Analogical Transfer Research Articles

Digital Controller Design for Analog Systems Represented by Multiple Input–Output Time-Delay Transfer Function Matrices with Long Time Delays

This paper presents a digital controller design methodology for multivariable analog systems represented by minimally realizable multiple input–output time-delay transfer function matrices with long time delays. First, the analog transfer function matrix with multiple input–output time delays is minimally realized and represented by a delay-free state-space model and a multiple output-delay function. For a specific multiple time-delay transfer function matrix with complex poles, a minimal realization scheme is newly proposed. Then the minimized delay-free state-space model is utilized for linear quadratic regulator (LQR) design. Furthermore, the designed analog LQR is digitally redesigned via a predictive state-matching method for finding a low-gain digital controller from the pre-designed high-gain analog controller. For implementation of the digitally redesigned controller, a digital observer is constructed for the multiple time-delay system with long time delays. An illustrative example is given to demonstrate the effectiveness of the proposed method.

The use of video source in analogical problem solving in two experimental studies

Two experiments were designed to find out effectiveness of dynamic visuals (videos) in analogical transfer when solving social interaction problems. In experiment 1, 70 subjects read a story (source analogue) and solved a social interaction problem under two conditions (with and without cues to the source analogue). In experiment 2, 70 subjects watched a video and solved a social interaction problem under the conditions of with and without cue to the video source analogue. These experiments provided findings that the use of dynamic visual representation in analogical transfer learning fostered accessibility to both surface and relational similarities, and enabled abstraction of problem schema for effective mapping of schema to solve new target problem. The improved quality of the induced schema brought about by videos is highly predictive of transfer performance.

Use self-talking for learning progress

The objectives of our work were to use self-talking during the action of learning and to highlight the important role that self-talking plays in the learning progress. The lot of participants was made up of pupils belonging to two primary school classes. We applied the following tests: Toulouse-Pieron, the Visual Attention test, the Analog Transfer test, questionnaires, physical tests, and the experiment, introducing self-talking. During the research we used observation and individual and group conversations. Self-talking is a tool with interpretative and educational value.

Analogical transfer in perceptual categorization

Analogical transfer is the ability to transfer knowledge despite significant changes in the surface features of a problem. In categorization, analogical transfer occurs if a classification strategy learned with one set of stimuli can be transferred to a set of novel, perceptually distinct stimuli. Three experiments investigated analogical transfer in rule-based and information-integration categorization tasks. In rule-based tasks, the optimal strategy is easy to describe verbally, whereas in information-integration tasks, accuracy is maximized only if information from two or more stimulus dimensions is integrated in a way that is difficult or impossible to describe verbally. In all three experiments, analogical transfer was nearly perfect in the rule-based conditions, but no evidence for analogical transfer was found in the information-integration conditions. These results were predicted a priori by the COVIS theory of categorization.

The neuromechanism underlying verbal analogical reasoning of metaphorical relations: An event-related potentials study

Using event-related potentials (ERPs), this study investigated the neuromechanism underlying verbal analogical reasoning of two different metaphorical relations: attributive metaphor and relational metaphor. The analogical reasoning of attributive metaphor (AM-AR) involves a superficial similarity between analogues, while the analogical reasoning of relational metaphor (RM-AR) requires a structural similarity. Subjects were asked to judge whether one word pair was semantically analogous to another word pair. Results showed that the schema induction stage elicited a greater N400 component at the right anterior scalp for the AM-AR and RM-AR tasks, possibly attributable to semantic processing of metaphorical word pairs. The N400 was then followed by a widely distributed P300 and a late negative component (LNC1) at the left anterior scalp. The P300 was possibly related to the formation of a relational category, while the LNC1 was possibly related to the maintenance of a reasoning cue in working memory. The analogy mapping stage elicited broadly distributed N400 and LNC2, which might indicate the presence of semantic retrieval and analogical transfer. In the answer production stage, all conditions elicited the P2 component due to early stimulus encoding. The largest P2 amplitude was in the RM-AR task. The RM-AR elicited a larger LPC than did the AM-AR, even though the baseline correction was taken as a control for the differential P2 effect. The LPC effect might suggest that relational metaphors involved more integration processing than attributive metaphors.

