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  • 1 form

    I
    1. fo:m noun
    1) ((a) shape; outward appearance: He saw a strange form in the darkness.) forma
    2) (a kind, type or variety: What form of ceremony usually takes place when someone gets a promotion?) clase, tipo
    3) (a document containing certain questions, the answers to which must be written on it: an application form.) formulario
    4) (a fixed way of doing things: forms and ceremonies.) formalidad
    5) (a school class: He is in the sixth form.) curso

    2. verb
    1) (to make; to cause to take shape: They decided to form a drama group.) formar, constituir
    2) (to come into existence; to take shape: An idea slowly formed in his mind.) formarse
    3) (to organize or arrange (oneself or other people) into a particular order: The women formed (themselves) into three groups.) organizarse
    4) (to be; to make up: These lectures form part of the medical course.) constituir
    •
    - be in good form
    - in the form of
    II fo:m noun
    (a long, usually wooden seat: The children were sitting on forms.) banco
    form1 n
    1. curso
    I'm in the third form hago tercero / estoy en el tercer curso
    2. forma
    3. impreso / formulario
    form2 vb formar / formarse
    tr[fɔːm]
    1 (shape, mode etc) forma
    2 (kind) clase nombre femenino, tipo
    ■ what is the form? ¿qué hay que hacer?
    5 (mood, spirit) humor nombre masculino
    6 (document) formulario, impreso, hoja
    ■ sign this form, please firme esta hoja, por favor
    7 SMALLEDUCATION/SMALL (age group) curso; (class) clase nombre femenino
    8 (bench) banco
    9 SMALLBRITISH ENGLISH/SMALL slang (criminal record) antecedentes nombre masculino plural penales
    1 (mould) moldear, modelar; (make) hacer, formar; (character) formar
    2 (set up) formar
    3 (be, constitute) formar, constituir
    4 figurative use (idea) hacerse; (impression, opinion) formarse; (relationship) hacer; (habit) adquirir; (plan) concebir
    1 formarse
    \
    SMALLIDIOMATIC EXPRESSION/SMALL
    as a matter of form por educación, por cortesía
    in any shape or form de cualquier forma
    to be bad form ser de mala educación
    to be on form estar en forma
    to be off form estar en baja forma
    to take form tomar forma
    form ['fɔrm] vt
    1) fashion, make: formar
    2) develop: moldear, desarrollar
    3) constitute: constituir, formar
    4) acquire: adquirir (un hábito), formar (una idea)
    form vi
    : tomar forma, formarse
    form n
    1) shape: forma f, figura f
    2) manner: manera f, forma f
    3) document: formulario m
    4) : forma f
    in good form: en buena forma
    true to form: en forma consecuente
    5) mold: molde m
    6) kind, variety: clase f, tipo m
    7) : forma f (en gramática)
    plural forms: formas plurales
    n.
    • calaña s.f.
    • conformación s.f.
    • figura s.f.
    • forma s.f.
    • formación s.f.
    • formalidad s.f.
    • formulario s.m.
    • hechura s.f.
    • impreso s.m.
    • modelo s.m.
    • modo s.m.
    • molde s.m.
    v.
    • adquirir v.
    • configurar v.
    • formar v.
    • integrar v.
    • modelar v.
    fɔːrm, fɔːm
    I
    1) c u (shape, manner) forma f

    what form should our protest take? — ¿cómo deberíamos manifestar nuestra protesta?

    2)
    a) c u (type, kind) tipo
    b) c u ( style) forma f
    3) u (fitness, ability) forma f

    to be on/off form — estar* en forma/en baja forma

    on past form it seems unlikely that... — conociendo su historial, no parece probable que...

    4) u ( etiquette)

    to be bad/good form — (esp BrE) ser* de mala/buena educación

    5) c ( document) formulario m, impreso m, forma f (Méx)
    6) c (BrE Educ) ( class) clase f; ( year) curso m, año m

    II
    1.
    1)
    a) (shape, mold) formar; \<\<character\>\> formar, moldear
    b) ( take shape of) \<\<line/circle\>\> formar
    2) ( develop) \<\<opinion\>\> formarse; \<\<habit\>\> adquirir*
    3) ( constitute) \<\<basis/part\>\> formar, constituir*
    4) (set up, establish) \<\<committee/government/company\>\> formar

    2.
    form vi \<\<idea/plan\>\> tomar forma; \<\<ice/fog\>\> formarse
    [fɔːm]
    1. N
    1) (=shape) forma f ; (=figure, shadow) bulto m, silueta f

    form and content — forma f y contenido

    to take form — concretarse, tomar or cobrar forma

    what form will the ceremony take? — ¿en qué consistirá la ceremonia?

