研究表明拍照有助记住课件内容

近日，一项发表在《记忆与认知应用研究杂志》（Journal of Applied Research in Memory and Cognition）的研究发现，在老师演示课件过程中，对课件拍照的学生更能记住课件里的内容。

而且学生不仅在拍照时更好地记住了内容，也更好地记住了口头补充（课件上没有的）内容。

🤔️小作业：

无注释原文：

Photo-taking helps students remember slide content

From: Science Daily

Students often take camera-phone photos of slides during an instructor’s presentation. But the question has lingered whether this practice helps students remember information.

A first-of-its-kind study answers the question, finding that taking pictures of PowerPoint slides during an online presentation helped students remember the slide content better than for slides they did not photograph. The study was recently published in the Journal of Applied Research in Memory and Cognition by UC Riverside psychology professor and researcher Annie Ditta.

In both experiments of the two-part study, students were asked not to study the photographs before testing. Does the act of taking the photograph itself help students better remember the content?

Other experiments have considered whether people retain information better when they photograph information. In those studies, many of them conducted in museum galleries to mimic photo-taking outside of a classroom, photograph-taking hindered peoples’ ability to remember the photographed content when they were later tested.

But Ditta’s is the first study that specifically considered the lecture slides students photograph as part of their academic studies. Not only did students remember content better when they photographed it, but students also better remembered complementary spoken-word-only content.

“Given that the floodgates have already opened regarding the use of technology in the classroom – particularly with the proliferation of online courses offered due to COVID-19 – it is wise to study how best to support learners’ use of technology in the classroom so we can understand how best to support their learning with these devices,” Ditta and her fellow researchers concluded.

In the first experiment, 132 university students were asked to take photographs of alternate PowerPoint slides on their computer screens. Half took photos of the even-numbered slides; half took photos of the odd-numbered slides. The presentations they were shown involved subjects with which it was assumed the mostly psychology students would have little familiarity – printmaking, fencing, and cheese-making.

For the 60-question fill-in-the-blank test that followed, students were asked to recall information from both the slides and the spoken-word-only portion of the teacher’s presentation.

The first experiment found participants remembered the slide information significantly better when they took a photo than when they did not. However, there was no difference in memory for the spoken-word-only information.

In the second experiment, half of the 108 study participants could photograph their choice of slides, as long as they photographed about half. The other half of participants were “yoked” to the first set of students, instructed to photograph only the slides the others chose to photograph.

Whether the students chose the slides they photographed, or whether they were instructed to mimic others' photo-taking, both sets of students remembered slide-photographed content better than non-photographed content. This time, however, they also experienced a benefit for remembering spoken-word-only content.

“Overall, we found evidence for a photo-taking benefit in an online lecture,” Ditta and her colleagues wrote. “The results were surprising, given that most prior research has found a photo-taking impairment effect.”

Additionally, the researchers wrote: “Students who take photos in lectures could enjoy the benefits of taking photos for on-slide information without much cost to information that is only said.”

Before both experiments, students expressed a belief that photo-taking would help them remember slide information – but they felt it would not help them remember spoken-word-only content. “They were wrong about that,” Ditta said regarding the spoken content findings of the second experiment.

The study did not determine why the photo-taking helps; Ditta said that will be addressed in a planned follow-up study. But Ditta and her colleagues surmised regarding the first experiment's findings: “It’s possible that the predictability of taking a photo every other slide enabled participants to pay more attention to the upcoming to-be-photographed slides in experiment 1.”

Previous experiments found note-taking was superior to photo-taking in terms of remembering content. Ditta’s study did not compare note-taking with photo-taking; she said the interaction of note-taking and photo-taking will also be the subject of a future study.

In addition to Ditta, who is an assistant professor of psychology, study authors for the article, “What happens to memory for lecture content when students take photos of the lecture slides?” included Julia Soares, a faculty member at Mississippi State University and Benjamin Storm, a faculty member at UC Santa Cruz.

- ◆ -

注：中文文本为机器翻译仅供参考，并非一一对应

含注释全文：

Photo-taking helps students remember slide content

From: Science Daily

Students often take camera-phone photos of slides during an instructor’s presentation. But the question has lingered whether this practice helps students remember information.

