Switch to: References

Citations of:

Nonanalytic concept formation and memory for instances

In Eleanor Rosch & Barbara Bloom Lloyd (eds.), Cognition and Categorization. Lawrence Elbaum Associates. pp. 3--170 (1978)

Add citations

You must login to add citations.
  1. The Typicality Effect in Basic Needs.Thomas Pölzler & Ivar R. Hannikainen - 2022 - Synthese 200 (5):1-26.
    According to the so-called Classical Theory, concepts are mentally represented by individually necessary and jointly sufficient application conditions. One of the principal empirical objections against this view stems from evidence that people judge some instances of a concept to be more typical than others. In this paper we present and discuss four empirical studies that investigate the extent to which this ‘typicality effect’ holds for the concept of basic needs. Through multiple operationalizations of typicality, our studies yielded evidence for a (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • Basic Concepts: A Cognitive Approach.Wiesław Walentukiewicz - 2019 - Studia Semiotyczne 33 (1):155-177.
    This article seeks to describe concepts of a special kind, these being ones that count as basic, while at the same time referring to the results of research in logic, the philosophy of language, and empirically pursued cognitive psychology. The key issue addressed is this: on what grounds are such basic concepts formed? It thus investigates issues pertaining to their formation and operation, especially in small children. Such concepts can take the form of mental representations of objects, properties and relations. (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Tacit knowledge and verbal report: On sinking ships and saving babies.R. O. Lindsay & B. Gorayska - 1994 - Behavioral and Brain Sciences 17 (3):410-411.
    Download  
     
    Export citation  
     
    Bookmark  
  • Immediate and Reflective Senses.Angela Mendelovici - 2019 - In Dena Shottenkirk, Manuel Curado & Steven S. Gouveia (eds.), Perception, Cognition and Aesthetics. New York: Routledge. pp. 187-209.
    This paper argues that there are two distinct kinds of senses, immediate senses and reflective senses. Immediate senses are what we are immediately aware of when we are in an intentional mental state, while reflective senses are what we understand of an intentional mental state's (putative) referent upon reflection. I suggest an account of immediate and reflective senses that is based on the phenomenal intentionality theory, a theory of intentionality in terms of phenomenal consciousness. My focus is on the immediate (...)
    Download  
     
    Export citation  
     
    Bookmark   6 citations  
  • Analogic and abstraction strategies in synthetic grammar learning: A functionalist interpretation.Arthur S. Reber & Rhianon Allen - 1978 - Cognition 6 (3):189-221.
    Download  
     
    Export citation  
     
    Bookmark   66 citations  
  • A step too far?Dianne C. Berry - 1994 - Behavioral and Brain Sciences 17 (3):397-398.
    Download  
     
    Export citation  
     
    Bookmark  
  • Is human cognition adaptive?John R. Anderson - 1991 - Behavioral and Brain Sciences 14 (3):471-485.
    Can the output of human cognition be predicted from the assumption that it is an optimal response to the information-processing demands of the environment? A methodology called rational analysis is described for deriving predictions about cognitive phenomena using optimization assumptions. The predictions flow from the statistical structure of the environment and not the assumed structure of the mind. Bayesian inference is used, assuming that people start with a weak prior model of the world which they integrate with experience to develop (...)
    Download  
     
    Export citation  
     
    Bookmark   95 citations  
  • Human and nonhuman systems are adaptive in a different sense.Tamás Zétényi - 1991 - Behavioral and Brain Sciences 14 (3):507-508.
    Download  
     
    Export citation  
     
    Bookmark  
  • Bayes in the context of suboptimality.Robert A. M. Gregson - 1991 - Behavioral and Brain Sciences 14 (3):497-498.
    Download  
     
    Export citation  
     
    Bookmark  
  • So the “strong” theory loses. But are there any winners?Dennis Norris - 1985 - Behavioral and Brain Sciences 8 (4):718-719.
    Download  
     
    Export citation  
     
    Bookmark  
  • The phonological route to the mental lexicon: Some unconsidered evidence.Garvin Chastain - 1985 - Behavioral and Brain Sciences 8 (4):708-709.
    Download  
     
    Export citation  
     
    Bookmark  
  • Distributed memory and the representation of general and specific information.James L. McClelland & David E. Rumelhart - 1985 - Journal of Experimental Psychology 114 (2):159-188.
    Download  
     
    Export citation  
     
    Bookmark   185 citations  
  • The role of similarity in categorization: providing a groundwork.Robert L. Goldstone - 1994 - Cognition 52 (2):125-157.
    Download  
     
