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Structured development system

  • 1 Structured development system

    Abbreviation: SDCS

    Универсальный русско-английский словарь > Structured development system

  • 2 structured systems analysis and design method

    Gen Mgt
    a technique for the analysis and design of computer systems. The structured systems analysis and design method was developed by the Central Computer and Telecommunications Agency in the United Kingdom in the early 1980s. The technique adopts a structured methodology toward systems development through the use of data flow, logical data, and entity event modeling. Core development stages include: feasibility study; requirements analysis; requirements specification; logical system specification; and physical design. All the steps and tasks within each stage must be complete before subsequent stages can begin.
    Abbr. SSADM

    The ultimate business dictionary > structured systems analysis and design method

  • 3 avanzar

    v.
    1 to advance.
    las tropas continúan avanzando the troops are still advancing
    el tráfico no avanzaba the traffic wasn't moving
    Mi chico avanza en la escuela My boy advances in school.
    Ricardo avanzó las ventas Richard advanced=promoted sales.
    2 to make progress.
    está avanzando mucho en sus estudios she's making very good progress with her studies
    esta tecnología avanza a gran velocidad this technology is developing very quickly
    3 to pass (time).
    el tiempo avanza muy deprisa time passes quickly
    a medida que avanza el siglo as the century draws on
    4 to move forward.
    El coche avanza lentamente The car moves forward slowly.
    * * *
    1 to advance, go forward
    1 (mover adelante) to advance, move forward
    2 (dinero) to advance
    3 (promover) to promote
    4 (una propuesta) to put forward
    1 (adelantarse) to go forward, advance; (día, noche) to draw in
    * * *
    verb
    1) to advance, move forward
    * * *
    1. VT
    1) (=mover) to move forward, advance

    avanzó la ficha cuatro casillas — he moved the counter forward four spaces, he advanced the counter four spaces

    2) [+ dinero] to advance
    3) [+ opinión, propuesta] to put forward
    4) [+ resultado] to predict; [+ predicción] to make
    5) Caribe (=vomitar) to vomit
    2. VI
    1) (=ir hacia adelante) to advance, move forward

    no me esperéis, seguid avanzando — don't wait for me, carry on

    2) (=progresar) to make progress
    3) [noche, invierno] to draw on, approach
    3.
    See:
    * * *
    1.
    verbo intransitivo
    a) persona/tráfico to advance, move forward

    avanzar hacia la democracia — to move o advance toward(s) democracy

    b) ciencia/medicina to advance
    c) cinta/rollo to wind on
    d) persona (en los estudios, el trabajo) to make progress; negociaciones/proyecto to progress
    e) tiempo to draw on
    2.
    a) ( adelantarse) to move forward, advance
    b) ( mover) to move... forward, advance

