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1 Thinking
But what then am I? A thing which thinks. What is a thing which thinks? It is a thing which doubts, understands, [conceives], affirms, denies, wills, refuses, which also imagines and feels. (Descartes, 1951, p. 153)I have been trying in all this to remove the temptation to think that there "must be" a mental process of thinking, hoping, wishing, believing, etc., independent of the process of expressing a thought, a hope, a wish, etc.... If we scrutinize the usages which we make of "thinking," "meaning," "wishing," etc., going through this process rids us of the temptation to look for a peculiar act of thinking, independent of the act of expressing our thoughts, and stowed away in some particular medium. (Wittgenstein, 1958, pp. 41-43)Analyse the proofs employed by the subject. If they do not go beyond observation of empirical correspondences, they can be fully explained in terms of concrete operations, and nothing would warrant our assuming that more complex thought mechanisms are operating. If, on the other hand, the subject interprets a given correspondence as the result of any one of several possible combinations, and this leads him to verify his hypotheses by observing their consequences, we know that propositional operations are involved. (Inhelder & Piaget, 1958, p. 279)In every age, philosophical thinking exploits some dominant concepts and makes its greatest headway in solving problems conceived in terms of them. The seventeenth- and eighteenth-century philosophers construed knowledge, knower, and known in terms of sense data and their association. Descartes' self-examination gave classical psychology the mind and its contents as a starting point. Locke set up sensory immediacy as the new criterion of the real... Hobbes provided the genetic method of building up complex ideas from simple ones... and, in another quarter, still true to the Hobbesian method, Pavlov built intellect out of conditioned reflexes and Loeb built life out of tropisms. (S. Langer, 1962, p. 54)Experiments on deductive reasoning show that subjects are influenced sufficiently by their experience for their reasoning to differ from that described by a purely deductive system, whilst experiments on inductive reasoning lead to the view that an understanding of the strategies used by adult subjects in attaining concepts involves reference to higher-order concepts of a logical and deductive nature. (Bolton, 1972, p. 154)There are now machines in the world that think, that learn and create. Moreover, their ability to do these things is going to increase rapidly until-in the visible future-the range of problems they can handle will be coextensive with the range to which the human mind has been applied. (Newell & Simon, quoted in Weizenbaum, 1976, p. 138)But how does it happen that thinking is sometimes accompanied by action and sometimes not, sometimes by motion, and sometimes not? It looks as if almost the same thing happens as in the case of reasoning and making inferences about unchanging objects. But in that case the end is a speculative proposition... whereas here the conclusion which results from the two premises is an action.... I need covering; a cloak is a covering. I need a cloak. What I need, I have to make; I need a cloak. I have to make a cloak. And the conclusion, the "I have to make a cloak," is an action. (Nussbaum, 1978, p. 40)It is well to remember that when philosophy emerged in Greece in the sixth century, B.C., it did not burst suddenly out of the Mediterranean blue. The development of societies of reasoning creatures-what we call civilization-had been a process to be measured not in thousands but in millions of years. Human beings became civilized as they became reasonable, and for an animal to begin to reason and to learn how to improve its reasoning is a long, slow process. So thinking had been going on for ages before Greece-slowly improving itself, uncovering the pitfalls to be avoided by forethought, endeavoring to weigh alternative sets of consequences intellectually. What happened in the sixth century, B.C., is that thinking turned round on itself; people began to think about thinking, and the momentous event, the culmination of the long process to that point, was in fact the birth of philosophy. (Lipman, Sharp & Oscanyan, 1980, p. xi)The way to look at thought is not to assume that there is a parallel thread of correlated affects or internal experiences that go with it in some regular way. It's not of course that people don't have internal experiences, of course they do; but that when you ask what is the state of mind of someone, say while he or she is performing a ritual, it's hard to believe that such experiences are the same for all people involved.... The thinking, and indeed the feeling in an odd sort of way, is really going on in public. They are really saying what they're saying, doing what they're doing, meaning what they're meaning. Thought is, in great part anyway, a public activity. (Geertz, quoted in J. Miller, 1983, pp. 202-203)Everything should be made as simple as possible, but not simpler. (Einstein, quoted in Minsky, 1986, p. 17)What, in effect, are the conditions for the construction of formal thought? The child must not only apply operations to objects-in other words, mentally execute possible actions on them-he must also "reflect" those operations in the absence of the objects which are replaced by pure propositions. Thus, "reflection" is thought raised to the second power. Concrete thinking is the representation of a possible action, and formal thinking is the representation of a representation of possible action.... It is not surprising, therefore, that the system of concrete operations must be completed during the last years of childhood before it can be "reflected" by formal operations. In terms of their function, formal operations do not differ from concrete operations except that they are applied to hypotheses or propositions [whose logic is] an abstract translation of the system of "inference" that governs concrete operations. (Piaget, quoted in Minsky, 1986, p. 237)[E]ven a human being today (hence, a fortiori, a remote ancestor of contemporary human beings) cannot easily or ordinarily maintain uninterrupted attention on a single problem for more than a few tens of seconds. Yet we work on problems that require vastly more time. The way we do that (as we can observe by watching ourselves) requires periods of mulling to be followed by periods of recapitulation, describing to ourselves what seems to have gone on during the mulling, leading to whatever intermediate results we have reached. This has an obvious function: namely, by rehearsing these interim results... we commit them to memory, for the immediate contents of the stream of consciousness are very quickly lost unless rehearsed.... Given language, we can describe to ourselves what seemed to occur during the mulling that led to a judgment, produce a rehearsable version of the reaching-a-judgment process, and commit that to long-term memory by in fact rehearsing it. (Margolis, 1987, p. 60)Historical dictionary of quotations in cognitive science > Thinking
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2 open systems thinking
Gen Mgta learning and problem solving approach that involves describing the behavior of a system, then exploring possibilities for improving it. Open systems thinking encourages creativity and is used by learning organizations. -
3 lateral thinking
Gen Mgta creative method of problem solving that ignores traditional logic and approaches problems from unorthodox perspectives. Lateral thinking was developed by the writer Edward de Bono, who distinguished two forms of thinking: vertical thinking, which is based on logic; and lateral thinking, which disregards apparently rational trains of thought and branches out at tangents. Lateral thinking involves the examination of a problem and its possible solutions from all angles. Seemingly intractable problems often can be solved in this manner, and it is a technique used in brainstorming, or to help generate creativity and innovation within organizations. -
4 Bibliography
