要求1：完成外文文献及译文的参考样式

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- 1 -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- 2 -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 knowledge．On the other hand，the maturation of the growing mind is useless if not in interaction with learning experience．The 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 reached．Otherwise，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 Waddington's notion of chreod in embryology．As chreods are sorts of necessary pathways for the development of embryo，so are transitional processes in cognitive development．The 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 spaces．This 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，- 3 -from one generation to the next one．This is trivial and fairlyuninteresting．The 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 organism．The 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 of appropriate interesting differentiation，an organism with different and distinct organs out of what was，at an earlier stage，a single mass of undifferentiated tissue．This stabilized time trajectory is called chreod by Waddington．The 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 equilibrium．stops 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 Waddington's genetic assimilation and Piaget's 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 equivalentof genes in biological development．It provides basic information to- 4 -survive．The 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 child．Then it is taken into consideration. At last，it is anticipated and be comes inherent to the child's mental organization prior to any contact with reality．This process of equilibration is facilitated by training procedures．But these procedures are not the cause of progress．Here，one should distinguish between knowledge acquired from experience，which is learning sensu and knowledge acquired in experience，or equilibration．So，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 experience．Learning in experience requires the formation of mental structures．These structures，in addition，are hierarchically organized．They 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.- 5 -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。