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1 merely
В современном языке merely является ограничительной частицей, которая имеет свою специфику, заключающуюся в том, что она всегда имплицирует значение 'всего лишь', 'не более, того'. Указанное имплицитное значение merely часто вербализуется в переводе:
• I found it merely annoying... (DT: 101)
Меня это немного раздражало, и только / но не более того / вот и все.
В других контекстах возможно употребление в качестве эквивалента частицы просто, хотя не исключены и другие варианты:
• "Do you feel you are being watched now?"...
"Am I?"
" I merely wondered, Mr. Urfe." (F: 90)
"Вы чувствуете, что за вами следят сейчас?"...
"Вы так думаете?"
"Я просто спросил, м-р Урфе."
• This Seven Dials business isn't merely criminal - it's international. ( AC1: 59)
Вся эта история с семью будильниками - не просто преступление / больше, чем обычное преступление, за ним стоит международная преступная группа.
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2 Schemata
Once we have accepted a configuration of schemata, the schemata themselves provide a richness that goes far beyond our observations.... In fact, once we have determined that a particular schema accounts for some event, we may not be able to determine which aspects of our beliefs are based on direct sensory information and which are merely consequences of our interpretation. (Rumelhart, 1980, p. 38)Through most of its history, the notion of the schema has been rejected by mainstream experimental psychologists as being too vague. As a result, the concept of the schema was largely shunned until the mid-1970s. The concept was then revived by an attempt to offer more clearly specified interpretation of the schema in terms of explicitly specified computer implementations or, similarly, formally specified implementations of the concept. Thus, Minsky (1975) postulated the concept of the frame, Schank and Abelson (1977) focused on the concept of the script, and Bobrow and Norman (1975) and Rumelhart (1975) developed an explicit notion of the schema. Although the details differed in each case, the idea was essentially the same.... Minsky and the others argued that some higher-level "suprasentential" or, more simply, conceptual structure is needed to represent the complex relations implicit in our knowledge base. The basic idea is that schemata are data structures for representing the generic concepts stored in memory. There are schemata for generalized concepts underlying objects, situations, events, sequences of events, actions, and sequences of actions. Roughly, schemata are like models of the outside world. To process information with the use of a schema is to determine which model best fits the incoming information. Ultimately, consistent configurations of schemata are discovered which, in concert, offer the best account for the input. This configuration of schemata together constitutes the interpretation of the input. (Rumelhart, Smolensky, McClelland & Hinton, 1986, pp. 17-18)Historical dictionary of quotations in cognitive science > Schemata
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3 exercise
ˈeksəsaɪz
1. сущ.
1) осуществление, применение, использование exercise of influence ≈ осуществление влияния Party politics has always been an exercise in compromise. ≈ Партийная политика всегда была проявлением компромиссных решений. Leadership does not rest on the exercise of force alone. ≈ Лидерство основывается не только на применении силы.
2) упражнение, тренировка (in) to engage in exercise, go in for exercise ≈ тренироваться to do exercises ≈ упражняться flexibility exercise ≈ упражнения на гибкость hard, strenuous, vigorous exercise ≈ интенсивные занятия, тренировки isometric exercise ≈ изометрические упражнения physical exercise ≈ физические упражнения;
зарядка;
моцион regular exercise ≈ регулярные занятия relaxation exercise ≈ упражнения на расслабление form of exercise ≈ вид упражнения aerobic exercise ≈ упражнения по аэробике, занятия аэробикой therapeutic exercise ≈ лечебная гимнастика warming-up exercise ≈ разминка exercise book ≈ тетрадь Syn: training
3) зарядка, ходьба, бег, плавание и т. п.( физические упражнения для укрепления здоровья) to take exercises ≈ делать моцион;
заниматься спортом to work in your garden for the sake of exercise ≈ работать в твоем саду ради физической тренировки
4) воен. учение, занятие;
боевая подготовка exercise ground ≈ учебный плац
5) мн.;
амер. празднества, торжества to hold exercise ≈ проводить празднество the inauguration exercises ≈ торжества по поводу инаугурации Syn: ceremony
6) мн. обряд, ритуал
2. гл.
1) использовать, осуществлять, проявлять, применять An arbitrary power of imprisonment was still exercised by the Council. ≈ Совет по-прежнему произвольно проявлял свою власть при заключении в тюрьму. They are merely exercising their right to free speech. ≈ Они просто используют свое право свободно говорить. Britain has warned travellers to exercise prudence and care. ≈ Британия предупредила путешественников, чтобы они проявляли осмотрительность и осторожность. Syn: exert
2) а) упражнять, развивать, тренировать;
воен. проводить учение All student teachers should be exercised in the new methods of reading instruction. ≈ Все университетские преподаватели будут опробовать новые методы обучения. If the horses are exercised in jumping the fences every day, they will give no trouble in the actual race. ≈ Если каждый день давать лошадям упражнения по взятию барьеров, у них не будет никаких проблем на реальных скачках. б) упражняться;
развиваться, тренироваться to exercise hard, strenuously, vigorously ≈ усердно упражняться She exercises two or three times a week. ≈ Она тренируется два или три раза в неделю.
