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{ "count": 38755, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13300", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13100", "results": [ { "pk": 29897, "title": "Accurate representation for spatial cognition using grid cells", "subtitle": null, "abstract": "Spatial cognition relies on an internal map-like representationof space provided by hippocampal place cells, which in turnare thought to rely on grid cells as a basis. Spatial Seman-tic Pointers (SSP) have been introduced as a way to representcontinuous spaces and positions via the activity of a spikingneural network. In this work, we further develop SSP rep-resentation to replicate the firing patterns of grid cells. Thisadds biological realism to the SSP representation and links bi-ological findings with a larger theoretical framework for rep-resenting concepts. Furthermore, replicating grid cell activitywith SSPs results in greater accuracy when constructing placecells.Improved accuracy is a result of grid cells forming the op-timal basis for decoding positions and place cell output. Ourresults have implications for modelling spatial cognition andmore general cognitive representations over continuous vari-ables.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neural Engineering Framework; Semantic PointerArchitecture; spatial semantic pointer; spatial representation;spiking neural networks; cognitive maps; grid cells; place cells" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8720b88v", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "Sandra-Yaffa", "last_name": "Dumont", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29897/galley/19751/download/" } ] }, { "pk": 29958, "title": "A cognitive computational model of mindsets", "subtitle": null, "abstract": "An individuals intelligence mindset describes their implicit beliefs about whether intelligence is fixed (fixed mindset)or malleable (growth mindset). Here, we introduce a computational framework to unify and build upon findings in themindsets literature. We postulate that individuals maintain a mental model of others skill, in which current skill is thesum of innate skill (1) and skill acquired from experience (growth potential (2) times fraction of potential realised (3)).An observed current skill level is consistent with multiple combinations of (1), (2), and (3). To disambiguate, the modelobserver performs probabilistic inference, which requires priors. In particular, we conceptualise a fixed mindset usinga high-variance prior over innate skill and a low-variance, low-mean prior over growth potential. Through proofs andsimulations, we demonstrate that our model accounts for empirical findings in terms of the latent psychological processes.Our results offer promise for a computational cognitive science of mindsets.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2tj0c8jf", "frozenauthors": [ { "first_name": "Anne", "middle_name": "", "last_name": "Sax", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Andrei", "middle_name": "", "last_name": "Cimpian", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Wei", "middle_name": "Ji", "last_name": "Ma", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29958/galley/19812/download/" } ] }, { "pk": 29373, "title": "A Computational Analysis of the Constraints on Parallel Word Identification", "subtitle": null, "abstract": "The debate about how attention is allocated during readinghas been framed in as: Either attention is allocated in a strictlyserial manner, to support the identification of one word at atime, or it is allocated as a gradient, to support the concurrentprocessing of multiple words. The first part of this article re-views reading models to examine the feasibility of both posi-tions. Although word-identification and sentence-processingmodels assume that words are identified serially to incremen-tally build larger units of representation, discourse-processingmodel allow several propositions to be co-active in workingmemory. The remainder of this article then describes an in-stance-based model of word identification, Über-Reader, andsimulations comparing the identification of single words andword pairs. These simulations indicate that, although wordpairs can be identified, accurate identification is restricted toshort high-frequency words due to the computational de-mands of both memory retrieval and limited visual acuity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; computational modeling; reading; sen-tence processing; Über-Reader; word identification" } ], "section": "Modeling Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zj0h1xq", "frozenauthors": [ { "first_name": "Erik", "middle_name": "D.", "last_name": "Reichle", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "R.", "last_name": "Schotter", "name_suffix": "", "institution": "University of South Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29373/galley/19234/download/" } ] }, { "pk": 29575, "title": "A Computational Approach for Predicting Individuals’ Response Patterns in Human Syllogistic Reasoning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kv989q8", "frozenauthors": [ { "first_name": "Emmanuelle-Anna", "middle_name": "Dietz", "last_name": "Saldanha", "name_suffix": "", "institution": "International Center for Computational Logic", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Schambach", "name_suffix": "", "institution": "International Center for Computational Logic", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [] }, { "pk": 29657, "title": "A Computational Approach to Perception and Language in Autism Based onSelf-Organizing Maps", "subtitle": null, "abstract": "A Self-Organizing Map (SOM) is a type of artificial neural network. Artificial neurons in the SOM form local assembliesthat become specialized in responding to categories of stimuli. Assemblies emerge through competition and cooperationbetween artificial neurons. Here we present a SOM aimed to model autism by means of increasing cooperation betweenneurons in the map. Descriptions of local hyperconnectivity in neuronal circuits in ASD make our implementation bio-logically sound. Remarkably, the change in low-level processing of our model, led to high level atypicalities mirroringASD behavior. Increasing cooperation produced deficient organization of neuronal assemblies accounting for fragmentedrepresentations of perceptual categories, idiosyncratic use of word labels, and atypical shape bias in lexical development.The results of our model successfully matched the behavioral performance of children with ASD in a categorization task,and shed light on how to understand the atypical development of the neurocognitive profile of ASD.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/983003zf", "frozenauthors": [ { "first_name": "Angel", "middle_name": "Eugenio", "last_name": "Tovar", "name_suffix": "", "institution": "UNAM", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29657/galley/19514/download/" } ] }, { "pk": 29518, "title": "A Computational Model of Early Word Learning from the Infant’s Point of View", "subtitle": null, "abstract": "Human infants have the remarkable ability to learn the asso-ciations between object names and visual objects from inher-ently ambiguous experiences. Researchers in cognitive scienceand developmental psychology have built formal models thatimplement in-principle learning algorithms, and then used pre-selected and pre-cleaned datasets to test the abilities of the mod-els to find statistical regularities in the input data. In contrast toprevious modeling approaches, the present study used egocen-tric video and gaze data collected from infant learners duringnatural toy play with their parents. This allowed us to capturethe learning environment from the perspective of the learner’sown point of view. We then used a Convolutional Neural Net-work (CNN) model to process sensory data from the infant’spoint of view and learn name-object associations from scratch.As the first model that takes raw egocentric video to simulateinfant word learning, the present study provides a proof of prin-ciple that the problem of early word learning can be solved,using actual visual data perceived by infant learners. More-over, we conducted simulation experiments to systematicallydetermine how visual, perceptual, and attentional properties ofinfants’ sensory experiences may affect word learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning" }, { "word": "Computational Modeling" }, { "word": "EyeTracking and Visual Attention" }, { "word": "Parent-Child Social Interaction" } ], "section": "Word Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8709p042", "frozenauthors": [ { "first_name": "Satoshi", "middle_name": "", "last_name": "Tsutsui", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Arjun", "middle_name": "", "last_name": "Chandrasekaran", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Md", "middle_name": "Alimoor", "last_name": "Reza", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Crandall", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29518/galley/19378/download/" } ] }, { "pk": 29627, "title": "A Computational Model of Learning to Count in a Multimodal,Interactive Environment", "subtitle": null, "abstract": "When learning to count, children actively engage with a varietyof counting tasks and observe demonstrations by more knowl-edgeable others. We investigate how a single neural network-based agent, situated in a multimodal learning environment,can learn from observing such demonstrations to perform mul-tiple number tasks such as counting temporally and spatiallydistributed objects, and a variant of the give-N task. We findthat i. the agent can learn different tasks that require counting,ii. learning progresses in similar stages for different tasks, iii.sequential learning of subtasks aids learning of the full task ofcounting spatially distributed objects, and iv. a mechanism forupdating memory when each object is counted emerges fromlearning the task. The work relies on generic deep learningprocesses in widely used neural network modules rather thanmechanisms specialized for mathematics learning, and pro-vides an architecture in which aspects of a sense of numberemerge from learning several different number related tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mathematical cognition; neural networks; learningto count; situated multimodal learning." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gn0b19r", "frozenauthors": [ { "first_name": "Silvester", "middle_name": "", "last_name": "Sabathiel", "name_suffix": "", "institution": "Norwegian University of Science and Technology", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Trygve", "middle_name": "", "last_name": "Solstad", "name_suffix": "", "institution": "Norwegian University of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29627/galley/19485/download/" } ] }, { "pk": 29795, "title": "Acoustic Features of Infant Directed Speech in Female and Male Speakers", "subtitle": null, "abstract": "Infant directed speech (IDS) is characterized by exaggerated pitch and vowel lengthening. The current study recorded ev-eryday interactions with fifty 12-month-old infants and their families to examine whether there are significant differencesin the acoustic features of IDS (such as frequency, pause duration, and vowel length) between male and female speak-ers, and whether any differences are related to childrens vocabulary development at 12 months and 15 months. Femalespeakers, compared with male speakers, exhibited significantly longer pauses in phrase final positions, thereby poten-tially signaling syntactic structures more clearly. Controlling for family income and maternal education, female speakersfrequency variation at non-final vowel positions accounted for an additional unique variance for infants productive vocab-ulary at 12 months and receptive vocabulary at 15 months while none of the acoustic features of male speakers related tovocabulary size. These results suggest that female speakers IDS may be more influential in language development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2442j70h", "frozenauthors": [ { "first_name": "Rong", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "University at Albany", "department": "" }, { "first_name": "Tianlin", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University at Albany", "department": "" }, { "first_name": "Elie", "middle_name": "ChingYen", "last_name": "Yu", "name_suffix": "", "institution": "University at Albany", "department": "" }, { "first_name": "Jill", "middle_name": "", "last_name": "Lany", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29795/galley/19649/download/" } ] }, { "pk": 29447, "title": "A Cross-Cultural Principle Of Temporal Spatialization", "subtitle": null, "abstract": "The Temporal Focus Hypothesis proposes that a person’s tendency to conceptualize either the past or the future as beinglocated in front of them depends on their temporal focus: the balance of attention paid to the past (tradition) and thefuture (progress). How general is the TFH and to what extent can cultures and subcultures be placed on a single linerelating time spatialization and temporal focus in spite of stark differences in language, religion, history, and economicdevelopment? Data from 10 Western and Middle Eastern (sub)cultural groups (N=1198) were used to derive a linearmodel relating aggregated temporal focus and proportion of future-in-front responses. This model then successfully fittednine independently collected (sub)cultural groups in China and Vietnam (N=841). A logistic mixed model computedover the whole dataset (N=2039) showed that the group-level relation arose at the individual level and allowed precisequantification of its influence. Temporal focus shapes how people around the world think of time in spatial terms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Spatial Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31w9s8db", "frozenauthors": [ { "first_name": "Carmen", "middle_name": "", "last_name": "Callizo", "name_suffix": "", "institution": "University of Granada", "department": "" }, { "first_name": "Slavica", "middle_name": "", "last_name": "Tutnjevi", "name_suffix": "", "institution": "University of Banja-Luka", "department": "" }, { "first_name": "Maja", "middle_name": "", "last_name": "Pandza", "name_suffix": "", "institution": "University of Mostar", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Ouellet", "name_suffix": "", "institution": "University of Granada", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Kranjec", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Sladjana", "middle_name": "", "last_name": "Ili", "name_suffix": "", "institution": "University of Tuzla", "department": "" }, { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "UCL", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Gksun", "name_suffix": "", "institution": "Ko University", "department": "" }, { "first_name": "Sobh", "middle_name": "", "last_name": "Chahboun", "name_suffix": "", "institution": "Queen Maud University College", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Julio", "middle_name": "", "last_name": "Santiago", "name_suffix": "", "institution": "University of Granada", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29447/galley/19307/download/" } ] }, { "pk": 30015, "title": "A Cross-linguistic Study into the Contribution of Affective Connotation in theLexico-semantic Representation of Concrete and Abstract Concepts", "subtitle": null, "abstract": "Words carry affective connotations, but the role of these conno-tations in the representation of meaning is not well understood.Like other aspects of meaning, connotation might be cultureor language-specific. This study uses a large-scale relatednessjudgment task to determine the role of affective connotationsin concrete and abstract words in English, Rioplatense Span-ish, and Mandarin Chinese. Across languages, word valence,or how positive or negative a word is, was one of the main or-ganizing factors in both concrete and abstract concepts. More-over, predicted culture-specific affective connotations were re-liably found in the similarity space of abstract concepts. Afollow-up analysis was conducted to investigate whether distri-butional semantic representations derived from language simi-larly encodes these connotations using word embeddings. Thelanguage models did only partly captured the overall similaritystructure and the affective connotations shaping it.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "affective connotation; cross-cultural meaning; re-latedness; word embeddings" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10g4r578", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "De Deyne", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Álvaro", "middle_name": "", "last_name": "Cabana", "name_suffix": "", "institution": "Universidad de la República, Montevideo", "department": "" }, { "first_name": "Bing", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "NYU Shanghai", "department": "" }, { "first_name": "Qing", "middle_name": "", "last_name": "Cai", "name_suffix": "", "institution": "NYU Shanghai", "department": "" }, { "first_name": "Meredith", "middle_name": "", "last_name": "McKague", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30015/galley/19869/download/" } ] }, { "pk": 29837, "title": "Active Vision in the Perception of Actions: An Eye Tracking Study in Naturalistic\nContexts", "subtitle": null, "abstract": "Infants’ ability to attend actively and selectively to naturalistic\nstimuli is critical to early learning. Most studies on infant visual\nattention use screen-based paradigms wherein infants view\nstimuli on computer screens. Little is known about how infants\nobserve others’ activities in everyday contexts. Using head-\nmounted eye-tracking, this study examined how infants\ndistributed attention when observing their parents perform an\neveryday task – making peanut-butter and jelly sandwiches –\nin a home-like environment. Infant observers attended to\nparents’ activities less than adult observers in the same\nsituation. However, when infants were engaged in action\nobservation, their gaze patterns were distributed on task-\nrelevant objects similarly to adult observers, suggesting they\nactively obtained rich visual input in this free-viewing\nsituation. Moreover, infant-parent dyads coordinated visual\nattention during the food preparation task in similar ways as\nobserved in other everyday tasks, such as toy play, suggesting\nsensorimotor processes play a critical role in coordinated\nattention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "action observation; coordinated attention; eye-\ntracking; parent-child interaction; selective attention" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3149s3rd", "frozenauthors": [ { "first_name": "Ryan", "middle_name": "E.", "last_name": "Peters", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Dian", "middle_name": "", "last_name": "Zhi", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Petersen", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29837/galley/19691/download/" } ] }, { "pk": 29521, "title": "Active Word Learning through Self-supervision", "subtitle": null, "abstract": "Models of cross-situational word learning typically character-ize the learner as a passive observer, but a language learn-ing child can actively participate in verbal and non-verbalcommunication. We present a computational study of cross-situational word learning to investigate whether a curious wordlearner who actively influences linguistic input in each contexthas an advantage over a passive learner. Our computationalmodel learns to map words to objects in real images by self-supervision through simulating both word comprehension andproduction. We examine different curiosity measures as guid-ing input selection, and analyze the relative impact of eachmethod. Our results suggest that active learning leads to higheroverall performance, and a formulation of curiosity which re-lies both on subjective novelty and plasticity yields the bestperformance and learning stability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cross-situational word learning; Computationalmodelling; Active learning; Curiosity." } ], "section": "Word Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2g84p0sk", "frozenauthors": [ { "first_name": "Lieke", "middle_name": "", "last_name": "Gelderloos", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Alireza", "middle_name": "Mahmoudi", "last_name": "Kamelabad", "name_suffix": "", "institution": "University of Trento", "department": "" }, { "first_name": "Afra", "middle_name": "", "last_name": "Alishahi", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29521/galley/19381/download/" } ] }, { "pk": 29355, "title": "Adaptations of Executive Function and Prefrontal Cortex Connectivity FollowingExergame Play in 4- to 5-year old Children", "subtitle": null, "abstract": "This study examined the separate and combined effects ofexercise and cognitive training on children’s executivefunction (EF) and associated neural substrates. Sixty-twochildren were recruited and randomly assigned to an Exergame(exercise + cognitive activity), Exercise (physical activity),Sedentary (cognitive activity), or Control (no-play) Condition.The training consisted of 20 min sessions 2x/week and wascompleted by 49 children 4- to 5-years-old. Resting-stateprefrontal cortex (PFC) connectivity utilizing functional near-infrared spectroscopy, behavioral assessments of EF, andteacher ratings of EF were assessed pre- and posttest.Exergame training significantly improved performance ontransfer EF assessments compared to the other conditions andincreased PFC connectivity. The changes in PFC connectivitywere positively associated with EF improvement. Thesefindings suggest that the combination of cognitive and exercisetraining modulates the effects on EF and elucidates the neuralmechanisms underlying the changes in EF induced fromexergame play.