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The Nature of Concepts

  • 1 Concepts

       From a psychological perspective, concepts are mental representations of classes (e.g., one's beliefs about the class of dogs or tables), and their most salient function is to promote cognitive economy.... By partitioning the world into classes, we decrease the amount of information we must perceive, learn, remember, communicate, and reason about. Thus, if we had no concepts, we would have to refer to each individual entity by its own name; every different table, for example, would be denoted by a different word. The mental lexicon required would be so enormous that communication as we know it might be impossible. Other mental functions might collapse under the sheer number of entities we would have to keep track of.
       Another important function of concepts is that they enable us to go beyond the information given.... When we come across an object, say a wolf, we have direct knowledge only of its appearance. It is essential that we go beyond appearances and bring to bear other knowledge that we have, such as our belief that wolves can bite and inflict severe injury. Concepts are our means of linking perceptual and nonperceptual information. We use a perceptual description of the creature in front of us to access the concept wolf and then use our nonperceptual beliefs to direct our behavior, that is, run. Concepts, then, are recognition devices; they serve as entry points into our knowledge stores and provide us with expectations that we can use to guide our actions.
       A third important function of concepts is that they can be combined to form complex concepts and thoughts. Stoves and burn are two simple concepts; Stoves can burn is a full-fledged thought. Presumably our understanding of this thought, and of complex concepts in general, is based on our understanding of the constituent concepts. (Smith, 1988, pp. 19-20)
       The concept may be a butterfly. It may be a person he has known. It may be an animal, a city, a type of action, or a quality. Each concept calls for a name. These names are wanted for what may be a noun or a verb, an adjective or an adverb. Concepts of this type have been formed gradually over the years from childhood on. Each time a thing is seen or heard or experienced, the individual has a perception of it. A part of that perception comes from his own concomitant interpretation. Each successive perception forms and probably alters the permanent concept. And words are acquired gradually, also, and deposited somehow in the treasure-house of word memory.... Words are often acquired simultaneously with the concepts.... A little boy may first see a butterfly fluttering from flower to flower in a meadow. Later he sees them on the wing or in pictures, many times. On each occasion he adds to his conception of butterfly.
       It becomes a generalization from many particulars. He builds up a concept of a butterfly which he can remember and summon at will, although when he comes to manhood, perhaps, he can recollect none of the particular butterflies of past experience.
       The same is true of the sequence of sound that makes up a melody. He remembers it after he has forgotten each of the many times he heard or perhaps sang or played it. The same is true of colours. He acquires, quite quickly, the concept of lavender, although all the objects of which he saw the colour have faded beyond the frontier of voluntary recall. The same is true of the generalization he forms of an acquaintance. Later on he can summon his concept of the individual without recalling their many meetings. (Penfield, 1959, pp. 228-229)

    Historical dictionary of quotations in cognitive science > Concepts

  • 2 nature

    'nei ə
    1) (the physical world, eg trees, plants, animals, mountains, rivers etc, or the power which made them: the beauty of nature; the forces of nature; the study of nature.) naturaleza
    2) (the qualities born in a person; personality: She has a generous nature.) carácter
    3) (quality; what something is or consists of: What is the nature of your work?) naturaleza
    4) (a kind, type etc: bankers and other people of that nature.) tipo
    •
    - in the nature of
    1. naturaleza
    2. carácter
    tr['neɪʧəSMALLr/SMALL]
    1 (gen) naturaleza
    2 (character) carácter nombre masculino, forma de ser
    \
    SMALLIDIOMATIC EXPRESSION/SMALL
    by nature por naturaleza
    to let nature take it's course dejar que la naturaleza siga su curso
    nature conservation conservación nombre femenino de la naturaleza
    nature lover amante nombre masulino o femenino de la naturaleza
    nature reserve reserva natural
    second nature (habit) costumbre nombre femenino muy arraigada, hábito 2 (reflex action) acto reflejo
    nature ['neɪʧər] n
    1) : naturaleza f
    the laws of nature: las leyes de la naturaleza
    2) kind, sort: índole f, clase f
    things of this nature: cosas de esta índole
    3) disposition: carácter m, natural m, naturaleza f
    it is his nature to be friendly: es de natural simpático
    human nature: la naturaleza humana
    n.
    • clase s.f.
    • masa s.f.
    • metal s.m.
    • natural s.m.
    • naturaleza s.f.
    • temperamento s.m.
    • tipo s.m.
    'neɪtʃər, 'neɪtʃə(r)
    1) u (universe, way of things) naturaleza f
    2)
    a) u c ( of people) carácter m, natural m

    to be second nature (to somebody): it's second nature to me to put my seat belt on — ponerme el cinturón de seguridad es un acto reflejo or es algo que hago automáticamente

    b) u (of things, concepts) naturaleza f

    the nature of the material/problem — la naturaleza del material/problema

    it's in the nature of things that... — es algo natural que...

    ['neɪtʃǝ(r)]
    1. N
    1) (=essential quality) [of things] naturaleza f

    • the project is experimental in nature — el proyecto es de carácter experimental

    • we were unaware of the serious nature of his illness — ignorábamos que su enfermedad fuera tan grave

    • the true nature of his intentions — sus verdaderas intenciones

    • by its very nature — por su propia naturaleza

    human 3.
    2) (=character) [of person] carácter m

    she trusted people, that was her nature — se fiaba de la gente, era así por naturaleza

    • to appeal to sb's better nature — apelar al buen corazón de algn

    • to be cautious by nature — ser cauteloso por naturaleza

    • she took all their teasing with good nature — aceptó todas sus burlas de buen grado

    • it is not in his nature to lie — mentir no es propio de él

    second I, 1., 1)
    3) (=kind, type)

    nature of contents — (Comm) descripción f del contenido

    4) (=natural life, environment) naturaleza f

    • it's against nature — es antinatural, es contrario a la naturaleza

    • the beauties of nature — las maravillas de la naturaleza

    • to draw/paint from nature — dibujar/pintar del natural

    • to get back to nature — [person] volver a la naturaleza

    • the laws of nature — las leyes de la naturaleza

    • to return to nature — [area] volver a su estado natural

    • fever is nature's way of fighting infection — la fiebre es el mecanismo natural para combatir la infección

    call 1., 4), freak, mother
    2.
    CPD

    nature conservation N — protección f de la naturaleza

    nature cure N — curación f natural

    nature lover N — amante mf de la naturaleza

    nature reserve N — reserva f natural

    nature study N — estudio m de la historia natural, historia f natural

    nature trail N — ruta f para el estudio de la naturaleza

    * * *
    ['neɪtʃər, 'neɪtʃə(r)]
    1) u (universe, way of things) naturaleza f
    2)
    a) u c ( of people) carácter m, natural m

    to be second nature (to somebody): it's second nature to me to put my seat belt on — ponerme el cinturón de seguridad es un acto reflejo or es algo que hago automáticamente

    b) u (of things, concepts) naturaleza f

    the nature of the material/problem — la naturaleza del material/problema

    it's in the nature of things that... — es algo natural que...

