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Click on each question to check your answer.
Fill in the Blank Questions
1. A pairing of subjective experience with sensorimotor experience is referred to as a(n) ________.
primary metaphor (p. 256)
2. The concepts that you or I would use to understand living things is referred to as ________.
folk biology (p. 257)
3. Partist and wholist strategies of concept formation are commonly used in ________ tasks.
reception (p. 243)
4. A module that contains information dedicated to a specific subject matter is referred to as ________.
domain-specific knowledge (p. 257)
5. “Convertible” fits into Rosch’s ________ level of inclusiveness; “car” fits into the ________ level, and “vehicle” fits into the ________.
subordinate, basic, superordinate (pp. 249)
Short Answer Questions
1. What is a criterial attribute? What would be an example of a criterial attribute for the concept “red circle”?
A criterial attribute is an attribute that must be present for something to be considered part of a concept. The colour red (or alternatively, the shape circle) is considered a criterial attribute since the lack of this attribute rules out membership in the concept “red circle.” (pp. 240–241)
2. Regarding concept attainment tasks, what is the difference between selection and reception tasks?
In selection tasks, the participant selects which way to proceed in order to identify a concept whereas in the reception task, the experimenter controls the order in which information about a concept is divulged. (pp. 242–243)
3. What are the two reception strategies as outlined by Bruner et al.? Briefly describe each.
In a wholist strategy, you initially hypothesize that all attributes are members of the concept. In a partist strategy, you initially hypothesize that only some attributes are members of the concept. (p. 243)
4. What are Rosch’s three levels of vertical dimension in the organization of concepts? Which is the most useful level of classification and why?
The three levels of vertical dimension are the superordinate, the basic, and the subordinate. In everyday life, it is the basic level of classification we exercise the most. It is generally the most useful level of classification because it is neither too general (subordinate level) nor too specific (subordinate level). (pp. 248–250)
5. What is meant by the graded structure of a concept?
The graded structure of a concept relates to the fact that concepts do not always possess clear boundaries and some members of a category are better prototypes than others (e.g., games). (p. 251)
6. What is embodied cognition?
According to the notion of embodied cognition, cognition is not just a series of mental processes. Its role is to allow our bodies to function and deal with the environment in a successful manner. (p. 253)
7. How does Barsalou’s notion of goal-derived categories view concepts?
For Barsalou, concepts are not static constructions but evolve as a function of our goals. As such, concepts are temporary constructions that help us achieve a specific goal in a given situation. (p. 253)
8. What is the difference between primary metaphors and double-function words?
Primary metaphors arise when we pair sensorimotor experiences with subjective judgments, whereas double-function words refer to physical properties such as temperature, colour, or texture that are subsequently paired with people’s qualities. (p. 256)
9. What is meant by the term “folk biology”?
Folk biology refers to how ordinary people classify (folk taxonomy) and think about the living world. (p. 257)
10. Farah and Rabinowitz (2003) presented findings from a study that required a brain damaged individual (Adam) to identify non-living and living items. What were the findings and what did these findings suggest about the neurological underpinnings of these concepts?
Adam was able to correctly identify non-living things but did much more poorly on living things. This seems to suggest that we are born with distinct neural substrates for representing these two different concepts. (p. 258)