Generics as reflecting conceptual knowledge

Generics are proposed to reflect the content of the conceptual system, whose prototype structure and vague boundaries make an unreliable basis for traditional treatments of truth and logic. Examples from the psychological literature are used to illustrate the relation between generics, similarity‐based reasoning and concepts

Thinking intuitively: the rich (and at times illogical) world of concepts

Intuitive knowledge of the world involves knowing what kinds of things have which properties. We express it in generalities such as “ducks lay eggs”. It contrasts with extensional knowledge about actual individuals in the world, which we express in quantified statements such as “All US Presidents are male”. Reasoning based on this intuitive knowledge, while highly fluent and plausible may in fact lead us into logical fallacy. Several lines of research point to our conceptual memory as the source of this logical failure. We represent concepts with prototypical properties, judging likelihood and argument strength on the basis of similarity between ideas. Evidence that our minds represent the world in this intuitive way can be seen in a range of phenomena, including how people interpret logical connectives applied to everyday concepts, studies of creativity and emergence in conceptual combination, and demonstrations of the logically inconsistent beliefs that people express in their everyday language

Child categorization

Categorization is a process that spans all of development, beginning in earliest infancy yet changing as children's knowledge and cognitive skills develop. In this review article, we address three core issues regarding childhood categorization. First, we discuss the extent to which early categories are rooted in perceptual similarity versus knowledge-enriched theories. We argue for a composite perspective in which categories are steeped in commonsense theories from a young age but also are informed by low-level similarity and associative learning cues. Second, we examine the role of language in early categorization. We review evidence to suggest that language is a powerful means of expressing, communicating, shaping, and supporting category knowledge. Finally, we consider categories in context. We discuss sources of variability and flexibility in children's categories, as well as the ways in which children's categories are used within larger knowledge systems (e.g., to form analogies, make inferences, or construct theories). Categorization is a process that is intrinsically tied to nearly all aspects of cognition, and its study provides insight into cognitive development, broadly construed. WIREs Cogn Sci 2011 2 95–105 DOI: 10.1002/wcs.96 For further resources related to this article, please visit the WIREs websitePeer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/78491/1/96_ftp.pd

Generalization bias in science

Many scientists routinely generalize from study samples to larger populations. It is commonly assumed that this cognitive process of scientific induction is a voluntary inference in which researchers assess the generalizability of their data and then draw conclusions accordingly. We challenge this view and argue for a novel account. The account describes scientific induction as involving by default a generalization bias that operates automatically and frequently leads researchers to unintentionally generalize their findings without sufficient evidence. The result is unwarranted, overgeneralized conclusions. We support this account of scientific induction by integrating a range of disparate findings from across the cognitive sciences that have until now not been connected to research on the nature of scientific induction. The view that scientific induction involves by default a generalization bias calls for a revision of the current thinking about scientific induction and highlights an overlooked cause of the replication crisis in the sciences. Commonly proposed interventions to tackle scientific overgeneralizations that may feed into this crisis need to be supplemented with cognitive debiasing strategies against generalization bias to most effectively improve science

Do Lions Have Manes? For Children, Generics Are About Kinds Rather Than Quantities

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/90604/1/j.1467-8624.2011.01708.x.pd