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{ "count": 38755, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13400", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13200", "results": [ { "pk": 29942, "title": "Beyond rationality: We infer other people’s goals by learning agent-variableexpectations of efficient action", "subtitle": null, "abstract": "Our ability to make sense of goal-directed behavior is central to social reasoning. From infancy, this capacity is structuredaround an assumption that agents act efficiently. But agents are often inefficient and how we move is affected by ouremotional states and personal idiosyncrasies. How, then, does an assumption of efficiency allow us to accurately interpretpeople’s actions? We hypothesized that people expect agents to move efficiently relative to an agent-specific baselinerather than to an objective notion of efficiency. Consistent with this, we found that people can quickly learn and subtractagent-idiosyncratic movements when interpreting goal-directed action (Experiment 1). Moreover, in a free-response task,people’s propensity to explain superfluous movement in terms of goals depended on the agent’s relative efficiency ratherthan on the path’s objective efficiency (Experiment 2). Our results show that people flexibly adjust their expectations ofefficiency by attending to how agents typically move.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0548469n", "frozenauthors": [ { "first_name": "Joan", "middle_name": "Danielle", "last_name": "Ongchoco", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale 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/29942/galley/19796/download/" } ] }, { "pk": 29946, "title": "Biasing Moral Decisions Using Eye Movements: Replication and Simulation", "subtitle": null, "abstract": "A current debate concerns the degree to which moral rea-soning is susceptible to bias from low-level perceptual cues.P ̈arnamets et al. (2015) reported that moral decisions couldbe biased by manipulating the timing of a prompt to respondvia measurement of eye gaze, but these results were critiquedby Newell and Le Pelley (2018) as a potential design artifact.To reconcile these findings, we first replicate the previous ex-periments with an adjusted stimulus set. Then, we present theresults of a drift-diffusion model that simulates our findings,offering an account of the mechanism by which the gaze-basedtiming manipulation can bias moral decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "morality; decision-making; dynamical systems;eye tracking" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t86n6gf", "frozenauthors": [ { "first_name": "J.", "middle_name": "Benjamin", "last_name": "Falandays", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Spivey", "name_suffix": "", "institution": "University of California, Merced", "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/29946/galley/19800/download/" } ] }, { "pk": 29471, "title": "Birds and Words: Exploring environmental influences on folk categorization", "subtitle": null, "abstract": "Anthropologists and psychologists have long studied how liv-ing kinds are organized into categories, and a recurring themeconcerns the relationship between folk categories and thestructure of the environment. We ask whether the frequencyand physical size of a species affect how it is classified, andaddress this question by linking frequency data from eBird (anonline database of bird observations) with an existing taxon-omy of Zapotec bird names. A first set of analyses exploreswhether frequency and size predict whether a bird is namedand how many other birds it is grouped with. A second setexplores whether frequency and size predict the word formsused as category labels. We find some evidence that frequencyaffects both category extensions and naming, but the resultshint that frequency may be dominated by other factors such asperceptual similarity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "folk biology; ethno-ornithology; categorization;cognitive anthropology; bird naming" } ], "section": "Linguistics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gv2m0fn", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "T.", "last_name": "Abbott", "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/29471/galley/19331/download/" } ] }, { "pk": 29482, "title": "Bootstrap Hell: Perceptual Racial Biases in a Predictive Processing Framework", "subtitle": null, "abstract": "Predictive processing, or predictive coding,1 is transforming\nour knowledge of perception (Knill & Richards, 1996; Rao\n& Ballard, 1999), the brain (Friston, 2018; Hohwy, 2013;\nKnill & Pouget, 2004), and embodied cognition (Allen &\nFriston, 2018; Clark, 2016; Gallagher & Allen, 2018; Seth,\n2015). Predictive processing is a hierarchical\nimplementation of empirical Bayes, wherein the cognitive\nsystem creates generative models of the world and tests its\nhypotheses against incoming data. It is hierarchical insofar\nas the predictions at one level are tested against incoming\nsignals from the lower level. The resulting prediction error,\nthe difference between the expectation and the incoming\ndata, is used to recalibrate the model in a process of\nprediction error minimization. Predictions may be mediated\nby pyramidal cells across the neocortex (Bastos et al., 2012;\nHawkins & Ahmad, 2016; Shipp et al., 2013). Andy Clark\nhas characterized predictive processing as creating a\n“bootstrap heaven” (2016, p. 19), enabling the brain to\ndevelop complex models of the world from limited data. This enables us to extract patterns from ambiguous signals\nand establish hypotheses about how the world works.\nThe training signals that we get from the world are,\nhowever, biased in all the same unsightly ways that our\nsocieties are biased: by race, gender, socioeconomic status,\nnationality, and sexual orientation. The problem is more\nthan a mere sampling bias. Our societies are replete with\nprejudice biases that shape the ways we think, act, and\nperceive. Indeed, a similar problem arises in machine\nlearning applications when they are inadvertently trained on\nsocially biased data (Avery, 2019; N. T. Lee, 2018). The\nbasic principle in operation here is “garbage in, garbage\nout”: a predictive system that is trained on socially biased\ndata will be systematically biased in those same ways.\nUnfortunately, we are unwittingly trained on this\nprejudiced data from our earliest years. As predictive\nsystems, we bootstrap upwards into more complex cognitive\nprocesses while being fed prejudiced data, spiraling us into\na “bootstrap hell.” This has repercussions for everything\nfrom higher-order cognitive processes down to basic\nperceptual processes. Perceptual racial biases include\nperceiving greater diversity and nuance in the faces of racial\ningroup faces (the cross-race effect; Malpass & Kravitz,\n1969), misperceiving actions of racial outgroup members as\nhostile (Pietraszewski et al., 2014), and empathetically\nperceiving emotions in racial ingroup (but not outgroup)\nfaces (Xu et al., 2009), among other phenomena. They are\nparticularly worrying due to their recalcitrance to conscious\ncontrol or implicit bias training. We may be able to veto a\nprejudiced thought (but see Kelly & Roedder, 2008), but we\ncannot simply modify our perceptual experience at will.\nRecalcitrant predictions such as this are “hyperpriors” and\nare unamenable to rapid, conscious adjustment.\nI begin with an overview of predictive processing. I\nexplain that the same principles that allow us to bootstrap\nour way into full cognition also allow for biases to develop.\nThese biases include perceptual racial biases, which are\nvisual and affective rather than cognitive. I explain how\nsampling biases in infancy and emotion perception\ncontribute to perceptual racial biases (although many other\nfactors certainly play a role). Finally, I hypothesize that\ntraditional implicit bias training may not be enough to\ndisentangle the web of hypotheses that contribute to\nperceptual racial bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "philosophy of cognitive science; predictive\ncoding; predictive processing; racial bias" } ], "section": "Biases", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67t7m6m6", "frozenauthors": [ { "first_name": "Zachariah", "middle_name": "A.", "last_name": "Neemeh", "name_suffix": "", "institution": "University of Memphis", "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/29482/galley/19342/download/" } ] }, { "pk": 29919, "title": "Bootstrapping an Imagined We for Cooperation", "subtitle": null, "abstract": "Remaining committed to a joint goal in the face of many entic-\ning alternatives is challenging. Doing so while cooperating\nwith others under uncertainty is even more so. Despite this,\nagents can successfully and robustly use bootstrapping to con-\nverge on a joint intention from randomness under the Imagined\nWe framework. We demonstrate the power of this model in a\nreal-time cooperative hunting task. Additionally, we run a suite\nof model experiments to answer some of the potential chal-\nlenges to converging that this model could face under imperfect\nconditions. Specifically, we ask what happens when (1) there\nare increasingly many equivalent choices? (2) I only have an\napproximate model of you? and (3) my perception is noisy? We\nshow through a set of model experiments that this framework\nis robust to all three of these manipulations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of Mind; Bayesian inference; cooperation;\nshared agency" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hj9w9hh", "frozenauthors": [ { "first_name": "Ning", "middle_name": "", "last_name": "Tang", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Stacy", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "MingLu", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Gabriel", "middle_name": "", "last_name": "Marquez", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Tao", "middle_name": "", "last_name": "Gao", "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/29919/galley/19773/download/" } ] }, { "pk": 30077, "title": "Boundary Extension in Response to Food: Exploring the Role of Appetitiveness", "subtitle": null, "abstract": "Boundary extension (BE) is a cognitive phenomenon in which people seem to misperceive visual scenes. Increasedattention and emotion have been shown to reduce or reverse the effects of BE (e.g., Mathews & Mackintosh, 2004). Wouldpeople for whom food is highly appetitive (vs. not) have similar responses when shown photographs containing food (vs.no food)? Our hypothesis was not supported: All participants experienced BE. More BE was observed in response to food(vs. nonfood) photographs, but this difference was more pronounced for those who served as controls and less pronouncedfor those who think of food as highly appetitive. We suggest that having similar perceptual experiences in response to food(vs. nonfood) photographs might be related to difficulties involving the inhibition of automatic behaviors (e.g., Mobbs etal., 2010) but argue that more research is needed to determine whether BE could be used for clinical purposes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20t4c09n", "frozenauthors": [ { "first_name": "Claire", "middle_name": "", "last_name": "Salinas", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" }, { "first_name": "Brooke", "middle_name": "", "last_name": "Breaux", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" }, { "first_name": "Kiara", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "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/30077/galley/19931/download/" } ] }, { "pk": 29602, "title": "Brainwave profiles of efficient versus inefficient working memory retrievals inhealthy older adults", "subtitle": null, "abstract": "General slowing of mental processing speed is hallmark of brain and cognitive aging. Thus far it has been limited under-standing in neural mechanisms underlying mental states during fluctuations between efficient versus inefficient cognitiveperformance within individual older adults. Here we examined electrophysiological responses during visual working mem-ory retrieval trials that are fast versus slow reactions. Wireless EEG along with accuracy and reaction times were recordedduring a modified delayed match-to-sample task in 17 cognitively normal older adults (age 65-95) from North America.Compared to trials that are faster than averaged (mean 584 ms), the late positive potentials during trials that are slowerthan average (mean 747 ms) showed increased responses to memory nonmatch distractors than those to object matchingmemory targets in frontal sites, as previously reported in older brains. Interestingly, the brainwaves during efficient andaccurate memory retrievals resemble those typically seen in younger adults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xc4v15d", "frozenauthors": [ { "first_name": "Soheil", "middle_name": "", "last_name": "Borhani", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Xiaopeng", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "O’Neil", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Margaret", "middle_name": "R.", "last_name": "Kelly", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "Katherine", "middle_name": "E.", "last_name": "Snyder", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "banafsheh", "middle_name": "", "last_name": "aghayeeabianeh", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "Barbara", "middle_name": "J", "last_name": "Martin", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "Gregory", "middle_name": "A", "last_name": "Jicha", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "University of Kentucky", "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/29602/galley/19461/download/" } ] }, { "pk": 29347, "title": "Building neural processing accounts of higher cognition in Dynamic Field Theory", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neural networks; Neural dynamics; Highercognition; Perceptual grounding; Relational concepts;Executive control; Simulation; Embodied cognition;Development" } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50s7b1nq", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "", "last_name": "Schoner", "name_suffix": "", "institution": "Ruhr-University Bochum", "department": "" }, { "first_name": "Aaron", "middle_name": "T.", "last_name": "Buss", "name_suffix": "", "institution": "University of Tennesse", "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/29347/galley/19208/download/" } ] }, { "pk": 29925, "title": "Calibrating Trust in Autonomous Systems in a Dynamic Environment", "subtitle": null, "abstract": "Appropriately calibrating trust in autonomous systems is es-sential for successful collaboration between humans and thesystems. Over-trust and under-trust often happen in dynami-cally changing environments, and they can be major causes ofserious issues with safety and efficiency. Many studies haveexamined the role of continuous system transparency in keep-ing proper trust calibration; however, not many studies havefocused on how to find poor trust calibration nor how to miti-gate it. In our proposed method of trust calibration, a behavior-based approach is used to detect improper trust calibration, andcognitive cues called “trust calibration cues” are presented tousers as triggers for trust calibration. We conducted an on-line experiment with a drone simulator. Seventy participantsperformed pothole inspection tasks manually or relied on thedrone’s automatic inspection. The results demonstrated thatadaptively presenting a simple cue could significantly promotetrust calibration in both over-trust and under-trust cases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Trust Management" }, { "word": "Trust Calibration" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p5243h9", "frozenauthors": [ { "first_name": "Kazuo", "middle_name": "", "last_name": "Okamura", "name_suffix": "", "institution": "The Graduate University for Advanced Studies, SOKENDAI", "department": "" }, { "first_name": "Seiji", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "National Institute of Informatics and SOKENDAI", "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/29925/galley/19779/download/" } ] }, { "pk": 29808, "title": "Can a Composite Metacognitive Judgment Accuracy Score Successfully CapturePerformance Variance during Multimedia Learning?", "subtitle": null, "abstract": "Theoretical models of self-regulated learning highlight theimportance and dynamic nature of metacognitive monitoringand regulation. However, traditional research typically has notexamined how different judgments, or the relative timing ofthose judgments, influence each other, especially in complexlearning environments. We compared six statistical modelsof performance of undergraduates (n = 55) learning inMetaTutor-IVH, a multimedia learning environment. Threetypes of prompted metacognitive judgments (ease of learning[EOL] judgments, content evaluations [CEs], and retrospectiveconfidence judgments [RCJs]) were used as individualpredictors, and combined in a uniformly-weighted compositescore and empirically based weighted composite score acrossthe learning session. The uniformly weighted composite scorebetter captured performance than the models using only anEOL judgment or RCJ judgment. However, the empiricallyweighted composite model outperformed all other models.Our results suggest that metacognitive judgments should notbe considered as independent phenomenon but as an intricateand interconnected process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Learning; Metacognition; Self-regulated learning;Intelligent Tutoring Systems; Multimedia" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6m0773p3", "frozenauthors": [ { "first_name": "Megan", "middle_name": "D.", "last_name": "Wiedbusch", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Micheal", "middle_name": "J.", "last_name": "Brown", "name_suffix": "", "institution": "University of Central 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/29808/galley/19662/download/" } ] }, { "pk": 29850, "title": "Can audio-visual integration, adaptive learning, and explicit feedback improve theperception of noisy speech?", "subtitle": null, "abstract": "The perception of degraded speech input is essential in everyday life and is a major challenge in a variety of clinicalsettings, including for cochlear implant users. We investigated English speakers perception of noisy speech via an audio-visual lexical decision paradigm that modulated cross-modal integration, adaptive modulation of task difficulty, and ex-plicit feedback on response accuracy. We then tested whether proficiency with this task transferred to the perception ofnoisy audio stimuli in a post test. Although we observed a processing advantage for bimodal stimuli during training,particularly in the adaptive training condition, we did not observe any benefit from these conditions in the post test, nor abenefit associated with providing explicit feedback. These results are discussed in relation to other studies of audio-visualintegration and learning to perceive noisy speech, which may have observed different results due to more extensive trainingand different baseline proficiency levels.