3) страд. беспокоить, вызывать тревогу( over, about) The issues exercising voters this year. ≈ Результаты вызывают тревогу у избирателей в этом году. This has been a major problem exercising the minds of scientists around the world. ≈ Это была главная проблема, волновавшая умы ученых во всем мире. Syn: harass, vex, worry
2. упражнение, тренировка обыкн. pl упражнения;
комплекс упражнений - five-finger *s фортепьянные упражнения, экзерсисы - map *s учебные занятия по карте - compulsory *s (спортивное) обязательные упражнения - voluntary /optional/ *s (спортивное) произвольные упражнения - conditioning *s (спортивное) подготовительные упражнения - floor /free/ *s вольные упражнения - pre-water *s упражнения на суше( плавание) - balancing * (спортивное) упражнение в равновесии - hanging *s (спортивное) упражнения в висах упражнение (грамматическое и т. п.) ;
задача;
пример (арифметический и т. п.) - an * in geometry задача по геометрии - to do an * in English выполнять упражнения по английскому языку физическая зарядка, моцион, прогулка, плавание и т. п. - to take * делать моцион, гулять;
делать гимнастику - you do not take enough * вы мало двигаетесь - to walk for * ходить пешком для моциона осуществление, применение;
проявление - the * of hospitality проявление гостеприимства - * of rights осуществление /использование/ прав - * of parental authority применение родительской власти - * of functions отправление обязанностей - * of judgement самостоятельная оценка (события и т. п.) - an * in compromise принятие компромиссного решения - in the * of its advisory functions при осуществлении своих консультативных функций - pl (американизм) церемония, торжества, празднества - commencement *s выпускной акт( в колледжах) ;
торжественное собрание, посвященное выпуску ( окончивших колледж) pl обряды, ритуал - religious *s религиозные обряды;
церковная служба - free * of religion свобода отправления религиозных культов научный диспут( военное) учение, занятие;
боевая подготовка - military *s военные учения - * cruise( морское) учебное плавание, тренировочный поход - * ground учебное поле, учебный плац - * mine (морское) учебная мина - * casualty условно выведенный из строя( на тактических учениях) упражнять, тренировать, развивать - to * the body with some labour укреплять тело физическим трудом - to * smb. in swimming тренировать кого-л. в плавании - to be *d подвергаться тренировке - the will can be *d волю можно развить упражняться, тренироваться (тж. relf) - we * every day мы тренируемся каждый день - to * oneself in fencing упражняться в фехтовании - to * oneself in reading music упражняться в игре по нотам преим. в повел. форме: выполнять (упражнения) - *! (спортивное) делай! (команда при выполнении упражнений) (морское) начать занятия /работы/ делать моцион или физическую зарядку, двигаться - you do not * enough вы мало двигаетесь осуществлять, применять, использовать;
пользоваться;
проявлять - to * administration осуществлять управление - to * control контролировать, осуществлять контроль;
управлять, осуществлять управление - to * dominion over иметь власть над( чем-л., кем-л.) - to * functions выполнять функции, исполнять обязанности - to * a right использовать /осуществлять/ право - to * patience проявлять терпение - to * smb.'s patience испытывать чье-л. терпение - to * a salutary influence over... оказывать благотворное влияние на... преим. pass волновать, тревожить, беспокоить - to be *d about /over/ smth. быть взволнованным чем-л. - the problem that is exercising our minds проблема, волнующая умы /нас/ (военное) проводить учения exercise pass. беспокоиться( over, about) ;
I am exercised about his future меня беспокоит его будущее ~ выполнять (обязанности) ~ исполнение опциона ~ использование права ~ использовать, осуществлять (права) ;
пользоваться (правами) ~ использовать ~ осуществление, проявление;
the exercise of good will проявление доброй воли ~ осуществление ~ осуществлять ~ пользоваться ~ применение ~ применять ~ воен. проводить учение;
обучаться ~ проявление ~ проявлять (способности) ;
to exercise one's personality выразить свою индивидуальность ~ pl ритуал ~ pl амер. торжества, празднества: graduation exercises выпускной акт (в колледжах) ~ упражнение;
тренировка;
five-finger exercises упражнения на рояле;
Latin exercise школьный латинский перевод ~ упражнение ~ упражнять(ся) ;
развивать, тренировать ~ воен. учение, занятие;
боевая подготовка ~ физическая зарядка;
моцион;
to take exercises делать моцион;
заниматься спортом ~ a right использовать право ~ a significant influence оказывать существенное влияние ~ an option бирж. исполнять опцион ~ attr.: ~ book тетрадь;
exercise yard прогулочный плац (в тюрьме) ;
exercise ground воен. учебный плац ~ attr.: ~ book тетрадь;
exercise yard прогулочный плац (в тюрьме) ;
exercise ground воен. учебный плац ~ due diligence проявлять должную заботливость ~ attr.: ~ book тетрадь;
exercise yard прогулочный плац (в тюрьме) ;
exercise ground воен. учебный плац ~ of authority осуществление полномочий ~ осуществление, проявление;
the exercise of good will проявление доброй воли ~ of powers осуществление полномочий ~ of preemptive right использование преимущественного права ~ of profession выполнение профессиональных обязанностей ~ of right осуществление права ~ of the right of preemption использование преимущественного права ~ проявлять (способности) ;
to exercise one's personality выразить свою индивидуальность ~ stock rights использовать права акционера ~ attr.: ~ book тетрадь;
exercise yard прогулочный плац (в тюрьме) ;
exercise ground воен. учебный плац ~ упражнение;
тренировка;
five-finger exercises упражнения на рояле;
Latin exercise школьный латинский перевод ~ pl амер. торжества, празднества: graduation exercises выпускной акт (в колледжах) exercise pass. беспокоиться (over, about) ;
I am exercised about his future меня беспокоит его будущее ~ упражнение;
тренировка;
five-finger exercises упражнения на рояле;
Latin exercise школьный латинский перевод ~ физическая зарядка;
моцион;
to take exercises делать моцион;
заниматься спортомБольшой англо-русский и русско-английский словарь > exercise
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4 exercise
['eksəsaɪz] 1. сущ.1) осуществление, применение, использованиеLeadership does not rest on the exercise of force alone. — Лидерство основывается не только на применении силы.
2) упражнение, тренировкаto engage in / to go in for exercise — тренироваться
hard / strenuous / vigorous exercise — интенсивные занятия, тренировки
physical exercise — физические упражнения; зарядка; моцион
aerobic exercise — упражнения по аэробике, занятия аэробикой
3) зарядка, ходьба, бег, плавание и т. п. ( физические упражнения для укрепления здоровья)to take exercises — делать моцион; заниматься спортом
4) воен. учение, занятие; боевая подготовка5) ( exercises) амер. празднества, торжестваSyn:6) ( exercises) обряд, ритуал2. гл.1) использовать, осуществлять, проявлять, применятьThey are merely exercising their right to free speech. — Они просто используют своё право на свободу слова.
Britain has warned travellers to exercise prudence and care. — Британия предупредила путешественников, чтобы они проявляли осмотрительность и осторожность.
Syn:2)а) упражнять, развивать, тренироватьAll student teachers should be exercised in the new methods of reading instruction. — Все практиканты должны освоить новые методы обучения чтению.
If the horses are exercised in jumping the fences every day, they will give no trouble in the actual race. — Если каждый день давать лошадям упражнения по взятию барьеров, у них не будет никаких проблем на настоящих скачках.
б) упражняться; развиваться, тренироватьсяto exercise hard / strenuously / vigorously — усердно упражняться
She exercises two or three times a week. — Она тренируется два-три раза в неделю.
3) воен. проводить учение4) беспокоить, вызывать тревогуto be exercised about smth. книжн. — беспокоиться о чём-л., испытывать беспокойство по поводу чего-л.
This has been a major problem exercising the minds of scientists around the world. — Это главная проблема, волнующая умы учёных во всём мире.
