1. 1. LA FILOLGICA POR LA CAUSA LA FILOLGICA POR LA CAUSA, 1738. LA FILOLGICA POR LA CAUSA, 1961. LA FILOLGICA POR LA CAUSA, 2015. Collective Rights Reserved by $,2014. TDK Editorial Collegium, 2015. La Editorial $,2015. A VERY SHORT INTRODUCTION TO LA FILOLGICA POR LA CAUSA1 PERPETUAL MEMBERS Academician ANDRS FERNNDEZ PACHECO (17101746) Doctor GASPAR MELCHOR DE JOVELLANOS (17441811) Doctor PASCHAL AUCHER (17621854) Don MANUEL JOS QUINTANA (17721857) Doctor FRANCISCO MARTNEZ DE LA ROSA (17871862) Lord GEORGE BYRON (17881824) HONOR DE BALZAC (17991850) Academician GHEVOND ALISHAN (18201901) JOS ECHEGARAY (18321916) Professor MICHEL BRAL (18321915) ALPHONSE DAUDET (18401850) Professor BENITO PREZ GALDS (18431920) Academician JAN BAUDOUIN DE COURTENAY (18451929) Professor JOHANN HEINRICH HBSCHMANN (18481908) Professor FERDINAND DE SAUSSURE (18571913) Professor ANTOINE MEILLET (18661936) Professor RAMN MENDEZ PIDAL (18691968) Academician IVAN ALEKSEYEVICH BUNIN (18701953) YULI ISAEVICH EICHENWALD (18721928) Academician HRACHIA ADJARIAN (18761953) Academician LEV V. SHCHERBA (18801944) Academician VIKTOR V. VINOGRADOV (18951969) Professor ROMAN O. JACOBSON (18961982) MIGUEL NGEL ASTURIAS (18991974) Professor ALEXANDER A. REFORMATSKY (19001962) Doctor Honoris Causa ALEJO CARPENTIER (19041980) Doctor GEORGES P. PASSELECQ (19091999) Doctor JUAN RULFO (19181986) Professor HORACE G. LUNT (19182010) Doctor JOSEPH N. ROSENTHAL (19232012) Doctor JACK L. CROSS (19212011) Doctor MARIA GUTIER (19171993) Doctor ANTONINA P. LYUBOV (19282011) Doctor MARK J. MOODY (19512011) DIRECTORS MARK M. KARAMIAN, M.D., Ph.D. (USA/MEXICO) STANISLAV A. GOLOVAN, M.D., Ph.D. (USA/MEXICO) CRONISTA OFICIAL Y DEPUTADO ANTHONY BASHFORD, Esq. (UK/USA) POSTHUMOUS MEMBERS Academician NATALIA YU. SHVEDOVA (19162009) Doctor VERA P. FELICINA (19242013) Professor KIRILL S. GORBACHEVICH (19252005) Doctor LYUDMILA I. BALAKHONOVA (19252010) Doctor NIKOLAY V. SOLOVEV (19402006) The Honourable FLOYD ADAMS JR. (19452014) Doctor ALEXANDER A. SHUSHKOV (19712013) DISTINGUISHED MEMBERS Academician YURI D. APRESYAN (RAS/RUSSIA) Doctor DEBAPRASAD BANDYOPADHYAY (INDIA) Professor NOAM CHOMSKY (MIT/USA) Professor ALEXANDER S. GERD (SPbSU/RUSSIA) Doctor LIDIA IORDANSKAYA (UdeM/CANADA) Colonel A.M.S. LILI IVANOVA (BULGARIA) Academician NIKOLAY N. KAZANSKY (RAS/RUSSIA) Professor IGOR A. MELUK (UdeM/CANADA) Professor ANNA WIERZBICKA (ANU/AUSTRALIA) Professor ALEXANDER K. ZHOLKOVSKY (USC/USA) LIFETIME MEMBERS EUGNIE BOUBERON, Ph.D. (FRANCE) ODETTE M. CARAVELLA, Ph.D. (FRANCE) MERCEDES DE LAS SALAS, Ph.D. (FRANCE/ESPAA) PERMANENT MEMBERS ANTHONY BASHFORD, Esq. (UK/USA) GLENDA COOK, Esq. (USA) EDGAR DURAKHANIAN, M.S. (ARMENIA) ROMAN V. GAIDAMASHKO, Ph.D.* (RUSSIA) GOHAR GRIGORYAN, Ph.D.* (ARMENIA) VICTOR V. KONOPLEV, M.S. (RUSSIA) GALINA S. KRUGLYASHOVA, Ph.D. (USA) KEVIN ROSS LIKINS, M.Arch. (USA) VERA MENA, M.A. (UK) SOFIA A. PAHLEVANIAN, Ph.D. (JAPAN) ALEX PAVISEL, LL.D. (UK) This article will be featured in our upcoming projects, THE HISTORY OF THE OXFORD ENGLISH DICTIONARY and 1 . The prototypes are already published by 6: LONDON SAN FRANCISCO ACAPULCO, 2014. "1 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
2. 2. LA FILOLGICA POR LA CAUSA . , 1:2-4. ,717 ... , , , . , , , : D ; P ; D D . , ; , , ; , -- . , ; , , ; , - . To know wisdom and discipline, to discern the sayings of understanding, to receive the discipline that gives insight, righteousness and judgment and uprightness, to give to the inexperienced ones shrewdness, to a young man knowledge and thinking ability. Zu lernen Weisheit und Zucht, Verstand; Klugheit, Gerechtigkeit, Recht und Schlecht; da die Unverstndigen klug und die Jnglinge vernnftig und vorsichtig werden. Pour connatre la sagesse et l'instruction, Pour comprendre les paroles de l'intelligence; Pour recevoir des leons de bon sens, De justice, d'quit et de droiture; Pour donner aux simples du discernement, Au jeune homme de la connaissance et de la rflexion. Ad sciendam sapientiam et disciplinam, ad intellegenda verba prudentiae et suscipiendam eruditionem doctrinae iustitiam et iudicium et aequitatem ut detur parvulis astutia adulescenti scientia et intellectus. A VERY SHORT INTRODUCTION TO LA FILOLGICA POR LA CAUSA CONTENTS 0. TO LEARN WISDOM AND DISCIPLINE OF INSTRUCTION 1. THE ORIGIN AND THE FORMULA 2. RESEARCH AND FINDINGS 2.1 ANGLOLYSIS 2.2 FROM ABC TO THE DICTIONARY 2.3. RRC RESEARCH PROJECT USAMEXICO 2.3.1 HUMAN VS. MACHINE 3. INTERESTS 3.1 THE INTRADEPARTMENTAL LEXICOGRAPICAL STUDIO 3.2 3.3 THE INSTITUTE FOR LINGUISTIC STUDIES OF THE RUSSIAN ACADEMY OF SCIENCES 3.3.1 3.3.1.1 () 3.3.1.2 XVIII 3.3.1.3 XI-XIV 3.3.1.4 3.3.1.5 100- 3.3.1 THE GREAT ACADEMIC DICTIONARY (): ACTIVE VS. PASSIVE 3.3.1.1 ACTIVE VS. PASSIVE? 3.3.1.2 THE GAD AND ITS LEXICAL UNIVERSE 3.3.1.3 THE GREAT ACADEMIC DICTIONARY: ACTIVE VS. PASSIVE? (40) 3.4 MOSCOW SEMANTIC SCHOOL 3.5 THE MEANINGTEXT THEORY 3.6 SYSTEMIC LEXICOGRAPHY 3.6.1 3.6.2 3.6.3 3.6.4 3.6.5 3.6.6 3.6.7 3.6.8 3.7 3.8 3.8.1 3.7.2 3.8.2.1 : 3.8.2.2 : 3.8.2.3 3.8.2.4 3.9 LE DICTIONNAIRE EXPLICATIF ET COMBINATOIRE DU FRANAIS CONTEMPORAIN 3.10 RUSSIAN IDEOGRAPHIC LEXICOGRAPHY AND ITS THEORETICAL CONCEPTION 3.10.1 3.10.2 , . 3.10.3 3.10.4 3.10.5 3.10.6 3.11 RUSSIAN SEMANTIC LEXICOGRAPHY 3.11.1 3.11.2 3.11.3 3.11.4 4. BILINGUAL DICTIONARIES USED AT LA FILOLGICA POR LA CAUSA 4.1 - 4.1.1 4.1.2 4.1.3 4.1.4 (134) 4.1.5 : 5. THE SCHOOL OF FLUENCY 5.1 LIFELING LEARNING: ACADEMIC DEGREES 5.2 DISERTATION PROPOSALS AT TEH SCHOOL OF FLUENCY 6. LA CASA EDITIRIAL P 6.1 LA CASA EDITORIAL P: PUBLICATIONS 7. TDK EDITORIAL COLLEGIUM: LOOKING INTO THE FUTURE 8. BIBLIOGRAPHY 9. LITERATURE 10. ABBREVIATIONS Key words: Anglolysis, multilingual studies, Monolingual VS. Bilingual VS. Muti- lingual, brain capacity, memory, Rusistics, philology, language, linguistics, mathematical linguistics, structural linguistics, applied linguistics, psycholinguistics, sociolinguistics, RRC (Read and Reread Comprehension (RRC) of Retrieval Human VS. Machine Memory Research Project USA Mexico), From ABC to the Dictionary in Spacetime Linear and Cyclic Continuum spacetime linear continuum, spacetime cyclic continuum, MeaningText Theory, MTT, MSS (Moscow Semantic School), ILS (Intradepartmental Lexicographical Studio), ( ), ( ), semantics, lexical semantics, systemic lexicography, historic lexicography, ideographic lexicography, bilingual lexicography, education, history, lifelong learning, publishing. "2 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
