The big book of concepts

Contents......Page 8
1 Introduction......Page 10
How This Book Differs from the Book You Expected to Read......Page 13
Terminology and Typography......Page 14
A Note to Students......Page 15
Acknowledgments......Page 18
The Classical View......Page 20
Problems for the Classical View......Page 25
The Necessity of Category Fuzziness......Page 30
Revision of the Classical View......Page 33
Summary of Typicality as a Phenomenon......Page 37
Theoretical Explanations of Prototype Phenomena......Page 40
The Prototype View......Page 50
The Exemplar View......Page 58
Calculating Similarity According to the Context Model......Page 65
The Knowledge Approach......Page 69
Conclusions......Page 73
Appendix: The Generalized Context Model......Page 74
4 Exemplar Effects and Theories......Page 82
Exemplar Effects......Page 84
Theoretical Evaluations: Exemplar Effects......Page 97
Tests of Exemplar Models......Page 103
Evaluation of Exemplar vs. Prototype Experiments......Page 112
Conclusion......Page 122
\'\'Base-Rate Neglect\'\' in Category Learning......Page 124
Feature Correlations in Concepts......Page 127
Category Construction......Page 135
Category Use......Page 143
6 Knowledge Effects......Page 150
Knowledge Effects in Category Acquisition......Page 156
Knowledge in Categorization......Page 173
Knowledge in Feature Construction......Page 183
Knowledge in Induction......Page 189
Discussion of Models......Page 191
7 Taxonomic Organization and the Basic Level of Concepts......Page 208
Hierarchical Structure of Categories......Page 209
The Basic Level of Categorization......Page 219
Psychological Explanations of the Basic Level......Page 226
The Other Levels......Page 232
The Basic Level in Nonobject Domains......Page 237
Expertise......Page 238
Empirical Conclusion......Page 242
Theoretical Evaluations......Page 244
Conclusion......Page 250
8 Induction......Page 252
Rips\'s Induction Task......Page 254
The Osherson et al. (1990) Model of Categorical Induction......Page 256
Conclusions......Page 273
9 Concepts in Infancy......Page 280
Basic Categorization Abilities......Page 293
Infants\' Concepts and Object Individuation......Page 313
Conceptual Development in Later Infancy......Page 318
Theoretical Implications......Page 321
Conclusion......Page 323
10 Conceptual Development......Page 326
Traditional Views of Children\'s Concepts......Page 327
Hierarchical Relations and Basic- Level Categories......Page 332
Prototype Structure in Children\'s Concepts......Page 345
Learning Words for Categories......Page 349
Quine\'s Gavagai Problem......Page 353
Knowledge Effects......Page 365
Induction......Page 380
Conclusions......Page 384
11 Word Meaning......Page 394
Different Conceptions of Word Meaning......Page 395
Summary of the Conceptual View......Page 397
Theoretical Arguments for Conceptual Representations......Page 401
Empirical Evidence for Conceptual Representations......Page 402
Learning Word Meanings......Page 408
Elaborations of Word Meaning......Page 413
Modulation of Meaning......Page 422
Associative-Computational Approaches to Word Meaning......Page 431
Linguistic Determinism......Page 440
Final Summary of the Conceptual Approach......Page 445
Theoretical Implications......Page 448
12 Conceptual Combination......Page 452
Problems for the Concept Specialization Model......Page 464
Conjunctive and Disjunctive Concepts......Page 473
Theoretical Evaluations......Page 477
Topics Uncovered......Page 486
Theoretical Evaluations......Page 492
\'\'Real\'\' Concepts......Page 503
What is Left to be Done?......Page 505
A Note to Students......Page 507
Notes......Page 508
References......Page 528
B......Page 556
G......Page 557
L......Page 558
N......Page 559
S......Page 560
Z......Page 561
E......Page 562
P......Page 563
W......Page 564