Relevant bibliographies by topics / Analogical Model

Academic literature on the topic 'Analogical Model'

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Published: 14 March 2023

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Journal articles on the topic "Analogical Model"

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Okubo, Yoshiaki, and Makoto Haraguchi. "Attacking Legal Argument by Pointing Out the Incoherence of Interpretation of Statute." Journal of Advanced Computational Intelligence and Intelligent Informatics 1, no. 2 (December 20, 1997): 104–13. http://dx.doi.org/10.20965/jaciii.1997.p0104.

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This paper presents a computational model for attacking legal arguments. Assume that, for a case with which we are concerned, an opponent side has constructed a legal argument based on analogical interpretation of a statute. In our model, the argument is attacked by pointing out the incoherence of the analogical interpretation of the statute. To examine such incoherence, we create a hypothetical case C' that is similar to the case in question, with the help of a Goal-Dependent Abstraction framework. Intuitively speaking, we create C' based on a similarity that is consistent with the similarity based on which the opponent's analogical interpretation has been made. Therefore, we can reasonably consider from the viewpoint of legal stability that the statute should be analogically interpreted to apply it to C' if we accept the opponent's interpretation. The incoherence of the analogical interpretation can be examined by finding a precedent in which the statute has been applied to C' based on complete interpretation. It should be noted that a legal argument based on complete interpretation of the statute has a conclusion that is opposite to that of the argument based on analogical interpretation. Therefore, if we find such a precedent, we attack the opponent's argument by pointing out the incoherence of interpretation of the statute and presenting a counterargument having the opposite conclusion.
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Li, Bo, and Qinping Zhao. "A computational model of analogical reasoning." Science in China Series E: Technological Sciences 40, no. 2 (April 1997): 214–24. http://dx.doi.org/10.1007/bf02916955.

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Kristayulita, K. "Indirect Analogical Reasoning Components." Malikussaleh Journal of Mathematics Learning (MJML) 4, no. 1 (May 30, 2021): 13. http://dx.doi.org/10.29103/mjml.v4i1.2939.

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If using different instruments obtained a different analogical reasoning component. With use people-piece analogies, verbal analogies, and geometric analogies, have analogical reasoning component consists of encoding, inferring, mapping, and application. Meanwhile, with use analogical problems (algebra, source problem and target problem is equal), have analogical reasoning components consist of structuring, mapping, applying, and verifying. The instrument used was analogical problems consisting of two problems where the source problem was symbolic quadratic equation problem and the target problems were trigonometric equation problem and a word problem. This study aims to provide information analogical reasoning process in solving indirect analogical problems. in addition, to identify the analogical reasoning components in solving indirect analogical problems. Using a qualitative design approach, the study was conducted at two schools in Mataram city of Nusa Tenggara Barat, Indonesia. The results of the study provide an overview of analogical reasoning of the students in solving indirect analogical problems and there is a component the representation and mathematical model in solving indirect analogical problems. So the analogical reasoning component in solving indirect analogical problems is the representation and mathematical modeling, structuring, mapping, applying, and verifying. This means that there are additional components of analogical reasoning developed by Ruppert. Analogical reasoning components in problem-solving depend on the analogical problem is given.
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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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Voskoglou, Michael Gr. "A Fuzzy Model For Analogical Problem Solving." International Journal of Fuzzy Logic Systems 2, no. 1 (January 31, 2012): 11–10. http://dx.doi.org/10.5121/ijfls.2012.2101.

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White, Gladys B. "Analogical Power and Aristotle's Model of Persuasion." American Journal of Bioethics 6, no. 6 (December 2006): 67–68. http://dx.doi.org/10.1080/15265160600939177.

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Chandler, Steve. "Predicting Naming Latencies with an Analogical Model." Journal of Psycholinguistic Research 37, no. 4 (March 15, 2008): 259–68. http://dx.doi.org/10.1007/s10936-008-9070-6.

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Nuridddinovich, Mirzoyev Narzullo. "Analogical Model Development Methodology For Mathematical Modeling Of Energy Efficiency Control System." American Journal of Engineering And Techonology 02, no. 10 (October 31, 2020): 55–61. http://dx.doi.org/10.37547/tajet/volume02issue10-10.

