the development of ideas

the pursuit of new knowledge and ideas and the application of that knowledge to exploit new opportunities to the commercial advantage of a business. The research and development functions are often grouped together to form a division or department within an organization.

Abbr. R & D

1 development (mejora).

desarrollo del producto product development

desarrollo sostenible sustainable development

2 growth (crecimiento).

1^st person singular (yo) present indicative of spanish verb: desarrollar.

* * *

► nombre masculino

1 (gen) development

■ es una industria en pleno desarrollo it's a flourishing industry

■ el desarrollo de las ideas the development of ideas

2 MATEMÁTICAS expansion

3 DEPORTE run, course

\

índice de desarrollo growth rate

país en vías de desarrollo developing country

* * *

* * *

1) [de economía, industria, mercado] development

2) [de teoría, tema, punto] development

3) (=realización) [de proyecto, plan] carrying out; [de técnica, método] development

4) [de capacidad, memoria, músculos] development

5) (Mat) [de ecuación, función] expansion; [de problema] working

6) [de persona, animal, planta] development

7) [de historia, acontecimiento] development

8) [de bicicleta] gear ratio

* * *

1)

a) (Econ) development

b) (de facultad, capacidad) development

c) (de niño, de planta) growth, development

d) ( de adolescente) development

2) (de teoría, tema, estrategia) development

3) (de acto, acontecimiento)

* * *

= advance, amplification, building, development, evolution, blooming.

Ex. I think that the most important advance that we can look forward to is a great increase in the amount of authority data in MARC form.

Ex. Even with such a limitation and many later supplementations by various hands, by way of addition, correction and amplification, it falls far short of completeness.

Ex. Building a search profile has much in common with building a document profile during indexing.

Ex. Enumerative schemes can be difficult to revise to take account of new developments.

Ex. A number of ancillary factors about the development of knowledge can be examined such as the extent of self-citation and the evolution of concepts.

Ex. The article 'The blooming of readers' presents a body of research that supports the notion that children can acquire reading skills without being directly taught to read.

----

* área en desarrollo = growth area.

* autodesarrollo = self-actualisation [self-actualization, -USA].

* ayuda al desarrollo = development aid.

* biología del desarrollo = developmental biology.

* de desarrollo = developmental.

* de desarrollo rápido = fast-evolving.

* desarrollo académico = academic development.

* desarrollo atrofiado = arrested development.

* desarrollo cronológico = chronology.

* desarrollo de aplicaciones = software development, application development.

* desarrollo de capacidades = capacity building.

* desarrollo de la colección = collection building, collection development [collections development].

* desarrollo de la identidad nacional = nation building.

* desarrollo del plan de estudios = curriculum development.

* desarrollo del potencial = capacity building.

* desarrollo de material educativo = instructional development.

* desarrollo de nuevos productos = product development.

* desarrollo de programas = software development.

* desarrollo de prototipos = prototyping.

* desarrollo económico = economic development.

* desarrollo empresarial = business development.

* desarrollo estratégico = strategic development.

* desarrollo industrial = industrial development.

* desarrollo infantil = child development.

* desarrollo mental = mental development.

* desarrollo nacional = national development.

* desarrollo personal = self-actualisation [self-actualization, -USA].

* desarrollo prenatal = prenatal development.

* desarrollo profesional = professional development, career development.

* desarrollo profesional del personal = staff development.

* desarrollo social = social development.

* desarrollo sostenible = sustainable development.

* desarrollo sostenido = sustainable development.

* desarrollo tardío = late start.

* desarrollo temporal = temporal development, timeline [time line].

* desarrollo urbanístico = urban growth.

* describir el desarrollo de = trace + the development of, trace + the evolution of.

* economía en vías de desarrollo = transitional economy, developing economy.

* empresa dedicada al desarrollo de productos = product developer.

* en desarrollo = evolving, under development.

* en período de desarrollo = in ascendancy.

* en pleno desarrollo = in full swing, in full gear.

* en vías de desarrollo = in course of development, emergent, developing.

* especialista en el desarrollo = developmentalist.

* estimular el desarrollo de = stimulate + the development of.

* etapa de desarrollo = stage of development.

* Fondo para el Desarrollo Europeo = European Development Fund.

* Fondo para el Desarrollo Regional Europeo = European Regional Development Fund.

* herramienta de desarrollo = development tool.

* herramientas de desarrollo = toolkit.

* instituto de desarrollo = development institute.

* instituto para el desarrollo = development institute.

* instituto para la investigación y el desarrollo = research and development institute.

* investigación y desarrollo (I+D) = research and development (R&D).

* nivel de desarrollo = stage of development, developmental level, development level, level of development.

* Organización para la Cooperación y el Desarrollo = Organization for Economic Cooperation and Development (OECD).

* PADIS (Sistema de Información para el Desarrollo de Africa) = PADIS (Pan-African Development Information System).

* país en vías de desarrollo = developing country, transitional nation, transitional economy, developing nation, emerging economy, developing economy, country with developing economy.

* países en vías de desarrollo, los = developing world, the.

* política de desarrollo de la colección = collection development policy.

* posibilidad de desarrollo = potential for development.

* retrasar el desarrollo de Algo = push back + development.

* ritmo de desarrollo = pace of development.

* sicología del desarrollo = developmental psychology.

* teoría del desarrollo humano = developmental theory.

* * *

1)

a) (Econ) development

b) (de facultad, capacidad) development

c) (de niño, de planta) growth, development

d) ( de adolescente) development

2) (de teoría, tema, estrategia) development

3) (de acto, acontecimiento)

* * *

* * *

1 ( Econ) development

países en vías de desarrollo developing countries

2 (de una facultad, capacidad) development

3 (de un niño, de una planta) growth, development

4 (de un adolescente) development

la edad del desarrollo puberty, the age of puberty

( Agr, Ecol) sustainable development

1 (de una teoría, un tema) development

2 ( Mat) development

3 (de una estrategia) development

el desarrollo de nuevas técnicas en este campo the development o evolution of new techniques in this field

(de un acto, acontecimiento): contemplaron el desarrollo del desfile they watched the parade pass by

intentaron impedir el normal desarrollo del acto they tried to disrupt the proceedings

para ver el desarrollo de los acontecimientos to see how things develop o turn out

D (en ciclismo) ≈ gear ratio

E ( Chi) ( Fot) developing

* * *

1ª persona singular (yo) presente indicativo

3ª persona singular (él/ella/usted) pretérito indicativo

a) ( exponer) ‹teoría/tema› to explain

b) ( llevar a cabo) ‹actividad/labor› to carry out

◊ países en vías de desarrollo developing countries;

* * *

desarrollo nm

1. [mejora] development;

el desarrollo económico economic development;

países en vías de desarrollo developing countries;

el pleno desarrollo de las capacidades intelectuales the full development of intellectual abilities

2. [crecimiento] growth;

el desarrollo del ser humano human development;

la edad del desarrollo (the age of) puberty

3. [exposición] [de tema, teoría, idea] explanation

4. [transcurso] [de negociaciones, conferencia] course;

no hubo incidentes en el desarrollo de la manifestación there were no incidents in the course of the demonstration

5. [realización] [de actividad, trabajo, proyecto] carrying out

6. [creación] [de prototipos, técnicas, estrategias] development;

investigaciones encaminadas al desarrollo de una vacuna contra el sida research aimed at developing a vaccine against AIDS

7. [en bicicleta] gear ratio;

mover un gran desarrollo to turn a big gear

8. Mat [de término] expansion;

* * *

m development

* * *

desarrollo nm

: development

* * *

desarrollo n development

1 evolution, progress, advance.

2 development.

* * *

► nombre femenino

1 (cambio) evolution; (desarrollo) development

2 (vuelta) turn

3 MILITAR manoeuvre (US maneuver)

* * *

* * *

1) (Bio) evolution

2) (=desarrollo) evolution, development

3) (Med) progress

4) (Mil) manoeuvre, maneuver (EEUU)

* * *

1)

a) (Biol) evolution

b) (de ideas, sociedad) development, evolution; ( de enfermedad) development; ( de enfermo) progress

2) (de avión, pájaro) circle; (de gimnasta, patinador) evolution (frml)

* * *

= development, evolution.

Ex. Enumerative schemes can be difficult to revise to take account of new developments.

Ex. A number of ancillary factors about the development of knowledge can be examined such as the extent of self-citation and the evolution of concepts.

