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{ "count": 38755, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13600", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13400", "results": [ { "pk": 29400, "title": "Examining Sustained Attention in Child-Parent Interaction: A Comparative Studyof Typically Developing Children and Children with Autism Spectrum Disorder", "subtitle": null, "abstract": "Sustained attention (SA) is a critical skill in which a child is able tomaintain visual attention to an object or stimulus. The current studyemploys head-mounted eye trackers to study the cognitive processesunderlying SA by analyzing micro-level behaviors during parent-child social interactions in both typically and atypically developingchildren. Specifically, we examined the role of parent look, parenttouch, and child touch on SA duration. Results show that parent lookequally influences SA in both groups, while parent touch is morecritical for SA for TD children and the child’s own touching is morecritical for SA in children with autism spectrum disorder (ASD).Implications of different pathways to maintain SA between typicallydeveloping children and children with ASD are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "micro-level behaviors; eye tracking; sustainedattention; action; social attention; autism spectrum disorder" } ], "section": "Facets of Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z51x9f8", "frozenauthors": [ { "first_name": "Julia", "middle_name": "R.", "last_name": "Yurkovic", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Grace", "middle_name": "", "last_name": "Lisandrelli", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Rebecca", "middle_name": "C.", "last_name": "Shaffer", "name_suffix": "", "institution": "Cincinnati Children’s Hospital", "department": "" }, { "first_name": "Kelli", "middle_name": "C.", "last_name": "Dominick", "name_suffix": "", "institution": "Cincinnati Children’s Hospital , University of Cincinnati", "department": "" }, { "first_name": "Ernest", "middle_name": "V.", "last_name": "Pedapati", "name_suffix": "", "institution": "Cincinnati Children’s Hospital , University of Cincinnati", "department": "" }, { "first_name": "Craig", "middle_name": "A.", "last_name": "Erickson", "name_suffix": "", "institution": "Cincinnati Children’s Hospital , University of Cincinnati", "department": "" }, { "first_name": "Daniel", "middle_name": "P.", "last_name": "Kennedy", "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/29400/galley/19260/download/" } ] }, { "pk": 29781, "title": "Executive Function affects Resilience with Different Cognitive Mechanismsbetween Adolescence and Emerging Adulthood", "subtitle": null, "abstract": "Executive function is a cognitive control system contributes uniquely to resilience (Greenberg, 2006; Obradovic, 2016).This study looked into resilience development during its controversial age period in cognitive perspective, aims to explorehow its components (i.e., cognitive flexibility, inhibitory control, and working memory) affect resilience in different agegroups. Data were collected in middle schools and universities (N=197). Participants were asked to join a series of labexperiments and questionnaires in a psychological lab. Results showed resilience as well as executive function in algorith-mic mind level develop from adolescence to emerging adulthood. Cognitive flexibility plays central role in functioningresilience with various cognitive mechanisms for different populations. With the identification of cognitive mechanismsunderlying the relation between cognitive flexibility subsets (i.e., reactive flexibility and spontaneous flexibility) and re-silience, this study contributes a cognitive perspective for better understanding of resilience before challenging eventshappen.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xz1m054", "frozenauthors": [ { "first_name": "Solna", "middle_name": "", "last_name": "XING", "name_suffix": "", "institution": "University of Macau", "department": "" }, { "first_name": "Sophia", "middle_name": "", "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/29781/galley/19635/download/" } ] }, { "pk": 29971, "title": "Experienced effort depends on evaluation mode", "subtitle": null, "abstract": "Our understanding of effort perception is limited. Performance (e.g., response time; accuracy) is typically used as one wayto assess effort in cognitive tasks; however, performance can be readily dissociated from subjective ratings of effort. Onepotential contribution to effort ratings that could lead to such dissociations is the judgment context. We tested this notionusing a recently reported dissociation between performance and subjective effort in combination with a manipulation ofevaluation mode (i.e., joint versus separate evaluation). Participants were asked to silently read a display of words asquickly as possible, then provide the level of effort experienced. Results demonstrate that evaluation mode can have amarked effect on retrospective judgments of effort. Implications are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1c88z30c", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Ashburner", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29971/galley/19825/download/" } ] }, { "pk": 29554, "title": "Experiential Explanations in Iterated Learning", "subtitle": null, "abstract": "Explanations can be divided into two categories: those that appeal to general principles (abstractive) and those that tella concrete story (experiential) (Aronowitz & Lombrozo, 2019). Most psychological research has focused on abstractiveexplanations, identifying the benefits of abstraction for transfer (Ratterman, Genter & DeLoache, 1987;1989), prediction(Pacer & Lombrozo, 2017), and even cooperation (Burgoon, Henders & Markman, 2013). So why do we sometimesexplain in a less abstract, more narrative mode? Study 1 (N = 195) and Study 2 (N = 843) explore scientific explanationsand find that abstractive and experiential explanations (matched for quality) are transmitted along a chain of people withcomparable fidelity. However, over repeated transmission, experiential explanations become significantly more abstract -whereas abstractive explanations do not drift. Study 3 turns from science to human behavior to test the hypothesis thatexperiential explanations have mnemonic and other cognitive advantages in more narrative domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nf8w8zf", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Aronowitz", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lewry", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "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/29554/galley/19414/download/" } ] }, { "pk": 29398, "title": "Explaining the Existential: Functional Roles of Scientific and Religious Explanation", "subtitle": null, "abstract": "Questions about the origins of life and the universe seem to call\nout for explanation, with science and religion offering\ncandidate answers. These answers clearly differ in content, but\ndo they also differ in psychological function? In Study 1\n(N=501) participants on Amazon Mechanical Turk rated\nscientific and religious answers to existential questions on\ndimensions related to epistemic functions (e.g., “This\nexplanation is based on evidence”) as well as\nmoral/social/emotional functions (e.g., “If everyone believed\nthis, the world would be a more moral place”; “This\nexplanation is comforting”). For non-religious participants,\nonly scientific explanations were assigned high values along\nepistemic dimensions; For religious participants, only religious\nexplanations were assigned high values along non-epistemic\ndimensions. In Study 2 (N=130), priming a non-epistemic need\nboosted religious participants’ evaluation of the quality of\nreligious (vs. scientific) explanations. These findings shed light\non the functions of scientific and religious cognition and raise\nnew questions about explanatory co-existence and the origins\nof religious belief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; science; cognitive science of religion;\nreligiosity; epistemic needs; emotional needs; social needs" } ], "section": "Facets of Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17z52415", "frozenauthors": [ { "first_name": "Telli", "middle_name": "", "last_name": "Davoodi", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "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/29398/galley/19258/download/" } ] }, { "pk": 29360, "title": "Explanation Supports Hypothesis Generation in Learning", "subtitle": null, "abstract": "A large body of research has shown that engaging in\nexplanation improves learning across a range of tasks. The act\nof explaining has been proposed to draw attention and\ncognitive resources toward evidence that will support a good\nexplanation—information that is broad, abstract, and\nconsistent with prior knowledge—which in turn aids discovery\nand generalization. However, it remains unclear whether\nexplanation acts on the learning process via improved\nhypothesis generation, increasing the probability that the\ncorrect hypothesis is considered in the first place, or hypothesis\nevaluation, the appraisal of the correct hypothesis in light of\nevidence. In the present study, we address this question by\nseparating the hypothesis generation and evaluation processes\nin a novel category learning task and quantifying the effect of\nexplanation on each process independently. We find that\nexplanation supports the generation of broad and abstract\nhypotheses but has less effect on the evaluation of hypotheses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; learning; inference; hypothesis\ngeneration; hypothesis evaluation" } ], "section": "Human Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2s08t5ck", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Brockbank", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29360/galley/19221/download/" } ] }, { "pk": 29352, "title": "Exploration Decisions Precede and Improve Explicit Uncertainty Judgments inPreschoolers", "subtitle": null, "abstract": "We investigate the relationship between exploratory learningand confidence scale judgments in understanding andimproving children’s early recognition of uncertainty. Four-and five-year-olds were presented with stimuli that varied intheir amount of occlusion. We assessed children’s ability todistinguish between these levels of uncertainty using twotypes of measures. Experiment 1 used a traditional 3-pointconfidence scale to examine explicit uncertainty judgments.Experiment 2 examined exploration preference as an implicitmeasure of uncertainty using the same stimuli. We comparedchildren’s performance on these two tasks before and aftertheir experience of disconfirming evidence, to assess theimpact of surprising events on the recognition of uncertainty.Results indicate that children intuitively recognize gaps intheir knowledge and express this in their exploratory behaviorbefore they are able to spontaneously produce accurateconfidence judgments. We also find that this implicitrecognition of uncertainty may be leveraged to support andimprove explicit judgments, even without extensive training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; confidence judgments;exploration; uncertainty monitoring; decision-making;ambiguity" } ], "section": "Choices and Decisions", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92068201", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Lapidow", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Isabella", "middle_name": "", "last_name": "Killeen", "name_suffix": "", "institution": "University of Minnesota Law", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29352/galley/19213/download/" } ] }, { "pk": 29507, "title": "Exploratory play, rational action, and efficient search", "subtitle": null, "abstract": "Play is a universal behavior widely held to be critical for learning and development. Recent studies suggest children’sexploratory play is consistent with formal accounts of learning. This ”play as rational exploration” view suggests thatchildren’s play is sensitive to costs, rewards, and expected information gain. By contrast, here we suggest that a definingfeature of human play is that children subvert normal utility functions in play, setting up problems where they incurneedless costs to achieve arbitrary rewards. Across three studies, we show that 4-5-year-old children not only infer playfulbehavior from observed violations of rational action (Experiment 1), but themselves take on unnecessary costs and performinefficient actions during play, despite acting efficiently in non-playful, instrumental contexts (Experiments 2-3). We endby discussing the value of apparently utility-violating behavior and why it might serve learning in the long run.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Forms of Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tx4h40z", "frozenauthors": [ { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29507/galley/19367/download/" } ] }, { "pk": 29909, "title": "Exploring Category Structure in Children and Adults", "subtitle": null, "abstract": "Understanding how statistical regularities result in category learning requires access to the underlying psychological spacesin which these categories are represented. However, uncovering these spaces, especially in developmental settings, posessignificant experimental and methodological challenges what are relevant dimensions on which these spaces are organizedand how can we uncover them without prohibitively long or straining experiments?Here, we propose a novel way of uncovering these spaces. We learn participants implicit similarity functions, instantiatedas a neuronal network, by training on simple groupings of stimuli. In simulations, we show that our method can recovergroup-specific categorical structures. Furthermore, we show that young children quickly understand the grouping task, andspaces can be obtained in short, engaging experiments. Finally, we apply our method to uncover age-related differencesin category representations. In an experiment contrasting 4-5, 6-7 year-olds, and adults, we find that the learned spacesexhibit age-specific feature biases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g8783zs", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "Leon", "last_name": "Villagra", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Isaac", "middle_name": "", "last_name": "Ehrlich", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "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/29909/galley/19763/download/" } ] }, { "pk": 29944, "title": "Exploring demographic differences in a large-scale study of Spanish wordassociation norms: The role of age, gender, and nationality", "subtitle": null, "abstract": "Free association techniques, which involve listing the first word that comes to mind after a probe word (e.g., probe wordDOG eliciting response BONE) are powerful tools in the cognitive sciences. However, their validity and generalizabilitydepend on the total sample size and the diversity of the participant pool. We report a large-scale free association normingstudy conducted in Spanish, the most widely spoken and geographically diverse romance language, using the methodologylaid out by De Deyne and colleagues (2019, BRM). Our results include 1 million responses to 5,000 cues from 20,000participants. Using our norms, we explored how the demographic factors of age, gender, and nationality shaped responses.We observed that between 12-18% of cue-response pairs varied systematically based on these demographic factors. Ourresults illustrate how free associations can reveal broad similarities and systematic demographic differences in lexico-semantic structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6j76f0r5", "frozenauthors": [ { "first_name": "Gabriel", "middle_name": "", "last_name": "Blanco-Gomez", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Simon", "middle_name": "De", "last_name": "Deyne", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "lvaro", "middle_name": "", "last_name": "Cabana", "name_suffix": "", "institution": "Unversidad de la Repblica, Montevideo", "department": "" }, { "first_name": "Blair", "middle_name": "", "last_name": "Armstrong", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29944/galley/19798/download/" } ] }, { "pk": 30095, "title": "Exploring Dynamic Decision Making Strategies withRecurrence Quantification Analysis", "subtitle": null, "abstract": "Aggregate statistics, such as percentage of choices, drive manyinsights about sequential behavior in decision making re-search. However, aggregation leaves usable information andpotential insights unexamined. Here, we introduce the useof recurrence plots (RP) and recurrence quantification anal-ysis (RQA) to explore individual choice sequences and de-termine generalized patterns of decision making strategies ina dynamic decision task. We illustrate the insights that RPsand RQAs reveal in a data set collected in a past study in-volving a dynamic, binary choice task (McCormick et al., inpreparation). Patterns of recurrence reveal multiple, distin-guishable, individual choice patterns among participants whowere equally successful in adapting to the dynamic environ-ment. We discuss how RQA of choice behavior can augmentour understanding of decision strategies when paired with tra-ditional aggregate assessments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Dynamic decision making; Recurrence quantifi-cation analysis; Choice sequences; Decision strategies; Visualanalytics" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fj218hh", "frozenauthors": [ { "first_name": "Erin", "middle_name": "N.", "last_name": "McCormick", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Leslie", "middle_name": "M.", "last_name": "Blaha", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30095/galley/19949/download/" } ] }, { "pk": 29721, "title": "Exploring Exploration: Comparing Children with Agents in Unified ExplorationEnvironments", "subtitle": null, "abstract": "Research in developmental psychology consistently shows that children explore the world thoroughly and efficiently andthat this exploration allows them to learn. While much work has gone into developing methods for exploration in machinelearning, artificial agents have not yet reached the standard set by their human counterparts. In this work we propose usingDeepMind Lab as a platform to directly compare child and agent behaviors and to develop new exploration techniques.We tested 60 children aged 4-6 examining two conditions that emulate how current reinforcement learning algorithmslearn using dense and sparse rewards and the children are then asked to find a goal in various mazes. These tasks providedata that can easily be compared to algorithms and we evaluate turn-by-turn moves the children do to what the Intrinsic-Curiosity-Module and Depth-First-Search algorithm do in the same exact maze. We show specifically where and whenchildren differ from the algorithms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vq1691x", "frozenauthors": [ { "first_name": "Eliza", "middle_name": "", "last_name": "Kosoy", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Jasmine", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Deepak", "middle_name": "", "last_name": "Pathak", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Pulkit", "middle_name": "", "last_name": "Agrawal", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29721/galley/19578/download/" } ] }, { "pk": 