Hebbian theory. Maximize muscle function while minimizing fat tissue function

Awards and prizes Fellow of the Royal Society of London * (1966)
Entered into Canadian Medical Hall of Fame (2003)

Donald Olding Hebb- Canadian physiologist and neuropsychologist. Known for his work leading to an understanding of the importance of neurons for the learning process. He is also called one of the creators of the theory of artificial neural networks, as he proposed the first working algorithm for training artificial neural networks.

Biography

Donald Hebb was born in Chester, Nova Scotia, the eldest of four children of Arthur and Clara (Olding) Hebb. When Donald turned 16, the family moved to Dartmouth in Nova Scotia.

In his youth, Donald had no inclination towards medicine or psychology and wanted to become a writer. He attended Dalhousie University to prepare for a writing career. He was not a diligent student, and had the best grades in mathematics and natural sciences. In 1925 he received a Bachelor of Arts degree. After this, Donald becomes a teacher and teaches at his old school in Chester. He later farmed in Alberta, then wandered and worked as a laborer in Quebec. During his travels, he read the works of Sigmund Freud (which he called "not too rigorous"), William James and John Watson, which led him to the idea of going into psychology.

At the age of 23, he decides to take up psychology professionally and asks William Dunlop Tait, head of the psychology department at McGill University (Hebb would later take this position himself), to advise him on what to do, and is given a list of books to read. During this year he again earns money by teaching.

The Canadian Psychological Association's award, given annually for significant contributions to psychology, is named in honor of Donald Hebb.

Job

Organization of behavior: neuropsychological theory ()

The book "Organization of Behavior: A Neuropsychological Theory" is considered the most important book in the work of Donald Hebb.

Hebb was one of the first to develop a theory of the relationship between the brain and mental processes. The scientist investigated the relationship between learning processes and processes occurring in the structure of neural connections of the brain. According to Hebb, as a result of frequent stimulation nervous system Coordinated neural structures—cell assemblies—are formed. Ensembles of cells develop as a result of stimulation of connections between neurons. These processes occurring in the brain are the biological basis of the learning process. Mental representation external events reflected in the hierarchical structure of various neural ensembles.

Hebb as a teacher

Hebb spent almost his entire life teaching, first as school teacher and principal of a school in Montreal and later at McGill University. He was a successful lecturer and educator and had a great influence on the minds of his students. During his professorship at McGill, he believed that motivation cannot be taught, but that the appropriate environment must be created for students to learn and research. Students can be taught to write, helped to choose a good scientific problem and even help not to be distracted from the problem, but the motivation and desire to do research and solve the problem must come from the person himself. Hebb believed that students should be judged on their ability to think and create new things rather than on their ability to remember and reproduce old ideas.

Hebb believed in the possibility of an objective study of the mind, in the sense biological research. This attitude towards psychology and Hebb’s success as a teacher made McGill University one of the recognized centers for psychological research.

Sensory deprivation, military research, torture

Hebb's name often comes up in discussions about the participation of psychological researchers in interrogations using sensory deprivation techniques because of his research in this area. In a paper at a June 1958 symposium on sensory deprivation at Harvard, Hebb notes:

The work we did at McGill University actually started with the problem of brainwashing. We were not allowed to say this in the first publication... The main impulse, of course, was concern about “confessions” at Russian communist trials. The term “brainwashing” appeared a little later, as applied to Chinese technology. We didn't know what the Russian technology was, but it seemed to lead to some specific changes in attitude. How? One possible factor was sensory deprivation, and we focused on this issue.

Original text(English)
The work that we have done at McGill University began, actually, with the problem of brainwashing. We were not permitted to say so in the first publishing.... The chief impetus, of course, was the dismay at the kind of “confessions” being produced at the Russian Communist trials. “Brainwashing” was a term that came a little later, applied to Chinese procedures. We did not know what the Russian procedures were, but it seemed that they were producing some peculiar changes of attitude. How? One possible factor was perceptual isolation and we concentrated on that.

