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1 факт
(см. также данные, результат, вариант, версия, случай) fact, case, one point• Благодаря этому факту усиленно напрашивается, что... - This fact strongly suggests that...• В свете всех этих фактов становится естественным (вычислить и т. п.)... - In view of all these facts it becomes natural to...• В связи с тем фактом, что..., очевидно, что это невозможно. - This is obviously impossible in light of the fact that...• В этом параграфе мы устанавливаем основные факты относительно... - In this section we establish the basic facts about...• Важность этого факта станет понятна после того, как мы обсудим... - The importance of this fact will become clear when we discuss...• Внимание читателя привлекается к тому факту, что... - The reader's attention is drawn to the fact that...• Вряд ли необходимо еще подчеркивать тот факт, что... - It is hardly necessary to stress the fact that...• Данная теория также объясняет тот факт, что... - This theory also explains the fact that...• Данное утверждение интуитивно очевидно, если исходить из факта, что... - The proposition is intuitively obvious from the fact that...• Данный подход должен быть изменен так, чтобы он учитывал факт, что... - The approach must be modified to accommodate the fact that...• Добавьте к этому тот факт, что... - Add to this the fact that...• Его принципиальная важность заключается в том факте, что... - Its principal importance lies ultimately in the fact that...• Задача усложняется тем фактом, что... - The problem is complicated by the fact that...• Замечательным фактом является то, что... - It is a remarkable fact that...• Замечательным фактом является, что... - It is a remarkable fact that...• Здесь принимается во внимание тот факт, что... - This takes account of the fact that...• Зная этот набор фактов, мы понимаем, что... - With this framework before us, we realize that...• Из этого факта, совместно с (1), вытекает, что... - This fact, taken together with (1), implies that...• Интересным и полезным фактом является то, что... - The interesting and useful fact is that...• Исключительным фактом является то, что... - It is an extraordinary fact that...• Мы используем этот факт в дальнейшем. - We shall make use of this fact later.• Мы можем использовать преимущество, предоставляемое этим фактом, чтобы... - We can take advantage of this fact to...• Мы можем объяснить этот факт тем, что... - We can explain this fact by...• Мы привлекаем внимание к факту, что... - We call attention to the fact that...• Мы примем этот важный факт без доказательства. - We shall accept this important fact without proof.• На некоторое время мы пренебрегаем тем фактом, что... - We neglect, for the time being, the fact that...• На этом этапе мы хотим привлечь внимание к тому факту, что... - At this point, we wish to call attention to the fact that...• На этом этапе необходимо указать очень важный факт. - At this stage a very important fact must be pointed out.• Наиболее важным является тот факт, что... - Most important is the fact that...• Нам всем (хорошо) известен тот факт, что... - We are all familiar with the fact that...• Некоторые из этих проблем возникают из того факта, что... - Some of the problems arise from the fact that...• Немедленным следствием предыдущего результата является тот факт, что... - An immediate corollary of the above result is the fact that...• Необходимо заметить, что в той же мере важным является тот факт, что... - But equally important, one should notice, is the fact that...• Неожиданным фактом является то, что... - An unexpected fact is that...• Однако имеет смысл использовать факт, что... - But the sensible thing is to use the fact that...• Однако при вычислении величины W мы должны принять во внимание тот факт, что... - In computing W, however, we must take into account the fact that...• Очевидно, что этот ответ обязан быть следствием факта, что... - The answer must obviously be sought in the fact that...• Подтверждение такой точки зрения вытекает из того факта, что... - Confirmation of this view is found in the fact that...• Позднее нам будут необходимы несколько фактов относительно... - Later on we shall need certain facts about...• Полезно помнить следующий факт:... - A useful result to remember is that...• Поразительным фактом является то, что... - A striking fact is that...• Предыдущие примеры иллюстрируют общий факт, что... - The preceding examples illustrate the general fact that...• Причиной этого является факт, что... - The reason for this lies in the fact that...• Простейшим объяснением всех этих фактов является... - The simplest explanation for these facts is...• Рассмотрим некоторые важные факты относительно... - Let us review some important facts regarding...• Следует уделить внимание тому факту, что... - Attention should be paid to the fact that...• Таким образом, мы возвращаемся к факту, что... - We thus recover the fact that...• Твердо установленным фактом является, что... - It is a well-established result that...• Тот факт, что..., ничего не говорит о... - The fact that... says nothing about...• Тривиальным фактом здесь является... - It is a trivial observation that...• Тщательное сравнение затрудняется тем фактом, что... - Careful comparison is somewhat hampered by the fact that...• Учитывая эти факты, мы можем... - Taking these facts into account, we can...• Фактом чрезвычайной важности является то, что... - This is a fact of tremendous importance to...• Фундаментальным фактом является то, что каждый... - It is a fundamental fact that every...• Чтобы сделать это, мы используем тот факт, что... - То do this, we make use of the fact that...• Чтобы учесть данный факт, Максвелл предположил, что... - То account for this fact, Maxwell supposed that...• Экспериментально обнаружено, что... - It is found, as an experimental fact, that...• Эти важные факты можно подытожить следующим образом. - The relevant facts may be summarized as follows.• Эти факты могут быть объяснены, если... - These facts can be explained if...• Эти факты позволяют нам... - These facts allow us to...• Это выливается в не что иное как простое переформулирование факта, что... - This amounts to no more than a restatement of the fact that...• Это иллюстрирует тот факт, что... - This illustrates the fact that...• Это могло бы показаться довольно неопределенным в свете того факта, что... - This may seem rather pointless in light of the fact that...• Это могло бы показаться парадоксальным в свете факта, что... - This may appear to be paradoxical in view of the fact that...• Это необходимое следствие того факта, что... - This is a necessary consequence of the fact that...• Это очевидным образом вытекает из того факта, что... - This is clearly borne out by the fact that...• Это предположение игнорирует тот факт, что... - The assumption ignores the fact that...• Это происходит вследствие того факта, что... - This arises from the fact that...• Это просто другой способ выражения того факта, что... - This is just another way of expressing the fact that...• Это просто последствие того факта, что... - This is simply a consequence of the fact that...• Это связано с тем фактом, что... - This is connected with the fact that...• Это следует из нашего обсуждения соотношения (4), а также из того факта, что... - This follows from our discussion of (4) and the fact that...• Это совершенно очевидно следует из того факта, что... - This is at once obvious from the fact that...• Это соответствует тому факту, что... - This corresponds to the fact that...• Это справедливо, несмотря на тот факт, что... - This is so despite the fact that...• Этот пример иллюстрирует основной факт, что... - This example illustrates the general fact that...• Этот результат более или менее ожидаем, если исходить из факта, что... - This result is more or less to be expected from the fact that...• Этот результат было необходимо ожидать, исходя из факта, что... - This result was to be expected from the fact that...• Этот результат согласуется с тем фактом, что... - This result is in agreement with the fact that...• Этот факт был отмечен без доказательства в главе 4. - This fact was noted without proof in Chapter 4.• Является интересным тот факт, что... - It is an interesting fact that... -
2 основные сведения
•We shall give you basic facts about bushings.