----

* estudiar la evolución histórica de Algo = historicise [historicize, -USA].

* evolución de los datos = data trend.

* evolución histórica = historical evolution.

* evolución temporal = temporal development, timeline [time line].

* línea indicativa de la evolución de una gráfica = trend line [trend-line].

* presentar la evolución de Algo = chart + the history.

* que está en constante evolución = ever-evolving.

* teoría de la evolución, la = theory of evolution, the.

* trazar la evolución de = trace + the development of, trace + the evolution of.

* trazar la evolución de Algo = chart + progress, chart + the history.

* * *

1)

a) (Biol) evolution

b) (de ideas, sociedad) development, evolution; ( de enfermedad) development; ( de enfermo) progress

2) (de avión, pájaro) circle; (de gimnasta, patinador) evolution (frml)

* * *

* * *

1 ( Biol) evolution

2 (de las ideas, la sociedad) development, evolution; (de una enfermedad) development; (de un enfermo) progress

la evolución de la situación energética nacional the changes in o evolution of the country's energy situation

B (de un avión, pájaro) circle; (de un gimnasta) movement, evolution; ( frml) (de un patinador) figure, evolution ( frml)

* * *

a) (Biol) evolution

b) (de ideas, sociedad, enfermedad) development;

* * *

evolución nf

1. [progreso] [de sociedad, situación, negociaciones] development, progress;

me preocupa la evolución económica del país I'm concerned about the way the country's economy is going;

la evolución tecnológica technological development o progress;

una sociedad en plena evolución a rapidly developing society

2. [cambio] change

3. [de especies] evolution;

la evolución de las especies marinas the evolution of marine life

4. [movimiento]

me gusta ver las evoluciones de los aviones en el aeropuerto I like watching planes taking off and landing at the airport

5. Mil manoeuvre

* * *

1 BIO evolution

2 ( desarrollo) development

* * *

evolución nf, pl - ciones

1) : evolution

2) : development, progress

* * *

evolución n

1. (en biología) evolution

2. (desarrollo) development

   1) All Human Complex Problem Solving Is 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)

   2) Artificial Intelligence Models of Creative Association

   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)

   3) Creative Innovation and Social Independence

   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)

   4) Ego Strength and Emotional Stability among Creative Geniuses

   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)

   5) Its Mundane Character

   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)

   6) Mozart's Musical Ideas Came to Him in Polished Form

   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)

   7) Scientific Theories and Works of Art Alike Originate in Fantasy

   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)

   8) Self- Esteem and Creative Expression

   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)

   9) Stages in Creative Problem- Solving

   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)

    10) The Bisociative Pattern of the Creative Synthesis

   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 Disorder

   Even 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)

    12) The Inner Life of the Creative Process

   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)

    13) The Problem of What Impels the Creative Person

   [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)

    14) Theories of Creative Thinking

   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)

1 investigation, research.

2 investigation, search, inquiry, probe.

* * *

► nombre femenino

1 (indagación) investigation, enquiry

2 (estudio) research

* * *

1) investigation, inquiry

2) research

* * *

1) [de accidente, delito] [por la policía] investigation; [por un comité] inquiry

2) [científica, académica] research

* * *

1)

a) (de caso, delito) investigation; ( por comisión especial) inquiry

b) (Educ, Med, Tec) research

- investigación de la paternidad

- investigación de mercados

- investigación y desarrollo

2) Investigaciones femenino plural ( en Chi) criminal investigation department

* * *

= enquiry [inquiry, -USA], exploration, inquiry [enquiry, -UK], investigation, probe, research, scholarship, line of enquiry, a piece of + research, research activity, research effort, academic study.

Ex. A threshold weight appropriate to the specificity of the searcher's enquiry must be established.

Ex. This section goes no further than the exploration of ideas which are important for the appropriate support of software packages.

Ex. Several possible rules governing the reference interview are examined; one calls for inquiry into client's underlying wants, 'the face value rule', another for inquiry into underlying needs, 'the purpose rule'.

Ex. An improved awareness of existing work should strengthen the foundations of new investigations, and reduce the degree of duplication.

Ex. From 1985-89, a probe into library services took place into about 7,300 public and school libraries with some 53 million items in stock.

Ex. Abstracts may be submitted for editing and inclusion in bibliographies and bulletins by staff engaged in research.

Ex. The most important of the functions of librarians is the collection, preservation and affording access to the materials of scholarship.

Ex. The reviewer's place in citation chains is an important one because conceivably a carefully done critical review could make or break a line of enquiry or alter the direction of a chain of citations.

Ex. Part of library legend is now a steel manufacturer's after-dinner statement that if a piece of research cost less than $100,000, it was cheaper to repeat it than to try to find out if it had already been done.

Ex. Bibliometric analyses confirmed that review articles on topics that are generating high levels of research activity tend to have relatively voluminous bibliographies made up of a disproportionate number of citations to source materials of very recent vintage.

Ex. With renewed geologic interest in the Arctic and Antarctic, polar libraries are becoming increasingly important to support the research efforts in these areas.

Ex. Cyberculture is emerging as an interdisciplinary subject of academic study.

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* ARL (Asociación de Bibliotecas de Investigación) = ARL (Association of Research Libraries).

* artículo de investigación = research paper, research article, research contribution.

* ayudante de investigación = research assistant.

* base de datos de investigación = research database.

* beca de investigación = research grant.

* becario de investigación = research grantee, research student.

* biblioteca de investigación = research library.

* biblioteconomía especializada en las bibliotecas de investigación = research librianship.

* centro de investigación = research centre, research unit.

* colaboración en la investigación = cooperative research.

* colaborador de investigación = research fellow.

* colección de investigación = research collection.

* comisión de investigación = commission of enquiry, investigating committee, investigation committee.

* contribución a la investigación = research contribution.

* dedicado a la investigación = research-oriented.

* de investigación = exploratory.

* departamento de investigación = research unit.

* documentos producto de investigación = research materials.

* empresa de investigación = research firm.

* equipo de investigación = research team.

* estrategia de investigación = research strategy.

* frente de investigación = research front.

* grupo de investigación = research group.

* Grupo de Investigación sobre la Clasificación (CRG) = Classification Research Group (CRG).

* herramienta de investigación = research tool.

* informe del resultado de una investigación = research report.

* iniciar una investigación = launch + investigation.

* institución de investigación = research institution.

* instituto de investigación = research institute.

* instituto para la investigación y el desarrollo = research and development institute.

* investigación-acción = action research.

* investigación aplicada = action research.

* investigación biomédica = biomedical research.

* investigación científica = academic research, scientific research, scientific enquiry, scholarly research.

* investigación clínica = clinical research.

* investigación cooperativa = cooperative research.

* investigación criminal = criminal investigation.

* investigación cualitativa = qualitative research.

* investigación cuantitativa = quantitative research.

* investigación de campo = intervention research, field research.

* investigación de despacho = desk research.

* investigación de mercado = market research, consumer research.

* investigación educativa = educational research.

* investigación empírica = empirical research.

* investigación en biblioteconomía y documentación = library and information science research.

* investigación en biblioteconomía = library research.

* investigación en biomedicina = biomedical research.

* investigación en ciencias de la documentación = information science research.

* investigación en colaboración = collaborative research.

* investigación en documentación = information science research.

* investigación en educación = educational research.

* investigación en equipo = team research.

* investigación en medicina = medical research.

* investigaciones = research evidence.

* investigaciones, las = research literature, literature of research.

* investigaciones operativas = operations research.

* investigación genética = genetic research.

* investigación histórica = historical research.

* investigación industrial = industrial research.

* investigación mediante sondeos = survey research.

* investigación médica = medical research.

* investigación operativa = operational research.

* investigación para la creación de innovaciones = innovation research.

* investigación pedagógica = educational research.

* investigación y desarrollo (I+D) = research and development (R&D).

* línea de investigación = line of enquiry, line of research, line of enquiry, research front, avenue (for/of) research, research avenue, avenue of investigation, research line.

* línea de investigación futura = avenue (for/of) future research.

* línea de investigación posible = avenue for further research.

* metodología de investigación = research methodology.

* no dedicado a la investigación = non-research.

* periodismo de investigación = investigative reporting, investigative journalism.

* permiso sabático para dedicarse a la investigación = research leave.

* producción científica de investigación = research literature.

* programa de investigación = research agenda.

* propuesta de proyecto de investigación = research proposal.

* protocolo de investigación = research protocol.