在老师上课过程中，学生们经常用手机拍幻灯片。但是，这种做法是否有助于学生记忆信息的问题一直困扰着人们。

slide /slaɪd/ 作动词，表示“（使）滑动，（使）滑行”；作名词，表示“幻灯片”，英文解释为“a small piece of photographic film in a frame that, when light is passed through it, shows a larger image on a screen or plain surface”如：colour slides 彩色幻灯片。

1）表示“（想法、感觉、疾病）继续存留，逗留；徘徊”，英文解释为“When something such as an idea, feeling, or illness lingers, it continues to exist for a long time, often much longer than expected.”举个🌰：

The scent of her perfume lingered on in the room. 

她的香水味在房间里久久不散。

2）表示“继续逗留”，英文解释为“If you linger somewhere, you stay there for a longer time than is necessary, for example, because you are enjoying yourself.”举个🌰：

Customers are welcome to linger over coffee until around midnight.

顾客们可以慢慢品味咖啡到午夜。

📍《经济学人》（The Economist）一篇讲述疫情下的生活成本的文章中提到：For as long as fears of viral contagion linger, many businesses could struggle to attract new custom, 只要对病毒蔓延的恐惧未消，许多企业可能很难吸引到新客户。

A first-of-its-kind study answers the question, finding that taking pictures of PowerPoint slides during an online presentation helped students remember the slide content better than for slides they did not photograph. The study was recently published in the Journal of Applied Research in Memory and Cognition by UC Riverside psychology professor and researcher Annie Ditta.

一项史无前例的研究回答了这个问题，发现在在线演示中给幻灯片拍照，更能帮助学生记住幻灯片内容。加利福尼亚大学河滨分校（UC Riverside）心理学教授、研究员安妮·迪塔（Annie Ditta）最近在《记忆与认知应用研究期刊》上发表了这项研究。

cognition /kɒɡˈnɪʃ.ən/ 表示“认识；认知”，英文解释为“the use of conscious mental processes”如：a book on human learning, memory, and cognition 一本关于人类学习、记忆和认知过程的书。

In both experiments of the two-part study, students were asked not to study the photographs before testing. Does the act of taking the photograph itself help students better remember the content?

这项由两部分组成的研究的两个实验中，学生被要求在测试前不要学习照片内容。拍照的行为本身是否有助于学生更好地记住内容呢？

Other experiments have considered whether people retain information better when they photograph information. In those studies, many of them conducted in museum galleries to mimic photo-taking outside of a classroom, photograph-taking hindered peoples’ ability to remember the photographed content when they were later tested.

其他实验也考虑了人们在拍摄信息时是否能更好地记住信息。在这些研究中，许多是在博物馆展厅进行的，以模拟教室外拍照的情况。在后来的测试中，拍照阻碍了人们记住拍摄内容的能力。

retain /rɪˈteɪn/ 表示“保持；保留；保有”，英文解释为“to keep or continue to have something”举个🌰：

She has lost her battle to retain control of the company.

她被打败了，失去了继续掌管公司的权力。

1）表示“模仿（人的言行举止）；（尤指）做滑稽模仿”，英文解释为“to copy the way sb speaks, moves, behaves, etc., especially in order to make other people laugh”举个🌰：

She's always mimicking the teachers.

她总喜欢模仿老师的言谈举止。

2）表示“（外表或行为举止）像，似”，英文解释为“to look or behave like sth else”举个🌰：

The robot was programmed to mimic a series of human movements.

机器人可按程序设计模仿人的各种动作。

表示“阻碍，妨碍”，英文解释为“to limit the ability of someone to do something, or to limit the development of something”举个🌰：

High winds have hindered firefighters in their efforts to put out the blaze.

大风妨碍了消防队员扑灭大火。

🎬电影《杀手：代号47》（Hitman）中的台词提到：I know. don't let your incompetence hinder them. 知道了 别让你的无能妨碍了他们的工作。

But Ditta’s is the first study that specifically considered the lecture slides students photograph as part of their academic studies. Not only did students remember content better when they photographed it, but students also better remembered complementary spoken-word-only content.