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t93s442", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "deschamps", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Hanna", "middle_name": "", "last_name": "Zhang", "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/29850/galley/19704/download/" } ] }, { "pk": 29403, "title": "Can Automated Gesture Recognition Support the Study of Child LanguageDevelopment?", "subtitle": null, "abstract": "Children’s prelinguistic gestures play a central role in theircommunicative development. Early gesture use has beenshown to be predictive of both concurrent and later languageability, making the identification of gestures in video data atscale a potentially valuable tool for both theoretical and clini-cal purposes. We describe a new dataset consisting of videos of72 infants interacting with their caregivers at 11&12 months,annotated for the appearance of 12 different gesture types. Wepropose a model based on deep convolutional neural networksto classify these. The model achieves 48.32% classification ac-curacy overall, but with significant variation between gesturetypes. Critically, we found strong (0.7 or above) rank ordercorrelations between by-child gesture counts from human andmachine coding for 7 of the 12 gestures (including the criticalgestures of declarative pointing, hold outs and gives). Giventhe challenging nature of the data - recordings of many differ-ent dyads in different environments engaged in diverse activi-ties - we consider these results a very encouraging first attemptat the task, and evidence that automatic or machine-assistedgesture identification could make a valuable contribution to thestudy of cognitive development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Deep learning" }, { "word": "child gesture recognition" }, { "word": "languagedevelopment." } ], "section": "Language Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0h79k11v", "frozenauthors": [ { "first_name": "Soumitra", "middle_name": "", "last_name": "Samanta", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Bannard", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Pine", "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/29403/galley/19263/download/" } ] }, { "pk": 29739, "title": "Can Changes in Inhibitory Control Explain Child-Level Theory of Mind Development?", "subtitle": null, "abstract": "A central canon in theory of mind research is that between theages of three and four a drastic performance difference inchildren’s understanding occurs. However, the reason for the‘three to four shift’ has yet to be settled. One account, Theoryof Mind Mechanism (ToMM) theory (Leslie, 1994), posits thatchange in inhibitory power can account for this difference. Thisis supported by a recent computational implementation of thetheory, showing that differences in inhibitory power canaccount for age differences at an aggregate level (Wang,Hemmer, & Leslie, 2019). However, as Baker et al. (2016)point out, established findings are entirely based on group-aggregated findings, yet computational and developmentalprocesses do not take place in the ‘aggregated mind’. Whatremains largely unexplored is what happens at the level of theindividual child. Here we combine the computationalimplementation of ToMM with data from Baker et al., 2016,who assessed longitudinal developmental change in Theory ofMind performance by repeated testing of individual child overthe three-to-four shift period on standard ‘Sally and Anne’ falsebelief tasks, to obtain a cumulative record for each child.Specifically, we found that children’s age was not directlyinformative of developmental change in theory of mindreasoning. Instead, the main contributor to theory of mindperformance at the individual learner level is inhibitory power.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of mind; Computational Model;Developmental; Inhibition; Longitudinal" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9549g5f3", "frozenauthors": [ { "first_name": "Elif", "middle_name": "N.", "last_name": "Poyraz", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Alan", "middle_name": "M.", "last_name": "Leslie", "name_suffix": "", "institution": "Rutgers 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/29739/galley/19595/download/" } ] }, { "pk": 29659, "title": "Can Group Knowledge Diversity be Created On-the-Fly?:Effects of Collaboration Task Design on Performance and Transfer", "subtitle": null, "abstract": "Research on human collaboration has suggested thatknowledge diversity improves group performance in complextasks such as design, problem solving and forecasting.However, in educational settings it is important to also askwhether learning and transfer for individuals within the groupis enhanced or hindered by diversity in collaborative workgroups. We compare performance in a transportation networkdesign task for two types of collaborative groups, andcompare their performance to that of individuals. In onegroup condition (Distributed Knowledge) each dyad memberhas been trained on a different subtask of a complex jointdesign problem in advance of the collaborative activity. Thesedifferent training tasks should predispose the two dyadmembers to adopt different perspectives, issues, and designstrategies, thus generating greater cognitive diversity for thegroup. In the other group condition (Shared Knowledge) bothdyad participants experienced the same training involvingboth subtasks. Task performance results show a group versusindividual advantage in performance, but a non-significantdifference in performance between the two group knowledgediversity conditions. The group knowledge manipulation didaffect group process, as measured by time spentcollaborating, number of turns taken, and number of wordsspoken. The findings suggest that group diversity canpromote individual learning and transfer when sufficient timeis allowed for discussion and group work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "diversity; network design; collaboration; problemsolving; performance; innovation; transfer" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mj978qj", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "S.", "last_name": "Moore", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "E.", "last_name": "Corter", "name_suffix": "", "institution": "Columbia 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/29659/galley/19516/download/" } ] }, { "pk": 29506, "title": "Can I get your (robot) attention?\nHuman sensitivity to subtle hints of human-likeness in a humanoid robot’s behavior", "subtitle": null, "abstract": "Designing artificial agents that can closely imitate human\nbehavior, might influence humans in perceiving them as\nintentional agents. Nonetheless, the factors that are crucial for\nan artificial agent to be perceived as an animated and\nanthropomorphic being still need to be addressed. In the current\nstudy, we investigated some of the factors that might affect the\nperception of a robot's behavior as human-like or intentional.\nTo meet this aim, seventy-nine participants were exposed to\ntwo different behaviors of a humanoid robot under two\ndifferent instructions. Before the experiment, participants'\nbiases towards robotics as well as their personality traits were\nassessed. Our results suggest that participants’ sensitivity to\nhuman-likeness relies more on their expectations rather than on\nperceptual cues.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human-robot interaction" }, { "word": "humanoid robot" }, { "word": "social\ncognition" }, { "word": "intentional stance" }, { "word": "mental states" }, { "word": "instruction\nmanipulation" } ], "section": "Forms of Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9qc821pz", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Ghiglino", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia , Università degli Studi di Genova,", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "De Tommaso", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia", "department": "" }, { "first_name": "Cesco", "middle_name": "", "last_name": "Willemse", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia", "department": "" }, { "first_name": "Serena", "middle_name": "", "last_name": "Marchesi", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia", "department": "" }, { "first_name": "Agnieszka", "middle_name": "", "last_name": "Wykowska", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia", "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/29506/galley/19366/download/" } ] }, { "pk": 30198, "title": "Can misconceptions be forgotten? Evaluating the efficacy of a directed-forgettingparadigm in revising science misconceptions", "subtitle": null, "abstract": "Science misconceptions persist across development and have long-term consequences for achievement. Researchers haveattempted to replace science misconceptions with correct information. Intentional forgetting, often studied using a directedforgetting (DF) paradigm, is one approach used to eliminate incorrect material. The present study aimed to identify whichscience misconceptions persist among adults and determine whether DF can be implemented to forget misconceptions. 147undergraduates saw two lists of 11 science statements. For each statement, they provided a truthfulness and confidencerating before receiving the correct True/False rating. Half were told to remember both lists; half were told to forget thefirst list and remember the second. Results revealed that although accuracy and confidence increased overall, there weresignificant differences between science domains and no observable DF effect. This suggests that science misconceptionsare even more persistent than previously thought, particularly for certain domains, and additional supports are needed tocorrect them.", "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/6w99b311", "frozenauthors": [ { "first_name": "Melina", "middle_name": "", "last_name": "Knabe", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "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/30198/galley/20052/download/" } ] }, { "pk": 29716, "title": "Can neural networks acquire a structural bias from raw linguistic data?", "subtitle": null, "abstract": "We evaluate whether BERT, a widely used neural network forsentence processing, acquires an inductive bias towards form-ing structural generalizations through pretraining on raw data.We conduct four experiments testing its preference for struc-tural vs. linear generalizations in different structure-dependentphenomena. We find that BERT makes a structural general-ization in 3 out of 4 empirical domains—subject-auxiliary in-version, reflexive binding, and verb tense detection in embed-ded clauses—but makes a linear generalization when tested onNPI licensing. We argue that these results are the strongest ev-idence so far from artificial learners supporting the propositionthat a structural bias can be acquired from raw data. If this con-clusion is correct, it is tentative evidence that some linguisticuniversals can be acquired by learners without innate biases.However, the precise implications for human language acqui-sition are unclear, as humans learn language from significantlyless data than BERT.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inductive bias; structure dependence; BERT;learnability of grammar; poverty of the stimulus; neural net-work; self-supervised learning" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rx3h34n", "frozenauthors": [ { "first_name": "Alex", "middle_name": "", "last_name": "Warstadt", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Samuel", "middle_name": "R.", "last_name": "Bowman", "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/29716/galley/19573/download/" } ] }, { "pk": 29565, "title": "Can preschoolers use probability to infer others desires?", "subtitle": null, "abstract": "Probability influences our social inferences. Here, we explored whether preschoolers use probabilistic information to inferothers desires. Sixty 3-year-olds were shown stories where one character went to a gumball machine with mostly redgumballs and just a few purple ones and another character went to a machine with the reverse distribution. Both charactersreceived a red gumball. Children in one between-subjects condition were asked who wanted a red gumball and children ina control condition were asked who knew they would get a red gumball. Children mostly selected the character who wentto the machine with more red gumballs when asked about desires but not when asked about knowledge. This suggests that3-year-olds can use proportions to infer others desires.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xd984t1", "frozenauthors": [ { "first_name": "Tiffany", "middle_name": "", "last_name": "Doan", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Ori", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "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/29565/galley/19425/download/" } ] }, { "pk": 29688, "title": "Can toddlers learn causal action sequences?", "subtitle": null, "abstract": "Toddlers, like older children and adults, can learn cause-effect relationships between a single action and its outcome.However, causality in the real-world is more complex. We investigate whether toddlers can learn, from observing an adultsdemonstration, that a sequence of two actions is causally necessary for producing an effect. In Experiment 1, toddlers andpreschoolers (N=142; ongoing) saw evidence that a 2-action sequence was necessary to make a puzzle-box dispense asticker, before trying to get stickers themselves. Preliminary results indicate that older children produce more sequencesthan younger children. Experiment 2 (N=42; ongoing) is examining whether 1- and 2-year-olds behave differently from inExperiment 1 when the demonstration provides evidence that a sequence of actions is not necessary (specifically, that thesecond action alone is causally effective). Although preliminary, our findings suggest that the ability to accurately infercausal structure from action sequence demonstrations may develop over early childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p7320hd", "frozenauthors": [ { "first_name": "Emma", "middle_name": "", "last_name": "Tecwyn", "name_suffix": "", "institution": "Birmingham City University", "department": "" }, { "first_name": "Nafisa", "middle_name": "", "last_name": "Mahbub", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Nishat", "middle_name": "", "last_name": "Kazi", "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/29688/galley/19545/download/" } ] }, { "pk": 29835, "title": "Can Two 1/2- and 3 1/2 -year-old Children Learn Verbs Even when IrrelevantEvents are Present?", "subtitle": null, "abstract": "Children learning verbs benefit from seeing multiple events. Study 1 asks whether children can learn verbs when irrelevantevents are present, as is common in everyday contexts. Two- and 3-year-olds saw events in one of three experimentalconditions or one of two control conditions. They successfully extended the verbs only in the experimental conditions.Three-year-olds were more successful than were 2-year-olds, though the younger children could extend verbs. In Study 2,children saw similar events while an eye tracker tracked visual attention to events. Over trials, children looked longer atrelevant than irrelevant events, and maintained their looking to relevant events while increasing their looking to distractorevents. Two-year-olds performed at chance, but 3-year-olds extended the verbs. Together, these results show children canignore irrelevant events and extend new verbs by 3 years. Results reveal mechanisms for learning in everyday contextswhen verbs are heard in varied situations over time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sc4w2js", "frozenauthors": [ { "first_name": "Jane", "middle_name": "", "last_name": "Childers", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Bibiana", "middle_name": "", "last_name": "Cutilletta", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Priscilla", "middle_name": "", "last_name": "Tovar-Perez", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" }, { "first_name": "Blaire", "middle_name": "", "last_name": "Porter", "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/29835/galley/19689/download/" } ] }, { "pk": 30026, "title": "Can visual object representations in the human brain be modelled by untrainedconvolutional neural networks with random weights?", "subtitle": null, "abstract": "Convolutional neural networks (CNNs) have proven effective as models of visual semantic responses in the inferior tem-poral cortex (IT). The belief has been that training a network for visual recognition leads it to represent visual features in away similar to those the brain has learned. However, a CNNs response is affected by its architecture and not just its train-ing. We therefore explicitly measured the effect of training different CNN architectures on their representational similaritywith IT. We evaluated two versions of AlexNet and two training regimes, supervised and unsupervised. Surprisingly, wefound that the representations in an untrained (random-weight) variant of AlexNet, reflected brain representations in ITbetter than the benchmark supervised AlexNet and also better than the corresponding network trained in either a super-vised or unsupervised manner. These results require a re-evaluation of the explanation of why CNNs act as an effectivemodel of visual representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gv693vw", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Truzzi", "name_suffix": "", "institution": "Trinity College Dublin", "department": "" }, { "first_name": "Rhodri", "middle_name": "", "last_name": "Cusack", "name_suffix": "", "institution": "Trinity College Dublin", "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/30026/galley/19880/download/" } ] }, { "pk": 30169, "title": "Can we match the variance across different visual features?", "subtitle": null, "abstract": "“Sensibility to variation” is considered to be a significant\ncognitive mechanism for adaptive decision making and action.\nIt has been demonstrated that humans as well as animals have\nthe ability in many perceptual properties. Here we tested\nwhether people can compare and match the variance across\nperceptual domain. We examined subjective equal levels of\nvariance across different perceptual properties, size and\norientation, using the method of adjustment. The size- and the\norientation-adjustment tasks were conducted in a between-\nsubjects design. The point of subjective equalities (PSE) of the\nthree target set variance levels were obtained. The results\nindicate that observers could adjust the size variance according\nto the direction variance in the size-adjustment task and do the\nreverse in the direction-adjustment task, and that the relation\nbetween the variance magnitudes of the two domains is linearly\nrelated. The result implies that people can sense the magnitude\nof variability of set of items and match the magnitude across\nperceptual domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "variance representation" }, { "word": "magnitude estimation" }, { "word": "Size" }, { "word": "orientation" }, { "word": "method of adjustment" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sr0q8th", "frozenauthors": [ { "first_name": "Midori", "middle_name": "", "last_name": "Tokita", "name_suffix": "", "institution": "Mejiro University", "department": "" }, { "first_name": "Yi", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Ochanomizu University", "department": "" }, { "first_name": "Akira", "middle_name": "", "last_name": "Ishiguchi", "name_suffix": "", "institution": "Ochanomizu 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/30169/galley/20023/download/" } ] }, { "pk": 29684, "title": "Cardinal Direction Knowledge in 6-12-year-old Children", "subtitle": null, "abstract": "Cardinal directions refer to the four main points of direction in geographical space: north, south, east, and west. Efficientnavigation requires some basic knowledge about cardinal directions. We evaluated developmental changes in cardinaldirection knowledge in real space. Tested in an unfamiliar indoor environment with a window view, 94 children aged 6-12years old were asked to point to North and then point to East. We proposed 7 developmental stages based on knowingthe horizontal plane of cardinal directions, the inter-relationships between them, and how to identify north using referenceframes. Our classification scheme classified all participants and was sensitive to age differences. Our results suggested thatidentifying north was more difficult than knowing the inter-relationships. Many children were not able to use an allocentricreference frame effectively. Overall, our study demonstrates the utility of our classification scheme and the importance ofevaluating cardinal direction knowledge development in children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43b3m633", "frozenauthors": [ { "first_name": "Yingying", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Montclair State University", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Merrill", "name_suffix": "", "institution": "University of Alabama", "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/29684/galley/19541/download/" } ] }, { "pk": 29999, "title": "Categorical perception as inference under uncertainty: New evidence from color", "subtitle": null, "abstract": "The category adjustment model of Huttenlocher, Hedges, and colleagues explains category effects on memory or percep-tion in terms of probabilistic inference. This model has been shown to account for category effects in color cognitionacross several languages, suggesting that effects of language on color cognition reflect standard