This study of supervised categorization shows how different kinds of category representations are influenced by the order in which training examples are presented. We used the well-studied 5-4 category structure of Medin and Schaffer (1978) , which allows transfer of category learning to new stimuli to be discriminated as a function of rule-based or similarity-based category knowledge. In the r...

The presentation order in supervised categorization learning can influence the category representation. For example, the order can bias a rule-based approach focusing the identification of relevant features or an exemplar-based approach focusing the similarity of category members. In a blocked design stimuli can either be presented in a way that relevant features over stimuli become obvious or ...

In a recent article. J. P. Minda and J. D. Smith (2002; see record 2002-00620-002) argued that an exemplar model provided worse quantitative fits than an alternative prototype model to individual subject data from the classic D. L. Medin and M. M. Schaffer (1978) 5/4 categorization paradigm. In addition, they argued that the exemplar model achieved its fits by making untenable assumptions regar...

L. Zach, P. Růžička, Czech Technical University in Prague, Faculty of Mechanical Engineering, Prague, Czech Republic L. Kunčická, B. Baghirova, VŠB-Technical University of Ostrava, Faculty of Metallurgy and Materials Engineering, Ostrava-Poruba, Czech Republic The aim of this study is to create and verify a numerical model for a Medin Modular orthopedic knee-joint implant by investigating conta...

Two free classification experiments that investigate the persistence of sort strategy are reported. Participants tend to persist with their initial categorization type (family resemblance or unidimensional) for the remaining sorts, overriding the effects of otherwise influential stimulus properties. Sort type was found to persist even after a one-week delay. Stimulus-driven models of free class...

As Beller, Bender, and Medin (in press) pointed out in their target article, in the contemporary study of culture in psychology, anthropology is virtually invisible. In this commentary, I traced this invisibility to a root conflict in epistemological goals of the two disciplines: Whereas anthropologists value rich description of specific cultures, psychologists aspire to achieve theoretical sim...

This paper describes a process to consolidate observations and findings from usability evaluation phases into a comprehensible list of usability deficiencies as a basis for quality assurance methods. A so called “evidence test” process is transferred from the world of software usability engineering into the context of computer aided learning (CAL) and computer supported cooperative learning (CS...

Exemplar theory was motivated by research that often used D. L. Medin and M. M. Schaffer's (1978) 5/4 stimulus set. The exemplar model has seemed to fit categorization data from this stimulus set better than a prototype model can. Moreover, the exemplar model alone predicts a qualitative aspect of performance that participants sometimes show. In 2 experiments, the authors reexamined these findi...

Knowledge development in children has long been investigated. Generally two main streams of thoughts have evolved. One approach suggests that knowledge is built up in a progressive manner based on some underlying principles which can be modified by experiences (Murphy & Medin, 1985). Alternatively, a pragmatic-shift approach argues that restructuring in concept structure is common in developmen...

Beller, Bender, and Medin argue that a reconciliation between anthropology and cognitive science seems unlikely. We disagree. In our view, Beller et al.'s view of the scope of what anthropology can offer cognitive science is too narrow. In focusing on anthropology's role in elucidating cultural particulars, they downplay the fact that anthropology can reveal both variation and universals in hum...