Inference and classification learning of abstract coherent categories

Journal of Experimental Psychology: Learning Memory and Cognition

Volumn 31, Issue 1, 2005, Pages 86-99

  Erickson, Jane E ^a   Chin Parker, Seth ^b   Ross, Brian H ^b  

^a YALE UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CLINICAL TRIAL; COGNITION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; HUMAN; LEARNING; RANDOMIZED CONTROLLED TRIAL; SEMANTICS;

COGNITION; HUMANS; LEARNING; SEMANTICS;

EID: 12444257366     PISSN: 02787393     EISSN: None     Source Type: Journal    
DOI: 10.1037/0278-7393.31.1.86     Document Type: Article

References (34)

1. Ahn, W. (1998). Why are different features central for natural kinds and artifacts? The role of causal status in determining feature centrality. Cognition, 69, 135-178.
2. Anderson, A. L., Ross, B. H., & Chin-Parker, S. (2002). A further investigation of category learning by inference. Memory & Cognition, 30, 119-128.
3. Avrahami, J., Kareev, Y., Bogot, Y., Caspi, R., Dunaevsky, S., & Lerner, S. (1997). Teaching by examples: Implications for the process of category acquisition. Quarterly Journal of Experimental Psychology, 50A, 586-606.
4. Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A study of thinking. New York: Wiley.
5. Chin-Parker, S., & Ross, B. H. (2002). The effect of category learning on sensitivity to within-category correlations. Memory & Cognition, 30, 353-362.
6. Chin-Parker, S., & Ross, B. H. (2004). Diagnosticity and prototypicality in category learning: A comparison of inference learning and classification learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 216-226.
7. Centner, D., & Namy, L. L. (1999). Comparison in the development of categories. Cognitive Development, 14, 487-513.
8. Goldstone, R. L. (1996). Isolated and interrelated concepts. Memory & Cognition, 24, 608-628.
9. Heit, E. (1997). Knowledge and concept learning. In K. Lamberts & D. Shanks (Eds.), Knowledge, concepts, and categories (pp. 7-42). Cambridge, MA: MIT Press.
10. Kareev, Y., & Avrahami, J. (1995). Teaching by examples: The case of number series. British Journal of Psychology, 86, 41-54.
11. Malt, B. C, & Smith, E. E. (1984). Correlated properties in natural categories. Journal of Verbal Learning and Verbal Behavior, 23, 250-269.
12. Markman, A. B., & Ross, B. H. (2003). Category use and category learning. Psychological Bulletin, 129, 592-613.
13. Medin, D. L., Lynch, E. B., Coley, J. D., & Atran, S. (1997). Categorization and reasoning among tree experts: Do all roads lead to Rome? Cognitive Psychology, 32, 49-96.
14. Medin, D. L., & Shoben, E. J. (1988). Context and structure in conceptual combination. Cognitive Psychology, 20, 158-190.
15. Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519-533.
16. Murphy, G. L. (1988). Comprehending complex concepts. Cognitive Science, 12, 529-562.
17. Murphy, G. L. (1993). Theories and concept formation. In I. V. Mechelen, J. Hampton, R. Michalski, and P. Theuns (Eds.), Categories and concepts: Theoretical views and inductive data analysis (pp. 173-200). London: Academic Press.
18. Murphy, G. L. (2002). The big book of concepts. Cambridge, MA: MIT Press.
19. Murphy, G. L., & Allopenna, P. D. (1994). The locus of knowledge effects in concept learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 904-919.
20. Murphy, G. L., & Medin, D. L. (1985). The role of theories in conceptual coherence. Psychological Review, 92, 289-316.
21. Nakamura, G. V. (1985). Knowledge-based classification of ill-defined categories. Memory & Cognition, 13, 377-384.
22. Namy, L. L., & Gentner, D. (2002). Making a silk purse out of two sows' ears: Young children's use of comparison in category learning. Journal of Experimental Psychology: General, 131, 5-15.
23. Pazzani, M. J. (1991). Influence of prior knowledge on concept acquisition: Experimental and computational results. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 416-432.
24. Rehder, B., & Murphy, G. L. (2003). A knowledge-resonance (KRES) model of category learning. Psychonomic Bulletin & Review, 10, 759-784.
25. Rehder, B., & Ross, B. H. (2001). Abstract coherent categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 1261-1275.
26. Sloman, S., Love, B. C., & Ahn, W. (1998). Feature centrality and conceptual coherence. Cognitive Science, 22, 189-228.
27. Spalding, T. L., & Ross, B. H. (1994). Comparison-based learning: Effects of comparing instances during category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1251-1263.
28. Spalding, T. L., & Ross, B. H. (2000). Concept learning and feature interpretation. Memory & Cognition, 28, 439-451.
29. Wattenmaker, W. D., Dewey, G. I., Murphy, T. D., & Medin, D. L. (1986). Linear separability and concept learning: Context, relational properties, and concept naturalness. Cognitive Psychology, 18, 158-194.
30. Wisniewski, E. W. (1995). Prior knowledge and functionally relevant features in concept learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 449-468.
31. Wisniewski, E. W., & Medin, D. L. (1994). On the interaction of theory and data in concept learning. Cognitive Science, 18, 221-281.
32. Yamauchi, T., Love, B. C., & Markman, A. B. (2002). Learning nonlinearly separable categories by inference and classification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 585-593.
33. Yamauchi, T., & Markman, A. B. (1998). Category learning by inference and classification. Journal of Memory and Language, 39, 124-148.
34. Yamauchi, T., & Markman, A. B. (2000). Learning categories composed of varying instances: The effect of classification, inference, and structural alignment. Memory & Cognition, 28, 64-78.