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problem-solving+ability

  • 21 constante

    adj.
    2 constant.
    3 unchanging, uniform, consistent, constant.
    4 dedicated, hardworking.
    f.
    1 constant.
    2 Constante.
    * * *
    1 (invariable) constant
    2 (persona) steadfast
    1 MATEMÁTICAS constant
    \
    constantes vitales vital signs
    * * *
    adj.
    * * *
    1. ADJ
    1) (=continuado) constant
    2) (=frecuente) constant
    3) (=perseverante) [persona] persevering
    4) (Fís) [velocidad, temperatura, presión] constant
    2. SF
    1) (=factor predominante)

    el mar es una constante en su obra — the sea is a constant theme o an ever-present theme in his work

    2) (Mat) constant
    3) (Med)
    * * *
    I
    1) ( continuo) constant
    2) ( perseverante) < persona> persevering
    II
    a) (Mat) constant
    b) ( característica) constant feature
    c) constantes femenino plural (Med) tb
    * * *
    = constant, continual, continued, continuing, continuous, even, ongoing [on-going], persistent, regular, unvarying, steadfast, perpetual, steady [steadier -comp., steadiest -sup.], abiding, unfailing, unabated, constant, standing, unflagging, assiduous, on-the-go, unceasing, incessant, ceaseless, persevering.
    Ex. Film and videotape are stored on the premises in vaults situated at the back of the library and are air conditioned to ensure a constant temperature.
    Ex. The second point concerns the continual reference to Haykin's book, a sort of code of subject authority practice and its drawbacks.
    Ex. Instructional development is a goal-oriented, problem-solving process involving techniques such as development of specific objectives, analysis of learners and tasks, preliminary trials, formative and summative evaluation, and continued revision.
    Ex. They are likely to influence the future function of DC, and the way in which the scheme will evolve, but since there will be a continuing need for shelf arrangement, DC will remain necessary.
    Ex. However, in 1983, Forest Press decided to opt for the concept of continuous revision.
    Ex. An unvarying level of illumination, heating, cooling, ventilation and acoustics will give the even type of environment needed in an academic library.
    Ex. This study has many implications for an ongoing COMARC effort beyond the present pilot project because it is evident that a very small number of libraries can furnish machine-readable records with full LC/MARC encoding.
    Ex. Cases keep discussion grounded on certain persistent facts that must be faced, and keep a realistic rein on airy flights of academic speculation.
    Ex. Book form was generally regarded as too inflexible for library catalogues, especially where the catalogue required regular updating to cater for continuing and gradual expansion of the collection.
    Ex. An unvarying level of illumination, heating, cooling, ventilation and acoustics will give the even type of environment needed in an academic library.
    Ex. He does admit, however, that 'this power is unusual, it is a gift which must be cultivated, an accomplishment which can only be acquired by vigorous and steadfast concentration'.
    Ex. Possessed of a phenomenal memory and a perpetual smile, this paragon always is ready to meet the public without losing balance or a sense of humor.
    Ex. Susan Blanch is a fairly steady customer, taking only fiction books.
    Ex. The revision and correction of reference works is an abiding concern to the librarian and the user.
    Ex. Public libraries can be characterized by an unfailing flexibility and sincere intent to help people solve problems.
    Ex. The demand for English as the world's lingua franca continues unabated.
    Ex. In this formula, curly brackets {} indicate activities, and alpha, beta and gamma are constants = En esta fórmula, las llaves {} indican actividades y alfa, beta y gamma son las constantes.
    Ex. A standing reproach to all librarians is the non-user.
    Ex. Colleagues from all the regions of the world harnessed their combined intellectual capital, tenacity, good will and unflagging spirit of volunteerism for the good of our profession = Colegas de todas las regiones del mundo utilizaron su capital intelectual, su tenacidad, su buena voluntad y su inagotable espíritu de voluntarismo para el bien de nuestra profesión.
    Ex. The management of a large number of digital images requires assiduous attention to all stages of production.
    Ex. With technologies such as SMS, Podcasting, voice over IP (VoIP), and more becoming increasingly mainstream, the potential to provide instant, on-the-go reference is limitless.
    Ex. But just as she pulled over the road in the pitch blackness of night she heard the unceasing sound of the night like she had never heard it.
    Ex. The great practical education of the Englishman is derived from incessant intercourse between man and man, in trade.
    Ex. Children in modern society are faced with a ceaseless stream of new ideas, and responsibility for their upbringing has generally moved from parents to childminders and teachers.
    Ex. Napoleon Bonaparte said: 'Victory belongs to the most persevering' and 'Ability is of little account without opportunity'.
    ----
    * constante de bajada = slope constant.
    * constante flujo de = steady stream of.
    * constante vital = vital sign.
    * crítica constante = nagging.
    * de un modo constante = on an ongoing basis.
    * en constante expansión = ever-expanding, ever-growing.
    * en constante movimiento = on the go.
    * los constantes cambios de = the changing face of, the changing nature of.
    * mantenimiento de las constantes vitales = life support.
    * máquina que mantiene las constantes vitales = life-support system.
    * permanecer constante = remain + constant.
    * que está en constante evolución = ever-evolving.
    * serie constante de = steady stream of.
    * ser una constante = be a constant.
    * * *
    I
    1) ( continuo) constant
    2) ( perseverante) < persona> persevering
    II
    a) (Mat) constant
    b) ( característica) constant feature
    c) constantes femenino plural (Med) tb
    * * *
    = constant, continual, continued, continuing, continuous, even, ongoing [on-going], persistent, regular, unvarying, steadfast, perpetual, steady [steadier -comp., steadiest -sup.], abiding, unfailing, unabated, constant, standing, unflagging, assiduous, on-the-go, unceasing, incessant, ceaseless, persevering.