    English-spanish dictionary > nature

  • 3 БИБЛИОГРАФИЯ

    Мы приняли следующие сокращения для наиболее часто упоминаемых книг и журналов:
    IJP - International Journal of Psycho-analysis
    JAPA - Journal of the American Psychoanalytic Association
    SE - Standard Edition of the Complete Psychological Works of Sigmund Freud, ed. James Strachey (London: Hogarth Press and the Institute of Psycho-Analysis, 1953—74.)
    PSOC - Psychoanalytic Study of the Child (New Haven: Yale University Press)
    PQ - Psychoanalytic Quarterly
    WAF - The Writings of Anna Freud, ed. Anna Freud (New York: International Universities Press, 1966—74)
    PMC - Psychoanalysis The Major Concepts ed. Burness E. Moore and Bernard D. Fine (New Haven: Yale University Press)
    \
    О словаре: _about - Psychoanalytic Terms and Concepts
    \
    1. Abend, S. M. Identity. PMC. Forthcoming.
    2. Abend, S. M. (1974) Problems of identity. PQ, 43.
    3. Abend, S. M., Porder, M. S. & Willick, M. S. (1983) Borderline Patients. New York: Int. Univ. Press.
    4. Abraham, K. (1916) The first pregenital stage of libido. Selected Papers. London, Hogarth Press, 1948.
    5. Abraham, K. (1917) Ejaculatio praecox. In: selected Papers. New York Basic Books.
    6. Abraham, K. (1921) Contributions to the theory of the anal character. Selected Papers. New York: Basic Books, 1953.
    7. Abraham, K. (1924) A Short study of the development of the libido, viewed in the light of mental disorders. In: Selected Papers. London: Hogarth Press, 1927.
    8. Abraham, K. (1924) Manic-depressive states and the pre-genital levels of the libido. In: Selected Papers. London: Hogarth Press, 1949.
    9. Abraham, K. (1924) Selected Papers. London: Hogarth Press, 1948.
    10. Abraham, K. (1924) The influence of oral erotism on character formation. Ibid.
    11. Abraham, K. (1925) The history of an impostor in the light of psychoanalytic knowledge. In: Clinical Papers and Essays on Psychoanalysis. New York: Basic Books, 1955, vol. 2.
    12. Abrams, S. (1971) The psychoanalytic unconsciousness. In: The Unconscious Today, ed. M. Kanzer. New York: Int. Univ. Press.
    13. Abrams, S. (1981) Insight. PSOC, 36.
    14. Abse, D W. (1985) The depressive character In Depressive States and their Treatment, ed. V. Volkan New York: Jason Aronson.
    15. Abse, D. W. (1985) Hysteria and Related Mental Disorders. Bristol: John Wright.
    16. Ackner, B. (1954) Depersonalization. J. Ment. Sci., 100.
    17. Adler, A. (1924) Individual Psychology. New York: Harcourt, Brace.
    18. Akhtar, S. (1984) The syndrome of identity diffusion. Amer. J. Psychiat., 141.
    19. Alexander, F. (1950) Psychosomatic Medicine. New York: Norton.
    20. Allen, D. W. (1974) The Feat- of Looking. Charlottesvill, Va: Univ. Press of Virginia.
    21. Allen, D. W. (1980) Psychoanalytic treatment of the exhibitionist. In: Exhibitionist, Description, Assessment, and Treatment, ed. D. Cox. New York: Garland STPM Press.
    22. Allport, G. (1937) Personality. New York: Henry Holt.
    23. Almansi, R. J. (1960) The face-breast equation. JAPA, 6.
    24. Almansi, R. J. (1979) Scopophilia and object loss. PQ, 47.
    25. Altman, L. Z. (1969) The Dream in Psychoanalysis. New York: Int. Univ. Press.
    26. Altman, L. Z. (1977) Some vicissitudes of love. JAPA, 25.
    27. American Psychiatric Association. (1987) Diagnostic and Statistical Manual of Mental Disorders, 3d ed. revised. Washington, D. C.
    28. Ansbacher, Z. & Ansbacher, R. (1956) The Individual Psychology of Alfred Adler. New York: Basic Books.
    29. Anthony, E. J. (1981) Shame, guilt, and the feminine self in psychoanalysis. In: Object and Self, ed. S. Tuttman, C. Kaye & M. Zimmerman. New York: Int. Univ. Press.
    30. Arlow. J. A. (1953) Masturbation and symptom formation. JAPA, 1.
    31. Arlow. J. A. (1959) The structure of the deja vu experience. JAPA, 7.
    32. Arlow. J. A. (1961) Ego psychology and the study of mythology. JAPA, 9.
    33. Arlow. J. A. (1963) Conflict, regression and symptom formation. IJP, 44.
    34. Arlow. J. A. (1966) Depersonalization and derealization. In: Psychoanalysis: A General Psychology, ed. R. M. Loewenstein, L. M. Newman, M. Schur & A. J. Solnit. New York: Int. Univ. Press.
    35. Arlow. J. A. (1969) Fantasy, memory and reality testing. PQ, 38.
    36. Arlow. J. A. (1969) Unconscious fantasy and disturbances of mental experience. PQ, 38.
    37. Arlow. J. A. (1970) The psychopathology of the psychoses. IJP, 51.
    38. Arlow. J. A. (1975) The structural hypothesis. PQ, 44.
    39. Arlow. J. A. (1977) Affects and the psychoanalytic situation. IJP, 58.
    40. Arlow. J. A. (1979) Metaphor and the psychoanalytic situation. PQ, 48.
    41. Arlow. J. A. (1979) The genesis of interpretation. JAPA, 27 (suppl.).
    42. Arlow. J. A. (1982) Problems of the superego concept. PSOC, 37.
    43. Arlow. J. A. (1984) Disturbances of the sense of time. PQ, 53.
    44. Arlow. J. A. (1985) Some technical problems of countertransference. PQ, 54.
    45. Arlow, J. A. & Brenner, C. (1963) Psychoanalytic Concepts and the Structural Theory, New York: Int. Univ. Press.
    46. Arlow, J. A. & Brenner, C. (1969) The psychopathology of the psychoses. IJP, 50.
    47. Asch, S. S. (1966) Depression. PSOC, 21.
    48. Asch, S. S. (1976) Varieties of negative therapeutic reactions and problems of technique. JAPA, 24.
    49. Atkins, N. (1970) The Oedipus myth. Adolescence, and the succession of generations. JAPA, 18.
    50. Atkinson, J. W. & Birch, D. (1970) The Dynamics of Action. New York: Wiley.
    51. Bachrach, H. M. & Leaff, L. A. (1978) Analyzability. JAPA, 26.
    52. Bacon, C. (1956) A developmental theory of female homosexuality. In: Perversions,ed, S. Lorand & M. Balint. New York: Gramercy.
    53. Bak, R. C. (1953) Fetishism. JAPA. 1.
    54. Bak, R. C. (1968) The phallic woman. PSOC, 23.
    55. Bak, R. C. & Stewart, W. A. (1974) Fetishism, transvestism, and voyeurism. An American Handbook of Psychiatry, ed. S. Arieti. New York: Basic Books, vol. 3.
    56. Balint, A. (1949) Love for mother and mother-love. IJP, 30.
    57. Balter, L., Lothane, Z. & Spencer, J. H. (1980) On the analyzing instrument, PQ, 49.
    58. Basch, M. F. (1973) Psychoanalysis and theory formation. Ann. Psychoanal., 1.
    59. Basch, M. F. (1976) The concept of affect. JAPA, 24.
    60. Basch, M. F. (1981) Selfobject disorders and psychoanalytic theory. JAPA, 29.
    61. Basch, M. F. (1983) Emphatic understanding. JAPA. 31.
    62. Balldry, F. Character. PMC. Forthcoming.
    63. Balldry, F. (1983) The evolution of the concept of character in Freud's writings. JAPA. 31.
    64. Begelman, D. A. (1971) Misnaming, metaphors, the medical model and some muddles. Psychiatry, 34.
    65. Behrends, R. S. & Blatt, E. J. (1985) Internalization and psychological development throughout the life cycle. PSOC, 40.
    66. Bell, A. (1961) Some observations on the role of the scrotal sac and testicles JAPA, 9.
    67. Benedeck, T. (1949) The psychosomatic implications of the primary unit. Amer. J. Orthopsychiat., 19.
    68. Beres, C. (1958) Vicissitudes of superego functions and superego precursors in childhood. FSOC, 13.
    69. Beres, D. Conflict. PMC. Forthcoming.
    70. Beres, D. (1956) Ego deviation and the concept of schizophrenia. PSOC, 11.
    71. Beres, D. (1960) Perception, imagination and reality. IJP, 41.
    72. Beres, D. (1960) The psychoanalytic psychology of imagination. JAPA, 8.
    73. Beres, D. & Joseph, E. D. (1965) Structure and function in psychoanalysis. IJP, 46.
    74. Beres, D. (1970) The concept of mental representation in psychoanalysis. IJP, 51.
    75. Berg, M D. (1977) The externalizing transference. IJP, 58.
    76. Bergeret, J. (1985) Reflection on the scientific responsi bilities of the International Psychoanalytical Association. Memorandum distributed at 34th IPA Congress, Humburg.
    77. Bergman, A. (1978) From mother to the world outside. In: Grolnick et. al. (1978).
    78. Bergmann, M. S. (1980) On the intrapsychic function of falling in love. PQ, 49.
    79. Berliner, B. (1966) Psychodynamics of the depressive character. Psychoanal. Forum, 1.
    80. Bernfeld, S. (1931) Zur Sublimierungslehre. Imago, 17.
    81. Bibring, E. (1937) On the theory of the therapeutic results of psychoanalysis. IJP, 18.
    82. Bibring, E. (1941) The conception of the repetition compulsion. PQ, 12.
    83. Bibring, E. (1953) The mechanism of depression. In: Affective Disorders, ed. P. Greenacre. New York: Int. Univ. Press.
    84. Bibring, E. (1954) Psychoanalysis and the dynamic psychotherapies. JAPA, 2.
    85. Binswanger, H. (1963) Positive aspects of the animus. Zьrich: Spring.
    86. Bion Francesca Abingdon: Fleetwood Press.
    87. Bion, W. R. (1952) Croup dynamics. IJP, 33.
    88. Bion, W. R. (1961) Experiences in Groups. London: Tavistock.
    89. Bion, W. R. (1962) A theory of thinking. IJP, 40.
    90. Bion, W. R. (1962) Learning from Experience. London: William Heinemann.
    91. Bion, W. R. (1963) Elements of Psychoanalysis. London: William Heinemann.
    92. Bion, W. R. (1965) Transformations. London: William Heinemann.
    93. Bion, W. R. (1970) Attention and Interpretation. London: Tavistock.
    94. Bion, W. R. (1985) All My Sins Remembered, ed. Francesca Bion. Adingdon: Fleetwood Press.
    95. Bird, B. (1972) Notes on transference. JAPA, 20.
    96. Blanck, G. & Blanck, R. (1974) Ego Psychology. New York: Columbia Univ. Press.
    97. Blatt, S. J. (1974) Levels of object representation in anaclitic and introjective depression. PSOC, 29.
    98. Blau, A. (1955) A unitary hypothesis of emotion. PQ, 24.
    99. Bleuler, E. (1911) Dementia Praecox or the Group of Schizophrenias. New York: Int. Univ. Press, 1951.
    100. Blos, P. (1954) Prolonged adolescence. Amer. J. Orthopsychiat., 24.
    101. Blos, P. (1962) On Adolescence. New York: Free Press.
    102. Blos, P. (1972) The epigenesia of the adult neurosis. 27.
    103. Blos, P. (1979) Modification in the traditional psychoanalytic theory of adolescent development. Adolescent Psychiat., 8.
    104. Blos, P. (1984) Son and father. JAPA_. 32.
    105. Blum, G. S. (1963) Prepuberty and adolescence, In Studies ed. R. E. Grinder. New York: McMillan.
    106. Blum, H. P. Symbolism. FMC. Forthcoming.
    107. Blum, H. P. (1976) Female Psychology. JAPA, 24 (suppl.).
    108. Blum, H. P. (1976) Masochism, the ego ideal and the psychology of women. JAPA, 24 (suppl.).
    109. Blum, H. P. (1980) The value of reconstruction in adult psychoanalysis. IJP, 61.
    110. Blum, H. P. (1981) Forbidden quest and the analytic ideal. PQ, 50.
    111. Blum, H. P. (1983) Defense and resistance. Foreword. JAFA, 31.
    112. Blum, H. P., Kramer, Y., Richards, A. K. & Richards, A. D., eds. (1988) Fantasy, Myth and Reality: Essays in Honor of Jacob A. Arlow. Madison, Conn.: Int. Univ. Press.
    113. Boehm, F. (1930) The femininity-complex In men. IJP,11.
    114. Boesky, D. Structural theory. PMC. Forthcoming.
    115. Boesky, D. (1973) Deja raconte as a screen defense. PQ, 42.
    116. Boesky, D. (1982) Acting out. IJP, 63.
    117. Boesky, D. (1986) Questions about Sublimation In Psychoanalysis the Science of Mental Conflict, ed. A. D. Richards & M. S. Willick. Hillsdale, N. J.: Analytic Press.
    118. Bornstein, B. (1935) Phobia in a 2 1/2-year-old child. PQ, 4.
    119. Bornstein, B. (1951) On latency. PSOC, 6.
    120. Bornstein, M., ed. (1983) Values and neutrality in psychoanalysis. Psychoanal. Inquiry, 3.
    121. Bowlby, J. (1960) Grief and morning in infancy and early childhood. PSOC. 15.
    122. Bowlby, J. (1961) Process of mourning. IJP. 42.
    123. Bowlby, J. (1980) Attachment and Loss, vol. 3. New York: Basic Books.
    124. Bradlow, P. A. (1973) Depersonalization, ego splitting, non-human fantasy and shame. IJP, 54.
    125. Brazelton, T. B., Kozlowsky, B. & Main, M. (1974) The early motherinfant interaction. In: The Effect of the Infant on Its Caregiver, ed. M. Lewis & L. Rosenblum New York Wiley.
    126. Brenner, C. (1957) The nature and development of the concept of repression in Freud's writings. PSOC, 12.
    127. Brenner, C. (1959) The masochistic character. JAPA, 7.
    128. Brenner, C. (1973) An Elementary Textbook of Psycho-analysis. New York Int. Univ. Press.
    129. Brenner, C. (1974) On the nature and development of affects PQ, 43.
    130. Brenner, C. (1976) Psychoanalytic Technique and Psychic Conflict. New York: Int. Univ. Press.
    131. Brenner, C. (1979) The Mind in Conflict. New York: Int. Univ. Press.
    132. Brenner, C. (1979) Working alliance, therapeutic alliance and transference. JAPA, 27.
    133. Brenner, C. (1981) Defense and defense mechanisms. PQ, 50.
    134. Brenner, C. (1983) Defense. In: the Mind in Conflict. New York Int. Univ. Press.
    135. Bressler, B. (1965) The concept of the self. Psychoanalytic Review, 52.
    136. Breuer, J. & Freud, S. (1983—95) Studies on Hysteria. SE, 3.
    137. Breznitz, S., ed. (1983) The Denial of Stress. New York: Int. Univ. Press.
    138. Brody, S. (1964) Passivity. New York: Int. Univ. Press.
    139. Brown, H. (1970) Psycholinquistics. New York: Free Press.
    140. Bruner, J. S. (1964) The course of cognitive growth. Amer. Psychologist. 19.
    141. Bruner, J., Jolly, A. & Sylva, K. (1976) Play. New York Basic Books.
    142. Bruner, J. E., Olver, R. R. &Greenfield, P. M. (1966) Studies in Cognitive Growth. New York: Wiley.
    143. Buie, D H. (1981) Empathy. JAPA, 29.
    144. Burgner, M. & Edgeumble, R. (1972) Some problems in the conceptualization of early object relationships. PSOC, 27.
    145. Call, J. ed. (1979) Basic Handbook of Child Psychiatry. New York: Basic Books.
    146. Carroll, G. (1956) Language, Thought and Reality. Cambridge & London: M. I. T. Press & John Wiley.
    147. Cavenar, J. O. & Nash, J. L. (1976) The effects of Combat on the normal personality. Comprehensive Psychiat., 17.
    148. Chassequet-Smirgel, J. (1978) Reflections on the connection between perversion and sadism. IJP, 59.
    149. Chomsky, N. (1978) Language and unconscious knowledge. In: Psychoanalysis and Language, ed. J. H. Smith. New Haven: Yale Univ. Press, vol. 3.
    150. Clower, V. (1975) Significance of masturbation in female sexual development and function. In: Masturbation from Infancy to Senescence, ed. I. Marcus & J. Francis. New York: Int. Uni" Press.
    151. Coen, S. J. & Bradlow, P. A. (1982) Twin transference as a compromise formation. JAPA, 30.
    152. Compton, A. Object and relationships. PMC. Forthcoming.
    153. Cullen, W. (1777) First Lines of the Practice of Psysic. Edinburgh: Bell, Brandfute.
    154. Curtis, B. C. (1969) Psychoanalytic understanding and treatment of impotence. In: Sexual Function and Dysfunction, ed. P. J. Fink & V. B. O. Hummett. Philadelphia: F. A. Davis.
    155. Darwin, C. (1874) The Descent of Man. New York: Hurst.
    156. Davidoff-Hirsch, H. (1985) Oedipal and preoedipal phenomena. JAPA, 33.
    157. Davis, M. & Wallbridge, D. (1981) Boundary and Space. New York: Brunner-Mazel.
    158. Deutsch, H. (1932) Homosexuality in women. PQ, 1.
    159. Deutsch, H. (1934) Some forms of emotional disturbance and their relationship to schizophrenia. PQ, 11.
    160. Deutsch, H. (1937) Absence of grief. PQ, 6.
    161. Deutsch, H. (1942) Some forms of emotional disturbance and their relationship to schizophrenia. PQ, 11.
    162. Deutsch, H. (1955) The impostor. In: Neuroses and Character Types. New York: Int. Univ. Press, 1965.
    163. Devereux, G. (1953) Why Oedipus killed Lains. IJP, 34.
    164. Dewald, P. (1982) Psychoanalytic perspectives On resistance. In: resistance, Psychodynamics. and Behavioral Approaches, ed. P. Wachtel. New York: Plenum Press.
    165. Dickes, R. (1963) Fetishistic behavior. JAPA. 11.
    166. Dickes, R. (1965) The defensive function of an altered state of consciousness. JAPA, 13.
    167. Dickes, R. (1967) Severe regressive disruption of the therapeutic alliance. JAPA, 15.
    168. Dickes, R. (1981) Sexual myths and misinformation. In: Understanding Human Behaviour in Health and Illness, ed. R. C. Simon & H. Pardes. Baltimore: Williams & Wilkins.
    169. Dorpat, T. L. (1985) Denial and Defense in the Therapeutic Situation. New York: Jason Aronson.
    170. Downey, T. W. (1978) Transitional phenomena in the analysis of early adolescent males. PSOC, 33.
    171. Dunbar, F. (1954) Emotions and Bodily Functions. New York: Columbia Univ. Press.
    172. Easson, W. M. (1973) The earliest ego development, primitive memory traces, and the Isakower phenomenon. PQ, 42.
    173. Edelheit, H. (1971) Mythopoiesis and the primal scene. Psychoanal. Study Society, 5.
    174. Edgcumbe, R. & Burgner, M. (1972) Some problems in the conceptualization of early object relation ships, part I. PSOC, 27.
    175. Edgcumbe, R. & Burgner, M. (1975) The phallicnarcissistic phase. PSOC, 30.
    176. Eidelberg, L. (1960) A third contribution to the study of slips of the tongue. IJP, 41.
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    709. Rapaport, D. (1960) The structure of Psychoanalytic Theory. Psychol. Issues, monogr. 6, New York: Int. Univ. Press.
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    713. Reich, A. (1951) On countertransference. In: Psychoanalytic Contributions. New York: Int. Univ. Press, 1973.
    714. Reich, A. (1953) Narcissistic object choice in women. JAPA, 1.
    715. Reich, A. (1954) Early identifications as archaic elements in the superego. JAPA, 2.
    716. Reich, A. (1960) Pathologic forms of self-esteem regulation. PSOC, 15.
    717. Reich, W. (1933) Character Analysis. New York: Orgone Press, 1949.
    718. Reich, W. (1933) Some circumscribed character forms. In: Character Analysis. New York: Orgone Institute Press.
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    Словарь психоаналитических терминов и понятий > БИБЛИОГРАФИЯ