* proyecto de investigación = research project, research initiative.

* realizar una investigación = carry out + research, conduct + investigation, conduct + research, do + research, undertake + investigation, undertake + research.

* Red Informativa de las Bibliotecas de Investigación en USA = RLIN.

* rendimiento en la investigación = research performance.

* revista de investigación = research periodical.

* RLG (Grupo de Bibliotecas de Investigación) = RLG (Research Libraries Group).

* técnica de investigación = research technique.

* tema de investigación = area of enquiry [area of inquiry], research question, research topic.

* trabajo de investigación = investigative work, research paper, research work.

* visita por motivos de investigación = research trip, research visit.

* visita por razones de investigación = research trip, research visit.

* * *

1)

a) (de caso, delito) investigation; ( por comisión especial) inquiry

b) (Educ, Med, Tec) research

- investigación de la paternidad

- investigación de mercados

- investigación y desarrollo

2) Investigaciones femenino plural ( en Chi) criminal investigation department

* * *

* * *

1 (de un caso, un delito) investigation

30 agentes trabajan en la investigación del caso Torosa 30 officers are investigating the Torosa case

la policía ha abierto una investigación sobre el caso the police have started o opened o launched an investigation into the case

el senador exige que se lleve a cabo una investigación the senator is demanding an inquiry o an investigation

2 ( Educ, Med, Tec) research

investigación científica scientific research

realizó una investigación sobre esta terapia he carried out research into o a study of this therapy

tests to establish paternity (pl)

market research

operations research

research and development

B Investigaciones fpl (en Chi) criminal investigation department

* * *

a) (de caso, delito) investigation;

b) (Educ, Med, Tec) research;

◊ investigación científica scientific research;

* * *

investigación nf

1. [estudio] research;

estoy haciendo una investigación sobre los incas I'm doing a research project o I'm doing some research on the Incas

investigación y desarrollo research and development;

investigación de mercado market research

2. [indagación] investigation, inquiry;

la investigación de un atentado the investigation into an attack;

se ha abierto una investigación sobre el incidente an inquiry o an investigation into the incident has been opened;

comisión de investigación committee of inquiry

* * *

1 policial investigation

2 EDU, TÉC research;

investigación genética genetic research

* * *

investigación nf, pl - ciones

1) encuesta, indagación: investigation, inquiry

2) : research

* * *

investigación n

1. (policial) investigation

2. (gubernamental, pública) inquiry [pl. inquiries]

3. (científica, académica) research

promotive.

1 promoter, prime mover, projector.

2 backer, supporter.

* * *

► nombre masculino,nombre femenino

1 (inmobiliario) developer

2 (de una idea, plan, etc) promoter

3 (de ventas) representative

* * *

* * *

* * *

- tora adjetivo

- tora masculino, femenino

1) ( persona)

a) (Const) developer

b) (Espec) promoter

c) (de rebelión, huelga) instigator

2) promotora femenino ( compañía) tb

* * *

= promoter, backer, encourager, self-promoter, enhancer, developer, abettor [abetter].

Ex. Then, a series of unfortunate circumstances (the outbreak of the war, family problems) deprived the project of its promoter and most passionate supporter.

Ex. The author urges librarians and library backers to be more assertive in their requests for funding.

Ex. The university must be an initiator and encourager of initiative and not a body interested in the commercial exploitation of ideas for its own purposes.

Ex. The biography tells a fascinating story of an egocentric self-promoter who owned America's largest media company in the first half of the 20th century.

Ex. The low regard that many publishers have shown for indexers as enhancers of book sales and profitability may well have been justified in the past.

Ex. Packages are used by many clients of the developer, and this very fact can lead to many benefits.

Ex. Thereafter, it became clear to the city police that the hotel owners acted hand-in-glove with the abettors of prostitution.

----

* promotor inmobiliario = property developer.

* * *

- tora adjetivo

- tora masculino, femenino

1) ( persona)

a) (Const) developer

b) (Espec) promoter

c) (de rebelión, huelga) instigator

2) promotora femenino ( compañía) tb

* * *

* * *

la empresa promotora ( Const) the development company;

( Espec) the promoters (pl)

A (persona)

1 ( Const) developer

2 ( Espec) promoter

3 (de una rebelión) instigator

uno de los promotores de la huelga one of the instigators of the strike

el promotor de la iniciativa the man behind the initiative

masculine, feminine sales representative

masculine, feminine sales representative

masculine, feminine property developer

promotora feminine (compañía) tb promotor inmobiliaria property developer, developer, development company

* * *

◊ - tora sustantivo masculino, femenino ( persona)

a) (Const) developer

b) (Espec) promoter

c) (de rebelión, huelga) instigator

* * *

♦ adj

promoting

♦ nm,f

1. [constructor] developer

2. [de boxeador, cantante] promoter

3. [organizador] organizer;

¿quién fue el promotor de la idea? who initiated the idea?

* * *

m, promotora f promoter

* * *

promotor, - tora n

: promoter

1 to encourage.

2 to stimulate.

El dinero estimula a los empleados Money stimulates the employees.

El aroma estimula los sentidos The aroma stimulates the senses.

* * *

► verbo transitivo

1 (animar) to encourage, stimulate

2 (apetito, pasiones) to whet

* * *

1) to stimulate

2) encourage

* * *

1) (=alentar) [+ persona] to encourage

2) (=favorecer) [+ apetito, economía, esfuerzos, ahorro] to stimulate; [+ debate] to promote

3) [+ organismo, célula] to stimulate

* * *

verbo transitivo

1)

a) clase/lectura to stimulate

b) ( alentar) < persona> to encourage

c) <apetito/circulación> to stimulate

d) ( sexualmente) to stimulate

2) <inversión/ahorro> to encourage, stimulate

* * *

= encourage, give + a boost, prompt, provide + boost, spur, spur on, stimulate, whip up, provide + stimulus, set + Nombre + off, abet, buoy, prod, egg on, stir up, nudge, reawaken [re-awaken], kick-start [kickstart], pep up, hearten, incite.

Ex. A common catalogue encourages users to regard the different information carrying media as part of range of media.

Ex. CD-ROM has given the library a public relations boost but this has led to higher expectations of the library by users at a time of budgetary restraint.

Ex. An earlier leakage had prompted library staff to make arrangements with a nearby firm of book conservation specialists in the event of a further disaster.

Ex. Merely having the materials available will not provide the desired boost to the library's stature unless the collection is exceptional.

Ex. Spurred by press comments on dumping of withdrawn library books in rubbish skips, Birkerd Library requested the Ministry of Culture's permission to sell withdrawn materials.

Ex. The paper-makers, spurred on by the urgent need to increase their supply of raw material, eventually mastered the new technique.

Ex. An alertness to work in related fields may stimulate creativity in disseminating ideas from one field of study to another, for both the researcher and the manager.

Ex. The ALA and some of its members seem to have taken in upon themselves to whip up a frenzy of public relations style fantasy that market reality simply cannot match.

Ex. The effort involved in creating an hospitable niche is repaid by the stimulus such courses provide to staff members.

Ex. This local tale could have been used to set me and my classmates off on a search for other similar stories that litter the area up and down the east coast of Britain.

Ex. This article questions the pricing policies of some publishers for journals suggesting that librarians have inadvertently aided and abetted them in some cases.

Ex. 'Well,' recommenced the young librarian, buoyed up by the director's interest, 'I believe that everybody is a good employee until they prove differently to me'.

Ex. Science Citation Index (SCI) depends for intellectual content entirely on citations by authors, who are sometimes prodded by editors and referees.

Ex. In the novel, residents of the drought-plagued hamlet of Champaner, egged on by a salt-of-the-earth hothead leader, recklessly accept a sporting challenge thrown down by the commander of the local British troops.

Ex. The goal of this guidebook is to help writers activate their brains to stir up more and better ideas and details.

Ex. By the 1980s, leftist philosophies had fallen into disfavor, & globalization & neoliberalism nudged the unions to seek other alliances.

Ex. The first weeks are vital, and after that the shop must be constantly on the lookout for ways of stimulating further interest and re-awakening those who lapse.

Ex. Shock tactics are sometimes necessary in order to expose injustice and kick-start the process of reform.

Ex. Soccer ace David Beckham has started wearing mystical hippy beads to pep up his sex life.

Ex. We are heartened by the fact that we are still so far a growth story in the midst of this global challenge.