29775, "title": "Exploring Lexical Relations in BERT using Semantic Priming", "subtitle": null, "abstract": "BERT is a language processing model trained for word prediction in context, which has shown impressive performancein natural language processing tasks. However, the principles underlying BERT’s use of linguistic cues present in contextare yet to be fully understood. In this work, we develop tests informed by the semantic priming paradigm to investigateBERTs handling of lexical relations to complete a cloze task (Taylor, 1953). We define priming to be an increase in BERTsexpectation for a target word (pilot), in a context (e.g., I want to be a ), when the context is prepended with a relatedword (airplane) as opposed to an unrelated one (table). We explore BERTs priming behavior under various predictiveconstraints placed on the blank, and find that BERT is sensitive to lexical priming effects only under minimal constraintfrom the input context. This pattern was found to be consistent across diverse lexical relations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2s09h4p4", "frozenauthors": [ { "first_name": "Kanishka", "middle_name": "", "last_name": "Misra", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Allyson", "middle_name": "", "last_name": "Ettinger", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Rayz", "name_suffix": "", "institution": "Purdue 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/29775/galley/19629/download/" } ] }, { "pk": 29856, "title": "Extending the Rogers and McClelland Model of Semantic Cognition (2003) towork with Raw Pixel Information", "subtitle": null, "abstract": "Understanding how we acquire semantic knowledge is a central topic in cognitive science. In a now classic paper, Rogersand McClelland (2003) explored how a parallel distributed processing (PDF) model could recreate several important phe-nomena in semantic memory including how concepts are acquired, lost due to semantic dementia, and become organizedhierarchically. One well known limitation of this model, which was acknowledge by the original authors, is that thefeatures used in the model were largely hand coded. In this project we revisit this classic PDP account in light of mod-ern advances in neural network techniques. In particular, we show that we can recreate several of the predictions of theRogers and McClelland (2003) model in a network trained directly on raw pixel information from category exemplars.These results add realism to the original model while also showing how the principles of the model generalize to higherdimensional input spaces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54q7286r", "frozenauthors": [ { "first_name": "Arihant", "middle_name": "", "last_name": "Jain", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Brenden", "middle_name": "", "last_name": "Lake", "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/29856/galley/19710/download/" } ] }, { "pk": 29842, "title": "Extracting low-dimensional psychologicalrepresentations from convolutional neural networks", "subtitle": null, "abstract": "Deep neural networks are increasingly being used in cognitivemodeling as a means of deriving representations for complexstimuli such as images. While the predictive power of thesenetworks is high, it is often not clear whether they also offeruseful explanations of the task at hand. Convolutional neuralnetwork representations have been shown to be predictive ofhuman similarity judgments for images after appropriate adap-tation. However, these high-dimensional representations aredifficult to interpret. Here we present a method for reducingthese representations to a low-dimensional space which is stillpredictive of similarity judgments. We show that these low-dimensional representations also provide insightful explana-tions of factors underlying human similarity judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "similarity judgments; neural networks; deep learn-ing; dimensionality reduction; interpretability" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9jp1730d", "frozenauthors": [ { "first_name": "Aditi", "middle_name": "", "last_name": "Jha", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Peterson", "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/29842/galley/19696/download/" } ] }, { "pk": 29998, "title": "’Eye Can Reason’- How Eye Parameters Marked one’s Performance in a VisualReasoning Task", "subtitle": null, "abstract": "Eye tracking systems have the potential of providing efficient, non-intrusive solutions towards the study of human be-haviour. This work shows that eye movements may be markers of visual information processing and hence can provideinsights into a persons cognitive problem-solving ability and reasoning behaviour. We studied the relationship betweenperformance and eye parameters of individuals for a visual reasoning based problem-solving task. Inter-group analysesrevealed fixation duration and peak saccadic velocity as differentiating markers of performance and time. Intra-groupstudies indicated that the eye parameters acting as performance markers were not the same for all performance groups. Aseparate marker of ’Visual to Textual Processing Ratio’ was defined. Correlating eye parameters with performance couldhelp us develop eye metrics to better mark the cognitive information processing of a person through tests even whereperformance parameters (like score) are not defined.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0k35n8ph", "frozenauthors": [ { "first_name": "Kaustav", "middle_name": "", "last_name": "Brahma", "name_suffix": "", "institution": "Indian Institute of Technology Kharagpur", "department": "" }, { "first_name": "Pourush", "middle_name": "", "last_name": "Sood", "name_suffix": "", "institution": "Indian Institute of Technology Kharagpur", "department": "" }, { "first_name": "Rajlakshmi", "middle_name": "", "last_name": "Guha", "name_suffix": "", "institution": "Indian Institute of Technology Kharagpur", "department": "" }, { "first_name": "Partha", "middle_name": "Pratim", "last_name": "Chakraborty", "name_suffix": "", "institution": "Indian Institute of Technology Kharagpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29998/galley/19852/download/" } ] }, { "pk": 29526, "title": "Face Selectivity in Social (But Not Perceptual) Areas of the Infant Brain", "subtitle": null, "abstract": "Humans are profoundly social creatures. We depend on others for survival and crave social interactions. Faces are thegateway to many typical social interactions. One of the most replicable results in cognitive neuroscience is the selectiveresponse of some cortical regions to faces in humans and other social primates. Specifically, the fusiform face area (FFA)is a region in the ventral temporal cortex (VTC) that is selectively responsive to faces. To determine whether infantsshow early cortical responses to faces, we recruited 86 human infants (2.1-11.9 months) to participate in an awake infantfunctional resonance imaging (fMRI) experiment. We obtained usable fMRI data from 49 infants (2.1-9.7 months) whilethey watched videos of faces, bodies, objects, and scenes, 30 of whom (2.5-9.4 months) had enough data for a functionalregion of interest (fROI) analysis. A group random effects analysis revealed significantly higher responses to faces thanobjects in the medial prefrontal cortex (MPFC), superior temporal sulcus (STS), ventral temporal cortex (VTC), andsubcortical areas of the infant brain. Additionally, the fROI analysis revealed face selective responses in the STS, MPFC,and VTC but not lateral occipital cortex or subcortical areas of the infant brain. Thus, we provide the first evidence offace selective responses in the infant brain and demonstrate that social regions (STS and MPFC) respond selectively at thesame time as perceptual regions (VTC).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Attention and Faces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h97c6md", "frozenauthors": [ { "first_name": "Heather", "middle_name": "", "last_name": "Kosakowski", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Amherst College , Massachusetts Institute of Technology", "department": "" }, { "first_name": "Nancy", "middle_name": "", "last_name": "Kanwisher", "name_suffix": "", "institution": "Amherst College , Massachusetts Institute of Technology", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29526/galley/19386/download/" } ] }, { "pk": 29586, "title": "Feature selection in category learning", "subtitle": null, "abstract": "Research examining mechanisms underlying human categorization has reported that when learning novel categories, adultstend to selectively attend to the diagnostic features, whereas young children allocate attention to multiple features. Thisstudy further investigated mechanisms underlying children and adults category learning by measuring their accuracy andresponse time in classification tasks. Participants were trained with categories that have a single deterministically predic-tive feature and multiple probabilistic features, and they were tested with items varying in the number of features. Theresults indicated that with sufficient training, both adults and children relied exclusively on the deterministic feature regard-less of overall similarity. Importantly, a deterministic feature is both sufficient and efficient for learning new categories.Participants were as accurate and fast when classifying items with most probabilistic features missing as when classifyingitems with all features present. However, when the deterministic feature was inaccessible, their accuracy dropped, andresponse times slowed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13h4586g", "frozenauthors": [ { "first_name": "Mengcun", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "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/29586/galley/19445/download/" } ] }, { "pk": 29610, "title": "Feeling of Competence Affects Children’s Curiosity and Creativity", "subtitle": null, "abstract": "Creative potential in childhood predicts creative achievementslater in life. But relatively little is known about the factors andprocesses that promote creativity in children. A theoreticalframework by Carr, Kendal, and Flynn (2016) identified sev-eral factors, including curiosity and exploration, that might fa-cilitate creativity and innovation. Building on this framework,we propose another factor – children’s feeling of competence– that might affect both curiosity and creativity. In the presentstudy, 5- to 7-year-olds were induced feelings of high or lowcompetence by solving math problems. Next, they completedthree tasks that measured their curiosity and creativity. Thefindings showed that children who felt more competent ex-plored more on a novel toy and showed better creative prob-lem-solving abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity; innovation; curiosity; competence" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/65x1m89t", "frozenauthors": [ { "first_name": "Rongzhi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "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/29610/galley/19469/download/" } ] }, { "pk": 29900, "title": "Finding probabilistic context-free grammar in Chinese writing system", "subtitle": null, "abstract": "Writing systems play a very important role in human languages, but the mathematical nature of writing systems remainsunderstudied. Here, we conduct a case study of an open-class writing system Chinese characters, which consists of aset of expandable basic units, in contrast to most other writing systems whose basic units form closed sets, or closed-class systems. We demonstrate that probabilistic context-free grammars underlie the representation of Chinese writing, byformalizing Chinese characters as a grammar with character shapes, as nonterminal rules, and components. as terminalnodes. Rule probabilities are estimated from a character treebank of the most frequent 3500 characters. Exploratoryanalysis reveals Zipfian distributions of both shapes and components. Our experiments also demonstrate that Chinesewriting system shows generative powers similar to PCFG, with 78% of the noncharacters generated from our grammarjudged acceptable, which suggests fundamental differences between open-class and closed-class writing systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vw8n82q", "frozenauthors": [ { "first_name": "Hao", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Astound.AI", "department": "" }, { "first_name": "Yanwei", "middle_name": "", "last_name": "Jin", "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/29900/galley/19754/download/" } ] }, { "pk": 29604, "title": "Flexible Strategy Use in Soar’s Tic-Tac-Toe", "subtitle": null, "abstract": "Modeling cognitive processes is one of the major tasks of cognitive science. This work presents a model of a studydescribed in Flexible Strategy Use in Young Childrens Tic-Tac-Toe (Crowley & Siegler, 1993) in which the authorsmade an attempt to characterize decision-making in a conflict-of-interests-like environment. In the experiments, kinder-garten/primary school children and an algorithm-based opponent played a series of games in Tic-Tac-Toe. The outcomesseemed to indicate the existence of a hierarchy of rules that is constructed with experience. Although already tested al-gorithmically, the simulation detailed in the paper was applicable to a narrow class of problems only. The model shownin this work was built using a cognitive architecture, i.e. computer-based structure mimicking the general functioning ofthe human mind. Concretely, we used a rule-based system Soar that operates in mental rules paradigm and in most partreplicated the results of the mentioned study.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bh0s7rz", "frozenauthors": [ { "first_name": "Julian", "middle_name": "", "last_name": "Skirzyski", "name_suffix": "", "institution": "Max-Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Dr Piotr", "middle_name": "", "last_name": "Wasilewski", "name_suffix": "", "institution": "University of Warsaw", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29604/galley/19463/download/" } ] }, { "pk": 29968, "title": "fMTP: A Unifying Computational Framework of Temporal Preparation acrossTime Scales", "subtitle": null, "abstract": "Temporal preparation is influenced by factors across a range of time scales, from effects of the previous trial to learningeffects throughout entire experiments. Theories on temporal preparation thus far have failed to offer a complete account ofthese effects. We present the formal multiple trace theory of temporal preparation (fMTP), a computational framework thatintegrates theories on time perception, motor planning, and associative learning. At fMTP’s core lies Hebbian, associativelearning between a layer of time cells and a motor layer. Its preparatory state is governed by the automatically retrieval oftraces formed in the past. We show that fMTP, with only this single implicit learning mechanism, accounts for behavioralphenomena across a range of time scales that previously have been considered to be the result of distinct processes.Furthermore, for experimental setups where the predictions of existing accounts and fMTP differ, the data aligns with ourmodel.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p07q4g5", "frozenauthors": [ { "first_name": "Josh", "middle_name": "Manu", "last_name": "Salet", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Wouter", "middle_name": "", "last_name": "Kruijne", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Hedderik", "middle_name": "van", "last_name": "Rijn", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Sander", "middle_name": "A.", "last_name": "Los", "name_suffix": "", "institution": "Vrije Universiteit Amsterdam", "department": "" }, { "first_name": "Martijn", "middle_name": "", "last_name": "Meeter", "name_suffix": "", "institution": "Vrije Universiteit 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/29968/galley/19822/download/" } ] }, { "pk": 30070, "title": "Food sharing gave birth to social networks", "subtitle": null, "abstract": "Social networks present distinctive features when compared with other types of networks, particularly the presence ofcommunities, which are subsets of nodes much more densely connected among themselves, than with the rest of the net-work. In this work, we propose an explanation for this pattern based on the following: groups may be the communitysolution of hunter-gatherer societies to the survival problem posed by the uncertainty of food. We propose a multi-agentmodel inspired by a food-sharing dynamic, which combines and formalizes two main notions discussed by some anthropo-logical literature: the reciprocity in the exchanges of food, plus the care for the general welfare of agents. Our preliminaryresults show that near-to-optimal food-sharing networks exhibit highly-connected groups around special agents that wecall hunters, those who inject food into the system. We show the robustness of these results by computer simulations andalso by analytical arguments for these simulations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2b10d21z", "frozenauthors": [ { "first_name": "Jorge", "middle_name": "", "last_name": "Prez", "name_suffix": "", "institution": "Universidad de Chile, Santiago", "department": "" }, { "first_name": "Francisco", "middle_name": "", "last_name": "Plana", "name_suffix": "", "institution": "Universidad de Chile, Santiago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30070/galley/19924/download/" } ] }, { "pk": 29430, "title": "For 19-Month-Olds, What Happens On the Screen Stays On the Screen", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "representations; animation; development; fiction;methodology" } ], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ws1s317", "frozenauthors": [ { "first_name": "Barbu", "middle_name": "", "last_name": "Revencu", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29430/galley/19290/download/" } ] }, { "pk": 29524, "title": "Foraging in the Virtual Himalayas: Intrinsic and Extrinsic Factors in Search", "subtitle": null, "abstract": "Foraging over land for resources was central to the evolutionof search processes and decision-making for many organisms,including humans. The processes underlying natural foragingbehaviors are foundational to cognition. However, in the field,it is difficult to collect detailed and accurate measures of searchbehaviors and hard to manipulate search conditions. We usedGoogle Earth and the Unity 3D platform to recreate a patchof the Himalayan foothills with ancient temples used as way-points for travelers on foot. Two hundred players recruited viaMTurk moved over the landscape with realistic speed, energyusage, and perceptual conditions to find as many temples aspossible given a limited energy budget. Half were constrainedby the need to return to a home base to report found temples,and half were not. When search paths were analyzed in termsof segment distributions, players who found relatively moretemples (high scorers) more closely followed the theoreticallyoptimal L ́evy walk that balances exploration and exploitation,regardless of the home base. This intrinsic pattern was alsofound in perceptual search intervals, with high scorers lean-ing more towards exploration. By contrast, when search pathswere analyzed as wholes, an extrinsic pattern was found in thatplayers ranged farther without a home base, and this differ-ence was more pronounced for high scorers. We conclude thatL ́evy-like patterns are intrinsic and effective in terms of pathsegments and perceptual intervals, but overall search behavioradapts to extrinsic factors and constraints.