Topic: Perceptual similarity

Vector-space models are used frequently to compare similarity and dimensionality among entity concepts. What happens when we apply these models to relational concepts? What is the evidence that such models do apply to relational concepts? If we use such a model, then one implication is that maximizing surface feature variation should improve relational concept learning. For example, in STEM instruction, the effectiveness of teaching by analogy is often limited by students’ focus on superficial features of the source and target exemplars. However, in contrast to the prediction of the vector-spa

Children need inference in order to learn the meanings of words. They must infer the referent from the situation in which a target word is said. Furthermore, to be able to use the word in other situations, they also need to infer what other referents the word can be generalized to. As verbs refer to relations between arguments, verb learning requires relational analogical inference, something which is challenging to young children. To overcome this difficulty, young children recruit a diverse range of cues in their inference of verb meanings, including, but not limited to, syntactic cues and s

One challenge in exploring the internal representation of faces is the lack of controlled stimuli transformations. Researchers are often limited to verbalizable transformations in the creation of a dataset. An alternative approach to verbalization for interpretability is finding image-based measures that allow us to quantify image transformations. In this study, we explore whether PCA could be used to create controlled transformations to a face by testing the effect of these transformations on human perceptual similarity and on computational differences in Gabor, Pixel and DNN spaces. We found