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1 complex meaning
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2 complex meaning
exact meaning — точный смысл, точное значение
double meaning — двоякое значение; двусмысленность
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3 complex meaning
комплексное значениеБольшой англо-русский и русско-английский словарь > complex meaning
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4 complex
1. n комплекс; совокупность2. n комплекс, группа3. n разг. закомплексованность, пунктик4. a сложный, составной, комплексный5. a сложный, трудный, запутанныйcomplex labour — сложный труд; квалифицированный труд
6. v редк. собирать в одно целое7. v редк. осложнятьСинонимический ряд:1. complicated (adj.) complicated; convoluted; difficult; enigmatic; hard; multifarious; perplexing; puzzling2. composite (adj.) composite; compound; conglomerate; heterogeneous; manifold; mingled; mixed; multiple3. involved (adj.) Byzantine; daedal; elaborate; gordian; intricate; involved; knotty; labyrinthine; sophisticated; tangled4. network (noun) complication; composite; group; net; network; structure; system; tangle5. obsession (noun) delusion; fixation; hang-up; insecurity; mania; neurosis; obsession; phobia; preoccupation; repression6. station (noun) base; compound; headquarters; installation; stationАнтонимический ряд:clear; direct; discernible; easy; evident; homogeneous; obvious; plain; simple; single; uniform -
5 комплексный значение
Большой англо-русский и русско-английский словарь > комплексный значение
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6 understand
1. past tense, past participle - understood; verb1) (to see or know the meaning of (something): I can't understand his absence; Speak slowly to foreigners so that they'll understand you.) comprender, entender2) (to know (eg a person) thoroughly: She understands children/dogs.) comprender, entender3) (to learn or realize (something), eg from information received: At first I didn't understand how ill she was; I understood that you were planning to leave today.) comprender, entender; tener entendido•- understanding
2. noun1) (the power of thinking clearly: a man of great understanding.) inteligencia, entendimiento2) (the ability to sympathize with another person's feelings: His kindness and understanding were a great comfort to her.) comprensión3) (a (state of) informal agreement: The two men have come to / reached an understanding after their disagreement.) entendimiento•- make oneself understood- make understood
understand vb entender / comprenderare you sure that you understand it all? ¿estás seguro de que lo entiendes todo?tr[ʌndə'stænd]1 entender, comprender2 (believe) tener entendido3 (to get on with somebody) entenderse4 (take for granted) sobreentender\SMALLIDIOMATIC EXPRESSION/SMALLto give to understand dar a entender1) comprehend: comprender, entenderI don't understand it: no lo entiendothat's understood: eso se comprendeto make oneself understood: hacerse entender2) believe: entenderto give someone to understand: dar a alguien a entender3) infer: tener entendidoI understand that she's leaving: tengo entendido que se vaunderstand vi: comprender, entenderv.• entender v.• sobreentender v.• sobrentender v.'ʌndər'stænd, ˌʌndə'stænd
1.
(past & past p - stood) transitive verb1)a) ( grasp meaning of) entender*I can't understand why he did it — no logro entender or comprender por qué lo hizo
I don't want it to happen again; have I made myself understood? — no quiero que vuelva a suceder ¿está claro?
b) ( interpret) entender*, interpretaras I understand it,... — según tengo entendido,..., por lo que entiendo,..., según creo,...
what do you understand by the term `deprivation'? — ¿qué entiendes tú por `privaciones'?
c) (sympathize, empathize with) comprender, entender*2) (believe, infer)the president is understood to favor the second option — se cree que el presidente prefiere la segunda opción
am I to understand that you won't help? — ¿entonces quiere decir que no me van a ayudar?
