Domain transfer via cross-domain analogy

Klenk, Matthew; Forbus, Ken

doi:10.1016/j.cogsys.2008.09.005

Cited by 9 publications

(7 citation statements)

References 17 publications

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“…At the same time, the findings might be transferable to teachers and teaching in the classroom. Textbooks already use metaphors to improve students' understanding (Klenk and Forbus 2009). In these diverse environments, it might be helpful if teachers were more explicit in their teaching.…”

Section: Resultsmentioning

confidence: 99%

Communication modes in collaboration: an empirical assessment of metaphors, visualization, and narratives in multidisciplinary design student teams

Graff

Clark

2018

Int J Technol Des Educ

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Universities increasingly incorporate multidisciplinary design projects into their curriculum to better prepare their students for the labor market. In these projects, student team members of various disciplinary backgrounds develop new product or service concepts for organizational partners. This structure enables students to learn not only from the interaction with the content and lecturer, but also from communication with other team members. Little is known, however, about the relative effectiveness of specific communication modes on improving student learning outcomes in these interactions. This study examines the effect of three important communication modes-metaphors, visualizations, and narratives-on reported learning from other members. A total of 64 students working on two large multidisciplinary design student teams participated in this study. Survey results indicate that perceived learning increases through awareness and use of metaphorical communication, beyond previously supported effects for narratives and visualization. We conclude with implications for the way information is represented and structured within multidisciplinary design student teams, and future research directions.

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Section: Resultsmentioning

confidence: 99%

Communication modes in collaboration: an empirical assessment of metaphors, visualization, and narratives in multidisciplinary design student teams

Graff

Clark

2018

Int J Technol Des Educ

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“…Modeling based on partial differential equations solving In this context, the present work presents an alternative model for the dimensioning of drywells, which starts from a unidirectional water flow and incorporates interface coefficients to represent the threedimensional behavior of the water flow in the soil. The proposed formulation is based in the theory of the Domain Transfer via Analogy -TDA (Klenk and Forbus;. TDA uses the knowledge of a base (or source) domain, which already has its equation consolidated, to explain a problem or issue to be resolved -the target domain.…”

Section: Modeling By Physical Theoriesmentioning

confidence: 99%

Drywells Dimensioning: Analogy Between Water Flow in Soil and Heat Flux in Media Solids

Ferreira¹,

Ilha²

2020

J. Urb. Environ. Engng

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The drywell is an on-lot drainage system, which is composed by an excavation in the soil lined with a perforated piped and gravel at the bottom and sides. There are many models for on lot systems dimensioning, which were initially developed for agriculture areas or for simulation of water percolation in porous media, thus, they are not fully optimized for small areas like urban lots. This article proposes a model for dimensioning drywells, which is based on physical and hydrological characteristics of the installation site. It was developed using the analogy between water flow in soil and the heat flux in media solids. Results obtained with the proposed model were statistically similar (p>0.05) to those obtained with experimental data.

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“…In other applications of analogical reasoning (e.g. (Carbonell, 1983), (Klenk & Forbus, 2009)) a known solution to a similar problem is found and mutated to be applicable to the current problem.…”

Section: Related Workmentioning

confidence: 99%

“…Case Based Reasoning (CBR) was the method of analogical reasoning in (Carbonell, 1983) and (Klenk & Forbus, 2009). CBR uses similarities between previous solutions to various problems to solve the one at hand, the target (de Mántaras & Plaza, 1997).…”

Section: Related Workmentioning

confidence: 99%

Explanation-based learning with analogy for impasse resolution

Timperley

Mokhtar

Bellaby

et al. 2016

Expert Systems with Applications

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This paper proposes an algorithm for the inclusion of analogy into Explanation-Based Learning (EBL). Analogy can be used when an impasse is reached to extend the deductive closure of EBL's domain theory. This enables the generation of control laws, via EBL, for hardware which is not catered for in the domain theory. This advantage addresses a problem which represents a dearth in the current literature. Integrated Modular Avionics (IMA) literature has thus far been concerned with the architectural considerations. This paper seeks to address the impact of hardware changes on the controllers within an IMA architecture. An algorithm is proposed and applied to control an aviation platform with an incomplete domain theory. Control rules are generated when no deductive explanations are possible, which still reflect the intent of the domain theory.

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Domain transfer via cross-domain analogy

Cited by 9 publications

References 17 publications

Communication modes in collaboration: an empirical assessment of metaphors, visualization, and narratives in multidisciplinary design student teams

Communication modes in collaboration: an empirical assessment of metaphors, visualization, and narratives in multidisciplinary design student teams

Drywells Dimensioning: Analogy Between Water Flow in Soil and Heat Flux in Media Solids

Explanation-based learning with analogy for impasse resolution

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