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "educational technology; executive function;exergames; prefrontal cortex" }, { "word": "fNIRS" } ], "section": "Neuroscience and Psychophysics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xz485tg", "frozenauthors": [ { "first_name": "Cassondra", "middle_name": "", "last_name": "Eng", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Pocsai", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Fishburn", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Dominic", "middle_name": "", "last_name": "Calkosz", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29355/galley/19216/download/" } ] }, { "pk": 29770, "title": "Adapting Educational Technologies Across Learner Populations:A Usability Study with Adolescents on the Autism Spectrum", "subtitle": null, "abstract": "This paper reports initial results from a usability study con-ducted in the formative and user-centered design phase of alarger project to translate an existing, science-focused edu-cational technology for neurotypical middle school studentsinto a new, social-reasoning-focused educational technologyfor students on the autism spectrum. Participants in our studyincluded both adolescents on the autism spectrum and typi-cally developing adolescents, who were asked to complete theBetty’s Brain educational-technology-based science activity aswell as a social-reasoning movie question-answering activity.Results include qualitative observations of general student en-gagement and challenges as well as quantitative measures ofperformance and eye gaze, including key differences observedacross our two sample groups, with the goal of informingthe design and adaptation of future technology-based inter-ventions. Our findings suggest specific considerations for de-signing educational technologies for adolescents on the autismspectrum, including 1) finding ways to help students followinstructional/tutorial portions of new technologies, especiallywhen lengthy instructions and/or complex interfaces are in-volved; 2) proactively anticipating and finding ways to mit-igate potential student episodes of frustration / dysregulationwhile using the technology; and 3) capitalizing on features ofthe technology found to be engaging/motivating for students.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Autism; eye tracking; science reasoning; socialreasoning; usability." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sq9g4nw", "frozenauthors": [ { "first_name": "Xiaoman", "middle_name": "", "last_name": "Zi", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Shiyao", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Roxanne", "middle_name": "", "last_name": "Rashedi", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Marian", "middle_name": "", "last_name": "Rushdy", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Lane", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Shitanshu", "middle_name": "", "last_name": "Mishra", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Gautam", "middle_name": "", "last_name": "Biswas", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Swanson", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Kinsman", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Bardett", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Warren", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Pablo", "middle_name": "", "last_name": "Juarez", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Maithilee", "middle_name": "", "last_name": "Kunda", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29770/galley/19624/download/" } ] }, { "pk": 29735, "title": "Adaptive Sampling Policies Imply Biased Beliefs:A Generalization of the Hot Stove Effect", "subtitle": null, "abstract": "The Hot Stove Effect is a negativity bias resulting from theadaptive character of learning. The mechanism is that learn-ing algorithms that pursue alternatives with positive estimatedvalues, but avoid alternatives with negative estimated values,will correct errors of overestimation but fail to correct errorsof underestimation. Here we generalize the theory behind theHot Stove Effect to settings in which negative estimates do notnecessarily lead to avoidance but to a smaller sample size (i.e,a learner selects fewer of alternative B if B is believed to be in-ferior but does not entirely avoid B). We demonstrate formallythat the negativity bias remains in this set-up. We also showthat there is a negativity bias for Bayesian learners in the sensethat most such learners underestimate the expected value of analternative.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; stopping; sampling; Bayesian models" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sc0v7sj", "frozenauthors": [ { "first_name": "Jerker", "middle_name": "", "last_name": "Denrell", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29735/galley/19591/download/" } ] }, { "pk": 29679, "title": "Adaptive vs. Fixed Spacing of Learning Items:Evidence from Studies of Learning and Transfer in Chemistry Education", "subtitle": null, "abstract": "Spacing presentations of learning items across time improvesmemory relative to massed schedules of practice – thewell-known spacing effect. Spaced practice can be furtherenhanced by adaptively scheduling the presentation of learningitems to deliver customized spacing intervals for individualitems and learners. ARTS - Adaptive Response-time-basedSequencing (Mettler, Massey, & Kellman 2016) determinesspacing dynamically in relation to each learner’s ongoing speedand accuracy in interactive learning trials. We demonstrate theeffectiveness of ARTS when applied to chemistry nomenclaturein community college chemistry courses by comparing adaptiveschedules to fixed schedules consisting of continuouslyexpanding spacing intervals. Adaptive spacing enhanced theefficiency and durability of learning, with learning gainspersisting after a two-week delay and generalizing to astandardized assessment of chemistry knowledge after 2-3months. Two additional experiments confirmed and extendedthese results in both laboratory and community college settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Adaptive Learning" }, { "word": "Spacing effect" }, { "word": "chemistryeducation" }, { "word": "STEM learning" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rz8h8w3", "frozenauthors": [ { "first_name": "Everett", "middle_name": "", "last_name": "Mettler", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Christine", "middle_name": "M.", "last_name": "Massey", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Amina", "middle_name": "K.", "last_name": "El-Ashmawy", "name_suffix": "", "institution": "Collin College", "department": "" }, { "first_name": "Philip", "middle_name": "J.", "last_name": "Kellman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29679/galley/19536/download/" } ] }, { "pk": 29894, "title": "Adding biological constraints to deep neural networks reduces their capacity tolearn unstructured data", "subtitle": null, "abstract": "Deep neural networks (DNNs) are becoming increasingly pop-ular as a model of the human visual system. However, theyshow behaviours that are uncharacteristic of humans, includingthe ability to learn arbitrary data, such as images with pixel val-ues drawn randomly from a Gaussian distribution. We investi-gated whether this behaviour is due to the learning and memorycapacity of DNNs being too high for the training task. We re-duced the capacity of DNNs by incorporating biologically mo-tivated constraints – an information bottleneck, internal noiseand sigmoid activations – in order to diminish the learning ofarbitrary data, without significantly degrading performance onnatural images. Internal noise reliably produced the desiredbehaviour, while a bottleneck had limited impact. Combiningall three constraints yielded an even greater reduction in learn-ing capacity. Furthermore, we tested whether these constraintscontribute to a network’s ability to generalize by helping it de-velop more robust internal representations. However, none ofthe methods could consistently improve generalization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deep learning; biological details; memorization;generalization; internal noise; bottleneck" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5pr8s6b7", "frozenauthors": [ { "first_name": "Christian", "middle_name": "", "last_name": "Tsvetkov", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Gaurav", "middle_name": "", "last_name": "Malhotra", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Benjamin", "middle_name": "D.", "last_name": "Evans", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Jeffrey", "middle_name": "S.", "last_name": "Bowers", "name_suffix": "", "institution": "University of Bristol", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29894/galley/19748/download/" } ] }, { "pk": 30058, "title": "Adventures in Flatland: Perceiving Social Interactions Under Physical Dynamics", "subtitle": null, "abstract": "People make fast, spontaneous, and consistent judgementsof social situations, even in complex physical contexts withmultiple-body dynamics (e.g. pushing, lifting, carrying, etc.).What mental computations make such judgments possible? Dopeople rely on low-level perceptual cues, or on abstract con-cepts of agency, action, and force? We describe a new exper-imental paradigm, Flatland, for studying social inference inphysical environments, using automatically generated interac-tive scenarios. We show that human interpretations of events inFlatland can be explained by a computational model that com-bines inverse hierarchical planning with a physical simulationengine to reason about objects and agents. This model out-performs cue-based alternatives based on hand-coded (multi-nomial logistic regression) and learned (LSTM) features. Ourresults suggest that humans could use a combination of intu-itive physics and hierarchical planning to interpret complex in-teractive scenarios encountered in daily life.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social perception; theory of mind; intuitivephysics; Bayesian inverse planning; hierarchical planning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8ms286cp", "frozenauthors": [ { "first_name": "Tianmin", "middle_name": "", "last_name": "Shu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Marta", "middle_name": "", "last_name": "Kryven", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tomer", "middle_name": "D.", "last_name": "Ullman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30058/galley/19912/download/" } ] }, { "pk": 30061, "title": "Affect and syntactic anomaly", "subtitle": null, "abstract": "In an event-related potential (ERP) language experiment, we investigated whether variability in the P600 component, amarker of syntactic anomaly, could be accounted for by dispositional affect. Sentences such as (i) The broker plannedto conceal the transaction * was sent to jail vs. (ii) The broker persuaded * to conceal the transaction was sent tojail (critical words are underlined) were read by 25 participants. These stimuli were adapted from Osterhout & Holcomb(1992), an influential early study on the P600 waveform. We expected to replicate previous findings, where P600 effectswere expected at to in (ii) vs. (i) and at was in (i) vs. (ii). The P600 effect at to did not replicate, whereas it didat was . Regarding affect, our results showed a significant positive correlation between positive affect scores and P600amplitude. Results are discussed in terms of the family of P600 components and affect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tg7f7mc", "frozenauthors": [ { "first_name": "Veena", "middle_name": "", "last_name": "Dwivedi", "name_suffix": "", "institution": "Brock University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30061/galley/19915/download/" } ] }, { "pk": 29854, "title": "A FIRST: Arabic-English biliterates demonstrate the SNARC effect", "subtitle": null, "abstract": "The SNARC effect is demonstrated in number judgment tasks when subjects are faster to respond to higher values withresponses made on the right and to lower values with responses made on the left. This effect has been found to beimpervious to handedness but works best for single digit values. Researchers speculate the reason for this robust effectto be a Mental Number Line (MNL) from which numbers, proceeding from 0-9 are oriented in a horizontal fashion fromleft to right. This follows when people consistently use text that proceeds from left to right, but for 1 or 2 billion ofpeople worldwide, text orientation proceeds right to left or top to bottom. The current experiments investigated whetherthe SNARC effect would be found among Egyptian Arabic-English biliterates who are highly proficient in both languagesand for whom reading and writing proceed from right-to-left, except for the numbering system. To our knowledge we havefound the first ever demonstration of the typical SNARC effect among this population.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zp0d1sz", "frozenauthors": [ { "first_name": "Jacquelyn", "middle_name": "", "last_name": "Berry", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29854/galley/19708/download/" } ] }, { "pk": 29583, "title": "Age Effects in the Acquisition of Phonological Variation", "subtitle": null, "abstract": "We report a series of artificial language learning experiments designed to test child and adult learners abilities to acquirethree types of phonological variation. Previous work on experimental morphology (Hudson Kam & Newport 2005, 2009;Schuler, Yang & Newport, 2016) has found that young children turn inconsistent input into an invariant rule, while adultsreproduce and match variation in their input. Here we investigate whether phonological variation of three different types(deterministic conditioning, unconditioned variation, and probabilistic variation) exhibits a similar age pattern. We finda clear effect of age in grammatically-conditioned variability, with the youngest children showing a strong tendency toregularize to the stem form, adults probability-matching, and intermediate-aged children learning correct conditioning butnot matching the input probabilities. These results suggest, in accord with previous findings on morphology, that variationis not readily learned by young children and may instead be acquired as a separate process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0wm357pp", "frozenauthors": [ { "first_name": "Betsy", "middle_name": "", "last_name": "Sneller", "name_suffix": "", "institution": "Georgetown University", "department": "" }, { "first_name": "Elissa", "middle_name": "", "last_name": "Newport", "name_suffix": "", "institution": "Georgetown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29583/galley/19442/download/" } ] }, { "pk": 30203, "title": "A Generalization Test of Conjunction Errors in Physical Reasoning", "subtitle": null, "abstract": "Ludwin-Peery, Bramley, Davis, and Gureckis (2019) reported finding evidence of conjunction fallacy errors in an intuitivephysics reasoning task. However, this finding was limited to a single paradigm involving the behavior of only two objects,interacting in a consistent manner, in a highly regular setting. In this project, we provide an important generalizationtest of this result, and examine several new paradigms under which conjunction errors might be observed. We find somecases that produce the expected errors, representing an important generalization of the original finding, as well as someparadigms which do not appear to produce conjunction errors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d83b6hs", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Ludwin-Peery", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Bramley", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Ernest", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30203/galley/20057/download/" } ] }, { "pk": 29912, "title": "A Grounded Framework of Cognition for Teaching, Learning, and Assessment inHigher Education", "subtitle": null, "abstract": "Models of cognition and learning structure and inform the thinking and action of educational practitioners and researchersalike. They serve as a communication device both within and between research and practice. There is a need for a holis-tic framework of cognition that appropriately reflects and synthesizes the current state of the field of the cognitive andlearning sciences with its rich diversity of research agendas. I propose such a model, which conceptualizes learning asunfolding from three interlinked basic domains: Conscious thought in the form of percepts and symbolic representationsin a symbolic-conceptual domain; foundational preconscious processing in a domain of cognitive metaphor; as well assituated, embodied interaction in a tangible enculturated agent-environment domain. The fundamental theoretical com-mitment of this Holistic Framework of Cognition and Learning is to dynamical systems theory. Emergence serves as thefunctional binder that ties the frameworks seemingly disparate elements together into a coherent whole.