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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.

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1 to reconcile.

2 to agree or tally (estar de acuerdo).

3 to concur, to agree, to coincide, to accord.

Ella concuerda con Ricardo She accords with Richard.

4 to match.

Estos colores concuerdan These colors match.

Nos concuerdan las ideas Our ideas match.

* * *

Conjugation model [ CONTAR], like link=contar contar

► verbo transitivo

1 (poner de acuerdo) to bring into agreement, reconcile

2 LINGÚÍSTICA to make agree

► verbo intransitivo

1 (convenir) to agree, coincide, match; (números) to tally

■ yo no concuerdo contigo en este asunto I don't agree with you on this matter

■ la copia concuerda con el original the copy matches the original

2 LINGÚÍSTICA to agree

■ el adjetivo concuerda con el sustantivo the adjective agrees with the noun

* * *

1) to agree

2) bring to agreement

* * *

1. VT

1) (=armonizar) to reconcile, bring into line

2) (Ling) to make agree

2. VI

1) (=armonizar) to agree ( con with)

2) (Ling) to agree

* * *

verbo intransitivo

a) (Ling) to agree

b) cifras to tally; versiones to agree, coincide

* * *

----

* concordar con = be in conformity with, mesh with, fit with, jive with.

* no concordar con = be at odds with.

* * *

verbo intransitivo

a) (Ling) to agree

b) cifras to tally; versiones to agree, coincide

* * *

* concordar con = be in conformity with, mesh with, fit with, jive with.

* no concordar con = be at odds with.

* * *

concordar [ A10 ]

1 ( Ling) to agree concordar CON algo to agree WITH sth

2 «cifras» to tally

3 «versiones» to agree, coincide concordar CON algo to coincide WITH sth, concur WITH sth ( frml)

su comportamiento no concuerda con sus principios his behavior is not in keeping with his principles

esto concuerda con lo establecido en el documento anterior this coincides with what was established in the previous document

to make … agree, reconcile

* * *

a) (Ling) to agree;

b) [ cifras] to tally;

◊ su comportamiento no concuerda con sus principios his behavior is not in keeping with his principles

* * *

♦ vi

1. [estar de acuerdo] to agree o tally ( con with);

lo que me cuentas concuerda con lo que ya sabía what you tell me fits in with what I knew already;

nuestras opiniones no concuerdan our opinions differ

2. Gram to agree ( con with);

♦ vt

to reconcile;

intentaremos concordar las fechas we'll try and make the dates coincide

* * *

I v/t reconcile

II v/i agree ( con with)

* * *

concordar {19} vi

: to agree, to coincide

concordar vt

: to reconcile

1 to act (obrar, producir efecto).

actúa de o como escudo it acts o serves as a shield

este tranquilizante actúa directamente sobre los centros nerviosos this tranquilizer acts directly on the nerve centers

Juana actúa como reina Johanna acts like a queen.

Actué bien I acted [behaved] well.

Ricardo actuó en el incendio Richard acted=took action during the fire.

2 to undertake proceedings (law).

3 to perform, to act.

en esta película actúa Victoria Abril Victoria Abril appears in this film

4 to perform on, to act out.

5 to perform judicial acts, to prosecute, to litigate, to bring an action.

El juez actúa legalmente The judge performs judicial acts legally.

* * *

(stressed ú in certain persons of certain tenses)

Present Indicative

actúo, actúas, actúa, actuamos, actuáis, actúan.

Present Subjunctive

actúe, actúes, actúe, actuemos, actuéis, actúen.

Imperative

actúa (tú), actúe (él/Vd.), actuemos (nos.), actuad (vos.), actúen (ellos/Vds.).

