The structure of human memory

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

   To what extent can we lump together what goes on when you try to recall: (1) your name; (2) how you kick a football; and (3) the present location of your car keys? If we use introspective evidence as a guide, the first seems an immediate automatic response. The second may require constructive internal replay prior to our being able to produce a verbal description. The third... quite likely involves complex operational responses under the control of some general strategy system. Is any unitary search process, with a single set of characteristics and inputoutput relations, likely to cover all these cases? (Reitman, 1970, p. 485)

   2) Semantic Memory Is a Mental Thesaurus

   [Semantic memory] Is a mental thesaurus, organized knowledge a person possesses about words and other verbal symbols, their meanings and referents, about relations among them, and about rules, formulas, and algorithms for the manipulation of these symbols, concepts, and relations. Semantic memory does not register perceptible properties of inputs, but rather cognitive referents of input signals. (Tulving, 1972, p. 386)

   3) The Development of Mnemonic Codes

   The mnemonic code, far from being fixed and unchangeable, is structured and restructured along with general development. Such a restructuring of the code takes place in close dependence on the schemes of intelligence. The clearest indication of this is the observation of different types of memory organisation in accordance with the age level of a child so that a longer interval of retention without any new presentation, far from causing a deterioration of memory, may actually improve it. (Piaget & Inhelder, 1973, p. 36)

   4) The Logic of Some Memory Theorization Is of Dubious Worth in the History of Psychology

   If a cue was effective in memory retrieval, then one could infer it was encoded; if a cue was not effective, then it was not encoded. The logic of this theorization is "heads I win, tails you lose" and is of dubious worth in the history of psychology. We might ask how long scientists will puzzle over questions with no answers. (Solso, 1974, p. 28)

   5) The Constituent Elements of Memory Theory

   We have iconic, echoic, active, working, acoustic, articulatory, primary, secondary, episodic, semantic, short-term, intermediate-term, and longterm memories, and these memories contain tags, traces, images, attributes, markers, concepts, cognitive maps, natural-language mediators, kernel sentences, relational rules, nodes, associations, propositions, higher-order memory units, and features. (Eysenck, 1977, p. 4)

   6) The Problem with the Memory Metaphor

   The problem with the memory metaphor is that storage and retrieval of traces only deals [ sic] with old, previously articulated information. Memory traces can perhaps provide a basis for dealing with the "sameness" of the present experience with previous experiences, but the memory metaphor has no mechanisms for dealing with novel information. (Bransford, McCarrell, Franks & Nitsch, 1977, p. 434)

   7) The Results of a Hundred Years of the Psychological Study of Memory Are Somewhat Discouraging

   The results of a hundred years of the psychological study of memory are somewhat discouraging. We have established firm empirical generalisations, but most of them are so obvious that every ten-year-old knows them anyway. We have made discoveries, but they are only marginally about memory; in many cases we don't know what to do with them, and wear them out with endless experimental variations. We have an intellectually impressive group of theories, but history offers little confidence that they will provide any meaningful insight into natural behavior. (Neisser, 1978, pp. 12-13)

   8) The Structure and Function of a Schema in Memory

   A schema, then is a data structure for representing the generic concepts stored in memory. There are schemata representing our knowledge about all concepts; those underlying objects, situations, events, sequences of events, actions and sequences of actions. A schema contains, as part of its specification, the network of interrelations that is believed to normally hold among the constituents of the concept in question. A schema theory embodies a prototype theory of meaning. That is, inasmuch as a schema underlying a concept stored in memory corresponds to the mean ing of that concept, meanings are encoded in terms of the typical or normal situations or events that instantiate that concept. (Rumelhart, 1980, p. 34)

   9) Competence and Performance in Theories of Memory

   Memory appears to be constrained by a structure, a "syntax," perhaps at quite a low level, but it is free to be variable, deviant, even erratic at a higher level....

   Like the information system of language, memory can be explained in part by the abstract rules which underlie it, but only in part. The rules provide a basic competence, but they do not fully determine performance. (Campbell, 1982, pp. 228, 229)

    10) Metaphors of Memory

   When people think about the mind, they often liken it to a physical space, with memories and ideas as objects contained within that space. Thus, we speak of ideas being in the dark corners or dim recesses of our minds, and of holding ideas in mind. Ideas may be in the front or back of our minds, or they may be difficult to grasp. With respect to the processes involved in memory, we talk about storing memories, of searching or looking for lost memories, and sometimes of finding them. An examination of common parlance, therefore, suggests that there is general adherence to what might be called the spatial metaphor. The basic assumptions of this metaphor are that memories are treated as objects stored in specific locations within the mind, and the retrieval process involves a search through the mind in order to find specific memories....

