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Direct linkKemp, Charles; Tenenbaum, Joshua B.; Niyogi, Sourabh; Griffiths, Thomas L. – Cognition, 2010
Concept learning is challenging in part because the meanings of many concepts depend on their relationships to other concepts. Learning these concepts in isolation can be difficult, but we present a model that discovers entire systems of related concepts. These systems can be viewed as simple theories that specify the concepts that exist in a…
Descriptors: Family Relationship, Logical Thinking, Models, Concept Formation
Casasanto, Daniel; Boroditsky, Lera – Cognition, 2008
How do we construct abstract ideas like justice, mathematics, or time-travel? In this paper we investigate whether mental representations that result from physical experience underlie people's more abstract mental representations, using the domains of space and time as a testbed. People often talk about time using spatial language (e.g., a "long"…
Descriptors: Concept Formation, Evaluative Thinking, Thinking Skills, Learning Processes
Peer reviewedXu, Fei; Carey, Susan; Welch, Jenny – Cognition, 1999
Adult and 10- and 12-month olds participated in two experiments to determine reliance of infants on object-kind information in solving problems of object individuation. Findings converge with those of object-first hypothesis of developmental course of object individuation. Findings suggest that young infants may represent one concept as criteria…
Descriptors: Age Differences, Cognitive Development, Concept Formation, Habituation
Coley, John D.; Hayes, Brett; Lawson, Christopher; Moloney, Michelle – Cognition, 2004
Previous research (e.g. "Cognition" 64 (1997) 73) suggests that the privileged level for inductive inference in a folk biological conceptual hierarchy does not correspond to the ''basic'' level (i.e. the level at which concepts are both informative and distinct). To further explore inductive inference within conceptual hierarchies, we examine…
Descriptors: Inferences, Logical Thinking, Thinking Skills, Schemata (Cognition)
Peer reviewedReber, Arthur S.; Allen, Rhianon – Cognition, 1978
College students learned artificial grammar under two conditions: paired associate learning (PA), and observation of exemplars (OBS). OBS induced abstract representation of the rules of grammar. PA produced very different learning--subjects knew some whole items but detected little structure. Grammar was learned largely by analogy rather than…
Descriptors: Abstract Reasoning, Cognitive Processes, Concept Formation, Grammar
Peer reviewedAvrahami, Judith; Kareev, Yaakov – Cognition, 1994
Three experiments using university students explored what constitutes an event and what determines its boundaries. Results supported the hypothesis that sequences of stimuli repeating in different contexts are cut out to become cognitive entities ("things" with a beginning and an end) in their own right. Results suggest that the…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, College Students
