-
1 Computers
The brain has been compared to a digital computer because the neuron, like a switch or valve, either does or does not complete a circuit. But at that point the similarity ends. The switch in the digital computer is constant in its effect, and its effect is large in proportion to the total output of the machine. The effect produced by the neuron varies with its recovery from [the] refractory phase and with its metabolic state. The number of neurons involved in any action runs into millions so that the influence of any one is negligible.... Any cell in the system can be dispensed with.... The brain is an analogical machine, not digital. Analysis of the integrative activities will probably have to be in statistical terms. (Lashley, quoted in Beach, Hebb, Morgan & Nissen, 1960, p. 539)It is essential to realize that a computer is not a mere "number cruncher," or supercalculating arithmetic machine, although this is how computers are commonly regarded by people having no familiarity with artificial intelligence. Computers do not crunch numbers; they manipulate symbols.... Digital computers originally developed with mathematical problems in mind, are in fact general purpose symbol manipulating machines....The terms "computer" and "computation" are themselves unfortunate, in view of their misleading arithmetical connotations. The definition of artificial intelligence previously cited-"the study of intelligence as computation"-does not imply that intelligence is really counting. Intelligence may be defined as the ability creatively to manipulate symbols, or process information, given the requirements of the task in hand. (Boden, 1981, pp. 15, 16-17)The task is to get computers to explain things to themselves, to ask questions about their experiences so as to cause those explanations to be forthcoming, and to be creative in coming up with explanations that have not been previously available. (Schank, 1986, p. 19)In What Computers Can't Do, written in 1969 (2nd edition, 1972), the main objection to AI was the impossibility of using rules to select only those facts about the real world that were relevant in a given situation. The "Introduction" to the paperback edition of the book, published by Harper & Row in 1979, pointed out further that no one had the slightest idea how to represent the common sense understanding possessed even by a four-year-old. (Dreyfus & Dreyfus, 1986, p. 102)A popular myth says that the invention of the computer diminishes our sense of ourselves, because it shows that rational thought is not special to human beings, but can be carried on by a mere machine. It is a short stop from there to the conclusion that intelligence is mechanical, which many people find to be an affront to all that is most precious and singular about their humanness.In fact, the computer, early in its career, was not an instrument of the philistines, but a humanizing influence. It helped to revive an idea that had fallen into disrepute: the idea that the mind is real, that it has an inner structure and a complex organization, and can be understood in scientific terms. For some three decades, until the 1940s, American psychology had lain in the grip of the ice age of behaviorism, which was antimental through and through. During these years, extreme behaviorists banished the study of thought from their agenda. Mind and consciousness, thinking, imagining, planning, solving problems, were dismissed as worthless for anything except speculation. Only the external aspects of behavior, the surface manifestations, were grist for the scientist's mill, because only they could be observed and measured....It is one of the surprising gifts of the computer in the history of ideas that it played a part in giving back to psychology what it had lost, which was nothing less than the mind itself. In particular, there was a revival of interest in how the mind represents the world internally to itself, by means of knowledge structures such as ideas, symbols, images, and inner narratives, all of which had been consigned to the realm of mysticism. (Campbell, 1989, p. 10)[Our artifacts] only have meaning because we give it to them; their intentionality, like that of smoke signals and writing, is essentially borrowed, hence derivative. To put it bluntly: computers themselves don't mean anything by their tokens (any more than books do)-they only mean what we say they do. Genuine understanding, on the other hand, is intentional "in its own right" and not derivatively from something else. (Haugeland, 1981a, pp. 32-33)he debate over the possibility of computer thought will never be won or lost; it will simply cease to be of interest, like the previous debate over man as a clockwork mechanism. (Bolter, 1984, p. 190)t takes us a long time to emotionally digest a new idea. The computer is too big a step, and too recently made, for us to quickly recover our balance and gauge its potential. It's an enormous accelerator, perhaps the greatest one since the plow, twelve thousand years ago. As an intelligence amplifier, it speeds up everything-including itself-and it continually improves because its heart is information or, more plainly, ideas. We can no more calculate its consequences than Babbage could have foreseen antibiotics, the Pill, or space stations.Further, the effects of those ideas are rapidly compounding, because a computer design is itself just a set of ideas. As we get better at manipulating ideas by building ever better computers, we get better at building even better computers-it's an ever-escalating upward spiral. The early nineteenth century, when the computer's story began, is already so far back that it may as well be the Stone Age. (Rawlins, 1997, p. 19)According to weak AI, the principle value of the computer in the study of the mind is that it gives us a very powerful tool. For example, it enables us to formulate and test hypotheses in a more rigorous and precise fashion than before. But according to strong AI the computer is not merely a tool in the study of the mind; rather the appropriately programmed computer really is a mind in the sense that computers given the right programs can be literally said to understand and have other cognitive states. And according to strong AI, because the programmed computer has cognitive states, the programs are not mere tools that enable us to test psychological explanations; rather, the programs are themselves the explanations. (Searle, 1981b, p. 353)What makes people smarter than machines? They certainly are not quicker or more precise. Yet people are far better at perceiving objects in natural scenes and noting their relations, at understanding language and retrieving contextually appropriate information from memory, at making plans and carrying out contextually appropriate actions, and at a wide range of other natural cognitive tasks. People are also far better at learning to do these things more accurately and fluently through processing experience.What is the basis for these differences? One answer, perhaps the classic one we might expect from artificial intelligence, is "software." If we only had the right computer program, the argument goes, we might be able to capture the fluidity and adaptability of human information processing. Certainly this answer is partially correct. There have been great breakthroughs in our understanding of cognition as a result of the development of expressive high-level computer languages and powerful algorithms. However, we do not think that software is the whole story.In our view, people are smarter than today's computers because the brain employs a basic computational architecture that is more suited to deal with a central aspect of the natural information processing tasks that people are so good at.... hese tasks generally require the simultaneous consideration of many pieces of information or constraints. Each constraint may be imperfectly specified and ambiguous, yet each can play a potentially decisive role in determining the outcome of processing. (McClelland, Rumelhart & Hinton, 1986, pp. 3-4)Historical dictionary of quotations in cognitive science > Computers
-
2 can
I [ forma debole kən] [ forma forte kæn]6) (have skill, knowledge to)7) (have ability, power to)I cannot understand why — non capisco o non riesco a capire perché
8) (have ability, using senses, to)9) (indicating capability, tendency)10) (expressing likelihood, assumption)if you want to chat, you can leave — se volete chiacchierare, potete farlo fuori
you can get lost! — colloq. va' al diavolo! va' a quel paese!
"can we borrow it?" - "you can" — "possiamo prenderlo in prestito?" - "certo"
"can anyone give me a lift home?" - "we can" — "qualcuno può darmi un passaggio a casa?" - "sì, noi"
••II [kæn]no can do — colloq. non posso
1) (of food) barattolo m., scatola f.; (aerosol) bomboletta f.; (for petrol) fusto m., bidone m., latta f.; (of drink) lattina f.2) pop. (lavatory) cesso m., latrina f.3) colloq. (prison) galera f., gattabuia f.••a can of worms — un imbroglio, un bel po' di marcio
to be in the can — colloq. [ film] essere pronto per la distribuzione; [ negotiations] essere cosa fatta
III [kæn]to carry the can for sb. — colloq. prendersi la colpa al posto di qcn
1) gastr. inscatolare, mettere in scatola [fruit, vegetables]2) colloq.* * *[kæn] I negative - can't; verb1) (to be able to: You can do it if you try hard.)2) (to know how to: Can you drive a car?)3) ((usually may) to have permission to: You can go if you behave yourself.)4) (used in questions to indicate surprise, disbelief etc: What can he be doing all this time?)II 1. noun(a metal container for liquids and many types of food: oil-can; beer-can; six cans of beer.)2. verb(to put (especially food) into cans, usually to preserve it: a factory for canning raspberries.)- canned- cannery* * *I [ forma debole kən] [ forma forte kæn]6) (have skill, knowledge to)7) (have ability, power to)I cannot understand why — non capisco o non riesco a capire perché
8) (have ability, using senses, to)9) (indicating capability, tendency)10) (expressing likelihood, assumption)if you want to chat, you can leave — se volete chiacchierare, potete farlo fuori
you can get lost! — colloq. va' al diavolo! va' a quel paese!
"can we borrow it?" - "you can" — "possiamo prenderlo in prestito?" - "certo"
"can anyone give me a lift home?" - "we can" — "qualcuno può darmi un passaggio a casa?" - "sì, noi"
••II [kæn]no can do — colloq. non posso
1) (of food) barattolo m., scatola f.; (aerosol) bomboletta f.; (for petrol) fusto m., bidone m., latta f.; (of drink) lattina f.2) pop. (lavatory) cesso m., latrina f.3) colloq. (prison) galera f., gattabuia f.••a can of worms — un imbroglio, un bel po' di marcio
to be in the can — colloq. [ film] essere pronto per la distribuzione; [ negotiations] essere cosa fatta
III [kæn]to carry the can for sb. — colloq. prendersi la colpa al posto di qcn
1) gastr. inscatolare, mettere in scatola [fruit, vegetables]2) colloq. -
3 can
I.can1 [kæn]━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━1. modal verba.━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━• can you come tomorrow? pouvez-vous venir demain ?• can I help you? est-ce que je peux vous aider ?• where can he be? où peut-il bien être ?• can he have done it already? est-il possible qu'il l'ait déjà fait ?• he can't be dead! ce n'est pas possible, il n'est pas mort !• you can't be serious! vous ne parlez pas sérieusement !• she can't be very clever if she failed this exam elle ne doit pas être très intelligente si elle a échoué à cet examend. ( = know how to) savoire.━━━━━━━━━━━━━━━━━► can used with a verb of perception is not usually translated.━━━━━━━━━━━━━━━━━2. compounds[person, organization] dynamiqueII.can2 [kæn]1. nouna. (for oil, petrol) bidon mb. [of food] boîte f (de conserve)[+ food] mettre en conserve3. compounds* * *I [kæn]1) ( expressing possibility)it could be that... — il se peut que... (+ subj)
could be — (colloq) peut-être
it could be a trap — c'est peut-être un piège, ça pourrait être un piège
I could be wrong — je me trompe peut-être, il se peut que j'aie tort
‘did she know?’ - ‘no, how could she?’ — ‘est-ce qu'elle était au courant?’ - ‘non, comment est-ce qu'elle aurait pu l'être?’
the computer couldn't ou can't have made an error — l'ordinateur n'a pas pu faire d'erreur, il est impossible que l'ordinateur ait fait une erreur
2) ( expressing permission)3) ( when making requests)4) ( when making an offer)what can I do for you? — ( in shop) qu'y a-t-il pour votre service?
5) ( when making suggestions)6) (have skill, knowledge to)7) (have ability, power to)to do all one can — faire tout ce qu'on peut or tout son possible
8) (have ability, using senses, to)9) (indicating capability, tendency)10) (expressing likelihood, assumption)he couldn't be more than 10 years old — ( now) il ne peut pas avoir plus de 10 ans
I couldn't leave the children — ( didn't want to) je ne pouvais pas laisser les enfants; ( wouldn't want to) je ne pourrais pas laisser les enfants
12) ( be in a position to)13) ( expressing a reproach)14) ( expressing surprise)you can't ou cannot be serious! — tu veux rire! (colloq)
15) ( for emphasis)16) ( expressing exasperation)I could murder him! — (colloq) je le tuerais! (colloq)
17) ( expressing obligation)you can get lost! — (colloq) va te faire fiche! (colloq)
18) ( avoiding repetition of verb)‘can we borrow it?’ - ‘you can’ — ‘est-ce que nous pouvons l'emprunter?’ - ‘bien sûr’
‘can anyone give me a lift home?’ - ‘we can’ — ‘est-ce que quelqu'un peut me déposer chez moi?’ - ‘oui, nous’
••as happy/excited as can ou could be — très heureux/excité
II 1. [kæn] 2.no can do — (colloq) non, je ne peux pas
transitive verb (p prés etc - nn-) Culinary mettre [quelque chose] en conserve3.canned past participle adjective1) [food] en boîte2) (colloq) [laughter] enregistré••in the can — (colloq) Cinema ( of film) dans la boîte; ( of negotiations) dans la poche
to carry the can for somebody — (colloq) porter le chapeau à la place de quelqu'un (colloq)
-
4 can
I.1 ( expressing possibility) we can rent a house nous pouvons louer une maison ; anyone can enrol n'importe qui peut s'inscrire ; they can't ou cannot afford to fly ils ne peuvent pas se permettre de prendre l'avion ; it can also be used to dry clothes on peut aussi s'en servir pour faire sécher le linge ; how can one know in advance? comment peut-on savoir à l'avance? ; we are confident that the job can be completed in time nous sommes convaincus que le travail peut être fini à temps ; you can't have forgotten! tu ne peux pas avoir oublié! ; it can be described as on peut le décrire comme étant ; it cannot be explained logically ça n'a pas d'explication logique ; it could be that… il se peut que… (+ subj) ; could be ○ peut-être ; they could be dead ils sont peut-être morts ; it could be a trap c'est peut-être un piège, ça pourrait être un piège ; I could be wrong je me trompe peut-être, il se peut que j'aie tort ; this could be our most important match c'est peut-être or ça pourrait être le match le plus important pour nous ; the engine could explode le moteur pourrait exploser ; it could be seen as an insult ça pourrait être considéré comme une insulte ; it could be argued that on pourrait dire que ; could it have something to do with the delay? est-ce que ça pourrait avoir un rapport avec le retard? ; you could have been electrocuted! tu aurais pu t'électrocuter! ; ‘did she know?’-‘no, how could she?’ ‘est-ce qu'elle était au courant?’-‘non, comment est-ce qu'elle aurait pu l'être?’ ; the computer couldn't ou can't have made an error l'ordinateur n'a pas pu faire d'erreur, il est impossible que l'ordinateur ait fait une erreur ; they couldn't ou can't have found out so soon ils ne peuvent pas avoir compris si vite, il est impossible qu'ils aient compris si vite ; nothing could be simpler il n'y a rien de plus simple ;2 ( expressing permission) you can turn right here vous pouvez tourner à droite ici ; I can't leave yet je ne peux pas partir pour le moment ; we cannot allow dogs in the café nous ne pouvons pas autoriser les chiens dans le café ; can we park here? est-ce que nous pouvons nous garer ici? ; people could travel without a passport on pouvait voyager sans passeport ; we could only go out at weekends nous ne pouvions sortir ou nous n'avions le droit de sortir que le week-end ; could I interrupt? puis-je vous interrompre? ;3 ( when making requests) can you leave us a message? est-ce que tu peux nous laisser un message? ; can you do me a favour? est-ce que tu peux me rendre un service? ; can I ask you a question? puis-je poser une question? ; can't you get home earlier? est-ce que tu ne peux pas rentrer plus tôt? ; could I speak to Annie? est-ce que je pourrais parler à Annie?, puis-je parler à Annie? ; could she spend the night with you? est-ce qu'elle pourrait dormir chez toi? ; you couldn't come earlier, could you? est-ce que tu pourrais venir un peu plus tôt? ; couldn't you give us another chance? est-ce que vous ne pourriez pas nous donner une autre chance? ;4 ( when making an offer) can I give you a hand? est-ce que je peux te donner un coup de main? ; what can I do for you? qu'est-ce que je peux faire pour vous aider? ; you can borrow it if you like tu peux l'emprunter si tu veux ;5 ( when making suggestions) you can always exchange it tu peux toujours l'échanger ; I can call round later if you prefer je peux passer plus tard si ça t'arrange ; we could try and phone him nous pourrions essayer de lui téléphoner ; couldn't they go camping instead? est-ce qu'ils ne pourraient pas faire du camping à la place? ;6 (have skill, knowledge to) she can't drive yet elle ne sait pas encore conduire ; can he type? est-ce qu'il sait taper à la machine? ; few people could read or write peu de gens savaient lire ou écrire ; she never told us she could speak Chinese elle ne nous a jamais dit qu'elle savait parler chinois ;7 (have ability, power to) computers can process data rapidly les ordinateurs peuvent traiter rapidement les données ; to do all one can faire tout ce qu'on peut or tout son possible ; he couldn't sleep for weeks il n'a pas pu dormir pendant des semaines ; if only we could stay si seulement nous pouvions rester ; I wish I could have been there j'aurais aimé (pouvoir) être là ; I wish I could go to Japan j'aimerais (pouvoir) visiter le Japon ; I can't ou cannot understand why je ne comprends pas pourquoi, je n'arrive pas à comprendre pourquoi ;8 (have ability, using senses, to) can you see it? est-ce que tu le vois? ; I can't hear anything je n'entends rien ; we could hear them laughing on les entendait rire ; I could feel my heart beating je sentais mon cœur battre ;9 (indicating capability, tendency) she could be quite abrupt elle pouvait être assez brusque ; it can make life difficult ça peut rendre la vie difficile ; Italy can be very warm at that time of year il peut faire très chaud en Italie à cette période de l'année ;10 (expressing likelihood, assumption) the cease-fire can't last le cessez-le-feu ne peut pas durer ; it can't be as bad as that! ça ne peut pas être aussi terrible que ça! ; it can't have been easy for her ça n'a pas dû être facile pour elle ; he couldn't be more than 10 years old il ne peut pas avoir plus de 10 ans ;11 ( expressing willingness to act) I cannot give up work je ne peux pas laisser tomber le travail ; we can take you home nous pouvons te déposer chez toi ; I couldn't leave the children ( didn't want to) je ne pouvais pas laisser les enfants ; ( wouldn't want to) je ne pourrais pas laisser les enfants ;12 ( be in a position to) one can hardly blame her on peut difficilement le lui reprocher ; they can hardly refuse to listen ils peuvent difficilement refuser d'écouter ; I can't say I agree je ne peux pas dire que je suis d'accord ; I couldn't possibly accept the money je ne peux vraiment pas accepter cet argent ;13 ( expressing a reproach) they could have warned us ils auraient pu nous prévenir ; you could at least say sorry! tu pourrais au moins t'excuser! ; how could you! comment as-tu pu faire une chose pareille! ;14 ( expressing surprise) what can she possibly want from me? qu'est-ce qu'elle peut bien me vouloir? ; who could it be? qui est-ce que ça peut bien être? ; where could they have hidden it? où est-ce qu'ils ont bien pu le cacher? ; you can't ou cannot be serious! tu veux rire ○ ! ; can you believe it! tu te rends compte? ;15 ( for emphasis) I couldn't agree more! je suis entièrement d'accord! ; they couldn't have been nicer ils ont été extrêmement gentils ; you couldn't be more mistaken tu te trompes complètement ;16 ( expressing exasperation) I was so mad I could have screamed! j'aurais crié tellement j'étais en colère! ; I could murder him ○ ! je le tuerais ○ ! ;17 ( expressing obligation) if she wants it she can ask me herself si elle le veut elle peut venir me le demander elle-même ; you can get lost ○ ! tu peux toujours courir ○ ! ; if you want to chat, you can leave si vous voulez bavarder allez faire ça dehors ; if he doesn't like it he can lump it ○ même si ça ne lui plaît pas il va falloir qu'il fasse avec ○ ;18 ( avoiding repetition of verb) ‘can we borrow it?’-‘you can’ ‘est-ce que nous pouvons l'emprunter?’-‘bien sûr’ ; leave as soon as you can partez dès que vous pourrez ; ‘can anyone give me a lift home?’-‘we can’ ‘est-ce que quelqu'un peut me déposer chez moi?’-‘oui, nous’.as happy/excited as can ou could be très heureux/excité ; no can do ○ non, je ne peux pas.II.A n3 ○ ( prison) taule ○ f ;5 ○ US Naut destroyer m.1 Culin mettre [qch] en conserve [fruit, vegetables] ;2 ○ can it! I'm trying to sleep ferme-la ○, j'essaie de dormir! ;3 ○ US ( dismiss) virer ○.1 [food] en boîte ;2 ○ [music, laughter, applause] enregistré ;3 ○ ( drunk) bourré ○.a can of worms une affaire dans laquelle il vaut mieux ne pas trop fouiller ; in the can ○ Cin ( of film) dans la boîte ; ( of negotiations) dans la poche ; to carry the can for sb ○ porter le chapeau à la place de qn ○. -
5 Bibliography
■ Aitchison, J. (1987). Noam Chomsky: Consensus and controversy. New York: Falmer Press.■ Anderson, J. R. (1980). Cognitive psychology and its implications. San Francisco: W. H. Freeman.■ Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.■ Anderson, J. R. (1995). Cognitive psychology and its implications (4th ed.). New York: W. H. Freeman.■ Archilochus (1971). In M. L. West (Ed.), Iambi et elegi graeci (Vol. 1). Oxford: Oxford University Press.■ Armstrong, D. M. (1990). The causal theory of the mind. In W. G. Lycan (Ed.), Mind and cognition: A reader (pp. 37-47). Cambridge, MA: Basil Blackwell. (Originally published in 1981 in The nature of mind and other essays, Ithaca, NY: University Press).■ Atkins, P. W. (1992). Creation revisited. Oxford: W. H. Freeman & Company.■ Austin, J. L. (1962). How to do things with words. Cambridge, MA: Harvard University Press.■ Bacon, F. (1878). Of the proficience and advancement of learning divine and human. In The works of Francis Bacon (Vol. 1). Cambridge, MA: Hurd & Houghton.■ Bacon, R. (1928). Opus majus (Vol. 2). R. B. Burke (Trans.). Philadelphia, PA: University of Pennsylvania Press.■ Bar-Hillel, Y. (1960). The present status of automatic translation of languages. In F. L. Alt (Ed.), Advances in computers (Vol. 1). New York: Academic Press.■ Barr, A., & E. A. Feigenbaum (Eds.) (1981). The handbook of artificial intelligence (Vol. 1). Reading, MA: Addison-Wesley.■ Barr, A., & E. A. Feigenbaum (Eds.) (1982). The handbook of artificial intelligence (Vol. 2). Los Altos, CA: William Kaufman.■ Barron, F. X. (1963). The needs for order and for disorder as motives in creative activity. In C. W. Taylor & F. X. Barron (Eds.), Scientific creativity: Its rec ognition and development (pp. 153-160). New York: Wiley.■ Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press.■ Bartley, S. H. (1969). Principles of perception. London: Harper & Row.■ Barzun, J. (1959). The house of intellect. New York: Harper & Row.■ Beach, F. A., D. O. Hebb, C. T. Morgan & H. W. Nissen (Eds.) (1960). The neu ropsychology of Lashley. New York: McGraw-Hill.■ Berkeley, G. (1996). Principles of human knowledge: Three Dialogues. Oxford: Oxford University Press. (Originally published in 1710.)■ Berlin, I. (1953). The hedgehog and the fox: An essay on Tolstoy's view of history. NY: Simon & Schuster.■ Bierwisch, J. (1970). Semantics. In J. Lyons (Ed.), New horizons in linguistics. Baltimore: Penguin Books.■ Black, H. C. (1951). Black's law dictionary. St. Paul, MN: West Publishing.■ Bloom, A. (1981). The linguistic shaping of thought: A study in the impact of language on thinking in China and the West. Hillsdale, NJ: Erlbaum.■ Bobrow, D. G., & D. A. Norman (1975). Some principles of memory schemata. In D. G. Bobrow & A. Collins (Eds.), Representation and understanding: Stud ies in Cognitive Science (pp. 131-149). New York: Academic Press.■ Boden, M. A. (1977). Artificial intelligence and natural man. New York: Basic Books.■ Boden, M. A. (1981). Minds and mechanisms. Ithaca, NY: Cornell University Press.■ Boden, M. A. (1990a). The creative mind: Myths and mechanisms. London: Cardinal.■ Boden, M. A. (1990b). The philosophy of artificial intelligence. Oxford: Oxford University Press.■ Boden, M. A. (1994). Precis of The creative mind: Myths and mechanisms. Behavioral and brain sciences 17, 519-570.■ Boden, M. (1996). Creativity. In M. Boden (Ed.), Artificial Intelligence (2nd ed.). San Diego: Academic Press.■ Bolter, J. D. (1984). Turing's man: Western culture in the computer age. Chapel Hill, NC: University of North Carolina Press.■ Bolton, N. (1972). The psychology of thinking. London: Methuen.■ Bourne, L. E. (1973). Some forms of cognition: A critical analysis of several papers. In R. Solso (Ed.), Contemporary issues in cognitive psychology (pp. 313324). Loyola Symposium on Cognitive Psychology (Chicago 1972). Washington, DC: Winston.■ Bransford, J. D., N. S. McCarrell, J. J. Franks & K. E. Nitsch (1977). Toward unexplaining memory. In R. Shaw & J. D. Bransford (Eds.), Perceiving, acting, and knowing (pp. 431-466). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Breger, L. (1981). Freud's unfinished journey. London: Routledge & Kegan Paul.■ Brehmer, B. (1986). In one word: Not from experience. In H. R. Arkes & K. Hammond (Eds.), Judgment and decision making: An interdisciplinary reader (pp. 705-719). Cambridge: Cambridge University Press.■ Bresnan, J. (1978). A realistic transformational grammar. In M. Halle, J. Bresnan & G. A. Miller (Eds.), Linguistic theory and psychological reality (pp. 1-59). Cambridge, MA: MIT Press.■ Brislin, R. W., W. J. Lonner & R. M. Thorndike (Eds.) (1973). Cross- cultural research methods. New York: Wiley.■ Bronowski, J. (1977). A sense of the future: Essays in natural philosophy. P. E. Ariotti with R. Bronowski (Eds.). Cambridge, MA: MIT Press.■ Bronowski, J. (1978). The origins of knowledge and imagination. New Haven, CT: Yale University Press.■ Brown, R. O. (1973). A first language: The early stages. Cambridge, MA: Harvard University Press.■ Brown, T. (1970). Lectures on the philosophy of the human mind. In R. Brown (Ed.), Between Hume and Mill: An anthology of British philosophy- 1749- 1843 (pp. 330-387). New York: Random House/Modern Library.■ Bruner, J. S., J. Goodnow & G. Austin (1956). A study of thinking. New York: Wiley.■ Calvin, W. H. (1990). The cerebral symphony: Seashore reflections on the structure of consciousness. New York: Bantam.■ Campbell, J. (1982). Grammatical man: Information, entropy, language, and life. New York: Simon & Schuster.■ Campbell, J. (1989). The improbable machine. New York: Simon & Schuster.■ Carlyle, T. (1966). On heroes, hero- worship and the heroic in history. Lincoln: University of Nebraska Press. (Originally published in 1841.)■ Carnap, R. (1959). The elimination of metaphysics through logical analysis of language [Ueberwindung der Metaphysik durch logische Analyse der Sprache]. In A. J. Ayer (Ed.), Logical positivism (pp. 60-81) A. Pap (Trans). New York: Free Press. (Originally published in 1932.)■ Cassirer, E. (1946). Language and myth. New York: Harper and Brothers. Reprinted. New York: Dover Publications, 1953.■ Cattell, R. B., & H. J. Butcher (1970). Creativity and personality. In P. E. Vernon (Ed.), Creativity. Harmondsworth, England: Penguin Books.■ Caudill, M., & C. Butler (1990). Naturally intelligent systems. Cambridge, MA: MIT Press/Bradford Books.■ Chandrasekaran, B. (1990). What kind of information processing is intelligence? A perspective on AI paradigms and a proposal. In D. Partridge & R. Wilks (Eds.), The foundations of artificial intelligence: A sourcebook (pp. 14-46). Cambridge: Cambridge University Press.■ Charniak, E., & McDermott, D. (1985). Introduction to artificial intelligence. Reading, MA: Addison-Wesley.■ Chase, W. G., & H. A. Simon (1988). The mind's eye in chess. In A. Collins & E. E. Smith (Eds.), Readings in cognitive science: A perspective from psychology and artificial intelligence (pp. 461-493). San Mateo, CA: Kaufmann.■ Cheney, D. L., & R. M. Seyfarth (1990). How monkeys see the world: Inside the mind of another species. Chicago: University of Chicago Press.■ Chi, M.T.H., R. Glaser & E. Rees (1982). Expertise in problem solving. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (pp. 7-73). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Chomsky, N. (1957). Syntactic structures. The Hague: Mouton. Janua Linguarum.■ Chomsky, N. (1964). A transformational approach to syntax. In J. A. Fodor & J. J. Katz (Eds.), The structure of language: Readings in the philosophy of lan guage (pp. 211-245). Englewood Cliffs, NJ: Prentice-Hall.■ Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.■ Chomsky, N. (1972). Language and mind (enlarged ed.). New York: Harcourt Brace Jovanovich.■ Chomsky, N. (1979). Language and responsibility. New York: Pantheon.■ Chomsky, N. (1986). Knowledge of language: Its nature, origin and use. New York: Praeger Special Studies.■ Churchland, P. (1979). Scientific realism and the plasticity of mind. New York: Cambridge University Press.■ Churchland, P. M. (1989). A neurocomputational perspective: The nature of mind and the structure of science. Cambridge, MA: MIT Press.■ Churchland, P. S. (1986). Neurophilosophy. Cambridge, MA: MIT Press/Bradford Books.■ Clark, A. (1996). Philosophical Foundations. In M. A. Boden (Ed.), Artificial in telligence (2nd ed.). San Diego: Academic Press.■ Clark, H. H., & T. B. Carlson (1981). Context for comprehension. In J. Long & A. Baddeley (Eds.), Attention and performance (Vol. 9, pp. 313-330). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Clarke, A. C. (1984). Profiles of the future: An inquiry into the limits of the possible. New York: Holt, Rinehart & Winston.■ Claxton, G. (1980). Cognitive psychology: A suitable case for what sort of treatment? In G. Claxton (Ed.), Cognitive psychology: New directions (pp. 1-25). London: Routledge & Kegan Paul.■ Code, M. (1985). Order and organism. Albany, NY: State University of New York Press.■ Collingwood, R. G. (1972). The idea of history. New York: Oxford University Press.■ Coopersmith, S. (1967). The antecedents of self- esteem. San Francisco: W. H. Freeman.■ Copland, A. (1952). Music and imagination. London: Oxford University Press.■ Coren, S. (1994). The intelligence of dogs. New York: Bantam Books.■ Cottingham, J. (Ed.) (1996). Western philosophy: An anthology. Oxford: Blackwell Publishers.■ Cox, C. (1926). The early mental traits of three hundred geniuses. Stanford, CA: Stanford University Press.■ Craik, K.J.W. (1943). The nature of explanation. Cambridge: Cambridge University Press.■ Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). New York: HarperCollins.■ Cronbach, L. J., & R. E. Snow (1977). Aptitudes and instructional methods. New York: Irvington. Paperback edition, 1981.■ Csikszentmihalyi, M. (1993). The evolving self. New York: Harper Perennial.■ Culler, J. (1976). Ferdinand de Saussure. New York: Penguin Books.■ Curtius, E. R. (1973). European literature and the Latin Middle Ages. W. R. Trask (Trans.). Princeton, NJ: Princeton University Press.■ D'Alembert, J.L.R. (1963). Preliminary discourse to the encyclopedia of Diderot. R. N. Schwab (Trans.). Indianapolis: Bobbs-Merrill.■ Dampier, W. C. (1966). A history of modern science. Cambridge: Cambridge University Press.■ Darwin, C. (1911). The life and letters of Charles Darwin (Vol. 1). Francis Darwin (Ed.). New York: Appleton.■ Davidson, D. (1970) Mental events. In L. Foster & J. W. Swanson (Eds.), Experience and theory (pp. 79-101). Amherst: University of Massachussetts Press.■ Davies, P. (1995). About time: Einstein's unfinished revolution. New York: Simon & Schuster/Touchstone.■ Davis, R., & J. J. King (1977). An overview of production systems. In E. Elcock & D. Michie (Eds.), Machine intelligence 8. Chichester, England: Ellis Horwood.■ Davis, R., & D. B. Lenat (1982). Knowledge- based systems in artificial intelligence. New York: McGraw-Hill.■ Dawkins, R. (1982). The extended phenotype: The gene as the unit of selection. Oxford: W. H. Freeman.■ deKleer, J., & J. S. Brown (1983). Assumptions and ambiguities in mechanistic mental models (1983). In D. Gentner & A. L. Stevens (Eds.), Mental modes (pp. 155-190). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Dennett, D. C. (1978a). Brainstorms: Philosophical essays on mind and psychology. Montgomery, VT: Bradford Books.■ Dennett, D. C. (1978b). Toward a cognitive theory of consciousness. In D. C. Dennett, Brainstorms: Philosophical Essays on Mind and Psychology. Montgomery, VT: Bradford Books.■ Dennett, D. C. (1995). Darwin's dangerous idea: Evolution and the meanings of life. New York: Simon & Schuster/Touchstone.■ Descartes, R. (1897-1910). Traite de l'homme. In Oeuvres de Descartes (Vol. 11, pp. 119-215). Paris: Charles Adam & Paul Tannery. (Originally published in 1634.)■ Descartes, R. (1950). Discourse on method. L. J. Lafleur (Trans.). New York: Liberal Arts Press. (Originally published in 1637.)■ Descartes, R. (1951). Meditation on first philosophy. L. J. Lafleur (Trans.). New York: Liberal Arts Press. (Originally published in 1641.)■ Descartes, R. (1955). The philosophical works of Descartes. E. S. Haldane and G.R.T. Ross (Trans.). New York: Dover. (Originally published in 1911 by Cambridge University Press.)■ Descartes, R. (1967). Discourse on method (Pt. V). In E. S. Haldane and G.R.T. Ross (Eds.), The philosophical works of Descartes (Vol. 1, pp. 106-118). Cambridge: Cambridge University Press. (Originally published in 1637.)■ Descartes, R. (1970a). Discourse on method. In E. S. Haldane & G.R.T. Ross (Eds.), The philosophical works of Descartes (Vol. 1, pp. 181-200). Cambridge: Cambridge University Press. (Originally published in 1637.)■ Descartes, R. (1970b). Principles of philosophy. In E. S. Haldane & G.R.T. Ross (Eds.), The philosophical works of Descartes (Vol. 1, pp. 178-291). Cambridge: Cambridge University Press. (Originally published in 1644.)■ Descartes, R. (1984). Meditations on first philosophy. In J. Cottingham, R. Stoothoff & D. Murduch (Trans.), The philosophical works of Descartes (Vol. 2). Cambridge: Cambridge University Press. (Originally published in 1641.)■ Descartes, R. (1986). Meditations on first philosophy. J. Cottingham (Trans.). Cambridge: Cambridge University Press. (Originally published in 1641 as Med itationes de prima philosophia.)■ deWulf, M. (1956). An introduction to scholastic philosophy. Mineola, NY: Dover Books.■ Dixon, N. F. (1981). Preconscious processing. London: Wiley.■ Doyle, A. C. (1986). The Boscombe Valley mystery. In Sherlock Holmes: The com plete novels and stories (Vol. 1). New York: Bantam.■ Dreyfus, H., & S. Dreyfus (1986). Mind over machine. New York: Free Press.■ Dreyfus, H. L. (1972). What computers can't do: The limits of artificial intelligence (revised ed.). New York: Harper & Row.■ Dreyfus, H. L., & S. E. Dreyfus (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press.■ Edelman, G. M. (1992). Bright air, brilliant fire: On the matter of the mind. New York: Basic Books.■ Ehrenzweig, A. (1967). The hidden order of art. London: Weidenfeld & Nicolson.■ Einstein, A., & L. Infeld (1938). The evolution of physics. New York: Simon & Schuster.■ Eisenstein, S. (1947). Film sense. New York: Harcourt, Brace & World.■ Everdell, W. R. (1997). The first moderns. Chicago: University of Chicago Press.