    avanzó un peón — he moved o pushed a pawn forward

    c) < propuesta> to put forward
    * * *
    = gain + ground, get + far, go forward, make + gains, make + progress, move ahead, move on, move onwardly, move up, page (through), progress, advance, proceed, press on, come along, fast-forward, take + a step forward, get + ahead, move forward, make + step, take + strides, make + advances, develop, move along, get + unstuck, press forward (with), move + forward, go forth, make + headway.
    Ex. Standardisation of formats is less developed; however UNIMARC is gaining ground as a national exchange format, whilst USMARC is also used by university and public libraries.
    Ex. If scientific reasoning were limited to the logical processes of arithmetic, we should not get far in our understanding of the physical world.
    Ex. Thus, if you want to reply yes, enter a 'y'; if you want to go forward, enter 'f'.
    Ex. Expenditures in public libraries in the USA rose sharply in 1988 while use continued to make modest gains, with the greatest increase in juvenile loans.
    Ex. We could then simply alter our expectations accordingly, and exult in the progress we have made.
    Ex. It is impatient with Juctionville for its failure to move ahead as fast as it would like and is bothered by the city's drabness and general lack of class and culture.
    Ex. Rather readers grow by fits and starts now rushing ahead, now lying fallow, and now moving steadily on.
    Ex. In its simplest statement, the prime goal of any act of education is that it should serve us in the future... takes us somewhere... let us move onwardly more easily.
    Ex. Now we move up the chain providing index entries for each of the potentially sought terms.
    Ex. The system displays the records in brief format and the user can 'page' through the matches until the required record is found.
    Ex. It is normally taken to indicate that the document has been revised, if a work has progressed to a second or subsequent edition.
    Ex. All this is not to be impulsively regretted since specialized studies can advance in no other way, but synthesis becomes increasingly important and dishearteningly more difficult.
    Ex. Before we proceed to look at the operators in detail, a couple of examples may help to make the layout clearer.
    Ex. Hoping the gentler tone and the more relaxed manner meant that her anger was abating, the young man pressed on less apprehensively.
    Ex. However, we have not heard the final word by any means for there are new products and improved examples of existing products coming along.
    Ex. Modern machines have an automatic facility for fast-forward and rewind as well as a manual control for slower, more precise location of the required information on the microfilm.
    Ex. LCSH has taken a further step forward with the use of computer-controlled typesetting.
    Ex. Low-income urban families simply do not have any use for the traditional library or indeed any motivation for self-improvement and getting ahead = Las familias urbanas con ingresos bajos simplemente no tienen la necesidad de usar la biblioteca tradicional o de hecho no sienten motivación para la superación personal y para avanzar.
    Ex. This article argues the need to move forward with the infotech culture without abandoning the service culture.
    Ex. Schucking noted that early step when a child's 'imagination awakes, without corresponding development of the critical faculty,' a step most children make before they reach school age = Schucking se percató de ese primer paso en el niño cuando "se despierta su imaginación sin el correspondiente desarrollo de la capacidad crítica", un paso que dan la mayoría de los niños antes de alcanzar la edad escolar.
    Ex. In the half century since the publication of McKerrow's Introduction bibliography has taken giant strides in many directions.
    Ex. The author maintains that, aside from increasing computational speed, and thus real-time control, musically no advances have been made.
    Ex. The economics journal system has not grown and developed in a structured fashion, which has resulted in overspill into report literature.
    Ex. As university libraries move along this continuum they will become evolutionary, non-hierarchical, entrepreneurial and horizontal.
    Ex. In addition, students can use the glossary to get 'unstuck' while learning.
    Ex. The company is pressing forward with the construction of an environment and a system that permit all employees to demonstrate their full capabilities.
    Ex. Kuwait is not going backwards, but definitely not moving forward.
    Ex. Finally six men agreed to go forth in their underclothes and nooses around their necks in hopeful expectation that their sacrifice would satisfy the king's bloodlust and he would spare the rest of the citizens.
    Ex. Governments are making headway in negotiations aimed at reaching an ambitious and effective global greenhouse gas reduction treaty.
    ----
    * a medida que + avanzar + el año = as the year + wear on.
    * a medida que + avanzar + el día = as the day + wear on.
    * avanzar a duras penas = flounder, grind on.
    * avanzar a toda máquina = steam ahead, go + full steam ahead.
    * avanzar a toda mecha = go + full steam ahead.
    * avanzar a toda pastilla = steam ahead, go + full steam ahead.
    * avanzar a todo gas = steam ahead, go + full steam ahead.
    * avanzar a todo meter = go + full steam ahead.
    * avanzar a todo vapor = steam ahead, go + full steam ahead.
    * avanzar a trancas y barrancas = flounder, grind on.
    * avanzar a un ritmo vertiginoso = proceed + at a blistering pace.
    * avanzar con dificultad = wade through, limp, slog along, plod (along/through).
    * avanzar con gran dificultad = grind on.
    * avanzar en + Posesivo + trabajo = advance + Posesivo + work, advance + Posesivo + work.
    * avanzar en una carrera profesional = further + a career.
    * avanzar fácilmente = coast.
    * avanzar gradualmente (hacia) = edge (toward(s)).
    * avanzar hacia = move into, move toward(s).
    * avanzar hacia abajo = work + Posesivo + way down.
    * avanzar lentamente = creep, creep along.
    * avanzar lenta y pesadamente = trundle.
    * avanzar mucho = travel + a long way down the road.
    * avanzar muy despacio = creep, creep along.
    * avanzar poco a poco = shuffle along.
    * avanzar poco a poco (hacia) = edge (toward(s)).
    * avanzar profesionalmente dentro de la institución = rise through + the ranks.
    * avanzar rápidamente = gallop.
    * avanzar viento en popa = steam ahead.
    * conforme + avanzar + el año = as the year + wear on.
    * conforme + avanzar + el día = as the day + wear on.
    * dar vueltas sin avanzar = go round in + circles.
    * hacer avanzar = nudge + Nombre + forward, push + the frontiers of, nudge + Nombre + along, nudge + Nombre + into, push + the boundaries of.
    * hacer avanzar el conocimiento = push back + the frontiers of knowledge.
    * hacer avanzar hacia = nudge + Nombre + toward.
    * hacer que + Nombre + avance = take + Nombre + a/one step forward.
    * no avanzar = tread + water.
    * no avanzar más = go + no further.
    * que avanza lentamente = crawling.
    * que avanza rápidamente = fast-developing.
    * seguir avanzando = forge + ahead, forge + forward.
    * tiempo + avanzar inexorablemente = time + march on.
    * * *
    1.
    verbo intransitivo
    a) persona/tráfico to advance, move forward

