Developing and Evaluating Visual Analogies to Support Insight and Creative Problem Solving

The primary aim of this thesis is to gain a richer understanding of visual analogies for insight problem solving, and, in particular, how they can be better developed to ensure their effectiveness as hints. While much work has explored the role of visual analogies in problem solving and their facilitative role, only a few studies have analysed how they could be designed. This thesis employs a mixed method consisting of a practice-led approach for studying how visual analogies can be designed and developed and an experimental research approach for testing their effectiveness as hints for solving visual insight problems

Fluid Intelligence Allows Flexible Recruitment of the Parieto-Frontal Network in Analogical Reasoning

Fluid intelligence is the ability to think flexibly and to understand abstract relations. People with high fluid intelligence (hi-fluIQ) perform better in analogical reasoning tasks than people with average fluid intelligence (ave-fluIQ). Although previous neuroimaging studies reported involvement of parietal and frontal brain regions in geometric analogical reasoning (which is a prototypical task for fluid intelligence), however, neuroimaging findings on geometric analogical reasoning in hi-fluIQ are sparse. Furthermore, evidence on the relation between brain activation and intelligence while solving cognitive tasks is contradictory. The present study was designed to elucidate the cerebral correlates of geometric analogical reasoning in a sample of hi-fluIQ and ave-fluIQ high school students. We employed a geometric analogical reasoning task with graded levels of task difficulty and confirmed the involvement of the parieto-frontal network in solving this task. In addition to characterizing the brain regions involved in geometric analogical reasoning in hi-fluIQ and ave-fluIQ, we found that blood oxygenation level dependency (BOLD) signal changes were greater for hi-fluIQ than for ave-fluIQ in parietal brain regions. However, ave-fluIQ showed greater BOLD signal changes in the anterior cingulate cortex and medial frontal gyrus than hi-fluIQ. Thus, we showed that a similar network of brain regions is involved in geometric analogical reasoning in both groups. Interestingly, the relation between brain activation and intelligence is not mono-directional, but rather, it is specific for each brain region. The negative brain activation–intelligence relationship in frontal brain regions in hi-fluIQ goes along with a better behavioral performance and reflects a lower demand for executive monitoring compared to ave-fluIQ individuals. In conclusion, our data indicate that flexibly modulating the extent of regional cerebral activity is characteristic for fluid intelligence

Comparing Me to You: Comparison Between Novel and Familiar Goal-Directed Actions Facilitates Goal Extraction and Imitation

Recognizing the goals of others' actions is critical for much of human development and social life. Origins of this knowledge exist in the first year and are a function of both acting as an intentional agent and observing movement cues in actions. In this dissertation, I explore a new mechanism I believe plays an important role in infants' understanding of novel actions---comparison. In four studies, I examine how the opportunity to compare a familiar action with a novel, tool use action (through physical alignment of the two actions) helps 7- and 10-month-old infants extract and imitate the goal of a tool use action. In Studies 1 and 2, 7-month-old infants given the chance to compare their own reach for a toy with an experimenter's reach using a claw later imitated the goals of an experimenter's tool use actions. In contrast, infants who engaged with the claw, were familiarized with the claw's causal properties, learned the associations between claw and toys, or interacted in a socially contingent manner with the experimenter using the claw did not later imitate the experimenter's goals. Study 3 replicated the finding that engagement in physical alignment facilitated goal extraction and imitation and indicated that this was true for older infants (10-month-olds). It also demonstrated that observation of the same physical alignment did not lead to goal imitation at this age. Finally, Study 4 revealed that 10-month-old infants could learn about the goals of novel actions through the observation of physical alignment when a cue to focus on the goal of the two actions was presented during the alignment process (i.e., a verbal label), indicating that infants gained a conceptual representation of the goal and used structure mapping to extract the common goal between actions. Infants who heard a non-label vocalization during the observation of physical alignment did not later imitate the experimenter's goals. The nature, breadth, and implications of these findings are discussed. Together, these findings indicate that infants can extract the goal-relation of a novel action through comparison processes; comparison could thus have a broad impact on the development of action knowledge

Spontaneous production of figurative language and gesture in college lectures : a comparison across disciplines

