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Journal articles on the topic 'Analogical models'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Fam, Rashel, and Yves Lepage. "A Study of Analogical Density in Various Corpora at Various Granularity." Information 12, no. 8 (August 5, 2021): 314. http://dx.doi.org/10.3390/info12080314.

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In this paper, we inspect the theoretical problem of counting the number of analogies between sentences contained in a text. Based on this, we measure the analogical density of the text. We focus on analogy at the sentence level, based on the level of form rather than on the level of semantics. Experiments are carried on two different corpora in six European languages known to have various levels of morphological richness. Corpora are tokenised using several tokenisation schemes: character, sub-word and word. For the sub-word tokenisation scheme, we employ two popular sub-word models: unigram language model and byte-pair-encoding. The results show that the corpus with a higher Type-Token Ratio tends to have higher analogical density. We also observe that masking the tokens based on their frequency helps to increase the analogical density. As for the tokenisation scheme, the results show that analogical density decreases from the character to word. However, this is not true when tokens are masked based on their frequencies. We find that tokenising the sentences using sub-word models and masking the least frequent tokens increase analogical density.

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12

Chen, Kezhen, and Ken Forbus. "Visual Relation Detection using Hybrid Analogical Learning." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 1 (May 18, 2021): 801–8. http://dx.doi.org/10.1609/aaai.v35i1.16162.

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Visual Relation Detection is currently one of the most popular problems for visual understanding. Many deep-learning models are designed for relation detection on images and have achieved impressive results. However, deep-learning models have several serious problems, including poor training-efficiency and lack of understandability. Psychologists have ample evidence that analogy is central in human learning and reasoning, including visual reasoning. This paper introduces a new hybrid system for visual relation detection combining deep-learning models and analogical generalization. Object bounding boxes and masks are detected using deep-learning models and analogical generalization over qualitative representations is used for visual relation detection between object pairs. Experiments on the Visual Relation Detection dataset indicates that our hybrid system gets comparable results on the task and is more training-efficient and explainable than pure deep-learning models.

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13

Rigoni, Adam. "AA-RM WRESTLING: COMPARING ANALOGICAL APPROACHES AND RULE MODELS FOR LEGAL REASONING." Legal Theory 27, no. 3 (September 2021): 207–35. http://dx.doi.org/10.1017/s135232522100015x.

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ABSTRACTLegal reasoning is commonly thought of as being based on either rules or analogies. More specifically, there is ongoing debate regarding whether precedential reasoning is best characterized as rule-based or analogical. This article continues that work by comparing recent and representative approaches from each camp, namely, Stevens's analogical model and the “rule-based” model of Horty and Rigoni. In the course of the comparison improvements on each approach are suggested and the improved models serve as the basis for the ultimate evaluation. The evaluation demonstrates that the “best” approach depends on the goals one has in theorizing legal reasoning as well as the jurisprudential assumptions one is willing to make.

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Chang, Maria, and Kenneth Forbus. "Clustering Hand-Drawn Sketches via Analogical Generalization." Proceedings of the AAAI Conference on Artificial Intelligence 27, no. 2 (July 14, 2013): 1507–12. http://dx.doi.org/10.1609/aaai.v27i2.18991.

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One of the major challenges to building intelligent educational software is determining what kinds of feedback to give learners. Useful feedback makes use of models of domain-specific knowledge, especially models that are commonly held by potential students. To empirically determine what these models are, student data can be clustered to reveal common misconceptions or common problem-solving strategies. This paper describes how analogical retrieval and generalization can be used to cluster automatically analyzed hand-drawn sketches incorporating both spatial and conceptual information. We use this approach to cluster a corpus of hand-drawn student sketches to discover common answers. Common answer clusters can be used for the design of targeted feedback and for assessment.

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15

Keane, Mark T., Tim Ledgeway, and Stuart Duff. "Constraints on Analogical Mapping: A Comparison of Three Models." Cognitive Science 18, no. 3 (July 1994): 387–438. http://dx.doi.org/10.1207/s15516709cog1803_2.

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16

Morgan, Mary S. "The Technology of Analogical Models: Irving Fisher's Monetary Worlds." Philosophy of Science 64 (December 1997): S304—S314. http://dx.doi.org/10.1086/392609.

