scholarly journals Adaptation as a Selection Constraint On Analogical Mapping

Author(s):  
Mark T. Keane
1991 ◽  
Vol 15 (1) ◽  
pp. 89-132 ◽  
Author(s):  
Catherine A. Clement ◽  
Dedre Gentner

1998 ◽  
Author(s):  
Kenneth D. Forbus ◽  
Dedre Gentner ◽  
Arthur B. Makman ◽  
Ronald W. Ferguson

Author(s):  
Cynthia Pamela Audisio ◽  
Maia Julieta Migdalek

AbstractExperimental research has shown that English-learning children as young as 19 months, as well as children learning other languages (e.g., Mandarin), infer some aspects of verb meanings by mapping the nominal elements in the utterance onto participants in the event expressed by the verb. The present study assessed this structure or analogical mapping mechanism (SAMM) on naturalistic speech in the linguistic environment of 20 Spanish-learning infants from Argentina (average age 19 months). This study showed that the SAMM performs poorly – at chance level – especially when only noun phrases (NPs) included in experimental studies of the SAMM were parsed. If agreement morphology is considered, the performance is slightly above chance but still very poor. In addition, it was found that the SAMM performs better on intransitive and transitive verbs, compared to ditransitives. Agreement morphology has a beneficial effect only on transitive and ditransitive verbs. On the whole, concerns are raised about the role of the SAMM in infants’ interpretation of verb meaning in natural exchanges.


2005 ◽  
Vol 14 (3) ◽  
pp. 153-157 ◽  
Author(s):  
John E. Hummel ◽  
Keith J. Holyoak

Human mental representations are both flexible and structured—properties that, together, present challenging design requirements for a model of human thinking. The Learning and Inference with Schemas and Analogies (LISA) model of analogical reasoning aims to achieve these properties within a neural network. The model represents both relations and objects as patterns of activation distributed over semantic units, integrating these representations into propositional structures using synchrony of firing. The resulting propositional structures serve as a natural basis for memory retrieval, analogical mapping, analogical inference, and schema induction. The model also provides an a priori account of the limitations of human working memory and can simulate the effects of various kinds of brain damage on thinking.


2019 ◽  
Vol 50 (5) ◽  
pp. 555-591
Author(s):  
Shulamit Kapon ◽  
Angela Halloun ◽  
Michal Tabach

We compared students' learning gains in authentic seventh-grade classrooms (N = 144) in 4 different interventions that incorporated a computer game that aims to teach players to solve linear equations. Significantly higher learning gains were measured in the implementations that were specifically designed to mediate the attribution of algebraic meaning to objects, actions, and rules in the game by engaging students in analogical mapping between these constructs and their algebraic counterparts and an exploration of the boundaries of this isomorphism. These findings suggest that learning disciplinary content and skills from a digital game requires learners to attribute disciplinary meaning to objects, actions, and rules in the game. Moreover, this process does not necessarily occur spontaneously and benefits from instructional mediation.


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