memory+processes

   1) A Unitary Search Process for All the Phenomena of Memory

   To what extent can we lump together what goes on when you try to recall: (1) your name; (2) how you kick a football; and (3) the present location of your car keys? If we use introspective evidence as a guide, the first seems an immediate automatic response. The second may require constructive internal replay prior to our being able to produce a verbal description. The third... quite likely involves complex operational responses under the control of some general strategy system. Is any unitary search process, with a single set of characteristics and inputoutput relations, likely to cover all these cases? (Reitman, 1970, p. 485)

   2) Semantic Memory Is a Mental Thesaurus

   [Semantic memory] Is a mental thesaurus, organized knowledge a person possesses about words and other verbal symbols, their meanings and referents, about relations among them, and about rules, formulas, and algorithms for the manipulation of these symbols, concepts, and relations. Semantic memory does not register perceptible properties of inputs, but rather cognitive referents of input signals. (Tulving, 1972, p. 386)

   3) The Development of Mnemonic Codes

   The mnemonic code, far from being fixed and unchangeable, is structured and restructured along with general development. Such a restructuring of the code takes place in close dependence on the schemes of intelligence. The clearest indication of this is the observation of different types of memory organisation in accordance with the age level of a child so that a longer interval of retention without any new presentation, far from causing a deterioration of memory, may actually improve it. (Piaget & Inhelder, 1973, p. 36)

   4) The Logic of Some Memory Theorization Is of Dubious Worth in the History of Psychology

   If a cue was effective in memory retrieval, then one could infer it was encoded; if a cue was not effective, then it was not encoded. The logic of this theorization is "heads I win, tails you lose" and is of dubious worth in the history of psychology. We might ask how long scientists will puzzle over questions with no answers. (Solso, 1974, p. 28)

   5) The Constituent Elements of Memory Theory

   We have iconic, echoic, active, working, acoustic, articulatory, primary, secondary, episodic, semantic, short-term, intermediate-term, and longterm memories, and these memories contain tags, traces, images, attributes, markers, concepts, cognitive maps, natural-language mediators, kernel sentences, relational rules, nodes, associations, propositions, higher-order memory units, and features. (Eysenck, 1977, p. 4)

   6) The Problem with the Memory Metaphor

   The problem with the memory metaphor is that storage and retrieval of traces only deals [ sic] with old, previously articulated information. Memory traces can perhaps provide a basis for dealing with the "sameness" of the present experience with previous experiences, but the memory metaphor has no mechanisms for dealing with novel information. (Bransford, McCarrell, Franks & Nitsch, 1977, p. 434)

   7) The Results of a Hundred Years of the Psychological Study of Memory Are Somewhat Discouraging

   The results of a hundred years of the psychological study of memory are somewhat discouraging. We have established firm empirical generalisations, but most of them are so obvious that every ten-year-old knows them anyway. We have made discoveries, but they are only marginally about memory; in many cases we don't know what to do with them, and wear them out with endless experimental variations. We have an intellectually impressive group of theories, but history offers little confidence that they will provide any meaningful insight into natural behavior. (Neisser, 1978, pp. 12-13)

   8) The Structure and Function of a Schema in Memory

   A schema, then is a data structure for representing the generic concepts stored in memory. There are schemata representing our knowledge about all concepts; those underlying objects, situations, events, sequences of events, actions and sequences of actions. A schema contains, as part of its specification, the network of interrelations that is believed to normally hold among the constituents of the concept in question. A schema theory embodies a prototype theory of meaning. That is, inasmuch as a schema underlying a concept stored in memory corresponds to the mean ing of that concept, meanings are encoded in terms of the typical or normal situations or events that instantiate that concept. (Rumelhart, 1980, p. 34)

   9) Competence and Performance in Theories of Memory

   Memory appears to be constrained by a structure, a "syntax," perhaps at quite a low level, but it is free to be variable, deviant, even erratic at a higher level....

   Like the information system of language, memory can be explained in part by the abstract rules which underlie it, but only in part. The rules provide a basic competence, but they do not fully determine performance. (Campbell, 1982, pp. 228, 229)

    10) Metaphors of Memory

   When people think about the mind, they often liken it to a physical space, with memories and ideas as objects contained within that space. Thus, we speak of ideas being in the dark corners or dim recesses of our minds, and of holding ideas in mind. Ideas may be in the front or back of our minds, or they may be difficult to grasp. With respect to the processes involved in memory, we talk about storing memories, of searching or looking for lost memories, and sometimes of finding them. An examination of common parlance, therefore, suggests that there is general adherence to what might be called the spatial metaphor. The basic assumptions of this metaphor are that memories are treated as objects stored in specific locations within the mind, and the retrieval process involves a search through the mind in order to find specific memories....

   However, while the spatial metaphor has shown extraordinary longevity, there have been some interesting changes over time in the precise form of analogy used. In particular, technological advances have influenced theoretical conceptualisations.... The original Greek analogies were based on wax tablets and aviaries; these were superseded by analogies involving switchboards, gramophones, tape recorders, libraries, conveyor belts, and underground maps. Most recently, the workings of human memory have been compared to computer functioning... and it has been suggested that the various memory stores found in computers have their counterparts in the human memory system. (Eysenck, 1984, pp. 79-80)

    11) Comparison of Primary Memory and Secondary Memory

   Primary memory [as proposed by William James] relates to information that remains in consciousness after it has been perceived, and thus forms part of the psychological present, whereas secondary memory contains information about events that have left consciousness, and are therefore part of the psychological past. (Eysenck, 1984, p. 86)

    12) Semantic Memory and Episodic Memory

   Once psychologists began to study long-term memory per se, they realized it may be divided into two main categories.... Semantic memories have to do with our general knowledge about the working of the world. We know what cars do, what stoves do, what the laws of gravity are, and so on. Episodic memories are largely events that took place at a time and place in our personal history. Remembering specific events about our own actions, about our family, and about our individual past falls into this category. With amnesia or in aging, what dims... is our personal episodic memories, save for those that are especially dear or painful to us. Our knowledge of how the world works remains pretty much intact. (Gazzaniga, 1988, p. 42)

    13) The Relation of Memory to Thinking

   The nature of memory... provides a natural starting point for an analysis of thinking. Memory is the repository of many of the beliefs and representations that enter into thinking, and the retrievability of these representations can limit the quality of our thought. (Smith, 1990, p. 1)

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1 memory.

quedar en el recuerdo (de) to be remembered (by)

traer recuerdos a alguien de algo to bring back memories of something to somebody

tengo muy buen/mal recuerdo de ese viaje I have very fond/bad memories of that trip

2 souvenir (object) (de viaje).

3 reminder.

4 booster.

1^st person singular (yo) present indicative of spanish verb: recordar.

* * *

► nombre masculino

1 (imagen) memory, recollection

2 (regalo) souvenir, keepsake

► nombre masculino plural recuerdos

1 (saludos) regards, greetings; (en carta) best wishes

■ me dio recuerdos para ti he sends you his regards

■ ¡recuerdos a tu hermana! say hello to your sister for me!

