items as good examples of the category furniture. These items ranged from chair and sofa, ranked number 1, to a love seat (number 10), to a lamp (number 31), all the way to a telephone, ranked number 60. While one may differ from this list in terms of cultural specifics, the point is that such a graded categorization is likely to be present in all cultures. Further evidence that some members of a category are more privileged than others came from experiments involving: 1. Response Times: in which queries involving prototypical members (e.g. is a robin a bird) elicited faster response times than for non-prototypical members. 2. Priming: When primed with the higher-level (superordinate) category, subjects were faster in identifying if two words are the same. Thus, after flashing furniture, the equivalence of chair-chair is detected more rapidly than stove-stove. 3. Exemplars: When asked to name a few exemplars, the more prototypical items came up more frequently. Subsequent to Rosch's work, prototype effects have been investigated widely in areas such as colour cognition, and also for more abstract notions: subjects may be asked, e.g. "to what degree is this narrative an instance of telling a lie?". Similar work has been done on actions (verbs like look, kill, speak, walk [Pulman:83]), adjectives like "tall", etc. Another aspect in which Prototype Theory departs from traditional Aristotelian categorization is that there do not appear to be natural kind categories (bird, dog) vs. artifacts (toys, vehicles). A common comparison is the use of prototype or the use of exemplars in category classification. Medin, Altom, and Murphy found that using a mixture of prototype and exemplar information, participants were more accurately able to judge categories. Participants who were presented with prototype values classified based on similarity to stored prototypes and stored exemplars, whereas participants who only had experience with exemplar only relied on the similarity to stored exemplars. Smith and Minda looked at the use of prototypes and exemplars in dot-pattern category learning. They found that participants used more prototypes than they used exemplars, with the prototypes being the center of the category, and exemplars surrounding it. Distance between concepts The notion of prototypes is related to Wittgenstein's (later) discomfort with the traditional notion of category. This influential theory has resulted in a view of semantic components more as possible rather than necessary contributors to the meaning of texts. His discussion on the category game