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x67h1jk", "frozenauthors": [ { "first_name": "Tobias", "middle_name": "", "last_name": "Halbherr", "name_suffix": "", "institution": "ETH Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29912/galley/19766/download/" } ] }, { "pk": 29612, "title": "A hierarchical model of metacognition", "subtitle": null, "abstract": "I present a novel method of conceptualizing metacognition in a computational hierarchy. Metacognition is commonlydescribed as cognition acting on itself, and correlates with enhanced performance in memory, reasoning, emotional reg-ulation, and motor skills. Understanding metacognition requires surmounting two barriers: its high-level abstraction anddisputed terminology. To overcome these barriers I employ a computational cognitive architecture to first define the baseunits of cognition and how they come to act on themselves. Well-defined computational units are built up into a hierarchyof cognitive processes. These forms of cognition are then connected back to clarify the research literature. Each formis built into working models within ACT-R to support this hierarchical systems viability. The intention of this hierar-chical model is to help clarify the nature of metacognition by supplementing verbal cognitive definition with rigorouscomputational terminology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8fg5t98j", "frozenauthors": [ { "first_name": "Brendan", "middle_name": "", "last_name": "Conway-Smith", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29612/galley/19471/download/" } ] }, { "pk": 29539, "title": "A Large-Scale Analysis of Attentional Deployment across One Hundred\nSessions of Adaptive Multitask Training", "subtitle": null, "abstract": "Human cognition is routinely challenged by today’s\nmultitasking demands which require continuous attentional\ndeployment to multiple task components in parallel. While\npractice-based multitasking training has been shown to\nimprove multitasking performance, little is known about how\nattention should be best deployed for optimal training. To this\nend, we leveraged a large-scale dataset from an online\ncognitive-training platform to investigate individual\ndifferences in task learning across long-term training. We\ndeveloped an index of attentional deployment that specifies the\ntemporal dynamics of learning for each component of the\nmultitask and calculate distance maps between clusters of users\nto specify distinct learning styles. While long-term practice\nimproved the multitasking performance of all participant\ngroups, participants who focused on learning one task\ncomponent earlier and more emphatically, benefited from\nsuperior learning gains throughout the entirety of training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multitasking; attentional bias; cognitive control;\nlearning; adaptive training; practice effects; big data" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71s1v9qv", "frozenauthors": [ { "first_name": "Omar", "middle_name": "", "last_name": "Claflin", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Kirsten", "middle_name": "", "last_name": "Blakey", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Eva", "middle_name": "", "last_name": "Rafetseder", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Atkinson", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Renner", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Caldwell", "name_suffix": "", "institution": "University of Stirling", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29539/galley/19399/download/" } ] }, { "pk": 29904, "title": "Algebra decoded: individual differences in strategy selection when solving for ’x’", "subtitle": null, "abstract": "Understanding variables and solving algebraic equations are essential to advanced mathematical thinking. Missing-operand problems (e.g., x + 3 = 5) are solvable via two strategies: 1) pattern-matching, or direct arithmetic fact retrieval(e.g., 2 + 3 = 5), and 2) algebraic symbol-manipulation, or performing the inverse operation (e.g., 5 3 = 2). U.S. undergrad-uates made speeded verifications of arithmetic sentences like 2 + 3 = 5 and 5 3 = 2. They then solved missing-operandproblems like x + 3 = 5. We decoded individual differences in strategy choice by whether speed on missing-operandproblems was better predicted by speed on verifying direct- or inverse-matched arithmetic facts. We found individualdifferences in strategy choice, although these were not significantly associated with mathematical achievement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q46k4p9", "frozenauthors": [ { "first_name": "Jeffrey", "middle_name": "", "last_name": "Bye", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Rina", "middle_name": "", "last_name": "Harsch", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29904/galley/19758/download/" } ] }, { "pk": 29623, "title": "Ambiguity in Text Messages:\n“I Hate You for Using Emojis Inconsistently With Your Text in WhatsApp ”", "subtitle": null, "abstract": "This study investigates whether incongruency of valences between\nemoji and text in texting will promote stronger negative inference in\nreaders. An experiment assessed participants’ judgments of the text\nmessages by recording their response times and perceived valence\nfrom the messages (either positive or negative) under the following\nmanipulations: positive or negative messages paired with an emoji\nthat convey positive, negative or ambiguous/neutral emotions (i.e.\nthe pairing of emojis and test may be congruent or incongruent in\ntheir valences). Compared with congruent text messages, we found\nthat incongruency between emojis and texts promoted stronger\nnegative inference and elicited a longer processing time, even in\ntexts that conveyed a positive meaning or when the emoji itself was\nambiguous/neutral. These results suggest that texts and emojis\njointly influence the perceived mood of messages, hinting the\nimportance of the effective use of emojis in order to convey intended\nmeanings and emotions efficiently.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emojis; congruency; ambiguity; emojis valences" }, { "word": "valences of text messages" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0md8b4wg", "frozenauthors": [ { "first_name": "Ricky", "middle_name": "Van-yip", "last_name": "Tso", "name_suffix": "", "institution": "Education University of Hong Kong", "department": "" }, { "first_name": "Matt", "middle_name": "Wing-hang", "last_name": "To", "name_suffix": "", "institution": "Education University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29623/galley/19481/download/" } ] }, { "pk": 29976, "title": "A Mechanistic Account of Model-Free / Model-Based Trade-off and its ChangeAcross Development", "subtitle": null, "abstract": "The joint recruitment of two systems (habitual and goal-directed) for the control of behaviour has provoked wide interestin the last decades. The systems relative contributions have been quantified through a standard two-stage task and byapplying reinforcement learning (model-free/model-based), but less is known about the processes behind their integration.We address this with an interactive activation model of the standard task in which the two systems activate, to varyingdegrees, the potential responses. The model is able to capture the behavioural patterns characterizing the trade-off betweenthe two systems. Additionally, the model is able to simulate response times because activations vary over time within atrial. We explore three mechanistic hypotheses of the trade-off related to developmental data from childhood to adulthood.We argue that process-level models such as ours are needed, conjointly with new empirical tasks, to further understandchanges in the control of action selection across development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2074410g", "frozenauthors": [ { "first_name": "Aude", "middle_name": "", "last_name": "Carteron", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "Mareschal", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29976/galley/19830/download/" } ] }, { "pk": 29844, "title": "A memory-augmented neural network model of abstract sequential reasoning", "subtitle": null, "abstract": "A key aspect of human reasoning is the ability to recognize abstract patterns in sequential data and then use those patternsto make novel inferences. Capturing this capacity for abstract reasoning is a major challenge for neural network modelsof human cognition. We present a recurrent neural network model of abstract sequential reasoning that is augmented witha form of episodic memory. This memory system enables the network to accomplish a form of variable-binding that haslong been considered an important component of abstract reasoning. We evaluate the model using visually grounded,abstract sequential reasoning and pattern completion tasks, including a task based on relations commonly found in RavensProgressive Matrices.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38m243md", "frozenauthors": [ { "first_name": "Ishan", "middle_name": "", "last_name": "Sinha", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Taylor", "middle_name": "", "last_name": "Webb", "name_suffix": "", "institution": "University of California Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29844/galley/19698/download/" } ] }, { "pk": 29530, "title": "A Meta-Analytic Review of Verbal Overshadowing Effect on Insight ProblemSolving Using Bayes Factors", "subtitle": null, "abstract": "There has been a debate on the process of insight problem solving. The special-process view posits that insight problemsolving processes are implicit unlike non-insight problem solving. The business-as-usual view, on the other hand, assumesthat the same processes as non-insight problem solving are involved in insight problem solving. To reconcile them, we canrely on the evidence on the verbal overshadowing effect on insight problem solving. However, there is a methodologicalproblem on how to determine whether the verbal overshadowing effect has emerged. The purpose of the present studywas to solve the problem using Bayes Factors. We reanalyzed the data presented in the previous studies examining theeffects of verbalization on insight problem solving. The results showed that some studies inappropriately concluded thatthe verbal overshadowing effect was not obtained. We also discussed possible moderating variables of the effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4d54859v", "frozenauthors": [ { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Zoltan", "middle_name": "", "last_name": "Dienes", "name_suffix": "", "institution": "University of Sussex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29530/galley/19390/download/" } ] }, { "pk": 30165, "title": "A methodology for distinguishing copying and reconstruction in cultural\ntransmission episodes", "subtitle": null, "abstract": "Information transmission between individuals through social\nlearning is a foundational component of cultural evolution.\nHowever, how this transmission occurs is still debated. The\ncopying account draws parallels with biological mechanisms\nfor genetic inheritance, arguing that learners copy what they\nobserve as they see it. On the other hand, the reconstruction\naccount argues that learners recreate only what is relevant and\nreconstruct it using pragmatic inference, environmental and\ncontextual cues. Distinguishing these two accounts empirically\nusing typical transmission chain studies is difficult because\nthey generate overlapping predictions. In this study we present\nan innovative methodological approach that generates different\npredictions of these accounts by manipulating the task context\nbetween model and learner in a transmission episode. We\nprovide an empirical proof-of-concept showing that, when a\nmodel introduces embedded signals to their actions that are not\nintended to be transmitted, learners’ reproductions are more\nconsistent with a process of reconstruction than copying.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cultural transmission; copying; reconstruction;\npedagogy;" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38481681", "frozenauthors": [ { "first_name": "James", "middle_name": "W.A.", "last_name": "Strachan", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Arianna", "middle_name": "", "last_name": "Curioni", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Merryn", "middle_name": "D.", "last_name": "Constable", "name_suffix": "", "institution": "Northumbria University", "department": "" }, { "first_name": "Günther", "middle_name": "", "last_name": "Knoblich", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Mathieu", "middle_name": "", "last_name": "Charbonneau", "name_suffix": "", "institution": "Central European University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30165/galley/20019/download/" } ] }, { "pk": 29733, "title": "A Model of Fast Concept Inference with Object-Factorized Cognitive Programs", "subtitle": null, "abstract": "The ability of humans to quickly identify general conceptsfrom a handful of images has proven difficult to emulate withrobots. Recently, a computer architecture was developed thatallows robots to mimic some aspects of this human ability bymodeling concepts as cognitive programs using an instructionset of primitive cognitive functions. This allowed a robot toemulate human imagination by simulating candidate programsin a world model before generalizing to the physical world.However, this model used a naive search algorithm that re-quired 30 minutes to discover a single concept, and becameintractable for programs with more than 20 instructions. Tocircumvents this bottleneck, we present an algorithm that emu-lates the human cognitive heuristics of object factorization andsub-goaling, allowing human-level inference speed, improvingaccuracy, and making the output more explainable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "zero-shot; cognitive programs; program induc-tion; concept inference; imitation learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zq2m13d", "frozenauthors": [ { "first_name": "Anonymous CogSci submission", "middle_name": "", "last_name": "", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29733/galley/19590/download/" } ] }, { "pk": 29445, "title": "A Model of Prenatal Acquisition of Vowels", "subtitle": null, "abstract": "Humans learn much about their language while still in thewomb. Prenatal exposure has been repeatedly shown to affectnewborn infants’ processing of the prosodic characteristics ofnative language speech. Little is known about whether and howprenatal exposure affects infants’ perception of speech soundsegments. Here we simulated prenatal learning of vowels intwo virtual fetuses whose mothers spoke (slightly) differentlanguages. The learners were two-layer neural networks andwere each exposed to vowel tokens sampled from an existentfive-vowel language (Spanish and Czech, respectively). Theinput acoustic properties approximated the speech signal thatcould possibly be heard in the intrauterine environment, andthe learners’ auditory system was relatively immature. Withoutsupervision, the virtual fetuses came to warp the continuousacoustic signal into “proto-categories” that were specific totheir linguistic environment. Both learners came to create twocategorization patterns and did so in language-specific ways,primarily on the basis of the vowels’ first-formantcharacteristics. Such prenatally formed proto-categories werenot adult-like in that they entirely collapsed some of the native-language contrasts. At the same time, the categories reflectedfeatures of the adult language in that they were language-specific. These results can inspire future work on speech andlanguage acquisition in real young humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prenatal learning; speech sound acquisition;vowels; models of language development; neural network" } ], "section": "Speech and Phonetics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nw4k415", "frozenauthors": [ { "first_name": "Kateřina", "middle_name": "", "last_name": "Chládková", "name_suffix": "", "institution": "Charles University", "department": "" }, { "first_name": "Natalia", "middle_name": "", "last_name": "Nudga", "name_suffix": "", "institution": "Charles University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Boersma", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29445/galley/19305/download/" } ] }, { "pk": 29370, "title": "A Model of Temporal Connective Acquisition", "subtitle": null, "abstract": "Temporal connectives are function words that relate events intime. Despite their ubiquity and utility, children acquire themeanings of temporal connective words late in development.Experimental work has uncovered patterns in the acquisitionof temporal connectives that clarify the learning challenge thatthese words pose to children. In particular, developmentalstudies have identified differing acquisition trajectories acrossconnective types, asymmetries in learning within pairs of re-lated connectives, and monotonic increases in comprehensionwith age. Expanding on prior theoretical accounts, we formal-ize temporal connective acquisition in a computational wordlearning framework. We demonstrate that each of the empir-ically determined acquisition patterns emerges in the learningbehavior of our computational model. Finally, we discuss ourfindings in relation to earlier theories and to general learnabil-ity concerns in language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "computational modeling; language acquisition;learnability; semantics; time" } ], "section": "Modeling Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7x39k1dx", "frozenauthors": [ { "first_name": "Mark", "middle_name": "A.", "last_name": "Gorenstein", "name_suffix": "", "institution": "University of California, Berkeley, Helen Wills Neuroscience Institute", "department": "" }, { "first_name": "Zhang", "middle_name": "", "last_name": "Cedegao", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Steven", "middle_name": "T.", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29370/galley/19231/download/" } ] }, { "pk": 30094, "title": "An Aha! Walks into a Bar: Joke Completion as a Form of Insight Problem Solving", "subtitle": null, "abstract": "The present work introduces a new insight problem task: joke\ncompletion. We found that performance and magnitude of\ninsight within it correlated with an established task: rebus\npuzzles. However, participants performed worse on and took\nlonger in joke completion problems than in their rebus\ncounterparts. Further, the distribution of reported insight was\nbimodal only for rebuses, as should be expected of an insight\nproblem. In joke completion problems, both self-estimated and\nexternally-rated joke funniness correlated with reported\ninsight. Challenging the assumption of impasse, performance\nand insight decreased as a function of trial time for both\nproblem types, with the best and most insightful solutions\nsubmitted within the first 20 seconds. While this is a\npreliminary study, we argue that it signals a promising\ndirection for the problem solving, humor, and creativity\nliteratures by providing a new approach to capture insight in a\nmanner conducive to linguistic and cognitive modeling\ntechniques.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity; humor; insight; problem solving" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vb77924", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "H.", "last_name": "Bower", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30094/galley/19948/download/" } ] }, { "pk": 29639, "title": "An algorithm for estimating average magnitudes", "subtitle": null, "abstract": "Representing numbers spatially allows us to more quickly and accurately compute average magnitudes. For instance, abar graph lets us quickly estimate the average height of several values. What algorithm might we implement to find theaverage position of observations in space, and how might we leverage this algorithm for quick numeric estimates? Weasked subjects to estimate either the average spatial location of points on a line or the average value of written integers.We propose an iterative algorithm where the subject 1) makes a noisy estimate of the distance of each observation to avisual reference point, 2) infers the posterior of the average of those distances, and 3) updates the reference point to thenew posterior mean. Our algorithm correctly predicts that subjects accuracy and confidence decrease with the varianceof observations. We further investigate similarities and differences between the fitted models for spatial vs. numericaveraging.