Results for 'concept learning'

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  1.  44
    Can Bootstrapping Explain Concept Learning?Jacob Beck - 2017 - Cognition 158:110–121.
    Susan Carey's account of Quinean bootstrapping has been heavily criticized. While it purports to explain how important new concepts are learned, many commentators complain that it is unclear just what bootstrapping is supposed to be or how it is supposed to work. Others allege that bootstrapping falls prey to the circularity challenge: it cannot explain how new concepts are learned without presupposing that learners already have those very concepts. Drawing on discussions of concept learning from the philosophical literature, (...)
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  2.  7
    Phonological Concept Learning.Moreton Elliott, Pater Joe & Pertsova Katya - 2017 - Cognitive Science 41 (1):4-69.
    Linguistic and non-linguistic pattern learning have been studied separately, but we argue for a comparative approach. Analogous inductive problems arise in phonological and visual pattern learning. Evidence from three experiments shows that human learners can solve them in analogous ways, and that human performance in both cases can be captured by the same models. We test GMECCS, an implementation of the Configural Cue Model in a Maximum Entropy phonotactic-learning framework with a single free parameter, against the alternative (...)
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  3.  9
    Stimulus Sequence and Concept Learning.Marvin H. Detambel & Lawrence M. Stolurow - 1956 - Journal of Experimental Psychology 51 (1):34.
  4.  33
    Prior Relevance and Dimensional Homogeneity of Partially Reinforced Dimensions After Nonreversal Shifts in Concept Learning.Frederick D. Abraham & James C. Taylor - 1967 - Journal of Experimental Psychology 75 (2):276.
  5.  7
    Concept Learning with Differing Sequences of Instances.Kenneth H. Kurtz & Carl I. Hovland - 1956 - Journal of Experimental Psychology 51 (4):239.
  6.  26
    Verbal Concept Learning as a Function of Instructions and Dominance Level.E. B. Coleman - 1964 - Journal of Experimental Psychology 68 (2):213.
  7.  13
    Role of Difficulty in Rote and Concept Learning.Daniel Fallon & William F. Battig - 1964 - Journal of Experimental Psychology 68 (1):85.
  8.  10
    Effects of Composition of the Positive Category on Concept Learning.Robert C. Haygood & James V. Devine - 1967 - Journal of Experimental Psychology 74 (2, Pt.1):230-235.
  9.  17
    Instance Contiguity in Disjunctive Concept Learning.Robert C. Haygood, Jean Sandlin, Delmar J. Yoder & David H. Dodd - 1969 - Journal of Experimental Psychology 81 (3):605.
  10.  8
    Effects of Some Sequential Manipulations of Relevant and Irrelevant Stimulus Dimensions on Concept Learning.Richard C. Anderson & John T. Guthrie - 1966 - Journal of Experimental Psychology 72 (4):501.
  11.  9
    Effects of Number of Irrelevant Dimensions in Nonconjunctive Concept Learning.Robert C. Haygood & Michael Stevenson - 1967 - Journal of Experimental Psychology 74 (2, Pt.1):302-304.
  12.  15
    Objective Identification of Strategy on a Selection Concept Learning Task.Edward S. Johnson - 1971 - Journal of Experimental Psychology 90 (1):167.
  13.  13
    Hypothesis Behavior in a Concept-Learning Task with Probabilistic Feedback.Steven P. Rogers & Robert C. Haygood - 1968 - Journal of Experimental Psychology 76 (1p1):160.
  14.  12
    Concept Learning as a Function of the Conceptual Rule and the Availability of Positive and Negative Instances.L. E. Bourne Jr, Bruce R. Ekstrand & Bonnie Montgomery - 1969 - Journal of Experimental Psychology 82 (3):538.
  15.  3
    Concept Learning as a Function of Availability of Previously Presented Information.Lyle E. Bourne, Sidney Goldstein & William E. Link - 1964 - Journal of Experimental Psychology 67 (5):439.
  16.  6
    Negative Instances in Concept Learning.K. L. Smoke - 1933 - Journal of Experimental Psychology 16 (4):583.
  17.  11
    Concept Learning and Probability Matching.George Mandler, Philip A. Cowan & Cecile Gold - 1964 - Journal of Experimental Psychology 67 (6):514.
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  18.  10
    Effect of Amount of Pretraining with Identical and Dissimilar Stimuli on Concept Learning.Richard D. Petre - 1966 - Journal of Experimental Psychology 71 (3):472.