   However, while the spatial metaphor has shown extraordinary longevity, there have been some interesting changes over time in the precise form of analogy used. In particular, technological advances have influenced theoretical conceptualisations.... The original Greek analogies were based on wax tablets and aviaries; these were superseded by analogies involving switchboards, gramophones, tape recorders, libraries, conveyor belts, and underground maps. Most recently, the workings of human memory have been compared to computer functioning... and it has been suggested that the various memory stores found in computers have their counterparts in the human memory system. (Eysenck, 1984, pp. 79-80)

    11) Comparison of Primary Memory and Secondary Memory

   Primary memory [as proposed by William James] relates to information that remains in consciousness after it has been perceived, and thus forms part of the psychological present, whereas secondary memory contains information about events that have left consciousness, and are therefore part of the psychological past. (Eysenck, 1984, p. 86)

    12) Semantic Memory and Episodic Memory

   Once psychologists began to study long-term memory per se, they realized it may be divided into two main categories.... Semantic memories have to do with our general knowledge about the working of the world. We know what cars do, what stoves do, what the laws of gravity are, and so on. Episodic memories are largely events that took place at a time and place in our personal history. Remembering specific events about our own actions, about our family, and about our individual past falls into this category. With amnesia or in aging, what dims... is our personal episodic memories, save for those that are especially dear or painful to us. Our knowledge of how the world works remains pretty much intact. (Gazzaniga, 1988, p. 42)

    13) The Relation of Memory to Thinking

   The nature of memory... provides a natural starting point for an analysis of thinking. Memory is the repository of many of the beliefs and representations that enter into thinking, and the retrievability of these representations can limit the quality of our thought. (Smith, 1990, p. 1)

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(n.) = fuzziness, looseness, looseness of fit

Ex. This is a rather fuzzy basis for establishing subject headings, but fuzziness is not the guidelines only fault.

Ex. Good information storage and retrieval systems should not only meet the looseness of human memory but also the looseness of natural language = Los buenos sistemas de almacenamiento y recuperación d ela información deberían hacer frente no sólo a la falta de precisión de la memoria humana sino también a la falta de precisión del lenguaje natural.

Ex. Provided that key people are not being circumvented by the informal structure a certain looseness of fit is quite acceptable.

* * *

(n.) = looseness, looseness of fit

Ex. Good information storage and retrieval systems should not only meet the looseness of human memory but also the looseness of natural language = Los buenos sistemas de almacenamiento y recuperación d ela información deberían hacer frente no sólo a la falta de precisión de la memoria humana sino también a la falta de precisión del lenguaje natural.

Ex. Provided that key people are not being circumvented by the informal structure a certain looseness of fit is quite acceptable.

* * *

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.

177. Eidelberg, L. (1968) Encyclopedia of Psychoanalysis. New York: The Free Press; London: Collier-MacMillan.

178. Eissler, K. R. (1953) The effect of the structure of the ego on psychoanalytic technique. JAPA, 1.

179. Ellenberg, H. F. (1970) The Discovery of the Unconscious. New York: Basic Books.

180. Emde, R. N. (1980) Toward a psychoanalytic theory of affect: I. & G. H. Pollock. Washington NYMH.

181. Emde R., Gaensbaner, T. & Harmon R. (1976) Emotional Expression in Infancy. New York: Int. Univ. Press.

182. Erode R. & Harmon, R. J. (1972) Endogenous and exogenous smiling systems in early infancy. J. Amer. Acad. Child Psychiat., 11.

183. Engel, G. L. (1962) Psychological Development in Health and Disease. New York Saunders.

184. Engel, G. L. (1967) Psychoanalytic theory of somatic disorder. JAPA, 15.

185. Engel, G. L. (1968) A reconsideration of the role of conversion in somatic disease. Compr. Psychiat., 94.

186. English, H. B. & English, A. C. (1958) A comprehensive Dictionary of Psychological and Psychoanalytical Terms. New York: David McKay.

187. Erard, R. (1983) New wine in old skins. Int. Rev. Psychoanal., 10.

188. Erdelyi, M. H. (1985) Psychoanalysis. New York: W. H. Freeman.

189. Erikson, E. H. (1950) Childhood and Society. New York: Norton.

190. Erikson, E. H. (1956) The concept of ego identity. JAPA, 4.

191. Erikson, E. H. (1956) The problem of ego identity. JAPA, 4.

192. Esman, A. H. (1973) The primal scene. PSOC, 28.

193. Esman, A. H. (1975) The Psychology of Adolescence. New York: Int. Univ. Press.

194. Esman, A. H. (1979) Some reflections on boredom. JAPA, 27.

195. Esman, A. H. (1983) The "stimulus barrier": a review and reconsideration. PSOC, 38.

196. Fairbairn, W. R. D. (1952) Psychoanalytic Studies of the Personality. London: Routledge & Kegan Paul.

197. Fairbairn, W. R. D. (1954) An Object-Relations Theory of the Personality. New York: Basic Books.

198. Fairbairn, W. R. D. (1963) Synopsis of an Object-Relations theory of the personality. IJP, 44.

199. Fawcett, J., Clark, D. C., Scheftner, W. H. & Hedecker, D. (1983) Differences between anhedonia and normal hedonic depressive states. Arch. Gen. Psychiat., 40.