•The essentials of the system's operation in response to stress are as follows:...
•It is planned to give a groundwork of the physical, structural and economic properties of the better known minerals.
Русско-английский научно-технический словарь переводчика > основные сведения
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3 основные сведения о
Mathematics: basic facts about, the essentials ofУниверсальный русско-английский словарь > основные сведения о
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4 параграф
(см. также глава, книга, обзор) section• В данном параграфе дается обзор фундаментальных зависимостей между... и... - This section reviews the fundamental relationships between... and...• В данном параграфе мы обсуждаем некоторые простые свойства и примеры... - In this section we discuss some simple properties and examples of...• В данном параграфе мы часто имеем дело с... - In this section we often deal with...• В оставшейся части данного параграфа мы будем иметь дело только с... - The remainder of this section applies only to...• В оставшейся части этого параграфа мы будем заниматься... - For the remainder of this section we will be interested in...• В параграфе 2 мы обсудим применимость... - In Section 2 we will comment on the applicability of...• В последнем параграфе мы обнаружили, что... - In the last section we discovered that...• В предыдущем параграфе мы уже показали, как исследовать... - In the preceding section we have shown how to investigate...• В предыдущем параграфе мы упоминали, что... - In the preceding section we mentioned that...• В следующей части параграфа приводятся некоторые дополнительные соображения. - The following subsection outlines some additional considerations.• В следующем параграфе мы обсудим примеры... - In the next section we discuss examples of...• В этом параграфе мы даем краткое введение в... - In this section we give a brief introduction to...• В этом параграфе мы иллюстрируем применение... - In this section we illustrate the application of...• В этом параграфе мы наметим элементы техники, используемой для... - In this section we outline the techniques used to...• В этом параграфе мы исследуем явления... - In this section we examine the effects of...• В этом параграфе мы суммируем некоторые свойства... - We summarize in this section some of the properties of...• В этом параграфе мы сделаем обзор некоторых из наблюдаемых особенностей... - In this section we shall review some of the observed features of...• В этом параграфе мы устанавливаем основные факты относительно... - In this section we establish the basic facts about...• Всюду в этом параграфе мы предполагали, что... - Throughout this section we have assumed that...• В завершение этого параграфа стоит заметить, что... - То close this section it is worth noting that...• Для поставленных в этом параграфе целей более удобно (ввести и т. п.)... - For the purposes of this section it is more convenient to...• Задача, которая будет рассматриваться в данном параграфе,... - The problem to be considered in this section...• Из результатов последнего параграфа становится ясно, что... - It is apparent from the last section that...• Из уравнения (1) параграфа 1 мы имеем... - We have, from equation (1) of Section 1,...• Как мы увидим в следующем параграфе, это не просто совпадение. - This is not a coincidence, as we will see in the next section.• Метод, приведенный в этом параграфе, может быть подобным образом применен к... - The method of sections may be applied in a similar way to...• Мы заканчиваем этот параграф несколькими замечаниями относительно... - We will end this section with a few comments regarding...• Мы завершаем данный параграф замечанием, что... - We conclude this section by remarking that...• Мы завершаем этот параграф кратким анализом... - We conclude this section with a brief analysis of...• Мы завершаем этот параграф упоминанием другого (метода и т. п.)... - We conclude this section by mentioning another...• Мы откладываем обсуждение подобных методов до параграфа 5. - We defer the discussion of such methods to Section 5.• Цель этого параграфа состоит в нахождении... - Our interest in this section is in finding...• Несколько решенных примеров представлены в следующем параграфе. - Several worked out examples are presented in the next section.• Однако основной упор в этом параграфе делается на... - The main emphasis of this section, however, is...• Основной идеей этого параграфа является... - The main idea of this section is that...• Основной упор в данном параграфе будет сделан на... - The main emphasis in this section will be on...• Основные идеи, намеченные в данном параграфе, могут быть проиллюстрированы... - The points made in this section can be illustrated by...