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Abductive reasoning

About: Abductive reasoning is a research topic. Over the lifetime, 1917 publications have been published within this topic receiving 44645 citations. The topic is also known as: abduction & abductive inference.


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Book ChapterDOI
01 Apr 2011
TL;DR: A distributed tableau-based method for computing concept abduction, a non-monotonic inference service specifically proposed for this kind of operation is developed.
Abstract: Semantic matchmaking is defined as a process of finding possible matches between requests and supplies based on their logical relations. Recently, attempts have been done to formalize this process in Description Logics (DLs). We extend this formalization to Package-based Description Logics (P-DLs), the extensions of DLs for distributed and modular ontologies, for allowing the description of demands and offers to be represented in different terminologies. To support this task, we develop a distributed tableau-based method for computing concept abduction, a non-monotonic inference service specifically proposed for this kind of operation.
Proceedings Article
22 Jun 2003
TL;DR: An approach to the retrieval of data annotated using the MPEG-7 multimedia description schema that is based on principles from the area of abductive reasoning is discussed.
Abstract: In this paper we discuss an approach to the retrieval of data annotated using the MPEG-7 multimedia description schema. In particular we describe a framework for the retrieval of annotated video samples that is based on principles from the area of abductive reasoning.
Book ChapterDOI
12 Sep 2007
TL;DR: The paper proposes neural models for all known abduction problems, in a really unified manner, and with a sound and straightforward embedding in the existing neural network paradigms.
Abstract: Due to its' connectionist nature, abductive reasoning may get neural network implementations that yet require structure adaptation to the abduction problems which Bylander and the team asserted. The paper proposes neural models for all known abduction problems, in a really unified manner, and with a sound and straightforward embedding in the existing neural network paradigms.
Journal Article
TL;DR: The eight lectures Charles Peirce delivered in Cambridge during February 1898 have a peculiarly interesting provenance as discussed by the authors, which concerned the financial backing for a series of lectures he hoped to get some material in a publishable form.
Abstract: The eight lectures Charles Peirce delivered in Cambridge during February 1898 have a peculiarly interesting provenance. There was a misunderstanding that Wil liam James was once more attempting to secure a position for his friend, which was not true. Rather, James engineered the financial backing for a series of lectures he hoped would enable Peirce to get some material in a publishable form. Peirce seized on the opportunity to demonstrate the technical mathematical ground for his logic, and this worried James. In the end the lectures combined technical and speculative elements, tying metaphysics to science in a unique way among the classical pragmatists. Logic, Peirce argues, is the key to the transformation of reason that binds together novel discovery in metaphysics and scientific knowl edge so that both are able to develop fully. Metaphysics must be incorporated into harmony with science, "obeying its logic, and serving its turn" (RLT, 117). James hoped his friend would prepare topical lectures that would appeal to a general audience, and Peirce complied by downplaying the mathematical demonstrations and his rapier wit. But even so the lectures present a connected argument. "As for getting myself expressed in a systematic way," he wrote in a letter to James, "it is the great object of my life" (RLT, 24). In fact, the lectures develop Peirce's early desire to know Law scientifically, which in 1863 he claims is a work of the providence of God.2 A similar desire informs his 1903 lectures on pragmatism that expand his description of realism.3 Interestingly enough, agapism, the term prominent in his earlier Monist essays, is not mentioned in the 1898 lectures. Rather, in this context Peirce focuses on the way truths of science and metaphysics are approached through abstract reasoning. Cornelius De Waal attributes this to Peirce's desire to counter James's focus on the will to believe with the desire to know the truth.4 The mode of logical advancement toward greater generality here is also significantly different than inquiry based on a sug gestion of instinct such as the reality of God. In these lectures Peirce explores
Journal ArticleDOI
30 Jun 2022
TL;DR: In this article , a design thinking experiment where abductive reasoning was structured for groups of students to modify their chosen fairy stories by challenging identified lessons/values/beliefs, they discovered the following six strategies for abduction reasoning: questioning on socially given identity; restructuring a hierarchy of values; de-and re-contextualisation; perspective-taking; being intersubjective through body swapping; and developing imaginative empathy for compassion.
Abstract: Design thinking fundamentally relies on abductive reasoning. Diverse thinking types such as divergent thinking, systems thinking, and empathetic thinking have been adopted in design thinking education. Yet, it is very rare to address abductive reasoning to be integrated in a design thinking course because of deductive validity and inductive strength. In practice, the quality of design thinking is judged from design outcomes in terms of creativity and innovation rather than the application of abductive reasoning in thinking that is necessary for educators to develop diverse instructional strategies for design thinking. Through a design thinking experiment where abductive reasoning was structured for groups of students to modify their chosen fairy stories by challenging identified lessons/values/beliefs, we articulated relevant strategies from case analysis. As a result, we discovered the following six strategies for abductive reasoning: questioning on socially given identity; restructuring a hierarchy of values; de- and re-contextualisation; perspective-taking; being intersubjective through body swapping; and developing imaginative empathy for compassion. The six strategies support pedagogical aspects of design thinking such as collaborative problem-solving and analytic and empathetic engagement; and thus, design educators can use them in developing instructional strategies to facilitate abductive reasoning in design thinking.

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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202356
2022103
202156
202059
201956
201867