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dc.contributor.authorDavies, Jimen_US
dc.date.accessioned2005-03-01T19:20:21Z
dc.date.available2005-03-01T19:20:21Z
dc.date.issued2004-08-11en_US
dc.identifier.urihttp://hdl.handle.net/1853/4775
dc.description.abstractVisual knowledge appears to be an important part of problem solving, but the role of visual knowledge in analogical problem solving is still somewhat mysterious. In this work I present the Constructive Adaptive Visual Analogy theory, which claims that visual knowledge is helpful for solving problems analogically and suggests a mechanism for how it might be accomplished. Through evaluations using an implemented computer program, cognitive models of some of the visual aspects of experimental participants, and a psychological experiment, I support four claims: First, visual knowledge alone is sufficient for transfer of some problem solving procedures. Second, visual knowledge facilitates transfer even when non-visual knowledge might be available. Third, the successful transfer of strongly-ordered procedures in which new objects are created requires the reasoner to generate intermediate knowledge states and mappings between the intermediate knowledge states of the source and target analogs. And finally, that visual knowledge alone is insufficient for evaluation of the results of transfer.en_US
dc.format.extent904615 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherGeorgia Institute of Technologyen_US
dc.subjectAnalogyen_US
dc.subjectVisual reasoning
dc.subjectCognitive science
dc.subjectArtificial intelligence
dc.subjectProblem solving
dc.titleConstructive Adaptive Visual Analogyen_US
dc.typeDissertationen_US
dc.description.degreePh.D.en_US
dc.contributor.departmentComputingen_US
dc.description.advisorCommittee Chair: Goel, Ashok K.; Committee Co-Chair: Nersessian, Nancy J.; Committee Member: Catrambone, Richard; Committee Member: Ferguson, Ron; Committee Member: Narayanan, Harien_US


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