■ Eysenck, M. W. (1977). Human memory: Theory, research and individual difference. Oxford: Pergamon.■ Eysenck, M. W. (1982). Attention and arousal: Cognition and performance. Berlin: Springer.■ Eysenck, M. W. (1984). A handbook of cognitive psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Fancher, R. E. (1979). Pioneers of psychology. New York: W. W. Norton.■ Farrell, B. A. (1981). The standing of psychoanalysis. New York: Oxford University Press.■ Feldman, D. H. (1980). Beyond universals in cognitive development. Norwood, NJ: Ablex.■ Fetzer, J. H. (1996). Philosophy and cognitive science (2nd ed.). New York: Paragon House.■ Finke, R. A. (1990). Creative imagery: Discoveries and inventions in visualization. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Flanagan, O. (1991). The science of the mind. Cambridge MA: MIT Press/Bradford Books.■ Fodor, J. (1983). The modularity of mind. Cambridge, MA: MIT Press/Bradford Books.■ Frege, G. (1972). Conceptual notation. T. W. Bynum (Trans.). Oxford: Clarendon Press. (Originally published in 1879.)■ Frege, G. (1979). Logic. In H. Hermes, F. Kambartel & F. Kaulbach (Eds.), Gottlob Frege: Posthumous writings. Chicago: University of Chicago Press. (Originally published in 1879-1891.)■ Freud, S. (1959). Creative writers and day-dreaming. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 9, pp. 143-153). London: Hogarth Press.■ Freud, S. (1966). Project for a scientific psychology. In J. Strachey (Ed.), The stan dard edition of the complete psychological works of Sigmund Freud (Vol. 1, pp. 295-398). London: Hogarth Press. (Originally published in 1950 as Aus den AnfaЁngen der Psychoanalyse, in London by Imago Publishing.)■ Freud, S. (1976). Lecture 18-Fixation to traumas-the unconscious. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. 16, p. 285). London: Hogarth Press.■ Galileo, G. (1990). Il saggiatore [The assayer]. In S. Drake (Ed.), Discoveries and opinions of Galileo. New York: Anchor Books. (Originally published in 1623.)■ Gassendi, P. (1970). Letter to Descartes. In "Objections and replies." In E. S. Haldane & G.R.T. Ross (Eds.), The philosophical works of Descartes (Vol. 2, pp. 179-240). Cambridge: Cambridge University Press. (Originally published in 1641.)■ Gazzaniga, M. S. (1988). Mind matters: How mind and brain interact to create our conscious lives. Boston: Houghton Mifflin in association with MIT Press/Bradford Books.■ Genesereth, M. R., & N. J. Nilsson (1987). Logical foundations of artificial intelligence. Palo Alto, CA: Morgan Kaufmann.■ Ghiselin, B. (1952). The creative process. New York: Mentor.■ Ghiselin, B. (1985). The creative process. Berkeley, CA: University of California Press. (Originally published in 1952.)■ Gilhooly, K. J. (1996). Thinking: Directed, undirected and creative (3rd ed.). London: Academic Press.■ Glass, A. L., K. J. Holyoak & J. L. Santa (1979). Cognition. Reading, MA: AddisonWesley.■ Goody, J. (1977). The domestication of the savage mind. Cambridge: Cambridge University Press.■ Gruber, H. E. (1980). Darwin on man: A psychological study of scientific creativity (2nd ed.). Chicago: University of Chicago Press.■ Gruber, H. E., & S. Davis (1988). Inching our way up Mount Olympus: The evolving systems approach to creative thinking. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives. Cambridge: Cambridge University Press.■ Guthrie, E. R. (1972). The psychology of learning. New York: Harper. (Originally published in 1935.)■ Habermas, J. (1972). Knowledge and human interests. Boston: Beacon Press.■ Hadamard, J. (1945). The psychology of invention in the mathematical field. Princeton, NJ: Princeton University Press.■ Hand, D. J. (1985). Artificial intelligence and psychiatry. Cambridge: Cambridge University Press.■ Harris, M. (1981). The language myth. London: Duckworth.■ Haugeland, J. (Ed.) (1981). Mind design: Philosophy, psychology, artificial intelligence. Cambridge, MA: MIT Press/Bradford Books.■ Haugeland, J. (1981a). The nature and plausibility of cognitivism. In J. Haugeland (Ed.), Mind design: Philosophy, psychology, artificial intelligence (pp. 243-281). Cambridge, MA: MIT Press.■ Haugeland, J. (1981b). Semantic engines: An introduction to mind design. In J. Haugeland (Ed.), Mind design: Philosophy, psychology, artificial intelligence (pp. 1-34). Cambridge, MA: MIT Press/Bradford Books.■ Haugeland, J. (1985). Artificial intelligence: The very idea. Cambridge, MA: MIT Press.■ Hawkes, T. (1977). Structuralism and semiotics. Berkeley: University of California Press.■ Hebb, D. O. (1949). The organisation of behaviour. New York: Wiley.■ Hebb, D. O. (1958). A textbook of psychology. Philadelphia: Saunders.■ Hegel, G.W.F. (1910). The phenomenology of mind. J. B. Baille (Trans.). London: Sonnenschein. (Originally published as Phaenomenologie des Geistes, 1807.)■ Heisenberg, W. (1958). Physics and philosophy. New York: Harper & Row.■ Hempel, C. G. (1966). Philosophy of natural science. Englewood Cliffs, NJ: PrenticeHall.■ Herman, A. (1997). The idea of decline in Western history. New York: Free Press.■ Herrnstein, R. J., & E. G. Boring (Eds.) (1965). A source book in the history of psy chology. Cambridge, MA: Harvard University Press.■ Herzmann, E. (1964). Mozart's creative process. In P. H. Lang (Ed.), The creative world of Mozart (pp. 17-30). London: Oldbourne Press.■ Hilgard, E. R. (1957). Introduction to psychology. London: Methuen.■ Hobbes, T. (1651). Leviathan. London: Crooke.■ Holliday, S. G., & M. J. Chandler (1986). Wisdom: Explorations in adult competence. Basel, Switzerland: Karger.■ Horn, J. L. (1986). In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 3). Hillsdale, NJ: Erlbaum.■ Hull, C. (1943). Principles of behavior. New York: Appleton-Century-Crofts.■ Hume, D. (1955). An inquiry concerning human understanding. New York: Liberal Arts Press. (Originally published in 1748.)■ Hume, D. (1975). An enquiry concerning human understanding. In L. A. SelbyBigge (Ed.), Hume's enquiries (3rd. ed., revised P. H. Nidditch). Oxford: Clarendon. (Spelling and punctuation revised.) (Originally published in 1748.)■ Hume, D. (1978). A treatise of human nature. L. A. Selby-Bigge (Ed.), Hume's enquiries (3rd. ed., revised P. H. Nidditch). Oxford: Clarendon. (With some modifications of spelling and punctuation.) (Originally published in 1690.)■ Hunt, E. (1973). The memory we must have. In R. C. Schank & K. M. Colby (Eds.), Computer models of thought and language. (pp. 343-371) San Francisco: W. H. Freeman.■ Husserl, E. (1960). Cartesian meditations. The Hague: Martinus Nijhoff.■ Inhelder, B., & J. Piaget (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books. (Originally published in 1955 as De la logique de l'enfant a` la logique de l'adolescent. [Paris: Presses Universitaire de France])■ James, W. (1890a). The principles of psychology (Vol. 1). New York: Dover Books.■ James, W. (1890b). The principles of psychology. New York: Henry Holt.■ Jevons, W. S. (1900). The principles of science (2nd ed.). London: Macmillan.■ Johnson, G. (1986). Machinery of the mind: Inside the new science of artificial intelli gence. New York: Random House.■ Johnson-Laird, P. N. (1983). Mental models: Toward a cognitive science of language, inference, and consciousness. Cambridge, MA: Harvard University Press.■ Johnson-Laird, P. N. (1988). The computer and the mind: An introduction to cognitive science. Cambridge, MA: Harvard University Press.■ Jones, E. (1961). The life and work of Sigmund Freud. L. Trilling & S. Marcus (Eds.). London: Hogarth.■ Jones, R. V. (1985). Complementarity as a way of life. In A. P. French & P. J. Kennedy (Eds.), Niels Bohr: A centenary volume. Cambridge, MA: Harvard University Press.■ Kant, I. (1933). Critique of Pure Reason (2nd ed.). N. K. Smith (Trans.). London: Macmillan. (Originally published in 1781 as Kritik der reinen Vernunft.)■ Kant, I. (1891). Solution of the general problems of the Prolegomena. In E. Belfort (Trans.), Kant's Prolegomena. London: Bell. (With minor modifications.) (Originally published in 1783.)■ Katona, G. (1940). Organizing and memorizing: Studies in the psychology of learning and teaching. New York: Columbia University Press.■ Kaufman, A. S. (1979). Intelligent testing with the WISC-R. New York: Wiley.■ Koestler, A. (1964). The act of creation. New York: Arkana (Penguin).■ Kohlberg, L. (1971). From is to ought. In T. Mischel (Ed.), Cognitive development and epistemology. (pp. 151-235) New York: Academic Press.■ KoЁhler, W. (1925). The mentality of apes. New York: Liveright.■ KoЁhler, W. (1927). The mentality of apes (2nd ed.). Ella Winter (Trans.). London: Routledge & Kegan Paul.■ KoЁhler, W. (1930). Gestalt psychology. London: G. Bell.■ KoЁhler, W. (1947). Gestalt psychology. New York: Liveright.■ KoЁhler, W. (1969). The task of Gestalt psychology. Princeton, NJ: Princeton University Press.■ Kuhn, T. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.■ Langer, E. J. (1989). Mindfulness. Reading, MA: Addison-Wesley.■ Langer, S. (1962). Philosophical sketches. Baltimore: Johns Hopkins University Press.■ Langley, P., H. A. Simon, G. L. Bradshaw & J. M. Zytkow (1987). Scientific dis covery: Computational explorations of the creative process. Cambridge, MA: MIT Press.■ Lashley, K. S. (1951). The problem of serial order in behavior. In L. A. Jeffress (Ed.), Cerebral mechanisms in behavior, the Hixon Symposium (pp. 112-146) New York: Wiley.■ LeDoux, J. E., & W. Hirst (1986). Mind and brain: Dialogues in cognitive neuroscience. Cambridge: Cambridge University Press.■ Lehnert, W. (1978). The process of question answering. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Leiber, J. (1991). Invitation to cognitive science. Oxford: Blackwell.■ Lenat, D. B., & G. Harris (1978). Designing a rule system that searches for scientific discoveries. In D. A. Waterman & F. Hayes-Roth (Eds.), Pattern directed inference systems (pp. 25-52) New York: Academic Press.■ Levenson, T. (1995). Measure for measure: A musical history of science. New York: Touchstone. (Originally published in 1994.)■ Leґvi-Strauss, C. (1963). Structural anthropology. C. Jacobson & B. Grundfest Schoepf (Trans.). New York: Basic Books. (Originally published in 1958.)■ Levine, M. W., & J. M. Schefner (1981). Fundamentals of sensation and perception. London: Addison-Wesley.■ Lewis, C. I. (1946). An analysis of knowledge and valuation. LaSalle, IL: Open Court.■ Lighthill, J. (1972). A report on artificial intelligence. Unpublished manuscript, Science Research Council.■ Lipman, M., A. M. Sharp & F. S. Oscanyan (1980). Philosophy in the classroom. Philadelphia: Temple University Press.■ Lippmann, W. (1965). Public opinion. New York: Free Press. (Originally published in 1922.)■ Locke, J. (1956). An essay concerning human understanding. Chicago: Henry Regnery Co. (Originally published in 1690.)■ Locke, J. (1975). An essay concerning human understanding. P. H. Nidditch (Ed.). Oxford: Clarendon. (Originally published in 1690.) (With spelling and punctuation modernized and some minor modifications of phrasing.)■ Lopate, P. (1994). The art of the personal essay. New York: Doubleday/Anchor Books.■ Lorimer, F. (1929). The growth of reason. London: Kegan Paul. Machlup, F., & U. Mansfield (Eds.) (1983). The study of information. New York: Wiley.■ Manguel, A. (1996). A history of reading. New York: Viking.■ Markey, J. F. (1928). The symbolic process. London: Kegan Paul.■ Martin, R. M. (1969). On Ziff's "Natural and formal languages." In S. Hook (Ed.), Language and philosophy: A symposium (pp. 249-263). New York: New York University Press.■ Mazlish, B. (1993). The fourth discontinuity: the co- evolution of humans and machines. New Haven, CT: Yale University Press.■ McCarthy, J., & P. J. Hayes (1969). Some philosophical problems from the standpoint of artificial intelligence. In B. Meltzer & D. Michie (Eds.), Machine intelligence 4. Edinburgh: Edinburgh University Press.■ McClelland, J. L., D. E. Rumelhart & G. E. Hinton (1986). The appeal of parallel distributed processing. In D. E. Rumelhart, J. L. McClelland & the PDP Research Group (Eds.), Parallel distributed processing: Explorations in the mi crostructure of cognition (Vol. 1, pp. 3-40). Cambridge, MA: MIT Press/ Bradford Books.■ McCorduck, P. (1979). Machines who think. San Francisco: W. H. Freeman.■ McLaughlin, T. (1970). Music and communication. London: Faber & Faber.■ Mednick, S. A. (1962). The associative basis of the creative process. Psychological Review 69, 431-436.■ Meehl, P. E., & C. J. Golden (1982). Taxometric methods. In Kendall, P. C., & Butcher, J. N. (Eds.), Handbook of research methods in clinical psychology (pp. 127-182). New York: Wiley.■ Mehler, J., E.C.T. Walker & M. Garrett (Eds.) (1982). Perspectives on mental rep resentation: Experimental and theoretical studies of cognitive processes and ca pacities. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Mill, J. S. (1900). A system of logic, ratiocinative and inductive: Being a connected view of the principles of evidence and the methods of scientific investigation. London: Longmans, Green.■ Miller, G. A. (1979, June). A very personal history. Talk to the Cognitive Science Workshop, Cambridge, MA.■ Miller, J. (1983). States of mind. New York: Pantheon Books.■ Minsky, M. (1975). A framework for representing knowledge. In P. H. Winston (Ed.), The psychology of computer vision (pp. 211-277). New York: McGrawHill.■ Minsky, M., & S. Papert (1973). Artificial intelligence. Condon Lectures, Oregon State System of Higher Education, Eugene, Oregon.■ Minsky, M. L. (1986). The society of mind. New York: Simon & Schuster.■ Mischel, T. (1976). Psychological explanations and their vicissitudes. In J. K. Cole & W. J. Arnold (Eds.), Nebraska Symposium on motivation (Vol. 23). Lincoln, NB: University of Nebraska Press.■ Morford, M.P.O., & R. J. Lenardon (1995). Classical mythology (5th ed.). New York: Longman.■ Murdoch, I. (1954). Under the net. New York: Penguin.■ Nagel, E. (1959). Methodological issues in psychoanalytic theory. In S. Hook (Ed.), Psychoanalysis, scientific method, and philosophy: A symposium. New York: New York University Press.■ Nagel, T. (1979). Mortal questions. London: Cambridge University Press.■ Nagel, T. (1986). The view from nowhere. Oxford: Oxford University Press.■ Neisser, U. (1967). Cognitive psychology. New York: Appleton-Century-Crofts.■ Neisser, U. (1972). Changing conceptions of imagery. In P. W. Sheehan (Ed.), The function and nature of imagery (pp. 233-251). London: Academic Press.■ Neisser, U. (1976). Cognition and reality. San Francisco: W. H. Freeman.■ Neisser, U. (1978). Memory: What are the important questions? In M. M. Gruneberg, P. E. Morris & R. N. Sykes (Eds.), Practical aspects of memory (pp. 3-24). London: Academic Press.■ Neisser, U. (1979). The concept of intelligence. In R. J. Sternberg & D. K. Detterman (Eds.), Human intelligence: Perspectives on its theory and measurement (pp. 179-190). Norwood, NJ: Ablex.■ Nersessian, N. (1992). How do scientists think? Capturing the dynamics of conceptual change in science. In R. N. Giere (Ed.), Cognitive models of science (pp. 3-44). Minneapolis: University of Minnesota Press.■ Newell, A. (1973a). Artificial intelligence and the concept of mind. In R. C. Schank & K. M. Colby (Eds.), Computer models of thought and language (pp. 1-60). San Francisco: W. H. Freeman.■ Newell, A. (1973b). You can't play 20 questions with nature and win. In W. G. Chase (Ed.), Visual information processing (pp. 283-310). New York: Academic Press.■ Newell, A., & H. A. Simon (1963). GPS: A program that simulates human thought. In E. A. Feigenbaum & J. Feldman (Eds.), Computers and thought (pp. 279-293). New York & McGraw-Hill.■ Newell, A., & H. A. Simon (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.■ Nietzsche, F. (1966). Beyond good and evil. W. Kaufmann (Trans.). New York: Vintage. (Originally published in 1885.)■ Nilsson, N. J. (1971). Problem- solving methods in artificial intelligence. New York: McGraw-Hill.■ Nussbaum, M. C. (1978). Aristotle's Princeton University Press. De Motu Anamalium. Princeton, NJ:■ Oersted, H. C. (1920). Thermo-electricity. In Kirstine Meyer (Ed.), H. C. Oersted, Natuurvidenskabelige Skrifter (Vol. 2). Copenhagen: n.p. (Originally published in 1830 in The Edinburgh encyclopaedia.)■ Ong, W. J. (1982). Orality and literacy: The technologizing of the word. London: Methuen.■ Onians, R. B. (1954). The origins of European thought. Cambridge, MA: Cambridge University Press.■ Osgood, C. E. (1960). Method and theory in experimental psychology. New York: Oxford University Press. (Originally published in 1953.)■ Osgood, C. E. (1966). Language universals and psycholinguistics. In J. H. Greenberg (Ed.), Universals of language (2nd ed., pp. 299-322). Cambridge, MA: MIT Press.■ Palmer, R. E. (1969). Hermeneutics. Evanston, IL: Northwestern University Press.■ Peirce, C. S. (1934). Some consequences of four incapacities-Man, a sign. In C. Hartsborne & P. Weiss (Eds.), Collected papers of Charles Saunders Peirce (Vol. 5, pp. 185-189). Cambridge, MA: Harvard University Press.■ Penfield, W. (1959). In W. Penfield & L. Roberts, Speech and brain mechanisms. Princeton, NJ: Princeton University Press.■ Penrose, R. (1994). Shadows of the mind: A search for the missing science of conscious ness. Oxford: Oxford University Press.■ Perkins, D. N. (1981). The mind's best work. Cambridge, MA: Harvard University Press.■ Peterfreund, E. (1986). The heuristic approach to psychoanalytic therapy. In■ J. Reppen (Ed.), Analysts at work, (pp. 127-144). Hillsdale, NJ: Analytic Press.■ Piaget, J. (1952). The origin of intelligence in children. New York: International Universities Press. (Originally published in 1936.)■ Piaget, J. (1954). Le langage et les opeґrations intellectuelles. Proble` mes de psycho linguistique. Symposium de l'Association de Psychologie Scientifique de Langue Francёaise. Paris: Presses Universitaires de France.■ Piaget, J. (1977). Problems of equilibration. In H. E. Gruber & J. J. Voneche (Eds.), The essential Piaget (pp. 838-841). London: Routlege & Kegan Paul. (Originally published in 1975 as L'eґquilibration des structures cognitives [Paris: Presses Universitaires de France].)■ Piaget, J., & B. Inhelder. (1973). Memory and intelligence. New York: Basic Books.■ Pinker, S. (1994). The language instinct. New York: Morrow.■ Pinker, S. (1996). Facts about human language relevant to its evolution. In J.-P. Changeux & J. Chavaillon (Eds.), Origins of the human brain. A symposium of the Fyssen foundation (pp. 262-283). Oxford: Clarendon Press. Planck, M. (1949). Scientific autobiography and other papers. F. Gaynor (Trans.). New York: Philosophical Library.■ Planck, M. (1990). Wissenschaftliche Selbstbiographie. W. Berg (Ed.). Halle, Germany: Deutsche Akademie der Naturforscher Leopoldina.■ Plato (1892). Meno. In The Dialogues of Plato (B. Jowett, Trans.; Vol. 2). New York: Clarendon. (Originally published circa 380 B.C.)■ Poincareґ, H. (1913). Mathematical creation. In The foundations of science. G. B. Halsted (Trans.). New York: Science Press.■ Poincareґ, H. (1921). The foundations of science: Science and hypothesis, the value of science, science and method. G. B. Halstead (Trans.). New York: Science Press.■ Poincareґ, H. (1929). The foundations of science: Science and hypothesis, the value of science, science and method. New York: Science Press.■ Poincareґ, H. (1952). Science and method. F. Maitland (Trans.) New York: Dover.■ Polya, G. (1945). How to solve it. Princeton, NJ: Princeton University Press.■ Polanyi, M. (1958). Personal knowledge. London: Routledge & Kegan Paul.■ Popper, K. (1968). Conjectures and refutations: The growth of scientific knowledge. New York: Harper & Row/Basic Books.■ Popper, K., & J. Eccles (1977). The self and its brain. New York: Springer-Verlag.■ Popper, K. R. (1959). The logic of scientific discovery. London: Hutchinson.■ Putnam, H. (1975). Mind, language and reality: Philosophical papers (Vol. 2). Cambridge: Cambridge University Press.■ Putnam, H. (1987). The faces of realism. LaSalle, IL: Open Court.■ Pylyshyn, Z. W. (1981). The imagery debate: Analog media versus tacit knowledge. In N. Block (Ed.), Imagery (pp. 151-206). Cambridge, MA: MIT Press.■ Pylyshyn, Z. W. (1984). Computation and cognition: Towards a foundation for cog nitive science. Cambridge, MA: MIT Press/Bradford Books.■ Quillian, M. R. (1968). Semantic memory. In M. Minsky (Ed.), Semantic information processing (pp. 216-260). Cambridge, MA: MIT Press.■ Quine, W.V.O. (1960). Word and object. Cambridge, MA: Harvard University Press.■ Rabbitt, P.M.A., & S. Dornic (Eds.). Attention and performance (Vol. 5). London: Academic Press.■ Rawlins, G.J.E. (1997). Slaves of the Machine: The quickening of computer technology. Cambridge, MA: MIT Press/Bradford Books.■ Reid, T. (1970). An inquiry into the human mind on the principles of common sense. In R. Brown (Ed.), Between Hume and Mill: An anthology of British philosophy- 1749- 1843 (pp. 151-178). New York: Random House/Modern Library.■ Reitman, W. (1970). What does it take to remember? In D. A. Norman (Ed.), Models of human memory (pp. 470-510). London: Academic Press.■ Ricoeur, P. (1974). Structure and hermeneutics. In D. I. Ihde (Ed.), The conflict of interpretations: Essays in hermeneutics (pp. 27-61). Evanston, IL: Northwestern University Press.■ Robinson, D. N. (1986). An intellectual history of psychology. Madison: University of Wisconsin Press.■ Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.■ Rosch, E. (1977). Human categorization. In N. Warren (Ed.), Studies in cross cultural psychology (Vol. 1, pp. 1-49) London: Academic Press.■ Rosch, E. (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization (pp. 27-48). Hillsdale, NJ: Lawrence Erlbaum Associates.■ Rosch, E., & B. B. Lloyd (1978). Principles of categorization. In E. Rosch & B. B. Lloyd (Eds.), Cognition and categorization. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Rose, S. (1970). The chemistry of life. Baltimore: Penguin Books.■ Rose, S. (1976). The conscious brain (updated ed.). New York: Random House.■ Rose, S. (1993). The making of memory: From molecules to mind. New York: Anchor Books. (Originally published in 1992)■ Roszak, T. (1994). The cult of information: A neo- Luddite treatise on high- tech, artificial intelligence, and the true art of thinking (2nd ed.). Berkeley: University of California Press.■ Royce, J. R., & W. W. Rozeboom (Eds.) (1972). The psychology of knowing. New York: Gordon & Breach.■ Rumelhart, D. E. (1977). Introduction to human information processing. New York: Wiley.■ Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. Bruce & W. F. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Rumelhart, D. E., & J. L. McClelland (1986). On learning the past tenses of English verbs. In J. L. McClelland & D. E. Rumelhart (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition (Vol. 2). Cambridge, MA: MIT Press.■ Rumelhart, D. E., P. Smolensky, J. L. McClelland & G. E. Hinton (1986). Schemata and sequential thought processes in PDP models. In J. L. McClelland, D. E. Rumelhart & the PDP Research Group (Eds.), Parallel Distributed Processing (Vol. 2, pp. 7-57). Cambridge, MA: MIT Press.■ Russell, B. (1927). An outline of philosophy. London: G. Allen & Unwin.■ Russell, B. (1961). History of Western philosophy. London: George Allen & Unwin.■ Russell, B. (1965). How I write. In Portraits from memory and other essays. London: Allen & Unwin.■ Russell, B. (1992). In N. Griffin (Ed.), The selected letters of Bertrand Russell (Vol. 1), The private years, 1884- 1914. Boston: Houghton Mifflin. Ryecroft, C. (1966). Psychoanalysis observed. London: Constable.■ Sagan, C. (1978). The dragons of Eden: Speculations on the evolution of human intel ligence. New York: Ballantine Books.■ Salthouse, T. A. (1992). Expertise as the circumvention of human processing limitations. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 172-194). Cambridge: Cambridge University Press.■ Sanford, A. J. (1987). The mind of man: Models of human understanding. New Haven, CT: Yale University Press.■ Sapir, E. (1921). Language. New York: Harcourt, Brace, and World.■ Sapir, E. (1964). Culture, language, and personality. Berkeley: University of California Press. (Originally published in 1941.)■ Sapir, E. (1985). The status of linguistics as a science. In D. G. Mandelbaum (Ed.), Selected writings of Edward Sapir in language, culture and personality (pp. 160166). Berkeley: University of California Press. (Originally published in 1929).■ Scardmalia, M., & C. Bereiter (1992). Literate expertise. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 172-194). Cambridge: Cambridge University Press.■ Schafer, R. (1954). Psychoanalytic interpretation in Rorschach testing. New York: Grune & Stratten.■ Schank, R. C. (1973). Identification of conceptualizations underlying natural language. In R. C. Schank & K. M. Colby (Eds.), Computer models of thought and language (pp. 187-248). San Francisco: W. H. Freeman.■ Schank, R. C. (1976). The role of memory in language processing. In C. N. Cofer (Ed.), The structure of human memory. (pp. 162-189) San Francisco: W. H. Freeman.■ Schank, R. C. (1986). Explanation patterns: Understanding mechanically and creatively. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Schank, R. C., & R. P. Abelson (1977). Scripts, plans, goals, and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.■ SchroЁdinger, E. (1951). Science and humanism. Cambridge: Cambridge University Press.■ Searle, J. R. (1981a). Minds, brains, and programs. In J. Haugeland (Ed.), Mind design: Philosophy, psychology, artificial intelligence (pp. 282-306). Cambridge, MA: MIT Press.■ Searle, J. R. (1981b). Minds, brains and programs. In D. Hofstadter & D. Dennett (Eds.), The mind's I (pp. 353-373). New York: Basic Books.■ Searle, J. R. (1983). Intentionality. New York: Cambridge University Press.■ Serres, M. (1982). The origin of language: Biology, information theory, and thermodynamics. M. Anderson (Trans.). In J. V. Harari & D. F. Bell (Eds.), Hermes: Literature, science, philosophy (pp. 71-83). Baltimore: Johns Hopkins University Press.■ Simon, H. A. (1966). Scientific discovery and the psychology of problem solving. In R. G. Colodny (Ed.), Mind and cosmos: Essays in contemporary science and philosophy (pp. 22-40). Pittsburgh: University of Pittsburgh Press.■ Simon, H. A. (1979). Models of thought. New Haven, CT: Yale University Press.■ Simon, H. A. (1989). The scientist as a problem solver. In D. Klahr & K. Kotovsky (Eds.), Complex information processing: The impact of Herbert Simon. Hillsdale, N.J.: Lawrence Erlbaum Associates.■ Simon, H. A., & C. Kaplan (1989). Foundations of cognitive science. In M. Posner (Ed.), Foundations of cognitive science (pp. 1-47). Cambridge, MA: MIT Press.■ Simonton, D. K. (1988). Creativity, leadership and chance. In R. J. Sternberg (Ed.), The nature of creativity. Cambridge: Cambridge University Press.■ Skinner, B. F. (1974). About behaviorism. New York: Knopf.■ Smith, E. E. (1988). Concepts and thought. In J. Sternberg & E. E. Smith (Eds.), The psychology of human thought (pp. 19-49). Cambridge: Cambridge University Press.■ Smith, E. E. (1990). Thinking: Introduction. In D. N. Osherson & E. E. Smith (Eds.), Thinking. An invitation to cognitive science. (Vol. 3, pp. 1-2). Cambridge, MA: MIT Press.■ Socrates. (1958). Meno. In E. H. Warmington & P. O. Rouse (Eds.), Great dialogues of Plato W.H.D. Rouse (Trans.). New York: New American Library. (Original publication date unknown.)■ Solso, R. L. (1974). Theories of retrieval. In R. L. Solso (Ed.), Theories in cognitive psychology. Potomac, MD: Lawrence Erlbaum Associates.■ Spencer, H. (1896). The principles of psychology. New York: Appleton-CenturyCrofts.■ Steiner, G. (1975). After Babel: Aspects of language and translation. New York: Oxford University Press.■ Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning. Hillsdale, NJ: Lawrence Erlbaum Associates.■ Sternberg, R. J. (1994). Intelligence. In R. J. Sternberg, Thinking and problem solving. San Diego: Academic Press.■ Sternberg, R. J., & J. E. Davidson (1985). Cognitive development in gifted and talented. In F. D. Horowitz & M. O'Brien (Eds.), The gifted and talented (pp. 103-135). Washington, DC: American Psychological Association.■ Storr, A. (1993). The dynamics of creation. New York: Ballantine Books. (Originally published in 1972.)■ Stumpf, S. E. (1994). Philosophy: History and problems (5th ed.). New York: McGraw-Hill.■ Sulloway, F. J. (1996). Born to rebel: Birth order, family dynamics, and creative lives. New York: Random House/Vintage Books.■ Thorndike, E. L. (1906). Principles of teaching. New York: A. G. Seiler.■ Thorndike, E. L. (1970). Animal intelligence: Experimental studies. Darien, CT: Hafner Publishing Co. (Originally published in 1911.)■ Titchener, E. B. (1910). A textbook of psychology. New York: Macmillan.■ Titchener, E. B. (1914). A primer of psychology. New York: Macmillan.■ Toulmin, S. (1957). The philosophy of science. London: Hutchinson.■ Tulving, E. (1972). Episodic and semantic memory. In E. Tulving & W. Donaldson (Eds.), Organisation of memory. London: Academic Press.■ Turing, A. (1946). In B. E. Carpenter & R. W. Doran (Eds.), ACE reports of 1946 and other papers. Cambridge, MA: MIT Press.■ Turkle, S. (1984). Computers and the second self: Computers and the human spirit. New York: Simon & Schuster.■ Tyler, S. A. (1978). The said and the unsaid: Mind, meaning, and culture. New York: Academic Press.■ van Heijenoort (Ed.) (1967). From Frege to Goedel. Cambridge: Harvard University Press.■ Varela, F. J. (1984). The creative circle: Sketches on the natural history of circularity. In P. Watzlawick (Ed.), The invented reality (pp. 309-324). New York: W. W. Norton.■ Voltaire (1961). On the Penseґs of M. Pascal. In Philosophical letters (pp. 119-146). E. Dilworth (Trans.). Indianapolis: Bobbs-Merrill.■ Wagman, M. (1991a). Artificial intelligence and human cognition: A theoretical inter comparison of two realms of intellect. Westport, CT: Praeger.■ Wagman, M. (1991b). Cognitive science and concepts of mind: Toward a general theory of human and artificial intelligence. Westport, CT: Praeger.■ Wagman, M. (1993). Cognitive psychology and artificial intelligence: Theory and re search in cognitive science. Westport, CT: Praeger.■ Wagman, M. (1995). The sciences of cognition: Theory and research in psychology and artificial intelligence. Westport, CT: Praeger.■ Wagman, M. (1996). Human intellect and cognitive science: Toward a general unified theory of intelligence. Westport, CT: Praeger.■ Wagman, M. (1997a). Cognitive science and the symbolic operations of human and artificial intelligence: Theory and research into the intellective processes. Westport, CT: Praeger.■ Wagman, M. (1997b). The general unified theory of intelligence: Central conceptions and specific application to domains of cognitive science. Westport, CT: Praeger.■ Wagman, M. (1998a). Cognitive science and the mind- body problem: From philosophy to psychology to artificial intelligence to imaging of the brain. Westport, CT: Praeger.■ Wagman, M. (1998b). Language and thought in humans and computers: Theory and research in psychology, artificial intelligence, and neural science. Westport, CT: Praeger.■ Wagman, M. (1998c). The ultimate objectives of artificial intelligence: Theoretical and research foundations, philosophical and psychological implications. Westport, CT: Praeger.■ Wagman, M. (1999). The human mind according to artificial intelligence: Theory, re search, and implications. 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
-
6 Artificial Intelligence
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)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)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, EventuallyJust 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 ProgramMany 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)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)[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)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 FormThe 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)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)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)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)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 FormationIt 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)We might distinguish among four kinds of 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.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.... 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)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 ContextsEven 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)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)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 IntelligenceThe 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)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 PropositionsIn 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)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)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)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)Historical dictionary of quotations in cognitive science > Artificial Intelligence
-
7 know
nəupast tense - knew; verb1) (to be aware of or to have been informed about: He knows everything; I know he is at home because his car is in the drive; He knows all about it; I know of no reason why you cannot go.) saber, conocer2) (to have learned and to remember: He knows a lot of poetry.) saber, conocer3) (to be aware of the identity of; to be friendly with: I know Mrs Smith - she lives near me.) conocer4) (to (be able to) recognize or identify: You would hardly know her now - she has become very thin; He knows a good car when he sees one.) reconocer•- knowing- knowingly
- know-all
- know-how
- in the know
- know backwards
- know better
- know how to
- know the ropes
know vb1. saberdo you know what time it is? ¿sabes qué hora es?2. conocerdo you know Madrid? ¿conoces Madrid?tr[nəʊ]1 (be acquainted with) conocer■ do you know Colin? conoces a Colin?■ this building is known as "La Pedrera' este edificio se conoce como "La Pedrera"■ their terrorist activities were known to the police la policía tenía conocimiento de sus actividades terroristas2 (recognize) reconocer3 (have knowledge of) saber■ do you know English? ¿sabes inglés?■ do you know where the station is? ¿sabe dónde está la estación?\SMALLIDIOMATIC EXPRESSION/SMALLI know! ¡lo sé!, ¡ya lo sé!who knows? ¿quién sabe?as far as I know que yo sepafor all I know ¡vete a saber!■ he could be dead for all I know podría estar muerto, ¡vete a saber!don't I know it! ¿y me lo dices a mí?, ¡ni que lo digas!how should I know? ¿yo qué sé?if only I'd known! ¡haberlo sabido!not that I know of que yo sepa, noto know apart saber distinguirto know... from... distinguir entre... y...you know what? ¿sabes qué?you never know nunca se sabeI know what! ¡ya lo tengo!I might've known debí imaginármeloto be in the know estar enterado,-ato get to know somebody (llegar a) conocer a alguienyou know best tú sabes mejor que yo, sabes lo que más te convieneto know better tener más juicio■ you ought to know better at your age! ¡a tu edad deberías saber comportarte mejor!to know by sight conocer de vistato know how to do something saber hacer algoto know what one's talking about hablar con conocimiento de causato make oneself known presentarse, darse a conocerdon't know (in survey) persona que no sabe, no contesta1) : saberhe knows the answer: sabe la respuesta2) : conocer (a una persona, un lugar)do you know Julia?: ¿conoces a Julia?3) recognize: reconocer4) discern, distinguish: distinguir, discernir5)to know how to : saberI don't know how to dance: no sé bailarknow vi: saberv.(§ p.,p.p.: knew, known) = conocer v.(§pres: conozco, conoces...)• reconocer v.(§pres: reconozco, reconoces...)• saber v.(§pres: sé, sabes...) subj: sep-pret: sup-fut/c: sabr-•)
I
1. nəʊ1)a) (have knowledge of, be aware of) saber*I don't know his name/how old he is — no sé cómo se llama/cuántos años tiene
to know something ABOUT something — saber* algo de algo
not to know the first thing about something — no saber* nada or no tener* ni idea de algo
how was I to know that... ? — ¿cómo iba yo a saber que... ?