I was given to understand I'd get my money back — me dieron a entender que me devolverían el dinero; see also understood II
2.
vi entender*, comprender[ˌʌndǝ'stænd] (pt, pp understood)1. VTI can't understand it! — ¡no lo entiendo!
that's what I can't understand — eso es lo que no logro entender or comprender
I don't want to hear another word about it, (is that) understood? — no quiero que se hable más del tema, ¿entendido or comprendido?
the process is still not fully understood — el proceso todavía no se comprende or entiende del todo
doctors are still trying to understand the disease — los médicos siguen intentando comprender la enfermedad
it must be understood that... — debe entenderse que...
you must understand that we're very busy — debes entender or comprender que estamos muy ocupados
2) (=follow, interpret) entenderdid I understand you correctly? — ¿te entendí bien?
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to make o.s. understood — hacerse entenderdo I make myself understood? — ¿queda claro?
3) (=empathize with) [+ person, point of view, attitude] comprender, entenderhis wife doesn't understand him — su mujer no le comprende or entiende
she understands children — comprende or entiende a los niños
we understand one another — nos comprendemos or entendemos
I (fully) understand your position — comprendo or entiendo (totalmente) su posición
4) (=know) [+ language] entender5) (=believe) tener entendido•
as I understand it, he's trying to set up a meeting — según tengo entendido or según creo está intentando convocar una reuniónit's understood that he had a heart attack — se piensa or cree que sufrió un infarto
am I to understand that...? — ¿debo entender que...?
we confirm our reservation and we understand (that) the rental will be 500 euros — confirmamos nuestra reserva y entendemos que el alquiler será de 500 euros
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to give sb to understand that — dar a algn a entender quewe were given to understand that... — se nos dio a entender que...
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it was understood that he would pay for it — se dio por sentado que él lo pagaría•
he let it be understood that... — dio a entender que...2. VI1) (=comprehend) entender; (more emphatic) comprenderdo you understand? — ¿entiendes or comprendes?
now I understand! — ¡ahora entiendo!, ¡ahora comprendo!
there's to be no noise, (do you) understand? — que no haya ruido, ¿entiendes or comprendes?
2) (=believe)she was, I understand, a Catholic — según tengo entendido era católica
3) (=accept sb's position) entender; (esp in more complex situation) comprenderhe'll understand — lo entenderá or comprenderá
don't worry, I quite understand — no te preocupes, lo entiendo or comprendo perfectamente
* * *['ʌndər'stænd, ˌʌndə'stænd]
1.
(past & past p - stood) transitive verb1)a) ( grasp meaning of) entender*I can't understand why he did it — no logro entender or comprender por qué lo hizo
I don't want it to happen again; have I made myself understood? — no quiero que vuelva a suceder ¿está claro?
b) ( interpret) entender*, interpretaras I understand it,... — según tengo entendido,..., por lo que entiendo,..., según creo,...
what do you understand by the term `deprivation'? — ¿qué entiendes tú por `privaciones'?
c) (sympathize, empathize with) comprender, entender*2) (believe, infer)the president is understood to favor the second option — se cree que el presidente prefiere la segunda opción
am I to understand that you won't help? — ¿entonces quiere decir que no me van a ayudar?
I was given to understand I'd get my money back — me dieron a entender que me devolverían el dinero; see also understood II
2.
