Concept learning at different levels of abstraction by pigeons, monkeys, and people.

Pigeon, monkey, and human subjects were trained on three two-choice picture discrimination problems that varied in level of abstraction. At the most concrete level, subjects were rewarded for choosing pictures of a single species of bird, the common kingfisher, and nonrewarded for choosing pictures of other birds. At an intermediate level of abstraction, subjects were required to discriminate bird pictures as a general category from pictures of nonbird animals. As the most abstract problem, animal pictures in general were S+ items, and nonanimal pictures were S– items. Tests with novel probe pairs of pictures in Experiment 1 indicated that human subjects rapidly mastered all three concepts. Pigeons and monkeys performed well on the concrete kingfisher problem but not on the more abstract birds and animals problems. Although this initial experiment suggested that concept learning in pigeons and monkeys might be limited to concrete categories, further training with more exemplars in Experiment 3 revealed accurate identification of animal pictures in contrast to nonanimal pictures. On the other hand, both pigeons and monkeys showed an inability to discriminate novel bird pictures from pictures of other classes of animals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Levels of Abstraction in Orangutan (Pongo abelii) Categorization.

Levels of abstraction have rarely been manipulated in studies of natural concept formation in nonhumans. Isolated examples have indicated that animals, relative to humans, may learn concepts at varying levels of abstraction with differential ease. The ability of 6 orangutans (Pongo abelii) of various ages to make natural concept discriminations at 3 levels of abstraction was therefore investigated. The orangutans were rewarded for selecting photos of orangutans instead of humans and other primates (concrete level), primates instead of other animals (intermediate level), and animals instead of nonanimals (abstract level) in a 2-choice touch screen procedure. The results suggest that, like a gorilla (Gorilla gorilla gorilla) tested previously (Vonk & MacDonald, 2002), orangutans can learn concepts at each level of abstraction, and unlike other nonhumans, most of these subjects rapidly learned the intermediate level discrimination. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Constraints on the abstraction of solutions.

Students in college algebra classes attempted to solve a series of three mixture problems and three distance problems and to match concepts between the first two problems in a series. The detailed comparison of two isomorphs did not result in the abstraction of a solution schema, as it was found to do by M. L. Gick and K. J. Holyoak (see record 1983-20819-001) for convergence problems. Attempts to promote abstraction by not allowing students to refer to a specific analogue (Experiment 2) and by providing information about corresponding concepts and principles (Experiment 3) were unsuccessful. These findings suggest that the bottom-up, similarity-based approaches encouraged by mapping concepts may need to be supplemented by top-down, principle-driven instruction. The abstraction of solutions is constrained by (1) the requirement to successfully compare two specific analogues (the bootstrapping constraint) and (2) the existence of superordinate concepts to describe the abstraction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do children profit from looking beyond looks? From similarity-based to cue abstraction processes in multiple-cue judgment.

The authors investigated the ability of 9- to 11-year-olds and of adults to use similarity-based and rule-based processes as a function of task characteristics in a task that can be considered either a categorization task or a multiple-cue judgment task, depending on the nature of the criterion (binary vs. continuous). Both children and adults relied on similarity-based processes in the categorization task. However, adults relied on cue abstraction in the multiple-cue judgment task, whereas the majority of children continued to rely on similarity-based processes. Reliance on cue abstraction resulted in better judgments for adults but not for children in the multiple-cue judgment task. This suggests that 9- to 11-year-olds may have defaulted to similarity-based processes because they were not able to employ a cue abstraction process efficiently. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive operations associated with individual differences in affect intensity.

There are individual differences in the characteristic intensity of affective response to the same emotion-evoking event. The processes whereby individuals come to experience strong or mild emotional responses when exposed to the same affect-provoking stimuli are still unclear. In these studies, we propose that individual differences in affect intensity are associated with certain cognitive operations that involve personalizing, generalizing, and selective abstraction were hypothesized to discriminate subjects high and low in affect intensity. Two studies replicated support for the hypothesis that subjects high on affect-intensity dimension engage in more personalizing/empathic and more generalizing/elaborative cognitive operations than do subjects low on the affect-intensity dimension. The same cognitive operations discriminated groups high and low in affect intensity in response to both positive and negative emotional stimuli. Also, the cognitions that discriminated subjects high and low in affect intensity occurred only in response to affective stimuli; neutral stimuli did not evoke divergent cognitive operations for these groups. Finally, a high degree of consistency was found in the use of emotion-relevant cognitive operations across positive and negative stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association, abstraction, and the conceptual organization of recall: Implications for clinical tests.

Recent discoveries about associative meaning were hypothesized to have important implications for the problem of assessment of abstraction by clinical tests. The major hypothesis was that association functions in abstraction tests by eliciting both (1) the concept required for the abstraction item, and (2) the associative neighborhood containing the required concept. A series of 4 experiments investigated this hypothesis for both the WAIS Similarities and BRL (Bolles, Rosen, and Landis) Object Sorting tests. In a 5th experiment, an abstraction test (the BRL) was administered as a memory task in order to investigate the role of association in the conceptual organization of recall. All experiments provided strong support for the major hypothesis and have implications for construction of abstraction tests of enhanced clinical sensitivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A developmental study of children's ability to acquire knowledge of spelling patterns.

