On Tuesday we'll turn to a more specific subject matter: hermeneutics, what hermeneutics is, how we can think about the nature of interpretation.

周二我们会讲到一个更具体的问题：,即解释学，解释学是什么，我们该如何看待解释学的本质。

耶鲁公开课 - 文学理论导论课程节选

So, let me go back to what we talked about last week and illustrate that a little bit more closely.

让我们回到上周所讨论的问题,并且通过例子来进行具体讨论

耶鲁公开课 - 生物医学工程探索课程节选

Others point to all the problems: the anachronisms, the general lack of specificity as a sign that these are composed quite late.

其他人则提出了各种问题：,时代特色，表述不够具体,由此推断这些创作得比较晚。

耶鲁公开课 - 旧约导论课程节选

Let's now go back and instantiate these ideas for the knapsack problem we looked at last time In particular, for the 0-1 knapsack problem.

让我们回来用具体例子,来说明我们上次看过的背包问题,特别是对0-1背包问题来说。

麻省理工公开课 - 计算机科学及编程导论课程节选

And we want to do that in tangible, concrete ways, but the question is how? -Absolutely.

而且想用实际具体的方法来实现这个目标，但问题是怎么做？，-对。

普林斯顿公开课 - 人性课程节选

Now, I want to do one concrete problem where you will see how to use these derivatives.

现在我要解决一个具体的问题,从中你会明白如何运用这些导数

耶鲁公开课 - 基础物理课程节选

But the problem is, when you make specific falsifiable predictions they don't always do that well.

但问题是，你所得出的这些具体而可证伪的预测,并不总是很准。

耶鲁公开课 - 心理学导论课程节选

This particular difference about musical style was driven home to me the other day.

音乐风格的具体差异,这个问题前些天才跃进我脑海

耶鲁公开课 - 聆听音乐课程节选

If you get asked about these readings, as you will on the exams, we're not going to be picky, and we're not expecting you to remember details, and not expecting you to understand concepts that you can't just grasp from the readings themselves.

如果到考试的时候,碰到这方面的问题,放心,我们不会太苛刻的,我们不指望你们记住具体的细节,也没想强迫你们去理解,仅从材料本身无法获得的思想

耶鲁公开课 - 关于食物的心理学、生物学和政治学课程节选

So if on each iteration of merging I'm doing eight things or more generally, N. That then begs the question, how many levels of this tree are there actually?

可见对于合并我需要迭代8次,一般情况下是N，这取决于具体问题，那么在这棵树中一共有多少层呢？

哈佛公开课 - 计算机科学课程节选

The next phase, concrete operations, from seven to twelve, you can solve the conservation problem, but still you're limited to the extent you're capable of abstract reasoning.

下一阶段,具体运算阶段,七到十二岁,儿童可以解决守恒问题,但儿童的抽象推理能力仍然有限

耶鲁公开课 - 心理学导论课程节选

More specifically, what I meant was, when you showed the example of Rain Man, are they exceptional .... Right. The question is about so-called autistic savants.

我想说的是,具体而言,比如说雨人这样的,他们都是特例吗,好的,这是个关于孤独症学者的问题

耶鲁公开课 - 心理学导论课程节选

It's an interesting question as to whether he really explains how a child goes from a concrete thinker to an abstract thinker, or how he goes from not having object permanence to understanding object permanence.

问题是,他是否真的解释了,儿童思维是如何从具体向抽象转变的,或是真的解释了,儿童的客体永存性概念是如何从无到有的

耶鲁公开课 - 心理学导论课程节选

Final question, just to raise: I've talked in terms of the modular view but there might also be profound general differences between children and adults, not just specific to how you think about objects or how you think about people or how you think about this or how you think about that, but rather more general.

再说最后一个问题,我刚才是从模块理论的角度来讲述的,但在儿童与成人之间,或许还存在着深刻的一般性差异,不仅仅是具体到如何看待客体,如何看待他人,或是如何看待这个,如何看待那个,相反会更加一般化

耶鲁公开课 - 心理学导论课程节选