    Ex: Film and videotape are stored on the premises in vaults situated at the back of the library and are air conditioned to ensure a constant temperature.

    Ex: The second point concerns the continual reference to Haykin's book, a sort of code of subject authority practice and its drawbacks.
    Ex: Instructional development is a goal-oriented, problem-solving process involving techniques such as development of specific objectives, analysis of learners and tasks, preliminary trials, formative and summative evaluation, and continued revision.
    Ex: They are likely to influence the future function of DC, and the way in which the scheme will evolve, but since there will be a continuing need for shelf arrangement, DC will remain necessary.
    Ex: However, in 1983, Forest Press decided to opt for the concept of continuous revision.
    Ex: An unvarying level of illumination, heating, cooling, ventilation and acoustics will give the even type of environment needed in an academic library.
    Ex: This study has many implications for an ongoing COMARC effort beyond the present pilot project because it is evident that a very small number of libraries can furnish machine-readable records with full LC/MARC encoding.
    Ex: Cases keep discussion grounded on certain persistent facts that must be faced, and keep a realistic rein on airy flights of academic speculation.
    Ex: Book form was generally regarded as too inflexible for library catalogues, especially where the catalogue required regular updating to cater for continuing and gradual expansion of the collection.
    Ex: An unvarying level of illumination, heating, cooling, ventilation and acoustics will give the even type of environment needed in an academic library.
    Ex: He does admit, however, that 'this power is unusual, it is a gift which must be cultivated, an accomplishment which can only be acquired by vigorous and steadfast concentration'.
    Ex: Possessed of a phenomenal memory and a perpetual smile, this paragon always is ready to meet the public without losing balance or a sense of humor.
    Ex: Susan Blanch is a fairly steady customer, taking only fiction books.
    Ex: The revision and correction of reference works is an abiding concern to the librarian and the user.
    Ex: Public libraries can be characterized by an unfailing flexibility and sincere intent to help people solve problems.
    Ex: The demand for English as the world's lingua franca continues unabated.
    Ex: In this formula, curly brackets {} indicate activities, and alpha, beta and gamma are constants = En esta fórmula, las llaves {} indican actividades y alfa, beta y gamma son las constantes.
    Ex: A standing reproach to all librarians is the non-user.
    Ex: Colleagues from all the regions of the world harnessed their combined intellectual capital, tenacity, good will and unflagging spirit of volunteerism for the good of our profession = Colegas de todas las regiones del mundo utilizaron su capital intelectual, su tenacidad, su buena voluntad y su inagotable espíritu de voluntarismo para el bien de nuestra profesión.
    Ex: The management of a large number of digital images requires assiduous attention to all stages of production.
    Ex: With technologies such as SMS, Podcasting, voice over IP (VoIP), and more becoming increasingly mainstream, the potential to provide instant, on-the-go reference is limitless.
    Ex: But just as she pulled over the road in the pitch blackness of night she heard the unceasing sound of the night like she had never heard it.
    Ex: The great practical education of the Englishman is derived from incessant intercourse between man and man, in trade.
    Ex: Children in modern society are faced with a ceaseless stream of new ideas, and responsibility for their upbringing has generally moved from parents to childminders and teachers.
    Ex: Napoleon Bonaparte said: 'Victory belongs to the most persevering' and 'Ability is of little account without opportunity'.
    * constante de bajada = slope constant.
    * constante flujo de = steady stream of.
    * constante vital = vital sign.
    * crítica constante = nagging.
    * de un modo constante = on an ongoing basis.
    * en constante expansión = ever-expanding, ever-growing.
    * en constante movimiento = on the go.
    * los constantes cambios de = the changing face of, the changing nature of.
    * mantenimiento de las constantes vitales = life support.
    * máquina que mantiene las constantes vitales = life-support system.
    * permanecer constante = remain + constant.
    * que está en constante evolución = ever-evolving.
    * serie constante de = steady stream of.
    * ser una constante = be a constant.

