The sound-field characterisation of a power transformer

In order to effectively suppress the noise radiation from large electrical power transformers, both the structure-borne and air-borne sound fields need to be characterised. The characterisation can be made either from theoretical predictions or by in-situ measurements. This paper presents the study of the sound radiation from a large power transformer in a substation. The radiation pattern can be predicted from the measured acceleration distribution and the predicted value is not affected by other noise sources. Alternatively, the farfield sound pressure level can be predicted from the sound pressure level measured at NEMA locations. Both the near- and far-field power radiation can be in-situ measured using the sound intensity technique. It is shown that both the vibration of a transformer tank wall and the radiated noise consist of a series of tonal components mainly at the first few harmonic frequencies of 100 Hz. Also, the neglect of the noise radiation from the transformer (top and bottom) lids does not affects the accuracy of the transformer radiation characterisation. (C) 1998 Elsevier Science Ltd. All rights reserved.

Social cognition, language acquisition and the development of the theory of mind

Theory of Mind (ToM) is the cognitive achievement that enables us to report our propositional attitudes, to attribute such attitudes to others, and to use such postulated or observed mental states in the prediction and explanation of behavior. Most normally developing children acquire ToM between the ages of 3 and 5 years, but serious delays beyond this chronological and mental age have been observed in children with autism, as well is in those with severe sensory impairments. We examine data from Studies of ToM in normally developing children and those with deafness, blindness, autism and Williams syndrome, as well as data from lower primates, in a search for answers to key theoretical questions concerning the origins, nature and representation of knowledge about the mind. In answer to these, we offer a framework according to which ToM is jointly dependent upon language and social experience, and is produced by a conjunction of language acquisition with children's growing social understanding, acquired through conversation and interaction with others. We argue that adequate language and adequate social skills are jointly causally sufficient, and individually causally necessary, for producing ToM. Thus our account supports a social developmental theory of the genesis of human cognition, inspired by the work of Sellars and Vygotsky.