A Creative Analogy Machine: Results and Challenges
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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. -
Combinational Creativity and Computational Creativity
Combinational Creativity and Computational Creativity By Ji HAN Dyson School of Design Engineering Imperial College London A thesis submitted for the degree of Doctor of Philosophy April 2018 Originality Declaration The coding of the Combinator and the Retriever was accomplished in collaboration with Feng SHI, a PhD colleague in the Creativity Design and Innovation Lab at the Dyson School of Design Engineering, Imperial College London, and co-author with me of relevant publications. Except where otherwise stated, this thesis is the result of my own research. This research was conducted in the Dyson School of Design Engineering at Imperial College London, between October 2014 and December 2017. I certify that this thesis has not been submitted in whole or in parts as consideration for any other degree or qualification at this or any other institute of learning. Ji HAN April 2018 II Copyright Declaration The copyright of this thesis rests with the author and is made available under a Creative Commons Attribution Non-Commericial No Derivitives licence. Researchers are free to copy, distribute or transmit the thesis on the condition that they attribute it, that they do not use it for commercial purposes and that they do not alter, transform or build upon it. For any reuse or redistribution, researchers must make clear to others the license terms of this work. Ji HAN April 2018 III List of Publications The following journal and conference papers were published during this PhD research. Journal Publications 1. Han J., Shi F., Chen L., Childs P. R. N., 2018. The Combinator – A computer-based tool for creative idea generation based on a simulation approach. -
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. -
Computational Creativity
Computational Creativity Hannu Toivonen University of Helsinki [email protected] www.cs.helsinki.fi/hannu.toivonen ECSS, Gothenburg, 9 Oct 2018 8.10.2018 1 The following video clips, pictures and audio files have been removed from this file to save space: – Video: Poemcatcher tests ”Brain Poetry” machine at Frankfurt Book Fair: https://www.youtube.com/watch?v=cNnbTQL8j B4 – Images produced by Deep Dream, see e.g. https://en.wikipedia.org/wiki/DeepDream – Audio clip: music produced by a programme by Turing and his colleagues www.helsinki.fi/yliopisto 9.10.2018 2 Remote Associates Test (RAT) – What word relates to all of these three words? – coin – silver coin – quick – quick silver – spoon – silver spoon – Measures the ability to discover relationships between remotely associated concepts – A (controversial) psychometrical test of creativity – Correlates with IQ and originality in brain storming www.helsinki.fi/yliopisto 8.10.2018 3 Modeling RATs computationally – A single RAT question is a quadruple – A probabilistic approach: find that maximizes – Maximize (cf. naïve Bayes) www.helsinki.fi/yliopisto 8.10.2018 4 Modeling RATs computationally – Learn word frequencies from a large corpus – Use Google 1 and 2-grams to estimate probabilities and – (Google n-grams: a large, publically available collection of word sequences and their probabilities) – A lot more could be done, but we want to keep things as simple as possible – Creative behavior without an explicit semantic resource (such as WordNet) www.helsinki.fi/yliopisto 8.10.2018 -
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. -
Collaboratively Designing Metrics to Evaluate Creative Machines
ISEA 2020 MEASURING COMPUTATIONAL CREATIVITY: COLLABORATIVELY DESIGNING METRICS TO EVALUATE CREATIVE MACHINES EUNSU KANG JEAN OH ROBERT TWOMEY WELCOME! :D WE UNDERSTAND WE CANNOT MEASURE EVERY ASPECT OF CREATIVITY BUT WE WANT TO FIGURE OUT THE MEASURABLE ASPECTS OF CREATIVITY WE ARE HERE FOR • Collectively brainstorming evaluation metrics and producing a set of metrics. • Creating a map of metrics to help us have a better view on the problem • Building a community that contributes to this difficult task OUR SCHEDULE TODAY IS • Introduction (20 min) • Small group discussion: Elements of creative AI (30 min) • Sharing the first discussion results (15 min) • Invited speaker panel 1 (35 min) • Small group discussion 2: Evaluating selected projects (30 min) • Sharing the second discussion results (15 min) • Invited speaker panel 2 (35 min) • Small group discussion 3: Revising metrics, evaluating the second project (30 min) • Presentation of results and Q&A (30 min) • 5 min breaks as needed PANEL DISCUSSIONS BY INVITED SPEAKERS Panel 1: Graham Wakefield, Haru Ji, Fabrizio Poltronieri, Allison Parrish, Aaron Hertzmann • What are your methods and metrics for evaluating the creative AI system that you and your colleagues have developed? • How does the study of creative AI systems inform human creative practice? • How do we attribute (who is responsible for) the creativity in collaborative creative systems? • Do you think there is a difference between creative AI and human creativity? What would be the difference? If not, why not. PANEL DISCUSSIONS -
