PubMed HealthSearch

PubMed · 9557384

Reuniting perception and conception.

Abstract

Work in philosophy and psychology has argued for a dissociation between perceptually-based similarity and higher-level rules in conceptual thought. Although such a dissociation may be justified at times, our goal is to illustrate ways in which conceptual processing is grounded in perception, both for perceptual similarity and abstract rules. We discuss the advantages, power and influences of perceptually-based representations. First, many of the properties associated with amodal symbol systems can be achieved with perceptually-based systems as well (e.g. productivity). Second, relatively raw perceptual representations are powerful because they can implicitly represent properties in an analog fashion. Third, perception naturally provides impressions of overall similarity, exactly the type of similarity useful for establishing many common categories. Fourth, perceptual similarity is not static but becomes tuned over time to conceptual demands. Fifth, the original motivation or basis for sophisticated cognition is often less sophisticated perceptual similarity. Sixth, perceptual simulation occurs even in conceptual tasks that have no explicit perceptual demands. Parallels between perceptual and conceptual processes suggest that many mechanisms typically associated with abstract thought are also present in perception, and that perceptual processes provide useful mechanisms that may be co-opted by abstract thought.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

R L Goldstone, L W Barsalou. 1998. Reuniting perception and conception.. https://doi.org/10.1016/s0010-0277(97)00047-4

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

Retroactive interference in 3-month-old infants.

Three experiments assessed the effect of the similarity and timing of interpolated information on retroactive interference in human infants. After 3-month-olds learned to move a mobile (the cue) in a distinctive context by kicking, they were exposed to novel stimuli and were tested 24 hr later for recognition of their training stimuli. In Experiment 1, the interpolated cue, context, or both were novel. Retroactive interference occurred unless the interpolated and training stimuli shared no components. In Experiments 2 and 3, the timing of exposure to the interpolated context or cue, respectively, varied. A novel context impaired recognition after exposure delays up to 2 hr, whereas a novel cue impaired recognition after exposure delays up to 40 min. The finding that the cue is less vulnerable to retroactive interference than the context suggests that it is processed more rapidly. These experiments reveal that retroactive interference in infants depends on both the similarity and timing of the interpolated information.

Association Learning

The limitations of orthographic rime analogies in beginners' word reading: a reply to Goswami (1999)

U. Goswami (1999, Journal of Experimental Child Psychology, 72, 210-219) argues that the findings of J. A. Bowey, L. Vaughan, and J. Hansen (1998, Journal of Experimental Child Psychology, 68, 108-133) are uninterpretable. This paper examines each of Goswami's criticisms of the methodology employed by Bowey et al. (1998). None can explain the differential analogy and phonological priming effects reported by Bowey et al. More fundamentally, none can explain the critical finding of Bowey et al. that, when phonological priming effects are controlled, the size of the end analogy effect is no greater than that of beginning and medial vowel analogy effects. Furthermore, some of Goswami's criticisms cast considerable doubt on the generalizability of findings from her version of the clue word task.

Association Learning

The roles of estimation and the commutativity principle in the development of third graders' mental multiplication.

In this training experiment, pretesting identified 36 third graders (mean age = 8 years 5 months, SD = 4 months) with negligible mastery of multiplication combinations involving factors from 3 to 9. Participants were randomly assigned to 2 groups, which practiced different subsets of combinations, and were then retested. The results were inconsistent with R. S. Siegler's (1988) proposal that item-specific computational practice is necessary to promote changes in error patterns and combination mastery. The results were consistent with the hypotheses that children devise increasingly flexible and accurate estimation strategies and use relational knowledge such as the commutativity principle to master combinations. Because even fast mental-arithmetic errors and correct responses may be due to strategies other than retrieval, researchers need to craft ways of distinguishing between retrieval and nonretrieval strategies.

Association Learning