Surfaces and Essences

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  ————— (2007). The Meaning of the Body: Æsthetics of Human Understanding. Chicago: University of Chicago Press.

  ————— (2008). “The meaning of the body”. In Willis F. Overton, Ulrich Mueller, and Judith Newman (eds.), Developmental Perspectives on Embodiment and Consciousness. Hillsdale, New Jersey: Lawrence Erlbaum, pp. 19–43.

  Kahneman, Daniel (2011). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux.

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  Novick, Laura R. and Miriam Bassok. (2005). “Problem solving”. In Keith J. Holyoak and Robert G. Morrison (eds.), Cambridge Handbook of Thinking and Reasoning. New York: Cambridge University Press, pp. 321–349.

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  Overton, Willis F., Ulrich Mueller, and Judith Newman, editors (2008). Developmental Perspectives on Embodiment and Consciousness. Hillsdale, New Jersey: Lawrence Erlbaum.

  Pecher, Diane and Rolf A. Zwaan (2005). Grounding Cognition: The Role of Perception and Action in Memory, Language, and Thinking. New York: Cambridge University Press.

  Raban, Jonathan (1991). Hunting Mister Heartbreak. New York: Harper Collins.

  Richard, Jean-François (2004). Les Activités mentales. De l’interprétation de l’information à l’action. Paris: Armand Colin.

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  Sloman, Steven (2009). Causal Models: How People Think About the World and Its Alternatives. New York: Oxford University Press.

  Sweetser, Eve (1990). From Etymology to Pragmatics: The Mind-as-Body Metaphor in Semantic Structure and Semantic Change. New York: Cambridge University Press.

  Varela, Francisco, Evan T. Thompson, and Eleanor Rosch (1991). The Embodied Mind. Cambridge, Mass.: MIT Press.

  Zhong, Chen-Bo and Katie Liljenquist (2006). “Washing away your sins: Threatened morality and physical cleansing”. Science, 313, pp. 1451–1452.

  Zwaan, Rolf A. and Carol J. Madden (2005). “Embodied sentence comprehension”. In Diane Pecher and Rolf A. Zwaan (eds.), The Grounding of Cognition: The Role of Perception and Action in Memory, Language, and Thinking. New York: Cambridge University Press.

  Chapter 6

  The works by Bassok, Dunbar, Forbus and Gentner (and their colleagues), Gick, Holyoak, Keane, Novick, Ross, Sander, and Thagard concern the classical source–target paradigm and its limitations, as well as the relationships between external surface and internal structure. This question is also dealt with in the contribution by Chalmers, French, and Hofstadter. The books by French and by Mitchell, as well as the article by Hofstadter and Mitchell, describe the Copycat microdomain and the related Tabletop microdomain, and the computational modeling of the creation of analogies. The latter topic is also dealt with by Falkenhainer, Forbus, and Gentner. The set of studies by Coulson, by Fauconnier, by Fauconnier and Sweetser, and by Fauconnier and Turner collectively present a rich vision of frame-blending and conceptual integration and demonstrate the pervasiveness of these phenomena in human thought. Khong, Record, and Suganami deal with the use of analogies in politics, while the books by Kahneman, by Bonneforn, and by Sloman, as well as that by Holland, Holyoak, Nisbett, and Thagard, deal with the importance of non-deductive reasoning in cognition. The books by Locke and Booth and by Weaver, as well as those by Hofstadter, are dedicated to the topic of translation as carried out by humans and by machines. Finally, Grothe contains a wide sampling of analogies, including a fair number of caricature analogies.

  Bassok, Miriam and Keith J. Holyoak (1993). “Pragmatic knowledge and conceptual structure: Determinants of transfer between quantitative domains”. In Douglas K. Detterman and Robert J. Sternberg (eds.), Transfer on Trial: Intelligence, Cognition, and Instruction. Norwood, New Jersey: Ablex, pp. 68–98.

  Bassok, Miriam and Karen L. Olseth (1995). “Object-based representations: Transfer between cases of continuous and discrete models of change”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, pp. 1522–1538.

  Bassok, Miriam, Ling-ling Wu, and Karen L. Olseth (1995). “Judging a book by its cover: Interpretative effects of content on problem-solving transfer”. Memory and Cognition, 23, pp. 354–367.