\

en recuerdo de in memory of

tener un buen recuerdo de algo to have happy memories of something

* * *

1) memory

2) souvenir

•

- recuerdos

* * *

ADJ And * awake

2. SM

1) (=memoria) memory

2) (=regalo) souvenir, memento

3) pl recuerdos (=saludos) regards

* * *

1)

a) ( reminiscencia) memory

b) ( souvenir) souvenir; ( regalo) memento, keepsake

2) recuerdos masculino plural regards (pl), best wishes (pl)

* * *

= memorial, reminiscence, recollection, keepsake, remembrance, souvenir, memento [mementos/mementoes, -pl.], reminisce, reminder, memory.

Ex. The solitary volume published remains to date a memorial of that epochal event.

Ex. In addition to providing books the staff have introduced topic packs which are used for group discussion, and take to the elderly persons' homes old but familiar household objects which can stimulate reminiscences.

Ex. Mearns warns us, ' Recollection is treacherous; it is usually too broad or too narrow for another's use; and what is more serious, it is frequently undependable and worn and feeble'.

Ex. The collection contains objects such as keepsake dishes, playing cards, scarves, postcards, advertising flyers and brochures = La colección contiene objetos como, por ejemplo, platos de recuerdo, cartas de barajas, bufandas, postales, hojas publicitarias y guías informativas.

Ex. The article ' Remembrance of book past' describes the development of bookbinding techniques, with clear illustrations of the various processes.

Ex. A personal accumulation of souvenirs becomes a collection as soon as it becomes of interest to someone else.

Ex. The mementoes from far off lands in drawing rooms and museums constitute another imaginary land in which the idea of foreign cultures is shaped.

Ex. The article presents the reminisces of a professor of librarianship who had been a student at City University of New York in the late 40s.

Ex. A constant reminder that, these days, retrospective bibliography and technology are hand in hand is the realization that all of the items listed in both Pollard and Redgrave and Wing are available to purchase in microform editions.

Ex. Artists or their families have often wished to erase the memory of convict or immigrant origins, youthful indiscretions, or previous marriages.

----

* borrar un recuerdo = expunge + memory.

* denominar en recuerdo de = name after.

* en recuerdo de = in memoriam, in memory of, in loving memory of.

* libro de recuerdo = keepsake.

* recuerdo del pasado = flashback [flash back].

* recuerdo imborrable = lasting impression, indelible impression, indelible memory, lasting memory, long-lasting memory.

* recuerdos = memories [memory, -sing.], memorabilia.

* tienda de recuerdos = souvenir shop.

* * *

1)

a) ( reminiscencia) memory

b) ( souvenir) souvenir; ( regalo) memento, keepsake

2) recuerdos masculino plural regards (pl), best wishes (pl)

* * *

* * *

1 (reminiscencia) memory

conservo or guardo un grato recuerdo de aquellos años I have fond memories of those years

me trae recuerdos de la infancia it brings back childhood memories

2 (souvenir) souvenir

me lo llevo de recuerdo I'll keep it as a souvenir o memento

[ S ] recuerdo de Granada souvenir of Granada

le dio una cajita de recuerdo she gave him a little box as a memento o keepsake

es un recuerdo de familia it's a family heirloom

B recuerdos mpl regards (pl), best wishes (pl)

dale recuerdos de mi parte give him my regards

* * *

1ª persona singular (yo) presente indicativo

a) ‹nombre/fecha› to remember, recall;

◊ recuerdo que lo puse ahí I remember o recall putting it there

b) ( rememorar) ‹niñez/pasado› to remember

a) ( traer a la memoria) recuerdole A algnalgo/ que haga algo to remind sb about sth/to do sth;

◊ les recuerdo que … I would like to remind you that …

b) (por asociación, parecido) to remind;

◊ me recuerdas a tu hermano you remind me of your brother

◊ si mal no recuerdo if I remember right

a) ( reminiscencia) memory

b) ( souvenir) souvenir;

◊ un recuerdo de familia a family heirloom

◊ recuerdos sustantivo masculino plural

* * *

♦ ver recordar

♦ nm

1. [rememoración] memory;

quedar en el recuerdo (de) to be remembered (by);

traer recuerdos a alguien de algo to bring back memories of sth to sb;

tengo muy buen/mal recuerdo de ese viaje I have very fond/bad memories of that trip

2. [objeto] [de viaje] souvenir;

me quedé su agenda como recuerdo I kept her diary as a keepsake

3.

dale recuerdos a tu hermana (de mi parte) give my regards to your sister, give your sister my regards;

Javier te manda recuerdos Javier sends his regards;

recuerdos de Isabel Isabel says hello

* * *

1 memory, recollection;

en recuerdo de in memory of

da recuerdos a Luís give Luís my regards;

mandar recuerdos a alguien send s.o. one’s regards

* * *

recuerdo nm

1) : memory

2) : souvenir, memento

3) recuerdos nmpl

: regards

* * *

recuerdo n

1. (reminiscencia) memory [pl. memories]

2. (objeto) souvenir

IJP - International Journal of Psycho-analysis

JAPA - Journal of the American Psychoanalytic Association

SE - Standard Edition of the Complete Psychological Works of Sigmund Freud, ed. James Strachey (London: Hogarth Press and the Institute of Psycho-Analysis, 1953—74.)

PSOC - Psychoanalytic Study of the Child (New Haven: Yale University Press)

PQ - Psychoanalytic Quarterly

WAF - The Writings of Anna Freud, ed. Anna Freud (New York: International Universities Press, 1966—74)

PMC - Psychoanalysis The Major Concepts ed. Burness E. Moore and Bernard D. Fine (New Haven: Yale University Press)

\

О словаре: _about - Psychoanalytic Terms and Concepts

\

1. Abend, S. M. Identity. PMC. Forthcoming.

2. Abend, S. M. (1974) Problems of identity. PQ, 43.

3. Abend, S. M., Porder, M. S. & Willick, M. S. (1983) Borderline Patients. New York: Int. Univ. Press.

4. Abraham, K. (1916) The first pregenital stage of libido. Selected Papers. London, Hogarth Press, 1948.

5. Abraham, K. (1917) Ejaculatio praecox. In: selected Papers. New York Basic Books.

6. Abraham, K. (1921) Contributions to the theory of the anal character. Selected Papers. New York: Basic Books, 1953.

7. Abraham, K. (1924) A Short study of the development of the libido, viewed in the light of mental disorders. In: Selected Papers. London: Hogarth Press, 1927.

8. Abraham, K. (1924) Manic-depressive states and the pre-genital levels of the libido. In: Selected Papers. London: Hogarth Press, 1949.

