-
21 Language
Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)[A list of language games, not meant to be exhaustive:]Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling itSolving a problem in practical arithmeticTranslating from one language into anotherLANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)We dissect nature along the lines laid down by our native languages.The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own LanguageThe forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)[It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)23) Language Is Inevitably Influenced by Specific Contexts of Human InteractionLanguage cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)Historical dictionary of quotations in cognitive science > Language
-
22 Bibliography
■ Aitchison, J. (1987). Noam Chomsky: Consensus and controversy. New York: Falmer Press.■ Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco: W. H. Freeman.■ Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.■ Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed.). New York: W. H. Freeman.■ Archilochus (1971). In M. L. West (Ed.), Iambi et elegi graeci (Vol. 1). Oxford: Oxford University Press.■ Armstrong, D. M. (1990). The causal theory of the mind. In W. G. Lycan (Ed.), Mind and cognition: A reader (pp. 37-47). Cambridge, MA: Basil Blackwell. (Originally published in 1981 in The nature of mind and other essays, Ithaca, NY: University Press).■ Atkins, P. W. (1992). Creation revisited. Oxford: W. H. Freeman & Company.■ Austin, J. L. (1962). How to do things with words. Cambridge, MA: Harvard University Press.■ Bacon, F. (1878). Of the proficience and advancement of learning divine and human. In The works of Francis Bacon (Vol. 1). Cambridge, MA: Hurd & Houghton.■ Bacon, R. (1928). Opus majus (Vol. 2). R. B. Burke (Trans.). Philadelphia, PA: University of Pennsylvania Press.■ Bar-Hillel, Y. (1960). The present status of automatic translation of languages. In F. L. Alt (Ed.), Advances in computers (Vol. 1). New York: Academic Press.■ Barr, A., & E. A. Feigenbaum (Eds.) (1981). The handbook of artificial intelligence (Vol. 1). Reading, MA: Addison-Wesley.■ Barr, A., & E. A. Feigenbaum (Eds.) (1982). The handbook of artificial intelligence (Vol. 2). Los Altos, CA: William Kaufman.■ Barron, F. X. (1963). The needs for order and for disorder as motives in creative activity. In C. W. Taylor & F. X. Barron (Eds.), Scientific creativity: Its rec ognition and development (pp. 153-160). New York: Wiley.■ Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press.■ Bartley, S. H. (1969). Principles of perception. London: Harper & Row.■ Barzun, J. (1959). The house of intellect. New York: Harper & Row.■ Beach, F. A., D. O. Hebb, C. T. Morgan & H. W. Nissen (Eds.) (1960). The neu ropsychology of Lashley. New York: McGraw-Hill.■ Berkeley, G. (1996). Principles of human knowledge: Three Dialogues. Oxford: Oxford University Press. (Originally published in 1710.)■ Berlin, I. (1953). The hedgehog and the fox: An essay on Tolstoy's view of history. NY: Simon & Schuster.■ Bierwisch, J. (1970). Semantics. In J. Lyons (Ed.), New horizons in linguistics. Baltimore: Penguin Books.■ Black, H. C. (1951). Black's law dictionary. St. Paul, MN: West Publishing.■ Bloom, A. (1981). The linguistic shaping of thought: A study in the impact of language on thinking in China and the West. Hillsdale, NJ: Erlbaum.■ Bobrow, D. G., & D. A. Norman (1975). Some principles of memory schemata. In D. G. Bobrow & A. Collins (Eds.), Representation and understanding: Stud ies in Cognitive Science (pp. 131-149). New York: Academic Press.■ Boden, M. A. (1977). Artificial intelligence and natural man. New York: Basic Books.■ Boden, M. A. (1981). Minds and mechanisms. Ithaca, NY: Cornell University Press.■ Boden, M. A. (1990a). The creative mind: Myths and mechanisms. London: Cardinal.■ Boden, M. A. (1990b). The philosophy of artificial intelligence. Oxford: Oxford University Press.■ Boden, M. A. (1994). Precis of The creative mind: Myths and mechanisms. Behavioral and brain sciences 17, 519-570.■ Boden, M. (1996). Creativity. In M. Boden (Ed.), Artificial Intelligence (2nd ed.). San Diego: Academic Press.■ Bolter, J. D. (1984). Turing's man: Western culture in the computer age. Chapel Hill, NC: University of North Carolina Press.■ Bolton, N. (1972). The psychology of thinking. London: Methuen.■ Bourne, L. E. (1973). Some forms of cognition: A critical analysis of several papers. In R. Solso (Ed.), Contemporary issues in cognitive psychology (pp. 313324). Loyola Symposium on Cognitive Psychology (Chicago 1972). Washington, DC: Winston.■ Bransford, J. D., N. S. McCarrell, J. J. Franks & K. E. Nitsch (1977). Toward unexplaining memory. In R. Shaw & J. D. Bransford (Eds.), Perceiving, acting, and knowing (pp. 431-466). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Breger, L. (1981). Freud's unfinished journey. London: Routledge & Kegan Paul.■ Brehmer, B. (1986). In one word: Not from experience. In H. R. Arkes & K. Hammond (Eds.), Judgment and decision making: An interdisciplinary reader (pp. 705-719). Cambridge: Cambridge University Press.■ Bresnan, J. (1978). A realistic transformational grammar. In M. Halle, J. Bresnan & G. A. Miller (Eds.), Linguistic theory and psychological reality (pp. 1-59). Cambridge, MA: MIT Press.■ Brislin, R. W., W. J. Lonner & R. M. Thorndike (Eds.) (1973). Cross- cultural research methods. New York: Wiley.■ Bronowski, J. (1977). A sense of the future: Essays in natural philosophy. P. E. Ariotti with R. Bronowski (Eds.). Cambridge, MA: MIT Press.■ Bronowski, J. (1978). The origins of knowledge and imagination. New Haven, CT: Yale University Press.■ Brown, R. O. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.■ Brown, T. (1970). Lectures on the philosophy of the human mind. In R. Brown (Ed.), Between Hume and Mill: An anthology of British philosophy- 1749- 1843 (pp. 330-387). New York: Random House/Modern Library.■ Bruner, J. S., J. Goodnow & G. Austin (1956). A study of thinking. New York: Wiley.■ Calvin, W. H. (1990). The cerebral symphony: Seashore reflections on the structure of consciousness. New York: Bantam.■ Campbell, J. (1982). Grammatical man: Information, entropy, language, and life. New York: Simon & Schuster.■ Campbell, J. (1989). The improbable machine. New York: Simon & Schuster.■ Carlyle, T. (1966). On heroes, hero- worship and the heroic in history. Lincoln: University of Nebraska Press. (Originally published in 1841.)■ Carnap, R. (1959). The elimination of metaphysics through logical analysis of language [Ueberwindung der Metaphysik durch logische Analyse der Sprache]. In A. J. Ayer (Ed.), Logical positivism (pp. 60-81) A. Pap (Trans). New York: Free Press. (Originally published in 1932.)■ Cassirer, E. (1946). Language and myth. New York: Harper and Brothers. Reprinted. New York: Dover Publications, 1953.■ Cattell, R. B., & H. J. Butcher (1970). Creativity and personality. In P. E. Vernon (Ed.), Creativity. Harmondsworth, England: Penguin Books.■ Caudill, M., & C. Butler (1990). Naturally intelligent systems. Cambridge, MA: MIT Press/Bradford Books.■ Chandrasekaran, B. (1990). What kind of information processing is intelligence? A perspective on AI paradigms and a proposal. In D. Partridge & R. Wilks (Eds.), The foundations of artificial intelligence: A sourcebook (pp. 14-46). Cambridge: Cambridge University Press.■ Charniak, E., & McDermott, D. (1985). Introduction to artificial intelligence. Reading, MA: Addison-Wesley.■ Chase, W. G., & H. A. Simon (1988). The mind's eye in chess. In A. Collins & E. E. Smith (Eds.), Readings in cognitive science: A perspective from psychology and artificial intelligence (pp. 461-493). San Mateo, CA: Kaufmann.■ Cheney, D. L., & R. M. Seyfarth (1990). How monkeys see the world: Inside the mind of another species. Chicago: University of Chicago Press.■ Chi, M.T.H., R. Glaser & E. Rees (1982). Expertise in problem solving. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (pp. 7-73). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Chomsky, N. (1957). Syntactic structures. The Hague: Mouton. Janua Linguarum.■ Chomsky, N. (1964). A transformational approach to syntax. In J. A. Fodor & J. J. Katz (Eds.), The structure of language: Readings in the philosophy of lan guage (pp. 211-245). Englewood Cliffs, NJ: Prentice-Hall.■ Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.■ Chomsky, N. (1972). Language and mind (enlarged ed.). New York: Harcourt Brace Jovanovich.■ Chomsky, N. (1979). Language and responsibility. New York: Pantheon.■ Chomsky, N. (1986). Knowledge of language: Its nature, origin and use. New York: Praeger Special Studies.■ Churchland, P. (1979). Scientific realism and the plasticity of mind. New York: Cambridge University Press.■ Churchland, P. M. (1989). A neurocomputational perspective: The nature of mind and the structure of science. Cambridge, MA: MIT Press.■ Churchland, P. S. (1986). Neurophilosophy. Cambridge, MA: MIT Press/Bradford Books.■ Clark, A. (1996). Philosophical Foundations. In M. A. Boden (Ed.), Artificial in telligence (2nd ed.). San Diego: Academic Press.■ Clark, H. H., & T. B. Carlson (1981). Context for comprehension. In J. Long & A. Baddeley (Eds.), Attention and performance (Vol. 9, pp. 313-330). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Clarke, A. C. (1984). Profiles of the future: An inquiry into the limits of the possible. New York: Holt, Rinehart & Winston.■ Claxton, G. (1980). Cognitive psychology: A suitable case for what sort of treatment? In G. Claxton (Ed.), Cognitive psychology: New directions (pp. 1-25). London: Routledge & Kegan Paul.■ Code, M. (1985). Order and organism. Albany, NY: State University of New York Press.■ Collingwood, R. G. (1972). The idea of history. New York: Oxford University Press.■ Coopersmith, S. (1967). The antecedents of self- esteem. San Francisco: W. H. Freeman.■ Copland, A. (1952). Music and imagination. London: Oxford University Press.■ Coren, S. (1994). The intelligence of dogs. New York: Bantam Books.■ Cottingham, J. (Ed.) (1996). Western philosophy: An anthology. Oxford: Blackwell Publishers.■ Cox, C. (1926). The early mental traits of three hundred geniuses. Stanford, CA: Stanford University Press.■ Craik, K.J.W. (1943). The nature of explanation. Cambridge: Cambridge University Press.■ Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). New York: HarperCollins.■ Cronbach, L. J., & R. E. Snow (1977). Aptitudes and instructional methods. New York: Irvington. Paperback edition, 1981.■ Csikszentmihalyi, M. (1993). The evolving self. New York: Harper Perennial.■ Culler, J. (1976). Ferdinand de Saussure. New York: Penguin Books.■ Curtius, E. R. (1973). European literature and the Latin Middle Ages. W. R. Trask (Trans.). Princeton, NJ: Princeton University Press.■ D'Alembert, J.L.R. (1963). Preliminary discourse to the encyclopedia of Diderot. R. N. Schwab (Trans.). Indianapolis: Bobbs-Merrill.■ Dampier, W. C. (1966). A history of modern science. Cambridge: Cambridge University Press.■ Darwin, C. (1911). The life and letters of Charles Darwin (Vol. 1). Francis Darwin (Ed.). New York: Appleton.