stantly updated studies to determine the period of
obsolescence for publications belonging to each so-
called Dewey class (Kramer, 2002).
4 CONCLUDING REMARKS
We have run experiments with the current version of
the schema-generating process, using an interactive
logic programming tool. Also, although simple, the
weak entity example helped us gain a better
understanding of design by analogy and blending.
Much work remains to be done, especially to
extend the process as described in section 2, in order
to cope with an ampler variety of conflicts, and to
develop semi-automatic algorithms or heuristics to
recommend adequate strategies for handling the dif-
ferent situations that may arise in practice.
A more comprehensive treatment of the schema
generation problem calls for the study of additional
topics. Patterns to model the same concept can be
obtained from different source schemas, perhaps
resulting in distinct versions with permissible
variations, which in turn could be classified and
selected by the designer according to the case on
hand. Moreover, generating additional versions of
the pattern provides a means to check the resulting
patterns for conflicts and integrity constraints.
Early studies on analogy and metaphor (Lakoff
& Johnson, 1980) argued for the use of multiple
sources to characterize a target possessing many
properties, which would naturally be grouped
according to the originating source. The computa-
tional effort of some problem-solving algorithms
could be then reduced, by considering only the
properties that have been derived from a few
designated sources (Holyoak & Thagard, 1996).
When generic and blend represent the confluence
of spaces associated with the same underlying do-
main, they can give rise to new conceptual spaces,
through a process sometimes called categorization
(Fauconnier & Turner, 1994). When different
underlying domains are involved, the resulting blend
is populated with hybrid entities. Conflating persons,
objects or events is a powerful literary practice, and,
surprisingly, offers sometimes intuitive clues to
solve problems, as in the Buddhist monk riddle
expounded in (Turner, 1996). A blend conflating
persons and books, for instance, might make sense
in a Digital Storytelling application aiming to teach
children how to use the facilities of a library. Other
Computer Science areas have drawn significantly
from the notions of analogy (Barbosa & de Souza,
2001) and blending (Imaz & Benyon, 2007).
ACKNOWLEDGEMENTS
This work is partially supported by CNPq under
grants 301497/2006-0 and 311794/2006-8.
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