Sanskrit matih "thought," munih "sage, seer;" Greek memona "I yearn," mania "madness," mantis "one who divines, prophet, seer;" Latin mens "mind, understanding, reason," memini "I remember," mentio "remembrance;" Lithuanian mintis "thought, idea," Old Church Slavonic mineti "to believe, think," Russian pamjat "memory".
GENERAL 1a By "augmenting human intellect" we mean increasing the capability of a man to approach a complex problem situation, to gain comprehension to suit his particular needs, and to derive solutions to problems.
Increased capability in this respect is taken to mean a mixture of the following: And by "complex situations" we include the professional problems of diplomats, executives, social scientists, life scientists, physical scientists, attorneys, designers—whether the problem situation exists for twenty minutes or twenty years.
We do not speak of isolated clever tricks that help in particular situations. We refer to a way of life in an integrated domain where hunches, cut-and-try, intangibles, and the human "feel for a situation" usefully co-exist with powerful concepts, streamlined terminology and notation, sophisticated methods, and high-powered electronic aids.
These "means" can include many things—all of which appear to be but extensions of means developed and used in the past to help man apply his native sensory, mental, and motor capabilities—and we consider the whole system of a human and his augmentation means as a proper field of search for practical possibilities.
It is a very important system to our society, and like most systems its performance can best be improved by considering the whole as a set of interacting components rather than by considering the components in isolation. Before a Intellect is not enough program can be designed to pursue such an approach intelligently, so that practical benefits might be derived within a reasonable time while also producing results of longrange Intellect is not enough, a conceptual framework must be searched out—a framework that provides orientation as to the important factors of the system, the relationships among these factors, the types of change among the system factors that offer likely improvements in performance, and the sort of research goals and methodology that seem promising.
Section II contains the essence of this framework as derived from several different ways of looking at the system made up of a human and his intellect-augmentation means.
Consequently, Section III is intended to present some definite images that illustrate meaningful possibilities deriveable from the conceptual framework presented in Section II —and in a rather marked deviation from ordinary technical writing, a good portion of Section III presents these images in a fiction-dialogue style as a mechanism for transmitting a feeling for the richness and promise of the possibilities in one region of the improvement space" that is roughly mapped in Section II.
If it serves its purpose well enough, Section III will provide a context within which the reader can go back and finish Section II with less effort. This strategy evolved directly from the concepts presented in Sections II and III ; one of its important precepts is to pursue the quickest gains first, and use the increased intellectual effectiveness thus derived to help pursue successive gains.
By this same strategy, we recommend that an initial research effort develop a prototype system of this sort aimed at increasing human effectiveness in the task of computer programming. This illustrative example is not to be considered a description of the actual system that will emerge from the program.
It is given only to show the general direction of the work, and is clothed in fiction only to make it easier to visualize. He sits at a working station that has a visual display screen some three feet on a side; this is his working surface, and is controlled by a computer his "clerk" with which he can communicate by means of a small keyboard and various other devices.
He has already dreamed up several basic layouts and structural forms, and is trying them out on the screen. The surveying data for the layout he is working on now have already been entered, and he has just coaxed the clerk to show him a perspective view of the steep hillside building site with the roadway above, symbolic representations of the various trees that are to remain on the lot, and the service tie points for the different utilities.
The view occupies the left two-thirds of the screen. With a "pointer," he indicates two points of interest, moves his left hand rapidly over the keyboard, and the distance and elevation between the points indicated appear on the right-hand third of the screen.
Gradually the screen begins to show the work he is doing—a neat excavation appears in the hillside revises itself slightly, and revises itself again. After a moment, the architect changes the scene on the screen to an overhead plan view of the site, still showing the excavation.
A few minutes of study, and he enters on the keyboard a list of items, checking each one as it appears on the screen, to be studied later.
When he has finished, the revised scene appears on the screen. A structure is taking shape. He examines it, adjusts it, pauses long enough to ask for handbook or catalog information from the clerk at various points, and readjusts accordingly. He often recalls from the "clerk" his working lists of specifications and considerations to refer to them, modify them, or add to them.
These lists grow into an evermore-detailed, interlinked structure, which represents the maturing thought behind the actual design.
Here the capability of the clerk to show him any view he wants to examine a slice of the interior, or how the structure would look from the roadway above is important. He enters particular fixture designs, and examines them in a particular room.Women of the Republic: Intellect and Ideology in Revolutionary America (Published by the Omohundro Institute of Early American History and Culture and the University of North Carolina Press) [Linda K.
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I question not but the ingenious author of the Spectator was principally induced to prefix Greek and Latin mottos to every paper, from the same consideration of guarding against the pursuit of those scribblers, who having no talents of a writer but what is taught by the writing-master, are yet nowise afraid nor ashamed to assume the same titles with the greatest genius, than their good brother.
No one knows exactly how many gifted kids are misdiagnosed by clinicians and pediatricians who are not trained in the unique emotional difficulties of the gifted youngster.