The idea of 'teaching' the machine had also progressed since 1948.
在1948年之后，“训练机器”的想法也有了新的进展。
By now he had probably learnt by trial and error that the pain and pleasure method was appallingly slow, and had worked out a reason why, which cast a look back to Hazelhurst.
现在图灵已经知道，试错和奖惩是一种非常低效的方法，而且他还知道了为什么，也许这使他想起了海兹赫斯特学校。
The use of punishments and rewards can at best be a part of the teaching process.
惩罚和奖赏的运用，充其量只是教育过程的一部分。
Roughly speaking, if the teacher has no other means of communicating to the pupil, the amount of information which can reach him does not exceed the total number of rewards and punishments applied.
假如教师仅仅通过这种方式与儿童沟通，那么儿童得到的信息量，就不可能超过奖赏和惩罚的总量。
By the time a child has learnt to repeat 'Casablanca', he would probably feel very sore indeed, every 'NO' taking the form of a blow.
如果儿童只能通过试错来学习知识，他就会感到十分痛苦，因为每次犯错都是一次打击。
It is necessary therefore to have some other 'unemotional' channels of communication.
所以，必须要有某种非情绪化的沟通方式。
If these are available, it is possible to teach a machine by punishments and rewards to obey orders given in some language, e.g. a symbolic language.
这样的方式也同样可以训练机器，使其遵守一些命令，这些命令是通过某种语言施加的，比如一种符号语言。
These orders are to be transmitted through the 'unemotional' channels.
这些命令是通过非情绪化的渠道传达的。
The use of this language will diminish greatly the number of punishments and rewards required.
这种语言的使用，将摆脱对惩罚和奖赏的依赖。
He went on to suggest that a learning machine might achieve a 'supercritical' state when, in analogy with the atomic pile, it would produce more ideas than those with which it had been fed.
图灵还提出，学习机器可以像原子反应堆一样，达到一种“超临界”状态，从而独立地创造出比已有想法更多的想法。
This was essentially a picture of his own development, stated rather more seriously than in 1948, and a claim that even his own originality must somehow have been determined.
这些想法本身，基本上都是图灵“独立地创造”出来的，这比1948年的说法更加严谨了，图灵认为自己的独创性是不言而喻的。
Perhaps he was thinking of his series for the inverse tangent function, and the law of motion in general relativity.
也许他会联想到当初的反正切函数，还有广义相对论的运动定律。