Distant Connections: The Memory Basis of Creative Analogy

Máximo Trench and Ricardo A. Minervino (2020)

Analogical thinking lies at the core of human cognition, pervading from the most mundane to the most extraordinary forms of creativity. By connecting poorly understood phenomena to learned situations whose structure is well articulated, it allows reasoners to expand the boundaries of their knowledge.

The first part of the book begins by fleshing out the debate around whether our cognitive system is well-suited for creative analogizing, and ends by reviewing a series of studies that were designed to decide between the experimental and the naturalistic accounts. The studies confirm the psychological reality of the surface bias revealed by most experimental studies, thus claiming for realistic solutions to the problem of inert knowledge.

The second part of the book delves into cognitive interventions, while maintaining an emphasis on the interplay between psychological modeling and instructional applications. It begins by reviewing the first generation of instructional interventions aimed at improving the later retrievability of educational contents by highlighting their abstract structure. Subsequent chapters discuss the most realistic avenues for devising easily-executable and widely-applicable ways of enhancing access to stored knowledge that would otherwise remain inert. The authors review results from studies from both others and their own lab that speak of the promise of these approaches.

The Spider's Thread: Metaphor in Mind, Brain, and Poetry

Keith J. Holyoak (2019)

In The Spider's Thread, Keith Holyoak looks at metaphor as a microcosm of the creative imagination. Holyoak, a psychologist and poet, draws on the perspectives of thinkers from the humanities—poets, philosophers, and critics—and from the sciences—psychologists, neuroscientists, linguists, and computer scientists. He begins each chapter with a poem—by poets including Samuel Taylor Coleridge, Sylvia Plath, Walt Whitman, Emily Dickinson, Robert Frost, Theodore Roethke, Du Fu, William Butler Yeats, and Pablo Neruda—and then widens the discussion to broader notions of metaphor and mind.

Holyoak uses Whitman's poem “A Noiseless Patient Spider” to illustrate the process of interpreting a poem, and explains the relevance of two psychological mechanisms, analogy and conceptual combination, to metaphor. He outlines ideas first sketched by Coleridge—who called poetry “the best words in their best order”—and links them to modern research on the interplay between cognition and emotion, controlled and associative thinking, memory and creativity. Building on Emily Dickinson's declaration “the brain is wider than the sky,” Holyoak suggests that the control and default networks in the brain may combine to support creativity. He also considers, among other things, the interplay of sound and meaning in poetry; symbolism in the work of Yeats, Jung, and others; indirect communication in poems; the mixture of active and passive processes in creativity; and whether artificial intelligence could ever achieve poetic authenticity. Guided by Holyoak, we can begin to trace the outlines of creativity through the mechanisms of metaphor.

Surfaces and Essences: Analogy as the Fuel and Fire of Thinking

Douglas Hofstadter and Emmanuel Sander (2013)

Analogy is the core of all thinking.

This is the simple but unorthodox premise that Pulitzer Prize-winning author Douglas Hofstadter and French psychologist Emmanuel Sander defend in their new work.

Hofstadter has been grappling with the mysteries of human thought for over 30 years. Now, with his trademark wit and special talent for making complex ideas vivid, he has partnered with Sander to put forth a highly novel perspective on cognition.

We are constantly faced with a swirling and intermingling multitude of ill-defined situations. Our brain's job is to try to make sense of this unpredictable, swarming chaos of stimuli. How does it do so? The ceaseless hail of input triggers analogies galore, helping us to pinpoint the essence of what is going on. Often this means the spontaneous evocation of words, sometimes idioms, sometimes the triggering of nameless, long-buried memories.

Why did two-year-old Camille proudly exclaim, "I undressed the banana!"? Why do people who hear a story often blurt out, "Exactly the same thing happened to me!" when it was a completely different event? What did Albert Einstein see that made him suspect that light consists of particles when a century of research had driven the final nail in the coffin of that long-dead idea?

