For example, we all have a specific process in mind when we think about going to a restaurant.

比如，我們在想去餐廳的時候，都會有一個特定的過程。

Some imagine standing in line, placing an order and eating and then throwing the trash away.

有人想象著排隊、下單、吃飯，然後把垃圾扔掉。

Others imagine being seated than ordering, sharing everything and then paying, leaving a generous tip.

還有的人想象著比起點餐，分享所有的東西，然後付錢，留下豐厚的小費。

We can think of a schemer as a mental framework in the form of a kid's toy.

我們可以把計謀家看成是一個兒童玩具形式的心理框架。

Things we already fully understand, say a triangle, get into our brain without a problem.

我們已經完全理解的東西，比如說三角形，進入我們的大腦沒有問題。

When new information is similar to what we know, say a square, it can enter the brain through assimilation for completely new information.

當新的資訊與我們已知的資訊相似時，比如說一個方塊，它可以通過同化進入大腦，獲得全新的資訊。

Here, a star.

這裡，有一顆星。

This doesn't work.

這不行。

Then we need accommodation on to change the schema itself.

那麼我們需要適應上改變模式本身。

Assimilation is the cognitive process of making new information fit in with your existing understanding of the world.

同化是使新資訊與你對世界的現有理解相適應的認知過程。

It works if new information is close to what we already know to process the new information, we make it fit into our existing schemers.

如果新的資訊接近我們已經知道的資訊來處理新的資訊，我們讓它適合我們現有的模式，它就會起作用。

We have to use accommodation if things are so unique that they don't fit into our existing schemer.

如果事情太過特殊，不適合我們現有的方案師，我們就必須使用住宿。

In other words, to understand something truly new.

換句話說，就是要了解真正新的東西。

We first have to remodel our brain space.

我們首先要重塑自己的大腦空間。

Just imagine you were born completely colorblind.

想象一下，你生來就是完全的色盲。

Not a million books or the best teacher could ever truly explain.

不是萬卷書和最好的老師能真正解釋的。

Read to you.

讀給你聽。

You need to experience it.

你需要體驗一下。

To accommodate the idea.

為了適應這個想法。

Frederick Bartlett demonstrated how schema unconsciously alter our perception and memory in what became known as the War of the Ghosts experiment.

弗雷德裡克-巴特利特（Frederick Bartlett）在被稱為 "幽靈之戰 "的實驗中展示了模式如何無意識地改變我們的感知和記憶。

He did that by reading to his British students a strange Native American folk tale from the Chino tribe.

他是這樣做的，他給他的英國學生讀了一個奇諾部落的奇怪的美國土著民間故事。

The story involved ghosts, hunting seals, going to war and canoeing.

故事涉及到鬼魂、獵殺海豹、上戰場和劃獨木舟。

Later he monitored how the students recalled what they remembered from the story.

後來他監測到學生們是如何回憶故事中的記憶的。

First days, then weeks.

先是幾天，然後是幾周。

And then months after three striking things happened, one omission of unfamiliar details.

然後幾個月後，發生了三件引人注目的事情，一個個不熟悉的細節的遺漏。

Multiple students did not recall apart about the gene oaks going hunting seals.

多名學生沒有回憶分開關於基因橡樹去獵殺海豹的事情。

This happens because hunting seals does not naturally fit into the cultural context of rich British students.

之所以會出現這種情況，是因為獵殺海豹並不自然地符合英國富裕學生的文化背景。

In other words, they do not have an existing schemer for this kind of information.

換句話說，他們沒有現成的模式來處理這類資訊。

Therefore, they have a hard time understanding it, and hence can't move it into their long term memory for later recall.

是以，他們很難理解，是以無法將其移入長時記憶，以便日後回憶。

And so they forget.

所以他們忘記了。

Bartlett argue that psychologically we conceive anything that doesn't fit our schemer as irrelevant to Familiarization of things strange.

巴特利特認為，從心理學上講，我們把任何不符合我們圖式的東西都設想成與陌生事物的熟悉無關。

Some of the students that initially did remember the part about hunting seals later recalled.

一些最初確實記得獵殺海豹的部分學生後來回憶。

The activity is going fishing.

活動是去釣魚。

A canoe that was loaded with weapons was remembered as a rowboat.

裝滿武器的獨木舟被記為划船。

This happens because when we like the words to describe new, unique experiences, we use idioms or figures of speech.

之所以會出現這種情況，是因為當我們喜歡用詞語來描述新的、獨特的體驗時，我們就會使用成語或數字說話。

In other words, we channel unfamiliar information through the framework of a familiar schemer on, because we do that every time we recall that unique experience.

換句話說，我們通過熟悉的圖式師的框架來引導陌生的資訊上，因為我們每次回憶起那段獨特的經歷時都會這樣做。

Over time it becomes more familiar and less authentic.

隨著時間的推移，它變得越來越熟悉，越來越不真實。

Three rationalisation of theological right after it was told, most students thought that the tail was strange.

三理性化的神學權講完後，大部分學生都覺得尾巴很奇怪。

A few weeks later, however, it suddenly made a lot of sense to some of them.

然而，幾個星期後，他們中的一些人突然明白了很多道理。

The students began to add terms such as therefore, and because, and unconsciously made the story casual and logically coherent.

學生們開始添加諸如是以、、因為等詞語，不自覺地使故事變得隨意，邏輯連貫。

Whenever they retrieved it from memory, they added a reason that you Knox didn't go hunting seals auto war on their canoes.

每當他們從記憶中檢索出來的時候，他們就會添加一個理由，你諾克斯沒有去獵殺海豹自動戰爭他們的獨木舟。

They took the boats because they wanted to go fishing.

他們坐船是因為他們想去釣魚。

But let noted that each time the students were asked to recall the story it had changed a bit, which means that long term memories and neither fixed nor immutable, but it constantly being adjusted.

但我們注意到，每次讓學生回憶這個故事時，它都發生了一些變化，這意味著長期記憶，既不是固定的，也不是不可改變的，而是不斷地在調整。

This supports the existentialist view that people construct the past in a constant process of adjustment.

這支持了存在主義的觀點，即人們在不斷調整的過程中建構過去。

In other words, much of what we remember is rationalized into a self narrative that allows us to think of our life as a coherent string of events.

換句話說，我們記憶中的很多東西都被合理化為一種自我敘事，讓我們把自己的生活當成一連串的事件。

John P.

約翰-P.

J, who coined the term, argued that we construct our experiences into Ski Marta so we can make sense of the world sprouts.

J，他創造了這個詞，他認為，我們把我們的經驗構造成斯基瑪塔，這樣我們就能理解這個世界的萌芽。

Videos are published under the Creative Commons license.

視頻是在知識共享許可下發布的。

That means our videos are free and anyone can download, edit and play them for personal use and public schools, governments and nonprofit organizations can also use them for training online courses or designing new curriculums to help us stay independent and support our work.

這意味著我們的視頻是免費的，任何人都可以下載、編輯和播放這些視頻供個人使用，公立學校、政府和非營利組織也可以使用這些視頻來培訓在線課程或設計新的課程，以幫助我們保持獨立和支持我們的工作。

You can join our patrons and contribute.

你可以加入我們的贊助人，並做出貢獻。

Just visit patri on dot com slash sprouts.

就訪問patri on dot com slash sprouts。