2014.03.27【英译中】

发表于:2014-03-27 00:08 [只看楼主] [划词开启]
 

A fairly standard consensual definition is a relatively permanent change in behavior that result from practice.

练习会造成行为上相对固定的改变,这是一个有着公平标准的交感定义。

 This is of course arguable, particularly the “practice”criterion.Others would accept changes in “capability”or even simpleknowledge”or “understanding”,even if it is not manifest in behavior.

毫无疑问这是具有争议性的,特别是“练习”的标准。即使在行为上并没有证据证明,其他人也能够接受在“才能”,或简单“知识”,或“理解力”方面的改变。

It is however an important criterion that “learned”behavior is not pre-programmed or wholely instinctive (not a word used much nowadays),even if an instinctual drive underpins it.

然而,一个重要的标准即使由一种本能驱使支持它,“学过的”行为不是预定编造的或纯粹天生的。

Behaviour can also change as a result of maturation—simple growing-up—without being totally learned. Think of the changing attitude of children and adolescents to opposite-sex peers.

行为也能够改变成熟的结果没有习得过的简单成长。如青少年们对相反性别同龄人的态度转变的想法。

Whatever the case, there has to be interaction with the environment.

不管什么情况,都与环境相联系。

We are indeed becoming more confused: evidence from genetics, evolutionary psychology and neuroscience is arguing ever more strongly for predispositions for our behaviour.

我们变得更摸不着头脑了:来自基因、进化心理学和神经科学的证据对于我们行为的倾向正激烈地讨论着。

Though Psychologists ever agree about what learning is, in practice educationalists won’t, because education introduces prescriptive notions about specifying what ought to be learnt, and there is considerable dispute about whether this ought only to be what the teacher wants the learner to learn(implicit in behavioural models), or what the learner wants to learn(in humanistic models).

虽然心理学家同意关于习得是什么的这种说法,但实际上教育学家们却持相反意见,因为教育学指在介绍关于我们应该学什么的特别规定性概念。这有相当大的争论关于是否应该只学老师要学习者去学习的内容(暗含在行为模式中),或学学习者想要学习的内容(暗含在人类学的模式中)。

分类: 英语
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