Categorization generated by extended prototypes—An axiomatic approach

We suggest a model of categorization based on prototypes. A set of entities, identified with some finite dimensional Euclidian space, is partitioned into a finite number of categories. Such a categorization is said to be generated by extended prototypes if there is a set of distinguished entities, one for each category, such that the categorization is determined by proximity to these prototypical entities. The prototypes are called extended since they are described by points in a higher dimensional space than the entities. Sufficient conditions for a categorization to be generated by extended prototypes are provided. These conditions are also necessary if the prototypes are in general position.     

Typicality and Graded Membership in Dimensional Adjectives

This paper concerns an investigation of the manner in which typicality constrains graded membership in antonymous dimensional adjectives such as short/tall and cheap/expensive using the conceptual spaces framework. In this framework, items are organized in a space comprised of one or more dimensions along which they can be compared. The items’ graded membership is established by their relative proximity in this space to the prototypical instances of contrasting concepts. Because dimensional adjectives can be applied to an indefinite variety of things and grammatically have no upper bound to serve as cognitive reference point, they have been argued to lack prototypes. We present the results of an empirical study showing that the conceptual spaces framework can nevertheless be extended successfully to dimensional adjectives by complementing them with a comparison class argument (such as short/tall for an adult man and cheap/expensive for a smartphone), allowing participants to retrieve meaningful prototypical instances, which can be used to establish membership degree. Since dimensional adjectives are subjective, we investigate how the framework can accommodate interindividual variability in membership degree judgments. We find that the predictions of the framework significantly improve if prototypical instances themselves are assumed to come with a gradient instead of being considered equally typical, thereby providing a more fine‐grained account of typicality and furthering the development of the conceptual spaces framework.     

Categorization and abstraction abilities in 3-year-old children: a comparison with monkey data

Three-year-old children were tested on three categorization tasks of increasing levels of abstraction (used with adult baboons in an earlier study): the first was a conceptual categorization task (food vs toys), the second a perceptual matching task (same vs different objects), and the third a relational matching task in which the children had to sort pairs according to whether or not the two items belonged to the same or different categories. The children were tested using two different procedures, the first a replication of the procedure used with the baboons (pulling one rope for a category or a relationship between two objects, and another rope for the other category or relationship), the second a task based upon childrens prior experiences with sorting objects (putting in the same box objects belonging to the same category or a pair of objects exemplifying the same relation). The children were able to solve the first task (conceptual categorization) when tested with the sorting into boxes procedure, and the second task (perceptual matching) when tested with both procedures. The children were able to master the third task (relational matching) only when the rules were clearly explained to them, but not when they could only watch sorting examples. In fact, the relational matching task without explanation requires analogy abilities that do not seem to be fully developed at 3 years of age. The discrepancies in performances between children tested with the two procedures, with the task explained or not, and the discrepancies observed between children and baboons are discussed in relation to differences between species and/or problem-solving strategies.     

Revisiting the limits of language: The odor lexicon of Maniq

It is widely believed that human languages cannot encode odors. While this is true for English, and other related languages, data from some non-Western languages challenge this view. Maniq, a language spoken by a small population of nomadic hunter–gatherers in southern Thailand, is such a language. It has a lexicon of over a dozen terms dedicated to smell. We examined the semantics of these smell terms in 3 experiments (exemplar listing, similarity judgment and off-line rating). The exemplar listing task confirmed that Maniq smell terms have complex meanings encoding smell qualities. Analyses of the similarity data revealed that the odor lexicon is coherently structured by two dimensions. The underlying dimensions are pleasantness and dangerousness, as verified by the off-line rating study. Ethnographic data illustrate that smell terms have detailed semantics tapping into broader cultural constructs. Contrary to the widespread view that languages cannot encode odors, the Maniq data show odor can be a coherent semantic domain, thus shedding new light on the limits of language.     

Core knowledge and its limits: The domain of food

Adults, preschool children, and nonhuman primates detect and categorize food objects according to substance information, conveyed primarily by color and texture. In contrast, they perceive and categorize artifacts primarily by shape and rigidity. The present experiments investigated the origins of this distinction. Using a looking time procedure, Experiment 1 extended previous findings that rhesus macaques (Macaca mulatta) generalize learning about novel food objects by color over changes in shape. Six additional experiments then investigated whether human infants show the same signature patterns of perception and generalization. Nine-month-old infants failed to detect food objects in accord with their intrinsic properties, in contrast to rhesus monkeys tested in previous research with identical displays. Eight-month-old infants did not privilege substance information over other features when categorizing foods, even though they detected and remembered this information. Moreover, infants showed the same property generalization patterns when presented with foods and tools. The category-specific patterns of perception and categorization shown by human adults, children, and adult monkeys therefore were not found in human infants, providing evidence for limits to infants’ domains of knowledge.     