vi entender*, comprender -
7 Thinking
But what then am I? A thing which thinks. What is a thing which thinks? It is a thing which doubts, understands, [conceives], affirms, denies, wills, refuses, which also imagines and feels. (Descartes, 1951, p. 153)I have been trying in all this to remove the temptation to think that there "must be" a mental process of thinking, hoping, wishing, believing, etc., independent of the process of expressing a thought, a hope, a wish, etc.... If we scrutinize the usages which we make of "thinking," "meaning," "wishing," etc., going through this process rids us of the temptation to look for a peculiar act of thinking, independent of the act of expressing our thoughts, and stowed away in some particular medium. (Wittgenstein, 1958, pp. 41-43)Analyse the proofs employed by the subject. If they do not go beyond observation of empirical correspondences, they can be fully explained in terms of concrete operations, and nothing would warrant our assuming that more complex thought mechanisms are operating. If, on the other hand, the subject interprets a given correspondence as the result of any one of several possible combinations, and this leads him to verify his hypotheses by observing their consequences, we know that propositional operations are involved. (Inhelder & Piaget, 1958, p. 279)In every age, philosophical thinking exploits some dominant concepts and makes its greatest headway in solving problems conceived in terms of them. The seventeenth- and eighteenth-century philosophers construed knowledge, knower, and known in terms of sense data and their association. Descartes' self-examination gave classical psychology the mind and its contents as a starting point. Locke set up sensory immediacy as the new criterion of the real... Hobbes provided the genetic method of building up complex ideas from simple ones... and, in another quarter, still true to the Hobbesian method, Pavlov built intellect out of conditioned reflexes and Loeb built life out of tropisms. (S. Langer, 1962, p. 54)Experiments on deductive reasoning show that subjects are influenced sufficiently by their experience for their reasoning to differ from that described by a purely deductive system, whilst experiments on inductive reasoning lead to the view that an understanding of the strategies used by adult subjects in attaining concepts involves reference to higher-order concepts of a logical and deductive nature. (Bolton, 1972, p. 154)There are now machines in the world that think, that learn and create. Moreover, their ability to do these things is going to increase rapidly until-in the visible future-the range of problems they can handle will be coextensive with the range to which the human mind has been applied. (Newell & Simon, quoted in Weizenbaum, 1976, p. 138)But how does it happen that thinking is sometimes accompanied by action and sometimes not, sometimes by motion, and sometimes not? It looks as if almost the same thing happens as in the case of reasoning and making inferences about unchanging objects. But in that case the end is a speculative proposition... whereas here the conclusion which results from the two premises is an action.... I need covering; a cloak is a covering. I need a cloak. What I need, I have to make; I need a cloak. I have to make a cloak. And the conclusion, the "I have to make a cloak," is an action. (Nussbaum, 1978, p. 40)It is well to remember that when philosophy emerged in Greece in the sixth century, B.C., it did not burst suddenly out of the Mediterranean blue. The development of societies of reasoning creatures-what we call civilization-had been a process to be measured not in thousands but in millions of years. Human beings became civilized as they became reasonable, and for an animal to begin to reason and to learn how to improve its reasoning is a long, slow process. So thinking had been going on for ages before Greece-slowly improving itself, uncovering the pitfalls to be avoided by forethought, endeavoring to weigh alternative sets of consequences intellectually. What happened in the sixth century, B.C., is that thinking turned round on itself; people began to think about thinking, and the momentous event, the culmination of the long process to that point, was in fact the birth of philosophy. (Lipman, Sharp & Oscanyan, 1980, p. xi)The way to look at thought is not to assume that there is a parallel thread of correlated affects or internal experiences that go with it in some regular way. It's not of course that people don't have internal experiences, of course they do; but that when you ask what is the state of mind of someone, say while he or she is performing a ritual, it's hard to believe that such experiences are the same for all people involved.... The thinking, and indeed the feeling in an odd sort of way, is really going on in public. They are really saying what they're saying, doing what they're doing, meaning what they're meaning. Thought is, in great part