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human Foraging; Search; L ́evy walks; Diffusion;Virtual Environment" } ], "section": "Attention and Faces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pg923kz", "frozenauthors": [ { "first_name": "Ketika", "middle_name": "", "last_name": "Garg", "name_suffix": "", "institution": "University of California, merced", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kello", "name_suffix": "", "institution": "University of California, merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29524/galley/19384/download/" } ] }, { "pk": 29424, "title": "Formalizing Interdisciplinary Collaboration in the CogSci Community", "subtitle": null, "abstract": "Is cognitive science interdisciplinary or multidisciplinary? Wecontribute to this debate by examining the authorship struc-ture and topic similarity of contributions to the Cognitive Sci-ence Society from 2000 to 2019. We compare findings fromCogSci to abstracts from the Vision Science Society over thesame time frame. Our analysis focuses on graph theoretic fea-tures of the co-authorship network—edge density, transitivity,and maximum subgraph size—as well as clustering within thetopic space of CogSci contributions. We also combine struc-tural and semantic information with an analysis of homophily.We validate this approach by predicting new collaborations inthis year’s CogSci proceedings. Our results suggest that cog-nitive science has become increasingly interdisciplinary in thelast 19 years. More broadly, we argue that a formal quantita-tive approach which combines structural co-authorship infor-mation and semantic topic analysis provides inroads to ques-tions about the level of interdisciplinary collaboration in thecognitive science community.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "co-authorship networks; topic modeling; interdis-ciplinarity; multidisciplinarity; scientometrics" } ], "section": "Complex Dynamics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pd556nv", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "", "last_name": "Oey", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Isabella", "middle_name": "", "last_name": "DeStefano", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Brockbank", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "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/29424/galley/19284/download/" } ] }, { "pk": 29375, "title": "Forming Concepts of Mozart and Homer Using Short-Term and Long-TermMemory:A Computational Model Based on Chunking", "subtitle": null, "abstract": "A fundamental issue in cognitive science concerns the mentalprocesses that underlie the formation and retrieval of conceptsin the short-term and long-term memory (STM and LTMrespectively). This study advances Chunking Theory and itscomputational embodiment CHREST to propose a singlemodel that accounts for significant aspects of conceptformation in the domains of literature and music. The proposedmodel inherits CHREST’s architecture with its integratedSTM/LTM stores, while also adding a moving attentionwindow and an “LTM chunk activation” mechanism. Theseadditions address the overly destructive nature of primacyeffect in discrimination network based architectures andexpand Chunking Theory to account for learning, retrieval andcategorisation of complex sequential symbolic patterns – likereal-life text and written music scores. The model was trainedthrough exposure to labelled stimuli and learned to categoriseclassical poets/writers and composers. The model categorisedpreviously unseen literature pieces by Homer, Chaucer,Shakespeare, Walter Scott, Dickens and Joyce, as well asunseen sheet music scores by Bach, Mozart, Beethoven andChopin. These findings offer further support to mechanismsproposed by Chunking Theory and expand it into thepsychology of music.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorisation; CHREST; concept; chunking;learning; literature; long-term memory; music; short-termmemory." } ], "section": "Memory", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0tf1z7x3", "frozenauthors": [ { "first_name": "Dmitry", "middle_name": "", "last_name": "Bennett", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "London School of Economics and Political Science", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Lane", "name_suffix": "", "institution": "University of Hertfordshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29375/galley/19236/download/" } ] }, { "pk": 29915, "title": "Forms of Distributed Curiosity in the Collaborative Exploration of UnknownEnvironments by Artificial Agents", "subtitle": null, "abstract": "We propose a multi-agent approach to the problem of exploring unknown environments. We use a master-slave architec-ture. Mapping and exploration are coordinated by two separate agents: the mapper and the broker. The slave agents, theexplorers, are endowed with forms of curiosity, measured in terms of the decrease in uncertainty and novelty. The mapperis in charge of merging everyones maps and sending the global map back to each explorer, while the broker assigns nextmoves to every explorer, based on the interesting locations they spotted. The explorers analyse the environment they in-habit, send their local map to the mapper, pick points of interest based on their current knowledge of the area, send them tothe broker, and finally move to the location assigned by the broker. The advantages of these forms of distributed curiosity,together with those of the collaborative multi-agent exploration strategy, are tested in several scenarios.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9b64k2k9", "frozenauthors": [ { "first_name": "Lus", "middle_name": "", "last_name": "Macedo", "name_suffix": "", "institution": "University of Coimbra", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29915/galley/19769/download/" } ] }, { "pk": 29465, "title": "Forward-looking Effects in Subject Pronoun Interpretation:What Comes Next Matters", "subtitle": null, "abstract": "We report two experiments investigating how the interpretationof subject-position pronouns is guided by the referentialstructure of the pronoun-containing clause, and how thisinformation interacts with information available in the clausethat precedes the pronoun. Thus, we consider information thatis available to the language processing system before thepronoun is encountered (pre-pronominal information), as wellas information that comes after the pronoun (post-pronominalinformation). In particular, we test how implicit causalitybiases of verbs that precede the pronoun-containing clauseinteract with the referential structure of the pronoun-containingclause, i.e., whether or not the clause with the pronoun containsanother ambiguous pronoun. We report two offline studieswhose results reveal significant effects of both pre- and post-pronominal referential information on pronoun resolution: Inaddition to replicating effects of implicit causality biasesobserved in prior work, we also show that people’s referentialbiases depend on whether the clause contains only a subject-position pronoun or also a second pronoun in object position.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Pronouns; reference resolution; anaphorresolution; discourse processing; referential structure" } ], "section": "Language and Uncertainty", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jj941n5", "frozenauthors": [ { "first_name": "Jina", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Elsi", "middle_name": "", "last_name": "Kaiser", "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/29465/galley/19325/download/" } ] }, { "pk": 29812, "title": "FrameNet for Modeling Extraction from Coordinate Structures", "subtitle": null, "abstract": "A non-probabilistic model of speakers competence regarding extraction from a coordinate structure, which was argued tobe sensitive to how the conjuncts are connected to each other in discourse (e.g., Lakoff, 1986; Kehler 2002) is presented.The model makes use of Lakoffs (1986) account of the acceptability of extraction from coordinate structures by adoptingthe Frame Semantics framework. Lakoff argues that acceptability of extraction is affected by the belonging of the conjunctsto certain scenarios (e.g. a natural sequence of events), something that is measurable in this framework. An algorithm thatmeasures the degree of relatedness between two conjuncts by consulting FrameNet (the framework implementation) andquantifying the common frames they belong to is proposed and tested on sentences used in an acceptability judgementsurvey on extraction from coordinate structures (Harris, 2009). The models outcomes interact with the experimentalconditions in predicting human judgements, providing initial support for the proposal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9188n590", "frozenauthors": [ { "first_name": "Mai", "middle_name": "", "last_name": "Al-Khatib", "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/29812/galley/19666/download/" } ] }, { "pk": 30085, "title": "Frequency-dependent Regularization in Constituent Ordering Preferences", "subtitle": null, "abstract": "We examine how idiosyncrasies of specific verbs in syntac-tic constructions affect constituent ordering preferences. Pre-vious work on binomial expressions in English has demon-strated that the polarization of ordering preferences for a givenbinomial type depends on its overall frequency. The higherthe frequency of a binomial type, the stronger and more ex-treme preference/regularization language users will have forone alternative over the other (e.g. “facts and techniques” >“techniques and facts”; “bread and butter” >>> “butter andbread”). Here using the dative constructions in English as thetest case, we show that the same frequency-dependent regular-ization exists in syntactic structures above the word level. Themore frequent a dative construction type is, governed by thehead verb, the stronger preference there is for one alternationover the other. Further, we present evidence that the regulariza-tion patterns can be accounted for via iterated learning model-ing of language change, suggesting that frequency-dependentregularization emerges via the interactions between languageproduction, language learning and cultural transmission.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "idiosyncratic preference; regularization bias; da-tive construction; iterated learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f76q2zk", "frozenauthors": [ { "first_name": "Zoey", "middle_name": "", "last_name": "Liu", "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/30085/galley/19939/download/" } ] }, { "pk": 29343, "title": "From Efficient Coding to Information Gain:\nInformation-Theoretic Principles in Models of Human Decision Making", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modeling; perceptual choice; hypothesis\ntesting; decision making under risk; entropy; information\ntheory; efficient coding" } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x70m6kr", "frozenauthors": [ { "first_name": "Mikaela", "middle_name": "", "last_name": "Akrenius", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Laurence", "middle_name": "T.", "last_name": "Maloney", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Nelson", "name_suffix": "", "institution": "University of Surrey; Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29343/galley/19204/download/" } ] }, { "pk": 29603, "title": "From information-seeking actions (and their costs), adults jointly infer both whatothers know, and what they believe they can learn", "subtitle": null, "abstract": "We face a challenge when inferring what others know. Actions do not transparently reveal epistemic states: ignorantagents routinely ignore information too costly to obtain, and knowledgeable agents often confirm what they already knowwhen its convenient. We hypothesized that epistemic inferences are sensitive both to agents actions, and the underlyingutilities that best explain them. We tested this possibility in a simple task. Adults watched an explorer decide whetherto collect a map before searching an island for treasure. Participants (n=40) were asked to jointly infer how much theexplorer knew about the treasures location, and how much information the explorer believed the map had. Participantjudgments matched a computational model of epistemic inference structured around an expectation that agents rationallytradeoff information gain with information cost (r=0.86; 95%: 0.740.93, p¡.001). Our results suggest that adult Theory ofMind supports nuanced and graded epistemic inferences from observable action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3cj3g3kk", "frozenauthors": [ { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29603/galley/19462/download/" } ] }, { "pk": 29585, "title": "From Integers to Fractions: Developing a Coherent Understanding ofProportional Magnitude", "subtitle": null, "abstract": "Children display an early sensitivity to implicit proportions (e.g., 1 of 5 apples vs 3 of 4 apples) but have considerabledifficulty in learning the explicit, symbolic proportions denoted by fractions (e.g., 1/5 vs 3/4). Theoretically, reducingthe gap between representations of implicit vs explicit proportions would improve understanding of fractions, but littleis known about how the representations develop and interact with one another. To address this, we asked 163 third tofifth graders to estimate the position of proportionally-equivalent integers and fractions on number lines (e.g., 3 on 0-8number line vs 3/8 on 0-1 number line). We found that, with increasing age, children were more accurate and linear inrepresenting both integers and fractions. More importantly, childrens estimates of implicit and explicit proportions becamemore coherent, such that a childs estimates of fractions on a 0-1 number-line was a linear function of the same childsestimates of equivalent integers. This representational coherence independently predicted childrens fraction proficiency inother tasks, suggest- ing that building a coherent understanding of proportions is an educationally-important goal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qw2r21v", "frozenauthors": [ { "first_name": "Shuyuan", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Marta", "middle_name": "", "last_name": "Mielicki", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Fitzsimmons", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Clarissa", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Kent 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/29585/galley/19444/download/" } ] }, { "pk": 29676, "title": "From Tangled Object Manifold to Temporal Relation Manifolds", "subtitle": null, "abstract": "In this paper, we extended the DiCarlo & Cox 2007 tangled object manifold framework of object recognition to bet-ter address the unsupervised nature of category learning. We developed a novel Markov chain-based similarity metricthat formally connects aspects of manifold untangling with trace learning. Using these developments, we replaced un-observable labels and artificial category boundaries with our observable Markov chain walk based similarity metric as atheoretically grounded target for unsupervised category untangling. Further, we developed a new rationale for how neu-ronal input windows should be chosen for an untangling algorithm using this new framework. This new framework formanifold untangling and trace learning allowed us to synthesize aspects of simple cell learning, complex cell learning,and axonal development theories, into a high-level theory of how the visual cortex learns to separate object categories at acomputational level.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fd9116q", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Ryland", "name_suffix": "", "institution": "University of Texas at Dallas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29676/galley/19533/download/" } ] }, { "pk": 29670, "title": "From two to many: The role of executive functions in young children’s\ngeneralization of novel object names in a comparison design", "subtitle": null, "abstract": "In this study, 4-year-old children were tested in an object name\ngeneralization task with a stimulus comparison design.\nPerformance in the generalization task was correlated with\nperformance in a vocabulary test and three executive function\ntasks assessing inhibition, flexibility, and working memory.\nCorrelational analyses revealed a significant association with\nflexibility but not with inhibition, working memory or\nvocabulary test. We interpret the results in terms of a capacity\nto flexibly generate novel dimensions rather than inhibiting\nirrelevant dimensions. Individual differences in working\nmemory and inhibition did not significantly influence\nperformance in the word extension task. Moreover, the absence\nof correlation with the vocabulary performance supports the\nidea that children did not rely on existing knowledge to find out\nthe relevant dimension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Comparison" }, { "word": "executive functions" }, { "word": "Distinctiveness" }, { "word": "Conceptual Development." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t093316", "frozenauthors": [ { "first_name": "Yannick", "middle_name": "", "last_name": "Lagarrigue", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29670/galley/19527/download/" } ] }, { "pk": 29555, "title": "Game on: Mastery Orientation Through the Lens of a Challenging Video Game", "subtitle": null, "abstract": "Video games are failure-rich spaces that provide a unique lens\ninto how individuals react to failure in challenging\nenvironments. In this study, we utilize Cuphead, a notoriously\nchallenging video game to demonstrate a unique behaviorally\ndriven approach to understanding how an individual reacts to\nfailure. Using measures of mastery orientation and data-driven\nretrospective interviews, we show that individuals who exhibit\nmore mastery-oriented behaviors and more mastery-oriented\nbehaviors before a helpless-behavior are more likely to show a\nhigher game mastery orientation score, and that individuals that\nabandon a level before completion are more likely to show a\nlower game mastery orientation score. This introduces video\ngames as a fruitful environment for understanding mastery\norientation, a behaviorally driven approach to understanding\nhow individuals react to failure, and provides a glimpse into\nhow individuals react to failure in a challenging video game.