    * * *
    A
    1 (continuo) constant
    estaba sometido a una constante vigilancia he was kept under constant surveillance
    2 ‹tema/motivo› constant
    B (perseverante) persevering
    1 ( Mat) constant
    2 (característica) constant feature
    las escaseces han sido una constante durante los últimos siete años shortages have been a constant feature of the last seven years
    durante estas fechas las colas son una constante en las tiendas at this time of year queues are a regular feature in the shops
    una constante en su obra a constant theme in his work
    el malhumor es una constante en él he's always in a bad mood
    constantes vitales vital signs (pl)
    * * *

     

    constante adjetivo


    ■ sustantivo femenino
    a) (Mat) constant


    c)

    ◊ constantes sustantivo femenino plural (Med) tb constantes vitales vital signs (pl)

    constante
    I adjetivo
    1 (tenaz) steadfast: es una persona constante en sus ambiciones, he is steadfast in his ambitions
    2 (incesante, sin variaciones) constant, incessant, unchanging: me mareaba el constante barullo que había allí, the constant racket there made me dizzy
    II sustantivo femenino
    1 constant feature: los desengaños fueron una constante a lo largo de su vida, disappointments were a constant during his lifetime
    2 Mat constant
    ' constante' also found in these entries:
    Spanish:
    fiel
    - salario
    - sangría
    English:
    constant
    - continual
    - cruise
    - equable
    - even
    - incessant
    - recurrent
    - steadily
    - steady
    - unfailing
    - uniform
    - unremitting
    - break
    - consistent
    - drive
    - eternal
    - niggling
    - persistent
    - wear
    * * *
    ♦ adj
    1. [persona] [en una empresa] persistent;
    [en ideas, opiniones] steadfast;
    se mantuvo constante en su esfuerzo he persevered in his efforts
    2. [lluvia, atención] constant, persistent;
    [temperatura] constant
    3. [que se repite] constant
    ♦ nf
    1. [rasgo] constant;
    las desilusiones han sido una constante en su vida disappointments have been a constant feature in her life;
    las tormentas son una constante en sus cuadros storms are an ever-present feature in his paintings;
    la violencia es una constante histórica en la región the region has known violence throughout its history
    2. Mat constant
    3. constantes vitales vital signs;
    * * *
    I adj constant
    II f MAT constant
    * * *
    : constant
    : constant
    * * *
    constante adj (continuo) constant

    Spanish-English dictionary > constante

  • 22 groupthink

    Gen Mgt
    a phenomenon that occurs during decision making or problem solving when a team’s desire to reach an agreement overrides its ability to appraise the problem properly. It is similar to the Abilene paradox in that it is based on people’s desire to conform and please others.