Ex. It is illegal to operate websites inciting terrorism under the Terrorism Act.

----

* estimular el debate = provoke + discussion, prompt + discussion, pepper + debate.

* estimular el desarrollo de = stimulate + the development of.

* estimular la economía = stimulate + the economy, spur + the economy.

* estimular la imaginación = spark + imagination.

* * *

verbo transitivo

1)

a) clase/lectura to stimulate

b) ( alentar) < persona> to encourage

c) <apetito/circulación> to stimulate

d) ( sexualmente) to stimulate

2) <inversión/ahorro> to encourage, stimulate

* * *

* * *

estimular [A1 ]

1 «clase/lectura» to stimulate

2 (alentar) to encourage

hay que estimularla para que trabaje she needs encouraging to get her to work

gritaban para estimular a su equipo they cheered their team on, they shouted encouragement to their team

3 ‹apetito› to whet, stimulate; ‹circulación› to stimulate

4 (sexualmente) to stimulate

B ‹inversión/ahorro› to encourage, stimulate

* * *

a) ( en general) to stimulate

b) ( alentar) ‹ persona› to encourage

* * *

estimular vt

1. [animar] to encourage;

el orgullo le estimula a seguir his pride spurs him to go on

2. [incitar] to encourage, to urge on;

la muchedumbre lo estimuló con gritos the crowd shouted him on

3. [excitar sexualmente] to stimulate

4. [activar] [apetito] to stimulate, to whet;

* * *

1 stimulate

2 ( animar) encourage

* * *

estimular vt

1) : to stimulate

2) : to encourage

* * *

estimular vb

1. (activar) to stimulate

2. (animar) to encourage

   1) A Unitary Search Process for All the Phenomena of 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)

   2) Semantic Memory Is a Mental Thesaurus

   [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)

   3) The Development of Mnemonic Codes

   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 Psychology

   If 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)

   5) The Constituent Elements of Memory Theory

   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)

   6) The Problem with the Memory Metaphor

   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 Discouraging

   The 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)

   8) The Structure and Function of a Schema in Memory

   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)

   9) Competence and Performance in Theories of Memory

   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)

    10) Metaphors of Memory

   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)

    11) Comparison of Primary Memory and Secondary Memory

   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)

    12) Semantic Memory and Episodic Memory

   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)

    13) The Relation of Memory to Thinking

   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)

= over the years, over time, with the passage of time, in due course, over a period of time, in the course of time, over the course of time, in the process of time, as time passed (by), as time passes (by), as time went by

Ex. Thus, over the years it has been used to index reports, trade Literature, periodical articles and other similar documents.

Ex. A search can be extended over time by cycling, that is, starting with a source document, identifying those documents which it cites, and then identifying those documents which the original cited document cites, and so on.

Ex. Such recommendations can be viewed as attempts to shortcircuit a system which has creaked more noticeably with the passage of time.

Ex. In due course, the following 19 ideas were found scribbled on six sheets of paper which were taped to the walls of the room.

Ex. The vibration may cause the chips to work loose over a period of time, and if they have to be pushed back into their sockets, it is very easy to bend or break one of the 'legs'.

Ex. This article presents Bradford's Law and some views on its applicability, development and modifications undergone in the course of time.

Ex. These 'stages of development' in the life cycle of a company presage a turnaround situation for that company over the course of time.

Ex. For we see that all things which, in the process of time, being created by the work of Divine Providence, were produced by the operation of God.

Ex. As time passed by, she realised that most South Africans preferred orange squash to the bitter tangy taste of lemon squash.

Ex. As time passes by, our collections grow ever larger and the problems of storage and retrieval become ever more pressing.

Ex. As time went by, the colors started to fade and the paint began to flake from the heat and light of the sun.

* * *

1 essence.

quinta esencia quintessence

2 extract, essence.

3 ens.

* * *

► nombre femenino

1 essence

2 (perfume) essence, perfume, scent

\

en esencia (brevemente) briefly 2 (esencialmente) in essence

quinta esencia quintessence

* * *

* * *

1) (=base) [de teoría] essence; [de asunto, problema] heart

2) [de perfume] essence

* * *

1) (fondo, base) essence

2) (Coc, Quím, Fil) essence

•

- esencia de café/vainilla

* * *

= essence, nature, substance, flavour [flavor, -USA], marrow, quid, crux.

Ex. In simple terms, the essence of subject organisation is the division of literature (or references to literature) into manageable, or scannable categories, with each category being associated with an index term.

Ex. In this chapter a review of the development of cataloguing codes is given in order to explain and place in context the nature of modern cataloguing codes.

Ex. For whatever reason, Shera chose to disparage rather than to take seriously the substance of Briet's ideas.

Ex. Plainly, in many documents sections that can be regarded as truly representative of the flavour of the original are absent or difficult to identify.

Ex. The novel 'The Marrow of Tradition' analyzes and exposes the societal prejudices that alienate two marginalized groups from each other.

Ex. The important moral crux at the heart of the novel 'The debt collector' is that the odds are stacked against the rehabilitation of violent criminals.

Ex. The crux of the process is the development of multiple models.

----

* aceite de esencias = essential oil.

* en esencia = in essence, essentially.

* en su esencia = in substance.

* esencia de eucalipto = eucalyptus oil.

* esencia de, la = pith and marrow of, the.

* esencia irlandesa = Irishness.

* * *

1) (fondo, base) essence

2) (Coc, Quím, Fil) essence

•

- esencia de café/vainilla

* * *

* * *

1 (fondo, base) essence

la esencia de su teoría the essence of his theory

en esencia essentially, in essence

se trata, en esencia, de un problema político the problem is essentially a political one, the problem is, in essence, a political one

2 ( Fil) essence

esencia divina divine essence

B ( Coc, Quím) essence

coffee essence

turpentine, turps ( BrE)

vanilla essence

* * *

* * *

esencia nf

1. [lo principal, lo básico] essence;

en esencia in essence, essentially;

en esencia sus opiniones apenas difieren at bottom there's little difference between their views

2. [extracto, concentrado] essence;

esencia de lavanda lavender water;

esencia de café/vainilla coffee/vanilla essence

esencia de trementina oil of turpentine

* * *

f essence;

en esencia essentially, in essence

* * *

esencia nf

: essence

IJP - International Journal of Psycho-analysis

JAPA - Journal of the American Psychoanalytic Association

SE - Standard Edition of the Complete Psychological Works of Sigmund Freud, ed. James Strachey (London: Hogarth Press and the Institute of Psycho-Analysis, 1953—74.)

PSOC - Psychoanalytic Study of the Child (New Haven: Yale University Press)

PQ - Psychoanalytic Quarterly

WAF - The Writings of Anna Freud, ed. Anna Freud (New York: International Universities Press, 1966—74)

PMC - Psychoanalysis The Major Concepts ed. Burness E. Moore and Bernard D. Fine (New Haven: Yale University Press)

\

О словаре: _about - Psychoanalytic Terms and Concepts

\

1. Abend, S. M. Identity. PMC. Forthcoming.

2. Abend, S. M. (1974) Problems of identity. PQ, 43.

3. Abend, S. M., Porder, M. S. & Willick, M. S. (1983) Borderline Patients. New York: Int. Univ. Press.

4. Abraham, K. (1916) The first pregenital stage of libido. Selected Papers. London, Hogarth Press, 1948.

5. Abraham, K. (1917) Ejaculatio praecox. In: selected Papers. New York Basic Books.

6. Abraham, K. (1921) Contributions to the theory of the anal character. Selected Papers. New York: Basic Books, 1953.

7. Abraham, K. (1924) A Short study of the development of the libido, viewed in the light of mental disorders. In: Selected Papers. London: Hogarth Press, 1927.

8. Abraham, K. (1924) Manic-depressive states and the pre-genital levels of the libido. In: Selected Papers. London: Hogarth Press, 1949.

9. Abraham, K. (1924) Selected Papers. London: Hogarth Press, 1948.

10. Abraham, K. (1924) The influence of oral erotism on character formation. Ibid.

11. Abraham, K. (1925) The history of an impostor in the light of psychoanalytic knowledge. In: Clinical Papers and Essays on Psychoanalysis. New York: Basic Books, 1955, vol. 2.

12. Abrams, S. (1971) The psychoanalytic unconsciousness. In: The Unconscious Today, ed. M. Kanzer. New York: Int. Univ. Press.

