sensorial-concept-Mcs (fctBraining)

McsHitp-creation:: {2021-08-04}

overview of fctBraining

· fctBraining is the-functing of brain.

* McsEngl.McsCor000018.last.html!⇒fctBraining,
* McsEngl.dirCor/McsCor000018.last.html!⇒fctBraining,
* McsEngl.braining!⇒fctBraining,
* McsEngl.fctBraining,
* McsEngl.fctBraining!=human-braining-functing!⇒fctBraining,
* McsEngl.brainingFuncting!⇒fctBraining,
* McsEngl.brainingHmn!⇒fctBraining,
* McsEngl.functing.braining!⇒fctBraining,
* McsEngl.human'att042-braining!⇒fctBraining,
* McsEngl.human'braining!⇒fctBraining,
* McsEngl.human-braining!⇒fctBraining,
* McsEngl.ognBrain'doing!⇒fctBraining,

The human brain is a miraculous organ.
- It regulates thought, memory, judgment, personal identity, and other aspects of what is commonly called mind.
- It also regulates aspects of the body including body temperature, blood pressure, and the activity of internal organs to help the body respond to its environment and to maintain the body's health. In fact, the brain is considered so central to human well-being and survival that the death of the brain is considered in many parts of the world to be equal legally to the death of the person.
[ Copyright 1991 Compton's Learning Company ]
The seat of
- human intelligence,
- interpreter of senses, and
- controller of movement,
this incredible organ continues to intrigue scientists and layman alike.

01_argument of fctBraining

* human,
* human-brain,
* infoBrain,
* referent-of-infoBrain,

* McsEngl.argBraining,
* McsEngl.fctBraining'01_argument!⇒argBraining,
* McsEngl.fctBraining'argument!⇒argBraining,

argBraining.human (human)

* McsEngl.argBraining.human,

argBraining.infoBrain (link)

* McsEngl.argBraining.infoBrain,

argBraining.referent-of-infoBrain (link)

* McsEngl.argBraining.referent-of-infoBrain,


handerness of fctBraining

* McsEngl.ognBrain'att022-handerness,
* McsEngl.ognBrain'handerness,
* McsEngl.handerness,

About 90 per cent of people use the right hand in doing manual actions such as writing, and this has been seen in all races and cultures. This has been linked to the brain, and in particular to the brain's processing of language. In about 95 per cent of right-handers, language is mediated exclusively by the left hemisphere-the hemisphere that controls the right side of the body and the right hand. This is referred to as a left dominance for language. About 70 per cent of left-handers are left-dominant for language; about 15 per cent have language mediated by the right hemisphere; and 15 per cent show no dominance and have language mediated by both hemispheres. There are also a number of other functions where one hemisphere is thought to be dominant, such as face recognition and spatial attention. These functions can be disrupted when only one half of the brain is damaged by a unilateral (one-sided) lesion.
Much of what is known about brain function, and how different areas mediate different functions, has been derived from studying people with damage to different areas of the brain.
"Brain," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.

sleeping-relation of fctBraining

The brain does not shut down when you sleep - parts of it are actually more active than when you're awake.
Despite the common belief, your brain doesn't actually shut down when you sleep. In fact, some parts of it are more active than when you're awake, including those portions of the brain that control memory and learning. Though research is ongoing, it's thought that the brain may consolidate memories during sleep. Other studies show that the area of the brain that's used when consciously remembering something, like a person's phone number, is active during sleep. Scientists have also determined that people can learn new but simple things in their sleep, like making an association between smells and sounds.
[ {2013-04-17}]

* McsEngl.fctBraining'relation-to-sleeping,
* McsEngl.ognBrain'braining-relation-to-sleeping,

info-resource of fctBraining

* McsEngl.braining'Infrsc,


evoluting of fctBraining

* McsEngl.braining'evoluting,

=== McsHitp-creation:
· creation of current concept.

WHOLE-PART-TREE of fctBraining

* McsEngl.braining'whole-part-tree,

* human-brain,
* ... Sympan.



* McsEngl.fctBraining'generic-specific-tree,
* McsEngl.fctBraining.specific,

* doing-of-bodyHmn,
* ... entity.

* minding,
* mindingNo,
==== minding:
* sensing,
* emoting,
* thinking,
=== minding on cognizing:
* cognizing,
* emoting,
=== minding on thinking:
* thinking,
* feeling,
* infoBrain-creating,
* infoBrain-stroring,
* infoBrain-retrieving,
* infoBrain-communicating,
"human brain functions
The human brain is a complex organ that controls most of our bodily functions and behaviors. It is responsible for receiving, processing, and storing information from the environment, and for producing our thoughts, emotions, and actions. Some of the key functions of the human brain include:
1. Sensory processing: The brain receives sensory information from the environment through the eyes, ears, nose, tongue, and skin, and processes this information to create a perception of the world around us.
2. Memory: The brain stores and retrieves information, allowing us to remember past events, learn new things, and make decisions based on past experiences.
3. Language processing: The brain allows us to understand and produce language, through a complex network of regions responsible for speech, comprehension, and grammar.
4. Emotion regulation: The brain regulates our emotions by processing and integrating information from various sources, including our internal bodily states, our experiences, and our social and cultural context.
5. Motor control: The brain controls our movements and coordinates our muscles, allowing us to perform complex actions like walking, running, and playing sports.
6. Attention and executive function: The brain controls our ability to pay attention, focus, and make decisions, by coordinating various cognitive processes like working memory, inhibition, and planning.
7. Learning and creativity: The brain allows us to learn new skills and concepts, and to generate novel ideas and solutions to problems, through a combination of memory, attention, and cognitive flexibility.
Overall, the human brain is an incredibly complex and dynamic system, constantly adapting and changing in response to our experiences and the environment around us."
[{2023-04-20 retrieved}]
Brain functions
Arousal, Attention, Consciousness, Decision making, Executive functions, Natural language, Learning, Memory, Motor coordination, Perception, Planning, Problem solving, Thought,
[{2023-04-17 retrieved}]
The brain is a complex organ that controls thought, memory, emotion, touch, motor skills, vision, breathing, temperature, hunger and every process that regulates our body1


· minding is the-higher functions (intelligent) of mind, such as sensing, thinking (preconcepting, concepting, language-processing, ...), emoting.
· minding is the-higher functions (intelligent) of mind, thinking (perceiving, concepting, language-processing, ...), memoring, emoting.
· minding is the-functions sensing, thinking, emoting.

* McsEngl.fctBraining.007-minding!⇒fctMinding,
* McsEngl.fctBraining.minding!⇒fctMinding,
* McsEngl.fctMinding,
* McsEngl.fctMinding!=human-minding-functing,
* McsEngl.fctMindingHmn!⇒fctMinding,
* McsEngl.human'att059-intelligence!⇒fctMinding,
* McsEngl.human'intelligent-functing!⇒fctMinding,
* McsEngl.intelligent-functing-of-human!⇒fctMinding,
* McsEngl.minding-functing!⇒fctMinding,

· human-intelligence is any doing of the-human-managing-system.
"• Stupidity: You think you know everything, without questioning.
• Intelligence: You question everything you think you know."
"Never confuse education with intelligence, you can have a PhD and still be an idiot."
"Intelligence has been defined in many ways: the capacity for logic, understanding, self-awareness, learning, emotional knowledge, reasoning, planning, creativity, critical thinking, and problem-solving. More generally, it can be described as the ability to perceive or infer information, and to retain it as knowledge to be applied towards adaptive behaviors within an environment or context.
Intelligence is most often studied in humans but has also been observed in both non-human animals and in plants. Intelligence in machines is called artificial intelligence, which is commonly implemented in computer systems using programs and, sometimes, specialized hardware."


* conscious-fctMinding,
* consciousNo-fctMinding,
* belief,
* desire,
* emotion,
* imagination,
* intention,
* memory,
* pain experience,
* perception,
* sensation,
* thought,
* will,

* McsEngl.fctMinding.specific,


· mindingNo is any other function except sensing, thinking, emoting of brain.

* McsEngl.dngBraining.lower!⇒fctMindingNo,
* McsEngl.fctBraining.008-mindingNo!⇒fctMindingNo,
* McsEngl.fctBraining.mindingNo!⇒fctMindingNo,
* McsEngl.fctMindingNo,
* McsEngl.fctMindingNo!=human-lower-braining-functing,

"Neurons of the CNS are responsible for processing and integrating sensory information from the PNS, and for initiating motor responses. They are also involved in higher brain functions, such as cognition, memory, and emotion."
[{2023-04-20 retrieved}]

fctBraining.fctSensing-003 of bodyHmn

· fctSensing is the-brain-sensing of a-human.


· sensing is the-function of a-sensory-system that creates a-sensation from a-stimulus.


* McsEngl.fctBraining.003-sensing!⇒fctSensing,
* McsEngl.fctBraining.sensing!⇒fctSensing,
* McsEngl.bodyHmn'sensing!⇒fctSensing,
* McsEngl.ognBrain'att019-sensing!⇒fctSensing,
* McsEngl.ognBrain'sensing-att019!⇒fctSensing,
* McsEngl.physiological'feeling!⇒fctSensing,
* McsEngl.sensation'sensing!⇒fctSensing,
* McsEngl.sense!⇒fctSensing,
* McsEngl.fctSensing,
* McsEngl.fctSensing!=human-sensing,
* McsEngl.sensing.human!⇒fctSensing,
* McsEngl.sensory-feeling!⇒fctSensing,
====== langoGreek:
* McsElln.αίσθησης-λειτουργία!=fctSensing,

· sensing is minding but not thinking or emoting.
· cause physiological, result psychological. {2023-07-14}
analytic: HUMAN-SENSE is a HUMAN-FEELING which is not psychological.
αίσθηση είναι η λειτουργία-επικοινωνίας του 'νευρικού-συστήματος' με την οποία γίνεται πρόσληψη 'ερεθισμάτων' από το περιβάλλον αλλά και από τον ίδιο τον οργανισμό.
[hmnSngo, {1995-03}]
"The physical process during which sensory systems respond to stimuli and provide data for perception is called sensation.[1] During sensation, sense organs engage in stimulus collection and transduction.[2] Sensation is often differentiated from the related and dependent concept of perception, which processes and integrates sensory information in order to give meaning to and understand detected stimuli, giving rise to subjective perceptual experience, or qualia.[3] Sensation and perception are central to and precede almost all aspects of cognition, behavior and thought.[1]
In organisms, a sensory organ consists of a group of related sensory cells that respond to a specific type of physical stimulus. Via cranial and spinal nerves, the different types of sensory receptor cells (mechanoreceptors, photoreceptors, chemoreceptors, thermoreceptors) in sensory organs transduct sensory information from sensory organs towards the central nervous system, to the sensory cortices in the brain, where sensory signals are further processed and interpreted (perceived).[1][4][5] Sensory systems are often divided into external (exteroception) and internal (interoception) sensory systems, or senses.[6][7] Sensory modalities or submodalities refer to the way sensory information is encoded or transduced.[4] Multimodality integrates different senses into one unified perceptual experience. For example, information from one sense has the potential to influence how information from another is perceived.[2] Sensation and perception are studied by a variety of related fields, most notably psychophysics, neurobiology, cognitive psychology, and cognitive science.[1]
Humans have a multitude of sensory systems. Human external sensation is based on the sensory organs of the eyes, ears, skin, inner ear, nose, and mouth. The corresponding sensory systems of the visual system (sense of vision), auditory system (sense of hearing), somatosensory system (sense of touch), vestibular system (sense of balance), olfactory system (sense of smell), and gustatory system (sense of taste) contribute, respectively, to the perceptions of vision, hearing, touch, spatial orientation, smell, and taste (flavor).[2][1] Internal sensation, or interoception, detects stimuli from internal organs and tissues. A large number of internal sensory and perceptual systems exists in humans, including proprioception (body position) and nociception (pain). Further internal chemoreception and osmoreception based sensory systems lead to various perceptions, such as hunger, thirst, suffocation, and nausea, or different involuntary behaviors, such as vomiting.[6][7][8]
Nonhuman animals experience sensation and perception, with varying levels of similarity to and difference from humans and other animal species. For example, mammals, in general, have a stronger sense of smell than humans. Some animal species lack one or more human sensory system analogues, some have sensory systems that are not found in humans, while others process and interpret the same sensory information in very different ways. For example, some animals are able to detect electrical[9] and magnetic fields,[10] air moisture,[11] or polarized light,[12] while others sense and perceive through alternative systems, such as echolocation.[13][14] Recently, it has been suggested that plants and artificial agents may be able to detect and interpret environmental information in an analogous manner to animals.[15][16][17]"
"αίσθηση: αντανακλαση των ιδιοτητων των πραγματων του αντικειμενικου κοσμου, που είναι αποτελεσμα της επιδρασης-τους πάνω στα αισθητηρια όργανα και του ερεθισμου των νευρικών κεντρων του εγκεφάλου. Η αίσθηση είναι η αφετηρια της γνωσης, αναποσπαστο στοιχειο-της".
[ηλιτσεφ κλπ, φιλοσοφικο λεξικο 1985, α50⧺cptRsc164⧺]
"SENSATION is the reflection of individual properties of objects or phenomena belonging to the material world and acting directly on the sense organs (for example, the reflection of bitter, salty, hot, red, round, smooth, etc, properties...
Sensations as the subjective image of an objetive world arise in the cortex...
SENSATIONS arise due to the effect of objects on the various sense organs-sight, hearing, smell, touch, taste"
[Getmanova, Logic 1989, 15⧺cptRsc19⧺]

* sensingBrain⧺idSysOgnHmn008dngF8⧺,
* feeling,
* επικοινωνία,

* sense-system,

01_argument of fctSensing

* McsEngl.argSensing,
* McsEngl.fctSensing'01_argument!⇒argSensing,
* McsEngl.fctSensing'att001-argument!⇒argSensing,
* McsEngl.fctSensing'argument!⇒argSensing,

· argument-of-sensing is any entity involved in sensing.

* human,
* sense-system,
* sensation,
* stimulus,


· the-human who is sensing.

* McsEngl.argSensing.human,


· the-sense-system of the-human that makes the-sensing.

* McsEngl.argSensing.sense-system,

02_sensory-system (link) of fctSensing

03_sensation (link) of fctSensing

04_stimulus of fctSensing

· stimulus is the-entity the-sense-system perceives and creates the-sensation.

* McsEngl.argSensing.stimulus,
* McsEngl.fctSensing'04_stimulus,
* McsEngl.fctSensing'att004-stimulus,
* McsEngl.sensation'stimulus,
* McsEngl.fctSensing'stimulus-att004,
* McsEngl.stimulus-of-sensing,
* McsEngl.physical-stimulus,

05_speed of fctSensing

What Is the Fastest Sense in Humans?
Your ears are able to process sound up to 10 times more quickly than your eyes can process visual cues.

Which is a human’s fastest-reacting sense? Scientists rating the speed associated with the brain’s recognition of sight, sound, taste, smell and the sense of touch have found that hearing is No. 1. Forget about the speed of light vs. the speed of sound; the only thing that matters is how long it takes for information to reach the brain, and some parts of the ear -- such as the stapes reflex, which protects against loud noises -- engage within 025 seconds. That’s 10 times faster than the .2 seconds it takes for the brain to understand the light that reaches the eye, or the .2 seconds it takes for the brain to acknowledge a touch.
[ {2016-12-30}]

* McsEngl.argSensing.speed,
* McsEngl.fctSensing'05_speed,
* McsEngl.fctSensing'att005-speed,
* McsEngl.fctSensing'speed-att005,


* sensingHearing-(sensationSound),
* sensingSeeing-(sensationImage),
* sensingSmelling-(sensationSmell),
* sensingTasting-(sensationTaste),
* TOUCH / αφης-αίσθηση (σκληρο|μαλακο)⧺cptBdyHmn448⧺,

* THIRST / διψας-αίσθηση (διψα)⧺cptBdyHmn452⧺,
* θερμοκρασίας-αίσθηση (θερμο/ψυχρο)⧺cptBdyHmn451⧺,
* ισορροπίας-αίσθηση,
* κνησμού-αίσθηση (κνησμος)⧺cptBdyHmn453⧺,
* HUNGER / πείνας-αίσθηση (πεινα)⧺cptBdyHmn454⧺,
* PRESSURE / πίεσης-αίσθηση (πίεση)⧺cptBdyHmn449⧺,
* PAIN / πόνου-αίσθηση (πόνος)⧺cptBdyHmn450⧺,

* γενική-αίσθηση,
* ειδική-αίσθηση,
* σωματική-αίσθηση,
* χημική-αίσθηση,

Hearing, sight, smell, taste, and touch are regarded as the classical five senses.
Touch has a multiplicity of subdivisions, including the senses of pressure, heat, cold, and pain.
Scientists have determined the existence of as many as 15 additional senses.
Sense organs buried deep in the tissues of muscles, tendons, and joints, for example, give rise to sensations of weight, position of the body, and amount of bending of the various joints; these organs are called proprioceptors. Within the semicircular canal of the ear is the organ of equilibrium, concerned with the sense of balance.
General senses, which produce information concerning bodily needs (hunger, thirst, fatigue, and pain), are also recognized.
"Sense Organs," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.

