[Mathematical modeling of several processes of information handling involved in recognition and formation of concepts].
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Cognition↗
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Developmental changes in California Card Sorting Test performance.
The purpose of the present study was to determine 1) if performance on the California Card Sorting Test (CCST) follows the same developmental gradient as other measures of concept formation and 2) whether the components of concept formation tapped by the CCST are developmentally dissociable. Participants were 68 children and young adults in four age-based groups: 7 to 9 years (n = 13); 10 to 12 years (n = 16); 17 to 19 (n = 20); and, 20 to 22 years (n = 19). All were of average or higher measured intelligence and screened for neurological, psychiatric, reading and attentional disorder. The findings of the present study suggest that like many other concept formation tasks, CCST performance approximates adult levels by age 10. Further, the different components of concept formation measured by the CCST are dissociable in the youngest children with the development of concept recognition preceding sorting ability.
Journal Article↗
Cognitive influences on the development of learned helplessness.
College students (N = 120) participated in experiment concerning the influence of self-statements following failure on subsequent symptoms of learned helplessness. One third of the students were given solvable concept-formation problems (nonhelpless condition) and two thirds were given unsolvable concept-formation problems (helpless condition). A multivariate analysis of variance revealed a significant difference between helpless and nonhelpless students on cognitive/motivational and affective measures of learned helplessness and on self-statements regarding performance. However, when multiple regression and correlational analyses were performed within the group of students who failed the concept-formation problems, no stable relationship was found between self-statements (cognitions) about concept-formation performance and the measures of learned helplessness. The implications of these results for Beck's (1967) cognitive model of depression and the reformulated learned helplessness model of depression (Abramson, Seligman, & Teasdale, 1978) are discussed.
Cognition↗
Construct validity of Wechsler factor scores.
The construct validity of the Verbal Comprehension. Perceptual Organization, and Freedom from Distractibility factor scores was examined in a sample of school-aged referred children. Examination of correlations between factor scores and neuropsychological and achievement tests generally supported the construct validity of the factors. The Verbal Comprehension factor was associated with verbal, quantitative, and concept-formation abilities. The Perceptual Organization factor was related to nonverbal concept formation, tactual performance, and visual attention. The Freedom from Distractibility factor demonstrated a complex pattern of correlations and appeared to reflect a range of abilities including quantitative, language, attentional, and concept formation.
Adolescent↗
Concept hierarchy memory model: a neural architecture for conceptual knowledge representation, learning, and commonsense reasoning.
This article introduces a neural network based cognitive architecture termed Concept Hierarchy Memory Model (CHMM) for conceptual knowledge representation and commonsense reasoning. CHMM is composed of two subnetworks: a Concept Formation Network (CFN), that acquires concepts based on their sensory representations; and a Concept Hierarchy Network (CHN), that encodes hierarchical relationships between concepts. Based on Adaptive Resonance Associative Map (ARAM), a supervised Adaptive Resonance Theory (ART) model, CHMM provides a systematic treatment for concept formation and organization of a concept hierarchy. Specifically, a concept can be learned by sampling activities across multiple sensory fields. By chunking relations between concepts as cognitive codes, a concept hierarchy can be learned/modified through experience. Also, fuzzy relations between concepts can now be represented in terms of the weights on the links connecting them. Using a unified inferencing mechanism based on code firing, CHMM performs an important class of commonsense reasoning, including concept recognition and property inheritance.
Algorithms↗
The locus of knowledge effects in concept learning.
Three experiments investigated how knowledge influences concept formation and representation in a standard concept acquisition task. The primary comparison was among arbitrary concepts, which had meaningless features; meaningful concepts, which had meaningful features from different domains; and integrated concepts, which had meaningful features interconnected by common knowledge. Experiment 1 found that learning was superior for the integrated concepts but that there was little difference as a function of feature meaningfulness. Experiment 2 suggested that the integrated Ss were learning to form a knowledge-based schema as their concept representation because they did not distinguish the typicality of features that differed in frequency. Experiment 3 introduced a category whose features were from the same domain but were not otherwise related. This concept was as difficult to learn and use as the meaningful concepts were. These comparisons help specify the ways in which knowledge does and does not influence concept formation.
Concept Formation↗
Is it bigger than a breadbox? Performance of patients with prefrontal lesions on a new executive function test.
Executive deficits of problem solving and concept formation have been associated with frontal lobe dysfunction. Here we describe a new clinical test of concept formation based on the parlor game, Twenty Questions. The Twenty Questions Test requires examinees to ask the fewest number of yes/no questions possible in order to identify a target item from an array of 30 line drawings. The items belong to a number of categories and subcategories that exist in a hierarchical, semantic structure. Patients with focal prefrontal lesions asked significantly more questions than controls in their attempt to guess the target items and sometimes exhausted the 20-question limit. Qualitative analyses revealed that patients tended to use ineffective categorization strategies, for example, relying exclusively on questions that referred to single items. Taken together with previous findings, we conclude that prefrontal cortex supports the on-line organization and conceptualization of category exemplars in concept-formation tasks.