Syn: -
5 mark time
топтаться на месте, бездействовать [этим. воен. обозначать шаг на месте, маршировать на месте]We often think we are doing some vastly important thing, whereas in reality we are merely marking time. (Th. Dreiser, ‘A Book about Myself’, ch. LXII) — Нам часто кажется, что мы делаем что-то очень важное, а на самом деле мы только топчемся на месте.
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6 mark time
тoптaтьcя нa мecтe, бeздeйcтвoвaть [этим. вoeн. oбoзнaчaть шaг нa мecтe, мapшиpoвaть нa мecтe]We often think we are doing some vastly important thing, whereas in reality we are merely marking time (Th. Dreiser) -
7 cog
̈ɪkɔɡ I сущ.
1) зубец( колеса) ;
выступ( шестерни), зуб
2) разг. мелкая деталь( механизма), перен. мелкая сошка( о человеке) The larger the company the greater is the feeling amongst the junior employees that they are merely small cogs in a giant wheel. ≈ Чем больше компания, тем больше среди младших сотрудников распространено чувство, что они просто маленькие винтики в гигантской машине.
3) горн. костровая крепь II
1. сущ. жульничество, ложь, неправда, обман Syn: cheating, underhand action, dishonest action, deception, trick, fraud, imposture
2. гл. вводить в заблуждение, дезориентировать, дурачить Syn: cheat III сущ. маленькое рыболовное судно (лодка) зубец (колеса) - * in a machine винтик машины;
мелкая сошка, "винтик" (в государственном механизме) (техническое) кулак;
палец;
выступ;
зуб (строительство) гребень, шип - * nail ерш (геология) дейк (горное) костровая крепь обжатый слиток сажать зубья на колесо( строительство) соединять в гребень небольшая рыбацкая лодка мошенничать при игре в кости обманывать, жульничать cog зубец;
выступ ~ горн. костровая крепь;
to slip a cog допустить просчет, сделать ошибку ~ разг. мелкая сошка ~ небольшая рыбачья лодка ~ обман, жульничество ~ обманывать, жульничать ~ горн. костровая крепь;
to slip a cog допустить просчет, сделать ошибку -
8 disciplinary
ˈdɪsɪplɪnərɪ прил.
1) а) дисциплинарный (имеющий отношение к дисциплине, соблюдению правил дисциплины) all these restrictions are merely disciplinary ≈ все эти ограничения являются лишь дисциплинарными б) дисциплинарный, исправительный He was unhappy that no disciplinary action was being taken. ≈ Он был расстроен тем, что не предпринималось никаких дисциплинарных мер. Syn: correctional
2) дисциплинирующий, воспитывающий an excellent disciplinary instrument for the formation of character ≈ прекрасное дисциплинирующее средство для формирования характера
3) (относящийся к определенной дисциплине (отрасли знания)) дисциплинарный - * action( военное) дисциплинарные меры - * barracks (американизм) (военное) штрафные казармы - * case (военное) дисциплинарный проступок;
нарушитель дисциплины воспитывающий (ум, волю и т. п.) disciplinary дисциплинарный, исправительный ~ дисциплинарный ~ дисциплинирующийБольшой англо-русский и русско-английский словарь > disciplinary
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9 disciplinary
прил.1) упр. дисциплинарный (имеющий отношение к дисциплине, соблюдению правил дисциплины); исправительныйSee:disciplinary action, disciplinary layoff, disciplinary interview, disciplinary liability, disciplinary rules2) общ. дисциплинирующий, воспитывающий (ум, волю и т. п.)an excellent disciplinary instrument for the formation of character — прекрасное дисциплинирующее средство для формирования характера
3) мет. (относящийся к определенной научной дисциплине, отрасли знания)See: -
10 cosmetic
koz'metik
1. adjective(designed to increase the beauty and hide the defects of something, especially the face: She had cosmetic surgery to improve the shape of her nose.) cosmético
2. noun(a preparation for this purpose: She's quite pretty - she does not need to wear so many cosmetics (= lipstick, eye-shadow etc).) cosméticotr[kɒz'metɪk]1 (for skin, hair, etc) cosmético,-a2 (superficial) superficial1 cosméticos nombre masculino plural, productos nombre masculino plural de belleza\SMALLIDIOMATIC EXPRESSION/SMALLcosmetic surgery cirugía estéticacosmetic [kɑz'mɛt̬ɪk] adj: cosméticocosmetic n: cosmético madj.• cosmético, -a adj.n.• afeite s.m.• cosmético s.m.• muda s.f.kɑːz'metɪk, kɒz'metɪka) ( beautifying) (before n) <powder/cream> cosméticocosmetic surgery — cirugía f estética
b) ( superficial) <reforms/changes> superficial[kɒz'metɪk]1.ADJ cosméticothe changes are merely cosmetic — (fig) los cambios son puramente cosméticos
2.N (often pl) cosmético m3.CPDcosmetic surgery N — cirugía f estética
* * *[kɑːz'metɪk, kɒz'metɪk]a) ( beautifying) (before n) <powder/cream> cosméticocosmetic surgery — cirugía f estética
b) ( superficial) <reforms/changes> superficial -
11 rabble
N1. प्राकृत\rabbleगणSome politicians are merely rabble. -
12 cog
I [kɔg] сущ.2) разг. мелкая сошка ( о человеке)The larger the company the greater is the feeling amongst the junior employees that they are merely small cogs in a giant wheel. — Чем больше компания, тем больше среди младших сотрудников распространено чувство, что они просто маленькие винтики в гигантской машине.
3) горн. костровая крепьII [kɔg] 1. сущ.жульничество, ложь, неправда, обманSyn:2. гл.вводить в заблуждение, дезориентировать; дурачитьSyn:cheat 2.III [kɔg] сущ. -
13 disciplinary
['dɪsəplɪn(ə)rɪ]прил.1) дисциплинарный; исправительныйAll these restrictions are merely disciplinary. — Все эти ограничения являются лишь дисциплинарными.
He was unhappy that no disciplinary action was being taken. — Он был расстроен тем, что не предпринималось никаких дисциплинарных мер.
