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  1. Gregory L. Murphy, Stephanie Y. Chen & Brian H. Ross (2012). Reasoning with Uncertain Categories. Thinking and Reasoning 18 (1):81 - 117.
    Five experiments investigated how people use categories to make inductions about objects whose categorisation is uncertain. Normatively, they should consider all the categories the object might be in and use a weighted combination of information from all the categories: bet-hedging. The experiments presented people with simple, artificial categories and asked them to make an induction about a new object that was most likely in one category but possibly in another. The results showed that the majority of people focused on the (...)
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  2. Gregory L. Murphy (2010). What Are Categories and Concepts? In Denis Mareschal, Paul Quinn & Stephen E. G. Lea (eds.), The Making of Human Concepts. Oup Oxford. 11--28.
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  3. Micah B. Goldwater, Noah D. Goodman, Stephen Wechsler & Gregory L. Murphy (2009). Relational and Role-Governed Categories: Views From Psychology, Computational Modeling, and Linguistics. In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society.
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  4. Shoba Bandi-Rao & Gregory L. Murphy (2007). The Role of Meaning in Past-Tense Inflection: Evidence From Polysemy and Denominal Derivation. Cognition 104 (1):150-162.
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  5. Gregory L. Murphy & Brian H. Ross (2005). The Two Faces of Typicality in Category-Based Induction. Cognition 95 (2):175-200.
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  6. Gregory L. Murphy (2004). The Big Book of Concepts. The Mit Press.
    A comprehensive introduction to current research on the psychology of concept formation and use.
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  7. Gregory L. Murphy (2003). The Downside of Categories. Trends in Cognitive Sciences 7 (12):513-514.
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  8. Emilie L. Lin & Gregory L. Murphy (2001). Thematic Relations in Adults' Concepts. Journal of Experimental Psychology: General 130 (1):3.
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  9. Gregory L. Murphy (2001). Fast-Mapping Children Vs. Slow-Mapping Adults: Assumptions About Words and Concepts in Two Literatures. Behavioral and Brain Sciences 24 (6):1112-1113.
    Research on children's and adults' concepts embodies very different assumptions of how concepts are structured, as reflected in their experimental designs. Developmental studies seem to assume that categories contain highly similar objects that can all be identified from one or two examples. If concepts are more like those tested in adult experiments, research on word learning may be misleading.
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  10. Gregory L. Murphy (1998). Extensional Assumptions in Theories of Meaning and Concepts. Behavioral and Brain Sciences 21 (1):80-81.
    The problems that Millikan addresses in theories of concepts arise from an extensional view of concepts and word meaning. If instead one assumes that concepts are psychological entities intended to explain human behavior and thought, many of these problems dissolve.
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  11. Raymond W. Gibbs Jr & Gregory L. Murphy (1997). Why Many Concepts Are Metaphorical (Cognition, Vol. 61, No. 3 (1996) 309–319). Cognition 62 (1):99-108.
     
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  12. Gregory L. Murphy (1996). On Metaphoric Representation. Cognition 60 (2):173-204.
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  13. Gregory L. Murphy (1988). Comprehending Complex Concepts. Cognitive Science 12 (4):529-562.
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  14. Gregory L. Murphy (1986). Psychological Models of Concepts. Noûs 20 (1):33-34.
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  15. Gregory L. Murphy (1986). The Psychology of Category Learning: Current Status and Future Prospect. Behavioral and Brain Sciences 9 (4):664.
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  16. Benjamin Cohen & Gregory L. Murphy (1984). Models of Concepts. Cognitive Science 8 (1):27-58.
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