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17

Stahl, Ann Brower. "Concepts of Time and Approaches to Analogical Reasoning in Historical Perspective." American Antiquity 58, no. 2 (April 1993): 235–60. http://dx.doi.org/10.2307/281967.

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Analogy is fundamentally important to archaeological inquiry, yet archaeologists remain profoundly ambivalent about its use. In this paper I address issues of how we develop and subsequently apply analogical models. Selecting an analogue requires that we have some implicit or explicit sense of its relevance to the case at hand. In the past, archaeologists often assumed that principles of relevance implied extensive similarities between the ethnographic and archaeological contexts and diverted attention away from the need to compare the analogical model with the archaeological context. In the first part of the paper, which is historically oriented, I examine the role that concepts of time (e.g., stone age, traditional, modern) have played in selecting relevant analogues. Fabian's critique of how anthropologists have used time to distance contemporary peoples guides this inquiry. In the remainder of the paper I explore the implications of recent historical-anthropological studies that document tremendous changes that resulted from European contact; this literature challenges archaeologists to develop more critical approaches to the use of so-called traditional societies as analogical models. In the final sections of the paper I explore the need for enhanced source-side criticism in developing relevant analogues, and advocate a comparative approach to the application of analogical models.

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18

Cuperman, Dan, and Igor M. Verner. "Fostering Analogical Reasoning Through Creating Robotic Models of Biological Systems." Journal of Science Education and Technology 28, no. 2 (September 15, 2018): 90–103. http://dx.doi.org/10.1007/s10956-018-9750-4.

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19

Mattiello, Elisa, and Wolfgang U. Dressler. "The Morphosemantic Transparency/Opacity of Novel English Analogical Compounds and Compound Families." Studia Anglica Posnaniensia 53, no. 1 (March 1, 2018): 67–114. http://dx.doi.org/10.2478/stap-2018-0004.

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Abstract This study deals with novel English analogical compounds, i.e. compounds obtained via either a unique model (e.g. beefcake after cheesecake) or a schema model: e.g., green-collar based on white-collar, blue-collar, pink-collar, and other X-collar compounds. The study aims, first, to inspect whether novel analogical compounds maintain the same degree of morphosemantic transparency/opacity as their models, and, second, to find out the role played by the compound constituents in the constitution of compound families, such as X-collar and others. To these aims, the study proposes a scale of morphosemantic transparency/opacity for the analysis of compound constituents. In particular, the compound constituents in our database (115 examples) are analysed in connection with: 1) their degree of transparency (vs. opacity, including metaphorical/metonymic meaning), linked to their semantic contribution in the construction of the whole compound’s meaning, and 2) their part-of-speech. Against the common assumption that productive word-formation rules mostly create morphosemantically transparent new words, or that rule productivity is closely connected with transparency, the study of our database demonstrates that novel analogical compounds tend to maintain the same transparency/opacity degree as their models. It also shows that, in nuclear families and subfamilies of compounds, the part-of-speech of the constituents, their degree of transparency/opacity, and their semantic relation are reproduced in all members of the analogical set.

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20

Pohar, Borut. "The Analogical Model of Cognitive Principles and Its Significance for the Dialogue between Science and Theology." Religions 12, no. 4 (March 25, 2021): 230. http://dx.doi.org/10.3390/rel12040230.

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Analogical models in science enable us to understand unobservable theoretical entities. We need this basic understanding, even in the case of mental phenomena, where multiple cognitive principles are involved. In this article, we suggest an analogical model of cognition that incorporates basic insights from the philosophies of science and theology, which could serve as a point of contact for the dialogue between science and theology. For this purpose, we presuppose six stages of understanding and the existence of six different theoretical cognitive principles that have their own characteristics, which coincide with some Biblical characters, theological reflections and scientific approaches to finding the truth. The choice of the analogical model and the cognitive principles is justified with their ability to organize, structure and make sense of different segments of scientific and theological knowledge, which otherwise seem confused, unrelated and without structure. The analogical model gives us a big picture of their relations and confirms the ability of the observable macroworld and phenomenological experience to assist us in understanding the realities that, at first sight, seem incomprehensible.