Syn:2) дисциплинирующий, воспитывающийexcellent disciplinary instrument for the formation of character — прекрасное дисциплинирующее средство для формирования характера
3) относящийся к определённой дисциплине, отрасли знания -
14 Conventional
adj.Does this theory please you better, that names are merely conventional symbols: P. ἢ ὅδε μᾶλλον ἀρέσκει ὁ τρόπος... τὸ συνθήματα εἶναι τὰ ὀνόματα (Plat., Orat. 433E).Woodhouse English-Greek dictionary. A vocabulary of the Attic language > Conventional
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15 Knowledge
It is indeed an opinion strangely prevailing amongst men, that houses, mountains, rivers, and, in a word, all sensible objects, have an existence, natural or real, distinct from their being perceived by the understanding. But, with how great an assurance and acquiescence soever this principle may be entertained in the world, yet whoever shall find in his heart to call it into question may, if I mistake not, perceive it to involve a manifest contradiction. For, what are the forementioned objects but things we perceive by sense? and what do we perceive besides our own ideas or sensations? and is it not plainly repugnant that any one of these, or any combination of them, should exist unperceived? (Berkeley, 1996, Pt. I, No. 4, p. 25)It seems to me that the only objects of the abstract sciences or of demonstration are quantity and number, and that all attempts to extend this more perfect species of knowledge beyond these bounds are mere sophistry and illusion. As the component parts of quantity and number are entirely similar, their relations become intricate and involved; and nothing can be more curious, as well as useful, than to trace, by a variety of mediums, their equality or inequality, through their different appearances.But as all other ideas are clearly distinct and different from each other, we can never advance farther, by our utmost scrutiny, than to observe this diversity, and, by an obvious reflection, pronounce one thing not to be another. Or if there be any difficulty in these decisions, it proceeds entirely from the undeterminate meaning of words, which is corrected by juster definitions. That the square of the hypotenuse is equal to the squares of the other two sides cannot be known, let the terms be ever so exactly defined, without a train of reasoning and enquiry. But to convince us of this proposition, that where there is no property, there can be no injustice, it is only necessary to define the terms, and explain injustice to be a violation of property. This proposition is, indeed, nothing but a more imperfect definition. It is the same case with all those pretended syllogistical reasonings, which may be found in every other branch of learning, except the sciences of quantity and number; and these may safely, I think, be pronounced the only proper objects of knowledge and demonstration. (Hume, 1975, Sec. 12, Pt. 3, pp. 163-165)Our knowledge springs from two fundamental sources of the mind; the first is the capacity of receiving representations (the ability to receive impressions), the second is the power to know an object through these representations (spontaneity in the production of concepts).Through the first, an object is given to us; through the second, the object is thought in relation to that representation.... Intuition and concepts constitute, therefore, the elements of all our knowledge, so that neither concepts without intuition in some way corresponding to them, nor intuition without concepts, can yield knowledge. Both may be either pure or empirical.... Pure intuitions or pure concepts are possible only a priori; empirical intuitions and empirical concepts only a posteriori. If the receptivity of our mind, its power of receiving representations in so far as it is in any way affected, is to be called "sensibility," then the mind's power of producing representations from itself, the spontaneity of knowledge, should be called "understanding." Our nature is so constituted that our intuitions can never be other than sensible; that is, it contains only the mode in which we are affected by objects. The faculty, on the other hand, which enables us to think the object of sensible intuition is the understanding.... Without sensibility, no object would be given to us; without understanding, no object would be thought. Thoughts without content are empty; intuitions without concepts are blind. It is therefore just as necessary to make our concepts sensible, that is, to add the object to them in intuition, as to make our intuitions intelligible, that is to bring them under concepts. These two powers or capacities cannot exchange their functions. The understanding can intuit nothing, the senses can think nothing. Only through their union can knowledge arise. (Kant, 1933, Sec. 1, Pt. 2, B74-75 [p. 92])Metaphysics, as a natural disposition of Reason is real, but it is also, in itself, dialectical and deceptive.... Hence to attempt to draw our principles from it, and in their employment to follow this natural but none the less fallacious illusion can never produce science, but only an empty dialectical art, in which one school may indeed outdo the other, but none can ever attain a justifiable and lasting success. In order that, as a science, it may lay claim not merely to deceptive persuasion, but to insight and conviction, a Critique of Reason must exhibit in a complete system the whole stock of conceptions a priori, arranged according to their different sources-the Sensibility, the understanding, and the Reason; it must present a complete table of these conceptions, together with their analysis and all that can be deduced from them, but more especially the possibility of synthetic knowledge a priori by means of their deduction, the principles of its use, and finally, its boundaries....This much is certain: he who has once tried criticism will be sickened for ever of all the dogmatic trash he was compelled to content himself with before, because his Reason, requiring something, could find nothing better for its occupation. Criticism stands to the ordinary school metaphysics exactly in the same relation as chemistry to alchemy, or as astron omy to fortune-telling astrology. I guarantee that no one who has comprehended and thought out the conclusions of criticism, even in these Prolegomena, will ever return to the old sophistical pseudo-science. He will rather look forward with a kind of pleasure to a metaphysics, certainly now within his power, which requires no more preparatory discoveries, and which alone can procure for reason permanent satisfaction. (Kant, 1891, pp. 115-116)Knowledge is only real and can only be set forth fully in the form of science, in the form of system. Further, a so-called fundamental proposition or first principle of philosophy, even if it is true, it is yet none the less false, just because and in so far as it is merely a fundamental proposition, merely a first principle. It is for that reason easily refuted. The refutation consists in bringing out its defective character; and it is defective because it is merely the universal, merely a principle, the beginning. If the refutation is complete and thorough, it is derived and developed from the nature of the principle itself, and not accomplished by bringing in from elsewhere other counter-assurances and chance fancies. It would be strictly the development of the principle, and thus the completion of its deficiency, were it not that it misunderstands its own purport by taking account solely of the negative aspect of what it seeks to do, and is not conscious of the positive character of its process and result. The really positive working out of the beginning is at the same time just as much the very reverse: it is a negative attitude towards the principle we start from. Negative, that is to say, in its one-sided form, which consists in being primarily immediate, a mere purpose. It may therefore be regarded as a refutation of what constitutes the basis of the system; but more correctly it should be looked at as a demonstration that the basis or principle of the system is in point of fact merely its beginning. (Hegel, 1910, pp. 21-22)Knowledge, action, and evaluation are essentially connected. The primary and pervasive significance of knowledge lies in its guidance of action: knowing is for the sake of doing. And action, obviously, is rooted in evaluation. For a being which did not assign comparative values, deliberate action would be pointless; and for one