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Westport, CT: Praeger.■ Wagman, M. (2000). Scientific discovery processes in humans and computers: Theory and research in psychology and artificial intelligence. Westport, CT: Praeger.■ Wall, R. (1972). Introduction to mathematical linguistics. Englewood Cliffs, NJ: Prentice-Hall.■ Wallas, G. (1926). The Art of Thought. New York: Harcourt, Brace & Co.■ Wason, P. (1977). Self contradictions. In P. Johnson-Laird & P. Wason (Eds.), Thinking: Readings in cognitive science. Cambridge: Cambridge University Press.■ Wason, P. C., & P. N. Johnson-Laird. (1972). Psychology of reasoning: Structure and content. Cambridge, MA: Harvard University Press.■ Watson, J. (1930). Behaviorism. New York: W. W. Norton.■ Watzlawick, P. (1984). Epilogue. In P. Watzlawick (Ed.), The invented reality. New York: W. W. Norton, 1984.■ Weinberg, S. (1977). The first three minutes: A modern view of the origin of the uni verse. New York: Basic Books.■ Weisberg, R. W. (1986). Creativity: Genius and other myths. New York: W. H. Freeman.■ Weizenbaum, J. (1976). Computer power and human reason: From judgment to cal culation. San Francisco: W. H. Freeman.■ Wertheimer, M. (1945). Productive thinking. New York: Harper & Bros.■ Whitehead, A. N. (1925). Science and the modern world. New York: Macmillan.■ Whorf, B. L. (1956). In J. B. Carroll (Ed.), Language, thought and reality: Selected writings of Benjamin Lee Whorf. Cambridge, MA: MIT Press.■ Whyte, L. L. (1962). The unconscious before Freud. New York: Anchor Books.■ Wiener, N. (1954). The human use of human beings. Boston: Houghton Mifflin.■ Wiener, N. (1964). God & Golem, Inc.: A comment on certain points where cybernetics impinges on religion. Cambridge, MA: MIT Press.■ Winograd, T. (1972). Understanding natural language. New York: Academic Press.■ Winston, P. H. (1987). Artificial intelligence: A perspective. In E. L. Grimson & R. S. Patil (Eds.), AI in the 1980s and beyond (pp. 1-12). Cambridge, MA: MIT Press.■ Winston, P. H. (Ed.) (1975). The psychology of computer vision. New York: McGrawHill.■ Wittgenstein, L. (1953). Philosophical investigations. Oxford: Basil Blackwell.■ Wittgenstein, L. (1958). The blue and brown books. New York: Harper Colophon.■ Woods, W. A. (1975). What's in a link: Foundations for semantic networks. In D. G. Bobrow & A. Collins (Eds.), Representations and understanding: Studies in cognitive science (pp. 35-84). New York: Academic Press.■ Woodworth, R. S. (1938). Experimental psychology. New York: Holt; London: Methuen (1939).■ Wundt, W. (1904). Principles of physiological psychology (Vol. 1). E. B. Titchener (Trans.). New York: Macmillan.■ Wundt, W. (1907). Lectures on human and animal psychology. J. E. Creighton & E. B. Titchener (Trans.). New York: Macmillan.■ Young, J. Z. (1978). Programs of the brain. New York: Oxford University Press.■ Ziman, J. (1978). Reliable knowledge: An exploration of the grounds for belief in science. Cambridge: Cambridge University Press.Historical dictionary of quotations in cognitive science > Bibliography
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5 creativity
Gen Mgtthe generation of new ideas by approaching problems or existing practices in innovative or imaginative ways. Psychologists have disagreed on the nature of creativity. Until about 1980, research concentrated on identifying the personality traits of creative people, but more recently psychologists have focused on the mental processes involved. Creativity involves reexamining assumptions and reinterpreting facts, ideas, and past experience. A growing interest in creativity as a source of competitive advantage has developed in recent years, and creativity is considered important, not just for the development of new products and services, but also for its role in organizational decision making and problem solving. Many organizations actively seek a corporate culture that encourages creativity. There are a number of techniques used to foster creative thinking, including brainstorming and lateral thinking. Creativity is linked to innovation, the process of taking a new idea and turning it into a market offering. -
6 Creativity
Put in this bald way, these aims sound utopian. How utopian they areor rather, how imminent their realization-depends on how broadly or narrowly we interpret the term "creative." If we are willing to regard all human complex problem solving as creative, then-as we will point out-successful programs for problem solving mechanisms that simulate human problem solvers already exist, and a number of their general characteristics are known. If we reserve the term "creative" for activities like discovery of the special theory of relativity or the composition of Beethoven's Seventh Symphony, then no example of a creative mechanism exists at the present time. (Simon, 1979, pp. 144-145)Among the questions that can now be given preliminary answers in computational terms are the following: how can ideas from very different sources be spontaneously thought of together? how can two ideas be merged to produce a new structure, which shows the influence of both ancestor ideas without being a mere "cut-and-paste" combination? how can the mind be "primed," so that one will more easily notice serendipitous ideas? why may someone notice-and remember-something fairly uninteresting, if it occurs in an interesting context? how can a brief phrase conjure up an entire melody from memory? and how can we accept two ideas as similar ("love" and "prove" as rhyming, for instance) in respect of a feature not identical in both? The features of connectionist AI models that suggest answers to these questions are their powers of pattern completion, graceful degradation, sensitization, multiple constraint satisfaction, and "best-fit" equilibration.... Here, the important point is that the unconscious, "insightful," associative aspects of creativity can be explained-in outline, at least-by AI methods. (Boden, 1996, p. 273)There thus appears to be an underlying similarity in the process involved in creative innovation and social independence, with common traits and postures required for expression of both behaviors. The difference is one of product-literary, musical, artistic, theoretical products on the one hand, opinions on the other-rather than one of process. In both instances the individual must believe that his perceptions are meaningful and valid and be willing to rely upon his own interpretations. He must trust himself sufficiently that even when persons express opinions counter to his own he can proceed on the basis of his own perceptions and convictions. (Coopersmith, 1967, p. 58)he average level of ego strength and emotional stability is noticeably higher among creative geniuses than among the general population, though it is possibly lower than among men of comparable intelligence and education who go into administrative and similar positions. High anxiety and excitability appear common (e.g. Priestley, Darwin, Kepler) but full-blown neurosis is quite rare. (Cattell & Butcher, 1970, p. 315)he insight that is supposed to be required for such work as discovery turns out to be synonymous with the familiar process of recognition; and other terms commonly used in the discussion of creative work-such terms as "judgment," "creativity," or even "genius"-appear to be wholly dispensable or to be definable, as insight is, in terms of mundane and well-understood concepts. (Simon, 1989, p. 376)From the sketch material still in existence, from the condition of the fragments, and from the autographs themselves we can draw definite conclusions about Mozart's creative process. To invent musical ideas he did not need any stimulation; they came to his mind "ready-made" and in polished form. In contrast to Beethoven, who made numerous attempts at shaping his musical ideas until he found the definitive formulation of a theme, Mozart's first inspiration has the stamp of finality. Any Mozart theme has completeness and unity; as a phenomenon it is a Gestalt. (Herzmann, 1964, p. 28)Great artists enlarge the limits of one's perception. Looking at the world through the eyes of Rembrandt or Tolstoy makes one able to perceive aspects of truth about the world which one could not have achieved without their aid. Freud believed that science was adaptive because it facilitated mastery of the external world; but was it not the case that many scientific theories, like works of art, also originated in phantasy? Certainly, reading accounts of scientific discovery by men of the calibre of Einstein compelled me to conclude that phantasy was not merely escapist, but a way of reaching new insights concerning the nature of reality. Scientific hypotheses require proof; works of art do