  • 4 Philosophy

       And what I believe to be more important here is that I find in myself an infinity of ideas of certain things which cannot be assumed to be pure nothingness, even though they may have perhaps no existence outside of my thought. These things are not figments of my imagination, even though it is within my power to think of them or not to think of them; on the contrary, they have their own true and immutable natures. Thus, for example, when I imagine a triangle, even though there may perhaps be no such figure anywhere in the world outside of my thought, nor ever have been, nevertheless the figure cannot help having a certain determinate nature... or essence, which is immutable and eternal, which I have not invented and which does not in any way depend upon my mind. (Descartes, 1951, p. 61)
       Let us console ourselves for not knowing the possible connections between a spider and the rings of Saturn, and continue to examine what is within our reach. (Voltaire, 1961, p. 144)
       As modern physics started with the Newtonian revolution, so modern philosophy starts with what one might call the Cartesian Catastrophe. The catastrophe consisted in the splitting up of the world into the realms of matter and mind, and the identification of "mind" with conscious thinking. The result of this identification was the shallow rationalism of l'esprit Cartesien, and an impoverishment of psychology which it took three centuries to remedy even in part. (Koestler, 1964, p. 148)
       It has been made of late a reproach against natural philosophy that it has struck out on a path of its own, and has separated itself more and more widely from the other sciences which are united by common philological and historical studies. The opposition has, in fact, been long apparent, and seems to me to have grown up mainly under the influence of the Hegelian philosophy, or, at any rate, to have been brought out into more distinct relief by that philosophy.... The sole object of Kant's "Critical Philosophy" was to test the sources and the authority of our knowledge, and to fix a definite scope and standard for the researches of philosophy, as compared with other sciences.... [But Hegel's] "Philosophy of Identity" was bolder. It started with the hypothesis that not only spiritual phenomena, but even the actual world-nature, that is, and man-were the result of an act of thought on the part of a creative mind, similar, it was supposed, in kind to the human mind.... The philosophers accused the scientific men of narrowness; the scientific men retorted that the philosophers were crazy. And so it came about that men of science began to lay some stress on the banishment of all philosophic influences from their work; while some of them, including men of the greatest acuteness, went so far as to condemn philosophy altogether, not merely as useless, but as mischievous dreaming. Thus, it must be confessed, not only were the illegitimate pretensions of the Hegelian system to subordinate to itself all other studies rejected, but no regard was paid to the rightful claims of philosophy, that is, the criticism of the sources of cognition, and the definition of the functions of the intellect. (Helmholz, quoted in Dampier, 1966, pp. 291-292)
       Philosophy remains true to its classical tradition by renouncing it. (Habermas, 1972, p. 317)
       I have not attempted... to put forward any grand view of the nature of philosophy; nor do I have any such grand view to put forth if I would. It will be obvious that I do not agree with those who see philosophy as the history of "howlers" and progress in philosophy as the debunking of howlers. It will also be obvious that I do not agree with those who see philosophy as the enterprise of putting forward a priori truths about the world.... I see philosophy as a field which has certain central questions, for example, the relation between thought and reality.... It seems obvious that in dealing with these questions philosophers have formulated rival research programs, that they have put forward general hypotheses, and that philosophers within each major research program have modified their hypotheses by trial and error, even if they sometimes refuse to admit that that is what they are doing. To that extent philosophy is a "science." To argue about whether philosophy is a science in any more serious sense seems to me to be hardly a useful occupation.... It does not seem to me important to decide whether science is philosophy or philosophy is science as long as one has a conception of both that makes both essential to a responsible view of the world and of man's place in it. (Putnam, 1975, p. xvii)
       What can philosophy contribute to solving the problem of the relation [of] mind to body? Twenty years ago, many English-speaking philosophers would have answered: "Nothing beyond an analysis of the various mental concepts." If we seek knowledge of things, they thought, it is to science that we must turn. Philosophy can only cast light upon our concepts of those things.
       This retreat from things to concepts was not undertaken lightly. Ever since the seventeenth century, the great intellectual fact of our culture has been the incredible expansion of knowledge both in the natural and in the rational sciences (mathematics, logic).
       The success of science created a crisis in philosophy. What was there for philosophy to do? Hume had already perceived the problem in some degree, and so surely did Kant, but it was not until the twentieth century, with the Vienna Circle and with Wittgenstein, that the difficulty began to weigh heavily. Wittgenstein took the view that philosophy could do no more than strive to undo the intellectual knots it itself had tied, so achieving intellectual release, and even a certain illumination, but no knowledge. A little later, and more optimistically, Ryle saw a positive, if reduced role, for philosophy in mapping the "logical geography" of our concepts: how they stood to each other and how they were to be analyzed....
       Since that time, however, philosophers in the "analytic" tradition have swung back from Wittgensteinian and even Rylean pessimism to a more traditional conception of the proper role and tasks of philosophy. Many analytic philosophers now would accept the view that the central task of philosophy is to give an account, or at least play a part in giving an account, of the most general nature of things and of man. (Armstrong, 1990, pp. 37-38)
       8) Philosophy's Evolving Engagement with Artificial Intelligence and Cognitive Science
       In the beginning, the nature of philosophy's engagement with artificial intelligence and cognitive science was clear enough. The new sciences of the mind were to provide the long-awaited vindication of the most potent dreams of naturalism and materialism. Mind would at last be located firmly within the natural order. We would see in detail how the most perplexing features of the mental realm could be supported by the operations of solely physical laws upon solely physical stuff. Mental causation (the power of, e.g., a belief to cause an action) would emerge as just another species of physical causation. Reasoning would be understood as a kind of automated theorem proving. And the key to both was to be the depiction of the brain as the implementation of multiple higher level programs whose task was to manipulate and transform symbols or representations: inner items with one foot in the physical (they were realized as brain states) and one in the mental (they were bearers of contents, and their physical gymnastics were cleverly designed to respect semantic relationships such as truth preservation). (A. Clark, 1996, p. 1)
       Socrates of Athens famously declared that "the unexamined life is not worth living," and his motto aptly explains the impulse to philosophize. Taking nothing for granted, philosophy probes and questions the fundamental presuppositions of every area of human inquiry.... [P]art of the job of the philosopher is to keep at a certain critical distance from current doctrines, whether in the sciences or the arts, and to examine instead how the various elements in our world-view clash, or fit together. Some philosophers have tried to incorporate the results of these inquiries into a grand synoptic view of the nature of reality and our human relationship to it. Others have mistrusted system-building, and seen their primary role as one of clarifications, or the removal of obstacles along the road to truth. But all have shared the Socratic vision of using the human intellect to challenge comfortable preconceptions, insisting that every aspect of human theory and practice be subjected to continuing critical scrutiny....
       Philosophy is, of course, part of a continuing tradition, and there is much to be gained from seeing how that tradition originated and developed. But the principal object of studying the materials in this book is not to pay homage to past genius, but to enrich one's understanding of central problems that are as pressing today as they have always been-problems about knowledge, truth and reality, the nature of the mind, the basis of right action, and the best way to live. These questions help to mark out the territory of philosophy as an academic discipline, but in a wider sense they define the human predicament itself; they will surely continue to be with us for as long as humanity endures. (Cottingham, 1996, pp. xxi-xxii)
       In his study of ancient Greek culture, The Birth of Tragedy, Nietzsche drew what would become a famous distinction, between the Dionysian spirit, the untamed spirit of art and creativity, and the Apollonian, that of reason and self-control. The story of Greek civilization, and all civilizations, Nietzsche implied, was the gradual victory of Apollonian man, with his desire for control over nature and himself, over Dionysian man, who survives only in myth, poetry, music, and drama. Socrates and Plato had attacked the illusions of art as unreal, and had overturned the delicate cultural balance by valuing only man's critical, rational, and controlling consciousness while denigrating his vital life instincts as irrational and base. The result of this division is "Alexandrian man," the civilized and accomplished Greek citizen of the later ancient world, who is "equipped with the greatest forces of knowledge" but in whom the wellsprings of creativity have dried up. (Herman, 1997, pp. 95-96)

