Exemplars, prototypes, similarities, and rules in category representation: an example of hierarchical bayesian analysis

This article demonstrates the potential of using hierarchical Bayesian methods to relate models and data in the cognitive sciences. This is done using a worked example that considers an existing model of category representation, the Varying Abstraction Model (VAM), which attempts to infer the representations people use from their behavior in category learning tasks. The VAM allows for a wide variety of category representations to be inferred, but this article shows how a hierarchical Bayesian analysis can provide a unifying explanation of the representational possibilities using 2 parameters. One parameter controls the emphasis on abstraction in category representations, and the other controls the emphasis on similarity. Using 30 previously published data sets, this work shows how inferences about these parameters, and about the category representations they generate, can be used to evaluate data in terms of the ongoing exemplar versus prototype and similarity versus rules debates in the literature. Using this concrete example, this article emphasizes the advantages of hierarchical Bayesian models in converting model selection problems to parameter estimation problems, and providing one way of specifying theoretically based priors for competing models.     

Cognitive consequences of affirming the self: The relationship between self-affirmation and object construal

Previous research suggests that affirming one’s important values is a powerful way of protecting one’s general self integrity, allowing non-defensive processing of self-relevant information. In a series of four studies linking self-affirmation with construal level, we find that in addition to any self buffering effect, thinking about one’s values and why they are important more generally shifts cognitive processing towards superordinate and structured thinking. Self-affirmation leads participants to perceive a greater degree of structure within their selves (Study 1), to increasingly identify actions in terms of their end-states (Study 2), to more strongly distinguish between primary and secondary object features (Study 3) and to perform better on tasks requiring abstract, structured thinking than those requiring detail-oriented, concrete thinking. Together, these findings suggest that thinking about important values helps individuals to structure information and focus on the big picture.     

Remarks on Grandi’s Comments

This note is a reply to some of Giovanni Grandi’s comments on my paper “Berkeley’s Contingent Necessities.”

Happiness is a warm abstract thought: Self-construal abstractness and subjective well-being

Research investigating the relationship between self-construals and subjective well-being has traditionally focused on understanding how dimensions such as positivity–negativity and internality–externality relate to well-being. This paper presents two studies that investigate how a potentially important yet unexamined dimension, the abstractness versus concreteness of people's self-construals, is related to life satisfaction. Study 1 showed that happier people tend to think about themselves with higher level of abstraction than less happy people, even after controlling for the overall valence and internality of their construals. Study 2 found that people randomly assigned to think about themselves in abstract rather than concrete terms reported greater pre- to post-manipulation increases in reports of life satisfaction. Implications of these findings for understanding individual differences in well-being are discussed, and directions for future research are presented.     

Psychologie en première et en troisième personne : de la « psychologie concrète » à la psychologie clinique

This article presents some basic concepts proposed by G. Politzer, articulated around the concept of “tragic life”, in the literary sense of the composition of a complex of events, actions and people, unity and meaning can only be realized in “first person”. In this context, defining the perimeter of legitimacy of clinical psychology, a “fact” specifically psychological necessarily corresponds to an act which takes existence and feel like segment of a human drama, as an effective act of the singular individual. Critics resulting analyzes relate to the abstract and formal perspective of scientific psychology, which considers classes of facts rather than facts, designing them as entities in themselves, the external I they are demonstrations. The explanatory model which necessarily carries out field of concrete psychology since its causalists schemes have lost sight of the act “first person”. And psychologists would not have noticed that “I remove the psychological facts is destroying them.” (G. Politzer). The person, in his psychic dimension, can only be understood from the person, which makes it possible to specify the field of clinical psychology, and more generally, of any clinical approach.     

Event-related potentials reveal the relations between feature representations at different levels of abstraction

In this paper, we use behavioural methods and event-related potentials (ERPs) to explore the relations between informational and instantiated features, as well as the relation between feature abstraction and rule type. Participants are trained to categorize two species of fictitious animals and then identify perceptually novel exemplars. Critically, two groups are given a perfectly predictive counting rule that, according to Hannah and Brooks (2009. Featuring familiarity: How a familiar feature instantiation influences categorization. Canadian Journal of Experimental Psychology/Revue Canadienne de Psychologie Expérimentale, 63, 263–275. Retrieved from http://doi.org/10.1037/a0017919), should orient them to using abstract informational features when categorizing the novel transfer items. A third group is taught a feature list rule, which should orient them to using detailed instantiated features. One counting-rule group were taught their rule before any exposure to the actual stimuli, and the other immediately after training, having learned the instantiations first. The feature-list group were also taught their rule after training. The ERP results suggest that at test, the two counting-rule groups processed items differently, despite their identical rule. This not only supports the distinction that informational and instantiated features are qualitatively different feature representations, but also implies that rules can readily operate over concrete inputs, in contradiction to traditional approaches that assume that rules necessarily act on abstract inputs.     

Effects of number of items on the baboon's discrimination of same from different visual displays

Three experiments explored the baboon's discrimination of visual displays that comprised 2 to 24 black-and-white computer icons; the displayed icons were either the same as (same) or different from one another (different). The baboons' discrimination of same from different displays was a positive function of the number of icons. When the number of icons was decreased to 2 or 4, the baboons responded indiscriminately to the same and different displays, exhibiting strong position preferences. These results are both similar to and different from those of pigeons that were trained and tested under comparable conditions. Accepted after revision: 23 May 2001 Electronic Publication     

Leave Her out of It: Person‐Presentation of Strategies is Harmful for Transfer

A common practice in textbooks is to introduce concepts or strategies in association with specific people. This practice aligns with research suggesting that using “real‐world” contexts in textbooks increases students’ motivation and engagement. However, other research suggests this practice may interfere with transfer by distracting students or leading them to tie new knowledge too closely to the original learning context. The current study investigates the effects on learning and transfer of connecting mathematics strategies to specific people. A total of 180 college students were presented with an example of a problem‐solving strategy that was either linked with a specific person (e.g., “Juan's strategy”) or presented without a person. Students who saw the example without a person were more likely to correctly transfer the novel strategy to new problems than students who saw the example presented with a person. These findings are the first evidence that using people to present new strategies is harmful for learning and transfer.     

Abstraction and the (Misnamed) Language Familiarity Effect

Talkers are recognized more accurately if they are speaking the listeners’ native language rather than an unfamiliar language. This “language familiarity effect” has been shown not to depend upon comprehension and must instead involve language sound patterns. We further examine the level of sound‐pattern processing involved, by comparing talker recognition in foreign languages versus two varieties of English, by (a) English speakers of one variety, (b) English speakers of the other variety, and (c) non‐native listeners (more familiar with one of the varieties). All listener groups performed better with native than foreign speech, but no effect of language variety appeared: Native listeners discriminated talkers equally well in each, with the native variety never outdoing the other variety, and non‐native listeners discriminated talkers equally poorly in each, irrespective of the variety's familiarity. The results suggest that this talker recognition effect rests not on simple familiarity, but on an abstract level of phonological processing.