    2) (=kind, type) clase f, tipo m
    3) (=way, means) forma f

    form of payment — modo m de pago

    what's the form? — ¿qué es lo que hemos de hacer?

    4) (Sport) (also fig) forma f
    5) (=document) (gen) formulario m, impreso m

    to fill in or out a form — rellenar un formulario or un impreso

    6) (Brit) frm (=etiquette) apariencias fpl

    for form's sake — por pura fórmula, para guardar las apariencias

    7) (=bench) banco m
    8) (Brit) (Scol) curso m, clase f
    9) (Brit)
    (Racing)
    2.
    VT (=shape, make) formar; [+ clay etc] modelar, moldear; [+ company] formar, fundar; [+ plan] elaborar, formular; [+ sentence] construir; [+ queue] hacer; [+ idea] concebir, formular; [+ opinion] hacerse, formarse; [+ habit] crear

    he formed it out of clay — lo modeló or moldeó en arcilla

    3.
    VI tomar forma, formarse

    how do ideas form? — ¿cómo se forman las ideas?

    4.
    CPD

    form feed N — (Comput) salto m de página

    form letter N — (US) carta f tipo

    form of words N — (=formulation) formulación f

    * * *
    [fɔːrm, fɔːm]
    I
    1) c u (shape, manner) forma f

    what form should our protest take? — ¿cómo deberíamos manifestar nuestra protesta?

    2)
    a) c u (type, kind) tipo
    b) c u ( style) forma f
    3) u (fitness, ability) forma f

    to be on/off form — estar* en forma/en baja forma

    on past form it seems unlikely that... — conociendo su historial, no parece probable que...

    4) u ( etiquette)

    to be bad/good form — (esp BrE) ser* de mala/buena educación

    5) c ( document) formulario m, impreso m, forma f (Méx)
    6) c (BrE Educ) ( class) clase f; ( year) curso m, año m

    II
    1.
    1)
    a) (shape, mold) formar; \<\<character\>\> formar, moldear
    b) ( take shape of) \<\<line/circle\>\> formar
    2) ( develop) \<\<opinion\>\> formarse; \<\<habit\>\> adquirir*
    3) ( constitute) \<\<basis/part\>\> formar, constituir*
    4) (set up, establish) \<\<committee/government/company\>\> formar

    2.
    form vi \<\<idea/plan\>\> tomar forma; \<\<ice/fog\>\> formarse

    English-spanish dictionary > form

  • 2 form

    1. noun
    1) (type, style) Form, die

    form of address — [Form der] Anrede

    in human form — in menschlicher Gestalt; in Menschengestalt

    in the form of — in Form von od. + Gen.

    in book form — in Buchform; als Buch

    2) no pl. (shape, visible aspect) Form, die; Gestalt, die

    take form — Gestalt annehmen od. gewinnen

    3) (printed sheet) Formular, das
    4) (Brit. Sch.) Klasse, die
    5) (bench) Bank, die
    6) no pl., no indef. art. (Sport): (physical condition) Form, die

    peak form — Bestform, die

    out of form — außer Form; nicht in Form

    in [good] form — (lit. or fig.) [gut] in Form

    she was in great form at the party — (fig.) bei der Party war sie groß in Form

    on/off form — (lit. or fig.) in/nicht in Form

    7) (Sport): (previous record) bisherige Leistungen

    on/judging by [past/present] form — (fig.) nach der Papierform

    true to form — (fig.) wie üblich od. zu erwarten

    good/bad form — gutes/schlechtes Benehmen

    9) (figure) Gestalt, die
    10) (Ling.) Form, die
    2. transitive verb
    1) (make; also Ling.) bilden

    be formed from something — aus etwas entstehen

    2) (shape, mould) formen, gestalten ( into zu); (fig.) formen [Charakter usw.]
    3) sich (Dat.) bilden [Meinung, Urteil]; gewinnen [Eindruck]; fassen [Entschluss, Plan]; kommen zu [Schluss]; (acquire, develop) entwickeln [Vorliebe, Gewohnheit, Wunsch]; schließen [Freundschaft]
    4) (constitute, compose, be, become) bilden

    Schleswig once formed [a] part of Denmark — Schleswig war einmal ein Teil von Dänemark

