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101 Hunter, John
SUBJECT AREA: Medical technology[br]b. 14 (registered 13) February 1728 East Kilbride, Lanarkshire, Scotlandd. 16 October 1793 London, England[br]Scottish surgeon and anatomist, pioneer of experimental methods in medicine and surgery.[br]The younger brother of William Hunter (1718–83), who was of great distinction but perhaps of slightly less achievement in similar fields, he owed much of his early experience to his brother; William, after a period at Glasgow University, moved to St George's Hospital, London. In his later teens, John assisted a brother-in-law with cabinet-making. This appears to have contributed to the lifelong mechanical skill which he displayed as a dissector and surgeon. This skill was particularly obvious when, after following William to London in 1748, he held post at a number of London teaching hospitals before moving to St George's in 1756. A short sojourn at Oxford in 1755 appears to have been unfruitful.Despite his deepening involvement in the study of comparative anatomy, facilitated by the purchase of animals from the Tower menagerie and travelling show people, he accepted an appointment as a staff surgeon in the Army in 1760, participating in the expedition to Belle Isle and also serving in Portugal. He returned home with over 300 specimens in 1763 and, until his appointment as Surgeon to St George's in 1768, was heavily involved in the examination of this and other material, as well as in studies of foetal testicular descent, placental circulation, the nature of pus and lymphatic circulation. In 1772 he commenced lecturing on the theory and practice of surgery, and in 1776 he was appointed Surgeon-Extraordinary to George III.He is rightly regarded as the founder of scientific surgery, but his knowledge was derived almost entirely from his own experiments and observations. His contemporaries did not always accept or understand the concepts which led to such aphorisms as, "to perform an operation is to mutilate a patient we cannot cure", and his written comment to his pupil Jenner: "Why think. Why not trie the experiment". His desire to establish the aetiology of gonorrhoea led to him infecting himself, as a result of which he also contracted syphilis. His ensuing account of the characteristics of the disease remains a classic of medicine, although it is likely that the sequelae of the condition brought about his death at a relatively early age. From 1773 he suffered recurrent anginal attacks of such a character that his life "was in the hands of any rascal who chose to annoy and tease him". Indeed, it was following a contradiction at a board meeting at St George's that he died.By 1788, with the death of Percival Pott, he had become unquestionably the leading surgeon in Britain, if not Europe. Elected to the Royal Society in 1767, the extraordinary variety of his collections, investigations and publications, as well as works such as the "Treatise on the natural history of the human teeth" (1771–8), gives testimony to his original approach involving the fundamental and inescapable relation of structure and function in both normal and disease states. The massive growth of his collections led to his acquiring two houses in Golden Square to contain them. It was his desire that after his death his collection be purchased and preserved for the nation. It contained 13,600 specimens and had cost him £70,000. After considerable delay, Par-liament voted inadequate sums for this purpose and the collection was entrusted to the recently rechartered Royal College of Surgeons of England, in whose premises this remarkable monument to the omnivorous and eclectic activities of this outstanding figure in the evolution of medicine and surgery may still be seen. Sadly, some of the collection was lost to bombing during the Second World War. His surviving papers were also extensive, but it is probable that many were destroyed in the early nineteenth century.[br]Principal Honours and DistinctionsFRS 1767. Copley Medal 1787.Bibliography1835–7, Works, ed. J.F.Palmer, Philosophical Transactions of the Royal Society, London.MG -
102 теория выбора
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103 теория вероятности
Русско-английский военно-политический словарь > теория вероятности
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104 Learning
One mental function or activity improves others in so far as and because they are in part identical with it, because it contains elements common to them. Addition improves multiplication because multiplication is largely addition; knowledge of Latin gives increased ability to learn French because many of the facts learned in the one case are needed in the other. (Thorndike, 1906, p. 243)The Law of Effect is that: Of several responses made to the same situation, those which are accompanied or closely followed by satisfaction to the animal will, other things being equal, be more firmly connected with the situation, so that, when it recurs, they will be more likely to recur; those which are accompanied or closely followed by discomfort to the animal will, other things being equal, have their connections with that situation weakened, so that, when it recurs, they will be less likely to recur. The greater the satisfaction or discomfort, the greater the strengthening or weakening of the bond.The Law of Exercise is that: Any response to a situation will, other things being equal, be more strongly connected with the situation in proportion to the number of times it has been connected with that situation and to the average vigor and duration of the connections. (E. L. Thorndike, 1970, p. 244)The main objection to the prevailing [associationist] theory, which makes one kind of connection the basis of all learning, is not that it may be incorrect but that in the course of psychological research it has prevented an unbiased study of other kinds of learning. (Katona, 1940, pp. 4-5)I believe that learning by examples, learning by being told, learning by imitation, learning by reinforcement and other forms are much like one another. In the literature on learning there is frequently an unstated assumption that these various forms are fundamentally different. But I think the classical boundaries between the various kinds of learning will disappear once superficially different kinds of learning are understood in terms of processes that construct and manipulate descriptions. (Winston, 1975, p. 185)Historical dictionary of quotations in cognitive science > Learning
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105 Mind