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21

Spranzi, Marta. "Galileo and the Mountains of the Moon: Analogical Reasoning, Models and Metaphors in Scientific Discovery." Journal of Cognition and Culture 4, no. 3-4 (2004): 451–83. http://dx.doi.org/10.1163/1568537042484904.

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AbstractThis paper is about the use of analogical reasoning, models and metaphors in Galileo's discovery of the mountains of the moon, which he describes in the Starry Messenger, a short but groundbreaking treatise published in 1610. On the basis of the observations of the Moon he has made with the newly invented telescope, Galileo shows that the Moon has mountains and that therefore it shares the same solid, opaque and rugged nature of the Earth. I will first reconstruct Galileo's reasoning, and illustrate the counterintuitive and quasi-circular way in which discovery depends on analogy: in order for analogical reasoning to succeed in bridging ontological gaps and thus serve as a discovery tool, a certain similarity between what are considered as radically different domains has to be presupposed. More particularly, in order for analogical reasoning to lead to genuine discoveries, salient features have to be selected in the source domain that will be mapped onto the target domain. There is disagreement as to how this mapping is successfully carried out: the syntactical (Dedre Gentner), pragmatic (Paul Thagard) and ontological-categorical (Rom Harré) approaches, all illuminate some features of this selection in the mapping process. On the basis of an analysis of Galileo's discovery, I will argue that we need a different "bootstrapping" approach which involves the construction of an imaginary temporary model encompassing both the source and the target domains, and which is occasionally strengthened by metaphors which serve as incomplete transitional models.

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22

Minervino, Ricardo, and Máximo Trench. "The Simulation of Situation Models Aids Analogical Transfer Between Algebra Problems." Journal of Cognitive Education and Psychology 15, no. 3 (2016): 428–43. http://dx.doi.org/10.1891/1945-8959.15.3.428.

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Several studies on analogical transfer to algebra word problems have demonstrated that adapting solutions learned from worked examples to nonisomorphic problems of the same type is challenging and that most instructional aids do not alleviate this difficulty. At the same time, various authors have suggested that transfer difficulties sometimes originate in students’ lack of disposition to relate algebraic formulas to the real-world situations to which they refer. We designed a noninteractive intervention encouraging students to elaborate situation models for base and target problems, and to ground algebraic formalisms in these representations. One experimental group simulated situation models by physical object manipulation, whereas another experimental group performed those simulations mentally. Both conditions outperformed a control group that did not run simulations. This intervention was more effective when the transformations posed by target problems were intrinsically more difficult to assimilate into the learned equation. Implications for the design of instructional interventions are discussed.

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23

Davis, James T. "What Is the Future of “Non-Rogerian” Analogical Rogerian Argument Models?" Rhetoric Review 31, no. 3 (July 2012): 327–32. http://dx.doi.org/10.1080/07350198.2012.684007.

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24

Gary, Michael Shayne, Robert E. Wood, and Tracey Pillinger. "Enhancing mental models, analogical transfer, and performance in strategic decision making." Strategic Management Journal 33, no. 11 (April 16, 2012): 1229–46. http://dx.doi.org/10.1002/smj.1979.

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25

Schwartz, Ruth, and Frederic Murphy. "Organizing a Model Base of Linear Programming Models Using Analogical Processes." Intelligent Systems in Accounting, Finance & Management 5, no. 4 (December 1996): 217–28. http://dx.doi.org/10.1002/(sici)1099-1174(199612)5:4<217::aid-isaf111>3.0.co;2-9.

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26

Friedman, Scott, and Kenneth Forbus. "An Integrated Systems Approach to Explanation-Based Conceptual Change." Proceedings of the AAAI Conference on Artificial Intelligence 24, no. 1 (July 5, 2010): 1523–29. http://dx.doi.org/10.1609/aaai.v24i1.7572.

