Metaphor as categorisation: a connectionist implementation

A key issue for models of metaphor comprehension is to explain how in some metaphorical comparison , only some features of B are transferred to A. The features of B that are transferred to A depend both on A and on B. This is the central thrust of Black's well known interaction theory of metaphor comprehension (1979). However, this theory is somewhat abstract, and it is not obvious how it may be implemented in terms of mental representations and processes. In this paper we describe a simple computational model of on-line metaphor comprehension which combines Black's interaction theory with the idea that metaphor comprehension is a type of categorisation process (Glucksberg & Keysar, 1990, 1993). The model is based on a distributed connectionist network depicting semantic memory (McClelland & Rumelhart, 1986). The network learns feature-based information about various concepts. A metaphor is comprehended by applying a representation of the first term A to the network storing knowledge of the second term B, in an attempt to categorise it as an exemplar of B. The output of this network is a representation of A transformed by the knowledge of B. We explain how this process embodies an interaction of knowledge between the two terms of the metaphor, how it accords with the contemporary theory of metaphor stating that comprehension for literal and metaphorical comparisons is carried out by identical mechanisms (Gibbs, 1994), and how it accounts for both existing empirical evidence (Glucksberg, McGlone, & Manfredi, 1997) and generates new predictions. In this model, the distinction between literal and metaphorical language is one of degree, not of kind

Connectionist Inference Models

The performance of symbolic inference tasks has long been a challenge to connectionists. In this paper, we present an extended survey of this area. Existing connectionist inference systems are reviewed, with particular reference to how they perform variable binding and rule-based reasoning, and whether they involve distributed or localist representations. The benefits and disadvantages of different representations and systems are outlined, and conclusions drawn regarding the capabilities of connectionist inference systems when compared with symbolic inference systems or when used for cognitive modeling

SCREEN: Learning a Flat Syntactic and Semantic Spoken Language Analysis Using Artificial Neural Networks

In this paper, we describe a so-called screening approach for learning robust processing of spontaneously spoken language. A screening approach is a flat analysis which uses shallow sequences of category representations for analyzing an utterance at various syntactic, semantic and dialog levels. Rather than using a deeply structured symbolic analysis, we use a flat connectionist analysis. This screening approach aims at supporting speech and language processing by using (1) data-driven learning and (2) robustness of connectionist networks. In order to test this approach, we have developed the SCREEN system which is based on this new robust, learned and flat analysis. In this paper, we focus on a detailed description of SCREEN's architecture, the flat syntactic and semantic analysis, the interaction with a speech recognizer, and a detailed evaluation analysis of the robustness under the influence of noisy or incomplete input. The main result of this paper is that flat representations allow more robust processing of spontaneous spoken language than deeply structured representations. In particular, we show how the fault-tolerance and learning capability of connectionist networks can support a flat analysis for providing more robust spoken-language processing within an overall hybrid symbolic/connectionist framework.Comment: 51 pages, Postscript. To be published in Journal of Artificial Intelligence Research 6(1), 199

A Comparative Study of the Application of Different Learning Techniques to Natural Language Interfaces

In this paper we present first results from a comparative study. Its aim is to test the feasibility of different inductive learning techniques to perform the automatic acquisition of linguistic knowledge within a natural language database interface. In our interface architecture the machine learning module replaces an elaborate semantic analysis component. The learning module learns the correct mapping of a user's input to the corresponding database command based on a collection of past input data. We use an existing interface to a production planning and control system as evaluation and compare the results achieved by different instance-based and model-based learning algorithms.Comment: 10 pages, to appear CoNLL9

The Knowledge Level in Cognitive Architectures: Current Limitations and Possible Developments

In this paper we identify and characterize an analysis of two problematic aspects affecting the representational level of cognitive architectures (CAs), namely: the limited size and the homogeneous typology of the encoded and processed knowledge. We argue that such aspects may constitute not only a technological problem that, in our opinion, should be addressed in order to build articial agents able to exhibit intelligent behaviours in general scenarios, but also an epistemological one, since they limit the plausibility of the comparison of the CAs' knowledge representation and processing mechanisms with those executed by humans in their everyday activities. In the final part of the paper further directions of research will be explored, trying to address current limitations and future challenges

Modelling the Developing Mind: From Structure to Change

This paper presents a theory of cognitive change. The theory assumes that the fundamental causes of cognitive change reside in the architecture of mind. Thus, the architecture of mind as specified by the theory is described first. It is assumed that the mind is a three-level universe involving (1) a processing system that constrains processing potentials, (2) a set of specialized capacity systems that guide understanding of different reality and knowledge domains, and (3) a hypecognitive system that monitors and controls the functioning of all other systems. The paper then specifies the types of change that may occur in cognitive development (changes within the levels of mind, changes in the relations between structures across levels, changes in the efficiency of a structure) and a series of general (e.g., metarepresentation) and more specific mechanisms (e.g., bridging, interweaving, and fusion) that bring the changes about. It is argued that different types of change require different mechanisms. Finally, a general model of the nature of cognitive development is offered. The relations between the theory proposed in the paper and other theories and research in cognitive development and cognitive neuroscience is discussed throughout the paper

Usage-based and emergentist approaches to language acquisition

It was long considered to be impossible to learn grammar based on linguistic experience alone. In the past decade, however, advances in usage-based linguistic theory, computational linguistics, and developmental psychology changed the view on this matter. So-called usage-based and emergentist approaches to language acquisition state that language can be learned from language use itself, by means of social skills like joint attention, and by means of powerful generalization mechanisms. This paper first summarizes the assumptions regarding the nature of linguistic representations and processing. Usage-based theories are nonmodular and nonreductionist, i.e., they emphasize the form-function relationships, and deal with all of language, not just selected levels of representations. Furthermore, storage and processing is considered to be analytic as well as holistic, such that there is a continuum between children's unanalyzed chunks and abstract units found in adult language. In the second part, the empirical evidence is reviewed. Children's linguistic competence is shown to be limited initially, and it is demonstrated how children can generalize knowledge based on direct and indirect positive evidence. It is argued that with these general learning mechanisms, the usage-based paradigm can be extended to multilingual language situations and to language acquisition under special circumstances