principles of inferenceunder uncertainty. Previously unexamined is whether the same model can illuminate an influential intuition advanced byKay and Kempton: that language is likely to affect cognition primarily when purely perceptual discrimination of stimuli isdifficult because the stimuli are similar. Recent data by Welch et al. support this intuition. Here, we show that the categoryadjustment model accounts for these new data as well, strengthening the case for viewing category effects of language oncognition through the lens of probabilistic inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bd615j9", "frozenauthors": [ { "first_name": "Sonnet", "middle_name": "", "last_name": "Phelps", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Amit", "middle_name": "", "last_name": "Millo", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "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/29999/galley/19853/download/" } ] }, { "pk": 30048, "title": "Causality and Self-Signaling in Economic Games", "subtitle": null, "abstract": "Our ability to cooperate is one of the cornerstones of our success as a species, and the story of how humans have been ableto put aside immediate personal gain in favor of a longer view is widely studied. We add to this literature by exploringcertain seemingly irrational behaviors observed in economic games. Modes of cognition such as those reflected in self-signaling theory may serve to explain how the seemingly irrational might sometimes be quite sensible. We elicit thesebehaviors using real-time multiplayer economic games and suggest mechanisms whereby players may incorporate thevalue of receiving certain signals themselves into their utility calculations, thus making for rational behaviorand rationalinferencein cases where it is not obviously so. These phenomena are consistent with a combination of self-signaling and alimit on the direction of inference in time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r01q1jz", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Cashman", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Drazen", "middle_name": "", "last_name": "Prelec", "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/30048/galley/19902/download/" } ] }, { "pk": 29797, "title": "Causal Learning with Two Causes over Weeks", "subtitle": null, "abstract": "When making causal inferences, prior research shows that peopleare capable of controlling for alternative causes. These studies,however, utilize artificial inter-trial intervals on the order ofseconds; in real-life situations people often experience data overdays and weeks (e.g., learning the effectiveness of two newmedications over multiple weeks). In the current study, participantslearned about two possible causes from data presented in atraditional trial-by-trial paradigm (rapid series of trials) versus amore naturalistic paradigm (one trial per day for multiple weeks viasmartphone). Our results suggest that while people are capable ofdetecting simple cause-effect relations that do not requirecontrolling for another cause when learning over weeks, they havedifficulty learning cause-effect relations that require controlling foralternative causes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal Learning" }, { "word": "multiple causes" }, { "word": "trial-by-triallearning" }, { "word": "external validity" }, { "word": "Smartphone" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nr8f93x", "frozenauthors": [ { "first_name": "Ciara", "middle_name": "L.", "last_name": "Willett", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M.", "last_name": "Rottman", "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/29797/galley/19651/download/" } ] }, { "pk": 30164, "title": "Causal scope and causal strength:The number of potential effects of a cause influences causal strength estimates", "subtitle": null, "abstract": "Causal scope, the number of different effects a cause can pro-duce, is a salient feature of causes. In the present research, weaddress the question whether reasoners use causal scope as adiagnostic cue to infer the strengths of individual causal links.In three experiments, we manipulated the number of effects ofa cause, and asked subjects to assess the causal strengths ofsingle causal links. The results document a clear influence ofcausal scope on perceived link strength. In particular, subjectstended to display a “dilution” effect. They perceived a causallink to be weaker if that link belonged to a cause that is capa-ble of producing additional effects. This dilution effect can beexplained by a dispositional notion of causality according towhich a cause possesses a certain amount of causal power orcapacity that it distributes across its different causal pathways.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; causal strength; causal structure; scope;causal reasoning" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0j4915s9", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Stephan", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" }, { "first_name": "Michael", "middle_name": "R.", "last_name": "Waldmann", "name_suffix": "", "institution": "University of G ̈ottingen", "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/30164/galley/20018/download/" } ] }, { "pk": 29902, "title": "Certain to be surprised:A preference for novel causal outcomes develops in early childhood", "subtitle": null, "abstract": "A large literature on the development of causal reasoningcharacterizes early childhood as a period of curiosity,exploration, and experimentation. This suggests that a noveltypreference may be a universal hallmark of early causallearning. Functionally, such a bias might serve to directattention towards new opportunities for knowledge gain. Analternative possibility is that a preference for exploring noveloutcomes develops over time. In three experiments with 2- to5-year-olds, we investigate the developmental trajectory ofchildren’s preference for causal processes that producereliable versus novel outcomes. We find evidence for adevelopmental shift between ages 2 and 3: while two-year-olds trend toward a preference for reliable over noveloutcomes, older children clearly prefer novel ones. Wediscuss possible adaptive reasons for this developmental shift.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; causal learning;exploration; novelty; determinism" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bx7d65x", "frozenauthors": [ { "first_name": "Mariel", "middle_name": "K.", "last_name": "Goddu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "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/29902/galley/19756/download/" } ] }, { "pk": 29846, "title": "Chaining and historical adjective extension", "subtitle": null, "abstract": "A hallmark of natural language is the innovative reuse of ex-isting words. We examine how adjectives extend over timeto describe nouns and form previously unattested adjective-noun pairings. Our approach is based on the idea of chainingthat postulates word meaning to extend by linking novel ref-erents to existing ones that are close in semantic space. Wetest this proposal by exploring a set of models that learn toinfer adjective-noun pairings from historical text corpora fora period of 150 years. Our findings across three diverse setsof adjectives support a chaining mechanism that is sensitiveto semantic neighbourhood density, best captured by an exem-plar model of category extension. This work sheds light on thegenerative cognitive mechanisms of word usage extension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word usage extension; chaining; exemplar theory;generative model; adjectives" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59m035gq", "frozenauthors": [ { "first_name": "Karan", "middle_name": "", "last_name": "Grewal", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "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/29846/galley/19700/download/" } ] }, { "pk": 29690, "title": "Chaining and the process of scientific innovation", "subtitle": null, "abstract": "A scientist’s academic pursuit can follow a winding path.Starting with one topic of research in earlier career, one maylater pursue topics that relate remotely to the initial point.Philosophers and cognitive scientists have proposed theoriesabout how science has developed, but their emphasis is typi-cally not on explaining the processes of innovation in individ-ual scientists. We examine regularity in the emerging order of ascientist’s publications over time. Our basic premise is that sci-entific papers should emerge in non-arbitrary ways that tend tofollow a process of chaining, whereby novel papers are linkedto existing papers with closely related ideas. We evaluate thisproposal with a set of probabilistic models on the historicalpublications from 70 Turing Award winners. We show that anexemplar model of chaining best explains the data among thealternative models, mirroring recent findings on chaining in thegrowth of linguistic meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "scientific innovation; chaining; exemplar model" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kq3k6r2", "frozenauthors": [ { "first_name": "Emmy", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "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/29690/galley/19547/download/" } ] }, { "pk": 29817, "title": "Chance-Discovery and Chance-Curation in Online Communities", "subtitle": null, "abstract": "In this paper, we consider chance-curation (the task of eas-ing chance-discovery activities for agents) as far as it concernsinformation sharing in online communities, understood as Vir-tual Cognitive Niches. We claim that Virtual Cognitive Nichesare digitally-encoded collaborative distributions of informa-tion and pieces of knowledge into the environment. The par-ticularity of Virtual Cognitive Niches, as socially biased net-works, is that they provide more ways for agents to interactthan to control the quality of the information they share and re-ceive. We contend that this social bias enables chance-curationstrategies that agents cannot foster in real-life communities. Inparticular, the chance curation strategies that we discuss are:redirecting the attention of agents to the virtual domain, foster-ing an only-docility-based relation with truth, and increasingthe social virtues of fallacies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Chance-discovery; Chance-curation; Online Com-munities; Cognitive Niches; Affordances." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4407j9sd", "frozenauthors": [ { "first_name": "Selene", "middle_name": "", "last_name": "Arfini", "name_suffix": "", "institution": "University of Pavia", "department": "" }, { "first_name": "Lorenzo", "middle_name": "", "last_name": "Magnan", "name_suffix": "", "institution": "University of Pavia", "department": "" }, { "first_name": "Tommaso", "middle_name": "", "last_name": "Bertolotti", "name_suffix": "", "institution": "University of Pavia", "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/29817/galley/19671/download/" } ] }, { "pk": 29764, "title": "Change of Consciousness and Attitude through Learning Experience inUniversity: An Exploratory Learning Model of Japanese University Students", "subtitle": null, "abstract": "Changes in students learning approaches/attitudes when transitioning from high schools to universities is an importanttopic in Japanese higher education researches. In previous Japanese research, case studies have discussed students learningexperiences and attitudes in high schools and universities. However, most of them only discussed the difference and thesimilarity between high school and university and did not suggest the ways of connecting two different or similar learningsystems. The present study conducted surveys using two questionnaires that examined first-year undergraduate studentslearning experience in high school, learning attitude at the start of the semester, and learning experience and attitude at theend of the semester. The analysis of the startend of the semester suggests there were two different learning attitudes: onethat is continued from high school and difficult to be affected by the learning experience in university and the other that ischangeable through active and communicative learning experiences in university.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5wg8x5p8", "frozenauthors": [ { "first_name": "Tomohiro", "middle_name": "", "last_name": "Taira", "name_suffix": "", "institution": "Osaka City 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/29764/galley/19618/download/" } ] }, { "pk": 30121, "title": "Changes in cortical networks during motor imagery and action observation ofwalking", "subtitle": null, "abstract": "Motor imagery (MI) and action observation (AO) are cognitive motor processes. Previous studies have examined themodulation of corticospinal excitability, spinal reflex excitability, and cortical activity during MI and AO. However, howthe cortical network changes during these processes were still unknown. Here, this study investigated the cortical networkchanges during MI, AO, and MI combined with AO (MI+AO) by analyzing changes of phase relations (phase synchronyanalysis). 64-ch electroencephalographic signals were recorded from twelve healthy males while they were performingMI, AO, and MI+AO of walking. In our results, phase desynchronization occurred between the sensorimotor areas andthe visual areas during AO and MI+AO, while MI by itself did not cause phase desynchronization. These results suggestthat AO changes cortical connectivity between the sensorimotor and visual areas while the cortical connectivity staysduring MI. These findings have implications for understanding the cortical network changes induced by cognitive motorprocesses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nf2g3bd", "frozenauthors": [ { "first_name": "Naotsugu", "middle_name": "", "last_name": "Kaneko", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hikaru", "middle_name": "", "last_name": "Yokoyama", "name_suffix": "", "institution": "Tokyo University of Agriculture and Technology", "department": "" }, { "first_name": "Yohei", "middle_name": "", "last_name": "Masugi", "name_suffix": "", "institution": "Tokyo International University", "department": "" }, { "first_name": "Katsumi", "middle_name": "", "last_name": "Watanabe", "name_suffix": "", "institution": "Waseda University", "department": "" }, { "first_name": "Kimitaka", "middle_name": "", "last_name": "Nakazawa", "name_suffix": "", "institution": "The University of Tokyo", "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/30121/galley/19975/download/" } ] }, { "pk": 29932, "title": "Characteristics of Visualizations and Texts in Elementary School Biology Books", "subtitle": null, "abstract": "A breath of research has investigated how characteristics of visualizations and characteristics of texts influence learningand generalization. Given that students integrate information from visualizations and text, we investigate how the char-acteristics of the text depends on characteristics of the visualization. We focus on two characteristics of visualizations(perceptual richness, and whether they display variability), and one characteristic of the text (use of generic language). Wefound that the majority of visualization were detailed photographs and do not display variability. Most of the text usedgeneric language, but we found that some visualizations qualified these generic statements with more specific phrases.The use of generic was more common for visualizations that display variability and photographs. Our study highlightsthe importance of investigating what students are normally exposed to and suggest that future research on multi-medialearning should place close attention to the characteristics of the text that accompany the visualization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gd397hr", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Menendez", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Taylor", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "Hassett", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Ashley", "middle_name": "", "last_name": "Haut", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Olympia", "middle_name": "N.", "last_name": "Mathiaparanam", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Martha", "middle_name": "", "last_name": "Alibali", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Karl", "middle_name": "", "last_name": "Rosengren", "name_suffix": "", "institution": "University of Rochester", "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/29932/galley/19786/download/" } ] }, { "pk": 29666, "title": "Characterizing the mechanisms of instructed reinforcement learning with fMRIpattern-similarity analysis", "subtitle": null, "abstract": "Past work has made conflicting proposals about the mechanisms underlying instructed reinforcement learning (RL)specifically,that prefrontal cortex, representing instruction, either biases, attenuates, or overrides learning signals in the brain. Weleverage the sensitivity of pattern-similarity analysis of fMRI data to distinguish between the qualitative features of theseaccounts. Participants learn the value of six novel stimuli after receiving false information that one is of high value. Wetrack markers of value learning in visual cortex during a value-independent perceptual judgement task presented betweenintervals of RL. We predict that with learning, the correlation between activation patterns for similarly valued stimuli willincrease. To characterize influences on learning, we examine how the rate at and direction in which these patterns changein similarity will be influenced by explicit instruction about stimulus value. This work will help us identify the principlecognitive and neural mechanisms underlying instructed RL.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mb7m4x8", "frozenauthors": [ { "first_name": "Euan", "middle_name": "", "last_name": "Prentis", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Tardiff", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "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/29666/galley/19523/download/" } ] }, { "pk": 30098, "title": "Characterizing the relationship between lexical and morphological development", "subtitle": null, "abstract": "In learning morphology, do children generalize from their vocabularies on an item-by-item basis, or do they form globalrules on a developmental timetable? We use large-scale parent-report data to address this question by investigating relationsamong morphological development, vocabulary growth, and age. For three languages, we examine irregular verbs (e.g.go) and predict childrens correct inflection (went) and overregularization (goed/wented). Morphology knowledge relatesstrongly to vocabulary, more so than to age. Further, this relation is modulated by age: for two children with the samevocabulary size, the older is more likely to correctly inflect and overregularize, and the effect of vocabulary on morphologydecreases with age. Lastly, correct inflection and overregularization rates rise in tandem over age, and vocabulary effectson them are correlated across items. Our findings support that morphology learning is strongly coupled to lexical learningand that correct inflection and overregularization are related, verb-specific, processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5407s19t", "frozenauthors": [ { "first_name": "Mika", "middle_name": "", "last_name": "Braginsky", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Virginia", "middle_name": "", "last_name": "Marchman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford 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/30098/galley/19952/download/" } ] }, { "pk": 29520, "title": "Child-directed speech: the impact of variations in speaking rate on\nword learning", "subtitle": null, "abstract": "This study investigated how caregivers modulate their\nspeaking rate according to children’s lexical knowledge and\nthe context of the interaction, and how such adjustments\naffect children’s word learning. We studied a semi-\nnaturalistic corpus where caregivers talked about different\ntoys with their 3-4 years old children. The toys were known\nor unknown to the child, and present or absent from the\nenvironment. We found that caregivers talked about\nunknown toys with a slower speaking rate than known ones.