本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Multitasking
多任务处理【今天继续充当了带娃护工一职，胳膊开始酸疼了，被拉的，脑子的认知已经超过了负荷，所以早晨起来做题的时候已经无法找到解题思路了】
Despite what we have heard about the dangers of multitasking, it is something we all do and have always done.
尽管我们听说过多任务的危险，但我们都是这样做的，而且一直都是这样。
Our amazingly flexible and multi-talented human brain assures this.
我们令人惊叹的灵活性和多才多艺的人类大脑保证了这一点。
We constantly do a host of things at once, both mentally and physically, consciously and unconsciously.
我们不断在精神上和身体上有意识地和无意识地同时做许多事情。
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，我们可以在熟悉的道路上驾驶汽车或骑自行车，同时与旁边的人进行有意义的交谈。
Or we can cook a delicious meal and simultaneously help our child brainstorm a science project.
或者我们可以烹饪美味的餐点，同时帮助我们的孩子头脑风暴科学项目。
Even more impressively, we can read a novel and readily immerse ourselves in its story.
更令人印象深刻的是，我们可以读一本小说，随时随地沉浸在故事中。
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，我们甚至都没有意识到我们在无意识地解读文字方面所做的复杂性，瞬间理解它们的含义，然后将它们编织成一个连贯的叙述，这经常激发和引导我们。
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.
如果没有这种自然而然的能力来同时完成大量的任务，那么即使以基本的方式，我们也不会做太多的工作。
To multitask is part of what it means to be human.
多任务处理是作为人的一部分。
That's why it won't work to tell our students, don't multitask.
这就是为什么我们告诉我们的学生不要多任务处理也没用。
It simply doesn't make sense to them, and they can't help but do it anyway.
这对他们根本没有意义，他们无论如何都忍不住要做。
That said, there is little doubt that the allure and possibilities for multitasking are much different today than just 10 or 15 years ago.
也就是说，毫无疑问，多任务的吸引力和可能性在今天比10年或15年前差别很大。
This is because of the now almost pervasive availability of our students' digital devices to interrupt their thoughts.
这是因为现在我们学生的数字设备几乎普遍存在，以打断他们的想法。
As we all know, most of our kids spend a lot of time attending to these devices for social, entertainment, and learning purposes.
众所周知，我们大多数孩子花费大量时间通过这些设备以实现社交，娱乐和学习目的。
We also consider what this means for their well-being and growth, but we will focus on the cognitive implications here.
我们也考虑这对于他们的幸福和成长意味着什么，但我们将关注这里的认知影响。
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.
我们想要考虑的是我们如何帮助我们的学生管理他们现在可以获得的几乎无限的多任务机会，因为这可能会影响他们的学术。
The key word in what I just said is manage.
我刚刚说的关键词是管理。
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.
我们如何帮助他们在多任务可能会好的时候做出深思熟虑的选择，以及何时会对他们的学习产生不利影响？围绕多任务的一些混淆和争议源于我们所说的词的不同之处。
For our purposes, we will focus mostly in the cognitive realm.
对于我们的目的，我们将主要集中在认知领域。
So physical processes involved in multitasking, like bike riding or driving a car, won't be part of our discussion.
因此，涉及多任务处理的物理过程（如骑自行车或驾驶汽车）将不会成为我们讨论的一部分。【统筹规划】
Most cognitive scientists will tell you that it is virtually impossible for the average person to perform even two moderately complex mental processes simultaneously.
大多数认知科学家会告诉你，普通人几乎不可能同时进行两种中度复杂的心理过程。
The only way it can happen is when one of the processes has been automatized through repeated practice.
唯一可能发生的方式是其中一个流程通过反复练习自动化。
The reading example earlier exemplifies that.
前面的阅读例子说明了这一点。
Usually what we do when we appear to multitask is actually to task switch.
