双语畅销书《艾伦图灵传》第8章:水银延时线(122)
It was a happy thought that, like a public School, the machine could grind its way along quite deterministically, but without anyone knowing what was going on inside. They would see only the end products.
There was a distinctly behaviourist flavour to all this talk of pain and pleasure buttons, but his wry use of the word 'training', 'discipline', 'character' and 'initiative' showed how this was the behaviourism of Sherborne School.
这个赏罚机制体现了明显的行为主义倾向，也体现了舍尔伯尼的行为主义风格。More precisely, it was the official description of the school process, albeit presented as rather a joke.
确切地说，这其实就是学校的官方说辞，而且几乎就是个玩笑。
It bore little relationship to his own mental growth.
实际上，学校根本不关心学生的心智成长，No one had pressed any pleasure buttons to reward his initiative; precious few pleasure buttons at all, while the pain had been dispensed freely in order to enforce patterns of behaviour that had nothing to do with intellectual advance.
没有人会按下愉悦按钮，来奖赏学生的主观能动性，也许根本就没有这样的按钮。痛苦的按钮却总是频繁按下，来强迫学生遵守某些行为模式，而这对智能的发展没有任何帮助。The only hint of contact with his own experience was the remark that discipline was necessary for the sake of communication, for certainly he had to be pushed into conventional communication in order to advance.
这其中唯一能结合图灵切身经历的地方就是，规则是沟通的必要条件，要想有效地沟通，就必须遵守一套既定的规则。Yet even there, it had not been jabs of pain and pleasure that had stimulated his willingness to communicate, but the aura—was it pain? was it pleasure? that surrounded the figure of Christopher Morcom.
但舍尔伯尼也没有按钮来刺激图灵的沟通愿望，唯一的动力可能就是来自克里斯朵卡·默卡，可是这是愉悦还是痛苦？As Victor Beuttell had often said to him, it was a mystery from where his 'intelligence' derived, for no one had been able to teach him mathematics.
正如维克托·别特尔经常对他说的，智能是从神秘中来，而不是由人教出来的。