    Historical dictionary of quotations in cognitive science > Philosophy

  • 5 Knowledge

       It is indeed an opinion strangely prevailing amongst men, that houses, mountains, rivers, and, in a word, all sensible objects, have an existence, natural or real, distinct from their being perceived by the understanding. But, with how great an assurance and acquiescence soever this principle may be entertained in the world, yet whoever shall find in his heart to call it into question may, if I mistake not, perceive it to involve a manifest contradiction. For, what are the forementioned objects but things we perceive by sense? and what do we perceive besides our own ideas or sensations? and is it not plainly repugnant that any one of these, or any combination of them, should exist unperceived? (Berkeley, 1996, Pt. I, No. 4, p. 25)
       It seems to me that the only objects of the abstract sciences or of demonstration are quantity and number, and that all attempts to extend this more perfect species of knowledge beyond these bounds are mere sophistry and illusion. As the component parts of quantity and number are entirely similar, their relations become intricate and involved; and nothing can be more curious, as well as useful, than to trace, by a variety of mediums, their equality or inequality, through their different appearances.
       But as all other ideas are clearly distinct and different from each other, we can never advance farther, by our utmost scrutiny, than to observe this diversity, and, by an obvious reflection, pronounce one thing not to be another. Or if there be any difficulty in these decisions, it proceeds entirely from the undeterminate meaning of words, which is corrected by juster definitions. That the square of the hypotenuse is equal to the squares of the other two sides cannot be known, let the terms be ever so exactly defined, without a train of reasoning and enquiry. But to convince us of this proposition, that where there is no property, there can be no injustice, it is only necessary to define the terms, and explain injustice to be a violation of property. This proposition is, indeed, nothing but a more imperfect definition. It is the same case with all those pretended syllogistical reasonings, which may be found in every other branch of learning, except the sciences of quantity and number; and these may safely, I think, be pronounced the only proper objects of knowledge and demonstration. (Hume, 1975, Sec. 12, Pt. 3, pp. 163-165)
       Our knowledge springs from two fundamental sources of the mind; the first is the capacity of receiving representations (the ability to receive impressions), the second is the power to know an object through these representations (spontaneity in the production of concepts).
       Through the first, an object is given to us; through the second, the object is thought in relation to that representation.... Intuition and concepts constitute, therefore, the elements of all our knowledge, so that neither concepts without intuition in some way corresponding to them, nor intuition without concepts, can yield knowledge. Both may be either pure or empirical.... Pure intuitions or pure concepts are possible only a priori; empirical intuitions and empirical concepts only a posteriori. If the receptivity of our mind, its power of receiving representations in so far as it is in any way affected, is to be called "sensibility," then the mind's power of producing representations from itself, the spontaneity of knowledge, should be called "understanding." Our nature is so constituted that our intuitions can never be other than sensible; that is, it contains only the mode in which we are affected by objects. The faculty, on the other hand, which enables us to think the object of sensible intuition is the understanding.... Without sensibility, no object would be given to us; without understanding, no object would be thought. Thoughts without content are empty; intuitions without concepts are blind. It is therefore just as necessary to make our concepts sensible, that is, to add the object to them in intuition, as to make our intuitions intelligible, that is to bring them under concepts. These two powers or capacities cannot exchange their functions. The understanding can intuit nothing, the senses can think nothing. Only through their union can knowledge arise. (Kant, 1933, Sec. 1, Pt. 2, B74-75 [p. 92])
       Metaphysics, as a natural disposition of Reason is real, but it is also, in itself, dialectical and deceptive.... Hence to attempt to draw our principles from it, and in their employment to follow this natural but none the less fallacious illusion can never produce science, but only an empty dialectical art, in which one school may indeed outdo the other, but none can ever attain a justifiable and lasting success. In order that, as a science, it may lay claim not merely to deceptive persuasion, but to insight and conviction, a Critique of Reason must exhibit in a complete system the whole stock of conceptions a priori, arranged according to their different sources-the Sensibility, the understanding, and the Reason; it must present a complete table of these conceptions, together with their analysis and all that can be deduced from them, but more especially the possibility of synthetic knowledge a priori by means of their deduction, the principles of its use, and finally, its boundaries....
       This much is certain: he who has once tried criticism will be sickened for ever of all the dogmatic trash he was compelled to content himself with before, because his Reason, requiring something, could find nothing better for its occupation. Criticism stands to the ordinary school metaphysics exactly in the same relation as chemistry to alchemy, or as astron omy to fortune-telling astrology. I guarantee that no one who has comprehended and thought out the conclusions of criticism, even in these Prolegomena, will ever return to the old sophistical pseudo-science. He will rather look forward with a kind of pleasure to a metaphysics, certainly now within his power, which requires no more preparatory discoveries, and which alone can procure for reason permanent satisfaction. (Kant, 1891, pp. 115-116)
       Knowledge is only real and can only be set forth fully in the form of science, in the form of system. Further, a so-called fundamental proposition or first principle of philosophy, even if it is true, it is yet none the less false, just because and in so far as it is merely a fundamental proposition, merely a first principle. It is for that reason easily refuted. The refutation consists in bringing out its defective character; and it is defective because it is merely the universal, merely a principle, the beginning. If the refutation is complete and thorough, it is derived and developed from the nature of the principle itself, and not accomplished by bringing in from elsewhere other counter-assurances and chance fancies. It would be strictly the development of the principle, and thus the completion of its deficiency, were it not that it misunderstands its own purport by taking account solely of the negative aspect of what it seeks to do, and is not conscious of the positive character of its process and result. The really positive working out of the beginning is at the same time just as much the very reverse: it is a negative attitude towards the principle we start from. Negative, that is to say, in its one-sided form, which consists in being primarily immediate, a mere purpose. It may therefore be regarded as a refutation of what constitutes the basis of the system; but more correctly it should be looked at as a demonstration that the basis or principle of the system is in point of fact merely its beginning. (Hegel, 1910, pp. 21-22)
       Knowledge, action, and evaluation are essentially connected. The primary and pervasive significance of knowledge lies in its guidance of action: knowing is for the sake of doing. And action, obviously, is rooted in evaluation. For a being which did not assign comparative values, deliberate action would be pointless; and for one which did not know, it would be impossible. Conversely, only an active being could have knowledge, and only such a being could assign values to anything beyond his own feelings. A creature which did not enter into the process of reality to alter in some part the future content of it, could apprehend a world only in the sense of intuitive or esthetic contemplation; and such contemplation would not possess the significance of knowledge but only that of enjoying and suffering. (Lewis, 1946, p. 1)
       "Evolutionary epistemology" is a branch of scholarship that applies the evolutionary perspective to an understanding of how knowledge develops. Knowledge always involves getting information. The most primitive way of acquiring it is through the sense of touch: amoebas and other simple organisms know what happens around them only if they can feel it with their "skins." The knowledge such an organism can have is strictly about what is in its immediate vicinity. After a huge jump in evolution, organisms learned to find out what was going on at a distance from them, without having to actually feel the environment. This jump involved the development of sense organs for processing information that was farther away. For a long time, the most important sources of knowledge were the nose, the eyes, and the ears. The next big advance occurred when organisms developed memory. Now information no longer needed to be present at all, and the animal could recall events and outcomes that happened in the past. Each one of these steps in the evolution of knowledge added important survival advantages to the species that was equipped to use it.
       Then, with the appearance in evolution of humans, an entirely new way of acquiring information developed. Up to this point, the processing of information was entirely intrasomatic.... But when speech appeared (and even more powerfully with the invention of writing), information processing became extrasomatic. After that point knowledge did not have to be stored in the genes, or in the memory traces of the brain; it could be passed on from one person to another through words, or it could be written down and stored on a permanent substance like stone, paper, or silicon chips-in any case, outside the fragile and impermanent nervous system. (Csikszentmihalyi, 1993, pp. 56-57)

    Historical dictionary of quotations in cognitive science > Knowledge

  • 6 Bibliography

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    Historical dictionary of quotations in cognitive science > Bibliography

  • 7 Cognitive Science

       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.... [P]eople and intelligent computers turn out to be merely different manifestations of the same underlying phenomenon. (Haugeland, 1981b, p. 31)
       2) Experimental Psychology, Theoretical Linguistics, and Computational Simulation of Cognitive Processes Are All Components of Cognitive Science
       I went away from the Symposium with a strong conviction, more intuitive than rational, that human experimental psychology, theoretical linguistics, and computer simulation of cognitive processes were all pieces of a larger whole, and that the future would see progressive elaboration and coordination of their shared concerns.... I have been working toward a cognitive science for about twenty years beginning before I knew what to call it. (G. A. Miller, 1979, p. 9)
        Cognitive Science studies the nature of cognition in human beings, other animals, and inanimate machines (if such a thing is possible). While computers are helpful within cognitive science, they are not essential to its being. A science of cognition could still be pursued even without these machines.
        Computer Science studies various kinds of problems and the use of computers to solve them, without concern for the means by which we humans might otherwise resolve them. There could be no computer science if there were no machines of this kind, because they are indispensable to its being. Artificial Intelligence is a special branch of computer science that investigates the extent to which the mental powers of human beings can be captured by means of machines.
       There could be cognitive science without artificial intelligence but there could be no artificial intelligence without cognitive science. One final caveat: In the case of an emerging new discipline such as cognitive science there is an almost irresistible temptation to identify the discipline itself (as a field of inquiry) with one of the theories that inspired it (such as the computational conception...). This, however, is a mistake. The field of inquiry (or "domain") stands to specific theories as questions stand to possible answers. The computational conception should properly be viewed as a research program in cognitive science, where "research programs" are answers that continue to attract followers. (Fetzer, 1996, pp. xvi-xvii)
       What is the nature of knowledge and how is this knowledge used? These questions lie at the core of both psychology and artificial intelligence.
       The psychologist who studies "knowledge systems" wants to know how concepts are structured in the human mind, how such concepts develop, and how they are used in understanding and behavior. The artificial intelligence researcher wants to know how to program a computer so that it can understand and interact with the outside world. The two orientations intersect when the psychologist and the computer scientist agree that the best way to approach the problem of building an intelligent machine is to emulate the human conceptual mechanisms that deal with language.... The name "cognitive science" has been used to refer to this convergence of interests in psychology and artificial intelligence....
       This working partnership in "cognitive science" does not mean that psychologists and computer scientists are developing a single comprehensive theory in which people are no different from machines. Psychology and artificial intelligence have many points of difference in methods and goals.... We simply want to work on an important area of overlapping interest, namely a theory of knowledge systems. As it turns out, this overlap is substantial. For both people and machines, each in their own way, there is a serious problem in common of making sense out of what they hear, see, or are told about the world. The conceptual apparatus necessary to perform even a partial feat of understanding is formidable and fascinating. (Schank & Abelson, 1977, pp. 1-2)
       Within the last dozen years a general change in scientific outlook has occurred, consonant with the point of view represented here. One can date the change roughly from 1956: in psychology, by the appearance of Bruner, Goodnow, and Austin's Study of Thinking and George Miller's "The Magical Number Seven"; in linguistics, by Noam Chomsky's "Three Models of Language"; and in computer science, by our own paper on the Logic Theory Machine. (Newell & Simon, 1972, p. 4)

    Historical dictionary of quotations in cognitive science > Cognitive Science

  • 8 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

  • 9 confuso

    adj.
    1 confused, addled, bewildered, muddle-headed.
    2 confusing, perplexing, tangled, confusional.
    3 confused, blurry, blurred, obscure.
    4 confused, cluttered, disordered, mixed-up.
    * * *
    1 (ideas) confused
    2 (estilo etc) obscure, confused
    3 (recuerdos, formas) vague, blurred
    4 (mezclado) mixed up
    5 figurado (turbado) confused, embarrassed
    * * *
    (f. - confusa)
    adj.
    * * *
    ADJ
    1) (=poco claro) [ideas, noticias] confused; [recuerdo] hazy; [ruido] indistinct; [imagen] blurred

    tiene las ideas muy confusas — he has very confused ideas, his ideas are very mixed up

    2) (=desconcertado) confused

    no sé qué decir, estoy confuso — I don't know what to say, I'm overwhelmed

    * * *
    - sa adjetivo
    a) <idea/texto/explicación> confused; < recuerdo> confused, hazy; < imagen> blurred, hazy; < información> confused
    b) ( turbado) embarrassed, confused
    * * *
    = confusing, dim [dimmer -comp., dimmest -sup.], distraught, in confusion of purpose, indistinct, muddled, entangled, topsy-turvy, puzzled, messy [messier -comp., messiest -sup.], puzzling, mixed up, confused, in a state of turmoil, clouded, in a spin, dishevelled [disheveled, -USA], in disarray, foggy [foggier -comp., foggiest -sup.], blurry [blurrier -comp., blurriest -sup.], confounding, garbled, indistinctive, nonplussed [nonplused], addled, in a fog, chaotic, disorderly, shambolic, bleary [blearier -comp., bleariest -sup.], in a twirl, at sea, all over the place.
    Ex. The nature of the compilation of the code led to rather little consensus, and many alternative rules, which together made the code rather confusing.
    Ex. The genesis of this brave new world of solid state logic, in which bibliographic data are reduced to phantasmagoria on the faces of cathode-ray tubes (CRT), extends at most only three-quarters of a decade into the dim past.
    Ex. Before she could respond and follow up with a question about her distraught state, Feng escaped to the women's room.
    Ex. Without the ability to select when faced with these choices we would be like demented dogs chasing every attractive smell that reaches our noses in complete confusion of purpose.
    Ex. The typescript will be fuzzy and indistinct without the smooth, firm surface which the backing sheet offers.
    Ex. This paper analyses and proposes practical solutions to key problems in on-line IR, particulary in relation to ill-defined and muddled information requirements, concept representation in searching and text representation in indexing.
    Ex. The rapid spreading of electronic mail, bulletin boards, and newsletters give rise to an entangled pattern of standards.
    Ex. At a later stage he may make up topsy-turvy stories with reversals of the pattern; finally he will improvise and impose hiw own.
    Ex. While scanning the area under supervision, the librarian may detect persons who appear restless or puzzled.
    Ex. The author discusses current attempts to organize electronic information objects in a world that is messy, volatile and uncontrolled.
    Ex. The argument for expressiveness is that it helps users to find their way through the systematic arrangement, which is sometimes puzzling to them.
    Ex. They are mixed up as the talk meanders about, apparently without conscious pattern.
    Ex. She sat a long time on the couch, confused, questioning, pushing her thoughts into new latitudes.
    Ex. Before long the teachers were in a state of turmoil over the issue.
    Ex. The article 'The clouded crystal ball and the library profession' explains how the concepts of knowledge utilisation and information brokering are beginning to have an impact on the definition of the librarian's role.
    Ex. The article is entitled 'Digital revolution leaves pharmacists in a spin'.
    Ex. Ironically, there are very few who have realized the capitalist dream of easy profits and the concept of a new knowledged-based economy now looks somewhat disheveled.
    Ex. Sometimes cataloguers access other libraries' OPACs in order to resolve difficult problems when important parts of the item being catalogued are missing or are in disarray.
    Ex. What they will not do is clear up the foggy area in most cataloguers' minds, the area that leads to an inconsistent application of half-understood principles'.
    Ex. On the other hand, a distinction that was thought to be quite clear turns out to be rather blurry.
    Ex. The need to control for the effect of confounding variables is central to empirical research in many disciplines.
    Ex. The client phoned in the afternoon to tell me that there was garbled data again in the large text field they use for notes.
    Ex. This research suggests that people are threatened by categorizations that portray them as too distinctive or too indistinctive.
    Ex. He was nonplussed when the crowd he expected protesting his policy of arresting illegal immigrants turned out to be seven.
    Ex. They were too addled to come to any definite conclusion.
    Ex. After practice, however, the usually affable Jackson looked to be in a fog as he prepared to walk to his locker.
    Ex. Otherwise the situation would become chaotic.
    Ex. Empirical studies of decision making have found that the process is more disorderly than described in rational models.
    Ex. Hundreds of usually loyal fans booed and jeered as the tortured singer delivered a shambolic and apparently drunken performance.
    Ex. Her eyes were dry and her head bleary from spending all week totally consumed with work.
    Ex. I had never been to a professional golf tournament, and the excitement and action had my head in a twirl.
    Ex. This site seems to be giving tons of options and am completely at sea as to how to go about choosing the best one.
    Ex. Mr Hammond said the Liberal Democrats are ' all over the place' on the economy.
    ----
    * de manera confusa = hazily.
    * estar confuso = be at sixes and sevens with, be at a nonplus, be all at sea.
    * masa confusa = mush.
    * resultar confuso = prove + confusing.
    * sentirse confuso = feel at + sea, be all at sea.
    * ser confuso = be deceiving.
    * surgir de un modo confuso = grow + like Topsy.
    * todo confuso = in a state of disarray.
    * * *
    - sa adjetivo
    a) <idea/texto/explicación> confused; < recuerdo> confused, hazy; < imagen> blurred, hazy; < información> confused
    b) ( turbado) embarrassed, confused
    * * *
    = confusing, dim [dimmer -comp., dimmest -sup.], distraught, in confusion of purpose, indistinct, muddled, entangled, topsy-turvy, puzzled, messy [messier -comp., messiest -sup.], puzzling, mixed up, confused, in a state of turmoil, clouded, in a spin, dishevelled [disheveled, -USA], in disarray, foggy [foggier -comp., foggiest -sup.], blurry [blurrier -comp., blurriest -sup.], confounding, garbled, indistinctive, nonplussed [nonplused], addled, in a fog, chaotic, disorderly, shambolic, bleary [blearier -comp., bleariest -sup.], in a twirl, at sea, all over the place.

