Relational and lexical similarity in analogical reasoning and recognition memory: Behavioral evidence and computational evaluation

Ichien, Nicholas; Alfred, Katherine L.; Baia, Sophia; Kraemer, David J. M.; Holyoak, Keith J.; Bunge, Silvia A.; Lu, Hongjing

doi:10.1016/j.cogpsych.2023.101550

Cognitive Psychology

2023

DOI: 10.1016/j.cogpsych.2023.101550

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Relational and lexical similarity in analogical reasoning and recognition memory: Behavioral evidence and computational evaluation

Nicholas Ichien

Katherine L. Alfred

Sophia Baia

et al.

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2024

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Cited by 2 publications

References 35 publications

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Systematic micro-breaks affect concentration during cognitive comparison tasks: quantitative and qualitative measurements

Dianita,

Kitayama,

Ueda

et al. 2024

Adv. in Comp. Int.

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An approach to improve workers’ productivity performance without neglecting their well-being should be investigated. To elucidate the effects of systematic micro-break on intellectual concentration performance, a controlled laboratory experiment generated 31 participants’ data when each participant was performing cognitive comparison tasks. Systematic micro-break was given for 20 s after 7.5 min of cognitive work, for a total of 25 min of work tasks. Each participant performed the task under both conditions with and without micro-break intervention in a counterbalanced design. Two quantitative evaluations were made: the answering time and concentration time ratio. A subjective symptom questionnaire and the NASA task load index were applied for analytical consideration. The average answering time indicates that the performance under the influence of micro-break tends to be more stable over time and that it mitigates performance degradation compared to the performance in a condition without micro-break. For concentration time ratio scores, no significant difference was found between conditions with micro-break and without micro-break. However, a tendency was apparent by which the concentration time ratio score was higher in a condition with micro-break, which suggests higher cognitive performance. The subjective symptoms questionnaire indicated no significant difference between conditions with and without micro-break. Weighted NASA task load index questionnaire results indicated significant difference between both conditions with lower workload scores in conditions with micro-break. Results obtained from this study suggest that the implementation of systematic micro-break can support workers’ performance stability over time. Therefore, systematic micro-break can be promoted as a promising strategy for work recovery.

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Systematic micro-breaks affect concentration during cognitive comparison tasks: quantitative and qualitative measurements

Dianita,

Kitayama,

Ueda

et al. 2024

Adv. in Comp. Int.

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Spontaneous transfer of relational category structures between category learning tasks: A novel approach to measure analogical transfer

Snoddy,

Kurtz

2024

Quarterly Journal of Experimental Psychology

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The ability to spontaneously access knowledge of relational concepts acquired in one domain and apply it to a novel domain has traditionally been explored in the analogy literature via the problem-solving paradigm (cf. Gick & Holyoak, 1980, 1983). In the present work, we propose a novel procedure based on categorization as a complementary approach to assess spontaneous analogical transfer—using one category learning task to enhance learning of the same underlying category structures in another domain. In Experiment 1, we demonstrate larger improvements in classification performance across blocks of training in a Target Category Learning task among participants that underwent a Base Category Learning task relative to a separate group of participants learning the Target category structures for the first time; thus providing evidence for spontaneous transfer of the category structures. In Experiment 2, we demonstrate similar evidence of spontaneous transfer for participants that underwent a comparison-based Base Category Learning task under a more rigorous context-shift between the Base and Target Category Learning tasks. Additional exploratory analyses across both experiments showcase ways in which this paradigm can be used to answer questions regarding the analogical transfer of relational category structures and generate promising paths for future work.

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Relational and lexical similarity in analogical reasoning and recognition memory: Behavioral evidence and computational evaluation

Cited by 2 publications

References 35 publications

Systematic micro-breaks affect concentration during cognitive comparison tasks: quantitative and qualitative measurements

Systematic micro-breaks affect concentration during cognitive comparison tasks: quantitative and qualitative measurements

Spontaneous transfer of relational category structures between category learning tasks: A novel approach to measure analogical transfer

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