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# Concepts do more than categorize

## Details

**Authors** Solomon et al.

**Year** 1999

**Publisher** Trends in Cognitive Sciences

**Discipline** Cognitive Science

[Read it at the publisher](https://doi.org/10.1016/S1364-6613(99)01288-7) 
10.1016/S1364-6613(99)01288-7

## In authors' words

### What they set out to do (purpose)

To expand the study of concepts from just the process of categorization.

### What they found (results)

Concepts cannot be understood sufficiently through the study of categorization, or any other function, in isolation, for two important reasons. First, concepts serve multiple functions which interact to affect conceptual structure and processing. Second, studying a single function in isolation encourages one to see cognitive processes that are particular to each function, but discourages the discovery of processes that are common to multiple functions. For these two reasons, we suggest that concepts should instead be studied in the context of a System of interrelated functions.

## Commentary

### In short

This analysis emphasizes the importance of seeing parts and wholes in the larger context of interrelatedness to better understand systems.

### In more detail

A review on categorization Solomon et. al. 1999, began with the statement, “Concepts are the building blocks of thought. How concepts are formed, used, and updated are therefore, central questions in cognitive science.” In the review, “concept” was defined as a “mental representation that is used to meet a variety of cognitive functions.” Through their review, they realized that the study of concepts has primarily been done through the study of categorization. In their analysis, they realized that the conceptual functions interact and influence one another. In fact, some conceptual representations are often a compromise between conceptual functions. This is a shortcoming of categorization. They argue that:

“...concepts cannot be understood sufficiently through the study of categorization, or any other function, in isolation, for two important reasons. First, concepts serve multiple functions which interact to affect conceptual structure and processing. Second, studying a single function in isolation encourages one to see cognitive processes that are particular to each function, but discourages the discovery of processes that are common to multiple functions. For these two reasons, we suggest that concepts should instead be studied in the context of a System of interrelated functions.”

This analysis emphasizes the importance of seeing parts and wholes in the larger context of interrelatedness to better understand systems.

**Patterns it shows** S

**How to cite this** Solomon et al. (1999). Concepts do more than categorize. Trends in Cognitive Sciences.