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交易心理5

(2009-03-31 13:47:49)
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杂谈

What about the rest of the information the environment is generating about itself? Do we see, hear, taste, smell, or feel through our senses every possible distinction, trait, and characteristic being senses? Absolutely not! The energy that’s inside of us will categorically limit and block our awareness of much of this information by working through the same sensory mechanisms the external environment works through.
那么对于环境产生的其它信息呢?对于每个特征、特点和特性,是否我们都能通过看、听、尝、闻等方式感觉到呢?绝对不是!和外部环境的其它感应设备一样,我们的内部能量会对极限分类,并阻止这些信息。
Now, if you take a moment and think about it, some of what I just said should be self-evident. For example, there are many ways in which the external environment can express itself that we don’t perceive simply because we haven’t learned about them yet. This is easy to illustrate. Think back to the first time you ever looked at a price chart. What did you see? Exactly what did you perceive? With no previous exposure, I’m sure, like everyone else, you saw a bunch of lines that had no meaning. Now if you’re like most traders, when you look at a price chart you see characteristics, traits, and behavior patterns that represent the collective actions of all the traders who participated in those particular trades.
现在,如果你花点时间想想,我说的有些话是不言而喻的。比如,很多时候,外部环境在表达它们,但是因为我们没有学习,我们并不能简单地明白它们。这个讲起来很简单。想想当你第一次看见价格图表时,你看见了什么?你具体是怎么理解的?我相信,如果你和其他人一样,以前没有见过,那么你看见的就是一些线,没有任何含义。如果你现在像大部分交易者一样,当你看价格图表时,你看见了特征、特点和行为模式,它们反应了市场中所有交易者的集体行为。
Initially, the chart represented undifferentiated information. Undifferentiated information usually creates a state of confusion, and that’s probably what you experienced when you first encountered a chart. Gradually, however, you learned to make distinctions about that information, such as trends and trend lines, consolidations, support and resistance, retracements or significant relationships between volume, and open interest and price action, just to name a few. You learned that each of these distinctions in the market’s behavior represented an opportunity to fulfill some personal need, goal, or desire. Each distinction now had a meaning and some relative degree of significance or importance attached to it.
最初,图表反应的信息没有什么不同。差不多的信息就会让人混淆,当你第一次看图表时就会这样。慢慢地,你会解读图表的信息特征,比如趋势、趋势线、突破、支撑、压力、回调或者是它们和成交量之间的关系、持仓量和价格波动,我只说了一部分。你明白了市场行为的任何特征都反应了一次机会,这个机会会满足某个人的需求、目标或欲望。每个特征都有一定的意义,有一定程度的含义或重要性。
Now, I want you to use your imagination and pretend that I just set before you the very first price chart you ever saw. Would there be a difference between what you see now and what you saw then? Absolutely. Instead of a bunch of undifferentiated lines, you would see everything you’ve learned about those lines between then and now. In other words, you would see all the distinctions you’ve learned to make, as well as all the opportunities those distinctions represent.
现在请运用你的想象力,想象我第一次给你看价格图表。现在和过去比,会有什么不同吗?绝对有。你所看见的线不再是相同的,而是你不断学到的东西。换句话说,你看见的是你学到的各种特征,这些特征反应了所有的机会。
Yet, everything you can see as you look at that chart now existed then, and, furthermore, was available to be perceived. What’s the difference? The structured energy that’s inside of you now - the knowledge you have gained - acts as a force on your eyes, causing you to recognize the various distinctions that you’ve learned about. Since that energy wasn’t there the first time you looked at the chart, all the opportunities that you now see were there, but at the same time invisible to you. Furthermore, unless you’ve learned to make every possible distinction based on every possible relationship between the variables in that chart, what you haven’t learned yet is still invisible.
你现在看见的信息,其实过去一直存在,是可以被认知的。有什么不同?你现在拥有的能量——你学到的知识——通过你的眼光用力量的形式表达出来,让你认出你所学过的特征。因为你第一次看图表时并没有能量,所有的机会都在那里,但是当时你却看不见。进一步说,如果你没有把所有的图表特征搞清楚,你还是看不见它们。
Most of us have no concept of the extent to which we are continually surrounded by the invisible opportunities inherent in the information we’re exposed to. More often than not, we never learn about these opportunities and, as a result, they remain invisible. The problem, of course, is that unless we’re in a completely new or unique situation or we’re operating out of an attitude of genuine openness, we won’t perceive something that we haven’t learned about yet. To learn about something, we have to be able to experience it in some way. So what we have here is a closed loop that prevents us from learning. Perceptual closed loops exist in all of us, because they are natural functions of the way mental energy expresses itself on our senses.
