Analogical Truth-Conditions for Metaphors

It has often been said that metaphors are based on analogies, but the nature of this relation has never been made precise. This article rigorously and formally specifies two semantic relations that do obtain between some metaphors and analogies. We argue that analogies often provide conditions of meaningfulness and truth for metaphors. An analogy is treated as an isomorphism from a source to topic domain. Metaphors are thought of as surface structures. Formal analogical conditions of meaningfulness and truth are fully and rigorously worked out for several grammatical classes of metaphors. By providing analogical meaningfulness and truth conditions for metaphors, this article shows that truth-conditional semantics can be extended to metaphors

When almost is not even close: Remarks on the approximability of HDTP

A growing number of researchers in Cognitive Science advocate the thesis that human cognitive capacities are constrained by computational tractability. If right, this thesis also can be expected to have far-reaching consequences for work in Artificial General Intelligence: Models and systems considered as basis for the development of general cognitive architectures with human-like performance would also have to comply with tractability constraints, making in-depth complexity theoretic analysis a necessary and important part of the standard research and development cycle already from a rather early stage. In this paper we present an application case study for such an analysis based on results from a parametrized complexity and approximation theoretic analysis of the Heuristic Driven Theory Projection (HDTP) analogy-making framework

Comparison and Mapping Facilitate Relation Discovery and Predication

Relational concepts play a central role in human perception and cognition, but little is known about how they are acquired. For example, how do we come to understand that physical force is a higher-order multiplicative relation between mass and acceleration, or that two circles are the same-shape in the same way that two squares are? A recent model of relational learning, DORA (Discovery of Relations by Analogy; Doumas, Hummel & Sandhofer, 2008), predicts that comparison and analogical mapping play a central role in the discovery and predication of novel higher-order relations. We report two experiments testing and confirming this prediction

Metaphoric coherence: Distinguishing verbal metaphor from `anomaly\u27

Theories and computational models of metaphor comprehension generally circumvent the question of metaphor versus “anomaly” in favor of a treatment of metaphor versus literal language. Making the distinction between metaphoric and “anomalous” expressions is subject to wide variation in judgment, yet humans agree that some potentially metaphoric expressions are much more comprehensible than others. In the context of a program which interprets simple isolated sentences that are potential instances of cross‐modal and other verbal metaphor, I consider some possible coherence criteria which must be satisfied for an expression to be “conceivable” metaphorically. Metaphoric constraints on object nominals are represented as abstracted or extended along with the invariant structural components of the verb meaning in a metaphor. This approach distinguishes what is preserved in metaphoric extension from that which is “violated”, thus referring to both “similarity” and “dissimilarity” views of metaphor. The role and potential limits of represented abstracted properties and constraints is discussed as they relate to the recognition of incoherent semantic combinations and the rejection or adjustment of metaphoric interpretations

Using a cognitive architecture to examine what develops

Different theories of development propose alternative mechanisms by which development occurs. Cognitive architectures can be used to examine the influence of each proposed mechanism of development while keeping all other mechanisms constant. An ACT-R computational model that matched adult behavior in solving a 21-block pyramid puzzle was created. The model was modified in three ways that corresponded to mechanisms of development proposed by developmental theories. The results showed that all the modifications (two of capacity and one of strategy choice) could approximate the behavior of 7-year-old children on the task. The strategy-choice modification provided the closest match on the two central measures of task behavior (time taken per layer, r = .99, and construction attempts per layer, r = .73). Modifying cognitive architectures is a fruitful way to compare and test potential developmental mechanisms, and can therefore help in specifying “what develops.

Students’ analogical reasoning in novel situations: theory-like misconceptions or p-prims?

Over the past 50 years there has been much research in the area of students' misconceptions. Whilst this research has been useful in helping to inform the design of instructional approaches and curriculum development it has not provided much insight into how students reason when presented with a novel situation and, in particular, the knowledge they draw upon in an attempt to make predictions about that novel situation. This article reports on a study of Greek students, aged from 10 to 17 years old, who were asked to make predictions in novel situations and to then provide, without being told whether their predictions were correct or incorrect, explanations about their predictions. Indeed, their explanations in such novel situations have the potential to reveal how their ideas, as articulated as predictions, are formed as well as the sources they draw upon to make those predictions. We also consider in this article the extent to which student ideas can be seen either as theory-like misconceptions or, alternatively, as situated acts of construction involving the activation of fragmented pieces of knowledge referred to as phenomenological primitives (p-prims). Our findings suggest that in most cases students' reasoning in novel situations can be better understood in terms of their use of p-prims and that teaching might be made more effective if teachers were more aware of the p-prims that students were likely to be using when presented with new situations in physics

ISML: an interface specification meta-language

In this paper we present an abstract metaphor model situated within a model-based user interface framework. The inclusion of metaphors in graphical user interfaces is a well established, but mostly craft-based strategy to design. A substantial body of notations and tools can be found within the model-based user interface design literature, however an explicit treatment of metaphor and its mappings to other design views has yet to be addressed. We introduce the Interface Specification Meta-Language (ISML) framework and demonstrate its use in comparing the semantic and syntactic features of an interactive system. Challenges facing this research are outlined and further work proposed

Quantifying sources of methane using light alkanes in the Los Angeles basin, California

Methane (CH4), carbon dioxide (CO2), carbon monoxide (CO), and C2-C5 alkanes were measured throughout the Los Angeles (L.A.) basin in May and June 2010. We use these data to show that the emission ratios of CH4/CO and CH4/CO2 in the L.A. basin are larger than expected from population-apportioned bottom-up state inventories, consistent with previously published work. We use experimentally determined CH4/CO and CH4/CO2 emission ratios in combination with annual State of California CO and CO2 inventories to derive a yearly emission rate of CH4 to the L.A. basin. We further use the airborne measurements to directly derive CH4 emission rates from dairy operations in Chino, and from the two largest landfills in the L.A. basin, and show these sources are accurately represented in the California Air Resources Board greenhouse gas inventory for CH4. We then use measurements of C2-C5 alkanes to quantify the relative contribution of other CH4 sources in the L.A. basin, with results differing from those of previous studies. The atmospheric data are consistent with the majority of CH4 emissions in the region coming from fugitive losses from natural gas in pipelines and urban distribution systems and/or geologic seeps, as well as landfills and dairies. The local oil and gas industry also provides a significant source of CH4 in the area. The addition of CH4 emissions from natural gas pipelines and urban distribution systems and/or geologic seeps and from the local oil and gas industry is sufficient to account for the differences between the top-down and bottom-up CH4 inventories identified in previously published work. Key PointsTop-down estimates of CH4 emissions in L.A. are greater than inventory estimatesEstimates of CH4 emissions from landfills in L.A. agree with CARB inventoryPipeline natural gas and/or seeps, and landfills are main sources of CH4 in L.A. ©2013. American Geophysical Union. All Rights Reserved

Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning

This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students' and physicists' talking and writing about the subject of quantum mechanics. We found that physicists' language encodes different varieties of analogical models through the use of grammar and conceptual metaphor. We hypothesize that students categorize concepts into ontological categories based on the grammatical structure of physicists' language. We also hypothesize that students over-extend and misapply conceptual metaphors in physicists' speech and writing. Using our theory, we will show how, in some cases, we can explain student difficulties in quantum mechanics as difficulties with language.Comment: Accepted for publication in Phys. Rev. ST:PE