Analogical thinking modifiability and math processing strategy.

A sample of 48 children in Grade 2 was randomly assigned to an experimental (n = 24) and a control group (n = 24). Both groups were administered the Analogical Modifiability Puzzle Test (AMPT) and Math Accuracy and Processing Strategy (MAPS) test before and after a teaching phase of the AMPT. The MAPS test includes scores for Accuracy, Processing Strategy, and a Math-Total. The findings reveal significant treatment x time interactions for AMPT (near-transfer) and MAPS (far-transfer) scores. Hierarchical regression analysis showed that AMPT post-teaching score added significantly to Math Total. The findings indicate that Math Accuracy and Math Processing Strategies are affected by mediation for analogical thinking and that modifiability of analogical thinking significantly predicts Math-Total.

Logics of Discovery II: Lessons from Poetry-Parataxis as a Method That Can Complement the Narrative Compulsion in Vogue in Contemporary Mental Health Care.

This paper highlights the limitations of narrative logic in mental health care, and in particular of "narrative vigilance"-the tendency to watch over experience via narrativisation, and to tether the concrete particulars of experience to the hypothetical structure of a narrative signification. Narrative logic is grounded in hypotaxis-the syntactic structuring whereby a discourse is characterised by different levels of subordination using linking words that connect, especially in terms of temporal and explanatory consequentiality. I offer an alternative approach based on parataxis-the practice of placing phrases or parts of speech next to each other without subordinating conjunctions. Sentences are juxtaposed without a clear connection; the contrast may generate novel and unexpected combinations between these dissimilar fragments. After distinguishing between parataxis and psychopathological phenomena like disturbances of association, I take inspiration from the work and life of a poet, Johann Christian Friedrich Hölderlin (1770-1843), considered among the greatest. He suffered for half his life from a severe form of mental illness that would perhaps, today, be diagnosed as schizophrenia. In the poems written during his illness, hypotaxis and narrative vigilance seem to blur, and parataxis takes centre stage. The fading of narrative structure in no way coincides with the absence of meaningfulness. Rather, meaningfulness is left to parataxis itself, that is, to the recombining power of words, sentences, and images. Parataxis itself can provide meaningfulness or, at least, provide the soil in which it can germinate. The void of narration opens the door for the fullness of "emergent" connections. In the final part of the paper, with the help of Freud's ideas on the relationship between "analysis" and "synthesis" in psychoanalytic treatment, some implications are derived about the relevance of parataxis to the logics of discovery in psychotherapeutic care, especially that of persons with severe mental conditions.

Student Perceptions of a Framework for Facilitating Transfer from Lessons to Exams, and the Relevance of This Framework to Published Lessons.

A main goal of academic courses is to help students acquire knowledge and skills that they can transfer to multiple contexts. In this article, we (i) examine students' responses to test question templates (TQTs), a framework intended to facilitate transfer, and (ii) determine whether similar transfer-promoting strategies are commonly embedded in published biology lessons. In study 1, in surveys administered over several academic quarters, students consistently reported that TQTs helped them transfer course content to exams and the real world; that multiple (two to five) examples were generally needed to understand a given TQT, leading >40% students to create their own additional examples; and that TQTs would be helpful in other science courses. In study 2, among 100 peer-reviewed lessons published by CourseSource or the National Center for Case Study Teaching in Science (NCCSTS), less than 5% of lessons gave students advice about exams or helped students create additional practice problems. The latter finding is not meant as criticism of these excellent lessons, which are a boon to the biology education community. However, with TQT-like prescriptions generally absent from peer-reviewed lessons, biology instructors may wish to supplement the lessons with TQT-like strategies to explicitly connect the material to subsequent exams.

