13 January 2015, Tuesday
12:45 pm – 2:00 pm
has been changed to RMS 101, Runme Shaw Bldg., HKU
By Professor Kevin Niall DUNBAR,
College of Education, University of Maryland, College Park, US
http://sol.edu.hku.hk/analogy-causality-discovery-science-engines-human-thought/
ICT Role in 21st Century Education & its Challenges.pptx
Analogy, Causality, and Discovery in Science: The engines of human thought
1. Analogy, Causality, &
Discovery in Science:
The Engines of Human
Thought
Kevin Niall Dunbar
Director, Laboratory for Thinking, Reasoning,
& Educational Neuroscience
Department of Human Development
and Quantitative Methodology
University of Maryland College Park
2. Conclusions from last
talk
CausesConceptual change in science:
Unexpected findings act as trigger for
Analogical & causal thinking
But how general?
What are the brain based mechanisms
underlying the use of Causal and
analogical reasoning?
4. Determine generalizability
New set of Scientists and doctors reasoning about
patients in a Neurological ward (Dumas & Dunbar et al. 2014)
4
5. How do we know
about causality
We need spatial and temporal contiguity
Easy to identify cause of Ebola,
Not easy to identify AIDS and
Smoking
Similarly Doctors at medical rounds
8. What are the Neural
mechanisms of
causality?
• Split brain patients
• Epilepsy unresponsive to drugs
• Corpus callosum cut
• Left hemisphere and right hemisphere
separated
12. Are we hardwired for Perception
above Cognition in causal thinking?
• What if we left the perception the same but
varied the instructions?
• Same Movies
• Different Cover story
13. “… imagine that the two circular objects are
billiard balls. These trials will be preceded by
the prompt in the center of the screen: Two
Billiard Balls”
“… imagine that the two circular objects are
positively charged particles that repel each
other when they come close to being in contact
with each other. These trials will be preceded
by the prompt: Two Positively Charged
Particles”
16. “… imagine that the two circular objects are
billiard balls. These trials will be preceded
by the prompt in the center of the screen:
Two Billiard Balls”
“… imagine that the two circular objects are
positively charged particles that repel each
other when they come close to being in
contact with each other. These trials will be
preceded by the prompt: Two Positively
Charged Particles”
Use ERP
18. Framing Causal Thinking
• Thought to be hard-wired
for perception.
• But, this work shows it
can be changed by
framing
• Even at level of brain
• Key role for framing in
education
• Can overcome biases
19. Analogy
Analogy Key component of science
Experiment design, data interpretation,
explanations
Scientists very different from classic
experimental work
Use cross domain analogies
Framing relevant here too:
Goals frame analogy. How?
22. Latent Semantic Analysis (LSA)
• Use large corpus of written text. For
example, a selection of books that a
typical person might read from
childhood to college (approximately 93
million words)
• Count number of times words occur in
documents. Create a matrix of counts
• Use statistical methods (single value
decomposition) to reduce the
dimensionality of the matrix (from
50,000 to 300 dimensions)
• The resulting vectors (in a 300
dimensional space) are the semantic
representations
25. Summary, so far
• Frontopolar cortex crucial to analogical and
creative thinking
• Modulated by how semantically near and far
the components of the analogy are
• What is the timecourse?
• How does this tie in to Learning?
33. Analogy Generation Studies
• Generation similar results
–RLPFC/Frontopolar activated early when
first relation identified RLPFC
• Suggests that prior theories that integration
occurs after all information presented not
valid and that interventions aimed at the
framing of the analogy is most important.
34. Causality & Analogy
• Framing determines performance and can
modulate the recruitment of key areas
involved in analogy.
• Consistent with the idea that the frontal
lobes are flexible, particularly at early
components of reasoning
• Shows that rather than being doomed to
making reasoning errors in causal and
analogical thought changing the context is
an effective intervention
35. Dunbar Perc 2009; Biology of Physics
Adam
Green
Jonathan
Fugelsang
Leslie
Atkins
35
Hinweis der Redaktion
[[talked to his colleague and he said that they still can’t do timing relations in fmri, can’t break down into intervals (e.g. 100ms after, 200ms after, etc.) at 10Hz and see which parts of the brain are active. Can only do it in terms of ROI analyses]]
[[Has been difficult to do it in fMRI with these types of stimuli and with verbal response; so far no one has been able to do it, though people have tried]]