    Export citation  
     
    Bookmark   69 citations  
  • Representation and knowledge are not the same thing.Leslie Smith - 1999 - Behavioral and Brain Sciences 22 (5):784-785.
    Two standard epistemological accounts are conflated in Dienes & Perner's account of knowledge, and this conflation requires the rejection of their four conditions of knowledge. Because their four metarepresentations applied to the explicit-implicit distinction are paired with these conditions, it follows by modus tollens that if the latter are inadequate, then so are the former. Quite simply, their account misses the link between true reasoning and knowledge.
    Download  
     
    Export citation  
     
    Bookmark  
  • Cognitive principles for information management: The principles of mnemonic associative knowledge (P-MAK).Michael Huggett, Holger Hoos & Ronald A. Rensink - 2007 - Minds and Machines 17 (4):445-485.
    Information management systems improve the retention of information in large collections. As such they act as memory prostheses, implying an ideal basis in human memory models. Since humans process information by association, and situate it in the context of space and time, systems should maximize their effectiveness by mimicking these functions. Since human attentional capacity is limited, systems should scaffold cognitive efforts in a comprehensible manner. We propose the Principles of Mnemonic Associative Knowledge (P-MAK), which describes a framework for semantically (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Perceptual symbol systems.Lawrence W. Barsalou - 1999 - Behavioral and Brain Sciences 22 (4):577-660.
    Prior to the twentieth century, theories of knowledge were inherently perceptual. Since then, developments in logic, statis- tics, and programming languages have inspired amodal theories that rest on principles fundamentally different from those underlying perception. In addition, perceptual approaches have become widely viewed as untenable because they are assumed to implement record- ing systems, not conceptual systems. A perceptual theory of knowledge is developed here in the context of current cognitive science and neuroscience. During perceptual experience, association areas in the (...)
    Download  
     
    Export citation  
     
    Bookmark   740 citations  
  • Can procedural learning be equated with unconscious learning or rule-based learning?Zoe Kourtzi, Lindsay M. Oliver & Mark A. Gluck - 1994 - Behavioral and Brain Sciences 17 (3):408-409.
    Download  
     
    Export citation  
     
    Bookmark  
  • "Schema abstraction" in a multiple-trace memory model.Douglas L. Hintzman - 1986 - Psychological Review 93 (4):411-428.
    Download  
     
    Export citation  
     
    Bookmark   209 citations  
  • Is learning during anaesthesia implicit?Jackie Andrade - 1994 - Behavioral and Brain Sciences 17 (3):395-396.
    Download  
     
    Export citation  
     
    Bookmark  
  • (1 other version)Characteristics of dissociable human learning systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-395.
    A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, between learning that takes place with versus without concurrent awareness, and between learning that involves the encoding of instances versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning derived from subliminal learning, (...)
    Download  
     
    Export citation  
     
    Bookmark   187 citations  
  • Transfer in artificial grammar learning: A reevaluation.Martin Redington & Nick Chater - 1996 - Journal of Experimental Psychology: General 125 (2):123.
    Download  
     
    Export citation  
     
    Bookmark   29 citations  
  • In defense of representation.Arthur B. Markman & Eric Dietrich - 2000 - Cognitive Psychology 40 (2):138--171.
    The computational paradigm, which has dominated psychology and artificial intelligence since the cognitive revolution, has been a source of intense debate. Recently, several cognitive scientists have argued against this paradigm, not by objecting to computation, but rather by objecting to the notion of representation. Our analysis of these objections reveals that it is not the notion of representation per se that is causing the problem, but rather specific properties of representations as they are used in various psychological theories. Our analysis (...)
    Download  
     
    Export citation  
     
    Bookmark   36 citations  
  • How should implicit learning be characterized?David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):427-447.
    Download  
     
    Export citation  
     
    Bookmark  
  • The pitfalls of selective attention.Karalyn Patterson - 1985 - Behavioral and Brain Sciences 8 (4):721-721.
    Download  
     