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Understanding conceptual change is an important problem in modeling human cognition and in making integrated AI systems that can learn autonomously. This paper describes a model of explanation-based conceptual change, integrating sketch understanding, analogical processing, qualitative models, truth-maintenance, and heuristic-based reasoning within the Companions cognitive architecture. Sketch understanding is used to automatically encode stimuli in the form of comic strips. Qualitative models and conceptual quantities are constructed for new phenomena via analogical reasoning and heuristics. Truth-maintenance is used to integrate conceptual and episodic knowledge into explanations, and heuristics are used to modify existing conceptual knowledge in order to produce better explanations. We simulate the learning and revision of the concept of force, testing the concepts learned via a questionnaire of sketches given to students, showing that our model follows a similar learning trajectory.

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27

Leon, Marjorie R., and William Revelle. "Effects of anxiety on analogical reasoning: A test of three theoretical models." Journal of Personality and Social Psychology 49, no. 5 (1985): 1302–15. http://dx.doi.org/10.1037/0022-3514.49.5.1302.

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28

Cuperman, Dan, and Igor Verner. "Fostering Analogical Reasoning and Design Skills through Creating Bio-inspired Robotic Models." Procedia CIRP 36 (2015): 285–90. http://dx.doi.org/10.1016/j.procir.2015.01.006.

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29

Holyoak, Keith J., Hee Seung Lee, and Hongjing Lu. "Analogical and category-based inference: A theoretical integration with Bayesian causal models." Journal of Experimental Psychology: General 139, no. 4 (2010): 702–27. http://dx.doi.org/10.1037/a0020488.

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30

Tanjung, Hairunnisah, Bornok Sinaga, and Abil Mansyur. "Analysis of Student's Spatial Ability in terms of Van Hiele's Thinking Stages in Problem Based Learning." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (January 29, 2021): 470–85. http://dx.doi.org/10.33258/birle.v4i1.1675.

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This study aims to analyze students 'spatial mathematical abilities in terms of Van Hiele's thinking stages in problem-based learning models, as well as to find out the number of difficult indicators of students' mathematical spatial abilities in terms of Van Hiele's thinking stages in problem-based learning models. Researchers are the main research instrument, data obtained through several previous studies or journals about research on students' spatial abilities in terms of van hiele's thinking stages in problem-based learning. This study uses the analysis technique of the Miles and Huberman model. Data analysis activities, namely data reduction, display data, and conclusion drawing/ verification. The subjects in this study were journal articles on the analysis of students' spatial abilities in terms of van hiele's thinking stages in problem-based learning. The object of this research is the provision of a problem-based learning process. Based on the results of the study, there are students with high spatial abilities who have exploratory thinking processes, methodical thinking, analogical thinking, abstract thinking, synthesis, serendipity, and recycling ideas, students with high spatial abilities also have high imagination, students with spatial abilities are having a process exploratory thinking, serendipity, analogical thinking, semi-abstract thinking, and recycling of ideas and having moderate imagination, as well as students with low spatial abilities in understanding problems using exploratory, analogical, semi-abstract, synthesis thinking processes and have low imagery.

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31

Roby, Courtney Ann. "Seneca's Scientific Fictions: Models as Fictions in theNatural Questions." Journal of Roman Studies 104 (July 28, 2014): 155–80. http://dx.doi.org/10.1017/s0075435814000082.

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AbstractSeneca'sNaturales Quaestionesexplains the causes and functional mechanisms of natural phenomena, from common sights like rainbows to exotically out-of-reach ones like comets. The vividness with which he brings them all within the reader's grasp is certainly a literary feat as much as a scientific one, but the rhetorical power of his explanations does not cost them their epistemological validity. Analyses drawn from current philosophy of science reveal elements of fictionality omnipresent in scientific models and experiments, suggesting an approach to Seneca's ‘scientific fictions’ not as failed analogies but as a sophisticated expansion of the tradition of analogical scientific explanation.

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32

Lung, Chung-Horng, and Joseph E. Urban. "An approach to the classification of domain models in support of analogical reuse." ACM SIGSOFT Software Engineering Notes 20, SI (August 1995): 169–78. http://dx.doi.org/10.1145/223427.211842.