which did not know, it would be impossible. Conversely, only an active being could have knowledge, and only such a being could assign values to anything beyond his own feelings. A creature which did not enter into the process of reality to alter in some part the future content of it, could apprehend a world only in the sense of intuitive or esthetic contemplation; and such contemplation would not possess the significance of knowledge but only that of enjoying and suffering. (Lewis, 1946, p. 1)"Evolutionary epistemology" is a branch of scholarship that applies the evolutionary perspective to an understanding of how knowledge develops. Knowledge always involves getting information. The most primitive way of acquiring it is through the sense of touch: amoebas and other simple organisms know what happens around them only if they can feel it with their "skins." The knowledge such an organism can have is strictly about what is in its immediate vicinity. After a huge jump in evolution, organisms learned to find out what was going on at a distance from them, without having to actually feel the environment. This jump involved the development of sense organs for processing information that was farther away. For a long time, the most important sources of knowledge were the nose, the eyes, and the ears. The next big advance occurred when organisms developed memory. Now information no longer needed to be present at all, and the animal could recall events and outcomes that happened in the past. Each one of these steps in the evolution of knowledge added important survival advantages to the species that was equipped to use it.Then, with the appearance in evolution of humans, an entirely new way of acquiring information developed. Up to this point, the processing of information was entirely intrasomatic.... But when speech appeared (and even more powerfully with the invention of writing), information processing became extrasomatic. After that point knowledge did not have to be stored in the genes, or in the memory traces of the brain; it could be passed on from one person to another through words, or it could be written down and stored on a permanent substance like stone, paper, or silicon chips-in any case, outside the fragile and impermanent nervous system. (Csikszentmihalyi, 1993, pp. 56-57)Historical dictionary of quotations in cognitive science > Knowledge
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16 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 itSolving a problem in practical arithmeticTranslating from one language into anotherLANGUAGE 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 LanguageThe 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 InteractionLanguage 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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17 Psychology
We come therefore now to that knowledge whereunto the ancient oracle directeth us, which is the knowledge of ourselves; which deserveth the more accurate handling, by how much it toucheth us more nearly. This knowledge, as it is the end and term of natural philosophy in the intention of man, so notwithstanding it is but a portion of natural philosophy in the continent of nature.... [W]e proceed to human philosophy or Humanity, which hath two parts: the one considereth man segregate, or distributively; the other congregate, or in society. So as Human philosophy is either Simple and Particular, or Conjugate and Civil. Humanity Particular consisteth of the same parts whereof man consisteth; that is, of knowledges which respect the Body, and of knowledges that respect the Mind... how the one discloseth the other and how the one worketh upon the other... [:] the one is honored with the inquiry of Aristotle, and the other of Hippocrates. (Bacon, 1878, pp. 236-237)The claims of Psychology to rank as a distinct science are... not smaller but greater than those of any other science. If its phenomena are contemplated objectively, merely as nervo-muscular adjustments by which the higher organisms from moment to moment adapt their actions to environing co-existences and sequences, its degree of specialty, even then, entitles it to a separate place. The moment the element of feeling, or consciousness, is used to interpret nervo-muscular adjustments as thus exhibited in the living beings around, objective Psychology acquires an additional, and quite exceptional, distinction. (Spencer, 1896, p. 141)Kant once declared that psychology was incapable of ever raising itself to the rank of an exact natural science. The reasons that he gives... have often been repeated in later times. In the first place, Kant says, psychology cannot become an exact science because mathematics is inapplicable to the phenomena of the internal sense; the pure internal perception, in which mental phenomena must be constructed,-time,-has but one dimension. In the second place, however, it cannot even become an experimental science, because in it the manifold of internal observation cannot be arbitrarily varied,-still less, another thinking subject be submitted to one's experiments, comformably to the end in view; moreover, the very fact of observation means alteration of the observed object. (Wundt, 1904, p. 6)It is [Gustav] Fechner's service to have found and followed the true way; to have shown us how a "mathematical psychology" may, within certain limits, be realized in practice.... He was the first to show how Herbart's idea of an "exact psychology" might be turned to practical account. (Wundt, 1904, pp. 6-7)"Mind," "intellect," "reason," "understanding," etc. are concepts... that existed before the advent of any scientific psychology. The fact that the naive consciousness always and everywhere points to internal experience as a special source of knowledge, may, therefore, be accepted for the moment as sufficient testimony to the rights of psychology as science.... "Mind," will accordingly be the subject, to which we attribute all the separate facts of internal observation as predicates. The subject itself is determined p. 17) wholly and exclusively by its predicates. (Wundt, 1904,The study of animal psychology may be approached from two different points of view. We may set out from the notion of a kind of comparative physiology of mind, a universal history of the development of mental life in the organic world. Or we may make human psychology the principal object of investigation. Then, the expressions of mental life in animals will be taken into account only so far as they throw light upon the evolution of consciousness in man.... Human psychology... may confine itself altogether to man, and generally has done so to far too great an extent. There are plenty of psychological text-books from which you would hardly gather that there was any other conscious life than the human. (Wundt, 1907, pp. 340-341)The Behaviorist began his own formulation of the problem of psychology by sweeping aside all medieval conceptions. He dropped from his scientific vocabulary all subjective terms such as sensation, perception, image, desire, purpose, and even thinking and emotion as they were subjectively defined. (Watson, 1930, pp. 5-6)According to the medieval classification of the sciences, psychology is merely a chapter of special physics, although the most important chapter; for man is a microcosm; he is the central figure of the universe. (deWulf, 1956, p. 125)At the beginning of this century the prevailing thesis in psychology was Associationism.... Behavior proceeded by the stream of associations: each association produced its successors, and acquired new attachments with the sensations arriving from the environment.In the first decade of the century a reaction developed to this doctrine through the work of the Wurzburg school. Rejecting the notion of a completely self-determining stream of associations, it introduced the task ( Aufgabe) as a necessary factor in describing the process of thinking. The task gave direction to thought. A noteworthy innovation of the Wurzburg school was the use of systematic introspection to shed light on the thinking process and the contents of consciousness. The result was a blend of mechanics and phenomenalism, which gave rise in turn to two divergent antitheses, Behaviorism and the Gestalt movement. The behavioristic reaction insisted that introspection was a highly unstable, subjective procedure.... Behaviorism reformulated the task of psychology as one of explaining the response of organisms as a function of the