The effects of listener training on the development of analogical reasoning

We evaluated the effects of listener training on the emergence of analogical reasoning, as measured via equivalence‐equivalence and explored the role of verbal behavior when solving analogy‐type tasks. We taught 18 college students to select component stimuli from 2 classes, labeled “vek” and “zog,” and evaluated tacts and relational responding in the presence of baseline (AB and BC), symmetry (BA and CB), and transitivity (AC and CA) compounds. In Experiment 1, 5 out of 6 participants passed analogy tests, but none of them engaged in the relational tacts “same” and “different” during tact tests, possibly due to lack of instructional control. A change in instructions during Experiment 2 produced relational tacts in 4 of 6 participants, and 5 participants passed analogy tests. In Experiment 3, we implemented a talk‐aloud procedure to determine if the participants were emitting relational tacts during analogy tests. All 6 participants tacted stimuli relationally and engaged in problem‐solving statements to solve analogy tests. Results from these studies suggest that listener and speaker behavior in the form of relational tacts and other problem‐solving statements influenced the participants' equivalence–equivalence performance.     

Morphological Analogies in Hebrew-Speaking University Students with Dyslexia Compared with Typically Developing Gradeschoolers

Little attention has been devoted to date to the study of morphological knowledge in individuals with developmental dyslexia. The current study compares the ability of Hebrew-speaking adult dyslexic students and gradeschool children to analyze written words into their morphological components, using a linguistic analogy task. Two sets of monolingual Hebrew-speaking participants—152 typically developing gradeschool children and 38 undergraduate students diagnosed with reading disabilities—were administered the Morphological Analogies Task. Results indicate an early ability of normally developing children to perform morphological analogies, while the adult dyslexic group performed on par with 3rd and 4th grade. Error analysis revealed that the overwhelming majority of the erroneous responses in all grades involved morphological strategies rather than the associative semantic strategy. However, the adult dyslexic students had many more associative responses than the graderschoolers. This testifies to the reduced written morphological abilities of adult dyslexic students.     

Semantic coherence and fallacies in estimating joint probabilities

In three experiments on joint probability estimation, gist representations were manipulated with analogies, and the suboptimal strategy of ignoring relevant denominators was counteracted with training in using 2 × 2 tables to clarify joint probability estimates. The estimated probabilities of two events, as well as their conjunctive and disjunctive probabilities, were assessed against two benchmarks, logical fallacies and semantic coherence—a constellation of estimates consistent with the relationship among sets. Fuzzy‐trace theory (FTT) predicts that analogies will increase semantic coherence, and a table intervention affecting denominator neglect will both increase semantic coherence and reduce fallacies. In all three experiments, analogies increased semantic coherence. In both experiments training participants to use 2 × 2 tables, such tables reduced fallacies and increased semantic coherence. As the relations among sets in the problem materials progressed in cognitive complexity from identical sets, mutually exclusive sets, and subsets to overlapping sets, fallacies generally increased, and semantic coherence generally decreased. These findings indicate that denominator neglect is pervasive, but that it can be remedied with a straightforward intervention that clarifies relations among sets. Further, intuitive gist‐based probability estimation can be improved through the use of simple analogies. Copyright © 2009 John Wiley & Sons, Ltd.     

Historical Analogies and the Cognitive Dimension of Domestic Policymaking

Established models of the domestic policymaking process accord some role to the individual decision-maker, but they usually fail to show how policy decisions are ultimately influenced by the character of the information available to the policymakers concerned. Drawing on one prominent model of decision-making developed by analysts of foreign policy—the analogical reasoning approach—this article proposes that individual-level approaches are most useful in domestic policy analysis where decision-makers must confront a discrete policy "episode" in which perceived levels of cognitive uncertainty and ambiguity are high. An analysis of decision-making by political leaders during the 1967 Detroit riots reveals that these leaders made widespread use of historical analogies at various stages of the policymaking process. Policymakers can probably be expected to rely on analogizing under circumstances and contexts that make cognitive demands similar to those observed in the Detroit case.     