Previous figurative language research has focused primarily on theories of comprehension and word meaning and has been conducted in highly controlled experimental situations. As a result, little is known about the spontaneous production of figurative language in ongoing discourse, how it functions in various contexts, and how it relates to the production of gestures. Corts and Pollio (1999) addressed these issues by examining of figurative language and gesture production in college lectures. Their results indicated that figurative language was often produced in bursts of novel, coherent figures and concerned the primary topics of the lecture. Figurative language outside of the bursts was more likely to concern the lecture itself and was less likely to be novel. Finally, when gestures overlap figures of speech, they present a representation of the same metaphor.The present research addresses two related goals: (1) to replicate the procedures of Cortsand Pollio (1999) including additional lecturers from diverse content areas and (2) to include additional lectures and content areas so that additional patterns and functions of figurative language use may be observed.Two lectures fi-om each participant (one Geology professor and one Classicsprofessor) provided the text for this study. Data for language and gestures were analyzed independently on the basis of a moving average procedure which identified areas of increased production rates (i.e., bursts). In accordance with Corts and Pollio (1999),figurative language within a burst was predominately novel rather than cliched, was coherent with a root metaphor, and centered around the main topics of the lecture. Also,IVfigures within bursts included analogies and metaphor, while topical figures outside of bursts often included other types of figures (hyperbole, litote, etc.). These results are interpreted to suggest that figurative language production proceeds at a fairly even rate including a variety of types of figures in all categories (novelty, topicality, coherence, and type of figure). Bursts, however, are characterized as a shift in the lecture to a concept which is understood metaphorically. At this point, the figurative language increases;typically in a burst of novel, topical, and coherent metaphors

Improving Preschoolers\u27 Mathematical Performance: The Nature of Spatial Input by Early Childhood Educators

Early spatial abilities are related to a number of positive academic outcomes such as success in geometry and chemistry domains in later adulthood (Delgado & Prieto, 2004; Stieff, 2007). Further, more advanced spatial abilities in early adolescence predicts engagement and success in science, technology, engineering, and mathematics (STEM) occupations in later adulthood (Shea, Lubinski, & Benbow, 2001). There is a wealth of research that links spatial abilities to overall mathematics achievement in both adults (e.g., Casey, Nuttall, Pezaris, & Benbow, 1995) and children (e.g., Holmes, Adams, & Hamilton, 2008). Adult input positively impacts children’s subsequent spatial and mathematical development. Parental use of spatial language when children are 14-46 months old predicts children’s own use of spatial language, which, in turn, leads to better performance on spatial tasks (Pruden, Levine, & Huttenlocher, 2011). Currently, research has focused on young children’s spatial input and their mathematical development in home or lab settings. Few studies have explored the spatial input children receive at child care centres, despite evidence that this type of care in Canada is increasing (Bushnik, 2006). This is especially important, given evidence that suggests spatial input in the home is limited, particularly for children from low socioeconomic status (SES) families (e.g., Verdine et al., 2013). The objectives of the present study were (i) to examine the types and frequency of spatial language that early childhood educators (ECEs) naturally engage in during circle times, (ii) to investigate whether spatial language input predicts children’s mathematical knowledge, and (iii) to evaluate the differences in spatial language input between ECEs from child care centres serving low and high SES families (as measured by highest maternal educational level). Twelve ECEs participated in the study. Seventy 3- and 4-year-old children’s mathematical abilities were pre- and post-tested with: The Test of Early Mathematics Ability (Ginsburg & Baroody, 2003) and the Give-N-Task (Lee & Sarnecka, 2011). The circle times in six classrooms were video recorded over an eight-week period and were transcribed and coded for the frequency and types of categories of spatial talk in which the ECEs typically engaged. Results revealed that ECEs did not spend a substantial portion of time engaging in spatial input, and as such, the amount of spatial input by ECEs was minimally related to preschooler’s mathematical competence. Furthermore, the ECEs serving high and low SES families did not differ in the amount or types of spatial language in which they engaged. The present study sheds insight on the amount of spatial input children are receiving in childcare and has implications for educational practices

