Top 100 Vocabulary for Visiting and Touring EU | Tübingen

The central task is to make a useful distinction. A place is different from the institution inside it. A molecule is different from the message associated with it. Recognising a word is different from explaining it. An animation technique is different from its finished appearance. Each chapter invites you to practise one of these distinctions in a concrete sentence, sketch, comparison or small creative task.

Every entry supplies an approximate pronunciation, a Simplified Chinese label with pinyin, an English definition, a bilingual example and practical usage guidance. The pronunciation cues are reading aids rather than phonetic transcriptions; German rounded vowels do not have exact English equivalents. Chinese place and personal names are practical renderings. All example visits, conversations and classroom scenes are invented for learning, not reports of actual events or promises about current displays.

Find related learning routes in the Vocabulary Lists Control Tower.

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Before the words: Tübingen connections

Why these subjects belong together

Tübingen’s university dates from 1477. Its historical connections with scientists, writers and philosophers provide several starting points for this guide rather than a single story that explains the whole city.

Reference: University of Tübingen

A discovery is not its entire later explanation

Friedrich Miescher isolated a new substance in Tübingen in 1869. The Castle Laboratory’s account explains that the substance’s significance for heredity became clear later. This distinction anchors our molecular vocabulary route.

Reference: Museum of the University of Tübingen

A current research connection

The Max Planck Institute for Biological Cybernetics in Tübingen studies information processing in the brain and behaviour. That institutional connection motivates the cognition chapters. These chapters are reading extensions, not a promise that a visitor can enter a research laboratory or see each concept demonstrated in a public exhibition.

Reference: Max Planck Institute for Biological Cybernetics

From local collections to your own creative work

Tübingen’s city museum presents Lotte Reiniger’s work, while the Hölderlinturm presents a literary connection with Hölderlin. These two starting points lead to our animation and poetry exercises. The creative tasks are newly designed learning activities rather than descriptions of the museums’ current workshop programmes.

Reference: City of Tübingen · Hölderlinturm Museum

A visitor check before committing to a plan

Research was checked on 4 October 2026. Before travelling, open the relevant venue’s own visitor page and verify the date, access conditions, language of any tour and any booking requirement. An institution’s historical importance does not establish public access. Treat an old event page as evidence of a past event, and a proposed activity as a proposal until the organiser confirms it. No prices, journey durations or future opening promises are assumed in the learning examples.

Begin with a map and a blank page. Write the city name at the top, then choose two places that interest you. Give each a different symbol and explain the symbols in a key. The goal is to make another person understand what kind of place each name identifies before you attempt detailed directions.

1. Tübingen

Say it: TUE-bing-en; round your lips for the first vowel

中文: 图宾根 · tú bīn gēn

Meaning: A university city on the River Neckar in the German state of Baden-Württemberg.

Example: Our Tübingen notebook will connect one riverside observation with one question about language or science.

中文例句: 我们的图宾根笔记本将把一项河边观察与一个关于语言或科学的问题联系起来。

Use it well: Keep the umlaut in careful writing; Tuebingen is a practical substitute when the character is unavailable. Name the city before narrowing your account to a building, exhibition or conversation. For a transferable exercise, introduce your own hometown in a single sentence, then add a second sentence that identifies one specific place you would investigate there.

Word reference: German National Tourist Board

2. University of Tübingen

Say it: yoo-ni-VER-si-tee ov TUE-bing-en

中文: 图宾根大学 · tú bīn gēn dà xué

Meaning: The university founded in Tübingen in 1477, whose history connects scientific investigation with the humanities.

Example: I put the name University of Tübingen at the centre of my research map and added questions around it.

中文例句: 我把图宾根大学写在研究图的中央，并在周围添加问题。

Use it well: A university is an institution, not a single building that can be explored through one doorway. Use the full name in a first reference so a reader can identify the institution. Next, practise writing a question for a university website: identify the subject you want to understand and the type of information that would answer your question.

Word reference: University of Tübingen

3. Hohentübingen Castle

Say it: HOH-en-TUE-bing-en KAS-uhl

中文: 霍恩图宾根城堡 · huò ēn tú bīn gēn chéng bǎo

Meaning: The castle above Tübingen that houses university collections and the historic Castle Laboratory.

Example: Before approaching Hohentübingen Castle, the family agreed to choose one collection for a careful visit.

中文例句: 走近霍恩图宾根城堡之前，这家人商定选择一组馆藏进行仔细参观。

Use it well: Distinguish the containing building from an individual exhibition inside it. A statement about the castle does not automatically describe every collection, room or visitor entrance. In your travel plan, write the building name on one line and the particular visit you want underneath. Transfer this two-level method to a shopping centre, an airport or a large school campus.

Word reference: Museum of the University of Tübingen · Museum of the University of Tübingen

4. Hölderlinturm

Say it: HURL-der-lin-toorm; German ö is rounded

中文: 荷尔德林塔 · hé ěr dé lín tǎ

Meaning: The riverside tower and literary museum associated with the poet Friedrich Hölderlin, who lived there from 1807 to 1843.

Example: “Could we read about the Hölderlinturm before deciding what to look for?” asked Jia.

中文例句: “我们可以先阅读荷尔德林塔的资料，再决定要观察什么吗？”佳问道。

Use it well: The name joins Hölderlin with the German word for tower. Do not treat a building’s present appearance as proof that every part survives from its earliest period. In a museum notebook, separate a person’s life, the building’s history and the current exhibition. Write one question under each heading, then explain which source you would need for each answer.

Word reference: Tourismus und Stadtmarketing Tübingen

5. Evangelisches Stift

Say it: eh-van-GEH-lish-es shtift

中文: 新教神学院 · xīn jiào shén xué yuàn

Meaning: The Protestant theological study and residential institution in Tübingen associated with former students including Hölderlin, Hegel and Schelling.

Example: Our note on the Evangelisches Stift asked how a shared place of study could connect different writers.

中文例句: 我们关于新教神学院的笔记探讨了一个共同的求学场所如何联系不同作家。

Use it well: Preserve the institutional name rather than translating Stift simply as a church. A historical association does not establish that a residence welcomes casual visitors. Your task is to write a respectful enquiry about publicly available historical information. Include a clear topic and avoid assuming access to students’ private spaces, a principle that transfers to any working educational institution.

Word reference: Tourismus und Stadtmarketing Tübingen · Tourismus und Stadtmarketing Tübingen

6. Bebenhausen Monastery

Say it: BAY-ben-how-zen MON-uh-stuh-ree

中文: 贝本豪森修道院 · bèi běn háo sēn xiū dào yuàn

Meaning: The former monastery at Bebenhausen, part of a historic complex that also contains a later royal hunting palace.

Example: Bebenhausen Monastery became a separate page in our plan because we wanted to study its changing uses.

中文例句: 贝本豪森修道院在我们的计划中占有单独一页，因为我们想研究它的用途变化。

Use it well: The monastery and palace belong to the same complex but represent different uses. Keep their names separate when checking visitor information. Draw two boxes headed religious community and royal household, then list questions rather than invented answers beneath them. This helps you examine how a building can outlast its original purpose without claiming that every surviving room had the same history.

Word reference: State Palaces and Gardens of Baden-Württemberg

7. Neckarinsel

Say it: NEK-ar-in-zel

中文: 内卡河岛 · nèi kǎ hé dǎo

Meaning: The island in the Neckar at Tübingen that carries the Platanenallee walking avenue.

Example: We marked the Neckarinsel on the map and compared its outline with the neighbouring riverbanks.

中文例句: 我们在地图上标出了内卡河岛，并把它的轮廓与邻近河岸作了比较。

Use it well: An island is an area of land, while an avenue is a route through a place. Do not use the two names as if they referred to exactly the same feature. In your own sketch, shade the land and draw the path with a different mark. Explain that key to someone who has not seen the original map, then check whether the distinction remains clear.

Word reference: City of Tübingen · Tourismus und Stadtmarketing Tübingen

8. Platanenallee

Say it: plah-TAH-nen-ah-LAY

中文: 悬铃木林荫道 · xuán líng mù lín yīn dào

Meaning: The plane-tree-lined avenue on Tübingen’s Neckarinsel, used for walking and viewing the riverfront.

Example: Along the Platanenallee, our imaginary sketching group would choose one view instead of drawing everything.

中文例句: 沿着悬铃木林荫道，我们假想的写生小组会选择一个景观，而不是把所有东西都画下来。

Use it well: Plane tree is the English tree name; it is unrelated to an aeroplane in this context. Keep the local avenue name when giving directions, then explain it if needed. For a description exercise, select one foreground shape, one distant feature and one relationship between them. Repeat the exercise somewhere near home without filling the paragraph with a catalogue of colours.

Word reference: Tourismus und Stadtmarketing Tübingen

9. Neckarfront

Say it: NEK-ar-front

中文: 内卡河滨景观 · nèi kǎ hé bīn jǐng guān

Meaning: The recognisable ensemble of Tübingen buildings facing the Neckar, including the Hölderlinturm.

Example: The postcard labelled Neckarfront prompted us to ask which individual buildings we could actually identify.

中文例句: 标有内卡河滨景观的明信片促使我们询问，究竟能够辨认其中哪些建筑。

Use it well: Use the name for a riverfront ensemble rather than a single house. A wide photograph can show relationships while hiding entrances and distances. Practise writing two captions for the same view: one that describes what is visible and another that asks a question needing further research. Resist adding a confident date to every building simply because the whole scene looks historic.

Word reference: Tourismus und Stadtmarketing Tübingen

10. Tübingen Market Square

Say it: TUE-bing-en MAR-kit skwair

中文: 图宾根集市广场 · tú bīn gēn jí shì guǎng chǎng

Meaning: The central old-town square, called Marktplatz, beside Tübingen’s town hall and Neptune fountain.

Example: “Let’s use Tübingen Market Square as our map reference,” said Arun, “and confirm the exact meeting point later.”

中文例句: “我们把图宾根集市广场作为地图参照点吧，”阿伦说，“具体会合点稍后再确认。”

Use it well: A square’s name identifies a public space, not a guarantee that market stalls will be operating at your arrival time. In practical English, add a visible meeting reference rather than relying on a large area alone. Write a message that gives a place, an agreed time and a simple backup instruction. Check that none of those details depends on a guess.

Word reference: Tourismus und Stadtmarketing Tübingen

Put the distinction to work

Choose one scene from a photograph or map and write a short description in three scales: the wider setting, one named feature and one detail. Ask a partner to point to each scale in the image. If the reader cannot tell whether a name refers to an island, avenue or building, revise the relationship rather than adding more adjectives.

Back to all 100 words · Continue reading · Vocabulary references

Names become useful when you connect them to a question. Select a person and write what you want to understand about that person’s work. Keep your question narrow enough to answer from a reliable introduction. You are building a starting point for reading, not attempting to summarise an entire life in a flattering sentence.

11. Friedrich Hölderlin

Say it: FREE-drikh HURL-der-lin

中文: 弗里德里希·荷尔德林 · fú lǐ dé lǐ xī hé ěr dé lín

Meaning: The German poet whose years of study and later tower residence form important parts of Tübingen’s literary history.

Example: Our reading group chose Friedrich Hölderlin as a starting point for questions about poetry and translation.

中文例句: 我们的阅读小组选择弗里德里希·荷尔德林作为探讨诗歌与翻译的起点。

Use it well: A person’s name identifies an author; it does not explain a poem by itself. Introduce the particular text or question before moving into interpretation. Try writing a short museum response that mentions the poet once, then discusses two details from a text you have actually read. Keep biographical information separate from your own reaction and identify the translator when using a translation.

