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In cognitive psychology, a basic category is a category at a particular level of the category inclusion hierarchy (i.e., a particular level of generality) that is preferred by humans in learning and memory tasks.
Basic level categories tend to have the same parts and recognizable images. Clearly semantic models based on attribute-value pairs fail to identify privileged levels in the hierarchy. Functionally, it is thought that basic level categories are a decomposition of the world into maximally informative categories. Thus, they
Basic level categories exhibit high within-category similarities and high between-category dissimilarities. Furthermore, the basic level is the most inclusive level at which category exemplars share a generalized identifiable shape. [6] Adults most-often use basic level object names, and children learn basic object names first. [6]
The Dewey Decimal Classification (DDC) is structured around ten main classes covering the entire world of knowledge; each main class is further structured into ten hierarchical divisions, each having ten divisions of increasing specificity. [1]
In ontology, the theory of categories concerns itself with the categories of being: the highest genera or kinds of entities. [1] To investigate the categories of being, or simply categories , is to determine the most fundamental and the broadest classes of entities. [ 2 ]
These are sets of top level categories for organizing outlines of Wikipedia articles. The category sets below range from 2-fold to 32-fold classifications of basic aspects of our experience and knowledge of the world. The category sets expand in number mostly by gradual sub-division within four main categories: culture, social sciences & society, n
This article brings together the same content organized in a manner better suited for browsing. Lists cover aspects of basic and advanced mathematics, methodology, mathematical statements, integrals, general concepts, mathematical objects, and reference tables.
Concept learning, also known as category learning, concept attainment, and concept formation, is defined by Bruner, Goodnow, & Austin (1956) as "the search for and testing of attributes that can be used to distinguish exemplars from non exemplars of various categories".