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Markman, Arthur B., and Jeffrey P. Laux. "Analogical inferences are central to analogy." Behavioral and Brain Sciences 31, no. 4 (July 29, 2008): 390–91. http://dx.doi.org/10.1017/s0140525x08004603.

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AbstractIt is important to take a developmental approach to the problem of analogy. One limitation of this approach, however, is that it does not deal with the complexity of making analogical inferences. There are a few key principles of analogical inference that are not well captured by the analogical relational priming (ARP) model.
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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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Dissertations / Theses on the topic "Analogical Model"

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

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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.
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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.

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

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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.
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Janlert, Lars-Erik. "Studies in knowledge representation : modeling change - the frame problem : pictures and words." Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 1985. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-65865.

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In two studies, the author attempts to develop a general symbol theoretical approach to knowledge representation. The first study, Modeling change - the frame problem, critically examines the - so far unsuccessful - attempts to solve the notorious frame problem. By discussing and analyzing a number of related problems - the prediction problem, the revision problem, the qualification problem, and the book-keeping problem - the frame problem is distinguished as the problem of finding a representational form permitting a changing, complex world to be efficiently and adequately represented. This form, it is argued, is dictated by the metaphysics of the problem world, the fundamental form of the symbol system we humans use in rightly characterizing the world. In the second study, Pictures and words, the symbol theoretical approach is made more explicit. The subject Is the distinction between pictorial (non-linguistic, non-propositional, analogical, "direct") representation and verbal (linguistic, propositional) representation, and the further implications of this distinction. The study focuses on pictorial representation, which has received little attention compared to verbal representation. Observations, ideas, and theories in AI, cognitive psychology, and philosophy are critically examined. The general conclusion is that there is as yet no cogent and mature theory of pictorial representation that gives good support to computer applications. The philosophical symbol theory of Nelson Goodman is found to be the most thoroughly developed and most congenial with the aims and methods of AI. Goodman's theory of pictorial representation, however, in effect excludes computers from the use of pictures. In the final chapter, an attempt is made to develop Goodman's analysis of pictures further turning it into a theory useful to AI. The theory outlined builds on Goodman's concept of exemplification. The key idea is that a picture is a model of a description that has the depicted object as its standard model. One consequence Is that pictorial and verbal forms of representation are seen less as competing alternatives than as complementary forms of representation mutually supporting and depending on each other.
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Carolan, Louise. "What basic emotions are experienced in bipolar disorder and how are they are regulated." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4108.

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Introduction: There remains a lack of theoretical models which can adequately account for the key features of bipolar disorders (Power, 2005). Objectives: Firstly, to test the predictions made by the SPAARS model that mania is predominantly characterised by the coupling of happiness with anger, while depression (unipolar and bipolar) primarily comprises of a coupling between sadness and disgust. Secondly, to investigate and compare the coping strategies employed to regulate positive and negative emotion between bipolar, unipolar and control groups. Design: A cross sectional design was employed to examine the differences within and between the bipolar, unipolar and control groups in the emotions experienced and the strategies used to regulate emotion. Data were analysed using ANOVAs. Method: Psychiatric diagnoses in the clinical groups were confirmed using the SCID. Current mood state was measured using the BDI-II, STAI and the MAS. The Basic Emotion Scale was used to explore the emotional profiles and the Regulation of Emotion Questionnaire was used to measure coping strategies. Results: The results confirmed the predictions made by the SPAARS model about the emotions in mania and depression. Elevated levels of disgust were also found in the bipolar group generally. The clinical groups used internal dysfunctional strategies more often than the controls for negative emotion. The bipolar group used external dysfunctional strategies more frequently than the controls for positive emotion. Conclusion: The results support the predictions made by the SPAARS model and suggest that disgust plays a key role in bipolar disorder. Strengths and limitations are discussed and suggestions for future research are explored.
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Deltner, Johan. "Varaktig förgänglighet : En undersökning av kreativitet inom ramen för ett historiskt tänkande kring kontinuitet och förändring." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44286.

