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More pertinent, perhaps, would have been the unmentionable fact that although careless about detail in the cryptanalytic work, he had still been regarded as the brain behind it.
其实还有一个更贴切的例子，但图灵羞于启齿，那就是他在密码分析工作的细节上，犯过很多粗心的错误，但他仍然被称为"英国的大脑"。
Implicitly, this argument appealed to the imitation principle of 'fair play for machines'. This also lay behind his answer to a fifth objection, that
在他的第5条中，他含蓄地呼吁"公平对待机器"这一原则：
(e) In so far as a machine can show intelligence this is to be regarded as nothing but a reflection of the intelligence of its creator.
（5）如果一台机器表现出了智能，人们总是认为，它只是反映了其创造者的智能。
This he described as
他这样描述道：
similar to the view that the credit for the discoveries of a pupil should be given to his teacher.
如果按照这种逻辑，那么学生就不应该得到学分，学分应该属于他的老师。
He would certainly have envisaged in very broad outline the sort of thing his pupil might be expected to do, but would not expect to foresee any sort of detail.
老师肯定会用广泛地方式来训练学生解决某些问题，但他肯定不能事先预见到所有的问题和所有的细节。
It is already possible to produce machines where this sort of situation arises in a small degree.
这种具备有限的学习能力的机器，现在已经成为了可能。
One can produce 'paper machines' for playing chess. Playing against such a machine gives a definite feeling that one is pitting one's wits against something alive.
我们可以建造一种下棋的机器，如果你与这台机器下棋，你肯定会有一种感觉，那就是正在与一种生物体斗智。
This idea of teaching a machine to improve its behaviour into 'intelligence' was the key to most of the positive proposals of this essay.
这种"训练"机器、使其表现出智能行为的想法，是这篇论文的关键点。
This time he would be putting the imitation principle to a constructive use. The real point of this paper was that he was beginning to think seriously about the nature of human intelligence, and how it resembled, or differed, from that of a computer.
这次图灵站在实践的角度上，讨论了行为模拟的原则，他开始严肃地思考，人类的自然智能与计算机之间，到底有什么样的相同和不同。
More and more clearly as time went on, the computer became the medium for his thought, not about mathematics, but about himself and other people.
随着时间推移，计算机逐渐变成了他思考的基础，而思考的内容也不再是数学，而是人。
