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Rehder, Bob – Cognitive Science, 2017
This article assesses how people reason with categories whose features are related in causal cycles. Whereas models based on causal graphical models (CGMs) have enjoyed success modeling category-based judgments as well as a number of other cognitive phenomena, CGMs are only able to represent causal structures that are acyclic. A number of new…
Descriptors: Abstract Reasoning, Logical Thinking, Causal Models, Graphs
Moreton, Elliott; Pater, Joe; Pertsova, Katya – Cognitive Science, 2017
Linguistic and non-linguistic pattern learning have been studied separately, but we argue for a comparative approach. Analogous inductive problems arise in phonological and visual pattern learning. Evidence from three experiments shows that human learners can solve them in analogous ways, and that human performance in both cases can be captured by…
Descriptors: Phonology, Concept Formation, Learning Processes, Difficulty Level
Ohlsson, Stellan; Cosejo, David G. – Science & Education, 2014
The problem of how people process novel and unexpected information--"deep learning" (Ohlsson in "Deep learning: how the mind overrides experience." Cambridge University Press, New York, 2011)--is central to several fields of research, including creativity, belief revision, and conceptual change. Researchers have not converged…
Descriptors: Cognitive Processes, Scientific Concepts, Change Strategies, Concept Formation
Mirolli, Marco – Cognitive Science, 2012
Understanding the role of "representations" in cognitive science is a fundamental problem facing the emerging framework of embodied, situated, dynamical cognition. To make progress, I follow the approach proposed by an influential representational skeptic, Randall Beer: building artificial agents capable of minimally cognitive behaviors and…
Descriptors: Cognitive Science, Cognitive Processes, Experiments, Classification
Pashler, Harold; Mozer, Michael C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Training that uses exaggerated versions of a stimulus discrimination (fading) has sometimes been found to enhance category learning, mostly in studies involving animals and impaired populations. However, little is known about whether and when fading facilitates learning for typical individuals. This issue was explored in 7 experiments. In…
Descriptors: Experiments, Classification, Cognitive Processes, Cues
Houix, Olivier; Lemaitre, Guillaume; Misdariis, Nicolas; Susini, Patrick; Urdapilleta, Isabel – Journal of Experimental Psychology: Applied, 2012
In this article we report on listener categorization of meaningful environmental sounds. A starting point for this study was the phenomenological taxonomy proposed by Gaver (1993b). In the first experimental study, 15 participants classified 60 environmental sounds and indicated the properties shared by the sounds in each class. In a second…
Descriptors: Classification, Auditory Stimuli, Experiments, Identification
Kösem, Sule Dönertas; Özdemir, Ömer Faruk – Science & Education, 2014
This study describes the possible variations of thought experiments in terms of their nature, purpose, and reasoning resources adopted during the solution of conceptual physics problems. A phenomenographic research approach was adopted for this study. Three groups of participants with varying levels of physics knowledge--low, medium, and high…
Descriptors: Physics, Science Instruction, Phenomenology, Problem Solving
Stanton, Roger D.; Nosofsky, Robert M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Researchers have proposed that an explicit reasoning system is responsible for learning rule-based category structures and that a separate implicit, procedural-learning system is responsible for learning information-integration category structures. As evidence for this multiple-system hypothesis, researchers report a dissociation based on…
Descriptors: Classification, Psychological Studies, Learning Strategies, Cognitive Processes
Hayes, Brett K.; Lim, Melissa – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Two studies examined whether adults and children could learn to make context-dependent inferences about novel stimuli and the role of awareness of context cues in such learning. Participants were trained to match probes to targets on the basis of shape or color with the relevant dimension shifting according to item context. A selective induction…
Descriptors: Foreign Countries, Inferences, Logical Thinking, Thinking Skills
Diller, Christopher B. R. – ProQuest LLC, 2013
When the members of a group work collaboratively using a group support system (GSS), they often "brainstorm" a list of ideas in response to a question or challenge that faces the group. The satisfaction levels of group members are usually high following this activity. However, satisfaction levels with the process almost always drop…
Descriptors: Group Dynamics, Brainstorming, Feedback (Response), Group Membership
Hu, Zhonghua; Zhang, Ruiling; Zhang, Qinglin; Liu, Qiang; Li, Hong – Brain and Language, 2012
Previous studies have found a late frontal-central audiovisual interaction during the time period about 150-220 ms post-stimulus. However, it is unclear to which process is this audiovisual interaction related: to processing of acoustical features or to classification of stimuli? To investigate this question, event-related potentials were recorded…
Descriptors: Auditory Stimuli, Semantics, Interaction, Semiotics
Lombrozo, Tania – Cognition, 2009
Recent theoretical and empirical work suggests that explanation and categorization are intimately related. This paper explores the hypothesis that explanations can help structure conceptual representations, and thereby influence the relative importance of features in categorization decisions. In particular, features may be differentially important…
Descriptors: Classification, Cognitive Processes, Experiments, Influences
Sewell, David K.; Lewandowsky, Stephan – Cognitive Psychology, 2011
Knowledge restructuring refers to changes in the strategy with which people solve a given problem. Two types of knowledge restructuring are supported by existing category learning models. The first is a relearning process, which involves incremental updating of knowledge as learning progresses. The second is a recoordination process, which…
Descriptors: Classification, Psychology, Cognitive Processes, Models
Bi, Yanchao; Yu, Xi; Geng, Jingyi; Alario, F. -Xavier. – Cognition, 2010
The interface between the conceptual and lexical systems was investigated in a word production setting. We tested the effects of two conceptual dimensions--semantic category and visual shape--on the selection of Chinese nouns and classifiers. Participants named pictures with nouns ("rope") or classifier-noun phrases ("one-"classifier"-rope") in…
Descriptors: Semantics, Nouns, Cognitive Processes, Semiotics
Schum, Nina; Franz, Volker H.; Jovanovic, Bianca; Schwarzer, Gudrun – Journal of Experimental Child Psychology, 2012
We investigated whether 6- and 7-year-olds and 9- and 10-year-olds, as well as adults, process object dimensions independent of or in interaction with one another in a perception and action task by adapting Ganel and Goodale's method for testing adults ("Nature", 2003, Vol. 426, pp. 664-667). In addition, we aimed to confirm Ganel and Goodale's…
Descriptors: Evidence, Handicrafts, Visual Perception, Interaction