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standard learning hierarchy

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1 standard learning hierarchy

*стандартная [обычная, традиционная\] познавательная иерархия*

а) псих. (модель поведения, при которой человек сначала собирает информацию по какому-л. вопросу, затем на основе этой информации формирует свое отношение к чему либо, а затем на основе этого отношения совершает какое-л. действие)

б) марк. (модель поведения потребителя, при которой он сначала знакомится с предлагаемыми на рынке товарами, оценивает их положительные стороны, решает, какой товар ему больше подходит, и только потом совершает покупку)

See:

dissonance attribution model, low-involvement model, affective stage, cognitive stage, behavioural stage

Англо-русский экономический словарь > standard learning hierarchy
2 learning

сущ.

1)

а) общ. изучение, обучение (процесс получения и усвоения информации или навыков, получаемых от преподавателя, из книги, в ходе практических экспериментов или самостоятельной работы и т. д.)

б) упр. обучение, научение (в теории управления знаниями: процесс самостоятельного обнаружения и увоения нового знания)

continuous learning — постоянное обучение

learning efficiency — эффективность обучения

learning of trade — овладение профессией, изучение ремесла

learning tool — средство обучения

The learning of new skills is hard for our senior employees who are nearing retirement. — Освоение новых навыков является трудным процессом для наших пожилых сотрудников, которые близки к пенсионному возрасту.

See:

action learning, active learning, adaptive learning, benchlearning, cooperative learning, distance learning, interactive learning, learning by doing, learning by experience, learning by insight, learning in circles, learning via correspondence, linear learning, machine learning, nonlinear learning, organizational learning, overlearning, practical learning, proactive learning, production learning, rational learning, theoretical learning, vicarious learning, work-based learning, standard learning hierarchy

2) общ. обученность, степень обученности ( подготовленности); навык, уровень знаний, эрудиция

See:

consumer learnings

3) с.-х. обучение, дрессировка

See:

learn, learner

Англо-русский экономический словарь > learning
3 affective stage

эмоциональный этап, этап эмоций*

а) псих. (этап поведенческой деятельности, на котором у человека формируется эмоциональное отношение к чему-л.)

б) марк. (этап состояния покупательской готовности, предполагающий формирование благорасположения, предпочтения, убежденности, желания приобрести товар)

See:

cognitive stage, behavioural stage, standard learning hierarchy б) dissonance attribution model, low-involvement model, AIDA, affect-referral heuristic

Англо-русский экономический словарь > affective stage
4 behavioural stage

1) псих. этап поведения [действия\]* (этап, на котором человек совершает какое-л. действие)

2) марк. поведенческий этап, этап поведенческих проявлений (один из этапов состояния покупательской готовности, выражающийся в совершении покупки)

This facilitates the identification of what will be required to move people from one behavioural stage to the next. — Это помогает понять, что потребуется для перехода людей с одного поведенческого этапа на другой.

See:

affective stage, cognitive stage, standard learning hierarchy, dissonance attribution model, low-involvement model, AIDA, purchase phase

Англо-русский экономический словарь > behavioural stage
5 cognitive stage

познавательный этап, этап познания

а) псих. (этап, на котором формируются знания о каком-л. объекте)

б) марк. (этап состояния покупательской готовности, на котором покупатель получает информацию о продукте, марке и производителе)

See:

affective stage, behavioural stage, standard learning hierarchy, dissonance attribution model, low-involvement model, AIDA

Англо-русский экономический словарь > cognitive stage
6 dissonance attribution model

псих., марк. модель диссонанса*, диссонансная атрибуционная модель* (модель поведения, при которой человек сначала совершает какое-л. действие, затем формирует свое отношение к этому действию, а затем получает новые знания; в маркетинге термин относится к модели поведения, согласно которой потребитель стремится снизить когнитивный диссонанс после покупки путем сбора позитивной информации о товаре и в итоге относит покупку к своим правильным решениям; т. е. потребитель сначала делает выбор в условиях неполной информации об альтернативных товарах, а затем стремиться подобрать информацию, которая подтвердила бы правильность его выбора)

See:

cognitive dissonance, standard learning hierarchy, low-involvement model, attribution theory, affective stage, cognitive stage, behavioural stage

Англо-русский экономический словарь > dissonance attribution model
7 low-involvement model

псих., марк. модель низкого участия [слабого вовлечения\]* (модель поведения, при которой человек сначала собирает информацию, затем совершает какое-л. действие, а затем формирует свое отношение к чему-л.; в маркетинге термин относиться к модели поведения, когда потребитель сначала получает информацию о товаре, затем приобретает его, и только после этого формирует свое отношение к товару и оценивает правильность своего решения о покупке)

See:

standard learning hierarchy, dissonance attribution model, affective stage, cognitive stage, behavioural stage

Англо-русский экономический словарь > low-involvement model
8 Language

   1) The Book of Nature Is Written in the Language of Mathematics

   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)

   2) Arranging Speech so as to Reply Appropriately

   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)

   3) No Other Animal Has the Language Capacity of the Human

   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)

   4) Human Beings Do Not Live Only in the World of Objects

   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)

   5) Language Powerfully Conditions All Our Thinking

   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)

   6) A List of Language Games

   [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 it

   Solving a problem in practical arithmeticTranslating from one language into another

   LANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)

   7) Language Constrains Certain Modes of Interpretation

   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)

   8) We Dissect Nature in Accordance with Our Native Languages

   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 Language

   The 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)

    10) The Analysis of Certain Types of Utterances

   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)

    11) The Dictionary of a Language Is a System of Concepts

   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)

    12) Talk about the Evolution of the Language Capacity is Beside the Point

   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)

    13) The Development of Language

   [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)

    14) Sentential and Conceptual Levels in Language

   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)

    15) Linguistic Realities Have Not Yet Been Captured by Theoretical Models

   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)

    16) The Final Steps to Human Language

   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)

    17) The Inadequacy of Formal Linguistic Models for Ordinary Language Usage

    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)

    18) When a Language Is an Abstract Machine

   A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)

    19) Metaphor and Metonymy Underpin the Formation of Linguistic Signs

   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)

    20) Language and the Analysis of Nature

   It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)

    21) Correspondence Rules for Mapping Old Theory into Subsets of New Theory

   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)

    22) The Inclusion of Non- linguistic Factors in a Theory of Grammar

   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 Interaction

   Language 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)

    24) The Genetic Blueprints of Language

   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)

    25) Languages Are Machines

   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

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