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  • 61 Gabor, Dennis (Dénes)

    [br]
    b. 5 June 1900 Budapest, Hungary
    d. 9 February 1979 London, England
    [br]
    Hungarian (naturalized British) physicist, inventor of holography.
    [br]
    Gabor became interested in physics at an early age. Called up for military service in 1918, he was soon released when the First World War came to an end. He then began a mechanical engineering course at the Budapest Technical University, but a further order to register for military service prompted him to flee in 1920 to Germany, where he completed his studies at Berlin Technical University. He was awarded a Diploma in Engineering in 1924 and a Doctorate in Electrical Engineering in 1927. He then went on to work in the physics laboratory of Siemens \& Halske. He returned to Hungary in 1933 and developed a new kind of fluorescent lamp called the plasma lamp. Failing to find a market for this device, Gabor made the decision to abandon his homeland and emigrate to England. There he joined British Thompson-Houston (BTH) in 1934 and married a colleague from the company in 1936. Gabor was also unsuccessful in his attempts to develop the plasma lamp in England, and by 1937 he had begun to work in the field of electron optics. His work was interrupted by the outbreak of war in 1939, although as he was not yet a British subject he was barred from making any significant contribution to the British war effort. It was only when the war was near its end that he was able to return to electron optics and begin the work that led to the invention of holography. The theory was developed during 1947 and 1948; Gabor went on to demonstrate that the theories worked, although it was not until the invention of the laser in 1960 that the full potential of his invention could be appreciated. He coined the term "hologram" from the Greek holos, meaning complete, and gram, meaning written. The three-dimensional images have since found many applications in various fields, including map making, medical imaging, computing, information technology, art and advertising. Gabor left BTH to become an associate professor at the Imperial College of Science and Technology in 1949, a position he held until his retirement in 1967. In 1971 he was awarded the Nobel Prize for Physics for his work on holography.
    [br]
    Principal Honours and Distinctions
    Royal Society Rumford Medal 1968. Franklin Institute Michelson Medal 1968. CBE 1970. Nobel Prize for Physics 1971.
    Bibliography
    1948. "A new microscopic principle", Nature 161:777 (Gabor's earliest publication on holography).
    1949. "Microscopy by reconstructed wavefronts", Proceedings of the Royal Society A197: 454–87.
    1951, "Microscopy by reconstructed wavefronts II", Proc. Phys. Soc. B, 64:449–69. 1966, "Holography or the “Whole Picture”", New Scientist 29:74–8 (an interesting account written after laser beams were used to produce optical holograms).
    Further Reading
    T.E.Allibone, 1980, contribution to Biographical Memoirs of Fellows of the Royal Society 26: 107–47 (a full account of Gabor's life and work).
    JW

    Biographical history of technology > Gabor, Dennis (Dénes)

  • 62 Hales, Stephen

    [br]
    b. September 1677 Bekesbourne, Kent, England
    d. 4 January 1761 Teddington, Middlesex, England
    [br]
    English physiologist and inventor, author of the first account of the measurement of blood pressure.
    [br]
    After attending Corpus Christi, Cambridge, he was admitted as a Fellow in 1702. During the ensuing years he was engaged in botanical, astronomical and chemical activities and research. He was appointed Minister at Teddington, Middlesex, in 1708 and remained in that post until his death. During these years, he continued to engage in a wide range of botanical and physiological activities involving studies of the nutrition of plants, blood pressure and the flow of blood in animals. He was also the inventor of improved ventilation by systems of partition and ducting, and the production of fresh water by distillation for ships at sea. The wide range of his interests did not preclude his care for his pastoral duties, and he was involved in the education of the Prince of Wales's children, although he declined a canonry of Windsor. In his writings he set a standard for the scientific method as related to principles based on facts and observation.
    [br]
    Principal Honours and Distinctions
    FRS 1718. Copley Medal 1739. Académie Française 1753. Founding Member, Society of Arts; Vice-President 1755.
    Bibliography
    1727, Vegetable Statisticks, London. 1733, Statistical Essays, London.
    1743, 1758, A Description of Ventilators, London.
    MG