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d4149vh", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Wei", "middle_name": "Ji", "last_name": "Ma", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29639/galley/19497/download/" } ] }, { "pk": 29361, "title": "Analogical Transfer and Recognition Memory in Relational Classification Learning", "subtitle": null, "abstract": "People spontaneously make connections between superficially\ndistinct domains through relational similarity, but this\nspontaneous transfer has yet to be demonstrated across distinct\nclassification tasks. A related issue is that the acquisition of a\ncategory may affect recognition memory for category-\nconsistent items. Participants in the Category Learning\ncondition completed an initial classification task. The Category\nLearning and Baseline conditions each received category-\nconsistent items to study followed by a recognition test. Both\ngroups completed a final classification task in a novel domain\nabiding by the same underlying category structures as the\ninitial classification task. The Category Learning group\nshowed 1) increased false alarms during the recognition test\nand 2) higher accuracy in the final classification task (when\ntold the classification phases were unrelated). This suggests\nthat classification learning led to a schematization of the\ncategory-defining concept (evidenced by increased false\nalarms), which supported spontaneous transfer of relational\nconcepts across distinct classification tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogical transfer; relational categories;\nclassification; recognition memory" } ], "section": "Human Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94z9c8r1", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Snoddy", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "J.", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29361/galley/19222/download/" } ] }, { "pk": 29962, "title": "Analogy as Nonparametric Bayesian Inference over Relational Systems", "subtitle": null, "abstract": "Much of human learning and inference can be framed withinthe computational problem of relational generalization. Inthis project, we propose a Bayesian model that generalizesrelational knowledge to novel environments by analogicallyweighting predictions from previously encountered relationalstructures. First, we show that this learner outperforms anaive, theory-based learner on relational data derived fromrandom- and Wikipedia-based systems when experience withthe environment is small. Next, we show how our formal-ization of analogical similarity translates to the selection andweighting of analogies. Finally, we combine the analogy-and theory-based learners in a single nonparametric Bayesianmodel, and show that optimal relational generalizationtransitions from relying on analogies to building a theory ofthe novel system with increasing experience in it. Beyondpredicting unobserved interactions better than either baseline,this formalization gives a computational-level perspective onthe formation and abstraction of analogies themselves.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "generalization; inference; analogy; Bayesianmodels" }, { "word": "nonparametric statistics" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86j8j93w", "frozenauthors": [ { "first_name": "Ruairidh", "middle_name": "M.", "last_name": "Battleday", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29962/galley/19816/download/" } ] }, { "pk": 30139, "title": "Analyzing the Differences in Human Reasoning viaJoint Nonnegative Matrix Factorization", "subtitle": null, "abstract": "Joint Nonnegative Matrix Factorization (JNMF) is a methodfor factor analysis that is capable of simultaneously decom-posing two datasets into related latent state representations.Enabling factor analysis for contrasting applications, i.e., tofind common and distinct structural patterns in data, JNMF hasgreat potential for use in the field of cognitive science. Appliedto experimental data, JNMF allows for the extraction of com-mon and distinct patterns of behavior thereby extending theoutcomes of traditional correlation-based contrasting methods.In this article, we introduce JNMF to the field of cognitive sci-ence and demonstrate its potential on the exemplary domainof syllogistic reasoning by comparing reasoning patterns fordifferent personality factors. Results are interpreted with re-spect to the theoretical state of the art in syllogistic reasoningresearch.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syllogistic reasoning; personality; nonnegativematrix factorization; data mining; cognitive modeling" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0br9k22g", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Riesterer", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Hannah", "middle_name": "", "last_name": "Dames", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30139/galley/19993/download/" } ] }, { "pk": 30129, "title": "An associative learning account for retrieval-induced forgetting", "subtitle": null, "abstract": "Retrieval-induced forgetting (RIF) is a paradigm where re-peated study and cue-based retrieval of words impair retrievalof related, but unstudied, words. We present a process model,situated in the ACT-R/E cognitive architecture, that accountsfor the RIF task using the architecture’s overarching theory ofassociative learning. In this theory, studying words strengthenstheir association with their related cues; this, in turn, weakensthe association between those cues and any other words theyare related to. We show this account fits a recent dataset thatexplores cueing in the RIF task (Perfect et al., 2004).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "associative learning; spreading activation; prim-ing; cognitive architecture; retrieval-induced forgetting" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rm3942g", "frozenauthors": [ { "first_name": "Laura", "middle_name": "M.", "last_name": "Hiatt", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Steven", "middle_name": "J.", "last_name": "Jones", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30129/galley/19983/download/" } ] }, { "pk": 30127, "title": "A naturalistic fMRI investigation into the possible co-evolution of language andtechnology", "subtitle": null, "abstract": "Recent findings of activation of language networks in the brain during stone tool manufacture support hypotheses aboutthe co-evolution of language and technology. Our study replicates these findings and demonstrates that distinct toolmakingbehaviors and levels of expertise affect how reliably these networks are activated. Subjects, including expert toolmakers(n = 7) and untrained participants (n = 10), watched naturalistic videos of an expert toolmaker making three technologiesand imagined themselves performing the same actions as the toolmaker while being scanned. We performed event-relatedGLM analyses on our data, focusing on activation during observation and flaking. All technologies recruited networksinvolved in language production and comprehension, including IFG, vPMC, dPMC, SPL, IPL, and pMTG. Flaking en-gaged language networks more reliably than observation. Our study considers whether expertise is required for Oldowan,Acheulean, and Levallois comprehension by exploring the extent to which activation in language networks increases withtool complexity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6cz5w6w1", "frozenauthors": [ { "first_name": "Zara", "middle_name": "", "last_name": "Anwarzai", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Lana", "middle_name": "", "last_name": "Ruck", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Putt", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "P. Thomas", "middle_name": "", "last_name": "Schoenemann", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30127/galley/19981/download/" } ] }, { "pk": 30131, "title": "An efficient communication analysis of morpho-syntactic grammatical features", "subtitle": null, "abstract": "Grammatical features vary widely across languages and thisvariation has been studied in detail. The functions of gram-matical features, however, are not entirely clear and a numberof puzzles remain. For example, why do some languages haverich feature inventories but others have few if any grammaticalfeatures? Why do many languages have features that appearto encode semantic information (e.g. animacy) that is alreadyknown to the listener? We present a computational frameworkthat addresses questions like these by formalizing one way inwhich grammatical features aid communication. We use themodel to illustrate how morpho-syntactic feature inventorieshelp to solve the problem of communicating semantic struc-tures under cognitive pressures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "grammatical features; syntactic typology; infor-mation theory" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dm2m3hc", "frozenauthors": [ { "first_name": "Francis", "middle_name": "", "last_name": "Mollica", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30131/galley/19985/download/" } ] }, { "pk": 30055, "title": "An emotionally intelligent actor model for virtual conference presenters", "subtitle": null, "abstract": "Hosting a scientific conference in Virtual or Mixed Reality becomes a reality. One key advantage of this format is thepossibility to use Virtual Actors controlled by Artificial Intelligence as conference participants, in such roles as a VirtualPoster Presenter, a Discussion Panel Moderator, a Lightning Session Chair, and a Virtual Party Servant. All these rolesrequire human-level socially emotional functionality and can be implemented using one approach, which is based on theemotional Biologically Inspired Cognitive Architecture (eBICA). At the core of the model is a semantic map of humanemotional states. Interaction modalities include facial expression, gaze and other body language, voice intonation, and thesentiment of verbal content of communications - using both recognition and expression technologies for each modality.Paradigms involve establishment and maintenance of believable socially emotional contact with a human participant. Theconference BICA*AI 2020 (https://bica2020.bicasociety.org) is used as a testbed. Support: Russian Science FoundationGrant #18-11-00336.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mq214zv", "frozenauthors": [ { "first_name": "Alexei", "middle_name": "", "last_name": "Samsonovich", "name_suffix": "", "institution": "National Research Nuclear University", "department": "" }, { "first_name": "Alexander", "middle_name": "A.", "last_name": "Eidlin", "name_suffix": "", "institution": "National Research Nuclear University", "department": "" }, { "first_name": "Daria", "middle_name": "V.", "last_name": "Tikhomirova", "name_suffix": "", "institution": "National Research Nuclear University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30055/galley/19909/download/" } ] }, { "pk": 30078, "title": "An empirical estimate of the dimensionality of face space", "subtitle": null, "abstract": "Learned generative models of human identity and appearance are typically high dimensional. However, social perceptionof faces is low dimensional. What is the dimensionality of face space in the mind of an observer? To estimate thisdimensionality, we begin with a simple observation: for any given person, there are many unrelated people who looksimilar to them. Next, we note that the very concept of strong resemblance exists only in low-dimensional spaces; inhigh-dimensional spaces, even nearest neighbors are far apart. Therefore, face space is of low dimensionality. How low?Using the scaling relationship between dimensionality and nth-nearest-neighbor distances, we empirically estimate thedimensionality of face space by measuring the ratio of JNDs between random pairs of faces and faces paired with theirnearest neighbors. We empirically estimate this ratio to be 0.76 [0.73, 0.79; 90% CI], which implies a dimensionality ofhuman face space between 7 and 12 dimensions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qg1255v", "frozenauthors": [ { "first_name": "Jared", "middle_name": "", "last_name": "Pincus", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Suchow", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30078/galley/19932/download/" } ] }, { "pk": 29631, "title": "An empirical investigation of adaptive search in problem solving", "subtitle": null, "abstract": "Using a novel dataset from the TopCoder platform we investigate solvers search for solutions as well as the role of expertisein shaping their problem solving process. We find that while some solvers on the platform do act according to the win-stay, lose-shift rule, skilled solvers are less likely to rely on this meta-heuristic. Somewhat counter-intuitively we find thatexperts make more smaller changes, that is, they change their solutions more often than non-experts, but when they do,they make smaller changes. This can be explained by the fact that experts seem to be able to come up with a good problemrepresentation early on, that doesnt require large adjustments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vq5h70d", "frozenauthors": [ { "first_name": "oana", "middle_name": "", "last_name": "vuculescu", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Niklas", "middle_name": "", "last_name": "Stausberg", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Rinat", "middle_name": "", "last_name": "Sergeev", "name_suffix": "", "institution": "Harvard, Boston, Massachusetts", "department": "" }, { "first_name": "Haylee", "middle_name": "", "last_name": "Ham", "name_suffix": "", "institution": "Harvard, Boston, Massachusetts", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29631/galley/19489/download/" } ] }, { "pk": 30128, "title": "A Neural Network Model of Lexical Competitionduring Infant Spoken Word Recognition", "subtitle": null, "abstract": "Visual world studies show that upon hearing a word in a target-absent visual context containing related and unrelated items,toddlers and adults briefly direct their gaze towards phonolog-ically related items, before shifting towards semantically andvisually related ones. We present a neural network model thatprocesses dynamic unfolding phonological representations andmaps them to static internal semantic and visual representa-tions. The model, trained on representations derived from realcorpora, simulates this early phonological over semantic/visualpreference. Our results support the hypothesis that incremen-tal unfolding of a spoken word is in itself sufficient to ac-count for the transient preference for phonological competi-tors over both unrelated and semantically and visually relatedones. Phonological representations mapped dynamically in abottom-up fashion to semantic-visual representations capturethe early phonological preference effects reported in a visualworld task. The semantic-visual preference observed later insuch a trial does not require top-down feedback from a seman-tic or visual system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; neuro-computational models; develop-ment; visual world task; phonology; semantics; cohort effects;machine learning; lexical competition; spoken word recogni-tion; attention." } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5407990p", "frozenauthors": [ { "first_name": "Mihaela", "middle_name": "", "last_name": "Duta", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Kim", "middle_name": "", "last_name": "Plunkett", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30128/galley/19982/download/" } ] }, { "pk": 29737, "title": "A Neural Network Model of the Effect of Prior Experience with Regularities onSubsequent Category Learning", "subtitle": null, "abstract": "A popular dual systems theory of category learning argues thatthe structure of categories in perceptual space determines themechanisms that drive learning. However, less attention hasbeen paid to the nature of the perceptual dimensions definingthe categories. Researchers typically assume that there is adirect, linear relationship between experimenter-definedphysical input dimensions and learners’ psychologicaldimensions, but this assumption is not always warranted.Through a set of simulations, we demonstrate that, based on thenature of prior experience, the psychological representations ofexperimenter-defined dimensions can place drastic constraintson category learning. We compare the model’s behavior toseveral human studies and make conclusions regarding thenature of the psychological representations of the dimensionsin those studies. These simulations support the conclusion thatthe nature of psychological representations is a critical aspectto understanding the mechanisms that drive category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural network; perception; category learning;statistical regularities" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/23g5k49g", "frozenauthors": [ { "first_name": "Casey", "middle_name": "L.", "last_name": "Roark", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "David", "middle_name": "C.", "last_name": "Plaut", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Lori", "middle_name": "L.", "last_name": "Holt", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29737/galley/19593/download/" } ] }, { "pk": 29541, "title": "An evidence accumulation model of motivational and developmental influencesover sustained attention", "subtitle": null, "abstract": "Sustaining focus is difficult, but it is under our control.Previous research has found that people’s ability to sustainattention depends on external incentives and changes overthe lifespan. However, previous research has made limitedprogress in characterizing the specific cognitive mechanismsinvolved in sustained attention. These mechanisms areinvestigated in the current experiment, which uses driftdiffusion modeling to re-analyze a series experiments onsustained attention. In Experiment 1, we found that incentivesinfluence information processing (noise) but not decisionstrategy (threshold). In Experiment 2, we found that noiseand threshold have distinct development trajectories, andthat while older adults have noisier accumulation, they arebetter at sustaining attention. These results help providemechanistic insight into recent findings in sustained attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; drift diffusion; motivation; development" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zx4d8ds", "frozenauthors": [ { "first_name": "Harrison", "middle_name": "", "last_name": "Ritz", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "DeGutis", "name_suffix": "", "institution": "VA Boston Healthcare System, Harvard Medical School.", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Frank", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Esterman", "name_suffix": "", "institution": "VA Boston Healthcare System , Boston University School of Medicine", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29541/galley/19401/download/" } ] }, { "pk": 29511, "title": "A New Approach to Testimonial Conditionals", "subtitle": null, "abstract": "Conditionals pervade every aspect of our thinking, from themundane and everyday such as ‘if you eat too much cheese,you will have nightmares’ to the most fundamental concernsas in ‘if global warming isn’t halted, sea levels will rise dra-matically’. Many decades of research have focussed on thesemantics of conditionals and how people reason from condi-tionals in everyday life. Here it has been rather overlookedhow we come to such conditionals in the first place. In manycases, they are learned through testimony: someone warns usabout the ill-effects of cheese. Any full account of the condi-tional must consequently incorporate such learning. Here, weprovide a new formal account of belief change in response to atestimonial conditional.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Indicative conditional reasoning; testimony; beliefchange; probability" } ], "section": "Reasoning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ps3m19z", "frozenauthors": [ { "first_name": "Stephan", "middle_name": "", "last_name": "Hartmann", "name_suffix": "", "institution": "LMU Munich", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29511/galley/19371/download/" } ] }, { "pk": 29805, "title": "An Investigation of the Multilingual and Bi-dialectal Advantage in Executive\nControl", "subtitle": null, "abstract": "We examined the effect of speaking more than one language\n(multilingualism) or two dialects of the same language (bi-\ndialectalism) on executive control (EC) by administering seven\nEC tasks to 46 multilingual, 72 bi-dialectal and 47 monolingual\nyoung adults. We used the EC model of Miyake, Friedman,\nEmerson, Witzki, Howerter and Wager (2000) according to\nwhich EC comprises three components: working memory,\ntask-switching and inhibition. We also tested two theoretical\nviews regarding the locus of the bilingual advantage: first, that\nbilingualism affects specific EC components and, second, that\nbilingualism has a more general effect on the whole EC\nnetwork. Miyake et al.’s (2000) model was a good fit to our EC\ndata. We also found that both multilinguals and bi-dialectals\nhad significantly higher EC scores than monolinguals.