Superordinate Level Categories Research Articles

Категоризация в гибридном поиске: исследование с использованием регистрации движений глаз

<p>Categorization is the process by which objects are combined according to a certain principle, which provides more efficient and cost-effective information processing. One of the topical areas of research in this field is the study of the categorical effect in perceptual tasks, for example in the task visual search task. The present study investigated the effect of the role of category (basic or superordinate) on the time of guidance - the search for a target stimulus and verification - the time of identification of a target stimulus in a hybrid search task. Subjects had to find certain objects on the screen, which could be specified either as basic-level categories (e.g., cars) or superordinate-level categories (e.g., transport vehicles). An eye-tracking method was used to separate the entire hybrid search process into a guidance and a verification. A significant effect of category level was found on the rate of guidance, but not on the rate of verification.</p>

Children and adults selectively generalize mechanistic knowledge

A central component of evaluating others as sources of information involves estimating how much they know about different domains: one might be quite knowledgeable about a certain domain (e.g., clocks), but relatively ignorant about another (e.g., birds). Estimating one's domain knowledge often involves making inferences from specific instances or demonstrations, with some suggesting broader knowledge than others. For instance, an American who demonstrates knowledge of an unfamiliar country like Djibouti likely knows more about geography as a whole compared to an American who demonstrates knowledge of a more familiar country like Canada. The current studies investigate the extent to which one potentially salient kind of knowledge - mechanistic knowledge - signals greater domain knowledge as a whole. Across four developmental studies, we find that both adults and children as young as six think that those who possess mechanistic knowledge about a basic level artifact category (e.g., clocks) are more knowledgeable about its superordinate level category (e.g., machines) than those with factual non-mechanistic knowledge (Studies 1a and 2a). We also find an analogous, yet delayed pattern with biological categories (Studies 1b and 2b). Together, these studies demonstrate that even young children, who possess little mechanistic knowledge themselves, nevertheless have a sophisticated sense of how knowledge of mechanism generalizes across related categories.

Superordinate Level Processing Has Priority Over Basic-Level Processing in Scene Gist Recognition.

By combining a perceptual discrimination task and a visuospatial working memory task, the present study examined the effects of visuospatial working memory load on the hierarchical processing of scene gist. In the perceptual discrimination task, two scene images from the same (manmade–manmade pairing or natural–natural pairing) or different superordinate level categories (manmade–natural pairing) were presented simultaneously, and participants were asked to judge whether these two images belonged to the same basic-level category (e.g., street–street pairing) or not (e.g., street–highway pairing). In the concurrent working memory task, spatial load (position-based load in Experiment 1) and object load (figure-based load in Experiment 2) were manipulated. The results were as follows: (a) spatial load and object load have stronger effects on discrimination of same basic-level scene pairing than same superordinate level scene pairing; (b) spatial load has a larger impact on the discrimination of scene pairings at early stages than at later stages; on the contrary, object information has a larger influence on at later stages than at early stages. It followed that superordinate level processing has priority over basic-level processing in scene gist recognition and spatial information contributes to the earlier and object information to the later stages in scene gist recognition.

The Processing Speed of Scene Categorization at Multiple Levels of Description: The Superordinate Advantage Revisited.

Recent studies have sought to determine which levels of categories are processed first in visual scene categorization and have shown that the natural and man-made superordinate-level categories are understood faster than are basic-level categories. The current study examined the robustness of the superordinate-level advantage in a visual scene categorization task. A go/no-go categorization task was evaluated with response time distribution analysis using an ex-Gaussian template. A visual scene was categorized as either superordinate or basic level, and two basic-level categories forming a superordinate category were judged as either similar or dissimilar to each other. First, outdoor/ indoor groups and natural/man-made were used as superordinate categories to investigate whether the advantage could be generalized beyond the natural/man-made boundary. Second, a set of images forming a superordinate category was manipulated. We predicted that decreasing image set similarity within the superordinate-level category would work against the speed advantage. We found that basic-level categorization was faster than outdoor/indoor categorization when the outdoor category comprised dissimilar basic-level categories. Our results indicate that the superordinate-level advantage in visual scene categorization is labile across different categories and category structures.

The animate-inanimate distinction in preschool children.

This study examined the development of the animate-inanimate (A-I) distinction in relation to other taxonomic categories in early childhood. Four- and 5-year-old children were administered two tasks measuring knowledge of taxonomic categories at various levels of inclusiveness. Across both matching-to-sample and object sorting tasks, the same pattern of categorization development was observed. Mastery of basic- and superordinate-level categories was demonstrated by 4years of age. Although 5-year-old children performed above chance on A-I level categories, their abilities were not as mature as those of adults. Results of this study support and extend previous studies investigating the development of children's understanding of naïve biology during the preschool years.

