On the role of concept formation

TL;DRAbstract

Within behavior analysis the main focus has been on the functional variables affecting concept formation, which have been widely studied within stimulus equivalence. Cognitive psychology has on the other hand been more interested in describing the structure of concepts, and the functional relations have received little attention. Article 1 involved a comparison between cognitive psychology and behavior analysis on concept formation. Laurence and Margolis (1999) presented five different theories about concepts. These included the classical theory, the neoclassical theory, the theory-theory, conceptual atomism and the prototype theory. This article focused on comparing these five theories against behavior analysis and stimulus equivalence on the role of concept formation. Article 2 involved the investigation of whether children in the age of 5–6 years old would be able to form three 6-member equivalence classes by using all visual stimuli with an MTO training structure by training one re

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