οι αισθήσεις χωρίζονται σε δύο μεγάλες κατηγορίες, τις γενικες και τις ειδικές.
οι γενικές αισθήσεις γίνονται αντιληπτές από όλα τα σημεία του σώματος (δέρμα, μυς, αρθρώσεις, σπλάγχνα) και αφορούν ερεθίσματα που προκαλούν πόνο, πίεση, θερμοκρασία κτλ. Τα ερεθίσματα παραλαμβάνονται από τα αισθητικά νεύρα και με την αισθητική οδό φτάνουν στο αισθητικό κέντρο του φλοιού του εγκεφάλου.
οι ειδικές αισθήσεις διαθέτουν ειδικά όργανα, εντελώς εξειδικευμένα για την υποδοχή των αντίστοιχων ερεθισμάτων, όπως πχ το μάτι για τα φωτεινά ερεθίσματα, το αυτί για τα ηχητικά κτλ. Ειδικές αισθήσεις είναι η όραση, η ακοή και η αίσθηση της ισορροπίας στο χώρο, η όσφρηση και η γεύση.
[Αργύρης, {1994}, 272⧺cptRsc31⧺]

τις αισθήσεις τις διακρίνουμε σε σωματικές (πόνος, κνησμός, αίσθηση θερμού-ψυχρού, δίψας, πείνας) και σε ειδικές (όραση, ακοή, όσφρηση, γεύση)
[Αργύρης, {1994}, 96⧺cptRsc29⧺]


analytic: όραση είναι η αίσθηση με την οποία γίνεται πρόσληψη του φωτος.
[hmnSngo, {1995-03}]
* functor,
* sensation,

* verb:
· stxEngl: _stxSbj:[I] _stxVrb:{saw} _stxObj:[them] _stxTime:[(before) they saw me].
· stxZhon: _stxSbj:[我] _stxVrb:{看见} _stxObj:[看见]你。 Wǒ kànjiàn nǐ. != [I] {see} [you].
"πάνω από το μισό του ανθρώπινου εγκεφάλου ασχολείται με τη λειτουργία της όρασης και την ερμηνεία των δεδομένων της"
[Bernal, 1982, 813⧺cptRsc194⧺]

* McsEngl.fctSensing.seeing!⇒fctSensingSeeing,
* McsEngl.ognBrain'att024-seeing!⇒fctSensingSeeing,
* McsEngl.ognBrain'seeing!⇒fctSensingSeeing,
* McsEngl.fctSeeing!⇒fctSensingSeeing,
* McsEngl.fctSensingSeeing,
* McsEngl.seeing-sensing-functing,
====== langoChinese:
* McsZhon.kànjiàn-看见-(看見)!=fctSensingSeeing,
* McsZhon.看见-(看見)-kànjiàn!=fctSensingSeeing,
====== langoGreek:
* McsElln.αίσθηση.όραση!=fctSensingSeeing,
* McsElln.βλέπω!-ω-ομαι!~verbElln!=fctSensingSeeing,
* McsElln.όρασης-αίσθηση!=fctSensingSeeing,

* sensing,

* vision-system,

evoluting of fctSensingSeeing

το φώς περνώντας από τη διαθλαστικη συσκευή απορροφάται από τις φωτοευαισθητες ουσίες του αμφιβληστροειδή, που παθαίνουν δομικές μεταβολές. Αποτέλεσμα των μεταβολών αυτών είναι η δημιουργία νευρικής ωσης. Η νευρική ώση μέσω της οπτικής οδού φτάνει στο οπτικο κέντρο, όπου γίνεται η συνένωση των δύο εικόνων σε μία και η ανορθωση τους (στον αμφιβληστροειδή τα είδωλα είναι ανεστραμμένα). η ανόρθωση των οπτικών εικόνων, η ταύτισή τους με το αντικείμενο στο οποίο αντιστοιχούν και η προβολή τους στη θέση που βρίσκονται στο χώρο είναι ένα καθαρά σύνθετο εγκεφαλικό φαινόμενο.
[Αργύρης, {1994}, 278⧺cptRsc31⧺]
το φώς περνάει από τον κερατοειδή, το υδατοειδές υγρό, φτάνει και περνάει στον κρυσταλλικό φακό, μέσα από την κόρη. Ο φακός ρυθμίζει, με τη βοήθεια των μυών του, έτσι την κυρτότητά του, ώστε οι φωτεινές ακτίνες να σχηματίσουν το είδωλο ακριβώς επάνω στον αμφιβληστροειδή, εφόσον η απόσταση του αντικειμένου δεν είναι μικρότερη από 12 εκ. η μεταβολή της κυρτότητας του φακού με τη βοήθεια των μυών λέγεται προσαρμοστικη ικανοτητα του ματιού.
τα κωνία, οι φωτοδέκτες, ερεθίζονται και μεταβιβάζουν τη νευρική διέγερση στο οπτικό νεύρο και αυτό στο οπτικό κέντρο του εγκεφάλου. Εκεί συνειδητοποιούμε την εικόνα, η οποία στη συνέχεια προβάλλεται μέσω του ματιού στη θέση που βρίσκεται το αντικείμενο, έτσι έχουμε την αίσθηση οτι τη βλέπουμε με τα βάτια μας.
σε αμυδρά φωτιζόμενους χώρους έχουμε κάποιες δυσκολίες στο να διακρίνουμε τα αντικείμενα. Αυτό συμβαίνει, γιατί τα ραβδία που είναι υπεύθυνα για την όραση σε λίγο φώς, είναι λίγα στο ανθρώπινο μάτι σε σύγκριση με άλλα ζώα, όπως η γάτα που βλέπει στο σκοτάδι, γιατί έχει πολλά ραβδία.
[Αργύρης, {1994}, 99⧺cptRsc29⧺]


"see vs watch
The words "see" and "watch" are both verbs that mean to perceive something with the eyes. However, there are some subtle differences between their meanings.
* See is a more general term that can be used to describe any act of seeing, regardless of the duration or intensity of the gaze. For example, you can say "I saw the dog" to mean that you caught a glimpse of it, or "I saw the dog for a long time" to mean that you watched it intently.
* Watch is a more specific term that is typically used to describe the act of looking at something for a period of time, especially something that is moving or changing. For example, you would say "I watched the dog play" to mean that you observed it playing for a while.
Here are some other ways to think about the difference between "see" and "watch":
* See is often used when the act of seeing is involuntary or incidental. For example, you might say "I saw a bird fly by" even if you weren't paying attention to it.
* Watch is often used when the act of seeing is intentional or deliberate. For example, you might say "I watched the bird build its nest" because you were specifically interested in seeing what it would do."
[{2023-08-31 retrieved}]

=== kàn-看!=fctSensingWatching:
· stxZhon: 看比赛! Kàn bǐsài! != Watch the game!

* McsEngl.fctSensingSeeing.watching!⇒fctSensingWatching,
* McsEngl.fctSensingWatching,
* McsEngl.watching-functing,
====== langoChinese:
* McsZhon.kàn-看!=fctSensingWatching,
* McsZhon.看-kàn!=fctSensingWatching,


* McsEngl.fctHearing!⇒fctSensingHearing,
* McsEngl.fctSensing.hearing!⇒fctSensingHearing,
* McsEngl.fctSensingHearing,
* McsEngl.hearing-sensing-functing,
* McsEngl.ognBrain'att025-hearing!⇒fctSensingHearing,
* McsEngl.ognBrain'hearing-att025!⇒fctSensingHearing,
====== langoChinese:
* McsZhon.tīngdào-听到-(聽到)!=fctSensingHearing,
* McsZhon.听到-(聽到)-tīngdào!=fctSensingHearing,
====== langoGreek:
* McsElln.αίσθηση.ακοή!=fctSensingHearing,
* McsElln.ακοής-αίσθηση!=fctSensingHearing,
* McsEngl.verbElln.ακούω!=fctSensingHearing,
* McsElln.ακούω!~verbElln!=fctSensingHearing,

analytic: HEARING is the SENSE of perceiving SOUND-WAVES.
ακοή είναι η αίσθηση με την οποια γίνεται πρόσληψη του ηχητικων ερεθισμάτων.
[hmnSngo, {1995-03}]

* sensing,

* auditory-system,


* McsEngl.fctSensing.balancing!⇒fctSensingBalancing,
* McsEngl.fctSensingBalancing,
* McsEngl.ognBrain'att026-balancing!⇒fctSensingBalancing,
* McsEngl.ognBrain'balancing-att026!⇒fctSensingBalancing,
* McsEngl.balance!⇒fctSensingBalancing,
* McsEngl.balancing-sensing-functing,
====== langoGreek:
* McsElln.ισορροπία!=fctSensingBalancing,

analytic: η αίσθηση ισορροπίας είναι αίσθηση με την οποία αντιλαμβανόμαστε τη σταση και τις κινήσεις του σώματός μας.
γενικά η αντίληψη της θέσης του σώματος στο χώρο.
[hmnSngo, {1995-03}]

* sensing,


* McsEngl.fctSensing.tasting!⇒fctSensingTasting,
* McsEngl.fctSensingTasting,
* McsEngl.fctTasting!⇒fctSensingTasting,
* McsEngl.ognBrain'att027-tasting!⇒fctSensingTasting,
* McsEngl.ognBrain'tasting-att027!⇒fctSensingTasting,
* McsEngl.tasting-sensing-functing,
====== langoGreek:
* McsElln.αίσθηση.γεύση!=fctSensingTasting,
* McsEngl.verbElln.γεύομαι!=fctSensingTasting,
* McsElln.γεύομαι!~verbElln!=fctSensingTasting,
* McsElln.γεύσης-αίσθηση!=fctSensingTasting,

analytic: γεύση είναι η αίσθηση με την οποία αντιλαμβανόμαστα χαρακτηριστικά ουσιών που έρχονται σε επαφή με τη γλώσσα.
[hmnSngo, {1995-03}]

* sensing,

* γεύσης-σύστημα,

evoluting of fctSensingTasting

η αίσθηση της γεύσης δημιουργείται ως εξής: οι χημικές ουσίες ερεθίζουν τα γευστικα-κύτταρα, από τα οποία ξεκινάει η νευρική ώση που μεταφέρεται στο κέντρο της γεύσης (βρεγματικός λοβός). η μεταφορά της νευρικής ώσης από τα γευστικά κύτταρα μέχρι το αντίστοιχο εγκεφαλικό κέντρο γίνεται με τη γευστικο οδο που την αποτελούν νευρικές ίνες 3 εγκεφαλικών νεύρων (γλωσσοφαρυγγικού, προσωπικού και πνευμονογαστρικού), που ξεκινούν από τις γευστικές κάλυκες.
[Αργύρης, {1994}, 287⧺cptRsc31⧺]


You can't taste if your mouth or tongue is too dry.
The tongue is not fully able to taste if it is dry, because saliva plays a key role in moistening and dissolving chemicals in food. The receptors of the taste buds are activated when they come into contact with these dissolved chemicals. Once the receptors are able to determine the specific taste, they send the information as a message to the brain. In addition to saliva, a sense of smell typically is required to taste food properly, and stuffy noses have been found to make food seem less flavorful., {2013-09-01},


"Smell and taste are two distinct senses, but they work together to help us perceive flavor. Taste refers to the sensation we get from our taste buds, which are located on the tongue and can detect five basic tastes: sweet, sour, salty, bitter, and umami. Smell, on the other hand, is the sense that allows us to detect odors, and it is closely linked to our sense of taste. In fact, most of what we think of as taste actually comes from our sense of smell, since the odor molecules from our food or drink travel up to our nose as we eat or drink and contribute to our perception of flavor."
[{2023-04-08 retrieved} "smell vs taste"]
analytic: όσφρηση είναι η αίσθηση με την οποία αντιλαμβανόμαστε οσμές (αερια).
[hmnSngo, {1995-03}]

* McsEngl.fctSensing.smelling!⇒fctSensingSmelling,
* McsEngl.fctSensingSmelling,
* McsEngl.fctSmelling!⇒fctSensingSmelling,
* McsEngl.ognBrain'att028-smelling!⇒fctSensingSmelling,
* McsEngl.ognBrain'smelling-att028!⇒fctSensingSmelling,
* McsEngl.smelling-sensing-functing,
====== langoChinese:
* McsZhon.xiù-嗅!=fctSensingSmelling,
* McsZhon.嗅-xiù!=fctSensingSmelling,
====== langoGreek:
* McsEngl.verbElln.μυρίζω!=fctSensingSmelling,
* McsElln.μυρίζω!~verbElln!=fctSensingSmelling,
* McsElln.όσφρησης-αίσθηση!=fctSensingSmelling,

* sensing,

* όσφρησης-σύστημα,

evoluting of fctSensingSmelling

η αίσθηση της όσφρησης δημιουργείται ως εξής: οι οσμηρες ουσίες, όταν φτάσουν με τον εισπνεόμενο αέρα στο επιθήλιο του οσφρητικού βλεννογόνου, ερεθίζουν τους οσφρητικούς υποδοχείς και δημιουργείται έτσι νευρική ωση, που, με το οσφρητικό νεύρο μεταφέρεται στο κέντρο της όσφρησης.
[Αργύρης, {1994}, 285⧺cptRsc31⧺]


analytic: η αφή είναι αίσθηση με την οποία προσλαμβάνουμε ... ερεθίσματα.
[hmnSngo, {1995-03}]

* McsEngl.fctSensing.touching!⇒fctSensingTouching,
* McsEngl.fctTouching!⇒fctSensingTouching,
* McsEngl.fctSensingTouching,
* McsEngl.ognBrain'att029-touching!⇒fctSensingTouching,
* McsEngl.ognBrain'touching-att029!⇒fctSensingTouching,
* McsEngl.haptic-perception!⇒fctSensingTouching,
* McsEngl.touching-sensing-function,
====== langoGreek:
* McsElln.άγγιγμα!=fctSensingTouching,
* McsEngl.verbElln.αγγίζω!=fctSensingTouching,
* McsElln.αγγίζω!~verbElln!=fctSensingTouching,
* McsElln.αίσθηση.αφή!=fctSensingTouching,
* McsElln.αφής-αίσθηση!=fctSensingTouching,

* sensing,


* McsEngl.fctSensing.presure!⇒fctSensingPresuring,
* McsEngl.fctSensingPresuring,
* McsEngl.ognBrain'att030-presuring!⇒fctSensingPresuring,
* McsEngl.ognBrain'presuring-att030!⇒fctSensingPresuring,
* McsEngl.presuring-sensing-functing,
====== langoGreek:
* McsElln.αίσθηση-πίεσης!=fctSensingPresuring,
* McsElln.αίσθηση.πίεση!=fctSensingPresuring,

analytic: η αίσθηση πίεσης είναι αίσθηση με την οποία προσλαμβάνουμε πίεσης ερεθίσματα.
[hmnSngo, {1995-03}]

* sensing,

fctSensing.paining (link)


analytic: η αίσθηση θερμοκρασίας είναι αίσθηση με την οποία προσλαμβάνουμε θερμοκρασίας ερεθίσματα.
[hmnSngo, {1995-03}]

* McsEngl.fctSensing.temperature!⇒fctSensingTermperaturing,
* McsEngl.fctSensingTermperaturing,
* McsEngl.ognBrain'att032-temperaturing!⇒fctSensingTermperaturing,
* McsEngl.ognBrain'temperaturing-att032!⇒fctSensingTermperaturing,
* McsEngl.termperaturing-sensing-functing,
====== langoGreek:
* McsElln.αίσθηση.θερμοκρασίας!=fctSensingTermperaturing,
* McsElln.θερμοκρασίας-αίσθηση!=fctSensingTermperaturing,

* sensing,


analytic: η αίσθηση διψας είναι αίσθηση με την οποία προσλαμβάνουμε ... ερεθίσματα.
[hmnSngo, {1995-03}]

* McsEngl.fctSensing.thirsty!⇒fctSensingThirsting,
* McsEngl.fctSensingThirsting,
* McsEngl.fctThirsty!⇒fctSensingThirsting,
* McsEngl.ognBrain'att033-thirsting!⇒fctSensingThirsting,
* McsEngl.ognBrain'thirsting-att033!⇒fctSensingThirsting,
* McsEngl.thirsting-sensing-functing,
====== langoChinese:
* McsZhon.kě-渴!=fctSensingThirsting,
* McsZhon.渴-kě!=fctSensingThirsting,
====== langoGreek:
* McsElln.αίσθηση.δίψα!=fctSensingThirsting,
* McsElln.δίψας-αίσθηση!=fctSensingThirsting,
* McsEngl.verbElln.διψώ!=fctSensingThirsting,
* McsElln.διψώ!~verbElln!=fctSensingThirsting,

* sensing,


analytic: η αίσθηση κνησμού είναι αίσθηση με την οποία προσλαμβάνουμε ... ερεθίσματα.
[hmnSngo, {1995-03}]

* McsEngl.fctItch!⇒itching,
* McsEngl.fctSensing.itch!⇒fctSensingItching,
* McsEngl.fctSensingItching,
* McsEngl.ognBrain'att034-itching!⇒fctSensingItching,
* McsEngl.ognBrain'itching-att034!⇒fctSensingItching,
* McsEngl.itching-sensing-functing,
====== langoChinese:
* McsZhon.yǎng-痒-(癢)!=fctSensingItching,
* McsZhon.痒-(癢)-yǎng!=fctSensingItching,
====== langoGreek:
* McsElln.αίσθηση.κνησμού!=fctSensingItching,
* McsElln.κνησμού-αίσθηση!=fctSensingItching,
* McsElln.φαγουρίζω!-ω-ομαι!~verbElln!=fctSensingItching,

* sensing,


analytic: η αίσθηση πείνας είναι αίσθηση με την οποία προσλαμβάνουμε ... ερεθίσματα.
[hmnSngo, {1995-03}]

* McsEngl.fctHunger!⇒fctSensingHungering,
* McsEngl.fctSensing.hunger!⇒fctSensingHungering,
* McsEngl.fctSensingHungering,
* McsEngl.ognBrain'att035-hungering!⇒fctSensingHungering,
* McsEngl.ognBrain'hungering-att035!⇒fctSensingHungering,
* McsEngl.hunger-sensing!⇒fctSensingHungering,
* McsEngl.hungering-sensing-functing,
====== langoChinese:
* McsZhon.è-饿-(餓)!=fctSensingHungering,
* McsZhon.饿-(餓)-è!=fctSensingHungering,
====== langoGreek:
* McsElln.αίσθηση.πείνα!=fctSensingHungering,
* McsElln.πείνας-αίσθηση!=fctSensingHungering,
* McsEngl.verbElln.πεινώ!=fctSensingHungering,
* McsElln.πεινώ!~verbElln!=fctSensingHungering,

* sensing,

fctBraining.fctThinking-002 (feelingNo)

· thinking is minding but not feeling-(sensing or emoting).

=== kǎolǜ-考虑!~verbZhon!=fctThinking:
· stxZhon: 这 件 事情 我 还 在 考虑 。 :: Zhè jiàn shìqing wǒ hái zài kǎolǜ. != I am still thinking over this matter.

* McsEngl.fctBraining.002-thinking!⇒fctThinking,
* McsEngl.fctBraining.thinking!⇒fctThinking,
* McsEngl.fctThinking,
* McsEngl.fctThinking!=human'thinking,
* McsEngl.feelingNo!⇒fctThinking,
* McsEngl.human'att041-thinking!⇒fctThinking,
* McsEngl.human'thinking!⇒fctThinking,
* McsEngl.thinking-functing!⇒fctThinking,
* McsEngl.thinkingHmn!⇒fctThinking,
* McsEngl.thought!⇒fctThinking,
====== langoChinese:
* McsEngl.verbZhon.kǎolǜ-考虑!=fctThinking,
* McsZhon.kǎolǜ-考虑!~verbZhon!=fctThinking,
* McsZhon.考虑-kǎolǜ!~verbZhon!=fctThinking,
====== langoGreek:
* McsEngl.verbElln.σκέπτομαι!=fctThinking,
* McsElln.σκέπτομαι!~verbElln!=fctThinking,
* McsEngl.verbElln.σκέφτομαι!=fctThinking,
* McsElln.σκέφτομαι!~verbElln!=fctThinking,

info-resource of fctThinking


* McsEngl.fctThinking'Infrsc,


* ... entity,
* McsEngl.fctThinking'generic-tree,

* preconcepting,
* concepting,
* infoBrain-creating,
* infoBrain-storing,
* infoBrain-retrieving,
* infoBrain-communicating,
* language-processing,
* memorizing,
* McsEngl.fctThinking.specific-tree,


· preconcepting is thinking with preconcepts.

* McsEngl.perception!⇒preconcepting,
* McsEngl.preconcepting,
* McsEngl.fctPreconcepting!⇒preconcepting,
* McsEngl.fctThinking.preconcepting!⇒preconcepting,

"PERCEPTION is the INTEGRAL reflection of an external material object acting directly on the sense organs...Perception is a process composed of sensations. The perception of an orange is, for example, made up of sensations referring to its spherical shape, its orange colour, its sweetness, aroma and others".
[{1989} Getmanova, Logic, p15]
"I see that the roof is wet (perception) and infer that it has recently been raining (thinking)."
[{1988} Tikhomirov, p12]

preconcept (link) of preconcepting


· concepting is thinking with concepts.

* McsEngl.concepting,
* McsEngl.fctConcepting!⇒concepting,
* McsEngl.fctThinking.concepting!⇒concepting,

concept (link) of concepting


· Is the thinking of a brain-organization that it is able to do a process.