    The ultimate business dictionary > groupthink

  • 23 Wren, Sir Christopher

    [br]
    b. 20 October 1632 East Knoyle, Wiltshire, England
    d. 25 February 1723 London, England
    [br]
    English architect whose background in scientific research and achievement enhanced his handling of many near-intractable architectural problems.
    [br]
    Born into a High Church and Royalist family, the young Wren early showed outstanding intellectual ability and at Oxford in 1654 was described as "that miracle of a youth". Educated at Westminster School, he went up to Oxford, where he graduated at the age of 19 and obtained his master's degree two years later. From this time onwards his interests were in science, primarily astronomy but also physics, engineering and meteorology. While still at college he developed theories about and experimentally solved some fifty varied problems. At the age of 25 Wren was appointed to the Chair of Astronomy at Gresham College in London, but he soon returned to Oxford as Savilian Professor of Astronomy there. At the same time he became one of the founder members of the Society of Experimental Philosophy at Oxford, which was awarded its Royal Charter soon after the Restoration of 1660; Wren, together with such men as Isaac Newton, Robert Hooke, John Evelyn and Robert Boyle, then found himself a member of the Royal Society.
    Wren's architectural career began with the classical chapel that he built, at the request of his uncle, the Bishop of Ely, for Pembroke College, Cambridge (1663). From this time onwards, until he died at the age of 91, he was fully occupied with a wide and taxing variety of architectural problems which he faced in the execution of all the great building schemes of the day. His scientific background and inventive mind stood him in good stead in solving such difficulties with an often unusual approach and concept. Nowhere was this more apparent than in his rebuilding of fifty-one churches in the City of London after the Great Fire, in the construction of the new St Paul's Cathedral and in the grand layout of the Royal Hospital at Greenwich.
    The first instance of Wren's approach to constructional problems was in his building of the Sheldonian Theatre in Oxford (1664–9). He based his design upon that of the Roman Theatre of Marcellus (13–11 BC), which he had studied from drawings in Serlio's book of architecture. Wren's reputation as an architect was greatly enhanced by his solution to the roofing problem here. The original theatre in Rome, like all Roman-theatres, was a circular building open to the sky; this would be unsuitable in the climate of Oxford and Wren wished to cover the English counterpart without using supporting columns, which would have obscured the view of the stage. He solved this difficulty mathematically, with the aid of his colleague Dr Wallis, the Professor of Geometry, by means of a timber-trussed roof supporting a painted ceiling which represented the open sky.
    The City of London's churches were rebuilt over a period of nearly fifty years; the first to be completed and reopened was St Mary-at-Hill in 1676, and the last St Michael Cornhill in 1722, when Wren was 89. They had to be rebuilt upon the original medieval sites and they illustrate, perhaps more clearly than any other examples of Wren's work, the fertility of his imagination and his ability to solve the most intractable problems of site, limitation of space and variation in style and material. None of the churches is like any other. Of the varied sites, few are level or possess right-angled corners or parallel sides of equal length, and nearly all were hedged in by other, often larger, buildings. Nowhere is his versatility and inventiveness shown more clearly than in his designs for the steeples. There was no English precedent for a classical steeple, though he did draw upon the Dutch examples of the 1630s, because the London examples had been medieval, therefore Roman Catholic and Gothic, churches. Many of Wren's steeples are, therefore, Gothic steeples in classical dress, but many were of the greatest originality and delicate beauty: for example, St Mary-le-Bow in Cheapside; the "wedding cake" St Bride in Fleet Street; and the temple diminuendo concept of Christ Church in Newgate Street.
    In St Paul's Cathedral Wren showed his ingenuity in adapting the incongruous Royal Warrant Design of 1675. Among his gradual and successful amendments were the intriguing upper lighting of his two-storey choir and the supporting of the lantern by a brick cone inserted between the inner and outer dome shells. The layout of the Royal Hospital at Greenwich illustrates Wren's qualities as an overall large-scale planner and designer. His terms of reference insisted upon the incorporation of the earlier existing Queen's House, erected by Inigo Jones, and of John Webb's King Charles II block. The Queen's House, in particular, created a difficult problem as its smaller size rendered it out of scale with the newer structures. Wren's solution was to make it the focal centre of a great vista between the main flanking larger buildings; this was a masterstroke.
    [br]
    Principal Honours and Distinctions
    Knighted 1673. President, Royal Society 1681–3. Member of Parliament 1685–7 and 1701–2. Surveyor, Greenwich Hospital 1696. Surveyor, Westminster Abbey 1699.
    Surveyor-General 1669–1712.
    Further Reading
    R.Dutton, 1951, The Age of Wren, Batsford.
    M.Briggs, 1953, Wren the Incomparable, Allen \& Unwin. M.Whinney, 1971, Wren, Thames \& Hudson.
    K.Downes, 1971, Christopher Wren, Allen Lane.
    G.Beard, 1982, The Work of Sir Christopher Wren, Bartholomew.
    DY