• Оставшуюся часть параграфа мы посвящаем... - We devote the rest of this section to...• Понятно, что правила, выведенные в предыдущем параграфе, позволят нам... - It is clear that the rules of the previous section will enable us to...• Содержание данного параграфа можно обобщить на самые разные направления. - The subject matter of this section can be generalized in numerous directions.• Таким образом, мы можем обобщить результаты из первого параграфа и сообщить, что... - Thus, we can generalize the results of Section 1 and state that...• Теперь мы возвращаемся к примеру, рассмотренному во втором параграфе. - We now return to the example treated in Section 2.• Целью следующего параграфа является нахождение условий, позволяющих... - The aim of the next section is to establish conditions which enable us to...• Целью этого параграфа является краткий обзор... - The purpose of this section is to give a quick sketch of...• Эти методы вводятся в следующем параграфе. - These methods are introduced in the next section.• Это будет проиллюстрировано в следующем параграфе, где мы рассматриваем... - This will be illustrated further in the next section where we consider...• Это краткий подготовительный параграф. - This is a short preparatory section. -
5 сведение
I св`едениеобыкн. мн.( информация) information sg; (данные тж.) dataпо полу́ченным сведениям — according to the information received
по мои́м сведениям — according to my information; to my knowledge
основны́е сведения (о пр.) — basic facts (about, concerning); overview (of)
••к ва́шему / твоему́ сведению — for your information; just so you know
принима́ть к сведению что-л — take smth into consideration
II свед`ениедоводи́ть что-л до сведения кого́-л — bring smth to smb's notice, inform smb of smth
с.1) (уменьшение, сокращение) reductionсведение к ми́нимуму — minimization
2) (выведение; уничтожение) removal; (вырубка лесов, деревьев) clearing, cutting, destruction ( of forest)сведение пя́тен — removal of stains
3) ( объединение в одно целое) aggregation; integrationсведение воеди́но — joining, combining
сведение в табли́цу — tabulation
сведение фина́нсовой отчётности — consolidation of financial statements
4) опт. ( схождение) convergence5) мед. contraction, cramp••сведение (ли́чных) счётов с кем-л — squaring of accounts with smb
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6 Bibliography
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Cambridge: Cambridge University Press.Historical dictionary of quotations in cognitive science > Bibliography
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7 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
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8 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
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9 connaissance
connaissance [kɔnεsɑ̃s]1. feminine nouna. ( = savoir) la connaissance knowledgeb. ( = personne) acquaintancec. ( = conscience, lucidité) consciousness• perdre/reprendre connaissance to lose/regain consciousness2. plural feminine nounconnaissances ( = choses connues) knowledge• il a de bonnes/vagues connaissances en anglais he has a good command of/a smattering of English* * *kɔnɛsɑ̃s
1.
1) ( savoir) knowledge (de of)il a une profonde connaissance de la psychologie humaine — he has a deep understanding of the way the human mind works
porter à la connaissance de quelqu'un que — fml to advise somebody that
2) ( conscience) consciousness3) ( sur le plan social) acquaintancese retrouver en pays de connaissance — ( avec des gens que l'on connaît) to be among familiar faces; ( dans un domaine familier) to find oneself on familiar ground
2.
‘connaissances en informatique souhaitées’ — ‘computing experience desirable’
* * *kɔnɛsɑ̃s1. nf1) (= savoir) knowledge no plune meilleure connaissance de qch/qn — a better knowledge of sth/sb
See:2) (en locution: d'un fait, d'un document)prendre connaissance de [document] — to peruse
à ma connaissance — to my knowledge, to the best of my knowledge
3) (en locution: d'une personne)faire connaissance avec qn (= rencontrer) — to meet sb, (= apprendre à connaître) to get to know sb
faire la connaissance de qn (= rencontrer) — to meet sb
J'ai fait la connaissance de son frère. — I met her brother.
faire plus ample connaissance [plusieurs personnes] — to get to know each other better
de connaissance (personne, visage) — familiar
4) (= personne connue) acquaintanceCe n'est pas vraiment une amie, juste une connaissance. — She's not really a friend, just an acquaintance.
5) (= conscience) consciousnessIl avait toute sa connaissance. — He was fully conscious.