    avanzar hacia la democracia — to move o advance toward(s) democracy

    b) ciencia/medicina to advance
    c) cinta/rollo to wind on
    d) persona (en los estudios, el trabajo) to make progress; negociaciones/proyecto to progress
    e) tiempo to draw on
    2.
    a) ( adelantarse) to move forward, advance
    b) ( mover) to move... forward, advance

    avanzó un peón — he moved o pushed a pawn forward

    c) < propuesta> to put forward
    * * *
    = gain + ground, get + far, go forward, make + gains, make + progress, move ahead, move on, move onwardly, move up, page (through), progress, advance, proceed, press on, come along, fast-forward, take + a step forward, get + ahead, move forward, make + step, take + strides, make + advances, develop, move along, get + unstuck, press forward (with), move + forward, go forth, make + headway.

    Ex: Standardisation of formats is less developed; however UNIMARC is gaining ground as a national exchange format, whilst USMARC is also used by university and public libraries.

    Ex: If scientific reasoning were limited to the logical processes of arithmetic, we should not get far in our understanding of the physical world.
    Ex: Thus, if you want to reply yes, enter a 'y'; if you want to go forward, enter 'f'.
    Ex: Expenditures in public libraries in the USA rose sharply in 1988 while use continued to make modest gains, with the greatest increase in juvenile loans.
    Ex: We could then simply alter our expectations accordingly, and exult in the progress we have made.
    Ex: It is impatient with Juctionville for its failure to move ahead as fast as it would like and is bothered by the city's drabness and general lack of class and culture.
    Ex: Rather readers grow by fits and starts now rushing ahead, now lying fallow, and now moving steadily on.
    Ex: In its simplest statement, the prime goal of any act of education is that it should serve us in the future... takes us somewhere... let us move onwardly more easily.
    Ex: Now we move up the chain providing index entries for each of the potentially sought terms.
    Ex: The system displays the records in brief format and the user can 'page' through the matches until the required record is found.
    Ex: It is normally taken to indicate that the document has been revised, if a work has progressed to a second or subsequent edition.
    Ex: All this is not to be impulsively regretted since specialized studies can advance in no other way, but synthesis becomes increasingly important and dishearteningly more difficult.
    Ex: Before we proceed to look at the operators in detail, a couple of examples may help to make the layout clearer.
    Ex: Hoping the gentler tone and the more relaxed manner meant that her anger was abating, the young man pressed on less apprehensively.
    Ex: However, we have not heard the final word by any means for there are new products and improved examples of existing products coming along.
    Ex: Modern machines have an automatic facility for fast-forward and rewind as well as a manual control for slower, more precise location of the required information on the microfilm.
    Ex: LCSH has taken a further step forward with the use of computer-controlled typesetting.
    Ex: Low-income urban families simply do not have any use for the traditional library or indeed any motivation for self-improvement and getting ahead = Las familias urbanas con ingresos bajos simplemente no tienen la necesidad de usar la biblioteca tradicional o de hecho no sienten motivación para la superación personal y para avanzar.
    Ex: This article argues the need to move forward with the infotech culture without abandoning the service culture.