13. Abrams, S. (1981) Insight. PSOC, 36.

14. Abse, D W. (1985) The depressive character In Depressive States and their Treatment, ed. V. Volkan New York: Jason Aronson.

15. Abse, D. W. (1985) Hysteria and Related Mental Disorders. Bristol: John Wright.

16. Ackner, B. (1954) Depersonalization. J. Ment. Sci., 100.

17. Adler, A. (1924) Individual Psychology. New York: Harcourt, Brace.

18. Akhtar, S. (1984) The syndrome of identity diffusion. Amer. J. Psychiat., 141.

19. Alexander, F. (1950) Psychosomatic Medicine. New York: Norton.

20. Allen, D. W. (1974) The Feat- of Looking. Charlottesvill, Va: Univ. Press of Virginia.

21. Allen, D. W. (1980) Psychoanalytic treatment of the exhibitionist. In: Exhibitionist, Description, Assessment, and Treatment, ed. D. Cox. New York: Garland STPM Press.

22. Allport, G. (1937) Personality. New York: Henry Holt.

23. Almansi, R. J. (1960) The face-breast equation. JAPA, 6.

24. Almansi, R. J. (1979) Scopophilia and object loss. PQ, 47.

25. Altman, L. Z. (1969) The Dream in Psychoanalysis. New York: Int. Univ. Press.

26. Altman, L. Z. (1977) Some vicissitudes of love. JAPA, 25.

27. American Psychiatric Association. (1987) Diagnostic and Statistical Manual of Mental Disorders, 3d ed. revised. Washington, D. C.

28. Ansbacher, Z. & Ansbacher, R. (1956) The Individual Psychology of Alfred Adler. New York: Basic Books.

29. Anthony, E. J. (1981) Shame, guilt, and the feminine self in psychoanalysis. In: Object and Self, ed. S. Tuttman, C. Kaye & M. Zimmerman. New York: Int. Univ. Press.

30. Arlow. J. A. (1953) Masturbation and symptom formation. JAPA, 1.

31. Arlow. J. A. (1959) The structure of the deja vu experience. JAPA, 7.

32. Arlow. J. A. (1961) Ego psychology and the study of mythology. JAPA, 9.

33. Arlow. J. A. (1963) Conflict, regression and symptom formation. IJP, 44.

34. Arlow. J. A. (1966) Depersonalization and derealization. In: Psychoanalysis: A General Psychology, ed. R. M. Loewenstein, L. M. Newman, M. Schur & A. J. Solnit. New York: Int. Univ. Press.

35. Arlow. J. A. (1969) Fantasy, memory and reality testing. PQ, 38.

36. Arlow. J. A. (1969) Unconscious fantasy and disturbances of mental experience. PQ, 38.

37. Arlow. J. A. (1970) The psychopathology of the psychoses. IJP, 51.

38. Arlow. J. A. (1975) The structural hypothesis. PQ, 44.

39. Arlow. J. A. (1977) Affects and the psychoanalytic situation. IJP, 58.

40. Arlow. J. A. (1979) Metaphor and the psychoanalytic situation. PQ, 48.

41. Arlow. J. A. (1979) The genesis of interpretation. JAPA, 27 (suppl.).

42. Arlow. J. A. (1982) Problems of the superego concept. PSOC, 37.

43. Arlow. J. A. (1984) Disturbances of the sense of time. PQ, 53.

44. Arlow. J. A. (1985) Some technical problems of countertransference. PQ, 54.

45. Arlow, J. A. & Brenner, C. (1963) Psychoanalytic Concepts and the Structural Theory, New York: Int. Univ. Press.

46. Arlow, J. A. & Brenner, C. (1969) The psychopathology of the psychoses. IJP, 50.

47. Asch, S. S. (1966) Depression. PSOC, 21.

48. Asch, S. S. (1976) Varieties of negative therapeutic reactions and problems of technique. JAPA, 24.

49. Atkins, N. (1970) The Oedipus myth. Adolescence, and the succession of generations. JAPA, 18.

50. Atkinson, J. W. & Birch, D. (1970) The Dynamics of Action. New York: Wiley.

51. Bachrach, H. M. & Leaff, L. A. (1978) Analyzability. JAPA, 26.

52. Bacon, C. (1956) A developmental theory of female homosexuality. In: Perversions,ed, S. Lorand & M. Balint. New York: Gramercy.

53. Bak, R. C. (1953) Fetishism. JAPA. 1.

54. Bak, R. C. (1968) The phallic woman. PSOC, 23.

55. Bak, R. C. & Stewart, W. A. (1974) Fetishism, transvestism, and voyeurism. An American Handbook of Psychiatry, ed. S. Arieti. New York: Basic Books, vol. 3.

56. Balint, A. (1949) Love for mother and mother-love. IJP, 30.

57. Balter, L., Lothane, Z. & Spencer, J. H. (1980) On the analyzing instrument, PQ, 49.

58. Basch, M. F. (1973) Psychoanalysis and theory formation. Ann. Psychoanal., 1.

59. Basch, M. F. (1976) The concept of affect. JAPA, 24.

60. Basch, M. F. (1981) Selfobject disorders and psychoanalytic theory. JAPA, 29.

61. Basch, M. F. (1983) Emphatic understanding. JAPA. 31.

62. Balldry, F. Character. PMC. Forthcoming.

63. Balldry, F. (1983) The evolution of the concept of character in Freud's writings. JAPA. 31.

64. Begelman, D. A. (1971) Misnaming, metaphors, the medical model and some muddles. Psychiatry, 34.

65. Behrends, R. S. & Blatt, E. J. (1985) Internalization and psychological development throughout the life cycle. PSOC, 40.

66. Bell, A. (1961) Some observations on the role of the scrotal sac and testicles JAPA, 9.

67. Benedeck, T. (1949) The psychosomatic implications of the primary unit. Amer. J. Orthopsychiat., 19.

68. Beres, C. (1958) Vicissitudes of superego functions and superego precursors in childhood. FSOC, 13.

69. Beres, D. Conflict. PMC. Forthcoming.

70. Beres, D. (1956) Ego deviation and the concept of schizophrenia. PSOC, 11.

71. Beres, D. (1960) Perception, imagination and reality. IJP, 41.

72. Beres, D. (1960) The psychoanalytic psychology of imagination. JAPA, 8.

73. Beres, D. & Joseph, E. D. (1965) Structure and function in psychoanalysis. IJP, 46.

74. Beres, D. (1970) The concept of mental representation in psychoanalysis. IJP, 51.

75. Berg, M D. (1977) The externalizing transference. IJP, 58.

76. Bergeret, J. (1985) Reflection on the scientific responsi bilities of the International Psychoanalytical Association. Memorandum distributed at 34th IPA Congress, Humburg.

77. Bergman, A. (1978) From mother to the world outside. In: Grolnick et. al. (1978).

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248. Freud, S. (1899) Screen memories. SE, 3.

249. Freud, S. (1900) The interpretation of dreams. SE, 4—5.

250. Freud, S. (1901) Childhood memories and screen memories SE, 6.

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252. Freud, S. (1901) The psychopathology of everyday life. SE, 6.

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254. Freud, S. (1905) Jokes and their relation to the unconscious. SE, 8.