■ Davidson, D. (1970) Mental events. In L. Foster & J. W. Swanson (Eds.), Experience and theory (pp. 79-101). Amherst: University of Massachussetts Press.■ Davies, P. (1995). About time: Einstein's unfinished revolution. New York: Simon & Schuster/Touchstone.■ Davis, R., & J. J. King (1977). An overview of production systems. In E. Elcock & D. Michie (Eds.), Machine intelligence 8. Chichester, England: Ellis Horwood.■ Davis, R., & D. B. Lenat (1982). Knowledge- based systems in artificial intelligence. New York: McGraw-Hill.■ Dawkins, R. (1982). The extended phenotype: The gene as the unit of selection. Oxford: W. H. Freeman.■ deKleer, J., & J. S. Brown (1983). Assumptions and ambiguities in mechanistic mental models (1983). In D. Gentner & A. L. Stevens (Eds.), Mental modes (pp. 155-190). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Dennett, D. C. (1978a). Brainstorms: Philosophical essays on mind and psychology. Montgomery, VT: Bradford Books.■ Dennett, D. C. (1978b). Toward a cognitive theory of consciousness. In D. C. Dennett, Brainstorms: Philosophical Essays on Mind and Psychology. Montgomery, VT: Bradford Books.■ Dennett, D. C. (1995). Darwin's dangerous idea: Evolution and the meanings of life. New York: Simon & Schuster/Touchstone.■ Descartes, R. (1897-1910). Traite de l'homme. In Oeuvres de Descartes (Vol. 11, pp. 119-215). Paris: Charles Adam & Paul Tannery. (Originally published in 1634.)■ Descartes, R. (1950). Discourse on method. L. J. Lafleur (Trans.). New York: Liberal Arts Press. (Originally published in 1637.)■ Descartes, R. (1951). Meditation on first philosophy. L. J. Lafleur (Trans.). New York: Liberal Arts Press. (Originally published in 1641.)■ Descartes, R. (1955). The philosophical works of Descartes. E. S. Haldane and G.R.T. Ross (Trans.). New York: Dover. (Originally published in 1911 by Cambridge University Press.)■ Descartes, R. (1967). Discourse on method (Pt. V). In E. S. Haldane and G.R.T. Ross (Eds.), The philosophical works of Descartes (Vol. 1, pp. 106-118). Cambridge: Cambridge University Press. (Originally published in 1637.)■ Descartes, R. (1970a). Discourse on method. In E. S. Haldane & G.R.T. Ross (Eds.), The philosophical works of Descartes (Vol. 1, pp. 181-200). Cambridge: Cambridge University Press. (Originally published in 1637.)■ Descartes, R. (1970b). Principles of philosophy. In E. S. Haldane & G.R.T. Ross (Eds.), The philosophical works of Descartes (Vol. 1, pp. 178-291). Cambridge: Cambridge University Press. (Originally published in 1644.)■ Descartes, R. (1984). Meditations on first philosophy. In J. Cottingham, R. Stoothoff & D. Murduch (Trans.), The philosophical works of Descartes (Vol. 2). Cambridge: Cambridge University Press. (Originally published in 1641.)■ Descartes, R. (1986). Meditations on first philosophy. J. Cottingham (Trans.). Cambridge: Cambridge University Press. (Originally published in 1641 as Med itationes de prima philosophia.)■ deWulf, M. (1956). An introduction to scholastic philosophy. Mineola, NY: Dover Books.■ Dixon, N. F. (1981). Preconscious processing. London: Wiley.■ Doyle, A. C. (1986). The Boscombe Valley mystery. In Sherlock Holmes: The com plete novels and stories (Vol. 1). New York: Bantam.■ Dreyfus, H., & S. Dreyfus (1986). Mind over machine. New York: Free Press.■ Dreyfus, H. L. (1972). What computers can't do: The limits of artificial intelligence (revised ed.). New York: Harper & Row.■ Dreyfus, H. L., & S. E. Dreyfus (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press.■ Edelman, G. M. (1992). Bright air, brilliant fire: On the matter of the mind. New York: Basic Books.■ Ehrenzweig, A. (1967). The hidden order of art. London: Weidenfeld & Nicolson.■ Einstein, A., & L. Infeld (1938). The evolution of physics. New York: Simon & Schuster.■ Eisenstein, S. (1947). Film sense. New York: Harcourt, Brace & World.■ Everdell, W. R. (1997). The first moderns. Chicago: University of Chicago Press.■ Eysenck, M. W. (1977). Human memory: Theory, research and individual difference. Oxford: Pergamon.■ Eysenck, M. W. (1982). Attention and arousal: Cognition and performance. Berlin: Springer.■ Eysenck, M. W. (1984). A handbook of cognitive psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Fancher, R. E. (1979). Pioneers of psychology. New York: W. W. Norton.■ Farrell, B. A. (1981). The standing of psychoanalysis. New York: Oxford University Press.■ Feldman, D. H. (1980). Beyond universals in cognitive development. Norwood, NJ: Ablex.■ Fetzer, J. H. (1996). Philosophy and cognitive science (2nd ed.). New York: Paragon House.■ Finke, R. A. (1990). Creative imagery: Discoveries and inventions in visualization. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Flanagan, O. (1991). The science of the mind. Cambridge MA: MIT Press/Bradford Books.■ Fodor, J. (1983). The modularity of mind. Cambridge, MA: MIT Press/Bradford Books.■ Frege, G. (1972). Conceptual notation. T. W. Bynum (Trans.). Oxford: Clarendon Press. (Originally published in 1879.)■ Frege, G. (1979). Logic. In H. Hermes, F. Kambartel & F. Kaulbach (Eds.), Gottlob Frege: Posthumous writings. Chicago: University of Chicago Press. (Originally published in 1879-1891.)■ Freud, S. (1959). Creative writers and day-dreaming. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 9, pp. 143-153). London: Hogarth Press.■ Freud, S. (1966). Project for a scientific psychology. In J. Strachey (Ed.), The stan dard edition of the complete psychological works of Sigmund Freud (Vol. 1, pp. 295-398). London: Hogarth Press. (Originally published in 1950 as Aus den AnfaЁngen der Psychoanalyse, in London by Imago Publishing.)■ Freud, S. (1976). Lecture 18-Fixation to traumas-the unconscious. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 16, p. 285). London: Hogarth Press.■ Galileo, G. (1990). Il saggiatore [The assayer]. In S. Drake (Ed.), Discoveries and opinions of Galileo. New York: Anchor Books. (Originally published in 1623.)■ Gassendi, P. (1970). Letter to Descartes. In "Objections and replies." In E. S. Haldane & G.R.T. Ross (Eds.), The philosophical works of Descartes (Vol. 2, pp. 179-240). Cambridge: Cambridge University Press. (Originally published in 1641.)■ Gazzaniga, M. S. (1988). Mind matters: How mind and brain interact to create our conscious lives. Boston: Houghton Mifflin in association with MIT Press/Bradford Books.■ Genesereth, M. R., & N. J. Nilsson (1987). Logical foundations of artificial intelligence. Palo Alto, CA: Morgan Kaufmann.■ Ghiselin, B. (1952). The creative process. New York: Mentor.■ Ghiselin, B. (1985). The creative process. Berkeley, CA: University of California Press. (Originally published in 1952.)■ Gilhooly, K. J. (1996). Thinking: Directed, undirected and creative (3rd ed.). London: Academic Press.■ Glass, A. L., K. J. Holyoak & J. L. Santa (1979). Cognition. Reading, MA: AddisonWesley.■ Goody, J. (1977). The domestication of the savage mind. Cambridge: Cambridge University Press.■ Gruber, H. E. (1980). Darwin on man: A psychological study of scientific creativity (2nd ed.). Chicago: University of Chicago Press.■ Gruber, H. E., & S. Davis (1988). Inching our way up Mount Olympus: The evolving systems approach to creative thinking. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives. Cambridge: Cambridge University Press.■ Guthrie, E. R. (1972). The psychology of learning. New York: Harper. (Originally published in 1935.)■ Habermas, J. (1972). Knowledge and human interests. Boston: Beacon Press.■ Hadamard, J. (1945). The psychology of invention in the mathematical field. Princeton, NJ: Princeton University Press.■ Hand, D. J. (1985). Artificial intelligence and psychiatry. Cambridge: Cambridge University Press.■ Harris, M. (1981). The language myth. London: Duckworth.■ Haugeland, J. (Ed.) (1981). Mind design: Philosophy, psychology, artificial intelligence. Cambridge, MA: MIT Press/Bradford Books.■ Haugeland, J. (1981a). The nature and plausibility of cognitivism. In J. Haugeland (Ed.), Mind design: Philosophy, psychology, artificial intelligence (pp. 243-281). Cambridge, MA: MIT Press.■ Haugeland, J. (1981b). Semantic engines: An introduction to mind design. In J. Haugeland (Ed.), Mind design: Philosophy, psychology, artificial intelligence (pp. 1-34). Cambridge, MA: MIT Press/Bradford Books.■ Haugeland, J. (1985). Artificial intelligence: The very idea. Cambridge, MA: MIT Press.■ Hawkes, T. (1977). Structuralism and semiotics. Berkeley: University of California Press.■ Hebb, D. O. (1949). The organisation of behaviour. New York: Wiley.■ Hebb, D. O. (1958). A textbook of psychology. Philadelphia: Saunders.■ Hegel, G.W.F. (1910). The phenomenology of mind. J. B. Baille (Trans.). London: Sonnenschein. (Originally published as Phaenomenologie des Geistes, 1807.)■ Heisenberg, W. (1958). Physics and philosophy. New York: Harper & Row.■ Hempel, C. G. (1966). Philosophy of natural science. Englewood Cliffs, NJ: PrenticeHall.■ Herman, A. (1997). The idea of decline in Western history. New York: Free Press.■ Herrnstein, R. J., & E. G. Boring (Eds.) (1965). A source book in the history of psy chology. Cambridge, MA: Harvard University Press.■ Herzmann, E. (1964). Mozart's creative process. In P. H. Lang (Ed.), The creative world of Mozart (pp. 17-30). London: Oldbourne Press.■ Hilgard, E. R. (1957). Introduction to psychology. London: Methuen.■ Hobbes, T. (1651). Leviathan. London: Crooke.■ Holliday, S. G., & M. J. Chandler (1986). Wisdom: Explorations in adult competence. Basel, Switzerland: Karger.■ Horn, J. L. (1986). In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 3). Hillsdale, NJ: Erlbaum.■ Hull, C. (1943). Principles of behavior. New York: Appleton-Century-Crofts.■ Hume, D. (1955). An inquiry concerning human understanding. New York: Liberal Arts Press. (Originally published in 1748.)■ Hume, D. (1975). An enquiry concerning human understanding. In L. A. SelbyBigge (Ed.), Hume's enquiries (3rd. ed., revised P. H. Nidditch). Oxford: Clarendon. (Spelling and punctuation revised.) (Originally published in 1748.)■ Hume, D. (1978). A treatise of human nature. L. A. Selby-Bigge (Ed.), Hume's enquiries (3rd. ed., revised P. H. Nidditch). Oxford: Clarendon. (With some modifications of spelling and punctuation.) (Originally published in 1690.)■ Hunt, E. (1973). The memory we must have. In R. C. Schank & K. M. Colby (Eds.), Computer models of thought and language. (pp. 343-371) San Francisco: W. H. Freeman.■ Husserl, E. (1960). Cartesian meditations. The Hague: Martinus Nijhoff.■ Inhelder, B., & J. Piaget (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books. (Originally published in 1955 as De la logique de l'enfant a` la logique de l'adolescent. [Paris: Presses Universitaire de France])■ James, W. (1890a). The principles of psychology (Vol. 1). New York: Dover Books.■ James, W. (1890b). The principles of psychology. New York: Henry Holt.■ Jevons, W. S. (1900). The principles of science (2nd ed.). London: Macmillan.■ Johnson, G. (1986). Machinery of the mind: Inside the new science of artificial intelli gence. New York: Random House.■ Johnson-Laird, P. N. (1983). Mental models: Toward a cognitive science of language, inference, and consciousness. Cambridge, MA: Harvard University Press.