not. Both are concerned with creating order, with making sense out of the world and our experience of it. (Storr, 1993, p. xii)The importance of self-esteem for creative expression appears to be almost beyond disproof. Without a high regard for himself the individual who is working in the frontiers of his field cannot trust himself to discriminate between the trivial and the significant. Without trust in his own powers the person seeking improved solutions or alternative theories has no basis for distinguishing the significant and profound innovation from the one that is merely different.... An essential component of the creative process, whether it be analysis, synthesis, or the development of a new perspective or more comprehensive theory, is the conviction that one's judgment in interpreting the events is to be trusted. (Coopersmith, 1967, p. 59)In the daily stream of thought these four different stages [preparation; incubation; illumination or inspiration; and verification] constantly overlap each other as we explore different problems. An economist reading a Blue Book, a physiologist watching an experiment, or a business man going through his morning's letters, may at the same time be "incubating" on a problem which he proposed to himself a few days ago, be accumulating knowledge in "preparation" for a second problem, and be "verifying" his conclusions to a third problem. Even in exploring the same problem, the mind may be unconsciously incubating on one aspect of it, while it is consciously employed in preparing for or verifying another aspect. (Wallas, 1926, p. 81)he basic, bisociative pattern of the creative synthesis [is] the sudden interlocking of two previously unrelated skills, or matrices of thought. (Koestler, 1964, p. 121)11) The Earliest Stages in the Creative Process Involve a Commerce with DisorderEven to the creator himself, the earliest effort may seem to involve a commerce with disorder. For the creative order, which is an extension of life, is not an elaboration of the established, but a movement beyond the established, or at least a reorganization of it and often of elements not included in it. The first need is therefore to transcend the old order. Before any new order can be defined, the absolute power of the established, the hold upon us of what we know and are, must be broken. New life comes always from outside our world, as we commonly conceive that world. This is the reason why, in order to invent, one must yield to the indeterminate within him, or, more precisely, to certain illdefined impulses which seem to be of the very texture of the ungoverned fullness which John Livingston Lowes calls "the surging chaos of the unexpressed." (Ghiselin, 1985, p. 4)New life comes always from outside our world, as we commonly conceive our world. This is the reason why, in order to invent, one must yield to the indeterminate within him, or, more precisely, to certain illdefined impulses which seem to be of the very texture of the ungoverned fullness which John Livingston Lowes calls "the surging chaos of the unexpressed." Chaos and disorder are perhaps the wrong terms for that indeterminate fullness and activity of the inner life. For it is organic, dynamic, full of tension and tendency. What is absent from it, except in the decisive act of creation, is determination, fixity, and commitment to one resolution or another of the whole complex of its tensions. (Ghiselin, 1952, p. 13)[P]sychoanalysts have principally been concerned with the content of creative products, and with explaining content in terms of the artist's infantile past. They have paid less attention to examining why the artist chooses his particular activity to express, abreact or sublimate his emotions. In short, they have not made much distinction between art and neurosis; and, since the former is one of the blessings of mankind, whereas the latter is one of the curses, it seems a pity that they should not be better differentiated....Psychoanalysis, being fundamentally concerned with drive and motive, might have been expected to throw more light upon what impels the creative person that in fact it has. (Storr, 1993, pp. xvii, 3)A number of theoretical approaches were considered. Associative theory, as developed by Mednick (1962), gained some empirical support from the apparent validity of the Remote Associates Test, which was constructed on the basis of the theory.... Koestler's (1964) bisociative theory allows more complexity to mental organization than Mednick's associative theory, and postulates "associative contexts" or "frames of reference." He proposed that normal, non-creative, thought proceeds within particular contexts or frames and that the creative act involves linking together previously unconnected frames.... Simonton (1988) has developed associative notions further and explored the mathematical consequences of chance permutation of ideas....Like Koestler, Gruber (1980; Gruber and Davis, 1988) has based his analysis on case studies. He has focused especially on Darwin's development of the theory of evolution. Using piagetian notions, such as assimilation and accommodation, Gruber shows how Darwin's system of ideas changed very slowly over a period of many years. "Moments of insight," in Gruber's analysis, were the culminations of slow long-term processes.... Finally, the information-processing approach, as represented by Simon (1966) and Langley et al. (1987), was considered.... [Simon] points out the importance of good problem representations, both to ensure search is in an appropriate problem space and to aid in developing heuristic evaluations of possible research directions.... The work of Langley et al. (1987) demonstrates how such search processes, realized in computer programs, can indeed discover many basic laws of science from tables of raw data.... Boden (1990a, 1994) has stressed the importance of restructuring the problem space in creative work to develop new genres and paradigms in the arts and sciences. (Gilhooly, 1996, pp. 243-244; emphasis in original)Historical dictionary of quotations in cognitive science > Creativity
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7 Psychology
We come therefore now to that knowledge whereunto the ancient oracle directeth us, which is the knowledge of ourselves; which deserveth the more accurate handling, by how much it toucheth us more nearly. This knowledge, as it is the end and term of natural philosophy in the intention of man, so notwithstanding it is but a portion of natural philosophy in the continent of nature.... [W]e proceed to human philosophy or Humanity, which hath two parts: the one considereth man segregate, or distributively; the other congregate, or in society. So as Human philosophy is either Simple and Particular, or Conjugate and Civil. Humanity Particular consisteth of the same parts whereof man consisteth; that is, of knowledges which respect the Body, and of knowledges that respect the Mind... how the one discloseth the other and how the one worketh upon the other... [:] the one is honored with the inquiry of Aristotle, and the other of Hippocrates. (Bacon, 1878, pp. 236-237)The claims of Psychology to rank as a distinct science are... not smaller but greater than those of any other science. If its phenomena are contemplated objectively, merely as nervo-muscular adjustments by which the higher organisms from moment to moment adapt their actions to environing co-existences and sequences, its degree of specialty, even then, entitles it to a separate place. The moment the element of feeling, or consciousness, is used to interpret nervo-muscular adjustments as thus exhibited in the living beings around, objective Psychology acquires an additional, and quite exceptional, distinction. (Spencer, 1896, p. 141)Kant once declared that psychology was incapable of ever raising itself to the rank of an exact natural science. The reasons that he gives... have often been repeated in later times. In the first place, Kant says, psychology cannot become an exact science because mathematics is inapplicable to the phenomena of the internal sense; the pure internal perception, in which mental phenomena must be constructed,-time,-has but one dimension. In the second place, however, it cannot even become an experimental science, because in it the manifold of internal observation cannot be arbitrarily varied,-still less, another thinking subject be submitted to one's experiments, comformably to the end in