Resources for Research on Analogy: a Multi- Disciplinary Guide Marcello Guarini University of Windsor
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Using Analogy to Learn About Phenomena at Scales Outside Human Perception Ilyse Resnick1*, Alexandra Davatzes2, Nora S
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Springer - Publisher Connector Resnick et al. Cognitive Research: Principles and Implications (2017) 2:21 Cognitive Research: Principles DOI 10.1186/s41235-017-0054-7 and Implications ORIGINAL ARTICLE Open Access Using analogy to learn about phenomena at scales outside human perception Ilyse Resnick1*, Alexandra Davatzes2, Nora S. Newcombe3 and Thomas F. Shipley3 Abstract Understanding and reasoning about phenomena at scales outside human perception (for example, geologic time) is critical across science, technology, engineering, and mathematics. Thus, devising strong methods to support acquisition of reasoning at such scales is an important goal in science, technology, engineering, and mathematics education. In two experiments, we examine the use of analogical principles in learning about geologic time. Across both experiments we find that using a spatial analogy (for example, a time line) to make multiple alignments, and keeping all unrelated components of the analogy held constant (for example, keep the time line the same length), leads to better understanding of the magnitude of geologic time. Effective approaches also include hierarchically and progressively aligning scale information (Experiment 1) and active prediction in making alignments paired with immediate feedback (Experiments 1 and 2). Keywords: Analogy, Magnitude, Progressive alignment, Corrective feedback, STEM education Significance statement alignment and having multiple opportunities to make Many fundamental science, technology, engineering, and alignments are critical in supporting reasoning about mathematic (STEM) phenomena occur at extreme scales scale, and that the progressive and hierarchical that cannot be directly perceived. For example, the Geo- organization of scale information may provide salient logic Time Scale, discovery of the atom, size of the landmarks for estimation. -
Analogical Processes and College Developmental Reading
Analogical Processes and College Developmental Reading By Eric J. Paulson Abstract: Although a solid body of research is analogical. An analogical process involves concerning the role of analogies in reading processes the identification of partial similarities between has emerged at a variety of age groups and reading different objects or situations to support further proficiencies, few of those studies have focused on inferences and is used to explain new concepts, analogy use by readers enrolled in college develop- solve problems, and understand new areas and mental reading courses. The current study explores ideas (Gentner, & Colhoun, 2010; Gentner & Smith, whether 232 students enrolled in mandatory (by 2012). For example, when a biology teacher relates placement test) developmental reading courses the functions of a cell to the activities in a factory in in a postsecondary educational context utilize order to introduce and explain the cell to students, analogical processes while engaged in specific this is an analogical process designed to use what reading activities. This is explored through two is already familiar to illuminate and explain a separate investigations that focus on two different new concept. A process of mapping similarities ends of the reading spectrum: the word-decoding between a source (what is known) and a target Analogy appears to be a key level and the overall text-comprehension level. (what is needed to be known) in order to better element of human thinking. The two investigations reported here build on understand the target (Holyoak & Thagard, 1997), comparable studies of analogy use with proficient analogies are commonly used to make sense of readers. -
Philósophos N. 2 V. 9