9. Abraham, K. (1924) Selected Papers. London: Hogarth Press, 1948.

10. Abraham, K. (1924) The influence of oral erotism on character formation. Ibid.

11. Abraham, K. (1925) The history of an impostor in the light of psychoanalytic knowledge. In: Clinical Papers and Essays on Psychoanalysis. New York: Basic Books, 1955, vol. 2.

12. Abrams, S. (1971) The psychoanalytic unconsciousness. In: The Unconscious Today, ed. M. Kanzer. New York: Int. Univ. Press.

13. Abrams, S. (1981) Insight. PSOC, 36.

14. Abse, D W. (1985) The depressive character In Depressive States and their Treatment, ed. V. Volkan New York: Jason Aronson.

15. Abse, D. W. (1985) Hysteria and Related Mental Disorders. Bristol: John Wright.

16. Ackner, B. (1954) Depersonalization. J. Ment. Sci., 100.

17. Adler, A. (1924) Individual Psychology. New York: Harcourt, Brace.

18. Akhtar, S. (1984) The syndrome of identity diffusion. Amer. J. Psychiat., 141.

19. Alexander, F. (1950) Psychosomatic Medicine. New York: Norton.

20. Allen, D. W. (1974) The Feat- of Looking. Charlottesvill, Va: Univ. Press of Virginia.

21. Allen, D. W. (1980) Psychoanalytic treatment of the exhibitionist. In: Exhibitionist, Description, Assessment, and Treatment, ed. D. Cox. New York: Garland STPM Press.

22. Allport, G. (1937) Personality. New York: Henry Holt.

23. Almansi, R. J. (1960) The face-breast equation. JAPA, 6.

24. Almansi, R. J. (1979) Scopophilia and object loss. PQ, 47.

25. Altman, L. Z. (1969) The Dream in Psychoanalysis. New York: Int. Univ. Press.

26. Altman, L. Z. (1977) Some vicissitudes of love. JAPA, 25.

27. American Psychiatric Association. (1987) Diagnostic and Statistical Manual of Mental Disorders, 3d ed. revised. Washington, D. C.

28. Ansbacher, Z. & Ansbacher, R. (1956) The Individual Psychology of Alfred Adler. New York: Basic Books.

29. Anthony, E. J. (1981) Shame, guilt, and the feminine self in psychoanalysis. In: Object and Self, ed. S. Tuttman, C. Kaye & M. Zimmerman. New York: Int. Univ. Press.

30. Arlow. J. A. (1953) Masturbation and symptom formation. JAPA, 1.

31. Arlow. J. A. (1959) The structure of the deja vu experience. JAPA, 7.

32. Arlow. J. A. (1961) Ego psychology and the study of mythology. JAPA, 9.

33. Arlow. J. A. (1963) Conflict, regression and symptom formation. IJP, 44.

34. Arlow. J. A. (1966) Depersonalization and derealization. In: Psychoanalysis: A General Psychology, ed. R. M. Loewenstein, L. M. Newman, M. Schur & A. J. Solnit. New York: Int. Univ. Press.

35. Arlow. J. A. (1969) Fantasy, memory and reality testing. PQ, 38.

36. Arlow. J. A. (1969) Unconscious fantasy and disturbances of mental experience. PQ, 38.

37. Arlow. J. A. (1970) The psychopathology of the psychoses. IJP, 51.

38. Arlow. J. A. (1975) The structural hypothesis. PQ, 44.

39. Arlow. J. A. (1977) Affects and the psychoanalytic situation. IJP, 58.

40. Arlow. J. A. (1979) Metaphor and the psychoanalytic situation. PQ, 48.

41. Arlow. J. A. (1979) The genesis of interpretation. JAPA, 27 (suppl.).

42. Arlow. J. A. (1982) Problems of the superego concept. PSOC, 37.

43. Arlow. J. A. (1984) Disturbances of the sense of time. PQ, 53.

44. Arlow. J. A. (1985) Some technical problems of countertransference. PQ, 54.

45. Arlow, J. A. & Brenner, C. (1963) Psychoanalytic Concepts and the Structural Theory, New York: Int. Univ. Press.

46. Arlow, J. A. & Brenner, C. (1969) The psychopathology of the psychoses. IJP, 50.

47. Asch, S. S. (1966) Depression. PSOC, 21.

48. Asch, S. S. (1976) Varieties of negative therapeutic reactions and problems of technique. JAPA, 24.

49. Atkins, N. (1970) The Oedipus myth. Adolescence, and the succession of generations. JAPA, 18.

50. Atkinson, J. W. & Birch, D. (1970) The Dynamics of Action. New York: Wiley.

51. Bachrach, H. M. & Leaff, L. A. (1978) Analyzability. JAPA, 26.

52. Bacon, C. (1956) A developmental theory of female homosexuality. In: Perversions,ed, S. Lorand & M. Balint. New York: Gramercy.

53. Bak, R. C. (1953) Fetishism. JAPA. 1.

54. Bak, R. C. (1968) The phallic woman. PSOC, 23.

55. Bak, R. C. & Stewart, W. A. (1974) Fetishism, transvestism, and voyeurism. An American Handbook of Psychiatry, ed. S. Arieti. New York: Basic Books, vol. 3.

56. Balint, A. (1949) Love for mother and mother-love. IJP, 30.

57. Balter, L., Lothane, Z. & Spencer, J. H. (1980) On the analyzing instrument, PQ, 49.

58. Basch, M. F. (1973) Psychoanalysis and theory formation. Ann. Psychoanal., 1.

59. Basch, M. F. (1976) The concept of affect. JAPA, 24.

60. Basch, M. F. (1981) Selfobject disorders and psychoanalytic theory. JAPA, 29.

61. Basch, M. F. (1983) Emphatic understanding. JAPA. 31.

62. Balldry, F. Character. PMC. Forthcoming.

63. Balldry, F. (1983) The evolution of the concept of character in Freud's writings. JAPA. 31.

64. Begelman, D. A. (1971) Misnaming, metaphors, the medical model and some muddles. Psychiatry, 34.

65. Behrends, R. S. & Blatt, E. J. (1985) Internalization and psychological development throughout the life cycle. PSOC, 40.

66. Bell, A. (1961) Some observations on the role of the scrotal sac and testicles JAPA, 9.

67. Benedeck, T. (1949) The psychosomatic implications of the primary unit. Amer. J. Orthopsychiat., 19.

68. Beres, C. (1958) Vicissitudes of superego functions and superego precursors in childhood. FSOC, 13.

69. Beres, D. Conflict. PMC. Forthcoming.

70. Beres, D. (1956) Ego deviation and the concept of schizophrenia. PSOC, 11.

71. Beres, D. (1960) Perception, imagination and reality. IJP, 41.

72. Beres, D. (1960) The psychoanalytic psychology of imagination. JAPA, 8.

73. Beres, D. & Joseph, E. D. (1965) Structure and function in psychoanalysis. IJP, 46.

74. Beres, D. (1970) The concept of mental representation in psychoanalysis. IJP, 51.

75. Berg, M D. (1977) The externalizing transference. IJP, 58.

76. Bergeret, J. (1985) Reflection on the scientific responsi bilities of the International Psychoanalytical Association. Memorandum distributed at 34th IPA Congress, Humburg.