\nWhen toys were absent, caregivers also tended to slow down\nfor the toy’s name, although they produced the whole\nutterance faster. Crucially, the results of a subsequent\nrecognition task for children showed that caregivers’ greater\nadjustment in speaking rate between known and unknown\nwords predicted better immediate learning. Our findings\nsuggest that caregivers modify their speaking rate in a\nhelpful manner when the situation is more demanding,\nwhich assists children in word learnin", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "child-directed speech; speaking rate; word\nlearning; semi-naturalistic observatio" } ], "section": "Word Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9db3d7r7", "frozenauthors": [ { "first_name": "Jinyu", "middle_name": "", "last_name": "Shi", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Beata", "middle_name": "", "last_name": "Grzyb", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocc", "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/29520/galley/19380/download/" } ] }, { "pk": 30116, "title": "Child-directed word associations reveal divergent semantic structure thatimproves models of early word learning", "subtitle": null, "abstract": "How words are associated within the linguistic environment conveys semantic content, and it is well known that adultsspeak differently to children than to other adults. We present results from a new word association study in which adultparticipants are instructed to produce either unconstrained or child-directed responses to each cue, where cues included674 nouns, verbs, and adjectives from the McArthur-Bates Communicative Development Inventory (CDI). Child-directedresponses consisted of higher frequency words with fewer letters and earlier ages of acquisition. The correlations amongthe responses generated for each pair of cues differed between unconstrained and child-directed responses, suggestingthat child-directed associations imply different semantic structure. A comparison of growth models guided by semanticnetwork structure revealed that child-directed associations are more predictive of early lexical growth. Thus, these newchild-directed word association norms may provide more clear insight into the semantic context of young 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/0521j84r", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Cox", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Ashlyn", "middle_name": "", "last_name": "Suchand", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Eileen", "middle_name": "", "last_name": "Haebig", "name_suffix": "", "institution": "Louisiana 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/30116/galley/19970/download/" } ] }, { "pk": 29655, "title": "Children affirm the possibility of improbable events when they are similar to a\nknown event", "subtitle": null, "abstract": "Children often judge that strange and improbable events are\nimpossible, whereas adults usually accept the possibility of\nsuch events. This shows that children’s reasoning about\npossibility is immature, but it remains unclear how children\nreason about the possibility of improbable events. We explore\nwhether children use a novel event’s similarity to a known\nevent to infer whether the event can happen. We told 4- to 6-\nyear-olds (N=120) either ordinary or improbable facts and then\nasked if a related improbable event was also possible. The facts\ncontained no causal information that could be extended to the\noccurrence of a similar event. Children who heard improbable\nfacts more often agreed that similar improbable events were\npossible than children who heard ordinary facts. This suggests\nthat the mere knowledge that an event can happen influences\nchildren’s beliefs about the possibility of other unfamiliar-but-\nsimilar events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "possibility; causality; improbable events;\navailability heuristic; conceptual development" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4085z7d3", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "W.", "last_name": "Goulding", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Ori", "middle_name": "", "last_name": "Friedman", "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/29655/galley/19512/download/" } ] }, { "pk": 29748, "title": "Children combine information from multiple models in a grid search task", "subtitle": null, "abstract": "Population size has been proposed to promote cumulative culture in humans. Experimental evidence from adult humanssuggests that this may be due to the potential for combining beneficial information from multiple models. However, it ispossible that such combinatory social learning requires cognitive capacities restricted to adult humans. In our task, childrenaged 5-10 years watched two models consecutively search a 3x3 grid for rewards. Models revealed different correct andincorrect reward locations. This information could be used by the child to maximise their own score on the same task. Wewere interested in childrens ability to select rewarded locations, and avoid unrewarded ones, revealed by both models. Wealso manipulated the spatial and temporal displacement of the information available. Childrens performance on the taskimproved with age. Most children could outperform the mean score of the two models, but outperforming the combinedscore occurred in only limited circumstances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xh7x6q3", "frozenauthors": [ { "first_name": "Charlotte", "middle_name": "", "last_name": "Wilks", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Atkinson", "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/29748/galley/19604/download/" } ] }, { "pk": 29429, "title": "Children hear more about what is atypical than what is typical", "subtitle": null, "abstract": "How do children learn the typical features of objects in theworld? For many objects, this information must come from thelanguage they hear. However, language does not veridicallyreflect the world: People are more likely to talk about atypicalfeatures (e.g., “purple carrot”) than typical features (e.g., “or-ange carrot”). Does the speech children hear from their parentsalso overrepresent atypical features? We examined the typical-ity of adjectives produced by parents in a large, longitudinalcorpus of parent-child interaction. Across nearly 2000 uniqueadjective–noun pairs, we found parents’ adjectives predomi-nantly mark atypical features of objects, although parents ofvery young children are relatively more likely to comment ontypical features as well. We then used vector space models toshow that learning the typical features of common categoriesfrom linguistic input alone is challenging even with sophisti-cated statistical inference techniques.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language input" }, { "word": "Language Acquisition" }, { "word": "child-directed speech" }, { "word": "Corpus Analysis" }, { "word": "word2vec" } ], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02m9b7cf", "frozenauthors": [ { "first_name": "Claire", "middle_name": "", "last_name": "Bergey", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Benjamin", "middle_name": "C.", "last_name": "Morris", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "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/29429/galley/19289/download/" } ] }, { "pk": 29833, "title": "Children’s attribution of disfluency to different sources", "subtitle": null, "abstract": "Disfluency in speech leads listeners, even two-year-oldchildren, to expect the speaker to refer to novel and discourse-new objects. Previous evidence suggests this link betweendisfluency and discourse novelty is not driven simply bytracking of co-occurrence statistics connecting disfluency withreference to a new object, but also by integrating extra-linguistic information about the speaker’s perspective. Weasked whether children can attribute a speaker’s disfluency todifferent sources – language planning difficulty vs. distractionfrom the conversation. We tested children’s processing ofdisfluency when interacting with an engaged versus adistracted speaker. When the engaged speaker was disfluent,children looked more at a novel and discourse-new image thanat a familiar and just-named image, consistent with the existingliterature. This disfluency effect was attenuated when thespeaker was distracted, suggesting that four-year-old childrencan flexibly attribute a speaker’s disfluency to different sourcesin online interpretation of disfluent speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Speech disfluency; Eye-tracking; Pragmaticinference; Attention; Source of disfluency" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6cq8d2h5", "frozenauthors": [ { "first_name": "Si", "middle_name": "On", "last_name": "Yoon", "name_suffix": "", "institution": "University of Iowa", "department": "" }, { "first_name": "Cynthia", "middle_name": "L.", "last_name": "Fisher", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "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/29833/galley/19687/download/" } ] }, { "pk": 29698, "title": "Childrens expectations of reciprocity in referential communication", "subtitle": null, "abstract": "Speakers often violate conversational expectations by offering less information than listeners need (Grice, 1975). Althoughchildren appear sensitive to such violations as comprehenders (Gweon & Asaba, 2018; Katsos & Bishop, 2011), it isunclear how they would respond to them in a reciprocal conversational setting. Here, we ask whether children tailor theinformativeness of their speech based on the informativeness of an interlocutor in a prior interaction. In an informativenessrating task, 4- and 5-year-old children evaluated the utterances of an informative and an under-informative interlocutor.Then, in a referential communication task, roles were reversed, and children produced referential descriptions for either theinformative or the under-informative interlocutor. Results showed that although children were sensitive to conversationalviolations, they did not tailor their utterances to their interlocutors informativeness. Although preliminary, these findingssuggest that cooperative expectations in linguistic exchanges might differ from those underlying broader (non-linguistic)social action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33z486gv", "frozenauthors": [ { "first_name": "Myrto", "middle_name": "", "last_name": "Grigoroglou", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Ganea", "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/29698/galley/19555/download/" } ] }, { "pk": 29866, "title": "Children’s Expressive and Receptive Knowledge of the English Regular Plural", "subtitle": null, "abstract": "We investigate the development of children’s early grammat-ical knowledge using the test case of the English regular plu-ral. Previous research points to early generalization, with chil-dren applying an abstract morphological rule to produce novelplurals well before 24 months. At the same time, childrenuse the plural inconsistently with familiar object words, anddemonstrate limited receptive knowledge of the plural in theabsence of supporting linguistic features. In the first studyto test knowledge of the plural within participants using aparadigm matched across comprehension and production, weconduct two experiments with n = 52 24-36-month-olds: aneyetracking task to evaluate what they understand, and a sto-rybook task to test how they use the plural. We manipulateboth novelty (novel vs. familiar object words) and phonolog-ical form (/s/ vs. /z/ plurals). We find strong, age-related ev-idence of productive knowledge of the plural in an expressivetask, but do not find evidence of receptive knowledge in thesesame children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "first language acquisition; linguistic productivity;morphosyntax; linguistic generalization" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/502625pr", "frozenauthors": [ { "first_name": "Stephan", "middle_name": "C.", "last_name": "Meylan", "name_suffix": "", "institution": "Massachussets Institute of Techonology", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "Massachussets Institute of Techonology", "department": "" }, { "first_name": "Elika", "middle_name": "", "last_name": "Bergelson", "name_suffix": "", "institution": "Duke 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/29866/galley/19720/download/" } ] }, { "pk": 30184, "title": "Childrens generalization of food properties: the role of transformation, propertyvalence, and neophobia", "subtitle": null, "abstract": "Children build concepts for food categories which they use in property induction-generalization situations. Which factorschildren do favor in their inductive strategies and to what extent interindividual differences, such as food neophobia, affectthem remains unclear. We used an induction task with negative and positive properties, and manipulated the familiarity(i.e., familiar and unfamiliar) and the state (i.e., untransformed and transformed) of foods. This study is the first to addressthe role of interindividual differences in inductive reasoning strategies in the case of opposed valence properties. Resultsrevealed that positive and negative properties are not generalized the same way, depending on the food familiarity andstate. In addition, we observed that neophobic children were characterized by different inductive strategies for negativeproperties compared to their neophilic counterparts. We conclude that food neophobia is sensitive to risk uncertainty andtherefore, caution should be taken when introducing new foods to preschoolers.", "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/2rp0m3c8", "frozenauthors": [ { "first_name": "Foinant", "middle_name": "", "last_name": "Damien", "name_suffix": "", "institution": "University of Bourgogne Franche-Comt", "department": "" }, { "first_name": "Lafraire", "middle_name": "", "last_name": "Jrmie", "name_suffix": "", "institution": "Institut Paul Bocuse", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "University of Bourgogne Franche-Comt", "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/30184/galley/20038/download/" } ] }, { "pk": 29910, "title": "Childrens Mathematical Strategy Choices are not Influenced by NumberMagnitude", "subtitle": null, "abstract": "When solving mathematical equivalence problems (e.g. 5 + 3 + 6 = + 6), children use a variety of problem-solvingstrategies (Perry, Church, & Goldin-Meadow, 1988). We investigated factors potentially influencing how children choosestrategies and solve problems, including the size of the numbers, the problem structure, and the structure of childrensstrategy repertoires. We predicted that childrens strategy choices would be influenced by both the size of the numbersand the problem structure. We found that, contrary to our expectations, childrens strategy choices and their accuracywere not influenced by the size of the numbers in the problem. We also predicted that there would childrens strategyrepertoires would reveal conceptual structure. Children were highly consistent in their strategy choices across problems,and individual strategies showed evidence of varying affinity with one another. Childrens repertoires appear to reflectchildrens emerging understanding of equivalence, providing a potential target for personalizing instruction in mathematicalequivalence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fs8c58h", "frozenauthors": [ { "first_name": "Susan", "middle_name": "", "last_name": "Cook", "name_suffix": "", "institution": "University of Iowa", "department": "" }, { "first_name": "Andy", "middle_name": "", "last_name": "Mistak", "name_suffix": "", "institution": "University of Iowa", "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/29910/galley/19764/download/" } ] }, { "pk": 30168, "title": "Children’s spontaneous inferences about time and causality in narrative", "subtitle": null, "abstract": "How do children understand the temporal and causalrelations among events in a narrative? We explored theroles of (a) connectives like before and because, (b)chronology, and (c) world knowledge in supportingchildren's inferences about causal and temporal relations innarrative. We told 3- to 7-year-old children storiescontaining two events. We then unexpectedly asked them toretell the stories from memory, to test what they hadencoded. Children attended to and recalled the causal andtemporal relations from the stories. They were more likelyto modify their retellings when the events in the story werenot described chronologically, or when the causal relationswere inconsistent with children’s knowledge of the realworld. These tendencies interacted with the specificconnectives in the story and their positioning. Thesefindings indicate that children as young as 3 spontaneouslyintegrate their knowledge of connectives, sentencestructure, and the world when processing narratives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; language acquisition;temporal cognition; causal inference; narrative" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8x87m93h", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "A.", "last_name": "Tillman", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Nestor", "middle_name": "", "last_name": "Tulagan", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Jess", "middle_name": "", "last_name": "Sullivan", "name_suffix": "", "institution": "Skidmore College", "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/30168/galley/20022/download/" } ] }, { "pk": 29829, "title": "Childrens Understanding of Relational Vocabulary for Ordinal and MagnitudeRelations", "subtitle": null, "abstract": "Although substantial work investigates childrens understanding of ordinal and magnitude-based relations, little work hasinvestigated childrens understanding of the vocabulary used for these relations and how relational language knowledgemay be constrained by symbolic number knowledge. In the current study, children were asked which of two numbers wasbigger/smaller than or before/after five. On close trials, the correct answer was 4 or 6 (one away from 5) and on far trials,the correct answer was 3 or 7 (two away from 5). We hypothesized that 4- to 6-year-olds understanding of ordinal relations(before/after) are initially constrained to refer to numbers immediately before/after (i.e., close values), but that this is notthe case for bigger/smaller comparisons. Preliminary results suggest this to be the case, with children performing betteron close trials than far trials for ordinal relations, but not magnitude relations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bj591nb", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Hurst", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Abrea", "middle_name": "", "last_name": "Greene", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Susan", "middle_name": "C.", "last_name": "Levine", "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/29829/galley/19683/download/" } ] }, { "pk": 29891, "title": "Childrens use of linguistic and non-linguistic negation in reasoning by thedisjunctive syllogism", "subtitle": null, "abstract": "Whether logical inference is available without language is highly debated. One such inference is the disjunctive syllogism(A Or B, Not A, Therefore B). Evidence from a search task that required disjunctive reasoning suggests that that thesyllogism is unavailable before age 3 (Mody & Carey, 2016). However, in a replication of the same task using language(i.e., verbal negation), even 2.5-year-olds succeeded (Grigoroglou, et al., 2019). Here we explore the role of languagein childrens logical reasoning. 