200. Fenichel, O. (1934) On the psychology of boredom. Collected Papers. New York: Norton, 1953, vol. 1.

201. Fenichel, O. (1941) Problems of Psychoanalytic Technique. Albany, N. Y.: Psychoanalytic Quaterly.

202. Fenichel, O. (1945) Character disorders. In: The Psychoanalytic Theory of the Neurosis. New York: Norton.

203. Fenichel, O. (1945) The Psychoanalytic Theory of Neurosis New York: Norton.

204. Fenichel, O. (1954) Ego strength and ego weakness. Collected Papers. New York: Norton, vol. 2.

205. Ferenczi, S. (1909) Introjection and transference. In: Sex in Psychoanalysis. New York: Basic Books.

206. Ferenczi, S. (191617) Disease or patho-neurosis. The Theory and Technique of Psychoanalysis. London: Hogarth Press, 1950.

207. Ferenczi, S. (1925) Psychoanalysis of sexual habits. In: The Theory and Technique of Psychoanalysis. New York: Basic Books.

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209. Fink, G. (1967) Analysis of the Isakower phenomenon. JAPA, 15.

210. Fink, P. J. (1970) Correlation between "actual" neurosis and the work of Masters and Johson. P. Q, 39.

211. Finkenstein, L. (1975) Awe premature ejaculation. P. Q, 44.

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213. Fisher, C. et. al. (1957) A study of the preliminary stages of the construction of dreams and images. JAPA, 5.

214. Fisher, C. et. al. (1968) Cycle of penile erection synchronous with dreaming (REM) sleep. Arch. Gen. Psychiat., 12.

215. Fliess, R. (1942) The metapsychology of the analyst. PQ, 12.

216. Fliess, R. (1953) The Revival of Interest in the Dream. New York: Int. Univ. Press.

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218. Fordham, M. (1969) Children as Individuals. London: Hodder & Stoughton.

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222. Frank, A. & Muslin, H. (1967) The development of Freud's concept of primal repression. PSOC, 22.

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224. French, T. & Fromm, E. (1964) Dream Interpretation. New York: Basic Books.

225. Freud, A. (1936) The Ego and the Mechanisms of Defense. New York Int. Univ. Press.

226. Freud, A. (1951) Observations on child development. PSOC, 6.

227. Freud, A. (1952) The mutual influences in the development of ego and id. WAF, 4.

228. Freud, A. (1958) Adolescence. WAF, 5.

229. Freud, A. (1962) Assessment of childhood disturbances. PSOC, 17.

230. Freud, A. (1962) Comments on psychic trauma. In: Furst (1967).

231. Freud, A. (1963) The concept of developmental lines. PSOC, 18.

232. Freud, A. (1965) Assessment of pathology, part 2. WAF, 6.

233. Freud, A. (1965) Normality and Pathology in Childhood. New York: Int. Univ. Press.

234. Freud, A. (1970) The infantile neurosis. WAF, 7.

235. Freud, A. (1971) Comments on aggression. IJP, 53.

236. Freud, A. (1971) The infantile neurosis. PSOC, 26.

237. Freud, A. (1981) Insight. PSOC, 36.

238. Freud, S. (1887—1902) Letters to Wilhelm Fliess. New York: Basic Books, 1954.

239. Freud, S. (1891) On the interpretation of the aphasias. SE, 3.

240. Freud, S. (1893—95) Studies on hysteria. SE, 2.

241. Freud, S. (1894) The neuropsychoses of defence. SE, 3.

242. Freud, S. (1895) On the ground for detaching a particular syndrome from neurasthenia under the description "anxiety neurosis". SE, 3.

243. Freud, S. (1895) Project for a scientific psychology. SE, 1.

244. Freud, S. (1896) Draft K, Jameary 1, 1896, Neuroses of defense (A Christmas fairytale). In: Extracts from the Fliess papers (1892—99).

245. Freud, S. (1896) Further remarks on the neuropsychosis of defense. SE, 3.

246. Freud, S. (1896) Heredity and aetiology of neurosis. SE, 3.

247. Freud, S. (1898) Sexuality in the aetiology of the neurosis. SE, 3.

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

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

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

251. Freud, S. (1901) On dreams. SE, 5.

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

253. Freud, S. (1905) Fragments of an analysis of a case of hysteria. SE, 7.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

309. Freud, S. (1924) The loss of reality in neurosis and psychosis. SE, 19.

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

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

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

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

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

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

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

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

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

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

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

321. Freud, S. (1936) A disturbance of memory on the Acropolis. SE, 22.

322. Freud, S. (1937) Analysis terminable and interminable. SE, 23.

323. Freud, S. (1937) Constructions in analysis. SE, 23.

324. Freud, S. (1938) An outline on psychoanalysis. SE, 23.

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735. Rosenthal, S. M. (1968) The involutional depressive syndrome. Amer J. Psychiat., 124.

