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{ "count": 38755, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13500", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13300", "results": [ { "pk": 29780, "title": "Decision-Making Under Uncertain Circumstances in Borderline PersonalityDisorder (BPD) Patients", "subtitle": null, "abstract": "Existing research has developed a working understanding of borderline personality disorder (BPD) patient traits and behav-ior in everyday life, but the subtleties of their cognitive processes during decision-making remains unclear. To understandhow reliance on previous experiences (priors) versus current sensory information (likelihoods) in the decision-makingprocess may differ for those with BPD in comparison to those within neuro-typical population, we implemented a coin-catching behavioral task with varying levels of prior and likelihood uncertainty. We hypothesized that, in accordance totypical BPD characteristics, BPD patients will rely significantly more on likelihood information even when likelihoodinformation is more unreliable than prior information. Analyzing the results using Bayesian statistics, we found evidencesuggesting that both the BPD patient group and the neuro-typical control group utilized prior and likelihood informa-tion similarly in decision-making. We theorize that BPD characteristics that are prominent in social interactions may notexactly replicate in non-social settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8jk0n3xk", "frozenauthors": [ { "first_name": "Mathi", "middle_name": "", "last_name": "Manavalan", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "XIN", "middle_name": "", "last_name": "SONG", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Iris", "middle_name": "", "last_name": "Vilares", "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/29780/galley/19634/download/" } ] }, { "pk": 29934, "title": "Decision-Making Under Uncertainty in Major Depression Patients", "subtitle": null, "abstract": "Substantial evidence has suggested that major depression is associated with a dysregulated dopamine system, which playsa pivotal role in decision-making under uncertainty. Previous research has proposed that dopamine enhances the weightgiven to current sensory information (sensory weight) versus prior beliefs, yet how much this relationship holds true indepression remains a topic under debate. To examine whether depression patients have decreased sensory weight dueto disturbed dopaminergic neurotransmissions, we used a visual coin-catching task in which uncertainty in both priorand sensory information varied. Decision-making strategies during the task were modeled by Bayesian statistics. Ourresults supported that depression patients preserved the ability to learn both prior and sensory information uncertainty,comparable to healthy controls. In contrast to our prediction, depression patients did not show decreased reliance onsensory information compared to controls, suggesting that depression does not induce a universal alteration in decision-making strategies under uncertainty. Our study provides empirical evidence that depression does not always show deficitsin uncertainty processing regardless of its correlation with dopamine dysregulations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93b8q7x6", "frozenauthors": [ { "first_name": "XIN", "middle_name": "", "last_name": "SONG", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Mathi", "middle_name": "", "last_name": "Manavalan", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Iris", "middle_name": "", "last_name": "Vilares", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29934/galley/19788/download/" } ] }, { "pk": 29519, "title": "Decoding Eye Movements in Cross-Situational Word Learning via TensorComponent Analysis", "subtitle": null, "abstract": "Statistical learning is an active process wherein information isactively selected from the learning environment. As currentinformation is integrated with existing knowledge, it shapesattention in subsequent learning, placing biases on which newinformation will be sampled. One statistical learning task thathas been studied recently is cross-situational word learning(CSL). In CSL, statistical learners are able to learn the cor-rect mappings between novel visual objects and spoken labelsafter watching sequences where the two are paired togetherin referentially ambiguous contexts. In the present paper, weuse a computational method called Tensor Component Analy-sis (TCA) to analyze real-time gaze data collected from a set ofCSL studies. We applied TCA to learners’ gaze data in orderto derive latent variables related to real-time statistical learningand to examine how selective attention is organized in time.Our method allows us to address two specific questions: a) thesimilarity in attention behavior across strong vs. weak learn-ers as well as across learned vs. not-learned items and b) howthe structure of attention relates to word learning. We mea-sured learners’ knowledge of label-object pairs at the end of atraining session, and show that their real-time gaze data can beused to predict item-level learning outcomes as well as decodepretrained item knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-situational word learning" }, { "word": "factor decompo-sition" }, { "word": "selective attention" }, { "word": "statistical word learning" } ], "section": "Word Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5053n9p3", "frozenauthors": [ { "first_name": "Andrei", "middle_name": "", "last_name": "Amatuni", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29519/galley/19379/download/" } ] }, { "pk": 29814, "title": "Deep daxes: Mutual exclusivity arises through both learning biases and pragmaticstrategies in neural networks", "subtitle": null, "abstract": "Children’s tendency to associate novel words with novel refer-ents has been taken to reflect a bias toward mutual exclusivity.This tendency may be advantageous both as (1) an ad-hoc ref-erent selection heuristic to single out referents lacking a labeland as (2) an organizing principle of lexical acquisition. Thispaper investigates under which circumstances cross-situationalneural models can come to exhibit analogous behavior to chil-dren, focusing on these two possibilities and their interaction.To this end, we evaluate neural networks’ on both symbolicdata and, as a first, on large-scale image data. We find thatconstraints in both learning and selection can foster mutual ex-clusivity, as long as they put words in competition for lexi-cal meaning. For computational models, these findings clarifythe role of available options for better performance in taskswhere mutual exclusivity is advantageous. For cognitive re-search, they highlight latent interactions between word learn-ing, referent selection mechanisms, and the structure of stimuliof varying complexity: symbolic and visual.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural networks; mutual exclusivity; acquisition;pragmatics; learning biases; lexical meaning; referent selec-tion" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17v3f7p8", "frozenauthors": [ { "first_name": "Kristina", "middle_name": "", "last_name": "Gulordava", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Brochhagen", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Gemma", "middle_name": "", "last_name": "Boleda", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "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/29814/galley/19668/download/" } ] }, { "pk": 30084, "title": "Describing and Comprehending Change in Quantitative Information", "subtitle": null, "abstract": "We investigate how people understand English text that describes changes in a numeric quantity over time. We hypothesizethat people find it easier to comprehend text that specifies the starting quantity and ending quantity in chronological order,in contrast to how some news media tend to report this type of information, stating the ending quantity first, presumablybecause the ending quantity is the ”news”. Our hypothesis is that it is more difficult for readers to comprehend a sentencepresenting quantities in reverse chronological order, requiring more processing time by the reader and leading to reducedaccuracy in answering follow-up questions about the quantities. The results of an experiment supported the hypothesis.This finding has theoretical implications for models of text comprehension, and practical implications for how to commu-nicate technical material in newspapers, educational texts teaching or requiring the use of quantitative information, andtests and assessments based on reading passages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92f3d04t", "frozenauthors": [ { "first_name": "Jie", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "Princeton", "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/30084/galley/19938/download/" } ] }, { "pk": 30076, "title": "Designing Referential Descriptions for Children, Young Adults, and Computers: A\nComprehensive Examination of Talker Informativity", "subtitle": null, "abstract": "Research on referential communication has explored talkers’\nability to tailor descriptions for the current context. The present\nstudy examines this issue alongside talker adaptations for\ndifferent addressees. Participants were asked to provide a\nchild, adult, or computer with instructions to select and move\nobjects on a display. Each target object was either unique or\naccompanied by a same-category competitor. Targets in the\nlatter condition could be differentiated with either a modifier\nor subordinate term. In addition to examining speech onset\nlatencies, we analyzed referential descriptions for\ninformational adequacy (just enough, underinformative,\noverinformative), noun type (basic-level or subordinate), and\nincidence/type of modifiers. The most noticeable effects were\nobserved when addressing children, with participants using\nmore basic terms and more modifiers (particularly color).\nThese results reveal the spontaneous adaptation of referential\nstrategies according to audience type, providing evidence for\nmodels of language in which speakers actively consider\naddressees' needs and cognitive abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "referential communication; audience design;\ninformativity" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hq7x0wn", "frozenauthors": [ { "first_name": "Julie", "middle_name": "", "last_name": "Bannon", "name_suffix": "", "institution": "McMaster University", "department": "" }, { "first_name": "Raheleh", "middle_name": "", "last_name": "Saryazdi", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Craig", "middle_name": "G.", "last_name": "Chambers", "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/30076/galley/19930/download/" } ] }, { "pk": 29487, "title": "Detecting social information in a dense database of infants natural visual experience", "subtitle": null, "abstract": "The faces and hands of caregivers and other social partners offer a rich source of social and causal information thatmay be critical for infants cognitive and linguistic development. Previous work using manual annotation strategies andcross-sectional data has found systematic changes in the proportion of faces and hands in the egocentric perspective ofyoung infants. Here, we examine the prevalence of faces and hands in a longitudinal collection of nearly 1700 headcamvideos collected from three children along a span of 6 to 32 months of agethe SAYCam dataset (Sullivan, Mei, Perfors,Wojcik, & Frank, under review). To analyze these naturalistic infant egocentric videos, we first validated the use of amodern convolutional neural network of pose detection (OpenPose) for the detection of faces and hands. We then appliedthis model to the entire dataset, and found a higher proportion of hands in view than previous reported and a moderatedecrease the proportion of faces in childrens view across age. In addition, we found variability in the proportion offaces/hands viewed by different children in different locations (e.g., living room vs. kitchen), suggesting that individualactivity contexts may shape the social information that infants experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/721034v1", "frozenauthors": [ { "first_name": "Bria", "middle_name": "", "last_name": "Long", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Ketan", "middle_name": "", "last_name": "Agrawal", "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/29487/galley/19347/download/" } ] }, { "pk": 30146, "title": "Determinantal Point Processes for Memory and Structured Inference", "subtitle": null, "abstract": "Determinantal Point Processes (DPPs) are probabilisticmodels of repulsion, capturing negative dependenciesbetween states. Here, we show that a DPP inrepresentation-space predicts inferential biases towardmutual exclusivity commonly observed in word learning(mutual exclusivity bias) and reasoning (disjunctivesyllogism) tasks. It does so without requiring explicitrule representations, without supervision, and withoutexplicit knowledge transfer. The DPP attempts tomaximize the total ”volume” spanned by the set ofinferred code-vectors. In a representational system inwhich combinatorial codes are constructed by re-usingcomponents, a DPP will naturally favor the combinationof previously un-used components. We suggest thatthis bias toward the selection of volume-maximizingcombinations may exist to promote the efficient retrievalof individuals from memory. In support of this, we showthe same algorithm implements efficient ”hashing”,minimizing collisions between key/value pairs withoutexpanding the required storage space. We suggestthat the mechanisms that promote efficient memorysearch may also underlie cognitive biases in structuredinference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mutual exclusivity; determinantal point process;memory; binding; compositionality; probabilistic models" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rx7s5dp", "frozenauthors": [ { "first_name": "Steven", "middle_name": "M.", "last_name": "Frankland", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30146/galley/20000/download/" } ] }, { "pk": 29703, "title": "Devaluation of Unchosen Options: A Bayesian Account of the Provenance andMaintenance of Overly Optimistic Expectations", "subtitle": null, "abstract": "Humans frequently overestimate the likelihood of desirableevents while underestimating the likelihood of undesirableones: a phenomenon known as unrealistic optimism. Previ-ously, it was suggested that unrealistic optimism arises fromasymmetric belief updating, with a relatively reduced codingof undesirable information. Prior studies have shown that areinforcement learning (RL) model with asymmetric learningrates (greater for a positive prediction error than a negativeprediction error) could account for unrealistic optimism in abandit task, in particular the tendency of human subjects topersistently choosing a single option when there are multi-ple equally good options. Here, we propose an alternativeexplanation of such persistent behavior, by modeling humanbehavior using a Bayesian hidden Markov model, the Dy-namic Belief Model (DBM). We find that DBM captures hu-man choice behavior better than the previously proposed asym-metric RL model. Whereas asymmetric RL attains a measureof optimism by giving better-than-expected outcomes higherlearning weights compared to worse-than-expected outcomes,DBM does so by progressively devaluing the unchosen op-tions, thus placing a greater emphasis on choice history inde-pendent of reward outcome (e.g. an oft-chosen option mightcontinue to be preferred even if it has not been particularly re-warding), which has broadly been shown to underlie sequentialeffects in a variety of behavioral settings. Moreover, previouswork showed that the devaluation of unchosen options in DBMhelps to compensate for a default assumption of environmentalnon-stationarity, thus allowing the decision-maker to both bemore adaptive in changing environments and still obtain near-optimal performance in stationary environments. Thus, thecurrent work suggests both a novel rationale and mechanismfor persistent behavior in bandit tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "unrealistic optimism; decision making; multi-armed bandit; reinforcement learning; Bayesian modeling" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jj2g5w1", "frozenauthors": [ { "first_name": "Corey", "middle_name": "Yishan", "last_name": "Zhou", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Dalin", "middle_name": "", "last_name": "Guo", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Angela", "middle_name": "J.", "last_name": "Yu", "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/29703/galley/19560/download/" } ] }, { "pk": 29875, "title": "Developmental Changes in Children’s Categorization of Facial Cues of Emotion", "subtitle": null, "abstract": "How do children learn to categorize the facial configurations classically believed to represent basic emotions? Many stud-ies have examined when children are able to perceptually discriminate between emotional facial expressions and whenchildren are able to verbally label these expressions. However, while these studies provide important information aboutthe timeline of emotional development, they give less information about the nature of childrens category representationsfor different facial configurations. For instance, emotion concepts may emerge from childrens perceptions of facial con-figurations along the dimensions of valence and arousal. To evaluate how 3- to 7-year-old children categorize emotionconcepts, we had them sort facial configurations on a grid based on whether the people were feeling the same kind ofthing. We found that while both children and adults consistently sorted faces according to the dimensions of valence andarousal, sorting faces using discrete emotion categories emerged only gradually across development, with children notdemonstrating consistent use of emotion categories until approximately 5- to 6- years of age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kf724v6", "frozenauthors": [ { "first_name": "Kristina", "middle_name": "", "last_name": "Woodard", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Zettersten", "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/29875/galley/19729/download/" } ] }, { "pk": 29928, "title": "Developmental Differences in Information Sampling Effort", "subtitle": null, "abstract": "Adolescence is marked by increased risky decisions. Making better decisions typically requires obtaining more informa-tion relevant to that decision. Adolescents may be especially tolerant of uncertainty when making decisions or averseto the effort needed to obtain more information. We had adolescents and adults complete an effort-based informationsampling task, in which participants could sample information until deciding that the evidence obtained was sufficientfor responding. Effort was manipulated by varying the number of mouse clicks required to sample information acrosstrials. Surprisingly, adolescents sampled more than adults prior to responding at low effort and continued to sample moreeven as effort requirements increased. Computational modeling indicated that adolescents and adults used simple heuris-tics to decide between sampling more or responding but that adolescents sought a higher evidence threshold than adults.Adolescents may seek more information and be less averse to effort costs in information sampling compared with adults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hk4q094", "frozenauthors": [ { "first_name": "Jesse", "middle_name": "", "last_name": "Niebaum", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Anne-wil", "middle_name": "", "last_name": "Kramer", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Hilda", "middle_name": "", "last_name": "Huizenga", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Wouter", "middle_name": "", "last_name": "van den Bos", "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/29928/galley/19782/download/" } ] }, { "pk": 29802, "title": "Diagnosing pervasive issues with parameter estimation", "subtitle": null, "abstract": "We explore structural issues with parameter estimation fornon-linear cognitive models: Some parameter values are eas-ier to recover than others, and the recoverability of differentparameters interacts in systematic ways. We propose methodsfor researchers to anticipate and visualize and these issues, andthe systematic ways they differ across experimental designs.Our approach consists of assessing how changes in parame-ter values translate into changes in behavioral predictions, anddevelop measurements of the relative responsiveness of predic-tions to parameter values. We demonstrate application of ourapproach to cumulative