Mental leaps: analogy in creative thought
Mental leaps: analogy in creative thought
The CRC card book
Dynamic Memory: A Theory of Reminding and Learning in Computers and People
Dynamic Memory: A Theory of Reminding and Learning in Computers and People
The importance of retrieval in creative design analogies
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Information Sciences: an International Journal
Concept analysis via rough set and AFS algebra
Information Sciences: an International Journal
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An analogy game: toward cognitive upheaval through reflection-in-action
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KES '09 Proceedings of the 13th International Conference on Knowledge-Based and Intelligent Information and Engineering Systems: Part II
Portfolio intelligence system for process-oriented education for graduate students
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
Innovation support system for creative product design based on chance discovery
Expert Systems with Applications: An International Journal
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The ability to construct concepts is indispensable to both individual and evolutionary development. Our model involves the use of ambiguous stimuli to facilitate decision-making by promoting analogical reasoning. Toward this end, we have developed Web-based exercises in word categorization for the purpose of engaging participants in analogical reasoning that contributes to the integration of words and leads to the construction of new concepts. 12 graduate students and 20 junior high school students were presented with ambiguous information for the purpose of comparison between the senior and the junior students. We hypothesized that the senior students tend to behave with more insight rather than junior students with less activation of thought process. Our results suggested that the presentation of the ambiguous stimuli were associated with unique thought processes, which are consistent with approaches to word categorization that reflect either the experience of insight or the operation of a trial and error strategy, depending on the junior or the senior students. We showed that the senior students tend to be more like insight into categorization design, while the junior as rather try and error behavior, in consideration of needed time and actions in analogical thinking.