77. Bergman, A. (1978) From mother to the world outside. In: Grolnick et. al. (1978).

78. Bergmann, M. S. (1980) On the intrapsychic function of falling in love. PQ, 49.

79. Berliner, B. (1966) Psychodynamics of the depressive character. Psychoanal. Forum, 1.

80. Bernfeld, S. (1931) Zur Sublimierungslehre. Imago, 17.

81. Bibring, E. (1937) On the theory of the therapeutic results of psychoanalysis. IJP, 18.

82. Bibring, E. (1941) The conception of the repetition compulsion. PQ, 12.

83. Bibring, E. (1953) The mechanism of depression. In: Affective Disorders, ed. P. Greenacre. New York: Int. Univ. Press.

84. Bibring, E. (1954) Psychoanalysis and the dynamic psychotherapies. JAPA, 2.

85. Binswanger, H. (1963) Positive aspects of the animus. Zьrich: Spring.

86. Bion Francesca Abingdon: Fleetwood Press.

87. Bion, W. R. (1952) Croup dynamics. IJP, 33.

88. Bion, W. R. (1961) Experiences in Groups. London: Tavistock.

89. Bion, W. R. (1962) A theory of thinking. IJP, 40.

90. Bion, W. R. (1962) Learning from Experience. London: William Heinemann.

91. Bion, W. R. (1963) Elements of Psychoanalysis. London: William Heinemann.

92. Bion, W. R. (1965) Transformations. London: William Heinemann.

93. Bion, W. R. (1970) Attention and Interpretation. London: Tavistock.

94. Bion, W. R. (1985) All My Sins Remembered, ed. Francesca Bion. Adingdon: Fleetwood Press.

95. Bird, B. (1972) Notes on transference. JAPA, 20.

96. Blanck, G. & Blanck, R. (1974) Ego Psychology. New York: Columbia Univ. Press.

97. Blatt, S. J. (1974) Levels of object representation in anaclitic and introjective depression. PSOC, 29.

98. Blau, A. (1955) A unitary hypothesis of emotion. PQ, 24.

99. Bleuler, E. (1911) Dementia Praecox or the Group of Schizophrenias. New York: Int. Univ. Press, 1951.

100. Blos, P. (1954) Prolonged adolescence. Amer. J. Orthopsychiat., 24.

101. Blos, P. (1962) On Adolescence. New York: Free Press.

102. Blos, P. (1972) The epigenesia of the adult neurosis. 27.

103. Blos, P. (1979) Modification in the traditional psychoanalytic theory of adolescent development. Adolescent Psychiat., 8.

104. Blos, P. (1984) Son and father. JAPA_. 32.

105. Blum, G. S. (1963) Prepuberty and adolescence, In Studies ed. R. E. Grinder. New York: McMillan.

106. Blum, H. P. Symbolism. FMC. Forthcoming.

107. Blum, H. P. (1976) Female Psychology. JAPA, 24 (suppl.).

108. Blum, H. P. (1976) Masochism, the ego ideal and the psychology of women. JAPA, 24 (suppl.).

109. Blum, H. P. (1980) The value of reconstruction in adult psychoanalysis. IJP, 61.

110. Blum, H. P. (1981) Forbidden quest and the analytic ideal. PQ, 50.

111. Blum, H. P. (1983) Defense and resistance. Foreword. JAFA, 31.

112. Blum, H. P., Kramer, Y., Richards, A. K. & Richards, A. D., eds. (1988) Fantasy, Myth and Reality: Essays in Honor of Jacob A. Arlow. Madison, Conn.: Int. Univ. Press.

113. Boehm, F. (1930) The femininity-complex In men. IJP,11.

114. Boesky, D. Structural theory. PMC. Forthcoming.

115. Boesky, D. (1973) Deja raconte as a screen defense. PQ, 42.

116. Boesky, D. (1982) Acting out. IJP, 63.

117. Boesky, D. (1986) Questions about Sublimation In Psychoanalysis the Science of Mental Conflict, ed. A. D. Richards & M. S. Willick. Hillsdale, N. J.: Analytic Press.

118. Bornstein, B. (1935) Phobia in a 2 1/2-year-old child. PQ, 4.

119. Bornstein, B. (1951) On latency. PSOC, 6.

120. Bornstein, M., ed. (1983) Values and neutrality in psychoanalysis. Psychoanal. Inquiry, 3.

121. Bowlby, J. (1960) Grief and morning in infancy and early childhood. PSOC. 15.

122. Bowlby, J. (1961) Process of mourning. IJP. 42.

123. Bowlby, J. (1980) Attachment and Loss, vol. 3. New York: Basic Books.

124. Bradlow, P. A. (1973) Depersonalization, ego splitting, non-human fantasy and shame. IJP, 54.

125. Brazelton, T. B., Kozlowsky, B. & Main, M. (1974) The early motherinfant interaction. In: The Effect of the Infant on Its Caregiver, ed. M. Lewis & L. Rosenblum New York Wiley.

126. Brenner, C. (1957) The nature and development of the concept of repression in Freud's writings. PSOC, 12.

127. Brenner, C. (1959) The masochistic character. JAPA, 7.

128. Brenner, C. (1973) An Elementary Textbook of Psycho-analysis. New York Int. Univ. Press.

129. Brenner, C. (1974) On the nature and development of affects PQ, 43.

130. Brenner, C. (1976) Psychoanalytic Technique and Psychic Conflict. New York: Int. Univ. Press.

131. Brenner, C. (1979) The Mind in Conflict. New York: Int. Univ. Press.

132. Brenner, C. (1979) Working alliance, therapeutic alliance and transference. JAPA, 27.

133. Brenner, C. (1981) Defense and defense mechanisms. PQ, 50.

134. Brenner, C. (1983) Defense. In: the Mind in Conflict. New York Int. Univ. Press.

135. Bressler, B. (1965) The concept of the self. Psychoanalytic Review, 52.

136. Breuer, J. & Freud, S. (1983—95) Studies on Hysteria. SE, 3.

137. Breznitz, S., ed. (1983) The Denial of Stress. New York: Int. Univ. Press.

138. Brody, S. (1964) Passivity. New York: Int. Univ. Press.

139. Brown, H. (1970) Psycholinquistics. New York: Free Press.

140. Bruner, J. S. (1964) The course of cognitive growth. Amer. Psychologist. 19.

141. Bruner, J., Jolly, A. & Sylva, K. (1976) Play. New York Basic Books.

142. Bruner, J. E., Olver, R. R. &Greenfield, P. M. (1966) Studies in Cognitive Growth. New York: Wiley.

143. Buie, D H. (1981) Empathy. JAPA, 29.

144. Burgner, M. & Edgeumble, R. (1972) Some problems in the conceptualization of early object relationships. PSOC, 27.

145. Call, J. ed. (1979) Basic Handbook of Child Psychiatry. New York: Basic Books.

146. Carroll, G. (1956) Language, Thought and Reality. Cambridge & London: M. I. T. Press & John Wiley.

147. Cavenar, J. O. & Nash, J. L. (1976) The effects of Combat on the normal personality. Comprehensive Psychiat., 17.

148. Chassequet-Smirgel, J. (1978) Reflections on the connection between perversion and sadism. IJP, 59.

149. Chomsky, N. (1978) Language and unconscious knowledge. In: Psychoanalysis and Language, ed. J. H. Smith. New Haven: Yale Univ. Press, vol. 3.

