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testing tools

  • 1 testing tools

    Engineering: TSTO

    Универсальный русско-английский словарь > testing tools

  • 2 Tools, Testing, Ground Equipment = инструменты, испытательное оборудование, наземное подъёмно-транспортн

    General subject: TTGE (найдено в Гугле: TTGE may include tools, testing and ground handling equipment, and any other special equipment)

    Универсальный русско-английский словарь > Tools, Testing, Ground Equipment = инструменты, испытательное оборудование, наземное подъёмно-транспортн

  • 3 измерительные инструменты

    Русско-английский исловарь по машиностроению и автоматизации производства > измерительные инструменты

  • 4 измерительные инструменты

    1) Business: measuring tools
    2) Automation: testing tools

    Универсальный русско-английский словарь > измерительные инструменты

  • 5 инструментальные средства обеспечения испытаний

    Engineering: testing tools

    Универсальный русско-английский словарь > инструментальные средства обеспечения испытаний

  • 6 Herbert, Edward Geisler

    [br]
    b. 23 March 1869 Dedham, near Colchester, Essex, England
    d. 9 February 1938 West Didsbury, Manchester, England
    [br]
    English engineer, inventor of the Rapidor saw and the Pendulum Hardness Tester, and pioneer of cutting tool research.
    [br]
    Edward Geisler Herbert was educated at Nottingham High School in 1876–87, and at University College, London, in 1887–90, graduating with a BSc in Physics in 1889 and remaining for a further year to take an engineering course. He began his career as a premium apprentice at the Nottingham works of Messrs James Hill \& Co, manufacturers of lace machinery. In 1892 he became a partner with Charles Richardson in the firm of Richardson \& Herbert, electrical engineers in Manchester, and when this partnership was dissolved in 1895 he carried on the business in his own name and began to produce machine tools. He remained as Managing Director of this firm, reconstituted in 1902 as a limited liability company styled Edward G.Herbert Ltd, until his retirement in 1928. He was joined by Charles Fletcher (1868–1930), who as joint Managing Director contributed greatly to the commercial success of the firm, which specialized in the manufacture of small machine tools and testing machinery.
    Around 1900 Herbert had discovered that hacksaw machines cut very much quicker when only a few teeth are in operation, and in 1902 he patented a machine which utilized this concept by automatically changing the angle of incidence of the blade as cutting proceeded. These saws were commercially successful, but by 1912, when his original patents were approaching expiry, Herbert and Fletcher began to develop improved methods of applying the rapid-saw concept. From this work the well-known Rapidor and Manchester saws emerged soon after the First World War. A file-testing machine invented by Herbert before the war made an autographic record of the life and performance of the file and brought him into close contact with the file and tool steel manufacturers of Sheffield. A tool-steel testing machine, working like a lathe, was introduced when high-speed steel had just come into general use, and Herbert became a prominent member of the Cutting Tools Research Committee of the Institution of Mechanical Engineers in 1919, carrying out many investigations for that body and compiling four of its Reports published between 1927 and 1933. He was the first to conceive the idea of the "tool-work" thermocouple which allowed cutting tool temperatures to be accurately measured. For this advance he was awarded the Thomas Hawksley Gold Medal of the Institution in 1926.
    His best-known invention was the Pendulum Hardness Tester, introduced in 1923. This used a spherical indentor, which was rolled over, rather than being pushed into, the surface being examined, by a small, heavy, inverted pendulum. The period of oscillation of this pendulum provided a sensitive measurement of the specimen's hardness. Following this work Herbert introduced his "Cloudburst" surface hardening process, in which hardened steel engineering components were bombarded by steel balls moving at random in all directions at very high velocities like gaseous molecules. This treatment superhardened the surface of the components, improved their resistance to abrasion, and revealed any surface defects. After bombardment the hardness of the superficially hardened layers increased slowly and spontaneously by a room-temperature ageing process. After his retirement in 1928 Herbert devoted himself to a detailed study of the influence of intense magnetic fields on the hardening of steels.
    Herbert was a member of several learned societies, including the Manchester Association of Engineers, the Institute of Metals, the American Society of Mechanical Engineers and the Institution of Mechanical Engineers. He retained a seat on the Board of his company from his retirement until the end of his life.
    [br]
    Principal Honours and Distinctions
    Manchester Association of Engineers Butterworth Gold Medal 1923. Institution of Mechanical Engineers Thomas Hawksley Gold Medal 1926.
    Bibliography
    E.G.Herbert obtained several British and American patents and was the author of many papers, which are listed in T.M.Herbert (ed.), 1939, "The inventions of Edward Geisler Herbert: an autobiographical note", Proceedings of the Institution of Mechanical Engineers 141: 59–67.
    ASD / RTS

    Biographical history of technology > Herbert, Edward Geisler

  • 7 средства контроля

    3) Telecommunications: auditing facilities
    5) Business: means of control
    6) Investment: control environment
    7) Makarov: inspection tools

