Referential communication and category acquisition.

By Arthur B. Markman, Valerie S. Makin. 1998

Subfields: Cognitive Science & Psychology, Linguistics

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Citations in the corpus

Joint Action, Interactive Alignment, and Dialog (2009, background): “Pickering and Garrod (2004) proposed that the most important way in which alignment occurs is via a process of automatic (nonconscious and effortless) imitation at different linguistic levels.”
Category use and category learning. (2003, methodology): “Yamauchi and Markman (1998) fit two well-known classification models, the context model and the rational model, to classification and inference transfer data from participants who learned Table 4 Nonlinearly Separable Category Structure From Yamauchi, Love, and Markman (2002, Experiment 2)”
SUSTAIN: a network model of category learning. (2004, background): “(1961), Medin et al. (1983) used distinctive stimuli (photographs of faces) and found that identification learning was actually more efficient than classification learning. As we shall we, SUSTAIN offers an explanation for this counter-intuitive finding. SUSTAIN’s explanation is then tested in an ex”
Continual Adaptation for Efficient Machine Communication (2019, background): “ventions only applying to a single image that is completely reset after each interaction; instead, we wish to obtain a gradient of generalization across both referents and partners as a function of similarity (Markman and Makin, 1998).”
Social cognition in humans. (2007, unknown): “We need, for example, to have an agreed vocabulary for describing the objects we are manipulating [ 60 ].”
Comparing supervised and unsupervised category learning (2002, background): “There is ample evidence that the processes (or stimulus aspects) that are stressed at encoding play a major role in determining what is acquired (Markman & Makin, 1998; Roediger, Weldon, & Challis, 1989; Ross, 1996; Whittlesea & Dorken, 1993).”
Human-level concept learning through probabilistic program induction (2015, background): “Moreover, people use their concepts for other abilities that were not studied here, including planning (42), explanation (43), communication (44), and conceptual combination (45).”
Concepts and categories: Memory, meaning, and metaphysics (2012, background): “…work raises the possibility that diagnostic rules based on superficial features, which appear so prominently in pure categorization tasks, may not be especially relevant for contexts involving multiple functions or more meaningful stimuli (e.g., Markman & Makin, 1998; Wisniewski & Medin, 1994).”
Toward a mechanistic psychology of dialogue (2004, background): “Pairs often developed quite idiosyncratic spatial models, but both interlocutors developed the same model (Garrod & Anderson 1987; Garrod & Doherty 1994; see also Markman & Makin 1998).”