The objective of this article is to develop baseline models showing principal approaches to category learning. All models are based on a common memory array but vary in memory access and decision processes useful for interpretation of empirical phenomena. The main models discussed are exemplar, prototype, and feature. (JAZ)

A reminding-based generalization view of category learning was studied in 4 experiments involving a total of 247 college students. Experiments demonstrated that categorization by reminding can affect what is learned about the category and later categorization performance. Implications of the results for category learning are discussed. (SLD)

A network model of logical and semantic structures from which speakers or writers generate linguistic messages at the discourse level is presented. (Author)

Studies of patients with category-specific agnosia (CSA) have given rise to multiple theories of object recognition, most of which assume the existence of a stable, abstract semantic memory system. We applied an episodic view of memory to questions raised by CSA in a series of studies examining normal observers' recall of newly learned attributes…

Two models are considered for how people verify explicitly quantified sentences. To test the models, three reaction time experiments required subjects to verify statements quantified by some or all. The results show that some-statements took longer to verify than all-statements. (Author/DEP)

Two studies involving 195 undergraduates investigated memory errors occurring when the context standard used in judging target behaviors differs from the category norm standard available when behaviors are recalled. Results support a "natural" tendency to use the current categorical meaning of a judgment to reconstruct the referent of…

Two experiments involving 49 3- and 47 4-year-old French preschoolers studied their memories for racial and other social information to test claim that perceptual factors are integral to derivation and representation of racial categories. Results cast doubt on claim that perceptual information is crucial component of racial categories and are more…

Four experiments examined the flexibility and stability with which children and adults organize locations into categories based on their spatiotemporal experience with locations. Seven-, 9-, 11-year-olds, and adults learned the locations of 20 objects in an open, square box. During learning, participants experienced the locations in four…