· stxEngl: you can find this food anywhere. _stxSbj:[you] _stxVrb:{can find} _stxObj:[this food] _stxSpace:[anywhere].
· stxEngl: _stxSbj:[[None] of [these facts]] _stxVrb:{can be predicted}.
· stxEngl: _stxSbj:[She] _stxVrb:{could see} _stxObj:[the muscles of his shoulders beneath his T-shirt]. [HarperCollins]
· stxEngl: You may invite whomever you like to the party. _stxSbj:[You] _stxVrb:{may invite} _stxObj:[whomever you like] _stxSpace:[(to) the party].
· stxEngl: I can help you. [I] {can help} [you].
· stxEngl: can I help you? {can [I] help} [you]?

· stxZhon: 我 可以 帮助 你 吗? _stxSbj:[Wǒ] _stxVrb:{kěyǐ} _stxObj:[_stxVrb:{bāngzhù} _stxObj:[nǐ]] {ma}? != [I] {can} [{help} [you]]?
· stxZhon: 我 能 吃 四 十 个 饺子。 Wǒ _stxVrb:{néng} _stxObj:[{chī} [sìshí gè jiǎozi]]. != I can eat 40 dumplings.
=== méi-bànfǎ-没办法!=fctCanning:negative:
· stxZhon: 老板 不 同意,我 没 办法 帮 你。 Lǎobǎn bù tóngyì, wǒ méi bànfǎ bāng nǐ. != The boss didn't agree, so I have no way to help you.

· stxElln: μπορώ να σε βοηθήσω. _stxVrb:{μπορώ} _stxObj:[{να [σε] βοηθήσω}].

* McsEngl.ability!⇒fctCanning,
* McsEngl.canning-functing,
* McsEngl.fctCanning,
* McsEngl.fctThinking.canning!⇒fctCanning,
* McsEngl.inability!⇒fctCanning,
* McsEngl.dngFctCanning,
====== langoChinese:
* McsZhon.huì-会!=fctCanning,
* McsZhon.会-huì!=fctCanning,
* McsZhon.kěyǐ-可以!=fctCanning,
* McsZhon.可以-kěyǐ!=fctCanning,
* McsZhon.méi-bànfǎ-没办法!=fctCanning:negative,
* McsZhon.没办法-méi-bànfǎ!=fctCanning:negative,
* McsZhon.néng-能!=fctCanning,
* McsZhon.能-néng!=fctCanning,
====== langoGreek:
* McsElln.ανικανότητα!η!=fctCanning,
* McsElln.ικανότητα!η!=fctCanning,
* McsEngl.verbElln.μπορώ!=fctCanning,
* McsElln.μπορώ!~verbElln!=fctCanning,


"A connotation is a commonly understood subjective cultural or emotional association that some word or phrase carries, in addition to the word's or phrase's explicit or literal meaning, which is its denotation.
A connotation is frequently described as either positive or negative, with regards to its pleasing or displeasing emotional connection. For example, a stubborn person may be described as being either strong-willed or pig-headed; although these have the same literal meaning (stubborn), strong-willed connotes admiration for the level of someone's will (a positive connotation), while pig-headed connotes frustration in dealing with someone (a negative connotation)."
[{2012-11-10 retrieved}]

* McsEngl.connotating,
* McsEngl.fctConnotating!⇒connotating,
* McsEngl.fctThinking.connotating!⇒connotating,
====== langoGreek:
* McsElln.κάνω-συνειρμό!=connotating,


The verb decide has 4 senses (first 3 from tagged texts)
1. (125) decide, make up one's mind, determine -- (reach, make, or come to a decision about something; "We finally decided after lengthy deliberations")
2. (6) decide, settle, resolve, adjudicate -- (bring to an end; settle conclusively; "The case was decided"; "The judge decided the case in favor of the plaintiff"; "The father adjudicated when the sons were quarreling over their inheritance")
3. (4) decide -- (cause to decide; "This new development finally decided me!")
4. decide -- (influence or determine; "The vote in New Hampshire often decides the outcome of the Presidential election")
[WordNet 2.0]
· stxEngl: _stxSbj:[The health department] _stxVrb:{has decided} _stxObj:[(that) all high school students should be immunised against meningitis].
· stxEngl: _stxSbj:[We] _stxTime:[finally] _stxVrb:{decided} _stxTime:[(after) lengthy deliberations]. [WordNet]

* McsEngl.deciding-functing,
* McsEngl.fctDeciding,
* McsEngl.fctThinking.deciding!⇒fctDeciding,
* McsEngl.dngFctDeciding,
====== langoGreek:
* McsEngl.verbElln.αποφασίζω!=fctDeciding,
* McsElln.αποφασίζω!~verbElln!=fctDeciding,

argument of fctDeciding

* human|humans,
* decision|output|infoBrain,
* input|referent,

* McsEngl.deciding'argument,

relation-sleeping of fctDeciding

"Should You “Sleep on it” Before Making a Big Decision?
Researchers recommend that you “sleep on it” before making any big decisions.
You should take time and “sleep on it” before making a big decision in high-pressure situations, because research has found it to be more effective than simply following intuition and making a quick choice.
One study found that participants who slept before making a decision on which car to buy kept more important attributes in mind and selected higher-quality cars than participants who made quick decisions did.
This is thought to be because the unconscious brain is more able to process details and determine the most relevant ones, thus leading to a more well-educated decision."

* McsEngl.fctDeciding'relation-to-sleeping,


* good,
* bad,
* binary,
* binaryNo,
* voting,

* McsEngl.deciding.specific,


· the-process of creating a-definition.

* McsEngl.defining,
* McsEngl.fctDefining!⇒defining,
* McsEngl.fctThinking.defining!⇒defining,

argument of defining

* human,
* input,
* output,

* McsEngl.defining'argument,


· EVALUATION OF AN ENTITY is HUMAN-INFERENCE with which we create a RESULT about the entity and another entity, the unit, by comparison.

* McsEngl.comparing!⇒fctEvaluating,
* McsEngl.evaluating-functing!⇒fctEvaluating,
* McsEngl.fctEvaluating,
* McsEngl.fctThinking.evaluating!⇒fctEvaluating,
====== langoChinese:
* McsZhon.bǐ-比!=fctEvaluating,
* McsZhon.比-bǐ!=fctEvaluating,
====== langoGreek:
* McsEngl.verbElln.αξιολογώ!=fctEvaluating,
* McsElln.αξιολογώ!~verbElln!=fctEvaluating,
* McsEngl.verbElln.συγκρίνω!=fctEvaluating,
* McsElln.συγκρίνω!~verbElln!=fctEvaluating,

* evaluatingBio,

argument of fctEvaluating

· the-comparing thinking-function has these arguments:,
* evaluator,
* entity1: to be-evaluated,
* entity2: another|many|all,
* attribute: unit|criterion,
* output|result,
* method-used,

* McsEngl.argFctEvaluating,
* McsEngl.fctEvaluating'argument!⇒argFctEvaluating,


· the-result of evaluating.

"(n) evaluation, valuation, rating (an appraisal of the value of something) "he set a high valuation on friendship""
[{2021-12-18 retrieved}]

* McsEngl.argFctEvaluating.output!⇒evaluation,
* McsEngl.fctEvaluating'output!⇒evaluation,
* McsEngl.fctEvaluating'result!⇒evaluation,
* McsEngl.evaluation,


* advantage/disadvantage,
* degree-of-similarity|difference,
* degree-of-correctness,
* measure,
* quality,
* problem,
* rlnReferent-evaluation,

* McsEngl.evaluation.specific,


"(n) trouble, problem (a source of difficulty) "one trouble after another delayed the job"; "what's the problem?""
[{2021-12-16 retrieved}]

* McsEngl.evaluation.problem,
* McsEngl.problem,
* McsEngl.trouble,


· "(n) degree, grade, level (a position on a scale of intensity or amount or quality) "a moderate grade of intelligence"; "a high level of care is required"; "it is all a matter of degree""
[{2023-08-07 retrieved}]
· the-similarity or the-difference of the-entities of evaluation.

* McsEngl.difference|similarity!⇒degree,
* McsEngl.evaluation.difference|similarity!⇒degree,
* McsEngl.evaluation.similarity|difference!⇒degree,
* McsEngl.similarity|difference--evaluation!⇒degree,


· very-small difference|similarity.

* McsEngl.small.very-degree,
* McsEngl.degreeSmallVery,
* McsEngl.very-small--degree,


· small difference|similarity.

=== bùzěnme-不怎么!=degreeSmall:
· stxZhon: 近 不怎么 忙 。 :: Zuìjìn bù zěnme máng. != It hasn't been very busy lately.

* McsEngl.bigNo-degree,
* McsEngl.degreeSmall,
* McsEngl.not-very-degree,
* McsEngl.small-degree,
* McsEngl.veryNo-degree,
====== langoChinese:
* McsZhon.bùzěnme-不怎么!=degreeSmall,
* McsZhon.不怎么-bùzěnme!=degreeSmall,


· positive: entity1 has the-attribute.
· negative: entity1 has-no the-attribute.
· no difference|similarity.

* McsEngl.degreeSmallBig,
* McsEngl.small-big-degree,


· big difference|similarity.

=== jíle-极了!~adveZhon!=degreeBig:
· stxZhon: 这个 主意 好 极了 。 :: Zhège zhǔyi hǎo jíle. != This idea is perfect.

=== sǐle-死了!~adveZhon!=degreeBig:
· stxZhon: 我 累 死了。 :: _stxSbj:[Wǒ] _stxSbjc:[[lěi] [sǐ le]]. != I’m so tired.

* McsEngl.adveEngl.very!=degreeBig,
* McsEngl.big-degree,
* McsEngl.degreeBig,
* McsEngl.smallNo-degree,
* McsEngl.very!~adveEngl!=degreeBig,
====== langoChinese:
* McsEngl.adveZhon.jíle-极了!=degreeBig,
* McsZhon.jíle-极了!~adveZhon!=degreeBig,
* McsZhon.极了-jíle!~adveZhon!=degreeBig,
* McsEngl.adveZhon.sǐle-死了!=degreeBig,
* McsZhon.sǐle-死了!~adveZhon!=degreeBig,
* McsZhon.死了-sǐle!~adveZhon!=degreeBig,
====== langoGreek:
* McsEngl.adveElln.πολύ!=degreeBig,
* McsElln.πολύ!~adveElln!=degreeBig,


· very-big difference|similarity.

=== fēicháng非常!=degreeBigVery:
· stxZhon: 今天 非常 热。 :: _stxSbj:[Jīntiān] _stxSbjc:[[fēicháng][rè]]。 != [today] [extremly hot].
=== jíle-极了!=degreeBigVery:
· stxZhon: 那个 男孩 讨厌 极了! :: _stxSbj:[Nàge nánhái] _stxSbjc:[tǎoyàn jíle]! != That boy is super annoying!

* McsEngl.big.very-degree,
* McsEngl.degreeBigVery,
* McsEngl.adveEngl.extreemly!=degreeBigVery,
* McsEngl.extreemly!~adveEngl!=degreeBigVery,
* McsEngl.very-big--degree,
====== langoChinese:
* McsZhon.fēicháng非常!=degreeBigVery,
* McsZhon.非常-fēicháng!=degreeBigVery,
* McsZhon.jíle-极了!=degreeBigVery,
* McsZhon.极了-jíle!=degreeBigVery,
====== langoGreek:
* McsEngl.adveElln.εξαιρετικά!=degreeBigVery,
* McsElln.εξαιρετικά!~adveElln!=degreeBigVery,
* McsElln.πολύ-μεγάλος-βαθμός!=degreeBigVery,



* McsEngl.more-degree,



* McsEngl.most-degree,



* McsEngl.less-degree,



* McsEngl.least-degree,


· indefinite.
· "(adv) rather, kind of, kinda, sort of (to some (great or small) extent) "it was rather cold"; "the party was rather nice"; "the knife is rather dull"; "I rather regret that I cannot attend"; "He's rather good at playing the cello"; "he is kind of shy""
[{2023-07-19 retrieved}]

* McsEngl.degreeSome,
* McsEngl.adveEngl.kind-of!=degreeSome,
* McsEngl.kind-of!~adveEngl!=degreeSome,
* McsEngl.adveEngl.kinda!=degreeSome,
* McsEngl.kinda!~adveEngl!=degreeSome,
* McsEngl.adveEngl.rather!=degreeSome,
* McsEngl.rather!~adveEngl!=degreeSome,
* McsEngl.adveEngl.sort-of!=degreeSome,
* McsEngl.sort-of!~adveEngl!=degreeSome,
====== langoGreek:
* McsEngl.adveElln.μάλλον!=degreeSome,
* McsElln.μάλλον!~adveElln!=degreeSome,


=== nàme-那么!=degreeEmphasis:
· stxZhon: 你 那么 聪明 ,一定 能 猜到 。 :: Nǐ nàme cōngming, yīdìng néng cāi dào. != You're so smart. You can definitely guess it.

=== zhème-这么!=degreeEmphasis:
· stxZhon: 他 说 得 这么 快,你们 听 得 懂 吗 ? :: Tā shuō de zhème kuài, nǐmen tīng de dǒng ma? != He speaks so fast. Can you guys understand?

* McsEngl.degreeEmphasis,
* McsEngl.adveEngl.such-a!=degreeEmphasis,
* McsEngl.such-a!~adveEngl!=degreeEmphasis,
====== langoChinese:
* McsZhon.nàme-那么!=degreeEmphasis,
* McsZhon.那么-nàme!=degreeEmphasis,
* McsZhon.zhème-这么!=degreeEmphasis,
* McsZhon.这么-zhème!=degreeEmphasis,


· evaluator is the-entity that makes the-fctEvaluating.

* McsEngl.argFctEvaluating.evaluator,
* McsEngl.fctEvaluating.evaluator,
* McsEngl.evaluator-of-fctEvaluating,


· the-entity1 the-evaluator wants to compare against unit.

* McsEngl.argFctEvaluating.entity,
* McsEngl.fctEvaluating.entity,
* McsEngl.entity-of-fctEvaluating,


· another|many|all against entity1 is-compared.

* McsEngl.argFctEvaluating.entity2,
* McsEngl.entity2-of-fctEvaluating,


· on which attribute the-entities will-be-compared.

* McsEngl.argFctEvaluating.attribute,
* McsEngl.argFctEvaluating.criterion,
* McsEngl.argFctEvaluating.unit,
* McsEngl.attribute-of-fctEvaluating,
* McsEngl.criterion-of-fctEvaluating,
* McsEngl.fctEvaluating'unit,
* McsEngl.unit-of-fctEvaluating,


· info of the-fctEvaluating.
· the-algorithm of evaluating-functing.
· eg physical-examination, laboratory-examination of a-physician.

* McsEngl.argFctEvaluating.method,
* McsEngl.fctEvaluating'method,
* McsEngl.method-of-fctEvaluating,

relation of fctEvaluating

· the-relation among the-arguments of evaluating.

* McsEngl.fctEvaluating'relation,
* McsEngl.rlnCompearing!=rlnEvaluating,
* McsEngl.rlnEvaluating,


· two-entities-evaluating,
· many-entities-evaluating,
· all-entities-evaluating,
* importance-evaluating,
* pros-and-cons-evaluating,
* quality-evaluating,
* quantity-evaluating,
* similarity-evaluating,

* McsEngl.fctEvaluating.specific,


· one in-relation-to another|group but not all.

=== παρά!~conjElln!=rlnEvaluatingTwo:
· stxElln: παρά Προτιμώ να διαβάζω παρά να γράφω.

=== more+Adje..(than):
· stxEngl: she is more beautiful than Mary. :: _stxSbj:[she] _stxVrb:{is} _stxSbjc:[more beautiful] _stxComparison:[(than) Mary].

=== less+Adje..(than):
· stxEngl: she is less beautiful than Mary.

=== Adje-comparative..(than):
· stxEngl: _stxSbj:[Temperate climate] _stxVrb:{is} _stxSbjc:[[cooler] [(than) much of the U.S.]]

=== bǐ-比: Noun1 + 比 + Noun2 + Adje:
· stxZhon: 你 比 我 好。 :: _stxSbj:[nǐ (bǐ) wǒ] _stxSbjc:[hǎo]. != [You (in-relation-to) me] [good] = you are better than me.

=== bǐ..gèng-比..更: Noun1 + 比 + Noun2 + 更 + Adje:
· stxZhon: 北京 的 房子 比 上海 更 贵。 :: _stxSbj:[Běijīng de fángzi (bǐ) Shànghǎi] _stxSbjc:[gèng guì]. != The houses in Beijing are even more expensive than those in Shanghai.
· stxZhon: 中文 语法 比 汉字 更 好玩 。 :: _stxSbj:[Zhōngwén yǔfǎ (bǐ) Hànzì] _stxSbjc:[gèng hǎowán]. != Chinese grammar is even more fun than Chinese characters.

=== méiyǒu-没有:
· stxZhon: 小张 没有 小李 高。 :: _stxSbj:[Xiǎo Zhāng (méiyǒu) Xiǎo Lǐ] _stxSbjc:[gāo]. != Xiao Zhang is not as tall as Xiao Li.

* McsEngl.comparative-degree!⇒rlnEvaluatingTwo,
* McsEngl.comperingTwo,
* McsEngl.fctComparingTwo,
* McsEngl.fctEvaluating.two,
* McsEngl.fctEvaluatingTwo,
* McsEngl.adveEngl.even-more!=rlnEvaluatingTwo,
* McsEngl.even-more!~adveEngl!=rlnEvaluatingTwo,
* McsEngl.adveEngl.more!=rlnEvaluatingTwo,
* McsEngl.more!~adveEngl!=rlnEvaluatingTwo,
* McsEngl.rlnComparingTwo!⇒rlnEvaluatingTwo,
* McsEngl.rlnEvaluatingTwo,
* McsEngl.conjEngl.than!=rlnEvaluatingTwo,
* McsEngl.than!~conjEngl!=rlnEvaluatingTwo,
* McsEngl.conjZhon.bǐ-比!=rlnEvaluatingTwo,
* McsEngl.conjZhon.bǐ..gèng-比..更!=rlnEvaluatingTwo:even-more,
* McsEngl.conjZhon.méiyǒu-没有!=rlnEvaluatingTwo,
====== langoChinese:
* McsZhon.bǐ-比!~conjZhon!=rlnEvaluatingTwo,
* McsZhon.比-bǐ!~conjZhon!=rlnEvaluatingTwo,
* McsZhon.bǐ..gèng-比..更!~conjZhon!=rlnEvaluatingTwo:even-more,
* McsZhon.比..更-bǐ..gèng!~conjZhon!=rlnEvaluatingTwo:even-more,
* McsZhon.méiyǒu-没有!~conjZhon!=rlnEvaluatingTwo,
* McsZhon.没有-méiyǒu!~conjZhon!=rlnEvaluatingTwo,
====== langoGreek:
* McsElln.παρά!~conjElln!=rlnEvaluatingTwo,


=== bǐjiào-比较!~adveEngl!=rlnEvaluatingAverage:
· stxZhon: 这个 问题 比较 简单 。 :: Zhège wèntí bǐjiào jiǎndān. != This question is quite easy.