stimuli impinging upon them and measuring both objectively. However, Behaviorism accepted, and indeed reinforced, the mechanistic assumption that the connections between stimulus and response were formed and maintained as simple, determinate functions of the environment.The Gestalt reaction took an opposite turn. It rejected the mechanistic nature of the associationist doctrine but maintained the value of phenomenal observation. In many ways it continued the Wurzburg school's insistence that thinking was more than association-thinking has direction given to it by the task or by the set of the subject. Gestalt psychology elaborated this doctrine in genuinely new ways in terms of holistic principles of organization.Today psychology lives in a state of relatively stable tension between the poles of Behaviorism and Gestalt psychology.... (Newell & Simon, 1963, pp. 279-280)As I examine the fate of our oppositions, looking at those already in existence as guide to how they fare and shape the course of science, it seems to me that clarity is never achieved. Matters simply become muddier and muddier as we go down through time. Thus, far from providing the rungs of a ladder by which psychology gradually climbs to clarity, this form of conceptual structure leads rather to an ever increasing pile of issues, which we weary of or become diverted from, but never really settle. (Newell, 1973b, pp. 288-289)The subject matter of psychology is as old as reflection. Its broad practical aims are as dated as human societies. Human beings, in any period, have not been indifferent to the validity of their knowledge, unconcerned with the causes of their behavior or that of their prey and predators. Our distant ancestors, no less than we, wrestled with the problems of social organization, child rearing, competition, authority, individual differences, personal safety. Solving these problems required insights-no matter how untutored-into the psychological dimensions of life. Thus, if we are to follow the convention of treating psychology as a young discipline, we must have in mind something other than its subject matter. We must mean that it is young in the sense that physics was young at the time of Archimedes or in the sense that geometry was "founded" by Euclid and "fathered" by Thales. Sailing vessels were launched long before Archimedes discovered the laws of bouyancy [ sic], and pillars of identical circumference were constructed before anyone knew that C IID. We do not consider the ship builders and stone cutters of antiquity physicists and geometers. Nor were the ancient cave dwellers psychologists merely because they rewarded the good conduct of their children. The archives of folk wisdom contain a remarkable collection of achievements, but craft-no matter how perfected-is not science, nor is a litany of successful accidents a discipline. If psychology is young, it is young as a scientific discipline but it is far from clear that psychology has attained this status. (Robinson, 1986, p. 12)Historical dictionary of quotations in cognitive science > Psychology
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18 just
I [dʒʌst]1) (fair) [criticism, action, decision] giusto; [anger, complaint, demand] giustificato; [ person] giusto, equo, imparziale, onesto; [ comment] giusto, imparziale; [suspicion, claim] fondato; [ reward] giusto, meritato, adeguato2) (exact) [account, calculation] giusto, esatto, correttoII [dʒʌst]2) (immediately) subito, appena3) (slightly) (with quantities) un po'; (indicating location or position) appenajust over, under 20 kg — un po' più, meno di 20 kg
4) (only, merely) solo5) (purposely) proprio, per l'appunto, giusto6) (barely)7) (simply) solo, soltanto, semplicemente, solamentejust a moment — (please wait) solo un attimo o momento; (when interrupting, disagreeing) un momento
8) (exactly, precisely) esattamente, proprio, precisamente9) (possibly, conceivably)11) (positively, totally)12) (easily)just think, you could have been hurt! — pensa, ti saresti potuto fare male!
14) (in requests)"that film was dreadful" - "wasn't it just!" — "il film era terribile!" - "davvero!"
16) (equally)just as big, well as... — grande, bene esattamente come
17) just about appena appena, quasijust about cooked, finished — quasi cotto, finito
18) just now (a short time ago) appena; (at the moment) proprio adesso, in questo momento19) just as proprio quando, nel momento in cui, mentre••take your raincoat just in case it rains — prendi il tuo impermeabile, in caso piova o caso mai piovesse
* * *I adjective1) (right and fair: not favouring one more than another: a fair and just decision.)2) (reasonable; based on one's rights: He certainly has a just claim to the money.)3) (deserved: He got his just reward when he crashed the stolen car and broke his leg.)•- justly- justness II adverb1) ((often with as) exactly or precisely: This penknife is just what I needed; He was behaving just as if nothing had happened; The house was just as I'd remembered it.)2) ((with as) quite: This dress is just as nice as that one.)3) (very lately or recently: He has just gone out of the house.)4) (on the point of; in the process of: She is just coming through the door.)5) (at the particular moment: The telephone rang just as I was leaving.)6) ((often with only) barely: We have only just enough milk to last till Friday; I just managed to escape; You came just in time.)7) (only; merely: They waited for six hours just to get a glimpse of the Queen; `Where are you going?' `Just to the post office'; Could you wait just a minute?)8) (used for emphasis, eg with commands: Just look at that mess!; That just isn't true!; I just don't know what to do.)9) (absolutely: The weather is just marvellous.)•- just now
- just then* * *I [dʒʌst] adj(fair) giusto (-a)II [dʒʌst] adv1) (exactly) proprio, esattamentejust here/there — proprio qui/là
just behind/in front of/near — proprio dietro a/davanti a/vicino a
just when it was going well... — proprio quando tutto andava a gonfie vele...
just then or just at that moment — proprio in quel momento
it's just on 10 o'clock — sono le 10 in punto or precise
it costs just (on) £20 — costa 20 sterline tonde tonde
that's just it!; that's just the point! — precisamente!, proprio così!, per l'appunto!
that's just (like) him, always late — è proprio da lui arrivare sempre in ritardo
just as I thought/expected — proprio come pensavo/mi aspettavo
2) (recently, soon) appena, or orahe's just done it/left — lo ha appena fatto/è appena partito
3) (only) soltanto, solojust yesterday/this morning — soltanto ieri/stamattina
just a minute!; just one moment! — un attimo!
4) (simply) semplicemente, soltantoI just thought that... — pensavo solo che...
I just wanted to say that... — volevo solo dire che...
5) (slightly) pocojust over/under 2 kilos — un po' più/meno di 2 chili
it's just to the left/right — è subito a sinistra/destra
6) (barely) appena, (almost not) per un pelojust in time — giusto or appena in tempo
just enough money for sth/to do sth — soldi appena sufficienti per qc/per fare qc
he (only) just caught/missed it; he caught/missed it, but only just — l'ha preso/perso proprio per un pelo
7)it's just as good — è altrettanto buonoit's just as good as... — è buono quanto...
8) (with imperatives) un po'9) (emphatic) veramente, proprioso you regret buying it? — don't I just! — ti sei pentito di averlo comprato? — eccome!
10)I've had just about enough of this noise! fam — ne ho proprio avuto abbastanza di questo rumore!take an umbrella just in case — prendi un'ombrello, che non si sa mai
just the same, I'd rather... — ciononostante, preferirei...
* * *I [dʒʌst]1) (fair) [criticism, action, decision] giusto; [anger, complaint, demand] giustificato; [ person] giusto, equo, imparziale, onesto; [ comment] giusto, imparziale; [suspicion, claim] fondato; [ reward] giusto, meritato, adeguato2) (exact) [account, calculation] giusto, esatto, correttoII [dʒʌst]2) (immediately) subito, appena3) (slightly) (with quantities) un po'; (indicating location or position) appenajust over, under 20 kg — un po' più, meno di 20 kg
4) (only, merely) solo5) (purposely) proprio, per l'appunto, giusto6) (barely)7) (simply) solo, soltanto, semplicemente, solamentejust a moment — (please wait) solo un attimo o momento; (when interrupting, disagreeing) un momento
8) (exactly, precisely) esattamente, proprio, precisamente9) (possibly, conceivably)11) (positively, totally)12) (easily)just think, you could have been hurt! — pensa, ti saresti potuto fare male!