Resources for Research on Analogy: a Multi- Disciplinary Guide Marcello Guarini University of Windsor
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Scholarship at UWindsor University of Windsor Scholarship at UWindsor Philosophy Publications Department of Philosophy 2009 Resources for Research on Analogy: A Multi- disciplinary Guide Marcello Guarini University of Windsor Amy Butchart Paul Smith Andrei Moldovan Follow this and additional works at: http://scholar.uwindsor.ca/philosophypub Part of the Philosophy Commons Recommended Citation Guarini, Marcello; Butchart, Amy; Smith, Paul; and Moldovan, Andrei. (2009). Resources for Research on Analogy: A Multi- disciplinary Guide. Informal Logic, 29 (2), 84-197. http://scholar.uwindsor.ca/philosophypub/18 This Article is brought to you for free and open access by the Department of Philosophy at Scholarship at UWindsor. It has been accepted for inclusion in Philosophy Publications by an authorized administrator of Scholarship at UWindsor. For more information, please contact [email protected]. Resources for Research on Analogy: A Multi-disciplinary Guide MARCELLO GUARINI* Department of Philosophy University of Windsor Windsor, ON Canada [email protected] AMY BUTCHART Department of Philosophy Guelph University Gulph, ON Canada [email protected] PAUL SIMARD SMITH Department of Philosophy University of Waterloo Waterloo, ON Canada [email protected] ANDREI MOLDOVAN Faculty of Philosophy Department of Logic, History and Philosophy of Science University of Barcelona Barcelona, Spain [email protected] * The first author wishes to thank the Social Sciences and Humanities Research Council of Canada for financial support over the four years during which this project was completed. ©Marcello Guarini, Amy Butchart, Paul Simard Smith, Andrei Moldovan. Informal Logic, Vol. 29, No.2, pp. -
Explainable Computational Creativity
Explainable Computational Creativity Maria Teresa Llano Mark d’Inverno Matthew Yee-King SensiLab, Monash University Goldsmiths, University of London Goldsmiths, University of London Melbourne, Australia London, United Kingdom London, United Kingdom Jon McCormack Alon Ilsar Alison Pease Simon Colton SensiLab, Monash University SensiLab, Monash University Dundee University SensiLab, Monash University Melbourne, Australia Melbourne, Australia Dundee, United Kingdom Queen Mary, University of London Abstract for intermediate explanations as the process progresses, let Human collaboration with systems within the Computational alone place for exchanges of information that can exploit Creativity (CC) field is often restricted to shallow interac- human-machine co-creation. tions, where the creative processes, of systems and humans alike, are carried out in isolation, without any (or little) inter- In this paper we propose Explainable Computational Cre- vention from the user, and without any discussion about how ativity (XCC) as a subfield of XAI. The focus of this subfield the unfolding decisions are taking place. Fruitful co-creation is the study of bidirectional explainable models in the con- requires a sustained ongoing interaction that can include dis- text of computational creativity – where the term explainable cussions of ideas, comparisons to previous/other works, in- is used with a broader sense to cover not only one shot-style cremental improvements and revisions, etc. For these interac- explanations, but also for co-creative interventions -
Textual Analogy Parsing: What’S Shared and What’S Compared Among Analogous Facts
Textual Analogy Parsing: What’s Shared and What’s Compared among Analogous Facts Matthew Lamm1;3 Arun Tejasvi Chaganty2;3∗ Christopher D. Manning1;2;3 Dan Jurafsky1;2;3 Percy Liang2;3 1Stanford Linguistics 2Stanford Computer Science 3Stanford NLP Group mlamm,jurafsky @stanford.edu chaganty,manning,pliangf g @cs.stanford.edu f g Abstract mention According to the U.S. Census , almost 10.9 million African parsing Americans , or 28% , live To understand a sentence like “whereas at or below the poverty line , analogy frame only 10% of White Americans live at or compared with 15% of Lati- source U.S. Census nos and approximately 10% below the poverty line, 28% of African quant live at or below the povery line of White Americans . Americans do” it is important not only to whole African Americans value 28% identify individual facts, e.g., poverty rates visualization whole Latinos of distinct demographic groups, but also the value 15% higher-order relations between them, e.g., the 25 whole White Americans value 10% disparity between them. In this paper, we 20 15 propose the task of Textual Analogy Parsing plotting (TAP) to model this higher-order meaning. 10 The output of TAP is a frame-style meaning % at/below poverty line Wh. Lat. AA representation which explicitly specifies what Figure 1: In textual analogy parsing (TAP), one is shared (e.g., poverty rates) and what is maps analogous facts to semantic role represen- compared (e.g., White Americans vs. African tations and identifies analogical relations between Americans, 10% vs. 28%) between its com- them.