    5) (establish, set up) bilden [Regierung]; gründen [Bund, Verein, Firma, Partei, Gruppe]
    3. intransitive verb
    (come into being) sich bilden; [Idee:] sich formen, Gestalt annehmen
    * * *
    I 1. [fo:m] noun
    1) ((a) shape; outward appearance: He saw a strange form in the darkness.) die Form, die Gestalt
    2) (a kind, type or variety: What form of ceremony usually takes place when someone gets a promotion?) die Art
    3) (a document containing certain questions, the answers to which must be written on it: an application form.) das Formular
    4) (a fixed way of doing things: forms and ceremonies.) die Formalität
    5) (a school class: He is in the sixth form.) die Klasse
    2. verb
    1) (to make; to cause to take shape: They decided to form a drama group.) bilden, gründen
    2) (to come into existence; to take shape: An idea slowly formed in his mind.) Gestalt annehmen
    3) (to organize or arrange (oneself or other people) into a particular order: The women formed (themselves) into three groups.) formieren
    4) (to be; to make up: These lectures form part of the medical course.) bilden
    •
    - academic.ru/28940/formation">formation
    - be in good form
    - in the form of     II [fo:m] noun
    (a long, usually wooden seat: The children were sitting on forms.) die Bank
    * * *
    [fɔ:m, AM fɔ:rm]
    I. n
    1. (type, variety) Form f, Art f; of a disease Erscheinungsbild nt; of energy Typ m
    the dictionary is also available in electronic \form es ist auch eine elektronische Version des Wörterbuchs erhältlich
    flu can take several different \forms eine Grippe kann sich in verschiedenen Formen äußern
    art \form Kunstform f
    \form of exercise Sportart f
    \form of government Regierungsform f
    \form of a language Sprachvariante f
    life \form Lebensform f
    \form of transport Transportart f
    \forms of worship Formen fpl der Gottesverehrung
    2. no pl (particular way) Form f, Gestalt f
    support in the \form of money Unterstützung in Form von Geld
    help in the \form of two police officers Hilfe in Gestalt von zwei Polizeibeamten
    the training programme takes the \form of a series of workshops die Schulung wird in Form einer Serie von Workshops abgehalten
    in any [shape or] \form in jeglicher Form
    he's opposed to censorship in any shape or \form er ist gegen jegliche Art von Zensur
    in some \form or other auf die eine oder andere Art
    3. (document) Formular nt
    application \form Bewerbungsbogen m
    booking \form BRIT
    reservation \form AM Buchungsformular nt
    entry \form Anmeldeformular m
    order \form Bestellschein m
    printed \form Vordruck m
    to complete [or esp BRIT fill in] [or esp AM fill out] a \form ein Formular ausfüllen
    4. (shape) Form f; of a person Gestalt f
    her slender \form ihre schlanke Gestalt
    the lawn was laid out in the \form of a figure eight der Rasen war in Form einer Acht angelegt
    they made out a shadowy \form in front of them vor ihnen konnten sie den Umriss einer Gestalt ausmachen
    the human \form die menschliche Gestalt
    to take \form Form [o Gestalt] annehmen
    5. no pl ART, LIT, MUS (arrangement of parts) Form f
    \form and content Form und Inhalt
    shape and \form Form und Gestalt
    6. no pl (physical condition) Form f, Kondition f
    I really need to get back in \form ich muss wirklich mal wieder etwas für meine Kondition tun
    to be in excellent [or superb] \form in Topform sein
    to be in good \form [gut] in Form sein
    to be out of \form nicht in Form sein
    7. no pl (performance) Leistung f
    the whole team was on good \form die ganze Mannschaft zeigte vollen Einsatz
    she was in great \form at her wedding party bei ihrer Hochzeitsfeier war sie ganz in ihrem Element
    Sunset's recent \forms are excellent die letzten Formen von Sunset sind hervorragend
    to study the \form die Form prüfen
    9. no pl esp BRIT (procedure) Form f; BRIT
    what's the \form? was ist üblich [o das übliche Verfahren]?
    conventional social \forms konventionelle Formen gesellschaftlichen Umgangs
    a matter of \form eine Formsache
    partners of employees are invited as a matter of \form die Partner der Angestellten werden der Form halber eingeladen
    for \form['s sake] aus Formgründen
    to be good/bad \form BRIT ( dated) sich gehören/nicht gehören
    in due [or proper] \form formgerecht
    to run true to \form wie zu erwarten [ver]laufen
    true to \form he arrived an hour late wie immer kam er eine Stunde zu spät
    10. esp BRIT SCH (class) Klasse f; (secondary year group) Jahrgangsstufe f
    11. LING Form f
    what's the infinitive \form of the verb? wie lautet der Infinitiv von dem Verb?
    12. no pl BRIT (sl: criminal record) Vorstrafenregister nt
    to have \form vorbestraft sein
    [printing] \form [Satz]form f
    14. TECH (shuttering) Verschalung f fachspr
    15. BRIT HUNT (hare's lair) Sasse f fachspr
    16. BOT Form f, Forma f fachspr
    17. (formula) Formel f
    18. PHILOS Form f
    matter and \form Stoff und Form
    19.
    ▶ attack is the best \form of defence ( saying) Angriff ist die beste Verteidigung prov
    II. vt
    ▪ to \form sth etw formen
    \form the dough into balls den Teig zu Bällchen formen
    these islands were \formed as a result of a series of volcanic eruptions diese Inseln entstanden durch eine Reihe von Vulkanausbrüchen
    ▪ to \form sth etw bilden
    they \formed themselves into three lines sie stellten sich in drei Reihen auf
    to \form a circle/queue einen Kreis/eine Schlange bilden
    to \form groups Gruppen bilden
    3. (set up)
    ▪ to \form sth etw gründen
    the company was \formed in 1892 die Firma wurde 1892 gegründet
    they \formed themselves into a pressure group sie gründeten eine Pressuregroup
    to \form an alliance with sb sich akk mit jdm verbünden
    to \form a band eine Band gründen
    to \form committee/government ein Komitee/eine Regierung bilden
    to \form friendships Freundschaften schließen
    to \form an opinion about sth sich dat eine Meinung über etw akk bilden
    a newly-\formed political party eine neu gegründete politische Partei
    to \form a relationship eine Verbindung eingehen
    ▪ to \form sth etw bilden [o darstellen]
    the trees \form a natural protection from the sun's rays die Bäume stellen einen natürlichen Schutz gegen die Sonnenstrahlen dar
    to \form the basis of sth die Grundlage einer S. gen bilden
    to \form the core [or nucleus] of sth den Kern einer S. gen bilden
    to \form part of sth Teil einer S. gen sein
    5. LING
    to \form a sentence/the past tense/a new word einen Satz/die Vergangenheit[szeit]/ein neues Wort bilden
    ▪ to \form sth/sb etw/jdn formen
    the media play an important role in \forming public opinion die Medien spielen eine große Rolle bei der öffentlichen Meinungsbildung
    to \form sb's character jds Charakter formen
    III. vi sich akk bilden; idea, plan Gestalt annehmen
    ▪ to \form into sth sich akk zu etw akk formen
    his strong features \formed into a smile of pleasure ein vergnügtes Lächeln legte sich auf seine markanten Züge
    * * *
    [fɔːm]
    1. n
    1) Form f

