Analogical mapping across sensory modalities and evidence for a general analogy factor.

Analogy is a central component of human cognition. Analogical "mapping" of similarities between pieces of information present in our experiences supports cognitive and social development, classroom learning, and creative insights and innovation. To date, analogical mapping has primarily been studied within separate modalities of information (e.g., verbal analogies between words, visuo-spatial analogies between objects). However, human experience, in development and adulthood, includes highly variegated information (e.g., words, sounds, objects) received via multiple sensory and information-processing pathways (e.g., visual vs. auditory pathways). Whereas cross-modal correspondences (e.g., between pitch and height) have been observed, the correspondences were between individual items, rather than between relations. Thus, analogical mapping (characterized by second-order relations between relations) has not been directly tested as a basis for cross-modal correspondence. Here, we devised novel cross-modality analogical stimuli (lines-to-sounds, lines-to-words, words-to-sounds) that explicated second-order comparisons between relations. In four samples across three studies-participants demonstrated well-above-chance identification of cross-modal second-order relations, providing robust evidence of analogy across modalities. Further, performance across all analogy types was explained by a single factor, indicating a modality-general analogical ability (i.e., an "analo-g" factor). Analo-g explained performance over-and-above fluid intelligence as well as verbal and spatial abilities, though a stronger relationship to verbal than visuo-spatial ability emerged, consistent with verbal/semantic contributions to analogy. The present data suggests novel questions about our ability to find/learn second-order relations among the diverse information sources that populate human experience, and about cross-modal human and AI analogical mapping in developmental, educational, and creative contexts.

Predictors of Mortality after Primary Discharge from Hospital in Patients with Esophageal Atresia.

OBJECTIVE: To describe esophageal atresia mortality rates and their associations in our cohort. STUDY DESIGN: Patients with esophageal atresia, managed at The Royal Children's Hospital, Melbourne (1980-2018), who subsequently died, were retrospectively identified from the prospective Nate Myers Oesophageal Atresia database. Data collected included patient and maternal demographics, vertebral anomalies, anorectal malformations, cardiovascular anomalies, tracheoesophageal fistula, renal anomalies, and limb defects (VACTERL) associations, mortality risk factors, and preoperative, operative, and postoperative findings. Mortality before discharge was defined as death during the initial admission. RESULTS: A total of 88 of the 650 patients (13.5%) died during the study period; mortality before discharge occurred in 66 of the 88 (75.0%); mortality after discharge occurred in 22 of the 88 (25.0%). Common causes of mortality before discharge were palliation for respiratory anomalies (15/66 [22.7%]), associated syndromes (11/66 [16.7%]), and neurologic anomalies (10/66 [15.2%]). The most common syndrome leading to palliation was trisomy 18 (7/66 [10.6%]). Causes of mortality after discharge had available documentation for 17 of 22 patients (77.3%). Common causes were respiratory compromise (6/17 [35.3%]), sudden unexplained deaths (6/17 [35.3%]), and Fanconi anemia (2/17 [11.8%]). Of the patients discharged from hospital, 22 of 584 (3.8%) subsequently died. There was no statistical difference in VACTERL association between mortality before discharge (31/61 [50.8%]) and mortality after discharge (11/20 [55.0%]), nor in incidence of twins between mortality before discharge (8/56 [14.3%]) and mortality after discharge (2/18 [11.1%]). CONCLUSIONS: We identified predictors of mortality in patients with esophageal atresia in a large prospective cohort. Parents of children with esophageal atresia must be counselled appropriately as to the likelihood of death after discharge from hospital.

Abstract analogical reasoning in high-functioning children with autism spectrum disorders.

Children with autism spectrum disorders (ASD) exhibit a deficit in spontaneously recognizing abstract similarities that are crucial for generalizing learning to new situations. This may contribute to deficits in the development of appropriate schemas for navigating novel situations, including social interactions. Analogical reasoning is the central cognitive mechanism that enables typically developing children to understand abstract similarities between different situations. Intriguingly, studies of high-functioning children with ASD point to a relative cognitive strength in basic, nonabstract forms of analogical reasoning. If this analogical reasoning ability extends to abstract analogical reasoning (i.e., between superficially dissimilar situations), it may provide a bridge between a cognitive capability and core ASD deficits in areas such as generalization and categorization. This study tested whether preserved analogical reasoning abilities in ASD can be extended to abstract analogical reasoning, using photographs of real-world items and situations. Abstractness of the analogies was determined via a quantitative measure of semantic distance derived from latent semantic analysis. Children with ASD performed as well as typically developing children at identifying abstract analogical similarities when explicitly instructed to apply analogical reasoning. Individual differences in abstract analogical reasoning ability predicted individual differences in a measure of social function in the ASD group. Preliminary analyses indicated that children with ASD, but not typically developing children, showed an effect of age on abstract analogical reasoning. These results provide new evidence that children with ASD are capable of identifying abstract similarities through analogical reasoning, pointing to abstract analogical reasoning as a potential lever for improving generalization skills and social function in ASD.