Word reference: Hölderlinturm Museum · Hölderlinturm Museum

12. Friedrich Miescher

Say it: FREE-drikh MEE-sher

中文: 弗里德里希·米舍尔 · fú lǐ dé lǐ xī mǐ shè ěr

Meaning: The scientist who isolated nucleic-acid material in Tübingen’s Castle Laboratory in 1869.

Example: The class used Friedrich Miescher to introduce a question: how can a discovery be understood differently by later scientists?

中文例句: 全班以弗里德里希·米舍尔引出一个问题：后来的科学家如何对一项发现产生不同理解？

Use it well: Separate isolating a substance from establishing all its biological functions. A later explanation should not be placed automatically into an earlier researcher’s mind. Make a two-column timeline headed observation and later interpretation. Transfer this method to an invention or archaeological discovery, using dated sources for each column and leaving a blank wherever the available evidence does not answer your question.

Word reference: Museum of the University of Tübingen

13. Felix Hoppe-Seyler

Say it: FAY-liks HOP-uh-ZY-ler

中文: 费利克斯·霍佩-赛勒 · fèi lì kè sī huò pèi sài lè

Meaning: The biochemist who researched blood pigment in Tübingen and gave hemoglobin its name.

Example: Maya wrote Felix Hoppe-Seyler beside a question about the difference between naming a substance and explaining its function.

中文例句: 玛雅在一个关于命名物质与解释其功能有何区别的问题旁写下了费利克斯·霍佩-赛勒的名字。

Use it well: Keep both parts of the hyphenated surname when taking notes. Historical research involves people, substances, methods and interpretations, so identify which relationship your sentence establishes. Your exercise is to turn a name-only caption into two informative sentences without adding an unsupported claim of priority. Ask whether a phrase such as discovered, studied or named is the one your source actually supports.

Word reference: Museum of the University of Tübingen

14. Lotte Reiniger

Say it: LOT-uh RYE-ni-ger

中文: 洛特·赖尼格 · luò tè lài ní gé

Meaning: The German filmmaker and silhouette-animation pioneer whose work is represented in Tübingen’s city museum.

Example: After reading about Lotte Reiniger, we planned a paper-character experiment with a beginning, a turn and an ending.

中文例句: 阅读洛特·赖尼格的资料后，我们计划进行一个纸片角色实验，包含开头、转折和结尾。

Use it well: Connect the person to a specific creative process rather than using pioneer as an empty compliment. A classroom experiment inspired by an artist is your own work; do not present it as a reconstruction of her exact technique. Make a short credit line that distinguishes the historical inspiration, your original story and the materials you used, then apply the same habit to another creative project.

Word reference: Stadtmuseum Tübingen

15. Ludwig Uhland

Say it: LOOD-vikh OO-lahnt

中文: 路德维希·乌兰德 · lù dé wéi xī wū lán dé

Meaning: The Tübingen-born poet and politician who also worked as a scholar of German language and literature.

Example: Ludwig Uhland gave our group a reason to ask how literary work and public life can meet.

中文例句: 路德维希·乌兰德使我们小组开始探讨文学创作与公共生活如何相遇。

Use it well: Several roles can belong to one person without becoming interchangeable. Identify whether your sentence concerns poetry, scholarship or political activity. For a transfer task, select a public figure with two different kinds of work and write one evidence-based sentence about each. Then explain the connection cautiously, avoiding the assumption that success in one field proves authority in every other field.

Word reference: Deutsche Biographie

16. Johannes Kepler

Say it: yo-HAH-nes KEP-ler

中文: 约翰内斯·开普勒 · yuē hàn nèi sī kāi pǔ lè

Meaning: The astronomer and mathematician who studied in Tübingen and is associated with three laws of planetary motion.

Example: For Johannes Kepler, our notebook contained a question about how a mathematical description can change a picture of the sky.

中文例句: 关于约翰内斯·开普勒，我们的笔记本记录了一个问题：数学描述如何改变人们对天空的认识？

Use it well: A scientific law describes a relationship; a biography describes a life. Do not substitute one for the other. Practise introducing a scientist in one sentence and the relevant question in the next. If you draw a diagram, label it as your own simplified model and explain one limitation, rather than implying that an attractive picture proves the entire scientific account.

Word reference: Stanford Encyclopedia of Philosophy

17. Georg Wilhelm Friedrich Hegel

Say it: GAY-org VIL-helm FREE-drikh HAY-gel

中文: 格奥尔格·威廉·弗里德里希·黑格尔 · gé ào ěr gé wēi lián fú lǐ dé lǐ xī hēi gé ěr

Meaning: The German philosopher and former Tübingen theology student known as a major figure in German Idealism.

Example: We wrote Georg Wilhelm Friedrich Hegel on a question card, then looked for an introductory explanation of his work.

中文例句: 我们把格奥尔格·威廉·弗里德里希·黑格尔写在问题卡上，然后寻找介绍其著作的入门说明。

Use it well: Use Hegel after the full name has been introduced. A difficult name can be a useful search term without becoming a substitute for understanding. Choose one clearly identified idea from an introductory source and restate it in ordinary language. Underline anything you still cannot explain. That unfinished phrase is a better next question than a paragraph of borrowed technical vocabulary.

Word reference: Museum Hegel-Haus · University of Tübingen

18. Friedrich Schelling

Say it: FREE-drikh SHEL-ing

中文: 弗里德里希·谢林 · fú lǐ dé lǐ xī xiè lín

Meaning: The German philosopher who studied at Tübingen’s Evangelisches Stift and developed an influential philosophy of nature.

Example: Friedrich Schelling appeared beside Hegel in our notes, but we kept a separate question for each thinker.

中文例句: 弗里德里希·谢林与黑格尔同时出现在我们的笔记中，但我们为每位思想家保留了不同的问题。

Use it well: Sharing a place of study does not mean sharing every argument. Avoid writing that two thinkers believed the same thing merely because their names appear together on a visitor panel. Build a comparison with three headings: question, proposed answer and evidence from a text. Leave a heading empty when you have not yet read enough, then use the gap to guide your next reading.

Word reference: Deutsche Biographie

19. Christiane Nüsslein-Volhard

Say it: kris-tee-AH-nuh NUES-line FOL-hart

中文: 克里斯蒂安娜·纽斯莱因-福尔哈德 · kè lǐ sī dì ān nà niǔ sī lái yīn fú ěr hā dé

Meaning: The developmental biologist linked with Tübingen who shared the 1995 Nobel Prize in Physiology or Medicine for work on genetic control of development.

Example: Our question about Christiane Nüsslein-Volhard focused on what an experiment could reveal about an embryo’s development.

中文例句: 我们关于克里斯蒂安娜·纽斯莱因-福尔哈德的问题，重点是实验能揭示胚胎发育的哪些方面。

Use it well: Development here concerns how an organism forms, not economic development or personal confidence. Keep the research subject clear before mentioning an award. For a short science profile, write one sentence about the question studied and another about the evidence used, checking both against a reliable account. An award can help locate a contribution in history, but it cannot replace its explanation.

Word reference: Nobel Prize

20. hemoglobin

Say it: HEE-muh-gloh-bin; also spelled haemoglobin

中文: 血红蛋白 · xuè hóng dàn bái

Meaning: The iron-containing protein in red blood cells that carries oxygen.

Example: In our Castle Laboratory reading, hemoglobin was a substance to understand, not merely a difficult word to pronounce.

中文例句: 在我们关于城堡实验室的阅读中，血红蛋白是一种需要理解的物质，而不只是一个难读的单词。

Use it well: American English commonly uses hemoglobin; British English commonly uses haemoglobin. Keep one spelling consistent within your own report. When explaining the term to a younger reader, name the material, where it is found and one central function. Then check whether your explanation accidentally describes a whole blood cell as a single protein. This is vocabulary study, not interpretation of a personal blood-test result.

Word reference: US National Library of Medicine / MedlinePlus

Put the distinction to work

Create a short profile with three parts: the person, the contribution relevant to your topic and the source you checked. Replace any unsupported claim of being first, greatest or only with an exact description of the contribution. Then write a question that remains open. This makes a profile more useful than a list of famous names without explanatory relationships.

Back to all 100 words · Continue reading · Vocabulary references

This is an optional science-reading route. Begin with the largest category you can explain and work down towards a smaller component. Use a diagram from a reliable educational source beside the words, but make your own simpler sketch for practice. A clear distinction between two parts is a better starting achievement than a crowded page of labels.

21. nucleic acid

Say it: noo-KLEE-ik AS-id

中文: 核酸 · hé suān

Meaning: A large biological molecule made from nucleotide units; DNA and RNA are the two principal kinds.

Example: The student described nucleic acid as a category before discussing the different jobs of DNA and RNA.

中文例句: 学生先把核酸解释为一个类别，再讨论DNA和RNA的不同功能。

Use it well: Use a category word when the statement applies to more than one member of a group. In your Castle Laboratory follow-up, make a branching diagram with the category above its examples. Add a sentence explaining why the upper label is broader than either lower label. Transfer the same structure to vehicles, musical instruments or literary forms, where confusing a family with one member can also mislead.

Word reference: National Human Genome Research Institute

22. nitrogenous base

Say it: ny-TROJ-uh-nus bays

中文: 含氮碱基 · hán dàn jiǎn jī

Meaning: A nitrogen-containing component of a nucleotide; the order of these bases carries information in DNA and RNA.

Example: “A nitrogenous base is one part of a nucleotide,” said the learner, pointing to the labelled drawing.

中文例句: “含氮碱基是核苷酸的一个组成部分，”学习者指着标注好的图说。

Use it well: Base here is a chemical term, not the bottom of a tower or a military site. For your Tübingen science notes, use a simple diagram to distinguish a component from the larger unit containing it. Then write a sentence using part of and another using made of. Test the same wording with a bicycle and a wheel to see whether your relationship is clear.

Word reference: National Human Genome Research Institute

23. base pair

Say it: bays pair

中文: 碱基对 · jiǎn jī duì

Meaning: Two complementary nucleotide bases paired across matching regions of DNA or RNA.

Example: One base pair was enough for our paper model to show a relationship between the two sides.

中文例句: 一个碱基对就足以让我们的纸模型展示两侧之间的关系。

Use it well: In standard DNA pairing, adenine pairs with thymine and guanine with cytosine. Do not count each member of a pair as an additional pair. After your Castle Laboratory reading, draw three paired shapes and explain the difference between three pairs and six individual shapes. This numerical-language check transfers to shoes, tickets sold in pairs and any description where a unit contains two objects.

Word reference: National Human Genome Research Institute · National Human Genome Research Institute

24. double helix

Say it: DUB-uhl HEE-liks

中文: 双螺旋 · shuāng luó xuán

Meaning: A structure in which two strands wind around one another, famously describing the usual form of DNA.

Example: The double helix in our sketch looked convincing, but we still had to explain what each coloured part represented.

中文例句: 我们草图中的双螺旋看起来很逼真，但仍需解释每个彩色部分代表什么。

Use it well: The phrase describes a structure, not a complete explanation of inheritance. A shape can become familiar before its parts are understood. In your Tübingen learning journal, annotate a simple drawing with no more than three labels and one limitation. Then give the page to a partner and ask what the drawing communicates without your voice. Revise the labels rather than adding decorative complexity.

Word reference: National Human Genome Research Institute

25. phosphodiester bond

Say it: fos-foh-dy-ES-ter bond

中文: 磷酸二酯键 · lín suān èr zhǐ jiàn

Meaning: A covalent chemical link through a phosphate group that connects neighbouring sugar units along a DNA or RNA strand.

Example: Our diagram used one colour for a phosphodiester bond and another for the bonds between paired bases.

中文例句: 我们的图用一种颜色表示磷酸二酯键，用另一种颜色表示配对碱基之间的键。

Use it well: Distinguish connections along a strand from connections between strands. The word is useful when a science explanation needs that level of detail, but it need not appear in every visitor summary. Practise an along-versus-between sentence using two parallel rows of paper shapes. Explain your marking system first, then transfer the spatial distinction to a street map or a diagram of a woven surface.