Recent historical research showed that Hebb's work on sensory deprivation was funded by the CIA (McCoy, 2007), was partially classified and was initially used only by US government agencies. In some of his studies, people were subjected to hours of sensory deprivation, which would be considered torture by today's standards if the experiments were not conducted on volunteers.

Donald Olding Hebb
Donald Olding Hebb
Birth name	English Donald Olding Hebb
Date of birth	July 22(1904-07-22 )
Place of birth	Chester, Nova Scotia, Canada
Date of death	August 20(1985-08-20 ) (age 81)
Place of death	Nova Scotia, Canada
Country
Scientific field	physiology, psychology
Place of work	McGill University; Queen's University; York National Primate Research Center
Alma mater	Dalhousie University; McGill University
Known as	Hebbian synapse, Hebbian learning
Awards and prizes	Fellow of the Royal Society of London* (1966) Entered into Canadian Medical Hall of Fame (2003)

Biography

Donald Hebb was born in Chester, Nova Scotia, the eldest of four children of Arthur and Clara (Olding) Hebb. When Donald turned 16, the family moved to Dartmouth in Nova Scotia.

In his youth, Donald had no inclination towards medicine or psychology and wanted to become a writer. He attended Dalhousie University to prepare for a writing career. He was not a diligent student, and had better grades in mathematics and science. In 1925 he received a Bachelor of Arts degree. After this, Donald becomes a teacher and teaches at his old school in Chester. He later farmed in Alberta, then wandered and worked as a laborer in Quebec. During his travels, he read the works of Sigmund Freud (which he called "not too rigorous"), William James and John Watson, which led him to the idea of going into psychology.

The Canadian Psychological Association's award, given annually for significant contributions to psychology, is named in honor of Donald Hebb.

Job

Organization of behavior: neuropsychological theory ()

The book "Organization of Behavior: A Neuropsychological Theory" is considered the most important book in the work of Donald Hebb.

Hebb was one of the first to develop a theory of the relationship between the brain and mental processes. The scientist investigated the relationship between learning processes and processes occurring in the structure of neural connections of the brain. According to Hebb, as a result of frequent stimulation of the nervous system, coordinated neural structures are formed - cell assemblies. Ensembles of cells develop as a result of stimulation of connections between neurons. These processes occurring in the brain are the biological basis of the learning process. The mental representation of external events is reflected in the hierarchical structure of various neural ensembles.

Hebb as a teacher

Hebb spent almost his entire life teaching, first as a schoolteacher and school principal in Montreal and later at McGill University. He was a successful lecturer and educator and had a great influence on the minds of his students. During his professorship at McGill, he believed that motivation cannot be taught, but that the appropriate environment must be created for students to learn and research. Students can be taught how to write, helped to choose a good scientific problem, and even helped to stay focused on the problem, but the motivation and desire to do research and solve a problem must come from the individual himself. Hebb believed that students should be judged on their ability to think and create new things rather than on their ability to remember and reproduce old ideas.

Hebb believed in the possibility of objective study of the mind, in the sense of biological study. This attitude towards psychology and Hebb’s success as a teacher made McGill University one of the recognized centers for psychological research.

Sensory deprivation, military research, torture

The work we did at McGill University actually started with the problem of brainwashing. We were not allowed to say this in the first publication... The main impulse, of course, was concern about “confessions” at Russian communist trials. The term “brainwashing” appeared a little later, as applied to Chinese technology. We didn't know what the Russian technology was, but it seemed to lead to some specific changes in attitude. How? One possible factor was sensory deprivation, and we focused on this issue.

Original text (English)
The work that we have done at McGill University began, actually, with the problem of brainwashing. We were not permitted to say so in the first publishing.... The chief impetus, of course, was the dismay at the kind of “confessions” being produced at the Russian Communist trials. “Brainwashing” was a term that came a little later, applied to Chinese procedures. We did not know what the Russian procedures were, but it seemed that they were producing some peculiar changes of attitude. How? One possible factor was perceptual isolation and we concentrated on that.

