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It's easy for us to say that it was Milton's memory that facilitated his grasp of the Christian and the classical traditions.
我们也可以轻易地说那是弥尔顿的记忆,使他对于基督教和经典传统的理解更为容易了。
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Like, um, in our Psych. class, we set up an experiment to study how memory works,
嗯，我们在心理班做一个实验，研究记忆是怎么运行的，
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The general structure that we're looking at can be summarized as this, if this helps paint a nice mental picture.
我们一般看到的这个结构可以这样概括,如果这个帮助我们描绘出一个漂亮的记忆画面。
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These are sort of the cells, if you like, in memory that are holding the elements of the list.
记忆就像是数组中的元素,我们之前说的是，我在这里开始并且比较。
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After all, we define the personality in terms of being a set of--of believes and memories and desires, and goals, and feels and so forth.
毕竟我们将人格定义为,一个系列的东西包括信仰，记忆,渴望，目标，感觉等等。
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Then, finally, we have to believe, there's no escaping, I think, that there was another thing that provided for memory, something we call the epic tradition.
然后,最终,我们不得不相信,这是没有出路的,我想,是另一种,我们称之为史诗的传统支撑起了记忆
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This is the effect that we get, I think, from reading Milton - is this notion that he seems to have had one of the largest memories imaginable and that he's remembered just about everything he's ever read.
我认为，我们从阅读弥尔顿而得到的,是这样一种说法，即他似乎,拥有我们可以想象的最大容量的记忆,他记下了所有他读过的东西。
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Those doctors would still not be able to improve school performance of the kids with learning disabilities and they would still not be able to prevent cognitive impairment and loss of memory in older adults because at this point we don't really understand enough about learning To know which neurons and synapses within a circuit would need to be tinkered with.
他恐怕还是改变不了有学习障碍的孩子们的表现,阻挡不了老年人的认知功能损害和记忆力的衰退,因为我们对这一学科的确知之甚少,不知道知道回路中的到底是哪些神经元和神经突触需要修复。
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That the borders of our minds are shifting, and that our memories are part of one great memory, the memory of Nature herself.
实际上这是指我们的想象力],我们心灵的边界一直变化，我们的记忆是一个伟大的，自然的记忆的一部分。
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Let's just, by way of refreshing our memory, the beginning of Beethoven's Fifth Symphony.
让我们唤醒自己的记忆,温习贝多芬第五交响曲的开始乐段
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So, when we talk about memory, for instance, we'll talk about disorders in memory, including some disorders that keep you from forming new memories as well as disorders of amnesia where you forget the past.
比如说,当我们讨论记忆的时候,我们会讨论记忆障碍,包括了使你无法形成新鲜记忆的一些障碍,以及遗忘过去记忆的遗忘症障碍
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I feel like, in my memory in high school, we would come here a lot.
我觉得，在我的记忆里，我们上高中的时候经常来这里。
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Can you tell us about your memories related to this place?
你能跟我们讲讲关于这个地方的记忆吗？
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Given the no branching view,the no branching rule, we can say,in the ordinary case,look, there really wasn't anybody imprinted with my memories and desires in Michigan.
在这个无分支这个规则下，通常的案例下，我们能说，密歇根并没有人植入了我的记忆和欲望。
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The problem of memory is just as important to the psychological dynamics of the fall of Adam and Eve, but as we will see when we look at Book Four, surely it's the problem of the poet's memory that's the most troubling in Paradise Lost.
记忆的问题的重要性与,亚当与夏娃堕落后心里的变化相当，但是我们将在第四册书看到，确实是诗人自己记忆的问题,困扰着《失乐园》这部作品。
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But very nicely, is quite elegent structure this point, Socrates puts toghther the two arguments that we just been rehearsing, the argument from recollection and the argument that came before that, the one that I dubbed the argument from recycling.
但是这一观点的结构非常精妙,苏格拉底把我们刚才演练的,两个论证放在一块，即源于记忆的论证,和在此之前的论证，就是被我称作源于轮回的论证。
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But I think Milton would probably feel a little uncomfortable with our easy attribution of so much of the poem's learning to his memory.
但我想弥尔顿可能会感到小小的不悦,因为我们把他的诗中丰富知识,简单地归功于他的记忆。
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So all we have to know is,is there somebody else somewhere in the universe who's got all my memories and beliefs and desires?
我们要知道的是，在别处有无他人,拥有我所有的记忆，信仰和欲望？
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We're trying to understand exactly what changes in your brain when you learn and how those changes persist over time to support memory. And one thing that we know which helps explain why some things are easier to remember than other is that learning is not a unitary process.
我们一直都想查明，学习的时候，大脑到底发生了什么变化，这些变化是如何长时间控制记忆的,我们都知道，学习的过程不是一元化的,这就是为什么有的东西好记，有的东西难记。
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It's not how well you can memorize facts: John in fact, I think both John and I are a little sensitive to memory tests, given our age, right John?
这实际上不是考察你们的记忆能力的：,实际上，我想我和,因为我们年纪的原因，对记忆力测试都有点敏感，对不对John？
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I take this to be an undeniable fact, but this is easy for us to say - it's easy for us to say that it's Milton's memory which is the fount of so much of the poem's erudition.
我认为这是无可辩驳的，但我们可以轻易地说,我们可以说那是弥尔顿的记忆,作为了这部诗篇如此广博知识的源泉。
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So we have to come up--we mortals-- have to come up with some other device, and our device to remember things is to try to write it down because my premise here is, if you can write music down clearly you are hearing it, clearly, and you would have a better chance of remembering it if you could write it down.
因此我们普通人,必须开发出,不得不开发出一些其它的方法,而我们用来记忆的方法,就是试着写下来,它的前提是,如果你可以将听到的音乐清楚地写下来,很清楚,那么你就更有可能,记住它,前提是你能写下它
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And we don't have all the answers to these questions but what we've found so far by studying the cerebellum parallels in many ways what has been seen at the whole brain level. We know that there are distinct kinds of learning and memory that depend on distinct brain regions.
对这些问题，我们还不能一一给出答案,不过，迄今为止，通过对小脑的研究，权衡对大脑已知的了解,我们发现，不同的脑区有着各自的学习记忆能力。
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The soul, we now say, based on the argument from recollection, the soul is one of our prior parts.
我们现在讲灵魂,在源于记忆的论证的基础上，灵魂是我们之前的一部分。
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That memory had simply died out and it helps us to remember too that the tombs that we have seen now, they didn't see.
那些对死者的记忆已经消逝了,这也提醒我们,我们所见到的坟墓,诗人们并没看见
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We've already done this to some extent with domains such as visual perception, memory, language and rationality, but now we're going to move to the case where it's maybe even somewhat more difficult to do this.
在某种程度上，我们已经做了,在这些领域，诸如,视觉感知，记忆，语言及合理性，但现在我们要看的例子,也许做起来有点难度。
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The things that they taught us in school, when they required us to remember poetry, no matter how we try, we can't forget it, and the stuff that we had to remember that was in prose, no matter how we try we can't remember it.
我们在学校所学的知识,当以诗歌的形式进行记忆时,不论怎么尝试,我们都很难忘记,但是如果让我们背诵散文,不论怎么尝试,我们都很难记住
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Now, bracket the fact that, as I just explained, I don't myself find the argument from recollection persuasive. I don't think we got any good reason to believe based on the sort of things Plato draws our attention to.
我刚刚解释了，我并不觉得源于记忆的论证,有说服力,在柏拉图让我们注意的,这些观点的基础上。
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