    Универсальный русско-английский словарь > средства контроля

  • 8 someter

    v.
    1 to subdue.
    2 to submit, to bring up for discussion, to bring up for consideration, to hand in.
    María sometió su propuesta Mary submitted her proposal.
    El tirano somete al pueblo The tyrant submits the people.
    * * *
    1 (rebeldes) to subdue, put down; (rebelión) to quell
    2 (hacer recibir) to subject (a, to)
    3 (pasiones) to subdue
    4 (proponer, presentar) to submit, present
    1 (rendirse) to surrender (a, to)
    2 (tratamiento etc) to undergo (a, -)
    \
    someterse a la opinión de alguien to bow to somebody's opinion
    someter a prueba to test, put to the test
    someter algo a la autoridad to refer something to an authority
    someter algo a votación to put something to the vote, vote on something
    * * *
    verb
    •
    - someterse a
    * * *
    1. VT
    1) (=dominar) [+ territorio, población] to subjugate; [+ rebeldes] to subdue, put down; [+ asaltante] to overpower, overcome
    2) (=subordinar)

    sometió sus intereses a los de su pueblo — he put the interests of the people before his own, he subordinated his interests to those of the people frm

    3)

    • someter a —

    a) (=exponer) [+ represión, tortura, interrogatorio] to subject to

    • someter algo/a algn a prueba — to put sth/sb to the test

    • someter algo a votación — to put sth to the vote

    b) (=entregar) to submit sth to
    2.
    See:
    * * *
    1.
    verbo transitivo
    1)
    a) ( dominar)
    2)
    a) (a torturas, presiones) to subject
    c) ( a prueba) to subject
    d) (a votación, aprobación)
    2.
    someterse v pron
    a) ( a autoridad) to submit to, yield to; ( a capricho) to give in to; ( a ley) to comply with
    b) (a prueba, exámen, operación) to undergo
    * * *
    = subject, subdue, wage, subjugate, lord it over, conquer.
    Ex. Author abstracts are the abstracts prepared by authors of the document that has been subjected to abstracting.
    Ex. Anyway, experience had taught him that a subordinate who attempts to subdue a superordinate is almost always lost; the superordinate has too many advantages in such a contest.
    Ex. It is as if libraries find themselves once again mired down in the bureaucratic information policy firefights waged during the Reagan and Bush administrations (1980-1992).
    Ex. Only majorities have the power to terrorize and subjugate minority groups.
    Ex. They believe that the main use for government is for some people to lord it over others at their expense.
    Ex. The tools and technologies provided by the Internet enable scholars to communicate or disseminate information in ways which conquer the barriers of time and space.
    ----
    * someter a = submit to, subject to.
    * someter a Alguien = bring + Nombre + under + Posesivo + sway.
    * someter a control = place under + control.
    * someter a disciplina = subject to + discipline.
    * someter a engaño = perpetrate + deception.
    * someter a examen = expose to + examination.
    * someter a juicio = try.
    * someter a presión = place under + pressure.
    * someter a prueba = place + strain on.
    * someter a una evaluación por expertos doble = double referee.
    * someterse a = truckle to, bow down before, bow to.
    * * *
    1.
    verbo transitivo
    1)
    a) ( dominar)
    2)
    a) (a torturas, presiones) to subject
    c) ( a prueba) to subject
    d) (a votación, aprobación)
    2.
    someterse v pron
    a) ( a autoridad) to submit to, yield to; ( a capricho) to give in to; ( a ley) to comply with
    b) (a prueba, exámen, operación) to undergo
    * * *
    = subject, subdue, wage, subjugate, lord it over, conquer.

    Ex: Author abstracts are the abstracts prepared by authors of the document that has been subjected to abstracting.

    Ex: Anyway, experience had taught him that a subordinate who attempts to subdue a superordinate is almost always lost; the superordinate has too many advantages in such a contest.
    Ex: It is as if libraries find themselves once again mired down in the bureaucratic information policy firefights waged during the Reagan and Bush administrations (1980-1992).
    Ex: Only majorities have the power to terrorize and subjugate minority groups.
    Ex: They believe that the main use for government is for some people to lord it over others at their expense.
    Ex: The tools and technologies provided by the Internet enable scholars to communicate or disseminate information in ways which conquer the barriers of time and space.
    * someter a = submit to, subject to.
    * someter a Alguien = bring + Nombre + under + Posesivo + sway.
    * someter a control = place under + control.
    * someter a disciplina = subject to + discipline.
    * someter a engaño = perpetrate + deception.
    * someter a examen = expose to + examination.
    * someter a juicio = try.
    * someter a presión = place under + pressure.
    * someter a prueba = place + strain on.
    * someter a una evaluación por expertos doble = double referee.
    * someterse a = truckle to, bow down before, bow to.