DOSSIÊS MODELS AND THE DYNAMICS OF THEORIES Paulo Abrantes Universidade de Brasília [email protected] Abstract: This paper gives a historical overview of the ways various trends in the philosophy of science dealt with models and their relationship with the topics of heuristics and theoretical dynamics. First of all, N. Campbell’s account of analogies as components of scientific theories is presented. Next, the notion of ‘model’ in the reconstruction of the structure of scientific theories proposed by logical empiricists is examined. This overview finishes with M. Hesse’s attempts to develop Campbell’s early ideas in terms of an analogical inference. The final part of the paper points to contemporary developments on these issues which adopt a cognitivist perspective. It is indicated how discussions in the cognitive sciences might help to flesh out some of the insights philosophers of science had concerning the role models and analogies play in actual scientific theorizing. Key words: models, analogical reasoning, metaphors in science, the structure of scientific theories, theoretical dynamics, heuristics, scientific discovery. Hesse (1976) suggests that different philosophical explications of the roles models play in science correspond to different models of science. As a matter of fact, the explication of scientific modeling became a central issue in the criticism and revision of logical empiricism in the 50’s and the 60’s. The critics of the logical empiricist explication of models pointed out that it doesn’t capture one of the roles models play in science: that of providing guidelines for the development of theories.1 PHILÓSOPHOS 9 (2) : 225-269, jul./dez. -
Demonstrative and Non-Demonstrative Reasoning by Analogy
Demonstrative and non-demonstrative reasoning by analogy Emiliano Ippoliti Analogy and analogical reasoning have more and more become an important subject of inquiry in logic and philosophy of science, especially in virtue of its fruitfulness and variety: in fact analogy «may occur in many contexts, serve many purposes, and take on many forms»1. Moreover, analogy compels us to consider material aspects and dependent-on-domain kinds of reasoning that are at the basis of the lack of well- established and accepted theory of analogy: a standard theory of analogy, in the sense of a theory as classical logic, is therefore an impossible target. However, a detailed discussion of these aspects is not the aim of this paper and I will focus only on a small set of questions related to analogy and analogical reasoning, namely: 1) The problem of analogy and its duplicity; 2) The role of analogy in demonstrative reasoning; 3) The role of analogy in non-demonstrative reasoning; 4) The limits of analogy; 5) The convergence, particularly in multiple analogical reasoning, of these two apparently distinct aspects and its philosophical and methodological consequences; § 1 The problem of analogy and its duplicity: the controversial nature of analogical reasoning One of the most interesting aspects of analogical reasoning is its intrinsic duplicity: in fact analogy belongs to, and takes part in, both demonstrative and non-demonstrative processes. That is, it can be used respectively as a means to prove and justify knowledge (e.g. in automated theorem proving or in confirmation patterns of plausible inference), and as a means to obtain new knowledge, (i.e. -
For Mechanics of Materials Subject (Mms)
Emirates Journal for Engineering Research, 13 (2), 73-78 (2008) (Regular Paper) ANALOGY BASED LEARNING (ABL) FOR MECHANICS OF MATERIALS SUBJECT (MMS) M. Isreb School of Applied Sciences and Engineering, Monash University Gippsland Campus Northways Road, Churchill, Victoria 3842, Australia Email: [email protected] (Received May 2008 and accepted August 2008) ﻻ يوجد دليل في المراجع واﻷبحاث المنشورة على استخدام التعليم بواسطة النمذجة للعنصر الرياضي في مادة الھندسة الميكانيكية للمواد المتشكلة (والمعروفة أيضاً في أوساط معملي الھندسة باسم ميكانيكا المواد (MMS)). ويھدف تطبيق التعليم بواسطة النمذجة المقدم في ھذه الورقة إلى محاولة تسھيل استيعاب الطﻻب لتلك المادة الصعبة. وقد تم استخدام الطريقة القياسية لنمذجة العزوم باسلوب مبتكر. وقد اختبر الباحث ھذه الطريقة لمدة عشرين عاماً في جامعة موناش باستراليا. وأثبتت الطريقة نجاحھا بغض النظر عن طريقة الطﻻب وقدرتھم على التحصيل طبقاً ﻻمكانياتھم العقلية. وتميزت الطريقة بقابلية التطوير والمرونة. There is no evidence in the literature of using Analogy based-learning (ABL) education for the mathematics components of Engineering Mechanics of Deformable Bodies subject (also known widely amongst engineering educators by the name Mechanics of Materials subject, abbreviated as MMS). The motive of using the ABL for MMS in the present paper is to attempt to make, such already difficult subject, easy one to get across to students. The method used in the paper is based on standard ABL methodology of coupling, in an innovative way, each ABL source with an ABL target of the MMS. The author has tested the new approach for two decades at Monash University, Australia. The approach has proved to bring the students potentials to its fullest regardless of their style of learning, within the eight brain sectors. -