  19.  7
    Memory Effects in Concept Learning.Earl B. Hunt - 1961 - Journal of Experimental Psychology 62 (6):598.
  20.  8
    Latency-Choice Discrepancy in Concept Learning.Marvin Levine - 1969 - Journal of Experimental Psychology 82 (1p1):1.
  21.  7
    Extinction After Partial Reinforcement and Minimal Learning as a Test of Both Verbal Control and Pre in Concept Learning.Daniel C. O'connell & Margaret V. Wagner - 1967 - Journal of Experimental Psychology 73 (1):151.
  22.  6
    Simple Concept Learning as a Function of Intralist Generalization.Marian Hooper Baum - 1954 - Journal of Experimental Psychology 47 (2):89.
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  23.  6
    Effects of Number of Relevant Dimensions in Disjunctive Concept Learning.Nancy J. Looney & Robert C. Haygood - 1968 - Journal of Experimental Psychology 78 (1):169.
  24.  6
    Perception and Mediation in Concept Learning.Howard H. Kendler, Sam Glucksberg & Robert Keston - 1961 - Journal of Experimental Psychology 61 (2):186.
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  25.  6
    Number and Type of Available Instances in Concept Learning.Vladimir Pishkin & Aaron Wolfgang - 1965 - Journal of Experimental Psychology 69 (1):5.
  26.  6
    Verbal Concept Learning as a Function of Instructions and Dominance Level.Benton J. Underwood & Jack Richardson - 1956 - Journal of Experimental Psychology 51 (4):229.
  27.  5
    Relationship of Component Cues to Hypotheses in Conjunctive Concept Learning.Irwin D. Nahinsky, William C. Penrod & Frank L. Slaymaker - 1970 - Journal of Experimental Psychology 83 (2p1):351.
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  28.  5
    Concept Learning and Verbal Control Under Partial Reinforcement and Subsequent Reversal or Nonreversal Shifts.Daniel C. O'Connell - 1965 - Journal of Experimental Psychology 69 (2):144.
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  29.  5
    Effect of Intertrial Interval Duration on Component Processes in Concept Learning.Herbert Wells - 1972 - Journal of Experimental Psychology 94 (1):49.
  30.  4
    Nonreinforcements of Perceptual and Mediating-Responses in Concept Learning.Howard H. Kendler & Margaret Woerner - 1964 - Journal of Experimental Psychology 67 (6):591.
  31.  4
    Reception Versus Selection Procedures in Concept Learning.Frank S. Murray & Robert E. Gregg - 1969 - Journal of Experimental Psychology 82 (3):571.
  32.  4
    Preference for a Positive Evaluative Response in Concept Learning.Ramon J. Rhine - 1965 - Journal of Experimental Psychology 70 (6):632.
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  33.  3
    Conjunctive Concept Learning as Affected by Prior Relevance Information and Other Informational Variables.Lance A. Miller - 1974 - Journal of Experimental Psychology 103 (6):1220.
  34. Learning Matters: The Role of Learning in Concept Acquisition.Eric Margolis & Stephen Laurence - 2011 - Mind and Language 26 (5):507-539.
    In LOT 2: The Language of Thought Revisited, Jerry Fodor argues that concept learning of any kind—even for complex concepts—is simply impossible. In order to avoid the conclusion that all concepts, primitive and complex, are innate, he argues that concept acquisition depends on purely noncognitive biological processes. In this paper, we show (1) that Fodor fails to establish that concept learning is impossible, (2) that his own biological account of concept acquisition is unworkable, and (...)
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  35.  9
    The Time Course of Implicit and Explicit Concept Learning.Eleni Ziori & Zoltán Dienes - 2012 - Consciousness and Cognition 21 (1):204-216.
    The present experiment investigated the development of implicit and explicit knowledge during concept learning. According to Cleeremans and Jiménez , the content of a representation can be conscious only when the representation is of a sufficiently good quality; on this theory, increasing explicit and decreasing implicit knowledge might be expected with training. The view that implicit knowledge arises from compilation of explicit knowledge makes the opposite prediction. The present research tested these possibilities using subjective measures based on confidence (...)
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  36.  55
    Concept Learning: A Geometrical Model.Peter Gärdenfors - 2001 - Proceedings of the Aristotelian Society 101 (2):163–183.
