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behavior+problems

  • 21 rough and ready

    (rough and ready (тж. rough-and-ready))
    1) сделанный кое-как, небрежно, наспех, на скорую руку

    ‘If you'll forgive my saying so, sir,’ he began, ‘your proposal seems to me very rough and ready justice.’ (J. Galsworthy, ‘The White Monkey’, part III, ch. XII) — - Вы меня извините, сэр, - начал он, - но ваше предложение кажется мне непродуманным и несправедливым.

    Mrs. Fogarty was at her wit's end where to put all the men and a few women, who demanded the best her rough and ready accommodation could afford. (K. S. Prichard, ‘The Roaring Nineties’, ch. 10) — Миссис Фогарти пустила в ход всю свою изобретательность, чтобы как-нибудь разместить всех этих мужчин, а также нескольких женщин, требовавших, чтобы им предоставили все удобства, которые имелись в сколоченном на скорую руку "Отеле Фогарти".

    He was familiar now with... every rough and ready device for hauling and crushing ore. (K. S. Prichard. ‘The Roaring Nineties’, ch. 62) — Он знал теперь на память... каждое нехитрое приспособление для откатки и дробления руды.

    2) грубоватый, но энергичный

    ...he is too shy, too reserved... for these rough and ready people. (H. R. Haggard, ‘Stella Fregelius’, ch. XX) —...он слишком застенчив, слишком сдержан... для грубоватой, энергичной этой публики.

    3) грубоватый, грубый, настойчивый, решительный (о стиле, манере и т. п.)

    It was ludicrous to watch Paddy's efforts of polite behavior, and to hear him stumble into the rough and ready speech of the fields when he was excited or at a loss for a word. (K. S. Prichard, ‘The Golden Miles’, ch. IV) — Забавно было видеть, как Пэдди старался казаться вежливым и воспитанным, а грубоватые, простонародные словечки так и лезли ему на язык, особенно когда он волновался или не мог подыскать нужного слова.

    Divorce is expensive, and they usually settle those little problems in a rough and ready way. (R. Aldington, ‘The Colonel's Daughter’, part I, ch. 2) — Развод слишком дорог, к тому же эти маленькие трагедии суд разбирает наспех и бесцеремонно.

    I was coming to appreciate Austin's rough and ready methods in the chair. (C. P. Snow, ‘The Search’, part III, ch. VI) — Я начал понимать цену грубовато-решительным действиям Остина в качестве председателя.

    Large English-Russian phrasebook > rough and ready

  • 22 address

    1. n выступление; речь; обращение; адрес

    second-level address — адрес второго уровня; косвенный адрес

    invalid address — недействительный адрес; неправильный адрес

    address computation — формирование адреса; вычисление адреса

    2. n арх. манера

    man of rude address — грубиян, неотёсанный человек

    3. n арх. ловкость, искусство, такт

    a man of awkward address — человек, не обладающий ловкостью

    4. n ухаживание
    5. n вчт. адрес

    regional address — региональный адрес; адрес участка памяти

    address adjustment — настройка адреса; корректировка адреса

    6. v адресовать; направлять
    7. v написать адрес
    8. v обращаться
    9. v выступать

    to address a meeting — выступать с речью на собрании; обратиться к собравшимся

    10. v направлять силы или энергию; браться за
    11. v арх. ухаживать, обхаживать, добиваться руки
    12. v вчт. указывать адрес хранения информации

    address line — линия адреса; адресная линия; адресная шина

    immediate address — непосредственный адрес; адрес-операнд

    Синонимический ряд:
    1. ability (noun) ability; adroitness; art; artistry; cleverness; deftness; dexterity; dexterousness; prowess; readiness; skill; sleight
    2. bearing (noun) air; bearing; comportment; deportment; mien; port; presence; set
    3. lecture (noun) allocution; declamation; discourse; harangue; lecture; oration; sermon; speech; talk
    4. poise (noun) appearance; behavior; behaviour; demeanor; demeanour; manner; poise
    5. residence (noun) abode; domicile; dwelling; habitation; headquarters; house; location; lodging; residence
    6. tact (noun) delicatesse; diplomacy; savoir faire; tact; tactfulness
    7. accost (verb) accost; bespeak; call to; greet; hail; memorialize; salute; speak to
    8. appeal (verb) appeal; apply to; ask; invoke; plead; style
    9. apply (verb) apply; approach; petition; sound; sue
    10. confront (verb) confront; deal with; face; meet
    11. court (verb) court; make up to; pursue; spark; sweetheart; woo
    12. direct (verb) aim; cast; direct; head; incline; lay; level; point; present; set; superscribe; train; zero in
    13. give (verb) apply; bend; buckle; buckle down; concentrate; dedicate; devote; focus; give; throw; turn
    14. label (verb) label; mark
    15. lecture (verb) declaim; discourse; harangue; lecture; orate; prelect; sermonise; sermonize; speak; talk
    16. send (verb) consign; dispatch; forward; remit; route; send; ship; transmit
    Антонимический ряд:
    avoid; folly; ignore; overlook; pass; shun; stupidity