Analogies in Physics Analysis of an Unplanned Epistemic Strategy
. Analogies in Physics Analysis of an Unplanned Epistemic Strategy Von der Philosophischen Fakultät der Gottfried Wilhelm Leibniz Universität Hannover zur Erlangung des Grades Doktors der Philosophie Dr. phil. Genehmigte Dissertation von Ing. grad. MA Gunnar Kreisel Erscheinungs- bzw. Druckjahr 2021 Referent: Prof. Dr. Mathias Frisch Korreferent: Prof. Dr. Torsten Wilholt Tag der Promotion: 26.10.2020 2 To my early died sister Uta 3 Acknowledgements I could quote only very few by name who have contributed to my work on this thesis, for discussing some of the developed ideas with me or comments on parts of my manuscript. These are in the first place my advisor Mathias Frisch and further Torsten Wilholt, who read critically individual chapters. Much more have contributed by some remarks or ideas mentioned in passing which I cannot assign to someone explicitly and therefore must be left unnamed. Also, other people not named here have supported my work in the one or other way. I think they know who were meant if they read this. A lot of thanks are due to Zoe Vercelli from the International Writing centre at Leibniz University Hannover improving my English at nearly the whole manuscript (some parts are leaved to me because of organisational changes at the writing centre). So, where the English is less correct Zoe could not have had a look on it. Of course, all errors and imprecisions remain in solely my responsibility. 4 Abstract This thesis investigates what tools are appropriate for answering the question how it is possible to develop such a complex theory in physics as the standard model of particle physics with only an access via electromagnetic interaction of otherwise unobservable objects and their interactions it was investigated what the tools are to do this. -
SKETCHING, ANALOGIES, and CREATIVITY on the Shared
J. S. Gero, B. Tversky and T. Purcell (eds), 2001, Visual and Spatial Reasoning in Design, II Key Centre of Design Computing and Cognition, University of Sydney, Australia, pp. SKETCHING, ANALOGIES, AND CREATIVITY On the shared research interests of psychologists and designers ILSE M. VERSTIJNEN, ANN HEYLIGHEN, JOHAN WAGEMANS AND HERMAN NEUCKERMANS K.U.Leuven Belgium Abstract. Paper and pencil sketching, visual analogies, and creativity are intuitively interconnected in design. This paper reports on previous and current research activities of a psychologist (the 1st author) and an architect/designer (the 2nd author) on issues concerning sketching and analogies, and analogies and creativity respectively. In this paper we tried to unite these findings into a combined theory on how sketching, analogies, and creativity interrelate. An appealing theory emerges. It is hypothesized that with no paper available or no expertise to use it, analogies can be used to support the creative process instead of sketches. This theory, however, is a tentative one that needs more research to be confirmed. 1. Sketching Within creative professions, mental imagery often interacts with paper and pencil sketching. Artists and designers (among others) frequently engage into sketching and, without any proper paper available, will often report frustration and resort to newspaper margins, back of envelops, beer mats or the like. Although anecdotally, this frustration seems to be quite common, and demonstrates the importance of paper and pencil sketching as a necessary aid to mental imagery. Paper and pencil sketches are one form of externalization of mental images, and therefore can inform us about characteristics of these images. -
Aristotle's Concept of Analogy and Its Function in the Metaphysics By
