The Dynamic Concept, Verbal-Nonverbal Taxonomy: A Study from Engram Theory and Conceptual Atomism

Abstract

Abstract This article focuses on concept learning, exploring the variability of this process in relation to verbal and nonverbal taxonomy. The theories of concept and memory, particularly conceptual atomism and engram theory, are examined, which provide a solid foundation for understanding learning processes and concept formation. A novel definition of "dynamic concept" is elaborated based on these theories. Considering this, an experiment was designed to measure conceptual learning, revealing significant differences between verbal and nonverbal learning. In conclusion, the aim of this research is to contribute to the understanding of the nature of concepts and their relationship with engram formation in the brain. By addressing existing theories and conducting experiments, new perspectives and advancements are sought in the field of cognitive neuroscience.