255. Freud, S. (1905) Psysical (or mental) treatment. SE, 7.

256. Freud, S. (1905) Three essays on the theory of sexuality. SE. 7.

257. Freud, S. (1908) Character and anal erotism. SE, 9.

258. Freud, S. (1908) On the sexual theories of children. SE, 9.

259. Freud, S. (1908) Preface to Wilhelm Stekel's Nervous Anxiety-States and Their Treatment. SE, 9.

260. Freud, S. (1909) Analysis of a phobia in a five-year-old boy. SE, 10.

261. Freud, S. (1909) Family romances. SE, 9.

262. Freud, S. (1909) Notes upon a case of obsessional neurosis. SE, 10.

263. Freud, S. (1910) A special type of choice of object made by men. SE, 11.

264. Freud, S. (1910) The autithentical meaning of primal words. SE, 11.

265. Freud, S. (1910) The future prospects of psychoanalytic therapy. SE, 11.

266. Freud, S. (1910) The psychoanalytic view of psychogenic disturbance of vision. SE, 11.

267. Freud, S. (1911) Formulations on the two principles of mental functioning. SE, 12.

268. Freud, S. (1911) Notes on a case of paranoia. SE, 12.

269. Freud, S. (1911) Psychoanalytic notes on an autobiographical account of a case of paranoia. SE, 12.

270. Freud, S. (1911—15) Papers on technique. SE, 12.

271. Freud, S. (1912) Contribution to a discussion on masturbation. SE, 12.

272. Freud, S. (1912) On the universal tendency to abasement in the sphere of love. SE, 11.

273. Freud, S. (1912) The dynamics of transference. SE, 12.

274. Freud, S. (1913) Editor's note The disposition to obsessional neurosis. SE, 12.

275. Freud, S. (1913) On beginning the treatment. SE, 12.

276. Freud, S. (1913) Totem and taboo. SE, 13.

277. Freud, S. (1914) Fausse reconnaissance (deja reconte) in psychoanalytic treatment. SE, 13.

278. Freud, S. (1914) Mourning and melancholia. SE, 15.

279. Freud, S. (1914) Observations on transference love. SE, 12.

280. Freud, S. (1914) On narcissism. SE. 14.

281. Freud, S. (1914) On the history of the psychoanalytic movement. SE, 14.

282. Freud, S. (1914) Remembering, repeating, and working-through. SE, 12.

283. Freud, S. (1914—16) Some character types met with in psychoanalysis. (II) Those wrecked by success SE, 14.

284. Freud, S. (1915) Das UnbewuЯte. Gesammelte Werke, 10.

285. Freud, S. (1915) Instincts and their vicissitudes. SE, 14.

286. Freud, S. (1915) Observation on transference-love. SE, I2.

287. Freud, S. (1915) Repression. SE, 14.

288. Freud, S. (1915) The unconscious. SE, 14.

289. Freud, S. (1915—17) Introductory lectures on psychoanalysis. SE, 15 & 16.

290. Freud, S. (1916) Introductory lectures on psychoanalysis. SE, 16.

291. Freud, S. (1916) Some character types met with in psychoanalytic work. SE, 16.

292. Freud, S. (1917) A metapsychological supplement to the theory of dreams. SE, 14.

293. Freud, S. (1917) Introductory lectures on psychoanalysis. SE, 16.

294. Freud, S. (1917) Mourning and melancholia. SE, 14.

295. Freud, S. (1917) On transformations of instinct as exemplified in anal erotism. SE, 17.

296. Freud, S. (1918) From the history of an infantile neurosis. SE, 17.

297. Freud, S. (1919) "A child is being beaten". SE, 17.

298. Freud, S. (1919) Lines of advance in psychoanalytic therapy. SE, 17.

299. Freud, S. (1919) The uncanny. SE, 17.

300. Freud, S. (1920) Beyond the pleasure principle. SE, 18.

301. Freud, S. (1920) The Psychogenesis of a case of homosexuality in a woman. SE, 18.

302. Freud, S. (1921) Group psychology and the analysis of the ego. SE, 18.

303. Freud, S. (1923) The ego and the id. SE, 19.

304. Freud, S. (1923) The infantile genital organization. SE, 19.

305. Freud, S. (1924) A short account of psychoanalysis. SE, 19.

306. Freud, S. (1924) Neurosis and psychosis. SE, 19.

307. Freud, S. (1924) The dissolution of the Oedipus complex SE, 19.

308. Freud, S. (1924) The economic problem of masochism. SE, 19.

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310. Freud, S. (1925) Negation. SE, 19.

311. Freud, S. (1925) Some psychical consequences of the anatomical distinction between the sexes. SE, 19.

312. Freud, S. (1926) Inhibitions, symptoms and anxiety. SE, 20.

313. Freud, S. (1926) The question of lay analysis. SE, 20.

314. Freud, S. (1927) Fetishism. SE, 21.

315. Freud, S. (1930) Civilization and its discontents. SE, 21.

316. Freud, S. (1931) Female sexuality. SE, 21.

317. Freud, S. (1931) Libidinal types. SE, 21.

318. Freud, S. (1933) Femininity. SE, 22,.

319. Freud, S. (1933) New introductory lectures on psycho-analysis. SE, 22.

320. Freud, S. (1933) The psychology of women. New introductory lectures on psychoanalysis. SE, 22.

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358. Glower, E. (1931) Sublimation, substitution, and social anxiety. IJP, 12.

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363. Goldberg, A. (1983) Self psychology and alternate perspectives on internalization. In: Reflections on Self Psychology, ed. J. Lichtenberg & S. Kaplan. Hillsdale, N. J.: Analytic Press.

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365. Greenacre, P. (1949) A contribution to the study of screen memories. FSOC, 3/4.

366. Greenacre, P. (1950) General problems of acting out. PQ, 19.

367. Greenacre, P. (1950) Special problems of early female sexual development. In: Trauma, Growth and Personality New York: Int. Univ. Press.

368. Greenacre, P. (1952) Pregenital patterning. IJP, 33.

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370. Greenacre, P. (1956) Experiences of awe in childhood. PSOC,11.

371. Greenacre, P. (1957) The childhood of the artist. PSOC, 12.

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374. Greenacre, P. (1968) Perversions. PSOC, 23.

375. Greenacre, P. (1969) The fetish and the transitional object, part 1. PSOC, 24.

376. Greenacre, P. (1970) The fetish and the transitional object, part 2. IJP 51, vol. 4.

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378. Greenacre, P. (1972) Crowds and crisis. PSOC, 27.

379. Greenacre, P. (1973) The primal scene and the sense of reality. PQ, 42.

380. Greenacre, P. (1975) On reconstruction. JAPA, 21.

381. Greenberg, J. R. & Mitchell, S. A. (1983) Object Relations in Psychoanalytic Theory. Cambridge: Harvard Univ. Press.

382. Greenson, R. R. (1949) The psychology of apathy. PQ, 18.

383. Greenson, R. R. (1953) On boredom. JAPA, 1.

384. Greenson, R. R. (1960) Empathy and its vicissitudes. IJP, 41.

385. Greenson, R. R. (1962) On enthusiasm. JAPA, 10.

386. Greenson, R. R. (1965) The working alliance and the transference neurosis. PQ, 34.

387. Greenson, R. R. (1967) The technique and Practice of Psycho-analysis. New York: Int. Univ. Press.

388. Greenson, R. R. (1978) Exploration in Psychoanalysis. New York: Int. Univ. Press.

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392. Grinstein, A. (1983) Freud's Rules of Dream Interpretation. New York: Int. Univ. Press.

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394. Grosskurth, P. (1986) Melanie Klein. New York: Alfred Knopf.

395. Grossman, W. E. & Stewart, W. A. (1976) Penis envy. JAPA, 24 (5).

396. Grotstein, J. S. (1981) Splitting and Projective Indentification. New York: Jason Aronson.

397. Guntrip, H. (1961) Personality Structure and Human Interaction. New York: Int. Univ. Press.

398. Guntrip, H. (1968) Schizoid Phenomena, Object-Relations and the Self. London: Hogarth Press.

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400. Harley, M. (1974) Analyst and Adolescent at Work. New York: Quadrangle.

401. Harley, M. (1986) Child analysis, 1947—1984, a retrospective. PSOC, 41.

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405. Harrison, S. J. (1970) Is psychoanalysis "our science?". JAPA, 18.

406. Hartmann, H. PSOC, 5.

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410. Hartmann, H. (1947) On rational and irrational action. In: Essays on Ego Psychology. New York: Int. Univ. Press, 1964.

411. Hartmann, H. (1948) Comments on the theory of instinctual drives. PQ, 17.

412. Hartmann, H. (1950) Comments on the psychoanalytic theory of the ego. New York: Int. Univ. Press.

413. Hartmann, H. (1951) Technical implications of ego psychology PQ, 20.

414. Hartmann, H. (1952) The mutual influences in the development of ego and id. PSOC, 7.

415. Hartmann, H. (1953) Contribution to the metapsychology of schizophrenia. In: Hartmann, PSOC, 8.

416. Hartmann, H. (1953) The metapsychology of schizophrenia. PSOC, 8.

417. Hartmann, H. (1955) Notes on the theory of sublimation. PSOC, 10.

418. Hartmann, H. (1956) The development of the ego concept in Freud's work. IJP, 37.

419. Hartmann, H. (1964) Essays in Ego Psychology. New York Int. Univ. Press.

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449. Jacobson, E. (1957) Normal and pathological moods. PSOC, 12.

450. Jacobson, E. (1959) Depersonalization. JAPA, 7.

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524. Kris, E. (1956) The personal myth. JAPA, 4.