大部分人对信息所包含的看不见的机会没有任何概念。大部分情况下我们都不知道去学习这些机会,所以也看不见机会。问题是,如果我们不学习,我们无法看见机会;除非我们在新情况,或特殊情况下,或我们是天才,我们才能看到机会。如果想学习,我们就要去体验。所以我们在死循环中,没法学到东西。我们都有感觉上的死循环,因为这是感觉方面的思想能量表达自己的部分功能。
Everyone has heard the expression, “People see what they want to see.” I would put it a little differently: People see what they’ve learned to see, and everything else is invisible until they learn how to counteract the energy that blocks their awareness of whatever is unlearned and waiting to be discovered.
每个人都听说过这句话:“人们只会看见他想看见的东西。”我的说法有点不同:人们能看见他学过的东西,如果他不学习,他就不能看见其它东西。
To illustrate this concept and make it even clearer, I am going to give you another example, one that demonstrates how mental energy can affect how we perceive and experience the environment in a way that it actually reverses the cause-and-effect relationship. Let’s look at a very young child’s first encounter with a dog.
为了说明这个概念,为了更清楚地说明,我再举个例子,这个例子说明了思想能量是如何影响认知和体验,并完全逆转了因果关系。我们来看看小孩第一次遇到狗的情况。
Because it’s a first-time experience, the child’s mental environment is a clean slate, so to speak, with respect to dogs. He won’t have any memories and certainly no distinctions about a dog’s nature. Therefore, up to the moment of his first encounter, from the child’s perspective, dogs don’t exist. Of course, from the environment’s perspective, dogs do exist and they have the potential to act as a force on the child’s senses to create an experience. In other words, dogs expressing their nature can act as a cause to produce an effect inside the child’s mental environment.
因为是第一次遇到狗,小孩的思想环境是空白的,关于狗这方面。他对狗没有记忆,也不知道有什么特征。因此,第一次遇到狗时,从小孩的角度来说,狗并不存在。当然了,从环境的角度来说,狗是存在的,它有可能给小孩的感觉产生作用,并形成体验。换句话说,狗的表达会给小孩的思想环境产生影响。
What kind of effect are dogs capable of producing? Well, dogs have a range of expression. By range of expression I mean dogs can behave in a number of ways toward humans. They can be friendly, loving, protective, and fun to play with; or they can be hostile, mean, and dangerous - just to name a few of the many behaviors they’re capable of. All of these traits can be observed, experienced, and learned about. When the child sees the dog for the first time, there is absolutely nothing in his mental environment to tell him what he is dealing with. Unfamiliar, unknown, and unclassified environmental information can generate a sense of curiosity - when we want to find out more about what we’re experiencing - or it can generate a state of confusion, which can easily turn to fear if we can’t place the information into an understandable or meaningful organizational framework or context.
狗可能会产生什么样的影响?嗯,狗有很多种表达。我是说狗对人的表达有很多种。它们可以友好、可爱、保护和玩耍;或者是凶狠、恶意和危险——我只是说了狗的众多表达中的几个方面。我们可以看到、体验到并学习到这些特点。当小孩第一次看见狗,他的思想环境中没有任何东西让他了解现状。不熟悉、不了解和不明的环境信息会产生好奇的感觉——我们想对我们体验的东西有更多的了解——或者是产生了混乱,如果我们不能理解或有效地组织这些信息,这些信息会让我们产生恐惧心理。
In our example, the child’s sense of curiosity kicks in and he rushes to the dog to get more sensory experience. Notice how children are literally compelled to thrust themselves into a situation they know nothing about. However, in this example, the environmental forces at hand do not react favorably to the child’s advances. The dog the child is interested in is either inherently mean or having a bad day. In any case, as soon as the child gets close enough, the dog bites him. The attack is so severe that the dog has to be pulled off the child.
