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paring it to the typical member—the most central member of the concept. If it is similar enough in the relevant ways, it will be cognitively admitted as a member of the relevant class of entities.[11] Rosch suggests that every category is represented by a central exemplar which embodies all or the maximum possible number of features of a given category.[11] Lech, Gunturkun, and Suchan explain that categorization involves many areas of the brain. Some of these are: visual association areas, prefrontal cortex, basal ganglia, and temporal lobe. The Prototype perspective is proposed as an alternative view to the Classical approach. While the Classical theory requires an all-or-nothing membership in a group, prototypes allow for more fuzzy boundaries and are characterized by attributes.[17] Lakeoff stresses that experience and cognition are critical to the function of language, and Labov's experiment found that the function that an artifact contributed to what people categorized it as.[17] For example, a container holding mashed potatoes versus tea swayed people toward classifying them as a bowl and a cup, respectively. This experiment also illuminated the optimal dimensions of what the prototype for "cup" is.[17] Prototypes also deal with the essence of things and to what extent they belong to a category. There have been a number of experiments dealing with questionnaires asking participants to rate something according to the extent to which it belongs to a category. [17]This question is contradictory to the Classical Theory because something is either a member of a category or is not.[17] This type of problem is paralleled in other areas of linguistics such as phonology, with an illogical question such as "is /i/ or /o/ a better vowel?" The Classical approach and Aristotelian categories may be a better descriptor in some cases.[17] Theory-theory Main article: Theory-theory Theory-theory is a reaction to the previous two theories and develops them further.[11] This theory postulates that categorization by concepts is something like scientific theorizing.[5] Concepts are not learned in isolation, but rather are learned as a part of our experiences with the world around us.[11] In this sense, concepts' structure relies on their relationships to other concepts as mandated by a particular mental theory about the state of the world.[14] How this is supposed to work is a little less clear than in the previous two theories, but is still a prominent and notable theory.[14] This is supposed to explain some of the issues of ignorance and error that come up in prototype and classical theories as concepts that are structured around each other seem to account for errors such as whale as a fish (this misconception came from an incorrect theory about what a whale is like, combining with our theory of what a fish is).[14] When we learn that a whale is not a fish, we are recognizing that whales don't in fact fit the theory we had about what makes something a fish. Theory-theory also postulates that people's theories about the world are what inform their conceptual knowledge of the world. Therefore, analysing people's theories can offer insights into their concepts. In this sense, "theory" means an individual's mental explanation ra

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<div style=3D"color:#FFFFFF;">paring it to the typical member=E2=80=94the m=
ost central member of the concept. If it is similar enough in the relevant =
ways, it will be cognitively admitted as a member of the relevant class of =
entities.[11] Rosch suggests that every category is represented by a centra=
l exemplar which embodies all or the maximum possible number of features of=
 a given category.[11] Lech, Gunturkun, and Suchan explain that categorizat=
ion involves many areas of the brain. Some of these are: visual association=
 areas, prefrontal cortex, basal ganglia, and temporal lobe.

The Prototype perspective is proposed as an alternative view to the Classic=
al approach. While the Classical theory requires an all-or-nothing membersh=
ip in a group, prototypes allow for more fuzzy boundaries and are character=
ized by attributes.[17] Lakeoff stresses that experience and cognition are =
critical to the function of language, and Labov's experiment found that the=
 function that an artifact contributed to what people categorized it as.[17=
] For example, a container holding mashed potatoes versus tea swayed people=
 toward classifying them as a bowl and a cup, respectively. This experiment=
 also illuminated the optimal dimensions of what the prototype for "cup" is=
.[17]

Prototypes also deal with the essence of things and to what extent they bel=
ong to a category. There have been a number of experiments dealing with que=
stionnaires asking participants to rate something according to the extent t=
o which it belongs to a category. [17]This question is contradictory to the=
 Classical Theory because something is either a member of a category or is =
not.[17] This type of problem is paralleled in other areas of linguistics s=
uch as phonology, with an illogical question such as "is /i/ or /o/ a bette=
r vowel?" The Classical approach and Aristotelian categories may be a bette=
r descriptor in some cases.[17]

Theory-theory
Main article: Theory-theory
Theory-theory is a reaction to the previous two theories and develops them =
further.[11] This theory postulates that categorization by concepts is some=
thing like scientific theorizing.[5] Concepts are not learned in isolation,=
 but rather are learned as a part of our experiences with the world around =
us.[11] In this sense, concepts' structure relies on their relationships to=
 other concepts as mandated by a particular mental theory about the state o=
f the world.[14] How this is supposed to work is a little less clear than i=
n the previous two theories, but is still a prominent and notable theory.[1=
4] This is supposed to explain some of the issues of ignorance and error th=
at come up in prototype and classical theories as concepts that are structu=
red around each other seem to account for errors such as whale as a fish (t=
his misconception came from an incorrect theory about what a whale is like,=
 combining with our theory of what a fish is).[14] When we learn that a wha=
le is not a fish, we are recognizing that whales don't in fact fit the theo=
ry we had about what makes something a fish. Theory-theory also postulates =
that people's theories about the world are what inform their conceptual kno=
wledge of the world. Therefore, analysing people's theories can offer insig=
hts into their concepts. In this sense, "theory" means an individual's ment=
al explanation ra</div>
</center>

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