2.5- to 4-year-olds performed the non-linguistic task, after a short training in reasoningby exclusion. Half of the children received linguistic training (e.g., heard there is no coin in X cup); half received non-linguistic training (i.e., saw that one location was empty). Results show that 2.5- and 3-year-olds were more successful inreasoning with the disjunctive syllogism after the linguistic training. Thus, offering children the premise Not A verballyfacilitated logical reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55z1x26g", "frozenauthors": [ { "first_name": "Myrto", "middle_name": "", "last_name": "Grigoroglou", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Ganea", "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/29891/galley/19745/download/" } ] }, { "pk": 29489, "title": "Children use agents’ response time to distinguish between memory and novel\ninference", "subtitle": null, "abstract": "Psychologists frequently use response time to study\ncognitive processes, but response time may also be a part of\nthe commonsense psychology that allows us to make\ninferences about other agents’ mental processes. We present\nevidence that by age six, children expect that solutions to a\ncomplex problem can be produced quickly if already\nmemorized, but not if they need to be solved for the first\ntime. We suggest that children could use response times to\nevaluate agents’ competence and expertise, as well as to\nassess the value and relevance of information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mental speed" }, { "word": "development" }, { "word": "Theory of mind" }, { "word": "cognitive effort" } ], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zn4353d", "frozenauthors": [ { "first_name": "Emory", "middle_name": "", "last_name": "Richardson", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale", "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/29489/galley/19349/download/" } ] }, { "pk": 29488, "title": "Children use inverse planning to detect social transmission in design of artifacts", "subtitle": null, "abstract": "Do children use objects to infer the people and actions that created them? We ask how children judge whether designswere socially transmitted (copied), asking if children use asimple perceptual heuristic (more similar = more likelycopied), or make a rational, flexible inference (Bayesianinverse planning). We found evidence that children use inverseplanning to reason about artifacts’ designs: When children sawtwo identical designs, they did not always infer copyingoccurred. Instead, similarity was weaker evidence of copyingwhen an alternative explanation ‘explained away’ thesimilarity. Thus, children inferred copying had occurred lessoften when designs were efficient (Exp1, age 7-9; N=52), andwhen there was a constraint that limited the number of possibledesigns (Exp2, age 4-5; N=160). When thinking about artifacts,young children go beyond perceptual features and use a processlike inverse planning to reason about the generative processesinvolved in design.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; cognitive development; Bayesianinference; inverse planning; artifact design" } ], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0j39q2pp", "frozenauthors": [ { "first_name": "Madison", "middle_name": "L.", "last_name": "Pesowski", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Alyssa", "middle_name": "D.", "last_name": "Quy", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "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/29488/galley/19348/download/" } ] }, { "pk": 29432, "title": "Children use one-to-one correspondence to establish equality after learning tocount", "subtitle": null, "abstract": "Humans make frequent and powerful use of external symbolsto express number exactly, leading some to question whetherexact number concepts are only available through the acqui-sition of symbolic number systems. Although prior work hasaddressed this longstanding debate on the relationship betweenlanguage and thought in innumerate populations and semi-numerate children, it has frequently produced conflicting re-sults, leaving the origin of exact number concepts unclear.Here, we return to this question by replicating methods pre-viously used to assess exact number knowledge in innumer-ate groups, such as the Pirah ̃a, with a large sample of semi-numerate US toddlers. We replicate previous findings fromboth innumerate cultures and developmental studies showingthat numeracy is linked to the concept of exact number. How-ever, we also find evidence that this knowledge is surprisinglyfragile even amongst numerate children, suggesting that nu-meracy alone does not guarantee a full understanding of exact-ness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Number; language; cognitive development; con-ceptual development" } ], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tz180dn", "frozenauthors": [ { "first_name": "Rose", "middle_name": "M.", "last_name": "Schneider", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "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/29432/galley/19292/download/" } ] }, { "pk": 29777, "title": "Choice Strategies in a Changing Social Learning Environment", "subtitle": null, "abstract": "One challenge that children face when learning from others isthat social agents can behave in unpredictable ways. Socialagents may acquire—or fail to acquire—new information thatinfluences how they interact with the learner. Little is knownabout children’s sensitivity to these changes or howeffectively children update their own behavior in response.Participants (N = 129) searched for rewards while receivingsuggestions from a social agent. The suggestions changed inlevel of reliability over time. All children updated howheavily they weighted the cues after the change. However,younger children were more influenced by their initialexperience with the suggestions, indicating that youngerchildren may have more difficulty disengaging from socialinformation in uncertain learning environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social learning; statistical learning; development" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rd66513", "frozenauthors": [ { "first_name": "Rista", "middle_name": "C.", "last_name": "Plate", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Kristin", "middle_name": "", "last_name": "Shutts", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Cochrane", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "C.", "middle_name": "Shawn", "last_name": "Green", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Seth", "middle_name": "D.", "last_name": "Pollak", "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/29777/galley/19631/download/" } ] }, { "pk": 29653, "title": "Classification of cognitive problem-solving strategies using MVPA on pre-solutionEEG data", "subtitle": null, "abstract": "There are two strategies that can be employed to solve a problem: analysis and insight. Analysis is the incremental,conscious search for a solution, as in hypothesis testing; insight involves the unconscious restructuring of a problemrepresentation followed by the sudden, conscious realization of the solution (Aha! phenomenon). We attempted to discoverfeatures of neural activity during problem solving that could predict which type of cognitive strategy people used on eachtrial of an anagram task. We used Multivariate Pattern Analysis (MVPA) on 64-channel pre-solution EEG recording thathas been time-frequency transformed. Searchlight was employed in which neighboring time-frequency points within asliding window were used to train a Naive-Bayesian classifier across electrodes to determine the features with the bestclassification accuracy. In addition, Support Vector Machine was trained using principal components, which resulted inimproved classification accuracy than Searchlight, suggesting more distributed nature of informative features in the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mh8h42t", "frozenauthors": [ { "first_name": "Yongtaek", "middle_name": "", "last_name": "Oh", "name_suffix": "", "institution": "Drexel 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/29653/galley/19511/download/" } ] }, { "pk": 29606, "title": "Clustering as a precursor to efficient and near-optimal solution of small instancesof the Traveling Salesperson Problem (TSP)", "subtitle": null, "abstract": "Humans efficiently find near-optimal (i.e., near-minimum-length) tours when solving small instances of the TravelingSalesperson Problem (TSP), a problem hard for computers. We hypothesize that this is possible because they use thefollowing strategy: cluster the points, solve the smaller TSPs for each cluster, and then solve the TSP defined by theclusters. This study focused on the antecedent process of human clustering. 42 participants clustered 56 sets of 15 to 40points on two occasions. We found that human clustering is generally reliable (M Fowlkes-Mallows Index = 0.75) forall problem sizes. Reliability was higher for problems that showed statistical evidence of cluster structure versus no suchstructure, and was not affected when the problem was flipped for the second presentation. Thus, humans are sensitive tocluster structure, and clustering is a stable foundation for solving TSP instances. This sets the stage for future research onclustering-based TSP strategies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rq4n2jk", "frozenauthors": [ { "first_name": "Vijay", "middle_name": "", "last_name": "Marupudi", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Vimal", "middle_name": "", "last_name": "Rao", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Jimin", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Rina", "middle_name": "", "last_name": "Harsch", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Bye", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "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/29606/galley/19465/download/" } ] }, { "pk": 29747, "title": "Cognition at Special Forces Boot Camp: Does High-Intensity Physical ExerciseAffect Memorisation?", "subtitle": null, "abstract": "There is conflicting evidence regarding the effect of acute physical exercise on peoples ability to memorise declarativeinformation. Some studies have found that exercising before learning improves memorisation, while others have foundan adverse effect. We measured memorisation in 70 recruits for the Special Forces unit of the Dutch army during theirfirst week of training. Recruits used a computer-guided learning system to study the names of locations on a map directlybefore and directly after a high-intensity speed march. In the learning session following the speed march, responses werefaster but less accurate than before, particularly at the start of the session. We fitted a computational cognitive model ofhuman memory to the responses made in each learning session to obtain a continuous index of memorisation. This indexshowed a small improvement after the speed march, suggesting that memory representations formed after high-intensityphysical exercise were slightly more stable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rp9s65w", "frozenauthors": [ { "first_name": "Maarten", "middle_name": "", "last_name": "van der Velde", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Sense", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Jelmer", "middle_name": "", "last_name": "Borst", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Ruud", "middle_name": "", "last_name": "Den Hartigh", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Maurits", "middle_name": "Baatenburg", "last_name": "de Jong", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Hedderik", "middle_name": "van", "last_name": "Rijn", "name_suffix": "", "institution": "University of Groningen", "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/29747/galley/19603/download/" } ] }, { "pk": 29340, "title": "Cognition, Collectives, and Human Culture", "subtitle": null, "abstract": "Cognitive capacities such as learning, reasoning, anddecision-making are often studied in tasks where a single par-ticipant acts in isolation. Yet humans don’t learn, reason, andmake decisions in a vacuum. Human cognition is distinc-tively social: Much of what we do influences—and is influ-enced by—other people.The goal of this workshop is to bring together diverse per-spectives on the interplay between human cognition and thedynamic, social environments we inhabit. The workshop isorganized around three key themes. Theme 1 lays out thecognitive tools that equip individuals to thrive in social en-vironments, including specialized mechanisms for teachingand learning from others. Theme 2 examines how the socialenvironment is itself shaped by the dynamic interactions be-tween multiple individuals, producing emergent behaviors atthe level of the collective. Finally, Theme 3 explores howhuman cognition responds to the demands of particular so-cial environments, including how cultural variability in socialcognition might emerge across development.Collectively, the research showcased in this workshopenriches this year’s conversation on “How to Develop aMind: Learning in Humans, Animals, and Machines”by highlighting the social and cultural context of learn-ing and development. In addition, our speakers representa broad cross-section of the conference, spanning multi-ple disciplines (computer science, anthropology, psychol-ogy), perspectives (computational, ecological, developmen-tal), and career stages (from research assistants to full pro-fessors). Below, we describe each theme and presentercontributions in detail. To take part in the workshop,visit cognitioncollectivesandculture.github.io forthe current schedule.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c0088n7", "frozenauthors": [ { "first_name": "Charley", "middle_name": "M.", "last_name": "Wu", "name_suffix": "", "institution": "Harvard University , Max Planck Institute for Human Development", "department": "" }, { "first_name": "Natalia", "middle_name": "", "last_name": "Velez", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Mark", "middle_name": "K.", "last_name": "Ho", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "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/29340/galley/19201/download/" } ] }, { "pk": 30178, "title": "Cognitive consequences of structured education in a connectionist model ofanalogical reasoning", "subtitle": null, "abstract": "Education has a profound impact on human cognition. People who have participated in education are better at solvingabstract reasoning tasks, can flexibly transfer knowledge across domains and are better at explaining their solutions.However, the properties of education that are responsible for these cognitive changes are poorly understood. We explorethe hypothesis that a structured education consisting of a cumulative, compositional curricular learning regime usingculturally constructed concepts and tools can account for many of these observations. In particular, we demonstrate thata connectionist model that learns to solve difficult analogical reasoning problems using a structured education is betterat knowledge reuse, while simultaneously providing explanations for solutions. We predict that premature progressionthrough a curriculum, before proficiency in a foundational stage has been established can fundamentally limit the potentialfor subsequent abstract reasoning performance or knowledge transfer ability.", "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/1h05q8m9", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Barrett", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Felix", "middle_name": "", "last_name": "Hill", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Santoro", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Jay", "middle_name": "", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford 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/30178/galley/20032/download/" } ] }, { "pk": 30100, "title": "Cognitive fluency and the spread of news on social media", "subtitle": null, "abstract": "What drives someone to share news stories online? Prior research has identified some possible factors: qualities of the newsconsumer, the news stories themselves and the news consumption environment. We explore an additional factor: cognitivefluency. Cognitive fluency, the ease with which a user reads and comprehends headlines, predicts the rate of sharing ofnews stories. We quantify over 100,000 stories from major news outlets from 2017 and use a bespoke rate-of-sharingmetric, determined by the rate a story was shared on Twitter shortly after appearing on an outlets RSS feed. Cognitivefluency was expressed in cognitive processing (English Lexicon Project). The effect of cognitive fluency is detectable butsmall, and may vary across news outlets. This suggests fluency may serve as a gating mechanism to the propagation ofnews online. We discuss the theoretical implications of this relationship: cognitive constraints of consumers, the structureof the news ecosystem and relationships between these levels of analysis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2k9228wt", "frozenauthors": [ { "first_name": "Jason", "middle_name": "Matthew", "last_name": "Luna", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "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/30100/galley/19954/download/" } ] }, { "pk": 29947, "title": "Cognitive Machine Theory of Mind", "subtitle": null, "abstract": "A major challenge for research in Artificial Intelligence (AI)is to develop systems that can infer humans’ goals and beliefswhen observing their behavior alone (i.e., systems that haveTheory of Mind, ToM). In this research we use a theoretically-grounded, pre-existent cognitive model to demonstrate the de-velopment of ToM from observation of other agents’ behavior.The cognitive model relies on Instance-Based Learning The-ory (IBLT) of experiential decision making, that distinguishesit from previous models that are hand-crafted for particular set-tings, complex, or unable to explain a cognitive developmentof ToM. An IBL model was designed to be an observer ofagents’ navigation in gridworld environments and was queriedafterwards to predict the actions of new agents in new (notexperienced before) gridworlds. The IBL observer can inferand predict potential behaviors from just a few samples ofagents’ past behavior of random and goal-directed reinforce-ment learning agents. Furthermore the IBL observer is able toinfer the agent’s false belief and pass a classic ToM test com-monly used in humans. We discuss the advantages of usingIBLT to develop models of ToM, and the potential to predicthuman ToM.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive model; machine theory of mind;instance-based learning theory." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47z896z6", "frozenauthors": [ { "first_name": "Thuy", "middle_name": "Ngoc", "last_name": "Nguyen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "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/29947/galley/19801/download/" } ] }, { "pk": 29456, "title": "Cognitive models of time: Across the lifespan, the world, and the mind", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "temporal cognition; time and space; cognitivedevelopment; cross-cultural comparison; episodic memory" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tx84581", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "", "last_name": "Tillman", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Bender", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Ariel", "middle_name": "", "last_name": "Starr", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Thanujeni", "middle_name": "", "last_name": "Pathman", "name_suffix": "", "institution": "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/29456/galley/19316/download/" } ] }, { "pk": 29953, "title": "Cognitive offloading increases false recall.", "subtitle": null, "abstract": "Offloading to-be-remembered information is a ubiquitous memory strategy, yet in relying on external memory stores,our ability to recall from internal memory is often diminished. In the present investigation, we examine how offloadingimpacts true and false recall. Across three preregistered experiments, participants studied and wrote word lists that wereeach strongly associated with an unstudied critical word. We compared recall in the offloading condition (i.e., when theyexpected to have access to their written lists during recall) with a no-offloading condition (i.e., when they did not expectto have access to their written lists during recall). In the absence of the written external stores, offloading decreased truerecall of the presented words while increasing false recall for the unpresented critical words. Results are discussed in termsof offloadings differential effects on the formation of gist and verbatim traces during encoding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sj2n6nk", "frozenauthors": [ { "first_name": "Xinyi", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "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/29953/galley/19807/download/" } ] }, { "pk": 30002, "title": "Color Categorization and Naming in Normal, Deficient, and Mixed PopulationsUsing Agent Based Modelling", "subtitle": null, "abstract": "Humans make sense of the world by compressing and classifying perceptual information into discrete linguistic categories.A major consideration in linguistic categorization is that humans being social and cultural creatures have categories thatare not just consistent internally, but across a linguistic community. Color naming represents an exemplary problem incognitive science because of the unique interplay between perception, conceptualization, and language. In this study,we use an agent-based model to explore the link between perception and language in the context of color vision and itsvariations. Colorblindness is a congenital disorder that alters the color experience of those affected. Using a definitiveidentifier of colorblindness, the Just Noticeable Difference curve, we show that color vision deficiencies lead to impairedperceptual and linguistic categorization, without significant impact on social communication. The results provide insightsinto the color experience of the colorblind and how they cope with the language of color.