view; moreover, the very fact of observation means alteration of the observed object. (Wundt, 1904, p. 6)It is [Gustav] Fechner's service to have found and followed the true way; to have shown us how a "mathematical psychology" may, within certain limits, be realized in practice.... He was the first to show how Herbart's idea of an "exact psychology" might be turned to practical account. (Wundt, 1904, pp. 6-7)"Mind," "intellect," "reason," "understanding," etc. are concepts... that existed before the advent of any scientific psychology. The fact that the naive consciousness always and everywhere points to internal experience as a special source of knowledge, may, therefore, be accepted for the moment as sufficient testimony to the rights of psychology as science.... "Mind," will accordingly be the subject, to which we attribute all the separate facts of internal observation as predicates. The subject itself is determined p. 17) wholly and exclusively by its predicates. (Wundt, 1904,The study of animal psychology may be approached from two different points of view. We may set out from the notion of a kind of comparative physiology of mind, a universal history of the development of mental life in the organic world. Or we may make human psychology the principal object of investigation. Then, the expressions of mental life in animals will be taken into account only so far as they throw light upon the evolution of consciousness in man.... Human psychology... may confine itself altogether to man, and generally has done so to far too great an extent. There are plenty of psychological text-books from which you would hardly gather that there was any other conscious life than the human. (Wundt, 1907, pp. 340-341)The Behaviorist began his own formulation of the problem of psychology by sweeping aside all medieval conceptions. He dropped from his scientific vocabulary all subjective terms such as sensation, perception, image, desire, purpose, and even thinking and emotion as they were subjectively defined. (Watson, 1930, pp. 5-6)According to the medieval classification of the sciences, psychology is merely a chapter of special physics, although the most important chapter; for man is a microcosm; he is the central figure of the universe. (deWulf, 1956, p. 125)At the beginning of this century the prevailing thesis in psychology was Associationism.... Behavior proceeded by the stream of associations: each association produced its successors, and acquired new attachments with the sensations arriving from the environment.In the first decade of the century a reaction developed to this doctrine through the work of the Wurzburg school. Rejecting the notion of a completely self-determining stream of associations, it introduced the task ( Aufgabe) as a necessary factor in describing the process of thinking. The task gave direction to thought. A noteworthy innovation of the Wurzburg school was the use of systematic introspection to shed light on the thinking process and the contents of consciousness. The result was a blend of mechanics and phenomenalism, which gave rise in turn to two divergent antitheses, Behaviorism and the Gestalt movement. The behavioristic reaction insisted that introspection was a highly unstable, subjective procedure.... Behaviorism reformulated the task of psychology as one of explaining the response of organisms as a function of the stimuli impinging upon them and measuring both objectively. However, Behaviorism accepted, and indeed reinforced, the mechanistic assumption that the connections between stimulus and response were formed and maintained as simple, determinate functions of the environment.The Gestalt reaction took an opposite turn. It rejected the mechanistic nature of the associationist doctrine but maintained the value of phenomenal observation. In many ways it continued the Wurzburg school's insistence that thinking was more than association-thinking has direction given to it by the task or by the set of the subject. Gestalt psychology elaborated this doctrine in genuinely new ways in terms of holistic principles of organization.Today psychology lives in a state of relatively stable tension between the poles of Behaviorism and Gestalt psychology.... (Newell & Simon, 1963, pp. 279-280)As I examine the fate of our oppositions, looking at those already in existence as guide to how they fare and shape the course of science, it seems to me that clarity is never achieved. Matters simply become muddier and muddier as we go down through time. Thus, far from providing the rungs of a ladder by which psychology gradually climbs to clarity, this form of conceptual structure leads rather to an ever increasing pile of issues, which we weary of or become diverted from, but never really settle. (Newell, 1973b, pp. 288-289)The subject matter of psychology is as old as reflection. Its broad practical aims are as dated as human societies. Human beings, in any period, have not been indifferent to the validity of their knowledge, unconcerned with the causes of their behavior or that of their prey and predators. Our distant ancestors, no less than we, wrestled with the problems of social organization, child rearing, competition, authority, individual differences, personal safety. Solving these problems required insights-no matter how untutored-into the psychological dimensions of life. Thus, if we are to follow the convention of treating psychology as a young discipline, we must have in mind something other than its subject matter. We must mean that it is young in the sense that physics was young at the time of Archimedes or in the sense that geometry was "founded" by Euclid and "fathered" by Thales. Sailing vessels were launched long before Archimedes discovered the laws of bouyancy [ sic], and pillars of identical circumference were constructed before anyone knew that C IID. We do not consider the ship builders and stone cutters of antiquity physicists and geometers. Nor were the ancient cave dwellers psychologists merely because they rewarded the good conduct of their children. The archives of folk wisdom contain a remarkable collection of achievements, but craft-no matter how perfected-is not science, nor is a litany of successful accidents a discipline. If psychology is young, it is young as a scientific discipline but it is far from clear that psychology has attained this status. (Robinson, 1986, p. 12)Historical dictionary of quotations in cognitive science > Psychology
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8 capacidad1
1 = ability, capability, competence, appetite, capacity, hat, aptitude, faculty.Ex. The ability to search on word stems is particularly valuable where the text to be searched is in free-language format.Ex. DOBIS/LIBIS may replace the typewriter and the catalog card but it cannot replace the decision-making capabilities of the library staff.Ex. In order that you should be able to perform these required skills with greater competence, selected elements of the theory of subject indexing will be included.Ex. Such machines will have enourmous appetites.Ex. Older people have suffered some losses in sensory and physical capacity, and newer teaching techniques might intimidate them.Ex. The city librarian has commonly been a general cultural consultant, often with more than one hat, with the curatorship of the museum and/or art gallery as additional offices.Ex. In tracking, schools categorize according to measures of intelligence, achievement, or aptitude and then assign students to ability or interest-grouped classes = En la subdivisión de los alumnos en clases según su nivel académico, las escuelas agrupan a los alumnos de acuerdo con su nivel de inteligencia, habilidad o aptitud y luego los asignan a las clases según su capacidad o por sus intereses.Ex. Sophia no sooner saw Blifil than she turned pale, and almost lost the use of all her faculties.----* actuar por encima de {Posesivo} capacidades = punch above + Posesivo + weight.* capacidad académica = academic ability.* capacidad analítica = analytical capacity.* capacidad cognitiva = cognitive ability, cognitive capacity.* capacidad comunicativa = speaking skills.* capacidad crediticia = credit standing.* capacidad crítica = critical skills, critical awareness, critical faculty.* capacidad crítica de los programas televisivos = teleliteracy.* capacidad de absorción = absorptive capacity, absorptive capability.* capacidad de búsqueda = searching power.* capacidad de comercialización = marketability.