■ Johnson-Laird, P. N. (1988). The computer and the mind: An introduction to cognitive science. Cambridge, MA: Harvard University Press.■ Jones, E. (1961). The life and work of Sigmund Freud. L. Trilling & S. Marcus (Eds.). London: Hogarth.■ Jones, R. V. (1985). Complementarity as a way of life. In A. P. French & P. J. Kennedy (Eds.), Niels Bohr: A centenary volume. Cambridge, MA: Harvard University Press.■ Kant, I. (1933). Critique of Pure Reason (2nd ed.). N. K. Smith (Trans.). London: Macmillan. (Originally published in 1781 as Kritik der reinen Vernunft.)■ Kant, I. (1891). Solution of the general problems of the Prolegomena. In E. Belfort (Trans.), Kant's Prolegomena. London: Bell. (With minor modifications.) (Originally published in 1783.)■ Katona, G. (1940). Organizing and memorizing: Studies in the psychology of learning and teaching. New York: Columbia University Press.■ Kaufman, A. S. (1979). Intelligent testing with the WISC-R. New York: Wiley.■ Koestler, A. (1964). The act of creation. New York: Arkana (Penguin).■ Kohlberg, L. (1971). From is to ought. In T. Mischel (Ed.), Cognitive development and epistemology. (pp. 151-235) New York: Academic Press.■ KoЁhler, W. (1925). The mentality of apes. New York: Liveright.■ KoЁhler, W. (1927). The mentality of apes (2nd ed.). Ella Winter (Trans.). London: Routledge & Kegan Paul.■ KoЁhler, W. (1930). Gestalt psychology. London: G. Bell.■ KoЁhler, W. (1947). Gestalt psychology. New York: Liveright.■ KoЁhler, W. (1969). The task of Gestalt psychology. Princeton, NJ: Princeton University Press.■ Kuhn, T. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.■ Langer, E. J. (1989). Mindfulness. Reading, MA: Addison-Wesley.■ Langer, S. (1962). Philosophical sketches. Baltimore: Johns Hopkins University Press.■ Langley, P., H. A. Simon, G. L. Bradshaw & J. M. Zytkow (1987). Scientific dis covery: Computational explorations of the creative process. Cambridge, MA: MIT Press.■ Lashley, K. S. (1951). The problem of serial order in behavior. In L. A. Jeffress (Ed.), Cerebral mechanisms in behavior, the Hixon Symposium (pp. 112-146) New York: Wiley.■ LeDoux, J. E., & W. Hirst (1986). Mind and brain: Dialogues in cognitive neuroscience. Cambridge: Cambridge University Press.■ Lehnert, W. (1978). The process of question answering. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Leiber, J. (1991). Invitation to cognitive science. Oxford: Blackwell.■ Lenat, D. B., & G. Harris (1978). Designing a rule system that searches for scientific discoveries. In D. A. Waterman & F. Hayes-Roth (Eds.), Pattern directed inference systems (pp. 25-52) New York: Academic Press.■ Levenson, T. (1995). Measure for measure: A musical history of science. New York: Touchstone. (Originally published in 1994.)■ Leґvi-Strauss, C. (1963). Structural anthropology. C. Jacobson & B. Grundfest Schoepf (Trans.). New York: Basic Books. (Originally published in 1958.)■ Levine, M. W., & J. M. Schefner (1981). Fundamentals of sensation and perception. London: Addison-Wesley.■ Lewis, C. I. (1946). An analysis of knowledge and valuation. LaSalle, IL: Open Court.■ Lighthill, J. (1972). A report on artificial intelligence. Unpublished manuscript, Science Research Council.■ Lipman, M., A. M. Sharp & F. S. Oscanyan (1980). Philosophy in the classroom. Philadelphia: Temple University Press.■ Lippmann, W. (1965). Public opinion. New York: Free Press. (Originally published in 1922.)■ Locke, J. (1956). An essay concerning human understanding. Chicago: Henry Regnery Co. (Originally published in 1690.)■ Locke, J. (1975). An essay concerning human understanding. P. H. Nidditch (Ed.). Oxford: Clarendon. (Originally published in 1690.) (With spelling and punctuation modernized and some minor modifications of phrasing.)■ Lopate, P. (1994). The art of the personal essay. New York: Doubleday/Anchor Books.■ Lorimer, F. (1929). The growth of reason. London: Kegan Paul. Machlup, F., & U. Mansfield (Eds.) (1983). The study of information. New York: Wiley.■ Manguel, A. (1996). A history of reading. New York: Viking.■ Markey, J. F. (1928). The symbolic process. London: Kegan Paul.■ Martin, R. M. (1969). On Ziff's "Natural and formal languages." In S. Hook (Ed.), Language and philosophy: A symposium (pp. 249-263). New York: New York University Press.■ Mazlish, B. (1993). The fourth discontinuity: the co- evolution of humans and machines. New Haven, CT: Yale University Press.■ McCarthy, J., & P. J. Hayes (1969). Some philosophical problems from the standpoint of artificial intelligence. In B. Meltzer & D. Michie (Eds.), Machine intelligence 4. Edinburgh: Edinburgh University Press.■ McClelland, J. L., D. E. Rumelhart & G. E. Hinton (1986). The appeal of parallel distributed processing. In D. E. Rumelhart, J. L. McClelland & the PDP Research Group (Eds.), Parallel distributed processing: Explorations in the mi crostructure of cognition (Vol. 1, pp. 3-40). Cambridge, MA: MIT Press/ Bradford Books.■ McCorduck, P. (1979). Machines who think. San Francisco: W. H. Freeman.■ McLaughlin, T. (1970). Music and communication. London: Faber & Faber.■ Mednick, S. A. (1962). The associative basis of the creative process. Psychological Review 69, 431-436.■ Meehl, P. E., & C. J. Golden (1982). Taxometric methods. In Kendall, P. C., & Butcher, J. N. (Eds.), Handbook of research methods in clinical psychology (pp. 127-182). New York: Wiley.■ Mehler, J., E.C.T. Walker & M. Garrett (Eds.) (1982). Perspectives on mental rep resentation: Experimental and theoretical studies of cognitive processes and ca pacities. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Mill, J. S. (1900). A system of logic, ratiocinative and inductive: Being a connected view of the principles of evidence and the methods of scientific investigation. London: Longmans, Green.■ Miller, G. A. (1979, June). A very personal history. Talk to the Cognitive Science Workshop, Cambridge, MA.■ Miller, J. (1983). States of mind. New York: Pantheon Books.■ Minsky, M. (1975). A framework for representing knowledge. In P. H. Winston (Ed.), The psychology of computer vision (pp. 211-277). New York: McGrawHill.■ Minsky, M., & S. Papert (1973). Artificial intelligence. Condon Lectures, Oregon State System of Higher Education, Eugene, Oregon.■ Minsky, M. L. (1986). The society of mind. New York: Simon & Schuster.■ Mischel, T. (1976). Psychological explanations and their vicissitudes. In J. K. Cole & W. J. Arnold (Eds.), Nebraska Symposium on motivation (Vol. 23). Lincoln, NB: University of Nebraska Press.■ Morford, M.P.O., & R. J. Lenardon (1995). Classical mythology (5th ed.). New York: Longman.■ Murdoch, I. (1954). Under the net. New York: Penguin.■ Nagel, E. (1959). Methodological issues in psychoanalytic theory. In S. Hook (Ed.), Psychoanalysis, scientific method, and philosophy: A symposium. New York: New York University Press.■ Nagel, T. (1979). Mortal questions. London: Cambridge University Press.■ Nagel, T. (1986). The view from nowhere. Oxford: Oxford University Press.■ Neisser, U. (1967). Cognitive psychology. New York: Appleton-Century-Crofts.■ Neisser, U. (1972). Changing conceptions of imagery. In P. W. Sheehan (Ed.), The function and nature of imagery (pp. 233-251). London: Academic Press.■ Neisser, U. (1976). Cognition and reality. San Francisco: W. H. Freeman.■ Neisser, U. (1978). Memory: What are the important questions? In M. M. Gruneberg, P. E. Morris & R. N. Sykes (Eds.), Practical aspects of memory (pp. 3-24). London: Academic Press.■ Neisser, U. (1979). The concept of intelligence. In R. J. Sternberg & D. K. Detterman (Eds.), Human intelligence: Perspectives on its theory and measurement (pp. 179-190). Norwood, NJ: Ablex.■ Nersessian, N. (1992). How do scientists think? Capturing the dynamics of conceptual change in science. In R. N. Giere (Ed.), Cognitive models of science (pp. 3-44). Minneapolis: University of Minnesota Press.■ Newell, A. (1973a). Artificial intelligence and the concept of mind. In R. C. Schank & K. M. Colby (Eds.), Computer models of thought and language (pp. 1-60). San Francisco: W. H. Freeman.■ Newell, A. (1973b). You can't play 20 questions with nature and win. In W. G. Chase (Ed.), Visual information processing (pp. 283-310). New York: Academic Press.■ Newell, A., & H. A. Simon (1963). GPS: A program that simulates human thought. In E. A. Feigenbaum & J. Feldman (Eds.), Computers and thought (pp. 279-293). New York & McGraw-Hill.■ Newell, A., & H. A. Simon (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.■ Nietzsche, F. (1966). Beyond good and evil. W. Kaufmann (Trans.). New York: Vintage. (Originally published in 1885.)■ Nilsson, N. J. (1971). Problem- solving methods in artificial intelligence. New York: McGraw-Hill.■ Nussbaum, M. C. (1978). Aristotle's Princeton University Press. De Motu Anamalium. Princeton, NJ:■ Oersted, H. C. (1920). Thermo-electricity. In Kirstine Meyer (Ed.), H. C. Oersted, Natuurvidenskabelige Skrifter (Vol. 2). Copenhagen: n.p. (Originally published in 1830 in The Edinburgh encyclopaedia.)■ Ong, W. J. (1982). Orality and literacy: The technologizing of the word. London: Methuen.■ Onians, R. B. (1954). The origins of European thought. Cambridge, MA: Cambridge University Press.■ Osgood, C. E. (1960). Method and theory in experimental psychology. New York: Oxford University Press. (Originally published in 1953.)■ Osgood, C. E. (1966). Language universals and psycholinguistics. In J. H. Greenberg (Ed.), Universals of language (2nd ed., pp. 299-322). Cambridge, MA: MIT Press.■ Palmer, R. E. (1969). Hermeneutics. Evanston, IL: Northwestern University Press.■ Peirce, C. S. (1934). Some consequences of four incapacities-Man, a sign. In C. Hartsborne & P. Weiss (Eds.), Collected papers of Charles Saunders Peirce (Vol. 5, pp. 185-189). Cambridge, MA: Harvard University Press.■ Penfield, W. (1959). In W. Penfield & L. Roberts, Speech and brain mechanisms. Princeton, NJ: Princeton University Press.■ Penrose, R. (1994). Shadows of the mind: A search for the missing science of conscious ness. Oxford: Oxford University Press.■ Perkins, D. N. (1981). The mind's best work. Cambridge, MA: Harvard University Press.■ Peterfreund, E. (1986). The heuristic approach to psychoanalytic therapy. In■ J. Reppen (Ed.), Analysts at work, (pp. 127-144). Hillsdale, NJ: Analytic Press.■ Piaget, J. (1952). The origin of intelligence in children. New York: International Universities Press. (Originally published in 1936.)■ Piaget, J. (1954). Le langage et les opeґrations intellectuelles. Proble` mes de psycho linguistique. Symposium de l'Association de Psychologie Scientifique de Langue Francёaise. Paris: Presses Universitaires de France.■ Piaget, J. (1977). Problems of equilibration. In H. E. Gruber & J. J. Voneche (Eds.), The essential Piaget (pp. 838-841). London: Routlege & Kegan Paul. (Originally published in 1975 as L'eґquilibration des structures cognitives [Paris: Presses Universitaires de France].)■ Piaget, J., & B. Inhelder. (1973). Memory and intelligence. New York: Basic Books.■ Pinker, S. (1994). The language instinct. New York: Morrow.■ Pinker, S. (1996). Facts about human language relevant to its evolution. In J.