Basing Categorization on Individuals and Events

Barsalou, Lawrence W.; Huttenlocher, Janellen; Lamberts, Koen

doi:10.1006/cogp.1998.0687

Cited by 131Categorization, perception, and languageMemory Processes and InfluencesCognitive Science and Education Research

Basing Categorization on Individuals and Events

Barsalou, Lawrence W., Huttenlocher, Janellen, Lamberts, Koen·1998·Cognitive Psychology

DOI 10.1006/cogp.1998.0687

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Abstract

Exemplar, prototype, and connectionist models typically assume that events constitute the basic unit of learning and representation in categorization. In these models, each learning events updates a statistical representation of a category independently of other learning events. An implication is that events involving the same individual affect learning independently and are not integrated into a single structure that represents the individual in an internal model of the world. A series of experiments demonstrates that human subjects track individuals across events, establish representations of them, and use these representations in categorization. These findings are consistent with "representationalism," the view that an internal model of the world constitutes a physical level of representation in the brain, and that the brain does not simply capture the statistical properties of events in an undifferentiated dynamical system. Although categorization is an inherently statistical process that produces generalization, pattern completion, frequency effects, and adaptive learning, it is also an inherently representational process that establishes an internal model of the world. As a result, representational structures evolve in memory to track the histories of individuals, accumulate information about them, and simulate them in events.

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Human categorization may be more sensitive to type frequency than to simple token frequency.
“Thus, human categorization maybe more sensitive to ty pe frequencythan to simple token frequency.”
From FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition (2002) · cites this paper as Barsalou, Huttenlocher, and Lamberts, 1998

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Concepts and CategorizationWe are grateful to Alice Healy, Robert Proctor, Brian Rogosky, and Irving Weiner for helpful comments on earlier drafts of this chapter. This research was funded by National Science Foundation REESE grant DRL‐0910218, and Department of Education IES grant R305A1100060. Correspondence concerning this chapter should be addressed to rgoldsto@indiana.edu or Robert Goldstone, Psychology Department, Indiana University, Bloomington, Indiana 47405. Further information about the laboratory can be found at http://cognitrn.psych.indiana.edu
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Authors: Barsalou, L. W., Huttenlocher, J., & Lamberts, K.
Affiliations: Emory University (US)
University of Chicago (US)
University of Birmingham (GB)
ORCID: Barsalou, Lawrence W.
Venue: Cognitive Psychology
Publisher: Elsevier BV
Published: 1998-08
Volume: 36
Issue: 3
Pages: 203-272
ISSN: 0010-0285 (ISSN-L)
DOI: 10.1006/cogp.1998.0687
OpenAlex: W2155670932
Cited by: 131
References: 126
Citations by year: 2026: 1 · 2025: 1 · 2024: 4 · 2023: 2 · 2022: 2 · 2021: 1 · 2020: 3 · 2019: 3 · 2018: 6 · 2017: 4 · 2016: 5 · 2015: 1 · 2014: 3 · 2013: 3 · 2012: 4
FWCI: 6.68
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Cognitive Psychology (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Categorization, perception, and language
Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Life Sciences › Neuroscience › Cognitive Neuroscience › Cognitive Science and Education Research
Keywords: categorization, individual tracking, event-based learning, representationalism, prototype theory, exemplar theory, connectionist models, statistical learning, memory representation, generalization
MeSH terms: Humans, Learning, Models, Psychological

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