The Big Book of Concepts

Front Cover
MIT Press, Jan 30, 2004 - Psychology - 568 pages
1 Review
Concepts embody our knowledge of the kinds of things there are in the world. Tying our past experiences to our present interactions with the environment, they enable us to recognize and understand new objects and events. Concepts are also relevant to understanding domains such as social situations, personality types, and even artistic styles. Yet like other phenomenologically simple cognitive processes such as walking or understanding speech, concept formation and use are maddeningly complex.Research since the 1970s and the decline of the "classical view" of concepts have greatly illuminated the psychology of concepts. But persistent theoretical disputes have sometimes obscured this progress. The Big Book of Concepts goes beyond those disputes to reveal the advances that have been made, focusing on the major empirical discoveries. By reviewing and evaluating research on diverse topics such as category learning, word meaning, conceptual development in infants and children, and the basic level of categorization, the book develops a much broader range of criteria than is usual for evaluating theories of concepts.
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Introduction
1
Typicality and the Classical View of Categories
11
Theories
41
Exemplar Effects and Theories
73
Miscellaneous Learning Topics
115
Knowledge Effects
141
Taxonomic Organization and the Basic Level of Concepts
199
Induction
243
Conceptual Development
317
Word Meaning
385
Conceptual Combination
443
AntiSummary and Conclusions
477
Notes
499
References
519
Name Index
547
Subject Index
553

Concepts in Infancy
271

Other editions - View all

Common terms and phrases

Popular passages

Page 13 - But to the child the process of arriving at this meaning or concept has been largely unconscious. He has never said to himself, "Lo! I shall proceed to discover the characteristics common to all dogs but not enjoyed by cats and teddybears.
Page 520 - Ashby, FG, Alfonso-Reese, LA, Turken, AU, & Waldron, EM (1998). A neuropsychological theory of multiple systems in category learning.

References to this book

All Book Search results »

Bibliographic information