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mastery orientation" }, { "word": "failure" }, { "word": "video games" }, { "word": "Behavior" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4858d7sw", "frozenauthors": [ { "first_name": "Craig", "middle_name": "G", "last_name": "Anderson", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29555/galley/19415/download/" } ] }, { "pk": 29545, "title": "Gaze behavior in a review-a-definition task", "subtitle": null, "abstract": "A requirement definition document (RDD) in software development should define the necessary and sufficient conditionfor the software to satisfy. It is preferable to review and guarantee the quality of the RDD. It is, however, not easyto evaluate the goodness of the reviewer, due to various review styles and the logical complexity of such a document.Therefore, we developed a test set for the review task of the RDD and investigated the reviewers gaze behavior. The testset includes the four logical relationships between the definition and instances, and our analysis revealed that validation ofthe necessary condition is relatively easier than validation of the sufficient condition. Moreover, reviewers gaze patternswere concentrated more on a certain part of sentences when the review was successful. It may suggest that the reviewsuccess can be predicted by the reviewing eye gaze fixations on sentences with the relatively higher information gain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03j4t53v", "frozenauthors": [ { "first_name": "Koki", "middle_name": "", "last_name": "Saito", "name_suffix": "", "institution": "Nihon Unisys", "department": "" }, { "first_name": "Shohei", "middle_name": "", "last_name": "Hidaka", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29545/galley/19405/download/" } ] }, { "pk": 29381, "title": "Gender convergence in the expressions of love: A computational analysis of lyrics", "subtitle": null, "abstract": "Love is a central theme in modern music, but do women andmen differ in their expressions of love? Results from empiri-cal studies on gender differences in love attitudes have evolvedfrom showing consistent differences to more similarities overtime and witnessed gender convergence in relationship expec-tations, housework responsibilities, and sexual attitudes. Inde-pendently, pop culture studies have shown how music can beused as a contextual artifact whose lyrics can reflect a culture’schanging psychological processes and ideologies. We combinethese two research areas to explore whether the gender con-vergence reported in psychological studies is mirrored in lovesongs. Using a corpus of lyrics and song metadata from 1960to 2009, we present a computational analysis of the lexical dis-tribution of lyrics across genre, gender and time. We show thatlove songs between vocalists who are men vs. women havebecome significantly more similar in their lyrical expressionsof love.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "culture and cognition; love; gender; lyrics; com-putational analysis" } ], "section": "Gender and Individuals", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40x424kj", "frozenauthors": [ { "first_name": "Lana", "middle_name": "El", "last_name": "Sanyoura", "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/29381/galley/19242/download/" } ] }, { "pk": 29923, "title": "Gendered Robots Can Change Children’s Gender Stereotyping", "subtitle": null, "abstract": "Research suggests children readily treat robots as social actorsand sources of information for learning. Here we ask if childrenuse depictions of gender-counterstereotypic robots (e.g., afemale construction worker robot) and gender-stereotypicrobots (e.g., a female secretary robot) as sources of informationabout cultural gender stereotypes. Forty-five 6- to 8-year-oldchildren participated in a short counterstereotyping task.Children in the counterstereotypical condition viewed videosof cartoon female gendered robots with culturally stereotypedmasculine occupations, interests in activities, and traits.Children in the stereotypical condition viewed videos ofcartoon female gendered robots with culturally stereotypedfeminine attributes. Children completed a measure of genderstereotyping before and after viewing the intervention videos.From pretest to posttest, children’s gender stereotypingdecreased in the counterstereotypical condition and increasedin the stereotypical condition. These finding suggest childrenmay learn from robots as models of cultural gender stereotypes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "child-robot interaction" }, { "word": "social learning" }, { "word": "socialrobotics" }, { "word": "social cognition" }, { "word": "gender stereotypes" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7q75x0h3", "frozenauthors": [ { "first_name": "Kallyn", "middle_name": "", "last_name": "Song-Nichols", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Andrew", "middle_name": "G.", "last_name": "Young", "name_suffix": "", "institution": "Northeastern Illinois 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/29923/galley/19777/download/" } ] }, { "pk": 29956, "title": "Gender Gaps Correlate with Gender Bias in Social Media Word Embeddings", "subtitle": null, "abstract": "Gender status, gender roles, and gender values vary widelyacross cultures. Anthropology has provided qualitative ac-counts of economic, cultural, and biological factors that im-pact social groups, and international organizations have gath-ered indices and surveys to help quantify gender inequalitiesin states. Concurrently, machine learning research has recentlycharacterized pervasive gender biases in AI language models,rooting from biases in their textual training data. While thesemachine biases produce sub-optimal inferences, they may helpus characterize and predict statistical gender gaps and gendervalues in the culture(s) that produced the training text, therebyhelping us understand cultural context through big data. Thispaper presents an approach to (1) construct word embeddings(i.e., vector-based lexical semantics) from a region’s social me-dia, (2) quantify gender bias in word embeddings, and (3)correlate biases with survey responses and statistical gendergaps in education, politics, economics, and health. We validatethis approach using 2018 Twitter data spanning 143 countriesand 51 U.S. territories, 23 international and 7 U.S. gender gapstatistics, and seven international survey results from the WorldValue Survey. Integrating these heterogeneous data across cul-tures is an important step toward understanding (1) how biasesin culture might manifest in machine learning models and (2)how to estimate gender inequality from big data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gender bias; gender gaps; word embeddings; NLP" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45d4b391", "frozenauthors": [ { "first_name": "Scott", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "SIFT", "department": "" }, { "first_name": "Sonja", "middle_name": "", "last_name": "Schmer-Galunder", "name_suffix": "", "institution": "SIFT", "department": "" }, { "first_name": "Anthony", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "SIFT", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Goldman", "name_suffix": "", "institution": "SIFT", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Ausman", "name_suffix": "", "institution": "SIFT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29956/galley/19810/download/" } ] }, { "pk": 29872, "title": "Generalization of Novel Object Names in Comparison Contexts in a yes-no\nparadigm by young children. When the rate of stimulus presentation matters.", "subtitle": null, "abstract": "A common result in novel word generalization tasks is that\ncomparison settings (i.e., several stimuli introduced\nsimultaneously) favor conceptualization and generalization.\nWe hypothesized that typical comparison forced-choice\ndesigns between a lure and a target conceptual dimension might\nhave constrained children’s choices. Here we used a “yes-no”\nfree choice design with 3- and 4-year-old children, and\nmanipulated the presentation mode of the stimuli, either\nsimultaneous or sequential. We manipulated the semantic\ndistance between training and transfer items. Results showed\nthat simultaneous, rather than sequential, presentations in the\ntransfer phase led to more taxonomic generalizations in four-\nyear olds. Results are discussed in terms of the constraints that\nboth types of presentation bring into the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "novel name; comparisons; generalization; forced-\nchoice; free-choice." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4162813j", "frozenauthors": [ { "first_name": "Eleanor", "middle_name": "", "last_name": "Stansbury", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" }, { "first_name": "Arnaud", "middle_name": "", "last_name": "Witt", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29872/galley/19726/download/" } ] }, { "pk": 29867, "title": "Generalizations about the functions of agents", "subtitle": null, "abstract": "Studies show that people begin to associate objects with functions early in development (Atran, 1995; Carey, 1985; Csibra& Gergely, 1998; Keil, 1992). They can describe generalizations about the functions of objects by producing teleologicalgeneric language, i.e., statements that express generalities about the purposes of objects. A recent study shows thatpeople accept teleological generics about body parts such as eyes are for seeing but reject statements such as eyes are forblinking. Nevertheless, little is known about whether people associate living, volitional agents with functions. In a seriesof experiments, we show that they do: they accept statements of the form ”horses are for riding” but not ”horses are forneighing”. The studies show further that people appear to have normative expectations about the functions of agents, e.g.,they accept statements such as ”all normal horses are for riding” and ”horses are supposed to be for riding”. The resultcorroborates Korman and Khemlani’s (2018, 2020) proposal that people mentally represent principled connections, i.e.,privileged conceptual links, between kinds and their functional properties.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53b024d5", "frozenauthors": [ { "first_name": "Hillary", "middle_name": "", "last_name": "Harner", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Korman", "name_suffix": "", "institution": "The MITRE Corporation", "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/29867/galley/19721/download/" } ] }, { "pk": 29387, "title": "Generalizing meanings from partners to populations:Hierarchical inference supports convention formation on networks", "subtitle": null, "abstract": "A key property of linguistic conventions is that they hold overan entire community of speakers, allowing us to communicateefficiently even with people we have never met before. Atthe same time, much of our language use is partner-specific:we know that words may be understood differently by differ-ent people based on our shared history. This poses a chal-lenge for accounts of convention formation. Exactly how doagents make the inferential leap to community-wide expecta-tions while maintaining partner-specific knowledge? We pro-pose a hierarchical Bayesian model to explain how speakersand listeners solve this inductive problem. To evaluate ourmodel’s predictions, we conducted an experiment where par-ticipants played an extended natural-language communicationgame with different partners in a small community. We ex-amine several measures of generalization and find key signa-tures of both partner-specificity and community convergencethat distinguish our model from alternatives. These resultssuggest that partner-specificity is not only compatible with theformation of community-wide conventions, but may facilitateit when coupled with a powerful inductive mechanism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; communication; coordination" } ], "section": "Language and Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7849q1dm", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Hawkins", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University, 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/29387/galley/19248/download/" } ] }, { "pk": 29806, "title": "Generalizing Outside the Training Set:When Can Neural Networks Learn Identity Effects?", "subtitle": null, "abstract": "Often in language and other areas of cognition, whether twocomponents of an object are identical or not determine whetherit is well formed. We call such constraints identity effects.When developing a system to learn well-formedness from ex-amples, it is easy enough to build in an identify effect. But canidentity effects be learned from the data without explicit guid-ance? We provide a simple framework in which we can rig-orously prove that algorithms satisfying simple criteria cannotmake the correct inference. We then show that a broad classof algorithms including deep neural networks with standardarchitecture and training with backpropagation satisfy our cri-teria, dependent on the encoding of inputs. Finally, we demon-strate our theory with computational experiments in which weexplore the effect of different input encodings on the ability ofalgorithms to generalize to novel inputs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "identity effects" }, { "word": "machine learning" }, { "word": "neural net-works" }, { "word": "Generalization" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7g08r13k", "frozenauthors": [ { "first_name": "Simone", "middle_name": "", "last_name": "Brugiapaglia", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Tupper", "name_suffix": "", "institution": "Simon Fraser 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/29806/galley/19660/download/" } ] }, { "pk": 30148, "title": "General mechanisms of color lexicon acquisition: Insights from comparison of\nGerman and Japanese speaking children", "subtitle": null, "abstract": "This research investigated how German-speaking children\nlearn color words, both in terms of centroid mappings and\nboundary delineation, and how they construct the color\nlexicon as a connected system. The results were compared to\nthose of Japanese children to draw insights on general\nmechanisms that underlie the acquisition of words in the color\nlexicon. For both languages, input frequency and category\nsize contributed to the ease of learning. In contrast, in both\nlanguage groups, naming (in)consistency in adults predicted\nthe adult-like boundary delineation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color word acquisition; lexical development;\nword learning; language-general mechanisms; role of input" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4492w55w", "frozenauthors": [ { "first_name": "Mutsumi", "middle_name": "", "last_name": "Imai", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Noburo", "middle_name": "", "last_name": "Saji", "name_suffix": "", "institution": "Kamakura Women’s University", "department": "" }, { "first_name": "Gerlind", "middle_name": "", "last_name": "Große", "name_suffix": "", "institution": "University of Applied Sciences Potsdam", "department": "" }, { "first_name": "Cornelia", "middle_name": "", "last_name": "Schulze", "name_suffix": "", "institution": "Leipzig University", "department": "" }, { "first_name": "Michiko", "middle_name": "", "last_name": "Asano", "name_suffix": "", "institution": "Rikkyo University", "department": "" }, { "first_name": "Henrik", "middle_name": "", "last_name": "Saalbach", "name_suffix": "", "institution": "Leipzig 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/30148/galley/20002/download/" } ] }, { "pk": 29881, "title": "Generating new concepts with hybrid neuro-symbolic models", "subtitle": null, "abstract": "Human conceptual knowledge supports the ability to generatenovel yet highly structured concepts, and the form of this con-ceptual knowledge is of great interest to cognitive scientists.One tradition has emphasized structured knowledge, view-ing concepts as embedded in intuitive theories or organizedin complex symbolic knowledge structures. A second tradi-tion has emphasized statistical knowledge, viewing conceptualknowledge as an emerging from the rich correlational structurecaptured by training neural networks and other statistical mod-els. In this paper, we explore a synthesis of these two traditionsthrough a novel neuro-symbolic model for generating new con-cepts. Using simple visual concepts as a testbed, we bring to-gether neural networks and symbolic probabilistic programsto learn a generative model of novel handwritten characters.Two alternative models are explored with more generic neuralnetwork architectures. We compare each of these three mod-els for their likelihoods on held-out character classes and forthe quality of their productions, finding that our hybrid modellearns the most convincing representation and generalizes fur-ther from the training observations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Categories and concepts; neural networks; com-positionality; causality; generative models" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6079r2br", "frozenauthors": [ { "first_name": "Reuben", "middle_name": "", "last_name": "Feinman", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Brenden", "middle_name": "M.", "last_name": "Lake", "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/29881/galley/19735/download/" } ] }, { "pk": 30017, "title": "Gesture and pause can facilitate chunking syntactic information in ambiguousphrases", "subtitle": null, "abstract": "It is known that phrases and sentences can be interpreted to have multiple meanings. Previous studies have focused mostlyon prosodic cues and pauses in the disambiguation mechanism of syntactic structures. In this study, we looked into thedisambiguation effects of gestures (iconic or beat) and three different duration of pauses (0.1, 0.5, 1.0 sec) at critical wordfor branching. The participants looked at a computer monitor that showed an actor doing gesture, and two pictures thatdepict different meanings. The participant was asked to choose the matched picture with the shown gesture. Reactiontime was also measured. The result was that participants responded more correctly when gesture of sequential chunkingwas shown than non-sequential chunking. More pause facilitated interpretation of the non-sequential stimulus, whereasmore pause facilitated the reaction for the sequential chunking stimulus. The study showed the importance of chunkingsyntactic information shown by gesture and pause.