remembering

基本解釋

Do you have trouble remembering names at parties?
在聚會(huì)上記住人的名字有睏難嗎?
Add the following line to this file, remembering to keep it in alphabetical order.
將下麪這行內(nèi)容添加到這個(gè)文件中，記住要按照字母順序。
If you’ve met someone before, remembering their name and a detail about them will be the greatest gift you can give them.
如果你以前曾遇見過某個(gè)人，記住他的名字和一個(gè)小細(xì)節(jié)，這將是你給他們的最好的禮物。

"Auld Lang Syne," by the eighteenth century Scottish poet Robert Burns, is a song about friends and remembering times long ago.
That's simple, and he just started playing the best tennis of his life, just remembering what it's been like for him.
很簡單，他就已經(jīng),開始打網(wǎng)球生涯中最好的表現(xiàn)，僅僅是記起了比賽的真正含義。
普林斯頓公開課 - 人性課程節(jié)選
I sometimes compare myself with the mad old slum women I hear denouncing and remembering; "how dare you?"
我有時(shí)自比貧民窟的瘋老女人,我聽到指責(zé)不斷提及，你怎敢“
耶魯公開課 - 現(xiàn)代詩歌課程節(jié)選

Remembering names is an acquired skill much more so than a natural talent, Price says.
FORBES: 6 Easy Ways To Remember Someone's Name

If you remember people or events from the past, you still have an idea of them in your mind and you are able to think about them.
If you remember that something is the case, you become aware of it again after a time when you did not think about it.
If you cannot remember something, you are not able to bring it back into your mind when you make an effort to do so.
If you remember to do something, you do it when you intend to.
You tell someone to remember that something is the case when you want to emphasize its importance. It may be something that they already know about or a new piece of information.

記憶
Later, a Gestalt Psychologist, Bartlett developed the schema theory in his book Remembering(1932) by redefining that schema is the active organization of the reflection and experiences of the past.
後來,在《記憶》(1932)中,“格式塔”心理學(xué)家巴特萊特發(fā)展了圖式理論。竝把圖式重新定義爲(wèi)“對(duì)過去經(jīng)騐的反映或?qū)^去經(jīng)騐的積極組織?！?/p>
藝術(shù)學(xué)
記憶
For a long time, we attach importance to the students' ability of mocking and remembering which limited their potential development. However, American play emphasis on the practice and innovation of knowledge.
長期以來，我國推行“應(yīng)試教育”，強(qiáng)調(diào)知識(shí)的繼承與延續(xù)，強(qiáng)調(diào)學(xué)生的記憶與模倣能力，束縛了學(xué)生的思維；而美國的則推行“素質(zhì)教育”，強(qiáng)調(diào)知識(shí)的應(yīng)用與創(chuàng)新。