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Complex Cognition > TASK 2 - CATEGORISATION > Flashcards

TASK 2 - CATEGORISATION Flashcards

1
Q

category

A
  1. = theoretical class of objects (tied to real life objects)
  2. = mental representation of objects
  3. = classification systems
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2
Q

categorisation

A

= put objects we perceive into a clusters/category

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3
Q

reasons why we categorise

A
  • cognitive economy = store less information by ordering/clustering
  • communication, definition boundaries
  • decision making
  • make predictions
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4
Q

category types

A

NATURAL: animals, plants; reflect correlational structure of environment

FORMAL/ABSTRACT: prime numbers, adverbs
FUNCTIONAL: objects with functions; study material, items for travelling
AD HOC: no stable mental representation, things that are not generally together but can come in same category; things you would save from a burning house

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5
Q

conceptual/taxanomy hierarchy

A 
superordinate level: ANIMAL; children
- high coverage: often applicable
- low predictive value: not informative
basic level: DOG; everyday life
- trade-off
subordinate: GREY HOUND; expert
- low coverage: more explicit
- high predictive value: much information
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6
Q

basic level effect

A

= entry point; first contact between perception and semantic information

  • faster classification: thing that comes first to mind
  • better discrimination
  • more detailed description
  • -> shifts with expertise: subordinate level
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7
Q

categorical learning

A
  • concept formation = abstract representation of a thing, gradually link representation to name
  • concept learning = explicitly being told what is/isn’t object, applying concept + feedback
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8
Q

structure within categories

A

= where do things belong in category; affect which category to use to classify object

  1. stable core
  2. inferred features, associations
  3. ideals, myths
  4. present context; culture and experience
  5. frequently activated knowledge
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9
Q

similarity-based categorisation

A

= assess category based on similarities

  • tabula rasa assumption: blank slate in categorising new object
    1. classical theories
    2. prototype theories
    3. exemplar-based theories
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10
Q
  1. classical theories
A

= category is represented by defining features that specify clear boundaries
x categories either belong or don’t belong to one category
x must be a perfect match
BUT not all members are equally typical to a category –> PROTOTYPE

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11
Q
  1. prototype theories
A

= category is represented by characteristic features (= prototype)
- prototype as centre (= average representation)
- membership function: fuzzy sets, family resemblance; typicality effect
- more abstract than exemplar: need more knowledge of category
x ignorance of less important features, features that go together
x people are affected by experience

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12
Q

membership function

A

= how we determine whether something is part of a category

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13
Q

fuzzy sets

A

example: dogs, fox, wolf

- dogs and fox are similar BUT dogs and wolfs are even more similar

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14
Q

family resemblance

A

= things in a category resemble one another in a number of ways (allows variation)

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15
Q

typicality effect

A

= ability to judge highly prototypical objects more rapidly
- the more typical the object for the category –> the faster identification, easier retrieved from memory

  • naming = prototypical members are named first
  • priming = prototypical members more affected by priming
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16
Q
  1. exemplar-based theories
A

= category consists of set of examples/instance of category
- assign object to category with most similarity to prevalent example (usually most typical)
- use frequently, because easiest
x memory capacity
x sometimes we actually use defining features
x unclear boundaries

17
Q

hybrid models

A

= combination of all similarity-based categorisation

18
Q

rule-based categorisation

A

= applying a rule to object

  1. selective attention for every relevant feature (bird)
  2. for each feature: check whether minor values are correct (characteristics of a bird)
  3. integrate findings
    - analytic, involves high working memory load
    - yields certainty and flexibility
19
Q

theory-based categorisation

A

= theory underlying category best explains features of category members
- categorisation based on explanations –> knowledge-based

20
Q

knowledge-based categorisation

A

= people have knowledge which they apply to categorise

- categorisation is not only based on perception

21
Q

neuro-imaging evidence

A 
SIMILARITY-BASED:
- cerebellum, visual cortex
RULE-BASED:
- cerebellum, visual cortex, parietal cortex, pre-motor cortex, prefrontal cortex
--> more cognitive
22
Q

multiple systems theory

A

WM: rule-based
- frontal + parietal
EXPLICIT LTM: similarity-based (exemplars, prototypes)
- medial temporal lobe & parts of PFC + parietal cortex
IMPLICIT LTM: unconscious perception + similarity-based (classical)
- NOT active PFC, posterior parietal cortex, medial temporal lobe

23
Q

cultural differences in categorising

A
  • Whorf hypothesis: difference in language can lead to differences in categorisation
  • -> categorisation advantage from word variety (Russian vs. English)
24
Q

essentialism

A

= there is a causal relation between objects; there is an intrinsic cause/essence in everything that cannot be changed
- think a category cannot change (because essence is the same) –> close mindedness = lack of creativity
enhances stereotyping

25
Q

(lay) racial essentialism

A

= race is the disposition/essence of things/people; race as fundamental source of human division that has an inalterable biological basis

  • inductive potential: group membership is telling of members’ characteristics
  • inalterability: group membership is fixed for a relatively long duration
  • hypo descent: assigns multiracial individuals to subordinate racial category
26
Q

is essentialism similarity- or knowledge-based?

A

MY OPINION: knowledge-based: you base your categorisation on prior knowledge/beliefs

27
Q

folk biology (PRESENTATION)

A

= tendency to view humans as one species among many
≠ anthropocentrism = human as centre/most important element of existence
- most in children up to 10 BUT also in adults

28
Q

educational differences in anthropocentrism (PRESENTATION)

A

Western psychology students: most likely to exhibit anthropocentrism

Western biology students: perspectives highlighting similarities between among species

Eastern oriental medicine students: holistic thinking, least likely to anthropocentrism

Complex Cognition (9 decks)

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