Is Concept Appraisal Modulated by Procedural or Declarative Manipulations?

A recent study has established that thinkers reliably engage in epistemic appraisals of concepts of natural categories. Here, five studies are reported which investigated the effects of different manipulations of category learning context on appraisal of the concepts learnt. It was predicted that dimensions of concept appraisal could be affected by manipulating either procedural factors (spacing of learning, perceptual fluency) or declarative factors (causal knowledge about categories). While known effects of these manipulations on metacognitive judgements such as category learning judgements and confidence at test were replicated, procedural factors had no reliable effects on the dimensions of concept appraisal. Effects of declarative manipulations on some forms of concept appraisal were observed.

Context effects in similarity judgments.

Tversky's (1977) famous demonstration of a diagnosticity effect indicates that the similarity between the same two stimuli depends on the presence of contextual stimuli. In a forced choice task, the similarity between a target and a choice, appears to depend on the other choices. Specifically, introducing a distractor grouped with one of the options would reduce preference for the grouped option. However, the diagnosticity effect has been difficult to replicate, casting doubt on its robustness and our understanding of contextual effects in similarity generally. We propose that the apparent brittleness of the diagnosticity effect is because it is in competition with an opposite attraction effect. Even though in both the similarity and decision-making literatures there are indications for such a competition, we provide the first direct experimental demonstration of how an attraction effect can give way to a diagnosticity one, as a distractor option is manipulated. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Ducks lay eggs and lions have manes: The acceptability of gender-specific minority generic sentences.

Minority characteristic generic statements such as ducks lay eggs are judged to be generally true of the class, despite being true of a minority of cases, such as healthy female ducks of egg-laying age. Five studies explored the factors responsible for the acceptance of minority generic statements about biological kinds. Studies 1 and 2 found that minority generic statements about animals that are true of just 1 sex were no more likely to be accepted as true of the class than were statements true of just 1 of 2 subtypes, not differentiated by sex. Further studies showed that gender-specific properties are more often accepted when related to reproduction (ducks lay eggs) than to appearance (deer have antlers). It is proposed that reproductive properties are more easily interpreted as referring to the kinds themselves, on account of their role in naïve biological theories of the kinds. The result supports the view that minority generics are accepted to the degree that they are embedded in naïve theories of a biological kind. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Concept Appraisal.

This paper reports the first empirical investigation of the hypothesis that epistemic appraisals form part of the structure of concepts. To date, studies of concepts have focused on the way concepts encode properties of objects and the way those features are used in categorization and in other cognitive tasks. Philosophical considerations show the importance of also considering how a thinker assesses the epistemic value of beliefs and other cognitive resources and, in particular, concepts. We demonstrate that there are multiple, reliably judged, dimensions of epistemic appraisal of concepts. Four of these dimensions are accounted for by a common underlying factor capturing how well people believe they understand a concept. Further studies show how dimensions of concept appraisal relate to other aspects of concepts. First, they relate directly to the hierarchical organization of concepts, reflecting the increase in specificity from superordinate to basic and subordinate levels. Second, they predict inductive choices in category-based induction. Our results suggest that epistemic appraisals of concepts form a psychologically important yet previously overlooked aspect of the structure of concepts. These findings will be important in understanding why individuals sometimes abandon and replace certain concepts; why social groups do so, for example, during a "scientific revolution"; and how we can facilitate such changes when we engage in deliberate "conceptual engineering" for epistemic, social, and political purposes.

What Makes Some Diseases More Typical than Others? A Survey on the Impact of Disease Characteristics and Professional Background on Disease Typicality.

Health professionals tend to perceive some diseases as more typical than others. If disease typicalities have implications for health professionals or health policy makers' handling of different diseases, then it is of great social, epistemic, and ethical interest. Accordingly, it is important to find out what makes health professionals rank diseases as more or less typical. This study investigates the impact of various factors on how typical various diseases are perceived to be by health professionals. In particular, we study the influence of broad disease categories, such as somatic versus psychological/behavioral conditions, and a wide range of more specific disease characteristics, as well as the health professional's own background. We find that professional background strongly impacted disease typicality. All professionals (MD, RN, physiotherapists and psychologists) considered somatic conditions to be more typical than psychological/behavioral. As expected, psychologists also found psychological/behavioral conditions to be more typical than did other groups. Professions of respondents could be well predicted from their individual typicality judgments, with the exception of physiotherapists and nurses who had very similar judgment profiles. We also demonstrate how various disease characteristics impact typicality for the different professionals. Typicality showed moderate to strong positive correlations with condition severity and mortality, and only non-severe conditions were rated as atypical. Hence, studying how different disease characteristics and occupational background influences health professionals' perception of disease typicality is the first and important step toward a more general study of how typicality influences disease handling.