    Ex: The nature of the compilation of the code led to rather little consensus, and many alternative rules, which together made the code rather confusing.

    Ex: The genesis of this brave new world of solid state logic, in which bibliographic data are reduced to phantasmagoria on the faces of cathode-ray tubes (CRT), extends at most only three-quarters of a decade into the dim past.
    Ex: Before she could respond and follow up with a question about her distraught state, Feng escaped to the women's room.
    Ex: Without the ability to select when faced with these choices we would be like demented dogs chasing every attractive smell that reaches our noses in complete confusion of purpose.
    Ex: The typescript will be fuzzy and indistinct without the smooth, firm surface which the backing sheet offers.
    Ex: This paper analyses and proposes practical solutions to key problems in on-line IR, particulary in relation to ill-defined and muddled information requirements, concept representation in searching and text representation in indexing.
    Ex: The rapid spreading of electronic mail, bulletin boards, and newsletters give rise to an entangled pattern of standards.
    Ex: At a later stage he may make up topsy-turvy stories with reversals of the pattern; finally he will improvise and impose hiw own.
    Ex: While scanning the area under supervision, the librarian may detect persons who appear restless or puzzled.
    Ex: The author discusses current attempts to organize electronic information objects in a world that is messy, volatile and uncontrolled.
    Ex: The argument for expressiveness is that it helps users to find their way through the systematic arrangement, which is sometimes puzzling to them.
    Ex: They are mixed up as the talk meanders about, apparently without conscious pattern.
    Ex: She sat a long time on the couch, confused, questioning, pushing her thoughts into new latitudes.
    Ex: Before long the teachers were in a state of turmoil over the issue.
    Ex: The article 'The clouded crystal ball and the library profession' explains how the concepts of knowledge utilisation and information brokering are beginning to have an impact on the definition of the librarian's role.
    Ex: The article is entitled 'Digital revolution leaves pharmacists in a spin'.
    Ex: Ironically, there are very few who have realized the capitalist dream of easy profits and the concept of a new knowledged-based economy now looks somewhat disheveled.
    Ex: Sometimes cataloguers access other libraries' OPACs in order to resolve difficult problems when important parts of the item being catalogued are missing or are in disarray.
    Ex: What they will not do is clear up the foggy area in most cataloguers' minds, the area that leads to an inconsistent application of half-understood principles'.
    Ex: On the other hand, a distinction that was thought to be quite clear turns out to be rather blurry.
    Ex: The need to control for the effect of confounding variables is central to empirical research in many disciplines.
    Ex: The client phoned in the afternoon to tell me that there was garbled data again in the large text field they use for notes.
    Ex: This research suggests that people are threatened by categorizations that portray them as too distinctive or too indistinctive.
    Ex: He was nonplussed when the crowd he expected protesting his policy of arresting illegal immigrants turned out to be seven.
    Ex: They were too addled to come to any definite conclusion.
    Ex: After practice, however, the usually affable Jackson looked to be in a fog as he prepared to walk to his locker.
    Ex: Otherwise the situation would become chaotic.
    Ex: Empirical studies of decision making have found that the process is more disorderly than described in rational models.
    Ex: Hundreds of usually loyal fans booed and jeered as the tortured singer delivered a shambolic and apparently drunken performance.
    Ex: Her eyes were dry and her head bleary from spending all week totally consumed with work.
    Ex: I had never been to a professional golf tournament, and the excitement and action had my head in a twirl.
    Ex: This site seems to be giving tons of options and am completely at sea as to how to go about choosing the best one.
    Ex: Mr Hammond said the Liberal Democrats are ' all over the place' on the economy.
    * de manera confusa = hazily.
    * estar confuso = be at sixes and sevens with, be at a nonplus, be all at sea.
    * masa confusa = mush.
    * resultar confuso = prove + confusing.
    * sentirse confuso = feel at + sea, be all at sea.
    * ser confuso = be deceiving.
    * surgir de un modo confuso = grow + like Topsy.
    * todo confuso = in a state of disarray.

    * * *
    confuso -sa
    1 ‹idea/texto› confused; ‹recuerdo› confused, hazy; ‹imagen› blurred, hazy
    dio una explicación muy confusa he gave a very confused explanation
    las noticias son confusas reports are confused
    2 (turbado) embarrassed, confused
    * * *

     

    confuso
    ◊ -sa adjetivo

    a) ‹idea/texto/explicación› confused;

    ‹ recuerdo› confused, hazy;
    ‹ imagen› blurred, hazy;
    ‹ información› confused

    confuso,-a adjetivo
    1 (idea, argumento, etc) confused, unclear
    2 (desconcertado) confused, perplexed
    ' confuso' also found in these entries:
    Spanish:
    confusa
    - apabullar
    - despistado
    - enmarañado
    English:
    confused
    - confusing
    - flounder
    - fuzzy
    - garbled
    - indistinct
    - mixed-up
    - muddy
    - spin
    - unclear
    - foggy
    - hazy
    - muddled
    * * *
    confuso, -a adj
    1. [poco claro] [clamor, griterío] confused;
    [contorno, forma, imagen] blurred; [explicación] confused
    2. [turbado] confused, bewildered;
    estar confuso to be confused o bewildered
    * * *
    adj confused
    * * *
    confuso, -sa adj
    1) : confused, mixed-up
    2) : obscure, indistinct
    * * *
    confuso adj
    1. (persona) confused
    2. (instrucciones, explicación, etc) confused / confusing

    Spanish-English dictionary > confuso

  • 10 poco claro

    adj.
    not very clear, fuzzy, obscure, unclear.
    * * *
    (adj.) = confusing, fuzzy [fuzzier - comp., fuzziest -sup.], indistinct, obscure, unclear, untidy, hazy, inconclusive, slurred, clouded, blurry [blurrier -comp., blurriest -sup.], undistinguished, uncleared, indistinctive, bleary [blearier -comp., bleariest -sup.]
    Ex. The nature of the compilation of the code led to rather little consensus, and many alternative rules, which together made the code rather confusing.
    Ex. This is a rather fuzzy basis for establishing subject headings, but fuzziness is not the guidelines only fault.
    Ex. The typescript will be fuzzy and indistinct without the smooth, firm surface which the backing sheet offers.
    Ex. Examples are generally poor or obscure (often in Latin or German).
    Ex. Ambiguous words, and terms whose meaning is otherwise unclear, should be avoided.
    Ex. This system is designed to intrepret bank telexes, converting untidy natural language texts into standard-form records in a database.
    Ex. While our vision of our readers is hazy and our interests in them nil, then criticism must be either trivial or irrelevant.
    Ex. A considerable literature exists on the empirical validity of Lotka's law; however, these studies are mainly incomparable and inconclusive, owing to substantial differences in the analytical methods applied.
    Ex. One should answer the telephone clearly and pleasantly -- not in a bored voice or in slurred haste.
    Ex. The article 'The clouded crystal ball and the library profession' explains how the concepts of knowledge utilisation and information brokering are beginning to have an impact on the definition of the librarian's role.
    Ex. On the other hand, a distinction that was thought to be quite clear turns out to be rather blurry.
    Ex. Added entries and references should not be made for undistinguished titles, subtitles, etc., or for inversions of titles.
    Ex. Its relation to cognitive impairment is as yet uncleared.
    Ex. This research suggests that people are threatened by categorizations that portray them as too distinctive or too indistinctive.
    Ex. Her eyes were dry and her head bleary from spending all week totally consumed with work.
    * * *
    (adj.) = confusing, fuzzy [fuzzier - comp., fuzziest -sup.], indistinct, obscure, unclear, untidy, hazy, inconclusive, slurred, clouded, blurry [blurrier -comp., blurriest -sup.], undistinguished, uncleared, indistinctive, bleary [blearier -comp., bleariest -sup.]

    Ex: The nature of the compilation of the code led to rather little consensus, and many alternative rules, which together made the code rather confusing.

    Ex: This is a rather fuzzy basis for establishing subject headings, but fuzziness is not the guidelines only fault.
    Ex: The typescript will be fuzzy and indistinct without the smooth, firm surface which the backing sheet offers.
    Ex: Examples are generally poor or obscure (often in Latin or German).
    Ex: Ambiguous words, and terms whose meaning is otherwise unclear, should be avoided.
    Ex: This system is designed to intrepret bank telexes, converting untidy natural language texts into standard-form records in a database.
    Ex: While our vision of our readers is hazy and our interests in them nil, then criticism must be either trivial or irrelevant.
    Ex: A considerable literature exists on the empirical validity of Lotka's law; however, these studies are mainly incomparable and inconclusive, owing to substantial differences in the analytical methods applied.
    Ex: One should answer the telephone clearly and pleasantly -- not in a bored voice or in slurred haste.
    Ex: The article 'The clouded crystal ball and the library profession' explains how the concepts of knowledge utilisation and information brokering are beginning to have an impact on the definition of the librarian's role.
    Ex: On the other hand, a distinction that was thought to be quite clear turns out to be rather blurry.
    Ex: Added entries and references should not be made for undistinguished titles, subtitles, etc., or for inversions of titles.
    Ex: Its relation to cognitive impairment is as yet uncleared.
    Ex: This research suggests that people are threatened by categorizations that portray them as too distinctive or too indistinctive.
    Ex: Her eyes were dry and her head bleary from spending all week totally consumed with work.

    Spanish-English dictionary > poco claro

  • 11 secundario

    adj.
    1 secondary, ancillary, knock-on.
    2 secondary, low-voltage.
    * * *
    1 secondary
    1 GEOLOGÍA secondary
    ————————
    1 GEOLOGÍA secondary
    * * *
    (f. - secundaria)
    adj.
    * * *
    secundario, -a
    1.
    ADJ (=no principal) [gen] secondary; [carretera, efectos] side antes de s ; (Inform) background antes de s
    educación 1)
    2.
    * * *
    - ria adjetivo <factor/problema> secondary
    * * *
    = ancillary, marginal, minor, peripheral, secondary, side, subsidiary, tangential, accessory, fringe, fringe subject, derivative.
    Ex. A number of ancillary factors about the development of knowledge can be examined such as the extent of self-citation and the evolution of concepts.
    Ex. The title 'Unsolicited marginal gift collections: saying no or coping with the unwanted' deals with the problem of how to cope with collections which should have been declined, but were not.
    Ex. A study of bibliographic classification could concentrate solely upon the major, and some of the more minor bibliographic classification schemes used today.
    Ex. The example below demonstrates how to reject those documents that are likely to be of only peripheral interest.
    Ex. In general title entries are regarded as secondary to author entries.
    Ex. The course had concentrated on executive decision making, with a side excursion into the study and findings of Henry Mintzberg as reported in his book, 'The Nature of Managerial Work'.
    Ex. Added entries are only made under important subsidiary headings and not under every possible alternative heading.
    Ex. My second point may be a slightly tangential, but I hope it is a concrete reaction to the general tenor of Mr. Lubetzky's remarks and the general subject posed.
    Ex. The Publications Office may fairly be said to present itself to the outside-world as a distributor by way of sale, since its overt involvement in free distribution is essentially accessory to that.
    Ex. Libraries must also attempt to draw in the public by promoting fringe activities such as art exhibitions, concerts, talks by writers, craft demonstrations and films.
    Ex. In a general classification there are, of course, no fringe subjects: all are of equal weight, and must be given their due place in the overall order.
    Ex. The author gives an overview of derivative information sources.
    ----
    * actividad secundaria = sidelight activity.
    * actor secundario = secondary role.
    * almacenamiento secundario = secondary storage.
    * añadir como algo secundario = tack on.
    * asiento secundario = secondary entry.
    * asiento secundario por autor y título = author-title added entry, name-title added entry.
    * asiento secundario por título = title added entry.
    * atención secundaria = secondary care.
    * autor secundario = secondary author.
    * bibliografía secundaria = secondary literature.
    * carretera secundaria = minor road, back road.
    * color secundario = secondary colour.
    * concepto secundario = secondary concept, subsidiary concept.
    * descriptor secundario = minor descriptor.
    * desempeñar un papel secundario = play + second fiddle.
    * documento secundario = secondary document, secondary publication.
    * educación secundaria = secondary education.
    * efecto secundario = side effect [side-effect], spillover effect, after effect [after-effect].
    * efectos secundarios = knock-on effect.
    * encabezamiento secundario = added entry heading.
    * enseñanza secundaria = secondary education.
    * escuela de primer ciclo de secundaria = intermediate school.
    * escuela secundaria = junior school, middle school, upper school.
    * estudiante que ha completado los estudios secundarios = high school graduate.
    * fuente secundaria = secondary source.
    * hallazgo secundario = incidental finding.
    * idea secundaria = side issue.
    * incluir como registro de encabezamiento secundario = trace.
    * información secundaria = secondary information.
    * papel secundario = secondary role.
    * perderse por los caminos secundarios = go + off-road.
    * personaje secundario = secondary character.
    * producto secundario = by-product [byproduct].
    * puntos secundarios = secondary points.
    * registro de encabezamiento secundario de materia = subject tracing.
    * registro de encabezamientos secundarios = tracing.
    * responsabilidad secundaria = secondary responsibility.
    * servicios de documentos secundarios = secondary services.
    * tema de secundaria importancia = footnote.
    * término secundario = qualifying term.
    * tomar un papel secundario = take + a back seat.
    * * *
    - ria adjetivo <factor/problema> secondary
    * * *
    = ancillary, marginal, minor, peripheral, secondary, side, subsidiary, tangential, accessory, fringe, fringe subject, derivative.