    forms of worship — Formen pl der Gottesverehrung

    a form of apology —

    2) (= condition, style, guise) Form f, Gestalt f

    in the form of — in Form von or +gen; (with reference to people) in Gestalt von or +gen

    water in the form of ice —

    3) (= shape) Form f; (of person) Gestalt f
    4) (ART, MUS, LITER: structure) Form f
    5) (PHILOS) Form f
    6) (GRAM) Form f

    the plural form — die Pluralform, der Plural

    7) no pl (= etiquette) (Umgangs)form f

    he did it for form's sake — er tat es der Form halber

    it's bad form — so etwas tut man einfach nicht

    8) (= document) Formular nt, Vordruck m
    9) (= physical condition) Form f, Verfassung f

    to be in fine or good form — gut in Form sein, in guter Form or Verfassung sein

    to be on/off form — in/nicht in or außer Form sein

    he was in great form that evening —

    on past form — auf dem Papier

    10) (esp Brit: bench) Bank f
    11) (Brit SCH) Klasse f
    12) no pl (Brit inf

    = criminal record) to have form — vorbestraft sein

    13) (TECH: mould) Form f
    14)
    See:
    = forme
    15) (of hare) Nest nt, Sasse f (spec)
    2. vt
    1) (= shape) formen, gestalten (into zu); (GRAM) plural, negative bilden
    2) (= train, mould) child, sb's character formen
    3) (= develop) liking, desire, idea, habit entwickeln; friendship schließen, anknüpfen; opinion sich (dat) bilden; impression gewinnen; plan ausdenken, entwerfen
    4) (= set up, organize) government, committee bilden; company, society, political party gründen, ins Leben rufen
    5) (= constitute, make up) part, basis bilden

    the committee is formed of... — der Ausschuss wird von... gebildet

    6) (= take the shape or order of) circle, pattern bilden
    3. vi
    1) (= take shape) Gestalt annehmen
    2) (ESP MIL) sich aufstellen or formieren, antreten

    /into two lines —

    to form into a square to form into battle order — sich im Karree aufstellen sich zur Schlachtordnung formieren