* McsEngl.fctEvaluating.average,
* McsEngl.adveEngl.comparatively!=rlnEvaluatingAverage,
* McsEngl.comparatively!~adveEngl!=rlnEvaluatingAverage,
* McsEngl.adveEngl.relatively!=rlnEvaluatingAverage,
* McsEngl.relatively!~adveEngl!=rlnEvaluatingAverage,
* McsEngl.rlnEvaluatingAverage,
====== langoChinese:
* McsZhon.bǐjiào-比较!~adveEngl!=rlnEvaluatingAverage,
* McsZhon.比较-bǐjiào!~adveEngl!=rlnEvaluatingAverage,
====== langoGreek:
* McsEngl.adveElln.σχετικά!=rlnEvaluatingAverage,
* McsElln.σχετικά!~adveElln!=rlnEvaluatingAverage,


=== the-most:
· stxEngl: she is the most beautiful.

· stxElla: _stxSbj:[Κῦρος] _stxSbjc:[φιλομαθέστατος] _stxVrb:{ἦν}.

* McsEngl.fctComparingAll,
* McsEngl.fctEvaluating.all,
* McsEngl.fctEvaluatingAll,
* McsEngl.adveEngl.most!=rlnEvaluatingAll,
* McsEngl.most!~adveEngl!=rlnEvaluatingAll,
* McsEngl.rlnEvaluatingAll,
* McsEngl.superlative-degree!⇒rlnEvaluatingAll,
* McsEngl.the-most!⇒rlnEvaluatingAll,

fctEvaluating.quantity (link)


· quality-evaluating is the-evaluating of an-entity with a-model-entity on many attributes.

* McsEngl.fctEvaluating.quality,
* McsEngl.quality-evaluation,

"A quality evaluation is a quality management activity in which another individual, typically a supervisor or someone from the QM/QA team scores an agent interaction based on key criteria defined in a quality form. Quality evaluations provide feedback to agents on their performance and act as a foundation for coaching and improvement."
[{2021-08-07 retrieved}]

output of evaluating.quality

· the-output of evaluating.quality.

* McsEngl.fctEvaluating.quality'output,
* McsEngl.quality,


· definiteNo, quality desired.

=== zuìhǎo-最好!=qualityGood-degree3+:
· stxZhon: 你 最好 先 休息 一下 。 :: Nǐ zuìhǎo xiān xiūxi yīxià. != [you] [best] [first] {rest} [a-little] :: You'd better get some rest first.

* McsEngl.adjeEngl.better!=good-degree2+!=qualityGood,
* McsEngl.better!~adjeEngl:good-degree2+!=qualityGood,
* McsEngl.adjeEngl.good!=qualityGood,
* McsEngl.good!~adjeEngl!=qualityGood,
* McsEngl.quality.good,
* McsEngl.qualityGood,
====== langoChinese:
* McsZhon.hǎo-好!=qualityGood,
* McsZhon.gènghǎo-更好!=qualityGood-degree2+,
* McsZhon.zuìhǎo-最好!=qualityGood-degree3+,
* McsZhon.好-hǎo!=qualityGood,
* McsZhon.更好-gènghǎo!=qualityGood-degree2+,
* McsZhon.最好-zuìhǎo!=qualityGood-degree3+,
====== langoEsperanto:
* McsEspo.bona!=qualityGood,
====== langoGreek:
* McsEngl.adjeElln.άριστος!-ος-η-ο:καλός-degree3+!=qualityGood,
* McsElln.άριστος!-ος-η-ο!~adjeElln:καλός-degree3+!=qualityGood,
* McsEngl.adjeElln.καλός!-ός-ή-ό!=qualityGood,
* McsElln.καλός!-ός-ή-ό!~adjeElln!=qualityGood,
* McsEngl.adjeElln.καλύτερος!-ος-η-ο:καλός-degree2+!=qualityGood,
* McsElln.καλύτερος!-ος-η-ο!~adjeElln:καλός-degree2+!=qualityGood,


· definiteNo, not good.

* McsEngl.adjeEngl.bad!=qualityBad,
* McsEngl.bad!~adjeEngl!=qualityBad,
* McsEngl.quality.bad,
* McsEngl.qualityBad,
* McsEngl.adjeEngl.worse!=bad-degree2+!=qualityBad,
* McsEngl.worse!~adjeEngl:bad-degree2+!=qualityBad,
* McsEngl.adjeEngl.worst!=bad-degree3+!=qualityBad,
* McsEngl.worst!~adjeEngl:bad-degree3+!=qualityBad,
====== langoChinese:
* McsZhon.bùhǎo-不好!=qualityBad,
* McsZhon.huài-坏!=qualityBad,
* McsZhon.坏-huài!=qualityBad,
* McsZhon.不好-bùhǎo!=qualityBad,
====== langoGreek:
* McsEngl.adjeElln.κακός!-ός-ή-ό!=qualityBad,
* McsElln.κακός!-ός-ή-ό!~adjeElln!=qualityBad,
* McsEngl.adjeElln.χειρότερος!-ος-η-ο:κακός-degree2+!=qualityBad,
* McsElln.χειρότερος!-ος-η-ο!~adjeElln:κακός-degree2+!=qualityBad,
* McsEngl.adjeElln.κάκιστος!-ος-η-ο:κακός-degree3+!=qualityBad,
* McsElln.κάκιστος!-ος-η-ο!~adjeElln:κακός-degree3+!=qualityBad,


· importance-fctEvaluating is the-evaluating of an-entity to other entity|entities on significance (primary, secondary, tertriary, ...).

* McsEngl.fctEvaluating.importance,
* McsEngl.importance-fctEvaluating,


"(adv) chiefly, principally, primarily, mainly, in the main (for the most part) "he is mainly interested in butterflies"
[{2021-11-29 retrieved}]

* McsEngl.fctEvaluating.primary,
* McsEngl.evaluatingPrimary,
* McsEngl.importancePrimary,
* McsEngl.adveEngl.mainly!=importancePrimary,
* McsEngl.mainly!~adveEngl!=importancePrimary,
* McsEngl.adveEngl.primarly!=importancePrimary,
* McsEngl.primarly!~adveEngl!=importancePrimary,
====== langoChinese:
* McsZhon.zhǔyào-主要!=importancePrimary,
* McsZhon.主要-zhǔyào!=importancePrimary,
====== langoGreek:
* McsEngl.adveElln.κύρια!=importancePrimary,
* McsElln.κύρια!~adveElln!=importancePrimary,
* McsEngl.adveElln.πρωταρχικά!=importancePrimary,
* McsElln.πρωταρχικά!~adveElln!=importancePrimary,



* McsEngl.fctEvaluating.secondary,
* McsEngl.importancePrimary,
====== langoGreek:
* McsEngl.adjeElln.δευτερεύων!=-ων-ουσα-ον!=importancePrimary,
* McsElln.δευτερεύων!~adjeElln!=-ων-ουσα-ον!=importancePrimary,
* McsEngl.adveElln.δευτερευόντως!=importancePrimary,
* McsElln.δευτερευόντως!~adveElln!=importancePrimary,


· pros-and-cons-fctEvaluating is an-fctEvaluating of the-attributes of an-entity in relation to another on a-position (over or under).

* McsEngl.fctEvaluating.pros-and-cons,
* McsEngl.pros-and-cons-fctEvaluating,

"Rajeev Sugandhi, IQ Analyst
The phrase ‘pros and cons’ is an abbreviation of the Latin phrase pro et contra, ‘for and against’, where “pros” are for the plus points and “cons” are the negative ones.
It has been in use in the abbreviated form since the 16th century, according to the Oxford English Dictionary.
‘Pros and cons’ is a well-established standard usage. The much longer alternative is the phrase ‘arguments for and against’. The phrase ‘ advantages and disadvantages’ is also used instead of ‘pros and cons’."
[{2021-08-07 retrieved}]


"The term "benefit" refers to a positive advantage, outcome, or result that is gained from a particular action, situation, or circumstance. It indicates something that contributes positively to an individual's well-being, a group's success, or a situation's overall improvement. Benefits can be tangible or intangible, and they often involve some form of value, advantage, or improvement that enhances a person's life, a business's operations, or a particular situation. They can range from financial gains and improved health to increased knowledge or enhanced quality of life."
[{2023-08-25 retrieved}]

* McsEngl.advantage!=benefit,
* McsEngl.benefit,
* McsEngl.evaluation.advantage!=benefit,
* McsEngl.positive-aspect!=benefit,
====== langoGreek:
* McsElln.πλεονέκτημα!το!=benefit,



* McsEngl.benefitNo,
* McsEngl.con!=benefitNo,
* McsEngl.disadvantage!=benefitNo,
* McsEngl.drawback!=benefitNo,
* McsEngl.evaluation.advantageNo!=benefitNo,
* McsEngl.negative-aspect!=benefitNo,
====== langoGreek:
* McsElln.μειονέκτημα!το!=benefitNo,



* McsEngl.fctEvaluating.interestingness,
* McsEngl.interestingness-evaluationF,


"(adj) interesting (arousing or holding the attention)"
[{2021-12-11 retrieved}]

· stxZhon: _stxSbj:[这本书]_stxSbjc:[很有意思]。 Zhè běn shū hěn yǒuyìsi. != [this book] [very interesting]

* McsEngl.evaluation.interesting,
* McsEngl.interesting!~adjeEngl,
====== langoChinese:
* McsZhon.yǒuyìsi-有意思!=interesting,
* McsZhon.有意思-yǒuyìsi!=interesting,
====== langoGreek:
* McsEngl.adjeElln.ενδιαφέρων:-ων-ουσα-ον!=interesting,
* McsElln.ενδιαφέρων:-ων-ουσα-ον!~adjeElln!=interesting,



* McsEngl.evaluation.interestingNo,


· Forcasting is a THINKING for a future-doing. Forcasting is a present-doing about a future-doing.
"verb forecast 3rd person present forecasts past tense forecast past participle forecast past tense forecasted past participle forecasted gerund or present participle forecasting
predict or estimate (a future event or trend).
synonyms: predict prophesy prognosticate augur divine foretell foresee forewarn guess hazard a guess conjecture speculate estimate calculate reckon expect spae presage previse vaticinate auspicate
noun forecast plural noun forecasts
a prediction or estimate of future events, especially coming weather or a financial trend.
synonyms: prediction prophecy forewarning prognostication augury divination prognosis projection calculation guess estimate conjecture speculation warning signal sign token guesstimate foretoken prognostic vaticination auspication"
[{2021-07-31 retrieved} Google dict]

* McsEngl.forcasting,
* McsEngl.fctForcasting!⇒forcasting,
* McsEngl.fctThinking.forcasting!⇒forcasting,

fctThinking.inferencing (old input)

"Inferencing is a cognitive process that involves drawing logical conclusions, making predictions, or forming judgments based on available information, evidence, or reasoning. It is an essential aspect of human thinking and problem-solving and plays a crucial role in various fields, including artificial intelligence, philosophy, psychology, and everyday decision-making.
Here is an overview of inferencing:
* Types of Inferencing:
- Deductive Reasoning: Deductive reasoning starts with a general premise or statement and draws specific conclusions from it. It is characterized by a high degree of certainty. For example, if all humans are mortal (premise), and Socrates is a human (premise), then Socrates is mortal (conclusion).
- Inductive Reasoning: Inductive reasoning starts with specific observations or evidence and draws general conclusions or predictions. It is characterized by a degree of uncertainty. For example, if you observe that the sun has risen every day in the past, you might conclude that the sun will rise tomorrow, though with some uncertainty.
- Abductive Reasoning: Abductive reasoning involves making the best possible explanation or inference from the available evidence. It is often used in scientific and diagnostic reasoning when dealing with incomplete information. For example, a doctor might use abductive reasoning to diagnose a patient's illness based on observed symptoms.
* Inference in Artificial Intelligence (AI):
- In AI and machine learning, inferencing refers to the process of using a trained model to make predictions or classifications based on input data. For instance, in natural language processing, a language model can infer the most likely next word in a sentence.
- Inference engines are components of expert systems and rule-based systems that use predefined rules and facts to make decisions or solve problems. These systems are used in various applications, such as diagnosing medical conditions and providing recommendations.
* Common Logical Fallacies:
- In the process of inferencing, it's important to be aware of common logical fallacies that can lead to erroneous conclusions. Some of these fallacies include affirming the consequent, denying the antecedent, and hasty generalization.
* Everyday Decision-Making:
- In daily life, people constantly make inferences to make decisions. This can involve assessing risks, predicting outcomes, and forming judgments about various situations.
* Cognitive Processes:
- Inferencing is closely related to other cognitive processes, such as perception, memory, and problem-solving. It often relies on these processes to gather and process information effectively.
* Uncertainty and Probability:
- In many real-world situations, inferencing involves dealing with uncertainty and probability. Bayesian inference, for example, is a mathematical framework used to update beliefs or probabilities based on new evidence.
In summary, inferencing is a fundamental cognitive and computational process used to draw conclusions, make predictions, and form judgments based on available information and reasoning. It plays a crucial role in various domains, from AI and science to everyday decision-making, and can involve different types of reasoning depending on the context and available evidence."
[{2023-09-13 retrieved}]

* McsEngl.inferencing,
* McsEngl.fctInferencing!⇒inferencing,
* McsEngl.fctThinking.inferencing!⇒inferencing,

fctThinking.language-processing (link)


· the-thinking that something is the-case or will-happen.

* McsEngl.fctProbability,
* McsEngl.fctThinking.probable!⇒fctProbability,
* McsEngl.probability-functing!⇒fctProbability,


"inferencing vs reasoning
Inference and reasoning are both cognitive processes that involve making conclusions from information. However, there are some key differences between the two.
* Inference is the process of drawing a conclusion from evidence. It is a type of inductive reasoning that involves using evidence to support a hypothesis or conclusion.
* Reasoning is the process of drawing conclusions from premises. It can be either deductive or inductive. Deductive reasoning involves moving from general premises to specific conclusions, while inductive reasoning involves moving from specific premises to general conclusions.
Here is a table summarizing the key differences between inference and reasoning:
* Inference | Reasoning
* Draws conclusions from evidence | Draws conclusions from premises
* Inductive | Can be deductive or inductive
* Uses evidence to support a hypothesis or conclusion | Moves from general premises to specific conclusions or from specific premises to general conclusions
* Typically used to understand the world around us | Can be used to solve problems or make decisions
Here are some examples of inference:
* I infer that the cat is hungry because it is meowing loudly.
* I infer that the weather is going to be bad because the clouds are dark and the wind is picking up.
* I infer that the suspect is guilty based on the evidence presented in court.
Here are some examples of reasoning:
* If all men are mortal and Socrates is a man, then Socrates is mortal. (Deductive reasoning)
* If I see a bird flying south, I infer that it is migrating for the winter. (Inductive reasoning)
* I need to decide whether to buy a new car or repair my old one. I reason through the pros and cons of each option before making a decision.
Both inference and reasoning are important cognitive processes that allow us to make sense of the world around us. Inference is typically used to understand the world around us, while reasoning can be used to solve problems or make decisions."
[{2023-09-13 retrieved}]

* McsEngl.fctReasoning,
* McsEngl.fctThinking.fctReasoning,
* McsEngl.reasoning-functing,
====== langoGreek:
* McsElln.συλλογισμός!ο!=fctReasoning,


"The alternatives to logic, authority, intuition, mysticism"
[{1966} Richardson, p6]

* McsEngl.fctThinking.rational,
* McsEngl.rational-thinking,


"The alternatives to logic, authority, intuition, mysticism"
[{1966} Richardson, p6]

* McsEngl.fctThinking.rationalNo,
* McsEngl.irrational-thinking,
* McsEngl.rationalNo-thinking,


"Attention is the cognitive process of selectively concentrating on one aspect of the environment while ignoring other things. Attention has also been referred to as the allocation of processing resources.[1] Attention also has variations amongst cultures. Voluntary attention develops in specific cultural and institutional contexts through engagement in cultural activities with more competent community members.[2]
Attention is one of the most intensely studied topics within psychology and cognitive neuroscience. Attention remains a major area of investigation within education, psychology and neuroscience. Areas of active investigation involve determining the source of the signals that generate attention, the effects of these signals on the tuning properties of sensory neurons, and the relationship between attention and other cognitive processes like working memory and vigilance. A relatively new body of research is investigating the phenomenon of traumatic brain injuries and their effects on attention."

* McsEngl.attention-paying,
* McsEngl.fctThinking.paying-attention,
* McsEngl.paying-attention,

fctBraining.fctEmoting-004 (cognizingNo)

· emoting is minding but not-cognizing (sensing or thinking).
· cause psychological, result physiological. {2023-07-14}
· fctEmoting is the-emotingBio-(braining with physiological reactions) of humans.

* McsEngl.cognizingNo!⇒fctEmoting,
* McsEngl.fctBraining.emoting!⇒fctEmoting,
* McsEngl.fctEmoting!⇒fctEmoting,
* McsEngl.fctEmoting,
* McsEngl.fctEmoting!=human'emoting,
* McsEngl.emotingFuncting!⇒fctEmoting,
* McsEngl.emotingHmn!⇒fctEmoting,
* McsEngl.human'att043-emoting!⇒fctEmoting,
* McsEngl.human'emoting!⇒fctEmoting,
* McsEngl.ognBrain'att021-emoting!⇒fctEmoting,
* McsEngl.ognBrain'emoting!⇒fctEmoting,
====== langoGreek:
* McsElln.συναίσθηση!η!=fctEmoting,

01_argument of fctEmoting

* human:functor,
* human!=actor,
* emotion,
* stimulus,
* degree,

* McsEngl.argEmoting,
* McsEngl.fctEmoting'01_argument!⇒argEmoting,
* McsEngl.fctEmoting'argument!⇒argEmoting,

02_human of fctEmoting

· the-human1, the-functor of the-emoting.
· the-human2, the-actor of the-emoting on functor.

* McsEngl.argEmoting.human,
* McsEngl.fctEmoting'02_human,
* McsEngl.fctEmoting'human,

03_emotion of fctEmoting

· emotion is the-brainIn-model created by fctEmoting, mapping the-stimulus.

"Emotions are powerful motivators that can affect our thoughts, behaviors, and physical health."
[{2023-09-15 retrieved}]

* McsEngl.argEmoting.emotion,
* McsEngl.fctEmoting'03_emotion,
* McsEngl.fctEmoting'emotion,
* McsEngl.emotion,

04_stimulus of fctEmoting

· the-archetype, that triggers the-emoting.

* McsEngl.argEmoting.stimulus,
* McsEngl.fctEmoting'04_stimulus,
* McsEngl.fctEmoting'stimulus,

* stimulus-of-emotingBio,

05_degree of fctEmoting


* McsEngl.fctEmoting'05_degree,
* McsEngl.fctEmoting'degree,

06_syntax of fctEmoting

* main-noun:
· stxEngl: _stxSbj:[children] _stxVrb:{need} _stxObj:[a lot of love]. children need a lot of love.

* verb:
· stxEngl: _stxSbj=humanFunctor:[...] _stxVrbActive:{...} _stxObj=stimulus:[...].
· stxEngl: _stxSbj=humanFunctor:[he] _stxVrb:{loves} _stxObj=stimulus:[her].

· stxEngl: _stxSbj=stimulus:[] _stxVrbPassive:{...} _stxArg=humanFunctor:[(by)...].
· stxEngl: _stxSbj=stimulus:[She] _stxVrbPassive:{is loved} _stxArg=humanFunctor:[(by) him].

· stxEngl: _stxSbj=humanActor:[...] _stxVrbActive:{...} _stxObj=humanFunctor:[...] _stxArg=stimulus:[(by)...].
· stxEngl: _stxSbj=humanActor:[he] _stxVrb:{annoys} _stxObj=humanFunctor:[her] _stxArg=stimulus:[(by) laughing loudly].