150. Clower, V. (1975) Significance of masturbation in female sexual development and function. In: Masturbation from Infancy to Senescence, ed. I. Marcus & J. Francis. New York: Int. Uni" Press.

151. Coen, S. J. & Bradlow, P. A. (1982) Twin transference as a compromise formation. JAPA, 30.

152. Compton, A. Object and relationships. PMC. Forthcoming.

153. Cullen, W. (1777) First Lines of the Practice of Psysic. Edinburgh: Bell, Brandfute.

154. Curtis, B. C. (1969) Psychoanalytic understanding and treatment of impotence. In: Sexual Function and Dysfunction, ed. P. J. Fink & V. B. O. Hummett. Philadelphia: F. A. Davis.

155. Darwin, C. (1874) The Descent of Man. New York: Hurst.

156. Davidoff-Hirsch, H. (1985) Oedipal and preoedipal phenomena. JAPA, 33.

157. Davis, M. & Wallbridge, D. (1981) Boundary and Space. New York: Brunner-Mazel.

158. Deutsch, H. (1932) Homosexuality in women. PQ, 1.

159. Deutsch, H. (1934) Some forms of emotional disturbance and their relationship to schizophrenia. PQ, 11.

160. Deutsch, H. (1937) Absence of grief. PQ, 6.

161. Deutsch, H. (1942) Some forms of emotional disturbance and their relationship to schizophrenia. PQ, 11.

162. Deutsch, H. (1955) The impostor. In: Neuroses and Character Types. New York: Int. Univ. Press, 1965.

163. Devereux, G. (1953) Why Oedipus killed Lains. IJP, 34.

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184. Engel, G. L. (1967) Psychoanalytic theory of somatic disorder. JAPA, 15.

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226. Freud, A. (1951) Observations on child development. PSOC, 6.

227. Freud, A. (1952) The mutual influences in the development of ego and id. WAF, 4.

228. Freud, A. (1958) Adolescence. WAF, 5.

229. Freud, A. (1962) Assessment of childhood disturbances. PSOC, 17.

230. Freud, A. (1962) Comments on psychic trauma. In: Furst (1967).

231. Freud, A. (1963) The concept of developmental lines. PSOC, 18.

232. Freud, A. (1965) Assessment of pathology, part 2. WAF, 6.

233. Freud, A. (1965) Normality and Pathology in Childhood. New York: Int. Univ. Press.

234. Freud, A. (1970) The infantile neurosis. WAF, 7.

235. Freud, A. (1971) Comments on aggression. IJP, 53.

236. Freud, A. (1971) The infantile neurosis. PSOC, 26.

237. Freud, A. (1981) Insight. PSOC, 36.

238. Freud, S. (1887—1902) Letters to Wilhelm Fliess. New York: Basic Books, 1954.

239. Freud, S. (1891) On the interpretation of the aphasias. SE, 3.

240. Freud, S. (1893—95) Studies on hysteria. SE, 2.

241. Freud, S. (1894) The neuropsychoses of defence. SE, 3.

242. Freud, S. (1895) On the ground for detaching a particular syndrome from neurasthenia under the description "anxiety neurosis". SE, 3.

243. Freud, S. (1895) Project for a scientific psychology. SE, 1.

244. Freud, S. (1896) Draft K, Jameary 1, 1896, Neuroses of defense (A Christmas fairytale). In: Extracts from the Fliess papers (1892—99).