-P. Changeux & J. Chavaillon (Eds.), Origins of the human brain. A symposium of the Fyssen foundation (pp. 262-283). Oxford: Clarendon Press. Planck, M. (1949). Scientific autobiography and other papers. F. Gaynor (Trans.). New York: Philosophical Library.■ Planck, M. (1990). Wissenschaftliche Selbstbiographie. W. Berg (Ed.). Halle, Germany: Deutsche Akademie der Naturforscher Leopoldina.■ Plato (1892). Meno. In The Dialogues of Plato (B. Jowett, Trans.; Vol. 2). New York: Clarendon. (Originally published circa 380 B.C.)■ Poincareґ, H. (1913). Mathematical creation. In The foundations of science. G. B. Halsted (Trans.). New York: Science Press.■ Poincareґ, H. (1921). The foundations of science: Science and hypothesis, the value of science, science and method. G. B. Halstead (Trans.). New York: Science Press.■ Poincareґ, H. (1929). The foundations of science: Science and hypothesis, the value of science, science and method. New York: Science Press.■ Poincareґ, H. (1952). Science and method. F. Maitland (Trans.) New York: Dover.■ Polya, G. (1945). How to solve it. Princeton, NJ: Princeton University Press.■ Polanyi, M. (1958). Personal knowledge. London: Routledge & Kegan Paul.■ Popper, K. (1968). Conjectures and refutations: The growth of scientific knowledge. New York: Harper & Row/Basic Books.■ Popper, K., & J. Eccles (1977). The self and its brain. New York: Springer-Verlag.■ Popper, K. R. (1959). The logic of scientific discovery. London: Hutchinson.■ Putnam, H. (1975). Mind, language and reality: Philosophical papers (Vol. 2). Cambridge: Cambridge University Press.■ Putnam, H. (1987). The faces of realism. LaSalle, IL: Open Court.■ Pylyshyn, Z. W. (1981). The imagery debate: Analog media versus tacit knowledge. In N. Block (Ed.), Imagery (pp. 151-206). Cambridge, MA: MIT Press.■ Pylyshyn, Z. W. (1984). Computation and cognition: Towards a foundation for cog nitive science. Cambridge, MA: MIT Press/Bradford Books.■ Quillian, M. R. (1968). Semantic memory. In M. Minsky (Ed.), Semantic information processing (pp. 216-260). Cambridge, MA: MIT Press.■ Quine, W.V.O. (1960). Word and object. Cambridge, MA: Harvard University Press.■ Rabbitt, P.M.A., & S. Dornic (Eds.). Attention and performance (Vol. 5). London: Academic Press.■ Rawlins, G.J.E. (1997). Slaves of the Machine: The quickening of computer technology. Cambridge, MA: MIT Press/Bradford Books.■ Reid, T. (1970). An inquiry into the human mind on the principles of common sense. In R. Brown (Ed.), Between Hume and Mill: An anthology of British philosophy- 1749- 1843 (pp. 151-178). New York: Random House/Modern Library.■ Reitman, W. (1970). What does it take to remember? In D. A. Norman (Ed.), Models of human memory (pp. 470-510). London: Academic Press.■ Ricoeur, P. (1974). Structure and hermeneutics. In D. I. Ihde (Ed.), The conflict of interpretations: Essays in hermeneutics (pp. 27-61). Evanston, IL: Northwestern University Press.■ Robinson, D. N. (1986). An intellectual history of psychology. Madison: University of Wisconsin Press.■ Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.■ Rosch, E. (1977). Human categorization. In N. Warren (Ed.), Studies in cross cultural psychology (Vol. 1, pp. 1-49) London: Academic Press.■ Rosch, E. (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization (pp. 27-48). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Rosch, E., & B. B. Lloyd (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Rose, S. (1970). The chemistry of life. Baltimore: Penguin Books.■ Rose, S. (1976). The conscious brain (updated ed.). New York: Random House.■ Rose, S. (1993). The making of memory: From molecules to mind. New York: Anchor Books. (Originally published in 1992)■ Roszak, T. (1994). The cult of information: A neo- Luddite treatise on high- tech, artificial intelligence, and the true art of thinking (2nd ed.). Berkeley: University of California Press.■ Royce, J. R., & W. W. Rozeboom (Eds.) (1972). The psychology of knowing. New York: Gordon & Breach.■ Rumelhart, D. E. (1977). Introduction to human information processing. New York: Wiley.■ Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. Bruce & W. F. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Rumelhart, D. E., & J. L. McClelland (1986). On learning the past tenses of English verbs. In J. L. McClelland & D. E. Rumelhart (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition (Vol. 2). Cambridge, MA: MIT Press.■ Rumelhart, D. E., P. Smolensky, J. L. McClelland & G. E. Hinton (1986). Schemata and sequential thought processes in PDP models. In J. L. McClelland, D. E. Rumelhart & the PDP Research Group (Eds.), Parallel Distributed Processing (Vol. 2, pp. 7-57). Cambridge, MA: MIT Press.■ Russell, B. (1927). An outline of philosophy. London: G. Allen & Unwin.■ Russell, B. (1961). History of Western philosophy. London: George Allen & Unwin.■ Russell, B. (1965). How I write. In Portraits from memory and other essays. London: Allen & Unwin.■ Russell, B. (1992). In N. Griffin (Ed.), The selected letters of Bertrand Russell (Vol. 1), The private years, 1884- 1914. Boston: Houghton Mifflin. Ryecroft, C. (1966). Psychoanalysis observed. London: Constable.■ Sagan, C. (1978). The dragons of Eden: Speculations on the evolution of human intel ligence. New York: Ballantine Books.■ Salthouse, T. A. (1992). Expertise as the circumvention of human processing limitations. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 172-194). Cambridge: Cambridge University Press.■ Sanford, A. J. (1987). The mind of man: Models of human understanding. New Haven, CT: Yale University Press.■ Sapir, E. (1921). Language. New York: Harcourt, Brace, and World.■ Sapir, E. (1964). Culture, language, and personality. Berkeley: University of California Press. (Originally published in 1941.)■ Sapir, E. (1985). The status of linguistics as a science. In D. G. Mandelbaum (Ed.), Selected writings of Edward Sapir in language, culture and personality (pp. 160166). Berkeley: University of California Press. (Originally published in 1929).■ Scardmalia, M., & C. Bereiter (1992). Literate expertise. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 172-194). Cambridge: Cambridge University Press.■ Schafer, R. (1954). Psychoanalytic interpretation in Rorschach testing. New York: Grune & Stratten.■ Schank, R. C. (1973). Identification of conceptualizations underlying natural language. In R. C. Schank & K. M. Colby (Eds.), Computer models of thought and language (pp. 187-248). San Francisco: W. H. Freeman.■ Schank, R. C. (1976). The role of memory in language processing. In C. N. Cofer (Ed.), The structure of human memory. (pp. 162-189) San Francisco: W. H. Freeman.■ Schank, R. C. (1986). Explanation patterns: Understanding mechanically and creatively. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Schank, R. C., & R. P. Abelson (1977). Scripts, plans, goals, and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.■ SchroЁdinger, E. (1951). Science and humanism. Cambridge: Cambridge University Press.■ Searle, J. R. (1981a). Minds, brains, and programs. In J. Haugeland (Ed.), Mind design: Philosophy, psychology, artificial intelligence (pp. 282-306). Cambridge, MA: MIT Press.■ Searle, J. R. (1981b). Minds, brains and programs. In D. Hofstadter & D. Dennett (Eds.), The mind's I (pp. 353-373). New York: Basic Books.■ Searle, J. R. (1983). Intentionality. New York: Cambridge University Press.■ Serres, M. (1982). The origin of language: Biology, information theory, and thermodynamics. M. Anderson (Trans.). In J. V. Harari & D. F. Bell (Eds.), Hermes: Literature, science, philosophy (pp. 71-83). Baltimore: Johns Hopkins University Press.■ Simon, H. A. (1966). Scientific discovery and the psychology of problem solving. In R. G. Colodny (Ed.), Mind and cosmos: Essays in contemporary science and philosophy (pp. 22-40). Pittsburgh: University of Pittsburgh Press.■ Simon, H. A. (1979). Models of thought. New Haven, CT: Yale University Press.■ Simon, H. A. (1989). The scientist as a problem solver. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert Simon. Hillsdale, N.J.: Lawrence Erlbaum Associates.■ Simon, H. A., & C. Kaplan (1989). Foundations of cognitive science. In M. Posner (Ed.), Foundations of cognitive science (pp. 1-47). Cambridge, MA: MIT Press.■ Simonton, D. K. (1988). Creativity, leadership and chance. In R. J. Sternberg (Ed.), The nature of creativity. Cambridge: Cambridge University Press.■ Skinner, B. F. (1974). About behaviorism. New York: Knopf.■ Smith, E. E. (1988). Concepts and thought. In J. Sternberg & E. E. Smith (Eds.), The psychology of human thought (pp. 19-49). Cambridge: Cambridge University Press.■ Smith, E. E. (1990). Thinking: Introduction. In D. N. Osherson & E. E. Smith (Eds.), Thinking. An invitation to cognitive science. (Vol. 3, pp. 1-2). Cambridge, MA: MIT Press.■ Socrates. (1958). Meno. In E. H. Warmington & P. O. Rouse (Eds.), Great dialogues of Plato W.H.D. Rouse (Trans.). New York: New American Library. (Original publication date unknown.)■ Solso, R. L. (1974). Theories of retrieval. In R. L. Solso (Ed.), Theories in cognitive psychology. Potomac, MD: Lawrence Erlbaum Associates.■ Spencer, H. (1896). The principles of psychology. New York: Appleton-CenturyCrofts.■ Steiner, G. (1975). After Babel: Aspects of language and translation. New York: Oxford University Press.■ Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Sternberg, R. J. (1994). Intelligence. In R. J. Sternberg, Thinking and problem solving. San Diego: Academic Press.■ Sternberg, R. J., & J. E. Davidson (1985). Cognitive development in gifted and talented. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented (pp. 103-135). Washington, DC: American Psychological Association.■ Storr, A. (1993). The dynamics of creation. New York: Ballantine Books. (Originally published in 1972.)■ Stumpf, S. E. (1994). Philosophy: History and problems (5th ed.). New York: McGraw-Hill.■ Sulloway, F. J. (1996). Born to rebel: Birth order, family dynamics, and creative lives. New York: Random House/Vintage Books.■ Thorndike, E. L. (1906). Principles of teaching. New York: A. G. Seiler.■ Thorndike, E. L. (1970). Animal intelligence: Experimental studies. Darien, CT: Hafner Publishing Co. (Originally published in 1911.)■ Titchener, E. B. (1910). A textbook of psychology. New York: Macmillan.■ Titchener, E. B. (1914). A primer of psychology. New York: Macmillan.■ Toulmin, S. (1957). The philosophy of science. London: Hutchinson.■ Tulving, E. (1972). Episodic and semantic memory. In E. Tulving & W. Donaldson (Eds.), Organisation of memory. London: Academic Press.■ Turing, A. (1946). In B. E. Carpenter & R. W. Doran (Eds.), ACE reports of 1946 and other papers. Cambridge, MA: MIT Press.■ Turkle, S. (1984). Computers and the second self: Computers and the human spirit. New York: Simon & Schuster.■ Tyler, S. A. (1978). The said and the unsaid: Mind, meaning, and culture. New York: Academic Press.■ van Heijenoort (Ed.) (1967). From Frege to Goedel. Cambridge: Harvard University Press.■ Varela, F. J. (1984). The creative circle: Sketches on the natural history of circularity. In P. Watzlawick (Ed.), The invented reality (pp. 309-324). New York: W. W. Norton.■ Voltaire (1961). On the Penseґs of M. Pascal. In Philosophical letters (pp. 119-146). E. Dilworth (Trans.). Indianapolis: Bobbs-Merrill.