    * * *
    someter [E1 ]
    vt
    A
    1
    (dominar): un puñado de hombres logró someter a todo el país a handful of men managed to subjugate o conquer the whole country
    fue necesario usar la fuerza para someterlo they had to use force to subdue him
    2
    (subordinar): los sometió a su autoridad he forced them to submit to o yield to his authority, he imposed his authority on them
    quieren someter nuestros intereses a los de una multinacional they are trying to subordinate our interests to those of a multinational, they are trying to put the interests of a multinational before ours
    B
    1 (a torturas, presiones) to subject
    lo sometieron a un exhaustivo interrogatorio they subjected him to a thorough interrogation
    2
    (a un tratamiento): fue sometido a una intervención quirúrgica he underwent o had surgery, he underwent o had an operation, he was operated on
    3 (a una prueba) to subject
    someten los productos a pruebas de calidad the products are subjected to o undergo quality control tests
    el avión fue sometido a una minuciosa revisión the aircraft was given a thorough overhaul
    4
    (a una votación): el acuerdo está sometido a la aprobación del Parlamento the agreement is subject to the approval of Parliament
    el proyecto de ley será sometido a votación the bill will be put to the vote o will be voted on
    la propuesta será sometida a la aprobación de los socios the proposal will be submitted to o presented to o put before the members for approval
    1
    (a una autoridad): no me someteré a la autoridad de este comité I shall not submit to o yield to the authority of this committee
    no te sometas a sus caprichos don't bow to o give in to his whims
    los extranjeros deben someterse a las leyes del país foreigners must comply with the laws of the country
    2
    (a una prueba): tendrá que someterse a un examen médico you will have to undergo o have a medical examination
    * * *

     

    someter ( conjugate someter) verbo transitivo
    1 ( dominar) ‹ país› to subjugate;

    2 (a torturas, presiones, prueba) to subject;

    someter algo a votación to put sth to the vote
    someterse verbo pronominal

    ( a capricho) to give in to;
    ( a ley) to comply with
    b) (a prueba, examen, operación) to undergo

    someter verbo transitivo
    1 (subyugar, sojuzgar) to subdue, put down
    2 (a votación, opinión, juicio) lo sometió a nuestro juicio, he left it to us to judge
    3 (a una prueba, un experimento, interrogatorio, etc) to subject [a, to]
    ' someter' also found in these entries:
    Spanish:
    exponer
    - oprimir
    - regular
    - subyugar
    - sujetar
    - tratar
    - votación
    - examen
    - referéndum
    English:
    ballot
    - degree
    - keep under
    - polygraph
    - screen
    - subject
    - submit
    - test
    - test drive
    - vet
    - vote
    - put
    - strain
    - subdue
    * * *
    ♦ vt
    1. [dominar, subyugar] to subdue;
    los sometieron a su autoridad they forced them to accept their authority;
    no consiguieron someter a la guerilla they were unable to subdue o put down the guerrillas
    2. [presentar]
    someter algo a la aprobación de alguien to submit sth for sb's approval;
    someter algo a votación to put sth to the vote;
    sometieron sus conclusiones a la comisión they submitted o presented their conclusions to the committee
    3. [subordinar]
    someto mi decisión a los resultados de la encuesta my decision will depend on the results of the poll;
    sometió su opinión a la de la mayoría she went along with the opinion of the majority
    4. [a interrogatorio, presiones]
    someter a alguien a algo to subject sb to sth;
    sometieron la estructura a duras pruebas de resistencia the structure was subjected to stringent strength tests;
    sometieron la ciudad a un fuerte bombardeo the city was subjected to heavy bombing
    * * *
    v/t
    1 subjugate
    2
    :
    someter a alguien a algo subject s.o. to sth
    3
    :
    someter algo a votación put sth to the vote
    * * *
    1) : to subjugate, to conquer
    2) : to subordinate
    3) : to subject (to treatment or testing)
    4) : to submit, to present
    * * *
    1. (exponer) to subject
    2. (proponer) to put [pt. & pp. put]