245. Freud, S. (1896) Further remarks on the neuropsychosis of defense. SE, 3.

246. Freud, S. (1896) Heredity and aetiology of neurosis. SE, 3.

247. Freud, S. (1898) Sexuality in the aetiology of the neurosis. SE, 3.

248. Freud, S. (1899) Screen memories. SE, 3.

249. Freud, S. (1900) The interpretation of dreams. SE, 4—5.

250. Freud, S. (1901) Childhood memories and screen memories SE, 6.

251. Freud, S. (1901) On dreams. SE, 5.

252. Freud, S. (1901) The psychopathology of everyday life. SE, 6.

253. Freud, S. (1905) Fragments of an analysis of a case of hysteria. SE, 7.

254. Freud, S. (1905) Jokes and their relation to the unconscious. SE, 8.

255. Freud, S. (1905) Psysical (or mental) treatment. SE, 7.

256. Freud, S. (1905) Three essays on the theory of sexuality. SE. 7.

257. Freud, S. (1908) Character and anal erotism. SE, 9.

258. Freud, S. (1908) On the sexual theories of children. SE, 9.

259. Freud, S. (1908) Preface to Wilhelm Stekel's Nervous Anxiety-States and Their Treatment. SE, 9.

260. Freud, S. (1909) Analysis of a phobia in a five-year-old boy. SE, 10.

261. Freud, S. (1909) Family romances. SE, 9.

262. Freud, S. (1909) Notes upon a case of obsessional neurosis. SE, 10.

263. Freud, S. (1910) A special type of choice of object made by men. SE, 11.

264. Freud, S. (1910) The autithentical meaning of primal words. SE, 11.

265. Freud, S. (1910) The future prospects of psychoanalytic therapy. SE, 11.

266. Freud, S. (1910) The psychoanalytic view of psychogenic disturbance of vision. SE, 11.

267. Freud, S. (1911) Formulations on the two principles of mental functioning. SE, 12.

268. Freud, S. (1911) Notes on a case of paranoia. SE, 12.

269. Freud, S. (1911) Psychoanalytic notes on an autobiographical account of a case of paranoia. SE, 12.

270. Freud, S. (1911—15) Papers on technique. SE, 12.

271. Freud, S. (1912) Contribution to a discussion on masturbation. SE, 12.

272. Freud, S. (1912) On the universal tendency to abasement in the sphere of love. SE, 11.

273. Freud, S. (1912) The dynamics of transference. SE, 12.

274. Freud, S. (1913) Editor's note The disposition to obsessional neurosis. SE, 12.

275. Freud, S. (1913) On beginning the treatment. SE, 12.

276. Freud, S. (1913) Totem and taboo. SE, 13.

277. Freud, S. (1914) Fausse reconnaissance (deja reconte) in psychoanalytic treatment. SE, 13.

278. Freud, S. (1914) Mourning and melancholia. SE, 15.

279. Freud, S. (1914) Observations on transference love. SE, 12.

280. Freud, S. (1914) On narcissism. SE. 14.

281. Freud, S. (1914) On the history of the psychoanalytic movement. SE, 14.

282. Freud, S. (1914) Remembering, repeating, and working-through. SE, 12.

283. Freud, S. (1914—16) Some character types met with in psychoanalysis. (II) Those wrecked by success SE, 14.

284. Freud, S. (1915) Das UnbewuЯte. Gesammelte Werke, 10.

285. Freud, S. (1915) Instincts and their vicissitudes. SE, 14.

286. Freud, S. (1915) Observation on transference-love. SE, I2.

287. Freud, S. (1915) Repression. SE, 14.

288. Freud, S. (1915) The unconscious. SE, 14.

289. Freud, S. (1915—17) Introductory lectures on psychoanalysis. SE, 15 & 16.

290. Freud, S. (1916) Introductory lectures on psychoanalysis. SE, 16.

291. Freud, S. (1916) Some character types met with in psychoanalytic work. SE, 16.

292. Freud, S. (1917) A metapsychological supplement to the theory of dreams. SE, 14.

293. Freud, S. (1917) Introductory lectures on psychoanalysis. SE, 16.

294. Freud, S. (1917) Mourning and melancholia. SE, 14.

295. Freud, S. (1917) On transformations of instinct as exemplified in anal erotism. SE, 17.

296. Freud, S. (1918) From the history of an infantile neurosis. SE, 17.

297. Freud, S. (1919) "A child is being beaten". SE, 17.

298. Freud, S. (1919) Lines of advance in psychoanalytic therapy. SE, 17.

299. Freud, S. (1919) The uncanny. SE, 17.

300. Freud, S. (1920) Beyond the pleasure principle. SE, 18.

301. Freud, S. (1920) The Psychogenesis of a case of homosexuality in a woman. SE, 18.

302. Freud, S. (1921) Group psychology and the analysis of the ego. SE, 18.

303. Freud, S. (1923) The ego and the id. SE, 19.

304. Freud, S. (1923) The infantile genital organization. SE, 19.

305. Freud, S. (1924) A short account of psychoanalysis. SE, 19.

306. Freud, S. (1924) Neurosis and psychosis. SE, 19.

307. Freud, S. (1924) The dissolution of the Oedipus complex SE, 19.

308. Freud, S. (1924) The economic problem of masochism. SE, 19.

309. Freud, S. (1924) The loss of reality in neurosis and psychosis. SE, 19.

310. Freud, S. (1925) Negation. SE, 19.

311. Freud, S. (1925) Some psychical consequences of the anatomical distinction between the sexes. SE, 19.

312. Freud, S. (1926) Inhibitions, symptoms and anxiety. SE, 20.

313. Freud, S. (1926) The question of lay analysis. SE, 20.

314. Freud, S. (1927) Fetishism. SE, 21.

315. Freud, S. (1930) Civilization and its discontents. SE, 21.

316. Freud, S. (1931) Female sexuality. SE, 21.

317. Freud, S. (1931) Libidinal types. SE, 21.

318. Freud, S. (1933) Femininity. SE, 22,.

319. Freud, S. (1933) New introductory lectures on psycho-analysis. SE, 22.

320. Freud, S. (1933) The psychology of women. New introductory lectures on psychoanalysis. SE, 22.

321. Freud, S. (1936) A disturbance of memory on the Acropolis. SE, 22.

322. Freud, S. (1937) Analysis terminable and interminable. SE, 23.

323. Freud, S. (1937) Constructions in analysis. SE, 23.

324. Freud, S. (1938) An outline on psychoanalysis. SE, 23.

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358. Glower, E. (1931) Sublimation, substitution, and social anxiety. IJP, 12.

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367. Greenacre, P. (1950) Special problems of early female sexual development. In: Trauma, Growth and Personality New York: Int. Univ. Press.

368. Greenacre, P. (1952) Pregenital patterning. IJP, 33.

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371. Greenacre, P. (1957) The childhood of the artist. PSOC, 12.

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375. Greenacre, P. (1969) The fetish and the transitional object, part 1. PSOC, 24.

376. Greenacre, P. (1970) The fetish and the transitional object, part 2. IJP 51, vol. 4.

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378. Greenacre, P. (1972) Crowds and crisis. PSOC, 27.

379. Greenacre, P. (1973) The primal scene and the sense of reality. PQ, 42.

380. Greenacre, P. (1975) On reconstruction. JAPA, 21.

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383. Greenson, R. R. (1953) On boredom. JAPA, 1.

384. Greenson, R. R. (1960) Empathy and its vicissitudes. IJP, 41.

385. Greenson, R. R. (1962) On enthusiasm. JAPA, 10.

386. Greenson, R. R. (1965) The working alliance and the transference neurosis. PQ, 34.

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1 to get wrong (equivocar) (respuesta).

2 to pass sentence on.

3 to fail.

este truco nunca falla this trick never fails

me fallaron los frenos my brakes didn't work

El chico falló de nuevo The boy failed again.

El chico falló la prueba The boy failed the test.

El chico le falló a Ricardo The boy failed Richard.

Mi plan falló My plan failed.

4 to give way.

5 to miss.

El misil falló el blanco The missile missed the target.

6 to resolve, to judge, to rule.

Ricardo falló el caso Richard judged the case.

7 to fail on, to crash on.

Me falla el sistema The system fails on me.

* * *

► verbo intransitivo

1 DERECHO to pass sentence, pass judgement

2 (premio) to award a prize

► verbo transitivo

1 DERECHO to pass, pronounce

2 (premio) to award

► verbo intransitivo

1 (fracasar, no funcionar) to fail

2 (puntería) to miss; (plan) to go wrong

3 (ceder) to give way, collapse

► verbo transitivo

1 (en naipes) to trump

* * *

1) to fail

2) miss

3) rule

* * *

1. VI

1) [freno] to fail; [plan] to fail, go wrong; [cuerda] to break, give way; [motor] to misfire

2) (=defraudar)

3) (Jur) to pass judgment

4) (Naipes) to trump

2. VT

1) (=errar)

2) (Jur) to deliver judgment in

3) [+ premio] to award

4) (Naipes) to trump

* * *

verbo intransitivo

1) juez/jurado

2)

a) frenos/memoria to fail; planes to go wrong

b) persona (+ me/te/le etc) to let... down

1) < caso> to pronounce judgment in; < premio> to award; < concurso> to decide the result of

2) ( errar) to miss

* * *

= fail, falter, misfire, derail, crash, backfire, come + unstuck.

Ex. This article suggests the steps that libraries might take during periods of instability to reduce their chances of being injured by a vendor that fails.

Ex. The project faltered because the data became increasingly difficult to input and manipulate.

Ex. While project ALBIS was seen as an exercise in networking that misfired it did produce some positive results = Aunque se consideraba que el proyecto ALBIS fue un intento de cooperación en red que fracasó, no obstante produjo algunos resultados positivos.