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Creative thinking is a popular and ambiguous ability but so far we have limited knowledge about how creativity work within history education. The purpose of this study was therefore to investigate how individual creativity and a historical thinking with a focus on continuity and change relate to each other within history education. Data was collected with the help of an authentic history assignment and analyzed with qualitative content analysis and statistical correlations. A constructivist framework with a specific focus on the The Geneplore Model of Creativity and Historical thinking was chosen to guide the analysis. Results point to several similarities between creativity and historical thinking on continuity and change, with both concepts focusing on constructing new and meaningful knowledge. Here, the strongest correlation was found between creative thinking and reflections about change through history. The analysis also pointed to cognitive processes with a particularly promising potential to develop both creative and historical thinking, namely divergent thinking with the purpose to generate several alternative answers, and janusian thinking with the purpose to generate contradictory perspectives. Further, the analysis also revealed some differences between creativity and historical thinking on continuity and change. Here, thinking creatively with help of distant analogical thinking was particularly difficult since those conclusions seldom were rooted in historical facts. In fact, many of the creative conclusion identified in this study showed a potential to develop students understanding of the past, but were still in an undeveloped stage. These results indicate a need for a continued critical exploration of creative answers after initially being generated. In sum, the identified similarities and differences between creative and historical thinking on continuity and change demonstrate that creativity could play a role in the development of students historical understanding and points to a promising direction for future research interested in creative comparisons over time.
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Nygren, David. "A case study of student reasoning about refraction and image-object positioning." Thesis, Uppsala universitet, Fysikundervisningens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-224188.

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This exploratory case study was undertaken to obtain a greater understanding of the difficulties that physics students face when solving image-object projections in optics problems. This was carried out by studying the students’ reasoning when facing new kinds of problem settings using the refraction of light and the position of the virtual image and the real object as the frame for the research. The results show that there is more than one reasoning possibility that is feasible for students to use when dealing with the same problem. The results also illustrate how several different ways of reasoning may be simultaneously needed to solve a refraction problem. The different kinds of reasoning have been referred to as reasoning categories in this study. The analysis illustrates how the categories complement each other, and the use of many reasoning categories is shown to be fruitful. However, the vast majority of the participants made contradicting answer selections when solving similar problems by using contradicting reasoning approaches. This lack of consistency in the participants’ reasoning could indicate that they have a fragmentary understanding of optics in general. Both the capability to link reasoning approaches together, as well as the affordances that different modes of representations offer, are needed for the construction of a better conceptual understanding. Only mastering a few ways of reasoning and a few modes of representation could lead to fragmented knowledge, which, in turn leads to making problem solving really challenging. One purpose of this study was to find out if reasoning categories and modes of representations are essentially linked. If so, then the reasoning categories would be determined by the representation of the problem. The analysis shows that there is a connection, but that there are also other factors at play.
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Craig, David Latch. "Perceptual simulation and analogical reasoning in design." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/23940.

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Murgado, Amaury. "The Bay of Pigs Invasion: A Case Study in Foreign Policy Decision-Making." Master's thesis, Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002522.

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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.

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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.
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Books on the topic "Analogical Model"

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

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

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

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

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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.

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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.
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El-Rouayheb, Khaled. Theology and Logic. Edited by Sabine Schmidtke. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199696703.013.009.

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In the ninth and tenth centuries, Arabic ‘logicians’ (manṭiqiyyūn) and Islamic ‘theologians’ (mutakallimūn) constituted distinct and rival groups. The former advocated the use of Aristotelian and Stoic formal modes of inference, whereas the later had a very different and broadly analogical model of argumentation and disputation. In the course of the eleventh and twelfth centuries, a number of prominent Islamic theologians such as al-Ghazali (d. 1111) and Fakhr al-Din al-Razi (d. 1210) began to adopt Greek-derived formal logic and to concede that the older analogical forms of argumentation were inappropriate to the discipline of theology. Despite an opposition to this process by such figures as Ibn Taymiyyah (d. 1328), this blending of logic and Islamic theology became predominant by the fourteenth and fifteenth centuries. Henceforth, opposition to logic tended to be confined to Islamic religious circles that were also fiercely opposed to the discipline of theology (kalam).
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Porter, David. Early Modern Comparative Approaches to Literary Early Modernity. Edited by Carlos Rojas and Andrea Bachner. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199383313.013.16.

