Perceptual Features and the Development of Conceptual Knowledge

Sheya, Adam; Smith, Linda B.

doi:10.1207/s15327647jcd0704_2

Cited by 26 publications

(34 citation statements)

References 41 publications

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“…Initially, children learn the information by linking the similarity of the objects, then the clusters of properties, and finally the other rules. Therefore, children start off from perceptual to conceptual categorisation and then are able to manage knowledge in the abstract (Younger and Fearing 2000;Quinn 2004;Sheya and Smith 2006;Keil 2008;Mandler 2008). Our data do not completely confirm this process.…”

Section: Discussioncontrasting

confidence: 74%

“…Knowledge is structured with a functional and efficient conceptual network based on intense and stratified links (Brown 1958;Rosch et al 1976;Malt 1995;Younger and Fearing 2000;Quinn and Johnson 2000;Quinn 2004;Sheya and Smith 2006;Mandler 2008;Blair and Somerville 2009). Researchers have identified the categorisation process as variable and have suggested that it has a fundamental role in the construction of knowledge system (Ashby and Maddox 2005;Martin 2007;Mahon and Caramazza 2009a, b;Hammer et al 2009a).…”

Section: Introductionmentioning

confidence: 99%

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Semantic associative relations and conceptual processing

et al. 2011

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We analysed the organisation of semantic network using associative mechanisms between different types of information and studied the progression of the use of these associative relations during development. We aimed to verify the linkage of concepts with the use of semantic associative relations. The goal of this study was to analyse the cognitive ability to use associative relations between various items when describing old and/or new concepts. We examined the performance of 100 subjects between the ages of 4 and 7 years on an experimental task using five associative relations based on verbal encoding. The results showed that children are able to use the five semantic associative relations at age 4, but performance with each of the different associative relations improves at different times during development. Functional and part/whole relations develop at an early age, whereas the superordinate relations develop later. Our study clarified the characteristics of the progression of semantic associations during development as well as the roles that associative relations play in the structure and improvement of the semantic store.

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Section: Discussioncontrasting

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Semantic associative relations and conceptual processing

et al. 2011

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“…This makes it difficult for children to attend away from features that are salient but category-irrelevant (Yao & Sloutsky, 2010; Deng & Sloutsky 2010, 2012), and reveals a disposition to perform induction on the basis of similarity rather than category membership (Sloutsky & Fisher, 2004; Sheya & Smith, 2006). This is not to say that children are insensitive to labels; on the contrary, even very young children are quite capable of using labels to guide and enhance learning (Smith et al, 2002; Xu, 2002; Yoshida & Smith, 2005; Rakison & Lupyan, 2008).…”

Section: Mfh and Learningmentioning

confidence: 99%

A matched filter hypothesis for cognitive control

2014

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The prefrontal cortex exerts top-down influences on several aspects of higher-order cognition by functioning as a filtering mechanism that biases bottom-up sensory information toward a response that is optimal in context. However, research also indicates that not all aspects of complex cognition benefit from prefrontal regulation. Here we review and synthesize this research with an emphasis on the domains of learning and creative cognition, and outline how the appropriate level of cognitive control in a given situation can vary depending on the organism's goals and the characteristics of the given task. We offer a Matched Filter Hypothesis for cognitive control, which proposes that the optimal level of cognitive control is task-dependent, with high levels of cognitive control best suited to tasks that are explicit, rule-based, verbal or abstract, and can be accomplished given the capacity limits of working memory and with low levels of cognitive control best suited to tasks that are implicit, reward-based, non-verbal or intuitive, and which can be accomplished irrespective of working memory limitations. Our approach promotes a view of cognitive control as a tool adapted to a subset of common challenges, rather than an all-purpose optimization system suited to every problem the organism might encounter.

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“…In contrast, the newer version of CPLUS assumes that the process of learning constraints from an environment can take place in an individual's own lifetime. The empirical basis for this contention stems from developmental studies suggesting that some perceptual constraints appear to be learned rather than innate (Quinn and Bhatt 2006;Sheya and Smith 2006). Learning without constraints is impossible, but the exciting possibility still remains that constraints themselves can be learned.…”

Section: A Computational Reconciliationmentioning

confidence: 99%

Learning to See and Conceive

Goldstone¹,

Gerganov²,

Landy³

et al. 2009

Cognitive Biology

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Human concept learning depends upon perception. Our concept of "car" is built out of perceptual features such as "engine," "tire," and "bumper." However, recent research indicates that the dependency works both ways. We see bumpers and engines in part because we have acquired "car" concepts and detected examples of them. Perception both influences and is influenced by the concepts that we learn. We have been exploring the psychological mechanisms by which concepts and perception mutually influence one another, and building computational models to show that the circle of influences is benign rather than vicious. Perceptual Learning Is "Early" Neurologically, Functionally, and DevelopmentallyAn initial suggestion that concept learning influences perception comes from a consideration of the differences between novices and experts. Experts in many domains, including radiologists, wine tasters, and Olympic judges, develop specialized perceptual tools for analyzing the objects in their domains of expertise. Much of training and expertise involves not only developing a database of cases or explicit strategies for dealing with the world but also tailoring perceptual processes to more efficiently represent the world (Gibson 1991). Tuning one's perceptual representation to the environment is a risky proposition. Once a perceptual representation has been altered, it affects all "downstream" processes that act as consumers of this altered representation. It makes sense to adapt perceptual systems slowly and conservatively. However, the payoffs for perceptual flexibility are also too enticing to forego. They allow an organism to respond quickly, efficiently, and effectively to stimuli without dedicating on-line attentional resources. Instead of strategically determining how to use an unbiased perceptual representation to fit one's needs, it is often easier to rig up a perceptual system to give task-relevant representations, and then simply leave this rigging in place without strategic control. Perceptual learning is early in several senses: neurological, functional, and developmental.

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Perceptual Features and the Development of Conceptual Knowledge

Cited by 26 publications

References 41 publications

Semantic associative relations and conceptual processing

Semantic associative relations and conceptual processing

A matched filter hypothesis for cognitive control

Learning to See and Conceive

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