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| mental representation that is used for a variety of cognitive functions, including memory, reasoning, and using and understanding language |
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| the process by which things are placed into groups called categories |
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| definitional approach to categorization |
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| the idea that we can decide whether something is a member of a category by determining whether the object meets the definition of the category |
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| the idea that things in a particular category resemble one another in a # of ways |
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| prototype approach to categorization |
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| membership in a category is determined by comparing the object to a prototype that represents the category |
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| "typical" member of the category |
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| the degree to which a particular member of a category matches the prototype for that category |
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| a category member closely resembles the category prototype |
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| the category member does not closely resemble a typical member of the category |
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| ability to judge highly prototypical objects more rapidly |
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| exemplar approach to categorization |
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| determining whether an object is similar to a standard object |
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| actual members of the category that a person has encountered in the past |
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| hierarchical organization |
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| organization of categories in which larger, more general categories are divided into smaller, more specific categories. These smaller categories can, in turn, be divided into even more specific categories to create a number of levels |
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| the highest level in Rosch's categorization scheme (eg. furniture or vehicles) |
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| in Rosch's categorization scheme, the level below the global (superordinate) level (eg. table or chair). According to Rosch, the _____ level is psychologically special because it is the level above which much information is lost and below which little is gained |
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| Specific (subordinate) level |
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| the level in Rosch's categorization scheme that is a level below the basic level |
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| semantic network approach |
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Definition
| proposes that concepts are arranged in networks |
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| consists of levels arranged so that more specific concepts are at the bottom and more general concepts are at higher levels |
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| the way of storing shared properties just once at a higher level node |
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| activity that spreads out along any link that is connected to an activated node |
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| Ps read stimuli, some of which are words, and some of which are not words. Their task is to indicate as quickly as possible whether each entry is a word or a nonword. |
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| the theory can explain why a particular result occurred by making a statement like "Behavior A occurred because..." |
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| the theory can predict the results of a particular experiment by making a statement like "Under these circumstances, Behavior B will occur." |
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| the theory or part of the theory can potentially be shown to be wrong if a particular experimental result occurs. This means that it should be possible to design an experiment that can potentially yield results that would be predicted by the theory, and also that can potentially yield results that are NOT predicted by the theory |
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| generation of experiments |
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| good theories usually stimulate a great deal of research to test the theory, to determine ways of improving the theory, to use new methods suggested by the theory, or study new questions raised by the theory |
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| an approach to creating computer models for representing concepts and their properties based on characteristics of the brain |
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| parallel distributed processing (PDP) |
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| models that propose concepts that are represented by an activity that is distributed across a network |
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| the type of network proposed by the connectionist approach to the representation of concepts. ____________ networks are based on neural networks, but are not necessarily identical to them. One of the key properties of a ___________ network is that a specific category is represented by activity that is distributed over many units in the network. This contrasts with semantic networks, in which specific categories are represented at individual nodes |
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| circles in the connectionist network that are inspired by the neurons found in the brain. Lines connect ____ and transfer info between them. |
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units activated by stimuli
stimuli presented by the experimenter |
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| receives signals from input units and sends signals to output units |
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| units in a connectionist network that contain the final output of the network |
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| determines how signals sent from one unit either increase or decrease the activity of the next unit |
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| the process by which error signals are sent back to the hidden and representation units to provide information about how the connection weights should be changed so that the correct property units will be activated |
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| during learning in a connectionist network, the difference between the output signal generated by a particular stimulus and the output that actually represents that stimulus |
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| disruption of performance due to damage to a system that occurs only gradually as parts of the system are damaged. This occurs in some cases of brain damage and also when parts of a connectionist network are damaged |
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| category-specific knowledge impairment |
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| patient has trouble recognizing objects in one category |
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| familiarization/novelty preference procedure |
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| when given a choice between a familiar object and a novel one, infants generally will look longer at the novel object |
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