How words anchor categorization: conceptual flexibility with labeled and unlabeled categories^‡

Abstract

Labeled categories are learned faster, and are subsequently more robust than categories learned without labels. The label feedback hypothesis (Lupyan, 2012) accounts for these effects by introducing a word-driven top-down modulation of perceptual processes involved in categorization. By testing categorization flexibility with and without labels, we demonstrate the ways in which labels do and do not modulate category representations. In Experiment 1, transfer involved a change in selective attention, and results indicated that labels did not impact relearning. In Experiment 2, when transfer involved a change in the behavioral response to categories whose structures did not change, a reversal shift, learning the categories with labels speeded recovery. We take this finding as evidence that the augmentation of perceptual processes by words is on the one hand fairly weak without explicit reinforcement, but on the other allows for category representations to be more abstract, allowing greater flexibility in behavior.

Assessing the interplay between language and category learning

“…In sum, the facilitative effect of labels during learning novel categories has been shown to be absent Tolins & Colunga, 2015), reversed (Brojde et al), or replicable only under special selection of experimental materials (Lupyan & Casasanto, 2015). This constitutes a challenge for the label-feedback hypothesis and warrants further examination of the replicability of the phenomenon, which we undertake in Experiment 1.…”

“…In one case they found slowing down of category learning instead. Using a similar procedure, Tolins and Colunga (2015) found no label advantage during learning to categorize. found no effect of up-regulation (through overt redundant labels) or down-regulation (through tDCS) of linguistic activity on categorization performance.…”

“…In Chapter 4 I examined the purported label advantage during learning to categorize, by using a within-subjects experimental design and by manipulating linguistic activity through the graded nameability of the categories' labels. Additionally, I examined long-term effects of learning to categorize under verbal labels on attention (Tolins & Colunga, 2015).…”

“…An important question concerns whether learning novel categories under verbal labels has long-term effects on subsequent tasks (Tolins & Colunga, 2015). There are several reasons to expect such sustained effects.…”

“…Verbal stimuli have been argued to be processed more efficiently compared to hardto-name stimuli, since verbal labels may serve as material symbols (Tolins & Colunga, 2015) that stabilize ideas in working memory . Therefore, an initial effect of labels, namely a label advantage, may also appear when learning to associate, due to a general facilitation in processing verbal stimuli.…”