    Ex: Schucking noted that early step when a child's 'imagination awakes, without corresponding development of the critical faculty,' a step most children make before they reach school age = Schucking se percató de ese primer paso en el niño cuando "se despierta su imaginación sin el correspondiente desarrollo de la capacidad crítica", un paso que dan la mayoría de los niños antes de alcanzar la edad escolar.
    Ex: In the half century since the publication of McKerrow's Introduction bibliography has taken giant strides in many directions.
    Ex: The author maintains that, aside from increasing computational speed, and thus real-time control, musically no advances have been made.
    Ex: The economics journal system has not grown and developed in a structured fashion, which has resulted in overspill into report literature.
    Ex: As university libraries move along this continuum they will become evolutionary, non-hierarchical, entrepreneurial and horizontal.
    Ex: In addition, students can use the glossary to get 'unstuck' while learning.
    Ex: The company is pressing forward with the construction of an environment and a system that permit all employees to demonstrate their full capabilities.
    Ex: Kuwait is not going backwards, but definitely not moving forward.
    Ex: Finally six men agreed to go forth in their underclothes and nooses around their necks in hopeful expectation that their sacrifice would satisfy the king's bloodlust and he would spare the rest of the citizens.
    Ex: Governments are making headway in negotiations aimed at reaching an ambitious and effective global greenhouse gas reduction treaty.
    * a medida que + avanzar + el año = as the year + wear on.
    * a medida que + avanzar + el día = as the day + wear on.
    * avanzar a duras penas = flounder, grind on.
    * avanzar a toda máquina = steam ahead, go + full steam ahead.
    * avanzar a toda mecha = go + full steam ahead.
    * avanzar a toda pastilla = steam ahead, go + full steam ahead.
    * avanzar a todo gas = steam ahead, go + full steam ahead.
    * avanzar a todo meter = go + full steam ahead.
    * avanzar a todo vapor = steam ahead, go + full steam ahead.
    * avanzar a trancas y barrancas = flounder, grind on.
    * avanzar a un ritmo vertiginoso = proceed + at a blistering pace.
    * avanzar con dificultad = wade through, limp, slog along, plod (along/through).
    * avanzar con gran dificultad = grind on.
    * avanzar en + Posesivo + trabajo = advance + Posesivo + work, advance + Posesivo + work.
    * avanzar en una carrera profesional = further + a career.
    * avanzar fácilmente = coast.
    * avanzar gradualmente (hacia) = edge (toward(s)).
    * avanzar hacia = move into, move toward(s).
    * avanzar hacia abajo = work + Posesivo + way down.
    * avanzar lentamente = creep, creep along.
    * avanzar lenta y pesadamente = trundle.
    * avanzar mucho = travel + a long way down the road.
    * avanzar muy despacio = creep, creep along.
    * avanzar poco a poco = shuffle along.
    * avanzar poco a poco (hacia) = edge (toward(s)).
    * avanzar profesionalmente dentro de la institución = rise through + the ranks.
    * avanzar rápidamente = gallop.
    * avanzar viento en popa = steam ahead.
    * conforme + avanzar + el año = as the year + wear on.
    * conforme + avanzar + el día = as the day + wear on.
    * dar vueltas sin avanzar = go round in + circles.
    * hacer avanzar = nudge + Nombre + forward, push + the frontiers of, nudge + Nombre + along, nudge + Nombre + into, push + the boundaries of.
    * hacer avanzar el conocimiento = push back + the frontiers of knowledge.
    * hacer avanzar hacia = nudge + Nombre + toward.
    * hacer que + Nombre + avance = take + Nombre + a/one step forward.
    * no avanzar = tread + water.
    * no avanzar más = go + no further.
    * que avanza lentamente = crawling.
    * que avanza rápidamente = fast-developing.
    * seguir avanzando = forge + ahead, forge + forward.
    * tiempo + avanzar inexorablemente = time + march on.

