隐喻理解和认知能力个体差异的计算分析

IF 4.5 2区 教育学 Q1 Social Sciences
Ryunosuke Oka , Takashi Kusumi , Akira Utsumi
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引用次数: 0

摘要

在本研究中,我们研究了认知能力(即流体智力、广泛检索能力和相似推理能力)的个体差异与人类隐喻理解过程的关系,并采用具有两个过程(媒介的扩散激活m和主题的约束k)的预测模型来计算隐喻解释。参与者(N = 85)完成了认知能力任务(日语版本的语义相似性测试、Raven Progressive Matrices Short和思维流畅性任务)和一个隐喻解释任务,在这个任务中,他们列出了所呈现的隐喻的多个特征。使用预测模型对每个参与者的隐喻解释进行建模,并确定参数(k和m)以最大化评估指标(平均平均精度和平均倒数秩)。研究发现,相似推理能力会影响车辆概念的传播激活和话题约束程度。与以往的研究发现隐喻理解的结果与相似性推理能力有关相比,我们的研究结果表明相似性推理能力也与隐喻理解的过程有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Computational analysis of individual differences in metaphor comprehension and cognitive abilities
In this study, we investigated how individual differences in cognitive abilities (i.e., fluid intelligence, broad retrieval ability, and similarity reasoning ability) relate to the human metaphor comprehension process using the prediction model with two processes (spreading activation of the vehicle, m, and constraint in the topic, k) to compute metaphor interpretations. The participants (N = 85) completed cognitive ability tasks (Japanese version of the Semantic Similarities Test, Raven Progressive Matrices Short, and Ideation fluency task) and a metaphorical interpretation task, in which they listed multiple features of the presented metaphors. Each participant’s interpretation of the metaphors was modeled using the predication model, and the parameters (k and m) were determined to maximize the evaluation metrics (Mean Average Precision and Mean Reciprocal Rank). We found that the similarity reasoning ability affected the spreading activation of the vehicle concept and the degree of constraints on the topic. Compared to previous studies that found that the outcome of metaphor comprehension relates to similarity reasoning ability, our results showed that similarity reasoning ability is also related to the processes of metaphor comprehension.
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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
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