3. 3. LA FILOLGICA POR LA CAUSA 0. TO LEARN WISDOM AND DISCIPLINE OF INSTRUCTION 0. , To learn wisdom and discipline of instruction, to discern the words of the intellectually gifted, to accept the instruction of wisdom that gives insight of reasoning, truth, rights and uprightness, as well; to give prudence to the inexperienced, and to give the youth knowledge, discretion and depth of thinking ability to reason An2 intellectually shiny man shall be a great listener in order to advance his knowledge in education, and distinguished wise men shall give excellent lectures to be able to lead and carry on 1. THE ORIGIN AND THE FORMULA , , . (18701953). [Per THE CONSTITUTION OF LA FILOLGICA POR LA CAUSA: ARTICLE I and ARTICLE II.] La Filolgica por la Causa is a private and self-governed collaborative society of learned men of letters, unencumbered by past and current religious, political and economical principles; and anticipating to become a vital and utilitarian element of the agenda of the 5 (+ ), or, in other respects, it is inclined towards nihilism. La Filolgica por la Causa enables its members to benet from projects undertaken in ways that would not otherwise be possible on an individual basis. La Filolgica por la Causa studies, investigates, examines and analyzes the subject of our interest philology the study of language in written historical sources through combining literary criticism, history, applied and mainly eld linguistics. We dene philology as the study of literary texts and written records, the establishment of their authenticity in their original or translated form, and the determination of their signication within the eternity of the . La Filolgica por la Causa was initiated by academician Andrs Fernndez Pacheco (17101746), and was established in 1738 by los Literatos of la Real Academia Espaola. At age 16 Andrs Fernndez Pacheco became a member of la Real Academia Espaola. At that time most of the Caribbean Islands and the Americas were under Spanish rule. La Filolgica por la Causa was born within the walls of la Real y Ponticia Universidad de San Gernimo de la Habana, established 1728. It was in existence as an autonomous society off la Real y Literaria Universidad de la Habana until 1870. Laterla Filolgica por la Causa was amalgamated with the University of Havana to put the foundations of todays la Facultad de Artes y Letras. The spirit of collective activity, vision of a synthesis of knowledge, and emphasis on a socially dened commitment to scholarship was what motivated la Filolgica por la Causa. During the years between 1835 and 1845 la Filolgica por la Causa was endorsed and supported by one of its greatest advocates, honoris P. Paschcal Aucher, D.D. (1762-1854). Famous Literatos and linguists who endorsed the society and became part of it include: Gaspar Melchor de Jovellanos (17441811); Manuel Jos Quintana (17721857); Francisco Martnes de la Rosa (17871862); George Noel Byron (17881824); Honor de Balzac (17991850); Ghevond Alishan (1820-1901); Jos Echegaray (18321916); Alphonse Daudet (18401850); Benito Prez Galds (18431920); Jan Baudouin de Courtenay (18451929); Johann H. Hbschmann (18481908); Ferdinand de Saussure (18571913); Ramn Menndez Pidal (18691968); Ivan A. Bunin (18701953); Hrachia Adjarian (18761953); Lev V. Shcherba (18801944); Viktor V. Vinogradov (18951969); Roman O. Jacobson (18961982); Miguel ngel Asturias (18991974); Alexander A. Reformatsky (19001962); Alejo Carpentier (19041980); Georges P. Passelecq (19091999); Juan Rulfo (19181986) etc. La Filolgica por la Causa has been an inuential group of literary critics and linguists, who came together with the common desire to create a new approach to philology: the letters and education, then later in the mid XIX century to linguistics, as well. La Filolgica por la Causa is one of the oldest erudite societies, devoted to the scholarly study of languages, investigation and promotion of the study and knowledge of the structure, the afnities, and the history of languages. The ideal to scholarship became the societys motto: Pensa Globalmente La Filolgica por la Causa has a particular interest in classical philology, historical and comparative linguistics. The society maintains its long- established interest in the structure, development, and diversication of several major languages. La Filolgica por la Causa rmly believes that "the greatest error of all [advancement of learning] is, mistaking the ultimate end of knowledge; for some King Solomon. Mshl Shlomoh, Tanakh [1:2-4]. Jerusalem, 717 BCE. The rst Armenian text is taken from the original, the rst translation, usually known as the Queen of All Translations2 by Sahak Partev and Mesrop Mashtots, Armenia, A.D. 405. "3 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