* * *

* * *

1. VI

1) [actor] to act; [cantante, banda, compañía, equipo] to perform

2) (=obrar) to act

3) (Jur) (=proceder) to institute (legal) proceedings; [abogado] to act

4) (=tener efecto) to act

VT (=hacer funcionar) to work, operate

* * *

verbo intransitivo

a) persona ( obrar) to act

b) < medicamento> to work, act

c) actor to act; torero to perform

d) (Der) to act

* * *

= act, be at work, behave, function, perform, step in, work, conduct + Reflexivo, come into + play, get in + the act, undertake + action, step up.

Ex. AACR2 defines a corporate body thus: 'a corporate body is an organisation or group of persons that is identified by a particular name and that acts, or may act, as an entity'.

Ex. All these influences are at work before a child goes to school, yet until quite recently we have behaved as though good teaching in good schools was enough to compensate for the disabilities of verbally impoverished children.

Ex. Although the system behaves simply, it incorporates some complex retrieval techniques, developed from information retrieval research.

Ex. The DOBIS/LIBIS allows both the library and the computer center to function efficiently and at a lower cost by sharing one system.

Ex. 'There's no question,' he said, 'but an individual's past performance is a good indicator of how he or she will perform in the future'.

Ex. Furthermore, children can be misled by group influences into reading truly pernicious material (hard core ponography, for example) and when this happens adults have a clear responsibility to step in and do something about it.

Ex. Files only work effectively for a limited number of documents.

Ex. At the next division and department head meeting, Kobitsky was reprimanded and told that she should learn to be an administrator and conduct herself accordingly = En la siguiente reunión de directores de división y departamento, Kobitsky fue amonestada y se le dijo que debería aprender a ser una administradora y actuar consecuentemente.

Ex. There are, of course, all sorts of other considerations which come into play in determining the income which a publisher might obtain from a book.

Ex. Even the U.S. military got in the act, when in 1984 they abolished happy hours at military base clubs.

Ex. Members will not undertake actions that may unfairly or unlawfully jeopardise a candidate's employment.

Ex. Another growing group in this annual pro-life event is women who are stepping up to proclaim their regret for their own abortions.

----

* actuar a posteriori = be reactive.

* actuar autoritariamente = flex + Posesivo + muscles.

* actuar como si + ser + Dios = play + God.

* actuar con cautela = play it + safe.

* actuar con fineza = finesse.

* actuar con irresponsabilidad hacia = play + fast and loose with.

* actuar con poca consideración hacia = play + fast and loose with.

* actuar consecuentemente = act + accordingly.

* actuar convencido de que = operate under + the impression that.

* actuar correctamente = do + the right thing, get on + the right side of.

* actuar de = serve as.

* actuar de abogado del diablo = be the/a devil's advocate.

* actuar de acuerdo con los principios de Uno = act on + Posesivo + principles.

* actuar de buena fe = act in + good faith.

* actuar de capitán = skipper, captain.

* actuar de cara a la galería = play to + the gallery.

* actuar de contrapeso = counterpoise.

* actuar de forma negligente = be remiss.

* actuar de juez = don + Posesivo + judge's wig, officiate.

* actuar del modo que se considere más adecuado = exercise + discretion.

* actuar de mediador = mediate.

* actuar de mirón = lurk in + the wings.

* actuar de otro modo = do + otherwise.

* actuar de puente = act as + a bridge.

* actuar de un modo despiadado = play + hardball.

* actuar de un modo determinado = follow + pattern.

* actuar de un modo diferente = strike out on + a different path.

* actuar de un modo enérgico = turn on + the heat.

* actuar de un modo implacable = play + hardball.

* actuar de un modo independiente = go it alone.

* actuar de un modo intransigente = play + hardball.

* actuar duro = play + hardball.

* actuar en colusión = connive.

* actuar en complicidad = connive.

* actuar en conciencia = act in + good conscience.

* actuar en connivencia = collude, connive.

* actuar en consecuencia = act + accordingly.

* actuar en defensa de la profesión = advocacy.

* actuar en defensa de los intereses de las bibliotecas y bibliotecarios = library advocacy.

* actuar en la clandestinidad = go into + hiding.

* actuar en segundo plano = lurk in + the wings.

