Describe a "feature list" approach to understanding how we represent concepts and explain why it is not likely to be a useful approach.
Name the philosopher who suggested that "family resemblance" may be a better way than "feature lists" to understand how we categorize and represent our concepts.
Describe a "family resemblance" approach to categorization.
Describe a "prototype" of a concept and give examples.
Explain how a prototype theory of categorization of concepts differs from a classical concept approach.
Describe the concepts of "fuzzy boundaries" and "graded membership".
Define the "typicality effect".
Name three tasks that provide converging evidence supporting the notion of graded membership.
Explain why converging evidence is important in order to support the notion of graded membership.
Describe a study using each of the three tasks above and explain the results.
Define a "basic level" category.
Describe some of the characteristics that distinguish a basic level category from categories at other levels.
Define "exemplar".
Distinguish between categorizing by prototypes and categorizing by exemplars.
Explain how an exemplar approach can account for the "typicality" effect.
Name two characteristics of groups of instances the information about which is preserved by exemplars but not by prototypes.
Describe evidence for the exemplar approach.
Describe how use of exemplars and prototypes for categorization might shift.
Explain the role of "resemblance" in categorization by prototypes and by exemplars.
Describe some evidence that something other than resemblance must be used in categorization judgements.
Name two alternatives to using resemblance to make category judgements.