Log in

Relevant bibliographies by topics / Analogical models

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Analogical models'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Analogical models.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Analogical models"

1

Davies, Jim, Nancy J. Nersessian, and Ashok K. Goel. "Visual Models in Analogical Problem Solving." Foundations of Science 10, no. 1 (March 2005): 133–52. http://dx.doi.org/10.1007/s10699-005-3009-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Gamboa, Steven. "In Defense of Analogical Reasoning." Informal Logic 28, no. 3 (September 2, 2008): 229. http://dx.doi.org/10.22329/il.v28i3.595.

Full text

Abstract:

I offer a defense of ana-logical accounts of scientific models by meeting certain logical objections to the legitimacy of analogical reasoning. I examine an argument by Joseph Agassi that purports to show that all putative cases of analogical inference succumb to the following dilemma: either (1) the reasoning remains hopelessly vague and thus establishes no conclusion, or (2) can be analyzed into a logically preferable non-analogical form. In rebuttal, I offer a class of scientific models for which (a) there is no satisfactory non-analogical analysis, and (b) we can gain sufficient clarity for the legitimacy of the inference to be assessed. This result constitutes an existence proof for a class of analogical models that escape Agassi’s dilemma.

APA, Harvard, Vancouver, ISO, and other styles

3

Lee, Yeung Chung. "Self-generated Analogical Models of Respiratory Pathways." Journal of Biological Education 49, no. 4 (October 13, 2014): 370–84. http://dx.doi.org/10.1080/00219266.2014.967275.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Crouse, Maxwell, Constantine Nakos, Ibrahim Abdelaziz, and Ken Forbus. "Neural Analogical Matching." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 1 (May 18, 2021): 809–17. http://dx.doi.org/10.1609/aaai.v35i1.16163.

Full text

Abstract:

Analogy is core to human cognition. It allows us to solve problems based on prior experience, it governs the way we conceptualize new information, and it even influences our visual perception. The importance of analogy to humans has made it an active area of research in the broader field of artificial intelligence, resulting in data-efficient models that learn and reason in human-like ways. While cognitive perspectives of analogy and deep learning have generally been studied independently of one another, the integration of the two lines of research is a promising step towards more robust and efficient learning techniques. As part of a growing body of research on such an integration, we introduce the Analogical Matching Network: a neural architecture that learns to produce analogies between structured, symbolic representations that are largely consistent with the principles of Structure-Mapping Theory.

APA, Harvard, Vancouver, ISO, and other styles

5

CHANDLER, STEVE. "The analogical modeling of linguistic categories." Language and Cognition 9, no. 1 (October 27, 2015): 52–87. http://dx.doi.org/10.1017/langcog.2015.24.

Full text

Abstract:

abstractIn recent years proponents of usage-based linguistics have singled out ‘categorization’ as possibly the fundamental cognitive operation underlying the acquisition and use of language. Despite this increasing appeal to the importance of categorization, few researchers have yet offered explicit interpretations of how linguistic categories might be represented in the brain other than vague allusions to prototype theory, especially as implemented in connectionist-like frameworks. In this paper, I discuss in some detail the implications of superimposing the theoretical representations of linguistic structures onto domain-general models of categorization. I first review the evidence that instance-based, or exemplar-based, models of categorization provide empirically and theoretically better models of both domain-general categorization and of linguistic categorization than do the most commonly cited alternative models. I then argue that of the three exemplar-based models currently being applied to linguistic data, Skousen’s Analogical Model (AM) appears to provide the simplest, most straightforward account of the data and that it appears to be fully compatible with our current understanding of the psychological capabilities and operations that underlie categorization behavior.

