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it cannot be repeated too often

  • 1 often

    often ['ɒfən, 'ɒftən]
    souvent;
    ∎ I've often thought of leaving j'ai souvent pensé à partir;
    ∎ I don't see her very often je ne la vois pas très souvent;
    ∎ it's not often you get an offer like that ce n'est pas souvent qu'on vous fait une offre pareille;
    ∎ do you come here often? = expression toute faite dont l'équivalent français est "vous habitez chez vos parents?";
    ∎ how often? (how many times) combien de fois?; (at what intervals) tous les combien?;
    ∎ how often do I have to tell you? combien de fois faudra-t-il que je te le répète?;
    ∎ how often does he write to you? est-ce qu'il t'écrit souvent?;
    ∎ all too often the money goes to the wrong people trop souvent, l'argent va à ceux qui n'en ont pas besoin;
    ∎ it cannot be repeated too often on ne saurait trop le répéter;
    ∎ once too often une fois de trop
    la plupart du temps
    de temps en temps, de temps à autre
    la plupart du temps

    Un panorama unique de l'anglais et du français > often

  • 2 often

    often,, US [transcription]["O ;fn"] adv souvent ; very/so/too/less often très/si/trop/moins souvent ; more and more often de plus en plus souvent ; as often as not, more often than not le plus souvent ; it's not often you see that ce n'est pas souvent qu'on voit ça ; you'll often find that tu constateras souvent que ; how often do you meet? vous vous voyez tous les combien ○ ?, vous vous voyez souvent? ; how often do the planes depart? les avions partent tous les combien? ; an often-repeated remark une remarque souvent répétée ; it cannot be said too often that on ne répétera jamais assez que ; once too often une fois de trop ; every so often ( in time) de temps en temps ; (in distance, space) ça et là.

    Big English-French dictionary > often

  • 3 repeat

    1. I
    his language won't bear repeating невозможно /недопустимо, неприлично/ было бы повторять его слова; the last two figures repeat две последних цифры повторяются
    2. III
    repeat smth.
    1) repeat a signal (an effort, an action, an experience, a word, a statement, a pattern, a fine performance, a passage of music, etc.) повторять сигнал и т.д.; you should repeat the dose until you feel better вам следует продолжать принимать лекарство, пока вы не почувствуете себя лучше
    2) repeat a secret (a story, a conversation, etc.) передавать секрет и т.д.; I'll tell you what he said if you promise not to repeat it я расскажу /открою/ вам, что он сказал, если вы пообещаете сохранить это в тайне; I promised not to repeat it я пообещал никому не рассказывать это
    3) repeat a poem (a passage, poetry, one's catechism, etc.) рассказать наизусть стихотворение и т.д.; repeat one's lesson отвечать урок; he repeated the entire ballad он прочел наизусть всю балладу
    3. IV
    repeat smth. in some manner repeat smth. emphatically (stubbornly, incredulously, etc.) категорически и т.д. повторять /твердить/ что-л.
    4. XI
    1) be repeated the next day tile complaints were repeated на следующий день жалобы повторились; I hope it will not be repeated я надеюсь, что это не повторятся; it cannot be too often repeated that honesty is the best policy никогда не будет лишним повторить еще раз, что честность repeat самая правильная политика
    2) be repeated this is a story not to be repeated это не такая история, чтобы ее повторять /рассказывать кому-л./; be repeated at some time the play will be repeated next week на будущей неделе они повторят этот спектакль
    5. XII
    have smth. repeated we shall have the telegram repeated мы пошлем телеграмму еще раз
    6. XVIII
    repeat oneself don't repeat yourself не повторяйтесь; he does nothing but repeats himself он только и делает, что повторяет одно и то же; history repeats itself история повторяется
    7. XXI1
    1) repeat smth. for smth. repeat a word (an order, etc.) for emphasis повторять слово и т.д. для [большей] выразительности; repeat smth. after smb. repeat words (a sentence, etc.) after the teacher повторять слова и т.д. [вслед] за преподавателем; repeat this (an oath, etc.) after me повторяйте это и т.д. за мной; repeat smth. at (in, etc.) smth. repeat a design at intervals along a surface (a colour in several parts of a picture, etc.) повторять рисунок на поверхности через определенные промежутки и т.д.
    2) repeat smth. to smb. please don't repeat this to anybody пожалуйста, никому не говорите об этом; he repeats everything to the master он передает все своему хозяину
    8. XXV
    1) repeat that... (what..., etc.) I repeat that this is the last time such conduct will be tolerated я в последний раз повторяю, что больше не потерплю такого поведения; I repeat that I cannot undertake the task повторяю, что не могу взяться за эту работу; he simply repeats what he hears said он просто повторяет то, что слышит
    2) repeat what... don't repeat what I have told you не говорите никому того, что я вам сказал

    English-Russian dictionary of verb phrases > repeat

  • 4 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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