■ Wagman, M. (1991a). Artificial intelligence and human cognition: A theoretical inter comparison of two realms of intellect. Westport, CT: Praeger.■ Wagman, M. (1991b). Cognitive science and concepts of mind: Toward a general theory of human and artificial intelligence. Westport, CT: Praeger.■ Wagman, M. (1993). Cognitive psychology and artificial intelligence: Theory and re search in cognitive science. Westport, CT: Praeger.■ Wagman, M. (1995). The sciences of cognition: Theory and research in psychology and artificial intelligence. Westport, CT: Praeger.■ Wagman, M. (1996). Human intellect and cognitive science: Toward a general unified theory of intelligence. Westport, CT: Praeger.■ Wagman, M. (1997a). Cognitive science and the symbolic operations of human and artificial intelligence: Theory and research into the intellective processes. Westport, CT: Praeger.■ Wagman, M. (1997b). The general unified theory of intelligence: Central conceptions and specific application to domains of cognitive science. Westport, CT: Praeger.■ Wagman, M. (1998a). Cognitive science and the mind- body problem: From philosophy to psychology to artificial intelligence to imaging of the brain. Westport, CT: Praeger.■ Wagman, M. (1998b). Language and thought in humans and computers: Theory and research in psychology, artificial intelligence, and neural science. Westport, CT: Praeger.■ Wagman, M. (1998c). The ultimate objectives of artificial intelligence: Theoretical and research foundations, philosophical and psychological implications. Westport, CT: Praeger.■ Wagman, M. (1999). The human mind according to artificial intelligence: Theory, re search, and implications. Westport, CT: Praeger.■ Wagman, M. (2000). Scientific discovery processes in humans and computers: Theory and research in psychology and artificial intelligence. Westport, CT: Praeger.■ Wall, R. (1972). Introduction to mathematical linguistics. Englewood Cliffs, NJ: Prentice-Hall.■ Wallas, G. (1926). The Art of Thought. New York: Harcourt, Brace & Co.■ Wason, P. (1977). Self contradictions. In P. Johnson-Laird & P. Wason (Eds.), Thinking: Readings in cognitive science. Cambridge: Cambridge University Press.■ Wason, P. C., & P. N. Johnson-Laird. (1972). Psychology of reasoning: Structure and content. Cambridge, MA: Harvard University Press.■ Watson, J. (1930). Behaviorism. New York: W. W. Norton.■ Watzlawick, P. (1984). Epilogue. In P. Watzlawick (Ed.), The invented reality. New York: W. W. Norton, 1984.■ Weinberg, S. (1977). The first three minutes: A modern view of the origin of the uni verse. New York: Basic Books.■ Weisberg, R. W. (1986). Creativity: Genius and other myths. New York: W. H. Freeman.■ Weizenbaum, J. (1976). Computer power and human reason: From judgment to cal culation. San Francisco: W. H. Freeman.■ Wertheimer, M. (1945). Productive thinking. New York: Harper & Bros.■ Whitehead, A. N. (1925). Science and the modern world. New York: Macmillan.■ Whorf, B. L. (1956). In J. B. Carroll (Ed.), Language, thought and reality: Selected writings of Benjamin Lee Whorf. Cambridge, MA: MIT Press.■ Whyte, L. L. (1962). The unconscious before Freud. New York: Anchor Books.■ Wiener, N. (1954). The human use of human beings. Boston: Houghton Mifflin.■ Wiener, N. (1964). God & Golem, Inc.: A comment on certain points where cybernetics impinges on religion. Cambridge, MA: MIT Press.■ Winograd, T. (1972). Understanding natural language. New York: Academic Press.■ Winston, P. H. (1987). Artificial intelligence: A perspective. In E. L. Grimson & R. S. Patil (Eds.), AI in the 1980s and beyond (pp. 1-12). Cambridge, MA: MIT Press.■ Winston, P. H. (Ed.) (1975). The psychology of computer vision. New York: McGrawHill.■ Wittgenstein, L. (1953). Philosophical investigations. Oxford: Basil Blackwell.■ Wittgenstein, L. (1958). The blue and brown books. New York: Harper Colophon.■ Woods, W. A. (1975). What's in a link: Foundations for semantic networks. In D. G. Bobrow & A. Collins (Eds.), Representations and understanding: Studies in cognitive science (pp. 35-84). New York: Academic Press.■ Woodworth, R. S. (1938). Experimental psychology. New York: Holt; London: Methuen (1939).■ Wundt, W. (1904). Principles of physiological psychology (Vol. 1). E. B. Titchener (Trans.). New York: Macmillan.■ Wundt, W. (1907). Lectures on human and animal psychology. J. E. Creighton & E. B. Titchener (Trans.). New York: Macmillan.■ Young, J. Z. (1978). Programs of the brain. New York: Oxford University Press.■ Ziman, J. (1978). Reliable knowledge: An exploration of the grounds for belief in science. Cambridge: Cambridge University Press.Historical dictionary of quotations in cognitive science > Bibliography
-
23 Memory
To what extent can we lump together what goes on when you try to recall: (1) your name; (2) how you kick a football; and (3) the present location of your car keys? If we use introspective evidence as a guide, the first seems an immediate automatic response. The second may require constructive internal replay prior to our being able to produce a verbal description. The third... quite likely involves complex operational responses under the control of some general strategy system. Is any unitary search process, with a single set of characteristics and inputoutput relations, likely to cover all these cases? (Reitman, 1970, p. 485)[Semantic memory] Is a mental thesaurus, organized knowledge a person possesses about words and other verbal symbols, their meanings and referents, about relations among them, and about rules, formulas, and algorithms for the manipulation of these symbols, concepts, and relations. Semantic memory does not register perceptible properties of inputs, but rather cognitive referents of input signals. (Tulving, 1972, p. 386)The mnemonic code, far from being fixed and unchangeable, is structured and restructured along with general development. Such a restructuring of the code takes place in close dependence on the schemes of intelligence. The clearest indication of this is the observation of different types of memory organisation in accordance with the age level of a child so that a longer interval of retention without any new presentation, far from causing a deterioration of memory, may actually improve it. (Piaget & Inhelder, 1973, p. 36)4) The Logic of Some Memory Theorization Is of Dubious Worth in the History of PsychologyIf a cue was effective in memory retrieval, then one could infer it was encoded; if a cue was not effective, then it was not encoded. The logic of this theorization is "heads I win, tails you lose" and is of dubious worth in the history of psychology. We might ask how long scientists will puzzle over questions with no answers. (Solso, 1974, p. 28)We have iconic, echoic, active, working, acoustic, articulatory, primary, secondary, episodic, semantic, short-term, intermediate-term, and longterm memories, and these memories contain tags, traces, images, attributes, markers, concepts, cognitive maps, natural-language mediators, kernel sentences, relational rules, nodes, associations, propositions, higher-order memory units, and features. (Eysenck, 1977, p. 4)The problem with the memory metaphor is that storage and retrieval of traces only deals [ sic] with old, previously articulated information. Memory traces can perhaps provide a basis for dealing with the "sameness" of the present experience with previous experiences, but the memory metaphor has no mechanisms for dealing with novel information. (Bransford, McCarrell, Franks & Nitsch, 1977, p. 434)7) The Results of a Hundred Years of the Psychological Study of Memory Are Somewhat DiscouragingThe results of a hundred years of the psychological study of memory are somewhat discouraging. We have established firm empirical generalisations, but most of them are so obvious that every ten-year-old knows them anyway. We have made discoveries, but they are only marginally about memory; in many cases we don't know what to do with them, and wear them out with endless experimental variations. We have an intellectually impressive group of theories, but history offers little confidence that they will provide any meaningful insight into natural behavior. (Neisser, 1978, pp. 12-13)A schema, then is a data structure for representing the generic concepts stored in memory. There are schemata representing our knowledge about all concepts; those underlying objects, situations, events, sequences of events, actions and sequences of actions. A schema contains, as part of its specification, the network of interrelations that is believed to normally hold among the constituents of the concept in question. A schema theory embodies a prototype theory of meaning. That is, inasmuch as a schema underlying a concept stored in memory corresponds to the mean ing of that concept, meanings are encoded in terms of the typical or normal situations or events that instantiate that concept. (Rumelhart, 1980, p. 34)Memory appears to be constrained by a structure, a "syntax," perhaps at quite a low level, but it is free to be variable, deviant, even erratic at a higher level....Like the information system of language, memory can be explained in part by the abstract rules which underlie it, but only in part. The rules provide a basic competence, but they do not fully determine performance. (Campbell, 1982, pp. 228, 229)When people think about the mind, they often liken it to a physical space, with memories and ideas as objects contained within that space. Thus, we speak of ideas being in the dark corners or dim recesses of our minds, and of holding ideas in mind. Ideas may be in the front or back of our minds, or they may be difficult to grasp. With respect to the processes involved in memory, we talk about storing memories, of searching or looking for lost memories, and sometimes of finding them. An examination of common parlance, therefore, suggests that there is general adherence to what might be called the spatial metaphor. The basic assumptions of this metaphor are that memories are treated as objects stored in specific locations within the mind, and the retrieval process involves a search through the mind in order to find specific memories....However, while the spatial metaphor has shown extraordinary longevity, there have been some interesting changes over time in the precise form of analogy used. In particular, technological advances have influenced theoretical conceptualisations.... The original Greek analogies were based on wax tablets and aviaries; these were superseded by analogies involving switchboards, gramophones, tape recorders, libraries, conveyor belts, and underground maps. Most recently, the workings of human memory have been compared to computer functioning... and it has been suggested that the various memory stores found in computers have their counterparts in the human memory system. (Eysenck, 1984, pp. 79-80)Primary memory [as proposed by William James] relates to information that remains in consciousness after it has been perceived, and thus forms part of the psychological present, whereas secondary memory contains information about events that have left consciousness, and are therefore part of the psychological past. (Eysenck, 1984, p. 86)Once psychologists began to study long-term memory per se, they realized it may be divided into two main categories.... Semantic memories have to do with our general knowledge about the working of the world. We know what cars do, what stoves do, what the laws of gravity are, and so on. Episodic memories are largely events that took place at a time and place in our personal history. Remembering specific events about our own actions, about our family, and about our individual past falls into this category. With amnesia or in aging, what dims... is our personal episodic memories, save for those that are especially dear or painful to us. Our knowledge of how the world works remains pretty much intact. (Gazzaniga, 1988, p. 42)The nature of memory... provides a natural starting point for an analysis of thinking. Memory is the repository of many of the beliefs and representations that enter into thinking, and the retrievability of these representations can limit the quality of our thought. (Smith, 1990, p. 1)Historical dictionary of quotations in cognitive science > Memory