* capacidad de comprensión = listening skills, understanding capacity.* capacidad de discriminación = discriminating power.* capacidad deductiva = heuristic power.* capacidad de enganche = holding power.* capacidad de escuchar = listening skills.* capacidad de interpretar imágenes = visual literacy.* capacidad de interpretar información estadística = graphic literacy, spatial literacy, statistical literacy.* capacidad de leer = reading skills.* capacidad de manejar la información = information handling.* capacidad de mantener la atención = attention span.* capacidad de negociación = bargaining power.* capacidad de procesamiento = throughput, processing power.* capacidad de producción = throughput.* capacidad de promoción = promotability.* capacidad de razonamiento = thinking skills.* capacidad de resolver problemas = problem-solving ability.* capacidad de retención = holding power.* capacidad de saber leer y escribir = literacy skills.* capacidad económica = earning capacity, earning power.* capacidades informáticas = computer skills.* capacidad física = physical capability.* capacidad informática = computing power.* capacidad intelectual = intellectual ability.* capacidad lingüística = language skill.* capacidad mental = brainpower [brain power], mental capability.* desarrollar la capacidad de = gain in + the ability to.* desarrollar las capacidades = fulfil + potential.* desarrollo de capacidades = capacity building.* en + Posesivo + capacidad como = in + Posesivo + capacity as.* no actuando en capacidad de autor = non-authorial.* persona que rinde por debajo de su capacidad = underachiever.* sin capacidad de discernimiento = undiscriminating.* tener la capacidad de = have + the potential (to/for). -
9 capacidad
f.1 capacity (cabida).con capacidad para quinientas personas with a capacity of five hundredeste teatro tiene capacidad para mil doscientos espectadores this theater can seat one thousand two hundred people2 ability (aptitud, talento, potencial).no tener capacidad para algo/para hacer algo to be no good at something/at doing somethingcapacidad adquisitiva purchasing powercapacidad de concentración ability to concentratecapacidad ofensiva fire power3 throughput.* * *1 (gen) capacity■ el teatro tiene capacidad para acoger a doscientas personas the theatre has a seating capacity of two hundred2 figurado (habilidad) capability, ability* * *noun f.1) capacity2) ability, capability* * *SF1) [de vehículo, teatro, depósito] capacityun disquete con capacidad de 1.44 MB — a diskette with a capacity of 1.44 MB
capacidad: 40 viajeros sentados — seating capacity: 40
un avión con capacidad para 155 pasajeros — a 155-seater aircraft, an aircraft that can carry 155 passengers
medida 1)capacidad de carga — carrying capacity, freight capacity
2) (=habilidad) abilitynecesitamos una persona con capacidad para afrontar desafíos — we require a person with the ability to face challenges
esas bacterias tienen una mayor capacidad de reproducción — those bacteria have a greater capacity for reproduction
no tiene capacidad para los negocios — he has no business sense o business acumen
capacidad adquisitiva — (Com) purchasing power, buying power
capacidad de convocatoria — [de orador] pulling power; [de huelga, manifestación] appeal, popular appeal
capacidad de ganancia — (Com) earning power, earning capacity
capacidad de trabajo, tiene una enorme capacidad de trabajo — she can get through a tremendous amount of work, she has an enormous capacity for hard work
3) (=autoridad) authorityno tenemos capacidad para modificar las decisiones del gobierno — we do not have the authority to alter government decisions
4) (Jur) capacity* * *1)a) ( competencia) abilityb) ( potencial) capacitycapacidad de or para + inf — ability o capacity to + inf
están en capacidad de despachar más pasajeros — (Col) they have the capacity to handle more passengers
c) (Der) capacity2) ( cupo) capacityla capacidad del depósito es de unos 40 litros — the tank has a capacity of o holds about 40 liters
el teatro tiene capacidad para 8000 personas — the theatre has a capacity of o holds 8000 people
* * *1)a) ( competencia) abilityb) ( potencial) capacitycapacidad de or para + inf — ability o capacity to + inf
están en capacidad de despachar más pasajeros — (Col) they have the capacity to handle more passengers
c) (Der) capacity2) ( cupo) capacityla capacidad del depósito es de unos 40 litros — the tank has a capacity of o holds about 40 liters
el teatro tiene capacidad para 8000 personas — the theatre has a capacity of o holds 8000 people
* * *capacidad11 = ability, capability, competence, appetite, capacity, hat, aptitude, faculty.Ex: The ability to search on word stems is particularly valuable where the text to be searched is in free-language format.
Ex: DOBIS/LIBIS may replace the typewriter and the catalog card but it cannot replace the decision-making capabilities of the library staff.Ex: In order that you should be able to perform these required skills with greater competence, selected elements of the theory of subject indexing will be included.Ex: Such machines will have enourmous appetites.Ex: Older people have suffered some losses in sensory and physical capacity, and newer teaching techniques might intimidate them.Ex: The city librarian has commonly been a general cultural consultant, often with more than one hat, with the curatorship of the museum and/or art gallery as additional offices.Ex: In tracking, schools categorize according to measures of intelligence, achievement, or aptitude and then assign students to ability or interest-grouped classes = En la subdivisión de los alumnos en clases según su nivel académico, las escuelas agrupan a los alumnos de acuerdo con su nivel de inteligencia, habilidad o aptitud y luego los asignan a las clases según su capacidad o por sus intereses.Ex: Sophia no sooner saw Blifil than she turned pale, and almost lost the use of all her faculties.* actuar por encima de {Posesivo} capacidades = punch above + Posesivo + weight.* capacidad académica = academic ability.* capacidad analítica = analytical capacity.* capacidad cognitiva = cognitive ability, cognitive capacity.* capacidad comunicativa = speaking skills.* capacidad crediticia = credit standing.* capacidad crítica = critical skills, critical awareness, critical faculty.* capacidad crítica de los programas televisivos = teleliteracy.* capacidad de absorción = absorptive capacity, absorptive capability.* capacidad de búsqueda = searching power.* capacidad de comercialización = marketability.* capacidad de comprensión = listening skills, understanding capacity.* capacidad de discriminación = discriminating power.* capacidad deductiva = heuristic power.* capacidad de enganche = holding power.* capacidad de escuchar = listening skills.* capacidad de interpretar imágenes = visual literacy.* capacidad de interpretar información estadística = graphic literacy, spatial literacy, statistical literacy.* capacidad de leer = reading skills.* capacidad de manejar la información = information handling.* capacidad de mantener la atención = attention span.* capacidad de negociación = bargaining power.* capacidad de procesamiento = throughput, processing power.* capacidad de producción = throughput.* capacidad de promoción = promotability.* capacidad de razonamiento = thinking skills.* capacidad de resolver problemas = problem-solving ability.* capacidad de retención = holding power.* capacidad de saber leer y escribir = literacy skills.* capacidad económica = earning capacity, earning power.* capacidades informáticas = computer skills.* capacidad física = physical capability.* capacidad informática = computing power.* capacidad intelectual = intellectual ability.* capacidad lingüística = language skill.* capacidad mental = brainpower [brain power], mental capability.* desarrollar la capacidad de = gain in + the ability to.* desarrollar las capacidades = fulfil + potential.* desarrollo de capacidades = capacity building.* en + Posesivo + capacidad como = in + Posesivo + capacity as.* no actuando en capacidad de autor = non-authorial.* persona que rinde por debajo de su capacidad = underachiever.* sin capacidad de discernimiento = undiscriminating.* tener la capacidad de = have + the potential (to/for).capacidad22 = capacity, headroom.Nota: Literalmente, espacio sobre la cabeza y de ahí el significado de "espacio para crecer".Ex: Marginal storage cards normally have capacity for storing citations and abstracts.