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83r6g6cn", "frozenauthors": [ { "first_name": "Harumi", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Tokyo Denki 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/30017/galley/19871/download/" } ] }, { "pk": 30010, "title": "Gesture Production and Theory of Mind:Effective Disambiguation in Communication through Gesture", "subtitle": null, "abstract": "People design their speech acts with their listeners in mind,accounting for their knowledge and other mental states. Is thisability specific to spoken language and co-speech gesture, ordoes it appear in pantomimic gestures as well? We ask whetheradults flexibly shift their silent gestures to emphasize relevantinformation, representing different features of the target indifferent contexts. In a two-item reference game, adultsgestured to a partner to indicate which object was the target.Item pairs differed in one of three features (size, shape,pattern). We found that adults were more likely to gesture afeature when it was relevant to distinguishing the two possiblereferents, versus when it was not. Thus, adults flexiblymodified their gestures to meet their partners’ needs,emphasizing the relevant feature. These data lay a foundationfor future work on the development of use of theory of mind ingestural communication in childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture production; referential communication;theory of mind; common ground; disambiguation; language" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0n43m5wc", "frozenauthors": [ { "first_name": "Minju", "middle_name": "", "last_name": "Kim", "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/30010/galley/19864/download/" } ] }, { "pk": 29348, "title": "Getting Our Bearings:Advances in Understanding Spatial Reorientation", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial cognition; navigation; spatial reorientation" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rq0w3wj", "frozenauthors": [ { "first_name": "Nora", "middle_name": "S.", "last_name": "Newcombe", "name_suffix": "", "institution": "Temple 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/29348/galley/19209/download/" } ] }, { "pk": 29678, "title": "“Girls Are as Good as Boys” Implies Boys Are Better,But Only in the Absence of Explicit Awareness", "subtitle": null, "abstract": "The statement “Girls are as good as boys at math” appears toexpress gender equality, but research has shown that peopleinfer a gender difference from such statements: the group inthe complement position (boys) is judged to be superior. Arepeople aware that the syntax of these statements influencestheir judgments and do these framing effects generalize toother groups and inferences? We addressed these questions byreplicating and extending previous work, showing that (1)syntactic framing effects extend to politically chargedinferences about religious groups and terrorism, and (2) themajority of people recognize subject-complement statementsas influential in their judgments, but framing effects are foundonly in those who fail to recognize this influence. Those whodo cite this syntax as influential tend to show a reverseframing effect, suggesting they may be sensitive to the biasimplicit in such statements and consciously act to resist it.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; syntax; framing; gender; terrorism" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pd058td", "frozenauthors": [ { "first_name": "Evan", "middle_name": "M.", "last_name": "Doherty", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Stephen", "middle_name": "J.", "last_name": "Flusberg", "name_suffix": "", "institution": "SUNY Purchase College", "department": "" }, { "first_name": "Kevin", "middle_name": "J.", "last_name": "Holmes", "name_suffix": "", "institution": "Reed 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/29678/galley/19535/download/" } ] }, { "pk": 29502, "title": "Givenness Hierarchy Theoretic Cognitive Status Filtering", "subtitle": null, "abstract": "For language-capable interactive robots to be effectively in-troduced into human society, they must be able to naturallyand efficiently communicate about the objects, locations, andpeople found in human environments. An important aspect ofnatural language communication is the use of pronouns. Ac-cording to the linguistic theory of the Givenness Hierarchy(GH), humans use pronouns due to implicit assumptions aboutthe cognitive statuses their referents have in the minds of theirconversational partners. In previous work, Williams et al. pre-sented the first computational implementation of the full GHfor the purpose of robot language understanding, leveraging aset of rules informed by the GH literature. However, that ap-proach was designed specifically for language understanding,oriented around GH-inspired memory structures used to assesswhat entities are candidate referents given a particular cogni-tive status. In contrast, language generation requires a modelin which cognitive status can be assessed for a given entity.We present and compare two such models of cognitive sta-tus: a rule-based Finite State Machine model directly informedby the GH literature and a Cognitive Status Filter designedto more flexibly handle uncertainty. The models are demon-strated and evaluated using a silver-standard English subset ofthe OFAI Multimodal Task Description Corpus.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Status modeling" }, { "word": "Natural language gen-eration" }, { "word": "Human-robot interaction" } ], "section": "Social Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9x6565fv", "frozenauthors": [ { "first_name": "Poulomi", "middle_name": "", "last_name": "Pal", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" }, { "first_name": "Lixiao", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Golden-Lasher", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" }, { "first_name": "Akshay", "middle_name": "", "last_name": "Swaminathan", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29502/galley/19362/download/" } ] }, { "pk": 29742, "title": "Global Warming, Nationalism, and Reasoning With Numbers:Toward Techniques to Promote the Public’s Critical Thinking About Statistics", "subtitle": null, "abstract": "The increase of misinformation in the public sphere over thepast decade represents an urgent societal issue, given thechallenge of distinguishing veridical facts from false ormisleading information. The present experiment’s resultsindicate that people are reliant on numerical information in theirdetermination of whether a statistic related to global warming isrepresentative or misleading. Of particularly practicalsignificance, the results also demonstrate that showingparticipants a mixed set of revealing and misleading globalwarming statistics leads to an increase in global warmingacceptance, rather than sowing confusion (or some sense that alldata are equally dubious or compelling). Replicating priorresults, nationalism and global warming acceptance are in anegative relationship. We also describe the background, design,and assessment of a curriculum intended to help the generalpublic better distinguish between representative and misleadingstatistics about anthropogenic climate change. The findingshighlight numerically-driven inferencing as a useful paradigmfor the assessment of information relating to global warming andenvironmental risk.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "global warming; climate change; representativeness;misinformation; misleading information; numerical cognition;nationalism; statistical interpretation." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gh982rn", "frozenauthors": [ { "first_name": "Leela", "middle_name": "", "last_name": "Velautham", "name_suffix": "", "institution": "UC Berkely", "department": "" }, { "first_name": "Michael", "middle_name": "Andrew", "last_name": "Ranney", "name_suffix": "", "institution": "UC Berkely", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29742/galley/19598/download/" } ] }, { "pk": 29633, "title": "Goal-adaptiveness in children’s cue-based information search", "subtitle": null, "abstract": "This paper investigates the emergence and development ofchildren’s ability to adapt their information search to differentgoals. In Study 1, 3- to 7-year-olds had to decide whether tostudy the arms or legs of two monsters to predict which wouldsucceed at a throwing vs. jumping challenge. Children’s abil-ity to adaptively select the relevant piece of information andtailor their search to the given goal increased with age, surpass-ing chance level around 4;6. Study 2 investigated additionaladaptation to distributions of, e.g., long arms in the search do-main. Preliminary results confirm the observed developmentaltrend in search adaptiveness and effectiveness, suggesting anability to tailor information search to the relevant distributionsin the environment. These studies provide first insights intothe development of adaptive information search given complexgoals, deepening our understanding of this key aspect of learn-ing, judgment and decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information search; ecological learning; decisionmaking; adaptiveness" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cq430qx", "frozenauthors": [ { "first_name": "Andreas", "middle_name": "", "last_name": "Domberg", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Karla", "middle_name": "", "last_name": "Koskuba", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Azzurra", "middle_name": "", "last_name": "Ruggeri", "name_suffix": "", "institution": "Technical University of Munich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29633/galley/19491/download/" } ] }, { "pk": 29591, "title": "Good-enough production with repetition", "subtitle": null, "abstract": "Good-Enough production is the case where lexical selection between alternative words is subject to accessibility effects.Recent evidence suggests the name for a picture depends partly on the phonological form of the last word said. If Good-Enough production reflects variability in name activation and competition among alternative names, then non-adjacentmanipulations should also affect picture naming probability and latency. Participants read aloud printed words and namedpictures one at a time, including target pictures with two highly probable names (Dominant and Secondary). In theRepetition (vs Control) condition, Secondary names were read aloud in early trials, and target pictures were named at least50 trials later. Earlier reading resulted in a higher probability of Secondary names for target pictures, compared to Controlparticipants, suggesting that lexical selection is subject to non-adjacent influences. Dominant naming latency was greaterunder earlier Secondary name reading, supporting an interactive, competitive lexical selection mechanism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8ft2k714", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Koranda", "name_suffix": "", "institution": "UW-Madison", "department": "" }, { "first_name": "Maryellen", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "UW-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/29591/galley/19450/download/" } ] }, { "pk": 30152, "title": "Graded Representations of Norm Strength", "subtitle": null, "abstract": "Previous work across multiple disciplines has shown thatnorms have a powerful impact on behavior. Little is known,however about how norms are represented in the mind. Herewe examine whether people’s norm representations come inreliably identifiable grades of strength. Classical models ofnorms distinguished between the broad deontic categories ofprescriptions, permissions, and prohibitions. Four studiesdemonstrate that people consistently and consensuallydistinguish between deontic expressions that denote grades ofprohibition (e.g., frowned upon < unacceptable < forbidden)and grades of prescription (e.g., called for < expected ", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social norms; moral psychology; deontic logic" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0923c37q", "frozenauthors": [ { "first_name": "Bertram", "middle_name": "F.", "last_name": "Malle", "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/30152/galley/20006/download/" } ] }, { "pk": 29813, "title": "Grammatical marking and the tradeoff between code length and informativeness", "subtitle": null, "abstract": "Functionalist accounts of language suggest that formsare paired with meanings in ways that support efficientcommunication. Previous work on grammatical markingsuggests that word forms have lengths that enable efficientproduction, and previous work on the semantic typologyof the lexicon suggests that word meanings representefficient partitions of semantic space. Here we consider anintegrated information-theoretic framework that captures howcommunicative pressures influence both form and meaning.We take tense systems as a case study, and show how theframework explains both which tense systems are attestedacross languages and the length asymmetries of the forms inthose systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "efficient communication; semantic typology;grammar; information theory" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6px9r1df", "frozenauthors": [ { "first_name": "Francis", "middle_name": "", "last_name": "Mollica", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Geoff", "middle_name": "", "last_name": "Bacon", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29813/galley/19667/download/" } ] }, { "pk": 29774, "title": "Graphical vs. Spatial Models of Distributional Semantics", "subtitle": null, "abstract": "Semantic space models based on distributional information and semantic network (graphical) models are two of the mostpopular models of semantic representation. Both types of models succeed at modeling or explaining various tasks. Bothtypes of models also have limitations. Spatial models have difficulties representing indirect semantic relations, whilegraphical models have lacked a theoretical account for the construction of their semantic network. In this article, wedevelop the Distributional Graph Model. The new model resembles semantic space models in the way that it is a repre-sentation of semantic memory obtained from statistical learning on a linguistic corpus. But like other graphical models,it is able to capture indirect semantic relatedness as well. Using an artificial language specifically designed to test differ-ent types of syntagmatic and paradigmatic relationships, we show that the Distributional Graph Model demonstrates thebenefits of both graphical and spatial distributional models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bk0q2mr", "frozenauthors": [ { "first_name": "Shufan", "middle_name": "", "last_name": "Mao", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Willits", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29774/galley/19628/download/" } ] }, { "pk": 29763, "title": "Great Expectations: Evaluating the Role of Object-Color Expectations on Visual Memory", "subtitle": null, "abstract": "Previous research has shown that category expectations can improve recall, by reducing absolute average error (e.g. Hut-tenlocher, et.al., 1991; Hemmer & Steyvers, 2009), particularly when expectations are consistent with studied information.However, studied information that is expectation-inconsistent may also boost memory (e.g. Sakamoto & Love, 2004).Using a cued-recall task, we manipulated the degree to which studied object-color pairs aligned with peoples (N=29)expectations to explore the role of expectations in delayed recall. Our preliminary results show greater recall accuracyfor expectation-consistent items (e.g. yellow bananas) compared to expectation-inconsistent (purple bananas), and no-expectation items (yellow toothbrushes). However, there was no difference in accuracy between expectation-inconsistentand no-expectation items, nor was there a difference between weak and strong expectation-inconsistent items (orangish-yellow and purple bananas, respectively). This preliminary work shows that in delayed recall, the benefit of categoryexpectations might not extend to instances when studied information is misaligned with those expectations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zs707jk", "frozenauthors": [ { "first_name": "Kimele", "middle_name": "", "last_name": "Persaud", "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/29763/galley/19617/download/" } ] }, { "pk": 29550, "title": "Great expectations:\nEvidence for graded prediction of grammatical gender", "subtitle": null, "abstract": "Language processing is predictive in nature. But how do\npeople balance multiple competing options as they predict\nupcoming meanings? Here, we investigated whether readers\ngenerate graded predictions about grammatical gender of\nnouns. Sentence contexts were manipulated so that they\nstrongly biased people's expectations towards two or more\nnouns that had the same grammatical gender (single bias\ncondition), or they biased multiple genders from different\ngrammatical classes (multiple bias condition). Our\nexpectation was that unexpected articles should lead to\nelevated reading times (RTs) in the single-bias condition\nwhen probabilistic expectations towards a particular gender\nare violated. Indeed, the results showed greater sensitivity\namong language users towards unexpected articles in the\nsingle-bias condition, however, RTs on unexpected gender-\nmarked articles were facilitated, and not slowed. Our data\nconfirm that difficulty in sentence processing is modulated\nby uncertainty about predicted information, and suggest that\nreaders make graded predictions about grammatical gender.