736. Ross, N. (1967) The "as-if" concept. JAPA, 15.

737. Ross, N. (1970) The primacy of genitality in the light of ego psychology. JAPA, 18.

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740. Rubinstein, B. B. (1972) On metaphor and related phenomena. In: Psychoanalysis and Contemporary Science, ed. A. R. Holt & E. Peterfreund., New York: Int. Univ. Press, vol. 1.

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750. Sandler, J., Kennedy, H & Tyson, R. L (1980) The Technique of Child Psychoanalysis. Cambridge—Harvard Univ. Press.

751. Sandler, J. & Rosenblatt, B. (1962) The concept of the representational world. PSOC, 17.

752. Sandler, J. & Sandier, A. M. (1978) On the development of object relationships and affects. IJP, 59.

753. Sarlin, C. N. (1962) Depersonalization and derealization. JAPA, 10.

754. Sarlin, C. N. (1970) The current status of the concept of genital primacy. JAPA. 18.

755. Sarnoff, C. A. (1978) Latency. New York: Aronson.

756. Saussure de, F. (1911) Course in General Linguistic. New York: McGraw Hill.

757. Schafer. R. (1968) Aspects of Internalization. New York: Int. Univ. Press.

758. Schafer. R. (1974) Problems in Freud's psychology of women. JAPA, 22.

759. Schafer. R. (1975) Psychoanalysis without psychodynamics. IJP, 56.

760. Schafer. R. (1976) A New Language for Psychoanalysis. New Haven: Yale Univ. Press.

761. Schafer. R. (1983) The Analytic Attitude. New York: Basic Books.

762. Schechner, R. & Schuman, M. (1976) Ritual, Play and Performance New York: Seabury Press.

763. Schlesinger, N. & Robbins, F. P. (1983) A Developmental View of the Psychoanalytic Process. New York; Int. Univ. Press.

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766. Schur, M. (1966) The Id and the Regulatory Principles of Mental Functioning. New York: Int. Univ. Press.

767. Schuster. D. B. (1969) Bisexuality and body as phallus. PQ, 38.

768. Schwartz, H. J., ed. (1984) Psychotherapy of the Combat Veteran. New York: SP Medical and Scientific Books.

769. Segal, H. (1957) Notes on symbol formation. IJP, 39.

770. Segal, H. (1964) Introduction to the Work of Melanie Klein. London: Hogarth Press, 1973.

771. Segal, H. (1973) Introduction to the work of Melanie Klein. London: W. Heinemann.

772. Segal, H. (1981) The Work of Hanna Segal. New York: Jason Aronson.

773. Segal, H. (1986) Illumination of the dim, shadowy era. Sunday Times, London, May 11, 1986.

774. Shane, M. Shane, E. (1982) Psychoanalytic theories of aggression. Psychoanal. Inquiry, 2.

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776. Shane, M. Shane, E. (1985) Change and integration in psychoanalytic developmental theory. In: New Ideas in Psychoanalysis, ed. C. F. Settlage & R. Brockbank. Hillsdale, N. J. Analytic Press.

777. Shapiro, T. (1979) Clinical Psycholinguistics. New York: Plenum Press.

778. Shapiro, T. (1984) On neutrality. JAPA, 32.

779. Shengold, L. (1967) The effects of overstimulation. IJP, 48.

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781. Sifneos, P. E. (1975) Problems of psychotherapy of patients with alexithymic characteristics and physical disease Psychother & Psychosom., 26.

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820. Stoller, R. J. (1976) Primary femininity. JAPA, 24 (5).

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830. Stone, M. H. (1980) Borderline Syndromes. New York: McGrow Hill.

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853. Waelder, R. (1962) Psychoanalysis scientific method, and philosophy. JAPA, 10.

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855. Waelder, R. (1967) Trauma and the variety of extraordinary challenges. In: Fuest (1967).

856. Waelder, R. (1967) Inhibitions, symptoms and anxiety: forty years later. PQ, 36.

857. Waldhorn, H. F. (1960) Assessment of analyzability. PQ, 29.

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institution, center, establishment, foundation.

* * *

► nombre femenino

1 (organismo) institution

2 (creación) establishment, institution; (introducción) introduction

\

ser una institución to be an institution

institución benéfica charitable organization

* * *

* * *

1) (=organismo) institution

2) (=acción) establishment

3) pl instituciones [en nación, sociedad] institutions

* * *

a) ( organismo) institution

b) (creación, constitución) establishment

c) instituciones femenino plural ( de una sociedad) institutions (pl)

* * *

= agency, body, corporation, establishment, facility, institution, organisation [organization, -USA], organisational setting, organisation [organization, -USA], work organisation, foundation.