Directional adposition use in English, Swedish and Finnish

Directional adpositions such as to the left of describe where a Figure is in relation to a Ground. English and Swedish directional adpositions refer to the location of a Figure in relation to a Ground, whether both are static or in motion. In contrast, the Finnish directional adpositions edellä (in front of) and jäljessä (behind) solely describe the location of a moving Figure in relation to a moving Ground (Nikanne, 2003). When using directional adpositions, a frame of reference must be assumed for interpreting the meaning of directional adpositions. For example, the meaning of to the left of in English can be based on a relative (speaker or listener based) reference frame or an intrinsic (object based) reference frame (Levinson, 1996). When a Figure and a Ground are both in motion, it is possible for a Figure to be described as being behind or in front of the Ground, even if neither have intrinsic features. As shown by Walker (in preparation), there are good reasons to assume that in the latter case a motion based reference frame is involved. This means that if Finnish speakers would use edellä (in front of) and jäljessä (behind) more frequently in situations where both the Figure and Ground are in motion, a difference in reference frame use between Finnish on one hand and English and Swedish on the other could be expected. We asked native English, Swedish and Finnish speakers’ to select adpositions from a language specific list to describe the location of a Figure relative to a Ground when both were shown to be moving on a computer screen. We were interested in any differences between Finnish, English and Swedish speakers. All languages showed a predominant use of directional spatial adpositions referring to the lexical concepts TO THE LEFT OF, TO THE RIGHT OF, ABOVE and BELOW. There were no differences between the languages in directional adpositions use or reference frame use, including reference frame use based on motion. We conclude that despite differences in the grammars of the languages involved, and potential differences in reference frame system use, the three languages investigated encode Figure location in relation to Ground location in a similar way when both are in motion. Levinson, S. C. (1996). Frames of reference and Molyneux’s question: Crosslingiuistic evidence. In P. Bloom, M.A. Peterson, L. Nadel & M.F. Garrett (Eds.) Language and Space (pp.109-170). Massachusetts: MIT Press. Nikanne, U. (2003). How Finnish postpositions see the axis system. In E. van der Zee & J. Slack (Eds.), Representing direction in language and space. Oxford, UK: Oxford University Press. Walker, C. (in preparation). Motion encoding in language, the use of spatial locatives in a motion context. Unpublished doctoral dissertation, University of Lincoln, Lincoln. United Kingdo

Models and Modelling between Digital and Humanities: A Multidisciplinary Perspective

This Supplement of Historical Social Research stems from the contributions on the topic of modelling presented at the workshop “Thinking in Practice”, held at Wahn Manor House in Cologne on January 19-20, 2017. With Digital Humanities as starting point, practical examples of model building from different disciplines are considered, with the aim of contributing to the dialogue on modelling from several perspectives. Combined with theoretical considerations, this collection illustrates how the process of modelling is one of coming to know, in which the purpose of each modelling activity and the form in which models are expressed has to be taken into consideration in tandem. The modelling processes presented in this volume belong to specific traditions of scholarly and practical thinking as well as to specific contexts of production and use of models. The claim that supported the project workshop was indeed that establishing connections between different traditions of and approaches toward modelling is vital, whether these connections are complementary or intersectional. The workshop proceedings address an underpinning goal of the research project itself, namely that of examining the nature of the epistemological questions in the different traditions and how they relate to the nature of the modelled objects and the models being created. This collection is an attempt to move beyond simple representational views on modelling in order to understand modelling processes as scholarly and cultural phenomena as such

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Multimodal Imaginaries and the “Big Worm”: Materialities, Artefacts and Analogies in São Paulo’s Urban Renovation

Recent interest in the multimodal accomplishment of organization has focused on the material and symbolic aspects of materiality. We argue that current literature invokes diverse “multimodal imaginaries”, that is, ways of conceiving the relation between the material and the conceptual, and that the different imaginaries support a plurality of perspectives on materiality. Using the empirical case of a large urban renewal project in São Paulo, Brazil, we illustrate three different multimodal imaginaries – the concrete, the semiotic, and the mimetic – and indicate how each imaginary determines the way in which the site in question is discursively constructed. After outlining the different approaches, we discuss their theoretical implications, advantages, and constraints, setting an agenda for future studies of materiality in organizational and institutional contexts