Ex. When organizational communication works well, every ofther facet of management is enhanced; if it derails, other aspects of directing falter as well = Cuando la comunicación dentro de una organización funciona bien, las demás facetas de la gestión mejoran; no obstante, si falla, los otros aspectos de la dirección flaquean también.

Ex. Our computer crashed, the motherboard died, taking along with her the hard drive.

Ex. While this direct contact can backfire if the person is not knowledgeable about the product, it is also a golden opportunity to respond directly to customer questions and unique needs.

Ex. Bright people will always manage towork out the technology but it is the higher-level issues and processes that usually cause a project to come unstuck.

----

* no falla = reliable.

* sin fallar = without fail.

* si no + Pronombre + fallar la memoria = to the best of + Posesivo + recollection.

* * *

verbo intransitivo

1) juez/jurado

2)

a) frenos/memoria to fail; planes to go wrong

b) persona (+ me/te/le etc) to let... down

1) < caso> to pronounce judgment in; < premio> to award; < concurso> to decide the result of

2) ( errar) to miss

* * *

* * *

fallar [A1 ]

(dictaminar) «juez/jurado»: fallar a or en favor de algn to rule in favor* of sb, to find for sb

fallar en contra de algn to rule o find against sb

1 «frenos/memoria» to fail; «planes» to go wrong

algo falló y se estrellaron something went wrong and they crashed

(+ me/te/le etc): le falló el corazón his heart failed

si los cálculos no me fallan if my calculations are right

si la memoria no me falla if my memory serves me well

le falló la puntería his aim was poor

me falló el instinto my instinct failed me

a ti te falla/a él le falla ( fam); you've/he's got a screw loose ( colloq)

2 «persona» (+ me/te/le etc) to let … down

nos fallaron dos personas two people let us down

C (en naipes) to trump, ruff

A ‹caso› to pronounce judgment in; ‹premio› to award; ‹concurso› to decide the result of

B (errar) to miss

fallé el disparo y di en el árbol I missed and hit the tree

* * *

a) [frenos/memoria] to fail;

◊ le falló el corazón his heart failed;

b) [ persona] (+ me/te/le etc) to let … down

◊ fallé el tiro I missed (the shot)

* * *

♦ vt

1. [equivocar] [respuesta] to get wrong;

2. [sentenciar] to pass sentence on;

♦ vi

1. [equivocarse] to get it wrong;

sin fallar without fail;

este truco nunca falla this trick never fails;

¡no falla, en cuanto salimos se pone a llover! it never fails, whenever we go out, it starts raining!;

si la memoria no me falla if my memory serves me correctly;

fallar más que una escopeta de feria: esta impresora falla más que una escopeta de feria this printer is a heap of junk

2. [fracasar, flaquear] to fail;

me fallaron los frenos my brakes didn't work;

falló el suministro eléctrico there was a power cut;

nos fallaron las previsiones our forecasts were out

3. [decepcionar]

contigo somos cuatro, no nos falles there'll be four of us if you come, don't let us down

4. [quebrarse, ceder] to give way;

el cable falló the cable broke o snapped

5. [sentenciar]

6. [en juegos de cartas] to trump

* * *

I v/i

1 fail

2 (no acertar) miss

3 de sistema etc go wrong

4 JUR find ( en favor de for;

en contra de against)

fallar a alguien let s.o. down

II v/t

1 JUR pronounce judg(e)ment in

2 pregunta get wrong

fallar el tiro miss

* * *

fallar vi

1) fracasar: to fail, to go wrong

2) : to rule (in a court of law)

fallar vt

1) errar: to miss (a target)

2) : to pronounce judgment on

* * *

fallar vb

1. (un tiro) to miss

2. (una pregunta) to get wrong

3. (defraudar) to let down [pt. & pp. let]

4. (no funcionar) to be wrong

5. (perder resistencia) to go / to fail

   1) Every Psychological Phenomenon Is a Cognitive Phenomenon

   As used here, the term "cognition" refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations....

   [G]iven such a sweeping definition, it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomenon is a cognitive phenomenon. (Neisser, 1976, p. 4)

   2) Models of Cognition and Specific Architectures

   Man is describable as a dual processor, dual memory system with extensive input-output buffering within each system. The input-output system appears to have substantial peripheral computing power itself. But man is not modeled by a dual processor computer. The two processors of the brain are asymmetric. The semantic memory processor is a serial processor with a list structure memory. The image memory processor may very well be a sophisticated analog processor attached to an associative memory. When we propose models of cognition it would perhaps be advisable if we specified the relation of the model to this system architecture and its associated addressing system and data structure. (Hunt, 1973, pp. 370-371)

   1) Programs and the Complexity of Human Mental Processes

   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)

   2) Artificial Intelligence Is an Engineering Discipline

   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)

   3) A Sceptical View of Artificial Intelligence

   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)

   5) Problems in Machine Intelligence Arise Because Things Obvious to Any Person Are Not Represented in the Program

   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)

   6) The Meaning of a Symbolic Description

   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)

   7) The Principle of Artificial Intelligence

   [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)

   8) Artificial Intelligence Recognizes the Need for Knowledge in Its Systems

   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)

    10) There Are Many Types of Reasoning

   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)

    11) Programs Are Beginning to Do Things That Critics Have Asserted to Be Impossible

   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)

    12) The Synthesis of Man and Machine

   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)

    13) The Thesis of Good Old-Fashioned Artificial Intelligence (GOFAI)

   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)

    15) Four Kinds of Artificial Intelligence

   We might distinguish among four kinds of AI.

   ♦ Nonpsychological 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.

   ♦ Weak Psychological AI

   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.

   ♦ Strong Psychological AI

... 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)

   ♦ Suprapsychological AI

   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)

    17) Form and Content Are Not Fundamentally Different

   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)

    20) Mathematical Logic Provides the Basis for Theory in AI

   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)

    22) Definitions of Artificial Intelligence

   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)

    23) The Computer Can Not Be a Model of the Mind

   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)

    24) Computers Will Not Always Be Inferior to Human Brains

   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)

   1) To Know the Different Operations of the 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)

   2) The Mind Is Furnished by Experience

   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)

   3) Mythical Thought Is as Rigorous as That of Modern Science

   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)

   4) The Mind Has Nothing But Itself to Know Itself

   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)

   5) To Know Is to Represent Accurately

   [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)

   6) The Question of Mind in Relation to Machine

   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 Analyses

   Recent 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)

   8) Approaches to the Study of the Mind

   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)

to write.

hace mucho que no me escribe she hasn't written to me for a long time

todavía no ha aprendido a escribir he still hasn't learned (how) to write

escribir a lápiz to write in pencil

escribir a mano to write by hand

escribir a máquina to type

* * *

(pp escrito,-a)

► verbo transitivo

1 (gen) to write

■ escribe novelas en sus ratos libres he writes novels in his spare time

2 (deletrear) to spell, write

■ ni siquiera sabe escribir su nombre he can't even write his name

► verbo intransitivo

1 to write

► verbo pronominal escribirse

1 (deletrear) to spell, be spelt

■ ¿cómo se escribe? how do you spell it?

