Are categorization and visual processing independent, with categorization operating late, on an already perceived input, or are they intertwined, with the act of categorization flexibly changing (i.e. cognitively penetrating) the early perception of the stimulus? We examined this issue in three experiments by applying different categorization tasks (gender, expressive or not, which expression a...

Most natural domains can be represented in multiple ways: we can categorize foods in terms of their nutritional content or social role, animals in terms of their taxonomic groupings or their ecological niches, and musical instruments in terms of their taxonomic categories or social uses. Previous approaches to modeling human categorization have largely ignored the problem of cross-categorizatio...

Dissociations between similarity and categorization have constituted critical counter-evidence to the view that categorization is similarity-based. However, there have been difficulties in replicating such dissociations. This paper reports three experiments. The first provides evidence of a double dissociation between similarity and categorization. The second and third show that by asking parti...

Abstract: Categorization forms a primary cognitive ability. Recent models/theories of categorization propose that there are multiple systems underlying this ability: an implicit learning system and an explicit, verbal, system. One successfull neurocomputational model of categorization is COVIS (Ashby, 1998), which is used to explain eg categorization deficits in Parkinson’s patients (Hélie, 201...

This paper examines the process of categorization in young children, and tests predictions derived from a model of young children’s similarity judgment. The model suggests that linguistic labels might have greater contribution to similarity judgment for younger children than do other attributes. It is argued that because categorization is based on similarity, the model predicting similarity jud...

How do people learn categories and what changes with development? The current study attempts to address these questions by focusing on the role of attention in the development of categorization. In Experiment 1, participants (adults, 7-year-olds, and 4-year-olds) were trained with novel categories consisting of deterministic and probabilistic features, and their categorization and memory for fe...

This paper presents a new approach for automatic document categorization. Exploiting the logical structure of the document, our approach assigns a HTML document to one or more categories (thesis, paper, call for papers, email, ...). Using a set of training documents, our approach generates a set of rules used to categorize new documents. The approach flexibility is carried out with rule weight ...

We examine the performance of dyslexic participants on an unsupervised categorization task against that of matched non-dyslexic control participants. Unsupervised categorization is a cognitive process critical for conceptual development. Existing research in dyslexia has emphasized perceptual tasks and supervised categorization tasks (for which intact attentional processes are paramount), but t...

Infants develop phonetic categories by simply being exposed to adult speech. It remains unclear, however, how they handle the extensive variability inherent to speech, and how they process multiple linguistic functions that share the same acoustic parameters. Across four neural network simulations of lexical tone acquisition, self-organizing maps were trained with continuous speech input of inc...