4. 4. LA FILOLGICA POR LA CAUSA men covet knowledge out of a natural curiosity and inquisitive temper; some to entertain the mind with variety and delight; some for ornament and reputation; some for victory and contention; many for lucre and a lively-hood; and but few for employing the Divine gift of reason to the use and benet of mankind.3 La Filolgica por la Causa provides its students private education and training of excellent quality at undergraduate and postgraduate level. Dr. Joseph N. Rosenthal established new standards of encouraging students of the highest calibre, and facilitated appropriate international experience for our members and students likewise. Select students stay with la Filolgica por la Causa and never leave us, since the process of education is innite and incomplete just like our Universe. Our ongoing effort is a continuous process to attract brilliant students and members, who are essential for the conservation of la Filolgica por la Causas undiminished academic status. La Filolgica por la Causa strives to preserve linguistic knowledge, to open the minds of our students and members to the by enabling them to take the best advantage of what we offer. Education at la Filolgica por la Causa should emancipate our devotees and members to explore, to create, to challenge, to lead and to win. Being a student at la Filolgica por la Causa is a lifelong learning experience. The learning process never ends, and we do not understand the idea of completing or graduating, since no one can either complete a course or graduate from la Filolgica por la Causa. The nature of lifelong learning is examined in the wider context of psychological considerations, concerning mans abilities, the way in which knowledge is acquired, and how it is communicated by means of language and the alphabet. Different conceptions of the nature of man and of the relation of several important capacities surround the question of lifelong learning (Vid. 5.1). 2. RESEARCH AND FINDINGS [Per THE CONSTITUTION OF LA FILOLGICA POR LA CAUSA: ARTICLE II, Section 2] La Filolgica por la Causa has been developing and is engaged in the following disciplines: 1. the theory Anglolysis which was inaugurated in 1951;4 2. the theory From ABC to the Dictionary in Spacetime Linear and Cyclic Continuum which was inaugurated in 1951; 3. the theory Read and Reread Comprehension (RRC) of Retrieval Human VS. Machine Memory Research Project USAMexico which was inaugurated in 1993. These three academic disciplines in linguistics are dened by their study of a unique dimension of our experience and results, accumulated from the 1950s. Dimensions or facets of experience are not concrete ideas, but aspects of factual ndings. Each aspect therefore provides a guarantee of the uniqueness of the discipline studied by la Filolgica por la Causa. It provides us with an angle from which we can proceed to form concepts of phenomena within a certain domain. At la Filolgica por la Causa linguistics is instructed as the scientic study of language. It encompasses all aspects of human language, seeking answers to fundamental questions about how language works. We look at linguistics as an academic research discipline with practical applications for a wide range of contemporary issues and concerns. Studying linguistics at la Filolgica por la Causa, whether in an introductory course or a PhD programme, our students gain insight into what makes us humanlanguage. Studying linguistics enables us to learn how language works, how it changes and varies and how it is used, preserved, processed and documented in dictionaries. Analyzing linguistics makes us bridge almost every discipline. Most of la Filolgica por la Causa members are much more than polyglots, grammarians, and word lovers. They are dedicated to the scientic study of language. The science of language encompasses phonetics, grammar, meaning and much more. We apply the scientic method to the study of language, making observations, forming and testing hypotheses, developing models and theories. 2.1 ANGLOLYSIS anglolysis, n. [The scientific analytical discipline of the English language, usually developed and sectioned into three categories: language form, language meaning, and language in context.] Pronunciation Brit. /glulisis/ , US. /gllsis/ Forms: see Anglo- [OED2, volume 1, page 465] and -lysis [OED2, volume IX, page 142] Etymology: < Anglo- + -lysis >. Originally a. med. (or early mod.) Latin, combining form of Angl-us English (as in anglophile, anglophobe, Anglo-American etc.) via French, and is ultimately derived from Old English Englisc "English" + Latin analysis (found c 1470) a. Greek , n. of action f. - to unloose, undo, f. up, back + - to loose + , suffix, repr. Greek - in nouns of action, as in analysis, dialysis, hydrolysis, electrolysis, arsis, merisis, peristalsis. Also in some nouns denoting a specified diseased state, as dialysis, filariasis, leishmaniasis, phthisis, psoriasis, psittacosis, sepsis etc. The word comes from Latin Anglus "English" via French, and is ultimately derived from Old English Englisc "English" + (analusis, "a breaking up", from ana- "up, throughout" and lysis "a loosening or splitting. hist. since 21th cent. Francis Bacon, Advancement of Learning. Yale Classics, Vol. 23, Page 23, Timothy Dwight Edition, London & New York, 1899.3 ISBN-13: 978-1622094240. .4 "4 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
5. 5. LA FILOLGICA POR LA CAUSA ANGLOLYSIS discusses From ABC to the Dictionary phonetics,5 phonology, alphabet, morphology, grammar, syntax, semantics, pragmatics, and the philosophy of the English language. The essence of English studies for ANGLOLYSIS includes general philology, historism, semantism, lexicography which is very relative and partially proportionate to Aristotelian methods of instrument, The Organon: Praedicamenta or Categories: Substance, Quantity, Quality, Relation, Place, Time, Position, Possession of state and Condition: Habitus, Action and Affection or Interpretation (1) or the relationship between language and logic in a comprehensive, explicit, and formal way; A Priori (2) or theoretically deductive reasoning; A Posteriori (3) or practically factual demonstration, denition and scientic knowledge; Art of Dialectical Syllogism (4): Propositions, Number of Senses of a Term, Differences and Similarities; Sophistical Refutations (5) or Verbal and Material Fallacies. ANGLOLYSIS calls for an examination of every type of signication and every kind of symbol. These dynamic matters of verbal communication, alphabet, grammar, syntax, written word, literature, philology, Dictionary or the ultimate manifestation of the English language, tempered through