Ex. It is often not clear which agency can best provide for the needs of a client = Con frecuencia no está claro qué organismo puede satisfacer mejor las necesidades de un cliente.

Ex. Special rules are includes for specific types of corporate bodies, such as exhibitions, conferences, subordinate and related bodies, governments bodies and officials, and radio and television stations.

Ex. The main form of knowledge transfer and the basis for decision making within corporations has not been a paper, a document or a detailed report, but a set of overhead slides and the discussions around them.

Ex. Since BC adheres closely to the educational and scientific consensus, BC found most favour with libraries in educational establishments.

Ex. As he recovers, he overhears a well-intentioned social worker murmuring soothingly about a juvenile facility, and contrives an escape.

Ex. The distinction between 'societies' and 'institutions' lies at the heart of the code.

Ex. The author of a document is the person or organisation responsible for its creation.

Ex. Many students, after working with cases, have testified to the help they received in developing a clearer concept of the dynamics of human relationships in organizational settings.

Ex. This article discusses the history of the organisation of readers' camps for students of secondary schools in Slovakia which dates back to 1979.

Ex. Quality of Work Life (QWL) can be defined as 'the degree to which members of a work organisation are able to satisfy important personal needs through their experiences in the organisation'.

Ex. Often such things need to be funded through foundations or local businesses.

----

* avanzar profesionalmente dentro de la institución = rise through + the ranks.

* biblioteca de institución de enseñanza superior = tertiary library.

* confinados en instituciones, los = institutionalised, the.

* cooperación entre instituciones = interagency cooperation.

* de toda la institución = institution-wide, systemwide.

* en contra de las instituciones = anti-establishment.

* en toda la institución = systemwide.

* entre instituciones = interagency [inter-agency].

* entre varias instituciones = inter-institutionally [interinstitutionally].

* estructura de la institución = organisational structure.

* institución académica = educational institution, educational establishment, academic institution.

* institución a la que pertenece = host institution.

* institución a la que se pertenece = home institution.

* institución anfitriona = host institution.

* institución benéfica = charity, charitable organisation, charitable institution.

* institución bibliotecaria = library organisation.

* Institución Británica para la Normalización (BSI) = British Standard Institution (BSI).

* institución civil = civic organisation.

* institución comercial = commercial organisation.

* institución compuesta de miembros = membership organisation.

* institución consolidada = established institution.

* institución consumada = established institution.

* institución cultural = cultural institution, heritage institution.

* institución dedicada a la conservación del patrimonio = memory institution.

* institución de educación pública = public education institution.

* institución de enseñanza pública = public education institution.

* institución de enseñanza superior = tertiary institution, institution of higher education.

* institución de enseñanza superior no universitaria = college of further education, college of higher education.

* institución de interés histórico = heritage institution.

* institución de interés histórico y cultural = cultural heritage institution.

* institución de investigación = research institution.

* institución de la que depende = parent institution.

* institución del conocimiento = institution of learning.

* institución del gobierno = government establishment.

* institución del matrimonio = institution of marriage.

* institución del patrimonio histórico y cultural = cultural heritage institution.

* institución del saber = institution of learning.

* institución donde se estudia = school affiliation.

* institucion educativa = teaching agency, institution of learning.

* institución gubernamental = government body.

* institución miembro = member centre, member institution.

* institución miembro de una asociación = partner institution.

* institución normativa = regulatory organisation.

* institución para el estudio y la conservación del patrimonio cultural = heritage organisation.

* institución privada = private institution.

* institución profesional = professional institution.

* institución pública = public institution, public organisation.

* institución reconocida = accredit school.

* institución relacionada con la información = information organisation, information institution.

* institución religiosa = religious body.

* institución responsable = governing agency, host institution.

* institución social = social agency.

* institución voluntaria = volunteer agency.

* por todas las instituciones oficiales = government-wide.

* promovido por la institución = organisation-led.

* revista editada por la propia institución = house journal.

* * *

a) ( organismo) institution

b) (creación, constitución) establishment

c) instituciones femenino plural ( de una sociedad) institutions (pl)

* * *

* * *

A (organismo) institution

instituciones financieras financial institutions

ser una institución ( fam); to be an institution

la siesta es toda una institución en España ( fam); the siesta is a real institution in Spain

el viejo Marcos es toda una institución aquí old Mr Marcos is quite an institution around here

B (creación, constitución) establishment

la institución de un fondo de pensiones the establishment o setting up of a pension fund

C instituciones fpl (de una sociedad) institutions (pl)

* * *

* * *

institución nf

1. [organización] institution;

la institución monárquica the institution of the monarchy;

ser una institución [persona, establecimiento] to be an institution

institución pública public institution

2. [de ley, sistema] introduction;

3.

