Structure‐Mapping: A Theoretical Framework for Analogy*

Cognitive Science - Tập 7 Số 2 - Trang 155-170 - 1983
Dedre Gentner1
1Bolt Beranek and Newman Inc.

Tóm tắt

A theory of analogy must describe how the meaning of an analogy is derived from the meanings of its parts. In the structure‐mapping theory, the interpretation rules are characterized as implicit rules for mapping knowledge about a base domain into a target domain. Two important features of the theory are (a) the rules depend only on syntactic properties of the knowledge representation, and not on the specific content of the domains; and (b) the theoretical framework allows analogies to be distinguished cleanly from literal similarity statements, applications of abstractions, and other kinds of comparisons.

Two mapping principles are described: (a) Relations between objects, rather than attributes of objects, are mapped from base to target; and (b) The particular relations mapped are determined by systematicity, as defined by the existence of higher‐order relations.

Từ khóa


Tài liệu tham khảo

Burstein M. H., 1983, Proceedings of the 1983 International Machine Learning Workshop

Carbonell J. G.Towards a computational model of problem solving and learning by analogy. Unpublished manuscript Carnegie‐Mellon University February 1981.

Clement J.Analogy generation in scientific problem solving.Proceedings of the Third Annual Meeting of the Cognitive Science Society 1981.

Clement J., 1982, Paper presented at the meeting of the American Education Research Association

Collins A. M. &Gentner D.Constructing runnable mental models in preparation.

Darden L., 1980, Scientific discovery: Case studies

Forbus K. D., 1983, Proceedings of the 1983 International Machine Learning Workshop

10.2307/1128356

Gentner D., 1977, If a tree had a knee, where would it be? Children's performance on simple spatial metaphors, Papers and Reports on Child Language Development, 13, 157

Gentner D., 1980, The structure of analogical models in science

Gentner D., 1980, Paper presented at the meeting of the American Psychological Association

Gentner D., 1981, Proceedings of the Third Annual Cognitive Science Society

Gentner D., 1982, Metaphor: Problems and perspectives

Gentner D., 1983, Mental models

Gentner D., 1983, Proceedings of the Fifth Annual Cognitive Science Society

10.1016/0010-0285(80)90013-4

10.1016/0010-0285(83)90002-6

Glucksberg S., 1982, On understanding nonliteral speech: Can people ignore metaphors?, Journal of Verbal Learning and Verbal Behavior, 21, 85, 10.1016/S0022-5371(82)90467-4

Hesse M. B., 1966, Models and analogies in science

Hobbs J. R., 1979, Metaphor, metaphor schemata, and selective inferencing

Hoffman R. R., 1980, The psycho‐linguistics of figurative language

Holyoak K. J., Advances in the psychology of human intelligence

10.1177/0963721411422058

Miller G. A., 1979, Metaphor and thought

10.4159/harvard.9780674421288

Moore J., 1973, Knowledge and cognition

Norman D. A., 1975, Explorations in cognition

Oppenheimer R., 1955, Paper presented at the 63rd Annual Meeting of the American Psychological Association

10.1037/0033-295X.86.3.161

Polya G., 1973, Mathematics and plausible reasoning

Riley M. S., 1981, Paper presented at the Computer‐based Instructional Systems and Simulation meeting

10.1016/0010-0285(73)90023-6

Rumelhart D. E., 1977, Schooling and the acquisition of knowledge

Rumelhart D. E., 1981, Cognitive skills and their acquisition

Schank R., 1977, Scripts, plans, goals, and understanding

10.1016/S0022-5371(79)90314-1

Steels L., 1982, An applicative view of object oriented programming

10.1016/S0020-7373(79)80009-7

10.1016/0010-0285(81)90003-7

10.1037/0033-295X.84.4.327

VanLehn K., 1980, Aptitude, learning and instruction: Cognitive process analyses

10.1016/0010-0285(77)90018-4

10.1145/359038.359042

Winston P. H., 1981, Learning new principles from precedents and exercises