WEEK 7: Concepts Flashcards
1a. Why do our definitions of basic concepts like “dog” often fail?
There are many factors that can make a definition fail as it is merely a generalisation.
There are many factors that can differ from what is generalised / a prototype.
E.g. a hairless chihuahua does not fit the stereotype.
2a. Explain the meaning of the term “family resemblance”.
The idea that all members of a category resemble each other in some way, despite not all features being shared by category members.
Any pair of family members will have traits in common, even though there may be no single trait shared by all of the family members.
More attributes in common: more family resemblance.
E.g. different hair styles, glasses, beards.
3a. Describe prototype theory.
aka define a prototype.
A combination of every one of that object/animal/human that makes up every single one you’ve ever encountered.
E.g. an ideal version of a dog. The closer the animal resembles the prototype, the more likely it is to be part of that category.
4a. What is meant by graded membership?
We recognise objects by categorising them, the prototype is in the centre.
5a. How can the prototype notion be tested?
- Sentence verification task: Slower to respond to things that are less similar to the prototype. T/F.
- Production task: Name as many birds/dogs as you can. Start with the closest and then work their way out to least like the prototype.
6a. What are basic level categories?
Simple general categories that are naturally recognised by most.
E.g. apple, not red gala
1b. What are exemplars?
also: define exemplar based approach.
- An example of a specific object/remembered experience.
- Exemplar based approach: when you compare the object in front of you with an exemplar.
2b. How are exemplars similar to and different from prototypes?
- a member of a category.
- one instance from memory, not an ideal prototype.
3b. Explain how we rely on both exemplars and prototypes in our thinking about categories.
- Exemplars: insight into variability of objects.
- Prototypes: help categorise objects fast.
1c. Describe a situation in which categorisation and typicality do not go “hand in hand”.
Define typicality.
“eveness” and “fruitiness”
If a category member is typical or atypical.
2c. What else do we use to make category judgments besides typicality and how do we know?
Explanatory theories - personal theories we rely on when thinking about objects/categories. Might not be factually correct but guide us.
e.g. pessimistic = external causes
optimistic = internal control
3c. Describe the beliefs that people hold and why we need them for categorisation.
Make up explanatory theories about particular concepts and categories to understand new knowledge about an object.
Categorisation is the grouping of objects/concepts based on similarities. Helps you make broad conclusions.
E.g. theory about racoons, kiwi fruits etc.
4c. How do these beliefs about categories affect our learning and the inferences that we make?
- Theories enable us to think about what is possible and what is not.
- Affect how quick we learn new things.
e.g. gazelles x lions.
5c. How do people think about diverse concepts, such as artifacts and natural kinds?
General belief: artifacts/man-made easier to be changed than natural things.
Beliefs/perceptions, not necessarily true.
1d. How is knowledge stored? How is it retrieved?
- in a network. LTM.
- spreading activation across nodes.