类别表征与策略的脑科学研究及对思维教学的启示

脑科学研究表明,分类中对物体的知觉表征激活颞下叶皮层和颞中区等区域;语义表征激活前额皮层等。语义加工和知觉表征相互作用的脑机制表现为额区与视觉区域间信息的传递、提取。分类策略主要有规则策略和相似性策略两种。规则策略激活额区等广泛区域;相似性策略与视觉区域相关,包含着对个别样例的记忆过程。基于以上研究结果,本文从学习材料的表征和对材料进行表征时的策略两个方面为思维教学提出了一些建议。     

Measuring Graded Membership: The Case of Color

This paper considers Kamp and Partee's account of graded membership within a conceptual spaces framework and puts the account to the test in the domain of colors. Three experiments are reported that are meant to determine, on the one hand, the regions in color space where the typical instances of blue and green are located and, on the other hand, the degrees of blueness/greenness of various shades in the blue–green region as judged by human observers. From the locations of the typical blue and typical green regions in conjunction with Kamp and Partee's account follow degrees of blueness/greenness for the color shades we are interested in. These predicted degrees are compared with the judged degrees, as obtained in the experiments. The results of the comparison support the account of graded membership at issue.     

A geometric principle of indifference

That one's degrees of belief at any one time obey the axioms of probability theory is widely regarded as a necessary condition for static rationality. Many theorists hold that it is also a sufficient condition, but according to critics this yields too subjective an account of static rationality. However, there are currently no good proposals as to how to obtain a tenable stronger probabilistic theory of static rationality. In particular, the idea that one might achieve the desired strengthening by adding some symmetry principle to the probability axioms has appeared hard to maintain. Starting from an idea of Carnap and drawing on relatively recent work in cognitive science, this paper argues that conceptual spaces provide the tools to devise an objective probabilistic account of static rationality. Specifically, we propose a principle that derives prior degrees of belief from the geometrical structure of concepts.     

How Category Selection Impacts Inference Reliability: Inheritance Inference From an Ecological Perspective

This article presents results from a simulation-based study of inheritance inference, that is, inference from the typicality of a property among a “base” class to its typicality among a subclass of the class. The study aims to ascertain which kinds of inheritance inferences are reliable, with attention to the dependence of their reliability upon the type of environment in which inferences are made. For example, the study addresses whether inheritance inference is reliable in the case of “exceptional subclasses” (i.e., subclasses that are known to be atypical in some respect) and attends to variations in reliability that result from variations in the entropy level of the environment. A further goal of the study is to show that the reliability of inheritance inference depends crucially on which sorts of base classes are used in making inferences. One approach to inheritance inference treats the extension of any atomic predicate as a suitable base class. A second approach identifies suitable base classes with the cells of a partition (of a preselected size k) of the domain of objects that satisfies the condition of maximizing the similarity of objects that are assigned to the same class. In addition to permitting more inferences, our study shows that the second approach results in inheritance inferences that are far more reliable, particularly in the case of exceptional subclasses.     

Identifying living and sentient kinds from dynamic information: the case of goal-directed versus aimless autonomous movement in conceptual change

To reason competently about novel entities, people must discover whether the entity is alive and/or sentient. Exactly how people make this discovery is unknown, although past researchers have proposed that young children--unlike adults--rely chiefly on whether the object can move itself. This study examined the effect of goal-directed versus aimless autonomous movement on children's and adults' attributions of biological and psychological capacities in an effort to test whether goal-directedness affects inferences across documented periods of change in biological reasoning. Half of the participants (adults, and 4-, 5-, 7-, and 10-year-olds; Ns=32) were shown videos of unfamiliar blobs moving independently and aimlessly, and the other half were shown videos of identical blobs moving identically but toward a goal. No age group was likely to attribute biological or psychological capacities to the aimless self-moving blobs. However, for 5-year-olds through adults, goal-directed movement reliably elicited life judgments, and it elicited more biological and psychological attributions overall. Adults differed from children in that goal-directed movement affected their attributions of biological properties more than their attributions of psychological properties. The results suggest that both young children and adults consider the capacity for goal-directed movement to be a decisive factor in determining whether something unfamiliar is alive, though other factors may be important in deciding whether the thing is sentient.     