    In contrast to symbolic or associationist representations, I advocate a third form of representing information that employs geometrical structures. I argue that this form is appropriate for modelling concept learning. By using the geometrical structures of what I call conceptual spaces, I define properties and concepts. A learning model that shows how properties and concepts can be learned in a simple but naturalistic way is then presented. I also discuss the advantages of the geometric approach over the (...)
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  37.  8
    Concept Learning: A Geometrical Model.Peter G.?Rdenfors - 2001 - Proceedings of the Aristotelian Society 101 (2):163 - 183.
    In contrast to symbolic or associationist representations, I advocate a third form of representing information that employs geometrical structures. I argue that this form is appropriate for modelling concept learning. By using the geometrical structures of what I call conceptual spaces, I define properties and concepts. A learning model that shows how properties and concepts can be learned in a simple but naturalistic way is then presented. I also discuss the advantages of the geometric approach over the (...)
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  38.  25
    Language and Mechanisms of Concept Learning.Daniel A. Weiskopf - 2011 - Behavioral and Brain Sciences 34 (3):150-151.
    Carey focuses her attention on a mechanism of concept learning called I argue that this form of bootstrapping is not dependent upon language or other public representations, and outline a place for language in concept learning generally. Language, perception, and causal reasoning are all sources of evidence that can guide learners toward discovering new and potentially useful categories.
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  39.  26
    Using Regulatory Focus to Explore Implicit and Explicit Processing in Concept Learning.Arthur Markman, W. Maddox & G. C. Baldwin - 2007 - Journal of Consciousness Studies 14 (s 9-10):132-155.
    Complex cognitive processes like concept learning involve a mixture of redundant explicit and implicit processes that are active simultaneously. This aspect of cognitive architecture creates difficulties in determining the influence of consciousness on processing. We propose that the interaction between an individual's regulatory focus and the reward structure of the current task influences the degree to which explicit processing is active. Thus, by manipulating people's motivational state and the nature of the task they perform, we can vary the (...)
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  40.  18
    Extending Bayesian Concept Learning to Deal with Representational Complexity and Adaptation.Michael D. Lee - 2001 - Behavioral and Brain Sciences 24 (4):685-686.
    While Tenenbaum and Griffiths impressively consolidate and extend Shepard's research in the areas of stimulus representation and generalization, there is a need for complexity measures to be developed to control the flexibility of their “hypothesis space” approach to representation. It may also be possible to extend their concept learning model to consider the fundamental issue of representational adaptation. [Tenenbaum & Griffiths].
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  41.  6
    Stimulus Emphasis and All-or-None Learning in Concept Identification.Thomas R. Trabasso - 1963 - Journal of Experimental Psychology 65 (4):398.
  42.  9
    A Comparison Between Rote Learning and Concept Formation.Rolland Metzger - 1958 - Journal of Experimental Psychology 56 (3):226.
  43.  5
    Verbal Reinforcement Combinations and Concept-Identification Learning: The Role of Nonreinforcement.Janet T. Spence - 1970 - Journal of Experimental Psychology 85 (3):321.
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  44.  4
    Effect of Number of Response Categories on Dimension Selection, Paired-Associate Learning, and Complete Learning in a Conjunctive Concept Identification Task.William J. Thomson - 1972 - Journal of Experimental Psychology 93 (1):95.
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  45.  11
    Distributed Practice and Rote Learning in Concept Formation.Jack Richardson & Bruce O. Bergum - 1954 - Journal of Experimental Psychology 47 (6):442.
  46.  10
    Effect of Number of Values and Irrelevant Dimensions on Dimension Selection and Associative Learning in a Multiple Concept Problem.J. Douglas Overstreet & J. L. Dunham - 1969 - Journal of Experimental Psychology 79 (2p1):265.
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  47.  7
    Effect of a Relevant Versus Irrelevant Observation Stimulus on Concept-Identification Learning.Stanford H. Simon & Basil Jackson - 1968 - Journal of Experimental Psychology 76 (1p1):125.
  48.  6
    Association Among Stimuli and the Learning of Verbal Concept Lists.Jack Richardson - 1960 - Journal of Experimental Psychology 60 (5):290.
  49.  4
    Learning with Regard to Irrelevant Stimulus Cues During Concept Identification.Robert H. Rittle - 1970 - Journal of Experimental Psychology 84 (1):148.
  50.  12
    Abstract Concept Learning in the Pigeon.Thomas Zentall & David Hogan - 1974 - Journal of Experimental Psychology 102 (3):393.
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