    Export citation  
     
    Bookmark  
  • Varieties of consciousness.Paolo Bartolomeo & Gianfranco Dalla Barba - 2002 - Behavioral and Brain Sciences 25 (3):331-332.
    In agreement with some of the ideas expressed by Perruchet & Vinter (P&V), we believe that some phenomena hitherto attributed to processing may in fact reflect a fundamental distinction between direct and reflexive forms of consciousness. This dichotomy, developed by the phenomenological tradition, is substantiated by examples coming from experimental psychology and lesion neuropsychology.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • (1 other version)Implicit preferences: The role(s) of familiarity in the structural mere exposure effect.D. Zizak - 2004 - Consciousness and Cognition 13 (2):336-362.
    In four experiments using an artificial grammar learning procedure, the authors examined the links between the “classic” mere exposure effect [heightened affect for previously encountered stimulus items ] and the “structural” mere exposure effect [greater hedonic appreciation for novel stimuli that conform to an implicitly acquired underlying rule system ]. After learning, participants: classified stimuli according to whether they conformed to the principles of the grammar and, rated them in terms of how much they liked them. In some experiments unusual (...)
    Download  
     
    Export citation  
     
    Bookmark   18 citations  
  • A theory of implicit and explicit knowledge.Zoltan Dienes & Josef Perner - 1999 - Behavioral and Brain Sciences 22 (5):735-808.
    The implicit-explicit distinction is applied to knowledge representations. Knowledge is taken to be an attitude towards a proposition which is true. The proposition itself predicates a property to some entity. A number of ways in which knowledge can be implicit or explicit emerge. If a higher aspect is known explicitly then each lower one must also be known explicitly. This partial hierarchy reduces the number of ways in which knowledge can be explicit. In the most important type of implicit knowledge, (...)
    Download  
     
    Export citation  
     
    Bookmark   96 citations  
  • (1 other version)Implicit learning and tacit knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology: General 118 (3):219-235.
    I examine the phenomenon of implicit learning, the process by which knowledge about the rule-governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two seemingly disparate experimental paradigms of synthetic grammar learning and probability learning, is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: Implicit learning produces a tacit knowledge base that is abstract and representative of the structure of (...)
    Download  
     
    Export citation  
     
    Bookmark   323 citations  
  • Dissociable learning and memory systems of the brain.Larry R. Squire, Stephan Hamann & Barbara Knowlton - 1994 - Behavioral and Brain Sciences 17 (3):422-423.
    Download  
     
    Export citation  
     
    Bookmark   7 citations  
  • Two modes of learning for interactive tasks.Neil A. Hayes & Donald E. Broadbent - 1988 - Cognition 28 (3):249-276.
    Download  
     
    Export citation  
     
    Bookmark   125 citations  
  • If human cognition is adaptive, can human knowledge consist of encodings?Robert L. Campbell & Mark H. Bickhard - 1991 - Behavioral and Brain Sciences 14 (3):488-489.
    Download  
     
    Export citation  
     
    Bookmark   30 citations  
  • Rationality and irrationality: Still fighting words.Paul Snow - 1991 - Behavioral and Brain Sciences 14 (3):505-506.
    Download  
     
    Export citation  
     
    Bookmark  
  • Adaptivity and rational analysis.Bradley W. Dickinson - 1991 - Behavioral and Brain Sciences 14 (3):492-493.
    Download  
     
    Export citation  
     
    Bookmark  
  • Adaptive cognition: The question is how.Jonathan St B. T. Evans - 1991 - Behavioral and Brain Sciences 14 (3):493-494.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • Rational analysis and illogical inference.Edmund Fantino & Stephanie Stolarz-Fantino - 1991 - Behavioral and Brain Sciences 14 (3):494-494.
    Download  
     
    Export citation  
     
    Bookmark  
  • Does the environment have the same structure as Bayes' theorem?Gerd Gigerenzer - 1991 - Behavioral and Brain Sciences 14 (3):495-496.
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • The mechanisms of naming.K. I. Forster - 1985 - Behavioral and Brain Sciences 8 (4):711-712.
    Download  
     
    Export citation  
     
    Bookmark  
  • Further complications for dual-route theory.Robert J. Glushko - 1985 - Behavioral and Brain Sciences 8 (4):712-713.
    Download  
     
    Export citation  
     
    Bookmark  
  • (1 other version)Intentionalism about Moods.Angela Mendelovici - 2013 - Thought: A Journal of Philosophy 2 (1):126-136.
    According to intentionalism, phenomenal properties are identical to, supervenient on, or determined by representational properties. Intentionalism faces a special challenge when it comes to accounting for the phenomenal character of moods. First, it seems that no intentionalist treatment of moods can capture their apparently undirected phenomenology. Second, it seems that even if we can come up with a viable intentionalist account of moods, we would not be able to motivate it in some of the same kinds of ways that intentionalism (...)
    Download  
     