Ex: I was also encouraged to read a subscriber to this list has over 40,000 items meaning this software has plenty of headroom = También me sentí animado al leer que un miembro de esta lista tiene más de 40.000 registros lo que significa que este software tiene bastante capacidad.* alcanzar el límite de + Posesivo + capacidad = stretch + Nombre + beyond the breaking point, stretch + Nombre + to breaking point, stretch + Nombre + to the limit.* capacidad de almacenamiento = storage capacity.* capacidad excesiva = overcapacity [over-capacity].* capacidad para libros = book capacity.* con gran capacidad = capacious.* de gran capacidad = large-capacity, high capacity.* de mucha capacidad = capacious.* funcionar a plena capacidad = be fully into + Posesivo + stride.* llegar al límite de + Posesivo + capacidad = stretch + Nombre + beyond the breaking point, stretch + Nombre + to breaking point, stretch + Nombre + to the limit.* * *A1 (competencia) abilitynadie pone en duda su capacidad no one doubts his ability o capabilityuna persona de gran capacidad a person of great ability, a very able o capable person2 (potencial) capacity capacidad DE algo:su capacidad de comunicación their ability to communicatecapacidad DE or PARA + INF capacity o ability to + INFla capacidad de grabar durante 24 horas seguidas the ability o capacity to record non-stop for 24 hoursestán en capacidad de despachar más pasajeros ( Col); they have the capacity to handle more passengers3 ( Der) capacitycapacidad civil/legal civil/legal capacityCompuestos:purchasing power● capacidad crediticia or de créditocreditworthinessborrowing capacityfirepowercreditworthinessproduction capacityphysical capacitymental capacityproduction capacityB [ Vocabulary notes (Spanish) ] (cupo) capacityla capacidad del depósito es de unos 40 litros the tank has a capacity of o holds about 40 litersCompuesto:freight o cargo capacity* * *
capacidad sustantivo femenino
1
capacidad de or para hacer algo ability o capacity to do sthc) (Der) capacity
2 ( cupo) capacity
capacidad sustantivo femenino
1 (disposición) capacity, ability
2 (de un local, armario, etc) capacity: este cine tiene capacidad para mil personas, this cinema can hold up to one thousand people
' capacidad' also found in these entries:
Spanish:
aguante
- cabida
- competencia
- don
- dote
- error
- expresar
- facultad
- genio
- habla
- hablarse
- incapaz
- mayor
- palabra
- poder
- raciocinio
- saber
- sentida
- sentido
- servir
- solvencia
- talento
- techo
- ver
- virtud
- visión
- volumen
- arroba
- comprensión
- criterio
- cupo
- entendimiento
- incapacidad
- observación
- potencial
- sobrepasar
- triplicar
English:
ability
- accommodate
- admire
- aptitude
- attention span
- attest
- capacity
- carload
- cast
- endurance
- idle
- judgement
- judgment
- manufacturing capacity
- moot
- movement
- power
- qualification
- truckload
- uncanny
- underrated
- volume
- capability
- hold
- justice
- resilience
- resilient
- seat
- stretch
- take
- three-quarters
* * *capacidad nf1. [cabida] capacity;unidades de capacidad units of capacity;capacidad máxima [en ascensor] maximum load;con capacidad para 500 personas with a capacity of 500;este teatro tiene capacidad para 1.200 espectadores this theatre can seat 1,200 peopleInformát capacidad de almacenamiento storage capacity;capacidad de carga cargo capacity;capacidad eléctrica [de condensador] capacitance;Informát capacidad de memoria memory capacity;capacidad pulmonar lung capacity2. [aptitud, talento, potencial] ability;no tener capacidad para algo/para hacer algo to be no good at sth/at doing sthcapacidad adquisitiva purchasing power;capacidad de aprendizaje ability to learn;capacidad de concentración ability to concentrate;Fin capacidad de endeudamiento borrowing capacity o power;capacidad de fabricación manufacturing capacity;capacidad de gestión managerial skills;capacidad ofensiva fire power;capacidad de producción production capacity;capacidad de reacción ability to react o respond;capacidad de respuesta ability to react o respond3. Der capacity* * *f1 capacity;medida de capacidad cubic measure2 ( aptitud) competence* * *capacidad nf1) : capacity2) : capability, ability* * *1. (en general) capacityel ferry tiene una capacidad para 800 pasajeros the ferry has a capacity of 800 passengers / the ferry can carry 800 passengers2. (aptitud) ability -
10 brainstorming
Gen Mgta technique for generating ideas, developing creativity, or problem solving in small groups, through the free-flowing contributions of participants. The concept of brainstorming was originated by A. F. Osborn and described in his book Applied Imagination: Principles and Practices of Creative Thinking (1957). To encourage the free flow of ideas, brainstorming sessions operate according to a set of guidelines, and the production and evaluation of ideas are kept separate. Several variations of brainstorming and related techniques have emerged such as brainwriting, where ideas are written down by individuals, and buzz groups. -
11 Language
Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)[A list of language games, not meant to be exhaustive:]Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling itSolving a problem in practical arithmeticTranslating from one language into anotherLANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)We dissect nature along the lines laid down by our native languages.The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own LanguageThe forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)[It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)23) Language Is Inevitably Influenced by Specific Contexts of Human InteractionLanguage cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)Historical dictionary of quotations in cognitive science > Language
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12 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 ScienceIn 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)10) The Distinction between Dionysian Man and Apollonian Man, between Art and Creativity and Reason and Self- ControlIn 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
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13 che
1. adj whata che cosa serve? what is that for?che brutta giornata! what a filthy day!2. pron persona: soggetto whopersona: oggetto who, that, formal whomcosa that, whichche? what?ciò che whatnon c'e di che don't mention it, you're welcome3. conj dopo il comparativo thansono tre anni che non la vedo I haven't seen her for three years* * *che1 agg.interr. ( quale) what ( riferito a numero indeterminato di cose o persone); which ( riferito a numero limitato di cose o persone): che libri leggi?, what (kind of) books do you read?; che libro preferisci tra questi?, which book do you like best?; che musica ti piace?, what music do you like?; che tipo è?, what kind of a person is he?; che vestito mi metto stasera?, what shall I wear tonight? // che ora è?, what time is it (o what's the time)?◆ pron.interr. ( che cosa) what: che è questo?, what's this?; che fai?, what are you doing?; che guardi?, what are you looking at?; che hai?, what's the matter with you?; che importa?, why bother about it?; non so che dire, I don't know what to say; che altro ( c'è)?, what else (is there)? // che succede?, what's going on? // che è che non è, all of a sudden // a che ( pro)?, what for (o to what purpose)?che1 agg.escl.1 ( quale, quali) what; (con s. che in inglese ammettono il pl.) what a: che bella giornata!, what a lovely day!; che bella notizia mi hai dato!, what good news you've given me!; che simpatico quel vostro amico!, what a nice person that friend of yours is!; che mascalzone!, what a rascal!; che musica meravigliosa!, what wonderful music!; che seccatura!, what a nuisance!; che pazienza ci è voluta per convincerla!, what a lot of patience it took to persuade her!; che idee!, what ideas!; che ingenui siamo stati!, what fools we were!; che vergogna!, what a disgrace!2 ( come) how: che strano!, how strange!; che bello!, how lovely!◆ pron.escl. ( che cosa) what: che dici!, what are you saying!; guarda che mi doveva capitare!, just look what's happened to me!; che mi tocca sentire!, what's this I hear?; ''Ti sei divertito?'' ''Altro che!'', ''Did you have a good time?'' ''And how!''◆ inter. (fam.) what!: ''Che! Stai scherzando?'', ''What! Are you kidding?''