    Biographical history of technology > Hales, Stephen

  • 63 Hunter, John

    SUBJECT AREA: Medical technology
    [br]
    b. 14 (registered 13) February 1728 East Kilbride, Lanarkshire, Scotland
    d. 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 Distinctions
    FRS 1767. Copley Medal 1787.
    Bibliography
    1835–7, Works, ed. J.F.Palmer, Philosophical Transactions of the Royal Society, London.
    MG

    Biographical history of technology > Hunter, John

  • 64 Leeuwenhoek, Antoni van

    [br]
    b. 24 October 1632 Delft, Netherlands
    d. 1723 Delft, Netherlands
    [br]
    Dutch pioneer of microscopy.
    [br]
    He was the son of a basketmaker, Philip Tonisz Leeuwenhoek, and Grietje Jacobsdr van den Berch, a brewer's daughter. After the death of his father in 1637, his mother married the painter Jacob Jansz Molijn. He went to school at Warmond and, later to an uncle who was Sheriff of Benthuizen. In 1648 he went to Amsterdam, where he was placed in a linen-draper's shop owned by William Davidson, a Scottish merchant. In 1652 or 1653 he moved back to Delft, where in 1654 he married the daughter of a cloth-merchant, Barbara de Mey. They had five children, only one of whom survived (born 22 September 1656). At about this time he bought a house and shop in the Hippolytus buurt and set up in business as a draper and haberdasher. His wife died in 1666 and in 1671 he married Cornelia Swalmius, a Reformed Church minister's daughter. Lacking self-confidence and not knowing Latin, the scientific language of the day, he was reluctant to publish the results of his investigations into a multitude of natural objects. His observations were made with single-lens microscopes made by himself. (He made at least 387 microscopes with magnifications of between 30x and 266x.) Among the subjects he studied were the optic nerve of a cow, textile fibres, plant seeds, a spark from a tinderbox, the anatomy of mites and insects' blood corpuscles, semen and spermatozoa. It was the physician Reinier de Graaf who put him in touch with the Royal Society in London, with whom he corresponded for fifty years from 1673. One of his last letters, in 1723, to the Royal Society was about the histology of the rare disease of the diaphragm that he had studied in sheep and oxen and from which he died. In public service he was a chamberlain to the sheriffs of Delft, a surveyor and a wine-gauger, offices which together gave him an income of about 800 florins a year. Leeuwenhoek never wrote a book, but collections were published in Latin and in Dutch from his scientific letters, which numbered more than 250.
    [br]
    Principal Honours and Distinctions
    FRS 1680.
    Further Reading
    L.C.Palm and H.A.M.Snelders, Antoni van Leeuwenhoek 1632–1723: Studies in the Life and Work of the Delft Scientist, Commemorating the 350th Anniversary of his Birthday.
    B.Bracegirdle (ed.), Beads of Glass: Leeuwenhoek and the Early Microscope. (Catalogue of an exhibition in the Museum Boerhaave, November 1982 to May 1983, and in the Science Museum, May to October 1983).
    IMcN

    Biographical history of technology > Leeuwenhoek, Antoni van

  • 65 Lind, James

    SUBJECT AREA: Medical technology
    [br]
    b. 1716 Edinburgh, Scotland
    d. 13 July 1794 Gosport, England
    [br]
    Scottish physician and naval surgeon whose studies and investigations led to significant improvements in the living conditions on board ships; the author of the first treatise on the nature and prevention of scurvy.
    [br]
    Lind was registered in 1731 as an apprentice at the College of Surgeons in Edinburgh. By 1739 he was serving as a naval surgeon in the Mediterranean and during the ensuing decade he experienced conditions at sea off Guinea, the West Indies and in home waters. He returned to Edinburgh, taking his MD in 1748, and in 1750 was elected a Fellow of the College of Physicians of Edinburgh, becoming the Treasurer in 1757. In 1758 he was appointed Physician to the Naval Hospital at Haslar, Gosport, near Portsmouth, a post which he retained until his death.
    He had been particularly struck by the devastating consequences of scurvy during Anson's circumnavigation of the globe in 1740. At least 75 per cent of the crews had been affected (though it should be borne in mind that a considerable number of them were pensioners and invalids when posted aboard). Coupled with his own experiences, this led to the publication of A Treatise on the Scurvy, in 1754. Demonstrating that this condition accounted for many more deaths than from all the engagements with the French and Spanish in the current wars, he made it clear that by appropriate measures of diet and hygiene the disease could be entirely eliminated.
    Further editions of the treatise were published in 1757 and 1775, and the immense importance of his observations was immediately recognized. None the less, it was not until 1795 that an Admiralty order was issued on the supply of lime juice to ships. The efficacy of lime juice had been known for centuries, but it was Lind's observations that led to action, however tardy; that for economic reasons the relatively ineffective West Indian lime juice was supplied was in no way his responsibility. It is of interest that there is no evidence that Captain James Cook (1728–79) had any knowledge of Lind's work when arranging his own anti-scorbutic precautions in preparation for his historic first voyage.
    Lind's other work included observations on typhus, the proper ventilation of ships at sea, and the distilation of fresh from salt water.
    [br]
    Bibliography
    1754, A Treatise on the Scurvy, Edinburgh.
    1757, An Essay on the most effectual means of Preserving the Health of Seamen in the Royal Navy, Edinburgh.
    Further Reading
    L.Roddis, 1951, James Lind—Founder of Nautical Medicine. Records of the Royal Colleges of Surgeons of Edinburgh. Records of the Royal College of Physicians of Edinburgh.
    MG