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Processing" }, { "word": "prediction" }, { "word": "gender" }, { "word": "Reading" }, { "word": "Sentence comprehension" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2xb8d9c4", "frozenauthors": [ { "first_name": "Katja", "middle_name": "", "last_name": "Haeuser", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Jutta", "middle_name": "", "last_name": "Kray", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Arielle", "middle_name": "", "last_name": "Borovsky", "name_suffix": "", "institution": "Purdue 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/29550/galley/19410/download/" } ] }, { "pk": 30179, "title": "Grid-Navigation Tasks involve Skill Learning", "subtitle": null, "abstract": "Several canonical experimental paradigms (serial reaction task, mxn task, etc.) have been proposed to study the typicalbehavioural phenomenon in sequential key-press tasks. However, not much work has been done on studying motor se-quencing in grid-navigation tasks. In this work, using empirical examinations, we systematically show grid-navigationtask as an instance of skill learning paradigm. The participants performed Grid-Sailing Task (GST), which required nav-igating (by executing sequential key-presses) a 5x5 grid from start to goal position while using a particular key-mappingamong the 3 cursor movement directions and the 3 keyboard buttons. We employ two different experiments to argue forthe learning of cognitive strategies as well as motor sequences. By rejecting the motor adaptation argument and validatingthe law of practice, we characterize GST as a skill learning task. We further argue for advantages of GST as a general,canonical task over others for use in skill learning studies.", "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/5m17q7kw", "frozenauthors": [ { "first_name": "Krishn", "middle_name": "", "last_name": "Bera", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Anuj", "middle_name": "", "last_name": "Shukla", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Raju", "middle_name": "", "last_name": "Bapi", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30179/galley/20033/download/" } ] }, { "pk": 29450, "title": "Grounding Spatial Language in Perception by Combining Conceptsin a Neural Dynamic Architecture", "subtitle": null, "abstract": "We present a neural dynamic architecture that grounds sen-tences in perception which combine multiple concepts throughnested spatial relations. Grounding entails that the model getsfeatures and relations as categorical inputs and matches themto objects in space-continuous neural maps which represent vi-sual input. The architecture is based on the neural principlesof dynamic field theory. It autonomously generates sequencesof processing steps in continuous time, based solely on highlyrecurrent connectivity. Simulations of the architecture showthat it can ground sentences of varying complexity. We thusaddress two major challenges in dealing with nested relations:how concepts may appear in multiple different relational roleswithin the same sentence, and how in such a scenario variousgrounding outcomes may be “tried out” in a form of hypothesistesting. We close by discussing empirical evidence for crucialassumptions and choices made when developing the architec-ture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anguage grounding; conceptual combination;neural network; dynamical system; dynamic field theory" } ], "section": "Spatial Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6b28g3wv", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Sabinasz", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" }, { "first_name": "Mathis", "middle_name": "", "last_name": "Richter", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" }, { "first_name": "Jonas", "middle_name": "", "last_name": "Lins", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" }, { "first_name": "Gregor", "middle_name": "", "last_name": "Schoner", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29450/galley/19310/download/" } ] }, { "pk": 29816, "title": "Group- and Individual-Level Information Affects Children’s Playmate Choice", "subtitle": null, "abstract": "Social relationships such as playmates and friendships are im-portant for children’s development. But relatively little isknown about how such relationships are formed. In two stud-ies, 5- to 6-year-old children chose their playmates in a hypo-thetical scenario that resembled a real-world social situation.The findings suggested that children used both the base-rateinformation about the social group and the adaptive samplingstrategy in playmate choice – they approached or avoided in-dividuals based on the group that the individuals belonged to,as well as their past experiences with the individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "playmate; friendship; adaptive sampling; statisti-cal learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2n03577c", "frozenauthors": [ { "first_name": "Rongzhi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Gil", "middle_name": "", "last_name": "Diesendruck", "name_suffix": "", "institution": "Bar-Ilan University", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "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/29816/galley/19670/download/" } ] }, { "pk": 29614, "title": "Habitual Sleep Quality Moderated the Effects of Sleep Deprivation on EmotionRegulation by Third-Person Self Talk: Event-Related Potential (ERP) andBehavioral Findings", "subtitle": null, "abstract": "The current study investigated the impact of sleep deprivation (SD) on the use of third-person self-talk, a relatively effort-less strategy, to regulate emotion. Twenty-four participants (age = 22.75 2.68, 54.17% male, 33.33% good sleepers) com-pleted a cue-picture ERP paradigm after normal sleep and SD conditions, in which they viewed negative or neutral stimuliand reflected on their feelings using either the pronoun I or their name (third-person). We calculated post-instruction latepositive potential (LPP) that has been found sensitive to emotion regulation strategies and closely related to amygdalaactivity. While poor sleepers showed greater LPP amplitudes overall, F(1,7) = 17.50, p = .004, SD only increased the LPPfor negative picture trials among good sleepers but not poor sleepers, F(1,7) = 5.37, p = .054, suggesting that the effect ofSD on emotion regulation using third-person self talk was moderated by habitual sleep quality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48n6j5dx", "frozenauthors": [ { "first_name": "Yeuk", "middle_name": "Ching", "last_name": "Lam", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Esther", "middle_name": "Yuet Ying", "last_name": "Lau", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Cheng", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Lydia", "middle_name": "Ting Sum", "last_name": "Yee", "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/29614/galley/19473/download/" } ] }, { "pk": 30032, "title": "Hands in Thought and Motion", "subtitle": null, "abstract": "Theories of event-predictive, anticipatory behavior controlsuggest that complex action planning and control is segmentedinto sequences of anticipated subgoals and according behav-ioral events, which accomplish the subgoals. Here we focus onthe cognitive dynamics during successive subgoal activations.We combined a virtual object interaction task (prehension andtransport of a bottle) with a crossmodal congruency task. An-ticipatory crossmodal congruency effects (aCCEs) occur at thegoal of the current behavior, before the goal is reached. TheseaCCEs appear to be stronger during prehension, while visualdistractors at the currently irrelevant movement target have noeffect. While the results so far provide only partial supportfor the proposed anticipatory, sequential control process, theparadigm is well-suited to probe the dynamic changes of spa-tial body representations in object interactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Event Predictive Cognition; Anticipatory Behav-ioral Control; Peripersonal Space; Virtual Reality" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/212611b8", "frozenauthors": [ { "first_name": "Johannes", "middle_name": "", "last_name": "Lohmann", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Martin", "middle_name": "V.", "last_name": "Butz", "name_suffix": "", "institution": "University of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30032/galley/19886/download/" } ] }, { "pk": 29500, "title": "Hatred is in the Eye of the Annotator: Hate Speech Classifiers Learn Human-LikeSocial Stereotypes", "subtitle": null, "abstract": "Social stereotypes impact individuals’ judgement about different social groups. One area where such stereotyping has acritical impact is in hate speech detection, in which human annotations of text are used to train machine learning models.Such models are likely to be biased in the same ways that humans are biased in their judgments of social groups. Inthis research, we investigate the effect of stereotypes of social groups on the performance of expert annotators in a largecorpus of annotated hate speech. We also examine the effect of these stereotypes on unintended bias of hate speechclassifiers. To this end, we show how language-encoded stereotypes, associated with social groups, lead to disagreementsin identifying hate speech. Lastly, we analyze how inconsistencies in annotations propagate to a supervised classifier whenhuman-generated labels are used to train a hate speech detection model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Social Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01j5v3mm", "frozenauthors": [ { "first_name": "Aida", "middle_name": "Mostafazadeh", "last_name": "Davani", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Mohammad", "middle_name": "", "last_name": "Atari", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Brendan", "middle_name": "", "last_name": "Kennedy", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Shreya", "middle_name": "", "last_name": "Havaldar", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Morteza", "middle_name": "", "last_name": "Dehghani", "name_suffix": "", "institution": "University of Southern 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/29500/galley/19360/download/" } ] }, { "pk": 29384, "title": "Health beliefs and decision making", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; causal reasoning; cross-culturalpsychology; health; machine learning; black swans; rituals" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dn665sf", "frozenauthors": [ { "first_name": "Micah", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Cristine", "middle_name": "", "last_name": "Legare", "name_suffix": "", "institution": "University of Texas- Austin", "department": "" }, { "first_name": "Ellen", "middle_name": "", "last_name": "Markman", "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/29384/galley/19245/download/" } ] }, { "pk": 29427, "title": "Hearing water temperature:Characterizing the development of nuanced perception of auditory events", "subtitle": null, "abstract": "Without conscious thought, listeners link events in the worldto sounds they hear. We study one surprising example: Adultscan judge the temperature of water simply from hearing itbeing poured. How do these nuanced perceptual skillsdevelop? Is extensive auditory experience required, or arethese skills present in early childhood? In Exp.1, adults wereexceptionally good at judging whether water was hot vs. coldfrom pouring sounds (M=93% accuracy; N=104). In Exp.2, wetested this ability in N=113 children aged 3-12 years, and foundevidence of developmental change: Age significantly predictedaccuracy (p<0.001, logistic regression), such that 3-5 year oldchildren performed at chance while 85% of children age 6+answered correctly. Overall our data suggest that perception ofnuanced differences between auditory events is not part ofearly-developing cross-modal cognition, and instead developsover the first six years of life.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "auditory development; cross-modal perception;auditory perception; nature vs nurture; individual differences" } ], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5628h7x6", "frozenauthors": [ { "first_name": "Tanushree", "middle_name": "", "last_name": "Agrawal", "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": "Amanda", "middle_name": "", "last_name": "Calcetas", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Clarke", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Naomi", "middle_name": "", "last_name": "Lin", "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/29427/galley/19287/download/" } ] }, { "pk": 29955, "title": "Hemispheric asymmetries in “expert” processingof semantic relationships during reading", "subtitle": null, "abstract": "How does individual-level variation in experience andknowledge influence neural mechanisms recruited during real-time language comprehension? We used event-related brainpotentials (ERPs) combined with lateralized visualpresentations of critical sentence-final words to examineasymmetries in hemispheric processing as individuals whovaried in their knowledge of the fictional world of Harry Potter(HP) read sentences about general topics / HP. HP sentenceendings were either contextually supported, unrelatedanomalies, or semantically related anomalies. Amongst HP“experts,” both hemispheres were sensitive to contextualsupport, but only the right hemisphere (RH) was sensitive tothe related anomaly manipulation. The exact pattern of resultsdepended on the relationship (categorical vs event). Ourfindings are in line with accounts on which the left hemisphere(LH) activates narrow/specific semantic contents and the RHactivates a broader range. We tentatively hypothesize thatcontent experts may exploit these hemispheric differences inscope of activation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "real-time language processing; ERPs; knowledge;individual differences; hemispheric asymmetries" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11w2467x", "frozenauthors": [ { "first_name": "Melissa", "middle_name": "", "last_name": "Troyer", "name_suffix": "", "institution": "Western University", "department": "" }, { "first_name": "Marta", "middle_name": "", "last_name": "Kutas", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29955/galley/19809/download/" } ] }, { "pk": 29906, "title": "Hierarchical Inferences Support Systematicity in the Lexicon", "subtitle": null, "abstract": "Language exhibits striking systematicity in its form-meaningmappings: Similar meanings are assigned similar forms. Herewe study how systematicity relates to another well-studiedphenomenon, linguistic regularization, the removal of unpre-dictable variation in linguistic variants. Systematicity is ulti-mately a property of classes of form-meaning mappings, eachmember of which can be acted upon independently by linguis-tic regularization. Both are supported by a cognitive bias forsimplicity, but this leaves open the question of how they inter-act to structure the lexicon. Using data from a recent artificialgesture learning experiment by Verhoef, Padden, and Kirby(2016), we formalize cognitive biases at the item level and thelanguage level as inductive biases in a hierarchical Bayesianmodel. Simulated data from models that lack either one ofthose biases show how both are necessary to capture subjects’systematicity preferences. Our results bring conceptual clar-ity about the relationship between regularization and system-aticity and promote a multi-level approach to cognitive biasesin artificial language learning and language evolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "systematicity; Bayesian modeling; regularization; signlanguage; artificial language learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jb5n9c2", "frozenauthors": [ { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tessa", "middle_name": "", "last_name": "Verhoef", "name_suffix": "", "institution": "University of Leiden", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29906/galley/19760/download/" } ] }, { "pk": 29642, "title": "Hierarchical temporal organization of speech in children and adolescents whostutter", "subtitle": null, "abstract": "With 10 to 20 sounds per second, fluent speech requires extremely skilled motor coordination. Therefore, young speakerswith an immature or malfunctioning speech production system may be particularly challenged by the temporal aspects offluent speech. In the present study, we examine nested temporal bout structure (Abney et al., 2014) to investigate howyoung speakers (children 9-12; adolescents 13-17 years old) who do and do not stutter might differ in their temporalorganization of speech during reading. Allan Factor analyses show that nested clustering of peak amplitudes at shorttime-scales (¡ 300 ms) differs between children and adolescents, pointing to developmental differences in the temporalorganization of syllabic structure. Greater nested clustering at longer timescales (¿ 300 ms 10 s) was characteristic ofstuttering, particularly in adolescents whose stutter risks to persist into adulthood. We discuss these findings in light oftheories of stuttering and the acquisition of fluent speech", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tg2p07g", "frozenauthors": [ { "first_name": "Mona", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "Ludwig-Maximilians-University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kello", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Simone", "middle_name": "", "last_name": "Falk", "name_suffix": "", "institution": "Universit de Montral", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29642/galley/19500/download/" } ] }, { "pk": 29364, "title": "How a-priori biases affect sequence learning in a serial reaction time task", "subtitle": null, "abstract": "The ability to chain together sequences of information and\naction is pivotal to everyday acquisition of skills. Despite\nextensive research of sequence learning, little focus has been\ngiven to individual performance in standard tasks measuring\nthis capability. As a result, little is known regarding what\nknowledge participants gain during such tasks. In the current\nwork, an individual- and item-based analysis is performed of\neye movements that occur during a spatial sequence learning\ntask and reflect anticipation of upcoming target locations. We\nshow that the knowledge participants acquire during the task\nis tightly linked to a-priori response biases they bring into the\nexperiment. Results suggest that a-priori biases may be a\nsizeable influence on performance in learning experiments,\nthat tends to be overlooked. Implications for designing and\nreading studies of sequence learning are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sequence learning; SRT; biases; prior knowledge;\nindividual differences" } ], "section": "Human Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8866617c", "frozenauthors": [ { "first_name": "Amir", "middle_name": "", "last_name": "Tal", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Eli", "middle_name": "", "last_name": "Vakil", "name_suffix": "", "institution": "Bar Ilan 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/29364/galley/19225/download/" } ] }, { "pk": 29937, "title": "How Can We Access Children Basic Academic Skills? The Possibility of CorrectedAcademic Skills via an Alternative Approach", "subtitle": null, "abstract": "The skills of reading, writing, and calculating manually are fundamental parts of subject learning. However, information-communication technology is expected to serve as an alternative to these basic academic skills. We conducted a study of158 Japanese elementary students (2nd to 6th grade) comparing students basic academic skills to their corrected academicskills, as measured with accommodations. Students were asked to perform independent reading and reading with a lis-tening comprehension task (Experiment 1), a manual Kanji-writing word task (Japanese characters) and a multiple-choicetask to measure Kanji knowledge (Experiment 2), and a manual calculation task and one using a calculator (Experiment3). Comparing the scores on the tasks performed by themselves and with accommodation, we found that 5 to 13% of thestudents were supported in their basic academic skills by the accommodation. The cognitive processes involved in learningthe basic academic skills and the corrected one are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/69s9f5m6", "frozenauthors": [ { "first_name": "Maiko", "middle_name": "", "last_name": "Takahashi", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Rumi", "middle_name": "", "last_name": "Hirabayashi", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Kenryu", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29937/galley/19791/download/" } ] }, { "pk": 30145, "title": "How children interface number words with perceptual magnitudes", "subtitle": null, "abstract": "How do children map symbolic number words to continuousand noisy perceptual magnitudes? We explore how 5- to 12-year-olds attach novel units to number, length, and area byexamining whether verbal estimation performance is primarilypredicted by access to number words, the precision ofchildren’s underlying perceptual systems, or a more generalprocess in structurally aligning number words with perceptualmagnitudes. We find that from age five onward, children canreadily form novel mappings between number words andperceptual magnitudes, including dimensions they have noexperience estimating in (e.g., length, area), and even whenfaced with completely novel units (e.g., mapping a collectionof three dots to “one” unit for number). Additionally,estimation performance was poorly predicted by the noise intheir underlying perceptual magnitudes and number wordaccess. Instead, we show that individual differences inchildren’s abilities to translate continuous perceptual signalsinto discrete categories underlie verbal estimationperformance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Number words" }, { "word": "estimation" }, { "word": "perceptual magnitudes" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57z0v3jw", "frozenauthors": [ { "first_name": "Denitza", "middle_name": "", "last_name": "Dramkin", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Darko", "middle_name": "", "last_name": "Odic", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30145/galley/19999/download/" } ] }, { "pk": 29567, "title": "How children learn non-obvious conceptual information from caregivers innaturalistic settings", "subtitle": null, "abstract": "A long-standing question in cognitive development asks how young children learn non-obvious conceptual information(i.e., information that is not directly perceptible). For artifacts, this non-obvious information includes the categories itemsfall into (Rhodes, Gelman & Karuza, 2014), and their functions (Matan & Carey, 2001). We investigated how childrenlearn non-obvious information about novel artifacts from their caregivers during naturalistic interactions in a living his-tory museum. Forty caregiver-child dyads (Ages: R=4;22-8;0,Mage=5.98 years) visited two exhibits for 8 minutes each(i.e., a heritage store and house). Using a series of GEEs and correlational analyses, we found caregivers used differentpedagogical techniques to teach their children about different artifact properties. Namely, they used causal (rs=.49,p¡.001)and procedural information (rs=.60,p¡.001) to describe an artifacts function, but used questions (rs=.79,p¡.001) and com-parisons (rs=.64,p¡.001) to discuss an artifacts identity. These patterns are compatible with the broader literature on howchildren learn non-obvious information best (Gelman, 2009).