但迪塔的研究首次将学生拍摄的课件作为学术研究的一部分。学生不仅在拍照时更好地记住了内容，而且也更好地记住了口头补充的内容。

complementary /ˌkɒm.plɪˈmen.tər.i/ 表示“补充的；互补的；补足的”，英文解释为“useful or attractive together”如：complementary colours/flavours/skills 互补色/风味/技能。

“Given that the floodgates have already opened regarding the use of technology in the classroom – particularly with the proliferation of online courses offered due to COVID-19 – it is wise to study how best to support learners’ use of technology in the classroom so we can understand how best to support their learning with these devices,” Ditta and her fellow researchers concluded.

迪塔和她的同事总结道：“鉴于信息技术进入课堂的闸门已经打开——特别是由于新冠疫情导致提供的线上课程的激增——明智的做法是研究如何最好地支持学习者在课堂上利用技术，这样我们就可以了解如何最好地支持他们使用这些设备进行学习。”

表示“引发更多同类事件；放开限制；打开闸门；使…一发不可收拾；使（感情）爆发”，英文解释为“If an action or a decision opens the floodgates, it allows something to happen a lot or allows many people to do something that was not previously allowed.”举个🌰：

Officials are worried that allowing these refugees into the country will open the floodgates to thousands more.

官员们担心，允许这些难民入境会引发数千其他难民的涌入。

proliferation /prəˌlɪfəˈreɪʃn/表示“扩散；激增；涌现；增殖；大量的事物”，英文解释为“the sudden increase in the number or amount of sth; a large number of a particular thing”如：a proliferation of personal computers 个人电脑的激增。

In the first experiment, 132 university students were asked to take photographs of alternate PowerPoint slides on their computer screens. Half took photos of the even-numbered slides; half took photos of the odd-numbered slides. The presentations they were shown involved subjects with which it was assumed the mostly psychology students would have little familiarity – printmaking, fencing, and cheese-making.

在第一个实验中，132名大学生被要求在他们的电脑屏幕上为间隔的幻灯片拍照。一半人给偶数页幻灯片拍照，一半人给奇数页幻灯片拍照。他们被展示的讲课内容涉及一些被认为大多是心理学学生不太熟悉的科目——版画、击剑和奶酪制作。

📍even可以表示“偶数的，双数的”，英文解释为“forming a whole number that can be divided exactly by two”，举个🌰：

2022 is an even number and 2021 is an odd number.

2022是偶数，2021是奇数。

📍odd表示“奇数的，单数的”，英文解释为“(of numbers) not able to be divided exactly by two”。

familiarity /fəˌmɪl.iˈær.ə.ti/ 表示“通晓；熟知，熟悉”，英文解释为“a good knowledge of something, or the fact that you know it so well”举个🌰：

His familiarity with pop music is astonishing.

他对流行音乐之精通令人吃惊。

2）表示“友好随便；亲近”，英文解释为“friendly and informal behaviour”举个🌰：

His excessive familiarity offended her.

他过分亲昵的举动冒犯了她。

📍有个说法叫 Familiarity breeds contempt. 表示“亲不敬，熟生蔑。”，英文解释为“used to say that if you know someone very well you stop respecting them because you have seen all of their bad qualities”

fencing /ˈfen.sɪŋ/ 表示“击剑运动”，英文解释为“the sport of fighting with long, thin swords”如：a fencing tournament/mask 击剑锦标赛/防护面罩。

For the 60-question fill-in-the-blank test that followed, students were asked to recall information from both the slides and the spoken-word-only portion of the teacher’s presentation.

在接下来的60个填空测试题目中，学生被要求回忆幻灯片和教师在讲课中仅口头表述的信息。

The first experiment found participants remembered the slide information significantly better when they took a photo than when they did not. However, there was no difference in memory for the spoken-word-only information.

第一个实验发现，参与者在拍照时对幻灯片信息的记忆明显好于不拍照时。然而，对于仅口头表述的信息，记忆上没有区别。

In the second experiment, half of the 108 study participants could photograph their choice of slides, as long as they photographed about half. The other half of participants were “yoked” to the first set of students, instructed to photograph only the slides the others chose to photograph.

在第二个实验中，108名参与者中的一半可以拍摄他们自己选的幻灯片，只需拍摄大约一半的幻灯片。另一半参与者与第一组参与者“挂钩”，被指示只拍摄其他人所选择拍摄的幻灯片。

yoke /jəʊk/ 表示“联合，使结合”，英文解释为“to combine or connect two things”举个🌰：

All these different elements have somehow been yoked together to form a new alliance.