  Bonnefon, Jean-François (2011). Le Raisonneur et ses modèles: Un changement de paradigme dans la psychologie du raisonnement. Grenoble: Presses universitaires de Grenoble.

  Chalmers, David J., Robert M. French, and Douglas R. Hofstadter (1992). “High-level perception, representation, and analogy: A critique of artificial intelligence methodology”. In Douglas Hofstadter and the Fluid Analogies Research Group, Fluid Concepts and Creative Analogies. New York: Basic Books, pp. 169–193.

  Coulson, Seana (2001). Semantic Leaps: Frame-Shifting and Conceptual Blending in Meaning Construction. New York: Cambridge University Press.

  Day, Sam and Robert L. Goldstone (2011). “Analogical transfer from a simulated physical system”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, pp. 551–567.

  Dunbar, Kevin (2001). “The analogical paradox: Why analogy is so easy in naturalistic settings, yet so difficult in the psychology laboratory”. In Dedre Gentner, Keith J. Holyoak, and Boicho N. Kokinov (eds.), The Analogical Mind. Cambridge, Mass.: MIT Press, pp. 313–334.

  Falkenhainer, Brian, Kenneth D. Forbus, and Dedre Gentner. (1989). “The structure-mapping engine: Algorithm and examples”. Artificial Intelligence, 41, pp. 1–63.

  Fauconnier, Gilles (1984). Les Espaces mentaux. Paris: Éditions de Minuit.

  ————— (1985). Mental Spaces: Aspects of Meaning Construction in Natural Language. Cambridge, Mass.: MIT Press (Bradford Books).

  ————— (1997). Mappings in Thought and Language. New York: Cambridge University Press.

  Fauconnier, Gilles and Eve Sweetser, editors (1996). Spaces, Worlds, and Grammar. Chicago: University of Chicago Press.

  Fauconnier, Gilles and Mark Turner (2002). The Way We Think: Conceptual Blending and the Mind’s Hidden Complexities. New York: Basic Books.

  Forbus, Kenneth D., Dedre Gentner, and Keith Law (1995). “MAC/FAC: A model of similarity-based retrieval”. Cognitive Science, 19, pp. 141–205.

  French, Robert M. (
1995). The Subtlety of Sameness: A Theory and Computer Model of Analogy-Making. Cambridge, Mass.: MIT Press (Bradford Books).

  Gentner, Dedre (1989). “The mechanisms of analogical learning”. In Stella Vosniadou and Andrew Ortony (eds.), Similarity and Analogical Reasoning. New York: Cambridge University Press, pp. 199–241.

  Gentner, Dedre, Mary Jo Rattermann, and K. Forbus (1993). “The role of similarity in transfer: Separating retrievability from inferential source”. Cognitive Psychology, 25, pp. 524–575.

  Gentner, Dedre and Cecile Toupin (1986). “Systematicity and surface similarity in the development of analogy”. Cognitive Science, 10, pp. 277–300.

  Gick, Mary L. and Keith J. Holyoak (1980). “Analogical problem solving”. Cognitive Psychology, 12, pp. 306–355.

  ————— (1983). “Schema induction and analogical transfer”. Cognitive Psychology, 15, pp. 1–38.

  Grothe, Mardy (2008). I Never Metaphor I Didn’t Like: A Comprehensive Compilation of History’s Greatest Analogies, Metaphors, and Similes. New York: Harper.

  Hofstadter, Douglas (1997). Le Ton beau de Marot: In Praise of the Music of Language. New York: Basic Books.

  ————— (2009). Translator, Trader: An Essay on the Pleasantly Pervasive Paradoxes of Translation. New York: Basic Books.

  Hofstadter, Douglas and Melanie Mitchell (1993). “The Copycat project: A model of mental fluidity and analogy-making”. In Douglas Hofstadter and the Fluid Analogies Research Group, Fluid Concepts and Creative Analogies. New York: Basic Books, pp. 205–267.

  Holland, John H., Keith J. Holyoak, Richard E. Nisbett, and Paul R. Thagard (1986). Induction: Processes of Inference, Learning, and Discovery. Cambridge, Mass.: MIT Press.

  Keith J. Holyoak (2012). “Analogy and relational reasoning”. In Keith J. Holyoak and Robert G. Morrison (eds.), The Oxford Handbook of Thinking and Reasoning. New York: Oxford University Press, pp. 234–259.