Recent historical research has shown that Hebb's work on sensory deprivation was funded by

(1985-08-20 ) (age 81) Place of death: Country:

Canada

Scientific field: Place of work: Known as:

Hebbian synapse, Hebbian learning

Biography

Donald Hebb was born in Chester, Nova Scotia, the eldest of four children of Arthur and Clara (Olding) Hebb. When Donald turned 16, the family moved to Dartmouth in Nova Scotia.

Both of Donald's parents were doctors. Donald's mother was heavily influenced by the ideas of Maria Montessori and homeschooled him until he was 8 years old. Upon entering school, Donald entered a class three years older than his age. In his youth, Donald had no inclination towards medicine or psychology and wanted to become a writer. He attended Dalhousie University to prepare for a writing career. He was not a good student and had better grades in math and science. In 1925 he received a Bachelor of Arts degree. After this, Donald becomes a teacher and teaches at his old school in Chester. He later farmed in Alberta and then wandered and worked as a laborer in Quebec. During his travels, he read the works of Sigmund Freud (which he called "not too rigorous"), William James and John Watson, which led him to the idea of going into psychology.

At the age of 23, he decides to take up psychology professionally and asks William Dunlop Tait, head of the psychology department at McGill University (a post Hebb would one day hold) to advise him on what to do and is given a list of books to read. During this year he again earns money by teaching.

Job

Organization of behavior: neuropsychological theory ()

The book "Organization of Behavior: A Neuropsychological Theory" is considered the most important book in the work of Donald Hebb.

Hebb was one of the first to develop a theory of the relationship between the brain and mental processes. The scientist investigated the relationship between learning processes and processes occurring in the structure of neural connections of the brain. According to Hebb, as a result of frequent stimulation of the nervous system, coordinated neural structures are formed - cell assemblies. Ensembles of cells develop as a result of stimulation of connections between neurons with each other. These processes occurring in the brain are the biological basis of the learning process. The mental representation of external events is reflected in the hierarchical structure of various neural ensembles.

Hebb as a teacher

Hebb spent almost his entire life teaching, first as a school teacher and principal in Montreal and later at McGill University. He was a successful lecturer and educator and had a great influence on the minds of his students. During his professorship at McGill, he believed that motivation cannot be taught, but that the appropriate environment must be created for students to learn and research. Students can be taught how to write, helped to choose a good scientific problem, and even helped to stay focused on the problem, but the motivation and desire to do research and solve a problem must come from the individual himself. Hebb believed that students should be judged on their ability to think and create new things rather than on their ability to remember and reproduce old ideas.

Sensory deprivation, military research, torture

Hebb's name often comes up in discussions about the involvement of psychological researchers in interrogations using sensory deprivation techniques because of his research in this area. In a paper at a June 1958 symposium on sensory deprivation at Harvard, Hebb notes:

The work we did at McGill University actually started with the problem of brainwashing. We were not allowed to say this in the first publication... The main impulse, of course, was concern about “confessions” at Russian communist trials. The term “brainwashing” appeared a little later, as applied to Chinese technology. We didn't know what the Russian technology was, but it seemed to lead to some specific changes in attitude. How? One possible factor was sensory deprivation, and we focused on this issue.

Original text(English)

The work that we have done at McGill University began, actually, with the problem of brainwashing. We were not permitted to say so in the first publishing.... The chief impetus, of course, was the dismay at the kind of “confessions” being produced at the Russian Communist trials. “Brainwashing” was a term that came a little later, applied to Chinese procedures. We did not know what the Russian procedures were, but it seemed that they were producing some peculiar changes of attitude. How? One possible factor was perceptual isolation and we concentrated on that.

Recent historical research has shown that Hebb's work on sensory deprivation was funded by the CIA (McCoy, 2007), was partially classified, and was initially used only by US government agencies. In some of his studies, people were subjected to hours of sensory deprivation, which would be considered torture by today's standards if the experiments were not carried out on volunteers.