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Modern Chinese literature is often understood as marking a self-consciously cosmopolitan departure from a long and largely autochthonous literary tradition. The binary between “modern” and “traditional” implicit in this view forecloses the possibility of reading individual works and broader literary developments in the late Ming and early Qing alongside European counterparts as part of a shared early modernity. After reviewing the emergence of and lively scholarly debates around the notion of “early modern China,” this chapter proposes a model of analogical comparison as a means of avoiding some of the methodological pitfalls that are increasingly seen to imperil scholarship that places works from China and Europe in an explicitly comparative framework. Eighteenth-century satirical fictions by Wu Jingzi and Henry Fielding are juxtaposed to demonstrate the usefulness of such a model in rethinking individual works of a national tradition in relation to a more global conception of modern literary history.
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Embretson, Susan, Roger Chaffin, and Isaac I. Bejar. Cognitive and Psychometric Analysis of Analogical Problem Solving. Springer London, Limited, 2012.

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

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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.
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Jackson, Peter, and Anna-Pya Sjödin, eds. Philosophy and the End of Sacrifice: Disengaging Ritual in Ancient India, Greece and Beyond. Equinox Publishing, 2016. http://dx.doi.org/10.1558/isbn.9781781791240.

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This volume addresses the means and ends of sacrificial speculation by inviting a selected group of specialist in the fields of philosophy, history of religions, and indology to examine philosophical modes of sacrificial speculation — especially in Ancient India and Greece — and consider the commonalities of their historical raison d’être. Scholars have long observed, yet without presenting any transcultural grand theory on the matter, that sacrifice seems to end with (or even continue as) philosophy in both Ancient India and Greece. How are we to understand this important transformation that so profoundly changed the way we think of religion (and philosophy as opposed to religion) today? Some of the complex topics inviting closer examination in this regard are the interiorisation of ritual, ascetism and self-sacrifice, sacrifice and cosmogony, the figure of the philosopher-sage, transformations and technologies of the self, analogical reasoning, the philosophy of ritual, vegetarianism, and metempsychosis.
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Book chapters on the topic "Analogical Model"

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Ashley, Kevin D. "Arguing by Analogy in Law: A Case-Based Model." In Analogical Reasoning, 205–24. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-015-7811-0_10.

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Craig, David L., Nancy J. Nersessian, and Richard Catrambone. "Perceptual Simulation in Analogical Problem Solving." In Model-Based Reasoning, 167–89. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0605-8_10.

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Thiele, Helmut. "A model theoretic oriented approach to analogy." In Analogical and Inductive Inference, 196–208. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/3-540-18081-8_94.

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O'Hara, Scott. "A model of the ‘redescription’ process in the context of geometric proportional analogy problems." In Analogical and Inductive Inference, 268–93. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-56004-1_19.

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Pease, Alison, Simon Colton, Ramin Ramezani, Alan Smaill, and Markus Guhe. "Using Analogical Representations for Mathematical Concept Formation." In Model-Based Reasoning in Science and Technology, 301–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15223-8_17.

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Ragni, Marco, and Stefanie Neubert. "Analyzing Raven’s Intelligence Test: Cognitive Model, Demand, and Complexity." In Computational Approaches to Analogical Reasoning: Current Trends, 351–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54516-0_14.

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Keane, Mark T., and Stuart Duff. "Towards an Adequate Cognitive Model of Analogical Mapping." In Workshops in Computing, 37–49. London: Springer London, 1993. http://dx.doi.org/10.1007/978-1-4471-3562-3_2.

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Bhatta, S., A. Goel, and S. Prabhakar. "Innovation in Analogical Design: A Model-Based Approach." In Artificial Intelligence in Design ’94, 57–74. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0928-4_4.

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Zhang, Huaxia, and Zhilin Zhang. "The Functional-Analogical Explanation in Chinese Science and Technology." In Model-Based Reasoning in Science, Technology, and Medicine, 245–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-71986-1_14.

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Schwartz, Nora Alejandrina. "The Leyden Jar in Luigi Galvani’s thought: A Case of Analogical Visual Modeling." In Model-Based Reasoning in Science and Technology, 637–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15223-8_36.