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33

Wharton, Charles M., Jordan Grafman, Stephen S. Flitman, Eric K. Hansen, Jason Brauner, Allison Marks, and Manabu Honda. "Toward Neuroanatomical Models of Analogy: A Positron Emission Tomography Study of Analogical Mapping." Cognitive Psychology 40, no. 3 (May 2000): 173–97. http://dx.doi.org/10.1006/cogp.1999.0726.

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34

Harrison, Allan G., and Onno De Jong. "Exploring the use of multiple analogical models when teaching and learning chemical equilibrium." Journal of Research in Science Teaching 42, no. 10 (2005): 1135–59. http://dx.doi.org/10.1002/tea.20090.

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35

Begley, John. "Metaphorical Theology." Pacifica: Australasian Theological Studies 6, no. 1 (February 1993): 49–60. http://dx.doi.org/10.1177/1030570x9300600103.

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Metaphorical theology rightly insists that metaphorical language about God can be both cognitively meaningful and spiritually nourishing. Metaphors, models and stories all have use and value. On the other hand, despite some claims, they also have their limitations. As Aquinas pointed out, systematic theology depends on the analogical, literal use of language.

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Xu, Joseph, and John Laird. "Instance-Based Online Learning of Deterministic Relational Action Models." Proceedings of the AAAI Conference on Artificial Intelligence 24, no. 1 (July 5, 2010): 1574–79. http://dx.doi.org/10.1609/aaai.v24i1.7569.

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We present an instance-based, online method for learning action models in unanticipated, relational domains. Our algorithm memorizes pre- and post-states of transitions an agent encounters while experiencing the environment, and makes predictions by using analogy to map the recorded transitions to novel situations. Our algorithm is implemented in the Soar cognitive architecture, integrating its task-independent episodic memory module and analogical reasoning implemented in procedural memory. We evaluate this algorithm’s prediction performance in a modified version of the blocks world domain and the taxi domain. We also present a reinforcement learning agent that uses our model learning algorithm to significantly speed up its convergence to an optimal policy in the modified blocks world domain.

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37

Raffray, Claudine N., Martin J. Pickering, and Holly P. Branigan. "Relation priming, the lexical boost, and alignment in dialogue." Behavioral and Brain Sciences 31, no. 4 (July 29, 2008): 394–95. http://dx.doi.org/10.1017/s0140525x08004640.

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AbstractThe authors' claim that analogical reasoning is the product of relational priming is compatible with language processing work that emphasizes the role of low-level automatic processes in the alignment of situation models in dialogue. However, their model ignores recent behavioral evidence demonstrating a “lexical boost” effect on relational priming. We discuss implications of these data.

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38

Markman, Arthur B. "Can developmental psychology provide a blueprint for the study of adult cognition?" Behavioral and Brain Sciences 34, no. 3 (May 19, 2011): 140–41. http://dx.doi.org/10.1017/s0140525x10002475.

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AbstractIn order to develop sophisticated models of the core domains of knowledge that support complex cognitive processing in infants and children, developmental psychologists have mapped out the content of these knowledge domains. This research strategy may provide a blueprint for advancing research on adult cognitive processing. I illustrate this suggestion with examples from analogical reasoning and decision making.

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39

Steinhart, Eric. "Beyond proportional analogy." Pragmatics and Cognition 2, no. 1 (January 1, 1994): 95–129. http://dx.doi.org/10.1075/pc.2.1.04ste.

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A model of analogical mapping is proposed that uses five principles to generate consistent and conflicting hypotheses regarding assignments of elements of a source domain to analogous elements of a target domain. The principles follow the fine conceptual structure of the domains. The principles are: (1) the principle of proportional analogy; (2) the principle of mereological analogy, (3) the principle of chain reinforcement; (4) the principle of transitive reinforcement; and (5) the principle of mutual inconsistency. A constraint-satisfaction network is used to find the set of assignments that preserves the greatest relational structure of the source. In contrast to the model proposed here, most models of analogical mapping use only the principle of proportional analogy. The use of many principles is shown to be superior in that it permits smoother integration of pragmatic factors and results in a more efficient mapping process.