Word reference: US National Library of Medicine / NCBI

26. ribose

Say it: RY-bohs

中文: 核糖 · hé táng

Meaning: The five-carbon sugar that forms part of RNA nucleotides.

Example: The learner circled ribose in the RNA diagram and left a question about its relationship to deoxyribose.

中文例句: 学习者圈出了RNA图中的核糖，并留下了一个关于它与脱氧核糖之间关系的问题。

Use it well: A sugar in biochemical writing is a class of molecule, not necessarily table sugar or a sweet food. Keep the chemical context visible. After reading about the Castle Laboratory, write a caption that identifies where the label belongs without turning it into nutrition advice. Then find an ordinary word with a specialist meaning in another subject and explain how the surrounding sentence signals that meaning.

Word reference: Merriam-Webster

27. deoxyribose

Say it: dee-ok-see-RY-bohs

中文: 脱氧核糖 · tuō yǎng hé táng

Meaning: The five-carbon sugar in DNA nucleotides, differing from ribose by one oxygen atom at the relevant position.

Example: Comparing ribose with deoxyribose made us slow down and read the labels rather than guess from the drawings.

中文例句: 比较核糖与脱氧核糖使我们放慢速度阅读标签，而不是根据图形猜测。

Use it well: The prefix helps signal a chemical difference, but a name alone is not a structural drawing. For your science notebook, place the two names beside a reliable diagram and mark only the difference you can explain. In the next sentence, say what remains similar. This similarity-and-difference pattern also improves comparisons of two buildings, two recipes or two translations.

Word reference: Merriam-Webster · US National Library of Medicine / NCBI

28. purine

Say it: PYOOR-een

中文: 嘌呤 · piào lìng

Meaning: A member of the two-ring family of nitrogenous bases that includes adenine and guanine.

Example: In the sorting exercise, each purine belonged in the group marked with two joined rings.

中文例句: 在分类练习中，每个嘌呤都属于标有两个相连环的那一组。

Use it well: Purine identifies a chemical family rather than one specific base. Keep the family label separate from the names of its members. Using the Tübingen science route as a prompt, make a card set with categories on large cards and examples on smaller ones. Ask a partner to explain the sorting rule aloud, then deliberately move one card and ask which part of the rule it breaks.

Word reference: National Cancer Institute · US National Library of Medicine / NCBI

29. pyrimidine

Say it: py-RIM-i-deen

中文: 嘧啶 · mì dìng

Meaning: A member of the single-ring family of nitrogenous bases that includes cytosine, thymine and uracil.

Example: The student identified the pyrimidine by its ring structure, then checked the name against the diagram’s key.

中文例句: 学生根据环结构辨认出嘧啶，然后对照图例核实名称。

Use it well: Do not treat the similar endings of purine and pyrimidine as evidence that they mean the same thing. A useful comparison names the criterion being used, here the ring structure. Write a two-sentence explanation that states the criterion before giving examples. Then apply that order to a less technical subject, such as sorting local photographs by viewpoint rather than by how attractive you find them.

Word reference: National Cancer Institute · US National Library of Medicine / NCBI

30. complementary strand

Say it: kom-pluh-MEN-tuh-ree strand

中文: 互补链 · hù bǔ liàn

Meaning: A nucleic-acid strand whose sequence can pair with another strand according to base-pairing rules.

Example: Our complementary strand had to match the pairing rule, not simply repeat the letters on the first strip.

中文例句: 我们的互补链必须符合配对规则，而不能只是重复第一条纸带上的字母。

Use it well: Complementary means corresponding in a way that fits, not identical. In a basic DNA exercise, write a short sequence and its partner, clearly marking the opposing directions if your course has introduced them. For a non-science transfer, explain why the two halves of a fastening complement each other without being duplicates. Keep the analogy limited to matching; it does not model every molecular detail.

Word reference: National Human Genome Research Institute · National Human Genome Research Institute

Put the distinction to work

Explain one relationship using a whole-and-part sentence and another using a pairing sentence. Read them back without looking at the sketch. Could a listener reconstruct the relationship? If not, identify the missing noun or connection. When a model uses colours or shapes, write a key and a limitation so its invented appearance cannot be mistaken for a photograph of the actual molecule.

Back to all 100 words · Continue reading · Vocabulary references

Keep a separate place on your page for a component, an instruction and a product. Read slowly when a familiar word such as message or code is being used in a specialised explanation. Do not assume that the everyday analogy supplies all the details. Ask what the source means at this particular step before moving on.

31. codon

Say it: KOH-don

中文: 密码子 · mì mǎ zǐ

Meaning: A sequence of three nucleotide bases that specifies an amino acid or a stop instruction during protein synthesis.

Example: We divided the sample RNA sequence into groups and labelled each three-base unit as a codon.

中文例句: 我们把示例RNA序列分组，并把每个三碱基单位标为密码子。

Use it well: A codon is a meaningful three-unit grouping in this system, not an arbitrary three-letter word. A shift in where grouping begins can change the reading. For your Castle Laboratory follow-up, use a short invented letter string to demonstrate how spaces affect interpretation. Explain that the activity illustrates grouping only; it is not a real genetic sequence and should not be presented as one.

Word reference: National Human Genome Research Institute

32. anticodon

Say it: an-tee-KOH-don

中文: 反密码子 · fǎn mì mǎ zǐ

Meaning: The three-base sequence on a transfer RNA molecule that pairs with a corresponding messenger RNA codon.

Example: The anticodon on our labelled card helped us explain why that transfer RNA matched the displayed codon.

中文例句: 我们标注卡片上的反密码子帮助我们解释，为什么那个转运RNA与展示的密码子相匹配。

Use it well: The prefix anti- does not mean that this sequence attacks the codon. Here the important relationship is complementary pairing. In a Tübingen science summary, keep the name of the molecule beside the part you label. Transfer that habit to an architectural drawing: a label is much clearer when the reader knows which larger structure contains the small feature being discussed.

Word reference: National Human Genome Research Institute

33. messenger RNA

Say it: MES-en-jer ar-en-AY

中文: 信使RNA · xìn shǐ RNA

Meaning: A type of RNA that carries a protein-coding message copied from DNA for reading by a ribosome.

Example: The messenger RNA was the instruction-bearing strip in our classroom model, not the finished protein.

中文例句: 在我们的课堂模型中，信使RNA是承载指令的纸条，而不是完成的蛋白质。

Use it well: Introduce the abbreviation mRNA after the full term when writing for a general reader. Keep message, reader and product distinct in your explanation. For your Tübingen notebook, draw three empty boxes with those headings and complete them using a reliable biology source. Next, apply the same headings to an everyday instruction, such as a knitting pattern, while stating where the comparison becomes imperfect.

Word reference: National Human Genome Research Institute

34. transfer RNA

Say it: TRANS-fer ar-en-AY

中文: 转运RNA · zhuǎn yùn RNA

Meaning: A small RNA molecule that brings an amino acid into protein synthesis and matches a messenger RNA codon through its anticodon.

Example: Our transfer RNA card carried an amino-acid label and a separate label for the matching sequence.

中文例句: 我们的转运RNA卡片带有一个氨基酸标签，以及一个单独表示匹配序列的标签。

Use it well: The abbreviation is tRNA. Transfer identifies a role, but avoid suggesting that the molecule chooses its task consciously. Describe the relationship with verbs such as pairs, carries and binds when those verbs fit the source. In a short model explanation, remove human intentions from one sentence and replace them with an observable or specified process, then compare the clarity of the two versions.

Word reference: National Human Genome Research Institute

35. ribosomal RNA

Say it: ry-boh-SOH-muhl ar-en-AY

中文: 核糖体RNA · hé táng tǐ RNA

Meaning: RNA that forms a major structural and functional component of ribosomes, the cellular machinery for protein synthesis.

Example: The ribosomal RNA belonged within the machinery in our diagram, so we did not draw it as a travelling message.

中文例句: 核糖体RNA属于图中装置的内部，因此我们没有把它画成传递中的信息。

Use it well: Use rRNA after introducing the full term. Messenger, transfer and ribosomal RNA are different functional categories, not three spellings of the same job. Make a small comparison in your Tübingen science journal with one carefully chosen verb for each. Then test whether a reader can match the verbs to the names without looking at the original definitions. Correct an ambiguous verb before adding more detail.

Word reference: National Human Genome Research Institute

36. polymerase

Say it: puh-LIM-er-ays

中文: 聚合酶 · jù hé méi

Meaning: An enzyme that builds a nucleic-acid chain by joining nucleotide units.

Example: The diagram showed a polymerase extending a chain, while the caption explained which material was being made.

中文例句: 图中显示一个聚合酶正在延长链，而说明文字解释了正在形成哪种物质。

Use it well: Specify DNA polymerase or RNA polymerase when the distinction matters. The broad word names an enzyme category; it does not identify every step of a laboratory method. In a follow-up to Tübingen’s science history, write one sentence about the agent and another about its product. Apply the agent-product distinction to an artist and an artwork without pretending that an enzyme has an artist’s intentions.

Word reference: Taber’s Medical Dictionary

37. amino acid

Say it: uh-MEE-noh AS-id

中文: 氨基酸 · ān jī suān

Meaning: An organic molecule that can serve as a building unit of a protein.

Example: One amino acid was represented by each labelled piece in the chain-building exercise.

中文例句: 在构建链的练习中，每个标注好的小片代表一个氨基酸。

Use it well: An amino acid is not a miniature finished protein. The relationship is between a building unit and a larger structure. For your Castle Laboratory reading notes, write a sentence beginning A chain of, then explain what it contains. Try the same sentence pattern with a row of buildings or a sequence of scenes, taking care that the analogy explains organisation rather than chemical behaviour.

Word reference: National Human Genome Research Institute

38. polypeptide

Say it: pol-ee-PEP-tyd

中文: 多肽 · duō tài

Meaning: A chain of amino acids linked by peptide bonds.

Example: Our polypeptide model showed an ordered chain, but it did not reproduce the final three-dimensional shape of a protein.

中文例句: 我们的多肽模型展示了有序的链，但没有再现蛋白质最终的三维形状。

Use it well: A protein may contain one or more polypeptide chains, and its structure matters to its function. Do not let a flat classroom model imply that real molecules remain straight. In your Tübingen science reflection, name one thing the model represents and one thing it omits. Reuse that two-part evaluation when judging a tourist map, a building model or a simplified historical timeline.

Word reference: Merriam-Webster · National Human Genome Research Institute

39. proteome

Say it: PROH-tee-ohm

中文: 蛋白质组 · dàn bái zhì zǔ

Meaning: The complete set of proteins produced by a cell, tissue or organism under specified conditions.

Example: The presenter specified the cell type and conditions before discussing its proteome.

中文例句: 报告者先说明细胞类型和条件，再讨论其蛋白质组。

Use it well: Keep the scope and conditions visible: a proteome is not simply a permanent list identical in every cell. For your science notebook, circle phrases answering where, when and under what conditions in a reliable description. Transfer those questions to a visitor survey or a weather comparison. A broad noun becomes more informative when the boundaries of the statement are stated rather than silently assumed.

Word reference: EMBL-EBI

40. genome

Say it: JEE-nohm

中文: 基因组 · jī yīn zǔ

Meaning: The complete set of genetic material in an organism or cell; in cellular organisms it is DNA.

Example: We used genome for the full genetic collection and kept it separate from the proteins described by proteome.

