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Gérard Collet - One of the best experts on this subject based on the ideXlab platform.

  • Tunnel Effects in Cognition: A new Mechanism for Scientific Discovery and Education
    arXiv: Artificial Intelligence, 2017
    Co-Authors: Antoine Cornuéjols, Andrée Tiberghien, Gérard Collet
    Abstract:

    It is quite exceptional, if it ever happens, that a new Conceptual Domain be built from scratch. Usually, it is developed and mastered in interaction, both positive and negative, with other more operational existing Domains. Few reasoning mechanisms have been proposed to account for the interplay of different Conceptual Domains and the transfer of information from one to another. Analogical reasoning is one, blending is another. This paper presents a new mechanism, called 'tunnel effect', that may explain, in part, how scientists and students reason while constructing a new Conceptual Domain. One experimental study with high school students and analyses from the history of science, particularly about the birth of classical thermodynamics, provide evidence and illustrate this mechanism. The knowledge organization, processes and conditions for its appearance are detailed and put into the perspective of a computational model. Specifically, we put forward the hypothesis that two levels of knowledge, notional and Conceptual, cooperate in the scientific discovery process when a new Conceptual Domain is being built. The type of Conceptual learning that can be associated with tunnel effect is discussed and a thorough comparison is made with analogical reasoning in order to underline the main features of the new proposed mechanism.

  • A New Mechanism for Transfer Between Conceptual Domains in Scientific Discovery and Education
    Foundations of Science, 2000
    Co-Authors: Antoine Cornuéjols, Andrée Tiberghien, Gérard Collet
    Abstract:

    Confronted with problems or situations that do not yield toknown theories and world views, scientists and students are alike. Theyare rarely able to directly build a model or a theory thereof. Rather,they must find ways to make sense of the circumstances using theircurrent knowledge and adjusting what is recognized in the process. Thisway of thinking, using past ways of perceiving the physical world tobuild new ones does not follow a logical path and cannot be described astheory revision. Likewise, in many situations it is awkward, indeedoften impossible, to resort to analogical reasoning to account for it.This paper presents a new mechanism, called `tunnel effect', that mayexplain, in part, how scientists and students reason while constructinga new Conceptual Domain. `Tunnel effect' is also contrasted withanalogical reasoning.

  • "Tunnel effects" in cognition : A transfer mechanism from known Conceptual Domains to new ones
    1999
    Co-Authors: Antoine Cornuéjols, Andrée Tiberghien, Gérard Collet
    Abstract:

    This paper reports on a multidisciplinary head-on approach to the problem of learning new ways to interpret the world by relying on (and relating to) old ones. By studying how high school students address problems in Conceptual Domains that are new to them, we were led to analyze mechanisms that seemed to be at play in their segmenting the world, and constructing models of the situation, as well as the (re)Conceptualization efforts that-sometimes-followed. In this paper, we focus on a reasoning mechanism that we hypothesize does explain part of the students behavior and may be at play within scientific discovery processes. Like analogy, this mechanism that we call tunnel effect by reference to transport effects that can take place in quantum physics, allows the transfer of knowledge from one Conceptual Domain to another one. Unlike analogy however, it does so without having to resort to two situations or cases, but only considers the one at hand, and it does not necessitate to specify beforehand a hierarchy of representation primitives in both Domains (one being mostly unknown), nor to define how similarity between the two represented cases must be computed.

  • A new mechanism for transfer between Conceptual Domains in scientific discovery and education
    1998
    Co-Authors: Antoine Cornuéjols, Andrée Tiberghien, Gérard Collet
    Abstract:

    Confronted with problems or situations that do not yield to known theories and world views, the scientists and students are alike. Rarely are they able to directly build a model or a theory thereof. Rather, they must find ways to make sense of the circumstances using their current knowledge and adjusting what needs be in the process. This way of thinking, using past ways of perceiving the physical world to build new ones, does not follow a logical path and cannot be described as theory revision. Likewise, in many situations it is awkward, indeed often impossible, to resort to analogical reasoning to account for it. This paper presents a new mechanism, called 'tunnel effect', that may explain, in part, how scientists and students reason while constructing a new Conceptual Domain. 'Tunnel effect' is also contrasted with analogical reasoning.

Ajitshilpa - One of the best experts on this subject based on the ideXlab platform.

Shilpa Ajit - One of the best experts on this subject based on the ideXlab platform.

  • An Approach for Building a Personal Health Information System Using Conceptual Domain Knowledge
    Journal of medical systems, 2012
    Co-Authors: Varadraj P. Gurupur, Sang C. Suh, Richard R. Selvaggi, Pramukh R. Karla, Jayalekshmi S. Nair, Shilpa Ajit
    Abstract:

    In this paper we present the development of a Personal Health Information System (PHIS) by capturing the Domain knowledge in the form of concept maps. The software architecture based on capturing the Conceptual Domain knowledge is demonstrated using a working prototype for patients suffering from diabetes mellitus. Cited current literature predicts that this user based information system has the potential to improve patient care, reduce medical errors, and lower health care costs.

