Alternative conceptions of semantic theory

Glass, Arnold L.; Holyoak, Keith J.

doi:10.1016/0010-0277(74)90002-x

Cited by 185 publications

(125 citation statements)

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“…Chumbley (1986), Conrad (1972), Hampton (1984), Loftus (1973), and Wilkins (1970), among others, have shown that instances with a higher PF are more rapidly categorized. This result has been generalized to false category statements by Glass and Holyoak (1975), using a modified generation task, in which subjects produced false completions to category sentences. Alternatively, Casey (1992), Hampton (1979), Larochelle and Pineau (1994), and Smith et a!.…”

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“…Search models, such as Glass and Holyoak's (1975) marker search model, relate within-category variation to frequency of co-occurrence, within a traditional associationist framework. Categorization depends on retrieving the correct relation from a network of prestored semantic relations, including both property statements such as "has legs" and category statements such as "is a bird."…”

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Associative and similarity-based processes in categorization decisions

Hampton

1997

Memory & Cognition

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Two experiments were directed at distinguishing associative and similarity-based accounts of systematic differences in categorization time for different items in natural categories. Experiment 1 investigated the correlation of categorization time with three measures of instance centrality in a category. Production frequency (PF), rated typicality, and familiarity from category norms for British participants (Hampton & Gardiner, 1983) were used to predict mean categorization times for 531words in 12 semantic categories. PF and typicality (but not familiarity) were found to make significant and independent contributions to categorization time. Error rates were related only to typicality (apart from errors made to ambiguous or unknown items). Experiment 2 provided a further dissociation of PF and typicality. Manipulating the difficulty of the task through the relatedness of the false items interacted primarily with the effect of typicality on categorization time, whereas, under conditions of easy discrimination, prior exposure to the category exemplars affected only the contribution of PF to the decision time. The dissociation of typicality and PF measures is interpreted as providing evidence that speeded categorization involves both retrieval of associations indexed by PF and a similarity-based decision process indexed by typicality.The phenomenon of gradedness within categories is the finding that some instances of common taxonomic categories (e.g., robin as a bird) are consistently judged as more typical or representative of their categories than are others (Barsalou, 1985;Hampton, 1979;Rosch, 1975). Typical instances have been shown to receive preferential processing in a wide range of cognitive tasks (for a review, see Hampton, 1993). For example, in a speeded categorization task, typical words are categorized more rapidly and more accurately than are atypical words (Hampton, 1979;Smith, Shoben, & Rips, 1974). Typical instances also tend to be generated with a high production frequency when people are asked to retrieve examples of categories from memory (Battig & Montague, 1969;Hampton & Gardiner, 1983;Mervis, Catlin, & Rosch, 1976).There are two fundamentally different ways of interpreting gradedness effects in common taxonomic categories. One is in terms of the learning history of the individual, and it proposes that "good" category members are those that have been most often associated with the category in the past. For example, nonanalytic models of category learning and concept representation (e.g., Brooks, 1978Brooks, , 1987 would emphasize the importance of past associations in determining speed of categorization. The other interpretation is in terms of what Rosch (1975) The author thanks Larry Barsalou, John Gardiner, Margaret Gardiner, David Green, Frank Keil, Robert Lorch, Michael McCloskey, and anonymous reviewers for comments and suggestions on the research, and Andy Ojukwu and Bill Fitzpatrick for assistance in data collection. Correspondence should be addressed to the author at the Psychology De...

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Associative and similarity-based processes in categorization decisions

Hampton

1997

Memory & Cognition

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“…The results of studies testing these models have been inconclusive. While some findings support the use of semantic networks, and thus the psychological reality of definitional knowledge (e.g., Collins & Quillian, 1969;Glass & Holyoak, 1975;Meyer & Schvanevelt, 1975;see Smith & Medin, 1981, for a review), other findings indicate that our knowledge of word meanings encompasses more than definitions. Most incompatible to the definitional view of word meaning is the finding that people do not decompose a word's meaning into its definitional parts while reading it in a sentence (Fodor et al, 1980;Kintsch, 1974;Thorndyke, 1975) or that definitional knowledge is not ordinarily used in comprehension.…”

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“…Intuitively, when one thinks of a word's meaning, one thinks of a definition or a synonym. This view of word meaning has been translated into network models of semantic memory (Collins & Loftus, 1975;Collins & Quillian, 1969;Glass & Holyoak, 1975;Rumelhart, Lindsay, & Norman, 1972), and tested in that form. The results of studies testing these models have been inconclusive.…”

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Differential Word Knowledge and Reading Comprehension

Stahl

1983

Journal of Reading Behavior

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Abstract. This study examined the effects of vocabulary pre-instruction on reading comprehension. Two vocabulary training treatments, chosen on the basis of a theoretical framework for vocabulary instruction, and a control were used with 28 average fifth-grade readers. For two of three order groups, both training treatments produced significantly higher scores on passage tests, and, for all children, both training treatments produced significantly higher scores on two sentence comprehension measures and a multiple-choice synonym test, indicating that pre-instruction had a significant effect on both comprehension and vocabulary learning. In addition, a mixed method of vocabulary instruction, or one which provided both definitional and contextual information about the taught words, produced significantly higher comprehension scores than did a definitional method.The relationship between word knowledge and reading comprehension is one of the best documented relationships in reading research. Although research in factor analysis (Davis, 1944;Spearitt, 1972), readability (Chall, 1958; Klare, 1974 Klare, -1975, and test construction (Fair, 1969) has consistently found a strong correlation between vocabulary knowledge and reading comprehension, there has been little agreement as to the reason for this correlation. Anderson and Freebody (1981) suggest three hypotheses which

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“…Such grouping considerably simplifies the individual's processing of new information, not only by providing it with a slot in which to reside, but also by providing some general characteristics of the data once it has been placed. This process, along with its benefits, has been nicely summarized by Glass and Holyoak (1986): Categorization is a fundamental cognitive process because every experience is in some sense unique. For example, no two apples are entirely alike.…”

Section: Categorization Of Informationmentioning

confidence: 99%