2. connaissances nfpl(= savoir) knowledge no pl... pour approfondir vos connaissances —... to increase your knowledge
* * *A nf1 ( savoir) knowledge (de of); connaissance abstraite/pratique/sensorielle abstract/practical/sensory knowledge; avoir une bonne connaissance de l'espagnol/la musique to have a good knowledge of Spanish/music; à ma/notre/leur connaissance to (the best of) my/our/their knowledge; pas à ma connaissance not to my knowledge, not as far as I know; avoir connaissance de qch to know something about sth; ne pas avoir connaissance de qch to have no knowledge of sth; il a une profonde connaissance de la psychologie humaine he has a deep understanding of the way the human mind works; ils ont connaissance de nos intentions they know of our intentions; prendre connaissance d'un texte/d'une information to acquaint oneself with a text/a piece of information; ‘confirme avoir pris connaissance des conditions générales de vente’ Comm ‘confirm that I have read the conditions of sale’; donner connaissance de qch à qn to inform sb of sth; porter à la connaissance de qn que fml to advise sb that; il a été porté à notre connaissance que it has been drawn ou brought to our attention that; en connaissance de cause with full knowledge of the facts;2 ( conscience) consciousness; perdre connaissance to lose consciousness; reprendre connaissance to regain consciousness; rester sans connaissance to be unconscious; tomber sans connaissance to faint;3 ( sur le plan social) acquaintance; faire de nouvelles connaissances to make new acquaintances; j'ai fait leur connaissance hier I met them yesterday; un architecte de ma connaissance an architect of my acquaintance, an architect I know; (je suis) heureux de faire votre connaissance (I'm) pleased to meet you; faire (plus ample) connaissance avec qn to get to know sb (better), to become ou get (better) acquainted with sb; ils ont lié connaissance au cours d'un dîner they struck up an acquaintance during a dinner; faire faire connaissance à deux personnes to introduce two people (to each other); un visage de connaissance a familiar face; se retrouver en pays de connaissance ( avec des gens que l'on connaît) to be among familiar faces; ( dans un domaine familier) to find oneself on familiar ground.B connaissances nfpl ( théoriques) knowledge ¢; ( pratiques) experience ¢; connaissances élémentaires/théoriques/solides elementary/theoretical/sound knowledge; posséder quelques connaissances/des connaissances approfondies en or sur qch to have some knowledge/a good knowledge of sth; approfondir/élargir ses connaissances to deepen/broaden one's knowledge; ‘connaissances en informatique souhaitées’ ‘computing experience desirable’.[kɔnɛsɑ̃s] nom féminin1. [maîtrise dans un domaine] knowledgeune connaissance approfondie de l'espagnol a thorough knowledge ou good command of Spanish2. PHILOSOPHIE3. [fait d'être informé]il n'en a jamais eu connaissance he never learnt about it, he was never notified of itprendre connaissance des faits to learn about ou to hear of the factsil est venu à notre connaissance que... it has come to our attention that...4. [conscience] consciousnessil gisait là/il est tombé, sans connaissance he was lying there/he fell unconsciousreprendre connaissance to come to, to regain consciousness5. [rencontrer quelqu'un]faire la connaissance de quelqu'un, faire connaissance avec quelqu'un to make somebody's acquaintance, to meet somebodyprendre connaissance d'un texte to read ou to peruse a textfaire connaissance avec quelque chose [aborder quelque chose] to discover, to get to know6. [ami] acquaintancec'est une simple connaissance he's a mere ou nodding acquaintancefaire de nouvelles connaissances to make new acquaintances, to meet new people————————connaissances nom féminin plurielavoir de solides connaissances en to have a thorough knowledge of ou a good grounding inavoir des connaissances sommaires en to have a basic knowledge of, to know the rudiments of————————à ma connaissance locution adverbiale,à sa connaissance etc. locution adverbialeto (the best of) my/his etc. knowledge, as far as I know/he knows etc.pas à ma connaissance not to my knowledge, not as far as I know, not that I know of————————de connaissance locution adjectivalea. [dans un domaine] to be on familiar groundb. [dans un milieu] to be among familiar faces————————de ma connaissance locution adjectivale,de sa connaissance etc. locution adjectivaleune personne de ma connaissance an acquaintance of mine, somebody I knowen connaissance de cause locution adverbiale -
10 БИБЛИОГРАФИЯ
Мы приняли следующие сокращения для наиболее часто упоминаемых книг и журналов:IJP - International Journal of Psycho-analysisJAPA - Journal of the American Psychoanalytic AssociationSE - Standard Edition of the Complete Psychological Works of Sigmund Freud, ed. James Strachey (London: Hogarth Press and the Institute of Psycho-Analysis, 1953—74.)PSOC - Psychoanalytic Study of the Child (New Haven: Yale University Press)PQ - Psychoanalytic QuarterlyWAF - The Writings of Anna Freud, ed. Anna Freud (New York: International Universities Press, 1966—74)PMC - Psychoanalysis The Major Concepts ed. Burness E. Moore and Bernard D. Fine (New Haven: Yale University Press)\О словаре: _about - Psychoanalytic Terms and Concepts\1. Abend, S. M. Identity. PMC. Forthcoming.2. Abend, S. M. (1974) Problems of identity. PQ, 43.3. Abend, S. M., Porder, M. S. & Willick, M. S. (1983) Borderline Patients. New York: Int. Univ. Press.4. Abraham, K. (1916) The first pregenital stage of libido. Selected Papers. London, Hogarth Press, 1948.5. Abraham, K. (1917) Ejaculatio praecox. In: selected Papers. New York Basic Books.6. Abraham, K. (1921) Contributions to the theory of the anal character. Selected Papers. New York: Basic Books, 1953.7. Abraham, K. (1924) A Short study of the development of the