-
24 Cognitive Science
The basic idea of cognitive science is that intelligent beings are semantic engines-in other words, automatic formal systems with interpretations under which they consistently make sense.... [P]eople and intelligent computers turn out to be merely different manifestations of the same underlying phenomenon. (Haugeland, 1981b, p. 31)2) Experimental Psychology, Theoretical Linguistics, and Computational Simulation of Cognitive Processes Are All Components of Cognitive ScienceI went away from the Symposium with a strong conviction, more intuitive than rational, that human experimental psychology, theoretical linguistics, and computer simulation of cognitive processes were all pieces of a larger whole, and that the future would see progressive elaboration and coordination of their shared concerns.... I have been working toward a cognitive science for about twenty years beginning before I knew what to call it. (G. A. Miller, 1979, p. 9)Cognitive Science studies the nature of cognition in human beings, other animals, and inanimate machines (if such a thing is possible). While computers are helpful within cognitive science, they are not essential to its being. A science of cognition could still be pursued even without these machines.Computer Science studies various kinds of problems and the use of computers to solve them, without concern for the means by which we humans might otherwise resolve them. There could be no computer science if there were no machines of this kind, because they are indispensable to its being. Artificial Intelligence is a special branch of computer science that investigates the extent to which the mental powers of human beings can be captured by means of machines.There could be cognitive science without artificial intelligence but there could be no artificial intelligence without cognitive science. One final caveat: In the case of an emerging new discipline such as cognitive science there is an almost irresistible temptation to identify the discipline itself (as a field of inquiry) with one of the theories that inspired it (such as the computational conception...). This, however, is a mistake. The field of inquiry (or "domain") stands to specific theories as questions stand to possible answers. The computational conception should properly be viewed as a research program in cognitive science, where "research programs" are answers that continue to attract followers. (Fetzer, 1996, pp. xvi-xvii)What is the nature of knowledge and how is this knowledge used? These questions lie at the core of both psychology and artificial intelligence.The psychologist who studies "knowledge systems" wants to know how concepts are structured in the human mind, how such concepts develop, and how they are used in understanding and behavior. The artificial intelligence researcher wants to know how to program a computer so that it can understand and interact with the outside world. The two orientations intersect when the psychologist and the computer scientist agree that the best way to approach the problem of building an intelligent machine is to emulate the human conceptual mechanisms that deal with language.... The name "cognitive science" has been used to refer to this convergence of interests in psychology and artificial intelligence....This working partnership in "cognitive science" does not mean that psychologists and computer scientists are developing a single comprehensive theory in which people are no different from machines. Psychology and artificial intelligence have many points of difference in methods and goals.... We simply want to work on an important area of overlapping interest, namely a theory of knowledge systems. As it turns out, this overlap is substantial. For both people and machines, each in their own way, there is a serious problem in common of making sense out of what they hear, see, or are told about the world. The conceptual apparatus necessary to perform even a partial feat of understanding is formidable and fascinating. (Schank & Abelson, 1977, pp. 1-2)Within the last dozen years a general change in scientific outlook has occurred, consonant with the point of view represented here. One can date the change roughly from 1956: in psychology, by the appearance of Bruner, Goodnow, and Austin's Study of Thinking and George Miller's "The Magical Number Seven"; in linguistics, by Noam Chomsky's "Three Models of Language"; and in computer science, by our own paper on the Logic Theory Machine. (Newell & Simon, 1972, p. 4)Historical dictionary of quotations in cognitive science > Cognitive Science
-
25 fundamental
adjectivegrundlegend (to für); elementar [Bedürfnisse]; (primary, original) Grund[struktur, -form, -typus]* * *1. adjective(of great importance; essential; basic: Respect for law and order is fundamental to a peaceful society.) grundlegend2. noun(a basic or essential part of any thing: Learning to read is one of the fundamentals of education.) die Grundlage- academic.ru/29886/fundamentally">fundamentally* * *fun·da·men·tal[ˌfʌndəˈmentəl, AM -t̬əl]adj grundlegend\fundamental difference wesentlicher Unterschiedto be of \fundamental importance to sth für etw akk von zentraler Bedeutung sein\fundamental issues Hintergrunddaten pl\fundamental need/principle/right Grundbedürfnis nt/-prinzip nt/-recht nt\fundamental problem grundsätzliches [o grundlegendes] Problem\fundamental question entscheidende Frage\fundamental research [or analysis] Grundlagenforschung f\fundamental tenet zentraler Lehrsatz* * *["fʌndə'mentl]1. adj1) (= essential) issue, question, concept grundlegend; reason eigentlich; point zentral; feature, part wesentlichfundamental principle/right/beliefs — Grundprinzip nt/-recht nt/-überzeugungen pl
fundamental mathematical concepts — Grundbegriffe pl der Mathematik
carbon is fundamental to life —
fundamental to impressionism was the use of bright colours — die Verwendung von leuchtenden Farben war grundlegend für den Impressionismus
2) (= basic) problem, difference, contradiction grundsätzlich; (= basic and deep) change, revolution, shift grundlegend, umwälzend; (= elementary) mistake, error, flaw grundlegend, fundamentalI don't doubt his fundamental goodness — ich zweifle nicht daran, dass er im Grunde ein guter Mensch ist
his fundamental ignorance of this subject — seine fundamentale Unkenntnis auf diesem Gebiet
fundamental structure/form — Grundstruktur f/-form f
fundamental note/frequency — Grundton m/-frequenz f
2. plfundamentals (of subject) — Grundbegriffe pl; (of a problem) Grundlagen pl
the fundamentals of physics — die Grundbegriffe pl der Physik
to get down to (the) fundamentals — bis zu den Grundlagen vordringen
* * *fundamental [ˌfʌndəˈmentl]1. als Grundlage dienend, grundlegend, wesentlich, fundamental (to für), Haupt…2. grundsätzlich, elementar3. Grund…, Fundamental…:fundamental bass → B 2 b;fundamental colo(u)r Grundfarbe f;fundamental data grundlegende Tatsachen;fundamental freedoms Grundfreiheiten pl;fundamental idea Grundbegriff m;fundamental research Grundlagenforschung f;fundamental tone → B 2 a;B s1. Grundlage f, -prinzip n, -begriff m, pl auch Grundzüge pl, Fundament n2. MUSa) Grundton mb) Fundamentalbass m3. PHYS Fundamentaleinheit f4. ELEK Grundwelle f* * *adjectivegrundlegend (to für); elementar [Bedürfnisse]; (primary, original) Grund[struktur, -form, -typus]* * *adj.grundlegend adj.grundsätzlich adj. -
26 concept
n1) общее представление, понятие2) концепция•to build up / to elaborate a concept — вырабатывать концепцию
- basic conceptto refine a concept — уточнять понятие; дорабатывать концепцию
- common concept
- concrete concept
- foreign-policy concepts
- obsolete concept
- polar concepts
- provisional concept
- untenability of the concept -
27 concept
концепция, представление; понятие; принцип-
defense in depth design concept
-
AC concept
-
basic concept
-
building-block concept
-
classical concepts
-
fail-safe concept
-
machined-to-fit concept
-
partially manned concept
-
production concept
-
quantum concepts
-
reactor concept
-
system concept -
28 Norton de Matos, José
(1867-1955)One of Portugal's most important and influential colonial administrators of the 20th-century African empire, a central figure in the management of Portugal's dispatch of an army to Flanders in World War I, and oppositionist candidate in the 1949 presidential elections. Trained as an army engineer, he attended Coimbra University and became a stalwart republican. During much of the 1890s, he served in Portuguese India, where he came under the influence of the style and policies of the British Raj. During the First Republic, he held a number of important posts in the empire and in Portugal: governor-general of Angola (1912-15), colonial minister (1915), and minister of war (1915-17), during which service he was instrumental in organizing the mobilization and dispatch of Portugal's Expeditionary Force (CEP) to the western front in 1917. Later, he served as high commissioner and governor-general of Angola (1921-24) and was named Portugal's minister to Great Britain (1924-26).Dismissed from his London post by the military dictatorship in 1926, Norton de Matos never held an official post again and, as he opposed both the military dictatorship and the Estado Novo, he found it difficult to practice his engineering profession while in retirement from the army. However, he remained important in post-1926 colonial policies and concepts, and attempted to put them into practice after 1945. In 1949, General Norton de Matos was the oppositionist candidate in the presidential elections and opposed the regime incumbent, Marshal Antônio Óscar Carmona. Using the law, police harassment, and other means, the Estado Novo persecuted Norton de Matos's followers and disrupted his campaign. Just before the rigged election was to be held, the aged general withdrew his candidacy, rightfully claiming fraud and intimidation. A tough if liberal reformist in colonial affairs, the senior colonial authority wrote his final book A Nação Una in 1953, calling for the regime to implement his basic reform ideas and to improve treatment of Africans in labor and race relations. Norton de Matos's prescient warnings about African policies were largely ignored, while Lisbon followed his key strategic and development concepts. -