* actuar en sinergia = synergize.

* actuar independientemente = fly + solo.

* actuar lento = be slow off the mark, be slow off the blocks.

* actuar motivado por + Nombre = act out of + Nombre.

* actuar negligentemente = be remiss.

* actuar para el bien de todos = acting-for-the-best.

* actuar por encima de + Posesivo + capacidades = punch above + Posesivo + weight.

* actuar por impulso = act on + impulse.

* actuar rápido = be quick off the mark, be quick off the blocks.

* actuar según = act on/upon.

* actuar sin demora = act + promptly.

* actuar sin pensar = shoot from + the hip.

* actuar sumisamente = take + Nombre + lying down.

* al actuar de este modo = by so doing, in so doing, by doing so.

* empezar a actuar = swing into + action.

* encontrar su propio modo de actuar = find + Posesivo + own way.

* forma de actuar = discourse.

* manera de actuar = line of attack.

* modo de actuar = arrangement, course of action, practice, rationale.

* no actuar correctamente = be remiss.

* no actuar debidamente = be remiss.

* organismo que actúa en representación de otros = umbrella.

* para actuar = for action.

* que actúa de soporte = supporting.

* * *

verbo intransitivo

a) persona ( obrar) to act

b) < medicamento> to work, act

c) actor to act; torero to perform

d) (Der) to act

* * *

* * *

actuar [ A18 ]

1 «persona» (obrar) to act

actuó de or como mediador he acted as a mediator

no entiendo tu forma de actuar I don't understand the way you're behaving o acting

2 «medicamento» to work, act

dejar actuar a la naturaleza let nature take its course

3 «actor» to act; «torero» to perform

¿quién actúa en esa película? who's in that movie?

4 ( Der) to act

actúa por la parte demandada el abogado Sr. Ruiz Sr. Ruiz is acting for the defendant

* * *

a) [ persona] ( obrar) to act;

◊ forma de actuar behavior^{( conjugate behavior)}

b) [ medicamento] to work, act

c) [ actor] to act;

◊ ¿quién actúa en esa película? who's in the movie?

* * *

actuar vi

1. [obrar, producir efecto] to act;

actuó según sus convicciones she acted in accordance with her convictions;

actúa de o [m5] como escudo it acts o serves as a shield;

actúa de secretario he acts as a secretary;

este tranquilizante actúa directamente sobre los centros nerviosos this tranquilizer acts directly on the nerve centres;

los carteristas actúan principalmente en el centro de la ciudad the pickpockets are mainly active Br in the city centre o US downtown

2. Der to undertake proceedings

3. [en película, teatro] to perform, to act;

en esta película actúa Cantinflas Cantinflas appears in this film

* * *

1 ( obrar, ejercer), TEA act;

actuar de act as

2 MED work, act

* * *

actuar {3} vi

: to act, to perform

* * *

actuar vb

1. (en general) to act

2. (artista) to perform

   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 not to know.

desconozco quién es/dónde trabaja I don't know who he is/where he works

se desconoce su paradero her whereabouts are unknown

por causas que aún se desconocen for reasons as yet unknown o which are still unknown

2 to be ignorant of, to be unacquainted with, to know not.

Ella desconoce los acontecimientos She is ignorant of the events.

3 to disclaim, to deny, to refuse to accept, to deny the acceptance of.

Ella desconoció ese mal hábito She disclaimed that bad habit.

4 to fail to recognize, to be unable to recognize, to recognize not.

Ella desconoció su casa She failed to recognize her house.

5 to disown.

El padre molesto desconoció al hijo The angry father disowned the son.

6 to be amazed at someone's behavior, to be surprised of.

Te desconozco! I am amazed at your behavior.