The answer to all these questions, of course, is analogy - making - the meat and potatoes, the heart and soul, the fuel and fire, the gist and the crux, the lifeblood and the wellsprings of thought.

Analogy-making, far from happening at rare intervals, occurs at all moments, defining thinking from top to toe, from the tiniest and most fleeting thoughts to the most creative scientific insights. Like Gödel, Escher, Bach before it, Surfaces and Essences will profoundly enrich our understanding of our own minds.

The Analogical Mind: Perspectives from Cognitive Science

Edited by Dedre Gentner, Keith J. Holyoak and Boicho N. Kokinov (2001)

Analogy has been the focus of extensive research in cognitive science over the past two decades. Through analogy, novel situations and problems can be understood in terms of familiar ones. Indeed, a case can be made for analogical processing as the very core of cognition. This is the first book to span the full range of disciplines concerned with analogy. Its contributors represent cognitive, developmental, and comparative psychology; neuroscience; artificial intelligence; linguistics; and philosophy.

The book is divided into three parts. The first part describes computational models of analogy as well as their relation to computational models of other cognitive processes. The second part addresses the role of analogy in a wide range of cognitive tasks, such as forming complex cognitive structures, conveying emotion, making decisions, and solving problems. The third part looks at the development of analogy in children and the possible use of analogy in nonhuman primates.

Contributors: Miriam Bassok, Consuelo B. Boronat, Brian Bowdle, Fintan Costello, Kevin Dunbar, Gilles Fauconnier, Kenneth D. Forbus, Dedre Gentner, Usha Goswami, Brett Gray, Graeme S. Halford, Douglas Hofstadter, Keith J. Holyoak, John E. Hummel, Mark T. Keane, Boicho N. Kokinov, Arthur B. Markman, C. Page Moreau, David L. Oden, Alexander A. Petrov, Steven Phillips, David Premack, Cameron Shelley, Paul Thagard, Roger K.R. Thompson, William H. Wilson, Phillip Wolff

Fluid Concepts and Creative Analogies: Computer Models of the Fundamental Mechanisms of Thought

Douglas Hofstadter and the Fluid Analogies Research Group (1996)

Since 1977, Douglas R. Hofstadter and his graduate students at Indiana University and the University of Michigan have been developing computer models of discovery, creation, and analogical thought. What has emerged is a sophisticated and unorthodox vision of the mind in which perception, at an abstract level, is the key: perception of situations, of patterns, of patterns among patterns, even perception of one's perceptions. Fluid Concepts and Creative Analogies conveys this bold vision to a broad public as well as to cognitive scientists. Two ideas pervade the research. One is that the key question to answer is "What is a concept?" This means understanding how concepts overlap and trigger one another, how their fluid boundaries come about, how they give rise to generalizations and analogies, and so on. The second idea is that mental activity is fundamentally parallel, with many tiny agents independently carrying out small "subcognitive" acts and collectively building up coherent mental structures. Such agents lie far above the neural level, yet far below the conscious level; the hypothetical level of the brain at which they reside thus constitutes a largely uncharted substrate for thought. With these intuitions as guides, Hofstadter and the members of the Fluid Analogies Research Group have developed computer models that operate in small but extraordinarily challenging domains: playful anagram and number puzzles, analogy puzzles involving letter strings or tabletop objects, and fanciful alphabetic styles. These subtle ideas are spelled out with verve, charm, and clarity by Hofstadter and his co-workers in a series of chapters alternating with prefaces; the latter tie the projects together and give insight into their evolution.

Mental Leaps: Analogy in Creative Thought

Keith J. Holyoak and Paul Thagard (1994)

Analogy—recalling familiar past situations to deal with novel ones—is a mental tool that everyone uses. Analogy can provide invaluable creative insights, but it can also lead to dangerous errors. In Mental Leaps two leading cognitive scientists show how analogy works and how it can be used most effectively. Keith Holyoak and Paul Thagard provide a unified, comprehensive account of the diverse operations and applications of analogy, including problem solving, decision making, explanation, and communication.

