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Extra resources for A Scientist Rises
But he also uses an analogy strategy, or he would never pronounce the nonsense word “hamb” as if it were analogous to “lamb”. The first grade reading teacher uses both these procedures in his own reading, but he also knows some of the patterning rules explicitly, because he knows that he will have to explain them to young children. It is possible, in principle, to account for much of concept formation by memorization of instances and subsequent analogy. However, it is our conclusion that while such a strategy may provide an organism with the kinds of cognitive armamentoria for successfully classifying beasts that remind it of Lassie as “dogs”, it may give it some very strange ideas about conceptual structures like grammars.
But it has other consequences. Because the PA subjects’ memory for the learning task items is not complete, they erroneously reject many items which contain acceptable elements simply on the grounds that the elements are not in their memorial space. And because they are losing information from memory rather rapidly, their contradiction rate is relatively high and the error rate increases over the course of the well-formedness task. However, this cognitive behavior is not solely constrained by the structure of the learning task, for in subjects who have had experience with observation learning (PAZnd) these behaviors are ameliorated.
Conclusion Several observations suggest that our conception of the world (or of stimuli in the world) is not a multidimensional space in which all dimensions have equal status, but rather a hierarchy of dimensions, in which time occupies the first level and spatial dimensions occupy the second one. To recapitulate, the criteria used to establish this hierarchy were the following: (a) If the order of stimuli covarying on two dimensions is attributed to just one dimension, this dimension is regarded as dominated by the other one.