通常，当我们看起来像多任务时，我们所做的实际上就是任务切换。
That means we switch from one task to the other over a relatively short period of time.
这意味着我们在相对较短的时间内从一项任务转到另一项任务。
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务，如视听，除非这些任务之一被自动化，但任务切换仍必须发生。
And it's in the switching where the cost of multitasking can come.
而且在多任务处理成本可能降低的转换中。
Every time we switch from one task to another, we must attend to the different goal and rules for the completion of each task.
每次我们从一个任务转换到另一个任务时，我们都必须关注完成每项任务的不同目标和规则。
This means, as we switch from task to task, a new goal and a new set of rules come into play.
这意味着，当我们从任务转向任务时，新的目标和新的规则将发挥作用。
The more complicated the task, typically the more complicated the rules and goals.
任务越复杂，通常规则和目标越复杂。
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.
这几乎总是减慢速度，有时甚至会减慢很多，这两项任务需要更长的时间在来回切换中才能完成，而单独完成一个接一个地完成会节省很多时间。
Let's try to illustrate this with a simple example shown here.
我们试着用一个简单的例子来说明这一点。
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.
很明显，按顺序分别说出数字和字母是快速和容易的。
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，对你而言，我确信，当我们交错说出数字和字母花费的时间更长，并且表现的准确性也受到了损害。
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.
这是因为人们不得不切换目标，达到10，然后到达J，以及规则，顺序进行，从一开始，然后从A开始。
This is exactly what happens when a student multitasks doing his science homework while responding to incoming text messages on his smartphone.
这正是当一个学生在他的智能手机上响应传入短信的同时做他的科学作业的多任务时发生的情况。
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.
有效完成科学阅读的目标和策略随着回答者的不同的意图和社会规则而有很大不同。
As he switches from task to task, new goals and rules have to be brought into working memory to reengage with the task.
当他从一项任务转向另一项任务时，必须将新的目标和规则带入工作记忆中，以重新执行任务。
No wonder it takes longer.
难怪需要更长的时间。
Depending on the complexity of the tasks involved, and the time available to complete them, performance can also suffer.
根据所涉及任务的复杂程度以及完成它们的时间，性能也会受到影响。
But we do need to be careful before we generalize this simple understanding about multitasking's time and performance costs.
但是在我们概括总结关于多任务时间和性能成本的简单理解之前，我们需要小心。
Know this that we asked people to do our exercise as fast as they could.
知道这一点，我们要求人们尽可能快地进行锻炼。
In other words, we put time constraints on the completion of the tasks.
换句话说，我们在完成任务时会有时间限制。
This makes sense because in real life we often have limited time to complete multiple tasks we have to accomplish.
这是有道理的，因为在现实生活中，我们经常没有时间完成我们必须完成的多项任务。
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.
但如果我们不必担心这么多时间会怎样？换句话说，可以花更长的时间，就像每个任务有效完成一样。【是啊有很多时候任务需要在有限时间内完成的】
In our previous example, it would be like telling folks that there was no time limit on interleaving the numbers and letters.
在我们之前的例子中，这就像告诉人们交错数字和字母没有时间限制。
In this case, they would undoubtedly slow down and take longer, but also probably make fewer mistakes.
在这种情况下，他们无疑会放慢速度，花费更长的时间，但也可能犯的错误更少。
In fact, most people, when they slow down doing this exercise, they can complete it flawlessly.
事实上，大多数人，当他们放慢这个练习时，他们可以完美无缺地完成它。
So the tasks get done, and they get done well.
所以任务完成了，他们做得很好。
Under these conditions, multitasking works fine.
在这些情况下，多任务工作正常。
But there are a couple of key qualifications we need to make.
但是我们需要制定一些关键资质。
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，从一个任务转换到另一个任务的能力应该由学习者控制，以便这种多任务处理能够很好地工作。
Studying alone, or responding to text messages, could be an example.
单独学习或回复短信可能就是一个例子。
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.
