| dc.creator |
Agrba Liana Beslanovna |
|
| dc.date |
2012-10-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:19:22Z |
|
| dc.date.available |
2015-07-20T22:19:22Z |
|
| dc.identifier |
2077-1770 |
|
| dc.identifier |
2218-7405 |
|
| dc.identifier |
https://doaj.org/article/be71216a84114116b288b2b6a53c9a7c |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/19708 |
|
| dc.description |
In this article we review different approaches for concrete communication mechanisms between concepts and words, we investigate the effect of various properties of the sign, such as the visual characteristics, the semantics and the ability to verbalize the success of concept formation in terms of different types. The proposed new compromise explanation - different properties of the sign will have a different function to the formation of different types of categories. The resulting version of the theoretical explanation of a more flexible, as in better agreement with the evolutionary and ontogenetic facts about the mechanisms of categorization. We gave the subjects set to the classic concept formation with feedback. Participants received the so-called statistically dense category and statistically loose category. In four experiments, we changed the properties of the sign such as the visuality, iconicity and loaded with additional functionality with a sign. We found that the formation of dense categories are more comfortable with visual characteristics of the sign, while for the formation of loose categories more important was the ability to verbalize. Additionally, we have shown the structure of the control of attention when working with a sign in different categories. |
|
| dc.language |
Russian |
|
| dc.publisher |
Naučno-innovacionnyj Centr |
|
| dc.relation |
https://doaj.org/toc/2077-1770 |
|
| dc.relation |
https://doaj.org/toc/2218-7405 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Sovremennye Issledovaniâ Socialʹnyh Problem , Iss 10 (2012) |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
THE INFLUENCE OF THE SIGN ON CONCEPT FORMATION |
|
| dc.type |
article |
|