    English-Russian base dictionary > address

  • 23 load test

    "A test that studies the behavior of the program when it is working at its limits. Types of load tests include volume tests, stress tests, and storage tests. Volume tests study the largest tasks the program can deal with. Stress tests study the program's response to peak bursts of activity. Storage tests study how memory and space is used by the program, either in resident memory or on disk. A test that is designed to put a server application under heavy user load to pinpoint performance and/or scalability problems."

    English-Arabic terms dictionary > load test

  • 24 Cognitive Science

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

    Historical dictionary of quotations in cognitive science > Cognitive Science

  • 25 Intelligence

       There is no mystery about it: the child who is familiar with books, ideas, conversation-the ways and means of the intellectual life-before he begins school, indeed, before he begins consciously to think, has a marked advantage. He is at home in the House of intellect just as the stableboy is at home among horses, or the child of actors on the stage. (Barzun, 1959, p. 142)
       It is... no exaggeration to say that sensory-motor intelligence is limited to desiring success or practical adaptation, whereas the function of verbal or conceptual thought is to know and state truth. (Piaget, 1954, p. 359)
       ntelligence has two parts, which we shall call the epistemological and the heuristic. The epistemological part is the representation of the world in such a form that the solution of problems follows from the facts expressed in the representation. The heuristic part is the mechanism that on the basis of the information solves the problem and decides what to do. (McCarthy & Hayes, 1969, p. 466)
       Many scientists implicitly assume that, among all animals, the behavior and intelligence of nonhuman primates are most like our own. Nonhuman primates have relatively larger brains and proportionally more neocortex than other species... and it now seems likely that humans, chimpanzees, and gorillas shared a common ancestor as recently as 5 to 7 million years ago.... This assumption about the unique status of primate intelligence is, however, just that: an assumption. The relations between intelligence and measures of brain size is poorly understood, and evolutionary affinity does not always ensure behavioral similarity. Moreover, the view that nonhuman primates are the animals most like ourselves coexists uneasily in our minds with the equally pervasive view that primates differ fundamentally from us because they lack language; lacking language, they also lack many of the capacities necessary for reasoning and abstract thought. (Cheney & Seyfarth, 1990, p. 4)
       Few constructs are asked to serve as many functions in psychology as is the construct of human intelligence.... Consider four of the main functions addressed in theory and research on intelligence, and how they differ from one another.
       1. Biological. This type of account looks at biological processes. To qualify as a useful biological construct, intelligence should be a biochemical or biophysical process or at least somehow a resultant of biochemical or biophysical processes.
       2. Cognitive approaches. This type of account looks at molar cognitive representations and processes. To qualify as a useful mental construct, intelligence should be specifiable as a set of mental representations and processes that are identifiable through experimental, mathematical, or computational means.
       3. Contextual approaches. To qualify as a useful contextual construct, intelligence should be a source of individual differences in accomplishments in "real-world" performances. It is not enough just to account for performance in the laboratory. On [sic] the contextual view, what a person does in the lab may not even remotely resemble what the person would do outside it. Moreover, different cultures may have different conceptions of intelligence, which affect what would count as intelligent in one cultural context versus another.
       4. Systems approaches. Systems approaches attempt to understand intelligence through the interaction of cognition with context. They attempt to establish a link between the two levels of analysis, and to analyze what forms this link takes. (Sternberg, 1994, pp. 263-264)
       High but not the highest intelligence, combined with the greatest degrees of persistence, will achieve greater eminence than the highest degree of intelligence with somewhat less persistence. (Cox, 1926, p. 187)
       There are no definitive criteria of intelligence, just as there are none for chairness; it is a fuzzy-edged concept to which many features are relevant. Two people may both be quite intelligent and yet have very few traits in common-they resemble the prototype along different dimensions.... [Intelligence] is a resemblance between two individuals, one real and the other prototypical. (Neisser, 1979, p. 185)
       Given the complementary strengths and weaknesses of the differential and information-processing approaches, it should be possible, at least in theory, to synthesise an approach that would capitalise upon the strength of each approach, and thereby share the weakness of neither. (Sternberg, 1977, p. 65)

    Historical dictionary of quotations in cognitive science > Intelligence

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