假设学习者可以忽略通知声音，她可以决定何时回复短信，并因此以对她的学习有意义的方式来控制切换。
That ability to control the timing of the interruption is important.
控制中断时间的能力很重要。【所以手机静音很重要】
On the other hand, responding to questions from a peer sitting next to you while studying is more problematic.
另一方面，在学习的同时回答坐在你身边的同伴提出的问题会产生更多问题。【看来我经常给peer带来困扰啊】
The unpredictable interruptions can negatively influence learning, which happens to be one of the challenges of unstructured group studying.
不可预知的干扰会对学习产生负面影响，这恰好是非结构化小组学习的挑战之一。
Another qualification has to do with the difficulty of the tasks involved.
另一个限制与所涉及任务的难度有关。
The more difficult the tasks, the more likely it will be that extended and concentrated focus will be required to effectively complete the task.
任务越困难，越有可能需要扩大和集中注意力才能有效完成任务。
Switching back and forth by multitasking will likely compromise this.
通过多任务来回切换可能会影响到这一点。
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，阅读历史任务以理解简单的事实信息不同于需要高阶思维的历史任务，如综合或评估。
It would probably be much harder to multitask while trying to do the challenging history assignment.
在尝试完成具有挑战性的历史任务时，多任务可能会更难。
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，我们如何总结这种简单的多任务复杂性呢？一个重要的现实检查是，我们的学生几乎不管我们说什么，都会多任务处理。
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，如果我们试图严格限制他们这样做，可能会导致他们非常焦虑，从而对他们的学习产生负面影响。
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.
这并不意味着我们会屈从于数字世界的多任务战争，但这确实意味着我们承认多任务将会发生，并且有时甚至是有用的，特别是动机性的。
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，我们的角色是帮助他们理解何时使用多任务和数字技术是合适的，何时可能会显着干扰他们的学习。
We need to help them learn how to make thoughtful choices and manage it.
我们需要帮助他们学习如何做出深思熟虑的选择并对其进行管理。
This means teaching them the meta-cognitive and self-regulation skills to make this happen.
这意味着要教给他们元认知和自我调节的技巧来实现这一点。
We'll be talking more about this in a later session.
我们将在稍后的课程中更多地讨论这个问题。
In sum, what do we want our students to understand about multitasking? First, they need to realize that multitasking costs them time.
总而言之，我们希望我们的学生了解多任务处理的什么内容？首先，他们需要意识到多任务会花费他们的时间。
It's invariably inefficient, and they need to know that if they do it, whatever they're doing is going to take longer.
它总是效率低下，他们需要知道如果他们这样做，他们所做的任何事情都会花费更长的时间。
So if time is limited, multitasking will likely hurt their performances because of being rushed or not finishing.
所以如果时间有限，多任务可能会因为冲刺或不完成而伤害他们的表现。
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.
另一个可能的后果是他们最终会花费额外的时间做相当好的工作，之后他们会付出代价。
Sleep loss is the most common result.
失眠是最常见的结果。
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，如果在时间不紧迫的情况下，多任务可能会好起来，特别是如果他们控制何时切换任务。
They pace the task switching in ways it makes sense for their own learning.
他们按照自己的学习意义进行任务切换。
Otherwise, time and performance problems will be amplified because of the costs of unpredictable interruptions.
否则，由于不可预测的中断成本，时间和性能问题将被放大。
Finally, if the quality of task completion is important, or the task is especially challenging, then simply not multitasking is key.
最后，如果任务完成的质量很重要，或者任务特别具有挑战性，那么不要多任务就是关键。
As hard as that will be, focusing singularly on these high priority or difficult tasks is the way to go.
尽管这很难，但专注于这些高度优先或艰巨的任务是最好的选择。【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.
换句话说，避免对需要做得好的重要事情进行多任务处理，特别是在时间有限的情况下。【非常重要，一定要分清重要性】