Establishing equivalence–equivalence analogical relations via tact and listener training

We investigated the role of verbal behavior on the emergence of analogy-type responding as measured via equivalence–equivalence relations. In Experiment 1, 8 college students learned to label arbitrary stimuli as, “vek,” “zog,” and “paf”, and in Experiment 2, 8 additional participants learned to select these stimuli when hearing their names in an auditory–visual matching-to-sample (MTS) task. Experimenters tested for the emergence of relational tacts (i.e., “same” and “different”) and equivalence–equivalence relations (analogy tests) via visual–visual MTS. Half of the participants were exposed to a think-aloud procedure. Even though they all passed analogy tests while tacting stimuli relationally, only participants exposed to tact training (Experiment 1) did so without the need for remediation. The results of these experiments confirm that individual discriminative and relational control of stimuli established through verbal behavior training is sufficient to produce equivalence–equivalence analogical responding, advancing the analysis of complex cognitive (problem-solving) phenomena.     

The Logical Style of Confucius’ Analects

Considered from a logical point of view, Confucius’ Analects contain many implicit forms of reasoning and argumentation. This is shown first by analyzing the phenomenon of parallelism: direct parallelism is often a way of hinting at a general assertion, whereas anti-parallelism hides dilemmas, generalizations and modal notions of “moral preference.” The Analects also have various types of conditionals, ranging from material implications, to modalized implications, and counterfactual conditionals, which are the germs of implicit reasoning, concluding with a moral recommendation. Analogies are particularly abundant and a presentation of three examples suggests that, beyond their explicative role, they also involve moral recommendations. The implicit logic of The Analects requires an active, albeit unconscious participation of the reader, which could be an important element in explaining the enduring influence of the text.     

When History Seems to Repeat Itself: Exposure to Perceived Lessons of the Past Influences Predictions About Current Political Events

The idea that the past holds lessons for the present, under the guise of historical analogies, is prevalent in political and public discourse. Those analogies are often accompanied by dire warnings befalling those who “forget” or otherwise neglect the powerful lessons of History—and would then be “doomed to repeat it”, as the saying goes. So, Would remembering history make it seem more OR LESS likely to repeat itself in the future? In other words, does exposure to specific lessons about past events, especially ones involving causal claims, affect how people expect real-life events to turn out? Four studies (three preregistered) tested this experimentally. In Studies 1 and 2, participants expected the same behavior (the US adopting a harsh stance against Iran in the Nuclear Treaty) to result in a more negative outcome when this current stance seemed to match a “lesson” they had read about the break-out of World War II (European leaders adopting a harsh approach against Germany in the 1919 Versailles Treaty vs. a conciliatory approach in the 1938 Munich Agreement). Studies 3 and 4 attempted to eliminate some confounds present in the first two studies and to generalize the effect to different events. While results varied across studies, an internal meta-analysis indicated that the analogical effect on predictions (d = –.08) tended to become stronger as participants’ knowledge about the target situation decreased (d-1SD = –.24). These findings support the possibility of analogical-based predictive effects for real-life political events, and are discussed in light of their research and political implications.     

Analogical Reasoning in Handling Emerging Technologies: The Case of Umbilical Cord Blood Biobanking

How are we individually and as a society to handle new and emerging technologies? This challenging question underlies much of the bioethical debates of modern times. To address this question we need suitable conceptions of the new technology and ways of identifying its proper management and regulation. To establish conceptions and to find ways to handle emerging technologies we tend to use analogies extensively. The aim of this article is to investigate the role that analogies play or may play in the processes of understanding and managing new technology. More precisely we aim to unveil the role of analogies as analytical devices in exploring the “being” of the new technology as well the normative function of analogies in conceptualizing the characteristics and applications of new technology. Umbilical cord blood biobanking will be used as a case to investigate these roles and functions.