Semantic Relatedness Paper

If someone walked up to a random person and asked them to name the first tool that came to mind, they would be more likely to say “hammer” than “shingle froe”. The average Joe has a hammer in their house than a shingle froe since hammer is more commonly used. A single froe is a specialized tool that construction workers use to put shingles on the roof of a house. Prototype theory is the phenomenon that causes people’s mind automatically think of a hammer when asked that question. The prototype theory is the belief where everyone has a mindset of one word relating to another. (Prototype Theory, 2015). Another way the prototype is known as a way a person categorizes their mind (What is Prototype Theory?, 2016). An example would be is when a

In the DIKW continuum, Knowledge is transformed from Information At the knowledge stage in Englebart's & Nelson's (2002) DIKW model, an increased level of complexity in thinking must occur as a result of the increasing occurrences of interrelationships between information and knowledge (McGonigle

It is clear that we do not identify objects by their specificity to an ideal form, but rather by the ambiguity of their forms. As brains do not work in a maximally specific way, in that even though one may think that the horse they imagine is rich in detail it is actually not. To imagine a horse is not to imagine with maximal specificity the length of each individual hair, but to imagine in a general sense the qualities we can identify at a glance such as it’s shape. We in fact remember such forms as a horse not by the specificity of it’s form but by the general ambiguous form shared by all horses. It is the ambiguity of the form of a horse in our memories that allows all horses to be identified as horses. We identify or recognize, not

Inferential processing is the ability to associate an imagined event and a visual event. Inferential processing is important when facing unknown information. A type of inference is inference by exclusion (Aust et al., 2008). Subjects are forced to draw certain inferences when faced with an undefined stimulus as well as a defined stimulus. Based on children vocabulary studies, humans are known to use reasoning my exclusion during learning. Some studies have previously suggested that such a processing ability is also present in some nonhuman species. The following study was conducted by Aust et al., (2008) in order to assessed the inferential reasoning ability in humans, pigeons and dogs via an inferential experimental task.

of our perceptions and the neurobiological theories that seek to explain them, in different ways and through different media.

Barsalou (1987: 106) found that contextual factors play a role in determining prototypicality of category members, and concluded that ‘the same concept is rarely if ever constructed for a category’ (1987: 101) in any given context. This theory is corroborated by Roth and Shoben (1983), who found clear differences when comparing instances of categories produced in isolation with instances of categories produced in particular contexts. It should be noted that in the context of this experiment, the condition of asking participants to spontaneously produce instances of vehicles in isolation may not be representative of how participants would categorise vehicles in a different context. Indeed, ‘it is unlikely we actually make everyday judgements

not divided or scattered among several areas of interest or concern a teacher who insists on the undivided attention of her students

"Animal cognition or comparative cognition's major purpose is to compare the cognitive processes of different species, including humans. By making such comparisons, researchers hope to find commonalities in the ways different species receive, process, store, and use information about their world" (Mazur, 2013, p.225).

The human brain is often biased towards different subjects. The limbic system is the beginning of the memorization process, and it allows for both memorization and learning. (Cretu, Simona-Mariana, 2013) The first experiment was used to observe survival-based processing by putting test subjects through 5 different scenarios. (Nairne, J. S., Pandeirada, J. S., & Thompson, S. R., 2008) The human mind often retain things regarding survival. When put into a survival based scenario, things such as food-objects and objects needed to survive were much more retainable then personal experiences and pleasantness. The survival scenario was where one must survive in a stranded grassland in a foreign land. The test subjects were given a list of words, and was asked to rate the words by relevancy to the situation on a scale of 1(totally irrelevant) to 5(extremely relevant). The second task was to rate the pleasantness of each word based on the scale of 1 (totally unpleasant) to 5 (extremely pleasant). The third task focused on imagery. The test subject was asked to rate a list of words based on the difficulty of recalling mental images on a scale of 1(low imagery) to 5 (high

Understanding our own cognitive powers has proved a difficult task for scientists since the birth of science itself. Our minds work in very complex ways, and we are still trying to understand the relationships that drive our cognition and memory. One such theory is known as the Stroop effect. This came about in the 1030s when an experiment revealed that "naming the print color of color words is impaired by the meaning of the words, although reading the words is not similarly hindered by irrelevant print color" (Dishon-Berkovits & Algom, 2000, p 1437). Essentially, the concept here is that our attention derives from different visual and cognitive clues, and that some are more dominant over

What this theory leaves unclear is how the brain integrates more than one source of sensory information (i.e. supermodal information) to form a representation of a concept. The brain contains entire areas of cortex that lie between sensory and motor areas that appear to be ‘convergent zones’, that is they bind information from two or more modalities [3,7, 15, 24]. Thereafter, convergent zones then converge onto even higher cortices to form representations [13]. These supermodal areas could help capture the similarities and differences between semantic categories, allowing one to understand the difference between a ‘cat’ and ‘dog’, due to differences in the objects attributes, despite their similarity as pets. Also unclear is if emotion effects the representation of a concept, which

Categorization is the psychological phenomenon that allows the human psyche to divide concepts in order to accurately perceive the world. This marvel functions practically in the sense that when a person can possess the concept of a goldfish, it is plausible that they have extensive knowledge of what a fish looks like and how it breathes underwater, leading them to categorize a goldfish as a fish. However, categorization depends on more than just physical characteristics, otherwise a whale could be considered a fish because it has fins and lives underwater, but it is actually a mammal due to how it procreates and breathes. Categories,

The experiment investigates how human brain stores and manages concepts. A concept or a prototype is defined as an abstract representation of a certain family of objects. This abstraction helps individuals to recognize and classify a wide variety of objects without having to memorize the specific characteristics of a large set of objects. Instead, the brain compares the new object with the prototype, and if there is enough resemblance, then the new object is perceived as a representative of the "prototype" family. Using this approach, people can reuse previously learned information when meeting new objects or phenomena.

Concept mapping is grounded in a sound cognitive learning theory. According to Ausubel’s Assimilation Theory (Ausubel, 1968; Ausubel, Novak, & Hanesian, 1978) as sited in Adiyiah (2011), new knowledge can be learned most effectively by relating it to previously existing knowledge. Concept maps may be viewed as a methodological tool of Assimilation theory that displays fundamental elements of the theory such as subsumption, integrative reconciliation and progressive differentiation. The idea of a concept is defined as a perceived regularity in events or objects, or a record of events or objects, designated by a label, symbols and so on (Cañas, Valerio, Lalinde-Pulido, Arguedas, & Carvalho, 2003). The fundamental idea in Ausubel’s cognitive psychology

We categorise all physical objects and motor activities we come across in our everyday life and we make decisions based on those categories. “Without the ability to categorise, we could not function at all, either in the physical world or in our social and intellectual lives. An understanding of how we categorise is central to any understanding of how we think and how we function, and therefore central to an understanding of what makes us human”. (Lakoff 1987: 6) Although traditional Aristotelian view on categories provides answers that differ from the recent research, both classical and cognitive theories see categorisation as crucial to understanding how human beings make sense of experience and how they communicate. Categorization is basic to human thought, perception, action, and speech. It is