    * * *
    avanzar [A4 ]
    vi
    1 «tropas/persona/tráfico» to advance, move forward avanzar HACIA algo:
    las tropas avanzan hacia la capital the troops are advancing on the capital
    el país avanza hacia la democracia the country is moving o advancing toward(s) democracy
    2 ( Fot) «rollo» to wind on
    3 «persona» (en los estudios, el trabajo) to make progress; «negociaciones/proyecto» to progress
    no estoy avanzando mucho con este trabajo I'm not making much progress o headway o I'm not getting very far with this work
    4 «tiempo» to draw on
    ■ avanzar
    vt
    1 (adelantarse) to move forward, advance
    avanzaron unos pasos they moved forward o advanced a few steps, they took a few steps forward
    2 (mover) to move … forward, advance
    avanzó un peón he moved o pushed a pawn forward, he advanced a pawn
    3 ‹propuesta› to put forward
    * * *

     

    avanzar ( conjugate avanzar) verbo intransitivo
    a) [persona/tráfico] to advance, move forward

    b) [ciencia/medicina] to advance

    c) [cinta/rollo] to wind on

    d) [ persona] (en los estudios, el trabajo) to make progress;

    [negociaciones/proyecto] to progress

    verbo transitivo

    b) ( mover) to move … forward, advance

    avanzar verbo transitivo to advance, make progress
    ' avanzar' also found in these entries:
    Spanish:
    sacudida
    - salto
    - tantear
    - adelantar
    English:
    advance
    - come forward
    - crawl
    - edge
    - freewheel
    - go forward
    - headway
    - move
    - move along
    - pace
    - proceed
    - progress
    - struggle along
    - struggle on
    - surge
    - wind
    - fast
    - head
    - hover
    - inch
    - lumber
    - scroll
    - somewhere
    * * *
    ♦ vi
    1. [moverse] to advance;
    las tropas continúan avanzando the troops are still advancing;
    el tráfico no avanzaba the traffic wasn't moving
    2. [progresar] to make progress;
    está avanzando mucho en sus estudios she's making very good progress with her studies;
    esta tecnología avanza a gran velocidad this technology is developing very quickly
    3. [tiempo] to pass;
    el tiempo avanza muy deprisa time passes very quickly;
    a medida que avanza el siglo as the century draws on
    4. [carrete] to wind on
    ♦ vt
    1. [adelantar] to move forward;
    las tropas avanzaron sus posiciones the troops advanced their position;
    avanzaron varias posiciones en la clasificación de liga they moved up several places in the league
    2. [noticias]
    avanzar algo a alguien to inform sb of sth in advance;
    les avanzó los resultados del estudio she informed them of the results of the study before it was published
    3. [carrete] to wind on
    * * *
    I v/t
    1 move forward, advance;
    avanzar un pie take a step forward
    2 dinero advance
    II v/i
    1 advance, move forward; MIL advance ( hacia on)
    2 en trabajo make progress
    * * *
    avanzar {21} v
    : to advance, to move forward
    * * *
    1. (progresar) to make progress / to get on
    2. (ir hacia delante) to advance / to move forward

    Spanish-English dictionary > avanzar

  • 4 Language

       Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)
       It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)
       It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)
       Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)
       It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)
       [A list of language games, not meant to be exhaustive:]
       Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling 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)
       We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)
       We dissect nature along the lines laid down by our native languages.
       The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)
       9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own 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)
       It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)
       In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)
       In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)
       [It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)
       he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.
       The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)
       The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.
       But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)
       The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)
        t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)
       A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)
       Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)
       It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)
       First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....
       Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)
       If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)
        23) Language Is Inevitably Influenced by Specific Contexts of Human 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)
       By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)
       Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)