    * * *
    form [fɔː(r)m]
    A s
    1. Form f, Gestalt f:
    take form Form oder Gestalt annehmen (a. fig);
    in the form of in Form von (od gen);
    in tablet form in Tablettenform
    2. TECH Form f:
    a) Fasson f
    b) Schablone f
    3. Form f:
    a) Art f:
    form of government Regierungsform;
    forms of life Lebensformen; → address B 1
    b) Art f und Weise f, Verfahrensweise f
    c) System n, Schema n: → due A 10
    4. Formular n, Vordruck m:
    form letter Schemabrief m
    5. (literarische etc) Form
    6. Form f ( auch LING), Fassung f (eines Textes etc):
    a) Wortart f,
    b) morphologische Klasse
    7. PHIL Form f:
    a) Wesen n, Natur f
    b) Gestalt f
    c) Platonismus: Idee f
    8. Erscheinungsform f, -weise f
    9. Sitte f, Brauch m
    10. (herkömmliche) gesellschaftliche Form, Manieren pl, Benehmen n:
    good (bad) form guter (schlechter) Ton;
    it is good (bad) form es gehört sich (nicht);
    for form’s sake der Form halber
    11. Formalität f: → matter A 3
    12. Zeremonie f
    13. MATH, TECH Formel f:
    form of oath JUR Eidesformel
    14. (körperliche oder geistige) Verfassung, Form f:
    on form der Form nach;
    on (bes US in) (in bad, out of, off) form (nicht) in Form;
    feel in good form sich gut in Form fühlen;
    at the top of one’s form, in great form in Hochform;
    be in very poor form in einem Formtief stecken
    15. a) ( besonders lange) Bank (ohne Rückenlehne)
    b) Br obs (Schul) Bank f
    16. besonders Br (Schul) Klasse f:
    form master (mistress) Klassenlehrer(in)
    17. Br meist forme TYPO (Druck)Form f
    18. Br sl Vorstrafen(liste) pl(f):
    he’s got form er ist vorbestraft
    B v/i
    1. formen, gestalten ( beide:
    into zu;
    after, on, upon nach):
    form a government eine Regierung bilden;
    form a company eine Gesellschaft gründen;
    they formed themselves into groups sie schlossen sich zu Gruppen zusammen;
    they formed themselves into two groups sie bildeten zwei Gruppen
    2. den Charakter etc formen, bilden
    3. a) einen Teil etc bilden, ausmachen, darstellen
    b) dienen als
    4. (an)ordnen, zusammenstellen
    5. MIL (into) formieren (in akk), aufstellen (in dat)
    6. einen Plan etc fassen, entwerfen, ersinnen
    7. sich eine Meinung bilden: → idea 1
    8. Freundschaft etc schließen
    9. eine Gewohnheit annehmen
    10. LING Wörter bilden
    11. TECH (ver)formen, fassonieren, formieren
    C v/i
    1. Form oder Gestalt annehmen, sich formen, sich gestalten, sich bilden, entstehen (alle auch fig)
    2. auch form up MIL antreten, sich formieren ( into in akk)
    * * *
    1. noun
    1) (type, style) Form, die

    form of address — [Form der] Anrede

    in human form — in menschlicher Gestalt; in Menschengestalt

    in the form of — in Form von od. + Gen.

    in book form — in Buchform; als Buch

    2) no pl. (shape, visible aspect) Form, die; Gestalt, die

    take form — Gestalt annehmen od. gewinnen

    3) (printed sheet) Formular, das
    4) (Brit. Sch.) Klasse, die
    5) (bench) Bank, die
    6) no pl., no indef. art. (Sport): (physical condition) Form, die

    peak form — Bestform, die

    out of form — außer Form; nicht in Form

    in [good] form — (lit. or fig.) [gut] in Form

    she was in great form at the party — (fig.) bei der Party war sie groß in Form

    on/off form — (lit. or fig.) in/nicht in Form

    7) (Sport): (previous record) bisherige Leistungen

    on/judging by [past/present] form — (fig.) nach der Papierform

    true to form — (fig.) wie üblich od. zu erwarten

    good/bad form — gutes/schlechtes Benehmen

    9) (figure) Gestalt, die
    10) (Ling.) Form, die
    2. transitive verb
    1) (make; also Ling.) bilden
    2) (shape, mould) formen, gestalten ( into zu); (fig.) formen [Charakter usw.]
    3) sich (Dat.) bilden [Meinung, Urteil]; gewinnen [Eindruck]; fassen [Entschluss, Plan]; kommen zu [Schluss]; (acquire, develop) entwickeln [Vorliebe, Gewohnheit, Wunsch]; schließen [Freundschaft]
    4) (constitute, compose, be, become) bilden

    Schleswig once formed [a] part of Denmark — Schleswig war einmal ein Teil von Dänemark

    5) (establish, set up) bilden [Regierung]; gründen [Bund, Verein, Firma, Partei, Gruppe]
    3. intransitive verb
    (come into being) sich bilden; [Idee:] sich formen, Gestalt annehmen
    * * *
    Schulklasse f. n.
    Form -en f.
    Formblatt n.
    Formular -e n.
    Gattung -en f.
    Gestalt -en f.
    Schalung -en f. (seating) n.
    Schulbank m. v.
    bilden v.
    formen v.
    gestalten v.