    Spanish-English dictionary > someter

  • 9 БИБЛИОГРАФИЯ

    Мы приняли следующие сокращения для наиболее часто упоминаемых книг и журналов:
    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.
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    873. Whitman, R. M. (1963) Remembering and forgetting dreams in psychoanalysis. JAPA, 11.
    874. Wiedeman, G. Sexuality. PMC. Forthcoming.
    875. Wiedeman, G. (1962) Survey of psychoanalytic literature on overt male homosexuality. JAPA, 10.
    876. Wieder, H. (1966) Intellectuality. PSOC, 21.
    877. Wieder, H. (1978) The psychoanalytic treatment of preadolescents In Child Analysis and Therapy, ed. J. Glenn. New York Aronson.
    878. Willick, M. S. Defense. PMC. Forthcoming.
    879. Wilson, C. P. (1967) Stone as a symbol of teeth. PQ, 36.
    880. Wilson, C. P Hohan, C. & Mintz, I. (1983) Fear of Being Fat. New York: Aronson.
    881. Wilson, C. P. S Mintz, I. (1982) Abstaining and bulimic anorexics. Primary Care, 9.
    882. Wilson, E. O. (1978) On Human Nature. Cambridge: Harvard Univ. Press.
    883. Winnicott, C. (1978) D. W. W.: a reflection. In: Between Reality and Fantasy. New York: Jason Aronson.
    884. Winnicott, D. W. (1953) Transitional object and transitional phenomena. In: Collected Papers. New York Basic Books, 1958.
    885. Winnicott, D. W. (1956) Primary maternal preoccupation. In: Winnicott (1958).
    886. Winnicott, D. W. (1958) Collected Papers. New York: Basic Books, Inc.
    887. Winnicott, D. W. (1960) Ego distortions in terms of true and false self. In: The Maturational Processes and the Facilitating Environment. New York: Int. Univ. Press, 1965.
    888. Winnicott, D. W. (1960) The theory of the parent-infant relationship. In: Winnicott (1965).
    889. Winnicott, D. W. (1965) The Maturational Processes and the Facilitating Environment. New York: Int. Univ. Press.
    890. Winnicott, D. W. (1971) Playing and Reality. New York: Basic Books.
    891. Winnicott, D. W. (1971) Therapeutic Consultations in Child Psychiatry. New York: Basic Books.
    892. Winnicott, D. W. (1977) The Piggle. New York: Int. Univ. Press.
    893. Winson, J. (1985) Brain and Psyche. New York: Anchor Press.
    894. Wolf, E. S. (1976) Ambience and abstinence. Annu. Psycho-anal., 4.
    895. Wolf, E. S. (1980) On the developmental line of self-object relations. In: Advances in Self Psychology, ed. A. Goldberg. New York: Int. Univ. Press.
    896. Wolf, E. S. (1983) Empathy and countertransference. In: The Future of Psychoanalysis, ed. A. Coldberg. New York: Int. Univ. Press.
    897. Wolf, E. S. (1984) Disruptions in the psychoanalytic treatment of disorders of the self. In: Kohut's Legacy, ed. P. Stepansky & A. Coldberg, Hillsdale, H. J.: Analytic Press, 1984.
    898. Wolf, E. S. (1984) Selfobject relations disorders. In: Character Pathology, ed. M. Zales. New York: Bruner/Mazel.
    899. Wolf, E. S. & Trosman, H. (1974) Freud and Popper-Lynkeus. JAPA, 22.
    900. Wolfenstein, M. (1966) How is mourning possible? PSOC, 21.
    901. Wolman, B. B. ed. (1977) The International Encyclopedia of Psychiatry, Psychology, Psychoanalysis, and Neurology. New York: Aesculapius.
    902. Wolpert, E. A. (1980) Major affective disorders. In: Comprehensive Textbook of Psychiatry, ed. H. I. Kaplan, A. M. Freedman & B. J. Saddock. Boston: Williams & Wilkins, vol. 2.
    903. Wurmser, L. (1977) A defense of the use of metaphor in analytic theory formation. PQ, 46.
    904. Wurmser, L. (1981) The Mask of Shame. Baltimore: Johns Hopkins Univ. Press.
    905. Zetzel, E. R. (1956) Current concepts of transference. TJP, 37.