14) (in requests)"that film was dreadful" - "wasn't it just!" — "il film era terribile!" - "davvero!"
16) (equally)just as big, well as... — grande, bene esattamente come
17) just about appena appena, quasijust about cooked, finished — quasi cotto, finito
18) just now (a short time ago) appena; (at the moment) proprio adesso, in questo momento19) just as proprio quando, nel momento in cui, mentre••take your raincoat just in case it rains — prendi il tuo impermeabile, in caso piova o caso mai piovesse
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19 Creativity
Put in this bald way, these aims sound utopian. How utopian they areor rather, how imminent their realization-depends on how broadly or narrowly we interpret the term "creative." If we are willing to regard all human complex problem solving as creative, then-as we will point out-successful programs for problem solving mechanisms that simulate human problem solvers already exist, and a number of their general characteristics are known. If we reserve the term "creative" for activities like discovery of the special theory of relativity or the composition of Beethoven's Seventh Symphony, then no example of a creative mechanism exists at the present time. (Simon, 1979, pp. 144-145)Among the questions that can now be given preliminary answers in computational terms are the following: how can ideas from very different sources be spontaneously thought of together? how can two ideas be merged to produce a new structure, which shows the influence of both ancestor ideas without being a mere "cut-and-paste" combination? how can the mind be "primed," so that one will more easily notice serendipitous ideas? why may someone notice-and remember-something fairly uninteresting, if it occurs in an interesting context? how can a brief phrase conjure up an entire melody from memory? and how can we accept two ideas as similar ("love" and "prove" as rhyming, for instance) in respect of a feature not identical in both? The features of connectionist AI models that suggest answers to these questions are their powers of pattern completion, graceful degradation, sensitization, multiple constraint satisfaction, and "best-fit" equilibration.... Here, the important point is that the unconscious, "insightful," associative aspects of creativity can be explained-in outline, at least-by AI methods. (Boden, 1996, p. 273)There thus appears to be an underlying similarity in the process involved in creative innovation and social independence, with common traits and postures required for expression of both behaviors. The difference is one of product-literary, musical, artistic, theoretical products on the one hand, opinions on the other-rather than one of process. In both instances the individual must believe that his perceptions are meaningful and valid and be willing to rely upon his own interpretations. He must trust himself sufficiently that even when persons express opinions counter to his own he can proceed on the basis of his own perceptions and convictions. (Coopersmith, 1967, p. 58)he average level of ego strength and emotional stability is noticeably higher among creative geniuses than among the general population, though it is possibly lower than among men of comparable intelligence and education who go into administrative and similar positions. High anxiety and excitability appear common (e.g. Priestley, Darwin, Kepler) but full-blown neurosis is quite rare. (Cattell & Butcher, 1970, p. 315)he insight that is supposed to be required for such work as discovery turns out to be synonymous with the familiar process of recognition; and other terms commonly used in the discussion of creative work-such terms as "judgment," "creativity," or even "genius"-appear to be wholly dispensable or to be definable, as insight is, in terms of mundane and well-understood concepts. (Simon, 1989, p. 376)From the sketch material still in existence, from the condition of the fragments, and from the autographs themselves we can draw definite conclusions about Mozart's creative process. To invent musical ideas he did not need any stimulation; they came to his mind "ready-made" and in polished form. In contrast to Beethoven, who made numerous attempts at shaping his musical ideas until he found the definitive formulation of a theme, Mozart's first inspiration has the stamp of finality. Any Mozart theme has completeness and unity; as a phenomenon it is a Gestalt. (Herzmann, 1964, p. 28)Great artists enlarge the limits of one's perception. Looking at the world through the eyes of Rembrandt or Tolstoy makes one able to perceive aspects of truth about the world which one could not have achieved without their aid. Freud believed that science was adaptive because it facilitated mastery of the external world; but was it not the case that many scientific theories, like works of art, also originated in phantasy? Certainly, reading accounts of scientific discovery by men of the calibre of Einstein compelled me to conclude that phantasy was not merely escapist, but a way of reaching new insights concerning the nature of reality. Scientific hypotheses require proof; works of art do not. Both are concerned with creating order, with making sense out of the world and our experience of it. (Storr, 1993, p. xii)The importance of self-esteem for creative expression appears to be almost beyond disproof. Without a high regard for himself the individual who is working in the frontiers of his field cannot trust himself to discriminate between the trivial and the significant. Without trust in his own powers the person seeking improved solutions or alternative theories has no basis for distinguishing the significant and profound innovation from the one that is merely different.... An essential component of the creative process, whether it be analysis, synthesis, or the development of a new perspective or more comprehensive theory, is the conviction that one's judgment in interpreting the events is to be trusted. (Coopersmith, 1967, p. 59)In the daily stream of thought these four different stages [preparation; incubation; illumination or inspiration; and verification] constantly overlap each other as we explore different problems. An economist reading a Blue Book, a physiologist watching an experiment, or a business man going through his morning's letters, may at the same time be "incubating" on a problem which he proposed to himself a few days ago, be accumulating knowledge in "preparation" for a second problem, and be "verifying" his conclusions to a third problem. Even in exploring the same problem, the mind may be unconsciously incubating on one aspect of it, while it is consciously employed in preparing for or verifying another aspect. (Wallas, 1926, p. 81)he basic, bisociative pattern of the creative synthesis [is] the sudden interlocking of two previously unrelated skills, or matrices of thought. (Koestler, 1964, p. 121)11) The Earliest Stages in the Creative Process Involve a Commerce with DisorderEven to the creator himself, the earliest effort may seem to involve a commerce with disorder. For the creative order, which is an extension of life, is not an elaboration of the established, but a movement beyond the established, or at least a reorganization of it and often of elements not included in it. The first need is therefore to transcend the old order. Before any new order can be defined, the absolute power of the established, the hold upon us of what we know and are, must be broken. New life comes always from outside our world, as we commonly conceive that world. This