在例子中,小孩产生了好奇感,他向狗冲去,想要更多的体验。请注意,小孩是如何把自己扔进未知的世界的。然而,在这个例子中,环境的力量和小孩的想法不同。小孩对狗感兴趣,但狗可能很凶恶或心情不好。很多时候,当小孩走进狗时,狗就咬他。狗的攻击太厉害了,人们要把它和小孩扯开。
This kind of unfortunate experience is certainly not typical, but it’s not that uncommon either. I chose it for two reasons: First, most people can relate to it in some way either from their own direct experience or through the experience of someone they know. Second, as we analyze the underlying dynamics of this experience from an energy perspective, we’re going to learn about 1) how our minds are designed to think, 2) process information, 3) how these processes affect what we experience and 4) our ability to recognize new possibilities. I know this may seem like a lot of insight from just one example, but the principles involved apply to the dynamics beneath virtually all learning.
这种不幸的体验肯定不算典型,但也不少见。我选择这个例子有两个原因:首先,大部分人都可以把自身或别人的体验和这个例子联系起来。第二,当我们从能量的角度来分析这个潜在的动力时,我们会了解到1)我们的思想是如何思考的,2)如何处理信息,3)这些过程对我们的体验有什么影响,4)我们看出新机会的能力。我知道,从一个例子里面总结出这么多的结论,似乎多了点,但是这些原则在所有的学习过程中都会存在。
As a result of being physically and emotionally traumatized, the little boy in our example now has a memory and one distinction about the way dogs can express themselves. If the boy’s ability to remember his experiences is normal, he can store this incident in a way that represents all of the senses the experience had an impact on: For example the attack can be stored as mental images based on what he saw, as well as mental sounds representing what he heard, and so on. Memories representing the other three senses will work the same way.
这个例子中的小孩身心受到了创伤,他已经记住了狗表达自己的方式特征。如果小孩的记忆能力是正常的,他会把这次体验储存起来,以记录他所有的感觉:比如这次被攻击会以他看见的图像方式被记录起来,会以听见的方式被记录,等等。其它方面的感觉也是同理。
However, the kind of sensory data in his memory is not as important as the kind of energy the sensory data represents. We basically have two kinds of mental energy: positively charged energy, which we call love, confidence, happiness, joy, satisfaction, excitement, and enthusiasm, to name a few of the pleasant ways we can feel; and negatively charged energy, representing fear, terror, dissatisfaction, betrayal, regret, anger, confusion, anxiety, stress, and frustration, all representing what is commonly referred to as emotional pain.
然而,他记忆中的感官数据没有它们所反应的能量重要。我们有两种基本的思想能量:积极能力,我们叫做爱、自信、幸福、欢乐、满足、激动和激情,我只说了几个我们感觉快乐的;还有消极的能量,有害怕、恐惧、不满、背叛、后悔、愤怒、混论、焦急、压力和挫折,这些通常叫做精神痛苦。
Because the boy’s first experience with a dog was intensely painful, we can assume that regardless of what senses were affected, all of his memories of this experience will be in painful, unpleasant feeling, negative energy. Now, what effect will this negatively charged mental energy have on his perception and behavior if and when he encounters another dog? The answer is so obvious that it may seem ridiculous even to ask, but the underlying implications are not obvious, so bear with me. Clearly, the moment he comes into contact with another dog, he will experience fear.
因为小孩和狗的第一次体验很痛苦,我们认为不管是哪个感官的感受被影响了,他所有的记忆都是痛苦的、不快乐的、消极的能量。当他再次遇到狗时,这样的消极能量会如何影响他的认知和行为呢?答案很明显,似乎这个问题都是荒谬的,但是我认为潜在的含义并不明显。很明显,当他遇到另一只狗时,他会害怕。
Notice that I used the word “another” to describe the next dog he has any contact with. What I want to point out is that any dog can cause the boy to feel fear, not just the one that actually attacked him. It won’t make a bit of difference if the next dog he comes into contact with is the friendliest dog in the world, one whose nature is only to express playfulness and love. The child will still be afraid, and furthermore, his fear could quickly turn to unrestrained terror especially if the second dog (seeing a child and wanting to play) attempts to approach him.

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