* * *

f institution

* * *

institución nf, pl - ciones : institution

* * *

institución n institution

   1) Programs and the Complexity of Human Mental Processes

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

   2) Artificial Intelligence Is an Engineering Discipline

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

   3) A Sceptical View of Artificial Intelligence

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

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

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

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

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

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

   6) The Meaning of a Symbolic Description

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

   7) The Principle of Artificial Intelligence

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

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

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

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

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

    10) There Are Many Types of Reasoning

   There are many different kinds of reasoning one might imagine:

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

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

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

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

    12) The Synthesis of Man and Machine

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

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

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

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

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

    15) Four Kinds of Artificial Intelligence

   We might distinguish among four kinds of AI.

   ♦ Nonpsychological AI

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

   ♦ Weak Psychological AI

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

   ♦ Strong Psychological AI

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

   ♦ Suprapsychological AI

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

    16) Determination of Relevance of Rules in Particular Contexts

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

    17) Form and Content Are Not Fundamentally Different

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

    18) The Assumption That the Mind Is a Formal System

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

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

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

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

    20) Mathematical Logic Provides the Basis for Theory in AI

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

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

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

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

    22) Definitions of Artificial Intelligence

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

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

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

    24) Computers Will Not Always Be Inferior to Human Brains

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

   1) To Know the Different Operations of the Mind

   It becomes, therefore, no inconsiderable part of science... to know the different operations of the mind, to separate them from each other, to class them under their proper heads, and to correct all that seeming disorder in which they lie involved when made the object of reflection and inquiry.... It cannot be doubted that the mind is endowed with several powers and faculties, that these powers are distinct from one another, and that what is really distinct to the immediate perception may be distinguished by reflection and, consequently, that there is a truth and falsehood which lie not beyond the compass of human understanding. (Hume, 1955, p. 22)

   2) The Mind Is Furnished by Experience

   Let us then suppose the mind to be, as we say, white Paper, void of all Characters, without any Ideas: How comes it to be furnished? Whence comes it by that vast store, which the busy and boundless Fancy of Man has painted on it, with an almost endless variety? Whence has it all the materials of Reason and Knowledge? To this I answer, in one word, from Experience. (Locke, quoted in Herrnstein & Boring, 1965, p. 584)

   3) Mythical Thought Is as Rigorous as That of Modern Science

   The kind of logic in mythical thought is as rigorous as that of modern science, and... the difference lies, not in the quality of the intellectual process, but in the nature of things to which it is applied.... Man has always been thinking equally well; the improvement lies, not in an alleged progress of man's mind, but in the discovery of new areas to which it may apply its unchanged and unchanging powers. (Leґvi-Strauss, 1963, p. 230)

   4) The Mind Has Nothing But Itself to Know Itself

   MIND. A mysterious form of matter secreted by the brain. Its chief activity consists in the endeavor to ascertain its own nature, the futility of the attempt being due to the fact that it has nothing but itself to know itself with. (Bierce, quoted in Minsky, 1986, p. 55)

   5) To Know Is to Represent Accurately

   [Philosophy] understands the foundations of knowledge and it finds these foundations in a study of man-as-knower, of the "mental processes" or the "activity of representation" which make knowledge possible. To know is to represent accurately what is outside the mind, so to understand the possibility and nature of knowledge is to understand the way in which the mind is able to construct such representation.... We owe the notion of a "theory of knowledge" based on an understanding of "mental processes" to the seventeenth century, and especially to Locke. We owe the notion of "the mind" as a separate entity in which "processes" occur to the same period, and especially to Descartes. We owe the notion of philosophy as a tribunal of pure reason, upholding or denying the claims of the rest of culture, to the eighteenth century and especially to Kant, but this Kantian notion presupposed general assent to Lockean notions of mental processes and Cartesian notions of mental substance. (Rorty, 1979, pp. 3-4)

   6) The Question of Mind in Relation to Machine

   Under pressure from the computer, the question of mind in relation to machine is becoming a central cultural preoccupation. It is becoming for us what sex was to Victorians-threat, obsession, taboo, and fascination. (Turkle, 1984, p. 313)

   7) Understanding the Mind Remains as Resistant to Neurological as to Cognitive Analyses

   Recent years have been exciting for researchers in the brain and cognitive sciences. Both fields have flourished, each spurred on by methodological and conceptual developments, and although understanding the mechanisms of mind is an objective shared by many workers in these areas, their theories and approaches to the problem are vastly different....

   Early experimental psychologists, such as Wundt and James, were as interested in and knowledgeable about the anatomy and physiology of the nervous system as about the young science of the mind. However, the experimental study of mental processes was short-lived, being eclipsed by the rise of behaviorism early in this century. It was not until the late 1950s that the signs of a new mentalism first appeared in scattered writings of linguists, philosophers, computer enthusiasts, and psychologists.

