Category use and category learning.

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The stability and flexibility of spatial categories. (2005, neutral): “This diVerentiation between categories is a common measure of categorical organization (e.g., Cohen, Baldwin, & Sherman, 1978; Cohen & Weatherford, 1980; Hartley & Homa, 1981; Homa, Rhoads, & Chambliss, 1979; Markman & Ross, 2003; Newcombe &”
Goals Affect the Perceived Quality of Explanations (2015, background): “More broadly, there’s increasing support for the idea that (many) mental representations are sensitive to context and goals (e.g., Barsalou, 1983; Markman & Ross, 2003), raising the possibility that constraints on explanations may be similarly flexible.”
SUSTAIN: a network model of category learning. (2004, background): “For example, the category representation a human learner forms may be highly dependent on the current goals of the learner (e.g., Barsalou, 1985, 1991) and how categories are used (Love, 2003; Markman & Makin, 1998; Markman & Ross, 2003; Ross, 1996, 1997).”
A probabilistic account of exemplar and category generation. (2013, background): “An alternative approach is to examine how people use their category knowledge to address multiple problems (Kemp & Jern, 2009; Markman & Ross, 2003).”