    Biographical history of technology > Lind, James

  • 66 Mackenzie, Sir James

    SUBJECT AREA: Medical technology
    [br]
    b. 12 April 1853 Scone, Perthshire, Scotland
    d. 26 January 1925 London, England
    [br]
    Scottish physician and clinical researcher, inventor of the "polygraph" for the investigation of normal and abnormal cardiac rhythms.
    [br]
    Mackenzie graduated in medicine from Edinburgh University in 1878. The next year he moved to a practice in Burnley, Lancashire, where he began the exhaustive clinical studies into irregularities of cardiac rhythm that he was to continue for the rest of his life. In 1907 he moved to London and in 1913 was appointed physician to the London Hospital.
    It was while engaged in the heavy industrial practice in Burnley that he developed, with the aid of a Lancashire watchmaker, the "polygraph" apparatus, which by recording vascular pulses permitted analysis of cardiac function and performance. He also investigated herpes zoster (shingles) and was a pioneer in the treatment of heart disease with digitalis. He himself suffered from angina pectoris for the last fifteen years of his life and his views on the condition were published in a book in 1923. When shown the electrocardiogram (ECG) machine of Einthoven, he expressed reservations as to its future utility.
    [br]
    Principal Honours and Distinctions
    Knighted 1915. FRS 1915.
    Bibliography
    1902, The Study of the Pulse, Edinburgh. 1908, Diseases of the Heart, London. 1925, Heart, London.
    Further Reading
    M.Wilson, 1926, The Beloved Physician: Sir James Mackenzie.
    MG

    Biographical history of technology > Mackenzie, Sir James

  • 67 Malouin, Paul-Jacques

    SUBJECT AREA: Metallurgy
    [br]
    b. 29 June 1701 Caen, France
    d. 3 January 1778 Versailles, France
    [br]
    French medical practitioner who suggested producing tin plate with zinc.
    [br]
    Setting out to study law, Malouin turned to scientific studies, settling in Paris to teach and practice medicine. He retained his scientific interest in the field of chemistry, producing memoirs on zinc and tin, and. as early as 1742 suggested that a type of tin plate might instead be produced with zinc. A method of zinc-coating hammered-iron saucepans was introduced briefly at Rouen in the early 1780s.
    His contribution to early volumes of Diderot's Encyclopédie included those on "Alchemy", "Antimony", "Acid" and "Alkali". Malouin also applied his scientific knowledge to articles on milling and baking for the Academy in Descriptions des arts et métiers.
    [br]
    Principal Honours and Distinctions
    Elected to Academy 1742. FRS 1753.
    Further Reading
    J.R.Partington, 1961, A History of Chemistry, Vol. III (refers to Malouin's work in chemistry).
    John Percy, 1864, Metallurgy: Iron and Steel, London: John Murray, 155 (provides brief references to his theories on zinc coatings).
    JD