  Keith J. Holyoak and Kyunghee Koh (1987). “Surface and structural similarity in analogical transfer”. Memory and Cognition, 15, pp. 332–340.

  Kahneman, Daniel (2011). Thinking, Fast and Slow. New York: Farrar, Straus and Giroux.

  Keane, Mark (1997). “What makes an analogy difficult? The effects of order and causal structure on analogical mapping”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, pp. 946–967.

  Khong, Yuen Foong (1992). Analogies at War. Princeton: Princeton University Press.

  Locke, W. N. and A. D. Booth (eds.) (1955). Machine Translation of Languages. Cambridge, Mass.: MIT Press.

  Macrae, C. Neil, Charles Stangor, and Miles Hewstone (1996). Stereotypes and Stereotyping. New York: The Guilford Press.

  Martin, Shirley A. and Miriam Bassok (2005). “Effects of semantic cues on mathematical modeling: Evidence from word-problem solving and equation construction tasks”. Memory and Cognition, 33 (3), pp. 471–478.

  Mitchell, Melanie (1993). Analogy-Making as Perception. Cambridge, Mass.: MIT Press.

  Novick, Laura R. (1988). “Analogical transfer, problem similarity, and expertise”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, pp. 510–520.

  ————— (1995). “Some determinants of successful analogical transfer in the solution of algebra word problems”. Thinking and Reasoning, 1, pp. 5–30.

  Novick, Laura R. and Keith J. Holyoak (1991). “Mathematical problem solving by analogy”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, pp. 398–415.

  Record, Jeffrey (1998). Perils of Reasoning by Historical Analogy: Munich, Vietnam, and American Use of Force since 1945. Technical Report 4, Center for Strategy and Technology, Air War College, Maxwell Air Force Base.

  Ross, Brian H. (1987). “This is like that: The use of earlier problems and the separation of similarity effects”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, pp. 629–639.

  ————— (1989). “Distinguishing types of superficial similarities: Different effects on the access and use of earlier problems”. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, pp. 456–468.

  Sander, Emmanuel (2008). De l’analogie aux inférences portées par les connaissances. Habilitation report, University of Paris VIII.

  Sloman, Steven (2009). Causal Models: How People Think About the World and Its Alternatives. New York: Oxford University Press.

  Suganami, Hidemi (2008). The Domestic Analogy and World Order Proposals. New York: Cambridge University Press.

  Thagard, Paul, Keith J. Holyoak, Greg Nelson, and David Gochfeld (1990). “Analog retrieval by constraint satisfaction”. Artificial Intelligence, 46, pp. 259–310.

  Weaver, Warren (1955). “Translation”. In W. N. Locke and A. D. Booth (eds.), Machine Translation of Languages. Cambridge, Mass.: MIT Press, pp. 15–23.

  ————— (1964). Alice in Many Tongues. Madison, Wisconsin: University of Wisconsin Press.

  Wharton, Charles M., Keith J. Holyoak, Paul E. Downing, Trent E. Lange, Thomas D. Wickens, and Eric R. Melz (1994). “Below the surface: Analogical similarity and retrieval competition in reminding”. Cognitive Psychology, 26, pp. 64–101.

  Chapter 7

  The books and articles by Carey, Chi, Draaisma, Hatano and Inagaki, Keil, Lautrey, Leary, Viennot, and Tiberghien deal with naïve analogies in scientific domains, while those by Bryant, Clement, English, Fayol, Fischbein, Ginsburg, Hudson, Kieran, Kintsch and Greeno, Lakoff and Núñez, Linchevski and Vinner, Nesher, Nunes, Resnick, Schliemann, Schoenfeld, Silver, Thevenot, Tirosh, Vergnaud, and Verschaffel concern naïve analogies in arithmetic. The studies by Bassok, Brissiaud, Gamo, Richard, Sander, and Taabane are relevant to our sections on mental simulations and situations that “do the thinking for us”. Carr, Fauconnier and Turner, Norman, Sander (2008), Serres, and Tricot are relevant to our sections on computers and associated technologies. Aubusson et al, Ausubel, Bastien, Bruner, Mahajan, and Richard focus on educational perspectives, while Anderson, Gentner, Spalding and Murphy, and Holyoak and Thagard (and colleagues) are relevant to the section concluding this chapter.