libido, viewed in the light of mental disorders. In: Selected Papers. London: Hogarth Press, 1927.8. Abraham, K. (1924) Manic-depressive states and the pre-genital levels of the libido. In: Selected Papers. London: Hogarth Press, 1949.9. Abraham, K. (1924) Selected Papers. London: Hogarth Press, 1948.10. Abraham, K. (1924) The influence of oral erotism on character formation. Ibid.11. Abraham, K. (1925) The history of an impostor in the light of psychoanalytic knowledge. In: Clinical Papers and Essays on Psychoanalysis. New York: Basic Books, 1955, vol. 2.12. Abrams, S. (1971) The psychoanalytic unconsciousness. In: The Unconscious Today, ed. M. Kanzer. New York: Int. Univ. Press.13. Abrams, S. (1981) Insight. PSOC, 36.14. Abse, D W. (1985) The depressive character In Depressive States and their Treatment, ed. V. Volkan New York: Jason Aronson.15. Abse, D. W. (1985) Hysteria and Related Mental Disorders. Bristol: John Wright.16. Ackner, B. (1954) Depersonalization. J. Ment. Sci., 100.17. Adler, A. (1924) Individual Psychology. New York: Harcourt, Brace.18. Akhtar, S. (1984) The syndrome of identity diffusion. Amer. J. Psychiat., 141.19. Alexander, F. (1950) Psychosomatic Medicine. New York: Norton.20. Allen, D. W. (1974) The Feat- of Looking. Charlottesvill, Va: Univ. Press of Virginia.21. Allen, D. W. (1980) Psychoanalytic treatment of the exhibitionist. In: Exhibitionist, Description, Assessment, and Treatment, ed. D. Cox. New York: Garland STPM Press.22. Allport, G. (1937) Personality. New York: Henry Holt.23. Almansi, R. J. (1960) The face-breast equation. JAPA, 6.24. Almansi, R. J. (1979) Scopophilia and object loss. PQ, 47.25. Altman, L. Z. (1969) The Dream in Psychoanalysis. New York: Int. Univ. Press.26. Altman, L. Z. (1977) Some vicissitudes of love. JAPA, 25.27. American Psychiatric Association. (1987) Diagnostic and Statistical Manual of Mental Disorders, 3d ed. revised. Washington, D. C.28. Ansbacher, Z. & Ansbacher, R. (1956) The Individual Psychology of Alfred Adler. New York: Basic Books.29. Anthony, E. J. (1981) Shame, guilt, and the feminine self in psychoanalysis. In: Object and Self, ed. S. Tuttman, C. Kaye & M. Zimmerman. New York: Int. Univ. Press.30. Arlow. J. A. (1953) Masturbation and symptom formation. JAPA, 1.31. Arlow. J. A. (1959) The structure of the deja vu experience. JAPA, 7.32. Arlow. J. A. (1961) Ego psychology and the study of mythology. JAPA, 9.33. Arlow. J. A. (1963) Conflict, regression and symptom formation. IJP, 44.34. Arlow. J. A. (1966) Depersonalization and derealization. In: Psychoanalysis: A General Psychology, ed. R. M. Loewenstein, L. M. Newman, M. Schur & A. J. Solnit. New York: Int. Univ. Press.35. Arlow. J. A. (1969) Fantasy, memory and reality testing. PQ, 38.36. Arlow. J. A. (1969) Unconscious fantasy and disturbances of mental experience. PQ, 38.37. Arlow. J. A. (1970) The psychopathology of the psychoses. IJP, 51.38. Arlow. J. A. (1975) The structural hypothesis. PQ, 44.39. Arlow. J. A. (1977) Affects and the psychoanalytic situation. IJP, 58.40. Arlow. J. A. (1979) Metaphor and the psychoanalytic situation. PQ, 48.41. Arlow. J. A. (1979) The genesis of interpretation. JAPA, 27 (suppl.).42. Arlow. J. A. (1982) Problems of the superego concept. PSOC, 37.43. Arlow. J. A. (1984) Disturbances of the sense of time. PQ, 53.44. Arlow. J. A. (1985) Some technical problems of countertransference. PQ, 54.45. Arlow, J. A. & Brenner, C. (1963) Psychoanalytic Concepts and the Structural Theory, New York: Int. Univ. Press.46. Arlow, J. A. & Brenner, C. (1969) The psychopathology of the psychoses. IJP, 50.47. Asch, S. S. (1966) Depression. PSOC, 21.48. Asch, S. S. (1976) Varieties of negative therapeutic reactions and problems of technique. JAPA, 24.49. Atkins, N. (1970) The Oedipus myth. Adolescence, and the succession of generations. JAPA, 18.50. Atkinson, J. W. & Birch, D. (1970) The Dynamics of Action. New York: Wiley.51. Bachrach, H. M. & Leaff, L. A. (1978) Analyzability. JAPA, 26.52. Bacon, C. (1956) A developmental theory of female homosexuality. In: Perversions,ed, S. Lorand & M. Balint. New York: Gramercy.53. Bak, R. C. (1953) Fetishism. JAPA. 1.54. Bak, R. C. (1968) The phallic woman. PSOC, 23.55. Bak, R. C. & Stewart, W. A. (1974) Fetishism, transvestism, and voyeurism. An American Handbook of Psychiatry, ed. S. Arieti. New York: Basic Books, vol. 3.56. Balint, A. (1949) Love for mother and mother-love. IJP, 30.57. Balter, L., Lothane, Z. & Spencer, J. H. (1980) On the analyzing instrument, PQ, 49.58. Basch, M. F. (1973) Psychoanalysis and theory formation. Ann. Psychoanal., 1.59. Basch, M. F. (1976) The concept of affect. JAPA, 24.60. Basch, M. F. (1981) Selfobject disorders and psychoanalytic theory. JAPA, 29.61. Basch, M. F. (1983) Emphatic understanding. JAPA. 31.62. Balldry, F. Character. PMC. Forthcoming.63. Balldry, F. (1983) The evolution of the concept of character in Freud's writings. JAPA. 31.64. Begelman, D. A. (1971) Misnaming, metaphors, the medical model and some muddles. Psychiatry, 34.65. Behrends, R. S. & Blatt, E. J. (1985) Internalization and psychological development throughout the life cycle. PSOC, 40.66. Bell, A. (1961) Some observations on the role of the scrotal sac and testicles JAPA, 9.67. Benedeck, T. (1949) The psychosomatic implications of the primary unit. Amer. J. Orthopsychiat., 19.68. Beres, C. (1958) Vicissitudes of superego functions and superego precursors in childhood. FSOC, 13.69. Beres, D. Conflict. PMC. Forthcoming.70. Beres, D. (1956) Ego deviation and the concept of schizophrenia. PSOC, 11.71. Beres, D. (1960) Perception, imagination and reality. IJP, 41.72. Beres, D. (1960) The psychoanalytic psychology of imagination. JAPA, 8.73. Beres, D. & Joseph, E. D. (1965) Structure and function in psychoanalysis. IJP, 46.74. Beres, D. (1970) The concept of mental representation