anyway, a public activity. (Geertz, quoted in J. Miller, 1983, pp. 202-203)Everything should be made as simple as possible, but not simpler. (Einstein, quoted in Minsky, 1986, p. 17)What, in effect, are the conditions for the construction of formal thought? The child must not only apply operations to objects-in other words, mentally execute possible actions on them-he must also "reflect" those operations in the absence of the objects which are replaced by pure propositions. Thus, "reflection" is thought raised to the second power. Concrete thinking is the representation of a possible action, and formal thinking is the representation of a representation of possible action.... It is not surprising, therefore, that the system of concrete operations must be completed during the last years of childhood before it can be "reflected" by formal operations. In terms of their function, formal operations do not differ from concrete operations except that they are applied to hypotheses or propositions [whose logic is] an abstract translation of the system of "inference" that governs concrete operations. (Piaget, quoted in Minsky, 1986, p. 237)[E]ven a human being today (hence, a fortiori, a remote ancestor of contemporary human beings) cannot easily or ordinarily maintain uninterrupted attention on a single problem for more than a few tens of seconds. Yet we work on problems that require vastly more time. The way we do that (as we can observe by watching ourselves) requires periods of mulling to be followed by periods of recapitulation, describing to ourselves what seems to have gone on during the mulling, leading to whatever intermediate results we have reached. This has an obvious function: namely, by rehearsing these interim results... we commit them to memory, for the immediate contents of the stream of consciousness are very quickly lost unless rehearsed.... Given language, we can describe to ourselves what seemed to occur during the mulling that led to a judgment, produce a rehearsable version of the reaching-a-judgment process, and commit that to long-term memory by in fact rehearsing it. (Margolis, 1987, p. 60)Historical dictionary of quotations in cognitive science > Thinking
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8 rhetorical\ question
peculiar interrogative construction which semantically remains a statement;- serves to call the attention of listeners;- makes an indispensable part of oratoric speech for they very successfully emphasise the orator's ideas.Source: V.A.K.••a) a special syntactical stylistic device the essence of which consists in reshaping the grammatical meaning of the interrogative sentence;Are these the remedies for a starving and desperate populace?
b) a statement expressed in the form of an interrogative sentence;c) an utterance in the form of a question which pronounces judgement and also expresses various kind of modal shades of meanings, as doubt, challenge, scorn, irony and so on;Who is here so vile that will not love his country? (W.Shakespeare)
- is generally structurally embodied in complex sentences with the subordinate clause containing the pronouncement;- may be looked upon as a transference of grammatical meaningSource: I.R.G.••вопрос, который не предполагает ответа, ставится не для того, чтобы побудить слушателя сообщить нечто неизвестное говорящему, а чтобы привлечь внимание, усилить впечатление, повысить эмоциональный тон, создать приподнятостьBeing your slave, what should I do but tend // Upon the hours and times of your desire? (W.Shakespeare - Sonnet LVII) - Для верных слуг нет ничего другого // Как ожидать у двери госпожу. (пер. С.Я.Маршака)
Source: I.V.A.See: order of words, negative-interrogative sentences, transposition, question-in-the-narrative, syntactical SDsEnglish-Russian dictionary of stylistics (terminology and examples) > rhetorical\ question
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9 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
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10 take in
take [sb.] in, take in [sb.]1) (deceive) ingannare, imbrogliare2) (allow to stay) accogliere [person, refugee]; prendere, ospitare [ lodger]; take in [sth.]3) (understand) capire, comprendere [ situation]5) (encompass) comprendere [ developments]6) (absorb) assimilare [ nutrients]; assorbire [ oxygen]; fig. immergersi in [ atmosphere]8) sart. stringere [ garment]9) (accept for payment) fare [qcs.] a domicilio [ washing]* * *1) (to include: Literature takes in drama, poetry and the novel.) comprendere, includere2) (to give (someone) shelter: He had nowhere to go, so I took him in.) accogliere, ospitare3) (to understand and remember: I didn't take in what he said.) capire, afferrare4) (to make (clothes) smaller: I lost a lot of weight, so I had to take all my clothes in.) stringere, restringere5) (to deceive or cheat: He took me in with his story.) ingannare* * *vt + adv1) (bring in: object, harvest) portare dentro, (person) far