is the reason why, in order to invent, one must yield to the indeterminate within him, or, more precisely, to certain illdefined impulses which seem to be of the very texture of the ungoverned fullness which John Livingston Lowes calls "the surging chaos of the unexpressed." (Ghiselin, 1985, p. 4)New life comes always from outside our world, as we commonly conceive our world. This is the reason why, in order to invent, one must yield to the indeterminate within him, or, more precisely, to certain illdefined impulses which seem to be of the very texture of the ungoverned fullness which John Livingston Lowes calls "the surging chaos of the unexpressed." Chaos and disorder are perhaps the wrong terms for that indeterminate fullness and activity of the inner life. For it is organic, dynamic, full of tension and tendency. What is absent from it, except in the decisive act of creation, is determination, fixity, and commitment to one resolution or another of the whole complex of its tensions. (Ghiselin, 1952, p. 13)[P]sychoanalysts have principally been concerned with the content of creative products, and with explaining content in terms of the artist's infantile past. They have paid less attention to examining why the artist chooses his particular activity to express, abreact or sublimate his emotions. In short, they have not made much distinction between art and neurosis; and, since the former is one of the blessings of mankind, whereas the latter is one of the curses, it seems a pity that they should not be better differentiated....Psychoanalysis, being fundamentally concerned with drive and motive, might have been expected to throw more light upon what impels the creative person that in fact it has. (Storr, 1993, pp. xvii, 3)A number of theoretical approaches were considered. Associative theory, as developed by Mednick (1962), gained some empirical support from the apparent validity of the Remote Associates Test, which was constructed on the basis of the theory.... Koestler's (1964) bisociative theory allows more complexity to mental organization than Mednick's associative theory, and postulates "associative contexts" or "frames of reference." He proposed that normal, non-creative, thought proceeds within particular contexts or frames and that the creative act involves linking together previously unconnected frames.... Simonton (1988) has developed associative notions further and explored the mathematical consequences of chance permutation of ideas....Like Koestler, Gruber (1980; Gruber and Davis, 1988) has based his analysis on case studies. He has focused especially on Darwin's development of the theory of evolution. Using piagetian notions, such as assimilation and accommodation, Gruber shows how Darwin's system of ideas changed very slowly over a period of many years. "Moments of insight," in Gruber's analysis, were the culminations of slow long-term processes.... Finally, the information-processing approach, as represented by Simon (1966) and Langley et al. (1987), was considered.... [Simon] points out the importance of good problem representations, both to ensure search is in an appropriate problem space and to aid in developing heuristic evaluations of possible research directions.... The work of Langley et al. (1987) demonstrates how such search processes, realized in computer programs, can indeed discover many basic laws of science from tables of raw data.... Boden (1990a, 1994) has stressed the importance of restructuring the problem space in creative work to develop new genres and paradigms in the arts and sciences. (Gilhooly, 1996, pp. 243-244; emphasis in original)Historical dictionary of quotations in cognitive science > Creativity
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20 just
just [dʒʌst]━━━━━━━━━━━━━━━━━1. adverb2. adjective━━━━━━━━━━━━━━━━━1. adverba. ( = exactly) juste, exactement• he's just like his father (physically) c'est le portrait de son père ; (in behaviour) il est comme son père• just what are you implying? qu'est-ce que tu veux dire au juste ?• just over there là(, tout près)c. ( = at this or that moment) we're just off nous partons à l'instant• I'm just coming! j'arrive !• it's okay, I was just leaving ce n'est pas grave, je partais• are you leaving? -- not just yet tu pars ? -- pas tout de suite• just as we arrived it began to rain juste au moment où nous arrivions, il s'est mis à pleuvoire. ( = barely) I'll just catch the train if I hurry j'aurai tout juste le temps d'attraper le train si je me dépêchef. ( = slightly) juste• just over £10 un peu plus de 10 livres• just under £10 un peu moins de 10 livresg. ( = conceivably) it may just be possible ce n'est pas totalement excluh. ( = merely) justei. ( = simply) (tout) simplement• it was just marvellous! c'était absolument merveilleux !• she's just amazing! elle est tout simplement stupéfiante !• that's just stupid! c'est complètement stupide• I just can't imagine what's happened to him je n'arrive tout simplement pas à comprendre ce qui a pu lui arriver• I can't find £1,000 just like that je ne peux pas trouver 1 000 livres comme çaj. ( = specially) spécialementk. (in imagination) I can just hear the roars of laughter j'entends déjà les rires (que ça provoquerait)l. (in commands, requests, threats) just wait here a minute attends une minute ici• just look at that! regarde-moi ça ! (inf)• just you dare! (inf) essaie un peu pour voir !m. (in rejoinders) that's just it!• that's just the point! justement !• yes, but just the same... oui, mais tout de même...► just about ( = approximately) à peu près• have you finished? -- just about avez-vous fini ? -- presque► to be just about to do sth être sur le point de faire qch• just as I thought! c'est bien ce que je pensais !• I wasn't expecting much, which was just as well je ne m'attendais pas à grand-chose, heureusement► just in case• I'm taking a sleeping bag, just in case j'emmène un sac de couchage, au cas où► just now ( = a short time ago) à l'instant• I'm busy just now ( = at the moment) je suis occupé (pour l'instant)2. adjective* * *I 1. [dʒʌst]1) ( very recently)2) ( immediately) juste3) ( slightly) ( with quantities) un peu; ( indicating location or position) justejust over/under 20 kg — un peu plus/moins de 20 kg
4) (only, merely) juste5) ( purposely) exprès6) ( barely) tout juste7) ( simply) tout simplementjust tell the truth — dis la vérité, tout simplement
‘just a moment’ — ‘un instant’
8) (exactly, precisely) exactementit's just like him/you to forget — c'est bien de lui/toi d'oublier
9) (possibly, conceivably)it might ou could just be true — il se peut que ce soit vrai
10) ( at this or that very moment)11) (positively, totally) vraiment12) ( easily)13) ( with imperatives) doncjust think, you could have been hurt! — mais tu te rends compte? tu aurais pu être blessé!
14) ( in requests)15) ( for emphasis in responses)‘that film was dreadful’ - ‘wasn't it just!’ — ‘ce film était absolument nul!’ - ‘ah, ça oui!’
16) ( equally)2.just as big/well as... — aussi grand/bien que...
just about adverbial phrase presquejust about cooked/finished — presque cuit/fini
3. 4.it's just about the most boring film I've seen — c'est sans doute le film le plus ennuyeux que j'aie vu
just as conjunctional phrase juste au moment où••II [dʒʌst]1) ( fair) [person, society, decision, cause, comment, war] juste; [action, complaint, demand] justifié; [anger, claim, criticism, suspicion] légitime2) ( exact) [account, calculation] juste, exact3) Law [claim] fondé; [title, request] valable
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