Constraint on the semantic flexibility in visual statistical learning

We examined whether the expression of visual statistical learning (VSL) is flexible at the superordinate-categorical level. In the familiarization phase, participants viewed a sequence of line drawings. In the test phase, participants observed two test sequences (statistically related triplets versus unrelated foils) that consisted of the same objects as those presented during the familiarization phase (the same condition) or different objects that shared the same categorical information with drawings during the familiarization (the different condition). They then decided whether the first or the second sequence was more familiar. The results of Experiment 1 showed greater familiarity above chance levels for statistically related triplets only in the same condition. In Experiment 2, even where the word stimuli representing each superordinate-level category were included in the test phase (the categorical condition), the results showed VSL only in the same condition. Our findings suggest that the semantic flexibility of VSL is limited to the basic-level category.

Stimulus duration and diversity do not reverse the advantage for superordinate‐level representations: the animal is seen before the bird

Basic-level categorization has long been thought to be the entry level for object representations. However, this view is now challenged. In particular, Macé et al. [M.J.-M. Macé et al. (2009) PLoS One, 4, e5927] showed that basic-level categorization (such as 'bird') requires a longer processing time than superordinate-level categorization (such as 'animal'). It has been argued that this result depends on the brief stimulus presentation times used in their study, which would degrade the visual information available. Here, we used a go/no-go paradigm to test whether the superordinate-level advantage could be observed with longer stimulus durations, and also investigated the impact of manipulating the target and distractor set heterogeneity. Our results clearly show that presentation time had no effect on categorization performance. Both target and distractor diversity influenced performance, but basic-level categories were never accessed faster or with higher accuracy than superordinate-level categories. These results argue in favor of coarse to fine visual processing to access perceptual representations.

Visual categorization is automatic and obligatory: Evidence from Stroop-like paradigm

Human observers categorize visual stimuli with remarkable efficiency--a result that has led to the suggestion that object and scene categorization may be automatic processes. We tested this hypothesis by presenting observers with a modified Stroop paradigm in which object or scene words were presented over images of objects or scenes. Terms were either congruent or incongruent with the images. Observers classified the words as being object or scene terms while ignoring images. Classifying a word on an incongruent image came at a cost for both objects and scenes. Furthermore, automatic processing was observed for entry-level scene categories, but not superordinate-level categories, suggesting that not all rapid categorizations are automatic. Taken together, we have demonstrated that entry-level visual categorization is an automatic and obligatory process.

Effect of between-category similarity on basic level superiority in pigeons

Children categorize stimuli at the basic level faster than at the superordinate level. We hypothesized that between-category similarity may affect this basic level superiority effect. Dissimilar categories may be easy to distinguish at the basic level but be difficult to group at the superordinate level, whereas similar categories may be easy to group at the superordinate level but be difficult to distinguish at the basic level. Consequently, similar basic level categories may produce a superordinate-before-basic learning trend, whereas dissimilar basic level categories may result in a basic-before-superordinate learning trend. We tested this hypothesis in pigeons by constructing superordinate level categories out of basic level categories with known similarity. In Experiment 1, we experimentally evaluated the between-category similarity of four basic level photographic categories using multiple fixed interval-extinction training (Astley and Wasserman, 1992). We used the resultant similarity matrices in Experiment 2 to construct two superordinate level categories from basic level categories with high between-category similarity (cars and persons; chairs and flowers). We then trained pigeons to concurrently classify those photographs into either the proper basic level category or the proper superordinate level category. Under these conditions, the pigeons learned the superordinate level discrimination faster than the basic level discrimination, confirming our hypothesis that basic level superiority is affected by between-category similarity.

Effects of stimulus duration and choice delay on visual categorization in pigeons

We [Lazareva, O. F., Freiburger, K. L., & Wasserman, E. A. (2004). Pigeons concurrently categorize photographs at both basic and superordinate levels. Psychonomic Bulletin and Review, 11, 1111–1117] previously trained four pigeons to classify color photographs into their basic-level categories (cars, chairs, flowers, or people) or into their superordinate-level categories (natural or artificial). Here, we found that brief stimulus durations had the most detrimental effect on the basic-level discrimination of natural stimuli by the same pigeons. Increasing the delay between stimulus presentation and choice responding had greater detrimental effect on the basic-level discrimination than the superordinate-level discrimination. These results suggest that basic-level discriminations required longer stimulus durations and were more subject to forgetting than were superordinate-level discriminations. Additionally, categorization of natural stimuli required longer stimulus durations than categorization of artificial stimuli, but only at the basic level. Together, these findings suggest that basic-level categorization may not always be superior to superordinate-level categorization and provide additional evidence of a dissociation between natural and artificial stimuli in pigeons’ categorization.