entrare, (lodger) prendere, ospitare, (orphan) accogliere, (stray dog) raccogliere2) (receive: money) incassare, (laundry, sewing) prendere a domicilio3) Sewing stringere4) (include, cover) coprire, (prices) includere, comprendere5) (grasp, understand: meaning, complex subject) capire, (situation) rendersi conto di, (impressions, sights) assimilare, (visually: surroundings, people, area) prendere nota con uno sguardo6) (deceive, cheat) imbrogliare, abbindolare* * *take [sb.] in, take in [sb.]1) (deceive) ingannare, imbrogliare2) (allow to stay) accogliere [person, refugee]; prendere, ospitare [ lodger]; take in [sth.]3) (understand) capire, comprendere [ situation]5) (encompass) comprendere [ developments]6) (absorb) assimilare [ nutrients]; assorbire [ oxygen]; fig. immergersi in [ atmosphere]8) sart. stringere [ garment]9) (accept for payment) fare [qcs.] a domicilio [ washing] -
11 ka-tet
сущ.; SK, DTНесколько жизней, соединенные судьбой. Люди, входящие в ка-тет обретали дополнительные способности, например телепатические, возникающие между членами ка-тета.“Here is what I believe. If I had not entered Jack Mort when I did, he still wouldn’t have pushed Jake that day. Not then. Why not? Ka-tet. Simply that. For the first time since the last of the friends with whom I set forth on this quest died, I have found myself once again at the center of ka-tet.” / “Quartet?” Eddie asked doubtfully. / The gunslinger shook his head. “Ka—the word you think of as ‘destiny,’ Eddie, although the actual meaning is much more complex and hard to define, as is almost always the case with words of the High Speech. And tet, which means a group of people with the same interests and goals. We three are a tet, for instance. Ka-tet, is the place where many lives are joined by fate.” — Послушайте-ка, что я думаю. Даже если бы я тогда не вошел в сознание Джека Морта, он все равно не толкнул бы Джейка в тот день. В тот день – нет. Почему? Ка-тет. Очень просто. Впервые с тех пор, как погиб последний из друзей, пустившихся со мной в это странствие, я вновь обнаружил себя в центре ка-тета. / – Квартета? – с сомнением переспросил Эдди. … Стрелок помотал головой. / – Ка – слово, толкуемое тобою, Эдди, в значении “судьба”, хотя подлинный его смысл куда более сложен и трудно поддается определению, как почти всегда бывает с Высоким Слогом. И тет, что означает круг людей с общими интересами и целями. Например, мы трое – тет. Ка-тет – место, где судьба, фатум, сводит воедино множество жизней. (ТБ 3)
“YOU ARE KA-TET; ONE MADE FROM MANY. SO AM I. WHOSE KA-TET IS THE STRONGER IS SOMETHING WE MUST NOW PROVE.” — ВЫ – КА-ТЕТ ЕДИНСТВО ИЗ МНОЖЕСТВА. Я – ТОЖЕ. ТЕПЕРЬ НАМ ПРЕДСТОИТ ВЫЯСНИТЬ, КАКОЙ КА-ТЕТ СИЛЬНЕЕ. (слова Блейна, ТБ 4)
The brave little ka-tet they had made that night at the graveyard was broken, three of its members jailed and with not long to live (if they even were still alive), the last member lost and confused, as crazy with terror as a bird in a barn. — Храбрый ка-тет, созданный ими на кладбище, канул в небытие: три его члена сидели за решеткой, и жить им оставалось недолго (если их уже не убили), четвертый, остававшийся на свободе, совсем потерял голову, обезумел от ужаса, как залетевшая в сарай птица. (ТБ 4)
English-Russian dictionary of neologisms from a series of books by Stephen King "Dark Tower" > ka-tet
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12 sophisticated
сложный имя прилагательное:усложненный (complicated, sophisticated)вводящий в заблуждение (misleading, deceptive, misguiding, deceitful, sophisticated, double-meaning) -
13 obvious
1. a явный, очевидный; заметный2. a ясный, понятный; само собой разумеющийся3. a банальный, тривиальный4. a слишком явный, деланный; нарочитыйhis correctness of speech was perhaps a little obvious — правильность его речи казалась чуточку деланной
5. a уст. открытый, незащищённыйsmth. obvious to ridicule — предмет постоянных насмешек
6. a зоол. яркий, чёткийСинонимический ряд:1. banal (adj.) banal; common; hackneyed2. bright (adj.) bright; glaring; light3. clear (adj.) apparent; clear; clear-cut; crystal-clear; evident; manifest; observable; open-and-shut; openhanded; palpable; patent; plain; public; straightforward; transparent; unambiguous; unequivocal; univocal; unmistakable; unsubtle; visible4. conspicuous (adj.) conspicuous; distinct; noticeable; prominent; standing out; striking5. naive (adj.) inexperienced; innocent; naive; simple; unsophisticated; young6. understandable (adj.) comprehensible; conclusive; explicit; indisputable; intelligible; lucid; self-evident; understandable; understoodАнтонимический ряд:ambiguous; complex; concealed; confused; esoteric; farfetched; hidden; inconspicuous; indefinite; indistinct; involved; latent; muddy; mysterious; obscure; puzzling -
14 personalization
