By Glenn V. Nakamura, Douglas L. Medin and Roman Taraban (Eds.)
The target of the sequence has regularly been to supply a discussion board during which best members to a space can write approximately major our bodies of study within which they're concerned. The working strategy has been to ask contributions from fascinating, lively investigators, after which enable them basically loose rein to give their views on vital learn difficulties. the results of such invites over the last 20 years has been collections of papers which encompass considerate integrations supplying an summary of a selected clinical challenge. The sequence has a great culture of top quality papers and is broadly learn through researchers in cognitive and experimental psychology.
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Extra info for Categorization by Humans and Machines
Example text
Hillsdale, NJ: Erlbaum. , & Mervis, C. (1975). Family resemblance studies in the internal structure of categories. Cognitive Psychology, 7, 573-605. Smith. , & Medin, D. (1981). Categories andconcepts. Cambridge, MA: Harvard University Press. , & Bookman, L. ). (1993). Computational architectures integrating neural and symbolic processes. Boston: Kluwer. , & Medin, D. (1987). Relationships between similaritybased and explanation-based categorization. In D. ), Contemporary science and natural explanation: Common sense conception of causality (pp.
Categorization Models Deriving from Connectionist Theory We might characterize the present status of the exemplar model by saying that it has a good claim to recognition as the model of choice for what might be termed the static aspects of categorization-generalization and transfer from learning to new situations, analysis of the structure of categories and category hierarchies, and the like. However, the model has some limitations for coping with the dynamics of learning. Under some conditions, the model yields satisfactory accounts of category learning once its parameters have been evaluated from the data, but it generally can tell us little in advance of an experiment about the probable course of learning or even about expected asymptotes.
Several different sets of stimulus materials were used in different problems, but the formal structures were the same and can be conveniently illustrated in terms of a case in which the stimuli were constructed by combining two types of form with two levels of brightness and two levels of size. The assignments of stimuli to categories are illlustrated for three of the problems in Fig. 2. The simplest logical structure is that of Problem I, in which all dark figures are to be assigned to Category A and all light figures to Category B.