Skip to main content
Log in

Effect of causal structure on category construction

  • Published:
Memory & Cognition Aims and scope Submit manuscript

Abstract

In four experiments, the question of how the causal structure of features affects the creation of new categories was examined. Features of exemplars to be sorted were related in a single causal chain (causal chain), were caused by the same factor (common cause), or caused the same effect (common effect). The results showed that people are more likely to rely on common-cause or common-effect background knowledge than on causal-chain background knowledge in category construction. Such preferences suggest that the common-cause or the common-effect structures are considered more natural conceptual structures.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  • Ahn, W. (1990a). Effects of background knowledge on family resemblance sorting. InProceedings of the 12th Annual Conference of the Cognitive Science Society (pp. 149–156). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Ahn, W. (1990b).A two-stage model of category construction. Unpublished doctoral dissertation, University of Illinois, Urbana.

    Google Scholar 

  • Ahn, W. (1991). Effects of background knowledge on family resemblance sorting and missing features. InProceedings of the 13th Annual Conference of the Cognitive Science Society (pp. 203–208). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Ahn, W., &Medin, D. L. (1992). A two-stage model of category construction.Cognitive Science,16, 81–121.

    Article  Google Scholar 

  • Bloom, P. (1996). Intention, history, and artifact concepts.Cognition,60, 1–29.

    Article  PubMed  Google Scholar 

  • Brooks, L. R., & Wood, T. (1997, November).Identification in service of use: Characteristic of everyday concept learning. Paper presented at the 38th annual meeting of the Psychonomic Society, Philadelphia.

  • Byrne, R. M. J. (1997). Cognitive processes in counterfactual thinking about what might have been. In D. Medin (Ed.),The psychology of learning and motivation (Vol. 37, pp. 105–154). San Diego: Academic Press.

    Google Scholar 

  • Carey, S. (1985).Conceptual change in childhood. Cambridge, MA: Plenum.

    Google Scholar 

  • Gelman, S. A., &Kalish, C. W. (1993). Categories and causality. In R. Pasnak & M. L. Howe (Eds.),Emerging themes in cognitive development (Vol. 2). New York: Springer-Verlag.

    Google Scholar 

  • Imai, S., &Garner, W. R. (1965). Discriminability and preference for attributes in free and constrained classification.Journal of Experimental Psychology,69, 596–608.

    Article  PubMed  Google Scholar 

  • Keil, F. C. (1981). Constraints on knowledge and cognitive development.Psychological Review,88, 197–227.

    Article  Google Scholar 

  • Keil, F. C. (1989).Concepts, kinds, and cognitive development. Cambridge, MA: MIT Press.

    Google Scholar 

  • Lassaline, M. E., &Murphy, G. L. (1996). Induction and category coherence.Psychonomic Bulletin & Review,3, 95–99.

    Article  Google Scholar 

  • Markman, E. M. (1989).Categorization and naming in children. Cambridge, MA: MIT Press.

    Google Scholar 

  • Martin, R. C., &Caramazza, A. (1980). Classification in well-defined and ill-defined categories: Evidence for common processing strategies.Journal of Experimental Psychology: General,109, 320–353.

    Article  Google Scholar 

  • McNemar, Q. (1947). Note on the sampling error of the difference between correlated proportions or percentages.Psychometrika,12, 153–157.

    Article  PubMed  Google Scholar 

  • Medin, D. L., &Ortony, A. (1989). Psychological essentialism. In S. Vosniadou & A. Ortony (Eds.),Similarity and analogical reasoning (pp. 179–196). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Medin, D. L., &Shoben, E. J. (1988). Context and structure in conceptual combination.Cognitive Psychology,20, 158–190.

    Article  PubMed  Google Scholar 

  • Medin, D. L., Wattenmaker, W. D., &Hampson, S. E. (1987). Family resemblance, conceptual cohesiveness, and category construction.Cognitive Psychology,19, 242–279.

    Article  PubMed  Google Scholar 

  • Murphy, G. L., &Allopenna, P. D. (1994). The locus of knowledge effects in concept learning.Journal of Experimental Psychology: Learning, Memory, & Cognition,20, 904–919.

    Article  Google Scholar 

  • Murphy, G. L., &Medin, D. L. (1985). The role of theories in conceptual coherence.Psychological Review,11, 299–339.

    Google Scholar 

  • Nakamura, G. V. (1985). Knowledge-based classification of illdefined categories.Memory & Cognition,13, 377–384.

    Article  Google Scholar 

  • Nosofsky, R. M., Palmeri, T. J., &McKinley, S. C. (1994). Rule-plusexception model of classification learning.Psychological Review,101, 53–79.

    Article  PubMed  Google Scholar 

  • Pazzani, M. J. (1991). Influence of prior knowledge on concept acquisition: Experimental and computational results.Journal of Experimental Psychology: Learning, Memory, & Cognition,17, 416–432.

    Article  Google Scholar 

  • Regehr, G., &Brooks, L. R. (1995). Category organization in free classification: The organizing effect of an array of stimuli.Journal of Experimental Psychology: Learning, Memory, & Cognition,21, 347–363.

    Article  Google Scholar 

  • Rosch, E., &Mervis, C. B. (1975). Family resemblance: Studies in the internal structure of categories.Cognitive Psychology,7, 573–605.

    Article  Google Scholar 

  • Smith, E. E., &Medin, D. L. (1981).Categories and concepts. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Smith, L. B. (1981). Importance of the overall similarity of objects for adults’ and children’s classifications.Journal of Experimental Psychology: Human Perception & Performance,1, 811–824.

    Article  Google Scholar 

  • Spalding, T. L., &Murphy, G. L. (1996). Effects of background knowledge on category construction.Journal of Experimental Psychology: Learning, Memory, & Cognition,22, 525- 538.

    Article  Google Scholar 

  • Ward, T. B., &Scott, J. (1987). Analytic and holistic modes of learning family-resemblance concepts.Memory & Cognition,15, 42–54.

    Article  Google Scholar 

  • Wattenmaker, W. D. (1995). Knowledge structures and linear separability: Integrating information in object and social categorization.Cognitive Psychology,28, 274–328.

    Article  PubMed  Google Scholar 

  • Wellman, H. M. (1990).The child’s theory of mind. Cambridge, MA: MIT Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Woo-Kyoung Ahn.

Additional information

This project was supported partly by National Science Foundation Grant NSF-SBR 9515085 and partly by National Institute of Mental Health Grant RO1 MH57737, awarded to the author.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Ahn, WK. Effect of causal structure on category construction. Mem Cogn 27, 1008–1023 (1999). https://doi.org/10.3758/BF03201231

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.3758/BF03201231

Keywords

Navigation