    Словарь психоаналитических терминов и понятий > БИБЛИОГРАФИЯ

  • 10 инструментальное средство

    1. instrument
    2. tools

    Русско-английский большой базовый словарь > инструментальное средство

  • 11 руководство


    manual, handbook
    (инструкция)
    - для членов экипажа (по отысканию неисправностей и памятка экипажу) — flight crew operating manual
    - по аэродромному обслуживанию — air terminal handbook
    - no аэродромному и наземному оборудованию — ground equipment manual
    - по донесениям о неисправностях — fault report manual
    - по загрузке и центровке — weight and balance manual
    - по инструменту и оборудованию (иллюстрированное) — illustrated tool and equipment manual
    - по летной эксплуатации (самолета) — (airplane) flight manual (afm)
    рлэ должно содержать cледующие основные разделы: — the manual should be divided into sections as follows:
    1. общие сведения — 1. general
    2. ограничения — 2. limitations
    3. эксплуатация в аварийных условиях — 3. emergency procedures
    4. эксплуатация в нормальных условиях — 4. normal procedures
    5. летные характеристики — 5. performance appendices (if necessary)
    - по монтажу силовой установки — power plant built-up manual (ata-10o, 2-10-0)
    - по неразрушающему контролю (по неразрущающим методам контроля) — nondestructive testing manual
    - по обслуживанию (самолета) в ангарах, мастерских — facility planning manual
    - по представлению данных об авиационных происшествиях и предпосылках к ним — accident/incident data reporting (adrep)
    - по производству полетов для летчиков-любителей — private pilots' flight learning guide
    - (по капитальному) ремонту — overhaul manual
    руководство по ремонту содержит информацию описательного характера, а также конкретные сведения и порядок операций по ремонту изделий и узлов, демонтированных с ла. обычно рр подготавливается для механиков ремонтных мастерских. — the overhaul manual contains overhaul instructions containing descriptive information and specific procedures and data pertaining to work done on units and assemblies removed from the aircraft. they are normally prepared for the mechanic who performs shop work.
    pp состоит из следующих разделов: описание и принцип действия, (приемка в ремонт), разборка, очистка и промывка, дефектация (определение технического состояния деталей), ремонт, сборка, допуски и посадки, испытания (проверка), устранение неисправностей, храненце (консервация, упаковка, маркировка). — overhaul manual sections description and operation, (acceptance for overhaul), disassembly, cleaning, inspection/check, repair, assembly, testing, fits and clearances, troubleshooting, storage instructions, special tools, fixtures, and equipment, illustrated parts list.
    - по ремонту планера руководство, подготавливаемое изготовителем планера ла, должно содержать сведения описательного характара, конкретные указания и данные по ремонту силового набора и вспомогательных узлов планера применительно к ремонту в аэродромных условиях. — structural repair manual the manufacturer's structural repair manual shall contain descriptive information and specific instructions and data pertaining to the repair of the primary and secondary structure adaptable to field repair.
    - по окончательной сборке силовой установки (по оснащению собственно двигателя агрегатами и наружными узлами и деталями) — power plant build-up manual the power plant build-up manual shall contain all information necessary to assemble the power plant to the desired configuration from the "basic engine".
    - по технической эксплуатации руководство включает следующие основные главы: описание и работа (или принцип действия), отыскание и устранение неисправностей и инструкции по эксплуатации. — maintenance manual the maintenance manual contains: description and operation, trouble shooting and maintenance practices.
    инструкция по эксплуатации включает: обслуживание, демонтаж /монтаж, регулировка/испытание,осмотр/проверка, очистка/окраска, текущий ремонт. — the maintenance practices cover: servicing, removal/installation, adjustment/test, inspection/cheek,cleaning/painting, approved repairs.
    - по транспортировочным возможностям ла — (aircraft) transportability manual
    - по устранению неисправностей (ла) — aircraft) retrieval manual
    - по эксплуатации (техническому обслуживанию) — maintenance manual
    - по эксплуатации (с указанием правил работы с изделием или оборудованием) — operation and maintenance manual
    - по эксплуатации блоков (входящих в систему) — components maintenance manual
    - по эксплуатации грузового (погрузочного) оборудования — cargo systems operations manual
    - по эксплуатации наземного оборудования — ground equipment operation and maintenance manual
    - предназначено (написано) для обучения летчика метолам эксплуатации (оборудования) — manual is written to instruct the pilot in operation (of equipment)
    - с упрощенными (принципиальными) схемами — schematics manual

    Русско-английский сборник авиационно-технических терминов > руководство

  • 12 Taylor, William

    [br]
    b. 11 June 1865 London, England
    d. 28 February 1937 Laughton, Leicestershire, England
    [br]
    English mechanical engineer and metrologist, originator of standard screw threads for lens mountings and inventor of "Dimple" golf balls.
    [br]
    William Taylor served an apprenticeship from 1880 to 1885 in London with Paterson and Cooper, electrical engineers and instrument makers. He studied at the Finsbury Technical College under Professors W.E.Ayrton (1847–1908) and John Perry (1850–1920). He remained with Paterson and Cooper until 1887, when he joined his elder brother, who had set up in Leicester as a manufacturer of optical instruments. The firm was then styled T.S. \& W.Taylor and a few months later, when H.W.Hobson joined them as a partner, it became Taylor, Taylor and Hobson, as it was known for many years.
    William Taylor was mainly responsible for technical developments in the firm and he designed the special machine tools required for making lenses and their mountings. However, his most notable work was in originating methods of measuring and gauging screw threads. He proposed a standard screw-thread for lens mountings that was adopted by the Royal Photographic Society, and he served on screw thread committees of the British Standards Institution and the British Association. His interest in golf led him to study the flight of the golf ball, and he designed and patented the "Dimple" golf ball and a mechanical driving machine for testing golf balls.
    He was an active member of the Institution of Mechanical Engineers, being elected Associate Member in 1894, Member in 1901 and Honorary Life Member in 1936. He served on the Council from 1918 and was President in 1932. He took a keen interest in engineering education and advocated the scientific study of materials, processes and machine tools, and of management. His death occurred suddenly while he was helping to rescue his son's car from a snowdrift.
    [br]
    Principal Honours and Distinctions
    OBE 1918. FRS 1934. President, Institution of Mechanical Engineers 1932.
    Further Reading
    K.J.Hume, 1980, A History of Engineering Metrology, London, 110–21 (a short account of William Taylor and of Taylor, Taylor and Hobson).
    RTS

    Biographical history of technology > Taylor, William

  • 13 объем

    amount, scope
    объем испытаний — scope of tests, amount of testing
    объем испытаний, большой — extensive testing
    объем поставки (документ) — list of standard equipment, equipment supplied
    объем работ — amount of work, amount of effort
    ▪ The amount of repair that can be performed by units having field maintenance responsibility is limited only by the tools and test equipment available and by the skill of repairmen.