I don't know that I agree/that I'll be able to come — no sé si estoy de acuerdo/si podré ir
I'll have you know that... — has de saber que..., para que sepas,...
you know what he's like — ya sabes cómo es (él), ya lo conoces
before I knew where I was, it was ten o'clock — cuando quise darme cuenta, eran las diez
it is well known that... — todo el mundo sabe que...
it soon became known that... — pronto se supo que...
to be known to + INF: he's known to be dangerous se sabe que es peligroso; I know that for a fact me consta que es así; to let somebody know something decirle* algo a alguien, hacerle* saber or comunicarle* algo a alguien (frml); ( warn) avisarle algo a alguien; let me know how much it's going to cost dime cuánto va a costar; he let it be known that... dio a entender que...; to make something known to somebody hacerle* saber algo a alguien; without our knowing it sin saberlo nosotros, sin que lo supiéramos; there's no knowing what he might do quién sabe qué hará; do you know what! ¿sabes qué?; I know what: let's go skating! tengo una idea: vayamos a patinar!; wouldn't you know it: it's starting to rain! no te digo, se ha puesto a llover!; not to know which way o where to turn no saber* qué hacer; to know something backwards: she knows her part backwards — se sabe el papel al dedillo or al revés y al derecho
b) ( have practical understanding of) \<\<French/shorthand\>\> saber*c) (have skill, ability)to know how to + INF — saber* + inf
2)a) ( be acquainted with) \<\<person/place\>\> conocer*how well do you know her? — ¿la conoces mucho or bien?
I only know her by name — la conozco or (AmL tb) la ubico sólo de nombre
you know me/him: ever the optimist — ya me/lo conoces: siempre tan optimista
to get to know somebody: how did they get to know each other? ¿cómo se conocieron?; I got to know him better/quite well llegué a conocerlo mejor/bastante bien; to get to know something \<\<subject/job\>\> familiarizarse* con algo; we knew her as Mrs Balfour — para nosotros era la Sra Balfour
he has known poverty/success — ha conocido la pobreza/el éxito
he knows no fear — no sabe lo que es or no conoce el miedo
c) ( be restricted by) (liter) tener*3)a) (recognize, identify) reconocer*to know something/somebody BY something — reconocer* algo/a alguien por algo
b) ( distinguish)to know something/somebody FROM something/somebody — distinguir* algo/a alguien de algo/alguien
I don't know one from the other — no los distingo, no distingo al uno del otro
4) (see, experience) (only in perfect tenses)
2.
vi saber*what happened? - nobody knows — ¿qué pasó? - no se sabe
how do you know? — ¿cómo lo sabes?
I won't argue: you know best — no voy a discutir: tú sabrás
I know! — ya sé!, tengo una idea!
the government didn't want to know — el gobierno se desentendió completamente or no quiso saber nada
I'm not stupid, you know! — oye, que no soy tonto ¿eh? or ¿sabes?
to know ABOUT something/somebody: he knows about computers sabe or entiende de computadoras; did you know about John? ¿sabías lo de John?, ¿estabas enterado de lo de John?; can I invite him? - I don't know about that, we'll have to see ¿lo puedo invitar? - no sé, veremos; to get to know about something enterarse de algo; to know OF something/somebody: she knew of their activities tenía conocimiento or estaba enterada de sus actividades; not that I know of que yo sepa, no; do you know of a good carpenter? ¿conoces a or sabes de algún carpintero bueno?; I don't actually know her, I know of her — no la conozco personalmente, sólo de oídas
II
[nǝʊ] (pt knew) (pp known)to be in the know — estar* enterado
1. TRANSITIVE VERBLook up set combinations such as know the ropes, know one's stuff, know sth backward at the other word.1) (=be aware of)a) [+ facts, dates etc] saberto know the difference between... — saber la diferencia entre...
•
she knows a lot about chemistry — sabe mucho de químicaI know nothing about it, I don't know anything about it — no sé nada de eso
•
one minute you're leaving school, then before you know it, you've got a family to support — dejas el colegio y al minuto siguiente, antes de darte cuenta, tienes una familia que mantenerto know why/when/where/if — saber por qué/cuándo/dónde/si
do you know how he did that? — ¿sabes cómo lo hizo?
•
I'll or I'd have you know that... — que sepas que..., para que te enteres,...•
you haven't time, as well he knew — no tienes tiempo, como él bien sabíayou know as well as I do that... — sabes tan bien como yo que...
I know what I said — ya sé qué or lo que dije
•
I don't know whether or not you've heard, but... — no sé si has oído o no pero...- know what's whatI knew it! — ¡lo sabía!
•
that's all you know! * — ¡y más que podría yo contarte!•
don't I know it! — ¡a mí me lo vas a contar!"she's furious" - "don't I know it?" — -está furiosa -¡a mí me lo vas a contar!
•
how was I to know that...? — ¿cómo iba yo a saber que...?•
I should have known you'd mess things up! — debería haberme figurado or imaginado que ibas a estropear las cosas•
do you know what, I think she did it! — ¿sabes una cosa? creo que lo hizo ellaI know what, let's drop in on Daphne! — ¡ya sé! ¡vamos a pasarnos por casa de Daphne!
you know what you can do with it! * — ¡mételo por donde te quepa! **
(well,) what do you know! * — ¿qué te parece?, ¡fíjate!, ¡mira nomás! (LAm)
what does he know about dictionaries! — ¡qué sabrá él de diccionarios!
•
Peter, wouldn't you know it, can't come! — Peter, como era de esperar, no puede venird)to know to do sth >: does he know to feed the rabbits? * — ¿sabe que tiene que dar de comer a los conejos?
2) (=be acquainted with) [+ person, place] conocer; [+ subject] saberdo you know him? — ¿lo conoces?
to know one's classics/linguistic theory — saberse los clásicos/la teoría lingüística
•
most of us know him only as a comedian — la mayoría de nosotros lo conocemos solo como comediante•
don't you know me better than that! — ¿o es que no me conoces?, ¡como si no me conocieras!•
to know sb by sight/name — conocer a algn de vista/de nombre•
she knew him for a liar and a cheat — sabía que era un mentiroso y un tramposo•
they know each other from university — se conocen de la universidad•
if I know him, he'll say no — me apuesto a que dice que no•
I've never known him to smile — nunca lo he visto sonreír•
I don't know him to speak to — no lo conozco personalmente4) (=understand)I don't know how you can say that — no sé or no entiendo cómo puedes decir eso
•
you know what I mean — ya me entiendes, ya sabes lo que quiero decir•
I know the problem! — conozco el problemaI know the problems that arise when... — sé los problemas que surgen cuando...
5) (=recognize) reconocer•
I knew him by his voice — le reconocí por la voz•
to know right from wrong — saber distinguir el bien del mal6) (=be certain)I don't know if or that it's a very good idea — no sé si es una buena idea, no estoy seguro de que sea una buena idea
7) †† (sexually)to get to know sb (llegar a) conocer a algn to get to know sthto let sb know...as you get to know the piece better... — cuando conoces mejor la pieza..., cuando estás más familiarizado con la pieza...
2. INTRANSITIVE VERB1) (gen) saberyes, I know — si, ya lo sé
he thinks he's going to get the job, but I know better — cree que va a conseguir el trabajo, pero yo sé mejor lo que cabe esperar
you ought to know better than to... — ya deberías saber que no se puede...
Mary knows better than to risk upsetting me — Mary sabe demasiado bien que no le conviene que me enfade
•
how should I know? — ¿cómo iba yo a saberlo?•
I know, let's... — ya sé, vamos a...•
there's no (way of) knowing — no hay manera de saberlo•
afterwards they just don't want to know — (in relationships) después "si te he visto no me acuerdo"; (in business) después no quieren saber nada del asunto•
who knows? — ¿quién sabe?•
"was she annoyed about it?" - "I wouldn't know" — -¿se enfadó por eso? -¿y yo que sé?•
it's not easy, you know — no es fácil, sabesall 2., 4) to know aboutyou know, I think I'm beginning to like Richard — ¿sabes? creo que me está empezando a gustar Richard
to know about sth/sb: did you know about Paul? — ¿te has enterado de or sabes lo de Paul?
I didn't know about the accident — no me había enterado de lo del accidente, no sabía nada de lo del accidente
•
"you must be delighted!" - "I don't know about that" — ¡debes estar encantado! -no sé qué decirte"you're a genius!" - "oh, I don't know about that" — -¡eres un genio! -hombre, no sé qué decirte
"I'm taking tomorrow off" - "I don't know about that!" — -mañana me tomo el día libre -no sé, habrá que ver
to get to know about sth enterarse de algo to know of (=be acquainted with) conocer•
I don't know about you, but I think it's terrible — a ti no sé, pero a mí me parece terribleI know of no reason why he should have committed suicide — que yo sepa no tenía razones para suicidarse
•
the first I knew of it was when Pete told me — lo primero que oí or supe del asunto fue lo que me dijo Peteto let sb know•
not that I know of — que yo sepa, nowe'll let you know — ya te diremos lo que sea, ya te avisaremos
why didn't you let me know? — ¿por qué no me lo dijiste?
3.NOUN•
to be in the know * — (=well-informed) estar enterado; (=privy to sth) estar al tanto or al corriente* * *
I
1. [nəʊ]1)a) (have knowledge of, be aware of) saber*I don't know his name/how old he is — no sé cómo se llama/cuántos años tiene
to know something ABOUT something — saber* algo de algo
not to know the first thing about something — no saber* nada or no tener* ni idea de algo
how was I to know that... ? — ¿cómo iba yo a saber que... ?
I don't know that I agree/that I'll be able to come — no sé si estoy de acuerdo/si podré ir
I'll have you know that... — has de saber que..., para que sepas,...
you know what he's like — ya sabes cómo es (él), ya lo conoces
before I knew where I was, it was ten o'clock — cuando quise darme cuenta, eran las diez
it is well known that... — todo el mundo sabe que...
it soon became known that... — pronto se supo que...
to be known to + INF: he's known to be dangerous se sabe que es peligroso; I know that for a fact me consta que es así; to let somebody know something decirle* algo a alguien, hacerle* saber or comunicarle* algo a alguien (frml); ( warn) avisarle algo a alguien; let me know how much it's going to cost dime cuánto va a costar; he let it be known that... dio a entender que...; to make something known to somebody hacerle* saber algo a alguien; without our knowing it sin saberlo nosotros, sin que lo supiéramos; there's no knowing what he might do quién sabe qué hará; do you know what! ¿sabes qué?; I know what: let's go skating! tengo una idea: vayamos a patinar!; wouldn't you know it: it's starting to rain! no te digo, se ha puesto a llover!; not to know which way o where to turn no saber* qué hacer; to know something backwards: she knows her part backwards — se sabe el papel al dedillo or al revés y al derecho
b) ( have practical understanding of) \<\<French/shorthand\>\> saber*c) (have skill, ability)to know how to + INF — saber* + inf
2)a) ( be acquainted with) \<\<person/place\>\> conocer*how well do you know her? — ¿la conoces mucho or bien?
I only know her by name — la conozco or (AmL tb) la ubico sólo de nombre
you know me/him: ever the optimist — ya me/lo conoces: siempre tan optimista
to get to know somebody: how did they get to know each other? ¿cómo se conocieron?; I got to know him better/quite well llegué a conocerlo mejor/bastante bien; to get to know something \<\<subject/job\>\> familiarizarse* con algo; we knew her as Mrs Balfour — para nosotros era la Sra Balfour
he has known poverty/success — ha conocido la pobreza/el éxito
he knows no fear — no sabe lo que es or no conoce el miedo
c) ( be restricted by) (liter) tener*3)a) (recognize, identify) reconocer*to know something/somebody BY something — reconocer* algo/a alguien por algo
b) ( distinguish)to know something/somebody FROM something/somebody — distinguir* algo/a alguien de algo/alguien
I don't know one from the other — no los distingo, no distingo al uno del otro
4) (see, experience) (only in perfect tenses)
2.
vi saber*what happened? - nobody knows — ¿qué pasó? - no se sabe
how do you know? — ¿cómo lo sabes?
I won't argue: you know best — no voy a discutir: tú sabrás
I know! — ya sé!, tengo una idea!
the government didn't want to know — el gobierno se desentendió completamente or no quiso saber nada
I'm not stupid, you know! — oye, que no soy tonto ¿eh? or ¿sabes?
to know ABOUT something/somebody: he knows about computers sabe or entiende de computadoras; did you know about John? ¿sabías lo de John?, ¿estabas enterado de lo de John?; can I invite him? - I don't know about that, we'll have to see ¿lo puedo invitar? - no sé, veremos; to get to know about something enterarse de algo; to know OF something/somebody: she knew of their activities tenía conocimiento or estaba enterada de sus actividades; not that I know of que yo sepa, no; do you know of a good carpenter? ¿conoces a or sabes de algún carpintero bueno?; I don't actually know her, I know of her — no la conozco personalmente, sólo de oídas
II
to be in the know — estar* enterado
-
8 Memory
To what extent can we lump together what goes on when you try to recall: (1) your name; (2) how you kick a football; and (3) the present location of your car keys? If we use introspective evidence as a guide, the first seems an immediate automatic response. The second may require constructive internal replay prior to our being able to produce a verbal description. The third... quite likely involves complex operational responses under the control of some general strategy system. Is any unitary search process, with a single set of characteristics and inputoutput relations, likely to cover all these cases? (Reitman, 1970, p. 485)[Semantic memory] Is a mental thesaurus, organized knowledge a person possesses about words and other verbal symbols, their meanings and referents, about relations among them, and about rules, formulas, and algorithms for the manipulation of these symbols, concepts, and relations. Semantic memory does not register perceptible properties of inputs, but rather cognitive referents of input signals. (Tulving, 1972, p. 386)The mnemonic code, far from being fixed and unchangeable, is structured and restructured along with general development. Such a restructuring of the code takes place in close dependence on the schemes of intelligence. The clearest indication of this is the observation of different types of memory organisation in accordance with the age level of a child so that a longer interval of retention without any new presentation, far from causing a deterioration of memory, may actually improve it. (Piaget & Inhelder, 1973, p. 36)4) The Logic of Some Memory Theorization Is of Dubious Worth in the History of PsychologyIf a cue was effective in memory retrieval, then one could infer it was encoded; if a cue was not effective, then it was not encoded. The logic of this theorization is "heads I win, tails you lose" and is of dubious worth in the history of psychology. We might ask how long scientists will puzzle over questions with no answers. (Solso, 1974, p. 28)We have iconic, echoic, active, working, acoustic, articulatory, primary, secondary, episodic, semantic, short-term, intermediate-term, and longterm memories, and these memories contain tags, traces, images, attributes, markers, concepts, cognitive maps, natural-language mediators, kernel sentences, relational rules, nodes, associations, propositions, higher-order memory units, and features. (Eysenck, 1977, p. 4)The problem with the memory metaphor is that storage and retrieval of traces only deals [ sic] with old, previously articulated information. Memory traces can perhaps provide a basis for dealing with the "sameness" of the present experience with previous experiences, but the memory metaphor has no mechanisms for dealing with novel information. (Bransford, McCarrell, Franks & Nitsch, 1977, p. 434)7) The Results of a Hundred Years of the Psychological Study of Memory Are Somewhat DiscouragingThe results of a hundred years of the psychological study of memory are somewhat discouraging. We have established firm empirical generalisations, but most of them are so obvious that every ten-year-old knows them anyway. We have made discoveries, but they are only marginally about memory; in many cases we don't know what to do with them, and wear them out with endless experimental variations. We have an intellectually impressive group of theories, but history offers little confidence that they will provide any meaningful insight into natural behavior. (Neisser, 1978, pp. 12-13)A schema, then is a data structure for representing the generic concepts stored in memory. There are schemata representing our knowledge about all concepts; those underlying objects, situations, events, sequences of events, actions and sequences of actions. A schema contains, as part of its specification, the network of interrelations that is believed to normally hold among the constituents of the concept in question. A schema theory embodies a prototype theory of meaning. That is, inasmuch as a schema underlying a concept stored in memory corresponds to the mean ing of that concept, meanings are encoded in terms of the typical or normal situations or events that instantiate that concept. (Rumelhart, 1980, p. 34)Memory appears to be constrained by a structure, a "syntax," perhaps at quite a low level, but it is free to be variable, deviant, even erratic at a higher level....Like the information system of language, memory can be explained in part by the abstract rules which underlie it, but only in part. The rules provide a basic competence, but they do not fully determine performance. (Campbell, 1982, pp. 228, 229)When people think about the mind, they often liken it to a physical space, with memories and ideas as objects contained within that space. Thus, we speak of ideas being in the dark corners or dim recesses of our minds, and of holding ideas in mind. Ideas may be in the front or back of our minds, or they may be difficult to grasp. With respect to the processes involved in memory, we talk about storing memories, of searching or looking for lost memories, and sometimes of finding them. An examination of common parlance, therefore, suggests that there is general adherence to what might be called the spatial metaphor. The basic assumptions of this metaphor are that memories are treated as objects stored in specific locations within the mind, and the retrieval process involves a search through the mind in order to find specific memories....However, while the spatial metaphor has shown extraordinary longevity, there have been some interesting changes over time in the precise form of analogy used. In particular, technological advances have influenced theoretical conceptualisations.... The original Greek analogies were based on wax tablets and aviaries; these were superseded by analogies involving switchboards, gramophones, tape recorders, libraries, conveyor belts, and underground maps. Most recently, the workings of human memory have been compared to computer functioning... and it has been suggested that the various memory stores found in computers have their counterparts in the human memory system. (Eysenck, 1984, pp. 79-80)Primary memory [as proposed by William James] relates to information that remains in consciousness after it has been perceived, and thus forms part of the psychological present, whereas secondary memory contains information about events that have left consciousness, and are therefore part of the psychological past. (Eysenck, 1984, p. 86)Once psychologists began to study long-term memory per se, they realized it may be divided into two main categories.... Semantic memories have to do with our general knowledge about the working of the world. We know what cars do, what stoves do, what the laws of gravity are, and so on. Episodic memories are largely events that took place at a time and place in our personal history. Remembering specific events about our own actions, about our family, and about our individual past falls into this category. With amnesia or in aging, what dims... is our personal episodic memories, save for those that are especially dear or painful to us. Our knowledge of how the world works remains pretty much intact. (Gazzaniga, 1988, p. 42)The nature of memory... provides a natural starting point for an analysis of thinking. Memory is the repository of many of the beliefs and representations that enter into thinking, and the retrievability of these representations can limit the quality of our thought. (Smith, 1990, p. 1)Historical dictionary of quotations in cognitive science > Memory
-
9 soft dollaring
See:Another reason managers are interested in controlling client commissions deserves special attention. "Soft dollaring" has got to be one of the most misunderstood and controversial practices in the money management business. The very term "soft dollars" suggests something shady and conjures up images of money exchanging hands in dark alleyways. Among laymen, soft dollars may be confused with "soft money" political contributions. There is a thin connection between "soft dollars" and "soft money." Since brokerage firms are not subject to the same rules pertaining to political contributions as municipal underwriting firms, large "soft money" contributions from owners of brokerage firms do find their way into politicians' coffers more easily than contributions from underwriters. However, it is important to not confuse the two terms.So what is "soft dollaring?" Soft dollaring is the practice whereby money managers use client brokerage commissions to purchase investment research. When a manager pays for products or services with his own money, directly from the research provider, this is referred to as "hard dollars." Payment with client commissions, financed through a brokerage firm, is referred to as "soft dollars." Through soft dollar arrangements money managers are permitted to shift an expense related to the management of assets they would otherwise have to bear, onto their clients. The amount of this research expense the money management industry transfers onto its clients is in the billions annually. As a result, any analysis of the economics of the money management industry should include the effects of soft dollaring; however, we are unaware of any that has. In the institutional marketplace, strange as it may seem, it is possible for a money manager to profit more from soft dollars than from the negotiated asset management fee he receives.The general rule under the federal and state securities laws is that a fiduciary, the money manager, cannot use client assets for his own benefit or the benefit of other clients. To simplify matters greatly, soft dollaring is a legally prescribed exception to this rule. Congress, the SEC and other regulators have agreed that as long as the research purchased assists the manager in making investment decisions, the clients benefit and its legally acceptable. A tremendous amount of strained analysis has gone into the precise policies and procedures that managers must follow in purchasing research with client commission dollars. Over the years a distinction has been made between "proprietary" research or in-house research distributed to brokerage customers without a price tag attached and "independent third-party" research or research written by a third party and sold to managers at a stated price. Third party research has been most frequently criticized because its cost is separately stated and the benefit to managers most obvious. In this latter case, a breach of fiduciary duty seems most glaring. However, it is well known that proprietary research, offered for "free, " is produced to stimulate sales of dealer inventory. So presumably this research lacks credibility and is less beneficial to clients. There have been distinctions drawn between products and services, such as computers, which are "mixed-use, " i.e., which may serve dual purposes, providing both research and administrative uses. An adviser must make a reasonable allocation of the cost of the product according to its uses, the SEC has said. Some portion must be paid for with "hard" dollars and the other with "soft." There are several articles in our Library of Articles that describe soft dollar practices, rule changes and our proposal to Chairman Levitt to reform the soft dollar business.The issue that soft dollaring raises is: when is it acceptable for a manager to benefit from his client's commissions? For purposes of this article we would like to introduce a new and more useful perspective for pensions in their analysis of soft dollars or any other brokerage issue. That is, all brokerage commissions controlled by managers, benefit managers in some way. Brokerage decision-making by managers rarely, if ever, is simply based upon what firm can execute the trade at the best price. Brokerage is a commodity. Almost all brokerage firms offer reasonably competent, "best execution" services. If they didn't, they'd get sued and soon be out of business. Most savvy brokerage marketers don't even try to differentiate their firms with long-winded explanations about best-execution capabilities. Best execution is a given and impossible to prove. If you want to understand how your money manager allocates brokerage, study his business as a whole, including his marketing and affiliates-not just the investment process.The new English-Russian dictionary of financial markets > soft dollaring
-
10 BIOS
['baios] n. shkurtesë nga b asic i nput o utput s ystem ( BIOS) sistemi themelor për hyrje-dalje ( informatikë)What is BIOS?BIOS is an acronym for Basic Input/Output System. It is the boot firmware program on a PC, and controls the computer from the time you start it up until the operating system takes over. When you turn on a PC, the BIOS first conducts a basic hardware check, called a Power-On Self Test (POST), to determine whether all of the attachments are present and working. Then it loads the operating system into your computer's random access memory, or RAM.The BIOS also manages data flow between the computer's operating system and attached devices such as the hard disk, video card, keyboard, mouse, and printer.The BIOS stores the date, the time, and your system configuration information in a battery-powered, non-volatile memory chip, called a CMOS (Complementary Metal Oxide Semiconductor) after its manufacturing process.Although the BIOS is standardized and should rarely require updating, some older BIOS chips may not accommodate new hardware devices. Before the early 1990s, you couldn't update the BIOS without removing and replacing its ROM chip. Contemporary BIOS resides on memory chips such as flash chips or EEPROM (Electrically Erasable Programmable Read-Only Memory), so that you can update the BIOS yourself if necessary.For detailed information about BIOS updates, visit:What is firmware?Firmware consists of programs installed semi-permanently into memory, using various types of programmable ROM chips, such as PROMS, EPROMs, EEPROMs, and flash chips.Firmware is non-volatile, and will remain in memory after you turn the system off.Often, the term firmware is used to refer specifically to boot firmware, which controls a computer from the time that it is turned on until the primary operating system has taken over. Boot firmware's main function is to initialize the hardware and then to boot (load and execute) the primary operating system. On PCs, the boot firmware is usually referred to as the BIOS.What is the difference between memory and disk storage?Memory and disk storage both refer to internal storage space in a computer.The term memory usually means RAM (Random Access Memory). To refer to hard drive storage, the terms disk space or storage are usually used.Typically, computers have much less memory than disk space, because RAM is much more expensive per megabyte than a hard disk. Today, a typical desktop computer might come with 512MB of RAM, and a 40 gigabyte hard disk.Virtual memory is disk space that has been designated to act like RAM.Computers also contain a small amount of ROM, or read-only memory, containing permanent or semi-permanent (firmware) instructions for checking hardware and starting up the computer. On a PC, this is called the BIOS.What is RAM?RAM stands for Random Access Memory. RAM provides space for your computer to read and write data to be accessed by the CPU (central processing unit). When people refer to a computer's memory, they usually mean its RAM.New computers typically come with at least 256 megabytes (MB) of RAM installed, and can be upgraded to 512MB or even a gigabyte or more.If you add more RAM to your computer, you reduce the number of times your CPU must read data from your hard disk. This usually allows your computer to work considerably faster, as RAM is many times faster than a hard disk.RAM is volatile, so data stored in RAM stays there only as long as your computer is running. As soon as you turn the computer off, the data stored in RAM disappears.When you turn your computer on again, your computer's boot firmware (called BIOS on a PC) uses instructions stored semi-permanently in ROM chips to read your operating system and related files from the disk and load them back into RAM.Note: On a PC, different parts of RAM may be more or less easily accessible to programs. For example, cache RAM is made up of very high-speed RAM chips which sit between the CPU and main RAM, storing (i.e., caching) memory accesses by the CPU. Cache RAM helps to alleviate the gap between the speed of a CPU's megahertz rating and the ability of RAM to respond and deliver data. It reduces how often the CPU must wait for data from main memory.What is ROM?ROM is an acronym for Read-Only Memory. It refers to computer memory chips containing permanent or semi-permanent data. Unlike RAM, ROM is non-volatile; even after you turn off your computer, the contents of ROM will remain.Almost every computer comes with a small amount of ROM containing the boot firmware. This consists of a few kilobytes of code that tell the computer what to do when it starts up, e.g., running hardware diagnostics and loading the operating system into RAM. On a PC, the boot firmware is called the BIOS.Originally, ROM was actually read-only. To update the programs in ROM, you had to remove and physically replace your ROM chips. Contemporary versions of ROM allow some limited rewriting, so you can usually upgrade firmware such as the BIOS by using installation software. Rewritable ROM chips include PROMs (programmable read-only memory), EPROMs (erasable read-only memory), EEPROMs (electrically erasable programmable read-only memory), and a common variation of EEPROMs called flash memory.What is an ACPI BIOS?ACPI is an acronym that stands for Advanced Configuration and Power Interface, a power management specification developed by Intel, Microsoft, and Toshiba. ACPI support is built into Windows 98 and later operating systems. ACPI is designed to allow the operating system to control the amount of power provided to each device or peripheral attached to the computer system. This provides much more stable and efficient power management and makes it possible for the operating system to turn off selected devices, such as a monitor or CD-ROM drive, when they are not in use.ACPI should help eliminate computer lockup on entering power saving or sleep mode. This will allow for improved power management, especially in portable computer systems where reducing power consumption is critical for extending battery life. ACPI also allows for the computer to be turned on and off by external devices, so that the touch of a mouse or the press of a key will "wake up" the computer. This new feature of ACPI, called OnNow, allows a computer to enter a sleep mode that uses very little power.In addition to providing power management, ACPI also evolves the existing Plug and Play BIOS (PnP BIOS) to make adding and configuring new hardware devices easier. This includes support for legacy non-PnP devices and improved support for combining older devices with ACPI hardware, allowing both to work in a more efficient manner in the same computer system. The end result of this is to make the BIOS more PnP compatible.What is CMOS?CMOS, short for Complementary Metal Oxide Semiconductor, is a low-power, low-heat semiconductor technology used in contemporary microchips, especially useful for battery-powered devices. The specific technology is explained in detail at:http://searchsmb.techtarget.com/sDefinition/0,,sid44_gci213860,00.htmlMost commonly, though, the term CMOS is used to refer to small battery-powered configuration chips on system boards of personal computers, where the BIOS stores the date, the time, and system configuration details.How do I enter the Setup program in my BIOS?Warning: Your BIOS Setup program is very powerful. An incorrect setting could cause your computer not to boot properly. You should make sure you understand what a setting does before you change it.You can usually run Setup by pressing a special function key or key combination soon after turning on the computer, during its power-on self test (POST), before the operating system loads (or before the operating system's splash screen shows). During POST, the BIOS usually displays a prompt such as:Press F2 to enter SetupMany newer computers display a brief screen, usually black and white, with the computer manufacturer's logo during POST.Entering the designated keystroke will take you into the BIOS Setup. Common keystrokes to enter the BIOS Setup are F1, F2, F10, and Del.On some computers, such as some Gateway or Compaq computers, graphics appear during the POST, and the BIOS information is hidden. You must press Esc to make these graphics disappear. Your monitor will then display the correct keystroke to enter.Note: If you press the key too early or too often, the BIOS may display an error message. To avoid this, wait about five seconds after turning the power on, and then press the key once or twice.What's the difference between BIOS and CMOS?Many people use the terms BIOS (basic input/output system) and CMOS (complementary metal oxide semiconductor) to refer to the same thing. Though they are related, they are distinct and separate components of a computer. The BIOS is the program that starts a computer up, and the CMOS is where the BIOS stores the date, time, and system configuration details it needs to start the computer.The BIOS is a small program that controls the computer from the time it powers on until the time the operating system takes over. The BIOS is firmware, which means it cannot store variable data.CMOS is a type of memory technology, but most people use the term to refer to the chip that stores variable data for startup. A computer's BIOS will initialize and control components like the floppy and hard drive controllers and the computer's hardware clock, but the specific parameters for startup and initializing components are stored in the CMOS. -
11 word
wə:d
1. noun1) (the smallest unit of language (whether written, spoken or read).) palabra2) (a (brief) conversation: I'd like a (quick) word with you in my office.) palabra3) (news: When you get there, send word that you've arrived safely.) noticia4) (a solemn promise: He gave her his word that it would never happen again.) palabra
2. verb(to express in written or spoken language: How are you going to word the letter so that it doesn't seem rude?) expresar- wording- word processor
- word processing
- word-perfect
- by word of mouth
- get a word in edgeways
- in a word
- keep
- break one's word
- take someone at his word
- take at his word
- take someone's word for it
- word for word
word n palabrawhat's does this word mean? ¿qué significa esta palabra?he promised, he gave me his word me lo prometió, me dio su palabraI'll have a word with him about it hablaré con él / se lo comentarétr[wɜːd]1 (gen) palabrahe didn't say a word no dijo ni pío, no dijo ni una palabradon't breathe a word of this no digas nada de esto, ni palabra de esto2 (message, news) noticiaword came that... llegó noticia (de) que...3 (promise) palabra4 (command) orden nombre femenino5 SMALLLINGUISTICS/SMALL palabra, vocablo, voz nombre femenino2 the Word SMALLRELIGION/SMALL el Verbo1 (discussion, talk) palabras nombre femenino plural1 expresar, formular, redactar\SMALLIDIOMATIC EXPRESSION/SMALLfrom the word go desde el principioin a word en una palabrain other words o sea, es decir, en otras palabrasmark my words fíjate en lo que te digonot in so many words no exactamente, no directamente, no con esas palabrasnot to have a good word to say for somebody/something no decir absolutamente nada en favor de alguien/algoto be as good as one's word cumplir su palabrato be the last word in something ser el último grito en algoto break/go back on one's word faltar a la palabrato get a word in edgeways meter bazato have a word with somebody hablar con alguiento have somebody's word for it that... tener la palabra de alguien que...to have the last word decir la última palabrato have words with somebody discutir con alguien, tener unas palabras con alguiento keep one's word cumplir su palabranot to mince one's words no tener pelos en la lenguato put in/say a good word for somebody (intercede) interceder por alguien 2 (recommend) recomendar a alguiento put something into words expresar algo con palabrasto put words in somebody's mouth poner palabras en boca de alguiento take somebody at their word cogerle la palabra a alguien/algoto take somebody's word for it aceptar lo que alguien le dice, creer a alguien, confiar en la palabra de alguiento take the words out of somebody's mouth quitarle la palabra de la boca a alguientoo... for words de lo más... que hay, indescriptiblemente...upon my word! ¡caramba!without a word sin decir palabra, sin chistarword for word palabra por palabrawords fail me no sé qué decir, no tengo palabrasa word of advice un consejoa word of warning una advertenciaword of honour palabra de honorword processing procesamiento de textos, tratamiento de textosword processor procesador nombre masculino de textosword ['wərd] vt: expresar, formular, redactarword n1) : palabra f, vocablo m, voz fword for word: palabra por palabrain one's own words: en sus propias palabraswords fail me: me quedo sin habla2) remark: palabra fby word of mouth: de palabrato have a word with: hablar (dos palabras) con3) command: orden fto give the word: dar la ordenjust say the word: no tienes que decirlo4) message, news: noticias fplis there any word from her?: ¿hay noticias de ella?to send word: mandar un recado5) promise: palabra fto keep one's word: cumplir uno su palabra6) words nplquarrel: palabra f, riña fto have words with: tener unas palabras con, reñir con7) words npltext: letra f (de una canción, etc.)v.• expresar v.• redactar v.n.• dicción s.f.• noticias s.f.pl.• orden s.m.• palabra s.f.• palabras mayores s.m.• verbo s.m.• vocablo s.m.• voz s.f.