Notes

Links

Hebb, Donald O. (1904-1985) // Gale Encyclopedia of Psychology. - 2001.
Donald Hebb Biography. Great Canadian Psychology Website. Archived from the original on March 27, 2012. Retrieved March 9, 2006.
Richard E. Brown & Peter M. Milner (December 2003). "The Legacy Of Donald O. Hebb: More Than The Hebb Synapse." Nature 4 : 1013–1019.
Donald Hebb (1904 - 1985). Harnad E-Print Archive and Psycoloquy and BBS Journal Archives. Archived from the original on March 27, 2012. Retrieved March 18, 2006.
Alfred W. McCoy (2007). "Science in Dachau's Shadow: Hebb, Beecher, and the Development of CIA Psychological Torture and Modern Medical Ethics." Journal of the History of the Behavioral Sciences(Wiley Interscience) 43 (4): 401-417.

Biography

Donald Hebb was born in Chester, Nova Scotia, the eldest of four children of Arthur and Clara (Olding) Hebb. When Donald turned 16, the family moved to Dartmouth in Nova Scotia.

In his youth, Donald had no inclination towards medicine or psychology and wanted to become a writer. He attended Dalhousie University to prepare for a writing career. He was not a diligent student, and had better grades in mathematics and science. In 1925 he received a Bachelor of Arts degree. After this, Donald becomes a teacher and teaches at his old school in Chester. He later farmed in Alberta, then wandered and worked as a laborer in Quebec. During his travels, he read the works of Sigmund Freud (which he called "not too rigorous"), William James and John Watson, which led him to the idea of going into psychology.

At the age of 23, he decides to take up psychology professionally and asks William Dunlop Tait, head of the psychology department at McGill University (Hebb would later take over the position himself), for advice on what to do and is given a list of books to read. During this year he again earns money by teaching.

An award from the Canadian Psychological Association, given annually for significant contributions to psychology, is named in Donald Hebb's honor.

Job

Organization of behavior: neuropsychological theory ()

The book "Organization of Behavior: A Neuropsychological Theory" is considered the most important book in the work of Donald Hebb.

Hebb was one of the first to develop a theory of the relationship between the brain and mental processes. The scientist investigated the relationship between learning processes and processes occurring in the structure of neural connections of the brain. According to Hebb, as a result of frequent stimulation of the nervous system, coordinated neural structures are formed - cell assemblies. Ensembles of cells develop as a result of stimulation of connections between neurons. These processes occurring in the brain are the biological basis of the learning process. The mental representation of external events is reflected in the hierarchical structure of various neural ensembles.

Hebb as a teacher

Sensory deprivation, military research, torture

The work we did at McGill University actually started with the problem of brainwashing. We were not allowed to say this in the first publication... The main impulse, of course, was concern about “confessions” at Russian communist trials. The term “brainwashing” appeared a little later, as applied to Chinese technology. We didn't know what the Russian technology was, but it seemed to lead to some specific changes in attitude. How? One possible factor was sensory deprivation, and we focused on this issue.

Original text(English)

The work that we have done at McGill University began, actually, with the problem of brainwashing. We were not permitted to say so in the first publishing.... The chief impetus, of course, was the dismay at the kind of “confessions” being produced at the Russian Communist trials. “Brainwashing” was a term that came a little later, applied to Chinese procedures. We did not know what the Russian procedures were, but it seemed that they were producing some peculiar changes of attitude. How? One possible factor was perceptual isolation and we concentrated on that.

Bibliography

The Organization of Behavior. 1949. John Wiley & Sons. ISBN 978-0-471-36727-7
Essays on Mind. 1980. Lawrence Erlbaum. ISBN 978-0-89859-017-3.
Textbook of Psychology, Textbook of Psychology Students" Handbook(with Don C. Donderi). 1995. Kendall Hunt Pub Co. ISBN 978-0-7872-1103-5.