the ames of the time scale of the history of our civilization, are closely related to the problems of the English language, and therefore, are and will be touched upon throughout the entire theory, since this process has been taking place in time and space: a forever renewable process from point zero to innity... ANGLOLYSIS is the scientic analysis of the English language. Anglolysis is sectioned into three categories: 1. Language Form; 2. Language Meaning; 3. Language in Context. One subeld of ANGLOLYSIS is the study of the English language structure, or grammar. This focuses on the system of rules followed by the users of a language. ANGLOLYSIS includes the study of morphology (the formation and composition of words), syntax (the formation and composition of phrases and sentences from these words), and phonology (sound systems). Phonetics is a related discipline to ANGLOLYSIS, concerning the actual properties of speech sounds and non-speech sounds, and how they are produced and perceived. The study of language meaning is concerned with how languages employ logical structures and real-world references to convey, process, and assign meaning, as well as to manage and resolve ambiguity. This category includes the study of semantics (how meaning is inferred from words and concepts) and pragmatics (how meaning is inferred from context). ANGLOLYSIS also looks at the broader context in which language is inuenced by social, cultural, historical and political factors. This includes the study of evolutionary linguistics, which investigates questions related to the origins and the growth of languages; historical linguistics, which explores language change; sociolinguistics, which looks at the relations between linguistic variation and social structures; psycholinguistics, which explores the representation and function of language in the mind; neurolinguistics, which looks at language processing in the brain; language acquisition, on how children or adults acquire language; and discourse analysis, which involves the structure of texts and conversations. ANGLOLYSIS is the scientic study of the English language. A number of other intellectual disciplines are relevant to language and intersect with it. Semiotics, for example, is the general study of signs and symbols both within language and without. Literary theorists study the use of language in literature. ANGLOLYSIS draws on and informs work from such diverse elds as acoustics, anthropology, biology, computer science, human anatomy, informatics, neuroscience, philosophy, psychology, sociology and speech-language pathology. 2.2 FROM ABC TO THE DICTIONARY Ein empirisches Ganzes, eine historische Masse, in der jedes Wort als einzelnes Factum erscheint, das zu den brigen in gewissen chronologischen Verhltnissen steht, und durch diese sowohl seiner ersten Erzeugung, als seinen fernern Modicationen nach vielfach bedingt ist ... Es ist schon angedeutet, dass die Nachweisung des Schriftstellers der ein jedes Wort gebraucht hat, eine chronologische Bestimmung enthalten msse: es folgt also, dass nicht der erste, der beste; sondern der lteste als erste Auctoritt fr das Wort, das zur Sprache kommt, angefhrt werden muss (Passow 1812, 26; 32).6 Franz Ludwig Carl Friedrich Passow (1786-1833). The notion of from ABC to the Dictionary is the formula of our approach to a given language. Everything of any form of existence, nature, essence of matter and antimatter, occupying the space between ABC and the Dictionary is such a vast accumulation of substance, that a lifetime devotion to this discipline is never enough! Writing very few thoughts on modern education took our global intelligentsia more than three thousand ve hundred years due to the recording of the entire process of the birth of lifelong learning, and its further journey into the future, ready for new and reasonable changes, only if visionary insight is implemented. La Filolgica por la Causa raises questions, concerning the elements of current education VS. lifelong learning: the training of new mans body, the formation of his new character, the cultivation of his new mind, and how are these related to one another? The answer is in the individuals mind without answering the question, since its argument ANGLOLYSIS is a newly coined word by Mark Karamian.5 [an empirical whole, a historical mass, in which each word gures as a single fact, which stands in a particular chronological relationship to the remainderand on this, both its rst6 creation and its further modications depend in many ways. ... We have already suggested that the indication of the writer who has used a particular word must include a chronological specication; it therefore follows that the rst authority adduced for a word which comes into the language should not be the rst in quality, the best, but rather the earliest.] "5 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
6. 6. LA FILOLGICA POR LA CAUSA can be philosophically complex, or simply impossible to materialize it according to ones mental capacity which, in its turn, is directly pertinent to the void of reasoning and understanding the signication of the . Mans World, in the nal analysis, is embraced with a word, or with the accumulation of words in various combinations created solely by man naming all the things available or unavailable to him, material or immaterial, visible or invisible, physical or mental, elegant or sloven, general or specic, closer or further, negative or positive, limited or innite, natural or articial, human and divine At la Filolgica por la Causa knowing and understanding are closely looked upon as completely different concepts, representing two or more different worlds that were either given to him, or acquired, regardless of his conscience, the sense of right and wrong; regardless of his will, determination or preference. From ABC to the Dictionary is a system of rationally organized and prudently developed series of consequential events that display a transparent notion