It becomes, therefore, no inconsiderable part of science... to know the different operations of the mind, to separate them from each other, to class them under their proper heads, and to correct all that seeming disorder in which they lie involved when made the object of reflection and inquiry.... It cannot be doubted that the mind is endowed with several powers and faculties, that these powers are distinct from one another, and that what is really distinct to the immediate perception may be distinguished by reflection and, consequently, that there is a truth and falsehood which lie not beyond the compass of human understanding. (Hume, 1955, p. 22)Let us then suppose the mind to be, as we say, white Paper, void of all Characters, without any Ideas: How comes it to be furnished? Whence comes it by that vast store, which the busy and boundless Fancy of Man has painted on it, with an almost endless variety? Whence has it all the materials of Reason and Knowledge? To this I answer, in one word, from Experience. (Locke, quoted in Herrnstein & Boring, 1965, p. 584)The kind of logic in mythical thought is as rigorous as that of modern science, and... the difference lies, not in the quality of the intellectual process, but in the nature of things to which it is applied.... Man has always been thinking equally well; the improvement lies, not in an alleged progress of man's mind, but in the discovery of new areas to which it may apply its unchanged and unchanging powers. (Leґvi-Strauss, 1963, p. 230)MIND. A mysterious form of matter secreted by the brain. Its chief activity consists in the endeavor to ascertain its own nature, the futility of the attempt being due to the fact that it has nothing but itself to know itself with. (Bierce, quoted in Minsky, 1986, p. 55)[Philosophy] understands the foundations of knowledge and it finds these foundations in a study of man-as-knower, of the "mental processes" or the "activity of representation" which make knowledge possible. To know is to represent accurately what is outside the mind, so to understand the possibility and nature of knowledge is to understand the way in which the mind is able to construct such representation.... We owe the notion of a "theory of knowledge" based on an understanding of "mental processes" to the seventeenth century, and especially to Locke. We owe the notion of "the mind" as a separate entity in which "processes" occur to the same period, and especially to Descartes. We owe the notion of philosophy as a tribunal of pure reason, upholding or denying the claims of the rest of culture, to the eighteenth century and especially to Kant, but this Kantian notion presupposed general assent to Lockean notions of mental processes and Cartesian notions of mental substance. (Rorty, 1979, pp. 3-4)Under pressure from the computer, the question of mind in relation to machine is becoming a central cultural preoccupation. It is becoming for us what sex was to Victorians-threat, obsession, taboo, and fascination. (Turkle, 1984, p. 313)7) Understanding the Mind Remains as Resistant to Neurological as to Cognitive AnalysesRecent years have been exciting for researchers in the brain and cognitive sciences. Both fields have flourished, each spurred on by methodological and conceptual developments, and although understanding the mechanisms of mind is an objective shared by many workers in these areas, their theories and approaches to the problem are vastly different....Early experimental psychologists, such as Wundt and James, were as interested in and knowledgeable about the anatomy and physiology of the nervous system as about the young science of the mind. However, the experimental study of mental processes was short-lived, being eclipsed by the rise of behaviorism early in this century. It was not until the late 1950s that the signs of a new mentalism first appeared in scattered writings of linguists, philosophers, computer enthusiasts, and psychologists.In this new incarnation, the science of mind had a specific mission: to challenge and replace behaviorism. In the meantime, brain science had in many ways become allied with a behaviorist approach.... While behaviorism sought to reduce the mind to statements about bodily action, brain science seeks to explain the mind in terms of physiochemical events occurring in the nervous system. These approaches contrast with contemporary cognitive science, which tries to understand the mind as it is, without any reduction, a view sometimes described as functionalism.The cognitive revolution is now in place. Cognition is the subject of contemporary psychology. This was achieved with little or no talk of neurons, action potentials, and neurotransmitters. Similarly, neuroscience has risen to an esteemed position among the biological sciences without much talk of cognitive processes. Do the fields need each other?... [Y]es because the problem of understanding the mind, unlike the wouldbe problem solvers, respects no disciplinary boundaries. It remains as resistant to neurological as to cognitive analyses. (LeDoux & Hirst, 1986, pp. 1-2)Since the Second World War scientists from different disciplines have turned to the study of the human mind. Computer scientists have tried to emulate its capacity for visual perception. Linguists have struggled with the puzzle of how children acquire language. Ethologists have sought the innate roots of social behaviour. Neurophysiologists have begun to relate the function of nerve cells to complex perceptual and motor processes. Neurologists and neuropsychologists have used the pattern of competence and incompetence of their brain-damaged patients to elucidate the normal workings of the brain. Anthropologists have examined the conceptual structure of cultural practices to advance hypotheses about the basic principles of the mind. These days one meets engineers who work on speech perception, biologists who investigate the mental representation of spatial relations, and physicists who want to understand consciousness. And, of course, psychologists continue to study perception, memory, thought and action.... [W]orkers in many disciplines have converged on a number of central problems and explanatory ideas. They have realized that no single approach is likely to unravel the workings of the mind: it will not give up its secrets to psychology alone; nor is any other isolated discipline-artificial intelligence, linguistics, anthropology, neurophysiology, philosophy-going to have any greater success. (Johnson-Laird, 1988, p. 7)Historical dictionary of quotations in cognitive science > Mind
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106 аддитивный
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107 выбор
m.choice, selection, option, sampling
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