APA, Harvard, Vancouver, ISO, and other styles

6

WANG, Ting-Ting, and Lei MO. "The Role of Causal Models in Analogical Inference." Acta Psychologica Sinica 42, no. 8 (September 17, 2010): 834–44. http://dx.doi.org/10.3724/sp.j.1041.2010.00834.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Lee, Hee Seung, and Keith J. Holyoak. "The role of causal models in analogical inference." Journal of Experimental Psychology: Learning, Memory, and Cognition 34, no. 5 (2008): 1111–22. http://dx.doi.org/10.1037/a0012581.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Tessem, Bjørnar. "Structure abstractions in retrieval of analogical software models." Expert Systems with Applications 15, no. 3-4 (October 1998): 341–49. http://dx.doi.org/10.1016/s0957-4174(98)00043-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Saure, Heidi Iren, Nils-Erik Bomark, and Monica Lian Svendsen. "Modeller i kjemiundervisning - et eksempel på hvordan de kan bidra til læring og feillæring." Nordic Studies in Science Education 17, no. 2 (April 28, 2021): 181–205. http://dx.doi.org/10.5617/nordina.8363.

Full text

Abstract:

We discuss the use of analogical models in science education using examples from online learning resources. We have conducted a teaching program for a group of 7th grade pupils and a group of science teacher students, and the main theme of this program is the use of models in chemistry. Specifically, we study the effect of an analogical model that is designed to promote understanding of the properties of molecules, related to a paper chromatography experiment. Our research indicates that analogical models can be a useful tool to convey understanding of abstract concepts and non-visible phenomena, but they hold serious pitfalls that can lead to misunderstandings amongst students if not used in a proper manner. These findings are in line with other studies. Our data indicate that respondents` knowledge about molecular properties may have increased after participating in this teaching program. However, both groups of respondents consistently used wrong properties to explain the paper chromatography experiment. Conversation transcripts and respondents` models indicate that these misconceptions are enhanced by the analogical model they were given to work with during the teaching program. Based on our findings, we give some advice for how to best present analogies in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

10

Fertig, David. "Diachronic evidence for a dual-mechanism approach to inflection." Behavioral and Brain Sciences 22, no. 6 (December 1999): 1023–24. http://dx.doi.org/10.1017/s0140525x99322226.

Full text

Abstract:

The received view in historical linguistics is that there is always an inverse relation between token frequency and likelihood of analogical change. I have found evidence, however, of a sharp difference in frequency effects between regularization and nonregularizing analogical change. I argue that this difference can easily be accounted for by dual-mechanism models of inflection but is very problematic for pure associative-memory models.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Analogical models"

1

Craig, David Latch. "Perceptual simulation and analogical reasoning in design." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/23940.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Harrison, Allan G. "Conceptual change in secondary chemistry : the role of multiple analogical models of atoms and molecules." Thesis, Curtin University, 1996. http://hdl.handle.net/20.500.11937/1411.

Full text

Abstract:

Chemistry textbooks and teachers frequently use a variety of metaphors, analogies and models to describe atomic and molecular structures and processes. While it is widely believed that multiple analogical models encourage students to construct appropriate mental models of chemical phenomena, uncritical use of multiple analogical models may actually be responsible for a number of alternative conceptions in chemistry. Students hear and read about electron clouds and shells, atoms that are like miniature solar systems and balls, and molecules that are simultaneously represented by balls-and-sticks, joined spheres, electron-dot and structural diagrams. A strong case has been made that students try to integrate these diverse analogical models resulting in the generation of unscientific synthetic models. Conceptual change research programs also propose that carefully designed teaching and learning activities can stimulate students to exchange their intuitive and synthetic conceptions for more scientific conceptions.This thesis investigates the occurrence of students' intuitive and synthetic mental models of atoms and molecules at both a general and specific level. The investigations consisted in the first phase of semi-structured interviews with 48 Year 8-10 science students. While the data were predominantly qualitative the interviews also generated simple quantitative data. The second phase was wholly qualitative and involved the researcher as teacher' in the Year 11 class. Portfolios were compiled for each student in the class and six portfolios were interpreted to produce a set of case studies describing the students' learning about atoms, molecules and bonds. These data were derived from transcripts of class discussions and individual interviews; pre-tests, formative tests and post-tests; student essays and worksheets and analogical teaching events. The data were interpreted from a constructivist viewpoint with attention given to credibility, viability and transferability, and dependability. The desire to collect every piece of useful data was constrained by the ethical need to minimise the disruptive effect of the research on the students' normal learning.The first or general phase of this study investigated the question: With what models of atoms and molecules are lower secondary science students familiar? The interviews about atomic and molecular conceptions held by the Year 8-10 students found, for example, that some students confused atoms with cells because both have a nucleus, while others believed that electron shells enclose and protect the atom. All but two students visualised atoms with large nuclei and close static electrons. A majority of this student sample were confused by ball-and- stick molecular models and had a strong preference for space-filling molecular models because they were more 'real'.The second or specific phase of this study consisted of an in-depth study of the development of mental models of atoms, molecules and bonds by six Year 11 chemistry students over 40 weeks of instruction. This study investigated the question: Do systematically presented multiple analogical models help students change their conceptions of atoms, molecules and bonds in favour of the scientific view? The students' prior mental models of an atom were dominated by a solar system model with the electrons in simple shells. A variety of metaphors, analogical models and explanations emphasising the diffuse spaciousness of atoms helped three students restructure their conceptions in favour of the scientific concept. Students also were encouraged to identify the shared and unshared attributes of familiar molecular models and, in time, three students became competent multiple modellers. It is claimed that these three students changed their conceptions of atoms and molecules in the sense that they realised that models are thinking and communicative tools, not reality itself. The significant change in these students' thinking was their recognition that atomic and molecular analogical models are context-dependent.The phase two study's pre-occupation with conceptual change or knowledge restructuring raised an important methodological question: Is a multi-dimensional approach a better way to interpret conceptual change learning? or, are the various theoretical perspectives on conceptual change complementary? The study's theoretical framework found that conceptual change learning can be interpreted from epistemological, ontological, motivational, holistic explanatory and developmental perspectives. The collection and analysis of the data showed that student modelling ability and Perry's model of intellectual development were powerful interpretive tools when data needed to be examined from multiple perspectives. The six case studies support the assertion that multi-dimensional interpretive frameworks have superior credibility and viability compared to uni-dimensional studies.Finally, the research raised several questions requiring further investigation. No direct support was found for the claim that dissatisfaction is central to conceptual change. This issue needs much more study due to the popularity of discrepant event teaching. While a multi-dimensional conceptual change model has been synthesised, this model needs further refinement as does the issue of how to monitor the status of students' conceptions. A most promising line of pedagogical research is the value of teaching scientific modelling through the use of multiple systematic analogical models.

APA, Harvard, Vancouver, ISO, and other styles

3

Harrison, Allan G. "Conceptual change in secondary chemistry : the role of multiple analogical models of atoms and molecules." Curtin University of Technology, Science and Mathematics Education Centre, 1996. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12238.

Full text

Abstract:

Chemistry textbooks and teachers frequently use a variety of metaphors, analogies and models to describe atomic and molecular structures and processes. While it is widely believed that multiple analogical models encourage students to construct appropriate mental models of chemical phenomena, uncritical use of multiple analogical models may actually be responsible for a number of alternative conceptions in chemistry. Students hear and read about electron clouds and shells, atoms that are like miniature solar systems and balls, and molecules that are simultaneously represented by balls-and-sticks, joined spheres, electron-dot and structural diagrams. A strong case has been made that students try to integrate these diverse analogical models resulting in the generation of unscientific synthetic models. Conceptual change research programs also propose that carefully designed teaching and learning activities can stimulate students to exchange their intuitive and synthetic conceptions for more scientific conceptions.This thesis investigates the occurrence of students' intuitive and synthetic mental models of atoms and molecules at both a general and specific level. The investigations consisted in the first phase of semi-structured interviews with 48 Year 8-10 science students. While the data were predominantly qualitative the interviews also generated simple quantitative data. The second phase was wholly qualitative and involved the researcher as teacher' in the Year 11 class. Portfolios were compiled for each student in the class and six portfolios were interpreted to produce a set of case studies describing the students' learning about atoms, molecules and bonds. These data were derived from transcripts of class discussions and individual interviews; pre-tests, formative tests and post-tests; student essays and worksheets and analogical teaching events. The data were ++
interpreted from a constructivist viewpoint with attention given to credibility, viability and transferability, and dependability. The desire to collect every piece of useful data was constrained by the ethical need to minimise the disruptive effect of the research on the students' normal learning.The first or general phase of this study investigated the question: With what models of atoms and molecules are lower secondary science students familiar? The interviews about atomic and molecular conceptions held by the Year 8-10 students found, for example, that some students confused atoms with cells because both have a nucleus, while others believed that electron shells enclose and protect the atom. All but two students visualised atoms with large nuclei and close static electrons. A majority of this student sample were confused by ball-and- stick molecular models and had a strong preference for space-filling molecular models because they were more 'real'.The second or specific phase of this study consisted of an in-depth study of the development of mental models of atoms, molecules and bonds by six Year 11 chemistry students over 40 weeks of instruction. This study investigated the question: Do systematically presented multiple analogical models help students change their conceptions of atoms, molecules and bonds in favour of the scientific view? The students' prior mental models of an atom were dominated by a solar system model with the electrons in simple shells. A variety of metaphors, analogical models and explanations emphasising the diffuse spaciousness of atoms helped three students restructure their conceptions in favour of the scientific concept. Students also were encouraged to identify the shared and unshared attributes of familiar molecular models and, in time, three students became competent multiple modellers. It is claimed that these three students ++
changed their conceptions of atoms and molecules in the sense that they realised that models are thinking and communicative tools, not reality itself. The significant change in these students' thinking was their recognition that atomic and molecular analogical models are context-dependent.The phase two study's pre-occupation with conceptual change or knowledge restructuring raised an important methodological question: Is a multi-dimensional approach a better way to interpret conceptual change learning? or, are the various theoretical perspectives on conceptual change complementary? The study's theoretical framework found that conceptual change learning can be interpreted from epistemological, ontological, motivational, holistic explanatory and developmental perspectives. The collection and analysis of the data showed that student modelling ability and Perry's model of intellectual development were powerful interpretive tools when data needed to be examined from multiple perspectives. The six case studies support the assertion that multi-dimensional interpretive frameworks have superior credibility and viability compared to uni-dimensional studies.Finally, the research raised several questions requiring further investigation. No direct support was found for the claim that dissatisfaction is central to conceptual change. This issue needs much more study due to the popularity of discrepant event teaching. While a multi-dimensional conceptual change model has been synthesised, this model needs further refinement as does the issue of how to monitor the status of students' conceptions. A most promising line of pedagogical research is the value of teaching scientific modelling through the use of multiple systematic analogical models.

APA, Harvard, Vancouver, ISO, and other styles

4

Gray, Brett. "Relational models of feature based concept formation, theory-based concept formation and analogical retrieval/mapping /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17450.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Leland, Matthew. "Using Analogical Models in Undergraduate Chemistry Laboratory Courses to Improve Student Understanding of Beer's Law." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/LelandM2006.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Lockwood, Penelope Jane. "How do people respond to role models?, the role of analogical reasoning and self-esteem in comparisons to superior others." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0028/NQ32839.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mefti, Nacim. "Mise en oeuvre d'un modèle mécanique de l'adhésion cellulaire : approche stochastique." Thesis, Vandoeuvre-les-Nancy, INPL, 2006. http://www.theses.fr/2006INPL099N/document.