* * *

Conjugation model [ CONOCER], like link=conocer conocer

► verbo transitivo

1 not to know, be unaware of

■ desconozco su nombre I don't know her name

2 (no reconocer) not to recognize

■ me lo encontré pero lo desconocí I met him but I didn't recognize him

3 (rechazar) to disown

■ desconoce a sus amistades he disowns his friends

4 (no prestar atención) not to pay attention to, ignore

* * *

1) (=ignorar) not to know, be ignorant of

2) (=no reconocer) [+ persona] not to recognize; [+ obra] to disown

* * *

verbo transitivo

a) ( no conocer)

b) ( no reconocer)

* * *

= be unaware of, remain + unaware of, have + no understanding of.

Ex. To all intents and purposes he is unaware of its existence.

Ex. Unfortunately, the majority of the public, and in particular those most in need of information -- the disadvantaged -- remain largely unaware of an 'information gap' in their lives.

Ex. Someone who is too honest sounds like a lunatic because they seem to have no understanding of how the world works.

----

* desconocer totalmente = be blissfully unaware.

* desconocer totalmente Algo = not know the first thing about.

* * *

verbo transitivo

a) ( no conocer)

b) ( no reconocer)

* * *

* * *

desconocer [E3 ]

(no conocer): por razones que desconocemos for reasons unknown to us

aún se desconocen los resultados de la votación the results of the poll are not yet known

dos jóvenes cuya identidad se desconoce resultaron heridos two youths, whose identities have not been established, were injured

desconocía la existencia de esta cuenta she was unaware of the existence of this account

su obra se desconoce fuera de Cuba his work is unknown outside Cuba

(no reconocer): te desconocí ¡qué cambiada estás! I didn't recognize you, you've changed so much!

¿y tú dijiste tal cosa? te desconozco and you said that? I'd never have thought it of you

chico, te desconozco ¿tú, tan trabajador? I don't believe my eyes! it's not like you to be working so hard

* * *

a) ( no conocer):

◊ por razones que desconocemos for reasons unknown to us;

b) ( no reconocer):

◊ te desconocí I didn't recognize you

* * *

desconocer vt

1. [ignorar] not to know;

desconocemos sus motivos we do not know his motives;

desconocía que fueran amigos I was unaware they were friends;

se desconoce su paradero her whereabouts are unknown;

se desconoce la identidad de los secuestradores the identity of the kidnappers has yet to be established;

por causas que aún se desconocen for reasons as yet unknown o which are still unknown;

sus libros se desconocen fuera de Latinoamérica his books are unknown outside Latin America

2. [no reconocer] to fail to recognize;

con ese peinado te desconozco I can hardly recognize you with that hairstyle

* * *

v/t not know

* * *

desconocer {18} vt

1) ignorar: to be unaware of

2) : to fail to recognize

* * *

desconocer vb not to know [pt. knew; pp. known]

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

   Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)

   2) Arranging Speech so as to Reply Appropriately

   It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)

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

   It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)

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

   Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)

   5) Language Powerfully Conditions All Our Thinking

   It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)

   6) A List of Language Games

   [A list of language games, not meant to be exhaustive:]

   Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling it

   Solving a problem in practical arithmeticTranslating from one language into another

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

   7) Language Constrains Certain Modes of Interpretation

   We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)

   8) We Dissect Nature in Accordance with Our Native Languages

   We dissect nature along the lines laid down by our native languages.

   The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)

   9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own Language

   The forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)

    10) The Analysis of Certain Types of Utterances

   It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)

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

   In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)

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

   In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)

    13) The Development of Language

   [It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)

    14) Sentential and Conceptual Levels in Language

   he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.

   The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)

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

   The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.

   But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)

    16) The Final Steps to Human Language

   The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)

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

    t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)

    18) When a Language Is an Abstract Machine

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

    19) Metaphor and Metonymy Underpin the Formation of Linguistic Signs

   Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)

    20) Language and the Analysis of Nature

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

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

   First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....

   Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)

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

   If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)

    23) Language Is Inevitably Influenced by Specific Contexts of Human Interaction

   Language cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)

    24) The Genetic Blueprints of Language

   By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)

    25) Languages Are Machines

   Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)

    The Explanation of Behavior

   Suppose that our most successful mode of explanation and description attributes to Jones an initial and attained state including certain rules (principles with parameters fixed or rules of other sorts) and explains Jones's behavior in these terms; that is, the rules form a central part of the best account of his use and understanding of language and are directly and crucially invoked in explaining it in the best theory we can devise.... I cannot see that anything is involved in attributing causal efficacy to rules beyond the claim that these rules are constituent elements of the states postulated in an explanatory theory of behavior and enter into our best account of this behavior. (Chomsky, 1986, pp. 252253)

1) General subject: Teutonicism, Teutonism, Victorianism, aura, character, complexion, composition, contour (чего-л.), disposition, fiber, formation, grain, gut, guts, humor, kidney, kind, kind (человека), mettle, mould, nature, negative, pattern, principles, sort, spirit, temper, tone, turn, you, put on his mettle

2) Medicine: blood, habit, temperament

3) American: stripe

4) Obsolete: temperature

5) Military: performance (действий), performances (действий)

6) Engineering: mode, type

7) Construction: behavior (работы), condition

8) Mathematics: char (character), character

9) Law: character in issue

10) Economy: character (элемент кредитного риска), makeup

11) Australian slang: cob

12) Greek: ethos

13) Metallurgy: property

14) Politics: dimension

15) Psychology: habitus, supervenience

16) Jargon: hot sketch (часто ирон.)

17) Literature: character sketch

18) Perfume: tonality

19) Taxes: nature of business

20) Business: format, make-up

21) Drilling: attitude (напр. залегания пластов), behavior (движения жидкости), feature (местности)

22) Makarov: behaviour, nature (чего-л.), tonality (запаха)

1. знать, понимать и т. п. \В-71. Also: ОТКУДА ВЕТЕР ДУЕТ

X знает, куда (откуда) ветер дует — X knows (sees etc) which way (how, in which direction, from which direction) the wind blows (is blowing)

2. (идти, смотреть и т. п.) \В-71

• КУДА ВЕТЕР ДУЕТ coll, disapprov

[VPsubj; Invar; usu. this WO]

=====

1. знать, понимать и т.п. -. Also: ОТКУДА ВЕТЕР ДУЕТ [subord clause]

⇒ (to understand) whose views, opinions etc one should adhere to, which line of behavior is in one's best interests (usu. of a person who adjusts his opinions and behavior to those of his superiors):

- X знает, куда (откуда) ветер дует≈ X knows (sees etc) which way <how, in which direction, from which direction> the wind blows < is blowing>;

- X trims his sails to (before) the wind.

     ♦ Его поддержало несколько Завторангов [попсе word]... которые сразу смекнули, куда дует ветер (Зиновьев 1). He was supported by a number of Secradeps...who immediately divined which way the wind was blowing (1a).

     ♦ Тридцать седьмой [ год] покатил антисемитское колесо быстрее. Сталин в документе ТАСС собственноручно "исправил" фамилию Зиновьева и Каменева, сообщив населению о дореволюционных фамилиях жертв террористического процесса - Радомысльский и Розен фельд. Как оживились... карьеристы, которые уловили, наконец, откуда ветер дует... (Свирский 1). The year 1937 set the anti-Semitic wheel turning faster. In a TASS document Stalin personally "corrected" the names of Zinoviev and Kamenev, telling the population the pre-Revolutionary names of these victims of the process of the terror - Radomyslsky and Rosenfeld. That encouraged...the careerists, who could finally be sure which direction the wind was blowing (1a).

2. (идти, смотреть и т. п.) - [subord clause or, rare, predic with subj: human (sing or pl)]

⇒ lacking strong principles or out of selfish motives, to change one's views according to circumstances, prevalent opinions etc:

- X идёт куда ветер дует≈ X changes (goes, swims, flows) with the tide;

- X is a weathercock (weather vane).