   In this new incarnation, the science of mind had a specific mission: to challenge and replace behaviorism. In the meantime, brain science had in many ways become allied with a behaviorist approach.... While behaviorism sought to reduce the mind to statements about bodily action, brain science seeks to explain the mind in terms of physiochemical events occurring in the nervous system. These approaches contrast with contemporary cognitive science, which tries to understand the mind as it is, without any reduction, a view sometimes described as functionalism.

   The cognitive revolution is now in place. Cognition is the subject of contemporary psychology. This was achieved with little or no talk of neurons, action potentials, and neurotransmitters. Similarly, neuroscience has risen to an esteemed position among the biological sciences without much talk of cognitive processes. Do the fields need each other?... [Y]es because the problem of understanding the mind, unlike the wouldbe problem solvers, respects no disciplinary boundaries. It remains as resistant to neurological as to cognitive analyses. (LeDoux & Hirst, 1986, pp. 1-2)

   8) Approaches to the Study of the Mind

   Since the Second World War scientists from different disciplines have turned to the study of the human mind. Computer scientists have tried to emulate its capacity for visual perception. Linguists have struggled with the puzzle of how children acquire language. Ethologists have sought the innate roots of social behaviour. Neurophysiologists have begun to relate the function of nerve cells to complex perceptual and motor processes. Neurologists and neuropsychologists have used the pattern of competence and incompetence of their brain-damaged patients to elucidate the normal workings of the brain. Anthropologists have examined the conceptual structure of cultural practices to advance hypotheses about the basic principles of the mind. These days one meets engineers who work on speech perception, biologists who investigate the mental representation of spatial relations, and physicists who want to understand consciousness. And, of course, psychologists continue to study perception, memory, thought and action.

... [W]orkers in many disciplines have converged on a number of central problems and explanatory ideas. They have realized that no single approach is likely to unravel the workings of the mind: it will not give up its secrets to psychology alone; nor is any other isolated discipline-artificial intelligence, linguistics, anthropology, neurophysiology, philosophy-going to have any greater success. (Johnson-Laird, 1988, p. 7)

   1) Every Psychological Phenomenon Is a Cognitive Phenomenon

   As used here, the term "cognition" refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations....

   [G]iven such a sweeping definition, it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomenon is a cognitive phenomenon. (Neisser, 1976, p. 4)

   2) Models of Cognition and Specific Architectures

   Man is describable as a dual processor, dual memory system with extensive input-output buffering within each system. The input-output system appears to have substantial peripheral computing power itself. But man is not modeled by a dual processor computer. The two processors of the brain are asymmetric. The semantic memory processor is a serial processor with a list structure memory. The image memory processor may very well be a sophisticated analog processor attached to an associative memory. When we propose models of cognition it would perhaps be advisable if we specified the relation of the model to this system architecture and its associated addressing system and data structure. (Hunt, 1973, pp. 370-371)

   1) Grammar as Analogous to a Scientific Theory

   I think that the failure to offer a precise account of the notion "grammar" is not just a superficial defect in linguistic theory that can be remedied by adding one more definition. It seems to me that until this notion is clarified, no part of linguistic theory can achieve anything like a satisfactory development.... I have been discussing a grammar of a particular language here as analogous to a particular scientific theory, dealing with its subject matter (the set of sentences of this language) much as embryology or physics deals with its subject matter. (Chomsky, 1964, p. 213)

   2) Native Speakers and Their Grammar

   Obviously, every speaker of a language has mastered and internalized a generative grammar that expresses his knowledge of his language. This is not to say that he is aware of the rules of grammar or even that he can become aware of them, or that his statements about his intuitive knowledge of his language are necessarily accurate. (Chomsky, 1965, p. 8)

   3) The Reduction of Transformation Rules In a Science of Grammar

   Much effort has been devoted to showing that the class of possible transformations can be substantially reduced without loss of descriptive power through the discovery of quite general conditions that all such rules and the representations they operate on and form must meet.... [The] transformational rules, at least for a substantial core grammar, can be reduced to the single rule, "Move alpha" (that is, "move any category anywhere"). (Mehler, Walker & Garrett, 1982, p. 21)

   4) The Relationship of Transformational Grammar to Semantics and to Human Performance

   he implications of assuming a semantic memory for what we might call "generative psycholinguistics" are: that dichotomous judgments of semantic well-formedness versus anomaly are not essential or inherent to language performance; that the transformational component of a grammar is the part most relevant to performance models; that a generative grammar's role should be viewed as restricted to language production, whereas sentence understanding should be treated as a problem of extracting a cognitive representation of a text's message; that until some theoretical notion of cognitive representation is incorporated into linguistic conceptions, they are unlikely to provide either powerful language-processing programs or psychologically relevant theories.

