Question

教育学方面的一篇文章，求中文翻译

ATTENTION:
THE FIRST EVENT OF INSTRUCTION is gaining attention (Gagne, 1974). Good instructional design directs the learners' attention, helping them avoid distractions and "information overload". In this article, we discuss three major attention theories and why they are relevant to instructional design.
Bottleneck Theory (1950's)
How do we pay attention to more than one thing at a time? The bottleneck theory describes a process that uses a filter to temporarily block one channel while the other channel processes information.
An audio experiment prompted this idea. Several men listened to three pairs of numbers presented simultaneously to both ears. In other words, a number was heard in their left ear (channel) at the exact time a different number was heard in their right ear (channel).
When asked to recite what they had heard in any order, they listed all the numbers from one ear, and then all the numbers from the other ear. When asked to recite the numbers in pairs, accuracy dropped considerably.
See the bottleneck? It is where the two funnels merge into one. At that juncture, a filter blocks sensory input from one channel until the other channel is through processing. The mechanical model theorizes that information processing is more efficient when that filter swings once, instead of swinging back and forth between channels. It also places the bottleneck before pattern recognition.
Capacity Theory (1960's)
Both bottleneck and capacity theories are necessary to explain why some tasks interfere with each other, and others do not. For example, can you carry on a conversation while driving a car? What happens when traffic gets heavier, or when you are lost?
According to capacity theory, we not only have a filter that manages sensory input from multiple channels, but we also have limited attention capacity.
Initially, attention capacity increases as arousal increases. But at a certain point the relationship changes and higher levels of arousal impede capacity and interfere with performance.
Multimode Theory (1970's)
The multimode theory of attention builds on the two prior theories and adds a new dimension called, "mode of selection." Mode of selection can be viewed on a continuum with "early mode" on one end and "late mode" on the other. A couple of things happen as you move from early to late mode of selection: the bottleneck shifts to filter input after pattern recognition, and attention capacity decreases. Both these events can inhibit the performance of secondary tasks.
Early mode does not require pattern recognition and discrimination, and is demonstrated visually in Exhibit 1. The audio exercise (Exhibit 2) requires that you discriminate between two messages, repeating only one. Thus, you will experience late mode of selection.

Answer 1

注意 教学事件的第一项就是获得注意 好的教学设计引导学习者的注意力 帮助他们避免注意力分散和信息超载 在这篇文章中 我们讨论三个主要的注意理论以及为什么他们会和教学设计有关
瓶颈理论 我们怎么能在同一时间注意多件事情呢 瓶颈理论描述了一个当其他频道信息加工的时候用一个过滤器锁住暂时锁住一个频道 一个声音的试验证实了这一点 几个男人同时听见几对数字 也就是说 在他们右耳听见一个数字时 左耳也听到了一个完全不同的数字 当这几个人被要求无顺序背诵出他们听到的东西时 他们首先列出了其中一个耳朵听到的数字 然后又列出了另一个耳朵听到的数字 当要求背出成对的数字时 准确率顿时下降很多

Answer 2

这时看见瓶颈效应了吗 这就是两个漏斗结合的地方 在那个特定的时刻 一个过滤器锁住了一个通道感观的输入 直到另一个通道通过处理过程
机械的模型从理论上说明当过滤器摆动一次时信息的处理过程更为有效 他会用在认知模式之前放置瓶颈位置取代过滤器在通道间的来回摆动
容量理论
瓶颈和容量理论都对解释为什么一些试验彼此向阻碍而另一些并无阻碍有很强的必要性 例如 你能在开车的时候谈话吗 当道路拥挤或者迷路的时候你还会谈话吗 根据容量理论 我们不仅仅只有一个控制感观输入的过滤器 我们也有有限的注意力容量 最初注意力随着情绪的增长而增长 而在一个特定的点 关系改变了 高水平的情绪冲动或性冲动阻碍了注意力容量的扩大 并且和表现有关
多模式注意理论建立在两个较早的理论上 并且加入了一个新的方面 这个方面或者是模式叫选择模式 选择模式能够在早期模式和晚期模式中体现出来 当你从早期选择模式过渡到晚期选择模式的时候 很多事件由此引发 瓶颈在认知模式后上并且过滤感观输入 与此同时 注意力容量减小 但是这些事件能够阻碍次要任务的表现
早期模式无需认知模式和区分 在证据1或提示1中可以直观的表现出来 声音练习(提示2)需要你区分两条信息 这样你就会经历选择模式的晚期
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