    English-german dictionary > form

  • 3 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

  • 4 Creativity

       Put in this bald way, these aims sound utopian. How utopian they areor rather, how imminent their realization-depends on how broadly or narrowly we interpret the term "creative." If we are willing to regard all human complex problem solving as creative, then-as we will point out-successful programs for problem solving mechanisms that simulate human problem solvers already exist, and a number of their general characteristics are known. If we reserve the term "creative" for activities like discovery of the special theory of relativity or the composition of Beethoven's Seventh Symphony, then no example of a creative mechanism exists at the present time. (Simon, 1979, pp. 144-145)
       Among the questions that can now be given preliminary answers in computational terms are the following: how can ideas from very different sources be spontaneously thought of together? how can two ideas be merged to produce a new structure, which shows the influence of both ancestor ideas without being a mere "cut-and-paste" combination? how can the mind be "primed," so that one will more easily notice serendipitous ideas? why may someone notice-and remember-something fairly uninteresting, if it occurs in an interesting context? how can a brief phrase conjure up an entire melody from memory? and how can we accept two ideas as similar ("love" and "prove" as rhyming, for instance) in respect of a feature not identical in both? The features of connectionist AI models that suggest answers to these questions are their powers of pattern completion, graceful degradation, sensitization, multiple constraint satisfaction, and "best-fit" equilibration.... Here, the important point is that the unconscious, "insightful," associative aspects of creativity can be explained-in outline, at least-by AI methods. (Boden, 1996, p. 273)
       There thus appears to be an underlying similarity in the process involved in creative innovation and social independence, with common traits and postures required for expression of both behaviors. The difference is one of product-literary, musical, artistic, theoretical products on the one hand, opinions on the other-rather than one of process. In both instances the individual must believe that his perceptions are meaningful and valid and be willing to rely upon his own interpretations. He must trust himself sufficiently that even when persons express opinions counter to his own he can proceed on the basis of his own perceptions and convictions. (Coopersmith, 1967, p. 58)
       he average level of ego strength and emotional stability is noticeably higher among creative geniuses than among the general population, though it is possibly lower than among men of comparable intelligence and education who go into administrative and similar positions. High anxiety and excitability appear common (e.g. Priestley, Darwin, Kepler) but full-blown neurosis is quite rare. (Cattell & Butcher, 1970, p. 315)
       he insight that is supposed to be required for such work as discovery turns out to be synonymous with the familiar process of recognition; and other terms commonly used in the discussion of creative work-such terms as "judgment," "creativity," or even "genius"-appear to be wholly dispensable or to be definable, as insight is, in terms of mundane and well-understood concepts. (Simon, 1989, p. 376)
       From the sketch material still in existence, from the condition of the fragments, and from the autographs themselves we can draw definite conclusions about Mozart's creative process. To invent musical ideas he did not need any stimulation; they came to his mind "ready-made" and in polished form. In contrast to Beethoven, who made numerous attempts at shaping his musical ideas until he found the definitive formulation of a theme, Mozart's first inspiration has the stamp of finality. Any Mozart theme has completeness and unity; as a phenomenon it is a Gestalt. (Herzmann, 1964, p. 28)
       Great artists enlarge the limits of one's perception. Looking at the world through the eyes of Rembrandt or Tolstoy makes one able to perceive aspects of truth about the world which one could not have achieved without their aid. Freud believed that science was adaptive because it facilitated mastery of the external world; but was it not the case that many scientific theories, like works of art, also originated in phantasy? Certainly, reading accounts of scientific discovery by men of the calibre of Einstein compelled me to conclude that phantasy was not merely escapist, but a way of reaching new insights concerning the nature of reality. Scientific hypotheses require proof; works of art do not. Both are concerned with creating order, with making sense out of the world and our experience of it. (Storr, 1993, p. xii)
       The importance of self-esteem for creative expression appears to be almost beyond disproof. Without a high regard for himself the individual who is working in the frontiers of his field cannot trust himself to discriminate between the trivial and the significant. Without trust in his own powers the person seeking improved solutions or alternative theories has no basis for distinguishing the significant and profound innovation from the one that is merely different.... An essential component of the creative process, whether it be analysis, synthesis, or the development of a new perspective or more comprehensive theory, is the conviction that one's judgment in interpreting the events is to be trusted. (Coopersmith, 1967, p. 59)