Write a review of the article "Hebb, Donald"

Notes

Passage characterizing Hebb, Donald

- To your places! - the young officer shouted at the soldiers gathered around Pierre. This young officer, apparently, was fulfilling his position for the first or second time and therefore treated both the soldiers and the commander with particular clarity and formality.
The rolling fire of cannons and rifles intensified throughout the entire field, especially to the left, where Bagration’s flashes were, but because of the smoke of the shots, it was impossible to see almost anything from the place where Pierre was. Moreover, observing the seemingly family (separated from all others) circle of people who were on the battery absorbed all of Pierre’s attention. His first unconscious joyful excitement, produced by the sight and sounds of the battlefield, was now replaced, especially after the sight of this lonely soldier lying in the meadow, by another feeling. Now sitting on the slope of the ditch, he observed the faces surrounding him.
By ten o'clock twenty people had already been carried away from the battery; two guns were broken, shells hit the battery more and more often, and long-range bullets flew in, buzzing and whistling. But the people who were at the battery did not seem to notice this; Cheerful talk and jokes were heard from all sides.
- Chinenka! - the soldier shouted at the approaching grenade flying with a whistle. - Not here! To the infantry! – another added with laughter, noticing that the grenade flew over and hit the covering ranks.
- What, friend? - another soldier laughed at the man who crouched under the flying cannonball.
Several soldiers gathered at the rampart, looking at what was happening ahead.
“And they took off the chain, you see, they went back,” they said, pointing across the shaft.
“Mind your job,” the old non-commissioned officer shouted at them. “We’ve gone back, so it’s time to go back.” - And the non-commissioned officer, taking one of the soldiers by the shoulder, pushed him with his knee. There was laughter.
- Roll towards the fifth gun! - they shouted from one side.
“At once, more amicably, in the burlatsky style,” the cheerful cries of those changing the gun were heard.
“Oh, I almost knocked off our master’s hat,” the red-faced joker laughed at Pierre, showing his teeth. “Eh, clumsy,” he added reproachfully to the cannonball that hit the wheel and the man’s leg.
- Come on, you foxes! - another laughed at the bending militiamen entering the battery behind the wounded man.
- Isn’t the porridge tasty? Oh, the crows, they slaughtered! - they shouted at the militia, who hesitated in front of the soldier with a severed leg.
“Something else, kid,” they mimicked the men. – They don’t like passion.
Pierre noticed how after each cannonball that hit, after each loss, the general revival flared up more and more.
As if from an approaching thundercloud, more and more often, lighter and brighter, lightning of a hidden, flaring fire flashed on the faces of all these people (as if in rebuff to what was happening).
Pierre did not look forward to the battlefield and was not interested in knowing what was happening there: he was completely absorbed in the contemplation of this increasingly flaring fire, which in the same way (he felt) was flaring up in his soul.
At ten o'clock the infantry soldiers who were in front of the battery in the bushes and along the Kamenka River retreated. From the battery it was visible how they ran back past it, carrying the wounded on their guns. Some general with his retinue entered the mound and, after talking with the colonel, looked angrily at Pierre, went down again, ordering the infantry cover stationed behind the battery to lie down so as to be less exposed to shots. Following this, a drum and command shouts were heard in the ranks of the infantry, to the right of the battery, and from the battery it was visible how the ranks of the infantry moved forward.