\nMoreover, both the multilingual and the bi-dialectal advantage\nwas found in overall EC ability and could not be attributed to\na specific EC component.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bilingualism; multilingualism; bi-dialectalism;\ntypological distance; executive control; dialects" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6755q2tg", "frozenauthors": [ { "first_name": "Kyriakos", "middle_name": "", "last_name": "Antoniou", "name_suffix": "", "institution": "University of Cyprus", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Spanoudis", "name_suffix": "", "institution": "University of Cyprus", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29805/galley/19659/download/" } ] }, { "pk": 29868, "title": "An investigation of the origin of logical quantification: infants and adultsrepresentations of collective and distributive actions in complex visual scenes", "subtitle": null, "abstract": "The human mind can compress visual experiences via universal quantification, expressed with the words All and Each.We tested adults and infants representations underlying the tracking of collectively-exhaustive actions or distributively-exhaustive actions. In Experiment 1, adults spontaneously used the word All to describe movies where agents all pursueda single ball together and Each for those where each agent chased its own ball. Crucially, the use of Each, but not of All,significantly decreased when there were more than 3 chasers, suggesting that Each piggybacked on the representation ofdiscrete individuals, while All on the representation of a single collective event. In Experiment 2, infants habituated to theAll movies successfully dishabituated to the Each movies and vice versa, when the chasers were 3. These findings begin tosuggest that the representations of collectively-exhaustive and distributively-exhaustive actions that connect with naturallanguage quantifiers are in place early in life.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dp90976", "frozenauthors": [ { "first_name": "Nicolo", "middle_name": "", "last_name": "Cesana-Arlotti", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Knowlton", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Lidz", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Justin", "middle_name": "", "last_name": "Halberda", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29868/galley/19722/download/" } ] }, { "pk": 29843, "title": "A Novel Quantum Approach to the Dynamics of Decision Making", "subtitle": null, "abstract": "We present a new quantum-markovian model of two-alternative forced choice (2AFC) decision-making. We treatthe decision-making process as an accumulation of evidencebetween two competing alternatives, analogous to the drift dif-fusion model (DDM), in which the stimulus acts as a gener-ative process, emitting bits of information that are treated asquantum particles. The particles are acted on by a landscapedetermined by the agent’s experience with the task or stimu-lus, signal strength, and allocated cognitive control. We de-rive closed form expressions for success rates under both theinterrogation and free response paradigms. Under the free re-sponse paradigm, we show that this model reduces to a Markovprocess with closed form response time (RT) distributions thattake the form of inverse gaussians (IGs) with periodic noisecharacteristic to the task set. In the limit of long RT, the RTdistributions become smooth, recovering true IG distributionsanalogous to the standard DDM.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "DDM; quantum cognition; markov decision-making; 2AFC" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nq932zk", "frozenauthors": [ { "first_name": "Morgan", "middle_name": "", "last_name": "Rosendahl", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Anastasia", "middle_name": "", "last_name": "Bizyaeva", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29843/galley/19697/download/" } ] }, { "pk": 30153, "title": "A Novel Target Detection Task Using Artificial Stimuli: The Effect of Familiarity.", "subtitle": null, "abstract": "In this paper we demonstrate that a target detection taskis facilitated when the background on which the targetis presented is a familiar one, even though the targetappears at a random location. We compare performancein that condition with one where the background israndomly generated and establish a significantdifference between these two versions of the task interms of both d’ and criterion, C. We also go on to lookat the effect of a tDCS procedure that we know to affectdiscrimination performance on this difference,discovering that it seems to reduce or reverse thedifference in criterion for these two conditions. Weascribe this effect to the neurostimulation manipulationshifting the distribution of information used to reach adecision", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Associative learning; Perceptual Learning; Error-based Modulation of Salience" }, { "word": "target detection" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16t1p38x", "frozenauthors": [ { "first_name": "Rossy", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Ciro", "middle_name": "", "last_name": "Civile", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Cooke", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Ian", "middle_name": "P.L.", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30153/galley/20007/download/" } ] }, { "pk": 29755, "title": "Antarjami: Exploring psychometric evaluation through a computer-based game", "subtitle": null, "abstract": "A number of questionnaire based psychometric testing frameworks are globally for example OCEAN (Five factor) indi-cator, MBTI (Myers Brigg Type Indicator) etc. However, questionnaire based psychometric tests have some known short-comings. This work explores whether these shortcomings can be mitigated through computer-based gaming platforms forevaluating psychometric parameters. A computer based psychometric game framework called Antarjami has been devel-oped for evaluating OCEAN (Five factor) indicators . It investigates the feasibility of extracting psychometric parametersthrough computer-based games, utilizing underlying improvements in the area of modern artificial intelligence. The can-didates for the test are subjected to a number scenarios as part of the computer based game and their reactions/responsesare used to evaluate their psychometric parameters. As part of the study, the parameters obtained from the game werecompared with those evaluated using paper based tests and scores given by a panel of psychologists. The achieved resultswere very promising.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kb1401z", "frozenauthors": [ { "first_name": "Anirban", "middle_name": "", "last_name": "Lahiri", "name_suffix": "", "institution": "Arndit Ltd", "department": "" }, { "first_name": "Utanko", "middle_name": "", "last_name": "Mitra", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Sunreeta", "middle_name": "", "last_name": "Sen", "name_suffix": "", "institution": "Arndit Ltd", "department": "" }, { "first_name": "Mreenal", "middle_name": "", "last_name": "Chakraborty", "name_suffix": "", "institution": "Arndit Ltd", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Rajlakshmi", "middle_name": "", "last_name": "Guha", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Pabitra", "middle_name": "", "last_name": "Mitra", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Anupam", "middle_name": "", "last_name": "Basu", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Partha", "middle_name": "Pratim", "last_name": "Chakraborty", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29755/galley/19610/download/" } ] }, { "pk": 30130, "title": "A Phylogenetic Perspective on\nDistributed Decision-Making Mechanisms", "subtitle": null, "abstract": "This paper challenges a common assumption about decision-\nmaking mechanisms in humans: decision-making is a\ndistinctively high-level cognitive activity implemented by\nmechanisms concentrated in the higher-level areas of the\ncortex. We argue instead that human behavior is controlled by\na multiplicity of highly distributed, heterarchically organized\ndecision-making mechanisms. We frame it in terms of control\nmechanisms that procure and evaluate information to select\nactivities of controlled mechanisms and adopt a phylogenetic\nperspective, showing how decision-making is realized in\ncontrol mechanisms in a variety of species. We end by\ndiscussing this picture's implication for high-level cognitive\ndecision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; phylogenetic refinement;\nheterarchical networks; hypothalamus; basal ganglia" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1m1572vx", "frozenauthors": [ { "first_name": "Linus", "middle_name": "Ta-Lun", "last_name": "Huang", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Bechtel", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30130/galley/19984/download/" } ] }, { "pk": 30037, "title": "Applying the Common Model of Cognition to Resting-State fMRI Leads to theIdentification of Abnormal Functional Connectivity in Parkinson’s Disease", "subtitle": null, "abstract": "A complete understanding of cognitive function in humansmust incorporate a model of interactions between networkedbrain regions. Alterations to these network interactions under-lie cognitive impairment in many neurodegenerative diseases,providing an important physiological link between brain struc-ture and cognitive function. Cognitive architectures have of-ten been used to explain how healthy brains function, typi-cally using task-based activity. However, this description isincomplete. Most systems-level brain activity is spontaneous,or intrinsic, and occurs whether or not a subject is performinga task. Here, we provide evidence that the Common Modelof Cognition, a consensus model derived from an analysis ofexisting cognitive architectures, can (a) be generalized to ac-count for brain activity at rest, rather than during tasks, and (b)correctly identify differences in basal ganglia connectivity inParkinson’s Disease.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Common Model of Cognition; Resting-statefMRI; Parkinson’s Disease; Dynamic Causal Modeling" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3404d4c0", "frozenauthors": [ { "first_name": "Micah", "middle_name": "", "last_name": "Ketola", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Spelman College", "department": "" }, { "first_name": "Tara", "middle_name": "", "last_name": "Madhyastha", "name_suffix": "", "institution": "Amazon Web Services", "department": "" }, { "first_name": "Thomas", "middle_name": "J.", "last_name": "Grabowski", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Stocco", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30037/galley/19891/download/" } ] }, { "pk": 30137, "title": "Appraising Science Textbooks through Quantitative Text Analysis andPsychometric Results of Students’ Reading Skills", "subtitle": null, "abstract": "The “primary-secondary learning gap” has long been discussedin Japan. Many students suddenly have difficulties inunderstanding subjects when they enter junior high school (7thgrade in Japan). Despite the fact that textbooks are one of themost important learning instruments, the qualitative andquantitative change in the content of textbooks has not beenexamined in light of the primary-secondary learning gap. Inthis paper, we show that students are overloaded with the steepincrease in the definitions of scientific concepts in textbooks.While the number of definition expressions in textbooksincreases rapidly toward junior high school, students’ skills inunderstanding definitions develop only gradually. Wedemonstrated this through a quantitative linguistic analysis oftextbooks and psychometric results of students’ reading skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reading Comprehension; Textbook; Definition" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xf1x28d", "frozenauthors": [ { "first_name": "Teiko", "middle_name": "", "last_name": "Arai", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hidenao", "middle_name": "", "last_name": "Iwane", "name_suffix": "", "institution": "Reading Skill Test, Inc.", "department": "" }, { "first_name": "Takuya", "middle_name": "", "last_name": "Matsuzaki", "name_suffix": "", "institution": "Tokyo University of Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30137/galley/19991/download/" } ] }, { "pk": 30112, "title": "Approximating mental representation of verbs using semantic graphs", "subtitle": null, "abstract": "One of the most important questions in language sciences is concerned with argument structure acquisition. Here, wefocus the role of semantically most general verbs in argument structure bootstrapping. We propose a novel computationalframework that combines word embedding techniques with theories of semantic representation. Using graph vertex degreeas an index of semantic generality, we rank the semantic generality of verbs that appear in select five selective argumentstructures, the ditransitive, the spray/load, the conative, the causative-inchoative and the active-passive alternations (Levin,1993), from three corpora of children and their caregivers language productions (MacWhinney, 2000). We found Zipfiandistributions of vertex degrees in all three corpora, where verbs in children’s language input are semantically more re-stricted than adult-to-adult interactions. Except for the ditransitive, semantic general verbs do not take high rank in thevertex degree, suggesting that semantic generality might not play a role as important as previously argued.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/459416mz", "frozenauthors": [ { "first_name": "Hao", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Astound.AI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30112/galley/19966/download/" } ] }, { "pk": 29992, "title": "a process model of procrastination", "subtitle": null, "abstract": "Procrastination is prevalent. Empirical studies of procrastination have identified various contributing factors underlyingprocrastination. Models of procrastination, however, have only considered temporal discounting and have ignored otherfactors. Moreover, existing models of procrastination are mostly conceptual, and there is a lack of process models toexplain why people procrastinate. Here, we use reinforcement learning theory to build a process model of procrastination.The model assumes that people maximize expected utility while minimizing the total cost of the effort. Our model makesseveral predictions: 1. Strong temporal discounters will delay working early and rush to work near the deadline; 2. If atlow effort cost, cost is sensitive to increases in effort, people will delay working until the last minute; 3. If time pressure oreffort cost is high, perfectionists will not work at all. We designed a behavioral experiment to study the factors underlyingprocrastination and to test our model predictions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03z6r5bk", "frozenauthors": [ { "first_name": "Peiyuan", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Wei", "middle_name": "Ji", "last_name": "Ma", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29992/galley/19846/download/" } ] }, { "pk": 29411, "title": "A rational model of sequential self-assessment", "subtitle": null, "abstract": "People’s assessment of their ability varies in whether it is mea-sured once following a task or sequentially via confidencejudgments recorded throughout. Multiple models have beendeveloped to predict one-off judgments of performance, whichhave often distinguished between peoples’ biases about theirgeneral ability in a domain and their sensitivity to correctness.We propose a rational model of sequential self-assessmentwhich allows us to make predictions about each individualseparately—unlike in the one-off case which looks exclusivelyat the population level—and to identify, in addition to bias andsensitivity, the extent to which individuals’ beliefs are respon-sive to their most recent evidence over the course of a task. Wefit our model to data where participants solve algebraic equa-tions and show that bias, sensitivity, and responsiveness varymeaningfully across participants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian modeling; Monte Carlo methods; parti-cle filter; self-assessment; metacognition" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mc5q6gx", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "A.", "last_name": "Jansen", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Anna", "middle_name": "N.", "last_name": "Rafferty", "name_suffix": "", "institution": "Carleton College", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29411/galley/19271/download/" } ] }, { "pk": 29933, "title": "Are all Framing Effects Created Equal? Relationships between Risky ChoiceFraming, Metaphor Framing, and Language", "subtitle": null, "abstract": "Behavior in classic framing tasks is unrelated to other cognitive bias measures, but little is known about the relation-ship among different types of framing effects. Across two experiments, participants in the US and India completed aclassic risky choice framing task, a metaphor framing task, and measures of cognitive style, linguistic proficiency, andmetaphor usage. We found no relationship between performance on the framing tasks for either sample, suggesting theytap into different underlying processes. Interestingly, language proficiency predicted risky choice framing behavior innative speakers and metaphor framing in non-native speakers. While there was a positive relationship between metaphorusage and metaphor framing for US participants, the sample from India showed a negative relationship, suggesting thatcurrent measures of metaphor usage may assess different behaviors for native versus non-native speakers. Overall, theresults suggest a heterogenous account of the mechanisms underlying framing effects even as they highlight the importantrole of language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4px1w6n5", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Flusberg", "name_suffix": "", "institution": "Purchase College, SUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29933/galley/19787/download/" } ] }, { "pk": 30201, "title": "Are analogies enough? Assessing long-term retention of and cognitive supports forscience concepts learned using structural alignment", "subtitle": null, "abstract": "One major challenge in science learning involves acquiring understanding of abstract concepts. Structural alignment (SA)has been shown to aid childrens learning of science concepts; however, research has yet to investigate how analogies affectchildrens ability to retain concepts over time. The current study addresses this gap by examining what information childrenremember and forget about science concepts using SA. Experiment 1 (N=120) instructed children 4-9 years on examplesof animal adaptation using SA, then tested their memory or generalization of these concepts immediately or after a delay.Experiment 2 (N=118) used the same design, but prompted children to recall only perceptual or relational information.Results revealed that children rapidly forget and fail to generalize relational information relative to perceptual information,and that this pattern persists even with linguistic supports to recall it. This suggests that additional cognitive supports areneeded to facilitate long-term relational learning of science concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9702z0mh", "frozenauthors": [ { "first_name": "Emma", "middle_name": "", "last_name": "Lazaroff", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30201/galley/20055/download/" } ] }, { "pk": 29981, "title": "Are content effects out of sight? An eye-tracking study of arithmetic problem solving", "subtitle": null, "abstract": "Evidence suggests that general, non-mathematical knowledge\nabout the entities described in an arithmetic word problem may\ninterfere with its encoding. We used behavioral