The application research of analogical thinking combined with situational teaching method to create a happy learning situation in ophthalmic nursing teaching / 中华医学教育探索杂志

Objective:To explore the application of analogical thinking combined with situational teaching method to create a happy learning situation in ophthalmic nursing practice teaching.Methods:A total of 90 nursing students who had practice in Department of Ophthalmology, Xijing Hospital, Air Force Medical University, from October 2020 to January 2022 were selected as the research objects. According to different teaching methods, they were divided into control group and observation group. The control group ( n=45) adopted conventional teaching, while the observation group ( n=45) adopted analogical thinking combined with situational teaching method. The two groups of nursing students were evaluated by comprehensive examination results, teaching effect questionnaire and students' overall satisfaction with their teachers. SPSS 22.0 was used for t-test and Chi-square test. Results:The test scores of theoretical knowledge [(85.39±1.57) vs. (84.41±1.34)] and nursing skills [(87.52±0.04) vs. (82.64±0.05)] of observation group were both higher than those of control group. In the observation group, the students' awareness of medication safety, professional interest and independent learning, cooperation and organization ability, independent thinking and independent learning ability, the purpose of multi-disciplinary knowledge integration, information and knowledge range improvement, clinical thinking communication ability enhancement, flexible application of theoretical knowledge, practical operation ability enhancement, and the cultivation of innovation consciousness were all improved. And all the scores were better than those of the control group. The satisfaction of teachers in the observation group on students' learning attitude, language expression, calling communication ability and independent problem-solving ability was higher than that in the control group ( P < 0.05). Conclusion:The combination of analogical thinking and the situational teaching method to create a happy learning situation can improve the average scores of nursing students and nursing skills, and significantly improve the satisfaction of students to the teachers.

The earth vibrates with analogies: The Dirac sea and the geology of the vacuum.

The debate around analogy in modern physics that focuses on its role as a logical inference often correspondingly overlooks its historical dimension and the other equally important functions and aspects that are intertwined with this dimension. Inspired by a close investigation of the primary sources and archival material of a few historical actors, this paper lays out a framework on analogy-making which preserves as much as possible its historical complexity. While not losing sight of the logical role, our framework puts a special emphasis on the heuristic process, and aims at offering to the historian and philosopher of science as well as the physicist some tools to capture the subtle functions of analogical reasoning involved in such a process. After having traced it out theoretically, we make use of this framework to interpret the growth of the ideas of two remarkable physicists dealing with the multifaceted notion of vacuum in 20th century physics. We first consider the trajectory followed by John A. Wheeler, between the 1960s and 1970s, towards (in his own words) a "geology of the vacuum"; and then examine, starting from the hitherto neglected Japanese reception of the idea of Dirac sea in the early 1930s, the pathway that led Yoichiro Nambu to the discovery of spontaneous symmetry breaking.

Building from the Bottom Up: A Closer Look into the Teaching and Learning of Life's Principles in Biomimicry Design Thinking Courses.

Biomimicry education is grounded in a set of natural design principles common to every known lifeform on Earth. These Life's Principles (LPs) (cc Biomimicry 3.8), provide guidelines for emulating sustainable strategies that are field-tested over nearly four billion years of evolution. This study evaluates an exercise for teaching LPs to interdisciplinary students at three universities, Arizona State University (ASU) in Phoenix, Arizona (USA), College of Charleston (CofC) in Charleston, South Carolina (USA) and The Hague University of Applied Sciences (THUAS) in The Hague (The Netherlands) during the spring 2021 semester. Students researched examples of both biological organisms and human designs exhibiting the LPs. We gauged the effectiveness of the exercise through a common rubric and a survey to discover ways to improve instruction and student understanding. Increased student success was found to be directly linked to introducing the LPs with illustrative examples, assigning an active search for examples as part of the exercise, and utilizing direct assessment feedback loops. Requiring students to highlight the specific terms of the LP sub-principles in each example is a suggested improvement to the instructions and rubric. An iterative, face-to-face, discussion-based teaching and learning approach helps overcome minor misunderstandings. Reiterating the LPs throughout the semester with opportunities for application will highlight the potential for incorporating LPs into students' future sustainable design process.