    Biographical history of technology > Malouin, Paul-Jacques

  • 68 Quincke, Heinrich Irenaeus

    SUBJECT AREA: Medical technology
    [br]
    b. 28 August 1842 Frankfurt an der Oder, Germany
    d. 19 May 1922 Frankfurt am Main, Germany
    [br]
    German physician, inventor of the technique of lumbar puncture.
    [br]
    Quincke trained in medicine at Berlin, Würzburg and Heidelberg Universities. Following three years as a postgraduate at the University of Berlin, he was appointed Professor of Internal Medicine at Berne. Five years later he was appointed to the Chair in Kiel that he held for the next thirty years.
    During this time his researches included the study of angioneurotic oedema, blood pressure and the systemic responses to carotid sinus stimulation. His studies of lumbar puncture procedures in animals led to the use of the technique in humans, and in 1911 he reported on the results of using the procedure twenty-two times in ten patients.
    [br]
    Bibliography
    1902, Die Technik der Lumbarpunktion.
    1890, "Lumbar Puncture in Hydrocephalus", Klin. Wschr.
    MG

    Biographical history of technology > Quincke, Heinrich Irenaeus

  • 69 Weston, Edward

    SUBJECT AREA: Electricity
    [br]
    b. 9 May 1850 Oswestry, England
    d. 20 August 1936 Montclair, New Jersey, USA
    [br]
    English (naturalized American) inventor noted for his contribution to the technology of electrical measurements.
    [br]
    Although he developed dynamos for electroplating and lighting, Weston's major contribution to technology was his invention of a moving-coil voltmeter and the standard cell which bears his name. After some years as a medical student, during which he gained a knowledge of chemistry, he abandoned his studies. Emigrating to New York in 1870, he was employed by a manufacturer of photographic chemicals. There followed a period with an electroplating company during which he built his first dynamo. In 1877 some business associates financed a company to build these machines and, later, arc-lighting equipment. By 1882 the Weston Company had been absorbed into the United States Electric Lighting Company, which had a counterpart in Britain, the Maxim Weston Company. By the time Weston resigned from the company, in 1886, he had been granted 186 patents. He then began the work in which he made his greatest contribution, the science of electrical measurement.
    The Weston meter, the first successful portable measuring instrument with a pivoted coil, was made in 1886. By careful arrangement of the magnet, coil and control springs, he achieved a design with a well-damped movement, which retained its calibration. These instruments were produced commercially on a large scale and the moving-coil principle was soon adopted by many manufacturers. In 1892 he invented manganin, an alloy with a small negative temperature coefficient, for use as resistances in his voltmeters.
    The Weston standard cell was invented in 1892. Using his chemical knowledge he produced a cell, based on mercury and cadmium, which replaced the Clark cell as a voltage reference source. The Weston cell became the recognized standard at the International Conference on Electrical Units and Standards held in London in 1908.
    [br]
    Principal Honours and Distinctions
    President, AIEE 1888–9. Franklin Institute Elliott Cresson Medal 1910, Franklin medal 1924.
    Bibliography
    29 April 1890, British patent no. 6,569 (the Weston moving-coil instrument). 6 February 1892, British patent no. 22,482 (the Weston standard cell).
    Further Reading
    D.O.Woodbury, 1949, A Measure of Greatness. A Short Biography of Edward Weston, New York (a detailed account).
    C.N.Brown, 1988, in Proceedings of the Meeting on the History of Electrical Engineering, IEE, 17–21 (describes Weston's meter).
    H.C.Passer, 1953, The Electrical Manufacturers: 1875–1900, Cambridge, Mass.
    GW

    Biographical history of technology > Weston, Edward

  • 70 تلميذ

    تِلْمِيذ \ disciple: sb. who accepts and spreads the teachings of another. learner: sb. who is learning; esp. one who is learning to drive a car: learner driver. pupil: a child who is being taught, at school or privately; a person of any age who is being taught privately (to ride, to play music, etc.): There are 36 pupils in our class. schoolchild, schoolgirl: sb. who is still at school. student: sb. who studies at college: a medical student; an art student. \ See Also طالب (طالِب)، متمرن (مُتَمَرِّن)‏ \ تِلْمِيذ صَنْعَة \ apprentice: sb. learning a trade from a master, by special agreement, and earning very little money: an apprentice electrician.