Fostering analogical transfer: The multiple components approach to algebra word problem solving in a chemistry context

Holyoak and Koh (1987) and Holyoak (1984) propose four critical tasks for analogical transfer to occur in problem solving. A study was conducted to test this hypothesis by comparing a multiple components (MC) approach against worked examples (WE) in helping students to solve algebra word problems in chemistry classes. The MC approach incorporated multiple components (symbolic equations, symbols, categorization, hint) in the source, or target, or both, to address the four analogical tasks. Different combinations of the components were tested in a series of four experiments. Symbolic equations (main component) fostered a mental construction of the problem in its solution mode. Categorization enabled an identification of the problem category. A hint in the target directed the learners to the source problem. The interaction between these components facilitated the mapping of the symbolic equations in the source onto the target, resulting in the superiority of the MC approach in fostering analogical transfer. Neither the main component alone nor the main component plus one sub-component was sufficient for analogical transfer. Hence for analogical transfer to occur, at least the main component (symbolic equations) and two sub-components (categorization and hint) are required. However, symbols may not have additional effects for transfer to occur.

Explaining away the negative effects of evaluation on analogical transfer: The perils of premature evaluation

Four experiments explored effects on analogical transfer of evaluating solutions to base problems. In contrast to reports of positive effects of explanation, evaluation consistently reduced transfer rates and impaired mental representations of base material. This effect was not ameliorated by encoding for a later memory test, summarizing, or engaging in similar processes at encoding and recall. However, providing a prior explanation task removed the inhibitory effect of evaluation. It appears that evaluation leads to encoding of extraneous material that interferes with access to solution-critical analogous information. Prior explanation inoculates against negative effects on transfer by ensuring that new information introduced via evaluation is organized around existing representations of relevant information of the base problem. The results suggest that the source of difficulty in analogical transfer may reside not only in retrieval and mapping but also in the initial encoding of problems.

Analogical transfer from a simulated physical system.

Previous research has consistently found that spontaneous analogical transfer is strongly tied to concrete and contextual similarities between the cases. However, that work has largely failed to acknowledge that the relevant factor in transfer is the similarity between individuals' mental representations of the situations rather than the overt similarities between the cases themselves. Across several studies, we found that participants were able to transfer strategies learned from a perceptually concrete simulation of a physical system to a task with very dissimilar content and appearance. This transfer was reflected in better performance on the transfer task when its underlying dynamics were consistent rather than inconsistent with the preceding training task. Our data indicate that transfer in these tasks relies on the perceptual and spatial nature of the training task but does not depend on direct interaction with the system, with participants performing equally well after simply observing the concrete simulation. We argue that participants generated a spatial, dynamic, and force-based mental model while interacting with the training simulation and tended to spontaneously interpret the transfer task according to this primed model. Unexpectedly, our data consistently show that transfer was independent of reported recognition of the analogy between tasks: Although such recognition was associated with better overall performance, it was not associated with better transfer (in terms of applying an appropriate strategy). Together, these findings suggest that analogical transfer between overtly dissimilar cases may be much more common--and much more relevant to our cognitive processing--than is generally assumed.