    Поставки машин и оборудования. Русско-английский словарь > объем

  • 14 многофункциональный пластоиспытатель, управляемый по спуску-подъёму бурильной колонны

    General subject: multi-flow evaluator (The Multi-Flow Evaluator (MFE) is a new system of tools providing an original approach in drill-stem testing. It improves c)

    Универсальный русско-английский словарь > многофункциональный пластоиспытатель, управляемый по спуску-подъёму бурильной колонны

  • 15 EOTC

    abbr ↑ Europäische Prüfungs- und Bescheinigungsorganisation TOOLS EOTC ( European Organization for Testing and Certification)

    Deutsch-Englisch Wörterbuch für Informatik > EOTC

  • 16 Europäische Prüfungs- und Bescheinigungsorganisation

    f ↑ EOTC TOOLS European Organization for Testing and Certification ( EOTC)

    Deutsch-Englisch Wörterbuch für Informatik > Europäische Prüfungs- und Bescheinigungsorganisation

  • 17 инструментальное средство

    Русско-английский словарь по информационным технологиям > инструментальное средство

  • 18 Artificial Intelligence

       In my opinion, none of [these programs] does even remote justice to the complexity of human mental processes. Unlike men, "artificially intelligent" programs tend to be single minded, undistractable, and unemotional. (Neisser, 1967, p. 9)
       Future progress in [artificial intelligence] will depend on the development of both practical and theoretical knowledge.... As regards theoretical knowledge, some have sought a unified theory of artificial intelligence. My view is that artificial intelligence is (or soon will be) an engineering discipline since its primary goal is to build things. (Nilsson, 1971, pp. vii-viii)
       Most workers in AI [artificial intelligence] research and in related fields confess to a pronounced feeling of disappointment in what has been achieved in the last 25 years. Workers entered the field around 1950, and even around 1960, with high hopes that are very far from being realized in 1972. In no part of the field have the discoveries made so far produced the major impact that was then promised.... In the meantime, claims and predictions regarding the potential results of AI research had been publicized which went even farther than the expectations of the majority of workers in the field, whose embarrassments have been added to by the lamentable failure of such inflated predictions....
       When able and respected scientists write in letters to the present author that AI, the major goal of computing science, represents "another step in the general process of evolution"; that possibilities in the 1980s include an all-purpose intelligence on a human-scale knowledge base; that awe-inspiring possibilities suggest themselves based on machine intelligence exceeding human intelligence by the year 2000 [one has the right to be skeptical]. (Lighthill, 1972, p. 17)
       4) Just as Astronomy Succeeded Astrology, the Discovery of Intellectual Processes in Machines Should Lead to a Science, Eventually
       Just as astronomy succeeded astrology, following Kepler's discovery of planetary regularities, the discoveries of these many principles in empirical explorations on intellectual processes in machines should lead to a science, eventually. (Minsky & Papert, 1973, p. 11)
       Many problems arise in experiments on machine intelligence because things obvious to any person are not represented in any program. One can pull with a string, but one cannot push with one.... Simple facts like these caused serious problems when Charniak attempted to extend Bobrow's "Student" program to more realistic applications, and they have not been faced up to until now. (Minsky & Papert, 1973, p. 77)
       What do we mean by [a symbolic] "description"? We do not mean to suggest that our descriptions must be made of strings of ordinary language words (although they might be). The simplest kind of description is a structure in which some features of a situation are represented by single ("primitive") symbols, and relations between those features are represented by other symbols-or by other features of the way the description is put together. (Minsky & Papert, 1973, p. 11)
       [AI is] the use of computer programs and programming techniques to cast light on the principles of intelligence in general and human thought in particular. (Boden, 1977, p. 5)
       The word you look for and hardly ever see in the early AI literature is the word knowledge. They didn't believe you have to know anything, you could always rework it all.... In fact 1967 is the turning point in my mind when there was enough feeling that the old ideas of general principles had to go.... I came up with an argument for what I called the primacy of expertise, and at the time I called the other guys the generalists. (Moses, quoted in McCorduck, 1979, pp. 228-229)
       9) Artificial Intelligence Is Psychology in a Particularly Pure and Abstract Form
       The basic idea of cognitive science is that intelligent beings are semantic engines-in other words, automatic formal systems with interpretations under which they consistently make sense. We can now see why this includes psychology and artificial intelligence on a more or less equal footing: people and intelligent computers (if and when there are any) turn out to be merely different manifestations of the same underlying phenomenon. Moreover, with universal hardware, any semantic engine can in principle be formally imitated by a computer if only the right program can be found. And that will guarantee semantic imitation as well, since (given the appropriate formal behavior) the semantics is "taking care of itself" anyway. Thus we also see why, from this perspective, artificial intelligence can be regarded as psychology in a particularly pure and abstract form. The same fundamental structures are under investigation, but in AI, all the relevant parameters are under direct experimental control (in the programming), without any messy physiology or ethics to get in the way. (Haugeland, 1981b, p. 31)
       There are many different kinds of reasoning one might imagine:
        Formal reasoning involves the syntactic manipulation of data structures to deduce new ones following prespecified rules of inference. Mathematical logic is the archetypical formal representation. Procedural reasoning uses simulation to answer questions and solve problems. When we use a program to answer What is the sum of 3 and 4? it uses, or "runs," a procedural model of arithmetic. Reasoning by analogy seems to be a very natural mode of thought for humans but, so far, difficult to accomplish in AI programs. The idea is that when you ask the question Can robins fly? the system might reason that "robins are like sparrows, and I know that sparrows can fly, so robins probably can fly."