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zk0x2xv", "frozenauthors": [ { "first_name": "Rithwik", "middle_name": "", "last_name": "Cherian", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Harish", "middle_name": "", "last_name": "Karnick", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "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/30002/galley/19856/download/" } ] }, { "pk": 29857, "title": "Coloring Outside the Lines:Error Patterns in Children’s Acquisition of Color Terms", "subtitle": null, "abstract": "A key challenge for children in language acquisition is to learnthe mapping of words to mental categories, since this mappingvaries greatly from language to language. The errors childrenmake in this process are very informative regarding the devel-opment of lexical semantic categories; in particular, how chil-dren overextend a word to an inappropriate exemplar providesa window onto the mechanisms that underlie their categoriza-tion processes. We perform a large-scale quantitative analysisof the detailed patterns of children’s errors in the domain ofcolor, finding evidence that these error patterns are driven byan interaction between domain general principles of catego-rization, and children’s developing knowledge of the seman-tics of color. Our results suggest that, while domain generalprocesses play a role throughout development, their influencevaries across ages according to their use of domain specific(conceptual) knowledge, which gradually increases over time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning errors; semantics; color terms" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hp2s27s", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Watson", "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": "" } ], "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/29857/galley/19711/download/" } ] }, { "pk": 29994, "title": "Commonality Search as a Way of Facilitating Creative Thinking:\nA Comparison with the Alternative Categorization Task", "subtitle": null, "abstract": "The purpose of this study was to clarify the cognitive processes\nof commonality search between unrelated objects. Specifically,\nwe investigated the relationship between the performance of\nthe commonality search task and that of the alternative\ncategorization task. We hypothesized that one needs to focus\non obscure features of objects to do both tasks well and that\nthere would therefore be a positive correlation between the\nperformances on the two tasks. We also compared the\nperformance of the commonality search task with that of the\nalternative categorization to investigate exploratorily how each\ntask promotes creative thinking. Thirty-one participants were\nasked to engage in two tasks: the commonality search task and\nthe alternative categorization task. In the commonality search\ntask, they were asked to list as many commonalities as possible\nbetween nine unrelated object pairs within 90 seconds for each\npair. In the alternative categorization task, they were asked to\nlist as many categories as possible to which each of the five\nobjects belonged, within 60 seconds for each object. Although\nThere was a significant positive correlation between the\nnumbers of answers on these tasks. The additional results\nshowed that there was no significant difference between the\ntwo tasks in terms of average saliency score or the first answer,\nbut the saliency of the commonality search task was significant\nlower than the alternative categorization task in the second\nanswer. We discussed the similarities and differences between\nthe two tasks and the potential use of the commonality search\ntask as a way to promote creative thinking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Creative thinking" }, { "word": "Commonality search" }, { "word": "Alternative categorization" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ts022bp", "frozenauthors": [ { "first_name": "Mayu", "middle_name": "", "last_name": "Yamakawa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya 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/29994/galley/19848/download/" } ] }, { "pk": 29341, "title": "commonsense reasoning; core knowledge; in-tuitive theories; machine learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "commonsense reasoning; core knowledge; in-tuitive theories; machine learning" } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2367w9c4", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "A.", "last_name": "Smith", "name_suffix": "", "institution": "MIT , CBMM", "department": "" }, { "first_name": "Eliza", "middle_name": "", "last_name": "Kosoy", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Deepak", "middle_name": "", "last_name": "Pathak", "name_suffix": "", "institution": "CMU, FAIR", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Fern", "name_suffix": "", "institution": "OSU", "department": "" }, { "first_name": "Joshua", "middle_name": "B", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT , CBMM", "department": "" }, { "first_name": "Tomer", "middle_name": "", "last_name": "Ullman", "name_suffix": "", "institution": "CBMM , Harvard", "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/29341/galley/19202/download/" } ] }, { "pk": 29476, "title": "Comparing Adaptive and Random Spacing Schedules during Learningto Mastery Criteria", "subtitle": null, "abstract": "Adaptive generation of spacing intervals in learning usingresponse times improves learning relative to both adaptivesystems that do not use response times and fixed spacingschemes (Mettler, Massey & Kellman, 2016). Studies haveoften used limited presentations (e.g., 4) of each learningitem. Does adaptive practice benefit learning if items arepresented until attainment of objective mastery criteria? Doesit matter if mastered items drop out of the active learning set? We compared adaptive and non-adaptive spacing underconditions of mastery and dropout. Experiment 1 comparedrandom presentation order with no dropout to adaptivespacing and mastery using the ARTS (AdaptiveResponse-time-based Sequencing) system. Adaptive spacingproduced better retention than random presentation.Experiment 2 showed clear learning advantages for adaptivespacing compared to random schedules that also includeddropout. Adaptive spacing performs better than randomschedules of practice, including when learning proceeds tomastery and items drop out when mastered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adaptive learning; spacing effect; memory;optimal practice; mastery learning" } ], "section": "Comparative and Cultural Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7fj233kb", "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": "Timothy", "middle_name": "", "last_name": "Burke", "name_suffix": "", "institution": "University of California, Los Angeles", "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/29476/galley/19336/download/" } ] }, { "pk": 30090, "title": "Comparing the effects of frontal and temporal neurostimulation on second language\nlearning", "subtitle": null, "abstract": "Successful language learning requires a dynamic balance\nbetween declarative and procedural mechanisms, yet\nindividuals may engage them in less than optimal ways. The\ngoal of the current experiment was to determine whether\ntranscranial direct current stimulation (tDCS) can tip the\nbalance, specifically facilitating declarative or procedural\nlearning. Seventy-nine subjects (31 no stimulation, 16 sham\nstimulation, 16 temporal, 16 frontal) completed an artificial\ngrammar learning task followed by a two-alternative forced-\nchoice test measuring sensitivity to the underlying grammar\n(procedural) versus the surface form (declarative). The pattern\nof results is consistent with separate engagement of declarative\nand procedural systems. Left temporal stimulation resulted in\nhigher selection of strings with familiar surface features. In\ncontrast, frontal stimulation resulted in a slower learning\ntrajectory and more frequent selection of grammatical letter\nstrings. We conclude that tDCS may be used to facilitate\nengagement of different learning systems required for language\nlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language learning; tDCS; declarative learning;\nprocedural learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3677p3s5", "frozenauthors": [ { "first_name": "Kinsey", "middle_name": "", "last_name": "Bice", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Chantel", "middle_name": "S.", "last_name": "Prat", "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/30090/galley/19944/download/" } ] }, { "pk": 29609, "title": "Complexity/informativeness trade-off in the domain of indefinite pronouns", "subtitle": null, "abstract": "The vocabulary of human languages has been argued to support efficient communication by optimizing the trade-offbetween complexity and informativeness (Kemp and Regier, 2012). The argument has been based on cross-linguisticanalyses of vocabulary in semantic domains of content words such as kinship, color, and number terms. The present workextends this analysis to a category of function words: indefinite pronouns (e.g. someone, anyone, no-one, cf. Haspelmath,2001). We establish the meaning space and feature-based representations for indefinite pronouns, and show that indefinitepronoun systems across languages optimize the complexity/informativeness trade-off. This demonstrates that pressuresfor efficient communication shape both content and function word categories, thus tying in with the conclusions of recentwork on quantifiers (Steinert-Threlkeld, 2019). Furthermore, we argue that the trade-off may explain some of the universalproperties of indefinite pronouns, thus reducing the explanatory load for linguistic theories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xq5x5bq", "frozenauthors": [ { "first_name": "Milica", "middle_name": "", "last_name": "Denic", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Shane", "middle_name": "", "last_name": "Steinert-Threlkeld", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Jakub", "middle_name": "", "last_name": "Szymanik", "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/29609/galley/19468/download/" } ] }, { "pk": 29608, "title": "Compositional Neural Machine Translation by Removing the Lexicon from Syntax Tristan Thrush", "subtitle": null, "abstract": "The meaning of a natural language utterance is largely determined from its syntax and words. Additionally, there isevidence from theories in semantics and neuroscience that humans process an utterance by separating some amount ofknowledge about the lexicon from the knowledge of word order. In this paper, we propose neural units that can enforcethis constraint over an LSTM encoder and decoder. We demonstrate that our model achieves competitive performanceacross a variety of domains including semantic parsing, syntactic parsing, and English to Mandarin Chinese translation. Inthese cases, our model outperforms the standard LSTM encoder and decoder architecture on many or all of our metrics. Todemonstrate that our model achieves a desired partial separation between the lexicon and syntax, we analyze its weightsand explore its behavior when different neural modules are damaged. When damaged, we find that the model displays theknowledge distortions that aphasics are evidenced to have.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86v493n0", "frozenauthors": [ { "first_name": "Tristan", "middle_name": "", "last_name": "Thrush", "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/29608/galley/19467/download/" } ] }, { "pk": 29457, "title": "Computational approaches to analyzing and generating comics", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "comics; corpus linguistics; computationallinguistics; computational modeling; narrative generation" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jf3z0fz", "frozenauthors": [ { "first_name": "Aditya", "middle_name": "", "last_name": "Upadhyayula", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Martens", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Rogelio", "middle_name": "E.", "last_name": "Cardona-Rivera", "name_suffix": "", "institution": "University of Utah", "department": "" }, { "first_name": "Andrew", "middle_name": "T.", "last_name": "Hendrickson", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Cohn", "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/29457/galley/19317/download/" } ] }, { "pk": 30008, "title": "Computational cognitive requirements of random decision problems", "subtitle": null, "abstract": "Previous studies have found that for electronic computers the computational requirements of solving an instance of aproblem are related to a specific set of features of the problem. This mapping has been shown to apply to electroniccomputers on a multitude of problems and is referred to as Instance Complexity (IC). However, it remains an open questionwhether IC applies to humans. For this purpose, we ran a set of experiments in which human participants solved a setof instances of one of three, widely studied, computational problems (Knapsack, Traveling Salesperson and the BooleanSatisfiability). We found that, in line with our hypothesis, IC had a negative effect on human performance in all problems.Our results suggest that IC can be used as a generalisable measure of the computational resource requirements of a task.Moreover, given its properties, IC could serve a crucial role in the cognitive resource allocation process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93h185q4", "frozenauthors": [ { "first_name": "Juan", "middle_name": "Pablo", "last_name": "Franco", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Karlo", "middle_name": "", "last_name": "Doroc", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Nitin", "middle_name": "", "last_name": "Yadav", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Bossaerts", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Carsten", "middle_name": "", "last_name": "Murawski", "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/30008/galley/19862/download/" } ] }, { "pk": 29632, "title": "Computational mechanisms for resolving misunderstandings", "subtitle": null, "abstract": "Imagine discussing yesterdays dinner with a friend: It wasn’t particularly tasty. Your friend concurs, it was very salty!Thinking you were talking about the appetizer (which wasnt salty at all), youre forced to reconsider which course yourfriend was talking about. Was the appetizer salty to her? Was she talking about the main course? People encounter mis-understandings in everyday conversation, yet quickly and seamlessly resolve them. How people do this is an explanatorychallenge: the thing being talked about (i.e., the referent) is often not physically present during the conversation. Hence,theres no easy way for interlocutors to establish common ground via ostensive signaling (e.g., by pointing at the dish). Wedevelop a model of speakers that use pragmatic reasoning to infer the referent inferred by listeners. We explore the perfor-mance of this model using agent-based simulated conversations. The results imply necessary and sufficient conditions forsuccessful updating.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9925h8qg", "frozenauthors": [ { "first_name": "Laura", "middle_name": "van de", "last_name": "Braak", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Blokpoel", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Dingemanse", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Ivan", "middle_name": "", "last_name": "Toni", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Iris", "middle_name": "van", "last_name": "Rooij", "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/29632/galley/19490/download/" } ] }, { "pk": 29421, "title": "Concealable Stigmatized Identity Disclosure as a Possible Perturbation to ComplexSocial Systems", "subtitle": null, "abstract": "Interpersonal coordination is essential for successfulcooperative action. Beyond synchronized joint action toachieve a goal such as moving furniture, humans tend tospontaneously coordinate movement in everyday action (i.e.,coordinated limb movement during walking). Furthermore,these actions are said to arise from the interaction dominantdynamics between agents and foment cooperative behavior. Assuch, existing research demonstrates that closer affiliation isassociated with entrainment of physiological signals includingheart beat and rhythmic limb movement. Considering the rolesocial stigmatization plays in disrupting social interaction, thepresent research investigated the impact of concealable stigmadisclosure (depression diagnosis or bisexual identity)—as aperturbation to a nonlinear dynamical system—oninterpersonal coordination and affiliation. Study 1 resultsdemonstrate that depression disclosure may lead to more socialdistancing in a collision avoidance walking task compared tobisexual and neutral disclosures. In study 2, interactionimproved affiliation regardless of disclosure type.