Concepts do more than categorize.

By K. O. Solomon, Douglas L. Medin, Elizabeth B. Lynch. 1999

Subfields: Cognitive Science & Psychology

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In Cognitive Science & Psychology

Citations in the corpus

What can the brain teach us about building artificial intelligence? (2016, background): “These abilities are not independent; rather they hang together and interact (Solomon et al., 1999), coming for free with the acquisition of the underlying concept.”
Doing without Concepts (2009, methodology): “(Solomon, Medin, and Lynch 1999: 99; my emphasis) These recent characterizations are similar to older descriptions of what concepts are.”
Concepts and categories: Memory, meaning, and metaphysics (2012, background): “Recently researchers have studied functions other than categorization, as well as interactions across functions (see also Solomon et al., 1999).”
The misunderstood limits of folk science: an illusion of explanatory depth (2002, background): “As described in the introduction, in recent years, there has been considerable emphasis on the importance of intuitive theories in models of concepts, conceptual change, reasoning, and learning (e.g., Barrett et al., 1993; Murphy & Allopenna, 1994; Sloman et al., 1997; Solomon et al., 1999).”
SUSTAIN: a network model of category learning. (2004, background): “Third, concepts and categories serve multiple functions, and the structure dictated by one goal may not be the most useful under some other goal or function ( Solomon, Medin, & Lynch, 1999 ).”
Towards more human-like concept learning in machines : compositionality, causality, and learning-to-learn (2014, background): “These abilities are not independent, rather they hang together and interact (Solomon et al., 1999), coming for free with the acquisition of the underlying concept.”
Word meaning in minds and machines (2020, background): “(Lake et al., 2015; Murphy, 2002; Solomon et al., 1999) and understanding sentences describing all those things.”
Building Machines that Learn and Think Like People (2018, background): “These abilities are not independent; rather they hang together and interact (Solomon et al., 1999), coming for free with the acquisition of the underlying concept.”