        Generalization and abstraction are also natural reasoning process for humans that are difficult to pin down well enough to implement in a program. If one knows that Robins have wings, that Sparrows have wings, and that Blue jays have wings, eventually one will believe that All birds have wings. This capability may be at the core of most human learning, but it has not yet become a useful technique in AI.... Meta- level reasoning is demonstrated by the way one answers the question What is Paul Newman's telephone number? You might reason that "if I knew Paul Newman's number, I would know that I knew it, because it is a notable fact." This involves using "knowledge about what you know," in particular, about the extent of your knowledge and about the importance of certain facts. Recent research in psychology and AI indicates that meta-level reasoning may play a central role in human cognitive processing. (Barr & Feigenbaum, 1981, pp. 146-147)
       Suffice it to say that programs already exist that can do things-or, at the very least, appear to be beginning to do things-which ill-informed critics have asserted a priori to be impossible. Examples include: perceiving in a holistic as opposed to an atomistic way; using language creatively; translating sensibly from one language to another by way of a language-neutral semantic representation; planning acts in a broad and sketchy fashion, the details being decided only in execution; distinguishing between different species of emotional reaction according to the psychological context of the subject. (Boden, 1981, p. 33)
       Can the synthesis of Man and Machine ever be stable, or will the purely organic component become such a hindrance that it has to be discarded? If this eventually happens-and I have... good reasons for thinking that it must-we have nothing to regret and certainly nothing to fear. (Clarke, 1984, p. 243)
       The thesis of GOFAI... is not that the processes underlying intelligence can be described symbolically... but that they are symbolic. (Haugeland, 1985, p. 113)
        14) Artificial Intelligence Provides a Useful Approach to Psychological and Psychiatric Theory Formation
       It is all very well formulating psychological and psychiatric theories verbally but, when using natural language (even technical jargon), it is difficult to recognise when a theory is complete; oversights are all too easily made, gaps too readily left. This is a point which is generally recognised to be true and it is for precisely this reason that the behavioural sciences attempt to follow the natural sciences in using "classical" mathematics as a more rigorous descriptive language. However, it is an unfortunate fact that, with a few notable exceptions, there has been a marked lack of success in this application. It is my belief that a different approach-a different mathematics-is needed, and that AI provides just this approach. (Hand, quoted in Hand, 1985, pp. 6-7)
       We might distinguish among four kinds of AI.
       Research of this kind involves building and programming computers to perform tasks which, to paraphrase Marvin Minsky, would require intelligence if they were done by us. Researchers in nonpsychological AI make no claims whatsoever about the psychological realism of their programs or the devices they build, that is, about whether or not computers perform tasks as humans do.
       Research here is guided by the view that the computer is a useful tool in the study of mind. In particular, we can write computer programs or build devices that simulate alleged psychological processes in humans and then test our predictions about how the alleged processes work. We can weave these programs and devices together with other programs and devices that simulate different alleged mental processes and thereby test the degree to which the AI system as a whole simulates human mentality. According to weak psychological AI, working with computer models is a way of refining and testing hypotheses about processes that are allegedly realized in human minds.
    ... According to this view, our minds are computers and therefore can be duplicated by other computers. Sherry Turkle writes that the "real ambition is of mythic proportions, making a general purpose intelligence, a mind." (Turkle, 1984, p. 240) The authors of a major text announce that "the ultimate goal of AI research is to build a person or, more humbly, an animal." (Charniak & McDermott, 1985, p. 7)
       Research in this field, like strong psychological AI, takes seriously the functionalist view that mentality can be realized in many different types of physical devices. Suprapsychological AI, however, accuses strong psychological AI of being chauvinisticof being only interested in human intelligence! Suprapsychological AI claims to be interested in all the conceivable ways intelligence can be realized. (Flanagan, 1991, pp. 241-242)
        16) Determination of Relevance of Rules in Particular Contexts
       Even if the [rules] were stored in a context-free form the computer still couldn't use them. To do that the computer requires rules enabling it to draw on just those [ rules] which are relevant in each particular context. Determination of relevance will have to be based on further facts and rules, but the question will again arise as to which facts and rules are relevant for making each particular determination. One could always invoke further facts and rules to answer this question, but of course these must be only the relevant ones. And so it goes. It seems that AI workers will never be able to get started here unless they can settle the problem of relevance beforehand by cataloguing types of context and listing just those facts which are relevant in each. (Dreyfus & Dreyfus, 1986, p. 80)
       Perhaps the single most important idea to artificial intelligence is that there is no fundamental difference between form and content, that meaning can be captured in a set of symbols such as a semantic net. (G. Johnson, 1986, p. 250)
        18) The Assumption That the Mind Is a Formal System