525. Kris, E. (1956) The recovery of childhood memories in psychoanalysis. PSOC, 11.

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533. Kubie, L. S. (1972) Personal communication.

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544. Leaff, L. A. (1971) Affect versus feeling. JAPA, 19.

545. Leon, I. G. (1984) Psychoanalysis, Piaget and attachment. Int. Rev. Psychoanal., 11.

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547. Levey, M. (1985) The concept structure in psychoanalysis. Annu. Psychoanal. 12—13.

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551. Levy, S. T. (1985) Empathy and psychoanalytic technique. JAPA, 33.

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555. Lewin, B. D. (1953) Reconslde ration of the dream screen. PQ, 22.

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560. Lichtenstein, H. (1961) Identity and sexuality. JAPA, 9.

561. Lichtenstein, H. (1970) Changing implications of the concept of psychosexual development. JAPA, 18.

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567. Loewald, H. W. (1962) Internalization, separation, mourning, and the superego. PQ, 31.

568. Loewald, H. W. (1971) Some considerations on repetition and repetition compulsion. IJP, 52.

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571. Loewenstein, R. M. (1951) The problem of interpretation. PQ, 20.

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585. Mahler, M. S. (1975) On the current status of infantile neurosis. JAPA, 23.

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   1) Programs and the Complexity of Human Mental Processes

   In my opinion, none of [these programs] does even remote justice to the complexity of human mental processes. Unlike men, "artificially intelligent" programs tend to be single minded, undistractable, and unemotional. (Neisser, 1967, p. 9)

   2) Artificial Intelligence Is an Engineering Discipline

   Future progress in [artificial intelligence] will depend on the development of both practical and theoretical knowledge.... As regards theoretical knowledge, some have sought a unified theory of artificial intelligence. My view is that artificial intelligence is (or soon will be) an engineering discipline since its primary goal is to build things. (Nilsson, 1971, pp. vii-viii)

   3) A Sceptical View of Artificial Intelligence

   Most workers in AI [artificial intelligence] research and in related fields confess to a pronounced feeling of disappointment in what has been achieved in the last 25 years. Workers entered the field around 1950, and even around 1960, with high hopes that are very far from being realized in 1972. In no part of the field have the discoveries made so far produced the major impact that was then promised.... In the meantime, claims and predictions regarding the potential results of AI research had been publicized which went even farther than the expectations of the majority of workers in the field, whose embarrassments have been added to by the lamentable failure of such inflated predictions....

   When able and respected scientists write in letters to the present author that AI, the major goal of computing science, represents "another step in the general process of evolution"; that possibilities in the 1980s include an all-purpose intelligence on a human-scale knowledge base; that awe-inspiring possibilities suggest themselves based on machine intelligence exceeding human intelligence by the year 2000 [one has the right to be skeptical]. (Lighthill, 1972, p. 17)

   4) Just as Astronomy Succeeded Astrology, the Discovery of Intellectual Processes in Machines Should Lead to a Science, Eventually

   Just as astronomy succeeded astrology, following Kepler's discovery of planetary regularities, the discoveries of these many principles in empirical explorations on intellectual processes in machines should lead to a science, eventually. (Minsky & Papert, 1973, p. 11)

   5) Problems in Machine Intelligence Arise Because Things Obvious to Any Person Are Not Represented in the Program

   Many problems arise in experiments on machine intelligence because things obvious to any person are not represented in any program. One can pull with a string, but one cannot push with one.... Simple facts like these caused serious problems when Charniak attempted to extend Bobrow's "Student" program to more realistic applications, and they have not been faced up to until now. (Minsky & Papert, 1973, p. 77)

   6) The Meaning of a Symbolic Description

   What do we mean by [a symbolic] "description"? We do not mean to suggest that our descriptions must be made of strings of ordinary language words (although they might be). The simplest kind of description is a structure in which some features of a situation are represented by single ("primitive") symbols, and relations between those features are represented by other symbols-or by other features of the way the description is put together. (Minsky & Papert, 1973, p. 11)

   7) The Principle of Artificial Intelligence

   [AI is] the use of computer programs and programming techniques to cast light on the principles of intelligence in general and human thought in particular. (Boden, 1977, p. 5)

   8) Artificial Intelligence Recognizes the Need for Knowledge in Its Systems

   The word you look for and hardly ever see in the early AI literature is the word knowledge. They didn't believe you have to know anything, you could always rework it all.... In fact 1967 is the turning point in my mind when there was enough feeling that the old ideas of general principles had to go.... I came up with an argument for what I called the primacy of expertise, and at the time I called the other guys the generalists. (Moses, quoted in McCorduck, 1979, pp. 228-229)

   9) Artificial Intelligence Is Psychology in a Particularly Pure and Abstract Form

   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. We can now see why this includes psychology and artificial intelligence on a more or less equal footing: people and intelligent computers (if and when there are any) turn out to be merely different manifestations of the same underlying phenomenon. Moreover, with universal hardware, any semantic engine can in principle be formally imitated by a computer if only the right program can be found. And that will guarantee semantic imitation as well, since (given the appropriate formal behavior) the semantics is "taking care of itself" anyway. Thus we also see why, from this perspective, artificial intelligence can be regarded as psychology in a particularly pure and abstract form. The same fundamental structures are under investigation, but in AI, all the relevant parameters are under direct experimental control (in the programming), without any messy physiology or ethics to get in the way. (Haugeland, 1981b, p. 31)

    10) There Are Many Types of Reasoning

   There are many different kinds of reasoning one might imagine:

    Formal reasoning involves the syntactic manipulation of data structures to deduce new ones following prespecified rules of inference. Mathematical logic is the archetypical formal representation. Procedural reasoning uses simulation to answer questions and solve problems. When we use a program to answer What is the sum of 3 and 4? it uses, or "runs," a procedural model of arithmetic. Reasoning by analogy seems to be a very natural mode of thought for humans but, so far, difficult to accomplish in AI programs. The idea is that when you ask the question Can robins fly? the system might reason that "robins are like sparrows, and I know that sparrows can fly, so robins probably can fly."

    Generalization and abstraction are also natural reasoning process for humans that are difficult to pin down well enough to implement in a program. If one knows that Robins have wings, that Sparrows have wings, and that Blue jays have wings, eventually one will believe that All birds have wings. This capability may be at the core of most human learning, but it has not yet become a useful technique in AI.... Meta- level reasoning is demonstrated by the way one answers the question What is Paul Newman's telephone number? You might reason that "if I knew Paul Newman's number, I would know that I knew it, because it is a notable fact." This involves using "knowledge about what you know," in particular, about the extent of your knowledge and about the importance of certain facts. Recent research in psychology and AI indicates that meta-level reasoning may play a central role in human cognitive processing. (Barr & Feigenbaum, 1981, pp. 146-147)

    11) Programs Are Beginning to Do Things That Critics Have Asserted to Be Impossible

   Suffice it to say that programs already exist that can do things-or, at the very least, appear to be beginning to do things-which ill-informed critics have asserted a priori to be impossible. Examples include: perceiving in a holistic as opposed to an atomistic way; using language creatively; translating sensibly from one language to another by way of a language-neutral semantic representation; planning acts in a broad and sketchy fashion, the details being decided only in execution; distinguishing between different species of emotional reaction according to the psychological context of the subject. (Boden, 1981, p. 33)

    12) The Synthesis of Man and Machine

   Can the synthesis of Man and Machine ever be stable, or will the purely organic component become such a hindrance that it has to be discarded? If this eventually happens-and I have... good reasons for thinking that it must-we have nothing to regret and certainly nothing to fear. (Clarke, 1984, p. 243)

    13) The Thesis of Good Old-Fashioned Artificial Intelligence (GOFAI)

   The thesis of GOFAI... is not that the processes underlying intelligence can be described symbolically... but that they are symbolic. (Haugeland, 1985, p. 113)

    14) Artificial Intelligence Provides a Useful Approach to Psychological and Psychiatric Theory Formation

   It is all very well formulating psychological and psychiatric theories verbally but, when using natural language (even technical jargon), it is difficult to recognise when a theory is complete; oversights are all too easily made, gaps too readily left. This is a point which is generally recognised to be true and it is for precisely this reason that the behavioural sciences attempt to follow the natural sciences in using "classical" mathematics as a more rigorous descriptive language. However, it is an unfortunate fact that, with a few notable exceptions, there has been a marked lack of success in this application. It is my belief that a different approach-a different mathematics-is needed, and that AI provides just this approach. (Hand, quoted in Hand, 1985, pp. 6-7)

    15) Four Kinds of Artificial Intelligence

   We might distinguish among four kinds of AI.