and eye-\ntracking measures to investigate how the use of specific\nquantities may foster a cardinal representation of the numbers\nmentioned in a problem, whereas other quantities may favor an\nordinal representation instead. We asked 50 pre-service\nteachers to complete a solution validity assessment task. We\ncompared participants’ gaze patterns on isomorphic problems\nto gather insights into their encoded representations. On\nproblems featuring cardinal quantities, we found that specific\nsentences describing elements relevant in a cardinal\nunderstanding of the problems but irrelevant otherwise were\nlooked at longer and were the focus of a higher number of\nbackward eye movements. Additionally, an increase in pupil\ndilation on correctly solved cardinal problems supported the\nidea that participants need to engage in a recoding process\nwhen facing semantic incongruence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "arithmetic word problems; encoding effects; eye\ntracking; mathematical cognition; problem solving" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zk5d0w2", "frozenauthors": [ { "first_name": "Hippolyte", "middle_name": "", "last_name": "Gros", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29981/galley/19835/download/" } ] }, { "pk": 30111, "title": "A Re-Implementation of a Dynamic Field Theory Model of Mental Maps usingPython and Nengo", "subtitle": null, "abstract": "In Dynamic Field Theory (DFT) cognition is modeled as the interaction of a complex dynamical system. The connectionto the brain is established by smaller parts of this system, neural fields, that mimic the behavior of neuron populations. Wereimplemented a spatial reasoning model from DFT in Python using the Nengo framework to test if the models results canbe reproduced. Moreover we aimed at providing an alternative to the existing DFT implementations to facilitate futureresearch in that direction. Our results show that the proposed spatial reasoning model works as described since we wereable to duplicate both the behavior of single neural fields and the whole model. However, there are statistical differencesin performance between the two implementations, and future work is needed to determine the cause of these differences,and to increase the speed of the Python implementation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jm8w78d", "frozenauthors": [ { "first_name": "Rabea", "middle_name": "", "last_name": "Turon", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Paulina", "middle_name": "", "last_name": "Friemann", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Terrence", "middle_name": "", "last_name": "Stewart", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30111/galley/19965/download/" } ] }, { "pk": 29826, "title": "Are Mental Representations of Object Shape Always Quickly Updateable duringLanguage Comprehension?", "subtitle": null, "abstract": "Research demonstrates that when participants read a sentence about an agent in a certain location and then are showna pictured object, verification time is shorter whenever the pictured object matches the final object state implied by thesentence. Using a sentence-picture verification paradigm, we set out to investigate if the same pattern of results holdstrue when proprioceptive and kinesthetic experiences are considered. In three experiments participants read sentencesthat implied object state-changes as a function of the impact caused by differently weighted items (You drop a bowlingball/balloon on a tomato) followed by a pictured object in either a canonical (e.g., a round tomato) or a non-canonical (e.g.,a squashed tomato) state. The results showed that depictions of non-canonical objects showed the effect, but depictionsof canonical objects did not. Thus, representations of object states compete when non-visual features of the situation areimplied by the sentential context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nr0f0xw", "frozenauthors": [ { "first_name": "Oleksandr", "middle_name": "", "last_name": "Horchak", "name_suffix": "", "institution": "Instituto Universitrio de Lisboa", "department": "" }, { "first_name": "Margarida", "middle_name": "", "last_name": "Garrido", "name_suffix": "", "institution": "Instituto Universitrio de Lisboa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29826/galley/19680/download/" } ] }, { "pk": 29827, "title": "Are modal representations automatic ingrained when processing the meaning ofmotor concrete Spanish verbs?", "subtitle": null, "abstract": "For modal approaches to conceptualization, concepts are couched by a corpus of cognitive processes such as perception,language, and action. Motor verbs offer an opportunity to evaluate the automatic onset of a clear spatial and modalcomponent in the mental representations of linguistic items. This study aimed to test the automaticity of these spatialcomponents when processing the meaning of concrete motor verbs. In one eye-tracking experiment, 31 participants viewed144 Spanish rebug sentences (i.e. escurrir ) with four schematic pictures (left, right, up, down) by a visual word paradigm.The study registered more and larger visits on the schematic pictures related to the motor and perceptive experience whendoing the action refereed by the verbs. Mainly, these findings add evidence on the automaticity of the modal componentof mental representations and help to understand how this component is ingrained in language for action meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fr348c9", "frozenauthors": [ { "first_name": "Mara", "middle_name": "", "last_name": "Macedo", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Braulio", "middle_name": "", "last_name": "Martnez", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "Aguirre", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29827/galley/19681/download/" } ] }, { "pk": 29663, "title": "Are Polysemy Effects Modulated by Sublexical, Lexical, and Semantic Factors?", "subtitle": null, "abstract": "Most words are polysemous, denoting related but distinct senses (e.g., chicken referring to an ANIMAL or to FOOD).Jager, Green, and Clelland (2016, LCN) reported facilitatory effects of polysemy on lexical processing that interacted withword frequency and type of task. We undertook a broader investigation of interactions between polysemy and severalsublexical, lexical, and semantic properties of words, to determine whether such interactions could explain inconsistenteffects of polysemy reported in the literature. Estimating degree of polysemy using dictionary sense counts, we studied theinteraction between polysemy and these other properties when predicting performance in lexical decision and semantic cat-egorization mega-studies. We observed interactions between polysemy and both lexical and semantic, but not sublexical,variables. Our results, while not replicating the exact effects reported by Jager and colleagues, highlight the importance ofdeveloping models of semantic ambiguity that take into consideration interactions with other psycholinguistic propertiesof words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51f0s5mm", "frozenauthors": [ { "first_name": "Di", "middle_name": "", "last_name": "Mo", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Barend", "middle_name": "", "last_name": "Beekhuizen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Blair", "middle_name": "", "last_name": "Armstrong", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29663/galley/19520/download/" } ] }, { "pk": 30154, "title": "A Resource-Rational Mechanistic Account of Human Coordination Strategies", "subtitle": null, "abstract": "Humans often coordinate their actions in order to reach a mu-tually advantageous state. These circumstances are chieflymodeled by coordination games, a well-known class of gamesextensively studied in behavioral economics. In this work,we present the first resource-rational mechanistic approachto coordination games, showing that a variant of norma-tive expected-utility maximization acknowledging cognitivelimitations can account for several major experimental find-ings on human coordination behavior in strategic settings.Concretely, we show that Nobandegani et al.’s (2018) ratio-nal process model, sample-based expected utility, providesa unified account of (1) the effect of time pressure on hu-man coordination, and (2) how systematic variations of risk-vs. payoff-dominance affect coordination behavior. Impor-tantly, Harsanyi and Selten’s (1988) theory of equilibrium se-lection fails to account for (1-2). As such, our work suggeststhat the optimal use of limited cognitive resources may lie atthe core of human coordination behavior. We conclude by dis-cussing the implication of our work for understanding humanstrategic behavior, moral decision-making, and human ratio-nality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "behavioral game theory; one-shot non-cooperativegames; coordination games; moral decision-making; resource-rational process models" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2xk691qg", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30154/galley/20008/download/" } ] }, { "pk": 30132, "title": "A Resource-Rational Process Model of Fairness in the Ultimatum Game", "subtitle": null, "abstract": "Widely regarded as the cornerstone of justice (Rawls, 1971),fairness constitutes one of the pillars of human morality. TheUltimatum Game (UG), extensively studied in behavioral eco-nomics, is the canonical task for studying fairness. In sharpcontrast to the predictions of normative standards in game the-ory, people typically reject low offers in UG. In this work,we present the first resource-rational process model of UG.Concretely, by taking into account people’s expectations, weshow that Nobandegani et al.’s (2018) resource-rational pro-cess model, sample-based expected-utility, provides a unifiedaccount of several experimental findings in UG, namely, theeffects of expectation, competition, and time pressure. Assum-ing that expectation serves as a reference point for subjectivevaluation of an offer, we show that the rejection of low offers inUG can arise from purely self-interested expected-utility max-imization. We conclude by discussing the implication of ourwork for moral decision-making and, more broadly, human ra-tionality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Ultimatum game; moral decision-making; fair-ness; rational process models" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7wg1g11r", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Constance", "middle_name": "", "last_name": "Destais", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30132/galley/19986/download/" } ] }, { "pk": 29514, "title": "Are you thinking what I’m thinking?Perspective-taking in a language game", "subtitle": null, "abstract": "Many theories of communication claim that perspective-taking is afundamental component of the successful design of utterances for aspecific audience. We investigated perspective-taking in aconstrained communication situation: Participants played a wordguessing game where each trial required them to communicate atarget word without context. In each game, pairs of participants tookturns giving and receiving clues to guess target words, bothreceiving feedback after each trial. In Experiment 1, none of themeasures of participants’ performance improved over rounds,suggesting either that participants were unable to improve theirperspective-taking or that the task was simply too demanding forother reasons. In Experiment 2, we tested whether this lack ofimprovement was due to overall difficulty rather than inability totake perspective. While the success rate in Experiment 2 didimprove over the course of the game, our analyses indicated that theimprovement was due to participants discovering a frequencyheuristic (using rarer clue words) rather than improved perspective-taking per se. The results of these two experiments show thatimproving perspective-taking adaptively is very difficult when thereis no context to ground either signal choice or interpretation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communication; perspective-taking; audiencedesign; interaction; word associations" } ], "section": "Pragmatics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cq524wd", "frozenauthors": [ { "first_name": "Johanne", "middle_name": "", "last_name": "Nedergaard", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29514/galley/19374/download/" } ] }, { "pk": 29592, "title": "A role for working memory in shaping the action policy for reinforcement learning", "subtitle": null, "abstract": "During learning, humans recruit multiple cognitive mechanisms, including value-based reinforcement learning and ex-ecutive functions, like working memory. Recent research has begun to unmask connections between these two systems,proposing roles for attention and working memory in shaping underlying learning computations. Here, using a simpleinstrumental learning task, we provide evidence that working memory plays a role in establishing the correct state spacethat reinforcement learning operates over. We show that reinforcement learning is impaired when executive functioning istaxed by a secondary task and that this effect is especially pronounced when the two tasks are performed simultaneouslyrather than alternated. Computational modeling suggests that when the executive function is occupied, the reinforcementlearning system forms policy over a confused state-space. This study adds to a growing body of research proposing a morefundamental role for high-level executive processes in low-level reinforcement learning computations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83z9p27t", "frozenauthors": [ { "first_name": "Ham", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Mcdougle", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Anne", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29592/galley/19451/download/" } ] }, { "pk": 30036, "title": "Artificial Language Learning: Combining Syntax and Semantics", "subtitle": null, "abstract": "Artificial Grammar Learning (AGL) paradigms are a powerful method to study language learning and processing. How-ever, unlike natural languages, these tasks rely on grammars specifying relationships between meaningless stimuli with noreal-world referents. Therefore, learning is typically assessed based on grammaticality or familiarity judgements, assess-ing how well-formed a sequence is. We combined a meaningful vocabulary (in which nonsense words refer to propertiesof visual stimuli (colored shapes)) with different grammatical structures (adjacent, center-embedded, or crossed dependen-cies). Using an incremental, starting-small paradigm, participants were asked to interpret increasingly complex sequencesof nonsense words and select the set of visual stimuli that they described. High levels of learning were observed for allgrammars, including those which have previously been difficult to learn in traditional AGL paradigms. Here, the addi-tion of semantics not only allows closer comparisons to natural language but also aids learning, representing a valuableapproach to studying language learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10d0b3xv", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Haslam", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Fenna", "middle_name": "", "last_name": "Poletiek", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Petkov", "name_suffix": "", "institution": "Newcastle University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30036/galley/19890/download/" } ] }, { "pk": 30181, "title": "A Self-Learned Arbitration Between Model-Based and Model-Free NavigationStrategies in Autonomous Driving", "subtitle": null, "abstract": "Neuroscience research shows that mammals use two systems in spatial navigation: a flexible model-based strategy and aspontaneous model-free strategy. Mammals shift from model-based to model-free strategy as skills become ”habitized”and mostly use model-based strategy when high-level planning is necessary. Inspired by this line of work, the present studyproposes a model with a novel arbitration structure that solves the navigation problem in the autonomous-driving domain.This model takes into account the information from a model-based mapping/planning system and a model-free reactivecontroller, and adopts a learning-based gating method to adaptively arbitrate between the two systems. Experiments showthat the agent generally uses the reactive system when following lanes and driving through familiar intersections, andtend to rely on the planning system at unfamiliar intersections to get information about turning directions. The results aresimilar to mammal behaviors and provide insight for autonomous driving in the real world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/70r8k0qf", "frozenauthors": [ { "first_name": "Shaojun", "middle_name": "", "last_name": "Cai", "name_suffix": "", "institution": "Uisee Technology (Beijing) Ltd", "department": "" }, { "first_name": "Yingjia", "middle_name": "", "last_name": "Wan", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30181/galley/20035/download/" } ] }, { "pk": 29708, "title": "A Simple Computational Model of Salience Map Formation in the Brain", "subtitle": null, "abstract": "Many convolutional neural network (CNN)-based approaches are excellent functional models of visual attention, but lackcognitive and biological interpretations. In this work, I offer novel, cross-disciplinary justification for the Deep Gaze 1model, which calculates salience as a weighted average of feature maps from a pre-trained CNN. In the cognitive realm,experiments demonstrate that visual attention depends on multiple levels of real-world features (edges, text, faces). Thisis well-modeled using features from a naturalistically-trained CNN. Furthermore, neuroscience research strongly suggeststhat visual attention is computed in the superior colliculus, using information from multiple levels of the ventral visualstream; all information flow in Deep Gaze follows analogous pathways. To encourage broader adoption of this model,whose source code remains unpublished, I offer a readable implementation with minor changes for biological plausibility.It is validated on the MIT1003 dataset using features from MobileNetV2, with results comparable to the original DeepGaze.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gn5c3gn", "frozenauthors": [ { "first_name": "Abe", "middle_name": "", "last_name": "Leite", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29708/galley/19565/download/" } ] }, { "pk": 29720, "title": "Asking questions with a big impact: Adapting to other interpretations of gradableadjectives", "subtitle": null, "abstract": "When communicating, people adapt their linguistic representations to those of their interlocutors. Previous studies haveshown that adaptation also works at the semantic level, with listeners aligning their interpretations of vague expressionssuch as quantifiers to those by a certain speaker. While adaptation has been found to arise by passive exposure to the inter-locutors linguistic representations, we hypothesize that actively seeking information could boost this effect. In particular,asking clarification questions can be helpful to reduce the uncertainty about someone elses interpretation. We focus on thegradable adjectives big and small and show that, in line with previous findings, speakers can align their representations tothose by their interlocutors. Moreover, this effect is boosted when people are given the possibility to ask questions. Thoughparticipants can generally ask for useful information, we observe that this ability improves as the interaction progresses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44g873xt", "frozenauthors": [ { "first_name": "Sandro", "middle_name": "", "last_name": "Pezzelle", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Raquel", "middle_name": "", "last_name": "Fernandez", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29720/galley/19577/download/" } ] }, { "pk": 29569, "title": "Ask or Tell: Balancing questions and instructions in intuitive teaching", "subtitle": null, "abstract": "Teaching is an intuitive social activity that requires reason-ing about and influencing the mind of others. A good teacherforms a belief about the knowledge of their student, asks clar-ifying questions, and gives instructions or explanations to tryto induce a target concept in the student’s mind. We proposePartially Observable Markov Decision Processes (POMDPs)as a model of intuitive human teaching. According to this ac-count, teachers make pedagogical decisions with uncertaintyabout the knowledge state of their student. In two behavioralexperiments, human participants were tasked with balancingassessments (asking questions) and instructions to help teach astudent to build a tower of colored blocks. Human behavior inthe task was compared to the performance of a computerizedteaching algorithm optimized to solve the equivalent POMDP.Our results show that humans favor asking questions and estab-lishing common ground during teaching even at an economiccost and increase question asking as uncertainty grows.