Brooks, L.R. (1978). Nonanalytic concept formation and memory for instances. In E. Rosch & B.B. Lloyd (Eds.), Cognition and categorization. Hillsdale, NJ: Lawrence Erlbaum Associates.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....category become linked together. For example, how do the various conceptualizations of chairs become integrated into a single Barsalou 12 category One possibility is by analogy. When a perceived entity accesses a structurally analogous conceptualization in memory, the two become linked (e.g. Brooks, 1978; Gentner Markman, 1997; Holyoak Thagard, 1989; Nosofsky, 1984) Perceiving a dining room chair, for example, may activate the conceptualization of an office chair via their shared physical structure, or via the common actions performed on them. As a result, the two conceptualizations become ....

Brooks, L.R. (1978). Nonanalytic concept formation and memory for instances. In E. Rosch & B.B. Lloyd (Eds.), Cognition and categorization. Hillsdale, NJ: Lawrence Erlbaum Associates.

....suitable for collaborative learning. The knowledge was represented as a collection of past instances or cases. A large number of psychologists and cognitive scientists have proposed models or conducted experiments showing that humans use stored instances or cases in problem solving ( Medin 1978] [Brooks 1978], Medin, Dewey Murphy 1983] Ross 1984] Holyoak Kob 1987] Medin Ross 1989] Brooks et al. 1989] Ross 1989] Based on their relevance for human learning, we have chosen to implement our experiments with instance based learning (IBL) algorithms. IBL is an inductive learning model ....

Brooks, L. (1978). Non-analytic concept formation and the memory of instances. In E. Rosch & B. B. Lloyd (Eds.), Cognition and Categorization (pp. 169-211). Hillsdale, NJ: Lawrence Erlbaum.

.... Neuroscience, University of Lethbridge, Lethbridge, Alberta, CANADA T1K 3M4, or email: vokey uleth.ca AUTOMATIC LATENT KNOWLEDGE 2 Implicit knowledge as latent knowledge also accounts for the attraction of instance (or exemplar or episodic) models as explanations for implicit learning, as in Brooks (1978) early memoryfor instances account of Reber s (1967, 1969, 1976) original claims for implicit abstraction of structure in artificial grammar learning. Because the categorical structure is latent in the distribution of instances, learners will behave in a structured manner even though they are ....

Brooks, L. R. (1978). Non-analytic concept formation and memory for instances. In E. Rosch & B. Lloyd (Eds.), Cognition and concepts (pp. 169--211). Hillsdale, NJ: Erlbaum.

....data is processed. 2. Exemplar based categorization Exemplar based model of categorization, which is analogous to the idea of learning by examples, identifies objects by their similarity to one or more of the stored examples. This model is one of the fundamental models in human learning theory [Brooks, 1978; Hintzman, 1986; Medin and Schaffer, 1978; Reed, 1972] and many successful applications for machine learning have been reported. Aha, et al. 1991; Cost and Salzberg, 1993] 3. K nearest neighbor classifier The exemplar based model can be implemented on a computer by the nearest neighbor ....

L. R. Brooks. Non-analytic concept formation and memory for instances. In E. Rosch and B. Lloyd, eds. Cognition and categorization. Hillside, N. J.: Erlbaum, 1978.

....as points in a multidimensional space. Furthermore, these models all assume that humans integrate features that is, combine multiple cues to come to a final judgment and that we usually use all of the cues that are present that is, do not discard any available information. Exemplar models (Brooks, 1978; Estes, 1986; Medin Schaffer, 1978; Nosofsky, 1986) assume that when presented with a novel object, humans compute the similarity between that object and all the possible categories in which the novel object could be placed. Similarity is a function of the sum of the distances between the ....

Brooks, L. R. (1978). Non-analytic concept formation and memory for instances. In E. Rosch & B.B. Lloyd (Eds.), Cognition and Categorization, (pp. 169-211) Hillsdale, NJ: Erlbaum.

....and conservative induction Medin Ross (1989) make 3 claims with regard to concept formation which are equally applicable to learning problem categories. The first refers to case based reasoning. They argue that reasoning is often based on specific instances. This is non analytic reasoning (Brooks, 1978; Jacoby Brooks, 1984) which refers to the notion that if we classify a novel animal as a mammal then it is not by reference to some abstract concept such as mammalhood . Instead the features of the novel animal may remind us of some other mammal which is already known to us. A lynx, for ....

Brooks, L. R. (1978). Nonanalytic concept formation and memory for instances. In E. Rosch & B. B. Lloyd (Eds.), Cognition and Categorization (pp. 169-215). Hillsdale, NJ: Erlbaum.

....research assumed that generalization was automatic; researchers focused on what is abstracted and how generalization is performed, rather than whether cases are generalized [32] Recent research indicates that people resist generalization and retain cases. For example, Medin[32] and Brooks[9] found that people classify previously seen cases by direct matching. Tversky and Kahneman[57] found that people estimate the frequency of a class or the probability of an event by their ability to recall instances of the class or event. Holyoak and Glass [24] found that people reject false ....