in psychoanalysis. IJP, 51.75. Berg, M D. (1977) The externalizing transference. IJP, 58.76. Bergeret, J. (1985) Reflection on the scientific responsi bilities of the International Psychoanalytical Association. Memorandum distributed at 34th IPA Congress, Humburg.77. Bergman, A. (1978) From mother to the world outside. In: Grolnick et. al. (1978).78. Bergmann, M. S. (1980) On the intrapsychic function of falling in love. PQ, 49.79. Berliner, B. (1966) Psychodynamics of the depressive character. Psychoanal. Forum, 1.80. Bernfeld, S. (1931) Zur Sublimierungslehre. Imago, 17.81. Bibring, E. (1937) On the theory of the therapeutic results of psychoanalysis. IJP, 18.82. Bibring, E. (1941) The conception of the repetition compulsion. PQ, 12.83. Bibring, E. (1953) The mechanism of depression. In: Affective Disorders, ed. P. Greenacre. New York: Int. Univ. Press.84. Bibring, E. (1954) Psychoanalysis and the dynamic psychotherapies. JAPA, 2.85. Binswanger, H. (1963) Positive aspects of the animus. Zьrich: Spring.86. Bion Francesca Abingdon: Fleetwood Press.87. Bion, W. R. (1952) Croup dynamics. IJP, 33.88. Bion, W. R. (1961) Experiences in Groups. London: Tavistock.89. Bion, W. R. (1962) A theory of thinking. IJP, 40.90. Bion, W. R. (1962) Learning from Experience. London: William Heinemann.91. Bion, W. R. (1963) Elements of Psychoanalysis. London: William Heinemann.92. Bion, W. R. (1965) Transformations. London: William Heinemann.93. Bion, W. R. (1970) Attention and Interpretation. London: Tavistock.94. Bion, W. R. (1985) All My Sins Remembered, ed. Francesca Bion. Adingdon: Fleetwood Press.95. Bird, B. (1972) Notes on transference. JAPA, 20.96. 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Winnicott, D. W. (1953) Transitional object and transitional phenomena. In: Collected Papers. New York Basic Books, 1958.885. Winnicott, D. W. (1956) Primary maternal preoccupation. In: Winnicott (1958).886. Winnicott, D. W. (1958) Collected Papers. New York: Basic Books, Inc.887. Winnicott, D. W. (1960) Ego distortions in terms of true and false self. In: The Maturational Processes and the Facilitating Environment. New York: Int. Univ. Press, 1965.888. Winnicott, D. W. (1960) The theory of the parent-infant relationship. In: Winnicott (1965).889. Winnicott, D. W. (1965) The Maturational Processes and the Facilitating Environment. New York: Int. Univ. Press.890. Winnicott, D. W. (1971) Playing and Reality. New York: Basic Books.891. Winnicott, D. W. (1971) Therapeutic Consultations in Child Psychiatry. New York: Basic Books.892. Winnicott, D. W. (1977) The Piggle. New York: Int. Univ. Press.893. Winson, J. (1985) Brain and Psyche. New York: Anchor Press.894. Wolf, E. S. (1976) Ambience and abstinence. Annu. Psycho-anal., 4.895. Wolf, E. S. (1980) On the developmental line of self-object relations. In: Advances in Self Psychology, ed. A. Goldberg. New York: Int. Univ. Press.896. Wolf, E. S. (1983) Empathy and countertransference. In: The Future of Psychoanalysis, ed. A. Coldberg. New York: Int. Univ. Press.897. Wolf, E. S. (1984) Disruptions in the psychoanalytic treatment of disorders of the self. In: Kohut's Legacy, ed. P. Stepansky & A. Coldberg, Hillsdale, H. J.: Analytic Press, 1984.898. Wolf, E. S. (1984) Selfobject relations disorders. In: Character Pathology, ed. M. Zales. New York: Bruner/Mazel.899. Wolf, E. S. & Trosman, H. (1974) Freud and Popper-Lynkeus. JAPA, 22.900. Wolfenstein, M. (1966) How is mourning possible? PSOC, 21.901. Wolman, B. B. ed. (1977) The International Encyclopedia of Psychiatry, Psychology, Psychoanalysis, and Neurology. New York: Aesculapius.902. Wolpert, E. A. (1980) Major affective disorders. In: Comprehensive Textbook of Psychiatry, ed. H. I. Kaplan, A. M. Freedman & B. J. Saddock. Boston: Williams & Wilkins, vol. 2.903. Wurmser, L. (1977) A defense of the use of metaphor in analytic theory formation. PQ, 46.904. Wurmser, L. (1981) The Mask of Shame. Baltimore: Johns Hopkins Univ. Press.905. Zetzel, E. R. (1956) Current concepts of transference. TJP, 37.Словарь психоаналитических терминов и понятий > БИБЛИОГРАФИЯ
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11 Language
Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)[A list of language games, not meant to be exhaustive:]Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling itSolving a problem in practical arithmeticTranslating from one language into anotherLANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)We dissect nature along the lines laid down by our native languages.The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own LanguageThe forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)[It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)23) Language Is Inevitably Influenced by Specific Contexts of Human InteractionLanguage cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)Historical dictionary of quotations in cognitive science > Language
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12 élément
élément [elemɑ̃]masculine nouna. element ; [d'appareil] part• quand on parle d'électronique il est dans son élément (inf) when you talk about electronics he's in his element• parmi ces artistes il ne se sentait pas dans son élément he didn't feel at home among those artistsb. ( = meuble) unit• éléments de cuisine/de rangement kitchen/storage unitsc. ( = fait) factd. ( = individu) éléments subversifs subversive elements* * *elemɑ̃
1.
nom masculin1) ( constituant) (d'ensemble, de structure) element; ( d'appareil) component; ( de mélange) ingredient; ( de problème) element; ( facteur) factor, elementl'élément humain — the human element ou factor
élément moteur — ( personne) driving force
2) ( de mobilier) unit3) ( fait) fact4) ( individu)bon élément — ( élève) good pupil; ( joueur) good player
5) Technologie ( de pile) cell6) Chimie element
2.