Aristotle’s Concept of Analogy and its Function in the Metaphysics by Alexander G. Edwards Submitted in partial fulfilment of the requirements for the degree of Master of Arts at Dalhousie University Halifax, Nova Scotia August 2016 © Copyright by Alexander G. Edwards, 2016 for my parents, Jeff and Allegra τὸ δυνατὸν γὰρ ἡ φιλία ἐπιζητεῖ, οὐ τὸ κατ’ ἀξίαν· οὐδὲ γὰρ ἔστιν ἐν πᾶσι, καθάπερ ἐν ταῖς πρὸς τοὺς θεοὺς τιμαῖς καὶ τοὺς γονεῖς· οὐδεὶς γὰρ τὴν ἀξίαν ποτ’ ἂν ἀποδοίη, εἰς δύναμιν δὲ ὁ θεραπεύων ἐπιεικὴς εἶναι δοκεῖ. – EN VIII.14 ii Table of Contents Abstract iv List of Abbreviations Used v Acknowledgements vi Chapter 1: Introduction 1 Chapter 2: Analogy, Focality, and Aristotle’s concept of the analogia entis 4 Chapter 3: The Function of Analogy within the Metaphysics 45 Chapter 4: Conclusion 71 Bibliography 74 iii Abstract This thesis aims to settle an old dispute concerning Aristotle’s concept of analogy and its function in the Metaphysics. The question is whether Aristotle’s theory of pros hen legomena, things predicated in reference to a single term, is implicitly a theory of analogy. In the Middle Ages, such unity of things said in reference to a single source, as the healthy is said in reference to health, was termed the analogy of attribution. Yet Aristotle never explicitly refers to pros hen unity as analogical unity. To arrive at an answer to this question, this thesis explores Aristotle’s concept of analogy with an eye to its actual function in the argument of the Metaphysics. As such, it offers an account of the place and role of analogy in Aristotelian first philosophy. -
Analogical Thinking for Idea Generation to Some Extent, Everyone Uses Analogies As a Thinking Mechanism in Daily Life (Holyoak & Thagard, 1996)
Interdisciplinary Journal of Information, Knowledge, and Management Volume 11, 2016 Cite as: Kim, E., & Horii, H. (2016). Analogical thinking for generation of innovative ideas: An exploratory study of influential factors. Interdisciplinary Journal of Information, Knowledge, and Management, 11, 201-214. Retrieved from http://www.informingscience.org/Publications/3539 Analogical Thinking for Generation of Innovative Ideas: An Exploratory Study of Influential Factors Eunyoung Kim and Hideyuki Horii Center for Knowledge Structuring, The University of Tokyo, Tokyo, Japan [email protected]; [email protected] Abstract Analogical thinking is one of the most effective tools to generate innovative ideas. It enables us to develop new ideas by transferring information from well-known domains and utilizing them in a novel domain. However, using analogical thinking does not always yield appropriate ideas, and there is a lack of consensus among researchers regarding the evaluation methods for assessing new ideas. Here, we define the appropriateness of generated ideas as having high structural and low superficial similarities with their source ideas. This study investigates the relationship be- tween thinking process and the appropriateness of ideas generated through analogical thinking. We conducted four workshops with 22 students in order to collect the data. All generated ideas were assessed based on the definition of appropriateness in this study. The results show that par- ticipants who deliberate more before reaching the creative leap stage and those who are engaged in more trial and error for deciding the final domain of a new idea have a greater possibility of generating appropriate ideas. The findings suggest new strategies of designing workshops to en- hance the appropriateness of new ideas. -
Homogenization of Processes in Nonlinear Visco-Elastic Composites
Ann. Scuola Norm. Sup. Pisa Cl. Sci. (5) Vol. X (2011), 611-644 Homogenization of processes in nonlinear visco-elastic composites AUGUSTO VISINTIN Abstract. The constitutive behaviour of a multiaxial visco-elastic material is here represented by the nonlinear relation t ε A(x) σ(x, τ) dτ α(σ, x), − : ∈ !0 which generalizes the classical Maxwell model of visco-elasticity of fluid type. Here α( , x) is a (possibly multivalued) maximal monotone mapping, σ is the stress te·nsor, ε is the linearized strain tensor, and A(x) is a positive-definite fourth-order tensor. The above inclusion is here coupled with the quasi-static σ force-balance law, div f#. Existence and uniqueness of the weak solution are proved for a bou−ndary-v=alue problem. Convergence to a two-scale problem is then derived for a composite ma- terial, in which the functions α and A periodically oscillate in space on a short length-scale. It is proved that the coarse-scale averages of stress and strain solve a single-scale homogenized problem, and that conversely any solution of this prob- lem can be represented in that way. The homogenized constitutive relation is represented by the minimization of a time-integrated functional, and is rather dif- ferent from the above constitutive law. These results are also retrieved via De Giorgi’s notion of %-convergence. These conclusions are at variance with the outcome of so-called analogical models, that rest on an (apparently unjustified) mean-field-type hypothesis. Mathematics Subject Classification (2010): 35B27 (primary); 49J40, 73E50, 74Q (secondary). -
