We can easily evaluate similarities between concepts within semantic domains, e.g., doctor and nurse, or violin and piano. Here, we show that people are also able to evaluate similarities across domains, e.g., aligning doctors with pianos and nurses with violins. We argue that understanding how people do this is important for understanding conceptual organization and the ubiquity of metaphorical language. We asked people to answer questions of the form "If a nurse were an animal, they would be a(n)…" (Experiment 1 and 2), and asked them to explain the basis for their response (Experiment 1). People converged to a surprising degree (e.g., 20% answered "cat"). In Experiment 3, we presented people with cross-domain mappings of the form "If a nurse were an animal, they would be a cat” and asked them to indicate how good each mapping was. The results showed that the targets people chose and their goodness ratings of a given response were predicted by similarity along abstract semantic dimensions such as valence, speed, and genderedness. Reliance on such dimensions was also the most common explanation for their responses. Altogether, we show that people can evaluate similarity between very different domains in predictable ways, suggesting that either seemingly concrete concepts are represented along relatively abstract dimensions (e.g., weak-strong) or that they can be readily projected onto these dimensions.
more »
« less
Forget More to Learn More: Domain-Specific Feature Unlearning for Semi-supervised and Unsupervised Domain Adaptation
More Like this
-
-
Probing the underlying attributes of triplet-triplet annihilation-based upconversion systems is necessary to enable future practical applications. Through a combination of excitation power-dependent upconversion measurements under applied magnetic fields and molecular dynamics simulations, Schmidt and coworkers have recently demonstrated a quantitative approach for extracting critical parameters detailing the intricate upconversion process.more » « less
-
In peer tutoring, the learner is taught by a colleague rather than by a traditional tutor. This strategy has been shown to be effective in human tutoring, where students have higher learning gains when taught by a peer instead of a traditional tutor. Similar results have been shown in child-robot interactions studies, where a peer robot was more effective than a tutor robot at teaching children. In this work, we compare skill increase and perception of a peer robot to a tutor robot when teaching adults. We designed a system in which a robot provides personalized help to adults in electronic circuit construction. We compare the number of learned skills and preferences of a peer robot to a tutor robot. Participants in both conditions improved their circuit skills after interacting with the robot. There were no significant differences in number of skills learned between conditions. However, participants with low prior domain knowledge learned significantly more with a peer robot than a tutor robot. Furthermore, the peer robot was perceived as friendlier, more social, smarter, and more respectful than the tutor robot, regardless of initial skill level.more » « less
An official website of the United States government