2 (uso recíproco) to write to each other

■ se escriben cada quince días they write to each other every fortnight

\

escribir a mano to write in longhand, write by hand

escribir a máquina to type

* * *

- escribir a máquina

* * *

1. VT VI

1) [+ palabra, texto] to write

2) [en ortografía] to spell

3) [+ cheque] to write out, make out

4) [+ música] to compose, write

escribirse

* * *

verbo transitivo

1)

a) ( anotar) to write

b) ( ser autor de) <libro/canción/carta> to write

2) (pas) ( deletrear)

escribirse v pron (recípr)

* * *

= put down, set down, spell, tap out, transcribe, type, write, write down, write up, pen, put + pen to paper, set + pen to paper, register in, drop + a line, script, take down.

Ex. Any individual might engage in different information managament activities aimed at putting down new information through writing, glossing, assembling or extracting, and so forth.

Ex. Set the components down as an ordered string of symbols, according to the filing value of the role operator.

Ex. For instance: rhyme is still RIME; gypsy is spelled G-I-P -- most of us are instructed to spell it 'g-y-p'.

Ex. When the user is building a trail, he names it, inserts the name in his code book, and taps it out on his keyboard.

Ex. With a limited number of exceptions the title proper is transcribed exactly as to order, wording and spelling.

Ex. To start Bibliofile just type 'bib' at the DOS prompt as shown below, then press < Enter>.

Ex. A paraphrase is an interpretation of the concepts featured in a document, written in the language of the writer of the paraphrase.

Ex. On other occasions, where the search must be specified with a number of interacting concepts and other parameters, it will be necessary to write the concepts down.

Ex. Statistical research into ILL is valuable but can cause problems unless written up well for a more general audience.

Ex. His career in composition produced some of the most idiomatic and popular short violin pieces ever penned.

Ex. Some writers of fiction write because they cannot do otherwise they have an almost uncontrollable urge to put pen to paper or finger to keyboard.

Ex. Once pen was set to paper, the graphic record superseded the need to retain large amounts of information within human memory.

Ex. Authors must register in their own name and not a pseudonym or maiden name under which the book may be written.

Ex. The article 'E-mail: turn on, tune in, drop a line...' gives a brief outline of the commands used on the electronic mail system Data-Mail.

Ex. The program was designed and scripted using the Apple Macintosh computer with HyperCard software.

Ex. All technical processes that take place before, during and directly after the flight are taken down automatically by the flight recorder in the cockpit.

----

* arte de escribir = penmanship.

* arte y técnica de escribir obras de teatro = playwriting.

* brazo de silla para escribir = writing board arm.

* capacidad de saber leer y escribir = literacy skills.

* en el momento de escribir estas líneas = at the time of writing.

* escribir a mano = handletter.

* escribir a máquina = type.

* escribir como negro = ghost, ghosting.

* escribir con sentido = write + sense.

* escribir con tiza = chalk.

* escribir en coautoría = co-author [coauthor].

* escribir en colaboración = co-write [cowrite].

* escribir mal = misspell.

* escribir mucho sobre Algo = a lot + be written about, much + be written about.

* escribir rápidamente = dash off.

* escribir un artículo = write + a paper, write + piece.

* escribir un trabajo = write + essay.

* forma de escribir = writing style.

* máquina de escribir = typewriter.

* máquina de escribir de margarita = daisy-wheel typewriter.

* máquina de escribir de pelota de golf = golf-ball typewriter.

* máquina de escribir eléctrica = electric typewriter, electronic typewriter.

* papel de escribir = writing paper.

* para escribir con mayúsculas = in a shifted position.

* posicionado para escribir con mayúsculas = unshifted.

* saber leer y escribir = be literate.

* sala de escribir = scriptorium [scriptoria, -pl.].

* sobreescribir = type over.

* tecla para escribir en mayúsculas = SHIFT key.

* volver a escribir = retype [re-type], rewrite [re-write].

* * *

verbo transitivo

1)

a) ( anotar) to write

b) ( ser autor de) <libro/canción/carta> to write

2) (pas) ( deletrear)

escribirse v pron (recípr)

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escribir [ I34 ]

1 (anotar) to write

escribe el resultado aquí write the answer here

escríbelo antes de que se te olvide write it down before you forget it

lo escribió con tiza en la puerta she chalked it on the door

había algunos comentarios escritos con lápiz en el margen somebody had penciled in some comments o had written some comments in pencil in the margin

escribe esta frase cien veces write this sentence out one hundred times

2 (ser autor de) ‹libro/canción/carta› to write

esta victoria escribe una nueva página de nuestra historia with this victory a new chapter has been written in our history

3 (Inf) ‹programa› to write

B ( pas)

(deletrear): se escribe como se pronuncia it's written o spelled as it's pronounced

no sé cómo se escribe su apellido I don't know how you spell his surname

estas palabras se escriben sin acento these words are written without an accent, these words don't have an accent

to write

no sabe leer ni escribir she can't read or write

escribir a máquina to type

mi hermano nunca me escribe my brother never writes me ( AmE) o ( BrE) writes to me

( recípr):

nos escribimos desde hace años we've been writing to each other o we've been corresponding for years

me escribo con ella we write to each other

se escribe con un peruano she has a Peruvian penfriend o penpal

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a) ( anotar) to write;

◊ escríbelo aquí write it down here

b) ( ser autor de) ‹libro/canción/carta› to write

◊ la escribió sin acento she wrote it without an accent;

◊ nunca le escribe she never writes him (AmE) o (BrE) writes to him;

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♦ vt

1. [carta, novela, canción] to write;

le escribí una carta I wrote him a letter, I wrote a letter to him;

escribió unas notas a lápiz she wrote some notes in pencil;

escriba las instrucciones en un papel write the instructions on a piece of paper;

se ha escrito mucho sobre este tema much has been written on this subject;

ha escrito una página brillante en la historia del ciclismo he has added a glorious page to cycling history

2. [a persona, institución] to write;

hace mucho que no me escribe she hasn't written to me for a long time;

nos han escrito muchos oyentes protestando many listeners have written in complaining;

¡escríbenos cuando llegues! write to us when you get there!;

escribir a casa to write home

♦ vi

to write;

todavía no ha aprendido a escribir he still hasn't learnt (how) to write;

escribe muy mal y no se le entiende nada he has terrible handwriting and you can't understand a word of it;

escribir a lápiz to write in pencil;

escribir a mano to write by hand;

escribir a máquina to type;

¡no te olvides de escribir! don't forget to write!

♦ See also the pronominal verb escribirse

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<part escrito>

I v/t

1 write;

escribir a mano hand-write, write by hand;

escribir a máquina type

2 ( deletrear) spell