* McsEngl.fctEmoting'06_syntax,
* McsEngl.fctEmoting'syntax,
* McsEngl.dngFctEmoting,

relation of fctEmoting

· the-relation among the-arguments of emoting.

* McsEngl.fctEmoting'relation!⇒rlnEmoting,
* McsEngl.relation.emoting!⇒rlnEmoting,
* McsEngl.rlnEmoting,


* creating-emoting,
* storing-emoting,
* recalling-emoting,
* communicating-emoting,
* pleasing-emoting,
* pleasingNo-emoting,
* strong-emoting,
* strongNo-emoting,
* basic-emoting,
* basicNo-emoting,
* psychological-emoting,
* psychologicalNo-emoting,
* aggression-emoting,
* anger-emoting,
* anticipating-emoting,
* anxiety-emoting,
* apathy-emoting,
* disgust-emoting,
* fear-emoting,
* happiness-emoting,
* hesitation-emoting,
* loving-emoting,
* inequality-emoting,
* insecurity-emoting,
* missing-emoting,
* needing-emoting,
* proudness-emoting,
* sadness-emoting,
* surprise-emoting,
* wanting-emoting,
* McsEngl.acceptance,
* McsEngl.affection,
* McsEngl.amusement,
* anger,
* McsEngl.angst,
* McsEngl.anguish,
* annoyance,
* anticipation,
* anxiety,
* McsEngl.apathy,
* McsEngl.arousal,
* McsEngl.awe,
* McsEngl.boredom,
* McsEngl.confidence,
* McsEngl.contempt,
* McsEngl.contentment,
* McsEngl.courage,
* curiosity,
* McsEngl.depression-mood,
* McsEngl.desire,
* McsEngl.despair,
* McsEngl.disappointment,
* disgust,
* McsEngl.distrust,
* McsEngl.doubt,
* McsEngl.ecstasy,
* McsEngl.embarrassment,
* McsEngl.empathy,
* enthusiasm,
* McsEngl.envy,
* McsEngl.euphoria,
* fear,
* McsEngl.frustration,
* McsEngl.gratification,
* McsEngl.gratitude,
* McsEngl.greed,
* McsEngl.grief,
* McsEngl.guilt,
* happiness,
* McsEngl.hatred,
* McsEngl.hope,
* McsEngl.horror-and-terror,
* McsEngl.hostility,
* McsEngl.humiliation,
* McsEngl.interest,
* McsEngl.jealousy,
* McsEngl.kindness,
* McsEngl.loneliness,
* McsEngl.lust,
* McsEngl.nostalgia,
* McsEngl.outrage,
* McsEngl.panic,
* McsEngl.passion,
* McsEngl.pity,
* McsEngl.pleasure,
* McsEngl.pride,
* McsEngl.ragee,
* McsEngl.regret,
* McsEngl.remorse,
* McsEngl.resentment,
* sadness,
* McsEngl.self-confidence,
* McsEngl.self-pity,
* McsEngl.shame,
* McsEngl.acute-stress-disorder|Shock,
* McsEngl.shyness,
* McsEngl.sorrow,
* McsEngl.suffering,
* surprise,
* McsEngl.wonder,
* McsEngl.worry,

* McsEngl.fctEmoting.specific,


"(n) aggression, aggressiveness (a feeling of hostility that arouses thoughts of attack)"
"(adj) aggressive, belligerent (characteristic of an enemy or one eager to fight) "aggressive acts against another country"; "a belligerent tone""

* main-noun:
· stxEngl: _stxSbj:[his chin] _stxVrb:{was jutting} _stxArg:[with [aggression]]

* adjective:
· stxEngl: _stxSbj:[The cancer] _stxVrb:{responded} _stxObj:[(to) the [aggressive] therapy].

* McsEngl.aggression!⇒fctEmotingAggression,
* McsEngl.aggressive!⇒fctEmotingAggression,
* McsEngl.aggressiveness!⇒fctEmotingAggression,
* McsEngl.being-aggressive!⇒fctEmotingAggression,
* McsEngl.fctEmotingAggression,
* McsEngl.fctEmoting.005-aggression!⇒fctEmotingAggression,
* McsEngl.fctEmoting.aggression!⇒fctEmotingAggression,
* McsEngl.dngFctEmotingAggression,
====== langoGreek:
* McsElln.επιθετικότητα!=fctEmotingAggression,

aggression of fctEmotingAggression

· the-emotion.

* McsEngl.aggression-emotion,
* McsEngl.emotion.aggression,
* McsEngl.emotion.fctEmotingAggression,
* McsEngl.fctEmotingAggression'aggression,
====== langoGreek:
* McsElln.επιθετικότητα!η!=aggression,


"a strong feeling of annoyance, displeasure, or hostility."
[{2021-08-11 retrieved} Google dict]
* main-noun:
· stxEngl: _stxSbj:[Ellen] _stxVrb:{felt} _stxObj:[both despair and [anger]] _stxArg:[(at) her mother]. [HarperCollins]

* verb:
· stxEngl: "_stxSbj:[she] _stxVrb:{was angered} _stxArg=stimulus:[(by) his terse answer]"
· stxEngl: _stxSbj=stimulus:[The news] _stxVrb:{angered} _stxObj=brain-entity:[him].
· stxEngl: _stxSbj=brain-entity:[He] _stxVrb:{angers} _stxManner:[easily].

=== jǐnzhāng-紧张!=fctEmotingAngering:
· stxZhon: 高考 那 天 ,我 紧张 极了。 :: Gāokǎo nà tiān, wǒ jǐnzhāng jíle. != I was super nervous the day I took the college entrance examination.

* McsEngl.angering-emoting-functing!⇒fctEmotingAngering,
* McsEngl.fctEmotingAngering,
* McsEngl.fctEmoting.006-angering!⇒fctEmotingAngering,
* McsEngl.fctEmoting.angering!⇒fctEmotingAngering,
* McsEngl.adjeEngl.nervous!=fctEmotingAngering,
* McsEngl.nervous!~adjeEngl!=fctEmotingAngering,
* McsEngl.dngFctAngering,
====== langoChinese:
* McsZhon.jǐnzhāng-紧张!=fctEmotingAngering,
* McsZhon.紧张-jǐnzhāng!=fctEmotingAngering,
====== langoGreek:
* McsEngl.verbElln.θυμώνω!=fctEmotingAngering,
* McsElln.θυμώνω!~verbElln!=fctEmotingAngering,
* McsEngl.verbElln.νευριάζω!=fctEmotingAngering,
* McsElln.νευριάζω!~verbElln!=fctEmotingAngering,


"the feeling or state of being annoyed; irritation.
"there was annoyance at the interruption""
[{2021-08-12 retrieved} Google dict]

· stxEngl: _stxSbj=humanActor|stimulus:[Randy]\a\ _stxVrb:{has annoyed} _stxObj=humanFunctor:[nearly every professor [he\a\ has had]].
· stxEngl: _stxSbj=humanFunctor:[Eleanor] _stxVrb:{was annoyed} _stxArg=stimulus:[(at) having had to wait so long for him]. [HarperCollins]
· stxEngl: _stxSbj=humanActor:[Ross] _stxVrb:{annoys} _stxObj=humanFunctor:[Walter] _stxArg=stimulus:[(by) turning pages too quickly].

* McsEngl.annoyance!⇒fctEmotingAnnoyance,
* McsEngl.fctEmotingAnnoyance,
* McsEngl.fctEmoting.016-annoying!⇒fctEmotingAnnoyance,
* McsEngl.fctEmoting.annoying!⇒fctEmotingAnnoyance,
* McsEngl.dngFctAnnoying,
====== langoGreek:
* McsElln.ενόχλησης-λειτουργία!=fctEmotingAnnoyance,
* McsEngl.verbElln.ενοχλούμαι!=fctEmotingAnnoyance,
* McsElln.ενοχλούμαι!~verbElln!=fctEmotingAnnoyance,

emotion of fctEmotingAnnoyance

· the-emotion.

* McsEngl.annoyance-emotion,
* McsEngl.fctEmotingAnnoyance'emotion,
* McsEngl.emotion.fctEmotingAnnoyance,
* McsEngl.emotion.annoyance,
====== langoGreek:
* McsElln.ενόχληση!η!=annoyance,


"Anticipation is an emotion involving pleasure or anxiety in considering or awaiting an expected event."
[{2021-08-10 retrieved}]

* McsEngl.fctEmoting.004-anticipation!⇒fctEmotingAnticipating,
* McsEngl.fctEmoting.anticipation!⇒fctEmotingAnticipating,
* McsEngl.fctEmotingAnticipating,
* McsEngl.anticipation-emoting-functing,
====== langoGreek:
* McsElln.προσδοκία!=fctEmotingAnticipating,
* McsElln.προσμονής-λειτουργία!=fctEmotingAnticipating,


"Anxiety is a feeling of unease, such as worry or fear, that can be mild or severe.
Everyone has feelings of anxiety at some point in their life. For example, you may feel worried and anxious about sitting an exam, or having a medical test or job interview.
During times like these, feeling anxious can be perfectly normal.
But some people find it hard to control their worries. Their feelings of anxiety are more constant and can often affect their daily lives.
Anxiety is the main symptom of several conditions, including:
* panic disorder
* phobias, such as agoraphobia or claustrophobia
* post-traumatic stress disorder (PTSD)
* social anxiety disorder (social phobia)"
[{2021-08-11 retrieved}]

=== adjective:
· stxEngl: _stxSbj=human:[I] _stxVrb:{was} _stxSbjc:[anxious] _stxCause=stimulus:[(to) get him here].

* McsEngl.anxiety-emoting-functing,
* McsEngl.fctEmotingAnxieting,
* McsEngl.fctEmoting.012-anxieting!⇒fctEmotingAnxieting,
* McsEngl.fctEmoting.anxieting!⇒fctEmotingAnxieting,
* McsEngl.dngFctAnxieting,
====== langoGreek:
* McsEngl.verbElln.αγχώνομαι!=fctEmotingAnxieting,
* McsElln.αγχώνομαι!~verbElln!=fctEmotingAnxieting,

anxiety of fctEmotingAnxieting

· the-emotion.

* McsEngl.fctEmotingAnxieting'anxiety,
* McsEngl.anxiety-emotion,
* McsEngl.emotion.anxiety,
* McsEngl.emotion.fctEmotingAnxieting,
====== langoGreek:
* McsElln.άγχος!το!=anxiety,


* anxieting-disorder,

* McsEngl.anxieting.specific,


"is curiosity an emotion?
The answer to this question is not straightforward. There is no single definition of emotion that is universally agreed upon, and different scholars have different opinions on whether or not curiosity is an emotion.
Some scholars define emotions as subjective experiences that involve physiological, behavioral, and cognitive changes. They argue that curiosity does not meet all of these criteria, as it does not necessarily involve physiological changes or behavioral changes. For example, you can be curious about something without feeling any physical arousal or without doing anything to satisfy your curiosity.
Other scholars define emotions as motivational states that are triggered by appraisals of events. They argue that curiosity can be considered an emotion because it is a motivational state that is triggered by the appraisal of a situation as novel or unknown. When we are curious about something, we are motivated to seek out information and learn more about it.
Ultimately, whether or not curiosity is an emotion is a matter of definition. There is no right or wrong answer, and different people may have different opinions on the matter.
Here are some of the emotions that are associated with curiosity:
* Interest
* Arousal
* Excitement
* Wonder
* Surprise
* Joy
* Satisfaction
When we are curious about something, we may feel these emotions in varying degrees. The specific emotions that we feel will depend on the individual and the situation.
Curiosity is a powerful emotion that can have a positive impact on our lives. It can motivate us to learn new things, explore new experiences, and make new discoveries. It can also help us to connect with others and build relationships.
So, whether or not you consider curiosity an emotion, there is no doubt that it is an important part of the human experience."
[{2023-09-15 retrieved}]

* McsEngl.curiosity-fctEmoting,
* McsEngl.fctEmoting.021-curiosity,
* McsEngl.fctEmoting.curiosity,

"is curiosity an emotion?
Curiosity is not typically considered an emotion in the same way that happiness, sadness, anger, fear, or other emotions are categorized. Instead, curiosity is often described as a cognitive or psychological state of mind characterized by a desire to learn, explore, or gain new information or experiences. It is more closely related to a cognitive process or a motivational state.
Emotions are typically seen as more basic, involuntary reactions to stimuli or situations, while curiosity is a more complex cognitive process that involves a voluntary interest in seeking out and acquiring new knowledge or experiences. That said, curiosity can certainly influence our emotional state. For example, satisfying one's curiosity can lead to feelings of pleasure or satisfaction, while being unable to satisfy one's curiosity can lead to frustration or even anxiety.
In summary, curiosity is not considered one of the basic human emotions, but it is a fundamental aspect of human cognition and motivation."
[{2023-09-15 retrieved}]


"How Curious Are Young Children?
If you've ever spent time around young children, you know how inquisitive they can be. Sometimes, it feels like they have an endless supply of questions and never tire of asking them. Young children are constantly observing and absorbing the world around them and trying to make sense of things, so it's only natural that they’re so curious. In fact, young children typically ask a question roughly every two minutes – though this drops to about once every two hours once they start school."
[{2023-09-15 retrieved}]

* McsEngl.curiosity.child,


"(n) disgust (strong feelings of dislike)"

* main-noun:
· stxEngl: _stxSbj=stimulus:[the sight] _stxVrb:{filled} _stxObj:[her] _stxArg=emotion:[(with) [disgust]]. [Google dict]

* verb:
· stxEngl: _stxSbj:[they] _stxVrb:{were disgusted} _stxArg=stimulus:[(by) the violence]. [Google dict]

* McsEngl.disgusting-emoting-functing,
* McsEngl.fctEmotingDisgusting,
* McsEngl.fctEmoting.007-disgusting!⇒fctEmotingDisgusting,
* McsEngl.fctEmoting.disgusting!⇒fctEmotingDisgusting,
* McsEngl.dngFctDisgusting,


· "(n) enthusiasm (a feeling of excitement)"
[{2023-06-22 retrieved}]
· "(adj) enthusiastic (having or showing great excitement and interest) "enthusiastic crowds filled the streets"; "an enthusiastic response"; "was enthusiastic about taking ballet lessons""
[{2023-06-22 retrieved}]

=== rèxīn-热心:
· stxZhon: 他很热心地帮助我。 :: _stxSbj:[Tā] _stxArg:[hěn rèxīn (de)] _stxVrb:{bāngzhù} _stxObj:[wǒ]. != He helps me enthusiastically.

* McsEngl.being-enthusiastic!=fctEmotingEnthusiasm,
* McsEngl.adjeEngl.enthusiastic!=fctEmotingEnthusiasm,
* McsEngl.enthusiastic!~adjeEngl!=fctEmotingEnthusiasm,
* McsEngl.adveEngl.enthusiastically!=fctEmotingEnthusiasm,
* McsEngl.enthusiastically!~adveEngl!=fctEmotingEnthusiasm,
* McsEngl.excitement!=fctEmotingEnthusiasm,
* McsEngl.fctEmoting.017-enthusiasm,
* McsEngl.fctEmoting.enthusiasm,
* McsEngl.fctEmotingEnthusiasm,
====== langoChinese:
* McsEngl.adjeZhon.rèxīn-热心!=fctEmotingEnthusiasm,
* McsZhon.rèxīn-热心!~adjeZhon!=fctEmotingEnthusiasm,
* McsZhon.热心-rèxīn!~adjeZhon!=fctEmotingEnthusiasm,
====== langoGreek:
* McsEngl.verbElln.ενθουσιάζομαι!=fctEmotingEnthusiasm,
* McsElln.ενθουσιάζομαι!~verbElln!=fctEmotingEnthusiasm,
* McsElln.ενθουσιασμός!=fctEmotingEnthusiasm,


· fear: an unpleasant emotion caused by the threat of danger, pain, or harm.
[{2021-08-11 retrieved} Google dict]

* main-noun:
· stxEngl: _stxSbj:[The children] _stxVrb:{climbed} _stxObj:[the mountain] _stxArg=emotion:[(without) [fear]].

* verb:
· stxEngl: [I _stxVrb:{hated} him] [(but) _stxVrb:{didn't fear} _stxObj=stimulus:[him] _stxTime:[any more]].
· stxEngl: _stxSbj=brain-entity:[I] _stxVrb:{fear} _stxObj=stimulus:[the winters] _stxSpace:[(in) Moscow]. [WordNet]
· stxEngl: _stxSbj=brain-entity:[he] _stxVrb:{was afraid} _stxCause=stimulus:[of a fire in the circus tent]. [WordNet 2.0]

* McsEngl.being-afraid-functing,
* McsEngl.fctEmoting.008-fearing!⇒fctEmotingFearing,
* McsEngl.fctEmoting.fearing!⇒fctEmotingFearing,
* McsEngl.fctEmotingFearing,
* McsEngl.fearing-emoting-functing,
* McsEngl.dngFctFearing,
====== langoChinese:
* McsZhon.hàipà-害怕!=fctEmotingFearing,
* McsZhon.害怕-hàipà!=fctEmotingFearing,
====== langoGreek:
* McsElln.φόβισμα!το!=fctEmotingFearing,
* McsEngl.verbElln.φοβάμαι:fearing,
* McsElln.φοβάμαι!~verbElln:fearing,

fear of fctEmotingFearing

· the-emotion.

* McsEngl.emotion.fctEmotingFearing,
* McsEngl.emotion.fear,
* McsEngl.fear-emotion,
* McsEngl.fctEmotingFearing'fear,
====== langoGreek:
* McsElln.φόβος!ο!=fear,


· stxEngl: _stxObj:[με] _stxVrb:{φοβίζει} _stxSbj:[το σκοτάδι]. != I am scared of the dark

* McsEngl.actFearing,
* McsEngl.fearing-acting,
====== langoGreek:
* McsEngl.verbElln.φοβίζω!=actFearing,
* McsElln.φοβίζω!~verbElln!=actFearing,


"(n) happiness, felicity (state of well-being characterized by emotions ranging from contentment to intense joy)
(n) happiness (emotions experienced when in a state of well-being)"
* main-noun:
· stxEngl: _stxSbj:[George] _stxVrb:{was [sincerely] anxious} _stxObj:[(that) his son _stxVrb:{should find} _stxObj:[[happiness] and security]].

* McsEngl.being-happy--emoting-functing,
* McsEngl.feeling-happy--emoting-functing,
* McsEngl.fctEmoting.009-happiness!⇒fctEmotingHappiness,
* McsEngl.fctEmoting.happiness!⇒fctEmotingHappiness,
* McsEngl.fctEmotingHappiness,
* McsEngl.adveEngl.happily!=fctEmotingHappiness,
* McsEngl.happily!~adveEngl!=fctEmotingHappiness,
* McsEngl.adjeEngl.happy!=fctEmotingHappiness,
* McsEngl.happy!~adjeEngl!=fctEmotingHappiness,
* McsEngl.happiness-functing!⇒fctEmotingHappiness,
* McsEngl.dngFctHappiness,
====== langoGreek:
* McsElln.ευτυχίας-λειτουργία!=fctEmotingHappiness,

emotion of fctEmotingHappiness

"Nobody can make you happy until you're happy with yourself first."
[{2021-07-19 retrieved}]

· stxZhon: 我很高兴。 Wǒ hěn gāoxìng。!= I'm happy.