L. Brooks. Non-analytic concept formation and the memory for instances. In E. Rosch and B.B. Lloyd, editors, Cognition and Categorization, pages 169--211. Erlbaum, Hillsdale, NJ, 1978.

....this framework. First, this position, perhaps best embodied in the work of authors such as Shanks and St.John (1994) or Perruchet and Gallego (this volume) rejects the idea that implicit learning is based on rule abstraction. Historically, as Perruchet and Gallego (this volume) point out, it is Brooks (1978) who first introduced the idea that participants sensitivity to the deep structure of the training material in artificial grammar experiments does not necessarily imply that they have induced rules. Instead, Brooks argued, one can understand their performance just as well by assuming that they ....

Brooks, L.R. (1978). Nonanalytic concept formation and memory for instances. In E. Rosch & B.B. Lloyd (Eds.), Cognition and categorization. New York: Wiley.

.... was learned (Reber, 1989) This process has been explored in a wide variety of experimental contexts including artificial grammar learning (Reber 1967, 1989) patterned sequence learning (Lewicki, Hill, Bizot, 1988; Nissen Bullemer, 1987; Cleeremans McClelland, in press) concept formation (Brooks, 1978), probability learning (Reber Millward, 1968, 1971) and process control of simulated manufacturing plants (Berry Broadbent, 1984) In all cases subjects learn to make decisions, classify novel stimuli, anticipate events, and solve problems that required knowledge of the regularities in the ....

Brooks, L.R. (1978). Nonanalytic concept formation and memory for instances. In R. Rosch and B.B. Lloyd (Eds.), Cognition and Categorization, New York: Wiley.

....Meeting Figure 3: Structure of an E MOP: Diplomatic Meeting to one another or to some abstract specification of a central tendency. The categories are understood as a mental representation of central tendencies (family resemblance view) of instances (exemplar view) or combinations of the two [17, 129]. The typicality of instances of categories has been empirically investigated in psychology, e.g. in [100, 115] and reproducible typicality ratings that distinguish typical instances have been found. Some experimental methods for the extraction of this typicality rating are the direct rating of ....

L.R. Brooks. Nonanalytic concept formation and memory instances. In E. Rosch and B.B. Lloyd, editors, Cognition and Categorization, pages 169--215. Erlbaum, Hillsdale NJ, 1978.

....(Reber, 1967, 1989) the fact that subjects can classify new strings is an indication that the knowledge they acquired during training is abstract, that is, rule like. For others, however, performance can be accounted for by assuming that subjects classify based on similarity with stored exemplars (Brooks, 1978, Hintzmann, 1986; Medin Schaffer, 1978; Perruchet Pacteau, 1991; Vokey Brooks, 1992. In the latter theoretical context, implicit abstraction thus boils down to mere sensitivity to elementary features of the material, such as the frequency of particular events. The goal of this paper is not ....

Brooks, L. R. (1978). Nonanalytic concept formation and memory for instances. In Rosch, E.

....concept learning. One tentative hypothesis is that either requiring a verbal rule, or informing subjects that the concept to be learned can be represented as a logical rule of a certain form increases conscious awareness of the learning process and hinders the unconscious detection of covariation. Brooks (1978) has shed some light on the conditions under which verbal reports hinder concept learning. Brooks has demonstrated that instructions to form an abstract rule may interfere with the storage of individual instances. This interference with memory storage hinders making future classifications by ....

Brooks, L. (1978). Nonanalytic concept formation and memory for instances. In E.

....nonverbal knowledge is through examples. 2 Exemplar based model The exemplar based model is based on the idea that objects are categorized by their similarity to one or set of stored examples. There is much evidence from psychological studies to support exemplar based categorization by humans [Brooks, 1978; Hintzman, 1986; Medin and Schaffer, 1978; Reed, 1972] Furthermore, reliable pattern recognition has been performed by computers using examples [Aha, et al. 1991; Cost and Salzberg, 1993; Fujinaga, et al. 1989] 3 Nearest neighbor classifier The exemplar based model can be implemented by ....

L. R. Brooks. Non-analytic concept formation and memory for instances. In E. Rosch and B. Lloyd, eds. Cognition and categorization. Hillside, N. J.: Erlbaum, 1978.

....performance by controlling activity levels in a model of hippocampal region ca3. ii. overcoming the effect of noise by adjusting network excitability parameters. In Proceedings of the World Congress on Neural Networks, Vol. 1, pp. 577 581. Lawrence Earlbaum Associates, Inc. 231 Vokey, J. R. Brooks, L. R. 1992) Salience of item knowledge in learning artificial grammars. Journal of Experimental Psychology:Learning, Memory and Cognition, 28(2) 328 344. Waibel, A. 1989) Consonant recognition by modular construction of large phonemic time delay neural networks. In Touretzky, D. S. Ed. ....

Brooks, L. R. (1978). Nonanalytic concept formation and memory for instances. In Rosch, E., & Lloyd, B. B. (Eds.), Cognition and Categorization, chap. 7, pp. 169--215.

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Brooks, L.R. (1978) Non-analytic concept formation and memory for instances, in Cognition and Concepts (Rosch, E. and Lloyd, B., eds), pp. 16--211, Erlbaum

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