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

    Ex: The title 'Unsolicited marginal gift collections: saying no or coping with the unwanted' deals with the problem of how to cope with collections which should have been declined, but were not.
    Ex: A study of bibliographic classification could concentrate solely upon the major, and some of the more minor bibliographic classification schemes used today.
    Ex: The example below demonstrates how to reject those documents that are likely to be of only peripheral interest.
    Ex: In general title entries are regarded as secondary to author entries.
    Ex: The course had concentrated on executive decision making, with a side excursion into the study and findings of Henry Mintzberg as reported in his book, 'The Nature of Managerial Work'.
    Ex: Added entries are only made under important subsidiary headings and not under every possible alternative heading.
    Ex: My second point may be a slightly tangential, but I hope it is a concrete reaction to the general tenor of Mr. Lubetzky's remarks and the general subject posed.
    Ex: The Publications Office may fairly be said to present itself to the outside-world as a distributor by way of sale, since its overt involvement in free distribution is essentially accessory to that.
    Ex: Libraries must also attempt to draw in the public by promoting fringe activities such as art exhibitions, concerts, talks by writers, craft demonstrations and films.
    Ex: In a general classification there are, of course, no fringe subjects: all are of equal weight, and must be given their due place in the overall order.
    Ex: The author gives an overview of derivative information sources.
    * actividad secundaria = sidelight activity.
    * actor secundario = secondary role.
    * almacenamiento secundario = secondary storage.
    * añadir como algo secundario = tack on.
    * asiento secundario = secondary entry.
    * asiento secundario por autor y título = author-title added entry, name-title added entry.
    * asiento secundario por título = title added entry.
    * atención secundaria = secondary care.
    * autor secundario = secondary author.
    * bibliografía secundaria = secondary literature.
    * carretera secundaria = minor road, back road.
    * color secundario = secondary colour.
    * concepto secundario = secondary concept, subsidiary concept.
    * descriptor secundario = minor descriptor.
    * desempeñar un papel secundario = play + second fiddle.
    * documento secundario = secondary document, secondary publication.
    * educación secundaria = secondary education.
    * efecto secundario = side effect [side-effect], spillover effect, after effect [after-effect].
    * efectos secundarios = knock-on effect.
    * encabezamiento secundario = added entry heading.
    * enseñanza secundaria = secondary education.
    * escuela de primer ciclo de secundaria = intermediate school.
    * escuela secundaria = junior school, middle school, upper school.
    * estudiante que ha completado los estudios secundarios = high school graduate.
    * fuente secundaria = secondary source.
    * hallazgo secundario = incidental finding.
    * idea secundaria = side issue.
    * incluir como registro de encabezamiento secundario = trace.
    * información secundaria = secondary information.
    * papel secundario = secondary role.
    * perderse por los caminos secundarios = go + off-road.
    * personaje secundario = secondary character.
    * producto secundario = by-product [byproduct].
    * puntos secundarios = secondary points.
    * registro de encabezamiento secundario de materia = subject tracing.
    * registro de encabezamientos secundarios = tracing.
    * responsabilidad secundaria = secondary responsibility.
    * servicios de documentos secundarios = secondary services.
    * tema de secundaria importancia = footnote.
    * término secundario = qualifying term.
    * tomar un papel secundario = take + a back seat.

    * * *
    ‹factor/problema› secondary
    el premio a la mejor actriz secundaria the award for the best supporting actress
    * * *

    secundario
    ◊ - ria adjetivo ‹factor/problema› secondary;


    ‹actor/actriz› supporting ( before n)
    secundario,-a adjetivo secondary
    ' secundario' also found in these entries:
    Spanish:
    accesoria
    - accesorio
    - sector
    - secundaria
    - subtítulo
    - efecto
    - marginal
    - menor
    English:
    after-effect
    - incidental
    - minor
    - prep school
    - secondary
    - senior
    - side
    - subsidiary
    - upstage
    - after
    - high
    - junior
    - peripheral
    - preparatory
    - sophomore
    - supporting
    * * *
    secundario, -a
    ♦ adj
    1. [en orden] secondary
    2. [de menor importancia] minor;
    actor secundario supporting actor
    3. Geol secondary
    ♦ nm
    Geol
    el Secundario the Secondary (era)
    * * *
    adj secondary
    * * *
    secundario, - ria adj
    : secondary
    * * *
    secundario adj secondary

    Spanish-English dictionary > secundario

  • 12 no importa

    adv.
    no matter.
    intj.
    it doesn't matter, it is all right, it is the same thing, it makes no difference.
    * * *
    it doesn't matter
    * * *
    (adj.) = never mind, regardless of, whatever
    Ex. But of its four sentences, the third was so determined to present a grammatically structured metaphor for its meaning that it dazzled my eye, never mind my already unsympathetic brain.
    Ex. Since all of the headings are alphabetical words, it is possible to interfile entries regardless of the nature of their heading.
    Ex. In producing this subject, or conceptual, analysis the indexer names the selected concepts in whatever words, or terms, he chooses.
    * * *
    (adj.) = never mind, regardless of, whatever

    Ex: But of its four sentences, the third was so determined to present a grammatically structured metaphor for its meaning that it dazzled my eye, never mind my already unsympathetic brain.

    Ex: Since all of the headings are alphabetical words, it is possible to interfile entries regardless of the nature of their heading.
    Ex: In producing this subject, or conceptual, analysis the indexer names the selected concepts in whatever words, or terms, he chooses.

    Spanish-English dictionary > no importa

  • 13 relación semántica

    (n.) = semantic relation, semantic relationship
    Ex. The relation of logical, ontological or psychological nature between concepts which might be formalized in an indexing language is known as semantic relation.
    Ex. Semantic relationships show aspects of the genus-species relationships and are expected to reflect assumed and widely accepted subject relationships.
    * * *
    (n.) = semantic relation, semantic relationship

    Ex: The relation of logical, ontological or psychological nature between concepts which might be formalized in an indexing language is known as semantic relation.

    Ex: Semantic relationships show aspects of the genus-species relationships and are expected to reflect assumed and widely accepted subject relationships.

    Spanish-English dictionary > relación semántica

  • 14 clase

    f.
    1 class.
    de primera clase first-class
    de segunda clase second-class
    clase alta/media upper/middle class
    las clases dirigentes the ruling classes
    clase obrera working class
    clases pasivas = pensioners and people on benefit
    clase preferente club class
    clase social social class
    clase trabajadora working class
    clase turista tourist class
    2 sort, kind (tipo).
    no me gusta esa clase de bromas I don't like that kind of joke
    toda clase de all sorts o kinds of
    3 class (education) (asignatura, alumnos).
    clases particulares private tuition
    clase de francés/inglés French/English class
    clase magistral master class
    * * *
    1 (grupo, categoría) class
    2 (aula) classroom; (de universidad) lecture hall
    3 (tipo) type, sort
    \
    asistir a clase to attend class
    dar clase to teach
    de buena clase good quality
    de todas clases of all kinds, of all sorts
    tener clase to have class
    toda clase de all sorts of
    clase alta upper class
    clase baja lower class
    clase de conducir driving lesson
    clase dirigente ruling class
    clase media middle class
    clase obrera working class
    clase particular private class, private lesson
    clase preferente business class
    clases de recuperación remedial classes
    clases pasivas pensioners
    primera clase first class
    segunda clase second class
    * * *
    noun f.
    2) sort, type
    * * *
    1. SF
    1) (Escol)
    a) (=lección) lesson, class

    dar o Chile hacer clase(s) — [profesor] to teach; Esp [alumno] to have lessons

    - fumarse o saltarse o soplarse la clase
    b) (=instrucción) school

    faltar a clase — to miss school, be absent

    c) (=aula) classroom
    d) (=grupo de alumnos) class

    la gente de mi clase — my classmates, my class

    "se dan clases particulares" — "private tuition offered"

    2) (Univ)
    a) [práctica] (=lección, instrucción) class; (=aula) classroom

    dar o LAm frm dictar clase — [profesor] to teach; [alumno] Esp to have classes

    b) (=lección) lecture

    hoy no voy a clase — I'm not going to any lectures today, I'm not going to University today

    • dar clase — [profesor] to teach, lecture; [alumno] to have lectures

    c) (=aula) lecture room
    3) (=tipo) kind, sort

    gente de todas clases — all kinds o sorts of people, people of all kinds

    con toda clase de detalles — in great detail, down to the last detail

    4) (=calidad) quality
    5) [en viajes] class

    segunda clase — second class, standard class

    6) (=elegancia) class

    tu hermana tiene mucha clase — your sister has a lot of class, your sister's very classy

    7) (Sociol) class

    las clases acomodadas — the well-to-do, the moneyed classes

    la clase dirigente o dominante — the ruling class

    la clase política — politicians pl, the political establishment Sociol

    8) (Bio, Bot) class
    9) (Mil)
    2.
    ADJ And * first-rate, classy *
    * * *
    1)
    a) ( tipo) kind, sort, type
    2) (Transp) class

    viajar en primera/segunda clase — to travel (in) first/second class

    3) (Sociol) class
    4) (distinción, elegancia) class
    5) (Educ)
    a) ( lección) class

    clases de conducir or manejar — driving lessons

    dictar clase (de algo) — (AmL frml) to lecture (in something)

    dar clase or (Chi) hacer clases (de algo) — profesor ( en colegio) to teach (something); ( en universidad) to lecture (something), teach (something)

    ¿quién te da clase de latín? — who takes you for Latin?

    da clases de latín/piano con un profesor privado — (Esp) she has latin classes/piano lessons with a private tutor

    b) ( grupo de alumnos) class

    un compañero de clase — a classmate, a school friend

    c) ( aula - en escuela) classroom; (- en universidad) lecture hall o room
    6) (Bot, Zool) class
    * * *
    1)
    a) ( tipo) kind, sort, type
    2) (Transp) class

    viajar en primera/segunda clase — to travel (in) first/second class

    3) (Sociol) class
    4) (distinción, elegancia) class
    5) (Educ)
    a) ( lección) class

    clases de conducir or manejar — driving lessons

    dictar clase (de algo) — (AmL frml) to lecture (in something)

    dar clase or (Chi) hacer clases (de algo) — profesor ( en colegio) to teach (something); ( en universidad) to lecture (something), teach (something)

    ¿quién te da clase de latín? — who takes you for Latin?

    da clases de latín/piano con un profesor privado — (Esp) she has latin classes/piano lessons with a private tutor

    b) ( grupo de alumnos) class

    un compañero de clase — a classmate, a school friend

    c) ( aula - en escuela) classroom; (- en universidad) lecture hall o room
    6) (Bot, Zool) class
    * * *
    clase1
    1 = class, class, cluster, kind, nature, schedules, the, sort, type, schedule, table, ilk, class standing.

    Ex: The following highlights are what this first class of Fellows recall of their time overseas.