Studied morphological and orthographic spelling-pattern abstraction by administering 3 multiple-choice tests (one of nonsense words, one of real words, and a dictation test of nonsense words) to 20 good and 20 poor spellers at each grade level from 2 to 5. Results indicate that both groups showed developmental trends in pattern abstraction on all tests. Good spellers were about 2 yrs ahead of poor spellers in pattern acquisition. On the nonsense word tests good spellers performed better on orthographic than on morphological patterns while the reverse was true for poor spellers. Findings indicate that pattern abstraction occurs as part of spelling acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor structure of the Wechsler Memory Scale—Revised within a comprehensive neuropsychological battery.

Performed 2 principal factor analyses to examine the construct validity of the Wechsler Memory Scale—Revised (WMS—R) and to determine whether abstraction and memory factors can be extracted from the Halstead-Reitan Neuropsychological Test Battery (HRNB) results. Results from 237 patients support the validity of the verbal memory, delayed recall, and attention and concentration indices of the WMS—R but not the visual memory indices. No separate abstraction factor was found, and none of the HRNB measures loaded substantially on the memory factors defined by WMS—R subtests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Go with the flow: How to master a nonlinear multiple-cue judgment task.

The authors examined the cognitive processes that participants use in linear and nonlinear multiple-cue judgment tasks, hypothesizing that people are unable to use explicit cue abstraction in a nonlinear task, instead turning to exemplar memory. Experiment 1 confirmed that people are unable to use cue abstraction in nonlinear tasks but failed to confirm the hypothesized, spontaneous shift to exemplar memory. Instead, the participants appeared to be trapped in persistent and futile attempts to abstract the cue-criterion relations. Only after being instructed to rely on exemplar memory in Experiment 2 did they master the nonlinear task. The results suggest that adaptive shifts of representation need not occur spontaneously and that analytical thought may sometimes harm performance in nonlinear tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The entry point of face recognition: Evidence for face expertise.

Previous studies have shown that experts (e.g., birdwatchers) are as fast to recognize objects at subordinate levels of abstraction (e.g., robin) as they are to recognize the same object at the basic level (e.g., bird). As a test of face expertise, the current study found that adults identify faces more frequently (Experiment 1) and as quickly (Experiment 2) at the subordinate level (e.g., Bill Clinton) as at the basic level (e.g., human). Whereas brief presentation (75 ms) impaired subordinate-level recognition of nonface objects, it did not impair the subordinate level recognition of faces (Experiment 3). Finally, in an identity-matching task, subordinate-level primes facilitated the matching responses of faces but not nonface objects (Experiment 4). Collectively, these results indicate that face expertise, like expert object expertise, promotes a downward shift in recognition to more subordinate levels of abstraction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-efficacy beliefs and change in cognitive performance: MacArthur studies on Successful Aging.

Data from a cohort of relatively high functioning, older men and women were used to test the hypothesis that stronger self-efficacy beliefs predict better maintenance of cognitive performance. Structural equation modeling revealed that stronger baseline instrumental efficacy beliefs predicted better verbal memory performance at follow-up among men but not among women, controlling for baseline verbal memory score and sociodemographic and health status characteristics. For both men and women there were no significant associations between either type of self-efficacy beliefs and measures of nonverbal memory, abstraction, or spatial ability. Consistent with previous research showing relationships between baseline cognitive performance and change in self-efficacy beliefs, better abstraction ability was also predictive of increases in instrumental efficacy beliefs among the men. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Activation of FGF receptors by mutations in the transmembrane domain

Oxidative DNA damage by a model Cr(V) complex, [CrO(ehba)2]-, with and without added H2O2, was investigated for the formation of base and sugar products derived from C1', C4', and C5' hydrogen atom abstraction mechanisms. EPR studies with 5,5-dimethylpyrroline N-oxide (DMPO) have shown that Cr(V)-ehba alone can oxidize the spin trap via a direct chromium pathway, whereas reactions of Cr(V)-ehba in the presence of H2O2 generated the hydroxyl radical. Direct (or metal-centered) Cr(V)-ehba oxidation of single-stranded (ss) and double-stranded (ds) calf thymus DNA demonstrated the formation of thiobarbituric acid-reactive species (TBARS) and glycolic acid in an O2-dependent manner, consistent with abstraction of the C4' H atom. A minor C1' H atom abstraction mechanism was also observed for direct Cr(V) oxidation of DNA, but no C5' H atom abstraction product was observed. Direct Cr(V) oxidation of ss- and ds-DNA also caused the release of all four nucleic acid bases with a preference for the pyrimidines cytosine and thymine in ds-DNA, but no base release preference was observed in ss-DNA. This base release was O2-independent and could not be accounted for by the H atom abstraction mechanisms in this study. Reaction of Cr(V)-ehba with H2O2 and DNA yielded products consistent with all three DNA oxidation pathways measured, namely, C1', C4', and C5' H atom abstractions. Cr(V)-ehba and H2O2 also mediated a nonpreferential release of DNA bases with the exception of the oxidatively sensitive purine, guanine. Direct and H2O2-induced Cr(V) DNA oxidation had opposing substrate preferences, with direct Cr(V) oxidation favoring ss-DNA while H2O2-induced Cr(V) oxidative damage favored ds-DNA. These results may help explain the carcinogenic mechanism of chromium(VI) and serve to highlight the differences and similarities in DNA oxidation between high-valent chromium and oxygen-based radicals.     