中文例句: 我们用基因组表示全部遗传物质，并把它与蛋白质组所描述的蛋白质区分开来。

Use it well: Genome refers to the whole genetic set, whereas gene refers to an individual functional unit within it. In a Tübingen science reading response, explain the scale before discussing a particular detail. Make a whole-to-part diagram in another subject, such as a collection and one object. Check that a property of the individual item has not been carelessly assigned to the entire collection.

Word reference: National Human Genome Research Institute

Put the distinction to work

Prepare a brief explanation for someone who has not read the entries. Introduce each unfamiliar name before abbreviating it, and use a clear verb to connect it with the next part of your account. Underline any phrase that assigns a conscious intention to a molecule. Replace it with a process description where that makes the account more accurate.

Back to all 100 words · Continue reading · Vocabulary references

A labelled image can be a useful beginning, but it is not permission to make a diagnosis or reduce a person to one brain region. Treat this chapter as practice in scale and relationship. Ask whether a term identifies a cell, a part of a cell, a junction, a substance or a larger structure.

41. neuron

Say it: NYOOR-on

中文: 神经元 · shén jīng yuán

Meaning: A specialised cell of the nervous system that receives and transmits signals.

Example: The neuron in our diagram was a single cell, although its branches reached towards several other cells.

中文例句: 我们图中的神经元是一个细胞，尽管它的分支伸向另外几个细胞。

Use it well: Do not use neuron as a synonym for the whole brain or for a complete nerve. In your Tübingen cognition notebook, label the scale of the object before explaining its role. Write a sentence about one cell and another about a network. Transfer this scale check to a city description: one resident, a household and a neighbourhood need different kinds of statement.

Word reference: American Psychological Association

42. axon

Say it: AK-son

中文: 轴突 · zhóu tū

Meaning: The extension of a neuron that conducts signals towards other cells.

Example: Our arrow followed the axon towards its terminal rather than stopping at the cell body.

中文例句: 我们的箭头沿着轴突指向末端，而不是停在细胞体处。

Use it well: An axon is part of a neuron, not another name for the entire cell. When reading a scientific diagram, establish what an arrow represents before assuming that it means physical movement of the whole object. For your Tübingen learning page, give one arrow a written label. Then inspect arrows on a museum plan and explain how their meaning differs from the arrow in your cell drawing.

Word reference: Merriam-Webster

43. dendrite

Say it: DEN-dryt

中文: 树突 · shù tū

Meaning: A branching extension of a neuron that typically receives signals from other cells.

Example: The learner labelled one dendrite and then checked whether the other branches served the same role in the model.

中文例句: 学习者标出一个树突，然后核查模型中的其他分支是否承担相同作用。

Use it well: The tree-like image in the word can help you remember a shape, but an analogy is not the definition. Avoid calling every branch in a biological diagram a dendrite. After reading about Tübingen’s cognition research, practise explaining one term with an analogy and a limitation. For example, state which aspect resembles a tree and which aspects of a living tree the comparison does not describe.

Word reference: American Psychological Association

44. synapse

Say it: SIN-aps

中文: 突触 · tū chù

Meaning: A specialised junction through which a neuron communicates with another cell.

Example: The synapse was the meeting point we needed to explain, not an empty space with no function.

中文例句: 突触是我们需要解释的连接点，而不是没有作用的空隙。

Use it well: Some synapses use chemical signalling and others electrical signalling. Do not define every synapse solely as a gap crossed by a chemical. In your Tübingen science notebook, revise an overly narrow definition by adding the broader category first. Apply the same method to a museum: a museum may display paintings, but paintings alone cannot define every kind of museum.

Word reference: US National Library of Medicine / NCBI

45. neurotransmitter

Say it: nyoor-oh-trans-MIT-er

中文: 神经递质 · shén jīng dì zhì

Meaning: A chemical released by a neuron that helps convey a signal to another cell across a chemical synapse.

Example: Our neurotransmitter label belonged to the chemical messenger, not to the electrical trace drawn beside it.

中文例句: 我们的神经递质标签属于化学信使，而不是旁边绘制的电信号曲线。

Use it well: Different neurotransmitters and receptors can have different effects, so avoid turning one chemical into a simple label for a whole emotion. For a science-reading exercise, underline the measured process and cross out any unsupported leap to personality. Transfer that caution to a travel review: a single crowded room does not justify a confident claim about the character of an entire city.

Word reference: American Psychological Association

46. action potential

Say it: AK-shun puh-TEN-shuhl

中文: 动作电位 · dòng zuò diàn wèi

Meaning: A brief, rapid change in a cell’s electrical membrane potential that can propagate along an excitable cell such as a neuron.

Example: The action potential appeared as a changing trace on the diagram, which we read from left to right.

中文例句: 动作电位在图中表现为变化的曲线，我们从左向右阅读它。

Use it well: Potential here concerns electrical difference; it does not mean a student’s future promise. Identify the technical sense before explaining the graph. In your Tübingen learning journal, describe the sequence shown without claiming you performed the experiment. Then practise reading an ordinary timeline: distinguish the order of events from the physical direction an object travels, because a line on a page can represent either.

Word reference: US National Library of Medicine / NCBI

47. myelin

Say it: MY-uh-lin

中文: 髓鞘质 · suǐ qiào zhì

Meaning: The fatty insulating material that surrounds many nerve-cell axons.

Example: The model used a segmented covering to represent myelin around the axon.

中文例句: 模型使用分段的包覆物来表示轴突周围的髓鞘质。

Use it well: The material is myelin; the covering it forms is a myelin sheath. Do not extend an insulation analogy into a claim that a neuron is simply a household wire. For your Tübingen science response, write one sentence explaining the useful comparison and another naming what it leaves out. This habit helps when discussing complex systems through familiar objects without allowing the familiar object to take over the explanation.

Word reference: American Psychological Association

48. cerebral cortex

Say it: suh-REE-bruhl KOR-teks

中文: 大脑皮层 · dà nǎo pí céng

Meaning: The outer layer of grey matter covering the cerebral hemispheres.

Example: The cerebral cortex was labelled on the outside of the model, while other structures appeared deeper inside.

中文例句: 大脑皮层标在模型外侧，而其他结构位于更深处。

Use it well: Cortex means a covering layer in this anatomical context; the cerebral cortex is not the entire brain. A visible region should not be presented as the sole source of a complex human ability. In your Tübingen research notes, replace a sentence saying controls everything with one that identifies a specific, supported role. Then examine a city diagram for a similar whole-versus-part overstatement.

Word reference: US National Library of Medicine / NCBI

49. hippocampus

Say it: hip-oh-KAM-pus

中文: 海马体 · hǎi mǎ tǐ

Meaning: A brain structure in the medial temporal region that has an important role in forming and retrieving certain kinds of memory.

Example: Our hippocampus note asked about memory formation rather than claiming that every memory sits in one small place.

中文例句: 我们关于海马体的笔记探讨记忆形成，而没有声称每段记忆都储存在一个小地方。

Use it well: Say plays a role in when a process involves more than one structure. Avoid the misleading image of a single box holding every remembered event. For your Tübingen cognition notebook, practise rewriting a location-only explanation as a relationship between structures and tasks. In another subject, explain how a library helps learning without claiming that all learning happens inside a library.

Word reference: American Psychological Association

50. cerebellum

Say it: ser-uh-BEL-um

中文: 小脑 · xiǎo nǎo

Meaning: A structure at the back of the brain important for coordinating movement, balance and aspects of motor learning.

Example: The presenter used cerebellum when explaining coordination, and our group kept that term separate from cerebrum.

中文例句: 报告者在解释协调能力时使用了小脑一词，我们小组将这个词与大脑区分开来。

Use it well: Similar-looking anatomical words can name different structures. Read the whole ending rather than relying on the first few letters. In your Tübingen study notes, pair the word with a labelled image and a short function statement. Then select two easily confused words from another chapter and write a sentence showing why substituting one for the other would change the meaning.

Word reference: American Psychological Association

Put the distinction to work

Choose two terms at different scales and write a sentence that makes their relationship explicit. Then find a simplified public explanation and mark where it moves from a structure to a function. Check whether the wording says contributes to, is associated with or causes. Preserve that distinction in your summary instead of replacing every relationship with a stronger claim.

Back to all 100 words · Continue reading · Vocabulary references

For this chapter, use everyday situations rather than private or distressing memories. You might describe recalling a shopping item, recognising a word or carrying out a familiar skill. Keep the focus on the task being described. The vocabulary is a set of tools for explanation, not a way to assign people permanent labels after an informal exercise.

51. working memory

Say it: WER-king MEM-uh-ree

中文: 工作记忆 · gōng zuò jì yì

Meaning: The limited-capacity system used to hold and work with information during an ongoing task.

Example: Working memory helped our imaginary visitor keep two directions in mind while checking the map.

中文例句: 工作记忆帮助我们假想的游客在查看地图时记住两条指路信息。

Use it well: This is not simply memory for your job. The term concerns temporary maintenance and manipulation of information. For a Tübingen planning exercise, compare two sets of directions, one crowded into a long sentence and one divided into steps. Identify what a reader must hold in mind at each stage, then rewrite the harder version. Do not use an informal exercise to diagnose anyone’s abilities.

Word reference: American Psychological Association

52. episodic memory

Say it: ep-i-SOD-ik MEM-uh-ree

中文: 情景记忆 · qíng jǐng jì yì

Meaning: Memory for personally experienced events situated in a particular time and place.

Example: Her episodic memory of the river walk included who accompanied her and where they stopped.

中文例句: 她对河边散步的情景记忆包括同行者是谁，以及他们在哪里停留。

Use it well: A general fact about Tübingen is not automatically a memory of experiencing Tübingen. Distinguish knowing that a place exists from remembering an event you lived through there. Write a three-sentence account of a real, ordinary experience near home, including where and when. Then mark which details are directly remembered and which you added after looking at a photograph or asking another person.

Word reference: American Psychological Association

53. semantic memory

Say it: sih-MAN-tik MEM-uh-ree

中文: 语义记忆 · yǔ yì jì yì

Meaning: Memory for general knowledge, concepts and meanings rather than a particular personally experienced episode.

Example: Knowing what the word river means draws on semantic memory, even without recalling the first time you learned it.

中文例句: 即使不记得第一次学到河流这个词的情景，理解它的含义也依靠语义记忆。

Use it well: Semantic concerns meaning. In your Tübingen notebook, separate a fact you learned from the scene in which you learned it. Both may matter, but they answer different questions. For a transfer exercise, define a familiar object without describing a personal occasion, then describe one occasion involving that object. Ask a partner to identify which paragraph primarily concerns knowledge and which concerns experience.

Word reference: American Psychological Association

54. procedural memory

Say it: pruh-SEE-jer-uhl MEM-uh-ree

中文: 程序性记忆 · chéng xù xìng jì yì

Meaning: Long-term memory expressed through learned skills and the ability to perform tasks.

Example: The animation exercise drew on procedural memory when the student handled familiar tools without explaining every movement aloud.

中文例句: 在动画练习中，学生操作熟悉工具而不逐一口头解释动作时，运用了程序性记忆。

Use it well: Knowing how to do something differs from reciting facts about it. A person may perform a skill more readily than describe each movement. For your Tübingen learning journal, choose a safe everyday skill and write instructions for a beginner. Notice which actions were difficult to put into words, then test whether the instructions clarify those steps without assuming the reader already has your practice.

Word reference: American Psychological Association

55. prospective memory

Say it: pruh-SPEK-tiv MEM-uh-ree

中文: 前瞻记忆 · qián zhān jì yì

Meaning: Remembering to carry out an intended action at a future time or when a relevant event occurs.

Example: Prospective memory mattered when the visitor intended to return the borrowed guide before leaving.