    Ex: A class is a set of things which share some property, or characteristic, in common.
    Ex: Various other methods of obtaining clusters have been described, including the use of fuzzy sets, but these are beyond the scope of this book.
    Ex: Document descriptions may be drafted for a wide variety of different kinds of library material, but some common principles can be established.
    Ex: Since all of the headings are alphabetical words, it is possible to interfile entries regardless of the nature of their heading.
    Ex: The list of terms, representing concepts systematically arranged and showing their relationships, constitutes the schedules of a classification scheme.
    Ex: Thoughts of this sort kept running about like clockwork mice in his head, while the murmur of chatter filled the room and outside dusk had yielded to black night.
    Ex: There are a number of types of abstracts or labels that can be applied to abstracts.
    Ex: We have now established all the information that we need to enable us to construct a schedule, or table, in a given subject area.
    Ex: We have now established all the information that we need to enable us to construct a schedule, or table, in a given subject area.
    Ex: Perhaps she would be well advised to read that book and others of its ilk to see if she could learn something about surviving in the corporate world.
    Ex: Social distance, the aloofness and unapproachability of persons of different social strata, is both a symbol of class standing.
    * análisis multidimensional de clases = multidimensional cluster analysis.
    * área de datos específicos de la clase de documento = material (or type of publication) specific details area.
    * clase acomodada = nob.
    * clase alta = upper class.
    * clase anterior = anterior numeral class.
    * clase baja = lower class, the.
    * clase business = business class.
    * clase capitalista = capitalist class.
    * clase fénix = Phoenix schedule.
    * clase general = containing class.
    * clase gobernante, la = ruling class, the, ruling elite, the.
    * clase intelectual = intellectual class.
    * clase marginada = underclass.
    * clase media = middle class.
    * clase media alta = upper-middle class.
    * clase obrera = working class.
    * clase política = political class.
    * clase principal = main class.
    * clases altas, las = upper circles, the.
    * clases auxiliares = auxiliaries.
    * clases inferiores, las = lower orders, the.
    * clase social = social class.
    * clase superior = brahmin.
    * clase trabajadora = working class, labouring class.
    * clase turista = economy class.
    * con toda clase de comodidades = with all mods and cons.
    * con toda clase de lujos = with all mods and cons.
    * correo de primera clase = first class post.
    * cultura de la clase alta = high culture.
    * cultura de la clase baja = low culture.
    * cultura de la clase media = middlebrow culture.
    * de primera clase = first class, first-rate, tip-top.
    * de segunda clase = second-rate.
    * designación específica de la clase de documento = specific material designation.
    * designación general de la clase de documento = general material designation.
    * de una clase social superior = above + Posesivo + class.
    * dimensión de clase = class dimension.
    * fuera de clase = out-of-class.
    * identidad clase-tipo = type-token identity.
    * lucha de clases = class warfare.
    * modelo en su clase = showpiece.
    * notación de clase = class notation.
    * política de clases = class politics.
    * prejuicio de clases = class prejudice.
    * relación clase-tipo = type-token ratio.
    * sin clases sociales = classless.
    * sistema de clases sociales = class system.
    * subdivisión dentro de una clase = link, step of division.
    * toda clase de = all sorts of.
    * una clase de = a kind of.

    clase2
    2 = classroom, class.

    Ex: Teaching is done through lectures, seminars, tutorials and practical work both in the classroom and the library.

    Ex: The students in these classes were asked to record their library science periodical usage for one week = En estas clases se les pidió a los estudiantes que mantuvieran un registro del uso que hacían de las publicaciones periódicas de biblioteconomía y documentación durante una semana.
    * delegado de clase = class prefect, class representative.

    clase3
    3 = lesson, session, course unit, teaching session, lecture.

    Ex: There were lessons in this story which appear to have been ignored but remain valid for the future.

    Ex: But more mature readers can be expected to go on reading for full sessions without flagging, a point that most children should reach by ten years old.
    Ex: This paper discusses the library education programme in the 1st library school in Nigeria to offer the course unit system as operated in the USA.
    Ex: In teaching session after teaching session, day after day, school tasks are administered through textbooks, instruction manuals, reference works, etc -- tomes teeming with problems for the pupils to solve.
    Ex: The staff undertake searches and enquiries for the user and educate the user by various ways, from informal discussion to fully prepared lectures.
    * anterior a la clase = preclass.
    * apuntes de clase = lecture notes, class notes.
    * asistir a una clase = attend + class.
    * aula de clase = teaching room.
    * clase de educación de adultos = adult learning class, adult learner class.
    * clase de educación especial = special education class.
    * clase de educación física = physical education class.
    * clase de gimnasia = gym class.
    * clase de historia = history lesson.
    * clase de prácticas = practical.
    * clase de primaria = infant class.
    * clase de redacción = composition class.
    * clase didáctica = didactic lecture.
    * clase magistral = lecture class.
    * clase nocturna = evening class.
    * clases de apoyo = remedial teaching.
    * clases de guitarra = guitar tuition.
    * clase virtual = e-lesson.
    * compañero de clase = classmate.
    * curso de clases magistrales = lecture course.
    * curso mixto de clases y práctica en la empresa = sandwich course.
    * dar clase = give + a lesson, teach + class, teach + lesson, hold + class.
    * ejercicios de clase = school tasks.
    * en el aula de clase = classroom-based.
    * faltar a clase = play + hooky, skip + class, play + truant, bunk off, bunk + classes, skive, bunk + school.
    * faltar a una clase = miss + class, cut + class.
    * fugarse una clase = skip + class.
    * hora de clase = class period.
    * horario de clase = class time, class schedule.
    * horas de clase = class time, school hours.
    * impartir clases = lecture.
    * lectura en clase = class reading.
    * lectura recomendada de clase = classroom reading.
    * material didáctico entregado en clase = class handout.
    * perderse una clase = miss + class.
    * preparar un trabajo de clase = research + paper.
    * programa mixto de clases y práctica en la empresa = sandwich programme.
    * saltarse una clase = skip + class, miss + class, cut + class.
    * trabajo de clase = term paper, coursework [course work], term project, essay assignment, class assignment, course assignment, homework, student assignment, written assignment.
    * trabajos de clase = classroom asignment.

    * * *
    A
    1 (tipo) kind, sort, type
    sin ninguna clase de explicaciones with no explanation of any kind, without any kind of explanation
    te deseo toda clase de felicidad I wish you every happiness
    2
    (categoría): productos de primera clase top-quality products
    B ( Transp) class
    viajar en primera/segunda clase to travel (in) first/second class
    Compuestos:
    economy o tourist class
    ● clase ejecutiva or preferente
    business class
    C ( Sociol) class
    gente de todas las clases sociales people of all (social) classes
    la clase política politicians
    Compuestos:
    upper class
    lower class
    ruling class
    middle class
    ● clase media alta/media baja
    upper-middle/lower-middle class
    working class
    fpl:
    working class
    D (distinción, elegancia) class
    tiene mucha clase she has a lot of class, she's very classy ( colloq)
    E ( Educ)
    1 (lección) class
    este año ha faltado a clase diez veces this year he's missed ten classes
    la clase que más me gusta es la de historia my favorite class o ( BrE) lesson is history
    se porta muy mal en clase she behaves very badly in class
    ¿a qué hora sales de clase? what time do you get out of class ( o school etc)?
    los centros en los que se imparten las clases ( frml); the centers where classes are held
    clases de conducir or manejar driving lessons
    dicta clase de filosofía ( AmL); she teaches philosophy, she gives philosophy classes
    dar clase «profesor» (en el colegio) to teach; (en la universidad) to lecture, teach;
    «alumno» ( Esp) to have classes
    da clases particulares he gives private classes, he teaches privately
    ¿quién te da clase de latín? who do you have for o who takes you for Latin?
    da clases de matemáticas en la Universidad she lectures in o teaches mathematics at the University
    dio la clase de mi parte he gave o took the class for me
    doy clases de música con un profesor particular ( Esp); I have music lessons with a private teacher
    hace clases de piano en el conservatorio ( Chi); he teaches piano at the conservatory
    invitó a toda la clase a la fiesta she invited the whole class to the party
    es el primero de la clase he's top of the class, he's the best in the class
    un compañero de clase a classmate, a school friend
    3 (aula — en una escuela) classroom; (— en una universidad) lecture hall o room, lecture auditorium ( AmE), lecture theatre ( BrE)
    ¿en qué clase es la conferencia? which room is the lecture in?
    Compuestos:
    master class
    evening class
    private class o lesson
    F ( Bot, Zool) class
    ( Mil) ≈ NCO, ≈ noncommissioned officer
    * * *

     

    clase sustantivo femenino
    1 ( tipo) kind, sort, type;

    2 (Transp, Sociol) class;

    clase económica or turista economy o tourist class;
    clase ejecutiva or preferente business class;
    clase alta/baja/media upper/lower/middle class;
    clase dirigente or dominante ruling class;
    clase obrera working class
    3
    a) (distinción, elegancia) class;


    b) ( categoría):


    4 (Educ)

    clases de conducir or manejar driving lessons;
    dictar clase (de algo) (AmL frml) to lecture (in sth);
    dar clase or (Chi) hacer clases (de algo) [ profesor] to teach (sth);

    clase particular private class o lesson


    (— en universidad) lecture hall o room
    clase sustantivo femenino
    1 (género, tipo) kind, sort: tienen toda clase de instrumentos musicales, they have all kinds of musical instruments
    2 (categoría) class
    viajar en primera/ segunda clase, to travel first/second class
    un jamón de primera clase, a top-quality ham
    3 (grupo social) class
    clase alta/media, upper/middle class
    clases pasivas, pensioners
    4 Educ (aula) classroom
    (grupo de estudiantes) class
    (lección) lesson, class
    5 (elegancia, estilo) class
    ' clase' also found in these entries:
    Spanish:
    amiga
    - amigo
    - baja
    - bajo
    - colegio
    - compartimento
    - compartimiento
    - curso
    - dar
    - dirigente
    - entre
    - especie
    - fichada
    - fichado
    - fumarse
    - género
    - guión
    - honda
    - índole
    - media
    - medio
    - mejor
    - naturaleza
    - permitirse
    - pueblo
    - repelente
    - suerte
    - tema
    - tipo
    - adelante
    - apuntar
    - asistir
    - atrás
    - burgués
    - burguesía
    - capar
    - capear
    - cierto
    - compañero
    - dibujo
    - dictar
    - dormir
    - espabilado
    - faltar
    - formar
    - listo
    - numeroso
    - obrero
    - orden
    - parejo
    English:
    artwork
    - background
    - blue-collar
    - board
    - brand
    - breed
    - charge off
    - class
    - classmate
    - classroom
    - classy
    - conclude
    - description
    - discipline
    - diverse
    - dunce
    - economy class
    - first-class
    - form
    - grade
    - gym
    - heterogeneous
    - institution
    - kind
    - lance corporal
    - lecture
    - lesson
    - lower-class
    - manner
    - method
    - middle-class
    - nature
    - order
    - period
    - posh
    - remedial
    - riding lesson
    - second-class
    - session
    - shade
    - Sloane Ranger
    - sort
    - start off
    - stay behind
    - stream
    - take
    - tourist class
    - type
    - upper class
    - variety
    * * *
    clase nf
    1. [grupo, categoría] class;
    de primera clase first-class;
    de segunda clase second-class;
    una mercancía de primera clase a first-class o top-class product
    2. [en medio de transporte] class;
    primera/segunda clase first/second class;
    viajar en primera/segunda clase to travel first/second class
    clase económica economy class;
    clase ejecutiva business class;
    clase preferente business o club class;
    Andes clase salón [en tren] first class;
    clase turista tourist class
    3. [grupo social, profesional, institucional] class;
    la clase médica the medical profession;
    la clase política the political class, politicians
    clase alta upper class;
    clase baja lower class;
    la clase dirigente the ruling class;
    clase media middle class;
    clase media alta upper middle class;
    clase media baja lower middle class;
    clase obrera working class;
    clase ociosa the idle classes;
    clases pasivas = pensioners and people on benefit;
    clase social social class;
    clase trabajadora working class
    4. [tipo] sort, kind;
    no me gusta esa clase de bromas I don't like that kind of joke;
    toda clase de all sorts o kinds of;
    os deseamos toda clase de felicidad we wish you every happiness;
    de toda clase of all sorts o kinds;
    sin ninguna clase de dudas without a (shadow of a) doubt
    5. Zool class
    6. Ling class
    7. [asignatura, lección] [en colegio] class;
    [en universidad] lecture;
    una clase de historia a history class/lecture;
    iremos al cine después de clase [en colegio] we're going to the cinema after school;
    [en universidad] we're going to the cinema after class;
    me voy a clase, nos veremos luego I'm going to my lecture, see you later;
    el profesor no le puede recibir ahora, está en clase the teacher can't see you now, he's teaching o he's giving a class;
    dar clases [en colegio] to teach;
    [en universidad] to lecture;
    da clases de español a un grupo de franceses she teaches Spanish to a group of French people;
    doy clase con el Sr. Vega Mr Vega is my teacher;
    faltar a clase to miss school;
    faltó una semana a clase por enfermedad she was off school for a week because she was ill;
    hoy tengo clase [en colegio] I have to go to school today;
    [en universidad] I've got lectures today Esp clases de conducir driving lessons;
    clase magistral lecture;
    Am clases de manejar driving lessons;
    clase nocturna evening class;
    clases particulares private tuition;
    clases de recuperación = extra lessons for pupils who have failed their exams
    8. [alumnos] class;
    9. [aula] [en colegio] classroom;
    [en universidad] lecture room o hall
    10. [estilo]
    tener clase to have class;
    una mujer con mucha clase a very classy woman;
    con ese gol demostró su clase he showed his class with that goal
    * * *
    f
    1 EDU class;
    2 ( variedad) kind, sort
    3 social class;
    la clase obrera the working class
    4
    :
    tener clase have class;
    una mujer con clase a classy woman
    * * *
    clase nf
    1) : class
    2) índole, tipo: sort, kind, type
    * * *
    1. (en general) class [pl. classes]
    2. (lección) class / lesson
    ¿a qué hora empieza la clase? what time does the class begin?
    3. (tipo) kind
    4. (aula) classroom

