Architectures that implement the Common Model of Cognition - Soar, ACT-R, and Sigma - have a prominent place in research on cognitive modeling as well as on designing complex intelligent agents. In this paper, we explore how computational models of analogical processing can be brought into these architectures to enable concept acquisition from examples obtained interactively. We propose a new analogical concept memory for Soar that augments its current system of declarative long-term memories. We frame the problem of concept learning as embedded within the larger context of interactive task learning (ITL) and embodied language processing (ELP). We demonstrate that the analogical learning methods implemented in the proposed memory can quickly learn a diverse types of novel concepts that are useful not only in recognition of a concept in the environment but also in action selection. Our approach has been instantiated in an implemented cognitive system AILEEN and evaluated on a simulated robotic domain.

Architectures that implement the Common Model of Cognition - Soar, ACT-R, and Sigma - have a prominent place in research on cognitive modeling as well as on designing complex intelligent agents. In this paper, we explore how computational models of analogical processing can be brought into these architectures to enable concept acquisition from examples obtained interactively. We propose a new analogical concept memory for Soar that augments its current system of declarative long-term memories. We frame the problem of concept learning as embedded within the larger context of interactive task learning (ITL) and embodied language processing (ELP). We demonstrate that the analogical learning methods implemented in the proposed memory can quickly learn a diverse types of novel concepts that are useful not only in recognition of a concept in the environment but also in action selection. Our approach has been instantiated in an implemented cognitive system \textsc{Aileen} and evaluated on a simulated robotic domain.

Analogy is core to human cognition. It allows us to solve problems based on prior experience, it governs the way we conceptualize new information, and it even influences our visual perception. The importance of analogy to humans has made it an active area of research in the broader field of artificial intelligence, resulting in data-efficient models that learn and reason in human-like ways. While analogy and deep learning have generally been considered independently of one another, the integration of the two lines of research seems like a promising step towards more robust and efficient learning techniques. As part of the first steps towards such an integration, we introduce the Analogical Matching Network; a neural architecture that learns to produce analogies between structured, symbolic representations that are largely consistent with the principles of Structure-Mapping Theory.

To deceive involves corrupting the predictions or explanations of others. A deeper understanding of how this works thus requires modeling how human abduction and prediction operate. This paper proposes that most human abduction and prediction are carried out via analogy, over experience and generalizations constructed from experience. I take experience to include cultural products, such as stories. How analogical reasoning and learning can be used to make predictions and explanations is outlined, along with both the advantages of this approach and the technical questions that it raises. Concrete examples involving deception and counter-deception are used to explore these ideas further.

In order to collaborate with people in the real world, cognitive systems must be able to represent and reason about spatial regions in human environments. Consider the command "go to the front of the classroom". The spatial region mentioned (the front of the classroom) is not perceivable using geometry alone. Instead it is defined by its functional use, implied by nearby objects and their configuration. In this paper, we define such areas as context-dependent spatial regions and present a cognitive system able to learn them by combining qualitative spatial representations, semantic labels, and analogy. The system is capable of generating a collection of qualitative spatial representations describing the configuration of the entities it perceives in the world. It can then be taught context-dependent spatial regions using anchor pointsdefined on these representations. From this we then demonstrate how an existing computational model of analogy can be used to detect context-dependent spatial regions in previously unseen rooms. To evaluate this process we compare detected regions to annotations made on maps of real rooms by human volunteers.

In order to collaborate with people in the real world, cognitive systems must be able to represent and reason about spatial regions in human environments. Consider the command "go to the front of the classroom". The spatial region mentioned (the front of the classroom) is not perceivable using geometry alone. Instead it is defined by its functional use, implied by nearby objects and their configuration. In this paper, we define such areas as context-dependent spatial regions and propose a method for a cognitive system to learn them incrementally by combining qualitative spatial representations, semantic labels, and analogy. Using data from a mobile robot, we generate a relational representation of semantically labeled objects and their configuration. Next, we show how the boundary of a context-dependent spatial region can be defined using anchor points. Finally, we demonstrate how an existing computational model of analogy can be used to transfer this region to a new situation.

Analogy is heavily used in instructional texts. We introduce the concept of analogical dialogue acts (ADAs), which represent the roles utterances play in instructional analogies. We describe a catalog of such acts, based on ideas from structure-mapping theory. We focus on the operations that these acts lead to while understanding instructional texts, using the Structure-Mapping Engine (SME) and dynamic case construction in a computational model. We test this model on a small corpus of instructional analogies expressed in simplified English, which were understood via a semi-automatic natural language system using analogical dialogue acts. The model enabled a system to answer questions after understanding the analogies that it was not able to answer without them.