* McsEngl.emotion.fctEmotingHappiness,
* McsEngl.emotion.happiness,
* McsEngl.happiness-emotion,
* McsEngl.adjeEngl.happy!=happiness,
* McsEngl.happy!~adjeEngl!=happiness,
====== langoChinese:
* McsZhon.gāoxìng-高兴!=happiness,
* McsZhon.高兴-gāoxìng!=happiness,
====== langoGreek:
* McsElln.ευτυχία!=happiness,

stimulus of fctEmotingHappiness

* health,
* physical-well-being,
* family,
* relationship with partner or spouse,
* meaningful-life,
* living-conditions,
* personal-safety-and-security,
* control-of-own-life,
* employment,
* meaningful-job,
* direction-of-own-life,
* money,

* McsEngl.fctEmotingHappiness'stimulus,

info-resource of fctEmotingHappiness


* McsEngl.happiness'Infrsc,


"(v) miss (feel or suffer from the lack of) "He misses his mother""

* verb:
· stxEngl: _stxSbj=humanFunctor:[I] _stxVrb:{miss} stxObj=stimulus:[her].

=== xiǎng-想!=fctEmotingMissing:
· stxZhon: 我想我妈妈。 :: Wǒ xiǎng wǒ māma. != I miss my mother.

* McsEngl.fctEmoting.013-missing!⇒fctEmotingMissing,
* McsEngl.fctEmoting.missing!⇒fctEmotingMissing,
* McsEngl.fctEmotingMissing,
* McsEngl.missing-emoting-functing,
* McsEngl.dngFctMissing,
====== langoChinese:
* McsZhon.xiǎng-想!=fctEmotingMissing,
* McsZhon.想-xiǎng!=fctEmotingMissing,
====== langoGreek:
* McsElln.έλλειψης-λειτουργία!=fctEmotingMissing,
* McsEngl.verbElln.λείπω!=fctEmotingMissing,
* McsElln.λείπω!~verbElln!=fctEmotingMissing,

emotion of fctEmotingMissing

· the-emotion.

* McsEngl.emotion.fctEmotingMissing,
* McsEngl.emotion.missing,
* McsEngl.fctEmotingMissing'emotion,
* McsEngl.missing-emotion,


· needing is a-useful-(for the-wanting'human) wanting.
=== need-noun:
· stxEngl: _stxSbj:[Alms] _stxVrb:{were distributed} _stxObj:[to those in [need]].

=== need-verb:
· stxEngl: _stxSbj:[We] really _stxVrb:{needed} _stxObj:[(to) talk]. [HarperCollins]
· stxEngl: _stxSbj:[The approval of both houses] _stxVrb:{is needed} _stxTime:[(before) laws can become valid].

=== yào-要:
· stxZhon: 你 要 早点 睡觉。 :: _stxSbj:[Nǐ] _stxVrb:{yào} _stxObj:[[zǎo diǎn] {shuìjiào}]. != You need to go to bed earlier.

* McsEngl.fctEmoting.002-needing!⇒fctEmotingNeeding,
* McsEngl.fctEmotingNeeding,
* McsEngl.fctEmotingNeeding!=human-needing,
* McsEngl.needing-emoting-functing,
* McsEngl.dngFctNeeding,
====== langoChinese:
* McsEngl.verbZhon.yào-要!=fctEmotingNeeding,
* McsZhon.yào-要!~verbZhon!=fctEmotingNeeding,
* McsZhon.要-yào!~verbZhon!=fctEmotingNeeding,
====== langoGreek:
* McsEngl.verbElln.χρειάζομαι!=fctEmotingNeeding,
* McsElln.χρειάζομαι!~verbElln!=fctEmotingNeeding,

human of fctEmotingNeeding


* McsEngl.fctEmotingNeeding'human,

need of fctEmotingNeeding

· need is the-infoMind of needing=(useful-wanting).
"Humans have unlimited needs, but the planet has limited capacity to satisfy them."

* McsEngl.emotion.fctEmotingNeeding!⇒need,
* McsEngl.emotion.need!⇒need,
* McsEngl.fctEmotingNeeding'need!⇒need,
* McsEngl.need,
* McsEngl.need!=human-need,
* McsEngl.need-emotion!⇒need,
* McsEngl.want.002-need!⇒need,
* McsEngl.want.need!⇒need,
====== langoGreek:
* McsElln.ανάγκη!η!=need,

"According to Glasser, human beings have four basic psychological needs after survival:[6]
the most important need being to love and be loved by another person or group for a feeling of belonging;
the need for power, through learning, achieving, feeling worthwhile, winning and through being competent;
the need for freedom, including independence and autonomy while simultaneously exercising personal responsibility;
the need for fun, pleasure seeking enjoyment and relaxation is also a very important need for good psychological health."

satisfier of fctEmotingNeeding


* McsEngl.fctEmotingNeeding'satisfier,


· "The crucial difference between should, ought to and must, is based on the extent to which they emphasize, in the sense that must is the most emphatic of the trio. On the other hand, ought to is less emphatic than must, but more than should. So, it is obvious that the degree of emphasis is least when we use should in our sentence."
[{2021-08-22 retrieved}]

=== yào-要!~verbZhon!=fctEmotingObligation:
· stxZhon: 你 要 努力 地 学习。 :: _stxSbj:[Nǐ] _stxVrb:{yào} _stxObj:[_stxArg:[nǔlì (de)] _stxVrb:{xuéxí}]. != You must study hard.

* McsEngl.fctEmoting.018-obligation!=fctEmotingObligation,
* McsEngl.fctEmoting.obligation!=fctEmotingObligation,
* McsEngl.fctEmotingObligation,
* McsEngl.have-to!~verbEngl!=fctEmotingObligation,
* McsEngl.must!~verbEngl!=fctEmotingObligation,
* McsEngl.ought-to!~verbEngl!=fctEmotingObligation,
====== langoChinese:
* McsEngl.verbZhon.yào-要!=fctEmotingObligation,
* McsZhon.yào-要!~verbZhon!=fctEmotingObligation,
* McsZhon.要-yào!~verbZhon!=fctEmotingObligation,
====== langoGreek:
* McsEngl.verbElln.πρέπει!=fctEmotingObligation,
* McsElln.πρέπει!~verbElln!=fctEmotingObligation,
* McsElln.υποχρέωση!η!=fctEmotingObligation,


"(adj) proud (feeling self-respect or pleasure in something by which you measure your self-worth; or being a reason for pride) "proud parents"; "a proud moment"; "proud to serve his country"; "a proud name"; "proud princes""

=== adjective:
· stxEngl: _stxSbj=humanFunctor:[he] _stxVrb:{is} _stxSbjc=emotion:[proud] _stxArg=stimulus:[(of) his contry].
· stxEngl: _stxSbj=stimulus:[The hotel] _stxVrb:{has [indeed] done} _stxArg=humanFunctor:[them] _stxSbjc=emotion:[proud].

* McsEngl.being-proud!⇒fctEmotingProudness,
* McsEngl.fctEmoting.014-prouding!⇒fctEmotingProudness,
* McsEngl.fctEmoting.014-prouding!⇒fctEmotingProudness,
* McsEngl.fctEmoting.prouding!⇒fctEmotingProudness,
* McsEngl.fctEmotingProudness,
* McsEngl.adjeEngl.proud!=fctEmotingProudness,
* McsEngl.proud!~adjeEngl!=fctEmotingProudness,
* McsEngl.dngFctProuding,
====== langoGreek:
* McsEngl.verbElln.καμαρώνω!=fctEmotingProudness,
* McsElln.καμαρώνω!~verbElln!=fctEmotingProudness,
* McsEngl.verbElln.περηφανεύομαι!=fctEmotingProudness,
* McsElln.περηφανεύομαι!~verbElln!=fctEmotingProudness,
* McsEngl.verbElln.υπερηφανεύομαι!=fctEmotingProudness,
* McsElln.υπερηφανεύομαι!~verbElln!=fctEmotingProudness,

emotion of fctEmotingProudness

· the-emotion.

* McsEngl.emotion.fctEmotingProudness,
* McsEngl.emotion.proudness,
* McsEngl.fctEmotingProudness'emotion,
* McsEngl.proudness-emotion,
====== langoGreek:
* McsElln.περηφάνια!=proudness,
* McsElln.υπερηφάνεια!=proudness,


· stxEngl: We finally got to see the Aurora.

=== 终于-zhōngyú!=fctEmotingRelief:
· stxZhon: 你 终于 到 了 ! :: Nǐ zhōngyú dào le! != You've finally arrived!

* McsEngl.fctEmoting.relief!⇒fctEmotingRelief,
* McsEngl.fctEmotingRelief,
* McsEngl.adveEngl.finally!=fctEmotingRelief,
* McsEngl.finally!~adveEngl!=fctEmotingRelief,
* McsEngl.relief-emoting-functing,
====== langoChinese:
* McsZhon.zhōngyú-终于!=fctEmotingRelief,
* McsZhon.终于-zhōngyú!=fctEmotingRelief,
====== langoGreek:
* McsElln.ανακούφισης-λειτουργία!=fctEmotingRelief,
* McsEngl.adveElln.επιτέλους!=fctEmotingRelief,
* McsElln.επιτέλους!~adveElln!=fctEmotingRelief,


S: (adj) sad (experiencing or showing sorrow or unhappiness) "feeling sad because his dog had died"; "Better by far that you should forget and smile / Than that you should remember and be sad"- Christina Rossetti
[{2021-08-11 retrieved}]

=== adjective:
· stxEngl: Since the cat ran away, _stxSbj:[the girl] _stxVrb:{has been} _stxSbjc:[sad].

* McsEngl.fctEmoting.sadness!⇒fctEmotingSadness,
* McsEngl.fctEmotingSadness,
* McsEngl.sadness,
* McsEngl.sorry,
* McsEngl.dngFctSading,
====== langoGreek:
* McsElln.λυπώ-ούμαι|άμαι!verbElln!=fctEmotingSadness,
* McsElln.λύπης-λειτουργία!=fctEmotingSadness,
* McsElln.συναίσθηση-λύπης!=fctEmotingSadness,

sad of fctEmotingSadness

· the-emotion.

* McsEngl.emotion.fctEmotingSadness,
* McsEngl.emotion.sadness,
* McsEngl.adjeEngl.sad!=sadness,
* McsEngl.sad!~adjeEngl!=sadness,
* McsEngl.sadness-emotion,
* McsEngl.fctEmotingSadness'sadness,
====== langoChinese:
* McsZhon.nánguò-难过!=sadness,
* McsZhon.难过-nánguò!=sadness,
====== langoGreek:
* McsElln.λύπη!η!=sadness,
* McsElln.συναίσθημα-λύπης!το!=sadness,


"(v) satisfy, fulfill, fulfil, live up to (meet the requirements or expectations of)
(v) satisfy, gratify (make happy or satisfied)
(v) fit, conform to, meet, satisfy, fill, fulfill, fulfil (fill, satisfy or meet a want or need or condtion ro restriction) "does this paper meet the requirements for the degree?"; "This job doesn't match my dreams"; "meet a need"
[{2021-08-12 retrieved}]

* McsEngl.fctEmoting.015-satisfying!⇒fctEmotingSatisfying,
* McsEngl.fctEmoting.satisfying!⇒fctEmotingSatisfying,
* McsEngl.fctEmotingSatisfying,
* McsEngl.satisfying-emoting-functing,
====== langoGreek:
* McsEngl.verbElln.ικανοποι-ώ-ούμαι!=fctEmotingSatisfying,
* McsElln.ικανοποι-ώ-ούμαι!~verbElln!=fctEmotingSatisfying,

argument of fctEmotingSatisfying

* human: functor,
* human: actor,
* emotion: satisfaction,
* stimulus: satisfier,

* McsEngl.satisfying'argument,

emotion of fctEmotingSatisfying

"(n) satisfaction (the contentment one feels when one has fulfilled a desire, need, or expectation) "the chef tasted the sauce with great satisfaction""
[{2021-08-12 retrieved}]

* McsEngl.emotion.fctEmotingSatisfying,
* McsEngl.emotion.satisfaction,
* McsEngl.satisfaction-emotion,
* McsEngl.fctEmotingSatisfying'emotion,


* wanting,
* wantingNo,

* McsEngl.satisfying.specific,


"Shyness (also called diffidence) is the feeling of apprehension, lack of comfort, or awkwardness especially when a person is around other people. This commonly occurs in new situations or with unfamiliar people. Shyness can be a characteristic of people who have low self-esteem. Stronger forms of shyness are usually referred to as social anxiety or social phobia. The primary defining characteristic of shyness is a largely ego-driven fear of what other people will think of a person's behavior. This results in a person becoming scared of doing or saying what they want to out of fear of negative reactions, being laughed at, humiliated or patronized, criticism or rejection. A shy person may simply opt to avoid social situations instead.[1]"

* McsEngl.being-shy--emoting-functing,
* McsEngl.fctEmoting.003-being-shy,
* McsEngl.fctEmoting.being-shy,
* McsEngl.fctEmotingShyness,
* McsEngl.shyness-fctEmoting,
====== langoGreek:
* McsEngl.verbElln.ντρέπομαι!=fctEmotingShyness,
* McsElln.ντρέπομαι!~verbElln!=fctEmotingShyness,
* McsEngl.adjeElln.ντροπαλός!=fctEmotingShyness,
* McsElln.ντροπαλός!~adjeElln!=fctEmotingShyness,


· "Trust is a complex concept that has been defined in many ways. In general, trust is the belief that someone or something is reliable, honest, and will act in a way that is beneficial to us. It is a willingness to be vulnerable to another person or entity, even though there is a risk of being hurt or disappointed.
Trust is important in all aspects of our lives, from our personal relationships to our professional interactions. It allows us to cooperate with others, share information, and take risks. Without trust, our lives would be much more difficult and uncertain.
There are many factors that can affect trust, including our personal experiences, our cultural background, and the circumstances of the situation. However, some of the most important factors include:
Communication: Trust is built on honest and open communication. When we communicate effectively, we are able to share our thoughts and feelings, and to build understanding and rapport.
Consistency: Trust is also built on consistency. When people behave in a way that is consistent with their words, we are more likely to trust them.
Reciprocity: Trust is also based on the idea of reciprocity. When we trust someone, we are more likely to be trustworthy ourselves.
Empathy: Trust is also based on empathy. When we can understand and appreciate the other person's perspective, we are more likely to trust them.
Trust is a valuable asset that takes time and effort to build. However, it is worth the investment, as it can enrich our lives in many ways.
Here are some examples of trust in real life:
A child trusts their parents to take care of them.
A friend trusts their best friend to keep their secrets.
A spouse trusts their partner to be faithful.
A customer trusts a business to provide them with quality products or services.
An employee trusts their employer to pay them fairly and treat them with respect.
Trust is essential for healthy relationships, both personal and professional. It allows us to feel safe and secure, and to take risks without fear of being hurt. When we trust others, we are able to build stronger relationships and achieve more in life."
[{2023-08-15 retrieved}]

* McsEngl.fctEmoting.020-trusting!=fctEmotingTrusting,
* McsEngl.fctEmoting.trusting!=fctEmotingTrusting,
* McsEngl.fctEmotingTrusting,
* McsEngl.trusting-functing!=fctEmotingTrusting,
====== langoGreek:
* McsElln.verbElln.εμπιστεύομαι!=fctEmotingTrusting,
* McsElln.εμπιστεύομαι!~verbElln!=fctEmotingTrusting,

stimulus of fctEmotingTrusting

· "Who do we trust the most:
* Local pharmacists: 96%,
* Nurses: 95%,
* Doctors: 93%,
* Engineers: 88%,
* Teachers: 88%,
* Scientists: 84%,
* Judges: 81%,
* Weather forecasters: 81%,
* Police: 77%,
* Civil servants: 76%,
* Ordinary person in the street: 67%,
* Clergy / priests: 61%,
* Economists: 60%,
* Pollsters: 57%,
* Charity chief executives: 51%,
* EU Leaders: 51%,
* Local councillors: 48%,
* Business leaders: 47%,
* Journalists: 44%,
* Bankers: 41%,
* Landlords of private property: 39%,
* Government ministers: 36%,
* Politicians: 27%,
* Advertising executives: 24%,
* Social media influencers: 11%",
[{2023-08-15 retrieved}]

* McsEngl.fctEmotingTrusting'stimulus,


"(of something unexpected) cause (someone) to feel mild astonishment or shock."
[{2021-08-11 retrieved} Google dict]
* main-noun:
· stxEngl: _stxSbj:[The news] _stxArg:[apparently] _stxVrb:{came} _stxObj=emotion:[(as) a complete [surprise]]. [HarperCollins]

* verb:
· stxEngl: _stxSbj:[Anne] _stxVrb:{was both flattered and surprised} _stxArg=stimulus:[(by) Danny's attentiveness to her].

* McsEngl.fctEmoting.011-surprising!⇒fctEmotingSurprising,
* McsEngl.fctEmoting.surprising!⇒fctEmotingSurprising,
* McsEngl.fctEmotingSurprising,
* McsEngl.surprising-emoting-functing,
====== langoGreek:
* McsElln.έκπληξης-λειτουργία!=fctEmotingSurprising,
* McsEngl.verbElln.εκπλήσσω-ομαι!=fctEmotingSurprising,
* McsElln.εκπλήσσω-ομαι!~verbElln!=fctEmotingSurprising,
* McsEngl.verbElln.εκπλήττω-ομαι!=fctEmotingSurprising,
* McsElln.εκπλήττω-ομαι!~verbElln!=fctEmotingSurprising,

surprise of fctEmotingSurprising

· the-emotion.

* McsEngl.emotion.fctEmotingSurprising,
* McsEngl.emotion.surprise,
* McsEngl.fctEmotingSurprising'surprise,
* McsEngl.surprise-emotion,
====== langoGreek:
* McsElln.έκπληξη!η!=surprise,


· the-emoting that must-be-fullfiled by its stimulus|satisfier.

* McsEngl.fctEmoting.001-wanting!⇒fctEmotingWanting,
* McsEngl.fctEmoting.wanting!⇒fctEmotingWanting,
* McsEngl.fctEmotingWanting,
* McsEngl.fctEmotingWanting!=human'wanting,
* McsEngl.desiring-emoting-functing!⇒fctEmotingWanting,
* McsEngl.liking-emoting-functing!⇒fctEmotingWanting,
* McsEngl.wanting-emoting-functing!⇒fctEmotingWanting,
* McsEngl.would-liking-emoting-functing!⇒fctEmotingWanting,
====== langoChinese:
* McsEngl.verbZhon.xiǎng-想!=fctEmotingWanting-would-like,
* McsZhon.xiǎng-想!~verbZhon!=fctEmotingWanting-would-like,
* McsZhon.想-xiǎng!~verbZhon!=fctEmotingWanting-would-like,
* McsEngl.verbZhon.xiǎngyào-想要!=fctEmotingWanting,
* McsZhon.xiǎngyào-想要!~verbZhon!=fctEmotingWanting,
* McsZhon.想要-xiǎngyào!~verbZhon!=fctEmotingWanting,
* McsEngl.verbZhon.yào-要!=fctEmotingWanting,
* McsZhon.yào-要!~verbZhon!=fctEmotingWanting,
* McsZhon.要-yào!~verbZhon!=fctEmotingWanting,
====== langoGreek:
* McsEngl.verbElln.θέλω!=fctEmotingWanting,
* McsElln.θέλω!~verbElln!=fctEmotingWanting,

· in every language a-wanting (as doing) has a-specific syntax.