Teaching 3-dimensional fetal ultrasound: a randomized study

Objective. Three-dimensional ultrasound has become an integral mode of fetal imaging. However, unclear but foundational concepts such as ‘rotational axes’ and ‘sectional planes’ are key to obtaining, manipulating, and understanding 3d volumes. This randomized study utilized ‘analogical transfer’, as a novel method of teaching three-dimensional ultrasound. We hypothesized that the cognitive processing of medical professionals dealing with medical imaging is less structure-based and more intuitive.Methods. Ninety-four ultrasound education naïve subjects (50 conventional vs 44 experimental) were randomly assigned to using one of two teaching instruments to determine whether there was a difference in learning three-dimensional concepts. One instrument used the conventional approach (prose description of concepts) while the second teaching instrument used visual descriptors. Time to complete the instrument (self-learning + quiz) was recorded and quiz results were analyzed.Results. One hundred potential subjects were offered participation and 94 accepted. The mean score (scale 0–8) using the analogical transfer approach was 5.32 ± 1.64 (n=44) and using the traditional approach was 3.42 ± 1.93 (n=50). Using an unpaired t-test, (α=0.05), the calculated p value was 0.0001 (95% CI 1.16–2.64).Conclusions. Those subjects exposed to the analogical transfer method were more likely to better comprehend three-dimensional ultrasound concepts as represented by higher quiz scores.

When Do Words Promote Analogical Transfer?

The purpose of this paper is to explore how and when verbal labels facilitate relational reasoning and transfer. We review the research and theory behind two ways words might direct attention to relational information: (1) words generically invite people to compare and thus highlight relations (the Generic Tokens [GT] hypothesis), and/or (2) words carry semantic cues to common structure (the Cues to Specific Meaning [CSM] hypothesis). Four experiments examined whether learning Signal Detection Theory (SDT) with relational words fostered better transfer than learning without relational words in easily alignable and less alignable situations (testing the GT hypothesis) as well as when the relational words matched and mismatched the semantics of the learning situation (testing the CSM hypothesis). The results of the experiments found support for the GT hypothesis because the presence of relational labels produced better transfer when two situations were alignable. Although the CSM hypothesis does not explain how words facilitate transfer, we found that mismatches between words and their labeled referents can produce a situation where words hinder relational learning.

Michael G. DeGroote School of Medicine Faculty of Health Sciences, McMaster University

Michael G. DeGroote School of Medicine Faculty of Health Sciences, McMaster University

Supporting Creative Concept Generation by Engineering Students with Biomimetic Design

Biomimetic design uses ideas from biology as inspiration for design, and is widely recognized as a promising approach to innovation. However, the biomimetic design process can stand to be made more accessible and systematic for engineers. In particular, we identified a number of obstacles that occur when novice designers attempt to retrieve and apply biological analogies to solve design problems. Two main obstacles are: 1) extracting analogical strategies from biology and 2) applying analogical strategies to develop solutions. This paper summarizes our efforts in addressing these two obstacles through a pilot study and subsequent experiments involving engineering students. We found that to facilitate effective analogical transfer in biomimetic design, students require support to recognize relevant causal relations in biology and to explore multiple solutions when generating analogical designs.

An Implant-Transfer Technique Without Impression Material

Different transfer impression techniques for implant-supported prostheses have been suggested to obtain a working cast. This article describes and illustrates clinical and laboratory prosthodontic procedures to transfer implant positions with splinted transfer copings and without impression material to form a laboratory analog transfer template. With this technique, a preliminary cast is modified to place the analogs according to a corrected position and obtain the master cast. Although this technique does not record adjacent tissues, it is a simple procedure, less time consuming, and easily performed.

Developing Innovations Based on Analogies: Experience from Design and Engineering Consultants