Pierre looked through the shaft. One face in particular caught his eye. It was an officer who, with a pale young face, walked backwards, carrying a lowered sword, and looked around uneasily.
The rows of infantry soldiers disappeared into the smoke, and their prolonged screams and frequent gunfire could be heard. A few minutes later, crowds of wounded and stretchers passed from there. Shells began to hit the battery even more often. Several people lay uncleaned. The soldiers moved more busily and more animatedly around the guns. Nobody paid attention to Pierre anymore. Once or twice they shouted at him angrily for being on the road. The senior officer, with a frowning face, moved with large, fast steps from one gun to another. The young officer, flushed even more, commanded the soldiers even more diligently. The soldiers fired, turned, loaded, and did their job with tense panache. They bounced as they walked, as if on springs.
A thundercloud had moved in, and the fire that Pierre had been watching burned brightly in all their faces. He stood next to the senior officer. The young officer ran up to the elder officer, with his hand on his shako.
- I have the honor to report, Mr. Colonel, there are only eight charges, would you order to continue firing? – he asked.
- Buckshot! - Without answering, the senior officer shouted, looking through the rampart.
Suddenly something happened; The officer gasped and, curling up, sat down on the ground, like a shot bird in flight. Everything became strange, unclear and cloudy in Pierre’s eyes.
One after another, the cannonballs whistled and hit the parapet, the soldiers, and the cannons. Pierre, who had not heard these sounds before, now only heard these sounds alone. To the side of the battery, on the right, the soldiers were running, shouting “Hurray,” not forward, but backward, as it seemed to Pierre.
The cannonball hit the very edge of the shaft in front of which Pierre stood, sprinkled earth, and a black ball flashed in his eyes, and at the same instant it smacked into something. The militia who had entered the battery ran back.
- All with buckshot! - the officer shouted.
The non-commissioned officer ran up to the senior officer and in a frightened whisper (as a butler reports to his owner at dinner that there is no more wine required) said that there were no more charges.
- Robbers, what are they doing! - the officer shouted, turning to Pierre. The senior officer's face was red and sweaty, his frowning eyes sparkling. – Run to the reserves, bring the boxes! - he shouted, angrily looking around Pierre and turning to his soldier.
“I’ll go,” said Pierre. The officer, without answering him, big steps went the other way.
– Don’t shoot... Wait! - he shouted.
The soldier, who was ordered to go for the charges, collided with Pierre.
“Eh, master, there’s no place for you here,” he said and ran downstairs. Pierre ran after the soldier, going around the place where the young officer was sitting.
One, another, a third cannonball flew over him, hitting in front, from the sides, from behind. Pierre ran downstairs. "Where am I going?" - he suddenly remembered, already running up to the green boxes. He stopped, undecided whether to go back or forward. Suddenly a terrible shock threw him back to the ground. At the same instant, the brilliance of a large fire illuminated him, and at the same instant a deafening thunder, crackling and whistling sound rang in his ears.
Pierre, having woken up, was sitting on his backside, leaning his hands on the ground; the box he was near was not there; only green burnt boards and rags were lying on the scorched grass, and the horse, shaking its shaft with fragments, galloped away from him, and the other, like Pierre himself, lay on the ground and squealed shrilly, protractedly.