prospect theory (CPT), a widely-usedmodel of risky decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; prospect theory; parameter esti-mation" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ps1g7sd", "frozenauthors": [ { "first_name": "Sabina", "middle_name": "J.", "last_name": "Sloman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Stephen", "middle_name": "B.", "last_name": "Broomel", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Kusuma", "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/29802/galley/19656/download/" } ] }, { "pk": 29995, "title": "Differences in Implicit vs. Explicit Grammar Processing as Revealed byHierarchical Weibull Modeling of Reaction Times", "subtitle": null, "abstract": "Artificial language studies using reaction time-based measures have suggested grammar learning even in participants with-out awareness of underlying grammatical rules (Leung & Williams, 2011; Batterink, Reber, & Paller, 2014). However,traditional linear analyses of reaction times might not capture qualitative differences between participants with/withoutconscious rule awareness (Rouder, Lu, Speckman, Sun & Jiang, 2005; Rousselet & Wilcox, in press). In a partial repli-cation of one study (Batterink et al., 2014), participants were exposed to pseudoword articles that were predictive of anaccompanying English noun’s living/non-living status. Linear analyses showed that both rule-aware and rule-unaware par-ticipants exhibited slowdowns to rule-violating trials, indicating grammar learning. Hierarchical Weibull distribution anal-yses suggested that rule-unaware and rule-aware participants differed in the underlying cognitive mechanisms involved:rule-violating trials affected the processing architecture for both groups but only affected processing speed for rule-awareparticipants. These results illustrate the potential of yet-underused distribution-modeling approaches for second languagepsycholinguistics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ft5c4wf", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Abugaber", "name_suffix": "", "institution": "University of Illinois at 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/29995/galley/19849/download/" } ] }, { "pk": 29911, "title": "Differential Effect of Blocked and Interleaved Study on Category Learningby Classification and Inference", "subtitle": null, "abstract": "Previous research has indicated that the way of learning and thesequence of study influence how we learn and representcategories. However, most studies have focused onclassification learning and it has been rarely studied howlearning sequence influences inference learning. The currentstudy attempted to address this issue. Participants learned fourcategories by classification or inference in both blocked andinterleaved sequence. Then participants completed a transfertask and a feature prediction task. Results showed thatclassification learners encoded characteristic features andformed similarity-based representations in the blocked study,whereas in the interleaved study, they encoded deterministicfeatures and formed rule-based representations. In contrast, forinference learners, the blocked and interleaved study changedtheir learning and representation in the same direction. In bothsequences, inference learners encoded deterministic featuresand formed rule-based representations. These results suggestthat different mechanisms are likely to be involved forinference and classification learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; sequence of study; inference;classification; attention; representation; human experiments" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jt9z4r0", "frozenauthors": [ { "first_name": "Yinjie", "middle_name": "", "last_name": "Yao", "name_suffix": "", "institution": "University of Macau", "department": "" }, { "first_name": "Sophia", "middle_name": "W.", "last_name": "Deng", "name_suffix": "", "institution": "University of Macau", "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/29911/galley/19765/download/" } ] }, { "pk": 30013, "title": "Differential Modulation Effects of Music Expertise on English and ChineseSentence Reading", "subtitle": null, "abstract": "Here we tested the hypothesis that music expertise modulates different aspects of language processing across differentlanguages, depending on the similarities of the cognitive processes involved. Chinese-English bilingual musicians and non-musicians read legal and semantically/syntactically incorrect sentences in both English and Chinese. In English reading,musicians showed higher sensitivity to linguistic irregularities than non-musicians as reflected in longer reading time andmore dispersed eye movements when reading semantically/syntactically incorrect than legal sentences. In Chinese reading,musicians higher sensitivity was reflected only in reading time but not in eye movement behavior. Thus, music expertisemodulated linguistic regularity processing in both English and Chinese reading, but modulated perceptual processes/eyemovement behavior only in English reading, which shared similar perceptual demands as music notation reading, i.e.,sequential symbol strings separated by spaces. Thus, transfer effects across expertise domains can happen at differentcognitive processing levels, depending on the similarities of the processes involved.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bx8p613", "frozenauthors": [ { "first_name": "Weiyan", "middle_name": "", "last_name": "Liao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Sara", "middle_name": "Tze Kwan", "last_name": "Li", "name_suffix": "", "institution": "The Open University of Hong Kong", "department": "" }, { "first_name": "Yuke", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30013/galley/19867/download/" } ] }, { "pk": 30124, "title": "Dipole sources localization of alpha activity in EEG neurofeedback training.", "subtitle": null, "abstract": "The neurofeedback training-induced alpha activity have been observed over widespread brain regions on topographicelectroencephalogram analysis. However, the generation mechanism of the alpha activity has not been clarified yet. Thepresent study was aimed to identify sources of the alpha activity through four different temporal/spectral analytic tech-niques, i.e., max peak average, positive average, negative average and event-related spectral perturbation average methods.Twenty participants were trained through 12 sessions by receiving feedback of alpha amplitude and showed significantalpha amplitude increment. The alpha activities were averaged through four different methods for dipole source analysis.Similar results from four methods showed that the sources of the alpha activity clustered in precuneus, posterior cingulatecortex and middle temporal gyrus. Our findings indicated that alpha activity is trainable through our NFT protocol. Thethree brain regions play important roles for enhancing the training-induced alpha activity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g78c2wn", "frozenauthors": [ { "first_name": "Jen-Jui", "middle_name": "", "last_name": "Hsueh", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Fu-Zen", "middle_name": "", "last_name": "Shaw", "name_suffix": "", "institution": "National Cheng Kung 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/30124/galley/19978/download/" } ] }, { "pk": 30054, "title": "Directional biases in durative inference", "subtitle": null, "abstract": "Descriptions of durational relations can be ambiguous, e.g., thedescription ‘two different meetings happened at the same time’could mean that one meeting started before the other ended, orit could mean that the meetings both started and endedsimultaneously. A recent theory posits that people mentallysimulate events with durations by representing the starts andends of events along a chronological axis (Khemlani et al.,2015). To draw conclusions from this durational mental model,reasoners consciously scan it in the direction of earlier timepoints to later time points. The account predicts that peopleshould prefer descriptions that are congruent with achronological scanning procedure, e.g., descriptions thatmention the starts of events before the ends of events. Twoexperiments corroborate the prediction, and show thatchronological biases in temporal reasoning manifest in caseswhen reasoners consciously evaluate the durations of events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events" }, { "word": "temporal reasoning" }, { "word": "durational relations" }, { "word": "mental models" }, { "word": "Mental timeline" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32j1b0c0", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "US Naval Research Laboratory", "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/30054/galley/19908/download/" } ] }, { "pk": 29914, "title": "Discovering Conceptual Hierarchy Through Explicit and Implicit Cues inChild-Directed Speech", "subtitle": null, "abstract": "n order for children to understand and reason about the worldin a mature fashion, they need to learn that conceptual cate-gories are organized in a hierarchical fashion (e.g., a dog isalso an animal). The caregiver linguistic input can play an im-portant role in this learning, and previous studies have doc-umented several cues in parental talk that can help childrenlearn a conceptual hierarchy. However, these previous studiesused different datasets and methods which made difficult thesystematic comparison of these cues and the study of their rel-ative contribution. Here, we use a large-scale corpus of child-directed speech and a classification-based evaluation methodwhich allowed us to investigate, within the same framework,various cues that varied in their degree of explicitness. Wefound the most explicit cues to be too sparse or too noisy tosupport robust learning (though part of the noise may be dueto imperfect operationalization). In contrast, the implicit cuesoffered, overall, a reliable source of information. Our workconfirms the utility of caregiver talk for conveying conceptualinformation. It provides a stepping stone towards a cognitivemodel that would use this information in a principled way,leading to testable predictions about children’s conceptual de-velopment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conceptual learning" }, { "word": "conceptual hierarchy" }, { "word": "child-directed speech" }, { "word": "language and cognition" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dj3n6vn", "frozenauthors": [ { "first_name": "Abdellah", "middle_name": "", "last_name": "Fourtassi", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Kyra", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "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/29914/galley/19768/download/" } ] }, { "pk": 29869, "title": "Disentangling Generativity in Visual Cognition", "subtitle": null, "abstract": "Human knowledge is generative: from everyday learning people extract latent features that can recombine to producenew imagined forms. This ability is critical to cognition, but its computational bases remain elusive. Recent researchwith -regularized Variational Autoencoders (-VAE) suggests that generativity in visual cognition may depend on learningdisentangled (localist) feature representations. We tested this proposal by training -VAEs and standard autoencoders toreconstruct bitmaps showing a single object varying in shape, size, location, and color, and manipulating hyperparame-ters to produce differentially-entangled feature representations. These models showed variable generativity, with somestandard autoencoders capable of near-perfect reconstruction of 43 trillion images after training on just 2000. However,constrained -VAEs were unable to reconstruct images reflecting feature combinations which were systematically withheldduring training (e.g. all blue circles). Thus, deep auto-encoders may provide a promising tool for understanding visualgenerativity and potentially other aspects of visual cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nd9k6hw", "frozenauthors": [ { "first_name": "Declan", "middle_name": "", "last_name": "Campbell", "name_suffix": "", "institution": "University of Wisconsin – Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "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/29869/galley/19723/download/" } ] }, { "pk": 30213, "title": "Disguising self-esteem caused changes in academic achievements differently forboys and girls in Japanese junior high school.", "subtitle": null, "abstract": "Japanese youth (13-29 years old) showed lower self-esteem than other countries in the recent survey. The proportions ofthose who agreed to the statements I have my own unique strengths were 62.3% of Japanese, while 91.4% of Germany,91.2% USA, and 90.6% France (Japanese Government Cabinet Office, 2019). We assumed that Japanese youth mighthave disguised their self-esteem. To examine the hypothesis, we assessed the self-esteem of 159 Japanese junior highschool students implicitly and explicitly with a paper-based IAT and a questionnaire. As expected, we found 26.4% ofthe students having disguised self-esteem: They performed positively on the IAT while they answered negatively on thesurvey. We further examined the relationships of the disguises of self-esteem and the longitudinal changes in academicachievement. The results were different for boys and girls; disguising boys raised their academic performances six monthslater while disguising girls lowered their performances one year then.", "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/9505030v", "frozenauthors": [ { "first_name": "Akitoshi", "middle_name": "", "last_name": "Uchida", "name_suffix": "", "institution": "Kohoku Junior High School", "department": "" }, { "first_name": "Kazuo", "middle_name": "", "last_name": "Mori", "name_suffix": "", "institution": "Matsumoto 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/30213/galley/20067/download/" } ] }, { "pk": 29885, "title": "Dissociable influences of reward and punishment on adaptive cognitive control", "subtitle": null, "abstract": "When deciding how to allocate cognitive control to a giventask, people must consider both positive outcomes (e.g.,praise) and negative outcomes (e.g., admonishment). How-ever, it is unclear how these two forms of incentives differen-tially influence the amount and type of cognitive control a per-son chooses to allocate. To address this question, we had par-ticipants perform a self-paced incentivized cognitive controltask, varying the magnitude of reward for a correct responseand punishment for an incorrect response. Formalizing controlallocation as a process of adjusting parameters of a drift diffu-sion model (DDM), we show that participants engaged in dif-ferent strategies in response to variability in reward (adjustingdrift rate) versus punishment (adjusting response threshold).We demonstrate that this divergent set of strategies is optimalfor maximizing reward rate while minimizing effort costs. Fi-nally, we show that these dissociable patterns of behavior en-able us to estimate the motivational salience of positive versusnegative incentives for a given individual.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive control; reward; punishment; decision-making; drift diffusion model" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cw779bn", "frozenauthors": [ { "first_name": "Xiamin", "middle_name": "", "last_name": "Leng", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Harrison", "middle_name": "", "last_name": "Ritz", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Debbie", "middle_name": "", "last_name": "Yee", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29885/galley/19739/download/" } ] }, { "pk": 29356, "title": "Dissociable systems for recognizing places and navigating through them:neuropsychological and developmental evidence", "subtitle": null, "abstract": "Recent neuroimaging evidence suggests that scene processing depends on dissociable systems for visually-guided navi-gation (including the occipital place area, OPA) and scene categorization (including the parahippocampal place area). Ifthese systems are truly dissociable, then it should be possible to find cases in which one system is impaired, while theother is spared. Further, if dissociable, then these systems may develop independently. Here we tested visually-guidednavigation and scene categorization abilities in 36 adults with Williams syndrome (WS) a developmental disorder in-volving cortical thinning in and around the OPA as well as 82 typically developing 4-8 year old children. We foundthat i) WS adults are impaired in visually-guided navigation, but not scene categorization, relative to mental-age matchedchildren; and ii) visually-guided navigation matures later in typical development than scene categorization. These findingsprovide neuropsychological and developmental evidence for dissociable scene processing systems for recognizing placesand navigating through them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Neuroscience and Psychophysics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33p2n87q", "frozenauthors": [ { "first_name": "Frederik", "middle_name": "", "last_name": "Kamps", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Samaher", "middle_name": "", "last_name": "Radwan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Wahab", "name_suffix": "", "institution": "Augusta University", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Pincus", "name_suffix": "", "institution": "Marcus Autism Center", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Dilks", "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/29356/galley/19217/download/" } ] }, { "pk": 30074, "title": "Dissociating adaptation to word-specific and color-specific conflict frequency in the\nStroop task", "subtitle": null, "abstract": "In the Stroop task, congruency effects are typically larger for\ncolor words presented mainly in their congruent color than for\ncolor words presented mainly in incongruent colors.\nHowever, the nature of this item-specific proportion\ncongruent (ISPC) effect is debated: It might be produced by\neither conflict-adaptation processes (e.g., focus attention to\ntask-relevant information when the word BLUE appears)\nand/or a more general contingency-learning process (e.g.,\nanticipate a green response when the word BLUE appears).\nWe re-examined the role of conflict-adaptation processes in\nthis paradigm in two experiments. In both experiments, a\nconflict-adaptation effect emerged on stimuli matched on\ncontingency. Further, in Experiment 2, we found separate\neffects of adaptation to the frequency of conflict specific to\nthe color and word dimensions of individual stimuli. These\nresults challenge the contingency-learning account of the\nISPC effect and suggest that conflict-adaptation processes in\nthis paradigm may depend on both task-relevant and task-\nirrelevant information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "item-specific proportion-congruent effect;\nconflict adaptation; Stroop; contingency learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49q6x501", "frozenauthors": [ { "first_name": "Giacomo", "middle_name": "", "last_name": "Spinelli", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Stephen", "middle_name": "J.", "last_name": "Lupker", "name_suffix": "", "institution": "University of Western Ontario", "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/30074/galley/19928/download/" } ] }, { "pk": 29366, "title": "Distinguishing Fact from Opinion: Effects of Linguistic Packaging", "subtitle": null, "abstract": "During language comprehension, what guides how wedistinguish between objective facts and subjective opinions?Our three experiments investigate whether people’s ability todetect subjective content – which we indicated by means ofopinion-conveying adjectives (e.g. amazing, frustrating) – ismodulated by the adjective’s structural position. Our resultsindicate that altering the linguistic structure of a sentenceinfluences our perception of how subjective it is: Even whenthe basic information being conveyed is held constant,packaging this information in different ways elicits differentlevels of perceived subjectivity. When a subjective adjectiveoccurs in a structural position associated with newinformation, the text is rated as more subjective compared to atext that conveys the same basic information but has the sameadjective in a position associated with already-knowninformation. This suggests that the difference between factand opinion, or at least our ability to recognize opinion-basedinformation, can be distorted by linguistic packaging.