E-comthe process by which a Web site presents customers with selected information on their specific needs. To do this, personal information is collected on the individual user, and employed to customize the Web site for that person. Used properly, personalization is a powerful tool that allows customers to access the right content more quickly, thus saving them valuable time. Personalization is particularly useful if a Web site contains a very large quantity of material, meaning that a visitor is slow in finding the information they seek. It also requires a large number of visitors to the Web site, because personalization systems are complex and expensive to install.Information on the customer is usually collected in one of two ways. Either the individual is asked to fill out a personal profile, perhaps informing the organization of the type of product and service he or she is interested in, or the organization uses software that tracks the way a customer uses the Web site. For example, a customer interested in Product X last week, might receive details of an update for Product X upon their next visit to the Web site. A popular method by which such tracking is carried out is the use of cookies, which reside on an individual’s browser and collect information on that person’s Web behavior. Because it requires the collection of personal information, personalization raises key privacy policy issues. -
15 Computers
The brain has been compared to a digital computer because the neuron, like a switch or valve, either does or does not complete a circuit. But at that point the similarity ends. The switch in the digital computer is constant in its effect, and its effect is large in proportion to the total output of the machine. The effect produced by the neuron varies with its recovery from [the] refractory phase and with its metabolic state. The number of neurons involved in any action runs into millions so that the influence of any one is negligible.... Any cell in the system can be dispensed with.... The brain is an analogical machine, not digital. Analysis of the integrative activities will probably have to be in statistical terms. (Lashley, quoted in Beach, Hebb, Morgan & Nissen, 1960, p. 539)It is essential to realize that a computer is not a mere "number cruncher," or supercalculating arithmetic machine, although this is how computers are commonly regarded by people having no familiarity with artificial intelligence. Computers do not crunch numbers; they manipulate symbols.... Digital computers originally developed with mathematical problems in mind, are in fact general purpose symbol manipulating machines....The terms "computer" and "computation" are themselves unfortunate, in view of their misleading arithmetical connotations. The definition of artificial intelligence previously cited-"the study of intelligence as computation"-does not imply that intelligence is really counting. Intelligence may be defined as the ability creatively to manipulate symbols, or process information, given the requirements of the task in hand. (Boden, 1981, pp. 15, 16-17)The task is to get computers to explain things to themselves, to ask questions about their experiences so as to cause those explanations to be forthcoming, and to be creative in coming up with explanations that have not been previously available. (Schank, 1986, p. 19)In What Computers Can't Do, written in 1969 (2nd edition, 1972), the main objection to AI was the impossibility of using rules to select only those facts about the real world that were relevant in a given situation. The "Introduction" to the paperback edition of the book, published by Harper & Row in 1979, pointed out further that no one had the slightest idea how to represent the common sense understanding possessed even by a four-year-old. (Dreyfus & Dreyfus, 1986, p. 102)A popular myth says that the invention of the computer diminishes our sense of ourselves, because it shows that rational thought is not special to human beings, but can be carried on by a mere machine. It is a short stop from there to the conclusion that intelligence is mechanical, which many people find to be an affront to all that is most precious and singular about their humanness.In fact, the computer, early in its career, was not an instrument of the philistines, but a humanizing influence. It helped to revive an idea that had fallen into disrepute: the idea that the mind is real, that it has an inner structure and a complex organization, and can be understood in scientific terms. For some three decades, until the 1940s, American psychology had lain in the grip of the ice age of behaviorism, which was antimental through and through. During these years, extreme behaviorists banished the study of thought from their agenda. Mind and consciousness, thinking, imagining, planning, solving problems, were dismissed as worthless for anything except speculation. Only the external aspects of behavior, the surface manifestations, were grist for the scientist's mill, because only they could be observed and measured....It is one of the surprising gifts of the computer in the history of ideas that it played a part in giving back to psychology