of the essence of the evolutionary progress of this particular pragmatic methodology in scholastic linguistic discipline of , , , and especially the eternal : I. lingua simplex; II. verbal communication before the origin of the writing system; III. : phonetics or speech sounds; IV. : the origin of the alphabet; V. : phonology phonemes; VI. : morphology, resulting in word creation or promoting lexical developments; VII. 55: grammar as a direct result of alphabetic existence; VIII. : syntax: the formation of phrases and sentences; A. recording and documentation of speech matter; B. : literature as a direct result of the process of documentation; C. : philological developments; IX. 5: semantics, resulting in literal meaning of phrases and sentences; A. variations of the written signification; B. expansion of literary materials; X. 5: pragmatics, resulting in meaning in context of discourse; XI. A: lexical analysis; XII. 5 5: documenting syntagmatic and paradigmatic shifts; XIII. : philosophy of words, phrases and sentences; XIV. : cybernetics of lexical science; and XV. : dictionary as a momentarily taken lexicographical picture of the ever-changing language. At la Filolgica por la Causa we closely examine requisite and dynamic matters of Verbal communication (phoneme & or verbal lexis) 7 8 Alphabet (& or writing system) Grammar (&&: structural rules governing the composition) Syntax (: principles and rules for sentence formation) Written word (: graphic and textual lexis, semantic and pragmatic lexicon) Literature (, belle-lettres) Philology (: love or affection for literary studies, history and linguistics) Dictionary (: the ultimate manifestation of lexicography [from Gr. - ]) , tempered through the flames of the time scale of the9 10 history of our civilization, are closely related to the problems of our language, and therefore, are and will be touched upon throughout the entire production process of lifelong learning, since this process has been taking place in time and space a forever renewable pragmatic process from point 0 ; and in most cases from negative to positive based on Aristotelian + & + + & = G [ad infinitum].11 PRMBULA 1. POTENTIAL INFINITE VS. ACTUAL INFINITE. One of the most important contributions that Aristotle made to the study of innity is identifying a dichotomy between what Aristotle calls the potential innite and the actual innite. Thepotential inniteis a group of numbers or group of anything that continues without terminating, going on or repeating itself over and over again with no recognizable ending point. What distinguishes the potential innite and gives it the characteristic of being potential is the idea that if one were to take a sliver, or examine just one isolated portion of that innite set of numbers, one would be able to capture or observe a nite set of numbers. The obvious example is the grouping of natural numbers. No matter where the reference point is while listing or counting out natural numbers, there always exists another number to proceed the one before. Also, a geometric line with a starting point could extend without end, but could still be potentially innite because all one would have to do is add on more length to a nite length to allow it to extend it further. Theactual inniteinvolves never-ending sets or anything within a space that has a beginning and end; it is a series that is technically completed but consists of an innite number of members. According to Aristotle, actual innities cannot exist because they are paradoxical. It is impossible to say that you can always take another step or add another member in a completed set with a beginning and end, unlike a potential innite. It is ultimately Aristotles rejection of the actual innite that allowed him to refute Zenos paradox. Although Aristotle did disprove the existence of the actual innite nally, and tended to reject a lot of major concepts in mathematics, the importance of mathematics was still never belittled in Aristotles eyes. Aristotle argued that actual The word phoneme was suggested and coined by Baudouin de Courtenay himself.7 R. J. Lloyd, Die Neueren Sprachen, III, page 615*, [the word phoneme was rst time used in world literature] 1896.8 * There are a few of these terms which the author [scientist J. Baudoin de Courtenay] still thinks valuable and retains. One of these is the term phoneme invented by Kruszewski [long after Baudouin de Courtenay] I take it that the various sounds which are accepted as identical by any speaking community are one phoneme, though they may differ considerably in actual sound". Die Neueren Sprachen, volume III, page 615, Marburg in Hessen, Germany, 1896. Mark Karamian, Anglolysis, The Dynamic Cycle from the Spoken Word to the Dictionary, chapter 6, page 93, Acapulco & Savannah, 2006.9 The specication of either the rate at which time passes, or points in time, or both which counts periods of some cyclic change, which may be either the changes of a natural phenomenon10 or of an articial machine. Aristotle. Physics, 203b 33 and 204a 1819, 206a 22, 206b 56 [in order to reconcile the notion of potentially innite processes].11 D6 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