Characterizing Ecohydrological and Biogeochemical Connectivity Across Multiple Scales: a New Conceptual Framework
ECOHYDROLOGY Ecohydrol. (2010) Published online in Wiley Online Library (wileyonlinelibrary.com) DOI: 10.1002/eco.187 Characterizing ecohydrological and biogeochemical connectivity across multiple scales: a new conceptual framework Lixin Wang,1*ChrisZou,2 Frances O’Donnell,1 Stephen Good,1 Trenton Franz,1 Gretchen R. Miller,3 Kelly K. Caylor,1 Jessica M. Cable4 and Barbara Bond5 1 Department of Civil and Environmental Engineering, Princeton University, Princeton, NJ 08544, USA 2 Department of Natural Resource Ecology and Management, Oklahoma State University, Stillwater, OK, USA 3 Department of Civil Engineering, Texas A&M University, College Station, TX, USA 4 International Arctic Research Center, University of Alaska, Fairbanks, AK, USA 5 Department of Forest Ecosystems and Society, Oregon State University, Corvallis, OR 97331, USA ABSTRACT The connectivity of ecohydrological and biogeochemical processes across time and space is a critical determinant of ecosystem structure and function. However, characterizing cross-scale connectivity is a challenge due to the lack of theories and modelling approaches that are applicable at multiple scales and due to our rudimentary understanding of the magnitude and dynamics of such connectivity. In this article, we present a conceptual framework for upscaling quantitative models of ecohydrological and biogeochemical processes using electrical circuit analogies and the Thevenin’s´ theorem. Any process with a feasible linear electrical circuit analogy can be represented in larger scale models as a simplified Thevenin´ equivalent. The Thevenin´ equivalent behaves identically to the original circuit, so the mechanistic features of the model are maintained at larger scales. We present three case applications: water transport, carbon transport, and nitrogen transport. -
A Break-Down Model for Cost Estimation of Composites a Thesis
A Break-Down Model for Cost Estimation of Composites A thesis presented to the faculty of the Russ College of Engineering and Technology of Ohio University In partial fulfillment of the requirements for the degree Master of Science Aniruddha V. Joshi August 2018 © 2018 Aniruddha V. Joshi. All Rights Reserved. 2 This thesis titled A Break-Down Model for Cost Estimation of Composites by ANIRUDDHA V. JOSHI has been approved for the Department of Industrial and Systems Engineering and the Russ College of Engineering and Technology by Dale Masel Associate Professor of Industrial and Systems Engineering Dennis Irwin Dean, Russ College of Engineering and Technology 3 ABSTRACT JOSHI, ANIRUDDHA V., M.S., August 2018, Industrial and Systems Engineering A Break-Down Model for Cost Estimation of Composites Director of Thesis: Dale Masel With the development of cheaper composite materials and more efficient manufacturing processes, there has been a steady growth in the applications as well as the interest of small and medium scale enterprises to manufacture composite parts. Current methods for cost estimation of composites require many inputs and CAD models. The methodology developed in this thesis will enable manufacturers and designers to obtain a preliminary cost estimate for composite parts based on minimum information during the early design stages. The total cost estimate calculated in this thesis follows the break-down approach where the total cost is broken down into its primary and secondary cost components. The break-down model follows a hierarchical structure of calculating the usage of materials and time, which are at a lower level, based on the user inputs and then using these lower level costs to calculate the upper level cost estimates.