    Spanish-English dictionary > clase

  • 15 Schemata

       Once we have accepted a configuration of schemata, the schemata themselves provide a richness that goes far beyond our observations.... In fact, once we have determined that a particular schema accounts for some event, we may not be able to determine which aspects of our beliefs are based on direct sensory information and which are merely consequences of our interpretation. (Rumelhart, 1980, p. 38)
       Through most of its history, the notion of the schema has been rejected by mainstream experimental psychologists as being too vague. As a result, the concept of the schema was largely shunned until the mid-1970s. The concept was then revived by an attempt to offer more clearly specified interpretation of the schema in terms of explicitly specified computer implementations or, similarly, formally specified implementations of the concept. Thus, Minsky (1975) postulated the concept of the frame, Schank and Abelson (1977) focused on the concept of the script, and Bobrow and Norman (1975) and Rumelhart (1975) developed an explicit notion of the schema. Although the details differed in each case, the idea was essentially the same.... Minsky and the others argued that some higher-level "suprasentential" or, more simply, conceptual structure is needed to represent the complex relations implicit in our knowledge base. The basic idea is that schemata are data structures for representing the generic concepts stored in memory. There are schemata for generalized concepts underlying objects, situations, events, sequences of events, actions, and sequences of actions. Roughly, schemata are like models of the outside world. To process information with the use of a schema is to determine which model best fits the incoming information. Ultimately, consistent configurations of schemata are discovered which, in concert, offer the best account for the input. This configuration of schemata together constitutes the interpretation of the input. (Rumelhart, Smolensky, McClelland & Hinton, 1986, pp. 17-18)

    Historical dictionary of quotations in cognitive science > Schemata

  • 16 inflexibilidad

    f.
    inflexibility (also figurative).
    * * *
    1 inflexibility
    * * *
    * * *
    femenino inflexibility
    * * *
    = inflexibility, rigidness, monolithicism, tough-mindedness.
    Ex. An inherent difficulty posed by this, however, is that the flexibility sought in this way is limited by the inflexibility imposed by cables, ducts, etc.
    Ex. The personality characteristics included impunitive responses to frustration, rigidness, lack of self-confidence, & inefficient use of intellectual resources.
    Ex. Multiculturalism is taken as being synonymous with cultural diversity and denotes the recent critical concepts that are counterpoised to ethnocentrism, cultural monolithicism, and the assumption of epistemological universality.
    Ex. The questionnaire measures four features of personality: tough-mindedness, extraversion, emotionality, and lying.
    * * *
    femenino inflexibility
    * * *
    = inflexibility, rigidness, monolithicism, tough-mindedness.

    Ex: An inherent difficulty posed by this, however, is that the flexibility sought in this way is limited by the inflexibility imposed by cables, ducts, etc.

    Ex: The personality characteristics included impunitive responses to frustration, rigidness, lack of self-confidence, & inefficient use of intellectual resources.
    Ex: Multiculturalism is taken as being synonymous with cultural diversity and denotes the recent critical concepts that are counterpoised to ethnocentrism, cultural monolithicism, and the assumption of epistemological universality.
    Ex: The questionnaire measures four features of personality: tough-mindedness, extraversion, emotionality, and lying.

    * * *
    1 (de un material) inflexibility
    2 (de una persona) inflexibility, inflexible nature
    * * *
    1. [de material] inflexibility
    2. [de persona] inflexibility
    * * *
    f inflexibility
    * * *
    : inflexibility

    Spanish-English dictionary > inflexibilidad

  • 17 clase1

    1 = class, class, cluster, kind, nature, schedules, the, sort, type, schedule, table, ilk, class standing.
    Ex. The following highlights are what this first class of Fellows recall of their time overseas.
    Ex. A class is a set of things which share some property, or characteristic, in common.
    Ex. Various other methods of obtaining clusters have been described, including the use of fuzzy sets, but these are beyond the scope of this book.
    Ex. Document descriptions may be drafted for a wide variety of different kinds of library material, but some common principles can be established.
    Ex. Since all of the headings are alphabetical words, it is possible to interfile entries regardless of the nature of their heading.
    Ex. The list of terms, representing concepts systematically arranged and showing their relationships, constitutes the schedules of a classification scheme.
    Ex. Thoughts of this sort kept running about like clockwork mice in his head, while the murmur of chatter filled the room and outside dusk had yielded to black night.
    Ex. There are a number of types of abstracts or labels that can be applied to abstracts.
    Ex. We have now established all the information that we need to enable us to construct a schedule, or table, in a given subject area.
    Ex. We have now established all the information that we need to enable us to construct a schedule, or table, in a given subject area.
    Ex. Perhaps she would be well advised to read that book and others of its ilk to see if she could learn something about surviving in the corporate world.
    Ex. Social distance, the aloofness and unapproachability of persons of different social strata, is both a symbol of class standing.
    ----
    * análisis multidimensional de clases = multidimensional cluster analysis.
    * área de datos específicos de la clase de documento = material (or type of publication) specific details area.
    * clase acomodada = nob.
    * clase alta = upper class.
    * clase anterior = anterior numeral class.
    * clase baja = lower class, the.
    * clase business = business class.
    * clase capitalista = capitalist class.
    * clase fénix = Phoenix schedule.
    * clase general = containing class.
    * clase gobernante, la = ruling class, the, ruling elite, the.
    * clase intelectual = intellectual class.
    * clase marginada = underclass.
    * clase media = middle class.
    * clase media alta = upper-middle class.
    * clase obrera = working class.
    * clase política = political class.
    * clase principal = main class.
    * clases altas, las = upper circles, the.
    * clases auxiliares = auxiliaries.
    * clases inferiores, las = lower orders, the.
    * clase social = social class.
    * clase superior = brahmin.
    * clase trabajadora = working class, labouring class.
    * clase turista = economy class.
    * con toda clase de comodidades = with all mods and cons.
    * con toda clase de lujos = with all mods and cons.
    * correo de primera clase = first class post.
    * cultura de la clase alta = high culture.
    * cultura de la clase baja = low culture.
    * cultura de la clase media = middlebrow culture.
    * de primera clase = first class, first-rate, tip-top.
    * de segunda clase = second-rate.
    * designación específica de la clase de documento = specific material designation.
    * designación general de la clase de documento = general material designation.
    * de una clase social superior = above + Posesivo + class.
    * dimensión de clase = class dimension.
    * fuera de clase = out-of-class.
    * identidad clase-tipo = type-token identity.
    * lucha de clases = class warfare.
    * modelo en su clase = showpiece.
    * notación de clase = class notation.
    * política de clases = class politics.
    * prejuicio de clases = class prejudice.
    * relación clase-tipo = type-token ratio.
    * sin clases sociales = classless.
    * sistema de clases sociales = class system.
    * subdivisión dentro de una clase = link, step of division.
    * toda clase de = all sorts of.
    * una clase de = a kind of.

    Spanish-English dictionary > clase1

  • 18 Theory

       Neurath has likened science to a boat which, if we are to rebuild it, we must rebuild plank by plank while staying afloat in it. The philosopher and the scientist are in the same boat....
       Analyze theory-building how we will, we all must start in the middle. Our conceptual firsts are middle-sized, middle-distanced objects, and our introduction to them and to everything comes midway in the cultural evolution of the race. In assimilating this cultural fare we are little more aware of a distinction between report and invention, substance and style, cues and conceptualization, than we are of a distinction between the proteins and the carbohydrates of our material intake. Retrospectively we may distinguish the components of theory-building, as we distinguish the proteins and carbohydrates while subsisting on them. (Quine, 1960, pp. 4-6)
       Theories are usually introduced when previous study of a class of phenomena has revealed a system of uniformities.... Theories then seek to explain those regularities and, generally, to afford a deeper and more accurate understanding of the phenomena in question. To this end, a theory construes those phenomena as manifestations of entities and processes that lie behind or beneath them, as it were. (Hempel, 1966, p. 70)
       A strong approach [to construct validation] looks on construct validation as tough-minded testing of specific hypotheses:
       heoretical concepts are defined conceptually or implicitly by their role in a network of nomological or statistical "laws." The meaning is partially given by the theoretical network, however tentative and as yet impoverished that network may be. Crudely put, you know what you mean by an entity to the extent that statements about it in the theoretical language are linked to statements in the observational language. These statements are about where it's found, what it does, what it's made of. Only a few of those properties are directly tied to observables [p. 136]. In [an early] theory sketch, based upon some experience and data, everything said is conjectural. We have tentative notions about some indicators of the construct with unknown validities [p. 144]. [When we check up empirically on predictions from the model] we are testing the crude theory sketch, we are tightening the network psychometrically, and we are validating the indicators. All of these are done simultaneously [p. 149]. [Extracted with elisions and some paraphrase from Meehl & Golden, 1982.] (Cronbach, 1990, p. 183)

    Historical dictionary of quotations in cognitive science > Theory

  • 19 философия

    1. Philosophie

     

    философия
    —
    [ http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

    EN

    philosophy
    The academic discipline concerned with making explicit the nature and significance of ordinary and scientific beliefs and investigating the intelligibility of concepts by means of rational argument concerning their presuppositions, implications, and interrelationships; in particular, the rational investigation of the nature and structure of reality (metaphysics), the resources and limits of knowledge (epistemology), the principles and import of moral judgment (ethics), and the relationship between language and reality (semantics). (Source: CED)
    [http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

    Тематики

    EN

    DE

    FR

    Русско-немецкий словарь нормативно-технической терминологии > философия

  • 20 philosophie

    1. философия

     

    философия
    —
    [ http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

    EN

    philosophy
    The academic discipline concerned with making explicit the nature and significance of ordinary and scientific beliefs and investigating the intelligibility of concepts by means of rational argument concerning their presuppositions, implications, and interrelationships; in particular, the rational investigation of the nature and structure of reality (metaphysics), the resources and limits of knowledge (epistemology), the principles and import of moral judgment (ethics), and the relationship between language and reality (semantics). (Source: CED)
    [http://www.eionet.europa.eu/gemet/alphabetic?langcode=en]

    Тематики

    EN

    DE

    FR

    Франко-русский словарь нормативно-технической терминологии > philosophie

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  • The nature of God in Western theology — The nature of God in monotheistic religions is a broad topic in Western philosophy of religion and theology, with a very old and distinguished history; it was one of the central topics in medieval philosophy.The Abrahamic faiths, Judaism,… …   Wikipedia

  • The Urantia Book —   Cover of the …   Wikipedia

  • The Structure of Scientific Revolutions — (1962), by Thomas Kuhn, is an analysis of the history of science. Its publication was a landmark event in the sociology of knowledge, and popularized the terms paradigm and paradigm shift .HistoryThe work was first published as a monograph in the …   Wikipedia

  • Nature vs. Culture — Nature versus culture, or the nature/culture divide, refers to a theoretical foundation of contemporary anthropology. Early anthropologists sought theoretical insight from the perceived tensions between culture, as a social entity, and nature, as …   Wikipedia

  • The Cantos — by Ezra Pound is a long, incomplete poem in 120 sections, each of which is a canto . Most of it was written between 1915 and 1962, although much of the early work was abandoned and the early cantos, as finally published, date from 1922 onwards.… …   Wikipedia

  • The Republic (Plato) — The Republic   Author(s) Plato …   Wikipedia

  • The Grammar of Science — is a book by Karl Pearson first published at London by Walter Scott in 1892. It was recommended by Einstein to his friends of the Olympia Academy. Several themes were covered in this book that later became part of the theories of Einstein and… …   Wikipedia

  • The Adapted Mind — The Adapted Mind: Evolutionary Psychology and the Generation of Culture is an edited volume, first published in 1992 by Oxford University Press, edited by Jerome Barkow, Leda Cosmides and John Tooby. It is widely considered the foundational text… …   Wikipedia

  • Nature (philosophy) — Nature is a concept with two major sets of inter related meanings, referring on the one hand to the things which are natural, or subject to the normal working of laws of nature , or on the other hand to the essential properties and causes of… …   Wikipedia

  • The Logos —     The Logos     † Catholic Encyclopedia ► The Logos     The word Logos is the term by which Christian theology in the Greek language designates the Word of God, or Second Person of the Blessed Trinity. Before St. John had consecrated this term… …   Catholic encyclopedia

  • Nature versus nurture — The nature versus nurture debate concerns the relative importance of an individual s innate qualities ( nature, i.e. nativism, or innatism) versus personal experiences ( nurture, i.e. empiricism or behaviorism) in determining or causing… …   Wikipedia

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