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "subjectivity; language comprehension; adjectives;information structure; psycholinguistics" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rb7q1hb", "frozenauthors": [ { "first_name": "Elsi", "middle_name": "", "last_name": "Kaiser", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of Southern California", "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/29366/galley/19227/download/" } ] }, { "pk": 30193, "title": "Distributional Information in Speech to Children: Nouns Come First", "subtitle": null, "abstract": "One proposal for how children acquire lexical categories is on the basis of their distributional signatures. Given that thelanguage children are exposed to gradually changes as they get older, it is possible that such changes impact the qualityof distributional information, and therefore the efficiency with which lexical categories are acquired. To test this idea, wecompiled a corpus of American-English child-directed speech and ordered it by increasing age of the target child. Next,we investigated the quality of distributional cues about lexical category membership in the first and second half of theage-ordered corpus. As predicted, we found that the quality of distributional information co-varies with age of the targetchild. Specifically, we found that distributional evidence for the noun category was of higher quality in speech to youngercompared to older children. In light of these findings, we recommend that distributional accounts of lexical categoryacquisition take into consideration language change during the first six years of development.", "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/2qq1d7pq", "frozenauthors": [ { "first_name": "Philip", "middle_name": "", "last_name": "Huebner", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Willits", "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/30193/galley/20047/download/" } ] }, { "pk": 29851, "title": "Distributional Statistical Learning: How and How Well Can It Be Measured?", "subtitle": null, "abstract": "Individuals are readily able to extract and encode statistical\ninformation from their environment (or statistical learning).\nHowever, the bulk of the literature has primarily focused on\nconditional statistical learning (i.e. the ability to learn joint and\nconditional relationships between stimuli), and has largely\nneglected distributional statistical learning (i.e. the ability to\nlearn the frequency and variability of distributions). In this\npaper, we investigate how and how well distributional learning\ncan be measured by exploring the relationship between and\npsychometric properties of two measures: discrimination\njudgements and frequency estimates. Reliable performance\nwas observed in both measures across two different\ndistributional learning tasks (natural and artificial).\nDiscrimination judgements and frequency estimates also\nsignificantly correlated with one another in both tasks, and\nperformance on all tasks accounted for the majority of variance\nacross tasks (55%). These results suggest that distributional\nlearning can be measured reliably, and may tap into both the\nability to discriminate between relative frequencies and to\nexplicitly estimate them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning" }, { "word": "distributional learning" }, { "word": "conditional\nlearning" }, { "word": "individual differences" }, { "word": "psychometrics" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3db7n19m", "frozenauthors": [ { "first_name": "Bethany", "middle_name": "", "last_name": "Growns", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Erwin", "middle_name": "J. A. T.", "last_name": "Mattijssen", "name_suffix": "", "institution": "Radboud University Nijmegen", "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/29851/galley/19705/download/" } ] }, { "pk": 30135, "title": "Do children preferentially mark unpredictable material? The case of optional plural\nmarking", "subtitle": null, "abstract": "Speakers tend to assign more linguistic material to less\npredictable elements. This tendency is typically explained by\na bias for an efficient trade-off between production effort and\nunderstandability and is claimed to shape linguistic structures\nacross languages. Recent work suggests this trade-off enters\nthe linguistic system through learning processes with learners\ndeviating from their input by increasing marking for less\npredictable elements. However, no study to date has tested\nwhether child learners also show such predictability-based\nmarking, an important gap seeing that children are the\nprimary learners in real-life language acquisition. A recent\nstudy showed that adults increase predictability-based\nmarking of an optional-plural marker, in line with\ncommunicative efficiency. Here, we ask if children show a\nsimilar pattern. Results show that children, unlike adults, do\nnot show an efficient trade-off in their productions. We\ndiscuss implications for the role of different language learners\non language change.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "optional morphology; artificial language learning;\nlanguage acquisition; language evolution" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56b3z241", "frozenauthors": [ { "first_name": "Shira", "middle_name": "", "last_name": "Tal", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" }, { "first_name": "Inbal", "middle_name": "", "last_name": "Arnon", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "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/30135/galley/19989/download/" } ] }, { "pk": 29704, "title": "Do Environmental Resource Distributions Affect Attentional Styles?", "subtitle": null, "abstract": "How are attentional styles and spatial search strategies related? Analytical attention is directed towards focal elements,while holistic attention is distributed over the whole field. These styles bear similarities with exploitative and exploratoryspatial search strategies, where the agent either spends more time in local resource patches or covers more of the fieldand spends less time in individual patches. Moreover, both mechanisms are affected by the statistics of the environment:diffuse resources lead to exploratory search while visual crowdedness evokes holistic attention. We hypothesize that searchstrategies and attentional styles are guided by related mechanisms. To test this, we prime people with a diffuse-resourcesforaging task (exploration) or a clumpy-resources foraging task (exploitation). Priming is followed by field-dependencytasks to measure subjects attentional styles. We predict that diffuse resources create similar effects to visual crowdedness,inducing holistic attention in subjects, as well as exploration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51r8010x", "frozenauthors": [ { "first_name": "Gunes", "middle_name": "", "last_name": "Sonmez", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Calvin", "middle_name": "", "last_name": "Isch", "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/29704/galley/19561/download/" } ] }, { "pk": 30018, "title": "Does bilingual input hurt? A simulation of language discrimination and clusteringusing i-vectors", "subtitle": null, "abstract": "The language discrimination process in infants has been suc-cessfully modeled using i-vector based systems, with re-sults replicating several experimental findings. Still, recentwork found intriguing results regarding the difference betweenmonolingual and mixed-language exposure on language dis-crimination tasks. We use two carefully designed datasets,with an additional “bilingual” condition on the i-vector modelof language discrimination. Our results do not show any dif-ference in the ability of discriminating languages between thethree backgrounds, although we do replicate past observationsthat distant languages (English-Finnish) are easier to discrimi-nate than close languages (English-German). We do, however,find a strong effect of background when testing for the abilityof the learner to automatically sort sentences in language clus-ters: bilingual background being generally harder than mixedbackground (one speaker one language). Other analyses revealthat clustering is dominated by speakers information ratherthan by languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language discrimination; language diarization; i-vectors; bilingualism; speaker information" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q4029r5", "frozenauthors": [ { "first_name": "Maureen", "middle_name": "", "last_name": "de Seyssel", "name_suffix": "", "institution": "Laboratoire de Sciences Cognitives et Psycholinguistique", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Dupoux", "name_suffix": "", "institution": "Laboratoire de Sciences Cognitives et Psycholinguistique", "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/30018/galley/19872/download/" } ] }, { "pk": 29537, "title": "Does Children’s Visual Attention to Objects Influence their Verb Learning?", "subtitle": null, "abstract": "Children benefit from comparing events when learning verbs, but it is unclear whether variability across events is helpfulor harmful. Additionally, no prior study has tested childrens visual attention to specific objects under different variabilityconditions. A Tobii x30-120 tracked 21/2-year-olds(n=36) and 31/2-year-olds(n=34) visual attention as they watchedevents that showed no change (control), events with varied tools (Tool condition) or events with varied affected objects(Affected Object condition) when learning a verb. Children pointed to one of two new events at test; repeated for two moreverbs. Results showed children could extend the verbs, but were more successful with age. Analyses of looking patternsin the learning phase show childrens attention to specific objects varied by condition, and that reduced looking to the toolwas linked to less success at test. Results are important to better understand processes that underlie verb learning, andlanguage development as a whole.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hg3m69f", "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": "Katherine", "middle_name": "", "last_name": "Capps", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Sneh", "middle_name": "", "last_name": "Lalani", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Priscilla", "middle_name": "", "last_name": "Tovar-Perez", "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/29537/galley/19397/download/" } ] }, { "pk": 29390, "title": "Does informational independence always matter? Children believe small\ngroup discussion is more accurate than ten times as many independent\ninformants", "subtitle": null, "abstract": "Learners faced with competing statements that each have\nsupport from multiple sources must decide whom to trust.\nLacking firsthand knowledge, they frequently trust the\nmajority. Yet, majorities can be misleading if most members\nare relying on hearsay from just a few members with\nfirsthand knowledge. Thus, past work has emphasized the\nimportance of informational independence when deciding\nwhom to trust, showing that children and adults do consider\ninformational independence important in certain contexts.\nHowever, because informational independence precludes\ngroup deliberation, we ask whether children make the reverse\ninference and devalue informational independence when\nfacing a problem that could benefit from deliberation. In two\nstudies, children and adults ignore informational\nindependence when attempting to answer abstract reasoning\nquestions. However, for a question type for which\ndeliberative reasoning would be of doubtful benefit, children\nand adults seek advice from multiple independent sources\nrather than a deliberative group.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "group reasoning" }, { "word": "trust in testimony" }, { "word": "development" }, { "word": "wisdom of crowds" }, { "word": "cooperative learning" } ], "section": "Language and Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q69p85v", "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/29390/galley/19251/download/" } ] }, { "pk": 30046, "title": "Does looking time predict choice in domestic dogs? Examining visual attention inmans best friend", "subtitle": null, "abstract": "Dogs live in an environment built around humans dominant sense of sight. Despite millenia of co-habitation, little isknown about how dogs visually evaluate objects when making perceptual decisions, and whether they do this in a human-like manner. To explore this question, we analyzed visual attention patterns of pet dogs (N=39) in a 2-object choicetask. Two foods of unequal reward value (hotdogs and dried corn) were presented over ten trials in four experimentalconditions: i) in open palms; ii) on plates; iii) in cups; and iv) in filled jars. Dogs chose one food item per trial. We codedvisual attention measures of total looking time at each item and frequency of looks to each item from video and comparedthem with dogs subsequent item choice strategies. We discuss gazing and choice behaviour in a comparative context ofperceptual decision making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7g39k3bk", "frozenauthors": [ { "first_name": "Liyuzhi", "middle_name": "", "last_name": "Dong", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Espinosa", "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/30046/galley/19900/download/" } ] }, { "pk": 29831, "title": "Does Prior Knowledge influence Learners Cognitive and Metacognitive Strategiesover Time during Game-based Learning?", "subtitle": null, "abstract": "Learners ability to effectively monitor and apply cognitive (e.g., reading) and metacognitive (e.g., content evaluations)strategies in game-based learning environments (GBLEs) are influenced by internal factors such as prior knowledge. Thisstudy examined whether there were differences in learners strategy usage over time during learning with Crystal Island,a GBLE for microbiology, between high and low prior knowledge groups. Results indicated that learners with high priorknowledge had greater posttest scores, but spent less time reading. This is further influenced by relative time in gamewhere learners with high prior knowledge have greater reading durations at the start of the game, but smaller durationstowards the end compared to low prior knowledge learners. Learners’ metacognitive strategy usage did not differ betweenprior knowledge groups, but the use of this strategy increased over time. Implications for designing adaptive GBLEs fromlearners cognitive and metacognitive strategy use are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8m1919cx", "frozenauthors": [ { "first_name": "Daryn", "middle_name": "", "last_name": "Dever", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Cloude", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Azevedo", "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/29831/galley/19685/download/" } ] }, { "pk": 29440, "title": "Does Surprisal Predict Code Comprehension Difficulty?", "subtitle": null, "abstract": "Recognition of the similarities between programming and nat-ural languages has led to a boom in the adoption of languagemodeling techniques in tools that assist developers. However,language model surprisal, which guides the training and eval-uation in many of these methods, has not been validated asa measure of cognitive difficulty for programming languagecomprehension as it has for natural language. We perform acontrolled experiment to evaluate human comprehension onfragments of source code that are meaning-equivalent but withdifferent surprisal. We find that more surprising versions ofcode take humans longer to finish answering correctly. Wealso provide practical guidelines to design future studies forcode comprehension and surprisal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Code Comprehension; Language Model Surprisal;Transformer Model" } ], "section": "Language and Meaning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50b308j9", "frozenauthors": [ { "first_name": "Casey", "middle_name": "", "last_name": "Casalnuovo", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Prem", "middle_name": "", "last_name": "Devanbu", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "University of California, Davis", "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/29440/galley/19300/download/" } ] }, { "pk": 29696, "title": "Does the effect of labels on sustained attention depend on target familiarity?", "subtitle": null, "abstract": "The ability to sustain attention on a target in the presence of distractors is critical for learning and development. Recentwork has suggested that labeling a target object facilitates childrens performance in tasks requiring attentional selection,with a proposed mechanism relying on the enhancement of the target representation in working memory. In this pre-registered study, we tested this hypothesis by examining the effect of label familiarity on sustained attention. If labelsinfluence how strongly targets are represented in working memory, then more familiar labels should show a larger benefitrelative to less familiar labels. We discuss the results in the context of theories of language and cognition, and theircontribution to understanding the mechanisms supporting the development of selective sustained attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4r23w7zt", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Keebler", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Catarina", "middle_name": "", "last_name": "Vales", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Tishya", "middle_name": "", "last_name": "Girdhar", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29696/galley/19553/download/" } ] }, { "pk": 29435, "title": "Does the number sense represent number?", "subtitle": null, "abstract": "On a now orthodox view, humans and many other animals areendowed with a “number sense”, or approximate number system(ANS), that represents number. Recently, this orthodox view hasbeen subject to numerous critiques, with critics maintaining eitherthat numerical content is absent altogether, or else that someprimitive analog of number (‘numerosity’) is represented as opposedto number itself. We distinguish three arguments for these claims –the arguments from congruency, confounds, and imprecision – andshow that none succeed. We then highlight positive reasons forthinking that the ANS genuinely represents numbers. The upshot isthat proponents of the orthodox view should not feel troubled byrecent critiques of their position.