Topic: analogical reasoning

Humans are natural teachers; learning through instruction is one of the most fundamental ways that we learn. Interactive Task Learning (ITL) is an emerging research agenda that studies the design of complex intelligent robots that can acquire new knowledge through natural human teacher-robot learner interactions. ITL methods are particularly useful for designing intelligent robots whose behavior can be adapted by humans collaborating with them. In this talk, I will summarize our recent findings on the structure that human instruction naturally has and motivate an intelligent system design that

Analogical reasoning is a common reasoning tool for learning and problem-solving. Existing research has extensively studied children’s reasoning when comparing, or choosing from ready-made analogies. Relatively less is known about how children come up with analogies in authentic learning environments. Design education provides a suitable context to investigate how children generate analogies for creative learning purposes. Meanwhile, the frequent use of visual analogies in design provides an additional opportunity to understand the role of spatial reasoning in design-by-analogy. Spatial reason

In cognitive development, learning more than the input provides is a central challenge. This challenge is especially evident in learning the meaning of numbers. Integers – and the quantities they denote – are potentially infinite, as are the fractional values between every integer. Yet children’s experiences of numbers are necessarily finite. Analogy is a powerful learning mechanism for children to learn novel, abstract concepts from only limited input. However, retrieving proper analogy requires cognitive supports. In this talk, I seek to propose and examine number lines as a mathematical sch

In this talk, I’ll consider how new ideas emerge from old ones via the process of conceptual blending. I’ll start by considering analogical reasoning in problem solving and the role conceptual blending plays in these problem-solving contexts. Then I’ll consider blending in multi-modal contexts, including timelines, memes (viz. image macros), and, if time allows, zoom meetings. I suggest mappings analogy researchers have traditionally considered superficial are often important for the development of novel abstractions. Likewise, the analogue portion of multimodal blends anchors their generative

Analogical reasoning –learning about new things by relating it to previous knowledge– lies at the heart of human intelligence and creativity and forms the core of educational practice. Children start creating and using analogies early on, making incredible progress moving from associative processes to successful analogical reasoning. For example, if we ask a four-year-old “Horse belongs to stable like chicken belongs to …?” they may use association and reply “egg”, whereas older children will likely give the intended relational response “chicken coop” (or other term to refer to a chicken’s hom

Space is the universal donor for relations" (Gentner, 2014). This quote is the foundation of my talk. I will explore how and why visual representations and analogies are related, and why. I will also explore how considering the relation between analogy and spatial reasoning can shed light on why and how spatial thinking is correlated with learning in STEM fields. For example, I will consider children’s numbers sense and learning of the number line from the perspective of analogical reasoning.

Analogical reasoning is one of the most complex cognitive functions in humans that allows abstract thinking, high-level reasoning, and learning. Based on analogical reasoning, one can extract an abstract and general concept (i.e., an analogy schema) from a familiar situation and apply it to a new context or domain (i.e., analogy transfer). These processes allow us to solve problems we never encountered before and generate new ideas. However, the place of analogy transfer in problem solving mechanisms is unclear. This presentation will describe several experiments with three main findings. Firs

Analogical reasoning is related to everyday learning and scholastic learning and is a robust predictor of g. Therefore, children's ability to reason by analogy is often measured in a school context to gain insight into children's cognitive and intellectual functioning. Often, the ability to reason by analogy is measured by means of conventional, static instruments. Static tests are criticised by researchers and practitioners to provide an overview of what individuals have learned in the past and for this reason are assumed not to tap into the potential for learning, based on Vygotsky's zone of

Building conceptual abstractions from sensory information and then reasoning about them is central to human intelligence. Abstract reasoning both relies on, and is facilitated by, our ability to make analogies about concepts from known domains to novel domains. Structure Mapping Theory of human analogical reasoning posits that analogical mappings rely on (higher-order) relations and not on the sensory content of the domain. This enables humans to reason systematically about novel domains, a problem with which machine learning (ML) models tend to struggle. We introduce a two-stage neural net fr

Knowledge discovery with computers requires a huge amount of search. Analogical reasoning is effective for efficient knowledge discovery. Therefore, we proposed analogical reasoning systems based on first-order predicate logic using Neuro-Symbolic AI. Neuro-Symbolic AI is a combination of Symbolic AI and artificial neural networks and has features that are easy for human interpretation and robust against data ambiguity and errors. We have implemented analogical reasoning systems by Neuro-symbolic AI models with word embedding which can represent similarity between words. Using the proposed sys

Affectively charged analogies are commonly used in literature and art, but also in politics and argumentation. There are reasons to think we may process these analogies differently. Notably, analogical reasoning is a complex process that requires the use of cognitive resources, which are limited. In the presence of affectively charged content, some of these resources might be directed towards affective processing and away from analogical reasoning. To investigate this idea, I investigated effects of affective charge on differences in brain activity evoked by sound versus unsound analogies. The

This talk will focus on our lab's extensive research on understanding and enhancing creative analogical reasoning. I will cover the development of the analogy finding matrix task, evidence for conscious augmentation of creative state during this task, and the real-world implications this ability has for college STEM education. I will also discuss recent research aimed at enhancing performance on this creative analogical reasoning task using both transcranial direct current stimulation (tDCS) and transcranial alternating current stimulation (tACS).

