Theory of mind in utterance interpretation: the case from clinical pragmatics

The cognitive basis of utterance interpretation is an area that continues to provoke intense theoretical debate among pragmatists. That utterance interpretation involves some type of mind-reading or theory of mind (ToM) is indisputable. However, theorists are divided on the exact nature of this ToM-based mechanism. In this paper, it is argued that the only type of ToM-based mechanism that can adequately represent the cognitive basis of utterance interpretation is one which reflects the rational, intentional, holistic character of interpretation. Such a ToM-based mechanism is supported on conceptual and empirical grounds. Empirical support for this view derives from the study of children and adults with pragmatic disorders. Specifically, three types of clinical case are considered. In the first case, evidence is advanced which indicates that individuals with pragmatic disorders exhibit deficits in reasoning and the use of inferences. These deficits compromise the ability of children and adults with pragmatic disorders to comply with the rational dimension of utterance interpretation

A connectionist account of the emergence of the literal-metaphorical-anomalous distinction in young children

We present the first developmental computational model of metaphor comprehension, which seeks to relate the emergence of a distinction between literal and non-literal similarity in young children to the development of semantic representations. The model gradually learns to distinguish literal from metaphorical semantic juxtapositions as it acquires more knowledge about the vehicle domain. In accordance with Keil (1986), the separation of literal from metaphorical comparisons is found to depend on the maturity of the vehicle concept stored within the network. The model generates a number of explicit novel predictions

Effect of Scaffolding on Helping Introductory Physics Students Solve Quantitative Problems Involving Strong Alternative Conceptions

It is well-known that introductory physics students often have alternative conceptions that are inconsistent with established physical principles and concepts. Invoking alternative conceptions in quantitative problem-solving process can derail the entire process. In order to help students solve quantitative problems involving strong alternative conceptions correctly, appropriate scaffolding support can be helpful. The goal of this study is to examine how different scaffolding supports involving analogical problem solving influence introductory physics students' performance on a target quantitative problem in a situation where many students' solution process is derailed due to alternative conceptions. Three different scaffolding supports were designed and implemented in calculus-based and algebra-based introductory physics courses to evaluate the level of scaffolding needed to help students learn from an analogical problem that is similar in the underlying principles but for which the problem solving process is not derailed by alternative conceptions. We found that for the quantitative problem involving strong alternative conceptions, simply guiding students to work through the solution of the analogical problem first was not enough to help most students discern the similarity between the two problems. However, if additional scaffolding supports that directly helped students examine and repair their knowledge elements involving alternative conceptions were provided, students were more likely to discern the underlying similarities between the problems and avoid getting derailed by alternative conceptions when solving the targeted problem. We also found that some scaffolding supports were more effective in the calculus-based course than in the algebra-based course. This finding emphasizes the fact that appropriate scaffolding support must be determined via research in order to be effective

Information and Experience in Metaphor: A Perspective From Computer Analysis

Novel linguistic metaphor can be seen as the assignment of attributes to a topic through a vehicle belonging to another domain. The experience evoked by the vehicle is a significant aspect of the meaning of the metaphor, especially for abstract metaphor, which involves more than mere physical similarity. In this article I indicate, through description of a specific model, some possibilities as well as limitations of computer processing directed toward both informative and experiential/affective aspects of metaphor. A background to the discussion is given by other computational treatments of metaphor analysis, as well as by some questions about metaphor originating in other disciplines. The approach on which the present metaphor analysis model is based is consistent with a theory of language comprehension that includes both the intent of the originator and the effect on the recipient of the metaphor. The model addresses the dual problem of (a) determining potentially salient properties of the vehicle concept, and (b) defining extensible symbolic representations of such properties, including affective and other connotations. The nature of the linguistic analysis underlying the model suggests how metaphoric expression of experiential components in abstract metaphor is dependent on the nominalization of actions and attributes. The inverse process of undoing such nominalizations in computer analysis of metaphor constitutes a translation of a metaphor to a more literal expression within the metaphor-nonmetaphor dichotomy

The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

Theorising and practitioners in HRD: the role of abductive reasoning

Purpose – The purpose of this paper is to argue that abductive reasoning is a typical but usually unrecognised process used by HRD scholars and practitioners alike. Design/methodology/approach – This is a conceptual paper that explores recent criticism of traditional views of theory-building, based on the privileging of scientific theorising, which has led to a relevance gap between scholars and practitioners. The work of Charles Sanders Peirce and the varieties of an abductive reasoning process are considered. Findings – Abductive reasoning, which precedes induction and deduction, provide a potential connection with HRD practitioners who face difficult problems. Two types of abductive reasoning are explored – existential and analogic. Both offer possibilities for theorising with HRD practitioners. A range of methods for allowing abduction to become more evident with practitioners are presented. The authors consider how abduction can be used in engaged and participative research strategies. Research limitations/implications – While this is a conceptual paper, it does suggest implications for engagement and participation in theorising with HRD practitioners. Practical implications – Abductive reasoning adds to the repertoire of HRD scholars and practitioners. Originality/value – The paper elucidates the value of abductive reasoning and points to how it can become an integral element of theory building in HRD

“Smart home system is like a mother”: The potential and risks of using product metaphors to influence consumers’ comprehension of really new products

Driven by innovative technology, really new products (RNPs) incorporate new functions that provide significant benefits for consumers. But consumers often experience difficulty understanding RNPs, which hinders consumers’ further adoption. To facilitate consumers’ comprehension, the use of product metaphors in RNPs is a promising strategy because it relates a target RNP to a source product/concept familiar to consumers. By using knowledge from the familiar source, consumers could gain better comprehension of the RNP. However, product metaphors can also carry risks that hinder consumers’ comprehension of RNPs, such as consumers’ misidentification of the source and consumer’ inability to use the relevant knowledge to comprehend RNPs. This research investigates the potential and risks of using product metaphors in RNPs through a mixed-methods approach. Specifically, an experiment and in-depth interviews were conducted to examine the effects of product metaphors on consumers’ comprehension. Results revealed that consumers encounter difficulty in detecting the similarities between source concepts/products and target RNPs due to which product metaphors may not necessarily enhance consumers’ comprehension. Accompanying a product metaphor with a textual clue can help consumers to detect the similarities between source concepts/products and target RNPs, leading to enhanced consumers’ comprehension. Implications for theory and practice are discussed. <br