Declarative Memory and Structural Language Impairment in Autistic Children and Adolescents.

Two experiments tested the hypothesis that a plausible contributory factor of structural language impairment in Autism Spectrum Disorder (ASD) is impaired declarative memory. We hypothesized that familiarity and recollection (subserving semantic and episodic memory, respectively) are both impaired in autistic individuals with clinically significant language impairment and learning disability (ASDLI/LD ); whereas recollection is selectively impaired in autistic individuals with typical language (ASDTL ). Teenagers with ASDLI/LD (n = 19) and primary school age children with ASDTL (n = 26) were compared with teenagers with learning disability (LD) (n = 26) without autism, and primary school aged typically developing (TD) children (n = 32). Both experiments provided strong support for the hypothesized links between declarative memory processes and lexical-semantic facets of language in the two autistic groups, but not in the TD group. Additional findings of interest were that declarative memory processes and lexical-semantic knowledge were also linked in the LD group and that the ASD groups-and to a lesser extent the LD group-may have compensated for declarative memory impairments using spared visual-perceptual abilities, a finding with potential educational implications. Relative difficulties with familiarity and recollection in ASDLI/LD and LD may help explain structural language impairment, as investigated here, but also the broader learning disabilities found in these populations. Autism Res 2020. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2020, 13: 1947-1958. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Language impairment and learning disability affect 45% of the autistic population yet the factors that may be contributing to them is remarkably under-researched. To date there are no explanations of the lexical semantic (word meaning) abnormalities observed in ASD. We found that declarative memory is associated with lexical semantic knowledge in autism and learning disability but not in typical development. Difficulties with declarative memory may also be compensated for using visual-perceptual abilities by autistic and learning-disabled adolescents, which has positive implications for educationalists.

Using the validated Reflective Functioning Questionnaire to investigate mentalizing in individuals presenting with eating disorders with and without self-harm.

BACKGROUND: The present study builds on previous research which explored the relationship between mentalizing and eating disorders (ED) in a subgroup of patients with comorbid self-harm (SH). Whereas previous literature had linked this comorbidity to impulse-control difficulties, more recent advances have suggested that a lack of a mentalizing stance might be responsible for a more treatment-resistant and severe symptomatology in this subgroup of clients. METHODS: A cross-sectional, quasi-experimental, questionnaire-based, between-groups design was employed and a measure of mentalizing was compared in individuals presenting with ED only, individuals presenting with ED and concurrent SH and a control group. RESULTS: Individuals with ED with concurrent SH reported significantly more mentalizing ability impairment than individuals without concurrent SH. In addition, both groups differed significantly from the control group. Opposite scoring patterns were identified in hypo- and hypermentalizing with the comorbid group reporting the lowest scores in hypermentalizing and the highest scores in hypomentalizing. CONCLUSIONS: The current findings confirm that individuals with concurrent ED and SH report more severe impairments in mentalizing ability. Such impairments entail difficulties in symbolic capacity and abstract thinking and a concretisation of inner life, exemplified by a rigid, often inflexible focus on the physical world. The clinical implications that a lack of a mentalizing stance can have on individuals' ability to engage with the therapeutic process and to initiate change are reflected upon.

Relationship between extensions and intensions in categorization: A match made in heaven?

The present study investigated the relationship between category extension and intension for 11 different semantic categories. It is often tacitly assumed that there is a (strong) extension-intension link. However, a recent study by Hampton and Passanisi (2016) examining the patterns of stable individual differences in concepts across participants called this hypothesis into question. To conceptually replicate their findings, two studies were conducted. We employed a category judgment task to measure category extensions, whereas a property generation (in Study 1) and property judgment task (Study 2) were used to measure intensions. Using their method, that is, correlating extension and intension similarity matrices, we found nonsignificant correlations in both studies, supporting their conclusion that similarity between individuals for extensional judgments does not map onto similarity between individuals for intensional judgments. However, multilevel logistic regression analyses showed that the properties a person generated (Study 1) or endorsed (Study 2) better predicted her own category judgments compared to other people's category judgments. This result provides evidence in favor of a link between extension and intension at the subject level. The conflicting findings, resulting from two different approaches, and their theoretical repercussions are discussed. (PsycINFO Database Record

The triangle inequality constraint in similarity judgments.