Holyoak and Thagard present their own theory of analogy, considering its implications for cognitive science in general, and survey examples from many other domains. These include animal cognition, developmental and social psychology, political science, philosophy, history of science, anthropology, and literature.

Understanding how we draw analogies is important for people interested in the evolution of thinking in animals and in children; for those whose focus is on either creative thinking or errors of everyday reasoning; for those concerned with how decisions are made in law, business, and politics; and for those striving to improve education. Mental Leaps covers all of this ground, emphasizing the principles that govern the use of analogy and keeping technical matters to a minimum.

Analogy-Making as Perception

Melanie Mitchell (1993)

Analogy-Making as Perception is based on the premise that analogy-making is fundamentally a high-level perceptual process in which the interaction of perception and concepts gives rise to "conceptual slippages" which allow analogies to be made.

The psychologist William James observed that "a native talent for perceiving analogies is... the leading fact in genius of every order." The centrality and the ubiquity of analogy in creative thought have been noted again and again by scientists, artists, and writers, and understanding and modeling analogical thought have emerged as two of the most important challenges for cognitive science. Analogy-Making as Perception is based on the premise that analogy-making is fundamentally a high-level perceptual process in which the interaction of perception and concepts gives rise to "conceptual slippages" which allow analogies to be made. It describes Copycat - a computer model of analogymaking, developed by the author with Douglas Hofstadter, that models the complex, subconscious interaction between perception and concepts that underlies the creation of analogies. In Copycat, both concepts and high-level perception are emergent phenomena, arising from large numbers of low-level, parallel, non-deterministic activities. In the spectrum of cognitive modeling approaches, Copycat occupies a unique intermediate position between symbolic systems and connectionist systems a position that is at present the most useful one for understanding the fluidity of concepts and high-level perception. On one level the work described here is about analogy-making, but on another level it is about cognition in general. It explores such issues as the nature of concepts and perception and the emergence of highly flexible concepts from a lower-level "subcognitive" substrate.

Analogical Reasoning in Children

Usha Goswami (1992)

Analogical reasoning is a fundamental cognitive skill, involved in classification, learning, problem-solving and creative thinking, and should be a basic building block of cognitive development. However, for a long time researchers have believed that children are incapable of reasoning by analogy. This book argues that this is far from the case, and that analogical reasoning may be available very early in development. Recent research has shown that even 3-year-olds can solve analogies, and that infants can reason about relational similarity, which is the hallmark of analogy. The book traces the roots of the popular misconceptions about children's analogical abilities and argues that when children fail to use analogies, it is because they do not understand the relations underlying the analogy rather than because they are incapable of analogical reasoning. The author argues that young children spontaneously use analogies in learning, and that their analogies can sometimes lead them into misconceptions. In the "real worlds" of their classrooms, children use analogies when learning basic skills like reading, and even babies seem to use analogies to learn about the world.

Similarity and Analogical Reasoning

Edited by Stella Vosniadou and Andrew Ortony (1989)

Similarity and analogy are fundamental in human cognition. They are crucial for recognition and classification, and have been associated with scientific discovery and creativity. Successful learning is generally less dependent on the memorization of isolated facts and abstract rules than it is on the ability to identify relevant bodies of knowledge already stored as the starting point for new learning. Similarity and analogy play an important role in this process - a role that in recent years has received much attention from cognitive scientists. Any adequate understanding of similarity and analogy requires the integration of theory and data from diverse domains. This interdisciplinary volume explores current developments in research and theory from psychological, computational, and educational perspectives, and considers their implications for learning and instruction. Well-known cognitive scientists examine the psychological processes involved in reasoning by similarity and analogy, the computational problems encountered in simulating analogical processing in problem solving, and the conditions promoting the application of analogical reasoning in everyday situations.