L14 - Beyond the classical approach Flashcards

1
Q

Concepts and categories can be used interchangably

But what is the technical difference between a category and a concept?

A

Categories are classes of objects in the world

Concepts are mental representations of the categories

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2
Q

How does the empirical evidence suggest that our concepts are mentally represented?

A

As distributing overlapping features or properties

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3
Q

How does the emipirical evidence suggest that our boundaries are defined?

A

They are “fuzzy” and not clear cut

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4
Q

Does the empirical evidence suggest that each member represents the category equally?

A

No

Some category members are more typical (better) than others for representing the category

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5
Q

Categories have what type of category structure?

A

graded category structure

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6
Q

What does graded category structure mean?

A

Some members of categories have higher typicality ratings than others.

Some members are more typical of the category than others

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7
Q

Which category model best describes the graded category structure?

A

Family Resemblance Model

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8
Q

Which measure was used in the Rosch & Mervis (1975) measure to show graded category structure?

A

Family Resemblance measure

A weighted measure of featural commonality amongst category members

“The more similar an exemplar is to other category
members …. the higher its family resemblance, and the
more typical it is of its category” (Barsalou, 1985, p. 630).”

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9
Q

What is the relationship between typicality and family resemblance for natural categories (e.g. fruits, vegetables, mammals)

Who foudn this correlation and based which theory off of it?

A

Strong correlation between typicality and family resemblance

Rosch - Family Resemblance model

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10
Q

the graded typicality structure that we see in the categories is well described by the ______________ of the category members

A

featural overlap

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11
Q

Who theorised The Polymorphous Concept Model ?

A

Hampton (1979)

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12
Q

What does The Polymorphous Concept Model propose?

A

The representativeness of an exemplar is a function of the degree of overlap between the features associated with the exemplar and the features associated with the category

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13
Q

In Hampton’s (1979) study, what is a good predictor of ‘typicality ratings’ and generation frequencies of category members?

A

‘representativeness’ ratings

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14
Q

What is the similarity of the The Family Resemblance model and the
Polymorphous Concept model?

A

both use featural overlap to measure graded category structure

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15
Q

The graded structure of categories can be reflected by -

A

typicality and generation frequency

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16
Q

What did Ashcraft (1978) and McClosky (1980) suggest could be responsible for the differences in typicality?

A

Familiarity

They suggested that differences in typicality may be due to how familiar people are with the category member

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17
Q

What effect does the “age of aquisition” have on how we see categories?

A

The earlier we learn the category member the higher typicality rating and generation frequency we give it.

18
Q

What did Hampton (1979) borderline category members study reveal about the effect of familiarity?

A

That familiarity plays a role in “typicality” and category membership

19
Q

What interesting finding regarding “titmouse” was found in the Hampton (1979) study?

What does this imply?

A

Despite looking like a very typical bird, it was only “just included” in the bird category

Implies that familiarity with the category member plays a part in category experiments

20
Q

In Hampton (1983) followed up on familiarity by measuring two measures associated with graded category structure (typicality and generation/associative frequency) plus familiarity.

What did he find with whole correlations?

A

Strong Correlations between:

typicality and familiarity

typicality and associative frequency

familiarity and associative frequency

21
Q

In Hampton (1983) followed up on familiarity by measuring two measures associated with graded category structure (typicality and generation/associative frequency) plus familiarity.

What results did he find when using partial correlations?

(Looking at the relationship between two things while holding the other one constant - removing the shared variance)

A

There is something that is shared with typicality and associative frequency that is not shared with familiarity

When you remove familiarity there is still a strong correlation, but not when familiarity is inlcluded

22
Q

What were the conclusions regarding familiarity in the Hampton (1983) study?

A

Familiarity does not contribute to graded category structure

23
Q

Age of Acquisition, Word Frequency and Imageability have all be shown to influence category structure

True or False

A

False

Evidence suggests that none of these variables contribute significantly to category structure

24
Q

Graded category structure is due to what?

A

Similarity

Similarity relations between category members

25
Q

How does the family resemblance model show that similarity is the cause of the graded category structure?

A

The more features they have in common (similarity) the more “typical” they are of the category

Things that are highly members to other members of the category are more typical

26
Q

“The more _____ an exemplar is to other
category members …. the higher its family
resemblance, and the more typical it is of its
category” (Barsalou, 1985, p. 630).

A

similar

27
Q

What sort of tests can you use to generate similarity data?

A
28
Q

Describe the Tversky’s (1977) Contrast Model regarding how similarity is calculated

A
29
Q

The Family Resemblance Model and Polymorphous Concept model of a special form of which model?

A

The Contrast Model (Tversky, 1977)

30
Q

What does multi-dimensional scaling (MDS) do?

A

provides a visual representation of the similarity relations between different objects or entities

Converts similarities into distances: the more similar two items are, the closer they will be located. The more dissimilar two items are, the further away they will be located.

31
Q

What does our spatial representations that are generated using MDS reflect about us?

A

Reflects the structure of the categories that are being represented

e.g. our mental representation of colour is a wheel

32
Q

Physical properties are reflected in our mental representations.

True or false

A

True

Physical properties are reflected in our mental representations

33
Q

Spatial representations generated using MDS appear to reflect the structure of categories that are being presented in perceptual data and _______ data

important

A

conceptual data

  • we can see that similar animals are in similar in space due to category membership*
  • (domesticated at top, large bottom right etc.)*
34
Q

What is meant by “the spatial structure of the categories is readily interpretable” in MDS data?

A

Looking at visual MDS data we can determine which members belongs to which category

  • This happens without us asking them to represent it this way - similarity plays a big part*
  • e.g. fruits (right) and vegetables (left), halfway fruits/veg are in-between*
35
Q

In conceptual data we often find that the spatial representations reflect measures of _____

A

graded category structure such as typicality, generation frequency etc.

36
Q

MDS data shows that we categorise base upon

A

Similarity

37
Q

What are additive tree structures?

A

Additive trees represent category members as terminal nodes in a tree,

such that the similarity of two group members is the length of the branches separating them in the tree …

38
Q

_______ is the glue that holds concepts together

A

similarity

Things that are similar to each other are stored (associated) together

39
Q

How has similarity been criticised

A
  1. Similarity is not flexible enough
  2. Similarity is too flexible
40
Q

Summary Slides

A

Good luck!

41
Q

Which variables explain “graded category structure”?

A

Typicality, categorization response time, generation frequency