Pierre, unconscious from fear, jumped up and ran back to the battery, as the only refuge from all the horrors that surrounded him.
While Pierre was entering the trench, he noticed that no shots were heard at the battery, but some people were doing something there. Pierre did not have time to understand what kind of people they were. He saw the senior colonel lying with his back to him on the rampart, as if examining something below, and he saw one soldier he noticed, who, breaking forward from the people holding his hand, shouted: “Brothers!” – and saw something else strange.
But he had not yet had time to realize that the colonel had been killed, that the one shouting “brothers!” There was a prisoner who, in front of his eyes, was bayoneted in the back by another soldier. As soon as he ran into the trench, a thin, yellow, sweaty-faced man in a blue uniform, with a sword in his hand, ran at him, shouting something. Pierre, instinctively defending himself from the push, since they, without seeing, ran away from each other, put out his hands and grabbed this man (it was a French officer) with one hand by the shoulder, with the other by the proud. The officer, releasing his sword, grabbed Pierre by the collar.

(1904-1985). Hebb's experiments confirmed the importance of early experience for the development of the psyche and intelligence and the continuing need for a normal sensory environment in adulthood to maintain mental health.

- Hebb Donald - Canadian psychologist. Graduated from McGill University in Montreal, received a Master of Arts...
Psychological Dictionary

"Hebb D. O. / Hebb, D. O." in books

Filter

From the book Hidden Faces of War. Documents, memories, diaries author Gubernatorov Nikolay Vladimirovich

Filter End of November 1944 We broke through in the area of the city of Jasberen, to the south of it, to a small bridgehead occupied by ours on the western bank of the Zadva. The meeting with our own, despite the complexity of the situation, was indescribably hot. We were escorted with brotherly care from the battalion to

Water filter

From the book What Einstein Told His Cook by Wolke Robert

2. Sun filter

From the book Earth Without People author Weisman Alan

2. Sunscreen When large, unstable atoms like uranium decay naturally or when we tear them apart, they emit charged particles and electromagnetic rays similar to the strongest x-rays. Both are enough

Sentiment filter

From the book Wisdom of East and West. Psychology of balance by Gyatso Tenzin

The Mood Filter Ekman: Before we move on, I think it's important to understand how emotions differ from moods. If we don't do this, we won't always be able to know exactly whether we're talking about emotions or moods, since people often confuse the two.

5.2.2. Psychological filter

From the book Strategic Management author Ansoff Igor

5.2.2. Psychological Filter After firms began to apply new methods of studying the external environment, a curious phenomenon was repeatedly observed. Where the information contained in the forecasts was consistent with past experience, the new data would immediately

Social filter

From the book Sakura and the Oak (collection) author Ovchinnikov Vsevolod Vladimirovich

Social filter – For foreigners English system education is truly a dark forest,” I once complained in a conversation with a liberal parliamentarian. “That the forest is true, and you can’t see any system in it,” he grinned. – But in England they don’t like to plant trees in

4. Filter

From the book Captain long voyage author Kron Alexander Alexandrovich

4. Filter With all the infinite variety of filters existing in the world, they can be divided into two main types. Slags are deposited on the first type filter. The valuable passes through the filter, the unnecessary remains. A filter of the second type has the opposite task -

Filter

From the book Big Soviet Encyclopedia(FI) of the author TSB

Filter Filter (French filtre, from Late Lat. filtrum, literally - felt), a device in which, using a filter partition (FP), the separation, thickening or clarification of heterogeneous systems containing solid and liquid (gaseous) phases is carried out. In addition, F.

Frequency domain response for frequency tuning circuits

by Keown J.

Frequency Domain Response for Frequency Tuning Circuits Tuning circuits are used in various electronic devices that find applications in radio and television. Capacitors are connected parallel to the transformer windings to create resonant

From the OrCAD PSpice book. Electrical circuit analysis by Keown J.

Sources with frequency modulation The shape of the output voltage is described as: SFFM( ), where vo is the bias voltage; va is the voltage amplitude; fс is the carrier frequency; m is the modulation coefficient; fs is the signal frequency. Consider, for example, such a file

Active resonant bandpass filter

From the OrCAD PSpice book. Electrical circuit analysis by Keown J.

Active Resonant Bandpass Filter A simple resonant circuit uses the resonant properties of an RLC circuit to create a steep rolloff at the edges of the passband. In Fig. 5.32 shows the input oscillatory circuit, containing Vs, R, L and C. Let's choose the parameters

Active RC bandpass filter

From the OrCAD PSpice book. Electrical circuit analysis by Keown J.

Active RC Bandpass Filter Using an inductor in a bandpass filter is not always desirable, especially since in some cases the inductance value is very large. In Fig. Figure 5.36 shows a circuit in which, to ensure a given bandwidth

Active bandpass resonant filter

From the OrCAD PSpice book. Electrical circuit analysis by Keown J.

Active bandpass resonant filter We use the circuit in Fig. 5.32 as another example of an active filter. Get started new project in Capture named actvbpfr. Imagine an ideal op-amp using E with a gain of 200,000 and internal resistance Rin=1 MΩ. Other components

15.10.3. Candidate functions for calling a function in class scope

From the C++ book for beginners by Lippman Stanley

Maximize muscle function while minimizing fat tissue function

From the book Minimum fat, maximum muscle! by Lis Max

Maximize muscle function while minimizing fat tissue function This principle can be applied to the vast complex of metabolic processes that decide whether muscle growth and fat loss occur. This principle leads to an understanding of what processes should be