints on the completion of the tasks.
換句話說应媚，我們在完成任務時會有時間限制严沥。
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(xiàn)實生活中中姜，我們經(jīng)常沒有時間完成我們必須完成的多項任務消玄。
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.
但如果我們不必擔心這么多時間會怎樣？換句話說丢胚，可以花更長的時間翩瓜，就像每個任務有效完成一樣⌒辏【是啊有很多時候任務需要在有限時間內(nèi)完成的】
In our previous example, it would be like telling folks that there was no time limit on interleaving the numbers and letters.
在我們之前的例子中兔跌，這就像告訴人們交錯數(shù)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.
在這種情況下峡蟋，他們無疑會放慢速度坟桅，花費更長的時間，但也可能犯的錯誤更少蕊蝗。
In fact, most people, when they slow down doing this exercise, they can complete it flawlessly.
事實上仅乓，大多數(shù)人，當他們放慢這個練習時蓬戚，他們可以完美無缺地完成它夸楣。
So the tasks get done, and they get done well.
所以任務完成了，他們做得很好子漩。
Under these conditions, multitasking works fine.
在這些情況下豫喧，多任務工作正常。
But there are a couple of key qualifications we need to make.
但是我們需要制定一些關(guān)鍵資質(zhì)幢泼。
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.
首先嘿棘，從一個任務轉(zhuǎn)換到另一個任務的能力應該由學習者控制，以便這種多任務處理能夠很好地工作旭绒。
Studying alone, or responding to text messages, could be an example.
單獨學習或回復短信可能就是一個例子鸟妙。
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通知聲音，她可以決定何時回復短信挥吵，并因此以對她的學習有意義的方式來控制切換重父。
That ability to control the timing of the interruption is important.
控制中斷時間的能力很重要『鲂伲【所以手機靜音很重要】
On the other hand, responding to questions from a peer sitting next to you while studying is more problematic.
另一方面房午，在學習的同時回答坐在你身邊的同伴提出的問題會產(chǎn)生更多問題〉ぴ剩【看來我經(jīng)常給peer帶來困擾啊】
The unpredictable interruptions can negatively influence learning, which happens to be one of the challenges of unstructured group studying.
不可預知的干擾會對學習產(chǎn)生負面影響郭厌，這恰好是非結(jié)構(gòu)化小組學習的挑戰(zhàn)之一袋倔。
Another qualification has to do with the difficulty of the tasks involved.
另一個限制與所涉及任務的難度有關(guān)。
The more difficult the tasks, the more likely it will be that extended and concentrated focus will be required to effectively complete the task.
任務越困難折柠，越有可能需要擴大和集中注意力才能有效完成任務宾娜。
Switching back and forth by multitasking will likely compromise this.
通過多任務來回切換可能會影響到這一點。
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.
例如扇售，閱讀歷史任務以理解簡單的事實信息不同于需要高階思維的歷史任務前塔，如綜合或評估。
It would probably be much harder to multitask while trying to do the challenging history assignment.
在嘗試完成具有挑戰(zhàn)性的歷史任務時承冰，多任務可能會更難华弓。
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.
那么，我們?nèi)绾慰偨Y(jié)這種簡單的多任務復雜性呢困乒？一個重要的現(xiàn)實檢查是寂屏，我們的學生幾乎不管我們說什么，都會多任務處理娜搂。
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.
另外凑保，如果我們試圖嚴格限制他們這樣做，可能會導致他們非常焦慮涌攻，從而對他們的學習產(chǎn)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.
這并不意味著我們會屈從于數(shù)字世界的多任務戰(zhàn)爭频伤，但這確實意味著我們承認多任務將會發(fā)生恳谎，并且有時甚至是有用的，特別是動機性的憋肖。
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.
因此因痛，我們的角色是幫助他們理解何時使用多任務和數(shù)字技術(shù)是合適的，何時可能會顯著干擾他們的學習岸更。
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做出深思熟慮的選擇并對其進行管理鸵膏。
This means teaching them the meta-cognitive and self-regulation skills to make this happen.
這意味著要教給他們元認知和自我調(diào)節(jié)的技巧來實現(xiàn)這一點。
We'll be talking more about this in a later session.
我們將在稍后的課程中更多地討論這個問題怎炊。
In sum, what do we want our students to understand about multitasking? First, they need to realize that multitasking costs them time.
總而言之谭企，我們希望我們的學生了解多任務處理的什么內(nèi)容？首先评肆，他們需要意識到多任務會花費他們的時間债查。
It's invariably inefficient, and they need to know that if they do it, whatever they're doing is going to take longer.
它總是效率低下，他們需要知道如果他們這樣做瓜挽，他們所做的任何事情都會花費更長的時間盹廷。
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，多任務可能會因為沖刺或不完成而傷害他們的表現(xiàn)久橙。
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.
另一個可能的后果是他們最終會花費額外的時間做相當好的工作俄占，之后他們會付出代價管怠。
Sleep loss is the most common result.
失眠是最常見的結(jié)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.
另一方面缸榄，如果在時間不緊迫的情況下渤弛，多任務可能會好起來，特別是如果他們控制何時切換任務碰凶。
They pace the task switching in ways it makes sense for their own learning.
他們按照自己的學習意義進行任務切換暮芭。
Otherwise, time and performance problems will be amplified because of the costs of unpredictable interruptions.
否則，由于不可預測的中斷成本欲低，時間和性能問題將被放大辕宏。
Finally, if the quality of task completion is important, or the task is especially challenging, then simply not multitasking is key.
最后，如果任務完成的質(zhì)量很重要砾莱，或者任務特別具有挑戰(zhàn)性瑞筐，那么不要多任務就是關(guān)鍵。
As hard as that will be, focusing singularly on these high priority or difficult tasks is the way to go.
盡管這很難腊瑟，但專注于這些高度優(yōu)先或艱巨的任務是最好的選擇聚假。【最重要的事情只有一件】
In other words, avoid multitasking for important things that need to get done well, especially if time is limited.
換句話說闰非，避免對需要做得好的重要事情進行多任務處理膘格，特別是在時間有限的情況下〔扑桑【非常重要瘪贱，一定要分清重要性】