.che1 pron.indef. ( qualcosa) something: le sue parole avevano un che, un non so che di profetico, there was something prophetic about his words // non (un) gran che, ( non molto) not much, not up to much: non ho combinato (un) gran che, I didn't get much done; la commedia non era (un) gran che, the play wasn't up to much.che1 pron.rel.invar.1 (con funzione di sogg.) who, that ( riferito a persone); which, that ( riferito ad animali e cose): il signore che è entrato ora è il nuovo direttore, the man who (o that) has just come in is the new director; il ragazzo che studiava con me ha cambiato scuola, the boy who (o that) studied with me has changed school; l'ultimo che entra chiuda la porta, per favore, will the last one who comes in (o the last one to come in) please shut the door; gli atleti che sono iscritti alla prossima gara si presentino subito alla linea di partenza, the athletes (who are) entered for the next race should report to the starting line at once; non trovo nessuno che sia in grado di risolvere questo problema, I can't find anyone (who is) capable of solving this problem; c'è qualcuno che sa come funziona questa macchina fotografica?, is there anybody that (o who) knows how this camera works?; il cavallo che ha vinto la corsa era il favorito, the horse that (o which) won the race was the favourite; dammi il libro che sta sulla scrivania, give me the book that's on the desk; i volumi che trattano di anatomia sono nell'ultimo scaffale a destra, the books that deal (o the books dealing) with anatomy are on the top shelf, right-hand side; Dante Alighieri, che nacque a Firenze nel 1265, è il massimo poeta italiano, Dante Alighieri, who was born in Florence in 1265, is Italy's greatest poet; la Torre di Londra, che fu costruita da Guglielmo il Conquistatore, è un castello normanno, the Tower of London, which was built by William the Conqueror, is a Norman castle // colui che, coloro che, → colui, coloro // ciò che, what // tutto ciò che, all that2 (con funzione di compl. ogg.; gener. è omesso in inglese) who, (form.) whom, that ( riferito a persone); which, that ( riferito ad animali e cose): sei proprio la persona che volevo vedere, you're the very person (that o who) I wanted to see; avete mangiato tutta la frutta che ho comprato?, have you eaten all the fruit (that) I bought?; eccoti i libri che mi avevi prestato, here are the books (that) you lent me; tutti gli animali che abbiamo citato sono in via di estinzione, all the animals (that) we have mentioned are endangered species; i solisti che abbiamo sentito ieri sera sono famosi in tutto il mondo, the soloists (that) we heard last night are world famous; l'argomento che stiamo per affrontare è della massima importanza, the subject (that) we're about to deal with is of the utmost importance; l'illustre ospite, che abbiamo l'onore di presentarvi, è nientemeno che il Presidente, our distinguished guest, who (m) we are honoured to present to you, is none other than the President; il duomo di Milano, che visiteremo domani, è un capolavoro di architettura gotica, Milan cathedral, which we shall visit tomorrow, is a masterpiece of Gothic architecture ∙ Come si nota dagli esempi, nei significati 1 e 2, quando il pron. che introduce una frase incidentale, viene tradotto con who (m) o which, e non può essere omesso3 (in correl. con stesso, medesimo) as, that: ha dato la stessa risposta che ho dato io, he gave the same answer (as o that) I did; è accaduta la stessa cosa che era accaduta ieri, the same thing happened as (o that) had happened yesterday; incontrerete le stesse difficoltà che abbiamo incontrato noi, you'll meet the same difficulties (as o that) we did4 (fam.) ( col valore di in cui, con cui, per cui): il giorno che arrivò era il 1o di agosto, the day he arrived was 1st August; ricordi l'estate che ci siamo incontrati?, can you remember the summer we met?; l'ultima volta che lo vidi era molto depresso, the last time I saw him he was very depressed; con quello stipendio ha di che vivere agiatamente, he can live comfortably on that salary; non ha proprio di che lamentarsi, he has nothing at all to complain about // non c'è che dire, you only have to say // non c'è di che, ( forma di cortesia) don't mention it // paese che vai usanze che trovi, (prov.) when in Rome (do as the Romans do)5 il che, ( la qual cosa) which: beve come una spugna, il che gli fa male alla salute, he drinks like a fish, which is bad for his health; ha superato la prova, del che ci siamo tutti rallegrati, he passed the test, which delighted us all; cominciò ad alzare la voce, al che gli ordinai di uscire dalla stanza, he started raising his voice, at which I ordered him out of the room; non si sono fatti più vivi, dal che deduco che si sono trasferiti altrove, they haven't shown up any more, from which I presume that they've moved elsewhere // dopo di che, after which, and then; afterwards◆ agg. ( quale) that: da trenta che erano, solo dieci sono arrivati alla fine del corso, out of the original thirty, only ten completed the course; da quel colosso che era, è diventato pelle e ossa, from the giant he was, he has become all skin and bones.che2 cong.dichiarativa1 (dopo verbi che esprimono opinione; in inglese è spesso omessa) that: dicono che la luna sia abitata, they say (that) the moon is inhabited; so che tu cercherai di comprendermi, I know you'll try to understand; sono certo che arriveremo in tempo, I'm sure (that) we'll get there on time2 (dopo verbi di volontà non si traduce e richiede la costruzione oggettiva: compl. ogg. + inf. del verbo): voglio che ( lui) venga immediatamente, I want him to come at once; vuoi che ti accompagni?, do you want me to go with you?; volevano che (io) restassi a cena, they wanted me to stay to dinner; vorrei che mi dicessi come la pensi, I'd like you to tell me what you think // avrei tanto voluto che ci fossi anche tu, I wish you'd been there◆ cong.consecutiva ( spesso in correlazione con così, tanto, tale; in inglese può essere omessa) that: ero così stanco che mi addormentai, I was so tired (that) I fell asleep; c'era una tale nebbia che non si distinguevano le case di fronte, it was so foggy (that) you couldn't see (the houses) across the street◆ cong.compar. than: ha più denaro che cervello, he has more money than sense; è più furbo che intelligente, he's more crafty than intelligent; nell'albergo c'erano più stranieri che italiani, there were more foreigners than Italians in the hotel◆ cong. causale ( in inglese non si traduce): copriti che fa freddo, wrap up warm, it's cold outside◆ cong. finale ( in inglese è spesso omessa) that: bada che non si faccia male, mind he doesn't get hurt; fate in modo che non si accorga di niente, make sure (that) he doesn't notice anything◆ cong.temporale ( quando) when; ( da quando) since, for; ( dopo che) after: arrivai che era già partito, he'd already left when I got there; è da Natale che non abbiamo sue notizie, we haven't heard from him since Christmas; sono due anni che non si vedono, they haven't seen each other for two years // ogni volta che, whenever // una volta che, once: una volta che hai imparato la tecnica, l'uso del computer non è difficile, once you've learnt the technique, it isn't hard to use the computer◆ cong.eccettuativa only, but: non ho che pochi euro, I've only got a few euros; non hai che dirmelo, you only have to tell me; non ho potuto far altro che accettare, I could do nothing but accept; non fa che dire sciocchezze, he talks nothing but nonsense; non potevo fare altrimenti che così, there was nothing else (that) I could do.* * *[ke]1. pron1) (relativo: persona: soggetto) who, (oggetto) whom, that, (cosa, animale) which, that (spesso omesso)i bambini che vedi nel cortile — the children whom o that you see in the yard
il giorno che... — the day (that)...
il libro che è sul tavolo — the book which o that is on the table
2) (la qual cosa) whichdovrei ottenere il massimo dei voti, il che è improbabile — I would have to get top marks, which is unlikely
3)quell'uomo ha un che di losco — there's something suspicious about that mannon so che — an indefinable somethingquel film non era un gran che — that film was nothing special
quella ragazza ha un non so che di affascinante — there's something fascinating about that girl
4) (interrogativo) what2. agg1) (interrogativo) what, (di numero limitato) whichche vestito ti vuoi mettere? — what (o which) dress do you want to put on?
