Analogical reasoning in the classroom: Insights from cognitive science

Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context-rich and often high-pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement

Analogical reasoning in the classroom: Insights from cognitive science

Applying knowledge from one context to another is a notoriously difficult problem, both for children and adults, but lies at the heart of educational endeavors. Analogical reasoning is a cognitive underpinning of the ability to notice and draw similarities across contexts. Reasoning by analogy is especially challenging for students, who must transfer in the context-rich and often high-pressure settings of classrooms. In this brief article, we explore how best to facilitate children's analogical reasoning, with the aim of providing practical suggestions for classroom instruction. We first discuss what is known about the development and neurological underpinnings of analogical reasoning, and then review research directly relevant to supporting analogical reasoning in classroom contexts. We conclude with concrete suggestions for educators that may foster their students' spontaneous analogical reasoning and thereby enhance scholastic achievement

Inferring human knowledgeability from eye gaze in mobile learning environments

What people look at during a visual task reflects an interplay between ocular motor functions and cognitive processes. In this paper, we study the links between eye gaze and cognitive states to investigate whether eye gaze reveal information about an individual’s knowledgeability. We focus on a mobile learning scenario where a user and a virtual agent play a quiz game using a hand-held mobile device. To the best of our knowledge, this is the first attempt to predict user’s knowledgeability from eye gaze using a noninvasive eye tracking method on mobile devices: we perform gaze estimation using front-facing camera of mobile devices in contrast to using specialised eye tracking devices. First, we define a set of eye movement features that are discriminative for inferring user’s knowledgeability. Next, we train a model to predict users’ knowledgeability in the course of responding to a question. We obtain a classification performance of 59.1% achieving human performance, using eye movement features only, which has implications for (1) adapting behaviours of the virtual agent to user’s needs (e.g., virtual agent can give hints); (2) personalising quiz questions to the user’s perceived knowledgeability

Regulatory T cells in the control of immune pathology.

It is now well established that regulatory T (T(R)) cells can inhibit harmful immunopathological responses directed against self or foreign antigens. However, many key aspects of T(R) cell biology remain unresolved, especially with regard to their antigen specificities and the cellular and molecular pathways involved in their development and mechanisms of action. We will review here recent findings in these areas, outline a model for how T(R) cells may inhibit the development of immune pathology and discuss potential therapeutic benefits that may arise from the manipulation of T(R) cell function