要求1：完成外文文献及译文的参考样式.doc

山东建筑大学毕业论文外文文献及译文毕业论文要求11. 本次发给你四个文件：论文要求1，任务书，开题报告，论文的结构建议。2. 阅读开题报告的文献综述一栏，然后阅读相关的书籍、著作、期刊文章或网络上查阅到的文章，主要阅读你的文章中的与你的论文主题相关的内容；3. 在3月底以前完成“外文文献及译文”内容。查找与你的论文题目有一定关系的著作、期刊或网络文章上的英文内容，并将英文翻译成中文。4. 请将英文原文与你的中文翻译部分按照下面给你的参考格式完成。格式如后面的第2页开始到最后。其中文献、资料来源要注明是著作、网络、期刊等的哪一种，例如，参考的格式中注明的就是著作。5. 注意参考格式中的页眉、页脚、题目字号、字体、正文内容字体、字号。你撰写的外文文献要与参考格式的要求一致。6. 外文文献部分要求字数在5000字以上。即中文翻译内容的字数要达到5页以上，含表格、图样等。7. 对照论文的结构建议，查阅相应的内容，开始构思论文。8. 外文文献及译文完成后，及时发给老师电子版。以便审校。 老师：徐宁，2014年3月9号本科毕业论文外文文献及译文文献、资料题目：Preface to the Chinese Edition文献、资料来源注明期刊（著作、网络等）著作：学习与认知发展文献、资料发表（出版）日期：2011.6.30院 （部）： 理学院专 业： 信息与计算科学班 级： 信计071姓 名： 鲍文操学 号： 2007121230指导教师： 徐宁翻译日期： 2011.6.30外文文献：Preface to the Chinese EditionThe patient construction of embedded structures is the only developmental mechanism preserving maturation and learning as factors of cognitive growth in a rational，coherent and cogent fashion .Learning is not the sole motor of knowledgeOn the other hand，the maturation of the growing mind is useless if not in interaction with learning experienceThe interest of this book resides in its demonstration that the encounter between maturation and learning cannot happen any time，any way，anyhow but by a system of logical checks and balances amongthese competing factors. It has to come when a new level of equilibrium among the various factors involved in the act of knowing has been reachedOtherwise，more learning，further maturation are a waste of time as it is so often the case in methods centered around rote learning, drill and conditioning , on the one hand，and in educational settings in which freedom，spontaneity and improvisation，on the other hand，reign as masters of pedagogy. It is this special chemistry of transition that hasbeen tracked down in the studies composing this book This process resembles in many ways Waddingtons notion of chreod in embryologyAs chreods are sorts of necessary pathways for the development of embryo，so are transitional processes in cognitive developmentThe analogy can be pushed further into details that seem revealing.C. Waddington regards the genetic system as composed of the interaction of different spaces，genotypic，epigenetic，phenotype and fitness spacesThis multiplicity is required by the necessity for the embryologist to distinguish life from mere information. The genotypic space is characterized by the transmission of mere information, the genes，from one generation to the next oneThis is trivial and fairlyuninterestingThe phenotype is the result of what is transmitted in the DNA(or memory store)the genotype or mere information and what is produced，on the basis of DNA instruction，to the protein composing the organismThe fitness space(the number of offspring a phenotype leaves behind) is the space on which operates natural selection. The epigenetic space stabilizes the time trajectory so that each genotype can instruct the phenotype on which it acts to produce，thanks to a system ofappropriate interesting differentiation，an organism with different and distinct organs out of what was，at an earlier stage，a single mass of undifferentiated tissueThis stabilized time trajectory is called chreod by WaddingtonThe epigenetic space is characterized by a number of such chreods that keep development in the embryo on its tracks by virtue of its own mathematical properties(double randomness of initial conditions) These mathematical properties impose a necessary，obligatory pathway to the system as well as an upper limit in which the system reaches equilibriumstops to develop and becomes mature. But , as the organism evolves，it changes the balance among surrounding organisms and systems leading to the production of random