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "number sense; numerosity; approximate numbersystem; analog magnitude system." } ], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1851h09x", "frozenauthors": [ { "first_name": "Sam", "middle_name": "", "last_name": "Clarke", "name_suffix": "", "institution": "York University", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Beck", "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/29435/galley/19295/download/" } ] }, { "pk": 29607, "title": "Does time extend asymmetrically towards the past and the future? Across-cultural study", "subtitle": null, "abstract": "Is the human representation of time symmetrical or asymmetrical toward the past and the future? Some studies suggestthat we perceive the future as being closer, more attended and more valued than the past (indicating a future asymmetry).By contrast, asymmetries toward the past have been found in past-focused cultures. Yet, available evidence is still limitedand mixed. In the present work we searched for asymmetry in several temporal tasks (temporal distance, time discounting,temporal depth, and self-continuity) in a set of cultures that vary widely in their temporal focus (American, Spanish,Turkish, Chinese, Moroccan, Serbian, Bosniak and Croatian; total N=1075). The results supported an overall asymmetrytoward the future in all tasks, although it failed to be significant in most cultures when considered on their own. However,only self-continuity showed variations that can be explained by the contrast between past-focused versus future-focusedcultures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13w503ws", "frozenauthors": [ { "first_name": "Carmen", "middle_name": "", "last_name": "Callizo-Romero", "name_suffix": "", "institution": "University of Granada", "department": "" }, { "first_name": "Slavica", "middle_name": "", "last_name": "Tutnjevi", "name_suffix": "", "institution": "University of Banja-Luka", "department": "" }, { "first_name": "Maja", "middle_name": "", "last_name": "Pandza", "name_suffix": "", "institution": "University of Mostar", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Ouellet", "name_suffix": "", "institution": "University of Granada", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Kranjec", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Sladjana", "middle_name": "", "last_name": "Ili", "name_suffix": "", "institution": "University of Tuzla", "department": "" }, { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "UCL", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Gksun", "name_suffix": "", "institution": "Ko University", "department": "" }, { "first_name": "Sobh", "middle_name": "", "last_name": "Chahboun", "name_suffix": "", "institution": "Queen Maud University College", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Julio", "middle_name": "", "last_name": "Santiago", "name_suffix": "", "institution": "University of Granada", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29607/galley/19466/download/" } ] }, { "pk": 30173, "title": "Does top-down information about speaker age guise influence perceptualcompensation for coarticulatory /u/-fronting?", "subtitle": null, "abstract": "The current study explores whether the top-down influence ofspeaker age guise influences patterns of compensation forcoarticulation. /u/-fronting variation in California is linked toboth phonetic and social factors: /u/ in alveolar contexts isfronter than in bilabial contexts and /u/-fronting is moreadvanced in younger speakers. We investigate whether theapparent age of the speaker, via a guise depicting a 21-year-old woman or a 55-year-old woman, influences whetherlisteners compensate for coarticulation on /u/. Listenersperformed a paired discrimination task of /u/ with a raised F2(fronted) in an alveolar consonant context (/sut/), compared tonon-fronted /u/ in a non-coronal context. Overall,discrimination was more veridical for the younger guise, thanfor the older guise, leading to the perception of more inherentlyfronted variants for the younger talker. Results indicate thatapparent talker age may influence perception of /u/-fronting,but not only in coarticulatory contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "speech perception; u-fronting; compensation forcoarticulation; apparent speaker age" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3k76040r", "frozenauthors": [ { "first_name": "Georgia", "middle_name": "", "last_name": "Zellou", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Aleese", "middle_name": "", "last_name": "Block", "name_suffix": "", "institution": "University of California, Davis", "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/30173/galley/20027/download/" } ] }, { "pk": 29629, "title": "Does viewing Earth as a person and nature as intentionally designed impact beliefsabout the immorality of environmentally damaging acts?", "subtitle": null, "abstract": "This experiment explored how attributions of agency to the Earth (psychological and vitalist) and design-based views ofnature impact adults degree of environmental concern. Undergraduates (N=133) were randomly assigned to watch differentvideos. In the Person condition, the video described the Earth as a person with beliefs and desires. In the Animal condition,the Earth was described as a living being with non-intentional survival goals. The Control condition described the Earthas a physical-mechanical object. No significant differences were found between conditions in psychological attributionsto the Earth. However, analyses controlling for condition, gender and design attributions revealed a significant interactionbetween the Person Condition and psychological attributions to the Earth (=.29, p¡0.01): Relative to the Animal condition,participants in the Person condition who described the Earth in more psychological ways also had harsher judgements ofenvironmentally damaging acts. Analyses of the biocentric nature of these justifications are still ongoing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4j72w4ws", "frozenauthors": [ { "first_name": "Lizette", "middle_name": "Pizza", "last_name": "Becerra", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Manuela", "middle_name": "Benitez", "last_name": "de la Cruz", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Deborah", "middle_name": "", "last_name": "Kelemen", "name_suffix": "", "institution": "Boston 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/29629/galley/19487/download/" } ] }, { "pk": 29590, "title": "Do expectations for causal patterns differ between domains? Studying physical,biological and psychological events across cultures", "subtitle": null, "abstract": "Fundamental theories of causal cognition suggest that causal inferences are guided by domain-specific knowledge inaddition to domain-general strategies used to draw causal conclusions. In particular, a divide seems to exist betweencausal judgments on physical versus psychological events. In line with these assumptions, domain-specific expectationsof causal patterns have been observed for psychological and physical events in a US-American context. The present studyintended to augment these findings by integrating (a) a cross-cultural perspective and by including (b) biological events aspart of an additional domain. Results replicated previous findings of domain-specific causal expectations in German andTurkish cultural contexts, but at the same time they indicated causal expectations for the biological domain to be partiallyless distinct.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p65350v", "frozenauthors": [ { "first_name": "Annelie", "middle_name": "", "last_name": "Rothe-Wulf", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29590/galley/19449/download/" } ] }, { "pk": 29649, "title": "Do Infants Think That Agents Choose What’s Best?", "subtitle": null, "abstract": "The naïve utility calculus theory of early social cognitionargues that by relating an agent’s incurred effort to the expectedvalue of a goal state, young children and infants can reasonabout observed behaviors. Here we report a series ofexperiments that tested the scope of such utility-basedreasoning adopted to choice situations in the first year of life.We found that 10-month-olds (1) did not expect an agent toprefer a higher quantity of goal objects, given equal action cost(Experiment 1) and (2) did not expect an agent to prefer a goalitem that can be reached at lower cost, given equal rewards(Experiment 2a and 2b). Our results thus suggest that younginfants’ utility calculus for action understanding may be morelimited than previously thought in situations where an agentfaces a choice between outcome options.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "infant social cognition; action understanding;teleological reasoning; naïve utility calculus" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cx82112", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Schlingloff", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "Tatone", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Pomiechowska", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Central European University ; Birkbeck, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29649/galley/19507/download/" } ] }, { "pk": 29662, "title": "Do Language Effects on Attention Persist in Complex Task Contexts?", "subtitle": null, "abstract": "Is the influence of language on attention previously found in controlled, single-task lab contexts reduced or absent whenother factors (i.e. goals) influence attention, as in everyday life? The current studies examined whether language effects oneye-movements and recall emerge in richer task conditions. Experiment 1 examined English speakers use of agentive/non-agentive language during scene description on memory for the agent, similar to Fausey and Boroditsky (2011) whilealtering scene complexity and adding eye-tracking. Experiment 2 contrasted the standard describe task with one moretypical of everyday scene processing: predicting what happens next. Eye-tracking results from Experiment 1 supportan influence of language on distribution of attention. However, the absence of a significant memory difference in bothexperiments suggests that the language effect is not robust enough to have a meaningful impact on memory in rich taskconditions. Ultimately, the data suggested even the original effects are difficult to obtain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2f65c2x6", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "", "last_name": "Joseph", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Barbara", "middle_name": "C.", "last_name": "Malt", "name_suffix": "", "institution": "Lehigh 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/29662/galley/19519/download/" } ] }, { "pk": 30087, "title": "Dollar Sense? The Relationship Between Numeracy, Financial Management andEstimation of Cart Total After Shopping", "subtitle": null, "abstract": "Our sense of space, time, and number is well documented, but do we have a similar sense for money? Like the ability tosense the passage of time, can we sense the accumulation of expenses and make accurate estimates? The present studyinvestigated the ability to estimate grocery cart totals, and whether it relates to number sense and financial managementbehaviors. Participants were asked which of two options (same product: one bigger, one smaller, with different price-to-amount ratios) they would purchase. Afterwards, participants completed the Abbreviated Numeracy Scale as a distractortask. Participants were then asked to estimate the total cost of all the items they chose during the decision-making task.We found that greater numeracy skills and financial management behaviors predicted better estimation skills. Those withgreater numeracy skills were also more likely to consider price-to-amount ratios during decision-making and to choose thebetter deal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zm3s4bc", "frozenauthors": [ { "first_name": "Lucy", "middle_name": "", "last_name": "Cui", "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/30087/galley/19941/download/" } ] }, { "pk": 29791, "title": "Domestic dogs’ understanding of spatial temporal priority", "subtitle": null, "abstract": "Dogs are recognized for their social reasoning and skillful interactions with humans, but their understanding of causal rela-tionships and the underlying principles (e.g., temporal priority) are under-explored. To address this gap, we adapted a taskused with children to investigate how pet dogs use temporal sequences of events. Dogs (N=22) watched an experimenterperform a sequence of two actions on a puzzle box: i) one action before a treat was dispensed from the box (causal action)and ii) the other action after the treat appeared (non-causal action). Each action was temporally equidistant from the treat.After observing the sequence, dogs interacted with the box. Preliminary results indicate that over the course of five trialsdogs preferred interacting with the causal action and were more likely to investigate it first, compared to the non-causalaction on trial one. Results will be discussed in a comparative context of observational and experiential learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0c84z56w", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Espinosa", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "McGinn", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Madeline", "middle_name": "", "last_name": "Pelgrim", "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/29791/galley/19645/download/" } ] }, { "pk": 30157, "title": "Do Models Capture Individuals?Evaluating Parameterized Models for Syllogistic Reasoning", "subtitle": null, "abstract": "The prevailing focus on aggregated data and the lacking group-to-individual generalizability it entails have recently been iden-tified as a major cause for the low performance of cognitivemodels in the field of syllogistic reasoning research. This arti-cle attempts to add to the discussion about the performance ofcurrent syllogistic reasoning models by considering the param-eterization capabilities some cognitive models offer. To thisend, we propose a model evaluation setting targeted specifi-cally toward analyzing the capabilities of a model to fine-tuneits inferential mechanisms to individual human reasoning data.This allows us to (1) quantify the degree to which models areable to capture individual human reasoning behavior, (2) ana-lyze the efficiency of the parameters used by models, and (3)examine the functional differences between the prediction ca-pabilities of competing models on a more detailed level. Weapply this method to two state-of-the-art models for syllogisticreasoning, mReasoner and the Probability Heuristics Model,analyze the obtained results and discuss their implication withrespect to the general field of cognitive modeling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modeling; syllogistic reasoning; mentalmodels; probabilistic heuristics model; individualization" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wt392tj", "frozenauthors": [ { "first_name": "Nicolas", "middle_name": "", "last_name": "Riesterer", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30157/galley/20011/download/" } ] }, { "pk": 29714, "title": "Do people fit to Benford’s law, or do they have a Benford bias?", "subtitle": null, "abstract": "Smith (2015) describes an explosion of interest in Benford’s\nlaw, that for data from many domains the first digits have a log\ndistribution. Few studies have similarly asked whether the\nnumbers people generate fit to Benford’s law, but recent data\nshow a reasonable fit. This paper argues that testing for fit to\nBenford’s law is the wrong question for behavioural data,\ninstead we should think in terms of a “Benford bias” in which\nthe first-digit distribution is distorted towards Benford’s law.\nWe propose calculating the effect size of this bias by testing a\nlinear contrast weighted by Benford’s law. Analyses of existing\ndata sets yielded effect sizes of 0.43-0.52. Applying this\napproach to a new task extended the scope of Benford bias to\npredicting outputs of a linear system and found an effect size\nof .40. Benford bias may be a ubiquitous influence on\njudgments and decisions based on numbers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Benford’s law" }, { "word": "decision making" }, { "word": "Judgment" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hx5f2rx", "frozenauthors": [ { "first_name": "Bruce", "middle_name": "D.", "last_name": "Burns", "name_suffix": "", "institution": "University of Sydney", "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/29714/galley/19571/download/" } ] }, { "pk": 30035, "title": "Do social cues promote cross-situational verb learning and retention?", "subtitle": null, "abstract": "Children learn words using a range of social, statistical, and perceptual information. One proposal for how childrendetermine word meanings is cross-situational learning, in which children track ambiguous word-object mappings overtime (e.g., Yu & Smith, 2007). However, previous studies have not evaluated how children use natural social cues duringlearning (e.g., eye gaze). We taught 3-year-olds three novel verbs (c.f., Scott & Fisher, 2012) and hypothesized that socialcues not only support cross-situational learning, but also support retention of verbs after a delay. In between-subjectsconditions, children either did or did not have access to eye-gaze and head-turn cues during exposure. We tested forparticipants learning after 12 learning trials and after a delay. Pilot data suggest that children who have access to naturalsocial cues successfully learned and retained links between novel verbs and their corresponding actions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wq2m8n5", "frozenauthors": [ { "first_name": "Crystal", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30035/galley/19889/download/" } ] }, { "pk": 29437, "title": "Do Taxonomic and Associative Relations Affect Word Production in the Same Way?", "subtitle": null, "abstract": "Naming a picture is more difficult in the context of a\ntaxonomically-related picture. Disagreement exists on whether\nnon-taxonomic relations, e.g., associations, have similar or\ndifferent effects on picture naming. Past work has reported\nfacilitation, interference and null results but with inconsistent\nmethodologies. We paired the same target word (e.g., cow)\nwith unrelated (pen), taxonomically-related (bear), and\nassociatively-related (milk) items in different blocks, as\nparticipants repeatedly named one of the two pictures in\nrandomized order. Significant interference was uncovered for\nthe same target item in the taxonomic vs. unrelated and\nassociative blocks. There was no robust evidence of\ninterference in the associative blocks. If anything, evidence\nsuggested that associatively-related items marginally\nfacilitated production. This finding suggests that taxonomic\nand associative relations have different effects on picture\nnaming and has implications for theoretical models of lexical\nselection and, more generally, for the computations involved in\nmapping semantic features to lexical items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word production; semantic interference" }, { "word": "semantic\nfacilitation" }, { "word": "taxonomic similarity" }, { "word": "associative similarity" } ], "section": "Language and Meaning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gk9v5xs", "frozenauthors": [ { "first_name": "Delaney", "middle_name": "C.", "last_name": "McDonagh", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "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/29437/galley/19297/download/" } ] }, { "pk": 29588, "title": "Do We Need Neural Models to Explain Human Judgments of Acceptability?", "subtitle": null, "abstract": "Native speakers can judge whether a sentence is an acceptableinstance of their language. Acceptability provides a means ofevaluating whether computational language models are pro-cessing language in a human-like manner. We test the abilityof language models, simple language features, and word em-beddings to predict native speakers’ judgments of acceptabil-ity on English essays written by non-native speakers. We findthat much sentence acceptability variance can be captured by acombination of misspellings, word order, and word similarity(r = 0.494). While predictive neural models fit acceptabilityjudgments well (r = 0.527), we find that a 4-gram model isjust as good (r = 0.528). Thanks to incorporating misspellings,our 4-gram model surpasses both the previous unsupervisedstate-of-the art (r = 0.472), and the average native speaker(r = 0.46), demonstrating that acceptability is well capturedby n-gram statistics and simple language features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "acceptability judgments; language models; neuralnetworks; word embeddings; statistical models" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74h1d4kt", "frozenauthors": [ { "first_name": "Wang", "middle_name": "", "last_name": "Jing", "name_suffix": "", "institution": "Beijing International Studies University", "department": "" }, { "first_name": "M. A.", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Reitter", "name_suffix": "", "institution": "The Pennsylvania 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/29588/galley/19447/download/" } ] }, { "pk": 29700, "title": "Downloading Culture.zip: Social learning by program induction", "subtitle": null, "abstract": "Cumulative culture depends on the fidelity of learning be-tween successive generations, and the robustness with whichthe lessons of one generation apply to the problems of the next.How do humans accomplish these twin goals? We formalizesocial learning as a kind of program induction, and provide anexperimental test of a key prediction. To do this, we exploit akey fact: When humans learn from others, in addition to ob-serving inputs and outputs we often observe the process thatled to that output. For instance, when preparing a meal, wedon’t just observe a pile of vegetables and then a ratatouille.Instead, we observe a causal process that transforms those in-gredients into a finished food. Here, we use probabilistic pro-grams to represent causal processes and show that the observa-tion of an execution trace speeds up program induction, evenwhen learning from only a single example. This model pre-dicts that the inferences and behavior of people will be struc-tured by these execution traces. In two behavioral experiments,we show that human judgments and behavior are affected bythe execution trace in the systematic ways predicted by our for-mal model. These findings shed light on the mechanisms thatunderlie high fidelity social learning in humans, and unify therole of emulation and imitation in social learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social learning; program induction; Bayesianmodeling; imitation learning; theory of mind" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64t3g7qs", "frozenauthors": [ { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Felix", "middle_name": "", "last_name": "Sosa", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Bill", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Bas", "middle_name": "van", "last_name": "Opheusden", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Gershman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard 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/29700/galley/19557/download/" } ] }, { "pk": 29711, "title": "Do you see what I see?A Cross-cultural Comparison of Social Impressions of Faces", "subtitle": null, "abstract": "Research has suggested that social impressions of faces madeby Western and Eastern people have different underlying di-mensionalities. However, the individual level consistency, thegroup-level agreement of rater groups, and the interactionsbetween face ethnicity, rater ethnicity, and social impressiontraits remain largely unknown. In this paper, we perform alarge-scale data-driven cross-cultural study of facial impres-sions, and illustrate the idiosyncrasies and similarities behindCaucasian and Asian participants in their social impressions offaces from both ethnicity groups. Our study illustrates multi-ple interesting findings: (1) Asians rate faces lower on mostpositive traits, compared with Caucasian raters, and they havemore diverse opinions than Caucasians. (2) Caucasian faces re-ceive higher average ratings on social impression traits relatedto warmth due to the preponderance of smiles in Caucasianimages, but similar mean scores on traits related to capability,compared to Asian faces. (3) Caucasians and Asians disagreemost on capability related traits, especially on “responsible”and “successful.” Opinions on these two traits diverge moreon Asian than on Caucasian faces. Our findings provide newinsights on the nuances of cross-cultural differences in socialimpressions of faces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "First impressions; cross-cultural comparison;large scale online experiment; statistical analysis; face percep-tion" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vj135dj", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "UC, San Diego", "department": "" }, { "first_name": "Weifeng", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "UC, San Diego", "department": "" }, { "first_name": "Devendra", "middle_name": "Pratap", "last_name": "Yavav", "name_suffix": "", "institution": "UC, San Diego", "department": "" }, { "first_name": "Fangfang", "middle_name": "", "last_name": "Wen", "name_suffix": "", "institution": "Central China Normal University", "department": "" }, { "first_name": "Bin", "middle_name": "", "last_name": "Zuo", "name_suffix": "", "institution": "Central China Normal University", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "UC, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "UC, 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/29711/galley/19568/download/" } ] }, { "pk": 29674, "title": "Do you see what I see? Children’s understanding of perception\nand physical interaction over video chat", "subtitle": null, "abstract": "How do children reason about people presented over video\nchat? Video chat is a representation, like a picture; but is also\na real social interaction (the partner sees and hears you). Do\nchildren understand the nuanced affordances and limitations of\nvideo chat? We tested 4-year-old children’s reasoning, asking\nif a person over video chat (vs. a live person; photograph) could\nsee, hear, feel, and physically interact through the screen.\nChildren judged that a person over video chat can see, but\ncannot feel nor receive an object, through the screen. The\nperson over video chat was judged to hear more often than a\nphotograph, but less often than a live person. Preschool\nchildren are not limited to considering a stimulus fully\nrepresentational, or fully present; instead, they understand\nvideo chat as a medium that blurs the boundaries of\nrepresentation and reality, allowing for a mixture of life-like\naffordances and picture-like limitations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "technology; video chat; cognitive development;\ntheory of mind; representation" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46d3v828", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bennette", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Metzinger", "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/29674/galley/19531/download/" } ] }, { "pk": 29391, "title": "Do you want to know a secret? The role of valence and delay in early informationpreference", "subtitle": null, "abstract": "People tend to place value on information even when it doesnot affect the outcome of a decision. Two competingaccounts offer explanations for such non-instrumentalinformation seeking. One account foregrounds the role ofanticipation and the other focusses on uncertainty aversion.Both accounts make similar predictions for short cue-outcome delays and when outcomes are positively valenced,but they differ in their explanation of information preferenceat long delays with negative outcomes. We present a seriesof experiments involving both primary and secondaryreinforcers that pit these accounts against each other. Theresults indicate a consistent preference for non-instrumentalinformation even at long cue-outcome delays and noevidence for information avoidance with negative outcomes.This pattern appears to provide more support for theuncertainty-aversion account than one based on anticipation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information seeking" }, { "word": "uncertainty; anticipation;temporal discounting; valence; delay" } ], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xw3m02x", "frozenauthors": [ { "first_name": "Jake", "middle_name": "", "last_name": "Embrey", "name_suffix": "", "institution": "UNSW Sydney", "department": "" }, { "first_name": "Shi", "middle_name": "Xian", "last_name": "Liew", "name_suffix": "", "institution": "UNSW Sydney", "department": "" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Navarro", "name_suffix": "", "institution": "UNSW Sydney", "department": "" }, { "first_name": "Ben", "middle_name": "R.", "last_name": "Newell", "name_suffix": "", "institution": "UNSW Sydney", "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/29391/galley/19252/download/" } ] }, { "pk": 29394, "title": "Dual Processes in Relational Judgment: A Computational Framework", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Vector Semantics; Computational Model; Drift\nDiffusion Model; Bayesian Analogy with Relational\nTransformation Model; Heuristics" } ], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4cc4k97x", "frozenauthors": [ { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Russell", "middle_name": "", "last_name": "Richie", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Wenjia", "middle_name": "Joyce", "last_name": "Zhao", "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/29394/galley/19255/download/" } ] }, { "pk": 29600, "title": "Dynamical Feedback and Affordances-Constraints in Technology-MediatedLearning and Assessment: An in-Class Experimental Study", "subtitle": null, "abstract": "How do we assess learning in complex technology-mediated practices? How does the coordination of technological af-fordances and constraints mediate immediate performance and individual learning? In the technology-mediated practiceof programming, the compiler functions as a source of both affordances and constraints to the human cognitive agent.The compiler affords the compilation of executable programs and dynamically informative compiler feedback, while thecompiler also constrains acceptable code to a specific syntax. In this in-class experimental study, I investigate the contri-bution of compiler affordances and constraints to performance and learning in programming. The study results indicateaffordances as important facilitators of immediate performance. Conversely, constraints appear important mediators ofconceptual learning, which in turn facilitates internalized thinking decoupled from the original technological resource.The findings imply a need for teaching and learning activities that emphasize practicing resource-coordination and foran assessment practice that intelligently combines technology-mediated resource-rich tasks with decoupled resource-poortasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9d740427", "frozenauthors": [ { "first_name": "Tobias", "middle_name": "", "last_name": "Halbherr", "name_suffix": "", "institution": "ETH Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29600/galley/19459/download/" } ] }, { "pk": 29901, "title": "Dynamic Control Under Changing Goals", "subtitle": null, "abstract": "Acting effectively in the world requires a representation that can be leveraged to serve one’s goals. One practical reason thatintelligent agents might learn to represent causal structure is that it enables flexible adaptation to a changing environment.For example, understanding how to play a videogame allows one to pursue other goals such as doing as poorly as possibleor only gathering one type of item. Across two experiments that manipulated the expected utility of learning causalstructure, we find that people did not build causal representations in dynamic environments. This conclusion was supportedby behavioral results as well as by participants being better fit by models describing them as utilizing minimally complex,reactive control policies. The results show how despite being incredibly adaptive, people are in fact computationally frugal,minimizing the complexity of their representations and decision policies even in situations that might warrant richer ones.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63w430d6", "frozenauthors": [ { "first_name": "Zach", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Bramley", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29901/galley/19755/download/" } ] }, { "pk": 29951, "title": "Dynamics of spatio-temporal scope of attention: Temporal Correlations inreaction time data", "subtitle": null, "abstract": "Recent studies have emphasized on the idea that attention is a multi-faceted phenomenon that emerges from interactionbetween a number of different selection-based processes, and is influenced both by the expectations from the environmentas well as the constrains of the underlying cognitive system. Dynamical system approach enables us to look at temporalstructure of behavior and talk about the underlying system. With help of three experiments, the study looks at how thetemporal structure of reaction time is influenced by predictability of the environment as well as the task , manipulating bothspatial scope of attention as well as temporal scope of attention. Reaction time of participant is treated as a time-series andHurst component is estimated to measure nature of long-range temporal correlations. Results show an interaction betweentask-demands and predictability of the environment on LRTC, suggesting that task-related constraints and environmentalconstraints are handled by interdependent 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/3z9347b6", "frozenauthors": [ { "first_name": "Devpriya", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Akanksha", "middle_name": "", "last_name": "Malik", "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/29951/galley/19805/download/" } ] }, { "pk": 29431, "title": "Dynamics vs. Development in Numerosity Estimation: A Computational ModelAccurately Predicts a Developmental Reversal", "subtitle": null, "abstract": "Perceptual judgments result from a dynamic process, but little is known about the dynamics of numerosity estimation. Arecent study proposed a computational model (D-MLLM) that combined a model of trial-to-trial changes with a modelfor the internal scaling of discrete number. Here, we tested a surprising prediction of the model – a situation in whichchildren’s estimates of numerosity would be better than those of adults. Consistent with the model simulations, taskcontexts led to a clear developmental reversal: children made more adult-like, linear estimates when to-be-estimatednumbers were descending over trials (backward), whereas adults became more like children with log estimates whennumbers were ascending (forward). In addition, adults’ estimates were subject to inter-trial differences regardless ofstimulus order. In contrast, children were not able to use the trial-to-trial dynamics unless task contexts were salient(forward or backward order), indicating the limited memory capacity for dynamic updates. Together, the model adequatelypredicts both developmental and trial-to-trial changes in number-line tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zd812kk", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29431/galley/19291/download/" } ] }, { "pk": 29595, "title": "Early Environments and Exploration in the Preschool Years", "subtitle": null, "abstract": "Childrens exploration is driven by opportunities for learning, and past research has suggested rational explanations for howearly home experiences may affect childrens active learning (Yu et al., 2020) or willingness to wait for rewards (Kidd etal., 2013). However, less work has characterized the relationship between childrens environmental contexts and play. Wepooled exploratory play data from past experiments in our lab (M(age)=56mos; N=278), and correlated play behavior withmedian income and education in the childs home zipcode. Children from lower SES areas played significantly longer,more variably, and spent a lower proportion of time focusing on demonstrated functions which traded off with lengthand variability of play exclusively for children from lower educated areas. Importantly, home income is confounded withdaycare income; future work will disentangle distinct influences of family SES and daycare environment. This work layscritical groundwork for understanding early active learning across developmental contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zs3s28z", "frozenauthors": [ { "first_name": "Ilona", "middle_name": "", "last_name": "Bass", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Aiyana", "middle_name": "", "last_name": "Bedoya", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "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/29595/galley/19454/download/" } ] }, { "pk": 30210, "title": "Effect of a colour-based descriptor and stimuli presentation mode in unsupervisedcategorization", "subtitle": null, "abstract": "In unsupervised categorization, studies have shown that fewer stimuli dimensions are used for categorization with serialpresentation compared to concurrent presentation of stimuli. In this study, we investigate how a colour-based multidimen-sional descriptor might affect the number of dimensions used in categorization. Our results show that a fewer numberof dimensions are used when stimuli are presented serially irrespective of the presence of a colour-based descriptor. Wefound main effects for both the stimuli presentation mode and the colour-based descriptor. The stimuli has the same logicalstructure across all the conditions. Our results show that the notion of a natural and intuitive grouping of items is affectedby meta-level feature descriptors, that are not part of a feature-based representation of stimuli. We discuss the implica-tions of our findings for computational models of categorization, which make predictions based solely on feature-basedrepresentation of stimuli.", "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/4m9134gw", "frozenauthors": [ { "first_name": "Sujith", "middle_name": "", "last_name": "Thomas", "name_suffix": "", "institution": "Birla Institute of Technology Goa Campus", "department": "" }, { "first_name": "Aditya", "middle_name": "", "last_name": "Kapoor", "name_suffix": "", "institution": "Birla Institute of Technology Goa Campus", "department": "" }, { "first_name": "Narayanan", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of Allahabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30210/galley/20064/download/" } ] }, { "pk": 30202, "title": "Effect of Active Pre-Learning Activities on Humans and Machines", "subtitle": null, "abstract": "There are numerous studies that show that the more students actively participate in class, the more they learn. Despiteample evidence, education still relies on lecturers or professors. Although active learning to increase learners’ engagementhas recently been introduced in a variety of methods, quantitative and empirical experiments are lacking. In this study,we conducted two experiments in order to empirically confirm the effect of active learning on learning performance. Wecompared humans and machines to investigate that active learning is more effective than passive learning. In Experiment1, we compared watching a lecture, the passive form of learning with having a discussion, the active form of learning.Comparing students’ learning performance of each condition, results of the present study showed higher performancein active learning. In the additional experiment that imitated the human learning frameworks in machines, the activelearning framework performed better than the passive learning framework. Through the results of humans experiment andvalidation of machines experiment, we found that active learning have crucial effect on learning performance.", "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/1gz4t0j7", "frozenauthors": [ { "first_name": "Jaeseo", "middle_name": "", "last_name": "Lim", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Hwiyeol", "middle_name": "", "last_name": "Jo", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Byoung-Tak", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Jooyong", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "Seoul National 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/30202/galley/20056/download/" } ] }, { "pk": 30208, "title": "Effect of wordings on public perception toward Artificial Intelligence", "subtitle": null, "abstract": "Artificial Intelligence (AI) is an increasingly prevalent field that influences a number of other areas. It generates a multitudeof reactions among the general population, particularly anxiety, which impacts on the development, deployment, andregulation of AI. Nevertheless, experimental data on public perceptions toward AI are generally lacking. To fill thisgap, this paper presents a large-scale experiment conducted on the influence of the terms used to describe AI on peoplesperception. In a preliminary study (705 participants), words related to AI were extracted. In a second experiment (552participants), the impact of these terminologies on anxiety toward AI was explored. An unprecedented effect of wordingand a positive bias of perception toward computers was revealed by these experiments, compared to robots and newtechnologies. This research paves the way for future studies on the effect of words on perception in the field of AI andnew technologies.", "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/2x43s9hb", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Ragot", "name_suffix": "", "institution": "b¡¿com", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "b¡¿com", "department": "" }, { "first_name": "Chlo", "middle_name": "", "last_name": "Michaud–Redon", "name_suffix": "", "institution": "b¡¿com", "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/30208/galley/20062/download/" } ] }, { "pk": 29948, "title": "Effects of Battle and Journey Metaphors on CharitableDonations for Cancer Patients", "subtitle": null, "abstract": "Having cancer is often described metaphorically as a battle(“my fight against cancer”) or as a journey (“my path throughcancer treatment”). Previous experimental work has demon-strated that these metaphors can influence people’s reason-ing and emotional inferences about experiences with cancer(Hendricks, Demj ́en, Semino, & Boroditsky, 2018; Hauser &Schwarz, 2019). However, it is currently unknown how theuse of these metaphorical frames translates into behavioralchanges, such as the likelihood and magnitude of charitablegiving. Using hand-labeled data from more than 5,000 Go-FundMe cancer-related campaigns, we ask how a campaign’suse of metaphor predicts several measures of donation behav-ior beyond what other control variables predict (e.g. shares onFacebook). We find that the presence of either metaphor fam-ily (battle or journey) has a positive effect on campaign successand donation behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor; charitable giving; crowdfunding; can-cer" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06c1385x", "frozenauthors": [ { "first_name": "Alex", "middle_name": "", "last_name": "Liebscher", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Sean", "middle_name": "", "last_name": "Trott", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Bergen", "name_suffix": "", "institution": "UC 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/29948/galley/19802/download/" } ] }, { "pk": 29638, "title": "Effects of Causal Determinism on Causal Learning Trajectories", "subtitle": null, "abstract": "Research on causal learning suggests that people are capable of learning nondeterministic causal relations, but might expectcausal relations to be deterministic in certain contexts. In two experiments, we demonstrated that peoples expectations ofcausal determinism are context-sensitive and can influence causal judgments in a sequential learning task. When the datawere deterministic (100% success) and participants expected the cause to be deterministic, their causal judgments wereat ceiling. When participants expectations were nondeterministic, causal ratings increased with accumulating positiveevidence. When the data were probabilistic (75% success), participants exhibited a high violation-of-expectation effectupon seeing the first failed event when they expected the causal relation to be deterministic, and much less so whentheir expectation was nondeterministic. We built a simple Bayesian model to explain participants violation-of-expectationeffect as a selection between two distinct hypotheses: that the causal relation in question is deterministic, and that it isnondeterministic.