# PWR-132 — Conceptual blending: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 28 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — Generic bookmark and luggage-tag input cards with source-status fields.; Feature–relation–lineage table, contradiction checklist and benign reading brief.; Paper and card for an optional non-functional sketch or mock-up. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Conceptual blending selectively combines elements and relations from two inputs so the result has an emergent feature. It is not hiding copied material inside a mixture. This lesson blends a generic bookmark and luggage tag for a reading-retrieval problem. The learner records lineage, selects relevant features, resolves contradictions, states what emerges only in the blend and tests coherence against the brief. Target outcome: The learner creates two traceable blends whose emergent function, input lineage, contradictions and feasibility can be independently checked. ### Authority and setup conditions - Verify each input is generic, owned, licensed or public domain. - State the target: retrieve both page location and reason for marking. - Keep attribution beside every selected feature. ### Required or supplied materials - Generic bookmark and luggage-tag input cards with source-status fields. - Feature–relation–lineage table, contradiction checklist and benign reading brief. - Paper and card for an optional non-functional sketch or mock-up. ## 1. Decompose each input List parts, relations, functions and constraints of the bookmark and tag separately. Why: Decomposition prevents the blend from becoming two objects merely stuck together. Success check: Each input has at least three features and one relation. Accessible alternative: Complete “List parts, relations, functions and constraints of the bookmark and tag separately.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Each input has at least three features and one relation.” Allow tactile paper parts or large-print cards. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Select relevant features Choose only features that address the target and record their input lineage. Why: Selective projection keeps the blend coherent and traceable. Success check: Every chosen feature has a target reason and source. Accessible alternative: Complete the same research action — “Choose only features that address the target and record their input lineage.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Every chosen feature has a target reason and source.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Cross-map compatible roles Align page marker with location function and tag panel with identification or note function. Why: Compatible roles create a meaningful connection between inputs. Success check: The cross-map is expressed as a functional relation. Accessible alternative: Complete “Align page marker with location function and tag panel with identification or note function.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The cross-map is expressed as a functional relation.” Use a text lineage table and verbal concept description. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Generate rival blends Create at least two selective combinations that use different feature sets, such as a removable note tab and a coded tab linked to a separate note card. Why: Multiple blends reveal whether the first combination was merely the most obvious. Success check: Both rivals preserve lineage and solve the same target through meaningfully different relations. Accessible alternative: Complete “Create at least two selective combinations that use different feature sets, such as a removable note tab and a coded tab linked to a separate note card.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Both rivals preserve lineage and solve the same target through meaningfully different relations.” Allow tactile paper parts or large-print cards. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Generate the emergent feature Describe what becomes possible only in combination, such as retrieving both place and reading purpose. Why: Emergence distinguishes a blend from a list of parts. Success check: The claim is absent from each input alone and relevant to the target. Accessible alternative: Complete the same research action — “Describe what becomes possible only in combination, such as retrieving both place and reading purpose.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The claim is absent from each input alone and relevant to the target.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Compare with unblended baselines Apply the target walkthrough to the bookmark alone and tag alone before scoring the blends. Record which target need each input already solves and which remains unmet. Why: A blend is emergent only if the claimed added function exceeds what either input already supplies under the same test. Success check: The chosen blend demonstrates one target-relevant capability absent from both baseline inputs, or the emergence claim is withdrawn. Accessible alternative: Complete the same research action — “Apply the target walkthrough to the bookmark alone and tag alone before scoring the blends. Record which target need each input already solves and which remains unmet.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The chosen blend demonstrates one target-relevant capability absent from both baseline inputs, or the emergence claim is withdrawn.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Walk through a use sequence For each rival, describe insertion, page closing, later retrieval, note reading and removal. Mark any point where a source feature conflicts with the actual sequence. Why: A concrete sequence tests coherence better than an attractive static description. Success check: One rival is retained or revised using a named failure from the same five-action walkthrough. Accessible alternative: Complete the same research action — “For each rival, describe insertion, page closing, later retrieval, note reading and removal. Mark any point where a source feature conflicts with the actual sequence.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “One rival is retained or revised using a named failure from the same five-action walkthrough.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Test contradictions Check thickness, page damage, note privacy, attachment and removability; revise or reject conflicting features. Why: A clever concept can fail through incompatible constraints. Success check: Every contradiction has a repair, test or rejection. Accessible alternative: Complete “Check thickness, page damage, note privacy, attachment and removability; revise or reject conflicting features.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Every contradiction has a repair, test or rejection.” Offer one input at a time, then a structured cross-map prompt. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 9. Preserve lineage and transfer Make a paper sketch with lineage labels, then after 48 hours blend two different authorised inputs for a new benign problem. Why: Lineage supports rights and reconstruction; a new task tests method transfer. Success check: A reviewer can trace features and identify the new emergent function. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use a text lineage table and verbal concept description. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.