Effects of stimulus manipulations on visual categorization in pigeons

Four pigeons were previously trained [Lazareva, O.F., Freiburger, K.L., Wasserman, E.A., 2004. Pigeons concurrently categorize photographs at both basic and superordinate levels. Psychon. Bull. Rev. 11, 1111-1117] to classify color photographs into either their proper basic-level category (cars, chairs, flowers, or people) or a superordinate-level category (nominally natural or artificial). In Experiment 1, the same pigeons were shown either reflected or inverted versions of the training stimuli. Reflection had no effect on pigeons' classification behavior, whereas inversion impaired discrimination of all stimulus categories, except flowers, on the basic-level and superordinate-level tasks. Pixel matching analysis revealed that pattern matching played at most a minor role in the birds' categorization behavior. In Experiment 2, the pigeons were shown test stimuli that were either blurred or quartered and scrambled. Blurring impaired discrimination of cars, but had no effect on discrimination of people and flowers; scrambling impaired discrimination of people and flowers leaving discrimination of cars and chairs unaffected. These results suggest that categorization of flowers and people may be controlled primarily by the overall shape of the object rather than by local features, whereas categorization of cars and chairs may rely primarily on local features rather than the overall shape of the object.

Pigeons concurrently categorize photographs at both basic and superordinate levels

We studied categorization in pigeons, using carefully controlled photographs. Within daily sessions, 4 pigeons had to classify each of 32 photographs into either its proper basic-level category (cars, chairs, flowers, or people; four-key forced choice procedure) or its proper superordinate-level category (natural or artificial; two-key forced choice procedure). The pigeons successfully classified the same stimuli at both levels. Overall, the pigeons learned the basic discrimination more quickly than the superordinate discrimination, but this difference was reliable only for artificial stimuli (cars and chairs), not for natural stimuli (flowers and people). The pigeons also exhibited reliable discrimination transfer to novel photographs, attesting to the open-endedness of these basic and superordinate categories.

A Cross-Linguistic Examination of the Noun-Category Bias: Its Existence and Specificity in French- and Spanish-Speaking Preschool-Aged Children

Previous research has revealed that English-speaking preschoolers expect that a novel count noun (but not a novel adjective), applied to an individual object, may be extended to other members of the same basic or superordinate level category. However, because the existing literature is based almost exclusively on English-speakers, it is unclear whether this specific expectation is evident in children acquiring languages other than English. The experiments reported here constitute the first cross-linguistic, developmental test of the noun-category linkage. We examined monolingual French- and Spanish-speaking preschool-aged children's superordinate level categorization in a match-to-sample task. Target objects were introduced with (a) novel words presented as count nouns (e.g., “This is a fopin”), (b) novel words presented as adjectives (e.g., “This is a fopishone”), or (c) no novel words. Like English-speakers, French- and Spanish-speakers extended count nouns consistently to other category members. This is consistent with our prediction that the mapping between count nouns and object categories may be a universal phenomenon. However, children's extension of novel adjectives varied across languages. Like English-speakers, French-speakers did not extend novel adjectives to other members of the same category. In contrast, Spanish-speakers did extend novel adjectives, like count nouns, in this fashion. This is consistent with our prediction that the mappings between adjectives and their associated applications vary across languages. The results provide much-needed cross-linguistic support for the noun-category linkage and illustrate the importance of the interplay between constraints within the child and input from the language environment.

The Primacy of Superordinate-Level Category Questions in the Game of 20 Questions

The initial questions of 180 males and females between the ages of 12 and 26 years were classified as they participated in a 20-questions problem-solving procedure. Three levels of questions (superordinate, basic, and subordinate) were observed for an array of conceptually organized exemplars. No age or gender differences were found but preference for superordinate-level initial questions was significant.

幼児と大人のカテゴリー化における特徴情報の役割

The purpose of this study was to examine effects of information about features on categorization in young children and adults. Subjects were children aged five to six years and adults. Experiment 1 examined effects of three types of feature information corresponding to the basic, middle, and superordinate levels, on categorization. Children's categorization was facilitated by the given information on both the basic and middle level category, but was not influenced by the one on the superordinate level category. Adult's categorization was facilitated by all levels. Experiment 2 examined effects of concrete and abstract information about features both corresponding to the superordinate level. Children's categorization was facilitated by the concrete information, but not by the abstract information. Adults' categorization was facilitated by both types of information. The findings were discussed in terms of linguistic experience which young children and adults have.