Full text

Abstract:

L'adhésion cellulaire est un phénomène important en biologie. Le but de ce travail est le développement d'un modèle mécanique décrivant des phénomènes d'adhésion cellulaire à différentes échelles. La première échelle, microscopique, a pour objet la description des phénomènes cinétiques moléculaires durant le rolling. La seconde échelle, mésoscopique, est relative à la modélisation des déformations actives de la cellule durant la motilité. La troisième échelle, dite macroscopique, concerne la description de l'évolution dans le temps de l'adhésion d'une population de cellules. Les simulations réalisées mettent en évidence le rolling, et la déformation active de la cellule
Cell adhesion is an important phenomenon in biology, especially in the immune defence and tissue growth.We focus in this work on the development of a mechanical model for the description of the cell adhesion in a multiscal context. The first one is microscopic scale, which describes the molecular rupture and adhesion kinetics.At the mesoscopic scale, we model the active deformation of the cell during the motility phenomenon. At the macroscopic scale, we model the time evolution of the adhesion of cell population, under the action of the fluid. Numerical simulations emphasize the rolling phenomenon and the active deformation of a cell

APA, Harvard, Vancouver, ISO, and other styles

8

Balazs, Marton E. "Design Simplification by Analogical Reasoning." Digital WPI, 2000. https://digitalcommons.wpi.edu/etd-dissertations/60.

Full text

Abstract:

Ever since artifacts have been produced, improving them has been a common human activity. Improving an artifact refers to modifying it such that it will be either easier to produce, or easier to use, or easier to fix, or easier to maintain, and so on. In all of these cases, "easier" means fewer resources are required for those processes. While 'resources' is a general measure, which can ultimately be expressed by some measure of cost (such as time or money), we believe that at the core of many improvements is the notion of reduction of complexity, or in other words, simplification. This talk presents our research on performing design simplification using analogical reasoning. We first define the simplification problem as the problem of reducing the complexity of an artefact from a given point of view. We propose that a point of view from which the complexity of an artefact can be measured consists of a context, an aspect and a measure. Next, we describe an approach to solving simplification problems by goal-directed analogical reasoning, as our implementation of this approach. Finally, we present some experimental results obtained with the system. The research presented in this dissertation is significant as it focuses on the intersection of a number of important, active research areas - analogical reasoning, functional representation, functional reasoning, simplification, and the general area of AI in Design.

APA, Harvard, Vancouver, ISO, and other styles

9

Morita, Junya. "A Cognitive Analysis Model for Complex Open-ended Analogical Retrieval." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10400.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Vattam, Swaroop. "Interactive analogical retrieval: practice, theory and technology." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45798.

Full text

Abstract:

Analogy is ubiquitous in human cognition. One of the important questions related to understanding the situated nature of analogy-making is how people retrieve source analogues via their interactions with external environments. This dissertation studies interactive analogical retrieval in the context of biologically inspired design (BID). BID involves creative use of analogies to biological systems to develop solutions for complex design problems (e.g., designing a device for acquiring water in desert environments based on the analogous fog-harvesting abilities of the Namibian Beetle). Finding the right biological analogues is one of the critical first steps in BID. Designers routinely search online in order to find their biological sources of inspiration. But this task of online bio-inspiration seeking represents an instance of interactive analogical retrieval that is extremely time consuming and challenging to accomplish. This dissertation focuses on understanding and supporting the task of online bio-inspiration seeking. Through a series of field studies, this dissertation uncovered the salient characteristics and challenges of online bio-inspiration seeking. An information-processing model of interactive analogical retrieval was developed in order to explain those challenges and to identify the underlying causes. A set of measures were put forth to ameliorate those challenges by targeting the identified causes. These measures were then implemented in an online information-seeking technology designed to specifically support the task of online bio-inspiration seeking. Finally, the validity of the proposed measures was investigated through a series of experimental studies and a deployment study. The trends are encouraging and suggest that the proposed measures has the potential to change the dynamics of online bio-inspiration seeking in favor of ameliorating the identified challenges of online bio-inspiration seeking.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Analogical models"

1

Skousen, Royal. Analogical modeling of language. Dordrecht: Kluwer Academic Publishers, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Keane, Mark T. Constraints on analogical mapping: A comparison of three models. Dublin: Trinity College, Dublin, 1992.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bejar, Isaac I. Cognitive and psychometric analysis of analogical problem solving. New York: Springer-Verlag, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Keane, Mark T. Towards an adequate cognitive model of analogical mapping. Dublin: Trinity College, Department of Computer Science, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