29 Schemata
Once we have accepted a configuration of schemata, the schemata themselves provide a richness that goes far beyond our observations.... In fact, once we have determined that a particular schema accounts for some event, we may not be able to determine which aspects of our beliefs are based on direct sensory information and which are merely consequences of our interpretation. (Rumelhart, 1980, p. 38)Through most of its history, the notion of the schema has been rejected by mainstream experimental psychologists as being too vague. As a result, the concept of the schema was largely shunned until the mid-1970s. The concept was then revived by an attempt to offer more clearly specified interpretation of the schema in terms of explicitly specified computer implementations or, similarly, formally specified implementations of the concept. Thus, Minsky (1975) postulated the concept of the frame, Schank and Abelson (1977) focused on the concept of the script, and Bobrow and Norman (1975) and Rumelhart (1975) developed an explicit notion of the schema. Although the details differed in each case, the idea was essentially the same.... Minsky and the others argued that some higher-level "suprasentential" or, more simply, conceptual structure is needed to represent the complex relations implicit in our knowledge base. The basic idea is that schemata are data structures for representing the generic concepts stored in memory. There are schemata for generalized concepts underlying objects, situations, events, sequences of events, actions, and sequences of actions. Roughly, schemata are like models of the outside world. To process information with the use of a schema is to determine which model best fits the incoming information. Ultimately, consistent configurations of schemata are discovered which, in concert, offer the best account for the input. This configuration of schemata together constitutes the interpretation of the input. (Rumelhart, Smolensky, McClelland & Hinton, 1986, pp. 17-18)Historical dictionary of quotations in cognitive science > Schemata
-
30 fundamental
1. сущ.мн., общ. основы, основные принципы [положения\] (основные понятия и принципы какой-л. теории или практической дисциплины; часто используется в названии курсов и учебников)People who differ on fundamentals are not likely to convert one another. — Люди, которые расходятся во взглядах по принципиальным вопросам, вряд ли смогут переубедить друг друга.
See:2. прил.1) общ. основной, фундаментальный, коренной; базисный, главный; существенный (составляющий ядро или основу чего-л.)fundamental hypothesis [conjecture\] — основная гипотеза, основное предположение
See:fundamental equilibrium exchange rate, fundamental law, fundamental freedoms, fundamental breach, fundamental beta, fundamental analysis, fundamental law of psychophysics, fundamental transformation, first fundamental theorem of welfare economics, second fundamental theorem of welfare economics, fundamental accounting concepts, fundamental defect, fundamental equilibrium exchange rate, fundamental error, fundamental terms2) общ. принципиальный, принципиально важный; непременный, непреложный; совершенно необходимый (для чего-л.)High quality air is fundamental to the health of people. — Высококачественный воздух совершенно необходим для здоровья людей.
3) мет. фундаментальный, теоретический ( о исследованиях)See:4) общ. данный от природы ( связанный или проистекающий из существа объекта или события); врожденный -
31 Creativity
Put in this bald way, these aims sound utopian. How utopian they areor rather, how imminent their realization-depends on how broadly or narrowly we interpret the term "creative." If we are willing to regard all human complex problem solving as creative, then-as we will point out-successful programs for problem solving mechanisms that simulate human problem solvers already exist, and a number of their general characteristics are known. If we reserve the term "creative" for activities like discovery of the special theory of relativity or the composition of Beethoven's Seventh Symphony, then no example of a creative mechanism exists at the present time. (Simon, 1979, pp. 144-145)Among the questions that can now be given preliminary answers in computational terms are the following: how can ideas from very different sources be spontaneously thought of together? how can two ideas be merged to produce a new structure, which shows the influence of both ancestor ideas without being a mere "cut-and-paste" combination? how can the mind be "primed," so that one will more easily notice serendipitous ideas? why may someone notice-and remember-something fairly uninteresting, if it occurs in an interesting context? how can a brief phrase conjure up an entire melody from memory? and how can we accept two ideas as similar ("love" and "prove" as rhyming, for instance) in respect of a feature not identical in both? The features of connectionist AI models that suggest answers to these questions are their powers of pattern completion, graceful degradation, sensitization, multiple constraint satisfaction, and "best-fit" equilibration.... Here, the important point is that the unconscious, "insightful," associative aspects of creativity can be explained-in outline, at least-by AI methods. (Boden, 1996, p. 273)There thus appears to be an underlying similarity in the process involved in creative innovation and social independence, with common traits and postures required for expression of both behaviors. The difference is one of product-literary, musical, artistic, theoretical products on the one hand, opinions on the other-rather than one of process. In both instances the individual must believe that his perceptions are meaningful and valid and be willing to rely upon his own interpretations. He must trust himself sufficiently that even when persons express opinions counter to his own he can proceed on the basis of his own perceptions and convictions. (Coopersmith, 1967, p. 58)he average level of ego strength and emotional stability is noticeably higher among creative geniuses than among the general population, though it is possibly lower than among men of comparable intelligence and education who go into administrative and similar positions. High anxiety and excitability appear common (e.g. Priestley, Darwin, Kepler) but full-blown neurosis is quite rare. (Cattell & Butcher, 1970, p. 315)he insight that is supposed to be required for such work as discovery turns out to be synonymous with the familiar process of recognition; and other terms commonly used in the discussion of creative work-such terms as "judgment," "creativity," or even "genius"-appear to be wholly dispensable or to be definable, as insight is, in terms of mundane and well-understood concepts. (Simon, 1989, p. 376)From the sketch material still in existence, from the condition of the fragments, and from the autographs themselves we can draw definite conclusions about Mozart's creative process. To invent musical ideas he did not need any stimulation; they came to his mind "ready-made" and in polished form. In contrast to Beethoven, who made numerous attempts at shaping his musical ideas until he found the definitive formulation of a theme, Mozart's first inspiration has the stamp of finality. Any Mozart theme has completeness and unity; as a phenomenon it is a Gestalt. (Herzmann, 1964, p. 28)Great artists enlarge the limits of one's perception. Looking at the world through the eyes of Rembrandt or Tolstoy makes one able to perceive aspects of truth about the world which one could not have achieved without their aid. Freud believed that science was adaptive because it facilitated mastery of the external world; but was it not the case that many scientific theories, like works of art, also originated in phantasy? Certainly, reading accounts of scientific discovery by men of the calibre of Einstein compelled me to conclude that phantasy was not merely escapist, but a way of reaching new insights concerning the nature of reality. Scientific hypotheses require proof; works of art do not. Both are concerned with creating order, with making sense out of the world and our experience of it. (Storr, 1993, p. xii)The importance of self-esteem for creative expression appears to be almost beyond disproof. Without a high regard for himself the individual who is working in the frontiers of his field cannot trust himself to discriminate between the trivial and the significant. Without trust in his own powers the person seeking improved solutions or alternative theories has no basis for distinguishing the significant and profound innovation from the one that is merely different.... An essential component of the creative process, whether it be analysis, synthesis, or the development of a new perspective or more comprehensive theory, is the conviction that one's judgment in interpreting the events is to be trusted. (Coopersmith, 1967, p. 59)In the daily stream of thought these four different stages [preparation; incubation; illumination or inspiration; and verification] constantly overlap each other as we explore different problems. An economist reading a Blue Book, a physiologist watching an experiment, or a business man going through his morning's letters, may at the same time be "incubating" on a problem which he proposed to himself a few days ago, be accumulating knowledge in "preparation" for a second problem, and be "verifying" his conclusions to a third problem. Even in exploring the same problem, the mind may be unconsciously incubating on one aspect of it, while it is consciously employed in preparing for or verifying another aspect. (Wallas, 1926, p. 81)he basic, bisociative pattern of the creative synthesis [is] the sudden interlocking of two previously unrelated skills, or matrices of thought. (Koestler, 1964, p. 121)11) The Earliest Stages in the Creative Process Involve a Commerce with DisorderEven to the creator himself, the earliest effort may seem to involve a commerce with disorder. For the creative order, which is an extension of life, is not an elaboration of the established, but a movement beyond the established, or at least a reorganization of it and often of elements not included in it. The first need is therefore to transcend the old order. Before any new order can be defined, the absolute power of the established, the hold upon us of what we know and are, must be broken. New life comes always from outside our world, as we commonly conceive that world. This is the reason why, in order to invent, one must yield to the indeterminate within him, or, more precisely, to certain illdefined impulses which seem to be of the very texture of the ungoverned fullness which John Livingston Lowes calls "the surging chaos of the unexpressed." (Ghiselin, 1985, p. 4)New life comes always from outside our world, as we commonly conceive our world. This is the reason why, in order to invent, one must yield to the indeterminate within him, or, more precisely, to certain illdefined impulses which seem to be of the very texture of the ungoverned fullness