中文例句: 游客打算离开前归还借来的指南时，前瞻记忆发挥了作用。

Use it well: The focus is remembering to do, rather than remembering that something happened. Make a Tübingen visit checklist with one time-based intention and one event-based intention. Write a practical reminder beside each, such as a note linked to packing a bag. Transfer the exercise to a school project, choosing reminders that support the task instead of relying on confidence that you will simply remember.

Word reference: American Psychological Association

56. implicit memory

Say it: im-PLIS-it MEM-uh-ree

中文: 内隐记忆 · nèi yǐn jì yì

Meaning: The influence of earlier experience on present performance without conscious recollection of that experience.

Example: The workshop discussed implicit memory before asking how past practice might affect a new task without deliberate remembering.

中文例句: 工作坊先讨论内隐记忆，再询问过去的练习如何在没有刻意回忆的情况下影响新任务。

Use it well: Implicit does not mean imaginary or unimportant. It identifies how the influence of past experience is expressed. In a Tübingen cognition reading response, distinguish a definition from proof that a particular example fits it. Write a question asking what evidence a researcher would need. Keep the task descriptive; a casual impression that something feels familiar does not establish a complete account of its cause.

Word reference: Cambridge Dictionary

57. explicit memory

Say it: ik-SPLIS-it MEM-uh-ree

中文: 外显记忆 · wài xiǎn jì yì

Meaning: Memory involving conscious recollection of facts or past events.

Example: The learner used explicit memory to describe the route she had deliberately studied the evening before.

中文例句: 学习者运用外显记忆描述她前一天晚上刻意学习过的路线。

Use it well: Explicit here concerns conscious remembering, not whether the subject is sensitive or graphic. In your Tübingen notebook, write an example involving a remembered fact and another involving a remembered experience. Compare these with the skill-based example in the procedural-memory entry. Treat the categories as tools for careful explanation rather than labels for sorting people into fixed types of learner.

Word reference: Cambridge Dictionary

58. retrieval cue

Say it: ri-TREE-vuhl kyoo

中文: 提取线索 · tí qǔ xiàn suǒ

Meaning: A prompt that helps bring previously learned information back to mind.

Example: The small river sketch became a retrieval cue for the words we had used in our Tübingen paragraph.

中文例句: 那幅小河流草图成为提取线索，帮助我们回想在图宾根段落中使用过的词语。

Use it well: A cue supports remembering; it is not necessarily the answer itself. Make a study card with a useful prompt on the front and a fuller explanation on the back. Test whether the prompt helps you reconstruct meaning rather than merely guess one word. Transfer the method to a presentation: choose a brief cue that brings back an argument without forcing you to read a complete script.

Word reference: Pearson Education

59. spacing effect

Say it: SPAY-sing i-FEKT

中文: 间隔效应 · jiàn gé xiào yìng

Meaning: The memory advantage often found when learning is distributed across separated sessions rather than crowded into one session.

Example: Our Tübingen word plan used the spacing effect by returning to a small set on several different days.

中文例句: 我们的图宾根词汇计划利用间隔效应，在不同日期反复学习一小组词语。

Use it well: The term names a research finding, not a promise that one fixed timetable works equally well for every task. Design three brief review sessions with time between them and record what you can explain at each return. Change the schedule when necessary. Your useful outcome is evidence about your own study choices, not a claim that a single informal trial proves a universal learning law.

Word reference: American Psychological Association

60. testing effect

Say it: TES-ting i-FEKT

中文: 测试效应 · cè shì xiào yìng

Meaning: The improvement in later remembering that can result from practising retrieval of learned information.

Example: The testing effect gave us a reason to close the Tübingen word list and try explaining five terms from memory.

中文例句: 测试效应使我们有理由合上图宾根词汇表，并尝试凭记忆解释五个词语。

Use it well: Testing here can be a low-pressure attempt to retrieve information, not only a graded examination. Follow your attempt with a check against accurate material so errors can be corrected. Write a definition, an example and a question without looking, then compare them with the entry. Notice whether you remembered the wording but lost the distinction, or retained the distinction in your own words.

Word reference: American Psychological Association

Put the distinction to work

Write three short scenarios and give each a question: what is remembered, what prompt is available and what must the person do? Choose a suitable term only after those details are clear. If two terms could apply, explain the overlap instead of forcing a false choice. Finally, design one low-pressure vocabulary review that lets you see what you can explain independently.

Back to all 100 words · Continue reading · Vocabulary references

A travel notebook is full of decisions about what to attend to. Practise recording the task as well as the observation. Were you searching for a name, comparing two pictures or describing a sound? Your account becomes clearer when another reader can understand what you were trying to do before hearing whether you succeeded.

61. selective attention

Say it: sih-LEK-tiv uh-TEN-shun

中文: 选择性注意 · xuǎn zé xìng zhù yì

Meaning: Directing attention towards some information while giving less attention to other available information.

Example: Selective attention helped the sketcher concentrate on one roofline instead of every detail along the Neckarfront.

中文例句: 选择性注意帮助写生者专注于一条屋顶轮廓，而不是内卡河滨景观中的每个细节。

Use it well: Selecting information is part of managing a task; it does not establish that unattended information is unimportant. For a Tübingen observation exercise, decide your question before looking at an image. Record three details relevant to that question, then change the question and inspect the image again. Compare the two sets of notes without claiming that your small exercise measures attention scientifically.

Word reference: American Psychological Association

62. inattentional blindness

Say it: in-uh-TEN-shuh-nuhl BLYND-nes

中文: 非注意盲视 · fēi zhù yì máng shì

Meaning: Failure to notice a visible, unexpected object because attention is occupied by another task.

Example: The discussion of inattentional blindness made us question whether looking towards a scene guarantees noticing everything in it.

中文例句: 关于非注意盲视的讨论使我们质疑，朝一个场景看是否就能保证注意到其中的一切。

Use it well: This technical term does not mean blindness caused by damage to the eyes. It describes a particular failure of noticing under attentional demands. In your Tübingen notebook, distinguish I did not see it from It was not there. Write a careful witness-style description of an ordinary scene using only what you actually observed, and label uncertainty instead of filling the missing details with confident guesses.

Word reference: American Psychological Association

63. change blindness

Say it: chaynj BLYND-nes

中文: 变化盲视 · biàn huà máng shì

Meaning: Failure to detect a change between views of a visual scene.

Example: Our change blindness discussion compared missing a changed detail with missing an unexpected object altogether.

中文例句: 我们关于变化盲视的讨论，比较了漏看改变的细节与完全漏看一个意外物体的区别。

Use it well: Use change blindness when the comparison across views matters. Inattentional blindness focuses on an unnoticed object under competing attentional demands. For your Tübingen learning page, describe two hypothetical image tasks and state which distinction each one is designed to illustrate. Do not turn a classroom demonstration into a judgement about someone’s intelligence; your aim is to practise precise descriptions of tasks and outcomes.

Word reference: American Psychological Association

64. saccade

Say it: suh-KAHD

中文: 扫视 · sǎo shì

Meaning: A rapid eye movement that shifts gaze from one point to another.

Example: A saccade moved the reader’s gaze between parts of the page, rather than tracing every printed line continuously.

中文例句: 一次扫视使读者的视线在页面不同部分之间移动，而不是连续描过每一条印刷线。

Use it well: The word names an eye movement, not the information understood during it. Keep movement, attention and comprehension separate when explaining reading. For your Tübingen cognition notes, make three headings using those terms and place questions beneath them. Then examine a claim that a faster movement must produce better understanding: identify what additional evidence would be needed before accepting that conclusion.

Word reference: Merriam-Webster

65. binocular disparity

Say it: by-NOK-yuh-ler dis-PAR-i-tee

中文: 双眼视差 · shuāng yǎn shì chā

Meaning: The difference between the images of an object reaching the two eyes, which provides a cue to depth.

Example: The explanation of binocular disparity helped us ask why the same object can occupy slightly different positions in two views.

中文例句: 关于双眼视差的解释帮助我们思考，为什么同一物体在两个视图中会处于略有不同的位置。

Use it well: Binocular means involving both eyes here, not using a pair of field binoculars. Disparity is a difference, not necessarily a defect. In a Tübingen science response, identify the two things being compared before stating the difference. Transfer that habit to two photographs: specify viewpoint, framing and subject position before claiming that one photograph contradicts the other.

Word reference: US National Library of Medicine / NCBI

66. proprioception

Say it: proh-pree-oh-SEP-shun

中文: 本体感觉 · běn tǐ gǎn jué

Meaning: The sense of the position and movement of one’s body parts.

Example: The workshop used proprioception to explain awareness of an arm’s position without relying only on sight.

中文例句: 工作坊用本体感觉解释人们如何不只依靠视觉来察觉手臂的位置。

Use it well: The term concerns bodily position and movement; it is not a general synonym for intuition. For your Tübingen reading journal, compare a bodily-position statement with a visual observation and a personal opinion. Explain what kind of information each sentence uses. Keep any practical example ordinary and safe, such as describing a seated hand position, rather than inventing balance challenges in an unfamiliar public place.

Word reference: American Psychological Association

67. psychophysics

Say it: sy-koh-FIZ-iks

中文: 心理物理学 · xīn lǐ wù lǐ xué

Meaning: The study of relationships between physical stimuli and the sensations or perceptions they produce.

Example: Psychophysics gave the class a framework for asking how a measurable change in sound relates to what a listener reports.

中文例句: 心理物理学为全班提供了一个框架，用来探讨可测量的声音变化与听者报告之间的关系。

Use it well: The subject connects measurement with reported experience; it does not simply mean using physics to explain every thought. In your Tübingen cognition notebook, identify a possible physical variable and a possible response measure. Write them separately, then explain why they are not the same thing. Apply that separation to a product review, distinguishing a measured feature from the impression it creates for one user.

Word reference: Merriam-Webster

68. signal detection

Say it: SIG-nuhl di-TEK-shun

中文: 信号检测 · xìn hào jiǎn cè

Meaning: Deciding whether a target signal is present amid noise or uncertainty.

Example: Our signal detection example allowed both missed signals and false alarms, rather than recording only correct answers.

中文例句: 我们的信号检测示例既记录漏检信号，也记录误报，而不只记录正确答案。

Use it well: A decision can be influenced by both sensitivity and the criterion used for saying yes. For your Tübingen science notes, draw four boxes for signal present or absent crossed with yes or no. Fill them with an invented, harmless listening example. Explain why counting only successful detections misses part of the picture, then use the same structure to examine a simple classroom identification task.

Word reference: US National Library of Medicine / MeSH · US National Library of Medicine / NCBI

69. habituation

Say it: huh-bich-oo-AY-shun

中文: 习惯化 · xí guàn huà

Meaning: A decrease in response after repeated exposure to a stimulus, beyond a mere loss of sensory capacity or muscular fatigue.

Example: Habituation was one possible explanation considered when a repeated harmless sound drew less attention over time.

中文例句: 当重复的无害声音逐渐引起较少注意时，习惯化是被考虑的一种可能解释。

Use it well: Do not equate habituation with any situation in which someone says they are used to something. Specify the repeated stimulus and the response that became smaller. In your Tübingen cognition journal, write a hypothetical observation and at least one alternative explanation. This helps separate a label for a process from evidence that the process caused the particular change you described.

Word reference: Merriam-Webster · US National Library of Medicine / NCBI

70. sensitization

Say it: sen-si-tuh-ZAY-shun

中文: 敏化 · mǐn huà

Meaning: An increased responsiveness to stimulation following prior stimulation or experience.

Example: The teacher contrasted sensitization with habituation because one involves a stronger response and the other a reduced response.

中文例句: 老师把敏化与习惯化作了对比，因为前者涉及更强的反应，后者涉及减弱的反应。

Use it well: This entry uses the learning sense, not the separate meanings involving allergies or photographic materials. State the context when a specialist word crosses several fields. For your Tübingen notes, create a comparison with stimulus, response and change as headings. Use a hypothetical example rather than deliberately exposing anyone to distress, then explain which observation would distinguish an increase from a decrease.

