Concept learning, Verbal-Nonverbal Taxonomy: A Study from Engram Theory and Conceptual Atomism

Abstract

This article focuses on concept learning, exploring the variability of this process in relation to verbal and nonverbal taxonomy. The theories of concept and memory, particularly conceptual atomism and engram theory, are examined, which provide a solid foundation for understanding learning processes and concept formation. A novel definition of "dynamic concept" is elaborated based on these theories. Considering this, an experiment was designed to measure conceptual learning, finding statistically significant differences in learning between verbal and non-verbal concepts. Non-verbal concepts were recalled more extensively than verbal ones, with a significant effect size, consistent with prior research. Demographically, women and men showed similar learning patterns in verbal concepts, but men exhibited highest number of correct answers during the test in non-verbal concepts.