which John Livingston Lowes calls "the surging chaos of the unexpressed." Chaos and disorder are perhaps the wrong terms for that indeterminate fullness and activity of the inner life. For it is organic, dynamic, full of tension and tendency. What is absent from it, except in the decisive act of creation, is determination, fixity, and commitment to one resolution or another of the whole complex of its tensions. (Ghiselin, 1952, p. 13)[P]sychoanalysts have principally been concerned with the content of creative products, and with explaining content in terms of the artist's infantile past. They have paid less attention to examining why the artist chooses his particular activity to express, abreact or sublimate his emotions. In short, they have not made much distinction between art and neurosis; and, since the former is one of the blessings of mankind, whereas the latter is one of the curses, it seems a pity that they should not be better differentiated....Psychoanalysis, being fundamentally concerned with drive and motive, might have been expected to throw more light upon what impels the creative person that in fact it has. (Storr, 1993, pp. xvii, 3)A number of theoretical approaches were considered. Associative theory, as developed by Mednick (1962), gained some empirical support from the apparent validity of the Remote Associates Test, which was constructed on the basis of the theory.... Koestler's (1964) bisociative theory allows more complexity to mental organization than Mednick's associative theory, and postulates "associative contexts" or "frames of reference." He proposed that normal, non-creative, thought proceeds within particular contexts or frames and that the creative act involves linking together previously unconnected frames.... Simonton (1988) has developed associative notions further and explored the mathematical consequences of chance permutation of ideas....Like Koestler, Gruber (1980; Gruber and Davis, 1988) has based his analysis on case studies. He has focused especially on Darwin's development of the theory of evolution. Using piagetian notions, such as assimilation and accommodation, Gruber shows how Darwin's system of ideas changed very slowly over a period of many years. "Moments of insight," in Gruber's analysis, were the culminations of slow long-term processes.... Finally, the information-processing approach, as represented by Simon (1966) and Langley et al. (1987), was considered.... [Simon] points out the importance of good problem representations, both to ensure search is in an appropriate problem space and to aid in developing heuristic evaluations of possible research directions.... The work of Langley et al. (1987) demonstrates how such search processes, realized in computer programs, can indeed discover many basic laws of science from tables of raw data.... Boden (1990a, 1994) has stressed the importance of restructuring the problem space in creative work to develop new genres and paradigms in the arts and sciences. (Gilhooly, 1996, pp. 243-244; emphasis in original)Historical dictionary of quotations in cognitive science > Creativity
-
32 categorical
ˌkætɪˈɡɔrɪkəl прил.
1) безусловный, категорический;
безоговорочный, ясный categorical denial ≈ категоричное отрицание Syn: basic, absolute, unqualified
2) филос. категориальный (составляющий или формирующий какую-либо категорию) категорический, категоричный;
безусловный, безоговорочный;
решительный;
ясный, недвусмысленный;
- * assertions категорические утверждения;
- * denial решительное отрицание;
решительный отказ;
- * answer: yes or no ясный ответ: да или нет( философское) категорический, безусловный;
- * imperative категорический императив( философское) категориальный;
- * concepts категориальные понятия, категории categorical безусловный, категорический ~ филос. категорический, безусловный;
категориальный ~ решительный;
ясный, недвусмысленныйБольшой англо-русский и русско-английский словарь > categorical
-
33 center
центр; пункт; пост; узел; середина; научпо-иселсдовагсльскпй центр, НИЦ; выводить на середину; арт. корректировать; центрировать;air C3 center — центр руководства, управления и связи ВВС
general supply (commodity) center — центр [пункт] снабжения предметами общего предназначения
hard launch (operations) control center — ркт. центр [пункт] управления пуском, защищенный от (поражающих факторов) ЯВ
launch (operations) control center — ркт. пункт управления стартового комплекса [пуском ракет]
tactical fighter weapons (employment development) center — центр разработки способов боевого применения оружия истребителей ТА
— all-sources intelligence center— C center— combat control center— educational center— logistical operations center— logistics services center— operational center— secured communications center— skill development center -
34 Brindley, James
SUBJECT AREA: Canals[br]b. 1716 Tunstead, Derbyshire, Englandd. 27 September 1772 Turnhurst, Staffordshire, England[br]English canal engineer.[br]Born in a remote area and with no material advantages, Brindley followed casual rural labouring occupations until 1733, when he became apprenticed to Abraham Bennett of Macclesfield, a wheelwright and millwright. Though lacking basic education in reading and writing, he demonstrated his ability, partly through his photographic memory, to solve practical problems. This established his reputation, and after Bennett's death in 1742 he set up his own business at Leek as a millwright. His skill led to an invitation to solve the problem of mine drainage at Wet Earth Colliery, Clifton, near Manchester. He tunnelled 600 ft (183 m) through rock to provide a leat for driving a water-powered pump.Following work done on a pump on Earl Gower's estate at Trentham, Brindley's name was suggested as the engineer for the proposed canal for which the Duke of Bridge water (Francis Egerton) had obtained an Act in 1759. The Earl and the Duke were brothers-in-law, and the agents for the two estates were, in turn, the Gilbert brothers. The canal, later known as the Bridgewater Canal, was to be constructed to carry coal from the Duke's mines at Worsley into Manchester. Brindley advised on the details of its construction and recommended that it be carried across the river Irwell at Barton by means of an aqueduct. His proposals were accepted, and under his supervision the canal was constructed on a single level and opened in 1761. Brindley had also surveyed for Earl Gower a canal from the Potteries to Liverpool to carry pottery for export, and the signal success of the Bridgewater Canal ensured that the Trent and Mersey Canal would also be built. These undertakings were the start of Brindley's career as a canal engineer, and it was largely from his concepts that the canal system of the Midlands developed, following the natural contours rather than making cuttings and constructing large embankments. His canals are thus winding navigations unlike the later straight waterways, which were much easier to traverse. He also adopted the 7 ft (2.13 m) wide lock as a ruling dimension for all engineering features. For cheapness, he formed his canal tunnels without a towpath, which led to the notorious practice of legging the boats through the tunnels.Brindley surveyed a large number of projects and such was his reputation that virtually every proposal was submitted to him for his opinion. Included among these projects were the Staffordshire and Worcestershire, the Rochdale, the Birmingham network, the Droitwich, the Coventry and the Oxford canals. Although he was nominally in charge of each contract, much of the work was carried out by his assistants while he rushed from one undertaking to another to ensure that his orders were being carried out. He was nearly 50 when he married Anne Henshall, whose brother was also a canal engineer. His fees and salaries had made him very wealthy. He died in 1772 from a chill sustained when carrying out a survey of the Caldon Canal.[br]Further ReadingA.G.Banks and R.B.Schofield, 1968, Brindley at Wet Earth Colliery: An Engineering Study, Newton Abbot: David \& Charles.S.E.Buckley, 1948, James Brindley, London: Harrap.JHB -
35 Help Visor
"A UI element that contains links to Help topics, videos, and wizards that guide the customer through basic Dynamics CRM concepts and procedures."
- 1
- 2
См. также в других словарях:
Basic Concepts in Sociology (book) — Basic Concepts in Sociology is a book written by Maximilian Weber, a German economist and sociologist. The original edition was published in German, but various translations to English exist. The first known of these was written in 1952.This is… … Wikipedia
basic concepts — fundamental ideas, basic notions … English contemporary dictionary
Concepts De Base En Théorie Des Milieux Continus — Cet article traite des concepts de base en théorie des milieux continus. De nombreux articles de Wikipédia traitent de milieux continus dans le cadre de différents domaines de la physique : mécanique, hydrodynamique, élasticité, rhéologie,… … Wikipédia en Français
Concepts de base en theorie des milieux continus — Concepts de base en théorie des milieux continus Cet article traite des concepts de base en théorie des milieux continus. De nombreux articles de Wikipédia traitent de milieux continus dans le cadre de différents domaines de la physique :… … Wikipédia en Français
Basic Education — bzw. Nai Talim ist ein 1937 von Mahatma Gandhi entworfenes pädagogisches Konzept,[1] das mit Grundbildung für alle übersetzt werden kann. Das Konzept gründete in seinen Erfahrungen mit dem britischen Bildungssystem. Er sah die indischen Kinder… … Deutsch Wikipedia
basic — I adjective a priori, aboriginal, central, elementary, essential, fundamental, implicit, indispensable, initial, innate, integral, intrinsic, material, monolithic, native, necessary, organic, original, practical, primary, prime, primitive,… … Law dictionary
Basic Interpersonal Communicative Skills — (BICS) are language skills needed to interact in social situations, for example, when speaking to a friend on the telephone. BICS refers primarily to context bound, face to face communication, like the language first learned by toddlers and… … Wikipedia
Concepts de base en théorie des milieux continus — Cet article traite des concepts de base en théorie des milieux continus. De nombreux articles de Wikipédia traitent de milieux continus dans le cadre de différents domaines de la physique : mécanique, hydrodynamique, élasticité, rhéologie,… … Wikipédia en Français
BASIC — This article is about the programming language. For the think tank, see British American Security Information Council. For the group of countries, see BASIC countries. For other uses, see Basic (disambiguation). BASIC Screenshot of Atari BASIC,… … Wikipedia
Concepts in the Ender's Game series — This is a list of miscellaneous elements in the Ender s Game series of books by Orson Scott Card. Contents 1 Aiùa 2 Ansible 3 Anton s Key 4 Descolada … Wikipedia
Basic Theology — the book makes a conscious effort to use simple language and examples, many illustrations, and few footnotes [Ryrie 1999, p.10.] Basic Theology is written from a theologically conservative perspective. It assumes and gives evidence for a number… … Wikipedia