what it had lost, which was nothing less than the mind itself. In particular, there was a revival of interest in how the mind represents the world internally to itself, by means of knowledge structures such as ideas, symbols, images, and inner narratives, all of which had been consigned to the realm of mysticism. (Campbell, 1989, p. 10)[Our artifacts] only have meaning because we give it to them; their intentionality, like that of smoke signals and writing, is essentially borrowed, hence derivative. To put it bluntly: computers themselves don't mean anything by their tokens (any more than books do)-they only mean what we say they do. Genuine understanding, on the other hand, is intentional "in its own right" and not derivatively from something else. (Haugeland, 1981a, pp. 32-33)he debate over the possibility of computer thought will never be won or lost; it will simply cease to be of interest, like the previous debate over man as a clockwork mechanism. (Bolter, 1984, p. 190)t takes us a long time to emotionally digest a new idea. The computer is too big a step, and too recently made, for us to quickly recover our balance and gauge its potential. It's an enormous accelerator, perhaps the greatest one since the plow, twelve thousand years ago. As an intelligence amplifier, it speeds up everything-including itself-and it continually improves because its heart is information or, more plainly, ideas. We can no more calculate its consequences than Babbage could have foreseen antibiotics, the Pill, or space stations.Further, the effects of those ideas are rapidly compounding, because a computer design is itself just a set of ideas. As we get better at manipulating ideas by building ever better computers, we get better at building even better computers-it's an ever-escalating upward spiral. The early nineteenth century, when the computer's story began, is already so far back that it may as well be the Stone Age. (Rawlins, 1997, p. 19)According to weak AI, the principle value of the computer in the study of the mind is that it gives us a very powerful tool. For example, it enables us to formulate and test hypotheses in a more rigorous and precise fashion than before. But according to strong AI the computer is not merely a tool in the study of the mind; rather the appropriately programmed computer really is a mind in the sense that computers given the right programs can be literally said to understand and have other cognitive states. And according to strong AI, because the programmed computer has cognitive states, the programs are not mere tools that enable us to test psychological explanations; rather, the programs are themselves the explanations. (Searle, 1981b, p. 353)What makes people smarter than machines? They certainly are not quicker or more precise. Yet people are far better at perceiving objects in natural scenes and noting their relations, at understanding language and retrieving contextually appropriate information from memory, at making plans and carrying out contextually appropriate actions, and at a wide range of other natural cognitive tasks. People are also far better at learning to do these things more accurately and fluently through processing experience.What is the basis for these differences? One answer, perhaps the classic one we might expect from artificial intelligence, is "software." If we only had the right computer program, the argument goes, we might be able to capture the fluidity and adaptability of human information processing. Certainly this answer is partially correct. There have been great breakthroughs in our understanding of cognition as a result of the development of expressive high-level computer languages and powerful algorithms. However, we do not think that software is the whole story.In our view, people are smarter than today's computers because the brain employs a basic computational architecture that is more suited to deal with a central aspect of the natural information processing tasks that people are so good at.... hese tasks generally require the simultaneous consideration of many pieces of information or constraints. Each constraint may be imperfectly specified and ambiguous, yet each can play a potentially decisive role in determining the outcome of processing. (McClelland, Rumelhart & Hinton, 1986, pp. 3-4)Historical dictionary of quotations in cognitive science > Computers
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16 Nature