Word reference: Merriam-Webster

Put the distinction to work

Use a harmless imagined image task to write an observation, a possible explanation and an alternative explanation. Label each part clearly. Do not claim that one classroom attempt establishes a research finding. Then apply the same discipline to a travel review: separate what happened on a particular occasion from the broader explanation you are tempted to give it.

Back to all 100 words · Continue reading · Vocabulary references

The aim of this chapter is a more careful learning conversation. Before naming a process, describe the task and the change you noticed. Decide which claims your evidence can support and which would require a controlled study. An ordinary notebook can help you reflect without pretending to be a psychological assessment.

71. neuroplasticity

Say it: nyoor-oh-plas-TIS-i-tee

中文: 神经可塑性 · shén jīng kě sù xìng

Meaning: The nervous system’s capacity to change its organisation or functioning in response to experience and other influences.

Example: Neuroplasticity appeared in the article, but we asked what specific change the researchers had actually measured.

中文例句: 文章提到了神经可塑性，但我们询问研究者实际测量了哪一种具体变化。

Use it well: The term does not mean that any desired ability can be transformed instantly or without limits. In a Tübingen science-reading exercise, underline the participants, timescale and measured outcome in a report. Then compare those details with the headline. Write a restrained summary that preserves what the study establishes without turning a broad capacity for change into an individual promise.

Word reference: Merriam-Webster

72. metacognition

Say it: met-uh-kog-NISH-un

中文: 元认知 · yuán rèn zhī

Meaning: Awareness and monitoring of one’s own thinking and learning processes.

Example: Metacognition helped the learner notice that recognising a Tübingen word was easier than explaining it independently.

中文例句: 元认知帮助学习者发现，认出一个图宾根主题词语比独立解释它更容易。

Use it well: Use the term when discussing how you judge or regulate your own thinking, rather than for every act of thinking. Before a review, predict which three words you can explain; then test that prediction. Compare confidence with performance and choose your next study step. Transfer the exercise to a presentation rehearsal, checking whether feeling prepared matches the ability to explain without a script.

Word reference: American Psychological Association

73. source monitoring

Say it: sors MON-i-ter-ing

中文: 来源监测 · lái yuán jiān cè

Meaning: The process of judging where remembered information came from.

Example: Source monitoring helped us separate a museum label from a friend’s comment and our own later interpretation.

中文例句: 来源监测帮助我们区分博物馆标签、朋友的评论，以及我们后来形成的解释。

Use it well: The source of a memory may be something read, heard, observed or imagined. Do not treat familiarity as proof that you personally witnessed an event. In your Tübingen notebook, mark statements with a short origin label and keep the reference beside borrowed factual information. Transfer this habit to school research: a remembered claim becomes easier to verify when its source has not disappeared from your notes.

Word reference: US National Library of Medicine / NCBI

74. false memory

Say it: fols MEM-uh-ree

中文: 错误记忆 · cuò wù jì yì

Meaning: A recollection that is inaccurate or includes an event or detail that did not occur.

Example: We used false memory cautiously, checking the photograph before deciding whether our recollection of the sign was mistaken.

中文例句: 我们谨慎使用错误记忆一词，先查看照片，再判断自己对标牌的回忆是否有误。

Use it well: A false memory is not necessarily a deliberate lie. The term concerns accuracy, while lying concerns intention. For your Tübingen reflection, write a correction to a harmless detail in your notes without accusing anyone of dishonesty. Explain what evidence changed your account. This distinction is valuable whenever people remember an ordinary event differently and need to resolve the disagreement fairly.

Word reference: American Psychological Association

75. cognitive load

Say it: KOG-ni-tiv lohd

中文: 认知负荷 · rèn zhī fù hè

Meaning: The demands a task places on limited mental-processing resources, especially working memory.

Example: The crowded visitor sheet increased cognitive load by making the reader search several places for the next instruction.

中文例句: 拥挤的游客说明页迫使读者在多个位置寻找下一条指示，从而增加了认知负荷。

Use it well: A difficult-looking page and a demanding task are not identical, but presentation can add unnecessary work. For your Tübingen planning exercise, rewrite a tangled instruction sheet into a clear sequence. Keep every necessary detail and remove only avoidable searching or repetition. Ask a partner to follow it, then note where clarification is still needed rather than assuming shorter always means easier.

Word reference: American Psychological Association

76. recognition memory

Say it: rek-ug-NISH-un MEM-uh-ree

中文: 再认记忆 · zài rèn jì yì

Meaning: The ability to identify something as having been encountered before.

Example: Recognition memory helped her select the studied term from the choices, although she could not yet define it without them.

中文例句: 再认记忆帮助她从选项中选出学过的词语，尽管她还不能脱离选项解释它。

Use it well: Recognition provides material to identify, while recall requires bringing material to mind with less direct presentation. In your Tübingen review, first match a term to a definition, then hide both and explain the idea aloud. Compare the two performances without treating either as worthless. Each task answers a different question about what you can currently do with the vocabulary.

Word reference: American Psychological Association

77. recall

Say it: ri-KAWL

中文: 回忆 · huí yì

Meaning: Bringing previously learned information to mind rather than merely identifying it when it is presented again.

Example: Our recall task asked for three Tübingen place names before any list of choices appeared.

中文例句: 我们的回忆任务要求先说出三个图宾根地名，然后才显示选项列表。

Use it well: Recall is the memory sense here; a product recall and a politician’s recall involve different meanings. Specify what is being recalled and under which prompts. For practice, close this guide and write a short explanation of one distinction, then check the result. Correct a missing relationship as carefully as a missing word, because fluent wording can still conceal an inaccurate understanding.

Word reference: Merriam-Webster

78. classical conditioning

Say it: KLAS-i-kuhl kun-DISH-un-ing

中文: 经典条件作用 · jīng diǎn tiáo jiàn zuò yòng

Meaning: Learning in which a stimulus comes to elicit a response through association with another stimulus.

Example: The class discussed classical conditioning as a stimulus-association process, then compared it with learning from consequences.

中文例句: 全班把经典条件作用作为刺激联结过程来讨论，再将其与从行为后果中学习作比较。

Use it well: Identify the associated stimuli and the response rather than using the term for all learning. In your Tübingen cognition notebook, annotate a published introductory example with those roles. Then explain which part differs from an operant-conditioning example. Keep the exercise analytical; there is no need to create a new experiment on another person or animal to demonstrate that you understand the vocabulary.

Word reference: Merriam-Webster

79. operant conditioning

Say it: OP-er-unt kun-DISH-un-ing

中文: 操作性条件作用 · cāo zuò xìng tiáo jiàn zuò yòng

Meaning: Learning in which the consequences of a behaviour influence how likely that behaviour is to occur again.

Example: Our operant conditioning example specified the behaviour, its consequence and the later change in frequency.

中文例句: 我们的操作性条件作用示例明确说明了行为、行为后果，以及此后发生频率的变化。

Use it well: Reinforcement increases behaviour; punishment decreases it in this technical framework. Everyday praise and blame do not automatically establish those effects. For your Tübingen reading notes, check whether an example reports a later change rather than merely an adult’s intention. Transfer the evidence habit to a study routine: describe what actually happened after a change, while leaving room for other explanations.

Word reference: Merriam-Webster · OpenStax

80. cognitive flexibility

Say it: KOG-ni-tiv flek-suh-BIL-i-tee

中文: 认知灵活性 · rèn zhī líng huó xìng

Meaning: The ability to adapt thinking or switch between approaches when goals, rules or circumstances change.

Example: Cognitive flexibility helped our imaginary group revise its reading plan when a new question became more interesting.

中文例句: 当一个新问题变得更有趣时，认知灵活性帮助我们假想的小组调整阅读计划。

Use it well: Changing an approach is useful when the change serves the task; it is not the same as abandoning a plan at every distraction. For your Tübingen study session, choose a goal and a backup method before starting. Afterwards, explain whether a switch was needed and what evidence prompted it. The purpose is thoughtful adjustment, not ranking yourself or others with an informal psychological label.

Word reference: US National Library of Medicine / NCBI

Put the distinction to work

Pick one study problem, such as being unable to explain a distinction without looking. Choose a small change to your routine and decide what improvement would look like. After trying it, record the result in specific language. If the change did not help, revise the plan. Keep your account open to factors such as difficulty, prior knowledge and the conditions of the attempt.

Back to all 100 words · Continue reading · Vocabulary references

Begin by reading a short text aloud, using an authorised copy or a public-domain text. Notice where your voice pauses, which sounds recur and whose perspective the words create. Name a device only when you can point to the relevant feature. The purpose of a term is to sharpen attention to the poem, not replace the experience of reading it.

81. free verse

Say it: free vers

中文: 自由诗 · zì yóu shī

Meaning: Poetry that does not follow a fixed, regular metrical pattern.

Example: Our free verse about the Neckar walk used deliberate line breaks without a repeating metre.

中文例句: 我们关于内卡河散步的自由诗运用了经过考虑的分行，但没有重复的格律。

Use it well: Free verse can still use rhythm, sound patterns and careful organisation. Do not confuse freedom from a fixed metre with absence of craft. For a Hölderlinturm-inspired writing exercise, describe an ordinary object in six short lines. Read it aloud, move one line break and explain how the change affects emphasis. Keep the work your own rather than presenting it as a translation of a poet you have not read.

Word reference: Merriam-Webster

82. spondee

Say it: SPON-dee

中文: 扬扬格 · yáng yáng gé

Meaning: A metrical foot consisting of two stressed syllables in accentual verse, or two long syllables in classical quantitative verse.

Example: The reader marked a possible spondee, then read the phrase aloud to check the two strong beats.

中文例句: 读者标出了一个可能的扬扬格，然后朗读该短语，核查两个重音节拍。

Use it well: Stress and syllable length belong to different metrical systems, so specify which system you are discussing. In English practice, emphasis can vary with context and reading. Choose a short phrase with two strongly emphasised words and explain your reading rather than declaring it the only possible one. Your Tübingen poetry notes should preserve the distinction between an observation about sound and an inflexible rule for every performance.

Word reference: Merriam-Webster

83. hexameter

Say it: hek-SAM-i-ter

中文: 六音步诗行 · liù yīn bù shī háng

Meaning: A line of verse measured in six metrical feet.

Example: The class called the line hexameter only after checking the six-foot pattern described in its commentary.

中文例句: 全班核查评论中所述的六音步模式后，才把该诗行称为六音步诗行。

Use it well: Six feet does not automatically mean six syllables or twelve syllables. A foot is a metrical unit whose composition depends on the system. In your Hölderlin-related reading, keep the original language and the translation clearly labelled before comparing rhythm. For a transfer exercise, explain why counting groups differs from counting the items within groups, using a familiar example before returning to verse.

Word reference: Merriam-Webster

84. elegiac couplet

Say it: el-ih-JY-ik KUP-let

中文: 挽歌双行体 · wǎn gē shuāng háng tǐ

Meaning: A classical verse pair consisting of a dactylic hexameter followed by a dactylic pentameter.

Example: Our note on the elegiac couplet described a two-line form before discussing the mood of the poem.

中文例句: 我们关于挽歌双行体的笔记先描述两行诗体，再讨论诗歌的情绪。

Use it well: Elegiac in this expression identifies a metrical tradition, so the form does not by itself prove that a poem is mournful. Keep structure and mood as separate questions in your Tübingen poetry notebook. Read a reliable explanation of a chosen poem, then write one sentence about the arrangement and another about the effect. Do not force a translation to preserve a pattern its translator has deliberately changed.