I wɜːrd, wɜːd1) c (term, expression) palabra f, vocablo m (frml), voz f (frml)`greenhouse' is written as one word — `greenhouse' se escribe todo junto
it's a long o big word — es una palabra difícil
bad o naughty o rude word — palabrota f, mala palabra f (esp AmL), garabato m (Chi)
what's the German word for `dog'? — ¿cómo se dice `perro' en alemán?
what's another word for `holiday'? — dame un sinónimo de `holiday'
he was... what's the word?... excommunicated — lo... ¿cómo se dice?... lo excomulgaron
he didn't say so in so many words, but that's what he meant — no lo dijo así or con esas palabras, pero eso es lo que quiso decir
in other words — ( introducing a reformulation) es decir, o sea
I have serious doubts about it - in other words you don't trust me — tengo mis serias dudas al respecto - lo que me estás diciendo es que no me tienes confianza
to have a way with words — tener* mucha labia or facilidad de palabra
to be lost for words — no encontrar* palabras, no saber* qué decir
2) c ( thing said) palabra ffamous last words! — (set phrase)
nothing can possibly go wrong -famous last words! — nada puede salir mal -sí, créetelo! (iró)
without a word of a lie — (BrE) palabra (de honor)!
by word of mouth: the news spread by word of mouth la noticia se fue transmitiendo or propagando de boca en boca; people got to know about it by word of mouth la gente se enteró porque se corrió la voz; from the word go desde el primer momento or desde el principio, desde el vamos (CS); the last word: to have the last word tener* or decir* la última palabra; the last word in computers la última palabra en computadoras; to eat one's words: I was forced to eat my words me tuve que tragar lo que había dicho; to get a word in edgewise o (BrE) edgeways meter baza, meter la cuchara (fam); to hang on somebody's every word sorber las palabras de alguien; to have a word with somebody about something hablar con alguien de or sobre algo; to have a word in somebody's ear about something (BrE) hablar en privado con alguien de or sobre algo; to have words with somebody tener* unas palabras con alguien; to put in a (good) word for somebody recomendar* a alguien; ( for somebody in trouble) interceder por alguien; to put words into somebody's mouth atribuirle* a alguien algo que no dijo; to take the words out of somebody's mouth quitarle la(s) palabra(s) de la boca a alguien; to waste words gastar saliva; to weigh one's words medir* sus (or mis etc) palabras; there's many a true word spoken in jest! — lo dices en broma, pero...; mince I
3) ( assurance) (no pl) palabra fto keep/give one's word — cumplir/dar* su (or mi etc) palabra
to break one's word, to go back on one's word faltar a su (or mi etc) palabra; we only have his word for it no tenemos pruebas de ello, solo su palabra; you can take my word for it te lo aseguro; a man of his word un hombre de palabra; to be as good as one's word: he was there all right, as good as his word allí estaba, tal como lo había prometido; to take somebody at her/his word — tomarle la palabra a alguien
4)a) u (news, message)she left word with her secretary that... — dejó recado con la secretaria de que..., le dejó dicho a la secretaria que... (CS)
word has it that... — corre la noticia or el rumor or la voz de que..., dicen que..., se dice que...
to put the word out o about that... — hacer* correr la voz de que...
b) ( instruction)to give the word (to + inf) — dar* la orden (de + inf)
5) words pla) ( lyrics) letra fb) ( Theat)6) c ( Comput) palabra f7)a) ( Bib)b) ( Relig)the word — el evangelio, la palabra de Dios
II
transitive verb \<\<document/letter\>\> redactar; \<\<question\>\> formular[wɜːd]1. Nthe words — (=lyrics) la letra
•
I won't hear a word against him — no permito que se le critique•
words fail me — no me lo puedo creer•
a man of few words — un hombre nada locuaz•
I can't find (the) words to tell you... — no encuentro palabras para decirte...•
fine words — palabras elocuentes (pero quizá poco sinceras)•
word for word — palabra por palabrawhat's the word for "shop" in Spanish? — ¿cómo se dice "shop" en español?
silly isn't the word for it — ¡llamarle estúpido es poco!
•
I can't get a word out of him — no logro sacarle una palabra•
in a word — en pocas palabras, en una palabrain other words — en otros términos, es decir, esto es
in the words of Calderón — con palabras de Calderón, como dice Calderón
she didn't say so in so many words — no lo dijo exactamente así, no lo dijo así concretamente
•
to have the last word in an argument — decir la última palabra en una discusión•
to measure one's words — medir las palabras•
by word of mouth — verbalmente, de palabra•
a word of advice — un consejo•
I can't put my feelings into words — no tengo palabras para expresar lo que sientoto put in a (good) word for sb — avalar a algn, interceder por algn
•
don't say a word about it — no digas nada de esonobody had a good word to say about him — nadie quería defenderle, nadie habló en su favor
I now call on Mr Allison to say a few words — ahora le cedo la palabra al Sr. Allison, ahora le invito al Sr. Allison a hacer uso de la palabra
•
to weigh one's words — medir las palabras•
with these words, he sat down — y tras pronunciar estas palabras se sentó•
without a word — sin decir palabra or ni pío- a word to the wisebreathe 1., 2), eat 1., edgeways, mince2) (=talk)to have a word with sb — hablar (dos palabras) con algn, tener unas palabras con algn
I'll have a word with him about it — lo hablaré con él, se lo mencionaré
could I have a (short) word with you? — ¿puedo hablar un momento contigo?
to have a word in sb's ear — (Brit) decir algo a algn en confianza
3) (=angry words)•
to have words with sb — reñir or (esp LAm) pelear(se) con algn•
words passed between them — cambiaron algunas palabras injuriosas•
to bring word of sth to sb — informar a algn de algo•
word came that... — llegó noticia de que..., se supo que...•
if word gets out that... — si sale a la luz que..., si llega a saberse que...•
the word is going round that... — se dice que..., corre la voz de que...•
word has it that..., the word is that... — se dice que...•
to leave word (with/for sb) that... — dejar recado (con/para algn) de que..., dejar dicho (con/para algn) que...•
there's still no word from John — todavía no sabemos nada de John•
pass the word that it's time to go — diles que es hora de marcharnos•
to send word — mandar recado•
to spread the word — propagar la noticia•
it's his word against mine — es su palabra contra la mía•
to take sb at his word — aceptar lo que algn dice•
to break one's word — faltar a or no cumplir la palabra•
to give sb one's word (that...) — dar la palabra a algn (de que...)•
to go back on one's word — faltar a la palabra•
you have my word — tienes mi palabrawe only have or we've only got her word for it — todo lo que sabemos es lo que ella dice
•
to keep one's word — cumplir (lo prometido)•
(upon) my word! — ¡caramba!•
he's a man of his word — es hombre de palabra•
I take your word for it — te creo, ¡basta con que me lo digas! *- his word is- be as good as one's wordword of command — voz f de mando
7) (Rel) verbo m, palabra f2.VT [+ letter etc] redactarhow shall we word it? — ¿cómo lo expresamos?
3.CPDword association N — (Psych) asociación f de palabras
word blindness N — alexia f
word class N — categoría f gramatical (de las palabras)
word count N — recuento m de vocabulario
word formation N — formación f de palabras
word order N — orden m de palabras
word picture N — descripción f
word processing N — procesamiento m de textos
word processor N — procesador m de textos
* * *
I [wɜːrd, wɜːd]1) c (term, expression) palabra f, vocablo m (frml), voz f (frml)`greenhouse' is written as one word — `greenhouse' se escribe todo junto
it's a long o big word — es una palabra difícil
bad o naughty o rude word — palabrota f, mala palabra f (esp AmL), garabato m (Chi)
what's the German word for `dog'? — ¿cómo se dice `perro' en alemán?
what's another word for `holiday'? — dame un sinónimo de `holiday'
he was... what's the word?... excommunicated — lo... ¿cómo se dice?... lo excomulgaron
he didn't say so in so many words, but that's what he meant — no lo dijo así or con esas palabras, pero eso es lo que quiso decir
in other words — ( introducing a reformulation) es decir, o sea
I have serious doubts about it - in other words you don't trust me — tengo mis serias dudas al respecto - lo que me estás diciendo es que no me tienes confianza
to have a way with words — tener* mucha labia or facilidad de palabra
to be lost for words — no encontrar* palabras, no saber* qué decir
2) c ( thing said) palabra ffamous last words! — (set phrase)
nothing can possibly go wrong -famous last words! — nada puede salir mal -sí, créetelo! (iró)
without a word of a lie — (BrE) palabra (de honor)!
by word of mouth: the news spread by word of mouth la noticia se fue transmitiendo or propagando de boca en boca; people got to know about it by word of mouth la gente se enteró porque se corrió la voz; from the word go desde el primer momento or desde el principio, desde el vamos (CS); the last word: to have the last word tener* or decir* la última palabra; the last word in computers la última palabra en computadoras; to eat one's words: I was forced to eat my words me tuve que tragar lo que había dicho; to get a word in edgewise o (BrE) edgeways meter baza, meter la cuchara (fam); to hang on somebody's every word sorber las palabras de alguien; to have a word with somebody about something hablar con alguien de or sobre algo; to have a word in somebody's ear about something (BrE) hablar en privado con alguien de or sobre algo; to have words with somebody tener* unas palabras con alguien; to put in a (good) word for somebody recomendar* a alguien; ( for somebody in trouble) interceder por alguien; to put words into somebody's mouth atribuirle* a alguien algo que no dijo; to take the words out of somebody's mouth quitarle la(s) palabra(s) de la boca a alguien; to waste words gastar saliva; to weigh one's words medir* sus (or mis etc) palabras; there's many a true word spoken in jest! — lo dices en broma, pero...; mince I
3) ( assurance) (no pl) palabra fto keep/give one's word — cumplir/dar* su (or mi etc) palabra
to break one's word, to go back on one's word faltar a su (or mi etc) palabra; we only have his word for it no tenemos pruebas de ello, solo su palabra; you can take my word for it te lo aseguro; a man of his word un hombre de palabra; to be as good as one's word: he was there all right, as good as his word allí estaba, tal como lo había prometido; to take somebody at her/his word — tomarle la palabra a alguien
4)a) u (news, message)she left word with her secretary that... — dejó recado con la secretaria de que..., le dejó dicho a la secretaria que... (CS)
word has it that... — corre la noticia or el rumor or la voz de que..., dicen que..., se dice que...
to put the word out o about that... — hacer* correr la voz de que...
b) ( instruction)to give the word (to + inf) — dar* la orden (de + inf)
5) words pla) ( lyrics) letra fb) ( Theat)6) c ( Comput) palabra f7)a) ( Bib)b) ( Relig)the word — el evangelio, la palabra de Dios
II
transitive verb \<\<document/letter\>\> redactar; \<\<question\>\> formular -
12 know
1. transitive verb,2) (be able to distinguish)know the difference between right and wrong — den Unterschied zwischen Gut und Böse kennen
he wouldn't know the difference — er wüsste den Unterschied nicht
3) (be aware of) wissen; kennen [Person]I know who she is — ich weiß, wer sie ist
I know for a fact that... — ich weiß ganz bestimmt, dass...
know somebody/something to be... — wissen, dass jemand/etwas... ist
that's/that might be worth knowing — das ist gut/wäre wichtig zu wissen
he doesn't want to know — er will nichts davon wissen od. hören
I know what — ich weiß was (ugs.)
you know something or what? — weißt du was?
you never know — man kann nie wissen (ugs.)
somebody has [never] been known to do something — jemand hat bekanntlich [noch nie] etwas getan
don't I know it! — (coll.) das weiß ich nur zu gut
what do you know [about that]? — (coll.): (that is surprising) was sagst du dazu?
somebody is not to know — (is not to be told) jemand soll nichts wissen (about, of von); (has no way of learning) jemand kann nicht wissen
not know what hit one — (fig.) gar nicht begreifen, was geschehen ist
that's all you know [about it] — das glaubst du vielleicht
know different or otherwise — es besser wissen
know what's what — wissen, wie es in der Welt zugeht
do you know,... — stell dir [mal] vor,...
4) (have understanding of) können [ABC, Einmaleins, Deutsch usw.]; beherrschen [Grundlagen, Regeln]; sich auskennen mit [Gerät, Verfahren, Gesetz]know how to mend fuses — wissen, wie man Sicherungen repariert
5) (be acquainted with) kennenwe have known each other for years — wir kennen uns [schon] seit Jahren
you know what he/it is — (is like) du kennst ihn ja/du weißt ja, wie es ist
6) (have experience of) erleben; erfahren2. nounknow what it is to be hungry — wissen, was es heißt, Hunger zu haben
(coll.)Phrasal Verbs:- academic.ru/88563/know_about">know about- know of* * *[nəu]past tense - knew; verb1) (to be aware of or to have been informed about: He knows everything; I know he is at home because his car is in the drive; He knows all about it; I know of no reason why you cannot go.) wissen2) (to have learned and to remember: He knows a lot of poetry.) kennen3) (to be aware of the identity of; to be friendly with: I know Mrs Smith - she lives near me.) kennen4) (to (be able to) recognize or identify: You would hardly know her now - she has become very thin; He knows a good car when he sees one.) erkennen•- knowing- knowingly
- know-all
- know-how
- in the know
- know backwards
- know better
- know how to
- know the ropes* * *[nəʊ, AM noʊ]<knew, known>1. (have information/knowledge)▪ to \know sth etw wissen; facts, results etw kennenshe \knows all the names of them sie kennt all ihre Namendoes anyone \know the answer? weiß jemand die Antwort?do you \know...? weißt du/wissen Sie...?do you \know the time/where the post office is? können Sie mir bitte sagen, wie spät es ist/wo die Post ist?do you \know the words to this song? kennst du den Text von diesem Lied?he really \knows particle physics in Teilchenphysik kennt er sich wirklich gut ausI \know no fear ich habe vor nichts AngstI \know what I am talking about ich weiß, wovon ich redehow was I to \know it'd be snowing in June! wer ahnt denn schon, dass es im Juni schneien würde!that's worth \knowing das ist gut zu wissenthat might be worth \knowing das wäre gut zu wissenthat's what I like to \know too das würde ich auch gerne wissen!— don't I \know it! — wem sagst du das!before you \know where you are ehe man sich versiehtfor all I \know soweit ich weißthey might have even cancelled the project for all I \know vielleicht haben sie das Projekt ja sogar ganz eingestellt — weiß man's! famI knew it! wusste ich's doch! fam... and you \know it... und das weißt du auch; ( fam)... I \know what... ich weiß wasbut she's not to \know aber sie soll nichts davon erfahrenGod only \knows what'll happen next! weiß der Himmel, was als Nächstes passiert! sl▪ to \know [that]/if/how/what/when/why... wissen, dass/ob/wie/was/wann/warum...▪ to \know sb/sth to be/do sth wissen, dass jd/etw etw ist/tutthe police \know him to be a cocaine dealer die Polizei weiß, dass er mit Kokain handelt▪ to \know how to do sth wissen, wie man etw machtto \know how to drive a car Auto fahren können▪ to \know sth about sth/sb etw über etw/jdn wissento \know the alphabet/English das Alphabet/Englisch könnendo you \know any Norwegian? können Sie ein bisschen Norwegisch?to \know sth by heart etw auswendig könnento \know what one is doing wissen, was man tutto let sb \know sth jdn etw wissen lassen2. (be certain)to not \know which way to turn nicht wissen, was man machen sollto not \know whether to laugh or cry nicht wissen, ob man lachen oder weinen sollto \know for a fact that... ganz sicher wissen, dass...3. (be acquainted with)▪ to \know sb jdn kennen\knowing Sarah [or if I \know Sarah], she'll have done a good job so wie ich Sarah kenne, hat sie ihre Sache bestimmt gut gemachtwe've \known each other for years now wir kennen uns schon seit Jahrenshe \knows Paris well sie kennt sich in Paris gut aussurely you \know me better than that! du solltest mich eigentlich besser kennen!you \know what it's like du weißt ja, wie das [so] istwe all knew her as a kind and understanding colleague uns allen war sie als liebenswerte und einfühlsame Kollegin bekanntI'm sure you all \know the new officer by reputation sicherlich haben Sie alle schon mal von dem neuen Offizier gehörtto \know sb by name/by sight/personally jdn dem Namen nach/vom Sehen/persönlich kennento get to \know sb jdn kennenlernento get to \know each other sich akk kennenlernento [not] \know sb to speak to jdn [nicht] näher kennen▪ to \know sth etw verstehendo you \know what I mean? verstehst du, was ich meine?if you \know what I mean wenn du verstehst, was ich meine5. (experience)I've never \known her [to] cry ich habe sie noch nie weinen sehen6. (recognize)▪ to \know sb/sth jdn/etw erkennenI \know a goodbye when I hear one ich hab' schon verstanden, dass du dich von mir trennen willst! famI \know a good thing when I see it ich merke gleich, wenn was gut istwe all \know him as ‘Curly’ wir alle kennen ihn als ‚Curly‘this is the end of world as we \know it das ist das Ende der Welt, so wie wir sie kennenthese chocolate bars are \known as something else in the US diese Schokoladenriegel laufen in den USA unter einem anderen NamenI knew her for a liar the minute I saw her ich habe vom ersten Augenblick an gewusst, dass sie eine Lügnerin istto \know sb by his/her voice/walk jdn an seiner Stimme/seinem Gang erkennensb wouldn't \know sth if he/she bumped into it [or if he/she fell over it] [or if it hit him/her in the face] jd würde etw akk nicht mal erkennen, wenn es vor ihm/ihr stehen würde7. (be able to differentiate)▪ to \know sth/sb from sth/sb etw/jdn von etw/jdm unterscheiden könnenAna wouldn't \know a greyhound from a collie Ana kann einen Windhund nicht von einem Collie unterscheidenyou wouldn't \know him from his brother man kann ihn und seinen Bruder nicht unterscheiden!don't worry, she wouldn't \know the difference keine Angst, sie wird den Unterschied [gar] nicht merkento \know right from wrong Gut und Böse unterscheiden können▪ it is \known that... es ist bekannt, dass...to make sth \known etw bekanntmachenshe's never been \known to laugh at his jokes sie hat bekanntlich noch nie über seine Witze gelachtthis substance is \known to cause skin problems es ist bekannt, dass diese Substanz Hautirritationen hervorruftthis substance has been \known to cause skin problems diese Substanz hat in einzelnen Fällen zu Hautirritationen geführtTerry is also \known as ‘The Muscleman’ Terry kennt man auch unter dem Namen ‚der Muskelmann‘9.▶ to \know no bounds keine Grenzen kennen▶ to not \know what hit one nicht wissen, wie einem geschieht▶ not if I \know it nicht mit mir!▶ to \know one's own mind wissen, was man will▶ to \know one's place wissen, wo man steht▶ to \know the score wissen, was gespielt wird▶ to \know a thing or two ( pej fam: be sexually experienced) sich akk [mit Männern/Frauen] auskennen<knew, known>1. (have knowledge) [Bescheid] wissenask Kate, she's sure to \know frag Kate, sie weiß es bestimmtI think she \knows ich glaube, sie weiß Bescheidwhere did he go? — I wouldn't [or don't] \know, I was not to \know until years later das sollte ich erst Jahre später erfahren, wo ist er hingegangen? — keine Ahnungare you going to university? — I don't \know yet willst du studieren? — ich weiß [es] noch nichtyou never \know man kann nie wissenas [or so] far as I \know so viel [o weit] ich weißhow am I to \know? woher soll ich das wissen?who \knows? wer weiß?how should I \know? wie soll ich das wissen?I \know! jetzt weiß ich!she didn't want to \know sie wollte nichts davon wissenjust let me \know ok? sag' mir einfach Bescheid, ok?“I don't \know,” he said, “why can't you ever be on time?” „ich begreife das einfach nicht“, sagte er, „warum kannst du nie pünktlich sein?“3. (said to agree with sb)I \know ich weißthe weather's been so good lately — I \know, isn't it wonderful! das Wetter war in letzter Zeit wirklich schön — ja, herrlich, nicht wahr?she's such a fool, don't you \know! sie ist so unglaublich dumm!5. (conversation filler)give him the red box, you \know, the one with the.... gib ihm die rote Kiste, du weißt schon, die mit den...he's so boring and, you \know, sort of spooky er ist so langweilig und, na ja, irgendwie unheimlichhe asked me, you \know weißt du, er hat mich halt gefragt6.▶ to \know better:you ought to \know better du solltest es eigentlich besser wissenhe said he loved me but I \know better er sagte, dass er mich liebt, aber ich weiß, dass es nicht stimmt▶ to \know better than:she's old enough to \know better than to run out into the traffic sie ist alt genug, um zu wissen, dass man nicht einfach auf die Straße läuft▶ to not \know any better es nicht anders kennenIII. NOUNto be in the \know [about sth] [über etw akk] im Bilde sein [o Bescheid wissen]* * *[nəʊ] vb: pret knew, ptp known1. TRANSITIVE VERB1) = have knowledge about wissen; answer, facts, dates, details, results etc kennen, wissen; French, English etc könnenhe knew her to be guilty — er wusste, dass sie schuldig war
to know what one is talking about — wissen, wovon man redet
to know one's own mind — wissen, was man will
she knows all the answers — sie weiß Bescheid, sie kennt sich aus; (pej) sie weiß immer alles besser
he thinks he knows all the answers or everything —
that's what I'd like to know ( too) — das möchte ich auch wissen
that might be worth knowing — es könnte interessant sein, das zu wissen
I've been a fool and don't I know it! (inf) — ich sehs ja ein, ich war doof (inf), ich war vielleicht doof (inf)
she's angry! – don't I know it! (inf) — sie ist wütend! – wem sagst du das! (inf)
2) = be acquainted with people, places, book, author kennenI know Bavaria well — ich kenne Bayern gut, ich kenne mich gut in Bayern aus
do you know him to speak to? —
we all know her as the headmistress/a generous person — wir kennen Sie alle als die Schulleiterin/einen großzügigen Menschen
if I know John, he'll already be there — wie ich John kenne, ist er schon da
3) = recognize erkennento know sb by his voice/walk etc — jdn an der Stimme/am Gang etc erkennen
he knows a good thing when he sees it — er weiß, was gut ist
he knows a bargain/good manuscript when he sees one — er weiß, was ein guter Kauf/ein gutes Manuskript ist
this is the end of the welfare system as we know it — das ist das Ende des uns bekannten Wohlfahrtssystems
4) = be able to distinguish unterscheiden könnendon't you know your right from your left? — können Sie rechts und links nicht unterscheiden?
do you know the difference between...? —
to know the difference between right and wrong, to know right from wrong — den Unterschied zwischen Gut und Böse kennen, Gut und Böse unterscheiden können
he doesn't know one end of a horse/hammer from the other — er hat keine Ahnung von Pferden/keine Ahnung, was ein Hammer ist (inf)
5) = experience erlebenI've never known him (to) smile — ich habe ihn noch nie lächeln sehen, ich habe es noch nie erlebt, dass er lächelt
have you ever known me (to) tell a lie? — haben Sie mich jemals lügen hören?
have you ever known such a thing to happen before? — haben Sie je schon so etwas erlebt?, ist Ihnen so etwas schon einmal vorgekommen?
2. INTRANSITIVE VERBwissenwho knows? — wer weiß?, weiß ichs?
as far as I know — soviel ich weiß, meines Wissens
the channel was rough, as I well know or as well I know! — die Überfahrt war stürmisch, das kann ich dir sagen
3. SET STRUCTURES__diams; to know that... wissen, dass...Note that while in English that can be omitted, in German dass must be used to introduce the next sentence.when I saw the ambulance, I knew (that) something was wrong — als ich den Krankenwagen sah, wusste ich, dass etwas nicht stimmte __diams; to know why... wissen, warum...
he didn't know why — er wusste nicht, warum
I don't know why you think it's so funny — ich weiß nicht, was du daran so komisch findest
to know how to do sth (in theory) — wissen, wie man etw macht; (in practice) etw tun können
I know how you feel — ich weiß, wie Sie sich fühlen
you don't know how good it is to see you again — Sie wissen gar nicht, wie sehr ich mich freue, Sie wiederzusehen
I know better than that — ich bin ja nicht ganz dumm
I know better than to say something like that —
he knows better than to eat into the profits — er ist nicht so dumm, den Gewinn anzugreifen
he/you ought to have known better — das war dumm (von ihm/dir)
he ought to have or should have known better than to do that — es war dumm von ihm, das zu tun
he says he didn't do it, but I know better — er sagt, er war es nicht, aber ich weiß, dass das nicht stimmt
OK, you know best — o.k., Sie müssens wissen
to get to know sth (methods, techniques, style, pronunciation etc) — etw lernen; habits, faults, shortcuts etc etw herausfinden
he soon let me know what he thought of it —
when can you let me know? — wann können Sie es mich wissen lassen?, wann können Sie mir Bescheid sagen?
you know, we could/there is... — weißt du, wir könnten/da ist...
he gave it away, you know — er hat es nämlich weggegeben
it's raining, you know —
then there was this man, you know, and... — und da war dieser Mann, nicht (wahr), und...
wear the black dress, you know, the one with the red belt —
it's long and purple and, you know, sort of crinkly — es ist lang und lila und, na ja, so kraus
(if you) know what I mean — du weißt schon __diams; you never know man kann nie wissen
it was nothing to do with me, I'll have you know! — es hatte nichts mit mir zu tun, damit du es weißt! __diams; there's no knowing (inf) das kann keiner sagen, das weiß niemand
there's no knowing what he'll do — man weiß nie, was er noch tut __diams; what do you know! (inf) sieh mal einer an!
what do you know! I've just seen her! (inf) — stellen Sie sich vor, ich habe sie eben gesehen __diams; to be known → also known
it is (well) known that... —
is he/it known here? — ist er/das hier bekannt?, kennt man ihn/das hier?
he is known to have been here — man weiß, dass er hier war
she wishes to be known as Mrs White — sie möchte Frau White genannt werden → also known __diams; to make sb/sth known jdn/etw bekannt machen
to make it known that... — bekannt geben, dass...
to make one's presence known — sich melden (to bei) __diams; to become known bekannt werden
4. NOUN__diams; to be in the know inf eingeweiht sein, im Bild sein (inf), Bescheid wissen (inf)the people in the know say... — Leute, die darüber Bescheid wissen, sagen..., die Fachleute sagen...
5. PHRASAL VERBS* * *know [nəʊ]A v/t prät knew [njuː; US besonders nuː], pperf known [nəʊn]1. allg wissen:he knows what to do er weiß, was zu tun ist;I don’t know how to thank you ich weiß nicht, wie ich Ihnen danken soll;know all about it genau Bescheid wissen;don’t I know it!a) und ob ich das weiß!,b) als ob ich das nicht wüsste!;I would have you know that … ich möchte Ihnen klarmachen, dass …;I have never known him to lie meines Wissens hat er noch nie gelogen;I don’t know much about football ich versteh nicht viel von Fußball;what do you know! umg na so was!;2. a) können:b) know how to do sth etwas tun können:do you know how to do it? weißt du, wie man das macht?, kannst du das?;he knows how to treat children er versteht mit Kindern umzugehen;do you know how to drive a car? können Sie Auto fahren?;he doesn’t know how to lose er kann nicht verlieren3. kennen:do you know this place? kennen Sie sich hier aus?b) mit einem Roman etc vertraut sein:c) bekannt sein mit:I have known him (for) five years ich kenne ihn (schon) seit fünf Jahren;4. erfahren, erleben:he has known better days er hat schon bessere Tage gesehen;I have known it to happen ich habe das schon erlebt5. a) (wieder)erkennen (by an dat):I would know him anywhere ich würde ihn überall erkennen;before you know where you are im Handumdrehen;I don’t know whether I will know him again ich weiß nicht, ob ich ihn wiedererkennen werdeb) unterscheiden (können):know apart auseinanderhalten;know one from the other einen vom anderen unterscheiden können, die beiden auseinanderhalten könnenB v/i wissen (of von, um), im Bilde sein oder Bescheid wissen ( about über akk), Kenntnis haben ( about von):I know of sb who … ich weiß oder kenne jemanden, der …;I know better! so dumm bin ich nicht!;you ought to know better (than that) das sollten Sie besser wissen, so dumm werden Sie doch nicht sein;know better than to do sth sich davor hüten, etwas zu tun;he ought to know better than to go swimming after a big meal er sollte so viel Verstand haben zu wissen, dass man nach einer ausgiebigen Mahlzeit nicht baden geht;not that I know of nicht dass ich wüsste;you know wissen Sie;this isn’t the Ritz, you know wir sind hier nicht im Ritz!;you never know man kann nie wissen;I’ll let you know ich geb dir Bescheid* * *1. transitive verb,3) (be aware of) wissen; kennen [Person]I know who she is — ich weiß, wer sie ist
I know for a fact that... — ich weiß ganz bestimmt, dass...
it is known that... — man weiß, dass...; es ist bekannt, dass...
know somebody/something to be... — wissen, dass jemand/etwas... ist
that's/that might be worth knowing — das ist gut/wäre wichtig zu wissen
he doesn't want to know — er will nichts davon wissen od. hören
I know what — ich weiß was (ugs.)
you know — (coll.): (as reminder) weißt du [noch]
you know something or what? — weißt du was?
you never know — man kann nie wissen (ugs.)
somebody has [never] been known to do something — jemand hat bekanntlich [noch nie] etwas getan
don't I know it! — (coll.) das weiß ich nur zu gut
what do you know [about that]? — (coll.): (that is surprising) was sagst du dazu?
somebody is not to know — (is not to be told) jemand soll nichts wissen (about, of von); (has no way of learning) jemand kann nicht wissen
not know what hit one — (fig.) gar nicht begreifen, was geschehen ist
that's all you know [about it] — das glaubst du vielleicht
know different or otherwise — es besser wissen
know what's what — wissen, wie es in der Welt zugeht
do you know,... — stell dir [mal] vor,...
4) (have understanding of) können [ABC, Einmaleins, Deutsch usw.]; beherrschen [Grundlagen, Regeln]; sich auskennen mit [Gerät, Verfahren, Gesetz]know how to mend fuses — wissen, wie man Sicherungen repariert
5) (be acquainted with) kennenwe have known each other for years — wir kennen uns [schon] seit Jahren
you know what he/it is — (is like) du kennst ihn ja/du weißt ja, wie es ist
6) (have experience of) erleben; erfahren2. nounknow what it is to be hungry — wissen, was es heißt, Hunger zu haben
(coll.)Phrasal Verbs:- know of* * *v.(§ p.,p.p.: knew, known)= kennen v.(§ p.,pp.: kannte, gekannt)wissen v.(§ p.,pp.: wußte, gewußt) -
13 do
du:
1. 3rd person singular present tense - does; verb1) (used with a more important verb in questions and negative statements: Do you smoke?) 02) (used with a more important verb for emphasis; ; ðo sit down) 03) (used to avoid repeating a verb which comes immediately before: I thought she wouldn't come, but she did.) 04) (used with a more important verb after seldom, rarely and little: Little did he know what was in store for him.) 05) (to carry out or perform: What shall I do?; That was a terrible thing to do.) hacer6) (to manage to finish or complete: When you've done that, you can start on this; We did a hundred kilometres in an hour.) hacer7) (to perform an activity concerning something: to do the washing; to do the garden / the windows.) hacer8) (to be enough or suitable for a purpose: Will this piece of fish do two of us?; That'll do nicely; Do you want me to look for a blue one or will a pink one do?; Will next Saturday do for our next meeting?) servir, ir bien, ser suficiente9) (to work at or study: She's doing sums; He's at university doing science.) hacer, dedicarse, estudiar10) (to manage or prosper: How's your wife doing?; My son is doing well at school.) ir11) (to put in order or arrange: She's doing her hair.) arreglar12) (to act or behave: Why don't you do as we do?) hacer, comportarse, actuar13) (to give or show: The whole town gathered to do him honour.) hacer14) (to cause: What damage did the storm do?; It won't do him any harm.) causar, hacer15) (to see everything and visit everything in: They tried to do London in four days.) visitar
2. noun(an affair or a festivity, especially a party: The school is having a do for Christmas.) fiesta, evento- doer- doings
- done
- do-it-yourself
- to-do
- I
- he could be doing with / could do with
- do away with
- do for
- done for
- done in
- do out
- do out of
- do's and don'ts
- do without
- to do with
- what are you doing with
do vb hacerwhat are you doing? ¿qué haces?do as you are told! ¡haz lo que se te dice!how do you do? ¿cómo está usted?Con este saludo, la respuesta típica es también how do you do?to do you good sentarte bien / irte biento do well ir bien / tener éxitowhat do you do? ¿a qué te dedicas? / ¿cuál es tu trabajo?do también se emplea para formular las preguntas en presentedo you like dancing? ¿te gusta bailar?do elephants live in Asia? ¿viven los elefantes en Asia?