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "teaching; machine teaching; POMDPs; questionasking; instruction; education" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nq200pc", "frozenauthors": [ { "first_name": "Pamela", "middle_name": "J. Osborn", "last_name": "Popp", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29569/galley/19429/download/" } ] }, { "pk": 29965, "title": "A spiking neural architecture for conscious chaining of mental operations", "subtitle": null, "abstract": "Flexible information routing in the brain is crucial to perform sequential tasks in which an operation takes as input theresult of the preceding operation (e.g. add 2 to a given digit, then compare the result to 5). Experiments suggest thatindividual operations such as addition and comparison can proceed subliminally, while their chaining requires consciousperception. Here we use the semantic pointer architecture to model a global workspace and specialist processors withspiking neurons. Non-conscious information has limited spatio-temporal influence in our model, while information that isselected to enter the global workspace can be maintained over time and selectively routed to the processors whose role isto execute the operations. The model can perform three tasks that consist of different operation chains. Response timesand accuracy are compared to human performance data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rr4w4kn", "frozenauthors": [ { "first_name": "Hugo", "middle_name": "", "last_name": "Chateau-Laurent", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Serge", "middle_name": "", "last_name": "Thill", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29965/galley/19819/download/" } ] }, { "pk": 29757, "title": "A spiking neuron model of inferential decision making:Urgency, uncertainty, and the speed-accuracy tradeoff", "subtitle": null, "abstract": "Decision making (DM) requires the coordination of anatom-ically and functionally distinct cortical and subcortical areas.While previous computational models have studied these sub-systems in isolation, few models explore how DM holisticallyarises from their interaction. We propose a spiking neuronmodel that unifies various components of DM, then show thatthe model performs an inferential decision task in a human-likemanner. The model (a) includes populations corresponding todorsolateral prefrontal cortex, orbitofrontal cortex, right inferiorfrontal cortex, pre-supplementary motor area, and basal ganglia;(b) is constructed using 8000 leaky-integrate-and-fire neuronswith 7 million connections; and (c) realizes dedicated cognitiveoperations such as weighted valuation of inputs, accumulationof evidence for multiple choice alternatives, competition be-tween potential actions, dynamic thresholding of behavior, andurgency-mediated modulation. We show that the model repro-duces reaction time distributions and speed-accuracy tradeoffsfrom humans performing the task. These results provide be-havioral validation for tasks that involve slow dynamics andperceptual uncertainty; we conclude by discussing how addi-tional tasks, constraints, and metrics may be incorporated intothis initial framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neural Engineering Framework; decision making;computational model;" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sb290h8", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Duggins", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Dominik", "middle_name": "", "last_name": "Krzeminski", "name_suffix": "", "institution": "Cardiff University Brain Research Imaging Centre", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Szymon", "middle_name": "", "last_name": "Wichary", "name_suffix": "", "institution": "Leiden University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29757/galley/19612/download/" } ] }, { "pk": 30214, "title": "Assessing children’s perceptual sensitivity to social information", "subtitle": null, "abstract": "Recent theories of social-cognitive development have generally focused on the development of theory of mind betweeninfancy and preschool. However, social understanding involves more than developing an inferential understanding of mindand continues beyond the early childhood years. We present preliminary findings from a study that evaluated childrensperceptual sensitivity to subtle kinematic cues that distinguish between intentions in others behaviour, based on Pesquita etal. (2016). On each trial, children observed videos of an actor reaching to touch one of two buttons. On half the trials theactor chose which button to touch and on the other half they were directed. A paired-samples t-test showed that participantswere reliably faster at correctly predicting the actors movement in the chosen condition than the directed condition [t(39)= 6.23, p ¡ .01, Cohens d = 0.99)]. We argue that social understanding comes in various forms and at different levels ofawareness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hb5d9xz", "frozenauthors": [ { "first_name": "Emanuela", "middle_name": "", "last_name": "Yeung", "name_suffix": "", "institution": "University of Copenhagen", "department": "" }, { "first_name": "Ulrich", "middle_name": "", "last_name": "Mueller", "name_suffix": "", "institution": "University of Victoria", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30214/galley/20068/download/" } ] }, { "pk": 30144, "title": "Assessing the relationship between trait and state levels of mind wanderingduring a tracing task", "subtitle": null, "abstract": "The aim of this study is to investigate whether trait differencesin mind wandering can also predict state differences in mindwandering. More specifically, we ask whether dimensions ofdisengagement, improvisation, and navigation of mind wan-dering thoughts in daily life also influence these dimensions ofmind wandering states during performance of a tracing task.Previous findings concerning the relationship between trait andstate mind wandering are inconsistent. Although studies indi-cate a significant relationship between the two, the correlatesof trait mind wandering and state mind wandering are not al-ways the same. Because of this, we expect to shed some lighton these inconsistencies by using a novel measure of mindwandering, which captures essential individual differences inthe nature of the phenomenon. Our results indicate that indi-vidual differences in trait mind wandering significantly predictstate differences in content variation of mind wandering andtask performance, but not in perceptual decoupling or in men-tal navigation. Implications of these findings are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "trait mind wandering; state mind wandering; perceptual decou-pling; mental improvisation; mental navigation; content varia-tion" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qz7655d", "frozenauthors": [ { "first_name": "Mariana", "middle_name": "Rachel", "last_name": "Dias da Silva", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Oscar", "middle_name": "F.", "last_name": "Gonc ̧alves", "name_suffix": "", "institution": "University of Minho", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30144/galley/19998/download/" } ] }, { "pk": 29931, "title": "A study of hand manipulation and spatial tasks in which preschool girls performwell.", "subtitle": null, "abstract": "Image manipulation has been reported in mental rotation (Noda, 2010). The purpose of this study is to examine thedevelopment of hand manipulation and gender differences in the placement tasks. Participants included 26 five-year-olds(15 boys, 11 girls), 29 four-year-olds (15 boys, 14 girls), and 29 three-year-olds (14 boys, 15 girls). The task was similarto the WISC picture arrangement. As a procedure, 0 and 180 cards were placed on both sides. Participants were asked theimage of inclining in the intermediate states. Then, 45, 90, and 135 cards were placed. The convex and the bird-like picturewere used. The results showed that girls performed better than boys. And the method of manipulation has changed withage. Boys manipulated cards more frequently than girls. As performance increased, manipulation frequency decreasedin boys while it increased in girls. This may be due to developmental changes in cognitive processing between boys andgirls.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54x2g3nj", "frozenauthors": [ { "first_name": "Mitsuru", "middle_name": "", "last_name": "Noda", "name_suffix": "", "institution": "Edogawa University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29931/galley/19785/download/" } ] }, { "pk": 29913, "title": "A Task and Motion Approach to the Development of Planning", "subtitle": null, "abstract": "Developmental psychology presents us with a puzzle: though children are remarkably apt at planning their actions, theysuffer from surprising yet consistent shortcomings. We argue that these patterns of triumph and failure can be broadlycaptured by the framework of task and motion planning, where plans are hybrid entities consisting of both a structured,symbolic skeleton and a continuous, low-level trajectory. As a proof of concept, we model two case studies from the tooluse literature and show how their results can be understood by the interaction of symbolic and continuous plans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b38p1fp", "frozenauthors": [ { "first_name": "Joo", "middle_name": "", "last_name": "Loula", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Kelsey", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29913/galley/19767/download/" } ] }, { "pk": 29722, "title": "A theoretically driven meta-analysis of implicit theory of mind studies: The role offactivity", "subtitle": null, "abstract": "The capacity for Theory of Mind (ToM) allows us to repre-sent others’ understanding of the world independently fromour own and then explain and predict their actions in terms oftheir understanding. Researchers have often focused on tryingto find evidence for an implicit theory of mind system: one thatemerges early in human ontogeny and operates mandatoriallyin adults. In this paper, we ask how the recent methodologi-cal push towards replication can be used as a tool that bearson a key theoretical distinction in implicit Theory of Mind,namely the distinction between factive and non-factive ToMrepresentation. Unlike other meta-analyses, our primary inter-est is not the overall replicability of theory of mind findings.Instead, we ask whether the replicability of implicit theory ofmind tasks depends in part on whether they measured factiveor non-factive ToM. We find that, to the extent that there isreplicable and robust evidence for implicit ToM, that evidencelargely comes from tests that investigated factive ToM repre-sentations. This analysis is a proof of concept of the broaderpotential for using replication attempts to ask theoretically mo-tivated questions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of Mind; Factive; Non-Factive; Replica-tion; Meta-Analysis" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n34g5z2", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "Holland", "name_suffix": "", "institution": "Center for Cogntive Neuroscience (CCN) and Program in Cognitive Science", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Center for Cogntive Neuroscience (CCN) and Program in Cognitive Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29722/galley/19579/download/" } ] }, { "pk": 29975, "title": "A theory of bouletic reasoning", "subtitle": null, "abstract": "No present theory explains or models the inferences peopledraw about the real world when reasoning about “bouletic”relations, i.e., predicates that express desires, such as want inLee wants to be in love. Linguistic accounts of such bouleticrelations define them in terms of their relation to a desirer’sbeliefs, and how its complement is deemed desirable (cf.Heim, 1992; Villalta, 2008; Rubinstein 2012). In contrast, wedescribe a new model-based theory (cf. Johnson-Laird, 2006;Khemlani, Byrne, & Johnson-Laird, 2018) that posits that suchpredicates are fundamentally counterfactual in nature. Inparticular, X wants P should imply that P is not the case,because you cannot want what is already true. The theorymakes empirical predictions about how people assess theconsistency of bouletic relations as well as how they use suchrelations to eliminate disjunctive possibilities. Twoexperiments tested and validated the theory’s centralpredictions. We assess the theory in light of alternativeaccounts of human reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bouletic reasoning" }, { "word": "Desire" }, { "word": "mental model" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xm9k7vs", "frozenauthors": [ { "first_name": "Hillary", "middle_name": "", "last_name": "Harner", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "NRC Postdoctoral Fellow", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29975/galley/19829/download/" } ] }, { "pk": 29859, "title": "Attentional Competition in Genuine Classrooms: Analysis of the Classroom VisualEnvironment", "subtitle": null, "abstract": "Prior research in laboratory settings suggests highly decoratedlearning environments reduce attention to instructional taskshampering learning. However, systematic research examininghow the visual environment relates to children’s on-taskbehavior in genuine learning environments is more rare. Thus,it is unknown whether prior laboratory findings can beextended to genuine classrooms and what specific aspects ofthe visual environment might pose a challenge for children’sattention regulation and learning. This study aims to (1)provide a nuanced examination of specific elements of theclassroom visual environment (e.g., visual noise, quantity ofposters, color darkness, color variability, adherence to generaldesign principles) by analyzing panoramic photographs of 58classrooms, and (2) investigate whether specific elements ofthe visual environment are related to rates of on-taskbehavior. Results indicate on-task behavior declined inclassrooms containing greater visual noise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Classroom Design; Attention; On-task behavior;Off-task behavior; Visual Distraction" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5m0263qz", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "E.", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Howard", "middle_name": "", "last_name": "Seltman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Scupelli", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29859/galley/19713/download/" } ] }, { "pk": 29969, "title": "Audiovisual Information Processing in Emotion Recognition:\nAn Eye Tracking Study", "subtitle": null, "abstract": "In audiovisual information processing, auditory information\nmay interfere with eye movement planning in visual\nprocessing due to competition for attentional resources. Here\nwe hypothesize that this interference may be mitigated in the\nrecognition of emotions involving strong audiovisual\ncoupling. Participants judged the emotion of a talking head\nvideo under audiovisual, video-only, and audio-only\nconditions. While participants generally performed the best in\nthe audiovisual condition, their eye movement pattern did not\nchange significantly across the three conditions except for the\nrecognition of disgust. In disgust recognition, eye movements\nin the audiovisual condition were less eyes-focused than the\nvideo-only condition, and the larger the difference, the less\nthe audiovisual advantage in performance. Disgust\nrecognition develops later in life and may involve weaker\naudiovisual coupling. Accordingly, our results suggest that\nwhether emotional voice information facilitates emotion\nrecognition without interfering with eye movement planning\ndepends on the strength of audiovisual coupling in emotion\nprocessing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion recognition; audiovisual processing;\nfacial expression; eye movement; EMHMM" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4s74k4z9", "frozenauthors": [ { "first_name": "Yueyuan", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29969/galley/19823/download/" } ] }, { "pk": 29547, "title": "Auditory, Visual, and Speech Category Learning in the Same Individuals", "subtitle": null, "abstract": "Category learning is a fundamental process in human cognition. Recent efforts have attempted to adapt theories developedin vision to the auditory domain. However, no study has directly compared auditory and visual category learning in thesame individuals. Using a fully within-subjects approach, we trained participants on non-speech auditory, visual, andnon-native speech categories in a single day. By comparing category learning behavior, the ability to generalize to novelcategory exemplars, and leveraging decision bound computational models, we found that while individuals demonstratedsimilar learning across the auditory and visual modalities, there were distinct perceptual biases that influenced learning ofnon-speech auditory categories. Further, there were substantial individual differences in performance across the three tasks.This study presents a novel comparison of category learning across modalities in the same individuals and demonstratesthat although commonalities exist, there is some domain-specificity to category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hc4w5j6", "frozenauthors": [ { "first_name": "Casey", "middle_name": "", "last_name": "Roark", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Bharath", "middle_name": "", "last_name": "Chandrasekaran", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29547/galley/19407/download/" } ] }, { "pk": 30175, "title": "Auricular Transcutaneous Vagus Nerve Stimulation (tVNS) Affects Mood and\nAnxiety during Second Language Learning", "subtitle": null, "abstract": "Vagus nerve stimulation (VNS) has been used to address the\nsymptoms of treatment-resistant depression (Rush et al., 2000)\nand is proposed to also alleviate anxiety effects (George et al.,\n2008). Transcutaneous VNS (tVNS) offers a less invasive\ntreatment mechanism for clinical populations; however, little is\nknown about tVNS effects on mood and anxiety in a non-\nclinical adult population. Using auricular tVNS, the present\nstudy showed that 10 minutes of tVNS immediately preceding\nsecond-language learning across three consecutive days\nreduced state negative affect, somatic anxiety, and cognitive\nanxiety, dependent on task performance and/or trait\nmood/anxiety.