Since Tversky's (1977) seminal investigation, the triangle inequality, along with symmetry and minimality, have had a central role in investigations of the fundamental constraints on human similarity judgments. The meaning of minimality and symmetry in similarity judgments has been straightforward, but this is not the case for the triangle inequality. Expressed in terms of dissimilarities, and assuming a simple, linear function between dissimilarities and distances, the triangle inequality constraint implies that human behaviour should be consistent with Dissimilarity (A,B) + Dissimilarity (B,C) ≥ Dissimilarity (A,C), where A, B, and C are any three stimuli. We show how we can translate this constraint into one for similarities, using Shepard's (1987) generalization law, and so derive the multiplicative triangle inequality for similarities, Sim(A,C)≥Sim(A,B)⋅Sim(B,C) where 0≤Sim(x,y)≤1. Can humans violate the multiplicative triangle inequality? An empirical demonstration shows that they can.

Reconstructing the recent visual past: Hierarchical knowledge-based effects in visual working memory.

This paper presents two experiments that examine the influence of multiple levels of knowledge on visual working memory (VWM). Experiment 1 focused on memory for faces. Faces were selected from continua that were constructed by morphing two face photographs in 100 steps; half of the continua morphed a famous face into an unfamiliar one, while the other half used two unfamiliar faces. Participants studied six sequentially presented faces each from a different continuum, and at test they had to locate one of these within its continuum. Experiment 2 examined immediate memory for object sizes. On each trial, six images were shown; these were either all vegetables or all random shapes. Immediately after each list, one item was presented again, in a new random size, and participants reproduced its studied size. Results suggested that two levels of knowledge influenced VWM. First, there was an overall central-tendency bias whereby items were remembered as being closer to the overall average or central tokens (averaged across items and trials) than they actually were. Second, when object knowledge was available for the to-be-remembered items (i.e., famous face or typical size of a vegetable) a further bias was introduced in responses. The results extend the findings of Hemmer and Steyvers (Psychonomic Bulletin & Review, 16, 80-87, 2009a) from episodic memory to VWM and contribute to the growing literature which illustrates the complexity and flexibility of the representations subtending VWM performance (e.g., Bae, Olkkonen, Allred, & Flombaum, Journal of Experimental Psychology: General, 144(4):744-63, 2015).

When intensions do not map onto extensions: Individual differences in conceptualization.

Concepts are represented in the mind through knowledge of their extensions (the class of items to which the concept applies) and intensions (features that distinguish that class of items). A common assumption among theories of concepts is that the 2 aspects are intimately related. Hence if there is systematic individual variation in concept representation, the variation should correlate between extensional and intensional measures. A pair of individuals with similar extensional beliefs about a given concept should also share similar intensional beliefs. To test this notion, exemplars (extensions) and features (intensions) of common categories were rated for typicality and importance respectively across 2 occasions. Within-subject consistency was greater than between-subjects consensus on each task, providing evidence for systematic individual variation. Furthermore, the similarity structure between individuals for each task was stable across occasions. However, across 5 samples, similarity between individuals for extensional judgments did not map onto similarity between individuals for intensional judgments. The results challenge the assumption common to many theories of conceptual representation that intensions determine extensions and support a hybrid view of concepts where there is a disconnection between the conceptual resources that are used for the 2 tasks.

Children with autism do not show sequence effects with auditory stimuli.

Categorization decisions that reflect constantly changing memory representations might be an important adaptive response to dynamic environments. We assessed One such influence from memory (i.e., sequence effects) on categorization decisions made by individuals with autism. A model of categorization (i.e., memory and contrast model, Stewart, Brown, & Chater, 2002) assumes that contextual influences in the form of sequence effects drive categorization performance in individuals with typical development. Difficulties with contextual processing in autism, described by the weak central coherence account (Frith, 1989; Frith & Happé, 1994) imply reduced sequence effects for this participant group. The experiment reported in this article tested this implication. High-functioning children and adolescents with autism (ages 10 to 15 years), matched on age and IQ with typically developing children, completed a test that measures sequence effects (i.e., category contrast effect task, Stewart et al., 2002) using auditory tones. Participants also completed a pitch discrimination task to measure any potential confound arising from possible enhanced discrimination sensitivity within the autism spectrum disorder group. The typically developing group alone demonstrated a category contrast effect. The data suggest that this finding cannot be attributed readily to participant group differences in discrimination sensitivity, perseveration, difficulties on the associated binary categorization task, or greater reliance on long-term memory. We discuss the broad methodological implication that comparison between autism spectrum disorder group and control group responses to sequential perceptual stimuli might be confounded by the influence of preceding trials. We also discuss implications for the weak central coherence account and models of typical cognition.