Social learning and analogical reasoning both provide exponential opportunities for learning. These skills have largely been studied independently, but my future research asks how combining skills across previously independent domains could add up to more than the sum of their parts. Analogical reasoning allows individuals to transfer learning between contexts and opens up infinite opportunities for innovation and knowledge creation. Its origins and development, so far, have largely been studied in purely cognitive domains. Constraining analogical development to non-social domains may mistaken

The talk argues for a new approach to analysing analogical reasoning in scientific practice. Traditionally, philosophers of science tend to analyse analogical reasoning in either a top-down way or a bottom-up way. Examples of top-down approaches include Mary Hesse’s seminal work (1963) and Paul Bartha’s articulation model (2010), while most popular bottom-up approach is John Norton’s material approach (2018). I will address the problems of these traditional approaches and introduce an alternative approach, which is motivated by my exemplar-based approach to the history of science, defended in

A common result is that comparison settings (i.e., several stimuli introduced simultaneously) favor conceptualization and generalization. However still little is known of the solving strategies used by children to compare and generalize novel words. Understanding the temporal dynamics of children’s solving strategies may help assess which processes underlie generalization. We tested children in noun and relational noun generalization tasks and collected eye tracking data. To analyze and interpret the data we followed predictions made by existing models of analogical reasoning and generalizatio

Human cognitive abilities seem qualitatively different from the cognitive abilities of other primates, a difference Penn, Holyoak, and Povinelli (2008) attribute to role-based relational reasoning—inferences and generalizations based on the relational roles to which objects (and other relations) are bound, rather than just the features of the objects themselves. Role-based relational reasoning depends on the ability to dynamically bind arguments to relational roles. But dynamic binding cannot be sufficient for relational thinking: Some non-human animals solve the dynamic binding problem, at le

Analogical reasoning remains foundational to the human ability to forge meaningful patterns within the sea of information that continually inundates the senses. Yet, meaningful patterns rely not only on the recognition of attributional similarities but also dissimilarities. Just as the perception of images rests on the juxtaposition of lightness and darkness, reasoning relationally requires systematic attention to both similarities and dissimilarities. With that awareness, my colleagues and I have expanded the study of relational reasoning beyond analogous reasoning and attributional similarit

Although analogical reasoning has been assumed to involve insight and its associated “aha!” experience, the relationship between these phenomena has never been directly probed empirically. In this study we investigated the relationship between representational change and the “aha!” experience during analogical reasoning. A novel set of verbal analogy stimuli were developed for use as an insight task. Across two experiments, participants reported significantly stronger aha moments and showed greater evidence of representational change on trials with more semantically distant analogies. Further,

In human and non-human animals, conceptual knowledge is partially organized according to low-dimensional geometries that rely on brain structures and computations involved in spatial representations. Recently, two separate lines of research have investigated cognitive maps, that are associated with the hippocampal formation and are similar to world-centered representations of the environment, and image spaces, that are associated with the parietal cortex and are similar to self-centered spatial relationships. I will suggest that cognitive maps and image spaces may be two manifestations of a m

Humans can adapt to a novel task on our first try. By contrast, artificial intelligence systems often require immense amounts of data to adapt. In this talk, I will discuss my recent work (https://www.pnas.org/content/117/52/32970) on creating deep learning systems that can adapt on their first try by exploiting relationships between tasks. Specifically, the approach is based on transforming a representation for a known task to produce a representation for the novel task, by inferring and then using a higher order function that captures a relationship between the tasks. This approach can be in

In this talk, I will present the results of two recent systematic reviews and meta-analyses related to analogical reasoning and metaphor processing in autism, together with the results of a study that investigated verbal analogical reasoning and metaphor processing in the same sample of participants. Both metaphors and analogies rely on exploiting similarities, and they necessitate contextual processing. Nevertheless, our findings relating to metaphor processing and analogical reasoning showed distinct patterns. Whereas analogical reasoning emerged as a relative strength in autism, metaphor pr

Analogical reasoning is a complex ‘high-level’ cognitive process characterised by making inferences based on analogical comparisons. As with other high-level processes, development takes place over a protracted time period and believed to result from changes in multiple ‘lower-level’ systems. In the case of analogical reasoning, changes in systems responsible for conceptual knowledge, task knowledge, inhibition, and working memory have all been causally implicated in development. Whilst there is evidence that each of these systems contributes to development, what the relative contribution of e