Visual abstraction processes in young and old adults.

Three experiments with young adults (18–20 yrs) and old adults (64–77 yrs) examined the conceptual skills of the 2 age groups. Using the visual abstraction procedure of J. J. Franks and J. D. Bransford (see record 1972-02149-001) allowed the study of concept abstraction independent of problem-solving skills. In Exps I (16 Ss in each age group) and II (12 Ss each), young and old Ss did not differ in their ability to abstract central tendency information from a class of nonmeaningful stimuli. Both groups classified novel stimuli in terms of transformational distance from a central representation (or prototype) of these patterns. Both groups also abstracted information regarding relations into which attributes could enter, and discriminated between test patterns reflecting acceptable and unacceptable transformations. It is suggested that visual abstraction performance may reflect the encoding of frequency information, which is presumed to be an automatic process founded on innate structures and which remains stable with age. Exp III (14 Ss in each age group) found that older Ss experienced greater interference in acquisition when the new concept was based on a reorganization of attributes associated with an established conceptual structure. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intelligence and abstraction réfléchissante in Piaget's theory of cognitive development.

Discusses J. MacNamara's (1976) claim that Piaget's theory of cognitive development is circular, intelligence being introduced in the guise of abstraction réfléchissante to explain its own formation. In addition, the role of abstraction réfléchissante and the meaning and bases of intelligence are examined. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the importance of operational definitions: A comment on Hayden.

Hayden's (1987) article concerning the merits of various "hypothesis-testing strategies" is critiqued on the grounds that he has not adequately defended the use of a "Level-4 concept" (Underwood, 1957). More parsimonious explanations for his result are developed and presented at a lower level of abstraction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cue abstraction and exemplar memory in categorization.

In this article, the authors compare 3 generic models of the cognitive processes in a categorization task. The cue abstraction model implies abstraction in training of explicit cue-criterion relations that are mentally integrated to form a judgment, the lexicographic heuristic uses only the most valid cue, and the exemplar-based model relies on retrieval of exemplars. The results from 2 experiments showed that, in lieu of the lexicographic heuristic, most participants spontaneously integrate cues. In contrast to single-system views, exemplar memory appeared to dominate when the feedback was poor, but when the feedback was rich enough to allow the participants to discern the task structure, it was exploited for abstraction of explicit cue-criterion relations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How do we communicate stereotypes? Linguistic bases and inferential consequences.

The linguistic expectancy bias is defined as the tendency to describe expectancy-consistent information at a higher level of abstraction than expectancy-inconsistent information. The communicative consequences of this bias were examined in 3 experiments. Analyses of judgments that recipients made on the basis of linguistically biased information generated by transmitters indicated that behavior in expectancy-consistent messages was attributed more to dispositional and less to situational factors than behavior in expectancy-inconsistent messages. Moreover, this effect was mediated by the level of linguistic abstraction of the messages. These findings provide direct evidence for the hypothesis that recipients are sensitive to variations in linguistic abstraction in spontaneous language use because of stereotypes. Results are discussed with respect to the interpersonal aspects of stereotyping. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A simplified formula for measuring abstraction in writing.

Based on an analysis of the separate categories making up Flesch's count of "definite words," a formula for estimating abstraction in writing, derived in part from the Flesch abstraction formula, was devised. The multiple R between the Flesch formula score and the elements of the new formula is .82. Abstraction score ranges are given. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transfer in artificial grammar learning: A reevaluation.

This article covers methodological and theoretical issues in artificial grammar learning. Arguments that such tasks are mediated by abstract knowledge (e.g., A. S. Reber, see record 1991-00330-001) are based primarily on evidence from transfer experiments, where the surface vocabulary is changed between learning and test items. Because of a number of methodological concerns, the small magnitudes of artificial grammar learning effects generally are difficult to interpret. Possible solutions are offered here. Furthermore, even reliable transfer effects imply neither that subjects have acquired abstract knowledge of the underlying grammar nor that they are performing a process of abstract analogy from memorized whole exemplars. Models that learn only surface fragments of the training stimuli and perform abstraction at test rather than during learning are wholly consistent with transfer phenomena. (PsycINFO Database Record (c) 2010 APA, all rights reserved)