    Biographical history of technology > Wren, Sir Christopher

  • 24 Language

       Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)
       It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)
       It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)
       Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)
       It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)
       [A list of language games, not meant to be exhaustive:]
       Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling it
       Solving a problem in practical arithmeticTranslating from one language into another
       LANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)
       We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)
       We dissect nature along the lines laid down by our native languages.
       The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)
       9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own Language
       The forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)
       It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)
       In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)
       In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)
       [It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)
       he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.
       The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)
       The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.
       But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)
       The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)
        t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)
       A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)
       Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)
       It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)
       First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....
       Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)
       If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)
        23) Language Is Inevitably Influenced by Specific Contexts of Human Interaction
       Language cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)
       By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)
       Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)

    Historical dictionary of quotations in cognitive science > Language

  • 25 Thinking

       But what then am I? A thing which thinks. What is a thing which thinks? It is a thing which doubts, understands, [conceives], affirms, denies, wills, refuses, which also imagines and feels. (Descartes, 1951, p. 153)
       I have been trying in all this to remove the temptation to think that there "must be" a mental process of thinking, hoping, wishing, believing, etc., independent of the process of expressing a thought, a hope, a wish, etc.... If we scrutinize the usages which we make of "thinking," "meaning," "wishing," etc., going through this process rids us of the temptation to look for a peculiar act of thinking, independent of the act of expressing our thoughts, and stowed away in some particular medium. (Wittgenstein, 1958, pp. 41-43)
       Analyse the proofs employed by the subject. If they do not go beyond observation of empirical correspondences, they can be fully explained in terms of concrete operations, and nothing would warrant our assuming that more complex thought mechanisms are operating. If, on the other hand, the subject interprets a given correspondence as the result of any one of several possible combinations, and this leads him to verify his hypotheses by observing their consequences, we know that propositional operations are involved. (Inhelder & Piaget, 1958, p. 279)
       In every age, philosophical thinking exploits some dominant concepts and makes its greatest headway in solving problems conceived in terms of them. The seventeenth- and eighteenth-century philosophers construed knowledge, knower, and known in terms of sense data and their association. Descartes' self-examination gave classical psychology the mind and its contents as a starting point. Locke set up sensory immediacy as the new criterion of the real... Hobbes provided the genetic method of building up complex ideas from simple ones... and, in another quarter, still true to the Hobbesian method, Pavlov built intellect out of conditioned reflexes and Loeb built life out of tropisms. (S. Langer, 1962, p. 54)
       Experiments on deductive reasoning show that subjects are influenced sufficiently by their experience for their reasoning to differ from that described by a purely deductive system, whilst experiments on inductive reasoning lead to the view that an understanding of the strategies used by adult subjects in attaining concepts involves reference to higher-order concepts of a logical and deductive nature. (Bolton, 1972, p. 154)