       In the daily stream of thought these four different stages [preparation; incubation; illumination or inspiration; and verification] constantly overlap each other as we explore different problems. An economist reading a Blue Book, a physiologist watching an experiment, or a business man going through his morning's letters, may at the same time be "incubating" on a problem which he proposed to himself a few days ago, be accumulating knowledge in "preparation" for a second problem, and be "verifying" his conclusions to a third problem. Even in exploring the same problem, the mind may be unconsciously incubating on one aspect of it, while it is consciously employed in preparing for or verifying another aspect. (Wallas, 1926, p. 81)
       he basic, bisociative pattern of the creative synthesis [is] the sudden interlocking of two previously unrelated skills, or matrices of thought. (Koestler, 1964, p. 121)
        11) The Earliest Stages in the Creative Process Involve a Commerce with Disorder
       Even to the creator himself, the earliest effort may seem to involve a commerce with disorder. For the creative order, which is an extension of life, is not an elaboration of the established, but a movement beyond the established, or at least a reorganization of it and often of elements not included in it. The first need is therefore to transcend the old order. Before any new order can be defined, the absolute power of the established, the hold upon us of what we know and are, must be broken. New life comes always from outside our world, as we commonly conceive that world. This is the reason why, in order to invent, one must yield to the indeterminate within him, or, more precisely, to certain illdefined impulses which seem to be of the very texture of the ungoverned fullness which John Livingston Lowes calls "the surging chaos of the unexpressed." (Ghiselin, 1985, p. 4)
       New life comes always from outside our world, as we commonly conceive our world. This is the reason why, in order to invent, one must yield to the indeterminate within him, or, more precisely, to certain illdefined impulses which seem to be of the very texture of the ungoverned fullness which John Livingston Lowes calls "the surging chaos of the unexpressed." Chaos and disorder are perhaps the wrong terms for that indeterminate fullness and activity of the inner life. For it is organic, dynamic, full of tension and tendency. What is absent from it, except in the decisive act of creation, is determination, fixity, and commitment to one resolution or another of the whole complex of its tensions. (Ghiselin, 1952, p. 13)
       [P]sychoanalysts have principally been concerned with the content of creative products, and with explaining content in terms of the artist's infantile past. They have paid less attention to examining why the artist chooses his particular activity to express, abreact or sublimate his emotions. In short, they have not made much distinction between art and neurosis; and, since the former is one of the blessings of mankind, whereas the latter is one of the curses, it seems a pity that they should not be better differentiated....
       Psychoanalysis, being fundamentally concerned with drive and motive, might have been expected to throw more light upon what impels the creative person that in fact it has. (Storr, 1993, pp. xvii, 3)
       A number of theoretical approaches were considered. Associative theory, as developed by Mednick (1962), gained some empirical support from the apparent validity of the Remote Associates Test, which was constructed on the basis of the theory.... Koestler's (1964) bisociative theory allows more complexity to mental organization than Mednick's associative theory, and postulates "associative contexts" or "frames of reference." He proposed that normal, non-creative, thought proceeds within particular contexts or frames and that the creative act involves linking together previously unconnected frames.... Simonton (1988) has developed associative notions further and explored the mathematical consequences of chance permutation of ideas....
       Like Koestler, Gruber (1980; Gruber and Davis, 1988) has based his analysis on case studies. He has focused especially on Darwin's development of the theory of evolution. Using piagetian notions, such as assimilation and accommodation, Gruber shows how Darwin's system of ideas changed very slowly over a period of many years. "Moments of insight," in Gruber's analysis, were the culminations of slow long-term processes.... Finally, the information-processing approach, as represented by Simon (1966) and Langley et al. (1987), was considered.... [Simon] points out the importance of good problem representations, both to ensure search is in an appropriate problem space and to aid in developing heuristic evaluations of possible research directions.... The work of Langley et al. (1987) demonstrates how such search processes, realized in computer programs, can indeed discover many basic laws of science from tables of raw data.... Boden (1990a, 1994) has stressed the importance of restructuring the problem space in creative work to develop new genres and paradigms in the arts and sciences. (Gilhooly, 1996, pp. 243-244; emphasis in original)