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8191g8h2", "frozenauthors": [ { "first_name": "Phuong (Phoebe)", "middle_name": "", "last_name": "Dinh", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Danks", "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/29638/galley/19496/download/" } ] }, { "pk": 29363, "title": "Effects of “chained” study on spontaneous relational discovery", "subtitle": null, "abstract": "Prior knowledge of relational structure allows people toquickly make sense of and respond to new experiences. Whenawareness of such structure is not necessary to support learn-ing, however, it is unclear when and why individuals “spon-taneously discover” an underlying relational schema. Thepresent study examines the determinants of such discovery indiscrimination-based transitive inference (TI), whereby peo-ple learn about a hierarchy of interrelated premises and aretested on their ability to draw inferences that bridge studiedassociations. Experiencing “chained” sequences of overlap-ping premises during training was predicted to facilitate thediscovery of relational structure. Among individuals withoutprior knowledge of the hierarchy, chaining improved relationallearning and was most likely to result in explicit awareness ofthe underlying relations between items. These findings addto growing evidence that the temporal dynamics of training,including successive presentation of overlapping associations,are key to understanding spontaneous relational discovery dur-ing learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "relational learning; relational discovery; transitiveinference" } ], "section": "Human Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fv6c79s", "frozenauthors": [ { "first_name": "Douglas", "middle_name": "B.", "last_name": "Markant", "name_suffix": "", "institution": "University of North Carolina", "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/29363/galley/19224/download/" } ] }, { "pk": 30012, "title": "Effects of Coordination on Perspective-taking: Evidence from Eye-tracking", "subtitle": null, "abstract": "We investigated whether fine-grained coordination in a screen-based puzzle task with a (virtual) partner would influence on-line perspective-taking. Participants played a screen-basedpuzzle game with a computer player. In the high-coordinationcondition, the player presented participants with puzzle piecesthat could be placed near their partner’s last piece. In the low-coordination condition, pieces could only be placed furtheraway from their partner’s last piece. Participant’s eyemovements were then measured in a referential communicationtask, with the partner giving the instructions, and whetherpossible competitor referents were in shared or privilegedground. The results demonstrate clear effects of ground andcoordination. Participants in both coordination groups weresensitive to the perspective of the interlocutor. In addition,participants in the high-level coordination condition were moresensitive to statistical regularities in the input and theircomprehension was more time-locked to the utterance of thespeaker.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "coordination; perspective-taking; joint action;online comprehension; social cognition" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1807608q", "frozenauthors": [ { "first_name": "Yipu", "middle_name": "", "last_name": "Wei", "name_suffix": "", "institution": "Peking University", "department": "" }, { "first_name": "Yingjia", "middle_name": "", "last_name": "Wan", "name_suffix": "", "institution": "University of Chinese Academy of Sciences", "department": "" }, { "first_name": "Michael", "middle_name": "K.", "last_name": "Tanenhaus", "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/30012/galley/19866/download/" } ] }, { "pk": 30000, "title": "Effects of domain size during reference production in photo-realistic scenes", "subtitle": null, "abstract": "The current study investigates how speakers are affected by thesize of the visual domain during reference production. Previousresearch found that speech onset times increase along with thenumber of distractors that are visible, at least when speakersrefer to non-salient target objects in simplified visual domains.This suggests that in the case of more distractors, speakers needmore time to perform an object-by-object scan of all distractorsthat are visible. We present the results of a reference productionexperiment, to study if this pattern for speech onset times holdsfor photo-realistic scenes, and to test if the suggested viewingstrategy is reflected directly in speakers’ eye movements. Ourresults show that this is indeed the case: we find (1) that speechonset times increase linearly as more distractors are present; (2)that speakers fixate the target relatively less often in larger do-mains; and (3) that larger domains elicit more fixation switchesback and forth between the target and its distractors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reference; language production; domain size; eyemovements; speech onset times." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3350n2cr", "frozenauthors": [ { "first_name": "Ruud", "middle_name": "", "last_name": "Koolen", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "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/30000/galley/19854/download/" } ] }, { "pk": 30155, "title": "Effects of linguistic context and world knowledge on the processing of tense andaspect: evidence from eye-tracking", "subtitle": null, "abstract": "The present eye-tracking reading study investigated the real-time processing of the so-called Lifetime Effect, which involvesthe integration of temporal verb morphology and knowledge ofa referent’s lifetime (alive vs. dead). Critical stimuli containedfamous referents, meaning that their lifetime status is widelyknown. In addition, context sentences mentioned their lifetimestatus and occupation. Tense/aspect was manipulated in a fol-lowing target sentence to contain either the present perfect orthe simple future (e.g., She has performed / will perform...).For dead referents, the target sentence was infelicitous giventhe tense/aspectual marking; for living referents, the mark-ing was felicitous. This design permitted us to examine ef-fects of lifetime status conveyed via world knowledge and lin-guistic context on the processing of tense/aspect morphology.Eye-tracking reading times revealed longer total reading timesat the critical (verb) and post-critical regions for the presentperfect when following a deceased context, while the dead-simple future condition had shorter overall reading times thanany other condition. Naturalness ratings revealed the dead-simple future to be quickly and reliably rejected, while thedead-present perfect was deemed acceptable. However, thelatter was rated significantly lower than the living/present per-fect condition. Taken together, the results imply that worldknowledge and an immediate context defining a real-world ref-erent as being dead or alive can jointly modulate the processingof subsequent verb tense/aspect, but with striking differencesbetween the present perfect and simple future.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye-tracking reading; language processing; tenseand aspect; context effects; world knowledge" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xc241fw", "frozenauthors": [ { "first_name": "Daniela", "middle_name": "", "last_name": "Palleschi", "name_suffix": "", "institution": "Humboldt-Universit ̈at zu Berlin", "department": "" }, { "first_name": "Camilo", "middle_name": "Rodr ́ıguez", "last_name": "Ronderos", "name_suffix": "", "institution": "Universit ̈atsmedizin Berlin", "department": "" }, { "first_name": "Pia", "middle_name": "", "last_name": "Knoeferle", "name_suffix": "", "institution": "Humboldt-Universit ̈at zu Berlin", "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/30155/galley/20009/download/" } ] }, { "pk": 30151, "title": "Effects of Prior Mention and Task Goals on Language Processing", "subtitle": null, "abstract": "This paper investigates the processing of linguistic elements\nwhose interpretation depends on retrieving information that\nwas available earlier in the situation. Using the visual-world\nparadigm, we examine the processing of the verb return, which\nrequires that an object has previously moved. We manipulated\nwhether the moved object (and the movement itself) was\ndescribed using language, by its typical label or by its location,\nor whether it was seen moving without that movement being\nlabeled. We also manipulated whether the instructions were\npositive (e.g., Return the X), therefore requiring the listener to\nperform an action, or negative (e.g., Don’t return the X), which\nrequired no action. Results reveal a sensitivity to how\ninformation was introduced. Most importantly, with positive\ninstructions, the naming of the object did not have an effect,\nwhereas with negative instructions, naming was important to\ninterpretation. These results indicate that the way information\nis introduced affects the status of this information when it is\nretrieved; these findings also lead us to explicitly consider the\nhypotheses that link language processing and visual attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language processing; context; discourse; negation;\nthe visual world paradigm; eye-tracking" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wz1x5wx", "frozenauthors": [ { "first_name": "Ruth", "middle_name": "", "last_name": "Maddeaux", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Margaret", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Heller", "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/30151/galley/20005/download/" } ] }, { "pk": 29571, "title": "Effects of Voiced Initial Consonants in Japanese Sound-Symbolic Words:Experiment 3", "subtitle": null, "abstract": "Previous studies have hypothesized that Japanese sound-symbolic words with voiced initial consonants (SSWV; e.g.,boroboro) rather than those with voiceless initial consonants (SSWVL; e.g., horohoro) or semi-voiced initial consonants(SSWSV; e.g., poroporo) induce stronger evaluations of the quality of psycholinguistic features. To investigate this hy-pothesis, we asked 36 Japanese participants to evaluate 13 psycholinguistic features (familiarity, visual imagery, auditoryimagery, haptic imagery, arousal, preference, disgust, hardness, softness, heaviness, lightness, fastness, and slowness) withSSWV, SSWVL, and SSWSV using 5-point semantic differential scales. All the initial consonants involved h (f; SSWVL),p (SSWSV), or b (SSWV). The experimental results showed that SSWV included higher levels of visual imagery, auditoryimagery, haptic imagery, arousal, disgust, hardness, and heaviness over SSWVL or SSWSV (ps ¡ .05). Taken together,these findings suggest that SSWV induces psychological and physical quality evaluations more than SSWVL and SSWSV.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bf257bv", "frozenauthors": [ { "first_name": "Eisuke", "middle_name": "", "last_name": "Osawa", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Akari", "middle_name": "", "last_name": "Koda", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Kyonosuke", "middle_name": "", "last_name": "Handa", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Shushi", "middle_name": "", "last_name": "Namba", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Xinyi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Makoto", "middle_name": "", "last_name": "Hirakawa", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Toshimune", "middle_name": "", "last_name": "Kambara", "name_suffix": "", "institution": "Hiroshima 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/29571/galley/19431/download/" } ] }, { "pk": 29966, "title": "Effects of Voiced Initial Consonants in Japanese Sound-Symbolic Words:Experiments 1 and 2", "subtitle": null, "abstract": "Theoretical linguists have hypothesized that the vocalization of the initial consonants in Japanese sound-symbolic wordsaffect their psychological evaluations. By using 5-point semantic differential scales associated with 13 psycholinguis-tic features (familiarity, visual imagery, auditory imagery, haptic imagery, arousal, preference, disgust, hardness, soft-ness, heaviness, lightness, fastness, and slowness), we asked 36 Japanese participants to evaluate sound-symbolic wordswith voiceless (SSWVL; e.g., kirakira) or voiced initial consonants (SSWV; e.g., giragira) in experiment 1, whereas weasked them to evaluate sound-symbolic words with semi-voiced consonants (SSWSV; e.g., pochapocha) or SSWV (e.g.,bochabocha) in experiment 2. Results of experiments 1 and 2 showed that the participants had higher levels of disgust,arousal, hardness, heaviness, and slowness for SSWV as opposed to SSWVL and SSWSV (ps ¡ .05). In sum, these find-ings suggest that the presence of vocalization of initial consonants in Japanese sound-symbolic words contribute to theirpsychological evaluations to sound-symbolic words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75x1t89s", "frozenauthors": [ { "first_name": "Akari", "middle_name": "", "last_name": "Koda", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Eisuke", "middle_name": "", "last_name": "Osawa", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Kyonosuke", "middle_name": "", "last_name": "Handa", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Shushi", "middle_name": "", "last_name": "Namba", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Xinyi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Yutaka", "middle_name": "", "last_name": "Haramaki", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Toshimune", "middle_name": "", "last_name": "Kambara", "name_suffix": "", "institution": "Hiroshima 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/29966/galley/19820/download/" } ] }, { "pk": 29658, "title": "Efficient navigation using a scalable, biologically inspired spatial representation", "subtitle": null, "abstract": "We present several experiments demonstrating the efficiencyand scalability of a biologically inspired spatial representationon navigation tasks using artificial neural networks. Specifi-cally, we demonstrate that encoding coordinates with SpatialSemantic Pointers (SSPs) outperforms six other proposed en-coding methods when training a neural network to navigate toarbitrary goals in a 2D environment. The SSP representationnaturally generalizes to larger spaces, as there is no definitionof a boundary required (unlike most other methods). Addition-ally, we show how this navigational policy can be integratedinto a larger system that combines memory retrieval and self-localization to produce a behavioural agent capable of findingcued goal objects. We further demonstrate that explicitly incor-porating a hexagonal grid cell-like structure in the generationof SSPs can improve performance. This biologically inspiredspatial representation has been shown to be able to producespiking neural models of spatial cognition. The link betweenSSPs and higher level cognition allows models using this rep-resentation to be seamlessly integrated into larger neural mod-els to elicit complex behaviour.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic Pointer Architecture; spatial semanticpointer; spatial representation; navigation; policy learning" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zg9g5pq", "frozenauthors": [ { "first_name": "Brent", "middle_name": "", "last_name": "Komer", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29658/galley/19515/download/" } ] }, { "pk": 29382, "title": "Embodiment and gender interact in alignment to TTS voices", "subtitle": null, "abstract": "The current study tests subjects’ vocal alignment toward femaleand male text-to-speech (TTS) voices presented via threesystems: Amazon Echo, Nao, and Furhat. These systems vary intheir physical form, ranging from a cylindrical speaker (Echo), toa small robot (Nao), to a human-like robot bust (Furhat). We testwhether this cline of personification (cylinder < mini robot ", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "vocal alignment; embodiment; human-deviceinteraction; gender; text-to-speech" } ], "section": "Gender and Individuals", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1dx8f8bj", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Patrik", "middle_name": "", "last_name": "Jonell", "name_suffix": "", "institution": "KTH Royal Institute of Technology", "department": "" }, { "first_name": "Taylor", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Jonas", "middle_name": "", "last_name": "Beskow", "name_suffix": "", "institution": "KTH Royal Institute of Technology,", "department": "" }, { "first_name": "Georgia", "middle_name": "", "last_name": "Zellou", "name_suffix": "", "institution": "UC Davis", "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/29382/galley/19243/download/" } ] }, { "pk": 29886, "title": "Embodiment and immersion in cognition-focused virtual environments", "subtitle": null, "abstract": "Cognitive science has much to contribute in regard to the development of accurate and valid virtual environments wherehumans act as operators. For example, optimal performance for visual-motor tasks may require a strong sense of immersionwith respect to flow and interactivity. The present research examined the relation of presence/absence of operator handsduring simulated flight simulation to a series of key immersion factors (N=47). Furthermore, the impact of levels ofimmersion (using self-report scales) on operator performance were also investigated. Results show that hand presenceaffected both absorption and interactivity. Importantly, operator performance showed greater precision when absorptionand interactivity were rated higher. These findings suggest that the development of virtual environments requiring humanoperators and complex cognitive functions must consider the impact of embodiment and levels of immersion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sp5z8vb", "frozenauthors": [ { "first_name": "Anya", "middle_name": "Pejemsky", "last_name": "Pejemsky", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kathleen", "middle_name": "", "last_name": "Van Benthem", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Herdman Dr.", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29886/galley/19740/download/" } ] }, { "pk": 30063, "title": "Emotional Valence of Narratives Is Preserved Across Multiple Retellings", "subtitle": null, "abstract": "Frederic Bartlett pioneered the research on serial reproduction in 1932 and suggested that the stereotypical or schematicform of narratives consists in rationalization, a causal connection within a story and its plot. We conducted the largestretelling experiment to date with two different studies (19,086 retellings; 12,840 participants) that both reach the conclu-sion that retelling of narratives is focused on the precise preservation of the storys degree of happiness and sadness, evenwhen many other aspects related to coherence and rationalization of the story deteriorate. These findings, supported by anovel statistical model with Bayesian estimation, suggest that the happiness and sadness of a story operates as the anchorof stability for both reception-encoding and for reproduction-retrieval of narratives. We suggest that happiness and sadnessin narratives function not simply as discrete emotions, but also as verdicts concerning the outcome of a story.