Multiple Entries: D.O. do do.
do sustantivo masculino ( nota) C; ( en solfeo) do, doh (BrE);
do sustantivo masculino Mús (de solfeo) doh, do (de escala diatónica) C
do bemol, C-flat
do de pecho, high C
do sostenido, C-sharp Locuciones: dar el do de pecho, to do one's very best 'do' also found in these entries: Spanish: abrochar - acomodada - acomodado - acompañar - anda - animarse - apetecer - apostarse - aprender - arte - así - atañer - atonía - atreverse - bajeza - bastar - bastante - bastarse - bien - bola - bordar - brazo - bricolaje - broma - caballo - cacharro - cada - calaña - campar - capaz - cara - cargar - cascabel - casual - cepillarse - cerrar - colada - coletilla - comer - comandita - comecome - como - componer - componenda - compromiso - común - con - contentarse - contrapelo - corpachón English: about-face - about-turn - actually - advance - again - agree - aim to - all - all-out - allow - any - approachable - approve of - as - ask - aspect - associate - attempt - attribute - authorize - bankrupt - begin - best - born - bunk - burden - business - busywork - by - C - call - can - carry-on - cast - cease - cheap - chief - choose - cleaning - clear - come through - command - commit - compel - compelling - complaint - compute - conception - condescend - conditiondotr[dʊː]■ do you smoke? ¿fumas?■ do you know Susan? ¿conoces a Susan?■ what do they want? ¿qué quieren?■ where does Neil live? ¿dónde vive Neil?■ what film did you see? ¿qué película viste?■ when did they leave? ¿cuándo se fueron?■ do come with us! ¡ánimo, vente con nosotros!■ I did post it, I swear! ¡sí que lo mandé, te lo juro!■ do you like basketball? - yes, I do ¿te gusta el baloncesto? - sí, me gusta■ did you see the film? - no, I didn't ¿viste la película? - no, no la vi■ who wears glasses? - Brian does ¿quién lleva gafas? - Brian■ who broke the vase? - I did ¿quién rompió el florero? - yo■ you don't smoke, do you? no fumas, ¿verdad?■ you like fish, don't you? a ti te gusta el pescado, ¿verdad?■ she lives in Madrid, doesn't she? vive en Madrid, ¿verdad?■ you went to their wedding, didn't you? tú fuiste a su boda, ¿verdad?■ they didn't believe you, did they? no te creyeron, ¿verdad?1 (gen) hacer■ what are you doing here? ¿qué haces aquí?■ what are you doing this weekend? ¿qué vas a hacer este fin de semana?■ whatever you do, don't drink alcohol hagas lo que hagas, no bebas alcohol■ what can I do about it? ¿qué quieres que haga yo?2 (as job) hacer, dedicarse■ what do you do (for a living)? ¿a qué te dedicas?■ what does he want to do when he leaves university? ¿a qué quiere dedicarse cuando deje la universidad?3 (carry out - job, task) hacer, realizar, llevar a cabo; (- duty) cumplir con■ I've got to do the cooking/cleaning tengo que cocinar/limpiar■ have you done your homework? ¿has hecho los deberes?4 (study) estudiar■ do you do biology at school? ¿estudias biología en el instituto?5 (solve - puzzle) solucionar; (- crossword, sum) hacer6 (produce, make - meal) preparar, hacer; (drawing, painting, translation, etc) hacer; (offer - service) servir, tener, hacer; (- discount) hacer■ does this pub do food? ¿sirven comidas en este pub?7 (attend to) atender, servir■ what can I do for you? ¿en qué le puedo servir?8 (put on, produce - play, opera, etc) presentar, dar, poner en escena; (play the part of) hacer el papel de9 (finish, complete) terminar■ have you done moaning? ¿has terminado de protestar?10 (achieve) lograr, conseguir■ he's done it! ¡lo ha conseguido!11 (travel over - distance) recorrer, hacer; (complete - journey) hacer, ir; (travel at - speed) ir a■ we did London to Nottingham in two and a half hours fuimos de Londres a Nottingham en dos horas y media12 (be sufficient for) ser suficiente; (be satisfactory for, acceptable to) ir bien a■ will 6 glasses do you? ¿será suficiente con seis vasos?■ yes, that will do me nicely sí, eso me irá perfectamente13 familiar (cheat, swindle) estafar, timar; (rob) robar; (arrest, convict) coger; (fine) encajar una multa; (serve time in prison) cumplir■ you've been done! ¡te han timado!1 (act, behave) hacer2 (progress) ir■ how are you doing? ¿qué tal vas?, ¿cómo te van las cosas?■ how are we doing for time? ¿cómo andamos de tiempo?3 (complete, finish) terminar■ have you done with the hairdryer? ¿has terminado con el secador?4 (be sufficient) bastar, ser suficiente, alcanzar■ will one slice do for you? ¿tendrás suficiente con una rebanada?■ that'll do! ¡basta!5 (be satisfactory, suitable) servir, estar bien■ well, I suppose it'll have to do bueno, supongo que tendrá que servir■ it (just/simply) won't do no puede ser■ this cushion will do as/for a pillow este cojín servirá de almohada\SMALLIDIOMATIC EXPRESSION/SMALLthat does it! ¡esto ya es la gota que colma el vaso!, ¡ya está bien!to be/have to do with somebody/something tener que ver con alguien/algoto do business with somebody negociar con alguiento do drugs drogarse, consumir drogasto do one's best hacer lo mejor posibleto do one's hair peinarseto do one's military service hacer el servicio militarto do one's nails arreglarse las uñasto do something again volver a hacer algoto do something for somebody (help) hacer algo por alguien 2 (flatter, suit) favorecer a alguien, quedarle bien a alguien 3 (please) atraer a alguien, decirle algo a alguienwhat's done is done a lo hecho, pechoyou've done it now ahora sí que la has hecho buena1) carry out, perform: hacer, realizar, llevar a caboshe did her best: hizo todo lo posible2) prepare: preparar, hacerdo your homework: haz tu tarea3) arrange: arreglar, peinar (el pelo)4)to do in ruin: estropear, arruinar5)to do in kill: matar, liquidar famdo vi1) : haceryou did well: hiciste bien2) fare: estar, ir, andarhow are you doing?: ¿cómo estás?, ¿cómo te va?3) finish: terminarnow I'm done: ya terminé4) serve: servir, ser suficiente, alcanzarthis will do for now: esto servirá por el momento5)to do away with abolish: abolir, suprimir6)to do away with kill: eliminar, matar7)to do by treat: tratarhe does well by her: él la trata biendo v auxdo you know her?: ¿la conoces?I don't like that: a mí no me gusta esoI do hope you'll come: espero que vengasdo you speak English? yes, I do: ¿habla inglés? síexpr.• cargarse v.• eliminar v.• liquidar v.expr.• buscarle tres pies al gato expr.• encontrarle defectos a todo expr.v.(§ p.,p.p.: did, done) = arreglar v.• desempeñar v.• ejecutar v.• hacer v.(§pres: hago, haces...) pret: hic-pp: hechofut/c: har-•)• obrar v.• resolver v.
I
1. duː, weak form dʊ, də1) hacer*are you doing anything this evening? — ¿vas a hacer algo esta noche?
to have something/nothing to do — tener* algo/no tener* nada que hacer
can I do anything to help? — ¿puedo ayudar en algo?
what have you done to your hair? — ¿qué te has hecho en el pelo?
I don't know what I'm going to do with you! — no sé qué voy a hacer contigo!; see also do with
2) ( carry out) \<\<job/task\>\> hacer*to do one's homework — hacer* los deberes
3) ( as job)what do you do? — ¿usted qué hace or a qué se dedica?
what does he do for a living? — ¿en qué trabaja?
4) (achieve, bring about)she's done it: it's a new world record — lo ha logrado: es una nueva marca mundial
he's late again: that does it! — vuelve a llegar tarde esto ya es la gota que colma el vaso!
to do something for somebody/something: that mustache really does something for him la verdad es que le queda muy bien el bigote; what has EC membership done for Greece? — ¿en qué ha beneficiado a Grecia ser miembro de la CE?
5)a) (fix, arrange, repair)b) ( clean) \<\<dishes\>\> lavar; \<\<brass/windows\>\> limpiar6) (make, produce)a) \<\<meal\>\> preparar, hacer*would you do the carrots? — ¿me preparas (or pelas etc) las zanahorias?
b) \<\<drawinganslation\>\> hacer*7) (BrE) ( offer)they do a set meal for £12 — tienen un menú de 12 libras
8) (suffice for, suit)two shirts will do me — con dos camisas me alcanza or tengo suficiente
9) ( travel)the car has only done 4,000 miles — el coche sólo tiene 4.000 millas
10)a) ( study) estudiarb) ( visit) (colloq) \<\<sights/museum\>\> visitar11) ( Theat)a) ( play role of) hacer* el papel deb) ( take part in) \<\<play\>\> actuar* enc) ( impersonate) imitar12) (colloq) ( serve in prison) cumplir13) (BrE colloq)a) (catch, prosecute) agarrarb) ( cheat) estafar, timarI've been done! — me han estafado or timado!
14) ( use) (sl)to do drugs — drogarse*, consumir drogas
15) (colloq) ( finish) terminarare o (esp BrE) have you done complaining? — ¿has terminado de quejarte?
2.
vi1) (act, behave) hacer*2) (get along, manage)how are you doing? — ¿qué tal estás or andas or te va?
how do you do? — ( as greeting) mucho gusto, encantado
how do? — (colloq & dial) ¿qué tal?
how are we doing for time/cash? — ¿cómo or qué tal vamos or andamos de tiempo/dinero?
she did well/badly in her exams — le fue bien/mal en los exámenes
to do well/badly out of something — salir* bien/mal parado de algo
3) (go on, happen) (colloq) (in -ing form)nothing doing! — ni hablar!, ni lo sueñes!
4)a) (be suitable, acceptable)look, this won't do! — mira, esto no puede ser!
it's not ideal, but it'll do — no es lo ideal, pero sirve
I'm not going to cook, bread and cheese will do for them! — no pienso cocinar, se tendrán que conformar con pan y queso
b)to do for o as something: this box will do for o as a table — esta caja nos servirá de mesa
5) ( be enough) ser* suficiente, alcanzar*, bastarone bottle will do — con una botella basta or es suficiente
6) ( finish) (in past p) terminarI'm not o (BrE) I haven't done yet! — no he terminado todavía
7)
3.
1) Sense Iv aux [El verbo auxiliar do se usa para formar el negativo (I 1) y el interrogativo (I 2), para agregar énfasis (I 3) o para sustituir a un verbo usado anteriormente (II)]2)a) (used to form negative)I do not o don't know — no sé
I did not o didn't see her — no la vi
b) (with inversion after negative adv)3)a)Ex:does this belong to you? — ¿esto es tuyo?did I frighten you? — ¿te asusté?/Ex:b)Ex:boy, do you need a bath! — Dios mío! qué falta te hace un baño!/Ex:4)a)( emphasizing)Ex:you must admit, she did look ill — tienes que reconocer que tenía mala carado be quiet! — ¿te quieres callar?/Ex:b)Ex:I haven't decided, but if I do accept... — todavía no lo he decidido, pero si aceptara.../Ex:not only does it cost more, it also... — no sólo cuesta más, sino que también...
c) ( in legal formulae)5)Ex:do you live here? - yes, I do/no, I don't — ¿vives aquí? - sí/noshe wanted to come, but he didn't — ella quería venir, pero él noshe found it in your drawer - oh, did she? — lo encontró en tu cajón - ¿ah, sí?I don't need a haircut - yes, you do! — no necesito cortarme el pelo - cómo que no!she says she understands, but she doesn't — dice que comprende, pero no es así/Ex:6)Ex:you know Bob, don't you? — conoces a Bob, ¿no? or ¿verdad? or ¿no es cierto?I told you, didn't I? — te lo dije ¿no? or ¿no es cierto?/Ex:I, Charles Brown, do solemnly swear that... — yo, Charles Brown, juro solemnemente que...
•Phrasal Verbs:- do down- do for- do in- do out- do over- do up- do with
II duː1) c (party, gathering) (colloq) fiesta f, reunión f2) ( state of affairs) (colloq) (no pl)fair dos — (BrE colloq)
fair dos all round — a partes iguales para todos; (as interj) seamos justos!
3)do's and don'ts — ( rules) normas fpl
III dəʊ
I [duː] ( 3rd pers sing present does) (pt did) (pp done)1. TRANSITIVE VERB1) hacerwhat are you doing tonight? — ¿qué haces esta noche?
what's this doing on my chair? — ¿qué hace esto en mi silla?
what's to be done? — ¿qué se puede hacer?
what's the weather doing? — ¿qué tal tiempo hace?
•
to do sth again — volver a hacer algo, hacer algo de nuevoit will have to be done again — habrá que volver a hacerlo, habrá que hacerlo de nuevo
•
what's he ever done for me? — ¿qué ha hecho él por mí?what can I do for you? — ¿en qué puedo servirle?, ¿qué se le ofrece? (LAm)
could you do something for me? — ¿me podrías hacer un favor?
what are we going to do for money? — ¿de dónde vamos a sacar dinero?
the new measures will do a lot for small businesses — las nuevas medidas serán de gran ayuda para las pequeñas empresas
after the accident she couldn't do much for herself — después del accidente casi no podía valerse por sí misma
•
if you do anything to him I'll kill you — si le haces algo te matowhat's he done to his hair? — ¿qué se ha hecho en el pelo?
•
what have you done with my slippers? — ¿dónde has puesto mis zapatillas?what am I going to do with you? — ¿qué voy a hacer contigo?
what are you doing with yourself these days? — ¿qué haces ahora?
what am I going to do with myself for the rest of the day? — ¿qué puedo hacer el resto del día?
living 2., 1)she didn't know what to do with herself once the children had left home — se encontró un poco perdida cuando sus hijos se fueron de casa
2) (=carry out) [+ work, essay] hacerSome [do] + noun combinations require a more specific Spanish verb:•
he did a drawing/ portrait of her — la dibujó/retrató, hizo un dibujo/retrato de ella•
to do one's duty (by sb) — cumplir con su deber (con algn)3) (=clean)4) (=arrange, prepare) [+ vegetables] preparar; [+ room] hacer, arreglarhair 1., 1)this room needs doing — hay que hacer or arreglar esta habitación
5) (=spend) pasar6) (=finish)now you've (gone and) done it! * — ¡ahora sí que la has hecho buena! *
that's done it! * we're stuck now — ¡la hemos fastidiado! * ahora no podemos salir de aquí
that does it! * that's the last time I lend him my car — ¡es el colmo! or ¡hasta aquí hemos llegado!, es la última vez que le dejo el coche
good 2., 2)have you done moaning? * — ¿has acabado de quejarte?
7) (=offer, make available)8) (=study) [+ university course, option] hacer, estudiarI want to do Physics at university — quiero hacer or estudiar física en la universidad
to do Italian — hacer or estudiar italiano
9) (Theat) [+ play] representar, poner; [+ part] hacer10) (=mimic) [+ person] imitar11) (Aut, Rail etc) (=travel at) [+ speed] ir a; (=cover) [+ distance] cubrir12) (=attend to)proud13) * (=visit) [+ city, museum] visitar, recorrer; [+ country] visitar, viajar por14) * (=be suitable, sufficient for)will a kilo do you? — ¿le va bien un kilo?
that'll do me nicely — (=be suitable) eso me vendrá muy bien; (=suffice) con eso me basta
15) * (=cheat) estafar, timar; (=rob) robarI've been done! — ¡me han estafado or timado!
16) * (=prosecute) procesar; (=fine) multar17) * (=beat up) dar una paliza aI'll do you if I get hold of you! — ¡te voy a dar una paliza como te pille!
2. INTRANSITIVE VERB1) (=act) hacer•
you would do better to accept — sería aconsejable que aceptaras•
do as you think best — haga lo que mejor le parezca•
do as you are told! — ¡haz lo que te digo!•
she was up and doing at 6 o'clock — a las 6 de la mañana ya estaba levantada y trajinando•
you would do well to take his advice — harías bien en seguir su consejowell I, 1., 1)•
you could do a lot worse than marry her — casarte con ella no es lo peor que podrías hacer2) (=get on)•
he did badly in the exam — le fue mal en el examen•
you can do better than that — (essay, drawing) puedes hacerlo mejor; iro (=find better excuse) ¡y qué más!•
how is your father doing? — ¿cómo está tu padre?, ¿cómo le va a tu padre?how are you doing? * — ¿qué tal?, ¿cómo te va?
how did you do in the audition? — ¿qué tal or cómo te fue en la audición?
how do you do? (greeting) ¿cómo está usted?, gusto en conocerlo (LAm); (as answer) ¡mucho gusto!, ¡encantado!•
he's doing well at school — le va bien en el colegio3) (=be suitable)•
it doesn't do to upset her — cuidado con ofenderla•
will this one do? — ¿te parece bien este?will it do if I come back at eight? — ¿va bien si vuelvo a las ocho?
will tomorrow do? — ¿iría bien mañana?
it's not exactly what I wanted, but it will or it'll do — no es exactamente lo que quería pero servirá
•
that won't do, you'll have to do it again — así no está bien, tendrás que volver a hacerlomake 1., 4)•
you can't go on your own, that would never do! — no podemos consentir que vayas sola, ¡eso no puede ser!4) (=be sufficient) bastar•
three bottles of wine should do — bastará con tres botellas de vino•
will £20 do? — ¿bastarán 20 libras?, ¿tendrás bastante con 20 libras?that will do! — ¡basta ya!
5) (=happen)"could you lend me £50?" - "nothing doing!" — -¿me podrías prestar 50 libras? -¡de ninguna manera! or -¡ni hablar!
have you done? — ¿ya has terminado or acabado?
don't take it away, I've not done yet — no te lo lleves, ¡aún no he terminado or acabado!
I haven't done telling you — ¡no he terminado de contarte!
•
I've done with travelling — ya no voy a viajar más, he renunciado a los viajesI've done with all that nonsense — ya no tengo nada que ver or ya he terminado con todas esas tonterías
have you done with that book? — ¿has terminado con este libro?
7) * (=clean) hacer la limpieza (en casa)3. AUXILIARY VERBThere is no equivalent in Spanish to the use of in questions, negative statements and negative commands.do you understand? — ¿comprendes?, ¿entiendes?
where does he live? — ¿dónde vive?
didn't you like it? — ¿no te gustó?
why didn't you come? — ¿por qué no viniste?
2) (negation)I don't understand — no entiendo or comprendo
don't worry! — ¡no te preocupes!
don't you tell me what to do! — ¡no me digas lo que tengo que hacer!
do tell me! — ¡dímelo, por favor!
do sit down — siéntese, por favor, tome asiento, por favor frm
I do wish I could come with you — ¡ojalá pudiera ir contigo!
but I do like it! — ¡sí que me gusta!, ¡por supuesto que me gusta!
so you do know him! — ¡así que sí lo conoces!
rarely does it happen that... — rara vez ocurre que...
a)"did you fix the car?" - "I did" — -¿arreglaste el coche? -sí
"I love it" - "so do I" — -me encanta -a mí también
"he borrowed the car" - "oh he did, did he?" — -pidió el coche prestado -¿ah sí? ¡no me digas!
I like this colour, don't you? — me gusta este color, ¿a ti no?
"do you speak English?" - "yes, I do/no I don't" — -¿habla usted inglés? -sí, hablo inglés/no, no hablo inglés
"may I come in?" - "(please) do!" — -¿se puede pasar? -¡pasa (por favor)!
"who made this mess?" - "I did" — -¿quién lo ha desordenado todo? -fui yo
"shall I ring her again?" - "no, don't!" — -¿la llamo otra vez? -¡no, no la llames!
he lives here, doesn't he? — vive aquí, ¿verdad? or ¿no es cierto? or ¿no?
I don't know him, do I? — no lo conozco, ¿verdad?
it doesn't matter, does it? — no importa, ¿no?
she said that, did she? — ¿eso es lo que dijo?
4. NOUN1) (Brit) * (=party) fiesta f ; (=formal gathering) reunión fthey had a big do for their twenty-fifth anniversary — dieron una gran fiesta por su vigésimo quinto aniversario
2) (in phrases)•
the do's and don'ts of buying a house — lo que debe y lo que no debe hacerse al comprar una casa•
it's a poor do when... — es una vergüenza cuando...- do by- do down- do for- do in- do out- do over- do up- do with
II
[dǝʊ]N (Mus) do m* * *
I
1. [duː], weak form [dʊ, də]1) hacer*are you doing anything this evening? — ¿vas a hacer algo esta noche?
to have something/nothing to do — tener* algo/no tener* nada que hacer
can I do anything to help? — ¿puedo ayudar en algo?
what have you done to your hair? — ¿qué te has hecho en el pelo?
I don't know what I'm going to do with you! — no sé qué voy a hacer contigo!; see also do with
2) ( carry out) \<\<job/task\>\> hacer*to do one's homework — hacer* los deberes
3) ( as job)what do you do? — ¿usted qué hace or a qué se dedica?
what does he do for a living? — ¿en qué trabaja?
4) (achieve, bring about)she's done it: it's a new world record — lo ha logrado: es una nueva marca mundial
he's late again: that does it! — vuelve a llegar tarde esto ya es la gota que colma el vaso!
to do something for somebody/something: that mustache really does something for him la verdad es que le queda muy bien el bigote; what has EC membership done for Greece? — ¿en qué ha beneficiado a Grecia ser miembro de la CE?
5)a) (fix, arrange, repair)b) ( clean) \<\<dishes\>\> lavar; \<\<brass/windows\>\> limpiar6) (make, produce)a) \<\<meal\>\> preparar, hacer*would you do the carrots? — ¿me preparas (or pelas etc) las zanahorias?
b) \<\<drawing/translation\>\> hacer*7) (BrE) ( offer)they do a set meal for £12 — tienen un menú de 12 libras
8) (suffice for, suit)two shirts will do me — con dos camisas me alcanza or tengo suficiente
9) ( travel)the car has only done 4,000 miles — el coche sólo tiene 4.000 millas
10)a) ( study) estudiarb) ( visit) (colloq) \<\<sights/museum\>\> visitar11) ( Theat)a) ( play role of) hacer* el papel deb) ( take part in) \<\<play\>\> actuar* enc) ( impersonate) imitar12) (colloq) ( serve in prison) cumplir13) (BrE colloq)a) (catch, prosecute) agarrarb) ( cheat) estafar, timarI've been done! — me han estafado or timado!
14) ( use) (sl)to do drugs — drogarse*, consumir drogas
15) (colloq) ( finish) terminarare o (esp BrE) have you done complaining? — ¿has terminado de quejarte?
2.
vi1) (act, behave) hacer*2) (get along, manage)how are you doing? — ¿qué tal estás or andas or te va?
how do you do? — ( as greeting) mucho gusto, encantado
how do? — (colloq & dial) ¿qué tal?
how are we doing for time/cash? — ¿cómo or qué tal vamos or andamos de tiempo/dinero?
she did well/badly in her exams — le fue bien/mal en los exámenes
to do well/badly out of something — salir* bien/mal parado de algo
3) (go on, happen) (colloq) (in -ing form)nothing doing! — ni hablar!, ni lo sueñes!
4)a) (be suitable, acceptable)look, this won't do! — mira, esto no puede ser!
it's not ideal, but it'll do — no es lo ideal, pero sirve
I'm not going to cook, bread and cheese will do for them! — no pienso cocinar, se tendrán que conformar con pan y queso
b)to do for o as something: this box will do for o as a table — esta caja nos servirá de mesa
5) ( be enough) ser* suficiente, alcanzar*, bastarone bottle will do — con una botella basta or es suficiente
6) ( finish) (in past p) terminarI'm not o (BrE) I haven't done yet! — no he terminado todavía
7)
3.
1) Sense Iv aux [El verbo auxiliar do se usa para formar el negativo (I 1) y el interrogativo (I 2), para agregar énfasis (I 3) o para sustituir a un verbo usado anteriormente (II)]2)a) (used to form negative)I do not o don't know — no sé
I did not o didn't see her — no la vi
b) (with inversion after negative adv)3)a)Ex:does this belong to you? — ¿esto es tuyo?did I frighten you? — ¿te asusté?/Ex:b)Ex:boy, do you need a bath! — Dios mío! qué falta te hace un baño!/Ex:4)a)( emphasizing)Ex:you must admit, she did look ill — tienes que reconocer que tenía mala carado be quiet! — ¿te quieres callar?/Ex:b)Ex:I haven't decided, but if I do accept... — todavía no lo he decidido, pero si aceptara.../Ex:not only does it cost more, it also... — no sólo cuesta más, sino que también...
c) ( in legal formulae)5)Ex:do you live here? - yes, I do/no, I don't — ¿vives aquí? - sí/noshe wanted to come, but he didn't — ella quería venir, pero él noshe found it in your drawer - oh, did she? — lo encontró en tu cajón - ¿ah, sí?I don't need a haircut - yes, you do! — no necesito cortarme el pelo - cómo que no!she says she understands, but she doesn't — dice que comprende, pero no es así/Ex:6)Ex:you know Bob, don't you? — conoces a Bob, ¿no? or ¿verdad? or ¿no es cierto?I told you, didn't I? — te lo dije ¿no? or ¿no es cierto?/Ex:I, Charles Brown, do solemnly swear that... — yo, Charles Brown, juro solemnemente que...
•Phrasal Verbs:- do down- do for- do in- do out- do over- do up- do with
II [duː]1) c (party, gathering) (colloq) fiesta f, reunión f2) ( state of affairs) (colloq) (no pl)fair dos — (BrE colloq)
fair dos all round — a partes iguales para todos; (as interj) seamos justos!