* main-noun:
· stxEngl: _stxSbj:[He] _stxVrb:{gestured} _stxObj:[[his [desire]] [to leave]].

* verb:
· stxEngl: _stxSbj:[I] _stxVrb:{want} _stxObj:[(to) play football].
· stxEngl: _stxSbj:[I] _stxVrb:{want} _stxObj:[my own room].
· stxEngl: _stxSbj:[I]_stxVrb:{'d like} _stxObj:[a beer] _stxTime:[now]!
· stxEngl: [_stxSbj:[I] _stxVrb:(want) _stxObj:[(to) [_stxVrb:{play} football]].
· stxEngl: [_stxSbj:[I] _stxVrb:{wanted} _stxObj:[him to come with us today]], [(but) he couldn't]. [HarperCollins]
· stxEngl: [(But) [[Fred (was bored)] [(and) [_stxVrb:(desired) _stxObj:[to go home]]]].] [HarperCollins]
· stxEngl: [I]('d like) _stxObj:[a beer] _stxTime:[now]!

· stxElla: οἱ ἄνθρωποι ἐπιθυμοῦσι τῶν ἀγαθῶν. _stxSbj:[οἱ ἄνθρωποι] _stxVrb:{ἐπιθυμοῦσι} _stxObj:[τῶν ἀγαθῶν]

=== yào-要-want:
· stxZhon: 他们 都 要 咖啡。 :: _stxSbj:[Tāmen] _stxQuantity:[dōu] _stxVrb:{yào} _stxSbjc:[kāfēi]。 != [they] [all] {want} [coffee].
· stxZhon: 他 要 学 中文。 :: _stxSbj:[Tā] _stxVrb:{yào} _stxObj:[{xué} Zhōngwén]. != He wants to study Chinese.
· stxZhon: 我要去买药。 :: _stxSbj:[Wǒ] _stxVrb:{yào} _stxObj:[{qù} [{mǎi} [yào]]]. != I want to go buy medicine.
=== Subj + 要 + Noun:
· stxZhon: 我 要 水。 :: _stxSbj:[wǒ] _stxVrb:{yào} _stxObj:[shuǐ]。 != [I] {want} [some water].
=== xiǎng-想-would-like:
· stxZhon: 我 想 喝 咖啡。 :: _stxSbj:[wǒ] _stxVrb:{xiǎng} _stxObj:[{hē} kāfēi]. != I would-like to drink coffee.
· stxZhon: 我 老婆 总是 想要 最 贵 的 包。 :: Wǒ lǎopo zǒngshì xiǎngyào zuì guì de bāo. != My wife always wants the most expensive bags.

* McsEngl.dngFctWanting,

* wantingBio,

argument of fctEmotingWanting

* human: functor,
* emotion: want,
* stimulus: satisfier,

* McsEngl.argWanting,
* McsEngl.fctEmotingWanting'argument!⇒argWanting,

human of fctEmotingWanting

· the-human that has this wanting.

* McsEngl.fctEmotingWanting'human,

want of fctEmotingWanting

· want is the-brainIn-model of satisfier of wanting.

* McsEngl.emotion.fctEmotingWanting,
* McsEngl.emotion.want,
* McsEngl.want,
* McsEngl.want!=human'want,
* McsEngl.want-emotion!⇒want,
* McsEngl.wantHmn!⇒want,
* McsEngl.fctEmotingWanting'want!⇒want,
* McsEngl.wanting-entity!⇒want,


* mind-want,
* mindNo-want,
* goal,
* need,

* McsEngl.want.specific,


· want for the-mind, not body.

* McsEngl.mental-want!⇒wantMind,
* McsEngl.psychological-want!⇒wantMind,
* McsEngl.want.003-mind!⇒wantMind,
* McsEngl.want.mind!⇒wantMind,
* McsEngl.wantMind,

* freedom,
* fun,
* love,
* power,


· a-want for the-human-body.

* McsEngl.body-want!⇒wantMindNo,
* McsEngl.physiologal-want!⇒wantMindNo,
* McsEngl.want.004-mindNo!⇒wantMindNo,
* McsEngl.want.mindNo!⇒wantMindNo,
* McsEngl.wantMindNo,

* air-wantMindNo,
* food-wantMindNo,
* security-wantMindNo,
* shelter-wantMindNo,
* sleep-wantMindNo,
* survival-wantMindNo,
* water-wantMindNo,


· Goal is an achivable wanting entity.

* McsEngl.goal,
* McsEngl.want.001-goal!⇒goal,
* McsEngl.want.goal!⇒goal,
====== langoGreek:
* McsElln.σκοπός!=goal,

satisfier (link) of fctEmotingWanting


"Volition and want are related concepts but have slightly different meanings.
Volition refers to the power of making choices or decisions. It's the ability to willfully choose to do something or not do something. It implies a conscious effort to take action towards a specific goal or purpose.
Want, on the other hand, refers to a desire or a wish for something. It's a feeling of lacking or a need to possess or experience something. Want doesn't necessarily imply action or decision-making, it's more of a passive feeling.
In summary, volition refers to the ability to make a choice or decision, while want refers to a desire or wish for something."
[{2023-04-18 retrieved}]

* McsEngl.volition-vs-fctEmotingWanting,
* McsEngl.fctEmotingWanting-vs-volition,


""Wanting" and "willing" are two different terms that can have different connotations and implications depending on the context in which they are used.
"Wanting" generally refers to a desire or a wish for something. It is more of a passive state of mind, where you may express a preference or a longing for something, but it does not necessarily mean that you are committed to taking action to achieve it.
On the other hand, "willing" implies a readiness or a determination to take action towards achieving a desired goal. It indicates a proactive mindset, where you are motivated to overcome any obstacles that come your way to achieve your objectives.
For example, you may want to learn a new skill, but unless you are willing to put in the effort and time required to learn and practice that skill, it will remain a mere desire. Similarly, you may want to change a particular habit or behavior, but unless you are willing to take action and make the necessary changes, your desire to change will remain unfulfilled.
In summary, "wanting" refers to a desire or preference, whereas "willing" refers to a readiness or determination to take action to achieve a desired goal."
[{2023-04-18 retrieved}]

* McsEngl.fctEmotingWanting-vs-will,
* McsEngl.will-vs-fctEmotingWanting,


· "a natural desire to satisfy a bodily need, especially for food.
a strong desire or liking for something.
[{2023-07-14 retrieved} Google dict]
craving longing yearning hankering hunger thirst passion relish lust love zest gusto avidity ardor need demand urge addiction itch ache enthusiasm keenness eagerness desire liking fancy inclination propensity proclivity partiality yen appetency"

* McsEngl.appetite-emoting-functing!=fctEmotingAppetite,
* McsEngl.fctEmoting.019-appetite!=fctEmotingAppetite,
* McsEngl.fctEmoting.appetite!=fctEmotingAppetite,
* McsEngl.fctEmotingAppetite,
====== langoGreek:
* McsElln.όρεξη!η!=fctEmotingAppetite,


· memoring is the-encoding, storing, retrieving, retaining of memory-info.
· memoring is-present on all mindings (sensing, thinking, emoting).

* McsEngl.fctBraining.012-fctMemoring!⇒fctMemoring,
* McsEngl.fctBraining.fctMemoring!⇒fctMemoring,
* McsEngl.fctMemoring,
* McsEngl.fctMemoring!=human-memoring-functing,
* McsEngl.sysMemory'doing!⇒fctMemoring,

memory-system (link) of fctMemoring

infoMemory (link) of fctMemoring


· the-function of storing information.

=== jìzhù-记住!~verbZhon!=fctMemorizing:
· stxZhon: 请 记住 这些 生词。 :: _stxVrb:{Qǐng} _stxObj:[_stxVrb:{jìzhù} _stxObj:[[zhèxiē][shēngcí]]]。 != {please} [{memorize}[these words]].

* McsEngl.dngFctMemorizing,
* McsEngl.fctBraining.005-memorizing!⇒fctMemorizing,
* McsEngl.fctBraining.memorizing!⇒fctMemorizing,
* McsEngl.fctBraining.storing!⇒fctMemorizing,
* McsEngl.fctMemorizing!⇒fctMemorizing,
* McsEngl.fctStoring!⇒fctMemorizing,
* McsEngl.ognBrain'att020-memorizing!⇒fctMemorizing,
* McsEngl.ognBrain'memorizing-att020!⇒fctMemorizing,
* McsEngl.human-memory!⇒fctMemorizing,
* McsEngl.memorizing!⇒fctMemorizing,
* McsEngl.memorizingHmn!⇒fctMemorizing,
* McsEngl.memory.human!⇒fctMemorizing,
* McsEngl.storing-info!⇒fctMemorizing,
====== langoChinese:
* McsZhon.verbZhon.jìzhù-记住!=fctMemorizing,
* McsZhon.jìzhù-记住!~verbZhon!=fctMemorizing,
* McsZhon.记住-jìzhù!~verbZhon!=fctMemorizing,
====== langoGreek:
* McsElln.ανθρώπινη-μνήμη!=fctMemorizing,
* McsElln.απομνημόνευση!=fctMemorizing,
* McsEngl.verbElln.απομνημονεύω!=fctMemorizing,
* McsElln.απομνημονεύω!~verbElln!=fctMemorizing,
* McsElln.μνήμη!=fctMemorizing,
* McsElln.μνήμη.ανθρώπινη!=fctMemorizing,

analytic: MEMORY is the PART of the BRAIN that stores CONCEPTUAL-MODELS.
μνήμη είναι η λειτουργία του εγκεφάλου με την οποία διατηρεί τα αισθήματα.
[hmnSngo, {1995-03}]
Memory (psychology), process of storing and retrieving information in the brain. The process is central to learning and thinking.
"Memory (psychology)," Microsoft(R) Encarta(R) 97 Encyclopedia. (c) 1993-1996 Microsoft Corporation. All rights reserved.
"μνήμη: η ικανοτητα αναπαραστασης της περασμενης εμπειριας. Μια από τις βασικες ιδιοτητες του νευρικού συστήματος, που εκφραζεται με την ικανοτητα-του να φυλαγει μία πληροφορια για γεγονοτα του εξωτερικου κοσμου και για τις αντιδρασεις του οργανισμού και να την εισαγει κατ'επαναληψη στη σφαιρα της συνειδησης και της συμπεριφορας"
[ηλιτσεφ κλπ, φιλοσοφικο λεξικο 1985, γ404⧺cptRsc164⧺]

* ognBrain,

worldview (link) of storing


* McsEngl.capacity'of'memory,



η εισπνοή οξυγόνου για 60 δευτερόλεπτα, διπλασιάζει την ποσότητα λέξεων που θυμόμαστε σε τέστ.
[Καθημερινή, 18 αυγ. 1996, 11]


Free recall is a basic paradigm used to study human memory. In a free recall task, a subject is presented a list of to-be-remembered items, one at at time. For example, an experimenter might read a list of 20 words aloud, presenting a new word to the subject every 4 seconds. At the end of the presentation of the list, the subject is asked to recall the items (e.g., by writing down as many items from the list as possible). It is called a free recall task because the subject is free to recall the items in any order that he or she desires.
The free recall task is of interest to cognitive science because it provided some of the basic information used to decompose the mental state term "memory" into simpler subfunctions ("primary memory", "secondary memory"). This is because the results of a free recall task were typically plotted as a serial position curve. This curve exhibited a recency effect and a primacy effect. The behavior of these two effects provided support to the hypothesis that the free recall task called upon both a short-term and a long-term memory.
[U of A Cog Sci Dictionary]


* McsEngl.coffeine-relation-to-memory,

Does Caffeine Really Enhance Memory?
Studies suggest that consuming 1-2 cups of coffee during and after a task
promotes long-term memory retention.

Caffeine might enhance one's memory, research suggests. Long-term memory retention was found to be improved in participants who consumed a caffeine tablet equivalent of one to two cups of coffee both during and after performing a study session. Compared with participants who took a placebo with no caffeine, those who ingested caffeine were better at remembering images from previous study sessions and being able to differentiate them from other very similar images. Recognizing small differences in detail from a previous image requires the use of long-term memory storage. Researchers were not able to determine how exactly caffeine affects the brain mechanism for long-term memory, however.
[, {2014-05-19}]


There are two types of information retrieval: recall and recognition. In recall, the information is reproduced from memory. In recognition the presentation of the information provides the knowledge that the information has been seen before. Recognition is of lesser complexity, as the information is provided as a cue. However, the recall can be assisted by the provision of retrieval cues which enable the subject to quickly access the information in memory.


* {2017-09-01} The secret of how we retrieve memories has been unlocked:,

The Memory Exhibit at San Fransisco's Exploratory is an on-line exhibit of scientific information about memory, and includes research links, games, experiments, and other fascinating on-line learning activities.

Norman, D. A. Learning and Memory. New York: W. H. Freeman, New York, NY, 1982.


* McsEngl.fctMemorizing'Google-effect,
* McsEngl.Google-effect,

"Is Google Helping Us Learn More Information?
The Google effect, or digital amnesia, is a phenomenon in which people forget info that can easily be found online.
Over the years, many people have complained that some technological advances have done as much harm as good, from calculators taking away our need to learn math to spellcheck cleaning up our mistakes. Now it seems that Google, the massively popular internet search engine, is getting blamed for some of our forgetfulness. According to one study, having easy access to so much information online has been causing "digital amnesia" in pretty much the entire connected world. For example, the study found that 70 percent of parents don't recall their children's telephone numbers, and one of every two people in a relationship don't remember their partner's number. Such memory loss has been called the "Google effect," and it occurs because we know that we don't have to remember some things that are just a web search away. Whether such lapses are cause for concern is debatable, with some folks saying that having easy access to information doesn't make us dumber, while others argue that this mental life of leisure makes us more superficial."

Βήμα {2003-01-26},

τα μυστήρια της μνήμης ο βραβευμένος με νομπέλ ερικ καντέλ συνεργάστηκε με τον καθηγητή δημήτρη θάνο για να εξερευνήσουν λιγότερο γνωστές περιοχές του εγκεφάλου, όπως οι μοριακοί μηχανισμοί οι οποίοι σχετίζονται με τη μνήμη και τη μάθηση

Ιωάννα Σουφλερη
υπάρχουν φορές που θυμόμαστε κάτι που μας είπαν ή κάτι που είδαμε, έστω και αν έχουν περάσει πολλά χρόνια από τότε. Αλλοτε πάλι δεν μπορούμε να θυμηθούμε κάτι που έγινε μερικές ώρες πριν. Τα μυστικά του ανθρωπίνου εγκεφάλου, του πλέον θαυμαστού οργάνου που δημιούργησε η εξέλιξη, συνεχίζουν ακόμη να προβληματίζουν τους επιστήμονες. Ωστόσο τα τελευταία χρόνια έχουν αποκαλυφθεί πολλές λεπτομέρειες σχετικά με τους μοριακούς μηχανισμούς οι οποίοι σχετίζονται με τη μνήμη και την εκμάθηση. Πρωτοπόρος στην έρευνα των μοριακών μηχανισμών οι οποίοι καθορίζουν την αποθήκευση στον εγκέφαλο των πληροφοριών που προσλαμβάνουμε είναι ο ερικ καντέλ, ο οποίος τιμήθηκε για το έργο του με το βραβείο νομπέλ φυσιολογίας και ιατρικής το 2000. προσφάτως ο ερικ καντέλ συνεργάστηκε με τον έλληνα βιολόγο κ. δημήτρη θάνο, καθηγητή της ιατρικής σχολής του πανεπιστημίου κολούμπια των Ηπα και διευθυντή του ινστιτούτου μοριακής βιολογίας και γενετικής του ερευνητικού κέντρου βιοϊατρικών επιστημών «αλέξανδρος φλέμιγκ». Σήμερα «το βήμα» παρουσιάζει τα αποτελέσματα της συνεργασίας αυτής, τα οποία δημοσιεύθηκαν στο τεύχος 111 της έγκυρης επιστημονικής επιθεώρησης «Cell».