To Newtonians, each question had its singular answer, one that would remain the same no matter who asked it, or why. But now, the uncertainty that undercuts every measurement of some fact in the real world compels the observer to choose which question to ask, which aspect of a phenomenon to study.The necessity of choice became overwhelmingly apparent when Heisenberg elevated uncertainty to a principle in quantum mechanics in 1927, having recognized that on the subatomic level the observer had to emphasize only one of a pair of properties to study at any one time. In one of the prominent interpretations of quantum mechanics, the idea took on a larger meaning: that in choosing what to study, the scientist in effect creates the object of his inquiry.... The impossibility of constructing a complete, accurate quantitative description of a complex system forces observers to pick which aspects of the system they most wish to understand....What one studies from among this wealth of choice depends on what one wants to know; the questions create-or at least determine-the range of possible answers. No such answer can be completely "true": instead of saying "This is what nature is like," they can claim only, "This is what nature seems like from here"-a vastly diminished claim from that of Newton. The critical issue raised by such subjectivity is how to decide what value each partial answer has, what connection it actually makes between the real world and our understanding of it. The object of study, the focus of much of modern science, has therefore shifted inward, to examine not nature itself but rather to study the abstract representations of nature, the choices made of what to leave in and what to drop out of any given study. (Levenson, 1995, pp. 228-229)Historical dictionary of quotations in cognitive science > Nature
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17 Reading
1) The Discovery of Truth Depends on the Thoughtful Reading of Authoritative TextsFor the Middle Ages, all discovery of truth was first reception of traditional authorities, then later-in the thirteenth century-rational reconciliation of authoritative texts. A comprehension of the world was not regarded as a creative function but as an assimilation and retracing of given facts; the symbolic expression of this being reading. The goal and the accomplishment of the thinker is to connect all these facts together in the form of the "summa." Dante's cosmic poem is such a summa too. (Curtius, 1973, p. 326)The readers of books... extend or concentrate a function common to us all. Reading letters on a page is only one of its many guises. The astronomer reading a map of stars that no longer exist; the Japanese architect reading the land on which a house is to be built so as to guard it from evil forces; the zoologist reading the spoor of animals in the forest; the card-player reading her partner's gestures before playing the winning card; the dancer reading the choreographer's notations, and the public reading the dancer's movements on the stage; the weaver reading the intricate design of a carpet being woven; the organ-player reading various simultaneous strands of music orchestrated on the page; the parent reading the baby's face for signs of joy or fright, or wonder; the Chinese fortune-teller reading the ancient marks on the shell of a tortoise; the lover blindly reading the loved one's body at night, under the sheets; the psychiatrist helping patients read their own bewildering dreams; the Hawaiian fisherman reading the ocean currents by plunging a hand into the water; the farmer reading the weather in the sky-all these share with book-readers the craft of deciphering and translating signs....We all read ourselves and the world around us in order to glimpse what and where we are. We read to understand, or to begin to understand. We cannot do but read. Reading, almost as much as breathing, is our essential function. (Manguel, 1996, pp. 6-7)There is a pitched battle between those theorists and modellers who embrace the primacy of syntax and those who embrace the primacy of semantics in language processing. At times both schools have committed various excesses. For example, some of the former have relied foolishly on context-free mathematical-combinatory models, while some of the latter have flirted with versions of the "direct-access hypothesis," the idea that skilled readers process printed language directly into meaning without phonological or even syntactic processing. The problems with the first excess are patent. Those with the second are more complex and demand more research. Unskilled readers apparently do rely more on phonological processing than do skilled ones; hence their spoken dialects may interfere with their reading-and writing-habits. But the extent to which phonological processing is absent in the skilled reader has not been established, and the contention that syntactic processing is suspended in the skilled reader is surely wrong and not supported by empirical evidence-though blood-flow patterns in the brain are curiously different during speaking, oral reading, and silent reading. (M. L. Johnson, 1988, pp. 101-102)Historical dictionary of quotations in cognitive science > Reading
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18 Bibliography
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Cambridge: Cambridge University Press.Historical dictionary of quotations in cognitive science > Bibliography
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