7. 7. LA FILOLGICA POR LA CAUSA innity as it is not applicable to geometry and the UNIVERSAL, is not relevant to mathematics, making potential innity all that actually is important. This option of view on POTENTIAL INFINITE or ACTUAL INFINITE is left open in our studies. La Filolgica por la Causa considers the actual process of learning as a sacred devotion that takes place outside of regular educational institutions, and is thus also decentralized and re-shaped according to the principles of understanding the . 2.3. RRC RESEARCH PROJECT USAMEXICO Memory is, therefore, neither Perception nor Conception, but a state or affection of one of these, conditioned by lapse of time. As already observed, there is no such thing as memory of the present while present, for the present is object only of perception, and the future, of expectation, but the object of memory is the past. All memory, therefore, implies a time elapsed; consequently only those animals which perceive time remember, and the organ whereby they perceive time is also that whereby they remember (, && & [On Memory and Reminiscence], 350 B.C.E.). Aristotle (384 322 B.C.E.). RRC Research Project USAMexico is the second branch of Dr. Mark J . Moodys Retrieval Time As a Function of Memory Set Size, Type of Probes, and Interference in Recognition Memory. RRC Research Project seeks to formulate a revised model of READING AND RE-READING information processing that takes into account our research on Human VS. Machine retrieval memory, translation, memory storage, selective attention, Effortful VS. Automatic processing, and the mutual constraints tension that these areas create between one another. One distinctive aspect of the proposed model of Read and Reread Comprehension (RRC) of Retrieval Human VS. Machine Memory is the inclusion of two phases of sensory storage in each modality. The rst phase extends sensation of several hundred milliseconds, whereas the second phase is a vivid recollection of sensation. The mechanism of at least the longer phase is the activation of features in long-term memory, comparable to the mechanism of non- sensory, short-term storage. Another distinctive aspect of the model is that habituation or dishabituation and central executive processes together are assumed to determine the focus of attention, without the need for either an early or a late attentional lter. RRC Research Project issues that contributing to a comparison of models Human Translation VS. Machine Translation is discussed with no arguments that we will never be able to replace humans with machines. , , , , , , , , . , , , , , , , .12 . 2.3.1 HUMAN VS. MACHINE Although the brain-computer metaphor has served cognitive psychology well, research in cognitive neuroscience has revealed many important differences between brains and computers. Appreciating these differences may be crucial to understanding the mechanisms of neural information processing, and ultimately for the creation of articial intelligence. Below, is reviewed the most important of these differences, and the consequences to cognitive psychology, failing to recognize them. Christopher H. Chatham. Human VS. Machine Variations on Theme 1. Brains are Analogue; Computers are Digital. Its easy to think that neurons are essentially binary, given that they re an action potential if they reach a certain threshold, and otherwise do not re. This supercial similarity to digital 1s and 0s belies a wide variety of continuous and non-linear processes that directly inuence neuronal processing. For example, one of the primary mechanisms of information transmission appears to be the rate at which neurons re an essentially continuous variable. Similarly, networks of neurons can re in relative synchrony or in relative disarray; this coherence affects the strength of the signals received by downstream neurons. Finally, inside each and every neuron is a leaky integrator circuit, composed of a variety of ion channels and continuously uctuating membrane potentials. Failure to recognize these important subtleties may have contributed to Marvin Minksy & Seimour Paperts infamous mischaracterization of perceptrons, a neural network without an intermediate layer between input and output. In linear networks, any function computed by a 3- layer network can also be computed by a suitably rearranged 2-layer network. In other words, combinations of multiple linear functions can be modeled precisely by just a single linear function. Since their simple 2-layer networks could not solve many important problems, Minksy & Papert reasoned that the larger networks also could not. In contrast, the Karamian M., Golovan S. The History Of the Great Academic Dictionary of the Russian Language, pp. 4345. 2: LONDON SAN FRANCISCO ACAPULCO, 2014. b) ..,12 // : . .,1997. .195. D7 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
8. 8. LA FILOLGICA POR LA CAUSA computations, performed by more realistic (i.e., nonlinear) networks are highly dependent on the number of layers thus, perceptrons grossly underestimate the computational power of neural networks. Human VS. Machine Variations on Theme 2: The Brain Uses Content-Addressable Memory In computers, information in memory is accessed by polling its precise memory address. This is known as byte-addressable memory. In contrast, the brain uses content-addressable memory, such that information can be accessed in memory through spreading activation from closely related concepts. For example, thinking of the word fox may automatically spread activation to memories related to other clever animals, fox-hunting horseback riders, or attractive members of the opposite sex. The end result is that your brain has a kind of built-in Google, in which just a few cues (key words) are enough to cause a full memory to be retrieved. Of course, similar things can be done in computers, mostly by building massive indices of stored data, which then also need to be stored and searched through for the relevant information. Incidentally, this is pretty much what Google does, with a few twists. Although this may seem like a rather minor difference between computers and brains, it has profound effects on neural computation. For example, a lasting debate in cognitive psychology concerned whether information is lost from memory because of simply decay or because of interference from other information. In retrospect, this debate is partially based on the false assumption that these two possibilities are dissociable, as they can be in computers. Many are now realizing that this debate represents a false dichotomy. Compare the brain activities, related to the decay or interference from other information in Multilingual VS. Bilingual VS. Monolingual Persons. Human VS. Machine Variations on Theme 3: The Brain Is a Massively