éléments nom masculin pluriel1) ( rudiments)2) Météorologie elements* * *elemɑ̃1. nm1) [ensemble, système, problème] element2) (= pièce) component, part3) (= rudiment) element2. éléments nmpl1) (= forces naturelles)2) MILITAIRE elements* * *A nm1 ( constituant) (de structure, d'ensemble) element; ( d'appareil) component; ( de mélange) ingredient; ( de problème) element; ( facteur) factor, element; élément constitutif essential element; élément de surprise element of surprise; un élément important de leur philosophie an important element in their philosophy; élément décisif deciding factor; l'élément-clé de leur succès the key element ou factor in their success; l'élément humain the human element ou factor; l'élément violent du public the violent element in the public; élément moteur ( personne) driving force;2 ( de mobilier) unit; éléments de cuisine/rangement kitchen/storage units;3 ( fait) fact; disposer de tous les éléments to have all the facts ou information; il n'y a aucun élément nouveau nothing new has emerged;4 ( individu) être un bon élément [élève] to be a good pupil; [travailleur] to be a good worker; [joueur] to be a good player; éléments indésirables/rebelles undesirable/rebel elements;B éléments nmpl2 Météo elements; lutter contre les éléments to struggle against the elements.être or se sentir dans son élément to be ou feel in one's element.[elemɑ̃] nom masculinéléments d'information facts, information3. [personne] element5. ÉLECTRICITÉ [de pile, d'accumulateur] cell[de bouilloire, de radiateur] element6. [de mobilier]7. [milieu] elementje ne me sens pas dans mon élément ici I don't feel at home ou I feel like a fish out of water hereéléments blindés/motorisés armoured/motorized units————————éléments nom masculin plurielj'en suis resté aux premiers éléments de latin I've never had more than an elementary knowledge of Latin[comme titre]"Éléments de géométrie" "Elementary Geometry" -
13 coincidir
v.1 to coincide (superficies, versiones, gustos).su versión de los hechos no coincide con la de otros testigos her version of events doesn't coincide with that of other witnessesLos miembros de la junta coincidieron The board members coincided=agreed.2 to agree (estar de acuerdo).coincido contigo en que… I agree with you that…, I am in agreement with you that…3 to coincide.mi cumpleaños coincide con el primer día de clase my birthday falls on the first day of classes4 to correspond, to check out, to jibe.Elsa corresponde con la descripción Elsa checks out with the description.* * *1 (estar de acuerdo) to agree (en, on), coincide (en, in)2 (ajustarse) to coincide3 (ocurrir al mismo tiempo) to be at the same time ( con, as), coincide ( con, with); (en el mismo lugar) to meet* * *verb* * *VI1) [en el tiempo] to happen at the same time, occur simultaneously frm, to coincidepara que se produzca una explosión han de coincidir varias circunstancias — for an explosion to occur several circumstances must happen at the same time
•
coincidir con algo — to coincide with sthla exposición coincide con el 50 aniversario de su muerte — the exhibition coincides with the 50th anniversary of his death
mis vacaciones nunca coinciden con las de los niños — my holidays are never at the same time as my children's
no puedo ir al concierto porque coincide con el examen — I can't go to the concert because it clashes with the exam
2) [en un lugar] to happen to meethe coincidido con él en varias fiestas pero nunca nos han presentado — I've happened to be at some of the same parties as him but we've never been introduced
3) (=estar de acuerdo)a)• coincidir con algn — to agree with sb
•
coincidir en algo, todos coinciden en que esta es su mejor película — everyone agrees that this is his best filmlos observadores internacionales coinciden en afirmar que... — international observers all agree that...
b) [informes, versiones, resultados] to coincide•
coincidir con algo — to agree with sth, coincide with sthlos hechos no coinciden exactamente con las declaraciones del testigo — the facts don't exactly agree with the witness's statement
4) (=ajustarse) [huellas, formas] to match, match up•
coincidir con algo — to match (up with) sthsus huellas dactilares no coinciden exactamente con las del asesino — his fingerprints don't match the murderer's exactly o don't match up exactly with the murderer's
* * *verbo intransitivo1) fechas/sucesos to coincide; versiones/resultados to coincide, match up, tallycoincidir con algo — to coincide (o match up etc) with something
2) personasa) (en opiniones, gustos)coincidir en algo: coinciden en sus gustos they share the same tastes; todos coincidieron en que... everyone agreed that...; coincidir con alguien — to agree with somebody
b) ( en un lugar)* * *= coalesce, co-occur, fall + square on, be in general consensus.Ex. Mayo's conclusion was that 'the singling out of certain groups of employees for special attention had the effect of coalescing previously indifferent individuals into cohesive groups with a high degree of group ride or esprit-de-corps'.Ex. There is also the Permuterm index, based on significant words in the titles of the items covered, and listing all of the words with which they co-occur in the specific titles.Ex. The pressman's first task with a new book was to make register, which meant laying on the first forme relative to the bed of the press and the press points so that, when the paper was printed on one side, turned over, and replaced on the points, the pages of the second forme would fall square on the backs of those of the first.Ex. Respondents who use the library's electronic information soruces are in general consensus that the library sources provide worthwhile information = Los encuestados que usan las fuentes de información de la biblioteca coinciden en que éstas ofrecen información pertinente.----* coincidir con = be coextensive with, coincide (with), match, match against, clash with, fit with, mesh with.* coincidir (con/en) = see + eye to eye (with/on).* coincidir con los intereses de uno = match + interests.* coincidir en = agree (on/upon).* hacer coincidir (con) = reconcile (with).* * *verbo intransitivo1) fechas/sucesos to coincide; versiones/resultados to coincide, match up, tallycoincidir con algo — to coincide (o match up etc) with something
2) personasa) (en opiniones, gustos)coincidir en algo: coinciden en sus gustos they share the same tastes; todos coincidieron en que... everyone agreed that...; coincidir con alguien — to agree with somebody
b) ( en un lugar)* * *coincidir (con/en)(v.) = see + eye to eye (with/on)Ex: Although there is consensus on the priority of some strategies, execs from different departments don't see eye to eye on many others.
