357 research outputs found
Systematicity and surface similarity in the development of analogy
In split page format (number of pages: 45)Includes bibliographical reference
Analogy Mining for Specific Design Needs
Finding analogical inspirations in distant domains is a powerful way of
solving problems. However, as the number of inspirations that could be matched
and the dimensions on which that matching could occur grow, it becomes
challenging for designers to find inspirations relevant to their needs.
Furthermore, designers are often interested in exploring specific aspects of a
product-- for example, one designer might be interested in improving the
brewing capability of an outdoor coffee maker, while another might wish to
optimize for portability. In this paper we introduce a novel system for
targeting analogical search for specific needs. Specifically, we contribute a
novel analogical search engine for expressing and abstracting specific design
needs that returns more distant yet relevant inspirations than alternate
approaches
Making a silk purse out of two sow's ears: Young children's use of comparison in category learning.
Do Iconic Gestures Pave the Way for Children’s Early Verbs?
Children produce a deictic gesture for a particular object (point at dog) approximately 3 months before they produce the verbal label for that object (“dog”; Iverson & Goldin-Meadow, 2005). Gesture thus paves the way for children\u27s early nouns. We ask here whether the same pattern of gesture preceding and predicting speech holds for iconic gestures. In other words, do gestures that depict actions precede and predict early verbs? We observed spontaneous speech and gestures produced by 40 children (22 girls, 18 boys) from age 14 to 34 months. Children produced their first iconic gestures 6 months later than they produced their first verbs. Thus, unlike the onset of deictic gestures, the onset of iconic gestures conveying action meanings followed, rather than preceded, children\u27s first verbs. However, iconic gestures increased in frequency at the same time as verbs did and, at that time, began to convey meanings not yet expressed in speech. Our findings suggest that children can use gesture to expand their repertoire of action meanings, but only after they have begun to acquire the verb system underlying their language
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