   Although these implications conflict with the way others have viewed the relationship of transformational grammars to semantics and to human performance, they do not eliminate the importance of such grammars to psychologists, an importance stressed in, and indeed largely created by, the work of Chomsky. It is precisely because of a growing interdependence between such linguistic theory and psychological performance models that their relationship needs to be clarified. (Quillian, 1968, p. 260)

   5) The Terminologies of Formal Grammar

   here are some terminological distinctions that are crucial to explain, or else confusions can easily arise. In the formal study of grammar, a language is defined as a set of sentences, possibly infinite, where each sentence is a string of symbols or words. One can think of each sentence as having several representations linked together: one for its sound pattern, one for its meaning, one for the string of words constituting it, possibly others for other data structures such as the "surface structure" and "deep structure" that are held to mediate the mapping between sound and meaning. Because no finite system can store an infinite number of sentences, and because humans in particular are clearly not pullstring dolls that emit sentences from a finite stored list, one must explain human language abilities by imputing to them a grammar, which in the technical sense is a finite rule system, or programme, or circuit design, capable of generating and recognizing the sentences of a particular language. This "mental grammar" or "psychogrammar" is the neural system that allows us to speak and understand the possible word sequences of our native tongue. A grammar for a specific language is obviously acquired by a human during childhood, but there must be neural circuitry that actually carries out the acquisition process in the child, and this circuitry may be called the language faculty or language acquisition device. An important part of the language faculty is universal grammar, an implementation of a set of principles or constraints that govern the possible form of any human grammar. (Pinker, 1996, p. 263)

   6) The Theory of Grammar

   A grammar of language L is essentially a theory of L. Any scientific theory is based on a finite number of observations, and it seeks to relate the observed phenomena and to predict new phenomena by constructing general laws in terms of hypothetical constructs.... Similarly a grammar of English is based on a finite corpus of utterances (observations), and it will contain certain grammatical rules (laws) stated in terms of the particular phonemes, phrases, etc., of English (hypothetical constructs). These rules express structural relations among the sentences of the corpus and the infinite number of sentences generated by the grammar beyond the corpus (predictions). (Chomsky, 1957, p. 49)

1. (начин на направа) structure, pattern, lay-out; frame

make-up (и прен.)

2. (начин на организация) organization, arrangement; system, set-up

(политическо, икономическо, обществено) constitution

държавно устройство a stats system

3. (механизъм) mechanism, device

запаметяващо устройство изч. тех. memory, storage

* * *

устро̀йство,

ср., -а 1. ( начин на направа) structure, pattern, lay-out; frame; make-up (и прен.); ( приспособление) aid;

2. ( начин на организация) organization, arrangement; system, set-up; ( политическо, икономическо, обществено) constitution; държавно \устройствоо state system; териториално и селищно \устройствоо town and country planning;

3. ( механизъм) mechanism, device; автономно \устройствоо self-contained unit; димопоглъщащо \устройствоо smoke-consumer; запаметяващо \устройствоо инф. memory, storage; механично спомагателно \устройствоо mechanical aid; самоблокиращо се \устройствоо self-locking gear; фокусиращо \устройствоо focusing aid.

* * *

structure: the устройство of the human body - устройството на човешкото тяло; design ; (механизъм): mechanism ; (организация); organization ; system: a state устройство - държавно устройство; conformation ; grain {`grein}

* * *

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   ■ Opello, Walter C., Jr. "The New Parliament in Portugal." Legislative Studies Quarterly, 3 (May 1978): 309-334.

   ■. "Local Government and Political Culture in a Portuguese Rural County." Comparative Politics 13 (April 1981): 271-89.

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   ■. Ascensao, Apogeu e Queda do MFA, 2 vols. Lisbon, 1979.

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   ■. O Segredo do 25 de Novembro. Mem Martins, 1983.

   ■ Arouca, Manuel. Os Filhos Da Costa Do Sol. Mem Martins, 1989. Audibert, Pierre, and Daniel Brignon. Portugal: Les nouveaux centurions. Paris, 1974.

   ■ Baptista, Jacinto. Caminhos para uma revolução. Lisbon, 1975. Barreto, Antônio. Memórias da Reforma Agrária. Mem Martins: Europa-Amé-rica, 1983.

   ■, and C. V. Preto, eds. A Situação Social em Portugal, 1960-1996. Lisbon: Instituto de Ciências Sociais, 1996.

   ■ Bermeo, Nancy Gina. "Worker Management in Industry: Reconciling Representative Government and Industrial Democracy in a Polarized Society." In L. S. Graham and D. L. Wheeler, eds., In Search of Modern Portugal, 181-98. Madison: University of Wisconsin Press, 1983.

   ■. The Revolution within the Revolution: Workers' Control in Rural Portugal. Princeton, N.J.: Princeton University Press, 1986.

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