Parallel Machine; Computers are Modular and Serial An unfortunate legacy of the brain-computer metaphor is the tendency for cognitive psychologists to seek out modularity in the brain. For example, the idea that computers require memory has lead some to seek for the memory area, when in fact these distinctions are far more disorderly. One consequence of this over-simplication is that we are only now learning memory regions, such as the hippocampus, are also important for imagination, the representation of novel goals, spatial navigation, and other diverse functions. Similarly, one could imagine there being a language module in the brain, as there might be in computers with natural language processing programmess. Cognitive psychologists even claimed to have found this module, based on patients with damage to a region of the brain known as Brocas area. More recent evidence has shown that language, too, is computed by widely distributed and domain-general neural circuits, and Brocas area may also be involved in other computations. Human VS. Machine Variations on Theme 4: Processing Speed is Not Fixed in the Brain; There Is No System Clock The speed of neural information processing is subject to a variety of constraints, including the time for electrochemical signals to traverse axons and dendrites, axonal myelination, the diffusion time of neurotransmitters across the synaptic cleft, differences in synaptic efcacy, the coherence of neural ring, the current availability of neurotransmitters, and the prior history of neuronal ring. Although there are individual differences in something psychometricians call processing speed, this does not reect a monolithic or unitary construct, and certainly nothing as concrete as the speed of a microprocessor. Instead, psychometric processing speed probably indexes a heterogenous combination of all the speed constraints mentioned above. Similarly, there does not appear to be any central clock in the brain, and there is debate as to how clock-like the brains time-keeping devices actually are. What about the mechanism of action of Circadian Rhythm? To use just one example, the cerebellum is often thought to calculate information involving precise timing, as required for delicate motor movements; however, recent evidence suggests that time-keeping in the brain bears more similarity to ripples on a pond than to a standard digital clock. Human VS. Machine Variations on Theme 5: Short-Term Memory Is Not Like RAM Although the apparent similarities between RAM and short-term or working memory emboldened many early cognitive psychologists, a closer examination reveals strikingly important differences. Although RAM and short-term memory both seem to require power sustained neuronal ring in the case of short-term memory, and electricity in the case of RAM short-term memory seems to hold only pointers to long term memory, whereas RAM holds data that is isomorphic to that being held on the hard disk. Unlike RAM, the capacity limit of short-term memory is not xed; the capacity of short-term memory seems to uctuate with differences in processing speed (see Variations on Theme) as well as with expertise and familiarity. Human VS. Machine Variations on Theme 6: No Hardware/Software Distinction Can Be Made with Respect to the Brain or Mind For years it was tempting to imagine, that the brain was the hardware on which a mind programme or mind software is executing. This gave rise to a variety of abstract programme-like models of cognition, in which the details of how the brain actually executed those programmes was considered irrelevant, in the same way that a Java programme can accomplish the same function as a C++ programme. D8 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
9. 9. LA FILOLGICA POR LA CAUSA Unfortunately, this appealing hardware/software distinction obscures an important fact: the mind emerges directly from the brain, and changes in the mind are always accompanied by changes in the brain. Any abstract information processing account of cognition will always need to specify how neuronal architecture can implement those processes otherwise, cognitive modeling is grossly underconstrained. Some blame this misunderstanding for the infamous failure of symbolic AI. Human VS. Machine Variations on Theme 7: Synapses Are Far More Complex Than Electrical Logic Gates Another pernicious feature of the brain-computer metaphor is that it seems to suggest, that brains might also operate on the basis of electrical signals (action potentials) traveling along individual logical gates. Unfortunately, this is only half true. The signals which are propagated along axons are actually electrochemical in nature, meaning that they travel much slower, than electrical signals in a computer, and that they can be modulated in myriad ways. For example, signal transmission is dependent not only on the putative logical gates of synaptic architecture, but also by the presence of a variety of chemicals in the synaptic cleft the relative distance between synapse and dendrites, and many other factors. This adds to the complexity of the processing taking place at each synapse and it is therefore profoundly wrong to think that neurons function merely as transistors. Human VS. Machine Variations on Theme 8: Unlike Computers, Processing and Memory are Performed by the Same Components in the Brain Computers process information from memory using CPUs, and then write the results of that processing back to its memory. No such distinction exists in the brain. As neurons process information they are also modifying their synapses which are themselves the substrate of memory. As a result, retrieval from memory always slightly alters those memories, usually making them stronger, but sometimes making them less accurate. Human VS. Machine Variations on Theme 9: The Brain s a Self-Organizing System This point follows naturally from the previous point an experience, that profoundly and directly shapes the nature of neural information