       There are now machines in the world that think, that learn and create. Moreover, their ability to do these things is going to increase rapidly until-in the visible future-the range of problems they can handle will be coextensive with the range to which the human mind has been applied. (Newell & Simon, quoted in Weizenbaum, 1976, p. 138)
       But how does it happen that thinking is sometimes accompanied by action and sometimes not, sometimes by motion, and sometimes not? It looks as if almost the same thing happens as in the case of reasoning and making inferences about unchanging objects. But in that case the end is a speculative proposition... whereas here the conclusion which results from the two premises is an action.... I need covering; a cloak is a covering. I need a cloak. What I need, I have to make; I need a cloak. I have to make a cloak. And the conclusion, the "I have to make a cloak," is an action. (Nussbaum, 1978, p. 40)
       It is well to remember that when philosophy emerged in Greece in the sixth century, B.C., it did not burst suddenly out of the Mediterranean blue. The development of societies of reasoning creatures-what we call civilization-had been a process to be measured not in thousands but in millions of years. Human beings became civilized as they became reasonable, and for an animal to begin to reason and to learn how to improve its reasoning is a long, slow process. So thinking had been going on for ages before Greece-slowly improving itself, uncovering the pitfalls to be avoided by forethought, endeavoring to weigh alternative sets of consequences intellectually. What happened in the sixth century, B.C., is that thinking turned round on itself; people began to think about thinking, and the momentous event, the culmination of the long process to that point, was in fact the birth of philosophy. (Lipman, Sharp & Oscanyan, 1980, p. xi)
       The way to look at thought is not to assume that there is a parallel thread of correlated affects or internal experiences that go with it in some regular way. It's not of course that people don't have internal experiences, of course they do; but that when you ask what is the state of mind of someone, say while he or she is performing a ritual, it's hard to believe that such experiences are the same for all people involved.... The thinking, and indeed the feeling in an odd sort of way, is really going on in public. They are really saying what they're saying, doing what they're doing, meaning what they're meaning. Thought is, in great part anyway, a public activity. (Geertz, quoted in J. Miller, 1983, pp. 202-203)
       Everything should be made as simple as possible, but not simpler. (Einstein, quoted in Minsky, 1986, p. 17)
       What, in effect, are the conditions for the construction of formal thought? The child must not only apply operations to objects-in other words, mentally execute possible actions on them-he must also "reflect" those operations in the absence of the objects which are replaced by pure propositions. Thus, "reflection" is thought raised to the second power. Concrete thinking is the representation of a possible action, and formal thinking is the representation of a representation of possible action.... It is not surprising, therefore, that the system of concrete operations must be completed during the last years of childhood before it can be "reflected" by formal operations. In terms of their function, formal operations do not differ from concrete operations except that they are applied to hypotheses or propositions [whose logic is] an abstract translation of the system of "inference" that governs concrete operations. (Piaget, quoted in Minsky, 1986, p. 237)
       [E]ven a human being today (hence, a fortiori, a remote ancestor of contemporary human beings) cannot easily or ordinarily maintain uninterrupted attention on a single problem for more than a few tens of seconds. Yet we work on problems that require vastly more time. The way we do that (as we can observe by watching ourselves) requires periods of mulling to be followed by periods of recapitulation, describing to ourselves what seems to have gone on during the mulling, leading to whatever intermediate results we have reached. This has an obvious function: namely, by rehearsing these interim results... we commit them to memory, for the immediate contents of the stream of consciousness are very quickly lost unless rehearsed.... Given language, we can describe to ourselves what seemed to occur during the mulling that led to a judgment, produce a rehearsable version of the reaching-a-judgment process, and commit that to long-term memory by in fact rehearsing it. (Margolis, 1987, p. 60)

    Historical dictionary of quotations in cognitive science > Thinking

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