This study explores how specialized design and engineering companies offering services to clients in diverse industries use inventive analogies in the product design process. Inventive analogical transfers are characterized by the use of knowledge gained from experience in one knowledge area (source domain) to solve new problems in another field (target domain). Different types of analogical transfers can be distinguished depending on (1) the conceptual distance between source and target domain and (2) the transfer content, describing the type of solution element being transferred. On the basis of these two dimensions a typology suitable to cover a wide range of analogical transfer episodes is developed. The first purpose of the present study is to understand the link between these two dimensions of analogies and their impact on potential benefits of analogy use. A second purpose of this study is to explore the practice of working with analogies, particularly to examine how relevant knowledge in a variety of domains is accessed. The research is based on an explorative approach. In-depth interviews were held with project leaders of 18 design and engineering consulting firms located in Germany and Scandinavia. In each of these interviews the respondent reported about a particular project in which analogy use played an important role. The findings indicate that the use of analogies is a prevalent phenomenon in design and engineering consulting firms. The typology based on the two dimensions analogical distance and transfer content proved useful for the distinctive explanation of positive effects resulting from analogy use. First, analogical distance was found to be positively associated with solution novelty and negatively associated with the project duration. In addition, far analogies, rather than near analogies, proved to be helpful to foster communication within the project team as well as communication between the project team and the client firm. Second, with respect to the transfer content, beneficial effects on project duration seem to be particularly probable if the problem solvers transfer existing technological solutions and specific functional principles instead of general knowledge about shapes and design arrangements. Taken together, the findings suggest that it may be possible to influence the specific effects of analogy use ex ante by focusing on the appropriate type of analogies. Concerning the access of analogies, the findings suggest that analogies are frequently applied without the aid of formal procedures, techniques, or tools. The project teams mainly draw on personal “local” knowledge—knowledge already in their possession. While this approach is rather efficient, the tendency to access knowledge from only a limited set of familiar knowledge sources may constrain the possibility for creative recombination by analogies. Several strategies to relax this constraint are discussed, such as enhancing the heterogeneity of the team's knowledge base or broadcasting the problem to external experts.

La analogía como transferencia argumentativa

El análisis de varias argumentaciones analógicas lleva a distinguir dos variedades de la argumentación analógica. Unas veces se pretende que dos argumentos son análogos y tienen la misma fuerza; en otras se invoca una licencia abductiva para justificar la aceptabilidad de un argumento por la de otro muy distinto.

Homolytic Reactive Mass Spectrometry of Fullerenes: Interaction of C60 and C70 with Organo- and Organoelement Mercurials in the Electron Impact Ion Source of a Mass Spectrometer; EPR, CIDEP, and MS Studies of Several Analogous Reactions of C60 Performed in Solution

Interaction of C(60) with organo- and organoelement mercurials (CF(3)HgBr, PhHgBr, p-CH(3)C(6)H(4)HgBr, p-CH(3)OC(6)H(4)HgCl, CF(3)HgPh, Ph(2)Hg, (o-carborane-9-yl)(2)Hg, (m-carborane-9-yl)(2)Hg, (p-carborane-9-yl)(2)Hg, and (m-carborane-9-yl)HgCl) in the ionization chamber (IC) of the electron impact (EI) ion source of a mass spectrometer at 250-300 degrees C results in the transfer of the corresponding organic or organoelement radicals from the mercurials to the fullerene. Some of the processes are accompanied by hydrogen addition. C(70) reacts with Ph(2)Hg and (o-carborane-9-yl)(2)Hg at 300 degrees C in a similar fashion. A homolytic reaction path is considered for the reactions. It suggests both the thermal and EI initiated homolytic dissociation of the mercurials to the intermediate organic or organoelement radicals followed by their interaction with the fullerenes at the metallic walls of the IC. When EI is involved, the dissociation is supposed to occur via superexcited states (the excited states with the electronic excitation energies higher than the first ionization potentials) of the mercury reagents, with possible contribution of the process proceeding via their molecular ions. In line with the results obtained in the IC, C(60) reacts with Ph(2)Hg and (o-carborane-9-yl)(2)Hg under UV-irradiation in benzene and toluene solutions to furnish phenyl and carboranyl derivatives of the fullerene, respectively, some also containing the acquired hydrogen atoms. EPR monitoring of the processes has shown the formation of phenylfullerenyl and o-carborane-9-yl-fullerenyl radicals. g-Factors and hyperfine coupling (hfc) constants with (10)B, (11)B, and (13)C nuclei of both the latter and m-carborane-9-yl-fullerenyl radical formed in the reaction of C(60) with (m-carborane-9-yl)(2)Hg have been determined by the special EPR studies. The unusually great chemically induced dynamic electron polarization (CIDEP) of the latter radical where even the (13)C satellite lines are polarized has been observed and is discussed in terms of both radical-triplet-pair and radical-pair mechanisms. The similar CIDEP effect is also intrinsic to the o-carborane-9-yl-fullerenyl radical obtained under the same conditions. The analogous transfer of the carboranyl radicals from (o-carborane-9-yl)(2)Hg to C(60) occurs when their mixture is boiled in (t)BuPh for 10-15 h.