= coalesce, co-occur, fall + square on, be in general consensus.Ex: Mayo's conclusion was that 'the singling out of certain groups of employees for special attention had the effect of coalescing previously indifferent individuals into cohesive groups with a high degree of group ride or esprit-de-corps'.
Ex: There is also the Permuterm index, based on significant words in the titles of the items covered, and listing all of the words with which they co-occur in the specific titles.Ex: The pressman's first task with a new book was to make register, which meant laying on the first forme relative to the bed of the press and the press points so that, when the paper was printed on one side, turned over, and replaced on the points, the pages of the second forme would fall square on the backs of those of the first.Ex: Respondents who use the library's electronic information soruces are in general consensus that the library sources provide worthwhile information = Los encuestados que usan las fuentes de información de la biblioteca coinciden en que éstas ofrecen información pertinente.* coincidir con = be coextensive with, coincide (with), match, match against, clash with, fit with, mesh with.* coincidir (con/en) = see + eye to eye (with/on).* coincidir con los intereses de uno = match + interests.* coincidir en = agree (on/upon).* hacer coincidir (con) = reconcile (with).* * *coincidir [I1 ]viA «fechas/sucesos» to coincide; «versiones/resultados» to coincide, match up, agree, tallylas declaraciones de los testigos coinciden the witnesses' statements match up o agree o tally o coincidecoincidir CON algo to coincide ( o match up etc) WITH sthB «personas»1 (en opiniones, gustos) coincidir EN algo:coinciden en sus gustos they share the same tastestodos coincidieron en que … everyone agreed that …coincidir CON algn to agree WITH sbcoincido con usted en esto I am in agreement with o I agree with you on this2(en un lugar): a veces coincidimos en el supermercado we sometimes see each other o meet in the supermarketmuchos nombres famosos han coincidido aquí esta semana a lot of famous people have come together o congregated here this weekC «líneas» to coincide; «dibujos» to line up, match up* * *
coincidir ( conjugate coincidir) verbo intransitivo
[ dibujos] to match up;
[versiones/resultados] to coincide, match up, tally;
coincidir con algo to coincide (o match up etc) with sthb) (en opiniones, gustos):
todos coincidieron en que … everyone agreed that …;
coincidir con algn to agree with sbc) ( en un lugar):
coincidir verbo intransitivo
1 (ocurrir al mismo tiempo) to coincide [con, with]
2 (dar el mismo resultado, encajar) to fit in [con, with]
3 (estar de acuerdo) to agree: en ese punto coincidimos, we agreed about that
4 (encontrarse) to meet by chance
' coincidir' also found in these entries:
Spanish:
concordar
- cuadrar
English:
clash
- coincide
- concur
- correspond
- disagree
- match up
- overlap
- tally
- match
- over
* * *coincidir vi1. [superficies, líneas] to coincide ( con with);estas dos piezas no coinciden these two pieces don't go together o match up2. [versiones, gustos] to coincide;coincidimos en nuestras aficiones we have o share the same interests3. [estar de acuerdo] to agree ( con with);su versión de los hechos no coincide con la de otros testigos her version of events doesn't coincide o agree with that of other witnesses;coincidimos en lo fundamental we agree on the basic points;coincidimos en opinar que… we both agreed that…;coincido contigo en que… I agree with you that…, I am in agreement with you that…coincidí con ella en un congreso I met her at a conference5. [en el tiempo] to coincide ( con with);mi cumpleaños coincide con el primer día de clase my birthday falls on the first day of classes;han coincidido tres accidentes en menos de dos meses there have been three accidents in less than two months* * *v/i coincide* * *coincidir vi1) : to coincide2) : to agree* * *coincidir vb1. (estar de acuerdo) to agree3. (ocurrir al mismo tiempo) to coincide / to clashel partido coincide con la película the match is at the same time as the film / the match clashes with the film
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Books about Oakland, California — grouped by genre and listed by publication date. Along with commercially published works primarily focused on aspects of Oakland, this list also includes some regional and state wide titles with substantial coverage of Oakland; some booklets and… … Wikipedia
Hellenistic biological sciences — R.J.Kankinson The five centuries that separate Aristotle’s death in 322 BC from Galen’s ascendancy in Rome in the latter part of the second century AD were fertile ones for the biological sciences, in particular medicine. Nor is the period solely … History of philosophy
Gödel's incompleteness theorems — In mathematical logic, Gödel s incompleteness theorems, proved by Kurt Gödel in 1931, are two theorems stating inherent limitations of all but the most trivial formal systems for arithmetic of mathematical interest. The theorems are of… … Wikipedia
Heroin — Not to be confused with heroine. For other uses, see Heroin (disambiguation). Heroin … Wikipedia
History of logic — Philosophy ( … Wikipedia
