But if his computer days were over, this did not mean the end of his underlying interest in the human mind.

图灵的计算机事业，或许已经走到头了，但他仍然没有失去探索人类思维的兴趣。

October 1952 also saw Polanyi and the philosophy department at Manchester score something of a coup over the psychology department, by having the Swiss psychologist Jean Piaget to give a course of lectures,26 which Alan attended.

1952年10月，波兰尼和曼彻斯特哲学系，请来了瑞士心理学家皮亚杰，在此进行一个系列讲座（这让心理学系感到很意外）。

They concerned the child's learning of logical ideas, and connected symbolic logic with actual psychological observations.

图灵也参加了这个系列讲座，其内容是关于儿童的逻辑思维习得，以及符号逻辑与实际心理学的关系问题。

So perhaps for the first time, Alan found himself listening to arguments about learning and teaching that did not just come from his own experience,

对图灵来说，这或许是他第一次，在讨论学习和教育问题时，抛开自己的经历，

and which were touched by modern theories of education that no one at Sherborne would have known to exist.

转而考虑现代化的教育理论。可惜在舍尔伯尼，没有人知道这种理论的存在。

At about the same time he breached his self-sufficiency in another way.

大概在同一时间，图灵再次放下了他的自负。

He began seeing a Jungian psychoanalyst, Franz Greenbaum.

他开始与一位荣格派精神分析学家交往，他名叫弗朗兹·格林拜姆。