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concealable stigma disclosure; spontaneoussynchronization; interpersonal coordination; nonlineardynamics" } ], "section": "Complex Dynamics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zk448qd", "frozenauthors": [ { "first_name": "Hannah", "middle_name": "M.", "last_name": "Douglas", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Toohey", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Richardson", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Rachel", "middle_name": "W.", "last_name": "Kallen", "name_suffix": "", "institution": "Macquarie 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/29421/galley/19281/download/" } ] }, { "pk": 30191, "title": "Conditional Reasoning and Relevance", "subtitle": null, "abstract": "The paper concerns conditional reasoning and, in particular, the case, where the antecedent of a conditional is true butits consequent is unknown. We pursue the idea to apply abduction in order to find an explanation for the consequent.If such an explanation can be abduced then new conditionals can be generated which are known to be true. This leadsto two problems, viz. that a consequent should not abduce itself and that the antecedent should be strongly relevant tothe consequent of a conditional. Both problems are solved within the Weak Completion Semantics, a new, computational,multi-valued, and non-monotonic logic paradigm which has already been successfully applied to different human reasoningproblems including the suppression and the selection task. The notion of strong relevance developed in the paper is withrespect to the models of a logic program representing the background knowledge of a human reasoning episode and, thus,deviates from the mostly proof theoretic definitions of relevancy in relevance theory.", "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/7zr113sw", "frozenauthors": [ { "first_name": "Steffen", "middle_name": "", "last_name": "Hlldobler", "name_suffix": "", "institution": "TU Dresden", "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/30191/galley/20045/download/" } ] }, { "pk": 29825, "title": "Configurative Weighting as a Two-Plane Approximation of Bayesian Estimates", "subtitle": null, "abstract": "Configurative weighting and adding can be a surprisingly effective approximation of multiplicative functions. In thecontext of joint probability judgment, Nilsson et al. (2009) has shown that, when marginal probabilities are only approxi-mately known, the configurative weighted average (CWA) of two probabilities not only predicts a high level of conjunctionfallacies, as observed in data, but also correlates higher with the true joint probability than if the two probabilities are mul-tiplied. Here we show that [1] the surface representing the optimal Bayesian estimate of a joint probability can be closelyapproximated by two planes, [2] configurative weighting and adding, such as the CWA model, constitutes such a two-planeapproximation, and [3] a bias-variance tradeoff is not sufficient to explain the accuracy of the CWA. More generally, thissuggests that the efficiency of heuristics might be due to suitable weighting operations rather than less-is-more effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tr4d934", "frozenauthors": [ { "first_name": "Joakim", "middle_name": "", "last_name": "Sundh", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "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/29825/galley/19679/download/" } ] }, { "pk": 29920, "title": "“Conscious” Multi-Modal Perceptual Learning forGrounded Simulation-Based Cognition", "subtitle": null, "abstract": "Barsalou (1999) presented a simulation-based theory ofgrounded cognition called Perceptual Symbol Systems.According to this theory, a fully functional conceptual systemcan be implemented using only modal representations (akaperceptual symbols) and simulations. While the theory hasgained considerable neuroscientific and experimental support,there is an urgent need for computational accounts that fleshout the theory. The current paper explores one approach forimplementing these computational foundations. We present animplementation of perceptual symbols, simulators, simulation-based perception, and “conscious” multi-modal perceptuallearning based on generative neural networks, called", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perceptual symbol systems; multi-modalperception; mental simulation; LIDA; unsupervised machine learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72c2s7f1", "frozenauthors": [ { "first_name": "Stan", "middle_name": "", "last_name": "Franklin", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Sean", "middle_name": "", "last_name": "Kugele", "name_suffix": "", "institution": "University of Memphis", "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/29920/galley/19774/download/" } ] }, { "pk": 29895, "title": "Consideration of Alternative Outcomes of Psychological Studies: Some Evidencefor Transfer", "subtitle": null, "abstract": "Scientific thinking relies on consideration of alternative possible outcomes to research. We considered whether 1. en-gaging with psychological research resultssome of which were surprisingin a learning phase transferred to considerationof alternative outcomes for a different set of research studies in a test phase, and 2. whether transfer was heightened bypredicting results before learning the actual outcomes (foresight), as opposed to indicating what one would have predictedafter learning the actual outcomes (hindsight). One indication of transfer would be decreased confidence in the outcomeone believed to be true, but we did not observe this trend. However, we did see evidence of transfer for a subset ofparticipants: No participants in the learning phase provided reasons for alternative outcomes, but a sizable minority ofparticipants, across both hindsight and foresight groups, did so in the test phase. We will discuss what factors distinguishparticipants who showed transfer.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52w9j44w", "frozenauthors": [ { "first_name": "Edward", "middle_name": "", "last_name": "Munnich", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Dana-Lis", "middle_name": "", "last_name": "Bittner", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Jasmine", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Schneider", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Arlis", "middle_name": "", "last_name": "Tuiasosopo", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Wilson", "middle_name": "", "last_name": "Cobb", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Milo", "middle_name": "", "last_name": "Martinez", "name_suffix": "", "institution": "University of San Francisco", "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/29895/galley/19749/download/" } ] }, { "pk": 29778, "title": "Constructing complex social categories from distinct group membershipinformation", "subtitle": null, "abstract": "Conceptual combination is the act of building complex concepts from simpler ones. Although previous research has ex-amined how inferences about compound objects (e.g., fuzzy chair) are produced from their constituent concepts, littleis known about the combinatorial processes that produce inferences about compound social categories (e.g., Irish Musi-cian). Using a computational approach, we investigated the relationship between trait ratings of 25 nationality-occupationcombinations and ratings of their constituent concepts. 25 non-human animal combinations (e.g., circus snake) serve as acomparison. We find that constituent concepts are weighted unequally when combined: head concepts (Musician/Snake)are prioritized over modifier concepts (Irish/Circus) for both combination types. Additionally, ratings of more familiar so-cial combinations diverge increasingly from ratings of their constituent concepts, whereas ratings of more familiar animalcombinations instead converge with ratings of their constituents. This raises the possibility that existing knowledge playsdifferent roles in peoples inferences about human versus animal categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9427q175", "frozenauthors": [ { "first_name": "Alice", "middle_name": "", "last_name": "Xia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Solomon", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Adrianna", "middle_name": "", "last_name": "Jenkins", "name_suffix": "", "institution": "University of Pennsylvania", "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/29778/galley/19632/download/" } ] }, { "pk": 29756, "title": "Constructing Meaning in Small Increments", "subtitle": null, "abstract": "Humans comprehend natural language sentences in real time, processing the elements of each sentence incrementally withimmediate interpretation, while working within the limitations of general cognitive abilities. While much research hasbeen devoted to human sentence comprehension, a detailed computational theory of how this is done has been lacking.In this work we explore some fundamental principles of human sentence comprehension, propose a novel computationaltheory of knowledge representation and incremental processing to comprehend sentences using general cognitive abilities,and discuss results of an implementation of this theory in a robotic agent. We then explore the theorys implications forfuture work in various areas of cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3691t3gb", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Lindes", "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/29756/galley/19611/download/" } ] }, { "pk": 29804, "title": "Contextual Interference Effect in Motor Skill Learning: An Empirical andComputational Investigation", "subtitle": null, "abstract": "To efficiently learn and retain motor skills, we can introducecontextual interference through interleaved practice.Interleaving tasks or stimuli initially hinders performance butleads to superior long-term retention. It is not yet clear ifimplicitly learned information also benefits from interleavingand how interleaved practice changes the representation ofskills. The present study used a serial reaction time task whereparticipants practiced three 8-item sequences that were eitherinterleaved or blocked on Day 1 (training) and Day 2 (testing).An explicit recall test allowed us to post-hoc sort participantsinto two groups of learners: implicit learners recalled less itemsthan did explicit learners. Significant decreasing monotonictrends, indicating successful learning, were observed in bothtraining groups and both groups of learners. We found supportfor the benefit of interleaved practice on retention of implicitsequence learning, indicating that the benefit of interleavedpractice does not depend on explicit memory retrieval. ABayesian Sequential Learning model was adopted to modelhuman performance. Both empirical and computational resultssuggest that explicit knowledge of the sequence wasdetrimental to retention when the sequences were blocked, butnot when they were interleaved, suggesting that contextualinterference may be a protective factor of interference ofexplicit knowledge. Slower learning in the interleavedcondition may result in better retention and reducedinterference of explicit knowledge on performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian theory; motor skill learning; sequentiallearning; implicit learning; serial reaction time task" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79p3d8pc", "frozenauthors": [ { "first_name": "Julia", "middle_name": "M.", "last_name": "Schorn", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Barbara", "middle_name": "J.", "last_name": "Knowlton", "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/29804/galley/19658/download/" } ] }, { "pk": 29406, "title": "Context variability promotes generalization in reading aloud:Insight from a neural network simulation", "subtitle": null, "abstract": "How do neural network models of quasiregular domains learnto represent knowledge that varies in its consistency withthe domain, and generalize this knowledge appropriately?Recent work focusing on spelling-to-sound correspondencesin English proposes that a graded “warping” mechanismdetermines the extent to which the pronunciation of a newlylearned word should generalize to its orthographic neighbors.We explored the micro-structure of this proposal by training anetwork to pronounce new made-up words that were consistentwith the dominant pronunciation (regulars), were comprisedof a completely unfamiliar pronunciation (exceptions), orwere consistent with a subordinate pronunciation in English(ambiguous). Crucially, by training the same spelling-to-soundmapping with either one or multiple items, we tested whethervariation in adjacent, within-item context made a givenpronunciation more able to generalize. This is exactly whatwe found. Context variability, therefore, appears to act as amodulator of the warping in quasiregular domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "quasiregularity" }, { "word": "neural network models" }, { "word": "contextvariability" }, { "word": "read aloud" }, { "word": "spelling-to-sound correspondences" }, { "word": "reading acquisition." } ], "section": "Neural Networks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kv6t8bm", "frozenauthors": [ { "first_name": "Ian", "middle_name": "D.", "last_name": "Miller", "name_suffix": "", "institution": "University of Toronto Scarborough", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Dumay", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Lam", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Blair", "middle_name": "C.", "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/29406/galley/19266/download/" } ] }, { "pk": 29453, "title": "Contrasting Exemplar and Prototype Models in a Natural-Science Category Domain", "subtitle": null, "abstract": "A classic issue in the cognitive-science of human categorylearning has involved the contrast between exemplar and prototypemodels. However, experimental tests to distinguish the models haverelied almost solely on use of artificial categories composed ofsimplified stimuli. Here we contrast the predictions from the modelsin a real-world natural-science category domain – geologic rocktypes. Previous work in this domain used a set of complementarymethods, including multidimensional scaling and direct dimensionratings, to derive a high-dimensional feature space in which the rockstimuli are embedded. The present work compares the category-learning predictions of exemplar and prototype models that makereference to this derived feature space. The experiments includeconditions that should be favorable to prototype abstraction,including use of large-size categories, delayed transfer testing, andreal-world natural category structures. Nevertheless, the results ofthe qualitative and quantitative model comparisons point toward theexemplar model as providing a better account of the observedresults. Limitations and directions of future work are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; exemplar models; prototype models;high-dimensional similarity spaces" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37k0026g", "frozenauthors": [ { "first_name": "Robert", "middle_name": "M.", "last_name": "Nosofsky", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Meagher", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Parhesh", "middle_name": "", "last_name": "Kumar", "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/29453/galley/19313/download/" } ] }, { "pk": 29959, "title": "Contrasting RNN-based and simulation-based models of human physicalparameter inference", "subtitle": null, "abstract": "A number of recent studies have used ideal observer models to capture human physical reasoning as based on approximatemental simulation driven through a realistic inner physics engine. While these approaches can match human competencein specific tasks, they are still relatively far from cognitive plausibility and are limited in their ability to capture patternsof human biases and errors. In this work, we train a recurrent neural network (RNN) extensively on a physical reasoningtask – conceptually mimicking the lifetime of experience that human adults have to build physical competence. We thenexamine its behavior alongside that of adults in the same test set of problems. We find that the RNN matches humanpatterns of judgments and errors much better than the idealised simulation account. We highlight specific situations whereboth RNN and humans erred and discuss the ramifications for current debates about the prevalence of physical simulationin cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2n8217w2", "frozenauthors": [ { "first_name": "Hctor", "middle_name": "Otero", "last_name": "Mediero", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Bramley", "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/29959/galley/19813/download/" } ] }, { "pk": 29743, "title": "Contribution of first-person sensory experience to thinking about seeing: Evidencefrom blindness", "subtitle": null, "abstract": "Do we need to reflect on our own perceptual experiences to understand what another person is seeing/hearing? Sighted(n=18) and congenitally blind (n=18) participants listened to scenarios describing sighted or blind observers looking at orhearing another person (target). Participants rated the likelihood that observers would know features of the target (e.g., age,gender, eye/hair color). We manipulated distance of observer from the target (nearby versus far) and duration of perceptualexperience (extended versus brief). Blind and sighted groups agreed on features easiest to discern (e.g. hair easier than eyecolor), although blind participants judgments about vision were more variable. Both groups judged nearby and extendedperception more likely to result in knowing. For seeing experiences, blind participants judgments were more influenced byduration, whereas sighted participants by distance. Linguistic communication is sufficient for discovering basic variablesgoverning perception (i.e., distance, duration), but first-person experience calibrates weighting of the variables.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6200j47w", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Musz", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Arielle", "middle_name": "", "last_name": "Silverman", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Marina", "middle_name": "", "last_name": "Bedny", "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/29743/galley/19599/download/" } ] }, { "pk": 30140, "title": "Controlling the retrieval of general vs specific semantic knowledge in the instancetheory of semantic memory", "subtitle": null, "abstract": "Distributional models of semantic cognition commonly makesimplifying assumptions, such as representing word co-occurrence structure by prototype-like high-dimensional se-mantic vectors, and limit how retrieval processes may con-tribute to the construction and use of semantic knowl-edge. More recently, the instance theory of semantics (ITS,Jamieson, Avery, Johns, & Jones, 2018) reconceived a dis-tributional model in terms of instance-based memory, allow-ing context-specific construction of semantic knowledge at thetime of retrieval. By simulation, we show that additional en-coding and retrieval operations, consistent with learning andmemory theory, can play a crucial role in flexibly controllingthe construction of general versus specific semantic knowl-edge. We argue this consolidation of processing principlesholds insight for distributional theories of semantic cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "distributional semantics; higher-order similarity;instance theory; surprise-driven learning; retrieval" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p09x9gp", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "J.C.", "last_name": "Crump", "name_suffix": "", "institution": "Brooklyn College", "department": "" }, { "first_name": "Randall", "middle_name": "K.", "last_name": "Jamieson", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Brendan", "middle_name": "T.", "last_name": "Johns", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "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/30140/galley/19994/download/" } ] }, { "pk": 29573, "title": "Co-occurrences and temporal distribution of caregivers indexical multimodal cuesin real-world interactions", "subtitle": null, "abstract": "When caregivers talk to their children, they can also look, point or manipulate the objects they are talking about. Thesemultimodal indexical cues can help the child disambiguate the referred object from potential targets in the environmentduring word learning. In fact, most naming episodes are modulated by some multimodal cues. In the work we presenthere, we use data from a semi-naturalistic corpus of caregiver-child interactions (ECOLANG corpus) where caregiverstalk to their children about objects that are new or known to the child. We focus on caregivers production and ask: (i)how often caregivers use any of the multimodal cues when naming the referent for new vs. known objects; (ii) what thetemporal relationship between multimodal cues and naming episodes is; (iii) whether there is a relationship between thecue usage (and its temporal distribution) and word 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/5xm647rs", "frozenauthors": [ { "first_name": "Xuanyi", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Rice University", "department": "" }, { "first_name": "Beata", "middle_name": "", "last_name": "Grzyb", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "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/29573/galley/19433/download/" } ] }, { "pk": 29818, "title": "Cooperation, Response Time, and Social Value Orientation: A Meta-Analysis", "subtitle": null, "abstract": "Recent research at the cross between cognitive and social sci-ences is investigating the cognitive mechanisms behind coop-erative decisions. One debated question is whether cooperativedecisions are made faster than non-cooperative ones. Yet em-pirical evidence is still mixed. In this paper we explore theimplications of individual heterogeneity in social value orien-tation for the effect of response time on cooperation. We con-duct a meta-analysis of available experimental studies (n=8;treatments=16; 5,232 subjects). We report two main results:(i) the relation between response time and cooperation is mod-erated by social value orientation, such that it is positive forindividualist subjects and negative for prosocial subjects; (ii)the relation between response time and cooperation is partlymediated by extremity of choice. These results suggest thathighly prosocial subjects are fast to cooperate, highly individ-ualist subjects are fast to defect, and subjects with weaker pref-erences make slower and less extreme decisions. We explainthese results in terms of decision-conflict theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cooperation; Response Time; Social Value Orien-tation; Decision Conflict." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3n82v5js", "frozenauthors": [ { "first_name": "Giulia", "middle_name": "", "last_name": "Andrighetto", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Valerio", "middle_name": "", "last_name": "Capraro", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Guido", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Aron", "middle_name": "", "last_name": "Szekely", "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/29818/galley/19672/download/" } ] }, { "pk": 29374, "title": "Corrective Processes in Modeling Reference Resolution", "subtitle": null, "abstract": "Reference resolution is one of the core components of language\nunderstanding. In spite of its centrality, psychological\nevidence has shown that the reference resolution process is\nprone to errors and egocentric bias. In this work, we propose\nan extension to Analogical Reference Resolution, a\ncomputational model based on analogical retrieval, which\naccounts for such errors. We test the extended model on a\nstudy by Epley et al. (2004) and replicate human patterns of\nbias and correction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reference resolution; perspective taking; analogy" } ], "section": "Modeling Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/78678723", "frozenauthors": [ { "first_name": "Constantine", "middle_name": "", "last_name": "Nakos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Irina", "middle_name": "", "last_name": "Rabkina", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Hill", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Kenneth", "middle_name": "D.", "last_name": "Forbus", "name_suffix": "", "institution": "Northwestern 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/29374/galley/19235/download/" } ] }, { "pk": 30197, "title": "Co-speech gestures reflect non-linguistic thinking: evidence from mental abacus", "subtitle": null, "abstract": "Why do people gesture when they speak? On one proposal, people gesture because they speak: Gestures reflect speechproduction processes. Alternatively, people gesture because they think: Gestures reflect non-linguistic thinking processes.If gestures during speech grow out of thinking, not simply speaking, then co-speech gestures should look similar to thegestures that are produced during silent thinking without speech. Here, we looked at spontaneous gestures during mentalabacus, a non-linguistic technique for rapid arithmetic operations via imagining moving beads on an abacus. We comparedhow expert mental abacus users spontaneously gesture during silent thinking (no-speech) and during explaining how theysolved the arithmetic problems (speech). In both the speech and the no-speech condition, gestures reflected operations ona mental abacus in the same way (e.g. depicting the trajectory of beads). These results suggest that at least some co-speechgestures grow out of thinking processes that are independent of speaking.", "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/5xp2j4kh", "frozenauthors": [ { "first_name": "Yamur", "middle_name": "Deniz", "last_name": "Ksa", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Neon", "middle_name": "", "last_name": "Brooks", "name_suffix": "", "institution": "Kaiser Permanente Center for Health Research", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "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/30197/galley/20051/download/" } ] }, { "pk": 29793, "title": "Costly Exceptions: Deviant Exemplars Reduce Category Compression", "subtitle": null, "abstract": "We investigated whether the presence of exception items can\nimpede effects of category compression (within-category items\nappearing more similar) in classification learning. We\nhypothesized that the distinct representations afforded to\nexceptions may cause the target category to appear less\ncohesive, thereby reducing the likelihood of compression\noccurring. Across two experiments, participants engaged in\nclassification learning without exceptions, with an easy\nexception, or with a difficult exception. Pairwise similarity\nratings for all items were collected before and after learning to\nindex compression. Results from Experiment 1 suggest that\ndifficult exceptions can impede compression for the contrast\ncategory when situated within its cluster, while results from\nExperiment 2 suggest that both kinds of exceptions can impair\ncompression of standard items in a target category relative to\nthe No Exception control. We also observed surprising\nevidence of a novel between-category compression effect that\nwas observed with the category structure developed for these\nexperiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; learned categorical perception;\nsimilarity; representation change; exceptions" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ct39867", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "C.", "last_name": "Silliman", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Sean", "middle_name": "", "last_name": "Snoddy", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Wetzel", "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/29793/galley/19647/download/" } ] }, { "pk": 29531, "title": "Covert attention shift by Sequence-space synesthesia (SSS): a cognitive grammarapproach", "subtitle": null, "abstract": "Some people experience sequences like numbers allocated to a specific part of space which is well-known as sequencespace synesthesia. On the other hand, covert attention is orienting of attention without the head, eyes, or body movementis the (mental) moving of attention toward a stimulus. Here, We used previous findings in sequence space synesthesia byusing an auditory number sequence numbers and covert spatial attention together with cognitive grammar theory includingprofiling to assess the possibility to shift covert attention towards a specific part of a bistable picture. Our participants were14 years old adolescents learning English at the pre-intermediate level in a school in Tehran which went through within-subject experiment. Results showed shorter reaction time for a sentence with trajectory congruent with covert attended partof the bistable picture compared to the condition without such attentional shift by t value as -4.466 within 95% confidenceinterval.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pt0h1hf", "frozenauthors": [ { "first_name": "Mohsen", "middle_name": "", "last_name": "Dolatabadi", "name_suffix": "", "institution": "ferdowsi university of mashhad", "department": "" }, { "first_name": "Mehrdad", "middle_name": "", "last_name": "Dowlatabadi", "name_suffix": "", "institution": "Sharif university 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/29531/galley/19391/download/" } ] }, { "pk": 30141, "title": "Crazy for you! Understanding Utility in Joint Actions", "subtitle": null, "abstract": "Predicting others’ actions and inferring preferences from their\nchoices is indispensable for successfully navigating social\nenvironments. Yet, the cognitive tools agents employ for prediction\nand decision may differ when involved in social interactions. When\npursuing a goal individually, humans maximize utility by\nminimizing costs, while when engaged in joint actions utility\nmaximization might not be the only heuristic in place. We\ninvestigate if human adults represent costs and rewards of joint vs.\nindividual actions, and how do they decide whether to engage in a\njoint action. We test participants’ decisions when solving a task\nalone or together with a partner as a function of the cost of\ncoordination. Our results show that human adults decide based on a\npreference for joint actions, despite engaging in coordination\nreduces their individual utility. We discuss a framework for\ndecision-making which accounts for cognitive heuristics and\npreferences for joint actions characterizing agents’ cooperative\nbehavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "utility; joint action; decision; coordination." } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3176x0ck", "frozenauthors": [ { "first_name": "Arianna", "middle_name": "", "last_name": "Curioni", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Pavel", "middle_name": "", "last_name": "Voinov", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Allritz", "name_suffix": "", "institution": "University of St Andrews", "department": "" }, { "first_name": "Josep", "middle_name": "", "last_name": "Call", "name_suffix": "", "institution": "University of St Andrews", "department": "" }, { "first_name": "Gunther", "middle_name": "Klaus", "last_name": "Knoblich", "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/30141/galley/19995/download/" } ] }, { "pk": 30044, "title": "Cross-Domain Adversarial Reprogramming of a Recurrent Neural Network", "subtitle": null, "abstract": "Neural networks are vulnerable to adversarial attacks. These attacks can be untargeted, causing the model to make anyerror, or targeted, causing the model to make a specific error. Adversarial Reprogramming introduces a type of attackthat reprograms the network to perform an entirely new task from its original function. Additional inputs in a pre-trainednetwork can repurpose the network to a different task. Previous work has shown adversarial reprogramming possible insimilar domains, such as an image classification task in ImageNet being repurposed for CIFAR-10. A natural questionis whether such reprogramming is feasible across any task for neural networks a positive answer would have significantimpact both on wider applicability of ANNs, but also require rethinking their security. We attempt for the first timereprogramming across domains, repurposing a text classifier to an image classifier, using a recurrent neural network aprototypical example of a Turing universal network.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dz4z9xv", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Proca", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Andrzej", "middle_name": "", "last_name": "Banburski", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tomaso", "middle_name": "", "last_name": "Poggio", "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/30044/galley/19898/download/" } ] }, { "pk": 30177, "title": "Cross-linguistic investigation of the representations underlying pronoun choice", "subtitle": null, "abstract": "When making a reference, speakers must choose between nouns and pronouns. At what level of representation do speakersmake such a choice? The non-linguistic competition account predicts that the choice of using a pronoun occurs at thenon-linguistic level, so speakers should use fewer pronouns when the potential referents compete more strongly at thenon-linguistic level. By contrast, the linguistic competition account predicts that the pronoun choice occurs at the lexicallevel; speakers should use fewer pronouns when the potential antecedents are semantically or phonologically more similar.We show that regardless of whether the selection of a pronoun requires access to the antecedent (French pronouns) ornot (English pronouns, Italian null pronouns), speakers use fewer pronouns and more repeated nouns when the referentialcandidates compete more strongly in the non-linguistic context, whilst the similarities of their linguistic antecedents playno role. The finding provide support for the non-linguistic competition account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers accepted as Posters, appearing in proceedings only (abstract-only publication)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f4941p9", "frozenauthors": [ { "first_name": "Kumiko", "middle_name": "", "last_name": "Fukumura", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Coralie", "middle_name": "", "last_name": "Herv", "name_suffix": "", "institution": "ESPE Lille Nord de France", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Villata", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Francesca", "middle_name": "", "last_name": "Foppolo", "name_suffix": "", "institution": "University of Milano Biccoca", "department": "" }, { "first_name": "F.-Xavier", "middle_name": "", "last_name": "Alario", "name_suffix": "", "institution": "Aix-Marseille Universite", "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/30177/galley/20031/download/" } ] }, { "pk": 30031, "title": "Cross-modal ratio abstraction in children", "subtitle": null, "abstract": "In two experiments, we tested whether pre-schoolers can extract proportional information in the auditory modality andmatch it to a visual display. We familiarized 240 4-, 5-, and 6-year-olds to a 2-minute stream of dog barks and frog croaksin a 4:1 ratio. In a forced-choice paradigm, we then presented a visual display of dogs and frogs (varying total number ofobjects in the display) in the target 4:1 ratio, against comparison ratios of 1:4, 2:1, 1:1, and 6:1. Children correctly chosethe matching 4:1 visual display over the 1:4 and 6:1 displays at above-chance rates regardless of absolute number, but onlyshowed a significant preference for the 4:1 display over 2:1 and 1:1 displays when the number of objects in the displaywas large. These findings provide preliminary support for cross-modal ratio abstraction in preschoolers and suggest thatthe absolute number of items in a display impacts childrens performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7th1j8w6", "frozenauthors": [ { "first_name": "Reem", "middle_name": "", "last_name": "Tawfik", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "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/30031/galley/19885/download/" } ] }, { "pk": 29418, "title": "Crowdsourcing to Analyze Belief Systems Underlying Social Issues", "subtitle": null, "abstract": "People’s beliefs and attitudes about social and scientificissues, such as capital punishment and climate change, appearto form complex but generally coherent networks.Understanding the nature of these networks is a prerequisitefor designing interventions for changing beliefs on the basisof rational arguments and evidence. It is therefore importantto develop methods to represent and analyze the form andnature of belief networks, which may not be explicitlyverbalizable. Adopting an emerging approach that utilizescrowdsourcing to develop educational interventions, wemined discussions from the Reddit forum Change My View todetermine which beliefs and types of information underliepeople’s attitudes about capital punishment. By combiningcomputational analyses based on a topic model with morequalitative assessments of the extracted topics, we found thatmoral arguments are more prevalent than statistical ordata-based arguments. The present study serves as a test casefor the open sourced software crowdpy, a Python toolkit forrunning naturalistic studies on the web, which will enableother researchers to use crowdsourcing in their research. Thisapproach sets the stage for research exploring potentialinterventions to change people’s beliefs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "crowdsourcing" }, { "word": "digital field studies" }, { "word": "beliefnetworks" }, { "word": "attitude change" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58d144b1", "frozenauthors": [ { "first_name": "J.", "middle_name": "Hunter", "last_name": "Priniski", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Keith", "middle_name": "J.", "last_name": "Holyoak", "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/29418/galley/19278/download/" } ] }, { "pk": 29990, "title": "Culturally-Constructed Beliefs About Physical and Mental Illness", "subtitle": null, "abstract": "We explored Asian- and Caucasian-American adults beliefs about illness, investigating whether conceptions of mentaland physical illness reflect the Western biomedical framework and an energy-healing practice grounded in traditionalChinese medicine. For physical illnesses (i.e., cold/flu and cancer), White young adults primarily cited biomedical causes,while Asian young adults and older energy believers often cited alternative causes, X2(4, N=27)=19.06, p¡.01. Whenasked about treatment and prevention, the energy believers continued to endorse alternative approaches, but both whiteand Asian young adults focused on biomedical approaches, X2(4, N=27)¿22.99, ps¡.0001. For mental illnesses (i.e.,depression and anxiety), the energy believers continued to endorse the alternative framework, while White and Asianyoung adults responses were more distributed between biomedical and alternative methods. These results suggest thatmental models of illness are shaped by cultural beliefs, and conflicting beliefs may coexist within young adults who arebeing enculturated in a new framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36g2116h", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "McCann", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Florencia", "middle_name": "", "last_name": "Anggoro", "name_suffix": "", "institution": "College of the Holy Cross", "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/29990/galley/19844/download/" } ] }, { "pk": 29448, "title": "Data Foraging: Spatiotemporal Data Collection Decisions in Disciplinary FieldScience", "subtitle": null, "abstract": "Field scientists collect data in a noisy heterogeneous environment, where the value of additional data for characterizingthe natural system is weighed against the time and money involved in data collection. This is analogous to foraging forfood data is the resource and its collection can be optimized based on energy costs. Here we conduct a novel simulateddata foraging study to elucidate how spatiotemporal data collection decisions are made in field sciences, and how search isadapted in response to in-situ data. Expert geoscientists were asked to evaluate a hypothesis by collecting environmentaldata using a mobile robot. At any point, participants were able to stop the robot and change their search strategy ormake a conclusion about the hypothesis. We identified previously unrecognized spatiotemporal reasoning heuristics, towhich scientists strongly anchored, displaying limited adaptation in response to new data. We analyzed two key decisionfactors: variable-space coverage, and fitting error to a given hypothesis. We found that, despite varied search strategies, themajority of scientists made a conclusion as the fitting error converged. Scientists who made premature conclusions, eitherdue to insufficient variable-space coverage or before the fitting error stabilized, were more prone to incorrect conclusions.We believe the findings from this study could be used to improve field science training in data foraging, and aid in thedevelopment of technologies to support data collection decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Spatial Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wj969w9", "frozenauthors": [ { "first_name": "Cristina", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Feifei", "middle_name": "", "last_name": "Qian", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Doug", "middle_name": "", "last_name": "Jerolmack", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Shipley", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Sonia", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Ham", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Koditschek", "name_suffix": "", "institution": "University of Pennsylvania", "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/29448/galley/19308/download/" } ] }, { "pk": 30138, "title": "Decentering Cognition", "subtitle": null, "abstract": "The neocortex figures importantly in human cognition, but it isnot the only locus of cognitive activities or even at the top of ahierarchy of cognitive processing areas in the central nervoussystem. Moreover, the form of information processingemployed in the neocortex is not representative of informationprocessing elsewhere in the nervous system. In this paper, wearticulate and argue against cortico-centrism in cognitivescience, contending instead that the nervous system constitutesa heterarchical network of diverse types of informationprocessing systems. To press this perspective, we examineneural information processing in both non-vertebrates andvertebrates, including examples of cognitive processing in thevertebrate hypothalamus and basal ganglia.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "basal ganglia; cortico-centrism; heterarchicalorganization; hypothalamus; neuromodulators; neuropeptides" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gm3p6qr", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Bechtel", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Linus", "middle_name": "T.", "last_name": "Huang", "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/30138/galley/19992/download/" } ] } ] }