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Context theory of classification learning.
A context theory of classificatio n is described in which judgments are assumed to derive exclusively from stored exemplar information, and the main idea is that a probe item acts as a retrieval cue to access information associated with stimuli similar to the probe.
The role of theories in conceptual coherence.
It is proposed that concepts are coherent to the extent that they fit people's background knowledge or naive theories about the world and to structure the attributes that are internal to a concept.
Concepts and conceptual structure.
- D. Medin
- PsychologyThe American psychologist
- 1 December 1989
The evidence and rationale associated with two major shifts in categorization have been described, and one means of integrating similarity-based and theory-driven categorization is outlined.
SUSTAIN: a network model of category learning.
SUSTAIN successfully extends category learning models to studies of inference learning, unsupervised learning, category construction, and contexts in which identification learning is faster than classification learning.
Sinning Saints and Saintly Sinners
It is suggested that affirming a moral identity leads people to feel licensed to act immorally, however, when moral identity is threatened, moral behavior is a means to regain some lost self-worth.
Respects for similarity
This article reviews the status of similarity as an explanatory construct with a focus on similarity judgments. For similarity to be a useful construct, one must be able to specify the ways or…
Comments on part I: psychological essentialism
Family resemblance, conceptual cohesiveness, and category construction
Problem structure and the use of base-rate information from experience.
The use of base-rate information that is derived from experience in classifying examples of a category is concerned, and a new model is described incorporating the ideas of property or symptom competition and context-sensitive retrieval.