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Palazzo, Giuseppe, Vincenzo Ronsivalle, Lorenzo Rustico, Stefano Martina, Grazia Fichera, Paola Campagna, and Riccardo Nucera. "Digital Models for the Analysis of Little’s Irregularity Index in Subjects with a Different Degree of Crowding: A Reproducibility Study." Applied Sciences 10, no. 20 (October 13, 2020): 7108. http://dx.doi.org/10.3390/app10207108.

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Background: To investigate the accuracy and reproducibility of digital measurements of Little’s Irregularity Index and to evaluate if different degrees of dental crowding could influence these measurements. Methods: The study included 40 dental models and 5 sub-groups were created according to the severity of the crowding. In both the digital models and the study cast, Little’s Irregularity Index was recorded by measuring (1) the mesiodistal width of each tooth and (2) the arch lengths in both the maxillary and mandibular jaw. Two operators performed measurements on plaster and digital models using, respectively, a digital caliper and OrthoAnalyzerTM 3D software (3Shape A/S, Copenhagen, Denmark). Statistical analysis was performed to assess intra- and inter-operator variability, the accuracy between manual and digital measurements and if the amount of crowding could affect the accuracy of the digital measurements. Results: Concerning intra-examiner reliability, no statistically significant differences were detected (p > 0.05). In the maxillary and mandibular arch, the Intraclass Correlation Coefficient (ICC) value was 0.996 and 0.997 for the analogic measurements and 0.998 and 0.978 for the digital measurements. For the maxillary arch, the mean difference between the analogic and digital Little’s Irregularity Index (LII) measurements was 0.43 mm while for the mandibular arch the mean difference was 0.24 mm, showing some overestimation of the digital measurements (p < 0.05). No differences were found according to crowding subgroups (p > 0.05). Conclusions: Digital measurements of LII could be considered as a valid substitute of the gold standard analogical measurement.

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Zhao, San Ping. "The Micro Fluidic Integrated Circuits Design Method based on the CAD System." Applied Mechanics and Materials 66-68 (July 2011): 1930–35. http://dx.doi.org/10.4028/www.scientific.net/amm.66-68.1930.

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In this study, SPICE program is applied to design micro fluidic circuits based on the analogical relationship with MOSFET models for the first time. A SPICE model of pneumatic-FET is established to express the behavior of them in micro fluidic circuits. Construction of pneumatic-FET model, its optimization, and effectiveness in circuit design and comparison are discussed in the later sections.

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Vidal Gimenez, F., J. M. Sales Civera, and D. B. Lopez Lluch. "Company valuation methods: applying dynamic analogical-stock market valuation models to agrarian co-operatives." Spanish Journal of Agricultural Research 2, no. 1 (March 1, 2004): 17. http://dx.doi.org/10.5424/sjar/2004021-56.

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Yoon-Sik Hwang, KIM HEUI BAIK, and 한문현. "Exploring Middle School Students’System Thinking Revealed in Small Group Activity Using Analogical Eye Models." BIOLOGY EDUCATION 44, no. 4 (December 2016): 749–62. http://dx.doi.org/10.15717/bioedu.2016.44.4.749.

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Brown, Ann L., Mary J. Kane, and Catharine H. Echols. "Young children's mental models determine analogical transfer across problems with a common goal structure." Cognitive Development 1, no. 2 (April 1986): 103–21. http://dx.doi.org/10.1016/s0885-2014(86)80014-4.

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An, Guoliang, Yunfei Li, Liwei Wang, and Jiao Gao. "Wide applicability of analogical models coupled with hysteresis effect for halide/ammonia working pairs." Chemical Engineering Journal 394 (August 2020): 125020. http://dx.doi.org/10.1016/j.cej.2020.125020.

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HORGAN, JAMES. "Icon and Bild: A Note on the Analogical Structure of Models—the Role of Models in Experiment and Theory." British Journal for the Philosophy of Science 45, no. 2 (June 1, 1994): 599–604. http://dx.doi.org/10.1093/bjps/45.2.599.

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Stacewicz, Paweł. "Analogicity in Computer Science. Methodological Analysis." Studies in Logic, Grammar and Rhetoric 63, no. 1 (September 1, 2020): 69–86. http://dx.doi.org/10.2478/slgr-2020-0028.