Adult↗
Differential aspects of conceptual processing in the Category Test and Wisconsin Card Sorting Test.
Ninety-six veterans from neuropsychiatric wards were administered the Category Test (CT), Wisconsin Card Sorting Test (WCST), and a series of concept formation tests assessing attribute identification and rule learning. The CT and WCST shared only 30% common variance, and related to different facets of concept formation. The WCST was associated with attribute identification, which entails discrimination of relevant features, while the CT was more related to rule learning, which assesses the deduction of classification rules. The CT and WCST should not be regarded as similar measures of one construct such as "abstraction." Use of discrete scores from each test can help assess different aspects of concept formation.
Adult↗
Sex role identity and sex-stereotyped tasks in the development of learned helplessness in women.
Eighty undergraduate females participated in a study investigating the relation of sex role identity and sex-stereotyped tasks to the development of learned helplessness in women. Half of the women from four sex role identity groups received bogus feedback and were forced to fail on a concept formation task described to them as either a male- or a female-stereotyped task; the other 40 women succeeded on the task. Failure on the concept formation task produced dysphoric mood in the women, regardless of their sex role identity and regardless of how the concept formation task was described. However, cognitive/motivational symptoms of helplessness were found only among low-masculine women who failed on a male-stereotyped task. These results are compared with previous findings and suggest that feminine-sex-typed women may be particularly susceptible to some helplessness symptoms in contexts defined as male appropriate.
Achievement↗
[Communication behavior between parents and their adolescent children and correlation with indicators of self concept].
Formats of communication within families are believed to be relevant contexts for children's development. Cultural values, norms, and interpretation patterns are transferred from parents to children within the family's specific communication framework. By the same token, skills to maintain the balance of living together or to realize one's own wishes are acquired within the scope of extant formats of exchange among family members. Puberty is a period, where a child strives for more autonomy and tends to dispute present parent-child relationships. The focus of the study is on links between formats of communication within the family and adolescents' estimations of the relationships with their parents and also adolescents' judgments about their self-esteem. 67 families with an adolescent child (between 11 and 12 years old at the beginning of data collection) participated in a longitudinal study, in which adolescents judged the quality of their relationship with parents as well as their self-esteem every six months over a period of three and a half years (8 waves). In addition, concrete communication behavior between parents and adolescents was observed and recorded during the first, fourth, sixth, and eight wave of data collection. Results point to considerable differences among adolescents' judgments concerning their quality of relationship with the parents and their self-esteem. Groups could be formed according to these differences. Data also show that adolescents show a high degree of constancy in their estimations over time. However, communication behaviors in parent-adolescent dyads showed divergent patterns of communication across the different groups on the one hand, and different degrees of variation of communication formats within groups over time on the other, dependent on whether adolescents belonged to the group of high quality relationship and self-esteem (considerable variation over time) or to the group of low quality relationship and self-esteem (less variation over time). Results are discussed under the perspective of adolescents' different experiences in family communication, and implications of possible links between development of self-esteem and adaptive or nonadaptive variations in family communication are considered.
Adolescent↗
Assessment of conceptual deficits in brain-damaged and schizophrenic patients.
Five concept-formation scores for 20 brain-damaged and 20 schizophrenic inpatients were factor analyzed, along with WAIS Vocabulary and Block Design. One factor emerged from this analysis, suggesting that these concept-formation tests do not measure an ability which is greatly different from general intelligence when administered to patients of the type studied. None of the single concept-formation scores discriminated between the brain-damaged and schizophrenic groups independently of general intellectual level, although an exploratory analysis of the subtests of the Halstead Category Test indicated that differential performance on Subtest IV versus Subtest V produced valid criterion variance beyond that attributable to Vocabulary and Block Design alone. The findings were discussed in terms both of the factors underlying the performance of the present subjects versus those from different patient populations, and the need for refining ability-oriented diagnostic strategies when studying impaired patients who do not manifest highly specific psychological deficits on standard clinical tests yielding single scores.
Brain Damage, Chronic↗
Self-control behavior in hyperactive and nonhyperactive children.
This study was aimed at evaluating the self-control behaviors of hyperactive (HA) and nonhyperactive ( NHA ) first-grade pupils under conditions of repeated failure on a previously learned concept formation task. Subjects were divided into HA and NHA groups on the basis of their scores on the Conners (1969) Teacher Rating Scale. During the training stage of the experiment the children learned a concept formation task under a schedule of contingent positive reinforcement. In the test stage they performed the same task but under a negative noncontingent reinforcement schedule. The results revealed no differences in initial rate of learning the task between the groups. After the introduction of the negative noncontingent reinforcement schedule, however, the HA group showed a marked decrease in the use of effective problem-solving strategies. The HA children's performance on the concept formation task was accompanied by the emission of negative self-evaluations and solution-irrelevant statements. The NHA group used significantly more statements showing useful goal-directed cognitive mediations than the HA children. The results suggested that HA children may have deficits in self-control skills.
