Strong recovery from adaptation was expected even for the same concept condition (Deviant Level 2), as this condition consisted of different exemplar pictures (e.g., a different cow picture) that always varied from anchors in left/right orientation and often in part/whole view (e.g., face of a cow vs. face + body).
In the second study, we found that training items using a range of different pictured exemplars improved the patients' ability to generalise words to novel instances of the same object.
They may be prototypes, exemplars, analogies, or pictures of some kind of thing, or they may be tools or measuring devices, such as a yardstick or a carpenter's compass and square.
This picture was either an exemplar of the same bird type, but at a different morph level or an exemplar of a different bird type at the same or a different morph level as the bird exemplars in the previous block.
The objects presented at test could be the same exemplar as at study (physically identical picture), a different exemplar of the same object category, or a new, non-studied object.
Each picture depicted a different exemplar food from the category (e.g., for fruit, pictures showed apple, grapes, melon, banana, pineapple, orange, cherries, peaches).
In some of their experiments, the distractor was either the memorized object (e.g., picture of a cat) or another exemplar of the memorized object (e.g., picture of another cat).
Forty new exemplars (four exemplars for each of ten categories) were selected from the picture database of Konkle et al. (2010).
That normal science proceeds on the basis of perceived similarity to exemplars is an important and distinctive feature of Kuhn's new picture of scientific development.
"Finding a way" seems much more a matter of imagination and ingenuity rather than deduction, but the Mencian picture also suggests that we can be guided by exemplars of wise judgment.
The two exemplars for each of 16 object categories, and the target image, were taken from the picture database of Konkle and colleagues (Konkle, Brady, Alvarez, & Oliva, 2010; available at http://cvcl.mit.edu/MM/index.html; see Supplementary Fig. 1).
