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1 σῴζω
+ V 10-100-92-110-51=363 Gn 19,17(ter).20.22A: to save (from death), to keep alive [τινα] Gn 47,25; id. [abs.] 1 Sm 14,6; to save, to preserve [τι] Zech 12,7P: to save oneself, to escape Gn 19,20; to be saved, to attain salvation Prv 11,31σώσατε τὰς ψυχὰς ὑμῶν save your lives Jer 31,6, see also Gn 19,17, 1 Sm 19,11*Lam 2,13 τίς σώσει (σε) who shall save (you)-ועשׁיו מי for MT והשׁא מה what can I liken (to you) or τίς σώσει who shall save corr. τί ἰσώσω for MT והשׁא מה what can I liken (to you); *1 Sm 14,47 ἐσῴζετο he was victorious-יעשׁיו? עשׁי for MT יעשׁיר he put (them) to worseCf. GEHMAN 1974, 234-240; HARL 1986a, 181; SPICQ 1982, 629-636;→NIDNTT; TWNT(→ἀνασῴζω, διασῴζω,,) -
2 nerede
"Where?/Where...?/Wherever...: Onlar nerede? Where are they? Nerede oturursak.... Wherever we sit.... - akşam orada sabah. colloq. He is under/feels no compulsion to return to his own home come bedtime./He doesn´t appear to have a home; come bedtime, he just spends the night wherever he happens to be. - bu bolluk?/- bu yoğurdun bolluğu? What makes you think this thing´ll be so easy to do?/It´s not as easy as you think! - hareket, orada bereket. proverb Industry (assiduous labor) begets plenty. - ise see neredeyse. - kaldı ki how (in the world) can...?: Bu işi bile yapamazken nerede kaldı ki o işi yapasın? As you can´t even do this job, how in the world can you do that one? -... nerede... (... -... nerede) How can you compare...?/... can´t be compared to...: Cevdet nerede, Şevket nerede? You can´t liken Cevdet to Şevket! Şalgam nerede, gül nerede? How can you compare a turnip to a rose?" -
3 vergleichen
(unreg.)I v/t1. compare ( mit to, with); die Preise vergleichen compare prices; es ist nicht zu vergleichen mit you can’t compare it with, it doesn’t compare with; vergleiche (abgek. vgl.) Seite 10 etc. compare (abgek. cf.) page 10 etc.II v/refl1. sich vergleichen mit compare o.s. with ( oder to); mit ihm kannst du dich nicht vergleichen you can’t compare yourself to him* * *to match; to parallel; to liken; to compare;sich vergleichento compare* * *ver|glei|chen ptp vergli\#chen irreg [fɛɐ'glɪçn]1. vtto compareetw mit etw vergléíchen (prüfend) — to compare sth with sth
sie sind nicht (miteinander) zu vergléíchen — they cannot be compared (to one another)
die kann man nicht (miteinander) vergléíchen — they cannot be compared (with one another), they are not comparable
2. vr1)sich mit jdm vergléíchen — to compare oneself with sb
wie könnte ich mich mit ihm vergléíchen? — how could I compare myself to him?
2) (JUR) to reach a settlement, to settle (mit with)* * *1) (to put (things etc) side by side in order to see to what extent they are the same or different: If you compare his work with hers you will find hers more accurate; This is a good essay compared with your last one.) compare2) (to describe as being similar to: She compared him to a monkey.) compare3) (to be near in standard or quality: He just can't compare with Mozart.) compare4) (to compare so as to show differences: Contrast fresh and frozen vegetables and you'll find the fresh ones taste better.) contrast5) (to think or speak of as being similar; to compare: He likened the earth to an apple.) liken* * *ver·glei·chen *I. vt▪ [miteinander] \vergleichen to compare things [with each other]ich vergleiche die Preise immer genau I always compare prices very carefully▪ jdn [mit jdm] \vergleichen to compare sb with sbverglichen mit compared with [or to]vergleiche S. 102 compare p. 102II. vr1. (sich gleichsetzen) to compare oneself with sb* * *1.transitives Verb compare ( mit with, to)2.das ist [doch gar] nicht zu vergleichen — that [really] doesn't stand comparison or compare
reflexives Verb1)2) (Rechtsw.) reach a settlement; settle* * *vergleichen (irr)A. v/t1. compare (mit to, with);die Preise vergleichen compare prices;es ist nicht zu vergleichen mit you can’t compare it with, it doesn’t compare with;vergleiche (abk vgl.)2. (Uhren) synchronize;die Uhren vergleichen synchronize watchesB. v/r1.sich vergleichen mit compare o.s. with ( oder to);mit ihm kannst du dich nicht vergleichen you can’t compare yourself to him2.* * *1.transitives Verb compare ( mit with, to)2.das ist [doch gar] nicht zu vergleichen — that [really] doesn't stand comparison or compare
reflexives Verb1)2) (Rechtsw.) reach a settlement; settle* * *(mit) v.to compare (with) v. v.to collate v.to liken v. -
4 Memory
To what extent can we lump together what goes on when you try to recall: (1) your name; (2) how you kick a football; and (3) the present location of your car keys? If we use introspective evidence as a guide, the first seems an immediate automatic response. The second may require constructive internal replay prior to our being able to produce a verbal description. The third... quite likely involves complex operational responses under the control of some general strategy system. Is any unitary search process, with a single set of characteristics and inputoutput relations, likely to cover all these cases? (Reitman, 1970, p. 485)[Semantic memory] Is a mental thesaurus, organized knowledge a person possesses about words and other verbal symbols, their meanings and referents, about relations among them, and about rules, formulas, and algorithms for the manipulation of these symbols, concepts, and relations. Semantic memory does not register perceptible properties of inputs, but rather cognitive referents of input signals. (Tulving, 1972, p. 386)The mnemonic code, far from being fixed and unchangeable, is structured and restructured along with general development. Such a restructuring of the code takes place in close dependence on the schemes of intelligence. The clearest indication of this is the observation of different types of memory organisation in accordance with the age level of a child so that a longer interval of retention without any new presentation, far from causing a deterioration of memory, may actually improve it. (Piaget & Inhelder, 1973, p. 36)4) The Logic of Some Memory Theorization Is of Dubious Worth in the History of PsychologyIf a cue was effective in memory retrieval, then one could infer it was