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0n68113n", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Attisano", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Shaylene", "middle_name": "", "last_name": "Nancekivell", "name_suffix": "", "institution": "University of North Carolina at Greensboro", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29567/galley/19427/download/" } ] }, { "pk": 29497, "title": "How do disparities reproduce themselves? “Ground truth” inference fromutility-maximizing agent’s sampling behavior", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; disparities; theory of mind; com-putational modeling" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52x2836j", "frozenauthors": [ { "first_name": "Yuan", "middle_name": "", "last_name": "Meng", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "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/29497/galley/19357/download/" } ] }, { "pk": 29415, "title": "How do Emotions Change during Learning with an Intelligent Tutoring System?Metacognitive Monitoring and Performance with MetaTutor", "subtitle": null, "abstract": "Emotional experiences have a significant impact on learningabout complex topics. Yet, challenges exist becauseemotions are typically operationalized as end products,excluding if, how, and when emotions change duringlearning and their relation to metacognition and performancewith advanced learning technologies such as intelligenttutoring systems (ITSs). In this paper, we addressed thesechallenges by capturing and analyzing 117 college students’concurrent and self-reported emotions at 3 time points duringlearning with MetaTutor, an ITS. Analyses revealed negativerelationships between increases in boredom, metacognitivemonitoring accuracy, and performance. We also foundthat if confusion persisted over time during learning, itwas detrimental to performance. These findings provideimplications for designing affect-sensitive ITSs which fosteremotion-regulation and metacognitive monitoring based onchanges in emotions during learning to optimize performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Emotions; Self-regulated learning; IntelligentTutoring Systems; Metacognition" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7r77q73n", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Cloude", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Franz", "middle_name": "", "last_name": "Wortha", "name_suffix": "", "institution": "Universität Tübingen, Leibniz-Institut für Wissensmedien", "department": "" }, { "first_name": "Daryn", "middle_name": "", "last_name": "Dever", "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/29415/galley/19275/download/" } ] }, { "pk": 30176, "title": "How does over-specification affect referent identification?", "subtitle": null, "abstract": "Five eye-tracking experiments examined whether and under what circumstances over-specified adjectives hinder or facili-tate referent identification. We show that when the referring expressions and visual displays are presented simultaneously,the adjectives are processed incrementally, such that after a fully discriminating first adjective, the inclusion of a secondadjective will not facilitate early identification, even if the second adjective denotes a highly salient attribute and thereforeimproves fixations to the target. By contrast, when all the attributes have been heard before the display presentation, theattributes could be used in parallel to identify the referent. In such situations, a later-mentioned adjective speeds up iden-tification, as well as enhances looks to the target if it denotes a salient discriminating attribute (e.g., color); however, theinclusion of a less salient attribute (e.g., pattern) delays identification and tends to hamper fixations to the target.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers accepted as Posters, appearing in proceedings only (abstract-only publication)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gw1s8g6", "frozenauthors": [ { "first_name": "Kumiko", "middle_name": "", "last_name": "Fukumura", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Maria", "middle_name": "Nella", "last_name": "Carminati", "name_suffix": "", "institution": "University of Stirling", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30176/galley/20030/download/" } ] }, { "pk": 30195, "title": "How does simulating aspects of primate infant visual development inform trainingof CNNs?", "subtitle": null, "abstract": "Primate visual development is characterized by low visual acuity and colour sensitivity besides high plasticity and synapticgrowth in the first year of infancy, prior to the development of specific visual-cognitive functions. In this work, weinvestigate the possible synergy between the gradual variation in visual input distribution and the concurrent growth of astatistical model of vision on the task of large-scale object classification. We adopt deep convolutional neural networks(CNNs) as a statistical model of vision and study its performance in 4 training setups each varying in either the modelbeing static or growing in parameters or the visual input being fully-formed or refining in saturation, contrast and spatialresolution. Our experiments indicate that a setup reflective of infant visual development, wherein a gradually growingmodel is trained on a refining visual input distribution, converges to a better generalization at a faster rate in comparisonto other setups.", "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/84r6702d", "frozenauthors": [ { "first_name": "Shantanu", "middle_name": "", "last_name": "Jaiswal", "name_suffix": "", "institution": "Agency for Science, Technology and Research, Singapore", "department": "" }, { "first_name": "Dongkyu", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Agency for Science, Technology and Research, Singapore", "department": "" }, { "first_name": "Fernando", "middle_name": "", "last_name": "Basura", "name_suffix": "", "institution": "Agency for Science, Technology and Research, Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30195/galley/20049/download/" } ] }, { "pk": 29578, "title": "How Do Verbs Change Their Meaning? Evidence for Minimal Subtraction", "subtitle": null, "abstract": "Verb metaphor has received little attention compared to noun metaphor. But verbs may be more likely to take onmetaphoric meanings than are nouns. One indication of this is verb mutability verbs are more prone to adapt theirmeanings under semantic strain than nouns (Gentner & France, 1988; King & Gentner, 2019). We tested the minimalsubtraction hypothesis (Gentner & France, 1988), which proposes (1) domain-specific dimensions of a verbs meaning areadjusted before abstract relational structure, and (2) degree of adjustment increases with strain. In three experiments, wecollected paraphrases of simple sentences and using word2vec found progressively greater abstraction of verb (but notnoun) meaning with strain. For example, a typical paraphrase of The wagon limped was The cart creaked along; a typicalparaphrase of The fantasy limped was The imagination faltered, reflecting greater abstraction of limped. These findingssupport the minimal subtraction account of verb metaphoric extension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pc6f3dk", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "King", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29578/galley/19437/download/" } ] }, { "pk": 29751, "title": "“How Helpful is this Observation?”: Children’s Evaluations of Scientific Evidence", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3864b2vs", "frozenauthors": [ { "first_name": "Judith", "middle_name": "", "last_name": "Danovitch", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Candice", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "University of Texas at Dallas", "department": "" }, { "first_name": "Ravit", "middle_name": "Golan", "last_name": "Duncan", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Allison", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Girouard", "name_suffix": "", "institution": "University of Louisville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [] }, { "pk": 29916, "title": "How Hong Kong Preschoolers Perceive Chinese Characters: Are There AnyRelationships between the Effect of HP and Literacy Ability?", "subtitle": null, "abstract": "The present study examined the relationship between Holistic processing (HP), a well-established perceptual-expertisephenomenon for visual-object recognition, and Chinese literacy ability in Hong Kong preschoolers. The literacy abilityof participants was assessed by The Hong Kong Reading Ability Screening Test for Preschool Children (RAST-K); whileHP of Chinese characters was measured by adopting the complete composite paradigm from Hsiao & Cottrell (2009). Inline with the previous findings, preschoolers also showed HP in Chinese character perception, with a negative correlationbetween HP and writing ability when other measurements were controlled. This study provides a theoretical contributionon the study of Chinese writing difficulties among preschoolers. Educational implications will also be 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/3n92m5cx", "frozenauthors": [ { "first_name": "Karen", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Ronald", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Ricky", "middle_name": "Van-yip", "last_name": "Tso", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29916/galley/19770/download/" } ] }, { "pk": 29624, "title": "How many instances come to mind when making probability estimates?", "subtitle": null, "abstract": "Sampling-based models, which assume that people remember or simulate instances of events and count outcome propor-tions to make probability judgments, account for many apparent biases in human judgment. The success of such modelsis generally dependent on sample size, as particularly large or particularly small samples are often required for a modelto reproduce effects observed in data. Thus, systematically exploring the actual number of instances that people tend tosample is an important criterion in evaluating model credibility. Here we propose a method of estimating sample size byway of inter-judgment variance. We show through model recovery that this method will reliably recover the correct samplesize and subsequently apply the method to two well-supported models of human probability judgment, Probability TheoryPlus Noise and the Bayesian Sampler. Results indicate, in both cases, that human probability judgments are based on arelatively plausible (¡ 10) number of sampled instances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t21f70q", "frozenauthors": [ { "first_name": "Joakim", "middle_name": "", "last_name": "Sundh", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Jian-Qiao", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29624/galley/19482/download/" } ] }, { "pk": 29917, "title": "How many observations is one generic worth?", "subtitle": null, "abstract": "Generic language (e.g., “Birds fly”) conveys generalizationsabout categories and is essential for learning beyond our directexperience. The meaning of generic language is notoriouslyhard to specify, however (e.g., penguins don’t fly). Tessler andGoodman (2019b) proposed a model for generics that is math-ematically equivalent to Bayesian belief-updating based on asingle pedagogical example, suggesting a deep connection be-tween learning from experience and learning from language.Relatedly, Csibra and Shamsudheen (2015) argue that genericsare inherently pedagogical, understood by infants as referringto a member of a kind. In two experiments with adults, wequantify the exchange-rate between generics and observationsby relating their belief-updating capacity, varying both thenumber of observations and whether they are presented ped-agogically or incidentally. We find generics convey strongergeneralizations than single pedagogical observations (Expt. 1),even when the property is explicitly demarcated (Expt. 2). Wesuggest revisions to the vague quantifier model of generics thatwould allow it to accommodate this intriguing exchange-rate.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "generic language; Bayesian learning; belief updat-ing; pedagogical sampling; observational learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8k36p1kx", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Sophie", "middle_name": "", "last_name": "Bridgers", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29917/galley/19771/download/" } ] }, { "pk": 29499, "title": "How much to copy from others?The role of partial copying in social learning", "subtitle": null, "abstract": "One of the major ways that people engage in adaptive problemsolving is by copying the solutions of others. Most of the workon this field has focused on three questions: when to copy, whoto copy from, and what to copy. However, how much to copyhas been relatively less explored. In the current research, weare interested in the consequences for a group when its mem-bers engage in social learning strategies with different tenden-cies to copy entire or partial solutions and different complex-ities of search problems. We also consider different networktopologies that affect the solutions visible to each member.Using a computational model of collective problem solving,we demonstrate that strategies where social learning involvespartial copying outperform strategies where individuals copyentire solutions. We analyze the exploration/exploitation dy-namics of these social learning strategies under the differentconditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social learning; individual learning; copying; ex-plore/exploit; imitation; network topology" } ], "section": "Social Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1jd2q51b", "frozenauthors": [ { "first_name": "Chelsea", "middle_name": "M.", "last_name": "Campbell", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Eduardo", "middle_name": "J.", "last_name": "Izquierdo", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29499/galley/19359/download/" } ] }, { "pk": 29792, "title": "How nouns surface as verbs: Inference and generation in word class conversion", "subtitle": null, "abstract": "Word class conversion refers to the extended use of a wordfrom one grammatical class to another without overt morpho-logical marking. Noun-to-verb conversion, or denominaliza-tion, is one form of word class conversion studied extensivelyin the literature. Previous work has suggested that novel de-nominal verb usages are comprehensible if the listener cancompute the intended meaning based on shared knowledgewith the speaker. However, no existing work has explored thecomputational mechanism under this proposal. We proposea frame-semantic generative model, Noun2Verb, that supportsthe inference and generation of novel denominal verb usagesvia semi-supervised learning. We evaluate this framework ina dataset of denominal verbs drawn from adults and childrenagainst a state-of-the-art model from natural language process-ing. Our results show that Noun2Verb aligns better with humaninterpretation and bridges the gap between machines and hu-mans in lexical innovation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word class conversion; denominal verb; frame se-mantics; lexical innovation; generative model" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49q8k0s7", "frozenauthors": [ { "first_name": "Lei", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Lana", "middle_name": "El", "last_name": "Sanyoura", "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/29792/galley/19646/download/" } ] }, { "pk": 29626, "title": "How People Examine Self/Others Learning History", "subtitle": null, "abstract": "We investigated how people examined the self or anothers learning history using a complex dynamic control task. Thirty-eight undergraduates were assigned to self or self-as-instructed-other conditions. Participants were asked to performthe task twice and describe their thinking as they examined the learning history provided in the second session. Theparticipants in the self condition were provided with their own learning history, whereas those in the self-as-instructed-other condition were presented with their learning history as if it were anothers. We compared their performance on thecontrol and structure tests between conditions. The results showed that performance on the control test improved oversessions regardless of the condition. The results also showed that the participants in the self-as-instructed-other conditionengaged in evaluation or guessing more often than those in the self condition, suggesting that there are differences in howpeople examine a persons learning history depending on its source.