Characterization of Wet Batch Cleaning Process in Advanced Semiconductor Manufacturing

Wet cleaning of silicon wafers is an essential step in the fabrication of semiconductor devices. With diminishing feature and, consequently, critical particle sizes, cleaning requirements have become even more stringent. Hence, it is imperative that an understanding of the cleaning process be obtained in order to achieve the desired cleaning efficiencies. Ultrasonic and megasonic cleaning baths are the norm in advanced fabrication lines for batch cleaning of wafers. The fluid flow in these baths is quite complex and strongly influences removal of contaminant matter from the wafer surface. To better understand the effect of fluid flow on cleaning of polymeric contaminants, chemical etch experiments have been conducted using a cleaning solution on tetra-ethyl orthosilicate (TEOS) blanket wafers. The experimental results indicate a certain degree of nonuniformity and asymmetry in an otherwise symmetric system. A qualitative analysis of the observed nonuniformity has been conducted through computational fluid dynamics (CFD) simulations of the flow within the tank using a commercial CFD tool, FLUENT 6.2. An analogous heat transfer model has been set up with the CFD model, to simulate mass transfer effects resulting from the etching of the TEOS film in the experiments. A comprehensive sensitivity analysis has also been conducted within the CFD model for various parameters that might be responsible for the experimental asymmetry.

Enhancing Analogical Reasoning and Performance in Strategic Decision Making

Recent research suggests that managers often make strategic decisions in novel situations by utilizing past experiences to reason by analogy. However, there is substantial evidence that decision makers often fail to identify and apply knowledge about one situation to a similarly structured situation. Two experimental studies investigated the mechanisms impacting knowledge transfer from one managerial situation (the source) to an analogous situation. The results show that exposure to variation in the source situation improves transfer performance. Variation decreases performance in the short term but improves learning and increases analogical transfer. Higher performance on and systematic search of the source situation also increase transfer performance. These results yield important implications for enhancing analogical transfer in strategic decision making and for future research on reasoning by analogy.

Oxy-Functionalization of Nucleophilic Rhenium(I) Metal Carbon Bonds Catalyzed by Selenium(IV)

We report that SeO2 catalyzes the facile oxy-functionalization of (CO)5Re(I)-Me(delta-) with IO4(-) to generate methanol. Mechanistic studies and DFT calculations reveal that catalysis involves methyl group transfer from Re to the electrophilic Se center followed by oxidation and subsequent reductive functionalization of the resulting CH3Se(VI) species. Furthermore, (CO)3Re(I)(Bpy)-R (R = ethyl, n-propyl, and aryl) complexes show analogous transfer to SeO2 to generate the primary alcohols. This represents a new strategy for the oxy-functionalization of M-R(delta-) polarized bonds.

A computational model of visual analogies in design

We present an analysis of the work of human participants in addressing design problems by analogy. We describe a computer program, called Galatea, that simulates the visual input and output of four experimental participants. Since Galatea is an operational computer program, it makes specific commitments about the visual representations and reasoning it uses for analogical transfer. In particular, Galatea provides a computational model of how human designers might be generating new designs by incremental transfer of the problem-solving procedure used in previous design cases.