       Artificial intelligence is based on the assumption that the mind can be described as some kind of formal system manipulating symbols that stand for things in the world. Thus it doesn't matter what the brain is made of, or what it uses for tokens in the great game of thinking. Using an equivalent set of tokens and rules, we can do thinking with a digital computer, just as we can play chess using cups, salt and pepper shakers, knives, forks, and spoons. Using the right software, one system (the mind) can be mapped into the other (the computer). (G. Johnson, 1986, p. 250)
        19) A Statement of the Primary and Secondary Purposes of Artificial Intelligence
       The primary goal of Artificial Intelligence is to make machines smarter.
       The secondary goals of Artificial Intelligence are to understand what intelligence is (the Nobel laureate purpose) and to make machines more useful (the entrepreneurial purpose). (Winston, 1987, p. 1)
       The theoretical ideas of older branches of engineering are captured in the language of mathematics. We contend that mathematical logic provides the basis for theory in AI. Although many computer scientists already count logic as fundamental to computer science in general, we put forward an even stronger form of the logic-is-important argument....
       AI deals mainly with the problem of representing and using declarative (as opposed to procedural) knowledge. Declarative knowledge is the kind that is expressed as sentences, and AI needs a language in which to state these sentences. Because the languages in which this knowledge usually is originally captured (natural languages such as English) are not suitable for computer representations, some other language with the appropriate properties must be used. It turns out, we think, that the appropriate properties include at least those that have been uppermost in the minds of logicians in their development of logical languages such as the predicate calculus. Thus, we think that any language for expressing knowledge in AI systems must be at least as expressive as the first-order predicate calculus. (Genesereth & Nilsson, 1987, p. viii)
        21) Perceptual Structures Can Be Represented as Lists of Elementary Propositions
       In artificial intelligence studies, perceptual structures are represented as assemblages of description lists, the elementary components of which are propositions asserting that certain relations hold among elements. (Chase & Simon, 1988, p. 490)
       Artificial intelligence (AI) is sometimes defined as the study of how to build and/or program computers to enable them to do the sorts of things that minds can do. Some of these things are commonly regarded as requiring intelligence: offering a medical diagnosis and/or prescription, giving legal or scientific advice, proving theorems in logic or mathematics. Others are not, because they can be done by all normal adults irrespective of educational background (and sometimes by non-human animals too), and typically involve no conscious control: seeing things in sunlight and shadows, finding a path through cluttered terrain, fitting pegs into holes, speaking one's own native tongue, and using one's common sense. Because it covers AI research dealing with both these classes of mental capacity, this definition is preferable to one describing AI as making computers do "things that would require intelligence if done by people." However, it presupposes that computers could do what minds can do, that they might really diagnose, advise, infer, and understand. One could avoid this problematic assumption (and also side-step questions about whether computers do things in the same way as we do) by defining AI instead as "the development of computers whose observable performance has features which in humans we would attribute to mental processes." This bland characterization would be acceptable to some AI workers, especially amongst those focusing on the production of technological tools for commercial purposes. But many others would favour a more controversial definition, seeing AI as the science of intelligence in general-or, more accurately, as the intellectual core of cognitive science. As such, its goal is to provide a systematic theory that can explain (and perhaps enable us to replicate) both the general categories of intentionality and the diverse psychological capacities grounded in them. (Boden, 1990b, pp. 1-2)
       Because the ability to store data somewhat corresponds to what we call memory in human beings, and because the ability to follow logical procedures somewhat corresponds to what we call reasoning in human beings, many members of the cult have concluded that what computers do somewhat corresponds to what we call thinking. It is no great difficulty to persuade the general public of that conclusion since computers process data very fast in small spaces well below the level of visibility; they do not look like other machines when they are at work. They seem to be running along as smoothly and silently as the brain does when it remembers and reasons and thinks. On the other hand, those who design and build computers know exactly how the machines are working down in the hidden depths of their semiconductors. Computers can be taken apart, scrutinized, and put back together. Their activities can be tracked, analyzed, measured, and thus clearly understood-which is far from possible with the brain. This gives rise to the tempting assumption on the part of the builders and designers that computers can tell us something about brains, indeed, that the computer can serve as a model of the mind, which then comes to be seen as some manner of information processing machine, and possibly not as good at the job as the machine. (Roszak, 1994, pp. xiv-xv)
       The inner workings of the human mind are far more intricate than the most complicated systems of modern technology. Researchers in the field of artificial intelligence have been attempting to develop programs that will enable computers to display intelligent behavior. Although this field has been an active one for more than thirty-five years and has had many notable successes, AI researchers still do not know how to create a program that matches human intelligence. No existing program can recall facts, solve problems, reason, learn, and process language with human facility. This lack of success has occurred not because computers are inferior to human brains but rather because we do not yet know in sufficient detail how intelligence is organized in the brain. (Anderson, 1995, p. 2)

    Historical dictionary of quotations in cognitive science > Artificial Intelligence

  • 19 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

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