    Historical dictionary of quotations in cognitive science > Creativity

  • 5 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, Eventually
       Just as astronomy succeeded astrology, following Kepler's discovery of planetary regularities, the discoveries of these many principles in empirical explorations on intellectual processes in machines should lead to a science, eventually. (Minsky & Papert, 1973, p. 11)
       Many problems arise in experiments on machine intelligence because things obvious to any person are not represented in any program. One can pull with a string, but one cannot push with one.... Simple facts like these caused serious problems when Charniak attempted to extend Bobrow's "Student" program to more realistic applications, and they have not been faced up to until now. (Minsky & Papert, 1973, p. 77)
       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 Form
       The basic idea of cognitive science is that intelligent beings are semantic engines-in other words, automatic formal systems with interpretations under which they consistently make sense. We can now see why this includes psychology and artificial intelligence on a more or less equal footing: people and intelligent computers (if and when there are any) turn out to be merely different manifestations of the same underlying phenomenon. Moreover, with universal hardware, any semantic engine can in principle be formally imitated by a computer if only the right program can be found. And that will guarantee semantic imitation as well, since (given the appropriate formal behavior) the semantics is "taking care of itself" anyway. Thus we also see why, from this perspective, artificial intelligence can be regarded as psychology in a particularly pure and abstract form. The same fundamental structures are under investigation, but in AI, all the relevant parameters are under direct experimental control (in the programming), without any messy physiology or ethics to get in the way. (Haugeland, 1981b, p. 31)
       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 Formation
       It is all very well formulating psychological and psychiatric theories verbally but, when using natural language (even technical jargon), it is difficult to recognise when a theory is complete; oversights are all too easily made, gaps too readily left. This is a point which is generally recognised to be true and it is for precisely this reason that the behavioural sciences attempt to follow the natural sciences in using "classical" mathematics as a more rigorous descriptive language. However, it is an unfortunate fact that, with a few notable exceptions, there has been a marked lack of success in this application. It is my belief that a different approach-a different mathematics-is needed, and that AI provides just this approach. (Hand, quoted in Hand, 1985, pp. 6-7)
       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 Contexts
       Even if the [rules] were stored in a context-free form the computer still couldn't use them. To do that the computer requires rules enabling it to draw on just those [ rules] which are relevant in each particular context. Determination of relevance will have to be based on further facts and rules, but the question will again arise as to which facts and rules are relevant for making each particular determination. One could always invoke further facts and rules to answer this question, but of course these must be only the relevant ones. And so it goes. It seems that AI workers will never be able to get started here unless they can settle the problem of relevance beforehand by cataloguing types of context and listing just those facts which are relevant in each. (Dreyfus & Dreyfus, 1986, p. 80)
       Perhaps the single most important idea to artificial intelligence is that there is no fundamental difference between form and content, that meaning can be captured in a set of symbols such as a semantic net. (G. Johnson, 1986, p. 250)
        18) The Assumption That the Mind Is a Formal System
       Artificial intelligence is based on the assumption that the mind can be described as some kind of formal system manipulating symbols that stand for things in the world. Thus it doesn't matter what the brain is made of, or what it uses for tokens in the great game of thinking. Using an equivalent set of tokens and rules, we can do thinking with a digital computer, just as we can play chess using cups, salt and pepper shakers, knives, forks, and spoons. Using the right software, one system (the mind) can be mapped into the other (the computer). (G. Johnson, 1986, p. 250)
        19) A Statement of the Primary and Secondary Purposes of Artificial Intelligence
       The primary goal of Artificial Intelligence is to make machines smarter.
       The secondary goals of Artificial Intelligence are to understand what intelligence is (the Nobel laureate purpose) and to make machines more useful (the entrepreneurial purpose). (Winston, 1987, p. 1)
       The theoretical ideas of older branches of engineering are captured in the language of mathematics. We contend that mathematical logic provides the basis for theory in AI. Although many computer scientists already count logic as fundamental to computer science in general, we put forward an even stronger form of the logic-is-important argument....
       AI deals mainly with the problem of representing and using declarative (as opposed to procedural) knowledge. Declarative knowledge is the kind that is expressed as sentences, and AI needs a language in which to state these sentences. Because the languages in which this knowledge usually is originally captured (natural languages such as English) are not suitable for computer representations, some other language with the appropriate properties must be used. It turns out, we think, that the appropriate properties include at least those that have been uppermost in the minds of logicians in their development of logical languages such as the predicate calculus. Thus, we think that any language for expressing knowledge in AI systems must be at least as expressive as the first-order predicate calculus. (Genesereth & Nilsson, 1987, p. viii)
        21) Perceptual Structures Can Be Represented as Lists of Elementary Propositions
       In artificial intelligence studies, perceptual structures are represented as assemblages of description lists, the elementary components of which are propositions asserting that certain relations hold among elements. (Chase & Simon, 1988, p. 490)
       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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