processing in a way, that it simply does not happen in traditional microprocessors. For example, the brain is a self-repairing circuit something known as trauma-induced plasticity, triggering immediately after an injury. This can lead to a variety of interesting changes, including some, that seem to unlock unused potential in the brain, known as acquired savantism, and others that can result in a profound cognitive dysfunction as is unfortunately far more typical in traumatic brain injury and developmental disorders. One consequence of failing to recognize this difference has been in the eld of neuropsychology, where the cognitive performance of brain- damaged patients is examined to determine the computational function of the damaged region. Unfortunately, because of the poorly-understood nature of trauma-induced plasticity, the logic cannot be so straightforward. Similar problems underlie work on developmental disorders and the emerging eld of cognitive genetics, in which the consequences of neural self-organization are frequently neglected . Human VS. Machine Variations on Theme 10: Brains Have Bodies This is not as trivial as it might seem: it turns out that the brain takes surprising advantage of the fact, that it has a body at its disposal. For example, despite ones intuitive feeling that one could close ones eyes and know the locations of objects around oneself, a series of experiments in the eld of change blindness has shown that our visual memories are actually quite sparse. In this case, the brain is ofoading its memory requirements to the environment in which it exists: why bother remembering the location of objects when a quick glance will sufce? A surprising set of experiments by Jeremy Wolfe has shown that even after being asked hundreds of times which simple geometrical shapes are displayed on a computer screen, human subjects continue to answer those questions by gaze rather than rote memory. A wide variety of evidence from other domains suggests, that we are only beginning to understand the importance of embodiment in information processing. PRMBULA 2. THE ACTUAL DIFFERENCE. The brain is much, much bigger than any [current] computer. Accurate biological models of the brain would have to include some 225,000,000,000,000,000 (225 million billion) interactions between cell types, neurotransmitters, neuromodulators, axonal branches and dendritic spines, and that doesnt include the inuences of dendritic geometry, or the approximately 1 trillion glial cells which may or may not be important for neural information processing. Because the brain is nonlinear, and because it is so much larger, than all current computers, it seems likely that it functions in a completely different fashion. The brain-computer metaphor obscures this important, though perhaps obvious, difference in raw computational power. 3. INTERESTS [Per THE CONSTITUTION OF LA FILOLGICA POR LA CAUSA: ARTICLE II, Section 1, b)] At la Filolgica por la Causa we study, learn or teach every single discipline of linguistic. We are devotees of the achievements of Larins Lexicographical School of St. Petersburg State University (Russia) also known as the Intradepartmental Lexicographical Studio After Professor Boris Larin, the Institute for Linguistic Studies of the Russian Academy of Sciences; and are the loudest advocates of Moscow Semantic School and its accomplishments. D9 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
10. 10. LA FILOLGICA POR LA CAUSA La Filolgica por la Causa investigates and promotes the study and knowledge of the structure, the afnities, and principally the history of Russian, English, Spanish, Armenian, Bulgarian, Greek and Latin languages, philology, and chiey lexicography. 3.1 THE INTRADEPARTMENTAL LEXICOGRAPHICAL STUDIO AFTER PROFESSOR BORIS LARIN (SPbSU, RUSSIA) . . . () . .. - . 2010 . . 1 1960 .. ( -) - . () , : , . , , , , . .. , , , . .. - XVI-XVII . ( 1 , 2004 .; 2 , 2006 .; 3 2010 .; 4 , 2011 .; 5 , 2012 .; 6 , 2014 . ). . .. , / XX . , , . .. , . , , .. . - - , , , , , . , . : ( , . ), . , , . , , , . . 3.2 () 13 . . . . . , , - , () , XX ., , , . 3040- XX ., . . .. . . . .13 D10 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
11. 11. LA FILOLGICA POR LA CAUSA . . . .14 50- 60- XX . . . , (. . , . . , . . , . . , . . , . . , . . , . . , . . , . . ). . , XV . . , , , . - () , . , , , , , , . . , , , , , . , () XVIII . . II . , , : (., 17891794); II (., 1847); (., 1852) (., 1858); (. 1. ., 1891); 17 (.; ., 19481965); 4 (.; ., 19571961) . 30- XX . . . . . . , , , XIXXX . , , : , , , . 1. . , , , . () . 2. . , , . . , , . 3. . , ; , . XVIII . , II . . , , . . 4. . , , , . . . . , . : ; ; , ; , , ; a) Detailed accounts could by found in XI~XVII .: , : , 2001. . 816.14 b) . D11 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
12. 12. LA FILOLGICA POR LA CAUSA , ; , ; ; , . , , . : , , , ; . , ; , , . 1960 . , - () . . . 40 . . . , , . . , . . , . . , . . , . . , . . . , , . . , , , , . , XXI ., . . . . , - : ; ; ; ; ; ; . . 46 . . . . , . . . , . , , . . () . . . , , . , , . , - IIIIV . , . . . . . . . (. . . . ) - . 50- . . , 1964 1990 . . . , 1 1990 . . . . 17 (19672006) ( 2 ) , . 20 () 10 . 3 ( ). , , , . (. . . . ). . . 1950 ., (. ). D12 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858
13. 13. LA FILOLGICA POR LA CAUSA , , , . , , . 2 20032005 . . ( . . . (. .), . . . . . ., 1981. 232 .). . , , , , 19 (XVI XVII .). 15 . 19 (2005 ). . , . , , , , . (, , ). XVIVII . () (. . . ). . . . 1961 . . , . . 19341949 . . . , . - XVIXVII ., - . , - . XVIXVII ., - . 300 : - , - , , XVIXVII ., XVIXVII ., . , XVIXVII . , , , - , , . 30 , 6090- XX ., , , . . . . 1998 . . . . ( XVIXVII . ( 1 , 2004 .; 2 , 2006 .; 3 2010 .; 4 , 2011 .; 5 , 2012 .; 6 , 2014 .). , : , , , , - , . - .-., ., . , , ; . . . (2002)15 1- (2005), , , , , , . , (. . , . . , . . ), , , XIXVII , . (. . . . , 1997 . . . . ). . . . . . . . XVI VII . , 4, . 5-43. : , 2011.15 D13 ISBN-13: 978-1633151529 and ISBN-13: 978-1633154858