    Arabic-English dictionary > تلميذ

  • 71 طالب

    طالِب \ pupil: a child who is being taught, at school or privately; a person of any age who is being taught privately (to ride, to play music, etc.): There are 36 pupils in our class. student: sb. who studies at college: a medical student; an art student. \ طَالِب بِمِنْحَة مالِيّة \ scholar: sb. who (because of his special ability) is given money to pay his costs at college. \ طَالِب جامعي (لم يحصل على الليسانس بعد)‏ \ undergraduate: a university student working for a first Degree. \ طَالِب عِلْم \ scholar: old use a child at school. \ طَالِب عَمَل \ applicant: sb. who applies, esp. for a job. candidate: one who wants to be chosen for a post: a candidate in the election. \ See Also وظيفة (وَظِيفَة)‏ \ طَالِبٌ في كُلِّية حَربيّة \ cadet: learning to be an officer. \ طَالِبٌ في مَدْرَسَة دَاخِلِيَّة \ boarder: a child at a boarding school. \ الطَّالِب المُتَغَيِّب عن المدرسة بغير إذن \ truant: a child who is absent from school without his parents’ permission.

    Arabic-English dictionary > طالب

  • 72 disciple

    تِلْمِيذ \ disciple: sb. who accepts and spreads the teachings of another. learner: sb. who is learning; esp. one who is learning to drive a car: learner driver. pupil: a child who is being taught, at school or privately; a person of any age who is being taught privately (to ride, to play music, etc.): There are 36 pupils in our class. schoolchild, schoolgirl: sb. who is still at school. student: sb. who studies at college: a medical student; an art student. \ See Also طالب (طالِب)، متمرن (مُتَمَرِّن)‏

    Arabic-English glossary > disciple

  • 73 learner

    تِلْمِيذ \ disciple: sb. who accepts and spreads the teachings of another. learner: sb. who is learning; esp. one who is learning to drive a car: learner driver. pupil: a child who is being taught, at school or privately; a person of any age who is being taught privately (to ride, to play music, etc.): There are 36 pupils in our class. schoolchild, schoolgirl: sb. who is still at school. student: sb. who studies at college: a medical student; an art student. \ See Also طالب (طالِب)، متمرن (مُتَمَرِّن)‏

    Arabic-English glossary > learner

  • 74 pupil

    تِلْمِيذ \ disciple: sb. who accepts and spreads the teachings of another. learner: sb. who is learning; esp. one who is learning to drive a car: learner driver. pupil: a child who is being taught, at school or privately; a person of any age who is being taught privately (to ride, to play music, etc.): There are 36 pupils in our class. schoolchild, schoolgirl: sb. who is still at school. student: sb. who studies at college: a medical student; an art student. \ See Also طالب (طالِب)، متمرن (مُتَمَرِّن)‏

    Arabic-English glossary > pupil

  • 75 schoolchild, schoolgirl

    تِلْمِيذ \ disciple: sb. who accepts and spreads the teachings of another. learner: sb. who is learning; esp. one who is learning to drive a car: learner driver. pupil: a child who is being taught, at school or privately; a person of any age who is being taught privately (to ride, to play music, etc.): There are 36 pupils in our class. schoolchild, schoolgirl: sb. who is still at school. student: sb. who studies at college: a medical student; an art student. \ See Also طالب (طالِب)، متمرن (مُتَمَرِّن)‏

    Arabic-English glossary > schoolchild, schoolgirl

  • 76 student

    تِلْمِيذ \ disciple: sb. who accepts and spreads the teachings of another. learner: sb. who is learning; esp. one who is learning to drive a car: learner driver. pupil: a child who is being taught, at school or privately; a person of any age who is being taught privately (to ride, to play music, etc.): There are 36 pupils in our class. schoolchild, schoolgirl: sb. who is still at school. student: sb. who studies at college: a medical student; an art student. \ See Also طالب (طالِب)، متمرن (مُتَمَرِّن)‏

    Arabic-English glossary > student

  • 77 pupil

    طالِب \ pupil: a child who is being taught, at school or privately; a person of any age who is being taught privately (to ride, to play music, etc.): There are 36 pupils in our class. student: sb. who studies at college: a medical student; an art student.

    Arabic-English glossary > pupil

  • 78 student

    طالِب \ pupil: a child who is being taught, at school or privately; a person of any age who is being taught privately (to ride, to play music, etc.): There are 36 pupils in our class. student: sb. who studies at college: a medical student; an art student.

    Arabic-English glossary > student

  • 79 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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