  For humans learning to categorize and distinguish parts of the world, the set
of assumptions (overhypotheses) they hold about potential category structures
is directly related to their learning process. In this work we examine the
effects of two overhypotheses for category learning: 1) the bias introduced by
the presence of linguistic labels for objects; 2) the conceptual 'domain'
biases inherent in the learner about which features are most indicative of
category structure. These two biases work in tandem to impose priors on the
learning process; and we model and detail their interaction and effects. This
paper entails an adaptation and expansion of prior experimental work that
addressed label bias effects but did not fully explore conceptual domain
biases. Our results highlight the importance of both the domain and label
biases in facilitating or hindering category learning.