encoded; if a cue was not effective, then it was not encoded. The logic of this theorization is "heads I win, tails you lose" and is of dubious worth in the history of psychology. We might ask how long scientists will puzzle over questions with no answers. (Solso, 1974, p. 28)We have iconic, echoic, active, working, acoustic, articulatory, primary, secondary, episodic, semantic, short-term, intermediate-term, and longterm memories, and these memories contain tags, traces, images, attributes, markers, concepts, cognitive maps, natural-language mediators, kernel sentences, relational rules, nodes, associations, propositions, higher-order memory units, and features. (Eysenck, 1977, p. 4)The problem with the memory metaphor is that storage and retrieval of traces only deals [ sic] with old, previously articulated information. Memory traces can perhaps provide a basis for dealing with the "sameness" of the present experience with previous experiences, but the memory metaphor has no mechanisms for dealing with novel information. (Bransford, McCarrell, Franks & Nitsch, 1977, p. 434)7) The Results of a Hundred Years of the Psychological Study of Memory Are Somewhat DiscouragingThe results of a hundred years of the psychological study of memory are somewhat discouraging. We have established firm empirical generalisations, but most of them are so obvious that every ten-year-old knows them anyway. We have made discoveries, but they are only marginally about memory; in many cases we don't know what to do with them, and wear them out with endless experimental variations. We have an intellectually impressive group of theories, but history offers little confidence that they will provide any meaningful insight into natural behavior. (Neisser, 1978, pp. 12-13)A schema, then is a data structure for representing the generic concepts stored in memory. There are schemata representing our knowledge about all concepts; those underlying objects, situations, events, sequences of events, actions and sequences of actions. A schema contains, as part of its specification, the network of interrelations that is believed to normally hold among the constituents of the concept in question. A schema theory embodies a prototype theory of meaning. That is, inasmuch as a schema underlying a concept stored in memory corresponds to the mean ing of that concept, meanings are encoded in terms of the typical or normal situations or events that instantiate that concept. (Rumelhart, 1980, p. 34)Memory appears to be constrained by a structure, a "syntax," perhaps at quite a low level, but it is free to be variable, deviant, even erratic at a higher level....Like the information system of language, memory can be explained in part by the abstract rules which underlie it, but only in part. The rules provide a basic competence, but they do not fully determine performance. (Campbell, 1982, pp. 228, 229)When people think about the mind, they often liken it to a physical space, with memories and ideas as objects contained within that space. Thus, we speak of ideas being in the dark corners or dim recesses of our minds, and of holding ideas in mind. Ideas may be in the front or back of our minds, or they may be difficult to grasp. With respect to the processes involved in memory, we talk about storing memories, of searching or looking for lost memories, and sometimes of finding them. An examination of common parlance, therefore, suggests that there is general adherence to what might be called the spatial metaphor. The basic assumptions of this metaphor are that memories are treated as objects stored in specific locations within the mind, and the retrieval process involves a search through the mind in order to find specific memories....However, while the spatial metaphor has shown extraordinary longevity, there have been some interesting changes over time in the precise form of analogy used. In particular, technological advances have influenced theoretical conceptualisations.... The original Greek analogies were based on wax tablets and aviaries; these were superseded by analogies involving switchboards, gramophones, tape recorders, libraries, conveyor belts, and underground maps. Most recently, the workings of human memory have been compared to computer functioning... and it has been suggested that the various memory stores found in computers have their counterparts in the human memory system. (Eysenck, 1984, pp. 79-80)Primary memory [as proposed by William James] relates to information that remains in consciousness after it has been perceived, and thus forms part of the psychological present, whereas secondary memory contains information about events that have left consciousness, and are therefore part of the psychological past. (Eysenck, 1984, p. 86)Once psychologists began to study long-term memory per se, they realized it may be divided into two main categories.... Semantic memories have to do with our general knowledge about the working of the world. We know what cars do, what stoves do, what the laws of gravity are, and so on. Episodic memories are largely events that took place at a time and place in our personal history. Remembering specific events about our own actions, about our family, and about our individual past falls into this category. With amnesia or in aging, what dims... is our personal episodic memories, save for those that are especially dear or painful to us. Our knowledge of how the world works remains pretty much intact. (Gazzaniga, 1988, p. 42)The nature of memory... provides a natural starting point for an analysis of thinking. Memory is the repository of many of the beliefs and representations that enter into thinking, and the retrievability of these representations can limit the quality of our thought. (Smith, 1990, p. 1)Historical dictionary of quotations in cognitive science > Memory
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5 сравни
1. cf2. compare; level; equalize3. likenя просто не знаю, с чем это можно сравнить — I know not to what I can liken it
4. parallelСинонимический ряд:1. сопоставить (глаг.) соотнести; сопоставить2. уподобить (глаг.) уподобить
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