Workers' perception of workplace bullying: A cross-cultural study

This study is one of the first studies to approach workplace bullying cross-culturally. It sought to compare employees' understanding of workplace bullying in two different world regions: Central America and Southern Europe, regarding three aspects of workplace bullying: psychological vs. physical harassment, hierarchical vs. horizontal bullying, and direct vs. indirect aggression. A convenience sample of 246 workers provided their own definition of workplace bullying through a single, open-ended question. The results showed that employees from Central America emphasized the physical component of workplace bullying more than the Southern European employees. However, similarities in the conceptualization of workplace bullying across both cultures were found as well. Both Southern European and Central American employees defined workplace bullying mainly as a hierarchical phenomenon, where the aggression took the form of direct strategies. Such differences and similarities bring to the field some positive inputs for the development and implementation of different strategies for dealing effectively with this phenomenon.     

Conceptual influences on induction: A case for a late onset

This research examines the mechanism of early induction, the development of induction, and the ways attentional and conceptual factors contribute to induction across development. Different theoretical views offer different answers to these questions. Six experiments with 4- and 5-year-olds, 7-year-olds and adults (N = 208) test these competing theories by teaching categories for which category membership and perceptual similarity are in conflict, and varying orthogonally conceptual and attentional factors that may potentially affect inductive inference. The results suggest that early induction is similarity-based; conceptual information plays a negligible role in early induction, but its role increases gradually, with the 7-year-olds being a transitional group. And finally, there is substantial contribution of attention to the development of induction: only adults, but not children, could perform category-based induction without attentional support. Therefore, category-based induction exhibits protracted development, with attentional factors contributing early in development and conceptual factors contributing later in development. These results are discussed in relation to existing theories of development of inductive inference and broader theoretical views on cognitive development.     

Family Functioning and Self-Differentiation: A Cross-Cultural Examination

This study examined the degree to which self-differentiation as related to family functioning is valued differently by Korean and European-American university students. The main findings confirm that the level of family functioning reported by European Americans is greater than for their Korean counterpart; family functioning is associated with differentiation measures (total score, emotional reactivity, and emotional cutoff) to a different extent across the two groups; and controlling for the effect of family functioning, the added contribution of a country variable explained further variance in self-differentiation. The importance of addressing the issue of similarities and differences between cultures in the assessment and treatment of individuals with problems related to their families of origin is discussed.     

Moral Realism and Program Explanation: A Very Short Symposium 1: Reply to Nelson

Donald Davidson once suggested that a liar ‘must intend to represent himself as believing what he does not’. In this paper I argue that, while Davidson was mistaken about lying in a few important respects, his main insight yields a very attractive definition of lying. Namely, you lie if and only if you say something that you do not believe and you intend to represent yourself as believing what you say. Moreover, I show that this Davidsonian definition can handle counter-examples that undercut four prominent definitions of lying: viz., the traditional intend-to-deceive definition, Thomas Carson's definition, Don Fallis's definition, and Andreas Stokke's definition.     

Categorization by schema relations and perceptual similarity in 5-year-olds and adults: A study in vision and in audition

This research explores the way in which young children (5 years of age) and adults use perceptual and conceptual cues for categorizing objects processed by vision or by audition. Three experiments were carried out using forced-choice categorization tasks that allowed responses based on taxonomic relations (e.g., vehicles) or on schema category relations (e.g., vehicles that can be seen on the road). In Experiment 1 (visual modality), prominent responses based on conceptually close objects (e.g., objects included in a schema category) were observed. These responses were also favored when within-category objects were perceptually similar. In Experiment 2 (auditory modality), schema category responses depended on age and were influenced by both within- and between-category perceptual similarity relations. Experiment 3 examined whether these results could be explained in terms of sensory modality specializations or rather in terms of information processing constraints (sequential vs. simultaneous processing).     