The analogical turn: Rethinking modernity with Nicholas of Cusa. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 2013.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

editor, Ghisleri Luca 1969, ed. Pensare l'assoluto: Analogia, simbolo e paradosso tra metafisica ed ermeneutica. Roma: Edizioni Studium, 2014.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Fraisopi, Fausto. Adamo sulla sponda del Rubicone: Analogia e dimensione speculativa in Kant. Roma: Armando, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Embretson, Susan, Roger Chaffin, and Isaac I. Bejar. Cognitive and Psychometric Analysis of Analogical Problem Solving. Springer London, Limited, 2012.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Holyoak, Keith J., and Hee Seung Lee. Inferring Causal Relations by Analogy. Edited by Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.25.

Full text

Abstract:

When two situations share a common pattern of relationships among their constituent elements, people often draw an analogy between a familiar source analog and a novel target analog. This chapter reviews major subprocesses of analogical reasoning and discusses how analogical inference is guided by causal relations. Psychological evidence suggests that analogical inference often involves constructing and then running a causal model. It also provides some examples of analogies and models that have been used as tools in science education to foster understanding of critical causal relations. A Bayesian theory of causal inference by analogy illuminates how causal knowledge, represented as causal models, can be integrated with analogical reasoning to yield inductive inferences.

APA, Harvard, Vancouver, ISO, and other styles

10

Henderson, Andrea. Analogy. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809982.003.0005.

Full text

Abstract:

Analogy was a crucial conceptual tool for Victorian natural philosophers, who regarded the physical world less in terms of material bodies than formal relationships. Thus, even as they aimed for verisimilitude in their theoretical models, James Clerk Maxwell and Michael Faraday used analogical figures freely, for they understood nature itself to be structured around analogical relations. Like Maxwell, Algernon Charles Swinburne wrote an undergraduate essay on the subject of analogy, conceiving it as fundamental to both scientific advancement and poetic production, where its logic of equivalence subsumes not only metaphor but also rhythm and rhyme. Swinburne’s poems “Before the Mirror” and “Sapphics” dramatize the replacement of the traditional notion of metaphor by the structures of formal analogy.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Analogical models"

1

Skousen, Royal. "Analogical Models." In Encyclopedia of the Sciences of Learning, 217–18. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_626.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Burstein, Mark H. "Combining Analogies in Mental Models." In Analogical Reasoning, 179–203. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-015-7811-0_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Niiniluoto, Ilkka. "Models, Simulations, and Analogical Inference." In EPSA11 Perspectives and Foundational Problems in Philosophy of Science, 19–27. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01306-0_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Colyvan, Mark. "Mathematical Models and Analogical Reasoning." In Synthese Library, 159–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-90688-7_8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Burstein, Mark H. "Analogical Learning with Multiple Models." In The Kluwer International Series in Engineering and Computer Science, 25–28. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4613-2279-5_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Haraguchi, Makoto, and Setsuo Arikawa. "Reasoning by analogy as a partial identity between models." In Analogical and Inductive Inference, 61–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/3-540-18081-8_86.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Lin, Jing-Wen, and Mei-Hung Chiu. "Evaluating Multiple Analogical Representations from Students’ Perceptions." In Models and Modeling in Science Education, 71–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58914-5_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Yaner, Patrick W., and Ashok K. Goel. "From Diagrams to Models by Analogical Transfer." In Diagrammatic Representation and Inference, 55–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11783183_7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Eddington, David. "6. A comparison of two analogical models." In Human Cognitive Processing, 141–55. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/hcp.10.12edd.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Yasui, Syozo. "Pruning, Selective Binding and Emergence of Internal Models: Applications to ICA and Analogical Reasoning." In Soft Computing for Information Processing and Analysis, 407–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/3-540-32365-1_18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Analogical models"

1

Elsner, Micha. "What transfers in morphological inflection? Experiments with analogical models." In Proceedings of the 18th SIGMORPHON Workshop on Computational Research in Phonetics, Phonology, and Morphology. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.sigmorphon-1.18.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Dassisti, Michele. "Sustainability assessment through analogical models: The approach of aerobic living-organism." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2014 (ICCMSE 2014). AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4897746.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Li, Zejian, Yongchuan Tang, and Yongxing He. "Unsupervised Disentangled Representation Learning with Analogical Relations." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/335.