Word reference: Cambridge Dictionary

85. lyric speaker

Say it: LIR-ik SPEE-ker

中文: 抒情诗中的发声者 · shū qíng shī zhōng de fā shēng zhě

Meaning: The voice or speaking presence within a lyric poem, which need not be identical to the poet.

Example: The lyric speaker says I, but our discussion did not automatically treat that voice as the author’s biography.

中文例句: 抒情诗中的发声者说“我”，但我们的讨论并未自动把这个声音当作作者的生平。

Use it well: Distinguish the person who wrote the poem from the perspective created inside it. After a Hölderlinturm-related reading, list only what the text itself tells you about its speaker. Put biographical facts in a separate column. Then write four original lines from an imagined viewpoint and explain why the use of I does not turn the whole scene into a factual account of your life.

Word reference: Academy of American Poets

86. poetic licence

Say it: poh-ET-ik LY-sens

中文: 诗歌创作自由 · shī gē chuàng zuò zì yóu

Meaning: The freedom a writer takes to depart from ordinary language or strict factual detail for an artistic purpose.

Example: Our imaginary river could whisper through poetic licence, but our visitor directions still needed ordinary accuracy.

中文例句: 在诗歌创作自由的运用下，我们想象中的河流可以低语，但游客指路信息仍需保持通常的准确性。

Use it well: British English uses licence as the noun; American English commonly uses license. Artistic freedom is not a reason to invent opening hours in a factual guide. For your Tübingen writing task, create one imaginative sentence and one practical sentence about the same scene. Explain the different expectations placed on each, then check that a reader can tell which kind of writing you are offering.

Word reference: Cambridge Dictionary

87. amphibrach

Say it: AM-fi-brak

中文: 抑扬抑格 · yì yáng yì gé

Meaning: A three-syllable metrical foot with a stressed syllable between two unstressed ones, or a long syllable between two short ones in quantitative verse.

Example: The word umbrella helped our group hear an amphibrach as a light-strong-light pattern.

中文例句: umbrella这个词帮助我们小组听出抑扬抑格的轻—重—轻模式。

Use it well: Count both the syllables and their arrangement; a three-syllable unit can follow several different patterns. In your Tübingen poetry notebook, say umbrella naturally and mark the central emphasis. Then find another suitable example and explain the pattern without forcing unnatural pronunciation. When reading verse, consider the surrounding line as well as an isolated word, because a useful sound illustration does not establish the metre of an entire poem.

Word reference: Merriam-Webster

88. end rhyme

Say it: end rym

中文: 尾韵 · wěi yùn

Meaning: Rhyme occurring at the ends of lines of verse.

Example: Our end rhyme linked light with night at the ends of two original lines about a riverside window.

中文例句: 我们的尾韵把关于河边窗户的两个原创诗行末尾的light与night联系起来。

Use it well: End describes placement, while the closeness of the sounds is a separate question. Do not decide that two words rhyme merely because their spelling looks similar. For a Hölderlinturm-inspired exercise, write two short lines with an audible rhyme at their ends. Then rewrite them without that rhyme and explain which version better serves your meaning, rather than choosing the rhyming version automatically.

Word reference: Merriam-Webster

89. internal rhyme

Say it: in-TER-nuhl rym

中文: 内韵 · nèi yùn

Meaning: Rhyme that occurs within a line of verse rather than only between line endings.

Example: The internal rhyme in our line The bright light rests on water linked sounds before the line reached its end.

中文例句: 我们诗行The bright light rests on water中的内韵，在诗行结束前就把语音联系起来。

Use it well: In the original example, bright and light rhyme inside the line. Their position is the reason for calling the rhyme internal. Move one word and check whether the sound relationship remains, then consider whether the new placement changes its classification. In your Tübingen notebook, underline the actual matched sounds and revise any example whose label is stronger than the evidence it offers.

Word reference: Merriam-Webster

90. slant rhyme

Say it: slant rym

中文: 近似韵 · jìn sì yùn

Meaning: An approximate rhyme in which words share some sounds without matching as fully as a perfect rhyme.

Example: The reader heard slant rhyme in the pairing of shape and keep and explained which sounds were shared.

中文例句: 读者在shape与keep的配对中听出了近似韵，并解释了哪些语音相同。

Use it well: Definitions of near rhyme vary, so identify the actual similarity instead of relying on the label alone. Shape and keep share a final consonant but have different vowel sounds. For your Tübingen poetry response, compare an approximate pair with a full-rhyme pair and read both aloud. Explain the contrast using sound rather than spelling, while allowing for differences in accent and pronunciation.

Word reference: Poetry Foundation

Put the distinction to work

Choose two lines and write a response that moves from evidence to effect: identify the feature, show where it occurs and explain what you hear or notice. Offer the interpretation as a reasoned reading rather than a universal emotional rule. If you use a translation, identify it and do not silently transfer every sound claim back to the original language.

Back to all 100 words · Continue reading · Vocabulary references

A tiny project is enough for this chapter. Imagine a paper character noticing a sign, hesitating and moving on. Decide what the audience needs to understand at each stage before choosing elaborate materials. Keep the historical inspiration separate from your own decisions, and use the vocabulary to describe the decisions with precision.

91. silhouette animation

Say it: sil-oo-ET an-i-MAY-shun

中文: 剪影动画 · jiǎn yǐng dòng huà

Meaning: Animation in which moving figures are presented primarily as silhouettes against a contrasting background.

Example: Our silhouette animation needed a readable outline because a tiny facial expression would not carry the scene.

中文例句: 我们的剪影动画需要清晰易辨的轮廓，因为细微的面部表情无法传达整个场景。

Use it well: This names a moving-image technique, not simply a dark outline in one picture. Lotte Reiniger provides the local creative starting point, but the exercise need not imitate one of her films. Design a character whose action can be understood from its outline, then explain the pose in words. Test whether the action remains readable when decorative details are removed from the sketch.

Word reference: British Film Institute

92. cutout animation

Say it: KUT-owt an-i-MAY-shun

中文: 剪纸动画 · jiǎn zhǐ dòng huà

Meaning: Animation made by moving flat, separately created character or scene pieces between recorded frames, or by digitally simulating that method.

Example: The cutout animation used separate paper arms, so the student could change the pose without redrawing the whole figure.

中文例句: 剪纸动画使用分开的纸手臂，因此学生无需重画整个角色就能改变姿势。

Use it well: Cutout describes how components are made and moved; silhouette describes how a figure appears. A project can use both, but the labels answer different questions. In your Reiniger-inspired Tübingen notebook, label material, movement method and visual appearance separately. Transfer this three-part description to another craft, where the material, process and finished look can also be confused if everything is compressed into one adjective.

Word reference: Toon Boom · British Film Institute

93. jointed puppet

Say it: JOYN-tid PUP-it

中文: 关节偶 · guān jié ǒu

Meaning: A puppet with connected parts that can move relative to one another at joints.

Example: Our jointed puppet could raise an arm while its body stayed in the same position on the page.

中文例句: 我们的关节偶可以抬起一条手臂，同时让身体保持在页面上的同一位置。

Use it well: The word jointed identifies a construction feature, not a particular story or animation style. For a safe paper-design exercise inspired by Tübingen’s Reiniger connection, sketch where a shoulder and elbow would need to turn. Explain what movement each joint permits before choosing a fastening method. Compare your planned gesture with a one-piece figure, and describe the practical difference without claiming that more joints always improve a scene.

Word reference: British Film Institute · British Film Institute

94. rostrum camera

Say it: ROS-trum KAM-er-uh

中文: 翻拍摄像机 · fān pāi shè xiàng jī

Meaning: A camera mounted on a stand for filming flat artwork, photographs or similar material on a work surface.

Example: The rostrum camera stayed positioned above the artwork while the animator arranged the next image below it.

中文例句: 翻拍摄像机保持在作品上方的位置，而动画师在其下方安排下一幅图像。

Use it well: Rostrum here concerns a filming setup, not a speaker’s platform. Keep the recording device separate from the artwork being recorded. In your Reiniger-related notebook, draw a side view showing camera, surface and image, then label which part moves in your proposed shot. Use the same method to explain a practical setup to someone who cannot see it in front of them.

Word reference: Hasselt University / Fabian Di Fiore

95. multiplane camera

Say it: MUL-tee-playn KAM-er-uh

中文: 多层摄影机 · duō céng shè yǐng jī

Meaning: An animation-camera system that photographs artwork on separated layers to create depth and relative movement.

Example: Our multiplane camera diagram placed foreground leaves on a different level from the distant castle drawing.

中文例句: 我们的多层摄影机示意图把前景树叶放在与远处城堡图不同的层面上。

Use it well: Plane means a layer or surface in this term, not an aircraft. Separate layers allow relationships that a single flat sheet cannot reproduce in the same way. For your Tübingen animation notes, design a three-layer scene and explain which layer should move first. Make it clear that this is a planning diagram, rather than a claim that you have reconstructed a historical studio apparatus.

Word reference: Disney D23

96. replacement animation

Say it: ri-PLAYS-munt an-i-MAY-shun

中文: 替换动画 · tì huàn dòng huà

Meaning: Animation made by substituting different prepared versions of an object or part between frames.

Example: The replacement animation changed the paper mouth from a closed shape to an open one between photographs.

中文例句: 替换动画在两次拍摄之间，把纸嘴从闭合形状换成张开形状。

Use it well: Replacement changes which prepared piece is used, rather than merely moving one unchanged piece. In your Reiniger-inspired project plan, list the different mouth shapes or objects the scene needs before recording begins. Then compare the method with repositioning a jointed arm. Explain why the two methods solve different practical problems, even when both appear within the same short sequence.

Word reference: Lathala Creative Studios

97. onion skinning

Say it: UN-yun SKIN-ing

中文: 洋葱皮叠影 · yáng cōng pí dié yǐng

Meaning: An animation aid that displays neighbouring frames translucently so an artist can compare positions and plan movement.

Example: Onion skinning showed the previous pose faintly while the student adjusted the new drawing.

中文例句: 洋葱皮叠影淡淡地显示前一个姿势，帮助学生调整新图。

Use it well: The name refers to layered visibility, not a material the finished viewer must see. Distinguish an authoring aid from an effect included in the final film. For your Tübingen creative notes, explain one tool that helps you make something and one feature the audience actually experiences. Transfer that distinction to writing, where an outline may guide your work without appearing in the finished paragraph.

Word reference: Toon Boom

98. inbetweening

Say it: in-bi-TWEEN-ing

中文: 中间画制作 · zhōng jiān huà zhì zuò

Meaning: Creating intermediate images between key poses to shape the movement from one pose to another.

Example: Inbetweening helped the drawn arm travel through a chosen path instead of jumping directly to its final position.

中文例句: 中间画制作帮助画出的手臂沿选定路径移动，而不是直接跳到最终位置。

Use it well: Intermediate images affect the timing and character of movement; they need not all be spaced equally. For your Tübingen animation notebook, mark a beginning, a middle and an ending position for a simple gesture. Explain why the middle position belongs where you placed it. Then write a short narrative transition that performs a comparable job between two events, while keeping the visual and verbal processes distinct.

Word reference: Toon Boom

99. exposure sheet

Say it: ik-SPOH-zher sheet

中文: 摄影表 · shè yǐng biǎo

Meaning: A frame-by-frame planning record used to coordinate animation drawings, timing, sound and camera information.

Example: The exposure sheet told the group how long each drawing should remain visible before the next change.

中文例句: 摄影表告诉小组，每张图在下一次变化之前应保持可见多久。

Use it well: An exposure sheet records timing instructions; it is not simply a collection of attractive drawings. In your Reiniger-inspired planning exercise, describe three actions and assign each a clear place in a short sequence. Check whether another person could reconstruct your intended order from the record. Transfer that clarity test to a science procedure or an event plan, where missing timing information can also cause confusion.

