Barsalou, L.W. (1985). Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11:629-654.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....to explain new data, the usefulness of the similarity coverage model is suspect. For example, what is the lowest level category that includes ducks, geese, and swans Is it birds, water birds, web footed birds How do we deal with categories that are not natural kinds such as ad hoc categories (Barsalou, 1985) like birds found in national parks The feature based model requires only a set of features for each category. On the other hand, to the extent we can appeal to an established category hierarchy, the featural description of individual categories might become unnecessarily tedious. Third, the ....

Barsalou, L. W. (1985). Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 629654.

....of the concept. A prototype is an object that belongs to the concept and represents it best. Prototypicality can also be viewed as a graded property. In other words, as members of a concept get further away from the prototypical member, the less representative they are of the concept. Barsalou [3] argues that concepts in real world applications contain a number of graded instances. For example, when asked, American college students agreed that a robin was a typical bird, a pigeon was a moderately typical bird, and an ostrich was atypical. Zhang [38] developed a measure of typicality of an ....

L.W. Barsalou. Ideas, Central Tendency, and Frequency of Instantiation as Determinants of Graded Structures in Categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11(4):629--654, 1985.

....be made about the prior knowledge of human subjects (Nisbett Ross, 1978) Many have argued (e.g. Flann Dietterich, 1989; Lebowitz, 1986; Pazzani, 1990) that a complete model of concept learning must have both an empirical and an explanation based component. Prior empirical studies (e.g. Barsalou, 1985; Nakamura, 1985; Wattenmaker, Dewey, Murphy, Medin, 1986) together with the experiments reported here, provide constraints on how these learning methods may be combined. After the first experiment in this paper, a novel model for combining the two learning methods is proposed. Next, simulations ....

.... when subjects are aware of the function of an object, it has been shown that they attend more to attributes of the object that are related to the object s function than to attributes that are predictive of class membership but not related to functionality (Wisniewski, 1989) In addition, Barsalou (1985) has shown that the graded structure of goal oriented categories (e.g. foods not to eat on a diet) is influenced by prior knowledge of ideals (e.g. zero calories) Currently, POSTHOC is limited in several ways. First, it only deals with positive influences. In addition, the influence language ....

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Barsalou, L.W. (1985). Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 629-654.

....is available to humans Kersten Billman (1992) have investigated the correlational structure of complex events. Subjects observed events in an artificial world rendered on a computer screen. Agents, patients and the environment in this scenario each had a set 4 This notion is extended by Barsalou (1985) toward goal derived categories. This (roughly) subsumes true ad hoc categories as well as categories which once have been ad hoc but meanwhile turned into conventionalized expressions. 5 Note that these results, in particular the lack of categoryinstance links, predict that subjects should have ....

....theory of comparison class formation has been shaped that accounts for ad hoc categories and properly incorporates context information. We build our model for determining comparison classes on considerations by Bierwisch (1971, 1989) and findings by Rosch et al. 1976) Rips Turnbull (1980) Barsalou (1983, 1985), and Kersten Billman (1992) In particular, we extend Bierwisch s (1971) approach to cover ad hoc categories. Rips Turnbull s (1980) findings support our model in that they favor a dynamic process without excluding rich domain knowledge that guides the understanding process. Moreover, ....

Barsalou, L. (1985). Ideals, central tendency, and frequency of instantiation as determinants of graded structure. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11:629--654.

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Barsalou, L.W. (1985). Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11:629-654.

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Barsalou, L. W., 1985. Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories, Journal of Experimental Psychology: Learning, Memory, and Cognition 11(4), 629--654.

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Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of Experimental Psychology: Learning, Memory, and Cognition 11:629 -- 54. [aLWB]

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Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of Experimental Psychology: Learning, Memory, and Cognition 11:629 -- 54. [aLWB]

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Barsalou, L. W. Ideals, central tendency, and frequency of instantiation as determinants of graded structure in categories. Journal of Experimental Psychology: Learning, Memory, and Cognition. 1985, 11(4), 629-654.

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