mutations to the recombination of existing phenotypes and stress adaptation(a process repeated over time producing a phenotype alteration modifying its corresponding chreod in such always as to make the existence of any further stress unnecessary for the alteration to appear ：thus，the phenotypic alteration has been assimilated to the genotype) As the reader can see，the analogy is striking between Waddingtons genetic assimilation and Piagets theory of development. But, it is even more so with the present volume， as well as try to show now In cognition，hereditary behavior could be the functional equivalent of genes in biological developmentIt provides basic information to surviveThe responses of the child form the phenotype. The fitness space is the amount of activity displayed by the child. The epigenetic space is precisely what all this book is about：it demonstrates the stability of the developmental sequence over time and how every piece of puzzle has to come into the picture at the fight moment. But the analogy could be read in a different way. In our experimental situation ，first comes a perturbation，which is disregarded by the childThen it is taken into consideration. At last，it is anticipated and be comes inherent to the childs mental organization prior to any contact with realityThis process of equilibration is facilitated by training proceduresBut these procedures are not the cause of progressHere，one should distinguish between knowledge acquired from experience，which is learning sensu and knowledge acquired in experience，or equilibrationSo，many of the criticism made to this book become obsolete，since they rely on the general assumption of learning from experience and not learning in experienceLearning in experience requires the formation of mental structuresThese structures，in addition，are hierarchically organizedThey are also constructed from procedures are shown in this book. A procedure is inherently particularistic since it is attributed to an individual person in a certain context differs from a structure is temporal and not goal-oriented but properties that make them precursor of structures . These properties are essentially two : recursion (a procedure can be re-activated endlessly )and generality (a procedure can be generalized to new context in variable ways). These two properties pave the way for the emergence of structures that are characterized by objectivity and intersubjectivity.中文译文：学习与认知发展对固有内部认知结构加以耐心的构建，才是认知发展的唯一机制。只有在这一机制框架内，成熟和学习才成为合法的的因素，促使认知以理性、连贯和富有说服力的发展方式。学习并不是知识获得是唯一动因。一方面，学习不足以解释认知发展；相反，认知发展却能塑造出学习的不同形式，以适应思维发展所达到的新的认知阶段的要求；另一方面，如果缺少了与学习经验的相互作用，成熟所创造的思维发展也就成为空话。本书旨在说明，成熟和学习这两者并不是任何时候无端地就能结合在一起并促进认知发展的，而是需要在他们之间加以系统的逻辑检验和权衡。只有在获得知识过程中所包含的诸因素之间已经达到一种新水平的平衡化时，这才有可能实现。否则，再多的学习或更加的成熟也是枉然。而现实中我们屡屡看到的却是有些被标榜为教育学家的人，一方面在方法上强调机械地学习、训练和条件反射，另一方面在教育环境中又倡导所谓自由、自发性和即兴创作，他们恰恰犯了如前所述的大忌。本书涉及的研究，追根溯源地就是为了找出这种特殊的认知转化过程。这一过程中在很多方面与瓦丁顿（C.Waddington）在胚胎学中提出的“必经途径”（chreod）的概念相类似。正如在胚胎的发展进程中存在着一必由之路一样，在认知发展过程中的一转化过程也是必须经历的。如果将这一类比进一步加以细。致化也许更能说明问题。瓦丁顿认为，遗传系统由相互作用的不同空间所组成，它们分别是基因型的、后成(衍生)基因型的、表现型的和基他适合的空间。之所以类型如此众多，是因为胚胎学家必须藉此才能将生命同纯粹的信息分区开来。基因型空间的特点就是将纯粹的信息基因，从一代传给下一代。这显然是琐碎的而令人提不起兴趣。表现型是在DNA（或记忆存储）中传递的基因型或纯粹的信息，与根据DNA的指令所制造的由蛋白质构成的有机体共同作用的结果。所谓合适的空间(表现型所留存下来的后代的数目)，指的是自然选择发生进行的空间。而后成(衍生)基因型的空间则将该过程的时间轨迹加以固定，以使每一个基因型能对受其影响而产生的表现型发出指令。正是由于这一彼此相得益彰的分化系统，生命才会从最初阶段的一团未经分化的组织，演化成为由不同喝相互区别的器官所组织的有机体。瓦丁顿将该固定化了的时间轨迹称为“必经途径”。后成基因型空间的特点正是有这些必经途径所规定的，它们使胚胎靠其自身的数学特性（在初始条件下是双向随机的）在正确的轨道上得以发展。这些数学特性富裕系统一个必然的、强制性的路径，同时，还为系统达到平衡化，停止发展和趋向成熟设定上限。但是，随着有机体的进化，周围有机体之间的平衡会反生改变导致随机突变的产生以及现有的表现型与对压力适应的再度组合(这一进程历经时日造成了表现型的改变，修正了其对应的必经途径，使得即使再有其他的压力出现表现型也用不着作新的调整：这意味着表现型的改变已经被同化入基因型了）。 正如读者们所见，在瓦丁顿的“发生同化”(genetic assimilation)和皮亚