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AbstractAnalogicity in computer science is understood in two, not mutually exclusive ways: 1) with regard to the continuity feature (of data or computations), 2) with regard to the analogousness feature (i.e. similarity between certain natural processes and computations). Continuous computations are the subject of three methodological questions considered in the paper: 1a) to what extent do their theoretical models go beyond the model of the universal Turing machine (defining digital computations), 1b) is their computational power greater than that of the universal Turing machine, 1c) under what conditions are continuous computations realizable in practice? The analogue-analogical computations lead to two other issues: 2a) in what sense and to what extent their accuracy depends on the adequacy of certain theories of empirical sciences, 2b) are there analogue-analogical computations in nature that are also continuous? The above issues are an important element of the philosophical discussion on the limitations of contemporary computer science.

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Leech, Robert, Denis Mareschal, and Richard P. Cooper. "Analogy as relational priming: A developmental and computational perspective on the origins of a complex cognitive skill." Behavioral and Brain Sciences 31, no. 4 (July 29, 2008): 357–78. http://dx.doi.org/10.1017/s0140525x08004469.

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AbstractThe development of analogical reasoning has traditionally been understood in terms of theories of adult competence. This approach emphasizes structured representations and structure mapping. In contrast, we argue that by taking a developmental perspective, analogical reasoning can be viewed as the product of a substantially different cognitive ability – relational priming. To illustrate this, we present a computational (here connectionist) account where analogy arises gradually as a by-product of pattern completion in a recurrent network. Initial exposure to a situation primes a relation that can then be applied to a novel situation to make an analogy. Relations are represented as transformations between states. The network exhibits behaviors consistent with a broad range of key phenomena from the developmental literature, lending support to the appropriateness of this approach (using low-level cognitive mechanisms) for investigating a domain that has normally been the preserve of high-level models. Furthermore, we present an additional simulation that integrates the relational priming mechanism with deliberative controlled use of inhibition to demonstrate how the framework can be extended to complex analogical reasoning, such as the data from explicit mapping studies in the literature on adults. This account highlights how taking a developmental perspective constrains the theory construction and cognitive modeling processes in a way that differs substantially from that based purely on adult studies, and illustrates how a putative complex cognitive skill can emerge out of a simple mechanism.

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Strik, Oscar. "Explaining tense marking changes in Swedish verbs." Journal of Historical Linguistics 4, no. 2 (September 30, 2014): 192–231. http://dx.doi.org/10.1075/jhl.4.2.02str.

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This study investigates the role of analogy in the changes in inflectional classes of Swedish verbs from the Old Swedish to Modern Swedish period. Verbs in the Germanic languages are generally classed as either weak or strong according to their type of inflection, but closer examination reveals interesting subtleties and exceptions to this general picture. Furthermore, changes in inflectional class go in different directions: not only from strong to weak, but also the other way around, and between strong classes and weak classes. Two analogical computer models — Analogical Modeling (Skousen 1989) and Minimal Generalization (Albright & Hayes 2002) — are used to model a selection of 80 such changes in the history of Swedish verbs. Taking only phonological descriptions of present tense verb stems paired with their original past tense stems as input, the models attempt to predict the most likely past tense forms based on analogy. In the cases where the new outcome matches the actual changes in Swedish, the predictions are considered correct. In this way, both models predicted roughly half of all changes correctly, but 83% of the changes where a weak verb became strong. I conclude that analogy modeled in this way may play a moderate to strong role in inflection class change in general, but a particularly strong role in the case of new strong verbs. Based on these results, analogy is deserving of a revaluation as an explanatory force in diachronic linguistics.

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Jenkins, Willis. "Global Ethics, Christian Theology, and the Challenge of Sustainability." Worldviews: Global Religions, Culture, and Ecology 12, no. 2-3 (2008): 197–217. http://dx.doi.org/10.1163/156853508x359985.

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AbstractThis paper considers how theology confronts sustainability as a global problem, and what that confrontation can contribute to the challenge of global ethics. After reviewing major models of religious engagement with global ethics, I argue for an analogical conception in which Christian social practices generate moral patterns with the capacity to meet the integrative challenge of global ethics. Theological reflection on those practices then helps sustain the discourse of sustainability as an effective working concept.

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