Nouns Mark Category Relations: Toddlers' and Preschoolers' Word-Learning Biases

Recent research suggests that preschool children approach the task of word learning equipped with implicit biases that lead them to prefer some possible meanings over others. The noun-category bias proposes that children favor category relations when interpreting the meaning of novel nouns. In the series of experiments reported here, we develop a stringent test of the noun-category bias and reveal that it is present in children as young as 2 years of age. In each experiment, children participated in a 5-item match-to-sample task. Children were presented with a target item (e.g., a cow) and 4 choices, 2 of which belonged to the same superordinate category as the target (e.g., a fox and a zebra) and 2 of which were thematically related to the target (e.g., milk and a barn). In Experiment 1 we demonstrate that novel nouns prompt preschool children to attend to superordinate-level category relations, even in the presence of multiple thematic alternatives. In Experiment 2, we ascertain that the bias is specific to nouns; novel adjectives do not highlight superordinate category relations. In Experiment 3, we demonstrate the noun-category bias in 2-year-olds. The nature and utility of the noun-category bias are discussed.

Children's Inductive Inferences within Superordinate Categories: The Role of Language and Category Structure

One important function of categories is to allow inferences that extend beyond surface appearances. In 2 studies, preschool and second-grade children were tested on their understanding that members of a category have similar internal parts. In 1 study, children were taught new information about the internal structure of various objects (e.g., an apple), then were probed to determine how far they generalized the new information (e.g., to another apple, to other fruit, to an unrelated object). In a second study, children participated in an open-ended interview that probed whether various types of objects had "the same kinds of stuff inside." Children at both ages and in both studies drew many inferences concerning the internal children to report that members of a basic-level category had the same internal parts. Older children drew more inferences at the superordinate level than did younger children. Older children were also more sensitive to differences in category domain (natural kind vs. artifact) at both basic and superordinate levels. Altogether, these results suggest that preschool children assume that basic-level categories share internal parts. They need to refine this belief at the basic level and to extend it to superordinate-level categories.

Semantic classification in aphasia: A study of basic, superordinate, and function relations

Nonfluent and fluent aphasics were given classification tasks that required the aphasics to identify three kinds of relations: (1) same basic level category. (2) same superordinate level category, and (3) same function. The subjects received the items in word and picture form. In addition the aphasics were required to name the items they were asked to classify. The results showed that the ability to classify is more disrupted in fluent aphasia than in nonfluent aphasia. Within fluent aphasia, the degree to which classification is disrupted is dependent upon the type of relation being tested. While the overall performance of the fluent aphasics was depressed in comparison to nonfluent aphasics, it was significantly more depressed on function relations. The ability to name an item had a significant effect on the ability to classify only for basic level items.

Basic level and superordinate level categorization by autistic, mentally retarded, and normal children

Three experiments designed to test autistic children's nonverbal and verbal categorization abilities are reported in this paper. In the first two experiments, 14 autistic children were compared to 14 retarded and 14 normal children matched on verbal mental age. Their ability to categorize pictures from basic level categories and from biological and artifactual superordinate level categories was assessed using a matching-to-sample procedure. The three groups of subjects were similar in their performance. Basic level categorization was easier than more abstract categorization, and for all three groups, prototypicality played a role in categorizing superordinate level concepts; that is, children in all three groups made more errors categorizing peripheral examples. In the third experiment, a subgroup of 7 autistic children showed evidence that their lexicons were well organized and that they appreciated the meaning relationships among words at the superordinate level. These findings suggest that autistic children do not suffer a specific cognitive deficit in the ability to categorize and form abstract concepts, as has been previously suggested in the literature.

The conceptual basis for referential word meaning in children with autism.

The purpose of this study was to examine the nature of the representation of substantive word meanings in children with autism. The subjects included 3 groups of autistic, mentally retarded, and normal children, who were matched on verbal mental age. The subjects participated in 2 experiments investigating their comprehension of words for basic level and superordinate level categories. The 3 groups were equivalent in their performance in both experiments. They also showed the same patterns of overextension and underextension errors that were related to a prototype representation of the underlying concepts. These findings suggest that semantic knowledge for concrete objects is represented and organized in similar ways in autistic, retarded, and normal children and that previous findings on cognitive deficits in autistic children are more likely related to their inability to use cognitive representations in an appropriate and flexible manner.