    Historical dictionary of quotations in cognitive science > Language

  • 5 Memory

       To what extent can we lump together what goes on when you try to recall: (1) your name; (2) how you kick a football; and (3) the present location of your car keys? If we use introspective evidence as a guide, the first seems an immediate automatic response. The second may require constructive internal replay prior to our being able to produce a verbal description. The third... quite likely involves complex operational responses under the control of some general strategy system. Is any unitary search process, with a single set of characteristics and inputoutput relations, likely to cover all these cases? (Reitman, 1970, p. 485)
       [Semantic memory] Is a mental thesaurus, organized knowledge a person possesses about words and other verbal symbols, their meanings and referents, about relations among them, and about rules, formulas, and algorithms for the manipulation of these symbols, concepts, and relations. Semantic memory does not register perceptible properties of inputs, but rather cognitive referents of input signals. (Tulving, 1972, p. 386)
       The mnemonic code, far from being fixed and unchangeable, is structured and restructured along with general development. Such a restructuring of the code takes place in close dependence on the schemes of intelligence. The clearest indication of this is the observation of different types of memory organisation in accordance with the age level of a child so that a longer interval of retention without any new presentation, far from causing a deterioration of memory, may actually improve it. (Piaget & Inhelder, 1973, p. 36)
       4) The Logic of Some Memory Theorization Is of Dubious Worth in the History of 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)
       We have iconic, echoic, active, working, acoustic, articulatory, primary, secondary, episodic, semantic, short-term, intermediate-term, and longterm memories, and these memories contain tags, traces, images, attributes, markers, concepts, cognitive maps, natural-language mediators, kernel sentences, relational rules, nodes, associations, propositions, higher-order memory units, and features. (Eysenck, 1977, p. 4)
       The problem with the memory metaphor is that storage and retrieval of traces only deals [ sic] with old, previously articulated information. Memory traces can perhaps provide a basis for dealing with the "sameness" of the present experience with previous experiences, but the memory metaphor has no mechanisms for dealing with novel information. (Bransford, McCarrell, Franks & Nitsch, 1977, p. 434)
       7) The Results of a Hundred Years of the Psychological Study of Memory Are Somewhat 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)
       A schema, then is a data structure for representing the generic concepts stored in memory. There are schemata representing our knowledge about all concepts; those underlying objects, situations, events, sequences of events, actions and sequences of actions. A schema contains, as part of its specification, the network of interrelations that is believed to normally hold among the constituents of the concept in question. A schema theory embodies a prototype theory of meaning. That is, inasmuch as a schema underlying a concept stored in memory corresponds to the mean ing of that concept, meanings are encoded in terms of the typical or normal situations or events that instantiate that concept. (Rumelhart, 1980, p. 34)
       Memory appears to be constrained by a structure, a "syntax," perhaps at quite a low level, but it is free to be variable, deviant, even erratic at a higher level....
       Like the information system of language, memory can be explained in part by the abstract rules which underlie it, but only in part. The rules provide a basic competence, but they do not fully determine performance. (Campbell, 1982, pp. 228, 229)
       When people think about the mind, they often liken it to a physical space, with memories and ideas as objects contained within that space. Thus, we speak of ideas being in the dark corners or dim recesses of our minds, and of holding ideas in mind. Ideas may be in the front or back of our minds, or they may be difficult to grasp. With respect to the processes involved in memory, we talk about storing memories, of searching or looking for lost memories, and sometimes of finding them. An examination of common parlance, therefore, suggests that there is general adherence to what might be called the spatial metaphor. The basic assumptions of this metaphor are that memories are treated as objects stored in specific locations within the mind, and the retrieval process involves a search through the mind in order to find specific memories....
       However, while the spatial metaphor has shown extraordinary longevity, there have been some interesting changes over time in the precise form of analogy used. In particular, technological advances have influenced theoretical conceptualisations.... The original Greek analogies were based on wax tablets and aviaries; these were superseded by analogies involving switchboards, gramophones, tape recorders, libraries, conveyor belts, and underground maps. Most recently, the workings of human memory have been compared to computer functioning... and it has been suggested that the various memory stores found in computers have their counterparts in the human memory system. (Eysenck, 1984, pp. 79-80)
       Primary memory [as proposed by William James] relates to information that remains in consciousness after it has been perceived, and thus forms part of the psychological present, whereas secondary memory contains information about events that have left consciousness, and are therefore part of the psychological past. (Eysenck, 1984, p. 86)
       Once psychologists began to study long-term memory per se, they realized it may be divided into two main categories.... Semantic memories have to do with our general knowledge about the working of the world. We know what cars do, what stoves do, what the laws of gravity are, and so on. Episodic memories are largely events that took place at a time and place in our personal history. Remembering specific events about our own actions, about our family, and about our individual past falls into this category. With amnesia or in aging, what dims... is our personal episodic memories, save for those that are especially dear or painful to us. Our knowledge of how the world works remains pretty much intact. (Gazzaniga, 1988, p. 42)
       The nature of memory... provides a natural starting point for an analysis of thinking. Memory is the repository of many of the beliefs and representations that enter into thinking, and the retrievability of these representations can limit the quality of our thought. (Smith, 1990, p. 1)