The inherence heuristic is inherent in humans.

The inherence heuristic is too broad as a theoretical notion. The authors are at risk of applying their own heuristic in supporting itself. Nonetheless the article provides useful insight into the ways in which people overestimate the coherence and completeness of their understanding of the world.

Conceptual combination: extension and intension. Commentary on Aerts, Gabora, and Sozzo.

Aerts et al. provide a valuable model to capture the interactive nature of conceptual combination in conjunctions and disjunctions. The commentary provides a brief review of the interpretation of these interactions that has been offered in the literature, and argues for a closer link between the more traditional account in terms of concept intensions, and the parameters that emerge from the fitting of the Quantum Probability model.

Quantum probability and conceptual combination in conjunctions.

I consider the general problem of category conjunctions in the light of Pothos & Busemeyer (P&B)'s quantum probability (QP) account of the conjunction fallacy. I argue that their account as presented cannot capture the "guppy effect" - the case in which a class is a better member of a conjunction A^B than it is of either A or B alone.

Semantic Memory Redux: An Experimental Test of Hierarchical Category Representation.

Four experiments investigated the classic issue in semantic memory of whether people organize categorical information in hierarchies and use inference to retrieve information from them, as proposed by Collins & Quillian (1969). Past evidence has focused on RT to confirm sentences such as "All birds are animals" or "Canaries breathe." However, confounding variables such as familiarity and associations between the terms have led to contradictory results. Our experiments avoided such problems by teaching subjects novel materials. Experiment 1 tested an implicit hierarchical structure in the features of a set of studied objects (e.g., all brown objects were large). Experiment 2 taught subjects nested categories of artificial bugs. In Experiment 3, subjects learned a tree structure of novel category hierarchies. In all three, the results differed from the predictions of the hierarchical inference model. In Experiment 4, subjects learned a hierarchy by means of paired associates of novel category names. Here we finally found the RT signature of hierarchical inference. We conclude that it is possible to store information in a hierarchy and retrieve it via inference, but it is difficult and avoided whenever possible. The results are more consistent with feature comparison models than hierarchical models of semantic memory.

The curious case of the refrigerator-TV: similarity and hybridization.

This article examines the role of similarity in the hybridization of concepts, focusing on hybrid products as an applied test case. Hybrid concepts found in natural language, such as singer songwriter, typically combine similar concepts, whereas dissimilar concepts rarely form hybrids. The hybridization of dissimilar concepts in products such as jogging shoe mp3 player and refrigerator TV thus poses a challenge for understanding the process of conceptual combination. It is proposed that models of conceptual combination can throw light on the judged future success and desirability of hybrid products in general. The composite prototype model proposes two stages of conceptual combination. In the first stage, the concepts are aggregated into an additive hybrid, simply by forming the union of the two sets of attributes. In the second stage, any conflicting attributes are identified and resolved, often with the introduction of emergent attributes, resulting in an integrative hybrid. Across four studies that varied the similarity and type of hybrid products, similar and integrative hybrids were valued more than dissimilar and additive hybrids. Critically, though, dissimilar hybrids were also highly valued if they were integrative. Results supported the two stages proposed by the composite prototype model, and implications for other models of hybrid formation are discussed.

The Rumsfeld effect: the unknown unknown.

A set of studies tested whether people can use awareness of ignorance to provide enhanced test consistency over time if they are allowed to place uncertain items into a "don't know" category. For factual knowledge this did occur, but for a range of other forms of knowledge relating to conceptual knowledge and personal identity, no such effect was seen. Known unknowns would appear to be largely restricted to factual kinds of knowledge.

Raising argument strength using negative evidence: a constraint on models of induction.

Both intuitively, and according to similarity-based theories of induction, relevant evidence raises argument strength when it is positive and lowers it when it is negative. In three experiments, we tested the hypothesis that argument strength can actually increase when negative evidence is introduced. Two kinds of argument were compared through forced choice or sequential evaluation: single positive arguments (e.g., "Shostakovich's music causes alpha waves in the brain; therefore, Bach's music causes alpha waves in the brain") and double mixed arguments (e.g., "Shostakovich's music causes alpha waves in the brain, X's music DOES NOT; therefore, Bach's music causes alpha waves in the brain"). Negative evidence in the second premise lowered credence when it applied to an item X from the same subcategory (e.g., Haydn) and raised it when it applied to a different subcategory (e.g., AC/DC). The results constitute a new constraint on models of induction.