Investigation and Analysis of the Application of Analogical Thought Situational Teaching Method in Clini-cal Medication Nursing Teaching / 中国药房

OBJECTIVE:To provide reference for improving the teaching quality of clinical medication nursing teaching. METHODS:The cluster sampling method was adopted to collect 8 classes of full-time undergraduate nursing students from 2011 and 2012 grade of our university(each 4 classes in each grade). They were randomly divide into trial group(analogical thought sit-uational teaching method) and control group (traditional teaching method). Horizontal comparison was conducted for multi-station comprehensive examination result evaluation and questionnaire survey. RESULTS:A total of 102 questionnaires were issued to full-time undergraduate nursing students of 2011 grade in our university,and 102 effective questionnaires were collected with recov-ery rate of 100%. A total of 102 questionnaires were issued to full-time undergraduate nursing students of 2012 grade,and 110 ef-fective questionnaires were collected with recovery rate of 100%. The average score and skill score of the students in the 2011 and 2012 grades test groups was significantly better than that in the control group,with statistical significance(P<0.05). The other items were significantly better than the students of control groupin the 2011 grades,with statistical significance(P<0.05),except for the item of"improving collaboration and organizational skills"(P>0.05). And all the students of the 2012 grade nursing profes-sional test group were significantly better than the control group, with statistical significance(P<0.05). CONCLUSIONS:It can fully embody the teaching idea of"taking students as the main body",improve students'awareness of clinical medication,nursing safety and innovation,cultivate students'clinical thinking and practical ability,and improve clinical comprehensive ability as inde-pendent thinking and autonomous learning to use analogical thought situational teaching in clinical medication nursing teaching be-fore nursing students entering the production practice.

The mismeasure of machine: Synthetic biology and the trouble with engineering metaphors.

The scientific study of living organisms is permeated by machine and design metaphors. Genes are thought of as the "blueprint" of an organism, organisms are "reverse engineered" to discover their functionality, and living cells are compared to biochemical factories, complete with assembly lines, transport systems, messenger circuits, etc. Although the notion of design is indispensable to think about adaptations, and engineering analogies have considerable heuristic value (e.g., optimality assumptions), we argue they are limited in several important respects. In particular, the analogy with human-made machines falters when we move down to the level of molecular biology and genetics. Living organisms are far more messy and less transparent than human-made machines. Notoriously, evolution is an opportunistic tinkerer, blindly stumbling on "designs" that no sensible engineer would come up with. Despite impressive technological innovation, the prospect of artificially designing new life forms from scratch has proven more difficult than the superficial analogy with "programming" the right "software" would suggest. The idea of applying straightforward engineering approaches to living systems and their genomes-isolating functional components, designing new parts from scratch, recombining and assembling them into novel life forms-pushes the analogy with human artifacts beyond its limits. In the absence of a one-to-one correspondence between genotype and phenotype, there is no straightforward way to implement novel biological functions and design new life forms. Both the developmental complexity of gene expression and the multifarious interactions of genes and environments are serious obstacles for "engineering" a particular phenotype. The problem of reverse-engineering a desired phenotype to its genetic "instructions" is probably intractable for any but the most simple phenotypes. Recent developments in the field of bio-engineering and synthetic biology reflect these limitations. Instead of genetically engineering a desired trait from scratch, as the machine/engineering metaphor promises, researchers are making greater strides by co-opting natural selection to "search" for a suitable genotype, or by borrowing and recombining genetic material from extant life forms.

Rapid formation and flexible expression of memories of subliminal word pairs.

Our daily experiences are incidentally and rapidly encoded as episodic memories. Episodic memories consist of numerous associations (e.g., who gave what to whom where and when) that can be expressed flexibly in new situations. Key features of episodic memory are speed of encoding, its associative nature, and its representational flexibility. Another defining feature of human episodic memory has been consciousness of encoding/retrieval. Here, we show that humans can rapidly form associations between subliminal words and minutes later retrieve these associations even if retrieval words were conceptually related to, but different from encoding words. Because encoding words were presented subliminally, associative encoding, and retrieval were unconscious. Unconscious association formation and retrieval were dependent on a preceding understanding of task principles. We conclude that key computations underlying episodic memory - rapid encoding and flexible expression of associations - can operate outside consciousness.