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82t3b1hq", "frozenauthors": [ { "first_name": "Jun", "middle_name": "", "last_name": "Ishihara", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29626/galley/19484/download/" } ] }, { "pk": 29433, "title": "How Reliable is the Give-a-Number task?", "subtitle": null, "abstract": "The Give-a-Number task has become a gold standard ofchildren’s number word comprehension and has beenincreasingly used to organize debate in developmentalpsychology. In this task, the experimenter asks children togive specific numbers of objects (e.g., 1 to 6), and based ontheir pattern of responses, children are classified into stagesthat can be readily related to other developmental milestones.The increasing popularity of Give-a-Number raises thequestion of how reliable it is, since the size of a correlationbetween two different tasks cannot reliably exceed the test-retest reliability of either measure taken individually. InExperiment 1, 2- to 4-year-old children were tested twice in asingle session with Wynn’s (1992) version of the Give-a-Number task, which features a titrated design. In Experiment2, we tested a second group of children with an alternativeversion that uses a larger number of trials in a non-titrateddesign. We found that in both cases the task was highlyreliable in differentiating children who could accurately countfrom those who could not, but that reliability differed forspecific numbers, and was more reliable for very smallnumbers (i.e., “one” and “two”) than for slightly larger ones(i.e., “three” and “four”). We discuss practical implications ofthese results for researchers studying numeracy and discussfurther directions to assess the validity of the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Give-Number task; concordance; numberacquisition" } ], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wd4d9xn", "frozenauthors": [ { "first_name": "Elisabeth", "middle_name": "", "last_name": "Marchand", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29433/galley/19293/download/" } ] }, { "pk": 30119, "title": "How speakers avoid gender ambiguous pronouns: A cross-linguistic study", "subtitle": null, "abstract": "We examined how speakers avoid gender ambiguous pronouns, exploiting cross-linguistic variations in French, Italian,and English. The gender congruence between two human referents led to fewer pronouns (more nouns) in both Frenchand English, whereas the grammatical gender congruence between two inanimate referents had no effect on the use ofpronouns in English, where grammatical gender is absent, as well as French, where grammatical gender is present. InItalian, gender congruence did not affect the use of null pronouns in all conditions, which are ambiguous regardless. Theresults are compatible with the non-linguistic competition account: Speakers avoid gender ambiguous pronouns only whenthe gender congruence increases their non-linguistic similarity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/720296ms", "frozenauthors": [ { "first_name": "Kumiko", "middle_name": "", "last_name": "Fukumura", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Villata", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Celine", "middle_name": "", "last_name": "Pozniak", "name_suffix": "", "institution": "Universit Paris 7", "department": "" }, { "first_name": "Francesca", "middle_name": "", "last_name": "Foppolo", "name_suffix": "", "institution": "University of Milano Biccoca", "department": "" }, { "first_name": "F.-Xavier", "middle_name": "", "last_name": "Alario", "name_suffix": "", "institution": "Aix-Marseille Universite", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30119/galley/19973/download/" } ] }, { "pk": 29342, "title": "How stories shape us, and how we shape stories", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fiction; narrative; discourse; text; perspective-taking; development; evolution." } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hj2g7vx", "frozenauthors": [ { "first_name": "Angela", "middle_name": "", "last_name": "Nyhout", "name_suffix": "", "institution": "University of Kent , University of Toronto", "department": "" }, { "first_name": "Vaunam", "middle_name": "", "last_name": "Venkadasalam", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Oatley", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Raymond", "middle_name": "", "last_name": "Mar", "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/29342/galley/19203/download/" } ] }, { "pk": 29409, "title": "How to Help Best: Infants’ Changing Understanding of Multistep Actions Informstheir Evaluations of Helping", "subtitle": null, "abstract": "Research beginning with Piaget reveals a change in infants’understanding of multistep, means-end action sequences:Whereas 12-month-old infants reason that (e.g.) one opens abox to access its contents, younger infants are more likely toreason that one’s goal is simply to open the box. Here weexplore the implications of this developmental change ininfants’ action understanding for infants’ social evaluations.Using a puppet show paradigm, we examined infants’evaluations of two agents who helped another agent to achieveeither the end or the means of a means-end sequence, bothbefore and after 12 months of age. In a subsequent preferencetest, 15-month-old infants reached for an End-Helper over aMeans-Helper, whereas 8-month-old infants did the reverse.These findings link infants’ evaluation of helpers to theirrepresentations of action plans, consistent with recentcomputational models of naïve psychology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Infant development; social cognition; action understanding" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86k315nv", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "M.", "last_name": "Woo", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Spelke", "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/29409/galley/19269/download/" } ] }, { "pk": 29715, "title": "How to navigate everyday distractions: Leveraging optimal feedback to trainattention control", "subtitle": null, "abstract": "To stay focused on their chosen tasks, people have to inhibit distractions. The underlying attention control skills canimprove through reinforcement learning, which can be accelerated by giving feedback. We applied the theory of metacog-nitive reinforcement learning to develop a training app that gives people optimal feedback on their attention control whilethey are working or studying. In an eight-day field experiment with 99 participants, we investigated the effect of this train-ing on peoples productivity, sustained attention, and self-control. Compared to a control condition without feedback, wefound that participants receiving optimal feedback learned to focus increasingly better (f = .08, p ¡ .01) and achieved higherproductivity scores (f = .19, p ¡ .01) during the training. In addition, they evaluated their productivity more accurately (r =.12, p ¡.01). However, due to asymmetric attrition problems, these findings need to be taken with a grain of salt.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11c0n0vx", "frozenauthors": [ { "first_name": "Maria", "middle_name": "", "last_name": "Wirzberger", "name_suffix": "", "institution": "University of Stuttgart", "department": "" }, { "first_name": "Anastasia", "middle_name": "", "last_name": "Lado", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Lisa", "middle_name": "", "last_name": "Eckerstorfer", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Ivan", "middle_name": "", "last_name": "Oreshnikov", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Jean-Claude", "middle_name": "", "last_name": "Passy", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Adrian", "middle_name": "", "last_name": "Stock", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Lieder", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29715/galley/19572/download/" } ] }, { "pk": 29858, "title": "Human-Generated Explanations of Inferences in Bayesian Networks: A CaseStudy", "subtitle": null, "abstract": "As AI systems come to permeate human society, there is an increasing need for such systems to explain their actions,conclusions, or decisions. This is presently fuelling a surge in interest in machine-generated explanation. However,there are not only technical challenges to be met here; there is also considerable uncertainty about what suitable targetexplanations should look like. In this paper, we describe a case study which makes a start at bridging between machinereasoning, and the philosophical and psychological literatures on what counts as good reasoning by eliciting explanationsfrom human experts. The work illustrates how concrete cases rapidly move discussion beyond abstract considerationsof explanatory virtues toward specific targets more suitable for emulation by machines. On the one hand, it highlightsthe limitations of present algorithms for generating explanations from Bayesian networks. At the same time, however, itprovides concrete direction for future algorithm construction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10g399jg", "frozenauthors": [ { "first_name": "Marko", "middle_name": "", "last_name": "Tesic", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29858/galley/19712/download/" } ] }, { "pk": 29838, "title": "Human-like Learning Framework forFrequency-Skewed Multi-level Classification", "subtitle": null, "abstract": "Contemporary deep neural network based classification sys-tems are typically designed to learn information at a singlelevel of granularity from datasets in which all items occur withequal frequency. Humans, on the other hand, acquire informa-tion at several different levels of granularity from experiencesthat contain some items more frequently than others. This al-lows us to learn and differentiate frequent items better fromother items. We investigate the consequence of learning froma natural frequency/multi-level dataset in a deep neural net-work designed to model the human neocortex, complementedin some simulations with a replay buffer, playing the role ofthe human hippocampus. The NC network, when trained onits own, is able to learn more frequent items relatively quicklyand differentiate them better from other items, as human learn-ers do. However, the network’s performance on infrequentand unseen examples pays a price in generalization perfor-mance compared to a standard training regime. The replaybuffer serves to ameliorate these deficiencies, and we intro-duce a computationally and psychologically motivated replayweighting scheme that performs better than two alternatives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Multi-level classification; frequency effects; com-plementary learning systems" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08m4h3v6", "frozenauthors": [ { "first_name": "Amarjot", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29838/galley/19692/download/" } ] }, { "pk": 29870, "title": "Humans measure algorithmic complexity to guide engagement with eventsequences", "subtitle": null, "abstract": "The criteria for guiding endogenous attention are largely unknown. A prominent view is that humans preferentiallyengage with information of intermediate complexity, and minimize engagement with too simple or too complex events.Here, we operationalize the notions of engagement and complexity to test this hypothesis. We asked participants toengage with differentially complex sequences of symbols shown one-by-one and disengage when they 1) could predictthe next element of the sequence, or 2) felt the sequence was unpredictable. We define sequence complexity as a functionof the probability of obtaining that sequence from a particular Hidden Markov Model. This extends previous measuresof complexity to respect sequential structure and closely relates to the algorithmic complexity of sequence-generatingprograms. We construct different measures using this operationalization of sequence complexity to predict the probabilityof disengagement at each event. We assess under which definitions intermediate complexity is preferred.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75w8t3zg", "frozenauthors": [ { "first_name": "Gal", "middle_name": "", "last_name": "Raz", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Setayesh", "middle_name": "", "last_name": "Radkani", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29870/galley/19724/download/" } ] }, { "pk": 29712, "title": "Identifying Individual Differences in Sensemaking and Information Foraging", "subtitle": null, "abstract": "Prior research has distinguished between acquiring new/related knowledge (information foraging) and restructuring col-lected data (sensemaking), demonstrating that both substantially contribute to the comprehension of unknown information.These behaviors are critical cognitive abilities that can lead to scientific success and to innovation. Yet, little is knownabout whether there are individual differences in these behaviors. We provide a paradigm to study how these cognitiveabilities are utilized as participants attempt to understand the causal structure of a fictitious islands ecosystem (e.g., Whatis making the animals sick?). Some causal structures are directly posed by the environment, and can be discovered by in-formation foraging, whereas others can only be derived by sensemaking by merging or splitting the causes and/or effectsof already acquired information. We expect to see individual differences in information foraging and in sensemaking asreflected by the type of structures reported and time spent collecting or assessing the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k58q2qb", "frozenauthors": [ { "first_name": "Kara", "middle_name": "", "last_name": "Kedrick", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Schrater", "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/29712/galley/19569/download/" } ] }, { "pk": 29960, "title": "Identifying the Bounds of Peripersonal Space with Phase Transition Methods", "subtitle": null, "abstract": "The shape of the transition in multisensory integration between the (defensive) peripersonal space (DPPS) and the extrap-ersonal space (EPS) has recently been debated. Contributing to this discussion, we approached the DPPS-EPS transitionfrom a dynamic systems perspective. Specifically, the dynamic complexity of visuotactile reaction times to moving stimuliwas employed to evaluate the presence of phase transitions. Reecting well-established ndings on the DPPS-EPS transi-tion, we hypothesized that a phase transition would be identied for looming stimuli, but not for receding stimuli, andthat the phase transition for looming threatening stimuli would be located further away from the body than for loomingnon-threatening stimuli. Contrary to these hypotheses, we found that phase transitions for receding stimuli were moreprominent and located further away from the body than phase transitions for looming stimuli. Nonetheless, we considerthe identification of phase transitions to be a promising approach for future studies of multisensory integration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nd208c4", "frozenauthors": [ { "first_name": "Milou", "middle_name": "", "last_name": "Huijsmans", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Travis", "middle_name": "", "last_name": "Wiltshire", "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/29960/galley/19814/download/" } ] }, { "pk": 29451, "title": "Identifying the neural dynamics of category decisions with computational model-based fMRI", "subtitle": null, "abstract": "Successful categorization requires a careful coordination ofattention, representation, and decision making. Comprehensivetheories that span levels of analysis are key to understandingthe computational and neural dynamics of categorization. Here,we build on recent work linking neural representations ofcategory learning to computational models to investigate howcategory decision making is driven by neural signals across thebrain. We combine functional magnetic resonance imagingwith hierarchical drift diffusion modelling to show that trial-by-trial fluctuations in neural activation from regions ofoccipital, cingulate, and lateral prefrontal cortices are linked tocategory decisions. Notably, lateral prefrontal cortex activationwas also associated with exemplar-based model predictions oftrial-by-trial category evidence. We propose that these brainregions underlie distinct functions that contribute to successfulcategory learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning" }, { "word": "fMRI" }, { "word": "computationalmodelling" }, { "word": "EBRW" }, { "word": "drift diffusion model" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19z606nj", "frozenauthors": [ { "first_name": "Juliana", "middle_name": "", "last_name": "Adema", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Heffernan", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Michael", "middle_name": "L.", "last_name": "Mack", "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/29451/galley/19311/download/" } ] }, { "pk": 29540, "title": "I don’t know if you did it, but I know why: A ‘motive’ preference at multiple stagesof the legal-investigative process", "subtitle": null, "abstract": "What makes an explanation satisfying? Much work hasinvestigated explanatory preferences for things like animalsand artifacts, but how do explanation preferences manifest ineveryday life? Here, we focus on the criminal justice system asa case study. In this domain, outcomes critically depend on howmembers of the system (e.g., lawyers, jurors) generate andinterpret explanations. We investigate lay preferences for twodifferent classes of explanations: those that appeal to‘mechanistic’ aspects of a crime (i.e., how the culpritcommitted the crime) vs. ‘teleological’ aspects of that crime(i.e., the purpose of the crime). In two experiments, wedemonstrate that people have a systematic preference for'motive' accounts of crimes (analogous to a teleologypreference) at different stages of the investigative process. Wediscuss these findings in light of a broad literature on thecognitive basis of explanation preferences. We also discussimplications for the criminal justice system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explanations; information-seeking; sense-making;legal decision-making; teleology; mechanism" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5119w6nd", "frozenauthors": [ { "first_name": "Alice", "middle_name": "", "last_name": "Liefgreen", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Sami", "middle_name": "R.", "last_name": "Yousif", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "David", "middle_name": "A.", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29540/galley/19400/download/" } ] }, { "pk": 29412, "title": "Illusory causal connections and their effect on subjective probability", "subtitle": null, "abstract": "Our world is filled with statistical information: from dice rolls to\nlotteries, we often act based on our impressions of probability. Yet\nthe human mind is not wired to reason about truly probabilistic\nevents, often imposing structure on data or events where no such\nstructure exists (as in ‘illusory correlations’). Here, we consider a\ncase study in intuitive statistics: disjunctive events. For example,\nparticipants are asked to imagine a button that, when pressed, has a\n1 in 100 chance of yielding a prize. They are told to imagine\npressing that button 100 times. Across several paradigms, we show\nthat people overestimate the probability of this disjunctive event —\nin stark contrast to classic demonstrations where people\nunderestimate such probabilities (e.g., when iteratively selecting\nmarbles from jars with replacement). These results reflect a\ntendency to view events as causally connected in illusory ways;\nimplications for other domains of reasoning are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive statistics" }, { "word": "disjunctive events; probability;\nreasoning; decision-making; reservoir fallacy" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h0075tn", "frozenauthors": [ { "first_name": "Sami", "middle_name": "R.", "last_name": "Yousif", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29412/galley/19272/download/" } ] } ] }