title: Knowledge, expectations, and inductive reasoning within conceptual hierarchies.
abstract: Previous research (e.g. Cognition 64 (1997) 73) suggests that the privileged level for inductive inference in a folk biological conceptual hierarchy does not correspond to the "basic" level (i.e. the level at which concepts are both informative and distinct). To further explore inductive inference within conceptual hierarchies, we examine relations between knowledge of concepts at different hierarchical levels, expectations about conceptual coherence, and inductive inference. In Experiments 1 and 2, 5- and 8-year-olds and adults listed features of living kind (Experiments 1 and 2) and artifact (Experiment 2) concepts at different hierarchical levels (e.g. plant, tree, oak, desert oak), and also rated the strength of generalizations to the same concepts. For living kinds, the level that showed a relative advantage on these two tasks differed; the greatest increase in features listed tended to occur at the life-form level (e.g. tree), whereas the greatest increase in inductive strength tended to occur at the folk-generic level (e.g. oak). Knowledge and induction also showed different developmental trajectories. For artifact concepts, the levels at which the greatest gains in knowledge and induction occurred were more varied, and corresponded more closely across tasks. In Experiment 3, adults reported beliefs about within-category similarity for concepts at different levels of animal, plant and artifact hierarchies, and rated inductive strength as before. For living kind concepts, expectations about category coherence predicted patterns of inductions; knowledge did not. For artifact concepts, both knowledge and expectations predicted patterns of induction. Results suggest that beliefs about conceptual coherence play an important role in guiding inductive inference, that this role may be largely independent of specific knowledge of concepts, and that such beliefs are especially important in reasoning about living kinds.
authors.affiliation: Department of Psychology, Northeastern University, Boston, MA 021115-5000, USA. jcoley@neu.edu
authors.forename: John D
authors.initials: JD
authors.lastname: Coley
authors.forename: Brett
authors.initials: B
authors.lastname: Hayes
authors.forename: Christopher
authors.initials: C
authors.lastname: Lawson
authors.forename: Michelle
authors.initials: M
authors.lastname: Moloney
mesh_terms: D000293:Adolescent; D000328:Adult; D000367:Age Factors; D000704:Analysis of Variance; D001900:Boston; D002648:Child; D002675:Child, Preschool; D003071:Cognition; D003210:Concept Formation; D005260:Female; D006801:Humans; D019359:Knowledge; D008128:Logic; D008297:Male; D008875:Middle Aged; D009517:New South Wales; D012718:Set, Psychology