δεν θα ήταν υπερβολή να πει κανείς ότι ο ερικ καντέλ καθόρισε τον τρόπο με τον οποίο οι επιστήμονες αντιλαμβάνονται τη λειτουργία του εγκεφάλου καθώς ήταν ο πρώτος που ανακάλυψε τις προϋποθέσεις για την αποθήκευση των πληροφοριών που προσλαμβάνονται από τα νευρικά κύτταρα του εγκεφάλου.
οπως αναφέρεται στην ανακοίνωση που εξέδωσε η σουηδική ακαδημία επιστημών με την ευκαιρία της απονομής των βραβείων νομπέλ του 2000, ο ερικ καντέλ, καθηγητής του πανεπιστημίου κολούμπια των Ηπα, τιμήθηκε για τις ανακαλύψεις του «σχετικά με το πώς η αποτελεσματικότητα των συνάψεων (των σημείων επικοινωνίας των νευρικών κυττάρων) μπορεί να διαμορφωθεί και ποιοι είναι οι μοριακοί μηχανισμοί που απαιτούνται γι' αυτό. Κατέδειξε ότι οι αλλαγές στη λειτουργία των συνάψεων είναι καθοριστικής σημασίας για την εκμάθηση και τη μνήμη».
ο αυστριακής καταγωγής επιστήμονας πραγματοποίησε τις έρευνές του σε έναν ασυνήθιστο οργανισμό, την Aplysia (προφέρεται απλίζια). πρόκειται για έναν θαλάσσιο γυμνοσάλιαγκα ο οποίος διαθέτει πολύ μεγάλα νευρικά κύτταρα, βασικό πλεονέκτημα για τη μελέτη του νευρικού συστήματος. Χρησιμοποιώντας τον ο καντέλ κατέληξε σε μία σειρά συμπεράσματα τα οποία άνοιξαν νέους ορίζοντες στη μελέτη του εγκεφάλου.
μεταξύ άλλων ο καντέλ ανακάλυψε ότι για την ανάπτυξη της μνήμης μακράς διαρκείας απαιτείται η σύνθεση νέων πρωτεϊνών, οι οποίες με τη σειρά τους τροποποιούν τη μορφολογία και τη λειτουργικότητα των συνάψεων. Με άλλα λόγια, ο καντέλ διαπίστωσε ότι για να διατηρηθεί κάτι στη μνήμη της Aplysia πρέπει τα νευρικά κύτταρά της να συνθέσουν νέες πρωτεΐνες οι οποίες θα τροποποιήσουν κατάλληλα τις νευρικές συνάψεις.
η Aplysia ήταν ο οργανισμός που επελέγη και για τις έρευνες που πραγματοποίησαν σε συνεργασία οι ερευνητικές ομάδες των κκ. καντέλ και θάνου. Τα σχετικά πειράματα πραγματοποιήθηκαν από τον κ. Σταύρο λομβαρδά, μεταπτυχιακό φοιτητή στο εργαστήριο του κ. θάνου. Ειδικότερα οι επιστήμονες θέλησαν να εξετάσουν τι συμβαίνει προκειμένου να αποφασίσει ένα νευρικό κύτταρο αν θα συνεχίσει να θυμάται κάτι ή αν θα πάψει να το θυμάται. Σύμφωνα με τα ευρήματά τους, η απόφαση του κυττάρου, η οποία μεταφράζεται πρακτικά σε τροποποίηση συγκεκριμένων συνάψεων, εξαρτάται από τα σήματα, από τις οδηγίες που αυτό δέχεται. Ετσι, αν η εντολή είναι να αποθηκευτεί η πληροφορία επί μακρόν, το κύτταρο παράγει μεγάλες ποσότητες μιας συγκεκριμένης πρωτεΐνης η οποία υπό άλλες συνθήκες βρίσκεται στο κύτταρο σε χαμηλά επίπεδα. Αν η εντολή είναι να διαγραφεί η πληροφορία, τα επίπεδα της εν λόγω πρωτεΐνης σχεδόν μηδενίζονται.
τι γίνεται όμως όταν το κύτταρο λάβει ταυτόχρονα δύο εντολές που η μία αναιρεί την άλλη; τι γίνεται, δηλαδή, όταν το ένα σήμα του λέει πως πρέπει να αποθηκεύσει την πληροφορία και το άλλο πως πρέπει να τη διαγράψει; ε, λοιπόν, τότε υπερισχύει η εντολή διαγραφής της πληροφορίας! οπως εξήγησε μιλώντας στο «βήμα» ο κ. θάνος, «το αν θα συντεθεί η πρωτεΐνη η δράση της οποίας είναι καθοριστική για την τύχη της πληροφορίας αυτό ρυθμίζεται από τα τεκταινόμενα στον πυρήνα του νευρικού κυττάρου και ειδικότερα από αυτά που συμβαίνουν στη ρυθμιστική αλληλουχία του DNA που προηγείται του γονιδίου που κωδικοποιεί την πρωτεΐνη. Στην περιοχή αυτή έχουν τη δυνατότητα να συνδεθούν τόσο τα μόρια τα οποία θα προωθήσουν τη σύνθεση της πρωτεΐνης όσο και εκείνα που θα την καταστείλουν. Οταν αυτά τα μόρια, τα οποία ανταγωνίζονται για τη θέση πρόσδεσης επάνω στο DNA, συνυπάρχουν, υπερισχύει εκείνο που ασκεί την κατασταλτική δράση».
το εύλογο ερώτημα που γεννάται είναι αν τα τεκταινόμενα στο νευρικό κύτταρο της Aplysia έχουν κάτι κοινό με τα τεκταινόμενα στο ανθρώπινο νευρικό κύτταρο. «οχι απλώς έχουν σχέση αλλά η ομοιότητά τους είναι εντυπωσιακή» λέει ο κ. θάνος και προσθέτει: «τόσο οι βασικοί παράγοντες που ρυθμίζουν τη γονιδιακή έκφραση όσο και οι μοριακοί μηχανισμοί οι οποίοι χρησιμοποιούνται προκειμένου να αποφασιστεί το αν μία πληροφορία θα αποθηκευτεί στη μνήμη μας είναι ταυτόσημοι».
τα παραπάνω αποτελέσματα, τα οποία αποτελούν προϊόν βασικής έρευνας, δεν συνελέγησαν μόνο για να ικανοποιήσουν την περιέργεια των ερευνητών (και τη δική μας). κάποια στιγμή θα μπορούσαν να έχουν και πρακτική σημασία. Οπως εξηγεί ο έλληνας ερευνητής, «από τις γνώσεις που αποκτήσαμε από τα πειράματά μας θα μπορούσαμε να επινοήσουμε φάρμακα τα οποία βελτιώνουν τη μνήμη. Κάτι τέτοιο το έχουμε ήδη πετύχει με την Aplysia. έχουμε, δηλαδή, επιτύχει να αναστρέψουμε τη μοριακή ισορροπία έτσι ώστε να υπερισχύει η εντολή για αποθήκευση της πληροφορίας. Παρά το γεγονός ότι το φάρμακο που χρησιμοποιήσαμε στην Aplysia είναι τοξικό για τον άνθρωπο, εκτιμώ ότι ανάλογα φάρμακα χωρίς τοξική δράση είναι δυνατόν να αναπτυχθούν για χρήση στον άνθρωπο».
ακόμη και αν δεν υπάρξει όμως φάρμακο για τη βελτίωση της μνήμης, τα πειράματα των δύο ερευνητικών ομάδων θα μας έχουν κάνει δώρο ένα ταξίδι στο κέντρο των νευρικών κυττάρων, στην ουσία ένα ταξίδι στο κέντρο του εγκεφάλου. Ετσι την άλλη φορά που θα ξεχάσουμε κάτι ίσως είμαστε επιεικέστεροι με τον εαυτό μας...

το βημα , {2003-01-26} κωδικός άρθρου: B13773H081


Scientists do not yet understand many things about human memory and many of the ideas and theories about it are still quite controvercial. The following discussion emphasizes some of the more widely agreed upon ideas. For instance, most scientists agree that it is very useful to describe human memory as a set of STORES which are "places" to put information, plus a set of PROCESSES that that act on the stores.
A very simple model might contain 3 different stores:
- The Sensory Information Store (SIS)
- The Short-Term Store (STS)
- The Long-Term Store (LTS)
... and 3 processes
- Encoding (putting information into a store)
- Maintenance (keeping it "alive")
- Retrieval (finding encoded information)

Short Term Memory
Generally cognitive psychologists divide memory into three stores: sensory store, short-term store, and long-term store. After entering the sensory store, some information proceeds into the short-term store. This short-term store is commonly refered to as short-term memory.
Short-term memory has two important characteristics. First, short-term memory can contain at any one time seven, plus or minus two, "chunks" of informaton. Second, items remain in short-term memory around twenty seconds. These unique characteristics, among others, suggested to researchers that short-term memory was autonomous from sensory and long-term memory stores

Craik and Lockhart (1972) argued short-term memory was not autonomous from the other memory systems. They suggested that short-term memory and long-term memory were different manifestations of a single, underlying memory system.

As an alternative to short-term memory Baddely and Hitch have propsed the concept of a working memory. As in traditional models of short-term memory, working memory is limited in the amount of information that it can store, and the length of time that it can store information.
[U of A Cog Sci Dictionary]

Working memory, the more contemporary term for short-term memory, is conceptualized as an active system for temporarily storing and manipulating information needed in the execution of complex cognitive tasks (e.g., learning, reasoning, and comprehension). There are two types of components: storage and central executive functions (see Baddeley, 1986 for a review). The two storage systems within the model (the articulatory loop [AL] and the visuospatial sketchpad or scratchpad [VSSP] are seen as relatively passive slave systems primarily responsible for the temporary storage of verbal and visual information (respectively).
The most important, and least understood, aspect of Working Memory is the central executive, which is conceptualized as very active and responsible for the selection, initiation, and termination of processing routines (e.g., encoding, storing, and retrieving).
Baddeley, A. (1986). Working memory. Oxford: Clarendon Press.
[U of A Cog Sci Dictionary]


"η έρευνα απέδειξε οτι οι άνθρωποι απομνημονεύουν
- το 10% των αναγνωσμάτων τους,
- 30% των οπτικών τους ερεθισμάτων και
- 90% των κινήσεών τους" λέει ο Στίβεν Χειγκεν επικεφαλης του κοινοτικου σχεδιου ELOQUENT που στοχευει στην εκμαθηση ξενων γλωσσων μέσω υπολογιστη.
[Βήμα, {1993-05-02}, ε10]


ειδητική μνήμη: ο ειδιαιτερος "εικονικος" χαρακτηρας της μνήμης, κυριως στην οπτικη αντιληψη που της δινει τη δυνατοτητα να συγκρατει και να αναπαραγει μία εξαιρετικα ζωντανη εικονα του αντικειμενου το οποιο έχει γινει αντιληπτο και η οποια, οσον αφορα την καθαροτητα και τις λεπτομερειες, δεν υπολειπεται από την εικονα που εγινε αντιληπτη. Στην μία ή την αλλη μορφη της και στον ένα ή τον αλλο βαθμο, η ειδητική μνήμη υπαρχει σε κάθε ανθρωπο, ιδιαιτερα στην παιδικη και την εφηβικη ηλικια.
[ηλιτσεφ κλπ, φιλοσοφικο λεξικο 1985, β82⧺cptRsc164⧺]

* McsEngl.eidetic-memory,
* McsEngl.photographic-memory,


"Recall in memory refers to the mental process of retrieval of information from the past. Along with encoding and storage, it is one of the three core processes of memory. There are three main types of recall: free recall, cued recall and serial recall. Psychologists test these forms of recall as a way to study the memory processes of humans[1] and animals.[2] Two main theories of the process of recall are the two-stage theory and the theory of encoding specificity."
[{2023-04-22 retrieved}]

* McsEngl.being-thinking!⇒fctRemembering,
* McsEngl.dngFctRemembering,
* McsEngl.fctBraining.010-retrieving!⇒fctRemembering,
* McsEngl.fctBraining.retrieving!⇒fctRemembering,
* McsEngl.fctRemembering,
* McsEngl.recalling-functing,
* McsEngl.remembering-functing,
* McsEngl.retrieving-info!=fctRemembering,
====== langoChinese:
* McsEngl.verbZhon.jìde-记得!=fctRemembering,
* McsZhon.jìde-记得!~verbZhon!=fctRemembering,
* McsZhon.记得-jìde!~verbZhon!=fctRemembering,
====== langoGreek:
* McsEngl.verbElln.αναπολώ!=fctRemembering,
* McsEngl.verbElln.ενθυμούμαι!=fctRemembering,
* McsEngl.verbElln.θυμάμαι!=fctRemembering,
* McsElln.αναπολώ!~verbElln!=fctRemembering,
* McsElln.ενθυμούμαι!~verbElln!=fctRemembering,
* McsElln.θυμάμαι!~verbElln!=fctRemembering,

"(v) remember, retrieve, recall, call back, call up, recollect, think (recall knowledge from memory; have a recollection) "I can't remember saying any such thing"; "I can't think what her last name was"; "can you remember her phone number?"; "Do you remember that he once loved you?"; "call up memories"
(v) remember, think of (keep in mind for attention or consideration) "Remember the Alamo"; "Remember to call your mother every day!"; "Think of the starving children in India!"
(v) remember, think back (recapture the past; indulge in memories) "he remembered how he used to pick flowers""

=== to-remember!~verbEnglA1!=fctRemembering:
· stxEngl: _stxSbj:[I] _stxVrb:{remember} _stxObj:[her being a dominant figure]. [HarperCollins]
=== to-be-thinking!~verbEngl!=fctRemembering:
· stxEngl: _stxSbj:[I] _stxVrb:{am thinking} _stxObj:[of you].

=== jìde-记得!~verbZhon!=fctRemembering:
· stxZhon: 我们 都 忘 了 ,就 他 还 记得 。 :: Wǒmen dōu wàng le, jiù tā hái jìde. != We all forgot. Only he still remembers it.


"Memory gaps and errors refer to the incorrect recall, or complete loss, of information in the memory system for a specific detail and/or event. Memory errors may include remembering events that never occurred, or remembering them differently from the way they actually happened.[1] These errors or gaps can occur due to a number of different reasons, including the emotional involvement in the situation, expectations and environmental changes. As the retention interval between encoding and retrieval of the memory lengthens, there is an increase in both the amount that is forgotten, and the likelihood of a memory error occurring."
[{2023-04-23 retrieved}]

* McsEngl.memory-error,
* McsEngl.memory-gap,
* McsEngl.fctRemembering.false,


"(v) forget, bury (dismiss from the mind; stop remembering) "I tried to bury these unpleasant memories"
(v) forget, block, blank out, draw a blank (be unable to remember) "I'm drawing a blank"; "You are blocking the name of your first wife!"
(v) forget (forget to do something) "Don't forget to call the chairman of the board to the meeting!""
[{2021-08-21 retrieved}]

=== wàng-忘!~verbZhon!=fctForgeting:
· stxZhon: 我们 都 忘 了 ,就 他 还 记得 。 :: Wǒmen dōu wàng le, jiù tā hái jìde. != We all forgot. Only he still remembers it.
· stxZhon: 我 忘了 他 的 地址。:: _stxSbj:[Wǒ] _stxVrb:{wàng le} _stxObj:[tā dì dìzhǐ]。 != [I] {forgot} [his address].

* McsEngl.fctBraining.013-forgeting!⇒fctForgeting,
* McsEngl.fctBraining.forgeting!⇒fctForgeting,
* McsEngl.fctMemoring.forgeting!⇒fctForgeting,
* McsEngl.fctForgeting,
====== langoChinese:
* McsEngl.verbZhon.wàng-忘!=fctForgeting,
* McsZhon.wàng-忘!~verbZhon!=fctForgeting,
* McsZhon.忘-wàng!~verbZhon!=fctForgeting,
====== langoEsperanto:
* McsEspo.forgesi!=fctForgeting,
====== langoGreek:
* McsElln.ξεχνάω!-άω-ώ-ιέμαι!~verbElln!=fctForgeting,


· fctFeeling is the-sensing or emoting of a-human.

· stxEngl: _stxSbj:[I] _stxVrb:{feel} _stxObj=emotion:[so guilty and angry] _stxArg=stimulus:[(about) the whole issue]. [HarperCollins]
· stxEngl: _stxObj:[How] _stxVrb:{are _stxSbj:[you] feeling} _stxTime:[today]?. [HarperCollins]

* McsEngl.fctEmoting:fctFeeling,
* McsEngl.fctBraining.001-feeling!⇒fctFeeling,
* McsEngl.fctBraining.feeling!⇒fctFeeling,
* McsEngl.fctFeeling,
* McsEngl.fctFeeling!=human'feeling,
* McsEngl.fctFeeling:fctBraining,
* McsEngl.fctFeeling.fctEmoting,
* McsEngl.fctFeeling.fctSensing,
* McsEngl.fctSensing:fctFeeling,
* McsEngl.feeling-functing!⇒fctFeeling,
* McsEngl.feelingHmn!⇒fctFeeling,
* McsEngl.human'att040-feeling!⇒fctFeeling,
* McsEngl.human'feeling!⇒fctFeeling,
* McsEngl.dngFctFeeling,
====== langoChinese:
* McsZhon.juédé-觉得!=fctFeeling,
* McsZhon.觉得-juédé!=fctFeeling,
====== langoGreek:
* McsEngl.verbElln.αισθάνομαι!=fctFeeling,
* McsElln.αισθάνομαι!~verbElln!=fctFeeling,
* McsEngl.verbElln.νοιώθω!=fctFeeling,
* McsElln.νοιώθω!~verbElln!=fctFeeling,

argument of fctFeeling

* human,
* output,
* stimulus,

* McsEngl.argFeeling,
* McsEngl.fctFeeling'argument!⇒argFeeling,



* McsEngl.argFeeling.human,


· the-sensation or emotion of the-feeling.

* McsEngl.argFeeling.output,


· the-stimulus-of-the-sensing or the-stimulus-of-the-emoting of the-feeling.

· stxEngl: _stxSbj:[I] _stxVrb:{feel} _stxOutput:[so guilty and angry] _stxStimulus:[(about) the whole issue]. [HarperCollins]

* McsEngl.argFeeling.stimulus,

fctBraining.fctCognizing-006 (emotingNo)

· cognition is the-sensing or the-thinking.

* McsEngl.fctBraining.006-cognizing!⇒fctCognizing,
* McsEngl.fctBraining.cognizing!⇒fctCognizing,
* McsEngl.fctCognizing,
* McsEngl.fctCognizing!=human-congizing-functing,
* McsEngl.fctCognizing:fctBraining,
* McsEngl.fctCognizing.fctSensing,
* McsEngl.fctCognizing.fctThinking,
* McsEngl.fctEmotingNo!⇒fctCognizing,
* McsEngl.fctSensing:fctCognizing,
* McsEngl.fctThinking:fctCognizing,
* McsEngl.cognition!⇒fctCognizing,
* McsEngl.cognizing-functing!=fctCognizing,
* McsEngl.cognizingHmn!⇒fctCognizing,
====== langoGreek:
* McsElln.γνωστική-λειτουργία!η!=fctCognizing,

"Cognition (/kɒɡˈnɪʃ(ə)n/ (About this soundlisten)) refers to "the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses".[2] It encompasses many aspects of intellectual functions and processes such as attention, the formation of knowledge, memory and working memory, judgment and evaluation, reasoning and "computation", problem solving and decision making, comprehension and production of language. Cognitive processes use existing knowledge and generate new knowledge.
Cognitive processes are analyzed from different perspectives within different contexts, notably in the fields of linguistics, anesthesia, neuroscience, psychiatry, psychology, education, philosophy, anthropology, biology, systemics, logic, and computer science.[3] These and other different approaches to the analysis of cognition are synthesised in the developing field of cognitive science, a progressively autonomous academic discipline."
The concept of cognition is closely related to such abstract concepts as mind, reasoning, perception, intelligence, learning, and many others that describe numerous capabilities of the human mind and expected properties of artificial or synthetic intelligence.


"thinking vs cognizing
Thinking and cognizing are related but distinct mental processes.
Thinking refers to the mental process of forming ideas, concepts, or opinions by using logic, reason, and imagination. It involves the use of conscious mental processes to analyze, evaluate, and manipulate information. Thinking is often goal-oriented, and can be either creative or analytical, depending on the task at hand.
Cognizing, on the other hand, refers to the process of acquiring knowledge or understanding through perception, intuition, or instinct. It is a broader term that includes both conscious and unconscious mental processes. Cognition involves not only thinking but also perceiving, remembering, and problem-solving.
In summary, thinking involves deliberate mental processes, while cognizing includes both conscious and unconscious mental processes involved in acquiring knowledge and understanding."
[{2023-04-20 retrieved}]

* McsEngl.fctCognizing-vs-thinking,
* McsEngl.thinking-vs-fctCognizing,


* educating,
* paying-attention,
* rational,
* rationalNo,
* teaching,
* attention,
* computation,
* decision-making,
* evaluation,
* imagination,
* intelligence,
* language-comprehension-and-production,
* judgment,
* knowledge-formation,
* memory,
* perception,
* problem-solving,
* reasoning,
* thought,
"It encompasses all aspects of intellectual functions and processes such as: perception, attention, thought, intelligence, the formation of knowledge, memory and working memory, judgment and evaluation, reasoning and computation, problem solving and decision making, comprehension and production of language. Imagination is also a cognitive process, it is considered as such because it involves thinking about possibilities. Cognitive processes use existing knowledge and discover new knowledge."
[{2023-04-18 retrieved}]

* McsEngl.fctCognizing.specific,


· infoBrain creation.
* sensation creation,
* preconcept creation,
* mind-concept creation,
* lango-concept,

* McsEngl.fctBraining.009-creating,
* McsEngl.fctBraining.creating,
* McsEngl.fctBrainingCreating,

* brainingBio.creating,


this page was-visited times since {2021-08-04}

page-wholepath: / worldviewSngo / dirCor / braining

· this page uses 'locator-names', names that when you find them, you find the-LOCATION of the-concept they denote.
· clicking on the-green-BAR of a-page you have access to the-global--locator-names of my-site.
· use the-prefix 'braining' for senso-concepts related to current concept 'human-braining'.
· TYPE CTRL+F "Mcs.words-of-concept's-name", to go to the-LOCATION of the-concept.
· a-preview of the-description of a-global-name makes reading fast.

• author: Kaseluris.Nikos.1959
• email:
• edit on github:,
• comments on Disqus,
• twitter: @synagonism,

McsCor000018.last.html: dynamic,
• McsCor000018.0-1-0.2021-08-04.last.html: draft creation,

support (link)