3)do's and don'ts — ( rules) normas fpl
III [dəʊ] -
14 make
make [meɪk]faire ⇒ 1A (a)-(c), 1A (e)-(g), 1B (b)-(d), 1C (d), 1D (a)-(c) fabriquer ⇒ 1A (a) établir ⇒ 1A (c) former ⇒ 1A (d) rendre ⇒ 1B (a) atteindre ⇒ 1C (a), 1C (b) gagner ⇒ 1C (d) marquer ⇒ 1D (d) faire le succès de ⇒ 1E (a) marque ⇒ 3 (a)(pt & pp made [meɪd])A.(a) (construct, create, manufacture) faire, fabriquer;∎ to make one's own clothes faire ses vêtements soi-même;∎ to make a meal préparer un repas;∎ I'll make some tea je vais préparer du thé;∎ they make computers ils fabriquent des ordinateurs;∎ made in Japan (on packaging) fabriqué au Japon;∎ a vase made of or from clay un vase en ou de terre cuite;∎ what's it made of? en quoi est-ce que c'est fait?;∎ what do you make aluminium from? à partir de quoi est-ce qu'on fabrique l'aluminium?;∎ he makes models out of matchsticks il fait des maquettes avec des allumettes;∎ Knitting to make one/two faire un jeté simple/double;∎ they're made for each other ils sont faits l'un pour l'autre;∎ familiar we're not made of money! on n'a pas d'argent à jeter par les fenêtres!;∎ familiar I'll show them what I'm made of! je leur montrerai de quel bois je me chauffe ou qui je suis!(b) (cause to appear or happen → hole, tear, mess, mistake, noise) faire;∎ it made a dent in the bumper ça a cabossé le pare-chocs;∎ he's always making trouble il faut toujours qu'il fasse des histoires(c) (establish → law, rule) établir, faire;∎ I don't make the rules ce n'est pas moi qui fais les règlements(d) (form → circle, line) former∎ she's making a documentary elle fait un documentaire;∎ he's made several films with Ridley Scott il a fait plusieurs films avec Ridley Scott∎ to make an offer faire une offre;∎ to make a request faire une demande;∎ to make a note of sth prendre note de qch;∎ to make a speech faire un discours;∎ to make a phone call passer un coup de fil;∎ the Queen will make an official visit to Japan la reine va se rendre en visite officielle au Japon;∎ we've made a few changes nous avons fait ou apporté quelques modifications;∎ the police are making inquiries la police procède à une enquête;∎ I have no further comments to make je n'ai rien à ajouter∎ to make one's bed faire son litB.(a) (with adj or pp complement) (cause to be) rendre;∎ to make sb happy/mad rendre qn heureux/fou(folle);∎ to make oneself useful se rendre utile;∎ this will make things easier cela facilitera les choses;∎ it makes her tired ça la fatigue;∎ what makes the sky blue? qu'est-ce qui fait que le ciel est bleu?;∎ I'd like to make it clear that it wasn't my fault je voudrais qu'on comprenne bien que je n'y suis pour rien;∎ make yourselves comfortable mettez-vous à l'aise;∎ it was hard to make myself heard/understood j'ai eu du mal à me faire entendre/comprendre;∎ a child would make our happiness complete il ne nous manque qu'un enfant pour que notre bonheur soit parfait(b) (with noun complement or with "into") (change into) faire;∎ the film made her (into) a star le film a fait d'elle une vedette;∎ to make a success of sth réussir qch;∎ he was made president for life il a été nommé président à vie;∎ they made Bonn the capital ils ont choisi Bonn pour capitale;∎ they made Strasbourg the capital of Europe ils ont fait de Strasbourg la capitale de l'Europe;∎ he makes a joke of everything il tourne tout en plaisanterie;∎ the building has been made into offices l'immeuble a été réaménagé ou converti en bureaux;∎ I'll make you a present of it je t'en ferai cadeau;∎ the latest cheque makes the total £10,000 le dernier chèque porte la somme totale à 10 000 livres;∎ I can't come in the morning, shall we make it 2 p.m.? je ne peux pas venir le matin, est-ce que 14 heures vous conviendrait?;∎ if we made it a Wednesday… si on faisait ça un mercredi…;∎ can we make it your place? est-ce qu'on peut faire ça chez toi?;∎ better make it or that TWO whiskies mettez-moi un deuxième whisky∎ what makes you think they're wrong? qu'est-ce qui te fait penser qu'ils ont tort?;∎ peeling onions makes my eyes water les oignons me font pleurer;∎ I can't make the coffee machine work je n'arrive pas à faire marcher la machine à café;∎ you make it look easy à vous voir, on croirait que c'est facile;∎ the hat/photo makes you look ridiculous tu as l'air ridicule avec ce chapeau/sur cette photo;∎ don't make me laugh! ne me fais pas rire!(d) (force, oblige)∎ to make sb do sth faire faire qch à qn; (stronger) forcer ou obliger ou contraindre qn à faire qch;∎ they made me wait ils m'ont fait attendre;∎ if he doesn't want to do it you can't make him s'il ne veut pas le faire, tu ne peux pas l'y obliger ou forcer;∎ she made herself keep running elle s'est forcée à continuer à courirC.(a) (attain, achieve → goal) atteindre;∎ we made all our production targets nous avons atteint tous nos objectifs de production;∎ their first record made the top ten leur premier disque est rentré au top ten;∎ you won't make the team if you don't train tu n'entreras jamais dans l'équipe si tu ne t'entraînes pas;∎ the story made the front page l'histoire a fait la une des journaux(b) (arrive at, get to → place) atteindre;∎ we should make Houston/port by evening nous devrions arriver à Houston/atteindre le port d'ici ce soir;∎ did you make your train? as-tu réussi à avoir ton train?∎ I won't be able to make lunch je ne pourrai pas déjeuner avec toi/elle/vous/ etc;∎ can you make Friday afternoon? vendredi après-midi, ça vous convient?;∎ I can make two o'clock je peux être là à deux heures(d) (earn, win) faire, gagner;∎ how much do you make a month? combien gagnes-tu par mois?;∎ she made her first million selling beauty products elle a gagné son premier million en vendant des produits de beauté;∎ what do they make out of the deal? qu'est-ce qu'ils gagnent dans l'affaire?, qu'est-ce que l'affaire leur rapporte?D.(a) (amount to, add up to) faire;∎ 17 and 19 make or makes 36 17 plus 19 font ou égalent 36;∎ if Kay comes, that will make eight si Kay vient, ça fera huit;∎ that makes £4, Madam ça fait ou fera 4 livres, Madame;∎ that makes the third time you've been late this week c'est la troisième fois que vous êtes en retard cette semaine;∎ how old does that make him? quel âge ça lui fait?∎ I make the answer 257 d'après moi, ça fait 257;∎ I make it $14 each si je compte bien, ça fait 14 dollars par personne;∎ what time do you make it? quelle heure as-tu?(c) (with noun complement) (fulfil specified role, function etc) faire;∎ these shoes will make an excellent Christmas present ces chaussures feront un très beau cadeau de Noël;∎ he'll make somebody a good husband ce sera un excellent mari;∎ he'd make a good teacher il ferait un bon enseignant;∎ they make a handsome couple ils forment un beau couple;∎ her reminiscences make interesting reading ses souvenirs sont intéressants à lire∎ Smith made his second century Smith a marqué deux cents pointsE.(a) (make successful) faire le succès de;∎ it's her performance that makes the film tout le film repose sur son interprétation;∎ if this deal comes off we're made! si ça marche, on touche le gros lot!;∎ you've got it made! tu n'as plus de souci à te faire!;∎ what happens today will make us or break us notre avenir dépend entièrement de ce qui va se passer aujourd'hui∎ make a right/left tournez à droite/à gauche∎ I'll never make it for ten o'clock je ne pourrai jamais y être pour dix heures;∎ we made it to the airport with an hour to spare nous sommes arrivés à l'aéroport avec une heure d'avance;∎ if he doesn't make it back in ten minutes, start without him s'il n'est pas revenu dans dix minutes, commencez sans lui;∎ I hope she makes it through the winter j'espère qu'elle passera l'hiver;∎ he'll never make it as a businessman il ne réussira jamais dans les affaires;∎ I can't make it for supper tomorrow je ne peux pas dîner avec eux/toi/ etc demain;∎ American familiar to make sb, to make it with sb (have sex with) coucher avec qn∎ (act) to make (as if) to faire mine de;∎ she made (as if) to stand up elle fit mine de se lever;∎ familiar I walked in trying to make like a businessman je suis entré en essayant d'avoir l'air d'un homme d'affaires□ ;∎ familiar he's always making like a tough guy il essaie toujours de jouer les durs;∎ familiar make like you don't know anything fais comme si tu ne savais pas;∎ familiar make like you're asleep! fais semblant de dormir!□ ;∎ familiar I didn't know what it was all about but I made like I did je ne savais pas de quoi il était question, mais j'ai fait comme si;∎ to make believe imaginer;∎ make believe you're a bird imagine que tu es un oiseau;∎ it's broken but we'll just have to make do c'est cassé mais il faudra faire avec ou nous débrouiller avec;∎ we could make do with ten nous pourrions nous débrouiller avec dix3 noun∎ what make of washing machine have you got? quelle est la marque de votre machine à laver?, qu'est-ce que vous avez comme machine à laver?(b) (in bridge) contrat m∎ to be on the make (financially) chercher à se faire du fric, chercher à s'en mettre plein les poches; (looking for sexual partner) chasser, draguerpartir avec;∎ he made away with the cash il est parti avec l'argent∎ the plane is making for Berlin l'avion se dirige sur Berlin;∎ he made straight for the fridge il se dirigea tout droit vers le frigo;∎ when it started to rain everyone made for the trees quand il s'est mis à pleuvoir, tout le monde s'est précipité vers les arbres;∎ the truck was making right for him le camion fonçait droit sur lui;∎ he made for his gun il fit un geste pour saisir son pistolet(b) (contribute to) mener à;∎ the treaty should make for a more lasting peace le traité devrait mener ou aboutir à une paix plus durable;∎ this typeface makes for easier reading cette police permet une lecture plus facile;∎ a good diet makes for healthier babies un bon régime alimentaire donne des bébés en meilleure santé➲ make of(a) (understand) comprendre à;∎ I don't know what to make of that remark je ne sais pas comment interpréter cette remarque;∎ can you make anything of these instructions? est-ce que tu comprends quelque chose à ce mode d'emploi?∎ I think you're making too much of a very minor problem je pense que tu exagères l'importance de ce petit problème;∎ you're making too much of this tu y attaches trop d'importance;∎ the press has made a lot of this visit la presse a fait beaucoup de bruit autour de cette visite;∎ the prosecution made much of this fact l'accusation a fait grand cas de ce fait;(think of) penser de;∎ what do you make of the Caines? qu'est-ce que tu penses des Caine?partirpartir avec;∎ he made off with the cash il est parti avec l'argent➲ make out∎ I could just make out the outline of the castle je distinguais juste la silhouette du château;∎ I couldn't make out what he said je ne comprenais pas ce qu'il disait;∎ I can't make out the address je n'arrive pas à déchiffrer l'adresse(b) (understand) comprendre;∎ I couldn't make out how to fit it together je ne comprenais pas comment l'assembler;∎ I can't make her out at all je ne la comprends pas du tout∎ she made out that she was busy elle a fait semblant d'être occupée;∎ don't make yourself out to be something you're not ne prétends pas être ce que tu n'es pas;∎ it's not as bad as everyone makes out ce n'est pas aussi mauvais qu'on le prétend(d) (fill out → form) remplir;∎ to make out a cheque (to sb) faire un chèque (à l'ordre de qn);∎ who shall I make the cheque out to? je fais le chèque à quel ordre?∎ I'm sure she'll make out whatever happens je suis sûr qu'elle se débrouillera quoi qu'il arrive;∎ how did you make out at work today? comment ça s'est passé au boulot aujourd'hui?∎ to make out with sb peloter qn(a) (transfer) transférer, céder;∎ she has made the estate over to her granddaughter elle a cédé la propriété à sa petite-fille∎ the garage had been made over into a workshop le garage a été transformé en atelier(c) (change the appearance of) transformer➲ make up(a) (put make-up on) maquiller;∎ to make oneself up se maquiller;∎ he was heavily made up il était très maquillé ou fardé∎ we can make up a bed for you in the living room nous pouvons vous faire un lit dans le salon;∎ the chemist made up the prescription le pharmacien a préparé l'ordonnance;∎ the fire needs making up il faut remettre du charbon/du bois sur le feu∎ I'm sure he made the story up je suis sûr qu'il a inventé cette histoire (de toutes pièces);∎ I'm making it up as I go along j'improvise au fur et à mesure(d) Typography mettre en pages∎ to make up with sb, British to make it up with sb se réconcilier avec qn;∎ have you made up or British made it up with him? est-ce que vous vous êtes réconciliés?(a) (constitute) composer, constituer;∎ the different ethnic groups that make up our organization les différents groupes ethniques qui constituent notre organisation;∎ the cabinet is made up of eleven ministers le cabinet est composé de onze ministres;∎ it's made up of a mixture of different types of tobacco c'est un mélange de plusieurs tabacs différents(b) (compensate for → losses) compenser;∎ to make up lost ground regagner le terrain perdu;∎ he's making up time il rattrape son retard∎ this cheque will help you make up the required sum ce chèque vous aidera à atteindre le montant requis;∎ we need two more players to make up the team nous avons besoin de deux joueurs de plus pour que l'équipe soit au complet;∎ I'll make up the difference je mettrai la différence(a) (put on make-up) se maquiller(b) (become reconciled) se réconciliercompenser;∎ the pay doesn't make up for the poor conditions le salaire ne compense pas les piètres conditions de travail;∎ how can I make up for all the trouble I've caused you? que puis-je faire pour me faire pardonner tous les ennuis que je vous ai causés?;∎ also figurative she's making up for lost time now! elle est en train de rattraper le temps perdu!∎ (idiom) I promise I'll make it up to you someday tu peux être sûr que je te revaudrai ça (un jour)∎ to make up to sb (try to win favour) essayer de se faire bien voir par qn; (make advances) faire du plat à qn∎ make with the drinks! à boire!;∎ make with the music! musique! -
15 Cognitive Science
The basic idea of cognitive science is that intelligent beings are semantic engines-in other words, automatic formal systems with interpretations under which they consistently make sense.... [P]eople and intelligent computers turn out to be merely different manifestations of the same underlying phenomenon. (Haugeland, 1981b, p. 31)2) Experimental Psychology, Theoretical Linguistics, and Computational Simulation of Cognitive Processes Are All Components of Cognitive ScienceI went away from the Symposium with a strong conviction, more intuitive than rational, that human experimental psychology, theoretical linguistics, and computer simulation of cognitive processes were all pieces of a larger whole, and that the future would see progressive elaboration and coordination of their shared concerns.... I have been working toward a cognitive science for about twenty years beginning before I knew what to call it. (G. A. Miller, 1979, p. 9)Cognitive Science studies the nature of cognition in human beings, other animals, and inanimate machines (if such a thing is possible). While computers are helpful within cognitive science, they are not essential to its being. A science of cognition could still be pursued even without these machines.Computer Science studies various kinds of problems and the use of computers to solve them, without concern for the means by which we humans might otherwise resolve them. There could be no computer science if there were no machines of this kind, because they are indispensable to its being. Artificial Intelligence is a special branch of computer science that investigates the extent to which the mental powers of human beings can be captured by means of machines.There could be cognitive science without artificial intelligence but there could be no artificial intelligence without cognitive science. One final caveat: In the case of an emerging new discipline such as cognitive science there is an almost irresistible temptation to identify the discipline itself (as a field of inquiry) with one of the theories that inspired it (such as the computational conception...). This, however, is a mistake. The field of inquiry (or "domain") stands to specific theories as questions stand to possible answers. The computational conception should properly be viewed as a research program in cognitive science, where "research programs" are answers that continue to attract followers. (Fetzer, 1996, pp. xvi-xvii)What is the nature of knowledge and how is this knowledge used? These questions lie at the core of both psychology and artificial intelligence.The psychologist who studies "knowledge systems" wants to know how concepts are structured in the human mind, how such concepts develop, and how they are used in understanding and behavior. The artificial intelligence researcher wants to know how to program a computer so that it can understand and interact with the outside world. The two orientations intersect when the psychologist and the computer scientist agree that the best way to approach the problem of building an intelligent machine is to emulate the human conceptual mechanisms that deal with language.... The name "cognitive science" has been used to refer to this convergence of interests in psychology and artificial intelligence....This working partnership in "cognitive science" does not mean that psychologists and computer scientists are developing a single comprehensive theory in which people are no different from machines. Psychology and artificial intelligence have many points of difference in methods and goals.... We simply want to work on an important area of overlapping interest, namely a theory of knowledge systems. As it turns out, this overlap is substantial. For both people and machines, each in their own way, there is a serious problem in common of making sense out of what they hear, see, or are told about the world. The conceptual apparatus necessary to perform even a partial feat of understanding is formidable and fascinating. (Schank & Abelson, 1977, pp. 1-2)Within the last dozen years a general change in scientific outlook has occurred, consonant with the point of view represented here. One can date the change roughly from 1956: in psychology, by the appearance of Bruner, Goodnow, and Austin's Study of Thinking and George Miller's "The Magical Number Seven"; in linguistics, by Noam Chomsky's "Three Models of Language"; and in computer science, by our own paper on the Logic Theory Machine. (Newell & Simon, 1972, p. 4)Historical dictionary of quotations in cognitive science > Cognitive Science
-
16 get
[get] 1. гл.; прош. вр. got; прич. прош. вр. got, gotten1)а) получить (в собственность), стать обладателемHe got a bicycle for his birthday. — На день рождения ему подарили велосипед.
Syn:б) получить, нажить ( неприятности), навлекать на себяShe got nothing but trouble for her efforts. — За свои старания она нажила себе только одни проблемы.
Syn:2)He got this book at the library. — Эту книгу он взял в библиотеке.
Syn:Get me a pillow. — Принеси мне подушку.
Help me to get the washing in, it's raining. — Помоги мне занести бельё в дом, а то идёт дождь.
Syn:3)а) купить, приобрестиI got these jeans for $100. — Я купил эти джинсы за 100 долларов.
Syn:б) ( get through) тратить, использовать ( в большом количестве)Jim gets through a lot of beer while watching football on television every Saturday. — Джим выпивает изрядное количество пива, пока смотрит футбол по телевизору по субботам.
4)а) извлекать, добывать, получать ( в результате собственных усилий)He got this information from the Internet. — Он нашёл эту информацию в интернете.
You can't get water out of a stone. — Из камня нельзя получить воду.
б) заработать, получитьI always get high marks in history. — Я всегда получаю хорошие оценки по истории.
He got $20 for this work. — Он получил 20 долларов за эту работу.
в) завоевать, приобрести (в результате военных действий)5) получить возможность (что-л. делать), получить разрешение на (что-л.)I couldn't get a day off because I had to write a report. — Мне не разрешили взять отгул, так как я должен был написать отчёт.
I finally got to work at home. — Наконец-то я смог поработать дома.
6)а) приходить; прибывать, достигатьThe snow was so deep that the climbers could not get through to the hut. — Снега было так много, что альпинисты не смогли пробраться к хижине.
Syn:б) ( get at) добираться, доставать до (чего-л.)I can't get at the top branches, can you bring the ladder? — Я не достаю до верхних веток, принеси мне, пожалуйста, лестницу.
в) ( get at) разг. иметь в виду7) разместиться, занять место, сесть в ( транспорте); воспользоваться (каким-л. видом транспорта)She got her plane two minutes before takeoff. — Она поднялась на борт самолёта всего за две минуты до вылета.
Syn:8) застать, дозвониться, суметь установить связьI tried to get you, but your phone was busy. — Я пытался связаться с тобой, но телефон был занят.
I got (through to) him on the telephone at last. — Наконец я дозвонился до него.
9) заразиться, подхватить инфекциюThe teacher got chicken pox from the students. — Учитель заразился ветрянкой от учеников.
Syn:10)а) подвергаться, испытывать на себеHe got a severe concussion. — Он получил серьёзное (тяжёлое) сотрясение мозга.
Syn:б) получить в качестве наказания, возмездия; схлопотатьHe got six years in prison for tax fraud. — Он получил шесть лет за налоговые махинации.
You'll get a spanking when your father comes home. — Когда отец вернётся, получишь взбучку.
11)а) понять, осознать; выяснитьHe didn't get the point of the joke. — Он не понял, в чём шутка.
It is always difficult to get at the truth. — Выяснять правду всегда нелегко.
I cannot get at the meaning. — Я не могу понять, что это значит.
The children didn't quite get onto what the teacher was saying. — Дети не совсем поняли, что говорил учитель.
Syn:б) дойти до сознания, стать понятнымDid your speech get over / across to the crowd? — Твоя речь дошла до сознания толпы?
Though the message was clear, it took long to get it over to the minds of Americans. — Хотя идея была понятна, прошло много времени, пока американцы её восприняли.
12)а) выяснить, обнаружить с помощью подсчётовI can't get the total. — Я не могу сосчитать.
These days, scientists use computers to help them to get out the difficult calculations concerned with space travel. — Теперь учёные используют компьютеры для проведения сложных расчётов, связанных с полётами в космос.
б) расслышатьSorry, I didn't get your name. — Простите, я не разобрал, как вас зовут.
13) выучить наизусть, запомнитьI've got this poem off by heart already. — Я уже выучил это стихотворение наизусть.
How quickly can you get up this piece for the concert? — Как быстро ты сможешь выучить эту вещь, чтобы исполнить её на концерте?
Syn:14) порождать, производить, вызыватьSyn:15) приготовить, обеспечить готовностьI have to go and work, I must get out my next speech. — Мне нужно пойти поработать, надо подготовить моё следующее выступление.
The children are getting up a play for next week. — Дети готовят постановку к следующей неделе.
Syn:16)а) передвигаться, перемещатьсяMother is much better now, thank you, she's able to get about a bit more. — Маме лучше, спасибо; она может уже немного ходить.
Using the new bridge to get across will save people a lot of time. — Люди будут пользоваться новым мостом, чтобы перебраться на другую сторону, это сохранит им массу времени.
This new car gets away faster than any of our former models. — Новая модель стартует быстрее всех остальных.
There's enough room for the car to get by. — Автомобиль вполне может здесь проехать.
I'm sorry I'm late but the telephone rang just as I was about to leave, and I couldn't get away. — Прошу прощения за опоздание, но я не мог уйти, так как прямо перед моим выходом зазвонил телефон.
On a clear day, you can see the ships far out to sea, until they get beyond the horizon. — В ясный день корабли видны далеко в море, до тех пор, пока они не скроются за горизонтом.
The cat climbed the tree, and then couldn't get down. — Кошка забралась на дерево и не могла слезть.
Don't be afraid of the horse, get on! — Не бойся лошади, садись.
How can we get over? The traffic's so busy. — Как нам перейти (на другую сторону)? Тут такое сильное движение.
Can you get past the open door without being seen? — Ты сможешь пройти мимо открытой двери незамеченным?
Put the fence deep into the earth so that the rabbits can't get under. — Врой забор поглубже в землю, чтобы кролики не смогли под ним пролезть.
The hill was so steep that the old car had difficulty getting up. — Холм был такой крутой, что старая машина еле-еле взобралась на него.
The history lessons get up to the year 1642 and then stop. — На уроках истории доходят до 1642 года и на этом останавливаются.
б) двигать, способствовать продвижению, вести (кого-л. / что-л.) прям. и перен.to get smth. away — вытаскивать что-л. (наружу)
to get smb. beyond smth. — помогать кому-л. в развитии, продвижении дальше, чем что-л.
Please get the children in, their dinner's ready. — Зови детей, обед готов.
It took him just ten minutes to get the car through the traffic. — Всего за десять минут он смог вырулить из сплошного потока машин.
The captain got his ship into the harbour safely in spite of rough sea. — Капитан благополучно привёл корабль в гавань, несмотря на бурное море.
Some additional lessons might get you up to the standard demanded by the examiners. — Несколько дополнительных занятий могут помочь тебе подняться до уровня, который требуют экзаменаторы.
•Syn:17)а) вмещаться, помещатьсяSince I gained weight, I can't get into my best suit. — Так как я располнел, я не могу влезть в свой лучший костюм.
Get into bed, and I'll bring you a cup of tea. — Ложись, я принесу тебе чай в постель.
That grass is newly seeded, please get off! — Газон только что засеяли, пожалуйста, уйдите с него.
б) класть, помещать, ставитьThis case is too small, I cannot get all my clothes in. — Этот чемодан слишком маленький, я не могу засунуть туда всю мою одежду.
We shall have to get the tree up by its roots. — Придётся вытащить дерево с корнями.
I can't get my head into this hat. — Эта шляпа мне мала.
18)а) хватать, брать силойThe detective got the suspect as he left the restaurant. — Сыщик задержал подозреваемого, когда тот вышел из ресторана.
The goblins will get you if you don't watch out. — Будь осторожен, иначе тебя поймают гоблины.
Syn:б) захватывать (эмоционально), производить большое впечатление, изумлятьThis music really gets me. — Мне так нравится эта музыка!
His sad story really got to me, and I was moved to help him. — Его печальная история тронула меня, и мне захотелось помочь ему.
в) озадачить, поставить проблемуIt gets me why she suddenly decided to sell the house. — Странно, почему она вдруг решила продать дом.
Syn:19) разг.а) надоедать, доставать, доканыватьWhat got me was his utter lack of initiative. — Его полная безынициативность достала меня.
His mother at last got across me, making rude remarks in my own home. — Его мать доконала-таки меня своими замечаниями в моем же доме.
This continuous wet weather is getting me down. — Эта постоянная плохая погода начинает мне надоедать.
Syn:б) ( get after) ругать (кого-л.), придираться к (кому-л.)She's always getting after the children for one thing or another. — Вечно она придирается к детям - то за одно, то за другое.
20)а) ударитьShe got him on the stomach. — Она ударила его в живот.
The bullet got him in the leg. — Пуля попала ему в ногу.
Syn:б) разг. побеждать, одолевать, уничтожать прям. и перен.The hail got the rose bushes. — Град побил кусты роз.
The firemen got the fire under in only half an hour. — Пожарные потушили огонь всего за полчаса.
Syn:21) спорт. лишать возможности увеличить счёт ( в бейсболе)Syn:22) разг. сбежать, исчезнуть; свалить, смытьсяShe yelled at the dog to get. — Чтобы прогнать собаку, она стала на неё кричать.
23) заниматься бизнесом, делать деньги, работать на прибыльHe puts all his energy into getting and spending. — Он тратит всю свою энергию на то, чтобы зарабатывать деньги и их тратить.
24) приступать (к чему-л.), приниматься (за что-л.)I'd like to get at repainting the house as soon as the weather is suitable. — Я хотел бы снова взяться за перекраску дома, когда погода станет приемлемой.
We finally got round to answering our correspondence. — Мы наконец выкроили время, чтобы ответить на письма.
I think I'll be able to get round to this job only next month. — Думаю, до этой работы у меня дойдут руки только в следующем месяце.
We must get to work at once (on the new building plans). — Надо немедленно приниматься за дело.
25) (get through / beyond / by / over) проходить через (что-л.), преодолевать, выдерживать прям. и перен.I don't know how poor people get through these cold winters. — Не знаю, как бедные переживают такие морозы.
Your suggestion has got by the first stage and will now be examined by the committee. — Ваше предложение было одобрено на первом этапе и теперь будет рассмотрено комитетом.
It always takes some time to get over the shock of someone's death. — Когда кто-нибудь умирает, всегда нужно некоторое время, чтобы шок прошёл.
I can't get over your news, I would never have thought it possible! — Никак не могу свыкнуться с тем, что ты мне сказал, я думал, что такое невозможно.
The committee will have to find means to get over the difficulty. — Комитет должен будет изыскать средства преодолеть эти трудности.
26) ( get (a)round)а) убедить (кого-л.), заставить (кого-л.) сделать по-своемуI think I can get round my father to lend us the car. — Я думаю, мне удастся уговорить отца дать нам автомобиль.
We'll soon get him round (to our point of view). — Мы скоро его переубедим.
б) обходить (что-л.), уклоняться от (чего-л.)If you are clever, you can sometimes get round the tax laws. — Если ты достаточно хитёр, то иногда можно изловчиться и уклониться от налогов.
Syn:27) ( get at) разг. подкупать (кого-л.)The prisoners escaped after getting at the guards to leave the gate open. — Заключённым удалось сбежать - они подкупили охрану и ворота остались незапертыми.
28) (get beyond / past)а) быть слишком трудным для (кого-л.)This book got a bit beyond me. — Эта книга оказалась для меня трудноватой.
It gets past me how he does it! — Мне совершенно непонятно, как он это делает.
The children tried to build a hut in the garden, but the work got past them and they had to ask their father to help. — Дети хотели построить в саду шалаш, но работа оказалась для них слишком тяжёлой, и они попросили отца помочь им.
б) иметь трудности с (чем-л.), находить для себя слишком трудным (что-л.)Jim's father got beyond running the business on his own. — Отцу Джима оказалось слишком трудным вести дело самому.
29) ( get onto)а) переходить к (чему-л.), начинать (что-л. другое)Let's get onto the next scene now. — Теперь перейдем к следующей сцене.
How did we get onto this subject? It has no connection with what we were talking about. — Как мы перешли к этой теме? У неё же ничего общего с тем, о чём мы говорили?
б) быть выбранным в (какую-л. организацию)My neighbour got onto the city council. — Моего соседа избрали в городской совет.
в) разг. приставать к (кому-л.), доставать (кого-л.)She's been getting onto me for a year to buy her a new coat. — Она уже год выпрашивает у меня купить ей новое пальто.
г) придумать (что-л.)I've got onto a good idea for improving production. — Мне тут пришла в голову неплохая идея на тему улучшения производства.
30) ( get into)б) приобретать ( привычки)You'll get into bad habits if you keep borrowing money. — Если ты и дальше будешь брать деньги в долг, это превратится в дурную привычку.
в) попадать в какое-л. положение, состояниеTry not to get into a temper. — Старайся не раздражаться.
Whatever has got into the children? They're so excitable! — Что это стало с детьми? Они стали так легко возбудимы.
The devil has got into this class today. — Сегодня в учеников словно вселился дьявол.
г) попадать, вовлекаться, оказываться впутанным во (что-л.)He got into debts. — Его втянули в долги.
д) начинать (делать что-л.), приступать к (чему-л.)I must get into training soon; the cricket season starts next month. — Мне пора начать тренировки; крикетный сезон начинается в следующем месяце.
е) заинтересоваться (чем-л.), начать заниматься (чем-л.)Michael got into radio when he was only fourteen. — Майкл заинтересовался радио, когда ему было всего четырнадцать.
31) (get smth. / smb. + прич. прош. вр.) получить результат какого-л. действия (над собой, своим имуществом; как следствие собственных усилий или деятельности других лиц)He got his arm broken in the fight. — В этой драке ему сломали руку.
Do you have time to get the car washed this morning? — У тебя есть время с утра съездить помыть машину?
The new director will soon get the firm started. — Новый директор скоро заставит фирму заработать.
32) (get smth. / smb. + прил.) вызвать (определённое состояние кого-л. / чего-л.)He got the children tired and cross. — Он утомил и разозлил детей.
33)а) (get + прич. наст. вр.) начинать делать (что-л.)to get going / moving — начать действовать, взяться за дело
I have to get working on this or I'll miss my deadline. — Я должен начать работать над этим, иначе я не уложусь в сроки.
б) (get smth. + прич. наст. вр.) обеспечить начало действия чего-л.It was he who got the factory working. — Именно благодаря ему завод начал работать.
34) (have got / got)а) обладать ( в настоящее время)We've got plenty of cash. — У нас много наличности.
They got a nice house in town. — У них славный домик в городе.
б) иметь в качестве поручения, обязанности, обязательстваI have got to leave early. — Мне надо уйти пораньше.
You've got to do the dishes. — Ты должен помыть посуду.
35) (get + прич. прош. вр.) подвергнуться указанному действию со стороны (кого-л.)She got stung by a bee. — Её ужалила пчела.
36) (get smb. to do smth.) заставить, просить, убеждать кого-л. что-л. сделатьThe Opera Guild got the governor to serve as honorary chairman. — Гильдия оперных певцов убедила губернатора стать её почётным председателем.
Syn:37) (get + прил. / прич. прош. вр.) становиться, делатьсяMoscow gets awfully cold in winter. — В Москве зимой становится очень холодно.
- get better- get soaked through
- get wet throughSyn:•- get abreast of smth.
- get abroad
- get ahead
- get along
- get around
- get away
- get back
- get behind
- get by
- get down
- get in
- get off
- get on
- get out
- get past
- get round
- get through
- get together
- get up••as good as it gets — лучше не бывает; самое лучшее, что можно найти
to get up an appetite for smth.— почувствовать вкус к чему-л.
to get blood from a stone — стараться разжалобить (кого-л.)
to get smth. into one's head — вбить что-л. себе в голову
to get on one's feet / legs — вставать, подниматься ( чтобы говорить публично)
to get smb.'s back up / blood up — разозлить кого-л., вывести из себя
to get one's dander up, get one's monkey up — разозлиться, выйти из себя
to have got smb. / smth. on one's nerves — раздражаться из-за кого-л. / чего-л.
to get the mitten / the sack / walking orders / walking papers — быть уволенным
to get it in the neck — получить по шее, получить нагоняй
to get the bit between one's teeth — закусить удила, не знать удержу
to get one's hand in smth. — набить руку в чём-л., освоиться с чем-л.
to get one's breath — перевести дыхание; прийти в себя
to get under way — сдвинуться с места; отправиться
to get a head — захмелеть, иметь тяжелую голову с похмелья
to get in wrong with smb. — попасть в немилость к кому-л.
to get one's own way — добиться своего, настоять на своём, поступать по-своему
to get rid of smth. / smb — избавиться от чего-л. / кого-л.
to get back to the grindstone — разг. возвращаться к работе (без особого желания)
to get hold of smth. — суметь схватить что-л.; суметь достать, приобрести
to get hold of smb. — разг. застать, перехватить кого-л.
to get to close quarters — воен. сблизиться, подойти на близкую дистанцию; сцепиться ( в споре); столкнуться лицом к лицу
Get along with you! — Иди ты! Проваливай! Убирайся!; Так я тебе и поверил! Не болтай ерунды!
to get smth. under control — установить контроль над чем-л.
- get left- get lost
- get even
- get home
- get oneself together
- get a bit on
- get leg in
- get smth. all wrong
- get smth. wrong
- get the upper hand 2. сущ.приплод, потомство ( у животных) -
17 now
1. adverb1) ((at) the present period of time: I am now living in England.) ahora2) (at once; immediately: I can't do it now - you'll have to wait.) ya, ahora mismo3) ((at) this moment: He'll be at home now; From now on, I shall be more careful about what I say to her.) ahora4) ((in stories) then; at that time: We were now very close to the city.) entonces5) (because of what has happened etc: I now know better than to trust her.) ahora6) (a word in explanations, warnings, commands, or to show disbelief: Now this is what happened; Stop that, now!; Do be careful, now.) entonces
2. conjunction((often with that) because or since something has happened, is now true etc: Now that you are here, I can leave; Now you have left school, you will have to find a job.) ahora que, ya que- nowadays- for now
- just now
- every now and then/again
- now and then/again
- now
- now!
- now then
now adv1. ahorawe used to write by hand, but now we use computers antes escribíamos a mano, pero ahora usamos ordenadores2. yaI can't wait, I want it now! no puedo esperar, ¡lo quiero ya!tr[naʊ]1 (at the present) ahora; (used contrastively) ya■ where do you work now? ¿dónde trabajas ahora?2 (immediately) ya, ahora mismo■ do it now! ¡hazlo ya!3 (in past) ya, entonces4 (introductory) bueno, vamos a ver, veamos■ now, let's begin bueno, empecemos■ now (that) we're all here, we can begin ya que estamos todos, podemos empezar\SMALLIDIOMATIC EXPRESSION/SMALLby now yafor now por el momentofrom now on de ahora en adelantejust now (at this moment) en estos momentos, ahora mismo 2 (a short while ago) hace un momento, ahora mismo■ have you seen Ann? -- she was here just now ¿has visto a Ann? --estaba aquí hace un momentonow and then de vez en cuandonow now vale, basta, ya está bien■ now, now, don't fight vale ya, no os peleéisright now ahora mismonow ['naʊ] adv1) presently: ahora, ya, actualmentefrom now on: de ahora en adelantelong before now: ya hace tiemponow and then: de vez en cuando2) immediately: ahora (mismo), inmediatamentedo it right now!: ¡hazlo ahora mismo!3) then: ya, entoncesnow they were ready: ya estaban listos4) (used to introduce a statement, a question, a command, or a transition)now hear this!: ¡presten atención!now what do you think of that?: ¿qué piensas de eso?until now: hasta ahoraby now: yaten years from now: dentro de 10 añosnow conjnow that : ahora que, ya queadv.• ahora adv.• entonces adv.• hora adv.• ora adv.• pues adv.• ya adv.n.• actualidad s.f.• momento presente s.m.noun (in US) = National Organization for Women[naʊ]1. ADV1) (of present, immediate future)a) (=at this time) ahorawhat shall we do now? — ¿qué hacemos ahora?
•
now for something completely different — y ahora algo totalmente distinto•
not now, dear — ahora no, querido•
right now all I want to do is... — en este momento or ahora mismo, lo único que me apetece es...•
the time is now eight o'clock — son las ochob) (=these days) hoy en día, ahoranobody would think of doing that now — hoy en día or ahora a nadie se le ocurriría hacer eso
c) (=at last, already) yacan I go now? — ¿ya me puedo ir?
d) (=immediately) ahora; (more emphatic) yaif we leave now, we'll be there by six — si salimos ahora or ya, estaremos allí para las seis
•
I'll do it right now — lo haré ahora mismothey've been married now for 30 years — ya llevan 30 años casados, hace 30 años que se casaron
3) (in accounts of past events) ahorait had once been the pantry but was now his office — tiempo atrás había sido la despensa, pero ahora era su estudio
4) (after prep)•
as of now — a partir de ahora•
before now — (=already) ya, antes; (=in the past) antes de ahora; (=till this moment) hasta ahora, antesyou should have done that before now — ya tendrías que haber hecho eso, tendrías que haber hecho eso antes
I've gone hungry before now to feed my children — ya he pasado hambre antes de ahora para poder alimentar a mis hijos
•
between now and next Tuesday — entre hoy y el martes que viene•
by now, they must be there by now — ya deben haber llegadoby now it was clear that... — en ese momento ya estaba claro que...
•
(in) three weeks/100 years from now — dentro de tres semanas/100 años•
from now on — (with present, future tense) a partir de ahora, de ahora en adelante; (with past tense) a partir de entonces•
till now, until now, up to now — (=till this moment) hasta ahora; (=till that moment) hasta entonces5) (=in these circumstances)a) (gen) yait's raining, now we won't be able to go — está lloviendo, ya no podemos ir
how can I believe you now? — ¿cómo puedo seguir confiando en ti?
now what (do we do)? — ¿y ahora, qué (hacemos)?
they won't be long now — no tardarán en venir, al rato vienen (Mex)
b) (emphatic)now you've gone and done it! * — ¡ahora sí que la has hecho buena! *
now look what you've done! — ¡mira lo que has hecho!
•
any minute or moment now — de un momento a otroI'm busy just now — ahora mismo or en este momento estoy ocupado
here 1., 6)I saw him come in just now — lo he visto entrar hace un momento, acabo de verlo entrar
a) (introducing new topic) bien, buenonow, as you all know... — bien or bueno, como todos sabéis...
now, some people may disagree but... — bien or bueno, puede que algunos no estén de acuerdo pero...
now there's a coincidence! — ¡eso sí que es una coincidencia!
now, what's everyone drinking? — a ver, ¿qué queréis tomar?
d) (remonstrating, pacifying)now Fred, you don't really mean that — vamos Fred, no lo dices en serio
now, now, don't get so upset! — ¡venga, no te pongas así!
now, now, we'll have none of that! — ¡vale ya, nada de tonterías!
•
come now, you must be hungry — venga ya, no me digas que no tienes hambre•
hush now, don't cry — shh, no llores•
now then, what's the trouble? — ¡entonces a ver! ¿cuál es el problema?now then, don't tease! — ¡ya está bien, deja de burlarte!