  Anderson, John R. (1991). “The adaptive nature of human categorization”. Psychological Review, 98, pp. 409–429.

  Aubusson, Peter J., Allan G. Harrison, and Stephen M. Ritchie (2005). Metaphor and Analogy in Science Education. New York: Springer.

  Ausubel, David P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart, and Winston.

  Bastien, Claude (1997). Les Connaissances de l’enfant à l’adulte. Organisation et mise en æuvre. Paris: Armand Colin.

  Bastien, Claude and Mireille Bastien-Toniazzo (2004). Apprendre à l’école. Paris: Armand Colin.

  Bassok, Miriam (1996). “Using content to interpret structure: Effects on analogical transfer”. Current Directions in Psychological Science, 5 (2), pp. 54–58.

  ————— (2001). “Semantic alignments in mathematical word problems”. In Dedre Gentner, Keith J. Holyoak, and Boicho N. Kokinov (eds.), The Analogical Mind: Perspectives from Cognitive Science. Cambridge, Mass.: MIT Press, pp. 401–433.

  Bassok, Miriam, Valerie M. Chase, and Shirley A. Martin (1998). “Adding apples and oranges: Alignment of semantic and formal knowledge”. Cognitive Psychology, 35, pp. 99–134.

  Bezout, Étienne (1833). L’Arithmétique de Bezout, à l’usage de la marine et de l’artillerie. Paris: L. Tenré.

  Bosc-Miné, Christelle and Emmanuel Sander (2007). “Effets du contenu sur la mise en œuvre de l’inférence de complément”. L’Année psychologique, 107 (3), pp. 61–89.

  Brissiaud, Rémi (2002). “Psychologie et didactique: Choisir des problèmes qui favorisent la conceptualisation des opérations arithmétiques”. In Jacqueline Bideaud and Henri Lehalle (eds.), Traité des sciences cognitives. Le développement des activités numériques chez l’enfant. Paris: Hermès.

  ————— (2003). Comment les enfants apprennent à calculer. Paris: Retz.

  Brissiaud
, Rémi and Emmanuel Sander (2010). “Arithmetic word problem solving: A situation strategy first framework”. Developmental Science, 13 (1), pp. 92–107.

  Bruner, Jerome (1960). The Process of Education. Cambridge, Mass.: Harvard University Press (reissued in 1977).

  Carey, Susan (1985). Conceptual Change in Childhood. Cambridge, Mass.: MIT Press.

  Carr, Nicholas. (2011). The Shallows: What the Internet Is Doing to Our Brains. New York: Norton.

  Clement, Catherine A. and Dedre Gentner (1991). “Systematicity as a selection constraint in analogical mapping”. Cognitive Science, 15, pp. 89–132.

  Clement, John J. (1982). “Algebra word problem solutions: Thought processes underlying a common misconception”. Journal for Research in Mathematics Education, 13 (1), pp. 16–30.

  Draaisma, Douwe (2001). Metaphors of Memory: A History of Ideas about the Mind. New York: Cambridge University Press.

  English, Lyn D., editor (1997). Mathematical Reasoning: Analogies, Metaphors, and Images. Hillsdale, New Jersey: Lawrence Erlbaum.

  Fabre, Jean-Henri (1897). Souvenirs entomologiques, Series V. Paris: Delagrave.

  Fauconnier, Gilles and Mark Turner (2002). The Way We Think: Conceptual Blending and the Mind’s Hidden Complexities. New York: Basic Books.

  Fayol, Michel (1990). L’Enfant et le nombre. Neuchâtel: Delachaux et Niestlé.

  Fischbein, Efraim (1987). Intuition in Science and Mathematics: An Educational Approach. Dordrecht: D. Reidel.

  ————— (1989). “Tacit models and mathematical reasoning”. For the Learning of Mathematics, 9, pp. 9–14.

  ————— (1994). “Tacit models”. In Dina Tirosh (ed.), Implicit and Explicit Knowledge: An Educational Approach. Norwood, New Jersey: Ablex Publishing, pp. 97–109.

  Fischbein, Efraim, Maria Deri, Maria Nello, and Maria Marino (1985). “The role of implicit models in solving verbal problems in multiplication and division”. Journal for Research in Mathematics Education, 16, pp. 3–17.