    Export citation  
     
    Bookmark   24 citations  
  • Are there independent lexical and nonlexical routes in word processing? An evaluation of the dual-route theory of reading.Glyn W. Humphreys & Lindsay J. Evett - 1985 - Behavioral and Brain Sciences 8 (4):689-705.
    Download  
     
    Export citation  
     
    Bookmark   76 citations  
  • (1 other version)Characteristics of dissociable human learning systems.David R. Shanks & Mark F. St John - 1994 - Behavioral and Brain Sciences 17 (3):367-447.
    A number of ways of taxonomizing human learning have been proposed. We examine the evidence for one such proposal, namely, that there exist independent explicit and implicit learning systems. This combines two further distinctions, (1) between learning that takes place with versus without concurrent awareness, and (2) between learning that involves the encoding of instances (or fragments) versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the evidence for implicit learning (...)
    Download  
     
    Export citation  
     
    Bookmark   194 citations  
  • Mental imagery.Nigel J. T. Thomas - 2001 - Stanford Encyclopedia of Philosophy.
    Mental imagery (varieties of which are sometimes colloquially refered to as “visualizing,” “seeing in the mind's eye,” “hearing in the head,” “imagining the feel of,” etc.) is quasi-perceptual experience; it resembles perceptual experience, but occurs in the absence of the appropriate external stimuli. It is also generally understood to bear intentionality (i.e., mental images are always images of something or other), and thereby to function as a form of mental representation. Traditionally, visual mental imagery, the most discussed variety, was thought (...)
    Download  
     
    Export citation  
     
    Bookmark   42 citations  
  • Do Children Commit Categorizing Errors While Using Proper Names?Wiesław Walentukiewicz - 2016 - Studia Semiotyczne—English Supplement 28:95-111.
    The author of the article regards the source of the distinction for singular names/general names not to have a cultural character, but a cognitive one, and on these grounds tries to solve one important modern problem: how is it that when a child learns words, the child commonly applies an aggressive strategy and does not make category mistakes connected with the use of some singular names – individual names. Next, the author argues that although a child at the age of (...)
    Download  
     
    Export citation  
     
    Bookmark  
  • Learning without awareness: What counts as an appropriate test of learning and of awareness.Sam S. Rakover - 1994 - Behavioral and Brain Sciences 17 (3):417-418.
    Download  
     
    Export citation  
     
    Bookmark  
  • Awareness and abstraction are graded dimensions.Axel Cleeremans - 1994 - Behavioral and Brain Sciences 17 (3):402-403.
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • Can people strategically control the encoding and retrieval of some morphologic and typographic details of words?Jerwen Jou & Hector M. Cortes - 2012 - Consciousness and Cognition 21 (3):1280-1297.
    This study investigated whether the encoding and retrieval of plurality information and letter-case information of words in recognition memory can be inhibited. Response-deadline experiments using single words have indicted a controlled processing mode, whereas studies using meaningful sentences have indicated an automatic mode of processing plurality information. Two similar opposing views have existed on the processing of letter-case information. The abstractionist view contends that we retain the abstract lexical information and discard the superficial perceptual case information. The proceduralist view holds (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  • A Bayesian theory of thought.Howard Smokler - 1991 - Behavioral and Brain Sciences 14 (3):505-505.
    Download  
     
    Export citation  
     
    Bookmark  
  • Connectionist and Memory‐Array Models of Artificial Grammar Learning.Zoltan Dienes - 1992 - Cognitive Science 16 (1):41-79.
    Subjects exposed to strings of letters generated by a finite state grammar can later classify grammatical and nongrammatical test strings, even though they cannot adequately say what the rules of the grammar are (e.g., Reber, 1989). The MINERVA 2 (Hintzman, 1986) and Medin and Schaffer (1978) memory‐array models and a number of connectionist outoassociator models are tested against experimental data by deriving mainly parameter‐free predictions from the models of the rank order of classification difficulty of test strings. The importance of (...)
    Download  
     
    Export citation  
     
    Bookmark   61 citations  
  • Principles for Implicit Learning.Axel Cleeremans - 1997 - In Dianne Berry (ed.), How Implicit is Implicit Learning? Oxford University Press.
    Complete URL to this document: http://srsc.ulb.ac.be/axcWWW/93-Principles.html.
    Download  
     
    Export citation  
     
    Bookmark   33 citations  
  • Implicit Statistical Learning Across Modalities and Its Relationship With Reading in Childhood.Elpis V. Pavlidou & Louisa Bogaerts - 2019 - Frontiers in Psychology 10.
    Download  
     
    Export citation  
     
    Bookmark   1 citation