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k6396c0", "frozenauthors": [ { "first_name": "Fritz", "middle_name": "", "last_name": "Breithaupt", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Binyan", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Kruschke", "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/30063/galley/19917/download/" } ] }, { "pk": 29416, "title": "Emotional Words – The Relationship of Self- and Other-Annotation of Affect\nin Written Text", "subtitle": null, "abstract": "For human and automatic text annotation of emotions, it is as-\nsumed that affect can be traced in language on (combinations\nof) individual words, text fragments, or other linguistic pat-\nterns, which can be identified and labelled correctly. For exam-\nple, many sentiment analysis systems consider isolated words\naffectively meaningful units, whose proportions in a given text\nreveal its overall affective meaning. However, whether these\nwords and their combinations as identified either by humans or\nalgorithms also match the actual feelings of the authors remains\nunclear. Potential discrepancies between affect expression and\nperception in text have received surprisingly little scholarly at-\ntention, although a number of studies has already identified dis-\nparities between self- and other-annotation in affect detection\nfor speech and audio-visual data. Therefore, we ask whether a\nsimilar difference shows in annotations of emotions in text.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion expression; emotion perception; text an-\nnotation; language production; appraisals" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46r30843", "frozenauthors": [ { "first_name": "Nadine", "middle_name": "", "last_name": "Braun", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Martijn", "middle_name": "", "last_name": "Goudbeek", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "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/29416/galley/19276/download/" } ] }, { "pk": 29641, "title": "Emotion, entropy evaluations and subjective uncertainty", "subtitle": null, "abstract": "A variety of conceptualizations of psychological uncertaintyexist. From an information-theoretic perspective, probabilisticuncertainty can be formalized as mathematical entropy. Cog-nitive emotion theories posit that uncertainty appraisals andmotivation to reduce uncertainty are modulated by emotionalstate. Yet little is known about how people evaluate proba-bilistic uncertainty, and about how emotional state modulatespeople’s evaluations of probabilistic uncertainty and behaviorto reduce probabilistic uncertainty. We tested intuitive entropyevaluations and entropy reduction strategies across four emo-tion conditions in the Entropy Mastermind game. We used theunified Sharma-Mittal space of entropy measures to quantifyparticipants’ entropy evaluations. Results suggest that manypeople use a heuristic strategy, focusing on the number of pos-sible outcomes, irrespective of the probabilities in the proba-bility distribution. This result is surprising, given that previouswork suggested that people are very sensitive to the maximumprobability when choosing queries on probabilistic classifica-tion tasks. Emotion induction generally increased participants’heuristic assessment. The uncertainty associated with emo-tional states also affected game play: participants needed fewerqueries and spent less time on games in high-uncertainty thanin low-uncertainty emotional states. Yet entropy perceptionswere not related to subjectively reported uncertainty, numer-acy or entropy knowledge, suggesting that entropy perceptionsmay form an independent psychological construct.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Entropy; human entropy intuitions; Sharma-Mittalspace; emotion; uncertainty" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hf6f0rb", "frozenauthors": [ { "first_name": "Lara", "middle_name": "", "last_name": "Bertram", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Nelson", "name_suffix": "", "institution": "University of Surrey", "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/29641/galley/19499/download/" } ] }, { "pk": 29749, "title": "Encoder-Decoder Neural Architectures for Fast Amortized Inference of CognitiveProcess Models", "subtitle": null, "abstract": "Computational cognitive modeling offers a principled inter-pretation of the functional demands of cognitive systems andaffords quantitative fits to behavioral/brain data. Typically,cognitive modelers are interested in the fit of a model withparameters estimated using maximum likelihood or Bayesianmethods. However, the set of models with known likeli-hoods is dramatically smaller than the set of plausible gen-erative models. For all but some standard models (e.g., thedrift-diffusion model), lack of closed-form likelihoods typi-cally prevents using traditional Bayesian inference methods.Employing likelihood-free methods is a workaround in prac-tice. However, the computational complexity of these methodsis a bottleneck, since it requires many simulations for each pro-posed parameter set in posterior sampling schemes. Here, wepropose a method that learns an approximate likelihood overthe parameter space of interest by encapsulation into a convo-lutional neural network, affording fast parallel posterior sam-pling downstream after a one-off simulation cost is incurredfor training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Likelihood-free inference; Approximate BayesianComputation; ABC; Importance Sampling; Bayesian Infer-ence; Neural Networks; GPU; Parallel Computing; CognitiveProcess Models." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0kz3f94z", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "Fengler", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Lakshmi", "middle_name": "Narasimhan", "last_name": "Govindarajan", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Frank", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29749/galley/19605/download/" } ] }, { "pk": 30016, "title": "Encoding or Post Encoding Mechanisms Invoke Enhanced Memory for Event\nBoundaries?", "subtitle": null, "abstract": "We perceive our environment by breaking it down into\nsegments known as events. Event segmentation influences\nmemory by enhancing the retention of information at\nboundaries as compared to information that is contained within\nthe boundaries of an event (the event boundary advantage).\nThis effect has been attributed to changes in attention during\nperception of events. Prior studies have demonstrated greater\nattention while perceiving event boundaries but have failed to\ndemonstrate attention as the underlying mechanism for the\nevent-boundary advantage. Two behavioral experiments were\nconducted to investigate, a) whether the event boundary\nadvantage is observed even for events that are perceived while\nperforming a concurrent task? and b) Is there a decrease in the\nboundary advantage when the concurrent task complexity is\nincreased? In both experiments, participants watched videos\nrelated to performance of daily tasks, while simultaneously\nperforming a probe detection task; either a simple dot detection\n(Experiment 1) or a go/ no-go task (Experiment 2). The probe\nwas presented either at an event boundary or at pre-defined\nnon-boundary time point and the memory for both temporal\nlocations was measured after the completion of the detection\ntask. A mixed effects logistic regression revealed an interactive\neffect for both detection accuracy and the boundary advantage;\nprobe detection at event boundaries remained unaffected\nthroughout an event irrespective of the level of the task\ncomplexity while, contrary to prediction, a boundary advantage\nin memory was also observed. But detection and memory\naccuracy for non-boundaries decreased successively for both\nlow and high secondary task complexity suggesting greater\ninterference for processing non-boundary information. These\nresults indicate that greater attention may not be the only\npredictor of better memory for event boundaries as postulated\nby Event Segmentation theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Event boundary advantage" }, { "word": "Event segmentation" }, { "word": "Attention and Event boundaries" }, { "word": "Event memory" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27t353s0", "frozenauthors": [ { "first_name": "Rujuta", "middle_name": "", "last_name": "Pradhan", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Devpriya", "middle_name": "", "last_name": "Kumar", "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/30016/galley/19870/download/" } ] }, { "pk": 30057, "title": "Enculturing cognition: integrating material culture in human cognitive evolution", "subtitle": null, "abstract": "Debates about human cognitive evolution include the uniqueness, antiquity, and foundations of the modern mind. Widelyaccepted models often pose progressive cognitive stages ascribed to particular species from apes to humans, placingthe emergence of fundamental aspects of modern human cognition late in evolution. Given that recent archaeologicaldiscoveries suggest that many traits traditionally used to define H. sapiens mentality (i.e. symbolism, language) are olderand likely shared with archaic hominins (e.g. Neanderthals), how can we identify truly distinctive aspects of cognition inphylogeny? Topical studies are demonstrating how different facets of material culture (e.g. tool use, tool production, skilllearning) can shape the mind. Considering this, models of hominin cognition based on material culture can provide moreaccurate and testable accounts that need not appeal to progressistic criteria. This way, material culture studies can bridgethe current chasm between the archaeological and fossil records and theories of cognitive evolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m0832ds", "frozenauthors": [ { "first_name": "Larissa", "middle_name": "Mendoza", "last_name": "Straffon", "name_suffix": "", "institution": "University of Bergen", "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/30057/galley/19911/download/" } ] }, { "pk": 29452, "title": "End-to-end Deep Prototype and Exemplar Models for Predicting Human Behavior", "subtitle": null, "abstract": "Traditional models of category learning in psychology focuson representation at the category level as opposed to the stim-ulus level, even though the two are likely to interact. Thestimulus representations employed in such models are eitherhand-designed by the experimenter, inferred circuitously fromhuman judgments, or borrowed from pretrained deep neuralnetworks that are themselves competing models of categorylearning. In this work, we extend classic prototype and ex-emplar models to learn both stimulus and category represen-tations jointly from raw input. This new class of models canbe parameterized by deep neural networks (DNN) and trainedend-to-end. Following their namesakes, we refer to them asDeep Prototype Models, Deep Exemplar Models, and DeepGaussian Mixture Models. Compared to typical DNNs, wefind that their cognitively inspired counterparts both providebetter intrinsic fit to human behavior and improve ground-truthclassification.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; deep neural networks; proto-type models; exemplar models; Gaussian mixture model" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3007v4zg", "frozenauthors": [ { "first_name": "Pulkit", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Joshua", "middle_name": "C.", "last_name": "Peterson", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Ruairidh", "middle_name": "M.", "last_name": "Battleday", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29452/galley/19312/download/" } ] }, { "pk": 29824, "title": "End-to-End Models for the Analysis of System 1 and System 2 Interactions basedon Eye-Tracking Data", "subtitle": null, "abstract": "The Stroop test evaluates the ability to inhibit cognitive interference. This interference occurs when the processing of onestimulus characteristic affects the simultaneous processing of another attribute of the same stimulus. Eye movements are anindicator of the individual attention load required for inhibiting cognitive interference. We used an eye tracker to collecteye movements data from more than 60 subjects each performing four different but similar tasks (some with cognitiveinterference and some without). After the extraction of features related to fixations, saccades and gaze trajectory, wetrained different Machine Learning models to recognize tasks performed in the different conditions (i.e. with interference,without interference). The models achieved good classification performances when distinguishing between similar tasksperformed with or without cognitive interference. This suggests the presence of characterizing patterns common amongsubjects, despite of the individual variability of visual behavior. The results open up interesting investigations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6t25p08t", "frozenauthors": [ { "first_name": "Alessandro", "middle_name": "", "last_name": "Rossi", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Ermini", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Dario", "middle_name": "", "last_name": "Bernabini", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Dario", "middle_name": "", "last_name": "Zanca", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Marino", "middle_name": "", "last_name": "Todisco", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Alessandro", "middle_name": "", "last_name": "Genovese", "name_suffix": "", "institution": "AIDILAB", "department": "" }, { "first_name": "Antonio", "middle_name": "", "last_name": "Rizzo", "name_suffix": "", "institution": "University of Siena", "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/29824/galley/19678/download/" } ] }, { "pk": 29359, "title": "Engaging with figurative language: insights from neuroimaging", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Emotion" }, { "word": "Metaphor" }, { "word": "idiom" }, { "word": "fMRI" }, { "word": "L2" } ], "section": "Neuroscience and Psychophysics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qz32947", "frozenauthors": [ { "first_name": "Francesca", "middle_name": "M.M.", "last_name": "Citron", "name_suffix": "", "institution": "Lancaster 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/29359/galley/19220/download/" } ] }, { "pk": 29579, "title": "English speakers (in)ability to explicitly recognize agent and patient categories", "subtitle": null, "abstract": "Adults represent events in terms of abstract participant roles (e.g., when Edith eats chocolate, Edith is an agent and thechocolate is a patient) (Rissman & Majid, 2019). English, however, lacks commonly-known labels for these roles, whichmay make the distinction less accessible to people. We presented 42 English-speakers with 24 pictures of an agent actingon a patient (e.g., one person kicking another). A red dot marked the agent in half the pictures and marked the patientin the other half. We asked participants to sort the pictures into two piles using whatever criteria they liked. After threeopportunities to sort the pictures, only 55% of participants sorted into agent/patient piles. When the remaining 45% weregiven the agent/patient piles, only half were able to explain the basis for the sort. This suggests a disconnect betweenthe robustness of agent/patient categories in implicit processing and the availability of this seemingly basic distinction toexplicit reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8md972qb", "frozenauthors": [ { "first_name": "Lilia", "middle_name": "", "last_name": "Rissman", "name_suffix": "", "institution": "University of Wisconsin Madison", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "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/29579/galley/19438/download/" } ] }, { "pk": 30049, "title": "English Speakers Produce and Understand Expletive Negation", "subtitle": null, "abstract": "Romance languages are well known for their use of expletive\nnegation (henceforth, EN), i.e., the occurrence of a negator in\nthe complement clause of certain verbs, adpositions or adverbs\nthat is “illogically” not part of the meaning of the sentence.\nThis study explores the hypothesis that such “illogism” that\nrecurs across languages must be due to universal properties of\nthe message to be encoded and the language production system.\nJin & Koenig (2019) proposed a language production model to\naccount for the striking similarity of EN-triggers between two\nunrelated languages (French and Mandarin). Their model\nmakes several predictions which our paper tests: (i) languages\nlike English where EN is purported not to occur should in fact\ninclude the same range of EN-triggers; (ii) English speakers\ncan understand a negator within the scope of an EN-trigger\nexpletively; (iii) the likelihood a speaker of English will\nunderstand a negator expletively is correlated with how\nfrequently she has encountered an expletive interpretation of\nnegators for that particular trigger. To test the first prediction,\nwe conducted a corpus study of unrehearsed English speech on\nGoogle. To test the second prediction, we conducted a semantic\nStroop-like comprehension experiment where participants’\nsemantic judgements (both logical accuracy and response time)\nwas dependent on whether a negator was interpreted logically\nor expletively. Overall, this paper suggests that EN is by no\nmeans specific to Romance languages and that expletive uses\nof negators occur in the same contexts in both production and\ncomprehension in languages where EN is not conventionalized\nto the same degree it is in Romance. Overall, our results\nsupport the claim that “illogical” properties of natural\nlanguages that recur across languages of the world reflect\nuniversal properties of the language production system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "expletive negation; language production; speech\nerror; language comprehension; semantics" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7x53x7x2", "frozenauthors": [ { "first_name": "Yanwei", "middle_name": "", "last_name": "Jin", "name_suffix": "", "institution": "University at Buffalo", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Koenig", "name_suffix": "", "institution": "University at Buffalo", "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/30049/galley/19903/download/" } ] }, { "pk": 29945, "title": "Enhancing Cognitive Assessment through Multimodal Sensing:A Case Study Using the Block Design Test", "subtitle": null, "abstract": "Many cognitive assessments are limited by their reliance onrelatively sparse measures of performance, like per-item ac-curacy or reaction time. Capturing more detailed behavioralmeasurements from cognitive assessments will enhance theirutility in many settings, from individual clinical evaluationsto large-scale research studies. We demonstrate the feasibilityof combining scene and gaze cameras with supervised learn-ing algorithms to automatically measure key behaviors on theblock design test, a widely used test of visuospatial cognitiveability. We also discuss how this block-design measurementsystem could enhance the assessment of many critical cogni-tive and meta-cognitive functions such as attention, planning,progress monitoring, and strategy selection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bd948mg", "frozenauthors": [ { "first_name": "Seunghwan", "middle_name": "", "last_name": "Cha", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Ainooson", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Eunji", "middle_name": "", "last_name": "Chong", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Isabelle", "middle_name": "", "last_name": "Soulieres", "name_suffix": "", "institution": "University of Quebec at Montreal", "department": "" }, { "first_name": "James", "middle_name": "M.", "last_name": "Rehg", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Maithilee", "middle_name": "", "last_name": "Kunda", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29945/galley/19799/download/" } ] }, { "pk": 30183, "title": "Enhancing generalization through an optimized sequential curriculum: Learning(to read) through machine teaching", "subtitle": null, "abstract": "Learning environments are rich with structure but learning that structure can take considerable effort. Given that thesequence with which knowledge is accumulated is important for development (Smith & Slone, 2017), we consider whetheroptimizing the sequence of training examples can accelerate learning, as evaluated by out of sample generalization. Toexamine this issue we used established connectionist networks that map an orthographic input to a phonological output(Cox, Cooper Borkenhagen, & Seidenberg, 2018; Plaut et al., 1996). Utilizing machine teaching (Sen et al., 2018; Zhu,2015) to optimize word selection for a 10,000 word sequence, we observe an 8% average gain (over 100 sequences) ongeneralization accuracy (from 51% to 59%) compared to matched random sequences. These findings have implicationsfor