•
well now, what have we here! — ¡vamos a ver! ¿qué tenemos aquí?8)now..., now...: now she dances, now she sings — liter tan pronto está bailando como cantando
2.PRONhere 3.3.CONJ4.ADJ actual* * *noun (in US) = National Organization for Women -
18 Historical Portugal
Before Romans described western Iberia or Hispania as "Lusitania," ancient Iberians inhabited the land. Phoenician and Greek trading settlements grew up in the Tagus estuary area and nearby coasts. Beginning around 202 BCE, Romans invaded what is today southern Portugal. With Rome's defeat of Carthage, Romans proceeded to conquer and rule the western region north of the Tagus, which they named Roman "Lusitania." In the fourth century CE, as Rome's rule weakened, the area experienced yet another invasion—Germanic tribes, principally the Suevi, who eventually were Christianized. During the sixth century CE, the Suevi kingdom was superseded by yet another Germanic tribe—the Christian Visigoths.A major turning point in Portugal's history came in 711, as Muslim armies from North Africa, consisting of both Arab and Berber elements, invaded the Iberian Peninsula from across the Straits of Gibraltar. They entered what is now Portugal in 714, and proceeded to conquer most of the country except for the far north. For the next half a millennium, Islam and Muslim presence in Portugal left a significant mark upon the politics, government, language, and culture of the country.Islam, Reconquest, and Portugal Created, 714-1140The long frontier struggle between Muslim invaders and Christian communities in the north of the Iberian peninsula was called the Reconquista (Reconquest). It was during this struggle that the first dynasty of Portuguese kings (Burgundian) emerged and the independent monarchy of Portugal was established. Christian forces moved south from what is now the extreme north of Portugal and gradually defeated Muslim forces, besieging and capturing towns under Muslim sway. In the ninth century, as Christian forces slowly made their way southward, Christian elements were dominant only in the area between Minho province and the Douro River; this region became known as "territorium Portu-calense."In the 11th century, the advance of the Reconquest quickened as local Christian armies were reinforced by crusading knights from what is now France and England. Christian forces took Montemor (1034), at the Mondego River; Lamego (1058); Viseu (1058); and Coimbra (1064). In 1095, the king of Castile and Léon granted the country of "Portu-cale," what became northern Portugal, to a Burgundian count who had emigrated from France. This was the foundation of Portugal. In 1139, a descendant of this count, Afonso Henriques, proclaimed himself "King of Portugal." He was Portugal's first monarch, the "Founder," and the first of the Burgundian dynasty, which ruled until 1385.The emergence of Portugal in the 12th century as a separate monarchy in Iberia occurred before the Christian Reconquest of the peninsula. In the 1140s, the pope in Rome recognized Afonso Henriques as king of Portugal. In 1147, after a long, bloody siege, Muslim-occupied Lisbon fell to Afonso Henriques's army. Lisbon was the greatest prize of the 500-year war. Assisting this effort were English crusaders on their way to the Holy Land; the first bishop of Lisbon was an Englishman. When the Portuguese captured Faro and Silves in the Algarve province in 1248-50, the Reconquest of the extreme western portion of the Iberian peninsula was complete—significantly, more than two centuries before the Spanish crown completed the Reconquest of the eastern portion by capturing Granada in 1492.Consolidation and Independence of Burgundian Portugal, 1140-1385Two main themes of Portugal's early existence as a monarchy are the consolidation of control over the realm and the defeat of a Castil-ian threat from the east to its independence. At the end of this period came the birth of a new royal dynasty (Aviz), which prepared to carry the Christian Reconquest beyond continental Portugal across the straits of Gibraltar to North Africa. There was a variety of motives behind these developments. Portugal's independent existence was imperiled by threats from neighboring Iberian kingdoms to the north and east. Politics were dominated not only by efforts against the Muslims inPortugal (until 1250) and in nearby southern Spain (until 1492), but also by internecine warfare among the kingdoms of Castile, Léon, Aragon, and Portugal. A final comeback of Muslim forces was defeated at the battle of Salado (1340) by allied Castilian and Portuguese forces. In the emerging Kingdom of Portugal, the monarch gradually gained power over and neutralized the nobility and the Church.The historic and commonplace Portuguese saying "From Spain, neither a good wind nor a good marriage" was literally played out in diplomacy and war in the late 14th-century struggles for mastery in the peninsula. Larger, more populous Castile was pitted against smaller Portugal. Castile's Juan I intended to force a union between Castile and Portugal during this era of confusion and conflict. In late 1383, Portugal's King Fernando, the last king of the Burgundian dynasty, suddenly died prematurely at age 38, and the Master of Aviz, Portugal's most powerful nobleman, took up the cause of independence and resistance against Castile's invasion. The Master of Aviz, who became King João I of Portugal, was able to obtain foreign assistance. With the aid of English archers, Joao's armies defeated the Castilians in the crucial battle of Aljubarrota, on 14 August 1385, a victory that assured the independence of the Portuguese monarchy from its Castilian nemesis for several centuries.Aviz Dynasty and Portugal's First Overseas Empire, 1385-1580The results of the victory at Aljubarrota, much celebrated in Portugal's art and monuments, and the rise of the Aviz dynasty also helped to establish a new merchant class in Lisbon and Oporto, Portugal's second city. This group supported King João I's program of carrying the Reconquest to North Africa, since it was interested in expanding Portugal's foreign commerce and tapping into Muslim trade routes and resources in Africa. With the Reconquest against the Muslims completed in Portugal and the threat from Castile thwarted for the moment, the Aviz dynasty launched an era of overseas conquest, exploration, and trade. These efforts dominated Portugal's 15th and 16th centuries.The overseas empire and age of Discoveries began with Portugal's bold conquest in 1415 of the Moroccan city of Ceuta. One royal member of the 1415 expedition was young, 21-year-old Prince Henry, later known in history as "Prince Henry the Navigator." His part in the capture of Ceuta won Henry his knighthood and began Portugal's "Marvelous Century," during which the small kingdom was counted as a European and world power of consequence. Henry was the son of King João I and his English queen, Philippa of Lancaster, but he did not inherit the throne. Instead, he spent most of his life and his fortune, and that of the wealthy military Order of Christ, on various imperial ventures and on voyages of exploration down the African coast and into the Atlantic. While mythology has surrounded Henry's controversial role in the Discoveries, and this role has been exaggerated, there is no doubt that he played a vital part in the initiation of Portugal's first overseas empire and in encouraging exploration. He was naturally curious, had a sense of mission for Portugal, and was a strong leader. He also had wealth to expend; at least a third of the African voyages of the time were under his sponsorship. If Prince Henry himself knew little science, significant scientific advances in navigation were made in his day.What were Portugal's motives for this new imperial effort? The well-worn historical cliche of "God, Glory, and Gold" can only partly explain the motivation of a small kingdom with few natural resources and barely 1 million people, which was greatly outnumbered by the other powers it confronted. Among Portuguese objectives were the desire to exploit known North African trade routes and resources (gold, wheat, leather, weaponry, and other goods that were scarce in Iberia); the need to outflank the Muslim world in the Mediterranean by sailing around Africa, attacking Muslims en route; and the wish to ally with Christian kingdoms beyond Africa. This enterprise also involved a strategy of breaking the Venetian spice monopoly by trading directly with the East by means of discovering and exploiting a sea route around Africa to Asia. Besides the commercial motives, Portugal nurtured a strong crusading sense of Christian mission, and various classes in the kingdom saw an opportunity for fame and gain.By the time of Prince Henry's death in 1460, Portugal had gained control of the Atlantic archipelagos of the Azores and Madeiras, begun to colonize the Cape Verde Islands, failed to conquer the Canary Islands from Castile, captured various cities on Morocco's coast, and explored as far as Senegal, West Africa, down the African coast. By 1488, Bar-tolomeu Dias had rounded the Cape of Good Hope in South Africa and thereby discovered the way to the Indian Ocean.Portugal's largely coastal African empire and later its fragile Asian empire brought unexpected wealth but were purchased at a high price. Costs included wars of conquest and defense against rival powers, manning the far-flung navel and trade fleets and scattered castle-fortresses, and staffing its small but fierce armies, all of which entailed a loss of skills and population to maintain a scattered empire. Always short of capital, the monarchy became indebted to bankers. There were many defeats beginning in the 16th century at the hands of the larger imperial European monarchies (Spain, France, England, and Holland) and many attacks on Portugal and its strung-out empire. Typically, there was also the conflict that arose when a tenuously held world empire that rarely if ever paid its way demanded finance and manpower Portugal itself lacked.The first 80 years of the glorious imperial era, the golden age of Portugal's imperial power and world influence, was an African phase. During 1415-88, Portuguese navigators and explorers in small ships, some of them caravelas (caravels), explored the treacherous, disease-ridden coasts of Africa from Morocco to South Africa beyond the Cape of Good Hope. By the 1470s, the Portuguese had reached the Gulf of Guinea and, in the early 1480s, what is now Angola. Bartolomeu Dias's extraordinary voyage of 1487-88 to South Africa's coast and the edge of the Indian Ocean convinced Portugal that the best route to Asia's spices and Christians lay south, around the tip of southern Africa. Between 1488 and 1495, there was a hiatus caused in part by domestic conflict in Portugal, discussion of resources available for further conquests beyond Africa in Asia, and serious questions as to Portugal's capacity to reach beyond Africa. In 1495, King Manuel and his council decided to strike for Asia, whatever the consequences. In 1497-99, Vasco da Gama, under royal orders, made the epic two-year voyage that discovered the sea route to western India (Asia), outflanked Islam and Venice, and began Portugal's Asian empire. Within 50 years, Portugal had discovered and begun the exploitation of its largest colony, Brazil, and set up forts and trading posts from the Middle East (Aden and Ormuz), India (Calicut, Goa, etc.), Malacca, and Indonesia to Macau in China.By the 1550s, parts of its largely coastal, maritime trading post empire from Morocco to the Moluccas were under siege from various hostile forces, including Muslims, Christians, and Hindi. Although Moroccan forces expelled the Portuguese from the major coastal cities by 1550, the rival European monarchies of Castile (Spain), England, France, and later Holland began to seize portions of her undermanned, outgunned maritime empire.In 1580, Phillip II of Spain, whose mother was a Portuguese princess and who had a strong claim to the Portuguese throne, invaded Portugal, claimed the throne, and assumed control over the realm and, by extension, its African, Asian, and American empires. Phillip II filled the power vacuum that appeared in Portugal following the loss of most of Portugal's army and its young, headstrong King Sebastião in a disastrous war in Morocco. Sebastiao's death in battle (1578) and the lack of a natural heir to succeed him, as well as the weak leadership of the cardinal who briefly assumed control in Lisbon, led to a crisis that Spain's strong monarch exploited. As a result, Portugal lost its independence to Spain for a period of 60 years.Portugal under Spanish Rule, 1580-1640Despite the disastrous nature of Portugal's experience under Spanish rule, "The Babylonian Captivity" gave birth to modern Portuguese nationalism, its second overseas empire, and its modern alliance system with England. Although Spain allowed Portugal's weakened empire some autonomy, Spanish rule in Portugal became increasingly burdensome and unacceptable. Spain's ambitious imperial efforts in Europe and overseas had an impact on the Portuguese as Spain made greater and greater demands on its smaller neighbor for manpower and money. Portugal's culture underwent a controversial Castilianization, while its empire became hostage to Spain's fortunes. New rival powers England, France, and Holland attacked and took parts of Spain's empire and at the same time attacked Portugal's empire, as well as the mother country.Portugal's empire bore the consequences of being attacked by Spain's bitter enemies in what was a form of world war. Portuguese losses were heavy. By 1640, Portugal had lost most of its Moroccan cities as well as Ceylon, the Moluccas, and sections of India. With this, Portugal's Asian empire was gravely weakened. Only Goa, Damão, Diu, Bombay, Timor, and Macau remained and, in Brazil, Dutch forces occupied the northeast.On 1 December 1640, long commemorated as a national holiday, Portuguese rebels led by the duke of Braganza overthrew Spanish domination and took advantage of Spanish weakness following a more serious rebellion in Catalonia. Portugal regained independence from Spain, but at a price: dependence on foreign assistance to maintain its independence in the form of the renewal of the alliance with England.Restoration and Second Empire, 1640-1822Foreign affairs and empire dominated the restoration era and aftermath, and Portugal again briefly enjoyed greater European power and prestige. The Anglo-Portuguese Alliance was renewed and strengthened in treaties of 1642, 1654, and 1661, and Portugal's independence from Spain was underwritten by English pledges and armed assistance. In a Luso-Spanish treaty of 1668, Spain recognized Portugal's independence. Portugal's alliance with England was a marriage of convenience and necessity between two monarchies with important religious, cultural, and social differences. In return for legal, diplomatic, and trade privileges, as well as the use during war and peace of Portugal's great Lisbon harbor and colonial ports for England's navy, England pledged to protect Portugal and its scattered empire from any attack. The previously cited 17th-century alliance treaties were renewed later in the Treaty of Windsor, signed in London in 1899. On at least 10 different occasions after 1640, and during the next two centuries, England was central in helping prevent or repel foreign invasions of its ally, Portugal.Portugal's second empire (1640-1822) was largely Brazil-oriented. Portuguese colonization, exploitation of wealth, and emigration focused on Portuguese America, and imperial revenues came chiefly from Brazil. Between 1670 and 1740, Portugal's royalty and nobility grew wealthier on funds derived from Brazilian gold, diamonds, sugar, tobacco, and other crops, an enterprise supported by the Atlantic slave trade and the supply of African slave labor from West Africa and Angola. Visitors today can see where much of that wealth was invested: Portugal's rich legacy of monumental architecture. Meanwhile, the African slave trade took a toll in Angola and West Africa.In continental Portugal, absolutist monarchy dominated politics and government, and there was a struggle for position and power between the monarchy and other institutions, such as the Church and nobility. King José I's chief minister, usually known in history as the marquis of Pombal (ruled 1750-77), sharply suppressed the nobility and theChurch (including the Inquisition, now a weak institution) and expelled the Jesuits. Pombal also made an effort to reduce economic dependence on England, Portugal's oldest ally. But his successes did not last much beyond his disputed time in office.Beginning in the late 18th century, the European-wide impact of the French Revolution and the rise of Napoleon placed Portugal in a vulnerable position. With the monarchy ineffectively led by an insane queen (Maria I) and her indecisive regent son (João VI), Portugal again became the focus of foreign ambition and aggression. With England unable to provide decisive assistance in time, France—with Spain's consent—invaded Portugal in 1807. As Napoleon's army under General Junot entered Lisbon meeting no resistance, Portugal's royal family fled on a British fleet to Brazil, where it remained in exile until 1821. In the meantime, Portugal's overseas empire was again under threat. There was a power vacuum as the monarch was absent, foreign armies were present, and new political notions of liberalism and constitutional monarchy were exciting various groups of citizens.Again England came to the rescue, this time in the form of the armies of the duke of Wellington. Three successive French invasions of Portugal were defeated and expelled, and Wellington succeeded in carrying the war against Napoleon across the Portuguese frontier into Spain. The presence of the English army, the new French-born liberal ideas, and the political vacuum combined to create revolutionary conditions. The French invasions and the peninsular wars, where Portuguese armed forces played a key role, marked the beginning of a new era in politics.Liberalism and Constitutional Monarchy, 1822-1910During 1807-22, foreign invasions, war, and civil strife over conflicting political ideas gravely damaged Portugal's commerce, economy, and novice industry. The next terrible blow was the loss of Brazil in 1822, the jewel in the imperial crown. Portugal's very independence seemed to be at risk. In vain, Portugal sought to resist Brazilian independence by force, but in 1825 it formally acknowledged Brazilian independence by treaty.Portugal's slow recovery from the destructive French invasions and the "war of independence" was complicated by civil strife over the form of constitutional monarchy that best suited Portugal. After struggles over these issues between 1820 and 1834, Portugal settled somewhat uncertainly into a moderate constitutional monarchy whose constitution (Charter of 1826) lent it strong political powers to exert a moderating influence between the executive and legislative branches of the government. It also featured a new upper middle class based on land ownership and commerce; a Catholic Church that, although still important, lived with reduced privileges and property; a largely African (third) empire to which Lisbon and Oporto devoted increasing spiritual and material resources, starting with the liberal imperial plans of 1836 and 1851, and continuing with the work of institutions like the Lisbon Society of Geography (established 1875); and a mass of rural peasants whose bonds to the land weakened after 1850 and who began to immigrate in increasing numbers to Brazil and North America.Chronic military intervention in national politics began in 19th-century Portugal. Such intervention, usually commencing with coups or pronunciamentos (military revolts), was a shortcut to the spoils of political office and could reflect popular discontent as well as the power of personalities. An early example of this was the 1817 golpe (coup) attempt of General Gomes Freire against British military rule in Portugal before the return of King João VI from Brazil. Except for a more stable period from 1851 to 1880, military intervention in politics, or the threat thereof, became a feature of the constitutional monarchy's political life, and it continued into the First Republic and the subsequent Estado Novo.Beginning with the Regeneration period (1851-80), Portugal experienced greater political stability and economic progress. Military intervention in politics virtually ceased; industrialization and construction of railroads, roads, and bridges proceeded; two political parties (Regenerators and Historicals) worked out a system of rotation in power; and leading intellectuals sparked a cultural revival in several fields. In 19th-century literature, there was a new golden age led by such figures as Alexandre Herculano (historian), Eça de Queirós (novelist), Almeida Garrett (playwright and essayist), Antero de Quental (poet), and Joaquim Oliveira Martins (historian and social scientist). In its third overseas empire, Portugal attempted to replace the slave trade and slavery with legitimate economic activities; to reform the administration; and to expand Portuguese holdings beyond coastal footholds deep into the African hinterlands in West, West Central, and East Africa. After 1841, to some extent, and especially after 1870, colonial affairs, combined with intense nationalism, pressures for economic profit in Africa, sentiment for national revival, and the drift of European affairs would make or break Lisbon governments.Beginning with the political crisis that arose out of the "English Ultimatum" affair of January 1890, the monarchy became discredtted and identified with the poorly functioning government, political parties splintered, and republicanism found more supporters. Portugal participated in the "Scramble for Africa," expanding its African holdings, but failed to annex territory connecting Angola and Mozambique. A growing foreign debt and state bankruptcy as of the early 1890s damaged the constitutional monarchy's reputation, despite the efforts of King Carlos in diplomacy, the renewal of the alliance in the Windsor Treaty of 1899, and the successful if bloody colonial wars in the empire (1880-97). Republicanism proclaimed that Portugal's weak economy and poor society were due to two historic institutions: the monarchy and the Catholic Church. A republic, its stalwarts claimed, would bring greater individual liberty; efficient, if more decentralized government; and a stronger colonial program while stripping the Church of its role in both society and education.As the monarchy lost support and republicans became more aggressive, violence increased in politics. King Carlos I and his heir Luís were murdered in Lisbon by anarchist-republicans on 1 February 1908. Following a military and civil insurrection and fighting between monarchist and republican forces, on 5 October 1910, King Manuel II fled Portugal and a republic was proclaimed.First Parliamentary Republic, 1910-26Portugal's first attempt at republican government was the most unstable, turbulent parliamentary republic in the history of 20th-century Western Europe. During a little under 16 years of the republic, there were 45 governments, a number of legislatures that did not complete normal terms, military coups, and only one president who completed his four-year term in office. Portuguese society was poorly prepared for this political experiment. Among the deadly legacies of the monarchy were a huge public debt; a largely rural, apolitical, and illiterate peasant population; conflict over the causes of the country's misfortunes; and lack of experience with a pluralist, democratic system.The republic had some talented leadership but lacked popular, institutional, and economic support. The 1911 republican constitution established only a limited democracy, as only a small portion of the adult male citizenry was eligible to vote. In a country where the majority was Catholic, the republic passed harshly anticlerical laws, and its institutions and supporters persecuted both the Church and its adherents. During its brief disjointed life, the First Republic drafted important reform plans in economic, social, and educational affairs; actively promoted development in the empire; and pursued a liberal, generous foreign policy. Following British requests for Portugal's assistance in World War I, Portugal entered the war on the Allied side in March 1916 and sent armies to Flanders and Portuguese Africa. Portugal's intervention in that conflict, however, was too costly in many respects, and the ultimate failure of the republic in part may be ascribed to Portugal's World War I activities.Unfortunately for the republic, its time coincided with new threats to Portugal's African possessions: World War I, social and political demands from various classes that could not be reconciled, excessive military intervention in politics, and, in particular, the worst economic and financial crisis Portugal had experienced since the 16th and 17th centuries. After the original Portuguese Republican Party (PRP, also known as the "Democrats") splintered into three warring groups in 1912, no true multiparty system emerged. The Democrats, except for only one or two elections, held an iron monopoly of electoral power, and political corruption became a major issue. As extreme right-wing dictatorships elsewhere in Europe began to take power in Italy (1922), neighboring Spain (1923), and Greece (1925), what scant popular support remained for the republic collapsed. Backed by a right-wing coalition of landowners from Alentejo, clergy, Coimbra University faculty and students, Catholic organizations, and big business, career military officers led by General Gomes da Costa executed a coup on 28 May 1926, turned out the last republican government, and established a military government.The Estado Novo (New State), 1926-74During the military phase (1926-32) of the Estado Novo, professional military officers, largely from the army, governed and administered Portugal and held key cabinet posts, but soon discovered that the military possessed no magic formula that could readily solve the problems inherited from the First Republic. Especially during the years 1926-31, the military dictatorship, even with its political repression of republican activities and institutions (military censorship of the press, political police action, and closure of the republic's rowdy parliament), was characterized by similar weaknesses: personalism and factionalism; military coups and political instability, including civil strife and loss of life; state debt and bankruptcy; and a weak economy. "Barracks parliamentarism" was not an acceptable alternative even to the "Nightmare Republic."Led by General Óscar Carmona, who had replaced and sent into exile General Gomes da Costa, the military dictatorship turned to a civilian expert in finance and economics to break the budget impasse and bring coherence to the disorganized system. Appointed minister of finance on 27 April 1928, the Coimbra University Law School professor of economics Antônio de Oliveira Salazar (1889-1970) first reformed finance, helped balance the budget, and then turned to other concerns as he garnered extraordinary governing powers. In 1930, he was appointed interim head of another key ministry (Colonies) and within a few years had become, in effect, a civilian dictator who, with the military hierarchy's support, provided the government with coherence, a program, and a set of policies.For nearly 40 years after he was appointed the first civilian prime minister in 1932, Salazar's personality dominated the government. Unlike extreme right-wing dictators elsewhere in Europe, Salazar was directly appointed by the army but was never endorsed by a popular political party, street militia, or voter base. The scholarly, reclusive former Coimbra University professor built up what became known after 1932 as the Estado Novo ("New State"), which at the time of its overthrow by another military coup in 1974, was the longest surviving authoritarian regime in Western Europe. The system of Salazar and the largely academic and technocratic ruling group he gathered in his cabinets was based on the central bureaucracy of the state, which was supported by the president of the republic—always a senior career military officer, General Óscar Carmona (1928-51), General Craveiro Lopes (1951-58), and Admiral Américo Tómaz (1958-74)—and the complicity of various institutions. These included a rubber-stamp legislature called the National Assembly (1935-74) and a political police known under various names: PVDE (1932-45), PIDE (1945-69),and DGS (1969-74). Other defenders of the Estado Novo security were paramilitary organizations such as the National Republican Guard (GNR); the Portuguese Legion (PL); and the Portuguese Youth [Movement]. In addition to censorship of the media, theater, and books, there was political repression and a deliberate policy of depoliticization. All political parties except for the approved movement of regime loyalists, the União Nacional or (National Union), were banned.The most vigorous and more popular period of the New State was 1932-44, when the basic structures were established. Never monolithic or entirely the work of one person (Salazar), the New State was constructed with the assistance of several dozen top associates who were mainly academics from law schools, some technocrats with specialized skills, and a handful of trusted career military officers. The 1933 Constitution declared Portugal to be a "unitary, corporative Republic," and pressures to restore the monarchy were resisted. Although some of the regime's followers were fascists and pseudofascists, many more were conservative Catholics, integralists, nationalists, and monarchists of different varieties, and even some reactionary republicans. If the New State was authoritarian, it was not totalitarian and, unlike fascism in Benito Mussolini's Italy or Adolf Hitler's Germany, it usually employed the minimum of violence necessary to defeat what remained a largely fractious, incoherent opposition.With the tumultuous Second Republic and the subsequent civil war in nearby Spain, the regime felt threatened and reinforced its defenses. During what Salazar rightly perceived as a time of foreign policy crisis for Portugal (1936-45), he assumed control of the Ministry of Foreign Affairs. From there, he pursued four basic foreign policy objectives: supporting the Nationalist rebels of General Francisco Franco in the Spanish Civil War (1936-39) and concluding defense treaties with a triumphant Franco; ensuring that General Franco in an exhausted Spain did not enter World War II on the Axis side; maintaining Portuguese neutrality in World War II with a post-1942 tilt toward the Allies, including granting Britain and the United States use of bases in the Azores Islands; and preserving and protecting Portugal's Atlantic Islands and its extensive, if poor, overseas empire in Africa and Asia.During the middle years of the New State (1944-58), many key Salazar associates in government either died or resigned, and there was greater social unrest in the form of unprecedented strikes and clandestine Communist activities, intensified opposition, and new threatening international pressures on Portugal's overseas empire. During the earlier phase of the Cold War (1947-60), Portugal became a steadfast, if weak, member of the US-dominated North Atlantic Treaty Organization alliance and, in 1955, with American support, Portugal joined the United Nations (UN). Colonial affairs remained a central concern of the regime. As of 1939, Portugal was the third largest colonial power in the world and possessed territories in tropical Africa (Angola, Mozambique, Guinea-Bissau, and São Tomé and Príncipe Islands) and the remnants of its 16th-century empire in Asia (Goa, Damão, Diu, East Timor, and Macau). Beginning in the early 1950s, following the independence of India in 1947, Portugal resisted Indian pressures to decolonize Portuguese India and used police forces to discourage internal opposition in its Asian and African colonies.The later years of the New State (1958-68) witnessed the aging of the increasingly isolated but feared Salazar and new threats both at home and overseas. Although the regime easily overcame the brief oppositionist threat from rival presidential candidate General Humberto Delgado in the spring of 1958, new developments in the African and Asian empires imperiled the authoritarian system. In February 1961, oppositionists hijacked the Portuguese ocean liner Santa Maria and, in following weeks, African insurgents in northern Angola, although they failed to expel the Portuguese, gained worldwide media attention, discredited the New State, and began the 13-year colonial war. After thwarting a dissident military coup against his continued leadership, Salazar and his ruling group mobilized military repression in Angola and attempted to develop the African colonies at a faster pace in order to ensure Portuguese control. Meanwhile, the other European colonial powers (Britain, France, Belgium, and Spain) rapidly granted political independence to their African territories.At the time of Salazar's removal from power in September 1968, following a stroke, Portugal's efforts to maintain control over its colonies appeared to be successful. President Americo Tomás appointed Dr. Marcello Caetano as Salazar's successor as prime minister. While maintaining the New State's basic structures, and continuing the regime's essential colonial policy, Caetano attempted wider reforms in colonial administration and some devolution of power from Lisbon, as well as more freedom of expression in Lisbon. Still, a great deal of the budget was devoted to supporting the wars against the insurgencies in Africa. Meanwhile in Asia, Portuguese India had fallen when the Indian army invaded in December 1961. The loss of Goa was a psychological blow to the leadership of the New State, and of the Asian empire only East Timor and Macau remained.The Caetano years (1968-74) were but a hiatus between the waning Salazar era and a new regime. There was greater political freedom and rapid economic growth (5-6 percent annually to late 1973), but Caetano's government was unable to reform the old system thoroughly and refused to consider new methods either at home or in the empire. In the end, regime change came from junior officers of the professional military who organized the Armed Forces Movement (MFA) against the Caetano government. It was this group of several hundred officers, mainly in the army and navy, which engineered a largely bloodless coup in Lisbon on 25 April 1974. Their unexpected action brought down the 48-year-old New State and made possible the eventual establishment and consolidation of democratic governance in Portugal, as well as a reorientation of the country away from the Atlantic toward Europe.Revolution of Carnations, 1974-76Following successful military operations of the Armed Forces Movement against the Caetano government, Portugal experienced what became known as the "Revolution of Carnations." It so happened that during the rainy week of the military golpe, Lisbon flower shops were featuring carnations, and the revolutionaries and their supporters adopted the red carnation as the common symbol of the event, as well as of the new freedom from dictatorship. The MFA, whose leaders at first were mostly little-known majors and captains, proclaimed a three-fold program of change for the new Portugal: democracy; decolonization of the overseas empire, after ending the colonial wars; and developing a backward economy in the spirit of opportunity and equality. During the first 24 months after the coup, there was civil strife, some anarchy, and a power struggle. With the passing of the Estado Novo, public euphoria burst forth as the new provisional military government proclaimed the freedoms of speech, press, and assembly, and abolished censorship, the political police, the Portuguese Legion, Portuguese Youth, and other New State organizations, including the National Union. Scores of political parties were born and joined the senior political party, the Portuguese Community Party (PCP), and the Socialist Party (PS), founded shortly before the coup.Portugal's Revolution of Carnations went through several phases. There was an attempt to take control by radical leftists, including the PCP and its allies. This was thwarted by moderate officers in the army, as well as by the efforts of two political parties: the PS and the Social Democrats (PPD, later PSD). The first phase was from April to September 1974. Provisional president General Antonio Spínola, whose 1974 book Portugal and the Future had helped prepare public opinion for the coup, met irresistible leftist pressures. After Spinola's efforts to avoid rapid decolonization of the African empire failed, he resigned in September 1974. During the second phase, from September 1974 to March 1975, radical military officers gained control, but a coup attempt by General Spínola and his supporters in Lisbon in March 1975 failed and Spínola fled to Spain.In the third phase of the Revolution, March-November 1975, a strong leftist reaction followed. Farm workers occupied and "nationalized" 1.1 million hectares of farmland in the Alentejo province, and radical military officers in the provisional government ordered the nationalization of Portuguese banks (foreign banks were exempted), utilities, and major industries, or about 60 percent of the economic system. There were power struggles among various political parties — a total of 50 emerged—and in the streets there was civil strife among labor, military, and law enforcement groups. A constituent assembly, elected on 25 April 1975, in Portugal's first free elections since 1926, drafted a democratic constitution. The Council of the Revolution (CR), briefly a revolutionary military watchdog committee, was entrenched as part of the government under the constitution, until a later revision. During the chaotic year of 1975, about 30 persons were killed in political frays while unstable provisional governments came and went. On 25 November 1975, moderate military forces led by Colonel Ramalho Eanes, who later was twice elected president of the republic (1976 and 1981), defeated radical, leftist military groups' revolutionary conspiracies.In the meantime, Portugal's scattered overseas empire experienced a precipitous and unprepared decolonization. One by one, the former colonies were granted and accepted independence—Guinea-Bissau (September 1974), Cape Verde Islands (July 1975), and Mozambique (July 1975). Portugal offered to turn over Macau to the People's Republic of China, but the offer was refused then and later negotiations led to the establishment of a formal decolonization or hand-over date of 1999. But in two former colonies, the process of decolonization had tragic results.In Angola, decolonization negotiations were greatly complicated by the fact that there were three rival nationalist movements in a struggle for power. The January 1975 Alvor Agreement signed by Portugal and these three parties was not effectively implemented. A bloody civil war broke out in Angola in the spring of 1975 and, when Portuguese armed forces withdrew and declared that Angola was independent on 11 November 1975, the bloodshed only increased. Meanwhile, most of the white Portuguese settlers from Angola and Mozambique fled during the course of 1975. Together with African refugees, more than 600,000 of these retornados ("returned ones") went by ship and air to Portugal and thousands more to Namibia, South Africa, Brazil, Canada, and the United States.The second major decolonization disaster was in Portugal's colony of East Timor in the Indonesian archipelago. Portugal's capacity to supervise and control a peaceful transition to independence in this isolated, neglected colony was limited by the strength of giant Indonesia, distance from Lisbon, and Portugal's revolutionary disorder and inability to defend Timor. In early December 1975, before Portugal granted formal independence and as one party, FRETILIN, unilaterally declared East Timor's independence, Indonesia's armed forces invaded, conquered, and annexed East Timor. Indonesian