Antoine Cornuéjols - One of the best experts on this subject based on the ideXlab platform.

  • Tunnel Effects in Cognition: A new Mechanism for Scientific Discovery and Education
    arXiv: Artificial Intelligence, 2017
    Co-Authors: Antoine Cornuéjols, Andrée Tiberghien, Gérard Collet
    Abstract:

    It is quite exceptional, if it ever happens, that a new Conceptual Domain be built from scratch. Usually, it is developed and mastered in interaction, both positive and negative, with other more operational existing Domains. Few reasoning mechanisms have been proposed to account for the interplay of different Conceptual Domains and the transfer of information from one to another. Analogical reasoning is one, blending is another. This paper presents a new mechanism, called 'tunnel effect', that may explain, in part, how scientists and students reason while constructing a new Conceptual Domain. One experimental study with high school students and analyses from the history of science, particularly about the birth of classical thermodynamics, provide evidence and illustrate this mechanism. The knowledge organization, processes and conditions for its appearance are detailed and put into the perspective of a computational model. Specifically, we put forward the hypothesis that two levels of knowledge, notional and Conceptual, cooperate in the scientific discovery process when a new Conceptual Domain is being built. The type of Conceptual learning that can be associated with tunnel effect is discussed and a thorough comparison is made with analogical reasoning in order to underline the main features of the new proposed mechanism.

  • A New Mechanism for Transfer Between Conceptual Domains in Scientific Discovery and Education
    Foundations of Science, 2000
    Co-Authors: Antoine Cornuéjols, Andrée Tiberghien, Gérard Collet
    Abstract:

    Confronted with problems or situations that do not yield toknown theories and world views, scientists and students are alike. Theyare rarely able to directly build a model or a theory thereof. Rather,they must find ways to make sense of the circumstances using theircurrent knowledge and adjusting what is recognized in the process. Thisway of thinking, using past ways of perceiving the physical world tobuild new ones does not follow a logical path and cannot be described astheory revision. Likewise, in many situations it is awkward, indeedoften impossible, to resort to analogical reasoning to account for it.This paper presents a new mechanism, called `tunnel effect', that mayexplain, in part, how scientists and students reason while constructinga new Conceptual Domain. `Tunnel effect' is also contrasted withanalogical reasoning.

  • "Tunnel effects" in cognition : A transfer mechanism from known Conceptual Domains to new ones
    1999
    Co-Authors: Antoine Cornuéjols, Andrée Tiberghien, Gérard Collet
    Abstract:

    This paper reports on a multidisciplinary head-on approach to the problem of learning new ways to interpret the world by relying on (and relating to) old ones. By studying how high school students address problems in Conceptual Domains that are new to them, we were led to analyze mechanisms that seemed to be at play in their segmenting the world, and constructing models of the situation, as well as the (re)Conceptualization efforts that-sometimes-followed. In this paper, we focus on a reasoning mechanism that we hypothesize does explain part of the students behavior and may be at play within scientific discovery processes. Like analogy, this mechanism that we call tunnel effect by reference to transport effects that can take place in quantum physics, allows the transfer of knowledge from one Conceptual Domain to another one. Unlike analogy however, it does so without having to resort to two situations or cases, but only considers the one at hand, and it does not necessitate to specify beforehand a hierarchy of representation primitives in both Domains (one being mostly unknown), nor to define how similarity between the two represented cases must be computed.

  • A new mechanism for transfer between Conceptual Domains in scientific discovery and education
    1998
    Co-Authors: Antoine Cornuéjols, Andrée Tiberghien, Gérard Collet
    Abstract:

    Confronted with problems or situations that do not yield to known theories and world views, the scientists and students are alike. Rarely are they able to directly build a model or a theory thereof. Rather, they must find ways to make sense of the circumstances using their current knowledge and adjusting what needs be in the process. This way of thinking, using past ways of perceiving the physical world to build new ones, does not follow a logical path and cannot be described as theory revision. Likewise, in many situations it is awkward, indeed often impossible, to resort to analogical reasoning to account for it. This paper presents a new mechanism, called 'tunnel effect', that may explain, in part, how scientists and students reason while constructing a new Conceptual Domain. 'Tunnel effect' is also contrasted with analogical reasoning.

James G. Greeno - One of the best experts on this subject based on the ideXlab platform.

  • Number Sense as Situated Knowing in a Conceptual Domain
    Journal for Research in Mathematics Education, 1991
    Co-Authors: James G. Greeno
    Abstract:

    This paper presents a preliminary attempt to characterize number sense theoretically as a form of cognitive expertise. I propose a way to view Conceptual Domains using a metaphor of an environment in which one can know how to find resources and use them to make things. I discuss the Domain of numbers and quantities as an example of a Conceptual environment, and I interpret number sense as a set of capabilities for constructing and reasoning within mental models. This perspective provides reasons that support considering various aspects of number sense as features of students' general condition of knowing in the Domain of numbers and quantities, rather than skills that should be given specific instruction. Some current trends in research about cognition and learning support this view of knowing in Conceptual Domains, including number sense.