• КУДА ВЕТЕР ДУЕТ coll, disapprov

[VPsubj; Invar; usu. this WO]

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1. знать, понимать и т.п. -. Also: ОТКУДА ВЕТЕР ДУЕТ [subord clause]

⇒ (to understand) whose views, opinions etc one should adhere to, which line of behavior is in one's best interests (usu. of a person who adjusts his opinions and behavior to those of his superiors):

- X знает, куда (откуда) ветер дует≈ X knows (sees etc) which way <how, in which direction, from which direction> the wind blows < is blowing>;

- X trims his sails to (before) the wind.

     ♦ Его поддержало несколько Завторангов [попсе word]... которые сразу смекнули, куда дует ветер (Зиновьев 1). He was supported by a number of Secradeps...who immediately divined which way the wind was blowing (1a).

     ♦ Тридцать седьмой [ год] покатил антисемитское колесо быстрее. Сталин в документе ТАСС собственноручно "исправил" фамилию Зиновьева и Каменева, сообщив населению о дореволюционных фамилиях жертв террористического процесса - Радомысльский и Розен фельд. Как оживились... карьеристы, которые уловили, наконец, откуда ветер дует... (Свирский 1). The year 1937 set the anti-Semitic wheel turning faster. In a TASS document Stalin personally "corrected" the names of Zinoviev and Kamenev, telling the population the pre-Revolutionary names of these victims of the process of the terror - Radomyslsky and Rosenfeld. That encouraged...the careerists, who could finally be sure which direction the wind was blowing (1a).

2. (идти, смотреть и т. п.) - [subord clause or, rare, predic with subj: human (sing or pl)]

⇒ lacking strong principles or out of selfish motives, to change one's views according to circumstances, prevalent opinions etc:

- X идёт куда ветер дует≈ X changes (goes, swims, flows) with the tide;

- X is a weathercock (weather vane).

1 to study (carrera, libro, asunto).

estudia biológicas he's studying biology

después de estudiar tu propuesta he decidido no aceptarla after studying your proposal, I've decided not to accept it

estudia todas las tardes he spends every afternoon studying

estudió con el Presidente he went to school/university with the President

¿estudias o trabajas? do you work or are you a student?

Lisa estudia arduamente Lisa studies hard.

Lisa estudia todos los libros Lisa studies every book.

Lisa estudia historia americana Lisa studies American history.

2 to observe.

3 to be a student, to study.

4 to feel out, to study.

El profesor estudia sus reacciones The teacher feels out their reactions.

* * *

Conjugation model [ CAMBIAR], like cambiar

► verbo transitivo

1 (gen) to study, learn

■ estudia francés en el colegio she's learning French at school

2 (en universidad) to read, study

■ estudia medicina en Barcelona he's studying medicine at Barcelona

3 (trabajar) to work, study

■ tienes que estudiar más you have to work harder

4 (observar) to examine, observe

► verbo intransitivo

1 to study

■ estudia para maestro he's training to be a teacher

► verbo pronominal estudiarse

1 to consider

■ se está estudiando la posibilidad the possibility is being considered

\

estudiar de memoria to learn by heart

* * *

* * *

1. VT

1) (=aprender) [+ lección, papel] to learn

2) (=cursar) to study

3) (=examinar) [informe, experimento] to examine, look into; [persona] to study, look into

4) (=considerar) to consider, study

2. VI

1) (=aprender) to study

2) (=cursar estudios) to study

* * *

verbo transitivo

1)

a) < asignatura> to study

b) < instrumento> to learn

2) <lección/tablas> to learn

3) ( observar) <rostro/comportamiento> to study

4) (considerar, analizar) <mercado/situación/proyecto> to study; < propuesta> to study, consider

estudiarse v pron

a) (enf) < lección> to study; < papel> to learn

b) (recípr) ( observarse)

* * *

= analyse [analyze, -USA], envisage, examine, explore, look, look at, look into, ponder (over/on/upon), present + discussion, study, survey, think out, weigh, work on, get into, see about, observe, weigh up, look toward(s), review, work through, probe.

