Annotation. What does a chessmaster think when he prepartes his next move? How are his thoughts organized? Which methods and strategies does he use by solving his problem of choice? To answer these questions, the author did an experimental study in 1938, to which famous chessmasters participated (Alekhine, Max Euwe and Flohr). This book is still usefull for everybody who studies cognition and artificial intelligence. This title can be previewed in Google Books - http://books.google.com/books?vid=ISBN9789053569986.

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Poker players are always told that to be successful, you have to play aggressively. What is not usually explained is just exactly how you are supposed to play aggressively. On the Final Table of the 2016 WSOP Main Event, Qui Nguyen destroyed the opposition with an absolute masterclass in aggressive play and walked away with the coveted gold bracelet as well as $8 million. If you want to understand what this mythical “playing aggressively” means in practical terms, then From Vietnam to Vegas will give you the answer. Many of the experienced professionals commentating for TV simply couldn’t understand Qui’s play. Antonio Esfandiari, who has won over $27 million in live play, commented, “I couldn’t get a read on Qui Nguyen if my life depended on it.” From Vietnam to Vegas tells the complete story behind Qui’s magnificent achievement. In this book Qui: reviews 176 key hands from his historic victory at the WSOP Final Tableprovides an in-depth analysis of his thought process on each handrelates the story of his life, from his early struggles in Vietnam through to his transition to a poker professional in Las Vegas. The book also includes commentary from Steve Blay, founder of AdvancedPokerTraining.com and Qui Nguyen’s personal poker advisor at the final table. Blay’s commentary often analyzes the mathematical basis behind Qui’s decisions, and discusses practical ways to apply it to your own poker game.

Despite widespread admiration for the First Amendment's protection of speech, this iconic feature of American legal thought has never been adequately theorized. Existing theories of speech proceed on the basis of legal doctrine and judicial decisionmaking, social and political philosophy, or legal and intellectual history. But these are not the disciplines one would most naturally turn to in analyzing speech. Meaning in Law: A Theory of Speech takes a new and different approach. This book develops a general legal theory of speech on the basis of linguistic theory and the philosophy of language. The opening chapters retrace the main conceptual stages in the expression of meaning: from natural meaning, through symbolism, to signification. Later chapters analyze symbolic speech (communication by nonlinguistic means) as the key to developing an intention-based theory of speech. The essential elements of the theory are (1) nonnatural meaning, (2) the signaling of intent, (3) the recognition of intent, and (4) establishing a convention. A final chapter applies these insights to the case law of symbolic speech and resolves some basic confusions in the legal literature. This analysis proceeds by way of an original distinction between actual conduct (in the real world) and the "ideal conduct" described in a statute. The former may be described both as communicative and noncommunicative, while the latter has already been conceptualized as either communicative or noncommunicative. This distinction clears up a major legal quandary: how conduct that counts as communication may nevertheless be regulated or prohibited, without running afoul of the First Amendment's protection of speech.

This book is addressed to people with research interests in the nature of mathematical thinking at any level, topeople with an interest in "higher-order thinking skills" in any domain, and to all mathematics teachers. The focal point of the book is a framework for the analysis of complex problem-solving behavior. That framework is presented in Part One, which consists of Chapters 1 through 5. It describes four qualitatively different aspects of complex intellectual activity: cognitive resources, the body of facts and procedures at one's disposal; heuristics, "rules of thumb" for making progress in difficult situations; control, having to do with the efficiency with which individuals utilize the knowledge at their disposal; and belief systems, one's perspectives regarding the nature of a discipline and how one goes about working in it. Part Two of the book, consisting of Chapters 6 through 10, presents a series of empirical studies that flesh out the analytical framework. These studies document the ways that competent problem solvers make the most of the knowledge at their disposal. They include observations of students, indicating some typical roadblocks to success. Data taken from students before and after a series of intensive problem-solving courses document the kinds of learning that can result from carefully designed instruction. Finally, observations made in typical high school classrooms serve to indicate some of the sources of students' (often counterproductive) mathematical behavior.