Attention Deficit Disorder with Hyperactivity↗
[The influence of changes in the human subjectivity concept of formation of physician-patient relations].
Changes in the human subjectivity concept, expressing influences of cultural and outlook elements on formation of object of the European medicine, have so much affected evolution of the discipline, that it is currently directed to bring an image of a human body to anatomy, to treat a course of a disease in medical aspect and to give to diagnostic processes and therapy a character of means which can be verified in an empirical way. The changes are also reflected in a patient - physician relation, which develops in that time. A direct nature of contacts between the treated and the treating persons was taken as grounds of the relation. But reasons of the privileged position of therapists in comparison to patients have changed. The paper aims to show main trends in development of the patient -physician relationship and to represent the changing reasons for superiority of the treating persons who are in a therapeutic relation with a patient.
Europe↗
The performance of children with language-learning disabilities on two types of cognitive tasks.
The performance of children with language-learning disabilities on two types of cognitive tasks was compared to that of two groups without language-learning disabilities, one matched for mental age and the other for language (vocabulary) age. The first task, Concept Formation, measured one's ability to identify and state the rule for a concept about a set of colored geometric figures when shown instances and noninstances of the concept. The second task, Analysis Synthesis, required the identification and use of a solution key to solve an incomplete logic puzzle. Both tasks involved increases in complexity as additional items were administered. Results indicate that the children with language-learning disabilities performed at a level commensurate with the language-matched group on the Concept Formation task, and at a level commensurate with the mental-age matched group on the Analysis-Synthesis task. The implications of these findings for the nature of language-learning disabilities are discussed.
Adolescent↗
Working memory, attention, and communication disturbances in schizophrenia.
The authors hypothesized that schizophrenic communication disturbances reflect specific cognitive deficits in the areas of working memory and attention. They examined the cognitive correlates of communication disturbances, as measured by linguistic reference performance, in schizophrenic (n = 48), bipolar (n = 24), and nonpsychiatric control (n = 23) individuals. Reference performance ratings in the schizophrenic patients were associated with scores on tests of working memory and attention and were not related to performance on concept formation or verbal fluency tests. In contrast, in the bipolar and nonpsychiatric individuals, reference performance was associated with concept formation and verbal fluency test scores but was not related to performance on tests of working memory. Implications with respect to the processes underlying schizophrenic communication disturbances are discussed.
Adult↗
Impaired problem solving in Parkinson's disease: impact of a set-shifting deficit.
Parkinson's disease (PD) is associated with specific cognitive deficits in the absence of dementia, including the inability to suppress previously learned responses in a changed context. Our goal was to determine whether this set-shifting deficit is sufficient to account for impaired performance on a problem-solving task, or, instead, whether it is necessary to postulate deficits in one or more other cognitive capacities, such as logical deduction. Deductive reasoning and other conceptual abilities were assessed in 15 nondemented subjects with PD who had never been medicated, 15 nondemented subjects with PD who were currently receiving medication, and 15 healthy elderly control subjects. On a deductive reasoning task, Poisoned Food Problems, the PD groups made more errors than the control group. The PD groups' error pattern was characterized by intrusions of information from previous problems. By contrast, the PD groups made appropriate assessments of redundant and irrelevant information that appeared in these problems, and performed normally on other tests of concept formation and problem solving that did not require set shifting, indicating that the capacities for logical deduction and concept formation were intact. The set-shifting deficit, conceptualized as a difficulty in suppressing a prepotent response, appears to be a primary cognitive impairment in PD and presumably arises from dysfunction of the nigrostriatal-dorsolateral prefrontal cortex complex loop.
Aged↗
Conceptual disorganization in children at risk for schizophrenia.
The present study investigated the presence of conceptual disorganization among children at risk for future emotional disturbance. 105 children born to schizophrenic, depressed, and unaffected mothers were administered the Object Sorting Test (OST) which was scored for both developmental quality and the gradations of deviant responses. The results indicated that children with schizophrenic mothers exhibited more conceptual disorganization and lower scores for developmental quality in concept formation on the OST than did children of either depressed or unaffected mothers. For the three groups of children, lower scores for developmental quality in concept formation were significantly associated with ratings of greater severity in overall behavior dysfunction.
Adult↗
Evidence for an age-independent process in category learning.
After learning to categorize a set of alien-like stimuli in the context of a story, a group of 5-year-old children and adults judged pairs of stimuli from different categories to be less similar than did groups not learning the category distinction. In a same-different task, the learning group made more errors on pairs of non-identical stimuli from the same category than did the other groups, suggesting increased within-category item similarity, or compression. These expansion and compression effects add further support to the view that concept formation involves systematic changes in the metric of similarity space within which objects are represented. They also suggest that these processes do not vary with age, which is at least consistent with the hypothesis that they are fundamental to the mechanisms underlying concept formation.
Adult↗