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123
Distributed representations of structure: A Theory of Analogical Access and Mapping
- PSYCHOLOGICAL REVIEW
, 1997
"... This article describes an integrated theory of analogical access and mapping, instantiated in a ..."
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Cited by 358 (40 self)
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This article describes an integrated theory of analogical access and mapping, instantiated in a
Problem-based learning: what and how do students learn?
- Educational Psychology Review,
, 2004
"... Problem-based approaches to learning have a long history of advocating ..."
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Cited by 221 (5 self)
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Problem-based approaches to learning have a long history of advocating
A symbolic-connectionist theory of relational inference and generalization
- Psychological Review
, 2003
"... The authors present a theory of how relational inference and generalization can be accomplished within a cognitive architecture that is psychologically and neurally realistic. Their proposal is a form of symbolic connectionism: a connectionist system based on distributed representations of concept m ..."
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Cited by 134 (26 self)
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The authors present a theory of how relational inference and generalization can be accomplished within a cognitive architecture that is psychologically and neurally realistic. Their proposal is a form of symbolic connectionism: a connectionist system based on distributed representations of concept meanings, using temporal synchrony to bind fillers and roles into relational structures. The authors present a specific instantiation of their theory in the form of a computer simulation model, Learning and Inference with Schemas and Analogies (LISA). By using a kind of self-supervised learning, LISA can make specific inferences and form new relational generalizations and can hence acquire new schemas by induction from examples. The authors demonstrate the sufficiency of the model by using it to simulate a body of empirical phenomena concerning analogical inference and relational generalization. A fundamental aspect of human intelligence is the ability to form and manipulate relational representations. Examples of relational thinking include the ability to appreciate analogies between seemingly different objects or events (Gentner, 1983; Holyoak & Thagard, 1995), the ability to apply abstract rules in novel situations (e.g., Smith, Langston, & Nisbett, 1992), the ability to understand and learn language (e.g., Kim, Pinker, Prince, & Prasada, 1991), and even the ability to appreciate perceptual similarities
Learning and Transfer: A General Role for Analogical Encoding
- JOURNAL OF EDUCATIONAL PSYCHOLOGY
, 2003
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Constraints on analogical mapping: A comparison of three models
- Cognitive Science
, 1994
"... Three theories of analogy have been proposed that are supported by computational models and data from experiments on human analogical abilities. In this article we show how these theories can be unified within a common metatheoretical framework that distinguishes among levels of informational, behav ..."
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Cited by 119 (30 self)
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Three theories of analogy have been proposed that are supported by computational models and data from experiments on human analogical abilities. In this article we show how these theories can be unified within a common metatheoretical framework that distinguishes among levels of informational, behavioral, and hardware constraints. This framework clarifies the distinctions among three computational models in the literature: the Analogical Constraint Mapping Engine (ACME), the Structure-Mapping Engine (SME), and the Incremental Analogy Machine (1AM). We then go on to develop a methodology for the comparative testing of these models. In two different manipulations of an analogical mapping task we compare the results of computational experiments with these models against the results of psychological experiments. In the first experiment we show that increasing the number of similar elements in two analogical domains decreases the response time taken to reach the correct mapping for an analogy problem. In the second psychological experiment we find that the order in which the elements of the two domains are presented has significant facilitative effects
Cognitive Skill Acquisition
- ANNUAL REVIEW OF PSYCHOLOGY
, 1996
"... Cognitive skills acquisition is acquiring the ability to solve problems in intellectual tasks, where success is determined more by the subjects' knowledge than their physical prowess. This chapter reviews reseach conducted in the last ten years on cognitive skill acquisition. It covers the i ..."
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Cited by 104 (4 self)
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Cognitive skills acquisition is acquiring the ability to solve problems in intellectual tasks, where success is determined more by the subjects' knowledge than their physical prowess. This chapter reviews reseach conducted in the last ten years on cognitive skill acquisition. It covers the initial stages of acquiring a single principle or rule, the initial stages of acquiring a collection of interacting pieces of knowledge, and the final stages of acquiring a skill, wherein practice causes increases speed and accuracy.
How people learn: Bridging research and practice. Washington: National Academy
, 1999
"... Medicine, and the National Research Council: x Download hundreds of free books in PDF x Read thousands of books online, free x Sign up to be notified when new books are published x Purchase printed books x Purchase PDFs x Explore with our innovative research tools Thank you for downloading this free ..."
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Medicine, and the National Research Council: x Download hundreds of free books in PDF x Read thousands of books online, free x Sign up to be notified when new books are published x Purchase printed books x Purchase PDFs x Explore with our innovative research tools Thank you for downloading this free PDF. If you have comments, questions or just want more information about the books published by the National Academies Press, you may contact our customer service department toll-free at 888-624-8373, visit us online, or send an
The career of metaphor
- Psychological Review
, 2005
"... A central question in metaphor research is how metaphors establish mappings between concepts from different domains. The authors propose an evolutionary path based on structure-mapping theory. This hypothesis-the career of metaphor-postulates a shift in mode of mapping from comparison to categorizat ..."
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Cited by 92 (3 self)
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A central question in metaphor research is how metaphors establish mappings between concepts from different domains. The authors propose an evolutionary path based on structure-mapping theory. This hypothesis-the career of metaphor-postulates a shift in mode of mapping from comparison to categorization as metaphors are conventionalized. Moreover, as demonstrated by 3 experiments, this processing shift is reflected in the very language that people use to make figurative assertions. The career of metaphor hypothesis offers a unified theoretical framework that can resolve the debate between comparison and categorization models of metaphor. This account further suggests that whether metaphors are processed directly or indirectly, and whether they operate at the level of individual concepts or entire conceptual domains, will depend both on their degree of conventionality and on their linguistic form. Over the past two decades, the cognitive perspective on metaphor has undergone a radical shift. Traditionally, metaphors have been treated as both rare in comparison to literal language and largely ornamental in nature. Current research suggests precisely the opposite. Rather than being restricted to poetic uses, metaphor is common in everyday communication (e.g., Graesser, Long, &
Analogical encoding facilitates knowledge transfer in negotiation
- Psychonomic Bulletin & Review
, 1999
"... Information learned in one situation often fails to transfer to a similarly structured situation. However, prior findings suggest that comparing two or more instances that embody the same principle can promote abstraction of a schema that can be transferred to new situations. In two lines of researc ..."
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Cited by 77 (35 self)
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Information learned in one situation often fails to transfer to a similarly structured situation. However, prior findings suggest that comparing two or more instances that embody the same principle can promote abstraction of a schema that can be transferred to new situations. In two lines of research, we examined the effects of analogical encoding on knowledge transfer in negotiation situations. In Experiment 1, undergraduates were more likely to propose optimal negotiation strategies and less likely to propose compromises (a suboptimal strategy) when they received analogy training. In Experiment 2, graduate management students who drew an analogy from two cases were nearly three times more likely to incorporate the strategy from the training cases into their negotiations than were students given the same cases separately. For both novices and experienced participants, the comparison process can be an efficient means of abstracting principles for later application. The premise of our educational system is that what is learned in the classroom transfers beyond the school walls. More generally, the presumption that knowledge is portable underlies much of our intuition about how we solve problems and make decisions. However, empirical evidence