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "tVNS; mood; anxiety; second language learning" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9661j84b", "frozenauthors": [ { "first_name": "Regina", "middle_name": "C.", "last_name": "Calloway", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Valerie", "middle_name": "P.", "last_name": "Karuzis", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Tseng", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Martinez", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Polly", "middle_name": "", "last_name": "O’Rourke", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30175/galley/20029/download/" } ] }, { "pk": 29785, "title": "Automatic and Controlled Sentence Production: A Computational Model", "subtitle": null, "abstract": "We present a computational model of sentence production thatemulates variation of the output of lexicalization andgrammatical encoding of the abstract pre-lexical message, interms of complexity and accuracy of the generated sentence aswell as fluency and cognitive costs of the sentence production.The model integrates approaches from routine action selectionmodels built on Dual Systems Theory (Norman & Shallice,1986) with ‘A Blueprint for the Speaker’ developed by Levelt(1989). The paper describes and justifies the modelarchitecture, explores factors affecting language variation inproduction, and applies the model for testing relationshipbetween complexity, accuracy, and fluency (CAF) of languageproduction as debated within Second Language Acquisition(SLA) research. A simulation that generated 78,750 sentencesprovides evidence of the trade-off relationship between CAFparameters as speakers have to sacrifice performance on one ofthe CAF factors in order to improve the remaining two.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sentence production; attentional control; spreadingactivation model; language variation; complexity" }, { "word": "accuracy" }, { "word": "and fluency (CAF);" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9w43z0m9", "frozenauthors": [ { "first_name": "Eugene", "middle_name": "V.", "last_name": "Buyakin", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Richard", "middle_name": "P.", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29785/galley/19639/download/" } ] }, { "pk": 29723, "title": "Automatic Detection of Cross-language Verbal Deception", "subtitle": null, "abstract": "The assessment of how a deceptive message is produced in dif-ferent languages has received little attention, with the majorityof studies focused on the English language. Moreover, thereis no agreement about the stability of linguistic clues of deceitacross different languages. In this paper, we address this issueby analysing both theory-driven linguistic markers of decep-tion (cognitive load hypothesis) and standard text categorisa-tion features. After compiling a multilingual corpus of bothhonest and deceitful first-person opinions regarding five differ-ent topics, we assessed the cross-language applicability of fourdifferent features sets in within-topic, cross-topic and cross-language binary classification experiments. Results showedpromising classification performances in all the three experi-ments with few exceptions. Interestingly, linguistic markersof deceit linked to the cognitive load hypothesis exhibited thesame trend in the two languages under investigation and thecross-language evaluation highlighted their usefulness in spot-ting deceit between different languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deception; multilingual; cognitive load; computa-tional linguistics; machine learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dk6h8t5", "frozenauthors": [ { "first_name": "Pasquale", "middle_name": "", "last_name": "Capuozzo", "name_suffix": "", "institution": "University of Padova", "department": "" }, { "first_name": "Ivano", "middle_name": "", "last_name": "Lauriola", "name_suffix": "", "institution": "University of Padova , Fondazione Bruno Kessler", "department": "" }, { "first_name": "Carlo", "middle_name": "", "last_name": "Strapparava", "name_suffix": "", "institution": "Fondazione Bruno Kessler", "department": "" }, { "first_name": "Fabio", "middle_name": "", "last_name": "Aiolli", "name_suffix": "", "institution": "University of Padova", "department": "" }, { "first_name": "Giuseppe", "middle_name": "", "last_name": "Sartori", "name_suffix": "", "institution": "University of Padova", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29723/galley/19580/download/" } ] }, { "pk": 29634, "title": "Automating validation of learning and decision making models using theCogniBench framework", "subtitle": null, "abstract": "Much of cognitive science is based on constructing, validating, and comparing formal models of the mind. Whereascoming up with new and useful models requires expertise and creativity, validating the proposed models and comparingthem against the state-of-the-art mainly requires a systematic, rigorous approach. The task of model validation is thereforeparticularly well-suited for the types of automation that have propelled other research fields (cf. impact of bioinformaticson biology). Here we propose a model benchmarking framework implemented as an open-source Python package namedCogniBench. Given a set of candidate models (which can be implemented in various languages), experimental obser-vations, and scoring criteria, CogniBench automatically performs model benchmarks and reports the resulting matrix ofscores. We demonstrate the potential of the proposed framework by applying it in the domain of learning and decisionmaking, which poses unique requirements for model validation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38t5g9z9", "frozenauthors": [ { "first_name": "Filip", "middle_name": "", "last_name": "Melinscak", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Eshref", "middle_name": "", "last_name": "Yozdemir", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Dominik", "middle_name": "R.", "last_name": "Bach", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29634/galley/19492/download/" } ] }, { "pk": 29574, "title": "A Visual Recall Paradigm to Assess Implicit Statistical Learning", "subtitle": null, "abstract": "Implicit statistical learning, whereby regularities between stimuli are detected without conscious awareness, is importantfor language acquisition. This form of learning has often been assessed using measures that require conscious decisionmaking or explicit reflection (e.g., 2AFC tasks). We aimed to measure statistical learning more implicitly. We leveraged thefact that frequently co-occurring stimuli may be chunked into a single cognitive unit, reducing working memory demands.We developed an artificial grammar in which sequences contained pairs of stimuli which always co-occurred (chunks)and more variable between-chunk transitions. In a novel visual recall paradigm, participants were asked to rememberand recreate sequences of serially presented images. Recall of predictable sequences improved over the course of theexperiment. However, recall dropped to initial levels when participants were presented with random sequences containingno predictable chunks. This approach represents a valuable method to measure statistical learning implicitly, withoutrequiring conscious reflection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fd623qq", "frozenauthors": [ { "first_name": "Holly", "middle_name": "", "last_name": "Jenkins", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Ysanne", "middle_name": "de", "last_name": "Graaf", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Faye", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Riches", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Petkov", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29574/galley/19434/download/" } ] }, { "pk": 29426, "title": "Awe Yields Learning: A Virtual Reality Study", "subtitle": null, "abstract": "There is a considerable amount of literature on the role ofimmersion and presence in virtual reality learningenvironments. Far less is known about the interaction ofimmersion and presence with the important individualcharacteristics that influence learning behavior, particularly,dispositional awe. Dispositional awe is manifested by anemotional response to information that defies existing mentalschemas in a given domain and by a need to accommodate thisexperience. In a virtual reality study with eight elementaryschool classes, we investigated the interaction of immersivetendencies with dispositional awe and compassion on learninggains in the domain of nature conservation. We tested thisinteraction using a novel virtual reality concept in whichchildren are sent to virtually simulated space to experience theoverview effect, a cognitive shift in awareness reported byastronauts. The findings of the study showed that participantsexperienced strong feelings of awe and scored highly onoverview effect constructs. Importantly, their learning gainswere influenced by the overview effect which was, in turn,supported by presence, dispositional awe, and compassion.This study shows the potential of using immersive virtualreality experiences in educational programs, combiningwonder and learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; virtual reality; awe; structural equationmodeling; ecological validity" } ], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gd9m3mh", "frozenauthors": [ { "first_name": "H.", "middle_name": "Anna T.", "last_name": "van Limpt", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Nilsenova", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Max", "middle_name": "M.", "last_name": "Louwerse", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29426/galley/19286/download/" } ] }, { "pk": 30023, "title": "Balancing Personal and Social Outcomes: Cultural Differences in ChildrensMoral Decision-Making", "subtitle": null, "abstract": "Previous work by Tasimi and Wynn (2016) suggests that children (5 to 8 years old) prefer to affiliate with other peoplebased on evaluations of their moral valence, but that this tendency is balanced against the childs personal costs andbenefits. We predicted that children from individualistic cultures may prioritize individual outcomes, whereas childrenfrom collectivistic cultures may consider social outcomes and harmony as more important. We applied a forced-choiceparadigm to measure childrens rejection of associating with a wrongdoer (mean person) by refusing stickers they offered,even though the alternative reward offered by a nice person was much smaller. Results suggest that overall, Asian childrenare more likely to reject wrongdoers than Caucasian children at the expense of personal rewards. We also found that suchcultural effects occur only among 7 to 8 years old children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dr5c8zt", "frozenauthors": [ { "first_name": "Yiqi", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Theodore", "middle_name": "", "last_name": "Cheung", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30023/galley/19877/download/" } ] }, { "pk": 30056, "title": "Bayesian inference in dialogue", "subtitle": null, "abstract": "A word is referentially ambiguous if it has several potential referents. Observing how listeners make choices among thosereferents can reveal their hidden beliefs and preferences, as well as reflect their reasoning strategies. We asked subjectsto observe how one of the objects is chosen following a possibly ambiguous utterance and to infer which preferences thelistener may have had in mind when choosing that particular object. In order to adjust this interaction to a dialogue-likesetting, we extended the traditional one-shot reference game to a round of 4-trial games. Moreover, we modeled theprocess within the Rational Speech Act framework, implementing iterative inference over multiple trials, where posteriorsfrom previous trials carry over to the next trial as priors. The model predicts human inference behavior better than abaseline uniform model, as well as better than a non-iterative model. The results imply that, in principle, humans areable to compute Bayesian-like inferences in dialogue, learning about the beliefs and preferences of others in a cumulativemanner.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31n79874", "frozenauthors": [ { "first_name": "Asya", "middle_name": "", "last_name": "Achimova", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Ella", "middle_name": "I.", "last_name": "Eisemann", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Butz", "name_suffix": "", "institution": "University of Tuebingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30056/galley/19910/download/" } ] }, { "pk": 29369, "title": "Becoming Organized: How Simple Learning Mechanisms may Shape theDevelopment of Rich Semantic Knowledge", "subtitle": null, "abstract": "With development, we acquire rich body of knowledge aboutthe world in which concepts denoted by words (e.g., juicy,apple, and pear) are connected by meaningful, semantic links(e.g., apples and pears are similar, and can both be juicy). Onepotentially powerful driver of this development is sensitivity toregularities with which words co-occur in language.Specifically, language is rich regularities that can support: (1)Associative semantic links between words that directly co-occur together (e.g., juicy-apple), and (2) Taxonomic semanticlinks between words similar in meaning that share patterns ofdirect co-occurrence (e.g., apple and pear both co-occur withjuicy). Here, we investigated the development of abilities toform semantic links from these regularities. Results revealedthat both children and adults formed direct co-occurrence-based links, whereas only adults formed shared co-occurrencebased links. We discuss how these results may provide keyinsight into how semantic organization develops.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic organization; co-occurrence regularities;taxonomic development" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92g4141z", "frozenauthors": [ { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29369/galley/19230/download/" } ] }, { "pk": 29577, "title": "Belief revision in a micro-social network: Modeling sensitivity to statisticaldependencies in social learning", "subtitle": null, "abstract": "In both professional domains and everyday life, people mustintegrate their own experience with reports from social networkpeers to form and update their beliefs. It is therefore importantto understand to what extent people accommodate the statis-tical dependencies that give rise to correlated belief reportsin social networks. We investigate adults’ ability to integratesocial evidence appropriately in a political scenario, varyingthe dependence between the sources of network peers’ beliefs.Using a novel interface that allows participants to express theirprobabilistic beliefs visually, we compare participants against anormative Bayesian standard. We find that they distinguish thevalue of evidence from dependent versus independent sources,but that they also treated social sources as substantially weakerevidence than direct experience. The value of our elicitationmethodology and the implications of our results for modelinghuman-like belief revision in social networks are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social networks; probabilistic beliefs; sequentialbelief updating; information cascades; Bayesian modeling" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ft5p9fh", "frozenauthors": [ { "first_name": "Jan-Philipp", "middle_name": "", "last_name": "Franken", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Nikolaos", "middle_name": "C.", "last_name": "Theodoropoulos", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Adam", "middle_name": "B.", "last_name": "Moore", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29577/galley/19436/download/" } ] }, { "pk": 30167, "title": "Better learning of partially diagnostic features leads to less unidimensionalcategorization in supervised category learning", "subtitle": null, "abstract": "Previous studies of supervised category learning show that par-ticipants often prefer a unidimensional categorization strat-egy. Studies also report that the perfectly diagnostic featureis learned better compared to the partially diagnostic features.We replicate these results, and we show that better learning ofpartially diagnostic features leads to less preference for uni-dimensional categorization. When participants have perfectknowledge about all the diagnostic features, then it becomesequivalent to memorizing the prototypes of the categories. Wecompare our results with the match-to-standards procedure,where category prototypes are shown during categorizationand unidimensional strategy is seldom preferred. We interpretour results to suggest that the preference for unidimensionalcategorization in supervised category learning, shown in ear-lier studies, could be due to poor learning of the partially diag-nostic features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "supervised category learning; observational andfeedback learning; unidimensional categorization; memoriza-tion of partially diagnostic features; match-to-standards proce-dure" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/14r4t74s", "frozenauthors": [ { "first_name": "Sujith", "middle_name": "", "last_name": "Thomas", "name_suffix": "", "institution": "Birla Institute of Technology and Science, Pilani", "department": "" }, { "first_name": "Narayanan", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of Allahabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30167/galley/20021/download/" } ] }, { "pk": 29576, "title": "Better together: Exploration prior to instruction facilitates rule-learning andmodifies attention to demonstration", "subtitle": null, "abstract": "Debates assessing the merits of independent exploration and pedagogical instruction have been extensive. We compareeach of these learning environments against exploration followed by instruction to assess benefits to procedural learningand abstract rule-learning. Ninety-nine six-year-olds learned about novel locks and keys by either independently exploringprior to receiving instruction, proceeding to instruction without exploration, or acting without instruction. Children whoreceived instruction did not differ in procedural knowledge. However, children who explored prior to instruction were sig-nificantly more likely to learn the rules than children who did not explore or did not receive instruction. Childrens visualattention during instruction indicated that those who explored looked proportionally more to the stimuli as the experi-menter demonstrated. This suggests that the value of exploration is perhaps in preparing the learner for later information.Therefore, these results suggest that there is particular value for conceptual learning in the combination of exploration withinstruction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qb8j479", "frozenauthors": [ { "first_name": "Mia", "middle_name": "", "last_name": "Radovanovic", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Natalie", "middle_name": "", "last_name": "Brezack", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Shneidman", "name_suffix": "", "institution": "Universidad Nacional Autnoma de Mxico", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Woodward", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29576/galley/19435/download/" } ] }, { "pk": 29536, "title": "Beyond Pattern Completion with Short-Term Plasticity", "subtitle": null, "abstract": "In a Linear Associative Net (LAN), all input settles to a singlepattern, therefore Anderson, Silverstein, Ritz, and Jones (1977)introduced saturation to force the system to reach othersteady-states in the Brain-State-in-a-Box (BSB). Unfortunately,the BSB is limited in its ability to generalize because itsresponses are restricted to previously stored patterns. We presentsimulations showing how a Dynamic-Eigen-Net (DEN), a LANwith Short-Term Plasticity (STP), overcomes thesingle-response limitation. Critically, a DEN also accommodatesnovel patterns by aligning them with encoded structure. We traina two-slot DEN on a text corpus, and provide an account oflexical decision and judgement-of-grammaticality (JOG) tasksshowing how grammatical bi-grams yield stronger responsesrelative to ungrammatical bi-grams. Finally, we present asimulation showing how a DEN is sensitive to syntacticviolations introduced in novel bi-grams. We propose DENs asassociative nets with greater promise for generalization than theclassic alternatives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Content Addressable Memory; Auto-associative;Recurrent; Short-Term Plasticity; Generalization" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5279t2c3", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "D.", "last_name": "Shabahang", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "J.", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29536/galley/19396/download/" } ] } ] }