Purpose: Of the three currently recognized variants of primary progressive aphasia, behavioral differentiation between the nonfluent/agrammatic (nfvPPA) and logopenic (lvPPA) variants is particularly difficult. The challenge includes uncertainty regarding diagnosis of apraxia of speech, which is subsumed within criteria for variant classification.…

Thirty hearing impaired students (11-14 years old) participated in a study to measure classification principles using demonstration or display of labels containing relevant words or iconic signs. Three methods of teaching classificatory principles were employed: demonstration, verbal labels, or iconic labels. Analysis of mistakes made by Ss…

The effect of a classification, or encoding, task on intentional free recall was examined. Examination of the serial position curves for immediate and free recall shows clear effects assigned to long-term store. Consideration of effects regarding levels of processing gives a parallel account differing only in terminology and emphasis. (CHK)

A theory for representation of concepts in memory is proposed which emphasizes the association of salient exemplars with the concept. Previous theories dealing with the classification processes involved in acquiring new concepts have shown that clear category boundaries do not exist. It is proposed that present theory must account for the…

In three experiments, adults and 30-month-old children (1) selected a novel object as the referent for a novel term; (2) extended the new word to another exemplar; and (3) allowed the new word to preempt another novel label from applying to the just-named object. (BC)

Presents results of a test of nonmusic majors' ability to remember song titles. Suggests that, although the process of categorization seems to be a basic function of perception, appropriate categorization needs to be learned. Supports the view that music learning, like verbal learning, involves a categorization of stimuli based on holistic…

This study sought (1) to discover ways to teach kindergarten children to listen to a rule that defines a concept and then to apply it, and (2) to learn if rule-learning is facilitated when the pupil is required to verbalize the rule while using it. The task used in the study (1) involves deductive reasoning, (2) requires rule utilization rather…

The effect on concept learning of requiring the memorization of either examples or nonexamples prior to going through a theoretically effective training program was compared to the performance of groups of seventh and eighth graders who either memorized nothing or memorized subconcepts of the concept definition. Correct classification scores and…

Meyer found subjects were faster to determine if a stimulus word was a member of either of two prespecified categories if the categories were close in meaning. A reanalysis of the data favors instead a model emphasizing the role of decision-making processes in categorization and flexibility of task strategies. (CHK)

The "property-set model" is proposed for concept learning and subsequent recognition and classification of old and new exemplars. In an experimental evaluation of alternative models, the property-set model was the best predictor of both recognition and classification performance. (Author/RM)

In two experiments on free and cued recall, spacing between categorically related items, presentation rate and category size were varied and the effects on recall of items as a function of their serial order were studied. Results suggest subjects organize material during acquisition by retrieving and rehearsing previously studied items. (CHK)

Analyzes attributes of symbols and identifies the need for a suitable management system for retrieving images from a database. A classification structure that incorporates graphic, semantic, and bibliographic dimensions is described; experiments with describing, sorting, and drawing symbols are reviewed; and future work on a database management…