A rose in any other font would not smell as sweet: effects of perceptual fluency on categorization

Fluency--the ease with which people process information--is a central piece of information we take into account when we make judgments about the world. Prior research has shown that fluency affects judgments in a wide variety of domains, including frequency, familiarity, and confidence. In this paper, we present evidence that fluency also plays a role in categorization judgments. In Experiment 1, participants judged a variety of different exemplars to be worse category members if they were less fluent (because they were presented in a smaller typeface). In Experiment 2, we found that fluency also affected judgments of feature typicality. In Experiment 3, we demonstrated that the effects of fluency can be reversed when a salient attribution for reduced fluency is available (i.e., the stimuli are hard to read because they were printed by a printer with low toner). In Experiment 4 we replicated these effects using a within-subject design, which ruled out the possibility that the effects were a statistical artifact caused by aggregation of data. We propose a possible mechanism for these effects: if an exemplar and its category are closely related, activation of one will cause priming of the other, leading to increased fluency. Over time, feelings of fluency come to be used as a valid cue that can become confused with more traditional sources of information about category membership.     

A cross-cultural analysis of aggressive driving: Evidence from Serbia and Romania

Using data from more than 700 drivers from Serbia and Romania, this study verified the dimensionality of aggressive driving in two countries from Eastern Europe. Specifically, the psychometric properties and invariance of the Romanian Driving Anger Expression Inventory (DAX; Deffenbacher et al., 2002, Sârbescu, 2012) were verified. Secondary aspects, such as differences in aggressive driving between countries or gender differences within countries, were also investigated. Our findings support the appropriateness of the three-factor structure in both countries, through the configural invariance of the DAX. Also, males report slightly higher levels of aggressive driving than women (small effect sizes), while Serbian drivers report higher levels of aggressive driving than Romanian drivers (strong effect sizes). Being the first research that verified the invariance of the DAX across two cultures, this study opens new paths and questions for research concerning aggressive driving.     

A bird's eye view: biological categorization and reasoning within and across cultures

Many psychological studies of categorization and reasoning use undergraduates to make claims about human conceptualization. Generalizability of findings to other populations is often assumed but rarely tested. Even when comparative studies are conducted, it may be challenging to interpret differences. As a partial remedy, in the present studies we adopt a 'triangulation strategy' to evaluate the ways expertise and culturally different belief systems can lead to different ways of conceptualizing the biological world. We use three groups (US bird experts, US undergraduates, and ordinary Itza' Maya) and two sets of birds (North American and Central American). Categorization tasks show considerable similarity among the three groups' taxonomic sorts, but also systematic differences. Notably, US expert categorization is more similar to Itza' than to US novice categorization. The differences are magnified on inductive reasoning tasks where only undergraduates show patterns of judgment that are largely consistent with current models of category-based taxonomic inference. The Maya commonly employ causal and ecological reasoning rather than taxonomic reasoning. Experts use a mixture of strategies (including causal and ecological reasoning), only some of which current models explain. US and Itza' informants differed markedly when reasoning about passerines (songbirds), reflecting the somewhat different role that songbirds play in the two cultures. The results call into question the importance of similarity-based notions of typicality and central tendency in natural categorization and reasoning. These findings also show that relative expertise leads to a convergence of thought that transcends cultural boundaries and shared experiences.     

Risk perception in Poland: A comparison with three other countries

The present study is a cross-cultural comparison of risk perception. A psychometric approach has been followed in order to examine quantitative risk judgments of different hazards and the ratings of these same hazards on various risk-characteristic scales. A list of hazards was used that is comparable with other samples (American, Hungarian, Norwegian), but a certain number of hazards of an entirely different kind were added (e.g. social tensions, shortages of consumer goods) because these are important today for Polish society. In spite of the different list of hazards, the basic factor structure of risk perception turned out to be essentially the same as the structure found in other studies. There was considerable agreement in risk perceptions in the Polish and American samples. We also discovered a number of idiosyncratic qualities of risk perception in Poland, generally indicating the importance of the availability heuristic.     

Metacognition and mindreading in young children: A cross-cultural study

Prior studies document cross cultural variation in the developmental onset of mindreading. In particular, Japanese children are reported to pass a standard false belief task later than children from Western countries. By contrast, we know little about cross-cultural variation in young children’s metacognitive abilities. Moreover, one prominent theoretical discussion in developmental psychology focuses on the relation between metacognition and mindreading. Here we investigated the relation between mindreading and metacognition (both implicit and explicit) by testing 4-year-old Japanese and German children. We found no difference in metacognition between the two cultural groups. By contrast, Japanese children showed lower performance than German children replicating cultural differences in mindreading. Finally, metacognition and mindreading were not related in either group. We discuss the findings in light of the existing theoretical accounts of the relation between metacognition and mindreading.