Ex. With a clear objective, the next step is to analyse the concepts that are present in a search.

Ex. It is fairly common to have to modify a standard list, or compile a fresh list when a new application is envisaged.

Ex. The article 'Home schoolers: a forgotten clientele?' examines ways in which the library can support parents and children in the home schooling situation.

Ex. Next I will illustrate a simple search profile which does not explore all possible synonyms, but does serve to illustrate weighted term logic.

Ex. This chapter takes the opportunity to look at an assortment of other aspects of bibliographic description.

Ex. This article looks at three interrelated issues regarding on-line services based on the recent literature.

Ex. The main concern is to look into current use of, and interest in, electronic information services, and also to gauge opinion on setting up a data base concerned solely with development issues.

Ex. If we instruct it to ponder this question more leisurely, it will quickly try the user's patience with digressions concerning the less illustrious senior MOZART, LEOPOLD.

Ex. This article presents a detailed discussion of the use of Hypermedia for authoring, organisation and presentation of information.

Ex. Each of the binders is portable and can be separately studied.

Ex. Chapters 7 and 8 introduced the problems associated with author cataloguing and have surveyed the purpose of cataloguing codes.

Ex. A recitation of the best thought out principles for a cataloging code is easily drowned out by the clatter of a bank of direct access devices vainly searching for misplaced records.

Ex. Examines the advantages and disadvantages of approval plans suggesting that each library must carefully weigh them in order to determine its own best course of action.

Ex. I've been working on next year's budget, and it would be fair to add eight percent to materials and salaries.

Ex. 'But didn't you say that one of the reasons you wanted to leave was because you were tired of macramËéË and wanted to get into computers?'.

Ex. The head of reference told me that he's going to see about a dress code for the staff, prohibiting slacks for women.

Ex. 141 data bases were observed, most of them had been developed in the life sciences as well as in the earth, ocean and space sciences.

Ex. The author weighs up whether a dumbing down has taken place in the UK tabloid and broadsheet press.

Ex. Libraries are looking towards some sort of cooperative system.

Ex. There is only space to review briefly the special problems associated with the descriptive cataloguing of nonbook materials.

Ex. Some theorists hold that one stage must be completely worked through before the next stage can be entered.

Ex. The librarian sometimes must probe to discover the context of the question and to be able to discuss various possible approaches and explore their merits.

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* al estudiar Algo más detenidamente = on closer examination, on closer inspection.

* estudiar Algo = be under consideration.

* estudiar alternativas = explore + alternative.

* estudiar desde una perspectiva = see through.

* estudiar detenidamente = take + a hard look at, take + a long hard look at, go through, be carefully considered, think through.

* estudiar el modo de = explore + ways in which, explore + ways and means of.

* estudiar en detalle = study + at length.

* estudiar en el extranjero = study abroad, study + abroad.

* estudiar en una Universidad = attend + Universidad.

* estudiar hasta muy tarde = burn + the midnight oil.

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

* estudiar la manera de = explore + ways in which, explore + ways and means of.

* estudiar la posibilidad = explore + the possibility.

* estudiar minuciosamente = study + in great depth, pore.

* estudiar + Nombre + teniendo en cuenta + Nombre = place + Nombre + against the background of + Nombre.

* estudiar una necesidad = analyse + need.

* estudiar una posibilidad = explore + idea.

* estudiar una Titulación = work toward/on + Titulación.

* estudiar un tema = pursue + subject.

* merecer la pena estudiar Algo = repay + study.

* * *

verbo transitivo

1)

a) < asignatura> to study

b) < instrumento> to learn

2) <lección/tablas> to learn

3) ( observar) <rostro/comportamiento> to study

4) (considerar, analizar) <mercado/situación/proyecto> to study; < propuesta> to study, consider

estudiarse v pron

a) (enf) < lección> to study; < papel> to learn

b) (recípr) ( observarse)

* * *