    Historical dictionary of quotations in cognitive science > Memory

  • 6 éducation

    éducation [edykasjɔ̃]
    1. feminine noun
       a. ( = enseignement) education
       b. ( = manières) manners
    ► l'Éducation nationale ( = système) state education ; ( = ministère) ≈ Department for Education and Employment (Brit) Department of Education (US)
    ━━━━━━━━━━━━━━━━━
    State education in France is divided into four levels: « maternelle » (for children 2-6 years old), « primaire » (including « école élémentaire » and « école primaire », for 7 to 11-year-olds), « secondaire » (including « collège » and « lycée », for 12 to 18-year-olds) and « supérieur » (universities and other higher education establishments).
    Private education (mainly in Catholic schools) is structured in a similar way to the state system. → ACADÉMIE  COLLÈGE  CONCOURS  DIPLÔMES  LYCÉE
    * * *
    edykasjɔ̃
    1) ( enseignement) education
    2) ( formation de personne) education
    3) ( entraînement) training
    4) ( bonnes manières) manners (pl)
    •
    Phrasal Verbs:
    * * *
    edykasjɔ̃ nf

    Il n'a pas beaucoup d'éducation. — He's not very well educated.

    2) (familiale) upbringing

    Il a reçu une éducation très stricte. — He had a very strict upbringing.

    3) (= savoir-vivre) manners pl

    sans éducation — bad-mannered, ill-bred

    * * *
    1 ( enseignement) education; éducation artistique/musicale/permanente/sexuelle art/music/continuing/sex education; ici, les enfants reçoivent une très bonne éducation here, children get a very good education;
    2 ( formation de personne) education; faire l'éducation de qn to educate sb;
    3 ( entraînement) training; éducation de la mémoire memory training; éducation de la voix vocal ou voice training; éducation de la volonté development of willpower;
    4 ( bonnes manières) manners (pl); manquer d'éducation to show a lack of manners; avoir de l'éducation to have good manners; être sans éducation to be ill-mannered.
    Éducation Nationale, EN ( ministère) ministry of Education; ( système) state education; éducation physique physical education, PE GB, phys ed US; éducation surveillée Admin state education system for young offenders.
    [edykasjɔ̃] nom féminin
    1. [instruction] education
    éducation physique (et sportive) physical education, PE
    2. [d'un enfant] upbringing
    [bonnes manières] good manners
    comment, tu ne connais pas, c'est toute une éducation à refaire! (humoristique) what do you mean you've never heard of it, where on earth have you been?

    Dictionnaire Français-Anglais > éducation

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