Full text

Abstract:

Learning the disentangled representation of interpretable generative factors of data is one of the foundations to allow artificial intelligence to think like people. In this paper, we propose the analogical training strategy for the unsupervised disentangled representation learning in generative models. The analogy is one of the typical cognitive processes, and our proposed strategy is based on the observation that sample pairs in which one is different from the other in one specific generative factor show the same analogical relation. Thus, the generator is trained to generate sample pairs from which a designed classifier can identify the underlying analogical relation. In addition, we propose a disentanglement metric called the subspace score, which is inspired by subspace learning methods and does not require supervised information. Experiments show that our proposed training strategy allows the generative models to find the disentangled factors, and that our methods can give competitive performances as compared with the state-of-the-art methods.

APA, Harvard, Vancouver, ISO, and other styles

4

Sanaei, Roozbeh, Wei Lu, Luciënne T. M. Blessing, Kevin N. Otto, and Kristin L. Wood. "Analogy Retrieval Through Textual Inference." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67943.

Full text

Abstract:

Analogy-making has been deemed one of the core cognitive mechanisms which play a role in human creative thinking activities such as design and art. Designers can make use of analogies in various stages of design including ideation, planning and evaluation. However, human analogy-making is limited by experience and reliance of human memory on superficial attributes rather than relational or causal structure during analogy retrieval. In this regard, different design-by-analogy tools have been developed to assist designers in analogical reasoning. Analogical reasoning tools can be viewed as either based on hand-coded structured knowledge or natural-language-based design-by-analogy tools. The former are naturally limited in extent and scope to that which was hand coded [1]. Alternatively, natural language analogical reasoning can leverage the abundantly available textual resources. Current text-based analogy research for design have relied on analogies between individual word meanings. This leaves open consideration of the relational structure of the language where the relational similarity of texts can indicate a significant analogy. In this article, we develop four computational models of analogy that capture relational structure of the text. This includes spatial representation of semantics, multi-level deep neural reasoning, graph matching based model and transformation-based model. The models are then combined together into an ensemble model to achieve acceptable level of analogical accuracy for the end-user. The underlying design-related knowledge upon which analogies were drawn includes engineering ontologies, function hierarchy and raw patent texts. Instantiating this analogical reasoning model in design concept analogy retrieval system, we show this approach can help retrieve meaningful analogies from the World Intellectual Property Organization (WIPO) patent repository. We demonstrate this for a particular design problem.

APA, Harvard, Vancouver, ISO, and other styles

5

Lung, Chung-Horng, and Joseph E. Urban. "An approach to the classification of domain models in support of analogical reuse." In the 1995 Symposium. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/211782.211842.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Mekik, Can Serif, Ron Sun, and David Yun Dai. "Similarity-Based Reasoning, Raven's Matrices, and General Intelligence." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/218.

Full text

Abstract:

This paper presents a model tackling a variant of the Raven's Matrices family of human intelligence tests along with computational experiments. Raven's Matrices are thought to challenge human subjects' ability to generalize knowledge and deal with novel situations. We investigate how a generic ability to quickly and accurately generalize knowledge can be succinctly captured by a computational system. This work is distinct from other prominent attempts to deal with the task in terms of adopting a generalized similarity-based approach. Raven's Matrices appear to primarily require similarity-based or analogical reasoning over a set of varied visual stimuli. The similarity-based approach eliminates the need for structure mapping as emphasized in many existing analogical reasoning systems. Instead, it relies on feature-based processing with both relational and non-relational features. Preliminary experimental results suggest that our approach performs comparably to existing symbolic analogy-based models.