所有这些不同的力量不知怎地结成了一个新的联盟。

The Hong Kong dollar was yoked to the American dollar for many years.

港元多年来与美元挂钩。

Whether the students chose the slides they photographed, or whether they were instructed to mimic others' photo-taking, both sets of students remembered slide-photographed content better than non-photographed content. This time, however, they also experienced a benefit for remembering spoken-word-only content.

无论学生们是选择了他们拍摄的幻灯片，还是被指示模仿他人的拍照，两组学生对幻灯片拍摄内容的记忆都比未拍摄内容的记忆好。然而，这一次，他们在记忆仅口头表述的内容方面也更好。

“Overall, we found evidence for a photo-taking benefit in an online lecture,” Ditta and her colleagues wrote. “The results were surprising, given that most prior research has found a photo-taking impairment effect.”

“总的来说，我们在一次线上课程中发现了拍照有益的证据，”迪塔和她的同事写道。“考虑到大多数先前的研究都发现了摄影损伤效应，这一结果令人惊讶。”

impairment /ɪmˈpeə.mənt/ 表示“损伤，损害”，英文解释为“the act of spoiling something or making it weaker so that it is less effective”

表示“（身体机能的）障碍；损伤”，英文解释为“If someone has an impairment, they have a condition that prevents their eyes, ears, limbs or brain from working properly.”举个🌰：

He has a visual impairment in the right eye. 

他的右眼有视力损伤。

Additionally, the researchers wrote: “Students who take photos in lectures could enjoy the benefits of taking photos for on-slide information without much cost to information that is only said.”

此外，研究人员写道：“在课堂上拍照的学生可以享受为幻灯片上的信息拍照的好处，而不会为仅口头表述的信息付出太多代价。”

Before both experiments, students expressed a belief that photo-taking would help them remember slide information – but they felt it would not help them remember spoken-word-only content. “They were wrong about that,” Ditta said regarding the spoken content findings of the second experiment.

在这两个实验之前，学生们都表示相信拍照会帮助他们记住幻灯片信息——但他们觉得这不会帮助他们记住仅口头表述的内容。“他们错了，”迪塔谈到第二个实验口头表述内容的发现时说。

The study did not determine why the photo-taking helps; Ditta said that will be addressed in a planned follow-up study. But Ditta and her colleagues surmised regarding the first experiment's findings: “It’s possible that the predictability of taking a photo every other slide enabled participants to pay more attention to the upcoming to-be-photographed slides in experiment 1.”

这项研究没法判断为什么拍照会有帮助。迪塔说，这将在计划的后续研究中得到解决。但是迪塔和她的同事对第一个实验的发现进行了猜测：“每隔一张幻灯片拍照的可预测性有可能让参与者更加关注实验一中即将拍摄的幻灯片。”

1）作名词，表示“后续行动；后续事物”，英文解释为“an action or a thing that continues sth that has already started or comes after sth similar that was done earlier”举个🌰：

The book is a follow-up to her excellent television series.

这本书是继她的优秀电视系列片之后的又一力作。

2）也可作“形容词”表示“后续的；进一步的”。

Previous experiments found note-taking was superior to photo-taking in terms of remembering content. Ditta’s study did not compare note-taking with photo-taking; she said the interaction of note-taking and photo-taking will also be the subject of a future study.

先前的实验发现，就记忆内容而言，记笔记优于拍照。迪塔的研究没有将记笔记和拍照进行比较；她说，记笔记和拍照的交互也将是未来研究的主题。

In addition to Ditta, who is an assistant professor of psychology, study authors for the article, “What happens to memory for lecture content when students take photos of the lecture slides?” included Julia Soares, a faculty member at Mississippi State University and Benjamin Storm, a faculty member at UC Santa Cruz.

除了心理学助理教授迪塔之外，《当学生给课件拍照时，对上课内容的记忆会发生什么变化？》这篇论文的研究作者还包括密西西比州立大学（Mississippi State University）教员朱莉娅·苏亚雷斯（Julia Soares）和加利福尼亚大学圣克鲁兹分校（UC Santa Cruz）教员本杰明·斯托（Benjamin Storm）。  

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