Knowledge representation for basic visual categories

This paper reports work on a model of machine learning which is based on the psychological theory of prototypical concepts. This theory is that concepts learnt naturally from interaction with the environment (basic categories) are not structured or defined in logical terms but are clustered in accordance with their similarity to a central prototype, representing the "most typical'' member

A prototypical approach to machine learning

This paper presents an overview of a research programme on machine learning which is based on the fundamental process of categorization. This work draws upon the psychological theory of prototypical concepts . This theory is that concepts learnt naturally from interaction with the environment (basic categories) are not structured or defined in logical terms but are clustered in accordance with their similaritry to a central prototype, representing the "most typical" member. A structure of a computer model designed to achieve categorization is outlined and the knowledge representational forms and developmental learning associated with this approach are discussed

Categories as paradigms for comparative cognition

Forming categories is a basic cognitive operation allowing animals to attain concepts, i.e. to represent various classes of objects, natural or artificial, physical or social. Categories can also be formed about the relations holding among these objects, notably similarity and identity. Some of the cognitive processes involved in categorisation will be enumerated. Also, special reference will be made to a much neglected area of research, that of social representations. Here, animals conceive the natural class of their conspecifics as well as the relationships established between them in groups. Two types of social categories were mentioned: (1) intraspecies recognition including recognition of individual conspecifics; and (2) representation of dominance hierarchies and of their transitivity in linear orders

The Haptic Recognition of Geometrical Shapes in Congenitally Blind and Blindfolded Adolescents: Is There a Haptic Prototype Effect?

International audienceBACKGROUND: It has been shown that visual geometrical shape categories (rectangle and triangle) are graded structures organized around a prototype as demonstrated by perception and production tasks in adults as well as in children. The visual prototypical shapes are better recognized than other exemplars of the categories. Their existence could emerge from early exposure to these prototypical shapes that are present in our visual environment. The present study examined the role of visual experience in the existence of prototypical shapes by comparing the haptic recognition of geometrical shapes in congenitally blind and blindfolded adolescents. METHODOLOGY/PRINCIPAL FINDINGS: To determine whether the existence of a prototype effect (higher recognition of prototypical shapes than non prototypical shapes) depended on visual experience, congenitally blind and blindfolded sighted adolescents were asked to recognize in the haptic modality three categories of correct shapes (square, rectangle, triangle) varying in orientation (prototypical/canonical orientation vs. non prototypical/canonical orientation rotated by 45°) among a set of other shapes. A haptic prototype effect was found in the blindfolded sighted whereas no difference between prototypical and non prototypical correct shapes was observed in the congenitally blind. A control experiment using a similar visual recognition task confirmed the existence of a visual prototype effect in a group of sighted adolescents. CONCLUSION/SIGNIFICANCE: These findings show that the prototype effect is not intrinsic to the haptic modality but depends on visual experience. This suggests that the occurrence of visual and haptic prototypical shapes in the recognition of geometrical shape seems to depend on visual exposure to these prototypical shapes existing in our environment