learning domains where generalization is critical, like reading development where the child needs to gain as muchknowledge as possible from limited experience.", "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/8ww5m730", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "Cooper", "last_name": "Borkenhagen", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Ayon", "middle_name": "", "last_name": "Sen", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Seidenberg", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Jerry", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Cox", "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/30183/galley/20037/download/" } ] }, { "pk": 30009, "title": "Entropy of Sounds: Sonnets to Battle Rap", "subtitle": null, "abstract": "Poetry and lyrics across cultures, from Sonnets to Rap, demon-strate an obvious human cognitive capacity for the perceptionand production of various multi-syllable sound patterns. Herewe use entropy to measure discrete serialized representationsof phones and to explore the complexity of these sound struc-tures across genres of creative language arts. The present ex-ploratory analysis has two main objectives. First, our aim isto broaden the scope of cognitive processes and data that areconsidered in statistical learning approaches to phonologicallearning and language acquisition. Second, we hope to to pro-vide a basis for more targeted computational and phonologicalinvestigations of these patterns. We compare the conditionalentropy of sequences of phonological patterns in lyrics and findthat, in general, Battle Rap and Sonnets maintain noticeablylower entropy than other genres across sequence sizes, whilelyrics from Electronic music and Hip-Hop display relativelyhigh entropy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conditional Entropy; Phonology; Learning; Po-etry; Music; Genres" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8906q5vt", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "", "last_name": "Ackerman", "name_suffix": "", "institution": "Cognitive and Information Sciences", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30009/galley/19863/download/" } ] }, { "pk": 30073, "title": "Epistemic Beliefs, Language, and Sources: Interactive Effects on Belief and Trustof Scientific Information", "subtitle": null, "abstract": "Research suggests that peoples learning may be influenced by individual differences in their epistemic beliefs, such asFaith in Intuition (FiN), Need for Evidence (NfE), and belief that Truth is Political(TiP). This study investigated the extentto which these epistemic beliefs influenced belief in scientific information about global warming and trust in sources.Participants read statements about global warming and rated how much they believed the information and trusted thesource. Each statement was presented with a conservative, liberal, or scientific source and framed in certain or tentativelanguage. We found that epistemic beliefs significantly interacted with source and language tentativeness. For example,those with low FiN believed certain language statements more than tentative language statements. Those with low NfEbelieved conservative sources more than scientific or liberal sources. These findings demonstrate how individuals epistemicbeliefs interact with source and language factors to influence belief and trust of scientific information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xw2h4d9", "frozenauthors": [ { "first_name": "Rina", "middle_name": "", "last_name": "Harsch", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Reese", "middle_name": "", "last_name": "Butterfuss", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Panayiota", "middle_name": "", "last_name": "Kendeou", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30073/galley/19927/download/" } ] }, { "pk": 29949, "title": "Euphemism and Gender: A Computational Inquiry", "subtitle": null, "abstract": "Euphemisms are a part of language which enable the discussion of taboo topics, without directly naming those taboos.Previous work suggests that women use euphemisms more than men do. However, there has been no quantitative attemptto test this proposal. We develop a simple computational method to investigate whether men and women use euphemismdifferently in the Canadian Hansard and US Congressional datasets. For a set of taboo-euphemism pairs (e.g. died-passedaway), we computed the relative frequency of the euphemism in speech from female and male speakers. Preliminaryevidence from these two political datasets show that women do use the euphemistic expressions more than men do, butthey also use the taboo expressions more. Future work should investigate whether the same pattern holds in data fromdifferent domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6v315342", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Kapron-King", "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/29949/galley/19803/download/" } ] }, { "pk": 29441, "title": "Evaluating computational models of infant phonetic learning across languages", "subtitle": null, "abstract": "In the first year of life, infants’ speech perception becomesattuned to the sounds of their native language. Many accountsof this early phonetic learning exist, but computational modelspredicting the attunement patterns observed in infants fromthe speech input they hear have been lacking. A recent studypresented the first such model, drawing on algorithms proposedfor unsupervised learning from naturalistic speech, and tested iton a single phone contrast. Here we study five such algorithms,selected for their potential cognitive relevance. We simulatephonetic learning with each algorithm and perform tests onthree phone contrasts from different languages, comparing theresults to infants’ discrimination patterns. The five models dis-play varying degrees of agreement with empirical observations,showing that our approach can help decide between candidatemechanisms for early phonetic learning, and providing insightinto which aspects of the models are critical for capturing in-fants’ perceptual development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "early phonetic learning; representation learning;phone discrimination; computational model" } ], "section": "Speech and Phonetics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dv3k6f2", "frozenauthors": [ { "first_name": "Yevgen", "middle_name": "", "last_name": "Matusevych", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Schatz", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Herman", "middle_name": "", "last_name": "Kamper", "name_suffix": "", "institution": "Stellenbosch University", "department": "" }, { "first_name": "Naomi", "middle_name": "H.", "last_name": "Feldman", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Goldwater", "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/29441/galley/19301/download/" } ] }, { "pk": 29459, "title": "Event-related potentials reveal differences between foveal and parafovealintegration of visual and contextual information during sentence processing", "subtitle": null, "abstract": "Electrical brain potentials in response to violation of expectations in language processing have revealed that people usesentence context to facilitate word recognition and integration. Less is known about the interaction between the qualityof visual information in reading and the use of contextual information. In the current study we manipulated the visualfield (foveal vs. parafoveal) in which a sentence-final expected word, orthographic neighbor of an expected word, orunexpected word is presented and recorded event-related potentials (ERPs) to investigate the role of visual clarity. We findevidence that earlier stages of semantic retrieval indexed by the N400 are resilient to visual information presented at greatereccentricity, but that later, integration-related processes indexed by a posterior late positive complex (LPC) may depend onunambiguous, foveally presented visual information. These findings have implications for parafoveal processing duringnatural reading.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Reading and Processing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x02w3jd", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Milligan", "name_suffix": "", "institution": "University of South Florida", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Sciuto", "name_suffix": "", "institution": "University of South Florida", "department": "" }, { "first_name": "Martn", "middle_name": "", "last_name": "Antnez", "name_suffix": "", "institution": "University of La Laguna", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Schotter", "name_suffix": "", "institution": "University of South Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29459/galley/19319/download/" } ] }, { "pk": 29598, "title": "Events Structure Information Accessibility Less in Children than Adults", "subtitle": null, "abstract": "Adults parse continuous experience into meaningful events, a process referred to as event segmentation. This segmentationin turn colors how experiences are construed content experienced within an event is held mentally in an accessible state,which is then dropped after an event boundary. However, little is known about whether children are similarly influencedby event boundaries. Here, we tested seven- to nine-year-old childrens and adults recognition of objects experienced eitherwithin or across event boundaries of two cartoons. We found that children and adults were both more accurate and fasterto correctly recognizing objects that last occurred within events than across an event boundary. We, however, additionallyobserved an interaction such that childrens access to recent experience was less influenced by event boundaries than adults.Thus, while the spontaneous segmentation of complex events emerges by middle childhood, event structure less reliablyshapes the active contents of childrens minds than 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/4qh53710", "frozenauthors": [ { "first_name": "Jie", "middle_name": "", "last_name": "Ren", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Erika", "middle_name": "", "last_name": "Wharton-Shukster", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Duncan", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Amy", "middle_name": "Sue", "last_name": "Finn", "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/29598/galley/19457/download/" } ] }, { "pk": 30079, "title": "Evidence for a Community of Knowledge Across Culture", "subtitle": null, "abstract": "We tested an implication of the community of knowledge\nhypothesis, that people fail to distinguish their own knowledge from\nother people’s knowledge in a collectivist society (China) as they do\nin individualistic societies like the United States. As predicted,\ndespite the absence of any actual explanatory information, people\nrated their own understanding of novel natural and economic\nphenomena as higher when they were told that experts understood\nthe phenomena than when they were told that experts did not yet\nunderstand them. This suggests that the community of knowledge\neffect may hold across cultures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive processes; knowledge level; judgment;\ncollective cognition; community of knowledge; contagious sense of\nunderstanding" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7m90b0xt", "frozenauthors": [ { "first_name": "Mae", "middle_name": "", "last_name": "Fullerton", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Sloman", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "SzeYu", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "Peking 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/30079/galley/19933/download/" } ] }, { "pk": 29952, "title": "Evidence for representation of symbolic associations and Negation logical operatorin 4 mo old infants", "subtitle": null, "abstract": "In experiment 1 in an EEG-ERP design we showed 4 mo-old infants who are trained on 2 associations strictly in labelto object direction and 2 other associations in the opposite direction can retain these representations bi-directionally, asopposed to several other species failing on this task (Urcuioli, 2015), suggesting that the label-object associations areacquired symbolically in early infancy. In Experiment 2 infants were home trained on four label-object associations asin Exp 1 and then received a brief familiarization that when the labels precede a pseudo-word, the upcoming object canbe any except the one originally matched with that label. Results suggest that infants discriminate between incongruentand congruent applications of this negation pseudoword on a novel label and can furthermore generalize to new objects asevidenced by the patterns of their EEG-ERP responses, providing a first direct evidence for negation in early infancy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dr9g979", "frozenauthors": [ { "first_name": "Milad", "middle_name": "", "last_name": "Ekramnia", "name_suffix": "", "institution": "Neurospin", "department": "" }, { "first_name": "Ghislaine", "middle_name": "", "last_name": "Dehaene", "name_suffix": "", "institution": "Neurospin", "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/29952/galley/19806/download/" } ] }, { "pk": 30051, "title": "Evidence for Win-Stay-Lose-Shift in Puppies and Adult Dogs", "subtitle": null, "abstract": "Many organisms encounter situations where they lackinformation required to successfully exploit a resource. Onestable strategy that may be particularly useful is a win-stay-lose-shift strategy, in which an individual continues toperform a behavior that has proven fruitful in the recent pastor otherwise shifts to a new behavior. Here we investigatewhether domestic dogs (Canis familiaris) use a win-stay-lose-shift strategy utilizing data from 326 puppies and 323 adultdogs on a repeated object-choice task. We found a significanteffect of previous-trial success on dogs’ subsequent searchpatterns. Specifically, dogs were more likely to shift searchlocations if they were unsuccessful on the previous trial.These findings suggest that puppies and adult dogs win-stay-lose-shift.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "win-stay-lose-shift; strategies; dogs; evolution" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d73306j", "frozenauthors": [ { "first_name": "Molly", "middle_name": "", "last_name": "Byrne", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Emily", "middle_name": "E.", "last_name": "Bray", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Evan", "middle_name": "L.", "last_name": "MacLean", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Angie", "middle_name": "M.", "last_name": "Johnston", "name_suffix": "", "institution": "Boston 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/30051/galley/19905/download/" } ] }, { "pk": 29625, "title": "Evidence of Self Referential Prioritization on the basis of Visual Features:Attributing Salience to Rule - Learning", "subtitle": null, "abstract": "Participants show faster and more accurate processing for arbitrary geometrical stimuli if they are paired with a self- rel-evant label (triangle = you). We ask whether participants only form self associations with specific exemplars (triangle,circle, square), or whether they analyse the stimuli in terms of visual features, (for e.g. no. of vertices = 3), and cangeneralise the learned associations with the entire category of the stimuli (say, all triangles). In our experiments, partici-pants showed the self referential advantage not only to previously exposed exemplars of the same category, but also novelstimuli that could be categorised on the basis of similar visual features. Interestingly, they could generalise not only on thebasis of a single rule, but also on the basis of a conjunction of more than one rule. These findings could be extended toexplain social categorisation in the real world through group memberships.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47s195wt", "frozenauthors": [ { "first_name": "Neelabja", "middle_name": "", "last_name": "Roy", "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": "" }, { "first_name": "Ark", "middle_name": "", "last_name": "Verma", "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/29625/galley/19483/download/" } ] }, { "pk": 30102, "title": "Exact number concepts depend on language", "subtitle": null, "abstract": "The ability to represent large exact numbers is unique to humans. On some proposals, this capacity depends crucially onlanguage; learning the count list (”one”, ”two”, ”three”, etc.) allows children to represent the exact cardinality of numberslarger than four. On alternative proposals, this ability depends not on language but on innate pre-verbal counting processes.Here, we conducted a non-verbal test of large exact number concepts in the Tsimane’, an indigenous Amazonian culturein which adults vary widely in their knowledge of the verbal count list. Participants correctly matched the number ofobjects in a response set to the number in a sample set but only for cardinalities that were within their verbal count range.For larger cardinalities, they reproduced sets that were only approximately matched in number. The findings challengeaccounts that posit pre-verbal number concepts and support the Whorfian view that language can enable new conceptualabilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9cw8g2cn", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Gibson", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30102/galley/19956/download/" } ] }, { "pk": 29652, "title": "Examining a developmental pathway of early word learning: From qualitative\ncharacteristics of parent speech, to sustained attention, to vocabulary size", "subtitle": null, "abstract": "The quality of parent speech has been argued to impact child\nlanguage growth above and beyond quantity. One potential\nmechanism tying online experience to long-term vocabulary\ndevelopment is sustained attention to targets of parent speech.\nWe recruited thirty-five parent-toddler dyads to participate in\nfree toy play while wearing head-mounted eye trackers. Parent\nspeech was categorized based on its referential nature, syntax,\nand communicative intent. Parent referential speech positively\nrelated to both vocabulary size and online patterns of sustained\nattention. Speech categorized based on communicative intent\nalso showed relations with vocabulary size and sustained\nattention, but specific types of speech impacting each differed.\nThese results support the hypotheses that qualitative\ncharacteristics of parent speech relate to both long-term\nlanguage growth and online sustained attention and provide\ntentative evidence for the broader hypothesis that sustained\nattention is the mechanism tying online experience to long-\nterm language growth.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye-tracking; language input; eye-tracking;\nparent-child interaction; sustained attention; vocabulary size" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p82d0sp", "frozenauthors": [ { "first_name": "Ryan", "middle_name": "E.", "last_name": "Peters", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29652/galley/19510/download/" } ] }, { "pk": 29840, "title": "Examining Developmental Change in Children’s Information Use", "subtitle": null, "abstract": "Adults tend to make biased inferences when they are givenbase-rates that conflict with individuating information (i.e., apersonality description). More recent work has shown thatchildren rely on individuating information by the age of 6,though 4-year-olds rely more on numerical information,arguably providing the more normative response (Gualtieri &Denison, 2018). In two experiments (N = 80 per experiment),we explored age differences in 4- and 6-year-old children’sability to integrate base-rate and individuating information bymanipulating the strength of the information provided. Four-year-olds’ responses reflected more base-rate use, regardless ofthe strength of the individuating information. Six-year-oldsweighed the information at hand, showing a general preferencefor the individuating information but relying more on the base-rates when the individuating information was less informative.Though younger preschoolers may overuse base-rateinformation, with development there is an increased sensitivitytoward individuating information and weighing information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probabilistic reasoning; cognitive development;judgment and decision-making" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bp3j1bh", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "Gualtieri", "name_suffix": "", "institution": "University of Toronto", "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/29840/galley/19694/download/" } ] } ] }