occupation encountered East Timorese resistance, and a heavy loss of life followed. The East Timor question remained a contentious international issue in the UN, as well as in Lisbon and Jakarta, for more than 20 years following Indonesia's invasion and annexation of the former colony of Portugal. Major changes occurred, beginning in 1998, after Indonesia underwent a political revolution and allowed a referendum in East Timor to decide that territory's political future in August 1999. Most East Timorese chose independence, but Indonesian forces resisted that verdict untilUN intervention in September 1999. Following UN rule for several years, East Timor attained full independence on 20 May 2002.Consolidation of Democracy, 1976-2000After several free elections and record voter turnouts between 25 April 1975 and June 1976, civil war was averted and Portugal's second democratic republic began to stabilize. The MFA was dissolved, the military were returned to the barracks, and increasingly elected civilians took over the government of the country. The 1976 Constitution was revised several times beginning in 1982 and 1989, in order to reempha-size the principle of free enterprise in the economy while much of the large, nationalized sector was privatized. In June 1976, General Ram-alho Eanes was elected the first constitutional president of the republic (five-year term), and he appointed socialist leader Dr. Mário Soares as prime minister of the first constitutional government.From 1976 to 1985, Portugal's new system featured a weak economy and finances, labor unrest, and administrative and political instability. The difficult consolidation of democratic governance was eased in part by the strong currency and gold reserves inherited from the Estado Novo, but Lisbon seemed unable to cope with high unemployment, new debt, the complex impact of the refugees from Africa, world recession, and the agitation of political parties. Four major parties emerged from the maelstrom of 1974-75, except for the Communist Party, all newly founded. They were, from left to right, the Communists (PCP); the Socialists (PS), who managed to dominate governments and the legislature but not win a majority in the Assembly of the Republic; the Social Democrats (PSD); and the Christian Democrats (CDS). During this period, the annual growth rate was low (l-2 percent), and the nationalized sector of the economy stagnated.Enhanced economic growth, greater political stability, and more effective central government as of 1985, and especially 1987, were due to several developments. In 1977, Portugal applied for membership in the European Economic Community (EEC), now the European Union (EU) since 1993. In January 1986, with Spain, Portugal was granted membership, and economic and financial progress in the intervening years has been significantly influenced by the comparatively large investment, loans, technology, advice, and other assistance from the EEC. Low unemployment, high annual growth rates (5 percent), and moderate inflation have also been induced by the new political and administrative stability in Lisbon. Led by Prime Minister Cavaco Silva, an economist who was trained abroad, the PSD's strong organization, management, and electoral support since 1985 have assisted in encouraging economic recovery and development. In 1985, the PSD turned the PS out of office and won the general election, although they did not have an absolute majority of assembly seats. In 1986, Mário Soares was elected president of the republic, the first civilian to hold that office since the First Republic. In the elections of 1987 and 1991, however, the PSD was returned to power with clear majorities of over 50 percent of the vote.Although the PSD received 50.4 percent of the vote in the 1991 parliamentary elections and held a 42-seat majority in the Assembly of the Republic, the party began to lose public support following media revelations regarding corruption and complaints about Prime Minister Cavaco Silva's perceived arrogant leadership style. President Mário Soares voiced criticism of the PSD's seemingly untouchable majority and described a "tyranny of the majority." Economic growth slowed down. In the parliamentary elections of 1995 and the presidential election of 1996, the PSD's dominance ended for the time being. Prime Minister Antônio Guterres came to office when the PS won the October 1995 elections, and in the subsequent presidential contest, in January 1996, socialist Jorge Sampaio, the former mayor of Lisbon, was elected president of the republic, thus defeating Cavaco Silva's bid. Young and popular, Guterres moved the PS toward the center of the political spectrum. Under Guterres, the PS won the October 1999 parliamentary elections. The PS defeated the PSD but did not manage to win a clear, working majority of seats, and this made the PS dependent upon alliances with smaller parties, including the PCP.In the local elections in December 2001, the PSD's criticism of PS's heavy public spending allowed the PSD to take control of the key cities of Lisbon, Oporto, and Coimbra. Guterres resigned, and parliamentary elections were brought forward from 2004 to March 2002. The PSD won a narrow victory with 40 percent of the votes, and Jose Durão Barroso became prime minister. Having failed to win a majority of the seats in parliament forced the PSD to govern in coalition with the right-wing Popular Party (PP) led by Paulo Portas. Durão Barroso set about reducing government spending by cutting the budgets of local authorities, freezing civil service hiring, and reviving the economy by accelerating privatization of state-owned enterprises. These measures provoked a 24-hour strike by public-sector workers. Durão Barroso reacted with vows to press ahead with budget-cutting measures and imposed a wage freeze on all employees earning more than €1,000, which affected more than one-half of Portugal's work force.In June 2004, Durão Barroso was invited by Romano Prodi to succeed him as president of the European Commission. Durão Barroso accepted and resigned the prime ministership in July. Pedro Santana Lopes, the leader of the PSD, became prime minister. Already unpopular at the time of Durão Barroso's resignation, the PSD-led government became increasingly unpopular under Santana Lopes. A month-long delay in the start of the school year and confusion over his plan to cut taxes and raise public-sector salaries, eroded confidence even more. By November, Santana Lopes's government was so unpopular that President Jorge Sampaio was obliged to dissolve parliament and hold new elections, two years ahead of schedule.Parliamentary elections were held on 20 February 2005. The PS, which had promised the electorate disciplined and transparent governance, educational reform, the alleviation of poverty, and a boost in employment, won 45 percent of the vote and the majority of the seats in parliament. The leader of the PS, José Sôcrates became prime minister on 12 March 2005. In the regularly scheduled presidential elections held on 6 January 2006, the former leader of the PSD and prime minister, Aníbal Cavaco Silva, won a narrow victory and became president on 9 March 2006. With a mass protest, public teachers' strike, and street demonstrations in March 2008, Portugal's media, educational, and social systems experienced more severe pressures. With the spreading global recession beginning in September 2008, Portugal's economic and financial systems became more troubled.Owing to its geographic location on the southwestern most edge of continental Europe, Portugal has been historically in but not of Europe. Almost from the beginning of its existence in the 12th century as an independent monarchy, Portugal turned its back on Europe and oriented itself toward the Atlantic Ocean. After carving out a Christian kingdom on the western portion of the Iberian peninsula, Portuguese kings gradually built and maintained a vast seaborne global empire that became central to the way Portugal understood its individuality as a nation-state. While the creation of this empire allows Portugal to claim an unusual number of "firsts" or distinctions in world and Western history, it also retarded Portugal's economic, social, and political development. It can be reasonably argued that the Revolution of 25 April 1974 was the most decisive event in Portugal's long history because it finally ended Portugal's oceanic mission and view of itself as an imperial power. After the 1974 Revolution, Portugal turned away from its global mission and vigorously reoriented itself toward Europe. Contemporary Portugal is now both in and of Europe.The turn toward Europe began immediately after 25 April 1974. Portugal granted independence to its African colonies in 1975. It was admitted to the European Council and took the first steps toward accession to the European Economic Community (EEC) in 1976. On 28 March 1977, the Portuguese government officially applied for EEC membership. Because of Portugal's economic and social backwardness, which would require vast sums of EEC money to overcome, negotiations for membership were long and difficult. Finally, a treaty of accession was signed on 12 June 1985. Portugal officially joined the EEC (the European Union [EU] since 1993) on 1 January 1986. Since becoming a full-fledged member of the EU, Portugal has been steadily overcoming the economic and social underdevelopment caused by its imperial past and is becoming more like the rest of Europe.Membership in the EU has speeded up the structural transformation of Portugal's economy, which actually began during the Estado Novo. Investments made by the Estado Novo in Portugal's economy began to shift employment out of the agricultural sector, which, in 1950, accounted for 50 percent of Portugal's economically active population. Today, only 10 percent of the economically active population is employed in the agricultural sector (the highest among EU member states); 30 percent in the industrial sector (also the highest among EU member states); and 60 percent in the service sector (the lowest among EU member states). The economically active population numbers about 5,000,000 employed, 56 percent of whom are women. Women workers are the majority of the workforce in the agricultural and service sectors (the highest among the EU member states). The expansion of the service sector has been primarily in health care and education. Portugal has had the lowest unemployment rates among EU member states, with the overall rate never being more than 10 percent of the active population. Since joining the EU, the number of employers increased from 2.6 percent to 5.8 percent of the active population; self-employed from 16 to 19 percent; and employees from 65 to 70 percent. Twenty-six percent of the employers are women. Unemployment tends to hit younger workers in industry and transportation, women employed in domestic service, workers on short-term contracts, and poorly educated workers. Salaried workers earn only 63 percent of the EU average, and hourly workers only one-third to one-half of that earned by their EU counterparts. Despite having had the second highest growth of gross national product (GNP) per inhabitant (after Ireland) among EU member states, the above data suggest that while much has been accomplished in terms of modernizing the Portuguese economy, much remains to be done to bring Portugal's economy up to the level of the "average" EU member state.Membership in the EU has also speeded up changes in Portuguese society. Over the last 30 years, coastalization and urbanization have intensified. Fully 50 percent of Portuguese live in the coastal urban conurbations of Lisbon, Oporto, Braga, Aveiro, Coimbra, Viseu, Évora, and Faro. The Portuguese population is one of the oldest among EU member states (17.3 percent are 65 years of age or older) thanks to a considerable increase in life expectancy at birth (77.87 years for the total population, 74.6 years for men, 81.36 years for women) and one of the lowest birthrates (10.59 births/1,000) in Europe. Family size averages 2.8 persons per household, with the strict nuclear family (one or two generations) in which both parents work being typical. Common law marriages, cohabitating couples, and single-parent households are more and more common. The divorce rate has also increased. "Youth Culture" has developed. The young have their own meeting places, leisure-time activities, and nightlife (bars, clubs, and discos).All Portuguese citizens, whether they have contributed or not, have a right to an old-age pension, invalidity benefits, widowed persons' pension, as well as payments for disabilities, children, unemployment, and large families. There is a national minimum wage (€385 per month), which is low by EU standards. The rapid aging of Portugal's population has changed the ratio of contributors to pensioners to 1.7, the lowest in the EU. This has created deficits in Portugal's social security fund.The adult literacy rate is about 92 percent. Illiteracy is still found among the elderly. Although universal compulsory education up to grade 9 was achieved in 1980, only 21.2 percent of the population aged 25-64 had undergone secondary education, compared to an EU average of 65.7 percent. Portugal's higher education system currently consists of 14 state universities and 14 private universities, 15 state polytechnic institutions, one Catholic university, and one military academy. All in all, Portugal spends a greater percentage of its state budget on education than most EU member states. Despite this high level of expenditure, the troubled Portuguese education system does not perform well. Early leaving and repetition rates are among the highest among EU member states.After the Revolution of 25 April 1974, Portugal created a National Health Service, which today consists of 221 hospitals and 512 medical centers employing 33,751 doctors and 41,799 nurses. Like its education system, Portugal's medical system is inefficient. There are long waiting lists for appointments with specialists and for surgical procedures.Structural changes in Portugal's economy and society mean that social life in Portugal is not too different from that in other EU member states. A mass consumption society has been created. Televisions, telephones, refrigerators, cars, music equipment, mobile phones, and personal computers are commonplace. Sixty percent of Portuguese households possess at least one automobile, and 65 percent of Portuguese own their own home. Portuguese citizens are more aware of their legal rights than ever before. This has resulted in a trebling of the number of legal proceeding since 1960 and an eight-fold increase in the number of lawyers. In general, Portuguese society has become more permissive and secular; the Catholic Church and the armed forces are much less influential than in the past. Portugal's population is also much more culturally, religiously, and ethnically diverse, a consequence of the coming to Portugal of hundreds of thousands of immigrants, mainly from former African colonies.Portuguese are becoming more cosmopolitan and sophisticated through the impact of world media, the Internet, and the World Wide Web. A prime case in point came in the summer and early fall of 1999, with the extraordinary events in East Timor and the massive Portuguese popular responses. An internationally monitored referendum in East Timor, Portugal's former colony in the Indonesian archipelago and under Indonesian occupation from late 1975 to summer 1999, resulted in a vote of 78.5 percent for rejecting integration with Indonesia and for independence. When Indonesian prointegration gangs, aided by the Indonesian military, responded to the referendum with widespread brutality and threatened to reverse the verdict of the referendum, there was a spontaneous popular outpouring of protest in the cities and towns of Portugal. An avalanche of Portuguese e-mail fell on leaders and groups in the UN and in certain countries around the world as Portugal's diplomats, perhaps to compensate for the weak initial response to Indonesian armed aggression in 1975, called for the protection of East Timor as an independent state and for UN intervention to thwart Indonesian action. Using global communications networks, the Portuguese were able to mobilize UN and world public opinion against Indonesian actions and aided the eventual independence of East Timor on 20 May 2002.From the Revolution of 25 April 1974 until the 1990s, Portugal had a large number of political parties, one of the largest Communist parties in western Europe, frequent elections, and endemic cabinet instability. Since the 1990s, the number of political parties has been dramatically reduced and cabinet stability increased. Gradually, the Portuguese electorate has concentrated around two larger parties, the right-of-center Social Democrats (PSD) and the left-of-center Socialist (PS). In the 1980s, these two parties together garnered 65 percent of the vote and 70 percent of the seats in parliament. In 2005, these percentages had risen to 74 percent and 85 percent, respectively. In effect, Portugal is currently a two-party dominant system in which the two largest parties — PS and PSD—alternate in and out of power, not unlike the rotation of the two main political parties (the Regenerators and the Historicals) during the last decades (1850s to 1880s) of the liberal constitutional monarchy. As Portugal's democracy has consolidated, turnout rates for the eligible electorate have declined. In the 1970s, turnout was 85 percent. In Portugal's most recent parliamentary election (2005), turnout had fallen to 65 percent of the eligible electorate.Portugal has benefited greatly from membership in the EU, and whatever doubts remain about the price paid for membership, no Portuguese government in the near future can afford to sever this connection. The vast majority of Portuguese citizens see membership in the EU as a "good thing" and strongly believe that Portugal has benefited from membership. Only the Communist Party opposed membership because it reduces national sovereignty, serves the interests of capitalists not workers, and suffers from a democratic deficit. Despite the high level of support for the EU, Portuguese voters are increasingly not voting in elections for the European Parliament, however. Turnout for European Parliament elections fell from 40 percent of the eligible electorate in the 1999 elections to 38 percent in the 2004 elections.In sum, Portugal's turn toward Europe has done much to overcome its backwardness. However, despite the economic, social, and political progress made since 1986, Portugal has a long way to go before it can claim to be on a par with the level found even in Spain, much less the rest of western Europe. As Portugal struggles to move from underde-velopment, especially in the rural areas away from the coast, it must keep in mind the perils of too rapid modern development, which could damage two of its most precious assets: its scenery and environment. The growth and future prosperity of the economy will depend on the degree to which the government and the private sector will remain stewards of clean air, soil, water, and other finite resources on which the tourism industry depends and on which Portugal's world image as a unique place to visit rests. Currently, Portugal is investing heavily in renewable energy from solar, wind, and wave power in order to account for about 50 percent of its electricity needs by 2010. Portugal opened the world's largest solar power plant and the world's first commercial wave power farm in 2006.An American documentary film on Portugal produced in the 1970s described this little country as having "a Past in Search of a Future." In the years after the Revolution of 25 April 1974, it could be said that Portugal is now living in "a Present in Search of a Future." Increasingly, that future lies in Europe as an active and productive member of the EU. -
19 drive
1. noun1) Fahrt, diea nine-hour drive, a drive of nine hours — eine neunstündige Autofahrt
2) (street) Straße, die4) (energy to achieve) Tatkraft, dieexport/sales/recruiting drive — Export- / Verkaufs- / Anwerbekampagne, die
6) (Psych.) Trieb, der7) (Motor Veh.): (position of steering wheel)left-hand/right-hand drive — Links-/Rechtssteuerung od. -lenkung, die
2. transitive verb,front-wheel/rear-wheel drive — Front-/Heckantrieb, der
1) fahren [Auto, Lkw, Route, Strecke, Fahrgast]; lenken [Kutsche, Streitwagen]; treiben [Tier]2) (as job)drive a lorry/train — Lkw-Fahrer/Lokomotivführer sein
3) (compel to move) vertreibendrive somebody out of or from a place/country — jemanden von einem Ort/aus einem Land vertreiben
5) (fig.)drive somebody out of his mind or wits — jemanden in den Wahnsinn treiben
6) [Wind, Wasser:] treiben7) (cause to penetrate)drive something into something — etwas in etwas (Akk.) treiben
8) (power) antreiben [Mühle, Maschine]be steam-driven or driven by steam — dampfgetrieben sein
9) (incite to action) antreiben3. intransitive verb,drive oneself [too] hard — sich [zu sehr] schinden
drove, driven1) fahrenin Great Britain we drive on the left — bei uns in Großbritannien ist Linksverkehr
drive at 30 m.p.h. — mit 50 km/h fahren
learn to drive — [Auto]fahren lernen; den Führerschein machen (ugs.)
can you drive? — kannst du Auto fahren?
2) (go by car) mit dem [eigenen] Auto fahren3) [Hagelkörner, Wellen:] schlagenPhrasal Verbs:- academic.ru/86427/drive_at">drive at- drive on- drive up* * *1. past tense - drove; verb2) (to take, bring etc in a car: My mother is driving me to the airport.) fahren3) (to force or urge along: Two men and a dog were driving a herd of cattle across the road.) treiben5) (to cause to work by providing the necessary power: This mill is driven by water.) betreiben2. noun1) (a journey in a car, especially for pleasure: We decided to go for a drive.) die Fahrt2) (a private road leading from a gate to a house etc: The drive is lined with trees.) die Auffahrt3) (energy and enthusiasm: I think he has the drive needed for this job.) die Tatkraft4) (a special effort: We're having a drive to save electricity.) der Antrieb5) (in sport, a hard stroke (with a golf-club, a cricket bat etc).) der Stoß6) ((computers) a disk drive.)•- driver- driver's license
- drive-in
- drive-through
- driving licence
- be driving at
- drive off
- drive on* * *[draɪv]I. nto go for a \drive eine Spazierfahrt machen, spazieren fahrento go for a \drive to the mountains/seaside in die Berge/ans Meer fahrento take sb [out] for [or on] a \drive mit jdm eine Spazierfahrt machen [o spazieren fahren]shall I take you for a \drive to the seaside? wollen wir ans Meer fahren?it is a 20-mile/20-minute \drive to the airport der Flughafen ist 30 Kilometer/20 Minuten [Autofahrt] entfernt, zum Flughafen sind es [mit dem Auto] 30 Kilometer/20 Minutena day's \drive eine Tagesfahrtto be an hour's \drive away/within an hour's \drive eine/keine Autostunde entfernt seinto be an hour's \drive from/within an hours' \drive of sth eine/keine Autostunde von etw dat entfernt sein3. (road, street) [Fahr]straße f; (lane) [Fahr]weg m; (approaching road) Zufahrt f; (car entrance) Einfahrt f; (to a large building) Auffahrt fall-wheel \drive Allradantrieb mfront-wheel \drive Vorderradantrieb m, Frontantrieb mleft-/right-hand \drive Links-/Rechtssteuerung f6. no pl (energy) Tatkraft f, Energie f; (élan, vigour) Schwung m, Elan m, Drive m; (motivation) Tatendrang m; (persistence) Biss m famshe lacks \drive es fehlt ihr an Elanwe need a manager with \drive wir brauchen einen tatkräftigen [o dynamischen] Managerto have [no] \drive [keinen] Schwung [o Elan] habenhe has the \drive to succeed er hat den nötigen Biss, um es zu schaffen fameconomy \drive Sparmaßnahmen plto be on an economy \drive Sparmaßnahmen durchführenfund-raising \drive Spenden[sammel]aktion fto organize a \drive to collect money eine Sammelaktion organisierenrecruitment \drive Anwerbungskampagne fmembership [recruitment] \drive Mitgliederwerbeaktion f, Mitglieder-Anwerbungskampagne f9. SPORT (in golf, tennis) Treibschlag m BRD, ÖSTERR fachspr, Drive m fachspr; (in badminton) Treibball m BRD, ÖSTERR fachsprdisk \drive Diskettenlaufwerk ntCD-ROM \drive CD-ROM-Laufwerk nthard \drive Festplatte fcattle \drive Viehtrieb mII. vt<drove, -n>▪ to \drive sth etw fahrento \drive a racing car einen Rennwagen steuern2. (transport)▪ to \drive sb jdn fahrento \drive sb home/to school jdn nach Hause/zur Schule fahren3. (force onward[s])4. (force, make go)the rain was \driven against the windows by the wind der Wind peitschte den Regen gegen die Fensterthe wind drove the snow into my face der Wind wehte mir den Schnee ins Gesichtthe storm threatened to \drive us against the cliffs der Sturm drohte uns gegen die Klippen zu schleudernto \drive sb to the border/woods jdn zur Grenze/in den Wald treiben5. (expel)to be \driven from [or out of] the city/country aus der Stadt/dem Land vertrieben werden6. (compel)▪ to \drive sb/sth jdn/etw treibenhe was \driven by greed Gier bestimmte sein Handelnthe government has \driven the economy into deep recession die Regierung hat die Wirtschaft in eine tiefe Rezession gestürztthe scandal drove the minister out of office der Skandal zwang den Minister zur Amtsniederlegungbanning boxing would \drive the sport underground ein Verbot des Boxsports würde dazu führen, dass dieser Sport heimlich weiterbetrieben wirdto \drive sb to despair jdn zur Verzweiflung treibento \drive sb to drink jdn zum Trinker werden lassento \drive sb to suicide jdn in den Selbstmord treiben▪ to \drive sb to do sth jdn dazu treiben [o bewegen] [o bringen], etw zu tunit was the arguments that drove her to leave home wegen all der Streitereien verließ sie schließlich ihr Zuhause7. (render)to \drive sb mad [or crazy] [or insane] ( fam) jdn zum Wahnsinn treiben, jdn wahnsinnig [o verrückt] machen famit's driving me mad! das macht mich noch wahnsinnig! famto \drive an animal wild ein Tier wild machen8. (hit into place)to \drive a post into the ground einen Pfosten in den Boden rammen9. (power)steam-\driven dampfbetrieben, dampfangetrieben10. (in golf)to \drive a ball einen Ball treiben [o fachspr driven11.▶ to \drive a hard bargain hart verhandelnyou really want £2,000 for that? you certainly \drive a hard bargain! Sie wollen tatsächlich 2.000 Pfund dafür? das ist ja wohl total überzogen! fam▶ to \drive a wedge between two people einen Keil zwischen zwei Menschen treibenIII. vi<drove, -n>1. (steer vehicle) fahrencan you \drive? kannst du Auto fahren?can you \drive home? kannst du nach Hause fahren?who was driving at the time of the accident? wer saß zur Zeit des Unfalls am Steuer?to learn to \drive [Auto] fahren lernen, den Führerschein [o SCHWEIZ Fahrausweis] machenare you going by train? — no, I'm driving fahren Sie mit dem Zug? — nein, mit dem Autoto \drive on/past weiter-/vorbeifahren3. (function) fahren, laufenthe rain was driving down der Regen peitschte herabthe snow was driving into my face der Schnee peitschte mir ins Gesichtthe clouds were driving across the sky die Wolken jagten vorbei [o über den Himmel]* * *[draɪv] vb: pret drove, ptp driven1. n1) (AUT: journey) (Auto)fahrt f3) (GOLF, TENNIS) Treibschlag m4) (PSYCH ETC) Trieb m5) (= energy) Schwung m, Elan m, Tatendrang myou're losing your drive —
6) (COMM, POL ETC) Aktion fSee:→ export7) (MIL: offensive) kraftvolle Offensive8) (MECH: power transmission) Antrieb mfront-wheel/rear-wheel drive — Vorderrad-/Hinterradantrieb m
10)See:→ whist2. vt1) (= cause to move) people, animals, dust, clouds etc treibento drive a nail/stake into sth — einen Nagel/Pfahl in etw (acc) treiben
2) cart, car, train fahrenhe drives a taxi (for a living) — er ist Taxifahrer, er fährt Taxi (inf)
I'll drive you home —
4) (= provide power for, operate) motor (belt, shaft) antreiben; (electricity, fuel) betreiben; (COMPUT) steuerna car driven by electricity — ein Auto nt mit Elektroantrieb
6) (= cause to be in a state or to become) treibento drive sb to murder —
who/what drove you to do that? — wer/was trieb or brachte Sie dazu(, das zu tun)?
3. vi1) (= travel in vehicle) fahrento drive at 50 km an hour —
did you come by train? – no, we drove — sind Sie mit der Bahn gekommen? – nein, wir sind mit dem Auto gefahren
driving while intoxicated (US) — Fahren nt in betrunkenem Zustand, Trunkenheit f am Steuer
2) (= move violently) schlagen, peitschenthe rain was driving into our faces — der Regen peitschte uns (dat) ins Gesicht
* * *drive [draıv]A s1. Fahrt f, besonders Ausfahrt f, Spazierfahrt f, Ausflug m:the drive back die Rückfahrt;an hour’s drive away eine Autostunde entfernt2. a) Treiben n (von Vieh, Holz etc)b) Zusammentreiben n (von Vieh)c) zusammengetriebene Tiere pl3. JAGD Treibjagd f4. besonders Tennis, Golf: Drive m, Treibschlag m5. MIL Vorstoß m (auch fig)6. fig Kampagne f, (besonders Werbe) Feldzug m, (besonders Sammel) Aktion f7. fig Schwung m, Elan m, Dynamik f8. fig Druck m:I’m in such a drive that … ich stehe so sehr unter Druck, dass …10. a) Fahrstraße f, -weg mb) (private) Auffahrt (zu einer Villa etc)c) Zufahrtsstraße f, -weg m11. a) TECH Antrieb mb) COMPUT Laufwerk n12. AUTO (Links- etc) SteuerungB v/t prät drove [drəʊv], obs drave [dreıv], pperf driven [ˈdrıvn]1. (vorwärts)treiben, antreiben:drive all before one fig jeden Widerstand überwinden, unaufhaltsam sein2. fig treiben:drive sb to death (suicide) jemanden in den Tod (zum oder in den Selbstmord) treiben; → bend A 1, corner A 3, crazy 1, desperation 1, mad A 1, wall Bes Redew, wild A 9into in akk):4. (zur Arbeit) antreiben, hetzen:a) jemanden schinden,b) jemanden in die Enge treiben5. jemanden veranlassen (to, into zu; to do zu tun), bringen (to, into zu), dazu bringen oder treiben ( to do zu tun):be driven by hunger vom Hunger getrieben werdento, into zu;to do zu tun)7. zusammentreiben8. vertreiben, verjagen ( beide:from von)9. JAGD treiben, hetzen, jagen10. ein Auto etc lenken, steuern, fahren:drive one’s own car seinen eigenen Wagen fahrento nach)12. TECH (an)treiben:driven by steam mit Dampf betrieben, mit Dampfantrieb13. zielbewusst durchführen:drive a good bargain ein Geschäft zu einem vorteilhaften Abschluss bringen;a) hart verhandeln,b) überzogene Forderungen stellen;he drives a hard bargain auch mit ihm ist nicht gut Kirschen essen14. ein Gewerbe (zielbewusst) (be)treiben15. einen Tunnel etc bohren, vortreiben16. besonders Tennis, Golf: den Ball drivenC v/i1. (dahin)treiben, (dahin)getrieben werden:drive before the wind vor dem Wind treiben2. rasen, brausen, jagen, stürmen3. a) (Auto) fahren, chauffieren, einen oder den Wagen steuernb) kutschieren:can you drive? können Sie (Auto) fahren?;he drove into a wall er fuhr gegen eine Mauer;drive above the speed limit das Tempolimit überschreiten4. (spazieren) fahren5. sich gut etc fahren lassen:6. besonders Tennis, Golf: driven, einen Treibschlag spielen7. zielen (at auf akk): → let1 Bes Redew8. ab-, hinzielen ( beide:at auf akk):what is he driving at? worauf will er hinaus?, was meint oder will er eigentlich?9. schwer arbeiten (at an dat)* * *1. noun1) Fahrt, diea nine-hour drive, a drive of nine hours — eine neunstündige Autofahrt
2) (street) Straße, die4) (energy to achieve) Tatkraft, dieexport/sales/recruiting drive — Export- / Verkaufs- / Anwerbekampagne, die
6) (Psych.) Trieb, der7) (Motor Veh.): (position of steering wheel)left-hand/right-hand drive — Links-/Rechtssteuerung od. -lenkung, die
2. transitive verb,front-wheel/rear-wheel drive — Front-/Heckantrieb, der
1) fahren [Auto, Lkw, Route, Strecke, Fahrgast]; lenken [Kutsche, Streitwagen]; treiben [Tier]2) (as job)drive a lorry/train — Lkw-Fahrer/Lokomotivführer sein
3) (compel to move) vertreibendrive somebody out of or from a place/country — jemanden von einem Ort/aus einem Land vertreiben
4) (chase, urge on) treiben [Vieh, Wild]5) (fig.)drive somebody out of his mind or wits — jemanden in den Wahnsinn treiben
6) [Wind, Wasser:] treibendrive something into something — etwas in etwas (Akk.) treiben
8) (power) antreiben [Mühle, Maschine]be steam-driven or driven by steam — dampfgetrieben sein
9) (incite to action) antreiben3. intransitive verb,drive oneself [too] hard — sich [zu sehr] schinden
drove, driven1) fahrendrive at 30 m.p.h. — mit 50 km/h fahren
learn to drive — [Auto]fahren lernen; den Führerschein machen (ugs.)
2) (go by car) mit dem [eigenen] Auto fahren3) [Hagelkörner, Wellen:] schlagenPhrasal Verbs:- drive at- drive on- drive up* * *(computers) n.Laufwerk -e n. n.Antrieb -e m.Aussteuerung f.Drang ¨-e m.Fahrt -en f.Fahrweg -e m.Schwung -¨e m.Steuerung f.Trieb -e m.Triebwerk n. (sink) into the ground expr.in den Boden bohren ausdr. v.(§ p.,p.p.: drove, driven)= ansteuern v.antreiben v.fahren v.(§ p.,pp.: fuhr, ist/hat gefahren)lenken v.treiben v.(§ p.,pp.: trieb, getrieben) -
20 know
know [nəʊ]━━━━━━━━━━━━━━━━━4. noun5. compounds━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━a. ( = have knowledge of) connaître• to know the results/the truth connaître les résultats/la vérité• I know the problem! je connais le problème !━━━━━━━━━━━━━━━━━► savoir can often also be used.━━━━━━━━━━━━━━━━━• to know the difference between connaître or savoir la différence entre━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━━b. ( = be acquainted with) [+ person, place] connaître• do you know Paris? connaissez-vous Paris ?c. ( = recognize) reconnaître• I know real expertise when I see it! je sais reconnaître un spécialiste quand j'en vois un !d. ( = be certain) I don't know that it's made things any easier je ne suis pas sûr que ça ait simplifié les choses• (do) you know what, I think she did it! (inf) tu sais quoi (inf), je pense que c'est elle qui a fait ça !• she's furious! -- don't I know it! (inf) elle est furieuse ! -- à qui le dis-tu !• who knows? qui sait ?• is she nice? -- I wouldn't know (inf) est-ce qu'elle est gentille ? -- je ne sais pas• how should I know? comment veux-tu que je sache ?► to know sth about sth/sb• to know a lot about sth/sb en savoir long sur qch/qn• I know nothing about it je ne sais rien à ce sujet► to know about sth/sb• do you know about Paul? tu es au courant pour Paul ?• so you're satisfied? -- I don't know about that alors tu es satisfait ? -- pas vraiment• I'm not going to school tomorrow -- I don't know about that! (inf) je ne vais pas à l'école demain -- c'est ce qu'on va voir !► to know of ( = be acquainted with) connaître ; ( = be aware of) savoir ; ( = learn about) apprendre ; ( = have heard of) avoir entendu parler de• do you know of a good hairdresser? connaissez-vous un bon coiffeur ?• is he married? -- not that I know of il est marié ? -- pas que je sache• I know of you through your sister j'ai entendu parler de vous par votre sœur► to know sb/sth from sb/sth ( = distinguish) savoir faire la différence entre qn/qch et qn/qch• he doesn't know good wine from cheap plonk (inf) il ne sait pas faire la différence entre un bon vin et une piquette (inf)► to know sb/sth + infinitive• well, it has been known to happen enfin, ça c'est déjà vu► to know better• he says he didn't do it but I know better il dit qu'il ne l'a pas fait mais je ne suis pas dupe► to know best• well, you know best! c'est toi qui sais !• mother knows best! maman a toujours raison !► to get to know [+ person] faire plus ample connaissance avec• I'd like to get to know you better j'aimerais faire plus ample connaissance avec vous► to let sb know• if you can't come, please let me know préviens-moi si tu ne peux pas venir► to let sb know sth dire qch à qn• let me know if I can help si je peux me rendre utile, dites-le-moi4. noun5. compounds* * *[nəʊ] 1.1) ( have knowledge of) connaître [person, place, name, opinion, result, value, rules, situation, system, way]; savoir, connaître [answer, language, reason, truth, words]to know somebody by name/sight — connaître quelqu'un de nom/vue
to know something by heart — savoir or connaître quelque chose par cœur
to know how to do — savoir faire; ( stressing method) savoir comment faire
to know that... — savoir que...
to know for certain ou for sure that — savoir avec certitude que
I wasn't to know that... — je ne pouvais pas savoir que...
to know somebody/something as — connaître quelqu'un/quelque chose sous le nom de
to let it be known ou to make it known that — faire savoir que
to have known somebody/something to do — avoir déjà vu quelqu'un/quelque chose faire
(do) you know something? —
2) ( feel certain) être sûr3) ( realize) se rendre compte5) ( acknowledge)to be known for something/for doing — être connu pour quelque chose/pour faire
6) ( experience) connaître2.1) ( have knowledge) savoirto know about — ( have information) être au courant de [event]; ( have skill) s'y connaître en [computing, engines]
to know of — ( from experience) connaître; ( from information) avoir entendu parler de
to let somebody know of ou about — tenir quelqu'un au courant de
how should I know! — (colloq) comment veux-tu que je sache!
2) ( feel certain)‘he won't win’ - ‘oh I don't know’ — ‘il ne va pas gagner’ - ‘oh je n'en suis pas si sûr’
‘I'll take the morning off’ - ‘I don't know about that!’ — ‘je vais prendre ma matinée’ - ‘c'est ce que vous croyez (colloq)!’
I don't know about you but... — je ne sais pas ce que tu en penses, mais...
••not to know where ou which way to turn — fig ne pas savoir à quel saint se vouer
to be in the know — (colloq) être bien informé
to be in the know about something — (colloq) être au courant de quelque chose
Страницы
См. также в других словарях:
What Computers Can't Do — Book cover of the 1979 paperback edition See also: Philosophy of artificial intelligence Hubert Dreyfus has been a critic of artificial intelligence research since the 1960s. In a series of papers and books, including Alchemy and AI (1965), What… … Wikipedia
Computers and Information Systems — ▪ 2009 Introduction Smartphone: The New Computer. The market for the smartphone in reality a handheld computer for Web browsing, e mail, music, and video that was integrated with a cellular telephone continued to grow in 2008. According to… … Universalium
Computers, Freedom and Privacy Conference — The Computers, Freedom and Privacy Conference (or CFP, or the Conference on Computers, Freedom and Privacy) is an annual academic conference held in the USA or Canada about the intersection of computer technology, freedom, and privacy issues. The … Wikipedia
What It's Like Being Alone — Infobox Television show name = What It s Like Being Alone caption = Princess Lucy and Gurney Orphanage. format = Animation camera = runtime = 22 minutes creator = Brad Peyton executive producer = Fred Fuchs Brad Peyton starring = Peter Cugno… … Wikipedia
List of fictional computers — Computers have often been used as fictional objects in literature, movies and in other forms of media. Fictional computers tend to be considerably more sophisticated than anything yet devised in the real world. This is a list of computers that… … Wikipedia
Astrology and computers — Computers quickly perform planetary and numerical computations that astrologers find useful. History In the decade before personal computers became available, astrologers who wanted their charts calculated for them by computer could send payment… … Wikipedia
History of personal computers — This article covers the history of the personal computer. A personal computer is one which is directly used by an individual, as opposed to a mainframe in which the end user s requests are filtered through an operating staff, or a time sharing… … Wikipedia
List of home computers by video hardware — This is a list of home computers, sorted alphanumerically, which lists all relevant details of their Video Hardware. A home computer was the description of the second generation of desktop computers, entering the market in 1977 and becoming… … Wikipedia
Chinese input methods for computers — Chinese characters Scripts Precursors · Oracle bone script · Bronze script · Seal script (large, small) · Clerical script · Cu … Wikipedia
Apricot Computers — was a British manufacturer of business personal computers, originally founded in 1965 as Applied Computer Techniques (ACT), changing their name to Apricot Computers, Ltd. in the 1980s. They were a wholly owned UK company for most of their history … Wikipedia
Military computers — This article specifically addresses US armed forces military computers and their use. Contents 1 MIL standards and specifications 2 Field risks 3 Applications and computer type 4 … Wikipedia