2) escl whatguarda in che stato sei ridotto! — look at the mess you're in!
3. cong1) (con proposizioni subordinate) that (talvolta omesso)nasconditi qui che non ti veda nessuno — hide here, so nobody can see you
so
che tu c'eri — I know (that) you were thereche tu venga — I want you to come2)mi sono svegliato che era ancora buio — it was still dark when I woke upsono anni che non lo vedo — I haven't seen him for o in years, it's years since I saw him
era appena uscita di casa che suonò il telefono — she had no sooner gone out than o she had hardly gone out when the telephone rang
arrivai che eri già partito — you had already left when I arrived
3)(in frasi imperative, in concessive)
che venga pure! — let him come by all means!4)che sia stupido — not that he's stupidche non mi interessi la commedia, è che sono stanco e vorrei andare a letto — it's not that the play doesn't interest me, it's just that I'm tired and I'd like to go to bedche tu venga o no, noi partiamo lo stesso — we're leaving whether you come or not
5) (comparativo: con più, meno) thanè più furbo che intelligente — he's more cunning than intelligent
See:non,più,meno,* * *I 1. [ke]1) (soggetto) (persona) who, that; (cosa, animale di sesso imprecisato) that, whichil cane, che mi aveva riconosciuto, si avvicinò — the dog, which had recognized me, came up
comparve un uomo che portava un cappello — a man appeared, wearing a hat
2) (oggetto) (persona) who, whom form., that; (cosa, animale di sesso imprecisato) that, whichè la donna più bella che (io) abbia mai visto — she's the most beautiful woman (that) I've ever seen
non c'è di che! — (formula di cortesia) you're welcome! don't mention it! (con valore temporale)
l'estate che ci siamo conosciuti — the summer when o in which we met
4) (con avverbi di luogo, di tempo)5) il che (cosa che) which2.aggettivo interrogativo1) (quale) what; (entro un gruppo ristretto) which2) che cosa what3. 4.aggettivo esclamativo5. 6. II [ke]che strano, bello! — how odd, lovely!
1) (dichiarativa) thatè probabile che venga — he is likely to come; (dopo verbi di volontà o comando)
la musica era così forte che... — the music was so loud that
3) (causale)vestiti, che usciamo — get dressed, (because) we're going out
4) (concessiva)non che non fosse contento, ma — he wasn't unhappy, but
5) (finale)6) (temporale)ogni volta che vieni — every time you come; (finché)
7) (imperativa, ottativa)8) (limitativa)non hanno il diritto, che io sappia, di intervenire — they have no right, as far as I know, to intervene
sia che..., sia che... — either...or...
10) (interrogativa)* * *che1/ke/1 (soggetto) (persona) who, that; (cosa, animale di sesso imprecisato) that, which; il cane, che mi aveva riconosciuto, si avvicinò the dog, which had recognized me, came up; e tu che pensavi di risparmiare! you were the one who thought (you were going) to save money! comparve un uomo che portava un cappello a man appeared, wearing a hat; è lui che me lo ha detto it was him who told me; lo sentii che parlava con Marco I heard him speaking to Marco2 (oggetto) (persona) who, whom form., that; (cosa, animale di sesso imprecisato) that, which; è la donna più bella che (io) abbia mai visto she's the most beautiful woman (that) I've ever seen; non mi piace la macchina che hai comprato I don't like the car (that) you've bought; stupido che sei! you silly thing! you fool!3 (complemento indiretto) non ha neanche di che mangiare he doesn't even have enough for food; non c'è di che! (formula di cortesia) you're welcome! don't mention it! (con valore temporale) l'estate che ci siamo conosciuti the summer when o in which we met4 (con avverbi di luogo, di tempo) fu allora che it was then that; è qui che si rilasciano i passaporti? is it here that they issue passports?5 il che (cosa che) which1 (quale) what; (entro un gruppo ristretto) which; di che colore è? what colour is it? che medaglie ha vinto? which medals did he win?2 che cosa what; che cosa fai? what are you doing? che cosa c'è? what's up? che cosa? non ho sentito what? I didn't hear; a che cosa stai pensando? what are you thinking of o about?what; che fai? what are you doing? che dire? what shall I say? che fare? what is to be done? che c'è di nuovo what's new?che strano, bello! how odd, lovely! che uomo! what a man! che coraggio! what courage!ma che mi tocca sentire! what I have to listen to! che! vai già via? what? are you off already?aveva un che di strano there was something weird about him; non ha fatto un gran che he didn't do a great deal.\See also notes... (che.pdf)————————che2/ke/1 (dichiarativa) that; penso che dovrebbe cambiare mestiere I think (that) he should do another job; so che è vero I know it's true; è probabile che venga he is likely to come; (dopo verbi di volontà o comando) papà vuole che andiamo con lui dad wants us to go with him; vorrei che fossi qui I wish you were here2 (consecutiva) in modo che capisca so that he can understand; la musica era così forte che... the music was so loud that...3 (causale) vestiti, che usciamo get dressed, (because) we're going out4 (concessiva) non che non fosse contento, ma he wasn't unhappy, but5 (finale) sta' attento che non cada mind that it doesn't fall6 (temporale) sono dieci anni che ci frequentiamo we've known each other for ten years; ogni volta che vieni every time you come; (finché) aspetto che parta I'm waiting for him to leave7 (imperativa, ottativa) che non se ne parli più let's hear no more about this; che Dio abbia misericordia di noi! (may) God have mercy on us!8 (limitativa) non hanno il diritto, che io sappia, di intervenire they have no right, as far as I know, to intervene9 (correlativa) che venga o no whether he comes or not; sia che..., sia che... either...or...; sia io che mio marito siamo vegetariani both myself and my husband are vegetarians10 (interrogativa) che mi sia ingannato? maybe I got it wrong11 (nelle comparative) è più diligente che dotato he's more diligent than gifted; studio più che posso I study as much as I can. -
14 Discovery
[The] function of thinking is not just solving an actual problem but discovering, envisaging, going into deeper questions. Often, in great discovery the most important thing is that a certain question is found. (Wertheimer, 1945, p. 123)The heart of all major discoveries in the physical sciences is the discovery of novel methods of representation and so of fresh techniques by which inferences can be drawn-and drawn in ways which fit the phenomena under investigation. (Toulmin, 1957, p. 34)Historical dictionary of quotations in cognitive science > Discovery
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