Word reference: Toon Boom

100. animatic

Say it: an-i-MAT-ik

中文: 动态分镜 · dòng tài fēn jìng

Meaning: A timed sequence of storyboard images, often with sound, used to test a film’s action and pacing before full animation.

Example: Our animatic revealed that the pause beside the river lasted too long for the small story we wanted to tell.

中文例句: 我们的动态分镜显示，河边的停顿对我们想讲的小故事而言太长了。

Use it well: An animatic is a planning version, so rough images can still answer important questions about order and timing. Do not confuse an unfinished appearance with an absence of purpose. For your Tübingen creative project, play through a few still panels at chosen durations and record one revision prompted by that test. Apply the same principle to a spoken presentation: rehearse its sequence before polishing every sentence.

Word reference: Toon Boom

Put the distinction to work

Make three rough panels, give them durations and test the sequence with a partner. Ask what the character seems to do and which moment is unclear. Revise one movement, one pause or one view rather than polishing every panel at once. Finish with a short process note describing the method, the difficulty you encountered and the evidence that your revision helped.

Back to all 100 words · Continue reading · Vocabulary references

Model 1: a cautious visit plan

For my Tübingen notebook, I would begin with a map and choose one question rather than a long list of stops. I would mark Hohentübingen Castle and the Hölderlinturm as possible subjects, then check their official visitor information before deciding on a route. Beside each name, I would leave space for an observation and a source. That would let me change the plan without losing the learning question.

The strength of this model is its separation of intention from confirmation. The writer proposes a plan, identifies the checks still needed and avoids inventing a completed visit. Try the same pattern for a place near home. Use would for your proposal, then replace it with a confirmed arrangement only when you have the information needed to support that change.

Model 2: explaining a useful difference

A genome is the complete genetic set, while a proteome describes proteins in a specified biological context. I would keep those two labels on separate pages, then use a reliable source to explain their relationship.

Reference: EMBL-EBI · National Human Genome Research Institute

Notice how the comparison starts with the main distinction and leaves detailed mechanisms for a checked explanation. Now choose two terms from a different chapter and write a similarly short comparison. Avoid adding every fact you know. Your paragraph should answer the one question that makes the terms easy to confuse, then stop before the reader loses the distinction.

Model 3: an honest review of studying

I recognised the term in a list of choices, but could not explain it with the list hidden. I will keep both results in my notebook and practise a short explanation before checking the definition again.

Reference: American Psychological Association

A useful reflection can be modest. The writer reports a particular task and a particular difficulty rather than announcing that their memory is generally good or bad. Write your own account of a recent study attempt with the same restraint. Include what you tried, what you could do and the next small step. Keep the result specific enough that you can check it later.

Model 4: a brief creative process note

Our first paper-character scene made the figure’s action difficult to understand. We removed two decorative details and changed the pause before the gesture. A partner then described the action more clearly. We would keep the simpler version for the next test, but we would ask another viewer before claiming that every audience would read the scene in the same way.

This model links a revision with an observed response while preserving uncertainty. Use it after a drawing, poem, animation plan or spoken explanation. Describe the specific change you made and the response you checked. If the result was mixed, say so. A thoughtful account of a partly successful revision teaches more than an unsupported claim that the new version is perfect.

Retrieval practice with a reason for each answer

Choose one pair from each route: a place and its containing institution, a molecule and one of its parts, two kinds of memory, or two animation terms. Close the guide and explain why the words cannot simply replace each other. Reopen it and check the relationship, not just the spelling. Rewrite any answer that includes the correct words but connects them incorrectly.

For a second pass, build a new bilingual example rather than translating the printed example mechanically. Write the English sentence first, then a natural Chinese sentence that preserves its meaning. Check that both sentences contain the same relationship, degree of certainty and time reference. Finally, read the English aloud and identify which word carries the main point. That is the word your reader should not have to guess.

A five-session route through a long guide

In session one, choose ten entries from the route that interests you most and write three questions. In session two, return to the questions before rereading the entries. In session three, use five terms in a short explanation or sketch. In session four, ask another reader which relationship is unclear and revise it. In session five, transfer the same vocabulary to a different place or subject.

This is a suggested work plan rather than a fixed prescription. Shorten a session when the material becomes difficult and return to a smaller set of distinctions. Keep a record of explanations you can produce independently and questions that still need sources. The aim is a usable collection of ideas, not a completed checklist that hides uncertainty behind a hundred ticks.

Is this a German phrasebook?

No. This is an English vocabulary guide with Chinese support and local names. Use it to read, describe, compare and ask better questions. A practical German phrasebook serves a different purpose, such as learning common spoken requests. For this guide, start with the named-place chapter if you want the most immediately recognisable travel context.

Why are some terms much more advanced than others?

The reading routes are optional extensions. A family interested in a literary visit may use the place and poetry chapters, while a student interested in science may choose the molecular or cognition route. Select terms that help answer a real question. There is no benefit in forcing advanced vocabulary into a sentence when a clearer ordinary word does the job.

Does every listed idea appear in a museum display?

No. The guide uses documented city connections as starting points for wider English learning. It does not claim that every scientific structure, memory process or animation tool is currently displayed in a Tübingen museum. Check the venue’s own description for the visit itself and use the vocabulary references for the broader subject.

How should Chinese and pinyin be used?

Use the Chinese label to establish an initial meaning, then read the English example and explain the distinction in your own words. Pinyin supports reading the Chinese, while the pronunciation cue supports approaching the English headword or local name. Do not treat the two pronunciation systems as interchangeable. For names, copy the original spelling carefully when searching a map or official website.

Can I quote an example as evidence of a real visit?

No. The examples and model scenes are invented teaching material. A real report should distinguish your own observations from checked information and imagined scenarios. If you adapt an example, change the details to match what you actually know. Keep the source beside every borrowed factual claim so later revisions do not erase where that information came from.

When is a word ready for independent use?

Try three checks: explain it without copying, use it in a natural sentence and distinguish it from a nearby term. Then test it in a new context. If you can recognise the word but cannot make the distinction, return to the example and usage note. Progress can be a clearer explanation of five words rather than a hurried first encounter with all one hundred.

Sources and vocabulary references

Research checked 4 October 2026. Official city, university, museum and research-institute pages support the Tübingen connections. Educational scientific publications, dictionaries, literary organisations, an animator’s own account, archive specialists and animation-tool documentation support the vocabulary senses. The teaching explanations, examples, Chinese translations and practice tasks are newly written. Research terminology is included for reading and learning, not for medical diagnosis or laboratory instructions.

Places

• German National Tourist Board: Tübingen
• University of Tübingen: University of Tübingen
• Museum of the University of Tübingen: Hohentübingen Castle
• Tourismus und Stadtmarketing Tübingen: Hölderlinturm
• Tourismus und Stadtmarketing Tübingen: Evangelisches Stift
• State Palaces and Gardens of Baden-Württemberg: Bebenhausen Monastery
• City of Tübingen: Neckarinsel
• Tourismus und Stadtmarketing Tübingen: Platanenallee
• Tourismus und Stadtmarketing Tübingen: Neckarfront
• Tourismus und Stadtmarketing Tübingen: Tübingen Market Square

People and discoveries

• Hölderlinturm Museum: Friedrich Hölderlin
• Museum of the University of Tübingen: Friedrich Miescher
• Museum of the University of Tübingen: Felix Hoppe-Seyler
• Stadtmuseum Tübingen: Lotte Reiniger
• Deutsche Biographie: Ludwig Uhland
• Stanford Encyclopedia of Philosophy: Johannes Kepler
• Museum Hegel-Haus: Georg Wilhelm Friedrich Hegel
• Deutsche Biographie: Friedrich Schelling
• Nobel Prize: Christiane Nüsslein-Volhard
• US National Library of Medicine / MedlinePlus: hemoglobin

Molecular structures

• National Human Genome Research Institute: nucleic acid
• National Human Genome Research Institute: nitrogenous base
• National Human Genome Research Institute: base pair
• National Human Genome Research Institute: double helix
• US National Library of Medicine / NCBI: phosphodiester bond
• Merriam-Webster: ribose
• Merriam-Webster: deoxyribose
• National Cancer Institute: purine
• National Cancer Institute: pyrimidine
• National Human Genome Research Institute: complementary strand

Molecular information

• National Human Genome Research Institute: codon
• National Human Genome Research Institute: anticodon
• National Human Genome Research Institute: messenger RNA
• National Human Genome Research Institute: transfer RNA
• National Human Genome Research Institute: ribosomal RNA
• Taber’s Medical Dictionary: polymerase
• National Human Genome Research Institute: amino acid
• Merriam-Webster: polypeptide
• EMBL-EBI: proteome
• National Human Genome Research Institute: genome

Brain structures and signals

• American Psychological Association: neuron
• Merriam-Webster: axon
• American Psychological Association: dendrite
• US National Library of Medicine / NCBI: synapse
• American Psychological Association: neurotransmitter
• US National Library of Medicine / NCBI: action potential
• American Psychological Association: myelin
• US National Library of Medicine / NCBI: cerebral cortex
• American Psychological Association: hippocampus
• American Psychological Association: cerebellum

Remembering

• American Psychological Association: working memory
• American Psychological Association: episodic memory
• American Psychological Association: semantic memory
• American Psychological Association: procedural memory
• American Psychological Association: prospective memory
• Cambridge Dictionary: implicit memory
• Cambridge Dictionary: explicit memory
• Pearson Education: retrieval cue
• American Psychological Association: spacing effect
• American Psychological Association: testing effect

Perception and attention

• American Psychological Association: selective attention
• American Psychological Association: inattentional blindness
• American Psychological Association: change blindness
• Merriam-Webster: saccade
• US National Library of Medicine / NCBI: binocular disparity
• American Psychological Association: proprioception
• Merriam-Webster: psychophysics
• US National Library of Medicine / MeSH: signal detection
• Merriam-Webster: habituation
• Merriam-Webster: sensitization

Learning and interpretation

• Merriam-Webster: neuroplasticity
• American Psychological Association: metacognition
• US National Library of Medicine / NCBI: source monitoring
• American Psychological Association: false memory
• American Psychological Association: cognitive load
• American Psychological Association: recognition memory
• Merriam-Webster: recall
• Merriam-Webster: classical conditioning
• Merriam-Webster: operant conditioning
• US National Library of Medicine / NCBI: cognitive flexibility

Poetry

• Merriam-Webster: free verse
• Merriam-Webster: spondee
• Merriam-Webster: hexameter
• Cambridge Dictionary: elegiac couplet
• Academy of American Poets: lyric speaker
• Cambridge Dictionary: poetic licence
• Merriam-Webster: amphibrach
• Merriam-Webster: end rhyme
• Merriam-Webster: internal rhyme
• Poetry Foundation: slant rhyme

Animation

• British Film Institute: silhouette animation
• Toon Boom: cutout animation
• British Film Institute: jointed puppet
• Hasselt University / Fabian Di Fiore: rostrum camera
• Disney D23: multiplane camera
• Lathala Creative Studios: replacement animation
• Toon Boom: onion skinning
• Toon Boom: inbetweening
• Toon Boom: exposure sheet
• Toon Boom: animatic

Additional context and distinctions

• Max Planck Institute for Biological Cybernetics: Local research connection
• City of Tübingen: Local museum connection
• Hölderlinturm Museum: Literary museum connection
• American Psychological Association: Memory practice model
• US National Library of Medicine / NCBI: Molecular ring and pairing distinctions
• US National Library of Medicine / NCBI: DNA sugar structural detail
• US National Library of Medicine / NCBI: Signal detection distinctions
• US National Library of Medicine / NCBI: Habituation mechanism distinction
• OpenStax: Reinforcement and punishment distinction

Continue with the Vocabulary Lists Control Tower to connect this guide with another subject.

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