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Conference papers on the topic "Analogical Model"

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Ma, Yibo, Xiaoqi Gao, Le Yu, and Yi Yang. "An analogical gravitational lens model." In Asia Pacific Conference on Optics Manufacture (APCOM), edited by Jiubin Tan, Xiangang Luo, Ming Huang, Lingbao Kong, Dawei Zhang, and Jennifer Liu. SPIE, 2022. http://dx.doi.org/10.1117/12.2614379.

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Bardasz, Theodore, and Ibrahim Zeid. "Analogical Problem Solving in Mechanical Design: The Knowledge Base Model." In ASME 1991 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/cie1991-0022.

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Abstract Mechanical design activities can be categorized as two classes: creating new designs for new problems and modifying old designs to fit new problems. A vast majority of mechanical design activities can be associated with the latter class. In most cases, it is more effective to modify the design process that created the mechanical artifact than it is to modify the mechanical artifact itself. A scheme for design automation that uses Analogical Problem Solving (APS) as its intelligent agent offers an effective method to solve both classes of mechanical design. It is particularly suited to the latter class of design activities. It would rely heavily on a design knowledge base for storing design cases generated while solving design problems, and retrieving design cases that are applicable in a new design problem context. In this paper, a cognitive model of memory for storing design plans is presented. The memory model is four layers deep: product design plans, assembly design plans, mechanical component design plans, and recurring engineering problems. The storage and retrieval mechanism is based on some of the more popular work found in Case Based Reasoning. To alleviate the user(s) from operating in a restricted vocabulary set, a semantic network is integrated into the memory model for use as an elaboration and cross-reference mechanism. Mechanical design plans for products, assemblies, mechanical components and recurring engineering problems can be stored and retrieved from the memory model using information found in the description of the design problem. Sample examples are presented to demonstrate the potential of the memory model.
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Rabkina, Irina. "AToM: An Analogical Theory of Mind." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/761.

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Theory of Mind (ToM) has been well studied in psychology. It is what gives adults the ability to predict other people’s beliefs, desires, and related actions. When ToM is not yet developed, as in young children, social interaction is difficult. A cognitive system that interacts with humans on a regular basis would benefit from having a ToM. In this extended abstract, I propose a computational model of ToM, Analogical Theory of Mind (AToM), based on Bach’s [2012, 2014] theoretical Structure-Mapping model of ToM. Completed work demonstrates the plausibility of AToM. Future steps include a full implementation and test of AToM.
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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.

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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.
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Lee, Chien-Sing, Chun-Heng Ng, Jing-Sze Lee, Kee-Xian Ngo, Shin-Mae Teh, Akmal bin Mohamed Ikraam, Chze-Yee Lim, and Satvik Shashi Pandey. "Model-based Customer-Relationship Management System and Strategic Board Game: Analogical Training." In 2021 3rd International Workshop on Artificial Intelligence and Education (WAIE). IEEE, 2021. http://dx.doi.org/10.1109/waie54146.2021.00022.

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Colosi, H., M. Roman, and A. Cadariu. "Analogical Model of Periodontal Stress Distribution during Orthodontic Tipping of Single Rooted Teeth." In 2006 IEEE International Conference on Automation, Quality and Testing, Robotics. IEEE, 2006. http://dx.doi.org/10.1109/aqtr.2006.254673.

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Yabuki, Nobuyoshi. "A Conceptual Design Standards Model and Design of Connections by Document-Based Analogical Reasoning." In Eighth International Conference on Computing in Civil and Building Engineering (ICCCBE-VIII). Reston, VA: American Society of Civil Engineers, 2000. http://dx.doi.org/10.1061/40513(279)81.

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Tung, W. L., and C. Quek. "A Hippocampal-inspired Self-Organising Learning Memory Model with Analogical Reasoning for Decision Support." In 2006 IEEE International Conference on Fuzzy Systems. IEEE, 2006. http://dx.doi.org/10.1109/fuzzy.2006.1681855.

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Sun, Kening, Guangyang Che, and Yaqi li. "Analogical Model of Merging Process in Urban Transportation System by Application of Oblique Shockwave Theory." In 2018 4th International Conference on Universal Village (UV). IEEE, 2018. http://dx.doi.org/10.1109/uv.2018.8642117.

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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.

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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.
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