APA, Harvard, Vancouver, ISO, and other styles

7

Vakili, V., I. Chiu, L. H. Shu, D. A. McAdams, and R. B. Stone. "Including Functional Models of Biological Phenomena as Design Stimuli." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35776.

Full text

Abstract:

This work explores the representation of biological phenomena as stimuli to designers for biomimetic design. We describe a study where participants were asked to solve a micro-assembly problem given a set of biological representations of leaf abscission for inspiration. The visual aids presented to the designers are investigated, and the use of functional models of biological phenomena in particular is critiqued. The designs resulting from the study are classified and theories drawn as to possible influences of the biological representations. Observations, retrospective conversations with participants, and analogical reasoning classifications are used to determine positive qualities as well as areas for improvement in representation of the biological domain. Findings suggest that designers need an explicit list of all possible inherent biological strategies, previously extracted using function structures with objective graph grammar rules. Challenges specific to this type of study are discussed, and possible improvement of representative aids are outlined.

APA, Harvard, Vancouver, ISO, and other styles

8

Vattam, Swaroop S., Michael Helms, and Ashok K. Goel. "Biologically Inspired Design: A Macrocognitive Account." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28567.

Full text

Abstract:

Biologically inspired engineering design is an approach to design that espouses the adaptation of functions and mechanisms in biological sciences to solve engineering design problems. We have conducted an in situ study of designers engaged in biologically inspired design. Based on this study we develop here a macrocognitive information-processing model of biologically inspired design. We also compare and contrast the model with other information-processing models of analogical design such as TRIZ, case-based design, and design patterns.

APA, Harvard, Vancouver, ISO, and other styles

9

Sánchez Estrada, Omar Eduardo, Mario Gerson Urbina Pérez, and Karla Georgina Pérez González. "Reflections on the creative process, analysis of strategic models for the development of creative thinking in the Industrial Designer." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10210.

Full text

Abstract:

The purpose of this article is to analyze the different strategic models to understand and identify the factors that hinder the ability to develop divergent, open thinking free of technical and emotional bias to produce new and valuable things, or to apply solutions in a wide variety of ways. Studies on creators in the field of psychology, the process of development of traditional creativity applied in the degree in industrial design of the University Center UAEM Valle de Chalco in Mexico, and analogical reasoning through the sources of inspiration for creative production were taken into account. The information theory called "Hamming Distance" was used to verify if the real estimated value is congruent with the ideal estimated value, numerical values obtained from the different strategic models for creativity and postures emitted by the teachers of the area. As a result, new parameters were obtained to educate more effectively towards a creative thinking of industrial designers.

APA, Harvard, Vancouver, ISO, and other styles

10

Siddharth, L., Amaresh Chakrabarti, and Srinivasan Venkataraman. "Representing Complex Analogues Using a Function Model to Support Conceptual Design." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85579.

Full text

Abstract:

Analogical design has been a long-standing approach to solve engineering design problems. However, it is still unclear as to how analogues should be presented to engineering design in order to maximize the utility of these. The utility is minimal when analogues are complex and belong to other domain (e.g., biology). Prior work includes the use of a function model called SAPPhIRE to represent over 800 biological and engineered systems. SAPPhIRE stands for the entities: States, Actions, Parts, Phenomena, Inputs, oRgans, and Effects that together represent the functionality of a system at various levels of abstraction. In this paper, we combine instances of SAPPhIRE model for representing complex systems (also from the biological domain). We use an electric buzzer to illustrate and compare the efficacy of this model in explaining complex systems with that of a well-known model from literature. The use of multiple-instance SAPPhIRE model instances seems to provide a more comprehensive explanation of a complex system, which includes elements of description that are not present in other models, providing an indication as to which elements might have been missing from a given description. The proposed model is implemented in a web-based tool called Idea-Inspire 4.0, a brief introduction of which is also provided.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!