   ♦ Nonpsychological AI

   Research of this kind involves building and programming computers to perform tasks which, to paraphrase Marvin Minsky, would require intelligence if they were done by us. Researchers in nonpsychological AI make no claims whatsoever about the psychological realism of their programs or the devices they build, that is, about whether or not computers perform tasks as humans do.

   ♦ Weak Psychological AI

   Research here is guided by the view that the computer is a useful tool in the study of mind. In particular, we can write computer programs or build devices that simulate alleged psychological processes in humans and then test our predictions about how the alleged processes work. We can weave these programs and devices together with other programs and devices that simulate different alleged mental processes and thereby test the degree to which the AI system as a whole simulates human mentality. According to weak psychological AI, working with computer models is a way of refining and testing hypotheses about processes that are allegedly realized in human minds.

   ♦ Strong Psychological AI

... According to this view, our minds are computers and therefore can be duplicated by other computers. Sherry Turkle writes that the "real ambition is of mythic proportions, making a general purpose intelligence, a mind." (Turkle, 1984, p. 240) The authors of a major text announce that "the ultimate goal of AI research is to build a person or, more humbly, an animal." (Charniak & McDermott, 1985, p. 7)

   ♦ Suprapsychological AI

   Research in this field, like strong psychological AI, takes seriously the functionalist view that mentality can be realized in many different types of physical devices. Suprapsychological AI, however, accuses strong psychological AI of being chauvinisticof being only interested in human intelligence! Suprapsychological AI claims to be interested in all the conceivable ways intelligence can be realized. (Flanagan, 1991, pp. 241-242)

    16) Determination of Relevance of Rules in Particular Contexts

   Even if the [rules] were stored in a context-free form the computer still couldn't use them. To do that the computer requires rules enabling it to draw on just those [ rules] which are relevant in each particular context. Determination of relevance will have to be based on further facts and rules, but the question will again arise as to which facts and rules are relevant for making each particular determination. One could always invoke further facts and rules to answer this question, but of course these must be only the relevant ones. And so it goes. It seems that AI workers will never be able to get started here unless they can settle the problem of relevance beforehand by cataloguing types of context and listing just those facts which are relevant in each. (Dreyfus & Dreyfus, 1986, p. 80)

    17) Form and Content Are Not Fundamentally Different

   Perhaps the single most important idea to artificial intelligence is that there is no fundamental difference between form and content, that meaning can be captured in a set of symbols such as a semantic net. (G. Johnson, 1986, p. 250)

    18) The Assumption That the Mind Is a Formal System

   Artificial intelligence is based on the assumption that the mind can be described as some kind of formal system manipulating symbols that stand for things in the world. Thus it doesn't matter what the brain is made of, or what it uses for tokens in the great game of thinking. Using an equivalent set of tokens and rules, we can do thinking with a digital computer, just as we can play chess using cups, salt and pepper shakers, knives, forks, and spoons. Using the right software, one system (the mind) can be mapped into the other (the computer). (G. Johnson, 1986, p. 250)

    19) A Statement of the Primary and Secondary Purposes of Artificial Intelligence

   The primary goal of Artificial Intelligence is to make machines smarter.

   The secondary goals of Artificial Intelligence are to understand what intelligence is (the Nobel laureate purpose) and to make machines more useful (the entrepreneurial purpose). (Winston, 1987, p. 1)

    20) Mathematical Logic Provides the Basis for Theory in AI

   The theoretical ideas of older branches of engineering are captured in the language of mathematics. We contend that mathematical logic provides the basis for theory in AI. Although many computer scientists already count logic as fundamental to computer science in general, we put forward an even stronger form of the logic-is-important argument....

   AI deals mainly with the problem of representing and using declarative (as opposed to procedural) knowledge. Declarative knowledge is the kind that is expressed as sentences, and AI needs a language in which to state these sentences. Because the languages in which this knowledge usually is originally captured (natural languages such as English) are not suitable for computer representations, some other language with the appropriate properties must be used. It turns out, we think, that the appropriate properties include at least those that have been uppermost in the minds of logicians in their development of logical languages such as the predicate calculus. Thus, we think that any language for expressing knowledge in AI systems must be at least as expressive as the first-order predicate calculus. (Genesereth & Nilsson, 1987, p. viii)

    21) Perceptual Structures Can Be Represented as Lists of Elementary Propositions

   In artificial intelligence studies, perceptual structures are represented as assemblages of description lists, the elementary components of which are propositions asserting that certain relations hold among elements. (Chase & Simon, 1988, p. 490)

    22) Definitions of Artificial Intelligence

   Artificial intelligence (AI) is sometimes defined as the study of how to build and/or program computers to enable them to do the sorts of things that minds can do. Some of these things are commonly regarded as requiring intelligence: offering a medical diagnosis and/or prescription, giving legal or scientific advice, proving theorems in logic or mathematics. Others are not, because they can be done by all normal adults irrespective of educational background (and sometimes by non-human animals too), and typically involve no conscious control: seeing things in sunlight and shadows, finding a path through cluttered terrain, fitting pegs into holes, speaking one's own native tongue, and using one's common sense. Because it covers AI research dealing with both these classes of mental capacity, this definition is preferable to one describing AI as making computers do "things that would require intelligence if done by people." However, it presupposes that computers could do what minds can do, that they might really diagnose, advise, infer, and understand. One could avoid this problematic assumption (and also side-step questions about whether computers do things in the same way as we do) by defining AI instead as "the development of computers whose observable performance has features which in humans we would attribute to mental processes." This bland characterization would be acceptable to some AI workers, especially amongst those focusing on the production of technological tools for commercial purposes. But many others would favour a more controversial definition, seeing AI as the science of intelligence in general-or, more accurately, as the intellectual core of cognitive science. As such, its goal is to provide a systematic theory that can explain (and perhaps enable us to replicate) both the general categories of intentionality and the diverse psychological capacities grounded in them. (Boden, 1990b, pp. 1-2)

    23) The Computer Can Not Be a Model of the Mind

   Because the ability to store data somewhat corresponds to what we call memory in human beings, and because the ability to follow logical procedures somewhat corresponds to what we call reasoning in human beings, many members of the cult have concluded that what computers do somewhat corresponds to what we call thinking. It is no great difficulty to persuade the general public of that conclusion since computers process data very fast in small spaces well below the level of visibility; they do not look like other machines when they are at work. They seem to be running along as smoothly and silently as the brain does when it remembers and reasons and thinks. On the other hand, those who design and build computers know exactly how the machines are working down in the hidden depths of their semiconductors. Computers can be taken apart, scrutinized, and put back together. Their activities can be tracked, analyzed, measured, and thus clearly understood-which is far from possible with the brain. This gives rise to the tempting assumption on the part of the builders and designers that computers can tell us something about brains, indeed, that the computer can serve as a model of the mind, which then comes to be seen as some manner of information processing machine, and possibly not as good at the job as the machine. (Roszak, 1994, pp. xiv-xv)

    24) Computers Will Not Always Be Inferior to Human Brains

   The inner workings of the human mind are far more intricate than the most complicated systems of modern technology. Researchers in the field of artificial intelligence have been attempting to develop programs that will enable computers to display intelligent behavior. Although this field has been an active one for more than thirty-five years and has had many notable successes, AI researchers still do not know how to create a program that matches human intelligence. No existing program can recall facts, solve problems, reason, learn, and process language with human facility. This lack of success has occurred not because computers are inferior to human brains but rather because we do not yet know in sufficient detail how intelligence is organized in the brain. (Anderson, 1995, p. 2)

   1) A Comparison of the Digital Computer and the Brain

   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)

   2) Computers Do Not Crunch Numbers, They Manipulate Symbols

   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)

   3) Getting Computers to Explain Things to Themselves

   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)

   4) Some Limits of Artificial Intelligence

   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)

   5) The Computer as a Humanizing Influence

   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)

   6) The Intentionality of Computers Is Essentially Borrowed, Hence Derivative

   [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)

   7) The Possibility of Computer Thought

   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)

   8) We Are Getting Better at Building Even Better Computers, an Ever- Escalating Upward Spiral

   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.

   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)

    10) Why People Are Smarter Than Computers

   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)

 

инновация
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инновация
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